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From YouTube: February School Board Business Meeting
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A
Welcome
everyone
I
called
to
order
the
beaverton
school
board
meeting
for
february
28
2022..
I
want
to
begin
with
a
land
acknowledgement.
A
A
B
A
Zone
two
current
press.
C
D
E
A
Zone
six
becky
timchuk,
yeah
and
zone
seven
tom
collette-
I
am
here-
does
have
anyone
have
any
changes
they
would
like
to
make
to
the
agenda
tonight.
A
The
first
one
is.
We
expect
excellence,
2022,
regeneron,
sts
scholars,
magi,
bao,
jiayoon,
choi,
critique
van
gaal,
sunset,
high
school
seniors,
maggie
bao,
pratik,
vongo
and
westview
high
school
senior,
jay
jaiyun
choi
were
named
three
of
the
top
300
scholars
in
the
regeneron
science,
talent
search,
2022,
the
nation's
oldest
and
most
prestigious
science
and
math
competition
for
high
school
seniors,
maggie
pratik
and
jaejun,
and
their
schools
were
awarded
two
thousand
dollars.
Each.
A
G
Absolutely
I'd
love
to
start
us
off,
hey
everyone.
My
name
is
pratik
van
gaal,
I'm
a
senior
at
sansa
high
school
in
portland
oregon,
and
my
research
involves
epilepsy,
which
is
one
of
the
most
common
neurological
disorders
out
there.
So
to
give
a
little
bit
of
background
on
that
epilepsy
as
a
neurological
disorder
is
most
commonly
characterized
by
its
primary
symptom
of
seizures
now
seizures
most
commonly
are
denoted
by
epileptic
patients
going
unconscious
and
then
having
a
rapid
shaking
of
their
extremities.
G
And
the
most
important
thing
to
note
about
seizures
is
that
they
happen.
Unpredictably
patients
don't
generally
know
when
their
seizures
are
going
to
occur,
and
because
of
that
it
has
a
lot
of
implications
on
the
their
everyday
lives,
and
so
in
order
to
help
epilepsy
patients.
I've
been
working
for
the
past
several
years
to
develop
algorithms
capable
of
accurately
predicting
seizures
before
they
occur,
and
so,
as
part
of
that,
my
algorithms
use
the
brain's
electrical
activity.
They
use
fluctuations
in
heart
rate,
as
well
as
trends
in
the
cortisol
values.
G
In
order
to
you
create
a
singular
model
that
can
predict
seizures
up
to
22
minutes
before
they
occur.
With
over
90
accuracy,
and
as
part
of
that,
I've
been
also
working
to
develop
a
medical
device
that
patient
can
wear
and
so
in
the
future.
What
I'm
hoping
to
work
towards
is
to
create
a
holistic
solution,
that's
effectively
as
simple
as
an
epileptic
patient,
wearing
a
hat
and
then
being
able
to
live
their
their
everyday
lives.
Just
as
anyone
else
would.
A
G
H
Yeah,
should
I
go
next
or.
A
H
Okay,
so
my
project
was
on
multi-valued
quantum
machine
learning
and
just
to
give
some
background,
a
common
approach
to
machine
learning
is
by
grouping
information
on
a
data
set
in
the
form
of
functions
and
oftentimes.
There
will
be
multiple
functions
that
can
fit
the
same.
Information
of
the
data
set
and
the
chronic
or
regular
forms
are
just
different
ways
to
represent
the
same
data,
and
I
created
a
quantum
machine
learning
algorithm
optimizing
the
ternary
input,
binary,
output,
chronic
or
read
miller
forms.
H
And
how
can
my
research
be
used,
so
my
algorithm
can
be
used
to
find
the
minimum
ternary
input
by
the
output
function,
selecting
the
optimal
ternary
input,
binary,
output,
chronic
or
regular
forms,
using
a
modified
famous
quantum
search,
algorithm
called
grover
search,
and
as
for
why
this
is
important
or
different
than
current
research.
H
H
However,
quantum
technology
is
still
very
much
underground
and
one
of
the
main
obstacles
to
quantum
today
is
quantum
decoherence,
which
means
that
an
object
cannot
maintain
its
quantum
properties
for
enough
time
to
produce
reliable
and
repeatable
results,
and
I'm
looking
for
ways
to
decrease
the
complexity
of
the
circuit
and
algorithm,
because
more
calculations
mean
more
quantum
noise
and
more
decoherence,
which
means
less
efficiency
for
the
computer
and
why
multi-value
quantum,
of
course,
classical
multi-valued
computers
were
not
very
practical,
but
with
the
con
concept
of
quantum
superposition,
I
believe
multi-valid
logic
will
be
practical
because
there
could
be
essentially
be
infinite.
H
H
So
my
project
becomes
the
gateway
to
multi-valid
quantum
machine
learning
and
relative
to
other
research
projects
that
I've
seen
it's
a
long
way
before
my
algorithm
could
become
practical,
but
I'm
really
excited
to
see
where
this
field
could
take
us
and
it's
kind
of
like
uncharted
territory,
and
I
want
to
give
like
some
credit
to
my
high
school
computer
science
teacher
mr
galbraith
at
sunset
for
really
inspire
me
to
like
pursue
computer
science
deeper,
especially
in
an
area
where
there's
not
a
lot
of
women.
A
That's
great
maggie
look
forward
to
one
day
using
a
quantum
computer
that
your
research
has
made
possible.
A
Yeah
jae
un,
are
you
here
with
us
yeah
great.
I
Yeah,
so
my
name
is
jan
troy
and
I
am
a
senior
at
west
view,
high
school
and
my
research
involved
looking
at
the
relationship
between
achievement,
motivation
and
screen
time.
So
when
I
first
got
positioned
on
my
my
own
phone
going
into
high
school,
what
I
realized
was
that
a
lot
of
the
time
I
spent
on
my
phone
was
something
I
like
to
call
bedtime
so
time
that
is
unproductive
yet
still.
Unenjoyable
has
no
other
purpose
other
than
being
a
distraction.
I
So
to
me,
it
felt
like
just
having
a
phone
made
me
less
motivated,
so
I
became
more
concerned
when
I
saw
a
large
amount
of
time.
Some
of
my
friends
were
spending
on
their
phones.
However,
I
soon
found
that
this
amount
wasn't
just
my
friends,
the
national
average.
The
non-productive
screen
time
of
teens
is
over
seven
and
a
half
hours
date
daily,
which
is
actually
larger
than
the
average
amount
of
sleep
teens
get
each
night.
I
I
A
J
A
J
J
A
No
worries
I
gotcha
over
the
past
year,
transportation
departments
across
the
nation
have
faced
unprecedented
challenges
due
to
driver
shortages
and,
just
in
the
past
month,
those
shortages
have
exacerbated,
have
been
exacerbated
by
covid
related
absences.
Our
transportation
department
has
needed
to
pivot
on
an
almost
daily
basis.
A
Please
join
me
in
applauding
and
saying
thank
you
to
craig
in
our
transportation
department,
and
we
have
with
us
tonight
craig
beaver
fontaine,
rt,
strutz
who's,
a
bus
driver,
tammy,
pacheco
who's,
a
router
kelly,
lewis,
who's,
a
dispatcher
and
derek
olar
who's,
a
bus
driver
and
a
big
round
of
applause
to
all
you
guys,
thank
you
for
what
you're
doing
this
has
been
an
incredible
year
and
what
you
have
done
to
get
us
through
this
and-
and
I
would
just
also
add,
looking
back
to
the
previous
year,
the
work
you
did
to
deliver
meals
to
our
students.
A
L
Well,
on
behalf
of
my
fellow
employees,
are
welcome
to
say
something,
but
on
behalf
of
the
entire
department,
we
want
to
thank
the
school
board
for
his
continued
support
in
everything
that
we
do.
We
appreciate
it
very
much
very
dedicated
group
of
people
and
we'll
just
put
our
heads
down
and
find
a
way
to
get
it
done,
get
our
kids
to
school.
So
thank
you
to
the
board
for
your
continuing
support.
We
very
much
appreciate
it.
A
Next
up
we're
going
to
hear
comments
from
the
beaverton
education
association
president,
sarah
schmidt
and
then
kirsty
sackman,
the
president
of
the
oregon
school
employees
association.
Sarah,
are
you
oh
yep?
I
see
you.
M
Hello
good
evening,
chair,
colette,
superintendent,
grotting
and
members
of
the
board,
I'd
like
to
start
this
evening
by
expressing
our
gratitude
to
the
district's
counselors
social
workers,
nurses
and
all
of
the
other
staff
members
who
have
been
responding
to
crises
and
helping
us
process
trauma
throughout
the
pandemic
and
into
this
current
school
year,
while
also
working
to
change
the
culture
of
our
schools
to
be
more
restorative
and
grounded
in
social
and
emotional
learning.
Your
work
is
deeply
appreciated.
M
The
board
considers
many
decisions
about
resources.
In
your
many
meetings,
and
I
know
you
will
continue
to
hear
about
resources
during
future
budget
committee
meetings
and
throughout
the
work
of
the
bsd
bond
campaign.
I
want
to
make
sure
that
you
are
also
keeping
the
most
important
resource
that
you
have
in
mind,
which
is
the
educators
who
work
with
beaverton
school
district
students
every
day,
educators
build
relationships
with
students.
M
We've
cultivated
the
brilliance
of
our
students,
as
we
heard
just
now
from
the
sunset
high
school
in
westview,
high
school
students,
educators
have
gone
above
and
beyond,
for
our
students
during
this
pandemic
have
collaborated
with
teams
to
support
mental
and
behavioral
health.
We've
modernized
our
grading
and
assessment
practices,
we've
teamed
up
with
classified
colleagues
to
meet
the
needs
of
our
students
and
we
work
to
keep
parents
informed
about
the
academic
progress
of
the
students
that
we
work
with.
M
Our
bargaining
teams
have
been
at
the
table
now
for
almost
a
year.
For
many
understandable
reasons,
this
process
is
taking
longer
than
we
had
all
hoped,
but
bea
members
are
extremely
disappointed
that
we
have
been
waiting
for
over
130
days
for
a
response
to
one
of
our
most
important
proposals,
which
includes
the
language
that
addresses
the
planning
and
preparation
time
that
we
have
to
do
our
jobs
well
and
class
sizes
and
case
loads
that
are
small
enough,
so
that
we
can
provide
the
individual
attention
that
each
of
our
students
deserves.
M
Thank
you,
as
always
to
board
members
for
the
important
work
that
each
of
you
does,
on
behalf
of
students
and
staff
in
beaverton
and
for
working
hard
to
make
sure
that
our
schools
are
safe
and
effective
learning
environments
for
everyone.
Thank
you.
A
All
right,
thank
you,
president
schmidt.
Next,
we'll
hear
from
kirsty
sachman
from
osca.
N
Good
evening,
everyone
hello,
I
am
kirsty
sachman,
I
am
the
bearden
osa
president.
N
I
always
love
to
start
with
a
big
thank
you
for
everyone
to
everyone
for
their
commitment
and
time
for
working
tirelessly
for
our
district,
our
community
and
for
our
students.
I
want
to
say
thank
you
to
anyone
for
that.
Still
here
from
transportation,
you
guys
are
the
true
heroes.
N
You've
had
to
really
work
hard
this
year
to
get
our
students
back
to
school,
and
without
you
we
wouldn't
have
our
students
back
in
building
safely
and
ready
to
go
you're
the
first
faces
they
see
when
they
start
their
day
and
the
last
places
they
see
when
they
end
their
day
and
that
commitment
and
the
energy
you
spend
and
you
give
them
means
the
world.
I
know
I
love
my
interactions
with
our
transportation
team
and
I
know
it
that
it's
such
a
value
to
our
students,
as
well
as
an
osa
board.
N
We
have
been
working
overtime,
supporting
day-to-day
operations
and
the
needs
of
our
chapter
following
the
ever-changing,
coveted
surges
and
regulation
changes
and
then
the
impacts
of
our
daily
life
in
schools,
and
you
know
educating
through
a
pandemic
in
february,
we
as
a
board,
worked
with
the
committee
of
district
staff
to
complete
our
classified
position,
reviews
and
spend
a
lot
of
time
preparing
to
begin
our
bargaining
of
our
classified
contract.
N
We
thank
everyone
through
the
district
and
within
hr
that
participated
in
our
position
reviews
and
we
really
feel
happy
with
the
outcome
of
how
that
went,
how
our
communication
happened
as
we
prepare
to
start
bargaining.
We
have
established
a
team
of
different
classifications
to
represent
our
classified
community
community
to
the
best
of
our
ability.
N
Some
people
feel
that
we're
a
little
para
heavy
on
our
bargaining
team,
but
that's
also
because
the
majority
of
our
osa
board
are
fellow
parents
like
myself.
I
think
all,
but
one
of
us
are
a
para,
because
I'm
really
good
at
getting
other
parents
to
join
with
me
and
speak
out
and
use
our
voice.
N
We
had
trainings
and
meetings
and
sat
a
lot
of
time
combing
through
our
data
to
find
out
what
is
most
crucial
to
our
membership,
to
bring
to
our
bargaining
table.
We've
also
continued
conversations
with
bea
to
make
sure
that
we
are
standing
in
solidarity
in
unity
with
them.
N
This
friday
march
4th,
we
will
have
our
first
in-person
bargaining
session
as
a
classified
union,
and
we
are
very
much
looking
forward
to
the
time
of
the
table.
N
We
are
asking
our
classified
staff
to
show
up
this
thursday
at
3
45
at
the
bea
office,
to
show
our
unity
and
our
solidarity
as
ba
continues
to
bargain
the
va
office
is
off
of
evergreen,
and
the
ba
needs
us
to
show
up
in
support
as
the
hard-working
community
and
team
that
we
are.
We
as
beerton
are
always
stronger
when
we
stand
together.
A
Thank
you,
kirsty
have
a
great
night
too.
Next
up,
we
have
representatives
from
our
student
advisory
committee.
O
A
And
grace
and
there's
neil
great
we're
looking
forward
to
receiving
a
report
from
you
guys.
P
Oh
sure,
thanks.
Thank
you
so
much
for
having
us
on
and
I'll
just
go
ahead
and
start
as
a
quick
introduction.
My
name
is
neil
jane
and
I'm
a
senior
at
west
view
high
school
and
it's
my
second
year
in
the
burton
student
advisory
committee,
as
the
co-president
really
enjoyed
the
opportunity
to
come
to
these
school
board
meetings
and
just
update
on
what
we're
working
on
in
the
in
the
beaverton
student
advisory
committee.
P
So
this
year,
I'm
I'm
a
part
of
the
school
resource
officer
subcommittee,
which
is
a
continuum
of
last
year
and
this
year
we're
really
focused
on
working
with
sea
change
and
as
well
as
continuing
our
student
dialogue
session
that
we
held
last
year.
So
last
year
we
held
that
student
dialogue
session,
which
was
a
great
way
to
get
conversation
going
regarding
students,
questions
about
sros
and
what
sros
had
to
say.
P
But
this
year
we
want
to
continue
working
with
students
specifically
to
hopefully
host
another
student
session
later
this
year
and
really
hear
what
the
students
are
saying
and
another
roundtable
discussion.
That
really
is
centered
mostly
on
the
students
that
that
we
were
maybe
missing.
In
last
year's
dialogue,
but
in
addition,
some
of
our
core
work
has
really
been
working
with
sea
change
as
well
so
and
see
we
had.
We
actually
had
a
zoom
meeting
with
c
change.
P
Just
a
few
weeks
ago
discussing
you
know
what
their
work
is
like
with
the
sro
program
and
they've
really
been
using
our
committee
as
like
a
direct
of
focus
for
like
getting
student
input,
and
we've
like
been
looking
at
some
of
their
surveys
and
trying
to
give
our
student
voice
and
get
the
word
out
about
the
survey
and
just
continuing
to
work
with
them
as
they
review
that
several
program.
But
yeah.
That's
like
the
main
summary
of
my
work
with
the
sros
and
beatrice
and
jonah
can
expand
on
it
on
any
of
that.
P
But
I've
also
been
working
on
the
mental
health
side
as
well,
and
grace
can
expand
on
what
she's
been
doing
on
in
the
mental
health
committee.
But
recently
I
would
join
the
bsd
behavior
health
and
wellness
project
team.
As
a
student
representative-
and
that
was-
I
just
had
the
first
meeting
for
that
last
month
and
we're
currently
just
looking
at
some
of
the
the
goals-
and
you
know
what
the
definitions
behind
behavioral
health
and
wellness
and
just
plans
for
the
upcoming
year
and
been
excited
for
that
as
well.
But
yeah.
Q
And
to
echo
what
neil
said
good
evening,
chair,
colette
and
school
board
and
superintendent
grotting,
I'm
really
honored
to
be
here
and
to
be
one
of
the
co-presidents
of
the
beaverton
student
advisory
committee
and
I'd
say
one
of
the
big
changes
that
I'd
like
to
update
you
on
is
sea
changes,
new
survey,
which
was
sent
out
to
all
bsd
high
schoolers
last
week,
and
that
was
a
pretty
big
step,
because
sea
change
is
priority,
prioritizing
student
voice
and
we
appreciate
their
collaboration
with
us.
Q
So
I'd
like
to
encourage
all
the
students
out
there
to
fill
out
that
survey,
prioritizing
student
voices
necessary
it's
a
school,
it's
a
school
district
and
serving
students.
So
we'd
all
appreciate
it.
If
all
the
students
were
able
to
fill
out
the
sro
survey
and
their
canvas
and
again
the
sro
subcommittee
within
bsac
is
continuing
to
work
on
organizing
a
student-centered
discussion
and
again
I
like
to
encourage
any
students
watching
to
reach
out
to
us
because
again
we're
trying
to
garner
as
much
student
voice
as
possible.
Q
R
S
How
they
can
contact
us
is
through
the
humans
of
bsd
instagram
account.
So
hopefully
a
little
bit
later.
I
can
put
the
instagram
account
into
the
chat
so
that
people
can
look
and
see,
but
yeah.
T
I
myself
don't
have
a
lot
to
add
to
that
other
than
that
beatrice
and
neil
really
hit
the
nail
on
the
head
of
what
we're
doing
here
on
the
bsac,
we're
continuing
to
work
with
sros
and
especially
students.
This
year
we
had
some
great
work
with
us
throughout
the
last
year
having
that
roundtable
discussion
with
both
students
and
officers
in
our
schools,
but
this
year
our
goal
is
to
really
really
focus
on
students.
T
The
goal
is
to
make
this
year
about
student
voice,
and
we
really
appreciate
the
efforts
of
sea
change
in
the
school
board
to
center
student
voice
when
it
comes
to
issues
that
we're
all
pretty
passionate
about
things
like
officers
in
our
schools.
Things
like
student,
mental
health
and
things
like
inclusion
of
all
students
and
without
passed
off
to
grace.
S
So
hello,
district
board
and
superintendent
grotting,
it's
a
privilege
to
talk
to
you
all
tonight,
so
I
am
the
person
who
runs
the
bs
humans
of
bsd,
instagram
account,
and
so
over
the
past
few
weeks.
Our
social
media
presence
has
like
increased
a
lot
and
we
have
been
we've
been
getting
more
followers
and
more
engagement.
S
And
last
week
we
held
an
instagram
live
stream,
live
stream
with
the
the
tri
presidents,
who
are
all
a
part
of
the
sro
committee,
to
talk
about
the
new
changes
in
sro
policy
to
talk
about
how
people
can
help
students
in
bsd
can
raise
their
voice
and
to
communicate
their
needs
about
sro
policy,
and
so
future
plans
include
for
that.
S
Instagram
account
talking
with
the
mental
health
committee
which
I'm
in
and
to
possibly
do
a
live
stream
with
dr
vrenko
and
other
administrative
members
who
facilitate
the
bsac
to
just
talk
about
what
the
district
is
doing,
because
it
seems
like
a
lot
of
bsd
high
schoolers,
don't
understand
what
the
the
district
is
doing
in
their
in
their
schools
and
it
affects
their
daily
lives.
And
so
the
instagram
account
is
a
really
great
way
to
communicate.
S
So
in
in
our
first
meeting
in
november
we
talked
about
mental
health
in
in
high
schools,
and
we
and
the
conclusion
that
we
really
went
to
was
that
the
be
the
the
bsd
has
the
ability
to
to
provide
mental
health
resources
to
people
in
high
school,
but
the
high
schoolers
don't
know
where
to
find
them,
and
so
what
this
survey
is
going
to
do
is
to
ask
high
schoolers.
So
where
do
you
know?
S
Like
an
example,
question
is:
do
you
know
where
your
your
wellness
room
is,
and
after
crowdsurfing
in
the
bsac,
we
found
that
most
students,
particularly
in
southridge
high
school,
don't
know
where
the
where
the
wellness
room
is,
and
that's
a
very
concerning
thing,
because
that
wellness
room
is
for
them?
S
That's
where
they
go
and
find
their
school
psychologists,
their
therapists
and
they
talk
and
they
open
up,
and
so
we
also
talked
about
other
things
like
mental
health
advisory
lessons
and
how
that
can
be
somewhat
of
that
teachers
use
to
kind
of
you
know
they
don't
really
go
in
depth
about
it,
because
it
seems
like
something
that
you
put
them
to
put
to
the
side
and
not
really
talk
about,
and
so
that's
what
the
survey
is
going
to
do
and
then
later
on.
S
We
hope
to
in
may
or
june
host
a
roundtable
discussion
with
bsd
high
school
principals
and
counselors
bsac
members
select
bsd
high
school
students,
as
well
as
the
district
board.
You
guys
for
us
to
all
have
a
roundtable
discussion
with
our
findings
and
to
talk
about
what
kind
of
things
we
can
do
to
improve,
providing
more
resources
to
bsd
high
school
students.
So
that's
pretty
much
it
on
the
mental
health
site.
A
E
I
just
have
a
quick
question
for
grace.
Thank
you
so
much
grace
for
that
report
and
all
the
good
work
that
you
and
your
team
are
doing.
My
quick
question
is:
do
you
have
a
facebook
account,
as
well
as
an
instagram
account.
S
Yeah,
so
we
have
an
instagram
account.
In
fact,
in
the
beginning
of
the
year
we
were
kind
of
debating
as
a
team,
should
we
open
a
facebook
account.
So
I
would
like
to
know:
is
that
something
that
you,
as
the
district
board,
believes
that's
that's
a
good
thing
to
have,
because
I
kind
of
just
thought:
maybe
it's
not
that
much
of
a
of
a
thing
that
we
should
focus
on
since
the
instagram
account
is
for
students
and
a
lot,
and
most
students
are
on
instagram
rather
than
facebook.
S
So
if
we
wanted
to
reach
parents
and
older
populations,
maybe
we
could
open
a
facebook
account.
So
yeah
just
wanted
to
know.
R
I'm
just
super
proud
of
the
group
and
their
work
you
know,
and
how
they're
leaning
into
important
issues
for
our
students
and
finding
ways
to
have
student
voice
be
a
part
of
of
what
we
do
in
beaverton,
and
so
I
really
want
to
just
thank
the
group
for
their
work,
and
you
know
how
they're
leaning
into
all
this.
So
thank
you.
A
Absolutely
any
other
questions
from
the
board
right.
Well,
thank
you
all
for
the
work
I
karen
couldn't
have
said
it
better,
and
I
agree
so.
Thank
you
so
much
next
we're
going
to
do
the
public
comments
portion
of
our
board
meeting.
So
I
want
to
start
the
note
that
we
receive
20
written
public
comments,
board
members
appreciate
your
comments
and
think
thank
each
and
every
one
of
you
for
taking
the
time
to
share
your
thoughts
with
us
for
those
who
are
attending
tonight
and
are
here
to
testify.
Thank
you
so
much
for
joining
us.
A
A
A
We
ask
that
all
present
model
respectful
behavior
to
provide
an
open
space
in
which
a
variety
of
viewpoints
and
perspectives
can
be
shared
a
few
guidelines.
Our
comments
do
not
allow
for
the
specific
naming
of
school
personnel.
Personnel
matter
should
be
dealt
with
either
through
the
complaint
process
or
by
contacting
a
principal
or
central
office
staff
member.
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.
The
second
time
you
will
be
asked
to
end
your
comments.
A
Comments
must
be
relevant
to
our
current
board
agenda.
If
you're
speaking
on
a
different
subject,
you
will
receive
a
warning.
If
a
commenter
continues
to
deviate
from
the
board's
topics,
they
will
be
muted
in
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
A
This
will
be
enforced
uniformly,
regardless
of
the
subject
matter,
point
of
view
or
whether
you
have
finished
your
prepared
comments.
I
understand
it
can
be
difficult
to
provide
comments
within
this
shortened
time
period
and
recommend
that
any
comments
you
did
not
have
time
to
provide
orally
be
sent
to
the
board
in
an
email
or
paper
form.
A
Please
do
not
speak
or
interrupt
the
meeting
outside
of
the
two-minute
period
provided
for
your
testimony
if
this
occurs,
you'll
be
asked
to
leave
or
remove
from
the
meeting.
Thank
you
again
for
joining
us
tonight.
We
look
forward
to
hearing
your
comments
and
I'm
gonna
get
my
timer
prepared
here.
One
second.
A
First
person
is
ben
vedic,
who's,
a
parent
and
we'll
be
speaking
to
the
financial
report.
Ben
are
you
here.
U
I
I
am
thank
you
very
much.
I
just
want
to
thank
you
school
board
and
dr
grotty
for
allowing
me
to
participate
in
this
tonight.
My
name
is
ben
vitik.
I
reside
in
zone
five,
which
is
school
board
member
and
united
zone.
I
have
two
children
that
attend
hope,
and
I
I
cannot
say
enough
about
this
school.
It
is
fantastic.
I
realize
I
can't
say
anything
about
name
names,
but
the
principal
and
the
director
of
operations,
they're
amazing
individuals-
and
I
I
just
every
time
I
drop
my
kids
off.
U
I
feel
I
I
feel
very
safe.
They
provide
a
great
leadership
and
an
environment
on
the
meeting
agenda.
Tonight
are
the
minutes
from
the
february
15th
meeting
and
I
apologize
because
it
was
either
the
financial
report
or
the
minutes
was.
I
wasn't
quite
sure
how
to
link
this
to,
but
it's
regarding
the
723
million
dollar
bond
that
will
be
on
the
may
ballot
and
in
looking
at
the
discussion
that
occurred
at
the
meeting
and
then
looking
at
the
information
online.
U
It
kind
of
lays
out
how
the
money
is
going
to
be
spent
at
elementary
schools,
middle
schools,
high
schools,
option
schools,
it
doesn't
address
charter
schools,
and
I
was
a
little
bit
concerned
about
that,
because
this
is
a
subnet.
Excuse
me
a
substantial
amount
of
money,
but
it
doesn't
appear
to
be
distributed
equally
among
the
schools
and
so
being
a
lawyer.
I
kind
of
went
into
the
law
and
I
I
found
ors
338
115,
section
9.
U
and
the
law
forbids
charter
schools
from
issuing
bonds,
but
it
doesn't
appear
to
prohibit
schools
from
issuing
bonds
that
can
fund
charter
schools
if
that
makes
sense,
so
it
doesn't
appear
in
my
brief
review
that
there's
a
legal
reason
why
it's
not
happening,
and
maybe
it's
just
an
oversight.
So
with
that,
I
would
just
encourage
a
school
board
to
consider
using
some
of
the
bond
funds
to
go
to
our
great
charter.
Schools
both
hope
chinese
charter
school
and
arco
iris.
U
A
I'm
sorry
your
time.
Thank
you
for
your
comments.
Thank
you
all
right.
Next,
we
have
christie,
goncharowski
who's,
a
parent
and
wants
to
speak
to
the
district
covet
update.
Christy
are
you
here.
V
A
V
Okay,
I'm
ready
okay
hi,
my
name
is
christy
goncherowski
and
I'm
a
mom
of
three
a
sister,
a
friend,
an
aunt
and
a
wife,
my
family
and
I
moved
to
oregon
five
years
ago
because
it
was
a
forward-thinking,
open-minded
and
very
conscious
city.
So
thank
you
school
board
members
for
the
opportunity
to
share
my
thoughts
and
perspectives
in
regards
to
lifting
coveted
restrictions,
including
rssl
rules,
and
making
masks
optional.
V
V
E
V
A
Christie
two
minutes
are
up,
but
thank
you
for
your
comments.
V
Okay,
thank
you
hi.
My
name
is
beau
gonciarowski
and
I'm
10
years
old
and
I'm
in
fourth
grade
now
I
used
to
be
a
lumberjack
at
cedar
mill
elementary.
When
covid
happened,
I
tried
doing
flex
online
with
my
mom.
It
was
okay,
but
not
the
same
as
being
in
person
with
my
favorite
teacher,
mr
williams,
I
am
dyslexic
so
I
read
lips
still
and
I
need
to
see
facial
expressions.
V
I
do
not
like
wearing
a
mask
and
it
gets
in
the
way
of
my
focus
and
my
learning.
I
did
not
return
to
cedar
mills
this
school
year
because
of
these
masked
mandates.
I
am
being
privately
tutored
by
two.
Ladies
now
who
I
can
see
their
face.
I
can
understand
their
expression
and
I
can
learn,
but
I
would
love
to
be
back
in
school
to
see
my
friends
and
teachers
faces.
So
please
let
the
kids
take
their
masks
off
and
end
the
mandates.
Thank
you.
X
That
was
good,
great
okay
good
evening.
Everyone
at
least,
I
hope
it's
good
evening
for
you.
According
to
the
superintendent
report-
and
I
quote,
we
have
been
and
always
will
be
districts
that
values,
inclusion
and
the
voice
of
every
student.
Unfortunately,
the
recent
actions
do
not
agree
with
this
promise.
Last
thursday,
we
received
a
message
from
parent
square.
It
was
a
message
of
support
for
families
and
staff
having
connections
to
russia
and
eastern
europe
due
to
tensions.
X
We,
my
my
son,
who
is
a
student,
my
wife
myself.
We
were
appalled,
we
were
speechless.
Let's
make
this
very
clear.
It's
not
a
political
question.
The
united
nations,
as
well
as
the
u.s
government,
calls
it
an
invasion.
It's
an
invasion
of
ukraine
by
russia
and
it's
a
war
of
aggression.
It's
it's
way
beyond
tensions.
X
Apart
from
this
blunder,
the
support
is
offered
to
families
with
connection
to
russia
and
eastern
europe.
Ukraine
is
not
mentioned.
That's
like
watching
france
been
invited
by
knights
sorry,
it's
like
watching
france
being
invaded
by
nets,
germany
in
1940,
and
offering
support
to
german
families
and
families
of
those
in
western
europe.
I
sincerely
hope
that
behind
such
non-deaf
statement
is
ignorance
and
not
malice.
X
X
Yesterday,
I
believe
the
message
of
the
apparent
square
was
updated,
but
the
only
change
was
changing.
Ukraine
changing
eastern
ukraine.
Sorry
changing
eastern
europe
to
ukraine,
that's
a
step
in
the
right
direction,
but
that's
far
from
enough,
it's
still
talks
of
tension
rather
than
what
it
is
a
war,
and
since
it's
only
an
update,
there
was
no
email
with
the
new
text.
Thank
you
for
your
attention.
A
Y
Hello,
I'm
here
I'm
just
turning
on
my
video
and
can
you
hear
me.
Y
I'm
ready
to
start
now
hi,
my
name
is
christine.
I
have
two
children
in
the
beaverton
schools
and
I
would
like
to
comment
on
the
superintendent's
email
regarding
tensions
in
eastern
europe.
That
was
a
quote.
As
you
probably
know.
Last
week
russia
started
military
aggression
against
ukraine
and
on
thursday
the
bsd
sent
an
email
to
all
parents
in
which
it
offered
support
to
families
who
have
connections
to
russia
and
eastern
europe
instead
of
feeling
supported.
The
entire
ukrainian
community
living
in
beaverton
is
offended
by
it.
Y
Initially,
the
statement
didn't
even
mention
ukraine
or
ukrainians
as
victims
of
this
aggression.
This
has
been
corrected
today
on
parent
square.
However,
a
corrected
copy
of
the
email
was
never
sent
to
the
parents.
Second,
I
can't
believe
the
invasion
of
ukraine
was
described
as
tensions
in
eastern
europe.
The
current
war
is
not
an
ethnic
conflict;
it
is
a
one-sided
war
of
aggression
launched
without
provocation
by
a
russian
president
against
an
independent
country.
Y
Y
My
children's
grandmother
has
been
sleeping
in
a
basement
in
ukraine
for
the
last
four
nights
in
fear
of
russian
bombs
and
the
same
and
at
the
same
time
my
children's
school
is
offering
support
to
families
of
those
same
russians
bombing
ukraine
right
now.
How
can
they
feel
safe
and
welcome
in
a
school
that
supports
evil?
Do
you
also
sympathize
with
family
members
of
al-qaeda
or
members
of
invaders?
Y
I
thought
bsd
teaches
everyone
to
stand
up
to
bullies.
My
daughter
came
home
today
from
school
and
shared
that
her
eight-year-old
classmate
said.
I
want
russia
to
win
until
bsd
starts
correctly,
describing
the
attack
on
ukraine.
Such
comments
would
continue.
I
urge
you
to
make
your
position
very
clear,
accurately
describe
this
unprovoked
invasion
on
ukraine
and
stress
that
you
will
not
tolerate
any
negative
comments
against
ukrainian
community.
Thank
you.
Z
All
right
good
enough,
all
right
questions.
I
have
that
the
district
has
not
answered.
No
one,
I
know
was
chosen
in
the
superintendent
search
committee.
How
many
applied
what
percentage
was
chosen?
Why
is
a
community
questionnaire
not
going
out
regarding
what
was
considered
important
characteristics,
directions
and
expectations
for
a
superintendent
having
been
in
a
hiring
position
before?
I
know
we
always
engage
the
community
with
listening
sessions
and
online
surveys
to
garner
priorities.
The
community
questionnaire
regarding
continuing
masking
came
out
during
this
meeting,
so
I
changed
my
comments.
It
should
include
vaccine
requirements
too.
Z
We
have
been
slow
to
remove
mandates
in
respect
to
other
states,
bring
back
parent
and
student
choice
for
our
own
welfare
and
stop
mandates.
I
never
saw
a
district
annual
budget
survey
that
is
already
closed
or
of
the
masking
survey.
Like
I
said,
just
came
out
that
should
be
clear
to
any
parent
in
the
district.
You
surveyed
the
community
to
find
out
what
you
needed
to
ask
for
to
get
a
yes
vote
on
the
bond.
What
you
are
willing?
Z
Well,
I
want
to
know
what
you're
willing
to
cut
show
fiscal
responsibilities,
show
how
much
federal
money
esser
you
are
receiving
and
what
the
cost
of
that
is
and
how
you
are
using.
The
overabundance
you
received
from
the
past
forecasted
amount
from
the
last
bond,
something
else
I
have
requested
and
not
received
start
being
accountable,
responsible
and
honest
with
your
community,
and
then
we
can
consider
a
bond
as
for
now.
I
do
not
see
this
happening
and
would
like
our
voters
to
say
no
to
this
bond.
Z
Wait
until
we
have
a
community
input
and
your
new
superintendent
to
make
this
kind
of
decision
stop
forcing
financial,
social
and
your
personal
opinions
through
without
community
support.
Stop
the
bond,
require
an
open
superintendent
search
and
stop
equity
trainings
that
are
costing
us
good
teachers,
parents
to
pull
their,
not
your
students
out
and
fights
as
tension
builds
in
our
schools.
Thank
you.
A
F
Yes,
but
I
cannot
they
don't.
Allow
me
to
start
the
video.
F
My
name
is
nancy
and
I'm
a
parent,
I'm
surprised
to
see
the
700
million
bond
being
promoted
where
us
taxpayers
have
to
pay
for
it.
Based
on
your
promotion
of
this
bond,
it
does
look.
You
took
a
lot
of
time
and
money
to
make
the
illusion
that
that
bsd
needs
money,
but
the
student
district
already
have
millions
in
e
ssr
funds.
F
F
A
A
Give
it
one
more
angelic
if
you're
here,
to
comment
now's
the
time
to
turn
on
your
screen
or
your
audio.
A
Okay,
I'm
gonna
assume
that
angela
wasn't
able
to
join
us
tonight,
so
we
have
our
last
commenter
jeff
myers
jeff.
Are
you
there.
AA
I'm
ready
to
go.
Thank
you
so
hi.
My
name
is
jeff
meyers,
I'm
a
parent
of
two
students
in
bsd
and
a
member
of
save
oregon
schools,
and
thank
you
for
these
whole
two
minutes
to
speak.
I
will
be
voting
no
on
the
bond
and
I
am
actively
campaigning
against
it,
and
I'd
like
to
use
my
time
today
to
explain
the
why,
behind
those
two
critical
decisions,
I
chose
to
make
it's
a
bit
later,
you're
going
to
hear
during
the
superintendent
report.
AA
I
think
you'll
hear
things
like
you
know,
thanking
you
and
others
for
your
heart
and
thoughtful
work,
painting
a
picture
about
how
you
had
to
prioritize
investments
for
the
future
of
our
children
and
community
and
that
there's
plenty
of
really
good
information
online
for
the
community
to
look
at
what
I
don't
think
you're
going
to
hear
is
the
truth
that
there
will
be
no
thinking
of
you
for
making
the
hard
decision
to
go
for
the
bigger
of
the
two
bonds.
AA
I
say
that
sarcastically,
you
know
the
one
that
will
increase
taxes
for
the
community
and
not
keep
them
flat
with
the
last
bond
expiring.
There
will
be
no
mention
of
anything
about
how
the
projects
were
prioritized
like
what
are
the
critical
needs
versus
the
wants
versus
the
nice
to
haves.
I
also
doubt
there'll
be
any
mention
of
how
the
continued
drop
in
enrollment
has
informed
or
changed
the
plans.
So
maybe
you
think
going
big
on
the
bond
will
bring
them
back.
AA
I
don't
know
there'll
be
no
mention
of
this
informative
website
and
how
it
doesn't
make
any
mention
of
contingency
plans.
In
other
words,
you
just
expect
the
community
to
vote
yes
and
bankroll
whatever
you
want,
there'll
be
no
mention
of
the
esser
funds
or
other
available
funds
that
could
be
used
in
case
this
bond
doesn't
pass,
and
if
the
community
knew
that,
though,
then
maybe
they'd
be
less
likely
to
vote
for
it.
So
I
I
do
again
sarcastically
applaud
your
consistency
of
lack
of
transparency
and
honesty
with
the
community.
AA
I'm
going
to
vote
no
on
the
bond
and
do
all
I
can
to
stop
it,
because
I
don't
trust
you
you
claim
to
listen.
We
have
selective
hearing
and
laws
and
policies
are
being
broken
and
you
look
the
other
way
you
knowingly
overpay
on
contracts.
You
look
the
other
way
you
aren't
going
to
hold
yourselves
accountable
and
others
accountable.
A
AB
AB
You
heard
some
amazing
stories
from
our
transportation
folks,
nutrition
folks,
as
well
as
some
of
our
teachers
who
have
been
tirelessly
covering
other
classes,
filling
other
staff,
members
filling
filling
other
duties,
whatever
it
took
to
keep
our
schools
open
and
as
the
omicron
surged,
we
were
experiencing
significant
staff
absences
due
to
the
omicron
and
people
just
pitched
in,
and
that's
why
we
were
able
to
keep
our
kids
in
school
so
really
want
to.
AB
Thank
you
for
that
and,
as
you
know,
the
school
district
has
been
reacting
to
constant
changes
that
are
coming
down
from
oha
ode
and
our
governor,
and
today
we
had
another
one
of
those
changes
come
down.
AB
That
then
went
to
march
19th
and
today
at
11
o'clock,
we
were
informed
that
they
were
moving
that
date
up
to
march
11th,
and
so
with
that
we
we've
been
doing
a
lot
of
work
in
the
district.
We
are
sending
and
have
sent
a
survey
out
to
our
staff.
AB
We
are
also
sending
a
survey
out
to
our
parents
and
we
will
be
sending
a
survey
out
to
our
students
also
regarding
their
choice
on
what
they
believe
we
should
do
with
optional
math,
squaring
also.
We
will
be
sitting
down
and
I've
reached
out
to
association
president
sarah
schmidt
and
will
be
sitting
down
with
our
bea
bargaining
leadership
and
looking
at
how
do
we
move
forward
in
this
critical
time.
AB
AB
Right
now,
we
don't
have
a
lot
of
answers
to
some
of
those
questions
and
we
hope
we
hope
that
some
of
that's
going
to
be
provided
on
this
wednesday
and
then
just
to
re
remind
people.
You
know
the
districts
already
has
provided
flexibility
in
the
areas
of
outdoor
masking
volunteers
in
our
building
indoor
athletics,
other
extracurricular
activities
and
later
tonight,
you're
going
to
hear
from
two
of
our
central
office,
folks,
brian
seca
and
danielle
hudson
regarding
the
information
that
they
they
have.
AB
But
right
now,
I'm
in
a
real
positive
positive
place,
because
the
numbers
are
significantly
dropping
and
we
were
on
with
our
county
health
department
today,
and
they
also
are
optimistic.
AB
This
bond
would
address
seismic
safety
and
security
technology,
deferred
maintenance
and
the
replacing
of
two
of
our
aging
schools.
Beaverton
high
school
raleigh
hills
elementary
school.
This
bond
would
also
address
some
of
the
inequities
of
outside
fields,
infrastructure
and
inequalities
that
exist
at
our
very
school.
AB
I
want
to
thank
our
operations
team
once
again
for
their
work
and
providing
outside
experts.
These
are
not
inside
beaverton
people.
These
are
outside
experts
that
have
come
in
and
looked
at
our
buildings
looked
at
the
safety.
Looked
at
the
security
looked
at
what
our
buildings
need
not
only
now,
but
continue
to
look
at
in
the
future.
AB
Also.
I
just
want
to
bring
it
to
this
board's
attention
community
and
other
folks
that
the
esser
funds
that
were
provided
those
funds
were
provided
to
deal
with
the
pandemic.
AB
And
the
majority
of
our
esser
funds
go
for
staffing
to
address
the
social,
emotional
well-being
of
our
students,
as
well
as
the
safety
of
our
students,
while
they're
in
these
in
these
buildings,
whether
that
could
be
hvac
systems,
go
to
provide
masking
additional
purifiers
air
purifiers
and
everything.
But
those
esser
funds
were
really
met
to
address
the
needs
caused
by
the
pandemic.
AB
AB
I
applaud
you
for
going
out
and
doing
a
national
search
with
a
search
consultant,
not
part
of
the
beaverton
school
district
and
providing
you
with
some
of
the
very
best
talent
across
the
united
states
talk
a
little
bit
about
the
2022-2253
budget,
and
you
know
our
district
under
the
guidance
of
assistant
superintendent
of
business
services,
mike
schofield
we're
in
that
process
of
formulating
next
year's
budget.
This
is
a
very
complex
process,
especially
considering
our
current
environment
relating
to
the
pandemic.
AB
I
think
on
a
positive
note.
Oregon's
economy
remains
strong,
and
the
latest
economic
forecast
was
very
positive.
The
budget
will
all
be
also
be
assisted
once
again
by
student
investment
act
dollars
and
the
elementary
secondary
emergency
relief
fund,
known
as
esser
as
we've
talked
about
to
address
issues
of
the
pandemic.
AB
On
the
downside,
as
folks
know,
the
district's
enrollment,
as
enrollments
across
the
united
states
are
falling
and
we
are
currently
down
approximately
2
000
students.
Beaverton,
like
other
school
districts,
are
looking
to
recover
some
of
those
students
as
the
pandemic.
Lessons
and
people
become
less
fearful,
we're
hoping
that
we
are
going
to
recover
some
of
those
students,
but
a
reminder
that
birth
rates
in
washington
county
have
are
destined
to
significantly
be
reduced.
They
are,
they
are
reducing
now,
but
also
projected
to
reduce
for
some
time
in
the
future.
AB
If
you
look
at
these
2
000
students
that
equates
to
about
18
million
dollars
in
loss
revenue,
that
will
eventually
go
away,
and
so
I
really
appreciate
assistant
superintendent,
schofield
other
members
of
the
staff,
but
also
the
school
board
in
realizing
we're
not
just
budgeting
for
one
year,
you're
looking
out
across
multiple
years
to
ensure
the
sustainability
of
providing
a
great
education
for
the
students
of
beaverton.
AB
We
also
continue
to
bargain
with
our
certified
association
and,
as
you
heard,
we'll
start
with
our
classified
association
soon,
I'm
optimistic
that
we
can
come
to
an
agreement
in
the
near
future
that
will
provide
the
resources
necessary
to
our
staff
and
students
to
be
successful
also.
Regarding
equity.
AB
D
AB
The
voices
of
some
of
those
students
today
and
our
work
is
still
to
provide
a
safe
and
inclusive
learning
environment
for
all
students,
and
we
continue
to
move
forward
with
that
equity
work.
AB
We
won't,
we
don't
always
get
it
right,
but
we
try
and
if
we
fail,
we
come
back
again
and
we
try
to
get
that
right
and
when
we
know
we'll
get
it
right
is
when
those
disparities
and
outcomes
are
not
predicted
by
economics
or
race
or
language,
and
then
finally,
I
just
want
to
thank-
and
I
think
president
schmidt
talked
about
it
today,
but
you
know
in
a
school
district
of
40
000
students
and
approximately
6
000
staff.
AB
You
are
going
to
have
significant
tragedies
and
we've
experienced
those
this
year,
whether
it's
the
death
of
a
student,
the
death
of
a
staff,
member
other
tragedies
that
take
place
during
a
school
year,
and
I
just
want
to
call
out
our
flight
team
leslie
rogers,
her
entire
team,
our
counselors,
our
social,
social
folks
that
help
us
social,
emotional,
anybody
and
just
our
staff
in
general,
our
administrators,
their
community.
AB
We
really
rally
when
something
like
this
happens,
and
I
have
not
seen
that
in
all
districts,
but
this
community
is
very
caring
and
giving
when
there
is
a
tragedy
that
takes
a
place
that
involves
a
student
staff,
member
or
parent
of
one
of
our
students.
So
a
big
shout
out
to
them.
That's
all.
I
have
cheerfully.
A
Thank
you,
superintendent.
Graudin,
get
your
comments.
Next
up,
we
have
the
school
reports
we'll
be
hearing
from
principal
batsell
from
terry,
linda
and
principal
o'neal
from
tumwater
principal
batsell.
Are
you
there.
AC
Well,
good
evening
to
chair
colette
and
the
school
board,
superintendent,
grading
and,
of
course,
all
of
our
students
and
parents
and
community.
I
just
am
very
fortunate
to
be
able
to
present
to
you
all
tonight
about
our
school
over
here
on
the
north
side
of
the
district.
I'm
tara
linda,
we
are.
AC
We
are
one
of
the
small
schools
in
our
district,
and
actually
we
started
our
day
today
with
a
visit
from
the
tum
water
band.
So
I
love
that
principal
o'neal
is
here
as
well
all
of
our
students
at
tara,
linda,
head
to
temwater
for
middle
school.
So
we
try
to
keep
those
connections
going
and
we
heard
from
the
band
this
morning
outside
on
our
playground
as
school
was
starting
this
morning,
so
that
was
really
fun.
AC
I
wanted
to
start
tonight
with
a
story
about
something
we've
done
at
our
school
for
the
last
couple
years
and
in
the
midst
of
a
pandemic,
it's
hard
to
pull
community
together,
tara,
linda's,
a
school
that
has
a
really
close
community
and
we
look
for
lots
of
ways
to
involve
our
parents
and
our
families
in
our
school,
and
that
is
hard
to
do
in
a
pandemic.
So
we
also
have
done
a
lot
of
work
around
our
equity
work
and
cheering
for
our
students
of
all
all
different
backgrounds.
AC
And
so
what
we
did
is
we
decided
to
run
an
event
on
zoom,
where
we
it
was
it.
We
called
it.
Justice
league
story,
time
event
where
we
identified
stories
about
real
life
superheroes,
and
then
we
basically
offered
read
alouds
on
zoom
that
families
could
sign
into,
but
we
sent
home,
popcorn
and
hot
chocolate
to
make
it
a
fun
event.
AC
And
then
we
told
stories
read
our
staff,
read
books,
two
kids
and
we
had
over
100
families
sign
in
and
got
to
hear
about
these
change
makers
in
our
world,
like
we
talked
about
malala
and
her
magic
pencil
from
pakistan
and
the
boy
who
harnessed
the
wind,
who
was
a
boy
from
village,
he
built
a
windmill
to
help
his
community
so
stories
like
that.
So
to
inspire
our
students
and
that's
what
we
do
at
our
school.
AC
All
the
time
is
looking
to
bring
those
stories
of
change
makers
all
over
the
world
different
ages
and
backgrounds
in
our
teaching
every
day.
So
let
me
give
you
a
little
bit
about
our
school,
so
you
get
a
little
picture
of
it
like
I
said
we're
pretty
small.
We
only
have
294
or
so
students.
Right
now
we
have
15
different
languages
spoken
at
our
school
students.
We
have
16
percent
of
our
students
are
language,
learners,
21
with
disabilities
and
31
percent
economically
disadvantaged.
So
we
have
a
a
pretty
diverse
school.
AC
One
thing
I
wanted
to
point
out
are
students
with
disabilities.
We
actually
have
two
classrooms
of
students
in
a
structured,
routine
center
classroom,
and
so
these
are
students
with
special
needs
who
get
special
services
at
our
school,
but
they're
also
part
of
our
community,
and
they
come
to
our
classes,
general
education
classes
and
spend
time
there,
with
our
students
they're
out
at
recess,
with
all
of
our
students
and
at
lunch,
and
it's
just
a
really
special
part
of
our
community
here
at
tara
linda.
AC
AC
We
actually
started
this
five
or
six
years
ago
we
were
part
of
a
pilot
called
culture
of
care
at
the
time
which
was
training
a
cohort
of
staff
to
around
a
lot
of
skills
for
social-emotional
learning
before
we
called
it
that,
and
so
we
worked
with
our
staff
to
bring
those
skills
to
our
whole
staff,
and
it
has
made
such
a
difference
in
our
building.
Our
whole
district
has
now
shifted
to
this
idea
of
social,
emotional
learning,
we've
added
behavioral
health
and
wellness
teams
and
staff
to
that.
AC
So
we
spent
a
lot
of
time
adding
different
things
to
our
building
like
community
circles.
Every
day,
teaching
restorative
practices
to
all
of
our
staff,
those
out
at
recess
those
in
our
office
and
then
truly.
We
are
a
community
that
looks
at
every
single
one
of
our
students
and
is
there
to
teach
them
throughout
the
day.
No
one
ever
thinks.
Oh,
my
job
is
to
go
supervise
students
right
now.
AC
Their
job
is
to
teach
students
all
day
long,
so
we're
teaching
problem-solving
skills
and
social
skills
out
on
the
playground
at
lunch,
as
they're
walking
down
the
hallway
everybody's
all
in
at
our
school,
which
is
one
of
the
reasons
I
love
working
here
and
we've
added
specific
things
this
year
with
our
behavioral
health
and
wellness
team,
because
we
have
additional
staff.
You
know
like
our
full-time
student
success,
coach
and
our
we
have
a
half-time
social
worker
at
our
school
and
our
full-time
counselor.
AC
We're
able
to
really
support
students,
those
individuals
who
need
something
extra.
We
have
people
that
are
able
to
do
that,
which
I
am
just
feel
so
fortunate.
We
were
trying
to
do
this
a
couple
years
ago
with
just
myself
and
a
counselor
and
a
half-time
academic
coach,
and
it's
just
so
amazing
this
year
that
we
are
able
to
support
our
students
so
well.
So
I
wanted
to
thank
our
districts
and
school
board
support
for
for
all
of
those
people.
AC
It
is
just
amazing
and
is
allowing
us
to
do
our
work,
and
then
that
has
extended
into
our
equity
work
and
our
a
bar
work
with
our
students
over
the
last
couple
years
around
our
work
to
really
know
our
students
well
get
to
know
them
their
stories,
build
on
their
identities
and
get
to
know
that
really
well
and
then
know
their
stories,
and
then
you
know
build
on
their
strengths,
so
that
has
been
a
big
focus
of
ours.
AC
Lately
we
have
diversified
our
classroom,
libraries
so
that
our
books
have
are
the
mirrors
and
windows
for
our
students,
so
they
can
really
see
themselves
and
that's
been
supported
by
our
district,
but
it's
also
been
something.
That's
been
really
important
to
me
to
to
make
sure
that
our
our
classrooms
have
accessible
books
for
all
of
our
students,
and
that
is
where
we
can
keep
pushing
them
to
be
change.
AC
Makers
like
I
talked
about
at
the
beginning
right,
so
that
they
see
themselves
as
important
people
in
this
world
and
can
make
a
difference
and
they
look
for
ways
to
to
change
the
world.
We
had
a.
We
had
a
fundraiser
the
other
day
and
in
just
four
days
our
third
graders
helped
raise
over.
I
think
thirteen
hundred
dollars
for
tonga
just
because
they
they
saw
a
need
and
they
they
called
it
out-
and
our
community
centered
around
that
and
so
in
such
a
small
school.
AC
We're
able
to
still
do
pretty
important
things
our
community
is,
like
I
had
mentioned
at
the
beginning,
is
also
really
important
to
us,
and
so
you
know,
as
we
went
through
the
pandemic,
I
think
our
our
parents
had
a
window
into
our
classrooms
right
every
day
on
zoom.
AC
They
got
to
see
what
we
were
doing
and
I
think
that
that
really
helped
them
see
the
great
work
of
our
teachers
and
what
we're
trying
to
do
here-
and
I
think,
that's
really
shifted
us
into
this
year-
where
they,
they
know
what's
happening
in
our
building
and
they
can
support
that
and
parent
square
by
the
way
has
been
a
lot
of
information.
But
it's
also
a
great
way
for
us
to
communicate
with
our
parents.
AC
So
that's
been
a
way
that
we've
been
able
to
keep
that
information
going
and
let
them
know
what's
going
in
our
building.
So
we
have
lots
of
work
to
do
we're
coming
out
of
a
pandemic
and
trying
to
build
all
these
skills
for
our
students,
both
academically
and
socially.
AC
But
we
already
know
our
students
are
growing.
We're
super
excited
about
the
growth
that
they're
making
already
from
whatever
place,
they're
at
that's
what
we
do
with
our
students
we
take
them
from
where
they're
at
and
then
we're
bringing
them
forward.
The
best
that
we
can
getting
them
ready
to
be
like
those
students
we
heard
at
the
beginning
are
future
scientists
and
engineers
and
leaders.
D
Eric
thanks
for
the
update
and
thanks
for
having
us
to
talk
about
the
bond
measure
at
your
your
principal
and
your
pto
mean
that
was
really
awesome,
yeah
and
thanks
for
giving
kudos
to
the
district,
because
they
did
really
well
the
last
bomb
measures.
You
said
they
got
extra
projects
and
you
explained
to
everybody,
the
extra
stuff
that
happened
on
the
parameter,
fencing
security
safety,
all
that
good
stuff.
So
thank
you
for
that
for
sure,
quick
question.
D
Sorry,
my
computer,
I
think
you
know
a
lot
of
students.
You
said
70
over
two
years
or
so
can
we
get
a
lot
of
those
kiddos
back
into
tara,
linda.
AC
I
would
love
to
get
them
back.
Yeah
we
we've
dropped
quite
a
number
of
students
and
part
of
it,
I
think,
is
just
the
changes
in
our
boundary.
Our
boundary
doesn't
have
a
lot
of
new
growth
in
it.
We
have
apartments
and
a
lot
of
stable
neighborhoods.
So
that's
probably
what
into
that,
but
there's
also
some
students
that
didn't
come
back
after
the
pandemic,
so
I'd
love
to
have
them
back.
E
Hi
christy,
thank
you
for
that
presentation.
So
when
I
was
reading
your
report,
I
I
came
across
the
tiger
club
program.
I
was
so
impressed
by
it
and
I
was
impressed
to
see
how
much
the
students
that
participated
improved
in
their
reading
and
I'm
so
glad
that
you're
going
to
continue
with
the
program
when
the
uncovered
restrictions
are
lifted.
So
thank
you
for
that,
and
and
looking
at
your
report,
your
numbers
are
amazing.
E
The
question
I
have
is
why
I
don't
see
data
for
teachers
and
staff
reporting
they
contribute
to
school
decision
making,
there's
data
on
in
18
19,
but
I
don't
see
data
for
1920
and
2021.,
I'm
just
wondering
about
that
where
there's
no
data
and
also
to
encourage
that
to
continue
to
keep
the
numbers
down
on
the
on
the
suspension
rate
as
well.
AC
Yeah,
I
yeah,
I
think
the
we
didn't
collect
that
data
from
staff
the
last
couple
years,
it's
from
a
state
survey.
I
believe
so
that
wasn't
something
we
collected.
I
always
like
to
know
that,
though,
because
I
like
to
have
our
staff
feel
like
they
are
part
of
our
decisions.
So
I
look
forward
to
seeing
that
when
we
had
that
opportunity
and
then
our
suspensions,
that
was
in
2021
or
last
year,
we
had
just
a
little
bit
of
time
in
school
and
we
didn't
have
students
transitioning
anywhere
when
they
came
to
school.
AC
They
might
have
to
solve
a
problem,
and
so
my
goal,
though,
with
our
students
is
that,
even
when
we're
back
in
person
like
now
that
we
use
other
ways
that
they
have
the
skills
to
work
with
each
other
and
be
around
each
other
and
solve
their
problems
with
their
words
and
keep
themselves
calm,
so
that
those
things
can
be
worked
out,
so
it
doesn't
become
a
physical
situation
or
something
where
we
end
up
with
having
to
go
towards
the
suspension.
That's
my
very
very
last
last
place.
AC
J
Uganda
kind
of
beat
me
to
the
punch.
I
was
also
christy,
it's
so
great
to
have
you
here
tonight,
but
I
was
going
to
mention
your
tiger
club
as
well.
My
different
question
is:
can
you
tell
me
who
provides
that
is
it?
Teachers
is.
AA
J
Is
it
you
know
who
who
is
who
helps
you
with
that.
AC
Yeah
so
I
hope
to
bring
it
back,
because
pandemic
is
in
the
way
at
the
moment,
but
our
our
staff
actually
run
it
so
teacher.
It's
just
extra
extend
to
pay
for
after
their
hours
and
teachers
and
our
classified
staff,
support
that
and
our
academic
coach
usually
would
coordinate
that
so
really
so
just
adding
to
the
school
day
for
students
but
yeah
run
by
your
staff,
and
then
it's
we've
partnered
funding
wise
with
our
ptc
and
with
bef
to
help
fund
that
yeah.
That.
J
Was
going
to
be
my
follow-up
question
and
I
I
hope
that's
best
practices
that
we
can
do
at
other
schools,
but
I
I
was
just
very
curious
who
who
staffed
it
and
how
it
was
funded,
and
you
answered
both
of
us.
Thank
you.
Kristy
keep
up
the
good
work
thanks.
C
Thank
you
so
much.
You
know
I
had
asked
my
questions
and
you
answered
most
of
them
in
yeah.
While
you
were
talking,
I'm
really
really
impressed
with
your
how
you
have
included
the
community
and
the
parent
involvement.
That's
really
really
good,
because
I
think
that
those
two
pieces
are
very
important.
My
question
relates
to
it's.
C
It's
just
a
I'm
interested
in
finding
out
you
know.
Safety
is
a
very
big
issue
and
it's
very
important
for
parents
and
for
staff,
and
that
we
want
our
kids
to
feel
safe.
The
fact
that
you
had
been
able
to
bring
your
suspensions
and
expulsions
down
to
zero.
What
what
restorative
practices
have
you
used?
I
would
be
interested
in
hearing
that
you
know
just
for
my
for
learning,
for
myself.
AC
Yeah
so,
for
example,
when
students
have
a
disagreement
about
something
or
there's
frustrations,
it's
teaching
students
how
to
work
those
things
out
with
their
words,
and
we
facilitate
that
for
them
so
that
they
can
say
what
what
bothered
them,
how
that
impacted
them,
how
they
felt
about
what
happened
to
them
and
then
have
the
other
student
really
be
able
to
hear
that
and
respond
to
that,
and
our
hope
is,
as
as
students
are
making
that
connection
between
the
impact
they
had
with
their
actions
or
words
on
another
student
that
in
the
future,
they
might
think
differently
about
their
actions,
because
they
can
see
how
that
really
impacts
them.
AC
And
then,
of
course,
before
that
even
gets
to
be
a
struggle,
is
giving
kids
the
tools
to
notice
how
they're
feeling
teach
them
to
walk
away
before
they
lash
out
at
somebody.
So
we
teach
a
lot
of
zones
of
regulation
here
and
and
gives
students
kind
of
power
over
how
they're
feeling.
So
they
know
it's
not
perfect,
we're
not
at
zero
still
this
year.
So
I
don't
want
you
to
think
I'm
leaving
here
with
a
perfect
zero.
But
it's
my
goal
to
be
at
zero.
N
AC
I
mean
you
know
we
want
to
keep
it
really
low,
so
it
takes
a
lot
of
skill
building
for
students
ahead
of
time
and
then
as
soon
as
something
is
happening,
helping
them
process
through
that,
but
we've
trained
our
staff
on
that.
So
it's
not
just
me
or
my
counselor.
That
know
how
to
do
that.
C
Yeah
and-
and
you
said
that
culture
of
care-
you
guys
were
the
first
one
to
start,
is
it.
AC
R
Hi
christy,
I
wanted
to
thank
you
for
I
loved
seeing
just
the
variety
of
work
that
you're
doing
with
respect
to
everything,
from
zones
of
regulations
to
the
restorative
practices
and
implementing
that
you
mentioned.
R
You
thanked
the
board
and
the
district
for
the
ex
the
staff
to
help
you
implement
that,
because
before
you
said
you
were
trying
to
do
that
on
your
own.
So
I'm
glad
that
we
could
use
our
esser
funds
to
really
support
you
at
this
time
for
those
people
to
help
in
implementing
all
these
different
pieces.
R
In
the
coaching,
I
noticed
a
lot
of
the
professional
development
you
provided,
whether
it's
a
cerreta
hammond
in
building
relationships,
whether
it's
the
teacher's
college
and
the
you
know
workshop
instruction
that
for
reading
and
writing
that,
I
think,
are
amazing.
I
noticed
that
you
had
about
a
quarter
of
your
staff
turn
turnover,
and
I
know
you've
been
really
intentional
on
the
professional
development
that
you've
been
building
over
the
last
five
years.
So
I'm
wondering
about
how
you
bring
your
the
new
staff
up
to
up
to
speed
on
all
these
amazing
professional
developments.
AC
Yeah
well
it
that
can
be
tricky.
Our
classroom
teachers
have
been
pretty
stable
over
time
so
that
we
haven't
had
a
lot
of
turnover
that
way,
but
our
some
of
our
classified
staff
have
changed,
and
so
I
just
look
for
either
ways
that
our
student
success,
coach
or
counselor
can
can
train
people
in
the
building
or
I
can
get
them
out
to
training.
So
our
district
does
offer
that,
and
so
it's
sort
of
stealing
minutes
here
and
there
to
get
training
to
staff
and
have
those
conversations.
AC
But
I
also
hire
looking
for
that.
So
I'm
looking
for
people
that
already
have
a
little
bit
of
that
background
or
that
thinking
so
that
I'm
building
on
something
that
they
already
believe
so
kind
of
both
of
those
pieces.
R
Another
piece,
I
noticed,
was
your
intentionality
to
support
your
english
language
learners
with
the
co-teaching
and
then
also
that
providing
that
discussion
strategies
with
the
teachers.
So
I
think
those
are
best
practices
that
will
really
support
that
growing
number
of
multilingual
learners
or
emergent
bilinguals
in
your
building.
So
thank
you
for
taking
that
that
focus
and
supporting
that
group
of
students
as
well.
Thank
you.
F
O
Let
me
meet.
Thank
you
so
much
for
your
presentation.
Today.
It
sounds
like
tara
linda.
You
know.
I
equate
tara
linda
to
montclair,
which
is
the
school
that
my
kids
went
to
so,
and
I
know
it's
a
small
school
but
very
powerful,
and
you
have
community
support.
That
sounds
amazing
and
a
really
nice
community
of
teachers
and
all
that.
So
my
question
is
especially
with
things
going
on
in
the
world
right
now,
and
I
know
you
have
the
support
system
for
mental
health.
O
AC
Art,
well,
our
teachers.
We
have
the
community
circle
meeting
morning
meeting
every
day
in
our
school,
so
that's
a
nice
opportunity
for
students
to
for
teachers
to
check
in
with
students
like
how
are
you
doing?
What
are
you
thinking
about?
And
so,
if
it
comes
up,
that's
often
a
place
that
will
come
up
in
classes
and
they
can
talk
with
their
kids
about
that.
AC
If
it's
something
that
is
weighing
on
a
group
of
students,
you
know
we
have
our
our
team.
That
can
support
them,
but
you
know
our
fifth
graders.
They
know
what's
going
on
they're
interested
in
the
world,
and
so
you
know
if
it's
something
they're
interested
in,
we
can
talk
about
it
with
them.
O
Z
AC
Yeah,
I
you
know,
have
I
heard
it
in
conversations.
I
gave
our
teachers
some
resources
this
weekend,
so
they
had
kind
of
information
to
be
able
to
share
if
it
came
up
in
their
classrooms,
so
our
school
doesn't
have
direct
families
from
ukraine,
but
I
know
they're
connected
to
families
from
ukraine
and
other
eastern
europe
country.
So
I
know
it's
weighing
on
families
minds,
so
it's
at
our
school
right
now,
not
a
huge
topic,
but
we
we
take
it
on
as
it
comes
up.
A
A
Next
up
we'll
have
principal
o'neal
from
tumwater
middle
school,
and
this
is
a
kind
of
a
special
report,
because
this
is
a
report
from
a
school
that
is
just
beginning.
So
I
don't
think
I've
ever
seen
this
in
front
of
the
board
before
and
I'm
very
interested
in
how
our
new
middle
school
is
coming
together.
AD
Oh,
of
course
I
am
so
thank
you
very
much,
mr
clip
and
school
board
members
and
mr
rotting
for
hosting
me
this
evening.
It's
really
a
pleasure
to
come
back
to
you.
I
was
thinking
that
it's
been
just
a
few
weeks
over
a
year
ago
that
I
had
the
pleasure
of
joining
aboard
me
as
you
selected
the
name
for
the
new
middle
school,
and
I
think
that
that
decision
that
you
made
actually
ties
a
little
bit
into
my
presentation
today.
So
thank
you
so
much
for
hosting
me.
AD
We
are
serving
889
students
in
the
building,
funded
by
a
bond
many
years
ago
that
served
in
a
building
that
served
as
a
swing
school
for
so
many
schools
as
they
was.
We
were
building
schools
and
we
had
to
remodel
some
schools
as
we
had
some
water
damage
in
schools.
It's
hosted
a
lot
of
programs,
and
this
year
we
share
the
building
with
flex
online,
and
it's
been
a
great
partnership
between
the
two
schools.
AD
AD
We
also
have
seventh
and
eighth
graders
this
year,
who
attended
at
least
three
different
middle
schools.
We,
the
boundary
adjustments,
included
kids
from
cedar
park,
meadow
park
and
stoller,
and
we
also
recovered
some
students,
who've
been
attending
flex
online
or
private
schools,
or
had
been
home
schooled
as
well.
So
we
have
this
challenge
of.
We
have
students
from
many
different
schools.
We
also
have
a
staff
from
many
different
schools,
many
different
states,
even
some
who
came
internationally
to
join
our
staff.
AD
AD
And
tonight
I
noticed
during
the
public
commentary
that
there
were
multiple
perspectives
and
we
have
to
consider
them,
and
then
our
last
part
is
that
we
dare
that
we
dare
to
innovate.
AD
We
dare
to
create
and
uplift
others
to
challenge
ourselves
to
be
open
to
changing
our
minds,
which
is
really
big
right
now,
right,
we
all
are
see
what
happens
in
society
when
we're
not
willing
to
change
our
minds
and
then
that
they
dare
to
change
the
world.
So
how
do
we
go
about
doing
that?
This
summer?
I
was
in
avid
training,
and
we
were
talking
about
person
first
language,
where
you
put
the
person
before
the
descriptor
of
the
language
and
the
context
that
that's
been
described
in
every
study.
AD
I
challenge
the
staff
to
use
person
first
language
for
all
of
our
programs.
How
is
that
five
minutes,
including
including
the
zuma
program?
So
we
have
students
who
teach
in
the
summa
pro
or
who
learn
in
the
summa
program.
We
have
teachers
who
teach
in
the
summa
program,
but
we
have
students
at
our
school.
We
have
rapids
at
our
school.
AD
We
don't
have
students
who
are
defined
by
being
served
in
the
independent
skills
center
or
in
the
structured
learning
center
in
the
summa
program
in
the
eld
program,
they're
students,
they're
rapids,
and
we
are
all
teachers
of
all
students
at
our
school.
We've
also
worked
really
high
hard
on
building
an
advisory
program
and
at
the
very
beginning
of
the
year
we
were
influenced
by
the
video
that
was
created
for
tom
waters.
AD
Dedication
by
gary
wesley
and
brandon
culbertson,
because
the
theme
of
that
video
was
around
stewardship
stewardship
of
our
waterfall
that
we're
named
for
stewardship
of
our
community,
and
so
we've
built
an
advisory
throughout
the
year.
This
idea
of
stewardship,
with
essential
questions
of
how
are
we
stewards
of
our
community?
How
are
we
stewards
of
this
building?
AD
How
are
we
stewards
of
the
school
and
have
really
strived
to
build
students
ownership,
their
voice
by
listening
to
them
in
the
decisions
that
we're
making
and
building
out
a
student
activities
program
that
has,
just
in
the
last
few
weeks
really
bloomed?
I
feel
like
we've
been
planting
seeds
and
it's
bloomed
suddenly
with
student
leadership
and
a
yearbook
and
the
befs4
grant
supporting
our
soccer
and
homework
club,
our
bsu,
our
gsa
and
we're
part
of
that
building.
AD
O
Yeah,
sorry,
it's
a
susan
problem
jill.
First
of
all,
it's
lovely
seeing
you
yes,
so
nice
to
see
you
jill.
I
have
a
question.
It
was
kind
of
about
behaviors
because
I
know
so
many
middle
schools
when
we
first
started
up
this
year
and
like
seems
like,
maybe
it
just
kind
of
settled
down
now
that
there
was
a
lot
of
middle
school.
O
AD
We
haven't
seen
the
number
of
fights
that
I
know
have
been
occurring
at
other
middle
schools,
and
I
I
think
that
there
are
many
reasons
for
why
that
underlying
reasons
and
us
being
new
in
a
wonderful
school,
probably
isn't
one
of
those
things.
There
are
other
things
that
are
are
getting
in
the
way.
I
don't
think
that
our
students
feel
crowded
in
our
building.
AD
I
think
that
we
are
paying
attention
to
student
voice,
we're
pretty
highly
structured
and
there's
some
some
kids
who
would
like
us
to
be
a
little
bit
less
structured,
but
but
we
have
you
know,
we've
had
to
work
with
kids
on
recognize.
Remember
our
sixth
graders
were
fourth
graders
last
time
they
were
in
the
building
fully
and
so
recognizing
that
teaching
them
the
skills
that
they
would
have
learned
in
fourth
and
fifth
grade
had
they
been
together,
learning
and
then
quickly,
bringing
them
up
to
middle
school
expectations
and
we're
still
working
on
it.
O
AD
Well,
we
just
made
an
adjustment
last
thursday
to
the
math
science
block.
We
did
have
like
a
rotating
block
where
students
had
math
and
science
every
day,
but
one
period
very
long
period,
a
double
period
rotated
and
we
moved
it
to
two
even
period
days
with
just
a
little
bit
more
than
an
hour.
I'm
sorry,
two
even
sized
periods,
so
they
have
math
or
science
every
day
for
about
61
minutes,
and
it
has
been
a
remarkable
change
for
a
couple
of
reasons.
AD
One
is
the
students
have
been
asking
for
this
in
september,
so
we
told
them
their
voice
counted.
We
can
do
this
now
and
they
feel
like
they
were
listened
to.
The
other
thing
is
not
all
of
our
students
are
in
the
halls
at
the
same
time.
So
if
you
think
of
taking
out
about
a
sixth
of
the
student
from
the
hall
students
from
the
halls
as
they're
rotating,
that
makes
a
difference
in
how
it
feels
to
them
in
terms
of
crowding,
but
also
in
our
ability
to
provide
adequate
supervision.
AD
And
then
the
teachers
are
recognizing.
This
is
just
day
three
for
them,
and
I
met
with
a
group
of
them
after
school
and
to
them
they
feel
more
settled
more
like
their
lessons
can
be
more
predictable.
Our
math
teachers
say
they
can
get
through
a
whole
lesson
every
day
now,
and
so
that's
made
a
big
difference.
I
know
students
are
enjoying
their
electives,
we're
missing
we're
missing
the
teaming
that
happened
at
middle
schools
before.
J
Well,
susan
good,
to
see
you
it's
good
to
see
you
jill
susan,
asked
my
question.
I
was
going
to
ask
about
the
middle
school
schedule
as
well,
but
instead
I'm
just
going
to
share
an
observation,
and
that
is,
I
had
the
privilege
of
being
at
your
dedication
at
the
beginning
of
the
school
year
and
I
was
so
overwhelmed
by
your
community
support.
I
mean
people
were
wrapped
around
that
school
wanting
to
see
inside
and
they
didn't
all
have
students.
They
just
were
anxious.
J
I
talked
to
so
many
of
the
staff
that
you've
assembled
and
they're
so
enthusiastic
and
they're
so
excited
to
be
there
and
the
students
were
so
excited
to
be
there,
and
I
know
that
all
comes
together
because
of
your
visionary
and
enthusiastic
leadership,
and
I
hope
the
honeymoon
period
never
ends
there
and
that
the
tumwater
rapids
have
it
that
we're
talking
to
you
10
years
down
the
road
20
years
down
the
road
and
it's
it's
still
there.
A
R
Hi
good
evening
I
wanted
to,
I
was
looking
at
all
the
different
pieces
that
you
have
and
your
intentionality
with
giving
teachers
opportunities
to
plan
and
collaborate
during
those
very
intentional
staff
development
day
times
that
you
put
for
grade
level
teamwork
for
content
area
work
for
commit
and
then
also
for
the
committee
work.
And
then
I
saw
that
also
you
have
the
academic
coaches
supporting
teachers
with
high
leverage
instruction
practices.
So
I
think
I
know
with
the
new
schedule.
R
It's
made
it
hard
for
some
of
our
teachers
for
our
teachers
to
team
and
your
intentionality
specifically
using
the
spaces
that
you
can
find
during
the
staff
development
days
to
allow
them
to
do.
That
is
I'm
sure
that
they're
thankful
for
that
and
we're
thankful,
because
it
allows
them
to
really
come
together
around
the
needs
of
students.
So
just
wanted
to
point
that
out
and
thank
you
for
that.
AD
Well,
thank
you
for
noticing
that
dr
perez,
I
think
it's
really
important
to
be
able
to
provide
teachers
the
time
they
need
to
analyze
student
data.
So
on
our
last
staff
development
day,
they
worked
in
grade
level
teams
focusing
on
students
who
had
received
a
d,
an
n
or
an
I,
and
we
looked
at
what
does
the
team
know
about
the
strengths
of
that
student?
AD
What
do
they
see
as
the
potential
barriers?
What
are
the
students
interests
that
we
can
build
on
and
what
is
that?
What
are
the
adult
actions
that
we're
going
to
take
and
by
when
for
each
of
those
students,
because
we
want
all
the
kids
succeeding.
R
And
I
think
that,
in
addition,
you,
what
you
were
mentioning
you
had
those
empathy
interviews
of
students
that
were
kind
of
having
a
little
bit
of
a
rougher
time
that
really
humanizes,
not
only
the
student,
their
families
and
their
needs
and
really
centers
the
supports
that
you
give
them
around
the
actual
needs
of
the
student
and
they
have
a
voice.
You
know,
and
they
have
so.
That
was
another
really
amazing
practice.
So
thank
you
for
that.
AD
A
You
know
I
have
a
question
for
you
principal
o'neill.
You
know
you're
starting
out
at
tumwater
this
year.
Where
do
you
see
the
school
in
two
or
three
years
from
now?
What's
your
what's
your
vision
for
tumwater.
AD
AD
The
community
will
be
really
important
and
on
an
aside
in
our
sixth
grade
design
class,
the
kids
recognize
that
we
don't
have
enough
bookends
in
the
library
because
of
the
supply
chain,
bookends
really
but
yeah
bookends,
so
they
created
their
own
3d
printed
bookends
and
that's
what's
in
our
library
right
now,
so
kids
recognized
a
need.
They
designed
a
solution
and
that
solution
is
an
effect
right
now.
A
That's
beautiful,
thank
you
for
your
leadership
and
excited
to
see
the
the
journey
as
time
water
grows
older
and
becomes
two
and
three
years
old
in
the
future.
A
Next
up,
we
are
going
to
have
our
monthly
financial
update
with
deputy
superintendent
scofield.
K
Thank
you,
chair,
clap
members
of
the
board
appreciate
the
opportunity
to
spend
a
little
time
with
you
talking
finances,
you'll,
see
in
your
packet,
the
year-to-date
activity
and
forecast,
and
it
is
unchanged
from
the
prior
month.
So
I
won't
spend
too
much
time
on
that.
I
do
believe
we
will
get
an
update
from
ode
on
the
state
school
fund
sometime
during
the
month
of
march,
so
expect
to
see
a
revision
to
at
least
the
revenue
side.
K
I
want
to
get
this
right
that
they
said
all
major
revenue
instruments
are
growing
strongly
led
by
corporate
taxes,
so
good
sign
for
the
state
of
oregon.
I
know
you
know
so
I
won't
spend
too
much
time
on
this,
but
that's
only
part
of
the
story
right.
So
when
the
state
has
increasing
revenues,
we
want
to
make
sure
that
those
get
distributed
onto
schools
in
a
like
manner.
K
That
did
not
happen
in
the
last
biennium
as
they
finished
up
the
legislative
session
last
year,
revenues
were
growing
and
we
got
a
3.3
percent
increase
over
the
two-year
biennium,
so
not
a
significant
increase
for
schools,
but
the
state's
got
a
healthy
reserve
and
healthy
fund
balance
and
growing.
K
I
would
also
add
that
if
you
keep
an
eye
on
this
session,
I
think
it's
rapidly
coming
to
a
close,
I
saw
there's
a
house
house
bill
5204
that
appears
to
be
a
very
long
bill.
That's
anticipates
spending
about
1.4
billion
dollars
allocated
out
across
the
state,
so
keep
an
eye
on
that
as
well,
and
we
will
too-
and
the
only
other
thing
I
would
add-
is
next
monday
a
week
from
tonight
at
6
30
we're
going
to
do
budget
101,
where
we'll
kind
of
start
to
set
the
table
for
next
year's
budget.
K
C
Thank
you
mike.
My
question
to
you
is:
if
you
can
talk
a
little
bit
about
esser
funds,
you
know
we
have.
We
are
going
for
the
bond
and
I
want
to
hear
from
you
what
how
much
do
we?
How
much
are
we
expecting
to
get
what's
remaining
and
what
can
we
use
that
for
and
what
we
cannot
use
that
for.
K
I'm
sure
thank
you.
I
I
can
help
with
that
director
garg
yeah
overall
esser
funding
we
received
about
70
million
dollars
for
beaverton
school
district.
We
spent
a
good
deal
of
that.
We
spent
what
we
called
sr1.
We
spent
about
10.1
million
dollars
right
at
the
beginning
of
the
pandemic.
We
did
that
to
maintain
staff
and
keep
folks
working.
Those
funds
are
used
to
address
needs
from
the
pandemic.
K
So
so
that's
what
we've
done.
I
would
add
that
we're
spending
money
this
year
and
we
anticipate-
and
this
is
kind
of
a
prelude
to
what
you'll
see
next
week
in
our
budget
101.
We
think
we'll
have
about
46
million
dollars
heading
into
next
year
and
the
following
year
we
have
at
beaverton
school
district,
have
allocated
a
lot
of
those
resources,
a
significant
portion
of
them
to
staff
and
additional
services.
K
I
you've
heard
from
principals
tonight
and
others
in
prior
meetings,
where
we've
we've
created
those
behavioral
health
and
wellness
teams,
and
and
added
resources
for
students,
as
we
brought
them
back
to
school
this
year.
That
was
a
conscious
decision,
primarily
by
our
deputy,
superintendents
and
superintendent,
and
getting
those
needed
services
to
kids.
K
So
a
lot
of
money
on
staffing
and
again
you'll
see
this
next
monday
night,
some
money
on
some
hvac
repairs
and
improvements,
and
a
lot
of
money
there
on
staffing
as
well
to
make
sure
we're
able
to
respond
to
needs
at
schools
as
they
come
up.
So
we
can
keep
continuity
of
service
and
then
just
general
pandemic
response
that
we
we're
still
spending
money
on
whether
it's
masks
or
you
know,
air
purifiers,
those
kinds
of
things,
but
that's
kind
of
a
sneak
preview.
Does
that
address
your
thoughts
and
concerns
director
garden.
J
Boy
board
members
must
be
having
my
melts,
because
I
was
going
to
ask
the
same
question
about
the
esser
funds,
but
instead
what
I
will
do
is
ask:
do
we
have
yet
the
numbers
after
the
new
semester
here
when
I
see
your
enrollment
numbers,
I
know
that's
not
something
that
you
crunch,
that
you
we've
got
other
people
in
our
staff
that
do
that,
but
I'm
just
wondering
if
we
saw
any
difference
after
the
semester
as
far
as
our
numbers,
whether
it
be
plus
or
minus,
I
would.
K
Say,
thank
you
director,
tim
chuck.
I
would
say
that
we
had
a
meeting
today
with
our
in-house
demographer
and
talked
enrollment
during
lunch
today.
I
think,
based
on
what
we
heard
and
saw
today,
I
wouldn't
expect
much
of
a
difference
from
the
initial
forecast
he
provided
to
us
back
in
december,
but
he's
working
that
through
I
will
say
there
will
be
some
adjustments,
but
I
think
they're
going
to
be
pretty
modest,
nothing,
nothing
too
dramatic
and
again
more
to
come.
A
R
Hi
hi
again,
thank
you
for
your
work.
I
really
appreciate
these
tables
that
you've
provided
for
us
at
our
board
meetings
and
for
not
that
are
really
kind
of
you
know
they
how
incredibly
transparent
we
are
with
our
community,
about
where
we're
using
our
money
or
their
money,
whether
it's
the
levies
or
on
page
14,
the
community
can
see
exactly
how
we're
using
each
of
the
the
student
investment
account
money,
the
levies
where
how
we're
paying
for
teachers
using
the
different
funds.
R
So
I
find
that
incredibly
helpful
and
I
appreciate
sunita
and
becky's
question
around
you
know
what
is
the
we're
talking
about
how
we
have
46
million
dollars?
That's
coming
this
way.
We
have
this
money,
but
how
is
that
different
than
the
bond
right
and
how
you
explain
that
the
bond
really
helps
us
to
do
our
seismic
upgrades.
We
wouldn't
want
to
take
away
from
behavioral
wellness
and
mental
health
of
our
students
to
pay
for
seismic.
R
We
wouldn't
want
to
be
taking
away
from
students,
classrooms
and
teachers
to
do
deferred
maintenance,
so
the
bond
is
actually
a
way
that
we
can
bring
up
those
safety
pieces
for
our
students
and
our
staff
and,
as
you
had
talked
about
in
some
of
our
bond
pieces,
how
it
actually
our
schools
that
we're
upgrading
that
we're
building
and
that
we
have
built
become
centers
for
increa
in
cases
of
emergencies,
for
our
community
as
well.
R
So
thank
you
for
that
transparency
and
if
anybody
has
questions
on
exactly
where
money
is
going,
these
pages-
and
these
tables
really
provide
that
information
in
a
very
easy
way
to
un
easy,
because
it's
like
you
can
look
all
the
way
down.
We
have
you
know:
272
glasses,
78
teachers
or
so
with
levy
money.
You
know.
So
where
are
we
spending
it?
It's
right
here,
people
can
look
and
they
can
also
figure
out
how
that's
different
than
what
we're
using
the
bond.
How
we're
using
that
bond
money
that
we're
going
to
actually.
AE
Excellent
points
director
president,
I
would
also
add
to
that
you
jog
by
memory
if
folks,
want
to
know
kind
of
the
original
esser
plan
that
we
shared
with
the
board
in
the
fall
it's
on
our
web
page.
If
you
go
to
the
accountability
section
of
our
website,
you
can
see
the
initial
planning
documents
around
esther.
K
We
know
we
owe
you
an
update
to
that,
and
that
will
happen
through
the
budget
process,
as
it
naturally
would.
But
if
folks
want
to
go
there,
they
could
see
kind
of
the
three-year
plan
around.
K
R
A
Mike
I've
got
a
quick
question:
you
were
talking
about
corporate
activities,
taxes
or
corporate
taxes.
Recovering
I'm
wondering
is
the
sia
on
track
to
to
be
full
force
for
us
in
the
next
year,
and
then
you
know
my
question
is:
if,
if
that
looks
like
that's
happening,
what
does
that
mean
in
terms
of
real
dollars
into
our
district,
in
terms
of
where
we
would
be
in
the
future
and
where
we
are
now.
K
Yeah,
so
that's
a
good
question.
Charcolette,
the
two
years
ago,
our
estimate
for
sia
when
we
filled
the
plan,
was
that
we
would
at
beaverton
schools
we
would
receive
32
about
32
million
that
fell
last
year,
all
the
way
to
around
10
million,
it's
back
up
to
about
30
million
this
year
and
we're
on
schedule
to
receive
32
million
next
year.
So
in
terms
of
perspective,
we're
about
to
where
our
our
allocation
should
have
been
two
years
ago.
K
Okay,
if
that
helps
so
we're,
not
quite
where
we
would
be
when
you
think
about
inflationary
items,
but
but
we're
in
the
ballpark
we're
getting
closer.
A
And
we
stand
to
gain
a
net
delta
of
about
two
million
in
the
next
budget.
Correct.
Okay,
that's
really
helpful
that
thank
you
for
your
report.
As
always,
I
echo
fellow
board
member
karen's
comments
about
the
transparency
and
how
easy
it
is
to
see
what's
going
on
in
this
budget
and
appreciate
all
that
work.
A
Brian
sika,
here
administrator
for
secondary
curriculum
instruction
and
assessment.
AF
AF
All
right
could
one
or
all
of
the
board
members
give
me
a
quick
little
thumbs
up.
If
you
see
a
screen
with
some
purple
on
the
bottom
awesome
all
right.
Thank
you
all
so
much
so
dr
hudson
is
here
with
me.
We
don't
have
a
real
long
presentation
today.
So
you're
just
gonna
hear
hear
me
do
some
talking
and
then
both
of
us
will
be
certainly
available
to
answer
answer
any
questions
that
you
have
so
I'm
gonna
jump
right
in
with
a
quick
disclaimer.
N
I
AF
Mean
this
because
of
the
report
we
put
in
the
packet,
we
think
I
finished
typing
it
last
wednesday
and
pretty
much
everything
on
it
has
changed
since
then.
So
you'll
hear
some
things
that
are
different
dates.
You'll
see
some
different
numbers,
the
sort
of
general
concepts
the
same,
but
I
just
wanted
to
point
that
out
to
you
that
quite
a
bit
has
changed
in
the
last
24
hours,
and
I
I
made
the
last
edit
to
this
just
before
the
board
meeting
started.
AF
So
so
here
we
go
and
again
only
only
a
couple
slides
today,
so
so
not
too
much.
What
we'll
talk
about
is
just
those
metrics
that
we
have
been
looking
at
all
throughout
this
year,
primarily
case
rates
and
vaccines
for
reasons
I'll
share
in
just
a
second,
I
added
hospitalizations
in
there
just
to
give
you
some
context,
but
we
won't
spend
a
lot
of
time
talking
about
those.
AF
The
bulk
of
what
we'll
talk
about
today
is
masking
and
the
changes
I'm
sure
you
heard
about
in
the
news
today
and
if
not
you'll
you'll
hear
about
them
in
just
a
few
minutes.
So
we'll
talk
about
masks
and
the
use
of
masks
both
on
indoors
on
indoor
camp,
on
our
campuses
inside,
as
well
as
on
our
buses,
just
sort
of
talk
about
where
we're
at
in
the
district.
AF
How
we're
you
know
engaging
our
stakeholders
and
how
we're
going
about
making
decisions
in
partnership
with
our
with
our
labor
partners
and
then
finally,
like
always,
it's
super
helpful
if
you
write
your
questions
down
and
then
save
them
towards
the
end,
it's
probably
especially
helpful
this
time
to
write
them
down
because
there's
a
good
chance
that
we
won't
be
able
to
answer
them
tonight.
Just
the
way
some
of
the
information
is
changing
so
rapidly.
So
we
might
just
ask
to
get
back
to
you.
AF
You
know
in
writing
within
within
a
few
days
as
answers
become
available.
So
with
that
I'm
going
to
jump
right
in
just
remember
our
north
star
this
year
has
always
been
to
have
that
safe
and
engaging
in-person
instruction
for
all
of
our
students
to
be
able
to
maintain.
That
is
looking
better
and
better
right
now,
certainly
better
than
last
time
we
were
talking
and,
of
course
the
the
concern
is.
AF
Are
there
going
to
be
any
impacts
out
with
this
change
in
masking,
and
what
can
we
do
to
make
sure
that
we
do
maintain
that
safe,
engage
in
an
in-person
full-time
experience
for
all
of
our
students
and
staff
case
rates?
Again,
you've
seen
this
a
number
of
times.
Just
if
you
want
to
direct
your
eyes
over
to
the
very
right,
our
cases
are
dropping.
This
is
just
washington.
AF
So
all
that
news
is
good
news
right
so
good
to
see
that
our
community
is
is
becoming
more
well
less
sick
and
able
to
manage
better
than
we
have
been
over
the
past
few
months.
Certainly
this
one's
hospitalizations
and
I
just
want
to
provide
some
context,
especially
you
know.
AF
So
just
just
to
kind
of
put
in
context
why
oregon
washington
and
california
today
came
out
with
that
idea
of
changing
guidance.
Part
of
the
reason
behind
that
is.
Is
this
chart
right
here
and
and
really
you'll?
You
can
dig
into
details
on
it
later
if
you
like,
but
if
you
just
look
at
the
top
blue
line
way
over
on
the
right,
you
see
it
not
only
dramatically
falling
but
but
falling
in
approaching
levels
that
we
haven't
seen.
AF
That
is
the
total
hospitalizations
in
the
state,
and
what
like,
oha
and
and
the
governor's
office
was
looking
for-
was
that
400
mark
of
400
cases
you
may
have
heard
sounds
like
now.
The
projection
is
that
to
happen
right
around
that
10th
to
12th
of
march,
so
that
date
will
be
one
that's
going
to
come
back
in
a
second.
So
for
this
good
news,
hospitalizations
number
of
number
of
people
in
the
hospital
with
copenhagen
across
the
state
of
oregon
continues
to
decline
and
decline
fairly
rapidly.
AF
All
right
last
bit
of
data
we've
been
looking
at
vaccines
for
for
quite
some
time
now.
This
is
just
a
way
to
take
a
look
at
percent
of
individuals
in
different
age
groups
and
if
they've
had
one
dose,
two
doses
and
and
the
booster,
if
eligible
you
know,
I
think
the
only
one
that
is
is
changing
with
any
regularity.
AF
If
you
look
at
that
pop
kind
of
box,
where
it
says
percent
of
one
dose,
and
you
looked
at
our
five
to
eleven
year
olds
in
washington,
county,
it's
54
percent
eastern
washington
county
tends
to
be
a
little
bit
higher
than
western
washington
county.
AF
So
the
beaverton
school
district's,
probably
a
little
bit
higher
than
that,
but,
relatively
speaking,
we
know
that
we
have
a
little
bit
over
half
of
our
students
with
at
least
one
dose
in
in
that
age
range
and
then
much
higher
in
the
subsequent
age
ranges
above
that
okay,
so
that's
the
data
kind
of
the
takeaway
on
that
is
all
the
data
is
certainly
headed
in
the
right
direction.
AF
I'm
going
to
talk
about
some
changes
from
two
different
entities.
The
first
one,
let's
talk
about
is
the
cdc
right,
the
kind
of
federal
guidance
they
they
change.
The
way
they
ask
us
to
think
about
risk
in
the
community,
so
they've
changed
the
metrics
and
they're
they're
sort
of
measuring
stick
to
include
both
cases
and
hospitalizations
and
when
you
sort
of
crunch
the
numbers
for
both
and
put
it
into
their
formula,
what
you
would
find
is
washington
county
ends
up
in
what
they're
calling
a
medium
risk.
AF
So
now,
what
does
that
mean
to
be
in
the
medium
risk?
They
give
us
a
couple
different
recommendations.
One
is
if
we
are
in
a
medium
risk.
Certainly,
if
you
have
symptoms
of
coven
19,
we
would
ask
that
you
still
get
tested.
We
would
ask
that
you
maintain
and
stay
up
to
date
with
your
vaccines,
and
the
cdc
would
recommend
that,
if
you're
in
a
certain
risk
category,
if
you
have
an
inc,
increased
risk,
for
example,
maybe
being
immuno-compromised,
then
you
would
work
with
your
medical
provider.
AF
You
may
choose
to
wear
a
mask
in
an
indoor
setting,
so
that's
the
guidance
right
now
coming
out
of
cdc,
so
that's
and
and
distinction
that
we'll
we'll
continue
to
talk
about
this
evening.
The
other
important
one
big
change,
significant
shift
in
certainly
the
past
two
years
as
of
february
25th,
which
I
guess
was
a
few
days
ago,
the
cdc
does
not
requiring
masks
on
buses
or
or
vans
if
it's
in
a
school
setting,
so
that
doesn't
count
for
our
airport
airplanes.
Nothing
to
do
with
that,
but
specific
to
schools
and
school
buses.
AF
Remember
that
quarantine,
that's
not
specific
to
students
who
have
covet
these
are
quarantine,
is
referring
to
students
who
have
been
exposed
to
covet,
you
know
by
one
of
their
classmates,
etc,
and
so
we're.
We
are
expecting
to
see
some
different
guidance
on
that,
but
it's
it's
not
in
our
hands.
Yet,
okay,
getting
closer.
The
next
entity
I
want
to
talk
about
is
our
more
local
one,
the
oregon
health
authority
and
the
department
of
education.
AF
This
is
what
you
heard
on
the
news
or
whatever,
that
the
indoor
mask
mandate
for
all
of
oregon,
and
you
heard
washington
in
california
right.
It
was
done
in
in
collaboration
that'll
end
on
march
11th
with
which
is
a
friday.
It
ends
like
11,
59
p.m,
so,
effectively
speaking
on
march
12th,
this
now
becomes
a
local
decision,
so
the
the
mandate
has
gone
away.
AF
There's
rules
and
excuse
me,
recommendations
that'll
still
be
out
there,
but
the
decision
on
the
use
of
masks
in
buildings
just
becomes
a
local
decision
on
on
march
effectively
march
12th
and
end
of
the
day
on
march,
11th
what'll
help
us
make
that
decision
and
to
understand
how
that
decision
will
work.
That
comes
out
wednesday.
We've
talked
a
lot
about
ready
school,
safe
learners
over
the
past
two
years,
but
we're
going
to
get
another
version
and
we'll
get
an
updated
one
on
wednesday
and
it.
AF
I
can't
remember
if
we
spoke
about
them
in
the
last
meeting,
but
one
of
the
things
we've
been
talking
a
lot
about
is
without
masks
and
the
current
rules
on
quarantines
our
need
for
contact
tracing
would
go
up
really.
High
we'd
have
a
much
higher
need
for
contact
tracing,
but
what
we're
anticipating
having
having
happen
is
the
rules
for
quarantines
will
change
so
that
we
won't
have
that
large
of
a
demand
for
contact
tracing,
so
it
won't
be,
as
it
won't
have
the
staffing
impact
and
it
won't
have
quite
the
burden
to
the
system.
AF
Then
maybe
we,
when
we
first
heard
about
this,
we
thought
a
little
bit
of
clarification
around
testing.
This
is
pretty
deep
into
the
weeds,
but
some
of
the
like
test
to
stay
programs
don't
really
make
sense.
If
the
quarantined
rules
change
so
not
sure
operationally
how
much
that'll
change
things,
but
we'll
just
get
some
clarifications
around
it.
AF
And
then
this
last
one
and
I'm
going
to
talk
about
on
my
next
and
final
slide
when
we
talk
about
masking,
we
do
want
to
really
remember
to
use
the
terminology
safe
and
respectful
masking
and
I'll
talk
about
that
when
I
close
out
in
just
a
second.
So
let's
talk
about
beaverton
shortest
slide,
but
just
it's
pretty
cut
and
dry.
Where
we're
at
with
it
right
now
we
have
slot
or
excuse
me,
we
have
surveys
out
to
all
of
our
stakeholders.
We
have
surveys
out
to
staff.
AF
We
have
surveys
out
to
parents
and
surveys
out
to
students
and
those
are
still
accepting
responses,
but
we'll
close
in
the
coming
days,
so
we'll
get
a
good
feel
for
the
comfort
level
of
our
you
know
various
stakeholders
under
the
various
scenarios
that
may
be
possible
we're
working
with
our
labor
partners.
If
you
remember
way
back
to
september,
when
we
talked
about
our
memorandum
of
understanding
the
first
one
we
signed
for
this
year,
we
made
it
explicit
anytime.
We're
gonna
have
a
big
change
like
this.
AF
We're
going
to
go
back
in
with
with
the
with
beaverton
and
association
right
with
our
with
our
teachers
union
and
just
talk
about
how
those
changes
are
going
to
impact
everyone
and
what
what
changes
may
need
to
happen
as
a
result
with
those
two
pieces
right
remember
what
we're
looking
for
is
that
local
decision
on
one?
AF
Maybe
their
teacher
is
going
to
end
up
putting
a
mask
on
other
students
will
have
masks
on
or
maybe
in
various
scenarios,
and
we
want
to
make
sure
that
we're
able
to
support
teachers
and
students
and
all
of
our
educators
and
everyone
in
the
system
to
know
that
that
that's
okay,
that's
normalized
still
and
that
those
that's
totally
still
optional,
and
so
that's
just
the
adding
that
part
under
the
goal.
AF
I
think
is
really
important
for
all
of
us
to
remember
that
we're
gonna
maintain
that
safe
and
respectful
approach
to
masking
all
the
way
throughout
as
long
as
they're
still
with
us
all
right
team.
That's
my
presentation
for
you
again
happy
to
take
any
of
the
questions
you
have
and
then
also,
if,
if
we
don't
have
the
answer
right
now,
we'll
just
ask
you
if
we
can
get
it
get
it
to
you
near
to
the
end
of
the
week
when
we
get
a
little
bit
more
information.
A
E
Thank
you
so
much
brian
for
the
presentation.
E
My
question
is:
I'm
not
sure
if
I
had
you
right,
you
had
mentioned
that
without
mask
that
the
need
for
contact
racing
will
go
up
and
in
conclusion,
you
also
said
that
we
are
waiting
for
local
for
for
community
input
to
to
arrive
at
our
final
destination
for
or
against
mask.
So
are
you
recommending
that
we
hold
on
to
the
mask?
E
Because
what
I'm
understanding
is
that
we
still
need
to
continue
to
wear
masks
or
the
need
for
contact
resting
is
going
to
go
up
and
that
is
going
to
be
a
burden
that
we
will
have
to
carry.
So
is
that
your
recommendation
that
we
hold
onto
the
mask
for
a
bit
longer.
AF
Well,
the
good
news
is:
we
have
to
hold
on
to
it
for
a
bit
longer,
two
more
weeks,
I
guess,
until
march
12th
and
during
that
time
uganda,
I
think
you're
you're
right
on
I
during
that
time.
AF
I
think
that
burden
from
the
contact
tracing,
I
think
we're
going
to
get
changes
from
cdc
and
from
oha,
so
that
if
we
do
end
up
moving
to
a
masks,
optional
situation
that
that
that
burden
won't
be
there
anymore,
I
think
we'll
see
changes
in
the
quarantined
rules,
so
there
won't
be
the
demand
for
contact
tracing
that
that
technically
would
in
place
if
we
switched
today.
So
the
good
news
is
we
we
we
have
a
couple
weeks,
there's
nothing.
We
can
do
until
that
march.
AF
12Th
time
anyway
and,
like
I
said,
we're
we'll
work
with
we'll
work,
their
associations
to
and
take
all
the
feedback
to
to
come
to
a
good
decision
together.
A
C
Thank
you
brian.
I
know
a
lot
of
things
are
going
to
change
in
the
near
future,
but
I
just
had
a
clarification
question
on
your
slide
about
the
recommendations
by
the
cdc.
There
was
a
bullet
point
about
the
increase
people.
Can
you
can
you
bring
that
slide
up
just
for
a
sec?
If,
if
it's
not
too
much.
AF
AF
I
think
what
the
cdc
saying
here
is,
if
you
have
a
reason
to
have
a
lower
tolerance
for
risk
than
potentially
someone
else
you,
you
would
still
be
recommended
to
make
either
that
personal
choice
yourself
to
wear
a
mask
or
work
with
your
doctor
to
decide
if
you're
going
to
wear
a
mask
yourself
and
there's
quite
a
few
qualifiers
to
be
considered
at
a
higher
risk.
C
AF
I
don't,
I
don't
think
that
is
the
intent
here.
I
I
I
don't
think
there's
quite
that
cut
and
dry,
okay,
so
yeah
so
now,
just
so
to
keep
on
to
that
safe
and
respectful
part.
If
an
individual
family
would
be
like,
you
know,
my
student
didn't
choose
to
get
vaccinated
and
because
of
that,
I'm
more
fearful,
I
have
a
lower
tolerance
for
risk.
Well
then,
they'd
certainly
they
could
certainly
wear
a
mask
and
that
would
be
just
fine.
A
R
Hi
brian
thanks
for
all
the
info,
I
think
in
our
community.
What
we've
been
hearing
is
that
there's
some
confusion
of
as
to
when
you
know
like.
Can
we
make
this
decision
right
now?
We,
the
board,
should
decide
we're
going
to
stop
or
we're
going
to
go
or
whatever
it
is
that
we're
doing
and
what
I'm
hearing
and
what
I've
been
hearing
and
what
I'm
hearing
you
say
again
now
is
that
we're
waiting
for
the
oregon
health
authorities
and
the
cdc
and
ode
to
give
us
some
some
more
information.
R
It
sounds
like
wednesday.
We
will
be
getting
some
more
detailed
information
that
would
allow
us
to
make
the
best
decision
possible
for
our
students
in
our
community
and
that
you'll
be
working
also
with
our
our
unions,
and
so
it's
it's
a
complex
decision.
It's
not,
they
said
the
12th
and
then
we're
we're
done.
No,
it's.
We
have
to
really
take
into
account
the
cdc,
the
oregon
health
authorities
and
we're
mandated
to
do
certain
things.
So
it's
something
that
the
board
has
been
thinking
about.
R
It's
something
that
your
team,
our
team
at
the
school
district,
has
been
thinking
about,
and
it
sounds
like
we'll
know
more
within
the
end
by
the
end
of
the
week,
in
that
I'm
excited
that
you
put
the
questionnaire
surveys
out
to
our
community,
to
our
parents,
to
our
students
and
to
our
staff.
That
will
give
us
actually
some
more
information.
AF
A
Other
questions
from
the
board
right
well,
thank
you.
Administrator
sika
really
appreciate
the
presentation
and
look
forward
to
getting
some
more
information
and
seeing
where
this
leads.
A
And
next
up
we
have
a
presentation
from
our
regional
esd
and
I
think
we
have.
I
noticed
we
have
a
former
bsd
board
member.
I
think
it's
probably
going
to
be
part
of
this
presentation.
It's
going
karen
and
is
superintendent
goldman.
There.
A
Great
well
we'll
turn
it
over
to
you
guys
to
hear
about
some
of
the
great
work.
One
of
our
close
partners
is
doing.
AG
Great
well
well,
thank
you
for
having
us
chair,
collette
members
of
the
board,
and
you
are
right.
You
stole
a
little
bit
of
my
thunder
here
that
you
are
joined
by
one
of
your
very
own.
Karen
cunningham,
who,
as
I
know
you
know,
has
sir
did
serve
on
the
beaverton
school
board
for
12
years
and
she
stepped
off
in
around
2012
or
13
karen
and
13,
and.
A
AG
Then
worked
on
the
is
has
worked
since
on
the
esb
board,
and
so
I'm
pleased
to
work
with
karen.
I
know
that
she's
pleased
to
be
with
you
as
well
and
for
those
of
you
I
know
I've
met
a
number
of
you
in
the
past,
but
I
don't
know
everybody
anymore.
So
just
a
tiny
bit
of
introduction
for
myself,
because
you
know
karen
karen
really
didn't
need
an
introduction,
but
I
do
so.
AG
I
am
the
superintendent
of
the
northwest
regional
esd
before
that
I
was
the
superintendent
for
the
hood
river
county
school
district
for
almost
a
decade,
and
before
that
I
was
the
assistant
superintendent
of
tiger
12th
in
schools
and
karen
and
I
I
think
we
were
passing
ships
in
the
night
because
she
stepped
off
about
the
same
time
that
I
left
tiger
twalton.
AG
So
that's
just
a
little
background
about
me
for
those
of
you
who
I
haven't
had
the
pleasure
of
meeting
personally,
so
without
further
ado,
we
do
have
a
slideshow,
I'm
told
that
I'm
allowed
to
run
it
oh,
but
but
I
need
a
permission
to
do
so.
A
AG
There
we
go,
and
so
I'm
gonna
turn
it
over
to
karen
she's,
going
to
do
the
heavy
lifting
here
on
the
beginning
of
the
slides
and
then
I'll
I'll
wrap
it
up.
At
the
end,
there
go
ahead.
B
Okay
good
evening,
chair,
colette,
superintendent,
grotting
and
board
members,
and
it
is
good
to
see
some
old
friends
in
in
the
zoom
audience,
as
dan
mentioned
we're
here
this
evening
to
present
the
2022-23
annual
report
and
local
service
plan
for
your
approval.
B
B
B
This
annual
report
and
service
plan
is
divided
into
a
number
of
parts.
There's
an
overall
summary
of
last
year's
accomplishments.
B
N
B
Next
page,
our
20
component
school
districts
encompass
four
counties
in
oregon:
classic
columbia,
tillamook
and
washington,
we're
the
largest
and
most
esd
in
the
state
because
of
its
share
size.
Northwest
regional
esd
has
an
economy
of
skill
that
provides
its
superintendents
greater
influence
in
both
lobbying
legislators
and
negotiating
contracts,
but
it's
because
of
the
work
of
the
esd's
highly
skilled
staff
that
their
ideas
are
sought
after
around
the
state
next
page.
B
So
the
esd
has
identified
six
collective
commitments
that
support
our
vision
and
mission,
I'm
not
going
to
read
all
of
them,
but
we're
dedicated
to
an
equitable
education
for
all
students
which,
based
on
my
time
in
beverton.
I
know
you
are
too
so.
I
think
our
commitments
align
pretty
well
in
these
areas
next
page.
Our
annual
report
contains
several
different
sections.
B
B
AG
I
couldn't
find
the
unmute
button.
Thank
you
karen.
So
I
I
told
you
karen
was
going
to
carry
a
lot
of
weight
there,
and
so
I
thank
you
for
that.
I'm
going
to
talk
a
little
bit
more
about
the
nitty
here
about
what
beaverton
school
district
actually-
and
this
is
a
look
back.
So
that's
one
thing
about
this
report.
We
kind
of
look
back
to
the
last
school
year
and
then
we
will
turn
the
page
and
look
forward
to
the
year
to
our
next
year.
AG
But
looking
back,
this
is
a
good
little
shot.
Excuse
me
of
how
money
flows
into
the
beaverton
school
district
and
what
are
the
primary
services.
So
if
you
leave
through
the
annual
report,
you'll
notice
that
18
out
of
our
20
school
districts
have
a
different
pie
chart
here.
The
first
part
pie
chart
so
in
most
districts,
districts
leave
25
of
the
revenue
that
comes
in
through
the
esd
and
they
leave
it
at
the
esd.
AG
You
have
full
scale
resources
to
do
those
things
on
your
own,
and
so
we
flow
100
well,
90
percent
of
all
the
state
school
funded
resources
that
name
that
karen
just
referenced
go
back
out
to
the
to
the
to
the
school
district,
and
then
beaverton
makes
specific
choices
about
the
services
that
that
you
feel
are
necessary
and
viable
for
the
beaverton
school
district
and
as
karen
referenced.
We
we
do
that
together
as
a
team,
so
superintendent
grotting
other
superintendents
in
the
state.
AG
A
lot
of
the
staff
in
beaverton
school
district.
The
senior
staff
like
brian
who
just
spoke
to
you,
carl,
who
I
know
is
here
and
a
number
of
other
folks
work
with
us
to
develop
the
kinds
of
programs
that
you
think
will
be
valuable
to
beaverton
and
that
will
make
a
difference
for
student
learning
and
achievement.
AG
And
so
that
plan
is
developed
together
and
I'm
going
to
go
into
that
into
more
specifics
about
that.
But
in
general
the
bottom
pie
chart.
There
is
a
gross
distribution
of
the
of
the
services
that
beaverton
is
participating
in.
So
you
can
see
the
vast
vast
majority
of
the
services
that
we
provide
directly
and
to
the
to
the
beaverton
school
district
are
in
special
education
and
next
follow-up
is,
is
instruction
and
we'll
talk
about
some
of
those.
AG
But
if
you
look
over
to
the
right,
you'll
notice
that
the
outdoor
school
program
is
like
the
largest
expenditure
in
instruction
for
beaverton,
so
we
provide
outdoor
school
for
well
a
lot
of
districts
in
the
state
actually
outside
of
our
region
as
well,
and
that's
a
grant
that
comes
to
the
district
through
oregon
lottery,
funds
and
measure.
Oh
gosh,
it
was
99
a
couple
of
years
ago,
and
so
that's
really
a
grant
that
you
get
and
then
you
spend
it
at
the
esd
and
contract
with
us
to
run
those
programs.
AG
AG
So
in
beaverton
there
are
a
number
of
buckets
of
services
that
you
remember.
This
is
back
in
2000
2021.
That
beaverton
participates
in.
We
are
the
largest
us
in
malmo
county
can't
misspeak
here,
because
don
you
know,
don's
wife
will
be
all
over
me.
AG
If
I
talk
me
smith
speak
about
early
intervention
here,
but
we
are
along
with
her
the
largest
early
intervention,
special
education
program
provider
in
the
state
of
oregon,
and
so
you
can
see
here
that
we
did
almost
a
thousand,
almost
nine
a
little
more
than
800.
I
should
shouldn't
be
that
hi,
hyperbolic
821
evaluations
were
conducted
for
early
childhood
special
education
and
over
1100
babies
and
children
who
had
special
needs
were
served
through
our
programs
before
they
hit
your
kindergarten.
AG
AG
This
is
one
here,
one
area
that
is
a
struggle
across
the
state
of
oregon
right
here
in
the
metro
area
and
especially
in
our
rural
communities,
and
that
is
a
recruitment
retention
and
care
for
some
of
these
employees,
who
have
very,
very
high
high
training,
licensure
requirements,
etc,
and
so
this
is
becoming
quite
an
interesting
dilemma
across
the
state
when
you
can't
find
a
speech
pathologist,
for
instance,
or
occupational
therapist.
AG
We
have
88
students
in
2020
21
students
in
our
social,
emotional
learning
schools,
and
so
we
have
a
number
of
social,
emotional
learning
schools
that
we
that
we
run
and
collaborate
with.
We
used
to
collaborate
a
lot
more
with
with
director
hudson
there
we
serve
a
number
of
students
in
deaf
and
hard
of
hearing
programs.
Again,
there's
our
outdoor
school
program,
an
another
program
of
interest,
perhaps
for
the
board,
is
our.
AG
We
run
the
northwest
promise,
which
is
our
dual
credit
programming
across
a
number
of
post-secondary
institutions
and
coordinate
those
those
programs.
Next
year,
looking
forward,
we
are
going
to
combine
forces
with
the
willamette
esd
and
in
between
the
two
of
our
programs.
We
will
really
have
the
most
significant
dual
credit
program
in
the
state
of
oregon,
providing
quite
a
number
of
pathways
for
students
to
earn
college
credit
before
they
leave
your
doors
significantly,
bringing
down,
obviously
the
cost
of
education
to
many
families.
AG
We
have
a
burgeoning
beginning,
diverse
educator
pathway
program,
I'm
supporting
teachers
in
your,
not
teachers,
yet
like
classified
staff
and
students
in
your
school
district
now,
so
this
data
is
growing
in
the
next
year.
Hopefully
I'll
present
to
you
and
I'll
show
you
some
growth
in
that
program.
But
these
are
folks
who
want
to
be
teachers
in
the
beaverton
school
district
or
other
licensed
professionals,
students
and
staff.
Members
of
color
so
really
excited
about
that
and
then
another
place
where
beaverton
spends
money
is
with
us
is
on
on
grant
writing.
AG
So
you
can
see
the
figure
there,
the
number
of
resources
and
the
return
on
investment
that
resd
brings
to
other
school
districts
and
especially
to
beaverton.
The
most
significant
grant
here
I
was
looking
at
is
our
gates
grant,
so
we're
we're
one
of
only
a
few
entities
in
the
country
that
gets
funded
public
entities
that
gets
funded
with
the
large
gates
grant,
and
this
supports
our
work
on
the
ninth
grade
success
program.
AG
So
all
of
your
high
schools,
all
of
your
comprehensive
high
schools,
participate
in
our
ninth
grade
success,
professional
learning,
network
working
on
freshman
success
and
high
school
graduation
rates
together
using
improvement,
science
and
equity
as
we
do
learning
together.
So
that's
been
a
really
exciting
development,
okay
and
please,
I'm
not
afraid
of
being
peppered
by
questions
by
school
boards.
It's
kind
of
what
I
do.
R
Yeah,
thank
you.
I'm
excited
to
hear
more
about
the
the
pathways
since
we
had
three
diverse
educator
pathways.
We
had
to
be
students,
and
I
saw
that
we
had
the
grants
that
kind
of
we're
working
on
diversifying
our
workforce.
So
I'm
excited
to
see
those
programs
grow.
I
didn't
know
and
then
for
the
dual
credit
programs.
AG
Have
in
here
that
is
I
I
don't
I
and
you
don't
I
mean
believe
me.
I
looked
at
these
slides
and
I'm
like
somebody's
going
to
ask
me.
The
number
of
students-
and
all
I
have
is
the
financial
data
here
I
will
be.
I
will
get
the
number
of
students
back
to
don
and
he
can
share
it
with
the
board.
AG
The
it
actually
is
a
difficult
number
to
track
in
many
ways,
and
so
we've
been
looking
at
the
number
of
of
credits
earned
because
we,
but
I
can
get
more
specific
data
on
that
on.
AG
Edger
educator
pathway
program.
Oh
I'm,
sorry
go
ahead.
Okay,
on
diverse
educator
pathway
program.
Again
this
was
a
look
back
to
last
year.
This
year
there
are
more
people
enrolled.
We
have.
We
really
started
this
program
in
full
with
the
hillsborough
school
district.
They
have
a
lot
more
students
enrolled
in
that
program
as
of
right
now,
next
year,
there's
a
there's.
A
there's
also
been
a
lot
more
money
that
we've
been
able
to
obtain
through
through
the
regional
educator
network,
work
that
we
also
shepherd.
AG
So
that's
work
that
we
that
we
lead
throughout
the
region
and
and
an
additional
grant
from
the
meyer
memorial
trust
on
on
diverse
educator
pathways.
So
that
program
we
expect
to
grow
fairly
rapidly.
R
Thank
you
and
then
for
my
last
question.
Maybe
I
was
wondering
if
you
could
send
me
some
information
about
that
ninth
grade
success,
grant
and
wondering
how
that
you
don't
have
to
answer
this
now,
but
just
wondering
how
that
how
we
align
that
with
our
measure,
98
funds.
R
AG
Sure
I'm
I
will
have
to
play
dumb
on
how
exactly
you
married
measure
98
in
this
in
the
beaverton
school
district
with
that
program,
but
I'm
happy
to
to
bring
and
gather
some
data
around
your
participation,
the
kinds
of
things
that
the
ninth
grade
success
teams
do
together.
You've
been
part
of
that
network
for
oh
gosh.
It's
gotta
be
five
years
now
part
of
that
network
and
I'm
sure
that
some
of
the
instructional
folks
here
on
the
beaverton
school
district
team
can
address
how
the
how
the
funds
braid.
R
Thank
you,
yeah
we've
been
wait.
We've
been
working
hard
on
our
credit
recovery
for
our
students
and
thinking
about
how
to
get
that
ninth
grade
ramp
is
really
important
into
high
school
and
through
graduation,
so
not
obviously,
not
necessarily
now,
but
I'd
love
to
get
figure
out
how
we're
finding
how
we're
kind
of
aligning
all
those
pieces.
Thank
you
and
I
think
uganda
had
a
question
too.
E
All
right,
thank
you.
Thank
you
so
much
dan,
so
I
just
want
to
get
a
a
little
bit
more
information
on
the
social,
emotional
learning
schools,
where,
where
is
this
program,
offered
just
a
little
background
about
the
special
women's
school.
AG
Sure
we
have
five
social,
emotional
learning
schools
in
washington
county,
the
ones
that
beaverton
participates
in
the
most,
I
would
say,
danielle
hudson's
here
too,
so
she
can
maybe
help
out
a
little
bit
on
those
pieces,
but
are
at
cascade
and
pacific
academies
and
levi
anderson
a
home.
It's
basically
connected
to
the
st
mary's
home
for
boys,
and
they
are
schools
that
are
rooted
in
social,
emotional
learning.
AG
These
are
traditionally
for
students
who
have
very
high
social
emotional
learning
deficits
who
are
who
have
been
worked
with
in
the
school
district
for
quite
with
with
quite
a
lot
of
intensity,
and
then
we
partner
students
are
then
placed
by
iep
teams
in
this
level
of
service.
So
this
is
a
very,
very
high
level
of
service.
AG
It
is
a
very,
very
high
adult
to
student
ratio,
a
lot
of
counseling
and
mental
health
support,
so
we
have
behavior
specialists,
school
psychol,
a
lot
of
school
psychologists
on
staff,
so
there's
a
big
focus
on
individual
and
social,
emotional,
individual
learning
in
terms
of
social,
emotional
learning
and
a
group
and
collaborative
work.
AG
E
So
how
do
you
determine
what
students
qualify
to
be
on
those
programs.
AG
W
Sure
yeah,
so
one
of
the
things
that's
nice
in
our
district
because
of
our
size
of
district,
we're
able
to
serve
the
needs
of
most
of
our
students
within
our
traditional
school
settings,
so
students
might
go
to
a
different
school
to
receive
their
program.
W
Kids
is
really
a
struggle
for
them.
So
we've
been
really
fortunate
in
that
we
get
to
partner
with
northwest
regional
esd.
They've
been
wonderful
partners
for
us,
with
their
social,
emotional
schools
and
they've,
really
created
programs
to
address
our
needs,
because
it's
not
a
lot
of
students
that
have
these
needs.
It's
a
small
number.
So
we're
able
to
leverage
the
supports
of
the
esd
with
our
neighboring
districts
to
really
pinpoint
supports
the
process
for
placement
in
these
programs
are
pretty
long
and
extensive.
W
In
a
lot
of
cases,
we've
had
students
who
have
gone
or
tried
multiple
different
types
of
placements
within
our
district,
they
may
have
additional
adult
assistance
with
them
and
they
haven't
been
successful
and
so
through
the
iep
process.
W
We
look
at
it's
kind
of
a
continuum
of
placement
where,
if
you
think
of
kind
of
in
you
know,
you
start
with
everyone
in
general
education
and
you
get
more
and
more
restrictive,
they're,
really
the
top
of
the
tier
in
terms
of
support,
because
we're
removing
the
students
from
their
neighborhood
school
and
we're
placing
them
in
a
school
where
all
the
students
have
a
disability
which
is
pretty
restrictive,
but
we're
just
really
lucky
in
our
in
our
county
and
in
our
with
our
esd
to
have
this
option
because
other
districts
don't
always
have
that
same
option
with
our
esds.
C
Yeah.
Thank
you
for
this.
This
is
really
good.
I
am
interested
in
finding
out
about
the
ninth
grade
success
and
also
the
college
credits
offered
to
high
school
students.
The
first
one
I
would
like
to
know
like
which
schools
are
actually
is
this
for
all
the
high
schools
or
is
it
some
of
the
schools
or
you
know,
because
that
would
be
a
really
good
program
to
offer
to
the
high
schoolers.
AG
AB
Yeah
hi
sunita,
yes,
all
of
our
high
schools
participate
and
all
of
them
have
what
they
call
ninth
grade
success
teams,
so
those
teams
meet.
AB
They
go
through
professional
development
and
they're
really
focused
on
ensuring
that
those
students
are
on
track,
because
we
know
that
if
ninth
grade
students
are
on
track
about
97
of
those
students
who
are
on
track
graduate
from
high
school
in
four
years,
so
we
can
really
start
predicting
the
success
of
those
students
after
the
ninth
grade,
but
also,
if
they're
not
on
track
to
graduate.
AB
But
all
of
our
to
your
point
question
cernita,
all
all
of
our
high
schools
support
and
then
I
know
that
there
was
another
question
about
college
credit,
yeah,
college
credits,
yes,
and
and
so
in
the
promise
grant,
as
dan
said
litter,
literally
literally
hundreds
of
college
credits
or
of
college,
dual
college
credits
are
attained
by
our
schools
through
the
promise,
but
also
through
through
other
entities.
Also,
but
we
can
get
you,
I
can
get
you
we
can
get
you
the
breakdown
of
how
many
so.
C
How
does
a
student
qualify
for
something
like
that?
Take
a
college
credit.
AB
High
school,
you
bet
they
just
they
just
need
to
sign
up
at
their
high
school
and
and
and
I
the
funding,
you
know
that
I
know
the
district
provides
funding,
but
the
the
promise
grant
also
provides
funding
as
well
as,
in
addition
to
the
promise
grant
what
I
was
going
to
say
there.
There
are
other
venues
to
attain
the
dual
credit.
Also,
okay,.
AG
Thank
you
so
don.
If
you
don't
mind,
thank
you
don.
So
just
two
little
additions
there
and
I'll
go
backwards
on
the
dual
credit
side,
so
the
promise
grant
used
to
be
we
we
in
the
state
there
were
a
number
of
large
institutions
that
really
pushed
the
legislature
to
fund
and
seed
dual
credit
programming
in
our
school.
So
resd
was
one
of
those.
Like
I
said,
willamette
esd
was
one
of
the
originals
and
some
stuff
out
east.
AG
That
grant
has
the
legislature
did
not
reboot
that
grant
in
the
last
legislative
session,
so
our
esd
is
keeping
those
alive
through
the
through
this
process
that
we're
talking
about
here,
which
is
the
adoption
of
a
local
service
plan
that
allows
us
to
use
the
the
resources
that
we
have
in
districts
purchased
back
in
additional
resources.
So
that's
how
the
money
the
money
works.
We
part
of
that
grant
has
recruiters.
AG
So
we
actually
have
people
who
meet
with
your
counselors,
create
recruitment
materials
and
we
make
sure
and
there's
a
high
focus
on
on
racial
equity
in
this
work
and
ensuring
that
our
students
of
color
understand
know
and
are
and
are
actively
sought.
After
for
participation
in
this
program
as
well,
so
there's
an
active
recruitment
end
to
that
into
that
as
well.
AG
So
there
are
students
who
work
alongside
your
teachers,
administrators,
etc
at
the
high
schools
to
talk
about
how
they
can
create
the
conditions
in
ninth
grade
for
more
students
to
have
success.
So
there's
a
big
focus
on
student
voice
as
a
central
feature
in
that
design.
Effort
for
high
school
basically
high
school
redesign,
so
those
are
two
additional
little
tidbits.
AB
Thank
you,
okay,
dan.
I
think
I
don't
know
if
he
wants
to
come
on,
but
we're
texting
and
I
think
our
equity
director,
pat
mccreary,
has
some
information.
He
was
one
of,
I
believe,
maybe
one
of
the
pioneers
when
this
program
started.
Pat,
I
don't
know
if
you're
there.
AH
Sure
don
I
am
director
garg,
I
was
just
going
to
offer
if
you'd
like
I'm
happy
to
explain
the
the
way
in
which
students
can
receive
access
to
the
promise
programs.
I
was
fortunate
to
be
part
of
the
group
that
piloted
the
willamette
promise
program
at
westview
a
few
years
ago,
and
so
just
as
context,
it's
really
course
centered.
So
it's
open
to
any
students
who
take
the
course
through
which
the
promise
programs
are
offered.
AG
Thank
you.
That
was
much
more
succinct
than
my
than
my
answer
appreciate
that
that
okay,
I'm
gonna
kick
forward
here
into
the
look
ahead.
I
was
about
to
explain
a
fairly
dense
slide.
AG
Our
plan
must
be
constructed
to
cert
to
at
least
have
districts
have
opportunities
to
obtain
services
in
these
areas,
as
I
stated
before,
and
it's
down
on
the
bottom
left-hand
side
of
this
slide,
the
superintendents
work
with
us
all.
Basically,
it's
an
iterative
process
and
in
the
fall
we
work
from
the
beginning
of
the
summer.
You
know
at
the
end
of
the
summer
months
all
the
way
to
november
to
develop
this
plan
together
and,
and
then
we
vote
on
it
formally.
AG
The
plan
has
three
major
components
in
it
and
that's
the
core
services
which
beaverton
does
not
participate
in,
as
you
recall,
a
menu
of
services,
which
I
will
show
you
the
whole
long
list
of
stuff
that
you
can
purchase
from
the
esd
and
then
new
and
two
years
ago.
Is
the
student
success
act
plan.
So
the
esd
receives
specific
funds
in
the
student
success
act
to
provide
techno
technical
assistance
and
I'll
talk
to
you
about
our
plan
for
that
as
well.
AG
This
next
slide
talks
about
how
the
this
middle
part
of
the
slide
excuse
me
talks
about
how
the
money
flows.
So
I
think
this
is
a
really
important
primer,
because
the
esd
structure
is
it's
different.
It's
different
than
the
school
district
structure
and
you
know
I
was
a
district
guy,
my
whole
career.
So
it's
taken
me
some
time
to
really
get
the
intricacies
of
of
the
of
how
the
money
really
flows.
AG
So
the
state
school
fund,
which,
of
course,
you
all
know,
is
driven
by
by
enrollment,
well
taxes
et
cetera
that
make
the
money,
but
then
it's
distributed
on
enrollment
and
so
esds
as
a
general,
as
as
an
entity
across
the
state,
make
up
four
and
a
half
percent
of
the
state
school
of
the
state
school
fund
in
this
in
the
state
of
oregon,
and
then
we
at
the
northwest
regional
esd
get
an
apportionment
of
that
based
on
enrollment
and
so
we're
projecting
53.1
million
dollars,
as
director
scofield
was
mentioning
we're
still
waiting
for
a
number
of
of
estimates.
AG
So
that's
you
know
these
are
estimates,
but
we're
expecting
about
53.1
million
dollars
that
just
gets
distributed
to
our
districts.
90
of
it
gets
distributed
to
the
districts-
that's
down
here
that
next
box
and
above
that
you
see
that
10
percent
stays
at
the
esd.
AG
And
so
you
know
we
have
roofs
and
we
have
things
just
like
our
operations,
just
like
like
a
school
district,
but
we
have
a
very,
very
small
state
school
fund
that
stays
at
the
esd,
because
those
funds
go
out
to
districts,
and
I
will
talk
to
you
about
enrollment
here
and
just
to
give
you
a
regional
view
of
what's
happening
with
student
enrollment,
those
funds,
you
can
see
the
90
of
the
funds
go
to
go
to
districts
and
that
that
green
boxes
there,
that
does
not
apply
to
beaverton's,
that's
how
it
works
for
all
the
other
small
districts
or
smaller
districts
beaverton
it.
AG
It
all
goes
to
you
and
then
you
make
decisions
about
how
you
want
to
spend
those
resources
back.
I
see
a
hand
up
and
I'm
happy
to
take
your
question
director,
greenberg.
O
My
question
is
looking
at
the
dollars
and
knowing
that
we're
getting
as
our
funds
are
is,
are
you
getting
extra
funds.
AG
We
do
get
semester
funds,
they
are
not
distributed
at
the
same
the
same
way
as
in
as
districts
and
they're.
Definitely
not
at
the
same
level.
So
new
for
me
is
at
the
esd.
Is
you
got
to
go
and
really
advocate
specifically,
because
you
know
money
needs
to
flow
to
the
districts
and
I'm
I'm
100
that
way
we
got
to
get
money
to
the
districts,
it's
where
the
kids
are,
but
we
got
the
way
we
got
funded
through
escrow
dollars
is
through
our
large
grants.
AG
So
I
don't
want
to
make
you
all
busy
by
going
backwards
in
the
slide
deck,
but
the
last
slide
that
karen
shared,
which
has
all
of
our
resources
on
it,
you'll
notice
that
the
state
school
fund
resources
are
not
the
biggest
part
of
our
budget.
We
have
a
very,
very
large
state
contracts,
federal
contracts
and
grants
budget.
So,
like
I
said,
our
eiecsy
funds
are
like
the
largest
in
the
state,
or
you
know
us
in
multnomah,
and
so
we
got
funded
for
esser
through
that
grant
specifically
for
ei
ecsc
at
about.
AG
Well,
I
don't
even
I
can't
even
venture
to
say
right
now
off
the
top
of
my
head,
but
that's
how
we
got
that
mechanism
another.
We
got
specific
funds
for
long-term
care
and
treatment,
which
is
part
of
the
grants
that
we
use
to
fund
the
special
schools.
It's
a
number
of
the
special
schools
that
we
just
talked
about
our
social
emotional
learning
schools.
So
we
don't
get
general
s
for
funds
so
to
speak,
especially
s
for
three
very
restrictive,
like
the
districts
did.
AG
One
thing:
that's
important
about
the
esd
is
I
mean
we're
made
up
of
20
20
school
districts
and
that's
how
enrollment
works
for
us,
but
we
get
funded
on
enrollment
as
a
region
and
then
that
money
flows
through
the
school
districts
and
gets
a
portion
back
out
to
districts
based
on
your
enrollment,
but
when
one
district
loses
a
significant
amount
of
enrollment,
especially
a
large
one
like
beaverton
or
hillsborough,
or
tiger
tualatin,
that
has
a
major
impact
on
the
rest
of
the
region,
because
there's
less
money
that
flows
out
and
so
this
this
is
a
lot
of
numbers,
etc.
AG
I'll
make
it
real
at
least
I'll
make
it
easy
for
myself.
These
green
bars
are
our
disc,
are
our
regions,
admw
are
weighted
enrollment
and
the
blue
bar
is
the
state.
You
can
see
the
trends
kind
of
follow,
but
those
blue
numbers
in
the
middle
of
the
bar
are
our
proportional
share
of
the
state
school
fund
and
you
can
see
year
over
year.
AG
We
are.
We
are
a
little
bit
less
of
the
state
school
fund,
which
means
that
we
get
less
money
to
pass
through
to
the
school
districts
on
a
proportional
level
with
the
state
school
fund.
So
it's
an
important
trend
for
us
as
we
look
at
enrollment
and
in
the
way
the
finances,
the
finances,
roll.
AG
So
this
is
the
core
service
and,
like
I
said,
beaverton
does
not
participate
in
the
core
services,
but
I
did
want
to
point
out
two
pieces
here
where
beaverton
purchases
back
into
our
core
services
program
and
they're,
for
the
very
things
that
we
that
we
spoke
about
earlier,
so
professional
development
strands,
beaverton
and
hillsborough,
you
both
purchased
back
into
the
core
services
program
to
participate
in
those
programs
like
9th
grade
success
like
we
have
an
instructional
coaching
network,
you
have
a
lot
of
staff,
more
instructional,
coaches
or
ptosis
in
your
district.
AG
They
participate
with
us
and
how
to
be
a
good
coach,
because
coaching
is
a
real
thing
and
so
we're
working
with
jim
knight
who's
like
the
guru
on
instructional
coaching
from
the
university
of
kansas,
and
you
have
a
lot
of
staff
who
are
participating
in
that
program
with
us.
We
have
a
social,
emotional
and
mental
health
network
of
professional
learning
and
network
improvement.
The
ninth
grade
success
like
I,
spoke
about
before
diverse
educator
pathway
and
the
rent
dollars,
and
then
you
also
participate
in
what
we
call
regional
innovations.
AG
So
that's
our
grant
writing
services.
I'm
sorry!
That's
where
the
diverse
educator
pathway
is
not,
on
the
other
one,
so
diverse,
educator
pathway,
that's
where
we
have
our
promise
program
now
that
the
state
doesn't
fund
it
anymore.
This
is
where
it
gets
funded
out
of
there,
so
beaverton
and
hillsborough
still
do
provide
in
in
believing
their
par.
AG
So
this
is
a
a
lot
of
numbers,
but
I
do
want
to
just
point
out.
I
don't
have
another
fancy
little
thing:
that's
going
to
pop
up
in
circle
numbers
for
you
on
this
one,
but
you
can
see
beaverton
as
you
basically
the
way
this
works
is
we
get
the
state
school
fund.
You
see
our
allocation,
you
see
the
amount
of
money
that
the
esd
keeps
there
in
the
middle
column
and
then
beaverton's
share
of
that
is
18.8
million
dollars
that
goes
back
out
to
beaverton
hillsborough.
AG
Does
that
the
same
way?
The
remaining
amount
is
this
19.3
million
dollars
and
that's
distributed
across
the
other
18
school
districts
in
that
manner
that
I
talked
about
so
25
percent
stays
in
the
core
program,
which
builds
a
lot
of
the
services
that
districts
just
receive
and
then
the
rest
go
out
to
districts
just
like
for
you
and
you
make
decisions
on
how
to
use
those
resources
to
either
purchase
back
things
at
the
esd
or
not.
AG
So
here's
the
big,
the
big
daddy
page,
so
this
is
all
of
our
menu
of
services.
So
this
is
all
the
stuff
that
the
superintendents
wanted
to
see
made
available
to
them
in
their
districts.
So
you
can
see
on
the
administrative
side,
we
actually
do
11
of
our
school
districts.
We
are
their
business
departments,
we
do
their
business
and
I
know
I'm
not
saying
anything
mysterious
to
mr
scofield
there,
who
used
to
be
the
esd
cfo.
AG
So
we
do
the
business
services
you
can
see.
We
have
other
things
like
our
cascade
alliance
for
equity.
It's
a
collaboration
between
the
three
major
metro
esds
and
we
do
equity,
professional
development
across
the
region,
and
I'm
not
going
to
read
these
to
you
obviously,
but
there's
a
smattering
of
that.
A
very
large
part
of
what
we
do
for
districts,
we're
actually
the
largest
provider
of
technologies,
educational
technology,
support
services
in
the
state
of
oregon.
AG
We
partner
with
multnomah
esd
to
form
a
collaborative
called
the
cascade
technology
alliance
and
we
provide
technology
technology
services.
I'm
talking
all
the
way
out
to
eastern
oregon
and
to
the
vast
majority
of
our
school
districts,
obviously
and
more
detail
around
our
instructional
and
special
education
programming
services
here.
AG
So
that's
the
menu
that
you'll
be
voting
on
tonight
and,
lastly-
and
I
know
I'm
really
long
in
the
tooth
now,
but
lastly,
the
student
success
act
so
in
the
student
success
act,
esds
were
funded,
there's
a
small,
it's
not
that
small,
but
it's
a
small
amount
of
funding
comparatively
to
what's
going
on
in
the
district
side
to
support
school
districts
in
with
technical
assistance,
and
we've
broken
this
into
three
into
three
buckets
again:
the
superintendents.
AG
We
all
voted
on
this,
the
first
bucket,
we
kind
of
call
the
getting
and
keeping
the
money
bucket.
So
this
is
about
supporting
the
district
through
the
grant
writing
application
process
through
the
community
engagement
process.
AG
When
you
first
got
your
sia,
you
first
started
to
do
all
that
community
engagement
work
you
worked
with,
I
believe,
rob
saxton
and
randy
shield.
They
were
under
contract
with
us
to
provide
those
those
sessions
and
those
resources.
We
have
a
lot
of
support
here
on
the
data
side
and
on
communications
and
community
support.
AG
Then
we
have
building
capacity
for
plan
implementation,
and
so
we
use
some
of
these
funds
to
to
bolster
those
programs
that
I
referenced
in
the
other
part
of
the
plan.
The
social
emotional
learning
professional
network,
the
instructional
coaching
professional
network,
ninth
grade
success.
So
we
braid
all
these
funds
to
make
sure
that
those
networks
are
really
hopping
for
the
district
and
and
useful
for
the
district,
and
the
last
is
around
measuring
the
impact
of
these
plans
and
scaling
learning.
AG
We've
all
been
run
over
by
emergency
management
and
we
have
to
get
back
into
the
world
of
instructional
improvement
and
leading
our
districts
for
that
north
star
of
student
learning
growth
and
success
in
academics
and
socially,
and
so
we
are
going
to
start
working
together
as
a
as
a
team
across
our
20
districts
in
instructional
rounds,
meaning
that
we
will
go
and
really
support
high
level
inquiry
and
looking
at
student
student
performance
and
classroom
performance
together
across
the
region.
So
we're
going
to
be
working
with
the
harvard
instructional
rounds
institute
to
do
that
work.
AG
It's
gonna
be
very
powerful.
We're
really
excited
about
that
that
work
with
the
20
superintendents
and
here's
all
the
components
of
that
student
success
act
plan.
So
again
I
won't
read
this
to
you
and
I've
spoken
quite
a
bit
about
a
number
of
these
programs
tonight
and
with
that
I'll
leave
this
screen
up.
But
I'm
happy
to
answer
any
more
questions
you
might
have
and
I
believe
the
way
you
all
function
is
that
you'll
take
action
later
on
in
the
evening.
AB
Dan,
if
I
could
just
interrupt-
and
I
and
I
know
it's
it's
getting
late
and
everything,
but
I
think
there's
one
thing:
that's
innovation
for
the
state
and
that's
our
work
together,
addressing
equity
in
our
early
childhood
education
program
in
our
preschools.
I
don't
know
if
you
can
just
very
briefly
just
hit
on
that
to
where
you're
working
with
us
and
helping
us
fund
some
of
our
preschools
and
really
looking
at
inclusion
models.
AG
Sure
so
that's
extremely
important
work
for
us.
I
know
it
is
for
the
district
actually
don
and
I
first
met
years
ago,
I'm
working
on
work
groups
to
increase
inclusionary,
pre-paid
learning
environments,
that's
how
don
and
I
met,
but
in
eiecse
that
has
been
a
unbelievably
underfunded
program
in
the
history
of
education
in
the
state.
It
is
really
limped,
along
on
this
huge
string
and
we're
talking
about
special
education
services
for
some
of
the
most
disabled,
kids,
young
kids.
In
your
community.
There
are
kids
who
are
on
everybody's
radar
right.
AG
They
they're,
not
mysterious
disabilities,
they're
they're,
very
they're,
very
known
and
and
that
program
has
been
highly
underfunded
in
the
student
success
act,
eie
ecsc
actually
got
got
funded
and,
I
would
not
say,
fully
funded,
but
a
significantly
a
significant
increase
in
funding
in
e
cse
dollars.
What
we've
done
at
the
esd
is
we've.
We've
really
tried
to
put
our
money
on
the
value
of
inclusion
instead
of
our
students
in
that
program,
coming
to
a
special
center
two
times
a
week
for
two
hours.
AG
That
was
the
typical
model,
so
they
come
two
hours
twice
a
week
and
then
the
rest
of
the
time
you
know
really
got.
God
knows.
What's
what's
going
on,
we
wanted
to
use
those
funds
to
incubate
and
support
districts
to
stand
up
a
fully
inclusive,
preschools
and
beaverton
was
one
of
the
first
collaborations
that
we
had
in
that
regard.
AG
AG
I
believe
it's
25
000
per
half-day
program
that
we
pay
tuition
for,
and
so
our
students
can
participate
in
those
programs
and
by
our
students
I
mean
all
of
our
students,
but
the
students
with
disabilities
and
and
then
we
push
in
additional
resources
in
terms
of
our
highly
specialized
staff
into
those
into
those
environments.
So
don
is
that
yep.
A
Thank
you
so
much
for
the
report.
We
really
appreciate
the
time
and
the
partnership
there's
so
many
great
things
going
on,
and
this
was
very
thorough
and
we
appreciate
being
able
to
take
a
look
at
all
of
the
work
that
we're
doing
together.
So,
thank
you
very
much
and
good
to
see
you
again,
former
board
member
and
current
esd
board
member
cunningham
thanks
for
coming
out
tonight
a
pleasure.
Thank
you.
A
All
right,
so
the
next
part
of
our
board
meeting
we're
going
to
move
to
the
consent
agenda.
Here,
I'm
going
to
open
here.
A
O
A
O
A
O
O
A
Right
has
been
properly
moved
seconded
to
approve
the
consent
agenda.
I
will
take
a
vote
here
at
the
board
and
board
members
answer
with
yay
or
nay
susan.
O
A
O
C
A
AF
A
And
tom
I
vote,
I
and
the
motion
passes
board
members.
Do
you
have
any
communications
tonight.
R
Let
me
pull
up
my
thing.
I
just
wanted
to
say
a
message
I
myself
come
from.
I
grew
up
in
a
country
where
there
was
war
in
my
home
country
of
el
salvador,
where
my
family
and
community
members
were
killed
and
myself
I
had
to
live
with
mattresses
on
the
walls
due
to
gunfire
outside
of
my
home,
and
I
personally
apologize
to
our
ukrainian
community
for
our
error
and
our
message.
R
I
see
you,
I
hear
you
praying
for
your
families,
community
and
loved
ones.
I
just
wanted
to
make
that
statement.
Thank
you.
A
E
Thank
you
karen
for
for
sharing
that
and,
of
course,
our
hearts
go
out
to
the
ukrainian
community
and
to
the
country.
My
my
comment
is
that
I
got
the
opportunity
to
visit
mckinley
last
month
and
that
brought
back
a
lot
of
fond
memories.
I
remember
when
I
used
to
walk
my
son
down
the
hallway
to
his
src
classroom,
so
that
was
a
fun
visit.
E
However,
I
left
the
school
with
some
sadness,
seeing
how
much
some
of
our
students
are
struggling
and
I'm
just
trying
to
put
it
out
there
that
I
know
we
have
given
some
priorities
to
our
title:
one:
schools,
our
low
income
schools,
but
they
need
more.
We
can
do
more
for
them,
we
can
do
better
and
as
we
head
into
our
budget
and
season,
I
hope
that
will
keep
that
in
mind.
I
just
want
to
put
it
out
there.
Thank
you.
J
I
want
to
thank
all
of
you
board
members
that
have
been
doing
more
than
your
share
in
getting
the
word
out
about
the
bond.
I
so
appreciate
that
you're
out
there
talking
to
our
community
talking
to
your
schools.
This
is
this,
takes
a
village
here
and
I
so
appreciate,
on
top
of
all
the
other
things
that
you're
doing
your
school
board
work
that
that
you're
doing
this
and
it's
it's
very
much
appreciated,
and
I
just
also
want
to
share
that.
J
J
We
just
that
there
are
just
so
many
different
perspectives
and
we're
trying
to
honor
all
of
those.
But
we
can't
always
do
everything
that
everyone
wants
at
the
time
that
they
want
it.
But
I
do
want,
especially
as
I'm
talking
to
people
on
the
phone
or
out
in
the
community,
that
you've
been
heard
and
we
are
are
trying
to
take
it
all
into
account.
J
And
I
very
much
know
that
we
are
asking
our
community
for
an
increase
in
this
bond
and
it
is
our
job
to
show
why
it
is
needed
and
why
it
is
needed
for
our
students
and
why
it
is
needed
for
our
community,
and
I
welcome
that
opportunity
to
have
those
conversations
and
do
the
why
that
is.
That
is
our
job
as
a
board
of
putting
this
on
the
ballot,
and
I
welcome
that
opportunity
to
engage
our
community
in
those
very
important
discussions.
As
we
move
toward
this
election
in
may.
C
C
I
also
want
to
say
sorry
to
our
ukrainian
parents
who
belong
to
come
from
ukraine.
It
must
be
a
very,
very
hard
time
for
them,
and
I
also
want
to
call
share
that.
C
You
know
we
have
been
going
to
mountain
view
almost
every
month
and
I
saw
the
collaboration
between
the
teachers
and
the
staff
members
and
the
administration
and
how
everybody
is
working
together
to
make
positive
effect,
bring
something
positive
for
our
students
by
working
together,
and
I'm
really
really
thankful
to
don
to
david
tom
to
come
there,
mr
mccreary
and
all
the
teachers
who
gave
their
perspectives
of
what
we
can
do
and
how
we
can
make
the
middle
school
experience
good
for
our
students,
and
so
thank
you.
Everyone.
A
D
Hey
today
was
my
own
start
of
my
25th
year
of
coaching
track
at
sunset,
high
school,
which
is
always
a
great
thing
for
me.
You
know
I
have
a
lot
of
energy
and
I
love
the
school.
So
I
just
want
to
note
that
one
thing
that
was
interesting
seeing
that
was
like
the
mask
mandate
right,
you
don't
have
to
worry.
What
I
thought
was
really
interesting
was
like
half
people
might
have
been
wearing
masks.
D
There
wasn't
really
any
judgment,
you
know,
kids,
you
know
I
look
and
I
see
sides
both
sides
of
it,
so
it
was
kind
of
interesting
today
to
see
it
in
person.
We
were,
like
you
know,
kids
with
masks,
kids
without
masks,
but
they're
all
having
fun
together.
So
I
think
there's
some
message
here
for
don
and
the
staff
as
they
navigate
ask
mandates
and
what
to
do
going
forward.
I
think
they'll
be
a
happy
medium
and
makes
all
stakeholders
happy
so
best
of
luck
and
I
look
forward
to
supporting
your
decisions.
A
O
I
I
just
want
to
echo
our
other
school
board
members
who
gave
a
shout
out
to
our
ukrainian
families,
I'm
very
disturbed
by
what's
happening
in
this
world,
and
I
appreciate
our
family
speaking
up
today.