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From YouTube: ASD School Board Meeting 04/18/22
Description
00:00:03 Call to Order / Roll Call / Flag Salute
00:01:22 Land Acknowledgment / Opening Statement
00:02:31 Approval of Agenda
00:03:11 Student Advisory Board Report
00:05:46 College, Career, Life Ready
01:00:31 Public Comment
01:23:21 Voting on Consent Agenda items
01:26:04 Superintendent Update
01:43:39 School Board and Administration Comments
01:54:23 Adjournment
A
A
A
B
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
are
honor
the
traditional
care
that
has
been
given
to
this
land
throughout
generations.
B
A
And
in
addition,
we'd
like
to
welcome
you
to
our
meeting
and
thank
you
for
attending
and
for
supporting
the
work
of
this,
the
anchorage
school
board,
the
board
thanks
its
students,
parents,
teachers,
staff,
school
business
partners
and
the
entire
community
for
your
investment
in
our
district
with
and,
and
that
includes
your
time,
your
talent
and
your
tax
dollars.
So
welcome
to
our
meeting
and
thank
you.
A
D
A
A
B
Okay,
so
sab
or
student
advisory
board
held
their
last
meeting
of
the
school
year
on
tuesday
april
12th
at
11
15
a.m.
We
started
our
meeting
by
playing
person
bingo,
and
then
we
approved
the
agenda
in
last
month's
minutes.
Then
there
was
an
awesog
or
alaska
association
of
student
government
report
from
our
region,
4,
reps,
maggie
and
josh
from
polaris.
B
Then
we
heard
from
andrew
ball
about
the
calendar
committee
update
and
school
board.
Member
carl
jacobs
shared
his
monthly
report.
After
that
we
did
elections
where
brooklyn
stock
from
diamond
was
re-elected,
as
vice
president
marielle
corton
from
diamond,
was
re-elected.
As
our
secretary
and
kahala
green
from
family
partnership
charter
school
was
elected
as
our
new
public
relations
officer.
B
We
then
moved
into
school
reports
where
every
school
middle
school
and
high
school
shared
any
end
of
the
year.
Events
they're
doing-
and
you
know
something
that
they're
doing
like
particular
to
their
school.
Only
and
then
at
the
end
of
the
meeting
we
had
everyone
take
a
survey
about
sab
and
how
we
can
improve
what
we
did.
Well,
what
do
you
want
to
see,
etc?
B
E
Thank
you,
mr
president.
Another
question
for
miss
shaw,
but
did
want
to
say
that
it's
been
a
privilege
to
be
able
to
sit
in
on
the
sab
meetings
and
congratulations
to
president
shaw.
I
know
she'll
be
leading
the
group
next
year.
I
don't
think
I'll
be
allowed
to
repeat
as
the
board
member
representative,
but
it
has
been
great
and
highly
encourage
anyone
to
come
to
watch
and
and
participate
in
the
meetings.
Thank
you.
A
A
The
indicator
we're
looking
at
tonight
and
having
our
conversation
around
is
attendance.
As
indicated
in
that
in
the
report,
attendance
is
a
strong
indicator
for
success
in
college
career
as
well
as
life.
There
is
a
direct
correlation
between
students
who
attend
school
regularly
and
higher
academic
achievement
levels.
A
missed
school
day
is
a
lost
opportunity
for
students
to
learn.
A
A
A
The
reports
also
shows
the
data
for
the
three
previous
reporting
periods,
the
current
reporting
period
and
the
target
reporting
period.
The
report
shows
the
superintendent's
evaluation
of
performance
via
map
performance
as
on
track,
and
the
report
shows
supporting
documentation
and
is
real
clear
about
our
next
steps,
with
all
components
being
in
order.
We
are
ready
to
begin
our
progress
monitoring
conversation.
F
D
G
G
So
that's
a
great
question
and
we've
really
struggled
with
this
for
a
long
time,
because
the
goal
is
really
to
have
students
at
school
learn,
and
so
we
want
them.
If
you
will
there's
some
questions
that
came
through
about
their
work
and
we
want
them
to
make
up
their
work
when
they
can
and
actually
do
the
tasks
that
will
assist
them
in
in
learning
and
achieving.
G
But
unexcused
and
excused
really
does
go
back
to
parent
knowledge
and
notification
to
our
schools,
and
it
was
very
important
that
we
have
the
distinction.
Our
schools
did
share
with
us
that
it
was
important
to
have
this
distinction
and
continue
to
have
it
so
that
communications
with
parents
it
didn't
matter.
G
G
D
D
I
mean
you
want
them
to
learn
what
they
would
be
missing
in
class,
but
are
they
actually?
If
there
is
a
test?
That's
missed.
Is
that
child
responsible
for
making
that
up
in
a
way
that
would
be
different
than
if
a
parent
didn't
know
to
call
and
excuse
their
child's
absence?
I'm
not
sure
if
I'm
asking
the
question
correctly.
G
G
You
know
what,
when
you
chose
to
be
this
unexcused
and
not
have
prior
permission
nor
notification
of
your
parent,
you
don't
have
the
ability
to
make
up
these
participation
points,
and
so
it's
very
nuanced,
if
you
will,
but
in
the
general
sense
of
having
the
ability
to
make
up
the
work.
We
want
that
to
happen
generally
in
elementary
schools.
We
try
to
catch
kids
up
prior
to
sometimes
teachers
send.
G
Learning
and
having
the
test
be,
let's
see
shared
if
you
will,
if
they
take
it
early
so,
depending
on
the
security
of
the
tests
and
and
assessments
and
the
you
know,
the
high-stakes
nature
of
them,
the
the
options
for
children
would
be
different,
but
again
it
goes
back
to
the
classroom,
the
teachers
communication,
the
behaviors
of
the
child,
but
also
the
situations
of
the
families
we
take
and
our
teachers
take
into
account
some
hardships.
That
really
are
our
families.
Experience.
E
E
G
I
I'm
not
sure
of
the
question
regard
to
a
teacher
having
an
opportunity
to
correct
it
or-
or
things
like
that,
but
I
I
do
want
to
share
that.
This
is
probably
data
collection.
Around
attendance
is
a
bugaboo
to
begin
with.
I
think
the
states
that
actually
get
funding
california
and
texas
in
regard
to
they
get
state
funding
in
regard
to
attendance,
not
enrollment,
and
so
they
are
very
precise
with
like
how
to
do
it.
But
for
us
we
changed
it
a
few
years
ago.
G
G
They
were
marked
absent
all
day
when
really
they
came
in,
but
it
was
after
it
had
been
already
entered
in
the
computer.
So
there's
a
certain
time
of
day,
we've
standardized,
you
know
if
they
come
in
before
this
time,
it's
a
half
a
day
or
a
whole
day.
Things
like
that,
so
we
want
to
work
with
parents
and
students
in
regard
to
our
teachers
do
in
regards
to
their
attendance,
but
you
know,
and
and
that
involves
really
making
the
stakes
a
little
higher
or
finding
that
goldilocks.
G
E
No
thank
you
I'll,
be
glad
to
clarify
dr
bishop,
and
if
this
is
something
we
need
to
take
offline
by
all
means.
So
if
a
teacher
realizes
whether
it
be
conversation
with
a
student
or
some
other
way
that
they
there
was
a
mistake
made
and
the
student
was
marked
absent,
that
wasn't
is
that
something
a
teacher
can
correct
the
the
next
day
or
later
in
the
week,
or
is
that
something
that
gets
handed
to
an
administrator
for
parent
follow-up
that
may
or
may
not
occur,
that
might
impact
data
integrity.
G
But
we
do
try
to
correct
those
when
there
are
errors
so
that
the
data
becomes
correct.
Now
that's
a
teacher
error,
but
sometimes
this
what
we
found
over
time
is
that
our
systems
are
different.
Schools
we've
had
to
schedule
within
the
first
10
minutes,
do
attendance
or
after
this
time,
like
I
said
before,
we're
starting
to
standardize
timing
around
it,
so
that
that
provides
more
efficacy
for
the
data.
H
I
Chronic
attendance
is
there
any.
I
know
we
talk
about
other
states,
but
I
I
know
repercussions
in
other
states.
Is
there
any
follow-up
or
any
accountability
that
the
district
has
for
children
or
families
who
have
really
chronic
attendance,
whose
students
have
really
chronic
attendance,
chronic
absenteeism,
I'm
sorry
chronic
attendance
absenteeism,
chronic
attendance
is
good.
G
G
You
know
my
report
says
that
I
believe
we're
on
track
and,
and
that
might
cause
some
cognitive
dissonance
with
the
board,
but
I
want
to
share
that
for
two
years
we
said
if
you
have
a
sniffle,
a
headache,
a
cough,
please
stay
home
and
so
we've
created
behaviors
and
really
they
continue
in
regard
to
health
and
safety
precautions
that
we've
built
in
behaviors
into
our
students
to
stay
away.
So
I
just
wanted
to
make
this
this
caveat
about
chronic
absenteeism
as
of
late.
G
If
you
recall,
we
had
over
800
absences,
we
weren't
even
in
school
for
a
month
and
it
was
killing
us
because
of
close
contact.
So
I
eliminated
the
close
contacts.
Then
we
went
to
quarantine
procedures
for
understanding
about
the
virus
and
we
went
to
pcr
tests
in
our
schools.
That
was
a
major
movement
not
only
for
our
students,
but
our
teachers.
G
There
were
many
many
teachers
who
were
upset
that
they,
if
they
had
a
symptom,
they
had
to
wait
for
five
days
to
come
back
and
because
those
you
know
those
at
home
tests
and
pcr
tests
at
local
testing
places.
You
know
took
a
long
time.
So
some
of
the
two
major
actions
that
I
took
this
year
were
specifically
around
changing
some
of
the
attendance
and
getting
kids
and
and
our
staff
back
at
school
who,
who
severely
wanted
to
be
there
so
but
prior
to
coven.
G
We
also
had
chronic
absenteeism,
and
so
there
are
differences.
We
have
worked
with
again.
You've
heard
it
from
earlier
in
the
work
session,
a
company,
positive
behavior
interventions
and
supports,
and
they
also
have
this
really
fantastic
work
around
absenteeism
and
how
to
work
through
tiers
in
our
system,
and
we
had
10
and
then
20
and
then
anything
over
20
79.
You
know
percent
and
it
was
our
tier
three
in
different
schools.
G
Utilize
different
features
for
those,
but
you
specifically
ask
for
tier
three
and
those
many
times
are
meetings
with
families
identifying
why
everything
from
buying
an
alarm
clock
to
having
someone
a
friend
go
to
the
house
to
help
a
child
wake
up
and
get
to
school.
If
it's
a
high
schooler
that
gets.
G
You
know
off
by
themselves
to
really
utilizing
our
community
partners
and
focusing
on
attendance
with
parents
as
well,
because
many
of
our
kids
and-
and
this
is
interesting-
I,
when
I
reverend
green
once
talked
to
me
about-
can
you
instill
you?
You
have
to
talk
to
more
than
the
kids
and
the
parents
at
the
same
time,
but
we
also
need
to
get
translators
to
them
because
the
kids
are
not
being
truthful
to
their
parents.
G
You
know
they're
kind
of
they
know
english
and,
and
they
know
more
like
school
language
and
their
parents,
so
they're
kind
of
not
telling
truths.
He
said
so
that
cued
us
into
really
utilizing
if
we
find
absences
for
for
students
of
different
languages
to
really
engage
the
family
in
educating
them
about
what
that
means.
What
you
know,
what
does
attending
school
mean
for
the
success
of
their
student,
and
you
know,
prior
to
this
time
also
we
had
competitions
and
contests,
and
you
know
they-
the
kids
had
little
bands.
G
That
said,
nine
is
fine,
meaning
that
you
can
have
up
to
nine.
But
after
nine
absences
we're
gonna,
you
know
get
involved
and,
and
some
consequences
might
happen
or
some
extra
time
that
you
have
to
give
so
there's
been
lots
of.
If
you
will
interventions
that
are
really
crafted
around
leadership
groups
at
buildings,
but
for
severe
absences
generally
counselors
administrators,
we
do
home
visits,
we
do
contracts
with
kids.
We
find
that
if
they're
struggling
in
the
morning
changing
you
know
their
schedule
to
where
they
don't
have
a
first
period.
G
G
I
know
I
went
on
for
a
little
bit
a
long
time,
but
I
I
do
want
the
board
to
know
that
we're
in
a
a
different
time
right
now
and
we
are
re-gaining
the
trust
of
our
kids,
that
coming
to
school
and
engaging
them
that
if
they
come,
I
know
if
they
can
get
themselves
here
for
three
weeks.
They
will
be
engaged
with
their
teachers
and-
and
we
have
such
wonderful
classrooms
that
they're
going
to
want
to
be
there
and
they're
going
to
have
that
relationship
with
their
teacher.
G
H
A
What
what
kinds
of
education
are
we
giving
to
parents
other
than
the
handbook?
What
what
are
we?
How
are
we
getting
the
importance
of
attendance?
I
know
a
couple
of
years
ago,
pre-coveted
every
school
had
an
attendance
goal.
I
mean
I
would
walk
into
schools
and
see
you
know
they
had
challenges
going
on.
They
had
bulletin
boards,
they
had,
it
was
a
big
deal.
It
was
a
talk
of
the
school
that
was
one
of
the
first
things
out
of
staff,
mouth
and
kids.
G
Sure
so
so
that's
that's
a
great
question,
president
bellamy,
and
we
continue
to
do
that
and
we're
starting
to
build
those
back
up.
But
it's
still
at
this
point
in
time
a
little
counter-intuitive
when
we're
saying
if
you
have
a
cough
and-
and
I
know
the
board
has
received
several
complaints,
we
still
do
have
a
protocol
that
if
you
are
displaying
symptoms,
that
you
should
stay
home,
we
still
have
kind
of
a
a
hard
stance
on
that
to
keep
our
buildings
safe.
G
And
so
as
we
move
towards
the
new
omicron
variants.
Where,
as
you
hear,
you
know,
the
medical
experts
speak
that
the
covet
is
becoming
more
transmissible
but
less
severe,
especially
with
with
you
know
the
different
types
of
mitigation
that
we
have,
that
we
can
get
back
into
a
more
regular
rhythm.
But
at
this
point
in
time
many
of
those
really
aggressive
techniques
that
were
school-wide
are
the
exact
it's
causing
cognitive
dissonance
with
our
parents
and
our
kids,
because
they're
saying
okay,
you're
telling
me
to
be
here,
then
you're
telling
me
to
go
home.
G
When
I
do
get
my
kid
here,
so
we
will
regain
traction
with
those
things.
I
don't
think
that
this
fourth
quarter
is
where
we're
going
to
do
that.
We
have
started
with
conversations
with
parents
and
kids
identifying
where
it
is
truly
a
behavior
issue
and
not
an
illness
issue
and
so
we're
drilling
those
down.
But
to
have
you
know
the
banners
and
the
the
parties
and
the
rewards
when
we
continue
to
operate
in
this
covet
environment.
G
G
It's
it's
not
so
much
as
this
overlay,
which
you
know
like
you,
said,
the
banners
and
things
it's
it's
more
one-on-one
with
hey.
I'm
noticing
an
academic
fall,
your
child's.
Not
here
they
were
here,
is
it
due
to
illness
or
is
there
something
I
can
do
we're
really
working
on
that
individualized
relational
capacity
level
right
now
as
to
not
provide
mixed
messages
to
our
families,
we
want
to
keep
you
know
our
teachers
safe
in
school.
G
G
We
had
everything
from
the
golden
shovel
that
schools
had
school
to
school
competitions
classrooms
had
star
competitions
that
if
their
classroom
had
students,
you
know
that
had
ninety
percent
of
the
kids
are
there
ninety
percent
time
they
got
stars
above
their
doors,
and
I
mean
there's
just
quite
a
bit
of
that
celebration
and
discussion
and,
as
you
know,
as
a
principal
in
asd,
it
was
just
our
lifeblood.
But
we're
really
in
a
place
that
we
know
attendance
and
behaviors
of
showing
up
are
important.
G
It's
just
that
we
have
to
be
really
level-headed
and
and
deliberate
in
how
we
communicate
those
as
to
not
send
mixed
messages.
So
so
thank
you
for
that,
and-
and
I
do
want
to
acknowledge
that-
and
we
look
to
get
there
again,
because
it's
fun
and
exciting
to
to
celebrate
those
types
of
things
and
encourage
kids,
but
right
now
we're
in
this
catch
22..
G
A
J
A
G
G
But
the
message
from
teachers
about
the
importance
of
attendance
when
you
are
capable
of
coming
and
being
present
and
participating
is
an
action
that
will
have
success
later
on
or
all
those
larger
messages
that
we're
trying.
So
in
regard
to
baseline,
I
think
we
have
a
five-year
average,
we'll
kind
of
learn.
Once
again,
you
know
when
we
get
to
a
place.
G
D
Thank
you.
I
appreciate
dr
bishop,
your
response
a
few
minutes
ago,
essentially
saying
that,
yes,
we
do
have
an
mtss,
a
multi-tiered
system
for
understanding,
chronic
absenteeism,
the
tier
one
tier
two
tier
three.
I
don't
really
see
that
in
this
progress
monitoring
and
I
feel
like
I
won't
on
one
hand
I
want
to.
I
want
to
ask
that
in
future
reports
the
board
is
presented
with
information
about
how
many
of
our
students
you
know.
D
If
we've
got
nine
to
eleven
thousand
students
going
back
to
the
2016-17
school
year,
you
know
who
are
chronically
absent.
I
I
do
have
a
curiosity
about
how
many
of
them
are
acutely
chronically,
absent
or
or
maybe
chronically
absent
in
a
less
acute
manner,
because
then
I
would.
I
would
hope
that
we
would
have
an
understanding
of
the
resources
that
are
being
targeted,
but
I
don't
want
to
ask
for
information,
but
I
I
guess
I
find
that
salient,
so
I
wouldn't.
D
G
Yeah
that
that's
a
great
question
and
we
we
have
been
just
reversed
when
utilizing
the
pbis
for
quite
some
time
and
that's
what
engages
and
schools
utilize
those
they
really
break
down
their
chronic
absenteeism
in
those
those
leadership
groups
that
they
do
when
they
look
at
data
when
they
have
whatever
they
call
data
meetings.
Things
like
that,
so
they
look
at
academics.
They
look
at
attendance
and
are
they
the
same
and
and
to
your
point
and
not?
G
Everybody
is
treated
the
same
because
we
have
many
things
that
show
up
as
chronic
that
aren't
causing
a
negative
impact
to
academics.
Interestingly
enough,
whether
that
would
be
sports
travel,
many
of
our
own
teams
are
out
quite
a
bit
depending
on
the
travel
that
they
take
out
of
state.
You
know
we
just
had
a
wonderful
choir
group
from
west
wind
nationals
and
they,
you
know
we're
gone.
G
It
has
just
made
sense
for
us,
but
if
there's
a
curiosity
I
can
see
you
know
how
much
work
it
is
to
to
get
those
data
for
you
for
you
as
well,
but
we
like
to
keep
30
000
foot
view
where
it
belongs
and
then
allow
our
schools
and
our
teams
to
really
dive
down
where
they
actually
can
affect
the
work
that
that's
really.
Why
we,
I
don't
really
collect
it
at
my
level
either.
G
What
our
elementary
folks
tell
us
that
these
kids
had
a
great
start
with
k1
they're
engaged
with
their
teachers
and
again
when
you're
engaged
and
you're
getting
up
upper
elementary
kids
generally,
don't
have
to
be
woken
up
too
much.
They
are
eager
to
get
themselves
ready
and
get
rest.
You
know
to
your
point
earlier.
G
A
lot
of
our
our
middle
and
high
school
kids
are
having
to
get
up
earlier,
which
is
not
their
circadian
rhythm,
but
these
elementary
kids
are
are
up
and
at
them
in
the
morning,
can
get
dressed
on
themselves
self-starters
and
really
had
a
started
off
their
schooling
on
the
right
foot.
You
know
having
a
really
solid
k1
experience,
k12
experience.
G
We
want
to,
you,
know,
grow
that,
but
again,
not
as
an
excuse
but
kind
of
a
realistic
observation
is
the
rough
start
of
this
year,
as
well
as
last
year
in
regard
to
our
students
and
and
I'm
species
speaking
this
year
as
well,
because,
even
though
we
didn't
close
schools,
our
staffing,
I
mean
when
I'm
going
for
seven
weeks
straight
into
elementary
schools
to
to
teach
that
is
not
consistency.
I
loved
it.
I
enjoyed
it.
G
I
was
in
little
people's
classes,
but
they
loved
their
teacher
and
when
their
teacher
was
out
ill.
That
is
also
a
disruption
to
learning.
So
not
only
the
student
absence,
but
adult
absences
is
also
a
disruption
and
we've
been
dealing
with
a
virus.
That's
keeping
us
out
and
our
protocols
are
as
well
so
to
answer
your
question
three
four
five.
They
said
they
get
themselves
up,
they're
eager
for
school
and
they
had
a
great
start.
E
Thank
you,
mr
president.
So
a
question
regarding
the
the
breakdown
by
my
school
type.
On
page
four,
the
the
largest
year-over-year
decrease
in
attendance
overall
attendance
rate
appears
to
be
charter.
Schools,
I'm
curious
if
we
have
any
thoughts
as
to
why
that
might
be,
and
then
at
minimum
is
it
reasonable
to
we
had
a
conversation
regarding
transportation
when
we
passed
our
budget,
is
it
reasonable
to
consider
this
to
be
a
data
point
as
to
what
possible
benefits
of
addressing
that
transportation
gap?
Thank
you.
G
G
If
transportation
was
provided,
that
students
would
go,
we
did
have
differences,
and
so,
if
you
look
at
from
one
year
to
the
next,
the
capturing
of
the
data
when
schools
were
still
in
online
learning
and
in
virtual
learning
last
year,
our
charter
schools
waited
and
stayed
many
of
our
charter.
Schools
did
not
open
when
our
neighborhood
and
other
lottery
schools
did.
They
took
off
an
extra
some
quarter
if
you
will,
and
sometimes
even
into
the
fourth
quarter.
So
we
had
aquarian
ricochulum
the
native
charter
school.
G
I
know
for
for
certain.
They
didn't
not
start
back
in
january,
as
all
the
other
students
did.
So
when
we
were
keeping
high
quality
attendance
records
for
the
rest
of
the
district.
During
that
time,
the
charter
schools,
who
had
primarily
younger
kids
in
them,
they
were
still
on
everybody,
defaulted
to
being
there.
G
If
they
logged
on
or
did
homework,
you
know
if
they
you
know
produce
some
kind
of
they
didn't
even
necessarily
have
to
be
on
during
the
time
that
the
teacher
was
live
if
they
could
show
that
they
logged
on
later
and
looked
at
the
lesson.
So
the
manner
in
which
we
took
attendance
last
year
to
this
year
could
be
artificially
inflated
or
deflated.
G
If
you
will
just
from
the
differences
of
what
education
looked
like,
but
primarily
our
charter
schools
last
year
did
not
start
for
a
majority
of
them
until
the
fourth
quarter,
so
their
third
quarter
would
look
really
good
last
year,
which,
which
might
then
show
a
decline,
or
you
know,
or
coming
back
to
school.
You
know
the
systems
may
not
have
been.
You
know
as
accurate
as
our
neighborhood
schools,
for
which
we
really
articulate
a
pattern
and
a
cadence.
D
This
is
a
question
that,
because
of
because
of
this
presentation,
it
came
from
from
the
equity
dashboard,
which
you
can
look
at
year
over
year,
or
you
can
look
at
sort
of
the
set
of
years
and
divided
by
grades,
and
one
of
the
things
that
caught
my
eye
is
that
chronic
absenteeism
seems
more
pronounced
among
economically
disadvantaged
females
than
economically
disadvantaged
males.
Really
in
that
pivot
points
around
seventh
grade,
and
so
I'm
just
wondering
you
know
we're
thinking.
G
Our
older
lower
socioeconomic
students,
especially
females,
are
caring
for
their
younger
siblings
and
they
don't
start
school
till
later,
and
so
our
high
school
and
middle
school
kids.
We
have
found
this
out
from
the
data
and
asking
the
schools
when
they
did
their
data
teams.
They
did
the
action
research
to
find
out.
G
Why
aren't
our
kids
and
they
found
that
many
students
of
lower
socioeconomic
support,
the
family,
because
their
parents
are
off
to
work,
have
to
stay
so
that
younger
siblings
get
off
to
work
and
then
many
times
then
they'll
get
on
a
city
bus
and
get
to
school.
So,
yes,
they
are
addressed
even
to
that
detail,
but
again
it's
not
at
the
district
wide
level,
because
you
know
there
isn't
this.
You
know,
like
I
said
this,
this
magic
pill
that
makes
everything
go
away.
G
A
A
G
That's
a
great
question
and
you
you
really
stated
it.
It
is
complex
and
it's
many
different
levels,
but
as
part
of
the
data
that
we
look
at
you
you
heard
kind
of
this,
we
want
to
work
on
sel
mental
health,
behaviors
kind
of
barriers,
core
stressors
of
kids,
but
at
the
same
time
we're
not
going
to
say.
Oh
academics
isn't
important,
because
the
reason
that
we
do
things
is
to
help
our
kids.
G
G
And
you
know
what,
when
they're
littler,
that's,
probably
terrible
when
they're
younger
the
little
bitty
ones
it
comes
out
in
odd
behaviors
and
as
naughty
behaviors,
you
might
say,
and
as
kids
grow
it
becomes
depression
and
other
behaviors
that
we
don't
want
to
see
as
well
so
understanding
and
really
having
top
people
organize
and
convene
the
work,
because
what
large
school
systems
have
done
and
I've
worked
in
them
for
32
years.
We?
What
we
have
done
is
siloed
everything
like
everybody
has
a
quick
fix.
G
You
know
just
now
to
our
cabinet
understanding
this
principles
and
that
we've
done
two
major
real
switch
and
functions.
Dr
akes
is
a
mastermind
of
data
and
he
has
assembled
a
strong
team
there
and
really
built
around
the
team
of
folks
that
we've
had
and
provided
leadership
with
them
of
understanding,
statistical
significance
and
differences,
and
so
that
our
assumptions
are
challenged,
because
sometimes
we
have
too
many
of
them.
G
And
then
we,
coupled
that
with
dr
knutson
and
kate
mclellan,
are
higher
of
a
behavioral
mental
health
specialist
and
a
school
psych
to
lead
this
work
who's.
Also,
an
academic
expert
to
lead
really
in
this
overall
with
the
chiefs
and
the
strategic
planning
piece
and-
and
I
can't
say
enough-
that
we
want
to
see
success
and
we
want
to
see
a
change
right
away.
G
You
might
see
it
in
my
face
when
my
I'm
there,
like
just
the
frustration
of
of
not
getting
this
or
you
know,
we
should
have
done
that,
and
this
and
and
just
understanding
what
this
pandemic
has
done
to
us,
what
it's
done
to
our
staff,
our
kids
and
our
families,
and
and
how
we're
connecting
each
other
connecting
with
each
other
and
with
those
outcomes
that
we
want
to
support
people
in
moving
forward.
Because
we're
going
to
do
it
together.
F
G
E
E
G
Oh,
mr
jacobs,
you've
hit
the
nail
on
the
head
in
such
a
large
district,
that's
what
we
work
towards
and
and
so
it's
engaging
and
working
with
our
leadership
in
buildings
with
meaning
teacher
leaders
as
well.
I
mean
teachers
are
leaders,
they
lead
a
class
of
students,
they
lead
five
classes,
six
classes
of
students,
so
they
they
lead
through
this
and
and
working
with
students
to
understand
and
staff.
Rather
to
understand,
situational
awareness
of
capturing.
You
know
we
talked
to
be
it.
G
You
know
capturing
a
kid's
heart
if
they
know
you
care,
they're,
gonna
care
what
you
know
right
and
so
a
lot
of
times.
Our
our
prior
punitive
measures
haven't
guaranteed
the
learning,
because
we
haven't
guaranteed
the
relational
capacity
that
we
have
with
our
staff,
and
it
can
be
summed
up
like
you
know.
G
Sometimes
we
think
kids
aren't
doing
it
because-
and
we
actually
did
an
action
research
on
this
at
west
high
once
when
it
was
about
failing
grades
and
students
not
being
in
school
and
some
of
the
comments
I've
shared
this
before
when
we
looked
at
the
connectedness
survey.
The
response
from
kids
was
that
yeah,
you
care
about
my
academics,
but
they
couldn't
iden.
Only
half
our
kids
could
identify
someone
in
the
school
that
cared
about
them
personally,
which
really
broke
our
hearts
as
educators
and
west
high
took
it
to
another
level.
G
They
ended
up
doing
an
action,
research
and
taking
a
a
handful
of
students
and
asking
them
hey.
You
got
this
f,
and
then
they
asked
the
teachers.
The
counselors
did
this.
Why
do
you
think
these
kids,
you
know,
didn't
receive
good
grades,
and
why
do
you
think
and
then
they
asked
the
kids?
Why
didn't
you
get
good
grades
and
it
really
brought
the
staff
and
students
together?
So
this
is
just
an
example
of
how
we
do
this.
We
engage
the
people
in
the
work
staff
comments.
G
G
I
go
to
do
math
help,
because
my
teacher
can't
do
it
any
other
time
so
that
just
conflict.
I
don't
I'm
afraid
to
ask
my
teacher
a
question
because
I
don't
know
if
I'm
going
to
get
embarrassed
when
the
teachers
saw
those
things,
remember
jacobs,
it
broke
their
heart
and
they
began
to
start
to
think
about.
G
How
do
we
connect
with
our
children
with
the
hearts
first
so
that
you
know
if
they
they
know
we
care,
then
they
care
what
we
know
and
they
just
started
making
those
those
simple
changes
and-
and
that's
what
it
is
you
know
we
would
never
tell
a
little
toddler
who's
learning
how
to
walk
when
they
fall
down.
Why
don't
you
just
try
harder?
You
know,
stand
up
and
try
harder.
G
Of
course,
when
there's
problems,
you
know
principals
delve
into
it
staff,
especially
in
their
different
constructs.
If
it's
english
or
science
they'll
come
up
in
their
department
and
come
up
with
you
know,
these
are
going
to
be
what
we're
going
to
do
in
math,
and
this
is
how
we're
going
to
operate
in
science
so
that
it
they
bring
some
consistency.
But
it's
got
to
start
with
those
teams
in
in
engendering
those
ideas,
with
guidance
about
best
practices
and
and
then
when
they
own
it
themselves.
G
So
while
we
engender
people,
we
need
to
know
what's
working
and
what
isn't
and
then
we
re-engage
it's
it's
that
cycle
of.
You
know
that
continuous
learning
cycle
about
really
meeting
these
goals
as
well,
but
that's
a
great
question
and
it's
always
one
of
the
toughest
things
to
do
in
a
district.
Our
size.
A
A
A
A
A
A
A
The
school
board
welcomes
the
public
to
observe
and
contribute
to
our
meetings
through
their
comments,
but
to
be
productive.
Our
meetings
must
be
structured
and
civil
asd
conducts
public
meetings
under
robert's
rules
of
order.
Those
rules
require
the
board
and
the
public
to
be
civil
and
respectful
of
each
other's
opinion.
A
Opinions
and
statements
here
are
a
few
requirements
that
are
guidelines
in
our
board
room
one
do
not
attack
members
or
speakers
motives.
Speakers
may
point
out
what
he
or
she
believes
to
be
a
natural
consequence
of
a
board
action
but
may
not
engage
in
speech
that
personally
attacks.
Others,
please
refrain
from
disturbing
the
meeting.
This.
Basically
means
no
cheering
applause
or
outbursts
unless
you,
unless
you
are
testifying,
you
must
be
polite
to
the
board
and
other
speakers.
A
A
Additionally,
please
there
should
be
no
sign
waving,
flyers
or
posters.
So
as
president
of
the
board,
it
is
my
duty
to
enforce
these
rules
of
civility
and
decorum,
and
as
such
I
have
the
authority
to
rule
any
speaker
out
of
order
for
violation
of
the
rules,
and
with
that
we
will
start
our
public
our
first
hour
of
public
testimony
in
person.
I'll
call
your
name,
and
you
can
come
right
up
to
the
front
of
the
room
in
person.
We
have
deborah
hansen.
K
K
One
thing
we're
very
interested
in
knowing
is
what
are
the
anchorage
school
board
in
the
anchorage
school
district's
plans
now
for
inlet
view
school
with
the
prospective
bond
failure
currently
asd's
architect
contractor
contractors
going
ahead
with
the
same
plan
to
move
the
school
to
the
south
side.
They
are
to
reappear
before
the
urban
design
commission
in
june.
K
That's
one
question
the
next.
I
have
a
couple
comments.
I'd
like
to
make.
Have
you
ever
been
to
a
meeting
where
you're
just
there
for
show
the
meetings
just
for
show
they're
not
interested
in
your
participation?
They're,
not
interested
in
your
thinking
about
anything
they
just
want
you
to
be
there.
That's
how
we
have
felt
in
the
223
days,
since
we
found
out
about
inlet
view,
schools
meetings,
a
lot
of
things
have
been
done
pro
forma,
it's
meaningless.
K
It's
the
school
is
important
to
us.
It's
important
to
the
neighborhood
and
since
we've
been
trying
to
give
input,
there
have
been
no
substantive
changes
to
the
plans.
Asds
ignored
our
concerns,
ignored
our
letters,
ignored
our
testimony,
ignored,
basically
everything
we've
done
and
if
you
think
about
it,
we
submitted
a
letter
to
asd
with
107
people
signed
that
we
got
just
about
a
week.
If
you
think
about
how
many
people
we've
contacted
since
then,
and
think
about
just
me,
who've
lived
in
anchorage
for
40
years
worked
here.
Volunteered
go
to
school.
K
How
many
people
I
know
personally
plus
all
the
other
people,
and
you
think
about
it,
and
you
can
understand
why
it's
possible
that
the
bond
is
going
to
be
defeated.
We
urge
you
to
listen
to
the
neighborhood,
who
do
the
schools
belong
to?
Do
they
belong
to
asd?
They
not
only
asd.
Do
they
belong
only
to
the
teachers?
Do
they
belong
only
to
the
students?
Do
they
belong
only
to
the
parents?
They
belong
to
the
whole
community.
K
K
K
A
L
Good
evening
my
name
is
ben
elbow,
I'm
the
father
of
two
children
within
the
anchorage
school
district
and
I've
been
a
teacher
with
asd
for
18
wonderful
years.
Two
weeks
ago,
you
heard
testimony
regarding
the
inequities
that
occur
when
calculating
the
ptr
in
schools
with
dual
programs.
You
learn
that
at
rogers
park,
neighborhood
classrooms
have
more
students,
have
more
economically
disadvantaged
students
and
have
far
fewer
students
who
meet
district
benchmarks
when
compared
to
their
highly
gifted
counterparts.
L
L
If
you're
not
part
of
the
solution,
you're
part
of
the
problem,
it
was
a
common
bumper
sticker
I
saw
growing
up
and
when
it
comes
to
neighborhood
programs
and
special
programs
within
the
anchorage
school
district.
If
you
want
to
know
one
face
of
the
problem,
you're
looking
at
it.
It's
me
my
younger
daughter
is
a
second
grader.
This
year
she
went
to
kindergarten
in
first
grade
at
rogers
park.
It's
our
neighborhood
school.
L
It's
also
where
my
wife
and
I
both
teach
four
days
before
school
started
this
past
year
we
accepted
a
spot
for
my
daughter
at
aquarium
charter
school.
It
was
a
gut-wrenching
decision
over
which
my
wife
and
I
agonized,
despite
the
fact
that
her
teacher
and
the
staff
at
aquarium
have
been
excellent,
as
are
the
staff
at
rogers
park.
It's
still
a
decision
that
I
second
guess.
L
L
Last
august,
five
days
before,
students
showed
up
rogers
park
lost
a
neighborhood
primary
teaching
position,
thus
forcing
a
last
minute
shuffle
of
classlists
and
teaching
assignments.
Next
fall
we're
slated
to
lose
two
more
neighborhood
classroom
teaching
positions,
while
the
hd
program
will
not
see
a
reduction
in
teaching
staff
at
the
april
4
school
board
meeting
when
discussing
the
inequities
of
ptr
allocations,
school
district
administration
admitted
that
the
last
minute
shuffling
of
classroom
teacher
positions
is
disruptive.
L
L
This
disruption
occurs
disproportionately
at
neighborhood
schools.
It
also
drives
involved
and
engaged
families
like
mine
out
of
neighborhood
programs.
Our
neighborhood
programs
need
more
stability
until
ptr
allocations,
impact
special
programs
and
neighborhood
programs
equitably,
expect
more
instability
and
more
families
like
mine
to
flee
our
struggling
neighborhood
programs,
thus
exacerbating
an
already
an
already
problematic
situation
that
can't
be
solved
with
a
rubber
sticker.
We
appreciate
your
time
this
evening,
thanks.
M
M
As
you
have
probably
concluded
by
now,
the
asd
bond
has
failed
to
secure
majority
anchorage
voter
approval.
I
came
before
the
school
board
several
times
back
in
october
and
november
of
last
year
and
asked
you
to
address
the
problematic
and
sub-optimal
inlet
view
elementary
design
that
was
being
advanced
for
inclusion.
On
the
april
5th
bond,
I
expressed
concern
that
failure
to
cr
to
correct
the
divisive,
sub-optimal
design
could
lead
to
the
bonds
failure
in
april.
M
Well,
that's
exactly
what
happened.
Some
of
you
engaged
with
myself
and
other
concerned
neighbors
to
learn
more
about
the
issues.
This
was
recognized
and
appreciated,
but
unfortunately,
all
of
you,
with
the
exception
of
member
donnelly,
voted
just
two
months
ago
to
sign
off
on
this
sub-optimal
65
design.
M
A
N
N
So
what
I
was
saying
before
in
november
december,
that
could
not
be
really
evaluated,
given
that
there's
never
been
transparency
in
the
program.
It's
now
showing
that,
yes,
the
mayor,
wants
to
use
this
2.3
million
dollars
he's
called
it
2.4
million
dollars
to
provide
discretionary
funding
for
overtime
for
apd.
N
A
J
Hi
good
evening,
my
name
is
kai
coltenborn.
My
name
is
ty
coltenborn,
the
neighborhood
6th
grade
teacher
at
rogers
park
elementary
and
a
parent
of
two
kids
that
attend
the
rogers
park
neighborhood
school.
First.
I
want
to
thank
and
acknowledge
the
work
that
you've
been
doing
to
select
our
new
superintendent
as
well
as
advocating
for
house
bills.
220
272
273,
as
well
as
the
alaska
reads
act.
J
I
know
that
you
have
been
busy
I'm
asking
that
you
adjust
the
ptr
calculation
to
match
the
enrollment
of
each
program
at
rogers
park,
as
stated
previously
by
the
administration.
This
process
of
displacing
teachers
is
very
disruptive
and
they
already
have
a
plan
in
place
of
having
the
20
holdbacks.
In
order
to
make
adjustments
in
the
fall,
then
what
was
stated
next
was
that
95
of
those
holdbacks
are
put
back
into
neighborhood
schools
that
hold
specialized
programs.
J
J
Currently,
if
we
were
to
correct
the
pcr
for
our
specific
programs,
the
average
class
size
would
be
24
on
the
neighborhood
side
and
16
on
the
highly
gifted
side
as
she
had
previously.
This
initial
calculation
is
done
with
the
number
of
the
number
27
to
provide
a
little
bit
of
room.
This
is
not
providing
a
little
bit
of
room,
there's
no
room
on
the
neighborhood
side,
with
the
removal
of
two
teachers
on
our
neighborhood
side,
this
puts
our
low
average
at
27
kids
per
class
and
our
high
average
at
32
kids
per
class.
J
J
Please
advocate
for
our
neighborhood
programs
as
a
first
choice
to
families
and
to
be
proud
that
we
have
additional
lottery
and
qualification
programs
available
as
well
when
recognizing
the
diversity
of
our
district.
Please
advocate
for
all
the
programs.
We
offer
support
all
our
families,
the
ones
that
choose
to
stay
in
their
neighborhood,
the
ones
that
don't
have
the
choice
as
well
as
well
as
the
ones
that
have
the
ability
and
flexibility
to
choose
and
transport
their
children
to
schools
that
are
farther
away.
J
A
H
H
M
H
Because
it
affords
me
a
level
of
stability
and
autonomy
that
I
didn't
have
in
the
neighborhood
classroom.
As
an
hd
teacher,
I
am
far
less
likely
to
be
shifting
grade
levels
and
changing
curriculum
as
the
school
year
begins.
This
means
that
I
can
gain
a
level
of
mastery
in
the
subjects
I
teach.
I
know
weak
spots
in
the
material,
and
I
know
where
students
tend
to
struggle.
I
know
what's
redundant.
H
This
type
of
mastery
is
a
gift
to
my
students.
How
often
have
you
heard
a
parent
request
that
their
child
be
put
into
a
class
with
a
brand
new
teacher?
The
stability
also
means
that
I'm
less
stressed
and
more
satisfied
with
my
position,
which
trickles
into
my
life
and
teaching
in
ways
that
cannot
be
measured.
F
H
Facing
neighborhood
teachers
is
being
placed
last
minute
into
multi-age
classrooms.
Principals,
create
these
classes
out
of
necessity,
as
they
seek
to
balance
class
sizes
school-wide
with
fewer
teachers,
but
the
struggle
in
teaching
them
is
real
with
grade
level
specific
curriculum
across
core
subjects.
A
multi-age
teacher
has
two
math
programs.
Two
reading
programs,
two
two
two,
the
multi-age
model
can
be
hugely
beneficial
when
it's
intentionally
used
as
part
of
a
school
philosophy,
but
its
effectiveness
is
lost
when
classes
are
created
out
of
necessity.
H
Instead
of
pedagogical
theory,
research
has
shown
again
and
again
that
the
classroom
teacher
has
the
greatest
impact
on
student
success
as
a
district.
We
can't
expect
our
teachers
to
do
their
best
when
the
rug
is
literally
swept
out
from
under
them
days
before
the
year
begins,
or
sometimes
a
few
weeks
into
the
school
year.
H
Every
year,
non-neighborhood
programs
and
their
teachers
benefit
from
knowing
what
grade
level
they'll
teach
the
number
of
students
they
need
to
plan
for
the
space
they'll
be
setting
up
in
neighborhood,
teachers
should
be
afforded
that
opportunity
as
well
and
too
often
they're,
not
with
ptr
allotments
rogers
park
recently
lost
two
neighborhood
teachers.
We
lost
teachers
last
year
too,
and
then
we
hired
new
teachers
at
the
beginning
of
this
year.
H
We
may
well
get
the
chance
to
rehire
for
our
two
lost
neighborhood
positions,
this
upcoming
fall,
but
why
the
roller
coaster
before
then,
why
the
stress
of
displacement
packing
up
of
classrooms,
the
moving
spaces
and
reshuffling
you've
heard
read
testimony
and
tonight
and
two
weeks
ago
about
the
inequities
and
the
way
the
ptr
is
determined
for
rogers
park
neighborhood
program
and
in
talking
with
district
administrators.
I've
heard
that
determining
the
ptr
is
complicated
and
that
there
are
gray.
J
H
A
I
A
P
P
A
A
G
G
We
also
have,
on
that
same
day
from
three
to
four
at
the
education
center
for
partners
offering
education
opportunities
in
various
fields
and
then
at
betty
davis,
east
anchorage
high
school
in
the
library
annex
we
have
for
partners
who
want
to
bridge
high
school
to
post,
secondary
so
secondary
to
post-secondary
education
really
looking
forward
to
these
tonight.
There
are
some
members
in
the
audience.
I
believe
scott
palmer
is
there
and
he's
a
community
coach
and
project
lead.
G
Lisa
oliski
is
an
implementation
coach
and
again,
once
we
get
this
baseline
data
about
our
community,
they,
these
folks,
will
help
us
and
coach
us
to
learn
how
to
better
utilize.
What
we
already
have
and
again
it's
kind
of
this
theme
of
you
know
more
money
isn't
going
to
be
put
in
to
keep
you
know
an
education,
we
really.
G
How
do
we
work
with
what
we
have
and
then
also,
I
don't
think
steve
penning-
is
here
he's
a
coach,
but
donna
woods
I
believe,
should
be
here
already
in
the
audience.
We
really
look
forward
to
engaging
our
community
having
this
assessment
done,
bringing
back
ideas
about
our
workforce,
our
opportunities
for
kids,
how
we
begin
a
path
of
really
getting
more
and
more
kids
doing
internships,
and
things
like
that.
So
that
is
my
first
update.
G
He
was
a
wonderful
language
arts
teacher
for
many
many
years
he
taught
at
both
clark
and
baggage,
he
loved
his
students
and
was
known
as
a
teacher
who
opened
his
room
up
at
lunch
after
school,
especially
for
students
who
had
trouble
fitting
in
with
their
peers.
He
was
truly
beloved
by
the
staffs
and
students,
because
family
shared
with
us
and
wanted
us
to
share
this
with
you
that
he
did
pass
away
quickly
and
peacefully
from
natural
causes,
and
our
thoughts
are
with
him
and
his
family
during
this
very
difficult
time.
G
So
I
wanted
to
share
that
update
with
the
board.
He'll
be
missed,
as
as
we
do
with
students
or
staff.
We
put
additional
supports
at
the
school
to
really
help
our
people
through
this.
Also.
The
last
topic
I
do
want
to
share
is
just
about
graduation
and
and
the
board's
getting
quite
a
bit
of
you
know:
interest
from
from
parents
about
graduation
and
tickets,
and
we
do
have
some
information
and
just
sharing
this
with
all
of
our
families.
G
But
we
have
moved
the
graduation
because
we
cannot
use
the
sullivan
arena,
which
was
a
larger
venue
to
the
alaska
airlines
center
and
each
family
will
have
six
tickets
to
distribute
and
they'll
get
their
tickets
at
their
graduation
practice,
and
we
received
feedback
about
why
the
number
of
tickets-
and
so
I
wanted
to
share
tonight,
as
well
as
with
the
board
that
given
the
space
in
the
alaska
airline
center,
although
it
has
many
more
almost
twice
the
amount
for
tickets
that
were
giving.
It
really
did
limit
the
seats
to
about
2200.
G
When
you
take
in
the
different
areas,
number
one
that
are
behind
the
stage,
so
they
wouldn't
be
able
to
view
the
graduates,
as
well
as
for
orchestras
bands
staff.
Things
like
that
understanding
that
most
of
our
classes
are
about
300.
On
the
mean
the
secondary
ed
department
selected
six
tickets,
with
the
principals
to
really
have
a
change
in
practice.
G
On
on
how
we
move
to
graduation
and
the
expectations
we
do
know
and
we're
going
to
encourage
families
that
don't
use
the
six
tickets
to
share
them
and,
as
always
when
we
have
families
with
particular
situations
and
unique
family
situations
that
they
will
speak
with
their
graduation
coach,
their
teachers.
Of
course,
the
principals
and
we're
going
to
try
to
work
with
our
families
individually
to
fix
those
individual
circumstances
that
it
they
just
need
more
tickets.
G
G
But
at
this
time,
if
there's
any
questions,
certainly
secondary
can
can
assist
with
that
or
or
you
can
email
them
to
me
and
I
can
share,
but
those
were
the
major
topics
I
do
want
to
just
end
on
my
thanks
to
bartlett,
again
administration.
This
was
also
something
in
notice
last
week
that
you
were
notified
of
of
just
their
tremendous
work
and
support
of
their
students
and
love
for
their
students
of
of
intercepting,
as
we
shared
in
public
a
gun
on
campus.
G
It
did
not
come
into
the
school
due
to
the
swift
action
of
those
three
administrators
who
addressed
the
student
and
noticed
that
the
student
was
armed
and
I
can't
say
enough
about
their
bravery,
about
their
care
for
staff
and
students
in
their
buildings
and
tremendously.
We
are
tremendously
grateful
to
sean
prince
and
and
his
team
there
at
bartlett
for
the
safety
of
of
staff
and
students
at
that
school.
With
that,
madam
president,
I'm
finished
my
report.
Thank
you.
A
Y'all,
don't
have
any
questions,
okay,
all
right,
all
right,
dr
bishop,
I'm
not
seeing
any
questions
and
thank
you
for
commemorating
the
teacher
that
we
lost
this
week.
I
had
planned
to
do
a
moment
of
silence
and,
and
it
actually
I
don't
know
my
note-
I
lost
my
little
notes.
My
sticky
note,
but
thank
you
for
that
and
our
hearts
are
with
his
family
as
well.
A
D
I
I
do
have
a
question.
Actually,
if
I
can
go
back
one
step,
may
I
still
I'll
show
you
okay
great.
We
heard
testimony
tonight
and
two
weeks
ago
about
the
likelihood
that
rogers
park
neighborhood
program
will
see
an
increase
in
number
of
split-level
classes,
and
one
thing
that
I
would
like
to
have
a
better
understanding
is:
do
we
have
data
on
student
outcomes
from
split-level
courses,
split-level
classes
versus?
G
Thank
you.
Thank
you
for
that
question
at
this
time.
We
do
not
have
those
data
readily
available
and
we
would
look
into
it
and
if
you
know,
certainly
this
isn't
about
wanting
to
do
combo
classes
or
split
level
classes,
and
I
would
if
we're
gathering
the
data.
My
understanding
is
that
you
would
want
to
do
something
about
it,
and
we
would
definitely
then
need
to
probably
find
about
70
additional
teachers
and
our
budget.
G
We
have
multi-grade
classrooms
and
again
it
is
true
that
there
is
definitely
less
flexibility
in
schools
with
special
programs.
It
it
it
happens
and-
and
we
have
over
half
of
our
elementary
schools
with
special
programs,
and
so
if
you
do
an
rfi,
we
can
look
at
those
data
year
after
year.
It
would
be
a
big
ask
because
we
would
look
at
trend
data,
but
I
mean
it
certainly
could
be
done.
D
G
D
Quick
follow-up
sure,
well
that
seems
sort
of
pertinent
to
share
with
legislators
as
they
consider
you
know
the
base
student
allocation
and
how
our
schools
are
funded.
But
if
I'm
hearing
you
correctly
it
would,
we
would
need
about
70
additional
teachers
to
compensate
for
the
number
of
classes
that
are
split
level
classes
across
the
district.
G
I
I
would
have
to
just
gather
the
data,
but
it
is
a
common
phenomenon.
If
you
will
in
our
school
district
some
teachers
and
some
schools
believe
they're
called
multi-age,
so
they
specifically
have
multi-age
classes,
but
the
combo
classes
are
difficult
as
we
shared
and
the
it's
difficult.
I
would
say
that
there's,
if
you
look
at
student
data,
there's
probably
higher
priorities
for
you
of
why
students
aren't
successful
than
split
level
classes.
G
So,
dr
stock,
if
you'd
like
to
comment
on
that,
but
the
ask
was
about
you
know:
rogers
park
had
507
students
in
fy,
20
and
now
they're
having
406,
and
so
you
know
the
three
teacher
difference
of
what
we
shared
tonight
might
be
in
line
with
those
numbers.
It's
just
very
difficult
when
you
have
a
specialized
program
in
your
school.
F
Sure
one
additional
thing,
everything
that
dr
bishop,
just
shared,
is
certainly
spot
on.
The
other
thing
I
would
add,
is
it's
not
just
specialized
programs
that
create
this
sort
of
difficulty,
but
small
schools
in
general
create
this,
and
so
you
know
across
the
country.
You
know
I
was
in
a
district,
a
superintendent.
We
were
building
a
new
elementary
school
every
two
years,
but
we
never
built
one
that
wasn't
four
to
five
hundred
students
in
size
and
what
happens
with
a
500
student
school.
F
Is
you
have
the
capacity
to
shrink
and
absorb
complement
classes
by
avoiding
combination
classes?
And
you
have
a
lot
more
flexibility
when
you
have
smaller
neighborhood
schools
with
one
two
or
even
sometimes
three
sections,
but
two
section
schools
per
grade
level,
your
opportunities
to
avoid
a
combo
class.
Just
they
go
way
down,
and
it's
not
just
the
specialized
school,
the
programs,
but
it's
also
the
size
of
the
school's
period
that
also
contribute
to
that.
P
P
G
Depending
on
the
grade
level
yeah,
so
you
know
primary
you,
you
certainly
want
you,
you
know
at
once.
The
staffing
is
assigned
to
schools
and
some
of
the
shifts
are
made.
You
really
do
look
at
our
teachers
want
to
keep
the
primary
smallers
to
your
point
and
the
intermediate
sometimes
goes
over
30
students
a
classroom,
so
we
will
really
just
have
to
again
look
at
this
because
at
this
point
I
think
to
the
primary
question
that
member
lessons
brought
up.
G
You
know
the
why
we
have
to
do
this
we
for
many
years.
We
would
never
move
teachers
after
school
started
or
you
know
how
we
would
just
leave
them
for
another
year
and
then
the
next
year
it
would
be
adjusted.
That's
what
we
did
this
year.
We
didn't
remove
anyone.
You
know,
even
though
rogers
park
came
under
they're
kind
of
catching
up
with
that
additional
staff
member,
because
the
pandemic
year,
you
know
we
had
the
funds,
but
with
less
flexibility
in
our
revenue
also
becomes.
You
know
really.
G
The
teachers
will
follow
where
the
students
enroll,
which
does
leave,
then
smaller
schools
schools.
Sometimes
you
can
consider
the
one
side
of
you
know:
rogers
park,
neighborhood
being
a
smaller
school
and
consequently
we
we
heard
tonight
what
happens
is
then
people
then
don't
choose
that
school
and
it
even
exasperates
that,
because
they'll
go
somewhere
else,
I
wish
we
had
revenue
to
fix.
G
P
Yeah,
thank
you
for
acknowledging
that
I
had
advocated
that
in
the
collective
bargaining
process
that
the
district
be
allowed
to
more
fully
compensate
the
teachers
that
are
forced
to
teach
these
combination
classes
because
of
the
great
additional
duties
that
are
imposed
on
them.
What
is
our
current
limit
for
doing
that?
We
can
do
some
of
that
right,
but
we're
limited.
G
A
F
C
C
Speaking
for
myself,
although
I
think
a
lot
of
board
members
would
agree,
we
saw
positive
aspects
in
all
of
the
candidates
that
were
presented.
Unfortunately,
we
just
got
to
choose
one.
We
really
did
hear
the
community
and
hear
the
different
requests,
choosing
one
person
to
fulfill
all
that
was
extremely
difficult,
but
I
do
want
to
thank
the
public
for
a
lot
of
input
and
concern
about
it
and
I
hope
things
go
forward
really
well.
I
I
will
not
repeat
what
member
holliman
said,
but
I
will
echo
his
sentiments
and
I'm
excited
about
working
with
the
new
superintendent,
so
I
also
wanted
to
recognize
the
month.
This
april
is
the
month
of
the
military
child.
It
is
a
time
to
honor
the
sacrifices
made
by
military
families
worldwide,
with
an
emphasis
on
the
experience
of
the
dependent
children
of
military
members
serving
at
home
and
overseas,
and
I'm
excited
to
have
the
opportunity
to
tour
the
youth
programs
on
jaybear
next
week.
So
I'll
report
back
thank.
B
Yeah
just
about
the
superintendent,
I
attended
the
student
panel
and
I'm
at
south,
and
I
know
all
about
20
students
in
there
we
all
favor,
dr
bryant,
so
from
my
opinion
the
community
was
being
heard.
You
know
it
wasn't
unfair
in
any
way,
because
you
know
we
thought
we
wanted
him,
and
you
know
we.
It
got
him.
So
I'm
also
excited
to
work
with
him
in
a
student
level.
D
Yeah,
I
just
I
wanted
to
share
a
study
that
came
across
one
of
one
of
the
emails
on
my
on
my
computer.
Infants
born
during
the
pandemic
are
vocalizing
a
lot
less
right
now,
they're
not
doing
as
much
verbal
turn-taking,
which
is
really
critical
for
language
development
and
it's
especially
true
for
the
poorest
children,
and
so
the
researchers
are
flagging.
This
as
an
issue
to
think
about
for
the
long
term
that
education
leaders
need
to
partner
with
local,
early
childhood
educators
and
parents
to
provide
more
language
enrichment
to
really
get
them
ready.
D
So
you
know
we
have
our
goals
for
2026,
that's
about
when
we're
going
to
start
seeing
these
babies,
so
the
pandemic
is
not
going
to
go
away.
It's
going
to
be
something
that's
with
us,
so
I
just
wanted
to
flag
that
we're
not
doing
a
whole
lot
with
early
childhood
that
early,
but
I
think
it's
relevant
yeah.
A
P
P
Members
of
the
community
reached
out
to
me
expressing
concern
about
that
event
and
this
circumstances
surrounding
it
and
I
really
felt
it
was
appropriate
that
the
board
take
a
position
on
that
event
and
the
circumstances
surrounding
it,
and
I
greatly
appreciate
the
leeway
that
the
governance
committee
chair
allowed
in
having
the
governance
committee
examine
a
proposed
resolution.
I
wrote
at
several
meetings,
but
unfortunately
the
committee
voted
not
to
move
it
forward
to
the
full
board.
P
It
has
become.
A
national
issue
actually
has
led
to
19
state
school
board
associations
pulling
out
of
the
national
association
of
school
boards.
That's
how
significant
and
serious
it
is,
and
many
in
the
community
have
asked
us
as
a
board
to
take
a
position
on
it.
So
I'm
sorry
we're
not
going
to
be
able
to
do
that
and
I'll
post
it
on
one
of
my
websites.
So
folks
can
read
it.
E
Thank
you,
madam
president,
just
a
couple
of
quick
notes.
I
wanted
to
first
express
appreciation
for
those
who
took
time
to
write
in
and
testify
tonight
and
then
I'll
echo
vice
president
holloman's
appreciation
for
those
who
engaged
in
the
superintendent
search
process.
I
know
I
was
looking
through
data
for
the
hundreds
of
individuals
who
filled
out
impression,
forms
or
surveys
emails
that
sent
in
that
were
sent
in
phone
calls
that
were
had
so
a
lot
of
public
involvement,
a
lot
of
input,
and
I
think
it
was
a
really
well
done
process.
E
I
do
want
to
express
appreciation
for
katie
and
you,
madam
president,
for
helping
spearhead,
facilitate
that.
I
know
a
lot
of
long
hours
and
days
went
into
that,
and
so
thank
you
wanted
to
express
appreciation
for
our
educators.
I
know
it's
an
especially
busy
time
of
year
with
standardized
testing
the
push
towards
graduate
graduation
at
the
end
of
the
school
year.
I
know
that
we
heard
from
educators
who
were
marched
tired
months
ago,
so
I
can
only
imagine
so.
Thank
you.
Lastly,
did
want
to
flag
that
we
have
the
finance
committee
meeting.
A
A
Thank
you.
I
would
like
to
just
share
again
our
condolences
to
the
carrasco
family.
Jonathan
really
was
a
great
teacher.
He
will
be
missed.
I'd
also
like
to
share
thoughts
for
lo
crawford
who
passed
away
this
week
as
well.
She
has
been
a
friend
of
education
forever
and
her
passing
will
leave
a
a
void
in
the
community
when
it
comes
to
celebrating
all
of
our
cultures,
building
bridges
between
people
and
cultures,
she
really
will
be
missed,
so
our
thoughts
are
with
her
family,
a
couple
of
reminders
for
the
board.
A
A
A
A
I
just
wanted
to
thank
the
staff
everybody
in
this
building,
especially
the
superintendent
dr
stock.
You
guys
were
awesome
with
helping
us
facilitate
the
site
visit,
helping
us
to
do.
Oh
and
I
t
we
cannot
have
where's.
Thank
you.
Thank
you.
Thank
you.
We
did
amazing
work.
That
was
a
huge
project.
It
took
everybody
and
I
I
cannot
tell
you
how
much
I
appreciate
the
support
and
all
the
time
because
it
was
a
time
intensive,
but
a
very
worthwhile
experience.