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From YouTube: August 2022 School Board Work Session
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A
B
Welcome
everybody.
I
called
to
order
the
beaverton
school
board
work
session
for
august
8
2022.,
I'm
going
to
start
with
a
roll
call
of
board
members.
When
I
call
your
name
and
answer
with
president
susan
greenberg
chris
and
just
as
a
reminder
board
members,
do
you
want
to
turn
your
mic
on?
B
I
know
it's
been
a
little
bit,
there's
a
little
button
at
the
bottom
and
turn
that
on
when
you
want
to
speak
eric
simpson
frozen
sunita,
ogana
and
anaya
becky
tinchak
present
tom-
I
am
here:
does
anybody
have
any
changes
they'd
like
to
make
to
the
agenda?
B
Okay,
great?
It's.
C
B
B
When
we
get
close
to
time,
so
we
can
try
and
stay
on
the
agenda
and
hopefully
get
all
the
business
we
have
to
do
done
today.
Within
the
time
allotted,
I'm
going
to
turn
it
over
now
to
dr
balderas
for
our
icebreaker.
A
C
I
want
to
thank
principal
for
sending
in
the
staff
and
all
the
technology
folks,
our
communications
department.
Thank
you
so
much.
C
We
look
forward
to
the
work
ahead
as
we
continue
to
work
on
systems
improvement,
so
the
icebreaker,
so
the
icebreaker
is
really
it's
it's
more
just.
What's
your,
why
your?
Why
why.
C
Leadership
is
something
that
that's
something
that
the
community
really
needs,
and
we
appreciate
your
service
leadership
because
again,
this
is
for
the
community.
This
is
not
a
paid
board.
This
is
not
a
paper,
it's
not
a
volunteer
that
puts
in
substantial
hours
to
improve
our
educational
systems
for
our
kids
and
our
families.
C
So
again,
if
you
can
think
a
little
bit
into
what
is
your,
why
and
then
we're
going
to
do
a
little
bit
of
a
fair
share,
possibly
and
then
maybe
continue
that
throughout
the
day?
What
is
your,
why
we
take
a
minute
and
think
about
it,
and
then
it
asks
you
to
be
prepared,
fair
share
and
then
leave
fair
share
and
then
we're
going
to
be
continuing
this
dialogue
today.
C
C
D
C
C
C
C
Their
experiences
and
then
have
our
our
gas
fields.
C
C
B
C
C
C
F
A
E
C
That
that
there's
collaboration
and
that
we're
listening,
because
there's
many
more
complex
issues
now
with
our
country
with
our
state
and
and
obviously
the
reacting
to
coho
it
will
mark
our
time
on
this
forward
is.
E
C
In
the
last
nine
years
and
I'm
proud
to
be
on
school
board,
and
I
have
to
say
that
what
what
is
my,
why
now
is
I
want
to
make
sure
marginalized
students
have
a
voice
at
the
table,
and
that
means
mental
health,
students
and
kids
that
are
dealing
with
mental
health,
lgbtq
children
of
color.
I
mean
just
everybody
that
we
think.
C
How
diverse
our
city
has
grown
up
as
well
and
accommodating
that
diversity
sure
that
every
student
respects
their
background
perspective
of
what
it
is,
how
they
identify
they
have
to
be
given
access
to
educational
opportunities,
whatever
they
need
to
succeed
within
the
classroom,
and
that's
why
I'm
here.
Thank
you.
C
I
see
my
kindergartners
going
up
through
the
high
school
we've
been
graduating,
some
haven't,
graduated
have
either
been
pushed
out
or
not
finished,
and
I
just
want
to
continue
to
support
our
students
and
our
staff
and
making
sure
those
kindergartners.
F
F
D
You
know
my
lashes
on
the
board
I
want
to
you
know,
hopefully
work
on
strategic
things,
we'll
make
sure
that
we
get
the
outcomes
we
want
which
to
me
is,
like
you
know,
academic
achievement
across
the
board
for
everyone.
So
I
mean
that
is
measurable,
so
my
goal
is
to
get
back
to
you
know
last
couple
years.
Obviously
we
can't
be
strategic.
We
can
do
this
firefighting,
we're
talking
about
the
firefights
we've
had
last
couple
years.
D
D
The
second
portion
of
our
board
media
today,
which
is
an
srl
study
with
change
and
staff,
and
I
just
want
to
give
a
little
preface
about
where
we,
what
what
brought
us
to
where
we
are
right
now,
which
is
the
impetus
for
this
study
and
our
work
with
the
city
council,
was
we
were
receiving
concerns
from
the
community
about.
B
When
we
took
a
look
at
this
question
and
we're
developing
an
rfp,
we
wanted
to
look
just
beyond
the
question
of
just
sros,
but
also
to
say
what
is
important
for
student
safety
right,
so
not
just
to
look
at
sros
alone,
but
what
makes
a
good
student
safety
support
system,
because
sros
are
a
part
of
that
support
system.
B
The
rfp
was
developed
jointly
with
the
city
council
and
then
the
selection
committee,
composed
of
students,
community
members
and
staff
selected
sea
change
from
a
group
of
other
folks
who
brought
forward
proposals.
B
We
established
a
contract
with
c
chains
that
took
a
little
bit
of
time
and
then,
over
the
last
six
months,
they
have
been
working
on
this
report
and
we're
very
excited
to
have
this
in
front
of
us
right
now.
Thank
you
for
all
of
the
work
and
hours
that
you've
put
into
this.
The
well-researched
report
is
very
comprehensive
and
thank
you
for
the
student
focus
that
you
brought
to
that
work.
That
was
incredibly
important
so
today,
as
a
board.
B
B
Rather,
it's
an
opportunity
to
understand
the
report
that
they're
bringing
forward
to
us
what's
going
to
happen
after
today
is
that
sea
change
is
going
to
be
giving
a
presentation
to
the
city
council,
so
they're
going
to
receive
the
same
information
that
we
have
received,
and
then
dr
balderas
is
going
to
be
working
with
staff
and
accommodations
to
operationalize
the
recommendations
for
the
support
and
we'll
be
bringing
that
plan
back
to
us
as
a
forward,
and
we
can
expect
that
sometime
in
the
next
orbit,
we
don't
have
a
front
date
that
will
be
happening
after
we
receive
that.
C
I'm
looking
forward
to
doing
the
sea
change
now
you
guys
want
to
introduce
yourself.
Yes,
thank
you
so
much
for
having
us
change
and
I'm
here
with
two
of
my
colleagues
monica
cox
and
evie
craig,
and
so
we
know
that
your
time
is
really
invaluable
and
we'll
have
an
opportunity
to
share
a
few
parts
of
our
review
as
well.
But
I'm
going
to
go
ahead
and
kick
this
off.
C
So
unfortunately,
we
don't
have
the
powerpoint
up
in
front
on
the
screen,
but
we
do
have
it
on
public
record
for
those
of
you
watching
at
home.
It's
linked
from
the
board
agenda
today
and
you
all
should
have
the
powerpoint
as
well.
I
have
my
screen
here.
You
can
read
it,
but
you'll
be
able
to
at
least
see.
What's
fine
we're
on
I'll
try
to.
C
Because
we
do
have
some
data
charts
that
we
would
like
to
share
so
first,
we
really
just
want
to
thank
the
school
district
school
board
for
really
entrusting
us
with
this
honor
and
it's
a
lot
of
it's
a
big
honor
for
us
to
be
able
to
review
such
an
important
program,
and
so
we
just
really
appreciate
the
opportunity.
C
C
C
The
city
of
beaverton,
which
was
a
partner
in
both
making
this
review,
happen
funding.
This
review
have
been
really
helpful
as
well
we'd
like
to
thank
each
of
the
individual
law
enforcement
agencies,
everton
police,
hillsborough
police
and
the
washington
county
sheriff's
office,
the
sros
and
school
resource
officers
themselves,
and
nearly
9
000
students,
parents,
caregivers
and
school
employees
and
district
employees
that
participated
in
this
review.
So
we
have
a
lot
of
a
lot
of
people
to
thank.
C
To
just
start
with
the
basics
of
the
sro
program,
the
overview
we'll
talk
a
little
bit
about
our
review
process
and
how
we
went
about
it
we'll
share
what
what
are
the
different
aspects
of
safety
that
came
up
in
our
review
and
how
does
it
relate
to
students,
ability
to
learn
and
then
we'll
talk
more
in
detail
about
the
sro
program
and
how
it
works.
Currently,
in
this
district,
we
want
to,
you
know,
there's
a
lot
of
differences
in
sro
programs
around
the
country.
C
So
what
we're
doing
today
is
really
telling
you
our
perspective
of
based
on
our
review,
what
what's
happening
in
this
district
and
then,
of
course,
the
key
findings
and
the
recommendations.
That's
how
it
goes
out.
C
C
C
Definition
and
the
roles
of
individual
sros
really
varies
by
district
and
is
based
on
intergovernmental
agreements
that
districts
have
with
law
enforcement
agencies
in
terms
of
local
context.
Just
of
course
this
this,
these
conversations
about
school
and
police
have
been
happening
for.
C
Recently,
following
the
murder
of
george
floyd
and
many
other
black
americans
by
police,
there
has
been
many
conversations
that
have
prompted
this
conversation
here
in
this
district.
Today,
the
beaverton
city
council,
as
well
as
the
beefington
school
board,
have
had
multiple
discussions
that
they
pretend
the
student
advisory
committee.
C
As
the
leaders
of
the
city,
human
rights
commission
have
all
spent
considerable
time
and
effort
really
engaging
with
community
to
talk
about
this
important
topic.
A
C
By
the
requests
for
proposals
that
the
school
board
and
the
city
council
worked
together
to
create,
so
we
didn't
completely
have
we
were
really
while
creating
our
process
within
the
frame
that
this
that
was
set
up
for
us
by
the
request
and
tools
that
set
out
by
the
important
city
council.
And
what
that
said.
C
That's
really
important,
because
a
lot
of
districts
around
the
country
have
just
focused
on
the
topic
of
sros
or
no
sros,
and
what
we
heard
from
you
all
is
an
invitation
to
think
about.
Broadly.
How
do
we
create
the
conditions
for
all
students
to
feel
safe
at
school,
and
so
we
really
just
appreciate
in
line
with
the
district
and
the
city
for
being
thoughtful
in
how
you
will
make
important
policy
and
budget
decisions
and
try
to
be
informal
by
community
engagement,
as
well
as
research.
A
C
In
our
request
for
proposals
developed
by
the
board
of
the
city
council,
there
were
many
really
great
research
questions
that
were
posed
for
us
to
be
able
to
dig
into
so.
The
three
big
buckets
are
best
practices
both
about
training
requirements
for
sros,
as
well
as
what
should
servo
programs
have.
If
we
look
around
the
country,
there
were
questions.
C
C
Approaches
to
school
safety,
in
addition
to
sros
and
finally,
outcomes
related
to
sros.
There's.
A
lot
of
curiosity,
especially
evolving,
has
reignited
these
conversations
about
what
is
the
role
of
sros,
preventing
and
deterring
school
shootings.
So
we
cover
that
and
we'll
go
into
a
little
bit
of
that
in
the
next
slide,
as
well
as
the
impact
on
the
students.
So
today
we'll
just
go
into
one
aspect
of
the
research
which
is
around
what
does
the
research
say
about
srs?
C
So
you
know
many
people
in
this
review
process
that
we
talked
to
nearly
9
000
said.
A
C
For
a
lot
of
people.
Research
indicates
that
many
school
shooters
are
actively
suicidal
and
that
an
armed
guard
may
actually
serve
as
an
incentive
rather
than
a
deterrent.
So
without
the
presence
of
rigorous
quantitative
research
that.
C
C
C
We
need
to
look
at
the
anecdotes
that
show
a
different
type
of
story
with
sros
and
there.
C
So
over
8
700
students,
parents,
school
staff
and
community
members
participating
in
this
review,
but
I'm
on
site
nine.
The
the
bar
graph
on
the
left
shows
the
student
responses,
so
33
7333
students
responded
to
the
survey
and
the
racial
demographics
are
relatively
proportionate
to
the
district
population.
But
the
caveats
are
that
there's
under-representation
in
our
popula
in
our
population
of
latino
students,
but
there's
more
multi-racial
students.
So
we
think
that
more
students
identify
those
multiple
ratios
that
show
the
numbers
may.
A
B
B
C
School
staff
three
percent
were
administrators,
42
teachers
31
elementary.
C
C
For
any
any
student,
parent
or
school
staff
who
took
our
survey
had
the
opportunity
to
say
I
also
want
to
sign
up
to
be
in
a
focus
group.
Any
student
who
signed
up
to
say
I
want
to
be
in
a
focus
group,
was
offered
the
ability
they
received
at
least
one
calendar,
invite
option
and
then
free
emails
to
try
to
make
sure
that
they
showed
up
every
school
staff.
Member
who
signed
up
to
be
in
a
focus
group
also
got
an
invitation
to
attend
focus
group
for
parents.
C
C
We
believe
that
thoughtful
and
intentional
redesigns
really
has
an
opportunity
to
benefit
everybody.
This
doesn't
have
to
be
a
zero-sum
game,
where
some
people
feel
safe
and
others
still
we
can
design
policy
and
program
models
that
really
benefit
everybody.
That's
our
fundamental
change.
C
So,
let's
get
into
safety,
what
is
a
safe
environment,
so
safety
has
physical
and
emotional
aspects
for
students.
We
ask
a
general
question
of
how
often
do
you
feel
safe
at
school
and
the
responses
were
all
of
the
time
most
of
the
time.
Some
of
the
time,
almost
never
or
never
so
78
of
students
said
they
feel
safe,
all
or
most
of
the
time
at
school.
C
Those
students
who
are
least
likely
to
feel
safe
at
school
are
non-binary
students,
students
with
disabilities
native
hawaiian,
pacific
islander
students
and
students
who
identify
as
lgbtqia
among
parents.
85
percent
of
parents
said
that
they
children
are
safe
in
school
all
or
most
of
the
time,
and
the
parents
who
are
less
likely
to
heal
their
children
are
safe
at
school.
C
For
the
parents
of
hispanic,
latino
students
and
parents
of
black
students
among
school
staff,
nearly
90
percent
of
school
staff
say
they
feel
safe
themselves,
most
of
the
time
or
all
the
time
the
school
staff
were
less
likely
to
feel
safe
at
school.
For
those
who
identified
as
black
native
american
alaskan
native
needed
hawaiian
hispanic
latino
racial.
C
Now,
what
are
the
safety
concerns?
So
we
asked
in
the
survey
gave
them
many
different
options
of
what
what
are
the
safety
concerns
and
what
you
see
on
the
screen
and
on
slides
are
the
four
most
common
safety
concerns
and
there
are
commonalities
among
stakeholders,
so
risk
of
school
shootings,
students
bringing
weapons
to
school
student,
mental
health
and
bullying
harassment
for
the
foremost
hottest
most
pressing
safety
concerns.
C
C
C
C
We're
population
slide
15.
so
who
are
students
most
likely
to
report
their
safety
threats
to
we
asked
a
question
of
who
would
you
report
a
safety
threat
to
first
and
the
most
prominent
answer?
Was
parents
or
family
members,
teachers
and
then
counselors
therapists
or
social
workers
combined?
That
really
suggests
an
opportunity
right
so
that
those
parents,
those
teachers,
those
counselors,
should
know,
ideally
what
to
do
if
a
student
comes
to
them
with
a
safety
threat.
So
that
was
a
really
interesting
learning
for
us.
C
C
The
way
it
works
in
this
district
is
actually
that
the
cost
exceeds
one
and
a
half
million,
but
most
of
the
dollars
are
actually
expended
by
the
law
enforcement
partners
of
the
district
and
mostly
the
beaverton
police,
which
of
course
follows
under
the
city
of
peterton,
the
beaverton
police
department
funds.
Six
out
of
the
seven
are
sros.
E
C
Washington
county
sheriff
also
provides.
C
Next
problem
is
18.,
so
another
misconception
is
that
sros
are
in
schools,
full-time,
which
is
not
true.
If
there
are
11
sros
and
over
50
schools
across
the
district,
it
can't
be
true
right,
so
the
sros
are
not
in
one
school
all
the
time
they
cover
over
54
schools.
Many.
C
Training
requirements
on
top
of
that,
in
practice,
the
school
resource
officers
really
rely
on
the
national
association
for
school
resource
officers
in
astro.
They
have
a
40-hour
basic
sro
training
program
that
many
of
soros
go
to
in
practice,
and
we've
heard
from
some
of
the
sros
that
they're
asked
to
share
information
back
with
other
sros
and
they're
not
able
to,
if
not
at
all,
are
able
to
attend
that
training
generally
for
this
district,
the
training
isn't
really
specified
in
the
iga's
is
really
left
up
to
the
individual
law
enforcement
agencies
to
decide.
C
So
we've
heard
from
sros
themselves
about
training,
and
I
just
want
to
read
this
quote
from
an
sro
visa
in
oregon.
There
is
no
training
requirement.
Oregon
requires
us
to
be
certified
as
a
police
officer,
the
state
doesn't
require.
A
F
C
C
C
So
now
we're
on
slide
22
if
you're
following
along
keep
finding
one
is
that
most
people
are
not
friendly
and
proactively,
provided
with
any
information
about
what
to
expect
from
the
sro
program
what
their
roles
are,
and
essentially
what
to
expect
sros
also
say:
there's
a
wide
variation
in
the
direction
that
they
get
from
school
leaders,
often
so
with
a
student-centered
review.
What
we
want
to
do
is
just
start
with
the
students
and
where,
where
are
they
at
with
their
supportive
sros
fewer
than
half
of
students
surveyed
support
having
sros
in
schools
and.
C
C
C
C
C
Sixteen
percent
were
undecided
and
thirty
percent
says
they
don't
know
anything
about
sro.
So
thirty
percent
is
fairly
significant.
What
one
student
is
sro,
like
all
person,
I
don't
really
understand
what
their
purpose
is.
C
C
B
B
C
C
A
few
quotes
from
some
of
the
community
members
that
we
talked
to
a
student
of
color
said
we
had
a
police
officer
in
a
middle
school,
he
would
actually
talk
to
students
and
nobody
was
uncomfortable.
The
school
staff
member
said
the
students
see
that
there's
nothing
being
done.
Admin
in
the
school
system
need
to
have
accountability
and
consequences
and
kids.
A
C
A
C
There
are
categories
for
crises
that
are
police
are
not
particularly
good
if
you're
putting
police
on
hand
for
that
smallest
and
relatively
rare
incident
in
any
particular
school,
then
it's
kind
of
like
buying
a
moving
van
is
your
normal
vehicle.
You
might
use
it
two
or
one
percent
of
the
time,
but
overall
you're
not
using
it.
C
Some
of
the
things
that
we
heard
from
them
about
their
role
again.
Is
they,
as
I
stood
on
the
biggest
slide?
They
they
see
their
role
as
a
full-time
range.
They
call
it
the
triad
model
of
being
able
to
be
a
law
enforcement
role,
being
an
educator
role,
as
well
as
being
a
mentor
role
in
schools,
and
that
really
comes
out
in
some
of
the
ways
that
they
describe
their
duties.
As
you
can
see
in
some
of
these
quotes
on
slide
25.
C
C
Another
says
we're
here,
not
just
for
the
admin
staff,
but
the
kids
as
well.
We
think
that
the
kids
enjoy
us
they're,
seeing
us
it
gives
them
a
different
group
of
us,
but
the
teal
box
on
the
sro
says
we
work
with
a
small
percentage
of
the
population
at
schools
because
occasionally
the
students,
but
we
we
don't
interact
hardly
with
the
teachers.
C
C
F
C
See
them
all
the
time
and
you
have
sros
themselves
who
are
saying
that
there's
there's
multiple
different
roles
that
they
play
and
we'll
get
into
about
how
those
range
of
perspective
actually
impacts
perceptions
of
safety
as
well.
C
C
B
C
C
C
Duties
are
that
they're,
acting
as
an
extension
of
a
principal's
office
or
working
on
school
code
violations,
discipline
cases
in
providing
a
positive
image
of
law
enforcement.
These
are
just
a
few
there's
like
12
different
duties
that
the
sros
that
the
sra
program
lists
out
in
the
igas
from
students.
C
They
say
that,
while
students
of
color
students
who
identify
as
lgbtq
students
in
alternative
programs
are
the
most
likely
to
say
that
sros
instill,
hear
or
intimidate
parents
say
that
there's
there's
common
ground
for
certain
situations,
such
as
shootings
and
extreme
violence
and
students,
do
agree
with
that.
Then,
among
school
staff
they
see.
Sros
is
supporting
control
and
compliance,
and
some
of
some
of
them
see
that
as
a
helpful
thing
and.
B
C
We'll
get
to
that
in
more
detail
on
slide
27,
so,
let's
first
stop
start
with
the
positive
perceptions,
so
most
parents
and
school
staff,
but
less
than
half
of
students,
feel
support
having
srs
in
school
and
the
most
common
reason
behind.
That
is
that
they
believe
that
sros
can
stop
someone
from
harming
others
and
that
there's
a
belief
that
they
have
special
training
to
deal
with
emergencies
and
can
stop
crimes
from
happening.
C
C
This
administrator
said
the
student
brought
a
weapon
to
school.
From
that
king
became
a
bigger
issue
involving
threats
to
other
students.
The
sro,
followed
up
at
home
journals
were
discovered,
writing
access
to
weapons
at
home.
We
wouldn't
have
any
of
that
information,
but
for
sros
now
the
student
is
getting
access
to
services
and
we
have
a
detailed
safety
plan.
So
that
is
the
prevention
that
people
talk
about
when
we're
talking
about
school
shootings,
it's
it's!
It's
such.
F
C
C
Another
parent
acknowledged
that
teachers
and
other
school
staff
shouldn't
have
to
know
everything
and
be
everything
in
those
school
environments,
and
they
said
we
shouldn't
expect
teachers
to
know
how
to
handle
everything,
at
least
as
having
a
specialized
skill
set
in
terms
of
negative
perceptions.
Fewer
than
20
of
students,
staff
and
parents
impose.
A
C
Amount
are
undecided
among,
let's
just
start
with,
actually
the
students
among
students,
those
so
black
students,
non-binary
students,
lgbtq
students
and
students
with
disabilities
are
more
likely
to
oppose
sros
in
schools
compared
to
students
overall
and
when
we
look
at
the
different
schools.
More
students
at
acma
and
community
school
and
isp
international
school
will
be
able
to
expose
srdos
compared
to
high
school
students.
Other
high
school
students
among
school
staff
as
a.
A
C
One
thing
that
we
want
to
call
out
here
is
several
students
reported
in
focus
groups
and
surveys
that
when
they
have
engaged,
can
we
start
sros
to
report
crimes
or
to
ask
for
assistance
with
a
situation
that
they
believe
that
the
sro
or
police
did
not
handle
that
situation
program
and
that's
really
important
both
because
we
hear
from
sros
that
they're
here
not
just
for
the
adults
but
for
the
kids
right.
We've
heard
that
from
sros
and
we
we
all
want.
You
know
school
safety
for
students,
but
we.
A
C
I
know
people
who
want
to
point
to
him
about
sexual
assault
and
he
didn't
do
anything.
This
is
an
sro
from
from
a
white
male
student,
a
non-binary
student
says:
I've
had
bad
experiences
with
police
outside
of
school.
It
made
me
uncomfortable
threatened
to
scare
like
I
was
not
saved
a
latino
student
says.
C
C
A
white
non-binary
student
said
I
was
walking
home
from
school
with
we
removed
some
of
the
detail
for
privacy,
we
got
jumped,
I
didn't
get
hurt,
but
my
friend
did
and
we
talked
with
our
school's
sro
and
he
didn't
straight
up.
Call
me
a
liar
to
my
face,
but
he
used
other
words
to
see
a
female
student
of
color
said
when
I
talked
to
an
sro.
They
completely
turned
around
my
issue
about
the
crime
that
I
reported.
C
C
But
first
we
want
to
cover
finding
three,
which
is
most
school
administrators
and
many
sports,
counselors
and
social
workers
psychologists
find
value
in
the
partnerships
that
they
have,
with
servers
and
police
officers
to
address
that
prevention,
piece
and
intervention
in
school
alliance
violence.
So
a
lot
of
these
school
staff
see
sros
as
a
resource
to
them.
C
That
we've
heard
is
you
know,
part
of
the
role
is
to
educate
students
and
parents
about
the
seriousness
of
some
infractions
law
enforcement
can
get
involved
really
easily.
The
education
piece
is
so
important.
It's
the
one
thing
for
parents
and
students
to
hear
it
from
it's
one
thing:
for
students
and
parents
to
hear
from
educators.
C
C
When
they
hear
it
from
an
sro,
another
school
staff
says
that
they're
playing
a
consultant
role
to
help
us
understand
the
broader
family
context
of
like
what
might
be
going
on
outside
of
school.
So
they're
at
our
behavioral
health
and
wellness
team
meetings.
They're
sharing
resources
have
you
thought
about
x
type
of
questions?
If
we're
talking
about
a
safety
plan,
they
might
have
suggestions
for
a
search,
for
example,.
C
So
I
want
to
pass
it
on
to
my
colleague,
monica
cox,
we'll
share
a
little
bit
from
this
next
one,
okay.
So
the
fourth
finding
is
around
the
impact
of
the
sro
program
on
student
discipline
and
requests
and
referrals.
I'm
just
a
little
bit
weak.
C
Related
to
arrest
and
referrals,
this
can
be
its
own
big
diet
studying
on
its
own,
but
for
this
review
we
looked
at
arrest
and
withdrawal
data
from
the
beaverton
police
department
only
so
that
means
that
in
these
numbers
are
not
the
hillsborough
police
department
arrest
marvel
rates
more
than
washington
county
sheriffs
and
when
you
look
at
this
chart
related
to
enrollment
in
schools.
C
F
C
The
school
to
prison
president
and
he
wanted
to
know,
is
there
a
disproportionate
impact
or
association?
Is
there
any
evidence
of
disproportionality
arrest.
C
C
What
this
chart
on
the
right
is
showing
is
that
black
and
african
american
students
are
the
most
disproportioned
impacted
14.
They
represent
14
percent
of
the
rest
of
our
roles
in
the
data,
but
only
complies
three
percent
of
the
of
the
student
population,
followed
by
hispanic.
C
So
we
wanted
to
look
at
that
in
comparison
to
its
discipline
rates,
exclusionary
discipline
rates
at
the
school
district,
but
one
of
the
things
we
did
look
at
is
it's
not
reflected
because
I
just
wanted
to
drop
a
note
about.
It
is
whether
or
not
sros
are
actually
involved
in
disciplinary
actions
or
activities,
and
we
really
only
had
the
school
discipline
records
to
look
at
that.
C
There
are
a
few
indicators
on
the
disciplinary
forms
that
administrators
fill
out
where
they
can
indicate
whether
or
not
an
sro
was
a
referrer
for
the
disciplinary
action
or
by
any
other
role
related
to
the
disciplinary
action.
What
we
found
is
a
less
than
five
percent
of
the
exclusionary
disciplinary
records
had
for
the
2021-2022.
C
But
I
will
say
that
that
doesn't
mean
that
they
weren't
involved
in
some
other
sort
of
aspect
of
that
student.
Getting
from
the
point
where
somebody
decided
there
needs
to
be
some
sort
of
an
intervention
to
when
the
disciplinary
disposition
was
reported
now
back
to
the
slide
is
exclusionary
explorations
what
we
found-
and
I
just
want
to
probably
read
this
slide
so
at
the
top
of
it,
it
has
a
rate
of
4.72
for
black
students.
C
What
this
is
saying
is
that,
in
this
school
year
of
2021-22
for
every
100,
black
and
african-american
students
in
the
school
district
4.72
were
subject
to
exclusionary
disciplinary
action.
So
going
down
the
line.
C
White
students,
as
a
comparison,
1.66
white
students
out
of
every
100,
were
subject
to
an
exclusionary
disciplinary
action,
so
the
rate
for
blinding
after
american
students
is
more
than
two
times
almost
three
times
as
high.
A
C
We're
laying
out
these
two
comparisons
and
disciplinary
rates
and
their
wrestling
goal
rates.
We
did
this
intentionally
to
show
that
it's
not
just
an
sro
issue
with
the
disproportionality
or
the
evidence
of
it,
but
a
larger
systemic
issue.
C
C
Another
40
say
that
they're
only
appropriate
if
there
aren't
any
other
more
appropriate
personnel
and
a
couple
of
quotes
from
school
staff.
They
students
see
that
there's
nothing
done.
Admin
and
school
system
need
to
have.
C
C
One
of
the
ways
that
some
school
staff
that
we
spoke
to
characterized
the
education
role
of
sros
is
letting
them
know.
This
is
serious
out
in
the
real
world.
Outside
of
this
whole
context,.
C
We
had
some
perspectives
from
school
administrators
and
sros
themselves
about
discipline
administrators
nearly
universally
agreed
that
sro
should
not
be
involved
with
administering
discipline
unless
it's
required
as
part
of
the
student
code
contract,
and
there
is
some
escalation
detail.
B
C
The
in
the
student
guidebook
or
the
student
code
of
conduct,
but
what
here
and
you
can't
really
tell
from
the
like
administrative
records,
whether
or
not
that
those
sort
of
guidelines
are
followed.
But
what
we
hear
is
there's
there
seems
to
be
some
variation
in
how
those
are.
C
So
just
an
example
quote
my
experience
with
sros.
I've
always
found
them
to
be
having
an
understanding
that
school
discipline
isn't
an
sro
role.
In
fact
that
there
is
a
legal
element
as
a
school,
we
need
to
follow
our
policies
and
practices
regardless,
regardless
of
if
there
is
a
legal
path
that
must
be.
C
Sros
themselves,
reference
variability
between
schools
and
how
they
typically
get
involved
in
law
enforcement
situations.
There's
right
agreement
if
they're,
not
standard
protocols
for
power
meant
to
involve
an
sro.
I
think
that
this
is
an
important
point
to
connect
this
back
to
the
arrester
referral
data
that
we
just
talked
about,
which
is
that
this
is
a
report
in
more
detail.
C
Most
of
those
most
of
the
arrests
that
are
made
are
for
charges
related
to
conduct
so
vaguely
defined,
and
we
did
not,
for
privacy
reasons,
get
to
access
the
detailed
reports
of
the
incidents.
C
F
Will
require
a
culture
shift
that
offers
that
guidance
to
all
schools.
So
what
we
heard
from
a
lot
of
parents,
school
staff
and
students
is
that
safety
doesn't
just
need
physical
safety
and
that
it
doesn't
just
mean
sro
or
no
sro.
But
there
are
a
lot
of
other
students
dealing
with
safety
in
the
building
and
that
in
most
cases,
sros
are
not
playing
that
day-to-day
role
in
the
students
experience
of
safety.
F
A
F
This
quote
in
the
salmon
color
on
page
34
from
a
parent
and
who's.
Also,
a
staff
of
color
who
said
safety
is
the
culture
of
the
community
that
goes
from
the
district
office,
the
principal's
office
to
teachers
and
classified
staff.
For
me,
when
I
consider
my
daughter's
safety,
is
she
respected
as
a
human
being?
Does
she
want
to
be
respected
as
a
black
girl,
or
will
her
culture
be
regarded
in
her
daily
life,
if
not
necessarily
an
sro
being
at
school?
That
would
make
me
feel
safe.
My
sorrows.
F
Experience
of
safety
for
students
the
next
535.
F
F
In
trauma-informed
anti-racist
practices
and
get
to
this
culture
shift
to
think
about
emotional
and
physical
safety,
so
their
guiding
principles
are
there
ones
that
speak
to
this
larger
culture
shift
what
it
takes
to
foster
and
maintain
healthy
relationships.
Centering
student
voice,
culturally
and
linguistically
relevant
anti-racist
and
anti-bias
work,
commitment,
assistance.
F
So
with
that,
that
brings
us
now
to
the
recommendations,
framework
and.
F
Is
a
comprehensive
report
right
so
we're
looking
at
what's
going
to
support
student
safety
and
wellness
at
multiple
levels,
so
there
are
two
pieces
to
the
recommendations.
Two
packages,
the
first
one,
is
around
expanding
access
to
mental
and
behavioral
health
and
wellness
services
and
building
on
district
strengths
and
package.
Two
is
around
redefining
the
relationship
with
law
enforcement,
one
that's
limited
in
scope
and
attention
design
and
what
we
want
to
draw
your
attention
to.
Is
this
link
between
them?
F
F
The
first
one
is
funding
and
implementing
the
recommendations
from
the
behavioral
health
and
wellness
project.
The
second
one
around
restorative
practices
is
identifying
when
to
make
it
a
district
priority
to
find
how
they
will
be
used.
A
lot
of
staff
were
asking
for
a
lot
more
clarity
on
processing
procedures.
B
A
F
F
And
students
feeling
a
sense
of
emotional
safety,
their
school
buildings
and
their
classrooms.
What
does
it
look
for
look
like
for
the
district
to
resource
and
support
district-wide
initiatives
that
support
positive
identity,
development
and
clear
relationships
so
that
it
doesn't
depend
on
whether
your
school
does
a
significant
advisory
and
has
more
of
that
programming
or
whether
your
school
with
this
loss
of
fat
but
across
the
district,
would
receive
that
kind
of
support.
C
F
Least,
that
staff
are
the
ones
who
have
direct
impact
on
students
in
the
classroom
and
they
also
have
to
be
supported
in
their
mental
health
and
wellness
in
order
to
be
able
to
support
students.
So
a
recommendation
around
engaging
the
staff
associations
to
ensure
that
the
district
understands
those
needs
of
staff
and
is
responding
to
them.
C
A
C
We
have
seen
that
the
igas
that
were
developed
in
this
district,
we
believe
the
sro
program
dates
back
decades
and
we
believe,
like
any
program
it
just
you
know
it
requires
a
refresh
every
now
and
then,
and
some
of
these
igas
appear
to
be
probably
used
in
some
fashion-
maybe
revised
a
little
bit
here
and
there,
but.
B
A
B
A
C
Safety
threats
and
how
do
we
make
sure
that
we
address
those
safety
threats?
So
that's
why
these
two
packages
are
really
fully
important,
so
this
package
really
focuses
on
really
being
intentional
and
designing
that
that
purpose
of
the
sro
program
to
be
intentional
and
focused,
as
I
alluded
to
earlier,
the
igas
really
specify
12
plus
duties
that
the
srs
have
and
some
of
it's
a
bit
confusing
and
a
little
bit
contrary
to
what
we've
heard
about
what
actually
happened.
C
So,
for
example,
you
may
remember
that
I
said
that
the
iga
says
that
sros
are
to
act
as
an
extension
of
the
principal's
office
if
they
should
be
involved
with
code
and
discipline.
Monica
shared
that
that's
not
how
I
saw
rose,
see
them
their
roles
and
that's
not
how
school
administrators
see
their
roles.
But
you
can
understand
that
if
a
policy
document
the
iga
is
saying
one
thing,
then
it
can
be
confusing.
C
Through
some
of
these
recommendations,
but
first
I
want
to
say
around
home
base.
The
iga
is
currently
saying
that
sro's
kind
of
home
bases
and
they
have
an
off-
they-
have
death
space
in
high
schools.
Well,
we
would
recommend
that
they
don't
have
a
desk
space
in
high
schools
that
they
could
be
out.
C
We
recommend,
based
on
the
findings
from
the
community
members
themselves,
even
community
members
who
are
supportive
of
the
role
of
police
in
schools,
don't
think
that
sros
are
the
right
people
to
have
the
mental
health
crisis
and
srs
themselves
say:
they're,
not
the
right
person
in
a
discipline
incident.
So
we
really
recommend
that
the
iga
this
document
has
to
say
that
they
really
have
a
limited
role
in
these
situations,
and
it's
detailed
in
the
recommendation
section
report
about
what
that
could
actually
look
like
in
terms
of
training.
C
As
I
said
earlier,
there's
not
much
in
the
iga's
with
this
school
district
and
the
law
enforcement
agencies,
and
we
really
believe
that
more
training
needs
visa
needs
to
occur.
Specifically,
it's
not
mentioned
here
around
active
shooter
threats,
so
there's
after
action
or
after
incident
reports
from
each
school
shooting,
and
we
recommend
that
all
of
the
law
enforcement
agencies
really
have
looked
at.
Those
do
tabletop
exercises
to
prepare
for
those
those
rare
but
non-obviously
horrific
situations
if
they
do
occur.
C
C
That
they
wear,
but
in
hillsborough
district,
for
example,
that
those
world
police
have
more
softer
or
dressed
down
version
of
their
uniform.
I
think
they
still
carry
a
firearm,
but
it
doesn't
have
like
the
best
on
the
outside
and
there
are
different
models
across
the
country.
That's
our
own
programs
having
different
types
of
uniforms
than
what
this
district
currently
has.
C
The
uniforms
have
come
up
a
lot
by
certain
people,
I'll
just
give
it
one
example:
we
did
a
community
input
form
to
make
sure
that
any
puritan
resident
who
is
not
a
district
stakeholder
right
now
has
an
opportunity
to
weigh
in
as
well,
and
they
said
they
strongly
support
having
sros,
they
assume
that
sros
don't
have
weapons,
but
they.
C
C
C
C
So
a
lot
of
what
I
just
shared
was
really
around
how
the
district
handles
its
relationships
with
law
enforcement
and
means
the
slide
is
39
is
really
about
the
district
recommendation
specifically
for
you
all
to
consider
which
is
again
enhancing
communications
with
a
certain
community,
also
expanding
training
for
school
administrators
and
personal
staff,
so
that
there's
really
clear
expectations
about
what
you
all
are
asking
from
school
level:
leaders
not
just
expectations,
but
also
support
and
training
guidance,
and
also
we
should
just
always
imagine
that
this
is
a
continuously
improving
process.
So,
whatever.
C
Will
be,
there
will
be,
there
will
be
challenges
for
sure,
so
we
will
need
to
make
sure
that
you
all
have
a
consistent
point
of
contact
who
hears
the
feedback
from
from
school
level
staff
and
is
constantly
listening
and
coordinating.
How
do
we
take
this
feedback.
C
And
any
continuous
improvement
movie
relies
on
data
collection
and
reporting.
Currently,
the
district
doesn't
really
collect
much
of
its
own
data
related
to
law
enforcement
in
schools.
It's
really
law
enforcement
that
collects
the
data,
but
there
are
models
around
the
country
that
district
takes
more
ownership
over
its
ability
to
have
data
collection
about
what's
happening
in
your
school,
so
we
really
recommend
having
more
rigorous
reporting
that
is
integrated
both
in
the
iga.
C
But
then
you
also
in
the
district,
have
to
create
your
own
infrastructure
to
be
able
to
collect
that
data
to
transparently
report
it
to
review
it
as
a
forward
and
as
district
leaders
and
against
communicating
that
out
to
the
community.
C
Thank
you,
questions
from
the
board.
C
Yes,
absolutely
we
see
them
as
both
are
needed.
Both
are
complementary
and
they're,
not
mutually
exclusive.
We
really
recommend
that
you
do.
C
I
appreciate
I
appreciate
all
the
hard
work
and
doing
this
report.
Thank
you
so
much,
but
you
know
I'm
going
to
go
back
to
the
basics.
When
we
started
this,
it
was
because
the
city
of
beaverton.
A
C
A
C
Or
paying
for
sros
that's
what
my
understanding
is.
Is
that
still
on
the
table
or
is
that
off
the
table,
and
so
I
just
want
to
understand
where
we
are
with
the
city.
Well,
I.
B
C
C
F
And
the
questions
that
I
have
is
that
you
know
I
understand
you
have
given
two
there's
two
recommendations,
both
of
them,
not
just
one.
F
The
first
part
is
important
and
I
think
the
psp
starting
next
year
that
will
be
very
helpful.
The
second
part
in
your
experience
and
I
believe.
C
Process,
thank
you
for
the
question.
I
could
go
ahead
and
start
just
his
perspective
as
well.
In
terms
of
the
first
question
about.
A
C
All
I
think
we
want
to
clarify
that
we
are
not
recommending
that
if
this
is
just
recommendations
from
us
as
independent
consultants.
First
of
all
that
that's
really
important
to
make
sure
that
everybody
understands
we're
external
consultants,
providing
recommendations
to
the
service
or
school
board,
as
well
as
to
the
city
council.
So
what
you
all
decide
is,
of
course,
stuff
to
do
what
you
call
them
and
what
that
relationship
looks
like
our
recommendations.
Are
that
they're?
C
Not
just
it's
not
anything
like
the
current
school
resource
officer
program
and
that
whatever
the
relationship
looks
like
if
it's
combined
with
how
different
that
we're
describing
it
that
they're
not
called
school
resource
officers,
we
think
we
will
add
to
the
confusion
and
that's
part
of
the
importance
about
the
communication
in
terms
of
the
rollout
and
how
long
that
will
take.
I
think
we
want
to.
C
That
none
of
this
is
a
simple
or
easy
or
quick
fix,
and
that
there
is.
C
C
Is
that
there's
not
the
kind
of
quick,
quick
switch
magic
switch
that
people
really
want,
and
then
it's
much
more
cultural
change
and
really
building
infrastructure
that
our
country
really
hasn't
built
enough
of
around
mental
health
supports,
and
so
now
we're
dealing
with
keeping
wounds
on
a
mental
health
crisis
and
we're
dealing
with
the
acts
that
come
with
that
instead
of
the
prevention
and
so
what
we're
really.
E
C
Quick
the
amount,
the
negotiation
of
an
iga-
I
mean
that
that's
also
dependent
on
the
relationships
that
between
all
the
different
law
enforcement
agencies
in
the
district
involved,
but
it
could
take
several
months
so.
C
E
C
Within
our
capacity,
but
there's
a
lot
of
things,
we
can't
control
what
police
do
and
how
they
respond.
I
think
that's
a
conversation
that
you
can
have.
They
need
to
have,
and
we've
had
those
in
the
past,
with
dr
b
and
our
safety
department,
but
just
making
sure
that
we
are
again
have
crystal
clarity
to
the
expectations
and
the
robot
could
take
months.
I
mean
I've
had
it.
I
gained
a
conversation
well
for
eight
to
ten
months
before
the
previous
district.
It
takes
a
long
time
to
get
this
map,
but
again,
we've
had.
C
Here,
since
1970
so
50
years,
we've
had
these
awesome
for
more
than
50
years,
and
I
think
things
kind
of
changed
things
changed.
C
I
think
we
need
to
always
continue
to
review
what
we
do
and
make
it
better
for
our
current
kids
than
we
have
in
our
system,
because
three
times
back
in
1970
looked
very
different
than
beerus
2022,
and
I
think
that's
one
of
the
things
we're
going
to
continue
to
do
is
work
with
our
partners
and
to
ensure
that
we
have
a
proper
iga,
as
stated,
but
also
for
us,
is
how
do
we
train
our
school
administrators
and
our
school
staff
in
terms
of
how
to
implement,
because
the
the
statistics
that
you
see
in
terms
of
the
report
running
across
national
status
and
that's
the
nationals
kids
of
color
are
over
disciplined
in
every
school
system
in
the
united
states.
C
For
the
most
part,
I
know
that
that
was
my
doctoral
study,
but
a
long
time
ago,
and
things
have
not
changed.
So
how
do
we
change
our
internal
systems
to
ensure
again?
Who
calls
that
service
that
internet?
That's
that
that's
school
staff,
so
again,
police
officers
are
trained
because
there
are
police
officers,
that's
what
they're
trained
to
do
to
train
and
protect.
But
again,
how
do
we
utilize
police
officers
on
our
campuses?
It
is
within
our
control.
That's.
C
So
to
answer
the
question
is:
there's
certain
things
we
can
do
a
little
bit
more
quickly
within
our
control.
Other
things
are
going
to
take
a
little
bit
longer
because
they're,
not
without
our
control
and
again,
I
think
stated
earlier
by
chair.
Collette
is
sros-
are
just
a
sliver
of
our
overall
wellness
and
safety
initiatives.
We
have
our
counselors,
our
staff,
counselors
nurses,
social
workers,
campus
monitors.
We
have
the
infrastructure,
the
hardy
livability,
the
fencing.
The
cameras
is
the
curriculum
piece.
C
E
C
What
I
understand
to
be
you
have
these
two,
the
recommendations
and
then
it's
up
to
our
superintendent
to
take
those
recommendations
to
work
with
this
team
to
look,
they
may
or
may
not
choose
to
address
every
single
piece
about
those
recommendations,
so
they
will
be
highlighting
those
pieces
that
they
believe
to
be.
A
C
Improving
improving
our
system
as
a
whole
around
safety
and
alcohol,
and
then
those
will
be
presented
to
the
board
first
and
then
the
board
will
have
a
discussion
and
say
that
that's
where
we
want
to
go
or
not,
and
then
we
would
then
take
that
back
to
the
city
council
for
them
to
show
them
like.
These
are
some
of
the
things
we're
thinking
about.
C
C
The
other
piece
that
that
we're
standing
out
around-
and
I
want
to
clarify
you
all
around
training-
was
that
I
noticed
that,
like
female
sexual
assault
in
our
process,
for
addressing
that,
whether
we
are
using
so
for
the
those
processes
or
with
our.
C
Point
to
call
out,
I
think
our
takeaway
is
that
there
is
people
just
based
on
our
own
lived
experience.
B
C
Identities
will
naturally
trust
certain
people
more
than
other
people,
and
you
saw
in
who
who
people,
whose
students
will
report
safety
threats
to?
First
is
parents,
and
then
teachers
and
counselors
and
psychologists
and
social
workers,
not
release
sros.
So
the
implication
there
is
that
really
building
off
of
that
common
thread.
C
Packages
is
prioritizing
positive
relationships
with
student
sense
of
self
and
with
parents
and
with
their
parents
and
with
the
school
staff,
so
that
they
have
somebody
that
they
can
trust
to
report
to,
and
that
may
not
be
an
sro.
So
that's
part
of
why
package
one
is
so
critical
because
it
builds
up
those
relationships,
those
positive
relationships
that
students
have
so
they
have
multiple
options
of
who
to
report
a
safety
threat
like
a
sexual
assault
team-
and
I
don't
know
our
process
yet
about
how
goes
about
reporting
the
sexual
assault.
C
I
don't
know
if
it
becomes
a
crime,
then
it
would.
They
would
need
to
talk
to
a
throw
or
a
police
officer
about
that.
So
just
thinking
about
what
is
our
process
and
clarifying
that
with
our
students,
how
to
report
and
how
to
report?
If
there
is
an
incident
where
they
are
negatively
impacted
by
an
sro
so
that
it's
clear
to
them
it's
good
to
us,
we
would
know
how
to
respond.
C
C
Will
be
addressing
those
disproportionate
disappointments
here
is
going
to
be
key
around
our
work.
I
believe-
and
then
also
you
mentioned,
that
active
shooter
preparation
for
that.
C
I
know
we
were
trained
20
years
ago
on,
like
what
each
of
our
roles
would
be
in
the
district
which
what
staff
would
go
where
what
the
communication
would
be
like
for
our
community
as
to
if
there
was
a
an
incident-
and
I
know
we
have
talked
about
the
previous
board
meeting
having
to
do
that
again
this
year-
to
kind
of
revamp
and
make
sure
that
it's
part
of
our.
F
C
Yeah-
and
I
just
want
to
not
that
that
was
a
question
for
us,
but
I
just
want
to
underscore
our
intention
around
the
active
shooter
training
is
really
from
law
enforcement.
I
mean
we've
heard
from
students
and
educators
about
just
how
traumatic
active
shooter
training
is
for
themselves.
So
we
don't
have
a
stance
on
that
in
our
or
we
were
really
hitting
home
on
that
law
enforcement,
especially
coming
off
of
all
day
and
the
many
abundant
reports
where
we
have
the
ability
to
run
from
hindsight
for
prior
school
shootings.
C
The
quicker
we
can
react
to
the
last
part
was
the
iga,
so
you
mentioned
agency
agreements.
I
think
clarifying
the
roles
like
you
said,
dr
london,
so
that
we
have
you
know
what
the
scope
of
work
is,
so
our
administrators
know
when
to
be
called
and
we're
not
putting
the
sros
in
the
spotlight.
We
should
be
here
for
this.
A
C
F
And
it
bothered
me
that
there
are
no
guidelines
around.
C
How
the
program
is
utilized
and
everything
is
left
out
of
this
question
of
the
administration.
That
was
very
important
and
looking
at
the
disproportionality
in
the
disciplinary
actions,
and
it
goes
to
say
it
goes
without
saying
that
if
there
is
this
proportionality
in
the
exclusionary
disciplines,
then
there
would
be
also
this
proportionality.
C
C
That's
a
really
good
question
and
unfortunately,
there's
not
a
good
response
to
that,
because
we
really
focus
on
districts
who
have
ended
their
sro
programs
within
the
last
two.
C
Program
a
little
bit
earlier
than
that,
and
obviously
sro
programs
have
been
ended
for
multiple
reasons
over
the
many
years,
a
lot
of
due
to
budget
reasons,
but
for
safety
reasons
like
we're
talking
about
there's
not
much
data
that
we
are
aware
of.
That
is
then
reported
to
the
public
at
large
about
what
sort
of
outcomes
that
they're
looking
at
to
gauge
success.
There's
not.
A
F
C
A
D
Was
looking
at
43
said
that
they
really
wanted
sros
and
one
percent?
Was
that
fair,
strong
desire
for
those
at
school?
But
I
just
want
to
look
into
this
slide
a
lot
last
night,
but
one
more
thing
is,
like
I
thought
was
really
interesting,
was
like
30
percent
have
no
idea
what
it
is.
I
mean
that's
an
opportunity
for
marketing.
Like
I
know
in
the
final
recommendation,
slides
there
wasn't
anything
insane
like
mark
nestor
was
like
this
is
what
it
is.
That's
what
it's
about!
D
C
I
mean
it's
certainly
something
that
you
all
can
consider
about
what
you
want:
the
outcomes
of
your
relationships
with
law
enforcement.
To
look
like
you
can
certainly
say
we
want
one
of
the
outcomes
to
be
reducing
disproportionate
discipline,
but
you
should
acknowledge
that
that's
the
rules
really
get
involved
with
the
tail
end.
B
C
I
would
say
if
you
also
want
to
have
a
metric
around
x
percent
of
students
will
actually
know
what
an
sro
is.
I
mean,
there's
nothing,
stopping
you
from
creating
outcomes
you
choose
before.
D
C
Yeah,
I
do
want
to
say
that
it's
not
necessarily
it's
not
necessarily
as
binary
if
they
knew
what
the
sro's
role
is,
then
they
would
not
feel
intimidated.
I
think
that's
a
tenuous
argument.
I
think
it's
there's
stories
that
I've
heard
that
we
have
heard
from
many
students
that
have.
C
Of
course
they're
not
intending
to
intimidate,
but
when
someone
has
an
identity,
a
lived
experience,
whatever
trauma
they
have
experienced
in
their
life
and
they
see
an
officer
walking
around
with
a
gun
in
their
vests,
in
a
full,
uniform
and
looking
at
the
falcon
on
the
balcony
and
watching
over
students.
I've
had
students
tell
me
that
that
feels
intimidating
to
have
a
police
officer
looking
over
them.
Another
student
can
see
the
same
thing
and
have
a
very
different
experience.
C
D
A
F
C
You
very
much
for
the
report
and
the
full
report
is
fascinating.
So
thank
you
very
much
for
all
the
work
that
went
in
there.
I
may
have
a
question
that
you're
not
able
to
answer.
I
just
what
struck
me
in
your
presentation
as
well
is:
were
you
able
to
concern
contrast
what
people
just
think
of
overall
law
enforcement
in
the
beaverton
community,
because
I
believe
our
education
community
is
a
microcosm
of
our
overall
society
and,
as
you
keep
pointing
out,
two
people
can
see
the
same
situation
and
there
are.
C
And
I
follow
that
up
with,
we
know
when
we
read
anything
whether
it
be
the
state
of
oregon
and
in
our
nation
disproportionately
in
our
courtrooms
in
our
prisons.
In
our
disproportionately,
we
have
people
with
color.
I
mean
that
that
that's
a
that
is
a
system
issue,
not
just
not
just
our
own
school
district
issue.
That
is
a
that
is
a
statistic
that
we
we
all
see
that
that
is
so.
I
was
just
trying
to
compare
and
contrast
of
what
is
specifically
beaverton
versus
tiger
versus
films
versus
portland.
C
Anybody
else
that
you
know
if
they
have
different
statistics
than
we
have
in
beaverton.
Were
you
able
to
and
again
I
know
some
school
districts
have
not
had
estrogens
and
then
that's.
My
second
is
a
lot
of
asking
people
their
feelings
for
two
years
during
copay.
So
a
lot
of
our
students,
weren't
interacting
with
that's
our
ozone
on
a
regular
basis.
C
Our
administration
was
not
interacting
with
an
sro
on
a
regular
basis,
but
our
sros
were
still
doing
things
in
our
community,
because
there
were
still
things
that
were
meaning
follow-up
investigation,
this
sort
of
thing,
but
were
you
able
to
compare
and
contrast?
I
I
mentioned
hillsboro
in
your
report
here
several
times
of
how
they
do
different
things
with
their.
F
Training
when
you
made
your
recommendations.
C
Contrast
whether
that
helps
there
is
a
table
in
the
report
that
shows
that,
in
terms
of
evidence
of
disproportionality
based
on
western
reform,
students
of
color
youth
of
color
are
arrested
or
referred
to
all
just
entirely
within
the
bdsd
sr
appropriate
compared
to
washington
county
as
a
whole.
So
we
look
at
that.
It's
not
huge,
but
there's
still
a
slightly
higher
arresting
reform
to
juvenile
justice
department
for
washington
or
pst
students
than
it
is
for
you.
C
And
and
to
answer
the
other
part
of
your
question,
we
the
the
mentions
that
I
made
to
hillsboro
school
district
really
in
regards
to
hillsborough
school
districts.
Iga
would
like
to
throw
police.
We
didn't.
We
didn't
go
into
other
types
of
data.
C
And
so
then,
which
is
my
my
last
question
to
you
is
when.
F
We
I
thought
it
was
interesting
that
almost.
C
I
think
I
can
say
to
rick
here
I
believe
every
one
of
our
high
schools
and
almost
all
of
our
middle
schools
all
have
campus
supervisors,
and
there
is.
There
is
no
possible
way,
as
you
pointed
out,
to
have
11
officers,
53
54
different
locations
that
you
can
have
a
full-time
sro
in
every
building.
C
Happen
so
I
thought
it
was
interesting
of
maybe
the
comparison
of
how
that
interaction
is
between
what
is
the
job
of
the
campus
supervisor.
C
We
made
a
direct
correlation
a
lot
here
and
I
think
it's
been
brought
up
quite
a
few
times
here
that,
on
our
end,
that
for
our
administration
to
absolutely
have
a
better
understanding
of
the
sro
school
and
when
we
bring
it
in,
but
the
campus
supervisors,
as
well
as
we
haven't,
had
the
health
and
wellness
teams
long
enough
to
maybe
really
see
some
interaction
because
they're
fairly
new,
but
we
do
again
see
in
law
enforcement.
How
important
that
mental
health
piece
is
along
with
law
enforcement.
C
So
I
I
just
thought
it
was
interesting
that
you
did
not
find
that
there
were
more
of
the
kids
who
understand
a
campus
supervisor.
Who
was
there
all
day
every
day.
C
Doing
the
different
things
that
interaction
with
the
actual
sro?
Well,
we
about
didn't
their
work
supervisor,
because
I
wasn't
the
focus
of
our
report.
We
didn't
ask
that
as
explicitly
a
question,
but
the
students
often
spoke
of
call
monitors,
which
we
assume
that
they're
talking
about
a
campus
supervisor
or
campus
monitor,
and
so
we
didn't
really
spend
too
much
time
going
into
what
their
perceptions
are
about.
That,
because
we're
trying
to
focus
on
the
sro
program.
But
we've
heard
positive
anecdotes
from
students
and
from
administrators
themselves,
who
would
say
maybe
not
heard
from
one.
C
Take
those
so
I
mean
you
have
people
who
really
value
that
that
program
that
it's
important
to
note
as
well.
So
thanks
for
the
opportunity.
C
But
in
terms
of
standardization
statewide
is
there
any
best
question?
Is
there
any
attempt
to
have
sro
standardization
statewide?
You
know
nothing.
I've
heard
in
the
past
again
gone
for
a
couple
years,
but
not
in
the
past,
because
every
jurisdiction
is
a
little
bit
different.
Every
police
department's
a
little
bit
different.
So
I
think
that's
a
conversation
that
I
just
have
with
staff
in
terms
of
getting
more
information
back
to
you.
After
having
a
conversation.
C
I
just
wanted
to
point
out
too
that,
regardless
of
what
decision
you
made
whether
the
outcome
of
all
this
conversation
for
our
students,
the
data
here,
it
shows
for
our
21
of
our
black
students,
19
of
non-binary
17
percent
of
our
lgbtq2sia
plus
students,
we'll
have
a
negative
perception
or
will
be
negatively
impacted
in
some
way
with
us
keeping
the
sros.
C
So
knowing
that,
I
think
that,
if
we
choose,
we
need
to
be
aware
of
that
and
set
up
the
processes
and
procedures
so
that
that
is
something
that
we
can
support
and
address.
I
don't
know
that
we
can
change
it.
We
know
in
the
skin
that
I'm.
F
In
as
a
brown
sand,
latina
first
generation
immigrant
eating
beaverton,
I'm
impacted
by
seeing
a
gun
and
an
sro
in
our
buildings.
F
That
way
to
their
own
children
as
well,
but
even
as
you
know,
we
mentioned.
F
C
C
Why
police
officers
presence
on
our
campus
because
it's
necessary
and
again
we
have
graduations,
for
example,
the
last
district.
I
think
the
last
two
districts
several
contracts,
the
board
chose
to
do
that
and
my
last
district
did
graduations
with
brexit
on
our
graduations.
So
what
did
we
do?
We
sought
law
enforcement
supervised
and
they
were
readily
happy
to
do
so
because
we
really
protect
our
community
and
our
patrons
so
to
dr
president's
point.
C
Regardless
of
what
happens,
there's
going
to
be
some
visibility
with
police
officers
community
with
their
kids,
we
have
to
work
with
our
kids
and
our
families
understand
how
to
work
through
the
trauma
as
best
we
can.
I
don't
know
how
to
do
it.
I
think
I'm
gonna
see
the
professionals
that
we
have
on
staff.
Let's
see
outside
resources,
then
we
help
our
kids.
We
have
kids
six
hours
a
day
for
the
most
part,
the
other
18
they're,
not
on
our
campus
they're,
going
to
be
in
our
in
our
parks
and
our
playgrounds
and
our
malls.
C
A
C
Engage
with
our
kids
to
understand
processes
and
how
to
handle
that
trauma
and
work
through
their
final
attempts
when
we
do
have
them
six
hours
of
the
day.
I
think
that's
something
that
we
need
to
really
focus
on,
which
is
understanding.
What
is
those
triggers?
I'm
a
person
to
color
myself
and
again
my
parents
were
younger.
We
were
worried
about
immigration.
C
Every
time
we
saw
a
lime,
green
van
or
truck,
we
were
worried,
we're
ready.
We
were
worried
so
again.
I
think
that's
something
that
we
need
to
continue
to
work
on
in
terms
of
how
do
we
work
through
the
trauma
that
our
kids
have
and
our
community
has
and
our
parents
have
when
they
see
law
enforcement
officers,
because
we
will
have
law
enforcement
on
our
campuses.
C
Now
what
that
looks
like
it
feels
like
we
look
very
different
if
they
look
right
here,
but
they
will
be
police
officers,
responding
to
911
calls
that
that's
going
to
happen,
and
that
will
not
change.
But
how
do
we
work
through
the
toronto
when
we
see
anybody
in
uniform
at
a
football
game,
for
example,
graduation.
F
Or
mental
health
training
for
our
principals
and
staff
and
support
students-
and
I
think
there.
C
Might
be
an
opportunity
there
for
us
to
collaborate
with
our
police
department
on
some
of
those
rates?
Maybe
they
are
part
of
some
of
those
and
that
builds
over
relationships
with
our
administrators
and
staff
so
that
we're
hearing
the
same
kinds
of
trainings
and
supports
that
we're
available
to
offer
on
our
staff,
and
that
might
be
helpful.
F
C
As
much
as
our
teachers
and
our
principals
are
being
trained,
our
police
officers,
not
just
in
beaverton
but
everywhere,
should
be
trained
culturally,
and
I
hope
that
the
city
of
babylon
is
looking
at
that.
I
hope
that
washington
county
is
looking
at
that,
because
that
is
key
to
this
training
and
understanding,
not
just
training,
but
that
they
understand.
C
C
Why
wouldn't
the
police
train
more
officers
and
hire
more
officers
who
want
to
work
with
youth
because
in
the
event
of
a
school
shooting
it's
not
going
to
be
the
one
sro
it's
going
to
be
all
hands
on
deck
from
multiple
jurisdictions,
responding
at
that
one
time,
and
that's
really
critical
is
to
think
about.
How
are
we
training
police
more
broadly,
not
just
within
those
who
work
at
schools?
So
I
think
that
that's
a
really
excellent
thing
that
we
wanted
to
really
and
then
you
know
again.
C
This
is
just
our
consultant
recommendations,
but
we
just
want
an
opportunity
to
clarify
we're,
not
we're
not
saying
that
sros
their
law
enforcement
should
never
be
called
to
school.
For
any
reason,
that
is
absolutely
false.
It's
not
what
we're
saying
we're
saying,
based
on
what
we
have
heard
from
this
community.
E
C
C
Prohibited
substances
administrators
are
set
up
to
do
that
in
schools
and
then,
of
course,
this
consultant
role
that
they
are
playing
to
administrators
and
behavioral
health
and
wellness
teams
is
so
absolutely
critical
for
that
prevention,
piece
and
law
enforcement
is
should
continue
to
do
that.
In
our
opinion,
that
consultant
role,
but
whether
they
need
to
be
stationed
in
schools
and
have
school-based
policing.
Don't
we
don't
believe.
E
That
that
is
true,
quick
time
check
for
the
before
we
got
it
up.
15
minutes
left.
I
really
want
to
make
sure
that
we
take
this
opportunity
to
ask
any
other
clarifying
questions
about
the
report
here,
because
we.
C
And
again
I
mean
there's
a
whole
bunch
of
discussions
that
we're
going
to
need,
but
I
want
to
make
sure
that
when
we
were
doing
the
focus
groups
and
talking
to
parents
talking
to
students,
I
I
have
to
say
I
do
not
have
kids.
C
F
C
What
I
see
now
more-
and
I
wonder
if
this
one
is-
is
people
selling
fentanyl
to
our
kids
right
on
the
on
the
corner,
that
there
are
more
assaults
that
there
is
more
hate
crime?
There's
more
you.
C
Things
than
it
was
not,
I
was
worried
as
a
parent
today
about
this
is
the
day
and
after,
and
I
hope
that
is
something
we
never
have
to
deal
with
here
in
did
that
did
those
kind
of
things
of
all
the
other
duties
that
the
sro
has.
Besides
just
thinking
about
stopping.
C
C
F
C
I
think
that's
where
it
comes
in,
I
mean
if
an
sro
we're
able
to
eat
in
this
room
right
now.
If
we
hadn't,
you
know
what
is
what,
in
a
given
day,
are
you
dealing
with,
and
we
know
on
a
given
day,
they're
not
dealing
every
single
day
with
an
active
shooter.
We
that
would
be
in
our
news.
That
would
be
something
we're
all
aware
of
so
on
a
given
day,
so
again
that
what
you
pointed
out
here,
the
perception
of
what
people
think
an
sro
does
and
what
they
actually,
in
fact,
don't
do.
C
A
C
Who's,
a
person
of
color
is
he
crimes,
and
I
I'm
not
seeing
that
so.
C
But
there's
an
increase
in
hate
crime
and
some
of
it
is
violent
and
I'm
I'm
I'm
expecting
we're
going
to
see
more
of
that
in
the
schools,
because
we're
seeing
more
of
that
in
society.
So
I
just
think
as
a
whole.
Hopefully
we're
aware
of
it,
because
obviously
our
kids,
that's.
The
other
thing
I
thought
was
interesting.
Is
asian
students
are
feeling
the
hate
a
lot
and
we're
not
necessarily
seeing
that
in
the.
C
C
A
C
Safety,
as
we
said,
is
both
emotional
and
physical
components
and
the
components
that
that
this
community
tends
to
see
sros
as
one
component
of
a
broad
safety
continuum
is
for
those
active
shooter
for
us,
those
extreme
violence,
collection
of
prohibited
and
illegal
substances,
all
the
other
types
of
safety
threats,
the
the
evidence
suggests
that
the
the
community
is
asking
for
other
types
of
safety
support.
So
it's
so
it's
a
comprehensive.
C
That's
why
we
have
a
comprehensive
safety
support
recommendations
for
both
package,
one
and
package,
two
to
address
those
those
issues.
C
I
know
this
is
not
just
discussion
with
me,
but
I
also
think
there's
also
the
students
who
are
like
muslim
and
do
they
feel
safe
in
schools,
and
you
know
we
don't
necessarily
see
that
identified
because
they
think
of
this
relative.
It's
also
a
culture,
I
would
say
the
same
thing
about
being
jewish
there's
a
lot
of
anti-semitism
out
there,
and
I
just
think
that
needs
to
be
risen
to.
F
F
C
Our
recommendations
is
free,
the
district,
yes,
the
police
department.
They
collect
a
lot
of
data.
A
lot
of
it
is
qualitative
though,
and
so
it's
just
a
lot
of
written
reports,
maybe
even
handwritten
reports
that
if
you
want
to
really
understand
what's
going
on
looking
at
patterns,
I
mean
you
have
to
spend
a
lot
of
time
with
that
information
coding,
organizing
categorizing
it
quantifying
it,
but
the
district
itself
didn't
have
its
own
data
about
sro
interactions.
C
C
And
one
more
piece
of
that
is
kind
of,
even
underneath
what
both
of
you
were
just
alluding
to
with
different
cultures
and
how
we
relate
to
people
who
have
a
culture
different
from
our
own,
and
I
think
it's
a
package,
one
recommendation:
that's
talking
about
implementing
positive
identity
development
and
peer
relationships.
C
It
talks
about
conflict
resolution,
training,
anti-bullying,
support,
culturally,
sustaining
curriculum
with
the
theory
that
if
people
have
more
understanding
of
each
other's
differences,
then
we
can
be
kinder
to
our
fellow
human
beings
and
to
address
some
of
these
root
cause
issues
that
often
result
into
why
people
end
up
relying
them
off.
We
don't.
C
Close
down
and
it
was
taking
everyone
to
find
out
where
those
threats
were
coming
from,
so
that
wasn't
an
act
of
share,
but
it
was
threats
that
they
did
not
know
where
it
was
coming
from.
So
it's
just
interesting
that
those
kind
of
things
that
were
first
and
foremost
in
the
paper
on
the
news,
don't
come
through
the
system.
So
just
wondering
your
in
your
studies
that
you
find
that
people
tend
to
remember
the
most
recent
thing
that
happens
rather
than.
C
Perceptions
will
change
right,
but
perceptions
changed
on
a
daily
basis,
as
more
information
came
out,
so
we
didn't
but
we're
more
mindful
to
really
track
what
the
public
discourse
was
around.
It.
Research
was
coming
out
around.
C
Could
it
be
a
very
different
report
today,
probably,
but
that's
why
you
know
continuously,
you
know
like
understanding
and
collecting
the
data
figuring
out
what
that
looks
like
to
really
understand
how
this
program
is
holding
just
how
it's
working.
C
C
B
And
we
have
some
folks
in
piper
jaffrey,
we're
very
excited
to
have
with
us
carol
daniels
and
I'm
meeting
you
for
the
first
time,
sir,
so
joe
wilson,
joe
wilson,
nice
to
meet
you
joe.
B
All
right
we're
we're
back
in
session
now,
and
our
next
item
is
a
levy
overview,
we're
lucky
to
have
with
us
today.
Our
associate
superintendent,
mike
schofield,
carol,
samuels
and
joe
wilson
from
hyper
jaffrey
and
we're
going
to
be
talking
about
how
local
option
levies
work
and
an
opportunity
here
to
put
one
on
the
ballot
for
us
in
november,
because,
as
folks
know,
our
local
option
levy
that
we
currently
have
now
that
funds,
I
think,
a
little
less
than
300
teaching
positions
will
be
coming
up.
B
It
will
be
expiring
at
the
end
of
this
year,
this
fiscal
year
I
should
say-
and
it's
very
important-
that
we
take
a
look
at
that
and
see
what
we
can
do
to
maintain
those
teaching
positions
and
they
cannot
levy.
And
so
we
have
a
kind
of
a
question
before
the
board
about
timing
and
about
how
we
put
that
together
and
we've
got
some
experts
here
who
are
going.
C
Jeff
appreciate
it,
members
of
the
board
superintendent
balderas.
We
appreciate
the
opportunity
to
share
with
you
today
a
little
bit
about
the
local
auction
levy
process
and
how
it
works,
and
we
do
have
experts
in
the
room
here
tomorrow,
carol
sanders
managing
director,
patrick
sandler
and
her
colleague,
joe
wilson,
and
I'll
quickly
turn
it
over
to
ben.
C
Thanks
mike
shelley,
can
you
hear
me
okay,
excellent,
all
right,
so
I
understand
we
are
going
back
to
nuts
and
bolts
both
on
local
options,
but
also
on
non-electronic
versions.
So
I
believe
each
of
you
have
a
copy
of
this
presentation
in
front
of
you.
That's
good.
A
C
In
some
cases
we
have
very,
very
small,
in
which
case
I
will
probably
go
with
the
old-fashioned
look
at
this.
So,
as
you
just
heard,
I'm
carol
samuels.
This
is
joe
wilson
we're
from
piper
sandler
and
over
the
years
we
have
developed
a
fair
amount
of
peaky
knowledge
about
local
option.
Values
which
I
have
to
warn.
You
in
advance
is
one
of
the
more
painful
sorts
of
levees
that
are
available
to
you
as
a
school
district.
Painful,
because
it's
very
hard
to
understand
it's
very
comfortable.
C
Option
levies
are
additional
property
tax
levies
that
you
are
authorized
to
levy
or
operations
it's
available
for
five
years,
and
this,
I
believe,
is
your
fourth
number,
five,
okay,
so
you're,
currently
on
your
fourth
play
and
as
chair
collette
mentioned
you're
coming
up
at
the
end
of
that
term.
So,
if
you
want
it
to
continue,
you
will
need
to
get
it
reopened.
C
C
The
second,
which
actually
is
the
test
that
is
limiting
the
femur
10,
is
21
84
45
per
80
mw.
That
number
is
weird
because
it
is
included
every
year
at
three
percent.
That
turns
out
to
be
the
lowest
number
for
you
guys.
So
that
is
your
limit.
There
is
also
a
third
test
that
I've
never
seen
actually
come
into
play,
which
is
25
of
stated
resources.
That's
a
much
quicker
number.
C
Every
dollar
that
you
collect
within
that
limit
is
counted
outside
the
ssf,
so
it
comes
directly
to
the
school
district
as
additional
resources
that
you
do
not
have
to
share.
If
you
were
to
collect
more
than
these
limits,
you
could
do
it,
but
then
it
would
get
counted.
So
there's
no
incentive
for
you
more.
C
There
are
state
equalization
grants
that
are
available
to
low
property
value
per
admw
school
districts.
Shockingly,
I
think,
to
both
of
us
viewers
for
the
first
time
qualified
for
an
equalization
grant
last
year.
I
think
it
was
a
couple
million
dollars
which
means
that
the
state
is
giving
you
a
matching
grant
now
that
changes
from
year.
C
Okay,
moving
into
slide,
four,
let's
talk
a
little
bit.
This
is
that
was
the
easy
part.
Now
we're
going
to
talk
about
the
word.
C
C
What
makes
this
so
complicated
is
that,
despite
the
fact
that
they
are
somewhat
contradictory
in
terms
of
how
they
address
property
taxes,
we
live
under
quote
so,
first,
the
easier
one
to
wrap
your
head
around
is
measure
five
measure.
Five
was
approved
by
the
voters,
including
the
voters
in
washington,
baltimore
and
clackamas
counties
by
the
way
in
1990,
it
set
a
limit
on
your
property
tax
rate
for
non-schools,
it's
ten
dollars
for
schools,
meaning
k-12
esds
and
community
colleges.
It
was
set
at
five
dollars.
C
C
I
say
that
sarcastically,
because
in
1990
the
voters
approved
a
second
tax
limitation
measure,
largely
because
the
feeling
was
measure
5
was
not
containing
taxes
to
the
debris
desire,
so
they
passed
a
subsequent
measure
which
created
a
whole
new
regimen
of
value
rather
than
taxing
on
real
market
value.
It
created
this
new
concept
of
assessed
value
assessed,
value
back
in
1997
was
actually
related
to
real
market
value.
A
C
C
C
C
A
C
B
C
So
that
means
we
do
not
get
the
exact
same
amount
for
this
every
year
because
of
that
and
all
of
us
here
in
the
room
all
paid
different
because
of
where
we
happen
to
live
and
what
kind.
So
that's
why
it's
not
a
straight
cross
board
right
correct,
although
and
I'm
giving
you
a
preview
of
why
beaverton's
situation
is
so
straightforward,
relatively
your
rate
is
relatively
low
and
your
capacity
is
relatively
huge,
so
my
guess
is
particularly
residential
properties.
C
You
know
you
do
have
situations
across
the
state
where
some
people
are
paying
nothing.
Some
people
are
paying
full
freight.
It
really
depends
on
a
property
by
property
by
property
basis,
how
big
your
gap
is
and
how
much
of
a
local
option
you're
trying
to
shove
in
between
those
two
and
getting
to
your
implied
question.
C
Okay,
we
can
go
to
the
picture,
which
is
guess
what
local
option
taxes
the
gap
we've
already
talked
about
that.
So,
let's
move
on
to
the
next
slide,
which
is
really
ugly
and
has
a
ton
of
numbers
on
it.
But
the
good
news
is:
I'm
only
going
to
hit
a
couple,
so
hopefully
you
can
see
them.
Hopefully
I
can
see
okay,
so,
as
you
can
see
at
the
top
of
the
page,
we
go
back
to
2012
and
look
all
the
way
to
2022..
C
We
also
have
at
the
very
top,
your
admw
and
your
state
resources.
Why?
Because,
as
I
said,
you
are
authorized
under
state
law
to
collect
a
lesser
of
three
tests,
the
results
of
those
three
tests
are
in
the
white
block
down
at
the
bottom,
where,
if
you
look
at
2022
you'll
see
that
the
lowest
number
is
your
per
80
mw.
Number
note
that
that
number
is
lower
than
it
was
last
year.
Why?
C
Because
your
enrollment
is
declining.
If
that
continues,
that
authorized
amount
would
continue
to
decline
and
portland
is
facing
this
as
well.
However,
you
only
have
a
local
option.
It's
about
a
third
of
this
number.
So
I
don't
think,
there's
a
real
risk
that
this
will
cause
you
difficulty
in
the
future.
C
C
As
I
mentioned,
you
are
one
of
the
few
districts
that
actually
gets
extra
money
from
the
state
in
the
form
of
the
organization
brand.
It
is
a
really
funky
formula
that
don't
ask
me
how
it
came
to
be
or
exactly
how
it
works.
I
would
just
say
thank
you
and
not
count
on
it.
Next
year,.
C
So
you
look
at
that:
1.3
million
dollars
kind
of
like
we
look
at
the
grants
from
the
federal
government,
the
astral
funds
like
it's
like
a
one-time
fund
and
don't
spend
it
on
teachers,
and
we
put
that
in
the
local
option.
So
that's
where
it
says:
okay,
so
now
we
get
to
the
really
fun,
which
is
the
analysis
that
we
ran
based
upon
going
to
washington
county
and
getting
a
listing
of
all
of
your
taxpayers
and
their
specific
av
rnv
and
current
tax
rate.
C
C
C
C
So
kind
of
in
the
middle
it
says
district
total
property
values.
If
you
look
at
2022,
your
rmv
is
about
59
billion
dollars.
Your
av
is
about
34
billion,
which
on
average
guess
what
it's
right
about.
60
and
remember.
I
said
that
if
you
have
no
compression-
which
you
basically
have
none
or
very
slight,
if
you
take
your
rate
times
your
av,
that
is
going
to
deliver
what
your
work
watching
receipts
are
going
to
be.
C
C
Where
it's
labeled
summary
of
education
tax
rates,
so
you
have
68
different
tax
codes
within
the
burton
school
district.
However,
all
of
your
district
is
within
northwest
regional,
esd
and
pcc.
That
is
not
the
case
for
every
school
district
portland
has
some
mountain
food
community
college,
for
example,
but
that
keeps
it
easy.
Nevertheless,
if
you
look
at
this
table
down
here,
you'll
see
there
are
different
tax
rates
or
different
tax
codes
as
a
result
of
different
urban
renewal
areas.
C
C
Okay,
it's
because
this
512
is
assessed
against
your
assessed
value
and
the
five
dollar
limit
is
set
against
your
real
market,
so
for
most
residential
properties,
where
av
equals
60
of
rmb.
You've
got
loads
of
room
before
you
get
into
compression,
but
if
you're,
a
utility
property,
where
ap
is
equal
to
rmb
and
you're
at
512,
you're
losing
12
cents
as
a
school
district.
That's
where
your
compression
comes
from
okay,
getting
to
the
end
maximum
uncompressed
local
option.
C
Okay,
fine:
this
is
a
graph
of
if
we
were
to
run
your
local
option
levy
based
on
this
year's
values
at
different
levy
rates.
How
much
rates
your
current
levy
is
a
dollar
and
a
quarter
and
a
dollar
and
a
quarter
times.
Your
value
is
somewhat
more
than
37
million,
but
because
of
compression
this
year
you
impose
37.2
million
dollars
for
every
10
cents
more
than
that
at
about
1
million
dollars,
10
cents.
F
C
We
also
ran
a
projection
as
to
what
might
happen
next
year
and
part
of
that
projection
goes
into.
What
do
you
think
the
growth
rate
might
be
both
of
av,
which
does
include
new
construction
and
rmv,
and
we
came
up
let's
now
go
to
well,
let's
go
to
slide.
C
C
A
C
C
We
started
it
increasing
by
10
cents,
then
at
a
dollar
75
we
grow
by
a
quarter
etc,
which
is
why
the
graph
here
is
not
a
straight
upward
slope.
That's
why
it's
got
sort
of
five
growth
charts
final
chart
here
is
what
other
local
option
rates
are
from
your
surrounding
communities,
as
well
as
throughout
the
state.
There
aren't
very
many
school
districts
with
local
option
levies,
but
it's
not
only
metro
area,
wealthy
districts
that
have
local
auction
puppies,
you'll,
see
all
city
and
sweet
home
and
river
etcetera.
F
C
I
think
what
your
question
was.
I
couldn't
process
your
question
when
you
first
asked
it,
but
I
think
now
I
can't
it
was
a
question
of
has
compression
happened
in
the
past.
So
your
answer
again
just
one
time.
I
wasn't
processing
that
question
at
the
time
when
he
asked
so
we
had
plenty
of
room
now,
but
I
would
say
carol's
example:
2008
is
probably
the
one
where.
C
C
C
There
has
been
over
the
years
a
certain
amount
of
controversy
over
how
levies
that
might
be
levied
by
certain
types
of
organizations
yet
used
for
non
local
government
operations
by
actually
treated
as
education.
So
I
think
that
that's
not
necessarily
a
good
idea
and
I've
probably
confused
everything
for.
C
C
A
C
People
still
look
at
their
property
tax
statements
and
there's
different
taxing
districts
and
not
everybody,
that's
kind
of
the
discussion
of
who
can
be
a
taxing
district
right,
so,
whether
it
be
twalton
valley,
fire
and
rescue,
or
whether
it
be
th,
prd
or
whatever.
That's
that's
kind
of
the.
Even
though
those
don't
fall
under
education,
they
don't
fall
under
education,
they're
still
added.
C
C
C
C
E
C
B
Thank
you.
This
will
be
coming
back
in
front
of
the
board
later
under
action
items
and
we'll
have
fellow
board.
Members
will
be
bringing
a
proposal.
So
thank
you
for
providing
us
with
that
background.
That's
fascinating
and
we
always
as
always
thank
you
carol
and
thank
you.
My
much
appreciation.
C
B
B
So
we
so
staff
are
currently
out
and.
C
Again,
that's
one
of
the
things
that's
that
occurs.
I
think,
because
of
copenhagen
is
we've
been
locked
down
for
two
years
and
we
have
staff
that
are
still
on
vacation
and
rightfully
so
they're
taking
some
time
away.
Finally,
and
they'll
be
back
here
very
soon,
and
we'll
get
really
clarity
with
regards
to
status
of
all
the
adoptions.
B
And
when
we
get
that
clarity,
then
we
will
we'll
slot
something
so
just
kind
of
consider
that
part
of
the
the
rough
craft
here
tdd
so
just
to
kind
of
give
a
broader
overview.
This
time
of
year,
we
set
up
our
committees
for
the
year.
We
take
a
look
at
what
our
goals
are
going
to
be
right.
Now,
we've
got
a
rough
draft
proposal
for
everybody,
so
we're
hoping
to
get
some
input
today
during
this
part
of
the
session
and
hear
what
you
guys
think
and
we'll.
B
And
bringing
something
that
we
will
vote
on
and
approve
that
either
our
august
or
september
school
board
regular
session
to
run
through
this
briefly.
The
first
part
is
just
the
board
roll.
I
think
it's
always
important
to
keep
that
board
roll
friends
of
mine
when
we're
looking
at
what
we're
doing
with
our
committees.
B
B
B
The
other
is
to
pass
a
successful
local
option
levy
if
the
board
were
not
to
vote
for
the
local
auction
levy
today,
we
would,
of
course,
remove
that
from
this
set
of
goals,
but
two
very
large
goals,
but
also
two
very
important
goals,
and-
and
I
want
board
members
to
to
think
about
two
with
regards
to
these
goals-
these
are
very
time
intensive
right.
We
went
through
a
superintendent
search
process
that
was
what
kind
of
last
year
we
did
a
bargaining
process.
B
That
was
also
time
so,
when
we're
putting
two
goals
forward,
we're
also
trying
to
be
mindful
of
the
time
commitment
of
our
board
members
and
our
ability
as
a
board,
to
bring
together
the
resources,
which
is
our
time
and
attention
to
those
issues.
So
that's
that's
a
little
bit
of
a
preface.
Why
don't
you
only
see
two
goals,
but
the.
B
Goals
the
amount
of
work
it's
going
to
require
to
get
us
to
the
end
of
the
year
quite
a
bit,
and
I
would
also
say
if
we
move
forward
with
passing
a
local
option.
Like
that's
going
to
take
a
lot
of
time.
We've
got
a
90
day,
something
like
that.
A
90
day,
sprint
to
get
to
election
day.
We've
got
a
lot
of
fundraising
other
things
that
we
would
have
to
do
to
make
that
successful.
B
So
again,
that's
part
of
that
focus
that
we're
bringing
here
the
other
thing
when
we're
looking
at
committees
is
we're
going
to
try
and
do
something
a
little
bit
different
this
year,
which
is
we
normally
have
committees
and
on
that
committee
there
is
a
forward
chair.
So
that's
that's
a
person
who's,
a
board
member
who
chairs
the
committee.
C
B
To
be
assigned,
that
would
be
dr
balderas,
who
would
be
doing
that
assignment,
but
that's
a
change
in
the
structure
that
we've
had
in
previous
years.
So
I
just
want
to
note
that,
in
terms
of
committees
we
know
we
have
to
do
the
budget
committee.
We
do
that
every
year
they
would
have
a
strategic
planning
committee
and
and
when
we're
talking
about
these
committees,
I
should
start
by
saying
these
are
committees
as
a
whole.
I
mean
as
a
whole
is
all
of
us
as
board
members
right,
so
we're
all
part
of
the
budget
committee.
B
That's
us
plus
seven
other
people
from
the
public.
We
would
all
be
part
of
the
strategic
plan.
That's
a
very
important
part
of
what
we
do
for
working
with
those
plans.
Ad
hoc
committee
is
the
next
category.
Those
are
committees
that
happen
when
needed,
so
not
regular
monthly
meetings,
but
when
it's
needed
and
we've.
B
A
functioning
policy
right,
so
we
would
have
that
as
well
this
year,
where,
when,
if
there's
an
osba
update,
if
there's
something
that
we're
looking
at
potentially
changing
in
the
district,
this
would
be.
You
know
they
would
bring
things
forward
to
us.
B
The
other
type
of
committee
is
the
subcommittees
that
meet
regularly
and
we're
suggesting
just
one,
and
that
would
be
a
legislative
advocacy
committee.
It's
important
because
we're
heading
into
a
long
session
here,
where
there's
gonna
be
a
lot
of
legislation
and
the
school
budget
will
be
up
for
grabs.
B
So
for
our
newer
board
members
who
haven't
been
through
that
cycle,
the
legislature
determines
the
state
school
funding
level
and
that's
huge,
because
we
need
to
advocate
for
that
to
make
sure
that
we
get
good
funding
for
our
schools
for
our
students,
and
so
we
want
to
have
a
committee
around
that.
That's
also
an
opportunity
for
the
board
to
be
able
to
come
up
with.
Are
there
any
legislative
objectives
that
we
want
to
advocate
for
when
we're
talking
about
the
state
level
right,
we
could.
B
We
could
create
an
agenda
ourselves,
run
it
through
that
subcommittee
and
then,
when
we
go
down
to
the
legislature
as
they're
in
session
and
talk
to
people
talk
about
bills
advocate
for
things,
and
then
there
are
other
assignments
that
we
have
to
do
that
we.
These
are
commitments
that
the
board
has
done
in
the
past
and
that
we
would
like
to
continue
so
we
have
an
audit
committee,
we
have
the
beaverton
education
foundation
liaison
which
eric
has
been
doing.
B
Committee,
which
I
was
doing
last
year,
a
bond
oversight
committee.
We
have
the
curriculum
committees
and
that's
where
the
tv
comes
right,
there's
usually
a
board
member
who's,
a
non-voting
person
on
on
the
project
team,
and
then
there
were
this
is
another
tbd.
B
We
currently
have
the
equitable
policies
task
force,
which
takes
a
look
at
policies
and
makes
suggestions
to
the
district,
the
school
board.
There
is
a,
I
believe,
a
senate
bill
that
came
through.
C
B
They're
not
talking
to
each
other
right,
they're,
not
in
the
same
world,
so
we're
going
to
kind
of
like
hold
off
on
that
and
wait
and
see
where
dr
balderas
and
staff
come
in.
B
E
B
B
Who's
been
a
part
of
their
legislative
committee
and
he's
done
great
work
through
the
osb
advocating
for
us.
I
know
that
becky
in
the
past
has
stepped
in
when
other
school
districts
didn't
have
somebody
on
that
community
to
advocate
for
them
and
actually
did
double
and
triple
duty
in
some
cases.
So
thank
you,
becky,
that's
a
big
task
and
then.
C
B
Is
something
new
which
is
really
cool,
so
metro
has
a
group
of
people
to
get
together
when
they're,
taking
a
look
at
like
big
picture
land
use
things
like
the
urban
growth
counter
and
there
is
a
school
board
member
that
represents.
You
know
the
interests
of
schools
in
our
region.
Susan
has
stepped
up
to
be
a
part
of
that
committee
and
we're
actually
going
to
be
voting
on
that
later
today.
B
That
nomination,
but
were
we
to
nominate
susan,
and
I
would
suggest
we
should
she
would
represent
not
just
our
district
but
other
districts
throughout
the
region
on
those
sorts
of
issues
and
that's
a
huge
opportunity
to
have
a
strong
voice
for
our
region
and
it's
from
the
university
course
and
that's
also
a
big
time
commitment
on
susan's
part.
So
thank
you
for
being
willing
to
do
that.
B
So
that's
the
rundown.
What
I'm
thinking
of
do
you
have
people
wanted
to
answer?
You
know,
dr
balderas.
If
you
have
anything.
C
To
do
together,
one
thing
that
I
that
comes
to
mind
for
me
is
the
fact
that
there's
a
lot
of
work
and
we
all
have
full-time
jobs
and
our
volunteering,
so
we're
trying
to
be
mindful,
in
the
board
assignments
to
kind
of
spread
the
spread,
the
work,
but
I
think
we're
also
open
it's
obviously
a
craft.
So
if
there's
something
that
you're
actually
like,
I'm
really
passionate
about
one
of
these
findings
with
that
conversation
is.
D
C
And
we
replicated
wesley
wilson
mills
long-range
silly
committee-
that's
been
in
place
for
some
time
prior
to
those
protected
on
and
again
to
your
point
there.
It
is
really
with
this
future
demographics
and
it's
it's
very
different
than
mod
oversight,
looking
at
long-range
planning
facilities
for
indoor
outdoor
space
and
projections
and
also
having
those
tough
discussions
regarding
for
decline.
Enrollment
some
of
those
discussions
were
not
in
schools.
C
C
But
that's
to
clarify
this
time,
because
the
long-range
facilities
committee
is
something
that
I
would
think.
We'd
want
to
have
relatively.
B
C
A
B
B
D
Lot
of
you
in
joining
something
like
that
too.
My
new
job
role
is
total
cost
ownership
for
factories.
So
congrats,
okay,
that's
a
good
thing,
but
I'm
I'm
interested
in
it
and
we're
going
to
board
and
find
more
for
carl
and
mike
and
already
have.
F
C
Right,
okay
and
then
they
can
answer
your
other
part,
because
so
we
had,
we
didn't,
have
an
equity
committee
that
looked
at
it
has
the
name
equity
in
it,
but
it
was
looking
at
diversifying
the
workforce
and
the
language,
english
learners,
english
learners,
english
language,
learners
or
convergent
bilinguals
in
dual
language,
and
what
we
decided
is
that
for
both
of
those,
we
have
feasibility
studies
that
are
happening
and
we'll
have
the
results
of
those
coming
out
and
dr
balderas
so
very
strongly
that
those
two
goals
of
supporting
the
feasibility
studies
from
hr
and
develop
visibility.
C
Study
from
the
dual
language
are
something
that
he's
very
interested
in
invested
in
and
so
that
we
wouldn't
necessarily
need
a
committee
from
the
board,
but
that
that
work
would
be
continuing
and
then
they
would
be
reporting
to
us
as
a
board
of
next
steps.
On
those
two.
C
I
don't
know
if
you
want
to
clarify
if
I
got
that
right.
So
the
goal
is,
I
think,
there's
been
a
lot
of
great
work
already
started
and
for
us
to
continue
and
wait
for
those
reports
to
come
out.
But
we've
already
done
a
lot
of
great
work.
I
know
under
the
leadership
of
susan
rodriguez,
for
example,
for
diversification
of
the
workforce,
or
at
least
the
admin
partner,
pretty
close
to
double
our
school
admin
in
terms
of
our
being
reflective
of
the
student
population
diversity.
C
This
is
sprint,
so
the
leadership
of
our
human
resources
department
we're
doing
a
lot
of
great
work,
just
kind
of
frame
that
up
being
really
intentional
and
come
back
to
the
board
and
show
the
plans
and
the
metrics.
I
think
we
need
to
hold
ourselves
accountable
to
the
metrics
as
the
school
system
and
starts
with
the
very
top
so
making
sure
that
we
have
clear
goals.
We've
gone
forward
to
the
goal,
and
it's
just
a
clarification
when
you're
reading
it,
the
equity
committee,
isn't
we're
not
talking.
B
About
the,
I
think
it
was
like
key
equity
out
first
or
something
like
that.
We
called
the
subcommittee
that
ended
last
year
that
that's
being
sunsetted.
This
equity
committee
is
referring
to
the
potential
for
one
under
that
senate
bill
that
we
need
so
that
that's
where
the
confusion
is
coming
into
literally,
you
have
like
three.
C
So
one
thing
about
the
about
senate
bill:
732
is
one
of
the
things
that
I'm
finding
with
other
school
districts
locally.
Is
we
need
to
keep
that
not
a
50-person
committee
50-plus
but
that'd
be
manageable,
because
if
you
have
too
big
of
a
commitment,
you've
all
been
there,
you
really
don't
need
anything.
There's
a
lot
of
talking
and.
C
C
C
I
think
I
think
lake
oswego
started
this
last
year
for
about
15
people
and
they
find
it
to
be
pretty
pretty.
C
C
Committee
is
for
a
different,
almost
they're,
giving
information
to
the
board
into
the
superintendent.
I
believe
it's
somewhere,
whereas
the
equity
policies
task
force.
What
I
appreciated
about
them
last
year
is
that
they
were
really.
It
was
such
a
large
group
that
they
were
actually
working
to
give
us
some
specifics
on
how
to
best
put
into
place.
For
example,
all
students
belong,
and
so
it
needed
a
lot
of
eyes
on
it,
because
there
was,
there
was
advent
that
there.
C
C
Religious
holiday,
one
which
the
religious
holiday
one,
would
actually
fit
more
into
the
senate,
though
kind
of
they're
giving
feedback
on,
whereas
the
first
one
that
we
use
it
for
every
student
belongs
policy.
There
was
a
lot
of
details
and
we
needed.
We
wanted
input
from
principles,
so
we
weren't
making
something
that
wouldn't
work
with
our
staff
or
it
was
like
procedures.
F
A
C
And
I
certainly
know
that
we
have
you
know,
budget
committee
and
then
the
curriculum
committee
always
has
so
it's
just
making
sure
that
we
have
community
members
and
student
representation
or
neces.
You
know
when
that
would
make
sense.
B
So
the
bond
advisory
committee
has
community
members
on
it.
The
audit
committee,
I
believe
there
are
community
members
on
it-
bef,
that's
just
the
liaison.
Yes,
the
curriculum
community
is
right.
That's
the
project
team
equity,
we're
waiting
here
back
from
dr
balderas
long
range
facilities
that
that's
new
and
then
osba.
You
know
that's
and
always
be
in
the
metro.
C
C
Just
a
point
of
clarification
here
again,
you
can
just
see
just
even
us
getting
confused
between
the
equity
and
is
there
a
reason-
and
maybe
we've
changed
before,
and
I
just
didn't
notice
between
bond
accountability
and
bond
oversight
same
thing.
Well,
then,
I
would
recommend
you
keep
it
bond
accountability,
because
I
just
think
it's
confusing
to.
F
C
As
needed,
so
once
we
got,
we
added
your
name
on,
and
dr
maldenas
had
mentioned
at
the
beginning
that
there's
some
staff
that's
off
campus
right
now
on
vacation
still
so
we'll
know
more
of
whether
we
need
the
language
arts
or,
if
it's
math
or
science,
and
then
we'll
have
these
joining
us.
F
E
A
lot
of
work,
but
also
the
schools-
I
think
it's
that's,
typically
a
pillar
that
the
uc
energy
plan
that
goes
into
multiple
plans
and
brings
them
up
in
one
spot
and
puts
the
plans
together.
I
know
that
we
already
have
a
community
strategy,
but
how
do
we
make
sure
that
we
are
being
very
intentional?
C
C
And
I'm
very
excited
about
the
strategic
plan
process
that
we
were
looking
at,
because
those
are
that's
whatever
we
put
in
the
strategic
plan
is
what
we
will
be
aligning
all
of
like
superintendent's
goals
and
our
board
goals
in
the
high
most
high
functioning
systems.
C
We
have
a
strong
plans
which
you
get
plans
where
we
have
input
from
the
community
from
our
staff
from
you
know
as
many
stakeholders
as
possible
and
then
once
we
align
once
mr
brenton
aligns
his
goals
and
our
goals,
then
that's
when
you
know
really
change
happens,
and
so,
as
we
look
at
that,
maybe
we
can
get
an
update
on
that
process.
C
That
would
be
helpful
because
one
of
the
reasons
we
didn't
have
the
other
diversify
the
workforce
and
the
language
was
because,
in
the
hopes
that,
if
those
pieces
are
embedded
into
our
strategic
plan,
as
well
as
as
the
community
component,
that
you
were
mentioning,
because
it's
so
important
and
that
we
still
need
to
grow
and
strengthen
you.
If
they're
in
the
strategic
plan,
then
it
needs
to
happen
for
sure.
C
But
I
think
that
closes
this
and
we're
going
to
now
take
lunch
and
we'll
be
back
around
12
15
for
goal
review
to
go
over
our
goals
from
last
year.
B
All
right,
we
are
back
in
session
here
with
our
work
session
and
our
next
item
is
going
to
be
board
goals
review
and
we
had
two
questions
for
board
members.
I'm
just
gonna
read
them
here.
The
first
question
references
the
board
goals
from
2021
2022
and
it
says
which
board
goals.
Do
we
fill
we
accomplished
last
year
and
what
areas
need
continued
support
or
attention?
B
So
what
I'd
like
to
do
is
kind
of
go
around
the
circle
here
and
have
everybody
kind
of
provide
us
with
some
information
I'll
be
taking
some
notes,
because
I
think
this
information
will
go
into
the
process
for
getting
the
ultimate
school
board
goals
put
together
for
this
upcoming
year
and
our
communities
and
everything
and
becky.
If
you'd
like
to
start
us
off
if
you're.
Okay
with
that.
B
B
We
have
the
evaluation
of
the
student
resource
officer
program,
which
we
just
received
a
report
on
in
terms
of
key
equity
efforts.
You
know
that's
getting
moved
into
the
strategic
plan
and
that's
continued
work
that
isn't
like
one
time
work.
That's
probably
forever
work
work,
we're
always
working
on.
We
managed
to
support
and
pass
a
bond,
and
I
would
just
take
a
moment
and
recognize
becky
tim
chuck
for
her
amazing
role
in
doing
that,
and
and
again
our
labor
agreement.
B
Rodriguez
for
all
of
her
hard
work
on
that
too,
she
did
a
ton
of
work
on
that.
So
those
are
a
huge
big
things
and
I
guess
the
last
one
is
strategic
budgeting
and
you
know
that's
an
ongoing
thing,
but
a
lot
of
kudos
to
associate
superintendent
scofield
for
his
work,
keeping
us
on
track
and
making
sure
that
we're
seeing
not
just
what's
happening
within
this
fiscal
year,
but
what's
happening
down
the
road,
and
I
think
we
were
successful
in
that.
B
I
think
an
area
where
we
could
continue
to
do
work
and
improvement
is
the
board
role
and
then
understanding
what
our
role
is
in
the
district
that
we
have
work
better
with
staff
in
understanding
that
role
and
I'm
excited
to
work
with
superintendent
balderas
on
that
in
the
upcoming
months
here.
But
I.
B
B
Board,
having
done
a
lot
of
work,
a
very
short
amount
of
time,
having
achieved
most
of
those
goals,
so
that's
where
I'm
coming
from.
C
I
don't
think
we
quite
captured
last
year
at
the
time
any
time
that
you
on
board
three
new
board
members.
That
process
is
going
to
be
different
for
everyone,
how
that
on
boarding
process
happens,
and
we
were
still
in
a
transitionary
year
with
kobe
last
year,
so
we
weren't,
you
know
we
met
in.
A
C
A
few
times
so,
I
think
that
what
brought
us
together
quickly
was
the
fact
that
we
needed
to
take
on
finding
a
new
superintendent
right
away.
So
that
was
eventually
getting
us
where
we
all
needed
to
go
and
different
people
had
different
experiences
and
hired
them
in
the
past.
And
you
know
what
that
needed
to
look
like
and
what
were
the
objectives
and
what
kind
of
what
were
our
priorities?.
C
Also,
anytime,
you
have
a
difference
in
board
leadership,
which
is
what
we
have.
It
was
your
first
year,
so
every
board
chair
is
going
to
come
to
the
job
a
little
bit
differently
and
have
different
things
that
they
want
to
see
get
accomplished.
C
And
then,
I
think
a
lot
of
things
as
far
as
goals
go.
There
are
things
that
we
can't
foresee
in
august
what
it's
going
to
look
like
throughout
the
year
and
it
we
don't
realize
how
much
of
our
time
energy
it
takes
to
deal
with
those
with
those
different
things.
So
I
think
that
there
was
a
lot
of
time
and
energy
that
was
put
toward
things
that
we
weren't.
We.
C
And
so
I
I
think
we
handled
those
things
as
they
came
along.
You
know
well
perfect,
no,
but
you
know
well,
but
I'm
not
gonna
reiterate
that
all
the
things
I
think
you
know
all
the
things
that
you
said
that
we
went
out
to
do
that
were
big.
They
were
big
things
and
did
that,
but
I'm
thinking
more
than
maybe
the
things
that
were
unmanageable
but
still
took
a
lot
of
our
our
time
and
effort
as
a
ward.
F
It
brought
us
all
together
and
worked
together,
so
that
was
a
very
powerful
thing
and
the
thing
that
I
think
that
also
went
well
is
that
we
are
going
to
adopt.
We
are
giving
importance
to
the
mental
health
of
the
students
and
we
are
adopting
and
encouraging
them,
and
I
really
appreciated
the
fact
that
the
district
brought
in
front
of
us
a
really
good
program
for
the
students
and
the
thing
that
we
can
work
a
little
bit
more
with
it.
C
F
C
Well,
I
would
say
that
looking
at
our
goals
from
last
year,
I'm
extremely
pleased
with
the
fact
that
we
all
came
to
consensus
for
a
new
school
for
schools
to
present
it,
along
with
oh,
my
gosh.
The
heavy
lift,
very,
very
heavy
list
of
the
bond,
which,
I
would
say
was
mostly
on
becky's
shoulders.
Although
we
did
have
some
becky's
shoulders
were
very,
very
much
appreciated
and,
after
I
don't
know
over
a
year
of
negotiations
again
with
both
tom
and
becky
and
susan
and
the
support
of
hr.
C
The
fact
that
we
were
able
to
come
to
an
agreement
with
our
teachers
union
and
our
osea
as
well.
So
I
mean
a
lot
of
positive
things
happen.
In
the
same
time,
we
were
dealing
with
continually
dealing
with
covet,
and
you
know
I
know
that
we
don't
have
the
staff
that
we
did.
You
know,
like
brian,
did
an
amazing
job
of
looking
at
the
big
picture
of
how
our
school
district
and
as
did
carl
site
and
josh
with
copen,
and
how
that
was
such
a
big
piece.
Even.
C
A
goal
of
ours-
it
certainly
is
a
goal
of
ours
that
our
kids,
our
students,
are
safe,
and
I
would
you
know
just
say
that
that
was
accomplished
as
much
as
possible
last
year.
Now,
I'm
looking
forward
to
this
year,
I
mean
I
know
that
we're
going
to
be
looking
at
the
strategic
plan,
but
in
there
there
I
think
we
need
to
have
some
kind
of
advocacy.
C
You
know
goal
in
there
and
I
don't
know
what
the
state
legislature
is
going
to
have.
You
know
on
board
or
what
we're
looking
at
is
the
school
district
of
what
needs
to
be
advocated
at
the
state
level,
but
I
do
think
there
needs
to
be
some
goals.
You
know
along
that
line
just
so
that
we're
aligned
you
know
again.
I
think
the
street
plan
is
going
to
take
a
long.
You
know
piece
of
our
goals
for
the
year,
but
I
definitely
would
put
like
something
on
there
for
advocacy.
C
When
I
look
at
our
goals,
when
I
think
about
goal
number
two,
the
equity
efforts,
we
review
district
policies
and
then
by
address
institutional
racism,
I
think
we've
had
some
trainings
and
I'm
looking
forward
to
seeing
how
those
trainings
actually
move
into
actionable
items
for
each
person
in
our
system,
whether
it's
in
the
classroom
or
at
the
building
level
or
for
our
district
level.
Administrators.
B
Sure
that
the
training
that
we're
doing
as
a
board
like
grades
well
with
the
other
sorts
of
equity
training
that
are
going
to
be
happening-
and
I
know
superintendent
balderas-
is
taking
a
look
at
you
know
those
trainings,
and
so
we
want.
C
To
disease
adapting
and
working
with
the
equity
trainees
around
the
district,
we
want
to
make
sure
the
board's
getting
something
so
tom.
Just
in
terms
of
commenting
about
this
process,
we're
looking
at
this
as
a
goal
for
our
board,
correct,
as
you
know,
like
the
big
yes,
so
I
just.
I
just
want
to
make
sure
that
we're
focusing
on
the
broad
goals
of
our
board.
B
C
C
C
Okay,
cool,
I'm
just
really
proud
of
that
tonight.
I
look
forward
to
continuing
that
work
and
then
the
next
one
was
support,
dual
language
programming,
so
we
did
have.
I
think
we
increased
our
knowledge
of
just
general
knowledge
of
multilingual
learners
or
emerging
bilinguals,
and
I
look
forward
to
the
feasibility
study.
C
So
I
think
those
are
things
that
I
feel
forget
about.
I
know
that
mr
schofield
has
signed
a
contract
for
life
that
he's
not
leaving
so.
C
As
a
new
board
member
being
able
to
understand
some
of
those
numbers-
and
that
was
super
helpful
for
my
part-
as
I
think
back
to
the
goals
and
also
you
know
that
our
our
board
members
who've
been
here
longer
than
between
new
ones.
So.
C
Ghana-
and
I
have
been
super
helpful
in
like
just
answering
questions
like
about
process,
and
so
as
I
look
into
the
future,
I
think
it's
continuing
to
understand
the
different
goals
that
the
board
plays
and
doesn't
play
understanding,
procedures
and
policies
that
we
must
be
following,
so
that
we
can
continue
this
work
as
we
get
new
board
members,
possibly
in
the
next.
C
And
sitting
with
me,
as
I
clear
processes,
I
guess
the
last
part
would
be.
There
was
one
piece
that
we
worked
on
in
our
committee
that
we
haven't
finished
yet
that
I'm
curious
about-
and
I
know
there
were
some
feasibility
work
on
that
was
for
the
age
of
21
students
looking
at
our
policy.
Currently,
it
doesn't
allow
well
only
if
you're
heaven
within
your
iep,
can
you
stay
in
vapor
10
until
the
8
21
in
other
districts.
C
C
So,
looking
at
all
that,
we
have
all
that
we
set
out
to
do.
We
mostly
achieve
them
not
to
reintroduce
what
everybody
else
has
said.
I
am
proud
of
where
we
are,
and
I
just
wanna
also
have
that
we
adopted
the
entire
situation
statement.
C
F
That
was
that
was
a
huge
achievement
for
the
board
and
then
coming
back
to
the
anti-versus.
C
Visual
statement
hoping
to
see
that
actually
mature
lives,
I'm
hoping
to
see
what
we're
going
to
do
to
make
sure
that
it's
not
just
something
that
will
work
on
paper.
It's
not
just
something
that
we
put
on
our
website,
but
it
is
something
that
we
are
living,
something
that
we.
D
The
last
year
most
of
the
goals
were
met,
so
it
almost
felt
like
there's
a
very
tactical
year,
lots
of
big
things.
They
could
accomplish
foundational
things
by
getting
more
money.
For
you
know,
bonds
for
the
next
builds.
We
all
came
together
really
quickly
with
gus
and
about
you
know
like
about
the
same
way.
I
did
that
don
just
felt
like
the
right
person
right
there
for
five
to
ten
years.
As
long
as
gus
wants
to
stay
with
us,
you
know.
D
Obviously
you
know
you
have
to
do
well,
but
we
love
you,
so
it
feels
like
now
we're
kind
of
set
for,
like
some
strategic
things
that
we
haven't
had
a
chance
to
do
in
the
last
two
and
a
half
years,
because
it's
all
been
you
know,
resolution
of
problems,
problem
problems,
and
so
you
know
so
I
think
now
we
have
a
chance
to
look
at
that
strategic
plan
is
a
big
deal.
D
I
don't
think
we've
done
anything
without
maybe
my
first
second
year
in
the
board,
it's
been
kind
of
on
the
shelf
and
we
haven't
really
had
a
chance
to
play
with
it
opportunity.
Looking
at
some
things
like
academic,
you
know
return
on
investments
and
other
items
that
you
know
we
were
kind
of
going
that
direction
and
you
know,
I
think,
kobe
kind
of
slows
down,
because
we
can't
measure
things
that
you
know
we're
not
measuring
at
all
anyways,
because
you
know
we
weren't
doing
s,
facts
and
every
other
items
and
stuff
like
that.
D
So
I
think
we
have
a
chance
this
year
to
get
back
into
that
and
then
the
strategic
thing
is
like
the
school
district
obviously
is
changing.
You
know,
since
when
I
came
on
the
board
as
a
really
strong
growth
district
and
now
we're.
Obviously
I
don't
know
if
we
can
get
that
back,
probably
not
likely
you
know.
So
we
got
to
think
about
the
future
and
make
sure
we
have
good
financial
underpinnings.
D
So
we
can
have
a
successful
district
for
you
know
the
next
30
years,
and
so
maybe
we'll
have
to
look
at
benchmarking
models
from
other
expensive
fields
like
california,
what
not
but
see
what
we
can
do
and
then,
lastly,
the
achievement
gap.
I
know
it's
a
huge
deal.
We
haven't
closed.
It
want
to
close
it.
It's
always
been
one
of
the
biggest
things
we
saw
in
the
last
seven
years
of
seeing
that
of
cheating
out.
D
So
I
hope
you
know
I
feel,
like
some
programs
have
been
started
with
dawn
and
I
think
will
continue
early
childhood
education.
Those
things
I'm
a
big
advocate
for
think
you
can
eliminate
that
that
gap
give
you
opportunities
to
young
people,
families
who
can't
afford
to
make
sure
they
have
the
same
opportunities
that
other
people
do.
So
those
are
kind
of
you
know.
I
think
you
did
well
last
year
proud
and
in
the
continuity
leadership.
I
kind
of
think
it's
cool
that
you
know.
Susan
wasn't
going
to
run
again.
D
Ladder
of
my
experience
level
on
board,
but
I
feel
like
I
know
that
myself
and
I
think
that
you
might
not
be
doing
that
about
tom,
but
I
think
it's
great
that
onboard
you
know
new
people
are
you
know
if
you
guys
are
coming
to
speed
really
fast?
It's
awesome.
I
think
this
nice
continuity
of
leadership
to
have,
like
you
know,
balance
you
don't
have
like
16
people
one
year.
So
I
think
it's
nice
to
have
a
ladder
of
experience
and.
A
D
And
grandma
susan
can
give
the
history,
but
you
know
she's
been
here
a
long
time
and
hasn't
she
has
the
most
trouble
knowing
what's
going
on
so
that
and
like
thank
you.
B
So
we've
got
a
little
less
than
10
minutes.
You
have
a
little
less
than
10
minutes
here.
The
second
question
is
about
like
supports
right
anything
that
you
think,
like
the
type
of
trainees
or
resources
that
the
board
needs.
Is
there
anything?
You
guys
think
that
we're
going
to
need
in
the
next
year,
keeping
in
mind
the
two
goals
that
we
have
right?
We
have
those
as
a
rough
draft
that
would
help
you
be
successful
susan.
I
can
see
your
name
shooting
up
so
well.
C
C
C
And
I
think
the
last
part
would
be
around
what
do
I
want
the
board
to
consider
around
strategic
plan.
I
think
if
you
could
have
good
input
from
multiple
stakeholders
in
building
that
I
think
that
would
be
make
our
strategic
plan
that
much
stronger
and
then
the
second
thing
about
strategic
planning
is
that
we're
gonna
need
to
narrow
it
down
to
three
to
five
goals.
C
If
we
do
a
strategic
plan
with
15
20
000
goals,
there's
no
way
that
it's
attainable
so
as
we're
starting
to
build
and
think
about
all
these
priorities
are
important
to
our
community
to
us
and
we're
listening,
trying
to
figure
out
how
do
they
fit
together.
How
do
we
make
these?
You
know
find
three
to
five
that
are
just
like.
This
is
what
we're
standing
on.
C
C
It's
very
hard
to
measure
how
we
know
we
are
successful
at
something
or
we
need
to
continue
to
put
resources
or
continue
to
put
work,
and
I
don't
think
anybody
thinks
on
a
school
board.
Oh.
C
But
as
far
as
our
other
work,
whether
you
know,
how
do
we
know,
are
we
on
the
right
track?
When
do
we
need
to
make
a
course
correction?
Is
it
something
that
we
just
visit
once
a
year,
and
we
know
that
we're
on
it's
got
to
become
in
conjunction
with
our
values,
with.
C
To
know
what
kind
of
tools
we
can
possibly
put
in
place
that
we
can
measure
a
little
bit
better
if
you
know
if
we
are
being
successful
at
getting
toward
the
goals,
because
so
many
schools
are
going
to
be
year-long
goals
and
student
school's
going
to
be
3-5.
B
How
are
we
measuring
up
on
those
and
getting
reports
and
knowing
that
throughout
the
year,
so
we
can
of
course
correct
and
that's
why
part
of
the
reason
I
thought?
Well,
we
really
gotta
focus
on
that
strategic
plan,
because
once
we
get
that
rolling,
that's
really
gonna
determine
so
much
for
the
next.
You
know
three
to
five
years
so
anyway,
that's
that's,
maybe
just
to
say,
like
I
agree
and
concur.
C
B
I
think
that
is
a
perfect
segue
to
our
next
item,
which
is
the
superintendent
transition
plans,
so
I
did
not
plant
that
with
you.
Susan
expect.
C
C
C
There
is
a
few
goals
here,
there's
those
five
goals
that
I
have
for
the
entry
time.
This
has
been
the
stages
and
the
goal
is
to
really
be
very
communicative
with
the
community
quite
a
bit.
The
community
will
continue
to
do
so.
C
So
this
is
phased
out
and
it's
going
to
look
a
lot
like
the
by
the
amazing
models,
with
the
strategic
plan
in
different
phases
in
terms
of
what
we
do,
and
the
very
end
is
really.
The
implementation
for
approval
of
a
strategic
plan
that
that
is
board,
approved
and
will
be
brought
forward
has
been
mentioned
by
the
network
and
others
is
very
comprehensive.
C
Every
strategic
plan
is
different
because
every
community
is
different,
so
I've
used
small
companies,
big
companies
internally,
so
in
the
end
of
the
day,
it's
it's
what
we
wanted
to
look
like,
that
could
be
a
school
district
as
a
community,
and
but
it
will
be
aligned
to
this
action
plan
that
ends
around
march
or
so,
and
I
know
it's
off
cycle
with
budget.
But
again
this
is
the
multi-year
plan.
C
That's
going
to
be
pretty
fluid
as
well,
so
the
goal
for
the
plan
is
to
get
as
much
input
as
we
can
to
make
sure
we're
doing
more
charging,
but
for
this
transition
plan
is
for
me
to
really
have
a
solid
understanding
working
with
staff
in
terms
of
our
goals,
I'm
on
page
six,
the
compact
is
ensuring
this
has
been
talked,
as
well
as
a
board,
be
sure
that
we
are
working
well
together
as
a
as
a
team.
One
of
the
things
is
ensuring
that
we
have
the
right
understanding
their
roles
and
responsibilities.
C
I
think,
especially
if
there
we
have
additional
board
transitions
coming
in
the
near
future.
We
have
some
board
members,
possibly
not
running
again.
That's.
C
C
Of
course,
we
have
50
new
superintendents
by
zero
50
new
superintendents
this
year
out
of
197
talking
to
craig
hawkins
at
cosa
executive
director
last
week,
the
last
three
years
we've
had
100
new
superintendents
so
and
these
are
people
a
lot
of
times
with
very
minimal
experience
because
of
the
actions
that
happened
because
of
the
politics
and
engulfed
the
community,
and
we've
seen
that
locally
as
well.
So
our
goal
is
to
make
sure
we're
working
together
and
that
I'm
able
to
carry
out
your
vision
based
on
a
strategic
plan,
strategic
plans.
Here.
C
Four
goals
should
be
aligned
to
that
that
my
my
action
steps
right
here,
one
two
and
three
and
four
five
are
based
on
a
strategic
plan
and
budgets.
Look
at
mr
schofield
are
moral
documents.
Their
budgets
are
moral
documents.
So
whenever
we
we
value,
we
fund
and
that's
something
that
we're
going
to
consider
as
a
board.
That's
foreign.
C
C
But
the
rest
of
them-
I
you
know
these
are
people
I
consider
colleagues,
so
I
know
they.
I
know
the
memory
of
beaverton.
I
know
the
memory
of
how
you
got
to
where
you're
at,
which
is
something
that's
nice.
For
me,
it's
good
for
me
to
go
and
know
the
history
and
being
a
resident
here
for
20
years,
my
kids
going
through
school
here
I
have
that
experience
as
well,
but.
C
Sure
that
we
are
continuing
to
improve
our
protocols
and
do
our
work
on
board
leadership
and
the
rest
of
the
board,
ensuring
that
we
have
a
clear
understanding
of
agenda
setting
making
sure
we
have
a
clear
roadmap
for
the
year.
We're
gonna
be
working
with
staff
on
it's
having
a
clear
year-long
road
map
for
dividends
like
what's
gonna
happen,
and
also
how
to
place
agendas
upon
our
more
practice,
with
leadership,
to
make
sure
that
there's
clarity
on
how
that
goes
as
well.
C
Right
now,
public
confidence
in
education
is
taking
a
hit
nationwide
again
here
in
pure
california.
It's
we're
right
there.
So
how
do
we
continue
to
empower
and
gain
trust,
and
that
goes
through
strong
communication,
the
transparency
department
processes
and
making
sure
that
we
seek
input
from
our
variety
of
stakeholders
to
think
of
our
community,
not
just
the
people
that
show
up
to
our
board
meetings
right
so
got
to
make
sure
that
we're
very
intentional
what
that
looks
like
so
for
me
just
building
relationships.
I
think
this
is
one
of
my
skill
sets.
C
We
all
have
unique
skill
sets
that
we're
better
at
than
others.
For
me,
it's
relationship
building
with
small
groups.
I
am
very
visible
in
the
community.
I
plan
to
be
very
visible
in
schools.
All
of
my
board
members
come
with
me
to
visit
schools
I'll,
be
very
miserable
with
events
and
it's
something
where
that's
where
I
gain
knowledge
and
information.
C
There's
not
what
areas
of
improvement
you
know
I
gain
as
much
as
I
share
when
I
go
to
conferences
because
of
the
fact
that
there's
some
great
opportunities
out
there
for
us
to
learn
from
from
others,
so
we'll
be
doing
that
kelly's
been
doing
a
really
nice
job
with
the
media.
I
appreciate
the
legislative
task
force
because
I
think
that's
something
that
will
give
us
some
some
good
relationships
with
elected
officials,
because
again
you
build
those
relationships,
not
when
you're
in
session.
You
build
them
when
you're
out
of
session
to
help
support.
C
Folks,
when
we
are
in
central
looking
at
becky
over
here
with
extra
background,
it
really
is
about
who
you
know
but
relationships
that
are
built
over
time.
It's
that
trust,
so
that,
if
there's
a
question
that
happens
in
the
salem
you
get
the
call
I
get
the
call
hey.
What
do
you
think
and
that's
how
things
get
done,
which
is
really
really
important?
We
started
making
you
build
a
relationship
and
developing
the.
C
On
so
that's
number
two
and
there's
a
lot
more
detail
there.
Three
again,
the
execution
is
why
we're
here
for-
and
I've
heard
it
a
few
times
today
regarding
high
expectations
and
increased
student
achievement
for
all
kids.
I
think
one
to
what
you
kind
of
mentioned
earlier
regarding
our
worker
on
equity.
C
E
C
C
We
define
it
very
being
very
intentional
to
ensure
that
we
have
access
opportunity
and
inclusion
so
that
everyone
in
the
school
system
feels
a
sense
of
belonging
in
the
first
three
access
opportunity
and
inclusion,
or
sometimes
outward-facing,
it's
a
district
or
school
doing
it
out
to
the
community
up
to
those
kids
out
to
the
public
until
that
kid
that
family,
that
community
feels
they
belong,
we're
not
there.
Yet
it's
that
sense
of
belonging.
C
C
C
Kids
and
having
the
ability
for
every
student
to
define
their
success,
having
every
student
be
able
to
define
their
success
and
be
hopefully
happy
and
successful
right
so,
but
they
need
to
find
their
own
success
and
we
do
that
through
clarity
and
definitions,
but
also
the
right
training.
So
we
will
have
some
module
trainings
for
equity,
I'll
work,
with
leadership
and
report
on
what
that
looks.
Like
we've
done
it
before,
and
also
we
can't
have
it
be
of
the
willing
it
has
to
be
something
that's
universal.
C
So
we
plan
on
having
to
actually
have
a
meeting
tomorrow
with
a
small
equity
group
to
find
out
what
that
could
look
like
here
in
beaverton
and
I'll
share
that
back
to
make
sure
that
we're
really
crystal
clear
what
equity
work
is.
It
is
about
self-development,
self-development,
self-awareness
and
we're
all
in
our
different
places
in
terms
of
our
self-development
self-awareness,
but
also.
C
Systems
change
I
mean
making
sure
we
have
equitable
systems.
What
does
that
look
like?
So
if
we
want
to
ensure
that
we
have
higher
rates
of
more
proportionality,
whether
it
be
discipline
rates
or
academic
grades
or
advanced
placement,
international
baccalaureate
placement,
we
have
to
have
a
plan
for
that.
We
have
to
have
a
plan.
This
can't
be
well
we're
going
to
work
on
it.
What
does
that
work?
Look
like?
C
C
C
C
C
This
isn't
everything
that's
within
the
systems
of
our
school
district,
from
ensuring
board
policies
are
kept
up
to
date.
So
I
appreciate
the
policy
team
going
forward
and
looking
at
every
department
to
make
sure
we're
as
effective
as
we
can.
I
think
one
of
the
things
that
we
need
to
look
at
is
we
always
have
to
evaluate
the
system.
C
I
think
that's
something
that
we
meet
and
it
needs
to
be
really
intentional.
What
that
evaluation
looks
like
so
every
department
has
to
be
arrested,
evaluated
on
a
regular
basis.
The
second
we
have
a
maybe
some
materials
or
some
some
practice.
If
it's
not
continually
evaluated,
it
just
becomes
part
of
the
system
and.
C
C
C
E
C
Have
that
are
at
that
highest
level?
I
think
that's
the
goal
that
I
have
for
the
system
working
reporting.
How
do
you
achieve
that,
and
I
know
we
have
the
people
power
to
do
it.
We
have
great
teachers,
we're
classified
great
administrators
and
we're
we're
hiring
the
best
possible
energy
we
possibly
have.
So
that's
one
of
the
things
that
we're
going
to
work
toward
that
at
the
very
end,
number
five
going
back
to
the
safety
and
wellness
just
going
back
to
everything
we
define
with
regards
to
everything
from
ensuring
that
we
have
our
command.
C
Our
week,
our
reunification
efforts
in
terms
of
ensuring
that
we
have,
if
something
happens,
in
the
building
where
kids
go,
how
do
we
process
that?
That's
something
that
was
top-of-the-line
last
year,
but
forwarded
me
to
working
on
that
plan
of
action
for
this
year.
C
More
revisions
that
you
have
to,
let
me
know,
but
it
is,
it
is
a
lot
of
activity,
and
but
it
is
activity
that
gets
me
to
really
understand
where
we're
at
right
now
as
a
school
system.
C
That's
a
school
system
when
I
left
12
years
ago,
but
the
system
that's
here
right
now
and
working
with
you
as
the
board
and
with
the
senior
staff
and
all
staff
on
implementation.
So
I'm
excited
about
the
work.
It's
been
phenomenal
so
far,
getting
to
know
all
the
folks
in
the
programs
and
also
seeing
old
people
that
hold
people
see
people
that
have
known
for
a
lot
of
years
and
your
tenure
people
actually
saw
my
house.
C
I
actually
saw
my
kids,
my
oldest
kid
fifth
grade
teacher
he's
still
in
the
system,
and
so
it's
just
just
really
really
neat
to
see
people
that
I've
known
or
they've
known
me
and
my
family,
my
wife,
who
volunteered
a
lot
in
the
system
years
ago.
So
any
feedback
or
conversation
on
this
product.
C
Yes,
I'm
curious,
I
know
it's
only
been
a
month
and
it's
been
a
month
when
people
have
you
know,
like
said
much
needed
rest.
It
was
like
you
know
a
tough
year.
A
lot
of
I'm
just
wondering,
like
you
haven't,
had
all
your
administrators
together.
Yet
right,
you
haven't
had
there's
a
lot
of
big
stakeholders
that
you
have
not
had
the
opportunity
to
meet
with
yet
do
you
foresee
that
you
will
make.
A
C
C
Do
you
see
any
of
these
kind
of
factors
at
all
having
any
bearing
on
this
transition.
C
I
think
one
of
the
comments
I'll
make
to
the
board
is
that
there's
something
that
needed
to
be
changed
really
quickly,
because
it's
impacting
us
of
the
system.
I
wouldn't
bring
a
recommendation
of
all.
We
just
go
in
and
act
on
it
and
come
back
like
before.
Don't
keep
the
board.
This
is
what
we're
doing.
Why
we're
doing
it?
I've
had
to
do
that
a
few
times
in
school
systems
when
something
was
was
so
critically
need
to
be
changed
that
I've
had
to
change
it
pretty
quickly.
C
So
then
I'll,
let
the
board
know
of
that.
I
think
your
point
about
people
being
out
looking
at
dr
courtney
over
here,
who
has
been
understanding
that
it's
hard
to
understand
the
system
when
people
are
not
here
right,
you're.
Basically,
it's
like
when
I
I
talked
to
me
principals,
new
administrators,
about
a
week
before
so-
and
I
said
you
know
22
23
years
ago
I
was
in
your
seat,
and
that
was
that
transition
principle
at
the
elementary
level
where
I
showed
up
every
day
and
that,
but
I
was
the
only
guy
there
and
then.
C
I
supposed
to
do
right.
I
rearranged
the
furniture
so
many
times.
The
first
summer
is
hard.
The
first
summer
is
hard,
the
second
summer
you're
running.
If
you
know
exactly
what
you're
supposed
to
do
so
imagine
that
23
years
ago
now,
with
and
every
time
we
change
out
a
leader
in
team,
it's
a
new
team.
C
C
C
A
C
Year,
six
of
them,
six
separated
high
schools,
but
also
on
top
of
those
I'll,
be
having
some
coffee
checks
having
some
stuff
that
will
be
telling
other
people
those
are
coming.
Those
are
more
informal.
I
I
I
meet
with
people
on
like
the
board
members
and
make
sure
we
limit
how
many
we
have
and
we
don't
want
to
have
to
be
agendized.
C
But
in
terms
of
what
that
looks
like
maybe
by
region
is,
I
have
those
monthly
typically
and
engage
with
people
a
lot
to
them
and
but
also
be
very
specific,
also
with
specific
groups
of
people.
I
know
that
dr
perez
and
I
talked
about
our
latino
community.
Spanish
speaking,
I'm
gonna
write
the
board
because
that's
one
of
the
things
that
that
was
asked
of
me
when
I
first
started
saying
hey,
we
want
to
talk
to
you.
We
need
to
schedule
that
out,
but
you're.
C
Actually,
one
of
what
I'm
hearing
from
people
is,
I
think
people
love
the
beavers
in
the
school
system.
They
love
the
beers.
I
think
when
talking
to
community
members
versus
administrators,
we
get
different
responses,
but
overall,
as
a
collective,
just
initially
is
copic's
been
very
traumatic
to
everybody,
including
our
building
administrators.
C
D
C
Think
there's
a
sense
of
opportunity,
but
there's
also
a
sense
of
I'm
tired,
I'm
burned
out
I'm.
Where
do
I
go
from
here
by
the
way?
How
do
we
get
out
of
this,
and
also,
I
think
people
are
frustrated?
I
think
what
I'm
hearing
first,
a
little
frustration
with
the
politics,
that's
coming
to
education
into
our
walls,
and
it
hasn't
been
that
way
it
education
has
changed.
C
C
I'm
writing
a
lot,
so
those
guys
are
right.
So
I
think
the
board
asks
what
the
what
are
some
possible
action
items
that
I'm
looking
to
move
forward.
I
think
right
now
is
focusing
on
our
levy,
our
strategic
plan
in
progress
or
sro
discussion
for
formalizing
that
and
that
actually
is
going
to
be
a
big
heavyweight
because
people
when
working.
If
you
work
in
in
systems,
we
need
to
work
with
three
three
jurisdictions:
hillsborough,
washington,
county
and
leaders.
C
So
and
they
operate
differently.
They
operate
differently.
So
that's
going
to
take
some
time
to
do
all
that,
but
also
ensuring
eric
you
mentioned
earlier.
The
pk
program
keeps
expanding.
We
need
to
make
sure
that
we
roll
that
out.
C
C
But
some
of
my
background
is
the
language
expansion,
the
multilingual
programs
that
we
have
our
equity
committee,
our
new
equity
committee
and
making
sure
that
we
understand
a
true
equity
work.
And
what
that
looks
like
when
I
say
true:
equity
work,
not
that
we
have
not
been
doing
directory.
But
we've
done
a
lot
of
self-awareness.
C
We've
done
a
lot
of
self-awareness
in
the
system
and
when
you
continue
that
software,
it's
absolutely
easy,
because
we
have
new
people
coming
on
board
every
every
year
and
actually,
every
month,
we'll
get
new
people.
But
then
we
need
to
have
apps
and
wireless
from
that.
So
what
does
that
look
like
for
return
on
investment
to
our
stakeholders?
C
So
I
think
that's
one
of
the
things
that's
top
of
mind
for
me.
We're
going
to
be
working
on
some
small
self-important
memory
districts
not
to
be
worried
that
something
that's
pretty
non-painful,
but
that's
something.
That's
required
board
member
trainings,
the
community
engagement,
something
that
I'm
really
going
to
be
focusing
on
something
you
mentioned
earlier
working
with
staff
and
having
that
strong
community
and
process,
and
so
that
we
can
come
back
to
the
board
and
I'm
full
certain
that
this
will
be
part
of
the
strategic
plan.
B
C
Maybe
had
to
see
the
table
for
whatever
reason.
Sometimes
it's
again,
how
do
we
provide
them
an
opportunity
to
be
uber
engaged
super
engaged
in
our
system
and
make
sure
that
we
are
training
those
folks
in
terms
of
how
to
be
empowered,
there's
models
out
there
trying
to
college
parent
universities
there's
a
lot
of
models
out
there.
We
can
look
at
become
powerful
families.
So,
when
we're
looking
for
engagement,
we
just
don't
call
a
specific
department.
It
needs
some
representation
where
we
have
those
built-in
systems.
C
So
that's
something
I'm
looking
forward
to
and
again
visibility
and
learning
list,
conceptions,
visibility
and
listening
sessions.
Another
thing
is
to
get
very,
very
visible
and
having
a
lot
of
community
opportunity
to
be
able
to
engage
with
me
with
senior
staff
with
report.
C
I
think
that's
something
that
if
we
have
what
I've
learned
over
the
years
is,
if
we
are,
if
I
am
very
accessible
in
the
community
staff
or
very
accessible
in
the
community,
you
know
people
can
come
and
talk
to
us.
People
can
come
and
talk
to
us
and
all
people
can
come
and
talk
to
us
again.
There's
a
protocol.
There's
no
protocol
for
that
that
will
establish,
but
again
that
way
they
can
learn
from
us.
C
C
All
of
our
zones
and
the
population,
and
that's
going
to
be
so
important
as.
F
C
A
C
Is
get
this
on
the
next
agenda
on
the
20
monday,
the
28th,
and
be
able
to
talk
as
an
agenda
item
to
the
process
being
used?
Why
we
need
to
do
it
and
have
a
really
a
discussion
in
public
in
terms
of
what
I
look
like,
and
this
is
district.
C
C
Toward
making
sure
that
they're,
equal
and
right
now,
I
think
equally
equals
around
43
000
or
so,
if
I'm
to
remember
right
about
43
000,
we
have
285
000
folks
in
our
community,
so
we
need
to
be
within
a
certain
percentage
as
much
equals.
We
can.
We
have
all
the
reference
education,
two
districts
specifically
right
now,
and
we
need
to
look
at
what
that
balance
looks
like
I've
actually
had
the
opportunity
to
do
this
in
every
system.
It
seems
like
I've
worked
in.
So
it's
not.
C
It's
really
shaving
off
certain
pieces
to
try
and
create
a
a
balanced
director
district
and
that's
something
that
we
will
be
talking
about.
Hopefully
the
next
quarter,
but
that's
not
going
to
happen.
That
needs
to
happen
soon.
Okay
soon.
So
then,
my
question
to
you
is:
should.
C
F
C
C
Through
board
goals,
my
opinion
so
and
the
way
this
typically
works
is
we
hire
an
outside
consultant
who
comes
in
the
demographer
that
works
on
this?
That
does
this
for
a
living
that
they
come
up
typically
with
and
they
work
directly
with
the
board.
So
this
is
in
the
superintendent
15
years
old.
This
is
literally
a
third
party
coming
in
presenting
to
the
board
getting.
C
Getting
your
input
in
terms
of
what
that
could
look
like
what
you're,
wanting
and
again
the
parameters
and
then
see
if
they
can
make
it
work
and
come
back.
Typically,
it
just
didn't,
send
it
so,
coming
back
with
like
three
things,
we
had
three
different
scenarios:
a
b
and
c
and
three
different
maps,
a
b
and
c,
and
then
we
want
to
see
community
input
on
those
three
maps
and
again
once
people
understand
that
it's
not
a
boundary
adjustment,
a
school
boundary
adjustment,
it
becomes
less
sexy
for
people,
so
people
you
literally
get
really
nervous.
C
It's
like
you're
losing
boundaries.
No!
No!
This
is
a
director
boundary,
you
know,
so
it
becomes
less.
So
it
goes
from
here
to
there
with
the
community,
so
clarity
and
exploitation,
and
they
can
explain
what
that
looks
like
and
then
from
there.
Basically,
the
consultant
working
with
the
board
to
see
which
one
you
want.
C
C
I
can
add
again
that
timing
of
that,
because
it's
going
to
be
something
that
board
members,
people
are
going
to
start
asking
us
and-
and
I
know
as
far
as
how
the
state
we
were
ahead,
because
there
are
a
lot
of
school
districts
that
do
not
have
zones
they
do
not
have
you
know
they
do
not
have.
So
this
is
not
only
breaking
up
just
like
you
do
with
senate
and
house
districts
you
reapportion,
based
on
the
census.
This
has
also.
C
F
Is
doing
as
far
as
the
getting
balanced
in
in.
F
B
Yeah
absolutely-
and
I
think
the
goal
is
to
get
this
work
done
so
that
it's
announced
and
people
know
as
they're
heading
into
the
election
and
then
when
it
comes
into
effect.
I
think
it's
like
beginning
to
the
fiscal
year
or
something
like
that.
Then
everybody,
you
know
when
you
have
the
people
who
are
elected
to
the
phones,
who
know
what
they're
running
for
be
able
to
run
for
the
specific
area.
C
So
I
just
wanted
to
clarify
that
this
is
from
not
something
that
we've
decided
to
do
just
because
we
want
to
do
it.
But
it's
actually
something
that's
been
asked
of
us
by
the
secretary
of
state
and
our
own
policy
right.
F
B
B
Yeah
the
ultimate
goal
here
is
that
everybody
represents
one-seventh
of
the
voting
population
of
the
district
right.
Now,
it's
not
that
way
right,
because
you
know
the
growth
in
some
areas,
not
growth
in
other
areas.
So
it
was
one
seventh
in
the
past,
there's
no
longer
one
seven,
so
we've
got
to
get
a
consultant
out
there
and
understand
what
could
one
seventh
look
like
because
there's
multiple
ways
to
get
to
one
seventh
and
then,
of
course,
back
to
what
you're
talking
about
which
is
the
secondary
effects.
B
B
C
This
whole
concept
brings
up
so
many
different
questions,
because
I
mean
it's
the
potential
of
like
some
schools
in
the
next
few
years.
Maybe
we're
going
to
close
at
school,
so
that
impacts
how
many
schools
a
school
board.
Member
potentially
has
so
I
don't
know
if
that's
going
to
be
looked
at
as
we're
looking
at
boundary
changes,
or
does
that
not
impact
it.
C
No,
no,
I
know
I'm
not
trying
to
make
but
they're
kind
of
parallel
in
some
ways-
and
I
know
one
school
in
particular
that
potentially
impacts.
I
would
just
say:
there's
two
separate
word
processes
for
those
things
so
to
anticipate
and
bring
that
into
the
conversation
about
our
zones
when
it
hasn't
gone
through
the
other
process.
F
E
C
C
C
Don't
want
to
speak
for
this,
but
it's
potential.
You
can
have
two
school
board
members
that
might
end
up
in
the
same
zone,
and
so
that
means
that
someone
would
be
pushed
out
of
their
position.
That's
that's
correct.
Yeah,
say
it
out
loud,
but
I
did
I
wanted
to
say
that
out
loud
because
it
was
important
to
think
about
that.
B
I
think
the
the
foremost
in
my
mind
is
how
do
we
create
zones
that
are
comprehensible
to
the
community,
where
we're
able
to
take
a
look
at
we're
not
moving
certain
demographics
into
certain
areas,
but
each
zone
represents
kind
of
a
wide
spot
of
the
district,
and
and
if
you
look
at
the
maps
like
you
know,
they
can
be
kind
of
difficult
to
look
at
like.
How
do
you
create
his
own
geographically?
Make
sense.
B
B
Northwest
corner
of
the
district
or
that's
that
southwest
corner
those
are
some
of
the
bigger
concerns
when
we're
doing
this
from
a
policy
perspective
to
crime,
create
something
that's
good
for
the
public,
so
I'm
not,
I,
the
consultants
will
be
able
to
guide
us
with
process.
My
knowledge
is
much
smaller,
but
I
think
it's
it's
not.
C
B
B
C
Our
everyday
matters
plan
and
early
indicators,
intervention
systems
so
marrying
all
those
pieces
together,
is
going
to
be
helping
us
in
terms
of
as
we
continue
our
streets
and
the
reason
for
that
integrated
finding
part
are
the
overarching
goals
from
the
department
are
equity,
community
engagement,
well-balanced
education
system
and
strengthening
systems
and
capacity,
because
the
name
of
school
districts,
so
the
integrated
plan
is
really
going
to
push
the
data
that
we
have
forward
in
terms
of
what
our
goals
are
strategic
plan
working
trying
to
find
a
consultant
bringing
forward
it's,
we
need
somebody,
that's
gonna,
come
in
and
work
for
their
community
work
with
our
board
and
work
with
our
staff
and
students.
C
C
But
also
understand
how
to
really
provide
and
get
student
input
and
also
community
to
that
into
the
process,
so
we're
envisioning
a
as
chair,
correct,
mentioned
the
board
being
heavily
involved
in
this
being
part
of
the
planning
team
and
possibly
something
that
needs
to
be.
Let
it
out
a
little
bit
more,
but
the
board
is
going
to
be
the
working
team
as
well
as
our
community.
C
I've
had
in
the
past
large
large
stakeholder
engagement,
have
teams
of
60
people
on
the
team,
because
they're
so
dependent
on
the
size
of
the
community
and
then
from
there
you've
had
smaller
work
teams
based
on
the
the
pillars
that
you're
creating.
So
that's
another
way
to
work
that
once
we
create
the
pillars,
there's
actually
more
teams
that
help
frame
up
the
builders.
So
if
you're
working
on
communications
and
community
involvement
well,
we
have
okay
shelly
over
here.
You
know,
she'll,
be
part
of
that
team.
C
I'm
leading
that
team
with
community
members
and
staff
so
again,
depending
on
what
we
come
up
with
they're.
The
goal
is
to
create
a
solid
strategic
plan
that
has
actionable
plans
underneath
it
because
again,
it
gets
very
much
into
the
weeds
pretty
quickly
in
terms
of
what
that
looks
like,
especially
on
the
instructional
side.
There's
so
many
variables
to
it.
Not
only
does
that
the
instructional
materials,
the
instructions
with
the
professional
development,
the
curriculum,
but
also
on
the
other
side
of
that
is
our
behavior
and
wellness
plans
as
well.
C
That's
that's
our
own
plan
that
we
talked
about
this
morning.
It's
all
going
to
be
in
there
so
and
the
power
of
the
strategic
plans.
You
all
know
it
brings
all
the
plants
together
in
one
document,
that's
easily
reportable
that
has
metrics
attached
to
it.
So
we
go
out
to
community
and
say
this
is
what
we're
doing
we're
hiring
new
people.
This
is
our
north
star.
C
C
You
know
our
budget
tomorrow
documents
what
we
fund,
what
we
expect
in
response,
so
making
sure
that
there's
alignment
with
our
funding-
it's
also
going
to
be
fluent,
meaning
that
we're
going
to
come
back
and
if
things
aren't
working
well,
come
back
to
the
board
and
change
it.
I
mean
that's
part
of
the
magic
of
the
strategic
plan.
It's
it's
a
fluid
plant.
The
fluid
finding
should
be
down
here.
It's
not
the
plans
of
the
past
and
truly,
I
think
one
of
the
opportunities
in
this
school
system
is
aligning
an
initial
solid
basis.
C
A
C
The
works
everywhere
we
need
all
the
arrows
between
20
and
4
in
the
same
place,
so
in
the
same
direction.
That's
something
we're
going
to
do
the
strategic
plan.
Does
that
again
making
sure
we
have
the
right
metrics
come
back
to
the
board
for
metric
approval,
but
also,
as
church
mentioned,
that
the
reporting,
once
we
have,
that
we
continually
report
out
on
progress,
that's
very
transparent.
C
D
C
C
How
do
we
report
that
again,
it's
a
continual
improvement
cycle
for
for
everything,
so
the
timeline
is
for
later
this
month,
hopefully
to
come
back
to
the
board,
with
something
with
the
timeline
for
strategic
plan
and
some
high
level
thinking
in
terms
of
how
the
board's
involved,
because
it
is
important,
the
board's
gonna-
need
to
prove
it
and
we
have
to
make
sure
we're
on
the
same
page,
but
it
takes
a
while
to
get
there
but
you're
gonna
be
part
of
making
sausage
because
you're
gonna
be
in
it.
C
So
and
as
some
of
the
board
members
mentioned,
this
may
be
your
last
year
and
this
is
a
good
way
to
make
sure
that
we
get
some
energy
behind
something.
That's
tangible,
that's
gonna
be
long-standing,
but
it's
gonna
morph
a
little
bit,
but
that's
kind
of
high
level.
That's
my
thinking
right
now,
working
with
staff
trying
to
find
the
right
partner
network
for
those,
but
we're
working
on
partners
have
a
couple.
Two
two
three
leads
and
trying
to
center
on
one
right
now
again.
C
This
is
one
month
in
we've,
had
big
dialogue
and
looking
forward
to
the
work
and
how
much
you
gave
me,
but
also
we
need
to
create
the
team.
Part
of
the
challenge
is
making
sure
that
everybody
has
a
season
table
that
needs
to
be
at
the
table.
So
again,
like
I
mentioned
earlier,
that
city
manager
supports
union
association,
leadership
forward
representation,
but
also
making
sure
we're
really
intentional,
with
a
very
diverse
community,
very
large
community,
that
we
get
not
only
diversity
in
people
but
diverse
meet
in
the
regions.
C
C
C
B
A
C
C
It
was
just
there
was
just
yeah.
There
was
just
too
many
of
the
things
that
took.
C
C
Which
I
think
you
know
rightfully
so
chair
that
it's
the
number
one
you
know,
we've
only
got
just
two
goals,
because
it
is
so
important
the
work
that
you
have
to
be
engaged
in
to
do
it
right
and
the
meetings
that
you.
F
I
appreciate
that
one
piece
of
learning
that
I
had
a
new
chair
last
year
was
just
how
much
time
things
take
and
we
were
doing
a
lot
of
things
and
I
was
I
was
worried
honestly
by
the
time
I
got
to
the
end
of
the
year
about
the
time,
and
I
wanted
to
make
sure
to
carve
something
out
more
manageable
for
us
this
year.
But-
and
I
think
this
is
the
key
thing.
B
Equally
impactful
equally
impactful,
because
I
think
that
you
know
setting
the
strategic
plan
is
going
to
be
huge
for
our
work.
So
it's
no
less
work,
but
it
also
creates
an
expectation
for
board
member
time
that
I
think,
is
more
reasonable.
I
don't
think
we
could
repeat
last
year
in
conversation
with
dr
balderas.
B
D
My
first
was
like
getting
trained
to
start
with
the
board
role
with
and
somebody's
meeting.
You
know
and
strategically
strategic
committee
right,
and
so
I
think
maybe
you
guys
when
you're
doing
your
homework
on.
I
guess
you
know
everybody
thinks
that
all
the
dollars,
the
500
million
dollar
budgets-
all
you
know
playable,
but
I
remember,
as
we
went
into
like
there's
a
lot
of
it's
kind
of
fixed
with
sam
models
and
other
things.
So
it's
almost
like
you
really
only
get
to
play
or
modulate.
You
know
10
15
of
budgets.
D
D
You
know
facilities,
and
you
know
the
basic
sample
models
and
stuff
like
that,
so
that
was
kind
of
interesting
we're
trying
to
make
those
metrics
where
we
have
like
school
board
metric
dashboards
and
how
we're
doing
on
different
things,
which
you
know
I
know
we'll
get
back
to
you,
but
with
coping
things
kind
of
you
know
can't
do
it
right.
D
We
don't
have
those
results
for
the
last
couple
years,
so
I
think
it'd
be
cool
with
the
consultant
to
make
sure
that
you
know
like
carl
and
mr
scofield
will
get
in
it's
a
great
time
for
a
new
teaching.
Learning
vp
coming
into
it'll
be
really
incredible
to
see
what's
fixed
and
what
you
can
play
with.
C
C
F
C
You
know,
we've
got
the
ester
funds,
but.
F
C
F
C
Revenue
streams,
so
your
point
right
now,
looking
at
the
state
square
footage
in
the
future,
I
think
what
I'm
hearing
noise
of
salem
is
they're,
looking
at
a
9.4
billion
right
by
94
and
that's
mostly
inadequate
for
compared
to
the
quality
education
model.
That's
out
there,
so
it's
woefully
and
academically
so
appreciate
the
legislative
committee,
because
that's
going
to
be
the
work
in
terms
of
how
do
we
have
conversations
the
impact
of
9.4
to
pre-original
school
district
and
also
to
your
point,
is
you
know
what
is
our
long-range
goal
with
these
levels?
C
Again,
the
more
things
that
try
to
look
forward
towards
is
trying
to
be
more
sustainable
as
a
school
system
support.
C
If
we
can
be
if
we
can
be
but
again,
that's
something
that
needs
to
be
determined
down
the
road-
and
I
think
this
is
defined
process-
will
help
kind
of
determine
where
our
goals
are
because
again
people.
You
know
we
need
to
look
at
where,
where
are
those
people
and
how
do
we
spend
money
and
on
a
long
term,
outlook
of
like
a
decade,
long
term
outlook?
I
think
how
do
we.
B
B
B
But
that's
not
it!
That's
not
enough,
because
we
know
that
our
students
are
coming
to
us
with
what
they
and
so,
how
do
we
support
and
align
our
efforts
for
another
long-term
advocacy
to
be
able
to
see
really
truly
sustainable
revenue,
so
we
no
longer
have
to
be
in
a
place
where
we're
explaining
to
our
voters
and
there's
a
levy
and
there's
and
then
there's
the
state
school
fund
right,
we're
actually
getting
into
one
place,
and
I
know
that
right
now
is
probably
in
the
short
term.
That's
an
unlikely
effort
to
be
happening.
B
You
know
a
lot
of
the
economic
instability
we're
facing,
but
in
the
long
run
that's
something
that
school
board.
I
would
love
to
see
us
be
an
integral
part
of
that,
because
we
were
an
integral
part
of
fascinating
student
investment.
You
know
leanne
did
incredible
work.
We
did
a
lot
of
work
at
the
board.
You
know
she
was
like
the
face
of
ospa
on
that
and
that
brought
in
something
incredible
for
our
state,
and
we
can't
forget
that
we
were
you
know
in
terms
of
student
population,
one
of
the
top
three
districts.
B
So
when
it
comes
to
leading
those
sorts
of
efforts,
we
can
help
lead
the
path
you
know
we
can
really
be
out
there.
So
that's
not
a
this
year
thing-
that's
probably
not
even
a
next
year
thing,
but
it's
just
something
that
I
want
to
voice
every
so
often
because
if
we're
truly
going
to
meet
our
students
needs,
then
we
have
to
go
back
to
those
models
like
have
to
continue
to
advocate
for
them
over
years
and
decades,.
C
Advocate
and
go
and
start
qem.
Yes,
we've
talked
about
that
over
and
over
and
over
again
I'd
like
to
even
get
us
as
a
district
in
a
state
to
recognize
what
is
the
current
service
level
and
get
our
arms
around
that
before
we,
you
know,
because
that
is
it
so
difference,
but
to
have
our
community
to
have
our
administrators
to
have
let
alone
the
state.
What
is
our
current
service
level
so
that
we're
talking
about.
B
B
Up
anything
else
on
the
strategic
plan,
okay-
and
I
think
we
are
moving
into
the
action
part
of
our
agenda
here,
so
we're
gonna
have
some
votes
that
we're
going
to
need
to
take
and
we
will
start
with
a
proposed
levy
approval.
Do
I
hear
a
motion
to
approve
the
proposed
level?
C
Get
this
right,
I
moved
to
approve
the
attached
resolution
number
220808.
E
B
D
B
Okay,
we're
now
open
for
discussion
and
I
think
ferran
and
sunita
are
gonna
kind
of
start
us
off
here.
They
have
been
a
part
of
the
superintendent
committee,
so
this
had
to
be
put
together
quite
quickly.
It
took
a
look
at
this
question
of
a
levy
in
november
renewable.
C
C
C
As
a
board,
we
need
to
be
responsible
financial
stewards,
and
if
we
approve
to
move
this
sled
forward
to
the
voters
of
november,
then
we
will
be
able
to
count
on
the
critical
funding
as
we
work
on
the
budget
for
the
next
school
year,
especially
as
federal
covered
relief.
Esser
funds
run
out
and
we
add
another
uncertainty
forecasts
or
there's
an
uncertain
forecast
for
the
state's
educational
budget,
and
without
against
these
funds,
our
districts
would
lose
more
than.
F
So
the
first
thing,
the
timing,
why
we
thought
that
november
was
very
important
as
concept
teachers
are
impactful
of
the
educational
system.
If
we
go
in
may
and
the
levy
does
not
pass.
Mr
schofield
clearly
said
at
this
point:
we
do
not
have
the
money
for
general
fund,
so
there
is
a
very
high
probability
that
we
lose
that
because
those
positions-
and
we
cannot
afford
that
if
we
lose
that
it
will
have
a
direct
impact
on
our
student
achievement
and
for
me.
F
F
B
C
C
C
That's
a
small
price,
and
you
know
for
some
of
us
to
pay
to
preserve
the
teaching
positions,
to
preserve
class
sizes
for
our
growing
that
are
growing
across
the
district.
So
like
sweet
dimensions,
and
I
will
be
heading
the
campaign
for
for
may.
If
it
were
to
pass
with
dec
support,
it
will
take
really
each
of
one
of
us
to
make
a
commitment
to
fundraising,
endorsements
and.
C
Because
we
have
such
a
short
amount
of
time
to
pull
this
off,
but
we
know
we
value
our
teachers
and
we
know
the
impact
that
they
have
for
our
students
within
our
community.
So
to
ask
for
today
is
that
we
will
have
a
vote
on
the
levy
at
the
end
of
the
agenda
today
during
this
action,
I
guess
becky
said
I
would.
D
Another
carol
I
mean
I'm
not
proposing
this,
but
I
know
carol
showed
us
4.25
kind
of
lowest
in
state
of
like
there's
18
19
people
they're
all
higher.
You
know
I
don't
want
to
have
like
a
over
exhaustion
taxation,
but
some
strategic
plans.
You
know
I
might
need
more
people
to
help
with
that.
Is
there
anything
about
that,
or
is
that
just
like
you
know
that
might
push.
C
I'll
start
and
then
we'll
have
our
folks
chime
in,
but
we
had
strategies
360,
we
hired
them
to
do
a
poll
and
to
see
where
our
voters
were
at
we
had.
I
think
it
was
a
63
percent
support
for
a
renewal.
It
wasn't
that
high.
It
was
at
52
for
an
increase
in
this
being
a
general
election
with
so
many
items
on
the
on
the
voters
pamphlet.
C
C
Gosh,
yes,
we're
asked
to
go
out
in
november.
We
have
the
voter
support
for
the
polls
and
our
concern
was
also.
If
something
were
to
happen.
We
don't
want
to
wait
until
a
later
election,
where
we
don't
have
a
chance
to
do
it
again,
because
we
don't
have
the
funds
to
pay
those
teachers.
If
the
love
you
were
not
the
cats.
B
And
there
is
a
lot
of
instability
in
terms
of
the
economy
right
right
now,
we're
in
pretty
good
footing.
Well,
I
shouldn't
say
that
let
me
take
that
back
right
now,
we're
dealing
with
a
lot
of
inflation,
and
but
it
couldn't
be
worse
in
terms
of
us
going
into
an
actual
technical
recession
right,
in
fact,
that
could
put
us
even
worse
as
well,
so.
F
F
Something
we
work
with
staff.
That
is
something
that
the
board
owns
and
that's
something
that
we
are
voting
on
today
to
refer
this
to.
C
Our
electorate,
the
urgent
school
district
electric
for
this
november
election-
and
I
say
this
with
great
preparation-
I
I
did
not
think
well.
We
were
here
a
year
ago
that
in
the
same
calendar
year
we
would
be
going
out
twice.
C
C
All
the
different
variables
that
there
were
this
is
the
right
call
to
make
at
this
time,
and
I
wish
more
than
anything
as
a
board
member,
that
I
could
be
focusing
on
achievement.
C
Can't
even
get
to
those
things
as
a
board
member.
If
we
have,
we
have
to
be
worrying
about
the
revenue
stream
and
we
decided
in
this
community
20
years
ago
that
when
the
state
made
the
changes
that
they
made,
that
we
as
a
district
we're
going
to
ask
our
taxpayers
to
provide
just
a
little
bit
more
than
what
we
did
at
the
state.
But
it's
a
lot
to
ask
in
our
constituency
here
in
beaverton
values,
education
and
we
have-
and
we
have.
They
show
that.
F
F
C
C
Be
our
job
as
as
a
board
to
do
that,
but
I
think
that
this
is
the
right
time
with
all
the
other
elements,
so
that
we
can
then
know
what
kind
of
money
that
we
can
count
on
on
this
levy.
C
Is
why
today,
I
will
be
supporting
referring
this
to
the
ballot.
B
And
I
would
just
say
that
I
one
I'm
incredibly
grateful
to
the
taxpayers
for
having
supported
us
with
the
past
levy,
the
one
that's
about
to
expire
here.
That's
made
a
huge,
huge
difference
in
the
lives
of
so
many
students
and
I've
had
the
opportunity
as
many
many
people
who
are
at
the
paper
to
kind
of
see
what
happens.
If
you
don't
have
those
positions
like
2012,
where
we
saw
something
like
356
positions
and
were
reduced
and
to
lose
this
many
positions.
If
we
were
to
lose
this
right
now,
it
would
be
a
similar
effect.
B
And
it
was
a
mess,
it
was
a
mess
and
it
did
not
help
our
students.
It
was
part
of
momentum,
it
was
something
that
had
to
work
through.
So
I
know
how
incredibly
important
these
positions
are.
I'm
grateful
that
our
public
voice
their
support
through
that
goal,
and-
and
I
hope
that
that
is
there
when
we
get
there
to
election
day-
I
guess
the
other
thing
I'll
say
is
board
members
buckle
your
seat
belts.
B
This
is
going
to
take
a
lot
of
work
and
every
one
of
us
is
going
to
have
to
be
involved
in
making
this
happen.
There
is
going
to
be
a
lot
of
asks,
a
lot
of
things
to
get
this
across
the
finish
line
in
90
days.
This
is
going
to
be
a
sprint,
so
I
will
be
voting
yes,
but
I
will
be
voting
yes
extremely
cognizant
of
the
fact
that
I'm
going
to
have
to
step
up
and
do
a
lot
of
work
to
make
this
happen.
F
C
An
opportunity,
every
single
one
of
our
schools
will
benefit
from
this
level.
Every
single
school
will
get
teachers
that
will
be
supported
through
this
this
levy.
So
it's
not
just
something.
That's
for
the
high
schools,
it's
across
the
board
that
every
single
one
of
our
schools-
and
we
show
that
monthly,
where
we
are
where
our
schools
benefit
from
that.
Every
month,
when,
when
mr
schofield
associate
superintendent
scofield
gives
us,
we
can
see
exactly
in
every
school
that
benefits
from
that
and
and
our
taxpayers
need
to
know
that
they
are
helping
all
schools.
A
C
So
it
seems
to
me
with
the
bond.
There
was
some
kind
of
person
that
was
working
with
us
like
helping
us
like
give
us
a
list
of
phone
calls
to
make.
Are
we
gonna
have
looking
at
becky?
Look,
she
doesn't
answer
this.
Are
we
gonna
have
some?
Are
we
hiring
someone
to
help
with
the
campaign?
I
guess
that's
a
question
so
once
this
has
moved
forward,
if
we
were
to
vote
yes
to
move
this
forward
and
go
for
it,
we
will
be
looking
at
how
much
money
we're
able
to
raise.
C
C
You
know
hire
as
many
people
as
we
did,
but
we
will,
as
we
raise
money,
we
can
be
adding
support
being
the
best
stewards
of
that
money
as
possible
to
reach
the
highest
number
of
voters
possible
and
basically-
and
I
will
be
on
the
phone
after
we
finish
this
meeting
to
if
we
vote
to
move
this
forward.
B
Members
will
answer
yay
or
name
when
they
call
your
name.
Susan
greenberg,.
B
The
next
item
action
item
we
have
is
the
nomination
for
the
impact
and
we
described
it
earlier,
but
I'm
going
to
go
over
it
one
more
time
here.
The
mpac
is
a
board
that
is
put
together
by
metro
metro.
Is
our
regional
government
part
of
what
metro
does?
Is
they
work
on
things
like
land
use,
planning
and
things
like
that
for
the
tri-county
area
and
this
board
make
sure
that
there
is
school
voice
when
they're,
taking
a
look
at
things
like
the
expanding
number
of
growth?
B
Now
and
susan
has
stepped
up,
there
has
been
watson,
I
believe,
was
the
prior
impact
number
he
stepped
me
down,
and
we
are
very
grateful
that
susan
is
really
her
experience
and
her
knowledge
of
oregon
and
schools
to
be
able
to
support,
not
just
our
school
district,
but
the
region
is
stepping
forward
for
this.
So
let
me
see
if
we
have
so.
This
is
basically
a
vote
for
to
nominate
susan
to
that
impact,
and
I
will
see.
Is
there
a
motion
to
nominate
susan
to
the
impact
perfect.
C
And
all
the
years
that
I
have
served
with
susan
on
the
school
board,
she
is
a
person
that
is
very
aware
of
what's
going
on
in
our
community,
not
just
what's
going
on
in
beaverton,
but
what's
going
on
in
the
greater
county
in
our
greater
city
area
and
is
always
very
well
read.
F
C
She
understands
the
issues
that
are
important
to
metro
and
I
think
she
will
represent
the
beaverton
voice
very
well.
C
I
just
want
to
thank
susan
for
stepping
up
and
taking
this
off
for
us
and
so
that
it's
an
important
position
as
we
look
at
how
people
tend
to
standing.
B
Becky
said
she
like
stole
my
words,
so
I
think
you
were
absolutely
the
first
perfect
person
for
this,
and
I
think
this
is
one
thing
that's
special
about
beaverton
is
we
do
a
lot
of
leadership
for
the
state
right,
and
this
is
another
opportunity
where
we're
stepping
up
and
we're
providing
leadership
for
our
entire
region?
You
know
not
just
our
state
and
school
district,
so
very
important
position.
C
Now
we
have
the
so
consent
agenda,
a
motion
to
adopt
that
agenda.
I
like
that.
I
have
this,
I
think,
be
it
resolve
that
the
school
board
authorizes
superintendent,
a
designated
to
obligate
the
district.
C
This
this
is
okay,
sorry,
this
is
so
different.
I'm
just
gonna
say
I
moved
to
approve
the
consent
agenda.