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From YouTube: December School Board Business Meeting
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A
B
C
D
A
Zone
six
becky
timchak.
C
A
In
zone
seven
tom
palette-
I
am
here-
I
just
wanna
start
by
noting
a
change
to
the
agenda
this
evening.
A
The
executive
session
that
we
were
to
hold
at
the
start
of
the
meeting
is
an
agenda
item
number
one
will
instead
be
held
immediately
prior
to
the
action
item
segment
of
our
agenda,
I'll
notice,
the
executive
session
at
the
time,
and
then
we
will
recess
the
board
meeting
temporarily
and
convene
the
executive
session
before
returning
to
the
action
item
portion
of
the
regular
board
meeting
with
that,
does
anyone
have
any
changes
that
they
would
like
to
make
to
the
agenda.
A
Great
then,
we
will
start
by
hearing
from
our
two
labor
associations
from
sarah
schmidt
bea
president.
E
Thank
you
good
evening,
chair,
colette,
superintendent,
grounding
and
members
of
the
board.
I
appreciate
the
time
tonight
as
we
are,
are
in
this
busy
week
heading
into
our
winter
break.
I
appreciate
all
the
diligent
time
that
this
board
has
been
spending
on
all
of
your
normal
responsibilities.
E
In
addition
to
doing
the
work
to
select
our
next
superintendent
and
taking
input
and
listening
to
all
of
our
community
members,
I
appreciate
that
I
wanted
to
talk
a
little
bit
tonight
about
same
topic.
I've
been
talking
about
the
last
few
months,
just
the
realities
in
our
schools
this
year
and
how
we
can
be
adjusting
to
meet
the
needs
of
students
and
educators.
E
I
wanted
to
share
briefly
that
as
educators,
a
really
important
part
of
our
work
is
gathering
information
about
our
students.
We
use
feedback
formative
feedback
to
figure
out
where
our
students
are
and
construct
their
learning
from
there.
We
use
that
input
to
change
our
curriculum,
to
make
adjustments
and
find
ways
to
meet
the
various
needs
of
our
students
in
our
instruction.
E
I
think
we
should
be
doing
the
same
thing
this
year.
Over
the
last
few
months,
we've
been
able
to
gather
a
great
deal
of
assessment
about
our
students,
needs
they've,
been
providing
us
with
a
lot
of
formative
feedback
that
we
have
asked
for
and
feedback
that
we
haven't
asked
for,
and
they
are
communicating
to
us
in
a
variety
of
ways.
I'm
really
grateful
for
the
students
that
sit
on
the
advisory
committee
and
their
comments
that
they
shared
last
month.
E
While
you
probably
don't
see
a
lot
of
educator
comments
in
the
public
comment
tonight,
please
know
that
there
are
plenty
of
educators
who
have
input
to
share
with
this
group.
I'm
really
grateful.
E
I
am
working
on
a
summary
of
those
comments
to
share
with
you
all.
So,
if
you
weren't
able
to
attend
you,
I
will
be
sharing
that
soon.
There
was
a
lot
of
information,
so
I'm
working
on
digesting
that
down
to
share
with
you
all.
E
I
also
want
to
share
a
quote
from
an
op-ed
that
was
in
this
sunday's
oregonian
that
was
written
by
my
colleague,
elizabeth
teal
who's,
the
pat
president
that
I
signed
on
to,
along
with
a
lot
of
other
local
union
presidents,
I'm
going
to
read
her
words
here.
The
simple
fact
is:
educators
are
giving
everything
they've
got
to
try
and
provide
our
students
with
the
education
that
they
need
and
deserve
this
year,
but
at
the
end
of
the
day,
the
obstacles
we're
being
asked
to
overcome
or
more
often
to
simply
ignore,
are
too
great.
E
The
this
is
fine
mentality
that
state
and
district
leaders
continue
to
apply
to
oregon's
public
schools.
This
year
ignores
the
fact
that
many
of
our
schools
are
in
complete
crisis
and
our
students
are
experiencing
that
impact
every
day.
We
all
chose
careers
in
education
because
we
believe
in
students
and
in
the
promise
of
public
education.
We
believe
that
a
school
must
be
more
than
a
place.
It
can
and
should
be
a
community
where
students
are
safe,
nurtured
and
supported.
E
I
encourage
you,
I
will
send
you
the
link
to
that.
If
you
haven't
read,
I
encourage
you
to
read
that
it
speaks
very,
very
well
to
the
realities
that
educators
and
students
are
facing
this
year.
We've
heard
a
lot
of
times
this
year
that
educators
need
to
be
finding
joy
in
their
work.
E
I
totally
agree,
but
I
think
how
that
happens
is
really
important.
A
wise
educator
shared
with
me
this
last
weekend
that
joy
is
not
exuberance.
E
So
this
is
the
last
meeting
of
this
year
we're
on
the
cusp
of
a
new
year,
and
I
remain
hopeful
that
we
can
collaboratively
reach
some
intermediate
and
long-term
solutions
when
we
return
in
january,
and
I'm
looking
forward
to
seeing
you
all
in
the
new
year
and
hope
that
you
all
have
a
very
safe
and
restful
winter
break.
Thank
you.
A
Thanks
sarah,
we
hope
you
have
a
good
break
too
and
appreciate
all
the
hard
work
of
the
educators
out
there.
Next
up,
we
have
kirsty
sachman
from
the
oregon
school
employees,
association.
F
F
Not
only
am
I
excited
for
the
holiday,
but
I'm
excited
to
know
that
all
of
my
fellow
colleagues
and
all
of
our
classified
and
certified
staff,
as
well
as
all
of
our
amazing
admin
and
our
board,
it's
a
little
bit
of
time
for
themselves,
because
wellness
is
taking
care
of
yourself
being
with
your
family
being
with
your
people.
So
I
know
I'm
really
excited.
I
love
our
students,
I'm
going
to
miss
them,
but
I'm
ready
for
that
break
thanks
everyone
for
being
here
tonight.
F
F
Thank
you
for
being
there.
Thank
you
for
showing
up
and
doing
the
hard
work.
Thank
you.
Every
classified
staff
every
certified
staff,
every
admin,
every
board
member
there's
a
lot
to
do,
and
our
list
keeps
getting
longer
and
longer,
but
we're
putting
in
the
work,
and
I
appreciate
that
at
osca
and
our
board
we're
putting
up
those
fires
as
well
as
we
have
been
trying
to
commit
to
really
sharing
communications
hearing
feedback.
F
We've
been
working
on
training,
worksite
organizers,
so
that
more
of
our
staff
feel
supported
outside
of
their
everyday
peers,
having
making
sure
that
they
know
what
their
rights
are
and
that
they
have
a
space
to
share
their
feelings.
Good,
bad
and
otherwise,
and
our
big
push
right
now
is
preparing
for
bargaining.
Our
contract
bargaining
is
coming
up,
so
we've
been
working
closely
with
hr
to
prepare
just
today
on
a
labor
management
meeting,
getting
ready
just
looking
forward
to
our
calendar
and
what
it'll
look
like
to
start
bargaining.
F
Our
contract
we've
had
a
lot
of
really
good
feedback
from
our
superintendent
from
people
on
the
board
from
hr
going
forward
in
bargaining.
I
just
really
hope
that
we
can
keep
an
open,
safe
space.
I'm
really
excited
we're
gonna
try
to
do
it
in
person
versus
zoom,
which
I
think
it
really
will
benefit
our
members,
because
I'm
so
much
about
authenticity
and
there's
only
so
much
authenticity
you
can
give
on
zoom
or
feel
or
receive,
and
I'm
really
excited
to
go
forward
with
this
bargaining
unit.
F
So
we
can
bring
our
concerns
and
our
issues
and
what
we
need
to
our
table
and
really
be
heard
with
that.
I
know
also
for
me.
I
just
came
back
from
a
training.
I
went
to
washington
dc
to
train
with
aft,
which
is
our
parent
union,
just
to
really
work
on
being
prepared
for
bargaining
and
how
to
use
our
voice.
F
I
wanna,
I
don't
even
know
how
to
say,
but
sarah
shared
some
really
great
quotes.
I
love
those
I
love.
It
speaks
volumes
on
what
we're
going
through
every
day
and
what
we're
doing
and
the
longevity
is
still
concerned
for
me.
I'm
really
worried,
what's
going
to
happen
for
all
of
our
staff
going
forward
and
how
we're
going
to
keep
on
keeping
on
without
just
having
to
fake
it,
I'm
a
big
believer.
Everyone
can
fake
it
till
they
make
it,
but
we
need
to
do
better
than
that.
F
F
F
F
If
you
have
five
dollars
to
send
to
their
relief,
please
do
because
we
all
imagine
how
tired
we
are
imagine
just
waking
up
and
your
whole
community
is
going
like.
I
can't
imagine-
and
I
can't
imagine
how
tiring
that
is.
I've
read
so
many
stories
in
the
last
48
hours
about
educators
showing
up
door-to-door
community
community
looking
for
their
students
checking
in,
and
I
feel
so
blessed
to
know
so
many
great
educators
doing
that,
but
I
feel
even
more
blessed
that
we
don't
have
to
fight
that
battle.
We
aren't
worried
about.
F
I
mean
we're
worried
about
our
students,
but
we're
not
worried
about
them
in
that
same
way.
So
just
remember,
no
matter
how
hard
it
is
for
us
there
are
others
experiencing
greater
hardships,
and
I
just
hope
that
we
can
all
stay
together,
because
without
all
of
us,
educators
from
our
community
to
our
state
to
our
nation,
we
don't
stick
together.
F
G
Yeah
I'll
be
happy
to
and
it
looks
like
yep
we
have
jonah
and
grace.
I
did
see
neil
and
isabella's
here
and
so
yeah
they're
ready,
oh
beatrice
is
here
as
well,
so
everyone
I
think
we
are
ready
to
go.
Why
don't
we
go
ahead
and
start
with
neil
since
you're
one
of
our
co-presidents
just
like
last
time.
I
think
it
would
be
good
just
to
kind
of
nominate
a
fellow
bsac
member
to
go
after
you.
H
Yeah
sure
thank
you,
dr
franco,
and
thanks
once
again,
everyone
for
having
us
over
it's
a
pleasure
to
be
able
to
talk,
and
I
appreciate
the
prior
two
speeches-
they're
really
informative
and
everything
towards
what's
going
on
and
in
the
district
and
can
really
you
know,
resonate
with.
What's
going
on
and
all
the
you
know,
hardships
with
with
you
know,
staff
and
students,
but
I'll
just
share
some
of
our
work.
H
That's
been
going
on
with
the
vsac,
so
yeah
as
we're
kind
of
separated
into
three
committees
right
now:
mental
health
and
sros,
and
the
inclusion
I'll
just
be
briefly
touching
on
sros
and
mental
health.
Since
that's
what
I've
been
kind
of,
brainstorming
and
thinking
about
and
I'm
sure
jonah
will
be
expanding
more
and
beatrice
as
well
on
the
sro
side.
H
But
on
the
sro
side,
we're
really
focused
on
one
of
the
main
ideas
is
trying
to
have
a
more
anonymous
dialogue
with
students
to
gather
more
of
their
more
of
their
input,
because
we
had
the
successful
session
back
last
year
with
you
know,
having
the
question
and
answer
with
the
sros,
which
was
helpful
to
break
down
kind
of
some
of
the
confusion
and
questions
towards
sros,
but
now
we're
looking
towards
getting
the
more
you
know
targeted
and
vulnerable
students
to
have
more
of
their
voice,
so
we're
trying
to
brainstorm
that
project
and
how
we
can
kind
of
get
that
that
done
and
then
mental
health
side.
H
I
think
grace
is
in
that
committee,
so
she
can
expand
more
on
that,
but
from
what
I've
seen
at
westview
we're
we're
doing
a
much
better
job
than
before.
With
the
wellness
room,
I
see
it
being
used
very.
Very
often
I've
talked
to
my
principal
and
also
on
the
mental
health
specialists
there
and
it
seems,
like
that's,
been
a
great
success
for
student
wellness.
So
that's
something
going
forward
that
I
think
we
can
try
to
implement
district
wide.
H
I
know
it
is
that
many
high
schools
but
try
and
I
think
those
wellness
rooms
are,
you
know
a
great
way
for
students
just
to
have
a
release
and,
and
some
sort
of
you
know,
break
from
their
stressors
and
talk
to
someone.
So
that's,
I
think,
that's
been
a
great
step
towards
you
know
with
all
the
all
the
student
hardships
coming
back
towards
you
know
more
peace
and
and
just
talking
through
their
needs,
so
that
yeah,
that's
all.
I
had
to
share
thanks
again
for
having
me
and
I'll
pass
it
on
to
jonah.
I
Yeah,
so
my
name
is
jonah
patterson,
I'm
a
co-president
of
bsjc
this
year.
I
go
to
southridge
and
I
want
to
talk
briefly
about
why
I'm
here.
So
I
want
to
echo
what
neil
said,
because
what
he
said
was
amazing,
but,
and
also
my
co-reps
will
say,
but
I
want
to
focus
in
really
on
our
work
with
sros
school
resource
officers.
I
I
Our
goal
this
year
is
to
reach
out
to
groups
in
our
schools
and
communities
as
best
we
can
to
help
have
these
conversations,
but
the
fact
is,
having
these
conversations
is
only
half
the
battle
as
we
help
students
get
the
chance
to
speak.
We
need
everyone
here
to
listen
to
what
students
have
to
say,
we'll
be
talking
to
you
throughout
the
rest
of
the
year
about
what
that
is,
but
I
really
encourage
you
all
to
listen.
So
thank
you.
So
much
and
I'll
pass
it
on
to
beatrice.
J
Good
evening,
chair
colette
in
school
board,
I'm
beatrice
I'm
the
co-president
of
the
beaverton
student
advisory
committee
and
I
just
want
to
say
thank
you
for
letting
us
have
this
platform
to
share
what
we're
working
on
we're
really
excited
to
meet
tomorrow.
For
our
december
meeting
we're
wrapping
up
the
2021
year,
but
looking
forward
to
the
2022
finishing
the
year
strong
each
of
the
three
subcommittees,
as
neil
has
laid
out.
J
We
are
we
organize
them
with
through
smart
goals,
which
are
specific,
measurable,
achievable,
relevant
and
time-bound,
and
I
really
want
to
emphasize
time-bound,
like
jonah
laid
out.
The
sro
group
has
been
working
for
almost
two
years
now
on
including
student
voice
and
very
important
discussions
regarding
school
safety
and
also
making
sure
students
are
heard
in
those
discussions
and
speaking
of
the
timely
manner.
J
The
community
is
also
very
eager
for
an
update
on
the
district's
hiring
of
the
school
resource
officer.
Counselor
consultant
we're
really
looking
forward
to
hearing
more
about
that,
and
thanks
again
for
this
opportunity,
I'll
pass
it
on
to
grace.
K
Hello,
everyone,
chair,
colette
and
the
rest
of
the
school
board,
so
my
name
is
grace.
I
am
the
social
media
representative
and
I'm
a
part
of
the
mental
health
committee.
As
neil
said,
and
last
last
month
we
were
talking
specifically
about
resources
and
how
students
are
adjusting
to
the
new
school
year
and,
as
superintendent
grotting
said,
the
problem
with
the
beaverton
school
district
isn't
that
we
don't
have
resources.
We
have
resources
to
give
to
students
to
give
them
mental
health
services.
K
It's
just
that
people
don't
know
where
to
find
them,
and
so
it's
it's
that
question.
How
do
students
find
mental
health
resources?
That's
what
we're
going
to
be
focusing
on
this
year,
and
so
the
first
thing
we're
thinking
of
doing
is
creating
a
survey
that
will
go
to
each
high
school
because
about
like
mental
health,
about
what
their
experience
is
with
mental
health,
teaching
and
stuff.
K
So
the
girl
that
I
am
also
that
I'm
doing
this,
this
project
with
she
goes
to
southwest
high
school
and
she
talks
about
how
the
mental
health
lessons,
such
as
aaron's
law
and
other
things
relating
to
that
kind
of
gets,
swept
under
the
rug
and
people
are
taught
these
things,
but
not
in
a
very
like
serious
manner.
Where
you
know,
people
really
get
to
know
more
about
how
to
get
mental
health.
Like
help
and
stuff
like
that.
K
So
and
then
she
also
said
that
a
lot
of
people
in
south
ridge
high
school,
don't
know
where
the
wellness
room
is,
which
seems
kind
of
odd,
because
the
wellness
room
is
for
them.
K
It's
for
the
students
and
just
not
like
the
fact
that
people
that
students
don't
know
where
to
find
that
is
very
worrying
to
me,
and
so
our
goal
is
to
is
to
make
people
more
aware
of
the
resources
that
they
do
have
and
to
possibly
talk
to
some
principals
of
of
these
of
many
of
our
high
schools,
so
that
we
can
give
our
suggestions
from
the
student
perspective,
giving
statistics
saying
this
percent
of
of
the
students
from
your
high
school
who
have
answered
this
survey
say
that
they
don't
know
where
this
is
or
they
don't
know
how
to
find
this,
so
that
it
gives
people
tangible
information
so
that
they
know
how
to
deal
with
the
situation.
K
So
it's
still
in
the
works,
we're
still
thinking
about
it,
but
as
for
social
media,
it
would
be
nice
to
start
posting
now
as
soon
as
possible,
so
that
for
the
next
school
year
or
for
the
next
annual
year,
we
can
start
talking
about
our
projects
because
our
projects
are
in,
like
they're,
in
our
brains,
they're
not
in
like
act
like
we're
not
actively
going
through
them
right
so
right
now.
K
So
we
can
we're
thinking
about
hosting
instagram
lives,
about
doing
interviews
with
the
student
board
members
and
with
other
students
in
the
beaverton
school
district,
and
so
that
is
all
in
the
works,
and
I
would
love
to
talk
with
all
of
you
next
month
about
what
we've
been
able
to
do
and
the
people
that
we're
able
to
reach.
So
I
will
give
the
I
will
give
it
to
isabella.
L
Hi,
I'm
a
little
bit
sick,
I'm
sorry!
So
I'm
actually
a
part
of
the
inclusion
group
and
a
lot
of
our
goal
was
actually
to
kind
of
reach
out
to
different
students
and
underrepresented
communities
and
make
them
more
accessible
and
discuss
different
topics
and
kind
of
promote
diversity.
L
A
plan
to
to
to
do
this
was
kind
of
to
host
zoo
meetings
with
people
from
different
affinity
groups,
so
that
we
can
discuss
different
topics
and
talk
about
certain
issues
that
we
may
need
to
address
and
if
possible,
we
would
be
able
to
kind
of
play
like
a
recap
of
all
these
things,
during
the
at
meetings
that
everybody
has,
because
it's
kind
of
a
free
space
where
everybody
can
watch
and
listen,
and
it
can
definitely
like
help
a
lot
of
people
in
different
schools,
and
I
think
it
also.
L
It
calls
attention
to
the
different
groups,
because
a
lot
of
these
groups
are
going
on.
But
I
think
not
a
lot
of
people
end
up
joining
joining
them
because
they
don't
know
they
exist
and
also,
I
think,
it's
hard
for
everybody
to
kind
of
connect
with
each
other
and
kind
of
discuss.
What
we
can
do,
what
we
should
do
and
what
we
will
do
and
so
then
I'm
going
to
pass
it
on
to
elijah.
M
Thank
you,
hello,
everybody.
I
am
also
a
part
of
the
inclusion
group
and,
as
isabella
said,
yes,
we've
been
working
on
trying
to
get
like
affinity
groups
together,
so
we
can
they
can.
M
They
can
like
talk
and
discuss
things,
and
another
thing
that
we
were
thinking
about
trying
to
do
is
coming
up
with
a
plan
to
get
schools
that
don't
have
affinity
groups
currently
like
the
option
that
like
to
do
that
like
possibly
make
some
sort
of
plan
to
make
it
easier
for
teachers
or
students
to
help
create
those
at
schools.
That
might
not
have
that.
M
A
Thanks
everybody
isabella.
I
hope
you
start
feeling
better
soon
board
members.
Do
we
have
any
questions
for
the
vsac.
A
I
just
want
to
give
a
quick
comment,
because
I
think
beatrice
asked
about
the
sro
consultant-
and
I
know
superintendent
graudian
is
going
to
cover
that
in
his
comments
a
little
bit
later,
but
we
are
going
to
be
looking
at
a
contract
tonight
with
sea
change
and
if
that
is
ratified,
then
we'll
begin
our
work
with
them
in
the
new
school
year.
A
One
of
the
reasons
we
were
looking
at
that
group
is:
they
have
really
robust
engagement
with
the
community
built
into
their
plan,
including
students,
and
so
that's
that
was
a
huge
part
of
it.
We're
excited
about
that
and
maybe
there's
an
opportunity
to
dovetail
some
of
their
work
with
the
work
that
you
guys
are
doing
and
we're
looking
at.
A
You
know
a
joint
session
of
the
city
council
and
the
school
board
in
january
to
kind
of
kick
that
work
off
hear
from
everybody
on
both
governing
bodies
and
then
let
the
consultant
set
a
direction,
but
we
should
be
getting
recommendations
back
from
the
consultant
by
the
end
of
the
school
year.
That's
our
goal!
A
So
hopefully,
that
gives
you
guys
a
kind
of
a
rough
idea
of
what's
going
on
in
terms
of
that
work
and
a
big
thank
you
to
all
the
students
who
participated
in
the
selection
committee
too.
It
was
great.
Getting
student
voice
is
a
part
of
figuring
out,
which
consultant
would
do
the
best
job
for
our
district.
A
These
are
written
comments,
board
members
appreciate
your
comments
and
thank
each
and
every
one
of
you
for
taking
the
time
to
share
your
thoughts
with
us.
We
are
also
going
to
be
hearing
comments
over
zoom
tonight.
So
just
a
little
preface
here
we
appreciate
everybody
for
attending
the
school
board
meeting
with
us.
We
are
grateful
for
your
presence
and
the
opportunity
to
receive
your
input.
One
of
our
district's
greatest
strengths
is
its
community
involvement.
A
As
we
know,
your
involvement
comes
from
a
place
of
caring
for
our
students,
families,
community
and
staff.
Please
note
that
board
members
do
not
respond
directly
to
test.
Excuse
me
testimony,
but
we
are
paying
close
attention
to
your
comments.
We
know
it
can
be
difficult
to
testify
in
public,
but
we
are
sincerely
interested
in
hearing
your
comments
and
concerns.
A
A
Personal
matters
should
be
dealt
with
either
through
the
complaint
process
or
by
contacting
a
principal
or
central
office
staff
if
a
school
personnel
is
named
during
a
comment
period,
I
will
stop
your
comments
and
ask
you
to
refrain
from
naming
the
person
if
it
occurs.
A
second
time
you
will
be
asked
to
end
your
comments.
A
Comments
must
be
relevant
to
our
current
board
agenda.
If
you
are
speaking
on
a
different
subject,
you
will
receive
a
warning.
If
a
commenter
continues
to
deviate
from
the
board's
topic,
they
will
be
muted
and
their
testimony
ended.
If
you
have
not
spoken
directly
to
a
subject
on
the
board
agenda
tonight
within
30
seconds
of
beginning
your
testimony,
I
will
stop
and
ask
that
you
speak
to
an
issue
on
the
agenda
or
end
your
testimony.
A
Everyone
has
two
minutes
to
provide
testimony
to
the
board.
A
timer
will
be
set
and
will
go
off
at
the
two
minute
mark.
If
you
continue
talking
beyond
the
two
minutes,
I
will
ask
you
to
end
your
comments
to
ensure
fair
treatment
for
all
commenters.
This
will
be
enforced
uniformly,
regardless
of
the
subject
matter,
point
of
view
or
whether
you
have
finished
your
prepared
comments.
A
N
All
right,
I
want
to
address
the
need
to
not
do
the
contract
to
research.
If
you
should
get
rid
of
the
officers
on
campus,
you
basically
just
said
that
you're
planning
on
going
ahead
with
it,
but
it
is
a
waste
of
money
and
you
already
did
a
survey.
That
said
the
majority
was
not
in
favor
of
it
and
if
in
doubt,
do
another
one
for
much
less
money,
we
must
keep
our
officers
on
site.
N
I
sent
my
daughter
eight
years
ago
when
aloa
had
a
bomb
threat,
because
I
trusted
the
administration,
on-site,
council
officer
and
local
police
to
deal
with
it.
But
now
I
had
to
keep
my
son
home
friday
because
of
the
riot
threat
due
to
the
lack
of
trust.
Last
year
we
were,
we
forced
illegally,
the
officer
to
remove
his
blue
lives
matter,
flag
from
his
personal
office,
and
yet
we
have
blm
representation
in
signs
and
shirts
and
pride
flags
and
one-sided
political
displays
throughout
our
schools.
My
son
is
complaining
of
pulled
smoke,
alarms
and
smoke.
N
N
They
are
taught
that
whatever
they
want
to
do
is
normal,
that
if
it
makes
them
happy
it's
okay
and
normal
instead
of
teaching
educational
principles
and
focusing
emotional
growth
on
setting
goals,
strive
for
success
through
our
own
personal
efforts
and
cert
and
care
for
others
as
a
way
to
build
our
own
personal
well-being
and
create
healthy
behavior
and
mental
attitudes.
I
believe
this
new
emotional
wellness
program
ingrained
with
racial
division
and
over
sexualizing
our
students,
is
one
of
the
root
causes
of
the
lack
of
safety
in
our
schools.
N
Centering
on
education
and
removing
the
political,
social,
moral,
dangerous
and
divisive
teaching
from
our
schools
is
the
first
step
to
a
safe
environment.
Definitely
not
the
removing
of
officers.
You
are
losing
students
which
equals
money.
You
will
lose
the
bond,
stop
and
re-evaluate
now
and
create
a
district
where
all
feel
safe
and
learning
is
prioritized.
O
P
P
All
right,
okay!
Well!
Thank
you
board
members.
Thank
you
don
for
this
opportunity
to
speak
about
the
sro
program
contract
that
you
you
have
later
on
the
agenda.
My
name
is
jeff
meyers
and
I'm
a
parent
of
two
students
in
the
district
and
I'll
start
off.
With
my
ask
and
we'll
close
in
this
as
well,
it's
pretty
simple.
It's
please
move
this
contract
for
the
sro
program,
review
out
of
the
consent
agenda
and
get
more
information
on
it
before
you
vote
on
it.
P
You
know
you've
heard
from
the
teachers,
unions
and
the
teachers
loud
and
clear.
Classrooms
are
in
crisis.
That
word
crisis
continues
to
come
up,
you
know,
they're
feeling
burned
out,
and
many
are
looking
to
leave.
Beaverton
or
the
profession
entirely
over,
what's
been
happening,
just
a
bit
of
data,
because
I'm
a
data
person
organized
the
sixth
highest
sixth
highest
student-to-teacher
ratio
in
the
country
and
according
to
beaverton's
own
annual
report
this
year,
the
student-to-teacher
ratio
in
beaverton
is
20
percent
higher
than
the
average
of
the
state
of
oregon.
P
You
know
safety
is
a
primary
concern
and
you're
looking
at
doing
something
that
could
take
away
one
last
bastion
of
safety
in
the
district
and
I'll
kind
of
close
out
with
a
couple
of
questions
here
like.
Why
is
bsd,
even
funding,
something
that's
being
pushed
by
the
mayor
and
the
city
of
beaverton
right?
This
whole
concept
came
from
the
beaverton
human
rights
advisory
commission
in
their
january
2021
report
that
they
put
out
it
didn't,
come
from
bsd
students
or
staff.
P
It
was
this
hrac
that
came
up
with
this
idea
and
their
one
recommendation
you
find
on
page
16
of
their
report
was
to
defund
the
the
minutes
are
up
there,
the
sro
program,
so
I
just
asked
remove
it
from
the
consent
agenda.
Thank
you.
Thank
you.
A
Appreciate
it
next,
we
have
mike
atkins.
Q
So
I
got
that
zoom,
I
love
it.
I
I'm
a
timer
whenever
you're
ready
great,
let's
ready
good
evening,
my
name
is
mike
atkins.
I
currently
teach
science
at
meadow
park
middle
school
and
I'm
here
this
evening
to
share
parts
of
the
petition
that
middle
school
staff
will,
in
the
very
near
future,
share
with
you
meadow
park.
School
meadow
park
is
a
school
that
is
struggling
enormously
with
a
staff
shortage.
Q
Since
students
return
to
school
in
early
september,
three
teachers
have
resigned
and
no
longer
teach
at
meadow
park,
and
three
additional
teachers
are
resigning
and
will
have
departed
by
the
end
of
january.
No
additional
teachers
have
been
hired
to
fill
these
positions
and
another
staff
member
has
been
on
leave
since
the
beginning
of
the
year
and
her
long-term
substitute
recently
stopped
teaching
at
meadow
park
due
to
student
misbehavior.
The
environment
metal
park
is
often
hostile
and
unsafe.
Many
staff,
many
students
and
staff
feel
unsafe
in
the
hallways
and
in
the
classrooms.
Q
Q
Allow
more
flexibility
to
change
our
school
schedule,
install
cameras
to
monitor
behavior
sentosas,
who
currently
work
in
district
offices
meadow
park
to
help
with
staff
vacancies,
monitor
hallways
and
help
in
the
classrooms
regularly
send
district
administrators
to
meadow
park
to
help
monitor
spaces
and
also
help
out
in
the
classrooms.
Let's
get
some
skin
in
the
game.
Q
Prioritize
meadow
park
when
placing
newly
hired
teachers
in
schools
allow
meadow
park
to
set
up
an
academy
within
the
school
which
would
temporarily
provide
the
most
challenging
students
with
intensive
sel
teaching,
in
addition
to
common
curriculum,
hire
additional
paraprofessionals
to
monitor
the
halls.
Support
our
administrative
staff
they're
down
one
person
from
last
year
successfully
addressing
meadow
park's
problems
and
current
challenges
will
benefit
all
the
students,
the
kids
that
are
making
things
difficult
and
also
the
vast
majority
of
students
who
are
simply
just
kids
trying
to
work
through
the
middle
school
experience.
Q
C
A
All
right,
laura
meyers.
R
Okay,
I'm
ready
and
I'd
like
to
say
thank
you
to
the
for
your
service
to
the
previous
teacher
that
just
spoke.
I
am
a
parent
of
a
son
in
middle
school
and
a
daughter
in
elementary
school
here
in
bsd.
R
I've
never
made
a
comment
to
the
board
before
tonight,
but
your
drive
to
continue
down
the
wrong
path
has
made
it
clear
that
I
can't
sit
back
and
watch
anymore.
I
ask
that
you
have
it
removed
from
the
consent
agenda
the
contract
looking
at
sros,
so
that
the
board
members
can
ask
questions
about
this
contract
separately.
R
It
is
absolutely
ridiculous
that
this
board
would
not
allow
would
allow
any
money
to
be
spent
to
make
changes
to
the
current
sro
contract.
The
156
thousand
dollars
you
spend
plan
to
spend
on
this
consulting
company
would
be
better
spent
on
proven
strategies
that
actually
improve
safety
and
instruction
like
lowering
class
size
students,
parents
and
teachers
are
feeling
unsafe
in
our
schools.
Due
to
your
negligence
last
friday,
my
son
said
that
about
400
kids
didn't
come
to
his
middle
school
because
of
a
rumored
riot.
R
I
know
other
middle
schools
in
the
district
had
rumored
riots
and
other
rumored
violence,
including
bombs.
Parents
are
keeping
their
kids
at
home
due
to
a
lack
of
safety
that
you
are
entrusted
to
provide.
This
is
not
the
first
time.
Safety
has
been
a
concern
so
far
this
year
in
my
household,
my
son
did
not
have
access
to
soap
in
the
bathrooms
at
his
school
earlier
in
this
school
year,
because
other
students
were
repeatedly
vandalizing.
The
bathrooms
both
of
my
children
have
come
home,
telling
me
that
they've
seen
fights
at
school.
R
It
was
a
particularly
low
experience
when,
on
the
same
night,
both
of
my
children
shared
at
the
dinner
table
that
they
had
seen
a
fight
or
violence
at
school.
That
day,
my
son,
my
son
and
others,
my
son
saw
another
student
ram,
another
student's
head
into
a
locker,
and
my
daughter
saw
two
fourth
graders
having
a
fight
at
recess.
R
A
Next
is
makiko
hoff:
mikiko.
Are
you
there.
S
I
am
alarmed
by
the
frequency
of
class
disruptions
due
to
out-of-control
students.
Behavior
students
seem
to
have
lost
social
skills
in
the
last
few
years
due
to
covet
schools,
don't
seem
to
have
the
ability
to
keep
things
under
control,
so
we
should
be
talking
about
keeping
at
least
as
many
school
resource
officers
as
we
have,
if
not
more.
S
If
the
board
feels
the
need
to
review
the
program,
it
must
be
done
separately
instead
of
being
bundled
in
the
consent
agenda.
This
school
safety
issue
is
too
important.
This
should
not
be
on
the
agenda
unless
we're
considering
adding
more
officers,
and
that
will
be
our
tax
money
well
spent
to
keep
a
school
safe.
S
This
is
absolutely
not
the
right
thing,
all
the
the
time
to
be
spending
on
tax
money
of
our
tax
money,
especially
with
frequent
fights
riots,
protests
during
instruction
time
and
gun
and
bomb
threats
across
the
school
district.
Your
job
is
not
to
experiment
with
the
social
justice
agenda
on
our
children
on
behalf
of
the
city
of
virginia.
B
B
Okay,
ready,
yeah,
okay,
our
children
have
been
in
school
for
less
than
four
months
and
they
already
have
experienced
several
safety
incidents.
B
Despite
all
this,
I
see
on
the
agenda
the
bsd
once
the
board
approved
a
contract
to
evaluate
the
existence
of
officers
in
schools
and
what
message
does
this
sent
to
our
teachers,
who
are
already
feeling
very
unsafe,
underpaid
and
burnout?
I
ask
you
board
members
to
move
this
cr
program
review
contract
out
of
the
consent
agenda.
You
will
be
asked
to
approve
this
contract
along
with
two
other
contracts,
take
time
and
vote
on
it
separately.
B
Please
ask
questions,
reviewing
this
contract
to
make
sure
we're
not
rushing
into
a
decision.
Finally,
let's
look
into
sea
change,
which
is
a
company.
The
bsc
leadership
wants
to
contract
with
sea
change
is
a
company
that
is
already
showing
bias
against
the
police.
All
you
need
to
do
is
look
at
their
website.
B
A
And
I
think
kennebeck
kennebec
vial.
A
U
Thanks,
my
name
is
kenneth
mcpheil.
I
have
four
kids
ages
elementary
school
and
up
to
junior
high.
I
am
I
live
in
beaverton.
U
We
are
right
on
the
border
of
the
beaverton
school
district
prior
to
2020,
we
had
looked
into
transferring
our
kids
over
into
beaverton,
so
these
are
all
topics
that
are
of
great
concern
to
me
as
if
the
lines
ever
changed,
we
could
be
a
part
of
bsd,
I'm
here
to
speak
about
regards
to
the
sros
that
everyone
else
has
been
speaking
on
the
proposal
to
spend
over
a
hundred
thousand
dollars
to
have
an
outside
firm
evaluate
if
we
should
get
rid
of
officer
support
on
campus
and
what
everyone
else
has
said.
U
I
would
also
like
to
agree
with.
I
think
we
should
look
into
the
company.
I
think
I
have
heard
so
many
just
endless
stories
about
how
disruptive
school
has
been
this
year,
how
many
fights
and
how
students
are
just
feeling
incredibly
unsafe
at
school,
and
I
think,
due
to
just
seeing
how
record
shows
as
more
and
more
police
officers
are
removed
from
locations,
it
becomes
more
disruptive.
It
becomes
more
dangerous
and
not
safe
for
area
and
our
community
and
our
students.
U
I
definitely
think
this
funding
could
be
used
in
a
much
better
way,
especially
hearing
from
teachers
and
staff
that
are
constantly
saying
how
they're
understaffed
how
they're
underfunded.
I
think
this
money
should
be
able
to
help
create
more
relief
for
them.
U
I
am
also
just
strongly
in
support
of
keeping
campus
police
officers.
I
think
not
having
them
adds
a
lot
of
danger
and
vulnerability
to
the
students,
especially
from
personal
experience,
as
on
campus,
as
I
have
used
police
officers
on
campus
that
have
been
a
resource
for
me
and
I
think
that's
very
valuable
for
students
as
well
to
know
that
they
have
that
option
and.
A
Okay,
I
think
that's
all
the
commenters
for
tonight.
Thank
you
to
everyone
who
came
and
took
the
time
to
share
your
comments
with
you.
We
appreciate
it
next
we
will
have
the
superintendent
report.
V
Thank
you,
chair
colette
members
of
the
board
staff,
community
families
and
our
students
for
being
here
tonight.
V
First
thing
I
want
to
talk
about,
and
I
talk
about
it
at
the
every
one
of
my
superintendents
meetings
is
to
thank
especially
our
students,
family
staff
and
school
board
for
your
efforts
and
flexibility
during
covet
19,
and
we
will
continue
to
follow
the
requirements
and
guidance
from
the
oregon
health
authority,
our
oregon
department
of
education,
washington,
county
health
and
our
governor
regarding
social
distancing,
mass
wearing
vaccination
and
other
guidelines
and
requirements
relating
to
covert
19..
V
Under
the
direction
of
dr
mead,
we
recently
conducted
a
vaccination
clinic
at
lowell
high
school.
It
was
extremely
successful
and
we
are
also
moving
forward
with
the
opportunity
for
both
students
and
staff
to
be
tested
for
covet
19,
to
maintain
continuity
of
education
and
under
the
direction
of
danielle
hudson
and
her
partnership
with
health
providers.
V
We're
making
process
progress
in
expanding
these
testing
opportunities
and
later
tonight,
you'll
hear
from
danielle
about
our
progress
and
future
plans
for
testing,
and
I
know
that
I've
had
a
lot
of
parents
reach
out
to
me
regarding
the
test
to
stay
and
other
opportunities
for
testing,
and
I
think
danielle's
working
as
fast
as
fast
as
possible
to
work
with
stakeholders
to
attain
that
testing,
and
I
think
she
will
also
have
some
positive
information
coming
tonight.
V
V
I
also
want
to
especially
thank
board
member
tim
chuck
for
her
work
in
representing
providing
board
representation
at
all
of
our
recent
meetings,
designed
to
evaluate
the
process
of
placing
the
bond
on
the
ballot
and
staff
are
going
forward
as
if
it
is
going
to
be
placed
on
the
ballot.
So
there's
a
lot
of
work
to
be
done
and
we
continue
to
do
that
work.
V
V
As
we
go
forward,
some
of
the
folks
that
stakeholders
that
we
will
engage,
at
least
in
the
school
district
include
students
which
you
heard
students
getting
student
voice.
It
also
includes
staff.
It
will
include
families,
it
will
include
teachers,
it
will
include
classified
staff
and
it
will
include
administrators
on
our
side
of
the
house
and
then
also
there
will
be
a
community
process
that
will
engage
other
stakeholder
groups
in
our
in
our
city.
V
V
V
Yes,
we
have
some
problems.
We
have
social
emotional
problems,
we
have
some
other
problems,
but
we
do
have
40
000
students
that
are
being
educated
every
day
and
when
our
staff
are
trying
to
do
their
very
best
to
educate
these
students,
our
students
are
doing
their
very
best
to
learn
and
our
families
are
doing
the
very
best
to
support
their
students.
So
I
am
thankful
and
our
number
one
goal
is
to
maintain
the
continuity
of
education
for
these
students,
so
wish
everybody
a
happy
break
and
that's
all
I
have
chair
colette.
A
Thank
you,
superintendent,
grotin
appreciate
your
comments.
Next
up
we
have
school
reports
and
so
we'll
be
hearing
from
principal
mazza
and
principal
rosenquist.
A
C
A
And
I
just
have
to
say
how
great
it
is
to
be
hearing
our
school
reports
again
so
good
to
see
you
guys.
W
All
right
all
right!
Well,
first
of
all,
I
want
to
thank
everyone
for
allowing
us
to
share
the
great
work
being
done
at
bonnie
slope
I
consider
being
the
principal
at
bonnie.
Slope
is
one
of
the
greatest
experiences
of
my
life
and
have
grown
to
care
about
the
community
deeply
in
the
seven
plus
years
I've
been
here
at
bonnie
slope.
We
love
the
fact
that
we
get
to
teach
and
learn
from
our
students
before
they
enter
kindergarten
with
our
preschool
program.
W
X
Hello
school
board-
I'm
jim
hiller,
the
assistant
principal
at
bonnie
slope
elementary
school
and
janet's,
asked
me
to
talk
a
little
bit
about
our
a
bar
journey
that
we're
on
so
last
year
don
and
asked
all
schools
to
start
to
engage
in
some.
A
bar
training
and
we
at
bonnie
slip
are
pretty
proud
of
the
work
that
we
did.
Last
year
we
had
an
a
bar
committee
formed
of
teachers
that
were
dedicated
to
this
work,
and
so
we
ended
up
doing
about
19
different
pd
sessions.
Over
last
year.
X
Janet
was
grateful
was
generous
with
the
time
that
she
gave
a
bar,
and
so
we
had
sessions
from
one
hour
to
two
and
a
half
hours
of
doing
some
really
deep,
diving
into
some
skill
building.
We
we
surveyed
the
staff
and
realized
that
there
were
some
needs
with
our
primarily
white
staff,
of
understanding,
race
and
and
and
the
role
of
plays
and
the
work
that
we
do
so
one
of
the
things
that
we
did
was
we
built
a
little
graphic.
X
That
kind
of
shows
you
what
our
vision
of
an
a
bar
or
our
anti-racist
school
was,
and
if
you
notice
in
the
back
box
or
the
bottom
box,
we
had
some
skills
that
we
needed
to
work
on
with
our
staff.
So
some
some
of
those
topics
we
covered
in
our
pd
sessions,
just
so
that
we
had
some
common
language
and
some
common
vocabulary
to
to
rely
on.
X
We
are
this
year
in
the
process
of
really
grasping,
with
unconscious
bias
as
a
staff
and
realizing
that
we
need
to
start
having
conversations
so
that
we
can
see
how
that's
impacting
our
teaching,
which
ultimately
impacts
the
work
that
we
do
with
our
our
students.
So
that
will
be
our
focus
for
abar
work
this
year.
W
Over
the
past
few
years,
we
have
had
professional
learning
communities
that
were
unique
to
bonnie
slope.
Our
staff
came
together
and
identified
problems
of
practice,
work
together
in
mixed
grade
level
teams
and
gathered
data
to
determine
if
the
strategies
worked,
this
created
a
positive
community
within
the
building
and
a
realization
of
the
expertise
of
our
staff
as
a
whole.
This
year
we
chose
to
have
school-wide
teacher
assistant
teams
to
help
focus
on
specific
students
and
working
together
as
a
team
to
support
these
students.
W
In
2020,
we
created
a
plan
that
supported
students
with
skills
to
improve
communication
in
relation
to
their
learning,
with
a
specific
focus
on
our
at-risk
students.
As
a
result,
we
had
the
multilingual
department
provide
professional
development
on
doll
strategies
which
is
developing
academic
language
once
a
month.
We
believe
that
the
increased
focus
on
academic
language
will
help
our
students
better,
communicate
their
conceptual
understanding
and,
in
turn,
improve
their
math
and
reading
achievement
and
growth.
This
year
we
have
elected
to
continue
the
work.
W
This
is
data.
Our
teachers
gather
the
first
two
months
of
school.
Typically,
we
see
about
80
percent
proficiency
across
grade
levels.
You
will
notice
that
our
most
impacted
grades
for
reading
are
k3.
We
believe
this
highlights
the
reduction
of
interactions
with
others,
because
of
cdl
and
the
reduced
ability
to
naturally
interact.
That
is
an
important
part
of
our
learning
for
our
students.
W
Our
teachers
teach
the
lucy
calkins
units
of
study
for
writing
and
have
added
hagerty
routines
and
secret
stories
to
their
lessons,
giving
students
multiple
ways
to
share
ideas,
experiences
and
content.
Knowledge
to
the
use
of
writing
will
allow
students
to
improve
their
communication
and
writing
skills.
X
Another
one
of
our
focus
this
year
is,
I
think
it's
with
many
schools
is
improving
attendance.
When
we
looked
at
our
2018-2019
data,
we
realized
our
attendance
needed
to
improve.
So
one
of
the
programs
that
our
counselor
is
really
responsible
for
is
our
attendance
olympics,
where
we
celebrate
classes
that
have
perfect
attendance
every
week
around
the
school
and
within
our
communication
with
our
school
community.
We
we
are
constantly
talking
about
attendance
and
the
need,
for
you
know
improving
attendance
with
our
our
community,
so
they
get
that
message
from
us.
X
Also,
our
our
counselor
has
been
actively.
She
sends
out
letters
to
students
of
concern,
as
we
start
to.
We
see,
as
we
start
to
see,
patterns
of
attendance
and
students
that
we're
concerned
about
she'll,
send
letters
and
then
jenna
and
I
are
both
actively
involved
in
calling
parents
to
communicate
with
their
parents
to
find
out.
You
know,
what's
going
on
what
can
we
do
to
support
the
increase
of
attendance
and
and
we've
seen
results
from
this
program.
W
W
The
team
meets
weekly
to
discuss
students
of
concern
brought
up
by
teachers
or
students
that
we
are
currently
supporting.
Through
these
conversations,
we
develop
plans
to
meet
their
immediate
needs,
as
well
as
forecasting
long-range
goals
for
our
students
for
many
of
them.
This
has
made
all
of
the
difference
in
their
feeling
successful
at
school,
as
well
as
feeling
connected
with
our
school.
In
closing,
we
want
each
of
you
to
know
just
how
much
we
appreciate
the
lift
you've
made
in
order
to
ensure
our
students
receive
the
best
possible
education
during
these
difficult
times.
W
We
have
never
felt
alone
in
our
efforts
to
support
our
community.
We
have
been
heard
when
sharing
our
successes
and
supported
when
taking
risks.
We
know
that
these
are
difficult
times
for
our
world,
but
we
can't
think
of
a
better
place
to
be
change
makers
than
working
with
the
beaverton
school
district
and
the
community.
A
Thank
you
principal
mazza
and
assistant
principal
hillier.
I
really
appreciate
you
guys
putting
together
the
powerpoint
presentation
for
us
board
members.
Do
you
have
questions.
T
Y
No,
for
I
mean
it's
more
of
a
comment,
I
just
wanna.
Thank
you
for
all
your
hard
work.
Certainly
it
has
been
a
challenge
the
last
two
years
and
stressful,
and
I
appreciate
that.
I
also
appreciate
your
comments
about
supporting
students
with
mental
health
concerns.
So
you
know
I.
Y
I
have
to
believe
that
every
child
and
our
teachers
and
our
staff
in
one
way
or
another,
are
dealing
with
mental
health
concerns
with
all
the
stress
we
have
in
this
world,
not
just
covet,
but
other
things
that
go
on
in
this
world
that
have
to
create
stress
for
our
kids
and
teachers.
I
I
may
have
missed
this,
but
I
just
want
to
ask
this
question
because
you
know
how
are
your
teachers
doing
and
have
you
had
any
leave
or
plan
to
leave.
W
Well,
our
teachers
are
exhausted,
they
are
they're
driven.
I
have
never
come
across
such
talented
educators.
Ever
they
are
amazing.
They
went
way
beyond
beyond
the
call
of
duty.
Last
year
when
we
were
teaching
cdl
and
their
learning
curve
was
very
steep
and
they
hung
in
there
when
we
said
it
wasn't
sustainable,
they
continued
to
push
forward
this
year.
It's
really
it's
hard.
W
We
see
our
children
in
the
classrooms
and
we
want
to
give
our
very
best,
but
we
have
coveted
protocols
and
when
you
have
inquiry
as
a
focus,
you
work
in
small
groups
and
it's
it's
hard
not
to
be
in
small
groups
when
you're
teaching.
We
know
that
when
all
of
these
protocol,
when
we
no
longer
need
the
protocols,
I'm
not
complaining
about
the
protocols,
but
when
we
don't
need
them
anymore,
that
we
can
even
do
better,
but
I
haven't
had
any
teachers
asking
to
leave.
W
W
I
leaned
on
just
my
small
group
of
teachers,
but
in
bonnie
slope
we
work
across
grade
level
teams,
so
we
might
have
a
k24
and
five
our
grade
teachers
working
together
to
support
a
teacher
with
a
student
or
with
a
group
of
students.
So
I
feel
like
the
culture
at
bonnie
slope
is,
is
supporting
each
other.
Z
Hi
good
evening,
thanks
for
that
amazing
presentation,
my
heart
is
so
happy
to
see
the
alignment
of
not
only
the
anti-racist
work
that
you're
doing,
but
also
the
deep
understanding
you
have
for
the
development
of
children's
literacy
and
that
focus
on
language
skills,
so
that,
like
that's,
brilliant,
I
think
because
it
really
supports
all
students
all
of
our
students.
Z
If
they
don't
have
the
language
that
they
need
to
to
to
get
a
deep
understanding
of
the
content,
then
they
can't
continue
right
in
in
their
learning
they're
stuck,
and
so
I
I
love
seeing
your
plan
where
you
have
all
these
different
supports
and
how
you're
really
setting
up
your
staff
for
success
with
all
the
professional
development
that
goes
along
with
that.
So
it's
not
just
putting
it
on
the
teachers,
but
really
supporting
them
through
that
process.
Z
So
thank
you
so
much
for
that
work
and
I
I
really
appreciated
the
details
in
your
school
improvement
plan
that
helped
me
understand
exactly.
You
know
what
the
work
that
you're
doing
and
it's
very
detailed
and
very
student
focused.
So
thank
you
for
that
work.
W
Thank
you
at
bonnie
slope.
We
have
six
current
or
former
intervention
teachers,
and
so
it's
helpful
to
have
so
many
of
us
that
have
learned
how
to
look
at
data
and
respond
to
data
and
plus
I
have
to
a
shout
out
to
toshiko
and
her
team
for
providing
the
professional
development
to
administrators
to
help
us
with
this
work.
AA
Janet
keep
the
good
battle
keep
on
fighting
hard.
I
know
it's
a
tough
tough
year,
quick
question.
I
love
data
and,
like
you
know,
always
kind
of
glommed
onto
that
stuff.
You
put
in
red
on
the
kindergarten
first
and
second:
is
there
anything
you
guys
can
do
differently
with
teachers
there,
or
is
it
more
like
engagement
with
families?
On
the
other
side
of
the
picture,
you
know
the
family
life
or
is
it
stuff
you
guys
can
do
better
last
year?
W
I
don't
know,
I
think,
we're
responding
to
what
the
to
the
students
that
are
have
come
into
our
building
as
a
response
to
the
pandemic,
but
I
can
tell
you
what
the
school
district
has
done
as
well.
That's
supporting
our
teachers
and
our
students.
W
We
have
as
a
school
district.
You
probably
know
this
being
on
the
school
board,
but
I'll
just
say
it
anyway.
We
have
provide,
we
would
have
been
provided
with
new
core
phonic
screeners
hagerty
routines.
We
have
new
interventions
that
focus
on
phonics
and
phonemic
awareness,
and
my
new
word
is
morphophonemic
skills,
which
means
learning
the
meaning.
W
For
those
of
you
who
didn't
know,
I
didn't,
and
so
our
school
district
has
really
put
in
schools,
resources
and
jennifer
ort
is
our
academic
coach
and
whenever
we
roll
out
something
new
in
the
school
district,
she
makes
it
her
goal
to
be
the
expert,
and
so
she
has
successfully
gotten
k
through
5
powered
up
about
secret
stories,
which
each
letter
of
the
alphabet
has
secret
stories.
So
we
might
have
fifth
graders
going
ow
ow
and
the
kindergartners.
They
know
what
they're
doing
they're,
making
the
sound
of
the
letters.
W
Oh
you
or
oh
w,
and
so
again
it's
this
support
across
grade
levels
that
help
all
students,
but
but
to
be
frank,
it's
we've
also
appreciated
the
resources
that
have
been
given
to
us
by
our
school
district.
This
year.
AB
Hi
always
great
to
see
you
janet
always
great
to
hear
from
danny's
funny
slope
and
what
I
really
love
is
knowing
when
you
came
in
as
a
new
principal
and
what
I
really
want
to
call
out,
and
maybe,
if
you
can
share
with
us,
I
really
impressed
from
your
numbers
in
2018
19
to
2021
as
far
as
students
missing
less
than
10
days,
and
maybe
that's
because
of
your
great
olympics.
But
it's
just.
I
always
love
to
see
steady
progression
and
students.
You
know
your
suspension.
AB
Expulsion
days
missed
the
amount
of
students
it
just
you
know
teachers
and
staff
feeling
like
they
are
contributing,
and
we
hear
so
much
from
your
great
teachers
like
a
jennifer
ort
or
like
an
alia,
I
mean
you
have
very
engaged
teachers.
So
I
just
want
to
know
if
there
was
something
you
can
share
with
us
as
a
board
of
of
why
you're,
seeing
this
great
steady
progression
and
please
keep
keep
it
up.
It's
great
to
see.
W
Well,
I,
when
I
was
at
the
oregon
department
of
education
when
they
became
very
public
about
making
attendance
important.
We
started
educating
our
parents
about
that
and
our
school
counselor.
W
She
was
on
it
and
I
think
one
of
the
most
important
things
that
I
do
is
I
ask
parents
to
come
well
before
this
year.
I
would
ask
parents
to
come
into
my
office
and
talk
to
them
about
the
importance
of
having
their
children
in
school,
so
that
there's
this
there's
this
face
on
the
other
side
of
a
phone
call.
When
I
ask
how
can
I
help
you
get
your
child
to
school
and
there
are
a
lot
of
reasons.
W
None
of
them
are
reasons
that
we
can't
figure
out
and,
like
our
mckinney-vento
community,
I'll
tell
you
what
the
biggest
plus
is
that
I
don't
know
if
this
is
across
the
district
but
they're
providing
cabs.
So
our
most
at-risk
children
used
to
be
on
the
buses
for
two
hours
just
to
be
able
to
get
to
school.
So
why
come
to
school?
Sometimes
right
they
get
up
at
six.
They
they
drag
in
they're,
tired,
they're,
hungry
and
school
hasn't
even
started
and
now
they're
providing
cab
services.
T
AC
One
of
the
things
that
I
was
impressed
to
hear
about
was
your
a
bar
training
for
the
teachers,
and
it
may
be
too
early
to
keep
do
this,
but
if
you
can
keep
in
mind
and
how
to
track
what
the
effect
of
that
training
is
on
the
school
performance
for
the
students,
the
teacher
retention
rate
maybe-
and
I
think,
because
it
is
so
new-
we
haven't
and
we're
doing
this
beaverton
school
district
is
doing
this
and
we
need
to
keep
make
sure
that
what
are
the
benefits
are
we
seeing
from
this
kind
of
training
for
our
students,
for
our
teachers,
for
our
school
environment,
and
that
would
be
a
great
thing
to
track
or
if
you've
already
seen
that
that
would
be
good
too.
AC
W
I
really
appreciate
that
comment,
because
what
jim
has
done
with
our
at
the
end
of
our
a
bar
work
was
to
work
with
the
teachers
but
you're
right
I
mean
we
haven't
been
tracking
the
effects
on
our
students
yet
and
maybe
you're
right.
It
could
be
it's
a
little
early,
but
I
really
appreciate
the
reminder.
Thank
you.
AC
T
D
Sorry,
I
thank
you
so
much
in
it.
I
appreciate
your
presentation
and
I
I'm
always
interested
to
look
at
the
suspension
and
expulsion
rate,
and
it's
incredible
how
you
have
your
school
has
maintained
our
low
rates
from
2018
19
to
2021.
It
has
reduced
remarkably.
So
I
appreciate
that.
D
Thank
you
for
doing
what
you're
doing,
but
I
couldn't
help
but
notice
that
previous
reports
that
we
have
seen
at
least
from
last
month
from
two
other
schools
had
2001
as
zero,
and
it
was
it
was
due
to
the
pandemic
and
how
come
the
pandemic
didn't
affect
your
suspension
rates
like
I've
seen
with
other
school
reports.
I'm
just
curious,
nothing,
nothing
wrong!
I'm
just
just
curious
about
it!.
W
Well,
so
you'll
notice
that
we
did
have
one
suspension
and
that's
in
the
2021,
and
I
have
to
tell
you-
I
mean
one
student,
and
so
when
we
have
students
in
crisis
I
have,
I
don't,
take
it
lightly
when
I
have
to
suspend
a
student,
but
the
truth
is
the
only
time
really
that
I
suspend
a
student
is
when
we
have
to
create
an
environment
where
they
can
come
back
and
be
safe,
so
sometimes
just
like.
We
have
heard
earlier
about
some
unsafe
environments.
W
W
A
Now
I've
got
a
quick
question
for
you
principal
mazza,
on
your
powerpoint
presentation.
You
had
a
column
heading
that
said
percentage
engaged,
and
I
was
just
curious
how
you
measured
that,
because
I
always
think
that's
such
an
important
measure
is
how
students
are
engaged
and
how
we
look
at
that,
and
I'm
I'm
curious
how
you
guys
did
that.
W
Yes,
jim,
do
you
did
we
keep
that
slide
on
the
slideshow?
You
know
the
rubric.
W
Where
we
said
you
and
it
was
to
end
so
this
came
from
a
book
that
we
used
oh
shoot,
and
I
should
probably
tell
you
what
the
book
during.
W
Thank
you,
the
distance
learning
playbook.
In
fact,
the
author
reached
out
to
me
and
said
wow
you're
using
this.
This
was
a
continuum
for
engagement
with
students
and
it
was
mainly
used
for
students
who
are
online.
But
what
we're
finding
is
that
it's
really
it
describes
the
engagement
of
students
in
person
as
well,
and
so
teachers
they
recorded
for
each
student,
where
that
student
is
in
this
engagement
continuum
and
then
typically
three
sometimes
four
times
a
year.
We
go
back
to
see
whether
our
students
are
going
in
the
right
direction.
A
Thank
you
for
that.
I
know
the
board
is
looking
at
our
school
reports
and
we're
continuing
to
try
and
improve
them,
and
this
is
this
is
really
interesting.
Do
you
do
you
feel
like
that's?
I
guess
is
that,
like
the
subjective
opinion
of
the
teacher
that
and
then
the
teacher
kind
of
like
puts
down
for
each
student,
what
they
think
happened
over
the
last
period
of
time.
W
Yeah,
I
think
each
of
the
categories
describes
the
student.
You
could
say
it's
subjective,
but
really,
if
it
wouldn't
have
to
be
just
the
teacher,
I
think
if
you
were
to
walk
in
and
see
students,
you
may
not
see
setting
goals
necessarily
depending
on
whether
that's
the
action
that
they're
doing,
but
you
you
could
accurately
describe
most
of
the
students
in
the
class,
even
even
without
knowing
them
completely,
and
so
I
I
think
it's
I
now
I've
forgotten
what
the
question
was,
I'm
so
sorry
I've
gotten
so
nervous.
A
Absolutely
answered
my
question
and
just
to
be
clear,
subjective
opinions,
that's
not
pure
pejorative
subjective.
Opinions
are
very
important,
but
what
you're
saying
is
it's
more
evidence-based
and
that
it's
it's
something
that
if
you
took
a
lay
person
and
brought
them
into
the
classroom,
they
could
identify
it.
Based
on
this
list,.
A
A
And
then
next
up
we'll
hear
from
bethany
and
principal
rosenquist.
AD
Hi,
thank
you
for
having
me
now
I
get
to
go
after
that
presentation.
I
do
not
have
a
vp
or
a
slide
deck
so,
but
I'm
really
happy
to
be
here.
Thank
you
don
and
all
the
school
board.
Members
and
people
still
viewing
this
meeting
tonight.
It's
my
privilege
to
be
the
principal
of
bethany.
AD
Actually
last
year
was
my
first
year
as
a
principal
and
during
the
pandemic,
it's
my
23rd
year
in
beaverton,
so
I'm
you
know
been
at
many
schools
and
lots
of
different
roles,
but
first
year
as
being
a
building
principal,
it
was
definitely
an
interesting
time
and
really
had
the
opportunity
to
develop
relationships
as
the
primary
goal
last
year
and
a
lot
of
those
relationships
were
formed
on
zoom,
but
I
think
putting
in
that
time
and
investment
with
the
community
and
students
and
staff
has
paid
off.
AD
I
want
to
highlight
a
few
things
from
my
learning
plan.
Bethany's
learning
plan
and
one
our
inclusion
and
belonging
is
our
equity
area
of
focus,
and
we
had
some
really
exciting
things
happen.
This
year
we
have
a
student
with
dwarfism
that
was
a
kindergartner
last
year
and
family
did
an
amazing
job
of
really
educating
our
staff
about
his
differences
and
unique
gifts
and
the
whole
community
sort
of
embraced.
That
and
international
dwarfism
awareness
day
comes
in
october.
AD
So
this
year
in
september,
I
partnered
with
shelley's
team
in
communications,
and
we
did
a
story
about
julian
and
his
parents
were
interviewed
in
our
nutrition
services.
Lead
noticed
the
cart
that
he
had
for
lunch,
wasn't
effective.
She
reached
out
of
her
husband's
a
metal
works
person
and
they
created
a
new
cart
for
julian
in
his
business
and
then
beaverton
put
out
the
story.
AD
Kgw
picked
it
up,
and
then
it
ended
up
on
upworthy,
which
was
just
such
an
amazing
thing
for
national
attention
for
this
story
and
just
the
way
that
our
community
wrapped
around
and
our
cte
program
at
westview
is
now
taking
that
design
and
designing
carts
and
creating
those
now
within
district
for
other
little
people
in
our
district
and
maybe
statewide,
I'm
not
sure
how
far
they'll
take
it.
But
it's
just
been
an
incredible.
AD
You
know,
starting
with
this
little
seed
and
having
it
spread,
and
then
because
of
that
story
we
have
another
new
family
to
bethany,
a
kindergarten
family
who
sent
an
email
and
said
hey.
We
were
so
inspired
by
julian's
story.
Our
daughter
has
microtia
artesia.
Would
that
be
something
we
could
spread
awareness
and
explain
and
it's
a
it's
an
ear
condition
where
the
ear
doesn't
fully
develop
and
then
sometimes
partial
deafness
can
occur
and
we're
like
absolutely
so.
AD
So
that
was
something
we
wanted
to
capitalize
on
the
momentum
and
so
I've
reached
out
to
families,
I'm
starting
a
muslim
student
and
parent
advisory
group
for
me
and
staff
to
provide
input
and
feedback
and
just
to
begin
the
conversation
of
how
we
can
be
more
inclusive
in
schools.
Excuse
me:
I've
had
students
asking
about
places
and
opportunities
for
prayer
and
we
just
want
to
sorry
low
on
water.
AD
Provide
that
space
and
in
a
really
thoughtful
way
so
really
excited
about
the
work.
That's
going
on
we're
using
asset
asset
based
language
and
lens
for
students
really
strength
based
and
and
our
work
with,
goldie
mohamed
in
the
district
is
supporting
that
in
the
literacy
framework.
Z
Well,
tony
is
out
I'll
talk
a
little
bit
about
her
school
because
I've
been
able
to
visit.
Thank
you
and
I've
seen
I've
seen
her
in
action
and
I've
seen
the
work
that
she's
talking
about.
It
was
amazing
to
me
to
find
out
that
there
was
32
different
languages
spoken
at
bethany,
which
was
so
there's
a
large,
it's
50
percent
white
and
then
50
div
by
so
I'll.
Let.
AD
You
continue
yeah,
thank
you
karen,
I'm,
I'm
didn't
think
I'm
nervous,
but
I
do
am
recovering
from
a
cold
and
then
the
other
piece
is
collaboration
which
kind
of
spreads
across
our
academic
goal
and
with
using
the
behavioral
health
and
wellness
team,
making
sure
that
we're
addressing
student
needs
in
all
capacities.
We
are
seeing
a
rise
in
anxiety
in
students,
I
would
say
bethany.
AD
I
I
hear
the
the
struggle
that
is
happening
across
our
district
and
it's
very
real
but
bethany,
I
hope,
is
a
little
bit
of
a
bright
spot
because
things
are
very
stable.
I
think
we
have
just
an
amazingly
supportive
community.
Things
are
relatively
calm.
AD
We
aren't
experiencing
a
lot
of
the
same
things
that
are
happening
in
other
schools,
so
I
do,
although
I
do
you
know,
have
tremendous
compassion
and
know
the
struggles
at
other
schools.
There
are
some
things
going
really
really
well,
and
I
think
I
want
to
acknowledge
the
support
and
the
investments
that
have
happened
in
order
to
make
that
possible
that
every
school
has
a
elementary
full-time,
counselor,
full-time
student,
success,
coach,
full-time
intervention,
teacher
it
and
then
at
bethany.
We
have
a
half-time
social
worker.
AD
AD
Our
teachers
are
amazingly
dedicated,
and
so
we're
really
excited
about
the
things
that
are
happening.
You
know,
there's
the
typical,
you
know
masking
and
protocols
that
do
provide
some
barriers,
but
I
think
I'm
really
impressed
with
the
resilience
of
our
community
and
students,
particularly
staff
wellness
is
one
of
my
focuses
as
a
new
principal
as
well.
I
really
want
to
nurture
the
adults
that
are
in
charge
of
caring
for
the
children.
AD
I
feel,
like
their
cups
need
to
be
full
and
and
in
turn
they
have
that
capacity
to
really
have
the
patience
and
compassion
for
our
students.
So
it's
just
been
a
tremendous
year
and
so
far,
and
I'm
I'm
excited
for
things
to
come.
So
I'd
love
to
take
any
questions
that
you
have.
D
Now,
thank
you
so
much
tony
I
saw
the
julian's
video
and
it
really
roamed
my
heart.
Thank
you
for
contributing
and
sharing
that
story,
and
thank
you
for
all
the
work
you
did
in
your
school
to
make
it
more
inclusive.
D
That
is
greatly
appreciated
and,
like
I
did
with
with
bonnie
slow
looking
at
the
numbers,
your
numbers
went
up.
I'm
referring
to
number
of
class
days
missed
due
to
suspensions
or
expulsion.
D
It
went
up
in
2020,
2019
2020
and
even
though
we
already
know
why
it
is
zero
for
2021,
I'm
just
hoping
that
when
things
go
back
to
normal,
I
mean
I
feel
like
35.
Sorry,
13.5
percent
is
quite
high
from
five.
Oh
sorry,
that's
five
that's
days,
or
is
that
percentage?
AD
Yeah-
and
I
can
say
that
I
don't
believe
in
exclusionary
discipline
unless
absolutely
necessary,
like
janet
spoke
about,
I
think
we
we
have.
You
know
children's
lives
in
our
hands
and
we
don't
want
to
start
down
a
path.
That
is
something
that
just
makes
it
harder
for
them
to
engage
and
feel
that
true
belonging
in
school.
So
it
is
a
last
resort
and
I
hope
to
keep
the
numbers
where
they
are,
which
is
zero.
AD
AD
T
Z
Yeah,
I
was
also
looking
at
the
numbers
and
you
have
93
of
your
staff
approval
and
when
I
did
the
walk
through
at
your
school
with
you,
it
was
amazing
to
see
all
the
different
pieces
you
put
into
place,
whether
it's
changing
this
one
copy
room
like
making
it
more
accessible
to
teachers,
to
make
it
a
comfortable
space
where
they
can
actually
sit
for
a
minute
if
they
need
to
and
being
really
thoughtful
about,
the
wording
that
you
have
up
on
the
walls
and
what
you
have
displayed
in
the
cafeteria
and
the
changes.
Z
So
I
think
that
speaks
highly
to
your
work
that
you've
done
in
the
last
year,
even
through
kovid
right
and
then
also.
I
was
able
to
see
the
seismic
upgrades
and
the
bond
money
at
work
at
your
school.
I
didn't
realize
how
deep
they
have
to
dig
to
put
up
all
these.
You
know
how
how
many
pieces
I
mean,
how
intense
is
not
the
word
but
like
just
how
elaborate
the
work
has
to
be
in
order
to
put
the
seismic
upgrade.
Z
So
I
was
excited
to
see
that
bond
money
at
work
there
and
I'm
glad
it's
safe
for
school
now
because
of
it.
But
thank
you
for
all
your
work.
I
appreciate
what
you're
doing.
AD
We
have
are
having
security
upgrades
with
cameras
being
added
as
the
whole
district
is,
but
just
such
an
appreciation
for
the
investment
in
our
schools
and
infrastructure.
So
thank
you
for
that.
It
was
a
huge
project.
AD
T
Y
It's
just
a
quick
comment.
First
of
all,
thank
you.
I
appreciate
both
our
schools
today.
Coming
and
speaking.
I
know
it's
kind
of
late
and
it's
a
really
long
day.
You
know
just
thinking
about
meeting
our
kids
where
they're
at
and
how
important
it
is,
and
it
sounds
like
your
school
is
doing
a
remarkable
job
as
it
sounded
like
bonnie
slope
is
and
meeting
our
kids
where
they're
at
because
you
know
you
know
almost
a
year
and
a
half
of
not
being
in
school
and
having
at
home.
Y
Lessons
had
to
be
really
hard,
remote
school
difficult
for
kids
and
some
of
our
kids
that
are
you
know,
or
in
second
grade
now,
didn't
experience,
kindergarten
in
first
grade.
So
you
know
it's
a
big
challenge
for
our
teachers
and
I
just
wanted
to
just
comment
how
much
I
appreciate
how
hard
everybody's
working
to
meet
our
kids,
where
they're
at.
AD
Thank
you
and
I
think
expectation
management
has
helped.
I
think
teachers
came
in
with
you
know,
we're
gonna
love
our
students
and
accept
them
and
support
them
wherever
they
are,
and
you
know
we
are
seeing
some
social
impacts
like
on
the
playground.
You
notice
it
when
you
know
second
grade
boys.
Are,
you
know
doing
things
and
you're
like
oh
yeah,
you
haven't
really
been
in
a
structured
school
environment
since
the
end
of
your
kindergarten
year.
So
this
makes
sense,
and
you
know,
there's
just
a
lot
more
patience
for
it.
AD
A
Other
questions
from
the
board,
I
have
a
quick
question
for
you
principal
rosenquist.
I
you
mentioned
earlier
about
an
increase
in
anxiety
that
you're
seeing
with
students-
and
you
know
this
is
a
difficult
question
or
maybe
it's
you
know
hard
to
answer
it
completely.
But
why
do
you
think
that
is
what
what
is
influencing
that
anxiety
with
your
students?
Is
it
social
media?
Is
it
coveted
world
events.
AD
Well
for
the
younger
students,
there's
a
lot
of
separation,
anxiety,
they've!
You
know
when
you're
five
and
you
spent
you
know
how
many
a
percentage
of
your
life
at
home
with
your
parents,
as
opposed
to
maybe
a
fifth
grader,
might
be
able
to
manage
that
better
because
having
had
more
school
experience,
so
there's
a
lot
of,
I
wouldn't
say
a
lot,
but
some
students
experiencing
separation,
anxiety
and
then
some
of
the
older
students.
AD
We've
had
a
student
met
with
our
school
nurse,
oh
also
the
the
nursing
presence
in
the
school.
I
want
to
appreciate
that
as
well.
That's
been
wonderful,
so
she's
been
available
and
you
know
sort
of
listened
and
and
could
provide
some
of
the
medical
perspective.
That
sort
of
eased
that
the
fears-
but
you
know
some
of
it's
just
generalized
being
in
a
room
full
of
other
children-
is
a
shift
for
some
students
for
bethany.
AD
I
wouldn't
say
it's
a
safety
anxiety
like
we
just
we're
not
seeing
the
explosive
behaviors
and
that
sort
of
thing
it's
relatively
calm.
I
think
it's
more
just
kind
of
adapting
to
the
new
normal
and
being
back
in
school,
after
not
being
here
for
so
long.
A
Thank
you,
and
thanks
for
all
of
your
great
work
for
our
students,
really
appreciated
your
report
tonight
and
I
think
with
that
we
will
hear
next
from
associate
superintendent
scofield
with
our
financial
update.
AE
Thank
you,
chair
clatt
members
of
the
board,
I'll,
be
brief
tonight
with
your
financial
update,
the
the
financial
report
for
the
month
ending
november
30th
is
in
front
of
you.
There
is
no
change
to
the
general
fund
forecast
from
the
prior
month
in
october.
AE
A
significant
note,
probably
since
we
met
last
in
november,
was
the
state's
revenue
forecast
in
mid-november.
That
came
out.
AE
The
forecast
is
up
again,
there
are
the
the
state
economist
is
already
forecasting
that
the
kicker
for
the
2123
biennium
is
projected
to
already
kick
so.
We
will
see
how
that
goes.
But
again
we
are
the
second
forecast
in
from
their
close
of
session
forecast
and
they're
already
projecting
the
kicker.
So
that's
all
I
have
for
tonight.
Unless
there
are
questions
about
the
financial
report.
A
Questions
from
the
board
know
mike
I've
got
just
a
a
brief
question
for
you.
You
know
everybody's
hearing
about
inflation
right
and
and
the
high
inflationary
cycle
we're
in
right
now.
T
A
That
been
affecting
our
budget
so.
AE
We
haven't
seen
a
lot
of
impact,
yet
we
do
know
that
we
that
inflation
will
start
to
has
started
to
weave
its
way
into
just
annual
contractual
increases
and
those
kinds
of
things
it
will
pay.
It
will
probably
play
a
larger
factor
as
we
develop
the
2223
budget.
In
my
opinion,
we're
starting
to
see
signs
of
it
now,
but
I
think
real
impacts
will
show
up
in
the
next
school
year.
AF
Yeah
thanks
chair
collette
superintendent,
granny
members
of
the
board
members
of
the
community,
I'm
just
gonna
take
one
second,
I'm
gonna
share
my
screen
and
get
set
up.
So
you
get
about
a
I
don't
know,
30
second
break,
maybe.
AF
All
right,
so
I'm
here
with
dr
hudson,
we
have
a
pretty
brief
presentation
for
you,
but
I
think
we're
going
to
cover
some
key
updates
and
some
key
changes
as
we
look
forward
to
the
new
calendar
year,
I'm
going
to
the
second
semester,
with
all
the
updates
related
to
kova
19
and
its
impact
on
our
students
and
our
community.
AF
Just
again,
we
always
try
to
start
with
our
equity
lens,
and
these
are
those
key
questions.
These
key
decision
points
that
we
make
whenever
we're
looking
at
making
changes
and
just
remembering
that
coping
19
is
disproportionately
impacting
certain
aspects,
certain
components
of
our
community,
and
we
want
to
always
make
sure
that
we
keep
that
in
mind
in
our
decision
making
our
guiding
principle
for
this
entire
year
has
been,
and
will
continue
to
be,
maintaining
a
safe,
engaging
and
consistent
in-person
full-time
experience
for
students
and
and
for
all
of
our
staff.
AF
This
time
I
underlined
the
word
consistent.
I'm
wanting
to
make
sure
that
we're
we're
going
to
talk
about
that
specifically
tonight
in
terms
of
quarantining
and
how
students
you
know
when
they're
exposed
are,
are
not
able
to
stay
at
school
with
us
and
some
changes
to
that.
So.
A
AF
In
the
back
of
your
mind,
keep
an
eye
for
that
one
and
right
go
ahead
and
write
down
any
questions.
You
have
because
we'll
go
ahead
and
take
them
at
the
end.
Just
a
couple
of
topics
I
do
want
to
talk
about
some
instructional
impacts
and
follow
up
from
what
I
had
said
at
our
last
meeting.
So
it'll
just
be
a
quick,
quick
shift
on
that
one,
but
we'll
get
to
that
want
to
show
the
metrics.
AF
The
kind
of
key
to
those
first,
two
ones
will
be
the
new
variant
that's
coming
in,
I'm
not
sure
if
you
were
able
to
see
but
was
detected
in
washington
county
announced
today
by
our
health
department.
So
just
going
to
talk
a
little
bit
about
that
I'll,
kick
it
over
to
dr
hudson
for
changes
to
our
quarantine
procedure.
I
don't.
I
don't
think
our
presentation
will
take
too
long
and
then
we'll
certainly
answer
any
questions
that
you
have
so
on
the
instructional
impacts.
AF
I
know
it's
difficult
to
tell
over
zoom,
but
that
number
one.
There
is
it's
exactly
what
I
had
said
last
time,
and
I
just
want
to
talk
about
why
a
is
different.
AF
What
we
said
was
we're
looking
at
early
january
is
a
goal
for
removing
pe
and
music
restrictions,
and
some
of
those
restrictions
go
beyond
what's
required
by
the
you
know,
by
ode
oha
guidance
and
even
it's
in
line
with
county
guidance,
but
it's
not
a
strict
requirement,
but
are
things
that
we're
doing,
because
we
know
we
need
to
make
sure
to
keep
safety
as
the
number
one
priority
and
what
they
really
are
is
in
pe.
We
ask
that
our
teachers
have
students,
do
activities
that
keep
their
exertion
level
somewhat
low.
AF
So
you
know
not
breathing
heavy
in
in
expelling
that
way,
with
music
at
the
elementary
level.
We're
currently
asking
that
our
students
do
not
sing
do
not.
You
know
that
they
do
music
in
ways
beyond
singing
and
at
the
secondary
level.
They
limit
the
duration
of
time
that
they
sing.
AF
So
we
keep
looking
at
those
and,
as
our
numbers
continue
to
decrease,
we
do
need
to
see
what
the
impacts
of
the
omicron
variant
do
to
our
numbers.
Due
to
the
community
spread
of
covet
19
as
well
as
what
they
do
to
the
this,
how
that
variant,
I
guess,
goes
into
the
severity
of
disease
and
how
it
impacts
the
greater
the
greater
health
system.
AF
We
won't
be,
making
those
decisions,
certainly
in
isolation,
we'll
be
looking
to
our
health
care
providers
or
we'll
be
looking
to
cdc
oregon
health
authority,
washington
county,
to
really
guide
us
in
our
thinking
around
the
variant.
But
that
is
a
significant
change
from
the
last
time
that
we
spoke
so
the
data
that
you
see
I've
shared
this
table.
This
is
just
an
updated
version.
AF
This
is
the
number
of
positive
cases
in
washington
county
for
the
duration
of
the
pandemic,
so
you'll
just
want
to
direct
your
eyes
over
to
the
far
right
hand,
side
like
always
and
just
see
that,
while
the
data
is
bouncing,
we
are
still
on
the
downward
trend,
the
the
fall
break
there
did
create
a
bit
of
a
spike.
AF
It's
a
little
debatable
right
now,
where
that
spike
came
from,
you
know
increased
amount
of
illness
because
people
were
getting
together
or
if
it
was
just
higher
that
next
week,
because
people
weren't
able
to
get
the
test
while
they
were
traveling
or
things
like
that.
So
certainly
something
to
note
but
we'll
want.
AF
You
know
we
need
a
few
more
weeks
to
see
if
we
are
in
any
way
back
on
the
rise
and
again
as
the
variants
being
detected,
I
think
we
expect
that
cases
will
rise,
we'll
be
looking
to
our
again
to
our
health
partners
to
know.
AF
AF
But
this
is
where
we're
at
for
cases.
The
other
piece
of
data
that
they
ask
us
to
look
at
is
the
vaccination
rate
in
our
county.
So
this
is
washington.
County's
vaccination
rates,
the
one
of
significance,
or
at
least
the
newest
one.
That's
a
new
story.
Right
is
our
five
to
11
year
olds.
So
if
you
look
at
only
near
the
middle
of
the
screen,
I
guess
it's
kind
of
a
purple
number
as
of
the
9th
of
december
was
when
this
was
last
reported.
AF
We're
up
to
35
percent
of
our
of
residents
of
the
county
that
are
five
to
eleven
years
old
have
received
at
least
one
dose,
and
what
I
would
suggest
you
look
at
is
you
go
all
the
way
over,
to
the
right
hand,
column
the
the
percent
change
where
we're
up
almost
12
percent?
Your
your
report
shows
seven
percent.
AF
I
updated
this
this
morning
with
the
newest
numbers,
so
that
shows
there
is
even
an
increase
in
the
amount
of
new
vaccinations
per
week,
and
you
know
we've
continued
to
encourage
people
we're
continuing
to
hear
from
health
professionals
that
the
vaccine
is
the
strongest
form
of
protection
for
for
us
and
for
our
community.
So
can
only
interpret
this
as
good
news
and
my.
C
AF
Slide
for
you
this
evening
is
just
this.
Is
the
bsd
specific
data,
the
blue
line,
that
you
see
that
started
that
big
mountain?
That's
our
students
who
are
in
quarantine,
so
those
are
students
who
not
necess,
who
did
not
test
positive
but
were
exposed,
were
a
close
contact
to
someone
that
did
the
red
line
that
you
see
on
the
bottom.
Those
are
our
students
who
are
in
isolation
over
time.
AF
AF
We
do
know
that,
as
people
have
started
to
come
back
inside,
we've
had
some
birthday
parties
and
some
community
events
out
there
that
have
not
necessarily
community
events,
but
you
know
private
events
out
there
that
have
caused
some
students
to
to
share
with
their
classmates
this
this
virus
and
sometimes
those
happen
without
masks.
They
happen
where
students
are
closer
than
six
feet
apart,
which
would
be
the
rule
for
the
close
contact
outside
of
campus.
AF
So
we
are
seeing
a
bit
of
an
uptick
in
quarantines,
as
you
hear
dr
hudson's
report,
we'll
know
that
this
number
we
fully
expect
to
to
start
dropping
pretty
significantly
the
red
line
with
the
number
of
isolations
the
number
of
students.
Testing
positive
is
one
we
really
need
to
keep
an
eye
on
is
that
vaccine
rate
increases,
but
again
the
omicron
variant
does
seem
by
accounts
to
be
more
transmissible
throughout
our
community.
So
with
that,
dr
hudson
I'll
switch
to
your
slide
and
turn
it
over
to
you.
AG
All
right,
good,
good
evening
board,
chair,
colette
superintendent,
grotting
and
the
beaverton
school
board,
I'm
glad
to
be
here
tonight
with
some
kind
of
exciting
news
to
talk
about
some
changes
around
our
quarantine
procedure.
So
our
current
process
is
when
we
have
a
student
who
tests
positive
for
cova
19.
AG
We
do
contact
tracing
and
determine
which
students
came
into
close
contact
for
less
than
six
feet
for
longer
than
15
minutes,
and
so,
if
they're,
on
a
bus,
if
they're
in
a
classroom,
we're
looking
at
all
of
those
pieces,
and
so
the
department
of
education
and
the
oregon
health
authority
were
concerned
about
the
amount
of
time
students
were
being
out
of
class
in
order
because
of
close
contact
in
our
own
district.
AG
AG
So
when
we
look
at
that,
we
could
have
a
student
who's
out
for
upwards
of
30
days
and
that's
quite
a
bit
of
instruction,
so
the
oha
reached
out
and
ode
and
met
with
district
representatives
to
talk
about
a
test
to
stay
program
which
we
will
be
implementing
beginning
the
monday
following
winter
break,
and
this
test
to
stay
program
applies
for
our
unvaccinated
students
who
are
exposed
to
coven
19
case
at
school
and
they're
consistently
wearing
a
mask.
AG
We
have
some
students
who
might
have
a
masking
accommodation
or
are
physically
unable
to
wear
a
mask
for
a
reason.
They
will
not
be
eligible
to
participate
in
the
test
to
stay
program.
So,
additionally,
if
we
have
students
who
refuse
to
wear
masks
or
non-compliant,
they
will
not
be
able
to
participate
in
the
program.
AG
AG
What
will
happen
is
we
need
to
have
parent
consent
to
be
able
to
administer
the
coven
19
test
at
school.
It
is
what
we
are
currently
using.
So
if
we
have
some
students
who
are
or
staff
who
are
demonstrating
symptoms
of
coven
19,
we
can
administer
a
diagnostic
test
at
school
and
we
have
consent
for
that.
We
are
going
to
actively
pursue
those
families
who
have
not
given
us
consent
and
let
them
know
about
the
test
to
stay
program.
AG
AG
So
if
the
student
is
on
campus,
when
we
find
out
that
they
have
been
exposed
to
a
positive
case
and
they
were
close
contact,
we
will
immediately
if
we
have
consent
test
them
on
site,
so
get
that
baseline
assessment
for
them
and
as
long
as
they
are
negative,
they
can
continue
to
stay
at
school.
They
will
not
have
to
quarantine
if
the
student
is
off
campus,
you
know
so
it's
on
the
weekend
and
we
find
out.
There
was
an
exposure
on
friday
at
school,
or
maybe
the
student
missed
school.
AG
For
some
reason,
the
nurse
or
health
assistant
will
arrange
the
time
for
the
parent
to
bring
the
student
on
site
for
their
initial
diagnostic
tests.
They
will
not
be
able
to
ride
the
bus.
They
will
have
to
be
trans
privately
transported
to
school
and
have
that
initial
diagnostic
test
once
they
have
it
as
long
as
it's
negative
and
they
are
symptom-free,
they
can
go
ahead
and
go
to
school,
and
then
the
nurse
will
schedule
a
test
of
all
those
close
contacts
at
school
between
that
five
to
seven
day
mark.
AG
This
program
does
not
apply,
though,
to
students
who
are
exposed
have
an
exposure
off
campus
or
in
an
extracurricular
activity.
So
I
just
want
to
make
note
of
that,
and
the
reason
I
believe
that
they
have
really
honed
in
on
at
school
is
that
we
know
that
we
can
really
pay
attention
to
those
mitigating
measures
like
masking
and
social
distancing
and
as
a
school
system.
We
can't
be
sure
that
that
is
happening
outside
of
the
school
setting
next
slide,
brian.
AG
AG
The
parent
can
go
ahead
and
take
them
to
their
their
provider
and
get
that
test,
or
we
will
be
offering
a
centralized
testing
site
at
central
office
where
parents
or
guardians
can
privately
transport
their
student
to
that
site,
arrange
an
appointment
and
get
that
test
on
days,
five,
six
or
seven
so
that
they
can
shorten
their
quarantine
from
ten
days
to
eight
now,
unlike
the
test
to
stay
program
where
the
students
can
remain
in
school
on
days,
you
know
one
through
seven
and
then
they're
good
to
go
as
long
as
they're
symptom,
free
and
test
negative.
AG
Z
You
were
saying
that
if
a
student
was
consistently
wearing
a
mask,
unvaccinated
students
for
tests
to
say
consistently
wearing
a
mask
could
go
through
this
process,
but
now
we
have
that
open
recess.
You
know
like
if
you're
outside
you
don't
have
to
wear
a
mask
so
impact
or
not.
AG
It
doesn't
because
you're
outside
students
can
be
unmasked
and
they
we're
not
required
to
contract
trace.
So
if
there's
a
positive
outside
it
doesn't
follow
those
students
who
might
have
come
in
close
contact,
we
don't
have
to
contact
trace
for
that,
because
it's
outdoors.
Z
And
then
I
I
swear,
I
read
this
somewhere,
but
I'm
not
finding
it
right
now
is.
If
you
are
vaccinated,
can
you
test
to
say.
AG
So
our
test
program,
the
testing
program
that
we
have
is
guided
by
actually
the
federal
government,
and
so
we
are
limited
to
using
our
tests
that
we
get
for
the
test
batches
through
our
program
to
those
who
are
unvaccinated.
Now,
a
family
could
always
if
they
had
a
their
child,
was
came
into
close
contact
and
they
were,
they
are
vaccinated.
A
family
could
always
go
and
do
their
own
tests,
but
we
are
not
offering
that
in
the
school
setting
for
students
who
are
vaccinated.
Z
So
just
to
clarify
like
so
my
kids
are
vaccinated
now.
Finally,
we
got
their
second
one
and
we've
been
quarantined
a
couple
times
so
if
but
I
would
still
be
notified
if
they
were
close
contact,
it
would
just
be
up
to
me
to
take
them
to
my
provider
to
get
the
test.
Z
Okay
and
could
what
about
our
families
that
maybe
well,
I
guess
they
would
have
oregon
health
plan
perhaps,
but
they
wouldn't.
I
wondered
with
that
test
center
that
we
have
that's
available.
That's
is
that
federal
money
too,
that
we
could
only
provide
it
for.
AG
Certainly
through
we
have
to
follow
the
guidelines
which
are
pretty
tight,
so
we've
had
like,
so
we
have
been
running
the
on-site
program
for
our
staff,
who
have
been
close
contacts,
but
only
those
who
are
unvaccinated
as
well,
and
so
people
are
wanting.
You
know,
like
I
came
in
close
con.
You
know
close
contact
and
I'm
vaccinated.
I
want
to
test
we're
not
we're
not
permitted
to
use
the
test
for
our
vaccinated
individuals.
AG
Our
system
is
going
to
be
stretched
pretty
thin,
because
not
only
are
we
now
doing
a
test
to
stay
program,
but
we're
doing
the
test
to
shorten
quarantine
and
the
oregon
department
of
education
and
the
guidance
had
said
you
know.
Districts
are
not
required
to
provide
the
testing
for
the
test
to
shorten
quarantine
that
we
can
leave
it
up
to
the
parents.
AG
To
do
that,
however,
from
our
equity
standpoint,
we
decided
that
we
wanted
to
open
that
so
that
families
all
families
have
the
option
to
shorten
quarantine,
but
it's
really
putting
kind
of
a
a
strain
on
our
existing
system.
So
we're
really
trying
to
make
sure
that
we're
honing
in
on
what
our
requirements
are
and
not
opening
it.
If
we're
not
allowed
to.
A
Okay,
well,
we
appreciate
the
presentation
tonight
and
keeping
us
up
to
date
and
we'll
look
forward
to
hearing
more
in
the
news.
The
new
year
with.
T
A
All
right
well
associate
superintendent
scofield.
I
think
the
next
item
is
yours
with
the
annual
financial
report.
Thank
you.
AE
Chair
club
members
of
the
board
superintendent
grotting
my
pleasure
to
introduce
the
annual
financial
report
as
a
topic
on
your
agenda
tonight.
A
special
thank
you
to
jason
gutro,
our
finance
manager
and
the
whole
finance
team
here
in
the
business
office.
You'll
see
in
here
the
quality
of
their
work
over
the
next
few
minutes
and
without
further
ado,
I
will
turn
it
over
to
the
chair
of
our
audit
committee.
Mr
rob
drake.
Take
it
away,
rob.
AH
Thank
you
mike
good
evening,
chair
colette
and
school
board
members.
I
am
rob
drake
a
lay
member
of
the
community.
I've
been
and
have
been
honored
to
serve
as
chair
for
the
school
district
audit
committee.
AH
AH
Our
third
party,
independent
auditor,
has
determined
that
the
beaverton
school
district
kafir
has
earned
an
unmodified
clean
opinion.
These
are
important
findings
because
it
means
that
the
district's
funds
are
being
handled
in
a
proper
manner.
According
to
state
budget
law,
because
the
district
received
federal
grant
funds,
a
separate
single
audit
must
be
performed
for
these
federal
funds.
Each
year
there
were
no
deficiencies
and
proper
internal
control
procedures
were
followed
and
in
compliance
as
part
of
the
single
audit,
multiple
processes
and
procedures
were
evaluated
and
found
to
be
in
compliance.
AH
AH
In
addition,
the
association
of
school
business
officials
has
awarded
certificate
of
achievement
in
financial
reporting
for
the
2020
budget
cycle.
Also,
overall,
the
district
has
managed
its
public
funds
in
a
proper
manner,
and
this
has
been
recognized
by
the
unmodified
clean
opinion
and
the
receipt
of
both
financial
awards
as
determined
by
industry
professionals.
AH
District
staff
members
deserve
special
recognition
for
their
outstanding
management
of
the
district's
public
funds
and
preparation
of
the
budget
documents,
and
with
that
that
covers
my
report,
but
suffice
it
to
say
in
simple
lay
terms.
This
is
a
really
good
report
of
how
the
district
has
reported
and
managed
public
funds
and
being
a
public
administrator
myself,
but
a
different
level
of
government.
AH
AB
Not
really
a
question,
but
just
a
comment
rob
I
want
to
thank
you
for
your
years
of
dedicated
service
to
the
bearden
school
district
and
that
you
continue
to
be
such
a
strong
partner
from
our
community
to
participate
in
this
and
also
just
to
acknowledge
mike
and
his
staff
and
jason
on.
AB
You
know
this
does
not
happen
by
accident
that
that
the
beaverton
school
district
is
awarded
and
and
acknowledged
for
the
for
the
great
work-
and
I
I
just
want
to
thank
mike
and
jason
and
the
staff
for
continuing
to
raise
the
bar
and
make
sure
that
beaverton
is
a
school
district
that
is
looked
up
to
for
its
financial
competence.
A
I
would
just
ditto
everything
that
becky
just
said.
Thank
you,
mr
drake.
I
I
think.
As
long
as
I've
been
on
the
board,
you
have
been
performing
the
service
for
us
and
it
is
really
appreciated
to
have
someone
who
knows
our
budget
and
is
there
for
us
to
take
a
look
at
it.
That
knowledge
is
invaluable
and
thanks
mike
for
everything
that
you
and
the
business
team
are
doing.
A
I
know
that
this
is
a
very
complex
district,
with
lots
of
ins
and
outs
and
to
put
together
a
transparent
document
like
the
one
I
reviewed
this
weekend
is
no
small
feat.
So
thank
you
and
then
fellow
board,
members,
simpson
and
garg.
Thank
you
for
your
service
on
the
audit
committee.
We
appreciate
you
representing
us
throughout
that
process
and
making
sure
that
that
any
questions
from
the
board
level
are
getting
handled
and
answered.
A
So
with
that,
would
we
just
appreciate
everybody's
work
and
we
will
go
on
to
the
future
bond
conversation,
so
I
think
that's
becky.
That's
you
and
administrator
sparks
and.
M
AB
Yeah
right
here-
yes,
amy
amy
is
here.
So
we
are
very
privileged
tonight
to
have
our
partner
in
this
work
strategy,
360.
and
amy
ruiz.
Who
is
really
notes
our
district
and
knows
the
community
of
beaverton
and
has
been
a
great
partner
and
is
going
to
share
with
us.
AB
O
Thank
you
so
much.
We
are
going
to
keep
this
relatively
brief.
We
are
happy
to
go
into
more
detail
with
anybody
who
liked
to
do
a
deeper
dive.
I
wanted
to
share
the
highlights
of
the
poll
that
we
recently
did.
O
These
interviews
were
conducted
the
week
after
the
thanksgiving
break.
We
just
got
these
results
back
early
last
week
and
we're
continuing
to
dig
into
them
and
analyze
them
more
deeply,
but
for
for
now
we
have
the
top
line.
Results
next
slide.
Please.
O
So
we
asked
voters,
we
we
essentially
simulated
what
they
will
see
on
the
ballot,
so
we
simulated
the
title
of
a
bond
measure
and
the
language
exactly
as
it
would
appear
on
their
ballot.
This
was
without
any
additional
information
in
advance
sort
of
a
cold
read
on
what
would
happen
if
we
were
to
put
this
on
the
ballot
today.
As
you
can
see,
it's
really
tight.
We
ended
up
with
a
narrow
majority
of
47
to
45
percent.
With
about
eight
percent
undecided,
it's
not
an
incredibly
strong
start.
O
In
fact,
this
made
us
quite
nervous
when
we
just
saw
this
at
the
top
before
we
dug
into
the
rest
of
the
results,
but
I
do
want
to
draw
your
attention
on
the
right
side,
where
we
see
how
the
results
really
differ,
depending
on
political
affiliation,
where
you
see
that
amongst
democratic
voters,
we
actually
had
68
support
out
of
the
gate,
which
is
fantastic
and
I'll,
get
I'll.
Come
back
to
that
point
in
a
moment
here
next
slide.
O
Now,
although
that
initial
cold
read,
did
make
us
a
bit
nervous,
this
result
made
us
quite
happy.
So
this
was
the
very
next
question
where
we
said.
Let
me
give
you
a
bit
more
information
about
the
measure
and
here's
where
we
really
described
in
more
detail
what
the
bond
would
do,
including
that
it
would
increase
the
tax
rate
by
25
cents
per
thousand,
which
is
about
75
dollars
for
your
average
household.
So
we
were
also
able
to
convey
that
these
funds
would
go
towards
classroom
improvements,
air
ventilation
and
earthquakes.
O
Safety
upgrades
covered
outdoor
play
areas,
security,
upgrades
replacement,
computers
and
school
buses
and
other
repairs
and
updates,
as
well
as
rebuilding
the
everton
high
school
and
raleigh
hills
k-8.
So
I
was
really
excited
to
see
here
that
our
overall
support
did
jump
to
58
and
importantly,
that
strong
support
the
folks
would
definitely
support
this
gained.
10
points
moving
from
20
definitely
supported
to
30
definitely
support.
O
O
These
were
the
three
that
popped
to
the
top,
so
those
basic
repairs-
and
we
see
this
time
and
time
again
in
school
districts
in
particular
those
basic
repairs,
the
air
ventilation,
especially
now
as
we're
continuing
to
fight
covid
seismic
safety,
repairing
or
replacing
aging
roofs,
really
making
sure
that
these
are
safe
and
healthy
buildings
for
our
students
to
be
in.
O
We
also
found
a
lot
of
support
for
making
special
education
classrooms
more
accessible
for
students,
as
well
as
adding
classroom
space
to
address
overcrowding.
I
will
say
really:
every
component
we
tested
tested
well
above
50
percent,
but
these
were
the
ones
that
were
creeping
up
into
that
nearly
three-quarters
support
next
slide.
O
So
after
we
asked
about
those
bond
components,
we
also
tested
out
some
messaging
really
sharing
reasons
why
somebody
might
support
the
bond
sharing
reasons.
Somebody
might
oppose
the
one.
You
know
here's
what
supporters
might
say,
here's
what
opponents
might
say
really
intended
to
simulate
what
a
robust,
not
only
supportive
campaign,
but
also
opposition
campaign,
might
sound
like
out
in
the
community
and
see
what
impact
that
would
have.
O
So
after
hearing
all
of
those
messages
pro
and
con,
and
a
little
bit
more
pro
than
con,
we
did
find
that
we
stayed
above
50.
We
retained
most
of
that
strong
support.
We
we
ended
up
with
28,
still
definitely
supporting
with
a
53
percent
with
which
is
an
11
point
spread
over
over
the
no
vote.
So.
O
Double
digit
strength,
which
is
good,
and
we
learned
a
lot
from
looking
at
the
back
end
too,
of
how
different
demographics
respond
to
different
messages
that
will
help
us
to
finalize
the
ballot
language
and
bring
it
back
to
you
all
for
consideration
next
slide.
O
So
we
really
went
into
this
poll
trying
to
learn
two
primary
things.
One
was
the
timing,
so
are
we
all
right
to
go
ahead
in
may,
or
is
there
some
shift
in
support
where
we
might
see
stronger
support
in
november,
when
we
do
tend
to
see
greater
turnout?
It
was
actually
really
interesting
to
see
all
three
times
that
we
asked
about
the
measure
we
were
within
a
percentage
point,
regardless
of
those
of
those
two
electorates.
O
That
said,
may
actually
ends
up
being
stronger
for
us
because
of
those
numbers
on
the
first
slide,
where
68
percent
of
democratic
voters
were
supportive
out
of
the
gate,
with
very
little
additional
information,
we
do
have
the
first
open
primary
for
a
democratic
for
the
democratic
nomination
for
governor
in
decades.
Really
I
mean,
I
think
it's
been
at
least
12
years.
If
not
longer
that's
been
this
competitive.
You
know
we
already
have
three
very
strong
contenders
for
that
seat,
one
of
whom
has
been
an
elected
official
in
this
district.
O
For
for
many
years,
we
do
expect
to
see
very
strong,
showing
those
campaigns
working
incredibly
hard
to
turn
out
democratic
voters,
particularly
in
washington,
county
and
in
the
beaverton
school
district.
So
that's
going
to
be
a
net
gain
for
putting
this
measure
onto
the
may
ballot.
We'll
have
a
very
strong
electorate
for
this
measure.
O
We
asked
a
question
of
well
what
about
a
different
version?
What
if
we
instead
kept
it
as
a
renewal,
kept
the
rat
tax
rate,
the
same
as
as
it
is
now,
but
that
will
provide
much
less
in
funds.
It
would
only
provide
325
million
dollars
and
the
school
district
would
not
be
able
to
do
as
much
as
what
you
just
heard
about
now.
What
was
really
interesting
here
is.
O
We
did
actually
gain
support
from
folks
who
had
opposed
the
measure
previously,
but
we
also
lost
people
who
had
supported
the
increase,
so
it
really
ended
up
being
a
wash.
So
if
you
were
to
go
out
for
a
new
increase,
it's
just
it's
it's
not
going
to
make
it's
not
going
to
make
a
net
positive
difference.
So
it's
it's
worth
going
out
for
the
increase
at
this
time,
so
you
can
make
more
investments
and
then
I
think
we've
got
one
last
slide.
Oh
that
was
it
the
other
two
david.
O
If
you
want
to
go
ahead
and
drop
it,
the
other
two
considerations
really
that
we
learned
from
this
as
we
go
through
all
the
other
details
about
those
bond
components
and
the
messages
and
what
who
responded,
how
to
each
of
those
items.
That's
where
the
work
now
turns
to
the
internal
group
within
the
district
we'll
be
working
over
the
next
month,
or
so
on
that
title
and
question
to
really
refine
it
and
take
a
fine
look
at
it.
O
I
think
it's
it's
strong
as
it
is,
but
it
could
be
stronger
out
of
the
gate,
so
we'll
be
looking
to
cross-reference
some
of
that
information
to
enhance
it
even
further
and
then
the
final
thing
that
we
learned
is
we
are
going
to
need
a
strong
campaign.
We
see
very
clearly
that
people
need
to
hear
more
information
about
the
bonds
we
we
are
going
to
be
in
a
not
as
strong
of
a
position
if
the
first
time
they're
hearing
about
it
is
when
they
open
their
ballot.
O
We
know
these
kind
of
measures
tend
to
not
get
a
significant
amount
of
attention.
It's
not
going
to
garner
headlines.
It
really
is
going
to
take
a
community
effort,
so
we'll
be
working
working
with
question
tim
chuck
and
others
to
really
bring
out
volunteers.
Do
the
fundraising
that
we
need
to
do
on
the
community
side
to
make
sure
that
we
can
reach
as
many
voters
as
possible
and
share
share
information
about
what
the
bond
will
do
and
I
will
pause
there
see
if
there's
any
questions.
AB
T
A
Amy,
I
have
a
question
for
you
yeah.
I
don't
know
if
you're
doing
any
other
school
districts
they're
looking
at
a
bond
or
a
levy
at
the
same
time
and
maybe
put
a
poll
out
in
the
field,
are
you
seeing
some
of
the
similar
trends?
If
you
have
to
our
district
and
what
do
you
think
are
some
of
the
drivers
behind
that.
O
Yeah,
our
broader
team
has
been
doing
research
in
other
districts.
We
do
a
lot
of
these
in
across
the
west
coast
and
they're,
seeing
economic
drivers
being
the
biggest
factor
in
some
of
the
deeper
questions
that
we
asked.
We
also
asked
how
folks
felt
about
you
know
how
the
district's
been
handling
covid
and
the
response
was
quite
good.
There
was
also
we
asked
some
questions.
Just
in
terms
of
you
know,
do
you
think,
are
you
willing
to
pay
more
in
property
taxes
for
public
schools?
O
Do
you
think
beaverton
school
districts
need
more
money,
so
those
are
all
generally
leaning
in
the
right
direction
as
well,
but
maybe
not
as
strong
as
we'd
usually
see.
So
our
assumption
is
that
there's
just
general
economic
concerns
that
are
suppressing
the
usual
enthusiasm
we
see
for
investing
in
our
schools.
T
A
And
that's
what's
so
curious
to
me
is
you
would
think
that
that
would
carry
through,
but
it
seems
like
with
strong
messaging
and
11-point.
Spread
is
quite
good.
It.
O
Is
quite
good
yeah,
I'm
not
gonna
over
oversell
this.
This
is
not
gonna,
be
an
easy
campaign,
but
we
do
see
the
path
that
we
need
to
take
to
get
there.
So
we
need
to
make
sure
we'll
have
the
resources
and
both
in
the
dollars
and
in
volunteer
hours
to
reach
enough
people
and
share
that
information.
But
it's
very
clear
that
once
people
hear
the
need
and
what
would
be
funded
that
they
support
it.
O
I'm
trying
to
think
if
anybody
else
wants
to
weigh
in
here
too,
that
we
we
went
into
some
of
those
details
on.
I
think
not
surprising.
Your
own
parents
have
a
good,
strong
perception
around
their
schools,
whereas
in
general
you
might
see,
voters
feel
like
yeah.
You
know
I'm
not
so
sure
how
how
the
quality
of
education
is.
But
when
you
actually
ask
parents
they
have
a
stronger
opinion,
which
is
nice
to
hear.
AA
I
have
one
quick
question.
I
know
I
remember
the
option
levy,
it
felt
a
lot
more
comfortable.
You
know
when
I
looked
at
the
first
slide.
I
was
kind
of
scared.
It
was
so
close,
but
I
know
the
option
levy
just
kind
of
sailed
out
of
here.
So
like
do
you
want
to
like
speculate
on
like
the
funding
that
you
know,
the
board
might
need
to
go,
get
to
make
sure
that
we
have
enough
ammunition
to
do
direct
mailing.
All
other
things
will
make
us
win
on
this.
One.
O
We
are
working
on
that
budget.
Now
I
know
in
the
2017
bonds,
I
want
to
say
the
community
members
raised
close
to
300
000.
I
think
it
was
at
least
two
hundred
fifty
thousand
dollars
close
to
three
hundred
thousand,
but
we're
taking
a
look
really.
Every
election
is
different
in
terms
of
how
many
voters
we
can
expect
to
turn
out
how
many
of
those
we
want
to
be
talking
to
so
we're
working
on
on
that
plan.
Right
now,.
AA
I
wanna
be
at
another
becky
tim
chuck
victory
party
questioning
the
numbers
like
last
time.
That
was
really
good.
AB
Any
other
questions
I
I
mean
amy.
I
think
you
pointed
out
the
the
the
obvious
things
I
mean.
I
I
wouldn't
expect
anything
less
from
the
from
the
people
in
the
greater
beaverton
area
that
are
involved
in
our
school
district.
We
are,
we
are.
We
are
smart
voters,
we
do
our
homework,
we
want,
you
need
to
make
the
case
and
and
we
as
a
school
district.
We
have
a
good
message.
We
have
a
good
mission
and
we
need
to
make
the
case
to
our
voters
just
a
reminder
to
the
board.
AB
75
of
the
people
that
are
in
the
greater
beaverton
school
district
do
not
have
students
in
our
schools,
so
they
are
not
seeing
the
needs
like
we
are
seeing
as
board
members.
So
it's
going
to
be
our
job
as
board
members
to
bring
this
to
our
community
of.
Why?
Why
we
need
this
now
and
why
it's
an
important
investment
in
our
schools?
I
certainly
understand
that
there
are
people
in
in
our
public
that
are
just
hearing
things
about
public
education
overall
and
they
are.
AB
You
know
that
we
don't
have
that
local
coverage
that
we
used
to
have
in
your
local
valley
times
or
the
oregonian
shelly
and
team
do
a
great
job
with
a
lot
of
the
positive
things
that
are
going
on
in
our
district.
AB
But
it
again
it's
going
to
be
our
job,
to
speak,
to
our
ptos,
to
speak
to
our
community
groups
to
go
to
different
groups
that
are
involved
in
our
city
to
take
the
message
of
why
it's
important
to
invest
in
our
school
district
and
what
the
long-term
effects
are
of
that
school
district,
and
I
would
expect
nothing
less
from
the
beaverton
voter
because
that's
you
know,
that
is
what
the
bar
is,
that
they
have
given
all
of
us
to
do
that.
AB
So
if
we
do
see
a
path,
what
I'm
going
to
ask
the
board
for
now
is
in
the
next
month.
I
will
be
working
with
the
staff
to
continue
to
do
this
work.
We
will
be
working
on
a
resolution
that
we
will
be
bringing
to
you
the
board
to
actually
vote
on
toward
the
end
of
january
early
february
to
actually
put
this
on
the
ballot
and
every
step
we
take
here.
I
need
to
hear
from
you
folks
that
you
are
ready
to
take
the
next
step.
AB
So
if
you
could
just
you
know,
share
with
me
that
that
you
think
we're
on
the
right
path,
you
can
see
that
there's
a
way
to
get
there
and
that
there's
going
to
be
work.
That
needs
to
be
done
to
make
sure
our
community
understands
why
this
bond
is
so
important
going
forward.
So
I
just
want
to
hear
from
the
board
that
that
you
feel
like
we're
on
the
right
right
path
and
want
to
take
the
next
step.
D
So,
thank
you
so
much
becky
and
thank
you
emmy
for
the
presentation.
D
The
numbers
are
quite
clear
that
there's
work
to
be
done
amongst
us
to
present
the
information
and
the
message
to
the
district
and
to
share
the
vision
for
going
out
on
this
bond
and
based
on
those
numbers.
It's
it
looks.
It
looks
viable
that
if
the
right
amount
of
work
is
done,
we
could
actually
be
successful
at
the
polls.
D
So
I
think
that
we
are
in
the
right
path
and
I
believe
and
hope
that
we
are
ready
to
do
that,
work
to
convince
the
people
and
to
share
the
vision
to
share
the
message
we
have
privy
to
all
the
information
and
we
have
seen
how
much
we
can
achieve
with
the
increase
that
we
are
seeking.
So
if
we
can
share
that
information
and
share
that
message
and
carry
the
people
along,
I
believe
that
we
would
actually
have
a
chance
to
to
get
this
done.
Thank
you.
AC
Thank
you
for
the
survey
and
thank
you
becky
for
all
the
work
that
you're
doing
for
this.
You
know
before
I
became
board
member.
I
don't
have
kids
so
the
need
that
the
schools
have
was
brought
to
us
by
the
staff
and
actually
going
into
the
schools.
There's
a
very
big
need.
You
know
we
need
the
money
and
the
survey
has
provided
that
clarity
that
you
know
whether
we
go
in
may
or
in
november.
It's
the
same
numbers
are
showing
up.
AC
There
is
a
support,
but
there
is
also
some
work
that
we
will
need
to
do
in
order
to
show
that
need
for
our
students
for
our
schools,
for
the
safety
that
these
schools
need,
and
I
think
the
survey
provided
a
lot
of
clarity
for
that.
So
I'm
thank
you.
Thank
you
for
that,
and
I
think
we
are
moving
in
the
right
direction.
AC
May
would
be
one
one
of
the
things
yesterday.
I
was
talking
to
becky.
One
of
the
things
that
she
brought
up
was
very
important.
You
know
that,
with
this
money,
we
are
going
to
be
doing
seismic
upgrades
for
our
schools
and
it's
not
only
going
to
help
like
if,
in
case
you
know,
an
earthquake
happens,
it's
going
to
protect
our
students,
but
it's
also
going
to
protect
the
community
because
they
will
also
have
a
place
to
go
there
and
that's
a
very
big
thing.
AC
AC
T
Z
Yeah,
thank
you
for
all
the
work
becky
and
to
amy
and
her
team
as
well.
It's
clear
to
me
like
from
slide
four
that
our
community
wants
to
know
what
we're
gonna
use
the
money
for.
So
I
think
that
if
you
know
we're
all,
we
can't
we'll
all
go
out
there
and
do
the
work,
but
I
think
it's
going
to
be
very
important
to
be
very
clear
on
how
we
will
be
spending
that
money
and,
as
has
been
mentioned
in,
as
was
in
the
question
here.
Z
The
seismic
upgrades
and
the
security
upgrades
for
our
schools
are
something
that
our
community
can
get
behind,
and
you
know,
as
sunita
said,
it's
the
good
for
it's
good
for
the
whole
community.
We
want
our
schools
to
be
safe
spaces
for
our
students
and
also
some
of
those
repairs
that
we
need
to
do
in
our
buildings
that
we
haven't
been
able
to
to
do
otherwise
without
this
bond
will
be
really
important
to
keep
the
safety
of
of
our
buildings
as
well.
So
thank
you.
Everybody
for
the
work.
A
A
I
did
owing
just
about
everything
I
heard
folks
say
over
the
last
minute
or
two
here,
and
it's
I'm
also
heartened
to
see
that
our
community
understands
the
importance
of
the
seismic
work
that
we
need
to
do
and
that
larger
goal,
where
we're
trying
to
get
all
of
our
buildings
to
a
place
where
they're
safe
for
our
kids
and
seeing
that
reflected
in
the
poll
numbers,
I
think,
is
going
to
be
an
important
part
of
the
package
and
what
we
communicate
to
folks
going
forward.
A
And
I
really
appreciate
the
point
that
sunita
that
you
made
about
those
buildings
being
there
for
our
entire
community.
I
think
that's
so
right
and
such
an
important
part
of
the
work
that
we're
doing,
there's
a
neighborhood
school
in
almost
every
community,
and
we
know
that
the
chances
of
a
large
earthquake
hitting
you
know.
The
pacific
northwest
are
quite
high
and
if
there's
a
safe
space
in
every
one
of
those
communities
that
people
can
go
to
afterwards
to
get
help
and
relief
and
red
cross.
And
things
like
that.
That
would
be.
T
A
Very
valuable,
so
I'm
looking
forward
to
doing
the
work
alongside
everybody
here
to
make
sure
that
we
get
this
bond
passed
and
we
keep
that
11
point
spread
at
the
end.
AB
Well,
I
thank
everybody
for
their
great
comments.
I
appreciate
it
and
I
think
you
gave
me
a
clear
direction
and
going
forward
amy.
Thank
you
so
much
for
joining
us
tonight
and
thank
your
team
for
the
professional
polling
results
and
and
going
over
what
what
the
top
lines
meant
and
and
diving
into
the
information
so
going
forward.
I
will
work
with
staff
to
that.
AB
We
will
stay
with
the
may
time
frame
and
that
we
will
look
at
an
increase
so
that
we
can
provide
more
investment
in
our
district
and
we'll
work
with
steve
sparks
and
his
team
and
and
dr
mead
and
his
team
to
prioritize
the
projects
that
we
need,
and
we
will
report
to
you
guys
in
january,
as
we
get
closer
to
taking
that
actual
vote
to
putting
it
on
the
ballot.
But
I
thank
everybody
for
their
time.
Investing
in
this
very
important
decision
that
the
board
is
going
to
make.
AB
A
Thanks
becky
amy
mr
sparks
next
we
have
the
world
language
team,
charge
and
administrator
for
multilingual
programs
maurizio.
I
think
you're
going
to
walk
us
through
this.
T
AI
And
okay,
all
right,
let
me
just
get
out
of
here.
AI
AI
Are
you
sad
see,
okay,
all
right,
buenas,
noches,
good
evening
board,
chair
colette
board,
member
superintendent,
grotting
and
community
members?
My
name
is
toshiko
morizzi
administrator
for
multilingual
programs,
and
here
with
me
this
evening,
our
mld
multilingual
department,
tosas
in
charge
of
leading
the
world
language
adoption,
cairo,
baltazar
and
emily
grant
molina.
AI
We
are
really
excited
to
be
speaking
to
you
tonight
about
our
world
language
adoption
now,
as
you
know,
on
the
beaverton
school
district
through
board
policy,
oregon
state
statute
and
administrative
regulations,
regularly
reviews
and
updates
its
curriculum,
best
practices,
guiding
principles
and
classroom
materials
in
the
various
subject
areas,
and
this
school
year
we
formed
a
world
language
cadre
that
has
initiated
the
process
of
the
curriculum
adoption
and
going
through
position,
review
and
guiding
principles
and
best
practices
and
anticipation,
also
of
adding
possibly
more
world
language
courses
in
the
future.
AI
AI
When
we
talk
about
world
language,
what
a
world
language
courses
which
is
different
than
a
dual
language
course,
we
are
talking
about
a
world
language
course
that
is
instruction
in
in
a
new
language.
So
if
I'm
a
student,
that's
speaking
english
and
I'm
taking
a
spanish
word
language
or
mandarin
world
language.
That
course
that
language
is
new
to
me,
or
I
can
be
talking
about
a
world
language
course
where
the
language
of
instruction
is
already
spoken
by
that
student,
which
is
a
heritage
language,
so
world
language
instruction.
AI
Doesn't
what
we're
understanding
with
language
acquisition
is
that
it
doesn't
just
fall
into
a
clear
okay,
first
language
and
second
language.
We
do
have
a
lot
of
our
students
that
are
born
here
in
the
united
states
and
are.
We
have
also
have
students
that
are
multilingual
and
the
goal
really
of
world
language.
AI
Education
is
to
produce
multilingual,
multiliterate
and
multicultural
students
that
are
capable
of
communicating
and
carrying
out
high
academic
level
academic
work
in
more
than
just
one
language,
and
so
the
way
here
in
beaverton
that
we
have
organized
our
language
courses,
we
organize
them
according
to
the
language
of
instruction,
so
we
have
french,
we
have
spanish,
we
have
mandarin
japanese,
we
even
have
asl
courses
and
we
hope
to
add
more
languages,
and
we
also
organize
these
world
language
courses
into
like
levels
of
acquisition
and
so
sometimes
you'll
see
like
world
language
or
spanish,
one
spanish,
two,
all
the
way
up
to
spanish
five.
AI
We
also
make
sure
that
the
courses
are
organized
into
the
different
linguistic
and
cultural
backgrounds.
We
incorporate
culture
into
these
courses
and
we
really
try
to
teach
these
courses
through
anti-bias
and
anti-racist
lens
in
addition,
which
we
are
so
excited
about
house
bill
2056
or
what
ode
is
calling
access
to
linguistic
inclusion
just
past
this
legislative
session
2021
and
it
advances
multilingual
education
for
a
lot
of
our
students.
AI
What
this
bill
does
previously,
the
definition
of
world
language
was,
it
did
not
include
sign
language,
it
did
not
include
heritage
language
and
it
defined
world
language
as
a
language
other
than
english,
and
it
actually
included
that
that
word
english
in
there,
but
what
we,
the
new
definition
through
hp,
2056
changes
the
definition
of
world
languages
to
include
sign
languages,
heritage,
languages
and
also
languages
other
than
a
student's
primary
language.
AI
So
the
new
definition
out
of
house
bill
2056
provides
more
options
for
districts
to
be
to
be
more
inclusive.
So,
therefore,
a
world
language
adoption
is
really
timely.
Given
the
release
of
this
new,
this
new
definition,
this
is
just
a
quote
from
apple
2017.
AI
That
language
really
is
a
way
that
we
all
communicate.
It's
a
way
that
brings
communities
together.
It
defines
communities
and
language
is
a
huge
part
of
culture
and
identity.
AI
So
we
hope
that,
through
a
world
language
adoption
that
the
materials
and
resources
that
we
adopt,
that
again,
it's
through
anti-biased
anti-racist
lens,
that's
the
foundation
that
the
adoption,
the
anything
that
we
adopt,
has
proven
pedagogy.
AI
That
is
based
on
current
research,
and
we
hope
that
the
curriculum
that
we
will
adopt
will
reduce
barriers
to
learning,
improve
student
outcomes
and
really
encourage
that
global
competency
support,
multiling,
lingualism
and
as
well
as
contribute
to
post
high
school
success.
So
the
committees
that
we
have
formed
here
is
we
do
have
a
project
team
and
then
well.
We
hope
to
have
a
project
team
and
then
a
world
language
a
cadre.
AI
The
project
team
that
we
will
be
forming,
hopefully,
will
consist
of
some
of
the
world
language
cadre
members.
So,
there's
that
through
line
community
members,
parents,
administrators
students
and
typically
in
the
adoption
committees
or
the
project
teams,
we
have
a
school
board
member,
and
so
this
these
two
here,
this
project
team
in
cadre
just
defines
kind
of
what
what
they're
going
to
do
and
what
their
roles
are.
So
the
cadre
will
report
to
the
project
team
and
is
really
charged
with
researching
what
the
best
practices
are.
AI
They
also
will
be
looking
at
the
long-term
and
supporting
learning
targets,
as
well
as
the
assessments,
and
then
this
the
cadre
team
will
be
recommending
professional
development
and
the
structures
for
ongoing
professional
learning
for
staff
after
the
adoption
has
been
completed,
and
then
the
project
team
that
we're
hoping
to
form
will
review
the
guiding
principles
related
best
practices,
the
position
paper
that
the
world
language
cadre
has
drafted
and
then
they
also
provide
feedback
to
the
cadre
and
then
upon
consensus.
AI
A
Board
members
any
questions
I
just
want
to
start
by
thanking
karen
for
being
on
the
committee
and
doing
that
work.
We're
really
lucky
to
have
your
expertise
in
this
area
as
we're
taking
a
look
at
our
curriculum
this
year.
T
AC
Yeah,
thank
you
for
this.
You
know.
That's
really
a
great
thing
when
a
student
comes
out
of
the
school
and
he
can
speak
more
than
one
language,
you
know
it's.
It's
really
great
work
in
one
of
your
slides.
You
said
that
that
there
are
five
languages
and
that
you
might
be
looking
into
the
future
adoptions
for
other
languages
is.
AC
Is
that
a
goal
for
this
curriculum
adoption?
Are
you
going
to
be
looking
at
other
languages
for
adoption
right
now,
or
is
that
not
something
that
you
would
be
looking
into?
That's.
AI
A
very,
very
good
question.
Thank
you
so
much
for
asking
that,
because
part
of
our
our
hope
and
vision
is
to
is
to
really
diversify
the
languages
that
we
do
offer.
However,
for
this
current
adoption,
we're
going
to
be
focusing
on
those
on
the
languages
that
we
currently
have
offered.
AI
However,
when
we
do
our
position
paper,
which
incorporates
the
latest
research
when
we
create
our
guiding
principles
for
world
language
for
teaching
world
languages,
as
well
as
our
best
practices
documents,
all
of
that
serve
all
of
those
documents
serve
as
a
framework
for
for
how
we
would
deliver
world
language
instruction
so
or
how
we
we
will
adopt
other
world
language
curriculum.
AI
So
if
we
wanted
to
add
other
languages,
we
can
use
the
same
guiding
principles,
the
same
position
paper
and
the
same
best
practices
to
be
able
to
help
us
through
the
you
know
the
other
incorporating
the
other
languages.
We
might
have
to
tweak
a
few
things
here
and
there,
especially
if
we're
looking
at
character,
languages
right
that
might
be
very,
very
different,
but
but
for
the
most
part
we
will
have
a
framework
after
this
adoption
to
be
used
for
future
adoptions.
AI
Now
to
your
question
of
okay:
if
we're
going
to
start
looking
at
other
languages
and
adding
other
languages,
we
are
engaging
in
a
dual
language
feasibility
study
right
now
to
look
at
where
we're
going
to
go
with
dual
language
right.
So
we
currently
only
have
spanish
that
is
offered
in
for
dual
language
in
our
dual
language
programs,
but
we
are
trying
to
figure
out.
AI
Are
we
going
to
add
languages,
add
more
schools
that
offer
dual
language
options
and
and
with
our
world
language
adoption,
we
have
an
opportunity
to
consider
heritage
languages
as
well,
especially
with
this
new
bill,
and
so
with
all
of
that,
we
want
to
incorporate
that
into
our
feasibility
studies
to
see
which
other
languages
we
want
to
include.
I
know
we're
getting
a
lot
of
requests
for
for
arabic,
there's
also
vietnamese,
there's
hindi
and
there's
other
languages.
I
think
that
that
the
community
is
interested
in
in
having
available.
AC
Thank
you
that
so
what
I'm
hearing
is
that
this
is
going
to
provide
a
foundation
work,
because
I
think
it's
really
important,
especially
for
beaverton,
which
has
so
many
different
languages
are
spoken
here
and
myself
being
bilingual,
and
I
teach
hindi
to
students,
and
I
think
it's
it's.
It
gives
them
some.
AC
You
know
like
when
I
talk
to
students
the
reason
why
they
want
to
learn
their
own
language
is
because
they
want
to
connect
with
their
roots
with
their
grandparents
or
you
know,
and
I
think
it
would
be
really
nice
if
there
is
a
demand
for
a
language
that
the
schools
can
provide
that
to
the
students.
So
thank
you
for
your
work.
Thank
you.
Yes,
thank
you.
D
AI
Yeah,
so
we
decided
to
just
we
currently
in
beaverton.
You
know
we
as
as
soon
as
mentioned,
we
have
over
100
different
languages,
but
in
our
world
language
courses
we
only
offer
currently
french
spanish,
mandarin,
japanese
asl.
Those
are
the
five
and
mitosis
are
here
to
correct
me.
If
I'm,
if
I'm
wrong,
so
we
do.
Those
are
the
language
we
currently
have
available
right
now,
so
we
were
going
to
do
the
adoption
based
on
on
these
languages
and
what
I
was
talking
about
earlier
about
our
dual
language
feasibility
study.
D
AI
You,
the
more
that
you
guys
talk
about
adding
more
languages,
the
more
you're
making
me
smile,
and
just
so
you
know
when
we
did
the
the
student
investment
act,
the
sia
community
forum,
with
all
of
our
multilingual
families.
We
did
it
in
the
top
eight
languages.
AI
That
was
one
of
the
things
that
a
lot
of
our
families
asked
for
was
language
classes,
so
that
their
kids
can
can
learn
the
language
of
their
ancestors
or
learn
the
language
of
their
grandparents,
and
it
also
helps
with
with
making
them
feel
connected
to
school.
So
yeah,
here's
your
preaching
to
the
choir.
I
totally
get
it
so.
Thank
you.
T
Z
I
just
wanted
to
say
thank
you
to
carol
and
emily
for
all
the
back
work
that
you're
doing
to
get
this
work
started
for
us,
and
I'm
super
excited
to
be
the
board
member
representing
our
team
in
supporting
this
work.
So
I
look
forward
to
our
work
together.
AI
Oh,
thank
you,
dr
perez,
and
yes,
I'm
here
presenting,
but
really
the
people
that
are
leading
this
work,
all
right,
joseph.
So
thank
you
carol
and
emily
for
for
being
here
and
for
doing
the
hard
work
of
leading
that
team,
and
they
also
will
be
working
with
the
project
team.
If
you
guys,
if
you
folks,
approve
it
today,
we
will
get
working
on
sending
out
the
application,
applications
and
and
then
selecting
the
the
members.
So
thank
you.
A
Well,
thank
you
all
for
a
great
presentation
and
very
excited
to
see
who
joins
your
team
and
hear
about
your
work
in
the
coming
months
and
years
and
as
always,
thank
you.
Toshiko
amazing
work.
We
really
appreciate
everything
that
you
do
for
us
and
emily
and
carol.
I'm
very
excited
to
hear,
as
this
work
moves
forward,
what
what
you
guys
bring
to
us.
So
thank
you.
A
I
think
next
we
have
deputy
superintendent,
mead
and
long
administrator
for
long
range
planning
sparks
with
an
elementary
boundary
adjustment
presentation.
AJ
I
am
here
yes
and
mr
sparks
and
mr
sparks
will
take
it
away.
This
is
information
brought
to
you
and
was
approved
by
the
board
for
us
to
move
forward
last
spring.
So
it's
a
continuation
and
a
recommendation
that
comes
forward
this
evening.
So
steve.
AK
Good
evening,
chair
colette
members
of
the
board
for
the
record,
my
name
is
steven
sparks
I'm.
The
executive
administrator
for
long-range
planning
here
at
the
district.
Also
with
me
this
evening
is
robert
mccracken,
who
is
our
demographer
for
the
district
and
all
things
data
when
it
comes
to
our
enrollment
and
our
projections
at
our
schools.
AK
Color
is
the
existing
sato
elementary
attendance
area
and
in
the
brown
color
is
the
existing
springville
attendance
area,
and
what
we're
proposing
to
do
here
is
to
create
a
new
attendance
boundary
along
this
red
dashed
line.
So
this
area-
that's
in
sato
right
now-
would
go
to
springville
and
this
undeveloped
area
here,
that's
currently
in
springfield,
would
go
to
sato
we're
making
this
proposal
in
order
to
create
a
more
balanced
enrollment
with
sato
and
the
type
of
development
that's
going
on
in
the
area.
AK
The
the
area
of
sato
up
here
that
we're
proposing
to
change
to
springville
is
surrounded
by
springville
neighborhoods
and,
as
you
can
see,
springville
school
is
just
down
the
street.
AK
From
this
this
neighborhood
we
did
do
a
neighborhood
meeting
with
the
parents
and
guardians
of
the
students
in
this
area
and
that
meeting
took
place
in
october
and
we
we
had
about
15
or
so
people
attend,
and
the
two
major
themes
that
came
out
of
that
meeting
were
current
students
in
the
legacy
program
that
we
could
offer
to
the
families
in
the
sato
area
that
were
being
moved
to
springfield
and
transportation
in
in
terms
of
providing
transportation
to
those
folks
in
this
area
up
here,
so
just
to
understand
the
scale
of
the
impact
that
we're
talking
about
here
today.
AK
This
is
the
number
of
students
that
we
have
in
our
records
as
enrolled.
In
sato
or
flex
or
springville
that
live
in
the
area
up
here
in
the
corner,
there
are
no
students
down
here
in
the
springville
area
that
were
proposing
to
move
to
the
sato
attendance
area.
AK
AK
If
I
had
a
third
grader
and
a
kindergartner,
then
those
two
students
could
stay
at
sato
if
they
chose
to
remain
through
that
legacy
program
to
be
in
sato.
AK
The
the
the
one
thing
that
we
were
talking
about
also
is
transportation
for
the
springville
area,
because
shackleford
is
designed
as
a
collector
road,
with
a
speed
limit
of
35
miles
an
hour
that
would
create
a
busing
zone
for
this
area
to
springville.
AK
This
area
is
currently
bus
to
sato
because
there
is
no
pedestrian
connection
over
here
it
it.
The
the
plan
for
the
north
bethany
area
is
to
have
multi-use
trails
that
would
cross
the
creek
right
here,
which
would
be
a
walk
zone
to
sato.
That.
AB
AK
Exist
today,
so
those
students
are
currently
bus.
Our
current
thinking
is
that
this
area
for
those
legacy
students
would
not
receive
busing
for
the
legacy
students
that,
if
transportation,
were
a
need
for
this
for
these
families,
that
the
option
to
take
the
bus
to
springville
is
present.
For
that
we
have
received
commentary
from
the
community
up
there,
not
obviously
not
liking
that
that
conclusion,
and
so,
if
the
board
would
like
for
us
to
reconsider
and
re-evaluate,
we
can
certainly
talk
about
doing
that.
AK
Z
Address,
I
have
my
hand
up,
but
I
don't
know
where
tom
went.
Oh
there
is
so
I'll
just
start.
I
don't
see
another
hand
at
this
time.
So
thank
you
for
this
information.
Z
One
of
the
things
I
noticed
I
had
the
wondering
about
the
bus
for
the
legacy
students
specifically
because
on
page
four,
I
think
it
was.
You
talked
about
the
sidewalks.
The
reason
we
had
the
buses
is
because
we
don't
have
the
sidewalks
and
we
don't
really
have
a
timeline
for
when
those
sidewalks
will
be
built
and
so
for
student
safety.
Z
I'm
wondering
if
we
would
offer
at
least
until
the
sidewalks
are
available
that,
but
I
know
that
there's
it's
more
complex
and
I
don't
know
all
the
details
at
this
time,
so
I
could
speak
with
you
at
a
later
time
about
that,
but
that
was
just
a
wondering.
You
know
that
I
had.
AK
The
transportation
administrator
craig
beaver
he
and
his
team
review
the
walk
zones
and
what's
happening
around
our
schools
frequently
throughout
the
school
year
and
as
conditions
change.
Where
you
know,
gaps
and
sidewalks
are
filled
in
and
a
walk
zone
can
be
created.
A
supplemental
plan
will
be
presented
to
the
board
where
bus
routes
may
be
removed.
They
may
be
added.
AK
You
know
it's
an
ever-changing
situation
in
this
particular
area.
It
is
going
through
a
lot
of
development
right
now
and
I'll
point
out.
One
area
here.
AK
So
in
this
area,
south
of
sato,
the
extension
of
shackleford
out
to
kaiser
road-
that's
currently
being
worked
on,
they
have
just
started
grading
in
the
area
and
this
larger
subdivision
will
be
built
over
the
next
couple
of
years.
So
using
the
area
north
of
sato
as
an
example,
it
takes
about
a
year
to
18
months
to
get
to
a
point
where
those
roads
will
be
put
in
place.
AK
However,
it
still
may
not
be
safe
for
students
to
walk
through
there,
because
it
could
still
be
an
active
construction
zone
with
you
know
the
homes
being
built
in
the
area.
So
all
of
this
is
speculative
at
this
point,
but
those
are
the
kinds
of
things
that
we'll
be
taking
a
look
at
over
time.
Z
The
other
piece
I
know
that
sato,
like
you're,
saying
that
that
section
is
being
developed
now
and
we're
trying
to
address
the
the
overcrowd,
like
the
the
large
number
of
students
at
sato
at
this
time-
and
I
know
we
have
talked
about
in
the
bond
if
we
were
to
pass
the
bond
and
we'd
get
some
more
classrooms
over
there
at
sato.
But
it's
going
to
take.
You
know
two
to
three
years
to
get
those
classroom
built
once
we
pass
the
bond
hopefully
pass
the
bond.
Z
So
I'm
just
thinking
about
what
supports
we
need
to
do
and
what
long-term
planning
we
need
to
do,
and
especially
for
that
area.
If
that's
going
to
be
developed,
that's
going
to
be
a
lot
more
students.
AJ
Dr
perez,
that's
a
great
question
and
actually
we
have
already
met
with
the
building
administration.
Josh
games
and
myself
met
with
the
building
administration
two
weeks
ago
now
and
are
in
discussion
about
what
those
options
need
to
be
as
we
look
forward
to
the
next
two
to
three
years.
So
we
are
in
the
planning
phase
of
that
right
now
in
being
able
to
make
some
adjustments
within
the
school
similar
to
what
happened
at
springville
several
several
years
ago,
when
we
had
significant
growth
in
that
area.
Z
My
last
piece
around
it
is
I'd
love
to
be,
since
this
is
my
zone,
and
I
think
for
any
of
us
like,
I
would
love
to
be
part
of
the
conversations,
if
there's
ever
a
time
that
I
can
participate
to
listen
into
the
community
as
you're
talking
to
them
around
these
boundary
changes.
That
would
be
super
helpful
so
that
I
can
better
speak
to
what
are
what
we're
doing
in
those
areas.
AJ
AB
I
I
was
that
was
kind
of
the
comment
I
was
gonna
make
is
the
board
has
done
this
work
and
I
I
really
appreciate
how
forward
thinking
it
is
a
lot
easier
to
change
boundaries
before
there's
a
lot
of
people
living
there.
No
one
likes
to
be
changed
even
when
it's
24,
no
one
likes
a
a
difference,
but
it
as
long
as
we're
giving
enough
lead
time
and
we
have
legacy
work.
AB
We
know
when
we
can
foresee
that
something
is
going
to
be
overcrowded
and
when
we
know
that
we're
building
more,
it
is
just
so
much
easier.
So
I
really
appreciate
the
staff
and
and
robert
with
his
with
with
tracking,
with
the
demographics,
to
be
making
these
changes
now
and-
and
sometimes
those
changes
still
aren't
significant
enough.
But
we've
done
this
in
the
south
end
of
the
district
with
hazeldale
when
we
built
it
and
changing
when
we
knew
building
was
going
to
go
on
between
nancy
riles
and
shoals
heights.
AB
So
I
just
really
appreciate
that
that
the
that
we're
being
forward
thinking
on
this
rather
than
having
to
move
a
lot
of
students
after
the
fact.
A
AC
Yeah,
thank
you
for
the
information
that
you're
providing
us
and
thanks
for
talking
to
me
this
afternoon,
mr
sparks.
That
was
helpful,
that
you
explained
and,
as
I
read
the
information
that
was
provided
there
are
24
students,
I
guess
is
impacted,
would
be
impacted
by
this
change
and
I'm
thankful
for
the
legacy
project
that
you're
doing
right.
AC
I
would
be
interested
in
finding
out
how
many
students
actually
choose
and
how
many
siblings
you
know
how
many
families
have
to
drive
their
kids
to
two
different
schools
because
of
this
change,
because
it's
it's
an
added
thing
for
the
families
and
it's
not
easy
to
take.
You
know
if
you're
working
and
you
have
to
drive
your
kids
to
two
different
schools.
So
it
would
be
interesting
to
find
out
actually
how
many
people
are
impacted
by
this
who
select
the
legacy
project
program.
AJ
And
sunita
that's
a
great
question
and
that's
information
that
we
will
be
able
to
gather
in
the
fall
once
families
do
make
those
decisions
and
families
will
continue
to
evolve
and
make
decisions.
It's
not
uncommon
for
us
when
we
have
a
situation
like
this
family
may
start
at
one
site
and
they
realize
I
do
want
both
of
my
kids
at
the
same
school,
and
so
they
will
make
that
decision
to
move
both
their
children
to
another
site.
AJ
For
exactly
that
same
reason,
I
will
also
say
that
simply
it's
not
because
of
a
preschool
that
you
have
in
the
pipeline.
There
are
families
that
will
have
a
kindergartener
and
that
kindergartner
will
be
a
fourth
grader
and
they
have
a
newborn
and
they
will
still
be
in
two
elementary
schools.
So
this
legacy
could
go
on
for
15
years
and
that's
not
something.
We
have
a
strong
interest
in
doing.
AK
AK
Thinking
back
to
the
high
school
experience
boundary
adjustment
experience,
principal
ann
irwin
has
done
a
fabulous
job.
I
mean
I
wish
he
would
write
a
playbook
on
on
what
a
school
can
do
to
make
families
aware
that
your
students
are
going
to
have
a
great
experience
here,
you're
you're,
going
to
find
out
that
you
know
this
school
is
even
better
than
you
know
the
school
you
think
you're
go!
AK
You
want
to
go
to
so
not
to
create
a
competition
or
anything,
but
it
is
about
creating
that
environment
where
parents
really
do
feel
well
informed
and
make
a
good
decision
for
their
children.
Z
And
I
think
just
to
that
piece
like
I
think
my
experience
as
a
parent
is
that
it's
difficult
to
move
your
child
and
if,
for
many
parents,
they
bought
a
home
in
a
certain
area
where
that's
where
they,
you
know,
their
child
has
gone
to
first.
Z
Second
third
grade
and
thinking
about
the
fourth
graders,
for
example,
I
think
there
was
was
there
seven
fourth
graders
to
move
my
child
as
a
fourth
grader
to
a
different
school
would
be
very
difficult
if
they'd
been
there,
you
know
for
they've,
been
they
have
their
friendships,
they
have
their
bonds
and
those
structures
for
mental
health,
especially
with
all
the
changes
that
are
happening
in
the
last
couple
years.
Those
are
strong
bonds
for
our
kids
and
their
mental
health,
so
I
would
consider
the
best
piece
for
for
families.
Z
I
know
that
it
would.
I
don't.
I
don't
know
how
the
rest
of
the
board
feels,
but
just
that
bus
piece,
I
think,
would
be
difficult
if,
if
I
was
a
parent,
I
am
a
working
parent
and
full-time
working
parent
and
if
I
had
I-
and
I
actually
take
both
kids
to
two
schools
right
now
and
I
have
flexibility
in
my
work,
but
for
many
parents
they
don't
have
that
flexibility
in
their
work
day.
Z
To
be
able
to
do
that
and
if
I
were
to,
I
would
try
to
figure
out
how
to
get
my
fourth
grader
to
stay
there
for
that
fifth
year,
as
I
move
my
younger
ones
over,
but
I
think
that's
a
really
hard
spot
to
put
our
parents
in
even
at
the
few
and
then
the
other
piece.
My
my
map
is
in
black
and
white
in
your
shadow
section
that
went
into
the
sato
section
you
know,
and
I
would
it
makes
sense
we're
already
overcrowded.
Would
it
make
sense
to
leave
that
brown
section?
Z
AK
Well,
there
are,
there
is
no
land
use
entitlement
for
these
properties,
so
there
is
no
impending
development.
The
zoning
out
there
is
fairly
dense.
P
AK
That
property,
and
also
just
the
walkability
from
that
area
to
sato
really
we
believe,
needs
to
be
continue
to
go
to
sato.
A
Okay,
well,
thank
you,
deputy
superintendent,
mead
and
administrator
for
long
range
planning
sparks.
We
appreciate
the
presentation-
and
I
appreciate
you
know
where
this
conversation
started
last
year
with
previous
board
and
all
the
work
that
you've
done
to
engage
the
community,
make
sure
that
people
are
aware
of
these
changes
so
that
this
is
something
we're
doing
with
our
community
and
folks
aren't
surprised
by
that.
So
thank
you
for
that
work.
A
AE
Yeah,
thank
you,
chair
collette,
I'm
here
for
backup.
You
have
in
front
of
you
budget
committee
appointees
that
each
of
you,
as
budget
committee
members
in
your
zone,
have
forwarded
so
what
we
need
from
you
tonight,
as
as
a
collective
board,
to
take
action
to
appoint
these
budget
committee
members.
So
we
can
get
going
on
the
budget
process
for
the
2022-2023
year.
Y
Can
we
do
it
as
a
whole?
I
can,
I
just
mentioned
every
sure.
Okay,
because
there's
several
it
looks
like
I'm
the
only
zone
without
a
new
one.
Y
Four
five:
two
there's
two
of
us
that
don't
have
a
new
one.
I
move
that
we
approve
the
budget
committee.
How
about
I
read
what
it
says
be
resolved.
A
Do
I
hear
a
second,
I
second,
the
motion?
Okay,
it
has
been
properly
moved
and
seconded
that
we
adopt
the
budget
committee
members.
I
will
take
any
comments
from
the
board
before
we
take
a
vote.
A
Okay,
great.
I
will
take
a
vote
from
the
board
members
say
yay
or
nay,
when
I
call
your
name
and
zone
one
susan
greenberg,.
X
C
D
C
AB
A
At
this
point,
we
are
going
to
move
to
the
executive
session,
so
the
board
will
recess
to
convene
an
executive
session
to
consult
with
legal
counsel
regarding
pending
litigation
per
ors,
192.66
sub,
2
sub
h,
and
we
will
move
to
a
breakout
room
to
conduct
the
executive
session
and
then
return
back
to
the
main
room,
which
is
where
the
live
streaming
is
happening
to
complete
the
remainder
of
the
board
meeting.
A
Board
sure
colette,
I
think
at
this
point
you
just
want
to
officially
say
you're,
reconvening
the
board
meeting.
Okay,
we
are
reconvening
the
board
meeting
now
and
moving
on
to
our
next
action
item,
which
is
the
consent
agenda.
Do
I
hear
a
motion
to
approve
the
consent
agenda.
AA
A
Okay,
it's
been
properly
moved
and
seconded
to
approve
the
consent
agenda
board
members,
I'm
going
to
call
your
name
and
vote
either
yay
or
nay
on
the
consent
agenda.
So
susan
greenberg.
Y
C
A
Tom
collette
I
and
the
motion
passes
unanimously.
We
will
now
have
an
opportunity
for
board
communications
and
superintendent
grady.
Do
you
have
any
final
comments
for
us.
V
Nope
just
what
I
said
before.
Thank
you
for
all
your
work
and
and
remember
for
those
listening
on
here.
These
board
members
are
not
being
paid
and
they're
putting
in
an
enormous
amount
of
hours,
and
I
thank
each
of
you
for
looking
at
the
welfare
of
the
students
of
the
beaverton
school
district,
and
I
hope
you
all
get
some
downtime
well-deserved
rest
to
spend
with
your
families
and
friends.
Thank
you.
Z
Z
I
think
it
was
this
week,
maybe
no,
it
was
today's
monday
so
last
week
and
then
also
I
was
able
to
visit
jacob
wismer,
and
so
I
was
really
thankful
to
laurie
her
vp
and
the
staff
there
for
a
welcome
and
seeing
the
amazing
work
that's
happening
over
there
at
jacob
wismer.
Also.
Z
I
wanted
to
thank
carl
mead
for
all
the
work
that
he's
been
putting
into
the
shop
clinics
the
vaccination
clinics
and
was
able
to
be
a
part
of
of
that
first
one,
and
it
was
just
amazing,
all
the
nurses
and
all
the
work
that
they
put
into
into
that,
and
then
I
know
that
our
schools
are
asking
for
us
to
volunteer.
So
I
wanted
to
put
it
out
there
for
parents
if
you're
able
to
go
through
the
volunteer
process
and
then
get
into
the
schools.
It's
they're.
Z
A
I'll
just
say
I
wanted
to
echo
superintendent
guardian's
comments
from
earlier
in
the
board
meeting
regarding
the
sro
consulting
contract.
That's
incredibly
important
work,
and
I
want
to
make
sure
that
our
community
understands
no
decision
has
been
made.
A
In
fact,
recommendations
have
not
even
come
forward,
but
that's
a
program
we
share
with
the
city
council
in
the
city
of
beaverton,
where
most
of
that
program
is
paid
for
by
the
city
and
the
student
resource
officers
are
housed
at
our
schools,
and
so
we
have
been
hearing
concerns
from
members
of
the
community
about
the
program.
We've
also
been
hearing
from
people
who
are
very
much
in
favor
of
the
program
and
having
a
third
party
come
in
and
spend
some
time
with.
Our
community
learn
about
the
program
provide
us
with
recommendations.
A
I
actually
think
that
is
a
very
important
process
and
one
that
I
think
everybody
in
our
community
should
be
involved
in.
So
I
would
invite
folks
who
are
concerned
about
the
program
and
folks
who
are
concerned
that
the
program
could
be
taken
away,
which
is
not
what's
happening
right
now.
Everybody
should
get
involved
in
that
process
and
to
bring
their
thoughts
and
and
their
information
forward.
A
The
group
we
we
chose
sea
change
was
chosen
because
they
had
a
very,
very
strong
community
engagement
strategy
and
that
that's
incredibly
important
when
we're
taking
a
look
at
an
issue
like
this
and
looking
at
those
recommendations.
A
So
I
just
want
to
make
sure
that
if
there's
misinformation
out
there
that
that
gets
corrected
and
that
folks
are
engaged
in
that
process
and
I'm
looking
forward
to
working
with
our
city
council
to
better
understand
the
sro
program
and
its
strengths
and
areas
of
improvement.
So
I
think
I
will
leave
it
there
for
tonight,
but
thanks
board
members
for
a
great
meeting-
and
I
hope
everybody
has
a
great
winter
break
and
look
forward
to
seeing
everybody
in
the
new
year.