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From YouTube: ASD School Board Work Session 12/10/22
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A
So
good
morning,
everybody
today
is
Saturday
December
tip,
and
this
is
a
work
session
for
the
Anchorage
School
Board,
our
members
present
in
the
boardroom
we
have
member
Higgins
member
Holloman
member
Wilson
member
Jacobs
member
Bellamy
member
lessons
is
a
has
a
slight
delay.
A
A
So
with
that,
we
have
an
agenda
in
front
of
us.
Today's
work
session
is
to
give
the
board
opportunities
to
consider
to
think,
to
look
at
the
options
and
to
start
for
us
to
start
trying
to
figure
out
where
each
of
us
are
relative
to
all
of
the
recommendations.
A
All
of
the
options
are
on
the
table
or
will
be
on
the
table.
We
have
designed
an
activity
and
that
we
will
have
discussion
around
and
we
will
also
have
opportunities
for
board
members
to
get
more
information.
Ask
more
questions,
and
all
of
that
so
relative
to
there
is
coffee
and
refreshments
over
to
the
my
left.
Everyone
is
welcome
to
those
and
Dr
Bryant.
If
you
would
like
to
make
a
few
comments.
B
Sure,
thank
you,
madam
president,
good
morning
and
happy
Saturday
board
and
members
of
the
community.
We
look
forward
to
this
opportunity
to
come
together,
as
a
group
really
take
a
step
back
and
conceptualize
the
bigger
picture
of
how
we'll
address
our
60
plus
million
dollar
structural
deficit,
so
Dr
Stock
will
run
through
the
logistics
of
our
activity
in
a
minute.
But
in
short,
today
is
our
opportunity
to
look
at
all
the
options
on
the
table
as
Madam
president
shared
in
front
of
you
is
a
chart.
You
can
use
to
explore
a
variety
of
options.
B
We've
attempted
to
distinguish
between
those
actions
that
are
our
short-term
in
nature
and
those
that
would
result
in
a
long-term
impact
on
the
district's
expenditures
and
lastly,
as
I've
shared
before
this
activity
isn't
meant
to
be
decisional,
but
hopefully
it'll
be
a
launching
point
to
create
dialogue
and
to
ask
questions
that
will
help
guide
the
decision-making
process.
B
Personally,
as
I
participate
in
this
activity
myself,
my
eye
will
be
on
conceptualizing
changes
that
will
minimize
the
structural
deficit
for
future
fiscal
years,
while
also
keeping
in
mind
student
outcomes
in
the
classroom.
Experience.
So
with
that
I'll
pass
it
on
to
Dr
stock.
C
Truck
rolled
over
really
slowly
this
morning,
probably
like
most
of
you
did
crawling
out
about
this
morning,
but
thanks
for
coming
so
I
want
to
start
with
the
real
short
brief
Look
Backwards,
because
I
think
this
is
important
about
I,
don't
know
four
or
five
years
ago,
I've
been
here
seven
years
before
the
federal
stimulus
came,
there
were
a
variety
of
budget
cutting
recommendations
put
forward.
We
didn't
end
up
doing
them,
but
we
looked
at
a
variety
of
things.
C
Over
the
years
we've
increased
the
PTR,
which
is
our
people,
teacher
ratio,
which
is
a
funding
formula.
We've
increased
that
over
the
years
we
looked
at
ignite
more
than
once
we
looked
at
Middle
School
scheduling
more
than
once,
we've
looked
at
Health
teachers
in
the
elementary
recording
in
progress,
so
we've
looked
at
a
variety
of
those
things
over
the
and
then
the
federal
stimulus
money
came
and
for
at
least
a
year
now
the
district
has
been
discussing
publicly
this
the
phrase
you've
heard
is
fiscal
cliff.
C
So
it's
no
surprise
that
by
propping
up
many
of
those
deficits
made
by
deficit
spending
from
inflation
over
all
those
years,
you
can
see
that,
where
we're
at
so
in
July,
we
began
in
Earnest,
so
we've
been
through
a
six-month
process
of
almost
every
board
meeting
rolling
out
piece
by
piece,
different
thoughts
and
recommendations.
We've
also
had
nine
Town
Halls,
which
are
the
public
process.
C
C
Hopefully,
the
other
thing
is
to
work
with
your
colleagues
to
explore
common
ground,
because
the
you
know
the
gold
standard
would
be
if
we
have
a
consensus
of
all
seven
board
members
on
a
way
forward,
but
at
least
the
majority
right
we
have
to
have
a
budget
approved.
It
has
a
particular
strategy,
so
what
our
activity
is
going
to
be,
and
just
for
any
members
of
the
public
who
wish
to
actually
experience
what
the
board
is
doing.
C
These
are
the
cards
that
you're
going
to
use
and
I
want
to
first
start
by
explaining
the
posters
so
there's
four
sections,
so
we
have
some
nine
bonds,
so
you
have
fund
balance
and
if
you'll
keep
the
envelopes
in
order,
it'll
be
easier
as
I
roll
through
them,
then
there's
the
bond
reimbursement
which
they
fall
under
this
category
of
really.
Theoretically,
you
can
only
spend
these
once
so.
If
we
we've
close
our
Gap
with
everything
on
this
side,
then
there's
also
the
danger
there.
What
do
we
do
the
next
year
on
The
reducing
expenditures
category?
C
These
are
things
that
we
can
do
that
cut
expenses,
that
that
might
be
more
sustainable
over
time
and
at
the
bottom,
you'll
see
two
different
charts.
One
says
parking
lot
and
despite
Andy's
comment
about
what
he
thinks
of
parking,
lots
and
Post-it
notes.
C
If
you
find
things
in
here,
you
just
want
to
put
over
here
and
say:
I
have
no
idea
what
I
think
about
that
yet
I'm,
just
gonna
put
it
over
here
off
the
table
means
this
is
a
cut
or
a
one-time
thing
that
you
are
not
willing
to
apply
to
the
deficit
and
we'll
go
through
that
in
a
minute.
As
an
example,
the
goal
you'll
see
two
totals
you'll,
see
a
red
box
that
says
grand
total.
C
The
grand
total
we're
after
is
48
million,
and
to
answer
the
question
of
where
we're
going
from
the
68
or
so
in
July
to
the
48th.
There's
also
a
sheet
in
front
of
you
just
a
reminder.
What
was
briefed
in
the
pro
forma
summary,
so
this
one
page
sheet
explains
why
the
number
you're
after
this
morning
is
48..
C
So
that's
that's
where
we're
going
so,
if
you'll
take
out
the
first
card,
so
unclip
your
envelopes
there,
the
first
card,
says
fund
balance
and
when
you
open
that
up,
you
will
see
three
cards
a
fund
balance
of
10
one
says:
nine
percent
one
says
eight
percent.
You
can
only
play
one
of
these
because
in
reality
you
can
only
play
one
card
of
these
three,
because
what
you're
saying
is
how
comfortable
are
you
with
with
how
much
cash
we
have
our
board
policy
says?
Eight
percent
is
your
minimum
and
that's
what
we've
always
done?
C
The
reality
is
you
can
go
even
lower
with
a
super
majority
of
the
board.
You
could
go
to
seven,
but
you
can't
have
all
three
fund
balances.
You
can
only
use
one
of
these,
so,
let's
just
for
sake
of
arguments,
say
you're
going
to
stick
with
the
past
practice
of
the
board,
which
is
we're
going
to
cut
the
fund
balance
back
to
eight
percent,
which
is
our
minimum.
So
I'm
going
to
put
fund
balance
over
there
at
28.3
million.
Okay,
now
there's
some
assumptions.
You
can
think
about
Okay
the
reason
the
fund
balance.
C
The
reason
the
the
reason
you
could,
the
one
of
the
assumptions
to
think
about
with
fund
balance
is
this.
The
reason
the
fund
balance
has
gotten
so
high
over
eight
percent
is
because
we
can't
fill
our
positions.
We've
had
450
unfilled
positions.
C
C
So
one
of
the
assumptions
you
make
is
I'm
willing
to
put
all
that
on
and
and
go
back
to
eight
percent
and
apply
28
million
to
the
deficit,
because
my
assumption
is
we're
going
to
have
another
healthy
fund
balance
next
year,
because
we
are
still
unable
to
fill
all
450
open
slots,
so
I'm
not
worried
about
the
fund
balance
dwindling
in
one
year,
because
we
still
have
challenges
with
recruitment
right
now,
so
you
can
only
play
one
of
those
so
I'm
going
to
drop
my
others
on
the
parking
lot.
So
that's
fun
balance.
C
How
comfortable
are
you
on
fund
balance?
The
next
card
envelope
pull
that
out.
This
one
says:
State
Bond
debt
reimbursement.
This
has
been
a
big
Topic
in
the
public
and
you
all
are
aware
that
we've
been
using
it.
So
if
you
look
you'll
see
four
cards,
if
you
totem
up,
they
represent
37
million,
which
is
what
we've
been
discussing
so
think
of
it
like
this.
C
If
you're
a
person
who
wanted
to
spend
all
of
it
and
you're
going
to
rebuild
Inlet
View
and
rebuild
it
as
a
new
school
and
you're
going
to
take
all
37
million
and
apply
it
to
Inlet
View,
then
that
goes
off
the
table.
You
can't
use
it
for
the
deficit
because
you're
going
to
save
it
for
a
school
building,
if
you're
going
to
do
a
remodel
of
Inlet
View,
that's
22.5
million,
so
okay
I
think
we
should
save
10
million
of
it
to
bond
reimbursement.
I'm
going
to
put
the
27
over
here.
C
Assuming
inflation
is
going
to
drive
the
cost
up
eventually,
so
there's
27
million
off
the
table,
because
that,
in
my
mind,
is
remodeling,
Inlet,
View
or
somebody
else
might
say:
I'm
not
going
to
put
it
on
any
of
you
at
all,
but
I
think
that's
capital
project,
money,
I!
Think
all
of
it's
off
the
table,
because
that
was
designed
for
capital
projects
and
that's
deferred
maintenance
to
me,
I'm,
not
spending
any
of
it
on
the
deficit.
C
C
The
next
one
is
a
little
complicated
to
play
the
cards,
but
it's
actually
pretty
simple
in
concept.
So
if
you
pull
it
out,
you're
going
to
see
six
cards,
I
would
just
lay
them
out.
So
you'll
see
three
of
them
that
say
PTR
plus
one
and
again
you
can
only
play
one
or
two
of
these
cards
on
the
PTR.
So
now
we're
talking
about
things
that
reduce
expenditures,
not
one-time
funds,
you'll
notice.
These
are
red
now
think
of
it
as
reducing
the
debt
all
right.
So
all
the
red
ones
they're,
not
cash.
C
C
Now
you
may
remember,
member
lessons
brought
up
a
question
at
a
board
meeting
a
while
back.
She
said:
can
you
layer
these
one
on
each
other
and
like
well?
Technically,
you
could,
for
example,
let's
say
you're
willing
to
raise
everyone,
one
PTR,
but
at
grades
4
through
12
you're
willing
to
raise
everyone
another
one
that
would
be
two
so
I
put
those
together.
That
would
reduce
the
expenditures
by
11
million
because
I
see
7.1
and
4..
C
That's
that's
a
sacrifice,
I'm
willing
to
make,
or
maybe
you're
like
some
folks
who
say,
I'm
not
willing
to
saddle
our
teachers
with
one
more
increase
in
their
class
sizes.
That's
off
the
table!
I'm
not
doing
it,
don't
think
we
should
really
affect
our
students
that
way
we
can
get
to
zero
or
48
some
other
way,
I'm
not
doing
it.
So
then
it's
off
the
table,
so
the
next
one
is
another
Hobby.
C
You
can
do
one
or
two
or
you
could
do
more,
but
some
of
these
I
refer
to
some
of
these
as
the
nuclear
option,
raising
PTR
Five
K
through
12.
That
is
a
nuclear
option
that
would
send
PTR
through
the
roof.
But
if
you
want
to
know
how
much
money,
those
save
and
and
how
that
works,
and
how
many
teachers
that
affects
one
thing,
I
should
have
brought
out
to
you.
You
have
what
we
call
the
little
cheat
sheet,
because
these
are
hard
to
remember.
So
you
have
with
you
this
little
packet.
C
This
little
packet
has
the
notes
of
everything
I'm
talking
about
on
them,
and
you
can
kind
of
you
can
go
down
and
see
under
PTR
adjustment
options.
You'll
see
two
little
graphs
that
the
CFO
provided
for
you.
One
side
shows
how
many
teachers
that
that
would
not
be
working
who
would
who
would
through
attrition,
not
have
jobs.
It
would
if
we
raise
the
PTR
one
for
grades
K-12.
That
would
be
overall
60
employees
and
if
you
look
at
the
amount
that
would
save
7.1
million,
which
is
what
you
see
on
the
card.
C
So
that's
an
interesting
question
because,
where
people
get
confused
is
PTR
is
a
funding
formula,
it's
just
how
we
distribute
the
resources
to
buildings,
but
then
within
the
building
they
have
to
do
class
sizes.
So
what
you're
saying
is
yes?
Class
size
can
go
up
because
I
might
assign
my
staff
by
a
basic
PTR,
but
I
might
have
a
grade
level
with
extra
enrollment
and
a
teacher.
C
That's
missing,
and
we've
we've
experienced
that
a
lot
with
with
our
subbing
situations,
where
the
actual
number
of
students
in
the
class
can
be
higher
because
there's
a
missing
teacher
and
no
sub
for
a
day
or
two
or
three
so,
but
the
from
the
PTR
point
of
view
we're
looking
at
this
pretty
high
level
as
as
funding
resources
right
now,
but
you
are
correct,
there
are
the
the
effects
of
the
classroom.
C
How
they're
felt
by
teach
teachers
varies
widely
because,
even
though
the
PTR
might
be
the
same
across
the
district,
that
doesn't
mean
class
sizes
are
the
same.
This
is
just
how
we
distribute
the
FTE,
so
the
next
one
is
also
got
a
lot
of
public
topic,
probably
more
conversation
than
anything.
We've
done
or
talked
about,
and
that
is
the
school
closure
folder.
So
if
you'll
pull
out
the
school
closure,
folder
you'll
see
them
in
order
and
I'll
go
through
them.
The
first
one
says
closing
Abbott
Loop
1
million.
C
By
the
way,
the
reason
the
numbers
are
a
little
different
I
didn't
want
everybody
to
get
confused
and
trying
to
add
all
these
up
in
their
heads,
so
they're
all
rounded
to
the
nearest
hundred
thousand
and
they're
in
fractions
of
a
million.
So
you
can
see
closing
habit,
Loop
1
million,
closing
clat
0.8.
Now
one
thing
for
you
to
think
about
on
clat.
There
is
on
your
cheat
sheet.
You
will
see
a
section
on
school
closures
that
has
in
case
you
can't
remember
all
those
repurposing
pieces
there's
a
section
there.
C
That
gives
you
what's
going
on
with
each
of
those
schools
in
case
you
forget
and
then
there's
some
estimations
for
next
year,
what
that
would
say
for
for
the
next
year
and
you
can
go
down
the
list:
close
clat
repurposed,
birch,
wood,
repurpose,
Wonder,
Park,
repurposed,
Northwood,
repurpose,
nunaka
Valley.
So
those
are
the
totals
that
you
see
there
now,
if
you're
a
person,
that's
not
willing
to
close
any
schools,
then
all
of
those
get
bundled
up
and
they
go
off
the
table
or,
if
you're
going.
C
C
This
envelope,
in
order
that's
in
your
cheat
sheet,
I'll
start
with
the
first
one
of
the
proposals
that
we
haven't
talked
a
lot
about.
It
hasn't
gotten
a
lot
of
fanfare,
but
most
of
you
are
aware
of
the
of
our
virtual
program
asdv,
which
was
stood
up
during
the
pandemic
and
we've
seen
the
the
middle
school.
Well,
mostly,
the
high
school
enrollment
is
really
robust
and
strong,
but
ever
since
the
pandemic
is
over
or
roughly
over,
a
lot
of
the
elementary
families
have
left
it
right
now.
C
C
Change
asdb
means
to
eliminate
K5,
but
it
means
the
6
through
12
program
stays
intact.
We
have
about
2500
students
still
in
asdb
all,
but
150
of
them
are
in
grades.
6
through
12.,
there's
only
150
in
the
elementary
and
they
have
options.
They
have
Family
Partnership,
they
have
Frontier,
they
have
padaya.
C
There
are
ways
for
them
to
homeschool
without
necessarily
being
in
this
one,
so
it
would
save
700
and
would
allow
seven
teachers
to
go
to
in
person
teaching
instead
of
virtual.
It
is
an
option.
C
The
next
one
says:
School
admin
operations.
These
are
metric
based
reductions
and
on
your
cheat
sheet.
You
will
see
that
these,
because
our
enrollment
keeps
dropping.
We
have
a
metric.
We
use
to
apply
to
how
many
assistant
principals,
how
many
security
guards
how
many
assistant
Administrative
Assistant
secretarial
type
positions.
C
C
This
one
has
and
we're
continuing
to
look
for
ways
to
increase
that,
but
we're
currently
at
roughly
2.1
million
some
of
the
higher
paid
positions
that
have
been
eliminated.
We
have
a
total
of
22.5
positions
that
have
been
cut
or
not
filled
or
unfilled.
That
were
open
and
these
would
be
the
higher
paid
ones
were
the
directors,
Behavior,
strategist
and
assistant
director,
a
nurse
elimination
of
a
small
department
and
a
supervisor
you'll
also
see
it.
C
Specialists
totem
and
some
admin,
employees
that
were
totem,
clerks
maintenance
and
so
on,
and
then
a
bunch
of
non-personnel
reductions,
those
you
can
see
are
just
we
went
through
all
16
or
17
departments
and
asked
them.
Can
we
cut
this?
Can
we
cut
this
travel?
Can
we
reduce
your
equipment?
Can
we
take
out
that
software
program,
so
there's
been
a
systemic
effort
to
do
that
and
that
has
garnered
so
far
2.1
million
dollars
in
cost
reductions,
the
next
one?
Yes,
sir,.
D
C
Yes,
we'll
have
to
get
those
Andy
and
Jim
would
have
all
that
information,
and
we
can
get
that
for
you,
it's
not
in
the
exercise.
But
the
question
is
that's
what
these
sticky
notes
were
for,
because
then
we
can
have
people
looking
things
up
for
you,
so
Kathy
will
help
out
she's
back
there
helping
over
there.
Now
Kathy
was
going
to
help
capture
these
on
the
notes.
Stick
them
over
here,
so
we
can
look
them
up
for
you.
C
Yes,
Dora
has
a
question
so.
E
F
E
C
Okay,
no,
so
what
this
one's
actually
easier
than
it
looks
so
the
sixth
grade,
the
Middle
School
3.8
million.
This
one
would
would
over
it,
wouldn't
save
all
3.8
in
the
first
year,
but
it's
close
enough
to
go
ahead
and
call
it
that.
But
what
this
one
does
is.
Sixth
graders
would
still
get
banned
in
Orchestra
if
they're
moving
to
the
sixth
grade
to
Middle
School,
the
next
one
that
you
had,
that
says,
cut
sixth
grade
being
an
orchestra.
C
That
would
only
be
a
card
to
play
if
we
are
not
moving
sixth
grade
up,
but
we
already
kind
of
made
that
kind
of
decision.
The
only
reason
I
left
the
sixth
grade
band
and
Orchestra
cut
in
here
is
in
case
there's
a
back
stamping
of
the
board.
It
says
we're
not
going
to
move
sixth
grade
to
middle
school,
then
you
could
cut
sixth
grade
band
and
Orchestra
out
of
the
elementary
okay.
C
So
it's
a
little
confusing,
but
the
the
these
moving
sixth
grade
to
Middle
School
still
allows
them
to
have
band
and
Orchestra
at
the
middle
school
and
there's
still
Savings
in
there,
because
you
wouldn't
need
quite
as
many
because
they
wouldn't
be
traveling.
So
much
those
those
positions
would
be
stationed
in
the
school
and
not
have
to
run
around
as
many
times.
C
C
I
think
I'm
her
out
of
order.
So
what's
the
next
one
operations
reductions
is
that
what's
next,
this
one
is
just
there's
a
little
list
there.
This
is
a
group
of
things
we've
cut
out
of
operations
that
we
can
save
a
million
for,
and
so
admin
has
gone
through
and
looked
at
those
and
made
some
Some
Cuts
there.
C
You
may
remember
that
Administration
kind
of
made
a
comment
at
a
public
board
meeting
that
we
were
no
longer
considering
cutting
the
immersion
programs,
but
what
we
decided
to
do
is
we
met
with
the
directors
of
immersion
and
we've
determined
that
if
the
immersion
PTR
levels
are
similar
to
or
as
close
to
the
neighborhood
sides,
as
we
can
get
immersion
programs
across
all
seven
can
reduce
six
FTE
and
try
to
get
their
class
sizes
to
be
matching
the
neighborhood
side.
Because
what
you
see
is
happening.
They
can
do
that
in
a
couple
of
ways.
C
They
can
do
it
is
to
change
some
of
their
entrance
requirements
on
letting
kids
in
the
other
way
they
can
do.
It
is
running
combo
classrooms.
They
have
not
been
running
combination
classrooms.
So
what
was
happening
is
on
the
neighborhood
side.
We
call
it
the
Gen
Ed
public
side
of
the
of
the
business
there's
might
be
32
kids
in
a
class
on
the
other
side
of
the
hall.
Emerging
is
running
and
there's
19.,
and
the
sort
of
the
feelings
that
that
generates
over
time
is
that
they
were
treating
that
program
very
differently.
C
So
we've
met
with
Brandon.
We
found
a
way
that
we'll
be
working
with
them.
So
what
it
says,
immersion
PTR
matches
means
we
can
save
700
000
per
year
and
require
them
to
have
the
same
class
sizes
roughly
that
everyone
else
has
to
have
and
that
would
save
700.
the
next
one
Dome
rental.
That
was
a
pretty
easy
one.
We
we
rent
a
dome.
No
one
else
in
the
state
has
a
dome.
You
know
it's
it's
a
good
thing,
but
it's
also
something
we
can
do
without
what
does
it
mean?
C
It
means
tracking
soccer,
kids
and
those
who
are
have
need
to
be
on
the
fields
early
in
the
spring.
It
means
they
lose
some
time
because
there's
not
an
indoor
practice
facility
for
them,
but
we
can
clear
the
fields,
save
200
000.
If
we
back
out
of
that
contract
at
the
end
of
the
year
and
all
of
them,
yes,
the
only
one
you
can't
do
is
can't
do
the
sixth
grade
being
an
orchestra
and
play
the
middle
school
card.
At
the
same
time,
that's
the
only
one.
C
So
that's
the
folder
on
that
one.
Then
the
next
one,
you're,
probably
really
interested
in
there's
the
last
folder
says:
wild
cards
we've
been
hearing.
All
these
Town
Halls
people,
you've
been
getting
emails
from
the
public.
People
are
offering
up
ideas
that
have
never
been
put
on
the
table
if
you've
heard
of
one
that
you
want
us
to
explore.
You're
going
to
fill
this
out
come
over
and
talk
to
Kathy,
we'll
get
it
up
on
the
chart.
C
If
the
admin
can
do
some
homework
for
you
to
look
into
that,
I
mean
if
there's
something
that
is
not
out
here-
that
you
are
serious
about
us.
Pursuing
fill
that
out
come
over
here
talk
to
Kathy,
we'll
get
it
on
the
parking
lot
and
we'll
see
if
we
can
find
some
info
for
you
so
back
to
the
agenda.
C
The
staff
is
available
over
here
for
questions
we
can
dialogue
and
so
on
just
to
help
you
during
this
period
the
public
also
has
the
same
materials
set
up,
so
they
can
go
back
and
decide
if
any
of
them
have
a
particular
philosophy.
Are
they
thinking
short
term
long
term?
Some
kind
of
hybrid
in
between
the
good
news
is.
Is
there
is
a
path
to
a
balanced
budget?
I
think
that's
pretty
clear.
Now
question
is
you
know?
What
do
you
think
is
going
to
happen
next
year
or
the
year
after?
C
Are
we
trying
to
solve
some
of
these
problems
this
year
or
you
want
to
wait
and
see
the
board?
We
kind
of
want
to
know
you're
thinking,
because
we
have
to
put
a
600
page
budget
book
in
front
of
you
in
February
and
we
would
like
it
to
incorporate
a
general
direction
or
strategy
that
we
think
most
of
the
board
is
leaning
towards,
so
that
when
we
put
that
in
front
of
you,
it
represents
some
of
your
at
least
the
majority
of
your
values.
C
You
can
work
together
or
alone.
You
can
all
cluster
up
and
work
at
it
together
or
you
can.
You
can
do
something
totally
unusual
and
not
even
do
your
own
thinking.
You
can
pretend
to
be
someone
in
the
community
who
who's
proposing
I've
been
reading
some
of
the
stuff
coming
into
the
board
about
you
know
their
strategies,
and
maybe
you
want
to
so.
Okay.
If
I
was
that
person,
this
is
how
that
would
look.
C
So
it
doesn't
have
to
be
your
thinking
right
now,
but
the
goal
is
to
show
you
how
There's
an
opportunity
cost
everything
you
do,
has
an
opportunity
cost
somewhere
else.
So,
what's
the
board's
basic
values
on
this,
that's
it
we
won't
have
any
more
activity
or
discussion
until
about
10
30
or
later,
which
time
we'll
try
to
bring
some
closure
and
Marco.
You
have
a
question
over
here.
Come
on.
H
A
H
What
what's
not
missing,
what's
missing
to
me
here,
I
see
the
48
million
to
balance
the
budget,
but
the
issue
is
opportunity
and
opportunity
to
increase
academic
outcomes.
Increase
Improvement
is:
are
there
things
that
the
48
million
doesn't
address
that
that
we
should
put?
Maybe
it
needs
to
be
55
million?
Maybe
it
needs
to
be
60,
but
whatever
it
is,
is
going
to
help.
The
kids
is
what
I
don't
see
on
here.
That
I
would
like
to
see
what
what
what
can
we
do?
H
C
So
there
are
two
things
that
come
to
mind
and
I'm.
Just
going
to
put
this
one
out
there
you're
aware
that
the
under
the
Reeds
act
that
the
state
has
put
out
some
and
they're
narrowing
their
choices
down,
but
they're,
offering
fairly
significant
financial
incentives
for
States
districts
in
this
state
to
adopt
a
particular
reading
program
that
is
aligned
to
the
science
of
reading
and
asking
us
as
a
state.
If
we
take
that
money
that
we
would
implement
it
with
Fidelity,
there
will
be
some
Financial
costs.
C
We
don't
know
what
that
is
when
you
say
are
there
any
things
that
we
can
do
that
affect
budget
that
are
about
student
outcomes?
Yes,
that
is
one
of
them.
What
the
reason
it
isn't
a
card
or
anything.
Is
it
isn't
it?
We
have
no
idea
what
the
expense
levels
are,
because
we
don't
yet
know
how
much
money
the
state
will
provide
for
that
incentive.
So
we're
investigating
that
and
we'll
have
some
information
for
the
Lord
before
the
budget
is
developed,
but
that
is
one
the
other
one.
C
We
have
no
Financial
incentives
for
you
on
here,
but
will
be
something
in
the
next
three
to
five
years
that
will
have
to
be
addressed
around
student
outcomes.
You
have
a
very
ambitious
set
of
goals
that
are
around
college
career
and
life.
How
those
career
academies
and
things
evolve
over
time
is
yet
to
be
fully
known.
But
that
is
one
thing,
but
that's
not
going
to
be
found
in
this
exercise
right
now.
B
And
if
I
could
just
add,
you
know
this
person's
activity
we'll
be
looking
at
a
number
of
options,
and
some
of
the
questions
that
we'll
welcome
today
are
around
what
are
the
academic
trade-offs.
For
example,
let's
say
that
we
decide
to
reimagine
asdd
I
think
the
questions
we
can
start
asking
today
are
what
are
the
academic
outcomes
in
asdb
for
elementary
school
students
now,
and
we
can
start
answering
those
questions.
B
C
So
we
can
build
out
a
budget
book
that
represents
some
of
those
values
because
that's
our
goal
between
now
and
February.
So
with
that
we'll
stop,
and
if
you
have
any
questions
all
the
staffs
over
here
they've
got
computers,
they
can
look
up
numbers
they
can,
by
the
way,
you'll
need
your
cell
phone
to
Total
these
up
and
and
if
you
don't
have
a
phone
or
to
do
that,
these
guys
will
total
it
up
for
you
and
see
how
close
you
are
to
48.
So
thank
you.
I'm.
A
Open
to
working
with
somebody
if
anybody
is
interested
foreign
and
please,
if
you
have
ideas,
give
it
to
Kathy,
so
she
can
put
it
up
here.
I
know:
Andy
had
a
had
one
that
came
up
at
the
last
meeting,
which
I'm
interested
in
learning
more
about
so
put
them
up
as
soon
as
you
can
all
right.
A
A
Test
we're
going
to
come
back
together
at
10
45.
So
if
you
need
the
break,
please
take
it
now.
Foreign.
A
A
I'd
like
to
do
a
kind
of
a
check-in
to
see
where
people
are,
how
were
you,
leaning,
long
term
or
short
term.
D
In
terms
of
how
you
lay
down
in
that
person,
I
think
we've
I
think
we
have
a
couple
data
points
that
I
guess
might
change
our
Outlook
in
terms
of
a
strategic
planning
process.
You've
got
the
bunch
of
the
the
governor's
budget
next
week
that
may
give
us
an
indicator
as
to
where
the
conversation
might
start
from
at
least
the
executive
branch
in
terms
of
medication
funding.
D
The
governor's
mentioned
that
education
is
one
of
his
priorities
in
the
second
term,
and
so
that's
a
good
indicator,
but
the
rubber
will
need
the
road
when
we
see
the
budget
proposal
I
think
once
we
it'll
see
pre-file
bills
at
some
point
you
know
that'll
be
provide
further
clarification
on
what
starts
in
each
house,
but
I
think
that
I
think
there's,
there's
optimism
where
the
board
can
plan
on
seeing
a
you
know
a
BSA
increase,
but
there
also
needs
to
be
Forward
Thinking
as
this
time
last
year,
we
we
were
optimistic
as
well,
and
we
saw
rep
stories
pre-file
bills
indicating
that
there
was
going
to
be
you
know,
a
sustainable
path
to
BSA
increases
and
that
didn't
work
out
so
I
think
we
need
to
to
match
our
optimism
with
kind
of
a
look
towards
fy25
as
well.
A
Okay,
thank
you
so,
on
the
the
activity
that
you
just
did
were
there
any
I
guess:
aha
moments
that
anybody
like
to
share
or
want
to
share
any
of
the
work
that
the
things
that
you
you
know
you're
thinking,
member
lessons.
F
Foreign,
thank
you
I
think
that
the
biggest
I
mean
I
came
in
with
a
spreadsheet
of
how
to
get
to
48.2
million
and
I.
Think
I
found
a
pathway
there,
where
I
thought
I
had
one
this
morning
before
coming
here,
but
Dr
Stock
suggested
that
changing
that
decreasing
the
fund
balance
to
seven
percent
courtesy
of
a
super
majority
vote
of
the
board
would
save
an
additional
six
million
dollars
and
could
be
done
safely
and
with
confidence
was
something
that
changed.
How
I
approached
this
morning's
activity
to
some
degree.
H
I
think
you
know,
I
just
got
this
confirmed,
I
mean
it
since
I
was
on
the
board.
Originally
2008
I
knew
they
didn't
do
anything
then,
and
now
I
found
out.
They
haven't
done
it
since
then,
they've
never
gone
out
for
bid
on
group
health
insurance,
which
is
a
major
cost
factor.
It's
our
number.
One
driver
of
inflation
over
30
years
has
been
group.
Health
insurance
never
go
out
for
bid,
never
and,
and
that
is
and
I
have
somebody
who's,
administered,
HR
and
benefits
and
even
have
a
license
and
life
and
help
and
everything
else.
H
That
is
a
huge
savings
area
from
an
Administration
standpoint
and
I
saw
the
information
come
in
in
negotiations
that
would
have
saved
money
with
group.
Health
insurance
will
be
doing
nothing,
and
so
that's
the
unknown
out
there.
How
much
is
that
really
would
but
I
have
no
question
that
it's
worth
a
lot?
Okay,
it
is
with
Millions
to
do
that
and
I
have
gone
in
with
bids
and
saved
23
percent.
When
you
you
all
costs
from
growth,
health
insurance
is
so
great
that
not
going
out
would
be
a
maintaining
status
quo
during
the
other.
H
H
A
possibility,
the
other
is
you're
just
trying
to
understand
some
of
the
cost
factors
in
here.
Why
do
we
save
so
much
for
Middle,
School,
sixth
graders
to
to
Junior
High
Middle
School
model?
If
we're
not
closing
schools,
how
did
the
money
come
out
so
I'm
just
kind
of
curious
about
some
of
the
factors
involve
you.
A
Okay,
thank
you.
Did
you
put,
do
you
have
your
health
insurance
question
on
a
on
a.
A
H
But
then
we
tie
in
all
contribution
rates
based
on
all
costs,
and
so
that
has
a
ripple
effect
and
we
have
the
ability,
as
I
understand
it,
to
actually
get
the
insurance
from
a
different
group
that
is
really
to
achieve
competitive.
What
we
do,
if
that's
valid,
but
it
needs
to
be
explored
that
would
be
a
rate
equal
to
whatever
Michigan
is
paying
and
if,
if
that's
really
valid
and
I
don't
know
if
it
is,
this
is
just
suspect,
then
we're
talking
about
making
up
a
large
a
significant
part
of
the
deficit.
H
A
Thank
you,
member
Holloman.
I
I
I
do
think
that,
given
the
projections
for
population
and
whatnot,
we
need
to
have
a
plan
to
consolidate
buildings,
but
I
also
feel
like
this
year.
We
might
have
two
years
in
a
row
where
school
is
kind
of
normal
if
we
don't
close
buildings
and
that
stability
at
this
particular
moment
in
time,
I
think
matters
more
than
I
had
thought
about
in
advance,
so
I
as
I
constructed
mine
I
did
not
have
any
savings
from
consolidating
buildings,
but.
F
I
Do
it
partly
to
be
able
to
tell
the
legislature
that
yeah
we
we
do
have
procedure
or
we're
developing
a
procedure
to
deal
with
some
of
these
very
difficult
issues,
to
eventually
make
the
district
more
efficient,
but
I
would
prefer
that
not
be
driven
so
much
by
the
immediate
budget
issues
that
that
we
do
look
longer
term,
where
we
get
the
most
savings
and
do
the
least
damage
as
well
as
have
a
little
more
time
to
plan
and
say
out
loud
to
the
public.
G
I
F
Thanks
I
wanted
to
speak,
maybe
a
little
bit
about
the
prospect
of
closing
or
consolidating
any
schools.
The
only
one
that
I
have
on
my
chart
here
would
be
to
close
Abbott,
Loop
and
I.
Think
there's
an
opportunity
to
both
show
that
we
are
interested
in
consolidating
the
district
to
utilize
our
buildings
more
efficiently
and
provide
the
supports
that
students
need
and
to
Pilot
a
really
unique
opportunity.
So
if
we
move
170
students
from
avaloop
to
consume,
what
I
would
love
to
see
is
an
additional
investment
in
the
evidence-based
model
at
cassoon.
F
We
know
that
that
will
cost
more,
but
if
we
can
treat
those
students
right
and
get
those
class
sizes
dialed
in,
we
will
mitigate
some
of
the
effects
that
disrupting
their
environment,
their
learning
environment
could
be
so.
I
would
like
to
understand
more
for
the
move
of
students
from
avaloop
to
casino
and
maybe
also
to
from
Abbott
Loop
to
Trailside,
but
the
scale
of
students
going
to
Trailside
is
significantly
less
than
going
to
avaloop
and
based
on
my
own
driving
around
observations.
F
I'm
guessing
that
students
living
south
of
88th
and
versus
students
living
north
of
88th
I
think
that
more
economically
disadvantaged
students
may
end
up
at
consume
than
at
Trail
side
so
interested
in
what
the
Investments
would
need
to
be
to
Pilot
test
an
evidence-based
model
at
one
or
both
of
those
schools
next
year
and
then
I
guess
the
follow-up
to
that
is
I'm
interested
in
using
Abba
Loop
to
downsize
part
of
the
administration's
building,
so
that
we
can
have
long-term
savings.
I
really
like
that
center.
F
It's
highly
used
it's
very
functional,
but
if
we
can
use
the
year
to
do
whatever
needs
to
be
done
in
Abbott
Loop
to
move
part
of
the
administration
there
and
we'll
find
another
location
for
more
administrative
offices
as
well.
Another
location,
location,
I
think
that
there's
an
opportunity,
an
avaloop
is,
is
not
inaccessible.
It's
on
Lake
Otis.
It's
a
highly
trafficked
Corridor
between
you
know,
doweling
between
Diamond
Abbott.
F
A
Thank
you
anybody
else,
so
how
many
people
actually
got
to
48
mil?
Okay,
all
right.
Do
we
want
to
how
much
of
the
fund
balance
did
we
use
I'm,
just
curious?
If
you
don't
mind,
sharing
I,
know,
Kelly
shared
that
she
used
seven
right,
so
that's
32.
A
A
G
H
Okay,
thank
you,
I
I'm,
looking
at
it
I'm
just
it
so
many
unknowns
in
regardless
of
what
funds
we're
going
to
get
that
I'm.
Trying
to.
If
I'm
focused
more
upon
selecting
things
that
we
can
reverse
without
creating
problems
for
kids,
if
I
put
more
fun
balance
in
here,
there's
something
with
Inlet
View
would
May
save
the
money
there
and
do
the
others.
H
It
adds
up
relatively
quick
in
regards
to
this,
and
it
gives
us
a
lot
of
flexibility
and
we
can
always
decide
if
we
don't
get
the
money
from
the
state
to
say
we
need
a
couple
more
next
year
anyway,
and
we
can
add
that
before
July
one.
So
that's
really
what
I'm
triggering
in
right
now
is
saying:
how
do
we
limit
the
impact
of
kids
make
decisions
we
ought
to
make
anyway?
A
A
I
appreciate
that
member
Higgins
I
think
that's
our
sentiment
as
well.
I
I,
don't
think
anybody
is
at
least
on
my
team,
this
team
right
here
we
worked.
We
chose
to
work
together,
it
was
it
was
to
minimize
any
impact
to
students.
D
Yeah,
thank
you,
madam
president.
I
just
want
to
I
guess:
I'll
Circle
back
to
the
maybe
the
proposed
budget,
that's
coming
on
the
15th
and
thinking
through
you
know.
We
heard
that
the
deficit
for
Mr
Anderson
next
year
for
fy25
it
was
going
to
be
over
80
million
I.
Think
the
the
statistic
was
we
spent
before
we
even
got
to
the
original
67
or
68
million.
We
incorporated
16
million
of
one-time
funds
from
the
state
and
then
roughly
10
million
from
one-time
federal
funds
and
so
we're.
D
If
we
bring
our
the
further,
we
bring
our
fund
balance
down.
I
hope
we're
keeping
in
mind
that
we're
in
essence
placing
more
an
increasing
level
of
trust
in
Juneau.
For
the
more
we
bring
that
fund
balance
down
and
well
I'm
optimistic,
though,
we'll
see
a
BSA
increase
in
the
same
way
that
many
of
us
are
optimistic.
We'd
see
a
BSA
increase
last
session.
D
If,
if
there's
a
reality,
where
we
see
a
BSA
increase
of
maybe
half
of
what
we're
asking
for,
which
is
860
based
on
inflation,
adjustments,
we're
still
going
to
have
to
make
significant
Cuts
in
fy25
and
and
potentially
even
an
FY,
24
and
and
if
the
BSA
increase
doesn't
come
with
an
automatic
inflation
adjustment,
we'll
be
back
to
relying
on
one-time
funds
or
efficiencies
over
time
should
always
be
the
case,
but
leaning
on
efficiencies
to
balance
a
budget
and
and
that
added
pressure
might
not
be
a
best
practice
and
and
so
I'm
hoping
we'd
consider
trying
to
break
the
mold
a
little
bit
too
as
to
how
the
district's
been
operating
since
at
least
prior
to
this
board.
D
Coming
on
so
I
think
we'll
know
more
data
soon,
but
I
am
concerned
about
lowering
fund
balance
at
a
level
that's
lower
than
what's
in
our
board
policy.
I
think
that's
there
for
a
reason,
and
we
also
don't
know
what
you
know
we'll
do
to
member
Higgins
Point.
There's
a
lot
of
uncertainty
right
now.
A
So
it
seems
like
the
everybody
was
up
at
28
or
eight
percent
or
seven
or
eight
percent
on
the
fund
balance
and
so
and
I
think
our
policy
said
they.
Okay,
all
right!
Thank
you.
Remember.
Wilson,.
E
I
I
do
want
to
say
thank
you
to
the
staff,
because
I
really
appreciated
this
exercise.
I'm
very
visual.
It
was
very
helpful
to
me
the
conversations
I
appreciate
the
conversations
with
the
board
members,
so
thank
you
for,
for
you
guys
all
being
willing
to
being
willing
to
work
together
and
share
there.
There
was
a
couple
things
I
just
wanted
to
point
out
that
I
I
still
support
moving
our
sixth
graders
to
Middle
School
in
part,
because
the
district's
part
way
there
so
that
there's
the
consistency
of
it.
E
In
my
mind,
consistency
typically
leads
to
efficiency,
so
I
I
just
wanted
to
put
that
out
there,
the
immersion
programs.
That
was
a
little
bit
of
an
aha
moment
to
me,
because
I
didn't
realize
that
some
of
the
classrooms
weren't
splitting
as
the
they
do
on
the
traditional
side
and
I
I,
am
a
huge
advocate
for
immersion
programs
so
to
find
ways
to
build
that
efficiency
so
that
those
programs
are
sustainable
and
Equitable
in
many
other
ways
is,
is
really
important.
E
So
I
appreciate
that
being
addressed
and
not
being
added
to
the
list.
I
I
did
also
want
to
address
the
the
Dome
rental
that
I'm
not
in
support
of
of
removing
the
Dome
rental
off
of
our
out
of
our
budget,
because
I
don't
feel
like
it's
transparent.
E
There
are
many
families
that
are
would
be
affected
by
that,
and
the
the
the
I
guess
not
giving
those
families
enough
notice
enough
opportunity
to
Advocate
enough
research
for
time,
for
me
puts
me
in
a
position
where,
where
I
would
not
advocate
for
that
to
be
used,
as
as
an
opportunity
to
re,
reduce
our
expenditures.
So
thank
you.
Thank.
A
You
very
much
okay,
I,
don't
know
what
time
information
would
be.
I
mean
you're
having
a
general
discussion,
but-
and
we
did
leave
some
room
on
our
last
on
the
agenda
for
the
19th
to
put
for
the
board
to
start
having
more
discussions.
A
It's.
It
appears
to
me
that
there's
consensus
around
the,
at
least
at
this
point
of
discussion,
there's
consensus
around
the
fund
balance
at
28
million,
and
then
we
can
in
a
I
mean
so
we
can
begin
talking
about
that
and
not
I
mean
at
our
next
meeting
and
accept
whatever
amendments
there
might
be.
A
I
know
we
can't
we
we
can't
vote
here
but
I.
There
is
consensus
around
the
28
million
up
and
down
Middle
School.
We
have
come
to
consensus.
We
did
at
one
point
and
I,
don't
know
if
that
consensus
still
do
we
want
to
talk
a
little
bit
about
Middle,
School,
Madam.
D
President,
yes,
yes,
I
might
so
I
asked
for
a
data
point
actually
a
few
meetings
ago
and
I
I
did
thank
you.
Staff
I
did
get
that
today.
D
I
think
the
the
starting
point
for
the
number
of
schools
we
have
a
65
utilization
is
maybe
somewhere
between
8
and
12,
and
staff
can
clarify
I
forget
what
the
actual
number
we
came
up
with,
but
I
think
the
projection
from
Steph
and
Mr
Bingham
is
that
if
we
move
six
to
middle
school,
that
would
increase
that
number
of
elementary
schools
at
65
utilization
or
so
or
less
to
roughly
19,
and
so
that
does
have
I'm,
not
I.
Think
that
there
are
academic
benefits
to
moving
six
to
Middle.
D
School
we've
already
done
so
in
part
of
our
district,
but
I
think
that
as
part
of
a
strategic
plan,
I
I,
don't
think
that
that
data
point
was
just
given
to
us
today,
and
so
we
I
don't
think
the
board
has
fully
fleshed
out
a
forward-thinking
process
of
what
happens
two
three
four
years
down
the
line
and
what
that
means
for
closures
or,
potentially
you
know
we
have
this
additional
half
BSA
funding
that
we
know
is
already
insufficient
based
on
inflation,
for
certain
Pre-K
programs
based
on
the
Alaska
reads:
Act
is
there
opportunities
to
to
use
that
to
mitigate
some
of
that
empty
building?
D
Space
I
know
has
been
discussed,
I
don't
know
that
we've
gone
down
that
road
as
a
board
quite
yet,
and
kind
of
shone.
A
light
down
that
hallway
and
so
I
personally,
would
prefer
more
conversation.
But
that's
that's
my
perspective.
A
More
conversation
on
the
impact
of
the
yeah,
my
understanding
that
that
would
take
that
would
be
phased
in
over
time.
Correct.
H
I
have
a
number
of
reservations
about
the
middle
school
on
the
sixth
grade.
It
was
in
this
kind
of
like
this
and
in
sixth
grade
of
the
younger
kids.
They
go
into
a
school.
That's
not
really
a
true
Middle
School
model
where
they've
got
the
support
in
there
with
the
actual
class
extra
hour
and
they
got
their
parents,
I
mean
we
have
the
teachers
focused
on
the
kids
and
their
issues
and
things
of
that
nature.
H
How
that,
from
a
year,
younger
kind
of
standpoint
really
impacts
them
if
they
go
into
sixth
grade
is
going
to
be
going
from
class
to
class
to
class.
It's
not
going
to
be
one
teacher.
There
I
assume
is
going
to
be
truly
the
the
Middle
School
model
and
I,
don't
think
it's
Middle,
School
I'm,
sorry
I
know
we
keep
talking
about
that.
H
H
Well,
of
course
they
should,
but
the
Middle
School
model
to
me
has
always
been
having
that
extra
time
and
focus
and
having
that
cluster,
so
they
can
intervene
and
help
the
kids
do
that,
and
that
was
part
of
the
sales
of
the
of
it.
So
I
have
some
I
have
real
concerns
about
trying
to
say
that
one
is
Middle
School.
H
When
it's
to
me
it's
a
junior
high
model,
okay
to
the
sixth
grade,
moving
forward
the
age
issue
of
moving
them
out
of
Elementary,
if
it's
not
going
into
a
middle
school
model
going
into
a
middle
school
model,
is
one
thing,
but
going
into
a
Junior.
High
in
sixth
grade
is
a
little
different
ball
game.
I
was
in
sixth
grade
in
Middle
School
in
junior
high,
but
I've
had
a,
but
it
was
like
an
Elementary
classroom.
H
We
had
the
same
teacher,
so
it
really
wasn't
that
disruptive,
but
it
can
be
very
disruptive
and
it's
an
awful
lot
to
slowly
and
I'm,
just
not
convinced
that
that's
best
for
the
kids
and
that's
really
what
the
question
is.
Not
the
finance
is,
is
how
is
it
going
to
impact
the
academic
outcomes
and
I
I
know
when
the
Middle
School
model
came
in
I
know
what
the
sales
was
in.
The
90s
I
understand
why
it
was
adopted.
H
I
saw
the
figures
in
retention
of
kids
less
dropouts
things
of
that
nature,
but
we
move
away
from
what
the
Middle
School
model
was,
that
it
was
sold
when
it
was
come
in,
and
you
put
sixth
graders
into
what
I
consider
to
be
a
junior
high
model,
I
I'm,
just
very
concerned
for
the
kids
and
not
supportive
of
it.
Without
more
information.
A
So,
thank
you,
member
Higgins.
We
currently
have
sixth
graders
in
middle
school
and
we
we
do
have
sixth
graders
in
middle
school.
We
have
them
at
Vegas.
We
have
them
at
Clark
where
else
near
Lake.
H
They've
got
a
schedule:
that's
different
they've
got
more
time
with
the
teachers
to
be
engaged
more
with
the
kids
and
to
do
that
as
a
group.
We're
going
to
be
moving
them.
The
way
it's
proposed
into
a
junior
high
model,
which
is,
without
that
extra
time
to
be
able
to
devote
to
it
and
I
think
that
is
not
the
same
as
saying
because
we
moved
them
into
the
middle
school.
It's
the
same
as
moving
into
what
I
consider
to
be
a
junior
high
model.
A
And
I'm,
not
what
I'm
saying
is
we
already
have
the
pro
the
we
we're
doing
it
and
kids
are
being
successful
in
three
of
our
eight
or
seven
or
eight
middle
schools.
Yes,
so,
and
as
an
advocate
for
Middle
School,
when
there
really
was
no
I
mean
it
was
a
New
Concept
I
have
evolved
to
where
I
could
see.
Sixth
graders
into
Middle
School,
better
than
sixth
graders.
In
elementary
they
get
more
opportunities.
A
I
think
the
how
the
master
scheduling
in
middle
school
can
be
creative
and
flexible,
but
yeah
so
and
I
and
I
guess.
My
concern
would
be
that
this
board
would
would
want
to
trust
that
the
administration
would
carry
out
what
it
while
that,
maybe
it
may
change
I,
don't
think
it's
going
to
be
a
significant
change
where
we
would
and
I
don't
think
it
would
be.
We
would
be
creating
to
creating
traditional
middle
schools.
Remember
Holloman,.
I
I
know
that
at
least
for
some
of
our
sixth
graders,
it's
been
an
option
up
to
parents
as
to
whether
they
stayed
in
an
elementary
or
went
to
a
middle
school
and
but
I.
Don't
know.
If
that's
the
case
for
all
of
them.
Do
we
do
we
have
students
that
don't
have
the
option
of
remaining
in
an
elementary.
I
Started
moving
some
kids
to
sixth
graders
to
Middle
School
parents
had
the
option
that
may
have
changed.
A
C
I'm,
looking
over
spin
we've
not
offered
that
as
a
standard
option
across
the
district.
We've
looked
at
it
in
the
past
when
we
first
started
looking
at
offering
these
as
options,
one
of
the
challenges
is:
Staffing
gets
really
wonky.
When
you
don't
know,
I
mean
you
might
have
everyone,
but
12
kids
go
and
now
you
you
see
what
I'm
saying
you
can't
have
10
kids
left
in
the
sixth
grade
at
a
school,
so
we
haven't
offered
that
as
a
universal
option.
C
That
doesn't
mean
there
aren't
schools,
parents
doing
Zone
exemptions
to
go
to
a
place
where
they
would
get
that
and
we
offer
it
that
way.
Yes
right!
So,
if
I
couldn't
Madam,
president
yeah
I
just
wanted
to
touch
base
on
member
Higgins
comment
because
it
might
tie
to
member
lessons
questions
it's
up
on
the
board
here.
C
So
right
now,
the
way
your
cards
were
laid
out
when
it
says
move
sixth
grade
to
the
middle
school,
and
it
says
what
was
it:
3.8
million
in
savings
that
savings
was
contingent
upon
not
running
the
507
period
That's,
where
Pat
is
headed
with
the
comment
about
it
would
be
a
different
schedule.
I'm
not
going
to
call
it
a
junior
high,
but
they
would
have
to
revise
the
schedule.
C
The
savings
of
putting
sixth
grade
into
Middle
School
partially
comes
from
the
27
you're,
using
27
to
1
ratio
at
sixth
grade
in
the
elementary
and
30.25
or
6th
grade
in
the
middle
school.
So
there's
that
difference.
But
you
know
it
wouldn't
be
cheaper.
If
you
will
to
move
all
the
sixth
graders
into
the
middle
school
and
keep
the
same
schedule
that
you
have
to
Middle
School,
it
would
cost
more
than
sixth
grade
in
the
elementary
right
now
then,.
H
Essentially,
part
of
the
savings
would
occur
just
by
changing
the
Middle
School
model.
Part
of
it
would
be
the
sixth
graders
going
in
so
the
sixth
grade
is
going
in
is
only
a
fraction
of
that
saving.
So
if
we
had
a
more
accurate
picture,
it
would
say
this
is
how
much
we
saved
for
eliminate
in
the
middle
school
and
then
this
is
how
much
we
shame
for
moving
sixth
graders
in
there.
If
we
do,
if
we
make
the
changes
to
the
Middle
School
model,
we.
H
H
Well,
yeah
a
breakout
in
regards
to
it
and
then
just
if
we
went
back-
and
this
is
something
but
I
just
like
informational
and
if
we
went
back
to
the
situation,
let's
say
it's
early
90s.
Well,
we
were
going
to
move
sixth
graders
into
Junior.
High
people
didn't
do
it
back,
then,
for
a
reason,
because
they
put
growth
with
the
kids.
If
they're
not
going
to
get
the
same
level
of
support-
and
let's
say
it
is
a
junior
high
model.
H
If,
if
we
call
it
Junior
High
Would,
we
not
would
we
oppose
that
or
support
that
or
what
would
the
studies
show?
The
studies
show
moving
to
Middle
School
helped,
but
the
sixth
graders,
if
they
try
to
move
them
into
a
junior
hype
in
sixth
grade
to
actually
go
around
and
go
to
all
different
classes.
It
just
seems
like
that
would
be
just
from
an
academic
standpoint.
H
F
A
So
any
other
comments
on
six
sixth
grade
to
Middle
School
member
lessons.
F
I
guess
I
wanted
to
go
on
the
record
that
I
will
support
moving
sixth
graders
to
Middle
School,
however
I'm
interested
in
retaining
the
Middle
School
model
and
in
part
I'm
thinking
about
the
length
of
time
that
students
would
have
in
any
given
classroom
with
the
Middle
School
model
versus
the
non-middle
school
model.
F
In
it,
correct
me
if
I'm
wrong,
but
under
the
Middle
School
model,
the
length
of
a
math
class,
for
example,
would
be
longer
with
fewer
periods
in
the
day
than
the
length
of
a
math
class
with
an
additional
period
for
students
in
the
day,
I
mean
as
part
of
the
Middle
School
model.
We
lose
that
teacher
prep
period,
so
students
would
have
an
additional
class
in
their
class.
A
F
F
You
know,
then,
if
you
have
a
whole
other
class
of
papers
to
grade
and
and
tests
to
grade
that's
an
additional
burden.
So
I
think
that
there
is
a
lot
of
value
to
the
Middle
School
model
to
kind
of
lengthen
the
length
of
time
that
any
given
class
has,
with
their
teacher.
F
F
I
also,
and
then
I
just
wanted
to
clarify.
We
received
an
email
recently
about
the
Rogers
I
guess
I
wanted
to
to
outline
somewhere
the
schools
that
would
be
exempt
from
from
the
pivot
to
Middle
School
for
sixth
graders
and
I
understand
that
those
would
be
like
the
optional
programs.
Charter
Schools
I,
don't
know
where
the
language
immersion
programs
stand
and
I,
don't
know
where
the
highly
gifted
program
stands.
So
maybe
if
the
administration
could
speak
to
which
schools
would
be
included
in
this
phase,
rollout
of.
C
Yeah,
you
just
outlined
the
ones
that
are,
but
we
could
come
up
with
the
actual
list
by
names.
But
yes,
you
just
outlined
the
schools
that
would
be
exempt
from
that
great
I
want
to
touch
base
if
I
could
on
this
concept
of
scheduling.
C
Okay,
because
the
reason
it's
really
hard
and
we're
stumbling
to
answer
your
questions,
because
so
much
of
it
depends
on
the
types
of
scheduling
and
in
ASD
we're
pretty
much
historically
built
around
two
things:
a
506
per
day
in
high
school
and
a
507
in
the
middle
school,
and
that's
pretty
much
what
we
know,
but
across
the
country
there
are-
and
even
here
we're
already
experimenting
with
schools
are
using
various
forms
of
block
scheduling,
there's
trimesters,
there's
all
different
methods
of
scheduling.
What
really
happens
at
our
level
is
when
we
do
a
PTR
adjustment.
C
The
principal
looks
at
how
much
staff
they
have,
how
many
students
they
have,
what
people
signed
up
for
and
then
they
build
schedules
around
it.
But
a
lot
of
the
questions,
you're
asking
really
depend
on
the
types
of
schedules
that
people
are
actually
running
and
until
you
actually
run
the
PTR
models
through
there
of
different
principles
like,
for
example,
when
we
raise
PTR
to
Middle
School,
everyone
was
worried,
though,
we're
no
longer
going
to
be
able
to
run
507
period
days.
Well,
they
still
found
a
way,
but
what
Pat
is
referring
to
did
happen?
C
The
traditional
model
of
the
four
subjects
who
are
teaming
together
the
types
of
teams
they
had
to
create,
had
to
get
more
creative
and
flexible
to
make
it
work.
So
there
are
a
lot
of
scheduling
implications.
Mr
zwadni's
been
working,
he's
built
a
spreadsheet.
We
were
looking
at
it
this
week
in
part.
I.
Don't
have
it
right
here
in
front
of
me,
but
we
looked
at
various
PTR
levels
of
of
increase
to
see
how
many
FTE
would
that
drop
per
grade
in
the
different
schools,
and
so
we
have
that.
C
J
A
Any
we're
not
I
I
actually
want
to
kind
of
know.
What's
on
your
sheets,
if
you
want
don't
mind,
we've
heard
from
some
of
you:
are
there
any
questions
up
there
about
the
stock
that
might
need
to
fit?
Can
you
just
read
those
questions
better
up?
There
sure.
C
Yeah,
so
the
questions
that
some
of
the
folks
put
up
here,
one
says
if
we
kept
your
neck
and
North-
would
open
as
neighborhood
schools
but
expanded
Early
Education
to
fill
the
buildings.
What
would
be
the
savings
or
expenses
and
or
operational
problems
with
with
doing
that?
C
So
it
would
be
hard
for
us.
We
could
not
do
that
to
be
blunt
about
it,
but
at
the
elementary
level,
there's
probably
more
options,
because
the
class
sizes
at
the
elementary
for
asdp
is
very
small.
Right
now
doesn't
mean
it
won't
grow,
but
it
right
now.
It's
not
I
wrote
down
Pat's
question
about
group
health
insurance
bids.
The
other
question
up
here
was
for
member
lessons
about
the
evidence-based
model
it
has
soon
in
Trailside.
C
I
wrote
that
down
as
a
very
interesting
as
a
researcher
guy.
That
kind
of
made
me
pick
my
interest.
How
much
does
it
cost
to
retain
the
Middle
School
model
for
six
to
eight?
And
so
that's
the
big
question
right
here
is:
if
we
kept
if
we
move
sixth
grade
to
middle
school
and
kept
the
model,
what's
the
what's
that
cost,
that's
something
we'll
have
to
study.
Those
were
the
questions.
A
Okay,
thank
you
all
right.
Anybody
want
to
share.
What's
on
anything
else,
that's
on
your
hearts
and
Minds.
F
Thank
you.
This
is
a
really
helpful
process.
So
so
thank
you
for
setting
this
up.
I
wanted
to
share
that
I
increased
PTR
by
one
across
the
K-12
system.
On
my
chart,
the
wild,
my
Wild
Card
of
increasing
the
fund
balance
by
an
additional
percent
prevented
additional
layering.
F
Quite
frankly,
and
I
wanted
to
speak
to
why
I'm
comfortable
with
that
PTR
increase,
and
that
is
a
direct
reflection
of
the
pro
forma
that
we
just
received
and
I
I
didn't
I
wasn't
able
to
ask
this
question
in
the
finance
meeting
the
other
day.
F
But
if
you
look
at
what
I'm
looking
for
my
papers
now,
if
you
look
at
the
very
last
chart
on
the
pro
format,
there's
data
going
back
to
2019
and
it's
my
understanding
that
the
board
has
not
changed
its
funding
allocation
for
PTR
significantly,
if
at
all
over
the
past
three
or
four
years.
However,
the
actual
ptrs
are
detailed
in
line
four
of
that
last
chart,
and
it
shows
that
this
year,
for
example,
our
average
PTR
is
at
32.2
and
I
know
that
that's
not
what
our
FY
23
budget
reflects.
F
It's
a
reflection
of
I.
Think,
probably
our
staffing,
so
what
I'm
suggesting
here
by
increasing
PTR
by
one
is
not
in
effect
increase
using
PTR
on
the
average
of
32.2
this
year.
It's
it's
actually
increasing
sort
of
the
parameters
and
whether
or
not
they're
Staffing
is
another
question
entirely
and
sorry.
Jim
I
see
your
handout
yeah.
Maybe
you
can
clarify
my
reading
of
that
that
table
so.
K
F
F
Okay,
can
you
then
explain
the
variance
in
the
PTR
from
the
FY
19
forward
on
that
chart,
because
it's
not
a
level
number
it
sort
of
toggles
up
and
down
a
little
bit,
even
though
I
think
that
the
board
and
previous
boards
have
allocated
pretty
steady
amounts
of
funding
towards
PTR.
J
Yeah
so
that
chart
reflects
the
years
2022
and
prior
are
actually
based
on
actual
numbers,
so
the
actual
number
of
kids
that
showed
up
versus
the
Staffing
that
we
budgeted.
So
it
changes
a
little
bit
based
on
our
metric
on
that
the
FY
23
number
will
show
just
the
general
fund
budget.
So,
as
you
see
it
go
from
23
to
20
or
22
to
23,
there's
like
a
five
PTR
increase,
and
that
was
moving.
The
sursa
ACT
provided
for
about
a
five
PTR
that
our
back
for
this
year
was
about
10
PTR.
J
So
you
see
that
change
in
the
budget
to
budget
numbers
of
exactly
five
and
then
the
years
prior
were
actually
trued
up
based
on
actual
enrollment.
So
like
an
FY,
20
21
those
when
students
didn't
come
back,
we
still
had
those
teachers
on
staff,
so
you
saw
a
drop
in
the
act.
The
general
fund,
PTR.
K
So,
just
to
clarify
for
the
people
who
might
not
be
tracking
State
Statute
gives
us
specific
dates
for
teachers
on
when
you
could
do
riff
notices
during
the
pandemic.
We
didn't
know
how
many
kids
were
coming
back.
You
had
if
you,
if
you
knew
who
was
going
to
come
back
in
August
I
mean
if
you
remember
the
first
year
we
were
4,
500,
kids
short,
we
we
didn't
know
what
that
number
would
be,
and
it
was
a
global
pandemic.
K
There
is
no
historical
data
to
be
able
to
predict
that,
but
all
of
those
teachers
still
stayed
on
staff,
even
though
we
had
4
500,
less
students
and
then
the
next
year
we
projected
that
75
percent
of
the
students
would
come
back,
but
only
about
half
of
them
came
back.
So
again
you
were
budgeting
for
more
teachers
than
you
had
students.
So
any
time
we
look
at
those
one-off
numbers
during
the
pandemic.
They
they're
not
representative
of
a
historical
comparison,
really.
F
Thank
you
for
that.
I
will
say
that
the
other
reason
that
I
feel
reasonably
comfortable
again
in
these
constrained
circumstances
increase
in
the
PTR.
Even
though
that's
not
what
I
want
to
do
is
that
I
think
it's
highly
elastic
right
and
we
received
a
30
BSA
increase
for
fy24,
which
I
think
amounts
to
2.6
or
2.7
million
dollars
in
increased
Revenue
I
feel
that
it's
a
reasonably
confident
thing
to
do
to
increase
PTR
by
one
for
7.1
million
dollars
and
I.
F
F
I'll
give
you
a
brief
overview,
so
I'm
comfortable
moving
the
fund
balance
down
to
seven
percent,
but
that
would
mean
we
would
need
a
board
super
majority
to
increase
the
fund
balance
savings
I'm
using
two
million
dollars
from
the
school
bond
debt
reimbursement
funds
and
specifically
that
would
be
allocated
to
help
retain
some
of
the
some
of
the
five
quote.
F
Schools
that
I'd
like
to
keep
functioning
next
year,
I'm
comfortable
with
closing
Abbott
loop
as
I
spoke
because
I'd
like
to
invest
in
an
evidence-based
approach
to
those
students,
I'm
comfortable,
increasing
PTR
by
one
I'm
comfortable
with
the
District
Administrative
Administration
cuts
by
about
2.1
million
dollars.
I'm
comfortable
with
the
immersion
PTR
match
of
0.7
million
I'm
comfortable
with
changing
ASD
virtual
by
0.7
I'd,
also
propose
a
wild
card
of
another
1.4
million
dollars
in
cuts
to
ASD
virtual
I'm
really
concerned
that
ASD
virtual
is
being
used
for
credit
recovery.
F
Those
are
the
that's
my
path
to
stating
49.3
million
dollars
and
I'll
just
say
that
it
doesn't
include
reducing
expenses
at
middle
school,
because
I
would
like
to
retain
the
Middle
School
model,
but
I'm
interested
in
moving
middle
schoolers
to
Middle,
School,
sixth
graders
to
Middle
School.
D
Sure,
I
guess
just
the
high
level
overviews
I
think
we
yourself
Madam,
president
member
Wilson,
I
pray
us
together.
We
looked
at
maintaining
fund
balance
at
eight
percent.
We
looked
at
Abbott
Loop
as
a
expenditure
reduction
and
working
with
the
municipality
on
the
future
of
that
building.
We
worked
with
Mr
Ratliff
on
what
it
would
look
like
to
bring
ASD
virtual
students
back
to
neighborhood
and
other
other
ASD
campuses,
and
the
figure
we
got
was
north
of
5
million
potential
and
expenditures.
D
But
there
was
a
caution
that
some
of
that
might
need
to
be
utilized
for
other
opportunities
like
Credit,
Recovery,
potentially
and.
D
Correct
yeah,
we
had
a
variety
of
administration
cuts
the
two
options
on
the
table,
which
were
2.4
million
operational
reductions
in
a
million
the
immersion
PTR
match
at
0.7
million,
and
then
what
I
appreciated
about
our
plan,
I
think
was
that
we
kept
PTR
for
K-12
at
the
lowest.
We
could
I
think
which
is
a
one
reduction
right
now,
I
guess:
I'll
interject
my
my
thoughts
on
the
PTR.
D
If
we
can
I
think
that
and
I
I
guess
what
I
would
not
take
issue
with
I
guess
I
want
us
to
remember
is
that
it
was
even
on
our
kind
of
cheat
sheet.
D
Is
that
that's
an
option
that's
easily
something
that
could
be
dialed
back,
but
there's
there's
there
are
staff
on
the
other
end
of
that
line,
we're
assuming
that
those
folks
won't
find
other
opportunities
and
there
are
hiring
bonuses
nationally,
and
so
you
know,
do
we
want
to
bank
on
the
fact
that
the
positions
and
the
the
the
staff
that
are
that
do
lose
their
jobs
and
you
know
be
increased
prpptr
to
high
enough
level.
D
There
will
be
people
in
those
positions
and
we
want
to
assume
that
they're
going
to
sit
around
and
wait
for
the
legislature
and
the
district
to
figure
out
how
many
of
them
get
to
return
and
based
on
you
know
the
contracts.
Those
may
be
some
of
the
newest
teachers,
the
newest
Educators,
in
our
system,
and
so
this
urged
caution
there,
just
in
general.
D
With
that
said,
we
those
were
kind
of
the
high
level
overviews
I,
think
our
total
member
Wilson
calculated
was
just
north
of
50
or
15.4
million
in
savings.
I.
Think
the
two
off
the
table
items
that
this
this
group
had
was
unstable:
debt
reimbursement
and
the
Dome
rental.
A
So
what
we
had,
where
did
we
put
sixth
grade
six
to
Middle.
D
Expenditure
reduction-
I
was
a
dissenting
opinion
there,
but
I
did
get
I
had
to
get
overall
within
our
grade
again.
D
I
I
understand
that
there's
there's
two
sides
of
it,
but
I
I
feel,
like
I,
haven't,
heard
an
answer:
I
guess
from
the
board
as
to
how
they
feel
about
potentially
looking
at
what
we're
talking
about
19
elementary
schools
that
are
under
65
capacity
and
the
the
what
the
path
forward
looks
like
for
either
filling
those
campuses
or
potentially
how
we
feel
about
a
significant
number
of
closures,
thus
far
literally
a
proposal
for
one
and
so
I
think
we
need
to
do
more
strategic
planning
around
that
and
I
think
some
of
that
hopefully
involves
Pre-K,
but
we
haven't
really
fleshed
that
out,
and
so
we
I
think
that
that's
a
a
big
gap
I
think
that
we
have
to
fill.
D
So
there
was
ideas
around
reducing
the
board
line:
item
increased,
so
member
Wilson
and
I
came
up
with
and
have
been
discussing
with
staff
as
well.
The
idea
of
increased
Medicaid
billing.
Currently
the
district
has
the
availability
to
bill
for
services
related
to
special
education
for
students
with
IEPs.
D
My
understanding
is
that
years
ago,
as
part
of
an
administrative
reduction,
some
of
those
staff
that
were
responsible
for
billing
were
let
go
and
kind
of
a
what
I
think.
Now
we
could
probably
call
an
ill-conceived
across
the
board
administrative
cut,
that
you
know
we
reduce
salaries,
but
those
folks
brought
in
Revenue
that
actually
was
a
net
loss
for
us,
and
so
there
is
a
path
forward
to
it.
D
So
for
us
to
increase
our
Medicaid
billing
for
the
services
we
provide
to
our
districts
and
other
states
that
are
doing
that
to
great
effect,
there's
potential
for
more
if
our
State
Medicaid
plan
was
modified
to
increase
some
of
the
mental
health
services
in
our
states
that
do
that
as
well.
But
that
would
require
an
action,
at
least
the
governor,
and
so
that
might
be
part
of
our
future
legislative
efforts
and
then
the
other
two
items
were
a
salary
freeze
for
some
of
the
exempt
administrative
staff.
D
Those
typically
do
Cloud
staff
that
don't
have
aren't
related
to
classroom
work
and
typically
are
higher
paid,
and
then
they
ignite
reduction
was
in
the
parking
lot
as
well.
A
C
You,
madam
president,
I
was
just
gonna,
make
a
comment
to
Mr
Jacobs
comment
about
the
PTR
increase
of
one
just
to
put
in
perspective.
So
if
there
was
a
increase
to
the
PTR
of
one
it
would,
it
would
result
in
60
less
teachers
over
the
course
of
the
district
and
the
concern
over
staff.
As
far
as
this
unlikely
that
that
would
result
in
any
kind
of
pink
slips,
there
could
be
some
rare
exceptions.
We
have
250
300
teachers
a
year,
openings
from
attrition
and
people
leaving
and
moving
on.
C
So
it's
not
likely
that
that
would
be
a
hardship
for
that
individual.
The
hardship,
of
course,
would
be
the
slight
increase
in
class
sizes
in
different
places.
Depending
on
what
school
you
worked
in.
The
other
thing
it
could
be
is
as
far
as
Staffing
is
it.
If
there
was
a
specific,
unique
elective
course
in
a
high
school
that
didn't
have
High
student
signups,
there
could
be
a
selected
pink
slip
based
on
the
fact
that
that
one
might
be
a
teacher,
they
might
select
to
not
work.
C
B
Hr
issu
right
I
did
just
want
to
clarify.
We
do
have
quite
a
few
current
teacher
vacancies
and
as
Dr
Stock
alluded
to
the
turnover
rate
is
hundreds
of
teachers
a
year
and
then
going
into
January
will
be
launching
an
early
retirement
notification
incentive
to
staff.
So
we
will
be
able
to
create
forecaster
Staffing
early
next
semester.
Okay,.
A
So
what
were
your
off
the
table
for
you
for
our
Earth
of
the
Dome
and
a
binary
environment?
Okay,
Kelly?
What
were
your
off
the
tables?
Did
you
have
something.
F
Yeah
I
just
piled
everything
else
off
the
table.
I
don't
want
to
reduce
ignite
I,
don't
want
to
I,
didn't
I,
guess
a
good
question.
I
didn't
propose
cutting
sixth
grade
band
and
Orchestra.
So
if
we
move
our
students
to
Middle
School,
you.
F
A
F
Well,
I
have
my
sixth
grade
band
Orchestra
thing
over
here,
but
off
the
table
is
reducing
ignite.
I
am
off
the
table,
for
me
are
doing
any
moving
forward
with
any
of
the
school
closures
or
consolidations
at
the
five
schools,
because
I'd
like
us
to
have
a
school,
Community
utilization
task
force
whatever.
We
call
that
I
think
that
we
can
buy
time
over
the
next
year
to
really
thoughtfully.
F
Consider
this
this
the
path
board
and
create
a
vision
and
even
and
I
think
it's
actually
really
important.
If
we
move
all
of
our
sixth
graders
to
middle
school,
that's
going
to
even
the
playing
field
when
it
comes
to
utilization
rates,
I
think
because
I'm
kind
of
concerned
that
areas
of
town
that
have
sixth
graders
in
their
elementary
schools
right
now,
you
know
kind
of
comparing
apples
and
oranges
and
a
school
without
sixth
graders
right
now,
you're
going
to
have
different
utilization
rates
because
of
those
discrepancies.
F
So
I
almost
think
we
shouldn't
even
look
at
that
utilization
data
and
tell
we
have
like
a
level
a
Level
Playing
Field
like
let's
just
look
at
K
through
five
enrollment,
and
then
we
can
kind
of
plug
in
the
preschool.
You
know
as
an
add-on
anyway,
so
Aqua
tables
ignite.
F
G
It's
okay
thanks!
Well,
I'm
supporting
the
district
proposed
administrative
Cuts,
including
you
know,
Additionally
the
operational
reductions,
also,
the
second
level
of
school,
administrative
Opera
and
operations
reductions,
the
sixth
grade
to
Middle,
School
per
foot
proposal,
the
reductions
or
change
in
the
asdb
program
and
supporting
member
lessons.
Enhanced
dollar
amount
there
looking
for
a
less
expensive
alternatives
to
the
Essential
Elements
of
it.
The
women
Aviation
of
the
office
of
equity
and
compliance
is.
G
Yeah,
it
is
I,
have
a
few
more
wild
cards.
Yeah
I
did
eliminating
the
dues
to
the
equity
coalition,
the
dues
to
the
Council
of
great
City
Schools,
the
dues
to
the
Alaska
Association
of
school
boards.
G
Some
of
the
things
I
had
off
the
table
was
Birchwood
repurposing
because
I
believe
the
ABC
program.
There
is
just
the
future.
One
of
our
keys
to
our
futures
of
success
and
I
would
oppose
losing
any
ABC
programs,
because
I
think
we
ought
to
be
moving
more
direction
towards
those
I
also
do
not
support
the
reduction
in
ignite
I
do
not
support
the
reduction.
The
increase
in
class
sizes
and
I've
also
taken
the
Dome
rental
off
my
list.
G
I
would
like
to
see
if
there
was
available
to
follow,
along
with
Senator
higgins's
thoughts,
some
additional
reading
investment
with
any
additional
funds
that
we
might
free
up
to
address.
The
current
reading
crisis
we're
facing
trying
to
get
more
and
more
of
our
third
grade
students
up
to
reading
capability.
H
G
I
I
used
fund
balance
to
the
eight
percent
level,
20
million
abundant
reimbursement
I
did
see
moving
virtual
K5
discontinuing
that,
but
for
academic
reasons,
and
for
Budget
reasons
and
plus
one
on
PTR
s
in
grades
four
through
12.,
oh
just
four,
through
twelve,
not
K-12,
not
K-12,
and
to
some
degree
this
is
classic
kicking
the
can
down
the
road
on
one
hand,
there
definitely
some
energy
about
what
might
come
out
of
the
legislature,
but
everybody's
been
doing
this
for
a
long
time,
those
that
it
doesn't
usually
happen.
I
It
can
happen.
It
occasionally
happens.
If
you
ever
did
those
studies
of
Psych
experiments,
you
know
the
most
effective
thing.
Is
you
give
the
rabbit
a
little
piece
of
kibble
like
every
big
times
it
does
the
right
thing,
that's
more
powerful
than
doing
it
every
time.
So
I
don't
know.
If
we're
in
the
eighth
year
of
being
denied
I
guess
we
are
so
maybe
maybe
there's
some
kibble
there
to
be
had,
but
I
I
do
think.
In
that
case
it
gives
us
a
year.
I
I
I
think
math
drives
the
idea
that
we
need
to
consolidate
elementary
schools.
I.
Think
it's
a
good
idea
and
I
think
the
way
it's
been
presented
is
gives
people
lead
time,
although
the
public
obviously
still
feels
blindsided
and
rushed
by
it,
whether
they
should
or
should
not,
but
it
would
give
us
a
year
to
say
this
is
something
we
have
to
do
unless
we
see
a
reversal
Institute
of
population
and
and
began
a
process
of
how
we
do
that,
how
we
support
those
students,
because.
J
I
The
idea
of
maybe
broadening
the
attendance
boundaries
for
our
early
childhood
education
in
Northwood
and
Monaca
as
a
way
of
pulling
utilizing
those
buildings
and
I
think
there's
there's
going
to
be
some
expansion
with
State
funds
for
for
Early,
Education
or
Pre-K,
but
that
also
means
taking
away
from
other
buildings
potentially
in
which
case
their
utilization
goes
down
or
the
site
is
a
tough
one.
I
You
know
I'm
wondering
if
there's
a
way
to
engage
leadership
of
those
buildings
that
may
be
affected
or
possibly
staffed.
That
may
be
affected,
but
that's
all
over
the
coming
year.
That's
that's
not
between
now
and
when
we
do
this
budget,
so.
I
I'm
doing
a
number
of
temporary
things
that
don't
really
fix
the
problem
and
saying
the
funding
picture
either
does
change
significantly
with
basic
student
allocation,
but
we
still
need
to
make
some
cuts
into
the
future
as
well,
and
if
nothing
changes
on
DSA,
we
need
to
make
more
severe
Cuts
as
well.
A
H
So
there's
a
number
of
components
to
that
that
I
think
we
will
be
able
to
address
with
the
legislature
when
I
looked
at
the
budget,
I
tried
to
add
more
things
in
what
would
add
up
to
the
48
and
I
decided
to
put
everything
in
there.
What
I
might
consider
I'll
be
willing
to
go
with
the
fund
balance
to
28
28?
That's
a
substantial
amount
of
money.
H
I
do
not
want
to
see
that
happen,
because
I
think
we
need
to
be
conservative
on
the
reserves
that
we
have
for
a
lot
of
different
reasons,
but
I'll
be
willing
to
go
down
to
the
to
the
eight
percent
as
needed.
The
state
school
bond
debt
reinvestment
put
17
million
in
there
because
we're
responding
to
the
Inc
to
the
Public's
comments
and
meetings
about
Inlet
View.
We
can
put
it
in
there
as
a
remodel.
H
We
can
put
substantial
funds
and
still
have
savings
and
out
of
there,
this
funds
will
allow
a
lot
of
flexibility,
I
think
we're
showing
ourselves
responsible
for
the
voice
of
the
public
when
we
do
so
and
if
that
they
would
expect
that
to
to
not
have
school
closes,
which
is
something
I'm
not
proposing
right
now,
I
think
later
we
may
have
to
look
at
it,
but
I
don't
think
right
now,
that's
the
best
show
us
District
admin,
because
I'm
never
going
to
say
no.
What
the
heck
you
know.
H
That's
just
me
I'd
be
willing
to
look
at
how
we
can
do
ignite.
That's
okay,
PTO
plus
one
four
to
twelve.
Only
I
do
not
want
anything
below
that,
but
four
to
twelve
I
would
my
concern
on
that
is.
When
you
cut
a
tissue,
you
cut
what
they
teach,
and
that
means
you
could
impact
your
program.
So
I
think
the
spot
was
absolutely
right
when
you
get
somebody
who
leaves
teaching
a
particular
thing
then,
and
that
what
they
teach
you're
not
going
to
have.
H
So
it's
not
just
increasing
classroom
sizes,
it's
increasing
option
for
kids.
So
let's
look
at
the
the
big
impact
but
I'm
willing
to
be
flexible
on
that
operations.
Reductions,
I,
don't
know
what
that
would
really
constitute.
I
left
it
up
there
a
little
bit
nervous
same
thing
with
school
admin,
operations,
I'm,
not
sure
300,
000
I
always
feel
like
you
could
put
you
know
a
few
percent
in
any
budget
and
say
find
a
cut
and
they
will
find
it.
Okay,
so
I'm
not
too
concerned
about
that
aspect.
I've
got
two
wild
cards.
H
One
is
to
Outsource
benefit
Administration.
That
was
all
you
proposed
to
the
administration
of
half
a
million
dollars.
The
administration
instead
chose
to
cancel
that
go
over
the
sold
swords
and
not
take
advantage
of
that
with
employee
benefits,
and
that
was
a
given
and
they
argued
that
it
was
sole
source
because
if
they
could
do
that,
because
it's
a
professional
service,
well,
it's
a
product
and
I
disagree
strongly
with
it,
but
they
gave
up
half
a
million
dollars
as
if
half
a
million
dollars
doesn't
matter.
H
So
that's
a
real
big
concern
and
the
second
one
is
the
wow
wow
good
and
that's
health
insurance
whenever
I've
done
health
insurance
going
out
for
bids
when
it
hasn't
gone
out,
but
for
a
long
time
you
said,
save
a
lot
of
money,
I've
saved
20
to
30
percent,
sometimes
going
out
for
bids,
and
this
one
hasn't
gone
out
for
good
for
a
long
time.
Most
of
them
will
go
on
every
three
years.
H
This
one
hasn't
gone
out
for
at
least
15
and
maybe
much
more,
and
so,
if
they
never
go
out
for
bids
the
amount
of
money
that
can
be
saved
there
was
used.
That's
a
wild
card
for
me,
but
I
would,
if
we're
paying
35
million
right
now
disregard
the
Union
events.
That's
out
there.
We
also
have
I,
know
proposals
that
was
put
out
there.
H
That
would
allow
us
to
be
able
to
tie
into
a
low
48
rate
with
Michigan
and
do
that
and
that
could
be
that
could
be
a
10
million
type
type
savings
I,
don't
know
what
it
really
represents.
H
H
F
H
Because
there's
different
groups
that
have
offered
to
do
that
off
the
budget-
I'm
not
supporting
right
now
in
school
closures,
I
know
the
Abbott
loop.
I
can
argue
that
point
I
understand
where
you're
coming
from
and
other
issues
but
I,
but
I
see
this
as
Amy
impact
on
on
parents,
involvement
and
that
impacts
to
me
academic.
H
So
I
just
want
to
Balance
review
of
that
a
little
bit
more,
not
from
the
benefits
of
how
easy
it
is
to
administer
or
that
if
we
combine
person
and
second
grade
what
can
we
do
to
mitigate
the
impact
that
has
for
teachers,
because
there
are
options
out
there
I
believe
so.
I
just
feel
like
that's
needs
to
be
for
the
flushed
out
before
I
support
it
I
don't
want
to
cut
sixth
grade
band
Orchestra
or
school
closures
and
any
other
items
I
just
I
didn't
put
them
in
the
hell.
H
No
type
category
excuse
me,
but
I
did
not
an
option.
I
slipped
on
that,
but
I
I
I'm,
not
I'm,
not
looking
at
that
as
being
included
and
if
I
got
sold
on
that
be
a
different
ball
game.
H
So
I
would
love
to
kind
of
open
in
that,
but
the
total
is
a
lot
more
than
what
the
the
requirements
are
to
do
this,
and
that
gives
us
flexibility
like
I,
said
effectable
bat
keeping
the
flood
balance
at
a
higher
level
to
me
is
a
real
hey
to
use
this
word
conservative
approach,
but
I
do
like
the
idea
of
having
that
funds
carryover.
It
gives
us
a
future
years.
It
gives
us
in
case
we
get
the
earthquake
again
or
whatever
else
happens.
It
gives
us
more
flexibility
and
I
think
we
need
that
flexibility.
A
Alrighty,
thank
you
guys.
Questions.
F
A
So
I'm
hoping
that
and
we're
still
trying
to
get
a
timeline
in
place
because
it
all
depends
on
us
from
today
it
looks
like
I
mean
we're
we're
kind
of
all
over
the
place,
except
for
school
closures.
Looking
at
closing,
Abbott
Loop,
at
least
three
groups,
four
board
members
looked
at
closing
abalu.
A
We
have
the
admin
cups,
there's
consensus
around
that
pretty
much
I
mean.
Ironically,
none
of
the
athletic
other
than
the
the
Dome
is
off.
The
Dome
contract
was
talked
about
and
a
couple
of
people
had
it
off
the
table.
So
I
think
what
we're
going
to
have
to
do
is
take
all
these
and
try
to
figure
out
where
the
board
is
I.
Don't
know
what
is
the
next
step?
What
do
you
think?
That's
right.
B
I
knew
that
we
had
discussed
that
there
is
an
urgent
need
to
have
some
sort
of
Direction
when
it
comes
particularly
to
school
closures
and
the
Middle
School
conversation
I
know
we
had
expressed
interest
in
exploring
what
that
could
look
like
I
know
right
now.
Those
two
items
are
potentially
non-action.
J
A
Sensitive
the
most
time
sensitive,
and
so
we
could
potentially
have
we
have
them
now
on
non-action
for
the
19.
right,
so,
sixth
grade
to
middle
school
and
the
closure
question.
B
So
if
there
were
paths,
consider
them
for
Action,
the
administration
is
open
to
that
because
to
build
a
budget
book
we'll
need
to
know
which
campuses
are
on
the
books.
Okay,.
A
Okay,
so
it
seems
to
me
that
the
the
consensus
system
is
to
at
least
close
either,
not
close,
so
we're
going
to
have
to
have
a
discussion,
because
the
only
school
and
and
for
me
the
Abbott
Loop
closure-
is
a
tough
one,
except
all
of
them
are
tough,
but
that
school
is
in
the
greatest
need
of
care
in
terms
of
its
physical.
A
The
maintenance,
that's
needed,
I
mean
the
plan
would
be
to
tear
it
down.
If
we
did
not
consolidate
so
I,
don't
know
that
I
agree
with
moving
Administration
into
that
building,
but
that
school
I
mean
I.
I
can
I
can
live
with
not
closing
Abbott
Loop
and
it
seems
like
the
rest
of
the
board,
came
too
and
Birchwood
I
think
that
you're.
A
So
we
need
to
have
that
discussion
and
I.
Don't
know
how
to
I
mean
everybody
good
with
that
discussion,
going
forward
to
to
action
at
on
the
November
19th
meeting
clarify
just
that
we
would
have
a
school
closure
discussion
on
the
19th
and
make
them
you
know.
I
mean
I'm,
trying
to
figure
out
the
path
forward
with
what
you
guys
want
to
do.
Remember
lessons.
A
F
I
have
a
question
regarding
the
Abbott
Loop
Fair.
As
member
Donnelly
referenced,
there
is
a
small
amount
of
outstanding
Bond
funding
available
of,
like
maybe
four
million
dollars
for
Abbott
Loop,
that
we
were
going
to
apply
towards
fire
suppression.
Could
that
be
applied
to
any
facility
remedies
towards
making
it
some
kind
of
an
administrative
site
and
also
the
district
received
about
nine
million
dollars
in
major
maintenance
and
I'm
wondering
if
any
of
that
is
a
would
be
available
towards
necessary
building
remedies
that
have
a
loop
again
to
make
it
a
functional
administrative
space.
A
G
President
I'd
like
to
know
what
our
options
are
and
costs
relative
to
that.
A
Member
Holloman.
I
I
would
be
open,
but
it
need
to
be
part
of
a
larger
plan
or
you.
G
I
I
Was
an
interesting
time
so
it
would,
it
would
have
to
be
hand
in
hand
I
think,
with
with
abandoning
this
building
in
August,
we
have,
it
was
not
sufficient,
so
there
are
a
lot
of
other
factors
in
there
as
well.
So.
D
I
D
Yeah
so
Madam,
president
I
think
you've
got
consensus
that
including
habit
loop
I,
don't
think
that
the
Board
needs
to
decide
how
the
building
is
used
as
part
of
the
middle
of
the
19th,
but
I
think
we've
got
consensus
on
Abbott
Lube,
I
I
went
down
the
trail
of
potentially
and
I
had
a
conversation
with
Dr
Brian
about
maybe
the
combination
of
a
relocating
to
a
smaller
building,
plus
increasing
telework
as
an
option
to
you
know
bring
efficiency
to
our
footprint
for
District
administration.
I.
D
D
I
think
at
least
at
least
one
there's
consensus,
I
think
you've
got
consensus
on
potentially
eight
percent
fund
balance,
I
think
there's
probably
a
few
other
things,
and
so
perhaps
maybe
you
know
you're
between
the
recording
of
the
meeting
and
then
administration's
notes.
Maybe
a
memo
can
be
compiled.
I
guess
the
one
thing
I
would
say
about
what
we
consider
of
the
19th
is
I
know.
At
least
my
opinion
could
potentially
change
specifically
regarding
fund
balance.
D
You
know
if
we
see
a
budget
from
the
governor
that
doesn't
include
a
BSA
increase
at
all
I
think
we
need
to
I
believe
the
15th.
Yes,
I,
think
it's
a
lie,
so
I
don't
think
it's
there's
no
conjecture
in
it
so
by
the
15th.
We'll
have
that,
but
I
think
the
dial
that
we
use,
one-time
funding
needs
to
be
attached
to,
as
as
best
the
best
information
we
can
about
a
BSA
increase,
because
this
shouldn't
be
just
a
one-year
process.
D
So
I
think
those
are
kind
of
the
consensus
points
and
then
certainly
I
think
you
know
use
you
know,
make
sure
that
it's
published
as
soon
as
possible
and
if
there
can
be
time
to
discuss
at
a
work
session
prior
but
I,
think
there's
ways
to
kind
of
brainstorm
and
provide
some
more
time
for
conversation.
G
Looks
like
I'm,
not
in
the
majority
on
this,
but
I
I
would
hold
off
on
that
people.
Teacher
ratio
and
and
I
would
have
other
items
on
my
reducing
expenditures
list
before
I
would
go
there.
H
I,
don't
from
my
standpoint,
I'm,
not
promoting
that
we
have
an
increase
in
PTR.
I.
Just
see
this
as
a
list
of
things
that
between
now
and
July
1,
when
we
probably
know
what
the
BSA
is,
it
gives
us
lots
more
options,
so
I'm
not
I,
don't
want
to
take
it
off
the
plate
and
but
I,
but
I
hope
at
some
point
that
we
will
be
able
to
remove
it
off
the
plate
and
try
to
move
in
some
sort
of
Direction.
H
That's
better
for
kids,
so
I'm
not
like
I,
said
I'm,
not
promoting
that
but
I'm
leaving
it
on
the
table
as
reducing
the
expenditures.
For
the
sake
of
argument
until
the
legislature
and
the
governor
decide
why
BSA
will
be.
C
So
can
I
help.
Our
suggestion
is
that
all
right,
so
one
thought
I
have
as
I'm
taking
notes
if
I
missed
anything.
Let
me
know,
but
I
think
this
is
probably
the
most
board
guidance
we've
gotten
at
this
level,
and
probably
since
I've
been
here
in
seven
years
and
I,
think
there's
a
consensus
around
the
big
things.
Building
and
I
would
offer
a
suggestion
of
perhaps
one
memo
that
combines
the
following
things,
and
the
memo
is
just
stating
publicly
that
this
is
the
guidance
it'll
that
we'll
look
at
to
building
the
budget
book.
C
So
if
the
ones
I
wrote
down
would
be,
we
would
build
the
budget
book
around
an
eight
percent
fund
balance.
We
would
the
only
school
that
would
be
on
the
closure.
Recommendation
list
would
be
the
Abbott
Loop
for
now
that
we
would
look
at
a
PTR
increase
of
one
and
that
we
would
approve
all
of
the
administration
and
operational
cuts
that
were
listed
in
the
suggestion.
We
would
look
at
asdv
at
the
K5
level
as
a
as
an
elimination
and
then
the
leftover
that's
less
than
48.
C
We
could
use
Bond
reimbursement
or
not
to
make
48,
and
then
everything
else
would
just
go
into
off
the
table
for
you
to
have
that
discussion
about
Bond
reimbursement
or
we
could
leave
the
bond
reimbursement
off,
but
we
probably
won't
get
to
48
with
the
one
two
three
four
five
things
listed,
but
to
your
list
again
I'm
sorry
I
wrote
down
pretty
much
unanimous
consensus
on
eight
percent
fund
balance
that
would
be
28
million.
They
have
a
loop
closure,
a
PTR
increase
of
one
that
was
7.1
million.
C
I
was
doing
K-12
because
I
heard
that
most
often
admin
cuts
and
operational
Cuts
I
didn't
add
that
up,
but
that
creates
some
more.
The
asdv,
K5
and
I.
Don't
I
didn't
add
that
up
what
that
gets
to
it's
getting
close
and
then
the
left,
the
bond
reimbursement
could
make
up
the
difference
or
whatever
other
piece.
The
board
would.
A
C
That
was
my
point.
We
still
have
to
do
some
research
on
that
part
all
right,
so
we
can
certain
things
and
say
that
from
there
yeah
I'm
just
saying
these
would
be
the
things
you're
you'd
be
giving
us
guidance
on
and
we'll
start
moving
on
those
things
for
the
budget
development.
But
then
there's
things
we
have
to
research.
One
of
those
is
the
six
to
eight
model.
C
G
I
just
say
that
I
I
am
very
interested
in
exploring
some
of
member
higgins's
ideas
regarding
Outsourcing
benefit,
Administration
and
possibly
going
out
to
bid
for
trying
to
get
a
better
package
for
health
insurance.
A
H
A
E
So
the
the
other
portion
of
of
what
I
would
like
to
see
details
on
is
the
ASD
virtual,
not
just
K-5,
but
six
through
twelve
I'd
be
interested
in
seeing
deeper
Cuts
in
that,
with
the
exception
of
information
on
on
specific
credit
recovery,
but
I
would
I
would
be
interested
in
seeing
deeper
cuts
on
that
program.
A
A
The
grades
that
were
shared
with
us
in
board
connect
we're
actually
disturbing,
especially
for
the
upper
grades,
so
I'm
not
sure.
What's
going
on
with
the
program
I,
it
did
serve
an
amazing
purpose
during
cobid
when
we
were
trying
to
hold
on
to
students
and
give
them
that
that
virtual
option
families
loved
it
once
they
had
a
little
taste
of
it,
but
I
think
it's
lost
its
its
its
luster
and
I
I.
Just
need
sort
of
I
mean
as
I
sit
today.
A
I
want
to
cut
the
whole
thing,
but
I
will
await
more
information.
No.
C
I
would
just
say
the
highest
and
best
use
of
that
program.
Currently
is
the
the
motivated
students
who
are,
and
that's
over,
two-thirds
of
the
students
in
it
that
are
trying
to
get
ahead
in
their
High,
their
college,
coursework
or
they're,
trying
to
take
care
of
certain
things,
so
they
can
free
up
their
schedule
for
other
things.
A
C
A
Data
we'll
have
to
we
can
get
some
data
because
I
could
I
could
be
persuaded,
but
I
totally
agree
with
the
elementary.
So
you
can
put
the
Elementary
in
there.
C
A
But
the
the
712
I
need
more
convincing.
A
G
Same
subject,
I
would
really
like
an
examination
of
other
options
too
to
fulfill
those
needs.
There's
a
sellus
out
there,
there's
Florida
virtual
Central.
That
was
a
really
successful
program.
We
utilized.
A
H
Thank
you,
I
I,
I,
guess,
I
see
this
as
a
variable
and
fund
balance
or
boundary
reimbursement
and
in
everything
that
looks
like
we
would
agree
to
support
being
underneath
it
and
those
would
adjust
based
upon
those
votes.
So
if
we
didn't
vote
for
for
the
Abbott
looking
invoke
this
and
vote
for
that,
then
we
would
just
increase
the
amount
that
we
took
from
the
fund
balance
or
or
the
binary
investment.
So
we
could
have.
These
are
the
list
of
things.
H
You
said
you
would
consider
vote
on
them
and
then
we
adjust
those
two
other
figures
so
that
we
get
the
balance
and
we
can
do
it
that
way
relatively
easy
by
leaving
that
open,
don't
assume
that
the
fund
balance
is
going
to
go
to
eight
percent,
give
it
more
flexibility
and
after
we
vote
on
what
we
agree
to
cut,
otherwise
we
know
we
can
balance
it
using
that.
Well,.
F
Great
this
will
be
my
final
comment.
I
will
say
that
I
was
listening
to
everybody.
I
have
adjusted
some
of
what
I
shared
earlier.
F
I
think
that
we
still
have
a
path
forward:
I'm,
okay,
with
just
going
down
to
the
eight
percent
fund
balance
and
counterbalancing
that,
with
an
increase
of
the
cuts
to
ASD
virtual,
so
I'd
be
interested
in
pursuing
that
route,
and
the
one
thing
that
I
would
add
that
I
haven't
heard
discussed
here
is
considering
cutting
some
portion
of
the
instructional
coaches,
maybe
not
the
entire
program,
but
I
assume
that
they
are
both
substantial
State
Savings
and
also
necessary
classroom
teachers
to
try
to
bring
our
PTR
numbers
our
classroom
sizes
down.
So
not
not.
F
F
Positions
to
be
cut,
yeah
and
I
just
I.
This
is
I,
think
that
if
each
board
member
can,
you
know,
put
the
sticky
notes
on
the
paper.
That
seems
like
a
really
useful
thing
for
the
administration
to
take
and
say:
oh,
how
do
these
actually
line
up?
You
know
and
you
can
do
with
him
what
you
will,
but
I
suggest
we
leave
them
as
lasting
those.
A
A
Andy
I
saw
your
hand
and
then
we'll
take
whatever
other
comments,
and
then
we
wrap
it
up.
You.
I
I
This
sounds
in
a
way
like
it.
It
potentially
could
work
out
and
be
much
less
catastrophic
than
we've
all
been
thinking
for
a
while,
but
I
do
think
it's
important
that
we
remember
and
communicate
to
the
public.
A
big
chunk
of
this
is
coming
from
reducing
fund
balance
to
eight
percent,
yes
and
so
the
following
year.
If
we
want
to
reduce
it
to
eight
percent
that
doesn't
really
get
us
there
far
down
the
road
at
all,
so
it
is,
it
is
a
hold
and
wait
and
see
to
see
what
the
legislature
does.
I
Otherwise,
we
really
are
back
where
we
thought
we
were
and
worse
in
20
or
25
for
those
of
you.
That
will
be
around
that
one.
A
Yeah,
so
if
you
guys
can
make
sure
your
stickies
are
stuck
on
the
on
the
thing
on
the
paper,
so
we
can
have
those
especially
your
wild
card.
D
Yeah,
thank
you,
madam
president.
I
guess
I'll
reiterate
something
I
said
earlier
and
something
remember,
Holloman
touched
on
that
we
give
the
BSA
increase
in
and
of
itself
doesn't
necessarily
solve
our
struggles
for
f124
and
Beyond.
D
We
received
a
bsbsa
increase
this
year
or
we
will
end
up
on
24
30
and
that
earned
us
an
essentially
an
extra
two
million
dollars,
and
so,
but
there
are
legislators
who
who
see
the
PSA
as
something
that's
been
recently
increased
and
and
kind
of
have
checked
that
off
of
the
their
personal
legislative
priority
list,
and
so
how
much
the
BSA
have
increases
next
session
will
matter
and,
and
so
the
well
I
think
the
eight
percent
is
a
reasonable
goal
that
might
need
to
be
adjusted
between
between
now
and
February.
D
Frankly,
depending
upon
how
things
progress,
the
the
the
other
thing
that
I
think
I
appreciate
is
the
staff
time
and
energy
that
went
in
today
today.
Thank
you
very
much
appreciate
the
resources
and
the
time
and
I'm
looking
forward
to
kind
of
how
the
19th
goes
and
providing
additional
guidance
and
I
agree
that
we've
identified
early
priorities,
there's
just
so
much
still
subject
to
change.
Thank
you.
A
A
A
We
are
still
missing:
5
000
students
and
they're
not
going
to
magically
reappear,
so
we
are
going
to
have
to
deal
with
that,
if
not
this
year,
certainly
next
year
and
the
year
after
I
think
the
the
process
that
we
have
used
and
being
very
transparent
has
been
really
I,
I'm,
really
proud
of
what
we
have
done
in
partnership
with
the
administration
and
with
the
community,
because
they
have,
they
know
exactly
what
we
know:
we're
not
pulling
anything
we're
not
we're
not
playing
any
card
that
hasn't
been
already
seen
shown
before.
A
So
I
just
want
everybody
to
know
and
staff
board
members.
These
are
tough
times
tough
decisions.
We
have.
We
have
a
path
forward,
almost
not
quite
but
and
I
love
that
we
have
wild
cards.
I
love
those
wild
cards.
So,
thank
you,
guys,
remember
Wilson
and
then
member
Higgins
you're
gonna
wrap
up
in
the
beginning.
H
First
I
thank
the
administration
for
being
here,
even
if
it
was
a
draft
situation,
not
volunteers.
I
know
the
sacrifice
and
I
appreciate
that
second
I,
like
this
approach,
I
think
we
need
to
do
it
more
often.
It
provides
a
dedicated
time
towards
that.
We
can
actually
be
talking
about
things
without
without
the
with
the
flexible
timing
and
to
get
things
done.
We
got
so
many
issues
on
academics
and
budget
issues
that
this
types
opens
up
more
discussions
within
that.
H
A
A
H
E
It
back,
you
could
have
wrapped
this
up
of
I
I
just
wanted
to
say
that
all
of
this
conversation
and
all
of
the
the
Administration
has
brought
up
and
and
but
we've
had
the
opportunity
to
discuss,
is,
is
all
extremely
important
conversation
to
determine
that
path
forward,
giving
the
board
Administration
and
the
com
and
the
community
time
to
plan
not
just
for
this
budget
but
for
future
budgets.
E
So
I
again,
I
appreciate
all
the
work
that
the
staff
has
done
to
bring
this
information
forward
and
continues
to
do
to
answer
all
of
the
questions,
and
there
are
many
and
and
I
really
appreciate
the
the
community's
input
in
this
process.
As
well
and
I'll
reiterate
what
or
what
our
board
president
said
is.
Is
we
aren't
done
with
this
process?
So
I
appreciate
this
time.
All.
C
A
And
I
do
appreciate
the
well.
You
know
we
were
able
to
stay
at
that
20
000
foot
level.
We
weren't
we
didn't
get
too
much
in
the
minutia,
but
I
really
appreciate
all
your
input
and
your
time
on
a
Saturday.
Thank
you
guys,
blue
picture.