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From YouTube: October School Board Business Meeting
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A
Welcome
everyone
I
called
to
order
the
beaverton
school
board
business
meeting
for
october
25th
2021..
I
want
to
begin
with
a
land
acknowledgement.
A
A
B
C
B
A
And
zone
seven
tom-
I
am
here:
does
anyone
have
any
changes
they
would
like
to
make
to
the
agenda
tonight?
A
Okay,
hearing
none!
We
will
start,
then,
by
hearing
from
our
labor
partners.
We
have
sarah
schmidt
from
the
beaverton
education,
association
and
kirsty
sachman
from
the
oregon
school
employees
association
and
I'm
looking
forward
to
hearing
from
sarah.
D
Great
thank
you
tom
good
evening.
Everyone
I'm
chair,
colette,
excuse
me
superintendent,
grouting
and
members
of
the
board.
My
name
is
sarah
schmidt
and
I'm
the
president
of
the
be
richard
education
association.
D
We
all
started
this
year
excited
to
be
back
in
school
buildings
full-time
with
our
students,
I'm
very
unsure
of
what
this
school
year
would
bring.
We
knew
it
would
be
difficult
and
that
the
pandemic
is
not
over
we're
in
season.
Three
now
of
cobit,
if
you
haven't
been
following
along
educators,
have
been
showing
up
to
school
every
day
and
putting
in
their
very
best
effort
to
meet
students
needs.
However,
we
are
more
overwhelmed
and
strained
than
ever
before.
D
What
I
want
to
make
sure
that
you
understand
tonight
is
what
is
happening
in
our
schools
in
the
meantime
and
the
urgent
attention
that
needs
to
be
focused
on
retaining
the
current
staff
that
we
have
now,
as
I've
talked
with
educators
and
school
leaders
over
the
past
week.
A
few
weeks
excuse
me,
several
themes
are
glaringly
apparent
and
I
want
to
list
some
of
the
challenges
that
educators
have
been
dealing
with.
The
first
is
unmanageable
and
sustainable
workload
that
has
been
leading
to
burnout
and
educators,
fearing
for
their
physical
and
mental
health.
D
Plan
time
that's
being
used
to
cover
for
colleagues
due
to
daily
sub
shortages,
rather
than
to
plan,
assess
student
work
or
connect
with
families,
the
impact
of
involuntary
transfers
into
positions
or
assignments
in
which
educators
have
little
experience
and
minimal
support
and
large
class
sizes
and
case
loads
that
are
making
it
very
difficult
to
build
relationships
with
students
that
we
desperately
need
or
to
individualize
instruction
to
meet.
Students
needs
that's
a
lot.
D
This
is
why
we
are
advocating
for
meaningful
workload
relief
to
be
implemented
as
soon
as
possible,
including
taking
things
off
the
plate
and
creating
the
time
that
we
need
to
do
our
jobs
and
serve
our
students.
Luckily,
I
think
we
are
on
a
good
path
forward
to
working
together
on
this.
I've
had
several
conversations
with
superintendent
grotting
in
the
last
few
weeks,
and
I'm
grateful
for
his
thorough
understanding
of
the
staffing
crisis
that
we
are
in
and
the
incredible
challenges
that
our
schools
and
educators
are
facing
this
year.
D
We
have
some
ongoing
meetings
planned
to
problem
solve
and
implement
solutions
to
identify
those
solutions.
Our
bea
members
have,
until
tomorrow,
to
complete
a
survey
that
we
sent
out
so
that
we
can
gather
some
data
about
how
folks
are
doing
whether
or
not
they're
considering
other
career
options
and
what
solutions
will
help
make
this
year
manageable.
D
We
also
know
that
these
issues
are
not
unique
to
bsd,
so
we've
been
in
collab
working
in
collaboration
with
union
leaders
in
portland,
hillsborough,
eugene
and
salem
kaiser
school
districts.
Their
union
is
asking
the
same
questions
of
their
members
so
that
we
can
work
together
to
advocate
for
meaningful
solutions.
D
A
Thanks
sarah
and
thanks
for
all
the
hard
work
for
your
members
and
bringing
that
to
our
attention
tonight.
Thank
you,
kirsty,
looking
forward
to
hearing
from
you.
E
Good
evening,
hello,
chair,
colette,
nice
to
see
everyone
hello
to
don
and
the
board,
my
name
is
kirsty
sachman.
I
am
the
osca
president.
I
am
a
para
2
working
in
an
elementary
specialized
program.
I
just
wanted
to
say
hello
to
everyone
and
sarah.
Thank
you
for
everything
you
had
to
advocate
for
educators
and
building
staff.
E
E
Our
oscar
board
has
focused
our
attention,
the
last
few
months
in
really
engaging
in
conversations
throughout
the
district
indep
in
our
different
departments
and
focusing
on
our
two
mous
that
we
were
working
on
as
of
last
week.
We
have
voted
yes
to
both
new
mouse
for
our
classified
staff.
We
have
an
mou
around
the
vaccine
mandate
and
how
that
affects
our
job,
and
that
has
passed,
and
we
thank
everyone
involved
in
that
process.
E
For
all
of
the
time
and
meticulous
work
it
took
to
iron
out
all
those
details
and
all
the
back
and
forth
meetings.
Also.
Our
second
mou
that
was
signed
is
the
hiring
and
retention
bonuses
for
select
members
of
our
classified
staff,
and
that
has
passed
as
well
and
is
moving
forward
to
be
implemented.
E
I
know
that
we
are
all
working
so
hard
in
our
buildings,
no
matter
what
position
you're
in
we're
all
working
hard
classified,
certified
our
school
board,
our
admin,
and
we
see
the
hard
work,
and
I
want
to
say
thank
you
to
all
of
our
classified
staff.
Taking
that
extra
time
and
out
of
their
home
lives
to
come
back
and
share
and
be
continue
to
advocate
for
themselves,
their
co-workers,
our
students,
our
families
and
our
team
as
a
whole.
E
Despite
staffing
shortages,
despite
across
everywhere
classified
certified
all
the
extra
work
you
are
to
make
sure
our
students
are
staying,
safe
and
healthy,
with
our
pandemic
rules
and
requirements,
as
well
as
just
daily
life
of
working
with
our
students.
I
just
want
to
shout
out
over
and
over.
I
don't
think
I
could
ever
say
enough
how
much
I
see
everyone
working
tirelessly
with
that.
I
know
there's
a
lot
of
people
that
are
feeling
burnt
out
and
feeling
like
they're
running
out
of
steam
already
and
we're
not
even
just
about
30
days
in
of
school.
E
E
A
A
A
A
A
As
we
know,
your
involvement
comes
from
a
place
of
caring
for
students,
families,
communities
and
staff.
Please
know
that
board
members
do
not
respond
directly
to
testimony,
but
we
are
paying
close
attention
to
your
comments.
We
know
it
can
be
difficult
to
testify
in
public,
but
we
are
sincerely
interested
in
hearing
your
comments
and
concerns.
A
A
With
that
in
mind,
a
few
guidelines,
our
comments
do
not
allow
for
the
specific
naming
of
school
personnel
personnel
matters
should
be
dealt
with
either
through
the
complaint
process
or
by
contacting
a
principal
or
central
office
staff
person
if
a
school
personnel
is
named
during
a
comment
period,
I
will
stop
your
comments
and
ask
you
to
refrain
from
naming
the
person
if
it
occurs.
A
second
time
you
will
be
asked
to
end
your
comments.
A
A
Everyone
has
two
minutes
to
provide
testimony
to
the
board.
A
timer
will
be
set
and
will
go
off
at
the
two
minute
mark.
If
you
continue
talking
beyond
the
two
minutes,
I
will
ask
you
to
end
your
comments
to
ensure
fair
treatment
for
all
of
our
commenters.
This
will
be
enforced
uniformly,
regardless
of
subject
matter
viewpoint
or
whether
you've
finished
your
prepared
comments.
A
I
can
understand
it's
really
difficult
to
provide
comments
within
the
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
thanks
again
for
joining
us
tonight.
We're
looking
forward
to
hearing
your
comments
and
we'll
start
with
robert
kowith
robert.
Are
you
here.
A
Okay,
the
next
person
is
jeanette
shawta
jeanette.
Are
you
with
us.
F
F
All
right,
so
the
anti-racist
vision
statement
has
been
revised
a
couple
times,
but
there
is
an
issue
with
one
of
the
following
parts:
beaverton
school
district
owns
that
our
student
outcomes
currently
point
to
our
part
in
perpetuating
institutional
racism.
Where
is
the
evidence
myself
and
my
colleagues
have
asked
repeatedly
and
the
district
cannot
produce
it?
Why?
Because
they
don't
have
it
a
child's
skin.
Color
does
not
produce
academic
outcomes,
factors
out
of
the
schools.
District
control
do
such
as
home,
home
life,
family
dynamics,
socioeconomic
status,
abuse
and
so
much
more.
F
The
statement
is
correct
that
there
are
still
individuals
within
this
district
who
are
perpetuating
racism
through
crt,
and
it
goes
all
the
way
to
the
top.
The
bsd
administrator
over
the
office
of
equity
and
inclusion
has
stepped
into
an
almost
400
000
contract,
not
following
contractual
laws
that
is
currently
being
investigated
as
a
formal
complaint
on
the
board
and
has
submitted
and
has
been
submitted.
F
The
administrator
has
stated
openly
three
times
he
is
looking
at
everything
through
a
critical
race
theory
lens,
and
the
district
has
finally
stated
that
they
are
as
well
in
june
newsletter.
The
four
hundred
thousand
dollar
contract
actually
unif.
I
know
many
other
things
that
can
be
spent
in
with
four
hundred
thousand
dollars
that
actually
unifies,
rather
than
to
buy
such
as
the
five
hiring
five
to
six
new
teachers
to
alleviate
classroom
overcrowding
in
elementary
schools
or
partnering,
with
the
foundation
against
intolerance
and
racism
or
fair
that
actually
helps
to
unify.
F
Rather
than
divide
the
anti-racist
vision
statement,
also
states,
beaverton,
school
district
will
authentically,
engage
each
student,
family
and
staff
member
to
build
connection,
uplifting
understanding
and
truly
value
the
diversity
of
our
school
communities.
Are
you
doing
this?
Are
you
truly
listening
to
all
constituents?
I
say
no,
you
are
not.
Many
parents
have
come
to
talk
with
you
and
other
people
in
the
district
about
this
and
it
goes
ignored
and
you
guys
keep
pushing
critical
race
theory
and
down,
as
shown
in
the
vision
statement.
A
H
Okay,
I'm
ready
I'm
here
to
talk
about
the
upcoming
bond.
I
have
worked
tirelessly
in
this
community
to
ensure
that
public
education
was
supported
through
participation
financially
and
through
volunteerism
for
a
very
long
time.
I
have
defended
this
school
district
and
done
all
I
can
to
try
and
make
this
a
great
place.
We
could
trust
to
educate
our
children
there
where
everyone
was
welcome
and
that
we
could
trust
that
our
children
were
respected,
safe
and
challenged
in
their
education.
H
I
do
not
see
how
I
can
continue
to
support
bonds
for
a
district
that
has
broken
these
very
elemental
areas.
Your
enrollment
numbers
are
down
and
stop
kidding
yourself
that
this
is
just
because
of
covid.
You
have
broken
the
faith
and
respect
of
your
parents.
Parents
no
longer
feel
that
they
can
entrust
their
children
to
you
due
to
your
extremism
and
not
just
allowing
but
forcing
training
in
politically
and
personally
motivated
moral
and
socially
divisive
instruction.
H
We
have
had
anti-bullying
policies
and
programs
that
were
positive
and
built
safe
environments
for
everyone
through,
though
you
have
pulled
back
on
some
of
your
more
insulting
and
divisive
language.
In
your
anti-racist
vision
statement.
It
still
pushes
the
boundaries
in
labeling
and
cremating
more
division,
not
in
uniting
us.
We
are
playing
into
the
political
agendas
of
a
few
radical
groups
rather
than
staying
strong
with
neutrality.
H
You
are
publicly
funded
government,
regulated
and
legally
required
to
be
a
politically
neutral
organization,
start
acting
like
one
the
hardest
part,
but
most
important
part
of
your
job
as
a
board
member.
You
set
policy
that
protects
all
ranges
of
beliefs
and
needs.
You
hire
the
superintendent
and
then
you
ensure
that
he
is
enforcing
these
set
policies.
You
are
a
representative
of
our
district,
not
a
one,
not
of
one
own
group
view
or
definitely
not
to
push
your
own
agenda.
H
I
will
not
support
a
bond
for
a
district
who
isn't
holding
teachers
responsible
for
forcing
their
personal,
political,
moral
and
social
views
on
our
children,
a
district
that
will
not
fight
the
implementation
of
the
k5
sex
education
program.
You
want
to
figure
out
why
your
numbers
are
down
why
people
will
not
support
your
bond.
Ask
stop
using
funding
to
allow
racist
and
political
organizations
at
over
four
hundred
thousand
dollars
to
do
forced
unnecessary.
A
Thank
you
all
right.
Next,
we
have
katja
freeborn.
J
J
Teachers,
my
name
is
katya
freeborn,
I've
been
in
the
district
for
28
years
and
25
years
at
aloha,
high
school
and,
first
of
all,
thank
you
for
your
voluntary
service.
Oh
my
goodness,
thank
you
so
much
for
what
you're
doing
for
our
kids.
I
appreciate
it.
I
know
the
staff
appreciates
it
and
I
just
wanted
to
let
you
know
how
difficult
it
has
been
lately
with
not
being
able
to
find
substitutes
when
we
need
to
call
in
sick.
It's
super
super
stressful
when
our
jobs
are
not
filled.
J
We
have
at
least
three
unfilled
positions
a
day,
usually
more,
and
it
is
so
stressful
and
you
can't
go
do
it
because
you're
so
busy
with
your
own
work,
and
so
I
I
just
want
to
express
that
again
and
then
beyond
not
being
able
to
find
a
substitute
when
we
need
to
be
sick,
we
just
have
to
be
able
to
call
in
sick.
I've
already
had
one
unfold
position
and
it's
very
stressful.
J
We're
also
being
asked
to
maintain
canvas
presentations,
calendars
modules
assignments
as
well
as
do
the
in-class
instruction,
and
it
is
honestly
becoming
impossible
to
maintain
all
of
the
expectations
that
we
have
for
students
that
really
need
our
help.
We
have
special
education.
Students
that
are
in
super
high
needs
situations.
J
We
have
regular
ed
kids
that
are
they're
just
they're.
I
can't
even
explain
it.
Two
days
ago
I
had
a
girl.
She
was
just
tearing
pages
out
of
her
spiral
notebook
and
I
don't
even
think
she
noticed
what
she
was
doing
and
she
was
crumpling
them
up
and
throwing
him
in
the
trash,
and
I
I
looked
over-
I
didn't
even
I
I
didn't
even
know
why
she
was
doing
it,
but
it's
these
manic
behaviors
that
we're
seeing
oh
wow,
okay,
that
went
fast
anyway.
We
need
a
release
valve
of
some
kind.
A
A
Let's
give
him
a
moment
here
and
see
if
we
can't
hear
him
tonight
and
and
thanks
for
everyone
who
came
and
commented.
Hopefully
we
can
hear
from
robert
too.
A
Okay
well
robert,
if
you're
out
there,
we
all
have
email
addresses,
feel
free
to
to
send
along
your
comments.
We
always
are
happy
to
receive
things
by
email.
Okay,
we'll
move
on
to
the
next
portion
of
our
board
meeting
now,
which
is
the
superintendent
report
and
looking
forward
to
hearing
from
you
don.
L
Thank
you,
chair
collette
members
of
the
board,
students,
families
and
staff.
I
just
once
again
want
to
thank
our
students,
all
of
our
families
and
school
board,
for
your
efforts
and
flexibility,
coven
19..
L
Needless
to
say,
this
has
probably
been
the
last,
as
somebody
mentioned,
we're
in
we're
entering
into
almost
the
third
third
year
of
this
now
and
it's
it's
one
of
the
most
challenging
times.
I've
ever
seen
in
education,
not
only
in
the
beaverton
school
district,
throughout
oregon
and
throughout
our
country.
L
I
want
to
especially
thank
our
educators,
support
staff
parents,
students
and
community
for
their
adherence
to
these
strategies
of
mass,
squaring
vaccinations
and
social
distancing
that
will
eventually
help
us
get
out
of
this
pandemic
under
vaccinations
and
testing.
The
district,
as
you
know,
has
developed
a
dashboard
to
monitor
and
track
the
status
of
our
vaccination
of
our
employees
and
students
and
up
departments
and
updated
multiple
times
daily.
L
I
want
to
especially
thank
our
hr
communications,
I.t
departments,
principals,
supervisors,
managers
and
bargaining
unit
leadership
for
their
efforts
to
collect
and
verify
information
during
this
entire
process.
You
will
also
hear
later
from
danielle
hudson.
Our
student
services,
director
and
brian
seek
our
curriculum
and
instruction
director
regarding
our
efforts
to
monitor,
test
and
provide
safety
protocol
guidance
during
covet
19..
L
Today
we
were
in
a
meeting
with
county
health
departments
and
they
are
preparing
to
be
able
to
provide
community
vaccinations
in
the
beaverton
school
district
as
well
as
looking
at
entire
washington
county,
and
I
know,
deputy
superintendent
carl
meade
has
been
convening
weekly
conversations
with
various
stakeholders
to
develop
a
process
once
the
vaccinations
become
available.
L
Today
we
were
told
that
there
will
be
a
localized
large
site
which
will
be
tektronix
and
the
reason
they're
going
to
use
tektronix
is
the
ability
to
have
curbside
service
to
where
actually
these
folks
could
come
up
and
provide
vaccinations
in
cars.
As
you
know,
if
you
can
remember
back
when
you
were
five,
six
seven
getting
a
shot
is
not
the
most
popular
thing
to
be
doing
when
you're
a
student,
sometimes
having
their
parents
right
there,
maybe
in
a
little
bit
of
enclosed.
L
I
think
I
heard
dr
perez
told
me
the
way
that
she
gets
through
vaccinations.
She
right
when
she
gives
her
kids
a
big
bear
hug
and
right
when
the
bear
comes,
the
doc,
the
the
doctor
or
the
nurse
is
sticking
in
the
arm.
So
we
want
to
make
sure
that
we
are
getting
as
many
vaccinations
out
there.
The
county
is
also
really
wanting
to
look
at
an
equity
lens
where
in
our
community
is
it
you
know
maybe
difficult,
whether
it's
around
transportation,
geographic
area
for
those
students
and
parents
to
become
vaccinated.
L
So
I
think
dr
mead
will
talk
to
you,
we're
working
with
multiple
stakeholders-
virginia
garcia,
pediatricians
and
our
pharmacies,
local
pharmacies
to
make
that
happen.
So
we're
excited
about
that.
This
is
coming.
It's
gonna
get
here
quickly
and
what
we're
really
hopeful
for
is
once
we
get
the
majority
of
our
students
vaccinated.
L
Maybe
we
can
begin
in
county
health,
and
the
state
of
oregon
will
be
looking
at
maybe
providing
some
flexibility,
whether
it's
around
social
distancing,
some
other
things
that
we
can
get
back
to
a
little
bit
of
normal.
L
But
I
think
I
was
really
really
upbeat
today,
hearing
from
our
county
health
they're,
preparing
we're
preparing
and
we're
going
to
do
everything
possible
to
make
sure
that,
regardless
of
where
you
live
in
our
community,
that
you're
going
to
have
access
to
the
vaccination,
if
you
so
choose,
we
talked
a
little
bit
about
I'm
going
to
talk
to
you
a
little
bit
about
budget
and
enrollment
and,
as
you
know,
most
districts
in
oregon
and
across
the
nation
they
are
experiencing
drop
in
enrollment
due
to
covid
19..
L
There
are
other
areas
where
various
districts,
depending
their
enrollments
going
down.
Also,
I
want
to
remind
you
that
birth
rates
in
washington
county
are
declining,
so
we
are
seeing
birth
rates
decline
later
tonight.
You
will
hear
from
assistant
superintendent
of
finance,
mike
schofield
and
deputy
superintendent
carl
meade
of
operations
regarding
our
latest
enrollment
projections
and
the
future
financial
impact
on
the
district.
L
You
will
also
be
informed
about
our
esser
and
sia
funding
and
spending
as
we
meet
the
challenges
of
covig
19.,
and
I
think
you
heard
from
two
or
three
folks
tonight
who
testified
and
the
mental
health
issues
that
we're
seeing
with
our
students,
we're
seeing
with
our
staff
and
we're
seeing
with
families,
is
very
real
as
we
travel
and
traverse
through
covet
19.
L
L
We
have
the
money,
we
are
advertising
and
we
currently
have
literally
hundreds
of
positions
open
right
now
and
beaverton
is
no
different
than
any
other
district.
Where
you
heard
from
a
teacher
sub
shortages
right
now,
our
counselors.
L
We
have
central
office
staff,
we
have
people
principals.
Today
I
was
at
west
view
high
school
today
and
I
went
to
me,
I
was
going
wanted
to
meet
with
the
visiting
classrooms,
wanted
to
meet
with
the
principal
and
the
principal
matt
peterson.
He
was
substituting
in
a
class
today
because
they
did
not
have
a
substitute
sub
shortages
are
very
real.
L
We're
working
with
our
hr
department,
looking
at
different
types
of
incentives
to
be
able
to
go
out
and
get
substitutes
in
all
different
types
of
classifications,
we're
working
with
local
government
agencies
to
find
flexibility
in
licensing
as
well
as
trying
to
do
some
marketing
and
reaching
out
to
people.
We've
done
some
different
type
of
pay.
Incentives
for
different
for
different
folks,
but
substitute
shortages
are
at
a
critical
stage.
L
It
is
only
october,
but
it
does
feel
like
it's
the
end
of
the
year.
District
leadership
is
working
with
our
union
leadership
to
investigate
ways.
We
can
work
differently
to
ease
some
of
the
hardships
and
provide
some
relief
to
acknowledge
the
incredible
efforts
of
our
staff
having
our
employees
supported
and
ready
to
meet
the
needs
of
our
students
during
these
incredibly
difficult
times
is
our
priority,
and
then
I
just
want
to
end
on
a
real
positive
note.
L
While
we
continue
to
have
and
meet
significant
challenges,
it
is
important
to
note
we
are
serving
nearly
40
000
students
with
in-person
and
online
instruction.
Daily
students
are
being
educated,
they
are
learning
they're,
socializing
and
progressing
academically
socially
and
emotionally,
thanks
to
the
care,
the
compassion,
expertise
and
hard
work
of
our
staff
and
partnerships
with
our
families
and
other
education
partners,
and
today
I
was
fortunate
to
be
in
an
acl
class,
and
I
can
tell
you
those
students
were
doing
amazing.
L
The
teacher
was
amazing,
but
after
the
class
was
over,
the
teacher
said
this
is
this
is
the
most.
This
is
the
most
difficult
thing
she's
ever
done
in
her
life
and
she
you
know
she
feels
inadequate.
She
says
I
I
it's
not
about
the
money,
it's
not
about
working
any
longer
or
any
harder.
It's
just
what
it
is
she's
supposed
to
have
a
couple:
instructional
assistants
in
her
classroom
and
they're
they're,
not
there,
because
we
can't
hire
them
so
we're
trying
everything
we
can.
I
know
seven
of
the
largest
school
district
superintendents.
L
We
are
going
to
meet
with
our
union
presidents
soon
and
and
talk
about
things
like
staffing
shortages
way
to
diversify
our
workforce.
L
To
do
whatever
we
can
to
serve
students,
but
please
know
that
seeing
a
lot
of
happy
faces
in
schools
and
teachers
are
working,
hard
support,
staff
are
working,
hard,
administrators
are
working
hard
and
our
kids
are
in
school
and
they
weren't
in
school
last
year,
and
that
did
take
a
toll
and
we're
seeing
some
of
that.
So
I
want
to
thank
this
school
board
for
your
support
in
recognizing
the
efforts
of
our
of
our
staff,
but
also
recognizing
what
our
families
need
and
the
needs
of
our
students.
A
Thanks
superintendent
garadine
looking
forward
to
hearing
some
of
the
ways
and
support
staff
through
a
very
difficult
year,
so
keep
us
in
the
loop.
Our
next
report
is
an
enrollment
update
with
deputy
superintendent,
mead,
good.
M
Evening,
terry
colette,
school
board,
members
and
superintendent
grotting.
Thank
you.
You
received
in
your
packet
a
16
page
report
on
enrollment.
I
know
you've
memorized
those
numbers
and
have
chewed
them
up
backwards
and
forwards.
M
I
just
will
take
a
couple
of
minutes
just
to
go
over
kind
of
a
30
000
foot
view
of
those
of
that
document.
Page
one
reflects
our
actual
enrollment
for
the
school
year
at
39
376..
M
This
is
an
annual
account
that
we
use
from
september
30th
on
an
annual
basis
for
comparison
sake.
So
we
can
look
back
over
years
past
as
kind
of
a
checkpoint
that
is
actually
down
by
335
students
as
compared
to
last
year
pages
2,
3
and
4
provide
you
specific
grade
level
totals
at
each
school
throughout
the
district
for
the
current
year.
M
Six
and
seven
provide
a
four
a
rolling
four
year,
look
back
at
each
school
elementary
region
and
the
title
school
grouping
on
page
six,
you'll
notice
this
year
there
are
significant
reductions
in
several
of
our
middle
schools.
I
want
to
remind
you:
that's
because
of
the
implementation
of
our
school
boundary
changes
for
middle
school.
It's
not
because
of
a
loss
of
students
there.
It
was
a
boundary
change
that
was
implemented,
pages,
8,
9,
10
and
11.
M
M
There's
just
a
lot
of
unknown
factors
this
year,
as
you
can
well
imagine,
pages
12
through
15
provide
enrollment
enrollment
counts
by
our
specialized
program
or
of
our
specialized
programs
and
grade
levels
across
the
district,
and
I
sent
you
a
separate
email
late
this
afternoon
you
probably
have
not
had
a
chance
to
see
it.
I
know
the
acronym
soup
is
very
confusing
when
it
comes
to
our
specialized
program.
M
Three
percent,
when
we're
forecasting
so
many
unknowns,
is
not
a
bad
number
at
all.
When
we
take
a
look
at
the
big
picture
of
things
for
robert,
I
think
it
was
three
percent
too
much
and
he
is
our
our
demographer
and
has
a
lot
of
pride
in
this
work
works
closely
within
our
department,
but
also
with
mike
is
we're
forecasting
funding
for
future
years
as
well.
So
I
am
happy
to
take
any
questions
that
you
may
have.
I
One
quick
question
like
I
know
that
across
the
state
I
know
that
attendance
is
down.
Do
you
get
any
feel
that
I'm
are
we
a
proportional
to
like
all
other
districts
in
the
state
or
is
our
pain
points
a
little
higher
or
lower?
I
know
during
public
testimony
they
made
some
accusations
about
why
we're
down,
but
I
feel
like
when
I
look
at
the
numbers
across
the
state.
I
thought
they're
down
this
consistently,
because
people
are
worried
to
send
their
kids
into
school
right
now
and
flex
and
other
programs
are
supplemented
now.
M
Great
question
and
eric
the
answer
is
yes,
our
numbers
are,
our
numbers
are
actually
relatively
good
in
comparison
to
other
districts
across
the
state.
There
are
some
districts
that
are
significantly
down
and
we're
not
close
to
that.
I
don't
have
the
exact
figures
from
everyone.
I
had
four
conversations
today
with
some
of
those
districts
just
to
get
a
sense,
but
I
can
absolutely
gather
that
information
for
us
as
a
as
a
school
district
and
send
that
to
you
in
an
email,
be
happy
to.
G
C
Hi,
my
my
question
is
around
the
preparation.
So,
as
we
get
our
students
vaccinated
ages,
five
to
eleven
so
that'd
be
up
to
sixth
grade.
C
I
see
that
some
of
our
numbers
of
students
that
are
not
like
some
schools
have
114
less
students,
88
77
in
my
area,
and
so
I'm
wondering
about
how
you're
planning
and
how
you're
out
reaching
out
to
parents
to
see
who's
planning
on
returning
when
they're
vaccinated,
whether
they're
returning
this
year
or
next
year.
M
Excellent
great
question
dr
perez,
and
I
apologize
you
had
sent
that
to
me
beforehand
and
I
slipped
and
not
provided
that
information
to
you
primarily.
What
we're
looking
at
is
our
students
in
flex,
and
we
have
asked
for
at
least
a
quarter
by
quarter
commitment
by
those
families
and
so
as
we're
approaching
the
end
of
this
quarter.
We're
asking
those
families,
if
specifically
they
plan
on
staying
the
next
quarter
and
or
plan
on
returning
to
school.
M
Sooner
than
later,
based
on
the
vaccination
availability
and
right
now
we
have
approximately
20
students
out
of
our
flex.
Enrollment
that
have
designated
parents
have
designated
that
they
plan
on
returning
back
to
their
area
school,
so
20
out
of
our
we're
well
over
1500.
At
this
point
in
time
of
our
flex
students
plan
on
returning
to
school.
Now
it's
not
100
accurate
by
any
stretch,
but
we
also
have
a
wait
list
of
90
additional
students
to
get
into
flex
that
are
currently
sitting
in
our
schools.
M
So
we
had
closed
enrollment
for
the
first
for
the
remainder
of
the
first
quarter.
So,
at
the
end
of
the
second
or
sorry,
the
beginning
of
the
second
quarter,
those
90
students
potentially
will
be
able
to
enroll.
So
again
it's
while
we
may
gain
more
students
in
flex
and
they'll
decrease
actually
in
our
area,
schools.
M
It
may
counter
over
time-
and
part
of
this
has
to
be-
I
think,
parents,
own
experience
and
what
they're
hearing,
what
they're,
seeing
and
in
terms
of
quarantine
and
all
those
other
factors.
I
know
there's
a
lot
of
frustration
around
the
quarantine
factor
for
for
kids,
when
they're
exposed
up
to
10
days
at
home
and
the
miss
of
school
missing
school,
and
that
type
of
thing
so
and
in
terms
of
support
for
principals.
I
know
that
that's
an
ongoing
conversation
that
jenny
and
the
team
is
having
down
in
teaching
and
learning
to.
M
How
do
we
actually
provide
that
level
of
support?
And
what's
that,
support
going
to
need
to
look
like
we're
going
to
have
to
be
very
creative
as
we
take
a
look
at
staffing
as
those
students
come
back
and
we're
going
to
have
to
take
a
look
at
class
sizes
too?
So
that's
not
only
jenny,
hansman's
team.
M
It's
also
our
business
office
and
taking
a
look
at
that,
and
I'm
not
suggesting
that
we
would
do
this,
but
typically
how
we
would
deal
with
those
enrollment
changes
would
typically
be
staff
transfers,
probably
not
the
best
option
for
us
to
do
that
at
a
semester
or
something
like
that
this
far
through
the
year
or
even
at
the
quarter.
So
we're
going
to
have
to
take
a
look
at
the
resources
we
have
available
to
make
those
balances
happen.
G
O
Dr
mean
you,
I
I
appreciated
that
update.
My
question
is
going
to
be
when
we
do
have
those
vaccinations,
and
we
know
that's
going
to
take
a
while
to
roll
out.
O
When
will
we
reevaluate
the
guidelines
that
we
are
following
here,
because
it
seems
like
especially
like
how
we're
doing
lunch
and,
of
course,
if
they're
still
not
everyone's,
not
vaccinated?
At
the
same
time,
when
will
we
review
the
guidelines
of
how
the
protocols
of
of
how
different
things
are
done,
as
as
students
will
be
on
a
a
continuum
there.
M
M
Today
I
get
I'm
in
two
conversations
each
week
with
the
county
as
well,
and
so
as
soon
as
the
county,
because
they're
not
going
to
do
this
by
district
district
by
district
and
we're
not
permitted
to
make
those
changes
individually,
it
is
done
as
a
county
working
with
oha.
M
So
we
are
hopeful
that
by
the
first
of
the
year,
because
it's
going
to
take
most
of
our
students
are
going
to
end
up
taking
pfizer
moderna
and
it's
a
minimum
of
a
six
week,
time
frame
from
that
first
vaccination
until
they
have
full
immunity,
so
we're
talking
the
for
after
the
first
of
the
year.
So
we
are
hopeful
based
on
the
numbers
of
students.
We
hope
there's
a
lot
of
students
who
take
advantage
of
the
vaccine
that
we
may
see
some
positive
changes
happen.
C
Was
wondering,
if
is
this
process
for
looking
at
whether
some
of
our
students
who
qualify
for
special
education,
those
numbers
were
down
as
well?
Is
that
same
process
of
reaching
out
to
parents?
C
Is
that
the
same
process
for
them,
as
in
the
other
k
through
12
figuring
out,
if
they're
coming
back
or
not,
or
I
guess,
k
through
6.,
because
I
see
our
numbers
were
down,
so
you
spoke
to
the
work
that
you're
doing
to
figure
out
if
they're
coming
back,
but
I
didn't
know
with
our
sped
counts.
If
that's
you
think
that
would
be
impacted
too,
with
the
vaccines.
P
Good
evening
board
good
evening,
dr
perez,
yes,
so
when
we
have
students
who
unenroll
in
the
district,
we
have
a
pretty
formal
process
for
re-engaging
those
families
through
multiple
letters
and
communications,
to
try
to
find
out
where
the
students
are.
I
think
the
thing
that
is
kind
of
difficult
is
our
kindergarten.
P
Enrollment
is
really
low
this
year,
and
so
one
of
the
things
we
have
is
we
have
a
lot
of
students
who
those
who
traditionally
might
go
to
a
specialized
program
when
they
start
kindergarten
are
starting
in
kindergarten
or
their
parents
are
waiting
and
delaying
a
start.
So
we
have
a
lot
of
students
who
we,
we
assume,
will
enroll
possibly
next
year,
because
parents
were
really
worried
about
enrolling
them
in
kindergarten
with
everything
covid
related.
P
Additionally,
we
do
have
some
families
who
have
students
who
are
really
significantly
medically
fragile,
and
so
the
risk
of
being
in
school
was
far
too
much
for
them,
so
they
decided
to
either
to
home
school.
P
So
it
has
those
families
have
had
to
make
decisions
to
do
alternative
things,
but
I
do
think
one
of
the
biggest
impact
in
our
specialized
program.
Enrollment
is
really
that
we
haven't
had
students
in
school
for
the
last
two
years
and
we
are
really
being
cautious
about
placing
any
new
students
into
specialized
programs,
because
we
would
not
want
to
place
a
student
in
a
program
if
it's
really
the
result
of
the
pandemic
and
not,
in
fact
the
result
of
a
disability.
So
I
know
those
teams
are
really
trying
to
determine.
G
A
Next,
we'll
be
hearing
from
administrator
for
accountability,
bridges
about
the
division,
22
compliance
and
assurances.
Q
Thank
you,
chair
colette
members
of
the
board
superintendent
grotting.
So
what
is
division?
22
I'll?
Give
you
a
little
bit
of
background
that
wasn't
included
in
the
situation
sheet,
but
chapter
581
of
the
state
rules
applies
to
the
department
of
education
and
schools
and
districts
and
the
department
are
to
follow
those
rules
and
the
rules
are
organized
into
divisions.
So
there's
division,
15
on
special
education
division,
19
on
pre-k
division,
23
on
finance,
division,
26
on
charter
schools,
division
21,
which
is
on
school
governance
and
student
contact.
Q
Capital
or
corporal
punishment,
but
division
22,
which
is
referred
to
as
standards
for
schools
and
districts
kind
of,
has
an
elevated
presence.
So,
even
though
schools
and
districts
are
expected
to
follow
all
of
the
rules
outlined
in
division,
22
in
chapter
581,
division,
22
has
a
provision
in
law
that
says
state
school
funds
can
be
withheld
by
the
department
of
education.
Q
We
are,
as
you
saw
in
the
report,
we're
in
compliance
with
47
of
the
53
division,
22
requirements,
and
there
were
three
rules
that
were
waived
by
the
state
board
of
education
for
the
last
school
year,
and,
to
sum
up,
I
would
say
that
our
non-compliance
with
the
six
rules
that
are
outlined
in
the
report
are
really
due
to
the
pandemic.
So
it's
either
changes
in
practice.
Q
So
we
were
not
in
compliance
with
instructional
time,
because
we
provided
teachers
more
time
for
preparation
and
planning
related
to
implementing
comprehensive
distance
learning
or
we
re.
We
relieved
the
burden
of
teachers
at
the
elementary
level
to
assess
students
that
were
either
for
the
whole
year
or
three
quarters
of
the
year,
engaging
in
comprehensive
distance
learning.
Q
We
relieved
them
of
the
burden
of
trying
to
determine
where
that
student
is
relative
to
state
standards
in
all
of
the
areas
on
the
report
card
or
the
other
piece
is
just
the
availability
of
staff
resources
to
conduct,
let's
say
business
as
usual,
so
it's
hard
to
implement
a
social
science
adoption
when
it's
difficult
to
access
teachers
and
community
members
to
do
the
work
of
the
cadre
or
the
project
team
to
identify
what
are
the
learning
targets?
What
are
the
best
practices
and
to
adopt
instructional
materials?
Q
It
was
difficult
last
year
and
we
didn't
attempt
it
to
evaluate
our
alternative
education
programs.
You
saw
that
in
dr
mead's
report
that
we
have
special
education
students
they're
in
outside
placements,
it's
difficult
to
expect
to
go
in
and
say.
I
want
to
evaluate
your
program
when
those
services
are
being
delivered
to
students
under
the
conditions
of
the
pandemic,
I'll
leave
it
at
that,
and
I
would
be
happy
to
answer
any
questions
from
the
board
related
to
the
report
and
our
status
on
the
division.
22
rules.
G
R
Sorry,
sorry,
friendship,
thank
you
so
much
john
for
that
information.
My
only
question
would
be
on.
I
see
that
just
like
you
mentioned,
we
are
out
of
compliance
on
every
student
belongs.
R
I
also
see
that
an
administrative
rule
detailing
the
response
procedure
to
bias
incidents
will
be
developed
prior
to
the
start
of
2021
to
2022.
So
my
question
is:
is
this
rule
currently
being
worked
on
so
that
we
would
not
be
out
of
compliance
next
time
that
some
kind
of
you
know
the
next
time
that
they
review
this
so
that
will
be
incomplete?
So
are
you
already
developing
this
rule
since
it
mentions
that
it's
going
to
be
prior
to
the
start
of
2021
to
22
school
year?
R
I
believe
that's
where
we
have
been
so
I'm
wondering
if
that
rules
already
been
processed
or
something.
Q
Yes,
it
has
thank
you
for
that
question.
The
complaint
procedure
is
in
the
administrative
regulation
for
the
every
student.
All
student
belongs
a
policy
that
you're
going
to
adopt
a
revision
to
tonight
on
the
consent
agenda
that
administrative
regulation
was
finalized
in
august,
and
so
we
have
that
piece
in
place
and
now
it's
a
matter
of
just
communicating
with
staff
and
students
about
those
complaint
procedures,
so
that
they're
well
aware
of
how
to
surface
issues
related
to
the
all.
Students
belong
policy.
G
S
Yeah.
Okay,
sorry
thanks
for
the
information
that
was
provided
to
us
and
answering
my
questions
in
the
email.
My
question
is
you
mentioned
that
the
funding
can
be
withheld
if
the
school
is
not
compliant
or
does
not
follow
the
correct
corrective
suggestions
that
are
given
in
a
timely
manner?
S
At
what
point
is
it
just
the
number
of
like
out
of
53
47?
Is
that
considered
okay
right
now
or
is
if
they
don't
follow,
like
maybe
they're
out
of
compliance
for
half
of
it?
How?
Where
do
we
stand?
If
we
compare
with
another
school
district,
can
you
do
you
know
that.
Q
Q
But
this
is
a
relatively
recent
requirement,
the
last
two
years
that
districts
post
this
report
and
in
fact
this
year,
they're
required
to
use
this
template
and
post
this
report
on
our
website.
So
we
could
do
some
checking
around
with
our
peer
districts
and
find
out
how
they're
doing
I
know
the
district
very
close
to
the
west
of
us
had
the
same
issue
with
instructional
time
and
they
are
reporting
to
their
board
that
they
did
not
meet
that
rule
and
are
implementing
corrective
plan
of
correction
for
to
remedy
that
this
school
year.
K
Just
a
little
more
context,
there
sunita,
I
think,
is
a
great
question
about
the
department's
enforcement
of
division.
22
requirements
that,
to
my
knowledge,
in
recent
memory,
no
district
has
ever
been
sort
of
docked
funds
as
a
result
of
a
lack
of
compliance.
K
That
said
well,
ten
years
from
now
we'll
get
into
compliance,
I'm
betting,
the
department
would
have
words
for
us
right,
but
that's
obviously
not
what
we've
done
here
the
generally
year
in
and
year
out,
most
of
the
time
you
will
see,
districts
fall
in
and
out
of
compliance
with
instructional
minutes
based
on
inclement
weather,
right
and
or
other
policy
related
issues.
Districts
are
required
to
have
a
policy
around
x,
and
maybe
they
just
didn't
get
around
in
time
and
their
corrective
action
is.
Our
board
will
be
adopting
it
by
this
date
and
be
in
compliance.
L
If
I
can
sunita
a
lot
of
it,
sometimes
will
be
also
around
curriculum
issues,
whether
it's
adoption
of
different
various
pieces
of
curriculum,
and
sometimes
it
can
be
a
funding
related
issue
to
districts.
You
know
they
they
just
haven't,
they
haven't
adopted
curriculum
and
it's
because
of
funding.
So
some
of
it
would
be.
You
know
when,
when
we're
able
to
attain
the
correct
resources,
we
can
do
it.
L
I
know
that
just
because
of
the
not
only
the
pandemic,
but
when
you
think
about
some
of
the
school
districts
that
incurred
some
of
the
wildfires
they're
grossly
out
of
compliance
with
some
of
the
division,
22
standards,
usually
what
would
happen
before
they're
going
to
take
your
dollars?
L
I
would
get
a
call
from
colt
gill,
the
deputy
superintendent
with
the
governor,
and
he
would
say
I
want
to
have
a
heart
conversation
with
you,
don
about
you're
you're,
not
being
in
compliant
with
division,
22
and
or
you're,
not
you're,
not
trying
to
make
corrective
actions.
L
I
have
not
heard
that
happening
too
many
times,
but
that
that
would
probably
be
the
department
would
contact
the
superintendent
and
definitely
you
know
if
something
wasn't.
They
didn't
feel
good
about
that.
I'm
sure
that
they
would
reach
out
to
the
board
chair.
S
Yeah
yeah,
I
actually
went
after
reading
that
there
are
not
too
many
that
we
are
out
of
compliance
with,
and
there
is
corrective
action
which
is
being.
You
know
like
in
a
timely
manner
like
in
next
year,
we'll
be
done.
My
main
one
was
anti-bias
one
and
then
the
adoption
of
materials,
because
just
want
to
make
sure
that
we
go
ahead
with
that,
so
that
the
kids.
C
Yeah,
I
was
just
gonna,
say
kind
of
pointing
out
the
same
things
that
lana
and
sunita
had
pointed
out,
and
I
had
one
question
around
the
curriculum
adoptions.
Is
it
that
we
didn't
have
the
money
or
is
it
just
the
time
piece
were
they
already
budgeted
for
and
then
I
had
asked
earlier
and
dr
bridges
and
asked
if
the
for
the
one
with
implementation
of
like
the
hours.
C
If
we
were
in
compliance
with
the
new
middle
school
schedule-
and
he
had
told
me-
yes,
we
are
in
compliance
in
middle
school,
even
with
the
changes
with
the
hours
but
for
the
adoption
ones.
I
was
wondering
if
it
was
an
issue
just
time
because
of
covet
and
all
that
or
if
we
already
had
budgeted
for
those
curriculum
materials.
Q
T
Thanks,
dr
bridges
thanks
dr
perez
great
question
each
so
we're
on
the
social
sciences.
It's
a
little
complex.
That's
such
a
nuanced
adoption.
It's
been
many
years
from
a
widespread
adoption
in
our
in
our
district,
so
it's
a
little
of
both.
Actually
the
the
money
was
in
place
the
year
pre-covered.
I
guess
that
would
have
been
2018
2019
school
year
and
hit
a
budget
freeze,
and
so
we
at
that
time
we
felt
fine
about
our
timeline,
no
problem
putting
it
on
pause,
so
we
did
put
it
on
pause.
T
Unfortunately,
we
put
it
on
pause
right
into
the
start
of
a
global
pandemic,
and
so
we
knew
covid
would
slow
it
down,
and
so,
with
social
sciences,
we
prioritized
getting
middle
school
as
far
as
we
could
because
of
the
implementation
of
the
common
middle
school
experience.
We
wanted
that
we
wanted
those
students
and
those
teachers
to
have
those
resources
been
working
closely
with
the
state.
Our
corrective
action
actually
was
approved.
Today
you
know
they
received
superintendent
signature
and
so
everything's
full
speed
ahead
with
science.
Everything
is
through
on
the
adoption.
T
That's
the
other
elementary
science
materials
you
might
have
saw
in
your
report.
That's
right
on
what
don
was
talking
about
just
sometimes
as
budgets,
ebb
and
flow,
just
delaying
the
full
purchase
of
all
the
materials
for
a
year
just
simply
due
to
budgetary
reasons.
But
the
the
board
has
adopted
the
everything
through
the
qcc
and
we
have
the
plan
to
get
back
into
a
full
compliance
shortly.
So
yeah
just
a.
A
A
Any
other
questions
comments
from
the
board.
Thank
you.
Dr
bridges
appreciate
the
report.
I've
been
watching
this
for
a
couple
of
years
now
and
seeing
some
of
the
things
that
we
come
in
and
out
of
compliance
with,
and
obviously
we
want
to
be
in
compliance
with
everything.
A
But
from
what
I've
observed
over
the
years,
I'm
actually
quite
grateful
that
we
were
not
more
out
of
compliance,
considering
everything
that
we
went
through
with
kovid,
and
I
think
that
speaks
to
a
lot
of
good
work
in
our
district
to
make
sure
that
kids
were
getting
what
they
needed
at
a
very
difficult
time.
So
thank
you
for
that
and
now
we
have
associate
superintendent
scofield
with
our
monthly
budget
report.
U
Thank
you,
chair
colette
members
of
the
board,
superintendent
grotting
appreciate
the
opportunity.
I've
looked
at
your
agenda.
You
have
a
very
full
agenda
this
evening.
So
I'll
be
brief.
With
my
comments
on
the
on
the
monthly
financial
update,
you
have
several
sections
included.
One
is
general
fund
activity
and
forecast
through
september
30th.
U
You
also
have
a
summary
of
revenue
and
expenditures
and
encumbrances
for
all
other
funds.
You
have
the
school
staff
report
as
well
as
a
investment
report.
That's
broken
out
a
couple
different
ways
on
the
general
fund
activity
and
forecast.
I
would
just
state
that
the
numbers
haven't
changed
much.
We
brought
down
our
costs
of
associated
payroll
just
a
little
bit
due
to
a
blue
cross
blue
shield
rebate
that
will
the
district
will
be
receiving
this
year.
Other
than
that
we've
made
no
changes.
Remember.
U
Last
month
we
decreased
the
amount
of
revenue
coming
from
the
state
school
fund
based
on
the
enrollment
report.
You
just
heard
so.
We've
already
brought
that
number
down.
In
addition
to
that,
just
a
gentle
reminder
we're
still
in
bargaining.
The
numbers
you
see
don't
reflect
the
cost
of
living
increase.
That
still
needs
to
be
bargained
with
all
groups
and
hopefully
we'll
get
that
done
soon
and
I'm
happy
to
take
any
questions.
A
U
Or
maybe
more
exciting,
thank
you,
chair,
collette,
we'll
I'll
get
this
started
this.
This
presentation
started
in
when
carl
mentioned
the
alphabet
soup
earlier
we're
gonna
get
you
right
into
a
bunch
of
acronyms
here
right
away
at
the
beginning
of
this,
so
we're
gonna
provide
update
on
our
federal
corona
virus
resource
update.
If
you
go
to
the
next
slide
david.
We'll
take
a
look
at
that
here
we
go
with
the
alphabet
soup.
We
have
sr1,
which
is
elementary
and
secondary
school
emergency
relief,
which
is
a
part
of
cares.
U
Coronavirus,
aid
relief
and
economic
security
act.
We're
going
to
talk
a
little
bit
about
sr2,
which
is
a
part
of
crrsa,
which
was
coronavirus,
response
and
relief,
supplemental
appropriations,
act
that
occurred
about
last
december
and
then
esser
3,
which
is
a
part
which
is
part
of
arp.
The
american
rescue
plan
we
received
word
in,
I
think,
february,
march
time
period.
I
think
around
february
that
we'd.
U
Funds
what
we've
deemed
as
sr3
as
a
part
of
the
american
rescue
plan,
the
values
guiding
s
or
three
and
the
process
we've
undertaken.
Equity,
bring
students
at
the
margins
to
the
center
adaptability,
making
the
most
available
resources
to
support
students
and
efficiency.
You'll
see
some
of
that.
A
plan
that
draws
from
work
that
was
already
completed
next
slide.
U
So
oregon
department
of
education
is
our
pass-through
entity
from
these
federal
dollars
and
they
put
together
the
requirements
and
what
and
the
expectations
on
how
school
districts
would
budget
for
and
spend
s
or
funds,
and
there
are
three
parts
of
the
sr3
plan
that
were
identified
by
ode.
One
is
the
art
federal
funding,
the
money
that's
coming
to
us.
U
The
second
is
the
student
investment
account,
the
sia
ongoing
learning
engagement,
significant
work
was
done
in
school
districts
across
the
state
of
oregon
just
prior
to
the
pandemic,
about
additional
needs
of
students.
It
had
significant
community
outreach,
significant
staff
engagement,
and
so
what
od
thought
was.
U
Let's
rely
on
some
of
that
information
districts
have
already
gathered
to
help
inform
us
on
spending
priorities,
moving
forward
with
sr3
and
finally
ready
school,
safe
learners,
the
continuity
of
services
plan.
That's
the
health
and
safety
part
of
the
program
and
you'll
see
where
we
plan
to
spend
some
money
in
those
areas
as
well.
Next
slide.
U
Districts
will
use
the
ode
planning
tool
kit
to
track
strategies
so
you'll
see
we
have
46.4
million
in
s
or
three
dollars.
Twenty
percent
of
s
or
three
must
be
used
to
address
unfinished
learning
activities.
That's
the
one
significant
requirement
we
see
in
sr3
and
unlike
ester
one
and
two,
the
district
must
report
on
efforts
to
measure
and
address
unfinished
learning,
so
a
little
bit
more
compliance
oriented
and
and
just
a
little
bit
more
direction
from
the
federal
government
on
how
we're
spending
sr-3
funds
excellent.
V
Okay,
thanks
mike,
as
you
know,
sr3
has
requirements
around
engagement,
community
engagement
and
learning,
and
it
mirrors
what
we
did
with
the
sia
funding
and
the
student
investment
account.
As
you
remember,
we
did
extensive
work
with
our
community
to
engage
them
and
the
sr3
mirrored
that
process.
It
also
informs
the
sia
process
that
we
went
through.
It
informs
all
of
the
decisions
that
we
made
for
our
sr3
district
plan,
and
we
continue.
It
is
ongoing.
So
we
continue
to
involve
our
community
in
that
process.
V
Next
slide,
please
also,
as
you
know,
and
mike
had
already
said,
that
the
ready
school,
safe
learners
continuity
of
service
plan
is
what
we've
been
following.
There's
a
link
there
to
that
plan,
the
resiliency
framework
for
the
21
22
school
year.
If
you
want
to
take
a
look,
but
that
that
is
what
has
driven
our
sr3
district
plan
as
well,
it
is
a
state
board
of
education
plan
requirement
that
we
are
required
to
do
and
as
a
district
we
work.
V
U
Thanks
jenny,
this
one's
mine,
sr1
recap
about
a
year
ago,
we
received
these
funds.
We
received
about
10.1
million
from
sr1
and
we
spent
most
of
that
money.
During
the
2020-2021
school
year
we
spent
those
funds,
primarily
on
teachers,
you'll,
see
noted
in
parentheses
there,
the
sia
shortfall,
as
you
may
recall,
when
we
originally
budgeted
for
sia,
we
thought
we'd
have
32
million.
We
ended
up
getting
a
little
over
10
million,
so
we
used
three
million
dollars
of
sr1
to
help
shore
up
that
sia
shortfall.
U
Seven
hundred
thousand
on
return
to
school
planning
and
technology,
400
000
into
nutrition
services,
200
million
in
indirect
costs
that
we
recover
to
help
pay
for
the
overhead
of
this
grant
and
a
hundred
thousand
dollars
that
was
sent
to
charter
and
private
schools.
U
At
the
bottom
of
this
you
see
an
embolden
and
italicized
2.2
million
child
care
subsidy.
That
was
money
that
was
passed
on
to
us
from
washington,
county
out
of
washington,
county's
sr1
funds
that
we
that
they
directed
us
to
use
as
a
child
care
subsidy,
and
so
we
administered
that
program
last
november
and
december,
and
that
was
worth
about
2.2
million
dollars.
U
U
Both
sr2
and
3
funds
were
included
in
the
2021-2022
budget,
so
we
knew
the
money
was
coming.
We
didn't
necessarily
have
all
of
the
budget
put
together
and
the
needs
assessment
done
and
you'll
see
some
of
the
results
of
that
here.
In
a
future
slide,
total
plan
was
67.1
million
and
overall
the
the
final
deadline-
and
that's
primarily
for
us
or
three
is
september
30th
2024.
U
That's
when
funds
must
be
spent
just
a
note.
It
allows
us
time
to
be
thoughtful
and
flexible
about
the
planned
uses
for
these
funds
over
the
next
three
years.
So
the
plans
you
you
have
probably
reviewed
as
this
was
in
your
board
packet
and
and
how
we
spend
moving
forward
is
adaptable
and
adjustable
over
time.
U
Next
slide,
here's
kind
of
a
more
visual
way
of
looking
at
it.
You
see
in
2020,
2021
in
blue,
we
received
10.1
million
s
or
2.
We
spent
about
400
dollars
of
it.
So
that's
for
the
2020
2021
year
in
2122,
we'll
spend
16.4
million
of
s
or
2
and
about
14
million
investor
3
funds
in
2223.
V
In
deciding
what
where
we
were
going
to
spend
our
funding
for
sr2
and
3,
we
needed
to
prioritize
and
we
needed
to
make
sure
that
we
were
moving
in
the
right
direction
with
both
our
student
investment
account,
along
with
our
staffing
allocation
methodology,
but
the
first
order
of
business.
To
do
that.
V
I
know
that
many
of
you
know
these
questions
by
heart
by
now,
but
we
did
take
into
consideration
the
equity
lens
questions
from
the
very
beginning,
from
looking
at
all
of
our
investments
that
we
were
about
to
do,
we
looked
at
whose
voice
is
and
isn't
represented
in
this
decision.
Who
does
this
decision
benefit
or
burden?
Is
this
decision
in
alignment
with
the
bsd
equity
policy
and
does
this
decision
close
or
widen
the
access,
opportunity
and
expectation
gaps
so
with
each
of
our
investments?
V
We
also
did
a
survey
of
our
administrators
for
what
the
needs
were
with
their
s,
with
the
s
or
funding
and
looking
at
our
needs
assessment
that
we
used
for
our
sia
as
well.
And
finally,
we
took
a
survey
in
january
of
2020
of
all
of
the
community
and
the
staff
to
see
what
their
priorities
were
when
investing
in
esser
next
slide.
Please.
M
And
on
the
operations
side,
primarily,
as
you
can
see,
it's
focused
on
hvac
you'll,
see
the
first
bullet
provide
mechanical
ventilation,
two
elementary
school
gyms,
specifically,
that
is
at
barnes
elementary
and
west
tv
elementary
school.
Neither
school
has
any
ventilation
in
those
areas:
improved
ventilation
in
one
of
our
elementary
school
gyms.
Based
on
our
own
evaluation,
it
was
determined
that
we
needed
to
make
some
improvements
at
montclair.
M
M
Those
are
some
needed
repairs
that
need
to
take
place
there
and
then
finally,
repair
of
large
chillers,
specifically
at
nancy
riles
and
various
air
handler
units
across
the
school
district.
So
these
are
dollars
that
will
be
an
enormous
resource
for
us
to
make
some
significant
improvements
in
our
hvac
systems,
which
is
a
major
part
of
what
we're
trying
to
do
to
alleviate
the
spread
of
cove
in
our
schools.
M
Continuing
with
that,
yes,
I
was
just
yes,
I
was
with
regard
to
hvac.
This
continues
in
this.
As
you
know,
for
us
to
even
be
able
to
open
our
doors
for
school,
we
have
to
make
sure
that
we've
got
five
five
air
exchanges
in
each
of
the
areas
in
which
we
have
students
or
staff
throughout
the
day.
So
it's
to
make
sure
that
we're
improving
air
indoor,
air
quality
and
school
facility
report
repairs
and
improvements
as
quickly
as
possible.
M
As
you
know,
we
made
significant
purchases
with
technology
over
the
course
of
the
summer
to
help
improve
and
make
sure
that
we
have
the
necessary
devices
for
kids
and
then
maintain
the
operations
and
continuity
of
services.
This
has
been
a
it's
definitely
a
big
one.
In
terms
of
hvac
and
you've
been
aware.
This
year
we've
had
a
couple
of
times
with
power.
M
Outages,
we've
had
to
move
very
quickly
to
evaluate
the
length
of
time
and
the
access
to
outdoor
ventilation
in
those
situations
and
at
times
as
you're
aware,
I
believe
it
was
about
a
week
and
a
half
ago.
We
needed
to
dismiss
merlot
earlier
or
community
school
earlier
than
normal
because
of
the
lack
of
electricity
to
operate
our
systems,
and
we
do
not
have
the
availability
of
opening
windows
in
that
facility
and
then
finally,
implementation
of
public
health
protocols.
U
So
I'll
take
this
one.
This
just
shows
the
distribution
and
percentage
of
the
dollars
that
are
available
in
esser
two
and
three
and
kind
of
where
those
commitments
are.
So
you
see,
the
largest
commitment
is
under
that
time
and
attention
strategy,
next
relationships
and
mental
health
supports
and
so
on
and
so
forth,
but
those
are
just
there
to
show
you
kind
of
how
those
dollars
were
spread
out
among
those
eight
different
strategies.
U
School
and
department
breakdown.
This
gives
you
a
glimpse
of
kind
of.
What's
going
on
in
each
of
the
next
three
years
you
see
the
darker
blue
is
direct
to
schools
and
then
student
services,
mld
tnl,
so
on
and
so
forth.
You
will
see
that
in
year,
one
we're
spending
about
a
little
over
30
million
dollars
year.
Two
26.8
million
you'll
see
again
that
operations
becomes
a
bigger
number
in
year.
Two,
as
we
try
to
ratchet
down
as
the
board
has
been
concerned
about
at
least
three
different
times.
U
So
this
little
better
breakdown
of
salary
versus
non-salary
we've
got
a
little
bit
in
reserve
in
each
year
again,
because
we
are
literally
finding
out
new
things
addressing
new
needs
and
various
implications
on
at
least
a
weekly
basis.
U
Then
you
see
in
the
next
year,
26.8
million,
with
about
13.1
million
in
salary
and
then,
finally,
in
year,
three
in
the
23-24
school
year,
it's
been
about
6.4
million
in
salary.
So
that's
the
breakdown,
at
least
of
where
the
plan
is
currently
on
salary
versus
non-salary
next
slide
staff
investment.
This
is
what
it
looks
like
we've.
Given
you
a
couple
different
breakdowns
in
terms
of
where
those
resources
are
currently
committed.
We've
got
91.9
fte.
W
U
96.2
the
following
year
and
then
the
subsequent
year,
47
fte,
ft
by
type
again
majority,
is
licensed
here.
There
is
some
classified
in
in
2122,
dropping
off
in
22
23
and
23
24.,
but
those
are
those
are
the
staff
investments
next
slide.
U
Again,
a
little
bit
more
of
a
breakdown
when
you
talk
about
the
license,
what
is
it?
We've
got
some
classroom
teachers
in
this
year,
student
success
coaches
across
the
next
couple
of
years,
going
down
a
little
bit
in
the
23-24
year,
academic
coaches,
for
a
couple
the
next
couple
of
years.
U
We
have
some
positions
that
have
not
yet
been
posted
again.
I
think
that
is
simply
due
to
our
general
bandwidth
of
getting
everything
organized
and
in
place
and
ready
to
post
and
getting
positions
filled
when
we
have
so
many
open
positions
and
needs
currently.
So
that's
on
us
to
get
those
going
next
slide.
U
Non-Salary
investments.
This
is
kind
of
what
it
looks
like
you
see,
the
summer
learning
grant.
That
was
the
grant
we
received
from
the
oregon
department
of
education.
This
summer,
we've
currently
reserved
3.7
million
as
our
25
match.
I
don't
know
that
we'll
need
all
of
that.
I
don't
think
we
will
so
at
a
future.
Update
you'll,
probably
see
that
investment
go
down,
but
that
that
is
how
we
intended
to
fund
the
25
match
from
the
state
summer.
Learning
grants
student
devices
again
under
one
of
the
strategies.
U
U
Next
slide,
okay!
So
next
steps
the
virus
continues
to
alter
our
plans
and
spending.
If
you
would
have
looked
at
this
plan
a
couple
of
months
ago,
it
would
look
different
than
it
looked
a
month
ago.
So
we
this
this
plan,
continues
to
evolve
in
order
that
we
can
meet
our
student
needs
based
on.
What's
going
on
with
the
virus
in
our
schools,
we're,
as
carl
mentioned,
we
rely
on
oha
and
washington
county
guidance.
U
I
think
I've
said
it
two
or
three
times
there
will
be
ongoing
changes
based
on
student
needs
and
we're
going
to
give
you
updates
we're
going
to
update
you
in
january.
We'll
update
you
again
at
the
budget
101
with
the
budget
committee
in
march
and
then
again
with
the
budget
committee
in
may,
we'll
also
put
a
whip.
There
is
a
web
page
already
up
we'll
continue
to
we'll
put
this
presentation
on
it
and
continue
to
show
updates
and
changes
as
we
go
along
to
share
this
information
moving
forward
and
chair
collette.
That's
I
believe.
A
Thank
you
associate
superintendent
scofield.
Any
questions
from
the
board.
G
O
I
have
two
questions.
One
is
for
carl,
and
one
is
for
mike
carl,
the
the
question
I
have
some
of
those
updates
that
that
you've
done
with
the
s
or
money,
such
as
hvac
systems
and
and
those
sorts
of
things,
were
those
things
that
were
on
deferred
maintenance
and
we
just
bumped
them
up,
because
we
needed
that
to
be
done
to
keep
our
schools
safe.
N
Hi
becky
good
evening
board
members,
so
the
the
larger
projects
are
on
a
deferred
maintenance.
They
have
been
identified
in
the
mckinsey
report,
the
projects
that
we're
doing
up
front,
that
carl
talked
about
barnes
and
west
tv
gymnasiums.
N
They
did
not
have
ventilation
to
begin
with,
so
they
weren't
identified
in
deferred
maintenance
or
on
the
fca
report.
So
we
are
focusing
on
those
gems
up
front,
but
the
other
gyms
that
they
are
excuse
me.
The
other
facilities,
are
identified
in
that
different
maintenance
list.
O
Okay,
great
thanks
and
then
mike.
I
have
found
in
the
time
that
you
spent
with
us.
You
are
very
prudent,
consistent
sort
of
budgeter.
I
just
want
to
know
when
you
talk
to
your
counterparts
and
other
school
districts
around
the
state.
Are
you
confident
that
we're
going
to
receive
all
the
funds
when
we're
I
just
get
nervous
when
we're
already
having
to
plug
holes
with
sia?
O
You
know,
I
know
government
means
well,
but
we're
finding
out
with
rental
assistance
and
other
things.
Are
you
confident
that
that
and
then
also
again
that
long
term,
our
needs
for
our
students
are
going
to
go
along
much
greater
than
beyond
20
23
24,
and
you
know
how
we
spend
those
funds
so
that
we
can
still
support
those
students
and
those
much
needed
jobs
that
we
added.
U
Yeah,
it's
going
to
be
critical.
I
I
feel
pretty
good
becky
that
we'll
receive
the
funds.
Od
has
done
a
good
job
of
working
with
federal
government
and
making
sure
that
we've
laid
out
processes
that
work
for
us
and
that
work
for
the
state,
as
well
as
the
federal
government.
So
I
feel
good
there.
I
do
think
you
are
absolutely
spot
on
that.
The
needs
do
not
go
away,
even
though
the
staff
and
the
funding
do
we'll
keep
an
eye
on
that
from
year
to
year.
I
do
hope
that
we've
been
prudent.
U
I
do
hope
that
we,
this
virus
gets
more
and
more
under
control
as
we
go
along
as
more
vaccines
become
available
and
and
opportunities
to
run,
a
more
normal
school
year
will
help
us,
but
yeah
we're
doing
the
best
we
can
becky
and
my
friends
are
all
out
doing
the
same
thing.
C
I
just
wanted
to
know
like
I
have
this
like
aching
feeling
in
my
stomach
right
now
with
as
I
look
at
the
numbers
for
the
class
we're
saying
we
have
a
shortage
of
staff
and
then
we're
seeing
the
cuts
from
this
year
to
next
year
of
teacher
like
classified
certified,
I
mean
certified
staff,
well
licensed
staff
and
classified
staff,
and
so
it
seems
like
counter-intuitive
that
we're
gonna
we
have
a
shortage
and
now
we're
gonna
get
rid
of
some.
C
But
I
know
we
need
the
money
to
be
able
to
keep
people
so,
but
it
just
it's
something
to
note.
M
C
Q
M
Add
to
that
too,
is
we
may
not
be
able
to
hire
every
position
that
we've
got
out
there
at
the
present
time,
we've
got
a
number
of
vacancies
on
our
classified
side
and
it's
a
revolving
door
with
our
certified
side
as
well.
So
it's
it's
a
hope
that
we
are
able
to
secure
staff
for
all
those
positions,
but
right
now
we've
got
last
week
we
were
well
over
close
to
100
vacancies
just
on
our
paraprofessional
side,
so
just
difficulty
in
filling
positions.
U
What
was
that
you're
just
spot
on?
I
mean
you're
recognizing
the
same
things
we're
looking
at.
We
have
open
positions,
we
have
one-time
dollars.
Will
we
fill
them?
What
will
it
look
like
moving
forward?
We
will
continue
to
monitor
and
adjust.
I'm
sure.
C
And
it
makes
me
think
about
what
our
processes
will
be,
something
that,
if
our
staff
is
already
like
feeling,
tired
and
exhausted,
and
people
are
thinking
of
leaving
the
education
profession
for
other
professions.
C
It
just
makes
me
think
about
our
process
of
doing
it
early
and
giving
people
opportunities
to
see
options
that
they
have
within
our
family
of
bsd
as
we're
making
those
changes
and
moves.
I
know
it
has
to
do
with
contracts
and
all
that,
but
the
most
humane
way
that
we
could
do
it
possible
for
people
to
keep
people.
C
M
Right
and
I'm
glad
I'm
glad
it
is
because
dr
perez,
it's
an
ongoing
issue
for
us.
We
want
our
employees
to
be
with
us
long
term.
The
benefit
with
beaverton
is,
we
are
a
very
large
pool
of
employees,
and
so
we
have
a
very
we
don't
have
a
high
attrition
rate,
but
we
do
have
a
number
of
staff
who
choose
to
leave
us
for
a
very
variety
of
reasons.
Annually
this
year
we
hired
well
over
500
new
staff
members
to
the
district
we
average
between
two
and
300
in
a
good
year.
M
A
A
I
just
wanted
to
take
a
moment
to
appreciate
what
I
see
here,
which
is
that
as
time
goes
by
we're
preserving
those
dollars,
a
higher
percentage
of
them
are
going
to
salaried
folks,
and
I
appreciate
the
the
movement
there
to
try
and
preserve
some
of
those
positions
that
we
know
are
not.
We
know
that
they're
helpful
during
the
pandemic
right
now,
but
we
know
they're
also
things
that
are
just
good
for
kids
in
general
and
that
what
I
see
here
is
is
movement
to
try
and
preserve
those
positions.
If
you
go
to
the
next
slide,.
A
What
I'm
wondering
here,
as
I'm
looking
at
the
fte,
is
because
of
the
large
number
of
vacancies
we
have
right
now.
Are
we
actually
up
to
the
level
that
we
are
in
the
first
year
in
terms
of
the
fte
right,
because
every
week
that
goes
by
our
fte
is
actually
going
down
and
how
might
that
affect
cascading
down
to
the
next
years?
How
might
that
allow
us
to
have
like
a
a
shallower
curve
in
terms
of
what
we're
able
to
do
with
staff
retention,
yep.
U
A
Do
you
know
mike,
I
mean
just
a
relative
sense:
how
far
off
of
that
141
fte?
Are
we.
A
That's
that's
fine,
I'm
doing
a
little
thinking
in
real
time
here.
So
it'll
be
great
to
get
the
answer
there.
You
know
the
other
thing
that
hits
me
when
I
look
at
this
is
like
you
know:
I've
I've
watched
the
district
for
a
long
time
now
and
I
saw
2012
where
we
really
walked
off
of
a
cliff
right.
A
We
saw
like
356
fte
go
out
the
door
in
one
fell
swoop,
and
that
was
very,
very
painful,
and
I
appreciate
that
this
is
being
stair-step,
but
this
this
is
still
pretty
significant
and
I
just
want
to
highlight
how
significant
this
will
be
for
our
our
staff
and
for
our
students
and
just
take
a
moment
to
really
think
about
that.
I'm
not
saying
that.
There's
any
planning
on
your
part
that
might
change
that,
but
just
to
highlight
that
for
the
community.
A
The
last
question
I
have
is
you
know
we're
getting.
You
know
we
get
constant
information
out
of
the
legislative
revenue
office
and
you
know
they
model
out
what
we're
seeing
from
the
sia
as
the
sia
funds
recover.
How
much
of
some
of
the
loss
here
might
be
taken
care
of
as
those
funds
move
forward
and
grow?
U
Potentially
chair
collette
that
that's
out
there,
that
has
already
happened
to
some
extent.
We
had
some
behavioral
health
and
wellness
staff
that
we
actually
had
originally
allocated
in
the
sia
out
here
in
esser
earlier
and
as
the
sia
funds
went
up
and
we
got
a
better
forecast.
We
move
them
out
of
here
and
into
sia
to
help
preserve
funds.
Here.
U
Not
completely
I've
only
looked
at
the
first
two
years,
so
we'll
see
year
three
will
be
pivotal.
I
will
tell
you
that,
just
last
month
the
office
of
economic
analysis
showed
personal
income
and
it's
still
up
significantly
through
the
pandemic.
A
Yeah
one
of
the
analogs
I
see
too,
that
saa
is
like
you
know,
business
taxes
and
in
the
city
of
portland
they
just
came
up
way
much
higher
than
they
predicted
with
the
business
taxes,
so
I
guess
I'll
leave.
My
final
comment
is
I'm
hoping
that
that
stays
that
way
and
that
those
funds
come
to
our
district
to
help
shallow
this
curve,
even
even
more.
B
A
X
Can
I
just
make
a
quick
comment?
I
realized
that
I'm
like
after
you
I
apologize
for
that,
but
you
triggered
something
with
your
comment
is
recognizing
that
we
have
the
fed
the
sia
funds
and
the
esser
funds,
but
also
my
concern
is
that
the
state
funds,
our
schools
at
the
level,
if
not
more
than
they
have,
and
I
just
don't-
want
to
lose
sight
of-
you
lose
the
potential
of
losing
funding
from
our
state,
because
I
think,
oh
we're,
you
know
totally
funded,
which
we
are
not.
A
A
Well,
thank
you,
as
always,
deputy
superintendent
scofield,
really
appreciate
the
transparency
here
and
seeing
what's
going
to
happen
and
we'll
look
forward
to
future
updates
on
this
information.
A
U
I
had
one
more
you'll
see
in
your
packet,
just
an
update.
We've
extended
the
the
budget
committee
advertisement
and
opening
by
one
month
out
to
the
middle
of
november.
We,
as
you
can
see
I've
summarized
down
in
the
text
box.
The
number
of
applicants
we've
gotten
and
I
think
director
guard
you've
had
no
applicants
in
your
zone.
So
this
is
your
chance
to
get
out
and
find
your
friends
and
do
some
recruiting,
but
anyway,
we've
left
it
open
until
november
19th.
U
U
It's
really
a
good
time
and-
and
it's
not
terrible
the
commitment-
it's
a
few
meetings
to
get
them
through
it,
but
just
an
update
to
let
you
know
we'll
leave
it
up
until
november
19th
and
if
you
folks
could
encourage
folks
to
apply
that'd,
be
great.
A
Any
questions
for
deputies
or
associate
superintendent
scofield.
A
Okay,
thank
you.
Next,
we
have
the
district
coveted
update
with
hr
director
rodriguez
and
dr
hudson
and
dr
sika.
T
Thanks
chair
collette
board
member
superintendent
grotin
before
we
get
started,
I'm
going
to
share
my
screen,
so
you'll
see
an
updated
version
of
the
presentation
that
was
in
your
packet.
So
just
bear
with
me
here
for
a
second.
T
All
right,
so,
thanks
again
everybody
we
do
have
an
update,
a
covet
update
just
on
where
we're
at
with
all
things,
cover
19.
to
sort
of
kick
us
off.
I
am
going
to
display
the
equity
lens
again.
T
So
that
really
is
the
the
target
for
this
and
a
way
to
kind
of
think
of
what
that
means.
Practically
is
certainly
keeping
everyone
healthy,
free
from
covid,
but
really
thinking.
How
do
we
make
sure
those
isolations
and
those
quarantine
numbers
are
as
low
as
possible
so
that
our
students
are
in
our
classrooms
to
the
greatest
extent
possible?
T
We
actually
have
a
relatively
short
update
for
you
today
we're
going
to
talk
a
little
bit
about
our
the
the
impacts
of
the
vaccine
mandate
that
came
through
various
health
metrics
around
quarantines
and
isolations,
as
well
as
our
testing
protocols
talk
a
little
bit
about
instructional
impacts,
in
particular
the
the
how
the
changing
weather
impacted
our
outdoor
space
and
what
we
did
to
adjust
that
and
then
we're
happy
to
take.
Take
your
questions
at
the
end
and
before
I
move
it
over
or
pass
it
to
our
chief
human
resources
officer.
T
Just
a
note,
you,
you
had
a
copy
of
these
slides
and,
like
all
things
covid
last
week,
was
that's
just
outdated
material.
So
we
have
some
updates
in
this
slide
deck
that
are
slightly
different
or
maybe
even
significantly
different
from
what
we
what
we
knew
last
week
when
we
submitted
those
to
board
book,
but
we
tried
to
designate
those
changes
in
red
when
we
could
and
we'll
we'll
try
to
highlight
those
for
you
as
well,
so
with
that
just
some
staff
impacts
by
chief
human
resources,
officer,
rodriguez
and
susan.
W
You
dr
sika,
and
thank
you
chair,
colette
and
members
of
the
board
and
superintendent
grotting.
My
part
of
our
presentation
is
just
to
speak
about
the
impacts
to
staff
both
from
our
vaccine
requirements,
which
the
deadline
came
and
went
last
week
and
also
quarantined
in
isolation.
So
last
week,
on
october,
18th
was
the
day
that
we
needed
to
make
sure
that
all
of
our
staff
are
fully
vaccinated.
W
Was
a
significant
undertaking.
I'm
happy
to
report
that
more
than
99
of
our
regular
staff
have
complied
with
the
vaccine
mandate,
either
through
full
vaccination
status,
documentation
or
through
requesting
and
securing
a
legal
exception
from
the
mandate
based
on
medical
or
religious
reasons.
W
On
the
18th
we
had
fewer
than
15
staff
members
who
did
not
comply
with
the
mandate
of
those
four
were
non-compliant
and
let's
see,
I
think
it
was
13
total.
So
four
were
non-compliant
and
nine
were
are
partially
compliant.
W
We
have
extended
that
any
of
our
staff
members
who
fail
to
comply
if
they
do
become
fully
vaccinated,
may
be
returned
to
work
so
we're
working
with
those
nine
that
are
partially
vaccinated.
We
expect
most
of
them
back
to
work
before
the
end
of
this
month,
so
shifting
over
from
the
vaccine
requirement
and
its
impact
on
staff
and
by
the
way,
with
the
talk
we've
already
heard
today
about
our
labor
shortages,
which
are
significant
this.
W
The
fact
that
we
were
able
to
have
so
many
of
our
staff
remain
in
the
workforce
as
active
workers
under
this
mandate
was
wonderful
news
for
us,
so
then
moving
to
isolation,
quarantine
in
hr.
We
also
monitor
the
coveted
positive
cases
on
our
staff,
and
so
I
just
decided
to
do
a
couple
of
weeks
and,
as
brian
said,
your
information
in
the
board
book
would
have
been
the
october
4th
through
15th,
but
since
then,
I've
added
in
that
october
16th
through
23rd.
W
So
you
just
kind
of
get
a
snapshot
of
our
staff
situation
on
the
4th.
Through
15th,
we
had
zero
staff
in
quarantine
and
nine
in
isolation,
and
then
that
means
those
are
nine
staff
members
who
tested
positive
for
cobia
19
and
were
isolated
because
of
that
eight
of
those
nine
were
symptomatic.
So
one
was
asymptomatic
and
then
you
can
see
the
next
date
range
16
through
23rd,
again,
seven
additional
staff
members
in
isolation,
we
tested
positive
and
six
of
those
seven
were
were
symptomatic.
W
We
look
for
we're
always
looking
for
patterns
and
concerned
about.
Where
are
the
exposures
happening?
More
than
half
of
our
staff
members
who
have
tested
positive,
have
tested
positive
with
community
exposure
and
not
with
exposure
at
their
work
site
in
beaverton
out
of
the
16
that
we
have
during
these
two
date
range
two
of
them.
It
were
exposed
at
work
at
their
site
and
all
the
others
were
isolated
cases
that
may
have
been
exposed
at
work,
but
not
from
one
another.
W
So
we're
just
looking
at
those
things
to
keep
an
eye
on
safety
and
and
outbreaks,
and
again
always
thinking
about
our
protocols
in
place
and
what
we're
doing
to
try
to
keep
all
of
our
staff
and
students
safe.
So
that's
what
I
have
for
the
staff
impacts.
P
Good
evening
board
chair
colette
at
school
board
and
superintendent
grotting,
I'm
here
to
talk
about
isolation,
quarantine
and
testing.
So
I
went
and
took
a
look
at
our
data
around
what
our
isolation
and
quarantine
totals
have
been
that
top
line.
There
is
our
elementary,
then
we
have
all
schools
middle
high,
school
and
options
and,
as
you
can
see,
we
are
seeing
a
significant
decline
in
the
number
of
students
overall
who
are
being
isolated
or
entering
into
quarantine
because
of
close
contact.
P
P
We
have
seating
assignments
in
our
classrooms
and
really
that
emphasis
on
that
need
to
socially
distance
has
really
really,
I
feel,
like
helped
reduce
the
number
of
students
we
have
to
quarantine
because
of
close
contact,
as
well
as
the
number
of
students
who
are
testing
positive
for
kova
19.
next
slide,
please.
P
So.
Here's
the
like
the
latest
update
around
testing.
So
we
are
starting
testing
this
week
at
the
elementary
level
for
coven
19
screening.
We
had
hoped
to
have
started
last
week,
however,
just
like
with
everything
there
was
a
supply
chain
issue
ranging
from
labels
and
not
having
enough
labels
to
put
on
the
testing
kits
to
ohsu
ordering
testing
kits
that
were
then
stuck
in
warehouses
at
fedex
and
couldn't
get
to
our
sites.
P
So
this
week
we
will
be
up
and
running
and
ready
to
go
with
just
over
7
500
students
who
have
registered
at
the
elementary
level,
and
we
are
beginning
to
start
the
process
for
secondary.
We
sent
out
consent
forms
last
week
for
secondary
students
to
participate
in
the
screening
program,
and
as
of
today,
we
already
have
1500
students
who
are
going
to
participate
additionally
to
help
support
our
staff,
who
may
be
experiencing
covid19
symptoms
when
they're
at
home.
P
P
We
have
a
health
assistant
who
will
be
managing
overseeing
that
program
and
so
staff
members
who
are
exhibiting
primary
symptoms
of
covin
19
or
if
they've,
come
into
close
contact
with
a
student
who
tested
positive
within
three
or
following
three
to
within
three
days
and
up
to
ten
days
of
that
close
contact,
they
can
come
in
and
get
tested
on
site.
We
will
continue
to
offer
our
on-site
school-based
covid
testing
for
students
who
exhibit
primary
symptoms
at
school
as
well
and
one
of
the
things
we
need.
P
I
I
keep
reiterating
this,
but
I
know
that
once
we
begin
the
screening
program,
we
anticipate
that
we
will
see
an
increase
again
in
that
graph.
I
just
showed
you
of
students
who
may
have
to
be
quarantined
or
those
who
are
isolated,
because
we
will
be
testing
students
who
are
asymptomatic
so
as
of
right
now
we're
only
testing
students
and
staff
who
are
demonstrating
symptoms,
but
shortly
we
will
be
testing
people
who
are
our
students
who
are
asymptomatic,
and
we
will
also
be
testing
staff
following
a
close
contact
within
that
three
to
ten
day
window.
P
So
I
just
want
to
keep
reminding
people
that
it's
the
screenings
are
a
mitigating
measure,
so
we
can
reduce
spread,
but
it
might
also
have
unintended
consequences
of
an
increase
in
quarantine
and
isolation
for
staff
next
slide.
P
As
mentioned
earlier
carl
meade
steve
sparks,
and
I
have
been
going
to
a
wide
range
of
meetings
to
talk
about
being
able
to
have
vaccine
clinics
within
our
schools,
which
we're
really
excited
about,
or
at
least
nearby,
our
schools
and
so
we're
hoping
that
we
might
be
able
to
start
as
early
as
the
week
of
november
8th.
But
what
I
got
to
say
is
our
community
partners
have
been
amazing
from
virginia
garcia
to
kaiser
to
metropolitan
pediatrics.
P
Additionally,
I
got
it.
I
need
to
give
some
kudos
to
dr
mead
and
steve
sparks
for
really
managing.
How
do
we
navigate
these
community
partnerships
in
a
way
that
we
can
students
and
families
can
have
access
and
that
we're
meeting
the
needs
of
these
these
families
within
their
neighborhood
settings?
So
with
that,
we're
looking
forward
to
starting
a
new
endeavor
with
vaccine
clinics
and
in
the
coming
weeks-
and
I
think
that
is
all
I
have
so
it's
up
to
dr
sika
now.
T
Thanks
dr
edson
thanks
susan
last
last
one
to
just
some
highlights
of
some
instructional
impacts.
I
just
want
to
caution
the
the
impacts
to
the
instructional
experience
for
our
teachers
from
kova
19s,
or
it
has
been
extensive.
You've
heard
a
lot
about
that
tonight
and
the
challenges
it's
causing.
This
is
only
meant
to
sort
of
be
the
the
latest
news,
the
most
recent
changes,
and
certainly
not
a
comprehensive
overview
of
everything.
T
That's
going
on
right
now,
because
it's
certainly
extensive,
but
essentially,
as
organ
is
entering
into
our
our,
maybe
not
so
nice
of
weather
or
our
typical
fall
and
winter
times.
Just
the
amount
of
outdoor
space
that
we
can
utilize
for
more
instructional
activities
or
for
meal
times
is
just
reducing
and,
of
course,
that's
because
of
our
rain,
our
temperatures
and
then
one
that
we
don't
always
think
about.
T
But
even
if
it's
a
sunny
day
outside
our
fields
are
probably
still
pretty
muddy
and
I'm
just
not
usable
in
the
conditions
that
they're
in
until
they
dry
out
and
then
that,
along
with
just
the
general
staffing
concerns
of
supervision,
the
further
we
spread
out
our
students
on
inside
and
outside
so
throughout
our
campuses,
the
more
bodies
we
would
need,
the
more
humans.
You
know
the
more
adults
we
would
need
for
supervision.
T
But
with
that
to
be
said
before
I
move
on,
I
do
want
to
highlight
that
our
schools
are
all
considering
when
they
still
can
use
outdoor
space,
so
that
won't
go
away
at
all.
There
will
still
be
opportunities.
T
Some
of
those
are
longer
range
plans
for
outside
through
the
use
of
tents,
and
some
are
just
those
short-term
times.
We
do
catch
some
nice
weather
and
we're
able
to
go
outside
for
certain
activities.
We
will
continue
to
do
so,
but
I'm
really
just
going
to
talk
about
three
things:
pe
music
in
general
and
then
meal
times
pe
what
as
we
come
inside,
we
are
still
asking
staff
to
make
sure
students
stay
six
feet
apart
whenever
possible.
That
is
more
than
we
would
ask
in.
T
You
know
like
a
science
class
or
one
of
our.
You
know
one
of
our
other
instructional
opportunities,
but
the
reason
for
that
is
just
anytime
we're
getting
those
heart
rates
up
and
the
students
might
be
breathing
heavier.
That
does
bring
an
increased
risk.
T
So,
while
we're
always
asking
our
pe
teachers
to
have
activities
that
kind
of
reduce
that,
if
they
get
with
within
that
six
feet,
so
less
than
six
feet
is
when
we're
approaching
the
three
foot
threshold
is
when
we're
really
asking
our
pe
teachers
to
have
activities
that
would
really
limit
the
movement
and
limit
the
amount
of
physical
exertion.
T
The
students
are
doing
now
we
go
into
music,
and
this
one
has
gone
through
some
changes,
a
lot
of
conversations
with
our
teachers,
a
lot
of
conversations
with
the
county
and
as
well
as
the
opportunity
to
not
only
take
advantage
of
some
of
the
data
that
danielle
has
mentioned.
We
have
some
opportunity
to
increase
some
of
our
mitigation
through
some
air
purifiers
that
that
came.
Our
way
that
were
were
delivered
so
again
still
trying
to
have
that
six
feet
of
space.
T
In
our
music
classes,
whenever
is
possible,
we're
using
our
auditoriums
we're
using
our
large
spaces,
but
sometimes
we
just
can't
quite
get
to
that
full
six
foot
mark
in
our
elementary
setting
where
those
schools,
just
by
the
nature
of
what
we
talked
about
vaccines,
they're,
still
mostly
unvaccinated
spaces.
T
If
you
think
of
all
the
people,
we
are
asking
elementary
to
continue
to
not
sing
and
to
not
use
wind
instruments,
and
that
really
is,
I
don't
know
out
of
an
abundance
of
caution
as
we're
really,
you
know
really
patiently,
but
really
looking
forward
to
when
all
when
our
students
at
our
youngest
grades
can
become
vaccinated
and
the
idea
of
course
behind
singing
in
wind
instruments
is
just
you
know,
pushing
those
aerosols
pushing
those
viruses
throughout
the
space.
T
With
that
kind
of
elevated,
elevated
breath
and
elevated
wind
coming
out
of
those
instruments
at
the
secondary
level,
I
alluded
to
a
second
ago.
We
do
have
an
increase
in
the
availability
of
air
filters,
so
we're
able
to
put
some
air
filters
into
rooms
where
students
may
be
getting
aren't
able
to
achieve
that
six
feet
of
space,
and
so
we
are
going
to
allow
them
to
do
some
modified
singing
and
modified
use
of
wind
instruments,
even
if
as
long
as
they're
maintaining
the
three
feet
of
distance
and
what
that
modification
is.
T
Is
that
we're
asking
them
to
one
keep
masked?
So
that's
not
only
a
mask
over
the
person
but
actually
a
mask
over
the
instrument
and
then
also
do
that
activity
for
only
20
minutes
and
take
15
minutes
off
and
the
20
minutes
on
15
off
the
the
20
minutes.
Parts
comes
from
a
pretty
well
cited,
study
on
the
impacts
of
kova
19
and
choir
in
music
spaces,
and
the
15
minute
break
is
around
the
hvac
systems
that
have
been
described.
T
It
allows
for
at
least
the
full
air
exchange
to
go
in
the
room
during
that
15
minutes
of
time
and
in
fact,
with
our
additional
air
filters,
it'll
even
be
more
than
that
it'll
it'll,
be
you
know
one
and
a
half
times
of
an
air
exchange.
T
I
know
our
teachers
are
working
really
hard
to
just
adjust
their
lessons
to
adapt
what
they're
doing
asking
a
ton
of
them
right
now,
and
hopefully
this
is
a
step
in
the
right
direction
to
getting
back
towards
a
little
more
sense
of
that
normalcy
in
some
of
our
classes.
T
Finally,
at
lunch
you
know
again
trying
to
use
outdoor
space
if
we
can
but
much
much
much
less
is
available
still
trying
to
maintain
six
feet
of
distance
using
those
creative
spaces.
Our
students
are
eating
lunch
now
in
areas
of
our
campuses
that
that
you
know
previously,
we
wanted
to
allow
them
to
maybe
in
hallways
certain
classroom
spaces.
T
We
did
want
to
just
mention
that
as
administrators
and
as
anyone
doing
the
planning
in
schools,
we
accept
that
burden
of
responsibility
around
creative
use
of
spaces.
We
know
that
we
need
to
be
trying
to
use
everything,
but
there
are
times
where
we'll
just
be
under
three
feet
and
we
we
will.
We
will
be
maintaining
that
minimum.
Excuse
me
under
six
feet,
we'll
be
working
to
maintain
that
minimum
of
three
feet
and
finally,
just
like
dr
artson
mentioned,
we
do
have
assigned
seats.
T
We
have
those
seating
charts
in
our
elementary
schools
during
lunch
and
those
have
proven
very
valuable
in
reducing
the
number
of
students
who
are
quarantined
if
there's
been
a
exposure
during
the
lunch
time.
So
a
couple
of
the
updates
we're
having
you
know
like
I
just
alluded
to
about
about-
to
be
ready
to
take
your
questions,
but
just
what
we
alluded
to
as
we.
The.
T
If
you
remember
from
previous
updates,
the
the
state
really
has
us
looking
at
two
things
and
those
are
case
rates
and
vaccination
rates
and
right
now,
both
are
heading
in
the
right
direction.
Our
case
rates
in
the
state
have
gone
down
eight
weeks
in
a
row.
Our
case
rates
in
the
county
continue
to
decline.
T
The
case
rates
from
what
danielle
just
showed
us
continue
to
decline
in
our
schools.
All
that's
great
news.
Our
state
and
county
vaccination
rates
continue
to
go
up
and
obviously
they'll
go
up
even
higher
in
the
coming
weeks,
as
we
start
to
be
able
to
vaccinate
our
younger
students
so
a
little
bit
of
caution.
I'll
say
that,
but
we're
we're,
maybe
some
good
news
and
some
hopes
to
be
looking
towards
some
policy
changes
that
can
be
done
safely.
T
But
also
can
you
know,
improve
the
the
experience
for
students
and
for
our
staff.
So
with
that
the
the
team
here
we're
happy
to
take
any
questions,
do
our
best
to
answer
them
and
if
we
don't
have
the
answer,
we
gladly
find
it
and
get
back
to
you.
X
Well,
of
course,
I'm
going
to
say
thank
you
not
only
for
your
hard
work,
but
for
oh,
my
gosh
entire
bsd
staff,
all
the
hard
work
and
working
through
an
unbelievably
hard
hard
more
than
year
and
a
half
two
questions,
one
they
kind
of
generated
from
the
emails
that
we
received
from
parents
and
teachers.
One
is
about
in
terms
of
because
of
the
rain.
X
It
sounds
like
gyms
are
being
utilized
for
lunches
in
some
schools
and
because
of
that,
pe
is
not
being
is
not
able
to
happen
in
some
schools
because
pe
can't
be
outside,
and
so
there's
some
logistic
issue
there,
and
I
don't
know
what
can
be
done
about
that.
If
that's
all
principal's
choices
but
kids
are
missing
physical
activity.
X
Because
of
that,
so
I
was
just
wondering
if
you
could
address
that
and
the
other
one
I
I
know
is
a
difficult
one,
but
I've
seen
some
emails
on
this
and
recognize
the
fact
that
there's
a
shortage
of
substitutes,
so
it's
difficult
for
those
students.
It's
more
of
a
comment,
and
also
I
just
want
to
clarify
this.
X
It's
difficult
for
those
students
that
are
in
quarantine
and
may
have
to
be
out
for
10
days
to
get
the
curriculum
they
need
and
possibly
to
to
stay
up
to
speed
with
their
classroom
work
right
now,
because
it's
difficult
for
our
teachers
to
support
them,
because
they're
working
hard
in
the
classrooms
and
we
have
not
hired
been
able
to
hire
substitutes
to
help
offset.
That
is,
is
that.
T
Yeah
great
question,
susan
I'll
I'll
happily
address
both
of
them.
Neither
one
are
easy:
yeah,
but
they're
they're,
good
questions.
So
let's
just
go
to
the
most
recent
one.
First,
that
you
were
asking
about
the
subs
and
susan
jump
in
here.
If
I'm
get
this
wrong,
but
we've
we
have
come
to
agreements
on
on
short-term
mousse
regarding
substitutes
and
substitute
teachers,
which
is
allowing
us
to
post
some
specifically
to
the
students
in
quarantine.
They
are
mentioned
some
remote,
only
positions
which
we
actually
believe
are
going
to
bring
some
people
back
into
the
workforce.
T
That
may
not
have
been
able
to
you
know
at
their
choice.
They've
been
not
coming
back
into
in
person,
but
we
do
believe
we'll
be
able
to
find
some
educators
for
these
remote
only
substitute
positions.
Then
they
will
be
able
to
be
working
directly
with
our
students
here
in
quarantine
and
at
least
giving
them
some
exposure
to
some
experience
with,
I
guess
you'd
say
some
direct
connection
with
an
educator
daily
to
just
help
them
navigate
and
do
the
work
so
still
need
to
hire
everyone.
T
There's
still
all
the
challenges
going
with
a
labor
shortage
that
we're
in,
but
that's
the
plan
and
then
and
the
plan
is
moving
not
as
fast
any
of
us
would
like,
but
it
is
moving
along
as
far
as
pe
is
concerned,
it's
so
hard
to
speak
globally
on
this
one,
because
every
building
is
different.
I
don't
know
of
anyone.
T
That's
actually
like
canceled
pe,
I
think
more
likely
what's
going
on
is
the
space
allowed
for
pe
is
probably
too
small
to
have
the
large
distancing
so
they're
having
to
have
activities
that
are
not
what
you
would
think
of
in
pe.
You
know
they're
not
running
around
they're,
not
you
know
exercising
like
like.
We
want
them
to
they're,
not
getting
that
moderate
level
of
intensity.
That's
that's
in
their
standards
and
to
speak
globally
on
it.
What
we
have
really
asked
is
for
principals
to
work
with
their
execs
to
know.
You
know
to
look
at.
T
Have
I
utilized
all
my
space
as
creatively
as
possible,
then
to
come
to
the
team
up
here
to
josh
and
to
myself
to
our
district
team?
Are
there
any
other
resources
we
can
use,
but
ultimately,
until
we
get
a
high
vaccination
rate
with
their
youngest
students,
I
think
the
I
think
we're
gonna
find
the
restrictions
to
be
what
that
what
they
are
to
be
restrictive
on
our
practices
and
we're
just
going
to
be
looking
forward
to
when
we
can
loosen
those
up
but
but
great
great
questions.
Susan.
I
Okay,
so
I
know
you
guys
mentioned
a
little
bit
like
yeah.
I
think
lots
of
testing
is
great,
but
what's
your
com?
What's
your
concern,
like
you
said,
if
there's
a
huge
waterfall
of
like
asymptomatic
people,
you
find-
and
we
have
this
huge
amount
of
quarantine,
so
maybe
paint
the
picture
for
what's
gonna
happen
when
we
start
doing
that
that
testing.
P
P
So
the
reality
is
that
we,
we
will
see
potentially
another
spike
similar
to
that,
so
we'll
have
more
students
who
are
out.
The
hope,
though,
is
the
timing
of
us
starting
to
do.
The
weekly
screening
also
coincides
with
shortly
being
able
to
administer
the
vaccines
for
our
little
ones
right,
our
five
through
11
year
olds,
so
I
think
we're
gonna
see
possibly
a
little
bit
of
a
spike
because
we're
finding
those
asymptomatic
students
and
staff
in
the
system.
P
However,
then
we
should
see
a
decline
again
after
the
first
of
the
year,
once
we
get
more
and
more
students
vaccinated.
So
I
think
that
is
where
we're
going
to
really
need
to
be
pushing
and
advocating
around
making
sure
our
students
are
getting
vaccinated.
So
we
can
highlight
the
importance
of
avoiding
quarantine,
isolation
and
those
kind
of
things
that
might
impact
our
students
and
families.
L
Eric
if
I
can
die
danielle
just
hit
it
pretty
good.
I
mean
right
now,
you
know
in
some
areas
our
rates
are
going
down
and
it
would
be
real
easy
to
let
off
the
gas
pedal
right
now,
but
we're
so
close
to
being
able
to
get
these
kids
vaccinations
and
if
we
just
adhere
to
some
of
the
restrictive
standards-
and
I
know
I
know
they're
very
difficult,
they're
difficult
for
our
staff
they're
difficult
for
students.
The
last
thing
I
want
to
see
is
number
one.
L
A
major
outbreak,
or
one
of
our
students
become
incredibly
ill
by
backing
off
a
little
bit
and
we're
just
so
close
to
getting
these
vaccinations,
which
I
think
is
going
to
be
the
game
changer.
I
think,
if
you
look
at
our
high
school
numbers
and
even
our
seventh
and
eighth
grade
numbers,
those
students
that
are
12
and
up
they're
incredibly
different
than
you,
you
see
down
at
the
elementary
school.
So
if
we
can
just
hang
on
here
for
just
just
a
few
more
weeks,
I
think
we're
going
to
be
in
really
good
shape.
G
O
You
know
it's
really
easy
for
us
to
focus
on
still
the
things
that
can
be
going
better
and
but
I
I
would
just
be
remiss
if
we
did
not
take
some
time
to
just
celebrate,
and
that
is
we
had
an
hr
department
that
went
above
and
beyond
to
get
so
many
to
make
sure
our
staff
was
educated
on
what
their
choices
were
and
why
it
was
best
for
our
community
for
our
students
for
our
staff
to
be
vaccinated
so
that
that
needs
to
be
acknowledged.
O
That
was
in
conjunction
with
our
principals,
our
building
leaders,
but
that
is
just
remarkable
to
have
5500
employees
and
be
down
to
you
know
four,
so
so
kudos
on
top
of
doing
mousse
and
hiring
people
and
meeting
all
of
these
needs
every
day.
But
we
did
what
was
best
to
keep
our
community
safe,
and
I
just
want
to
acknowledge
of
that
going
above
and
beyond
to
do
that
and
the
other
thing
is
I've.
O
Like
most
of
us,
I've
been
visiting
schools
and
I
I
just
want
to
say
our
staff.
They
are
they.
They
had
full-time
jobs
to
begin
with,
but
now
we
are
putting
them
in
the
public
health
arena
of
being
contract,
tracing
health
care
workers
having
to
supervise
all
of
the
things
when
they
want
to
be
helping.
Our
students
do
interventions
and
mental
health.
O
I
mean
they
are
doing
so
many
different
things
on
top
of
their
regular
jobs,
and
I
I
just
think
that
we
just
need
to
acknowledge
how
fortunate
we
are
to
have
such
a
dedicated
staff
and
district
office
to
make
sure
to
keep
all
of
our
students
as
safe
as
they
can
be
again.
We
all
have
rooms
for
improvement,
but
just
kudos
to
all
of
the
great
work
that
you
folks
are
doing
during
very
trying
times.
R
Ghana,
for
some
reason,
I
can't
find
my
own
new
button
tonight,
so
I
just
want
to
echo
becky's
sentiments
and
just
to
let
you
know,
I'm
in
awe
of
all
the
work
that
you
all
have
done
to
continue
to
keep
our
students
safe
in
school.
That
is
an
amazing
work.
Thank
you.
R
I'm
excited
about
the
vaccine
clinics
and
also
the
availability
of
vaccines
for
our
younger
students.
So
my
question
would
be
around
sitting
assignments.
I
believe
it
was
danielle
the
mission,
something
about
sydney
assignments,
I'm
wondering
if
that
is
also
applicable
to
special
ed
transportation
to
students.
R
Special
ed
students
also
have
sitting
assignments
in
their
buses.
So
that's
one
question
and
then
I
have
a
few
questions
about
vaccine
compliance
by
teachers
or
staff.
So
my
question
would
be
you
mentioned
that
there
are
15
days
that
is
correct.
50
staff
members
failed
to
comply
by
october
18.,
I'm
wondering
why
is
it
that
they
are
partially
vaccinated
or
they
did
not
get
an
exemption
or
the
exemption
was
not
approved.
I'm
just
wondering
about
that.
Thank
you.
W
Yes,
so
thank
you
for
the
question:
uganda.
It's
actually
fewer
than
15..
We
had
it.
We
had
some
staff
members
that
continued
to
submit
documentation
even
on
the
18th,
so
we
ended
up
with
four
staff.
Members
who
are
non-compliant
did
not.
They
did
not
submit
proof
of
vaccination
and
they
did
not
submit
a
request
for
some
kind
of
an
exception
and
then
the
remaining
nine
did
submit
partial
vaccination
one
shot
and
they
they
aren't
eligible
to
work
until
they
complete
that
series.
W
So
that's
how
that
shook
out
and
another
piece
I
didn't
mention-
is
of
those
four
one
is
licensed.
One
is
a
teacher
and
three
are
classified
so.
W
We
looked
at
every
document
that
was
turned
in
to
make
sure
that
it
complied
with
the
law
and
for
the
requests
we
went
by
the
wording
of
the
secretary
of
state's
rule,
so
it
had
to
be
a
request
that
satisfied
the
law.
In
other
words,
if
for
a
medical
request,
it
had
to
be
a
licensed
medical
practitioner
that
made
the
case
that
this
this
staff
member,
could
not
get
the
vaccine
and
then
for
the
religious
exemption.
W
We
didn't
keep
stats
on
that
and
we
were
getting
these
for
weeks
because
we've
been
working
on
this
for
a
couple
months,
and
so
you
know
in
the
case
of
someone
who
had
an
exception
request
submitted
and
then
it
subsequently
was
not
approved.
P
Uganda,
I'd
like
to
answer
your
question
about
specialized
transportation,
because
they're
tr
specialized
transportation
is
so
individualized
all
those
students
traditionally
have
assigned
seating.
So
it's
pretty
much
set
up
that
way,
and
so
it's
not
really
anything
new
for
them
in
that
case,
but
if
they
for
some
reason
their
bus
driver
was
allowing
free
seating,
which
I
don't
think
happens
very
often
in
this
case
they
would
have
then
assigned
them
seating
on
the
buses.
L
Okay,
if
I
can
too
also
danielle,
you
might
want
to
talk
about
for
those
people
who
were
granted
a
religious
or
medical
exception.
Then
it's
incumbent
upon
the
district
that
that
we
have
to
provide
some
additional
measures
to
ensure
that
I
don't
know
danielle
you're
a
lot
better
at
talking
about
this
than
I
am
so
you
want
to
talk
about.
Maybe
just
some
of
those
measures
that
those
folks
that
the
district
has
to
go
through
to
ensure
their
safety
and
the
safety
of
others
around
them.
P
Yeah
carl
grandland
through
risk
management,
has
done
a
really
excellent
job
of
identifying
what
additional
accommodations
need
to
happen
for
those
staff
and
he's
worked
with
josh
gomez,
so
making
sure
that
those
staff
members
have
access
to
kate
and
95
masks
also
face
shields,
in
addition
to
their
masks.
P
Ppe
has
been
available
for
those
staff
members
and
in
some
cases
we've
had
to
really
have
a
conversation
about
whether
or
not
we
can
accommodate
that
employee
in
their
setting.
So,
for
instance,
in
some
of
our
specialized
programs,
we
have
students
that
really
struggle
with
wearing
face
masks
because
of
their
disability,
and
so,
if
we
had
a
staff
member
who
that
was
a
problem
for
that
would
be
some
an
accommodation
that
hr
would
address
with
them.
Susan,
do
you
have
anything
to
add
to
that.
W
The
only
the
you
you
did
a
great
job
with
some
of
those
accommodations
and
and
each
of
those
staff
members
is
meeting
in
an
interactive
way
with
our
risk
manager,
our
administrator
for
risk
management,
carl
granlin,
but
the
one
other
piece
is
that
we
do.
We
are
working
with
oha
to
do
weekly
screening
testing
for
anyone
who
it
has
an
exception
to
the
vaccination
ohas.
W
Well,
danielle
mentioned
supply
chain
issues.
So
not
all
those
tests
have
have
been
delivered
to
all
of
our
staff
yet,
but
we're
hearing
that
some
are
so
we're
hopeful
that
we
will
have
those
regularly
and
that
will
be
another
accommodation
that
will
help
us
to
ensure
that
all
of
our
staff
and
students
are
kept
safe.
G
S
S
One
is
I'm
sure
that
the
kids
and
the
teachers
are
very
happy
that
the
music,
wherever
they
can,
they
can
go
inside
the
gyms
and
practice,
and
last
time
I
had
checked
you
know
those
masks
for
the
equipment
that
you
were
mentioning
supply
was
a
problem
like
some
of
the
schools
that
asked
they
didn't
have
it
or
it
was
on.
Is
that
still
a
problem?
B
Q
T
With
that,
I
guess
since
I,
since
I
already
interrupted
you,
let
me
just
keep
going
to
my
knowledge,
the
all
the
bell
coverings,
the
sort
of
masks
for
the
instruments
we've
received,
what
we've
ordered
and
and
have
them.
I
can
double
check
that
for
you,
our
team
works
with
that
and
josh
josh,
un
unmuted
or
whatever
so
josh
go
ahead
and
go
ahead
and
fill
in
on
that
one.
N
Yep
sunita,
we
are
working
with
blake
allen,
who's
our
tosa
on
for
music
and
choir,
he's
put
in
additional
order
for
the
specialized
mask
for
singing
and
also
the
bell
cover.
So
we
ordered
some
last
year
he's
supplementing
that
with
what
we're
going
to
get
for
this
year,
and
so
that's
in
process
working
through
our
purchasing
department,
we're
going
to
check
on
that
and
get
back
to
you,
but
that
that's
in
the
works
we're
using
the
s
for
money
to
help
pay
for
that.
S
And
then
the
next
question
is
what
would
be
the
process
of
like
for
kova
testing?
That's
gonna
start
it's
a
great
thing,
but
with
all
the
shortages
that
we
have
stock
shortages,
is
it
going
to
be
in
the
school
or
is
it
a
kit
that
the
kids
would
get
or
is
it
outside
the
school
district?
Who
will
be
doing
the
testing?
Can
you
talk
about
that?
A
little
bit.
P
So
I
need
to
start
by
significantly
thanking
our
office
staff,
so
our
office
assistants
and
our
health
assistants
and
our
nurses
and
our
principals,
because
this
is
a
really
big
undertaking.
It
was
I've,
been
working
with
ohsu
and
when
we
they
first
rolled
it
out.
P
A
lot
of
the
conversation
was
like,
oh
well,
why
don't
you
add
on
secondary
and
we
can
manage
it
and
it's
it's
not
that
hard,
and
I
met
with
him
my
contact
about
two
weeks
later
after
that
original
conversation,
and
he
was
like
wow
there's
a
lot
more
logistics
than
I
actually
thought
there
was,
and
so
that
is
its.
Ultimately,
this
has
been
added
to
the
place
of
people
who
already
have
really
overfilled
plates.
P
We
have
been
trying
to
add
additional
health
assistance,
but,
as
you've
heard
tonight,
the
hiring
of
people
to
fill
those
positions
just
not
happening
so
the
way
it
works
is
every
school
has
a
distribution
date
and
a
pickup
date,
and
so
it's
monday
through
thursday-
and
it's
pretty,
if
you
think
about
all
54
of
our
schools,
which
includes
our
programs
as
well,
students
will
be
participating.
The
only
program
that's
not
eligible
is
flex
online
and
that's
because
they
are
an
online
program
and
the
federal
funding
does
not
allow
their
participation.
P
So
if
I'm
a
a
monday
or
a
tuesday
pick
up
school,
the
school
then
goes
around
and
hands
out.
They
have
lists
of
all
the
students
who
are
signed
up
and
they
go
around
and
they
will
take
the
a
list
of
the
the
classroom
list
with
all
the
kids.
They
will
take
it
to
that
classroom.
P
Those
students
take
the
kids
home
at
night,
then
the
next
morning,
first
thing
when
they
wake
up,
they
spit
into
the
sample
test
kit,
and
then
their
parents
put
a
label
on
the
sample
and
then
they
put
the
sample
in
a
biohazard
bag.
P
So
it
is
a
pretty
large
under
undertaking
with
just
and
we
had.
I
had
five
amazing
staff,
actually
six
amazing
staff
who
made
80
000
packets
because
it
was
not
it's
not
something
that
was
electronic.
It
had
to
be
like
photocopy,
double-sided
sent
out
and
then
scanned
in
and
all
kinds
of
things.
So
they
have
been
tremendous
and
just
adding
this
onto
things
that
they're
already
being
asked
to
do.
But.
S
P
So
schools
have
been
looking
at
whether
they
can,
if
they're
volunteers
or
they're
at
lunch,
if
they
can
do
some
sorting
or
if
teacher
like
assistance,
can
help
with
that
like
tas.
The
problem
is,
we
can't
provide
any
identifiable
information
to
volunteers,
our
students,
so
they
can
like
be
told.
P
I
need
10
kids
from
a
dr
perez's
classroom
and
20
kids
for
mrs
tim
chuck's
classroom,
but
they
can't
know
who
the
students
are,
because
it
is
protected
information,
so
so
trying
to
figure
out
how
we
can
leverage
people
to
the
fullest
extent
as
possible.
A
Interesting
to
hear
that
becky
has
her
teaching
license
and
I
think
karen's
next.
C
C
Like
the
rest
of
our
board
was
saying,
I
have
just
seen
my
daughter
participate
in
music
and
they
participate
in
pe
and
just
watching
all
the
different
ways
that
our
staff
are
bending
over
backwards,
trying
to
do
what's
best
for
kids,
it's
amazing
to
watch
and
brings
joy
to
our
students.
C
C
The
music
teachers
carrying
chairs
out
to
have
classes
outside
and
then
carry
the
chairs
back
in,
and
I
as
an
educator,
I
can't
imagine
trying
to
teach
pe
without
kids
moving
around
or
in
spaces.
That
are
not
your
typical
spaces
and
getting
your
equipment
out
and
back
so
just
want
to
thank
our
staff
for
all
that,
and
thanks
to
our
district
staff
for
all
the
the
ways
that
you're
mitigating
those
spaces
for
everybody.
C
A
I
just
have
a
comment
here
when
we
started
this
school
year.
A
You
know
we
knew
that
we
had
good
mitigation
measures
and
good
recommendations,
but
we
also
knew
we
were
coming
in
at
a
time
that
was
was
almost
the
same
as
the
peak
in
terms
of
the
numbers
for
where
we
were
at
in
terms
of
this
part
of
the
pandemic,
and
so
there's
a
lot
of
unknown
and
ultimately,
the
way
we
measure
whether
our
requirements
and
restrictions
and
mitigating
measures
are
working
is
in
those
numbers-
and
I
just
had
this
moment
of
intense
pride
looking
at
those
numbers
tonight
and
knowing
that
those
numbers
are
a
lot
of
sacrifice
and
a
lot
of
work
on
our
staff's
part
to
get
to
this
place,
but
that's
amazing
what
they
have
done,
because
that
means
that
those
are
kids
who
can
come
into
school
and
and
they're
not
going
to
get
sick.
A
It's
making
a
difference
for
our
whole
communities
because
communities
where
that's
not
happening
there
is
spread,
that's
going
out
and
there
are
people
who
are
getting
sick
and
there
are
consequences
for
that,
but
our
school
community
bound
together
and
did
a
very,
very
tough
thing,
and
we
can
see
in
the
numbers
that
it's
working
so
to
me,
that's
just
intense
pride.
I
know
that
that's
a
lot
of
work.
A
Thank
you.
I
really
mean
that
okay,
so
I
think
we've
got
next
looks
like
dr
bridges
with
arco,
eris
and
hope.
Chinese
evaluation
reports.
Q
I'm
before
I
take
questions,
I
just
want
to
step
back
a
big
picture.
This
is
kind
of
a
big
year
for
the
evaluation
reports
for
arco
edison.
In
particular,
they
will
be
requesting
a
renewal
of
their
charter
in
december,
and
then
you
will
hold
a
public
hearing
in
january
on
that
request,
and
then
staff
will
make
a
recommendation
for
you
to
you
on
whether
or
not
to
renew
the
charter.
Q
That
recommendation
is
based
on
four
criteria:
around
financial
stability,
compliance
with
the
laws,
student
performance
goals
and
compliance
with
the
charter.
This
these
evaluations
are
part
of
that
evidence
in
terms
of
whether
the
school
is
meeting
the
criteria
for
renewal.
The
last
thing
I'll
say-
and
I
hope
I'm
sure
you
it
came
to
your
attention.
G
A
So
what
I
think
I'm
going
to
do
is
maybe
call
for
a
10-minute
break
here
before
we
head
into
our
discussion
items
and,
let's
see
we
are
at
like
8
23
now
so
folks
want
to
come
back
at
like
8,
30,
3
p.m
and
just
give
everybody
a
chance
to
stretch
your
legs
grab
a
couple:
peanuts
have
a
drink
of
water
and
come
on
back.
A
My
stomach
thanks
me
for
that.
Okay,
I
think
our
our
next
item
is
we've
got.
Dr
bridges
is
back
with
us
for
the
arco,
eries
charter
agreement
and,
let's
just
give
it
one
second,
dr
bridges,
because
I
think
I
want
to
make
sure
we
got
all
of
our
board
members
here.
G
Q
Thank
you,
chair
colette
members
of
the
board
and
superintendent
grotting
director,
michelle
herron
from
arco
east
is
joining
us
for
this
item.
You
met
her
last
month
when
she
gave
the
annual
report
that
I
referred
to
before
the
break
this
charter
amendment
in
section
5
of
the
charter.
Q
Q
So
a
50
50
model
at
grades
k
through
five,
where
needed,
allows
the
school
to
deliver
distance
learning
for
those
families
that
are
requesting
that
they
don't
have
when
their
students
are
enrolled
at
a
charter
school,
they
don't
have
access
to
online
instruction,
like
our
students
do
through
flex
online
and
the
other
reason
is
surprise,
surprise:
a
shortage
of
qualified
bilingual
teachers,
so
the
change
would
be
for
this
last
year
of
the
charter
only
and
then
it
would
revert
back
to
what's
currently
in
the
charter
unless
that
was
negotiated
differently
this
spring
for
the
next
charter.
Q
So
I
michelle
herron
and
I
would
be
happy
to
answer
any
questions
that
you
have
on
this
amendment
and
I
do
want
to
apologize.
The
arco
edis
board
adopted
this
amendment
on
august
25th
and
has
notified
parents
prior
to
implementing
any
change
in
the
instructional
program.
This
should
have
come
to
you
sooner
and
I
just
didn't
quite
get
it
done.
So
I'm
bringing
it
to
you
now.
X
I
just
want
to
understand,
because
I
understand
it:
arco
ruiz
is
a
charter
school,
but
I
you
know
I'm
wondering
about
the
cdl
is
that
you
know
typical
for
other
charter
schools
to
be
offering
cdl
like
this,
because,
honestly,
I
don't
think
our
district,
even
if
we
didn't
have
flex,
would
be
offering
cdl
this
year
because
of
capacity
issues.
So
I'm
just
kind
of
curious
about
that.
Y
I
can
take
that
one
john,
it's
not
something
we
necessarily
wanted
to
do,
but
we
have
because
we
have
lottery
based
admissions.
We
have
families
who
want
to
stay
in
an
immersion
program
but
don't
feel
safe,
sending
their
kids
back,
and
so,
if
they
were
to
unenroll-
and
you
know
homeschool
or
choose
something
else-
there's
a
chance-
they
wouldn't
have
a
spot
when
they
decided
to
return.
So
we
see
it
as
definitely
a
temporary
situation.
G
R
Thank
you.
My
question
is
the
issues
that
prompted
the
amendment.
Are
they
specific
to
arco,
because
I
don't
see
that
hope
chinese
is
requesting
an
amendment,
I'm
just
wondering
if
this
is
something
that
is
specific
to
oracle.
Thank
you.
Y
So
for
us,
I
think
it
is
a
different
kind
of
impact,
just
because
spanish
dual
language
programs
are
increasing
in
you
know,
availability
this
year.
One
thing
that
I
noticed
that
has
never
happened
before
is
that
teachers
who
have
a
charter
registry,
which
is
a
special
kind
of
license
you
can
get
at
a
charter
school
if
you
come
from
another
country
and
you're
in
the
process
of
getting
an
organ
license.
Y
Typically,
that
is
just
allows
you
to
teach
at
the
charter,
where
you're
working
and
so
folks,
who
had
that
kind
of
license,
never
got
lured
away
before
and
this
year.
I
think
we
lost
four
of
them
and
I'm
not
sure
how
other
districts
are
making
that
work.
But
you
know,
obviously
they
are
so
we
found
it
to
be
extremely
challenging
to
find
teachers
and
then
even
when
we
found
them
to
hold
on
to
them
because
of
our
salaries.
C
I'm
wondering
if
our
bsd
schools
that
are
dual
language
are
moving
to
a
90
10
model
and
I'm
wondering
I
know
that
there's
a
complications
for
this
year.
So
if,
if
it
was
well
there's
the
complexity,
you
said
the
teacher
shortage
as
well
as
having
to
provide
online
education
for
students
for
the
30
students.
That's
the
high
impact
on
your
on
what
you
can
offer
in
spanish
to
your
to
your
students.
Y
You
know
we
hadn't.
The
80
20
model
allows
our
teachers
to
have
prep
time,
because
the
20
basically
is
when
students
are
getting
their
english
instruction
and
because
we
don't
have
music
or
art.
We
don't
really
have
other
ways
to
provide
that
preparation
time
for
teachers.
So
we
we
hadn't
been
considering
moving
away
from
80
20.
We
we
had
definitely
not
been
considering.
Y
You
know,
requesting
a
waiver
to
go
to
less
than
that,
but
with
that
said,
you
know
if
we
could
figure
out
a
way
to
provide
sufficient
prep
time,
we're
very
much
in
favor
of
following
the
research
around
best
practice
in
dual
language
or
immersion
programs.
O
I
I
didn't
have
a
question
michelle
until
you
start
talking,
I'm
I'm
wondering
if
you
and
your
board
have
talked
about
this
sounds
like
this
may
be
a
long-term
problem
that
you
have.
If
you
you
had
the
considerations
before
that
people
couldn't
get
licensed,
and
now
they
can
that
you
have
just
much
more
competition
for
your
teachers.
Y
Yeah
so
two
things
are
kind
of
playing
out
this
year,
but
we
weren't
able
to
access
them
quickly
enough
to
get
people
here
in
time.
So
one
of
them
is
that
we've
made
a
connection
with
a
visiting
teacher
program
that
recruits
teachers
from
spain
on
a
j-1
teacher
visa.
We
found
out
about
them
very
late.
Y
So
that
seems
like
a
really
valid
avenue
for
us,
because
when
the
teachers
come
they're
on
a
two-year
agreement,
so
that
gives
us
a
little
bit
of
stability,
not
a
ton
but
a
little
bit.
It
allows
us
to
create
a
really
rich
multicultural
environment
at
our
school
and
we
can
be
a
bit
more
competitive
with
salaries
just
because
of
some
of
the
offsets
with
the
way
those
folks
are
taxed
or
not
taxed.
Y
So
that's
one
really
promising
avenue
that
we
are
planning
to
expand
and
we've
actually
already
started
interviewing
some
folks
who
wouldn't
be
eligible
until
next
school
year,
just
to
get
ahead
of
the
curve.
And
then
the
other
thing
that
we're
doing
is
taking
advantage
of
the
provision
to
have
people
without
a
teaching
degree.
Get
an
emergency
substitute
license.
Y
A
O
I
I
can
definitely
kick
us
off.
I
appreciate
several
of
you
reached
out
over
the
weekend,
and
I
appreciate
that
I
I
know
when
we
put
things
in
writing
here.
It
looks
like.
Oh
all
of
these
things
have
been
decided.
They
they
have
not,
and
so
I
really
appreciated
the
the
good
questions
that
you
folks
have.
This
is
just
so.
O
We
can
start
the
discussion,
we're
going
to
be
coming
to
you
every
single
month
and
there's
a
lot
of
things
that
need
to
be
decided,
but
if
we
put
some
things
out
there,
it
gives
you
some
context
and
some
things
to
think
about,
as
we
keep
moving
forward
toward
making
a
final
decision
on
on
when
we
go
out
for
a
bond,
how
much
we
go
out
for
a
bond
and
what
that
bond
will
include.
O
So
with
that,
I
will
give
leave
it
over
to
steve
who's,
put
together
some
really
good
tools
and
has
put
it
in
a
lot
of
work
over
the
last
two
years
on
our
long
range
plan.
Z
Z
Z
Here
we
have
talked
with
lots
of
different
people
and
they're,
not
always
solid
on
how
we
fund
our
projects
here
in
the
district
and,
as
you
can
see
from
our
buckets
graphic,
we
do
have
our
general
fund
and,
as
you
know,
that
talks
about
our
staff,
salaries
and
benefits
activities,
athletics,
curriculum,
minor
maintenance
items
that
are
annual
projects
within
the
maintenance
department
and
our
utilities.
Z
Z
There
are
some
functions
of
facilities,
technology
and
transportation
that
might
be
funded
out
of
the
general
fund,
but
the
bulk
of
the
heavy
lifting
is
done
with
through
our
capital
bond
funding
within
the
capital
bond
funding,
and
we're
going
to
go
into
this
in
a
little
more
detail.
As
I
go
through
the
slides,
you
can
see,
we
deal
with
educational
programming,
what's
included
in
that
bucket
facility
condition,
which
is
perhaps
the
biggest
bucket,
and
you
can
see
what's
there,
we
also
have
enrollment
and
capacity,
and
we
have
our
support
bucket
as
well.
Z
So
these,
for
example,
we
have
new
school
offices
at
aloa,
cooper,
mountain
and
west
view
identified,
as
in
that
support
function,
which
could
perhaps
be
in
the
facility
condition
bucket
or
even
in
the
educational
programming.
But
we
put
it
in
the
support
bucket.
Z
So
our
long-range
facilities
plan,
which
we
adopted
earlier
this
spring
we've
done
an
enormous
amount
of
work
which
has
not
been
done
before
in
the
district,
and
you
can
see
here
the
data
sources
that
we
used
in
developing
the
long
range
facilities
plan.
We
have
the
mckinstry
report,
which
is
our
facility
conditions
assessment.
Z
We
have
seismic
assessments
of
every
facility
every
building
in
the
district.
We
also
have
done
our
regular
enrollment
forecasts
through
the
portland
state
population
research
center,
and
we
also
did
the
2017
future
study,
which
is
a
new
study
to
the
district
and,
as
you
saw
in
the
buckets
before
those
are
our
major
areas
of
consideration
in
the
long
range
facility
plan,
and
a
key
component
of
the
facility
plan
is
to
identify
a
funding
strategy
to
address
the
facility
needs
for
the
district
and
in
that
long-range
facilities
plan.
Z
We
had
an
op
two
different
options:
option
one
would
raise
about
325
million
dollars,
and
that
is
the
option
we've
talked
about
before,
where
we
would
go
to
the
voters
and
ask
the
voters
to
in
essence
renew
a
bond
that
is
expiring
and
it's
basically
re.
You
know
retaining
the
actual
assessment
per
assessed
value,
property
value.
So
there's
no
change
on
the
property
taxes.
It
is
a
new
tax
cut,
but
it's
just
a
renewal
in
essence
of
an
expiring
bond.
Z
The
second
option
is
to
not
only
ask
for
the
renewal,
but
also
an
increase
of
25
cents
per
thousand
dollars
of
assessed
property
value,
and
you
can
see
that
would
raise
approximately
720
million
dollars.
Z
So
you'll
see
here
a
summary
again.
This
is
not
going
into
the
weeds
of
every
single
project
that
we're
identifying,
but
in
the
long
range
plan
here,
we've
identified
the
funding
priorities
under
option
one
and
option
2.,
and
I
want
to
bring
your
attention
specifically
to
the
purple
text
in
the
bottom
left
corner.
Z
The
estimates
that
we
have
created
are
temporal
in
that
they
have
been
identified
at
around
the
beginning
of
covid.
We
have
lots
of
different
factors
that
are
influencing
costs
right
now,
so
we
want
you
to
look
at
these.
These
funding
amounts
as
rough
orders
of
magnitude.
Z
There
will
be
far
more
refined
estimates
as
we
go
along,
but
for
our
discussion
purposes
right
now,
this
is
what
we're
our
operating
assumptions
so
moving
along.
Z
So
in
our
educational
programming
bucket
we've
noticed,
we've
we've
learned
that
there
are
schools
that
are
below
the
targets
for
square
footage
per
student
in
each
classroom.
Z
Z
So
what
does
educational
programming
mean?
You
can
see
here,
and
I
will
not
do
my
favorite
thing
and
read
the
slide
to
you,
but
you
can
see
here
the
types
of
things
that
that
we've
learned
from
our
teaching
learner
learning
partners
and
the
principals
at
each
of
the
schools.
We
interviewed
every
single
principal-
and
you
can
see
here
that
there's
outdoor
learning
improvements
and
that's
particularly
the
covered
play
areas,
also
playgrounds.
Z
We
have
physical
education,
so
there
are,
you
were
talking
with
dr
bridges
about
division,
22
and
the
requirements,
for
you
know
the
standards
for
instructional
time,
and
pe
is
one
of
those
factors
that
we
need
more
gyms
at
a
number
of
schools.
We
also
have,
as
I
mentioned,
special
education
improvements
and
pre-kindergarten
as
well.
Z
So
again,
though,
perhaps
the
largest
bucket
is
our
facility
conditions.
We've
talked
a
lot
about
raleigh
hills
and
beaverton
high
school.
We
also
have
a
number
of
schools
here
that
are
in
our
worst
category
for
seismic
and
our
deferred.
Maintenance
is
particularly
large
and
we
have
it
estimated
at
610
million
dollars,
so
the
slides
that
are
on
the
right
are
going
to
be
familiar
to
those
members
who
looked
at
the
long
range
plan
over
the
past
year,
and
you
can
see
here
in
terms
of
raleigh
hills.
It
is
one
of
our
oldest
buildings.
Z
It
is
perhaps
the
poorest
performing
building
in
terms
of
seismic,
and
certainly
the
worst
performing
facility
in
terms
of
the
infrastructure
that
are
that
is
in
the
building,
so
the
assets
that
are
in
the
building.
Z
Beaverton
high
school
is
also
one
of
the
poorer
performing
schools
and
again
another
reason
for
us
to
target
and
prioritize
the
replacement
of
beaverton
high
school
and
also
targeted
for
replacement
is
the
allen
boulevard
transportation
facility.
You've
heard
me
before
say
that
the
lifts
in
the
bays
are
extremely
old
and
some
are
not
even
operating
anymore,
so
this
is
a
facility
that
truly
needs
to
be
replaced
to
keep
our
buses
operating
and
moving
our
children
around
safely
throughout,
particularly
the
southern
part
of
the
district.
Z
You've
seen
you've
heard
us
talk
about
modernization
again.
This
is
where
we
talk
about
our
maintenance,
our
seismic,
our
security
upgrades.
We
have
kitchen
upgrades
that
are
needed.
We
also
have
just
modernization
of
the
buildings
in
terms
of
replacing
carpet
doing
wall
projects,
improving
the
av
lighting,
doing
windows
that
are
actually
nice,
big
and
bright
and
bring
that
natural
light
in
so
this
modernization
is,
you
know,
a
particularly
important
bucket
for
us,
because
it
it
will
apply
all
over
the
district.
Z
We've
identified
that
we
want
to
bring
additional
classrooms
to
sato
elementary
and
stoller
middle
school
and
oak
hills.
Oak
hills
is
not
in
a
high
growth
area,
but
they
are
in
an
area
that
is
refilling
its
enrollment
pretty
consistently
and
it's
time
to
add
more
classrooms
and
get
rid
of
the
portables
that
are
on
that
school
site.
Z
Also,
with
capacity
and
enrollment,
we
have
to
consider
boundary
adjustments
and
possibly
the
consolidation
of
schools,
because
our
district
as
you've
heard
many
times
before
our
district
is
not
growing
in
certain
areas
of
the
district.
In
fact,
it's
contracting
for
different
reasons,
which
we
can
go
to
go
into
it
at
another
time,
but
that
is
another
factor
we
need
to
consider
when
looking
at
enrollment
and
capacity
issues
at
our
schools.
Z
So
again,
this
is
the
summary
of
where
we
are
proposing
to
place
the
priorities
for
funding
in
a
future
bond
both
in
options.
One
and
options.
Two
and
right
here
is
the
end
of
my
presentation,
which
is
to
you
know,
hopefully
have
a
discussion
with
the
board
to
talk
about
well
what
size
of
bond
should
we
as
a
district?
Z
Could
you
know,
move
forward
to
propose
to
our
voters
what
election
date
should
we
propose
to
our
voters
and
then
what
is
the
duration
of
the
bond
now?
The
duration
is
important
in
terms
of
when
does
this
bond
expire
and
therefore
a
future
board
consider
putting
on
a
subsequent
bond
at
a
future
date.
Should
that
be
in
a
presidential
election
cycle.
Should
we
avoid
a
presidential
election
cycle,
should
it
be
in
november,
should
it
be
in
may?
Z
So
those
are
the
types
of
questions
that
we'd
like
for
you
to
begin
this
discussion,
we're
not
asking
you
to
make
a
commitment
tonight
to
say
we're
going
to
do
one
two
and
three,
but
we
want
your
at
least
your
preliminary
gut
check
decision,
and
that
will
help
us
move
forward
in
coming
to
a
at
our
at
your
next
meeting
with
more
information
and
action
for
you
to
pursue.
So
with
that,
I
will
stop
right.
There.
A
You
know
I'll
just
start
with
a
question:
are
we
going
to
be
seeing
some
polling
data,
because
these
are
these
are
great
questions,
but
I
think
polling
data
would
definitely
help
me
to
be
able
to
answer
them
beyond
the
gut
check
level.
O
Yeah
tom
we're
working
with
strategy
360
remaining,
we
have
weekly
meetings.
Our
goal
right
now
is
to
be
going
out
in
november
with
some
polling
questions
and
then
having
that
information
back
to
the
board
by
by
hopefully
our
december
meeting.
R
Z
No,
so
what
what
is
happening
right
now
is
a
bond
is
scheduled
to
a
a
previous
bond
is
scheduled
to
come
off
of
property
owners
tax
bills
next
year
and
what
we
would
propose
under
option.
One
is
go
to
the
voters
and
ask
them
to
approve
a
property
tax
of,
I
believe
it's
21
cents
per
assessed
property
value
of
a
thousand
dollars
of
obsessed
property
value,
and
that
would
result
in
a
tax
bill
for
the
property
owners
that
you
don't
see
any
change.
Z
In
essence,
it's
a
renewal,
but
it
is
a
new
bond,
so
it
will
go
for
20
or
30
years
and
it
would
raise
about
the
325
million
dollars.
R
O
The
raid
has
already
been
approved.
We
would
just
be
asking
them
to
continue
it
beyond
the
eight,
the
eight
years
it
was
approved
eight
years
ago,
but
it
expires
this
next
this
next
year.
So
we
have
to
ask
we
can't
just
just
because
they
approved
it
once
just
assume
that
we
still
have
to
go
back
out
and
ask
the
voter
to
keep
that
same.
C
Yes,
some
of
the
questions
I
had
for
becky
last
night
was
around
so
there's
two
options
and
like
uganda,
you
were
saying
the
rate
would
be
the
same
for
for
the
first
one,
but
we're
asking
voters.
Is
it
okay
to
keep
it
the
same
rate
or
do
we
want
to
add
25
cents
and
adding
those
25
cents
would
allow
us
to
get
more
more
more
money
more?
C
I
can't
even
think
I'm
sorry,
my
brains
turn
turn
off
marching
more
buildings
fixed
or
like
more
seismic
adjustments
for
our
for
our
for
our
buildings,
for
them
to
be
safer.
That's
where
that
was
coming
from,
I
think
and
yeah.
So
I
I
appreciate
that
this
is.
G
S
Yeah,
this
is
very
helpful.
So
when
we
go
for
polling,
do
we
ask
whether
we
will
because
the
325
they've
already
approved
the
rate,
so
there's
no
polling
required
for
that?
Is
that
true
or
we're
just
gonna
ask
whether
you'll
be
okay
with
the
25
cents
or
what
would
be
a
polling
question.
O
O
Is
it
easy
when
you're
just
selling
something
that's
the
same
price,
so
we're
just
asking
you
to
continue
this
bond
for
another
four
years,
another
eight
years,
another
six
years
whatever
it
is
that
we
we
ask
for
it's
a
little
bit
different
cell,
that
we
have
to
make
the
case
that
we
don't
just
want
to
have
the
same
taxation
rate.
We're
asking
you
for
an
increase
and
that's
what
polling
and
there's
nothing
magical.
We
could
ask
for
a
50
increase.
We
could
ask
for
a
10
cent
increase.
O
It
usually
goes
up
in
25
cents,
but
there's
there's
nothing
that
says
it
has
to
so
it's
it's
just
it's
a
psychological
thing
with
the
with
voters.
When
you
look
at
your
your
your
property
statement
when
it's
something
that's
just
staying,
we're
not
going
to
raise
your
taxes,
we're
just
asking
you
to
continue
what
you're
already
paying
we're
already
used
to
paying.
But
if
we're
asking
for
an
increase,
we
are
we're
asking
you
to
not
only
pay
what
you've
already
been
paying,
but
a
little
bit
more
to
get
this
for
for
for
the
money.
O
S
Know
I
know
I
mean
it's
it's
when
you
start
looking
at
it
deeper
at
a
deeper
level.
You
realize
how
much
the
need
is,
and
the
25
cents
to
me
doesn't
seem
that
much,
but
it's
good
that
we
are
taking
the
community
involvement
because
everybody
has
their
opinion
about
it.
Also,
I
had
asked
a
question
about
the
the
school
relocation
for
the
10
million.
Is
that
the
aloha
high
school?
Is
that
what
you
guys
are
talking
about
there.
S
Z
O
M
M
R
Thank
you.
I
just
want
to
ask
all
my
questions
and
be
sure
that
we
are
all
on
the
same
page.
Now,
with
all
the
information
that
have
been
provided
to
us,
we
can
see
that
there
is
a
need
in
the
district,
and
we
can
also
see
that,
with
all
that
information,
we
need
fluidity
to
be
able
to
execute
all
these
capital
projects
that
we
have
need
of
in
the
district.
R
Now
as
a
board
member,
I
am
privy
to
that
information.
Is
that
something
because
I
don't
know
how
we're
gonna
sell
these
two
voters
to?
Let
them
know
that
their
tax,
assuming
assuming
we
choose
to
go
with
option
two
making
that
sell
to
voters
so
to
let
them
know
their
tax
rate
is
going
to
increase.
I
don't
know
how
we're
going
to
sell
it,
I'm
wondering.
R
R
O
Yes,
so
uganda,
you
know
we
we
will,
we
will
do
the
poll
and
we're
we'll
try
to
be
making
our
case
in
the
poll
of
what
different
options
and
and
we'll
say
in
the
poll,
if
you
you
know,
if
you,
if
you
pay
for
this
much,
this
is
what
you're
going
to
get
and
and
try
to
see
what
kind
of
phrasing
is
it
is
it
technology
is
it
seismic?
Is
it?
Is
it
security?
O
We
will
have
made
up
that
mind
and
we'll
have
exact
bond
wording
if
this
is
what
it's
going
to
pay
for,
but
then
the
campaign
starts
of
us
making
our
case
to
get
the
voters
and
that
that
will
be
our
jobs
and
going
to
pto
meetings
and
chamber
meetings
and
cpo
meetings
and
anywhere,
where
you
know
eric,
loves,
going
door-to-door
and
giving
out
dog
treats
and-
and
getting
I
mean
all
of
us
will
be
using
all
of
our
techniques
to
educate
our
public
and
we'll
have
lis.
O
B
Z
Just
as
an
anecdote,
when
we
were
doing
the
over
40
engagement
events
for
the
long
range
facilities
plan,
we
presented
options
one
and
two
to
the
community.
We
did
provide
detail
and
the
results.
And
again
this
is
not
a
scientific
survey,
but
the
people
that
we
spoke
with.
It
was
a
substantial.
A
So
I
hope
that
dog
treats
are
not
part
of
our
plan,
but
I
also
see
that
david
has
a
comment.
He
wants
to
complicate
things
which
he
often
does
yeah.
K
I
do,
I
think,
there's
some
good
important
clarification
for
you
here.
There
are
three
things
that
end
up
on
the
ballot
from
the
school
board
perspective
right
one.
Is
you
all
running
as
school
board
members
you're
on
a
ballot?
There
are
two
tax
pieces
that
are
on
the
ballot.
Then
one
is
the
local
option
levy
which
funds
teachers
in
the
district
right
and
for
that
voters
approve
a
rate.
K
They
approve
a
tax
rate,
the
dollar
25
per
thousand
mil
rate
that
then
collects,
however
much
that
dollar
25
collects.
Okay,
then
the
other
thing
they
vote
on
is
a
capital
bond,
and
that's
what
we're
talking
about
here
and
a
capital
bond
is
different.
They
vote
for
in
a
debt
package.
Essentially,
so
we
would
seek
authorization
for
either
360
million
or
720
million
or
some
other
number,
and
we
estimate
that
the
tax
rate
in
order
to
collect
that
amount
would
be
x.
K
K
Now
the
question
of
the
voters
already
authorized,
or
whatever
you
can
almost
ignore-
that
we're
done
with
acma
and
with
the
exception
of
a
tail
on
a
few
projects,
the
previous
bond
expires.
There
is
no
further
construction
projects
to
happen,
so
we
we
are
asking
the
voters
for
something
in
excess
of
a
zero
dollar
amount.
The
default
is
zero.
K
If
the
voters
do
not
vote
there
will
be
no
new
bonded
indebtedness
issued
by
the
district.
So
we
are.
We
are
looking
at
packages
in
excess
of
zero
that
we
think
help
address
the
need.
Now.
We
think
that
there
is
need,
and
so
we
would
think
that
it
doesn't
make
a
lot
of
sense
to
ask
the
voters
for
something
less
than
what
we
estimate.
K
An
extension
of
the
current
rate
would
be,
and
that's
the
300
plus
million
dollars,
but
we
think
it's
worthwhile
to
consider
what
would
a
slight
increase
in
that
estimated
tax
rate
be
to
get
to
that
720
million
dollars.
That's
essentially
the
frame
of
the
conversation,
and
I
just
think
it's
important
to
understand
as
we
talk
about
rates
and
not
rates
and
what
the
voters
are
approving
of
not
approving,
etc.
K
I
think
that's
important
and
then
the
last
piece
as
becky
said,
the
sales
job
is
the
campaign
that
will
be
run
asking
for
a
yes
vote
on
a
measure
and
at
that
point,
once
something's
on
the
ballot,
the
institution
as
a
public
institution
can
only
fulfill
an
educational
role
cannot
advocate
for
a
position.
You
as
elected
board.
Members,
however,
are
free
to
advocate
for
a
yes
or
no
vote
on
the
ballot.
O
Oh
thank
you
guys,
because
that
was
that
was
really
good
detail
and
that's
what's
so
hard
about
going
out
for
a
poll
because
there's
a
whole
bunch
of
variables
in
there
and
maybe
next
time
we
can
have
steve
and
mike
give
us
a
little
lesson
about
how
you
go
out
for
a
bond
sale
and
that
can
change
the
amount
of
money
that
comes
in
and
and
and
knowing
how
we
we
paid
for
that
last
time.
S
Can
I
ask
a
question:
it's
a
quick
question.
So
what
like
all
of
us
board
members?
We
are
in
some
committees
or
some
organizations
when
we
go
and
talk
once
it's
in
the
ballot.
We
cannot
take
a
staff.
Member
with
us
to
explain.
Is
that
what
I'm
hearing
from
david
can
we
will
advocate,
but
can
the
staff
member
come
in
and
present
the
need
or
something
you
can't.
K
Know
so
so,
yes,
if
invited
by
an
organization
the
staff
can
go
and
factually
describe
what
the
measure
would
would
purchase
right.
So.
S
K
The
campaign
season,
if
you
will
the
district,
would
likely
produce
materials
and
distribute
possibly
a
mailer
and
certainly
social
media
feed
that
unbiased,
factual
information
of
you
know.
This
is
the
rate
we're
estimated.
This
is
the
things
that
would
be
would
be
projected
to
purchase
with
it.
That
kind
of
thing
be
very
dry
and
factual.
We
could
probably
dig
up
some
examples
from
the
last
campaign
to
share
that
with
you.
K
What
that
would
look
like
not
quite
as
dry
as
the
crafts
you're
seeing
on
on
page
here,
but
you
know
pretty
dry
stuff
right
so.
S
S
L
Z
We
have
an
enormous
amount
of
detail
that
we
can
share
with
any
interested
party
to
understand
the
the
need.
The
materials
here
tonight
are
just
a
scratch.
In
the
surface
of
you
know
the
types
of
things
that
we
can
bring
to
bear.
You
know
in
terms
of
like
the
mckinsey
report
of
the
seismic
report.
Z
As
you
know,
there
are
hundreds
of
pages
that
people
can
get
lost
in
so
in
terms
of
developing
information,
which
is
dry
and
informational,
we
can
certainly
have
have
that,
and
frankly,
I
can
see
like
a
town
hall
of
just
kind
of
the
presentations
that
we
did
during
the
long
range
facilities
plan
of
here's.
The
district's
need.
S
M
All
of
you
know
we
have
an
amazing
colleague
shelly,
and
I
promise
you
if
she
will
be
phenomenal
once
she
gets
her
hands
on
all
this.
This
information
to
be
able
to
make
it
for
our
consumers
and
our
our
populous
to
be
able
to
have
an
understanding
of
it.
Shelly
will
be
an
integral
part
of
this,
and
I
promise
it's
probably
gonna,
be
a
video
or
two
out
of
this
as
well.
You
know
knowing
shelley
so.
A
And
I
would
just
add
that
when
you
pull
you,
don't
just
pull
to
find
out
what
the
taxation
rate
is.
You
pull
messages
and
you
pull
a
simplification
of
everything
that
that
has
been
presented
to
us
and
what
is
the
most
impactful
simplification
of
that,
so
one
of
the
things
I'll
be
looking
forward
to
seeing
is
not
just
the
taxation
rate,
but
what
messages
really
resonate
for
our
voters?
A
A
The
mckinsey
report,
the
seismic
report,
the
future
studies
report,
the
long
range
facilities
plan
each
one
of
those
is
an
incredible
amount
of
work
and
planning,
and
you
guys
have
set
us
up
so
well
for
this
bond
and
that
you
know
just
I
haven't
been
on
the
board
that
long,
but
this
is
this.
That
was
not
the
case
when
I
started
on
on
the
on
the
school
board,
that
has
been
a
lot
of
work.
That's
happened
over
the
last
couple
years,
so
thank
you
for
that.
That's
incredible!
A
A
When
I
think
about
this
bond,
I
don't
think
about
it
in
isolation.
I
think
about
what
path
and
what
trajectory
does
it
put
the
district
on
over
a
long
period
of
time
the
10
20
year
mark
because
our
needs
are
not
needs
they're
going
to
get
taken
care
of
in
a
single
bond.
They
are
our
long-term
needs
right
and
when
I
look
at
that,
I
can't
imagine
going
out
for
a
bond
and
not
taking
care
of
beaverton
high
school.
I
can't
imagine
putting
that
off
for
another
cycle.
That
seems
very
impactful
to
me.
A
I'm
also
looking
at
it,
and
I'm
saying
you
know
the
seismic
need
is
so
important
and
that
we
get
there
so
that
we
can
say
every
kid
is
in
a
school
that
is
seismically
safe.
We
can't
say
that
right
now
and
we've
we've
got
work
to
do
to
get
there
and
that's
urgent
work.
So
again,
if
this
bond
were
to
not
to
basically
do
about
half
as
much
work
is
what
is
what
we're
seeing
because
we're
seeing
like
basically
a
twofold
increase
between
the
two
different
taxation
rates.
A
I
would
be
very
concerned
about
the
long-term
trajectory
there
as
well.
Ultimately,
I
think
the
voters
decide
and
that's
where
the
polling
is
important,
but
one
thing
I
would
ask
when
we
go
out
for
the
polling
is
that
we
don't
pull
at
just
that
quarter
rate.
But
maybe
we
look
at
some
10
increments
upwards
as
well,
because
if
we
can
do
25
cents,
maybe
we
can
do
35
or
maybe
we
can
do
45
and
I'm
interested
in
what
that
would
do
to
our
trajectory
and
on
the
alternate.
A
If
we
can't
do
25,
maybe
we
can
do
something
like
15.,
so
understanding
things
in
a
little
smaller
chunk,
because
what
we
do
right
now
will
have
such
a
large
impact
over
our
trajectory
10
15
20
years
from
now.
So
those
are
my
comments,
but
obviously
you've
got
to
see
the
data
to
be
able
to
say
hey.
This
looks
good
or
this
plan
looks
isn't
going
to
work.
O
Okay,
so
tom,
I'm
just
going
to
say
that
we're
not
going
to
have
another
board
meeting
before
we
go
out
for
this
poll.
So
I
you
know,
as
you
know,
there's
only
so
many
questions
that
you
ask
on
a
poll
and
you're
trying
to
get
a
whole
bunch
of
things
done
in
a
poll.
So
what
I
without
doing
a
vote
or
anything
like
that,
if
someone
can
just
if
I
could
just
get
a
general
idea
of
maybe
what
we're
thinking
about,
I
know
specifics.
O
We
want
to
see
polling
and-
and
we
will
definitely
share
those
things
before
it
goes
out,
so
that
the
board
is
aware
of
what
is
going
is
going
out,
but
is
after
now
two
three
discussions
about
this
are
we
is
there
kind
of
a
general
awareness
that
we're
leaning
more
toward
the
may
toward
rather
than
november.
O
S
O
I
think
carol
made
the
argument.
I
think
there's
enough
argument
that
I'm
I
am
comfortable.
You
know
I
would
like
more
time,
but
I
am
comfortable
and
I
think
it
is
the
right
thing
for
the
beaverton
school
district
to
do
to
go
out
in
may
so
we're
in
in
general.
Good
about
that-
and
am
I
getting
kind
of
just
the
general
feel
that
most
of
us
would
like
to
have
more
money
to
spend
on
the
things
that
we
think
our
students
need,
rather
than
just
going
for
just
the
estimated
renewal.
O
Yes,
is
that
a
general
kind
of
okay?
So
that's
that
those
are
the
kind
of
things
I'm
gonna
keep
working
with
with
and
if
you,
if
something
comes
up
and
you
have
stronger
pin
but
we're
we're
gonna
do
this
out
in
the
public
and
and
we
are
making
these.
But
if
you
as
an
individual
board
member,
have
some
trepidation
about
any
of
the
things
we're
talking
about.
Please
please,
let
me
know
so
we
can
discuss
it
and
get
staff
or
whatever
you
need
the
the
resources,
but
the
next.
O
The
next
biggie
will
have
a
lot
to
talk
about.
It.
Will
be
after
the
poll
and
tom,
I
will
work
with
strategy
360
and
make
sure
that
folks
are
aware,
so
that
the
questions
that
we're
going
to
be
putting
on
the
poll.
N
A
V
O
You
know
what's
gonna,
what's
gonna
matter,
susan
is
there's
a
whole
thing
about
how
long
a
poll
is,
how
long
you
can
engage
people
in
a
phone
call,
how
much
you're
getting
from
a
cell
phone
and
you're
trying
to
get
a
cross-section
of
folks.
You
know
the
the
timing
of
it,
because
a
pull
at
the
best
is
a
snapshot,
and
you
know
it
as
long
as
we're
things
are
going
well
with
covet,
but
we
know
that
people
have
strong
feelings
about
our
district
and
they
sometimes
this
is
the
only
way
that
they
can.
O
A
O
B
O
A
And
yeah
and
steve
make
sure
to
share
that
the
the
buckets
that
you
had
there,
the
home
depot
portion,
which
is
items.
A
Awesome,
okay,
I
think.
Next
we
have
the
behavior
health
and
wellness
project
team
charge
with
dr
hudson
executive
administrator
for
student
services.
P
Good
evening
school
board
great
to
see
you
again,
my
conversation
is
a
little
bit
less
rousing,
but
I
will
go
ahead
and
get
ready
to
share
my
presentation
with
all
of
you
so
hold
on
one
second,.
P
Okay,
so
I
am
here
tonight
to
talk
about
the
behavioral
health
and
wellness
project
team
charge,
so
the
beaverton
school
district
reviews
and
updates
its
curriculum
practices
based
on
board
policy,
oregon
state
statutes
and
administrative
regulations.
P
One
thing
that's
interesting
is
the
state
of
oregon
has
not
fully
moved
forward
with
a
social,
emotional
learning
or
behavioral
health
and
wellness
adoption.
There's
many
recommendations
on
their
their
website,
but
haven't
ever
really
moved
forward
with
saying
we
want
to
as
a
state.
We
need
to
adopt
specific
materials
in
schools
so,
but
in
our
district,
we've
decided
that
we
want
to
move
forward
with
doing
a
full,
k-12
or
k-21
behavioral
health
and
wellness
adoption.
P
We
feel
that
it's
it.
You
know
it's
important,
that
we
have
a
plan
to
address
our
needs
around
behavioral
health
and
wellness,
which
you
guys
have
seen
the
definition
many
of
times
before,
but
we
want
to
make
sure
that,
if
we're
going
to
really
hone
in
on
this
definition,
what
are
we
going
to
teach
to?
What
are
our
targets?
P
How
are
we
going
to
teach
that
who's
going
to
deliver
it,
and
how
are
we
going
to
assess
student
needs
and
growth?
So
really
our
rationale
is
we
have
a
declining?
You
know
many
years
of
declining
mental
health.
We've
had
a
global
pandemic,
we've
had
a
racial
reckoning
in
response
to
enduring
white
supremacy
culture,
and
we
really
need
to
prioritize
the
mental
health
and
emotional
well-being
like
never
before,
and
I
think
we
heard
that
tonight
loud
and
clear.
P
So
these
the
efforts
of
behavioral
health
and
wellness
is
really
about
reducing
barriers
to
learning
in
order
to
increase
opportunities
for
student
engagement.
P
So
there
are
two
committees
that
are
become
part
of
an
adoption
process
and
the
board
here
tonight
is
we're
going
to
be
asking
you
to
charge
a
project
team,
which
is
the
project
team
reviews,
curriculum
and
practices
in
behavioral,
health
and
wellness,
and
they
will
ultimately,
as
a
team,
make
curriculum
professional
development
and
adoption
recommendations
to
the
school
board.
The
project
team
includes
staff
students,
community
members,
as
well
as
a
school
board
member
since
last
year,
we
have
actually
had
a
cadre
working
to
really
define
what
we
believe.
P
The
best
practices
in
behavioral
health
and
wellness
is
what
our
philosophy
is
and
then
ultimately
moving.
That
team
will
start
looking
at
instructional
materials
that
are
that
align
with
the
best
practices
that
we've
identified
as
a
team.
And
then
we
will
be
taking
these
recommendations
to
that
project
team.
P
Ultimately,
the
cadre
is
filled
with
professionals
in
this
work,
but
they're
going
through
it
and
taking
it
to
people
who
are
actually
going
to
be
doing
the
work,
whether
it's
on
the
staff
who
will
be
delivering
the
instruction,
the
students
who
might
be
receiving
or
participating
in
it,
the
family
members
who
are
impacted
by
behavioral
health
and
wellness,
as
well
as
our
school
board.
So
having
making
sure
our
school
board
is
knowledgeable
about
what
is
happening
in
our
schools
in
this
specific
area.
P
And
I'm
asking
that
if
there
is
a
school
board
member
who
is
interested
in
participating
in
the
project
team
that
they
let
chair,
collette
know
so
that
once
this
charge
is
issued
and
we
go
out
to
have
staff
and
students
apply
for
the
project
team
and
community
members
will
know
which
board
member
will
be
involved
all
right
and
I'm
going
to
stop
sharing.
So
with
that,
do
you
have
any
questions.
A
P
And
one
thing
I
do
want
to
highlight,
as
when
we
talk
about
behavioral
health
and
wellness.
It'll
include
our
tier
1
tier
2,
tier
3
and
special
ed
supports,
but
it
also
will
include
drug
and
alcohol
prevention,
intervention
and
post
prevention.
So
it's
pretty
massive
undertaking,
but
I
think
it's
one
that
is
exciting
and
has
definitely
been
needed
for
a
very,
very
long
time.
I
Danielle,
I
have
one
question.
I
know
a
lot
of
the
cadres.
I
remember
you
have
like,
like
the
health
cadre
or
science
cadre,
you
have
some
learning
targets,
but
this
one
seems
a
little
bit
more
open-ended
right
because
it
was
not
really
defined
targets.
So
maybe
guide
me
through
that
process
of
how
you're
gonna
get
to
somewhere.
That's
you
know
not
mandated
by
oregon
department
of
education,
et
cetera,.
P
Yeah,
it's
been
it,
we
had
the
discussion.
Around
learning
targets
was
a
really
challenging
one
for
the
cadre,
and
we
currently
in
the
district
have
behavior
learning
targets,
and
so
that's
what
we
started
with.
But
as
we
started
reading
the
learning
targets,
what
we
found
is
they
are
relatively
subjective.
P
They
are
really
based
in
some
very
eurocentric
ideas
about
how
students
should
learn
and
behave
in
the
classroom,
and
we
felt
like
they
are
pretty
open
to
some
misinterpretation
or
just
really
one-sided
views
of
how
students
should
learn.
So,
in
our
conversation,
we're
actually
moving
more
towards
a
growth
goal
model
where
we're
looking
at
the
castle
framework
and
the
social
justice
frameworks
that
exist
out
in
some
other
states
and
we're
going
to
be
looking
at
setting.
What
do
we
want
students?
You
know
what,
when
we
think
about
the
bsd
graduate?
P
What
kind
of
characteristics
do
we
feel
are
important
and
essential
for
career
and
college
readiness?
But
then,
ultimately,
the
students
will
be
the
ones
who
identify
which
growth
goals
they're
going
to
work
on,
and
they
will
be
the
ones
who
are
assessing
themselves
versus
a
teacher
assessing
the
student,
because
we
feel
like
there's
a
lot
of
ownership.
That
needs
to
be
taken
and
we
feel
like,
through
some
of
our
behavior
learning
target
work.
P
We've
actually
continued
to
disenfranchise
our
students,
so
we're
hoping
to
move
to
more
of
this
student-focused
and
student-measured
approach
to
round
our
growth
goals.
And
then,
whatever
those
goals
are
that
we
align
with
then
the
curriculum
materials
wouldn't
need
to
teach
those
skills
for
the
students.
G
C
Yeah
that
last
part
that
you're
saying
danielle
was
spoke
to
me
in
the
sense
that
students
don't
enter
neutral
spaces
and
when
they
enter
our
buildings,
there's
lots
of
different
pieces
that
are
occurring,
so
it's
not
just
on
students,
and
it
made
me
think
about
our
policy
work.
Our
policy
group,
that's
looking
at
like
redoing
the
student
handbook
and
our
discipline
policies
and
restorative
practices
and
all
those
add
to
the
mental
health
supports
and
and
actually
kind
of
to
me.
C
In
my
mind,
they
go
together
because
and
even
the
paul,
the
aor
or
the
gosh,
I'm
sorry,
my
brain,
but
also
the
work
that's
been
done
on
all
students
belong
and
how
students
can
report
and
staff
can
report
that
all
goes
together
to
the
mental
health
of
our
students,
and
so
if
students
feel
safe
and
free
of
hate
and
bias
and
and
our
staff
knows
how
to
respond
and
has
the
tools
to
do
restorative
practices
or
to
has
a
handbook
that
actually
speaks
to
the
whole
student
and
not
in
the
punishing
way.
C
P
Yes,
so
through
this
work
we
have
a
bunch
of
different
buckets,
so
we
have
staff
professional
development
bucket
that
has
two
tiers.
One
is
about
why
cell,
why
behavioral
health
and
wellness?
What
is
trauma-informed
care
practices
kind
of
that
basic
foundation,
but
then
there's
the
pd
about
how
do
I
deliver
the
curriculum?
How
do
I
instruct
students
right
so
staff
we're
looking
at
that?
P
Then
we're
also
looking
at
the
student
bucket
and
what
do
we
need
to
do
to
help
meet
their
growth
goals
and
how
do
we
instruct
them,
and
then
we
have
the
parent
piece.
So
one
of
the
big
areas
that
we
have
been
lacking
in
the
in
our
work,
specifically
around
behavioral
health
and
wellness,
is
around
parent
engagement.
P
So
we
also
then
have
a
strand
where
we're
looking
at
the
needs
for
families.
So
whether
or
not
it's
behavioral
health
and
wellness
strategies
in
their
home
parenting
strategies,
is
it
restorative
practice
in
the
home?
How
do
you
you
know,
repair
harm
with
a
sibling
or
with
your
own
parent?
Those
are
kind
of
all
these
things
that
we'll
be
looking
in
and
then
you
layer
on
the
different
areas
from
just
you
know,
advocacy
around
self-regulation
around
drug
and
alcohol.
Those
all
come
into
play
there.
A
C
Reminded
me
also
of
the
like
the
drug
and
alcohol
policies
that
we
have
and
how
we
heard
you
know
from
our
aloha
high
school
group
that
talk
spoke
to
us
about
how
our
policies
are
actually
not
equitable
in
some
ways
and
that
how
we
can
improve,
and
that
will
also
support
your
work
and
the
mental
health
piece
and
how
we're
providing
support
for
drug
and
alcohol
to
our
students.
P
Yes,
this
work,
actually,
we
believe,
will
directly
impact
our
student
family
handbook
and
our
disciplined
procedures
around
those
types
of
offenses.
A
Thank
you,
dr
hudson,
very
exciting
work.
This
is
great
to
see
this
moving
forward
and
board
members
contact
me
if
you're
interested
in
being
a
part
of
this
or
any
of
the
other
project
teams
and
we'll
make
sure
that
someone
from
our
board
joins
your
team.
A
A
A
I
just
have
one
comment
because
on
the
consent
agenda
is
the
anti-racist
vision
statement
and
policy
acb,
and
they
have
actually
come
to
us
from
a
long
ways
from
the
equitable
policies
task
force
and
I'm
really
proud
tonight
to
be
able
to
vote
on
that
work
that
came
from
our
community
and
is
now
making
its
way
into
district
policy,
and
I
guess
I'm
assuming
that
this
is
going
to
pass
in
a
moment
and
with
that
assumption,
though,
I
just
want
to
put
out
there
a
big
thank
you
to
all
the
members
of
the
equitable
policies
task
force
who
helped
make
that
work
happen,
that's
very
powerful
and
I'm
so
excited
to
see
it
go
into
effect
hereafter.
A
So,
with
that,
I
will
take
a
roll
call
of
the
board
for
a
vote
and
you
can
vote
yay
or
nay.
We
will
start
with
zone
one
susan.
A
Awesome
zone
two
tavern.
C
Yay-
and
I
also
want
to
say
that
from
our
student
advisory
board
brought
up
that
we
had
the
first
meeting
and
they
brought
up
this
fear
that
they
were
being
impacted
by
what's
happening
in
newburgh,
and
they
had
a
fear
that
our
board
would
actual
the
students
named,
that
that
was
causing
fear
in
them
and
and
thinking
that
we
were
not
going
to
be
supportive
of
our
gender
diverse
students
and
that
we
wouldn't
be
supportive
of
our
black
students.
C
And
I
let
them
know
in
our
student
advisory
board
that
we
are
supportive
of
our
students
and
all
of
their
identities
and
that
we
want
spaces
where
there
is
no
hate
or
bias
toward
them,
and
also
not
free
of
hate
and
bias
toward
our
staff.
So
yeah,
yes,
yay.
N
O
A
Zone
seven
tom
yay,
the
motion
passes
unanimously
and
I
think
with
that
board
members
do
you
have
any
comments?
Any
communication.
A
All
right
seeing
none,
we
will
adjourn
the
board
meeting.
We
have
an
executive
session
so
board
members
want
to
stay
on
the
line
here
for
our
executive
session.
We
will
start
that
in
just
a
moment
and
the
board
meeting
is
adjourned.