►
From YouTube: June 15, 2020 Budget Hearing & School Board Meeting
Description
No description was provided for this meeting.
If this is YOUR meeting, an easy way to fix this is to add a description to your video, wherever mtngs.io found it (probably YouTube).
B
I'd
like
to
welcome
everyone
tonight,
the
Beaverton
School
District
budget
hearing
for
the
2021
budget.
We
had
community
members
if
they
would
like
to
submit
testimony
public
testimony
for
our
budget.
We
had
that
open
until
noon
today
and
as
of
noon
today,
we
received
61
responses
of
public
testimony.
All
of
that
public
testimony
will
be
entered
into
the
public
record,
and
this
evening
we
have
submitted
all
of
that
comment.
B
Public
comment
to
individual
board
members
and
I
would
like
all
the
board
members
at
this
time,
to
take
a
few
moments
to
review
the
the
comments
from
the
public
and
if
they
have
any
clarifying
questions
that
they
would
like
to
ask
our
staff
about
anything
that
has
to
do
with
our
budget
I
welcome
them
to
do
so.
So
at
this
time,
we're
just
going
to
give
the
board
members
a
few
minutes
to
actually
review
that
public
testimony
that
was
submitted
at
noon
today.
B
C
Okay,
I
guess
I
guess
I
will
start
because
it
seems
to
be
a
few
issues
here.
One
is
the
SROs
and
the
other
one
is
the
Flex
online
schedule,
so
I
guess
I
have
I'll
start
with
the
question
about
the
online
class
schedule
are
the
online
classes
and
I
guess
I,
just
kind
of
was
just
interested
in
how
the
funding
I
guess
decision
behind
the
funding
this
particular
this.
This
fall.
C
I
know
that
we
don't
exactly
know
what's
going
to
happen
as
far
as
what's
going
to
be
open
by
the
time
fall
rolls
around
that
kids
can
go
to
school,
so
I
guess
I
know
it's
kind
of
difficult
to
then
determine
how
much
of
the
budget
you're
going
to
allocate
for
online
resources.
So
I
just
I'm,
just
kind
of
curious
as
to
what
the
thought
process
was
regarding
the
upcoming
falls
term.
D
C
D
Now
there
would
be
actually
more,
but
in
2019
20.
So
this
school
year
we
currently
have
a
562
students
that
are
going
to
other
online
schools
other
than
the
Beaverton
School
District,
so
that
probably
equates
to
somewhere
we're
getting
right
around
a
little
bit
over
five
million
dollars
and
that
would
just
be
strict,
strict
ad
Adm
on
that
are
regardless
of
waiting.
D
So
our
idea
is
that
we
want
those
opportunities
for
parent
at
that
choice
and
also
we
want
to
stop
covering
some
of
that
funding,
whether
it's
students
engaging
in
other
on
schools
outside
of
our
district
and
which
I'll
just
add
those
the
results
at
the
point
the
schools
are
getting
are
not
they're,
not
stellar,
and
we
believe
that
our
team
has
worked
together,
a
Flex
program
that
will
have
much
more
rigor
and
serve
our
students.
The
other
thing.
D
Going
to
do
that
doesn't
really
have
anything
to
do
with
the
Flex
and
online,
but
eventually
it
will
is
a
significant
significant
number
of
our
students
who
are
electing
to
home
school
and
we're
with
our
ESD
to
try
to
recover
some
of
those
students.
So
that
is
the
primary
reason
that
we're
wanting
to
do
that.
But
I
would
also
ask
either
John
Polinski
or
Paul
autumn
if
they
would
like
to
weigh
in
and
or
our
deputy
superintendent
of
teaching
and
learning
Jenny
hansman.
F
C
I
guess,
as
a
follow-up
to
that
I
do
know
that
in
some
other
states
and
I'm
thinking
about
California
I
can't
remember
which
school
district
this
is,
but
they
are
as
looking
at
protect
just
limiting
the
number
of
students
in
each
classroom
and
I,
don't
know
if
we
have
been
considering
that
and
what
that
financial
impact
would
be
and
how
that
would
impact,
perhaps
the
online
learning.
If
we
went
to
that
model,
the
offering
of
the
online
learning
I.
F
Think
some
of
the
answers
to
those
questions
will
come
out
later
when
Brian
Sica
does
his
presentation
on
return
to
school
updates.
Some
of
that
will
be
answered
honor
and
if
not,
we
can
follow
up
after
that.
But
I
do
think
that
there's
a
lot
of
details
yet
to
be
worked
out
in
and
outs
of
what
the
state's
giving
us
is
her
guidance
and
how
we're
going
to
plan
around
all
of
that,
but
I
think
just
a
preview
of
that.
F
What
we're
trying
to
do
is
offer
many
different
options
for
our
parents,
so
they
they
have
options
where
they
feel
comfortable
with
what
we're
trying
to
do
our
main
goal
at
all
times
and
I'll
say
this
over
and
over.
So
please
forgive
me
is
we
think
the
best
instruction
for
students
is
face-to-face
with
the
teacher,
it's
not
online,
but
we
know
that
different
circumstances.
Parents
and
students
have
call
for
different
options
at
that
time,
so
we
want
to
be
able
to
provide
those
options.
C
G
F
Well,
right
now
and
again
we're
still
working
out
details
with
one
of
our
biggest
challenges
with
this
is
we
don't
know
how
many
students
are
going
to
apply
for
the
school
and
so
we're
picking
a
number
right
now
and
then
we're
going
to
be
very
able
to
adjust?
Should
we
receive
more
or
less,
but
right
now
we're
staffing
it
using
the
same
staffing
model
as
an
option
school
would
and
where
we're
projecting
400
students.
F
Now
we
don't
know
if
that's
an
equal,
equal
distribution
across
all
grade
levels
or
whether
we're
gonna
have
spikes
here
and
there.
So
it's
really
hard
to
say
how
we're
going
to
assign
teachers
right
now
and
that
predicts
some
of
the
the
cost.
But
right
now
we
anticipate
it's
going
to
be
fairly
equal
to
staffing
us
a
regular
school.
We
don't
anticipate
having
a
savings
top.
G
F
F
So
I
don't
know
how
many
school
board
members
were
here
in
2013
when
Paul
autumn
did
a
presentation
on
online
schools
when
he
was
being
asked,
probably
by
the
school
board,
to
why
are
we
not
having
a
an
online
school
and
he
presented
data
to
support
his
opinion?
We
shouldn't
at
that
time,
because
we
just
haven't
done
enough
background,
work
and
thought
behind
it.
I
think
between
then,
and
now
we
have
given
several
lots
of
thought.
F
We've
we've
seen
we've
learned
along
the
way,
but
getting
to
your
your
general
question,
we
aren't
done
putting
this
through
the
equity
lens.
We've
done
some
significant
work
so
far,
but
the
reason
we're
here
right
now
presenting
it
in
this
timeline
is
because
we
have
to
get
it
an
application
to
the
state
for
the
school
ID,
and
so
that
has
to
be
run
by
school
board
and
so
that's
kind
of
accelerated
everything.
F
Within
a
couple
weeks,
we've
had
to
really
move
fast,
and
so,
even
though
we've
done
some
work
with
the
with
the
equity
piece,
we're
not
done
with
that.
Yet
because
we
haven't
involved
all
the
groups,
we've
we've
needed
to
so
far,
so
I
would
say:
I
guess
best
way
to
say
that
it's
a
work
in
progress
but
I
would
add,
and
Paul
could
back
this
up
later,
the
data
we
have
from
Flex
online
school
I
think
he
shared
some.
What
do
you
Tom?
F
You
know
our
our
main
constituent
group.
There
is
students
from
disadvantaged
backgrounds,
students
with
disabilities,
students
in
English
language
development
classes.
The
large
portion
of
the
students
flex
has
served
so
far
has
been
in
those
groups,
and
so
we
don't
anticipate
that
to
change
very
much
with
this.
We're
still
gonna
be
there
to
serve
them
and
that's
what
we
want
to
do
so.
B
Again,
I'd
like
to
remind
board
members
as
we
go
on
here.
This
is
a
budget
hearing
on
this
year's
submitted
budget
that
our
budget
committee
has
already
passed
and
we
are
commenting
on
the
public
testimony
that
we
got
for
any
clarifying
questions
that
are
public,
that
we're
trying
to
clarify
we're
gonna
have
an
opportunity
later
in
our
agenda
here
to
address
everything
about
the
Flex
online
authorization.
So
if
we
could
again
keep
it
to
that,
this
is
a
budget
hearing
on
this
year's
budget.
So
Donna
you
had
another
question.
C
That
about
$200,000
is
allocated
to
the
SROs
a
line
item
for
our
budget
and
that
the
majority
of
the
costs
associated
with
this
program
is
borne
by
the
city
of
the
police
departments
of
Beaverton
and
the
Sheriff
Department
I,
just
kind
of
wanted
to
get
clarification
on
that
and
if
we
decide
to
make
any
adjustments
later
after
we've
done,
our
analysis
I
believe
there
is
one
that's
being
done,
that
we
can
still
make
changes
to
that
later.
Is
that
true
I'm.
A
Happy
to
answer
that
question
I
work
with
the
S
Rose
directly
and
helped
oversee
the
program.
So
we
currently
have
it's
about.
Two
hundred.
Sixty
thousand
dollars
is
going
towards
the
SRO
program.
The
majority
of
I
would
say
the
vast
majority
of
it
is
funded
actually
through
the
county
to
Washington
County
Sheriff's
Office,
as
well
as
Butte
Inn,
Police
Department.
So
one
officer
is
paid
for
four
B
Burton
Police
with
the
expansion
of
mountainside
four
years
ago,
and
then
we
pick
up
the
cost
based
on
the
parent
request
and
teacher
request
at
HS.
A
G
H
It's
a
clarifying
question
for
Mike
about
our
budget,
because
I
noticed
in
some
of
the
questions
that
they
a
lot
of
the
some
of
the
public
comments
were
about
the
budget
as
it
is
right
now
with
si
a
in
place
and
I
just
want
to
clarify
that
that
that
this
is
basically
a
holding
budget.
Until
we
have
more
information
to
know
where
we're
going
with
the
actual
budget
for
2020
21,
that's.
I
Correct
Susan:
we
have
no
further
guidance
other
than
the
nine
billion
that
was
originally
appropriated.
We've
heard
about
special
session
possibilities
to
address
revenue
shortfalls,
but
we
have
you
know
that
those
have
not
happened
yet
and
the
forecast
gave
us
kind
of
foreshadowed
the
the
shortfalls
and
where
we're
at
so
we've
got
some
work
to
do
there
and
we've
also
got
this
whole
return
to
school.
That
you'll
hear
about
later
tonight.
That's
going
to
impact
our
budget
as
well.
Well,.
H
So
I'm
going
to
follow
up
and
as
well
to
say
that
one
of
the
other
questions
in
there
was
you
know
what
the
I
know,
what
the
actual
impact
will
be
word.
Do
you
think
the
cuts
might
be.
That
was
one
of
the
questions
from
our
community
and
again.
I
know
that
it's
kind
of
unknown,
but
if
we
can
get
the
word
out
more
like.
J
H
I
Sure
I
can
add
to
that
Susan.
Right
now,
we've
been
identifying
cost
reductions
at
the
at
the
central
level.
We
have
been
trying
to
stay
away
from
schools
and
in
the
classroom
there
there
may
be
some
impact
there
as
well,
but
right
now
we're
looking
at
some
Department
of
reductions
that
we
need
to
bring
them
back
and
share
with
you
as
a
board.
Thank.
B
C
I
guess
I
just
have
one
follow
up
curious
question
about
the
online
school
I
know.
John
had
mentioned
that
the
cost
of
it
was
just
like
a
regular
school,
so
I'm
just
trying
to
figure
out
how
that's
going
to
be
allocated
among
the
different
kinds
of
school
like
elementary
middle
high
school,
and
is
that
something
that,
since
we're
looking
at
budget
cuts
in
the
fall?
Does
that
mean
that
the
elementary
and
middle
and
high
schools
budget
will
be
further
reduced
to
offset
the
costs
of
this
online
school?
C
I
Donna
I
would
say
at
this
point
we're
looking
at
you
know,
as
John
mentioned,
we're
building
a
base
for
around
400
students,
but
we
don't
know
at
this
point
where
those
students
come
from.
Are
they
coming
back
to
us?
Are
they
coming
from
our
existing
schools?
So
that's
something
that
will
play
out
over
time.
I
believe,
as
we
begin
to
see
what
the
interest
is
and
look
at
registrations.
C
I
F
Would
just
add
real
quick
that
you
know
there's
also
the
danger
of
not
doing
something
and
losing
students
who
would
parents
would
choose
to
enroll
in
another
school
outside
of
our
district
or
home
school,
which
we've
heard
lots
of
feedback
from
parents
are
just
gonna,
keep
their
kids
home
in
home
school.
So
that
would
have
a
significant
impact
on
the
budget.
Mid-Year,
which
would
be
extremely
devastating
to
have
to
possibly
I
would
say.
Possibly
you
don't
want
to
be
to
start
here,
but
you
know
have
layoffs,
mid-year
and
we're
trying
to
avoid
that.
B
All
right,
any
others
all
right
with
that
I'm
going
to
call
the
public
hearing
for
the
budget
2021
adjourned,
and
we
will
move
right
into
the
regular
school
board
business
meeting
at
this
time.
It
is
our
last
regular
business
meeting
for
this
school
year
and
what
a
school
year
it
has
been
and
we
will
be
taking
I
call
the
meeting
to
order
and
at
this
time
what
I
would
like
to
do
is
just
for
the
record
to
have
all
of
our
board
members.
B
G
K
B
Becky
10
Chuck
is
here
alright,
with
that
we're
going
to
move
right
into
our
public
comments
and
again
with
us
having
to
do
these
meetings
by
a
zoom.
Our
public
comments.
We
opened
our
website
so
that
people
could
add
public
comment
up
until
noon
today
and
then
we
download
all
of
the
comments
and
we
put
those
in
for
the
public
record,
and
we
have
roughly
a
hundred
and
one
public
comments,
and
we
really
appreciate
our
community
during
this
time
to
provide
so
much
public
comment.
B
The
same
thing
with
our
budget:
it's
very
nice
to
have
a
community
that
cares
so
much
to
share
with
us
the
school
board,
their
thoughts.
So
with
that
I'm
going
to
call
on
Vice
Chair
Eric
Simpson
to
let
us
know
how
many
Oh
before
I
do
that
I'm.
Very
sorry,
we
have
a
special
guest
joining
us
tonight
and
that
is
our
be
EA.
President
Sarah
Schmidt,
who
has
signed
off
with
this
and
Sarah,
would
like
to
first
share
some
remarks
and
then
we'll
go
into
the
other
public
testimony.
L
L
When
the
white
supremacy
in
our
educational
system,
I
hope
that
commitments
from
board
members
and
district
leadership
will
be
quickly
followed
by
consistent
and
concrete
actions.
I
know
your
public
statements
have
been
very
appreciated
by
the
community
and
I
as
the
president
of
B
EA
just
wanted
to.
Let
you
know
that
we
are
more
than
willing
to
join
you
for
partnership,
collaboration
and
accountability
in
this
work.
L
I
wanted
to
give
a
specific
example
of
following
actions
with
words
and
speak
just
for
a
moment
about
the
continued
presence
of
SROs
in
our
schools.
I
want
to
encourage
you
to
listen
carefully.
A
hundred
and
one
public
comments
is
significant.
I
hope
that
you
will
listen
carefully
and
understand
the
perspectives
of
the
members
of
our
community,
who
are
contacting
you
with
those
comments.
L
Please
ask
questions
from
the
equity
lens
and
carefully
consider
the
answers.
I
hope
that
you
will
seek
out
input
from
black
clinics,
indigenous
and
other
students
of
color
and
their
families,
about
the
impact
of
the
regular
presence
of
us
Arabs
in
our
school.
We
need
to
find
out
what
their
lived
experiences,
what
they
need
to
feel
safe
and
celebrated
and
welcomed
in
their
schools
every
day.
I
also
want
to
speak
for
a
moment.
L
I
know
it's
been
covered
a
little
bit
in
the
budget
hearing,
but
I
wanted
to
call
your
attention
to
the
agenda
item
about
authorizing
the
creation
of
a
permanent
k12
online
school.
Frankly,
I
was
shocked
to
see
this
in
the
board
packet,
because,
typically
when
the
district
is
planning
a
new
program,
the
Association
would
have
had
frequent
and
ongoing
collaborative
conversations
about
the
purpose
impact
on
members,
working
conditions,
staffing
considerations,
etc.
L
When
that
doesn't
happen,
it's
undermine
trust
and
I
think
it
shows
just
respect
for
BIA
members
and
establishes
more
of
a
combative
relationship
that
I,
don't
think,
serves
any
of
us
well
in
the
presence
of
more
information.
I
think
it
appears
to
us
and
to
many
of
our
members
that
district
leadership
is
taking
advantage
of
the
pandemic
as
an
opportunity
to
push
forward
a
new
program
without
gathering
input
from
staff,
students
or
parents.
L
It's
been
really
clear
to
our
members
during
this
kovat
19
pandemic.
That
distance
learning
has
exacerbated
existing
inequities
in
our
system
and
it's
definitely
not
the
best
way
to
teach
the
whole
child.
So
we
need
to
know
and
understand
whether
this
decision
is
going
to
close
or
widen
access,
opportunity
and
expectation
gaps
for
our
students,
and
it
seems
disingenuous
to
publicly
commit
to
rooting
out
systemic
racism
in
our
district
and,
at
the
same
time
make
a
move
to
open
an
online
school
without
fully
addressing
the
equity,
lens
and
I.
L
L
To
point
out
that
as
educators,
parents
and
members
of
this
community,
we
are
all
concerned
about
the
safety
of
returning
to
school
next
year.
I
know,
educators
are
very
eager
to
be
back
in
buildings
with
students
we
miss
our
students
like
crazy,
but
we're
also
incredibly
nervous
about
the
risks
to
health
and
safety
I
think.
Instead,
we
should
be
working
together
with
staff
and
families
on
comprehensive
plans
to
make
sure
that
everybody
can
return
safely
in
the
fall
rather
than
creating
a
special
school.
L
That's
going
to
keep
a
small
number
of
students
safe
in
a
strictly
online
format,
so
I
hope
that
you
will
revisit
that
conversation
thoroughly.
Consider
the
answers
to
the
equity
lens
questions
before
voting
or
taking
action
on
this
proposal,
as
well
as
other
items
in
the
future,
to
show
our
community
that,
through
your
actions,
you
are
committed
to
equity
and
educational
justice.
L
I
want
to
give
a
quick
bargaining
update.
We
had
a
bargaining
session
this
morning,
I'm
not
sure
if
the
board
has
been
updated,
but
I
want
to
speak
to
that
really
quickly.
We
haven't
reached
an
agreement
after
a
very
interesting
and
unique
negotiation
session.
We've
decided
to
suspend
bargaining
until
next
fall.
The
pause
was
due
to
some
obvious
uncertainties
in
the
revenue
from
the
state
and
federal
governments.
In
addition,
we've
been
unable
to
reconcile
some
financial
inconsistencies
in
the
proposed
budget.
So
during
this
time
the
district
has
been
building
up
reserves
and
talking
about
layoffs.
L
Talking
about
a
budget
crisis,
it's
been
a
little
bit
confusing
for
us
to
tease
through
there's,
been
a
hiring
freeze.
Additional
administrative
positions
have
been
created
and
we're
not
quite
sure
if
there
will
be
additional
positions
that
are
hired
for
next
year,
so
we
need
a
chance
to
come
together,
have
some
agreements
on
those
details
before
we're
willing
to
make
an
agreement.
L
Lastly,
in
closing
I
wanted
to
think
I,
don't
know
if
you
all
know
this,
but
I
want
to
thank
my
colleague,
my
mentor
and
my
friend
Karen
Lally,
who
is
finishing
her
term,
as
vice
president.
In
a
few
weeks,
we're
not
gonna
let
her
go
very
far,
but
I
wanted
to
acknowledge
I'm
with
the
board
since
I
know.
You've
all
worked
with
her
over
the
years
on
her
40
years
of
service
to
the
Beaverton,
School
District
and
immeasurable
contributions
to
be
EA
so
from
the
bottom
of
my
heart.
L
Thank
you
to
Karen
and
Lindsey
Rae
will
be
stepping
into
the
VP
position
in
a
few
weeks
and
we'll
be
bringing
her
advocacy,
commitment
to
justice,
creative
problem-solving
and
both
musical
and
mathematical
talents
into
that
new
role.
So,
thank
you
all
so
much
for
your
leadership
this
year,
I'm
incredibly
proud
of
our
staff
for
making
it
to
June
and
I
hope
that
everyone
has
a
safe
and
healthy
summer.
Thank
you.
B
K
So
actually,
I
think
it
was
a
hundred
three
comments,
but
I
could've
been
off
on
my
tally,
but
I'll
summarize
what
we
have
here
for
the
SRO
officer
we
had
in
favor
of
twelve
people
thought
we
should
keep
those
as
a
security
for
the
schools
we
are.
We
had
people
20
people
in
favor,
of
reallocating
those
resources
and
not
keeping
SRO
program
financed
by
that
school
district
I'm.
So
those
32
comments
on
SRO
on
online
school
flex
school.
There
was
total
of
62
comments
or
were
four
there's.
K
No
feedback
were
like
a
very
supportive
online
school.
They
like
what
we've
been
doing
with
mom
remote
school
with
koban
19,
but
we
had
a
58
comments
or
kind
of
opposed
to
online
school
or
a
various
assortment
of
reasons,
equity
and
other
things
and
resources.
So
total
sixty-two
feedbacks
on
online
school.
We
had
four
comments
on
the
value
of
PE,
mostly
very
positive,
I'm,
saying
that
Danny
actually
enjoyed
it
and
they
liked
the
stuff
we
have
on
seesaw,
etc,
so
keeping
PE.
K
Even
when
we
have
remote
school,
we
had
on
to
comments
or
just
blanket
statements
on
better
collaboration.
Maybe
I.
Couldn't
you
know
Sarah
mentioned
you
know
we
had
to
collaborate
together.
You
know
with
people
in
schools,
teachers,
administrators.
We
had
two
comments
who
are
really
on
making
sure
we
remove.
You
know
racism
and
equity
and
the
district
is
kind
of
a
blanking
statement
and
similar
one
from
the
two
different
people
we
had.
One
comment
was
kind
of
an
inquiry
on
sports.
What
we're
gonna
do
it?
K
This
fall
was
kind
of
a
question
on
what's
going
on
with
our
sports
programs,
we
had
one
comment
from
a
student
actually
on
curriculum
kind
of
a
similar
to
the
racism
comment
where
they're
asking
like
we
know.
Maybe
we
need
to
change
some
of
our
curriculum
to
include
more
content
about
our
similar
or
structural
racism,
and
then,
lastly,
we
had
one
comment:
I
guess
just
from
the
ACA,
so
she
made
instead
of
speaking
like
Sarah
did
today.
She
left
a
comment
in
the
comment
box.
B
D
You
chair,
Tim
Chuck,
as
you
heard
today,
was
officially
the
last
day
for
our
teachers
and
some
other
support
staff.
Needless
to
say,
this
has
been
one
of
the
most
challenging
years
that
I
believe
educators
have
ever
had
to
go
through.
It's
been
a
challenging
year,
not
only
for
staff,
but
for
our
students
and
families,
and
we
continue
to
be
in
uncharted
waters.
D
We
continue
to
experience
racial
and
economic
and
justices.
The
horrific
video
of
a
law
enforcement
officer
taking
the
life
of
George
Floyd
is
a
reminder
we
all
do
not
share
in
all
of
the
life
and
liberty
expectations
that
are
afforded
to
some.
In
addition,
the
Cova
19
phonemic
has
significantly
highlighted
the
disparities
taking
place
due
to
race
and
economics
enforced
by
structural
discrimination
past
and
recent
events
call
for
us
to
come
together
to
make
actionable
reforms
to
our
education,
health
and
law
enforcement
structures
and
processes
to
allow
all
people's
five
in
every
aspect.
D
D
We
will
be
engaging
our
community
to
pass
data
when
we
get
ready
to
get
chart
for
a
different
direction
being
able
to
use
that
data,
and
we
need
to
really
look
at
some
short-term
goals,
but
also
long-term
goals
for
comprehensive
reforms
in
her
system,
as
I
said
we're
in
unknown
waters
and
some
of
those
unknown
waters
involve.
How
are
we
going
to
return
to
school
in
the
fall?
D
We
have
informed
we
are
forming
and
have
form
both
internal
and
external
work
groups
to
develop
a
spring
board
return
to
school
plan,
adhering
to
this
guidance
once
again
and
conduct
conjunction
with
the
Oregon
Health
Authority,
as
well
as
the
governor's
office
and
the
Department
of
Education,
our
Oregon
school,
when
must
first
be
approved
by
the
Oregon
Health
mental,
our
mental
health
of
here
in
Washington
County,
and
then
it
must
be
presented
to
our
school
board.
And,
finally,
it
must
be
submitted
to
the
Department
of
Education
no
later
than
August
15th.
D
J
D
D
Once
again.
It
has
some
requirements
and
also
some
recommendations.
There
is
some
latitude
for
school
districts,
but
also
there's
some
significant
requirements
in
how
we
are
going
to
trace
students.
How
we
going
to
serve
students,
cohorts
some
safety
issues
regarding
social
distancing
and
it's
it's
it's
a
really
big
lift
I
want
to
send
a
special
shout-out
to
Bryan
Sica
who's,
who's,
leading
those
efforts,
and
he
and
his
entire
team
have
been
great
you're,
going
to
hear
a
lot
and
we're
talking
a
lot
about
the
2020
2021
budget.
D
We
continue
to
work
diligently
after
reviewing
the
may
economic
forecast
to
finalize
a
spending
budget
for
the
upcoming
school
year
with
the
latest
information
available,
but
also
with
several
issues
not
being
resolved.
We
have
submitted
a
staffing
budget
to
our
Human
Resources
Department,
to
finalize
staffing.
We
still
have
to
finalize
our
si
a
budget
as
well
as
some
major
98
finalization
of
those
budgets.
D
We
need
to
get
this
done
so
that
building
administrators
can
move
forward
with
their
staffing.
I
will
say
a
month
at
the
budget.
I
submitted
is
going
to
the
spending
budget,
I'm,
submitting
prioritizes,
maintaining
class
size
ratios
and
classroom
resources
to
the
best
of
our
ability.
In
these
uncertain
times,
significant
reductions
were
made
to
central
office
and
operational
services,
which
I
want
the
board
to
know
will
impact
the
building,
but
we're
trying
to
stay
as
far
out
of
the
classroom
as
possible.
D
There
are
several
unresolved
events
that
can
and
will
impact
our
budget
next
year.
They
include
how
will
our
legislature
address
the
to
over
two
billion
dollar
shortfall
in
the
state
general
fund,
and
will
our
legislature
backfill
the
state
school
fund
to
reach
the
nine
billion
dollar
service
level
to
which
our
budget
his
budget
is
built
on
nine
billion
dollars
and
when
I
say
that
over
two
billion
dollar
shortfall
to
the
state
general
fund?
D
At
what
level
will
school
districts
be
funded
by
the
student
Investment
Act
dollars,
supported
by
the
corporate
activities
tax
latest
information
from
the
Department
of
Education
indicates
to
plan
for
anywhere
from
a
37
to
50
percent
reduction
that
will
take
place
and
there
is
a
possibility.
The
legislature
could
use
si
$1
to
backfill
the
general
fund,
the
state
school
fund.
So
we're
really
we're
really
trying
to
make
some
assumptions
here.
How
will
major
98
dollars
be
impacted?
Current
information
also
suggests
a
budget,
a
35
percent
reduction
of
these
funds.
D
We
are
also
waiting
to
see
if
our
Legislature
will
prioritize
the
backfilling
of
these
dollars.
When
will
our
legislature
return
to
session
to
finalize
a
general
fund
budget
that
will
address
the
state
school
fund?
When
will
that
happen?
We've
heard
anything
from
mid-june
to
maybe
it
won't
happen
till
August
or
what
resources
will
need
to
be
expanded
to
address
return
to
support
plans
bill?
We
receive
any
additional
funds
from
our
federal
or
state
agencies
to
reimburse
current
and
future
expenditures
due
to
Coba
19.
D
We
are
currently
budgeting
for
a
four
million
dollar
promised
allocation
that
we
have
still
not
received
so
I
just
want
to
say
that
as
we
as
we
as
we
move
forward,
there
are
going
to
be
several
times
that
we
may
have
to
pivot
and
right
now,
what
I
can
tell
the
board?
What
I
can
tell
our
community
is
we're
Raleigh
trying
to
do
the
best
possible
thing,
with
the
assumption
that
we
know
right
now
and
every
other
school
districts
is
in
this,
because
in
this
situation,
on
a
positive
note,
I
want
to
end
with.
D
Today
we
had
a
pricing
call
with
Piper
Jaffray
and
we're
looking
at,
as
you
know,
has
authorized
and
directed
by
the
school
board,
looking
at
refinancing
our
bonds
and
right
now,
it's
looking
very
well
that
is
of
today,
and
it
could
change
tomorrow
or
the
next
day,
but
our
our
funding
and
our
pricing
commitment
is
supposed
to
take
place
on
Wednesday
if
we
would
have
priced
out
today
with
today's
market.
As
you
remember,
we
were
looking
at
saving
19
to
20
million
dollars
in
the
refinancing
of
bonds.
D
If
that
would
have
happened
today,
there
would
have
been
a
net
gain
of
37
million
dollars.
So
we
are
just
hoping
the
market
continues
to
move
in
the
right
direction.
Tomorrow
we
have
another
pricing
fall
and
then
the
final
pricing
call
is
on
Wednesday
and
finally,
a
couple
people
I
want
to
recognize
today
take
the
privilege
of
doing
that.
I
also
to
say
a
big
shout
out
to
Karen
Lally
and
all
of
her
commitment
to
the
Beaverton
School
District
and
help
that
she's
done.
She
has
been
a
partner
in
our
efforts
and
and
Karen.
D
A
Good
evening
again
had
the
privilege
of
speaking
of
Sue,
Robertson
or
one
another
chief
of
HR
and
have
had
the
distinct
pleasure
of
working
with
her
in
a
very
in
a
variety
of
various
roles
in
the
school
district.
I'll
be
brief,
I
could
go
on
for
about
10
minutes
or
so,
but
I
think
sue
would
probably
crawl
out
of
her
skin
as
well.
A
But
we've
had
the
privilege
of
having
sue
in
our
district
since
1987
and
she
started
our
district
as
a
school
teacher
as
a
teacher
at
the
middle
level
at
Highland
Park
and
has
been
in
various
role
as
a
student
manager
to
tag
facilitator
position,
Vice,
Principal
and
then
a
principal
at
with
her
before
her
moved
to
central
office
and
Sue
has
most
recently
been
in
HR
and
chief
of
HR
for
the
last
14
years.
So
pretty
great
years,
a
lot
of
a
lot
of
work
has
been
done.
A
Connie
and
I
were
going
through
and
trying
to
count
contracts
and
or
agreements,
and
we
believe
it's
26
that
she
has
helped
to
bring
to
finality.
It's
a
large
number,
a
lot
of
work,
but
also
a
lot
of
collaboration
with
teams
and
work,
certainly
with
the
EI
o
SCA
over
the
years,
as
well
as
abscess,
so
want
to
commend
her
on
a
tremendous
career
in
Beaverton
and
several
years
prior
to
Burton
and
other
school
districts
as
well.
She
has
had
a
phenomenal
career.
A
D
The
next
person
I'd
like
to
recognize
is
our
communication.
Direct
Maureen,
wheeler
and
Maureen
has
been
here
for
nearly
four
years,
20
years
as
the
public
communications
officer
in
the
district
in
this
role
as
most
board
members,
community
relations
elections,
legislative
activities,
media
relations,
volunteer
services,
Community
Partnership
functions
and,
as
you
well
know,
in
the
course
for
public
relations,
career
Maureen
has
been
responsible
for
contributing
and
leading
several
successful.
Bond
campaigns
to
successful
local
option
levies.
Maureen's
passion
for
community
service
is
always
evident
and
she
invests
way
beyond
in
her
community.
D
She
also
has
won
the
Oregon
governor's
volunteerism
award
and
what
I'll
say
is
Maureen
bleeds
Beaverton
through
and
through
she's,
always
there
for
the
students
for
the
community
for
the
parents
and
she's
always
willing
to
really
think
about
those
folks
that
we
need
to
speak
up
for
more
and
in
cabinet.
She
always
does
that
she's
always
forefront
when
we
get
into
critical
issues,
as
well
as
delivering
the
good
news.
She
might
be
small
in
stature
but
she's,
a
courageous
woman
and
she's
out
there
on
the
line
when
we
have
difficult
issues
so
Maureen.
D
D
And
I'm
gonna
try
to
get
through
this
next
one.
As
you
know,
Mary
Hawkins,
who
is
my
administrative
assistant,
but
also
the
administrative
assistant
to
all
of
our
school
board
and
I,
worked
with
many
administrative
assistants
in
my
time,
but
ever
haven't
quite
worked
with
somebody
like
Mary
she's,
confidential,
she's,
professional
and
she
she
really
really
looks
at
every
possible
Avenue
when
making
a
decision
she's
a
self-starter.
D
D
She's,
probably
trained
and
and
and
caused
and
grew
up,
a
lot
of
superintendents,
which
is
a
hard
enough
job
in
itself.
So
hats
off
to
her
for
that
she
she's
just
a
one-of-a-kind
person
and
she's
going
to
be
missed.
Her
historical
perspective,
her
sense
of
humor,
her
guidance
and
I
know
that
every
school
board,
member,
a
pre,
shaper
and.
D
B
B
B
I
You,
chair
Tim,
Chuck
yeah
before
you,
the
numbers
at
the
end
of
May
and
not
much,
has
changed
since
our
last
board.
Meeting
on
the
revenue
side.
Expenditures
are
projected
down
a
little
bit,
so
the
overall
net
is
any
fund
balance
of
about
forty
eight
point:
five
million
dollars.
As
superintendent
grotty
mentioned.
We
are
anticipating
some
Kerr's
dollars.
B
I
just
have
a
quick
question
again,
if,
if
you
could
just
tell
us
again
Mike
what
with
having
the
furloughs
and
in
the
freezes
and
all
the
different
things
that
we
put
into
place
before
the
end
of
the
school
year,
what
that
reserves?
What
that
does
with
carrying
over
what?
What
that's
going
to
mean
to
the
district,
we're.
I
Currently,
estimating
that
chair,
Tim
Chuck
in
the
range
of
7
million
in
the
current
year
and
then
another
million
dollars
in
the
next
year,
because
some
of
the
furloughs
run
through
late
July.
So
that's
what
our
current
estimate
is.
We
won't
know
much
until
we
run
our
July
payroll,
which
will
be
early
on
in
July.
This
is
the
last
last
check
for
our
licensed
staff.
B
And
at
that
time
we
also
know
because
I
know
we
get
a
lot
of
our
community
members,
thinking
that
with
not
having
school
for
as
long
as
we
did
with
the
cost
savings
is
to
the
school
district
on
that
or
not
running
our
buses.
Or
are
we
P
able
to
do
a
report
to
show
what
kind
of
savings
there
was
that
I
think
a
lot
of
people
would
be
surprised?
It's
not
as
much
as
we
think
it
is.
I
Yes,
we
can,
we
can
show
once
we
have
our
actuals
for
the
end
of
the
year.
We
can
do
a
comparison
to
what
we
had
originally
budgeted
and
show
you
kind
of
where
we
ended
up,
or
at
least
even
from
our
last
working
budget
that
was
pre
cope
it.
We
can
show
you
the
differences
there.
That's
a
great
idea.
Thank
you.
A
I'll
go
ahead
and
begin
David
Oana
there
we
go
all
right,
go
ahead
and
advance
the
slide
here,
David,
so
coma,
19
update.
This
should
look
somewhat
familiar.
It's
a
similar
format
to
what
we
presented
previously
but
wanted
to
give
you
some
updates,
as
it
pertains
to
what
has
happened
over
the
last
two
months:
go
ahead
and
move
forward
David.
A
So
our
daycare
programs,
we
have
continued
with
two
sites
within
our
school
district
and
we
are
now
functioning
at
approximately
80
children
per
week
between
these
two
sites.
It
increase.
When
my
last
report
to
you,
we
were
averaging
ten
to
fourteen
kids
over
the
course
of
each
week,
we're
now
up
to
consistently
eighty
those
groups
of
kids,
as
you
can
see,
have
to
be
in
groups
of
ten,
so
they're
separated
they
have
to
remain
in
the
same
cohort.
A
A
Distributing
Chromebooks
fixing
Chromebooks,
giving
new
ones
out
if
they
break
having
the
helpline
not
only
for
students
but
also
for
staff
available,
and
that
has
worked
tremendously
well
I'm
across
the
district
in
terms
of
facilities
and
maintenance
and
custodial
at
this
time,
we've
kind
of
returned
back
to
what
our
normal
summer
should
be,
and
that
is
cleaning
floors
preparing
for
next
school
year.
But,
prior
to
this,
there
was
a
lot
of
work
trying
to
clear
the
buildings
out
and
also
we're
in
the
process
now
of
assisting
teachers
to
shut
down
their
classrooms
across
the
district.
A
As
you
well
know,
students
bring
a
lot
of
items
to
school
and
they
don't
always
remember
to
take
them
home
when
they
leave.
So
our
custodial
staff
helped
oversee
out
all
the
cleaning
out
of
lockers
bagging
those
labeling
those
appropriately
and
making
sure
that
those
were
also
distributed
with
other
staff
back
to
our
students,
not
only
at
the
middle
and
high
school
in
terms
of
lockers,
but
all
student
content
out
of
desks
and
the
sword
as
well
in
terms
of
transportation.
A
Our
mechanics
have
completed
all
of
the
standard
checks,
as
required
by
state
we're
completely
up
to
date
for
a
July
1
beginning,
which
has
been
great
so
done
all
the
repairs
necessary
and
all
of
those
and
lastly,
I
would
say
it's
in
terms
of
facilities,
the
maintenance
we
were
preparing
ourselves,
you'll,
get
more
details
of
this
as
Brian
continues.
With
this
report
a
little
bit
later,
we've
already
started
ordering
items
for
next
year
we
currently
ordered
30,000
on
medical,
great
mass.
A
We
will
be
ordering
a
number
of
gloves
we're
looking
at
thermometers.
What's
gonna
be
required.
Don
mentioned
the
guidance
that
came
from
the
state
and
we're
going
forward
with,
outlining
that
and
Brian
said.
Leadership
internally
in
the
district
will
be
outstanding
as
we
move
forward
in
preparing
for
next
year.
A
All
right
meal
services,
so
meal
services
overall,
as
did
I,
skip
a
slide
and
go
back
I
think
I
did
I
apologize,
but
meal
service
is
a
summer
program.
Services
started
today
and
they
will
continue
through
August
14th
you'll
see
this
the
sites
throughout
the
district.
We
are
going
also
out
to
apartment
complexes,
several
of
them
listed
there.
We
thought
initially
that
we
would
not
be
able
to
do
that,
and
part
of
that
was
because
of
staffing
concerns
not
having
enough
staffing.
A
We
are
able
to
move
forward
with
that.
Fortunately,
and
we
actually
have
put
out
signups
for
staff
to
volunteer
over
the
course
of
the
summer,
if
necessary.
So
with
that,
are
there
any
questions
on
this
portion
of
the
presentation,
because
we're
going
to
get
into
far
more
the
nuts
and
bolts
of
opening
I.
B
Have
a
quick
question:
Carl
the
during
arc
Ovid,
when
we
were
giving
out
meals,
we
were
able
to
add
some
areas
that
we
did
not
have
service
and
you
were
able
to
go
and
they
weren't
on
our
summer
meal
plans
before
and
you
had
them
added.
Is
that
something
that
you're
going
to
beat
we're
going
to
be
able
to
do
this
coming
summer?
Well,.
A
We
continue
to
expand
for
Springville
k-8
you'll,
see
that
it's
only
through
June
30th
is
what
our
authorization
is
for
and
Westview
as
well.
So
we've
continued
those
we
are
not
continuing
at
Nancy
riles.
We
had
added
that
one
that
is
not
Panda,
born
out
a
number
of
meals
and
so
we're
trying
to
figure
out
what
other
options
we've
got
over
there
South,
which
is
the
closest
for
families
in
that
area,
but
we'll
continue
to
explore
and
take
a
look
at
what
options
are
needed.
A
The
fortunately,
it
was
approved
by
the
federal
government
for
us
to
continue
with
a
grab-and-go
model,
so
we're
able
to
distribute
not
only
a
breakfast
and
lunch
at
a
single
time.
It
does
not
require
every
student
actually
come
into
or
come
to
the
facility.
A
parent
could
potentially
come
and
pick
up
five
meals
for
their
kids
and
go
home,
so
unfortunately,
that's
been
approved
had
it
not,
we
would
have
had
to
have
a
sit-down
model
where
students
are
sitting
in
a
cafeteria
eating
their
meal
entirely
and
not
permitted
to
exit
with
any
food
items.
B
N
Hey
good
evening
very
glad
to
be
here:
school
board
and
superintendent
grotty.
Our
remote
learning
update
is
pretty
quick
today
because
it
marks
the
last
day
of
school,
which
our
teachers
and
our
staff
and
our
schools
have
been
engaged
in
remote
learning
for
the
last
few
months.
As
you
know,
and
which
was
a
monumental
task
for
everybody
involved,
teachers
had
to
transform
their
teaching
staff
members
had
to
learn
how
to
adjust
to
the
new
requirements
for
remote
learning.
We
recently
sent
out
a
remote
learning
survey
that
went
to
students,
parents
and
staff.
N
We
received
seven
thousand
one
hundred
and
fifty
three
responses
from
parents,
1487
responses
from
staff
and
around
four
thousand
responses
from
students.
So,
as
you
can
see,
it's
probably
the
one
survey
that
we
received
the
most
comments.
So
right
now
we're
looking
at
that
data
and
we're
sifting
through
it
we're
analyzing
the
comments
and
the
results,
and,
as
you
can
imagine,
everyone
has
a
lot
to
say
some
positive,
some
negative,
but
we
have
learned
a
tremendous
amount
about
teaching.
N
We've
learned
a
tremendous
amount
of
how
we
teach
kids
and
maybe
some
things
about
what
we're
going
to
do,
moving
forward
for
a
return
to
school.
With
that
today,
I
haven't
seen
the
people
who
are
here
to
discuss
just
the
structure
and
the
procedures
we've
gone
through
for
return
to
school
and
to
update
you
on
flex
online.
We
have
John
Polanski
who
will
share
with
you
flex.
We
also
have
Brian
Sica,
who
is
leading
up
the
return
to
school
committees
and
with
that
with
pep
is
Paul
autumn.
N
It's
well
Caleb
Bell
is
also
on
standby
for
any
questions
we
have
for
her
as
well
return
to
school
update,
as
Don
previously
said,
is
probably
out
of
the
last
few
months.
The
incredible
lift
it's
been
for
our
staff
and
our
students.
This.
This
is
going
to
surpass
that
easily
in
terms
of
the
time
that
we're
going
to
need
time
and
energy
we
need
to
put
into
this.
O
Think
it's
important
to
recognize.
Just
the
the
challenges
that
our
students
staff
community
have
undergone
over
the
previous
few
months,
certainly
with
the
cove
endemic,
certainly
with
the
untimely
death
of
George
Floyd.
We
know
that
the
academic,
as
well
as
the
social,
emotional
well-being
of
staff
and
students,
will
will
not
be
equal.
G
O
We
believe
the
absolute
most
important
resource
we
have
is
a
relationship
between
our
staff,
members
and
students
that
happens
in
a
face-to-face
setting,
but
in
the
times
we're
in
we
know
that
won't
be
possible
to
do
to
the
scale
that
we
want
next
year.
So
with
that
framing
I'm
going
to
go
through
some
details,
the
best
I
can
and
then
hopefully
be
able
to
respond
your
questions
so
David
if
we
could
go
to
the
next
slide.
O
So
this
simple
graphic,
I,
just
I'm,
not
gonna,
go
through
every
step
with
you,
but
I
just
want
to
talk
a
little
bit
about
how
this
process
is
going
really
throughout
the
state,
but
then
certainly
in
the
Beaverton,
School
District
I.
Think
if
you
look
at
the
top,
the
reason
I
put
in
a
star
is
is
what
really
is
guiding
us
is
the
recommendations
from
the
Oregon
Health
Authority?
They
are
experts
in
public
health.
They
are
providing
us
the
guidance.
We
need
to
make
sure
that
the
health
safety
it
is
met
for
our
students.
O
In
addition
to
that,
the
organ
Department
of
Education
certainly
will
will
be
the
driver
of
what
we
would
maybe
think
of
as
a
more
traditional
guidance
Don
referred
to
their
document
that
they
put
out
for
us.
We
received
that
document.
I
guess
it
was
last
Wednesday
we've
had
a
few
days
to
go
over
it.
We
have
training
going
on
this
week
for
it,
but
that
document
is
being
referred
to
as
ready
schools,
safe
learners
available
on
the
web
and
then
hopefully
in
your
packet.
If
not,
we
can
certainly
get
that
to
you.
O
The
center
team
that
you'll
see,
in
addition
to
any
work
that
comes
out
of
the
teaching
learning
Department
we've
been
able
to
convene
a
team
of
department
leaders
from
across
our
district.
So
we
have
a
team
that
meets
weekly
with
the
sole
charge
of
coordinating
this
process
across
the
so
his
ideas
come
that
may
be
more
focused
on
health
services
or
nutrition
services.
As
we
elevate
those
ideas,
we
need
to
make
sure
that
the
rest
of
our
district
understands
them
and
is
able
to
support
them.
O
Likewise,
as
we
start
developing
models
for
what
school
schedules
will
be,
and
academic
programs
will
look
like
we
will
have
those
supported
by
our
entire
district
because
of
the
coordination
of
that
team,
a
shout
out
to
those
team,
members,
Andy
and
them
they're
listening
right
now,
just
the
amount
of
work
they
put
in
not
only
during
those
meetings,
but
you
know
behind
the
scenes
doing
their
research
doing
their
learning
and
collaborating
with
others
is
phenomenal.
Is
you
branch
out
from
now
return
to
school
coordination
team?
O
We
just
have
various
teams
throughout
the
district
that
return
to
instruction
team
is
primarily
led
by
teacher
and
learning
along
with
principals
throughout
our
k12
system
and
the
the
charge
of
those
groups.
I'll
talk
about
just
a
little
bit
later,
but
the
charge
of
that
return
to
instruction
group
is
really
to
answer
those
real
key
questions
that
people
are
thinking
about
right
now
in
terms
of
instruction.
What
will
the
face
the
face?
Look
like
what
will
the
virtual
look
like?
What
will
the
instructional
models
look
like?
O
Of
course,
it
may
look
a
little
bit
different
and
especially
as
we
get
inside
those
schools
as
we
look
to
our
pre-k
5
and
then
our
middle
schools
and
their
high
schools.
So
we
have
collaborative
teams
working
with
them
as
well.
We're
keeping
cabinet
informed
our
cabinets,
doing
a
great
job
of
giving
us
leadership,
giving
us
guidance
and
also
just
letting
us
do
our
thing
and
letting
us
get
out
in
front
and
really
try
to
answer
the
specific
questions
that
we
can
so
David.
Could
you
please
advance
the
slide
so
what
what
od
released
again?
O
The
40
something
page
document
that
came
out
the
other
day.
I
can't
stress
enough
that
it
was
a
joint
publication
by
OHA
by
the
Oregon
Health
Authority
and
the
Oregon
Department
of
Education,
and
it
does
give
us
and
without
reading
I
can't
describe
it
any
further
than
just.
He
gives
us
certain
things
that
are
requirements
that
we
must
do
and
then
certain
things
that
are
recommendations
that
we
need
to
strive
to
do
the
tool
was
organized
in
in
sections
and
the
sections
I'll
refer
to
a
lot.
O
So
when
I
say
sections
one
through
three
really
what
those
are.
Those
are
sort
of
the
the
directives,
the
recommendations
and
the
requirements
that
it
really
might
think
more
about
from
the
terms
of
the
Oregon
Health
Authority
they're,
the
things
that
you
would
think
about
more
around
sort
of
response
to
a
virus
response
to
to
you
know
to
an
illness
and
as
we
look
through
five
through
eight,
those
are
the
pieces
that,
maybe
you
would
more
imagine
would
come
from
from
a
State
Education
Agency.
O
Can
we
go
to
the
next
slide,
please
so
as
you
as
you
look
through
the
guidance
and
that
we're
finding
some
some
highlights,
I
do
think,
are
really
important
for
us
to
consider
as
we
update
our
communities.
I'm.
Updating
the
board
here
is
that
there
are
significant
requirements
as
far
as
screening
students
and
staff
screening
individuals,
any
individuals
that
would
come
onto
our
campus.
For
the
you
know
the
the
most
common
symptoms
of
kovat
19:00,
so
that
there
are
requirements
for
screening,
certainly
requirements
for
hygiene.
O
You
know
hand-washing
covering
your
cough
all
of
those
types
of
things,
including
even
down
to
the
level
of
specificity
of
a
time
requirement
of,
for
example,
washing
your
hands.
So
there's
significant
requirements
for
hygiene,
probably
the
most
impactful,
that's
gonna
dictate
decision
making
is
there.
There
is
a
social
distancing
requirement
for
individuals
that
would
be
on
campus.
So
when
an
individual
is
on
campus,
they
new
do
need
to
have
35
square
feet
of
usable
space,
in
both
say
in
a
classroom
or
in
any
room
that
they're
in.
O
O
In
addition,
a
significant
requirement
coming
out
of
the
apartment
is
the
need
for
contact.
Tracing,
probably
heard
a
lot
about
that
in
the
news.
I
won't
pretend
to
have
the
details
yet
and
the
details
don't
yet
exist,
but
essentially
what
we
need
to
do
is
for
every
group
of
students
and
you're
gonna
hear
a
lot
about
these
cohorts
over
the
next.
My
talk
and
in
the
next
couple
of
days
and
months
when
we
talk
about
these
cohorts,
these
groups
of
students
that
are
going
to
be
in
a
little
bit
more
regular
contact
with
one
another.
O
We
will
need
to
keep
on
file
contact
tracing
logs
for
those
groups
of
students
on
a
daily
basis.
So
every
day
we
will
need
to
have
a
system
in
place
so
that
those
contact
tracing
logs
can
be
can
be
kept
in
the
event
of
a
you
know,
of
a
positive
test
so
that
the
county
come
in
can
come
in
and
go
through
their
contact
tracing
protocols.
So
the
idea
would
be
with
those
cohorts
of
students.
O
O
That's
a
lot
of
questions
had
come.
My
way
we
did
get
our
again.
We
got
our
first
taste
of
it
last
week,
what
we
call
division,
22
requirements
and
really
and
I
know
you're
familiar
with
them.
You
get
reports
from
dr.
bridges
frequently,
but
but
the
idea,
the
the
number
of
learning
standards
that
a
teacher
would
teach
to
and
assess
to
and
a
student
would
demonstrate
proficiency
around.
Those
all
remain
the
same
attendance
and
instructional
time
requirements
remain
the
same.
The
caveat
to
that
is.
O
I
think
one
important
piece
to
remember
or
that
I
can
let
you
know
about,
should
have
done
that
before
this
guidance
we
received
last
week
is
the
first
version
and
they've
published
three
additional
dates:
June
30th,
July,
21st
and
then
August
11th,
as
dates
that
will
receive
future
guidance
from
OHA
and
OD,
II
and
I.
Think
that
is
speaks
to
Don's
point.
We
just
need
to
be
ready
to
shift
at
a
moment's
notice.
You
know
when
we
read
those
new
guidance
documents.
They
may
give
us
additional
information
that
allows
us
to
make
some
different
decisions.
O
So
we
a
lot
of
what
we
were
talking
about
earlier
today,
lands
on
really
on
this
slide
and
that's
what
does
it
look
like
for
our
students?
What's
that
experience?
What's
that
structure
going
to
be
for
our
students
and
while
the
department
does
give
us
options,
one
option
certainly
is
on-site.
Learning
for
all
one
option
is
a
hybrid
model,
and
now
what
a
hybrid
model
would
be
would
be.
O
Forgive
me
for
using
some
rough
numbers,
but
approximately
half
of
a
student's
experience
would
be
in
the
brick
and
mortar.
The
other
half
of
the
student
experience
would
be
in
what
we're
now
referring
to
as
a
distance
learning
or
a
remote
learning
online.
If
you
setting
and
then
there's
also
an
option
for
no
hybrid,
just
just
distance
or
remote
learning
for
all
now,
if
you
were
to
look
at
what
what
drives
that
I
mean
if
I
can
jump
right
to
that,
what
would
drive?
O
That,
though,
is
our
ability
to
meet
the
numbers,
one
through
three
requirements:
the
the
sections
one
through
three,
those
contact
tracing
social,
distancing
hygiene,
the
number
of
students
that
we
can
meet
those
requirements
with
dictates
how
many
students
can
be
on
our
campus
at
one
time,
just
our
board
and
our
community
should
really
begin.
Considering
should
really
move
to
the
point
of
we
won't
be
able
to
meet
social
distancing
content.
We
won't
be
able
to
meet
those
one
two
three
requirements
to
have
all
of
our
students
on
all
of
our
campuses.
O
Every
day
we
don't
have
the
square
footage
and
we
don't
have
the
ability
to
spread
spread
far
enough
out.
So
what
we
need
to
start
thinking
about
is
what
would
a
hybrid
model
look
like
that
would
best
support
our
students,
our
staff
in
our
community.
The
only
other
piece
to
that
that
we
need
to
continue
to
consider
is:
should
a
student
test,
a
student
or
staff
or
or
someone
inside
the
school
building,
should
they
test
positive
for
koban
19
and
then
then
trigger
kind
of
the
quarantine
mechanisms
that
are
in
place.
O
There
is
potential
for
a
cohort
of
students,
a
grade
of
students
or
even
a
school
or,
of
course,
even
a
district
to
need
to
shift
back
to
remote
learning
for
all
for
a
period
of
time.
So
because
of
that,
our
plans
have
to
be
such
that
teachers
are
ready
to
meet
that.
If
that
were
to
happen,
of
course,
that's
under
the
guidance
of
the
of
the
local
Health
Authority,
so
David
can
you
go
ahead
and
give
give
the
next
slide.
O
The
the
plan
has
to
show
how
they
meet
all
of
the
the
requirements
of
sections,
one
through
three,
those
health
type
requirements,
and
then
it's
a
sign-off
of
assurances,
like
we
do
every
year
for
the
more
kind
of
academic
or
instructional
pieces
that
are
the
the
sections
pom
four
and
five
through
eight.
So
each
school
will
need
to
submit
this
this
this
plan.
O
Okay,
so
then
what
they
do
is
they
give
us
steps
to
take
not
completely
dissimilar
to
what
we
did
for
the
student
Investment
Act
is
on
a
much
accelerated
timeline
right
now,
we're
in
what
they're
calling
the
preparation
phase
and
that's
simply
what
we're
doing
we
we
already
have.
Our
teams
established,
we've
already
been
doing
our
brainstorming
and
we're
working
with
partners
as
much
as
we
can
to
understand
the
guidance
in
the
coming
days
and
in
the
coming
weeks
we
need
to
build
out
models
that
can
be.
O
You
know,
distributed
widely
distributed
to
our
certainly
our
school
communities,
certainly
to
the
board,
certainly
to
cabinet
to
get
that
feedback.
So
I
think
we
referred
to
them
earlier
spring
board
plans.
Those
are
the
pieces
that
we're
developing
right
now,
so
that
we
can
get
further
surveys
out
so
that
we
can
hold
virtual
meetings
like
this
again.
Quite
a
bit
like
the
student
Investment
Act
collaborations,
we
did
the
two
key
differences
is.
O
The
process
is
not
is
strictly
defined,
as
the
SAA
was
well
I
guess
three
things:
the
process
is
not
as
strictly
defined.
The
the
board
does
not
have
to
like.
Do
a
formal
approval
of
the
plan,
it's
just
a
submission
to
you
and
then
finally,
the
third
most
significant
difference
is
the
timeframe
we're
on
I,
appreciate,
Don,
saying
so
we're
gonna
just
have
state
over
and
over
again,
this
is
going
to
be
the
largest
lift.
O
Certainly
this
pandemic
and
the
fastest
lift
that
we
have
to
do
and
I'm
actually
going
to
show
you
a
timeframe
here
in
just
a
second.
So
then.
Finally,
the
actual
closest
thing
we
have
to
an
approval
of
these
plans
is:
we
have
to
submit
our
plan
to
Washington
County,
Health
and
Human
Services,
that's
our
local
Health
Authority,
and
what
that
what
they
will
do
they'll
give
us.
You
know
confirmation
they
received
our
plan.
They'll,
give
us
feedback
and
guidance
on
their
plan
on
our
plans
and
they'll
continue
to
support
us.
O
So
then,
as
we've
done
those
steps
so
as
we
dropped
our
plans
and
got
feedback
from
our
community
from
our
board
from
our
cabinet,
as
we've
submitted
it
to
Washington,
County,
Health
Authority
and
then
as
after,
we
get
all
of
that.
That's
when
we
finally
have
to
then
go
ahead
and
submit
it
to
the
Oregon
Department
of
Education
and
that,
like
Don
said,
is
due
by
August
15th.
So,
just
a
little
bit
about
the
groups
mentioned
briefly
David
go
ahead
next
slide
a
couple
of
the
teams
that
are
working
on
this
again.
O
I
talked
about
that
return
to
school
team.
That's
that
group
from
across
our
district
administrators
and
classified
and
certified
staff
from
across
the
district
working
to
coordinate
the
return
to
school
plans.
What
you
see
in
red
is
what
we're
currently
working
on
and
that's
the
level
of
those
plans
that
we
can
remember.
Each
plan
has
to
be
submitted
by
the
school.
So
that's
what
54
or
55
different
plans,
what
we're
trying
to
decide
what
we're
trying
to
get
to
is.
What
is
that
level
that
we
can
say
is
just
completely
consistent
across
the
district?
O
What
is
what
is
it
going
to
look
like
for
every
school,
you
sort
of
hand
them
if
you
will
a
template
of
the
plan
for
them
than
to
put
in
their
site
specific
pieces
of
it?
That's
that's
really
at
the
heart
of
what
the
return
to
school
team
is
trying
to
coordinate
right
now,
so
David.
If
you
could
switch
the
next
slide,
please,
as
we
go
into
the
return
to
instruction
team,
and
if
you
went
back
to
that
kind
of
silly
graphic
I
showed
at
the
beginning.
It's
the
team,
that's
over
on
the
right.
O
What
we're
trying
to
do
is
again
coordinate
all
the
learning
experiences
for
the
students,
pre,
k12
and
I.
Think
it's
important
to
know
what
what
the
immediate
goal
is
of
that
group
is
to
really
talk
about
which
what's
the
model,
what's
the
kind
of
schedule
going
to
be
for
which
students
will
be
on
campus,
which
days
we're
we're
tremendously
concerned
about
the
impact
that's
going
to
have
on
our
community
the
impact?
O
That's
that's
going
to
have
on
our
staff
members
with
with
young
children
at
home
and
trying
to
get
that
information
out
and
for
feedback
and
then
out
and
decide
as
as
soon
as
we
can.
So,
our
schools
are
really
looking
at
their
models
to
use
the
language
of
the
department
to
talk
about.
What's
that
sort
of
arrival
cohort
or
what's
that
transportation
cohort?
What
are
the
groups
of
students
that
are
gonna
arrive
on
campus,
since
it
can't
be
all
of
the
students,
since
we
won't
be
able
to
meet
those
social
distancing
requirements?
O
Thank
you.
So
a
team
I'm
excited
about
that's
kind
of
brand
new,
shout
out
to
our
social,
emotional
learning
staff,
to
our
toeses
in
particular,
who
were
able
to
build
a
framework
out
k12
to
make
sure
that
our
schools
each
have
a
team.
The
team
supported
by
guidance
and
the
team
is
supported
by
research
and
really
planning
on
the
social,
emotional
needs
and
behavioral
mental
health
and
wellness
of
our
students,
our
staff
and
our
communities.
O
So
each
school
has
been
tasked
with
developing
or
you
know,
forming
this
team
that
really
their
job
will
be
to
ensure
that
at
the
forefront
of
decision-making
is
behavioral,
health
and
wellness
of
students
of
staff
and,
as
we've
learned,
certainly
the
impact
that
it's
having
on
their
on
their
families.
We
anticipate
more
teams
being
built,
more
teams
being
developed,
but
I
wanted
to
make
sure
to
highlight
that
one
cuz,
that's
some
great
work
done
by
our
Tosa
team.
That
was
able
to
do
that
in
a
really
really
short
amount
of
time.
O
So,
though
those
are,
the
types
of
things
were
coordinating
with
not
only
internally
but
also
externally.
Our
district
we're
also
working
on
it
on
teams
with
our
ESD
to
talk
about
what
are
additional
curricular
resources
that
we
can
make
sure
to
get
into
the
hands
of
teachers
in
another
group
that
we're
meeting
with
frequently
is
getting
training
on
this
document,
so
both
the
Oregon
Department
of
Education
and
and
our
cosa
or
administrative
Association,
they
have
been
they've,
been
great
to
put
together
some
training
sessions
for
us
to
unpack.
O
These
documents
are
the
first
ones
tomorrow
afternoon
excited
to
go
to
it
and
then
they're
gonna
cur
by
weekly
in
the
weeks
to
come,
and
then
last
one
is
this
special
shout
out
to
our
health
services
team
in
Beaverton,
who
has
jumped
on
board
with
Washington
County
Health
Authority?
They
are
meeting
I,
believe
they're
meeting
twice
a
month
right
now
to
know
them
not
only
understand
how
the
you
know,
the
SARS
virus
is
impacting
Washington
County,
but
how
we're
gonna
respond
to
it,
as
outbreaks
may
happen
within
our
schools.
O
So
those
are
some
of
the
teams
that
we're
working
on
to
to
meet
this
David.
If
you
go,
the
next
slide,
I'll
share
briefly
what
our
real
key
topics
are.
So,
like
I
said
earlier,
one
of
our
big
topics
is:
what
is
it
gonna
look
like
specifically
to
meet
all
of
the
contact
tracing
the
screening,
the
the
hygiene
requirements
of
those
sections,
one
through
three
of
the
guidance.
We
know
that
people
are
wondering
I'm
wondering
myself.
O
We
know
that
the
big
topic
right
now
is
who
will
be
arriving
the
campus
and
on
what
day,
what
students
will
be
we
be
able
to
welcome
into
into
our
brick-and-mortar?
How
will
those
students
be
kind
of
broken
up
throughout
the
day,
so
that
they're
still
able
to
access
the
academic
programs
that
we
offer,
as
as.
E
O
Another
significant
piece
is
I.
Think
it's
important
to
note.
Hybrid
learning
will
have
a
remote
learning,
but
that
does
not
mean
it
will
be
equal
to
the
remote
learning.
That's
going
on
right
now.
The
remote
learning
that
was
going
on
right
now
was
implemented
under
guidance
from
the
department
that
came
as
a
result
of
a
emergency
closure.
You
know
that
was
originally
supposed
to
last
an
extra
week,
and
then
it
was
six
weeks
and
then
it
was
the
whole
semester.
O
So
as
the
department
and
as
the
district
has
been
able
to
receive
feedback,
the
remote
learning
side
of
the
hybrid
will
be
different.
Then,
what
will
what
what
we
are
seeing
right
now
increased
amount
of
not
face-to-face
computer-to-computer,
I,
guess
guidance,
increased
amount
of
activities
that
you
would
consider
more
like
traditional
school,
I
guess
and
then
certainly
it's
it's
written
last,
but
it's
certainly
first
in
our
mind,
just
the
physical
and
mental
health
and
well-being
of
our
staff,
our
students
and
our
community.
O
O
Let
me
just
talk
brief
about
the
timeline
next
slide,
as
I
shared
with
this
with
a
few
staff
members
over
the
last
week,
I've
been
thankful
to
be
in
a
virtual
setting,
so
I
can't
can't
hear
some
of
the
groans
is
loudly
the
the
only
date
on
here
that's
set
in
stone
or
the
only
date
to
the
mandate.
I
guess
is
the
one
at
the
top,
so
August
15th
is
when
the
plans
are
due
to
the
department,
the
Department
of
Education.
Everything
below
is
meant
to
be
illustrative.
O
So
if
we
give
ourselves
about
a
week
period
for
that,
that
puts
us
hardening
a
submission
to
OD
about
August
7th.
So
if
you
want
to
back
that
up
two
weeks
so
that
we
would
submit
our
plan
to
the
Health
Authority
with
about
a
two-week
buffer
before
we
submit
it
to
the
department
to
to
you,
know,
put
in
any
feedback
or
make
any
changes,
that's
about
a
2/3
of
the
way
through
July
remember.
O
We
have
to
put
it
in
front
of
in
front
of
your
eyes
and
in
front
of
the
eyes
of
our
communities,
and
so
we
want
to
make
sure
we
have
time
to
respond
to
that.
That
would
put
a
plan
ready
to
come
out
just
a
little
bit
after
the
first
week
of
July,
which
then
puts
us
at
the
end
of
June,
for
having
that
spring
board
plan
that
we
were
talking
about,
ready
to
go
to
cabinet
and
ready
to
set
up
those
surveys
set
up
those
input
sessions
for
our
community.
O
So
what
I've
asked
our
returned
to
school
team
to
be
ready
for
this
Thursday
is
to
look
at
the
different
models
that
could
be
in
place
in
a
spring
board
and
really
start
taking
these
brainstorming
ideas
and
trying
to
get
those
next
steps
so
that
we
can
come
out
with
a
good
springboard
model
on
a
timeline.
That'll
meet
the
needs
of
the
requirements
and
have
us
ready
to
welcome
our
students
back
in
the
in
the
fall
of
2020
I.
O
O
The
plan
for
that
is
to
play
an
important
role
in
that,
and
so,
as
we
shift
to
talking
about
BSD
flex,
it
is
a
very
important
part
of
the
return
to
school
processes
that
we'll
be
adding
that
that
layer
of
choice
for
for
for
our
students.
So
with
that
I'm
going
to
hand
it
over
to
mr.
Polansky
and
then
we'll
all
be
available
for
comment.
Following
his
comments.
F
Thanks
David
much
of
this
we've
already
talked
about,
so
we
also
have
a
portion
of
the
agenda
later.
That's
talking
about
the
school
authorization,
so
David.
If
you'd
go
ahead
and
advance
the
slide.
This
is
pretty
much
what
we've
already
discussed
and
so
I
don't
want
to
spend
a
whole
lot
of
time.
I
won't
bring
Paul
in
yet
will
will
answer
questions
during
the
school
authorization,
port
part
and
so
money.
As
much
of
this,
like
I,
said,
we've
already
covered
so
go
ahead.
Next
slide
yeah.
F
P
P
I
I
can
see
that
you're
facing
some
of
your
thinking
on
a
few
assumptions
and
I'm
just
wondering
if
you've
sort
of
constrained
yourself
in
solution
space,
as
you
think,
through
those
things
so,
for
example,
you've
said
I
know:
I
can't
have
everyone
on
campus
all
the
time
at
the
same
time
that
we
just
don't
have
enough
space.
Are
there
other
things
that
we've
already
decided
for
sure,
like
all
students
will
have
equal
amounts
of
time
on
campus
or
that?
P
O
So
nothing's
been
set
in
stone,
hasn't
been
formally
decided,
you
know
any
changes
to
a
calendar,
you
know
a
start
date
earlier
or
a
linking
of
a
day
would
have
pretty
significant
contract
implications.
The
the
idea
of
perhaps
different
students
being
on
campus
more
frequently
than
others
is
one
actually
do.
The
schools
are
very
interested
in
I.
P
C
So
I
guess
I
have
two
questions.
I
was
wondering
what
would
have
what
happens
if
more
than
a
thousand
students
want
to
sign
up
for
this
online
flex
school
because
I
know
it
says
in
your
PowerPoint
that
max
is
1,000
you're
targeting
400.
So
that's
one
question
and
then
the
second
question
is
how
much
flexibility
do
you
have
regarding
the
majority
of
students?
F
Well,
right.we,
that's
the
challenge
we're
having
as
well.
We
don't
know
who's
going
to
select
this
option
and
how
many
students
in
each
grade
level
were
again
choosing
a
base,
what
we're
thinking,
400
students
and
we're
thinking,
we're
thinking
of
a
even
distribution.
We
know
that
won't
happen,
and
so
there's
always
the
option
in
especially
in
an
online
environment
to
blend
classes.
You
can
have
a
K
K
through
2
and
a
3
through
5
and
similar
with
middle
and
high.
F
You
don't
need
even
amounts
of
students,
each
grade
level,
and
so
there's
lots
of
flexibility
again,
especially
with
online.
A
lot
of
the
learning
that
takes
place
in
an
online
environment
is
very
personalized
individualized,
and
so
the
teacher
is
there
to
facilitate
that
the
students
learning
goals
in
those.
So
it's
a
little
easier
to
pull
off
in
that
regard.
F
As
far
as
the
max,
what
we're
what
Brian
alluded
to
a
little
bit,
but
it's
very
confusing,
with
trying
to
compare
what
we're
doing
and
with
the
Oregon
Department
of
Ed
guidance
is,
we
will
be
offering
two
online
options
for
parents
and
one
will
be,
but
we've
described
as
the
Flex
online
school,
that's
more
of
a
permanent
school
moving
forward.
There
will
also
be
an
online
options.
F
C
F
Right
well
with
the
Flex
school,
we
will
definitely
want
to
open
that
up
for
applications
and
have
a
process
for
choosing
those
at
the
school
level
and
that
online
learning
format.
We
will
ask
the
principals
to
be
the
one
selecting
which
staff
out
of
there
their
school
staff
will
be
doing
those,
and
you
know
that's
our
initial
thought
right
now.
We
have.
We
haven't,
got
to
the
point
where
we
fully
vetted
this
out
and
we're
through
with
principal,
so
we're
in
that
process
right
now,
through
the
work
we're
doing
with
Brian's
group.
F
F
You're
asking
really
good
questions.
We've
talked
about
this
at
length
already
and
appreciate
the
questions,
and,
yes,
we
will
provide
guidance
to
principals
and
with
the
selection
process.
Much
like
we
did.
When
we
created
the
lit
position,
we
had
a
full
document
of
position,
description
and
who's,
the
best
person
for
those
positions,
and
we
will
also
if
they,
if
they
want
to
go
through
an
interview
process
within
their
own
school,
be
part
of
that.
The
challenge
will
be
again
trying
to
do
this
in
a
very
short
period
of
time.
F
We
don't
know
what
the
staffing
allocations
are,
quite
yet
at
the
school
who's
who's
going
where
and
which
teachers
are
ending
up
where
so
we
have
that
challenge
to
do
within
the
next
month
and
then
also
try
to
put
that
together
with
who
is
going
into
Flex
and
who's
doing
the
online
portion
at
school
level.
So
lost
the
work
to
be
done.
We
definitely
will
provide
guidance
for
principals.
B
H
Question
this
may
be
jumping
the
gun
a
bit
one
as
a
comment.
First,
one
is
like
I'm
looking
at
the
calendar,
realizing
that
June
24th
is
actually
a
week
from
Wednesday,
not
that
you
needed
to
be
reminded
of
that.
So
my
question
is
really
about
the
gap
that
we're
gonna,
see
from
our
students
being
so
being
that
some
of
them
didn't
even
attend
school.
O
Thank
You
Susan
for
the
question,
I
think
it's
I
think
I
would
be
a
bit
arrogant
to
think
that
we
have
a
the
answer
to
that.
That's
probably
the
most
pressing
question
in
the
world
of
Education
right
now.
We
we
know
that
spring
of
2020,
it's
producing
a
wide
variance,
I
guess
of
academic
outcomes
in
our
system
had
already
produced
a
wide
variety
of
academic
outcomes.
O
Some
things,
though,
some
themes
that
that
have
come
out
that
are
you'll
you'll,
see
in
the
guidance
and
that
are
believed,
as
students,
students
won't
be
punished
for
what
students
won't
be
punished
for
what
happened
during
this
spring
of
twenty
twenty
students.
You
know
teachers
and
staff
will
work
to
meet
meet
students
where
they're
at
one
of
the
ways
to
do
that
is
by
using
what
we
call
I
guess,
priority
standards
and
not
to
not
to
over
make
over
technical
language.
O
But
the
idea
would
be
not
not
taking
away
what
students
need
to
learn,
certainly
but
really
prioritizing
what
are
the
the
kind
of
must-haves
to
advance
on
and
what
are
those
pieces
that
are
most
important
to
get
to
so
in
a
sense
allowing
the
teacher
to
make
some
decisions
on
pacing
give
them
a
little
bit
more
flexibility
on
pacing
and
allow
teachers
to
make
those
decisions.
But
again
it's
something
we
are
cognizant
of.
O
We
are
worried
about,
but
we're
committed
to
not
punishing
students
for
what
has
happened
in
the
spring
of
2020
and
rather
meeting
students
where
they
are
and
continue
to
lift
them
and
and
support
them,
looks
like
in
the
chat.
You
have
a
follow-up,
so
I'll
go
ahead
and
go
into
mutant
and
hear
that
follow-up
question.
H
You
know
and
I
know,
every
student
is
going
to
be
someplace
different
coming
back
to
school,
but
you
know
I
envision
that
some
kids
would
be
better
going
to
the
physical
building
more
often,
as
you
pointed
out,
and
that
even
those
kids
that
have
a
large
gap
am
I
the
online
whether
it's
it
the
online
through
the
school
or
the
online
through
the
Flex
school
might
help
some
of
those
kids
that
need
more
individual
attention
that
they
can
go
at
their
own
pace
with
the
online
I'm.
Not
that's
just
a
question.
I.
O
O
Q
Thank
you,
I
have
a
comment
to
start
with
and
then
my
question
I'm
amazed
at
the
work.
That's
being
done
so
quickly.
So
thank
you
to
the
staff
for
thinking
through
the
issues,
the
equity,
caring
about
our
kids
and
the
learning
and
all
the
different
nuances
that
go
with
flex
online
and
the
different
models.
But
my
question
is
specifically
about
Flex,
online
and
I,
wasn't
sure
where
to
ask
this
during
the
budget
hearing
now
or
later
during
the
action
item.
Q
But
we
took
a
lot
of
public
testimony
tonight
about
teachers,
not
feeling
involved
or
not
being
asked
and
I
just
wanted
to
raise.
The
question
was
the
Union
asked
to
be
a
part
of
the
conversation
on
flex
online
and
where
are
we
at?
Are
they
going
to
come
in
at
some
point
to
give
their
input
just
bring
me
up
to
date
on
that?
Please.
F
Yes,
it's
a
very
intention
to
bring
them
along.
We,
we
they're
part
of
some
of
the
groups
brian
has
and
we're
in
that
process.
We
had
Paul
reached
out
to
Sarah
this
afternoon,
had
a
conversation
with
her
clarified,
a
few
things
with
that,
and
we
would
definitely
be
having
a
process
where
we're
bringing
not
only
them
but
other
constituent
groups
in
as
well.
F
Q
B
Well,
thank
you
for
all
that
intensive
work.
As
Aslan
said,
I
mean
there
is
so
much
information
and
I
know
our
community
is
very
anxiously
awaiting.
We
have
lots
of
families
that
are
trying
to
figure
out
what
this
all
looks
like
and
we
know
it's
much
work
as
you
folks
put
in
it
could
be
undone
with
just
a
flip
of
switch,
because
this
virus
definitely
has
its
own
its
own
mine.
But
thank
you
so
much
for
that
great
that
great
work.
R
It's
a
good
evening,
chair,
Kim,
Chuck
and
School
Board.
This
is
Josh
comm
as
chief
facilities
officer
I
have
some
opening
comments
as
we
get
the
slide
on
the
screen
and
then
I
will
turn
it
over
to
Steven
sparks
at
the
last
school
board
meeting.
We
the
facility
condition
assessment,
the
FCA,
which
is
a
collection
of
data
on
our
existing
facilities.
R
We
had
a
third-party
McKinstry
consultant
that
came
and
took
a
look
at
the
age
of
our
equipment.
They
gave
us
estimated
remaining
life
and
replacement
cost,
and
at
the
end
of
that
brief
I
talked
about
the
next
steps
in
how
the
FCA
data
will
feed
into
the
update
of
the
district's
long
range
facility
plan,
which
brings
us
to
the
brief
deceiving.
So
the
the
long
range
facility
plan
is
required
by
the
state.
R
I
want
to
emphasize
that
it's
required
every
10
years
for
a
large
school
district
and
the
data
from
the
FCA
is
a
component
of
that
long
range
facility
plan
and
we'll
also
get
other
inputs
from
tnl
programming
needs,
population
projections,
enrollment
forecasts
and
other
things
that
will
fit
into
this
plan.
So
one
of
the
first
steps
in
completing
the
plan
is
a
stand
up
of
a
Community
Advisory
Committee,
which
brings
us
to
the
brief
today,
and
so
it
with
that
I'll
turn
it
over
to
Steven
sparks.
S
Thank
you
for
the
record.
Steven
sparks
executive
administrator
for
our
long-range
planning
good
evening
board,
Han
sure
I'm
Chuck.
Mr.
gammas
noted
at
the
facility
conditions
assessment
discussion
that
we
had
at
the
last
meeting.
We
also
had
a
meeting
on
the
long-range
facilities
plan
in
the
schedule
and
work
plan
that
we
are
going
to
be
moving
forward
with
in
the
coming
months
tonight.
If
you
could
move
the
slides
to
the
next.
Thank
you.
We
want
to
talk
about
the
Community,
Advisory
Committee
and
specifically,
how
we're
going
to
format
it.
S
What
composition
is
going
to
be
and
all
things
Community,
Advisory
Committee
so
I
will
not
do
my
favorite
thing
of
reading
everything
on
a
PowerPoint
slide
to
you.
So,
as
you
know
what
we
have
on
the
agenda
for
you
will
move
to
the
next
slide.
As
Josh
noted,
the
long
range
facility
plan
is
a
state
requirement,
and
one
of
the
things
that
we're
really
wanting
to
do
with
the
Advisory
Committee
is
to
get
a
wide
view
and
opinion
and
vetting
of
what
staff
will
be
bringing
to
the
we
have.
S
So
what
we
are
hoping,
what
we're
expecting
for
our
committee
is
to
provide
that
oversight
to
what
we
bring
to
the
committee.
They
will
vet
those
ideas
and
recommendations
and
what
we
want
to
also
have
the
members
do
is
advise
people
in
their
communities.
So
this
isn't
you
know.
Ideally
it's
not
picking
up
just
a
person
who's
interested,
but
is
a
person
who
has
connections
within
the
district
to
further
inform
the
community,
but
also
to
return
to
the
Advisory
Committee
and
pass
along
the
knowledge,
the
advice,
the
insight
that
those
communities
yeah.
S
Community
members
are
people
that
are
just
in
our
community
who
have
interests
in
the
school
district
and
have
a
connection
with
the
district
and
wants
you
to
be
involved
with
you.
We
also
have
partner
agencies,
which
would
be
the
city
of
Beaverton,
Washington,
County
and
other
agencies
that
have
a
role
with
and
advocates,
and
these
are
folks
represent
certain
groups.
S
It
could
be
like
the
senior
community
or
an
ethnic
based
group
or
socio-economic
based
group,
something
where
they
are
representing
a
larger
body
of
our
community,
where
they
can
provide
that
conduit
of
information
back
and
forth
between
us.
Well,
we
expect
to
have
about
25-30
members
of
committee
and
again
this
is
representing
people
from
these
three
major
groups
and,
as
always,
Steph
will
be
at
the
advisory
community,
but
we
will
eat
by
Zuri
role
and
there
will
be
no
voting
by
staff
member.
So
next
slide,
please
so
the
schedule
here
is,
we
have
already
started.
S
We've
been
doing
a
lot
of
work
in
the
background
developing
the
information
as
gama's
noted,
the
facilities
condition
assessment
was
a
gigantic
part
that
work
or
moving
forth.
We
will
need
to
form
the
committee
we'll
have
to
start
our
recruitment
and
that
I'll
speak
to
in
just
a
moment,
but
the
committee
will
meet
between
September
of
this
year
and
April
of
2021.
S
You
can
see
here
the
number
of
subjects
that
a
committee
will
review.
We
will
meet
once
a
month
and
there
are
plan
seven
committee
meetings
once
we
get
through
this.
We
will
be
towards
the
end
starting
to
identify
the
major
bucket
items
of
need
across
the
district,
so
these
may
be
buckets
of
facility
condition.
Assessment
is
one
or
perhaps
a
new
school
or
other
things
that
the
community
identifies
for
us.
For
example,
the
last
you
know
the
current
budget,
our
bond
that
we
have
is
paying
for
the
technology
improvements.
S
S
The
outreach
is
a
key
component
that
we
want
to
ensure
occurs
through
this
process,
so
it
will
be
things
like
the
testimony
opportunities
at
the
meetings,
but
we
have
so
many
other
tools
now
to
you
know,
solicit
opinions
to
inform
the
community.
There's
digital
open
houses
we
can
do.
There
are
groups
that
meet
across
the
district
that
we
can
go
to
and
present.
That
may
not
think.
S
Us
to
come
to
present
to
their
meetings,
but
being
residents
of
a
district
we
should
go
to
where
they
are
so
I
want
to
leverage
relationships
with
our
partner
agencies
to
get
on
their
agendas
to
talk
to
their
communities.
Well,
so
the
outreach
we
hope
to
be
expect
to
be
robust
and,
to
you
know,
get
the
word
out
and
get
people
informed
and
presenting
their
opinions
on
matters
next
slide,
please
so
on
the
recruitment
we
will
do
as
our
normal
is.
S
You
know
we're
recurred
through
the
district
web
page,
but
we
want
to
also
go
out
and
try
and
find
people
who
may
make
good
candidates.
We
can
talk
to
our
principals.
We
could
talk
to
our
community
partners.
We
can
talk
with
lots
of
different
interest
groups
to
see
if
there
is
a
willingness
to
participate
and
then
to
solicit
those
applications
for
people
so
that
you
can
see
here
on
the
slide.
S
The
types
of
factors
that
we
would
consider
for
applicants
and
what
we
really
definitely
want
to
do
is
try
and
get
a
broad
representation
across
the
district,
not
any
specific
area
and
let
the
people
that
we
select
but
they're
they're
able
to
take
a
big
picture
of
you
and
they're
not
there
just
to
advocate
for
one
school
just
because
their
students
are
at
that
school.
So
I
won't
go
into
reading
that.
But
that's
the
kind
of
thing
that
we
are
looking
for
in
Mitte
next
slide.
S
Please
so
with
our
next
steps
that,
after
our
presentation
here
in
discussion
with
you
this
evening,
we're
going
to
finalize
our
recruitment,
advertising
and
process.
We
will
then
over
the
course
of
the
summer.
You
know
start
advertising
and
soliciting
applications
and
then
get
to
selecting
committee
candidates,
and
we
want
to
find
those
opportunities
to
do
the
outreach
in
the
community
so
start
contacting
groups
and
seeing
alright
at
some
point
and
we
be
on
your
agenda.
S
S
B
Q
S
If
we
scan
back
to
the
community
I
think
it's
slide
3,
where
we
have
that
yes,
so
it
would
be,
it
would
be.
Probably
under
our
advocates
section,
it
could
be
a
community
member
section,
but
we
can
certainly
have
a
person
from
our
staff.
I
mean
I'm,
sorry
from
our
Student
Advisory
Committee.
On
there
we
have
had
a
student
Advisory
Committee
member
on
our
middle
school
boundary
adjustment.
That's
been
a
I
think
been
a
great
success,
she's
doing
a
University
of
Texas,
which
mr.
S
P
Do
I'm
curious
about
two
things:
I
know
that
we
have
community
groups
and
perhaps
even
students
as
part
of
this,
also
things
like
the
bond
Advisory
Committee,
where
maybe
full
time
participation
on
this
committee
might
not
make
sense,
but
there
would
be
important
input
that
we
would
want
from
them
is.
Have
you
already
envisioned
exactly
how
we're
gonna
get
input
from
people
who
might
not
be
able
to
make
that
monthly
commitment
to
this
committee,
but
still
have
an
important
voice.
S
S
The
community
wants
to
provide
to
the
board
on
the
need
for
the
district
from
a
facilities
that
subcommittee
in
quotes
heat
the
community
members
and
advocates,
and
not
the
partner
agencies,
because
what
we
want
are
people
who
vote
in
the
and
hey
the
district,
pay,
the
property
taxes
she
who
start
planning
and
developing
that
consensus
on
what
are
our
priorities
that
we
need
to
move
forward
and
then
present
that
to
the
board
whether
or
not
there
is
a
future
on
vote.
That's
entirely
up
to
the
board
to.
S
We
want
to
have
the
community
start
planning
on
that
and
that's
part
of
going
out
into
the
community
to
those
groups,
the
bond
Advisory
Committee.
Absolutely
we
would
go
to
one
of
their
meetings
and
have
a
in-depth
conversation
on
what
the
long-range
facility
plan
work
is
happening.
What's
going
on.
Where
is
our
advisory
community?
What
are
the
kind
of
the
major
nuggets
that
they
are
interested
in
talking
about
moving
forward
and
solicit
their
opinions
on?
S
R
The
bond
accountability
committee
is
very
interested
in
the
next
bond
and
asking
about
what
are
we
doing
from
the
planning
perspective.
I
talked
after
I
gave
the
SA
brief
to
the
school
board.
We
had
the
following
night,
the
bond
accountability
committee
meeting,
and
they
got
a
quick
update
on
the
sta
so
that
they.
P
P
B
All
right,
any
other
questions
from
board
members.
Well,
thank
you.
This
I
know
we're
gonna
be
hearing
a
lot
more
of
this
going
forward,
and
still
you
know,
we've
got
many
many
things
that
we're
juggling
right
in
front
of
us,
but
we
can't
take
our
eye
off
the
the
future
and
our
other
responsibilities.
So
thank
you
so
much
for
that
report.
Next
report
is
an
equity
update
from
Pat
McCrory
good.
T
Evening
board
Thank
You
Becky
for
the
introduction
good
evening:
superintendent,
griding,
I'm,
Pat,
McCrory,
he/him,
pronouns
administrator
for
equity
and
inclusion
and
I
want
to
start
by
just
acknowledging
that
it
has
been
quite
a
first
year
and
I
want
to
thank
the
board.
I
want
to
thank
our
superintendent
and
the
cabinet
and
all
the
folks
I've
had
the
benefit
of
working
with
this
year.
In
this
new
role.
Who've
been
very
supportive.
T
But
I
assure
you
that
it
is
critique
in
an
effort
to
improve
and
it
is
critique
of
efforts
that
are
already
underway
that
are
admirable
and
that
we
want
to
keep
going,
but
it
also
identifies
areas
where
it's
become
very
clear.
We
have
a
lot
of
work
to
do.
I
also
want
to
acknowledge
that
I
got
to
start
doing
this
work
on
the
shoulders
of
giants
before
me
and
and
around
me
both
my
predecessor
and
a
team
of
folks
who
I
have
had
the
benefit
of
working
with
mostly
toeses
in
various
depart.
T
They
want
to
thank
them
for
that.
My
year
started,
interestingly,
with
an
event:
the
cosa
educator
equity
summit,
where
the
keynote
speaker
Jeff
Duncan
Andrade,
mentioned
to
the
crowd
that
if
you
work
in
a
district
where
there
is
one
office
of
equity
and
inclusion
and
one
person
in
that
office,
you
are
doing
it
wrong,
and
so
that
didn't
leave
me
feeling
very
confident
in
the
work.
But
his
point
was
that
that's
where
many
of
our
systems
are,
we
know
that
we
need
to
do
this.
T
The
system
allows
us
to
avoid
taking
ownership
of
it
and
I
think
what
we're
all
seeing
is
that
we
are
all
engaged
in
this
work
together.
That's
why
I'm
hearing
use
of
the
equity
lens
used
by
many
people,
we
see
our
own
selves
in
this
work
and
I'm
very
heartened
by
that.
We
all
have
an
active
role
to
play
in
this.
T
I
want
to
acknowledge
that
I'm
going
to
be
using
some
terms
throughout
what
follows
is
specifically
systemic
racism
and
anti
racism,
because
those
are
the
two
terms
that
we're
hearing
quite
a
bit
in
the
educational
climate
today
and
I
want
to
acknowledge
that
there
is
evidence
of
both
of
those
in
past
and
current
BSD
work.
The
team
of
toeses
that
I
work
with
has
has
used
the
theory
that
eeprom
kindy
offers
and
how
to
be
an
anti-racist
that
in
order
to
understand
and
thus
mitigate
systemic
racism,
we
have
to
think
of
it.
T
We
have
to
think
of
racism
as
a
name
tag
that
we
wear
interchangeably
with
anti
racism
at
all
times
that
everything
we
do
is
either
perpetuating
the
systemic
racism
or
working
against
it,
and
so
that
offer
is
an
invitation
for
us
to
to
continue
in
this
work.
I
want
to
identify
problems
that
we
can
clearly
see
in
our
district
right
now.
We
have
continued
racial
gaps
in
access,
opportunity,
engagement,
discipline,
identification
and
graduation.
T
We
have
continued
lack
of
safety
from
racists
abuse
in
the
form
of
specific
racist
language
and
intentional
innuendo,
both
in
school
and
on
social
media.
We
have
continued
need
for
reassessment
of
the
Beaverton
School
District
relationship
with
our
school
resource
officers.
In
order
to
ensure
safety
for
all.
We
have
continued
need
for
culturally
responsive
affirming
and
sustaining
curriculum
instruction
and
assessment
practices.
We
have
continued
inequitable,
supplemental
funding,
resulting
in
inequitable,
supplemental
opportunities
for
students
in
our
schools.
T
We
have
continued
lack
of
support
for
our
new
and
continuing
staff
who
identify
as
black
indigenous
or
persons
of
color.
We
have
continued
shortage
of
means
for
increasing
racial
diversity
in
our
workforce,
including
retention,
recruitment
and
advancement.
But
in
light
of
that
we
also
have
a
number
of
assets
in
place.
We
have
one
of
four
pillars
that
is
devoted
to
equity
and
that
can
be
a
foundation
of
our
work.
We
have
an
equity
lens
tool
for
creating
reviewing
revising
and
deciding
upon
policy
and
practice.
T
We
have
affinity
groups
in
the
form
of
our
Beaverton
multicultural
educators,
community
Beaverton
minority
administrative
community
and
our
LGBTQ
LGBTQ
plus
affinity
groups
for
support
and
leadership.
For
our
staff,
throughout
the
district,
we
have
alt
cohorts
numbers
1
through
12
who
have
members
throughout
the
district
in
a
variety
of
certified
and
administrative
roles.
In
almost
every
school
and
department.
We
have
current
cohorts,
13
and
14,
focusing
on
building
capacity
and
collaborative
equity,
advocacy
and
leadership.
We
have
an
OE
eye
team
of
ptosis
specialists
of
who
volunteer
their
time
beyond
their
regular
jobs.
T
Coming
from
our
teaching
and
learning
departments,
Human
Resources,
multilingual
department
and
Student
Services,
who
are
committed
to
ensuring
that
equity
is
the
lens
through
which
they
work.
We
have
an
aligned
focus
on
equity
for
students
and
staff
between
the
office
of
equity
and
inclusion
and
the
be
EA
we
have.
Systemic
programs
include
standards-based
learning
systems,
an
avid
that
are
aimed
at
bridging
the
equity
gaps.
T
We
have
initial
work
through
the
social
studies
cadre
on
incorporating
the
Oregon
State
ethnic
studies,
standards
in
Holocaust
and
genocide
curriculum
as
well
as
cross
content,
incorporation
of
the
tribal
history
shared
history
curriculum
we
have
emerging
supports,
including
restorative
restorative
practices,
trauma-informed
care
and
social-emotional
learning.
We
have
developing
partnerships
with
community
groups
such
as
the
Beaverton
black
parent
Union
and
the
Beaverton
families
for
equity.
T
As
we
move
forward
in
the
era
of
uncertainty,
a
continued
and
expanded
partnership
with
the
Oregon
Center
for
educational
equity
through
the
CFE
seminars
and
the
taking
it
up,
seminars
which
are
aimed
at
reaching
all
bsd
staff
over
the
course
of
ten
years.
An
enhanced
leadership
capacity
of
our
affinity
groups
through
support
for
professional
development
learning
and
delivery.
Continued
collaboration
with
our
HR
department
to
improve
our
retention
and
advancement
rates
for
our
staff,
who
identify
as
black
indigenous
and
persons
of
color,
to
improve
our
recruitment
efforts
and
to
further
refine
our
hiring
practices.
T
Continued
collaboration
with
teaching
and
learning
to
ensure
the
embedding
of
equity,
focused
leadership
in
all
ptosis
specialists.
Continued
collaboration
with
all
departments
to
ensure
that
our
return
to
instruction
addresses
and
actively
mitigates
the
access
and
engagement
gaps
widened
by
our
kovin
19
physical
school
closure,
continued
incorporation
of
ethnic
oregon,
ethnic
studies,
tribal
history,
shared
history
and
Holocaust,
and
genocide,
standards
and
curriculum
into
k-12
instruction,
establishment
and
support
of
racial
affinity
group
and
a
lie.
T
Group
structures
for
staff
at
schools
in
all,
at
all
schools
and
in
all
departments,
establishment
and
support
of
racial
affinity
group
and
a
lie.
Group
structures
for
students
and
families
at
all.
Schools,
analysis
of
existing
board
policy
and
administrative
regulations
using
the
equity
lens
tool
as
a
means
of
identifying
area
is
a
potential
continuation
or
do
corruption
of
systemic
racism.
T
Collaboration
with
the
board
on
a
resolution
acknowledging
indigenous
peoples
day
continued
and
enhanced
partnerships
with
the
city
of
Beaverton
and
THP
Rd
through
shared
professional
growth
opportunities,
including
events
like
the
community
conversations
around
race
that
was
held
at
Southridge
this
year.
An
ongoing
implementation
of
a
systemic
systemic
equity
audit
based
on
collected
data
and
continually
solicited
feedback
from
students,
families
and
staff.
There's
a
tremendous
amount
of
work
to
be
done.
T
Some
of
it
is
built
on
our
pre-existing
efforts,
and
much
of
it
is
absolutely
crucial
to
the
success
and
support
of
our
students,
families
and
staff,
most
impacted
by
mineralization
and
marginalization,
I'm
heartened
by
the
many
statements,
affirming
the
need
to
ensure
that
our
pillar
of
equity
is
truly
a
pillar
of
our
work
and
I
look
forward
to
working
alongside
the
board
and
our
district
departments
and
schools
to
collectively
turn
those
affirmations
into
concrete
actions.
Thank
you
very
much
for
your
time.
I'd
be
happy
to
answer
questions.
B
C
You
know
the
impacts
of
implicit
bias
on
the
kids.
The
achievement
gap
has
gotten
worse
over
time.
Every
time
I've
pushed
and
talked
about
this
issue.
The
feedback
I've
gotten
is
we're
looking
at
it
from
a
more
individualized
basis.
There
has
never
really
been
a
systemic
approach
throughout
the
whole
school
system.
Regarding
that,
it's
very
frustrating
to
me,
and
especially
in
light
of
the
things
that
that
are
currently
happening.
C
What
you're
saying
all
sounds
good,
but
it
sounds
similar
to
a
lot
of
the
things
that
I've
heard
over
the
years
that
I've
been
on
the
school
board
before
and
still
nothing
has
been
done.
Nothing
has
happened
that
has
been
positive
for
the
students.
So
that's
just
my
challenge
to
you.
I,
don't
know
if
all
the
things
that
that
you're
you're
outlining
or
saying
are
really
going
going
to
work,
but
I
think
we
need
to
roll
up
our
sleeves
and
do
focus
on
the
black
students.
I
think
they've
been
ignored.
T
Thank
You,
Donna
and
I
think
we
are
hearing
that
loud
and
clear
and
and
having
had
a
past
where
I
was
helping
to
advocate
for
some
of
those
students,
I
feel
that
frustration
as
well
I
know.
One
of
the
things
we
are
really
looking
at
doing
is
finding
a
way
to
ensure
that
our
black
and
african-american
students
and
all
students
are
are
free
from
the
abuse
of
racist
language
that
they
continue
to
hear
and
and
be
victim
to
in
schools
and
and
I
agree.
I.
T
H
Yes,
Thank
You,
Patrick
I
know
it's.
The
last
three
months
have
been
very
surreal
and
have
all
these
issues
happen
when
we're
living
in
a
virtual
world
is
also
makes
it
so
much
harder.
So
my
question
is
about
the
and
I
know.
There's
some
thinking
about
this,
but
the
Supreme
Court
decision,
that's
coming
up.
T
H
You
know
social
workers
in
every
single
school,
you
know
looking
at
it
from
our
most
impacted
students
and
the
need
for
mental
health.
You
know
in
our
schools.
Is
there?
Do
you
know
if
there's
a
plan
for
some
kind
of
connecting
with
other
community
partners
out
there
for
mental
health,
especially
for
the
most
at-risk
kids.
M
So
Thank
You
Susan
for
bringing
that
forward.
I
have
to
start
by
saying
that,
as
you
know,
you
were
heavily
involved
in
the
student
investment
account
planning,
and
so
it's
been.
You
know,
we've
been
going
through
a
lot
of
grieving
on
the
loss
of
the
supports
that
we
were
looking
around
of
social-emotional
learning
for
students.
We
will
still
have
some
supports
that
we'll
be
going
through
at
this
time.
As
a
result
of
measure
98,
we
still
have
some
funding.
M
So,
although
things
are
not
going
to
look
as
wonderful
as
we
had
hoped
and
I
still
have
hope
in
it
will
happen,
no
one's
going
to
crush
my
dreams.
It's
taking
me
a
long
time
to
get
here,
but
I.
Definitely
there
are
going
to
be
an
increased
number
of
supports
and
then,
with
that
continuing
to
grow
our
connections
with
our
outside
providers,
such
as
Nami,
the
National
Alliance
mental
illness
and
other
organizations
that
are
out
there
Danielle.
H
M
P
You
know
Pat,
as
I
listened
to
you.
I
was
reminded
both
of
the
of
the
work
that's
been
in
place
and
also
with
my
extreme
frustration
at
the
pace
which
I
know
that
you're
aware
of
I
have
been
hopeful
the
last
few
weeks,
because
I
believe
there's
been
some
recognition
that
we
are
going
to
in
fact
have
to
break
some
systems
in
order
to
create
the
society
that
we
all
want
to
be
part
of
I'm
curious
at
what
thoughts
you've
been
giving
to
how
we
increase
our
sense
of
urgency
within
BSD,
so
that
we
can.
P
You
know
every
time
I
hear
about
the
10-year
plan.
I
I
just
feel
nauseous.
You
know
it's
just
it's
not
it's
not
fast
enough
for
our
kids
to
get
through
the
they're
in
kindergarten.
Oh
they'll,
be
through
the
system
by
the
time
we're
even
close,
and
that's
before
we've
reached
anything
like
our
hiring
of
enough
teachers
or
adults
of
color
in
the
classroom
to
make
it
a
positive
impact
on
them.
You
know
how
do
we
increase
our
sense
of
urgency?
Yeah
thank.
T
You
and,
and
and
that's
a
concern
of
mine
that
has
been
very
present
quite
honestly
because
of
the
tragic
events
that
have
happened
recently.
One
of
the
things
I've
shared
publicly
is
there
has
been
a
collective
understanding
which
I
think
I
think
some
folks
are
right
to
feel
frustrated
with,
because
this
is
an
understanding
that
has
been
around
for
a
long
time
felt,
especially
by
people
who
have
long
been
victims
of
racism.
But
there
is
an
understanding
that
that
we
cannot
cater
to
what's
called
fragility
anymore.
T
We
can't
we
can't
be
delicate
about
making
sure
those
who
might
be
made
uncomfortable
in
in
acknowledging
systemic
racism
that
we
can't
cater
to
them.
We
have
to
cater
to
those
who
are
being
most
harmed,
and
so
with
that,
in
my
own
work,
I
will
say
the
the
register
of
my
language
has
changed
and
how
I
interact
with
people,
because
suddenly
anti
racism
is
not
a
term
that
I
have
to
explain
as
much
as
I
used
to
and
so
that
helps
to
move
the
pace
along.
T
T
So
the
the
collaborative
and
collective
nature
of
doing
this
work
is
is,
unlike
anything,
I've
seen
in
my
time
in
the
district
I'm
heartened
by
that
I'll
also
admit
to
being
a
little
frustrated
that
it
took
this
long
when
people
have
been
telling
us
to
speak
to
Don.
In
this
point,
people
have
been
telling
us
about
this
for
a
long
time,
but
I'm
not
one
to
sit
and
wallow
in
frustration.
I'm
gonna
be
frustrated
for
a
minute
and
I'm
gonna
get
to
work
on
the
momentum
that
were
that
we're
experiencing
my
big
fear.
T
I'll,
be
quite
honest.
Is
that
being
a
history?
Teacher
I
know
that
when,
when
waves
like
this
happen,
what
tends
to
happen
is
people's
adrenalin
is
fueled
for
a
short
period
of
time,
and
then
we
go
back
to
areas
of
comfort.
I
will
do
everything
I
can
to
not
let
that
happen.
I'm
confident
in
the
conversation
I've
had
with
other
leaders
in
the
district
that
they
don't
want
that
to
happen
either
so
I
know
the
you
know.
I
mentioned
again.
T
The
10-year
plan
for
training
for
staff
and
I
promise
I
share
that
frustration
that
has
more
to
do
with
just
logistics
and
the
partnership
and
the
size
of
our
staff
at
five
thousand
people.
If
we,
if,
if
there
is
funding
and
we'll
to
do
so,
and
we
can
expedite
that
I
would
be
happy
to
work
towards
that.
G
Yeah
Patrick
I
was
struck
by
how
you
began
your
presentation,
with
the
anecdote
about
going
to
I
think
it
was
a
conference
where
they
were
talking
about.
If
you
have
one
person
in
an
equity
department
and
you're,
not
doing
it
right
so
Mike.
The
question
that
pops,
to
my
mind,
is
what
is
a
better
model
and
how
do
we
transition
to
that
model?
If
that's
what's
needed
to
create
the
systemic
change.
T
Thanks
Tom
I
think
one
of
the
models
like
this.
This
feels
almost
too
simplistic
to
mention,
but
I
think
one
of
the
things
we
have
a
tool
that
a
lot
of
thought
went
into
developing
in
the
equity
lens,
though,
and
I
know,
on
the
surface,
it
looks
like
four
simple
questions,
but
those
four
simple
questions
helped
us
in
cabinet
review
our
budget
to
make
sure
that
we
were.
We
were
doing
it
with
equity
as
a
focus.
T
If
those
equity
lens
questions
are
kept
in
the
forefront,
then
suddenly
we
are.
We
are
all
potential
members
of
the
office
of
equity
and
inclusion,
which
I
love,
because
it
makes
me
a
little
less
lonely
in
there
so
that
that
I
think
is
is
one
way
and
I
don't
mean
to
trivialize
it.
By
saying
it
says
it's
as
simple
as
four
questions,
but
if
those
really
become
the
guiding
questions,
we
consider
in
all
decisions
I
think
that's
a
really
powerful
start.
So
that's
that's
part
of
it
and
then
part
of
it
is
continued.
T
Yeah
and
I'll
be
the
first
say,
Tom
I
think
you
know
in
our
initial
use
of
the
equity
lens,
it
was
kind
of
about
getting
it
on
a
poster,
putting
it
on
stickers,
putting
it
on
our
computers,
putting
it
on
badges.
You
know
like
getting
familiar
with
it,
but
a
tool
is
only
really
good
if
you
use
it
and
so
I
think
we're
getting
better
at
using
using
it
as
a
tool.
T
T
B
Have
been
very
busy,
and
we
have
you
and
keeping
this
on
the
forefront,
and
this
this
is
not
going
to
be
a
typical
summer.
This
is
not
going
to
be.
We
are
going
to
be
moving
right
along
whether
it
be
analyzing
our
relationship
with
the
sorrows,
whether
it
be
what
our
important
issues
are
with
for
our
students
at
what
school
is
going
to
look
like
this
is
not
going
to
be.
B
This
is
this
is
going
to
be
a
summer
that
we
continue
to
do
the
work
and
then,
when
we
come
together
again
in
August
for
a
work
session,
we're
going
to
have
a
focus
on
what
it
is
that
we
plan
to
accomplish
this
next
school
year
and
Pat
you're
going
to
be
a
major
part
of
that
conversation.
So,
thank
you
so
much
for
the
work.
Thank.
B
With
that
I
apologize
to
those
of
you
that
are
watching
this
on
YouTube
right
now
and
following
us,
but
I
did
promise
board
members
that
we
were
going
to
take
a
stretch,
a
break.
So
if
people
want
to
turn
off
their
videos,
they
can
but
just
get
up
and
stretch,
and
it
is
a
quarter
till
9:00
I'm
going
to
give
five
minutes.
If
everybody
can
get
back
here
in
five
minutes.
So
then
we
can
get
on
to
our
action
items.
B
J
B
I
You,
chair,
Kemp,
Chuck
members
of
the
board,
as
superintendent
grouting
mentioned
at
the
open
of
the
meeting.
The
budget
you
are
looking
at
is
essentially
a
precoded
budget,
one
that
we
were
very
much
looking
forward
to
as
recently
as
when
you
finalize
the
plan
for
us
I
in
in
early
March.
However,
as
you've
also
heard
tonight,
many
things
have
changed
so
for
tenant.
I
Grouting
laid
out
some
of
the
reductions
we
plan
on
making
over
this
summer
that
will
impact
next
year,
and
you
saw
the
return
to
school
plans
at
least
an
initial
glimpse
of
the
complications
and
intricacies
there
as
well
as
flex
and
what
we
have
going
there.
So
we
have
a
number
of
moving
parts
in
this
budget
right
now
that
we
have
to
shore
up
fairly
quickly
in
order
to
get
school
up
and
running
next
year.
I
So
I
just
give
you
that
cautionary
tale,
but
we
are
here
to
adopt
budget,
make
appropriations
and
impose
and
categorize
taxes
as
required
by
law.
We
need
this
done
by
June
30th,
so
that
we
can
levy
the
taxes
and
move
forward
with
a
budget
into
the
new
year,
not
entertain
any
questions.
If
you
have
them.
B
B
I
Jer,
what
you
have
in
front
of
you
essentially
allocates
proceeds
and
requirements
for
debt
service.
On
again
a
topic
superintendent
growling
mentioned
at
the
top
of
the
meeting.
We
are
looking
at
an
advanced
refunding
on
a
little
under
four
hundred
forty
million
dollars
in
bonds.
The
market
environment
is
favorable
at
the
time
and
we're
hoping
it
will
stay
that
way
for
a
couple
of
days.
So
we
can
get
this
issue
out
of
the
way
this
allows
us
to
stay
within
the
appropriation.
I
Q
P
B
G
B
R
Chair
it
school
board,
so
when
you
have
in
front
of
you,
is
the
district
white
facility
repaired
from
the
2014
capital
improvement
bond?
We
did
a
first
read
at
the
last
school
board
meeting
and
a
question
that
was
brought
up
was:
what
is
the
remaining
program
reserve
left
in
our
bond,
which
is
38
million?
So
the
ask
here
and
in
the
document
in
front
of
you
is
for
district-wide
facility
repairs
specifically,
which
is
made
up
of
over
200
line
items
projects
we're
looking
at
25,
28
million
dollar
increase
in
that
in
that
project
and
we've.
R
Given
the
reasons
for
that
based
on
where
we
sit
with
our
major
projects:
ACMA
five
Oaks
Raleigh
Hill,
seismic
upgrades,
William
Walker,
we're
very
confident
in
our
in
our
estimate
at
this
time,
and
the
paper
has
been
briefed
to
the
bond
accountability
committee.
They
concur
with
the
recommendations.
It
is
a
shortfall
of
25.8
million,
but
at
this
time
we
only
asked
you
for
12
million
of
that
twenty
five
point:
eight
million
to
the
board.
Q
B
It's
been
properly
moved
and
seconded
that
the
board
approves
the
transfer
of
twelve
million
dollars
from
the
bond
program
reserve
to
the
district-wide
facilities
repairs
project.
Is
there
any
discussion
seeing
none
we'll
call
it
question
again
call
by
order
of
alphabet
and
then
I,
nee
or
abstain
and
hi.
P
G
B
R
A
chair
school
board
so
again
we
had
a
first
reading
at
the
last
meeting
and
in
that
38
million
of
program
reserves.
We're
gonna,
take
twenty
five
point:
eight
million
for
the
district-wide
facility
repairs,
the
remaining
balance
of
12.2
million
will
be
dedicated
to
projects
that
we
have
identified
as
priority
projects
to
use
the
programmers.
Our
funding
for
we're
gonna
start
with
the
first
five
projects
that
you
see
in
the
paper
and
those
projects
were
identified
through
a
scoring
process.
That
was
talked
about
communicated
with
the
bond
accountability
committee.
R
We
refined
that
scoring
process
and
we
developed
a
list
of
over
20
projects.
But
again
we
only
have
12
point
2
million
to
work
with.
We
need
to
get
started
in
scoping
and
getting
those
projects
completed
before
2022
the
summer
2022
and
so
those
five
projects.
They
are
listed
security
projects.
We
have
some
repipe
projects
and
we're
doing
a
camera
project
at
elementary
schools,
middle
schools
in
our
option
schools.
So
the
recommendation
is
only
for
the
for
those
first
five
projects,
which
is
six
and
a
half
million
again.
R
Q
B
G
B
I
Me
again
chair.
Thank
you
very
much.
This
is
my
first
budget
calendar
to
present
to
you.
It
follows
much
like
your
previous
budget
calendars.
In
terms
of
when
we
announce
openings
when
you
appoint
budget
committee
members,
we've
got
a
couple
of
listening
sessions
in
there
in
January,
when
caveat
I
would
add.
Outside
of
this
formal
calendar
is
again
with
all
of
the
uncertainty
we
mean.
We
may
have
need
to
have
more
engagement
than
we
currently
have
listed
here.
I
Talking
about
demographics,
of
our
district
talk
about
the
goals
of
our
district
and
how
the
budget
numbers
play
into
those
I'll
also
be
able
to
give
some
preliminary
numbers
about
where
we
think
the
budget
is
headed
prior
to
the
first
committee
meeting,
first
official
community,
meaning
when
they
get
the
proposed
budget.
I've
used
this
a
number
of
times
in
my
career
I
find
it
very
helpful
to
engage
the
committee
prior
to
bringing
the
proposed
budget,
because
we
can
ferret
out
a
lot
of
questions,
a
lot
of
thoughts.
I
A
lot
of
those
typical
issues
that
you
don't
get
to
discuss
when
you're
in
that
more
formal
environment.
We
can
spend
some
more
time
together
dealing
with
that
kind
of
work.
So
we
would
that's
a
change
and
we
would
do
that
on
March
8th,
it
would
be
followed
by
the
budget,
come
meaning
on
May
3rd,
where
the
actual
budget
would
be
proposed
and
May
17th.
The
meeting
there
a
second
meeting
there
so
a
little
different.
I
We
put
a
meeting
on
the
front,
not
an
official
committee
meeting
but
a
way
to
get
the
committee
together
again
to
discuss
a
lot
of
the
components
of
the
budget
and
and
and
give
them
that
initial
picture
prior
to
seeing
the
proposed
budget.
Then.
Finally,
on
June,
21st
we'd
asked
the
school
board
to
adopt
the
budget
at
that
meeting
and
I'll.
Take
your
questions.
Q
B
G
B
K
Tom
digs
deep
into
issues
and
it's
very
active
on
subcommittees,
and
this
includes
policy
and
goes
patience
with
his
day.
Job
is
a
contract
negotiator,
Thomas,
hone
skills
that
are
valuable
work
with
a
complex
and
diverse
set
of
stakeholders
and
reaching
mutually
beneficial
outcomes,
which
I
think
is
gonna,
be
really
good
and
important
in
this
environment,
where
in
tom
is
really
a
great
asset
for
the
buttes
and
school
board,
and
I
believe
will
be
an
excellent
vice-chair.
So
I
he's
my
pick
is
a
vice-chair
I.
K
Q
J
P
P
K
G
K
Q
Vice
Chair
Simpson
I
find
it
an
honor
and
a
privilege
to
nominate
Becky
Tim
check
for
the
role
of
board
chair
for
2021
school
year.
Becky's
served
faithfully
for
the
last
two
years
and
her
expertise
and
leadership
has
and
I
believe
will
serve
us
to
maintain
continuity
through
these
very
uncertain
times.
I
believe
she's
the
best
choice
to
lead
our
board
over
the
next
12
months,
and
so
I
I
nominate,
Becky,
Tim,
Chuck,
I.
J
Q
P
K
B
Thank
you
very
much
and
I.
It
I
probably
serve
you
as
your
as
your
board,
chair
and
I
would
not
do
it
with
any
other
six
people
in
this
state
and
I.
Thank
you
very
much
for
for
all
the
hard
work
and
this
this
is
truly
a
team
effort
and
just
every
once
in
a
while
I'm
the
head
goose
of
the
of
the
team,
but
we
all
take
turns
with
that
and
I.
Thank
you
very
much
for
that.
E
I'd
be
happy
to
chair,
Tim
Chuck
members
of
the
board.
The
Department
of
Education
requires
board
approval
for
the
opening
and
closing
of
schools,
including
their
name
and
as
you've
discussed,
hurt
and
discussed
earlier.
The
proposal
is
to
open
our
own
flex
online
school
for
the
2021
school
year
for
students
in
grades
K
through
12.
E
The
current
flex
program
offers
partial
programs
for
students
in
grades
9
through
12,
and
we
need
your
authorization
for
an
application
to
OTE
to
operate
a
school
that
would
be
accountable
as
any
of
our
other
schools
are
in
terms
of
report
card
beginning
with
the
2021
school
year,
and
then
I'll
turn
it
over
to
mr.
Polansky
for
how
the
school,
the
nature
of
the
school
and
how
its
gonna
operate.
E
F
Dr.
bridges,
I
will
like
to
introduce
Paul
autumn
he's
been
selected
as
the
administrator
for
this
program.
So
he'll
give
you
a
brief
vision
of
what
he's
wanted
to
create,
with
BSD
flex
online
and
a
little
bit
of
a
history,
and
then
a
little
touch
a
little
bit
on.
You
know
what
why
why
do
we
need
to
do
this?
What
are
the
benefits
of
going
to
an
online
school
rather
than
keeping
it
as
a
program?
So,
oh.
U
Alright,
thank
you.
Thank
you,
John
and
John.
Thank
you
very
much
board.
I
appreciate
the
opportunity.
I
put
past
few
years.
I've
run
our
BSD
flex
program
that
is
a
high
school
success
fund,
otherwise
known
as
measure
98
funded
program.
That
measure
puts
very
strict
guidelines
in
place
for
the
population
that
we
can
serve
and
in
what
capacity
we
can
serve
them
and
we've
been
doing
that
for
a
couple
of
years.
What
that
has
excluded
is
anytime.
U
U
The
difference
was
now
that
I
have
all
the
experience
doing
this
job
and
meeting
with
families
and
hearing
the
need
for
a
program
when
we
simply
have
to
turn
families
away.
I
think
that
has
really
driven
us
to
this
point
and
then
what's
sped
it
up
further,
of
course,
was
the
closure
and
the
Cova
tissues
are.
U
The
goal
is
to
provide
families
the
feeling
that
we
are
going
to
have
an
option
for
you
regardless
we
are
not
selling
anything.
Our
job
will
never
be
to
increase
enrollment
in
our
school
or
make
our
school
a
competitor
to
the
fantastic
program
Severinus
School
District
offers.
We
want
to
be
a
complement
and
we
want
to
provide
families
that
peace
of
mind
that
we
have
this
option
available
and
that
we
can
serve
their
needs
and
John.
What
else
did
you
want
me
to
cover.
F
That's
good
I
would
just
like
to
add
that
we
are
that
one
of
their
only
large
school
districts
in
Oregon
that
doesn't
have
an
online
school
option
as
well
and
as
we
go
forward
meeting
with
other
school
districts,
especially
recently,
if
the
ones
that
don't
have
it
are
also
moving
forward
with
with
this
option
for
next
year
as
well.
So
it's
it's
something
that
you
know
with
the
times,
and
you
know
with
increase
options
for
technology
and
video
conferencing.
C
Yes,
I
have
a
question:
I
guess
I'm,
trying
to
understand
the
tie-in
with
the
existing
program
Paul
that
you've
been
managing
for
the
past
two
years.
I
know
you
mentioned
measure
98,
which
I
thought
that
was
for
Career
and
Technology
programs,
so
I'm
just
trying
to
maybe
not
as
I.
Remember
anyway,
I'm
just
trying
to
figure
out
how
that
relates
to
the
Flex
school
that
you're
currently
managing
and
maybe
how
many
students
are
currently
enrolled
versus
the
new
program.
That's
more
enhanced
and
includes
K
through
12
yeah.
U
U
They
have
to
be
at
least
51%
scheduled
and
that's
in-person
attendance,
bearing
courses,
and
so
this
program
by
moving
it
off
of
the
by
moving
it
to
general
fund,
will
provide
us
a
flexibility
to
offer
a
full
virtual
experience
for
all
grade
levels,
K
through
12
and
so
we'll
lean
on
the
experience
we've
had
working
with
the
families.
We
have
been
over
the
years
to
help.
You
know
guide
us
as
we
move
forward
in
this
school
operation.
C
Question
yeah
yeah
I
was
just
wondering
about
yes,
I'm
trying
to
I
know
you
say
they're
going
to
each
student
is
going
to
be
assigned
to
their
existing
location
that
they
would
normally
attend
if
they
went
physically.
But
is
this
going
to
be?
Is
there
going
to
be
like
a
virtual
name
associated
with
the
student
being
at
a
particular
elementary
school,
like
all
the
elementary
school
students
in
this
flexible
program
will
be
attending
quote-unquote
XYZ
virtual
school
so
that
perhaps
hey
can
build
some
sort
of
camaraderie,
potentially
with
the
other
students
in
that
program?
U
H
So
Paul
I
have
a
question.
First,
do
you
so
personally,
I
have
tried
to
take
advantage
of
an
online
flex
for
my
own
child,
so
I
understand
the
need
and
the
frustration
and
concern
for
those
parents
who
haven't
been
able
to
take
care
of
take
advantage
of
it.
I'm
wondering
how
many
students
you've
had
to
turn
away
from
high
school
boy.
U
I
wouldn't
know
off
the
top
of
my
head.
We
always
sort
of
start
with
a
when
we
get
requests.
It's
it's
several
different
areas,
first
and
foremost,
I
would
say,
as
students
who
are
struggling
with
issues
in
school
and
a
counselor
comes
to
us
and
says:
hey
we'd
like
to
sign
up
for
a
couple
of
classes
and
we
have
to
talk
about
the
eligibility
requirements.
Second,
we
have
families
that
move
into
our
area.
In
fact,
one
of
the
most
common
is
from
Arizona
or
Texas
and
they'll
say:
hey
we're
an
online
school
in
Arizona.
U
So
what
do
you
guys?
Have
we
want
to
enroll
in
your
online
school
as
far
as
numbers?
I,
don't
have
a
track
tracking
of
numbers.
I.
Think
su
pertinent
rodding
mentioned
that
we
are
in
the
4
to
500.
You
know
within
boundary
students
that
are
always
attending
some
form
of
an
online
private
or
charter
school,
but
I
don't
have
an
actual
number.
U
You
know
it's
a
frequent
it's
a
lot
in
the
summer
and
then
during
the
school
you
know
in
the
summer
it's
families
that
are
coming
new
to
the
area
or
have
questions
about
it
from
the
previous
year
and
then
during
the
year.
It's
just
been
families
inquiring
about.
You
know
that
are
having
struggles
so.
H
I
have
a
couple
of
comments
so
Paul,
so
my
particular
case
was
and
I
know.
This
is
true
for
other
students
in
the
district
was
my
daughter,
has
mental
health
issues
and
had
a
hard
time
going
into
the
classroom
and
I
know
of
other
students
same
thing
where
they're
now
going
to
Connections
Academy
or
whatever
online
school.
H
You
know
a
Connections
Academy,
and
you
pointed
this
out
or
somebody's
other
online
charter.
Schools
they're
a
per
for
profit
charter
school,
whereas
of
course
our
district
is
not
making
a
profit.
You
know,
if
anything,
we're
you
know
so.
I
just
wanted
to
make
that
distinction
of
what
you
know.
One
of
those
distinctions
about
these
Turner
schools
that
out
there
that
are
online
because
they
are
looking
for
numbers,
not
necessarily
success.
P
U
What
we've
done
so
far,
we've
actually
met
with
several
curriculum
providers.
We've
also
involved
the
teaching
and
learning
folks.
So
we
can
take
a
look
at
the
services
we
provide
now
or
what
we
could
do.
What
we
really
want
to
do
is
make
sure
that
what
we
offer
is
a
full-fledged
virtual
program,
the
remote
learning
that
we're
doing
now,
which
is
really
they're,
doing
a
great
job
with
what
they've
done
at
the
time
they've
had,
but
it's
not
designed
to
be
delivered
in
a
virtual
format
and
it's
not
a
congruent.
U
It's
not
a
congruent
program,
and
so
what
we're
looking
for
is
something
that
is
really
designed
specifically
to
be
delivered
virtually
and
allows
the
family
members
that
are
supporting
the
child,
all
the
resources
they
need
to
track
and
follow
along
the
students,
learning
and
so
we've
met
with.
Actually,
almost
all
the
vendors
we
know
even
provide
those
systems.
U
As
much
as
possible
and
when
appropriate,
to
the
to
the
point
where
some
of
our
courses
currently
are
almost
exclusively
beaverton,
developed
and
curated
curriculum
and
some
are
very
highly
reliant
on
a
vendor,
and
so
our
path
is
always,
you
know
we
purchased
what's
necessary
to
get
us
going
and
something
that's
viable
and
will
work.
And
then
we
move
toward
implementing
those
practices
and
parts
of
the
curriculum
that
we
use
in
the
classrooms.
I.
F
Would
just
add
on
that?
We
are,
you
know.
As
you
know,
school
district
we've
adopted
learning
targets
and
such,
and
we
were
that's,
that's
what
we're
shooting
for
we
are.
We
are
addressing
a
different
set
of
learning
targets
or
the
learning
goals
we're
working
within
the
BSD
adopted,
learning
targets
that
were
we're
striving
for
for
all
kids,
and
so
we
can
do
that
through
multiple
materials
in
curriculum,
okay,.
P
And
then
I
I
listened
pretty
carefully
to
what
Bryan
presented
and
what
you've
done,
Paul
I'm
having
trouble
under
it
and
then
I
know
that
trying
to
start
this
school
at
the
same
time
as
we're
trying
to
figure
out
how
we're
gonna
reopen
in-person
instruction
for
many
people
I'm.
Just
can
you
help
me
understand
if
I'm,
a
student
who
you
know
if
it
wasn't
for
Kovan
I,
would
want
to
go
to
school
every
day.
What
is
the
communication
going
to
be
to
that
student?
P
U
P
U
U
The
comprehensive
distance
learning
and
the
part
of
the
the
the
project
team
that
Brian
is
on
is
the
part
where
we're
going
to
say
for
those
students
who
want
to
have
the
flexibility
to
join
back
in
with
the
classroom
as
restrictions
ease
or
as
the
safety
as
they
feel
more
confident
about
the
safety.
We
would
encourage
them
to
use
those
comprehensive
distance
learning
and
not
make
the
decision
that
I'm,
the
virtual
Stu,
you
know
school
student
and
so
we're
gonna.
U
Try
to
complement
those
and
I
feel
like
the
benefit
we
would
have
is
if
they
come
to
us
first,
we
at
least
then
can
have
the
conversation
and
explain
what
the
difference
between
those
two
is
and
why
you
would
choose
one
over
the
other.
It
is
going
to
be
a
point
of
confusion
and
we're
working
really
hard
with
community
involvement
and
several
other
folks
to
make
sure
we're
getting
as
clearer
picture
of
the
distinction
between
those
as
possible.
P
Yeah
that
communication
is
going
to
be
really
important
and
I
know
that
it's
just
part
of
many
things
that
we're
gonna
be
trying
to
scale
them
out
and
on
as
we
face
September
so
I
just
want
to
reinforce
that
you
know
early
and
often
is
a
usually
the
best
way
to
go
for
for
communication,
so
with
let's
try
to
get
there.
Thank.
U
G
U
In
fact,
we
provide
that
same
sort
of
data
services
to
the
schools
as
part
of
the
Flex
program
currently,
and
so
we
wouldn't
offer
all
the
same
data
that
any
school
would
provide
to
the
state
and
BSD
and
if,
if
we've
done,
exit
interviews
as
well
and
any
of
those
things
I
think
we
use
those
for
ourselves
anyway.
We
need,
if
we're
going,
to
improve
and
do
a
good
job,
we're
going
to
need
that
same
data.
So
thank.
Q
U
Love
the
question,
in
fact:
yes,
flex
actually
is
a
relatively
well-known
term
for
the
type
of
programs
and
what
it
obviously
is
indicating
is
the
flexibility,
the
flexible
options
that
students
need
the
I.
The
original
main
goal
of
the
program
was
not
to
strictly
be
an
online
school
and
that's
why
the
idea
of
flex
is
flexible.
Learning
that
adapts
to
student
needs.
We
originally
way
back
when
we
were
gonna
use,
Beaverton
online
and
the
funny
story
behind
that
is
that's
already
used
by
a
business
group
in
Michigan.
U
So
we
do.
You
know
the
only
thing
I
guess
I've
done
can
talk
to
this
as
well.
We
really
wanted
to
avoid
virtual
because
we
think
we're
doing
real
work
and
we
wanted
to
avoid
Academy
just
because
it's
been
so,
and
so
we
kind
of
already
had
a
I
think
when
people,
if
you
do
a
Google
search
for
flex
and
Beaverton,
we're
always
the
top
hit
so
I
think
that's
sort
of
already
there,
and
then
we
can
we're
gonna
have
that
communication
issue.
U
J
B
Colleges
have
been
doing
this
already
for
years.
Most
college
students
do
a
combination
and
do
online,
but
there
was
no
way
you
could
have
told
me
last
year
at
the
June
board
meeting
that
we
would
be
ending
the
last
three
months
of
school
with
all
of
our
students
at
home,
taking
remote
learning
and
we
we
have
to
be
adaptable.
B
We
have
to
be
movable,
because
that
is
what
our
customer
and
our
students
are,
our
customers,
our
families,
our
customers,
but
it
still
means
that
we
need
to
provide
the
best
education
possible,
keeping
a
check
being
accountable
to
all
of
our
stakeholders.
But
this
just
was
the
50
year
study
that
Portland
State
told
us
it
was.
B
Q
B
Right,
the
properly
moved
and
seconded
and
recommended
that
the
board
authorized
let's
online
school,
to
offer
instruction
to
students
in
grades
K
through
12.
Is
there
any
further
discussion
or
questions
with
none,
we'll
move
the
question
again:
we'll
go
through
alphabetical
order,
vote,
aye,
nay
or
EPS
game
and
all
right,
Donna,
I,
Lee,
Anne,
I.
Q
B
Q
B
G
B
G
B
H
Too
many
things
too
so
I
I,
don't
want
to
forget
about
the
seniors
that
just
have
graduated
and
we
put,
we
potentially
will
have
a
graduation
ceremony
in
August,
but
I
I
wanted
to
congratulate
the
senior
said.
I've
graduated
from
high
school
and
I
have
to
say:
I
had
the
pleasure
of
going
with
South
Ridge
High
School,
giving
their
Cory's
dropping
off
cords
to
the
students.
So
that
was
a
lot
of
fun.
G
Okay,
yeah
I
wrote
down
something
I
wanted
to
to
say
it
then
tonight
I
just
want
to
take
a
moment
and
acknowledge
the
phone
calls
and
emails
I've
been
receiving
from
community
members
concerned
with
systemic
racism
in
our
school
system.
The
pain
and
lived
experience
that
comes
through
these
communications
is
clear
and
speaks
to
the
in
justices.
G
Our
students
of
color
face
thank
you
to
everyone,
who's,
taking
the
time
to
write
or
to
call
me
over
the
last
weekend,
I
look
forward
to
working
with
the
superintendent
in
my
fellow
board
members
to
make
concrete
reforms
to
our
school
system.
They
directly
address
these
concerns,
starting
with
an
exhaustive
report
on
the
activities
of
our
SROs.
G
Normally,
at
this
time
of
year,
I'd
be
talking
about
the
end
of
year
school
visits,
I
made
and
the
graduation
ceremonies
I
was
able
to
attend.
I
know
the
sense
of
loss
due
to
kovat
19
weighs
heavy
on
our
students,
our
teachers,
our
parents,
who
are
missing
their
normal
end
of
your
events.
Next
year
comes
with
many
unknowns,
but
I
do
know
this.
I'm
amazed
by
the
hurdles
or
educators
and
staff
have
overcome
this
year.
G
Q
I
just
wanted
to
really
quickly
acknowledge
that
I
was
with
superintendent
grouting
and
we
had
the
privilege
of
graduating
the
very
first
Beaverton
2020
graduate
out
of
Merlot
high
school,
and
it
was
very
creative
how
the
Rachael
had
the
cars
drive
up
and
the
students
walk
across
on
their
own
and
amidst
rain
son
and
crazy
weather,
we
graduated
the
students
out
of
Merlot
and
it
was
quite
an
honor
to
be
a
part
of
it
and
to
especially
those
students
that
really
needed.
The
extra
supports
that
Merlot
provides.
So
this
wonderful
experience.
B
The
only
comments
I
would
I
would
just
like
to
say
that
the
last
two
weeks,
the
School
Board's
email
inbox,
has
just
been
overflowing
and
that
I
will
take
that
any
time
over
apathy.
I
will
take
that
any
time
it
means
our
community
tears,
but
I'm
also
reminded
when
I
look
at
having
42,000
two
are
almost
42,000
students,
5,000
employees,
all
of
the
families
of
those
42,000
students,
all
of
the
the
support
people
that
that
make
up
our
schools.
All
of
that
together.
B
That's
that's
well
over
50,000
80,000,
who
knows
how
many
people
that
is
bigger
than
at
least
10
of
the
cities
in
our
in
the
state
of
Oregon,
and
when
you
think
of
a
whole
city
does
a
whole
city
have
the
same
vision,
the
same
goals,
babies.
It
is
difficult
to
get
everybody
going
in
the
same
direction
because
we
all
have
different
perspectives.
But
what
has
come
true
is
that
our
school
district,
as
strong
as
it
is,
has
many
things
to
work
on,
and
we
will
do
that
work.
B
It's
important
work,
it's
going
to
be
difficult
work,
but
this
board
is
all
committed
to
doing
that
work.
But
when
you
think
about
a
city
being
that
big
and
trying
to
get
everyone
going
in
the
same
direction,
but
still
honoring
all
the
different
perspectives
that
there
are
that's
a
it's
a
difficult
task,
but
it
still
should
be
a
task
that
you
make
sure
that
everyone
is
heard
and
that
we
try
to
honor
the
different
perspectives
that
that
we
have
and
I
look
forward
to
doing
that.
B
Work
and
I
am
so
appreciative
of
the
foundational
people
that
have
been
such
a
part
of
our
school
district
and
to
see
si
Robertson
and
Maureen
wheeler,
leaving
us
when
they
have
contributed
so
much
to
what
the
district
that
we
are
today.
I
thank
them
very,
very
much
for
their
dedicated
service.
But
we
know
where
you
live,
and
we
know
your
phone
number
and
there's
still
ways
that
you're
going
to
be
able
to
help
our
school
district
because
we're
stronger
for
that
and
Mary.
Thank
you
so
much.
Thank
you
for
all
the
great
minutes.
B
Thank
you
for
helping
the
board
go
in
the
same
direction.
Thank
you
for
being
so
supportive
of
our
superintendent,
and
you
know
your
your
work
behind
the
scenes
is
what
keeps
keeps
us
strong.
So
thank
you
so
much
for
that.
So
with
that
I'm
going
to
pass
it
over
to
superintendent
rotting
to
see
if
he
has
any
final
comments
and.
D
Everybody
needs
to
know
if
they're
listening
or
school
board
does
not
get
paid
anything,
but
we're
support
your
advocacy
and
your
presence
through
these
very
difficult
times
to
our
staff,
to
our
administration
and
to
our
community
has
has
been
unbelievable
and
you
only
have
to
look
around
across
the
state,
and
you
see
that
it's
everybody
doesn't
have
that
same
vision,
they're,
saying
Goa,
but
Becky's
talking
about
I
think
every
has
that
same
vision
and
goal
to
do
what's
best
for
our
kids.
We
probably
need
to
do
much
better
Donna.
D
You
bring
that
up
all
the
time
and
we're
not
doing
what
we
need
to
do
for
our
most
vulnerable
marginalized
population,
and
not
only
do
we
need
to
do
better,
we
must
do
better,
so
I'm
just
committing
to
you
that
it.
That
is,
that
is
my
goal
and
we
need
to
start
pushing
the
envelope
and
I
can
tell
you
that
the
staff
we're
ready
to
go
and
I
believe
we
have
a
full
board
an
experienced
school
board.
D
That's
direct
ready
to
make
that
commitment,
hold
staff
accountable
and
move
forward
and
we're
in
for
very
rocky
next
few
months
and
but,
as
I,
send
a
message
out
to
the
staff.
If
I
was
going
to
be
in
this
position,
I
wouldn't
want
to
be
in
it
with
anybody
else,
but
the
Beaverton
School
Board
and
the
staff
of
the
Beaverton
School
District.
Thank
you.