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From YouTube: ASD Board/Assembly Joint Meeting
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A
All
right
well
good
morning,
everyone,
this
is
Carl
Jacobs,
the
ASD
School
Board.
Vice
president
I
can
you
know
started
today
as
president
Bellamy
is
I'm
running
just
a
bit
behind
and
she'll
be
joining
us
at
some
point
here.
A
I
believe
this
is
being
categorized
as
a
work
session,
and
so
I
want
to
clarify
I
guess
with
support
staff
of
the
board
and
the
assembly.
Are
we
going
to
be
conducting
a
roll
call
to
start
things
off.
C
Yes,
Madam
chair
good
morning,
Charlotte
France
here
Vice
chair,
constant.
D
A
Thank
you,
Miss
Foster,
as
other
individuals
pop
in
I
will
make
every
attempt
to
to
recognize
them
from
the
board
level.
My
understanding
is
our
sole
agenda.
Item
for
the
work
session
today
is
regarding
asd's
current
fiscal
picture
and
Outlook
with
that
said,
my
understanding
is
ASD.
Administration,
Dr,
Brian,
Mr,
Anderson
and
others
will
be
making
a
presentation
followed
by
time
ample
time
for
questions
and
other
just
conversation
between
the
board
and
assembly
assembly.
Chair
La
Francis,
at
your
understanding
as
well.
A
Well,
thank
you
very
much
for
that.
We
appreciate
it
and
and
I'll
turn
it
over
to
Dr
Brian.
H
H
My
apologies:
can
you
hear
me
now
perfect?
Okay,
again,
sorry
for
the
technical
issues,
so
thank
you,
members
of
the
assembly
for
all
the
work
that
you
do
for
our
city
and
your
ongoing
partnership
with
ASD
I
really
wish
that
I
could
start
on
a
lighter
note,
but,
as
we
shared
with
you,
ASD
isn't
a
dire
budget
crisis
of
over
60
million
dollars.
That's
been
building
up
for
years,
largely
due
to
Flat
funding,
storing
inflation
and
declining
enrollment.
H
The
path
forward
will
be
one
that's
difficult
for
the
community
because
about
92
percent
of
the
budget
goes
directly
to
instruction
and
school
programming,
and
yet
we
need
to
make
cuts
of
about
13.
So
that
means
that
there
are
no
painless
roads
ahead.
I
would
imagine
some
of
you
will
have
questions
about
how
we
could
potentially
leverage
one-time
funds
or
maybe
fund
balance
to
address
it,
and
Jen
can
speak
to
that
in
those
options
later.
H
But
what
we
need
the
community
to
understand
is
perpetually
using
one-time
funds
or
savings
to
delay,
making
changes.
It's
not
sustainable
and
does
not
correct
the
problem.
We
could
also
speak
to
the
school
closure
recommendations
that
are
a
small
piece
of
the
budget
solution.
We've
been
engaging
in
town
halls
to
get
community
input
and,
while
we've
heard
from
hundreds
of
people
that
there
must
be
a
way
to
cut
something
else
to
save
the
schools,
we
also
want
to
share
that
unstable
funding.
H
Talent
shortages
and
massive
declines
in
enrollment
means
that
that
we
may
not
be
educating
students
as
effectively
as
we
could
if
our
buildings
are
at
capacity.
So
we
must
for
budgetary
and
student
outcomes
based
reasons
at
least
explore
this
option
among
many
others.
So
at
this
time
we'll
provide
a
brief
presentation
and
then
staff
and
myself
can
answer
your
questions.
So
thank
you.
I
will
hand
it
over
to
Chief
Financial
Officer
Jim
Anderson
foreign.
I
Computers
wonky
right
now
so
I've
gone
through
this
slide
before,
and
it
talks
about
how
we
got
to
a
fiscal
cliff
for
next
school
year.
I
won't
talk
in
depth
about
it.
Unless
any
of
you
have
questions,
if
you
do
feel
free
to
stop
me
and
I,
I
can
come
back
and
do
it
a
little
bit
slower,
but
you
can
see
that
at
least
from
FY
17
up
to
fiscal
year
23,
which
is
this
current
school
year.
I
I
Inflation,
if
you
discount
the
eight
percent
inflation
right
now
for
the
school
district
over
seven
years,
would
be
somewhere
north
of
15,
close
to
15
and
a
half
percent,
so
the
0.5
just
doesn't
really
markedly
change
anything.
You
can
see
that
we
use
one-time
funds
of
our
own.
Our
fund
balance
several
years.
Those
are
in
gray
and
blue
was
State,
one-time
money
and-
and
it
really
is,
the
ones
in
gold-
was
the
Federal
relief
dollars
and
the
legislature
and
the
governor
made
a
very
made
public
and
conscious
decisions
during
covet.
I
I
We
think
we'll
have
somewhere
in
the
10
to
20
million
dollars
left
in
federal
relief
dollars,
but
our
our
budget
Gap
as
I've
been
briefing
since
July
would
be
about
68
million
dollars.
Unfortunately,
we
did
have
a
few
more
students
this
year
than
we
had
projected
and
Andy
Ratliff
is
currently
doing
all
of
the
cost
avoidance
that
we've
put
in
place,
things
like
hiring
freezes
for
non-school
staff
and
other
non-critical
positions,
plus.
I
Naturally,
everyone
knows
we
had
a
lot
of
vacancies
this
year,
plus
additional
Revenue,
so
I
I
think
that
that
we're
not
quite
finished
yet,
but
it's
certainly
the
the
Gap
will
be
lower
than
68
million,
probably
closer
to
the
60
million
Mark
and
we'll
brief
that
to
the
school
board
on
the
5th
of
December
with
our
pro
forma.
I
So
this
year
we
we
started
looking
at
all
of
the
different
reductions
we
could
make
district-wide.
If
you
look
at
the
center
circle,
that's
all
of
the
general
education
and
spec
and
Special
Education
Direct
instruction
costs,
that's
all
those
Personnel
in
a
classroom.
It
also
includes
the
curriculum
costs
and
all
those
other
things
that
help
a
classroom
actually
operate
to
include
the
computers
that
are
given
to
students.
I
So
that's
61
of
our
District
budget.
If
you
look
in
the
out,
the
the
blue
circle,
you'll
see
all
of
those
things
that
are
in
a
school
building
that
allow
those
children
to
have
the
education
experience
that
that
that
we
want
to
give
them,
or
at
least
the
best
that
we
can
give
them
and
that's
about
30
of
the
district's
budget.
Then,
when
you
start
looking
in
the
outer
ring,
you
start
seeing
all
of
those
things
like
HR
or
payroll.
I
I.T
is
a
is
a
big
part
of
it
and
and
all
the
district
software
that
doesn't
necessarily
apply
to
the
classroom.
Things
like
business
plus,
which
is
our
Erp
similar
to
sap,
though
significantly
cheaper
and
all
those
other
things
that
that
are
district-wide
costs
and
that's
nine
percent
of
asd's
budget.
I
I
We
we
put
out
surveys
in
September.
We
had
thousands
of
responses,
I'll
talk
about
that
in
a
little
bit
and
we've
also
been
looking
at
District
admin,
naturally
for
as
many
Cuts
as
we
can
so
so
far,
we've
gone
through
16
of
the
Departments.
I
Some
of
them
are
going
to
go
back
for
a
second
look
and
we
have
a
few
more
departments
to
go
through
between
now
and
December
5th,
and
we
we've
we've
so
far
identified
a
little
over
20
FTE
that
we
could
reduce
and
and
a
total
Savings
of
almost
three
million
dollars.
I
expect
that
to
go
higher
in
the
next
week
to
10
days,
certainly
before
the
5th
of
December.
So
that's
about
a
seven
percent
reduction
on
all
those
district-wide
personnel
and
costs
on
the
middle
ring.
I
I
think
most
of
the
assembly
members
have
have
been
watching
the
news
and
reading
Anchorage
Daily
News
I,
don't
know
that
you've
watched
our
board
meetings,
but
we
have
publicly
been
discussing
and
slowly
getting
more
information
for
the
board
for
the
ignite
program
for
gifted
students.
Although
the
highly
gifted
program
at
Rogers
Park
is,
is
not
being
looked
at
for
any
reductions.
I
Sixth
grade
band
and
Orchestra,
which,
if
we
move
sixth
grade
to
Middle
School
that
would
go
away
and
instead
of
three
days
a
week,
they'd
be
able
to
take
band
and
Orchestra
five
days
a
week
at
Middle
School
level.
I
We
are
looking
at
at
consolidating
a
bunch
of
special
education
classrooms
into
two
facilities
to
have
Early
Childhood
centers,
where
we
could
really
concentrate
everything
from
the
ability
to
test
students,
as
well
as
put
those
specialty
Personnel
at
those
schools
like
speech
and
language,
Pathologists
and
and
other
related
services
that
are
are
needed
where,
when
you
spread
those
out
over
a
lot
of
different
schools
and
we're
short
staffed
on
those
positions,
they
may
hit
a
school
one
day
a
week
or
two
days
a
week.
I
But
if
we
have
these
Early
Childhood
centers,
which
Eric
viste
will
be
prepared
to
talk
about,
we
we
could
really
have
people
permanently
stationed
at
these
locations
and
Eric
can
talk
way
more
about
the
Early
Childhood
Center.
So
I'll.
Stop
that
and
we're
also
looking
at
metric
space
staff
at
the
schools
and
that's
assistant,
principals
and
staff
like
that,
which
is
generally
based
off
the
number
of
students
in
a
school.
I
So
if
you
look
at
all
of
those
in
the
middle
ring,
it's
119
FTE
and
about
14
million
dollars,
which,
like
the
administration,
is
about
a
seven
percent
reduction
on
the
bottom
I
have
remaining
deficit,
is,
is
51
million
dollars.
After
we
look
at
the
the
the
things
we've
been
able
to
do
for
cost
avoidance
and
the
increased
revenue
from
the
number
of
students
that
did
show
up
this
year.
I
That
number
will
be
lower
than
that,
but
that
number
also
includes
closing
six
schools
and-
and
we
just
can't
get
to
Zero
by
without
looking
at
fund
balance
or
the
use
of
other
state
one-time
money
or
a
very
large
people
to
teach
a
ratio
increase
and
we'll
talk
about
that
on
the
last
slide.
Jim.
Yes,
sir.
A
G
Thank
you
thank
you,
Mr
chair
or
Mr
President,
or
whatever
role
you're
playing
in
this
moment.
My
apologies
I
missed
the
roll
call,
so
I
wanted
to
maybe
take
us
back
up
a
couple
10
000
feet.
So
I
had
asked
for
the
title
of
this
slideshow
in
the
chat
and
it
says:
Anchorage
School
District,
School
closure,
slash,
repurposed,
Public,
Town
Halls.
So
is
this
the
presentation
that
was
given
to
discuss
with
the
community
about
school
closures.
G
Yeah
it
all
blurs
together,
I
appreciate
that
so
I
I
feel
like
we
jumped
straight
into
the
weeds
and
what
I
don't
have
a
good
feel
for
is:
what's
the
process
being
used
to
evaluate
the
now
entering
outer
ring
middle
ring
opportunities
for
Change
and
reduction
I,
don't
have
a
good
overall
sense
of
how
we
start,
how
we're
starting
the
process
and
then
moving
through
it
to
evaluate
each
and
every
one
of
these
potential
things
which,
without
that,
it's
really
hard
to
know
the
validity
of
the
recommendation
at
this
moment,
because
I
don't
know
how
we
have
gone
through
a
process
to
do
that
and
similarly
I'm
trying
to
reconcile
that
a
little
bit,
because
our
education
to
date
on
this
has
really
been
from
the
paper.
G
Why
some
programs
are
now
declared
safe
or
not
safe,
when
there's
no
final
decision
made,
so
maybe
some
overview
of
the
process
of
like
where
it
started
and
where
it's
going
before
we
get
into
the
weeds
would
be
really
helpful.
For
me.
I
Sure
great
question
I'm:
sorry:
we
I've
briefed
the
board
at
like
11
meetings
now
and
and
I.
Don't
know
why,
but
mentally
I
just
assumed
that
assembly
was
there
with
us
the
whole
time,
but
I
I
definitely
will
start
a
little
bit
slower.
So
we
we
knew
that.
I
Basically,
we
break
out
these
these
circles
and
we
said
well
we're
the
very
last
thing
that
we're
going
to
touch
is
people
who
teach
a
ratio
which
is
class
size
and
for
special
education
once
the
IEPs
are
there
I
mean
you,
you
certainly
have
to
try
to
meet
those
needs,
so
we
decided
on
purpose
not
to
touch
classrooms
until
the
very
end
when
we
couldn't
get
to
zero
and
we'd
looked
at
all
other
options
to
include
fund
balance
and
potential
use
of
one-time
funds,
and
then
we
would
go
to
PTR,
then
we
said
all
right.
I
Let's
start
on
the
outside
ring
and
look
at
District
admin,
which
is
people
mostly
like
every
other
ring.
We
are
88
of
all
of
our
district
costs,
go
to
human
beings
in
the
district,
so
personnel
and
salaries
and
benefits
and
travel
and
those
things.
I
So
we
started.
We
started
looking
as
as
much
outside
as
we
could.
We
knew
that
closing
schools.
We
had
to
look
at
that
because
we
have
lost
over
5
000
students
in
the
last
10
years
and
and
with
the
exception
of
closing
and
mount
spur,
we
really
have
the
same
structures
and
we
knew
that
we
had
18
schools
under
65
capacity
and
I.
Think
Mark's
stock
will
help
and
and
some
of
the
instruction
folks
to
talk
about
why
under
capacity
has
a
lot
of
inefficiencies
on
educating
kids
as
well
as
operating
the
facilities.
I
So
we
knew
that
we
had
to
look
at
school
closures.
We've
known
that
for
several
years.
We
talked
about
it
during
covid,
but
we
knew
that
the
wrong
time
to
close
schools
is
when
the
entire
district
is
already
closed
and
there's
so
much
drama
in
the
community.
That
the
last
thing
you
want
to
do
is
close
their
school
while
they
can't
get
to
school,
and
we
didn't
know
how
long
covet
was
going
to
be
so.
We
we
have
been
holding
off.
We
knew
that
we
had
lost
a
lot
of
kids.
I
I
We
started
going
through
East
department
and
seeing
if
we
could
reduce
positions
in
those
departments,
but
we
wanted
to
do
it
differently
when
the
school
board
about
10
years
ago
or
so,
and
that
Administration
did
District
administration
Cuts,
they
would
come
in
and
say:
okay,
we
want
a
five
percent
across
the
board
cut
and-
and
these
were
generally
decided
in
the
month
of
February
in
January,
and
then
it
would
come
out
and
what
they
didn't
do
was
look
at
all
of
the
positions
that
were
being
looked
at
for
elimination,
look
at
the
functions
they
performed
and
then
determine
can
that
function
be
cross-leveled?
I
Can
it
be
cross-trained
or
does
this
function
get
pushed
down
to
the
schools,
or
is
this
something
we're
never
going
to
do
again
because
they
didn't
go
through
that
particular
piece
of
the
process
and
they
really
looked
at
this
person
costs
140
000.
This
person
costs
eighty
thousand.
So
let's
cut
that
and-
and
there
was
there
was
discussion
about
what
those
people
did.
What
what
didn't
happen
was
something
that
I
could
identify
or
anyone
else
I
I
asked
knew
of
which
was.
I
These
are
all
the
functions
that
are
now
at
risk,
or
you
have
to
put
something
in
place
to
make
sure
that
that
continues
or
you
recognize.
We
don't
do
that
anymore
and
and
so
about
seven
years
ago,
or
so
when
I
came
into
the
district
and
then
ultimately,
over
to
the
cfo's
office.
I
There
were,
there
were
quite
a
few
functions
across
the
district
that
had
had
just
they
had
never
been
transitioned
there's
just
no
one
doing
them
anymore,
and
so
we
did
have
to
add
some
Administration
back
Communications
Department
is
is
a
perfect
example,
so
Communications
was
cut
down
to
two
people
and
basically
really
the
function
of
the
communications
director
was
to
take
pictures
at
board
meetings
and
do
a
monthly
newsletter,
but
they
really
weren't
focused
on
on
strategic
Communications,
for
the
district
and
I
saw
Jarrett
raised
his
hands
so
I.
H
Just
wanted
to
chime
in
to
specifically
address
members
all
tells
comment
on.
Where
are
we
at
in
terms
of
the
process
you
mentioned
the
term?
Is
a
program
safe
or
not
safe,
we're
not
at
a
point
where
any
program
is
quote
unquote.
Safe,
I
know
that
there
was
some
editorial
editorialization
of
some
of
the
conversations
we've
been
having
about
immersion
specifically
immersion
is
not
quote
unquote.
Safe,
I
I
want
to
be
very
clear
that
what
the
administration
recommended
was.
H
We
are
very
unlikely
to
recommend
a
cut
to
immersion
entirely,
but
what
we
did
say
is
we
need
to
look
at
the
way
that
we're
administering
all
of
our
programs,
both
ignite
immersion,
electives,
abandoned
Orchestra.
All
of
these
programs
could
look
very
differently,
especially
as
we
get
to
conversations
around
people
who
teacher
ratio
and
ultimately
it
will
be
the
decision
of
the
school
board
to
look
at
all
these
different
pieces
that
they've
been
briefed
since
July
and
we'll
continue
to
be
briefed
on
throughout
the
coming
weeks
and
make
a
final
decision.
H
So
the
process
is
not
complete,
we're
still
in
the
process
of
gathering
input,
but
to
Jim's
Point,
essentially,
at
the
highest
level,
we
were
looking
at
the
ways
to
reduce
from
the
outer
ring
the
most,
but
we
also
recognize
that
there
are
certain
things
that
intersect
all
of
the
Rings,
such
as
school
closures
that
require
fire
quite
a
bit
of
community
input,
which
is
why
we
needed
to
discuss
them.
First.
H
A
Thank
you,
Dr
Brian,
Mr,
Anderson
I'm,
going
to
jump
in
just
to
acknowledge
that
we've
been
joined
by
school
board
members,
lessons,
Higgins
and
Donnelly
assembly
chair
LaFrance.
Have
you
noticed
any
additional
assembly
members
showing
that
we
need
to
acknowledge.
B
Thank
you
vice
president
Jacobs
I
have
not
but
Ms
Vena
Clausen.
Have
you.
A
Thank
you,
excellent
okay,
thank
you
and
so
then
I
see
member
zalatel
still
has
her
hand
up.
Perhaps
as
a
follow-up
question
and.
A
G
Yes,
thank
you.
So
this
has
been
really
good
information.
It's
starting
to
get
me
to
where
I
was
asking
I
think
in
short,
like
I'm,
not
so
concerned
about
the.
Why
yet
I
need
to
know
like
the
how
and
maybe
as
we
move
through
the
slides
I'll
get
more
to
the?
How?
How
are
how
is
the
evaluation
happening?
Who
is
doing
the
evaluation
what's
being
considered
in
the
evaluation?
G
That
will
then
lead
to
the
recommendations
that
go
to
the
board
so
that
the
process
is
understood
so,
for
example,
I
think
I
got
the
how
it
happened
for
school
closures,
but
as
we
kind
of
move
through
these,
you
know
outer
to
I
think
it's
called
the
middle
ring.
You
know
how
will
immersion
programs
be
evaluated?
Is
that
something
done
internal
to
the
administration?
Is
that
something
done
internal
to
the
administration
and
Community
input?
G
I
I
can
I
can
better
answer
so
so
we
knew
that
we
needed
Community
input.
I
We
knew
that
this
year
was
was
going
to
be
such
a
large
deficit,
that
we
couldn't
surprise
anybody
in
February
and
that's
why
we
started
in
July
and
and
August,
so
in
August,
September
and
October
as
we
briefed
the
board
first,
we
would
give
them
the
cost
of
each
of
these
programs
and
then
then
we
would
start
getting
a
significant
amount
of
community
input
which
I'm
sure
assembly
members
are
used
to
as
well
on
anything
that
that
Sparks
people
in
their
in
their
emotions,
which
all
of
these
are
right,
every
town
hall
we
go
to.
I
We
acknowledge
that
that
everything
that
we
brought
up
this
year,
with
the
exception
of
administration,
is
truly
personal
and
emotional
to
somebody
out
there,
whether
it's
a
family
member,
a
staff,
member
or
a
student.
So
we
knew
that
we
had
to
give
them
plenty
of
time
to
provide
input.
So
we
could
help
prioritize
and
also
to
provide
input.
I
I
went
down
personally
with
with
folks
and
talked
to
all
of
the
sixth
grade
band
and
Orchestra
teachers,
all
of
the
ignite
teachers
in
in
one
group,
with
their
supervisor
on
the
secondary
side.
They
talked
to
principals
and
and
and
and
got
other
feedback
as
well,
that
wasn't
public,
but
was
direct
from
the
the
staff
members
who
who
run
those
programs
and
then
we
get
feedback
from
them
and
and
then
we
we
at
some
point
we
knew
in
November
and
December
and
you'll
see
on
the
very
last
slide.
I
I
We
asked
the
board,
for
you,
know
at
least
tacit
approval
that
we're
going
to
move
toward
Outsourcing
hockey,
which
is
almost
two
thousand
dollars
a
student
swimming,
which
is
also
incredibly
expensive
and
gymnastics
where
we
have
53
people
in
it,
and
the
cost
per
student
is,
is
really
really
high
and
all
of
the
equipment
is
getting
ready
to
need
to
be
replaced
in
a
couple
years
at
hundreds
of
thousands
of
dollars,
and
so
we're
going
to
start
that
process
and
see
if
it's
even
possible
to
Outsource
those
Sports.
I
We
have
outsourced
five
other
sports
in
the
past
and
it's
bowling
softball
all
girls
hockey
and
others.
So
it
wouldn't
be
the
first
time
that
we've
done
this,
but
that's
more
of
a
long
term.
It
takes
two
to
three
years,
if
you
can
do
it
and
Kirsten's
on
the
line.
I
think
if
you
have
details
on
that,
she
can
talk
it,
but
we're
at
the
very
beginning
on
the
sixth
grade
band
in
Orchestra.
I
If
you,
if
you
move
sixth
grade
to
Middle
School,
then
a
lot
of
those
teachers
in
sixth
grade
band
and
Orchestra,
of
course,
will
likely
go
to
Middle.
Schools,
depending
on
the
electives
that
that
students
take,
but
it
was
an
additional
cost
and
it
was
a
pull
out
where
they
would
leave
class
to
go
to
it
and-
and
it
was
over
two
million
dollars
for
three
days
a
week
versus
five
days
a
week
at
middle
school.
I
So
we
we
looked
at
that
and
we
started
with
the
cost,
and
then
we
started
working
with
all
of
the
experts
in
that
area
to
include
principals
to
to
get
more
on
ignite,
we've
brought
up
ignite,
probably
four
out
of
the
last
seven
years.
It's
never
been
reduced
or
changed.
There's
always
a
lot
of
public
support
for
that
program.
I
We
knew
there
was
going
to
be
a
lot
of
public
angst
on
that,
but
we
told
the
board
we're
going
to
bring
up
everything,
because
when
you
go
back
to
that
fiscal
cliff
chart,
when
you
see
all
those
gaps
between
the
BSA
and
the
one-time
money
and
the
red
line,
which
was
inflation,
all
of
those
was
reducing
all
of
those
low-hanging
fruits.
I
For
six
straight
years,
we
have
made
reduction
after
reduction
until
we
got
the
federal
relief
dollars,
and
then
we
really
just
tried
to
to
hold
this
year
and
try
to
recover
as
much
as
possible.
While
we
had
the
money.
But
of
course
we
knew
it
was
going
to
run
out.
So
that's
kind
of
how
we
looked
at
all
of
those
and
what
you'll
see
in
December
is
on
the
5th
of
December.
I
We'll
have
the
pro
forma
will
be
briefed,
Andy
ratliff's,
pulling
that
together
now
and
that
is
the
updated
Revenue,
updated
expense
projections
for
next
year,
updated
student,
enrollment
and
and
then
then
we'll
update
the
68
million
dollar
deficit
to
something
probably
less
than
that
as
I
as
I
told
you,
because
we
have
more
students
than
than
we
thought
we
would
have
this
year
and
so
increased
revenue.
I
And
then
we'll
talk
to
the
board
about
the
last
three
remaining
pieces,
which
is
the
use
of
the
District's
fund
balance,
which
we
have
done
several
times.
I
The
the
board
does
have
the
authority
on
state
one-time
funds
that
could
be
used
for
a
number
of
things
to
include
softening
cuts
for
next
year
and
and
if
you
use
that
one-time
money,
you
know
we
always
talk
about
how
one-time
money
is
very
difficult,
because
then
it
goes
away
and
that's
how
you
get
fiscal
cliffs,
but
the
use
of
that
one-time
money
this
year
and
the
fund
balance
really
would
be
to
buy
the
legislature
some
time
and
space
to
make
something
happen.
I
This
year,
as
I
pointed
out,
Fairbanks
you
know
went
in
the
red
last
year,
even
with
federal
dollars,
which
you
know
is
certainly
not
acceptable
by
them
or
or
anyone
else,
and
then
the
city
of
course,
will
pick
up
the
that
that
deficit
for
them,
but
we
we've
really
been
working
towards
getting
to
the
fifth
of
December
for
the
updated
Revenue,
updated
expenses,
restate
the
the
new
projected
deficit
and
then
we'll
start
asking
the
board
to
make
decisions
on
all
of
these
remaining
everything
in
the
blue
circle.
I
I
suspect
they
have
no
problem
on
the
admin
cuts
and,
and
then
it
really
is.
It's
PTR
is
the
very
last
thing
after
your
one-time
money
from
the
state
and
the
fund
balance,
and
if,
if
you
got
to
30
million
and
the
board,
didn't
want
to
use
one-time
funds
or
didn't
want
to
use
a
little
bit
more
fund
balance
if
we
could
get
to
30
million
to
get
30
million
in
PTR,
it's
a
PTR
increase
of
five,
so
kindergarten
from
17
to
22,
High
School
from
30
to
35.
I
H
I
To
let
you
oh
no
I,
can't
see
it
because
I
have
the
thing
he
shared,
so
thank
you
just
want
to
make
sure
we
answer
it
so
so
this
is
how
we
looked
at
our
our
school
efficiency,
I
I
think
I'd
like
to
ask
Mark,
stock
or
or
one
of
the
instructional
I,
think
Mark
you're
on
to
talk
about
what
efficiency
means.
When
we
look
at
really
small
schools
that
got
small
over
time
versus
consolidating
them.
D
Absolutely
thank
you
Mr
Anderson.
This
is
Mark
stock,
Deputy,
superintendent,
the
academic
divisions
all
report
to
me
and
to
stay
invested
soon,
our
chief
academic
officer,
who
will
be
replacing
you
as
I,
do
in
retirement.
So
one
of
the
things
that's
been
very
real
and
I
just
want
to
point
this
out,
because
I
think
this
is
critical
for
all
of
us
to
understand.
D
When
we
talk
about
things
like
school
closures,
it's
it's
a
reminder
to
everyone
that
schools
are
not
buildings,
they're,
actually,
cultures,
they're
communities
and
cultures,
and
that's
for
those
going
to
the
town
hall.
You
you
see
that
repeated
over
and
over,
but
in
the
midst
of
all
that
there
is
there's
some
other
things
over
on
this
on
the
best
practices
in
the
industry
that
are
very
real.
One
of
those
is
that
when
it
comes
to
ideally
Staffing
in
elementary
for
student
achievement,
there's
a
few
things
that
that
come
into
play.
D
One
of
them
is
the
ideal
size
of
of
an
elementary
is
roughly
three
teachers
per
grade
level
in
an
elementary
and
sometimes
four,
those
three
to
four
section.
Schools
per
grade
level
is
one
of
the
more
efficient
and
effective
models
of
running
an
elementary
there's,
four
or
five
reasons.
I'll
do
real
quick
number
one.
You
reduce
the
use
of
what's
called
combination
classrooms,
where
a
teacher
is
teaching
two
grade
levels
in
one
room
when
that
happens,
the
stress
and
on
the
teacher
and
the
ability
to
deliver
every
child's
needs
gets
compromised
slightly.
D
If
you
have
a
school
with
only
one
teacher
or
two
teachers
with
a
combination
classroom
delivering
it
gets
difficult.
Another
reason
is:
it
decreases
the
opportunities
to
accelerate
or
to
remediate
students
who
have
struggles.
So
if
I
have
students
who
are
quick,
Learners
and
I
have
three
teachers
in
the
third
grade,
one
teacher
can
take
some
advanced
math
students
and
accelerate,
and
another
teacher
could
take
some
for
a
period
of
time
for
a
week
or
two
and
and
re-teach
things
that
are
that
are
causing
difficulties.
D
It
gives
more
teachers
for
the
remediation
capacity
through
the
whole
school
for
doing
tutoring.
Outside
of
this,
the
regular
reading
instruction
when
new
teachers
come
to
a
school
and
there's
three
teachers
instead
of
one
they
have
more
mentors,
they
have
a
better
leader
at
each
grade
level,
who
could
take
them
under
their
wing
and
support
them
and
because
it
is
really
really
tough
to
be
a
teacher
these
days
and
it's
really
tough.
Given
all
the
the
pressure
on
schools
and
the
declining
budgets
It's,
just
tough,
there's
less
people
available
to
do
the
work.
D
Staffing
becomes
more
challenging
teachers
that
have
to
run
around
that
who
do
occupational
therapy
or
physical
therapy
or
any
form
of
special
ed
or
any
specialist
in
the
school.
They
have
to
run
around
and
spend
a
fair
amount
of
time
and
travel
going
from
school
to
school.
So
there's
a
lot
of
reasons
that
I've
just
listed
I
think
six
reasons
why
it's
important,
but
there's
another
reason:
I,
think
that
those
of
you
that
are
elected
officials
have
to
kind
of
track,
and
that
is
for
us
to
actually
improve
the
BSA.
D
The
base
student
allocation
in
Alaska
we're
going
to
need
support
from
a
multitude
of
politicians
to
address
this
issue
and
one
question
we
keep
running
into
over
and
over
is
why
should
we
give
you
more
money,
if
you,
if
you
can't
show
to
us,
you've,
used
your
existing
funds
to
their
capacity?
How
are
you
being
efficient
with
your
schools
if
you're
running
18
schools
and
the
other
thing
that
that
came
up
there?
D
You
saw
it
in
that
quick
survey
that
popped
up
is
our
public
is
saying
you
know
if
you're
going
to
run
school
to
three
of
the
things
we
think
you
should
do.
First
is
number
one
reduce
some
of
the
schools
and
collapse
them
consolidate
them
and
run
efficiently.
The
other
one
is
to
make
sure
you've
trimmed
Administration
to
the
levels
where
we
can
still
function
and
get
as
much
money
as
you
can
in
the
classroom.
So
that
kind
of
touched
on
three
of
those
things
and
I'll
stop
there.
But
those
are
some
of
the
benefits.
K
D
You,
if
I
could
Randy
I'd
like
to
comment
to
that,
because
this
is
this
is
sort
of
this
chicken
and
egg
question.
We
get
one
group
that
says
we
can't
improve
student
outcomes
till
we
have
more
capacity
and
support
to
do
that
and
another
group
says
we're
not
going
to
give
you
more
money
until
you
improve
it.
There
is
no
specific
answer
to
it.
What
I
can
tell
you
around
the
country
is
that
there
is
a
base
student
allocation
number
just
to
staff.
D
H
And
yeah
and
I
just
want
to
chime
in
that
we
haven't
seen
a
significant
BSA
increase
since
2017
and
when
you
don't
increase
education,
funding,
you're
cutting
education
funding
and
yes,
our
scores
reflect
that
when
you
don't
invest
in
education.
When
you
cut
education
funding,
you
don't
see
gains
in
student
achievement
right
now,
we're
not
talking
about
keeping
the
status
quo,
we're
talking
about
getting
to
where
we
were
in
2017.,
so
I
just
want
to
chime
in
there,
because
literally
we've
seen
cuts
to
education
for
multiple
years
and
that's
why
we're
here.
L
And
if
I
could
chime
in
real
quickly
Andy
Holloman
on
the
school
board,
it's
not
that
2017
was
a
lavishly
funded
year.
It
was
just
a
year
where
there
was
an
increase
in
the
BSA.
We
had
been
making
cuts
for
years
before
that
as
well.
A
I
Sure
so
this
is
our
grade
distribution
just
between
17
and
22,
and
you
can
see
that
at
every
grade
we
we
certainly
have
significant
numbers
of
students,
but
especially
at
those
Elementary
grades.
You
see
that
quite
a
bit.
We
also
have
declining
birth
rates
the
last
several
years,
so
we
know
that
we're
going
to
have
even
less
K
through
six
over
the
next
five
years
than
we
have
today,
and
that's
really
what
led
us
to
recognizing
that
and
I've
been
talking
to
people
in
Juneau
for
six
years
and
they've
been
asking
us.
I
When
are
you
going
to
right
size,
your
infrastructure?
When
are
you
going
to
consolidate
schools
and-
and
we
really
did
want
to
we
needed
to
find
out
what
is
post
covered?
Look
like
and
now
it's
starting
to
play
out,
so
we
did
a
survey
in
September
and
you
can
the
the
very
one
on
the
top
is
the
least
likely
to
support.
I
So
when
you
look
at
increases
in
class,
size
reduction
of
student
supports
reduction
in
electives
reduction
for
for
school
functions
by
and
large,
the
community
did
not
support
the
first
three,
the
class
sizes
student
supports
or
elective
choices,
although
there's
certainly
much
much
much
more
success
or
supportive
of
administration,
Athletics
and
other
things,
and
and
also
not
surprising
when
you
look
at
before
and
after
school,
not
real
supportive.
I
But
when
you
look
at
the
community
writ
large-
and
this
is
thousands
of
people
responding
back
to
the
survey,
reducing
infrastructure,
emerging
schools
was
really
supported
quite
well
more
than
any
other
thing
in
the
survey.
But
as
we've
seen
during
the
town
halls,
the
community-wide
support
for
merging
schools
and
consolidating
and
getting
more
efficiencies
does
not
translate
into
individual
schools
where
there's
certainly
an
incredible
amount
of
activism
to
keep
that
school
open
and
to
close
any
other
school.
I
And
that's
been
the
common
theme
in
all
of
our
town
halls
and
that's
kind
of
you
know.
We
looked
at.
We
looked
at
anywhere.
There
were
groups
and
clusters
of
multiple
different
schools
that
were
under
capacity
and
that's
kind
of
how
we
we
chose
these
schools.
I
We,
when
you
look
at
clatt,
that's
the
one
standout
at
92
percent.
We
really
looked
at
trying
to
get
diamond
Estates,
which
is
a
little
under
200
students
pretty
economically
disadvantaged.
I
The
way
their
boundary
was
drawn.
They
go
four
miles
to
an
elementary
school
instead
of
two
miles.
They
go
14
miles
to
a
middle
school
instead
of
four
miles
and
the
high
school
same
thing
only
a
couple
miles
away
versus
many
miles
away.
So
we
wanted
to
move
that
group
into
Campbell
stem
and
when
you
do
that
it
brings
clap
down
to
54
percent,
and
that's
why
clat
was
chosen.
It
wasn't
any
staying
personal
on
any
one
of
these
schools.
I
We
really
looked
at
these
clusters
of
schools,
with
with
more
than
one
of
them
at
being
pretty
low
capacity
and
and
then
trying
to
fill
those
to
capacity,
and
when
you
look
at
the
receiving
schools,
what
kind
of
gets
lost
in
this
whole
picture
because
it
takes
you
know,
would
would
take
multiple
slides
is
all
the
other
things
that
have
to
happen
like
in
order
to
move
diamond
Estates
into
Campbell,
you've
got
to
move
out.
I
There
are
Pre-K
programs
to
somewhere
else
and
a
lot
of
these
Pre-K
programs
from
willawa
up
and
down
this
line,
and
some
special
ed
programs
had
to
go
somewhere.
We
had
talked
about
in
Early,
Childhood
Center
for
several
years.
We
just
didn't
have
a
building
where
we
could
dedicate.
But
if
you
look
at
nanaka,
Valley
and
Northwood,
each
of
those
one
of
them
would
have
246
kids
in
a
pre-k
program.
I
All
in
one
place,
nanaka
Valley
would
be
264
all
in
one
place
and
you
could
really
concentrate
both
sped
resources
and
District
resources
to
try
to
amp
those
programs
which
both
of
those
already
have
amazing
programs.
You
could
amp
that
and
make
them
even
better,
but
we
also
did
need
to
move
a
lot
of
those
programs
out
of
those
schools
on
the
right
side
and
you
had
to
put
the
kids
somewhere
and,
and
so
our
recommendation
was
to
Early
Childhood
centers.
I
You
did
ask
what's
the
way
ahead,
I'm,
sorry,
Kelly!
You
raised
your
hand.
E
Yep,
thank
you.
One
I
asked
at
our
previous
our
most
recent
work
session
and
Mr
Bingham
wasn't
in
the
room
at
the
time
and
I
wonder
if
there's
been
any
possibility
of
asking
him
to
update
that
chart,
I'd
like
to
understand
much
better
than
I
do
now
what
the
utilization
rates
of
each
of
the
receiving
schools
would
be
and
maybe
specific
numbers.
So,
for
example,
you
know
at
some
of
these
Town
Hall
closures.
E
We've
started
to
hear,
for
example,
with
clat
that
191
students
like
from
Diamond
Estates,
would
go
to
Campbell
125
students
would
go
to
Ocean
View
and
when
I
did
the
numbers
on
Campbell,
based
on
current
capacity,
even
subtracting
sixth
graders
I'm.
Finding
that
Campbell
would
be
way
over
capacity
like
a
hundred
students
over
unless
I
did
my
math
incorrectly.
So
I
just
I
need
to
understand
what
the
utilization
rates
and
the
numbers
would
look
like
after
receiving
schools
at
some
point
in
this
decision-making
process.
Yes,.
I
Ma'am
and
you'll
see
that,
on
the
5th
of
December,
I
didn't
want
to
show
slides
that
the
board
hadn't
seen
before
at
today's
briefing,
because
I
wanted
to
make
sure
that
I
used
stuff.
That
was
already
publicly
available.
But
we
are
working
that
in
in
terms
of
Campbell.
That's
why
we're
moving
Pre-K
programs
and
other
stuff
out
of
Campbell
in
order
to
move
diamonds.
Now
all
of
diamond
Estates
191
students
are
not
all
Elementary,
some
of
them
by
the
time
of
next
year,
will
actually
be
going
on
to
middle
school.
I
So
the
numbers
that
you
did
in
your
head.
We,
we
probably
didn't
brief
it
well,
but
but
we'll
be
finalizing
that
over
the
next
week
and
a
half
before
the
next
school
board,
meeting
and
and
we'll
have
a
we'll
have
better
numbers.
So
you
can
get
a
vision,
but
Campbell
will
will
not
need
they
will
not
have
a
hundred
over
capacity
and
members
Xylitol.
G
Thank
you.
So
what
would
be
helpful
on
this
chart
is
if
it
was
called
out,
which
ones
are
Title
One
schools
and
I
mean
I,
could
look
it
up
and
I
kind
of
know
which
ones
are,
but
on
the
receiving
schools
in
particular,
which
ones
will
be
Title,
One
schools
and
then
again
their
full
utilization
percentage,
because,
if
we're
doing
a
concentration
of
Title
One
children,
because
their
schools
are
closing
into
other
Title
One
schools
and
if
they
have
the
the
highest
capacity
rates.
G
Amongst
you
know,
I
want
to
be
able
to
look
at
how
those
compare
those
capacity
rates
amongst
other
schools
that
aren't
title.
One
I
have
some
real
Equity
concerns
with
this
recommendation
right
now,
because
these
kids
rely
on
transportation
and
launch
in
title
one,
and
that
really
limits
their
opportunity
to
be
able
to
opt
out
to
opt
out
to
a
charter
school
to
opt
out
to
an
optional
program,
because
there
isn't
busing
and
often
lunch
at
those
programs.
G
So,
while
I
appreciate
you
know,
it
started
with
a
I
hope,
I'm
using
the
right
term
utilization
percentage,
we
really
need
to
consider
what
it
looks
like
at
the
receiving
schools
and
in
the
end
is
this:
is
this
an
equitable
decision
or
are
we
simply
concentrating
Title
One
children
in
Title
One
schools
who
don't
have
a
lot
of
other
opportunities
to
move
else
elsewhere
and
then
what
ways
could
we
make
it
more
Equitable?
G
I
Can
mark.
D
Thank
you,
Jim
Meg,
there's
a
couple
things
that
enter
into
here
that
we're
researching
there's
a
there's.
There
are
variables
that
we
have
to
try
to
mitigate
many
of
those
things.
For
example,
the
district
is
able
to
to
make
choices
around
what
the
percentage
rates
are
of
what
constitutes
a
title
one
school
in
the
district.
We
also
have
opportunities
to
lower
amounts
of
money
for
secondary
schools
and
provide
more
for
various
elementaries.
D
We
also
have
opportunities
to
set
aside
general
fund
Monies
to
help
support
students
that
might
be
in
a
school
that
was
qualifying
for
title
and
now
I
have
40
students
who
go
to
the
school.
Now
that
doesn't
qualify
and
what
are
the
specific
needs
of
those
40
students?
Not
every
student
who's
entitled
necessarily
needs
extra,
tutoring
or
extra
kinds
of
things.
D
So
there
are
ways
we
can
do
that
we
are
drilling
into
those
things
now
and
I
believe
we
have
ways
of
mitigating
some
of
those
things,
but
until
we
have
decisions
made
and
boundaries
set,
those
numbers
can't
be
calculated
and
we
can't
make
those
mitigation
changes
until
we
kind
of
know
the
directions
we're
going,
but
we,
but
we're
aware
of
it
and
I
think
the
district
is
an
agreement
that
we've
got
to
deal
with
some
of
those
issues
and
we
will
do
so.
It's
best.
I
You
know
another
thing
we
can
do
like
Campbell
is
not
a
title
school,
but
if
Diamond
Estates
Mr
Campbell
it
will
be
a
title
school,
but
some
of
them
would
be
title
schools
going
into
non-title
schools,
and
we
know
that
they
get
free
lunch
right
now,
but
we
can
the
community
eligibility
program
or
cep
that
allows
everyone
at
a
school
to
have
free,
free
lunch.
I
That's
purely
a
district
call.
The
federal
government
lets
us
group
schools,
you
could
put
three
schools,
you
could
do
a
standalone
School.
You
could
do
a
group
of
15
schools
as
long
as
the
total
Act
aggregate
of
all
of
those
schools
is
40
percent
or
more
economically
disadvantaged,
usually
that's
identified
by
either
they
receive
snap
or
tanfs,
so
they're
direct
cert
from
the
state
or
they
turn
in
for
a
reduced
applications,
but
the
district
writ
large
has
54
percent
economically
disadvantaged
students.
I
So
even
if
they
go
to
a
school,
that's
not
a
type
that
that
isn't
a
title
school
and
it
doesn't
become
a
title
school.
We
we
can
still
work
the
numbers
and
do
the
math
to
help
provide
food,
which
is
food
insecurity
is,
is
also
a
huge
need
for
for
a
lot
of
students
across
this
city.
I
mean
we
have
Mark
was
looking
at
the
number
of
kids.
Who've
changed
schools
this
year
and
there's
a
kindergartner
has
changed
four
times
already
this
year
into
four
different
schools.
So
there's
a
lot
of
stuff.
I
We
can
do
on
the
instruction
side
and
on
the
operations
side
to
be
able
to
embrace
those
students
and
and
build
a
plan,
but
you're
not
going
to
see
all
of
the
details
down
to
what
we
what
we
know
at
grade
level
at
each
school,
that
this
is
what
school
is
going
to
look
like
on
the
first
day
in
August
next
year,
probably
until
spring
break,
it
will
take
months
to
work
through
every
detail
and
I
see
members
zalatel's
hands
raised
again.
So.
G
Thanks
I
mean
I,
find
this
chart
really
helpful
a
couple
other
things
that
would
make
it
even
more
helpful
is
percentage
of
special
ed
students
likely
leaving
the
one
school
and
going
to
other
schools.
You
know
because
you'll
have
to
have
adequate
special
education
instruction
at
the
receiving
School.
G
Similarly
kind
of
any
of
those
kind
of
key
indicators,
I
think,
would
be
really
important
to
know,
because
all
this
tells
me
is
there's
a
type
of
school
closing
and
there's
a
receiving
school,
and
you
know
and
I
appreciate
that
there
can
be
opportunities
provided
did,
but
can
the
same
opportunities
that
we
would
provide
these
kids
that
are
moving,
maybe
not
to
a
title
one
school.
Why
can't
we
try
to
provide
those
opportunities
to
open
up
the
program's?
District-Wide
I
mean
that's.
G
Why
can't
that
same
flexibility
somehow
be
provided
so
those
same
students
could
take
advantage
of
Charter
and
optional
programs
or
other
programs
it
just
it
feels
like
if
it's
possible
here,
then
it
would
be
possible
in
other
instances,
and
that
can
be
a
question
for
later,
but
having
a
really
robust
chart
like
this
is
helpful
if
it
has
further
breakdowns
as
you
project
them,
maybe
not
as
will
be
known,
but
maybe
just
with
projections
right.
I
Well,
I
can
I
can
tell
you
that
some
of
the
special
ed
programs
might
be
going
to
a
different
school.
That's
not
even
on
the
receiving
School
list
and
we're
currently
going
through
that
this
receiving
School
list
is
for
the
bulk
of
the
kids
going
over,
but
we
still
plan
on
providing
those
resources
and,
in
some
cases,
creating
schools
where
there's
there's
larger
capacities
for
children
with
with
more
needs
than
others.
I
It's
it's
just.
It
takes
the
entire
staff
and
any
decision
that
the
board
makes
and
and
when
I
say,
Steph
I
mean
principals
as
well,
and
those
specialist
teachers
and
related
service
Personnel
to
help
get
the
plan
for
the
kids.
But
we
don't
know
and
I,
don't
think.
Even
the
board
members
know
right
now
how
many
of
these
schools
are
really
going
to
close.
I
So
when
we
know
what
what
is
going
to
close,
then
it's
an
all-out
effort
with
everyone
down
to
related
Services
experts
as
to
how
to
make
sure
that
that
we
have
that
set
up
and
that's
why
I
said
it's
really
going
to
be
spring
break
before
we
can
do
that
expectation
management
about-
and
this
is
what
school
will
look
like
next
year-
it
I
I
can't
even
describe
the
thousand
plus
hours.
I
That's
going
to
go
into
finalizing
that
plan,
but
I
I
do
understand
what
people
are
asking
about
percentages
and
everything
else,
and-
and
we
certainly
will
up
this
chart
for
the
future.
And
then
one
of
the
things
asked
was
what's
the
way
ahead
at
the
last
school
board,
meeting
the
the
board
kind
of
raised
their
hands,
which
was
tentative
approval
to
move
forward,
but
obviously
there's
no
formal
decision
on
the
Middle
School
model,
sixth
grade
to
middle
school
and
Outsourcing
those
three
Sports
programs.
I
We
we
didn't
really
discuss
ignite,
we
discussed
it,
but
but
there
was
no
agreement
by
the
board
on
what
we
should
move
forward
on
with
that
one.
But
we'll
have
to
get
with
that
in
December
and
then
you
look
at
December
what,
in
December
we're
going
to
need
the
board
to
tell
us
which
schools
all
non
one,
three,
five
whatever
they
are.
We
need
to
know
because
when
we
build
the
budget
in
January,
we
have
to
know
what
schools
are
in
next
year's
budget
in
order
to
build
the
budget.
I
So
we
are
going
to
ask
the
board
to
make
at
least
some
sort
of
commitment
on
school
closures
the
admin
cuts.
The
immersion
has
now
been
taken
off
the
plate,
but
then
it
really
gets
down
to.
We
know
we
can't
get
to
zero
with
everything
we
have.
I
With
the
exception
of
PTR,
we
can't
get
to
zero,
so
the
discussion
in
December.
That's
why
the
pro
forma
will
be
briefed
on
the
fifth
and
between
the
fifth.
We
we
have
a
work
session
on
the
10th
of
December
it'll,
be
a
multi-hour
Saturday
work
session,
where
we'll
work
with
the
board
and
try
to
get
well
I
yeah.
Let
me
clarify
the
immersion.
H
Yes
actually
can
I
just
chime
in
on
the
immersion,
so
nothing
is
off
the
table
because
ultimately
it
will
be
the
school
board
that
makes
a
decision
on
what
is
on
or
off
the
table,
but
the
administration
did
make
a
recommendation
that
it's
highly
unlikely
that
immersion,
as
in
the
instruction
of
two-way
language
programming,
will
not
be
removed
from
schools.
But
that
said,
we
need
to
look
very
closely
at
the
structure
of
those
programs,
so
students
enter
the
programs,
the
class
sizes
of
the
programs.
H
Every
single
program
that
we
offer
in
ASD
could
look
very
differently
next
year,
because
there's
no
way
to
address
the
68
million
dollar
deficit
without
making
drastic
changes
to
anything.
So
we're
looking
at
every
single
thing.
Everything
is
still
on
the
table,
but
we
made
a
programmatic
decision
that
foreign
language
instruction
will
happen
in
our
schools.
I
I
It's
it's
one-time
funds
which
the
board
has
not
appropriated
or
allocated
yet
fund
balance,
which
is
probably
going
to
be
north
of
of
you
know,
15
million
as
a
recommendation,
and
then
finally
PTR
and-
and
we
do
need
the
board
to
give
us
an
idea
of
what
they
support
and
what
they
expect,
because
we
don't
want
the
board
surprised
and
we
don't
want
the
public
surprised
when
the
budget
comes
out
in
February.
I
This
really
is
the
final
board
meeting
in
December
will
be
setting
expectations
for
the
community
as
to
what
to
expect
I'll
tell
you,
though,
as
with
with
everything
during
the
months
of
January,
we
will
continue
to
keep
looking
for
other
options.
We
will
continue
to
look
at
Administration
all
the
way
up
until
the
day
before
we
we
finish
the
budget
book
and
push
print
on
it,
so
it
doesn't
mean
that
the
staff
stops
working
once
the
board
says.
Okay,
this
is
what
we
expect
to
see
in
February.
I
There's
always
going
to
be
some
additional
changes,
I
hope,
because
the
more
we
can
reduce
that's
not
required
the
more
flexibility
the
board
has
when
they
get
to
a
vote
in
February.
So
that's
the
timeline.
There
is
one
other
I,
don't
know
change
for
next
year,
and
that
is
the
impact
to
the
ASD
tax
cap,
because
the
property
values
in
Anchorage
really
increased
significantly
over
the
last
couple
years
and
I
will
hand
that
discussion
off
to
Mr
Andy
Ratliff.
M
Okay,
thank
you
and
Echo
Jim
sentiment
about
not
wanting
to
show
slides
that
the
board
hasn't
seen
yet
I
know
the
board
hasn't
seen
this,
but
oh,
we
got
this
information.
I
really
wanted
to
make
it
timely
for
you
guys,
because
it
is
going
to
probably
come
up.
So
what
happened
in
calendar
year,
2022
the
assessor's
office
Revisited
the
how
property
taxes
were
valued
and
team.
M
Probably
recall
the
assessed
valuation
for
like
residential,
went
up
by
like
10
or
so,
and
businesses
went
up
by
quite
a
bit
as
well,
but
just
kind
of
rebalance
that,
based
on
current
market
values,
but
the
you
know
as
taxpayers,
we
see
the
mill
rate
lower.
So
you
don't
see
an
aggregate
increase
in
taxes,
but
what
happens
for
the
school
district?
M
Is
this
required
local
contribution,
which
is
for
fy24,
which
you
see,
the
120
million
is
based
on
the
2.65
meals
of
the
FY
22
property
values
and
the
FY
23
would
have
been
on
fy21
property
values.
So
we
have
this.
Almost
eight
million
dollar
increase
in
the
required
local
contribution,
which
is
going
to
start
pushing
us
up.
You
know
potentially
up
towards
the
city's
tax
cap,
which
will
limit
the
total
amount
we
can
collect
as
a
as
a
government
as
a
whole
from
the
taxpayers.
D
M
M
M
Eye
that
we're
still
kind
of
working
through
the
rest
of
these
numbers,
with,
like
the
state
revenue,
the
the
revenue
that
we
have
on
there,
is
based
on
the
current,
the
current
ADM
that
we
have
for
fy23.
So
that'll
change
as
we
get
our
projections
for
next
year.
M
I
One
other
thing
and
I
I
apologize,
Meg,
I,
I,
just
didn't
even
answer
it
at
all
was
we
are
actually
looking
at
transportation
for
Charter
Schools
as
well
and
kind
of
like
a
hub
and
spoke
model.
Initially
I
think
you'll
hear
an
announcement
from
the
superintendent
next
week
that
we
are
finalizing
and
we
will
have
finalized
by
next
week.
We
we
got
a
consultant
who's,
an
expert
in
bus
routing
all
across
the
lower
48.
I
we've
upgraded
our
20
year
old
plus
software,
and
we
are
restructuring
our
routes
significantly
to
where
very
shortly
we're
going
to
be
able
to
provide
bus
service.
We're
going
to
keep
refining
that
with
the
goal
of
being
able
to
find
an
additional
four
routes
that
we
can
start
working
on
those
inequities.
You
talked
about
because
it's
a
board
going
or
our
guardrail
for
us
to
be
able
to
figure
out
how
to
increase
the
ability
for
students
to
be
able
to
attend
other
programs.
I
So
that
has
been
a
board
Focus
I
think
almost
for
the
last
year
and
a
half
and
we're
very
close
to
being
able
to
start
making
progress.
But
we're
we're
not
going
to
want
to
put
more
bus
routes
than
we
think
we
can
do
because
it's
you
know
then
we're
then
we're
back
to
you
know
having
to
prioritize
who
who
gets
busing
and
who
doesn't.
So.
I
We
have
a
few
more
months
work
before
we
can
probably
go
Final
on
the
charter,
school
and
other
special
programs,
but
that
certainly
has
been
our
plan
all
along.
I
M
I
was
gonna,
add
one
more
thing
on
the
as
that
required
vocal
contribution
goes
up,
the
state's
contribution
does
go
down
by
the
same
amount,
so
there's
a
relationship
there
and
that's
what
that
second
little
chart
there
was
showing
how
the
the
state
calculates
our
basic
need,
funding
and
then
takes
away
the
required
local
amount.
So
just
kind
of
be
aware
of
that,
as
we
increase
that
required
local
contribution.
State
money
goes
down
on
a
dollar
for
dollar
basis,.
J
Hey
Jim,
if
I
might
I,
don't
necessarily
have
a
question.
It's
Margo
I
just
want
to
thank
the
assembly
for
making
time
to
better
understand.
You
know
the
you
know
the
process
that
we're
using
and
to
and
to
answer
your
questions
and
I
do
apologize
for
being
late,
jumping
on
the
call,
but
even
if
you
don't
have
questions
now,
if
you
get
them,
please
send
them.
J
We
are
happy
to
to
respond,
and
those
of
you
who
some
of
you
have
already
made
appointments
with
the
superintendent
and
you've
already
met
with
him,
and
we
we're
hoping
that
this
kind
of
open
collaboration
will
continue.
So
now
we
got
some
questions
so
Carl
I'll
turn
it
back
over
to
you.
A
Yeah
so
I
see
that
we've
got
also
material
of
France,
followed
by
a
member
of
volatile.
B
Thank
you
vice
president
Jacobs
and
I'm,
not
sure.
Yet,
if
I
have
questions,
I
am
processing
this
information,
and
and
much
of
it
of
course,
continues
to
be
discussed
in
Earnest
at
community
councils,
and
thank
you
to
all
of
you
for
for
making
the
time
for
those
conversations,
in
addition
to
the
town
halls
and
I
guess.
What
very
much
concerns
me
is
at
the
end
of
the
day
is
the
quality
of
the
education
and
if
we
can
be
competitive
too
with
other
communities
and
as
we
see
people
leaving
the
municipality
I
know.
B
As
you
know,
a
parent
of
three
kids
quality
of
education
and
schools
is
super
important
in
deciding
where
to
live,
and
so
you
know
that's
one
thing.
That
is
a
big
concern
to
me
and
I.
Really.
First
of
all,
let
me
just
back
up
and
say:
I
just
really
appreciate
the
way
in
which
you
are
all
grappling
with
these
very
difficult
decisions
and
making
such
an
effort
to
get
community
feedback
and
I'm.
B
You
know
I
feel
frustrated,
we're
in
this
position
because
again,
as
you
all
have
pointed
out,
if
it's
flat
funding,
it's
a
cut
and
my
background
is
in
the
business
sector
and
it
just
some
of
the
that
that
whole
belief
of
like
okay,
you
know
gonna
keep
cutting
until
you
get
your
results
up.
That
is
not
typically
how
many
of
us
who
have
worked
in
the
private
sector
approach
problems,
sometimes,
of
course,
right
You.
B
You
have
to
take
a
look
and
redo
things
and
you
know
handle
it
differently,
but
that
is
a
piece
where
I
just
find
that
so
concerning
and
I'm
very
curious.
You
know,
too
how
the
district
will
message
around
that
that
piece,
because
I
think
it's
harmful
this,
you
know
very
harmful.
This
idea
that
the
ASD
is
wasteful
and
could
do
so
much
more
with
less,
which
is
a
rather
Preposterous
notion.
B
In
many
ways
you
do
less
with
less
so
there's
that
piece
of
you
know
being
competitive
and
being
able
to
offer
a
quality,
education
and
then
I'm,
I
guess.
I
am
curious
about
the
feedback
from
the
community
and
I
know
that
it
has
been
passionate
about
when
it
when
it
comes
to
school
closures.
But
are
you
getting
the
sense
too
that
people
really
want
to
push
on
the
legislature
and
the
governor
to
fully
fund
education,
because
that
is
seems
like
such
a
big
piece
of
it
here.
B
You
know
obviously,
cuts
at
the
state
level
push
the
cost
to
local
communities,
and
Anchorage
has
continued
to
take
on
like
other
communities
more
and
more
as
the
state
cuts
back.
So
this
is
I
mean
essentially
increasing
the
taxes
on
local
government
and
I'm
am
curious
and
I'll
just
stop
there,
and
maybe
that's
my
question
as
to
you
know
what
kind
of
feedback
and,
if,
if
you're
thinking
that
that
is
an
area
worth
pursuing.
Thank
you
so
much.
B
Thank
you
again
for
all
your
work
on
this
and
the
time
to
meet
with
us
very
much
appreciate
it.
You're
in
a
tough
spot.
We
all
are.
A
Thank
you,
chair,
La,
France,
I'll,
share,
I
saw
Dr
Stock,
raise
his
hand,
which
I
assume
is
maybe
in
response
to
part
of
your
question
I'll.
Just
while
I
have
the
floor
briefly,
I'll
just
address
the
second
part,
which
is
observations
regarding
public
sentiment,
I've
made
a
point
to
attend
each
of
the
Town
Halls
regarding
the
potential
school
closures.
A
I
think
that
we
are
seeing
an
increased
awareness
that
ASD,
unlike
other
school
districts,
doesn't
have
taxing
Authority,
that
we
have
a
set
of
funds
that
were
given
and
we
must
operate
within
those
boundaries
and
so
on.
The
other
side
of
that
coin
is
I,
think
we're
seeing
the
public
passionately
advocate
for
programs
which
are
very
personal
to
them,
and
their
families
I
think
that
there
is
an
element
that
is
probably
missing.
A
It
won't
be
completely
understood
until
we
address,
as
we
will
in
an
upcoming
meeting
things
like
people
to
teacher
ratio
and
administrative
cuts.
A
That
I
think
some
of
the
public
unfortunately
views
a
series
of
binary
choices
that
are
unaffected
by
each
other,
such
as
you
know,
should
unacca
Valley
or
should
Northwood
Elementary
remain
open,
or
should
they
be
repurposed
and
I
think
that
the
the
missing
piece
for
that
is,
if,
if
those
programs
aren't
repurposed
and
if
that
cost
savings
isn't
realized,
that
money
must
come
from
somewhere
and
without
that
that
give
and
take
or
that
push
and
pull
I
think
we're
we're
talking
about
an
incomplete
question,
but
I'm
hopeful
that
that
the
rest
of
that
conversation
will
be.
A
He
realized
here
very
shortly,
once
the
board
is
briefed
as
to
how
we
really
get
to
zero,
which
ultimately
will
have
to
include
a
an
increase
in,
or
at
least
a
strong
consideration
of,
an
increase
of
class
size.
With
that
said,
I
saw
Dr
Stock
raise
his
hand,
Dr
Scott.
If
you
want
to
address
a
different
point
of
the
question
and
then
we'll
go
to
Med
resolatel's
question.
D
D
But
one
of
you
is
a
van
one
of
you
said
something
that
triggered
this
for
me,
but
our
board
and
and
ASD
has
put
together
a
very
compelling
vision
for
the
future,
a
vision
that
talks
about
students
summoning
at
the
end
of
high
school,
with
options
for
college
career
life,
building
strong
career
pathways
through
middle
and
high
school.
So
students
begin
to
explore
when
they
Summit
and
leave
us
with
a
graduation
rate
which
is
now
at
the
highest.
It's
been
ever
here
at
that
84,
roughly
83
84
graduation
rate.
D
We
want
them
to
look
around
at
the
summit
and
see
options,
see
many
options
available,
that
they
have
been
LED
through
career
Pathways
as
they
go
up
through
middle
and
high
school.
Now,
to
do
that,
we
have
to
drive
this
down
into
the
elementaries,
where
basic
skills
are
absolutely
rock
solid
foundation.
They
come
out
of
third
grade
reading.
They
come
out
of
fifth
grade
with
strong
mathematic
foundations,
and
then
they
begin
to
explore
now
that
that's
the
vision,
the
problem
we're
at
now
is
number
two
things
one.
D
We
have
to
be
as
efficient
as
we
can
get
with
our
resources
to
try
to
do
that
and
we're
never
going
to
get
more
money
for
this
compelling
Vision.
Unless
we
can
prove
that
we're
doing
both
those
things
we
have
a
vision.
It's
absolutely
one
of
the
more
compelling
Visions
I've
seen,
but
it's
all
lost
in
this
hubbub
of
trying
to
be
efficient
and
I
just
feel
like
I
just
want
to
make
that
point,
because
there's
something
that
said
that
triggered
that
and
I
feel
like.
D
D
Look
yet
it's
just
starting
to
leak
out,
but
in
the
midst
of
all
that
we're
hung
up
on
closures
and
all
those
things
and
I
just
wanted
to
point
out
that
we
must
have
a
vision
and
we
must
sell
it
to
the
community,
because
if
we
can't
do
that,
no
one
wants
to
provide
more
additional
funds,
and
so
that's
I'll
climb
off
my
soapbox.
Thank.
A
I
Initially
they
said.
When
are
you
going
to
start
reducing
your
infrastructure
because
you,
you
you're,
not
making
efficient
use
of
your
schools
and
and
for
the
first
couple
years
we
said
you
know
we're
still
working
on
that,
but
you
realize
the
state
funding
formula.
I
It
costs
us
money
to
close
a
school
and
you
get
more
money
for
smaller
schools.
So
when
Natasha
got
the
bill
passed
for
the
old
harmless,
there
were
a
lot
of
people
in
the
Senate,
especially
that
had
expectations.
We
would
close
multiple
schools
because
again
throughout
our
community
and
at
Juno,
a
lot
of
people
know
our
enrollment
has
declined
and-
and
we
did
close
Mount
spur.
I
I
What
are
you
doing
and,
and
they
don't
feel
comfortable,
giving
us
more
money
until
they
think
we've
made
all
the
steps
we
can
do
to
be
as
efficient
as
we
can
and
that's
what
caused
Natasha
to
write
the
whole
Timeless
Bill
and
that's
why
it
passed,
and
there
are
a
lot
of
people
in
Juneau
that
that
expect
us
to
try
and
maximize
our
efficiency.
I
A
You
Jim
I,
see
assembly
numbers,
I'll,
tell
us
hand
up.
G
Thank
you,
so
I
really
appreciated
Mr
Stock's
comments
about
Vision,
I
guess
this
is
where
I
want
to
have
assembly
members
be
helpful
to
the
board.
So,
as
you
can
imagine,
just
as
you
are
getting
lots
of
emails,
they
are
starting
to
come
our
way
as
well,
and
that
is
where
my
fixation
on
process
is.
I
want
to
be
able
to
tell
our
constituents
that
the
school
board
is
undertaking
a
process
help.
G
Let
them
know
where
to
find
that
process,
so
they
can
engage
with
it
with
you
all,
as
you
are
in
the
weeds
and
deep
down
into
the
details,
and
how
that
we
can
hopefully
say
yes,
that
process
aligns
with
this
Community
Vision
for
our
schools
right
now.
That's
the
information
I
feel
like
I'm
missing,
to
be
able
to
be
that
good
partner.
G
G
With
the
concerns
you
have,
because,
from
my
perspective,
as
a
parent
I've
had
a
hard
time
figuring
out
where
to
engage
on
the
parts
that
matter
to
me
as
a
parent
and
I
feel
like
I'm,
a
somewhat
sophisticated
parent
in
trying
to
figure
that
out
so
I
just
wanted
to
provide
that
feedback.
G
I,
don't
think
you
have
an
easy
decision,
I
think
it's
a
terrible
situation
we
find
ourselves
in,
but
I
want
to
be
a
helpful
member
of
you
know
in
a
collaborative
process
between
the
board
and
the
assembly,
because,
ultimately,
when
your
budget
comes
before
us,
I
want
to
be
able
to
say:
okay,
the
process
was
good.
I
can
trust
the
budget
before
us
because,
as
you
know,
the
assemblies
roll
with
your
budget
is
limited,
and
so
it's
really
going
to
be
the
process.
G
You
know
not
everyone's
going
to
be
happy,
but
the
process
was
solid,
so
I
just
wanted
to
share
that,
and
that
was
kind
of
where
my
questions
were
coming
from
today
and
I
did
appreciate
all
of
the
information
given
I'm,
just
not
as
far
in
the
weeds
as
you
all
are.
Thank
you.
A
Thank
you.
Member
zalatel
I
see
member
Holloman
with
his
hand.
L
And
I
just
wanted
to
touch
back
to
what
assembly,
member
of
France
brought
up
and
and
I'm
speaking
more
as
someone
that
spent
20
years
working
in
the
district
and
in
buildings,
the
the
funding
method
really.
Is
that
occasionally,
in
years
of
plenty,
we
get
increases
and
then
in
between
we're
either
flat
or
drifting
we're
drifting.
L
So
it
creates
an
atmosphere
where
it
doesn't
make
a
lot
of
sense
to
come
up
with
great
ideas
that
cost
money,
because
you
have
to
go
find
a
program
somewhere
within
the
pie
already
to
get
rid
of
in
order
to
fund
what
you're
doing.
It
also
is
a
case
that
any
good
idea
gets
whittled
down
over
time.
I'm
going
to
say
the
last
really
big
thing
that
the
school
board
did
it's
about
25
years
ago,
when
they
rolled
out
Middle
School,
especially
as
it
was
presented,
it
was
expensive,
it's
more.
L
It
was
more
expensive,
then
than
it
is
now,
and
it
was
really
meant
to
affect
the
behavior
of
students
from
middle
school
on
through
life
and
and
there's
a
fair
amount
of
evidence
that
works,
and
there
were
times
when
it
was
discussed.
Eliminating
the
program,
but
in
between
what
happened
is
it
would
lose
an
FTE
here
or
there
or
different
places.
L
When
you
look
at
things
like
the
number
of
electives,
the
options
for
students
and
different
things
like
that
from
the
90s
versus
what
we're
looking
at
now,
the
program
just
barely
exists,
and
the
argument
by
the
director
of
secondary
was
that
it's
almost
gone
so
cutting
it
will
save
some
money
and
not
really
affect
things
that
much
was
kind
of
a
sad
environment
and
the
what's
happening
is
it
makes
it
hard
to
deliver
a
high
quality
education
in
that
environment.
L
We
are
getting
some
meeting
Whiplash
where,
when
we
go
to
these
Community
meetings
about
these
closures,
people
are
standing
there
and
telling
us
how
their
school
does
a
good
job
for
their
kid
they're,
not
sure
they
can
send
them
to
another
building
and
find
someone
who's
going
to
inspire
their
child
as
much
as
their
current
teacher
and
different
things.
They're
they're
very
worried
about
it.
Switch
over
to
the
community
council
meeting
last
night
and
representative
Shaw
said
you
know
the
schools
are
failing,
the
results
are
awful.
L
I,
don't
want
to
give
any
more
money
until
I
have
a
guarantee
that
something's
going
to
actually
change,
and
no
one
in
in
the
room
wanted
to
counter
him
other
than
than
me
it
just
the
the
general
perception
outside
of
parents
is
that
it's
awful
in
there
it's
not
worth
throwing
more
money
at,
but
when
people
see
their
own
program
going,
they
do
speak
up.
I
I
hope
we
can
get
more
people
to
at
least
talk
about
those
qualitative
things.
L
L
There
are
people
that
are
quite
happy
to
attack
public
education,
and
some
of
the
numbers
they
use
are
a
little
bit
simplistic
compared
to
what
we're
trying
to
do
every
every
year,
but
the
the
up
and
down
funding
or
the
flat
and
up
funding
every
so
often
it
was
really
corrosive
to
to
having
a
high
performing
District.
E
Sure
I
wanted
to
extend
my
appreciation,
as
always
to
staff
for
preparing
for
this
meeting.
I
always
learn
from
them
and
thanks
to
the
assembly
members
for
some
really
great
questions.
You
know
my
thought:
I
think
that
assembly
assemblywoman
zalatella
asked
in
essence.
You
know
how
can
the
assembly
help
ASD
and
you
know
at
some
like
very
meta
level.
We
need
you
to
help
and
I
know
that
you
are
but
to
continue
making
Anchorage
a
place
where
people
want
to
live
and
invest
right.
E
You
know,
we've
seen
our
enrollment
numbers
go
down,
as
families
have
migrated
out
of
the
city,
so
at
some
level
you
know
continuing
to
move
to
make
Anchorage
a
desirable
livable
place.
E
It's
just
a
wonderful
thing
to
continue
on
that
path
towards
you
know
more
specifically,
as
we
engage
with
the
legislature
at
before
it
convenes
and
then,
as
it
convenes
help
us.
You
know.
Yesterday,
in
our
Communications
meeting
we
talked
about
the
Three
B's
budget
bonds
and
busing
the
busing,
referring
to
you,
know
flat
funding
and
transportation.
At
the
state
level,
we've
had
the
same
amount
of
funding
for
transportation
since
I
think
about
2015.,
but
we
need.
E
We
need
to
be
a
united
front
saying
that,
yes,
we
have
got
to
have
an
inflation-adjusted
change
to
that
base
student
allocation
and
that
first
chart
that
Mr
Anderson
showed
you
know.
Yes,
it's
640
dollars,
that's
the
difference
if
we
use
our
remaining
federal
funds,
but
I
just
want
to
suggest
that
the
Gap
is
much
larger.
It's
it's
like
860
dollars.
I
would
rather
use
our
federal
relief
dollars
towards
high
value,
tutoring
and
other
interventions
towards
relief,
not
as
we're
doing
this
year,
continuing
to
backfill
our
budget
to
tread
water.
E
So
we
need
your
help
to
be
a
combined
Advocate,
a
combined
front
and
advocating
for
for
help
in
in
giving
us
an
adequate
budget
to
work
with
so
that
we
can
meet
students
needs
and
continuing
to
support
efforts
towards
you
know
at
the
state
level,
towards
promoting
teacher
retention.
E
You
know,
especially
through
a
return
to
defined
benefits.
You
know,
I
think
that
the
danger
with
all
of
these
budget
cuts
is
that
we're
going
to
have
fractured
coalitions
and
in
reality
we
need
to
be
on
the
ship
together.
So
you
know,
let's
all
work
towards
promoting
good
relationships
with
our
legislators.
Work
to
make
Anchorage
a
little
a
place,
work
to
improve
our
educational
system
by
finding
efficiencies
that
are
really
in
students,
best
interests
but
saying
gosh
darn
it.
We
can't
do
that
without
adequate
funding.
A
A
Okay,
so
assembly
charizalitel,
it
appears
we've
concluded
our
agenda
without,
if
you
have
any
objection
to
adjourning
by
all
means.
Otherwise,
I
would
propose
that
we've
completed
our
business
for
today.
J
Remember
Jacob
says:
if
I
might
just
remind
our
next
our
regular
meeting
a
joint
meeting
will
be
on
December,
2nd.
That
is
also
our
legislative
luncheon.
So
please
make
sure
that's
on
your
calendar
we'll
be
at
KCC.
Some
of
you
attended
last
year.
We're
hoping
you'll
attend
this
year
and
we
will
have
our
our
legislative
priorities
ready
to
for
you
to
share
with
you
and
hopefully
excite
you
and
we
can
work
together
on
on
those.
J
So
we
will
still
meet
on
the
second,
as
planned,
with
our
regular
agenda.
F
Can
I
add
to
that
real
quick
I've
only
gotten
one
RSVP
from
the
assembly,
so
if
you
could
email
me
your
RSVP
sooner
than
later,
I
would
really
appreciate
it.
Thank
you.
Thank
you.
B
Thank
you
vice
president
Jacobs,
nothing
else,
except
to
extend
gratitude
to
you
and
president
Bellamy
and
the
members
of
the
board
and
all
the
members
of
ASD
staff
for
all
your
hard
work
and
your
continued
effort
to
conduct
a
robot
bust
public
process,
and
please
do
as
member
zealotel
raised,
keep
us
informed
as
to
how
we
may
support
this
process.
So
just
thank
you
very
much
for
for
your
time
today.
Absolutely
thank.