►
From YouTube: Beaverton School Board Mtg 11-26-2018
Description
Pledge of Allegiance 0:00
Board Procedures and Recognitions 2:03
Public Participation 18:45
Superintendent Comments 36:52
Beaverton Student Advisory Committee Update 37:48
Reports:
Errol Hassell Elementary Report 44:07
Hiteon Elementary School Report 54:36
Early Learning Report 1:06:54
Strategic Plan Report: Technology 1:33:22
Financial Update 1:42:50
Elmonica Elementary Boundary Adjustment 1:47:48
Discussion Items:
Raleigh Hills K-8 Construction 2:04:12
Action Items:
Appoint Budget Committee Members to Fill Vacancies 2:43:46
Election of OSBA Board of Director Position #20 2:44:56
Approval of OSBA Resolutions 2:46:30
Consent Agenda 2:48:50
Board Communication 2:49:10
This video, including text, graphics, images, video and audio is the property of the Beaverton School District and protected by U.S. and international copyright laws. You may not copy, reproduce, distribute, publish, display, perform, modify or in any other way exploit any part of copyrighted material without permission from the Beaverton School District.
Copyright © 2018
A
B
B
We
ask
them
if
you're
here,
to
join
us
this
evening,
you
could
all
turn
off
their
cell
phones
or
there
were
silent
for
us
and
any
personal
conversations
that
you
may
want
to
have.
If
we
could
ask
you
to
just
watch
for
Lobby
Sunday
everywhere
community
board
members,
do
you
have
any
changes
to
the
agenda
at
this
one?
B
Thank
you.
We
welcome
you
tonight
to
participate
in
tonight's
meeting.
If
you
would
like
to
address
the
board,
we
please
ask
that
you
complete
a
yellow
card
that
you
can
find
out
there
and
give
it
to
Mary
Hawkins
our
board
secretary
recording
secretary.
We
appreciate
from
lemonade
or
comments
to
two
minutes
for
each
card.
Comments
will
be
heard
on
a
first-come,
first-served
basis
and
rotated
by
topic,
and
then
we'd
like
to
hear
from
as
many
folks
as
we
can.
B
If
you
do
plan
on
going
over
your
two
minutes,
we
welcome
you
to
give
us
written
testimony
or
provide
us
something
an
email
or
if
you
have
something
that
you
want
our
recording
secretary
to
pass
out
translators
will
be
happy
to
read
that,
but
just
so
we
can
ensure
that
we
hear
from
everyone.
We
will
have
two
minutes
and
you'll
see
that
up
behind
us.
So
first
off
is
Sarah
snow.
C
We
might
been
invited,
I
prefer
shop,
Jane,
Rishabh
Jain
is
a
myth,
an
8th,
grader
at
silver
middle
school,
and
he
was
recently
named
the
winner
of
the
2018
discovery.
Three
young
scientists
challenge
for
his
project:
pancreatic
cancer
week
learning
system,
a
novel
tool
for
improved
image,
guided
radiotherapy
through
automated
pancreas
segmentation.
Your.
C
C
Education
3m
young
scientist
challenges
the
nation
nation's
premier
science,
competition
for
grades
5
through
8.
This
one-of-a-kind
video
competition
has
sparked
a
sense
of
wonder
and
discovery
and
hundreds
of
thousands
of
students
and
enhanced
science,
innovation
and
communication
across
the
United
States
rishabh
hopes
to
become
a
biomedical
engineer
or
a.
F
H
So
hello,
everyone,
my
name-
is
sirisha
cane
and
I'm,
an
eighth
grader
at
school
or
middle
school.
So,
as
has
never
been
able
to
say
earlier,
but
recently
in
October
I
was
named
America's
top
young
scientist
and
to
the
discovery:
education
through
young
young
scientists,
challenge
and
Oscar.
My
research
into
pancreatic
cancer,
so
I
created
an
AI
based
tool
that
is
able
to
track
the
pancreas
during
radiotherapy
to
kill
off
some
of
the
cancer
cells
more
effectively.
So.
A
H
E
H
H
So,
as
my
civic
duty
I
want
to
get
back
to
the
community
and
for
that
I
formed
a
non-profit
organized
cause,
the
Sonia
Science
Society
and
there
I
want
to
continue
doing
my
activities
for
Sam
everyone
up
like
any
age
at
any
school
where
they
can
come
and
learn
about
stem
and
be
inspired.
So
I
went
through
this
not
only
in
my
school
but
in
the
district
and
to
the
state.
So
I
want
to
leave
this
open
for
everyone.
H
C
J
Elementary
School
was
recently
named
an
elementary
teacher
of
the
Year
by
the
Oregon
Society
of
Health
and
physical
educators,
shape
Kristi's
learning
environment,
fosters
inquiry
and
joy
of
movement,
two
things
Christie
models
daily,
she's
involved
in
her
school
on
the
leadership
committee
at
the
district
level.
As
a
member
of
the
active
children's
cadre
developing
classroom
physical
activity
and
spends
time
collaborating
with
PE
colleagues
around
the
nation
researching
best
practice
and
new
ways
to
engage
her
students.
Her
love
of
teaching
is
evident.
Bailey
and
her
relationships
with
her
students
is
number
one.
J
J
Recognition
for
an
individual
who
has
embraced
leadership
responsibilities
within
our
building
and
district
and
I'm
thankful
Oregon
shape
has
provided
the
platform
an
opportunity
to
learn
more
about
what
makes
Kristi
a
gift
to
the
Raleigh
Park
community
and
be
Marin
School
District
says:
Brian
Curl
principal
a
trolley,
Park
Elementary,
School,
Christie,
Wilson
models,
a
joy
of
movement
and
learning
to
her
students
that
is
catching
all.
Students
experience
success
in
her
class
she
has
been
a
leader
developing
brain
boost,
sorry,
brain
who's.
L
J
Around
the
nation
says:
Cheryl
Mardel
Tosa
K
through
12
physical
education,
the
Teacher
of
the
Year
awards
are
given
in
recognition
of
outstanding
teaching
performance
and
the
ability
to
motivate
today's
youth
to
participate
in
a
lifetime
of
physical
activity.
These
individuals
were
honored
during
the
2018
Oregon
shake
conference
and
Bend
Oregon.
Congratulations,
Christine.
L
So
I
wanted
to
start
off
by
just
saying
that
teaching
you
don't
get
a
lot
of
awards
as
a
great
teacher
and
really
truly
is
about
our
students
and
the
student
that
was
just
up
here
to
me.
That
really
is
what
it
is
all
about,
so
my
first
thank
you
is
just
for
the
award
just
for
the
opportunity
to
recognize
each
state
level.
My
second
thank
you,
my
work
family
and
to
my
family
family.
There
are
a
bunch
as
I
look
around
the
people
that
have
influenced
me
from
day.
L
D
Just
the
time
and
the
risks
that,
when
I
take
with
my
teaching
practice,
I
think
we're
all
the
community
and
it
takes
all
of
us.
So
this
sword
is
for
me,
but
not
really
I
feel
like
everyone
in
here
has
contributed
so
I
wanted
to
say.
Thank
you
to
Beaverton.
You
have
been
a
very
strong
supporter
class.
L
Or
movement
of
physical
education,
not
only
with
money
and
hiring,
but
also
with
professional
development
ends,
and
it
shows
by
by
this
award
not
only
for
myself
but
Peter
Kenneth
error
has
very
long
history
of
other
teachers
when
you
isten
word:
statewide,
regional,
national,
physical
education.
So
it's.
M
Trillium
assistant
principal
at
Stoller,
Middle
School,
has
been
named
a
2019
assistant
principal
of
the
Year
by
the
Confederation
of
school
and
administrators.
Cosa
tau
has
been
an
assistant
principal
at
Highland,
Park,
Middle
School,
since
2014,
and
this
year
supports
teachers
and
students
at
Soler.
Middle
school.
Tau
is
a
champion
for
student
achievement
and
teacher
development.
M
She
worked
with
district
administrators
to
implement
a
three-year
writing
sequence
for
all
students
grades
6
through
8
in
Highland
Park,
to
help
fully
immersed
herself
in
professional
development
to
become
a
subject
matter
expert
to
fully
support
teachers
in
the
building.
She
also
supported
the
collaborative
co-teaching
model
for
English
language
development,
the
LD
and
humanities
teachers
that
has
led
to
increase
academic
performance
for
students
and
work
to
bring
avid
strategy
school-wide
as
an
educational
leader,
I
feel
one
of
Taos
greatest
strengths
is
her
ability
to
lead
by
example.
M
When
she
asked
staff
to
engage
in
professional
learning,
she
becomes
an
expert
tal's
work
ethic
and
strong
commitment
to
staff
and
students
results
in
a
high
degree
of
trust.
This
trust
is
an
essential
foundation
for
staff
to
be
formative,
risks
and
try.
New
things
in
their
classrooms
says
Curtis
them
on
a
principle
at
Highland,
Park,
Middle,
School,
congratulations
down.
N
I
am
honored
and
humbled
by
recognition.
I
have
the
best
job
in
the
world
so
to
recognition
for
it,
but
overwhelming
for
me.
But
I
want
to
celebrate
this
with
students
that
works
right
and
for
my
team.
I'm
super
proud
of
the
work
that
we're
doing
in
person
and
I
before
it
was
born
to
work
that
cadre
of
a
lot
of
educators
in
the
state
and
a
time
I
am
going
to
share
everything
even.
N
Of
dreams
and
goals,
we
happens
a
lot
of
work
to
do
attention
all
campers
accessible
through
that
working
several
districts
and,
of
course,
you're
working
with
many
people
as
possible.
The
districts
are
in
states
that
a
battement
share
with
all
the
great
work
that
you're
doing
to
figure
out.
What
is
great
for
kids
are
to
learn
in
Boston
summer.
N
P
I
just
have
to
say
there
were
over
30
applicants,
I'm
told
and
because
they
wanted
to
make
sure
that,
because
Beaverton
tends
to
steal
a
lot
of
the
show
around
the
state,
they
did
an
initial
pairing
down
and
then
they
sent
the
final
applicants
out
of
state
and
asked
executive
directors
of
the
school
boards
in
four
different
states.
To
blindly
do
the
looking
through
and
who
rose
to
the
top
and
unanimously
and
rose
to
the
top
and
was
awarded
this
wonderful
honor.
C
C
Every
one
of
the
questions
that
I
got
asked
to
waive
buried
way
down
in
news
articles
is
what
is
it
that
I
hope
for
for
the
coming
year
and
I
know
that
everybody
in
this
room
that
shares
this
opinion
within
the
I
hope
that
we
see
appropriate
investment
in
Oregon
schools
to
make
sure
that
we
can
start
doing
the
things
for
kids?
So
we
know
that.
B
Providing
the
time
just
so
that
we
ensure
that
important
message
with
you
just
do
you
need
to
remember
as
a
in
this
together
and
putting
our
students
first
is
most
important.
So
thank
you
so
much
for
taking
the
time
to
share
this
with
you.
Okay,
now
that
we
have
those
wonderful
things
that
we
got
to
recognize
now
comes
the
public
participation
part.
B
Q
Q
Will
help
us
to
start
to
address
some
of
these
challenges
that
we've
been
facing
in
our
country
and
so
over
the
last
few
weeks,
our
political
action
committee
and
the
VA
Executive
Board
have
both
adopted
a
resolution
in
support
of
increasing
Oregon's
public
school
funding
and
I
wanted
to
just
read
a
few
pieces
of
this
to
you
and
it's
going
to
be
a
little
bit
of
an
echo
of
what
we
just
saw
in
the
video.
Our
resolution
includes
statements
regarding
the
fact
that
strong
public
schools
recommend
a
local
community
and
grow
the
economy.
Q
Students
in
our
public
schools
are
currently
facing
life
challenges
and
their
learning
conditions.
Our
educators
and
our
community
are
all
doing
our
very
best
to
provide
a
weekend
for
our
students,
so
we
defined
it
as
imperative.
You
need
to
do
more
with
less
staffing
in
school.
With
more
adults,
we
know
provides
increased
individual
attention
to
all
of
our
students.
We
know
that
the
social
and
emotional
development
of
our
students
are
important
prerequisites
to
their
academic
learning.
Q
E
Q
Bring
some
of
our
students
to
school
every
day
and
those
programs
have
been
limited
or
reduced
or
cut,
and
we
know
that
our
students,
without
a
significant
change,
will
not
be
able
to
reach
their
very
fullest
potential.
Our
students
can't
wait
any
longer
and
our
students
deserve
better.
So
our
resolution
states
that
we
support
and
encourage
efforts
to
sustainably
and
amply
find
Oregon
public
schools
by
increasing
state
revenue.
So
we
invite
you
to
join
us
in
adopting
a
similar
resolution
and
we
look
forward
to
working
with
you
and.
B
D
R
Using
this
phenomenal
amount
of
single-use
plastics,
so
I
brought
with
me
here
just
one
week's
worth
of
plastic
utensils
from
our
lunch
service.
Yes,
that's
right!
I
spent
five
days
in
the
elementary
school
cafeteria
for
the
entire
lunch
service
on
purpose,
the
bonus
was
that
my
daughter
loved
me
when
I
got
home,
but
what
you
see
here
does
not
include
our
breakfast
service,
so
we're
actually
producing
more
utensil
waste
than
this,
but
it
gives
you
a
pretty
good
idea
of.
R
R
R
R
Spending
money
on
single-use
plastics,
and
why
are
we
portioning
out
food?
It's
hunan
recyclable
containers
that
will
never
decompose,
but
it
could
just
be
put
on
the
students
trace.
It
can't
be
in
the
cost
of
silverware,
because
it's
available
for
free
through
many
different
sources,
and
if
that's
not,
the
problem
is
if
the
extra
time
for
washing
so
I
visited
Bethany
one
of
the
two
schools
I
know
of
that
is
washing
silverware
and
was
told
by
the
cafeteria
staff
that
it
wasn't
really
any
extra
effort
at
all.
R
It's
just
sad
to
me
that
our
district
has
reached
a
point
where
the
effort
necessary
to
extract
oil
from
the
ground
ship
it
to
a
refinery
turn
it
into
plastic
shape,
but
appropriate
leave
check
it
to
a
supplier,
purchase
it
and
bring
it
into
our
schools.
It
is
considered
to
be
less
effort
than
what
it
would
take
to
just
run
a
few
loads
through
the
dishwasher,
so
imagine
for
the
school
board
to
help
come
up
with
a
plan
to
phase
out
single-use
plastics.
R
T
I
also
made
the
bold
prediction
in
front
of
you
that
we
were
fully
expecting
the
same
outstanding
student
outcomes
from
the
following
school
year
and
I'm
happy
to
work
with
you
now
that
our
outcomes
have
never
been
higher
in
math
growth.
This
past
June
on
the
school
report
card,
we
were
perfect
5
and
10
out
of
10
subgroups
in
reading
6
out
of
10
we're
perfect
5.
T
The
reason
for
our
continued
confidence
comes
from
our
total
clarity
around
the
antecedents
needed
for
student
success.
The
most
important
of
these
antecedents,
being
the
collaboration
time
afforded
to
us
through
early
release
collaboration
time,
is
the
most
valuable
and
most
non-renewable
resources
our
disposal
to
close
the
achievement
gap.
It
allows
our
teachers
can
meet
with
their
teams.
Frequently
and
predictably,
to
address
the
four
most
universal
questions
for
improving
teaching
and
learning.
What
are
our
students
supposed
to
learn?
How
do
we
know
if
they
learned
it?
T
How
do
we
make
our
instruction
more
impactful,
and
what
do
we
do
as
a
team
to
address
the
students
who
are
still
struggling
as
we
begin
to
work
through
the
budgetary
process
for
the
next
school
year?
I
implore,
all
of
us
to
make
every
effort
to
protect
this
critical
school
improvement
strategy
and
approved
by
our
own
adult
actions.
Our
commitment
to
ensuring
post-secondary.
U
My
name
is
Cecilia
white
Hanna
physical
education
teacher
at
Greenway,
Elementary.
All
the
teachers
here
today
came
into
this
field
to
be
an
impactor
and
educator
of
young
minds.
Myself
and
my
colleagues
are
finding
an
extremely
challenging
to
do
what
we
want
to
dreamed
of
doing.
In
our
current
circumstances,
I
love.
U
My
colleagues,
but
we
are
struggling-
our
spent
team,
Student,
Success,
coach,
counselor
and
pair
educators
are
doing
all
that
they
can
and
working
tirelessly
to
help
our
school
community.
Yet
they
need
additional
health
support,
training
consequences
for
student
actions,
plans
in
place
for
violent
behavior
and
additional
trained
staff
to
be
at
our
schools
when
we're
customers
in
a
given
day,
the
office
is
called
multiple
times
interrupting
their
precious
time
to
then
call
other
staff
members
to
help
a
situation.
U
Typically,
the
calls
were
for
a
student
who
is
extremely
dysregulated,
we're
being
bulletin
boards
off
the
walls
tearing
up
student
work,
throwing
chairs,
shoving,
classwork,
pencils,
pens,
etc
off
the
table,
turning
tables
over
throwing
items
across
the
room,
breaking
teaching
tools,
kicking
punching
people
and
items
near
them,
and/or
running
from
the
rooms
or
the
building.
This
happens
at
least
once
a
week,
if
not
once
a
day,
teachers
and
our
educators,
our
student
success,
coach
and
sped
tools
are
doing
everything
they
can
to
help
those
students
regulate
themselves.
U
Sometimes
the
students
return
to
class
attempting
to
learn
when
they
aren't
ready.
This
occasionally
happens
because
the
student
thing
is
then
called
to
another
situation
in
the
building,
where
more
adult
supervision
is
needed.
The
whole
class
is
affected,
not
only
the
individual
student
but
their
peers
and
the
teacher
as
well.
We
as
teachers
and
parametrically
educators
are
feeling
overwhelmed
of
trying
to
problem-solve
behaviors
teach
and
support
our
students
to
regulate
and
then
put
a
smile
on
our
faces
to
go
back
to
business
as
usual
with
the
rest
of
our
class
when
we
ourselves,
maybe
dysregulated.
U
We
have
to
do
this
because
everyone
is
being
stretched
so
thin.
There
isn't
anyone
available
for
us
to
take
a
breath
ourselves.
We
are
here
today
to
help
you
understand.
We
love
bring
way,
we
love
our
students,
but
we
need
the
help
and
support
to
make
our
schools
safe
a
place
where
students
are
engaged
and
learning
are
regulated
to
learn
and
we
are
regulated
to
teach.
U
O
O
How
is
it
traumatic,
I
would
imagine
it
would
be
like
watching
one
parent
abuse
another
for
watching
the
parent
of
Jesus
siblings.
Sometimes
this
at
least
happens
more
than
once
last
year.
For
me,
I
was
assaulted
three
times
by
one
of
my
students,
my
other
students
could
see
the
shock
and
pain
on
my
face
and
repeatedly
telling
the
student.
No
please
stop
how
traumatic
is
it
for
the
student
to
be
abused
by
another
student,
a
student
targets
a
child
throws
erasers
at
a
student
throws
plastic
cups
at
students
faces,
gets
stabbed
with
pencils.
O
O
Witness
the
child
going
through
a
room
like
a
tornado,
knocking
over
desks
and
chairs,
pulling
books
off
shelves
and
ripping
out
papers.
We
don't
have
the
resources
when
people
are
called
to
join
the
classroom.
Sometimes
it
takes
five
minutes.
Sometimes
it
takes
20.
Sometimes
they
don't
come
at
all.
O
V
My
name
is
angel,
Tomei
I
am
currently
teaching
third
grade
way.
Learning
casinos
in
my
classroom
has
become
a
huge
challenge.
There
are
many
disruptive
behaviors
that
are
making
it
difficult
for
students
to
concentrate,
but
their
most
effective
many
children
in
my
classroom
that
don't
feel
safe,
they're
students
that
are
being
physically
hurt,
sometimes
unintentionally,
sometimes
unintentionally.
The
disruptive
behavior
is
coming
from
students
that
either
need
additional
adult
assistance,
like
my
colleagues
have
said,
or
they
need
to
be
in
a
different
classroom
with
a
smaller
space.
That's
a
big
rent.
They
can
learn
better.
V
These
students
on
a
weekly
basis,
sometimes
daily,
are
tearing
the
classroom
apart.
They're
cussing
at
staff
with
happiness,
students,
they're
throwing
objects
and
it
hits
whoever's
in
their
pathway.
I've
had
many
students
hit
in
the
head
and
the
face
punched
in
the
students
in
my
classroom,
don't
feel
safe
and
many
of
them
power
percent
of
the
student.
That's
disruptive
starts
to
be
hunted
escalated.
V
I
Hi,
my
name
is
Karen
statements
and
I
teach
ESL
at
elementary.
That
opportunity
is
common,
see
it's
reasonable
in
any
educational
setting
to
expect
that
there
will
be
students
that
need
more
attention
and
support
than
their
peers.
This
is
my
25th
year
of
teaching
and
I've.
Seen
many
changes
in
my
tenure,
including
a
dramatic
increase
in
oppositional,
volatile
and
violent
behavior
in
students.
Every
child
has
a
right
to
an
education.
I
Unfortunately,
we
have
many
students
whose
needs
are
great
and
are
unable
to
be
adequately
accurately
addressed
in
a
mainstream
educational
environment,
teaching
and
learning
suffer
at
the
school
level
as
we
pull
all
of
our
energy
and
resources
into
these
few
students.
While
the
remainder
of
the
student
body
is
left
behind
as
educators,
we
are
in
crisis
mode.
We
need
to
be
able
to
teach
our
students
as
well
as
keep
them
safe.
W
Well,
it's
all
been
said
by
my
colleagues,
my
name's
Tommy
Hoover
and
I've
been
a
greenway
for
15
years
and
many
roles
of
the
teacher
and
now
a
reading
intervention.
Teacher
and
our
school
is
in
crisis.
It's
slowly
evolved
experiencing
such
high
levels
of
competence
and
our
comments.
People
just
as
my
colleagues
have
said,
those
students
that
are
already
suffering.
S
And
thirdly,
these
teachers
that
are
beaten
down
day
after
day
we
are
not
trained
psychologists
or
counselors.
We
are
teachers,
it's
like
asking
a
doctor.
Just
try
to
teach
a
child
to
read,
we
can't
do
it
all
and
we
need
help
and
fair
is
not
equal
and
we
need
to
look
at
these
schools
that
are
so
impacted
by
poverty
in
China
and
the
needs
that
are
within
the
schools
instead
of
looking
at
just
numbers,
because
our
school
is
not
big,
but
we
are
in
a
crisis
and
we
have
reached
out.
X
A
A
To
effectively
combat
these
issues,
these
are
not
the
solutions
that
are
impossible
reach.
These
are
steps
that
we
can
take
in
order
to
begin
to
fight
these
issues
and
musician,
specifically
our
mostly
mental
health
and
eco-city
we've
broken
up
into
two
different
committees
subcommittees
to
talk
about
what
one
one
you're
signing
up
mental
health,
which
includes
not
only
mental
health,
it
with
well-being
in
general,
why
you
have
drug
use,
possibly
easier
correlations
relationships
between
students
and
teachers
and
students,
my
dear
students,
in
capital,
letters.
Y
Y
He
was
a
PSD
to
increase
in
recognition
and
like
students
that
don't
they
recognize
very
often
on
this
social
media
platform,
and
so
they've
actually
decided
to
take
out
a
step
further
and
figure
out
ways
to
get
out
of
their
own
personal
networking,
like
really
funny
people
that
they
have
no
idea
about,
and
then
they
also
are
thinking
about
making
a
video
about
the
VSAC
kind
of
introducing
what
we
are,
because
we
feel
like
and
a
lot
of
people
know
what
it
is.
I'm
like.
Y
Let's
go,
let's
get
on
the
floor,
like
their
parents
told
them
about
it,
so
we're
trying
for
dot
and
then
the
mental
health
group
has.
We
have
like
a
lot
going
on
with
that,
because
there's
so
many
different
subtopics
within
mental
health
like
age
set,
it
could
be
more
about
like
drug
abuse,
Kurt.
You
got
anxiety
or
stress,
there's
a
lot
of
for
different
ways
of
you
know
about
approaching
mental
health,
and
so
so
far.
Our
first
step
is
to
us
another
Google
form
through
our
schools.
Z
Possible
things
that
we
could
take
away
from
whatever
the
survey
says.
A
health
survey
is
and
was
really
impacting,
the
students
in
our
service
because,
like
we're
like
20
tags,
that
represent
like
snow
when
you
school
and
every
student
in
our
high
schools,
because
some
of
us
come
from
like
the
super
Happy's
in
the
community,
while
some
others
come
from
like
the
sports
community,
and
it's
really
important
to
see
how
mental
health
and
how
late
I
meant
to
help
alright.
Z
How
okay,
how
a
mental
health
and
how
like
like
that
sleep,
doesn't
amount
to,
hopefully
prevent
itself
and
different
students
and
what
students
are
really
looking
for
because,
as
students
and
I
think
the
video
is
that
I
really
thought
about
how,
like
the
teachers,
are
not
really
expecting
just
to
teach
us
anymore.
That
expect
it
to
like,
be
there
for.
Z
Super
important
because
we're
not
just
learning
anymore
well
I
mean
learning
like
academic
topic
is
anymore
learning
how
to
be
like
citizens
of
the
world
and
that
I
think
mental
health
and
inclusivity
both
times
that,
because
for
the
principal
research
I
do
how
to
be
like
super
diverse
and
like
the
executive.
Some
you
close
by
a
lot
to
save
time
from
care
of
ourselves.
And
so
that's
why
super
excited?
Because
you
found
it
because
we
can
combine
those
two
and
try
to
affect
other
students,
so
yeah
I'm
excited
for
what
this
year.
Z
B
B
AA
AA
Z
AA
B
J
I
just
want
to
say
it's
so
nice
to
see
you
whenever
life
visit
there
what
I
was
struck
by
was
I.
He
remember
the
ring
to
me.
My
thinking
was
shout
out
to
her
one
of
the
board
meetings
after
I
come
back
from
the
visit,
but
there's
a
lady
that
stands
out
at
the
front
of
the
door
and
addresses
every
single
student
and
notable
I
mean
I
thought
that
was
amazing.
J
AA
Y
AA
K
M
M
Thanks
for
the
great
report
is
good
to
see
the
growth
in
the
LA
I
have
two
questions
for
you
around
student
and
as
a
board
member
I'm
trying
to
grapple
with
understanding
this
issue
and
in
some
way,
maybe
quantifying
it.
And
my
first
question
is
the
way
that
I'm
attempting
to
do
that.
So
how
many
of
you
are
cleaners
have
occurred
each
year
over
the
past
three
years,
so.
AA
M
AA
Already
you
just
so
far
this
year,
this
is
the
first
year
I've
had
a
student
success
coach,
but
already
reversing
kids
being
able
to
become
more
regulated
more
quickly
as
the
coach.
They
work
so
closely
with
the
teacher
to
help
that
student
be
successful
so
already
this
year,
we're
seeing
tremendous
success
I'm
going
to
state
that
this
fear,
even
though
we
have
even
more
challenging
students
and
last
year,
I,
don't
I.
AA
AA
So
when
Steve
is
are
extremely
disregulated,
the
first
thing
they
usually
need
is
territory
furniture.
Instead
of
keep
students
in
classrooms,
a
few
teachers
say
we
have
to
review
all
of
the
other
students
out
there,
so
all
the
other
students
and
then
there's
something
in
there,
but
the
dysregulated
student,
and
it
can
last
quite
a
while.
You
can
last
anywhere
from
15
minutes.
X
AA
V
C
V
C
Ago
we
shared
Mike's
focus
to
increase
student
achievement
for
three
targeted
subgroups
experience.
We
chose
to
focus
on
our
Hispanic
Latino,
economically
disadvantaged
and
English
language
learners,
as
they
were
significantly
underachieving
in
comparison
to
the
rest
of
heighten
student
population.
Today,
we're
here
to
let
you
know
we're
making
progress
the
achievement
of
our
Hispanic
Latino,
economically
disadvantaged
and
English
language
learners
is
increasing
in
four.
C
Hispanic
Latino
students
have
increased
achievement
in
English
language
arts
by
over
30
points
and
over
20
points
in
math.
We
charted,
of
course,
our
seen
growth
and
our
staying.
That
course,
our
teachers
continue
to
be
fully
challenged
in
the
juggling
act
of
teaching
the
whole
child
and
navigating
standards
and
curriculum.
Our
strategic
plan
at
item
has
been
to
declutter
the
place
by
collaboratively
prioritizing
a
few
high
leverage,
best
practices
aligned
to
Beaverton
particular
intentions
and
embed
them
in
our
daily
practice.
C
Kindergarten
through
fifth
grade
to
increase
your
achievement
for
our
targeted
subgroups,
make
the
work
palatable
for
our
professionals
and
ultimately
serve
it
as
best
practices
to
support
the
learning
of
all
our
students.
One
of
the
first
things
we
did
three
years
ago
was
build
supportive,
school-wide
infrastructure
for
our
students.
Examples
include
formation
of
a
leadership
team,
dan
team
needles,
healthy
snacks
initiative
and
attendance
procedures.
We
focused
on
learning
how
to
better
support
our
students
in
these
three
subgroups
growing
their
mindset
around
or
whatever
it
takes
approach
for
students.
C
First
mobile
conference,
the
teacher
had
been
trying
to
contact
parents
via
email
and
grew
frustrated
with
her
reach
outs
as
they
weren't
productive.
She
came
to
us
for
advice
and
we
challenged
her
to
think
outside
the
box.
This
teacher
took
whatever
takes
approach
when
she
capitalized
at
a
mobile
conference
in
her
parking
lot.
She
joined
the
parent
in
his
car
as
it
was
moving
through
the
bigger
plane
she
conference
with
the
captain.
W
Alongside
that,
working
on
greeting
collectively
identified
two
fundamental
action
items
that
we
felt
would
really
grow
our
students
and
they're
in
alignment
with
the
elementary
reading
intentions
and
we
thought
it'd
be
best
for
our
k5
learners,
particularly
our
students
that
belong
to
our
respect.
Lets.
W
Economically
disadvantaged
and
our
English
language,
learners
and
those
two
fundamentals
aren't
for
teachers
to
meet
with
of
driving
readers
daily
via
a
workshop
model
and
pursued
to
be
able,
articulate
their
reading
goal.
So,
with
this
light
and
small
focus,
our
teachers
of
course
brought
this
to
life
and
we
spent
our
early
release,
collaboration
time
or
admin
direct
ones.
W
This
month,
we
asked
students
to
share
their
reading
goal
and
hands
were
shooting
up,
left
and
right,
and
we
had
a
second
grader
share
that
she
was
working
on
pulling
out.
Menthe
exclude
us
from
her
books
and
we
had
a
fourth-grade
student
that
said
I'm
working
on
finishing
a
chapter
books
a
week.
So
it's
really
elevated
our
reading
awareness
and
I
think
again
reminds
us
of
the
power
of
collective
efficacy
with
our
staff.
So.
C
We're
now
stronger
across
our
school
in
reading
vetted
math
achievement
in
math
hinges
on
reading
comprehension
this
year
we're
continuing
our
focus
on
heightens
reading
fundamentals
while
determining
similar
best
practices
in
math
to
implement
kindergarten
through
fifth
grade.
Despite
what
we've
been
working
on,
our
students
are
not
growing
fast
enough.
We
have
been
focused
on
growing
our
achievement,
scores
and
also.
C
C
In
summary,
we
continue
to
focus
on
creasing
the
achievement
number
of
Hispanic
Latino
economically
disadvantaged
in
English
language
learners
do
to
do
this.
We
put
school-wide
infrastructure
in
place
and
group,
our
whatever
it
takes
approach
toward
student
success.
We're
streamlining
instruction
by
collaboratively,
prioritizing
Imperial
high
leverage,
best
practices
in
reading
and
math,
embedding
them
into
our
daily
practice.
Kindergarten
through
fifth
grade
to
increase
your
achievement
for
our
targeted
subgroups,
make
the
work
palpable
for
our
professionals
and
ultimately
serve
as
best
practices
to
support.
C
That's
high
is
to
what
you
heard
a
lot
about
tonight
and
teaching
to
the
whole
child
and
our
5th
grade.
Students
are
needing
more
scaffolding
than
they
ever
needed
before.
The
approach
to
teaching
needs
to
look
different
for
our
students,
and
that
takes
time
to
transform
a
practice
that
was
successful.
An
approach
that
was
successful
for
students
5-10
years
ago
is
no
longer.
They
are
not
able
to
be
as
independent
as
they.
C
Think
sometimes,
when
you
look
at
your
cohort
of
teachers,
one
of
the
things
we
talk
about
is
the
approach
our
primary
teachers
are
using.
The
students
is
approached.
Our
upper
teachers
are
needing
to
learn
more
about
an
apply
or
doctor,
because
students
are
requiring
a
different
level
of
scaffolding.
When
you
instruct
that
you,
sir.
W
Titans
unique,
of
course
we
have
classic
heights
and
that's
just
under
700,
then
we
have
two
self-contained
classrooms
or
EEG
speeds,
and
so
we
were
compiling
again
with
Karla.
So
it's
not
data
that
we
we
collect
regularly,
so
you
kind
of
all
parked
it
where
they
came
so
far
right
now,
we've
had
about
aprons
there's
this
year
and
that's
just
with
our
general
end.
E
M
Do
you
feel
like
by
having
student
success
coach?
That's
enough
to
be
able
to
put
you
guys
on
a
sustainable
trajectory
right.
We're
seeing
less
than
eight
years
ago
gave
me
to
that
place
where
everybody
feels
like
this
is
under
control
or
if
you
feel
like
it's
helping,
but
we
still
have
a
bigger
curve
that
it's
still
that.
C
Way
now
I
think
it's
promising
I
love
the
proactive
approach
to
teaching
you
know.
Bringing
learning
around
the
tools
is
required
to
educate
the
whole
child,
so
that
now
needs
to
be
part
of
our
core
instruction,
and
so
our
student
success
coach
is
working
on
that
she's
with
us
have
time,
and
so
she
has
dipped
her
toe
in
the
heightened
pond.
The
ripples
are
happening,
but
it's
one
of
those
things.
W
I
think
definitely
a
psychologist,
so
you
know
we
also
share
our
school
psychologist
with
another
school.
The
onset
of
the
social
workers
has
helped
just
about
treat
that
ratio,
so
that's
been
a
huge
support
and
also
staffing,
and
we
fo
find
what
brainwave
was
camping
up
here
and
so
Lisa
said,
just
with
our
our
pair
of
educators
and
proper
training
partner,
educators,
wellness
for
all
of
our
staff
self
care.
W
B
They
were
there
in
assembly
and
I
found
them
inquisitive
well-behaved
engaging,
and
that
was
pretty
good
when
they
were
talking
to
you
know
Teddy
Roosevelt,
so
that
was
I
could
not
believe
how
well
they
were
my
trusty
you
folks,
if
I
did
not
see
or
do
our
our
view,
PYP
schools,
and
so
could
you
please
share
with
me
how
that's
made
a
difference
in
your
school
and
if
that
was
not
going
to
be
around
anyone,
is
there
any
sort
of
teachings
around
you
might
be
that
you
would
be
able
to
do
keeper?
Would.
Z
C
Know,
as
we
think
about
a
21st
century
learner,
and
we
think
about
creating
agency
and
students
really
is
a
great
foundation
for
some
of
the
best
practices.
It's
a
way
to
translate
that
information
in
a
way
that's
meaningful
to
them
and
engage
the
students
in
their
learning,
so
there's
best
practice
with
PYP.
Without
a
doubt,
it
has
brought
us
together
as
a
one
school
and
heightened
and.
C
A
few
I
need
it
would
not
be
sustainable.
The
learning
would
stay
alive
with
the
staff
that
we
have
now,
but
as
far
as
growing
PYP
there's
a
level
of
professional
development-
that's
retired
of
that,
and
there
are
facilitated
meetings
for
planning
and
things
like
that.
So
the
role
of
our
VIP
coordinator
really
is
crucial
to
keeping
us
marching
forward.
B
AC
You
name
you
got
bored
Jim,
Chucky
virtual
school
order
to
protect
rottingham
ranking
for
the
opportunity
to
be
your
time
with
you
and
providing
with
an
update
on
what's
happening
with
the
program
specifically,
are
telling
the
dealers
in
school
district
fund
any
classrooms
that
began
serving
portables.
This
fall.
All
I
tend
to
keep
my
comments
relatively
brief
tonight,
where
the
answer
your
questions,
but
do
you
want
to
spend
a
few
minutes
focusing
in
on
three
critical
questions?
The
first
is
why
investments
are
important.
The
second
is,
if
you
have
to
find,
what's
happening
from
Judaism.
AC
The
third
is
a
question
about
how
we
can
explore
an
opportunities
and
access
for
our
students.
A
remarkable
expansion
of
new
knowledge
about
brain
development
early
years
is
providing
us
with
deeper
insights
and
to
help
early
learning.
Experiences
are
built
into
our
bodies
and
lasting
impacts
on
learning,
but
not
lasting
attacks
on
learning
behavior
and
both
physical
and
mental
health.
These
insights,
along
with
over
half
a
century
of
program,
evaluate
program
evaluation.
Research,
have
repeatedly
reinforced
two
critical
points.
The
first
the
capacities
developed
during
childhood
are
the
building
blocks
of
a
well-functioning,
a
problem.
AC
A
trajectory
and
number
two
effective
early
childhood
opportunities
and
services
can
improve
life
outcomes
for
children,
especially
children,
facing
adversity.
These
two
insights
have
been
the
bedrock.
Our
district
issues
to
build
an
early
learning
program
is
capitalizing
on
the
promise
of
these
early
critical
years
in
your
packet
tonight.
Did
you
receive
something
like
this
you'll
find
a
graph,
that's
titled,
synapse
formation
and
brain
in
the
brain
development.
AC
As
you
can
see
from
this
graph,
the
architecture
of
the
brain
from
an
adult
mental
standpoint
is
literally
being
formed
in
the
early
years
between
birth
and
the
age
of
3
years
of
age,
approximately
1,
quadrillion
or
1,000
trillion
synapses
are
being
formed.
That's
roughly
700
synapses
per
second.
What
does
that
matter?
Well,
Steph
is
facilitating
a
loud
flow
of
information
in
a
brain
between
neurons
and,
what's
equally
powerful
or
important.
Is
that
the
synapse
that
are
used
will
increase
in
strength
and
those
that
are
not
use
will
cease
to
exist.
AC
AC
The
next
graph
in
your
packet
comes
from
the
high
school
Perry
project,
which
was
a
longitudinal
study
that
examined
the
lives
of
123.
Children
were
on
high
poverty
and
at
high
risk
of
failing
school
at
the
ages
of
3
&
4.
These
children
were
randomly
divided
into
two
groups:
one
group
that
had
access
to
high-quality
preschool
experiences
and
a
comparison
group
that
received
no
preschool.
AC
Many
children,
however,
especially
children,
living
in
poverty
and
children
of
color,
do
not
have
access
to
opportunities,
and
we
see
the
impact
of
this
lack
of
access
reflected
in
student
outcomes.
These
outcomes
do
not
reflect
the
potential,
but
rather
access
to
meaningful,
enriching
learning
opportunities.
AC
As
a
result
of
your
support,
however,
we
are
building
a
district-wide
delivery
system
that
is
opening
up,
life-changing
opportunities
for
our
most
historically
underserved
students
and
families,
and
it's
developing
into
a
bellwether
example
of
what
a
comprehensive
school
district,
but
early
learning
system
can
achieve
or
gonna
be.
On
this
fall
we
opened
up
ten
half-day
the
original
school
district
funded
and
supported
pre-k
classrooms
serving
over
160
for
those
of
their
families.
These
are
not
Head
Start
classrooms
but
BSD
from
the
supportive
classrooms.
AC
These
pre-k
classrooms
are
radically
inclusive
and
are
serving
our
most
historically
underserved
students,
including
students
with
disabilities,
students
who
speak
languages
other
than
English
and
students
whose
families
are
experiencing
poverty.
Our
pre-k
classrooms
consist
of
3
Beaverton
School
District
employees
once
of
the
five
diversity
tree
and
to
classify
early
childhood
care
providers,
each
of
our
pre-k
classroom
halls
of
benefits
from
access
to
several
partnerships
that
include
and
provide
for
those
classrooms,
and
that
is
Social
Work
and
mental
health
consultancy.
AC
That's
come
primarily
through
Morrison
in
Washington
County
partnership,
the
Northwest
Regional
EPS
D
is
supportive
of
PV
on
working
with
students
who
are
receiving
early
intervention
services.
We
also
receive
PD
from
teaching
preschool
partners
and
we
continue
to
forge
strategic
partnerships
in
the
verlan
learning
space
from
other
organizations
such
as
health
share,
which
is
a
CCO.
AC
E
AC
Also
receiving
regular
home
visits
by
beaverton
staff
and
our
partners,
the
home
visits
our
regularly
scheduled
for
all
families
and
provide
opportunities
for
staff
to
learn
more
family
to
provide
them
with
resources
such
as
books
in
the
native
language
and
also
other
services
services
and
supports
that
are
needed.
These
additional
supports
this
year
of
included
resources
on
housing,
food,
mental
health
and
domestic
violence.
AC
The
staff
are
receiving,
and
this
would
be
all
staff
classified
the
certified
weekly
professional
development
and
regular
coaching
and
support
in
your
packet,
you'll
notice,
the
slides
and,
let's
start
with
a
slide
on
an
example
of
why
and
how
opportunity
and
access
matters
in
these
slides,
I
decided
to
key
in
on
the
idea
of
oral
language.
The
reason
this
came
to
mind
is
because
you
spent
quite
a
bit
of
time
with
our
families
on
the
importance
of
reading
with
your
children.
AC
You'll
notice
in
this
first
slide
a
bit
of
a
continuum
here
on
average,
if
you
think
about
a
student-led
access
to
someone
reading
with
them.
At
a
four
year
old
level,
a
student
who
has
less
than
a
minute
per
day
during
the
year
is
exposed
to
about
8,000
words.
Those
got
around
five
minutes
and
they
are
about
300,000
words
and
students
who
have
someone
reading
with
them,
whether
in
the
home
or
at
school,
for
20
minutes
a
day
have
an
exposure
of
about
a
million
1.8
million
words.
AC
The
next
slide
here
focuses
on
the
cumulative
effect
of
that
oral
language
and
you'll,
see
here
that
students
entering
our
kindergarten
classes
have
somewhere
in
the
neighborhood
of
a
delta
and
many
of
our
kindergarten
classes
of
upwards
of
30
million
word
difference
now.
The
impact
of
that
is
on
the
third
slide
here
that
I
share
with
you
in
this
in
this
third
slide
takes
a
look
at
students
who
have
low
oral
language
opportunities
in
red
and
students
who
have
high
oral
language
opportunities.
AC
This
is
a
cumulative
effect
of
30
million
words
and
you'll,
see
in
here,
and
this
is
just
oral
language-
is
one
example
that
you'll
see
to
be
impact
on
oral
language
relative
to
reading
growth
is
measured
by
standard
achievement.
Measures
you'll
see
the
impact
of
oral
languages
as
it
pertains
to
reading
room
people
seated
by
the
time
our
students
exit
our
elementary
schools.
AC
That
often
times
we
see
up
to
a
five
and
six
year
gap
and
that
gap
can
be
attributed
to
his
son
expect
I'm
simply
the
opportunity
and
access
to
things
like
world
language
talk
a
little
bit
about
our
returns
on
the
best
math.
We
certainly
expect
to
see
returns
on
investments
with
our
pre-k
dollars
in
the
video
tonight.
A
question
above
ask:
how
do
we
assure
that
the
investments
were
making
related
to
the
classroom
and
with
pre-k
I
can
say
without
reservation?
AC
The
investments
we've
made
and
you've
made
as
a
board
and
superintendent
is
allowing
us
to
open
these
classrooms
are
getting
to
the
classrooms
and
we
expect
to
see
academic
investments.
We
expect
that
our
students
participating
our
pre-k
programs
will
certainly
a
increase
if
not
I'll
perform
students
and
literacy
and
math.
It's
our
full
expectation.
They'll
carry
those
all
the
way
through
third
grade.
Our
students
will
be
at
least
a
proficiency.
AC
You
can
see
that
in
my
ideal
world,
the
timeline
I
have
some
answers
quickly
in
terms
of
what
our
investments
will
play,
but
in
a
nutshell,
in
terms
of
a
timeline,
my
hope
is
to
maintain
the
services
were
providing
for
our
students
and
I
have
a
hope
that
we
could
expand
those
opportunities.
A
question
was
posed
to
me
earlier
this
week.
That
comes
up.
What
would
my
help
me
for
that
I
would
hope
we
could
open
at
a
minimum
two
o'clock,
two
schools
a
year
which
would
be
in
a
half-day
program,
four
classrooms
a
year.
AC
Do
have
half
day,
I
received
another
question
about.
We
just
have
to
get
programs
and
someone
asked
about
half
day
versus
whole
day.
That
would
be
something
they
can
consider
if
we
had
additional
revenue,
but
right
now
we
have
attempted
to
reach
as
many
students
as
we
can
the
half-day
program,
even
though
we
understand
it's
a
just
a
half
day
before
the
fall.
So
if
you
have
any
questions,
I'm
happy
to
answer
any
questions
regarding
our
early
learning
investments.
AB
Portrait
growing
so
I'm
pushing
two
questions.
Actually
that
generated
from
presentation.
One
is
I'm,
rejecting
these
kids
as
they
go
forward
and
how
to
do
that
and
to
these
families
that
are
being
visited
and
prepaid.
Is
there
I
know
that
somewhere
now
these
children
are
kindergarten
like
at
vows
because
they
were
speaking
at
last
year.
AC
Will
track
those
one
or
two
more
so
yes,
this
is
the
first
year
our
pre-k
programs
are
a
little
bit
different.
This
year
we
have
a
cap
of
18.
We
have
three
adults
in
every
classroom.
We
do
not
have
class
on
Wednesday
and
our
Wednesday's
with,
provided
us
an
opportunity
to
do
home
visits
our
pre-k
teacher
this
year.
We
have
so
up
to
18
students
in
each
class.
AC
Five
of
those
students
come
to
us
through
that
really
through
Northwest
Regional
USD,
so
their
students
on
what's
called
an
IFSP
individual
family
service
plan
and
our
future
for
peace,
managing
those
ten
students
and
think
about
the
Incarnation
booster
classrooms,
so
what
they
are
doing,
Wednesday's
our
home
business,
professional
development
and
doing
the
management
of
the
IFSP.
So
it's
kind
of
like
a
case
managing
special
education
students,
there's
my
FSP
meetings.
AC
Y
AB
AC
Families,
yes,
so
we're
reading
with
all
families
before
so
we
officially
started
serving
students
on
the
24th
of
September
and
we've
visited
all
families
before
the
beginning
of
the
year
and
we'll
continue
this
throughout
the
year.
Some
family
will
visit
more
often
because
we're
working
with
their
with
their
students
through
the
IFSP
process,
but
those
those
visits
will
be.
In
addition,
those
ifs
people,
the
admission
to
home
visits
that
happens,
nothing.
J
So
is
a
great
for
the
great
experience
to
see
the
youngsters
and
the
interaction
and
how
it
was
organized
and
how
they
are
able
to
learn
different
things.
Just
you
know,
grouping
from
area
to
area
how
at
least
this
case,
they
can
kind
of
sort
of
guess
and
count
how
many
people
can
participate
just
by
how
it
all
set
up,
which
is
cool,
but
I,
guess.
P
AC
We
went
into
the
year
thinking
the
cost
was
somewhere
of
a
$250,000
at
this
green
$1000
and
that's
about
accurate.
We
have
formed
some
strategic
partnerships
morrison's
a
good
example.
They
provide
us
with
full-time
social
worker
and
they'll
help
consultant
at
no
cost
to
us,
but
we
have
seen
a
need
to
add
some
additional
support
and
the
cost
is
probably
the
neighborhood
of
about
three
hundred
and
ten
thousand
dollars
per
classroom
NoFD
for
both
yes,
yeah.
J
Okay,
I
remember
my
question
so
since
the
population
is
typically
probably
low-income,
free
reduced
lunch
group
that
happened
to
have
a
high
tendency
of
mobility
issues.
Has
that
presented
a
challenge?
This
is
a
new
program
but
I'm,
assuming
that
perhaps
family
might
relocate
throughout
the
year.
So
are
we
able
then
to
wherever
they
are
provide
the
same
service
to
them?
I
know
you
say
it
did
come
from
different
agencies
to
have
to
necessarily
reside
into
the
immersion
area
to
avail
themselves
of
this
service.
Now
you.
AC
Do
it's
a
great
question:
all
of
our
students
are
living.
Our
tennis
area
will
attend
our
schools.
We
actually
haven't
had
a
student
that
has
moved
out
it's
highly
likely.
That
could
happen.
What
is
the
most
interesting
to
me
is
we
have
they're
the
most
fragile
population
in
terms
of
being
able
to
accommodate
a
two-and-a-half-hour
day,
and
we
were
I
was
concerned
about.
You
know
you
think
about
it's
a
four
day
a
week
program.
AC
There's
no
school
wait
a
bit
it's
about
a
cover
day
and
I
wondered
if
the
burden
on
families
was
I
kind
of
wondered.
If
the
committee's
were
filled.
Yes
with
you.
Could
families
of
most
need
do
a
two
and
a
half
hour
day?
Four
days
a
week,
we
had
a
waiting
list
at
nearly
every
school.
We
haven't
lost
a
family,
yet
the
question
so
so
we
do
provide
transportation
to
and
from
there
we
do
have.
For
the
most
part,
the
idea
is
to
get
students
from
the
catchment
area.
AC
What
one
of
the
thing
about
this
mission
is
dr.
Burgess
is
running
some
numbers
for
us,
but
I
anticipate
within
each
of
these
five
classrooms
that
has
two
classes.
On
average,
we
think
about
return
on
investment.
There's
a
highlight
of
it.
It's
somewhere
between
six
to
ten
of
these
students
would
be
directly
served
in
a
specialized
programming
error.
These
are
costly
that
can
be
a
little
more
restrictive
and
we
tend
to
sometimes
see
the
outcomes
in
the
program
to
not
be
what
we
hope
for
in
terms
of
student
experience.
F
C
So
I
have
a
follow-up
question,
I've
somewhat
related
to
what
VN
was
asking
in
terms
of
cost.
You
mentioned
that
you
were
interested
in
opening
two
at
two
schools
in
here
and
I
was
wondering
what
was
bounding
that
decision
if
it
was
our
own
capacity
to
grow
or
if
there
was
some
other
financial
constraints
or
whatever
we're
trying
to
do
it
right,
so
we're
kind
of
go
slow.
What
really
is
the.
AC
Financial
decision
that
that's
been
our
barrier
to
moving
forward
and
the
timeline
you'll
see
is
ideally
by
by
now
or
another
week,
or
so
we
would
have
an
idea
what
that
would
look
like.
We
went
very
quickly
this
year
and
you
know
we
were
trying
to
and
a
huge
shot
to,
maybe
post
coral
and
other
folks
that
just
put
things
together
in
terms
of
transportation
and
food,
and
we
don't
want
to
be
in
a
position
where
we're
figuring
out
those
logistics
late
in
the
game
but
really
are
are,
are
question
we're
out
there
on
budget.
AC
I
will
say
we
have
I,
haven't
I,
have
certain
timeline
there,
but
I
have
a
plantation
plan
that
I
can
share
with
you,
I
didn't
put
in
a
packet
because
it
has
opening
names
less.
These
principles
may
not
know
their
names,
but
we
take
a
look
at
the
Oregon
kindergarten
assessment
data
over
the
last
three
years,
in
addition
to
demographic
data
and
compiled
a
composite
number
for
me,
and
we've
also
what
we
call
the
determined
space
as
well
we're
ready
to
move
forward
on
buildings
that
would
benefit
from
access.
Our
our
dilemma
is
knowing.
M
AC
E
AC
Think
about
the
dollars
we
currently
spend
on
the
mediation
anniversary
and
that
that
that
becomes
we
tend
to
see
that
ramping
up
really
about
the
nation
of
three
four
is
equal.
I.
Think
that
maybe
the
question
to
start
with
is
what
are
we
spending
on
helping
kind
of
remediating
issues
of
the
academic
issues
or
social
issues?
What
investments
are
recurrently
making
space
I.
Think
the
question
to
ask
is
that
question:
are
those
investments
better
spent
an
earlier
age?
Is
it
more
appropriate
to
do
that?
AC
That
being
said,
I'm
not
sure
if
the
Delta
is
a
hundred
percent,
if
we
moved
all
investments
in
to
create
a
goal,
I,
don't
anticipate
you'll,
see
a
need
for
not
having
your
Venture
support,
but
what
I,
why?
What
I
can
say
it
will
say
is
my
experience
of
proximity
to
like
happening,
and
these
inclusive
classrooms
has
profoundly
shifted.
My
thought
around
how
we
might
be
provide
access
to
all
students.
I
fully
expect.
AC
I
really
believe
that
if
I
think
about
what
budgets
not
working
right,
the
one
I'm
the
most
curious
and
optimistic
about
our
investments
in
early
childhood
I
really
think
that
that
what
we'll
see
in
terms
of
student
participation,
students,
students
giving
back
to
that
classroom
and
having
full
access.
So
your
school
as
we
know
it
with
a
pullout
intervention,
will
be
probably
the
most
realized
as
we
expand
those
early
learning
opportunities.
I,
probably
think
that's
the
case
because
of
it.
You
know
the
more
we
learn
about
the
researcher.
X
B
X
Know
that
there's
some
principal
sitting
in
here
and
I'm
glad
you
didn't
say
this
I
know
I,
there's
some
principal
sitting
in
there
and
every
one
of
them
asked
me
I
wish
I
had
room
I
want
to
start
a
preschool
because
we're
starting
we're
having
those
conversations
with
some
of
their
colleagues
and
they're,
starting
to
see
the
difference
that
it's
that
it's
making
long
term.
But
it's
hard
when
we
don't
have
enough
money
for
the
k-12
program
and
going.
M
AD
We've
got
a
lot
of
data
in
our
systems,
and
one
challenge
we
chopped
is
that
it's
in
different
proprietary
formats
and
so
EDI
is
a
data
standard
that
is
specific
to
education,
that
that
tries
to
solve
that
problem.
As
vendors
get
certified
the
debt
by
then
the
data
can
be
accessed
in
a
standard
fashion,
and
that
makes
it
a
lot
easier
for
us.
AD
So
we
received
a
grant
from
the
Michael
and
Susan
Dell
foundation.
We
were
working
with
Portland
Public
Hillsboro,
the
Clackamas
est
Northwest
Regional,
VSD
and
Beaverton,
really
wrapped
three
big
areas.
The
first
is
SME
implemented
by
we're
going
to
be
able
to
create
better
dashboards,
better
reports
for
teachers
and
for
schools.
So
that's
that's
the
first
improvement
we
hope
to
see.
The
second
is
that
we
want
to
really
tackle
this
problem
of
when
students
move
between
school
districts.
So
as
right
now,
if
a
student
comes
to
Hillsboro,
our
staff
will
contact
the
students
previous
school.
AD
They
will
follow
the
records.
We
will
then
take
those
office
staff
well
and
they
will
take
the
minute
manually.
That's
not
secure,
and
it's
probably
ever,
and
so.
If
we
can
create
all
use
a
standard,
we
could
create
an
automated
way
that
would
give
office
staff
some
time
and
then
the
third
big
improvement,
we're
looking
at
with
that
body
is
around
state
recording.
AD
We
have
ninety
four
state
reports
that
we
have
to
turn
into
the
Department
of
Education
each
year
and
if
you
think
about
a
stable
for
it
as
an
excel
file,
it
would
be
about
sixty
thousand
rows
down
and
maybe
a
hundred
to
two
hundred
rows
across
so
large
amounts
of
data.
Ninety
four
times
a
year,
many
times
the
first
seventy
columns
by
the
same
data
and
we're
sending
them.
AD
AD
Questions
yes,
so,
although
the
we
are
halfway
through
our
bond
student
devices
appointment,
we
had,
if
you
remember,
at
the
out
of
the
pod
of
the
seven
million
dollars
in
beer
for
eight
years,
for
technology
monitoring,
modernization
and
student
devices,
and
so
that
money
has
been
spent.
Rebuilding
the
wireless
network
and
then
added
30
mm
pearl
books.
In
about
fifteen
thousand
iPads.
We
have.
AD
We
are
on
track
budgetarily
to
be
able
to
amaze
division,
for
the
bonds
was
the
first
four
years
removed
by
devices
and
that
the
there
would
be
enough
money's
in
that
bond
strength
to
be
able
to
do
a
device
to
refresh
for
students,
and
they
are
on
track
budgetary
to
do
that,
and
we
are
beginning
to
think
about
what
that
looks
like
after
this
pond.
So
what
would
it
take
to
continue
to.
AB
AB
AD
AD
Yes,
yes,
yes,
we
we
had
for
the
technology.
Modernization
allocated
certain
resources
that
we're
seeing
those
their
key
men
asked
for
internet,
because
our
science,
which
was
really
good
news
for
us,
the
challenge,
is,
as
we
get
more
and
more
complex,
we
do
have
that
services
we're
looking
once
that
we're
looking
at
right
now
would
be
around
cybersecurity.
How
do
we
add
the
applications
and
the
hardware.
C
C
I
wanted
to
make
sure
that
we
passed
that
along,
but
I
guess
my
question
really
is
around
what
alternatives?
Are
we
looking
at
that
make
it
so
that
scaling
is
possible?
You
know
like,
like
I,
looked
at
the
pictures
of
the
data
rooms
and
technology
assessments
doctor
basically
used
in
many
other
places
and
we're
putting
workings
out
in
the
cloud
and
cyber
security
requirements
forcing
us
to
make
choices
like
that.
We
preparing
ourselves.
AD
AD
Well,
it's
not
always
a
cost,
saving
top
shift,
and
so
we're
looking
at
that
we're
being
strategic
about
what
is
moving
into
the
cloud,
how
we
utilize
our
data
center
space
for
those
applications
that
you
get
and
that
how
do
we
partner
with
other
districts,
so
we're
looking
at,
for
example,
is
rather
than
pay.
These
can
post
our
data
in
a
cloud
in
case
of
disaster,
so
they
could
not
recover
clearly
if
we
can
reach
an
agreement,
another
district
in
another
state
that
we
utilize
our
existing
datacenter.
AD
AE
This
is
doing
primarily
to
an
increase
in
the
cost
of
salaries
and
benefits
over
budget.
A
budget
outlook
in
the
spring
was
for
optimistic
and
current
conditions.
We
projected
higher
ll
enrollment
and
higher
specialized
classrooms
and
actuals
will
fall
in
addition
to
a
decrease
in
students
of
poverty.
We
expanded
our
student
success,
coaches
and
early
childhood
educational
program.
We
also
anticipated
higher
attrition
and
I
and
the
salary
schedule
of
being
faced
by
less
computers.
AE
AE
AE
The
projections
for
next
fiscal
year
already
include
increases
for
salary
benefit
cost,
but
only
to
be
adjusted
for
the
decrease
projected
ending
fund
balance
as
we
budget
for
next
year.
We
are
adjusting
our
assumptions
to
account
for
these
changes
to
salaries
and
benefits,
and
we
have
already
met
with
both
mobile
and
a
special
education
department
to
adjust
their
enrollment
protection
procedures
to
learning
the
changes
in
these
demographics.
We
also
continue
to
explore
a
ROI
on
the
16th
investments.
C
E
C
P
AE
X
AE
AE
AF
We're
trying
to
leave
the
crowding
conditions
that
currently
exist
at
the
school
has
700
personally
760
students
and
approximately
2/3
of
those
students
are
currently
being
housed
in
spaces
that
were
not
intended
to
be
classrooms,
whether
those
are
portables
or
other
spaces
within
a
building.
I'm
sure
Sofia
can
explain
that
better
than
then
I
can't
interest.
What
the
existing
condition
is.
We're.
E
AF
At
Beaver
acres
in
the
Kinley
attendance
area,
since
those
areas
are
funny,
tell
Monica
and
that's
where
most
of
the
kids
are
coming
from
in
those
areas
have
proximity
to
those
two
schools.
We
will
need
to
review
all
of
the
areas
that
we're
looking
at
consistent
with
factors
and
policy
JC,
so
proximity
transportation
to
the
composition.
Things
like
that
that
we
are
sure
quite
familiar
with
those
factors
because
of
the
limited
scale
that
we
are
focusing
on
for
this
adjustment,
we're
not
doing
a
public
advisory.
AF
AF
Obviously
multi-purpose
like
that.
We
will
do
a
at
least
one
public
meeting
on
this
with
those
affected
neighborhoods,
where
the
adjustments
will
take
place
depending
on
the
feedback
and
how
that
goes.
There
may
be
a
follow-up
information
where
families
want
additional
information
and
we
would
want
to
be
sure
that
were
responsive
to
those
requests.
AF
AF
J
She's
got
a
question
facing
just
a
comment:
it's
just
I
was
just
wondering
if
you
might
want
to
consider
expanding
your
eating
notice
or
sessions
to
maybe
what
these
just
trying
to
give
people
more
of
an
opportunity
because,
as
we
all
know,
usually
people,
sometimes
you
can
hear
things
about
it
right
and
get
the
appropriate
time
to
allow
them
to
plan
to
get
there.
Other
people
hear
things
by
word
of
mouth
or
whatever.
How
that
information
communication
lines
go,
and
so
they,
if
there's
only
one
meeting
they
might.
V
J
AF
P
P
J
Know
I'm
just
going
to
echo
her
comments
and
I
think
you've
got
an
automatic
place
to
turn
to
each
of
those
schools
has
a
PPO.
So
why
not
turn
into
PT
arrow
and
ask
them
to
reach
out
to
their
members?
If
not,
actually,
something
that
sits
on
the
PTO
to
serve
to
me?
That
would
be
this
place
to
go
for
a
committee
member.
C
C
Particularly
when
you
look
at
this,
the
large
number
of
kids,
there
is
being
served
a
portable
classrooms
there
right
now.
No,
the
thing
I
noticed
was
that
none
of
these
schools
is
particularly
empty
and
we
are
including,
as
particular
opportunities
for
offload.
So
when
we're
talking
about
identifying
skills
and
objectives
for
overt
writing
relief,
you
know,
are
we
kind
of
thinking
about
going
from
one
sixty
two
percent
to
one
forty
percent
or
just?
How
will
we
help
me
feel
comfortable
with
this
idea
of
not
having
an
advisory
committee
and
I'm?
Not
there.
AF
We
go
a
veritable
alignment
with
one
another
I,
don't
think
we
can
take
say
you
know,
looking
at
a
number
of
Greenway
being
at
one
rate
and
how
to
get
the
same
as
a
lamonica
because
of
the
proximity
issues,
but
in
this
particular
broader
neighborhood,
bringing
those
three
schools
to
something
a
comparative
experience
for
each
of
the
programs
in
terms
of
their
overall
capacity.
We
think
it's
a
better
solution.
AF
AF
Y
J
There
so
I
was
just
wondering
you
know
right
now
we're
trying
to
solve
the
problems.
Who
are
we
thinking
about
it
or
a
long-term
thing
to
when
the
impact
is
going
to
be
with
additional
building
as
I'm?
Is
that
factoring
into
this
as
well
before
I?
Think
these
decisions
about
movement,
I
wanna,
make
sure
the
analysis?
Yes,
so.
AF
AF
AF
E
P
P
That
property
young
women
you're
talking
about
width
over
here
so
now,
probably
I'm
185th
and
walk
or
even
hold
a
solar.
So
we've
been
watching
it
as
well,
and
my
two
comments
are
another
place
to
possibly
get
community
members
have
a
very
active
neighborhood
association,
called
five
Oaks
triple
green
neighborhood
and
they're
ones
that
always
keep
us
up-to-date,
President
George
me
on
the
other
side,
so
but
they're
very.
P
The
other
thing
I
wanted
to
just
mention
is
something
that
I
don't
know
where
this
fits
in
boundaries,
but
in
meaning
previously
with
the
McKinley
principles.
The
last
two
of
them
mobility
rate
is
so
high
in
that
school
and
the
three
we
affects
their
learning
and
in
the
community.
They've
always
asked
me
to
take
it
into
consideration.
It's
not
one
of
our
considerations
under
the
policy,
but
just
keep
it
in
the
back
of
our
minds
would
be
more
mobility
into
that
school.
AF
With
the
best
three
principals
over
there
and
most
recently
with
a
keyboard
in
terms
of
where,
specifically
that
you
know
that
those
locations
of
mobility
exist
and
is
there
a
way
to
spread
that
among
other
attendance
areas
and
frankly,
given
the
applications
of
that
there
really
isn't
any
solution
for
Arabs
started
McKinley
without
doing
some
drastic
yeah,
that's
a
possibility.
But
it's
not
one
that
we
would.
B
We
definitely
have
a
problem
here
right
in
front
of
us,
and
that
is
way
too
new
students
that
it's
making
it
difficult
even
to
learn
at
one
school
or
maybe
too
early,
give
it
back
so
I
think
we
need
to
be
thinking
in
a
way
that
we're
not
making
creating
a
problem
somewhere
else
by
led
at
the
one
place.
So.
AG
Share
the
input
of
the
committee
the
so
you
have
the
package
in
front
of
you
regarding
probably
the
construction
I'm
not
going
to
go.
Do
that
because
your
questions,
but
just
then
some
of
the
highlights.
We
are
fully
prepared
at
this
time
to
move
forward
with
the
bond
promise
that
we
made
the
12
million
dollar
addition
project
and
Raleigh
Hills,
and
we
are
we're
in
that
stage
to
be
able
to
execute
that.
AG
G
AG
Doing
very
minimal
work
to
the
existing
building
in
Raleigh
Hills,
which
is
a
original
1927
structure,
with
several
additions,
not
in
the
best
shape
and
we're
not.
We
know
we
have
about
three
million
in
seismic
work
to
do
in
that
school.
We're
not
touching
the
envelope
or
the
roof
the
windows,
the
existing
building
at
all
in
there-
and
you
know,
in
our
estimation
and
the
next
Bond
I-
would
be
coming
to
you
and
proposing
about
15
million
dollars
in
critical
repairs
to
that
building
put
it
into
a
state
just
to
be
safe
for
operation.
AG
They
need
to
continue
with
going
as
well.
That
would
not
touch
classrooms
again.
We
kind
of
estimate
that
if
we
have
to
go
into
the
blue
one
and
go
into
classrooms
an
existing
building,
the
next
one
we're
good
by
25
million
dollars,
then
it
still
doesn't
get
us
to
a
current
state
of
our
new
schools.
But
the
school
is
it's.
The
configuration
is
it's
an
old
school
and
it
has
the
sublevel
piece,
but
not
a
lot
of
daylight
in
the
basement.
AG
AG
Brought
the
discussion
to
you
today,
because
we
we
believe
that
there
is
merit
to
looking
at
the
idea
of
constructing
a
new
school
at
the
Raleigh
L
site
in
the
next
one,
and
while
it's
incrementally
more,
when
you
look
at
the
12
million
dollars
now
and
then
what
I've
just
told
you
about
this
for
15
to
25
to
3
the
school,
we're
approaching
that
cost,
it's
sold
incrementally
more
for
a
new
school.
However,
we
feel
the
value
of
what
we
can
provide
a
new
facility
increasing
the
capacity
of
the
hill
in
644.
AG
It
has
now
the
7
to
750
and
the
safety
we
would
have
in
the
building
there
and
learning
environment
improvements.
It
makes
it
a
great
discussion
that
we
should
have
to
consider
as
a
potential
solution,
never
all
the
hills.
Of
course
the
risk
comes
in
the
critical
of
the
next
one.
If
we
we
would
be
betting
on
the
next.
One.
I
think
that
we
have
a
good
track
record
with
that,
although
we
can't,
we
can't
foresee
that
the
we
can't
say
that
the
voters
will
pass
that
they
spawn.
AG
You
know
that
better
than
ideal,
as
well
as
in
the
fact
that
the
projects
will
be
ranked
high
in
that
as
well
I
can
for
including
a
next
point.
I
can
tell
you
the
condition
of
Raleigh
Hills
I
would
say
it's
it's
in
that
top
tier
of
schools
for
a
condition
where
I
would
I
consider
it
a
candidate
for
full
replacement.
Yeah
I
would
be
my
team
of
you,
proposing
that
very
high
or
in
the
next
spot,
for
replacement
as
well,
and,
of
course,
there's
also.
The
delay
will
come
at
that
work
and
the.
AG
There,
overall
we
went
to
the
we
went
to
the
Rolling
Hills
community,
the
staff
at
the
school
to
the
community
and
to
the
entire
district
public
as
well.
We
sent
a
letter
to
the
parents
of
Rowley
Hills.
We
held
a
meeting
on
site.
We
also
took
back
the
information
from
that
letter,
put
it
out
through
the
BSB
publications
in
the
news
to
the
entire
school
district,
to
receive
comments.
We
got.
AG
We
have
a
good
group
show
up
that
night
to
discuss
the
project
with
us
as
well,
and
we
spent
a
few
comments
that
we've
captured
the
package
with
you
there.
Overall,
the
impression
we've
had
from
the
public
has
been
positive
to
look
at
that
at
new
school
as
a
better
option,
with
the
point
that
there
is
concern
about
the
risk
of
approval,
the
next
one
and
then
to
be
bringing
to
the
fulfillment
and
with
that
I
will
turn
it
over
to
Cheryl.
To
talk
about
the
bact
recommendation.
Good.
F
Evening
show
treaty
on
community
committee,
chairperson
and
then
amenity
for
approximately
four
years
and
have
to
say
I'm
very
impressed
with
the
caliber
of
talent
that
is
on
people
are
very
committed
and
then
what?
What's
best
for
the
kids
in
the
school
district
and
Nepal?
The
team
brought
some
preliminary
information
to
us
in
September
about
the
rolling
Haiti
project.
F
We
I
think
her
surprised
at
the
magnitude
of
work
that
ultimately
needed
to
be
done
to
the
school,
the
cost
that
it
would
have
and
then
taking
a
look
at
those
dollar
amounts
to
relative
to
preliminary
estimates
for
a
cost
of
the
nucleus
in
school
on
that
site.
So
we,
as
a
committee,
felt
that
to
do
our
responsibility
to
use
a
school
board
whether
they
have
the
special
needs.
F
We
call
the
special
meeting
in
October,
it's
been
about
an
hour
and
a
half
talking
back
and
forth,
pros
and
cons
about
Raleigh
k-8
and
what
the
course
is.
Actually
in
the
future,
there
were
some
super
listening
in.
On
that
conversation
and
what
a
peritectic
today
event,
we
alternately
focused
in
on
two
primary
considerations:
long
term
fiscal
responsibility
upon
dollars.
F
But
I
think
one
of
the
safety
nets
would
be
to
preserve
the
critical
million
dollars
allocated
to
the
school
and
make
sure
that
that
is
available
should,
if
there's
a
decisions
in
the
future
need
to
be
made
to
utilize
that,
for
the
school
building,
I
was
very
impressed
with
the
community
members
who
showed
up
at
the
meeting
last
a
couple
weeks
ago
now,
and
they
asked
very
thoughtful
questions.
I
think
we
all
had
anticipate
have
been
a
harder
conversation.
They
were,
it
really
was,
but
the
folks
that
was
there.
F
J
Guys
have
a
comment.
First
of
all,
I
think
the
report
justifies
the
need
for
your
proposal,
but
my
major
concern
is
this
people,
not
only
parents
of
students
at
rolling
hills,
voted
for
the
bond.
We
had
retirees,
we
have
cold
people
that
don't
have
children
in
the
district
that
go
to.
Yes,
I
just
want
to
make
sure
that
we
do
our
due
diligence
in
capturing
their
I
capturing
any
of
their
concerns
or
comments.
Regarding
this
we
have.
G
J
Sure
you're
familiar
with
being
the
city
of
Beaverton
and
all
there
are
places
that
we
can
go
to
get
public
comment.
I,
don't
think
that
we've
done
enough
outreach,
for
example,
to
capture
all
the
information
that
there
is
out
there,
comments
from
people
concerns
or
not
or
maybe
support,
but
I
think
we
need
to
do
more
and
get
in
community
support.
Our
community
is
greater
than
just
the
people
that
have
students
in
the
Beaverton
School
District.
J
Our
community
is
everyone
that
lives
here
and
I
just
want
to
make
sure
that
everyone
is
fully
aware
as
much
as
we
can
do
to
get
the
message
out
out
there
and
that
we
are
communicating
the
need
so
people
know
and
I'm
sure
it's
logical
by
reading
all
this
information
and
presenting
it
to
the
public
they're
gonna
buy
in,
but
I
want
more
buy-in
and
I.
Don't
think
the
enough
work
has
been
done
to
get
buy-in
from
every
one
or
more
people.
I
should
say.
C
AG
Of
course
I
wasn't
here,
but
for
for
all
the
hills,
with
the
focus
as
I
understand,
of
the
the
decisions
around
Raleigh
Hills
revolved
around
getting
the
portables
out
of
there
and
getting
that
addition
on
the
school
and
getting
all
the
students
under
the
roof
of
the
school
as
well
and
I.
I,
don't
know
that
there
was
a
great
focus
on
the
on
the
replacement
versus
repair
and
I.
Think
our
standard.
E
AG
AG
We've
done
several
additions
on
there
as
well,
but
it
is
our
it
is
the
oldest
elementary
school
and
next
to
the
the
Beaverton
warrants
is
of
the
same
original
construction,
but
those
are
our
our
three
oldest
schools
and
as
we
look
at
it,
there
are
some
of
those
improvements
that
need
to
have
the
roof
and
whatnot
as
well.
What.
AG
When
I
look
at
the
construction
of
Raleigh
Hills,
it's
not
a
building
that
lends
itself
to
being
made
acceptable
in
the
future.
It's
it's
the
the
design,
the
work
we
would
have
to
do
to
reconfigure
that
building
I
can't
change
the
hallways.
I
can't
change
that
basement
piece,
and
so
we
would
spend
a
lot
of
money,
but
we
would
still
come
up
with
a
suboptimal
building
at
the
end
as
well.
We.
AG
That's
happened
with
Schultz
Ferry
that
which
will
be
coming
into
the
future.
We
have
the
strange
arrangement
with
the
neighbors
that
access
their
their
houses
through
our
parking
lot
and
where
the
building
is
located
on
the
site,
currently
makes
it
very
hard
to
expand
and
do
much
work
on
that
site
to
where
we
would
like
to
recite.
AH
AG
AG
AH
Other
piece
of
this
is,
we
can
go
forward
with
a
more
prepared
performance
of
the
most
important
6a
program.
The
reality
is
it's:
it's
ruder
sitting
in
these
seats
about
20
years
time
is
going
to
make
a
recognition
for
here
none
of
these
facility
and
sitting
here
as
a
taxpayer
as
an
employee
and
is
certainly
the
head
of
this
department.
One
concerns
looking
forward
whether
it
was
do
we
move
forward
with
in
a
rear,
be
here
just
in
the
recent
past
within
20
years
time.
AH
AB
It
once
it's
built
that
middle
school
portion,
it's
an
island,
and
you
cannot
redesign
a
facility
around
it
when
we
need
to
do
a
tearing
out
of
the
menu
facility,
so
we
can't
construct
it
in
that
fashion.
So
that
was
another
consideration
that
we
had
and
just
wanting
to
do
this
with
our
eyes
wide
open
as
we're
moving
forward,
I
mean
looking
at
and
I.
Don't
know
what
the
plans
are
for
middle
school
they
three
days
but
I
mean
in
our
planning.
It
seems
to
me.
AB
The
great
question,
because
it's
also
a
long-term
question
because
we
may
not
need
all
the
schools
we
currently
have
a
certain
portion
of
the
district
in
five
ten
years
under
that
various
change
of
modulation.
Changing
so
we
may
be
consolidating
schools,
but
though
the
decisions
were
prepared
to
make
today
right,
but
I
mean
this
is
because
we're
getting
that
point.
AB
AD
AG
AG
The
timing
issues
we
have
is
we're
looking
at
start
a
construction
in
this
next
summer
and
we're
working
now
with
decisions
in
December
or
January
of
my
brain.
We
can
will
be
resequencing
work
and
we
can
try
to
communicate
goal,
which
is
to
get
it
done
over
the
summer
occupy
construction
in
the
next
summer
as
well.
That
will
be
difficult,
but
if
we.
AG
J
AH
E
AH
Desire
for
rush
here
I
mean
he
just
set
things
in
a
timeline
and
trying
to
also
if,
if
the
interest
is
to
maintain
the
course
and
we're
currently
on
I
want
the
board
to
have
your
eyes
completely
wide
open
20
years,
hunger-free
going
to
may
be
pretty
upset
with
us.
The
fact
that
we
spent
some
money
when
we're
coming
forward
with
a
recommendation
for
a
teardown,
Oh,
complete
facility
and
no
way
preserve
construction
that
we
are
doing
in
the
near
future.
J
On
the
course
and
the
fill
that
promised
to
the
Raleigh
Hills
community,
I
guess
Reliance
standpoint
for
myself
having
just
been
presented
this
now
to
think
about
it,
it
just
seems
like
it
just
seems
too
quick,
and
it's
not
saying
that
and
all
of
the
end
of
the
day
we're
not
going
to
agree
with
you.
We
just
I
just
can't
speak
for
myself.
I,
just
think
that
more
work
needs
to
be
done.
More
information
needs
to
be
provided
to
us
before
we
can
agree
or
disagree
and
I
think
we're
at
I.
E
B
Gonna
say
something
here,
and
that
is
that
that's
why
it's
a
discussion
I
know
it's
not
a
voting
time,
and
we
want
for
this.
If
there
is
enough,
what
is
it
that
you
want
from
this
group
of
people
to
help
you
help
this
board
with
this
decision,
so
we
tell
them
specifically
so
that
they
can
get
this
information
to
us.
We're.
B
E
M
M
We
knew
we
would
probably
need
to
rebuild
in
20
years
Carlos
the
point,
or
is
this
truly
an
exception,
because
I
think
the
missing
thing
here,
at
least
for
me,
is
a
more
member,
didn't
understand
where
this
bull
fits
into
the
larger
puzzle
of
all
of
the
other
schools
right
you're,
bringing
something
to
us
that
is
very
self
referential,
and
it's
just
about
Raleigh
Hills
and
we're
trying
to
understand.
Is
this
a
shift
in
our
thinking?
M
What
we're
no
longer
doing
something
or
are
we
or
is,
or
is
there
truly
something
here
that
we
didn't
understand
when
we
went
into
the
bond
and
now
we
have
a
different
understanding
of
it
and
it's
required,
but
without
those
other
reference
points,
without
understanding
the
need
across
the
district
and
seeing
why
this
is
such
a
special
example,
it's
much
more
difficult
to
render
a
decision,
especially
the
time
right.
It's
a.
AG
AG
And
we've
invested
in
every
school
on
this
bond,
every
school
was
represented
as
well,
and
some
of
those
will
be
candidates
for
tear
down
and
rebuild
in
the
next
one.
We're
not
we're
not
we're
not
into
our
next
bond
planning.
As
of
yet
so
a
lot
of
that
analysis,
you're
talking
about
is
this
information.
That's
not
readily
available.
Yet
at
this
point
we
will
be
building
that
as
well
so
and
we.
E
AG
J
AG
And
so
so,
really,
that's
where
this
kind
of
comes
down
to
the
delay
process
on
this
one
as
well.
Do
we
do
we?
Do
we
move
forward
with
the
12
million?
Now
and
again,
we
are
poised
and
we're
ready
to
move
forward
that
project.
We
just
want
to
have
the
discussion
with
you
to
make
sure
that
we're
again,
our
eyes
are
open
on
that,
and
we
want
to
move
forward
with
the
current
edition,
knowing
the
full
condition
of
rolling
them
do.
M
We
keep
some
sort
of
running
tab
as
a
district,
though
as
to
kind
of
where
the
condition
of
our
schools
and
their
usable
life
and
I
mean
I
fully
understand
to
respect
the
bond
to
me,
estimate
those
decisions
and
or
can't
find
future
my
teammates
right.
That
is
not
something
that
we
are
capable
of
doing,
but
I
can't
imagine
that
the
district
doesn't
have
some
sort
of
thermometer
on
the
condition
of
our
buildings
and
the
relative
condition
of
Raleigh,
Hills
and
I.
Guess
I
feel
like
bringing
that
information
forward.
E
AB
Long
picture
because
I
mean
okay,
I
could
see
the
reasons
to
hold
off
on
the
million
dollars,
but
I,
don't
necessarily
see
like
why
we
decide
to
tear
down
in
Raleigh
help
us
rebuild
school
right
there,
where
there's.
If
we're
looking
at
that
area
and
seeing
that
we
might
have
the
potential
to
combine,
maybe
to
elementary
school
together,
so
I
wouldn't
be
promising
Raleigh.
This
is
what
I'm
thinking
about
it
would
be.
AB
AB
AH
AH
AG
C
C
E
B
G
That
Cheryl
mentioned
they
come
over
the
availability.
We
asked
lot
of
the
same
questions
and
you
know
you
know
it
look
like
you
know.
Yes,
decisions
were
made
in
the
past
but
looks
like
the
information
came
up.
The
extra
permission
they
all
mentioned
size
mix,
other
things,
they're
copies,
not
really
12,
it's
really
more,
like
27
in
the
next
10
years.
So
then
you
look
at
the
long
picture.
Then
you
know
this
might
be
just
a
cup.
You
know
something
funny
there
might
be.
Some
cost
is
probably
to
wait
and
delay
a
little
bit.
G
AB
P
P
So
I
would
echo
Donna
it
just
as
long
as
we
feel
like
we've
done
what
we
can
do
to
get
the
information
out
in
require
feedback
great
and
as
I
look
at
the
information
I'm
going
to
kind
of
take
a
different
tactic.
I
like
it
and
I.
Think
when
I
look
at
the
cost
analysis
of
20
years
versus
the
75
year,
school
you're
getting
50
more
years
out
of
only
8
to
18
million
dollars.
P
To
me,
that's
worth
it
that
is
bond
tax
money
well
spent
I,
understand,
prioritization
and
all
that,
but
I'm
gonna
leave
that
to
the
next
fun
committee
to
have
to
do
that
because
it's
my
understanding,
nothing's
been
promised.
They
understand
the
risks
out
in
the
community,
and
so
I
would
tend
a
favor
and
especially
since
it's
gone
through
the
scrutiny
of
the
bond.
AB
E
AB
AH
E
AH
So
again,
it's
trying
to
look
at
the
big
picture
of
where
we're
at
actually
don't
want
to
be
rushed
in
a
decision
and
so
to
the
answer
that
we're
simply
following
our
typical
course
of
action
with
the
senator
for
me
to
make
a
decision
of
the
hallway.
It's
our
history
and
that's
the
history
of
following
I.
B
AH
B
B
B
They
do
not
have
members
in
our
schools
they're
members
of
our
community,
and
they
really
did
give
that
so
I
think
your
committee
for
doing
their
job
and
taking
on
that
that
extra
work
and
I
will
say
the
reason
I
went
to
the
community
mayn't
being
as
I
wanted
to
hear
with
my
own
ears
and
see
with
my
own
eyes
and
I
will
say
that
I
have
no
idea
what
what
the
people
were
going
to
ask.
What
kind
of
questions
asked
and
the
staff
was
prepared.
B
They
absolutely
did
not
promise
they
did.
They
explained
the
process.
They
said
this
was
not
their
decision
to
make.
They
could
not.
They
used
the
word
risk
over
and
over
and
over
again
that
this
was
a
risk,
but
no
matter
what
that
12
million
dollars
would
be
spent
at
that
school,
because
that
is
what
the
one.
What
we're
being
asked
to
is
whether
or
not
we
go
forward
with
this
now
and
I.
Believe.
B
J
So
I
guess
in
addition
to
what
I
already
said,
I
like
Tom's
idea
about
getting
an
idea
globally
about
the
ages
of
the
different
schools.
I
also
would
like
to
know
just
you
know
where
the
other
elementary
schools
are
in
that
in
an
air
air
area.
You
know
curious
as
to
what
others
over
theirs
wanted
see,
what
their,
how
old
they
are
and
then,
of
course,
how
many
students
are
attending
those
those
schools
as
well
just
to
get
a
general
picture.
M
I
think
that
really
helps
them
to
understand.
Why
this,
why
now
we've
given
a
lot
of
compelling
reasons
and
actually
a
lot
of
what
Leanne
has
said,
is
what
I
think
it
as
well.
You
know
I,
do
think
that
there's
a
long-term
fiscal
impact
and
that
that's
really
positive
and
we're
thinking
in
those
ways
as
a
district,
we're
thinking
ahead,
are
and
we're
setting
ourselves
up
and
appreciate
that
work
a
lot
and
for
many
perspectives,
this
product
makes
sense,
but
I
think
maybe
those
two
pieces
of
global
perspective
and
and
what
changed?
AH
Would
like
to
address,
let's
change
he
could
be
this
factor
for
us
is
the
fact
that
once
we
got
in
there
and
started
being
planning,
we
have
you're
hiring
an
architect.
Okay,
you
look
at
those
pieces.
It's
a
trickle
effect
because
we're
now
we're
really
putting
a
spotlight
on
the
facility
quickly,
realizing
a
new
route.
Just
wanted
me
here
near
future.
We're
talking
windows.
We
have
issues
throughout
that
building
in
terms
of
the
key
well
to
those
I've.
AH
Seen
in
the
district
talk
any
lot
of
the
features
you're
lucky,
but
what
somebody
is
not
so
it
was
just
more
made
more
under
the
microscope
as
we
going
forward
and
we're
putting
this
in
place
once
you
spend
time
in
that
facility,
because
we're
gonna
make
some
modifications
to
existing
cafeteria
and
the
gymnasium
you
start
having
at
home,
we
will
have
to
go
to
our
motors,
such
as
the
windows,
so
that's
good
by
the
almost
being
push.
It
is
the
easier
think
about
honestly
we
could
roll
forward.
Not
the
fenders
were
at
all.
AH
Any
kind
of
confrontation,
the
reality
is
it's
just
again
from
a
very
personal
perspective.
I
look
at
this
I
thought
personally
have
these
above
is
a
who
voted.
Also
for
this
father
will
not
be
recipient
abroad
windows
and
have
children
who
punch
of
a
very
old
school
best
DVD,
but
that
is
a
separate
factor.
So,
looking
at
this,
it's
a
matter
of,
are
we
doing
our
due
diligence.
AH
AG
Would
just
I
just
add
to
that
as
we
look
at
you
know
at
this
point,
we're
thinking
about
the
next
one,
so
I
think
we've
increased
our
planning
window
and
our
box
about
the
building.
Well,
I!
Think
that's
why
we're
looking
at
those
other
things
that
are
adding
up
that
perhaps
weren't
fully
considered
than
that
in
the
decision
and
if
you
know
I,
do
what
2014
that's
murder.
This
mm
well
I
know
if
we're
being
looked
at
as
well.
Well,
I.
X
X
When
Paul
and
Carl
they
ask
man,
it
says
what
did
you
drink
and
I
said?
Well,
one
of
the
things
that
this
board
has
won
was
increased
transparency,
and
they
said
what
they
wouldn't
want
to
know
is
that
the
option
is
not
on
the
table
and
for
them
to
present
all
information.
I
can
tell
you
the
easier
thing
for
them.
Would
just
man
hey
we're
going
to
get
through
this
project
and
we're
going
to
do.
E
X
X
It
was
behoove
them
to
knowing
this
information
and
to
bring
it
forward,
and
what
are
your
all
answer?
One
of
your
questions
specifically
Tom
I,
think
anytime.
You
get
weird
new
leadership
in
an
organization
whether
it
be
over
a
department
over
something
you
bring
in
a
different
set
of
eyes,
maybe
a
different
set
of
perspectives,
and
it
comes
out
and
I
went
through
a
very
similar
thing.
In
David
Douglas
we
voted
to
renovate
the
swimming
pool.
We
thought
we
would
be
able
to
renovate
it
for
X
amount
of
dollars.
X
We
got
into
it
and,
as
we
start
getting
into
these
things
that
finally
came
back
with
basically
for
another
twelve
thirteen
million
dollars,
we
can
have
a
brand
new
swimming
pool,
and
so
we
ended
up
to
take
it
to
our
board.
We
took
it
to
our
community
yeah.
We
had
meetings,
there's,
definitely
some
historical
perspective
from
people
of
mine.
You
know,
I
went
to
school
there
or
my
kids
went
to
school
there,
everybody
school
and
we
went
through
those
things.
X
E
X
X
X
B
E
X
X
Of
the
very
same
questions
that
you're
that
you're
asking
exactly
some
of
the
cuts,
any
questions
do
it
without
much
money
has
already
been
spent
on
this
project.
You
know
there's
going
to
be
some
money,
that's
not
going
to
be
recouped
from
this
project
and
those
are
all
questions
we
need
to
answer.
But
I,
just
reiterate
what
Becky
said.
I
think
I
think
it's
you.
X
Information
to
make
it-
and
there
is
you
know-
there's
there
is
someone
of
the
timing
issues
here
going
on
we're
going
to
go
forward.
We
probably
need
to
go
forward
to
spend
that
12
or
13
million
dollars
effectively.
If
we're
not,
we
probably
need
to
start
making
some
adjustments
or
or
down
there
glides,
and
what
we're
going
to
do
next
so.
E
B
P
B
Been
properly
moved
and
seconded
that
we
approve
the
budget
members
fours
only
three,
four
five
and
six.
Is
there
any
discussion
on
the
motion?
Seeing
none
call
question
all
those
in
favor
signify
by
saying
aye
aye
any
opposed
so
moved
Leanne.
Would
you
like
to
walk
us
through
the
election
of
the
policy?
B
P
Just
really
briefly,
you
guys
probably
already
know
this,
but
the
first
one
is
the
additional
member
on
the
board
of
directors
for
OS
PA.
This
last
year,
the
governance,
or
two
years
of
our
governments
committee,
looked
at
the
population
student
growth
across
the
state
and
the
representation
and
the
highest
growing
enough
surprised.
J
AE
B
P
Then,
in
the
last
resolution
he
has,
we
are
pretty
before
membership
to
add
a
seat
on
the
board
of
directors
that
would
come
out
of
this
newly
formed
cockpit
of
color,
and
it
would
be
the
president
of
that
group
and
it
is
made
up
of
members
of
all
school
board
members
all
across
the
state
and
their
presidency
and
runs
for
one
year.
So
it
would
be
changing.
P
Currently,
the
new
president
is
out
of
Marion
County,
so
it
could
conceivably
give
Washington
County
another
vote
which
it
could
conceivably
give
the
east
side
of
the
state
of
oak.
We're
just
excited
to
elevate
the
caucuses
voice
in
the
equity
discussion
around
the
state,
so
I
would
recommend
and
I
move
that
we
improve
that
I.
E
E
E
J
E
E
J
Were
talking
about,
you
know,
looking
for
analyzing
things
based
upon
your
senses,
intuition
or
faith,
and
then
of
course,
you're
looking
at
it
through
the
prism
of
math
for
the
theology,
it
was
quite
interesting
anyway.
I
had
a
fun
time
and
a
lot
of
nice
parents,
then
on
November
20th
I
had
the
pleasure
of
going
to
make
it
in
the
guild
seventh
grade
class,
where
the
kids
were
just
showing
your
writing
skills
by
the
table
or
three
students
read
stories
to
me
that
they
had
written
and
they
were
just
creating.
M
So
we
put
together
a
board
advocating
plan,
because
the
three
of
us
can't
do
it
alone.
We
are
going
to
need
everybody
firing
on
all
of
our
senators
to
be
able
to
make
this
a
successful
advocacy
effort
in
in
push
for
the
reform
that
we
need.
I
have
a
copy
of
the
plan.
I
worked
with
David
on
this
I
say
that
by
working
with
David,
I
mean
that
I
may
be
10%
of
the
input
Indiana
at
90%
of
it
is
quite
brilliant.
M
M
Opportunity
to
sit
down
with
some
of
the
legislators
and
talk
to
them
about
the
importance
of
the
two
points
300
at
the
very
beginning,
full
funding
and
stable
funding.
We're
working
on
a
very
simple
pointed
message,
one
of
the
things
that
the
community
thought
about
and
input
portal
is
that
we're
not
here
to
necessarily
just
decide
on
a
minute
mechanism
or
all
the
minutiae
of
how
they
feel
about
getting
this
money.
But
we
are
putting
forward.
M
This
will
do
for
our
kids
as
our
history
coaches,
our
strength.
Another
thing
that
I'd
like
to
highlight
is
that
we
can't
do
this
alone,
so
we
are
asking
that,
if
board
members
each
one
of
us
reach
out
the
two
or
the
important
people
in
your
community
to
help
them
be
a
part
of
our
advocacy
efforts
daily
similar.
So
that
will
help
amplify
our
message.
That
will
also
show
the
community.
M
M
So
I'm
going
to
be
following
up
with
everybody
involved,
/
dear
kind
of
talk
about
this,
but
we
wanted
to
give
you
guys
a
brief
taste
of
what's
going
on
and
just
let
you
know
that
we
recognize
the
importance
of
this
moment,
the
importance
of
which
is
just
happening
in
that
election
and
the
importance
of
what
what
this
could
do.
Cooking
for
generations,
not
only
in
our
state.
M
B
Night
I
was
able
to
participate
in
Conestoga
Dennis
forum.
This
was
not
advertised,
but
it
was
an
unbelievable
day
host
of
a
participated
with
the
Beaverton
police
in
Washington,
a
sheriff's
on
coming
up
with
security
evacuation.
What
to
do?
There's
an
active
shooter
is
by
opening
to
watch
these
young
people
to
even
have
to
think
they
practice
methodology
they
practice
strategies.
B
I
was
the
commitment
by
the
Beaverton
City
police,
the
commitment
by
the
Washington
County
Sheriff's.
They
learned
a
lot.
The
students
learned
a
lot,
but
I
just
want
to
share
with
you.
The
looks
from
these
teachers
faces
to
know
how
responsible
that
they
are
for
our
children
is,
is
overwhelming
and
they
took
it
very
seriously.
I
appreciate
that
Conestoga
was
willing
to
do
that.
B
Participate
also
is
also
mentioned
in
Dharma
gym
that
we
visited
last
weekend
alone.
Sugar
part
pre-cana,
just
one
fairly
quickly.
What
a
delight
was
when
I
walked
into
this
classroom
and
the
young
lady
that
was
the
teacher
that
was
doing
a
great
job
was
I.
Didn't
lady,
that
I've
known
since
middle
school,
she
went
to
school
with
my
daughter.
She
is
a
product
of
our
schools,
she
is
so
enthusiastic.
B
She
was
so
wonderful
with
those
kids
and
it
just
did
my
heart
good
to
see
one
of
our
own
product
that
is
so
dedicated
to
making
this
new
program
work.
It
was,
it
was
great,
I
mean
if
you
were
really
good
to
be
a
school
board.
Member
and
lastly,
we
already
talked
about
the
Oregon
school
bar
conference,
but
I
appreciate
all
those
that
they
take
the
time
to
attend.
B
It's
it's
great
for
us
to
see
you
Beaverton
this
showcased
a
lot
a
superintendent
David
participated.
We
had
our
finance
department
with
forecast.
Five
that
was
talked
about
a
lot.
Beaverton
is
seen
as
a
really
good,
but
it's
also
so
good
to
spend
three
days
with
your
colleagues
to
learn
from
others
and
there's
so
much
good
work,
that's
being
done
around
our
state.
It
was
with
great
pride
I
wish.
We
could
have
taped
it
and
showing
you
and
Brian
hit
it
out
of
the
park
in
her
remarks.
B
F
E
B
Lee
Anne,
you
were
class
all
the
way
being
and
again
right
on
point
every
time
you
were
such
a
great
leader
and
I,
just
busted,
with
pride
walking
through
that
building
for
three
days
that
I
get
to
serve
with
Emily
and
Emily
and
Larson.
We
have
so
much
to
be
proud
of
here,
but
you
two
ladies
put
it
beyond,
and
thank
you
so
much
man
for
dedicating
and
your
being
on
the
road
all
the
extra
time
we
so
appreciate,
but
it's
just
so
much
how
well
you
represented
our
district.