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From YouTube: April 27, 2020 School Board Meeting
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A
B
Good
evening
board
superintendent,
grouting
and
cabinet
is
the
president
osea
I'm
here
to
say
thank
you
to
those
who
have
not
been
deemed
essential
or
critical.
Until
this
pandemic.
We
wanted
to
thank
all
of
our
technology
staff
at
the
buildings
that
have
been
working
to
get
Chromebooks
or
iPads
out
to
all
of
the
students
and
assist
their
families
with
navigating
the
software
that
they
may
not
have
known
how
to
work
with
to
those
IT
folks
that
are
working
hard
to
keep
everything
running
for
families
and
teachers
to
be
able
to
teach
remotely.
B
We
want
to
thank
all
of
the
nutrition
services
staff
that
have
been
ordering
preparing
and
distributing
meals
to
our
students
and
bringing
them
the
comfort
of
a
meal.
During
this
time,
we
wanted
to
thank
all
of
the
transportation
staff
that
have
been
delivering
the
mails
to
families
throughout
the
district
and
bringing
smiles
under
the
masks
to
all.
B
We
wanted
to
thank
all
of
the
pair
of
educators
that
are
assisting
with
packet
creation,
distribution
or
assisting
teachers
with
connecting
to
all
the
students
so
that
they
have
a
familiar
face
and
are
and
know
that
we
miss
them
and
that
they
need
to
hear
from
us.
We
wanted
to
thank
all
of
the
custodial
and
maintenance
staff
for
cleaning
each
site
top-to-bottom
in
the
beginning
and
then
going
back
over
every
time.
Someone
enters
the
site
as
sharing
all
our
safe.
B
We
wanted
to
thank
the
library,
media
assistants
that
have
been
helping
find
ways
for
our
students
and
teachers
to
read
or
to
be
read
to,
as
we
know
how
very
important
that
is
to
all.
We
wanted
to
thank
all
of
our
office
assistants
that
are
handing
out
students,
items,
packets,
Chromebooks
and
fielding
calls
from
concerned
parents
whether
at
their
school
or
remotely.
We
wanted
to
thank
all
of
the
campus
supervisors
and
building
monitors
that
are
doing
regular
patrols
at
all
the
buildings,
district-wide
and
all
of
the
other
departments
that
are
keeping
us
moving
forward.
B
A
A
No
I
do
not
see
any
changes
to
the
agenda.
So
with
that
we
will
move
on
to
public
comment.
We
opened
up
public
comment
to
our
community
by
being
able
to
submit
over
the
last
few
days
online
submission,
and
we
have
those
with
us
this
evening.
Vice
Chair,
Eric
Simpson,
will
read
into
the
record
the
name
and
a
summary
of
the
public
comment,
but
full
public
comment
has
been
sent
to
board
members
and
they
will
also
be
a
part
of
our
board
meeting
minutes
so
Vice
Chair
Simpson.
This.
C
Is
Eric
Sampson,
the
vice
chair,
so
we
had
12
people
submit
comments,
so
I'll
read
the
name
and
provide
what
the
the
topic
was
on.
So
first
one
was
a
Jennifer
Hoffman
on
middle
school
boundary.
The
next
one
was
Rebecca
Horner
on
distance
learning.
We
have
another
one
from
a
Betty
ster
on
distance
learning,
scroll
down.
A
A
Joey
Monroe
wanted
to
know
what
we're
doing
about
the
curve
at
19
and
what
kind
of
changes
we
have
with
some
of
our
families
and
then
our
last
one
Divya
Rock
Rio,
also
inquiring
about
our
middle
school
boundaries
and
again
for
everyone.
All
of
our
board.
Members
have
your
full
public
comments
and
they
will
also
be
entered
into
the
public
record
part
of
our
board
minutes.
But
we
appreciate
you
all
taking
the
time
to
share
with
us
your
questions
and
concerns
at
this
time.
D
D
Parents,
other
family
members
that
are
in
in
this
with
us
you're,
making
a
you're
helping
make
a
great
efforts
and
your
efforts
are
making
a
difference
with
our
children.
I
want
to
talk
a
little
bit
about
kovat,
19
and
let
you
know
we
are
in
weekly
contact
with
Oregon
Health
Authority
and
our
county
health
officials
and
we're
reviewing
numbers
we're
getting
notified
of
any
positives
that
are
either
possibly
a
student
and/or,
an
employee
and
taking
the
proper
protocols.
D
We
are
still
evaluating
middle
school
schedules.
Our
goal
is
to
can
to
have
a
middle
school
set
schedule
selected
by
October
1,
and
this
has
slowed
down
some
of
that
process.
But
that
is
still
our
goal:
to
have
those
schedule
of
a
schedule
in
place
that
when
we
open
up
for
the
2021
school
year
that
we
will
have
a
consistent
schedule
with
our
middle
schools.
I
know
there
was
lots
of
comments
about
the
middle
school
boundary
process.
As
you
know,
we
put
our
middle
school
boundary
process
on
hold.
D
Our
board
wanted
to
ensure
that
we
had
adequate
public
input,
and
during
this
coronavirus
we
knew
that
it
was
limiting
some
of
our
folks
to
be
able
to
get
out
and
provide
that
input.
We
continue
to
take
written
input
and
we
continue
to
monitor
the
governor's
order
as
far
as
social
distancing
when
that
order
is
lifted,
we
will
continue
that
process.
D
We
are
hoping
that
that
order
will
be
lifted
soon.
We
are
under
some
timelines
and
constraints
in
which
we
will
need
to
move
forward,
but
at
this
at
this
time,
we're
still
on
hold
and
when,
as
soon
as
we're
able
to
go
forward
with
that
process,
that
process
will
continue
once
again,
a
big
shout
out
to
our
advisory
members
for
being
on
hold
I
know
that
you
were
probably
hoping
that
this
this
was
about
ready
to
be
wrapped
up
or
wrapped
up
by
now.
D
We
know
that
funding
for
this
act
is
in
peril
and
will
not
look
like
what
it
was
expected
to
be,
but
we
are
still
moving
forward
and
we
will
keep
you
the
board,
our
community
updated
with
any
changes
or
requests
from
the
Department
of
Education
that
we
might
do
distance
learning.
This
has
been
quite
a
journey
for
us
all
and
I
talked
before
it's
been
a
journey
for
administrators
staff
teachers,
it's
been
a
journey
for
our
students
and
it's
been
a
it's
been
a
journey
for
our
parents
as
well.
D
What
I
want
you
to
know?
We
are
making
changes
that
improve
the
system
every
day
right
now
we're
really
trying
to
work
on
consistencies
across
the
system.
We
here,
where
we
have
better
engagement
in
some
areas
than
in
other
areas
in
some
schools
across
grade
levels
and
we're
really
trying
to
work
with
staff
and
administrators
to
make
sure
that
we
are
providing
some
consistency
across
the
system.
D
I
would
say
if
you're
once
again,
if
you're
having
problems,
please
report
to
your
principal
you
report
to
the
central
office
and
we'll
try
to
help
whatever
those
needs
may
be
a
lot
of
it
revolves
around
connectivity,
possibly
a
device.
We
have
a
help
system
in
place
that
are
helping
students
and
we
know
at
the
very
beginning,
there
was
a
long
wait
time.
We
believe
that
wait
times
coming
down
now
as
we
go
forward,
we
also
know
we
still
have
some
students
that
are
not
connected
and
we're
trying
everything
in
our
power.
D
Steve
Langford
has
just
done
a
magnificent
job
in
trying
to
garner
resources
to
make
sure
that
every
student
has
the
opportunity
to
be
connected.
The
district
has
allocated
resources
to
ensure
that
no
student
who
needs
to
be
connected
is
not
connected.
If
you
know
somebody
out
there
that
is
not
connected
and
it
is
infrastructure
or
resource
issue.
Please
let
your
principal
know:
please
let
the
Central
us
know
when
we'll
do
everything
within
our
power
to
be
able
to
get
that
rectified.
D
I
think
another
issue
that
has
garnered
a
lot
of
voices
to
come
forward
and
that
has
to
do
with
graduation
of
the
class
of
2020
as
well
as
grading
and
reporting
and
credit
attainment.
As
you
know,
the
state
of
Oregon
under
Koch
bill
and
under
the
direction
of
the
governor
came
out
and
we
are
doing
I
pass
incomplete.
D
We
are
not
offering
grades
at
this
time
and
we
are
being
directed
not
to
do
so,
and
we
will
continue
to
do
that.
One
of
the
reasons
that
they
did.
This
was
really
looking
at
equity
and
I.
Agree
with
that.
I
agree
with
that
that
decision
we
want
to
make
sure
that
we
are
really
not
doing
any
harm
to
any
of
our
students.
D
And
please
know
that
economics
is
playing
into
this
decision.
We
have
some
folks
that
are
connected
and
have
that
ability
to
stay
connected
and
to
be
well
honest.
Depending
on
your
income.
You
know
we
have
somewhere
we're
estimating,
probably
between
one
and
three
thousand
students
still
that
do
not
have
that
ability
to
be
connected,
and
we
do
not
want
to
do
harm
to
them
in
any
way.
We
will
keep
you
updated
if
you
have
questions
regarding
college
applications
or
anything
we
can
do.
D
Please
get
ahold
of
your
principal,
your
principal's
working
with
our
director
of
secondary
education,
dr.
Franco,
on
a
daily
basis
and
were
in
constant
contact
with
higher
education.
So
if
you
have
questions
about
a
particular
college,
please
let
us
know
the
other
thing
that
we're
doing.
We
have
a
lot
of
students
who
access
promise,
promise,
Oregon
and
maybe
their
GPA
wasn't
quite
to
where
it
needed
to
be
to
apply
for
some
of
those
funding.
We've
worked
with
community
colleges
and
community
colleges
are
willing.
D
D
As
you
all
know,
this
Cova
19
has
devastated
not
only
Oregon's
a
common
economy,
but
the
national
economy.
We
have
more
people
on
unemployment,
so
approaching
20%
highest.
It's
ever
been
as
well
as
the
corporate
activity
tax
it
was
passed,
will
not
see
the
expected
revenues
that
we're
going
to
make
the
investment
in
our
education.
D
Needless
to
say,
reductions
in
revenue
of
this
magnitude
are
going
to
have
devastating
impacts,
not
only
on
the
Beaverton
School
District
but
school
districts
across
Oregon
and
throughout
the
nation,
we're
estimating
somewhere
between
a
1
to
a
3
billion
dollar
general
fund
deficit
and
just
to
give
folks
a
a
bellwether
for
every
billion
dollars.
It
could
be
twenty
five
million
dollar
impact
on
the
Beaverton
School
District.
D
D
There
are
several
unknowns.
Some
of
those
unknowns
will
become
a
little
bit
clearer
with
the
May
20th
on
May
20th,
the
economic
forecast
will
come
out,
but
right
now
preliminary
estimations
of
the
May
forecast
have
come
out
and
they're
they're,
not
good.
In
a
meeting
that
we
had
on
Friday
with
all
superintendent's
the
governor's
office,
the
Department
of
Education
they're,
already
estimating
somewhere
in
the
neighborhood
of
about
a
653
million
dollar
shortfall
to
education.
D
Needless
to
say,
there
will
be
some
key
programs
and
there
will
be
a
reduction
in
staff.
So
what
are
we
trying
to
do
to
mitigate
some
of
that
right?
Now,
Beaverton,
we
are
enough
spent.
We
are
in
a
spending
freeze
right
now.
We
are
in
a
hiring
freeze
right
now,
with
the
exception
of
some
think,
essential
folks
that
we
have
to
end
no
we're
going
to
have
we're
trying
to
do
everything.
D
We
can
all
the
way
on
the
operation
side
to
looking
at
energy
efficient
strategies
that
we
can
use
and
anything
else
that
we
can
do
right
now
to
build
up
our
ending
fund
balance
will
make
a
difference.
As
we
start,
the
2020
2021
school
year
si
a
funds.
As
you
know,
the
governor
even
came
out
and
said
that
the
likelihood
of
having
si
a
funds
available
to
the
magnitude
is
absolutely
not
going
to
happen.
D
What
I
will
say
is
I
think
that
the
we
can
come
together
and
we
need
to
really
have
conversations
about
how
to
provide
the
least
amount
of
impact
to
our
students.
But
it's
it's.
It's
even
difficult
to
have
these
conversations
and
once
again
it's
just
not
happening
in
Beaverton.
It's
it's
happening
across
across
every
school
district
in
in
Oregon,
so
that
is
all
I
have
to
for
right.
Now,
chair,
gym,
jack,
Thank.
A
D
And
I
just
like
to
add
that,
later
on,
in
the
in
the
board
meeting
you're
gonna
hear
from
our
about
our
distance
learning
as
well
as
you'll
hear
from
our
CFO,
and
he
will
go
into
some
more
detailed
and
provide
you.
Some
numbers
and
all
I
can
say
is,
thank
goodness.
We
have
Mike
Scofield
here
he's
a
leader
in
the
state
and
he
is
really
going
to
be
instrumental
in
leading
us
through
this
very,
very
difficult
time.
A
With
that,
we'll
move
on
to
the
financial
update
but
I
also
I
was
did
not
mention
when
we
were
talking
about
public
comment
that,
even
though
the
board
will
not
be
responding
tonight,
someone
will
be
the
staff
or
board
will
be
responding
to
you
at
a
later
date
to
your
public
comment.
So
with
that
will
lead
right
in
to
our
financial
update
Mike.
Thank.
E
You
chair,
Jim,
chuck
members
of
the
board
I
appreciate
the
opportunity
to
talk
to
you
tonight,
I'm
Mike
Rowe,
who
the
associate
superintendent
for
business
services.
What
you
have
before
you
is
a
financial
report
that
is
pre
coded
19
impact,
it's
through
the
end
of
March,
but
most
of
our
costs
were
kind
of
on
the
books
by
the
time
we
left
school
in
mid-march.
E
This
looks
a
bit
like
a
repeat
to
you.
Last
Monday
night,
you
saw
the
same
numbers
that
we
shared
with
Budget
Committee.
Essentially
speaking,
we
ended
March
31st
2020,
estimating
a
reserve
of
31
point
nine
million
dollars,
which
was
an
increase
in
the
ending
reserve
from
the
prior
month
and
on
the
path
to
doing
better
things.
Again.
That's
all
pre
kovat
19
since
that
time
and
Don
you
could
have
given
my
address
for
me,
I
appreciate
the
update.
E
You
gave
the
board,
but
we
shared
last
Monday
night
with
the
Budget
Committee,
a
range
of
reduction
in
state
general
fund
resources
of
1
billion
to
3
billion
dollars.
Again,
our
impact
is
approximately
25
million
on
the
low
end
to
75
million
dollars
on
the
high
end.
In
terms
of
reduction
fall
in
our
district
right
now,
it
feels
like
it's
trending
somewhere
in
the
middle.
Maybe
again,
all
that
is
depended
on
the
May
20th
work
cast,
but
that's
kind
of
where
we
are
today.
We've
issued
spending
plans,
requirements
for
all
of
our
schools
and
departments.
E
Those
are
due
to
me
at
the
middle
of
next
week
again
we're
trying
to
put
the
brakes
on
spending
in
this
2019
2020
year,
so
that
we
can
have
as
many
dollars
available
as
possible
to
retain
folks
as
we
get
started
in
the
fall.
I
would
only
add
that
as
Don
mentioned,
May
20th
is
the
forecast
and
that's
going
to
be
an
important
number
and
right
after
that
I'm
pretty
confident
the
Legislature
will
be
called
into
session
to
try
to
deal
with
that
shortfall.
So
they'll
be
looking
for
ways
to
handle
the
shortfall
and
decide.
E
You
know
where
the
dollars
will
end
up.
The
state
does
have
some
options
in
terms
of
reserves,
probably
in
a
better
position
than
they've
been
in
the
last
couple
of
recessions.
So
that's
encouraging,
but
again
we'll
have
to
wait
and
see
what
comes
from
the
the
legislature
when
they
go
into
special
session
to
balance
the
budget,
we're
also
keeping
a
close
eye
on
any
additional
federal
money
that
make
them
our
way
or
our
state's
way.
That
might
be
helpful,
so
stay
tuned
on
those.
F
Like
my
question
is
more
of
a
request,
and
that
is
if
there
are
advocacy
opportunities
coming
up
with
the
state
legislature
or
with
their
federal
delegation.
I
just
ask
that
we
be
included
in
those
efforts,
because
I
know
how
important
bringing
in
any
dollar
we
can
to
the
district
in
the
next
biennium
and
even
beyond.
That
will
be
so.
E
G
I'm
just
curious
of
how
this
is
going
to
impact
our
budget
meetings
as
we
go
forward.
I
know
we're
going
to
have
another
budget
meeting
here
pretty
soon
so
I
know.
In
light
of
all
these
changes.
I
guess
you
really
don't
know
exactly
what
our
budgets
gonna
look
like
yet,
but
we
know
there's
going
to
be
reductions.
Can
you
kind
of
comment
on
that
or
the
budget
committees
perspective?
Sure.
E
To
be
a
particularly
frustrating
year
for
our
budget
committee,
in
that
we're
going
through
a
budget
process
that
has
timelines
and
deadlines
that
we
need
to
meet
and
we
need
to
have
a
budget
in
place
by
June
30th.
Our
issue
will
be,
what
will
we
know
and
and
how
much
can
we
react
to
that
after
the
legislative
session?
Will
they
be
done
sometime
in
early
June,
late,
June,
the
last
recession
in
Oh
809?
We
didn't
know
our
funding
level
till
late
July,
so
the
budget
we
have
in
place
was
the
pre
kovat
budget.
E
G
So
I
guess
a
follow-up
question
is
I,
am
assuming
we're
probably
going
to
build
it
with
the
worst-case
scenario:
I
assume,
because
we
have
to
think
about
who
we're
gonna
be
bringing
back
in
the
fall
and
all
these
things,
but
I'm
not
sure
exactly
what
exactly
direction
are
you
recommending?
We
follow
worst-case
scenario
or
more
optimistic,
so.
E
What
we'll
look
at
you
know:
I
tend
to
be
conservative
and
most
the
estimates
and
projections
that
I
give.
But
what
we'll
have
to
look
at
is
what
that
may
forecast
looks
like
what
the
legislature
does
in
terms
of
how
much
of
their
reserves
do
they
want
to
use
up
front
versus
how
many
you
know
how
many
dollars
they
want
to
hold
on
to
for
potential
future
reductions.
E
So
we'll
be
careful
in
our
approach
in
terms
of
how
we
budget,
especially
because
if
this
goes
the
way
it
went
last
time
every
time
we
every
quarterly
forecast
that
the
state
economists
put
out
the
legislature
met
in
a
special
session,
adjusted
the
budget
downward,
and
this
a
school
fund
was
reduced
five
consecutive
quarters,
so
we've
got
to
be
in
a
place
to
where
we
can
have
some
flexibility.
So
we
get
our
school
year
started.
E
As
you
know,
it's
it's
very
difficult
to
try
to
make
reductions
once
you've
got
school
in
session,
so
we
will
be
careful
and
consider
that
and
I
think
Donna.
The
the
larger
factors
will
be.
You
know:
where
are
we
with
our
reserves?
Where
is
the
state
with
their
reserves?
How
optimistic
or
pessimistic
was
the
forecasts?
What
are
the
downside?
Risks
we'll
need
to
factor
all
those
in
as
we
as
we
prepare
to
get
school
started
next
fall.
Thank.
G
H
Yeah
Mike
I
have
two
questions.
The
first
is
just
to
follow
on
to
Donna
as
I
understand
it.
The
budget
process
that
we'll
be
going
through
will
be
using
information
that
was
prepared
before
we
get
this
forecast
on
in
May.
So
you
it
is
unlikely
that
we'll
have
much
semblance
to
what
it
is.
You
know
that
that
I
shouldn't
say
that
there'll
be
major
changes
to
what
actually
gets
implemented
and
we
we
wouldn't
expect
to
adopt
those
or
see
those
until
August
or
September.
Is
that
right,
you're.
H
And
then
the
other
question
I
have
is
is
somewhat
for
you
and
somewhat
for
people
who
are
following.
You
know
in
this
time
of
distance
learning.
It
I'm
very
mindful,
though,
it's
hard
for
us
to
keep
good
attendance
and
ideas
about
where
kids
are
and
how
we're
best
able
to
serve
them,
and
so
I
know
that
there's
implications
one
for
just
making
sure
that
kids
have
what
we
they
need,
which
is
our
number
one
priority
I
mean
also.
H
E
I
appreciate
that
at
this
point-
and
we
are
using
the
same
enrollment
number-
that
we're
planning
on
going
out
with
that's
in
the
current
budget,
so
we're
we
currently
are
using
the
same
enrollment
number
next
year
in
terms
of
funding.
Ote
has
come
with
guidance
in
terms
of
what
our
19:20
funding
will
be
and
they
are
actually
going
to
use
our
second
quarter,
80
MW
as
the
basis
for
payment
for
the
entire
year,
so
second
quarter
all
districts
across
the
state.
E
So
for
the
first
time
in
a
long
time,
I
feel
a
little
bit
more
comfortable
that
our
numbers
are
because
it
was
our
actual
second
quarter.
So
the
makeup
or
the
differential
that
happens
next
may
I
expect
to
be
slim
in
terms
of
major
changes
to
the
funding.
Again,
2021
will
be
interesting,
will
be
watching
enrollment
information
and
and
trying
to
make
some
determination
if
we
need
to
revise
or
adjust
our
enrollment
numbers.
Because
of
how
long
we've
had
kids
out
of
school
yeah.
I
The
question
yeah,
so
this
is
looking
into
next
year
and
I.
Don't
know
if
this
is
a
question
from
Mike
or
Jenny
and
Karl
or
all
three
of
you,
but
the
potential
that
at
the
beginning
of
next
year,
we're
still
social
distancing
and
the
impact
of
students
not
being
able
to
sit.
You
know
so.
Class
sizes
might
look
differently
because
they
can't
sit
right
next
to
each
other,
and
buses
may
not
be
able
to
be
full
because
it's
the
same
issue
and
what
the
impact
would
be
in
our
budget
for
that
I.
E
J
Is
that
it's
a
conversation
that
we
were
beginning
to
have
looking
at
what
the
options
may
be
and
by
the
level
implications
are
very
different
between
elementary
middle
and
I
from
transitions
and
classrooms
you
mentioned
busing.
We've
got
to
take
a
look
at
all
those
factors
and
see
what
the
implications
may
be.
K
A
J
Evening
board,
my
name
is
Carl
Meade,
deputy
superintendent
for
operations
and
support
services.
We've
got
a
couple
of
updates
for
you.
You
receive
materials
in
your
board
packet,
highlighting
the
majority
of
items
in
terms
of
operations
and
support
services,
but
wanted
to
draw
your
attention
specifically
to
nutrition
services.
As
you
know,
we
are
currently
up
to
20
locations
throughout
the
district.
J
In
addition
to
that,
one
of
the
factors
that
we're
looking
at
is
we
have
currently
32
percent
of
our
students,
qualify
for
free
and
reduced
lunch
and
breakfast
through
our
grab
and
grow
grab
and
go
program.
We're
currently
serving
approximately
23%
of
those
students
who
qualify
so
we're
not
reaching
all
of
those
students
we're
certainly
trying
to
home
where
it
is,
we
need
to
be
serving
students,
maybe
increased
routes
do
what
we
need
to
throughout
the
district
to
meet
that
need.
The
next
area
I
wanted
to
highlight
is
campus
supervisors.
J
We've
got
eight
mobile
teams
at
the
present
time,
they're
assisting
us
greatly
in
circulating
around
the
district.
You
heard
Diana
Hess
mentioned
them
earlier
tonight,
they're
insuring
that
our
grounds
are
kept
clear
of
students
I'm
helping
to
educate
them,
not
necessarily
yelling
and
screaming
at
them,
but
we
were
trying
to
educate
them
of
why
we
have
our
grounds
closed
at
this
time
and
also
to
check
our
facilities
for
any
vandalism
that
may
be
occurring
throughout
the
district
next
area.
I
want
to
highlight
is
transportation.
J
We
currently
have
172
drivers
who
are
able
to
assist
us
with
routes
with
those
20
routes
takes
two
to
three
bus
drivers
per
bus,
as
one
obviously
is
driving
and
others
we've
utilized
for
a
distribution
of
those
meals
at
the
stops
along
the
way.
So
employees
are
rotating
into
those
positions
Monday
through
Friday
each
week.
In
addition
to
that,
we
have
brought
back
our
mechanics
in
transportation
as
we
need
to
continue
our
safety
inspection
of
all
buses
and
our
ongoing
repairs.
J
L
Evening
school
board,
Josh
comments,
chief
facilities
officer
our
private
day.
Care
providers
continue
their
services.
We
have
the
company
champions
at
Cooper,
Mountain
elementary
school
and
Club
K
is
working
at
Terre
Linda
Elementary
School
I
will
note
that
in
governor
Browns
executive
order
that
was
released
on
April
23rd,
it
was
in
there
that
public
school
employees
are
now
considered
a
priority
for
day
care,
along
with
first
responders
emergency
workers
and
health
care
professionals.
L
So
it
was
good
to
see
that
in
her
executive
order,
the
priorities
for
day
care
managed
by
our
day
care
providers
at
these
schools,
as
directed
by
the
state
the
day
care
providers
are
limiting
the
size
of
groups
to
ten
children
or
under
in
the
same
room.
So
only
staff
are
allowed
in
these
rooms
in
daily
temps
are
taken
of
all
the
staff
and
students.
So
far,
each
of
our
daycares
have
not
exceeded
over
ten
children
per
day
in
the
last
five
weeks,
and
the
numbers
remain
low.
L
I
continue
to
attribute
that
the
low
numbers
that
our
daycare
needs
are
being
met
by
local
hospitals,
they're
being
met
by
other
private
daycares
outside
of
the
school
district.
However,
if
the
need
arises
is
that
we
need
to
increase
our
daycare
capacity
at
our
schools,
we
were
prepared
to
do
so
in
support
in
any
way
possible.
L
L
Moving
on
to
other
program
updates
for
IT,
you
will
see
that
the
number
of
Chromebooks
that
were
distributed
in
round
2
to
elementary
students
kudos
to
Steve
Langford,
the
IT
department
to
date,
they've
distributed
about
900,
9500,
Chromebooks
and
you'll,
have
more
from
Steve
Steve
Langford
later
in
the
briefs.
I'll
leave
that
to
him
under
facilities,
maintenance
and
custodial
I
wanted
to
highlight
that
we
provided
guidance
to
our
schools
on
how
to
collect
student
possessions
and
perform
classroom.
Pack-Up
focus
was
on
safety
and
and
gives
the
principal's
flexibility
to
schedule
these
events
as
needed.
L
The
goal
is
to
have
both
classroom
pack
up
student
possessions,
completed
by
mid-june.
Many
of
our
schools
took
advantage
of
our
staff
development
day,
which
is
last
Friday
to
get
into
their
classrooms
and
perform
these
tasks.
Student
possessions
were
carefully
packed
in
clear
plastic
bags.
They
were
labeled
and
then
they
were
made
ready
for
curbside
pickup
and
that
curbside
pickup
is
coordinated
at
the
school
level
between
the
school
and
their
students
and
their
parents.
Moving
on
to
bond
projects,
we
have
17
new
start
bond
projects.
L
Have
seismic
upgrades,
Whitford
and
Highland
Park
middle
schools
are
going
to
have
their
HVAC
system
replaced
and
then
there's
a
lot
of
work
going
on
at
Beaver,
Acres
elementary
school
we're
replacing
domestic
water
supply,
we've
got
roofing
work,
windows
and
seismic
work
and
that
I
mentioned
previously
Tara
Linda
a
transportation
Carl
covered
those
items.
So
at
this
point
before
we
move
on
to
teaching
and
learning
I'd
like
to
open
it
up
for
questions
to
the
school
board,.
H
L
We're
coordinating
that's
a
great
question
in
our
project.
Managers
and
project
inspectors
are
working
with
the
contractors
to
ensure
that
they're
maintaining
a
safe,
distancing,
that's
an
important
safety
priority
for
the
contractors
as
well.
So
we
are
keeping
eyes
on
that,
but
we're
also,
you
know
communicating
that
with
our
contractors
and
we
do
have
people
on
site.
We
have
a
project
inspector,
that's
going
each
project
daily
and
ensuring
that
checking
on
those
projects
and
making
sure
that
that's
happening.
A
J
A
And
deputy
superintendant
me:
could
you
also
just
again
the
money
that
we
have
for
these?
We
just
heard
from
our
superintendent,
as
well
as
our
deputy
superintendent,
on
Finance
about
all
these
projects.
You
know
that
that
may
not
be
able
to
go
forward
as
far
as
our
general
operating,
but
could
you
please
explain
the
things
that
we,
the
projects
that
we
already
have
and
how
that
money
is,
is
brought
about
and
where
we
got
that
money?
Yes,.
J
Absolutely
so
the
projects
that
Josh
was
just
mentioning
the
repipe
of
buildings,
HVAC
units
and
the
sort
all
those
products
are
covered
in
our
bond
and
we're
approaching
our
eighth
year
at
the
bond
of
2014.
Those
bond
dollars
can
only
be
used
for
improvement
of
our
facilities.
They
are
not
to
be
used
and
cannot
be
used.
J
Nor
can
we
ask
permission
anybody
to
utilize
them
for
the
hiring
of
staff,
so
as
we're
talking
about
potential
shortages
of
staff
for
next
year
and
the
sort
bond
dollars
cannot
cross
over
that's
what
the
purpose
of
levy
dollars
are
and
general
fund
expenditures,
but
bond
dollars
are
strictly
for
facility
and
improvements.
Only.
A
J
M
J
A
great
question:
Thank
You,
Leanne
food
service
is
a
self-sustained
program.
It
does
not
draw
from
the
general
fund
again
a
can't
draw
from
bond
and
it
doesn't
draw
from
levy.
It
is
their
funds
that
are
generated
from
the
sales
of
meals
that
they
have
previously
done
from
the
year
before.
In
addition
to
federal
support,
we
don't
we
don't
provide
any
funds
from
our
general
fund
to
nutrition
services,
so
they're
self-sustaining.
K
Good
evening
I'm
school
board
and
superintendent
griding,
we
are
thrilled
to
be
with
you
this
evening,
and
I
am
fortunate
to
be
joined
with
three
members
of
our
team,
Jon
petritsky,
Brian,
Sica
and
Caleb
Bell,
and
they
are
here
today
to
give
the
remote
learning
update.
I
do
want
to
say
we're
started.
Last
week
we
ended
with
our
first
week
of
phase
three
of
remote
learning,
which
I
want
to
give
a
special
shout
out
to
our
teachers,
our
staff,
our
parents
and
as
superintendent
grotty
did
at
the
beginning.
K
This
has
been
one
of
those
lifts
that
you
never
see
coming
and
people
have
really
risen
to
the
occasion.
Our
teachers
have
worked
extremely
hard,
along
with
our
team,
and
our
parents
have
have
stepped
up
to
the
plate
to
help
in
the
teaching
as
well.
So
a
real
shout
out
for
everyone,
who's
been
on
board
implementing
this
remote
learning
update
where,
basically
all
of
us
are
in
this
together,
we
David.
Do
you
wanna
up
this
slide?
K
K
We
will
all
be
kind
of
talking
and
then
having
time
for
questions
at
the
end,
but
I
will
start
out
by
reminding
you
of
our
remote
learning
goals
that
we
set
out
to
accomplish
it's
been
about
four
weeks
ago
now
and
remembering
that
taking
the
learning
that
we
traditionally
do
in
our
schools
to
online
is
one
that
I,
don't
think
any
of
us
will
ever
forget.
We
started
it
by
connecting
it
with
our
pillars
with
excellence,
innovation,
equity
and
collaboration
and
with
excellence.
K
We
are
our
students
are
progressing
in
the
innovation.
You've
seen
how
many
different
things
that
have
been
changed
in
order
on
teaching
strategies
to
be
able
to
fit
into
remote
learning
everything
from
zoom
to
canvas
to
just
a
different
way
of
thinking,
so
we're
innovating
along
the
way.
As
far
as
equity
we've
really
prioritized.
We
want
our
kids
to
be
at
the
center
to
make
sure
that
their
well-being
is
definitely
met
so
that
belonging
that
care.
That
connection
all
of
those
social-emotional
health
pieces
are
a
big
draw
to
our
learning
goals.
K
For
the
next
few
weeks,
staff.
Also,
we
have
a
commitment
to
equity
and,
as
you'll
hear
from
both
Steve
Langford
and
our
team,
that
equity
is
at
the
center
and
that
we
want
to
make
sure
we're
reaching
each
and
every
student
and
communicating
with
families
as
well.
As
you
know,
that
has
been
a
challenge
for
all
of
us
and
we
continue
to
make
strides
into
hoping
that
that
continues
to
be
better
in
the
long
run.
And,
finally,
we
collaborate.
K
So
our
team
and
our
Towson's
have
been
working
with
teachers
to
make
sure
that
as
superintendent
Bratton
was
was
referring
to
we're
consistent
across
our
district
and
that
all
of
our
teachers
have
the
tools
that
they
need.
They
have
really
stepped
up
to
the
plate
and
done
more
than
we're
very
thrilled
for
that.
So,
together,
teachers
and
families
welcome
facilitate
learning,
design,
consistent
routines
and
establish
the
learning
environment.
So
that
brings
me
to
Caleb
Dahl
who's
going
to
share
with
you
the
elementary
side
of
this
Kayla.
N
Thank
You
Jenny
good
evening,
I
want
to
again
thank
the
teachers.
I
think
that
they
have
worked
incredibly
hard
and
I
know
each
and
every
one
of
us
is
thanking
them
tonight
and
we
also
want
to
thank
the
parents
for
taking
a
dive
in
and
helping
home-school,
because
essentially
that's
what
they're
doing
right
now
and
we're
helping
provide
that
support.
So
next
slide.
N
So
let's
take
a
look
at
what
the
elementary
instructional
day
should
look
like
this
were
the
guidelines
from
OTE
you'll
notice
in
each
grade
level,
there's
teacher-led,
learning,
supplemental
activities
and
then
time
for
meeting
nutrition
and
wellness
at
the
kindergarten
level.
We
have
45
minutes
and
one
to
two
hours
of
recommended.
Supplemental
learning
and
you'll
see
that
that
grows
60
minutes
at
the
second
and
third
grade
level
and
90
minutes
at
grades.
Four
or
five
next
slide.
Thank
you.
N
So
our
curriculum,
one
of
the
things
that
was
really
important
to
us,
is
to
make
sure
that
we
had
a
common
learning
experience
for
all
students,
whether
it
was
in
a
virtual
world
or
it
was
with
the
classroom
teachers.
So,
by
doing
that,
our
toeses
created
units
that
were
prioritizing
learning,
targets
and
units
that
we
wanted
to
make
sure
that
all
students
had
so
that
they
had
a
common
experience.
N
Those
units
include
weekly
lessons
of
reading,
writing
and
math,
and
we
have
science
and
social
studies
units
that
were
also
in
our
squeakily
schedule
and
those
alternate
weeks.
The
idea
behind
science
and
social
studies
is
just
have
an
experience.
It
begins
on
one
day
and
give
students
time
throughout
the
week
to
dive
deeper
into
a
project.
Our
PE
and
music
specialists
are
also
very
engaged
in
this
work.
They
are
providing
lessons
each
day
as
well.
We
have
two
days
a
week
of
music
and
two
days
a
week
PE.
N
We
know
that
many
of
our
PE
and
music
specialists
are
also
joining
classroom,
zoom
meetings
so
that
they
can
have
a
different
experience
with
students
as
well.
Also,
at
social-emotional
learning
is
at
the
heart
of
a
lot
of
what
we
are
doing
right
now,
because
our
students,
we
need
to
make
sure
that
they
are
that
they
are
functioning
and
in
the
household
that
they
have
what
they
need
right
now
and
that
our
teachers
are
there
to
provide
support.
N
Sometimes
the
lesson
may
not
be
as
the
priority,
but
the
learning
and
the
love
that
they
find
from
their
teachers
is
where
are
the
where
the
priority
is
right
now,
so
how
are
we
teaching?
What
is
that?
Our
instruction
look
like
as
you've
heard
these
terms
before
we
have
a
blend
of
synchronous
and
asynchronous
learning.
We
have
teachers
that
have
regular
Xoom
meetings
with
their
entire
class.
If
they're
able
to
do
and
two
children
can
join
as
they
can.
N
We
also
have
small
group
instruction,
that's
taking
place
and
we
have
one-on-one
instruction
where
needed
as
well.
We
also
know
that
some
students
aren't
able
to
participate
in
a
virtual
world,
so
we
have
prepared
paper.
Packets
and
those
packets
were
either
picked
up
or
mailed
out
those
packets
really
mirror
what
is
happening
in
the
classroom.
That
was
one
of
our
big
goals.
Is
that
so
a
student
who's
not
able
to
connect
virtually
would
still
have
a
learning
experience.
B
N
Slide
so
looking
at
attendance
and
feedback,
one
of
the
things
we're
trying
to
do
is
provide
formative
feedback
as
appropriate
to
students
that
could
be
in
their
seesaw.
It
could
be
in
small
groups
or
it
could
be
in
a
one-on-one
setting,
but
sometimes
that
formative
feedback
is
just
enough
to
keep
the
students
moving
moving
forward
in
their
progress.
We
are
not
doing
any
kind
of
summative
assessments
at
the
elementary
level
and
really
what
we're
looking
for
is
a
couple
of
different
things.
N
We
want
to
be
gauging
the
participation
our
students
are
showing
up
to
zoom
meetings.
Are
they
showing
up
to
their
their
small
group
sessions?
So
one
is
just:
are
you
coming?
Are
you
coming
to
school
every
day
and
the
second
is:
what's
your
level
of
engagement?
Are
you
able
to
do
the
lessons
that
are
being
provided?
Are
you
able
to
participate
in
your
one-on-one
or
your
small
group
work?
Are
you
actually
engaged
in
the
learning,
so
we're
kind
of
trying
to
keep
an
eye
on
that?
N
Lessons
and
again
those
check-ins
are
really
about
checking
on
academics
but
again
about
the
social-emotional
health
of
a
child
right
now,
teachers
are
also
submitting
information
weekly
to
their
principals
around
that
participation
and
that
engagement
and
then,
of
course,
we
are
providing
feedback
to
our
principals
so
that
they
can
reach
out
to
students
that
we
are
unable
to
connect
with
some
of
that
is
around
connectivity
and
Chromebooks.
We've
been
really
working
hard
to
address
that
and
then,
if
there
are
other
reasons
that
our
family's
not
connecting
we're
trying
to
make
note
of
that
as
well.
N
N
So
we're
gonna
continue
to
give
formative
feedback
as
appropriate,
but
a
report
card
is
going
to
include
a
statement
that
will
just
be
prefilled
on
every
report
card
around
the
closure
and
one
how
long
the
closures
been
going
on
and
because
of
that,
there
will
not
be
marks
for
behavior
and
there
won't
be
marks
in
content
areas
either.
So
we
feel
like
right.
N
Obviously
it's
hard
to
give
a
summative
mark
on
behavior,
when
students
are
actually
with
their
families
and
marks
and
content
around
the
proficiency
would
not
be
accurate
for
all
students,
and
so
we
are
not
going
to
be
giving
marks
in
that
area.
But
we
will
be
including
comments
and
the
areas
of
reading,
writing
and
math,
and
our
comments
really
are
around
whether
a
student's
participation,
their
engagement,
their
strengths
and
a
goal
for
them
to
work
on.
N
O
O
Similar
to
what
Kayla
was
talking
about
for
our
elementary
students
on
the
organ
apartment
of
Education
is
given
guidance
around
what
a
student
day
should
look
like
at
the
secondary
schools
for
all
of
the
grades
6
through
12.
The
minutes
are
the
same.
It's
just
a
little
bit
of
details
around
what
they
do
inside
of
those
minutes
and
I'll.
Just
try
to
summarize
that
briefly,
the
the
teacher
led
learning
and
the
way
I've
described
that
so
just
back
yeah
I
think
thanks
David,
the
the
teacher
led
learning.
O
That's
mostly
what
a
student
would
think
of
as
assignments
that
they
more
or
less
been
engaging
with
all
year
long,
what
you
would
most
think
of
as
a
kind
of
typical
learning
task.
Those
are
the
things
the
types
of
things
that
Odie's
asked
that
our
students
engage
with
for
about
30
minutes
per
day
per
subject
area.
It
varies
a
little
bit
depending
on
upon
then
alternating
block,
whether
that's
closer
to
the
30
minutes
or
the
45,
but
generally
speaking
around
that
30
minute
mark
per
subject
per
day
and
sort
of.
O
If
we
have
something
typical,
what
typical
would
be
right
now
and
then
another
one
to
two
hours
and
supplemental
activities.
Those
can
still
be
tasks
related
to
the
content
and
academic
in
nature,
but
they
are.
They
are
much
more
broad
as
far
as
how
high
they
would
be
to
a
grade
or
to
kind
of
like
credit,
if
you
will
and
then
finally,
those
last
two
hours
again
like
Cato,
saying
just
really
focusing
on
the
nutritional,
social,
emotional
and
just
wellness
of
our
students
and
families
and
these
unique
times
so
David.
O
Try
to
focus
on
targets
that
would
have
covered
the
entire
scope
of
the
class,
whether
it's
a
year-long
class
or
a
semester
class
try
to
focus
on
targets
that
lend
themselves
to
many
different
forms
of
assessment
and
then,
as
we
have
specified,
we
build
actually
specific
targets
in
in
most
of
our
subjects
around
which
ones
which
ones
could
be
reduced
and
trying
to
find
some
appropriate
end
points
for
classes.
O
The
way
a
teacher
can
decide
what
they'll
teach
we've
asked
our
secondary
teachers
to
kind
of
land
in
one
of
three
categories.
One
category
would
be
that
the
teacher
using
that
reduced
set
of
learning
targets
designs
their
learning
tasks,
essentially
as
they
have
when
we
were
in
brick
and
mortar.
They
they
kind
of
backwards
design
from
what
they
want
the
students
to
know.
They
know
the
reason
that
they
have
available
to
them
and
they
sort
of
plan
out
their
their
sequence
for
the
students
kind
of
a
mid-level
to
that.
O
Our
teachers
that
feel
they
can
apply
their
learning
tasks
to
a
remote
setting
but
feel
there's
pieces
missing
that
they're
just
not
able
to
do
either
on
their
experience
or
because
the
uniqueness
of
their
courses
and
so
teachers
can
pull
pieces
of
what
I'm
just
sort
of
calling
prepackaged
curriculum
the
brand
name.
We
use
at
Apex
apex
learning
software,
but
they
can
pull
pieces
of
that.
That's
just
more
typical
of
what
you
would
see
in
a
traditional
online
school
they.
O
Finally,
the
third
option
for
teachers
that
just
don't
feel
for
their
circumstance
or
situation
that
their
class
can
be
converted
to
remote
learning
the
way
they
would
design
it.
They
can
just
utilize
the
kind
of
fully
prepackaged
to
Apex
courses.
So
David,
can
you
advance
slides,
please
the
the
kind
of
classroom,
if
you
will
in
this
remote
or
virtual
setting,
is
the
tool
we
call
canvas.
It's
our
learner
management
system,
it's
where
a
student's
schedule
can
be
it's
where
their
teacher
can
sort
of
post
lessons
post.
O
The
assignments
post
is
scheduled
for
interactions
and
those
types
of
things.
What
we
know
right
now
is
about
90
percent
of
our
students
are
logging
into
canvas
during
the
closure
it
turns
out.
More
of
them
are
logging
in
on
Mondays
and
it
kind
of
drops
down
throughout
the
weeks.
We
want
to
be
cautious
with
that
number,
though
we,
you
know,
I'll
get
into
a
few
of
the
details
in
just
a
moment,
but
we
want
to
be
cautious
with
that.
O
90
percent
number
that
we're
not
experiencing
90
percent
of
full
engagement,
meaning
students,
interacting
with
all
the
items
on
camp.
It's
interacting
with
everything
the
teachers
done
or
turning
everything
in
that's
just
strictly
the
number
of
students
who
have
been
the
percentage
of
students
who
have
been
able
to
log
in
for
those
students
who
just
don't
have
the
access
to
canvas
of
the
access
to
the
virtual
world.
We
do
similar
to
Elementary.
We
have
offline
printing
and
delivery
available.
O
We've
asked
that
the
majority
of
the
interactions
are
asynchronous
so
that
the
teacher
can
post
them
at
a
time
where
student
can
access
them,
where
the
schedule
works
for
their
family
and
for
their
situation.
That
doesn't
mean
that
the
teacher
isn't
able
to
give
feedback
to
the
student
doesn't
mean
the
teacher
is
able
to
provide
instruction.
It's
just
trying
to
do
so
to
the
big
success
possible
in
modes
that
can
be
accessed
at
any
time,
though.
O
We'd
still
have
plenty
of
plenty
of
situations
occurring
where
teachers
are
hosting
those
office
hours
where
students
can
come
in
and
get
either
live
instruction
or
live
feedback.
We're
just
asking
that
we
make
sure
for
students
who
are
unable
to
unable
to
access
that
that
we
set
something
up
that
works
works
for
them
in
their
schedule.
O
Thanks
David,
so
when
we
talk
about
like
feedback
and
communication
assessment,
we
do
need
to
keep
our
seniors
a
little
bit
separate
because
there's
some
nuances
there
and
I
believe
you
heard
of
last
time,
but
I'll
cover
them
again,
but
for
grades
6
through
11,
we
did
get
additional
guidance
from
the
state
and
it
isn't
aligned
with
what
we
heard
for
our
seniors.
Just
there's
a
little
bit
of
a
nuance.
It's
important
for
us
to
talk
about
where
students
are
expected
to
engage
in
distance
learning
for
all
that.
O
That
means
to
to
say
a
student
in
grade
6
to
11
has
kind
of
completed
or
finished
the
course
that
would
be
from
what
the
term
OD
used
essential
learnings
from
before
the
closure
and
after
the
closure.
But
we
also
have
the
responsibility
to
make
sure
that
whatever
we
do
within
that
expectation
does
no
harm
to
students
and,
of
course,
that
word
harm
can
take
a
lot
of
meanings,
and
that
includes
the
great
and
that
includes
academic
harm.
O
The
the
grade
equivalent
to
a
pass
would
be
somewhere
that
meets
the
d-minus
range
and
so
for
our
students
on
a
1
to
4
scale.
That's
just
that.
Like
one
point,
six
number
one
more
slide,
David
I
think
thank
you.
So
the
the
seniors
are
really
the
same
idea
as
far
as
passing
incomplete.
However,
the
biggest
significant
difference
with
the
seniors
is
that
it's
really
it
was
on
the
essential
earnings
up
to
the
time
of
the
closure
is
what
defined
that
final
credit
for
the
seniors.
O
Just
a
few
key
points-
and
this
goes
to
both
seniors
and
and
our
6:00
to
11:00,
the
passing
incomplete,
won't
impact
a
GPA,
meaning
it
doesn't
count
for
you.
It
doesn't
count
against
you.
It's
just
the
the
GPAs
remain
frozen
during
the
time
of
the
closure.
Any
report
card
or
transcript
grades
for
spring
of
2020
will
be
pass
or
incomplete.
There's
no
situations
or
exceptions
to
that
some
of
the
confusions
or
where
there's
some
continued
clarification
needed,
is
dual
credit.
O
For
example,
our
colleges
and
universities
are
continuing
on
with
the
courses
and
are
requiring
our
teachers
to
give
a
grade.
Four
students
are
still
participating
in
that
and
we've
worked
with
all
of
our
college
and
university
partners,
and
they
fully
understand
that
the
beaverton
transcript
will
not
be
the
same
as
what
the
college
transcript
says.
So
our
transcript
will
still
be
passing
complete
for
for
anything
that
we
transcript
any
incomplete
mark.
O
So
David,
can
you
go
to
the
next
slide?
Please
we
we
do
want
to
acknowledge
the
challenges
or
highlight
some
challenges
that
we're
continuing
to
try
to
work
through
and
I.
Think
making
sure
we
remember
the
just
a
humanizing
side
of
this
and
the
this
impact
on
just
the
daily
lives
of
our
families
is
something
we're
just
trying
to
be
most
supportive
of.
We
know
that
our
parents
are
navigating
their
own
work
schedules.
We
know
that
our
families
don't
access,
not
all
our
families,
access
language,
they
don't
access
our
materials.
O
You
know
access
things
in
the
same
way
that
all
of
our
families
do
all
of
our
families
have
much
many
different
needs,
and
so
we
need
to
continue
to
support
that.
As
we
talk
about
delivering
paper
packets,
it's
how
do
we
still
make
sure
to
provide
quality
feedback
to
them?
How
do
we
receive
those
packets
back
then?
How
do
we
keep
a
feedback
loop
going
in
a
timely
manner?
O
We
do
have
connectivity
issues,
but
I
think
the
piece
I
want
to
highlight
with
with
that
or
to
maybe
make
sure
that
we
remember
is
combining
connection
issues
with
also
the
family
situations.
Some
of
our
students
were
were
online.
Yesterday
or
excuse
me
last
week
with
the
an
avid
meeting
and
the
the
internet
was
working
great
at
this
young
lady's
house,
the
the.
F
O
Know
zoom
meeting
like
we're
doing
now
is
working
wonderful
and
her
little
brothers
and
sisters
were
climbing
all
over
her
during
the
entire
time
of
the
of
the
session,
and
so,
while
that
student,
we
probably
is
included
in
our
90
percent
that
are
logging
into
canvas.
The
the
what
she
is
able
to
produce
is
it's
going
to
be
a
bit
more
challenging
for
her,
because
that
situation
and
those
are
the
pieces
that
were
just
continually
to
try
to
try
to
overcome
the
the?
O
How
we're
doing
that
is,
as
our
teachers
are
working
with
our
students
when
they,
when
they
are
when
they
identify
a
student
that
hasn't
been
able
to
engage
in
remote
learning,
they
report
that
student
staying
to
the
administrator
and
again
like
I,
had
in
a
slide
that's
not
for
Discipline
that
students
not
in
trouble
per
se.
It's
at
that
administrator
at
the
school
has
put
together
a
team
where
they
get
on
the
phone.
O
They
do
everything
they
can
to
contact
that
family
and
just
start
problem-solving
with
them,
and
it
truly
is
working
one
I'm,
one
of
the
families
to
see
what
what
the
student
is
able
to
do
and
how
do
we
make
sure
that
any
of
the
pieces
that
we're
asking
students
to
do
are
truly
doing
no
harm
to
to
the
student
academically
with
that
John
pepper
links,
keys
also
here
and
Jeannie
Sierra
and
Kayla
and
I
we're
happy
to
answer
any
questions
that
you
have.
A
I
So
my
question
is
about
grading.
I
saw
something
by
one
of
the
high
school
principals
about
you
know
it
like.
If
a
class
is
incomplete,
you
might
have
to
take
summer
school,
so
I
mean
I,
I'm,
well,
I'm,
personally
confused
about
how
you
know
they
just
what
the
decision
would
be
were
student
needs
to
either
retake
a
class
or
they're
not
moving.
You
know
it's
if
it's
an
incomplete.
What
does
that
mean
sure.
O
Susan
I
think
I
can
probably
best
answer
that
one.
So
the
without
going
into
every
single
possible
scenario,
the
most
likely
case
where
a
student
will
earn
an
incomplete
would
be
a
student
who
was
not
demonstrating
a
passing
grade
before
the
closure.
So
at
march
13th
they
had
an
F
on
their
report
card
and
during
the
time
of
the
closure,
they
were
not
able
to
improve
that.
At
least
you
know,
numerically
to
a
d-minus
which
would
have
provided
the
pass.
O
So
the
the
the
most
important
thing
that
that
does
that
that
communicates
to
that
student,
that
they
haven't
done
the
learning
necessary
to
progress
forward
a
little
bit
more
pragmatically
what
it
shows
they
wouldn't
have
credit
towards
graduation
if
they
were
a
high
school
student
and
so
there's
a
number
of
ways
where
they
could
make
up
that
credit,
one
way
would
be
to
go
to
summer
school
one
way
would
be
to
do
online
learning.
The
states
listed
a
number
of
ways.
O
Another
way
would
actually
if
they
were
able
to
would
be
to
pass
classes
and
later
on
in
the
progression,
and
they
could
be
awarded
credit
for
that
class
that
they
had
even
completed.
But
the
the
situation
is
this
most
common
way
of
student
would
receive
an
I
would
just
be
that,
unfortunately,
been
they've
been
failing.
The
class
from
the
entire
second
semester.
I
K
I
O
A
that
gets
really
nuanced
for
seniors,
yes,
that
that
was
cut
and
dry
100%.
Yes,
the
the
challenge
becomes,
as
my
student
was
passing,
and
they
are
fully
able
to
connect
and
they're
fully
able
to
participate.
They
just
choose
not
to
and
that's
where
our
principals
are
working
with
the
families
too.
So
remember
these
are
not
students
who
can't
it's
that
challenge
of.
O
We
are
expecting
students
to
remain
engaged
if
the
situation
does
allow
them
to,
and
so
when
that
comes
up
Susan
if
a
student
we're
passing
and
then
just
we
stopped
hearing
from
them,
that's
where
that
team
at
the
high
school
or
the
middle
schools
put
together
and
they
reach
out
to
that
family
to
see
how
we
can
better
support
them.
Okay,.
I
Mute
I'm,
mute
thing
and
I'm
glad
you
didn't
hear
the
word
I
said
anyway,
so
there's
gonna
be
daily
contact
with
these
kids
that
might,
for
whatever
reason,
maybe
they're
having
a
mental
health
issue
because
of
being
isolated
for
so
long.
That's
taken
into
account
for
these
incomplete
and
I
know
I'm
asking
these
nuanced
questions,
but
it
kind
of
goes
around
to
being
equitable.
So
that's
why
I'm
asking.
F
Thanks
for
the
report,
I
really
appreciate
it
I'm
trying
to
understand
how
many
of
our
students
were
reaching
and
at
what
level
and
then
kind
of
you
know
any
sort
of
breakdown.
What
that
looks
like
by
school
by
grade
level
subgroups,
but
the
basic
question
I
have
is
how
many
of
our
students
are
turning
in
their
daily
assignments,
energy.
You
reference
the
90
percent
number
to
log
into
canvas,
but
I'm
wondering
how
many
kids
are
we
engaging
on
a
daily
basis,
yeah.
O
No
thanks
Tom,
so
one
we're
gonna
have
to
get
more
quantitative
numbers.
They
just
aren't
yet
available.
We
talked
to
our
principals
today
about
that
and
that.
L
O
Know
I'll
let
Kayla
if
I'm,
if
I
mess
up
the
elementary
I'll
try
and
be
just
brief.
I'll
try
to
capture
it
all
so
I
think
they're
all
doing
it
sensually
the
same
thing
really
placing
students
into
sort
of
three
general
categories,
those
fully
engaged
and
we're
all
learning
those
who
can
access
remote
learning
but
yet
aren't
engaged,
and
then
those
families
who
are
just
unable
to
access
and
then
that's
also
not
engaged
teachers
are
turning
in
those
reports
to
principals
again
we're
just
so
new
into
this.
O
The
principal's
didn't
feel
that
they
had
concrete
quantitative
numbers
to
share
today
they
think
they're,
getting
close
I
think
we
can
say
a
couple
things
with
pretty
good
certainty.
The
numbers
vary
widely:
they
not
only
vary
school
to
school,
they
vary
classroom
to
classroom
and
that
they're,
not
the
the
ninety
percent
of
accessing
the
material
is,
is
nowhere
is
not
where
we're
gonna
see
the
number
of
students
like
turning
in
every
every
assignment,
but
we'll
get
more
quantitative
numbers
to
you
all
as
soon
as
they're,
available
and
Kayla,
please
fix
fix
the
elementary.
N
Think
you're
accurate,
we're
still
gathering
numbers,
we're
still
making
sure
the
elementary
level
we
were
trying
to
connect
families
with
Chromebooks
that
took
us
a
little
longer
to
do
that
at
our
middle
in
high
school,
so
working
on
the
Chromebooks
and
then,
of
course,
getting
families
connected
to
seesaw,
sometimes
for
the
first
time.
So
Elementary
is
just
then
a
little
bit
slower
to
get
all
of
that
on
board,
but
we
also
know
that
it's
much
bigger
are
for
our
primary
students.
N
They
have
to
have
a
parent
at
home
that
has
the
time
and
is
able
to
help
them
connect
to
this
work,
the
virtual
world.
So
for
some
people
that
were
you
know,
connecting
to
remote
learning,
has
been
a
little
bit
more
of
a
challenge,
but
teachers
again
are
connected
collecting
that
data,
and
we
have
outreach
happening
to
our
families
as
well.
F
Logged
on
looking
at
the
New
York
Times-
and
it
was
an
article
about
the
difficulty
for
distance
learning
for
parents
and
how
you
know
how
difficult
is
to
balance
a
job
and
then
also
you
know
when
you're
talking
about
primary
kids
or
even
middle
school
or
high
school
kids
that
need
that
extra
assistance.
What
sorts
of
things
are
we
doing
to
help
support
those
parents
in
our
district
who
have
the
need
for
extra
support.
K
Looking
at
Brian
Kayla
I
might
I
will
just
give
an
overall
k12
a
lot
of
our
Tosa
work
that
we're
doing
to
help
teachers
is
also
meant
to
provide
resources
for
parents
as
well.
It
is
probably
the
area
that
we've
been
the
slower
at
getting
everything
up
and
running,
but
we've
definitely
noticed
in
the
last
few
weeks.
The
big
need
to
make
sure
that
we're
providing
resources
for
parents
and
to
help
them,
especially
at
the
elementary
level
I
think
more
so
than
the
secondary
but
Brian
and
Kayla.
N
I
would
say
like
right
now:
we're
offering
we've
had
a
couple
of
sessions
on
seesaw
like
for
parents,
so
that
they
know
learn
how
to
access
isaw.
So
we
had
some
too
that
we're
live,
and
then
we've
got
some
that
are
recorded
in
the
library
for
parents
to
be
able
to
access.
But
again,
that
is
a
piece
that
we're
working
through
I
know
that
there
have
been
a
lot
of
phone
calls
to
families
to
get
them
set
up
and
get
them
how
to
connect
with
their
clever
to
get
onto
those
virtual
pieces.
N
But
what
we've
also
suggest
said
is
that
if
this
is
too
much
and
you
feel
like,
you
are
not
ready
to
take
all
this
on
right
now,
if
your
kids
can
be
working
in
dreambox
and
most
of
our
students
are
kindergarten,
students
know
exactly
what
to
do.
K12
can
get
into
dreambox
and
also
to
read.
So
those
are
the
two
things
when
we've
had
parent
said.
That's
all
I
can
do
it's
like
dream
box
and
read:
that's
what
we
suggest
until
you're
ready
for
more.
C
Right
I
think
you
guys
doing
a
really
great
job.
All
these
things
are
doing,
but
I
think
we
got
a
you
know
acknowledge
this
might
be
a
huge
gap,
especially
for
like
the
one,
the
three
thousand
people
that
are
not
really
know
connected
and
yet
so
what's
our
your
plan
really
to
like
you
know,
so
most
people
are
missing
core
fundamental
things.
You
know
three
months
of
school
out:
they're
not
going
to
be
able
to
catch
up
scoring
and
grades
and
stuff
we're
interesting.
But
you
know
really
you
care
about
the
fundamentals.
C
N
Go
Elementary
first,
so
yeah,
one
of
the
things
we're
doing
is
again.
We
have
our
cup,
we
have
common
learning
targets
and
common
units
that
we
are
using
during
this
closure,
so
we
are
able
to
access
which
kids
we
will
able
to
know
which
kids
were
able
to
access.
The
learning
that
we're
providing
by
the
notes
that
the
notes
that
we're
keeping
so
we'll
know
which
learning
targets
have
students
have
not
had
the
opportunity
to
have
experience
in
and
instruction
in.
So
that's
one
piece
of
it.
N
We
also
know
that
we've
lost
about
thirty
percent
of
the
Year
instructional
II,
so
the
toeses
are
going
to
be
looking
at
creating
some
common
assessments
to
gather
information
about
students
as
they
re-enter
the
next
grade
level
and
we're
looking
at
how
we
may
need
to
move
some
units
that
we're
typically
taught
at
the
grade
level
before
them,
so
that
they
have
access.
So
we're
really
trying
to
look
at
what?
How
what
is
for
an
elementary
student?
How
much
time
will
it
take
to
catch
up
to
the
learning
that
has
been
missed?
N
O
Eric
and
I'll
just
I,
don't
know
echo
the
same
conversations
are
having
in
the
secondary
level.
We've
started
to
access
a
framework
that
was
put
out
by
one
of
our
national
administrative.
You
know,
associations
on
actually
reopening
reopening
schools
now
under
these
environments,
and
we
have
a
think
tank
of
School
Administrators
teachers
and
teacher
leaders-
that's
gonna
be
meeting
starting
the
first
week
of
May.
O
C
K
A
G
You
have
a
question:
yes,
I
guess:
I'm,
just
sort
of
curious
for
those
students
that
basically
have
to
resort
to
paper
because
they
don't
have
Wi-Fi
and
they
can't
get
in
remotely
I'm.
Just
gonna.
Try
understand
how
that
works.
Logistical,
II,
I'm,
assuming
it's
probably
involves
phone
calls
and
then
you're
sending
packets
to
the
home.
But
what
exactly
is
involved
in
the
follow-up
and
do
they
make
ill
things
back
to
the
teacher?
So.
N
I'll
go
ahead
and
take
that
for
elementary,
so
our
first
round
of
packets,
we
had
principals
and
teachers
come
up,
create
lists
of
students
that
were
not
engaging
in
the
remote
learning.
So
in
that
first
round
some
had
just
not
had
an
opportunity
to
pick
up
a
Chromebook,
yet
some
are
having
connectivity
issues,
so
we
just
we
weren't
trying
to
be
too
specific.
Just
if
did
you
need
that
support,
so
we
had
packet
pick
up
at
the
elementary
schools
and
then
any
student
that
wasn't
able
to
pick
up
that
packet.
N
That
day,
we
mailed
those
packets
home.
So
we'll
continue
to
do
a
second
round
of
that
work
and
again
that
work
is
mirroring
the
work
that's
happening
in
the
classroom.
That
was
really
important
for
us
for
those
students
to
have
that
same
common
experience
and
then
the
packets
themselves
are
not
coming
back.
Because
again,
we
were
looking
at
how
do
we
have
packets,
come
back
in
this
environment
and
get
them
to
teachers
to
provide
feedback,
and
we
realized
that
was
not
something
we
were
gonna
be
able
to
tackle.
N
But
what
we
do
have,
as
teachers
are
following
up
with
students
in
the
home
environments
that
they
would
be
calling,
and
they
also
have
access
to
that
packet.
The
packet
is
also
available
for
any
family
who
just
wants
the
packet
on
the
public,
on
our
public
side
and
under
remote
learning.
So
parents
are
welcome
to
download
a
packet
if
they'd
like
one
as
well.
G
O
O
H
And
you
have
a
question
yeah.
My
question
was
largely
Eric's.
You
know,
I
think
it's
heavy
on
my
heart,
how
we
are
going
to
need
be
supporting
students
not
just
now,
but
as
we
move
forward-
and
you
know
I
just
picture
that
it's
sort
of
this
rolling
wave
that
it's
just
work.
It's
you
know
we're
just
gonna
have
to
support
students
where
they're
at
instead
of
trying
to
catch
them
up
because
we're
gonna
be
in
different
places
than
we
ever
thought.
We
were
gonna,
be
so
I
guess.
H
Actually
this
is
a
request
to
you,
chair,
Tim,
schrick,
that
just
that,
as
we
move
through
this
planning
stage,
I
hope
that
this
continues
to
be
on
our
agenda.
How
we
plan
for
kids,
not
just
for
fall
of
2020,
but
you
know,
fall
of
2021
and
you
know
we
are
going
to
just
have
this
time
where
we're
adjusting
where
targets
are
both
for
learning
as
well
as
their
social,
emotional
state,
because
we're
all
you
know
in
uncharted
waters
and
you
know
kind
of
building
that
plane
as
we
fly
it.
I
It
was
more
of
a
thank
you
to
Ginny
and
her
team
and
I
know
John
Pep,
lynskey,
didn't
say
anything,
but
his
team
is
the
backbone
for
how
all
of
this
is
happening.
So
I
just
wanted
to
thank
all
of
you
and
your
teams
for
making
this
online
process
happen
and
I
know
it's
not
easy
and
I
appreciate
it,
and
I,
too,
am
saddened
by
the
students,
said:
I'm
not
able
to
have
access
remotely.
So
again,
thank
you
for
all
your
hard
work,
though.
Thank.
G
So
I
was
wondering
you
know:
how
are
we
doing
compared
to
other
school
districts?
I
know
sometimes,
I
do
get
calls
from
other
school
board
members
asking
how
we're
doing
in
comparison
that
people
are
always
interested.
Are
we
further
ahead
or
we
about
the
same
as
far
as
getting
the
rollout,
for
example,
of
the
remote
learning.
D
D
You
know
I'm
just
so
proud
of
this
entire
group.
What
they've
done
and
I
would
just
set
not
say
they're
producing
some
of
the
best
online
learning
right
now.
The
distance
learning
remote
learning
going
on
in
Oregon,
but
I
would
challenge
and
say,
I
think
across
the
country
we
have
other
folks
across
the
country,
some
consortium
districts
that
are
borrowing
things
and
information
from
us
and
I.
Think
it's
just
important
Tori
to
remind
folks
how
quick
we
did
this.
It
was
like.
D
You
know
wow
building
a
car
from
from
from
from
scratch
and
having
a
short
time
to
do
it
and
it
really
I
think
what
it
really
did.
It
caused
our
departments
to
have
to
work
with
each
other
better
than
they've
ever
had
to
work
with
each
other,
our
IT
department
under
Steve,
our
teaching
and
learning
department
working
with
operational
staff,
because
this
just
doesn't
happen,
I
think
it's
really
caused
us
to
work
together,
better
and
I
think
that
well,
none
of
us
likes
to
be
in
this.
D
We
have
found
some
amazing
teachers
out
there
that
are
engaging
students
in
ways
that
we
could
not
have
dreamed
about,
and
they're
really
going
above
and
beyond.
So
hopefully
when
this
is
all
over
we're
able
to
glean
some
of
these
great
innovative
strategies
on
how
to
engage
students,
how
to
work
with
students
and
we'll
be
able
to
incorporate
that
this.
This
pandemic
may
cause
education
across
our
country,
not
to
look
the
same
and
it's
it's.
It's
stretched
us.
It's
there's
been
a
lot
of
Tears.
D
You
know
we
talked
about
people
putting
in
10
12
14
16
hour
days
to
make
this
happen,
and
especially
getting
this
up
and
going
John
artosis
administrators
people
who
were
right
at
the
core
knowing
they
were
under
such
a
time
crunch
and
getting
it
getting
it
going
and
they
really
wanted
it
to
be
of
quality,
just
just
a
great
crew.
But
to
your
question.
Donna
people
are
using
what
we're
doing
every
day
in
Oregon
and
across
the
nation.
Great
question.
A
Thank
you,
so
thank
staff
teaching
and
learning
staff,
and
it
did
you.
This
definitely
was
a
we
project
and
we
have
not
landed
anywhere.
This
is
an
ongoing
and,
as
Ann
mentioned
the
year,
2020
is
going
to
have
our
asterisks
beside
it.
For
so
many
reasons-
and
this
is
going
to
be
something
that
we
will
be
constantly
pivoting
addressing
for
years
and
years
and
years
to
come
and
we
still
have
yet
another
challenge
of
how
we
meet
all
of
these
critical
needs
in
a
very
unstable
economic
environment.
A
P
Hi
everyone,
Steve
Langford
chief
information
officer
for
the
district
I'll
be
brief,
but
I
did
want
to
share.
So
you
do
have
information
in
your
packets,
but
I
do
want
to
share
some
examples
of
how
IT
has
shifted
to
support
remote
learning
and
remote
work,
so
David.
If
you
want
to
advance
the
slide.
P
The
first
thing
I
want
to
share
tonight
is
around
student
devices
and
Josh
shared
earlier
in
the
evening
that
we've
put
out
9500
student
devices
and
two
rounds
at
all
elementary
schools
and,
as
we
think
about
student
devices,
it's
very
important
for
us
to
realize
that
the
2014
bond
really
set
us
up
for
a
far
different
path
with
regards
to
getting
devices
to
students
than
if
we
didn't
have
it.
Student
in
the
grade,
6
to
12
have
each
had
a
Chromebook
assigned
to
them
and
they
take
those
home.
P
P
We
had
15,000
elementary
students
and
we
didn't
know
who
needed
a
device
and
who
did
not,
and
we
had
a
time
frame
that
was
immediate,
so
we
had
to
move
them
out
of
the
carts
and
into
the
homes
as
quickly
as
possible
and
provide
documentation
and
support
to
make
sure
that
they
could
be
used
successfully.
You
want
to
dance
a
slide,
we
did
two
rounds
of
deployments
and
we
realized
that
and
speaking
to
what
many
have
said
tonight,
this
really
worked
across
the
system
with
high
degrees
of
collaboration.
P
We
asked
for
volunteers,
BSD
staff,
who
were
able
to
come
into
schools
and
help
us,
and
we
had
over
200
people
respond
in
about
24
hours
that
they
would
like
to
come
and
be
a
part
of
this.
We
had
IT
staff
in
the
back
that
were
reprogramming
systems
and,
in
some
cases,
writing
new
code.
That
would
let
us
quickly
shift
count
so
that
they
would
be
able
to
be
used
from
home
for
elementary
students.
The
technology
support
specialist,
appreciate
Dianna,
mentioning
them
at
the
beginning
of
the
meeting
in
each
building.
P
They
kind
of
acted
as
the
point
person
to
make
sure
that
the
process
was
followed.
We
were
able
to
get
the
devices
out
of
the
carts,
sanitized
and
cleaned
and
then
put
together
with
individualized
instructions
with
student,
username
and
password
for
each
student
building.
Principals
were
fantastic
about
assembling
their
staffs
as
well,
and
then
finally,
our
facilities
team
really
making
sure
that
the
buildings
were
accessible,
supporting
in
every
school
I
went
to
as
part
of
a
deployment.
P
The
custodian
was
an
integral
part
and
was
present
and
and
working
with
us,
so
it
was
really
a
collaborative
effort
across
the
system
and
as
I
mentioned,
9500
Chromebooks
went
home
in
to
distribution
rounds,
April,
1st
1/3
and
then
9
to
14.
The
next
slide
is,
if
you
did
not
get
a
chance
to
experience
that
I'm
going
to
give
you
a
short
virtual
experience
of
what
one
look
like.
P
This
is
Rock
Creek
Elementary,
and
you
can
see
that
it's
probably
small
on
your
screen,
but
you
can
see
a
number
of
people
in
yellow
vests,
they're,
all
maintaining
social
distance.
Those
are
the
teachers
at
the
school
and
the
staff
at
the
school
and
students.
Cars
would
drive
into
the
parking
lot
it
would.
It
was
contact
list,
so
they
would
hold
up
just
the
information
that
we
needed
to
get
their
Chromebook
to
them.
It
was
placed
on
a
cart
and
moved
to
the
car.
P
This
is,
it
was
a
very
orderly
what
you
process.
What
you
see
here
is
is
not
traffic
jams.
It
was
a
very
orderly
process
throughout
and
principals
did
a
great
job
of
contacting
their
community
saying
we're
not
going
to
run
out
and
they
sequenced
it
by
letters
of
the
alphabet.
So
we
did
not
have
everyone
showing
up
at
once,
so
it
was
a
great
time
van
doors
would
open.
Students
would
be
able
to
see
their
teachers.
P
It
was
just
a
really
good
experience
if
you
want
to
move
on
so
something
that
is
moving
to
a
good
experience
from
from
a
bumpy
start.
Was
our
student
helped,
and
this
was
something
that
was
conceived
and
launched
within
about
two
days
on
April
1st?
At
the
same
time,
we
were
launching
Chromebooks
into
homes.
We
launched
the
student
helpdesk
for
40,000
students
and
their
families.
Five
staff
were
all
we
had
initially
to
be
able
to
man
populate
that
helpdesk
and
provide
support,
and
so
coupled
with
Chromebooks
going
home.
P
There
were
high
wait
times
and-
and
there
was
just
no
way
around
that
we've
worked
really
hard.
We
were
able
to
that
is
a
typo.
Currently,
the
helpdesk
is
a
team
of
six
now,
so
we
were
able
to
add
another
staff.
Member
on
to
that,
just
to
give
you
a
sense
of
the
first
three
weeks
for
40,000
students,
we
had
two
hundred
and
two
thousand
two
hundred
and
thirty
nine
tickets
that
were
opened
most
of
those
being
phone
calls
in
to
the
system,
but
some
were
emails.
P
Our
staff
helpdesk
is
a
separate
help
desk.
It
is.
We
have
three
people
who
take
care
of
all
of
our
bsd
staff.
Now
working
remote,
you
can
see
the
numbers
there
that
have
been
open
and
resolved,
and
that
represents
about
300
percent
of
normal
volume
that
we
see,
and
so
this
moved
to
remote
work,
impacted
IT
in
terms
of
we
had
to
be
able
to
very
quickly
support
people
not
in
a
building
not
physically
accessible
but
from
home,
and
so
the
student.
Thankfully,
the
helpdesk
both
of
them
are
working
very
well.
P
Most
of
our
student
wait
times
now
are
measured
just
within
a
minute
to
two
minutes.
It's
not
long
wait
times
at
all,
so
I
and
I.
Think
that's
because
families
are
now
more
comfortable
with
the
devices
and
the
processes
and
the
software
being
used.
So
hopefully
we're
gonna
see
that
that's
teh
decline
or
stay
static.
Do
you
want
to
move
on
David
some
additional
improvements?
P
The
removed
two
remote
work
for
staff
triggered
us
to
rethink
security
and
there's
some
detail
in
the
packet,
but
zoom
was
a
great
tool
and
it
is
a
great
tool
to
connect
our
students
and
our
teachers
and
our
staff
together,
and
it
had
some
security
issues
and
they
were
public
and
we
worked
along
with
other
districts
and
zoom
to
address
those.
And
so
we
have
implemented
all
of
the
best
practices
that
zoom
has
recommended.
P
Some
are
controlled
centrally
so,
for
example,
the
ability
to
admit
people
through
a
waiting
room,
the
ability
to
require
a
password
on
a
meeting
or
central
control.
Some
our
best
practices
that
we're
sharing
out
with
staff
such
as
locking
a
room
when
everyone's
in
and
so
staff
have
been
good,
I.
Think
about
understanding
the
need
and
employing
those
best
practices.
We
did
have
some
zoom
bombing
incidents
early
like
many
districts
and
what
we've
seen
is
a
decrease
over
time
from
those
VPN
virtual
private
networking.
P
This
was
another
big
change
for
staff
and
it
was
done
so
that
we
could
keep
the
same
security
levels
that
we
had
while
staff
are
working
remotely
and
so
we've
we've
transitioned
people
to
using
the
VPN.
Our
systems
require
it.
So
staff
have
been
very
good
about
adapting
one
system
that
requires
is
our
phone
system
and
we've
moved
almost
5,000
phones
from
a
physical
device
on
a
desk
to
being
an
application
on
on
the
staffs
computer
and
that's
working
very
well.
P
That
was
a
tough
challenge,
I
think
to
implement,
but
staff
have
gotten
very
used
to
it
and,
as
we
think
about
things
that
might
not
change
back
I
wonder
if
phones
will
be
one
of
them.
The
way
we
think
about
how
we
call
each
other
I
just
want
to
conclude
with
some
challenges
and
we've
talked
about
some
of
these
connectivity
is
remains
a
challenge
and
is
a
challenge
for
us.
P
We
are
have
a
number
of
strategies,
we're
using
and
exploring
right
now
to
make
sure
that
we
are
providing
connectivity
for
families
who
need
it
at
the
high
school.
We
have
sprint
1
million
and
that's
been
a
great
partnership.
We're
in
year,
three
of
that
we
do
have
conject
hotspots
for
middle
school
students.
We've
had
those
for
a
few
years
through
a
grant
from
cringe
eat.
What
we
were
lacking
was
anything
for
elementary.
P
Last
week
we
received
our
first
shipment
300
hotspots
have
arrived
and
they
are
being
distributed
to
staff,
starting
the
day
after
they
arrived,
we
were
able
to
start
moving
those
out
to
not
staff,
sorry
families.
We
need
them
so
we're
working
on
that.
We've
also
got
partnerships
with
Comcast
and
Internet
Essentials,
and
so
we
are
looking
at
a
number
of
options.
Buses
have
been
mentioned
and
we've
explored
the
putting
routers
on
buses
and
driving
them
into
effect
areas
of
town.
P
Some
challenges
with
that
that
we've
seen
from
other
districts
are
the
buses,
have
a
lot
of
electronic
equipment
on
them.
There's
there
we're
worried
about
securing
those
buses
properly,
so
one
thing
we're
exploring
is
a
different
type
of
device
that
would
that
we
could
put
in
one
of
our
IT
vehicles
that
are
not
being
used
be
easier,
far
easier
to
secure
and
we're
looking
at
there,
those
devices
as
well
to
be
able
to
move
connectivity
out
across
the
city
for
students
who
need
them.
P
The
last
challenge
and
something
we
haven't
talked
about
tonight,
but
as
we've
got
30
to
3,000
Chromebooks
now
all
over
the
city
and
providing
support
for
them
when
they
break
is
something
we're.
Having
spent
a
lot
of
time.
Thinking
about
what
does
that
look
like?
How
do
we
do
it
safely,
conforming
to
social
distancing,
and
how
do
we
quickly
repair
them
so
that
we
do
not
run
out
of
Chromebooks
and
then
in
the
coming
weeks?
D
P
So
some
of
you'll,
remember,
Tom
:,
good
friend
works
at
Intel
and
Intel
has
created
a
foundation
and
one
of
the
areas
that
they're
prioritizing
is
student
connectivity
and
so
Intel
has
reached
out
to
us
and
we
are
working
with
them
on
the
details
of
their
program
and
we
are
looking
forward
to
that.
Being
able
to
support
connectivity
needs
as
well.
The
demand
across
our
from
our
students
and
our
families
is
great
and
what
it
means
is.
P
A
First
of
all,
I
apologize,
I
did
not
your
the
words
that
your
team
is
done
is
just
unbelievable
and
please
pass
on
to
your
team.
I
know
how
many
long
hours
we
talk
about
having
to
what
you
thought
your
year
was
going
to
be,
and
this
year
just
kudos
to
thinking
outside
of
the
box
and
thinking
on
the
fly.
So
thank
you
so
much
and
please
pass
on
either
to
the
team.
How
much
the
board
appreciates
the
great
work
the
IT
department
has
been
doing.
So
any
questions
from
board
members.
A
A
Been
promptly
moved
by
Liane,
Larsen
and
second
by
Dan,
Donna
Tanner,
that
we
approve
the
consent
agenda,
we
will
be
calling
the
the
board
and
by
name
and
if
you
could
please
vote,
aye,
nay
or
abstain
when
I
call
your
name
and
Brian
I,
don't
collect
I
Susan
greenberg,
I
Lee
Anne,
Larson,
I,
donĂt,
I,
nerd,
I,
sure
Simpson,
the
chair
votes.
Fine,
with
that
the
motion
passes
seven
to
zero.
A
We
never
know
you
know
what
the
year
we
think
when
we
have
a
budget
shortfall
that
that's
a
difficult
year,
but
this
is
a
really
difficult
year,
but
I
cannot
say
enough
that
I
am
so
glad
that
we
have
such
great
leadership
in
a
superintendent
and
our
deputy
superintendents
and
all
of
the
staff
I
day.
That
goes
by
that
I
do
not
trust
what
great
hands
that
we
are
in
so
with
that
I.
A
Just
thank
you
for
all
of
the
hard
work
that
you're
putting
in,
and
we
adjourn
this
meeting
and
our
next
meeting
will
be
the
business
meeting
for
on
Tuesday
May
26
the
day
after
Memorial
Day,
and
we
will
let
our
folks
know
how
to
get
public
comment
to
us
and
how
we
will
be
having
that
meeting
at
that
time.
But
I
would
say
a
pretty
good
guess
is
that
we
will
probably
be
meeting
again
virtually
like
we
have
tonight.
So
with
that
we
adjourn
the
meeting
and.