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From YouTube: Joint School Board Assembly Meeting 06-03-22
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A
B
Yes
and
ms
wilson.
H
A
Thank
you.
I'm
just
checking
the
online
to
make
sure
we
didn't
miss
anyone.
A
A
And
assembly
member
quinn
davidson
is
also
online
on
telephone.
C
D
On
behalf
of
the
anchorage
school
board,
I
want
to
take
a
moment
to
recognize
and
offer
gratitude
for
the
sacred
ancestral
lands
of
the
denia
people.
We
acknowledge
and
appreciate
that
our
offices,
facilities
and
schools
are
on
these
sacred
indigenous
lands
and
we
honor
the
traditional
care
that
has
been
given
to
this
land
throughout
generations.
We
are
grateful
for
the
opportunity
to
grow,
learn
and
work
and
create
educational
communities
on
the
sacred
land.
We
extend
continued
respect
for
the
many
cultures,
creativity
and
resilience
of
its
indigenous
peoples.
A
That
brings
us
to
item
b
on
the
agenda,
which
is
the
approval
of
our
march
4th
minutes.
Those
were
sent
out
earlier,
so
you
would
have
had
an
opportunity
to
look
at
them.
A
Second,
thank
you
moved
to
move
to
approve
the
march
for
it's
been
moved
in
second
to
approve
the
march
second
meeting
minutes.
Is
there
any
discussion?
Remember
dunley.
I
So
I
guess
it's
the
traditional
way
they've
been
prepared
for
the
joint
meetings,
but
when
it
comes
to
the
part
where
it
says
one
one
of
the
members
spoke,
it
doesn't
indicate
anything
about
about
what
that
member
spoke
about
and
I
think
for
a
public
record.
It
would
be
useful
if
there
was
some.
You
know
we
when
we
prepare
our
school
board
minutes,
there's
usually
a
short
little
thing
that
says
what
the
subject
of
that
discussion
was,
and
I
think
that
would
be
useful
to
the
public.
A
A
Okay,
and-
and
I
don't
know
that
we
want
to
discuss
it
today,
but
you
are
absolutely
correct.
We
do
our
minutes
a
little
different,
but
we
were
moving
to
a
even
the
district
was
actually
planning
to
move
to
a.
I
don't
know
what
what
do
we
call
it
katie.
I
can't
remember.
J
They're
true
action
minutes
with
the
the
recorded
video
being
the
kind
of
the
detail
of
the.
A
A
But
your
point
is
we'll
take
a
member
donnelly
and
we
can't
for
our
for
the
joint
meetings.
We
can
absolutely
take
that
into
consideration
for
future
minutes.
Thank
you
any
other
discussion
on
the
motion.
A
A
A
Oh,
my
goodness,
so
anyway,
sarah
welcome-
and
I
know
you
want
to
add
something
to
the
agenda.
Yes,.
K
F
A
A
That
item
is
added,
see
no
opposition
and
I
would
like
to
add
recognition
as
items
well.
Actually,
my
my
amendment
is
a
little
time
specific,
because
the
person
that
we
will
be
honoring
is
on
a
very
tight
schedule.
He
won't
be
here
till
11,
so
I
would
like
the
flexibility
to
add
that
recognition
when
he
gets
here
and
we'll
and
it
will
be
out
we'll
make
it
item
g7,
but
with
flexibility
with
the
timing.
A
So
that's
my
that's
the
item.
I'd
like
to
that's
my
motion.
H
A
Any
discussion,
any
opposition
seeing
none
item
g7,
is
added
as
recognition.
Thank
you.
A
Okay,
that
brings
us
to
oh
now.
We
need
to
actually
we've
we've
amended
the
agenda.
Now
we
need
to
accept
the
agenda
as
amended.
A
Is
there
a
second
second?
Second,
thank
you
moved
in
second,
by
miss
second
moved
by
member
jacob's,
second,
by
assemblyman
salty.
Is
it
salty
salt?
Thank
you
to
approve
to
to
adopt
the
agenda
as
amended
any
opposition.
A
A
A
L
Good
morning,
good
morning
board
good
morning
assembly,
my
name
is
jarrett
bryant
and
I
am
both
humbled
and
eager
to
serve
as
the
anchorage
school
district
superintendent
beginning
next
month.
L
You
know
it
really
is
hard
to
believe
that
I
just
moved
to
anchorage
two
weeks
and
six
days
ago
and
I'm
already
honored
to
call
the
great
city
of
anchorage
my
new
home
and
with
that
said,
when
I
start
a
superintendent
next
month,
I'll
do
my
part
to
ensure
that
our
students
in
anchorage
have
access
to
a
world-class
education,
because
I
truly
believe
that,
when
students
succeed
in
anchorage
the
city
of
anchorage
succeeds-
and
that's
not
going
to
be
easy
work.
L
In
fact,
that's
going
to
be
work
where
I'm
going
to
lean
on
the
supports
of
the
municipality
and
that's
why
I'm
very
excited
to
keep
that
partnership,
going
it's
very
important
to
our
students
and
really
the
the
future
of
anchorage.
So
I
I
look
forward
to
meeting
and
learning
from
each
of
you
over
the
coming
weeks,
months
and
years.
A
All
righty
item
two
g2,
the
asd
strategic
plan,
board
goals
and
guardrails.
You
have
a
handout
in
front
of
you.
We
wanted
to
just
bring
you
up
to
speed
on
where
we
are
with
our
strategic
strategic
plan.
A
As
you
know,
the
board
adopted
strategy
2026
probably
18
months
ago
about
18
months
ago,
and
we
have
been
focused
and
driven
by
these
goals,
not
only
in
our
work
and
planning,
but
our
legislative
advocacy.
A
We
have
been
really
focused
on
our
goals
and
our
guard
rails
and
monitoring
them,
and
I
know
we
have
shared
a
couple
of
our
monitoring
reports
with
you,
and
these
are
the
reports
we
will
have
every
single
month
and
we
want
to
let
you
know
where
they
are,
how
we
put
them
together,
so
that
you
can
track
right
along
with
us
and
help
us
monitor
ourselves.
We
have
three
goals:
we
have
reading
proficiency,
math
proficiency,
college
career
and
life
ready
and
us
really.
If
you
look
across
all
advocacy
organizations,
education,
advocacy
organizations.
A
Those
are
the
three
highlights
of
of
where
what
we
need
kids
to
know
and
be
able
to
do,
and
in
addition,
we
have
our
guard
rails
and
our
guardrails
are
the
values
that
came
out
of
our
strategic
planning
community
meetings.
A
Those
are
the
things
that
are
important
to
our
community
things
like
mental
health,
things
like
a
diverse
workforce,
things
like
making
sure
that
all
of
our
kids
have
access
to
the
multiple
programs
that
we
have,
and
so
we
wanted
to
take
a
minute
to
bring
you
up
on
a
lot
of
things,
but
we're
going
to
start
with
because,
as
you
can
see
from
that
first,
we
had
we've
had
our
graduations.
We
had
a
wonderful
end
of
school
in
to
our
school
year.
A
Families
really
enjoyed
the
graduations
to
be
in
person
all
together
again
inside
a
building
that
was
absolutely
beautiful
and
well
organized.
So
we're
gonna
start
with
our
strategic
plan
and
our
with
our
goals
and
our
guard
rails.
And
then
we
will
entertain
your
questions.
So
dr
bishop.
M
Thank
you,
madam
president,
and
I'm
just
going
to
share
a
little
bit
more
in
detail
of
these,
so
that
we
we
have
a
mind's
eye
of
from
whence
we've
come.
If
you
remember
destination
2020,
that
those
were
the
goals
that
the
board
had
set
and
we
were
coming
up
to
2020
and
it's
infamous
year
that
everyone
will
know,
but
in
2019,
is
when
this
work
began
with
over
100
community
meetings
in
schools
community-wide
online,
they
continued
through
2020
to
come
up
with
these
goals.
M
So
this
was
very
inclusive
of
the
community,
as
well
as
very
inclusive
of
students
themselves,
and
I
just
like
to
share
that.
The
college,
career
and
life
readiness
a
lot
of
those
things
that
we're
asking
for
competencies
when
kids
graduate
now
actually
came
from
kids.
So
two
of
the
highlights
that
came
from
students
themselves
was
a
requirement
for
financial
literacy,
and
basically
the
kids
just
said.
Well,
we
we
need
to
know
adulting
is
how
they
said
it.
M
We
just
need
to
know
how
to
be
adults,
we
need
to
know
the
real
stuff,
and
when
we
dug
deep
with
our
kids,
they
told
us
it
was
about
money
and
how
to
use
money.
M
And
so
I
always
like
to
share
that,
because
from
the
mouths
of
babes,
we
can
get
smarter
that
they
really
can
can
tell
us
what
they
need
and
what
they
want,
understanding
what
their
future
holds
for
them.
So
to
get
there,
though,
we
know
that
all
kids
need
basic
competencies
and
many
we
have
kept
our
eye
on
quite
some
time.
The
dis,
the
differences
in
kids,
who
take
our
ap
courses
or
are
engaged
in
more
cte
courses.
M
We
are
keeping
an
eye
on
who
are
the
kids
that
are
attracted
to
these
and
why
aren't
all
kids
in
all
socioeconomic
status?
You
know
kids
of
poverty,
kids
of
wealth
coming
from
their
homes
different.
You
know,
nationalities
different
races,
there's
some
discrepancies
and
disparities.
So
we're
wondering
why
aren't
what
programs
do
kids
want
and
why
aren't
they
seeking
them?
M
This
is
there
there
is
the
planets,
are
aligned
in
all
of
the
research
and
other
empirical
evidence
about.
How
do
we
support
kids
so
that
everybody
has
this
high
quality
education?
M
So
with
that,
we
want
to
share
that.
You
can
find
these
online.
The
goals
and
the
guard
rails
and
the
goals
are
what
we
want
students
to
know
and
be
able
to
do
that's
the
vision.
The
values
are
the
guard
rails
so
that
we,
in
order
to
do
those
things
and
reach
the
goals,
the
values
of
what
the
community
said,
what
they
value
that
we
need
to
keep
our
values
in
place
as
we
reach
the
goals.
M
M
So
we
have
strategic
plan
monitoring,
and
this
is
the
way
that
the
board
gets
their
checkups
about
hey,
what's
happening
in
schools
right,
so
they
set
the
vision
and
the
values
the
people
that
they
hire
from
the
teachers
to
the
aids
to
the
principals
to
our
bus
drivers.
Anyone
involved
in
getting
our
education
program
together
from
leaders
to
where
we
say
the
gimbal,
where
the
value
is
added,
which
is
in
the
classrooms.
M
We
then
report
up
through
this
strategic
plan,
monitoring
how
it's
going.
You
can
take
a
look
at
any
of
the
monitoring
any
of
the
goals
of
the
guardrails
prior
data
reports,
all
on
the
board
site.
So
this
is
our
website
and
if
you
see
under
school
board,
there's
so
many
things
there,
the
monitoring
goals
and
guardrails.
Is
there
the
actual
information
about
it?
We
even
have
all
the
data
that
our
community
gave
us
in
building
the
golden
guard
rail,
so
the
evidence
behind
why
the
board
chose
these
is
still
there.
M
We've
archived
it
all
so
that
anyone
can
go
back
and
look
at
it.
So
we
are
on
what
we
call
a
monitoring
calendar
that
really
shares
how
we
are
going
to
give
the
board
an
update.
How
are
we
doing
and
then
we
spend
that
time,
reviewing
student
learning
and
other
student
assets
and
actions,
if
you
will,
with
the
guard
rails,
what
we're
doing
the
goals
are
about?
What
students
can
do
and
the
guard
rails
are
about
the
systems?
M
How
are
the
systems
supporting
what
we
say
are
important,
which
are
our
students,
and
so
we
report
these
on
a
monthly
calendar
and
they're
very
detailed
data
report,
but
also
the
board
spends
approximately
an
hour
digging
deep,
asking
questions.
It's
an
exciting
time
for
me,
but
it's
also
a
pressure
cooker
for
me,
because
the
superintendent
is
expected
to
be
able
to
speak
to
the
work
of
the
organization,
and
it's
always
a
delight
to
do
so.
M
A
M
Oh
thank
you,
and
that
is
for
next
year,
so
this
is
what's
coming
up
cycle.
One
is
all
archived
on
that
website.
Thank
you.
I
forgot
that
we
had
that
in
there
all
right.
So
then,
on
strategy,
2026
lots
of
different
pieces
are
there
very,
very
transparent.
There
are
no
secrets
in
understanding
where
students
are
in
their
learning,
because
you
have
to
know
it
to
grow
it
and
we
don't
share
information
to
make
anyone
feel
poorly
data.
M
Are
data
they're,
just
numbers,
and
our
job
is
then
to
do
something
about
it,
because
every
single
one
of
our
indicators
has
a
child
behind
it,
whether
it's
an
attendance
one
being
in
school,
any
of
our
whether
they're
graduation
rates,
some
of
our
guard
rails
about
our
hiring
practices.
M
What
students
are
learning
all
of
those
things
that
we
say
are
important
to
a
high
functioning
organization
are
measured
because
you
treasure
what
you
measure,
and
so
we
want
to
be
sure
to
communicate
that
some
folks
have
said.
Well,
we
haven't,
you
know
the
numbers
need
to
move,
or
all
we
want
to
do
is
move
numbers,
I'm
here
to
share
that
children
and
our
employees
are
behind
what
we
care
about,
and
so
how
do
we
look
at
it?
We
share
information
about
it
using
data
behind
those
data.
M
Are
human
beings?
Okay,
so
we
we
should
be
caring
about
it,
so
just
want
to
share
go
one
is
the
most
loftiest
goal
out
there,
because
it's
one
of
the
most
important
literacy-
and
this
is
really
the
mother
of
all
access
to
everything
else.
M
That's
not
in
your
curriculum,
because
you
learn
to
read,
and
then
you
read
to
learn
so
the
content
just
builds
and
builds
and
builds,
and
so
the
the
parable
we
use
a
lot
about
the
babies.
You
know
floating
down
the
river
and
the
community
gets
together
to
take
the
babies
out
of
the
river
and
they're
all
working
together
to
take
the
babies
out
of
the
river.
M
I'm
telling
you
we
are
all
working
together
to
help
kids
help
kids
take
them
out
of
the
river,
but
until
we
did
go
back
to
find
out
why
the
babies
are
being
put
in
the
river
in
the
first
place,
we
don't
have
enough
capacity
in
schools
to
say
at
a
seventh
grade
level
to
bring
a
child
back
to
who
doesn't
know
the
sounds
of
a
language,
and
this
isn't
about
whole
language
or
this
language,
or
that
this
is
any
language.
M
If
you
know
a
foreign
language,
if
you
know
english,
whatever
the
language
is,
you
need
to
know
the
sounds
and
how
to
put
them
together
as
well
as
build
your
vocabulary,
and
if
you
don't
have
that
you're
not
going
to
be
proficient
later
on,
and
so
we
want
to
build
that
capacity.
Honor
the
superpowers
of
multiple
languages,
but
certainly
our
kids,
have
to
know
and
be
able
to
read
english
higher
than
the
sixth
grade
level.
M
So
here
we
are
on
our
trajectory.
You
will
find
that
these
data
have
a
superintendent
outlook
like
what's
the
evaluation
we
are
far
behind.
We
need
to
ensure
and
do
some
better
work
around
this.
We
have
been
in
and
out
of
a
pandemic
in
and
out
of
schools,
and
I
want
to
recognize
our
best
advocate
for
getting
us
back
in
school
sarah.
M
Here
I
have
admired
her
tenacity
over
the
last
two
years
and
I
do
honor
you
thank
you
for
everything
you've
done
to
to
get
our
our
students
back,
but
we
are
working
on
that
and
the
hb
114
did
have
the
reading
bill
in
there,
as
well
as
mental
health
supports,
as
well
as
teacher
certification
support.
So
it
has
a
lot
of
educational
funding.
M
One
of
the
best
things
in
there
is
that
pre-k
can
be
funded
at
0.5,
a
child
now
so
anchorage
generally
competes
well
for
the
state
dollars
for
pre-k.
We
generally
get
over
half
of
them
in
the
state
when
we
have
about
a
third
of
the
kids
of
the
state,
and
now
we
can
outside
of
those
grants.
We
can't
double
count
a
child,
but
we
can
continue
to
open
up
new
pre-ks.
M
Over
the
last
six
years
we
have
opened
up
26
additional
pre-ks
in
anchorage
using
a
multitude
of
different
funding
sources.
Now
we
have
a
constant
one
that
we
don't
have
to
compete
for
because
it's
built
into
the
base
student
allocation,
and
so
that's
a
very
positive
thing
now
these
will
demonstrate
not
only
the
grade
levels
where
kids
are
and
there's
a
color
coded
at
the
bottom.
The
color
legend
will
share
this.
One
is
the
interim
goal
for
1.1.
M
The
reading
goal
is
80
proficiency,
but
we
use
curriculum-based
measures
to
get
that
because
little
kids,
they
don't
take
state
tests.
Okay,
they
don't
take
the
it's
called
ak
star.
Now
they
we
don't
prior
to
third
grade
the
reliability
and
validity
of
state
tests
on
kids,
they're
not
valid.
So
what
do
we
use?
M
We
use
interim
assessments,
and
these
are
assessments
that
a
teacher
sitting
right
next
to
a
child
to
give
so
this
demonstrates
that
we
have
a
lot
of
work
to
do,
but
all
the
pieces
are
here,
the
planets
are
aligned.
We
have
support
from
the
state
level.
We
have
support
from
the
board
level.
We
have
support
at
the
classroom
level.
It
is
a
monumental
task
for
our
teachers
to
gain
that
competency
to
be
able
to
teach
all
kids
at
to
a
certain
level,
and
our
supports
are
built
around
teacher
efficacy
in
their
classrooms.
M
If,
if
we
are
doing
we're
doing
the
right
thing,
if
we
support
what's
happening
at
the
gimba
or
where
the
values
added,
which
is
our
classrooms-
and
I
saw
a
question,
you
want
to
just
wait
to
the
end.
Yeah.
H
All
right,
thank
you.
I'm
really
excited
about
the
pre-k.
I
do
have
a
question,
though,
do
does
the
asd
pre-k
programs
do
those
come
with
transportation
into
those
programs,
busing
and
lunch
sure.
M
So
right
now,
some
of
our
programs
that
we
have
do
and
some
don't
we
haven't-
had
access
to
this
new
through
the
bsa
allocation,
because
when
this
comes
into
play,
you'll
also
get
funding
for
for
transportation.
But
right
now
we
have
some
programs
that
are
neighborhood
schools,
so
the
kids
walk.
There
is
no
transportation
and
we
have
strategically
placed
them
in
places
where
it's
mostly
a
walking
school,
and
we
have
a
lot
of
those
on
the
east
side
of
town.
M
We
have
utilized
special
education
funding
as
well
as
title
funding,
district-wide
title
funding
to
provide
both
transportation
and
food.
It
just
depends
on
the
length
of
the
day
and
the
multiple
programs,
like
I
said
right
now:
the
programs
that
we
have
span
probably
four
or
five
different
grants,
and
so
they
have
to
first
meet
that
grant
and
then
add
on
what
we're
looking
to
do
is
to
align
them
better
and
have
them
all.
H
Okay,
it'd
be
really
great
to
kind
of
get
the
data
or
the
information
about
the
baseline
and
where
you're
headed.
So
we
have
that
trajectory.
I
think
that's
really
important,
especially
as
you
talked
about
equity
and
access,
especially
for
these
early
skills
and.
M
That's
great
and
on
that
topic,
what
we
should
say
is
that
asd
actually
has
targeted
our
pre-k
at
the
students
who
do
not
have
access.
So
our
present
26
additional
pre-ks
were
targeted
for
students
who
do
not
have
access
and
generally
just
so.
You
know
who
they
are.
The
highest
of
wealth
have
access
to
pre-k
the
students
who
come
from
the
really
our
poorest
family
that
have
other
supports,
such
as
head
start
and
other
funding.
M
They
are
served.
The
k
the
working
parents
who
are
working
paycheck
to
paycheck
are
the
ones
that
primarily
are
underserved,
and
so
we
work
with
united
way
and
our
other
partners
to
identify
them,
so
they
come
and
and
the
students
who
have
academic
skills
that
are
behind
developing
delayed
students.
So
we
work
together
with
our
community
to
do
child
find
and
the
the
students
with
the
biggest
need,
go
in
first.
The
next
need
go
in
second,
and
those
are
paid
for.
A
H
H
I
think
that's
been
an
ongoing
cause
of
disparity
within
the
school
district.
I
mean
we
see
it
in
the
charter
schools,
we
see
it
in
specialized
programs,
so
I
think
as
we're
as
you
all
are
building
this
out.
I,
I
guess
I
can't
stress
enough
the
importance
of
the
transportation
piece.
I
know
you
know
that,
but
it
just
seems
worth
saying
out
loud
yeah.
M
So
we
say
it
out
loud
all
the
time.
All
of
our
targets,
as
you
see,
are
to
students
who
are
not
having
that
access.
So
absolutely
and
again,
just
to
stress
those
26
came
from
competitive
grants
that
we
went
after
to
serve
kids,
better.
I
I
M
You
that's
a
good
note
to
have
so
what
we
do
is
we
don't
only
look
at
the
30,
000
foot,
view,
learning
and
learning
data
we
want
to
know-
and
this
is
just
for
a
mind's
eye
of
what's
happening
in
classrooms,
how
school
teams
break
down
the
information,
and
so
I'm
just
going
to
share
with
you
some
data
on
winter
to
spring,
and
this
is
kindergarten,
and
this
is
how
detailed
we
are
so
we're
all
familiar
with
the
abcs
we
come
with,
knowing
our
abc's
generally
kids
know
it,
because
it's
a
sing
song,
a
b,
c
d,
e,
f
g,
what
they
don't
know
and
what
they
struggle
with,
sometimes
especially
if
they
don't
hear
it
at
home
are
the
letter
sounds
sounds:
are
the
building
block
of
language?
M
When
you
talk
about
dyslexia,
dyslexia
isn't
a
cognitive
disability,
it's
actually
in
it.
It's
what
students
hear
it's
actually
auditory.
They
hear
things
differently,
so
it
literally
is
different
parts
of
the
brain
frontal
lobe,
all
the
different
lobes,
it's
three
different
lobes
that
go
into
believe
it
or
not
the
frontal
cortex
the
back
and
then
the
right
and
left
side
I'll
have
to
get
together
for
a
kid
to
read.
So
we
want
to
know
letter
sounds
and
I'm
just
going
to
come
up
here
to
to
share.
M
So
at
the
beginning
of
this
year
we
had
a
thousand
26
kids
at
low
risk.
This
many
at
some
risk
and
high
risk
high
risk
means
like
rut,
row
we
really
need
extra
work
to
catch
kids
up.
It
is
easier
to
implement
reteaching
k
through
two
than
it
is
later
on,
because
remember,
k
through
two
aren't
really
learning
content.
M
M
So
we
want
to
decrease
the
red
increase
this
because
we
don't
know
in
the
yellow
whether
they
move
down
or
up
you
guys.
This
is
the
end
of
kindergarten.
We
have
this
many
kids
who
don't
know
the
sounds
of
the
letters
yet
they're
going
to
get
the
first
grade
and
what's
going
to
happen,
but
word
segmenting
is
basically
a
simple
thing
like
if
you
heard
the
word
cat,
can
they
go?
M
That's
what
work
segmenting
is.
So
we
break
this
down
to
know
where
our
kids
in
the
simple
basic
forms
of
building
language,
if
they
struggle
here,
they
might
start
to
word
call,
which
is
why
we
do
nonsense
words,
but
any
child
if
they're
not
decoding
when
they
get
to
eighth
grade
they're
gonna
be
like
and
they
get
you
a
multi-syllabic
word
saying
biology.
It's
gonna
they're
gonna
struggle
if
they
can't
decode.
M
So
this
is
just
to
share
how
big
it
is
that
we
want
now
this
summer
school.
We
have
a
lot
of
these
kids
in
there
because
we
want
to
move
them
over
here.
There's
fewer
and
fewer
opportunities
as
kids
get
older.
To
learn
basic
sounds
that
doesn't
happen
in
third
grade
classrooms.
It
doesn't
happen
in
fourth
grade
classrooms.
If
we
get
these
kids
in
sixth
grade
think
about
sixth
grade
they're,
not
really
going
to
feel
very
confident
in
learning
their
sounds
when
they're
12
years
old
right.
M
So
we
want
to
ensure
it
happens,
but
I
can
help
you
read
this.
This
just
shares
how
many
were
starting
and
then,
where
did
they
land
at
the
end
of
the
year?
We
keep
an
eye
on
this
because
we
start
with
these
kids
in
the
summer
school
as
well
as
next
year,
because
if
you
can
teach
them
the
sounds
of
the
language,
then
they're
going
to
move
right
along.
A
Third
grade,
I
have
a
couple
of
questions.
Remember
zola,
tale.
H
Thank
you.
So
how
does
this
great
information?
How
does
this
inform
referrals
for
special
education
because
you're
obviously
identifying
a
significant
deficit-
and
you
mentioned
something
like
dyslexia,
and
so
that's
going
to
be
a
different
learning.
E
H
M
That's
great
because
our
system
has
built
in
every
day,
what's
called
the
multi-system
multi-tiered
system
of
supports
which,
when
children
are
identified
here,
there
could
be
two
things:
it
could
be
a
disability
or
it
could
be
the
child,
never
learned
it.
The
child
was
never
instructed
and
never
had
an
opportunity
to
practice
it.
So
our
multi-tiered
system
of
supports
uses
these
data
to
provide
about
45
minutes
to
50
minutes
a
day
of
specialized
instruction
to
see
is
it
I
was
never
taught
this
or
is
it
a
disability?
M
And
so
it's
and
our
special
education
is
part
of
our
multi-tiered
system
of
support.
As
you
know,
we
start
in
the
classroom
level
with
teaching
everyone
and
then,
as
kids
aren't
learning
or
if
they
struggle
we
move
to,
is
it
specialized?
Do
we
just
you
know,
did
they
not
pick
it
up?
Is
it
the
dyslexia
that
they
didn't
hear
it?
Many
of
our
students
who
have
dyslexia
don't
have
an
iep
because
they
are
learning
in
their
classroom.
So
multi-tiered
system
of
support
includes
our
special
education
as
a
process.
H
Yes
and
the
district
has
an
obligation
to
inform
parents
if
they
suspect
that
a
child-
you
know,
I
guess
what
I'm
saying
is.
I
don't
want
something
like
a
response
to
intervention
or
multi-tiered
system
of
learning
to
supplant
identification
of
kids,
who
should
go
through
that
full
evaluation
process
and
make
sure
parents
have
that
option.
Not
every
kid
will
qualify.
Of
course,
however,
what
you're
finding
is
a
consistent
issue
over
and
over,
and
so
I
what
consistent
issue.
H
That
you
have
a
consistent
set
of
deficits
in
these
things
I
mean
you,
you
highlighted
these
high-risk,
kids,
so
simply
to
say:
oh
we're
going
to
offer
you
summer
school,
but
not
using
one
of
the
tools.
That's
somewhat
mandated
by
federal
law,
which
is
the
special
education
evaluation.
Once
you
have
found,
children
who
might
be
in
need
is
troublesome
to
me
or
worrisome
to
me
that
you
need
to
kind
of
probably
pursue
both
pathways.
M
Actually,
we
should
share
our
summer
school
data
with
you,
because
in
many
of
our
summer
schools,
it
really
was
a
lack
of
access
of
high
quality
instruction
and
we
have
our
kids
in
some
of
our
schools
improved
by
80
percent,
and
so
they
truly
weren't
given
that.
But
I
want
to
assure
you
that
our
special
education
and
our
processes
are
tied
into
mtss
and
that
we,
you
know,
we're
we're
following
idea
and
we're
very
strong
in
that
area,
and
we
continue
this
summer
to
even
have
more
training.
So
I
appreciate
your
comments.
H
Okay-
and
I
guess
the
final
comment
I
have
is,
it
seems,
like
the
kids-
aren't
getting
access
to
this
kind
of
instruction,
yet
the
response
is
to
give
them
summer
school.
So
additional
instruction
is
great.
However,
they're
still
young,
kids
and
they're
being
asked
to
do
more,
we're
putting
it
back
on
the
kids,
so
they're
being
asked
to
go
to
summer
school.
Well,
their
peers
who've
had
this
access
in
some
way
aren't
going
to
summer
school.
So
I
think
it's
something
we
need
to
think
about.
M
That's
a
great
thing
too,
because
part
of
the
reading
bill
is
to
make
sure
that
all
of
our
educators
can
teach
and
know
high
quality
instruction
and
so
not
having
access
to
high
quality
instruction
is
something
that
we're
looking
at,
because
it
is
such
an
important
role
and
to
let
you
know
that
summer
school
is
actually
one
of
the
comments
from
one
of
the
kids
was,
I
didn't
know
summer
school
was
like
this.
This
is
fun
because
we
make
it
like
a
camp,
but
also
want
to
build
vocabulary
and
language
learning
so
totally
agree.
M
We
we
want
more
of
it.
I
would
say
that
the
reading
bill
to
your
point
of
notification
offers
three
times
a
year,
that
you
have
to
notify
parents
and
the
parents
actually
sign,
and
then
you
have
a
plan
of
what
you're
going
to
do.
So
it's
totally
built
in
I
hope,
senator
begich
was
a
a
huge
proponent
of
that
and
it's
all
there.
Those.
A
Things
you
mentioned,
we
have
two
more
questions
and
then
we'll
move
on.
Yes,.
H
Susan,
thank
you,
president
bellamy.
Thank
you,
dr
bishop,
for
this
information
and
I
wasn't
sure
where
my
comment
question
fit.
It
was
pertaining
to
dyslexia
and
my
question
is
as
far
as
evaluation
or
screening
and
potential
intervention
what's
available
for
older
kids,
and
I
ask
this
because
I've
come
to
have
a
broader
understanding
of
dyslexia
and
that
it's
possible
for
a
student
to
excel
in
elementary
school
and
then
be
challenged
in
middle
school.
H
M
That
is
great
yeah,
so
some
of
the
interventions
are
linda
mood
bell
and
there's
some
other
ones
that
we
actually
have
specialists
for.
But
you
are
absolutely
that's.
M
Why
decoding
why
you
want
them
to
know
if
they
can
decode,
because
what
you're
saying
they're
they
become
word
callers
they
memorize,
and
when
we
use
the
context
of
the
book
you
see
pictures
things
are
more
abstract
when
you
get
older,
so
dr
knutson,
the
assessment
from
middle
and
high
school
in
regard
to
dyslexia
and
the
supports,
do
you
have
that
yeah
come
on
up
and
you
can
share,
but
that
is
exactly
why
we're
trying
to
find
out
young,
because
kids
are
especially
our
precocious
learners
that
have
lots
of
vocabulary,
they're
good
at
guessing
things.
M
That's
why
you
use
nonsense
words
to
see
if
it
is
just
guessing
because
nonsense.
Words
are
like
the
word
vit
vit,
to
see
if
they
can
break
it
down,
even
though
they've
never
heard
the
word
before.
That
is
actually
a
one
minute
screener
where
it
brings
up
oops.
Let
me
check
this.
N
M
B
And
just
to
add
to
that,
we
we
have
really
focused
on
middle
school
this
year
and
we've
taken
the
opportunity
we
use
measures
of
academic
progress
and
growth,
which
is
what
we
do
three
times
a
year
with
our
middle
and
high
school
early
high
school
kids,
and
that
gives
us
an
indicator
whether
there's
a
problem.
It
just
can
say,
take
a
a
closer
look
at
this
kiddo.
B
So
what
we've
done
is
we've
gone
into
the
schools
and
we
have
had
an
ela
team,
english
language,
arts,
team,
who's
gone
into
the
schools,
and
then
we
follow
up
with
curriculum-based
measures
that
dr
bishop
talked
about.
So
we
can
dig
deeper
and
really
listen
to
the
reading
and
see
what
errors
they're
making
from
that.
Then
we
can
really
see.
Is
it
an
auditory
problem
that
they're
having
they're
not
hearing
the
sounds
of
words?
Are
they
having
the
decoding
problem?
B
As
dr
bishop
said,
a
lot
of
kids
have
strong
vocabulary,
so
they
can
get
through
quite
far
before
we
actually
see
a
problem,
so
we
are
starting
to
work
with
middle
schools
and
how
we
do
this
more
systematically
and
what
we
call
it.
As
more
diagnostic
assessments,
so
once
we
do
those
screenings,
then
we
can
identify
kids
who
need
more
deeper
assessments.
B
So
we
use
curriculum-based
measurements,
there's
also
very
specific
assessments
that
assess
for
phonological
awareness
deficits
that
we
can
do
with
kids
and
that's
a
real
key
one
that
we
do
with
older
kids,
because
that's
usually
where
the
problem
is,
and
we
miss
it
with
older
kids.
Unless
we
go
down
to
that
layer.
H
M
B
E
H
Many
people
think
and
and
oftentimes
it's
categorized
as
presenting
in
a
certain
way,
and
it's
a
lot
more
broader
than
that,
and
I
would
also
say
that
there
are
some
barriers
for
families,
because
I
know
if
you
get
a
private
screening,
it
can
be
or
evaluation.
It
can
be
like
four
hundred
dollars
and
the
linda
mood
bell,
I
think,
is.
M
Well,
we're
working
with
that's
a
great
we're
working
with
posey
boggs
as
one
of
our
partners
in
creating
our
plan
and
so
the
dyslexia
foundation.
The
alaska
reads
foundation.
M
I
want
to
rest
assured
this
person
right
here
is
a
science
of
reading
kind
of
person,
so
it
is
getting
done
yep
when
we
go
from
here,
though
oh
I
have.
A
One
more
question:
assemblyman
salt.
N
Yes,
thank
you,
dr
bishop,
great
information.
Just
a
quick
question:
are
we?
If
you
look
at
this
is
a
point
in
time
count.
It
looks
like
if
you
look
at
this
over,
let's
say
a
three
to
five
year
period.
Are
we
are
we
gaining
on
this
problem,
or
is
this
problem
getting
worse
and
I
imagine
it
might
be
a
leading
question.
You
might
have
more
slides
on
this.
M
Thank
you.
Thank
you,
member
sold
actually
starting
from
2016.
We
did
see
an
improvement
in
our
reading
ela
since
the
pandemic
2020
having
children
out,
we
have
and
our
youngest
kids,
we
have
seen
a
decline,
and
a
lot
of
that
is
the
access
to
other
adults
who
are
speaking
other
children
who
are
speaking
good.
You
know,
role,
models,
learning
online
and
then,
of
course,
just
being
in
class
and
attending
to
this.
M
So
as
of
late
are,
are
we
do
not
over
the
last
two
years
we're
struggling,
but
again
we
put
in
the
right
mechanisms
to
to
move
forward
initially
from
2016
to
19.
We
had
improvement
with
the
work
that
we
were
doing
and
the
board
in
2017
adopted
a
new
reading
program
that
everyone
used
that
supported
phonemic
awareness.
That's
a
great
question
all
right!
Thank
you.
You
may
continue
sure.
So.
Thank
you,
madam
president.
M
So
we
also
go
into
other
things
when
we
ask
ourselves
what
data
generally
do
is
say
why,
like
what's
happening
here
with
these
kids
or
this
school
or
classroom,
or
is
it
a
child?
Is
it
our
system
and
then
we
sometimes
think
about
attendance,
and
that
comes
up
because
wait
a
minute
this
year
you
know,
we've
had
we've
struggled
to
keep
these
schools
open,
and
just
so
you
know
I
subbed
into
school
for
seven
weeks
every
friday,
because
we
wanted
to
keep
them
open.
M
We
were
not
going
to
shut
our
doors,
and
so
I
kind
of
know
reading,
but
I'm
a
math
teacher
and
for
me
to
go
in
the
classroom.
I
could
do
what
I
could,
but
the
true
experts
are
teachers
that
teach
us
every
day.
But
if
you
look
at
our
achievement
for
just
second
grade
fast
bridge,
which
is
a
curriculum-based
measure,
just
means
you
use
the
curriculum
to
measurement,
which
means
you're
using
words
and
sounds
not
something
abstract.
M
The
attendance
rates
and
the
achievement
is
all
over
the
place.
There
isn't
saying:
oh
if
you
attended
all
the
time
you're
better,
so
this
leads
us
to
believe
that
this
is
more
of
a
systems
approach
that
we
need
to
address.
I
want
to
share
with
you
this
website
called
edunomics,
which
is
a
national
study.
M
I
think
it's
cambridge.
Is
it
cambridge
georgetown
that
is
taking
all
states,
and
you
can
drill
down
to
alaska
and
paying
attention
to
how
much
money
are
we
spending
per
pupil
and
what
are
the
outcomes
now?
This
is
national
and
it
came
across
because
of
the
funds
over
the
last
couple
years
that
have
been
put
into
everything
education
through
over
cobin,
so
egenomics
is,
is
very
powerful.
It
will
demonstrate
to
you.
Are
we
getting
the
return
on
our
investment?
M
G
Yeah
superintendent,
bishop-
I
just
wanted
to
say
thank
you
actually.
I
just
heard
you
say
something
that
I
find
to
be
a
great
credit
to
you,
and
that
is
that
you
spend
time
teaching
in
a
classroom.
G
I
know
that's
a
little
distraction
from
this
topic,
but
when
I
was
in
high
school,
the
the
there
was
a
strike
among
the
teachers,
and
one
of
the
demands
was
that
the
superintendent
spent
one
day
a
year
in
the
classroom,
teaching
and
the
superintendent
actually
said.
Doctors
don't
change
bed
pants,
and
so
I
am
it's
it's
a
great
credit
that
you've
done
that
and
to
mr
bryant.
I
hope
you
take
dean
on
that.
M
Well,
thank
you
for
that.
It
was
actually
enjoyable
in
one
school
I
went
to.
They
decided
to
switch
the
schedule
all
the
way
around
and
have
me
do
pe
outside,
and
I
st
and
the
comments
from
the
staff
was
she
really
stayed
outside
for
four
hours,
so
I
was
like
yes,
I
brought
my
snow
boots
and
everything
so,
but
thank
you
for
that.
M
The
color
of
the
circle
is
their
socio-economic,
so
we
have
green
circles,
red
circles,
yellow
is
in
the
middle,
but
you
could
hover
on
any
one
of
them,
and
so
we
do
have
an
outlier
and
we
just
want
to
hover
and
say,
okay,
so
this
is
literally
how
much
money
per
student
goes
into
that
school.
M
All
by
reported
funding
codes
to
the
state,
they
take
state
data
and
create
this,
and
we
have
it
for
graduation
rates.
You
I
mean
literally,
you
can
do
this
research
on
your
own.
This
is
public
information.
M
We
built
our
own
code
to
look
at
the
same
types
of
information
because
we
want
to
learn
fairview
elementary
they're,
above
the
mean
they're
having
great
growth,
what's
happening
at
fairview,
that
a
similar
school
with
similar,
kids
and
and
demographics
and
even
money,
isn't
creating
any
change.
And
so,
when
you
talk
about
the
value
of
the
investment,
our
value
is
in
our
people.
M
It's
people
doing
this
work
and
we
want
to
be
sure
that
people
are
getting
rewarded
for
their
work
and
that
we
can
replicate
that
work
replicate
good
teaching,
and
so
this
is
going
to
be
on
the
asd
site
that
you
could
look
at
at
any
time
to
look
at
your
district
schools.
You
can
have
just
elementary
high
school
everybody,
whatever
you
wanted,
and
I
just
think
the
power
of
information
when
you
know
it,
you
grow
it.
So,
madam
president,
that
is
the
end
of
this
little.
E
Yeah,
thank
you
so
much
well,
first
of
all,
dr
bishop
and
team,
thank
you
for
including
this
information,
especially
the
focus
on
growth.
In
relation
to
our
perfect
expenditures.
I
think
that's
really
valuable,
maybe
in
a
way
more
so
than
outcomes,
but
that's
my
personal
perspective
I
wanted
to
really
and
that
this
is
not
directly
really.
This
is
indirectly
related
to
this
discussion.
I
wanted
to
make
sure
the
assembly
is
aware
and
other
board
members
are
aware
of
a
program
that
the
anchorage
public
library
has
offered.
E
That
may
be
on
its
last
leggings
and
it's
called
the
lena
start
program
and
it's
a
talk,
pedometer
10
week
program
so
think
of
it
as
like
your
stuff
counter.
Well,
this
is
what
children
and
families
can
use
to
make
sure
that
their
babies
up
to
about
three
years
of
age,
have
access
to
to
make
sure
that
they're
getting
ample
exposure
to
that
sort
of
call
and
response
back
and
forth
conversation
between
parents
and
child.
E
If
there's
not
enough
dialogue
going
on
in
the
house,
the
the
technology
will
alert
the
families
and
it's
my
understanding
that
the
last
lena
start
program
is
going
to
be
offered
this
summer
and
that
it
may
need
additional
grant
funding.
So
that's
just
a
flag
that
I
became
aware
of
at
the
recent
reading
conference.
So
it's
really
more
of
a
comment
and
information
than
a
question.
Thank
you.
A
Okay,
thank
you,
member
lessons.
Okay,
so
we're
gonna,
let's
see
is
sergeant,
reigns
here,
reynolds,
not
yet
okay,
so
let's
go
continue.
Graduate.
A
A
M
You,
our
special
guest,
is
rayne
reynolds
and
we
wanted
the
both
the
assembly
and
the
board
our
board
president,
and
I
wanted
not
him
not
to
leave
us
and
and
nor
the
the.
M
I
know
the
assembly
worked
quite
a
bit
on
keeping
sros
as
well
as
the
school
board,
but
rayne
was
our
leader
and
he
was
our
sergeant
here
and
he
is
valued
member
of
the
asd
community
and
our
students
and
staff
have
enjoyed
his
support
for
keeping
our
school
students
open
and
safe,
and
this
morning
we
want
to
say
thank
you
as
well
as
good
luck
on
your
new
ventures,
because
I
do
believe
you're
moving
over
to
homicide
and
and
leading
that
department.
M
So
sergeant,
reynolds
has
stood
up
every
day
for
our
students
and
he's
been
a
mentor
to
them,
he's
gotten
to
know
them,
and
certainly
we
know
that
his
impact
is
is
going
to
last
one
of
the
things
that
during
when
our
schools
were
closed,
I
continued
to
work
out
of
this
building
and
it
was
like
a
ghost
town
except
for
sergeant.
Reynolds
was
here
as
well.
He
kept
his
office
and
I
would
I
asked
him:
what
are
you
doing
every
day
like
if
kids
aren't
in
school?
He
goes.
M
Oh,
my
gosh
we're
busier.
He
said
because
of
the
needs,
the
behavioral
health
and
the
mental
health
we're
actually
busier.
So
any
call
that
went
came
in
that
was
apparent
about
a
child
our
sros
responded
to,
and
so
what
the
beauty
of
it
was
is
that
they,
in
whichever
area
school
area
they
were
in,
they
already
had
a
relationship
with
the
teachers
that
worked
with
the
students
and
things.
So
he
even
said
he
was
busier
during
that
time
because
it
was
highly
stressful.
M
So
I
just
want
to
thank
you
that,
even
during
the
toughest
times,
we've
really
been
able
to
do
things
together.
The
earthquake
as
well.
We've
we've
just
had
a
strong
connection
with
asd
and
apd,
and
we
thank
you.
A
So,
on
behalf
of
the
school
board,
as
well
as
all
the
students
in
in
the
anchorage
students
and
staff
in
the
anchorage
school
district,
we
are
going
to
miss
you.
I
don't
know
that
my
heart
can
take
much
more
of
these
changes.
We
got
lots
of
changes,
but
I
do
know
in
my
heart
that
change
is
good,
so
we
do
wish
you
well,
but
I
would
like
to
just
highlight
you
know
the
team
that
you
have
led
for
us,
the
love
that
you
have
given
to
our
students.
A
You
are
working
way
beyond
the
workday
and
making
sure
that
whenever
there's
a
call
for
k
that
involves
one
of
our
kids,
no
matter
what
school
they're
at
you're
on
it,
that
is
appreciated.
You
have
kept
our
students
safe.
A
You
have
trained
a
team
that
absolutely
understands
child
development
and
and
and
the
things
that
you
know
how
how
to
engage
with
the
growing
the
growing
mind,
the
growing
brain.
We
really
do
appreciate
all
the
all
that
you
have
done
and
we
appreciate
your
commitments
to
our
students
and
we
wish
you
the
very
best
in
your
new
venture.
So
now
you
have
to
send
a
clone
back
here
to
take
over
where
you're
leaving
off.
M
Yes
and
sergeant
reynolds-
I
don't
know
if
we
can
clone
this.
I
don't
know
if
folks
know
he's
a
farmer
actually
and
he
raises
pigs
and
he's
brought
his
pigs
to
school
and
he
even
writes
children's
books
about
pigs
and
shares
that
as
well
with
curly
hair
pigs,
which
I
didn't
know
existed
until
he
showed
me
so
he's
really
gone
above
and
beyond,
and
so
the
anchorage
school
board
and
administration
is
grateful
for
your
service
to
the
anchorage
school
district.
M
I
I
If
you
had
any
thoughts
from
your
years
of
experience
about
how
we
might
do
a
better
job
with
that,
because
that
is
one
of
the
the
challenges
that
we've
discussed
previously
as
a
school
board.
O
Yeah,
absolutely
it's,
it's
probably
not
a
favorable
idea,
but
definitely
if
we
just
lock
our
schools
and
we
have
a
single
point
of
access.
We
have
somebody
that
greets
them
at
the
door
and
we
know
who's
coming
in
going
in
the
school.
It's
not
easy.
I
A
M
I'll
zoom
through
this
and
the
picture
here
is
of
graduations,
and
we
just
wanted
to
share
that.
We
did
complete
face
to
face,
as
our
president
has
shared
at
the
alaska
airlines
center
and
the
graduations
went
well.
Hopefully,
you
were
able
to
make
one
or
two
of
them.
If
you
have
a
connection
in
the
community
quite
celebratory,
the
graduation
rates
in
asd
have
improved
over
time
and
again,
the
graduation
rate
is
just
a
small
piece
of
that
college.
Career
life
readiness.
M
It
is
the
floor,
not
the
ceiling,
because
kids
have
to
have
assets.
We
don't
want
to
just
graduate
them
without
being
able
to
do
things,
and
so
our
highest
year
was
right.
Prior
to
the
pandemic,
it
was
84
percent
of
all
students
and
even
though
we
had
the
pandemic,
the
last
two
years
have
been
the
second
to
highest,
and
so
we
really
put
a
focus
on
that
with
even
higher
graduation
rate
rigor
and
that's
what's
built
in
the
college
career
life
readiness-
and
I
do
want
to
note
on
this
next
picture.
M
One
of
the
schools
that
were
built
over
the
last
few
years
is
the
middle
college,
and
that
is
a
school
for
juniors
and
seniors
who
can
earn
dual
credit
in
the
space
of
college.
They
literally
go
over
to
uaa
and
we
utilize
the
bay
student
allocation
to
assist
in
funding
and
recently
shared
just
because
it
was
a
number.
I
didn't
realize
this.
The
principal
shared
that
4267
credits
were
earned
by
the
graduates
this
year,
a
little
over
200
of
them
and
which
is
a
savings
to
their
family
of
1.1
million
dollars.
M
It
isn't
free
nothing's
free,
but
what
we've
done
is
take
the
base
student
allocation
and
utilized
it
for
students
who
want
to
do
this.
Those
students
that
move
on
to
other
colleges,
all
the
credit,
has
been
transferable
for
them.
So
we're
just
proud
of
that,
and
this
year
eight
students
qualified
for
an
associate's
degree.
So
some
of
the
kids
really
got
after
it
and
and
got
it
done
over.
M
Half
of
the
students
are
first
generation
college
students,
so
their
parents
had
never
been
to
college,
and
this
is
an
opportunity
to
have
college
paid
for
it's
been
open.
Five
years
now
and
over
20
000
credits
have
been
earned
by
the
kids,
so
we
just
wanted
to
to
share.
It
is
located
inside
of
king
tech
adjacent
to
university,
so
the
kids
have
our
support
and
then
they
walk
over
or
take
the
uaa.
K
M
Do
we
have
the
money
saved
based
on
the
credits
over
a
million
dollars
this
year,
there's
over
a
million
dollars
this
year
in
the
five
years
it's
been
almost
10
million
yes
and
there's
a
question
over
there.
K
I
had
a
question
about
the
graduation
rate
kind
of
goals
that
the
target
goal
of
by
2026
having
a
90
graduation
rate,
so
just
looking
at
it
over
the
last
six
years,
it's
increased
two
percent
given
the
pandemic
and
there's
a
lot
of
struggles.
K
But
right
now
I
don't
see
any
efforts
in
the
schools
to
remedy
the
younger
students
to
help
them
actually
strive
for
graduation.
In
fact,
over
the
years
I've
seen
a
lot
of
students
value
their
education,
less.
You
know,
they're,
taking
on
jobs
they're
taking
on
trade
schools
instead
of
focusing
on
high
school
graduation.
K
So
I
was
just
curious
how
you
guys
got
that
goal
and
how
you're
supporting
high
school
students
currently,
because
you
know
I
have
sophomores
and
juniors
who
they
missed
out
the
freshmen
missed
out
on
almost
all
of
their
middle
school.
They
don't
know
how
to
do
high
school
right
now,
a
lot
of
them
are
struggling.
So
I'm
just
curious
on
what,
if
you've
changed
this
goal,
how
you
got
that
goal
and
how
you're
going
to
support
those
students?
Thank
you.
K
M
A
great
question,
and
what
we
found
is
that
of
our
students,
who
aren't
graduating
many
of
it.
Much
of
it
does
go
back
to
middle
school,
so
non-graduates
are
not
made
in
high
school.
They
are
made
much
earlier
than
that,
and
part
of
the
goals
are
to
ensure
that
they
have
good
experiences
in
middle
schools
because
what's
happening,
and
what
we
found
is
that
without
solid
skills,
kids
experience
middle
school
very
differently.
Some
are
doing
remediation
all
the
time
not
experiencing
the
cool
things
of
exploration
of
you
know,
careers.
M
Things
like
that
and
others
have
a
different
experience,
so
we're
starting
young,
but
also
you
had
mentioned
the
two
years.
We
have
seen
the
transition
years
of
kids,
who
are
just
new
middle
school,
kids
and
kids,
who
are
just
new
high
school
kids
experiencing
just
what
you
said.
They
maturity
wise
knowledge,
wise.
They
spend
too
much
time
in
front
of
a
screen
in
their
bedrooms.
Probably
and
haven't
had
the
experiences
so
through
our
seo
classes
or
just
our
connect
and
detect
time.
M
You
know
where
we
have
group
meetings
and
in
schools
we're
trying
to
do
that,
but
also
encourage
the
kinds
of
sports
and
activities
that
you
talked
about,
because
that
makes
connections
with
other
people
and
redefining
ready.
Is
the
research
we're
using
behind
this?
It's
the
empirical
evidence
and
it
basically
shares
a
little
bit
of
what
you
had
an
insight
into
where
they're
not
doing
anything.
They
they
don't
connect
with
other
kids
or
they're.
M
Just
wanting
to
get
out
it's
sharing
with
us
that
sports,
as
well
as
debate
teams
or
chess
teams
or
service
projects,
are
what
connect
kids
back
to
their
community
and
back
to
each
other
and
that
some
of
those
are
much
better
at
preparing
kids
for
life
after
graduation
than
their
english
class
right
so
and
what
it
does
is
that
when
you're
on
a
sports
team
or
you're
in
the
band
or
in
the
bait
team,
you
have
a
team,
you
have
to
prepare.
M
You
have
to
do
your
work,
or
else
everybody
else
is
going
to
suffer.
You
know
you're
connected
to
other
people,
and
you
learn
that
you
show
up
on
time.
You
end
on
time,
so
some
of
those
life
lessons
that
we
want
for
that
is
building
in
experiences
in
middle
school
and
high
school
to
get
back
to
those
interconnections
of
students,
but
it's
from
redefining
ready.
M
A
Thank
you,
member
constant.
You
have
a
your
hand
up.
G
Thank
you,
president
bellamy.
I
just
want
to
also
note
on
this
chart
that
it's
actually
a
really
great
success,
and
I
want
to
underscore
that
the
the
district
has,
through
all
of
those
challenges,
managed
to
continue
the
upward
arc,
and
so,
despite
much
of
the
rhetoric
that
I
heard
over
the
last
two
years,
I
am
filled
with
great
joy
to
see
this
and
to
hear
this
in
a
public
meeting
which
this
is
data
based
and
not
just
anecdotal.
A
Thank
you,
member
constance,
okay.
Let's
continue
on
with
our
summer
school
update,
thank.
M
You,
madam,
you,
have
a
handout
president,
yes,
and
it's
basically
the
handout
we
have
over
7
000
students
engaging
with
asd
in
one
manner
or
another.
This
provides
professional
development
as
well
as
employment
for
our
educators
to
learn
more
as
well
and
work
with
students
and
do
some
programs.
They
are
everything
from
school-based
programs
to
district-wide
targeted.
M
But
again
we
just
want
to
engage
kids
and
engage
families
and
our
summer
school
does
have
transportation
that
we're
running.
But
if
you
have
any
questions,
you
can
email
us
there's
so
many
different
programs
at
the
school
level,
whether
their
title
district
lever
funded
by
our
cares
money
and
other
money.
M
Basically,
when
we
received
funds,
the
board
allocated
some
for
that
re-teaching
necessary
when
we
didn't
have
kids
in
schools
and
we're
happy.
P
Thank
you
curious,
anticipating
some
issues
in
some
challenges
that
we're
going
to
have:
okay,
we're
possibly
looking
at
a
recession,
we're
looking
at
individuals
we're
looking
at
labor
rates
and
pay
rates
not
rising
enough
to
to
offset
the
rapid
inflation.
Any
parents
will
be
working
more
more
than
likely
to
be
drawing
extra
hours
to
help
cover
bills
and
expenses.
P
I
like
a
lot
of
what
I
see
here,
what
incentives
or
what
are
we
doing
to
encourage
and
help
parental
involvement
and
education
since
making
sure
that
these
values
are
then
being
conveyed
at
home
with
parents
who
may
be
able
working
longer
hours?
What
are
we
doing
to
help
the
parents?
If
you
can
speak
a
little
bit
about
that
in
light
of
what
I
would
anticipate
to
be
some
challenges
coming
very
soon,
if
not
experiencing
already.
M
Sure
that's
a
great
question
and
certainly
parents
are
students
first
and
primary
teachers,
so
we
we
definitely
want
them
connected
and,
like
you
said,
a
lot
of
folks
work
and-
and
I
was
a
working
parent,
single
parent
for
a
long
time
and
the
ability,
the
idea
that
you
had
to
go
into
a
school
to
be
connected.
M
I
mean
I
was
working
for
school
systems,
but
I
couldn't
go
to
my
own
kids
school,
sometimes
until
after
I
was
off
work,
so
it
really
heartfelt
and
understanding
that
that
the
connections
are
made
through
knowing
what
child's
doing
knowing
teachers
names,
teachers,
communicating
as
well
this
summer,
for
instance,
and
at
summer
school
we're
trying
out
a
program
that
we
wrote
to
the
state
and
got
a
grant
and
it's
amira
program,
and
so
it's
for
our
youngest
kids
and
it
actually
connects
parents
and
their
kids.
M
This
may
sound
crazy
with
an
avatar
in
the
program
in
a
program
that
kids
are
it's
almost
like
a
game
for
kids,
but
it
gives
reports
to
parents
about
these
are
where
your
students
are
struggling.
This
is
how
you
can
help
them,
but
kids
see
it
as
a
15-minute
game
that
they
get
to
do
every
day.
M
You
know
on
this
technology,
so
we're
building
capacity
with
families
through
technology,
just
innovative
connections
when
parents
can't
be
there
just
so
that
they
know
what's
going
on,
so
that
I'm
also
given
a
clue
that
oh,
my
child
struggles
with
this
beginning,
sound
or
blending,
or
whatever
I
mean
I'm
going
with
elementary,
but
it
could
be
middle
school
too.
It
connects
parents
back
to
these
are
the
things
you
can
do
at
home.
M
That's
going
to
support
your
child
to
do
better
at
school
because
it
is
agreed
that
when
families
are
involved,
students
just
feel
feel
supported,
and
it
doesn't
mean
involved
again
that
I
have
to
go
to
the
pta
meeting.
It
means
I
know,
what's
expected
of
my
kid:
I'm
gonna
do
the
best
I
can
to
prepare
them
before
they
go
and
I'm
gonna
work
with
them
and
and
really
have
an
open
communication
with
teachers.
M
So,
at
the
school
level,
those
things
generally,
you
know
occur
just
that
connectedness
with
our
communities
and
for
a
long
time
we
didn't
have
it
because
we
shut
our
schools
and
we
said
no,
no
visitors,
no
here
we're
open
we're
engaged
just
reinviting
and
re
making
those
connections,
because
the
the
relationships
of
trust
matter
that
they're
going
to
trust
their
school
to
do
the
best
for
their
kid.
M
P
Is
there
any
intention
to
do
anything?
That's
a
little
more
proactive
reaching
out
to
parents.
I've
got
a
son
who
went
through
asd.
I've
got
three
children
who
are
currently
in
afd
and
as
a
parent,
you
have
to
be
intentional
right.
You
have
to
go
in,
but
I
can
understand
when
somebody
who's
maybe
overwhelmed
with
work.
P
You
know
you
know
getting
getting
an
email
or
report
or
you
know
logging
into
his
angle
or
whatever
it
is
that
you're,
whatever
you're
doing
I
just
I'm,
I'm
curious
on
what
those
proactive
attempts
are
to
connect
with
the
parent,
because
then
then
they
understand
that
their
input
is
important,
because,
right
now
I
will
tell
you
is
when
they
become
teenagers
become
13.
You
know
the
kid
doesn't
want
you
buttoning
anything.
C
A
P
P
My
experiences
with
three
kids
in
the
school
system
is
that
I
have
to
pursue
and
I
constantly
have
to
drag
that
information
in
and
as
people
are
working
more
they're
just
going
to
be
inundated.
So
how
are
we
being
the
extension?
Because
if
we're
getting
more
at
home
and
the
parents
are,
then
the
cost
of
education
goes
down
tremendously,
which
is
you
know
a.
E
M
Certainly
yeah,
I
did,
I
know
that's
actually
for
learning
like
for
parents
to
learn
what
their
kids
need
to
learn,
but
for
just
connection
there
actually
is
I
mean
if
you
can
imagine
a
teacher
with
180
students,
it's
going
to
be
very
difficult
for
hey
that
teacher
to
be
able
to
make
180
calls
a
week,
especially
when
parents
are
at
work
and
can't
take
calls
right.
So
our
q
system
actually
does
have
a
parent
portal
that
you
can
from
afar.
M
Look
at
the
courses.
How
they're
doing
is
their
attendance
online?
What
you
thought
it
should
be
or
they
skip
in
school.
You
can
look
at
their
assignments,
what
they
got
on
them,
so
that
engenders
that
initiative
from
families,
because
that's
updated
weekly
to
have
up-to-date
information
so
that
you
know
when
your
kid
says.
No,
I
don't
have
a
test
on
friday.
You
can
go
well.
Actually
I
saw
that
you
did,
and
this
is
what
you
got
on
it
right
so
to
be
transparent
to
parents.
M
M
If
you
wanted
to
also
in
our
schools,
especially
at
the
middle
school
level,
we
provided
additional
time
to
our
teachers
to
actually
meet
and
be
able
to
make
those
calls,
because
we
know
kind
of
back
to
sarah's
issue
that
those
connections
to
schools
either
get
stronger
in
middle
school
or
they
get
worse
and
that's
when
kids
start
to
pull
away,
and
so
we
do
provide
middle
schools
time
to
meet
the
the
teachers
that
co-teach
the
kid
like
the
english
math.
Everybody
will
meet
and
say:
hey,
let's
reach
out.
M
Who
are
we
going
to
reach
out,
so
they
actually
have
little
mini
child
study.
You
know
reach
out
terms
if
they
see
that
a
kid
might
be
struggling
with
friendships
or
struggling
with
academics.
You
know
they're
able
to
meet
and
intervene
and
see
how
they
can
support
the
child,
and
part
of
that
is
calling
home
and
sharing
that
information.
So
we
can
continue.
Some
of
the
things
we've
done
is
texting.
Texting
seems
to
be
when
we
ask
our
parents.
How
do
you
like
to
get
your
information?
The
quickest?
Interestingly
enough?
M
It's
not
a
call,
sometimes
it's
through
text.
I
just
text
me
if
I
need
to
know
something
and
there
we
have
to
be
very
critical,
because
we
want
to
use
the
district
systems
for
texting,
not
in
independent
texting.
We
don't
want
any
teacher
using
their
own
phones
to
text
kids,
because
we
don't
want
to
go
in
that
route
either
so
they're
built
in,
but
again
it's
human
actions
and
human
connections
that
make
that
positive.
I
didn't
want
you
to
think
that
an
app
is
just
like
this
outside
unfeeling
thing.
M
A
Yeah
and
it's
text
phone
and
what
language
parents
want
to
be
communicated
in
or
with
okay,
see
no
other
hands.
Thank
you,
dr
bishop.
Thank.
A
Pass
it
off
to
dr
brian,
so
next
on
our
agenda,
we
have
a
legislative
update
by
the
muni,
but
do
we
have.
H
I
My
thought
was
that
it'd
be
really
good
to
do
an
after-action
report
from
both
the
anchorage
school
districts,
lobbying
efforts
and
also
the
municipal
lobbying
efforts
seemed
like
an
appropriate
meeting
to
do
it
at
after
the
conclusional
legislative
session.
I
was
hoping
that
our
actual
lobbyists
would
be
here
to
talk
to
us
and
so
they're,
not.
O
A
I
thought
that
was
my
response,
but
maybe
I
I
didn't
send
it,
but
we
will
have
that
our
discussion,
our
internal
discussion
on
monday
and
with
our
lobbyists
and.
I
Q
H
Thank
you,
president
bellamy.
I
just
wanted
to
make
sure
that
miss
chamberlain
wasn't
online.
H
K
Thank
you,
madam
chair.
So
yesterday
I
met
with
the
youth
representative
to
the
school
board
and
we
talked
about
a
lot
of
different
issues
that
are
facing
the
youth
of
anchorage
that
are
facing
students,
even
though
she's
all
the
way
from
south
side
and
I'm
from
eagle
river.
We
actually
found
that
our
experiences
are
quite
parallel.
K
We
provided
some
data.
But
honestly,
if
you
talk
to
students
and
teachers
and
parents
about
what's
been
going
on
these
last
few
years,
you'll
get
a
lot
more
personal
information
and
heartbreaking
information
about
adolescent
mental
health
in
our
community
and
so
through
this
resolution.
What
we
are
asking
is
we
truly
want
a
collective
and
active
effort
to
actually
have
an
impact
on
the
youth
of
anchorage,
because
right
now
we're
in
a
really
dangerous
place.
K
K
K
The
school
board
members
would
provide
an
example
of
this
because
they
would
be
the
ones
that
would
uptake
something
like
this,
and
we
also
know
that
there's
the
environmental
and
student
connectiveness
surveys
that
happen
every
year,
so
our
proposal
was
either
doing
an
individual
mental
health
survey
or
adding
on
questions
to
that
survey
that
address
mental
health
and
member
jacobs.
We
are
having
that
conversation
is
getting
parent
involvement,
because
issues
like
this
they're
not
easy,
and
they
do
involve
the
home
life
and
parents
very
often,
and
so
the
survey
would
be
completely
optional.
K
If
the
school
district
were
to
go
forward
with
this,
we
myself
and
ellie
shaw
agreed
that
parents
should
have
access
to
the
questions
they
can
decide
their
students
not
taking
it.
Students
can
decide
if
they
don't
want
to
answer
one
or
all
the
questions,
but
collecting
this
data
is
so
important
on
depression,
anxiety,
suicidal
thoughts,
eating
disorders,
so
that,
as
the
school
district
as
the
assembly
allocates
these
funds
they're
going
to
be
able
to
target
where
these
students
need
help.
And
in
the
survey
there
are
portions
which
actually
ask
students.
K
K
What
staff
members
do
we
need
to
offer
assistance
to
you're
going
to
actually
have
some
substantial
data
to
go
off
of
to
address
the
issue
and
as
well
michelle
and
I
discussed
counselors
in
the
district,
and
we
thought
it
would
be
really
good
for
school
district
counselors
for
every
school
to
either
have
one
or
all
the
counselors
just
be
really
dedicated
to
the
mental
health
of
their
students
and
make
sure
that's
their
first
priority,
because
counselors
can
get
very
busy.
K
They
have
a
lot
of
tasks
to
accomplish
during
the
day
the
beginning
of
the
school
year,
some
at
semester,
they're
redoing
everyone's
schedules
and
that's
a
lot
of
work.
But
myself
and
her
through
our
connections
with
students
and
youth.
We've
seen
a
lot
of
interactions
where
students
are
going
for
help
and
they're
being
denied
by
staff
members
saying
that
they're
too
busy
but
children's
lives.
K
So
we
just
think
that
it's
time
to
really
have
that
conversation,
it's
time
to
find
out
how
deep
the
problem
goes
to
really
solve
it,
because
we're
seeing
there's
an
absence
of
solutions
in
our
community.
So
thank
you
guys.
A
H
I
have
a
question
and
first
I
want
to
make
a
comment.
Thank
you
for
this.
This
is
really
important
work,
just
as
a
reminder.
Through
the
first
round
of
arpa
funding,
the
municipality
provided,
significant
mental
health
supports
to
asd,
and
I
think
it
was
really
important.
I
think
it
provides
some
good
data
and
some
good
baseline
information.
H
H
I
know
they've
been
doing
some
really
good
work
about
mental
health
interventions
in
schools,
as
well
as
the
volunteers
of
america
from
the
assembly
side-
and
I
don't
know
if
we
have
member
perez
verdia
with
us
today,
but
the
health
policy
committee
of
the
anchorage
assembly
is
really
looking
at
mental
health
supports
within
our
community,
and
so
I
think
this
is
something
we
could
refer
to
that
committee
and
then
work
jointly
with
the
corresponding
committee
of
the
school
district
to
come
up
with
strategies
and
interventions
that
make
sense,
starting
from
these
recommendations
using
the
data.
H
Maybe
we've
already
gotten
from
the
interventions
already
in
place
within
asd
and
relying
on
our
local
experts
here
in
the
city.
A
Yeah,
absolutely-
and
actually
this
is
very
pertinent
to
the
work
we've
already
started
with
we
have.
I
don't
want
to
put
you
guys
on
the
spot,
but
dr
knuckson
and
katie:
do
you
guys
want
to
just
come
and
share
just
a
snippet
of
how
we
are
redesigning
our
and
making
sure
all
our
dots
are
connected
when
it
comes
to
the
whole
wellness
of
our
kids,
which
includes
the
mental
health
and
please
introduce
yourselves
and
your
positions.
A
And
just
a
little
overview
of
the
the
kind
of
what
you
gave
to
the
board
a
couple
of
weeks
ago,
just
in
general,
the
kinds
of
work
we're
going
to
be
doing
and
who's
going
to
be
involved.
Thank
you,
madam
president,
and.
M
I'm
just
going
to
add
so
we
had
traditionally
just
had
health
services
and
it
was
really
the
physical
self
health
with
our
nursing
programs,
and
things
like
that.
So
we
have
when
we
had
a
position.
Change
kate
comes
to
us
from
the
behavioral
health
and
mental
health
expertise,
so
we
hired
a
leader
there
and
then
to
support
the
board's
goals.
M
We
redesigned
a
position
that
we
had
into
specifically
a
partner
for
jenny
and
kate
to
work
together
in
both
mental
health
and
student
support
services,
as
well
as
how
they're
interconnected
with
physical
health,
and
so
I
just
wanted
to
share
that
that
this
is
we're
finishing
up
the
work
this
year,
but
moving
into
next
year,
we
actually
redesigned
how
it
will
look
to
be
more
cogent
and
supporting
of
the
work
in
schools.
So.
B
And
I
can
start
from
the
school-based
perspective,
because
I
really
appreciate
what
you
had
to
say
and
we
are
going
to
be
actually
looking
at
our
internal
mental
health
providers
within
the
school
district,
so
our
school
psychologists
are
counselors.
We
have
behavior
specialists
in
the
district
and
to
your
point,
how
do
we
prioritize
that
mental
and
behavioral
health
work
because
there's
a
lot
on
everyone's
plate?
And
we
hear
this?
B
A
lot
is,
like
you
know,
we're
just
you
know:
school
psychologists,
they're
busy
doing
x,
y
and
z,
or
our
counselors
busy
doing
scheduling
and
those
types
of
things.
So
that's
part
of
the
work
we're
going
to
be
starting
is
starting
to
look
at
what
are
people
actually
doing
now?
What
are
their
their
jobs
and
what
are
they
spending
their
time
on?
And
how
do
we
start
looking
at
re-prioritizing
that
so
that
we
can
have
mental
health
be
at
the
at
the
top
of
their
workload?
B
K
Yeah
and
through
the
church,
thank
you
for
that,
and
I
think
you
know
one
of
the
most
important
things
is
also
ensuring
that
there
it
needs
to
be
consistent
across
the
district,
because
you
know
there
are
schools
that
have
really
good
counselors,
really
good
support
systems,
but
ellie-
and
I,
through
talking
with
a
lot
of
students,
have
realized
that
there
are
other
schools
where
there
is
none,
and
it's
really
upsetting
also
like
on
the
you
know,
logistical
side
of
it
to
see
the
assembly
to
see
our
federal
state
government
putting
in
these
funds,
but
as
youth
as
students
who
have
I've
been
in
it.
K
Since
second
grade
and
she's
lived
here,
her
whole
life
we've
not
seen
it
at
all
and
so
for
many
students
to
make
it
through
without
seeing
those
impacts.
Something
clearly
needs
to
change
and
really
making
sure
psychologists
and
the
counselors
get
to
know
their
students,
because
I've
been
here
like
I
said
since
second
grade,
I
didn't
even
know
my
school
psychologist.
K
There
was
a
school
psychologist
until
a
student
tried
to
commit
suicide
and
they
tried
to
come
in
and
help
people,
but
I
think
it
needs
to
be
more
preventative.
Instead
of
you
know,
clean
up
duty
trying
to
after
really
awful
things
happen,
and
you
know
youth
aren't
always
going
to
go
to
the
counselors
they're,
not
always
going
to
go
to
a
psychologist,
especially
if
they
don't
know
them.
K
So
that's
why
I
think
a
mass
survey
would
be
so
helpful
because
you
can
see
how
students
are
coping
if
some
students
are
not
coping
and
just
trying
to
locate
those
students,
you
know
keeping
it
anonymous
because,
that's,
I
think,
really
big,
but
you
know
finding
where
the
problem
is
to
really
help
your
guys's
work
and
help
everyone
and
getting
to
the
root
of
this
problem
and
solving
it
because
it
the
impact
it
has
had
on
our
schools
over
the
last
three
years.
It
is,
I
cannot
even
describe
in
words
so
yeah
well,.
B
And
I
appreciate
that
also
because
I
have
teenagers
too,
and
I've
heard
that
from
them
as
well,
so
as
part
of
guardrail
4.1,
that's
really
the
internal,
where
we're
focusing
on
our
school
district
internal
resources
and
how
do
we?
How
do
we
provide
those
services
or
rearrange
and
we've
started
a
little
bit,
so
we
can
better
serve
kids,
better
support
staff.
So
some
of
the
things
we're
looking
at
is:
what
are
those
roles
and
responsibilities
looking
at?
How
do
we
do
like
youth
mental
health?
B
First
aid
training
we've
done
that
with
a
lot
of
secondary
teachers,
but
how
do
we
bring
that
down
to
elementary
teachers
throughout
the
whole
continuum,
because
they're
with
kids
every
day
as
well
and,
like
you
said,
sometimes,
kids,
don't
take
the
initiative
to
to
go,
see
someone,
but
if
they
have
someone
in
the
school
that
can
recognize
that
and
share
with
them
where
they
can
go
for
those
resources?
That
would
be
great.
B
So
that's
a
piece
that
we're
working
on
and
I'm
gonna,
let
he
talk
a
little
bit
about
the
other
part
from
the
community
and
then
what
our
plans
are
to
get,
because
we
want
involvement
of
community
and
especially
students,
because,
as
dr
bishop
said,
this
really
came
out
of
the
board
meetings
where
we
were
getting.
Feedback
from
students
and
mental
health
was
a
high
priority
on
that
list.
For
our
students.
Q
That's
where
students
in
four
high
schools
can
receive
basic
health
care
services
as
well
as
access
to
an
on-site
behavioral
health
partner.
So
there
were
some
efforts.
Volunteers
of
america
was
in
schools
and
then
more
recently
providence.
So
all
these
efforts
are
are
there.
It
still
seemed
like
we
were
operating
in
isolation
and
those
efforts
weren't
expanded
to
the
length
that
I
think
everybody
wants
to,
and
it's
this
really
complex
system,
so
to
see
that
we
want
to
come
in
and
support
programs
and
really
break
down
those
silos
and
build
bridges.
Q
You
came
not
just
with
the
problem
that
I
think
everyone
at
this
table
can
acknowledge,
but
to
say,
like
hey,
we
have
some
some
ideas
and
some
solutions
and
that
data
driven
by
students
could
be
really
helpful
and
beneficial.
In
the
work
moving
forward
and
will
appreciate
having
student
voice
involved
in
this
process,
so
thank
you.
A
Thank
you
very
much
and
sarah.
We
will
forward
this
to
our
governance
committee
so
that
we
can
begin
discussions
around
the
next
step
with
this.
So
first
in
the
queue
I
have
member
jacobs
and
then
member
constance
and
member
cross.
D
Thank
you,
madam
president.
Sarah
I
appreciate
the
bringing
for
the
the
resolution
for
both
yourself
as
well
as
our
youth
representative.
I
think
any
time
we
hear
from
the
youth
it's
as
dr
bishop
alluded
to
earlier.
It's
some
of
the
purest
feedback
we
can
get
from
our
community,
but
I
wanted
to
highlight
that
the
board
to
get
an
update
from
administration,
that's
in
our
board,
docs
and
publicly
available
on
april
18th.
That
contains
a
lot
of
useful
information
that
was
touched
on
by
ms
mcclellan.
I
I
as
a
therapeutic
foster
parent.
D
I
I
care
for
youth
with
mental
health
diagnoses.
I
see
the
youth
you're
referring
to
every
day
at
home,
and
so
please
know
you
have
allies
on
the
board,
who
aren't
just
going
to
have
the
conversations
going
forward
but
have
been
having
those
conversations.
D
Dr
knew
summers
mclaughlin
have
been
hearing
from
me
regularly
and
they
will
continue
to
do
so,
and
so
I
appreciate
you
bringing
forward
the
feedback
and
I'm
looking
forward
to
further
conversations.
G
You
you
know
just
one
thing
was
said
that
I
would
like
to
speak
about
briefly,
that
maybe
the
goal
of
this
is
to
resolve
the
issue
so
that
it
goes
away.
In
my
experience
in
the
field
I've
been
working
in
the
field
for
almost
20
years:
behavioral
health
addiction,
mental
health.
G
P
Yeah,
I
think,
what's
been
stated
here,
just
is
reinforced
by
when
we
started
this
meeting.
We
talked
about
what
the
students
said
was
important,
which
was
financial
training.
The
other
one
was
conflict
resolution.
C
P
I
think
that
that
conflict
resolution-
that
is
another
way
of
saying
I
have
some
stresses.
I
have
things
that
I'm
dealing
with
and
they're
not
this
is
this
is
a
direct
they're,
just
basically
supporting
what
you
said.
They
may
not
know
that
those
mental
health
support
services
are
even
there.
They
might
not
be
connecting
or
there
may
be,
a
fear
of
the
persona
of.
If
I,
if
I
pursue
this,
does
that
make
me
look
weak?
Am
I
going
to
subject
myself
to
whatever
it
is?
So
how
do
we
because
the
conflict
resolution-
I
think
that's?
A
You
thank
you
very
much
okay,
so
we
will
proceed
with
I'll
move.
This
into
governance.
Remember
holloman
is
here,
he's
our
governance
chair,
so
he
has
her.
He
will
take
the
next
steps
with
the
board
discussion
discussing
that.
I
think
I
don't
see
any
other
hands
online
or
in
the
room.
I
do
want
the
record
to
show
that
member
higgins
did
join
us
online.
A
while
ago.
Sorry
remember
higgins:
I
forgot
to
announce
that
alrighty.
So
that
brings
us
to
member
comments.
A
I'm
just
gonna.
Instead
of
doing
a
round
robin
expecting
everybody
to
comment.
Those
of
you
who
would
like
to
comment
just
give
me
a
raise
your
hand,
and
I
will
for
members
this
is
members
we'll
be
with
you
in
a
minute,
sir,
any
assembly,
member
or
board
member
who'd
like
to
make
a
comment
at
this
time.
Yes,
president
lafrance.
H
Thank
you,
president
bellamy,
and
thank
you
to
the
board
and
the
school
district
for
hosting
this
meeting
today.
I
appreciate
the
information.
I
wanted
to
note
that
per
a
conversation
or
an
agenda
item.
I
believe
we
had
our
last
joint
meeting
concerning
the
bsa
and
anchorage
as
the
starting
point
I
wanted
to
let
everyone
know
that
we
held
an
assembly
rules
committee
meeting
in
march
march,
25th
actually
and
assembly
council
provided
a
presentation
and
a
recommendation
of
some
next
steps.
H
K
Yeah
I
just
I
did
want
to
thank
everyone
for
being
so
welcoming
and
for
really
opening
the
conversation
on
mental
health,
because
I
don't
think
it's
not
a
partisan
issue,
it's
not
one
side
at
all.
K
I
think
everyone
really
truly
cares
about
that,
and
I
think
it's
really
important
for
us
to
find
issues
that
we
all
have
common
views
on
and
to
really
tackle
those
and
then,
as
we
were
talking
about,
you
know
how
to
better
instruct
our
students
who
have
dyslexia
and
all
the
data
on
the
younger
students,
I'm
viewing
that
as
the
start
line.
You
know
that's
the
beginning
of
their
education
and
it's
good
to
make
a
foundation,
but
I
think
it's
even
more
important
on
how
they
end,
because
how
their
life
can
change
over.
K
You
know
15
to
18
years,
that's
a
pretty
drastic
change
and
I've
been
seeing
a
lot
of
parallels
and
how
a
lot
of
it
was
pushing
it
off
to
the
summer
or
pushing
it
off
on
other
resources,
when
students
just
need
some
more
support,
and
I
think
the
same
can
be
said
for
high
school.
You
know
a
lot
of
students
at
this
point:
are
accepting
failure
and
they're
being
pushed
into
summer
school
or
they're
just
being
told
to
drop
classes
or
not
to
pursue
their
goals.
K
So
I
would
just
really
encourage
a
reinvigoration
of
the
value
of
education
in
our
students,
and
that's
something
dr
bryant
you
can
take
over.
Our
district
has
never
truly
had
that
drive
for
education.
You
know
you
look
at
the
east
coast
and
college
students
they're
competing
for
jobs,
they're
competing
for
these
scholarships,
they're
trying
to
get
high
test
scores,
they're,
trying
to
find
success,
and
you
know
from
every
youth
that
I've
talked
with
the
district
has
never
had
that
kind
of
environment
that
kind
of
push
that
kind,
those
opportunities
available
to
them.
K
So,
as
far
as
what
to
deal
with
you
know
as
you're
coming
in
and
learning
the
district,
that's
something
we've
never
had
and
coming
from
a
very
competitive
test,
texas
district,
I
think
they'll
be
really
helpful
and
I've
seen
your
work
that
you've
done
with
counselors,
getting
kids
ready
for
college
and
after
high
school.
That
work
is
phenomenal
and
if
you
can
do
that
in
our
district,
I
think
the
change
that
could
happen
over
your
three
year,
multiple
year
term,
will
be
really
great.
So
thank
everyone.
P
I
greatly
appreciate
that,
yes,
I
grew
up
through
the
anchorage
school
district.
I've
raised
many
kids
through
the
school
district,
and
so
you
know
I
was
very
blessed
to
have
some
very
powerful
fantastic
teachers
who
changed
the
trajectory
of
my
life,
and
I
was
also
dyslexic
and
in
special
ed
and
had
to
take
a
short
school
bus
elementary
school
because
that's
how
we
got
from
the
hillside
to
taku
elementary,
where
I
got
special,
where
I
got
dislikes
of
training
in
that.
P
P
But
I
didn't
actually
start
to
you
know
education
didn't
kick
in
for
me
until
I
was
doing
things
hand
on
kinesthetically
tearing
things
apart
with
my
hands
and
building
the
king
career
center
was
probably
the
best
thing
that
ever
happened
to
me.
Okay,
I
went
on
to
get
engineering
certificates
and
a
change.
Trajectory
was
very
successful,
although
I
was
a
horrible
student
and
so
and
I
apologize
to
all
my
teachers
that
are
listening
to
this.
P
I
appreciate
you
and
if
you
had
to
take
xanax
because
of
me,
I
apologize,
but
once
I
learned
that
how
to
funnel
that
energy,
so
I
just
you
know,
I
would
like
another
time
just
talk
about
how
important
the
king
career
center
is,
how
we
do
that,
how
we
take
individuals
that
are
all
rocket,
no
rudder
and
understand
that
there
is
a
fantastic
place
for
them
in
our
society
and
we
desperately
need
because
we're
so
short
on
people
with
skills.
P
Honestly,
if
you
know
what,
if
you
just
go
out
and
talk
to
employers,
there's
such
a
shortage
of
college
race,
so
I
see
career
ready
in
college.
I
see
college
and
career.
You
know
there
is
fantastic
careers
that
don't
involve
college
that
pay
extremely
well
right
now
and
how
do
we
get
individuals
finding
value
in
who
they
are
and
the
skills
that
they
have
immediately
and
they
don't
have
to
wait
until
they're
until
on
job
training.
So
maybe
that's
another
meeting
at
some
point
how
we
can
support
the
king.
A
A
It
changed
my
life
and
we
have
lots
of
pathways
that
we
would
love
to
share
with
you
in
including
the
king,
the
career
center.
I
greatly
appreciate
that.
A
Thank
you,
and
so
we
will
make
a
point
of
maybe
we'll
we'll
do
that
soon.
The
next,
I
think
our
next
meeting
is
september,
9th,
we'll
see
how
see
what
we
can,
but
we
have
options
and
lots
of
pathways
for
students
who
are
not
college
bound,
but
are
absolutely
life
and
career
bound.
A
So
thank
you.
Yes,
member
salt
assault.
N
Thank
you
appreciate
it.
Incredibly
brief.
I
really
appreciate
the
mental
health
discussion,
because
if
we
don't
take
care
of
these
children
now
and
give
them
the
right
tools,
right,
resources
to
cope
they'll
become
our
homeless,
our
mental
health,
our
drug
addicts
in
the
future
kind
of
a
grim
way
to
look
at
it.
That's
truth
of
reality.
N
N
So
you
may
want
to
start
thinking
about.
Is
that
truly
the
end
of
these
programs?
Are
there
some
programs
that
need
to
continue
that
that
covet?
I
think,
like
mr
constance
said
this
is
a
lifelong
issue
and
it's
not
going
to
end
just
because
we
created
an
issue
through
kovid.
It's
not
going
to
end
just
because
the
pandemic
ends,
and
some
of
these
kids
will
need
resources
beyond.
N
I
believe
also
heard-
and
I've
heard
it
stated
today-
that
really
our
best
shot
is
kindergarten
through
third
grade
to
to
get
these
kids
the
help
they
need
and
beyond
third
grade
the
resources
required
to
give
them
that
help
become
more
difficult
and
more
costly.
So
thank
you
for
today.
I
really
appreciate
it.
A
Thank
you
very
much,
and
I
think
one
of
my
comments
I
see
you
remember
donnelly
just
has
to
do
with.
Yes,
you
know
mental
health,
it's
is
has
is
not
just
a
new
phenomenon,
it
has
always
been
with
us.
Things
have
been,
kobit
has
exasperated
a
lot
of
our
systems
and
how
we
support
people,
and
it's
not
just
about
our
kids
with
the
mental
health.
It's
our
staff,
it's
the
parents
of
our
kids.
A
So
as
a
community,
we
have
to
build
a
huge
safety
net
so
that
no
one
falls
through
the
crack
and
coming
from
a
dysfunctional
or
a
toxic
in
living
environment
does
not
always
it
can
manifest
itself
at
school
just
as
just
as
seriously,
and
so
you
know
these
last
couple
of
years,
we
we
we
get
to
not
just
notice,
but
we
get
to
re-imagine
and
redesign
how
we
are
delivering
services
to
our
kids
and
our
families
and
how
we
are
training,
our
adults,
to
deal
with
that.
A
A
We
told
kids
that
you
know
you
don't
have
to
participate
in
activities
because
we
were
trying
to
keep
them
safe.
We
know
now
we
know
better
and,
as
dr
bishop
says,
when
we
know
better,
we
do
better,
and
so
we,
the
work
is
clear.
The
challenge
is
huge,
but
I
think
yes,
the
district
has
a
part,
but
we
have
got.
The
assembly
has
a
part,
and
you
guys
have
been
so
generous
with
trying
to
meet
the
needs
in
this
community.
A
They
are
phenomenal,
they
they're
just
layered,
multi-layered
and
so
together
and
being
supportive
and
in
partnership
with
those
who
are
the
experts.
That's
where
that
I
think
that's
what
that's.
What
we've
got
to
do?
We've
got
to
partner
better
collaborate,
better
and
coordinate
better
member
donnelly.
I
Matt
president,
I
had
two
things
I
wanted
to
talk
about.
First,
regarding
the
proposal
currently
before
the
assembly
regarding
removing
the
mayor
from
office.
It
also
changes
rules
regarding
the
school
board
and
it
adopts
a
lower
threshold
for
bringing
these
complaints
and
for
removal,
and
the
standard
of
proof
is
quite
low.
It's
a
mere
preponderance
of
the
evidence.
I
As
I
read
the
ordinances
I've
seen
and
I
haven't
been
at
all
your
meetings
and
that
low
level
of
evidence
combined
with
making
the
requirement
for
a
vote
lower,
is
concerning
to
me,
and
I
think
it
could
be
balanced
out
with
some
additional
respect
given
to
the
hearing
officer
decision.
I
I
The
rules
were
the
rules
and
I
think
it'd
be
appropriate
to
delay
it
until
after
the
next
mayor
election
to
go
into
effect.
If
that's
what
the
assembly
really
wants
to
do
with
this,
and
that
would
really
remove
the
political
stigma
from
this
particular
action
by
the
assembly,
and
I
really
hope
you
would
consider
that
if
this
is
what
you
really
want
to
do,
because
it
would
really
go
a
long
way
to
healing
the
rift
in
this
community
right
now
over
this
proposal.
I
We
did
pass.
The
school
board
did
send
the
assembly
a
resolution
several
years
ago
requesting
the
expansion
of
sros
into
all
our
middle
schools.
We
all
know
that
these
threats
to
elementary
schools
come
from
external
sources
by
almost
universally
and
we're
doing.
You
know
we're
have
a
strong
program
of
hardening
our
elementary
schools,
but
the
threats
to
middle
schools
and
secondary
schools
come
from
external
sources.
I
mean
from
internal
sources
very
frequently
and
the
lack
of
sros
in
our
middle
schools
other
than
clark,
I
think,
is
a
real
gap
in
our
school
security.
I
We
do
have
the
other
gap
and
that's
because
our
officers
are
on
a
four-day
schedule.
What
happened
at
bartlett
recently
was
we
predicted
that
could
happen
for
years
is
we
only
had
one
sro
scheduled
to
be
there
and
that
sro
was
was
somewhere
else
or
on
leave,
and
so
we
had
a
lack
of
an
sro
when
we
had
a
firearm
threat
from
external
bartlett
at
that
school
and
we've
always
known
there
was
that
potential
gap
and
it's
pretty
horrifying.
I
It
actually
occurred
and
just
all
the
praise
in
the
world
to
the
staff
there
that
did
phenomenal
efforts
to
prevent
that
from
getting
more
serious,
but
we
should
have
had
an
sro
at
that
school.
That's
that's!
Our
generally
assumed
thing
is:
we've
got
them
at
our
high
schools
and
we
didn't
have
one
there
that
day
because
of
that
four
day
schedule
with
a
lack
of
of
a
backup
for
the
one
person
that
was
one
officer
that
was
scheduled
to
be
there.
We
need
to
address
that
and
make
sure
it
doesn't
happen
again.
A
Darlene,
could
I
get
I
need
to
you've
had
that
was
two
things?
Can
I
come
back
to
you
in
a
minute?
Well,.
I
No
I'm
still
on
school
safety.
I've
got
two
more
points
on
school
safety.
Okay,
I
think
we
ought
to
be
looking
at
breaking
out
our
school
safety
projects,
our
elementary
school
hardenings
and
other
school
hardenings,
including
our
our
improvement
reform
of
our
our
locks
in
our
schools.
I
From
the
rest
of
the
bond
propositions,
I
supported
the
bonds
last
time
because
it
had
the
school
safety
part.
There
were
things
I
disagreed
with,
but
I
felt
adamant
about
the
school
safety
projects.
I
think
we
ought
to
give
the
voters
a
chance
just
to
take
that
right
off
the
table,
because
I
think
we
get
90
votes
for
the
school
safety
projects.
You
know
and
let
them
make
a
rational
decision
about
other
projects.
I
That's
one
recommendation
I'm
making
at
this
time
and
then
I
think
we
need
to
begin
to
plan
and
reduce
the
number
of
entry
points
into
our
middle
schools
and
high
schools.
I
know
we've
been
very
reluctant
to
do
that.
It's
going
to
be
a
big
challenge,
but
we
heard
the
testimony
from
our
retiring
sro
head
and
I
think
he's
right
on
that.
That
is
something
we
need
to
start
addressing
with
our
middle
schools.
Maybe
we
could
start
with
our
middle
schools
and
move
into
our
secondary
schools,
but
we
need
to
start
looking
at
that.
I
I
know
it's
not
going
to
be
popular.
I
know
that
everybody
wants
to
go
in
and
out
of
schools
all
through
every
door,
but
I
think
we're
just
faced
with
a
new
reality,
madam
president,
and
we
need
to
really
start
to
look
at
accomplishing
that
or
at
least
reducing
the
number
of
access
points
to
our
secondary
schools.
Thank.
A
You,
yes,
thank
you,
member
donnelly
in
the
I
think.
Looking
at,
we
still
have
two
people
that
wish
to
speak
and
we
have
at
least
one
person.
Maybe
two
people,
that's
here
to
testify,
or
at
least
provide
comment.
Can
we
get
I'd
like
to
extend
a
minute
at
the
meeting
ten
minutes
so
moved
okay
in
the
opposition,
all
right,
so
we
will
go
until
12
10..
A
Thank
you.
So
next
on
my
in
the
queue
we
have,
member
quinn
davidson.
J
Hi,
thank
you,
madam
president.
I
just
wanted
to
make
a
couple
points.
First,
I
appreciated
the
conversation.
That's
been
an
ongoing
conversation
for
years
about
mental
health
in
schools
and,
frankly,
outside
of
schools
as
well,
but
I
I
just
want
to
remind
members.
I
hope
that
the
members
who
are
speaking
up
about
how
important
this
is
will
join
the
rest
of
us
in
funding
these
services.
J
You
know
your
budget
is
your
values,
and
so,
if
you
care
about
public
safety,
you'll
support
school
resource
officers,
if
you
care
about
you,
know
making
sure
we
catch
problems
early
and
use
our
funds
efficiently,
you'll
support
early
education,
etc.
So
I
just
really
hope
that
this
conversation
will
translate
into
real
action
through
votes
to
fund
these
services.
J
That's
a
really
interesting
point
because
I
have
been
talking
with
dr
bishop
and
thank
you,
dr
bishop
and
others
for
years,
about
our
what
I
view
as
inequitable
public
school
system,
where
affluent
families
lottery
out
of
their
local
schools
to
predominantly
more
white,
more
affluent
schools
that
have
specialty
programs.
J
So
I
look
forward
to
working
with
the
new
superintendent
and
to
try
to
address
this,
and
I
think,
mr
president,
who
I
know
is
also
interested
in
this-
and
this
is
I'll-
tell
mr
constant.
There
are
a
bunch
of
us
who
want
to
really
tackle
this,
and
so
I
guess
I
want
to
start
thinking
about
again.
You
know:
we've
had
these
discussions
prior
to
covet
and
then
sort
of
got
out
of
it,
but
I
think
back
to
how
can
we
you
know
we
have?
J
We
have
schools
that
don't
even
have
free
lunch
for
breakfast
or
busing.
How
can
kids,
who
don't
have
affluent
parents
get
there?
They
can't
is
the
answer,
and
so
I
think
we
need
to
change
that,
and
I
just
want
to
continue
these
conversations.
J
A
Thank
you,
member
quinn,
davidson.
Next,
we
have
member
constant.
G
Thank
you.
I
too
have
a
couple
of
things.
First,
I
want
to
go
back
to
the
previous
conversation
about
covid
and
mental
health,
and
just
say
it
was
asserted
that
we
created
this
issue
through
covid,
and
I
rebut
that-
and
I
also
don't
share
the
perspective-
that
given
similar
circumstances
facing
a
potential
massive
death
event,
a
global
pandemic
that
we
wouldn't
shut
down
again.
G
I
hope
and
pray
that
we
never
have
to,
but
the
fact
is,
it
was
stated
on
the
very
first
day
of
the
emergency
that
if
we
fail
in
our
responsibilities,
you
will
see
dead
people.
If
we
are
successful,
people
will
question
whether
a
response
was
even
necessary
at
all
and
I'm
hearing
that
questioning
happening
here
and
it's
fine
to
question.
But
I
will
not
let
it
be
asserted
without
providing
an
alternative
perspective,
we
did
not
create
the
mental
health
issue
by
responding
to
the
pandemic.
G
That's
one
and
second,
is
to
mr
donnelly's
point
about
the
accountability
ordinance,
the
the
I
think
it's
worth
communicating
to
the
school
board.
Why
the
section
on
school
board
and
assembly
removals
was
shifted
to
a
six
vote
majority
to
initiate
the
process,
and
that's
because
the
previous
version
that
was
drafted,
the
current
version,
that's
drafted
in
the
code,
is
actually
out
of
compliance
with
the
charter
charter.
G
Section
701
part
b
reads
the
first
sentence:
proceedings
for
removal
of
an
elected
official
for
breach
of
the
public
trust
may
be
initiated
by
a
majority
of
all
members
of
the
assembly
or
the
school
board
in
the
case,
removal
of
a
school
board
member.
So
the
charter
actually
commands
that,
if
it's
to
be
done
it
will,
it
can
be
done
by
a
simple
majority
to
begin
the
process.
A
Thank
you,
member
constant
and
finally,
member
jacobs.
D
Thank
you,
madam
president,
just
wanted
to
to
first
acknowledge
and
thank
the
assembly
support
of
public
education
both
now
and
hopefully,
going
forward
to
remember
quinn,
davidson's
point.
We
as
a
board
were
able
to
allocate
specific
funds
towards
mental
health
and
our
most
recent
budget
in
part
and
which
might
not
have
been
possible
had
we
not
received
the
continued
support
from
the
municipality.
So
thank
you.
I
D
This
is
our
first
time
meeting,
and
so
I
know
you
folks
are
drinking
through
a
fire
hose
on
the
municipal
level.
You
haven't
jumped
right
into
first
quarter
budget
revisions,
as
you
have
time,
to
engage
the
district
to
learn
about
all
the
amazing
things
that
are
happening
here
in
the
district.
Please
know
that
I
stand
ready
to
be
a
resource.
I
know
other
board
members.
I
will
too
so,
please
feel
free
to
reach
out
and
thanks
for
everyone
attending
today,
we'll
see
you
next
time.
A
And
I
all
thank
you,
member
jacobs.
I
also
wanted
to
welcome
assembly
members
cross
insult
to
our
first
joint
meeting
and
we
look
forward
to
welcome
working
with
you.
This
is
also
dr
bishop's
last
and
she's,
probably
she's,
probably
don't
don't
jump
up,
and
but
this
is
her
last
joint
meeting
with
us
as
she
will
be
retiring,
and
I
just
wanted
to
make
sure
that
we
thank
her
publicly
for
your
leadership.
A
Your
com,
your
com,
compassion,
the
work
that
you
have
done
in
five
years,
as
as
a
person
who
was
here
before
is
phenomenal,
and
I
I
I
just
want
didn't-
want
you
to
meet
us
to
have
this
meeting
without
thanking
you
directly
and
for
the
the
work
and
the
the
leadership
that
you
have
given
to
this
district.
So
thank
you
and
we
will
of
course
have
a
little
more
of
a
presentation
on
monday.
A
Seek
is
a
secret
though,
and
then
the
other
person
this
is
her
last
meeting
is
katie
are
katie
she's
not
going
far,
but
she's
not
going
to
be
with
the
board
in
her
new
venture,
and
so
we
want.
I
want
to
also
publicly
thank
katie,
for
I
mean
I
don't
know
what
I
as
board
chair.
I
don't
know
what
this
board
would
do
without
without
katie,
so
for
both
katie
and
dr
bishop.
Please
join
me
in
in
giving
them
our
most
sincere
appreciation
and
gratitude
both
of
you.
F
There,
it
is
so
I
wanted
to
actually
thank
take
a
moment
for
us
to
give
a
round
of
applause
to
jeff.
Vinsky
he's
a
member
of
the
public
he's
standing
right
here.
He
came
here,
volunteer
he's
not
on
the
municipal
anchorage
school
board,
payroll
he's
on
he's
here
at
his
own
leisure
to
make
sure
the
public
process
is
administered
and
anyone
else
that's
here
not
being
paid
just
because
they
want
to
see
our
community
successful
and
our
government
held
accountable.
F
So
I'd
just
like
to
do
a
clap
to
jeff.
If
you
want
to
stand
up
and
clap,
we
have
that
ability
to
do
that
as
well.
Yeah
jeff
thinks
he's
an
expert
in
the
importance
of
vitamin
d
which
we're
all
getting
plenty
of
right.
F
I
believe
you
know
god
put
on
my
heart
last
night,
believe
it
or
not,
and
I
thought
about
every
member
of
the
assembly,
I
thought
about
every
member
of
the
school
board.
The
executive
tom
roth
katie,
grant
dina
bishop.
I
thought
about
everyone.
Mayor,
dave,
bronson,
michael
saved
former
health
guy,
and
it
was
forgiveness.
F
F
I
actually
had
sergeant
reynolds
come
to
my
work
when
I
worked
for
the
municipality
of
anchorage
before
conveniently
the
mayor
wrote
that
position
out
of
the
budget,
and
it
was
unanimously
approved
by
the
entirety
of
the
assembly.
Now
there
there's
a
you
know:
when
a
man
does
his
job,
he
works
really
hard.
There's
only
one
way
to
get
rid
of
somebody.
F
It's
pretty
blatantly
obvious
when
the
guy,
who
did
a
public
citizen's
arrest
on
the
entirety
of
the
anchorage
school
board
and
the
entire
anchorage
assembly
and
the
mayor,
because
you
know
it's
a
it's
an
important
thing
to
me.
When
you
know
kids
are
being
jabbed
with
bio
weapons
that
we
hold
them
accountable,
and
you
know
I
I
love
all
you
guys,
but
we
can
love
each
other
and
work
together.
F
You
know:
nile
sherwood
williams
is
still
in
court
to
this
day
to
coming
to
a
joint
school
board
meeting
in
december,
7th
2020
mine
was
dismissed,
but
they're
still
going
after
people
like
january
6th,
and
you
know
they're.
You
know
just
think
about
how
you
could
pardon
these
people
and
forgive
them,
because
we
have
we're
talking
about
courts.
We
have
support,
we
have
awesome
laws
and
the
last
state
constitution,
article
1,
section
8.
The
grand
juries
can.
R
R
Okay,
my
name
is
my
name
is
jeff
fenske
and
I
like
to
talk
about
vitamin
d,
because
it's
the
whole
solution
to
this
whole
mask
thing
when
dr
bishop
talked
about
enunciating
non-standing
words
being
so
important
for
for
people
being
able
to
speak
and
learn
consonants
and
all
that
the
mass
muscle,
the
sound
and
the
children
can't
see
the
lips,
and
I
have
no
idea
why,
when
children
are
in
danger
of
dying
from
kovid
that
this
was
mandated
and
the
teachers
shouldn't
even
be
wearing
masks,
all
they
need
is
high
enough
vitamin
d,
5
000
to
10
000
iu
per
day
and
make
sure
they're
above
50
nanograms
per
milliliter
getting
tested
and
and
it's
it's
almost
impossible
to
get
the
cytokine
storm
that
people
die
from
and
that's
what
they
put
people
on
ventilators
for
and
also
mental
health
for
years,
we're
in
alaska
eight
months
out
of
the
year.
R
So
we
have
a
lot
of
obese
children
who
need
a
lot
more
vitamin
d
and
it's
and
on
my
website
to
be
free
dot,
press
t-o-b-e-f-r-e-e,
dot,
press
article
pin
to
the
top
has
three
articles
for
the
assembly
and
the
third
one
is
on
vitamin
d,
and
I
have
it
all
there.
I
showed
a
video
before
the
assembly
of
a
of
a
an
afro-american
teacher
who
was
clinically
depressed,
actually
institutionalized
for
depression.
R
She
got
healed
from
her
depression
by
taking
10
000
ius
of
vitamin
d
in
alaska.
We
need
to
get
together
on
this.
There
was
a
senator
sears
who
was
on
this
state
senator
alaska
state
center,
who
was
on
top
of
vitamin
d
for
a
long
time
nobody's
taking
it
up,
it's
just
a
no-brainer.
It
makes
people
feel
right
and
it
helps
people
love
each
other.
A
So
that
brings
us
to
our
closure.
Our
our
next
scheduled
joint
meetings
are
the
next
two
is
september,
one
and
september
9th
and
the
other
is
december
9th,
and
with
that
I
will
accept
a
motion
to
adjourn.