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From YouTube: BSD School Board Business Meeting
Description
For the meeting agenda, visit: https://www.beaverton.k12.or.us/about-us/school-board
A
Good
evening
and
welcome
to
the
october
26
virtual
beaverton
school
board
business
meeting,
we
welcome
you
all
here
this
evening.
We
will
start
off
the
steaming
by
calling
roll
of
our
school
board
members,
if
you
could
just
signify
by
staying
here
and
appreciate
it
and
brian
here
donna
tyner
donna
is
excused
this
evening.
B
D
A
A
E
Thank
you
for
the
introduction
good
evening,
superintendent,
grotting,
chair
tim,
chuck
and
members
of
the
board.
Last
week
I
had
the
privilege
of
attending
a
round
table
discussion
with
congresswoman
bonamici
and
a
few
of
her
staff
members,
along
with
15
bea
members,
and
I
want
to
tell
you
a
little
bit
about
it,
because
it
was
a
very
powerful
experience.
E
The
social
and
emotional
needs
of
students
reduce
student
engagement
at
the
middle
and
high
school
level,
because
our
older
students
are
caring
for
younger
siblings,
sometimes
holding
younger
siblings
on
their
lap,
as
they
are
engaging
in
their
zoom
classes
and
the
crushing
pressure
that
students
are
feeling
because
they're
being
assessed
and
graded
right
now,
even
though
they're
up
against
barriers
that
are
out
of
their
control
and
what
really
struck
me
in
this
conversation
was
the
deep
passion
and
care
that
our
educators
showed
for
their
students
and
how
creative
folks
have
been
trying
to
be
in
working
with
colleagues
to
provide
wrap-around
services
to
students
and
are
just
doing
the
best
they
can.
E
The
conversation
then
turned
to
what
happens
next
and
how
we
move
forward,
and
it
was
clear
that
ending
the
pandemic
is
the
obvious
primary
goal.
Educators
talked
about
needing
rapid
covert
testing
contact,
tracing
protocols,
school
buildings
with
proper
ventilation
and
air
filtration,
and
a
lot
of
things
that
we
all
think
of
and
kind
of,
hear
the
dollar
signs.
E
E
So
all
of
this
is
to
say,
I
hope
these
concerns
are
not
news
to
you,
but
at
times
it's
evident
that
this
dude,
the
individual
stories
from
our
students
and
educators,
aren't
always
being
elevated
and
that
these
decisions,
these
voices,
are
really
critical
in
decision
making
and
really
they
should
be
at
the
very
center
of
decision
making.
E
We
obviously
are
all
wanting
great
results
for
students,
but
we
can't
get
there
if
we
aren't
taking
care
of
the
educators
who
are
on
the
front
lines.
So
thank
you
all
for
your
work.
Please
remember
everyone
to
participate
in
your
civic
duty
to
vote.
We
have
one
more
week,
get
your
ballots
in
asap
and
thank
you
for
the
time
to
speak
this
evening.
A
Thank
you
very
much,
sarah
for
your
comments
appreciate
it
appreciate
all
the
work
for
our
staff
and
and
you
representing
our
teachers
this
evening
with
that
we
have
public
comment.
We
had
public
comment
open
last
week
and
we
closed
it
at
noon.
Today
we
heard
from
47
members
of
our
community
who
provided
public
testimony
the
public
testimony
has
been
provided
to
the
board.
It
will
be
in
our
minutes
and
it
will
be
part
of
our
public
record.
A
In
looking
over
the
comments,
we
have
a
a
very
bright
group
of
perspectives
from
our
community
and
you
would
think
in
a
community
our
size.
We
would
have
many
different
perspectives
and
different
things.
We
heard
from
one
student
who
wants
us
to
look
at
our
ap
independent
studies.
Credit
feels
like
we're
not
giving
proper
credit
for
independent
studies
and
and
very
concerned
about
that.
A
We
also
had
some
of
our
staff
comment
on
the
survey
that
went
out
and
and
the
things
that
we're
doing
with
comprehensive
distance
learning
and
limited
in-person
instruction
and
and
taking
safety
into
call,
and
then
we
also
had
staff
members
that
are
very
concerned
that
some
of
our
students
are
maybe
not
getting
all
of
the
services
that
that
they
need
and
they're
concerned
about
that.
A
F
Thank
you,
chair
tim
chuck
and
members
of
the
board,
I'm
going
to
spend
a
lot
of
time
talking
about
our
comprehensive
distance
learning,
limited
in-person
instruction
and
return
to
school
planning,
as
you
heard
from
president
schmidt,
and
you
know
a
lot
of
our
community
members.
F
It's,
I
think,
foremost,
on
their
mind
and
as
of
late,
there
has
been
a
lot
of
discussion
at
the
state
level
to
include
discussions
with
our
governor
oregon
health
authority
and
the
department
of
education,
so
starting
off
with
that,
the
safety
of
our
and
well-being,
long-term
well-being
of
our
students
and
staff
continues
to
be
our
priority.
F
Our
distance,
our
district,
remains
in
comprehensive
distance
learning
and,
as
you
know,
we've
announced
it
will
continue
in
that
status
until
the
end
of
the
first
semester,
unless
the
metrics
are
either
adjusted
by
the
governor
and
or
we
would
see
a
significant
turnaround
to
allow
us
to
go
back
to
school.
In
the
current
metrics,
there
has
been
a
recent
dialogue,
as
I
said,
with
the
department
of
education,
oha
and
the
governor.
F
F
Everybody
wants
to
know
what
the
timing
of
that
looks
like.
I
was
able
to
talk
with
department
of
education
today,
and
it
could
be
as
early
as
the
end
of
this
week
and
or
as
late
as
two
to
three
weeks
out.
I
think
they're
trying
to
look
at
all
the
different
variables
they're
trying
to
get
it
right
and
it's
a
complex
issue
going
in
there,
but
it's
very
important
to
us
as
we
need
to
prepare
for
school
blueprints
and
all
of
these
different
scenarios.
F
The
other
thing
that
was
brought
up
with
the
governor
and
all
of
those
other
stakeholders
has
to
do
with
the
current
metrics
that
we
are
under,
as
as
it
regards
to
social
distancing.
As
you
know,
when
we're
looking
at
either
coming
back
in
a
hybrid
or
limited
in-person
instruction,
there
are
some
social
distancing
requirements
that
could
actually
cause
some
of
our
students
to
see
receive
less
instruction
or
less
services.
F
If
they
came
back
in
a
limited,
in-person
instruction-
and
we
shared
a
lot
of
those
variables
with
the
governor
all
the
way
from
the
two-hour
limitation
that
students
can
be
there
and
they
cannot
be
there
when
they're
receiving
their
instruction
online,
the
limiting
amount
of
cohorts
that
students
can
be
in
and
everything
from
transportation
issues.
That
would
restrict
us
from
some
of
the
things
that
we
want
to
do
with
students.
F
F
We
continue
to
monitor
our
covet
19
data
in
washington
and
multnomah
counties.
The
data,
to
be
honest,
is
continues
to
go
the
wrong
way.
It
continues
to
excel
and
we
will
continue
in
comprehensive
distance
learning
until
we
either
meet
the
current
metrics
or
changing
metrics,
and
we
can
do
that
safely.
F
As
I
said
recently,
the
data
has
been
moving
in
the
wrong
directions:
we're
going
to
be
looking
at
those
new
metrics
and
but
right
now,
as
of
right
now,
we
plan
on
being
in
comprehensive
distance
learning
through
the
end
of
the
first
semester,
and
one
of
the
reasons
is
this
allows
our
students,
family
and
staff
time
to
prepare
and
adjust.
F
We
continue
to
offer
small
group
instruction
for
evaluation
assessments
and
we
also
are
looking
at
the
possibility
of
being
able
to
offer
whether
it's
an
internet
kind
of
cafe
for
those
students
who
either
cannot
get
connectivity
and
or
they're
in
an
environment
to
where
they
cannot
participate
adequately
in
their
comprehensive
distance
learning.
F
We
also
shared
that
with
the
governor,
as
well
as
some
of
those
other
limiting
factors
requirements
around
bringing
folks
back
in
limited
in-person
instruction,
one
of
the
things
that
I
know
the
department
of
education
is
looking
at
and
for
those
community
members
out
there
definitely
board
members
and
other
staff
members
some
of
the
different
systems
that
they're
looking
at
right
now
is
systems,
that's
been
initiated
in
rhode,
island
and
new
york,
and
I
know
that
if
you
look
at
those
systems,
they
have
some
accountability
measures
baked
into
them.
F
Regarding
almost
like
an
oversight
committee
for
schools
regarding,
are
they
adhering
to
the
social
distancing
requirements
and
regulations
and
looking
at
that
and
then
also
there's
some
data
in
there
about
the
transmission
from
student
to
student,
but
also,
we
know
those
students
go
home
and
they're
interacting
with
families.
F
But
if
you
want
to
see
where
possibly
we
may
be
heading
look
at
what's
happening
in
rhode,
island
and
new
york,
and
also,
I
would
suggest,
looking
at
the
state
of
washington
school
metrics
once
again,
nothing
official
has
come
out,
but
I
believe
that
we
will
be
seeing
something
in
the
near
future
regarding
that
and
once
again
you'll
hear
from
you'll
hear
from
later
on
from
our
some
of
our
teaching
and
learning
folks
regarding
the
metrics
and
plans.
F
The
next
thing
I
want
to
talk
to
a
little
bit
is
regarding
our
staffing,
enrollment
and
finances
in
beaverton,
like
other
school
districts
in
oregon
are
experiencing
significant
declines
in
enrollment
due
to
covet
19..
At
this
time
the
beaverton
school
district.
We
are
estimating
a
drop
somewhere
around
1700
students.
The
majority
of
this
decline
is
at
the
elementary
level,
with
a
significant
decline
in
kindergarten
due
to
unanticipated
enrollment
declines.
We
are
currently
staffed
above
our
staffing
allocation
model,
our
current
estimation-
and
once
again
I
want
to
say
this
is
an
estimation.
F
F
F
So,
although
some
folks
could
say
well,
if
there's
less
students
in
schools,
we
could
continue
to
receive
the
same
amount
of
funding,
but
remember
that
the
pie
is
going
to
be
sliced
in
more
pieces
and
there
will
be
revenue
going
to
our
charter
schools,
online
schools
and
so
that
that
will
take
a
toll
on
us
and
although
we
are
deficit
spending,
we
did
make
and
thank
the
school
board
for
in.
In
my
individual
talks.
The
district
will
not
be
doing
at
this
time
at
this
time.
Mid-Year
layoffs.
F
We
just
feel
it
is
too
disruptive
to
the
system
right
now.
We
know
that,
as
president
smith
said,
teachers
are
working
as
hard
as
they
can.
Parents
are
working
as
hard
as
they
can
and
our
students
are
working
hard
as
they
can
and
to
break
up
some
of
those
relationships
that
have
been
built
between
students,
teachers
and
parents.
F
Right
now
is
not
the
thing
to
do,
but
also
want
to
be
absolutely
clear
that
we
will
be
planning
for
reduced
staffing
for
the
next
school
year
if
our
enrollment
is
not
restored,
so
want
to
make
that
perfectly
clear,
we're
trying
to
look
at
other
strategies
and
tightening
our
belts
right
now
to
offset
some
of
that
nine
milli
expected
nine
million
dollar
deficit.
F
And,
finally,
I
just
want
to
end
on
a
real
positive
note
and
thank
some
people.
We
continue
to
work
with
our
county,
other
school
districts
in
washington
county
and
we
will
be
providing
child
care
subsistence
funds
are
available.
We
are
communicating
to
our
families
regarding
how
they
can
access
these
funding
for
fast
past
and
future
child
care
delivered
by
licensed
child
care
providers.
F
I
want
to
thank
deputy
superintendent
mead,
mr
sparks
our
communications
director
shelly
for
all
the
great
work
they're
doing.
F
Our
communication
director
was
on
in
with
several
media
outlets
today
doing
interviews
getting
the
word
out,
and
it
was
evident
that
a
lot
of
these
outlets
had
not
heard
about
this
and
so
they're
helping
us
get
the
word
out.
F
I
think
our
schools
are
doing
a
great
job,
we're
training
our
secretaries
so
when
they
get
those
calls
there
that
we
have
factual
information
and
the
secretaries
will
be
able
to
provide
whether
it's
through
the
internet
and
or
we're
also
doing
paper
copies
for
families
and
getting
that
word
out
and
so
far
the
response
has
really
been
good.
There
are
some
limiting
factors,
as,
as
I
said
before,
it
has
to
be
a
licensed
child
care
provider,
but
they
can
go
back
and
be
reimbursed
back
to
august
1st.
F
So
that's
exciting
that
we
could
possibly
be
providing
some
subsistence
for
some
of
our
most
impacted
families
as
well.
As
I
know,
our
business
department
has
been
working
with
folks
to
try
to
figure
out
how
we
can
also
try
to
upfront
pre-pay
as
long
as
they
can
bring
us
in
a
receipt.
We
can
work
with
our
daycare
providers
and
other
licensed
providers
to
be
able
to
allow
parents
to
engage
in
this.
F
A
There
we
go.
Thank
you
very
much
for
that
report.
Board
members.
Do
you
have
any
questions
of
the
superintendent.
A
All
right,
thank
you,
so
much
lots
of
information
coming
down
very
fast,
so
thank
you
for
keeping
us
up
to
date.
Next
report
is
on
division,
22
compliance
and
assurances
from
john
bridges.
G
Thank
you,
chair
tim
chuck,
members
of
the
board
superintendent
you're,
seeing
me
earlier
than
usual,
as
you
saw
in
the
situation
page,
that
the
oregon
department
of
education
has
moved
the
timeline
for
districts
to
report
on
their
compliance
with
division,
22
assurances
from
february
back
to
november
15th.
G
C
I
just
have
one
becky
with
the
ongoing
health
situation
and
many
schools
continuing
to
be
in
comprehensive
distance
learning.
Are
we
getting
ongoing
guidance
from
the
department
of
education
about
what
standards
we'll
be
held
to
as
we
move
forward?
Will
2021?
G
Thank
you,
that's
a
great
question
and
we're
anticipating
that
all
the
standards
that
were
in
effect
for
the
2018-19
school
year
will
be
in
effect
for
this
school
year
with
a
couple
of
exceptions.
The
department,
I
think,
is
adding
a
rule
and
doing
some
tweaks
to
a
couple
others,
but
it
will
not
be
the
paired
down
17
standards
that
we
saw
this
year.
C
I
guess
I
just
have
one
follow-up,
then
you
know,
do
we
expect
to
be
in
compliance.
G
I
am
working
on
the
instructional
time
calculation
right
now.
I
believe
I
can't
think
of
any
right
now
that
are
going
to
give
us
difficulty,
but
I
haven't
actually
dug
in
to
the
standards
that
are
in
effect
for
this
year.
I
probably
won't
do
that
until
after
the
first
of
the
year.
G
G
So
there's
more
professional
development
time
under
the
rule
that
was
in
effect
for
the
18
19
school
year
was
the
board
could
authorized
the
inclusion
of
30
hours
of
professional
development
as
instructional
time
the
department
of
education,
the
state
board,
increased
that
to
90
hours
for
this
school
year
and
the
same.
They
also
have
allowed
districts
to
count
up
to
60
hours
of
student
family
connection
time
as
instructional
time.
G
A
All
right
any
other
questions
on
the
22
assurances.
We
appreciate
that
report
and
you
can
stay
right
where
you
are
dr
bridges
and
roll
right
into
the
sia
grant
agreement.
G
G
G
G
A
second
area
is
for
class
size
reduction
at
the
early
grades
in
grades,
k-2
we're
funding,
2.3
million
dollars
for
reduced
class
sizes
in
those
grades,
and
we
had
budgeted
4.3
million
the
third
area
and
10
million
dollars
just
doesn't
go
as
far
as
it
did
back
in
the
day.
I
guess
the
third
area
is
for
behavioral
health
and
wellness
our
student
success
team,
so
that's
hiring
more
social
workers,
increasing
counselors,
increasing
services
to
students
with
disabilities
as
well
as
health
services.
G
At
the
district
level,
we
budgeted
15.6
million
in
our
original
application
and
we're
funding
3.5
million
so
about
20
percent,
and
then
we
have
a
little
dab
left.
We
did
not
want
to
leave
equity
untouched.
We
had
budgeted
267
000
for
recruitment
and
retention
initiatives
for
staff
of
color
and
we've
allocated
the
last
160
000
of
our
sia
funds
to
support
those
efforts
with
that.
I'd
be
happy
to
answer
any
questions
from
the
board
on
the
grand
agreement
that
the
state
has
provided
for
us.
A
We're
sorry
that
we're
not
getting
that
full
amount
but
we're
appreciative
of
what
we
are
getting
and
that
it
can
make
our
difference
to
our
most
vulnerable
students.
I
I
will
ask
real
quickly
when
we
talked
about
the
social
worker
and
I
and
I
saw
when
we
were
welcoming
new
employees.
There
were
a
lot
of
new
faces
that
are
social
workers
in
our
district,
and
that
was
great
to
see.
Is
there
a
certain
focus
that
these
social
workers
are
providing?
Is
it
a
certain
kind
of
social
work?
A
Is
it
community,
wrap-around
services
or
or
is
that
something?
That's
not
in
your
in
your
wheelhouse,
dr
burgess.
A
All
right
well,
we'll
ask
we'll
ask
danielle
the
next
time
we
get
a
chance
so,
but
thank
you.
C
Fare,
I
have
just
one
question.
I'm
curious
says
you
know
I
know
at
this
time.
Last
year
we
were
starting
a
very
rich
community
engagement
process
and
we
were
assured
we
would
be
doing
this
every
year
and
then
a
pandemic
hit,
and
so
I'm
curious
as
and
very
supportive
about
our
plan,
but
I'm
also
curious
about
what
community
engagement
requirements
there
are,
as
we
move
forward
with
this
new
law
and
requirements.
G
G
That
is
a
question
that
we
have
in
david's,
continuing
to
press
the
department
of
education
around.
What
are
the
requirements
for
districts
in
this
next
phase,
because
we
really
weren't
able
to
lift
our
grant
application
off
the
ground
as
we
envisioned
because
of
the
pandemic
and
the
reduced
funding.
G
At
the
same
time
we
talked
about,
we
have
a
obligation
to
re-engage
those
community
groups
that
gave
us
feedback,
update
them
and
let
them
know
how
we're
spending
the
sia
funds
that
we
do
have
and
ask
them,
based
on
the
experience
of
students
and
families
over
the
last
six
months
is
our
activities
that
we
compiled
are
those
still
the
needs
of
the
district.
So
I
think
we're
not
really.
G
Not
sure
of
the
value
add
of
a
complete
full-blown
engagement
process
as
we
did
before,
but
we
also
made
a
commitment
to
the
groups
that
gave
us
feedback
that
we
would
continue
to
engage
with
them.
So
we
do
want
to
hold
ourselves
accountable,
share
with
those
groups
what
we've
been
doing
and
ask
for
additional
feedback
so
that
we
can
make
revisions
before
the
next
submission
is
due,
but
no
firm
guidance.
Yet.
F
You
know
in
this
time
several
districts
have
lobbied
to
saying
you
know
considering
these
times
to
just
do
away
with
that
process,
and
I
think
he
and
the
department
of
education
have
been
pretty
adamant
that
the
entire
process
will
not
be
done
away
with.
There
may
be
some
flexibility
in
the
process,
but
the
process
still
needs
to
exist
in
some
fashion.
D
Yeah
I
have
a
funding
and
looking
into
the
future
here.
I
know
we're
starting
to
get
like
some
big
picture
sense
of
what
we
may
be
looking
at
over.
The
next
biennium
has
that
included
any
information
about
sia
funds
and
what
they
may
look
like
in
the
coming
biennium.
I
To
tom
yeah,
the
last
forecast
we
got,
the
collections
were
a
little
bit
stronger
than
initially
anticipated,
but
not
you
know
not
awesome
right.
So
we'll
keep
our
eye
on
that.
The
next
forecast
is
november
18th
and
we'll
be
able
that's
when
we'll
get
our
next
picture
of
it
and
I'll
send
something
out.
So
you
got
an
idea.
A
Well,
we
appreciate
the
update.
Thank
you
very
much
and
I'm
sure
we
will
be
following
the
student
investment
act
very
closely
as
the
year
progresses
here
in
the
legislature
meets
next
year.
So
thank
you
very
much
for
that
update
next
up,
much
anticipated
enrollment
update
and
we'll
be
hearing
from
assistant
superintendent,
dr
carl
need.
J
Good
evening,
chair
and
board
nice
to
see
everyone
this
evening,
as
you
receive
your
report
rather
lengthy
report,
so
you
could
slice
and
dice
this
data
many
many
different
ways.
I
just
want
to
hit
a
couple
of
highlights
for
you
this
evening,
as
dawn
shared
with
you,
we
are
well
over
600
students
down
where
our
projection
was
for
this
year
coming
into
this
year,
specifically
at
the
elementary
level,
we're
down
by
1300
little
over
1300
students,
328
middle
schoolers,
but
up
at
the
high
school
by
53
students.
J
That
information
was
on
page
one
of
your
report
on
page
two.
It
highlights
our
home
school
registrations.
We
are
up
well
over
400
registrations
as
compared
to
years
past,
we
have
typically
hovered
around
in
the
200s,
I
would
say:
mid
200s
for
home
school,
the
fact
that
we're
up
to
six
654.,
it's
a
factor
of
covet
19,
and
I
don't
think
any
of
us
are
surprised
by
that
of
those
numbers
at
the
home
school
level.
J
On
page
four
of
your
document,
it
outlines
very
specifically
charter
school
registrations
and
our
students
that
are
attending
those
schools,
so
you
can
see
the
numbers
very
specifically
that
accounts
for
a
little
over
11
55
in
terms
of
students.
Overall
there,
the
next
portion
of
this
report
pages
five,
six
and
seven
gets
pretty
specific
into
the
schools.
You'll
see
that
most
schools
had
double-digit
decreases
decreases
in
student
enrollment
across
the
board.
J
J
As
you
go
further
into
this
document
pages,
eight,
nine
and
ten.
This
is
our.
I
wanna
just
highlight
the
flex
enrollment
here,
that's
the
pink
band
across
the
bottom.
For
you,
it
gives
you
this
very
specific
numbers
of
where
we're
at
in
the
breakout
of
our
flex
enrollment.
So
an
example
of
that
at
kindergarten
we
have
73
students
attending
and
a
total
of
k
through
5
at
6
61.
J
J
That
gives
you
very
specifically
the
breakdown
by
school
of
flex,
students
that
are
attending,
so
you
can
see
the
school
that
they
previously
attended
and
or
I
should
say
that,
is
there
an
enrollment
area
or
catchment
area,
but
they
are
choosing
to
attend
flex
online.
The
document
continues
with
our
sped
program.
As
we've
seen
in
the
past
pages,
18-20
and
then
page
22
is
accuracy
of.
J
D
From
where
these
numbers
were
on
september,
30th
to
where
we
are
now,
what
kind
of
a
change
are
you
seeing
actually.
J
Our
changes
draw
it
slowed
pretty
significantly.
We
saw
the
biggest
drop
coming
into.
I
would
say
the
first
week
in
september,
the
start
of
the
school
year-
and
I
would
say,
probably
within
the
first
week
of
actual
school
happening,
was
where
our
largest
drops
were
occurring
by
that
point
in
time
things
had
stabilized
for
the
most
part
across
the
board.
Again
you're
always
going
to
have
a
couple
of
factors
here
and
there,
but
not
like
what
we
were
seeing
in
august.
J
I
would
say
we're
remaining
pretty
flat
across
the
board
at
this
time.
That
will
change.
If
we
become.
If
we
go
back
to
in
person,
we
do
limited
person
in
person
instruction
a
number
of
factors
at
play
here,
we're
potentially
looking
at
and
taking
a
look
at
where
we're
going
with
our
flex
online,
not
necessarily
for
this
year,
but
as
we
roll
forward
into
next
year.
What
is
our
capacity
of
growing
that
program
that
may
be
an
attraction
for
families
who
have
chosen
to
enroll
in
charter
schools
outside
of
our
district.
C
Carl,
I
had
a
question
about
those
online
charter:
schools,
the
students
choosing
to
go
outside
of
our
district.
I
wasn't
sure
how
those
numbers
compared
to
the
previous
year
yeah-
it's
definitely
a
sizable
group.
You
know
slightly
more
than
a
thousand
students.
I
just
wasn't
sure
how
that
compared.
J
J
J
We've
not
asked
them
for
their
specific
numbers.
I
think
we're
all
just
kind
of
waiting
for
the
dust
to
settle
a
little
bit
and
then
we'll
get
some
specifics
on
that
and
I'm
happy
to
do
some
reaching
out
to
those
districts,
and
I
can
send
that
information
to
the
board
in
the
coming
weeks.
A
J
That's
a
great
question
question
would
be
is,
would
a
family
if
they
chose
to
go
outside
of
us
and
they're
at
a
charter
they
would
probably
most
likely
want
to
go
into
our
flex
program
at
this
point
in
time.
The
reality
is,
we
are
already,
as
you
heard
dawn
in
his
opening
comments
down
by
approximately
nine
million
dollars,
so
we
don't
have
resources
to
add
to
that
online
flex
program
at
this
time.
So
that
would
be
a
conversation
that
we
would
want
to
engage
in
in
the
future
months
in
planning
for
next
year.
F
If,
if
I
can
kick
in
a
little
bit,
susan,
we're
doing
academic
conferences
with
all
of
our
principals
right
now,
so
we're
asking
them
specifically.
What
are
some
of
the
things
that
they're
doing
and
all
of
our
principles
are
reaching
out
to
those
families,
families
that
have
not
enrolled
families
that
are
homeschooled
and
families
that
are
in
their
own,
our
own
flex
program,
as
well
as
trying
to
reach
out
to
previous
students
that
they
have
trying
to
encourage
them
to
come
back.
F
They
will
get
some
that
come
back
one
particular
principal
just
said.
I
I
I
just
got
two
back
and
three
more
left
the
same
day
and
they're
just
making
some
decisions
based
on
some
of
it's
around
safety.
I
think
some
of
it's
around
economics
and
then
we
just
have
some
families
that
are
moving
out
of
the
moving
out
of
beaverton,
due
to
maybe
parents
losing
their
jobs
or
or
finding
jobs
elsewhere.
F
But
I
think
that
some
of
the
layoffs
in
in
specifically
to
beaverton
have
been
responsible
for
some
of
these
families
moving.
H
J
Well,
part
of
that
is,
is
that,
based
on
our
decision
at
this
time,
we
were
in
fact
we
were
reducing
people
who
are
currently
assigned
to
schools.
That
would
be
something
of
the
shift
staffing
into
collect.
We've
made
that
decision
to
not
do
that,
so
those
resources
are
already
dispersed
throughout
the
district,
but
we
don't
have
michael.
J
I
keep
trying
to
ask
mike
for
that
pot
of
gold
and
nothing
coming
forward,
so
it's
a
matter
of
where
would
that
resource
come
from
and
right
now
we
just
got
to
taking
a
look
and
be
very
cautious
about.
F
Susan,
you
do
bring
up
a
very
interesting
dilemma,
though,
as
if
these
metrics
change-
and
we
do
come
back
and
we're
going
to
have
to
consider
you
know
what
are
families
going
to
want
to
do?
Are
they
going
to
want
to
stay
in
a
comprehensive
distance
learning
system,
or
will
they
go
to
flex?
F
However,
I
think
our
teachers
are
working
about
as
hard
as
they
can
and
then
to
ask
them
to
do
in
person
and
then,
at
the
same
time,
engage
in
distance
learning
is
gonna,
be
a
would
be
a
a
real
challenge,
so
we're
looking
at
what
would
we
need
to
expand
flex
without
adding
additional
resources
and
the
only
way
you
can
really
do
that
is
to
shift
staffing
from
our
schools
into
flex
if
there
is
that
need
to
meet
the
to
meet
the
needs
of
the
community,
which
would
cause
some
volatility
with
current
schools
current
classrooms?
F
J
J
I
need
a
bigger
desktop
right
here,
susan
one
of
the
other
pieces,
we're
going
to
be
doing
and
monitoring
over
the
course
of
this
year
is
our
flex
as
our
flex
program.
If
there's
movement
out
that
may
create
space
for
us
to
be
able
to
accept
students
into
that
program
again,
unknowns
families
will
continue
to
move,
make
decisions
for
themselves
and
everything
else
so
we'll
continue
to
monitor.
A
All
right
any
other
questions
on
enrollment,
I'm
sure
we'll
get
further
updates.
Thank
you
very
much
for
that
all
right
now,
the
man
with
all
the
answers,
a
financial
update
from
associate
superintendent
scofield
thank.
I
You
chair
tim,
chuck
members
of
the
board,
appreciate
the
opportunity,
and
I
will
tell
you
just
anecdotally-
I
I
have
talked
to
some
of
our
neighbors
they're
in
the
same
general
percentage
of
reduction
of
students
as
we
are.
There
are
a
couple
outliers
where
those
numbers
are
a
little
higher,
but
I
can
help
carl
get
those
numbers
for
you.
I
So
you
can
take
a
look
interesting
to
see
you
have
the
general
fund
activity
and
forecast
in
front
of
you
today
as
part
of
the
financial
packet,
our
summary
of
revenue,
expenditures
outside
of
the
general
fund,
the
classroom
teacher
allocation,
as
of
9
30,
our
portfolio
management
and
summary
investments
by
sector
and
group
and
selected
funds
by
summary
issue
or
the
standard
issue
packet
you
get
each
month.
I
know
we
spent
quite
a
bit
of
time
going
through
the
numbers
in
our
last
meeting.
I
won't
take
as
much
time
during
this
meeting.
I
I
will
tell
you
that
the
ending
fund
balance
is
bumped
up
to
just
under
69
million
dollars,
that's
primarily
due
to
some
further
evaluation
based
on
what
we
saw
at
the
start
of
school
and
through
the
first
entire
month
of
december,
as
well
as
what
we've
seen
in
october.
So
we
are
not
spending
as
much
in
the
areas
of
salary
and
benefits,
as
you
can
probably
expect.
I
But
again,
that
number
is
a
number
where
it
is
today.
Based
on
what
conditions
look
like
today,
we
have
plenty
of
opportunity
for
that
to
change.
We
are
in
bargaining
with
bea
over
economics,
as
you
heard
from
the
president
schmidt
they're,
going
to
be
lots
of
opportunities
for
dollars
as
the
metrics
change,
and
we
look
at
you
know
how
we
get
kids
back.
What
kind
of
protocols
are
in
place
and
what
needs
we
have
out
there
so
stay
tuned
to
that
number
it
it.
It
will
likely
change.
I
This
isn't
one
of
those
years
where
we
set
that
number
and
it
just
goes
up
or
down
a
million
or
two
here
there.
I
think
there
could
be
some
real
swings
in
that
number.
So
I
won't
take
much
more
time
on
that.
If
you
have
questions
happy
to
answer
them,
but
that's
where
we
sit
today.
A
It's
it's
good
to
see
that
we're
we're
trying
to
save
where
we
can
and
and
put
it
away
for
when
we
know,
is
coming
down
the
road.
You
know
I
I
it's
still
tough
to
see
some
of
our
personnel
that
we
were
furloughing
and
still
trying.
A
You
know
to
do
the
job
and
I
know
I
know
that's
a
delicate
balance
because
we
want
to
be
able
to
get
them
back
to
full-time
and
have
the
resources
to
do
that,
but
just
want
how
much
we
appreciate
the
people,
our
staff,
that
are
making
the
sacrifices
to
right
now,
so
that
we
can
keep
the
district
float
and
and
still
doing
their
jobs.
So
we
we
very
much
appreciate
that
and-
and
so
next
up
is
our
bond.
Our
budget
committee
update.
I
Thank
you.
As
you
know,
we
have
two
openings
for
the
budget
committee.
As
of
today
we
have
one
applicant
in
each
zone
so
based
on
some
discussion
last
week,
we
decided
to
extend
the
application
period
by
one
week,
so
it
will
close
at
the
end
of
this
week
and
I
spoke
with
shelly
earlier
and
we're
going
to
push
that
out
and
make
sure
folks
know
you
can
see.
I
What's
required
there,
a
letter
of
interest
and
resume
and
that
you
individual
board
members
will
review
applications
and
have
discussions
with
folks
and
again
we
extended
the
deadline
to
the
end
of
the
week.
We
still
think
we
can
meet
our
deadline
of
presenting
candidates
to
you
at
the
november
30th
board
meeting.
So
just
an
update.
A
And
mike
you
want
to
just
remind
us
what
two
openings
we
have
right
now
in
case
we
have
some
folks
out
there
watching
us
right
now.
That
would
really
like
to
join
our
budget
committee.
A
So
that's
ann's
area
and
susan's
area,
so
we
have
we
have
a
map
and
we
welcome
you
to
reach
out
to
any
board
member.
If
you'd
like
to
know
how
to
serve
on
our
budget
committee,
we
we
appreciate
all
those
that
step
up
and
help
us
out
with
that.
So
so,
thank
you
very
much
for
that
update.
Next,
we
have
a
special
guest
with
us
very
important
committee
to
us
our
bond
accountability
committee.
A
We
have
the
outgoing
chair,
dick
herbert
who's,
going
to
join
us
tonight
to
give
us
an
update
on
the
bond
accountability.
L
Thank
you
very
much
good
evening,
chair
and
board.
As
the
outgoing
chairman
of
the
bond
accountability
committee,
I
will
present
the
bac
report
for
the
past
two
quarters,
that
is,
between
april
and
september
of
2020..
L
During
this
time
we
held
three
meetings,
two
scheduled
meetings
and
one
ad
hoc
meeting.
L
L
L
The
projects
were
ranked
based
on
a
point
system
using
the
criteria
of
safety
and
and
security,
operational
impact
and
community
after
discussion,
the
bac
agreed
to
recommend
this
to
the
board.
L
Significantly,
the
bac
has
added
three
new
qualified
members
bringing
us
to
full
force
again.
They
are
prashant
kokami,
david
ramos
and
brad
wright.
We
appreciate
their
interest
and
fresh
perspective,
and
it
was
certainly
demonstrated
in
our
last
questions
by
in
our
last
meeting
by
the
number
of
questions
that
they
asked.
L
I
believe
you
know
brian
and-
and
I
think
he
is
watching
in
and
will
be
reporting
to
you
in
the
future
bottom
line.
The
committee
members
agreed
that
the
bond
revenues
are
being
used
for
intended
purposes
based
on
the
information
that's
provided
by
the
staff
to
the
committee
in
the
bond
program
status
reports,
we
agreed
that
the
bond
program
and
the
school
board's
goals
were
met
by
the
staff
during
the
past
two
quarters
and
the
projects
remain
within
established
budgets.
L
Also,
at
the
end
of
august,
the
minority,
women
and
service
disabled
veteran-owned
enterprises
goals
were
exceeded
by
both
the
contractors
and
the
consultants
with
regard
to
innovative
practices
that
achieve
reduction
in
long-term
maintenance
and
construction
costs.
The
staff
made
a
presentation
at
our
may
meeting.
L
This
is
for
better
and
easier
maintenance
and
also,
if
there
are
revisions
needing
to
to
add
electrical
or
piping,
there's
space
for
it,
and
it
goes
in
easier.
L
The
procurement
strategy,
which
I
believe
you
all,
are
aware
of
and
have
been
monitoring
over
the
past
few
months
of
I
mean
past
few
years
of
using
replicate
designs,
provided
significant
savings
and
schedule
issues.
L
Finally,
the
implementation
of
the
facility
condition
assessment
by
the
staff,
and
this
was
presented
to
the
board
about
six
months
ago,
josh
gammas
presented
this.
The
board
feels
that
it
is
a
notable,
innovative
practice
and
is
going
to
result
in
future
significant
improvements
for
both
cost
and
efficiency,
as
well
as
facility
longevity.
L
So
the
staff
continues
to
use
a
number
of
means
to
communicate
information
about
the
the
bond
program
to
the
district
stateholders
with
maybe
the
exception
of
the
last
newsletter
is
dated.
That's
online
is
dated
fall
of
2019,
but
I'm
assured
that
the
district
is
in
the
process
of
updating
this
newsletter
and
it
will
be
online
by
mid-november.
L
The
bac
continues
to
be
satisfied
with
the
information
presented
in
on
cost
and
schedule
performance
of
bond
projects.
L
So
as
as
we
go
into
the
final
two
years
of
2014
bond
projects,
the
last
two
major
school
renovation
projects
are
well
underway.
L
The
five
oaks
middle
school
renovation
is
substantially
complete
and
after
working
construction
side
by
side
with
little
kids
in
the
occupied
school,
the
final
work
progress
was
substantially
helped
by
an
empty
school
building.
L
One
of
those
silver
linings
to
the
situation
that
we
are
in
there
is
an
outstanding
contractor
claim
of
about
60
000
on
that
project
for
additional
pre-construction
costs.
But
the
project
team
is
working
to
mitigate
this.
It
should
be
noted
that
there
remains
a
positive
contingency
balance
on
this
project.
L
L
L
This
facility
will
be
finished
early
and
ready
for
the
occupants
in
the
fall.
In
fact,
the
comment
I
made
to
carl
during
the
walkout
is,
or
during
the
walk
around
was
how
lucky
those
kids
are
going
to
be
with
that
facility.
L
Seismic
upgrades
at
lowa,
high
school
and
beaver
acres
elementary
school
are
progressing
well
also,
the
part
of
the
summer
2020
projects
included
new
roofs
and
hva
systems
at
highland
park
and
whitford
middle
schools
and
at
barnes
and
raleigh
park
elementary
schools.
So
a
lot
of
work
is
still
going
on.
L
There
is
minor,
remodel
work
being
completed
throughout
the
district,
ranging
from
clock
replacements
to
interior
classroom,
lock,
replacements
to
auditorium
upgrades
from
a
scheduled
watch
list
issue
the
central
office
maintenance
facility
renovation,
storm
water,
drainage
work,
which
includes
an
expanding
parking
that
is
to
alleviate
overflow
parking
in
the
surrounding
neighborhoods,
has
encountered
an
issue
and
will
have
a
one-year
delay
in
completion
due
to
addressing
a
wetlands
issue.
L
However,
there
is
no
impact
on
classes
or
students
whenever
we
get
started
on
that.
In
the
meantime,
during
the
covet
19
situation,
construction
has
proceeded,
as
I
have
mentioned,
on
the
2014
bond
work
with
good
and
safe
participation
by
the
contractors.
As
we
went
through
acma,
we
noticed
that
the
contractors
were
wearing
masks
and
gloves.
L
L
There
are
some
schedule.
Adjustments,
for
example,
the
raleigh
park,
which
is
the
school
right
across
the
street,
from
where
I
live,
is
having
a
delay
for
its
hvac
and
electrical
equipment
due
to
covet
related
factory
delays,
and
they
are
on
the
watch
list
for
that.
L
So
let
me
conclude
by
saying
that
the
committee
finds
that,
based
on
the
information
received,
the
program
is
in
compliance
with
the
purposes
set
forth
in
the
information
about
the
program,
and
it
was
provided
to
the
voters
in
advance
of
the
2014
election.
A
B
I
wanted
to
thank
dick
for
a
really
good
leadership
of
the
bond.
You
know
accountability
committee.
We
knew
you
had
a
lot
of
amazing
construction
experience
to
dick
and
you've
done
a
great
job
of
asking
questions
and
I'm
really
happy
you're
staying
with
the
the
group
now
for
the
next
couple
of
years,
as
we
finish
off
the
project.
So
thank
you
for
your
service
and
continued
service.
L
C
I'll
echo,
just
a
l,
a
few
things
that
dick
said
one
is
the
new
committee
members
really
have
brought
an
amazing
amount
of
knowledge.
We
beaverton
continues
to
be
well
served
by
volunteers,
with
industry,
specific
expertise
that
they're
willing
to
share,
and
I'm
very
grateful
for
for
that
and
that
they
are
are
willing
to
do
so
and
actively
engaged
in
this
committee.
C
I'm
sure
dick's
leadership
is
very
helpful
in
helping
them
get
on
board
and
understand
what
the
committee's
purpose
is,
and
it
was
really
refreshing
and
wonderful
to
see
them
there.
I
know
board
members
have
visited
acma,
but
you
know
the
old
version.
I
did
also
had
the
privilege
of
joining
the
the
new
acma
and
I
am
very
eager
for
school
to
get
back
open
generally,
and
students
at
acma
have
every
reason
to
be
thrilled.
C
It
is
really
a
state-of-the-art
facility
that
is
going
to
enable
their
learning
in
ways
that
they
could
not
imagine
everything
from
the
science
classrooms
to
the
video
production
areas
was
really
top-notch
and
particularly
in
contrast
to
the
portable
farms,
kwanzaa
hut
and
elementary
school
drinking
fountains
that
were
in
the
old
facility.
It's
really
transformational
to
provide
a
learning
experience
that
they
deserve.
A
That
is
great
well,
we
are
extremely
fortunate
in
beaverton
that
we
have
a
community
that
believes
investing
in
our
community,
investing
in
our
schools
and
provided
us,
this
very,
very
supportive
capital
bond,
and
that
we
have
a
group
of
folks
that
are
helping
us
make
sure
that
we're
spending
that
money
wisely
and
it
is
being
used
to
the
best
benefit
to
our
students
and
I'm
extremely
grateful
to
our
community
and
to
our
taxpayers
and
to
those
on
the
bond
accountability
that
are
helping
us
make
sure
that
this
is
all
happening
and
that
we
are
doing
it
in
the
way
that
our
voters
intended
it
to
happen.
L
But
I'd
like
to
also
just
inject
that
I
appreciate
the
support
from
the
staff.
They've
been
terrific
and
helping
us
do
our
job.
Thank
you
guys.
B
Becky
one
more
note
on
that
too.
Josh
and
aaron
did
a
really
nice
job
of
like
a
training
session
for
like
an
hour
with
the
three
new
members,
and
I
think
that
really
enabled
these
new
members
to
really
start
punching
right
away
and,
like
you
know,
digging
into
the
details,
so
they
felt
empowered
from
that
training
session,
and
I
sat-
and
I
listened
to
two
and
it
was
really
good.
So
I
think
these
new
members
are
going
to
be
a
fantastic
addition.
A
And
again,
we're
just
really
fortunate
to
have
the
best
of
the
best
as
far
as
staffing
goes
and
project
management
teams
and
we're
just
very
fortunate
here
in
beaverton,
so
great
great
team
effort.
So
now
turning
topics
we
are
going
to
what's
on
everyone's
mind,
our
return
to
school,
update,
deputy
superintendent
hansman
and
dr
sika.
M
Okay,
good
evening
board,
chair
tim
check,
board
members
and
superintendent
grotty.
We
are
really
happy
to
be
with
you
tonight.
We
have
just
a
few
less
team
members
and
maybe
a
little
bit
shorter
than
usual
for
this
evening's
report.
So
we
are
here
again
to
give
you
an
update
on
return
to
school
each
month
we
have
come
to
you
with
our
successes
and
our
challenges
regarding
distance
learning.
Our
team
has
continued
to
plan
and
implement
comprehensive
distance
learning
since
march,
and
our
entire
teaching
and
learning
department
has
been
integral
in
this
process.
M
As
you
know,
we
will
be
staying
in
comprehensive
distance
learning
through
the
end
of
this
first
semester.
Teaching
and
learning
executive
administrators,
cia
administrators
teachers
on
special
assignment
classified
and
certified
staff
are
all
supporting
this
work.
As
a
team,
our
team
meets
weekly
to
discuss
and
develop
plans
regarding
this,
the
distance
learning,
and
we
have
also
many
other
teams
throughout
the
district
working
on
this
planning.
M
We
continue
to
seek
the
input
and
feedback
of
all
of
our
central
office
departments,
building
administrators
teachers,
community
and
support
staff
through
surveys
and
committees,
and
believe
it
or
not
we're
about.
In
our
seventh
week
of
school
at
this
point,
and
our
teachers
and
staff
are
doing
amazing
work,
as
you
know,
with
our
students,
we
are
finding
that
staying
the
course
is
very
important
right
now
and,
as
you
know,
our
staff
and
teachers
are
working
harder
than
they
have
ever
had
to
to
work
in
order
to
bring
the
very
best
to
our
students.
M
M
So
just
as
a
reminder,
our
team,
our
tnl
team,
is
focused
on
four
priorities:
anti-racism
leadership,
comprehensive
distance
learning,
consistent
curriculum
and
instruction
and
meaningful
feedback,
and
also
is
another
reminder
with
all
of
the
decisions
we're
making
right
now,
as
you
know,
are
many.
We
also
make
sure
that
we
use
our
equity
lands
in
all
of
these
decisions,
and
we
take
into
account
first,
whose
voice
is
and
isn't
represented
in
these
decisions.
M
Who
does
the
decision
benefit
or
burden?
Is
this
decision
in
line
with
the
bsd
equity
policy
and
does
the
decision
close
or
widen
the
access,
opportunity
and
expectation
gap?
All
of
these
questions
are
used
throughout
our
planning
purposes,
for
the
entire,
comprehensive
distance,
learning,
planning
and
updates
brian
sika
again
is
with
us
tonight,
for
he
is
our
administrator
for
secondary
curriculum
instruction
and
assessment,
and
he
is
going
to
be
updating
us
on
comprehensive
distance
learning.
M
N
Thanks:
jenny,
thanks
for
tim,
chuck,
superintendent,
grady,
members
of
the
board
and
everyone
listening
tonight.
I
appreciate
the
opportunity
to
update
the
board
and
update
our
community
on
some
of
our
current
thinking.
Really.
N
I'm
going
to
try
to
be
very
clear,
try
to
use
as
precise
language
as
I
can
to
hopefully
eliminate
any
kind
of
confusion
on
the
varying
instructional
models
that
are
out
there
happy
to
answer
questions
at
any
time
and
certainly
we'll
leave
time
at
the
end
of
our
agenda
here
for
questions
as
well.
So
with
that
I'm
gonna
jump
right
in,
and
I
just
wanna
update
and
remind
the
board
that
we
actually
do
have
two
modes
of
instruction
occurring
right
now.
The
vast
vast
vast
majority
well
over
99
of
our
student
interactions.
N
Right
now
are
in
comprehensive
distance
learning,
and
so
that's
you
know
what
similar
to
what
we're
experiencing
right
now,
where
students
are
engaging
and
learning
five
days
a
week,
teachers
are
using
consistent
tools
to
interact
with
students.
Students
will
have
that
live,
or
you
know
sometimes
referred
to
as
synchronous
interaction
at
least
once
per
day,
and
then
we
will
be
awarding
grades
and
then
credits
as
appropriate
at
the
level.
N
There
is
another
method
of
instruction
or
method
of
interaction
allowed
by
the
department
of
education
that
we'll
talk
about
in
quite
a
bit
of
detail
tonight,
known
as
limited
in-person
instruction.
We
do
actually
have
a
very
small
amount
of
limited
in-person
instruction
occurring
right
now
and
that's
coming
in
the
forms
of
evaluations.
N
So
when
students
need
specific,
you
know,
tests
or
evaluations
done
based
on
the
programs
that
they're
receiving
services
for
that
may
be
special
education,
multilingual
or
talented
and
gifted
programs.
They
are
able
to
come
on
sites,
and
you
know
complete
that
assessment
in
a
safe
way
and
then
that
that
you
know
information
is
used
to
further
service
them
in
that
program.
N
That's
the
only
in-person
instruction
that
is
occurring
right
now,
but
it
is
what
we're
referring
to
as
our
phase
one
of
limited
in-person
instruction,
albeit
of
course
that's
a
very,
very
small
group
of
students
and
is
happening
infrequently,
but
just
wanted
to
make
sure
you're
clear
when
we
say
phase
one
of
limited
in
person.
That
is
what
we
are
discussing
or
dealing
with
so
a
little
bit
about
attendance
and
we're
going
to
speak
to
some
of
the
challenges
that
our
ba
president
president
schmidt
spoke
to
earlier.
N
When
we
look
at
the
surface,
we
look
at
average
daily
attendance
for
students,
so
that's
just
the
number
of
times
that
they
have
been
encountered
present
in
a
for
a
full
day.
You
know
divided
by
the
number
of
school
days
that
they've
been
registered
for
and
if
we
look
at
look
at
that,
our
attendance
numbers
are
actually
quite
high
relative
to
where
they've
been
in
years,
past
or
certainly
equal
to
is
where
they've
been
in
years
past
you
can
see
in
the
screen.
N
We
have
an
overall
attendance
rate
of
about
95
percent,
with
our
elementary
schools,
upwards
of
97
percent
middle
schools,
around
92
and
high
schools
and
options
schools
around
95.
that
doesn't
really
paint
the
entire
picture
of
attendance.
There
are
certainly
some
concerns
that
we
have
in
attendance
and
another
way
to
look
at
that.
In
years
past
we
we've
talked
about
chronic
absenteeism
and
we've
talked
about
how
we
want
to
see
students
having
at
least
90
percent
attendance
and
by
some
regard.
N
Sometimes
we
even
think
about
that
number
of
of
that
chronic
absenteeism
being
closer
to.
We
really
want
to
see
that
94,
but
a
metric
that
we
have
looked
about
quite
quite
often
is
the
the
percentage
of
students
that
have
that
90
attendance
or
above
and
if
I
look
at
you
know,
if
we
look
at
that
number,
it
doesn't
paint.
Quite
as
I
guess
appealing
of
a
picture.
It
certainly
causes
us
to
need
to
dig
deep
and
need
to
be
reaching
out
to
some
students
and
families
to
understand.
N
What's
going
on
with
their
current
situation.
If
we
look
at
our
elementary
and
k-8
schools
about
92
percent
of
those
students
have
at
least
a
90
percent
daily
attendance
rate
or
higher,
to
give
you
some
context,
that's
not
far
off
from
last
year.
If
you
look
at
all
the
schools
and
all
the
grades,
it's
it's
fairly
close
to
where
we
had
been
at
this
time
last
year.
N
It's
the
concern
comes
when
we
talk
about
our
secondary
students
and
our
secondary
students,
as
you
can
see,
on
the
screen
about
84
of
our
secondary
students,
have
an
attendance
rate
at
90
or
above,
and
that
is
concerning,
because
that
is
down,
but
between
five
and
and
ten
percent.
From
where
we
were
at
the
same
point
last
year.
N
I
think
there's
a
number
of
factors
that
that
go
into
that,
one
being
that
we
just
simply
know
that
not
all
of
our
students
are
able
to
access
comprehensive
distance
learning,
whether
in
a
technical
manner
or
whether,
just
simply
due
to
the
circumstances
that
they're
navigating
and
the
responsibilities
that
that
they
do
have
positively
towards
that
or
an
action
towards
that
is.
N
We
do
have
our
site-based
behavioral
health
and
wellness
teams
that
are
using
attendance
data
as
well
as
a
you
know,
a
variety
of
other
site-based
indicators
and
school-based
indicators
to
really
make
those
connections
with
families
and
understand
how
we
can
help
to
remove
barriers
and
how
we
can
help
to
engage
them
in
distance
learning.
It's
been
widely
said
tonight.
Distance
learning
will
be
our
primary
mode
of
instruction,
certainly
through
first
semester,
as
we
continue
to
navigate
this
pandemic.
N
So
I
want
to
talk
a
little
bit
this
slide.
It's
actually
just
a
copy
of
the
one
that
I
showed
last
last
meeting,
but
I
think
it's
important
for
us
to
remember
what
our
requirements
are
if
we
were
to
shift
to
any
kind
of
significant
in-person
instruction
so
where
I
have
highlighted
in
order
to
reopen
under
rssl
one
through
three
remember:
rssl
is
just
the
acronym
for
ready,
school,
safe
learners
and
that's
the
joint
guidance
between
the
oregon
health
authority
and
the
oregon
department
of
education.
N
The
where
I
have
the
one
through
three.
That's
just
designating
the
first
three
sections
of
that
document
that
talk
about
significant
health
and
safety
protocols
that
need
to
be
in
place
prior
to
any
type
of
in-person
instruction
happening.
So
sometimes
we
forget
to
mention
that,
and
we
think
that,
just
when
we
meet
the
metrics
we'll
be
back
and
it'll
look
just
like
it
did.
N
You
know,
prior
to
march
of
of
the
previous
school
year,
and
what
we
need
to
remind
ourselves
and
remind
our
community
of
is
when
we
do
meet
the
metrics
that
are
given
to
us
by
the
state
and
by
our
local
health
authorities.
We
will
be
meeting
those
health
and
safety
require
requirements
of
sections
one
through
three
and
really
again.
Just
briefly
what
they
cover
is
their
significant
cleaning
and
disinfecting
requirements.
N
So
the
amount
of
the
the
methods
and
the
ways
that
are
our
key
touch
points
in
classrooms
and
in
in
campus
space
throughout
the
campus
need
to
be
cleaned
and
disinfected.
N
There
are
significant
distancing
requirements,
so
you
we
have
to
allocate
35
square
feet
for
every
individual
to
allow
them
to
stay
six
feet
apart
from
one
another
again.
Those
social
distancing
guidelines
that
we've
been
given
there
are
significant
requirements
around
cohorting
of
students
and
just
a
reminder
that
that
stable
cohort
it
are
the
students,
students
and
staff
that
are
that
can
be
expected
to
stay
within
contact
with
one
another
for
a
somewhat
extended
period
of
time.
N
So
a
cohort
would
not
include
students
who
you
may
just
cross
in
the
halls,
but
a
cohort
would
include
those
students
say
in
your
first
period,
math
class
or
whatever,
so
where
we're
at
now-
and
this
is
really
important
because,
where
we're
at
now
in
the
next
two
slides,
what
I'm
going
to
talk
about
are
our
current
metrics
from
oregon
health
authority
and
from
the
department
of
education
and
the
governor's
office
referencing.
What
superintendent
graudin
said.
N
We
know
that
the
governor
has
publicly
stated
a
goal
of
hers
is
to
have
students,
return
to
in-person
instruction
and
she's,
committed
to
looking
at
the
metrics
and
re-evaluating
the
metrics
for
the
staff
here
in
the
school
district
for
the
community
for
the
board.
That's
when
those
are
released
and
when
we
have
a
better
understanding
of
any
shifts
that
the
governor
or
any
of
our
departments
make.
N
We
will
certainly
update
the
board,
we'll
update
our
staff
and
we'll
plan
accordingly,
but
where
we're
at
right
now
in
the
metrics
that
we
fall
under
in
order
to
implement
in-person
instruction
in
a
significant
way.
So
with
a
larger
group
of
students,
we
would
need
to
have
in
washington
and
multnomah
counties
a
test
positivity
rate
new
cases
of
less
than
10
per
hundred
thousand
in
a
given
week
for
grades
four
through
twelve.
N
There's
also
requirements
around
the
state's
test.
Positivity
rate,
though,
there's
been
some
pausing
of
that
data
and
a
little
bit
of
discussion
at
the
local
health
authorities,
but
particularly
in
multnomah
county,
just
due
to
some
of
the
impacts
that
the
fires
of
early
september
had
so.
N
That's
the
number
of
weekly
new
cases,
so
the
add
up
sunday,
monday,
tuesday,
wednesday
thursday,
friday
and
saturday
add
all
those
up
and
compare
that
to
a
hundred
thousand
residents.
So
multnomah
county
has
something
like
860
000
washington
county
has
something
like
660
000
residents.
So
these
are
the
number
of
cases
per
100
000
residents
measured
weekly,
so
the
gray
line
is
multnomah
county
and
the
blue
line
is
washington
county.
N
Before
we
look
too
closely
at
the
numbers,
I'd
like
to
ask
you
to
look
at
the
orange
line,
that's
running
horizontally
with
that's
the
the
30
mark.
If
we
were
to
fall
below
that
line
so
blows
where
we
want
to
be
on
this
graph.
If
we
were
to
fall
below
the
orange
line,
we
would
be
able
for
three
weeks
in
a
row.
We
would
be
able
to
begin
our
implementation
of
some
sort
of
a
hybrid
model,
so
that
would
be
when
we're
talking
about
a
significant
number
of
students
coming
back.
N
If
you
could
draw
your
attention
to
the
I
guess,
yellow
line
with
the
tens
on
it,
we
would
need
to
be
below
the
tens
for,
for
both
that
blue
and
gray
line
for
both
multnomah
and
washington
county.
We
would
need
to
be
below
the
10
for
three
consecutive
weeks
to
bring
our
students
back
in
grades
four
through
twelve,
in
a
significant
in
a
with
a
significant
number
to
not
hybrid
model.
N
I
I
think
it's
obvious
we're
really
nowhere
near
the
opportunity
of
planning
for
that,
for
at
least
for
the
you
know,
realistic
implementation
of
that
anytime
soon
and
like
we've
updated
the
board,
we've
been
cleared
to
our
community
that
that
won't
happen
any
before
the
end
of
the
first
semester
and
as
we
can
see,
we
have
work
to
do
as
a
community
to
get
these
metrics
to
to
change
and
hopefully
head
the
other
direction.
N
N
But
taking
this
in
mind,
where
we're
at
currently
with
the
metrics,
I'm
going
to
spend
the
rest
of
my
time
for
the
presentation
talking
about
limited
in-person
instruction,
limited
in-person
instruction
is
different
than
a
hybrid
in
the
amount
of
students
you
can
bring
on
site
at
any
one
time.
It's
different
in
what
kind
of
activities
you
can
engage
them
in
and
it's
different
in
the
requirements
that
have
to
be
met
by
kova
19
metrics.
N
N
N
What
must
be
met
for
limited
in-person
instruction
is
the
school
that
is
offering
the
services,
whatever
it
kind
of,
looks
like
and
I'll
explain
that
in
a
little
more
detail
in
a
second,
but
that
site
cannot
have
any
positive
cases,
positive
test
cases
of
covet
19
for
staff
or
students
in
the
previous
14
days.
So
that's
a
it's.
It's
not
a
metric
we've
spoken
about
before
with
the
hybrid
learning,
but
it's
the
metric
that
needs
to
be
met
for
limited
in-person
instruction
to
be
initiated.
N
Along
with
that,
we
can't
forget
about
the
requirements
of
ready
school,
safe
learners.
You
know
chapters
one
through
three.
We
still
have
to
be
able
to
meet
all
the
requirements
of
the
health
and
safety
protocols
and
we
still
have
to
complete
and
submit
to
the
department
of
education
and
the
local
health
authorities,
the
operational
blueprint
for
re-entry
so
again
we're
offering
a
very,
very
small
amount
of
limited
in-person
instruction
now
in
the
form
of
evaluation.
N
So
really
that
would
be,
for
particular
students
really,
for
you
know
a
short
amount
of
time,
we're
looking
to
increase
that,
but
to
increase
that
there's
three
important,
I
guess
restrictions
or
three
important
kind
of
thresholds
that
we're
not
allowed
to
exceed
when
we
think
about
offering
limited
in
person
instruction.
N
Students
can
only
be
on
our
campus
for
two
hours
a
day
and
we're
going
to
speak
to
that
specifically
tonight
when
we
talk
about
our
internet,
cafe
style
or
our
attempt
to
increase
internet
access
for
students
and
then,
finally,
when
we
talk
about
students
being
in
multiple
cohorts,
say
they
would
come
onto
campus.
N
So
when
we
talk
about
limited
in-person
instruction,
I
think
the
term
instruction
actually
causes
some
confusion
for
people,
and
it
certainly
is
one
that
I
think
is
worth
elaborating
on.
When
we
talk
about
instruction,
it
does
not
have
to
look
like
traditional
instruction.
In
fact,
like,
like
don
had
mentioned,
wi-fi
access
falls
under
that
category
of
limited
in-person
instruction.
That's
a
benefit
for
us,
because
it
allows
us
to
offer
access
to
internet
using
our
resources
that
we
know
our
students
need.
N
N
We
currently
have
staff
surveys
open
and
community
surveys
open.
So
these
surveys
are
just
out
to
you
know,
essentially
every
community
member
in
a
separate
survey
out
to
all
staff,
really
just
trying
to
get
some
basic
information
on
program
model
and
design
and
staff
availability.
You
know
what
would
the
availability
of
staff
be?
Should
we
be
needing
more
in-person
staff
members
than
than
right
now,
where
the
majority
of
our
staff
in
particular
teaching
staff,
are
working
remotely
from
home?
N
We
are
in
development
of
student
surveys
and
then
up
following
up
those
student
surveys
with
with
focus
groups
a
shout
out
to
our
team
of
student
managers
for
taking
the
lead
on
that,
but
working
with
specific
or
working
to
develop
surveys
and
then
working
to
work
with
specific
groups
of
students
to
reflect
on
their
how
they're,
navigating
cdl
and
some
of
the
barriers
that
hopefully
could
be
reduced
through
some
sort
of
limited
in
person
offerings.
N
N
At
the
same
time,
we're
trying
to
identify
who
the
potential
groups
of
students
could
be
and
really
the
idea
for
trying
to
develop
those
springboard
models
is
we
need
to
be
able
to
reach
out
to
our
community
the
specific
students
and
the
specific
teachers
that
may
be
impacted
by
them
and
really
have
some
more
detailed
conversations,
more
detailed
surveys
and
more
detailed
feedback
from
them
on
from
a
student
perspective.
N
If
you
will
on
identifying
those
students,
it
looks
like
many
of
those
students
are
students
who
are
receiving
services
from
our
special
education
department
or
from
our
multilingual
department
or
receiving
houseless
homeless
services.
From
our
mckinney-vento
program,
it
looks
like
it
could
be
up
to
a
maximum
of
up
to
450
students
in
this
next
phase,
which,
unfortunately,
if
we're
thinking
that
just
to
be
clear.
This
is
not
a
widespread
bringing
back
of
our
students
that
represents
those
450
students
really
represent
about.
N
One
percent
of
our
student
body
are
eligible
or
we
could
reasonably
return
throughout
the
district,
starting
with
the
first
groups
coming
back
in
the
end
of
november,
staff
would
include
both
licensed
and
certified,
and
just
a
note,
I
hope
this
isn't
too
far
of
a
tangent.
Hopefully
I
can
connect
the
dots
here
that
450
does
not
include
the
wi-fi
access.
We've
talked
about
some
of
our
neighboring
districts.
N
We're
really
trying
to
we're
really
trying
to
plan
around
that
two-hour
time
limit
and
what
some
districts
are
finding
that
are
having
students
on
campus
for
wi-fi,
since
they're
only
able
to
come
on
for
two
hours
at
a
time.
It's
actually
interrupting
their
school
day
to
the
point
that
it's
becoming
a
disruption,
and
that's
that's,
certainly
not
our
goal.
We
want
to
have
wi-fi
access
so
that
students
can
access
their
comprehensive
distance
learning.
N
N
You
know
and
again
looking
to
reach
out
to
those
students
and
staff
by
mid-november
again
we
have
the
springboard
plans
coming
out
and
looking
to
begin
that
phase
two
implementation
near
the
end
of
november,
so
happy
to
answer
any
questions
from
the
board.
Again,
thank
you
for
your
opportunity
to
update
you.
Our
teams
are
working
very
hard.
We
appreciate
everything
our
teachers
are
doing
appreciate
the
feedback
our
teachers
and
staff
are
giving
us
and
just
happy
to
answer
your
questions
and
happy
to
clarify
any
comments.
H
So
brian
susan,
here
I
met
with
one
of
the
principals
a
couple
weeks
ago
about
you
know,
looking
about
students
that
have
don't
have
access
to
wireless
or
it's
difficult
or
spotty,
or
you
know,
for
whatever
other
circumstances
out
there,
and
there
was
talk
about
collaborating
with
another
high
school
and
utilizing
a
church
for
wi-fi.
H
Do
you
know
if
other
schools
are
thinking
about
that?
I
mean
you
know,
so
it's
good
to
kind
of
be
thinking
outside
of
our
schools.
If
we
are
concerned
about,
kids
that
are
done
are
really
having
a
difficult
time
accessing
and
because
of
the
limited
time
and
whether
other
limitations,
it
doesn't
make
sense
for
them
to
be
in
the
school.
So
are
we
as
a
school
district
working
on
that
or
is
it
school
by
school?.
H
N
I
teach
shelly
unmuted
susan,
I
she's
taking
a
lead
on
this
project,
so
shelley.
Please
go
ahead.
O
O
We
have
several
that
have
taken
us
up
on
that
offer
and
so
what's
happening
right
now
are
the
schools
that
are
in
their
general
vicinity
have
made
that
resource
known
to
students
so
that
they
can
access
those
buildings
you
know
throughout
the
day
or
or
whenever
the
churches
will
allow
them
in.
So
that
is
actually
already
started,
and
you
know,
given
the
weather,
we
really
don't
want
our
kids
to
be
outside
trying
to
access
wi-fi,
that's
what
they
had
been
doing
up
until
last
week,
so
we're
hoping
to
use
these
indoor
spaces.
O
H
F
The
one
the
one
thing,
susan,
I'm
sorry
this
is
dawn.
The
one
thing
I
just
want
board
members
to
be
aware
of
is
number
one.
We
really
love
it
when
our
partners
come
out
and
they
want
to
help
our
students
also,
but
for
us
to
advocate
or
suggest
we
we
can
provide
the
information
that
this
is
an
opportunity,
but
it
really
needs
to
be
a
parent
decision,
because
once
again
in
these
environments,
because
we
do
not
have
staff
there,
we
are
not
monitoring
social
distancing
requirements
for
folks
who
are
offering
this.
F
So
yes,
there
is
there's
that
whole
liability
issue
there,
whether
it's
district,
sponsored
or
non-district,
sponsored.
H
That's
understood,
I
just
you
know
again,
I'm
so
concerned
about
the
gap
we're
going
to
see
with
our
students.
So
I
have
you
know
another
follow-up
comment,
because
I've
been
very
involved
in
my
work.
My
with
the
I
mean
the
uptick
in
covet
is
going
up.
It's
not
going
down,
and
you
know
I
realize
you
know.
The
governor
has
made
some
very
conservative
decisions
with
the
metrics,
but
now
we're
looking
at
you
know.
H
Metrics
are
going
up
and
we're
heading
into
the
winter
time
where
they're
expected
to
go
even
further
up.
So
as
you're
having
discussions
with
the
governor
about
like
changing
the
metrics,
I
mean
it's
interesting,
I'm
going
to
try
and
filter
myself
here,
but
you
know,
what's
her
comment
about
covered
numbers
going
up.
F
I
guess
that
that
question's
directed
at
me
that
was
pointed
out
to
her
in
the
meetings
and
I
think
that
they
do
believe
that
oregon
has
some
of
the
stringent
her
estimation,
some
of
the
most
stringent
requirements
for
students
returning
to
school,
and
I
believe
that
is
part
of
waiting
and
trying
to
get
the
details
down
to
look
at
various,
whether
it's
communities
within
a
county
and
to
going
up
but
definitely
loggerheads,
and
there
are.
F
There-
are
big
differences
between
coming
back
either
in
a
hybrid
or
limited
in-person
instruction
in
a
large
school
district
versus
a
very
small
school
district.
Well,
I
believe
that
I
believe
that
you'll
see
that
there
are
some
and
a
there
are
some
school
districts.
If
the
metrics
are
adjusted,
they
will
go
back
to
full-on
instruction,
the
next
day
or
or.
F
In
larger
districts,
it's
going
to
have
to
be
a
transition,
whether
it's
around
bargaining
working
conditions
and
or
finding
out
what
staff
are
going
to
be
available
and
not
available.
So
she's
she's
she's
aware
that
those
metrics
are
going
up
in
some
places,
but
not
all
places.
H
Don,
I
have
one
last
comment
and
again
it's
because
I've
been
focusing
so
much
on
covet
in
my
other
life,
but
the
other
thing
that
has
not
been
done
in
oregon,
like
other
states,
I'm
talking
about
california
and
washington,
is
that
we
haven't
tested
at
the
same
levels
as
other
states
have
around
us.
So,
like
our
numbers,
aren't
really,
I
don't
say,
legit
but
they're,
not
real.
F
And
I'll
just
say
that
was
also
brought
up
that
various
in
some
of
these
states,
where
they're
seeing
a
lot
of
success
they're,
they
have
different
testing
resources,
all
the
way
from
the
efficiency,
the
quickness
and
the
number
of
tests.
F
So
I
know
that
they're
also
the
governor
is
planning
and
working
with
other
outside
groups,
all
the
way
from
increasing
the
number
of
tests,
as
well
as
the
efficiency
to
al,
also
they're,
looking
trying
to
develop
a
vaccination
plan
and
seeing
what
that
looks
like
in
our
state
when
and
when
a
vaccination
is
is
approved,
then
ready
for
distribution.
D
This
is
tom.
I
just
want
to
echo
some
of
the
concerns
that
susan
pulled
forward
about
this
decision,
especially
at
this
time
when
we're
seeing
record
numbers
in
our
state
and
the
possibility
of
those
numbers,
you
know
heading
into
a
place
where,
depending
on
which
projections
you
look
at,
we
could
be
reaching
like
hospitalization
rates
that
are
extremely
high
in
december.
D
So
we
know
that's
all
yet
to
be
determined,
but
oregon
has
been
doing
actually
a
fairly
good
job
compared
to
the
rest
of
the
nation,
where
our
the
rates
have
been
incredibly
high,
especially
when
you
compare
them.
You
know
in
a
worldwide
sense,
and
I'm
wondering
why,
at
a
time
when
our
numbers
are
starting
to
increase,
this
would
be
the
shift
or
the
decision
that
would
be
being
contemplated.
C
I
I
noticed
your
keen
attention
to
attendance
details
which
I
really
appreciate,
what
I'm
curious
about
in
the
world
of
cdl,
if
we're
starting
to
be
able
to
get
any
corresponding
details
about
whether
students
are
on
track
to
pass
their
classes,
because
I
you
know
I
I
do
know
that
learning
looks
different
so
that
you
could.
You
know
it's
theoretically
possible
to
be
well
engaged
but
maybe
be
marked
absent.
So
I'm
I'm
wondering
what
kind
of
data
we're
getting
about
kids
on
track
in
their
classroom.
Learning.
N
Great
question-
and
I
really
appreciate
that-
I
appreciate
your
understanding
that
cdl
is
significantly
different
and
attendance
data,
maybe
even
less
reliable,
of
a
predictor
right
now.
So
this
past
friday
was
the
halfway
mark
of
our
first
quarter
and
so
at
that
point
would
be
the
requirement
for
all
teachers
to
kind
of
have
that
initial
progress
report.
So
we
can
get
that
we
can
pull
that
data
and
get
that
to
a
into
a
board
report,
but
I
don't
have
it
yet,
but
the
first
shot
would
be
available.
A
Kind
of
in
the
same
vein,
we
have
been
sharing
with
parents,
families
that,
especially
at
the
elementary
that
we
will
not
be
doing
conferences.
But
that's
not
something.
Is
there
going
to
be
some
kind
of
way
that
we
are
communicating
with
our
families,
how
they
can
best
support
their
students?
And
and
what
might
that
look
like
if
it's
not
conferences.
N
I
think
I
don't
think
we
have
a
plan
for
a
replacement
of
conferences.
You
know,
I
don't
think
we
have
a
daily
outreach,
but
I
think
what
we
can
do
is
ensure
that
parents
know
how
to
access
their.
N
You
know
on
synergy,
it's
called
their
parent
view
account
and
then
access
the
information
specifically
elementary
level
make
sure
that
families
know
how
to
access
the
information
that's
available
to
them
on
seesaw,
to
keep
them
up
to
date
and
then
also
know
how
they
can
access
their
teachers
and
their.
You
know,
administrators
to
schedule
those
appointments
if
necessary-
and
it
looks
like
jenny
unmuted
to
elaborate
on
that
as
well.
M
Well
brian
said
it
well,
but
we
are
elementary
is
working
on
plans
for
feedback
for
parents,
and
right
now
are
in
the
midst
of
kind
of
communicating
that
out
to
principals
and
to
teachers
and
collaborating
to
find
out
all
the
ways
that
we
can
do
that
within
seesaw
and
canvas
and
some
of
the
other
means,
but
because
we're
not
having
conferences,
we're
having
to
do
a
lot
of
looking
at
what
assessments
or
what
feedback
is
needed
at
this
time
and
that
will
be
coming
out
the
next
week.
Or
so.
M
So
we
can
update
you
at
the
same
time
next
time
in
terms
of
kind
of
what
that,
what
those
scores
and
feedback
look
like
both
at
the
elementary
and
the
secondary
level.
F
Becky,
just
to
add
a
little
bit
to
that,
so
I
probably
sat
through.
I
don't
know,
jenny
can
help
me
here
count,
but
I
think
it's
probably
10
10
to
a
dozen
elementary
academic
conferences
where
basically,
schools
are
presenting
some
of
their
data
as
it
relates
to
and
on
some
of
the
informative
assessments
and
what
they're,
seeing
as
far
as
student
achievement
looking
at
attendance,
but
one
of
the
silver
linings
in
this
for
them,
with
most
of
them,
have
been
the
parent
engagement
with
the
teachers.
F
That's
actually
been
a
positive
and
a
plus,
and
it's
been
ongoing,
because
sometimes
the
teacher
does
have
to
interact
more
and
has
the
availability
on
a
daily
basis,
at
least
at
the
elementary
level,
to
interact
with
the
parents.
So
they've
mentioned
that
has
been
an
absolute,
a
plus
and
it's
ongoing
versus
waiting
to
waiting
for
a
conference
and
whatnot.
So.
A
N
You
know,
I
don't
know
that
non-district-wide
becky,
I
think.
Actually
some
of
our
attendance
data
is
looking
like
our
ninth
graders
are,
actually
you
know
attending
a
little
bit
more
than
our
others.
That's
not
to
discount
that
those
transitions
are
are
still
there.
I
think
our
schools
have
a
just
a
variety
of
different
outreaches.
N
Again
they
all
have
the
behavior
health
and
wellness
teams,
but
I
think
they
also
all
have
their
teachers
their
counselors.
You
know
reaching
out
and
trying
to
respond.
You
know
respond
to
their
kind
of
individual
needs
or
individual
requirements.
N
We
can,
you
know
with
the
freshman
and
the
sixth
graders,
like
you
mentioned,
we
can
reach
out
to
those
schools
and
report
back
out
how
their
how
what
creative
and
innovative
ways
they're
addressing
the
transitions,
but
to
be
fair
to
your
question
that
wasn't
something
that
we
like
mandated
through
centrally.
A
Any
other
questions
from
board
members
on
return
to
school.
Well,
that
was
a
lot
of
information,
a
lot
of
important
information
in
as
board
members
as
we
were
getting
ready
for
this
meeting.
I
mean
this
is
one
of
the
few
times
that,
literally
between
the
time
we
plan
the
agenda,
the
board
book
comes
out.
We
get
ready
for
the
board
meeting.
Information
is
changing
in
between
that's
how
fast
information
is
coming.
So
we
appreciate
you
keeping
us
as
up-to-date
as
well
as
you
do,
and
it's
a
lot
of
information.
A
It's
a
lot
of
information
for
our
families
to
understand
and
comprehend.
It's
a
lot
for
our
staff,
we're
trying
to
do
three
or
four
things
at
once:
we're
trying
to
coordinate
with
the
state
we
we
just
need
a
lot
of
patience.
We
need
to
keep
asking
a
lot
of
good
questions.
We
need
to
keep
communicating
because
going
forward.
This
isn't
going
to
get
easier,
so
appreciate
all
the
work
out
of
teaching
and
learning
and
for
the
report.
So
thank
you.
A
Okay,
next
up,
we
have
discussion
items
and
the
first
thing
on
discussion
items
is
the
first
reading
of
school
board
policy,
dfa
and
assistant,
associate,
I'm
sorry,
associate
superintendent
scofield
ready
to
go.
P
I
Dfa,
which
is
your
investment
of
funds
policy
within
that
policy,
it
requires
my
review
on
an
annual
basis
and
any
recommended
changes
as
well
as
your
review.
This
is
a
first
reading.
This
policy
follows
the
oregon
short-term
fund
board's
sample
policy.
It
meets
all
the
in
terms
of
priorities.
It
has
it
straight:
maintaining
our
capital,
maintaining
a
liquid
position
and
finally
yield
in
in
third
place.
So
after
my
review,
no
suggested
changes
but
needed
to
bring
it
to
you
for
your
review
as
well.
A
I
don't
believe
the
policy
committee
has
looked
at
this,
but
it
didn't
look
like
there
were.
If
there
were
any
changes
like
you
said
it
was
just
an
update
but
board
members.
Do
you
have
any
questions
on
on
the
first
reading
of
the
policy
all
right?
Well,
we'll
look
forward
to
the
the
second
rating.
Thank
you.
A
All
right
next
up,
we
have,
as
we
already
discussed
earlier,
the
student
investment
act
grant
agreement
that
we
need
to
approve
as
a
board
dr
bridges.
G
I
just
remind
the
board
on
the
situation
page:
the
grant
agreement
is
valid
if
five
conditions
are
met
and
the
fourth
condit
well
I'll
go
through
them,
make
the
grant
agreement
available
at
the
main
office
and
on
the
district's
webpage
and
it's
posted
on
or
will
be
posted
on.
Our
district's
webpage
tomorrow
share
during
oral
presentation
by
administrator
at
an
open
meeting.
A
K
A
And
properly
moved
and
seconded
that
the
board
agreed
to
the
student
investment
grant
agreement,
I
will
the
I
will
be
calling
the
role
if
you
could
see
please
signify
by
saying
I
nay
or
abstain
and
leanne.
If
you
can
just
give
us
a
thumbs
up
or
a
thumbs
down,
we'll
take
that
I'll
I'll
record.
Your
your
voice
vote
here
and
brian
aye
donna
is
excused
eric
simpson.
D
A
I
and
becky
tim
chuck
votes
hi
motion
passes
six
to
zero.
Thank
you
all
right.
Next
up
we
are
going
to
discuss
the
oregon
school
board
board
of
directors
representative
election.
A
Is
there
any
discussion
on
our
upcoming
election
to
the
osba
board
is,
as
you
recall,
that
we
are
nominated
at
our
last
meeting,
our
only
ann
larson
and
her
longtime
service
on
our
oregon
school
board
association
board.
Is
there
any
discussion.
D
I
moved
at
the
beaverton
school
district,
alex
leanne
larson
for
the
osba
board
of
director
position.
Number
15.
D
And
I
would
add
that
I
know
that
leanne
will
do
an
amazing
job
for
us
and
I
appreciate
all
of
her
years
of
doing
amazing
work
for
us
at
osba.
A
All
right,
it's
been
properly
moved
and
seconded
that
we
elect
leanne
larson
to
serve
on
position
number
15
on
the
osba
board
of
directors.
We'll
call
the
role
signify
by
saying
I
nay
or
abstain,
and
brian
aye
donna
tyner
is
excused
eric
simpson
leanne
larson
leanne
larson
votes.
I
susan
greenberg
aye
vice
chair
tom
collette,.
D
A
A
K
D
A
And
becky
tim
check,
both
sides
motion
passes
to
approve
the
consent
agenda,
six
to
zero.
That
was
almost
like
taking
a
supreme
court
election
there
didn't
it
feel
like
that.
A
All
right
with
that
is
there
any
board
communication
tonight.
H
H
You
know,
which,
sadly,
is
not
fully
funded
right
now,
but
I
wanted
to
comment
about
the
fact
that
in
the
last
couple
of
weeks,
I've
had
the
opportunity
to
zoom,
with
I'll
put
one
of
my
principals
to
kind
of
get
a
feel
for,
what's
going
on
in
their
schools
and
with
their
teachers
and
with
their
students
and
it'd,
be
what
you'd
expect
kind
of
what
we've
heard
from
you
know,
report
out
by
teaching
and
learning.
H
But
you
know,
principals
are
very
much
concerned
about
their
teachers
and
their
mental
health,
and
I
just
wanted
to
kind
of
bring
it
to
everybody's
attention.
Also,
of
course,
concerned
about
students,
and
you
know
how
cdl
is
working
for
them,
but
I
mean
I
have
to
say
that
you
know
with
that
said.
Principals
were
very
pleased
with
in
the
circumstances
that
were
in
how
things
are
going.
A
A
It's
all
very
rewarding
in
a
time
when
we're
seems
like
we're
having
to
make
somebody
sacrifice
some
different
things
that
it's
it's
very
rewarding
to
see,
that
we
are
still
able
to
dedicate
ourselves
to
something
that
we
feel
so
strongly
as
a
board
and
as
a
district
with
with
early
learning.
So
that
was
very
positive
and
also
I
want
to
take
the
opportunity
of
someone
in
our
finance
department,
jessica,
jones,
who's
been
a
great.
You
know,
support.
While
we
put
together
our
budget
and
all
of
our
finance
meetings.
A
She
was
certified
and
in
her
area
of
expertise-
and
this
has
taken
her
a
couple
years-
and
I
just
want
to
recognize
her
effort
for
getting
that
done
in
a
very
difficult
time
that
we
we
have
such
great
personnel,
that
that
are
dedicated
to
their
profession
and
and
support
and
supporting
us
there
and
then.
A
Lastly,
on
a
personal
note,
I
was
able
to
participate
in
the
southridge
memorial
game
and,
of
course
there
is,
there
is
no
sports
right
now,
but
something
that's
been
dedicated
since
2012
are
recognizing
our
veterans
and
recognizing
one
of
our
own
students
that
we
lost
andrew
keller,
and
it
was
just
a
a
very
small
moving
with
with
the
family,
just
a
small
group,
but
it
was
just
a
great
way
to
recognize
the
importance
of
community
and
and
just
the
importance,
no
matter
what
we're
all
going
through
that
we're
that
we're
here
to
support
one
another
and
support
our
veterans
and
support
those
that
give
so
much
to
to
to
our
school
district.
A
So
it
was
a.
It
was
a
great
thing
to
be
able
to
particip
participate
in
that
and
leanne
here.
For
those
that
can't
read
wants
to
everybody
to
know
that
the
osba
board
is
going
to
meet
with
the
governor
tomorrow
about
entering
back
into
class
and
the
covent
metrics
and
school
board.
Members
will
be
giving
input
to
her.
A
So
if
you
want
leanne
to
make
sure
to
speak
on
on
your
opinion
on
your
behalf,
let
leanne
know
tonight
and
then
lastly,
I
want
to
remind
everyone
that
tomorrow
we
have
our
we
community
partnership
and
we're
going
to
be
recognizing
the
great
accomplishments
of
from
last
year
and
going
over
to
this
year,
and
I
encourage
board
members
to
to
participate
in
our
partnership
breakfast
in
all
of
our
schools
and
and
to
be
reaching
out
to
our
schools,
because
these
partnerships
are
more
important
than
ever.
A
So
I
look
forward
to
having
you
folks
all
participate
in
that,
and
our
next
meeting
will
be
a
work
session
on
november
16th
it'll
be
at
6
30,
and
the
focus
of
that
work
session
will
be
talking
about
our
partnership
with
sros
campus
supervisors
and
and
and
what
that
partnership
looks
like
going
forward.
So
I
look
forward
to
seeing
you
all
at
our
work
session
on
november
16th
and
with
that
superintendent
crowding.
Do
you
have
any
closing
remarks.
F
Yeah
just
exciting
tomorrow,
at
five
o'clock,
we'll
be
having
our
first
equity
summit
in
which
all
schools
or
most
schools
have
selected
equity
teams
and
a
lot
of
those
teams
are
made
up
of
our
bipark
staff
and
they
will
be
participating
in
their
first
equity
summit.
So
big
shout
out
to
our
bmac
bmac
organization,
shout
out
to
pat
mccreary
and
and
several
others
that
have
just
been
great
in
putting
this
together.
So
we're
really
excited
about
that
that
takes
place
from,
I
believe
it's
from
five
to
six
tomorrow.
F
So
actually
it's
on
wednesday,
I'm
just
saying
it's
on
wednesday
from
1
to
3
30..
So
I'm
looking
in
my
calendar-
and
it
says
it's
from
five
to
six,
so
probably
user
error,
but
pat
just
texts
me
and
I
don't
know
pat,
can
you
unmute
yourself
and
you
want
to
come
in
and
just
add
to
that
to
make
sure
I'm
not
messing
up.
K
Sure
thing
don
sorry
about
that.
It
is
on
wednesday
from
1
to
3
30.,
it's
during
our
professional
learning
time.
We're
very
excited
about
it.
We're
meeting
tomorrow
night
from
five
to
six
to
do
a
run
through
all
right.
You
weren't
wrong
just.
F
A
All
right
with
that
board
members,
it's
8
30..
We
gained
a
half
an
hour
that
I'm
sure
we'll
bank
at
a
later
date.
So
thank
you,
everyone
for
being
here
tonight
and
for
your
patience,
and
we
will
see
you
in
a
couple
weeks
and
with
that
we're
adjourned.