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From YouTube: School Board Work Session 12-5-22
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B
Good
afternoon
today
is
Monday
December
5th
and
I'd
like
to
welcome
everyone
to
our
work
session.
Members
present
in
the
boardroom,
our
members,
Wilson
Jacobs
Holloman
in
Donnelly
I,
know
I
did
get
a
call
from
Member
lessons.
She
is
on
her
way,
so
we
will
update
the
roll
call
when
she
gets
here.
We
also
have
Dr
Bryant
and
we
have
our
staff.
That
is,
that
will
guide
us
through
this
work
session.
B
B
B
So,
while
she's
pulling
that
up
board
members
have
access
to
information
via
our
RFI
process,
that
process
is
in
our
bylaws
and
procedures
for
the
school
board.
B
Once
those
are
submitted,
we
try
to
answer
what
is
quickly
answered
in
our
board:
connect
those
items
that
might
take
more
administrative
time
come
to
before
us
during
our
work
session
for
prioritization
and
updates
from
the
administration.
So
that
is
where
we
are
all
right.
So
the
first
one
controversial
issue
concerns
committee.
There
was
a
response
to
this
in
the
board
connect,
but
we
have
gotten
more
questions
from
Member
Donnelly
on
the
information
that
he
is
requesting.
Where
are
we
Dr
Bryant?
Yes,.
B
Okay,
remember
Donnelly
is
that
first
of
all,
I
forgot,
I
didn't
even
ask
if
anybody
else
was
interested.
I
think
remember,
lessons
was
interested,
but
but
she's
not
here,
okay,
is
there
anyone
else,
that's
interested
in
the
controversial
issues
committee
information.
B
A
B
If
it's
going
in
hold
on,
if
I
can
continue,
if
the
information
is
going
in
board
connect,
it
will
be
there
for
everybody
to
see
and
it's
a
continuation
of
another
of
a
prior
question.
So
we've
already
started
our
input
on
this
particular
item.
D
I
think
this
is
incredibly
important
to
the
school
district.
We
have
a
controversial
concerns
committee,
but
currently
there's
nobody
on.
It
is
what
I
was
advised.
It
doesn't
exist,
and
yet
we
have
pending
parental
appeals
and
matters
that
have
been
there
since,
before
April
of
this
year,.
B
Okay,
so
it's
my
understanding
that
this
year's
committee
applications
were
due
November
28th
of
this
year
each
year.
There's
a
new
committee
and
if
you
recall,
we
we
made
some
internal
shifts
in
when
we
moved
Dr
Knutson
to
a
different
role
and
we
brought
on
Dr
Beltran
so
that
she,
that
is
in
process,
so
I,
don't
know
that
those
members
have
been
selected
since
the
28th.
But
that's
when
this
year's
committee
was
actually
those
applications
were
due.
D
Well,
that
begs
the
question
Madam
president:
as
that's
a
broken
system,
I
mean
if
we
have
a
pending
appeal
that
goes
dates
back
before
April
of
this
year,
but
we
haven't
been
able
to
address
it
because
it
appears
on
the
website.
Yes,
we
have
there's
one
book.
That's
still
there,
there's
got
to
be
a
way
to
get
a
committee
formed
quicker
than
what's.
What's
as
we're
going
on
eight
months
now,.
B
Okay
Point
points
taken
personally.
That
would
not
be
at
the
top
of
my
list
in
the
midst
of
all
the
things
that
we're
having
to
do.
But
your
point
is
well
taken:
member
Higgins,
okay,
oh
let
the
record
show
that
member
lessons
has
joined
us.
E
B
All
right
so
Dr
Bryant,
just
to
reiterate
what
you
just
said.
You
said
that,
could
you
just
repeat
what
you
said
right.
C
Again
that
there's
interest
in
this
information
we
would
be
able
to
produce
it
in
the
short
term
likely
in
the
next
sport,
go
back
on
Friday.
B
And
that
question
is
from
member
Dudley.
A
concern
arose
at
the
recent
board
meeting
that
the
parent
read
from
a
book
in
the
school
library
some
very
offensive
language,
but
that
policy
provision
does
not
currently
appear
on
the
ASD
website
went
when
will
the
district
put
the
completed
the
complete
meeting
public
I'm?
Sorry,
my
vision,
testimony
policy
on
the
website.
It
is
on
the
website,
member
Dudley.
B
D
So
what
was
lacking
was
the
portion
of
the
policy
that's
available
to
the
public
at
the
door,
but
did
not
appear
on
the
website,
where
he
that
was
the
basis
for
the
acting
chairs
ruling
that
individual
out
of
order.
That
night
on
the
basis
of
obscene
or
obscene
language,
which
was
being
read
directly
from
a
book.
That
was
in
one
of
our
libraries.
E
B
B
Moving
on
next
one,
please,
the
health
curriculum
I
believe,
oh
budget,
sorry,
so
what
does
that
remember?
Don,
Lee?
What
consideration
has
been
given
to
larger
university-sized
classes
for
high
school
required
courses?
I,
think
we
addressed
that
when
we
met
jointly
with
the
assembly.
Were
you
satisfied
with
that
answer?.
D
I'm
still
supportive
of
exploring
that
as
a
cost-saving
option.
Madam
president,
the
answers
that
you
know
we
had
limited
time
at
that
assembly
joint
meeting
on
to
deal
with
that,
but
the
answer
is
tend
to
imply
that
there
wasn't
sufficient
space
in
our
high
schools
or
junior
high
schools
to
do
such
a
thing.
But
we
all
have
we
have
multi-purpose
rooms
and
auditoriums
in
every
High
School
I
mean
it
seems,
like
those
would
they're
identical
to
what
I
rooms
that
I
took
about
biology,
101
in
and
econ
101
and
in
college.
D
B
Well,
Dr
Ryan
I
mean
I,
have
my
own
thoughts,
but
did
you
want
to
I.
C
Can
just
restate
some
of
the
statements
that
were
made
in
the
joint
assembly
meeting.
There
are
some
practical
considerations
with
the
availability
of
those
large
spaces,
such
as
classes
that
may
be
taking
place
in
the
auditorium
so
for
a
system-wide
budget
solution.
It
wouldn't
be
likely
that
that
would
be
a
part
of
the
budget
solution,
but
it
could
be
a
programmatic
choice
that
a
school
could
Implement
if
that
were
of
interest
to
them.
F
B
So
I
don't
know
that
there
is
another,
so
I
think
the
only
I
mean
there.
I,
don't
know
what
other
information
to
give
you
other
than
that
member
Donnelly.
B
If
you
want
to
ask
that
question
again
at
a
future
date
when
we
are
to
see
if
any
schools
are
implementing,
that
I
mean
I
I'm
a
product
of
those
huge
classes,
sizes
I
hated
them
personally,
because
I
got
lost,
and
that
was
not
a
very
memorable
portion
of
my
education,
but
it
could
be
different
for
other
people
who
are
maybe
more
self-directed.
B
B
D
Yeah,
it's
not
something
that
I
would
look
at
as
being
the
something
we
want
to
do,
but
I
do
think
it
could
potentially
be
utilized
to
help
hold
down
class
sizes
in
the
kinds
of
classes
that
need
more
direct
instruction
and
more
one-on-one
help
for
our
students.
There
are
some
courses
that
lend
themselves
to
more
of
a
lecture
format
than
a
one-on-one,
instructional
format
and
I
think
it
could
be
a
cost-saving
option
that
we
could
undertake
to
preserve.
The
the
smaller
sizes
in
those
classes
that
were
are
needed
were
one-on-one
instructions
more
needed.
B
You,
member
dunk,
okay,
so
in
terms
of
a
priority
to
come
back
to
that
I
would
say,
probably
long
range
for
right
now,
any
opposition
to
long
range.
Thank
you
all
right,
our
next
one.
We
still
have
about
three
more
to
go
foreign.
B
Question
Dr
Bryant:
did
you
want
to
talk
to
speak
to
this?
One
again,
remember:
donbury's,
state
law
requires
Health
curriculum,
be
available
to
parents
and
I
thought.
We
answered
this
in
board
connect,
but
I
know
we
answered,
because
it
was
a
situation
that
came
up
earlier
this
year.
Did
you
want
to
add
anything
to
what
was
inboard
connect.
C
Correct
I
believe
we
answered
this
question
previously.
If
there
are
other
aspects
that
we
can
answer,
we'd
be
happy
to
to
understand
what
that
additional
request
would
be.
B
So
the
thing
that
I
think
this-
that
is
new-
that
might
be
new
this
time
to
see
a
requesting
a
copy
of
the
current
approved
Health
sex
education,
curriculum
and
all
other
sex
education,
Health
curriculum
being
used
by
individual
teachers
that
has
not
been
approved
by
the
district
or
the
school
board.
D
Thank
you,
madam
President.
We
had
emails
from
some
parents
who
are
concerned
about
a
survey
or
emails.
They
received
from
specific
instructors
that,
although
they
didn't
say
it
in
a
certain
way,
they
implied
that
those
parents
would
have
to
opt
out
of
a
particular
sex
education
class
being
taught
and
which,
of
course,
is
a
violation
of
state
law.
The
state
law
requires
that
parents
opt
in
to
such
curriculum
and
not
have
to
opt
out
and
I
was
concerned
that
it
certainly
seemed
to
be
misleading.
D
What
was
communicated
to
parents,
at
least
by
that
specific
instructor
and
additionally,
I,
had
requested
to
see
what
our
current
approved
sex
education
curriculum
is
and
whether
we're
allowing
instructors
to
develop
their
own
individual
curriculum
that
hasn't
been
approved
by
the
board.
B
So
I
think
is
there
any
other
board
member
interested
in
more
information
on
the
health
curriculum,
if
not
I
would
recommend
that
member
Donnelly
meet
with
that
with
with
the
appropriate
staff
to
get
his
specific
questions
answered.
I
think
that
would
get.
That
would
be
a
better
way
to
move
forwards.
Thank
you.
B
Remember
Jacobs:
did
you
want
to
speak
to
your
request?
What
is
an
estimated
savings
for
the
following
wage
fees
for
any
non-represented
and
exempt
employee,
making
55.8
000
or
more
a
one
and
two
weeks
a
paid
for
no
for
any
non-represented
and
exempt
employee
making
55
points
eight
or
more
did
you
want
to
speak
to
your
request
and
then
we'll
go
to
Dr
Wright.
G
Yeah,
thank
you
amen,
president.
This
was
a
topic
I
touched
on
during
our
special
meeting
regarding
PTR
and
admin
cuts.
G
I
think
this
is
a
data
point
that
will
be
useful
as
we
work
to
put
the
puzzle
pieces
together
as
to
how
we
eliminate
our
budget
deficits,
whether
it
be
68
million
or
less
I
I've
connected
with
staff
and
had
a
couple
subsequent
conversations
since
and
I
understand
that
there
will
be
some
limitations
and
caveats
on
the
on
the
data
that
is
presented
in
response
to
this
inquiry,
but
it's
still
I
think
a
relevant
point
that
the
board
should
consider
as
we
navigate
weeks
and
months
ahead.
Thank
you.
Okay,.
H
Just
want
to
add
I,
don't
think
everything's
on
the
table
and
if
a
board
member
sees
something
where
there's
potential
savings
and
we
want
to
get
a
figure
for
it,
I
support
that,
because
not
that
I'm
I
think
this
is
necessarily
the
best
idea
or
not,
but
everything
on
the
table
makes
sense,
so
I
just
think
that
should
be
responsive
and
I
support
it.
For
that
reason,
thank.
C
B
G
Absolutely
thank
you.
I
just
want
to
Second
the
comments
of
member
Higgins.
Is
that
I'm
still
waiting
you
know
months
after
we've
started
our
budget
process
I'm
still
waiting
for
the
the
first
painless
or
the
you
know,
an
idea
that
we
would
implement
should
were
we
not
facing
a
60
million
dollar
deficit,
so
this
is
no
exception.
Thank
you.
B
Thank
you
and
I
think
our
last
one
is
that
correct
member
lessons
and
I?
This
is
member
lessons
and
I
had
a
conversation
earlier
at
the
School
Board
Association
during
a
work
session
and
I'll.
Let
her
speak
to
her
request,
but
this
is
information
that
she
would
like
that
she
feels
is
very
important
and
I
I
actually
agree
might
be
useful
when
we
meet
with
legislatures
legislators.
We
did
not
have
it
ready
for
our
luncheon,
but
we
should
be
able
to
have
it
for
February.
I
Sure,
thank
you
for
the
opportunity
to
speak
to
this.
I
did
appreciate
that
the
legislative
luncheon
there
was
an
initial
outline,
helping
me,
certainly,
and
hopefully
helping
legislators
board
members
assembly,
members
and
attendants
understand
with
our
new
our
new
breakdown
of
districts.
You
know
who
is
responsible
for
the
schools
in
their
districts.
I
would
like
incoming
legislators
to
really
understand
the
metrics
at
their
schools.
You
know
what
do
things
look
like
now?
What
would
things
look
like
down
the
road?
I
If
you
know
class
sizes,
PTR
needs
to
increase
I,
want
them
to
understand
as
much
as
possible
about
their
constituents
and
about
the
conditions
that
we
need
in
the
district
to
promote
student
growth
and
I.
Think
information
can
be
powerful,
so
I
would
hope
to
be
able
to
meet
with
the
legislator
and
say
this
is
what
is
happening
on
the
ground
right
now.
If
you
don't
increase
the
base
student
allocation,
this
is
what
it
may
look
like.
Next.
B
Year
and
I
guess,
my
question
is
in
terms
of
time:
Dr
Bryant
do
we
can
we
do
this
by
February.
C
I
And
thank
you
and
I
would
just
add.
This
is
not
an
exclusive
list.
This
was
a
back
of
a
napkin
brainstorm
session
that
we
had
at
the
aasb,
but
also
that
the
fly-in
legislative
fly-in,
the
first
one,
is
the
first
weekend
in
February.
So
that
could
be
a
good
Target
point.
B
Right
so
that
would
be
short
term
for
February
all
right.
That
concludes
our
our
list
of
our
rfis
continue
to
encourage
the
board
to
send
in
your
questions,
so
we
can
answer
what
we
can
immediately
and
forward
the
others
that
might
take
a
little
more
time
forward,
those
to
the
body
for
consideration
all
right.
That
brings
us
to
Item
B
I'm,
sorry,
item
C.
Is
our
budget
update
discussion,
Dr
Bryant
thank.
C
You,
madam
president,
good
afternoon
board
and
ASD
Community
we'll
continue
our
discussion
of
budget
Solutions
as
the
time
to
make
decisions
inches
near
CFO.
Jim
Anderson
will
walk
through
the
revenue
impact
of
school
closures
over
five
years
and
provide
the
board
with
an
update
on
changes
to
revenue,
since
we
last
calculated
our
projections
so
for
the
Public's
understanding
the
district
budgets
in
advance
for
a
certain
number
of
Staff,
such
as
teachers,
Etc
and
systemic
issues,
such
as
chronic
vacancies,
result
in
Greater
fund
balance
if
positions
remain
unfilled.
C
Then
Andy
and
Jim
will
walk
through
the
annual
pro
forma
presentation,
which
summarizes
projected
revenue
and
expenditures
for
the
next
year
and,
lastly,
we'll
provide
a
preview
of
an
activity
planned
for
our
Saturday's
special
work
session.
We've
heard
board
feedback
that
there
is
a
desire
to
see
how
different
budget
Solutions
fit
together
in
the
bigger
pictures,
such
as
structural
expenditures
versus
one-time
funds
versus
cost
avoidance
strategies,
Etc
et
cetera.
C
The
purpose
of
our
activity
will
not
be
for
each
individual
board
member
to
decide
their
ideal
path
forward
on
Saturday,
but
really
it
will
equip
us
all
to
visualize
a
wide
variety
of
scenarios
and
for
the
board
to
ask
questions
that
could
help
inform
your
decision
going
into
our
going
into
our
next
board
meeting
in
later
December.
C
So,
in
summary,
on
closing,
until
there's
a
structural
change
to
school
Finance
in
Alaska
such
as
a
BSA
increase,
we
will
need
to
strike
a
fine
balance
between
using
one-time
funding
versus
making
changes
that
will
structurally
decrease
our
expenditures
for
the
long
term
and,
unfortunately,
one-time
funding
is
not
a
reliable
stream
of
Revenue
and
historically,
it
is
allocated
to
districts
after
a
balanced
budget
is
passed.
So
with
that
I
will
hand
it
off
to
CFO
Jim
Anderson.
F
Thank
you,
Dr
Bryant,
on
the
next
slide,
you'll
see
the
fiscal
cliff
chart.
We've
been
briefing
for
now
almost
a
year
and
with
with
only
one
minor
change,
which
was
the
BSA
increase
for
fiscal
year
24..
What
you'll
see
tonight
is,
if
you
go
to
the
next
slide,
as
we
start
talking
about
Revenue
changes,
since
we
did
the
original
projection
for
the
deficit
in
July.
F
Obviously,
since
then,
we've
had
the
Oasis
count,
so
we
have
new
Revenue
we've
also
seen
significant
numbers
of
vacancies
that
have
that
have
continued
and
Andy
will
be
walking
you
through
how
those
cost
avoidance
or
cost
savings
measures
have
generated
additional
funding
that
that
could
be
available
to
apply
towards
the
deficit
after
the
pro
forma
he'll
go
through
the
fiscal
year.
23
projected
fund
balance
so
every
year
in
December.
F
So
he'll
walk
you
through
how
those
numbers
have
been
playing
out,
what
the
projections
are
potentially
some
level
of
risk
and
and
then
finally,
we'll
go
through
a
summary
of
all
the
options
that
we've
talked
about
repeatedly
to
achieve
an
overall
or
an
fy24
balanced
budget.
So
if
you
go
to
the
next
chart,
I
made
these
next
two
charts
up.
D
Just
the
first
slide
that
you
have
up
there
just
like
where
I'll
be
seeing
blood
content
Madam
president,
it
seems
to
me
that
the
elephant
in
the
room
on
this
chart
is
the
next
fiscal
year.
D
Looking
at
what
will
happen
going
out
one
more
fiscal
year
to
FY
25,
there
won't
be
the
220
million
of
one-time
Federal
Esser
funds
and
we'll
also
have
an
inflation
rate.
That
I
think
is
greater
than
that
line.
Indicates
there
probably
a
seven
or
eight
percent
official
inflation
rate,
which
we
all
know
is
a
fiction.
The
actual
inflation
is
much
higher
than
that.
D
So
I
think
it
would
be
very
important
from
a
we've
heard
at
some
Town
Halls,
that
the
community
said
we
didn't
tell
them.
This
was
coming
and
I
know
that
we've
been
we've
been
talking
about
it
here
for
years,
but
I'm.
Just
thinking
that,
having
a
chart
that
showed
just
how
bad
FY
2
25
would
be
would
be
a
useful
thing
to
get
out
to
the
community
so
that
they
couldn't
say
we
didn't
warn
them
of
just
how
bad
it's
going
to
be.
F
I
I
tried
to
make
a
chart,
there's
a
chart
that
this
is
the
Baseline
at
the
very
end
of
this
brief
after
we
see
available
fund
balance
and
the
16
million
and
one-time
funds,
and
then
I've
modified
that
chart
to
show
that
in
in
reality
that
structural
deficit,
because
the
use
of
one-time
funds,
although
it
makes
the
deficit
that
we
have
to
Target
for
building
the
fiscal
year
24
budget
a
little
bit
smaller,
it
doesn't
change.
The
underlying
fact,
which
is
the
structural
deficit,
will
still
exist
anytime.
F
One-Time
funds
are
used
as
on
the
source,
but
I
I
agree
on
on
fiscal
year,
25
that
certainly
for
this
next
legislative
session.
It's
it's
that's
worth
that's
worth
rolling
out
and
to
the
public.
B
F
But
the
piece
that
was
missing
is
what
is
the
overall
impact
to
the
district
if
you
close
Six
schools.
So
if
you
look
at
this
from
top
to
bottom,
you'll
see
that
Abbott
Loop,
because
we're
recommending
that
it
close
and
not,
and
potentially
we
get
with
the
city,
and
we
declare
that
property
as
excess.
It
could
be
demoed,
it
could
be
taken
by
the
city.
F
It
could
be
a
lot
of
things,
but
it
would
be
out
of
the
district
hands
that
it
never
actually,
even
with
the
whole
harmless
formula
ever
results
in
a
negative,
and
that's
really
because
of
the
number
of
staff
that
is
no
longer
needed.
Permanent
staff
and
that's
principled
through
custodian
nurse
librarian
and
all
those
positions
as
you
go
down
to
Birchwood
ABC,
and
it's
the
same
for
the
bulk
of
the
schools
where
a
charter
school
might
come
in
when
they
end
up
picking
up
all
of
the
maintenance
and
utility
costs.
F
You
see
a
similar
Trend
to
where
you
never
really
get
to
a
negative
Delta.
Despite
how
the
formula
plays
itself
out
when
you
go
to
clat,
where
we
currently
have
no
repurpose
plan,
because
Highland
Academy
has
chosen
has
decided
that
that
they
do
not
want
to
move
to
that
school.
You'll
see
that
at
the
very
end,
of
course,
there's
it
goes
into
the
red
slightly
and
then
on
your
Naka
Valley,
where
we
would
have
an
Early,
Childhood
Center.
F
F
If
you
go
to
the
next
slide,
you'll
see
that
Northwood
like
nanaka
Valley,
because
the
Early
Childhood
Center
does
result
in
a
negative
in
Wonder
park
because
it
would
go
to
a
charter
school
would
would
really
never
go
into
the
deficit,
but
the
total
package
of
closing
all
six
schools
if
that
were
to
occur.
The
total
savings
over
five
years
is
10.9
million
dollars
and
I
hope
that
that
provides
a
different
visual
picture
of
the
impact
on
Revenue.
Instead
of
just
taking
one
school
and
just
looking
at
year.
F
D
The
problem
with
that
is
that
ABC
skills
need
a
principal
who's
trained
in
ABC
curriculum,
successful,
so
you're
going
to
need
you're
not
going
to
be
able
to
just
chop
out
an
ABC
principle
if
you
want
to
have
a
real,
legitimate
ABC
program
in
a
non-abc
school
system.
So
does
this
take
into
account
the
additional
costs
that
we're
going
to
have
to
put
into
any
school?
They
move
into
to
maintain
properly
maintain
the
ABC
format.
J
Thank
you,
member
Donnelly.
The
easy
answer
to
that
question
is
that
we
have
many
programs
here
that
have
multiple
optional
programs
and
when
we,
when
we
review
principles
and
they
come
on
board,
they
all
have
to
learn
those
optional
philosophies
and
they
have
to
work
with
them.
All
I
do
not
see
a
particular
need
to
have
two
separate
principles
in
that
school.
J
But
we
have
many
many
schools
in
the
district
that
have
split
programs
within
them,
sometimes
more
than
one
and
I
can
think
of
examples
like
West,
High,
School,
with
IB
curriculum,
we're
running
all
the
way
through
the
high
school
and,
and
so
when
you
turn
those
principles
over,
they
may
or
may
not
be
experts
in
those
things.
But
that
is
something
to
consider,
and
that
is
something,
though,
that
we
can
work
with
without
having
to
carry
more
than
one
principle
for
for
one
Elementary
School.
D
K
D
Something
you
can
train
somebody
up
over
the
next
three
years
and
have
that
program
survive
in
any
kind
of
efficacy.
You
got
to
have
somebody
who
knows
Spalding
reading
you
got
to
have
somebody
who
supports
sex
and
math.
The
principles
are
out
in
the
hallways.
Coaching
kids
on
the
phonograms
I
mean
it's
an
essential
element
of
protecting
the
ABC
ethos
in
that
school.
It's
a
whole
different
thing
than
a
normal
school
and
and.
E
D
They're
taught
patriotism,
they're,
taught
personal
responsibility
at
a
much
higher
degree
than
in
every
school.
They
open
the
door
for
their
their
the
people
that
come
in
and
out
it's
very
different
than
the
culture
we'd
find.
Now
when
we
had
the
non-abc
schools
at
Birchwood,
there
were
issues
there
were
issues
and
and
I
think
those
issues
even
have
carried
over
today,
According
to
some
parents,
because
of
that
lack
of
that
same
ethos
that
same
culture
that
was
brought
into
that
school
at
that
time.
Now
it
was,
it
was
worked
out.
D
G
Yep
going
on
a
different
track:
Mr
Anderson
during
some
of
the
the
community
Town
Halls
you've
reiterated
that
it's
it's
understood
that
there's
due
to
the
way
the
foundation
formula
was
written,
there's
potentially
lost
income
after
year
five,
and
that
isn't
a
secret.
That's
why
Global
harmless
provision
was
added
by
with
the
leadership
from
Senator
Von
imhoff.
G
As
a
caveat
to
that,
you
indicated
that
the
intention
is
for
potentially
for
efficiencies
to
be
identified
during
that
five-year
period,
and
that's
how
we'll
mitigate
that
potential
loss
of
income
going
forward
has
administration
at
least
tentatively
identified
areas
for
efficiency,
or
is
that
a
process
that
will
begin
after
the
the
cuts
are
made?
I
know
that
you've
also
talked
about
due
to
Flat
funding
since
2016
effectively,
we've
already
implemented
a
number
of
efficiencies,
and
so
each
year
it's
getting
harder
to
do
so
so
big
feedback
on
that
would
be
helpful.
F
So
we've
been
working
on
efficiencies
that
will
end
up
helping
these
schools
out
as
well
when
it
comes
to
the
error,
handling
units
and
the
ability
to
automate
those
and
increase
airflow
and
maximize
it
through
the
buildings,
we
continue
to
increase
LED
lighting,
there's
a
lot
of
things
that
we've
been
doing
to
increase
efficiencies
that
we
won't
stop.
Just
because
we're
going
to
close
our
repurposed
schools,
we
will
continue
to
try
to
create
more
efficiencies
in
our
system,
long
term.
F
You
know,
frankly,
one
thing
that
will
help
us
with
efficiencies
and
and
several
of
the
the
more
senior
board
members
understand
is.
Sometimes
it
costs
money
to
create
an
efficiency
and
as
as
we
see
how
the
legislature
Works,
through
both
the
the
BSA
long
term
over
the
next
year
or
two,
and
as
they
look
at
the
restoring
Bond
debt
reimbursement
ratings,
those
will
also
help
generate
additional
efficiencies.
F
J
Yeah,
thank
you.
Madam
president
I
just
wanted
to
let
Mr
Donnelly
know
that
his
Pat
I
appreciate
his
passion
for
the
ABC
philosophy.
It's
actually
a
passion
I
personally
share.
What
I
would
say,
though,
is
that
burst.
Woods
current
principles
been
there
less
than
five
years
and
he
was
trained
in
all
the
agency
pieces
after
he
was
hired.
So
it
is
something
we
can
do
and
it's
something
we
routinely
have
to
do
for
all
our
principles
whenever
they
re
whenever
they
turn
over
and
a
new
one
is
hired.
J
It's
it's
difficult
for
us
to
find
perfect
principles
that
will
already
come
in
with
all
the
trainings
for
all
the
optional
programs
within
their
schools
and
those
are
those
are
passions.
We
have
to
make
sure
that
they're
they
espouse
when
they're
hired
and
then
we
still
have
to
train
them.
So
I
just
wanted
to
make
that
point.
B
Remember,
remember:
Jacob,
sorry,
did
you
get
your
question
answered,
you're,
good,
okay,
next
in
the
queue
member
Higgins
and
then
member
Holloman.
H
Some
of
the
complaints
that
are
there
is
that
in
the
future,
the
cuts
that
we
make
right
now
by
closing
schools
will
not
be
there
and
I
think
that's
a
valid
statement,
even
though
overall
over
the
five
years,
it
results
in
a
cut,
but
then
we'll
be
in
a
in
a
deficit
rather
than
gain
and
I
think
that's
still
a
legitimate
issue,
but
but
I
think
that
Mr
Donnelly's
weighs
in
the
issue
I
think
that
we
hope
to
address
this
Saturday,
and
that
is
let's
not
talk
strictly
about
dollars.
H
Let's
talk
about
academic
outcomes,
let's
talk
about
the
kids
and
not
just
the
budget
sheet
and
the
impact
we're
doing
things
for
a
lot
of
people,
one
regardless
of
schools,
questions
about
kids
going
in
sixth
grade
in
the
seventh,
if
they
don't
have
the
true
Middle
School
model,
with
the
additional
support
from
teachers
with
the
Staffing,
how
that
works
from
a
social,
emotional
and
adjustment
kind
of
basis
that
they've
kept
it
differently
than
that.
H
But
so
there's
a
lot
of
questions
out
there,
but
I
appreciate
the
dollars
and
cents,
but
I,
don't
think
the
issue
that
I've
heard
not
is
not
that
there
isn't
savings
initially,
I,
don't
think
that
I've
heard
that
from
the
public
that
they
don't
think
that's
the
case.
They
just
have
argued
that
long
term
it
results
in
it's
a
short-term
savings
and
I
think
this
document
kind
of
supports
that
the
way
this
is
being
done,
it's
a
short-term
gain
and
unless
it's
a
benefit
for
academically,
which
I
think
we'll
discuss
this
weekend.
H
That's
that's
not
much
of
a
the
benefit
is
short-term.
It's
my
only
purpose
in
life,
as
member
Donnelly
made
reference,
you
look
at
25
and
years
after
that.
The
deficit
is
not
going
to
get
better
unless
they
change
things,
so
we're
just
pushing
things
further
in
the
future.
So
that's
a
legitimate
issue
is
all
I'm
saying.
K
Yes,
two
things
one
to
respond
to
a
member
Donnelly's
comments
and
and
not
surprisingly,
coming
at
it
from
the
other
end
of
the
spectrum.
My
son
was
in
an
open,
optional
program
for
a
number
of
years.
K
There
was
also
co-house
in
a
neighborhood
school
and,
and
it
was
very
well
handled,
I
I-
don't
think
there
really
was
a
detriment
to
the
program
they
had
one
principal
who
was
in
charge
of
the
whole
school
and
and
I
think
every
educator
I
know
really
supports
ABC
as
the
right
spot
for
the
right,
kids.
K
I.
Don't
think
my
son
would
do
well
there,
although
I'll
never
find
out,
but
you
know,
open
optional
seem
to
be
the
answer
for
him.
I
would
support
Dr,
Stock
and
saying
a
good
administrator
can
run
several
different
programs
like
that,
and
there
are
numerous
examples
in
our
building.
Our
a
lot
of
our
immersion
programs
are
inside
of
a
neighborhood
school.
K
We
look,
norvik
East
is
inside
of
a
neighborhood,
high
school
and
I
I'm,
sure
I,
don't
know
all
of
them,
but
it
would
mean
that
we
need
good
oversight
of
our
administrators
and
evaluation
of
whether
or
not
they're
doing
their
job
effectively.
K
I
I,
don't
think
it's
it's
impossible
and-
and
there
are
some
friction
points
between
a
neighborhood
School
population
and
a
special
program
population,
but
to
some
degree
I
think.
Those
friction
points
are
sort
of
educational
opportunities
that
we
that
we
deal
with
on
a
regular
basis.
K
My
question,
Mr
Anderson,
is
in
the
schools
that
we're
talking
about
converting
to
Early,
Childhood,
centers
and
I
can
completely
understand
the
benefits
of
having
a
dedicated
building
where
you
have
multiple
sections
of
Early
Childhood
classes.
But
how
does
it
compare
if,
obviously,
in
all,
but
one
case
we
have
capacity
in
these
buildings?
Now?
K
K
So
right
now
what
we're
looking
at
is
vacating
a
couple
of
buildings
and
creating
our
meeting
early
childhood
centers
in
them.
I
was
always
saying:
I
understand
the
benefits
of
having
a
building
dedicated
to
that
one
area
and,
in
fact,
I
know
a
lot
of
people
actually
Advocate.
We
split
Elementary
into
upper
for
kind
of
the
same
reasons,
but
in
terms
of
possibly
keeping
them
in
his
neighborhood
schools.
A
A
Our
expansion
has
been
a
little
bit
slower,
more
so
on
the
agenda
than
our
special
education
side,
but
as
our
enrollment
increased
significantly
about
four
and
five
years
ago,
it
was
more
challenging
to
add
to
the
neighborhood
programs
in
regionally
placed
we're
in
35-ish
elementary
schools
right
now
and
two
high
schools,
King
Tech
and
Bartlett,
and
so
it
just
depends
on
Space
honestly.
K
Okay,
follow
up
yeah,
I,
guess:
there's
a
follow-up.
Just
I
see
a
huge
benefit
to
keeping
these
neighborhood
schools
as
neighborhood
schools
and
and
I.
Don't
know
the
specifics
of
like
how
many
rooms
are
available
versus
how
many
rooms
you
need
in
that
area.
I
assume
if
we
make
these
Early
Childhood
centers
they've
got
a
different
boundary
that
we're
drawing
students
from
within
the
elementary
school
does
or
otherwise
they'd
be
overflowing
right
now,
I
think
so.
K
I'm
I'm
wondering
if
we
can
I
think
we'd
be
providing
Transportation
I'm,
not
certain
I'm,
just
wondering
if
we
can't
utilize
classrooms
within
those
buildings
and
I
do
understand.
It
would
be
more
complex
and
not
as
administratively
simple,
but
it
it
does
seem
like
the
payout
is.
We
maintain
these
as
neighborhood
schools
and
that
that
seems
to
be
a
huge
benefit
to
me
personally.
K
So
I
would
ask
that
that
be
looked
at
closely
with
possible
recommendation
for
trying
to
to,
in
essence,
utilize
the
space
in
those
buildings
completely
by
adding
more
Early
Childhood,
without
actually
closing
them
down
as
neighborhood
schools.
I
Thank
you,
I
have
maybe
two
questions
that
are
budget
oriented,
but
on
different
topics.
One
I
just
I,
wanted
to
better
understand
this
slide
in
relation
to
what
some
of
our
community
members
have
suggested,
and
you
know,
there's
been
I've,
seen
a
very
detailed
spreadsheet,
suggesting
that
there
would
be
four
and
a
half
million
dollars
of
Revenue
lost
through
consolidating
and
yet
here
I'm
hearing
that
we
would
be
saving
10.9
million
dollars
and
I
just
feel
like
I'm
missing
something
so.
F
Some
of
the
community
members
may
have
a
a
certain
goal
that
they're
trying
to
achieve
and
they're,
probably
looking
at
one
and
only
one
school
and
trying
to
show
how
that
one
school
ends
up
being
in
a
negative
but
they're,
also,
possibly
not
looking
at
the
the
the
revenues
or
the
the
cost
savings
you
get
from
repurposing
the
school
and
that
amount
that
now
is
paid
by
a
charter
school.
F
So
I
I
mean
his
Revenue
was
accurate.
Okay
and
I
mean
he
was
working
with
Andy
yeah.
L
Yeah
I
would
add
that
to
that
year,
one
in
the
total
it's
about
four
billion
dollars
a
gain
and
by
year
five
you're,
almost
six
hundred
thousand
as
a
loss.
So
that's
the
that's
really
is
that
Revenue
stepping
down
each
of
those
years
and
that
the
difference
between
those
two
is
about
four
and
a
half
4.6
million.
So
we
do
show
the
same
number
on
this
side
as
it
steps
down,
but.
F
Dollars
right,
what
you
miss
is,
if
you
look
at
this
every
single
year
for
the
first
four
years
you
are,
you
are
saving
money
for
the
district
and
just
like
when
you
decide
to
use
one-time
funds,
whether
it's
fund
balance
or
Bond
debt
money,
but
whatever
it
is
sometimes
you're,
you're
buying
space
and
time
for
the
legislature
to
fix
education
funding,
and
it's
not
that
you
have
you
you've,
put
something
in
place
that
permanently
fixes
something
you're
given
the
legislature
time.
F
The
other
thing
is,
it
keeps
getting
lost
and
and
I
appreciate,
Mr
Higgins
comments
earlier.
F
From
a
first-year
teacher
in
a
one
section
grade
where
now
they're
picking
up
a
combo
and
they're
still
learning
out
how
to
be
a
first-year
teacher
at
one
grade
and
now
they
have
a
combo
there's
all
these
other
efficiencies
that
that,
when
you,
if
you're
looking
for
one
thing
to
say,
we
absolutely
can't
do
this,
because
I
found
one
thing
that
that
is
less
than
overwhelmingly
positive
you.
You
can
always
find
one
thing,
but
it's
really
the
whole
picture.
I
That
I
was
interested
in
Mr
bingham's
descriptions
of
the
Early
Childhood
hubs
in
the
Pacific
Northwest
and
begin
to
pursue
that
a
little
bit
further
and
what
I
found
were
some
really
exciting
models
where
there
are
multiple
partners
brought
into
these
hubs.
You
have
health
organizations,
you
have
dental
providers,
you
have
social
services,
family
literacy
is
a
component
and
there
are
multiple
agencies
coming
together.
I
To
what
extent
is
that
possible
in
what
you're
talking
about
because
I
feel,
like
I,
haven't
heard
any
true
Hub
I've
heard
of
and
I
apologize
for,
blase
reference,
but
it's
like
the
Costco
warehouse
model
right.
You've
got
a
lot
of
kids
all
Hub
together,
but
I
don't
hear
this
interdisciplinary
Hub,
which
I
think
does
sound,
really
exciting.
A
Yeah
I
agree
that
is
really
exciting.
I
think
that
there
are
opportunities
for
that
where
we
would
start
would
be
to
get
our
classrooms
into
these
centers
versus
a
hub
title,
I
would
say,
and
the
center
would
start
with
the
classrooms
with
the
efficiencies
for
the
related
Services
providers
and
then
to
look
at
what
other
outside
agencies
can
support
that
we
already
collaborate
with
Head
Start.
Would
we
be
able
to
collaborate
more?
A
There
might
be
some
opportunity
for
UAA
to
come
in
with
classes
in
early
childhood
post,
their
classes
there
and
have
on-site
practicum,
and
then
you
could
have
Community
providers
as
well.
Just
kind
of
depends
on
how
many
classrooms
and
how
much
space
and
what's
available
or
what
that
need
is
I.
Think
that's
a
really
good
opportunity,
as
well
for
bankridge
Community,
depending
on
the
location
of
the
centers.
So
I
don't
feel
like
that's,
not
something
that
we
could
pursue
over
kind
of
a
long-term
goal
for
those.
H
H
Want
to
respond
to
the
efficiency
thing,
because
I
want
to
be
sure
I'm
not
pushing
efficiency.
If
I
wanted
the
efficiency.
Let's
just
take
down
walls
and
put
60
kids
in
every
classroom,
then
we
can
say
well
being
efficient.
We're
cutting
the
cost.
I
want
I'll.
Whatever
decisions
we
make
is
tied
to
academic
outcomes
assessed
to
the
kids.
So
if
you
know
it's
involvement
in
small
schools
work,
you
put
bigger
School
works
better,
but
there
were.
There
were
challenges
to
both
sides.
H
What
we're
hearing
from
the
parents
is
you're
pushing
us
away
from
the
schools
you're
pushing
us
out
of
the
involvement
with
the
kids
and
they
think
that's
not
the
best
for
their
kids
outcome.
I
respect
that
they
may
be
right.
They
may
be
wrong.
I'm,
not
trying
to
draw
a
conclusion,
but
I
just
want
to
say
that
all
would
the
use
of
efficiency
that
they
were
basing
our
decisions
on
the
dollars
and
not
the
children's
outcomes
is
my
concern
is
that
this
Saturday
will
be
focused
more,
but
that's
really
what
I'm
trying
to
come
from.
B
Thank
you,
member
Higgins,
please
Dr
Brian
yeah.
C
May
I
just
quickly
respond
to
a
member
Goods.
Thank
you
very
much
for
that
feedback.
C
We
want
to
reiterate
that,
in
addition
to
the
financial
benefits
to
any
reduction
that
we're
proposing
that
we're
also
looking
for
opportunities
to
improve
academic
outcomes
and
I
think
an
important
thing
that
the
board
is
going
to
have
to
weigh
are
the
trade-offs,
of
course,
there's
value
to
keeping
a
neighborhood
School
in
the
neighborhood,
but
because
of
our
decreased
enrollment
I'm.
Seeing
way
too
many
combination
classrooms
that
I
one
could
also
argue,
are
inhibiting
full
academic
progress
of
students.
So
that's
really
the
difficult
decision
and
trade-off
that
we'll
have
to
weigh.
C
L
So
we
want
to
go
through
the
pro
forma
memo
and
the
fund
balance
projections,
but
kind
of
leading
up
to
that.
I
want
to
discuss
some
high-level
changes
that
have
happened
in
FY
23.
We
expect
to
carry
over
to
fy24
the
first
one
was
increased
overall
revenue
for
fy23,
it's
about
3.1
million,
predominantly
driven
by
increases
in
correspondent
students
and
intensive
needs
students.
L
So,
as
we
go
into
next
looking
at
next
year's
Proform
and
the
projections,
we've
used
the
same
enrollment
as
we
had
in
the
Oasis
count
this
year,
because
we
just
don't
have
our
bicycle
by
grade
level
projections
from
our
demographer.
Yet
we
did
get
a
district-wide
summary,
maybe
an
hour
ago,
we're
pretty
close
to
what
we
have
now
so
I,
don't
think
it'll
be
a
material
or
different
than
what
we
show
you
here,
but
it
may
change
a
little
bit
as
we
go
forward.
L
L
There
was
an
increased
number
of
folks
who
declined
medical
benefits
this
year
and
expect
that
to
probably
go
forward
as
well,
it's
kind
of
unclear
why
they
declined
those.
Maybe
it's
just
the
employee
contribution,
but
in
the
middle
of
a
pandemic
you
know
it's
I
wouldn't
have
thought
that
frankly,
we
would
have
more
people
waving
their
medical
benefits.
L
Sro
funding
the
mayor
is
included
at
in
the
city's
budget.
The
city's
approved
that
so
I
think
we're
sitting
good
there.
So
we're
not
going
to
pay
that
either
this
year
or
projected
paying
for
next
year.
So
that's
kind
of
a
something
where
we
won't
spend
it
this
year.
So
we'll
have
that
money
to
roll
forward
to
next
year
and
we
can
eliminate
the
budget
that
line
item
in
the
budget
for
next
year.
So
about
a
4.6
million
dollar
swing
between
those
two
categories.
L
We
do
have
increased
costs
and
substitutes.
Most
of
that's
due
to
vacancies
increased
cost
in
health
care.
It's
just
that
inflation
on
medical
costs
continues
to
just
go
up
and
up
and
then
we'll
increase
our
attrition
estimates
based
on
the
large
number
of
vacancies.
L
So,
overall
you
know
it's
about
seven
million
dollars
or
so
the
other
thing
is
a
lot
of
those
things:
the
increased
number
of
vacancies
and
the
those
waiving
medical
insurance
flows
through
to
our
Easter
funds
that
were
you
know
we
had
nearly
500
people
or
employees
FTE
in
the
Easter
funding.
So
a
lot
of
those
remain
vacant
and
waiving
medical
insurance
there's
a
couple
other
smaller
things.
L
District
assessment
costs
were
lower
than
we
had
projected,
and
mental
health
funds
will
likely
not
be
spent
up
to
a
full
5
million
that
the
board
had
authorized
so
I
think
we'll
have
an
addition
to
the
almost
10
million
dollars
that
we
had
described
back
in
July.
We
think
we'll
have
another,
nine
or
ten
million
or
so
to
carry
forward
to
FY
24.,
so
got
19
million
dollars
of
changes
that
will
be
applied
to
the
FY
24
deficit.
L
So
at
this
point,
I
kind
of
wanted
to
walk,
spend
a
few
minutes
and
just
walk
through
how
the
pro
forma
memo
and
the
appendix
to
that
is
laid
out.
What
you
see
in
front
of
you
now
is
the
chart
in
the
pro
forma
memo.
So
what
we
have
really
asked
for
you
to
do
is
just
we
show
you.
The
anticipated
Revenue
by
fund
this
chart
doesn't
really
show
the
deficit,
but
just
how
much
our
Revenue
might
be
for
our
upper
limit
spending
Authority.
L
Typically,
this
may
change.
So
as
we
get
our
demographic
projections,
we'll
it'll
be
a
little
bit
different
or
if
the
board
we
talk
about
adding
more
fund
balance
to
this.
These
the
separate
limit
will
change,
but
this
is
the
basic
thing.
You're
approving
in
the
memo
is
our
upper
limit.
Revenue
assumptions.
L
Okay,
great,
thank
you.
So
really.
This
proforma
memo
is
to
update
the
board
on
here's.
What
we
think
well,
our
revenue
is
going
to
be
for
next
year
our
enrollment
projections,
which
again
we
don't
quite
have
yet
and
then
our
salary
benefit
changes
and
other
kind
of
cost
drivers
that
are
going
to
affect
what
our
our
budget
is
going
to
be
next
year.
I
will
talk
about
Shifting,
the
Easter,
Grant
expenditures
back
to
the
general
fund
and
then
provide
seeing
what
what
we
have
left
in
the
Easter
Bunny
and
then
last.
L
It
does
provide
a
six-year
Outlook
based
on
current
law
and
flat
funding
thereafter,
and
if
we
get
to
that,
I'd
like
to
go
through
that
a
little
bit,
but
frankly,
that's
only
for
the
general
fund
and
doesn't
account
for
the
use
of
user
funds
so
kind
of
take
that,
with
a
great
assault
where
you
have
to
add,
you
should
be
adding
back
in
the
FTE
from
those
eser
funds
just
kind
of
scrolling
through
here
the
main
components
are
going
to
be
based
on
enrollment
and
revenue.
L
Enrollment
drives
our
Revenue
about
97
or
percent,
or
so
of
all.
Revenue
comes
from
either
state
or
local
sources,
so,
as
we
go
through
there,
that
Oasis
count
that
we
received
in
October
provided
we're
about
97
students
above
projection,
so
pretty
close
to
what
we
actually
projected,
but
that
was
a
decline
of
about
139,
regular
ADM
students,
which
would
be
in
brick
and
mortar
schools.
L
236
increase
in
correspondence
students
and
44
students
increased
with
intensive
needs,
so
that's
those
changes
and
those
enrollment
drivers
are
really
what
makes
up
that
three
point:
million
one
million
we
described
earlier,
the
current
law
we
base
this
on
is
what's
in
statute
for
the
base
student
allocation
set
as
5960
for
next
year.
The.
E
L
The
table
on
the
next
page
we
scroll
through
it
just
shows
the
calculations,
how
the
funding
formula,
Works
I,
believe
we've
gone
through
that
all
with
you
guys
a
few
times
so
I
don't
really
want
to
spend
a
whole
lot
of
time
going
through
this.
But
the
big
thing
to
note
on
here
would
be
line.
10
is
the
hold
harmless
provision
that
goes
away
for
fy24
where
it
and
that's
the
difference
between
the
FY
20
school
size,
adjusted
ADM
versus
the
current
adjusted
ADM
at
25.
L
So
first
it
was
like
50
or
75
step
down
to
50,
then
25
for
the
third
year
to
hold
harmless
so
next
year.
That
goes
away,
so
we
are
losing
revenue
from
the
whole
harmless
adjustment.
L
So
with
that,
you
know
we
had
the
in
the
three
columns
should
have
started.
That
is
the
First
Column.
Is
the
adopted
FY
23
budget?
What
we
projected
for
the
current
year!
The
second
column
is
the
current.
What
actually
happened
in
the
third
columns,
what
we're
projecting
for
next
year,
so
the
second
third
column
match
in
terms
of
ADM,
because
we
don't
have
our
demographic
projections,
yet,
with
the
exception
of
that
hold
harmless
coming
out,
and
the
increase
to
59.60
in
the
BSA.
L
B
L
So
as
we
go
through
the
revenue
projections,
we're
projecting
about
a
little
under
15
million
dollars
more
than
what
we
had
budgeted
for
the
current
year
in
the
general
fund.
However,
that
does
include
the
16.1
million.
The
board
is
already
authorized
as
use
of
fund
balance
from
the
one-time
funds
that
we
received
this
year,
the
local
Revenue
as
we
go
through
there.
This
is
one
thing
we
talked
about
with
at
the
Joint
meeting.
L
The
biggest
thing
here
is
the
increase
in
the
required
local
contribution
about
7.7
million
dollars
based
on
the
property
tax
values
from
calendar
year
22..
So,
as
those
went
up
from
21
to
22,
so
goes
up
our
required
local
contribution
and
that's
as
a
direct
effect
on
state
funding,
which
goes
down
by
7.7
million
also.
L
So
it's
kind
of
that
that
corollary
there
that's
the
biggest
thing
for
local
funding
is
about
121,
000
or
so
that'll
go
down
for
the
additional
allowable
contribution
as
our
as
that
base
is
kind
of
reset.
What
that
whole
time
was
going
away.
L
A
couple
other
ones
e-rate
is
going
to
go
up
by
a
little
bit
interest
earnings.
We
expect
those
to
stay
about
the
same.
It's
been
a
fairly
volatile
Market.
L
However,
those
Investments
are
up
and
down,
so
we
don't
really
have
a
good
idea
or
a
firm
projection
of
being
able
to
increase
or
decrease
the
2
million,
or
so
that
we
have
budgeted
for
interest
earnings.
Now
we
do
anticipate
using
that
16.1
million
that
the
board
has
said
to
carry
over
from
this
year
for
the
one-time
money
going
forward
and
then
for
the
state
revenue.
L
We
discussed
that
kind
of
broke
it
down
in
a
few
different
ways.
Here.
If
you
look
at
the
how
the
change
in
state
revenue
Stacks
up
the
whole
harmless
reduction,
was
about
a
6.4
million
decrease
in
funding,
a
30
BSA
increase
results
in
about
2.7
million
dollar
increase
and
then
our
overall
enrollment
change
is
about
3.1
million.
L
So
there
are
those
that's
that
really
makes
up
a
change
in
state
revenue,
federal
revenue
consisting
primarily
of
federal
impact,
Aid
and
ROTC
funding
and
Medicaid
funding.
We
do
anticipate
our
federal
impact,
Aid
funding
going
down
in
the
following
year,
just
based
on
declining
number
of
students
living
on
the
on
base.
So
almost
all
of
that
funding,
which
is
kind
of
a
payment
in
lieu
of
taxes
for
not
being
able
to
tax
the
federal
lands
that
money
goes
as
those
students
go
down,
so
does
the
funding
for
them.
L
There's
going
to
be
a
decline
in
state
revenue
based
on
some
of
those
ancillary
factors,
then
that
required
local
contribution,
producing
it
by
the
7.5
7
million
or
so,
and
then
you
see
the
federal
impact
date
so
about
14.8
million
in
total
increase
in
Revenue.
However,
without
the
one-time
fund
balance
usage,
it's
about
2
million
or
so
below
that
is
there
any
questions
on
Revenue.
L
All
right,
I'm,
sorry,
general
fund.
Our
expenditure
projections
are
based
on
our
current
general
fund
Staffing
levels
and
then
increase
for
positions
funded
through
our
Easter
Grant.
So
what
we've
done
is
we've
added
all
our
positions
into
the
general
fund
and
that's
the
way.
We're
kind
of
look
at
our
budget
approaches
we're
going
to
put
everything
back
in
our
general
funds.
We
have
one
kind
of
pot
to
look
at
versus
trying
to
bifurcate
it
into
Easter
money
and
general
fund.
L
So
then,
at
the
end,
once
we
figure
out
how
much
Easter
money,
we'll
actually
have
I
mean
we
think
it'll
be
around
19
million
or
so
we'll
decide,
we'll
just
push
some
extra
costs
into
their
quietly
like
classroom
teachers
or
something
but
really
just
wanted
to
get
a
firm
handle
on
what's
being
included
in
that
Easter
funding
and
the
general
fund.
So
we
can
better
report
that
out,
but
our
expenditure
projections,
it's
mostly
salary,
benefit
increases
for
permanent
staff
and
then
we'll
add
in
the
Easter
funded
positions.
L
But
without
these
refunded
positions,
the
salary
and
benefits
are
expected
to
go
up
by
about
1.8
percent
in
Aggregates.
However,
the
chart
doesn't
really
show
that,
because
we
have
included
the
Easter
funded
positions
in
there,
then
it
shows
about
an
increase
about
15
and
a
half
percent
because
of
all
the
new,
the
new
positions
that
we
pulled
from
the
other
funding
source.
L
Then
we'll
talk
about
a
little
bit
about
supplies,
services
and
equipment
costs,
typically,
those
make
up
a
very
small
or
smaller
portion
of
our
budget,
so
the
material
swings
not
quite
as
big
as
with
salary
and
benefits
is
going
to
be.
But
again
you
know
the
the
inflation
ties
back
to
the
is
this:
if
we
only
budget
for
a
zero
two
percent
increase
on
these,
we
do
kind
of
erode
that
purchasing
power
that
we
have
for
our
school-based
funding.
L
So
our
general
fund,
Staffing,
won't
spend
a
lot
of
time
on
that.
It's
because
it
really
just
reflects
what
we've
done
what's
be
what's
happening
this
year
carried
forward
to
next
year.
If
you
look
at
it
by
State
function
on
this
table,
we've
just
moved
the
by
function.
The
fy23
stimulus
funded
positions
up
into
the
general
fund,
just
to
see
how
many
so
it
would
be.
You
know
same
5150
FTE
that
we
have
currently
between
those
two
funding
sources.
B
Can
you
tell
you
said
this,
but
does
the
Staffing
include
the
the
positions
that
we
funded
with
extra
money
one-time
funding
last
year?
Yes,.
L
B
Those
those
right
over
yeah,
okay,
thank
you,
questions
all
right.
Let's
keep
going
they're
percolating.
L
All
right
so
typically
projecting
Personnel
salaries.
You
know
we
just
take
what's
in
the
current
contracts
and
apply
those
to
what
our
our
wages
are
right
now
we
have
aea
totem,
Ace
and
the
bus
drivers
and
attendance.
Those
bargaining
groups
have
settled
contracts
through
the
end
of
FY
24
or
later
so
we
know
what
those
ones
are:
AP
principles,
custodians,
food
service
and
maintenance
bargaining
groups
have
contracts
that
have
ex
will
not
be
well.
I
have
expired
at
this
point
or
will
be
expired
by
the
time.
L
Fy
24
starts
so
just
kind
of
break
that
out,
we
do
put
in
some
cost
increased
for
that
just
to
have
a
better
scope
of
what
that
deficit
might
be
so
table
four.
We
wanted
to
really
show
just
kind
of
how
much
where
that
ARP
staff
is
and
how
much
it
costs.
L
So
this
is
really
what
our
spending
plan
is
for.
Full-Time
staff,
we'll
have
another
chart
like
this
for
kind
of
more
addender,
non-full-time,
Staffing
and
then
other
stuff,
but
as
we
go
through
that,
there's
also
added
Duty
and
extra
help.
Typically,
these
costs
go
up.
L
The
rates
are
tied
to
bargaining
groups,
so
it's
kind
of
split
between
some
of
the
agenda
rates
are
set
in
the
aea
contractor
a
lot
of
them
are
and
they're
going
to
be
flat
for
those
three
years,
but
some
of
them
are
tied
to
per
diem
wages,
so
those
would
increase
so
about
aggregate
about.
Maybe
one
percent
increase
between
those
kind
of
added
Duty
and
extra
help
funding
the
things
we
pulled
into
the
general
fund
for
other
wages
that
are
not
tied
directly
to
full-time
employees.
L
Summer
school
reading,
Support,
Tech,
Support
subs,
for
these
are
funded
teachers
and
some
substitute
training,
so
another
six
million
dollars,
or
so
that's
pulled
in
from
non-fte.
L
L
However,
that's
directly
tied
to
the
vacancies.
So
as
those
vacancies
are
higher,
we
expect
ourselves
cost
to
be
higher.
So
it's
really
kind
of
hard
to
predict
what
our
sub
usage
is
going
to
be.
If
we
were
to
start
being
able
to
fill
some
of
these
positions.
L
I
would
suspect
so
I,
don't
know
when
the
last
time
that
rate
was
done,
I
believe
it's
still
150
a
day
and
it's
been
quite
a
while,
so
the
10
could
be
reflective
of
just
you
know,
being
able
to
increase
that
daily
rate
too.
B
B
That
you
talked
about
in
table
five
that
summer
school
amount,
that
is,
we
have
to
spend
that
amount
on
summer
school.
Was
that
a
restriction?
No
not.
L
L
One
Time
payments-
this
is
one
of
the
other
things
that'll
come
out.
The
teachers
contract
had
a
large
or
I
guess
in
total
terms,
total
dollars
bonus
within
there.
There
was,
could
it
be
paid
out
in
23?
That's
not
going
to
be
in
there
for
24.
L
clcd's
one-time
payments
go
down,
it's
a
for
the
FY
24s,
but
we'll
show
that
when
it
gets
the
chart,
medical
coverage
continues
to
be
a
you
know:
it's
about
17
of
our
general
fund
expenditures,
it's
a
pretty
big
cost
driver
and
the
costs
just
keep
going.
L
You
know
a
lot
of
that'll
be
changed
like
when
some
of
these
contracts
settle,
but
we
do
expect
that
to
continue
to
go
up
and
really
I,
don't
it's
really
kind
of
been
trouble
to
mitigate
what
those
those
cost
increases
the
attrition
of
vacancy
rates,
those
are
ones
that
continue
to
be
also
hard
to
predict.
You
know
we
had.
You
know
450
500
vacancies
between
all
our
funding
sources.
The
last
time
I
pulled
that.
So
it's
we
continue
to
see
really
high
vacancies
and
savings
there.
L
So
to
some
extent
we
have
this
attrition
offset
in
our
budget,
which
is
a
negative,
a
number
that
allows
us
to
put
more
money
in
other
places,
based
on
our
projection
of
vacancies,
I'm
going
to
increase
those
by
about
one
for
salary
by
about
11
and
benefits
by
another,
eight
or
nine
percent
kind
of
get
nervous,
trying
to
chase
them
generally
budget
these
fairly
conservatively.
L
But
as
long
as
you
get
a
little
nervous
trying
to
chase
those
attrition
rates
too
high
at
some
point,
you're
going
to
hire
those
people
and
my
attrition
rates
can
be
high
and
I'll
end
up
being
over
budget.
That's
really
not
what
we
we
want
to
see,
so
you
also
increase
those
attrition
rates
and
then
other
benefits
those
typically
track,
whatever
other
cost
drivers
in
the
contracts
are.
L
So
if
our
contract
goes
up
by
you
know
if
wages
go
up
by
two
percent
on
classified
employees,
you'd
expect
to
see
Social
Security
going
up
by
the
same
two
percent,
so
our
total
General
funds
salaries,
wages
benefits.
This
is
the
table
laid
out
here.
We
separate
it
by
State
function
and
then,
at
the
end,
add
in
the
Easter
money
that
you
saw
above
the
full-time
Staffing,
the
other
payroll
outlays,
also
in
eastern
money,
online
19,
and
then
we
calculate
the
benefits
benefits
on
that
as
well.
L
So
really
not
a
lot
of
outliers
on
here,
they're
all
fairly
settled
contracts
with
some
projection
in
for
the
ones
that
are
unsettled,
although
I
believe
the
unsettled
contracts
don't
make
up
a
significant
portion
of
the
budget.
So
if
they
settle
for
something
different
than
the
rep
projection
we
throw
in
here
it
shouldn't
be
a
huge
sway
at
a
budget
deficit.
L
L
Truth.
We
may
be
able
to
chase
those
up
higher.
You
know
again,
but
it
kind
of
makes
me
a
little
bit
nervous
as
we're
somewhat
conservative
when
we're
budgeting
and
certainly
don't
want
to
be
over
budget.
At
the
end
of
the
year,
so
about
73
million
and
general
fund
increases
once
we
pull
in
all
that
eserve
funded
items
so
about
15
and
a
half
percent.
L
Okay,
so
moving
on
the
most
of
the
other
Personnel
Services,
don't
that's
about
14
of
the
district's
budget,
I've
tied
those
to
about
one
and
a
half
percent
increases,
there's
a
few
things
that
are
outliers
overall,
the
utilities
budget's
projected
to
go
up
by
about
1.3
million
or
about
six
and
a
half
percent,
most
notably
it's
going
to
be
heating
costs
about
18
percent,
so
from
FY
21
to
or
the
fy22
budget
to
fy23
we
actually
dropped
our
heating
budget,
but
the
price
of
natural
gas
is
has
gone
up
a
little
bit
and
we
expect
that
to
go
back
up
to
more
historical
levels,
electric
will
be
fairly
similar
to
what
a
percent
and
a
half
is
what
we're
projecting.
L
But
again
you
know.
Without
the
you
know,
the
commodity
prices
change
dictate
some
of
the
fuel
usage,
it's
that
one's
got
always
been
kind
of
hard
to
project
and
then
whatever
the
regulatory
approvals
are
going
to
be
for
those
or
maybe
the
office
and
maintenance
side
of
those
utilities.
L
The
other
thing
we're
expecting
to
see
is
an
increase
in
the
cost
of
activity.
Bussing.
It's
not
in
terms
of
dollars
a
huge
amount,
but
in
percentage
just
do
the
cost
of
fuel
and
labor
within
our
Transportation
pool
yeah,
most
supplies
and
equipment
are
going
to
be
about
a
percent
and
a
half
growth
put
in
12
for
fuel
cost
of
gas
is
going
up.
We
will
reevaluate
that,
as
it
looks
like
it's
coming
down
again,
but
it's
about
60
000.
So
again,
not
a
huge
variance
within
our
total
budget.
L
General
liability
changes.
Those
are
the
our
insurance
costs.
You
know
those
have
been
going
up
by
you
know.
Some
years
was
40.
L
Other
years
ten
percent
were
anticipating
10
to
15
again
this
year
as
a
as
a
placeholder
that
one's
again
also
kind
of
hard
to
predict
where
the
Market's
going
to
land-
and
we
generally
you
know,
we
used
to
be
able
to
get
our
insurance
in
place
around
April,
March,
April
and
now
we're
getting
it
in
place
towards
end
of
June,
early
July,
so
being
able
to
find
the
insurance
and
have
good
rates
on
that
is
getting
increasingly
difficult.
L
L
That's
that's
a
pretty
big
swing,
so
other
ongoing
Easter
stimulus,
funded
costs
that
we
included
in
our
general
fund
projections,
the
mental
health
we
think
we
can
spend
another
2
million,
or
so
next
year,
the
it
equipment,
software
that
we've
been
purchasing
out
of
their
Chromebooks
and
then
the
learning
software
there's
a
number
of
things
in
there
about
4.4
million
college
career
life,
Readiness
initiatives
for
meat
board
goals,
graduation
support
and
technology,
and
some
or
summer
school,
which
is
mostly
transportation
for
summer,
equivalent,
a
few
supplies
and
then
the
training,
inclusive
practices.
L
E
L
L
However,
that
does
not
include
the
approximately
19
million
dollars
in
remaining
Easter
stimulus
funding
that
we're
gonna
project
them
to
have
available
to
offset
some
of
these
costs
so
that
gets
down
about.
You
know:
48
million,
we'll
walk
through
that
again
here.
Once
we
get
to
the
next
section
of
PowerPoint
slides
time
so
Transportation,
you
know
we
did.
L
Our
projected
revenue
is
about
20
million
dollars
or
so
from
the
state
based
on
the
481
dollars
per
student
that
we
received
and
fy16
so
having
to
eat
inflation
and
then
more
recently,
really
high
inflation
to
be
able
to
just
get
our
kids
to
school,
having
to
increase
wages,
increase
fuel.
L
It's
taken
a
toll
on
our
transportation
budgets,
but
you
know
we're
not
going
to
be
able
to
educate
kids
unless
they're
at
school.
That's
that's
the
bottom
line!
That's
the
first
step
to
educating
students,
so
I'll
scroll
down
quickly
and
I'm
kind
of
got
a
lot
more
stuff
to
get
through
here
today,
but
really
it's
the
the
Staffing
level
or
current
Staffing
levels.
L
The
wage
and
benefit
increases
through
the
the
contract
we
settled
and
then
the
contracted
transportation
services
to
help
get
their
wages
in
line
and
there's
gonna
be
an
increase
there
too,
and
they're
tied
to
inflation
as
well,
but
in
prison.
L
So
I'll
scroll
down
to
what
the
budget
Gap
is
here,
the
city
is
provided
about
5.6
million
for
the
current
year
to
help
Shore
up
our
transportation
fund,
the
amount
of
funding
needed
from
local
sources,
whether
it's
general
fund
contributions
or
property
taxes,
continue
to
go
up
over
the
years.
So
we
see
about
a
2.4
million
dollar
deficit
in
our
transportation,
and
this
is
assuming
the
city
will
continue
to
support
the
the
same
level
of
property.
Tax
relief
that
we've
had
in
is
the
current
year.
L
You
know
that
could
be,
could
change.
You
know,
because
we
did
increase
the
required
local
contribution
and
the
city
as
a
tax
cap
as
well.
So
we
just
need
to
work
with
the
city
and
see
if
to
make
sure
we
can
collect
that,
but
just
know
that
that
one
could
change,
and
then
we
might
have
additional
fund
balance
from
savings
this
year
within
our
transportation
fund
that
we
can
help
offset
that
deficit.
But
we
don't
have
that
projection
quite
ready.
Yet.
L
Okay,
so
The
Debt
Service
fund
we'll
go
through
these
really
quickly
because
they're
kind
of
these
are
self-supporting
funds.
We're
not
going
to
report
a
deficit
in
them.
We
will
expect
a
decline
in
our
debt
service
fund,
based
on
our
current
payments
about
15.6
decline.
It's
mostly
due
to
a
refunding
bond
that
we
issued
I.
Think
back
in
2010
we
had
10
million
dollar
lower
payment
next
year
than
we
did
this
year,
essentially
on
the
payment
schedule.
L
For
that
one
refunding
Bond,
we
are
going
to
go
out
to
sale,
we're
going
off
sale
now
for
a
bond
for
December,
so
that
will
change
a
little
bit
and
then
whatever
we
project
to
sell
next
year
will
be
in
there.
But
again
that's
going
to
be
tax
revenue
and
state
revenue,
that's
self-supporting,
so
it
won't
be
any
sort
of
contributions
from
other
funding
sources.
L
L
Our
grant
funding
will
you'll
see
that
that
is
a
decrease
in
the
memo,
predominantly
because
we've
spent
out
our
money
for
the
most
part
and
will
not
be
spending
as
much
of
it.
Next
year,
capital
projects,
funds
I,
did
put
quite
a
bit
of
money
into
there
for
the
upper
limit
Authority
because
of
the
board.
Memo
I
believe
was
24
that
allocated
the
school
bond
at
reimbursement
to
a
variety
of
capital
projects.
L
It
does
not
include
the
remaining
37.7
million
that
you
guys
are
going
to
vote
on
tonight,
but
just
to
have
that
upper
limit
authority
to
be
able
to
spend
the
money
to
the
boards
allocated.
Essentially
because
immunity
does
cap,
you
know
we
have
to
are
holding
how
much
Thursday
as
a
spending
cap
that
we
set
in
the
community
sets
with
us
so
and
then
last
Student
Activities
is
on
a
similar
six
to
eight
million
dollar
range
that
we
anticipate:
that's
all
self-supported
by
fundraising
or
donations
to
those
funds.
L
L
I
will
let
you
look
at
this.
Is
the
six
year
outlook
and
again
you
know
you
can
kind
of
take
down
the
greatest
saw,
because
there's
over
500
positions
that
aren't
shown
in
here
that
are
currently
being
user
funded.
We
were
trying
to
look
at
a
model
that
would
incorporate
those,
but
did
not
have
time
to
have
get
it
reviewed
and
vetted
and
may
have
it
make
sense.
So,
but
that
is
out
there.
If
there's
any
questions
on
the
six
year
plan
or
any
of
the
other
funds.
L
L
I'm
going
to
jump
back
to
the
PowerPoint
here
so
again,
just
kind
of
to
recap:
this:
the
original
deficit
from
July
was
about
68
million,
including
whatever
the
projected
rev
or
enrollment,
was
for
FY
23,
we've
updated
that
for
the
actual
enrollments,
then
there's
some
big
cost
drivers
that
we've
taken
out
so
the
2.3
million
for
the
sros,
the
one-time
payments
from
the
teachers
contract,
the
increase,
the
attrition
estimate
and
then
everything
else
adds
up
to
about
500
000,
including
you
know,
other
changes
in
revenues
and
other
changes
and
expenditures.
L
So
again,
three
million
dollars
in
increased
enrollment
and
then
additional
nine
million
or
so
and
unused
extra
money
that'll
be
rolled
over.
So
that
gets
our
deficit
that
we
still
need
to
make
up
to
about
48
million.
L
So
a
better
picture
of
the
68
million,
hopefully
was
very
kind
of
was
able
to
explain
why
those
changes
occurred
really
with
three
or
four
or
five
big
items.
There
is
there
any
questions
on
this.
I
L
Or
is
that
still
any
purpose?
No
and
I'll
address
that
a
little
bit
in
the
fund
balance
projections?
You
know
when
the
auditor
came
up
and
we
had
to
make
a
last-minute
adjustment
on
our
financial
statements.
What
happens?
We
did
include
almost
10
million
dollars
in
additional
FEMA
Revenue
into
our
general
fund,
so
we
will
see
that
backed
out
because
that's
not
real.
L
We've
repaid
our
general
fund
for
the
most
part,
so
that
money
is
really
due
back
to
our
capital
projects
fund
and
for
the
board
to
reallocate
towards
their
kind
of
capital
priorities
for
the
FEMA
funding
that
we
have
not
received
all
of
it
by
any
stretch.
I,
don't
believe.
G
Thank
you,
madam
president.
The
go
off
of
memory
but
I
believe
that
the
60,
the
original
67
million
deficit,
included
the
assumption
that
the
16
million
one-time
State
funds
will
be
allocated
to
the
deficit
by
that
down
right,
yeah,
that's
correct!
Okay!
Were
there
other
one-time
state
or
Esser
funding
allocations
that
brought
that
down
even
further?
And
if
so,
could
you
remind
me
what
the
original
deficit
was
prior
to
one-time
funds.
L
L
All
right
so
now,
I'll
walk
through
the
fund
balance
projections
so
to
really
show
how
much
money
you
think
we
might
have
remaining
at
the
end
of
the
year
to
be
able
to
allocate
towards
this
remaining
48
million
dollar
deficit
and
again
kind
of
the
structural
deficit.
There
we
shows
about
67
million
once
can
discount
or
what's
discount
some
of
those
one-time
funds
so
going
forward
here
on
the
revenue
side
of
our
projections,
our
student
fees
are
going
to
be
down
by
about
620
000,
that's
predominantly
due
to
waiving
parking
fees.
L
Why
we
didn't
have
busing
Service,
there's
been
lower
participation
in
activities
and
we're
projecting
a
little
bit
lower
revenue
from
tuition
payments
associated
with
the
lower
Yukon
partnership
with
King
Tech.
Note,
though,
that
with
less
revenue
and
lower
Yukon
than
also
fewer
costs
associated
with
it.
So
if
the,
if
the
revenue
goes
up,
the
costs
are
going
to
go
up.
It
shouldn't
materially
affect
what
the
projections
are
interest
earnings
right
now
about
200
000,
more
than
we're
expecting.
However,
you
know
that
that
could
change
in
a
given
month.
L
As
we've
had
you
know,
million
dollar
swings
up
and
down
already
this
year,
the
other
local
revenue
is
about
2.7
million
we've
chosen
the
deficit,
however,
2.8
million
of
that
is
or
almost
2.9
Million
of
it
is
fund
balance
usage.
So
when
the
board
approved
memo
number
24
about
2.8,
that
2.8
million
went
into
the
general
fund
as
a
usage
of
fund
balance,
because
we
transferred
money
in
just
to
keep
our
budgets
in
Balance.
L
We
have
to
have
our
res
revenues
equal
our
expenditures,
so
we
had
that
just
include
we
transferred
the
money
and
then
included
as
a
usage
of
fund
balance,
the
foundation,
funding,
19.1
million
dollar
increase
and
that's
reflective
about
the
16
million
dollars
in
additional
one-time
funds
and
the
three
million
dollars
or
so
of
additional
enrollment
related
increases
with
intensive
needs
in
the
correspondent
students
Federal
impact
day.
That's
been
trending
downward.
L
Part
of
this
is
hard
to
project
for
the
federal
impact
Aid,
it's
a
they
don't
pay
us
the
full
amount
that
school
districts
are
due
up
front.
They
pay,
maybe
50
or
60
percent
of
their
local
opportunity
threshold
and
then
sometimes
they'll.
L
Give
you
that
money
money
in
the
current
year,
sometimes
they'll
make
up
from
prior
years,
so
it
hadn't
been
a
clear
pattern
of
when
we
received
this
Federal
impact
money,
especially
when
they're
trying
to
close
out
these
old
years,
so
that
could
go
up
or
down
depending
on
how
much
they
pay
us
for
the
current
application
and
how
much
they
actually
repay
us
from
the
prior
applications
that
once
those
get
closed
out
and
then
the
last
kind
of
big
one
would
be
the
two
million
dollars
in
the
emergency
connectivity
fund.
L
This
is
a
federal
reimbursement
for
our
Hardware,
including
Chromebooks
and
Lease
devices
that
we
have
I
think
up
to
400
or
so
per
device.
So
that's
something
we
didn't
plan
on
doing
it,
but
our
it
folks
worked
with
the
the
emergency
connectivity
fund.
I
guess
it
runs
through
to
say,
I
think
the
same
Folks
at
the
e-rate,
but
did
the
application.
We
got
the
money,
so
that
was
good
news
and
that'll
help
go
towards
our
fund
balance.
L
So
so,
overall
about
almost
three
million
or
three
percent
above
our
initial
projection,
Revenue
about
16.6
million
any
questions
on
the
revenue
side.
L
All
right
on
the
expense
side,
as
we
go
through,
that
the
District
administration,
professional
and
Technical,
are
both
under
budget
due
to
largely
due
to
vacancies.
Some
of
those
vacancies
have
been
held
open
as
we
try
and
anticipate
if
we
can
make
reductions
to
these
positions,
so
purposely
not
filling
these
right
away
to
see
if
we
can
structurally
change
what
our
departments
are
doing
to
try
to
find
some
efficiencies
there
within
our
Administration
clerical
costs.
L
Those
positions
continue
to
be
hard
to
fill
and
you'll,
see
kind
of
an
offset
like
when
you
look
down
at
this
added
Duty
extra
help,
that's
where
the
substitutes
or
the
people
coming
in
help
try
to
backfill
the
the
teachers
Assistance
or
coded
so
you'll,
see
that
one
a
little
bit
over
budget,
but
we
are
certainly
not
being
able
to
make
up
the
actual
loss
in
those
teaching
assistant
positions,
similar
case
for
substitutes
and
certificated
teachers.
L
So
right
now
it's
about
six
and
a
half
million
dollars,
or
so
over
budget
or
about
a
hundred
percent
in
Subs,
and
we
still
have
you
know
issues
with
classroom
coverage.
We
have
a
lot
of
vacancies
trying
to
make
those
up,
but
we
have
a
lot
of
long-term
Subs
within
here
trying
to
cover
those
classrooms.
L
So
those
are
the
main
points
within
the
other
category.
That's
predominantly
leave
for
employees
and
then
some
other
like
safety
security,
new
Duty
type
employees
are
in
there,
1.1
million
or
so
under
budget.
So
overall,
about
five
million
dollars
under
budget
in
our
salaries
and
wages
about
one
and
a
half
percent
off
from
our
initial
budget
benefits
the
big
item.
There
is
the
21
million
dollars
you'll
see
in
Savings
in
the
medical.
L
This
year
we
had
about
900
people
between
all
funds,
wave
insurance,
it's
about
200
more
than
we
had
in
the
previous
year.
There's
a
lot
more
folks,
waive
it
Insurance
than
what
we
projected.
L
So
that's
where
you
see
savings
there,
and
a
lot
of
this
is
also
vacancies
and
turnover
too.
So,
as
we
see
folks
who
come
in-
and
you
know
work
for
a
period
of
time,
but
don't
trigger
medical
benefits,
it
doesn't
necessarily
get
credited
into
all
right
or
expanded
expense.
At
that
time,
other
benefits
really
just
kind
of
track.
L
The
other
vacancies
that
we've
had
throughout
the
the
rest
of
the
budget,
kind
of
big
other
things
you'll
see
going
down
to
Services
utilities,
will
be
a
little
bit
under
budget,
maybe
and
that's
kind
of
going
to
be
weather
dependent
if
we
have
a
cold
winter
that
could
certainly
change
or
if
regulatory
commodity
prices
those
change.
You
know
we'll
look
at
those
as
we
go,
but
right
now
we're
projecting
about
a
million
dollars
under
budget
a
few
dollars
in
Renton
leases
and
travel
that
we've
had
less
travels.
L
People
still
aren't
necessarily
getting
out
as
much
as
they
they
used
to
or
they
had
planned
to
some
of
that's
vacancy
related.
You
know,
there's
a
there's
work
to
do.
We
have
vacancies,
we're
trying
to
cover
from
people
and
can't
necessarily
go
to
as
many
places
you
want.
The
unallocated
account.
So
that's
one
you'll
that
pops
out
is
a
negative
2.8
million.
L
So
in
a
lot
of
these
vacancies
in
this
attrition
number
is
Charter
Schools,
so
they
also
have
issues
not
being
able
to
hire
their
positions
and
at
the
end
of
the
year,
when
their
money
remains
unspent,
we
pull
it
up
and
they
encumber
it
and
carry
it
over.
So
this
account
is.
The
budget
in
here
is
predominantly
reflective
of
all
the
money.
The
charter
schools
have
carried
forward,
there's
a
little
bit
for
districts
and
summer
school
stuff
in
there,
but
predominal
almost
all
the
entirety
of
that
is
Charter
Schools.
L
So
what
we
did
as
far
as
the
actuals
we
increased
that
by
you
know
three
or
three
and
a
half
million,
or
so
for
the
anticipation
of
charter
schools
being
able
to
capture
their
vacancy
savings
and
carry
those
forward
as
well.
Although
we
didn't
adjust
the
budget
because
we
don't
really
know
where
those
savings
are
exactly
what
line
those
savings
are
going
to
come
from,
but
we
do
anticipate
them
being
able
to
carry
over
their
portion
of
funds
also,
so
that's
most
of
the
services.
L
Everything
else
is
really
just
kind
of
tracking
what
we
generally
expect.
You
know
no
one
ever
spends
all
their
supply
money.
Our
general
liability
insurance
claims.
We
expect
those
to
be
within
a
hundred
thousand
dollars
or
so
of
what
we
projected
and
then
the
other
expenditures
is
the
big
one.
The
2.3
million
2.3
million
of
that
is
the
SRO
costs
so
from
that
about
16,
almost
17
million
dollars
in
savings
on
the
expense
side
about
two
and
three
quarter
percent,
or
so
from
that
expense
side.
L
We're
also
going
to
transfer
out
kind
of
look
at
this
area
here
about
13
million
dollars
and
transfers
to
other
funds,
as
I
mentioned,
with
the
FEMA
money.
That
money
came
in
as
Revenue
at
the
end
of
last
year
are
on
the
recorded
at
the
end
of
last
year
and
carried
forward
into
our
unallocated
fund
balance.
But
we
do
want
to
reflect
that
is
coming
out
and
transferring
out
to
our
capital
projects
fund.
L
So
all
that
to
say
time
check
here,
it's
our
Revenue
over
expenditures
about
26
million
dollars,
or
so
when
you
take
into
account
the
18
or
so
increase
in
Revenue,
the
under
budget
and
expenditures,
and
then
those
transfers
out
and
then
from
that
there's
about
you
know
almost
eight
million
dollars
in
changes
in
designated
fund
balance,
which
we
record
this
as
designated
designated
fund
balances
to
designate
it
that's
changing
here
is
encumbrances.
L
So,
as
the
charter
schools
carry
over
those
funds,
we've
talked
about
three
and
a
half
million,
or
so
we
expect
those
it
to
be
encumbered
and
go
against
what
these
designated
fund
balances
are
and
then
the
rest
of
that's
going
to
be
within
predominantly
within
Federal
impact
Aid,
as
we're
expecting
to
designate
a
little
bit
more
fund
balance
for
that,
and
that's
more
of
a
probably
a
different
work
session
to
talk
about
how
those
fund
balances
all
work
together,
because
those
get
a
little
more
complicated
at
the
end
of
the
day.
L
L
So
that's
how
they
do
the
10
calculation
at
the
state
level,
and
then
you
see
in
the
red
here
is
we
want
to
show
you
how
much
is
available
per
board
policy
so
right
now
the
minimum
board
policy
is
eight
percent
and
that's
about
44
million
dollars
back
out
to
16
million
you've
already
committed
for
that
to
be
held
against
next
year's
budget.
L
We
have
about
28
million
dollars
between
our
projected
fund
balance
and
that
eight
percent
board
minimum
that
some
or
all
of
that
could
be
designated
by
the
board
to
help
offset
some
of
the
costs
for
next
year.
H
F
Okay,
so
I
did
a
mod
I
modified.
This
fiscal
cleft
chart
you'll
notice
that
we
included
the
16
million
dollars,
which
is
about
a
221
BSA,
equivalent
for
fun
use
of
fund
balance
and
some
other
dollars
and
also
updated
with
the
Esser
rollover
of
the
9
million
and
added
that
up.
And
so,
if
you
look
at
the
Stacked
bar
chart,
48
million
dollars
is
about
377
dollars
in
BSA
equivalent,
but
but
here's
the
Dilemma
on
this
chart-
and
then
this
is
the
Dilemma.
The
board
is
we'll
be
working
through
over
the
next.
F
F
F
Only
with
one
more
year
of
inflationary
costs,
which
is
about
10
to
12
million,
when
you're
going
into
fy25
and
and
to
Mr
Donnelly's
Point.
Now
that
I
just
said
that
I
think
you're
right,
I
need
to
make
the
chart
go
to
fy25.
But
but
this
is
this:
is
the
Dilemma
right
and
and
I'll
hand
over
to
Mark.
F
F
So
we're
we're
starting
point
at
48
million
and
Mark
wants
to
walk
you
through
the
the
process.
We'll
we'll
go
through
this
coming
Saturday,
so
Mark
next
slide.
Please
so.
J
Thank
you
Jim,
so
the
next
two
slides
just
show
some
of
the
the
buckets
or
whatever
you
want
to
call
them
tools
that
we've
talked
about
to
try
to,
as
he's
called
it
get
to
zero
like
how
do
we
get
a
balanced
budget,
which
is
the
statutory
obligation
we
have
is
to
present
a
balanced
budget
to
you
in
February,
so
on
Saturday
at
our
Retreat
just
want
to
get
you
to
wrap
your
heads
around
this
a
little
bit.
Dr
Brian
kicked
us
off
by
talking
about
that.
J
This
is
a
would
be
a
conceptual
activity,
a
conceptual
exercise.
It
is
not
a
decision,
it's
not
decisional,
but
what
it
really
will
be
is
we've
taken
all
the
things
that
have
been
briefed
with
you
since
July
and
all
the
different
activities
cut.
This
add
this.
This
fund
that
fund
what
we're
going
to
do
is
and
I'd
like
you
to
go
to
the
not
the
next
slide,
but
the
very
last
one
that
one
right
there.
J
So
our
print
shop
is
producing
a
a
big
poster
that
you'll
see
in
the
right
hand,
side
and
this
this
poster
that
you're,
each
going
to
have
at
a
table
is
going
to
show
four
buckets
or
boxes.
One
of
them
is
going
to
say
using
one-time
funds.
J
Your
one-time
funds
consist
of
the
37
million
dollars
in
bond
reimbursement
dollars
and
also
the
fund
balance
projections
that
have
been
briefed
tonight
and
upped
based
on
the
latest
data
we
have,
and
those
would
be
examples
of
things
that
could
be
spent
once
what
you'll
see
on
the
right
is
another
section
called
reducing
expenditures
and
some
of
those
that
are
in
those
little
cards
you
see
there.
Some
of
those
are
in
red.
J
Those
would
be
reductions,
things
that
we
have
proposed
to
you
as
possibilities
that
would
be
cutting
expenditures
and
then,
at
the
bottom
of
the
of
the
chart.
You'll
see
two
other
things.
One
says
off
the
table,
which
would
be,
if
there's
a
particular
reduction
that
in
in
your
world,
you
believe,
is
off
the
table
for
you,
something
that
we
don't
you
just
do
not
want
to.
Consider
then
that's
where,
where
that
ticket
would
go,
there's
another
one
called
parking
lot,
which
is
I'm
unsure,
and
none
of
these
things
are
things
that
would
be
permanent.
J
There
are
shorter
term
decisions
that
we
can
make,
and
that
would
consist
of
using
all
your
one-time
funds
and
resources
and
perhaps
that
deficit
for
one
year
is
gone
by
the
use
of
one-time
funds,
but
like
Jim,
was
briefed.
If
we
do
that,
and
there
isn't
a
change
at
the
state
level
and
there
isn't
something
coming
that
rescues
us,
then
what
that
means
is
Kick
the
Can
down
one
more
year
and
then
starting
in
July.
We
will
have
even
more
robust
conversations
about
a
larger
deficit
than
what
we
had
this
year.
J
So
that's
the
shorter
term
Solutions.
You
might
think
of
it
as
longer
term
Solutions,
which
is
cutting
your
way
to
a
balanced
budget
that
might
not
be
palatable
to
you
either
and
then
there's
that
in
the
middle,
which
is
probably
where
some
of
you
will
land,
which
was
some
kind
of
a
hybrid
approach,
some
things
you
want
to
reduce
other
things
you
want
to
apply
one-time
funds
to
and
what
we'll
do
Saturday
is.
J
None
of
this
is
decisional,
but
if
the
board
can
start
to
find
common
ground
on
where
you
stand
on
your
approaches,
I
think
it
will
make
it
a
little
easier
for
you
to
understand
and
the
purpose
of
doing
this
is
for
you
to
use
those
cards
and
move
them
around
and
start
to
say.
This
is
how
I
see
the
world
they're
going
to
talk
to
your
colleagues
and
just
see
where
you
you
stand.
It's
not
there's
no
tracking
of
each
person's
personal
thinking
on
this
there's.
J
No,
you
know
we're
not
asking
you
to
walk
out
with
a
decision
individually
or
collectively.
It's
an
exercise
for
you
to
wrap
your
head
around
this
because
what
happens
for
staff
is.
We
have
to
take
all
these
philosophies
of
where
we
believe
you're
leaning,
and
we
have
to
put
them
into
the
600
page
budget
book
that
that
takes
everything
Andy
just
break
you
in
great
and
well,
not
even
great
detail
Brandy,
but
for
us
it's
great
detail
right,
but
you
see
how
complex
all
this
is.
What
we
need
is
a
direction
we
need.
J
So
that's
what
we'll
do
Saturday
and
hopefully
it'll
be
engaging
and
I
I
will
say:
none
of
this
will
be
fun,
but
hopefully
you'll
see
what
we're
actually
doing
and
I
want
to
close
with
one
more
thing
and
remember:
lessons
had
mentioned
the
concept
of
sort
of
she
mentioned
PTR
in
particular,
and
you
talked
about
layering.
J
So
the
way
these
cars
will
be
written,
you
know
you
could
play
one,
you
could
put
one
say
a
PTR
of
one
for
K-12
and
then
you
mentioned
layering
another
one
on
top
by
maybe
a
different
grade
level.
So
we'll
have
that
capacity
as
well.
So
that's
the
the
rough
agenda
for
Saturday.
B
B
B
J
But
I'll
get
together
with
Chelsea
and
staff
and
we'll
take
a
look
at
that.
J
E
I
Yeah
remember
lessons:
I
was
going
to
say
I
think
you've
got
seven
wild
cards
up
here
already,
but
I
was
curious.
I
don't
see
any
I
see
the
Dome
rental
as
one
of
the
options,
but
I
don't
see.
Like
we've
heard
about
potential
swimming
and
hockey
I
mean
those
are
I
mean
everything
is
small
in
relation
to
the
magnitude
of
this
entire
deficit.
But
I
don't
see
specific.
J
So
the
rental
yeah,
the
patients
in
front
of
you
I,
want
you
to
realize
these
are
in
draft
format
and
then
we'll
still
fine-tuning
a
few
of
the
numbers.
Okay,
that
are
going
to
shift
between
now
and
Wednesday,
and
then
I'll
have
a
final
set
of
those
cards
that
we'll
go
through
and
yes,
I
didn't.
I
was
looking
through
that
too
Jim
put
these
together
on
the
weekend.
F
In
fact
we're
the
only
District
in
the
entire
state
that
has
a
dome
and
yet
every
other
District
still
manages
to
do
track
and
field
and
soccer
if
they
have
soccer
teams.
But
the
reason
that
we
didn't
put
the
ice
Time
In
The
Swim
time
is,
we
talked
about
it
being
a
two
to
three
year:
Outsourcing
option
where
the
first
year
you're
working
with
the
local
community
looking
for
stakeholders
who
may
be
interested
or
not,
we
don't
know
until
we
start
trying
to
look
at
that
sport
for
outsourcing.
F
So
we
would
not
have
reduced
ice
time
or
Swim
time
as
we're
looking
for
an
Outsourcing
partner
when,
when
Female
Hockey
was
outsourced,
it
took
three
years
in
the
first
year
the
district
covered
the
whole
cost,
as
they
finally
found
somebody
to
start
that
Outsourcing
process
the
second
year
they
weren't
fully
viable.
So
the
district
paid
a
portion
of
it
and
all
of
these
things
are
going
to
be
months
of
discussions
with
multiple
potential
Partners
before
finding
the
partners
that
we
settle
in
on.
F
B
So
so
I
think
all
the
contracts
need
to
be
on
here,
though,
I
think
if
we
are
I
I
see
value
in
the
Dome.
You
know
it
was
never
part
of
my
understanding
that
we
would
cut
the
domes
budget.
I
mean
the
domes
contract
that
we
would
look
at
it
as
part,
maybe
renegotiating
it
or
something.
It
was
never
my
understanding
that
we
would
cut
any
of
the
contracts
completely,
but
they
that
there
were
savings
possible
there.
F
Well,
it
is
an
option.
The
current
contract
with
the
Dome,
expires
at
the
end
of
this
year,
so
it
it
is
a
legitimate
option.
It
doesn't
mean
that
that's
what
the
board
will
want
to
do
right,
I.
B
Mean
there's
so
well,
we
know
on
Saturday
the
possible
Outsource
options,
or
will
we
just
be.
B
F
Still
have
to
find
Community
Partners
work
through
over
the
next
several
months
to
find
out.
Is
there
anyone
out
there
even
willing
to
help
us
Outsource
gymnastics
swimming
or
hockey?
If
it
comes
back
that
that
we
can't
even
find
Partners
who
are
willing
to
start
the
conversations
then
I?
My
guess
would
be
that
we
would
be
talking
about
these
on
one
July
next
year,
especially
if
the
legislature
has
not
fixed
the
BSA
as
potential
future
discussions
in
a
different
way.
G
Yeah,
thank
you,
madam
president.
Now
we
I
can
talk
about
this
war
on
Saturday,
but
I
guess
I'm
curious,
especially
the
I
guess
the
hockey
and
the
swimming
brought
it
up,
but
potentially
after
some
of
the
feedback
we've
received
at
the
Town
Halls,
maybe
relabeling
the
parking
lot
at
some
point
or
after
the
activity
is
finished
as
2025
Productions
or
an
fy25
short
list
that
way
we're
getting
that
quickly
as
possible
both
to
legislators
and
the
community
that
we
were
able
to
do
XYZ
this
year
and
next
year.
G
These
reductions
are
already
on
our
our
top
top
of
mind.
So.
E
D
J
Yeah,
well,
we
did.
We
did
a
dry
run
with
our
cabinet
just
to
just
to
see
how
this
can
work.
It'll
be
confusing.
It
won't
be
perfectly,
but
the
whole
idea
is
to
generate
discussions
among
you
about
where
you
all
are
falling,
because
we
for
us
to
improve
a
budget.
We
need
a
majority
of
the
board
and
hopefully,
consensus
on
a
way
forward
from
you.
So,
yes,
we
can
I
forgot
what
your
question
was
add
what
the.
B
J
Oh,
yes,
the
targets,
the
one
we
did
before.
We
used
a
grand
total
of
68
when
we
did
our
exercise,
so
we
will
take
the
updated
estimated
deficit
pieces
and
we'll
have
that
and
then
the
idea,
as
you
can
see
on
the
chart,
is
come
up
with
your
one-time
funds.
You
want
to
use
and
have
a
total,
the
one-time,
reduce
or
the
I
mean
the
ongoing
reducing
expenditures
you
would
agree
to
and
grand
total
is.
J
The
goal
is
to
get
that
to
the
grand
total
of
our
deficit
through
the
use
of
those
two
things
and
then,
if
there's
things,
you're
are
willing
to
talk
to
your
colleagues
about
that
are
completely
off
the
table
for
you
that
you
let
each
other
know
what
those
things
in
your
mind
and
your
current
thinking
again
current
thinking
right.
This
is
not
decisional,
and
then
there
are
some
things
that
you
can
think
about.
J
The
parking
lot
and-
and
the
thing
I
was
going
to
brief
to
you
on
Saturday-
is,
if
you
put
something
in
a
parking
lot,
what
is
it
you
need
to
know
before
you're
willing
to
make
that
decision
like
what?
What
is
it
you
personally
need
to
know
and
then
on
the
off
the
table,
if
you're
willing
to
tell
your
colleagues
why
you
feel
that
way,
it's
to
generate
the
discussion,
and
so
hopefully
you'll
find
it
constructive,
because
the
detail
that
Andy
and
Jim
provided
to
you
in
the
pro
forma,
that's
our
work.
J
B
There
will
there
be
opportunity
to
just
look
at
what
the
administration's
recommendations
if
we
took
them
all
and
I'm
not
saying
we
are,
don't
get
me
wrong,
but
if
we
started
at
a
point
of
taking
all
of
the
administration's
recommendations,
what
would
that
that
killer
cost
I
mean?
Is
there
an
opportunity
to
maybe
have
a
graph
or
something
that
that
shows
what
we
would
save
if
the
board
chose
to
and
then
because
this
breaks
out,
this
will
break
out.
B
This
activity
will
break
out
our
individual
ideas,
but
what
if
we
started
with
the
Supreme
I
mean
the
the
administration's
recommendations?
What
does
that
look
like.
B
H
J
B
C
That's
a
good
question:
really,
the
the
purpose
of
the
exercise
is
to
really
understand
what,
additionally,
does
the
board
need
to
know
before
you
can
make
a
decision
one
way
or
another?
So
while
the
administration
could,
you
know,
create
our
own
chart
of
proposed
recommendations,
we
understand
that
the
board
might
see
that
and
still
have
follow-up
questions.
C
So
really
we
were
kind
of
using
this
activity
is
just
more
of
a
thought
exercise
to
get
the
conversation
going,
because
really
we
want
to
get
a
sense
as
to
what
is
the
direction
of
the
board
before
we
provide
some
sort
of
final
all-encompassing
recommendations,
we
can
ensure
that
not
only
we're
making
choices
that
are
fiscally
responsible,
but
also
ensure
academic
outcomes
will
be
maintained,
if
not
improved
as
much
as
possible.
Okay
and.
B
I
J
Okay,
so
remember
lessons.
My
answer
to
that
is
that's
near
impossible.
Ask
and
we
can
provide
some
like,
for
example,
you'll
notice
that
in
in
this
I'm,
going
to
come
back
to
Mr
Higgins
response
is
about
student
outcomes
on
these
things,
so
we
can
talk
about
the
more
effective
size
of
an
elementary
school
around
the
closures.
I
can
explain
those
things.
The
reason
we
can't
point
to
X
increase
in
student
outcomes
as
measured
by
X
test,
is
that
the
amount
of
variables
that
that
entails
is
massive.
J
I
mean
it
could
be
the
quality
of
the
principle
and
their
ability
to
be
an
instructional
leader.
It
could
be
the
value
of
the
actual
teachers
that
are
in
those
grade
levels
that
are
most
valued
by
the
assessment
pieces.
There
are
so
many
variables
that
come
into
that
that,
for
me
to
say,
if
we
do
this,
it
will
increase
or
decrease
student
outcomes
by
X.
It's
just
not
that
simple,
there's
just
our
profession
is,
has
so
many
impacting
variables
that
we
are
not
the
science.
We
can't
isolate
the
variables.
J
To
that
extent
in
this
business
it's
very
complicated.
C
To
do
that
right
and
just
to
add
to
Dr
Stock's
comment,
while
it
would
be
difficult
to
you
know,
do
control
studies
or
any
sort
of
study
to
definitively
know
cause
relationships
of
the
impact
of
a
program.
What
we
can
do
as
an
Administration
is
be
there
to
provide
a
high
level
summary
of
what
are
potential
trade-offs.
For
example,
you
know
asdv
is
here,
for
example,
and
a
board
member
may
ask
on
Saturday.
If
we
were
to,
you
know,
do
that
differently?
C
H
Thank
you,
I
appreciate,
Dr
Stock's
comment
because
I
remember:
the
National
School
Board
Association
put
some
biggest
emphasis
on
school
outcome
on
the
principle,
so
that
that's
the
results
and
also
I
greatly
appreciate
that
comment
right
off.
The
bat
and
I
also
agree
with
the
superintendent
as
opposed
that
this
meeting
is
to
have
an
open
discussion,
not
confrontational,
on
what
the
best
outcomes
are
and
talk
about
all
of
imposing
cons.
So
it
is
not
a.
We
have
to
change
your
view.
H
We
want
to
jointly
come
out
with
it
part
of
what
I
did
request,
though
in
a
committee
I
just
want
to
follow
up
with
is
just
getting
an
idea
of
what
the
department
Staffing
was
like
in
2016
to
end
forward,
but
also
I'm
curious
about.
When
was
the
last
time
we
had
44
000
kids
and
what
what
was
it
like,
then
I
mean
a
little
bit
what
what's
going
on
since
then.
That
might
be
kind
of
interesting
I,
don't
know
how
far
back
that
goes.
H
I
know
in
2008
when
I
first
go
on
the
board,
we're
at
forty
nine
thousand,
so
it
has
to
go
back
quite
a
ways
to
be
find
that
out
and
but
at
the
time
that
they
did
that
if
that
was
in
the
90s,
that
was
the
time
when
the
budget
was
being
cut.
Cte
was
being
eliminated
all
kind
of
things.
So
it's
not
fair
to
make
a
comparison
to
that.
H
Given
the
economics
of
that
time,
just
say
that
so
I'm
going
to
drop
the
request
for
when
it
was
44
000,
since
it's
going
to
be
misleading
it
all
like
crazy,
but
I
do
want
to
look
at
every
department
and
to
go
forward.
I
want
that
also
to
include
contract
positions
as
well,
because
that's
all
relevant
as
well,
because
a
lot
of
that's
the
same
as
positions
and
I
appreciate
that.
Thank
you.
F
Roger
I
have
been
working
on
that
as
as
you're
probably
aware,
the
budget
analyst
and
the
finance
analyst
are
Jim
and
Andy
a
couple
years
before
I
became
the
CFO.
They
cut
both
Finance
analysts
and
the
budget
analysts
and
we're
working
on
those
products.
But
but
it's
we're
working
on
those
products.
F
To
try
to
get
those
done
by
Friday,
but
but.
H
B
Okay,
well,
we
are
at
our
time
and
I
want
to
thank
the
administration,
Mr
Anderson
Andy
duckstock
everybody.
Just
thank
you
for
all
the
time.
We
really
do
recognize
that
we
have
overextended
your
work
loads
and
we
are
I
haven't
heard,
not
one
single
complaint,
but
we
want
you
to
know
how
much
we
appreciate
it.
At
this
point.
We'll
move
I'll
accept
a
motion
to
move
into
executive
session
for
the
purpose
of
contracts
and
legal.
B
Moved
in
second,
is
there
any
opposition
right.