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From YouTube: ASD School Board Finance Meeting 11/02/22
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A
Start
talking
great
well
welcome
everybody
to
today's
Finance
meeting.
It
is
noon
on
Wednesday,
November,
2nd
and
in
the
boardroom
are
I,
don't
remember
Holland
and
myself
and
we
may
be
joined
by
other
board
members
and
maybe
we'll
just
go
around
the
room
and
let
everybody
quickly
introduce
themselves
for
the
record
for
the
recording.
H
H
A
So
we
have
three
items
on
our
agenda
for
today:
the
first
one
being
the
Oasis
count
and
revenue
update
so
Jim
and
Andy
take
it
away.
F
Look
Andy.
B
Go
ahead
so
we're
still
getting
that
and
working
out
through
with
our
records
management
team
that
does
the
Oasis
count,
making
sure
that
we
get
that
the
biggest
increase
we
see
right
now
is
within
our
intensive
needs.
Students
perlicious
says
about
1083
is
what
the
projection
was,
or
the
account
was.
As
of
today,
we
budgeted
in
1019,
so
that'll
be
a
significant
increase
and
we're
still
trying
to
figure
out
what
the
difference
is
on
the
regular
ADM
correspondence
counts,
but
hopefully
we
get
you
guys.
An
update
in
board
connect
on.
F
So
even
what
we
provide
in
the
next
couple
weeks
will
be
projected
and
then
they
go
back
through
all
the
Intensive
needs
all
the
new
ones
and
they
go
back
back
and
forth
with
special
education
and
validate
those
they
go
through
every
name
in
our
database.
Some
always
are
registered
in
more
than
one
school
district
in
the
state.
Maybe
they
were
in
Raven
and
they
took
a
class
with
us
and
we
get
priority
on
FTE
over
Raven,
but
these
it
generally
takes
till
the
end
of
January.
F
F
Andy,
do
you
have
it
pulled
up?
No.
B
So
a
lot
of
those
are
really
correspondent
students,
but
we
are
above
our
projections.
Thank.
F
I
I
thought
this
would
be
a
good
time
to
continue
some
of
the
budget
discussions
an
hour
and
a
half
yesterday,
I
think
we
had
more
than
an
hour
and
a
half
worth
of
discussion
that
we've
tried
to
jam
in
there.
I
thought
this
would
be
a
good
chance
for
follow-on
questions.
I
I
know
by
the
end
of
the
night
it
was.
It
was
very
difficult
to
get
a
feel
as
to
whether
anything
was
supported
at
any
level
from
programs
through
closures
through
the
repurposed
plan.
F
So
it's
something
that
we
could
talk
about
it
today
and
and
try
to
get
a
feel
for
which,
which
way
the
board
is
at
least
going
forward,
and
if
there's
areas
where
you
think
more
information
is
needed
in
the
next
one
or
two
board
meetings
in
certain
areas.
F
If
we
can
narrow
those
down,
that's
very
useful
I,
don't
think
we
have
enough
board
members
at
this
meeting
today
to
get
a
quorum
for
official
guidance,
but
in
any
input
we
get
is
useful
because
we
know
that
we
have
until
20
December
and
by
then
we
need
to
know
what
are
the
schools
in
the
school
district
that
we
build
a
budget
around?
F
What
are
the
programs
that
may
or
may
not
have
significant
modifications
that
we
can
build
the
budget
around
so
the
budget
book
that
you
get
as
we
do
every
year,
we'll
do
one-on-ones
with
board
members
or
sometimes
after
three
board
members.
Depending
on
your
schedules,
we
always
talk
to
board
members
before
it
goes
public,
but
we
really
don't
want
to
surprise
the
board
with
something
that
we've
never
talked
about
that
you
that
you
didn't
know.
F
We
were
looking
at
when
you
see
that
budget
book
at
the
beginning
of
February
I
will
say
that
this
whole
plan
is
a
house
of
cards,
and
if
you
want
to
put
fingerprints
on
one
thing
and
change
just
one
thing,
it
probably
will
have
impacts
on
a
lot
of
other
things.
So
the
more
we
can
have
those
kind
of
discussions
about.
Do
you
want
to
support
early
okay?
A
Yeah,
thank
you,
I
respect
that
this
is
incredibly
complicated
and
your
team
has
done
an
enormous
amount
of
work,
and
none
of
these
Solutions
are
Pleasant
and
I
think
that
that's
probably
you're,
probably
getting
a
lot
of
board
member
distaste
for
for
all
of
these
choices.
Well,.
F
And
from
the
community
and
from
legislators,
who've
been
calling
us
and
wanting
meetings
with
us,
because
you
know
the
reality
is
we've
known,
because
most
of
us
in
the
room
are
at
least
several
others
have
brought
these
up
in
the
past
and
when
it
was
just
one
of
them,
that
was
the
only
one
because
we
didn't
have
a
big
deficit.
It
filled
the
boardroom
for
three
or
four
boardroom
meetings
in
a
row
because
to
the
point
where
the
board
realized.
F
That
must
be
the
one
program
that
we
can't
cut
and
there's
nothing
on
this
list
that
we
haven't
looked
at
before
and
every
some
of
these
we
have
reduced
before
only
to
bring
back
sometimes
within
hours,
sometimes
within
weeks
and
it
and
it
is-
and
we
do
actually
recognize
I-
don't
look
at
this
and
say
sixth
grade
to
Middle
School
two
and
a
half
million
dollars
it.
F
All
of
these
things
really
are
important
to
somebody,
and
it
really
is
the
reason
that
they
wake
up
and
come
to
work
every
day
and
when
you
invite
a
director
to
come
in
and
say
hey,
can
you
tell
me
about
the
importance
of
your
program?
We
expect
every
director
in
the
district
to
say
this
is
the
one
program,
that's
the
most
important
program
in
the
district,
because
so
does
every
parent
of
those
children
getting
that
unique
experience,
and
so
does
every
teacher.
F
F
We've
known
for
months,
I
I
think
I've
repeatedly
said
that
a
lot
of
your
feedback
is
going
to
be
any
program
about
mine,
any
school
but
mine,
but
go
ahead
and
cut
admin
and
and
honestly,
that's
why
we've
been
working
at
admin
for
a
while
and
you'll
see
it
in
December
that
we've
looked
at
software,
the
number
of
users,
the
frequency
of
use,
the
cost
of
continuing
this.
Is
there
a
better
option?
That's
cheaper!
F
We've
looked
at
a
lot
of
different
things
from
positions
to
everything
else,
but
why
didn't
we
have
to
bring
that
up
early
because
we
had
to
give
the
board
time
and
space
with
the
community
for
these
things
that
are
emotional
you're,
never
going
to
fill
a
boardroom.
If
you
say
hey
tonight,
we're
going
to
talk
about
admin,
Cuts
it'll
be
it'll,
be
empty
crickets,
that's
a
security
guards,
so
be
bored,
so
we
knew
that
we
that,
with
things
like
school
closures
out
early
ignite
immersion
Sports
all
these
other
things.
That's.
F
F
But
you
know
the
comment
last
night
they're
doing
admin
last
now,
can
you
I
couldn't
even
imagine
a
world
where
we
announced
school
closures
the
week
before
Christmas
break
yeah
and
and
then
we
come
back
on
February
1st
and
say:
let's
vote
I
mean
that
that
was
not
that
would
that
would
be
political.
It
would
be.
C
A
So
it
looks
like,
but
I
don't
know
that
I
actually
saw
here
that
consolidating
the
ECT
program,
the
ACT
program.
That
means
putting
it
here
at
where
Highland
Academy
is.
It
is
well.
F
It
could
be
it's
tied
to
whether
Platte
Elementary
wood,
clothes
or
not,
and
like
every
other
school
here
you
will
have
a
group
like
we
did
last
night
with
Platt
and
that's
what
I
kind
of
meant
by
the
house
of
cards.
We
we
could
have
put
that
the
ACT
program
is
going
to
be
here,
but
we
also
have
to
look
at
three
or
four
other
places.
A
So
in
my
mind,
as
I
was
thinking
this
morning,
I
drove
mentally
from
the
Ed
Center
to
clat.
That's
a
long
ways
away.
Does
public
transportation
so.
F
20
of
Highland
Academy
students
are
within
walking
distance
20,
but
when
we
talk
to
the
principal
at
Highland
and
he's
pretty
confident
that
she's
going
to
have
an
opportunity
to
pull
students
at
a
bigger,
better
building,
that's
more
designed
and
actually
looks
like
a
school
to
be
able
to
increase
their
population.
If
you
look
at
Highland,
they've
really
suffered
through
covid
and
just
immediately
before
covet
and
trying
to
grow
and
being
unable
to
grow.
F
Education,
we
think,
puts
them
at
a
better
opportunity
so
last
year
only
because
they
had
federal
funds
did
they
have
a
31,
000,
plus
dollar
fund
balance
rollover,
the
lowest
of
every
Charter
School,
financially
Highland
won't
be
solvent
unless
enrollment
significantly
increases
because
we'll
be
running
out
of
federal
dollars
or
we
move
them
to
a
place
where
they
don't
have
to
pay
375
000
a
year
for
lease,
and
so
that's
why
we
looked
at
Highland
and
when
it
came
to
act.
F
If
you
know
again,
if,
if
every
single
one
of
these,
if
one
of
them
gets
cut,
then
it
may
very
well
impact
what
we
would
recommend
for
all
the
other
buildings,
because
we
kind
of
have
some
priorities.
We've
got
Alaska
native
as
a
priority.
The
board's
goal
of
reading
is
a
priority
and
guardrails
for
us
right,
so
we
have
to
work
on
reading
and
and
all
of
these
things
kind
of
will
bounce
against,
or
decisions
and
every
time
it's
not
the
whole
group,
then
another
decision
would
change.
A
Okay,
thank
you
so
I
guess
one
of
the
follow-up
questions
was:
maybe
act
would
move
here.
Maybe
it
would
go
to
East
High
School.
We
didn't
really.
We
haven't
heard
a
follow-up
discussion
about
the
Ed
Center
building
as
well.
F
F
If
you
were
to
move
the
Ed
Center
to
two
elementary
schools,
which
is
possible
in
round
two
like
to
divide
it,
it
would
have
to
be
divided,
you
couldn't
make
it
fit
or
if
the
board
says
we're
not
going
to
close
any
schools,
then
we're
very
likely
going
to
come
back.
If
you
say
no
sixth
grade
to
middle
school
and
no
school
closures,
then
we
would
probably
come
back
with
we're
going
to
recommend
closing
a
middle
school
and
turning
the
Middle
School
into
an
ed
Center.
F
And
it's
going
to
need
a
renovation
for
a
period
of
many
many
months
to
be
able
to
relocate
the
Ed
Center,
because
you
can't
have
an
elementary
sized
parking
lot
and
have
a
school
board
meeting.
Where
only
30
people
can
talk,
I
mean
we
see
how
full
the
boardroom
gets
and
when
they
come
into
the
atrium,
if
we're
gonna,
if
we're
going
to
try
to
continue
to
invite
the
public,
it's
going
to
be
construction
either
way
to
elementaries
hypothetically
square
footage.
F
Wise,
probably
would
work
or
one
Middle
School,
with
a
bigger
parking
lot
with
some
internal
building
a
board
room
out
construction,
but
I
I
am
I.
Didn't
really
think
it
was
worth
putting
a
middle
school
on
this
list
when
the
middle
school
was
only
going
to
occur.
If
we
didn't
close
the
elementary
schools
and
if
we
didn't
do
sixth
grade
to
middle
school
because
they're
all
all
of
these
multi-year
plans
are
so
they
get
Complicated
by
not
knowing
what
you're
even
going
to
do
this
year.
F
I
will
tell
you
that
it
saves
us
four
and
a
half
million
a
year
if
we
close
the
middle
school
and
move
the
Ed
Center,
not
counting
the
construction
and
or
we
renegotiate
the
contract,
which
we
will
be
doing
very
soon
to
try
to
get
cheaper
rates
or
close
to
more
elementary
schools,
and
we
decided
to
put
the
money
into
those
and
split
the
end.
Center
put
up
honestly
I,
don't
know
what
the
board's
going
to
decide
two
weeks
from
now
so
I
I,
don't
know
that
I
can
give
more
any
information.
C
The
things
that
has
changed,
even
as
we
lost
students
before
ice
or
ABC
and
other
folks
are
going,
but
we
see
Anchorage
continuing
to
grow
at
a
slow,
steady
rate
and
this
year
nobody's
saying
that
any.
Does
anybody
sing
it?
It's
like
10
years
out
like
right
now
what
I'm
hearing
is
we
foresee
Decline
and
we
don't
always
see
a
change.
F
You
know
when
I
called
the
state
demographer
Shannon's
talked
to
the
munis
demographer
I.
Think
most
demographers
are
uncomfortable
going
more
than
five
years
out,
because
all
it
would
take
is
Pebble
mind
to
open
up
or
open
up
a
LNG
pipeline
or
expand
Anmar
drilling,
bringing
some
of
the
oil
companies
or
other
mineral
wealth
companies
back
into
Anchorage
for
us
to
reverse
directions.
So
if,
when
you
go
10
years.
I
F
F
The
math
just
starts
the
straight
line,
that's
meaningless,
but
if
you
go
five
years
out,
you
can
go
with
the
birth
data
from
this
year,
plus
the
PF
data
from
this
year,
and
you
can
somewhat
confidently
predict
not
counting
the
people
who
leave
Anchorage
that
that's
going
to
be
pretty
close
when
they
hit
kindergarten.
F
F
F
A
I
mean
I
have
additional
questions.
Are
there
any
other
additional
questions?
Okay,
can
we
talk
a
little
bit
more
about
the
preschool
hubs?
A
A
A
A
F
That
so
part
of
the
plan
that
looks
easy
on
PowerPoint.
When
you
look
at
this
one
slide
that
says
this
school
is
going
to
close
and
they're
going
to
go
to
two
schools
and
everything
looks
easy,
but
it's
not
right.
So
we
have
to
look
at
all
the
gaining
schools
and
we
spent
all
day
Sunday
going
through
schools
and
going
through
classrooms
of
where
all
the
different
special
programs
are
for
the
gaining
schools.
And
then
we
looked
at
what
programs
need
to
move
to
make
room
for
this
school
and
Shannon
had
his
laptop
with
him.
F
So
when
we
finally
found
glitches
like
at
willowbot,
where
we
knew
we
had
to
move
all
the
Pre-K
programs,
she
has
a
couple
LSL
and
SLC
programs,
and
when,
when
we
did
the
math
on
the
Fly,
we
were
able
to
look
at
the
zoning
and
look
at
just
north
of
of
the
street.
There
was
about
90
kids
that
were
actually
closer
to
a
different
school,
which
is
why
we
added
Ptarmigan,
because
on
that
North
Boundary
there
was
90
kids
closer
to
time
again
than
they
were
to
willawa
originally,
but
they
were
in
the
zone.
F
F
F
But
if
you
want
to
put
a
reading,
if
you
want
to
put
a
Pre-K
expert
in
a
place
where
they
can
help
the
most
kids
and
help
the
most
staff
help
the
most
kids,
then
the
Pre-K
Academy
looked
like
a
good
option
and
then
the
next
step
to
having
a
Pre-K
Academy
is
now
it
has
its
own
building.
It
has
an
entire
building
full
of
pre-K.
F
It's
got
the
supports,
and
now
we
can
give
it
a
school
code,
and
if
we
give
it
a
school
code,
then
at
least
it's
generating
some
Revenue,
but
we
got
to
be
able
to
do
the
math
to
be
able
to
confirm
whether
it
generates
enough
to
make
up
for
it
or
not,
and
then
we've
got
to
wait
for
that
marijuana
tax.
F
If
that
gets
approved,
which
it
looks
like
it
will
and
then
whether
that
could
be
used
to
fund
some
of
those
Pre-K
academies
and
and
there's
there's
still
just
like
this
long
list
of
unknowns
that
are
all
based
on
things
like
the
marijuana,
ordinance
passing
and
then
once
it
passes
the
assembly.
Does
it
pass
if
it
goes
for
the
voters?
Do
they
pass
it?
F
So,
in
the
meantime,
Andy
and
I
will
be
looking
at
Grants,
we'll
be
looking
at
general
fund,
we'll
be
looking
at
the
0.5,
a
DM
that
Alaska
reads:
act
gave
us
and
then
we
have
to
separate
all
those
kids
that
are
in
hybrid
programs
that
get
special
ed
funding
because
they
don't
count
towards
the
reads:
act
ADM.
F
In
fact,
between
now
and
December,
20th
we're
expecting
some
of
the
stuff
that
we
recommended
to
not
just
not
get
approved
but
to
be
put
into
a
you
know.
A
bucket
of
you
know.
We
really
don't
want
to
hear
this
again,
but
the
reality
is
the
more
one-time
money
we
use
the
more
everything
we're
showing.
You
is
going
to
look
just
like
this
on
27
July
next
year,
depending
on
what
the
legislature
does
and
no
one
can
predict
until
after
the
November
8th
election.
Even
what
direction
we
think
next
year
is
going
to
go.
H
I
Thank
you
member
lessons,
so
a
question
I
think
for
Mr
Anderson
yesterday
was:
if
it
wasn't
the
first,
it
might
have
been
the
one
of
the
first
occurrences
where
the
bird
you
know
on
the
record
in
one
of
our
work
sessions
that
were
at
least
starting
to
chart
out
a
year
from
now
that
a
second
round
of
School,
repurposing
or
closures
may
occur.
I
I
understand
that
there's
a
couple
dozen
decision
points
in
between
now
and
when
that
recommendation
would
take
place,
but
I
guess
I'd
like
to
first
check
my
understanding
that
that's
the
administration's
prediction
as
to
where
plans
might
go
and
then
do
we
know
I
mean.
Is
this
what
a
second
round
do
we
do?
We
have
any
estimated
number
of
campuses
that
might
be
included
in
the
second
round.
I
I
Can
we
assume
it
would
be
another
six?
Can
we
assume
that
it
would
be
one
or
two?
Would
it
look
like
addressing
the
entire
allotment
of
the
18
schools
that
we
have
at
65
capacity
or
less?
Is
that
data
point
or
estimation
available
at
all
so.
F
To
give
you
an
idea
of
how
successful,
in
terms
of
efficiency
and
I
get
the
other
part
in
terms
of
efficiency,
if
we
were
to
close
Six
schools,
we
would
generate
nine
elementary
schools
at
a
three
section
level,
which
we
have
very
few
of
those
unless
you're
looking
at
some
like
Inlet
news,
134
percent
or
any
of
the
schools
near
100.
F
And
then,
when
you
look
at
the
next
round,
the
next
round
obviously
depends
on.
Are
we
going
to
close
Six?
Are
we
going
to
move
sixth
grade
to
middle
school?
If
we're
not
going
to
move
sixth
grade
to
Middle
School,
we
haven't
even
done
that
math
yet,
but
if
we
did
move
sixth
grade
to
middle
school
and
we
didn't
close
a
middle
school
and
move
the
Ed
Center
to
it,
then
the
number
would
be
somewhere
in
the
three
to
six
is
where
we
would
be
looking.
F
But
we
haven't
done
all
the
math
yet
because
we're
still
working
these
but
and.
F
F
We
haven't
done
that
level
on
round
two
and
the
reason
we
haven't
done
that
level
on
round
two
is
Shannon
and
I
are
already
working
on
starting
to
roll
out
the
school
start
time
change
in
January,
so
I'm
kind
of
we're
kind
of
focusing
our
efforts
on
finalizing
the
information
needed
for
these
six
to
make
those
decisions,
knowing
that
in
the
month
of
January,
you're,
going
to
start
hearing
about
school
time
school
start
times
and
and
studies,
and
that's
going
to
sync
with
what
Rob
and
Heather
are
working
at
with
transfinder
on
trying
to
reduce
the
number
of
overall
routes
and-
and
so
it's
probably
realistically
it'll
be
July
before
we
legitimately
look
at
round
two
by
name.
I
Member
lessons
can
I
just
have
a
follow-up
comment.
Please
go
ahead.
Thank
you,
so
I
appreciate
that
context,
Mr
Anderson
and
that's
helpful
to
have
at
least
a
ballpark
again,
if
we,
you
know,
have
those
specific
data
points
locked
in
which
I
know
isn't
a
sure
thing
at
this
point.
I
hope
that
you
know
maybe
not
to
this
specificity,
but
I
hope
that
at
least
that
a
second
round
will
make
logical
sense
at
this
point,
given
everything
we
know,
I
hope
that
that
fact
makes
its
way
into
our
town.
Halls.
I
I
spoke
to
this
a
little
bit
yesterday,
but
in
my
interactions
with
the
public
and
viewing
testimony
and
reading
written
testimony,
I
think
that
there's
that
missing
perspective
that
there's
an
assumption
that
six
closures
is
kind
of
the
end
of
the
conversation
and
our
community
needs
to
be
prepared
and
needs
to
understand
to
the
best
extent
possible
that
we're
not
just
talking
about
six,
and
you
know
whether
it's
an
enrollment
issue
or
a
funding
issue
that
there's
a
longer
conversation,
that's
going
to
have
to
be
had
that
that
I
think
needs
to
be
more
widely
disseminated.
F
We
are
going
to
continue,
calling
it
round
one
and
and
letting
them
know
that
decisions
that
can't
be
made
on
round
one
roll
into
other
round
twos
and
potentially
around
three
or
four
I
mean
when,
when
you
look
at
you
know,
we
I've
now
been
at
town
halls
for
four
school
closings,
two
from
the
earthquake,
two
real
closings
and
you
know,
I've,
never
seen
a
town
hall
where
everyone
shakes
your
hand
on
the
way
out
and
thank
you
for
providing
the
information
because
they
they
all
legitimately
deeply
care
about
their
one
school
and
really
think
it
should
be
a
different
School.
F
And
that's
going
to
be
the
theme
of
the
public
comments
we
get.
So
we
do
plan
on
making
sure
that
they
understand
it's
not
a
threat
towards
them,
because
the
school
board
can
choose
what
they
want
in
terms
of
decisions
on
the
number
it'll
be
difficult
at
this
point
to
change
the
name
of
a
school
because
we
haven't
done
the
work,
we
haven't
done
the
math,
but
it's
not
going
to
stop.
F
Unless
you
know
we
have
to
make
up
for
5,
000,
less
kids
right
now,
and
we
know
that
we're
losing
another
550
per
year,
looking
at
birth
rate
data
and
and
so
we're
gonna,
make
the
best
fact
and
logic
based
recommendations
and-
and
we
know
that
every
one
of
them
is,
is
not
going
to
be
a
welcomed
Thing
by
anyone
going
to
our
schools.
They're
all
great.
F
A
F
It
if
all
of
our
all
of
our
elementaries
were
to
go
to
K5
and
the
current
boundaries
don't
increase
the
capacity
at
Central.
So
we
know
that
once
that
decision
is
made
we're
going
to
have
to
look
at
reboundering
those
other
schools
to
put
more
into
Central
Central
happens
to
also
be
another
place,
potentially
where
other
other
programs
could
be
centralized
as
well.
But
the
sixth
grade
to
Middle
School
decision
is
kind
of
preventing
us
to
go
to
that
round,
two
where
we
will
or
will
not
put
something
in
central.
F
We
haven't
gone
through
with
Rob
and
Shannon
and
Elementary
and
secondaries
in
schools.
Already
in
the
last
96
hours,
we
probably
can't
move
every
sixth
grader
to
middle
school
next
year.
It's.
F
The
decision
on
Central
is
probably
two
years
out,
depending
on
or
decision
on,
Sixth
Grade
to
middle
school,
but
we're
gonna
have
to
look
at
rezoning
those
areas,
because
you
are
pushing
sixth
graders
into
schools
that
are
already
full
or
will
be
full,
and
so
now
you've
got
to
push
the
other
way
into
Central
and
mirror
like
both
because
Mary
lake
is
another,
it's
six
low
60s
on
capacity
and
they
have
the
same
struggles
as
Central
with
the
numbers
of
electives
and
those
kind
of
opportunities
they
can
provide.
As
a
result
of
that.
A
Yeah
all
the
conversations
questions.
A
F
Is
the
cost?
Well
always
the
cost
more,
because
when
you
hear
that
a
teacher
has
five
planning
periods
by
their
contract
and
that's
elementary
through
high
school,
every
teacher
gets
hypothetically
five
planning
periods
a
week
or
repay
them
if
they
miss
one
also
in
the
contract
at
Middle
School,
it's
not
in
the
CBA.
It
was
a
committee
that
formed
after
the
last
or
maybe
the
one
before
contract
was
signed
with
aea,
where
we
we
put
in
the
contract
that
we
would
form
a
committee
and
I,
don't
know,
I
assumed
you.
F
F
And
so
middle
as
a
result,
I
guess
it
was
an
agreement
or
a
joint
agreement.
They
get
not
just
the
five
planning
periods
but
the
five
team
periods.
When
every
teacher
gets
five
team
periods
a
week
more,
you
have
to
hire
someone
to
fill
those
five
blocks
of
instruction
for
every
single
teacher
in
the
building
that
week.
So
what
it
really
means
when
we
say
it
costs
more,
is
they
have
more
teachers?
They
have
more
teachers
because
there
aren't
any
periods
where
we
let
children
aimlessly,
walk
down
the
hall
without
a
classroom.
F
Right
I
mean
we
hope
not
try
not
to
I'll.
Let
Sven
take
that.
C
F
B
F
You
decide
to
move,
it
really
is
planning
periods
anytime.
You
hear
a
planning
period.
If
you
have
10
teachers
and
each
of
them
has
five
hours
a
week,
then
you
get
to
hire
somebody
to
fill
50
hours.
If
you
have
20
teachers
at
five
hours
a
week,
then
you
got
to
hire
enough
people
to
fill
100
hours
of
additional,
and
that's
that's
why
it
costs
smart
people.
A
And
I
just
so,
maybe
we
can
drill
down
a
little
bit
more.
So
assuming
we
moved
to
an
entire
sixth
through
eight
Middle
School
I
was
a
middle
school
model
to
Middle
School
being
being
filled
by
six
through
eighth
graders.
A
F
Is
is
all
the
different
electives
and
everything
else?
If
you
don't
increase.
F
If
they
never
had
fifth
grade
band,
an
orchestra
and
I
will
tell
you
that
once
this
publicly
gets
discussed
that
I
talk
to
all
the
music
teachers
during
a
a
thing
last
week,
they're
going
to
come
back
to
the
board
immediately
push
for
a
fifth
grade,
Bandon
Orchestra,
because
they
are
passionate
and
they
do
care
and
they
would
rather
teach
at
elementary
than
they
would
teach
at
Middle
School,
but
really
it
starts
with
their
passion
toward
it.
F
So
you
know
over
the
years
we
added
a
lot
of
things
to
the
district
when
money
was
available
or
when
grants
were
available
and
but
now
we've
lost
so
many
kids
with
declining
population.
It's
you
either
right
size,
your
infrastructure
to
gain
efficiencies
on
the
instructional
side
and
the
money
side,
but
I
would
say
the
sixth
grade
move
is
equally
about
efficiency
for
guys,
like
spin
than
it
is
for
Andy
and
I.
A
Go
ahead.
Remember
Bellamy,.
K
Yeah,
just
a
couple
of
comments
really
I
I
do
support
moving
sixth
grade
to
Middle
School
and
for
many
reasons
some
have
already
been
said,
but
I
think
when
we
talk
about
just
for
clarity,
are
we
eliminating
or
are
we
redesigning?
K
So
are
we
talking
because
I
hear
I
hear
the
word
eliminate,
which
means
it's
done
goodbye,
but
it
comes
with
some
great
programs
or
or
at
least
practices.
So
what
what?
What
is
our
position
on
that
I
mean
I
just
need
to
understand
because
I'm
not
for
eliminating
Middle
School,
but
I
am
open
and
willing
to
redesign
it
to
redefine
it.
E
This
is
Sven
Gustafson,
there's
some
things
trying
to
kicking
around
right
now
and
looking
at
maybe
going
having
some
form
of
plc's
across
all
the
divisions
to
be
able
to
take
up
some
of
that
time.
That
is
lost
at
middle
school,
but
then
also
gain
some
with
Elementary
trying
to
do
some
efficiencies
there.
E
J
E
You
know
there's
there's
things
that
will
be
lost.
Of
course,
I
know,
but
but
I
think
that
you
know
if
we
can
redesign
some
of
the
stuff
that
we're
doing
you
know
if
that
that
comes
up
I
mean
we've
had
this
conversation,
goodness
five
or
six
times
in
my
career
at
this
level,
you
know
the
school
board
level
and
I,
don't
know
if
Mr
Dr
Stock
can
answer
some
of
that.
I
think
that.
L
Hello,
everyone
I
hope
you
can
understand
me
because
of
my
voice,
so
there's
a
couple
things
that
go
into
this
one
spins
already
mentioned.
That
is
the
the
looking
at
some
alternative
ways
of
providing
collaborative
time.
Even
maybe
the
whole
District
could
benefit.
That
was
something
at
our
board
retreat.
The
last
time
yes
school
board
was
very
interested
in
trying
to
support
our
staff
with
with
ways
to
help
them
with
all
the
training
needs,
so
that
was
well
appreciated.
I
think
that'll
be
one
piece
of
it
and
well.
L
There
were
a
lot
of
discussions
this
morning
in
our
team
meetings
on
that,
so
more
information
to
come
later
on.
How
that
could
support,
like
Sven
said
it
won't
be
the
same,
but
secondary
is
doing
some
really
serious,
looks
at
multiple
types
of
schedules
that
might
be
used.
A
variety
of
things
that
could
be
combined
with
middle
school
and
high
school
looks
at
scheduling,
so
I
think
to
go
back
to
Mr
Anderson's
comments.
L
You
know,
there's
this,
he
called
it
a
house
of
cards,
I
guess
I'll
call
it
kind
of
a
series
of
decisions
that
have
to
come
in
order
right.
There's
certain
ones
that
have
to
be
made
and
then
they
influence
others
and
they
influence
others,
but
it
won't
be
the
same.
The
Middle
School
model,
as
everyone
calls
it
won't
be
the
same,
but
I
can
tell
you
having
worked
in
three
states
now
over
42
years,
everyone
calls
their
stuff
the
Middle
School
model
and
it
looks
different
in
every
Middle
School.
L
You
walk
into
the
one
thing.
That's
the
same
is
some
form
of
time
to
collaborate
with
your
colleagues.
That's
that's
one
thing:
there's
lots
of
other
things
that
Middle
School
experts
would
tell
you
it
must
include,
but
having
worked
in
many
places,
it
doesn't
always
look
the
same.
So
to
answer
your
question,
we
won't
be
able
to
do
everything
we've
been
doing,
but
hopefully
we'll
be
able
to
do
some
of
the
things
we've
been
doing.
K
That
thing
it's
like
gone,
but
we
are
in
March,
I
I.
Just
think
that
there
are
that
we
should
be
I
mean
if
we're
gonna,
if
we're
eliminating
the
model
that
I
get
I
mean
I
I
get
it,
but
for
me,
I
I
would
rather
speak
in
different
terms
of
reimagining.
It
redesigning
it.
That
is
so
because
we
will,
because
there
are
some
things
that
can
be
done
in
a
more
traditional
Middle
School
setting
that
are
beneficial
for
that
that
our
best
practices
for
those
in
the
middle.
L
K
I'm
one
of
those
old
school
principals
who
fought
the
traditional
Middle,
School
Traditional,
High
School
for
the
middle.
So
it
really
is
a
stretch
for
me
to
imagine
sixth
grade
in
the
middle,
but
I
have
in
my
research
and
in
my
experience,
I
think
I
think
that's
something
we
probably
should
have
done
a
long
time
ago
and
and
but
we
all
we're
still
holding
on
to
giving
everybody
what
they
want,
and
we
just
we
just
can't
do
that.
K
We
can't
it
is
just
impossible
to
do
not
that
I
feel
any
less
or
you
know
I'm,
not
hard-hearted,
but
the
reality
is
we.
We
can't.
We
we've
got
to
right-size
this
district
and
we've
got
to
do
it
as
best
we
can
and
knowing
that
any
decision
could
cause
a
a
calamity.
K
I
mean
I,
don't
know
all
the
ins
and
outs
I
don't
but
I
do
trust
the
people
who
are
bringing
this
information
to
us
to
have
covered
every
single
base.
My
questions
are
for
clarification.
It's
not
to
change
the
decision
that's
been
made,
but
I
need
to
be
able
to
process
it
for
me
and
then
explain
it
to
everybody
else.
So
I,
thank
you
guys.
C
To
me,
it
was
always
that
kids,
that
weren't
ready
to
be
part
of
a
thousand
person
student
body
at
a
120
130
seen
that
they
were
part
of,
and
we
found
a
golden
view
that
if
you
ask
kids
where
they
went
to
school,
they
were
more
likely
to
give
their
team
name
than
they
were
to
say
golden
new
middle
school,
but
they
really
identified
with
that
small
group
and
in
a
lot
of
our
schools.
That's
that's
already
kind
of
falling
apart.
Usually
mass
is
a
person.
C
It
goes
off
team
and
just
as
you
cut
staff
a
little
bit
here
and
there,
you
lose
the
ability
to
schedule
like
you're
talking
about,
because
you
don't
have
as
many
bodies
you
can't
offer
as
many
choices
and
to
the
public.
I
would
sort
of
urge
that
we
that
we
talk
about
that.
The
collaboration
time
matters,
that's
something
that
traditionally
teachers
found
time
to
do
either
before
school
after
school.
During
a
lunch,
it's
a
lot
harder
to
do,
and
so
it
doesn't
happen.
C
C
Middle
School
can
happen
every
day
and
all
right,
so
the
the
other
part
that
concerns
me
is
that
in
in
backing
it
down,
these
things
will
go
away
or
we're
asking
people
to
do
things
and
not
providing
time
for
it
to
happen
and
I
I
think
it's
when
we
were
looking
at
it
wouldn't
make
the
Middle
School
model
before
I.
Think
seven
or
eight
years
ago.
District
is
pretty
emphatic
that
everything's
going
to
be
the
same,
we're
just
not
going
to
have
as
many
teachers
and
they're
not
going
to
have
kids
on
teams.
C
I
would
much.
Rather
we
we
really
say
how
it
hurts:
kids,
how
it
hurts
our
ability
to
guide
them
through
that
time,
rather
than
suggest.
Oh
we'll
keep
doing
everything
that
really
matters
we're
just
not
going
to
devote
FTE
and
other
resources
to
making
it
happen.
I
I
think
it's
fundamental
dishonesty
there,
but
it
I
think
at
most
dual
Staffing.
It's
been
such
an
issue
that
has
started
to
party
at
the
edges.
H
Last
question:
oh
sorry,
go
ahead
and
put
it
in
the
chat
we
move
sixth
grade
to
middle
school
that
apply
to
all
schools,
programs
and
Dr
Stockton
answers
that
most
likely
with
most
elementary
schools
with
exceptions
of
Charters
and
those
with
different
educational
designs.
F
F
J
A
Can
I
ask
if
we
can
help
the
administration
by
taking
a
quick
straw
poll
on
support
for
moving
sixth
grade
to
Middle,
School
I?
Guess
I'll
ask
and
you
can
say
yes
forever.
A
B
J
E
D
I
J
It
was
so
big
is
because
of
the
impact
it
had
on
Dropout,
graduation
and
teaching
kids
in
and
it
had
a
real
favorable
impact
and
just
the
assessment
of
what
we're
going
to
go
through
here.
I,
just
don't
I
just
want
to
weighed
that
in
and
not
just
make
it
a
dollar
discussion.
But
a
discussion
about
the
impact
he's
going
to
have
on
outcomes.
A
Yeah
no
I
I
hear
you
and
I
think
that
fellow
board
members
share
your
interest
in
understanding
the
impact
on
student
outcomes
that
these
different
changes
may
have
I.
Guess
it
yeah
I
mean
I
sort
of
alluded
to
this
yesterday.
It
would
be
my
hope
that
maybe
we
could
see
some
sort
of
a
spreadsheet
saying
what
is
the
proposal?
A
How
is
it
going
to
cost?
What
is
it?
What
will
how
many
students
will
that
impact?
What
are
the
expected
trade-off
trade-offs.
Thank
you
that
we
might
see
with
with
any
given
proposal,
but
hopefully
that
gives
you
a
little
bit
of
guidance
that
there
might
be
a
board
member
board
support
for
pushing
sixth
grade
to
Middle
School
I
do
want
to
be
cognizant
that
we
have
one
item
left
on
our
agenda
for
today.
So
maybe
we
can
pivot
to
item.
Excuse
me
item
three
on
our
act
for
update.
G
So
it's
been
going
very
well:
everybody's
been
working
very
hard
and
I
just
want
to
say
thank
you
to
everybody
within
the
district
who
has
been
helping
me
because
this
is
my
first
year
it
has
been
very
overwhelming,
but
we
are
estimated
to
complete
the
effort
and
the
supplemental
by
November
15th.
The
single
audit
should
be
finished
a
few
days
after
that.
So
then
the
next
step
will
be
at
the
November
15th
board.
Meeting
the
Auditors
will
get
up,
provide
their
summary
of
findings.
G
I'll
get
up,
probably
with
Jim
and
we'll
review
the
major
points
of
the
app
for
you
guys
will
approve
it
and
we
will
send
it
to
this
state
and
then
sometime
in
December,
I'm,
not
sure
which
finance
committee
meeting
is.
We
will
do
a
deep
dive
answer
any
and
all
questions
you
guys
have
and
then
go
into
detail
into
everything.
So
they're
short.
A
Okay,
well,
I
think
that
we
could
probably
continue
more
questions,
but
in
the
interest
of
time
and.
F
Well,
I
I
think
it's
probably
worth
I
I,
don't
think
an
hour
and
a
half
we
did
I
think
the
board
was
in
agreement
that
that
we
could
schedule
either
more
off
cycle
sessions,
certainly
in
December
at
least
one
more,
maybe
where
we
could
have
a
couple
hours,
because
something
that's
difficult
and
and
I
could
feel
it,
but
Mark
described
it
best.
F
He
said
when
we're
when
we're
sitting
at
a
table
and
we're
briefing
the
board,
even
the
people
briefing
or
briefing
we're
not
working
with,
and
if,
when
he's
done
this
in
the
past,
where
it's
really
difficult,
when
you
put
it
in
a
round
table
and
everyone
really
is
a
casual
conversation
without
the
Robert's
Rules
people,
people
ask
questions
differently.
They
answer
questions
differently
and
I.
F
Think
if
we
can
do
something
like
that,
where
we're
not
listening
to
your
question,
to
figure
out
how
to
answer
the
question,
but
we're
listening
to
what
you
need
to
know
to
make
decisions
and
I
think
that
kind
of
work
session.
Considering
the
complexity
of
this
more
like
a
retreat,
where
and
Mark
has
done
in
the
past,
Mark
I
don't
know
how
long
you
went
if
it
was
all-nighters
or
anything
like
that,
but
I
hope
not,
but
it
sounded
like
it
sounded
like
when
everyone
walked.
I
Thank
you,
member
to
Mr,
Anderson's,
Point,
Margo
and
I
actually
talked
this
morning
and
I
think
and
I
think
we're
in
agreement
that
there
probably
needs
to
be
a
specific
off
schedule.
Maybe
extended
work
session.
I.
Think
member
Higgins
mentioned
yesterday
that
potentially
a
Saturday
might
be
best,
and
then
we
will
still
have
a
regular
meeting
time.
I
I
think
some
of
that
scheduling
will
be
up
to
president
Bellamy,
of
course,
but
I
would
support
a
more
informal
structure,
especially
as
it
comes
down
to
the
decision
point
where
we're
going
to
have
to
select
which
cuts
to
make
and
not
if
Cuts
can
be
made.
So.
K
I
agree:
I
work
with
I
work
with
Amanda
and
with
the
superintendent's
office
to
to
get
that
set
up.
J
I
support
that
completely
I
think
that
we
need
the
time
to
work
together
as
a
team
where
we're
just
not
presenting
it.
You
know
we're
going
to
be
going
out
to
the
public
asking
for
advice
and
I'm,
reminding
everybody
there's
a
good
expression
that
says
unneeded
advice
is
unwanted
advice,
so
we
can't
tell
them.
We
want
your
options
when
we're
going
to
tell
them
we
have
no.
A
Yeah
I
I
think
that
a
Saturday
conversation
be
great.
It
should
probably
take
place
after
we
finish
all
of
our
town
halls
so
that
we're
able
to
process
things
so
then,
just
but
it'd
be
nice
to
do
it
before
yeah
too.
A
F
Somewhere
before
the
20th,
which
is
the
final
meeting
before
holiday,
break
I,
agree
on
game,
I
think.
F
I
mean
honestly
this.
This
is
the
first
time
where
we've
spent
six
months
as
a
group
trying
to
inform
the
community
get
input
come
back
with
something
and
I
just
want
to
make
sure
the
board
isn't
surprised.
You
know
some
of
those
discussions
that,
like
State
Bond
debt,
reimbursement
and
and
fund
balance,
you
can
have
those
discussions
in
a
30-second
round
of
amendments,
but
then
you
never
know
what
what
all
happened
as
a
result,
just
that
we
came
up
with
an
answer
and
those
kind
of
discussions,
I
think
which
they
just
require
time.
A
A
Thank
you
all
right.
Well,
we
are
at
one
o'clock.
I
bet
you
guys
have
an
afternoon
full
of
other
meetings.
Thank
you
for
your
time
and
your
attention
and
a
willingness
to
engage
with
our
questions
and
concerns.
Thank
you
all
right.
We
need
a
motion
to
adjourn
all
right.
Great.