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From YouTube: ASD School Board Meeting 10-18-22
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A
All
right
good
evening,
everyone
so
we're
going
to
call
the
meeting
to
order
the
Anchorage
School
Board,
October
18th.
The
time
is
601
Amanda
I'm,
going
to
ask
that
you
read
the
call
the
roll
please.
B
C
D
On
behalf
of
the
Anchorage
School
Board
I
want
to
take
a
moment
to
recognize
and
offer
gratitude
for
the
sacred
ancestral
lands
of
the
denina
people.
We
acknowledge
and
appreciate
that
our
offices,
facilities
and
schools
on
the
sacred
indigenous
lands
and
we
honor
the
traditional
care
that
has
been
given
to
this
land
throughout
Generations.
We
are
grateful
for
the
opportunity
to
grow,
learn,
work
and
create
educational
communities
on
the
sacred
land.
We
extend
continued
respect
for
the
many
cultures,
creativity
and
resilience
of
its
indigenous
peoples,
chanon.
A
Thank
you
Michelle
again
good
evening.
Everyone
we
want
to
welcome
you
to
our
meeting
and
thank
you
for
attending
and
supporting
the
work
of
the
anchor
school
district
and
this
board
the
board.
Thanks:
students,
parents,
teachers,
staff,
School
business
partners
in
the
entire
Community
for
your
investment
in
our
district.
With
your
time,
your
talent
and
your
tax
dollars
next
on
our
agenda
is
the
approval
of
the
agenda.
Can
I
get
a
motion
to
approve
the
agenda
as
presented.
A
A
C
To
None
tonight
to
the
agenda,
and
that
is
our
a
member
hololens
application
to
the
aasb
board
of
directors.
E
A
Thank
you
we'll
add
that
as
a
action
item
G2
apps
than
any
opposition
hearing
scene,
none
that
amendment
is
passed
any
other
discussion
regarding
our
agenda
tonight
hearing
seeing
none
any
opposition
to
passing
the
agenda
as
amended.
A
D
Board
or
Sab
had
a
meeting
on
October
11
2022..
We
started
this
meeting
early
with
taking
a
group
picture
with
Dr
Bryant
and
then,
after
that
we
started
our
meeting.
This
was
our
first
official
meeting
with
middle
schoolers,
so
we
had
them
do
introductions
in
the
rundown
of
what
Sab
is
while
high
schoolers
discussed
how
everyone's
homecoming
went.
Then
we
had
a
guest
speaker,
Kerry.
D
From
youth
vote
come
and
introduce
what
youth
vote
is
and
how
to
get
involved
with
it.
We
moved
on
to
reports
where
every
school
answered
the
question
of
what
is
something
new,
unique
and
or
improved
that
your
school
is
doing
this
year.
I
then
gave
my
school
board
report
member
lessons
spoke
a
little
and
our
region
for
awesome.
Rep
spoke
about
the
conference,
which
is
October
27
through
29th
at
Wasilla
high
school.
After
our
break,
we
went
through
and
broke
down
parliamentary
procedure
for
those
who
are
unfamiliar
with
it
and
then
to
end
our
meeting.
D
A
Family,
Partnership
Charter
School
School
brought
their
resolution.
Titled
prioritize
civic
education
for
high
school
students
to
Sab
after
much
discussion,
Sab
as
a
group
amended
their
resolution
and
gave
Sab
support,
so
they
will
bring
it
to
osog
next.
Our
next
meeting
will
be
Tuesday
November
15th
from
8
15
a.m,
to
10
15
A.M.
A
For
the
report,
any
questions
for
our
student
representative
hearing,
seeing
none
will
transition
to
our
next
agenda
item
goal:
monitoring,
C1,
2022,
2023
goal,
monitoring.
Reading
proficiency,
we'll
start
by
reading
a
lengthy
script.
So
hang
in
there
with
me,
we
are
now
going
to
have
our
goal
monitoring
conversation
on
the
report
that
was
given
to
you
at
our
last
meeting.
We
will
also
review
a
technical
report
on
our
math
goal
tonight.
Our
primary
conversation
is
our
reading
proficiency
goal,
one
and
interim
goal
1.1
goal.
A
One
reads:
beginning
September
2020
the
percentage
of
third
grade
students
proficient
in
reading
on
the
state
Summit
of
assessment,
AKA,
Starr,
Alaska
system
of
academic
Readiness,
previously
Peaks
will
increase
from
40
to
80
percent
by
May
of
2026
and
goal.
1.1
is
the
percentage
of
grade
K-2
students
at
or
above
the
reading,
benchmark
on
interim
assessments,
fast
Bridge
curriculum
based
measures
will
increase
from
37.5
in
Spring
2021
to
80
percent
in
Spring.
2024.
A
I
want
to
confirm
that
all
four
components
of
the
monitoring
report
are
present
number
one.
The
report
clearly
shows
what
is
being
monitored
and
that
its
focus
is
a
specific
and
interim
goal
number
two:
that
the
report
shows:
data
for
three
previous
reporting
periods,
the
current
reporting
period
and
the
target
reporting
periods
number
three.
The
report
shows
a
superintendent's
evaluation
of
performance
and
number
four.
A
The
report
shows
supporting
documentation
that
evidences
the
superintendent's
evaluation
via
the
tables,
provided
it
also
indicates
next
steps,
with
all
the
components
present
we're
ready
to
begin
our
progress
monitoring
conversation
so
for
the
purpose
of
understanding
the
current
reality
for
our
students
as
compared
to
this
goal.
Let
us
begin
with
any
questions
that
fall
into
the
who.
What
and
why
categories
once
the
forward
once
the
board
fully
understands
the
current
reality,
we'll
then
move
into
the
how
questions
to
hear
what
the
superintendent
has
planned
in
response
to
the
data.
A
E
Listen
so
I
was
when
I
first
glanced
at
this
two
weeks
ago.
I
did
my
eye.
I
was
drawn
to
the
growth
for
first
graders
last
year,
so
my
question
is
really
what
explains
the
difference
in
growth
patterns
between
last
year's,
kindergartners
who've
dropped
about
a
percent
and
last
year's
first
graders,
who
gained
about
10
points
in
that
same
time
period.
I
have
my
own
theories,
but
I'll
be
quiet.
G
Sure,
thank
you
for
answering
that
question
through
the
chair
to
member
lessons
the
slide
that
she's,
referring
to
which
I
don't
see
on
the
screen
essentially
is
a
slide
that
slide
one.
So
essentially
what
she's
referring
to
is
a
slide
that
shows
cohorts
of
students
compared
to
last
year
to
this
year
and
you'll
notice.
For
that
cohort
of
students
there
was
growth.
So
with
that
said,
I
am
joined
by
my
colleagues
in
academic
Services.
Would
you
like
to
provide
insights.
I
All
right
so
the
difference
it
could
be,
but
we
don't
know
for
sure,
but.
J
I
I
So
one
thing
that
you
can
say
is
there
are
different
cohorts,
so
it's
hard
to
determine
kindergarten
from
kindergarten
right,
but
you
can
see
that
we're
looking
from
the
kindergarten
then
to
the
first
grade
possible
things
that
could
contribute
to
that
was.
We
did
offer
a
summer
school,
so
there
was
a
possibility
for
some
students
to
attain
to
go
to
summer
school
and
we
had
a
very
explicit
systematic
program
in
place
for
those
students,
so
that
was
for
first
grade
second
grade
and
on
all
kindergarten
did
not
attend
that
summer
school.
I
So
that
could
be
part
of
it
and
then
also
between
the
growth.
It
can
happen
that
those
routines
are
not
set
quite
well
enough,
so
that
those
kids
don't
grow
as
much
as
they
should
plus
remember
those
benchmarks
get
harder
through
the
year,
so
those
teachers
have
to
be
teaching
to
make
sure
they're
keeping
up
with
that
growth.
So
it's
hard
to
be
able
to
really
determine
the
difference
between
cohorts
and
how
the
things
that
happen
through
the
year.
We
had
many
challenges.
H
This
is,
this
is
Dr
Stock,
Deputy
superintendent.
I
would
also
add
to
that
that
there's
another
layer
of
analysis
that
we
have
to
do
where
we
begin
to
look
at
patterns
in
the
schools.
So,
for
example,
if
at
the
district
level
the
fall
first
graders
from
one
year
and
then
the
cohort
of
that
group
in
the
fall
of
their
second
grade
year,
they
went
up.
10
percent
of
the
students
were
proficient
at
an
increase
of
10
percent
proficiency
rates.
Then
what
the
next
step
is.
H
We
have
to
look
at
patterns
within
schools
and
within
students,
because
what
can
happen
is
in
order
for
that
to
happen.
There
clearly
would
be
schools
that
didn't
grow
in
other
schools
that
may
have
gone
up
by
20.
So
then
the
next
question
is
is
we
have
to
go
in
and
do
the
analysis
of
patterns
within
schools
and
then
within
schools?
We
also
find
significant
differences
in
patterns
among
individual
teachers.
So
then
the
next
thing
is
for
principals
to
try
to
determine
what
their
hypothesis
is
for.
H
Why
certain
grade
spans
and
or
teachers
got
significant
improvements
and
others
did
not.
So
that's
all
part
of
our
process
at
the
district
level,
when
you're,
using
theoretically
the
same
materials
but
getting
very
different
results.
We
have
to
go
and
do
another
layer
of
questions.
So
it's
a
very
good
question.
You
quickly
picked
out
the
pattern
that,
from
K
to
1
from
Fall
to
fall
that
same
cohort
did
not
change
much
and
then
from
one
to
two.
H
E
Sure-
and
this
wasn't
presented
but
I
was
curious
about
when
we,
when
we
get
this
report,
it
doesn't
tell
us
what
specific
skills
are
stronger
or
weaker.
So
do
we
have
information
on
which
specific
skills
that
students
in
each
of
these
grade
levels
are
measuring
as
stronger
or
or
more
deficient
in?
E
I
Okay,
so
definitely
we
Dig
Down
Deeper
into
the
district
into
the
data.
That
is
our
whole
Focus
during
our
mtss
meetings,
and
we
help
schools
really
dig
into
that
data
to
look
down
and
those
sub
skills.
Our
fast
Bridge
assessments
do
help
us
identify
students
and
we
look
at
those
sub-skill
tests.
I
They
have
that
early
composite
score,
but
then
we're
able
to
dig
down
into
each
individual
student
and
look
at
is
their
phonemic
awareness,
a
strength
or
a
weakness,
and
so
yes,
we
do
identify
and
that
helps
us
then
determine
how
we
intervene
with
those
students
if
their
skills
aren't
at
the
level
that
they
should
be
at
that
time.
E
I
Each
grade
level
is
different
and
at
this
time
I
don't
have
a
district
view
of
per
grade.
What
skill
is
the
most
in
need?
Again?
We
really
try
to
individualize
at
the
school
level,
because
every
school
is
different
and
that
school
needs
to
identify
in
that
grade
level.
Where
are
the
students,
strengths
and
weaknesses,
and
how
are
they
intervening?
How
are
they
building
their
win
time
to
identify
those
groups
of
students?
I
We
want
to
in
make
sure
that
phonemic
awareness
is
solidified
and
then
that
nonsense
word
starts
it's
becoming
a
real
big
indicator
of
reading
proficiency
right,
so
all
that
they
build
on
top
of
each
other,
so
we're
looking
at
very
specific
ones
along
the
way,
making
sure
they're
making
those
benchmarks
that
really
Trend
to
that
third
grade.
Reading
proficiency.
A
A
Thank
you,
member
Donnelly,
we'll
head
online.
Obviously
president
Bellamy's
hand
is
up
President
Bill.
Only
the
floor
is
yours.
K
C
Just
curious
as
to
I
mean
they're
all
we're
all.
If
I'm
reading
this
correctly,
all
of
our
all
of
our
groups
are
below
Target,
except
for
maybe
six,
seven
and
and
I
guess
what
do
we?
How?
What?
What
do
we
account?
C
Why
is
that
I
mean
what
about
what's
happening
in
and
they
say
not
well,
I
can
figure
out
what's
happening
in
the
non-economically
disadvantaged
group.
They're
they're
doing
pretty
well,
so
is
our
our
white
students.
But
so
what
do
we
have
to
do
differently
to
get
to
get
some
Market
Improvement
here,
I,
guess
and
that
might
be
a
I
might
need
to
hold
it
to
the
end,
because
maybe
the
superintendent
has
a
plan.
G
Let
my
colleagues
share
more
about
the
strategies,
but
I
do
want
to
clarify
a
very
important
point
that
you
brought
up
about
the
last
three
rows:
the
below
Target,
the
near
Target
and
the
On
Target
and
above
this
will
come
up
again.
When
we
go
through
the
math
technical
presentation,
you
will
notice
a
market
increase
from
38
schools
to
58
schools
being
below
Target.
G
There
are
a
number
of
reasons
why
that
may
occur,
but
I
do
want
to
point
out
a
technical
aspect
to
why
that's
taking
place,
which
is
that
this
is
the
only
portion
of
this
entire
presentation
where,
on
the
left,
we're
referring
to
the
legends
from
last
year,
which
was
based
on
the
targets
from
last
year
versus
the
three
rows
on
the
right
that
reflect
the
adjusted
Legend
based
on
where
we
expect
to
be
for
this
year.
So
in
other
words,
the
the
rigor
is
higher.
Now
that
we
are
in
year,
two
of
our
Five-Year
Plan.
G
H
So
I'll
start
with
this:
the
leadership
strategy,
so
in
our
general
leadership
meetings,
which
are
every
month,
one
of
the
the
key
points
to
moving
the
needle
for
our
individual
students
in
elementary
schools
is
the
Comfort
level
and
the
skills
and
the
instructional
leadership
of
our
individual
elementary
school
principals.
It
is
in
the
research.
It
is
absolutely
the
most
key
indicator
we
can
get
so
from
our
level.
H
We
have
multiple
strategies,
Diane
and
her
team
can
talk
about
professional
development
and
our
need
for
getting
our
teachers
on
board,
with
with
the
the
strategies
that
we
have,
but
at
the
leadership
level
of
strategies,
I
can
speak
to
what
we're
doing
so.
Eric's
team
has
outlined
a
very
robust
leadership
development
piece
that
they're
working
on
and
at
every
General
leadership
meeting,
which
are
administrator
meetings
every
month.
H
K
H
You'll
see
a
series
of
strategies
and
we're
developing
individual
self-assessment
guides
for
principals
to
sit
with
their
staff
and
go
through
those
five
buckets
of
curriculum
instruction,
professional
learning,
data
discussions
and
the
multi-tiered
system
of
support
for
students
they're
going
through
and
doing
individual
school-based
assessments
over
the
next
few
months
with
where
they
believe
their
team
is
at
the
school
level.
So
that's
part
of
that
what
we
call
the
through
line
to
the
classroom.
So
it's
one
thing
for
the
board
to
hold
your
superintendent
accountable
for
presenting
this
data
and
engaging
in
the
conversation.
H
Kindergarten
letter
names
word,
segmenting,
nonsense,
words,
Etc,
very
discreet
skills
when
individual
teachers
and
principals
have
that
data
on
their
desktops
daily
they're
able
to
better,
engage
and
be
aware
of
that.
So
our
data
platform
is
a
district
initiative
that
is
rolling
out.
This
fall
where
we
are
trainings,
we
start
with
Elementary
directors.
Well,
they
will
have
be
trained
in
using
a
platform
that
will
get
that
data
right
to
the
desktop
of
principals
and
teachers
for
for
their
leadership
examination.
I
So
there
are
many
or
we've
been
engaged
in
many
professional
learning,
trainings
opportunities.
We
have
the
new
teacher
training
that
we're
continuing
to
train
our
teachers
in
series
A's,
which
is
all
about
the
essential
foundational
literacy
skills
and
how
the
science
connects
to
that
and
then
how
to
implement,
reading
and
teach
reading.
I
We
have
currently
our
learning
walks
happening
right
now,
where
we're
engaged
in
schools
with
principals
and
instructional
coaches
and
going
in
and
watching
modeled
lessons
and
coming
back
and
discussing
of
how
that
implementation
of
that
lesson
is
and
what
the
strengths
and
weaknesses
or
how
we
are
implementing
the
different
components
and
we're
really
focusing
on
that
phonics
lesson,
because
that's
part
of
that
goal,
that's
so
essential
in
reaching
that
third
grade
reading
proficiency,
we
have
our
instructional
coaches
in
our
building.
We
continually
do
professional
learning
with
them
they're,
modeling
and
coach
coaching
in
their
schools.
I
We
have
our
instructional
coach
and
principal
partnership
meetings
where
again
we're
partnering
that
team
together
they
are
a
strong
team
in
a
building
to
really
help
with
that
implementation.
Science
of
those
of
our
adoptive
program-
and
so
we
are
digging
into
how
this
is
aligned
to
the
structure
of
literacy
and
where
those
components
are
in
the
program
in
our
priority
plans,
and
along
with
that,
we
have
our
mtss
meetings,
which
really
dives
into
the
data
then,
and
how
and
looking
at
where
kids
are?
How
are
we
doing?
A
C
I
would
just
for
Miss
Orr.
You
said
the
learning
walks.
Can
you
just
talk
a
little
bit
about
that
and
and
what
I,
what
I
I
think
so
so
that
I'm
sure
what
I
think
I
know
I
know,
so
does
that
mean
adults
or
you
or
other
adults,
come
walk
through
or
give
teachers
feedback?
What
does
that
look
like
in
a
in
a
classroom.
I
Sure
so
there
we
have
a
host
school
and
then
certain
schools
are
invited,
there's
14
learning
walks
that
are
happening
within
the
two
days.
We
have
two
national
Consultants
here
also
so
each
school
has
one
school
to
host.
Other
schools
come
and
visit
that
host
School,
the
the
national
consultant
models,
a
lesson
and
the
instructional
coach
models
a
lesson.
There
are
no
teachers
that
model
any
lessons
they
the
classroom
that
we
use
they're
in
there
observing,
but
then
other
other
schools,
principals
and
instructional
coaches
come
to
that
school.
I
K
I
N
I
Feedback
or
the
teachers
are
not
getting
feedback
during
that.
Okay,
this
is
for
principles
and
instructions,
okay,
teaching
them
how
to
coach
teachers,
and
so
then
they
are
able
to
go
out
and
do
modeling
and
observing
and
then
have
those
conversations
with
teachers.
Okay,.
C
So
the
coaching
is
for
the
teachers
so
that
they
can
better
Coach
to
their
staff
yeah.
Yes,
okay,
all
right
all
right!
Thank
you.
Thank
you.
Thank
you
guys
appreciate
it.
I'll
hold
my
questions
and
let
somebody
else
ask
theirs.
Thank.
H
So
I
can
respond
to
that.
So
our
AK
star
data
is
not
here
yet
we
haven't
had
a
chance
to
analyze
it,
so
we're
not
completely
sure
how
that
will
respond
to
what
our
Peaks
data
was.
That
will
be
coming
out
shortly.
Our
assessment
evaluation
department
is
is
in
contact
with
the
state
monitoring
that
there
are
trainings
and
there
are
workshops
and
things
being
done
now
around
the
state
to
help
us
understand
that
so
not
entirely
sure
how
that
will
pan
out,
but
we'll
keep
you
posted.
H
E
H
I'd
like
to
take
a
first
step
and
then
I'll
let
Diane
fill
in
so
the
cengage
materials
and
I
was
here
when,
when
our
teachers
I
think
there
was
68
of
them
around
70
or
so
teachers
that
were
part
of
that
selection
process,
that
chose
the
cengage
materials
and
they
were
copyrighted,
I,
believe
2016.
And,
of
course,
if
you
know
how
publishing
works,
the
the
writing
of
those
have
happened
years
before
that
as
they
get
it
ready
for
publishing
and
at
the
time.
H
So
that
would
have
been
in
the
early
2000s
but
early
2010
and
on
they
were
working
on
it.
The
value
at
the
time
was
to
provide
high
quality,
non-fiction
based
reading
materials
for
students,
and
so
that
was
the
probably
one
of
the
more
attractive
features
of
the
cengage
materials
is
that
they
had
so
much
Rich
thematic
based
units
that
were
built
around
non-fiction,
which
was
relatively
new
until
that
time.
Everything
was
sort
of
creative
stories,
if
you
will
so
that
was
one
of
the
attractive
features,
but
we
realized
right
away.
H
It
wasn't
100
aligned
with
the
science
of
reading
and
other
pieces
that
we
needed.
It
was
weak
on
some
of
the
phonological
pieces.
I
know
there
were
also
some
writing
components
and
there
were
parts
of
what
was
then
you
know
talked
about
a
lot
as
a
Common
Core
Curriculum
pieces
that
had
some
basic
skill
gaps
in
it.
H
So
I
sat
in
on
those
meetings
and
watched
them
put
butcher
paper
all
over
the
wall
and
watched
our
teachers
go
through
a
very
intricate
weeks
worth
of
writing
where
they
were
trying
to
realign
better
with
what
we
knew
our
kids
needed
in
Reading.
Big
part
of
that
was
what
came
out
of
that
was
what
was
called
the
priority
plans.
I
think
if
I
remember
right,
our
teachers
and
folks
estimated
to
do
cengage
the
Way
It,
Was
Written,
would
take
about
five
and
a
half
hours
of
reading
per
day.
H
That's
definitely
not
doable,
and
part
of
that
is
because,
when
Publishers
write
those
materials
they
want
to
put
everything
they
can
possibly
think
of
at
any
adoption
committee
might
like
that's
how
they
sell
them,
and
so
our
teachers
had
to
go
through
the
five
and
a
half
hours
worth
and
to
find
things
that
we
believed.
If
we
selected
those
items
and
made
sure
we
did
them
in
a
scope
and
sequence,
our
chances
of
kids
coming
out
reading
proficiently
would
go
up.
H
That's
where
the
priority
plans
were
born,
they're
written
by
our
own
teachers,
their
best
judgments
of
what
we
shouldn't
leave
out.
If
you
will
they
also
wove
additional
writing
components
through
that,
and
that
became
known
as
the
priority
plans
and
for
schools
that
were
really
struggling.
What
was
called
priority
plans
plus
so
I
think
you'll
find
if
you've
been
looking
around
you'll,
see
that
as
science
of
reading
has
gotten
a
little
bit
more
sophisticated
you'll
see
newer
programs
that
may
have
some
of
those
components
written
into
the
program
that
aren't
our
add-ons.
H
We
also
have
the
Hagerty
phonics
pieces,
we've
added
to
be
fed
up
and
so
I'll.
Let
Diane
explain
any
more
details
about
it,
but
that's
kind
of
where
cengage
was
born
and
I
know.
We
don't
have
any
idea
where
that
will
fall
on
Deeds
list
of
approved
materials
in
the
new
reading
acts,
but
we
have
tried
to
beef
that
up
with
our
own
add-ons
to
make
it
more
science
reading
friendly.
I
I
think
the
only
thing
I
would
add
on
is
that
the
science
of
reading
may
be
a
new
term,
but
it's
still
it's
really
what
we
had
called
scientifically
based
reading
research
sbrr
and
though
the
the
difference
between
maybe
the
national
reading
panel
and
the
scientific
and
the
science
of
reading
is
that
now
we
have
multiple
studies
across
many
countries
in
many
languages
and
then
Ida
really
termed
that
science
of
reading
to
be
structured
literacy,
and
when
we
talk
about
structured
literacy,
there
are
three
overarching
components
of
that
right:
you
have,
it
needs
to
be
systematic,
it
needs
to
be
cumulative,
explicit
and
then
diagnostic.
I
So
when
we
talk
about
what
do
we
do
in
cengage
with
our
supplemental
pieces
and
that
are
overlaid
on
it,
that's
exactly
what
we
did
to
make
sure
we
were
following
the
sbrr,
which
is
now
the
science
of
reading.
Is
it
systematic
and
cumulative?
Absolutely
that
is
a
Publisher's
job
to
make
sure,
and
now
that
it
was
published
in
2016
after
the
Common
Core
State
Standards,
they
did
make
sure
that
was
systematic
and
cumulative.
Is
it
explicit?
Well,
that's
why
we
overlay
the
instructional
routines.
I
Those
were
reading
First
Direct
instruction
routines
developed
by
some
of
the
top
di
researchers
in
the
country,
kamehame
carnai.
We
know
those
have
the
brain
research
backing
to
those
di
instructional
routines.
The
priority
plans,
like
Dr
Stock,
explained
they
outline
exactly
those
scientific
pieces
in
that
day
of
instruction
that
the
must
use
not
to
leave
out
that
pull
poor
phonics
lesson
is
it
I
mean
I.
I
could
really
go
into
the
weeds
here
and
maybe
I
shouldn't.
So,
as
we
really
think
about
our
program
and
what
we've
done
to
align
it.
A
E
It's
a
little
off
the
cup,
but
an
educator
recently
shared
that
teaching
with
the
priority
plans
and
the
materials
is
a
little
bit
like
the
point
of
Benihana
right
you're
doing
this
and
you're
doing
this
and
you're
doing
this
all
at
the
same
time
and
I
think
that's
important
too.
Just
air
and
acknowledge
absolutely
I'd
be
interested
in
a
what's
next.
If
there
are
other
programs
that
have
components
included,
that
might
be
more
in
line
with
the
direction
of
the
state
is
going.
E
But
my
second
question
is
really
related
to
the
question
of
evidence
and
I'm
unclear
on
the
evidence-based
and
great
appropriate
resources
that
teachers
of
below
proficient
second
graders
are
receiving,
because
if
you
look
at
actually
I
think
this
slide,
it
shows
that
the
K1
start
binders
for
K1
students
but
phonics
for
reading.
E
I
Below
proficient
second
graders,
okay,
so,
yes,
we
do
use
phonics
for
reading
as
an
intervention
for
our
below
second
grade
readers.
I
understand
it
says
currently
that
it
is
for
third
grade
and
above,
however,
when
you
pick
interventions
and
this
intervention
has
been
an
approved
supplemental
intervention
in
Reading
first
and
currently
on
the
AK
State
website,
you
have
to
look
at
what,
when
you're
picking
interventions,
you
have
to
look
at
what
aligns
best
with
your
core
program.
So
the
scope
and
sequence
of
phonics
for
reading
aligns
nicely
with
our
reach
for
reading
cengage.
I
So
when
you
think
about
a
second
grader
and
their
fall
have
fallen
behind,
it
means
that
they
are
lacking
in
their
phonics
or
phonemic
awareness.
So
that's
our
job
to
figure
out
those
diagnostic
assessments
and
figure
out
exactly
where
they
are
and
then
take
them
back
to
that
point
that
they
need
instructionally
in
that
phonemic
or
in
a
phonics
continuum.
I
Phonics
for
reading
allows
us
because
of
that
really
nice
scope
and
sequence
to
be
able
to
know
exactly
where
to
place
them
to
provide
that
explicit
instruction
that
they
need.
Is
it
the
only
one?
Probably
not.
It's
right
now,
at
the
time
when
we
were
developing
our
reading
plan,
it
matched
what
we
needed
for
that
time.
A
P
You
yeah
I'm,
looking
at
this
from
a
standpoint
of
every
kid
and
saying:
okay,
if
you're
in
first
grade
and
you're
reading
it
kindergarten
level
you
in
second
grade
you're
in
third
grade
of
at
least
advancing
a
full
year
and
advancing
and
making
progress
towards
it
and
I'm.
Looking
at
the
kids
that
are
in
third
grade
reading
at
fifth
grade
level
that
they're
going
to
continue
to
grow
when
I
hear
the
intervention
issue,
but
doing
the
classroom
itself
doing
most
of
the
week,
what
are
they
getting?
P
Are
they
getting
different
reading
material
that
advances
it?
Are
they
getting
higher
level
reading
material
for
the
same
subject
or
is
it
just
limited
to
the
intervention
time?
Because,
from
my
stand,
I'm
concerned
about
all
kids
academically
advancing
a
full
you
and
I'd
like
for
them
to
obviously
was
we're
way
behind
where
we
should
need
to
be
to
help
these
students
be
successful,
but
I
also
don't
want
to
Focus.
Only
on
that
grade
level,
I
want
to
focus
on
advancement
every
year.
P
What
data
do
we
keep
to
show
that
they're
advancing
for
you,
so
that
somebody
in
third
grade
reading
at
fifth
grade
level
at
in
fourth
grade
they're
at
six,
is
important
and
not
just
a
his
45-minute
segment
of
time?
But
what
are
they
doing
doing
the
classroom
time.
I
Sure
so
for
third
grade
and
up
we're
really
focusing
on
our
standards
right,
our
comprehension
vocabulary
really
helping
them
grow
and
if
they
are
reading
on
grade
level,
that
teacher
should
be
teaching
that
standard
during
that
reading
time.
But
it
doesn't
mean
that
that
child,
if
they're
reading
above
level,
they
may
read
that
Anthology
story
with
the
class
to
practice
the
standard.
But
then
they
may
go
apply
that
standard
to
their
reading
level
and
show
that
they
can
demonstrate
they
master
that
standard
in
their
own
reading
level.
P
Recall
I
think
it
was
achieved
three
thousand
or
something
like
that
in
which
it
was
a
automated
system.
But
when
it,
when
a
student
was
reading
at
one
level,
they
gave
them
the
same
material
at
a
higher
level
when
they
were
ready
for
it.
So
they
moved
up
I,
I'm
understanding,
they're
all
getting
the
same
reading
material,
but
you
think
they're
growing
and
skills
of
reading
and
applying
it.
But
are
they
getting
different
reading
materials.
P
Does
that
make
sense?
Let
me
try
it
again
if,
if
I'm,
if
I'm
reading,
if
I'm
in
obviously
third
grade
and
I'm
reading
a
story
about
choo
choo
trains,
and
it's
going
to
be
simple
upon
third
grade,
it's
going
to
be
more
complex
in
fifth
grade
you're,
going
to
be
at
a
at
a
higher
level
of
of
reading
skills
and
and
one
of
the
complaints
or
concerns.
P
I've
heard
from
teachers
is
they're
all
happen
to
be
on
the
same
page
and
they're,
trying
to
catch
kids
up
and
they're,
trying
to
keep
kids
ahead
and
there's
a
frustration
there
and
I'm
trying
to
hear
from
you.
If
there's
a
the
legitimacy
of
that
issue,
because
I've
heard
it
from
principals
as
well
that
that's
an
issue
and
if
that
is
an
issue,
I
guess
all
kids
growing
academically
a
full
year
with.
If
there
isn't
getting
the
flexibility
to
do
that.
I
I
think
we
have
to
go
back
to
what
we
need
to
teach
kids
and
those
standards.
The
standards
are
our
Focus
during
a
comprehension
you
have
to
determine
if
they
know
how
to
find
the
main
idea
of
a
story.
That
teacher
is
doing
that
gradual
release
the
I.
Do
we
do
you
do
modeling
that
lesson
and
then
having
everybody
practice
and
then
they
can
go
out
and
do
it
independently
on
their
own.
So
all
kids
are
there
during
that
model
to
make
sure
they
understand
how
to
do
that
find
the
main
idea.
I
For
example,
they
work
in
a
group
because
we
know
engagement
and
discourse
among
students
is
part
of
learning.
So
then
they're
practicing
finding
that
main
idea.
Then,
when
it's
the
independent
yes,
they
can
go
and
read
a
different
book
and
find
the
main
idea
in
a
level
that
they're
on
so
they're
still
growing.
I
It's
it's
really
about
making
sure
they
Master
the
standards,
because
that's
what
helps
them
to
be
able
to
really
analyze
and
understand
how
to
evaluate
and
synthesize
at
the
high
school
level.
J
I
P
Yeah,
it
probably
would
be
beneficial
to
have
a
meeting
with
some
teachers
and
some
others
here
that
are
giving
me
different
information
and
what
their
frustration
is
and
and
I
know
that
they're
concerned
about
bringing
kids
up
and
they
want
and
their
type
of
material.
They
don't
want
to
teach
the
test.
Obviously
they
want
to
bring
people
up
to
that
level
and
and
it
like
I,
said
there
was
frustrations
out
there.
P
I
don't
know
legitimacy,
but
it
would
be
great
to
hear
a
discussion
with
that
group
to
kind
of
go
back
and
forth,
because
then
both
sides
can
hear
each
other
because
I'm
a
little
bit
frustrated
right
now.
N
A
member
engage
up
through
vice
president
Jacobs
I,
also
say
you
know,
part
of
our
earlier
conversations
with
the
three
section:
schools,
the
two
section
schools
and
doing
a
walk
to
model.
You
know
some
of
our
smaller
schools
do
have
more
limitations
in
terms
of
diversifying
delivery,
and
so
part
of
the
conversations,
even
with
some
of
the
school
closures,
is
making
schools
more
efficient
to
provide
a
wider
diversity
of
instructional
access
for
students
too.
So
I
think
that
even
dovetails
into
some
of
those
conversations
with
those
three
section.
N
H
And
again,
this
is
this
is
Mark
stock
I
would
just
like
to
just
I
think
what
we're
talking
about
here.
This
really
illustrates
the
complexity
of
of
teaching
period.
And
I
think
it
really
helps
all
of
us
to
wrap
our
heads
around
how
complicated
you
know.
Someone
has
said:
teaching
high
quality
reading
really
is
rocket.
Science,
and
not
the
science
of
reading,
has
really
brought
a
lot
of
that
out
in
the
last.
H
Several
years
have
been
particularly
challenging
for
America's
youngsters
when
it
comes
to
those
early
grades
and
and
what
they
were
not
able
to
get
because
of
the
lack
of
of
in-person
schooling
and
so
on.
So
I
want
to
point
out
that
most
of
the
states
that
have
standardized
assessments
like
ours,
AK
star
now
those
are
based
on
grade
level
standards.
What
the
state
has
determined
a
third
grader
needs
to
know.
H
Well,
we
all
know
that
there
are
third
graders
coming
in
two
grade
levels
behind
and
third
graders
that
are
two
grade
levels
ahead
and
one
of
the
challenges
is
we
can't
ethically
not
expose
students
to
the
grade
level
work
that
they're
going
to
be
held
accountable
to
so
at
the
same
time,
we
know
that
their
students
not
quite
ready
for
it
and
students
that
are
well
beyond
it.
We
still
have
an
ethical
obligation
to
to
expose
students
to
the
grade
level
standards
that
they're
being
assessed
over.
H
At
the
same
time,
we
have
to
remediate
or
try
to
catch
up
or
fill
gaps
for
kids
that
are
way
behind,
and
we
have
an
obligation
to
accelerate
students
that
are
well
beyond
that
already.
So
we
have
all
three
of
those
and
what's
happening
is.
Is
that
what
it
takes
to
be?
A
teacher
today
with
these
expectations
is
really
challenging.
So
the
whole
school
has
to
be
part
of
that
process,
and
so
they
may
have
to
go
down
to
get
some
acceleration
or
to
get
some
remediation
to
support
the
classroom.
H
Teachers,
efforts
and
I
just
want
to
point
out
that
we're
solution
oriented
these
are.
This
is
not
about
blaming
the
school
or
the
teacher
or
the
principals.
It's
about
us
getting
together
and
trying
to
find
Solutions
is
one
of
those
Solutions
curriculum
might
be.
We've
had
one
we're
still
struggling
to
figure
out
with
all
our
ups
and
downs
with
the
pandemic.
How
much
of
it
is
actually
being
implemented
at
a
level
for
us
to
say
that's
the
problem
or
that's
the
success.
We,
you
know
we're
still
trying
to
determine
some
of
that.
H
We
did
a
random
sampling
of
172
classrooms
and
went
look
to
see
if
we
could
determined
to
what
degree
there's
you
know,
there's
evidence
that
and
we're
not
doing
it
to
look
at
the
teacher
we're
trying
to
find
as
a
district
of
those
172
classrooms,
all
the
things
we
think
that
contribute
to
Quality
reading
are.
Do
we
have
enough
folks
doing
it
well
for
us
to
say:
that's,
that's
the
curriculum's
problem
or
is
it
an
instruct?
Nationalism
is
to
get
our
people
together
and
do
solution-oriented
discussions
around
that.
It's
very
complicated.
H
P
My
only
concern
there
is
the
necessity
of
that
they
don't
mean
as
negative
as
bad
as
it's
going
to
sound
like,
but
teaching
to
the
chest.
You
know
we've
got
to
make
sure
they're
ready
for
the
third
grade
for
the
test
and
and
the
emphasis
there
isn't
necessarily
in
the
best
interest
of
the
student,
his
best
interests
of
results
that
you
can
publish
or
something
I
I.
Just
that's
I
I,
really
like
the
Achieve
3000,
where
you
had
a
classroom
everybody's
reading,
the
same
story
at
different
grade
levels:
they're
all
advancing
faster.
P
They
were,
they
were
not
held
back
the
AI
associated
with
it,
allowed
it
to
assess
the
student
where
they're
at
and
they
got
a
chance
to
go
up
and
the
idea
that
we're
just
doing
the
intervention
to
catch
to
for
those
who
are
outliers
without
just
doing
the
the
whole
classroom
and
the
whole
day
and
the
whole
week
on
that
basis.
To
me
is
troublesome,
and-
and
that's
where
I'm
healing
feedback
from
from
parents
and
I'm
putting
feedback
from
teachers
in
regards
to
it.
P
Is
that
too
much
of
it
is
to
the
page,
because
we're
worried
about
the
test
and
I
agree?
We
need
him
at
that
grade
level,
but
I
just
don't
want
to
not
moving
as
fast
as
they
can
and
give
them
every
chance
to
keep
on
moving
and
that's
a
reservation
I
have
about
this
and
not
a
fun
about
it,
then,
to
the
degree
that
we
have
data
showing
how
much
every
student,
how
many
students
are
advancing
a
full
year
academically
every
year,
I
think
that
would
be
a
most
reflective
number.
Thank
you.
C
You
know
I'm
I'm,
not
a
trained
reading
teacher
but
I
do
know
what
teachers
go
through
and
I
do
know
that
if
you
had
a
room
of
125
teachers
they
they
will
all
have
different,
wants
needs
and
desires.
C
I
think
the
purpose
of
our
goals
is
to
make
sure
that
we
can
determine
what
kids
know
and
what
they
are
able
to
do,
and
so
I
think
when
we
are
when
when
so
I,
don't
I,
don't
necessarily
I
mean
I
trust
that
the
people
who
are
that
are
staff
who
are
doing
the
work
are
doing
the
best
that
they
can
is
there
room
for
creativity,
I
was
I,
I,
think
so
I
hope
so,
but
terms
like
teaching
to
the
test.
Actually,
it's
not
ethical.
To
do
that.
C
I
would
hope
nobody
is
teaching
to
the
test.
We.
We
are
not
encouraging
people
to
teach
to
the
tests,
it's
illegal,
I
think
and
it's
unethical
most
importantly,
but
we
are
differentiating
we're
taking
each
kid
where
they
are
and
getting
them
where
they
need
to
be
so
that
they
can
demonstrate
what
they
know
and
what
they
are
able
to
do.
It
is
going
to
look
different
for
every
kid.
C
My
question,
though,
is
we
learned
a
lot
from
summer
school
and
so
Diane?
If
you
can
take
us
through
that,
you
know
because
I
I,
you
know
I
recall
getting
the
little
the
notices
you
know
every
week
we
knew
where
children
were
were
at
least
in
my
house
in
my
in
the
schools
that
I
visited
parents
were
given
updates,
they
were
given
reports.
C
I
What
we
did
in
summer
school
was
a
very
explicit
program.
We
used
our
interventions
just
like
we
used
them
in
Wind
time
here
during
the
school
year,
so
we
use
the
K1
Star
binder
phonics
for
reading
and
sips.
We
highly
we
trained
teachers
on
those
interventions,
we're
doing
trainings
for
teachers
and
coaches
on
those
interventions.
Also,
during
the
year.
We
also
made
sure
that
we
had
data.
Our
program
was
extremely
short.
It
was
only
four
weeks.
We
knew
the
data
of
students
coming
in.
We
knew
exactly
what
they
needed
from
that
data.
I
We
provided
that
extra
instruction
during
that
four
week
period
and
we
assessed
them
before
they
left
during
that
time
so
and
then
really
for
a
student
who
attended
summer
school,
we
had
their
spring
data,
then
their
end
of
summer
school
data,
and
now
we
have
their
fall
data.
So
we
really
have
a
lot
of
data
on
those
students
to
really
see
how
well
they
did
over
that
summer
school
period
we
informed
teachers
even
the
school
year,
the
summer
school.
Prior
to
this
last
summer.
We
did
the
same
things.
I
It
was
longer
so
we
got
to
actually
send
home
progress
reports
more
often
because
we
had
a
longer
summer
school,
but
in
informing
parents
of
how
their
students
are
doing
is
important,
and
that
is
something
that
we
also
do
through
our
Universal
screening
on
our
queue.
Currently,
parents
can
go
in
on
cue
and
see
how
they've
done
on
their
fast
bridge
screeners
and
then
of
course,
teachers.
I
You
know
up
to
them,
send
home
progress
reports,
and
then
we
have
our
parent-teacher
conferences
coming
up
all
those
opportunities
to
inform
parents
of
how
students
are
doing
again.
That
will
be
something
in
the
AK
reads:
act
that
we
will
continue
to
improve
on,
because
that
is
part
of
the
law
is
really
informing
parents
of
what
interventions
they're
being
provided
and
then
giving
them
progress
reports
along
the
way
to
see
how
they
are
improving.
C
Great
thank
you
for
that.
Do
you
is
anyone
from
ASD
involved
in
the
from
leadership
involved
in
helping
to
finalize
the
Alaska,
read
accident
processes
and
or
policy
law.
H
I'm
not
aware,
but
we
can
certainly
we
can
certainly
look
and
I,
don't
think
there
was
a
call
that
went
out.
Was
there?
Usually
we
see
those
when
somebody
reaches
yeah.
C
I
only
saw
training
opportunities
for
trainings
and.
H
C
And
Mr,
Vista
and
Dr
stock.
Do
you
know
of
anybody
in
our
district
that
is
teaching
to
the
test.
H
You
know
that's
an
interesting
question,
because
what
I
would
say
and
you're
talking
to
a
guy
who
comes
from
Mastery
learning
background,
where
we
would
never
want
to
hold
a
kid
accountable
to
something
on
a
test
that
we
didn't
try
to
teach
him.
That's
the
background.
I.
Have
you
don't
ever
teach
the
test,
but
teaching
towards
the
skills
that
are
on
a
test
is
an
ethical
obligation
of
employees.
That's
what
we
want
our
kids
to
do.
H
If
there's
a
certain
math
skill,
a
student
is
supposed
to
know
and
we're
holding
him
accountable
and
there's
things
like
reports
on
it.
Our
new
Alaska
reads:
Act
is
holding
the
school
accountable
and
telling
us
to
make
sure
we
let
parents
know
where
each
child
is
in
their
progress
towards
third
grade
reading
proficiency,
and
so
you
know
those
are
things
so
I
am
not
aware
of
anyone
actually
teaching
the
test.
H
That's
unethical
and
it's
a
and
people
would
you
know,
there's
serious
sanctions
for
the
schools,
all
of
our
Educators
who
Proctor
assessments
have
to
go
through
rigorous
training
and
sign
off
that
they
understand
those
rules
and,
and
so
there's
a
pretty
rigorous
example
of
what
teachers
have
to
do
to
Proctor
our
assessments.
So
I
am
not
aware
of
that
and
if
there
are
Mr
Misty's
team
would
be
dealing
with
that,
but
we
do
have
an
obligation
to
teach
the
standards
that
the
kids
are
being
held
in
in
schools.
I
mean
the
board.
H
C
I
appreciate
that
Mr
Misty,
do
you
know
of
anyone?
That's
that
has
that
you
that
has
complained
of
or
accused
anyone
of
teaching
to
the
test.
N
President
I
know
we
don't
we're
not
tracking
any
of
those
concerns
at
this
point
in
time.
No
thank.
A
Thank
you,
President
Obama
last
call
for
non-how
questions.
We've
already
got
a
few
of
those,
but
want
to
transition
to
our
second
phase
hearing,
seeing
none
we'll
transition
to
the
second
portion
of
our
questions.
To
make
sure
we
capture
any
of
the
remaining,
how
questions
do
any
board
members
have
that
type
of
question
at
this
point
remember:
listens.
E
It's
more
of
an
R
rather
than
how
so
the
FY
23
budget.
That's
this
year
allocated
about
11.7
million
to
learning
loss
initiatives,
including
1.2
million
to
11,
reading
teacher
experts,
4.3
million
to
summer
school
this
past
summer
and
next
3.4
million
this
year
and
next
for
hegarty
professional
development,
K3
instructional
materials
and
each
week
after
school
reading
intervention
programs.
This
is
taken
from
our
budget
book.
Are
these
allocations
producing
their
expected
returns
and
it
was
maybe
a
little
bit
of
information
about
summer
school?
We
haven't
really
seen
a
report.
E
You
know
I,
guess
my
initial
question.
Your
initial
response
to
my
first
question
said:
well,
maybe
our
first
graders
grew
a
lot
because
the
Summer's?
Well,
you
know
we're
talking
about
1100.
First
graders
between
these
two
years
did
we
have
1100
first
graders
in
summer
school
I
mean
I,
don't
know
what
the
scale
of
summersible
was,
and
so
really
the
question
is:
are
the
allocations
that
we've
made
towards
learning
loss
initiatives
producing
the
expected
rate
of
return,
or
are
there
other
ways
to
allocate
remaining
funds?
H
Thank
you,
member
lessons
through
the
president,
I
I
just
want
to
point
out.
Maybe
this
is
just
a
practical
reality,
but
just
to
point
out
no
I'm
not
going
to
sit
here
and
say:
we've
had
significant
Returns
on
those
Investments
and
I'll.
Just
tell
you
why
we've
had
five
years
really
of
of
implementation
efforts
around
these
things
and
of
those
five
at
least
three
have
been
interrupted
by
things
like
earthquakes
and
pandemics
and
other
things.
H
What
is
really
hard
for
us
right
now
is
to
have
an
empirical
view
of
what
things
have
been
impacting
what
and
so
we're
still
trying
to
study
those
things
and
you
you
heard,
for
example,
research,
we've
done
on
Mobility,
you
know
attendance
and
there
the
thing
about
schools
is,
they
are
so
complex
in
their
makeup
and
the
factors
that
impact
them.
It's
really
hard
for
us
in
the
science
to
to
isolate
things
to
specific
causes.
So
I
cannot
point
to.
A
You
we'll
just
go
down
the
line
quickly.
Checking
in
member
Higgins
anyhow
questions.
Remember
Donley,
anyhow,
questions.
Thank
you.
Checking
online
I,
don't
see
any
hands
up
so
then
we'll
transition,
just
a
one,
last
call
for
any
how
questions
before
we
move
on
to
our
next
agenda
item.
President
Bellamy
I
saw
your
camera
come
on.
Did
you
have
a
high
question.
H
One
update
just
I
was
notified.
We
do
have
an
Anchorage
teacher
on
the
AK
reads:
we
have
an
aea
member
who
is
on
that
state.
Ak
REITs
committee.
A
G
Yes,
thank
you
Mr
chair
and
the
board,
so
today
we'll
be
having
two
presentations
and
the
reason
for
that
is
because
the
delay
in
the
AK
star
data
has
left
us
trying
to
catch
up.
So
today
is
a
catch-up
day,
so
I
do
want
to
give
a
brief,
brief
briefing
if
you
will
on
the
Tactical
presentation
for
math
proficiency
goals.
G
So
with
that
said,
looking
at
this
first
slide,
our
North
Star
is
our
board
goal
that
55
of
students
in
grades
three
through
nine,
will
be
proficient
in
math
by
May
2026,
as
measured
by
the
Alaska
star,
the
AK
star
data
is
slated
to
be
available
in
late
October
to
mid-november
from
the
state
last
spring.
Just
so
the
public
knows
was
the
first
time
the
state
administered
that
assessment.
For
that
reason
we'll
be
examining
map
growth
data.
G
I'll
be
using
the
term
Benchmark.
What
that
means
is
students
meeting
the
40th
percentile
you'll
know
on
the
bar
craft,
that
represents
the
differences
between
spring
assessment
data,
though
the
assessment,
as
you
know,
is
administered
three
times
per
year.
The
interim
Target
for
this
year
is
set
at
60
percent
or
more
of
our
students
reaching
proficiency
again
as
defined
by
the
40th
percentile
on
that
assessment.
G
This
is
something
that
I
touched
upon.
Last
year,
the
map
growth
color
legend,
that
you
see
at
the
very
bottom
that
goes
from
red
to
blue
that
adjusts
our
adjusted
interim
Target
this
year,
as
you
can
see,
based
on
the
bar
graph,
the
target
is
60.
When
you
saw
this
data
last
year,
the
target
was
52,
so
there
may
be
some
columns
where
the
colors
look
different
than
what
you
remember
last
year.
It's
because
we've
made
those
adjustments
to
the
legend.
G
So
with
that
said,
I
I
believe
the
60
interim
Target
is
within
reach,
as
you
can
see
in
that
bronze
I
believe
that's
the
car
bronze
colored
Square.
You
can
see
that
we're
at
56.7
percent
proficiency.
As
of
that
snapshot
and
that's
within
reach
of
our
goal
of
60
by
the
spring.
With
that
said,
going
into
next
year,
our
proficiency
Target
is
70,
so
we
have
a
long
way
to
go.
G
So
there's
a
lot
of
urgency
that
we
have
to
make
sure
that
our
students
don't
fall
behind
and
they
continue
to
succeed
and
again
note
that
last
search
Target
was
52
percent,
so
we
can
go
on
to
the
next
graph.
This
is
the
same
data
except
you'll
notice
that
it's
broken
down
by
grade
level.
So,
on
the
left
hand,
side
you'll
see
the
data
presented
for
fall,
2021
22
data
for
students
in
grades,
three,
two
three
through
nine
and
then
on
the
right,
you'll
see
the
data
for
22
23.
G
and
again,
just
as
I
shared
before
on
the
left
side
I,
you
may
remember
the
colors
being
slightly
different
and
that's
because
we've
since
adjusted
the
legend
to
reflect
the
Benchmark
of
60
for
year
two.
G
So
with
that
said,
we
can
go
on
to
a
graph
that
will
look
familiar.
It's
structured
very
similarly
to
our
reading
proficiency
presentation
that
we
just
discussed.
This
will
allow
the
board
to
see
when
we
move
into
our
robust
discussion
at
our
next
board
meeting
the
breakdown
amongst
ethnic
groups
and
special
populations,
including
students
who
are
economically
disadvantaged
and
also
students
who
are
non-economically
disadvantaged.
G
So
this
provides
really
crucial
data
for
us
to
analyze
to
make
sure
that
we're
elevating
the
academic
progress
of
all
of
our
students
I
do
want
to
draw
attention
to
the
last
three
rows.
This
came
up
in
our
discussion
earlier
this
evening
that,
on
the
left,
hand,
side
where
it
says
below
Target,
near
Target
and
on
target
and
above
that
reflects
the
one
area
in
this
presentation
where
we're
using
the
legend
from
the
previous
school
year.
So
those
colors
remain
the
same
from
what
you
remember
last
year.
G
If
you
look
at
the
2223
data
on
the
right,
that
reflects
the
updated
Legend,
and
that
would
be
one
of
the
reasons,
but
not
necessarily
the
only
reason
that
you'll
see
more
campuses
in
the
below
target
range
at
this
time.
Again,
that's
just
one
of
several
reasons
why
that
could
be
the
case
we'll
discuss
more
robustly
at
our
next
session.
G
So
if
we
could
go
to
the
next
slide,
how
that
conversation
will
be
structured
will
be
around
our
high
level,
pedagogical
goals
and
on
our
Focus
for
K
through
8
instruction
as
well
at
the
bottom
of
this
slide,
you'll
see
a
high
level
overview
of
our
continuous
cycle
of
improvement,
which
is
based
on
Benchmark
data
like
we
were
discussing
tonight,
so
that
ultimately
culminates
into
our
second
to
last
slide,
which
is
where
we're
at,
which
is
the
implementation.
This
is
really
the
how,
whereas
the
board
goals
represent
the
what
we're
striving
for
our
North
Star.
G
These
represent
the
strategies
across
a
number
of
different
dimensions
that
you
can
see
below,
one
of
which
would
be
our
multi-tiered
system
of
support
are
data
discussions,
professional
learning,
instruction
and
curriculum,
and
we
believe
that
these
tenants
collectively
will
inform
the
administration's
implementation
strategy.
G
So
I
know
that
was
a
lot
of
data,
but
the
purpose
of
today
is
just
to
give
you
an
opportunity
to
ask
any
clarifying
questions
on
definitions
or
what
particular
columns
mean.
This
is
structured
very
similarly
to
the
reading
discussion,
slides
that
we
just
discussed,
but
at
this
point
I
welcome
any
technical
questions
in
preparation
for
our
robust
academic
discussion
next
board
meeting.
A
Thank
you,
Dr
Bryants
board
members.
Are
there
any
immediate
clarifying
questions
on
the
report?
We
just
reviewed
knowing
we'll
be
having
a
full
session
of
data
and
goal
monitoring
here
in
a
few
weeks,
not
seeing
any
in
the
room
and
I
don't
see
any
hands
raised,
I
see
member
Wilson
just
raised
her
hand.
The
member
Wilson
before
is
yours.
I.
O
I
would
like
some
clarification,
not
right
now,
but
hence
the
request
now
to
see
if
I
can
get
the
data
for
sixth
grade
math
for
elementary
students
and
a
separate,
separate
data
for
the
middle
school
students
that
are
the
sixth
grade,
students
that
are
in
Middle
School,
just
so
I
could
distinguish
and
see
the
difference
since
half
of
our
students
virtually
are
in
the
middle
school
and
and
of
sixth
graders
and
half
of
them
are
in
the
elementary
school,
so
I
I
just
would
like
to
put
in
that
request.
A
A
Where
our
agenda
topics
never
done
your
your
question
is:
should
it
be
limited
to
the
report
and
we're
on
the
topic
of
goal
monitoring
questions,
not
assistant?
Okay.
Thank
you
all
right.
Moving
on
the
section
D
public
comments,
we'll
read
an
introduction
to
public
comment.
Welcome
to
the
school
board's
first
opportunity
of
the
evening
for
public
comment.
The
board
is
set
aside
a
one-hour
time
slot
at
the
beginning
of
our
meeting
for
public
comment.
Public
comments
and
excess
of
one
hour
will
be
heard.
A
The
second
opportunity
at
the
end
of
the
meeting
or
comments
can
be
submitted
in
writing
during
public
comment
board
members
will
not
answer
questions
or
engage
in
a
discussion
with
members
of
the
public.
This
is
the
Public's
time
to
speak
and
the
board's
time
to
listen.
The
school
board
welcomes
the
public
to
observe
and
contribute
to
our
meetings
through
their
comments,
however,
to
be
productive,
our
meetings
must
be
structured
in
civil
ASD,
conducts
public
meetings
under
Robert's
Rules
of
Order,
a
set
of
rules
for
orderly
meetings
that
have
been
used
since
the
late
1800s.
A
Those
rules
require
the
board
and
the
public
to
be
civil
and
respectful
of
each
other's
opinions
and
statements.
Here
are
a
few
requirements
under
Robert's
Rules
number
one
do
not
attack
a
member
or
speaker's
motives.
Number
two,
no
profanity
or
fall
language
number
three
refrain
from
disturbing
the
meeting,
no
cheering
Applause
outbursts
or
waving
of
signs
or
poster
number
four.
If
you
have
handouts
that
you
wish
to
share
with
the
board,
please
give
them
to
our
secretary
Ms
Foster,
who
is
seated
to
my
left
as
the
president
of
the
as
the
chair
of
the
board.
A
Tonight
it
is
my
duty
to
enforce
these
Rules
of
Civility
and
decorum
as
such
and
consistent
with
Robert's
Rules
of
Order
I
have
the
authority
to
rule
any
speaker
out
of
order
for
violation
of
these
rules
or
fail
to
failure
to
conduct
themselves
in
a
civil
manner.
Additional
details
and
information
can
be
found
in
the
handout
located
at
the
door
regarding
audience,
participation
and
rules
of
our
boardroom.
A
With
that
said,
our
first
Speaker
who
signed
up
in
person
is
Lika
McCauley,
so
I
apologize.
Thank
you.
Miss
Foster.
We
have
one
student
speaker
who
gets
to
be
heard.
First,
it's
via
telephone.
Q
Hi
so
I'm
Vince
I'm,
a
ninth
grader
at
West
last
Monday,
was
indigenous
people's
Day,
a
federal
holiday
and
a
state
recognized
holiday.
I
was
originally
going
to
come
out
here
and
ask
why
don't
our
schools
get
indigenous
people's
day
off
and
business
people's
day
is
so
important
in
the
United
States,
especially
in
Alaska.
Our
state
is
so
rich
in
Native,
history
and
culture
on
the
day
is
a
celebration
of
diversity
and
inclusivity
and
a
remembrance
of
the
United
States
of
treatment
of
past
native
during
events
like
the
Wounded
Knee
Massacre.
Q
Q
So
they
didn't
really
question
what
was
so
important
about
last
Monday,
so
I
reached
out
to
board
by
email
and
I
was
supposed
to
reach
out
to
the
Sab,
so
I
did
I
was
then
told
that
we
will
get
the
holiday
off
next
year,
which
is
awesome,
I'm
very
happy
that
the
indigenous
people's
day
will
be
properly
celebrated
and
recognized
in
the
coming
years,
although
it
should
have
been
done
a
lot
sooner,
there's
no
point
in
holding
a
grudge.
So
thank
you
for
that.
R
Evening
to
Madam
president
Bellamy
and
members
of
the
board,
my
name
is
Lika
McCauley
and,
as
president
of
APA
I'm
here
to
read
a
letter
to
you
to
enter
it
into
public
record.
Dear
Anchorage,
School
Board,
the
current
contract
between
the
Anchorage
principles
Association
and
the
Anchorage
School
District
is
set
to
expire
after
June
30th
2023..
R
While
we
believe
there
have
been
some
delays
and
challenges
during
the
last
two
negotiation
Cycles.
We
believe
that
you
agree
that
ASD
principles
have
come
through
to
support
ASD,
Administration
and
the
community
in
a
myriad
of
ways
during
the
past
few
years,
showing
unwavering
commitment
while
leading
schools
through
constant
change
and
difficult
circumstances.
R
We
believe
that
this
contract
should
be
settled
as
soon
as
possible,
especially
as
we
look
forward
to
unprecedented
budget
shortfalls.
Principals
have
continued
to
focus
on
supporting
school
safety
and
Student
Success,
and
setting
up
fair
and
reasonable
contract
is
in
the
best
interest
of
both
parties.
R
The
past
few
years
have
brought
a
spotlight
on
the
importance
of
principles
in
every
aspect
of
our
schools,
and
we
understand
that
this
Administration
knows
that
we
can
meet
our
goals
with
a
great
teacher
in
every
classroom
led
by
great
principals
in
every
building.
We
hereby
respectfully
request
the
Anchorage
School
District
reopen
negotiations
with
the
Anchorage
principals
association
with
the
goal
of
setting
a
new
contract
in
advance
of
the
upcoming
school
year.
We
have
established
a
representative
representative
negotiations
team
and
we
look
forward
to
beginning
this
process.
Thank
you.
A
S
Good
evening
my
name
is
Mike.
Grunstein
I
am
both
a
graduate
of
the
Anchorage
School
District
and
a
parent
of
two
children
in
the
Chinese
immersion
program,
an
Elementary's
kid
and
a
school
and
a
middle
schooler
like
him
and
send
my
own
and
do
not
reflect
in
the
official
position
of
the
Department
of
Defense,
the
US
Army
of
the
Alaska
National
Guard
I'm,
not
going
to
add
to
the
comments
about
the
benefits
of
immersion
programs
or
education
or
how
awesome
it
is
to
help
children
learn
a
language
at
such
a
highly
qualified
level.
S
I
won't
comment
on
how
our
world
is
becoming
smaller
and
the
need
for
multilingual
people
is
increasing
every
day.
Instead.
I'm
going
to
address
my
comments
to
the
board
in
front
of
me
and
some
of
my
college
to
the
community
behind
me.
First,
the
Board
needs
to
address
the
entirety
of
the
challenge
in
front
of
us.
We
wasted
a
perfectly
good
pandemic
to
make
the
fundamental
changes
necessary
needed
to
help
our
kids.
We
didn't
address
changing
the
start
times
for
high
schoolers.
S
Despite
every
single
study
showing
that
improves
outcomes,
we
didn't
address
school
closures
until
now.
We
need
to
look
at
every
school
how
many
people
attended
where
those
students
come
from
and
what
we
need
to
do
to
make
those
kids
more
successful.
We
need
to
address
the
differences
in
Middle
Schools.
As
someone
who
attended
k-6
I
was
scared
for
my
kid
to
attend.
Middle
School
in
sixth
grade
I
could
not
have
been
more
wrong.
S
S
Yes,
the
state
of
Alaska
forbids
communities
from
spending
their
tax
dollars
on
fixing
the
problems
that
the
state
caused.
Alaska's
communities
that
range
from
a
few
dozen
residents
to
one
community
that
has
hundreds
of
thousands.
This
one
size,
fits-all
approach,
is
no
longer
functional.
We
have
the
most
diverse
School
District
in
the
country,
perhaps
in
the
world.
We
need
to
continue
to
capitalize
on
this
and
fund,
not
just
immersion
programs,
but
all
the
art,
music,
sports
clubs
and
cultural
programs
that
make
our
children
not
just
a
participant
of,
but
a
competitor
in
the
world
economy.
S
We
cannot
become
a
dystopian
night
where
our
students
are
simply
taught
to
function
as
another
Cog
in
the
world.
Please
note
that
I'm
an
advocating
for
keeping
schools
open
just
to
keep
them
open.
As
someone
who
manages
and
builds
millions
of
square
feet
of
infrastructure,
I
know
that
we
need
to
look
at
closing
and
and
consolidating
our
schools.
I
have
one
more
point
to
meet
Alaska
just
pumped
2.1
billion
dollars
of
bribes
into
the
state
economy
via
PFD.
Of
that
400
million
dollars
immediately
have
to
stay
in
the
form
of
federal
income
tax.
All
right.
T
My
name
is
Corrine
McPhee
and
I'm,
a
retired
ASD,
employee
I'm
speaking
tonight
in
support
of
Elementary
abandoned
Orchestra.
One
of
my
two
ASD
careers
was
being
a
music
teacher,
mostly
band
and
Orchestra,
with
22
years
in
ASD,
and
before
that
two
years
in
the
valley,
I
got
my
start
playing
in
the
band
at
Jester.
Valley
continued
at
Clark
and
graduated
from
Bartlett
because
of
the
great
music
training
I
received,
I
earned
a
full
tuition.
T
I
had
the
great
joy
of
teaching
at
two
of
my
alma
Waters
Chester
Valley
and
Clark
I
play
in
the
Anchorage
Symphony
Orchestra
and
I'm,
proud
that
some
of
my
former
students
and
many
other
ASD
alumni
also
perform
with
the
symphony
and
with
many
other
music
groups
in
town.
The
award-winning
ASD
instrumental
music
program
with
multiple
Grammy
Awards
and
a
recent
performing
arts
school
of
excellence
award
has
strong
support
in
our
community.
It's
a
point
of
pride.
T
It's
highly
valued
because
it's
one
of
the
best
things
we
do
for
kids,
Elementary
band
and
Orchestra
are
curricular
subjects
taught
during
the
school
day.
It's
not
a
pull
out.
The
structure
of
Elementary
band
and
Orchestra
is
key
to
its
success.
At
the
start
of
each
year,
instrumental
music
teachers
meet
with
every
sixth
grade
student
in
the
school.
So
let
them
know
about
the
wonderful
opportunity.
Children
choose
the
instrument,
they
love
the
best
and
start
on
their
musical
Journey
Through,
the
sixth
grade
and
on
to
middle
and
high
school
speaking
of
secondary
school.
T
Consider
the
fact
that
many
of
our
secondary
music
programs
have
very
large
Ensemble
classes,
intentionally
with
50
students
or
more
they
can
serve
and
do
serve
large
numbers
of
students
in
the
same
room.
At
the
same
time,
no
other
core
class
or
elective
is
as
cost
effective.
As
this,
any
diminishment
of
the
elementary
program
would
negatively
affect
the
numbers
of
students
entering
the
middle
school
and
high
school
programs.
It's
very
easy
to
see
how
that
would
end
up
costing
more
money
in
the
long
run.
T
Over
and
over.
We
find
that
some
students
who
struggle
in
other
areas
excel
in
music
for
students
who
are
like
I
was
abandoned.
Orchestra
is
the
best
part
of
their
day.
It
becomes
the
reason
they
love
school.
The
reason
they
stay
in
school,
Elementary
band
and
Orchestra
have
been
an
important
part
of
the
ASD
curriculum
for
a
long
time.
In
fact,
since
the
Kennedy
administration,
let's
make
sure
we
keep
it
around
for
the
benefit
of
our
children
in
the
future.
Thank
you.
R
U
Okay,
good
hi,
my
name
is
Stephanie
quanarama.
Former
ASD
employee
was
a
Statewide
special,
ed
administrator
parent
and
taxpayer
in
the
district.
It's
really
hard
to
listen
to
all
this
testimony
and
figure
out
what
to
use
your
three
minutes
for
to
actually
speak.
U
But
what
I
want
to
do
is
what
I
intended
to
do
tonight
is
to
share
a
positive
story.
I'm
sure
the
board
doesn't
get
to
hear
enough
of
these
since
I
left,
ASD
and
State
stuff
and
University
stuff
I've
become
an
advocate
for
families
with
kids
with
special
needs.
U
It's
it's
a
challenging
role
and,
having
sat
in
the
general
ed
teacher,
the
special
ed
teacher,
intensive,
meet
teacher
administrator
and
parent
seat
I
understand
what
everyone's
going
through
and
my
goal
is
always
to
find
solutions
that
work
for
everyone.
It's
not
often
going
to
be
easy,
there's
no
easy
button,
but
we
can,
if
we
can
have
those
conversations.
The
difficult
conversations
be
real
about
the
difficult
situation
we're
facing.
U
They
were
actually
able
to
address
the
concerns.
The
parent
had
that
I
brought
up,
so
they
had
and
make
a
plan
to
address
that
in
this
next
week
and
that's
kind
of
what
we
have
to
do,
and
you
know
this
is
a
really
awful
time.
We
can't
deny
the
reality
that
we're
facing
it
sucks,
but
what's
going
to
Define
us
is
what
we
do
with
it.
How
do
we
bring
together
the
community,
the
staff
and
everyone
in
between
to
work
together
to
find
Solutions?
There
are
people
out
there.
V
Thank
you
for
the
opportunity
to
speak
tonight.
I
really
wanted
to
engage
in
that
conversation
about
test
scores
because,
as
the
Anchorage
Education
Association
president
and
teacher
of
the
anchor
School
District
I
have
the
opportunity
daily
to
talk
with
teachers,
what
they're
doing
in
the
classrooms,
what
they're
not
doing
the
classrooms
and
all
the
discussions
that
we're
having
it
is
not
the
proper
place
to
talk
about
philosophy
here,
teaching
philosophy
versus
the
research
behind
what
we're
doing
in
our
classrooms.
But
together
we
own
those
scores
for
sure.
V
But
what
we're
doing.
But
what
we're
doing
in
the
classrooms
every
day
is
dwarfed
by
the
problems
where
also
those
T.
Our
teachers
are
engaged
in
every
day.
Staffing
shortages,
constant
behavioral
concerns
class
size,
we're
talking
about
increasing
class
size
as
part
of
our
solution
to
the
budget
deficit,
but
also
the
mental
health
of
our
families
and
our
students
and
all
the
trauma
that
has
taken
place
over
the
last
couple
years.
V
We
talk
about
these
test
scores
a
little
bit
in
isolation
of
all
the
other
challenges
that
we're
facing
I
think
we
should
debate
what
we're
doing
in
the
classrooms
with
our
students
every
day.
It
shouldn't
happen
in
this
boardroom
necessarily,
but
I
encourage
all
of
you
to
get
out
there
and
talk
with
the
teachers,
talk
with
the
principals
and
see
what
is
working
and
what
is
not
working
for
our
students.
V
Your
educators
are
out
there
they're
they're
working
every
day,
they're
in
the
classrooms
they're,
with
their
students,
they're
working
with
families,
with
a
shortfall,
a
shortfall
of
Staffing,
a
shortfall
of
ta
support.
Our
special
education
teachers
are
their
caseloads,
are
Rising
daily,
as
some
staff
resign
as
staff
move
around.
It
is
a
struggle
out
there.
V
Many
of
those
students,
both
special
ed
and
gen
Ed,
are
not
being
served
as
some
as
more
and
more
time
is
spent
with
behaviors
classrooms
being
evacuated
it.
It
is
a
real
struggle
out
there.
So
I'll
just
remind
everyone
that
when
we
talk
about
our
scores,
we
need
to
not
talk
about
them
in
isolation
of
just
what
we're
doing,
but
the
the
entirety
of
the
experience
that's
taking
place
in
our
schools
and
classrooms.
Thank
you.
W
I
mean
it's
actually
Lisa
colors
Pastor.
Sorry
I
just
want
to
talk
to
you
about
ASD
memorandum
39
and
the
proposal
for
the
land
acknowledgment.
I
I
so
totally
acknowledge
that
the
history
of
the
country,
the
world,
has
never
been
good
and
we
all
make
mistakes.
We
all
have
problems,
but
the
land
acknowledgment
from
what
I
see
is
not
necessarily
a
solution
to
a
problem.
W
Just
heard
that
there
are
several
behavioral
issues
that
are
inherent
in
the
system
and
in
our
kids
and
I,
see
it
every
day,
but
to
ignore
that
and
say
that
let's
go
ahead
and
do
a
land
acknowledgment,
you're
kind
of
degrading
the
Constitution,
the
United,
States
I,
see
and
the
Declaration
of
Independence
says
we're
all
equal
we're
all
working
together,
we're
all
trying
to
be
Unified.
W
That's
what
I
like
to
see
and
that's
what
I
want
to
see:
I
sub
almost
every
single
day
and
I,
see
these
kids
working
together
to
to
engage
each
other
to
get
better
to
make
themselves
students
who
have
the
ability
to
go
and
be
leaders
in
the
community.
That's
what
I
like
to
see
and
that's
what
I
push
for
every
kid
that
I
see
the
land
acknowledgment
is
what
it
I
look
at
it
and
I'm
like
what
is
this
doing
to
our
kids?
What
is
this
doing
to
everybody
together?
W
It
is
almost
a
divisive
thing.
Is
what
I
see
I
see
that
you're
putting
one
culture
above
other
cultures?
Well,
people
can
say
well,
the
whites
have
been
above
everybody
else
for
a
long
time.
Well,
that's
not
where
we
want
to
go
I,
don't
think!
That's
where
I
want
to
go.
I
want
us
all
to
work
together
and
be
a
unified
Anchorage.
I
am
so
proud
to
be
a
person
that
lives
in
this
United
States
I,
don't
have
to
worry
about
fleeing
from
Venezuela
or
from
Russia
or
from
China
because
of
the
repressive
policies.
W
Don't
see
that
respect
from
the
kids
where's
that
coming
from
so
I
think
it
needs
to
come
from
us
and
I
think
we
need
to
be
working
together
to
provide
that
Unity,
but
I.
Don't
think
this
land
acknowledgment
is
what
it
is,
because
again
it's
putting
one
culture
above
the
other
and
I
see
us
needing
to
be
unified
more
than
that
and
not
Diversified.
Thank
you
very
much.
X
X
He
has
a
couple
things.
He
wants
to
say.
K
X
And
do
you
walk
to
and
from
school
yeah
for
sharing
as
a
parent
and
an
architect
and
a
Community
member
I've
written
letters
and
spoken
to
the
board
regarding
my
strong
support
of
the
portion
of
the
one-time
funding
to
go
towards
the
replacement
School
of
the
much
needed
replacement
School
of
Inlet
View
and
today,
I
have
questions.
These
are
questions
that
we
ask
around
our
debtor
table.
X
How
did
we
get
to
such
an
urgent
moment
as
elected
governance?
The
board
points
to
the
finger
of
the
points,
their
finger
to
the
voters
and
to
the
legislators
and
as
voters
we
point
our
fingers
to
the
legislators
and
the
board
and
in
turn
the
legislators
went
to
the
board
and
the
voters,
and
it's
it's
clear
that
little
is
accomplished
this
way.
What's
the
answer
in
an
effort
to
find
answers,
I
turned
to
the
ASD
website.
X
Did
you
know
that
the
Anchorage
School
District
will
train
anyone
on
how
to
write
grants
to
benefit
our
kids
random?
Perhaps
this
is
only
one
of
many
ways.
Anyone
can
help.
These
in
many
ways
are
outlined
under
the.
How
can
I
help
tab
on
the
ASD
development
and
Grants
Department
webpage
available
to
anyone
who
has
internet
access?
X
What
about
the
things?
I
cannot
do
what
will
happen
to
the
one-time
funds
if
they
are
not
used
as
the
grantors
intended
and
in
the
time
intended
I
don't
know.
Will
the
state
see
it
as
an
indication
that
the
school
district
really
does
not
need
the
funds?
Is
there?
If
there
is
a
next
time
will
they
be
less
inclined
to
award?
Who
is
lobbying
for
an
increased
BSA?
X
What
happens
to
the
students
if
the
school
is
closed,
which
I
think
is
the
question?
A
lot
of
families
are
asking
today?
What
building
will
we
walk
or
ride
our
bike
to
what
about
the
IB
program
at
Inland
view
for
these
kids,
who
have
been
afforded
the
international
Baccalaureate
program
in
their
classrooms?
Will
this
opportunity
go
as
the
school
goes?
My
family
is
concerned
and
invested?
Who
is
taking
action?
Who
is
doing
the
hard
work?
Maybe
you
are
maybe
you're
not
as
facilitators
of
the
Anchorage
School
District.
X
Your
hard
work
in
this
term
must
ensure
that
our
community
is
never
again
in
the
position
we
are
in
today.
We
will
continue.
Will
we
continue
to
point
fingers
or
will
we
all
do
our
share
again?
Please
consider
the
funding
for
the
school.
Now
is
the
time
for
Inlet
View.
Please
find
a
path
forward
and
help
these
deserving
kids
grow
in
the
environment.
They
are
meant
to
be.
Thank
you
so
much.
Y
Thank
you,
my
name
is
Jay
McDonald
and
I've
got
something
to
read
for
everyone.
So
two
men
can
pleasure
each
other
in
a
variety
of
fun
ways:
handies,
perhaps
the
most
important
skill
you
will
Master
as
a
gay
or
by
man,
is
the
Timeless
classic
the
hand
job.
The
good
news
is
you
can
practice
it
on
yourself.
The
bad
news.
Y
Each
guy
has
become
very
used
to
his
own
way
of
getting
himself
off
learning
how
to
find
a
partner's
personal
style
can
take
ages,
but
it
can
be
very
rewarding
when
you
do
sometimes
or
something
they
don't
teach
you
in
schools
that,
in
order
to
be
able
to
come
at
all,
you
or
your
partner
may
need
to
finish
each
other
off
with
a
handy.
A
lot
of
a
lot
of
people
find
it
hard
to
come
through
other
types
of
sex.
This
is
fine.
It's
certainly
not
something
you
have
to
apologize
for.
Y
A
Y
I've
been
told
by
board
members
and
by
administrators
at
the
school
that
these
materials
are
not
in
our
school.
This
is
actually
directly
from
our
school.
This
is
it's
called.
This
book
is
gay
by
James
Dawson,
it's
in
Bartlett,
Romig,
Middle
School
in
Polaris,
there's
at
least
38
checkouts
on
this
book
that
are
logged
in
the
system
online
and,
like
I,
said
I've,
been
told
multiple
times
by
multiple
people
at
the
school.
Y
These
materials
are
not
in
our
school
when
they,
in
fact
are-
and
this
is
just
one
example-
I
can
come
up
with
dozens
of
them
and
I've
noticed
that
there's
been
a
big
push
to
go
towards
critical
race,
Theory
and
gender,
critical
gender
Theory
materials
in
our
schools
and
when
I
read
these
materials,
I
just
have
one
question
and
that's
what
is
the
desired?
Learning
outcome
from
these
materials
when
you're,
giving
these
to
kids
and
to
be
clear,
Polaris
school
is
an
elementary
school
which
is
one
of
the
locations
of
This
Book.
A
Y
Z
Hi,
my
name
is
Michael
Patterson,
that's
a
tough
one
to
follow,
but
I'm
a
I'm,
a
graduate
of
Bartlett
I
have
a
son
who's
at
in
first
grade
at
the
Alaska
native
culture
or
charter
school
and
I'm
here
to
speak
today
in
support
of
the
land
acknowledgment
at
the
protocol.
You
know
I
just
want
to
say
at
first
you
know
the
someone
I
mentioned.
The
Constitution
makes
someone
equal.
Z
The
United
States
Constitution
is
a
Lie,
the
United
States
Constitution,
constitutionalized
slavery,
it
constitutionalized
colonization
and
it
literally
created
groups
of
second-class
citizens
in
subgroups,
and
so
this
idea
or
this
myth
that
the
constitution,
somehow
you
know
made
us
all
equal,
is
not
is
not
true,
and
so
a
land
acknowledgment
I
think
is
the
most
basic.
Z
It
is
the
most
minimal
thing
that
the
school
district
can
do
is
to
start
to
promote
these
landed
on
it's
more
and
more
because,
as
a
parent
of
an
additional
student,
it
actually
makes
me
feel
pretty
happy
that
my
son
is
becoming
culturally
competent
in
where
he
comes
from,
and
that
the
school
district
is
making
an
effort
to
acknowledge
the
wrongs
of
the
past
and
the
things
that
these
things
are
not
in
the
past.
They
happen
all
the
time.
Z
I
was
looking
at
the
math
and
the
reading
results
and
there's
a
it's,
not
a
it's,
not
a
cultural
thing.
It's
not
a
community
thing.
It's
not
a
coincidence
that
the
white
students
are
doing
are
above
proficient
and
students
of
color,
in
addition
to
students,
are
mostly
struggling
or
below
proficient.
That's,
not
that's
a
that's
a
systemic
thing,
that's
oppression,
and
so
this
idea
that
somehow
land
acknowledgment
is
going
to
make
other
people
feel
bad
or
other
students
feel
less
or
or
put
one
group
in
front
of
the
other.
Z
The
entire
history
of
the
United
States
is
putting
one
group
of
people
above
everyone
else.
That
is
a
historical
fact
and
not
at
having
these
land.
Acknowledgments
is
essentially
historic,
revisionism.
It's
and
this
is
you
know,
you're
all
Educators,
your
job
is
to
educate
and
if
the
simplest
way
you
can
educate
about,
history
is
just
acknowledging
whose
lands
you're
originally
on
I,
think
that's
a
great
thing
and
it
doesn't
cost
anybody
any
money,
and
so
this
idea,
so
to
close
it's
just
it.
Z
It
bewilders
me
that
some
folks
can
think
that
other
students
will
feel
bad
if
they're,
not
indigenous,
but
I
myself.
You
know
in
Korean
and
African-American
and
growing
up
here
in
Alaska,
watching
indigenous
people
fight
for
their
culture
fight
to
preserve.
It
has
inspired
me
to
learn
more
about
my
cultures
and
to
be
a
more
culturally
rounded
person
and
just
as
important
as
math,
just
as
important
as
reading
having
culturally
competent
students
is
necessary
for
the
21st
century
of
the
United.
States
is
not
on
an
island
that
exists
by
itself.
Z
AA
AA
The
conversation
about
addressing
the
needs
at
Inlet
View
has
been
going
on
for
20
years
now
the
funds
are
available
and
while
the
board
has
authorized
more
than
60
million
dollars
to
other
schools
across
the
district,
there
continues
to
be
no
commitment
to
the
students
and
teachers
that
in
Libya
it
is
no
secret
that
great
schools
are
economic
drivers.
Families
consider
the
surrounding
schools
when
purchasing
homes
or
choosing
a
neighborhood
to
live
and
raise
a
family.
Just
like
my
family
did.
AA
Inlet
View
is
also
a
great
source
of
pride
in
our
neighborhood.
Not
just
for
parents,
teachers
and
faculty,
but
by
all
neighbors,
our
community
wholeheartedly
understands
the
Great
Value
this
school
brings
to
our
community,
and
that
is
why
they
continue
to
show
up
time
and
time
again.
Yet
there
is
no
progress
from
the
board
at
a
time
when
most
people
are
frustrated
with
partisan
politics.
AA
Even
for
former
mayors
of
Anchorage
from
both
parties
have
weighed
in
and
said,
it
is
time
to
build
and
live
you,
because
it
is
the
right
thing
for
our
students
and
teachers,
as
well
as
the
broader
community
and
economy.
I
know
this
board
has
engaged
in
a
lot
of
conversation
about
supporting
Inlet
View.
AA
AB
Good
evening,
I'm
here
to
testify
and
support
a
resolution
on
39,
but
before
I
do
that
I
wanted
to
just
say
that,
with
regard
to
the
statements
made
earlier
about
engaging
the
full
community
when
it
comes
to
testing
and
other
programs,
I
heard
a
lot
of
people
mentioned,
but
I
didn't
hear
the
students
mentioned
and
I
wanted.
To
just
say.
AB
Please
talk
to
the
students
when
you're
making
these
decisions-
I
am
a
parent
of
a
sixth
grader
in
the
Anchorage
School
District
and
I
want
to
support
resolution
39,
as
drafted
regarding
the
establishment
of
a
land
acknowledgment
protocol
for
school
district
events.
AB
I
think
this
resolution
is
positive
and
an
important
step
for
the
school
district
to
take.
For
a
few
reasons,
one.
It
speaks
to
the
importance
of
Consulting
with
a
local
eclutine
tribe,
to
establish
a
respectful,
resonant
acknowledgment
statement
and
guide
when
and
why
to
issue
land
acknowledgments
in
an
appropriate
Manner
and
to
have
the
school
board
then
approve
the
statement.
This
creates
an
intentional
and
thoughtful
pathway
for
issuing
land
acknowledgments.
AB
Two.
It
speaks
to
the
reality
that
we
are
all
on
indigenous
land
in
the
Anchorage
School
District,
and
establishing
a
protocol
for
issuing
land
acknowledgments
at
ASD
events
allows
all
students
to
understand
the
importance
of
the
relationship
to
indigenous
lands
and
to
understand
indigenous
peoples.
As
current
present
and
thriving
with
half
of
the
nation's
tribes
in
Alaska,
we
have
a
particular
obligation
to
uplift.
AB
This
I
cannot
Envision
anything
negative
about
creating
a
thoughtful
approach
for
how
to
offer
land
acknowledgments
at
events
sponsored
by
the
school
district,
an
institution
dedicated
to
learning
what
I
can
Envision
as
a
negative
is
what
might
happen
without
passing
this
resolution.
I
can
see
the
harm
that
comes
from
fear
and
the
hate
that
stems
from
ignorance.
AB
That
ignorance
was
on
full
display
by
a
Hatcher
Pass
resident
at
an
assembly
meeting
last
week
in
which
he
concluded
that
all
homeless
people
are
Alaska,
natives
from
The
Villages
and
all
they
do
is
drink,
do
drugs
and
other
bad
things.
This
is
a
man
who
grew
up
here
and
did
not
understand
that,
where
he
grew
up
is
actually
on
indigenous
land.
Imagine
how
his
perception
and
understanding
of
Alaska
native
people
could
have
changed
if
he
had
been
exposed
to
land
acknowledgments
as
a
child.
AB
I
don't
want
our
children
to
grow
up
with
that
kind
of
ignorance
and
Hate.
The
ASE
has
an
opportunity
opportunity
to
do
one
positive
thing:
in
helping
more
of
our
students
understand
the
indigenous
lands
we
live
on
and
hopefully
help
them
develop
an
appreciation
of
indigenous
lands
and
communities
through
this
simple
resolution.
AB
I
also
just
want
to
close
by
thanking
Dr
Bryant
for
your
what
I
see
as
consistent
and
transparent
communication
regarding
the
budget
crisis
we
haven't
met
yet
hello.
It's
some
of
the
best
communication
I've
received
as
a
parent.
To
truly
let
us
understand
what
is
going
on.
So
thank
you.
AC
He
tested
into
the
highly
gifted
program
his
first
grade
year,
but
we
were
so
pleased
within
the
view
that
we
kept
him
there
until
we
realized
that
his
special
need
was
too
great
to
be
accommodated
by
any
school,
and
we
made
the
difficult
decision
to
put
him
at
Rogers
Park
for
this
new
school
year
and
it's
been
a
tough
transition
because
he
really
misses
in
the
view.
He
misses
his
friend
in
1965
and
has
an
addition
that
is
over
30
years.
AC
AC
We
already
know
that
the
district's
needs
are
simply
too
great
to
be
satisfied
by
the
pot
of
money,
this
37
million
dollars
that
remains,
but
the
delay
and
and
deciding
you
know
how
to
use
that
money
is
only
prolonging
The,
Hunger
Games
style
fighting
for
these
limited
resources
and
will
most
likely
result
in
the
Money
Getting
parsed
Out
Among
schools
to
allow
underfunded
programs
to
limp
along
for
a
bit
longer,
while
the
Inlet
View,
the
kids,
continue
to
be
subjected
to
an
unsafe
and
unhealthy
learning
environment
that
is
embarrassing
and,
frankly,
shameful.
AC
Member
Jacobs
expressed
his
optimism
that
the
new
school
will
be
funded
eventually
and
by
the
current
board.
The
Inlet
View
Community
has
experienced
ASC
as
kicking
of
a
can
far
too
many
times
to
share
his
optimism,
but
I
would
love
nothing
more
than
to
be
proven
wrong.
I
implore
you
to
please
do
the
right
thing
and
vote
to
fund
the
Inlet
View
replacement
program.
This
December,
our
children's
health
and
safety,
depends
on
it.
Thank
you.
AD
Hey
guys,
thanks
for
the
opportunity
to
talk
thanks
to
the
community
for
giving
me
a
moment
to
speak
on
this,
I
want
to
talk
about
the
benefit
of
land.
Acknowledgments
I've
been
playing
at
a
band
called
Portugal,
the
man
who's
from
Alaska
we're
from
here
and
about
five
years
ago.
We
started
rolling
out
doing
land
acknowledgments
at
all
of
our
shows.
AD
We've
done
them
all
across
the
country
all
around
the
world
and
a
lot
of
the
the
reason
that
we
were
compelled
to
do
that
and
felt
that
it
was
a
compulsory
thing
was
being
from
Alaska
somewhere.
That's
so
close
to
the
native
communities
and
integrated
with
indigenous
knowledge.
AD
I'm,
a
fourth
generation
Alaskan-
and
you
know,
pioneering
homesteading
family
here
and
I-
feel
that
you
know
the
reason
that
we
were
able
to
thrive
as
a
family
was
to
in
part
to
indigenous
knowledge
of
which
water
was
the
good
water
to
drink,
where
the
good
food
is
and
so
much
of
Survival,
and
why
human
life
has
been
able
to
thrive
on
these
lands
is
owed
in
great
part
to
indigenous
knowledge
and
expertise.
AD
I
feel
that
land
acknowledgments
are
absolutely
the
bare
minimum
for
truly
acknowledging
the
people
that
were
here
for
many
thousands
of
years
that
have
offered
their
knowledge
in
helping
to
survive
in
such
a
rugged
incredible
place.
One
thing
that
we
have
found
is
the
further
that
you
go
back
in
time
from
colonialism.
AD
AD
They
tend
to
get
forgotten
the
further
you
go
away.
It
doesn't
need
to
be
that
way
and
land
acknowledge
land.
Acknowledgments
are
a
great
way
to
keep
the
stories
fresh
and
to
not
let
the
origins
be
forgotten.
It
should
be
the
core
of
Education
here.
It's
incredible.
Thank
you.
So
much
for
your
time.
Thanks
for
listening
foreign.
AE
Thank
you
for
your
time
this
evening
and
thank
you
for
your
continued
communication
with
us
as
teachers
in
the
district
with
the
budget
cuts
and
the
deficits,
it's
been
really
confusing
and
I
appreciate
the
communication
from
Dr,
Bryant
and
letting
us
know
what's
going
on
as
a
teacher
of
Northwood
Elementary
I
just
am
here
to
speak
for
the
311
students
that
we
have
and
the
amazing
staff
behind
me,
and
also
the
amazing
staff
that
are
not
able
to
make
it
here.
AE
This
evening
we
are
working
in
an
amazing
school
with
an
amazing
community
and
amazing
children
and
students.
Many
of
the
staff
who
work
there.
They
do
come
to
Northwoods
who
work
for
Northwood.
It's
a
unique
school,
it's
a
small
school,
but
it's
so
diverse.
We
have
an
extremely
high
transient
population
which
can
make
it
difficult
with
our
population
of
stability.
AE
However,
over
the
last
few
years
we
have
had
instability
with
new
Administration
coming
into
our
building,
as
well
as
new
superintendent
and
going
through
covid,
and
we
have
an
amazing
staff
working
there
now
to
be
supportive
and
stable
for
our
students.
Seeing
Northwood
on
this
list
just
reminded
me
of
why
I
got
into
education.
Wonder
Park
Elementary
was
actually
the
school
that
I
started.
Volunteering
at
after
graduating
from
Bartlett
High
School,
so
I
am
also
a
member
of
a
community
community.
AE
That
educated
me
I,
left
Alaska
and
was
also
a
member
of
teacher
for
America,
ended,
Americorps
and
taught
my
summer
school
in
Houston,
Houston
Institute,
so
I
was
very
excited
to
see
the
thoughts
and
perhaps
Rejuvenation
of
our
community
with
our
new
superintendent,
as
well
as
with
the
school
board
that
does
support
our
community
with
Northwood
Elementary
those
spaces.
There's
311
students
who
I've
seen
grow
over
the
last
three
years.
As
a
student
as
teacher
at
Northwood,
our
population
has
grown
within
our
school.
AE
We
do
have
a
lot
of
students
with
multiple
family
members
and
it's
wonderful
to
see
those
multiple
family
members
walking
to
school,
having
the
students
siblings
have
come
as
families,
and
we
continue
to
have
from
kindergarten,
even
preschool
all
the
way
up
to
the
sixth
grade.
So
as
we
go
into
our
budget
deficit
and
numbers,
I
also
want
to
remind
the
community
that
voting
is
the
most
important
thing
that
we
can
do
as
a
community,
November,
10
or
excuse
me.
AE
November
8th,
is
our
our
day
to
vote
so
get
out
there
and
cast
our
elections
for
for
people
who
value
education,
public
education
and
thank.
J
AE
So
much
for
this
time
and
for
continuing
to
listen
to
us
and
hopefully
supporting
our
students
in
this
community.
Thank
you.
A
Thank
you
for
your
testimony
now,
just
a
reminder
to
the
board.
Additional
written
testimony
is
attached
to
our
agenda
tonight.
What
sets
said
that
finishes
our
first
opportunity
for
public
testimony
and
we
will
take
a
brief,
10-minute
recess.
Thank
you.
A
Our
next
agenda
item
is
letter
e
consent
agenda,
I'm
first
going
to
ask
if
there's
any
items
to
be
pulled
from
the
consent
agenda
before
we
pass
the
remaining
items
as
a
slate
remember,
Donnelly.
J
A
B
K
J
A
Agenda
passes
six
years
with
one
not
present,
which
we'll
move
on
to
our
non-action
item
slate.
These
are
items
that
are
before
us
today,
but
we'll
be
back
in
front
of
us
at
our
next
meeting
in
November.
Are
there
any
items
that
a
board
member
wishes
to
discuss
at
this
point?
A
A
F
F
I
have
consistently
supported,
doing
major
remodels
that
those
schools
needed
and
we
have
a
track
record
of
very
successfully
doing
major
remodels
for
10
to
15
million
dollars
less
than
tearing
down
schools
and
rebuilding
them.
Turning
in
is
a
perfect
example
of
that
it
was
built
in
1960,
which,
coincidentally,
is
the
same
year
as
the
elementary
school
I
went
to
Willow
Crest,
but
it
given
that
we
have
fiscal
limitations
and
a
limited
number
of
dollars
by
remodeling
doing
major
remodels
rather
than
tearing
down
and
rebuilding.
F
We
could
have
done
many
more
projects
that
are
on
our
key
maintenance,
backlog,
boilers,
roofs
safety,
vestibules,
and
that
was
my
thinking
at
the
time.
F
So
I
welcome
the
opportunity
to
revisit
the
six-year
plan
and
hopefully
I'm,
going
to
Advocate
again
that
we,
instead
of
doing
tearing
down
existing
schools
and
rebuilding
new
ones
that
we
remodel
those
existing
schools
because
I
do
believe
they
do
need
remodeling
I,
strongly
support
it
at
that
time
and
continue
support
a
major
remodel
for
Inlet
View,
also
because
it
desperately
needs
it,
and
you
know
I
think
my
you
know,
I'd
been
a
minute
in
that
view,
many
times
over
the
years,
my
mom
was
one
of.
J
F
Served
as
nurse
there
and
on
the
it
was
the
very
first
school
that
I
visited
when
I
was
elected
to
the
school
board,
and
it
is
just
a
wonderful
culture
at
that
school
I
was
so
impressed.
I
was
so
impressed
that
I
took
some
of
the
the
Flyers
that
were
in
the
in
the
in
the
foyer
there
talking
about
the
school's
culture
and
took
them
back
to
my
children's
school
and
said
this
is.
This
is
something
we
need
to
be
doing
so.
F
E
Yeah,
thank
you,
member
Donnelly,
for
bringing
for
pulling
this
item.
I
wonder
if
the
administration
could
speak
to
the
item
regarding
the
items
regarding
Wonder
Park
and
maybe
I'm
getting
ahead
of
myself,
but
it
was
one
of
the
schools
presented
this
afternoon
for
potential
closure,
and
here
I
see
that
there
is.
We
have
the
possibility
of
a
design
and
replacement.
So
maybe
I'm
two
steps
ahead,
but
I
am
a
little
perplexed.
G
J
AF
Yes,
thank
you
to
the
chair
to
member
lessons.
As
Dr
Bryant
indicated,
the
CIP
has
to
be
put
together
with
with
known
information.
That's
you
know
basically
etched
in
stone,
it's
plannable
and-
and
we
don't
know
the
disposition
of
the
schools
that
were
discussed
this
afternoon.
Hence
another
Point
of
the
importance
of
knowing
that
as
Chief
Anderson
indicated
here
in
the
near
future,
so
that
we
can
plan
accordingly.
AF
Let's
suppose
that
the
board
voted
to
using
your
example
to
repurpose
Wonder
Park
and
it
was
closed
in
its
current
form,
if
it's
repurposed,
it's
quite
feasible
to
to
assume
that
it
would
still
need
some
or
all
of
the
work
listed
on
the
CIP
depending
on
the
repurposed
plan.
So
that's
point
one,
but
point
two
would
be.
We
also
can
like,
let's
use
the
the
case
of
a
secure
vestibule
if
we
were
to
close
the
school
and
no
longer
need
it
for
that
intended
purpose.
AF
That
would
require
a
vestibule
for,
for
example,
we
could
move
that
and
supplant
it
with
something
else,
because
the
CIP
has
a
list
of
several
items
going
out
in
time
as
a
six-year
moving
window.
So
those
discussions
have
taken
place
pro
forma,
that,
depending
on
action
by
the
board,
that
gives
us
actual
disposition
of
those
schools
that
we
would
make
those
appropriate
changes
on
the
CIP.
E
Is
I
guess
the
follow-up
comment
is?
Is
it
in
the
best
interests
for
planning
to
adopt
the
CIP
at
the
next
board
meeting?
If
things
could
change
in
December,
or
would
it
be
better
to
defer
decision
on
this
particular
document
another
six
weeks
or
does
it
not
matter
because
it's
a
living
document
and
there
could
be
an
earthquake
the
day
after
tomorrow
and
we're
back
to
square
one?
Well.
AF
AF
Please
consider
that
we
don't
want
to
kind
of
cram
all
these
decisions
into
a
single
board
meeting,
like
you
know,
pushing
it
through
a
funnel
the
CIP,
it's
incredibly
important
that
it
be
submitted
on
time.
But,
yes,
there
is
still
time
for
further
consideration.
A
E
Move
to
approve
memorandum,
zero,
four,
zero
revision,
the
school
board
policy,
BP,
5131.43
harassment,
intimidation
and
bullying;.
C
A
Thank
you
made
by
member
lessons
seconded
by
member
Higgins
and
president
Bellamy
discussion,
so
I'll
open
things
up
and
explain
the
the
board
policy
revision
that's
pending
here.
What
we
have
in
front
of
us
is
a
revision
to
513143
harassment,
intimidation
and
bullying.
This
was
discussed
in
governance
and
approved
unanimously.
The
single
line
of
change
in
essence
requires
that
Administration
facilitates
the
method
of
anonymous
reporting
for
students,
staff
and
volunteers
of
any
threats
of
harassment,
intimidation
and
bullying
and
I
worked
in
concert
with
Administration
during
the
developments
of
this
board
policy
Amendment.
A
And
to
that
end,
it's
my
understanding
that
Administration
has
identified
a
method
to
become
in
compliance
with
the
new
board
policy,
at
least
in
part
as
soon
as
next
month,
and
so
at
this
point,
I'd
ask
Dr
Bryant
to
take
a
bit
of
time
to
explain
how
we
intend
to
implement
this
change
toward
policy.
Thank.
G
You,
member
Jacobs,
yes,
you're,
correct
that
the
administration
plans
to
adopt
a
tool
called
stop
it
and
it
is
in
strong
alignment
with
the
proposed
resolution.
So
at
this
point,
I
would
like
to
ask
Chief,
Holland
and
team
to
present
additional
context.
Foreign.
AF
Thank
you
to
the
chair.
Stop.
It
is
a
platform.
It
is
available
as
an
app
a
website
and
a
telephone
hotline.
Now
this
platform
is
available
to
not
only
all
of
the
students,
but
also
staff
and
parents.
So
it's
a
platform
that
allows
these
communities
to
anonymously,
submit
secure
tips
to
school
administrators
and
counselors.
These
could
be
safety
threats,
bullying,
alcohol
or
drug
drug
use,
depression,
thoughts
of
self-harm
and
many
more
as
an
anonymous
reporting
service.
It's
a
24
7
service
for
for
these
students,
family
and
staff.
AF
AF
So
why
you
stop
it
to
ensure
students,
have
a
safe
place
to
learn
and
staff.
Have
a
sorry
staff
have
a
safe
work
environment?
Stop.
It
is
used
by
over
7
000
school
districts,
public
school
districts
in
the
U.S
out
of
roughly
thirteen
thousand,
it's
recommended
by
the
U.S
Department
of
Justice,
it's
proven
to
help
decrease
negative
behaviors
in
schools
and
workplaces
alike.
AF
The
best
way
to
keep
our
schools
safe
is
to
provide
students,
parents
and
staff.
A
platform
say
something
when
they
see
something
is
the
catchphrase
used
we
already
own
this
program
and
there's
been
training
on
this
program.
We
have
a
rollout
schedule.
As
you
indicated,
chair
Jacobs
phase.
One
is
secondary
and
alternative
schools.
AF
So
stop
it
we'll
go
live
on
14
November,
it
is
being
beta
tested
and
there
will
be
a
a
phased
in
launch
between
October,
31st
and
November
11th
phase
two
will
be
Elementary
and
Charter
Schools.
We
don't
have
a
launch
date
yet
for
that,
but
it
will
be
in
the
second
semester
of
this
school
year.
We
do
have
at
this
time.
If
you'd
like
to
view
it,
the
students
have
made
a
ASD
students.
AF
D
AG
AH
M
L
Using
stop
it,
you
have
the
ability
to
anonymously
report
any
threats
or
concerns
you've
encountered
about
your
school
or
the
district.
For
example,
you
can
use
the
app
to
report
situations
with
bullying,
weapon
possession,
sexual
harassment,
inappropriate
online,
Behavior
or
anything
else
you
might
consider
threatening
to
download
the.
AI
If
you
need
to
make
a
report
tap
the
submit
a
tip
button
and
type
a
detailed
message
of
your
concern,
if
possible,
provide
photos
or
videos
for
additional
evidence
and
submit
the
report,
your
message
will
be
sent
anonymously
to
an
administrator
who
will
promptly
launch
an
investigation
into
the
situation
through
the
Stop
and
messenger
feature.
Administrators
might
ask
you
for
more
information
if
needed,
but
they
will
still
not
know
who
you
are
it's
completely
anonymous.
AH
AI
Remember
this
app
is
not
a
joke;
it
is
not
a
place
for
drama
or
pranking
a
friend.
This
is
a
safety
measurement
to
be
taken
very
seriously.
If
you
are
unsure,
if
you
should
report
a
situation,
you've
witnessed
consider
those
who
have
been
impacted
by
situations
that
could
have
been
avoided.
If
someone
spoke
up,
think
about
The,
Many
Lives,
who
have
been
lost
and
communities
that
have
been
affected
by
serious
situations,
do.
A
Much
and
thank
you,
Dr
Brian
for
facilitating
I
will
ask
a
brief
question.
Then
I'll
transition
to
my
remarks
and
then
we'll
open
the
floor
for
others.
Could
Administration
provide
a
figure
as
to
the
cost
of
the
district,
especially
given
the
light
of
the
conversations
we've
been
having
today
and
then
are
there
opportunities
for
Grants
or
assistance
with
getting
that
cost
reimbursed
in
future
years?.
AF
Thank
you
for
the
question
chair
Jacobs,
the
cost
to
the
district
all
in
including
the
24-hour
counseling
hotline
is
55
000
per
year.
There
was
some
mitigation
of
those
costs
in
the
negotiating
process,
in
that
those
are
locked
in
as
a
level
rate
for
three
years
55
per
year
for
the
first
three
years.
A
Thank
you,
Mr
Holland,
I'll,
just
transition
to
some
brief
remarks.
It's
been
a
privilege
to
partner
with
Administration
to
marry
the
process
of
updating
our
board
policy
with
the
rollout
but
I.
It's
definitely
a
personal
topic
for
me
that
you
know,
member
Wilson
and
I
are
licensed
Therapeutic
Foster
parents.
We
see
students
who
would
benefit
from
having
this
tool.
A
Obviously,
and
we
know
that
the
the
incidence
of
bullying
harassment,
intimidation
that
we
see
reported
in
our
very
transparent
data
dashboard
are
but
a
fraction
of
the
occurrences
that
happen
every
day
in
school,
and
so
knowing
that
our
student
representative
Michelle,
is
on
board
and
certainly
helps
you
know,
knowing
that
I
is
a
you
30
years
ago,
would
have
been
blessed
to
have
a
hotline
to
call
when
I
was
a
new
kid
in
my
third
first
grade,
and
so
you
know
those
interactions
provided
a
lasting
impact
on
me
and
definitely
were
a
catalyst
to
making
sure
that
this
board
policy
got
updated.
P
You
I'll
just
make
a
quick
comment:
I
recall
there
was
a
concern
about
what
play
about
about
a
student
threat
or
terrorists
that
kite
deal.
They
wanted
to
call
it
what
they
want,
whatever
they
did
at
South,
High
School,
and
at
that
time
one
of
the
students.
P
They
made
a
comment
and
they
said
because
the
parents
were
talking
to
the
Boyd
Administration
about
it
and
the
the
child
had
just
written
something
for
some
other
purpose
and
it
was
being
made
up
larger
than
what
it
was
and
one
of
the
students
asked
and
said.
What
are
you
going
to
do
about
the
people
that
were
bullying
this
person
that
caused
them
to
do
this
and
I
thought
that
was
the
they
knew?
What
was
going
on
and
that
reflected
a
lot.
P
And
then
we
had
workplace
violence,
people
that
came
up
with
schools
and
said
the
key
to
keeping
schools
successful
safe
is
not
having
police
officers
there.
It's
identifying,
kids
that
are
being
stressed
out,
bullied
they're.
They
were
in
that
category,
so
I
have
applied
this
approach.
I
think
it's
critical
and
I
think
it
I
have
a
lot
of
confidence.
It
will
be
successful.
Thank
you.
O
I
just
wanted
to
say
that
I
really
think
it's
important
for
students
to
have
an
anonymous
way
to
report
bullying
or
threats
or
any
information
that
they
have
so
I
and
and
accessibility.
So
I
mean
most
of
our
students
have
a
phone.
The
app
is
is
their
world,
so
that
would
be
easily
accessible
to
them.
So
I
absolutely
support
this.
A
Thank
you,
member
Wilson
scanning,
through
the
border
of
don't
see
any
hands,
raised,
no
further
hands
raised
online.
With
that
said,
Miss
Foster.
We
can
call
for
the
vote.
P
J
A
With
a
vote
of
six
years
and
one
presence,
EST
memorandum
number
zero:
four
zero
revision
of
school
board
policy.
5131.43
passage.
Thank
you.
Everyone
all
right,
so
we'll
move
on
to
a
newly
placed
item
G2,
which
was
an
amendment
from
the
start
of
our
meeting.
President
Bellamy
wanted
to
address
member
holloman's
appointment
to
I,
believe
the
aasb
board
of
directors.
C
I
did
and
keeping
with
our
bylaws
for
the
Alaska
School
Board
Association.
C
We
have
to
as
a
board
approve
member
holloman's
application
to
that.
He
currently
is
on
the
board,
which
we
approved
a
year
ago,
but
he
only
he
was
filling
a
one-year
term.
So
now
he
is
up
for
a
three-year
term
and
has
applied
so
we
have
to
either.
We
have
to
approve
that
application
tonight.
Officially.
A
F
C
A
They've
heard
of
six
years
and
no
Nays
and
one
absence
that
motion
passes
Madam
president,
is
there
any
other
business
under
this
agenda
item.
A
I
specifically
related
to
the
aasb
application.
Oh
no!
No!
No!
Sir!
Thank
you.
Thank
you
much.
Okay,
we'll
move
on
to
the
one
of
the
first
of
the
two
items
pulled
from
our
consent:
agenda
G3,
which
is
ASD
memorandum,
number
zero.
Three
nine
resolution
in
support
of
creating
a
land
acknowledgment
protocol.
C
Mr,
chair
I,
moved
to
approve
memorandum,
number
zero,
three
nine
resolution
and
support
of
creating
a
land
acknowledgment
protocol.
A
C
Absolutely
so,
just
to
give
a
little
bit
of
History
do
I
we
have
in
this
District.
We
have
been
using
various
land,
acknowledgments
I
know
since
I've
been
on
the
board,
so
that
would
be
since
April
of
2019.
C
the
board
has
it
has
a
land
acknowledgment.
There
is
a
land
acknowledgment
on
our
website,
so
I'm
a
little
confused
as
to
why
this
is
people
are
thinking
that
this
is
new.
What
is
new
is
that
we
want
to
be.
C
We
want
to
try
to
create
a
shared,
you
know
a
shared
Pro
land
acknowledgment
and
protocol
so
that
we
can
be
consistent
in
our
district.
So
this
is
not
a
pledge.
It's
not
an
oath,
it's
not
a
recitation.
C
It.
It
re
and
I
heard
terms
tonight
like
divisive,
degrading
I
would
replace
those
words
with
respectful,
I'd,
replace
them
with
supportive
of
our
indigenous
students
and
I
would
replace
it
with
honor,
because
we
share
this
land.
It
is
not
us
against
them.
It
is
not
the
you
know,
I
mean
when
we
go
hunting
and
fishing
I,
don't
think
we
think
twice
about
whether
or
not
you
can
hunt
or
you
can
fish.
If
you
have
a
license,
so
you
know
we
we
grow
and
we
live,
and
we
we.
C
We
acknowledge
the
land
for
what
the
gifts
that
it
gives
to
us,
and
this
is
an
an
effort
to
show
our
students,
just
as
they
take
Alaska
history,
just
as
they
you
know
they
they
share
on
this
land
that
this
is
our
land,
but
it
is
it
it
it
was,
it
was.
It
was,
but
before
we
even
came
to
this
land
to
to
honor
the
people
who
were
the
ancestors
and
who
took
good
care
of
this
land
as
part
of
our
Collective
history,
I
think
is
very
worthy
and
I.
C
Think
is
it's
something
it's
a
small
thing
that
we
can
do
when
as
we
live,
grow
and
learn
on
these
on
these
lands,
so
I
I'm
I,
we
read
Atlantic
noticement
before
each
of
our
board
meetings,
and
that
is
is
that's
in
unison.
That
is
not
in
division.
That's
an
honor,
that's
not
it
being
disrespectful
and
and
it's
not
an
oath
again,
it's
not
an
oath.
It's
not
a
pledge.
It
does
not
compete
with
anything
except
our
own.
Notions
and
I
know
that
anything.
C
We
do
we,
we
do,
we
need
to
explain
why
we
do
it,
but
it
is
not
those
things
not
that
that's
not.
That
was
not
the
committee's
motivation.
C
This
actually
came
from
our
students
just
like
we
allow
them
to
wear
their
regalia,
that
the
land
that
we
share
and
that's
this
is
why
we
are
going
to
develop
it
and
develop
our
land
acknowledgment
in
in
Partnership
with
the
tribe,
and
then
when
we
get
that
acknowledgment,
we
will
decide
how
we
will
come
up
with
the
protocol
as
to
how
it's
going
to
be
used,
but
it
is
not
the
Pledge
of
Allegiance.
C
It
is
not
those
other
things,
so
I
think
I'll
stop
there
and
let
somebody
else
talk
we
and
it
did
go
through
our
governance
committee.
It's
been
going
through
governance
committee
for
quite
a
while.
Actually
so
again,
it's
not
new.
It's
about
respect
it's
about
honor
and-
and
this
is
where
we
are
today
and
so
that
that's
all
I
have
to
say.
F
F
So
what
this
resolution
now
proposes
to
do,
which
has
changed
from
the
original
proposal
quite
extensively,
is
to
ask
the
superintendent
the
administration
to
develop
specific
language
for
a
land
use
acknowledgment
and
to
make
a
proposal
to
the
board
to
adopt
that
language
and
the
circumstances
wherein
it
would
be
used.
And
if
anybody
wants
to
correct
that
I
welcome
that.
But
that's
how
I
read
it
being
offered
today.
F
So
at
some
point
in
time
we
would
come
back
and
consider
whatever
it
was.
The
administration
developed,
the
United
States
is
not
like
other
countries.
F
In
addition
to
being
exceptional
and
great,
it
is
a
nation
of
both
indigenous
people
and
mostly
historical
immigrants,
and
as
such,
the
ceremonies
and
Customs
that
hold
us
together
as
a
nation,
are
more
limited
than
those
of
most
other
nations,
we're
just
simply
not
as
homogeneous
as
oh
Hungary
or
a
France,
our
constitution,
our
Declaration
of
Independence
and
our
sense
of
a
constitutional
republic
form
of
government,
our
sense
of
fairness,
our
national
motto
and
our
national
anthem.
F
F
I
want
to
be
very
clear,
I'm,
not
proposing
revising
one
word
in
this
proposed
resolution
and
and
and
and
as
it's
related
to
developing
a
proposal
for
a
land
acknowledgment.
I.
Think
that's
fine.
F
F
Our
existing
board
policy
for
119
prohibits
activity
designed
or
intended
to
promote
or
assist
a
position
on
any
voting
issue
and,
of
course,
the
Alaska
lands
native
land,
Settlement
Act
by
Congress
proved
that
the
issue
of
land
claims
is
political
and
has
been
voted
on
so
subject.
Matter
of
this
purely
indicates,
caution
is
appropriate
to
make
sure
this
doesn't
become
a
political
statement
rather
than
historical
acknowledgment
and
unfortunately,
that
concern
is
Justified
and
exacerbated
by
some
of
the
earlier
proposals
of
this
resolution
that
specifically
referenced
documents.
That
said,
it
was
a
political
s.
F
F
The
board
policy
this
resolution
would
be
modifying
eventually
is
currently
Court
policy
6115,
which
is
ceremonies
and
observances,
and
that
policy
in
part
reads
quote:
the
school
board,
encourages
activities
and
instill
pride
in
our
country
and,
unfortunately,
my
opinion.
This
board
with
a
different
membership
previously.
F
Rejected
a
proposal,
a
resolution
to
ensure
that
the
national
anthem
and
the
Alaska
flag
song
was
played
at
least
once
a
month
at
our
school,
so
I'm
going
to
repeat
that
once
a
month,
that's
all
it
called
for
at
least
once
a
month.
Now
none
of
the
members
that
voted
against
that
are
currently
on
the
board.
However,
I
want
to
be
very
clear
about
that.
It's
a
very
different
board
today.
F
So
one
of
the
reasons
given
at
that
time,
which
I
think
is,
since
it
relates
directly
to
the
existing
policy
that
we
would
be
eventually
modifying
that
was
given,
was
saying.
The
listening
to
the
national
anthem
once
a
month
would
just
take
too
much
time
away
from
instructional
time
so
to
be
consistent.
I
think
it's
appropriate
that
that
also
be
considered
as
we
consider
this
proposal.
F
So
once
again,
I
don't
support
amending
any
of
the
existing
language,
but
I
do
support
amending
this
resolution
to
include
developing
a
proposal
to
men.
Bp
board,
board
policy.
6115
to
include
minimum
standards
for
the
playing
of
the
national
anthem
in
the
Alaska
flag
song
in
our
schools
and
had
ceremonies,
and
that's
in
addition
to
the
acknowledgment
that
would
be
developed
by
the
superintendent.
A
land
acknowledgment.
A
F
A
Correct
thank
you.
After
reviewing
the
document,
it's
my
determination
as
chair
that,
due
to
the
scope
of
the
resolution
and
memorandum
in
front
of
us,
your
amendment
is
out
of
order
and
is
not
appropriate
at
this
time.
However,
I
would
welcome
you
to
take
the
conversation
to
governance,
as
we
have
with
numerous
of
your
proposals
and
to
further
offender.
F
A
A
P
You
I
I,
want
to
point
out
a
couple
of
things
that
I
think
will
important
I,
remember:
attending
an
ASB
conference
and
listening
to
a
presentation
from
North
Dakota
and
one
of
the
things
they
did
to
help
improve
academic
outcomes
with
the
American
Indians
was
to
give
a
better
sense
and
acknowledgment
of
the
culture,
the
people,
the
a
member
of
review.
P
We
had
on
the
board
at
one
time
and
said
that
most
the
highest
performing
School
based
upon
demographics
was
the
Alaska
native
charter
school
and
a
friend
of
mines
who
were
Alaska
natives
who
had
dropped
out
of
school
because
they
just
didn't
feel
welcomed
and
the
first
year
that
at
that
time,
superintendent
Bishop
was
there.
She
pulled
together,
everybody
in
high
school
custodial,
it
didn't
matter
and
they
focused
upon
Alaska
native
culture
and
and
did
something
there
to
try
to
get
them
connected
to
understand
so
that
they
feel
welcome.
P
They
feel
supported
and
alike.
And
when
I
sat
at
one
table,
there
were
about
eight
of
us,
two
women,
white
and
Westwood
Alaska
Natives,
and
they
asked
about
asked
each
table
to
talk
about
somebody
that
was
significant
in
their
school
and
the
two
women
talked
about
people
that
really
made
a
difference.
Every
Alaska
native
talked
about
someone
who
was
significant.
P
It
was
a
negative
I
think
that
everything
we
do
here
to
try
to
develop
some
appreciation
and
recognition
of
of
of
Alaska
Natives
and
the
relationship
and
making
the
culture
more
receptive
to
them
is
important
and
beneficial.
I,
don't
disagree
with
the
importance
of
promoting
the
the
national
anthem.
I,
don't
know
with
the
Pledge
of
Allegiance
at
appropriate
times.
I
just
don't
want
to
water
down
this
particular
issue
by
somehow
connecting
the
two.
P
It
makes
a
difference
for
kids,
feeling
welcomed,
appreciated
and
understanding
I
think
if
we
had
other
groups,
all
cultures
and
all
groups
need
to
be
done,
but
this
is
to
me
most
appropriate
and
I
believe
it's
good
for
the
kids.
Thank
you.
E
I
wanted
to
say
that
I
appreciate
the
work
that
members
Bellamy
and
Jacobs
in
bringing
us
before
the
board
and
working
it
through
committee.
I
know
that
I
had
a
number
of
suggestions
and
some
were
accepted
and
some
were
rejected
and
that's
part
of
the
process.
E
I
am
supportive
of
the
resolution
as
it
stands,
but
I
also
wanted
to
speak
to
member
Donnelly
and
say
that
separately.
I
think
that
your
suggestion
that
at
some
point
we
have
a
recommendation
from
that.
We
move
towards
that.
The
last
item
that
you
set
forth
right,
that
the
board
that
we
would
ask
the
superintendent
to
bring
something
before
the
board
that
speaks
to
a
protocol
establishing
minimums
establishing
our
protocols
for
when
the
anthem
and
the
Alaska
Flagship
flag
song
shall
be
played.
A
Thank
you,
member
lessons.
Looking
for
conversation
in
the
for
the
conversation
in
the
room,
I
don't
see
any
online
I,
don't
so
well
and
wrap
up.
I'll
say
this:
is
that
I
appreciate
the
dialogue
today
and
appreciate
the
conversation
which
occurred
previously
in
governance?
A
I
think
it's
it's
best
to
go
back
and
I
won't
attempt
to
better
articulate
why
this
is
important
and
some
of
the
speakers
we've
had
today,
but
I
can't
offer
my
support.
A
land
acknowledgment
is
a
formal
statement
recognizing
the
indigenous
people
of
a
place.
It
is
a
public
gesture
of
appreciation
for
past
and
present
present
indigenous
Steward
stewardship
of
lands.
A
We
now
occupy
to
me:
that's
that's
where
this
starts
and
ends
any
attempt
to
conflate
this
with
the
importance
of
the
Alaska
flag
song
or
the
Pledge
of
Allegiance
I
think
is,
has
been
why
this
this
issue
is,
which
shouldn't
be
divisive
and
isn't
to
the
majority
of
the
board,
may
have
become
so,
but
I
can't
take
ownership
of
of
of
those
feelings
and
what
I
can
do
is
make
sure
we're
passing
good
policy
and
we're
doing
what's
best
for
kids,
and
this
does
that
and
I'll
leave
it
there
with.
A
I'm
sure
the
at
this
point
we'll
be
voting
to
adopt
ASD
memorandum
number
zero.
Three
nine
resolution
in
support
of
creating
a
land
acknowledgment
protocol
Ms
Foster.
Can
we
proceed
to
vote.
A
Understood:
okay,
so
I'll
restate
the
motion
for
our
secretary
to
make
sure
we're
complying
with
Robert's.
Rules
of
the
full
motion
at
this
point
is
to
approve
a
resolution
by
the
school
board
that
the
superintendents
shall
promote
the
necessary
collaboration
between
the
concluding
a
tribe
and
the
anchor
School
District
to
write
a
living
land
acknowledgment
statement
and
bring
that
statement
to
the
board
for
approval
and
ensure
a
required
protocol
for
when
and
why
to
issue
land
acknowledgments
and
appropriate
district-sponsored
ceremonies
and
Gatherings
made
by
President
Bellamy
seconded
by
member
Higgins.
Ms
Foster.
F
C
A
A
A
A
second
by
member
Higgins,
I
Believe
Miss
lessons
you
had
pulled
this
item.
Would
you
like
to
speak
to
while
you
support
or
don't
support,
sure.
E
I
am
speaking
in
support
of
receiving
this
grant,
but
really
saw
pulling
this
as
an
opportunity
to
ask
a
question
about
the
data.
That's
included
in
the
in
the
in
the
write-up
in
the
memorandum
and
really
it's.
E
My
question
is:
how
does
the
data
that
we
have
about
these
students
in
preschool
align
with
what
we're
getting
from
the
kindergarten
Readiness
reports,
because
from
that
we
also
submit
to
deed
it's
my
understanding
that
our
kindergarten
teachers
fill
out
that
assessment
in
the
fall,
but
here
we
have,
and
they
often
historically
and
the
historical
data
has
not
shown
that
all
of
our
students
are
ready
for
kindergarten
on
all
13
Dimensions
and
yet
here
in
our
in
this
data.
E
Sorry
I'm,
not
on
the
correct
item
and
the
data
included
in
this
memorandum.
We
are
seeing
some
really
positive
results,
at
least
as
assessed
by
our
teachers.
So
are
we
tracking
this
cohort
of
students
in
any
way
that
is
special
against
the
broader
entering
kindergarten
class
like?
How
are
we
using
this
data
to
show
that
investments
in
preschool
are
worth
are
worth
it
that
they
pay
off
in
the
end
that
they
lower
our
special
education
costs
down
the
road
that
they
improve
are
entering
kindergarten
Readiness
I?
Guess,
that's!
G
Thank
you
through
the
chair
to
member
lessons.
Thank
you
for
that
thoughtful
question.
We
may
need
more
time
to
answer
the
full
breath
of
the
question,
but
I
will
present
an
opportunity
to
Dr
Stock
if
you'd
like
to
provide
insight.
G
J
H
Dr
Bryant,
so,
as
you
pointed
out
member
lessons,
the
this
data
is
observational,
which
is
based
on
teachers
going
in
and
doing
the
observations,
and
so
it
does
look
pretty
good
one
of
the
things
we
need
to
do,
and
this
would
be
as
preschool
continues
to
grow
and
our
kindergarten
and
first
grade
data.
As
we
continue
to
look,
we
need
to
do
some
analysis
of
that
moving
forward.
H
Of
course,
you're
aware
of
the
national
research
on
preschool
and
and
that
sometimes
those
gains
sometimes
Fade
Into,
Upper,
Elementary
and
as
kids
go
through,
but
for
those
first
primary
years
a
preschool
is
is
definitely
significant.
So
we
will
have
to
take
a
look
at
that,
and
so
that's
that's
all
I
can
say
Chelsea
Morrow
our
director
for
pre-k
could
not
be
here
tonight.
H
E
Thank
you
and
I
realize
that
I
can
always
email
my
questions,
especially
ahead
of
time,
but
saw
as
an
opportunity
to
have
a
conversation.
Yep.
A
Thank
you.
Thank
you,
member
lessons.
Are
there
additional
questions
or
discussion
from
the
board,
not
seeing
any
in
the
room
or
online
we'll
proceed
to
the
vote,
but
first
I'll
read
the
full
motion.
It
is
the
administration's
recommendation
that
the
school
board
approve
and
authorize
the
superintendent
to
accept
a
grant
award
from
the
Alaska
Department
of
Education
and
early
development
or
deed
for
810
165
dollars.
C
A
G
You
Mr
chair,
I'll,
keep
my
remarks
brief
tonight
good
evening
to
the
board
in
ASD.
G
It's
Sven,
thank
you
for
being
here
that
we're
on
track
to
get
to
where
we
need
to
be,
in
addition
to
the
operational
challenges
that
we're
all
very
familiar
with,
including
bus
transportation
and
our
ongoing
budget
development
process.
But
we
can't
lose
sight
of
the
core
of
our
mission,
which
is
to
achieve
student
outcomes,
so
I
think
with
this
change,
we're
going
to
be
on
track.
G
But
that
said
right
now,
my
attention
is
on
our
Grim
budgetary
situation.
It's
a
68
million
dollar
shortfall
and
we
had
to
engage
in
a
painful
conversation
this
afternoon
about
schools
recommended
foreclosure
and
over
the
coming
months.
We'll
need
to
continue
to
provide
recommendations
that
will
result
in
a
balanced
budget.
G
Asd
has
had
difficult
conversations
about
budget
reductions
in
previous
years,
but
this
afternoon's
conversation
makes
this
long
difficult
road
for
the
community
feel
all
the
more
real.
These
difficult
decisions
have
been
years
in
the
making
in
large
part,
because
ASD
is
consistently
declining
enrollment
from
48
000
students
in
2013
to
about
44
000
students
in
2022.
Additionally
I
discussed
earlier
today,
declining
birth
rates
in
Anchorage
and
smaller
cohorts
of
kindergartners
suggest
that
these
Trends
could
continue
for
the
foreseeable
future.
G
But
the
other
reason
why
we're
here
is
because
of
many
years
of
unstable
and
insufficient
funding
for
our
students.
Let's
say
that
asd's
enrollment
had
not
declined.
The
cost
of
educating
students
will
consistently
increase.
Think
about
how
much
more
expensive
it
is
to
fill
up
a
tank
of
gas
now
versus
in
2017,
and
yet
the
state
has
continued
to
Flat
fund
schools.
G
Year
after
year
to
Flat
fund
education
is
to
cut
education
funding,
so
while
the
district
will
continue
to
create
a
plan
to
reduce
its
expenses,
this
is
also
the
time
to
advocate
for
sensible
reform.
So
the
time
for
our
community
to
band
together
and
to
advocate
for
funding
that
accounts
for
Rapid
inflation
and
the
high
levels
of
Need
for
our
Alaska
students
is
now.
This
change
happens
at
the
state
level
and
we,
as
community
members,
deserve
to
know
where
our
elected
officials
stand
on
this
issue.
G
F
Thank
you,
Matt
Mr,
President,
Dr,
Brian
I,
previously
communicated
with
you
about
some
concerns.
I
had
regarding
the
current
administrative
guidelines
working
with
transgender
and
gender
non-conforming
students
and
employees
and
I
pointed
out
three
specific
concerns.
F
I'm
particularly
concerned
that
these
guidelines,
which
have
never
come
before
the
board
for
approval,
don't
provide
any
protections
for
non-transgender
students
at
all.
There
seems
to
be
no
means
contained
or
referenced
anywhere
in
these.
F
These
guidelines,
for
how
an
individual
student
that
feels
threatened
in
any
circumstances
by
access
to
restrooms
or
changing
rooms,
would
would
file
a
complaint
or
ask
for
protection
in
any
way,
and,
and
tonight
I'm
not
asking
you
just
as
a
board
member
I'm
asking
you
as
the
father
of
a
15
year
old,
ninth
grade
girl,
so
I'm
again
appealing
to
you
to
add
something
in
here
that
gives
individual
students
who
may
feel
threatened
by
the
results
of
these
pages
and
pages
of
guidelines,
some
access
to
requesting
protection
for
them.
F
G
Thank
you
for
that
member
Don
Lee.
Yes,
that's
correct,
that's
the
status
of
where
we're
at
because
it
would
be
prudent
to
ensure
that
our
guidelines
align
with
the
discussions
that
are
happening
at
the
federal
level
as
they
relate
to
Title
IX.
So
that's
where
we're
at
if
additional
information
would
be
helpful,
we're
happy
to
entertain
the
process.
Do
you
request
a
request
for
information
or
perhaps
a
work
session.
F
Thank
you,
Mr
President
I
am
also
very
concerned
that
these
policies,
these
not
policies,
I,
keep
saying
policy.
They're,
not
policies,
they've,
never
come
before
the
board
for
a
vote.
They're,
not
administrative
regulations.
They're
mere
guidelines
adopted
by
the
administration
specifically
say
that
notification
of
a
student's
parent
about
his
or
her
gender
identity,
expression
or
transition
is
unnecessary
and
that's
a
quote,
says:
generally
notification
of
a
student's
parent
about
his
or
her
gender
identity,
expression
or
transition
is
unnecessary,
and
that
applies
to
secondary
students.
F
I'm
concerned
Dr
Bryant,
because
a
recent
Federal
Court
decision,
the
judge,
criticized
a
similar
provision
in
Kansas,
and
this
is
a
federal
court,
not
a
state
court.
F
The
case
of
Richard
versus
Gary
County
and
the
judge
specifically
said
the
court
finds
the
plaintiff
is
entitled
to
a
preliminary
injunction
based
on
her
free
exercise
rights.
But
the
court
went
on
to
say.
F
F
There
are
real
questions
whether
the
district's
claimed
interest
in
Communications
with
parents
policy,
broadly
written
as
it
is,
would
satisfy
even
the
rational
basis
test,
which
would
not
be
the
test
that
would
be
used
for
a
fundamental
right.
The
rational
basis
test
is
for
a
less
than
fundamental
right
that
would
govern
if
the
rule
were
neutral
and
generally
applicable.
G
A
Thank
you,
Dr
Brian,
remember
Donald
at
your
point
took
two
notes.
While
you
were
speaking,
the
first
is
our
newly
passed
policy
and
the
the
program
that
the
Administration
has
facilitating
implementation
of
to
comply
with
it
will
it
is
intended
to
receive
complaints
or
concerns
from
students
who
are
feeling
intimidated,
harassed
or
bullied
in
school,
and
so
that
seems
like
a
really
timely
asset
for
our
schools
to
have
related
to
at
least
some
of
the
items
you
addressed
and
then
the
other
point
I
think
that's
relevant.
A
Is
we
have
our
governance
committee
for
a
reason?
If
there's
some
changes
to
be
made,
I
think
you
should
work
with
member
Holloman
might
be
a
good
starting
point
with
that
said,
Mr
President
remember
Donald.
F
I
would
hope
that
the
administrative
guidelines
should
be
modified,
then,
to
reference
the
new
harassment
policy
so
clearly
giving
students
a
guidance
for
how
they
would
report
or
their
concerns
regarding
any
events
that
resulted
from
the
guidelines.
A
Again,
it
I
won't
speak
for
administration,
but
I
think
we've
seen
at
least
since
our
time
on
the
board
together
that
after
we
pass
a
policy,
often
the
administration
will
review
to
see
if
an
AR
makes
sense
and
I'll
leave
that
to
them
and
I.
Don't
expect
them
to
have
an
answer
for
us
tonight,
seeing
as
we
just
passed
the
amendment
with
that
said:
Thank
You
member
Donnelly
for
the
discussion,
or
is
there
anything
else
before
we
move
on
to
our
next
agenda
item,
seeing
none
in
the
room
or
online?
Thank
you
again.
A
Dr
Bryant,
we'll
move
forward
to
school
board
and
administration
comments.
We
will
start
with
the
school
board
here.
I'll
start
at
my
left.
Remember
Higgins.
Your
final
comments.
Please.
P
I
would
say
have
nothing
to
say,
but
nobody
would
believe
that
so
I'm
not
going
to
even
try
tonight
is
kind
of
a
depressing
school
board
meeting.
Looking
at
even
discussion
of
of
closing
schools
and
I
appreciate
the
superintendent's
comments
in
regards
to
the
funding
issue.
About
10
years
ago,
I
met
with
a
senator
in
his
office
and
to
discuss
the
goals
of
what
the
school
district
was
doing
and
how
the
legislature
could
help
and
his
response
was
before
you
start.
P
P
We've
got
all
these
other
issues
that
are
out
there
and
we're
just
planning
on
reducing
the
capacity
of
the
school
district.
Even
lower
classroom
sauces
is
very
depressing
to
me,
but
that's
what
we
are
at
this
point
in
time,
and
so
lack
of
involvement
by
the
public
is
a
vote
by
the
public
in
this
issue,
and
I
would
encourage
that.
P
I
am
real
pleased
with
the
motion
in
regards
to
the
acknowledgment
of
land.
That's
a
real
positive
statement.
I'll
say
that
for
tonight,
but
within
it,
and
the
other
issue
is
just
from
the
educational
outcomes,
because
that's
still
difficult
for
me
to
accept
well,
we
are
today
and
I
will
be
furthering.
You
know
some
of
the
comments
that
I
get
from
teachers
and
principals
and
sharing
that
with
the
board
in
the
future.
I
know
that
I've
gotten
a
bunch
I've
asked
a
question.
They
said
they
aren't
tracking
it
I'll
begin
tracking.
P
It
and
I'll
begin
sharing
it,
because
I
do
believe
that
it's
impacting
educational
outcomes
and
I
do
believe
that
the
frustrations
I've
heard
are
real,
doesn't
mean
that
I
got
the
true
picture
of
it.
There
are
always
two
sides
to
every
issue:
I
acknowledge
that
up
front,
but
I
do
believe
that
discussion
here
to
make
sure
that
the
voices
heard
is
important.
The
National
School
Board
Association
says
the
board
is
responsible
for
being
the
voice
of
the
public,
including
staff
and
students.
We
need
to
provide
directions.
We
need
to
hold
accountability
and
to
do
that.
P
Listening
and
following
through
that
process
is
something
I'm
going
to
be
heavily
focused
on
here.
At
this
particular
point
on
the
academic
issues,
and
with
that
I
appreciate
all
the
voices
I
have
an
idea
that,
within
the
next
couple
of
board
meetings,
we
may
need
some
extra
chairs.
Q
P
That's
just
my
guess:
the
number
of
parents
and
students
to
be
impacted
by
this
action
is
tremendous.
I
remember
when
they
talked
about
making
a
change
in
the
school
district
schools
only
on
Bays
and
this
place
was
loaded.
I
almost
felt
like
you
needed
to
you
know
it
was
on
addition
coming
in
and
it
was
rather
vocal,
and
so
you
talk
about
six
schools,
giving
them
a
chance
to
be
vocal
on
this
issue.
P
Knowing
that
we
we
hear
the
issue
of
of
immersion
programs,
we're
going
to
hear
the
issues
of
a
lot
of
others
out
there
in
regards
to
it
and
I
think
what
they
need
to
be
doing.
Everyone
needs
to
be
doing
is
recognizing
at
the
root
cause.
It's
the
state
limits
all
funding
the
Municipality
of
Anchorage
has
given
us
the
maximum
amount
they
are
allowed
to
do.
I
applaud
the
assembly
on
that.
P
F
Thank
you,
Mr
President.
First
of
all,
congratulations
on
conducting
your
first
meeting
as
president
I
thought
you
did
a
great
job
and
I
greatly
appreciate
the
lead
way
you
gave
me
in
presenting
my
arguments.
Thank
you
very
much.
I
greatly
appreciate
the
offer
from
Member
lessons
to
explore
further,
because
it
is
actually
specifically
in
our
existing
board
policy
that
the
board
is
supposed
to
adopt
additional
customs
and
ceremonies,
and
the
board
just
hasn't
ever
gotten
around
to
it.
F
J
F
J
F
Are
occasionally
inaccurate,
but
tonight
I'm
gonna
do
a
public
service
and
talk
about
a
few
things.
F
There
is
a
common
belief
that
the
Alaska,
the
Anchorage
School
District,
is
the
most
diverse
in
the
nation,
but
new
data
and
Analysis
of
that
indicates
that
not
necessarily
true-
and
if
you
just
give
it
some
common
sense,
thought
you'd.
You
would
realize
that
Los
Angeles
and
some
of
the
major
metropolitan
areas
are
frankly
probably
more
diverse
than
Anchorage.
Anchorage
is
very
diverse
and
we
should
always
recognize
that
diversity.
F
F
Apparently,
the
student
Advisory
Board
did
not
adopt
a
new
policy
for
us
as
to
indigenous
day
being
a
day
off
from
school
and
I.
Think
I
confirmed
that
with
our
student
Advisory
Board
representative,
the
question
of
that
the
well
the
statement
that
the
board
did
not
where
there
was
no
change
that
this
District
made
no
change
in
start
times
during
the
pandemic.
I
believe
that's
inaccurate,
because
there
was
a
30-minute
shift
in
the
start
times
for
senior
high
school
as
the
parent
of
two
senior
high
schoolers
I'm.
F
Pretty
aware
of
that,
so
we
did
have
a
shift
of
30
minutes
and
it
was
a
lot
of
people
supported
because
there
is
strong
scientific
evidence
that
our
teenagers
do
better
with
later
start
times
so
I'm
in
support
of
that,
and
thank
you
for
to
the
administration
for
pulling
that
off
the
question.
Inlet
View.
How
did
we
get
to
such
a
moment?
F
Well,
the
reason
was
is
because
the
board
three
or
four
years
ago
decided
to
package
the
design
funds
for
Inlet
View
as
tearing
down
the
whole
school
rebuilding
a
new
one
and
forced
it
to
be
included
with
the
earthquake
repairs
and
at
the
time
I
advocated
for
a
separate
vote
on
that
I
did
not
feel
it
was
fair
to
voters
to
include
that
with
the
absolutely
essential
repairs
we
needed
to
do
our
schools
following
the
earthquake,
so
I
never
believed
that
that
was
a
fair
vote
of
the
people,
because
I
for
one
did
not
support
tearing
down
and
rebuilding
inlet's
view.
F
I
did
support
and
I
would
have
supported
putting
on
there
a
major
remodel
but
I
I
think
it
should
have
been
voted
separately
to
do
it
that
way,
rather
than
forcing
people
into
a
Hobson's
choice
between
fixing
our
earthquake
damage
to
schools
or
having
this
provision
for
Designing
the
tearing
down
of
a
of
a
school
and
rebuilding
an
entire
new
one.
So
that's
how
we
got
here.
F
That
was
the
actual
vote
that
occurred
that
led
to
the
point
we
are
today
and
I'm
going
to
take
the
board's
Indulgence
here
to
read
the
13th
Amendment
to
the
United
States
Constitution.
F
The
14th
Amendment
of
the
United
States
Constitution,
all
persons
born
or
naturalized,
the
United,
States
and
substitutes
jurisdiction
thereof,
are
citizens
of
the
United
States
and
of
the
state
wherein
they
reside.
No
State
shall
make
or
enforce
any
law
which
shall
Bridge
the
privileges
and
immunities
of
the
citizens
of
the
United
States.
A
D
Yes,
okay,
so
first
with
the
land
acknowledgment
I
do
know
at
South.
We
say
it
before
all
of
our
assemblies
and
Sab
also
says
that
before
every
meeting,
so
it
is
being
reenacted
already
in
some
schools.
We
make
sure
we
have
someone
with
the
native
program
at
South.
Who
is
the
one
saying
it
and
we
even
have
our
native
counselor
help
with
it
too,
and
same
with
at
graduation,
we
had
a
student
who
was
graduating,
read
it
and
about
the
Sab
thing
it
was.
D
The
indigenous
people's
day
was
on
one
of
the
calendars
that
we
voted
on
from
the
calendar
committee.
It
was
an
option
to
make
it
a
holiday,
and
that
was
included
in
the
calendar.
The
Sab
overall
voted
on,
so
we
never
made
anything
saying
it's
a
holiday
next
year.
We
just
voted
on
that
calendar
that
included
having
indigenous
people
stay
as
a
holiday.
If
that
clears
up
some
of
the
half
and
half
but
yeah,
we
never
made
anything
saying
it's
a
holiday
or
it
should
be
a
in-service
holiday.
A
E
Sure
I
wanted
to
just
share
what
I
relayed
to
some
of
my
community
councils
last
week.
The
best
three
minutes
of
my
week
last
week
were
sitting
in
at
the
Sab
meeting
when
all
the
students
lined
up
over
here.
These
are
representatives
from
middle
and
our
high
schools
and
they
shared
good
work
that
they
are
doing
at
their
schools.
You
know
some
of
the
things
are
pretty
predictable:
the
organizing
dances
and
fall
festivals
and
trick-or-treat
street
they're.
Also
organizing
voter
registration
drives
raising
funds
for
breast
cancer
awareness.
E
Chuyak
high
school
did
a
couple
of
things
that
really
made
my
jaw
drop.
They've
got
like
a
coat
closet
for
students
who
are
going
out
and
looking
for
jobs,
and
they
are
organizing
like
a
birthday
bag
set
up.
So
if
there
are
students
whose
families
are
struggling
to
have
birthday
celebrations,
you
know
there's
little
packages
of
cake
and
I,
don't
know
balloons
and
other
things,
and
they
just
thought
good
work.
Kids,
we
don't
hear
enough
of
the
great
stories.
E
I
know
the
ASD
shine
bright
is
doing
a
lot
of
good
things,
but
hearing
history
from
the
students
was
really
heartwarming,
so
I
wanted
to
share
that
and
I
guess
I'll
just
be
really
transparent.
E
The
conversation
tonight
or
this
afternoon
and
tonight
is
terrible.
The
shortfall
that
we're
facing
is
devastating,
but
it's
not
a
surprise,
because
that
shortfall
is
here
right
now
and
as
I've
shared
with
a
lot
of
people.
Time
and
time
again,
you
know
we
are
back
filling
our
current
budget
I
think
as
staff
relayed
earlier
with
relief
funds
that
could
have
gone
towards
other
learning
opportunities,
but
we're
using
them
right
now
to
maintain
a
status
quo
that
won't
be
there
next
year.
E
You
know
that
we
we
heard
tonight
that
the
survey
results
show
a
strong
feeling
to
reduce
excess
building
capacities
by
emerging
schools
and
programs
and
that
the
community
supports
school
closures
over
class
size
increases
in
program,
illumination
and
I.
Think
that's
useful
input
but
I'm
concerned
that
it
will
encourage
silos.
E
Right
balkanization
comes
to
mind
right,
a
fancy
term
for
we're
going
to
get
people
fighting
for
for
my
school
or
my
program,
not
the
community
as
a
whole
and
I
think
it's
really
important
for
people
Beyond
this
room
to
understand
that
the
six
schools
that
were
discussed
today.
It's
not
just
about
six
schools,
it's
about
all
of
us
and
as
we
think
about
the
budget
that
we
want
to
move
forward,
I
think
we
should
keep
the
Hornet's
Nest
and
consider
passing
a
budget
that
will
that
reflects
the
reality
of
our
funding.
E
And
if
that
means
that
who
passed
a
budget
that
entails
the
PTR
we
can
afford
from
our
funding
as
terrible
as
that
sounds
I,
think
that's
a
possible
path
forward.
That
I
don't
know
that
we've
ever
tried
before
and
I
I
know
I.
It
could
be
devastating,
but
I
also
think
it
could
be
mobilizing
in
a
really
unique
way.
So
I'm,
looking
forward
to
the
conversations
that
are
going
to
take
place
over
coming
weeks,
they're
going
to
be
uncomfortable,
but
there's
opportunity
and
opportunity
in
that
transparency.
A
Thank
you,
member
lessons,
I'm
going
to
jump
in
before
we
transition
online,
so
I
did
want
to
thank
Administration
for
the
months
of
preparation
that
went
into
today's
presentation.
The
work
isn't
unnoticed.
So
thank
you
to
the
members
of
the
community
who
came
out.
Your
time
has
always
appreciated
and
I
know
we're
going
to
be
hearing
from
so
many
more
community
members
over
coming
months,
because
these
are
really
challenging
conversations.
A
A
It
might
be
six
schools
based
on
what
happened
tonight,
but
the
reality
is
it
will
we
can't
afford
our
current
level
of
service
with
the
current
trajectory
of
Education
funding
in
our
state
and
we're
not
the
only
District,
of
course,
but
that's
what
we're
charged
with
and
so
closures
and
program
changes
and
reductions
simply
will
not
be
a
thing
of
the
past
until
the
legislature,
inflation
proofs,
a
found,
a
formula
that
was
put
in
statute
20
years
ago
and
should
never
have
been
set
in
stone,
but
should
have
an
automatic
escalator
in
it
to
account
for
the
fact
that
milk,
gasoline
pencils
and
teachers
all
will
change
in
terms
of
their
cost
to
this
district,
and
we
have
to
do
better.
O
Well
said,
member
Jacobs,
thank
you
for
that.
I
won't
repeat
it,
but
I
want
to
reiterate
the
importance
of
it.
I
also
wanted
to
share
that
I
had
the
great
opportunity
to
tour
the
University
of
Alaska
Anchorage
Aviation
complex.
It
was
an
amazing
example
of
a
partnership
between
ASD
and
UAA.
King
tax
Aviation
program
has
a
satellite
location
at
uaa's
Aviation
complex
at
Merrill
Field.
There
are
two
King
Tech
classrooms
housed
at
the
aviation
complex
in
these
classrooms.
Our
ASD
students
focus
on
knowledge
areas
required
by
the
FAA
Private
Pilot
written
exam.
O
O
I
also
wanted
to
acknowledge
the
many
schools
that
have
been
coordinating,
fall,
carnivals
and
Trunk
or
Treats
activities
so
that
our
students
can
have
a
safe
way
to
enjoy
activities.
So
thank
you
for
that,
because
many
of
the
staff
that
are
coordinating
that
are
volunteering
their
time
to
do
so
for
their
students.
So
thank
you
for
all
that
effort
and
the
communication
committee
next
week
is
next
week
on
October
27th
at
11
A.M.
O
A
C
Thank
you.
So,
first
of
all,
thank
you
for
a
great
meeting.
Mr
chair,
I,
appreciate
you
Philip
standing
in
the
Gap
tonight.
C
I
do
want
to
reiterate
to
to
everyone
that
these
discussions
are
very
difficult
and
they
are,
but
we
have
to
have
them.
We
have
not
I
repeat,
we
have
not
recommended
any
cuts
to
to
music
immersion
or
anything
else
that
is
possible,
but
at
this
tonight,
as
of
this
date
and
where
I
am
it's
1
28
a.m,
We
have
not.
We
have
not
voted
to
to
do
to
close
anything,
cut
it
off
or
whatever,
but
the
reality
is.
C
We've
got
to
have
the
conversation,
and
it
is
likely
that
some
things
will
look
different.
So
you
know
the
one
thing
we
can
all
do,
including
our
parents,
our
students.
Yes,
we
want
to
hear
from
you,
but
we
need
to
let
the
governor
and
the
legislators
know
what
we
value
write.
The
email
send
a
text
if
you
will,
but
we've
got
to,
let
we've
got
to
let
our
voices
be
known,
whether
you
agree
with
our
how
we
got
to
where
we
are.
C
We
are
here,
and
it
will
be
up
to
us
to
use
our
best
thinking
to
trust
our
staff
to
come
up
with
the
scenarios
that
we
can
choose
from.
So
we
can
move
forward
so
write
the
governor
and
the
legislators,
gov
Dot,
all
legislators
at
alaska.gov.
C
Gov
dot
all
legislators
at
Alaska,
dot,
gov
tell
them
what
you
value
about
education.
Tell
them
what
your
wishes
and
hopes
are
for
your
kids.
We
are
focused
on
Anchorage
member
Wilson
and
I
are
with
other
school
board
members
who
are
having
the
same
kind
of
conversations
and
those
their
deficits
are
a
whole
lot
deeper
than
ours
in
the
hundreds
of
millions
of
dollars,
and
so
it's
bad,
because
when
we
are
in
have
a
deficit,
we
can't
do
our
we.
C
We
we
struggle
with
how
to
how
to
how
to
maintain
our
student
outcomes,
but
I
am
not
willing
to
negotiate
on
those
and
I
know
that
we've
got
to
make
tough
decisions
and
I
want
to
thank
the
staff
for
bringing
all
the
options
to
the
table
and
helping
us
understand,
if
not
a
then
B,
and
if
you
mess
with
B,
then
you're
going
to
create
an
XYZ
I
mean
it's
just
going
to
be
that
simple,
so
I.
Thank
you
guys
and
good
night.
A
Thank
you,
presidents.
Any
comments
from
Administration
Dr
Bryant.
G
No
further
comment:
thank
you,
Mr
Vice
President.
Thank.