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From YouTube: ASD School Board Meeting 02/21/23
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A
Test
good
evening,
we'd
like
to
welcome
everyone
to
our
regular
school
board.
Meeting
today.
Recording
in
progress
today
is
Tuesday
February
21st
all
board
members
are
present
in
the
boardroom,
which
includes
myself,
Margo
Bellamy,
Dave,
Donnelly,
Pat,
Higgins,
Andy,
Holloman,
Carl,
Jacobs,
Kelly,
lessons
and
Dora
Wilson.
We
also
have
our
superintendent
Dr
Jarrett
Bryant
in
the
in
here
on
the
Deus,
along
with
our
executive
assistant,
Amanda
Foster.
C
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
denina
people.
We
acknowledge
and
appreciate
that
our
offices,
facilities
and
schools
are
on
the
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,
work
and
create
educational
communities
on
the
sacred
land.
We
extend
continued
respect
for
the
many
cultures,
creativity
and
resilience
of
its
indigenous
peoples,
chanon.
A
Thank
you
very
much,
and
that
brings
us
just
like
to
make
a
quick
opening
statement
and
thank
everyone
for
being
here.
We
welcome
we'd
like
to
welcome
you
to
our
meeting
and
thank
you
for
attending
and
supporting
the
Anchorage
School
District
and
Discord
the
board,
which
is
to
thank
our
students,
parents,
teachers,
staff,
School
business
partners
and
the
entire
Community
for
your
investment
in
our
district.
With
your
time,
your
talents
and
your
tax
dollars
and
we're
happy
that
you're
joining
us
today.
A
And
hearing
no
opposition,
the
agenda
is
approved
as
presented,
and
that
brings
us
to
item
B1.
Our
student
representative,
Michelle.
C
So
Sab
or
the
student
Advisory
Board
held
our
February
meeting
on
the
14th
in
the
afternoon,
and
we
started
with
small
group
discussions
getting
to
know
each
other
more
and
talking
about
what
groups
we
all
represent
and
how
our
schools
engage
in
civic
education.
Following
this,
we
went
into
our
school
reports
where
each
School
shared
how
they
extended
30
minutes,
have
impacted
their
school.
Next,
we
heard
our
school
Spotlight
reports
from
East
Family
Partnership
grinning
in
goldenview,
the
schools
shared
information
about
their
school
and
what
makes
them
unique.
C
I
shared
my
school
board
report
and
the
member
lessons
gave
some
brief
comments.
After
that,
we
elected
my
president-elect
or
the
person
who's
going
to
take
my
place
and
when
I
graduate
in
May
I'm
proud
to
share
that
our
Sab
president
for
the
23
to
24
school
year
is
Joshua
pack
from
Polaris.
Josh
is
involved
in
many
ways
throughout
the
district
and
he
traveled
with
us
to
Juno
last
year
for
the
legislative
fly-in.
A
We
were
expecting
a
couple
of
students
that
did
go
to
Juno,
and
so
we
will
invite
them
back
at
a
to
another
meeting.
A
A
The
next
item
is
a
just
a
point
of
information
regarding
our
controversial
issues
committee
from
time
to
time,
questions
about
specific
books
will
come
up,
and
it's
because
of
these
times
that
the
board
and
the
school
district
has
a
formal
policy
and
process
to
process
and
address
any
book
or
instructional
material.
A
We
are
we
invite
parents
citizens
anyone
in
the
community.
If
you
have
a
controversial
item
that
you
wish
to
have
addressed,
we
invite
you
to
do
so
through
that
committee.
A
The
administration
is
currently
working
on
a
software
that
will
clearly
delineate
what
is
available
for
student
checkout
and
what
is
not
available
for
student
checkout.
Some
materials
are
labeled
staff.
Only.
However,
we
do
realize
that
that
notice
is
not
clear
in
the
current
catalog,
so
we
are
working
to
get
that
addressed.
A
But
if
you
have
questions
about,
I
would
like
to
have
an
item.
A
book
or
instructional
material
processed
I.
Invite
you
to
our
website
asdk12.org.
A
A
So
with
that
I'd
like
to
move
on
to
our
goal,
monitoring,
which
is
item
C1
on
our
agenda,
tonight's
discussion
is
reading
proficiency
as
soon
as
I
find
my.
A
And
we
do
know
that
with
the
Alaska
star,
I
mean
we've
gone
from
Peaks
to
the
Alaska
star
and
there
might
be
other
changes
that
we
might
have
to
change.
Consider
in
our
goal
monitoring
but
tonight's
discussion.
A
A
The
interim.
We
will
also
have
conversation
around
the
interim
goal
1.1
and
that
interim
goal
reads:
the
percentage
of
K2
students
at
or
above
reading,
Benchmark
above
the
reading
benchmark
on
interim
assessments.
Fast
Bridge
curriculum-based
measures
will
increase
from
37.5
percent
in
the
spring
of
2021
to
80
in
Spring
of
2024..
A
Before
we
begin
I'd
like
to
just
make
sure
that
to
confirm
that
all
four
components
of
our
monitoring
report
is
our
present,
the
report
clearly
shows
what
is
being
monitored.
A
The
report
shows
data
for
the
last
for
the
three
previous
reporting
periods,
the
current
reporting
period
and
the
target
reporting
period.
The
report
shows
the
superintendent's
evaluation
of
the
district's
performance
and
the
report
finally
shows
supporting
documentation.
That
evidence
is
the
superintendent's
evaluation
via
the
tables
provided,
and
it
includes
next
steps.
A
So,
with
all
the
components
present,
we
are
ready
to
begin
our
progress
monitoring
conversation
on
reading
proficiency
board
members
had
the
opportunity
to
send
in
Prior
questions.
If
not,
you
certainly
can
bring
questions
forward
tonight
as
well.
A
Once
the
board
fully
understands
the
current
reality,
we
will.
We
will
move
from
the
who,
the
why
and
the
what
onto
the
how.
So
with
that
framework,
we
are
ready
to
begin
our
discussion.
E
I'll
try
to
focus
on
questions
rather
than
commentary
okay.
So
one
of
the
questions
that
I
have
is
really
in
relation
to
the
covid
pandemic
and
what
has
happened
since
then,
as
we've
returned
to
school
and
I'm
curious
about
you
know
what
what
data
do?
We
have?
That's
showing
which
student
groups
may
be
rebounding
from
Lost
learning
opportunities
and
if
they
are
rebounding,
you
know
under
what
circumstances
like
when
we
look
at
just
the
smaller
drop
from
all
the
winter.
This
year
then
follow
the
winter
last
year.
G
Thank
you
for
the
question.
It's
a
it's
a
difficult
question,
because
simply
there
are
so
many
variables
that
impact
student
achievement
and
what
I
would
say
is
we
may
find
Pockets
small
moments
or
glimpses
of
data
that
support
growth
or
achievement
in
certain
areas.
G
Now
can
we
say
that's
directly
related
to
covet
I
think
that's
a
very,
very
difficult
correlation
to
make
I
would
say
it's
a
correlation
and
I
think
it's
really
important
to
consider
what's
causation
versus
correlation,
and
but
what
I
would
say
is
the
main
factor
that
I
see
is
that
it
comes
down
to
the
classroom
and
the
teacher
focusing
through
our
mtss
structures
on
specific
students
needs
and
addressing
those
in
the
real
moment.
But
to
say
we
are
making
a
large
rebound
would
be
a
difficult
correlation
to
make.
A
E
Follow
up
our
resources
over
the
past
few
weeks,
the
question:
do
we
have
adequate
resources?
You
know-
and
you
just
referred
to-
you
know,
what's
happening
in
a
specific
classroom
and
I
think
that's
absolutely
important,
roughly
25
of
our
Elementary
classrooms,
according
to
an
RFI
that
we
received
exceed
25
students
per
class,
that's
over
a
couple
hundred
classrooms
in
our
elementary
37
classrooms
have
more
than
30
students.
37
elementary
students
have
more
than
30
students
in
them.
E
According
to
the
tally
that
I
ran,
we
have
the
resources
from
the
state
of
Alaska
to
adequately
dial
into
our
students
needs
in
our
classrooms.
H
I
can
take
an
initial
step
at
this.
Thank
you,
member
lessons
for
that
question.
I
think
that
evidence
could
suggest
that
there's
not
you
know.
The
district
was
interested
in
commissioning
a
study
to
look
specifically
at
the
base
student
allocation,
for
example,
to
see
what
would
it
take
to
actually
Implement
research-based
practices,
the
practices
that
the
research
and
data
indicates
actually
lead
to
student
achievement
and
I
suspect
that
number
would
be
far
beyond
on
what
we're
currently
investing
in
students.
H
But
that's
just
one
perspective
you
bring
up
class
sizes
with
which
is
another
great
observation
too.
Some
research
suggests
that
smaller
class
sizes
lead
to
Greater
academic
attainment.
Other
studies
say
it's
more
nuanced
and
complicated
than
that,
but
from
my
vantage
point,
I
think,
what's
even
more
alarming
than
all
of
this
is
the
fact
that,
because
of
the
pandemic,
because
of
out
migration
from
the
state
of
Alaska,
there
are
so
many
positions
that
continue
to
be
unfilled.
H
So
you
may
have
a
classroom
of
you
know
12
students,
but
if
you
have
a
permanent
substitute
teacher
sure
evolving
door
of
Staff,
that's
not
good
for
student
achievement
either.
So
it's
very
complicated
to
what
senior
director
Opitz
pointed
out
and
that's.
Why
we're
very
appreciative
to
have
this
opportunity
to
discuss
what
additional
resources
are
needed,
so
we
can
do
the
best
we
can
with
the
resources
we
have.
A
And
that
that
kind
of
brings
me
to
my
question:
can
we
make
this
80
percent
I
mean
I,
know
we're
going
to
make,
so
we
started
out
in
2020
with
our
goals
and
our
guardrails
and
I'm
just
curious,
I
I'm,
just
curious
as
to
how
we
are
because
we're
also
looking
he
gave
a
beautiful
presentation
during
our
work
session
today.
I
I
smiled
at
Mr
Opitz
when
you
asked
if
we
could
make
the
80,
because
this
is
a
conversation
we
have
almost
daily,
and
so
we
we
will
continue
to
work
towards
making
that
80.
I
think
that
in
looking
at
the
new
curriculum,
I
think
it's
a
right
step
forward
and
re
re
re-analyzing,
our
multi-tiered
systems
of
support,
the
mtss
plan,
I
think
that's
a
step
in
the
right
direction.
I
think
we're
making
those
right
steps.
I.
I
Think
we've
got
a
great
team
up
here
where
we're
constantly
engaged
in
conversation
about
what
does
that
look
like?
What
are
our
needs?
How
do
we
move
forward
with
the
with
the
resources
we
have
now?
What
resources
do
we
need
and
that
we
can
come
and
ask
you
for
like
adopting
a
new
curriculum?
Okay.
A
All
right,
thank
you.
Any
other
questions
of
member
Higgins.
J
Thank
you
I
appreciate
the
presentation:
do
we
have
data
showing
how
all
kids
are
advancing
academically
per
year
so
that
we
know
kids
that
are
ahead
were
advancing
a
full
year
or
not?
We've
got
a
lot
of
parents
with
kids
and
your
kids
out
there
that
are
excelling
and
they
want
those
and
I
do
that
with
my
grandkids
and
with
others
too,
they
want
them
to
continue
to
grow
and
not
focus
on
the
cluster,
but
all
kids
advancing
polio
academically.
J
J
Thank
you
great,
even
if
they
want
up
the
scale
that
they're
still
advancing,
do
we
have
data
like
that
I
know
at
one
time
we
had
it
by
by
by
grade
and
by
School,
and
so
we
had
a
lot
of
data
out
there
and
it
was
revealing
one
revealing
was
third
grade
where
we
had
pretty
plat
academic
growth.
J
In
reading
it
was
identified,
not
the
school
location,
it
was
the
curriculum,
so
that
was
a
revealing
bit
of
information,
but
I'm
just
wondering
if
we
had
that
I
know
that
in
the
past
I'll
share
with
you,
the
boy
that
asked
for
it
was
told
we
didn't
have
a
new
superintendent
came
in.
We
had
all
of
it
handed
for
three
years,
so
I
just
don't
know.
If
we
have
that.
But
to
me
that
would
be
very
revealing
information.
G
Thank
you
for
the
question.
I
think
it's
a
really
important
question.
First
of
all,
because
what
you're
talking
about
is
the
difference
between
proficiency
or
benchmarks
and
growth,
and
what
you're
asking
about
is:
are
our
students
growing
in
a
positive
direction?
The
the
I'm
not
I,
can't
speak
to
the
exact
data.
In
a
moment
it
might
be
something
for
the
RFI
process
that
we
could
get
to.
G
But
that
is
a
it's
an
essential
question
and
we
do
have
information
even
when
you
log
into
fast
Bridge
or
map,
it
does
show
growth
as
an
option.
What
I
will
say
is
with
the
science
of
reading.
G
A
K
Like
last
time,
we
went
over
the
interim
goals
for
reading
proficiency.
I
asked
about
the
circumstances
that
we
faced
right
before
the
pandemic,
where
we
had
someone
go
from
classroom
to
classroom
and
check
on
the
implementation,
the
actual
utilization
of
the
the
curriculum
that
we
had,
and
they
found
that
listen.
It
was
like
25
percent
of
the
classrooms
were
actually
using
the
curriculum
that
had
been
adopted
by
the
board,
and
then
there
was
subsequently.
We
were
told
that
there
was
a
correlation
between
the
classrooms
that
we're
using
the
curriculum
and
success.
K
I
The
exact
data,
so
we
did
conduct
implementation
walks,
but
it
was.
It
was
not
every
classroom
every
school,
so
it
was
basically
a
sample
size
and
I'm
trying
to
think
back
what
that
exact
number
was
because
I
remember
our
director,
Diane
or
at
the
time
presented.
The
information
to
you.
I
K
L
Yeah
so
with
our
ntss
systems,
our
instructional
coach
and
principal
partnership
meetings,
we
hold
those
meetings
monthly
to
improve
our
implementation,
Cycles
improve
our
instructional
leadership
in
the
buildings
and
then
work
to
improve
our
implementation.
So
that's
an
ongoing
effort
every
year
as
we
onboard
new
teachers
and
then
as
the
teachers
that
we
have
on
staff,
continue
to
improve
that
implementation.
So
it
comes
through
that
that
instructional,
coach
and
principal
partnership
meetings
that
we're
doing
to
improve
our
knowledge
base
about
the
implementation
with
our
curriculum
foreign.
L
And
through
the
president
to
member
Donnie,
we
haven't
done
an
instructional
implementation,
walk
since
the
fall
one,
so
that
isn't
something
that
we
have
done
at
this
point
in
time
to
do
the
follow-up.
We
do
that
typically,
every
fall
to
look
at
that
pacing
in
time,
and
so
that
follow-up
Point
has
not
been
done
yet
to
this
semester.
A
Thank
you,
member
Donnelly,
who
has
not
spoken
yet
remember,
remember
lessons
go
on.
E
This
is
maybe
a
response
to
member
Donnelly's
question.
It
strikes
me
that
this
is
an
interesting
year
because
we're
sort
of
betwixted
in
between
two
different
things.
We
have
taken
steps
towards
quite
possibly
adopting
a
new,
evidence-based
curriculum
and
yeah.
We're
still
doing
implementation
checks
of
something
that
we
may
be
moving
beyond
and
I
find.
That
could
be
an
awkward
position
for
I
feel
like
it's
awkward
for
me
as
a
board
member,
and
it
could
be
awkward
for
educators
as
well.
The
state
is
already
offering
letters
training.
E
The
state
is
already
offering
you
fly
there.
There
are
tools
out
there
that
are
not
part
of
asd's
toolbox
that
potentially
could
be
in
the
future.
So
I
think
you
know.
Your
question
is
an
interesting
one,
but
but
it's
also
where
at
an
awkward
pivotal
moment,
so
I
guess
that's
just
my
my
personal
response
to
your
question.
E
I
do
want
to
I
did
want
to
ask,
though,
about
we
had
seven
snow
days
in
last
semester.
That's
like
eight
or
nine
percent
of
the
learning
days
that
students
would
have
had
between
August
and
December
and
then
on
top
of
that
rates
of
chronic
absenteeism
are
through
the
roof.
Our
kindergartners,
the
rates
of
90
attendance,
are
57.
E
First
grade
beers
are
at
58
a
second
grader
at
63,
so
of
the
days
that
school
has
been
open.
You
have
40,
plus
percent
of
our
youngest
Learners,
not
in
school.
All
the
time
I
find
that
very
challenging.
E
A
You
and
kids,
you
know
parents
have
to
get
kids
to
school,
so
we've
got
to
figure
out
how
to
encourage
parents
to
do
make
sure
their
kids
are
in
school
and
I.
Think
we
did
have
that
down,
though,
as
for
a
deeper
discussion.
A
So
it's
not
it's
on
our
list
for
a
deeper
discussion
but
you're,
absolutely
right,
you're,
absolutely
right!
Other
questions
coming
back
around
remember:
Donnelly.
K
K
We
know
that
if
kids
can't
read
by
third
grade
they're
in
for
a
lot
of
trouble
going
forward,
if
we're
only
at
40
percent
proficiency,
now
with
our
second
third
graders,
how
are
we
addressing
that
with
our
new
retention
policy,
because
I
did
sponsor
the
board
approved
a
new
retention
policy
prior
to
that
it
was
just
absolutely
nobody
ever
was
retained,
and
now
it's
in
the
best
interest
of
the
student
is
the
standard.
So
how
are
you?
I
Can
I
I
want
to
introduce
our
new
director
of
teaching
and
learning
for
elementary
Nicole
Somerville,
and
she
really
has
been
tracking?
All
that
is
Alaska
reads
act
and
has
been
a
critical
part
to
the
reading
curriculum,
so
I
wanted
her
to
share.
What's
coming
with
the
progression
non-progression
through
the
Alaska
reads:
Act.
M
Thank
you,
member
Donnelly
to
president,
so
the
Alaska
reads
act.
One
of
the
provisions
in
it
is
that
a
discussion
is
opened
up
every
single
year
that
a
student
is
not
proficient
in
reading.
The
intent
of
the
law,
at
least
according
to
the
presentations
that
I've
been
at,
is
that
students
that
teachers,
administrators
reading
experts
and
parents
when
a
student
is
identified
as
not
proficient
you
would
put
in
interventions
according
to
the
Alaska
reads
act
you
would
re-
continue
to
progress,
monitor
them
and
assess
them
by
middle
of
the
year.
M
If
the
student
is
not
making
progress,
of
course,
you're
still
going
to
change
your
interventions
and
add
more
help,
but
then
you're
going
to
start
the
discussion
of
whether
or
not
an
retention
they
call
it
in
the
law.
A
progression
or
non-progression
is
appropriate
and
those
discussions
are
supposed
to
happen
for
all
students
that
are
not
making
their
proficiency
targets
every
single
year
now
the
intents
the
law
is
that
students
would
only
be
retained
once
in
their
school
experience,
so
that
you
wouldn't
have
14
year
old.
M
Third,
graders,
that
you
know
you
would
continue
to
add
interventions
in
place,
but
the
law
has
that
it's
the
parents
decision
overall
and
that
if
a
parent
chooses
to
not
retain
or
to
allow
their
child
to
progress
to
the
next
year,
there
is
a
provision
in
the
Alaska
breeds
act
that
the
school
district
would
provide
summer.
School
support,
20
hours
in
that
year
between
third
and
fourth
grade.
A
We
could
maybe
put
it
in
for
connect.
Would
that
be
all
right,
Miss,
Donnelly
or
connect?
Thank
you
all
right
and
I
would
like
to
just
remind
the
board
too.
You
guys
are
asking
great
questions.
If
you
could,
please
maybe
put
them
in
writing
before
the
meeting
that
would
give
the
staff
because
yeah
they
are
all
y'all.
All
are
new,
that's
true,
but
it
would
be
nice
for
them
to
have
a
heads
up.
Mr,
J,
Mr,
Jacobs,.
D
The
president,
we
were
talking
about
the
learning
walks
earlier,
and
this
is
more
of
a
house
question,
but
we
touched
on
it
so
I
figured
I'd
follow
up
our
strategies.
Section
of
the
PowerPoint
speaks
to
us
during
doing
those
in
fall
and
winter.
Is
that
going
to
happen
in
the
semester?
We
just
haven't
identified
a
date
or
are
we
changing?
Of
course,.
I
So
Nicole's
saying
implementation
walks
in
learning
walks
are
two
different
things.
The
implementation
walk
is
what
we
do
to
go
through
and
and
look
for
evidence
of
implementation
and
the
learning
walks
are
actually
a
learning
time
for
for
principals
and
coaches
and
even
teachers
to
have
we've
discussed.
I
We
went
a
different
route
in
terms
of
learning
walks
right
now,
we're
doing
drop-in,
comprehension,
lessons
and
part
of
that
is
because
we
do
know
we
have
a
new
curriculum
coming
up
and
so
we're
we're
making
a
shift
from
some
of
the
tools
that
we
can
help
provide
to
our
staff.
I
A
You'll
come
back
to
my
right.
Okay,
go
on
member
lessons.
E
So
this
was
not
a
question
that
I
sent
in
ahead
of
time,
because
it
arose
out
a
response
to
testimony
before
the
house
education
committee
on
Friday
and
where
it
was
revealed
that
participation
in
the
testing
by
participation
rates
in
one
of
our
correspondence
schools,
one
of
our
homeschool
programs,
is
around
22,
that's
pretty
low.
E
G
In
a
nutshell,
generally,
yes,
but
what
I
would
say
at
any
point
in
time
a
parent
can
opt
out
also,
of
course,
when
it
becomes
and
I'm
speaking
strictly
about
the
state
assessments
right
and
so
again,
parents
can
opt
out
and
then,
of
course,
with
some
of
our
schools
that
may
or
may
not
be
in
person.
There
are
a
variety
of
factors
that
influence
who
comes
to
test,
because
there
are
test
security
agreements
and
those
types
of
things,
but
I
would
have
to
get
more
information
to
look
into
that
specifically.
E
Follow-Up
yeah
I,
guess
Slide
Five,
you
know
when
it
shows
percent
of
students
tested.
You
know
if
we're
it
looks
like
you
know,
we're
all
grades
K
through
two
that
Top
Line
we're
testing
91
of
our
K-2
students
in
this
in
this
slide
on
page
five
is
that
correct,
I'm?
Sorry
I
was
looking
at
fall
winter.
That's
slightly
lower
88
of
our
students
live
yes,.
F
A
I'm
just
curious
from
today's
presentation:
there
were,
like
seven
Alaska
reads:
act
things
that
requirements.
Will
we
be
updating
if
the
board
chooses
to
prove
that
curriculum?
Will
we
be
updating
our
implementation
slide?
Eight
with
to
reflect
those
seven
things.
A
F
K
You,
madam
chair,
just
the
important
point
that
member
lessons
brought
up
earlier
about
we're
in
a
transition
here:
I
guess
what
I'm
most
concerned
about
is
that
we
implemented
the
current
curriculum
five
years
ago,
if
we're
only
at
70
percent.
After
five
years,
I'm
worried
about
the
future
I'm
worried
about,
what's
going
to
happen
with
the
new
curriculum
once
it
goes
into
place,
how
many
years
is
it
going
to
take
for
that
to
be
implemented?
We
really
believe
in
it
that
it's
going
to
be
successful.
K
A
H
You,
madam
president,
so
we'll
go
ahead
and
move
into
a
brief
technical
presentation
on
math
proficiency.
If
we
go
to
the
next
slide,
it
states
that
our
board
goal
is
to
increase
proficiency
to
55
percent
by
May
2026..
Today,
we'll
focus
on
interim
gold
2.1,
which
is
to
increase
the
percentage
of
students
in
grades
three
through
nine,
at
or
above
Benchmark,
on
the
map,
growth
assessment
to
60
by
2023
and
Benchmark.
Just
for
the
Polk's
awareness
is
defined
as
the
40th
percentile
next
slide.
H
This
is
a
graph
formatted
to
how
it's
been
in
previous
presentations,
but
you'll
see
historical
math
proficiency
over
time
based
on
the
spring
snapshot.
The
dotted
line
represents
our
annual
goal
for
students
at
or
above
benchmark
for
2223.
That
goal
was
60
percent.
The
table
below
shows
the
same
data
and
provides
data
on
the
fall
and
winter
snapshots
as
well.
The
brown
boxes
show
performance
this
school
year
and
the
color
Legend
identifies
this
percentage
as
being
near
the
target.
H
This
Slide
disaggregates
the
data
by
individual
grade
level,
allowing
you
to
see
if
there
are
particular
cohorts
of
students
that
are
more
or
less
proficient
than
the
average
the
average
for
all
grades
is
on
the
top.
It
also
provides
a
comparison
of
performance
for
winter
versus
fall
of
this
year,
as
well
as
participation.
The
percentage
Point
differences
between
fall
and
winter
are
the
last
two
columns.
H
This
next
Slide
disaggregates
the
data
by
race,
ethnicity
and
special
populations
of
students,
including
economically
disadvantaged
students
in
special
education
students.
It
also
provides
a
comparison
of
performance
between
winter
and
fall
and
the
bottom
portion
of
the
table
cluster
schools
by
the
number
below
near
and
meeting
the
target.
H
This
presentation
also
has
data
related
to
interim
gold
2.2,
which
is
fall
to
fall
increases
in
proficiency
on
the
map
growth
assessment.
The
goal
was
an
increase
to
42
proficiency
by
fall,
2022.
H
On
this
slide
that
you
see
here,
it's
formatted
similarly
to
the
one
earlier
in
the
presentation.
This
data
also
includes
the
percentage
of
students
at
or
above
their
predicted
proficiency
based
on
the
map.
Growth
assessment.
That's
a
separate
score
that
that
assessment
produces
the
last
two
columns
allow
for
a
percentage,
Point
comparison
of
change
between
winner
and
fall
on
that
predicted
proficiency
indicator.
H
This
slide
is
also
similar
to
the
previous
one
in
the
presentation
it
disaggregates
the
data
by
race,
ethnicity
and
special
subpopulation,
like
on
the
previous
slide.
This
also
includes
data
on
the
percent
of
students
scoring
at
or
above
their
predicted
proficiency.
That's
what
makes
this
slide
different
than
the
one
earlier
in
the
presentation,
and
these
next
few
slides
provide
an
overview
of
next
steps
with
regards
to
the
implementation
to
improve
proficiency.
H
So
on
this
slide,
for
example,
it
details
the
instructional
goals
and
focus
areas
to
improve
math
proficiency,
which
includes
curriculum
the
multi-tiered
systems
of
support
framework
and
instructional
strategies.
The
approach
is
a
continuous
loop
of
building
teacher
capacity,
analyzing
data
and
engaging
in
instructional
Improvement
Cycles,
and
on
this
Slide,
the
strategies
are
grouped
into
four
major
pillars,
including
professional
learning,
the
multi-tiered
system
of
supports
framework
data
discussions
and
curriculum,
and
it
shows
the
status
of
implementation
across
these
major
pillars.
H
A
Thank
you,
Dr
Bryant
that
will
be
March
7th.
Is
that
our
next
board
meeting
all
righty?
Thank
you
so
board
members
as
you
review
the
data,
please
send
in
your
questions
or
wanderings
at
that
time.
A
Okay,
moving
on
the
agenda,
that
brings
us
to
our
first
public
comment.
Section:
item
d:
I,
don't
think
we
have
any
students
signed
up
tonight.
Okay,
I
would
like
to
read
a
statement
just
before
welcome
to
the
school
boards
first
opportunity
of
the
evening
for
public
comments.
A
This
is
the
Public's
time
to
speak
and
the
board's
time
to
listen.
The
school
board
welcomes
the
public
to
observe
and
contribute
to
our
meetings
through
their
comments,
however,
to
be
productive,
our
meetings
must
be
structured
and
civil
ASD
conducts
public
meetings
under
Robert's
Rules
of
Order,
which
is
a
set
of
rules
for
orderly
meetings
that
have
been
used
since
the
1800s.
A
Under
Robert's,
Rules
of
Order
do
not
attack
a
member
or
speaker's
motives.
No
profanity
or
foul
language
refrain
from
disturbing
the
meeting,
no
cheering
Applause
outbursts
or
waving
of
signs
or
posters.
If
you
have
handouts
that
you
wish
to
share
with
the
board,
please
give
them
to
Ms
Foster
here
to
my
left
and
she
will
distribute
them
to
the
board
member
to
the
board.
A
For
you,
as
the
president
of
the
board,
it
is
my
duty
to
enforce
these
Rules
of
Civility
and
decorum
as
such
and
consistent
with
Robert's
Rules
of
Order
I
have
the
authority
to
rule
any
speaker
out
of
order
for
violation
of
these
rules
and
or
fail
to
conduct
themselves
in
a
civil
manner.
Additional
details
can
be
found
as
you
come
into
the
boardroom.
There
is
a
blue
and
white
sheet
that
pretty
much
summarizes
goes
over
everything
that
I
just
shared.
A
So
with
that
we
are
ready
for
our
first
speaker
and
that
I
will
call
two
people
at
a
time.
There's
two
chairs
here,
the
mics.
You
can
turn
the
mic
on
by
pressing
the
button
with
the
voice.
You'll
see
a
face
with
the
little
like
a
microphone
coming.
Well,
a
voice
box
there
Alan,
Brown
and
Rosalind
Grady.
Please
come
forward
state
your
name
and
provide
your
testimony.
Q
Good
evening
my
name
is
Alan
Brown
and
I
have
two
children
in
the
district
and
like
many
of
the
constituents
who
elected
you,
I
am
a
member
of
a
military,
veteran
I'm
speaking
to
you
this
evening
to
address
this
board's.
5-2
decision
to
censor
public
discourse
related
to
current
or
potential
ASD
curriculum.
Q
This
board's
vote
said
a
dangerous
precedent
that
sends
the
message
loud
and
clear:
it
does
not
honor
or
respect
the
Free
Speech
rights
of
all
citizens
who
have
a
stake
in
the
education
of
this
community's
children.
In
my
opinion,
this
board's
vote
in
favor
of
censorship
is
an
indictment.
You
showed
your
cards
for
everyone
to
see.
You
will
never
be
able
to
undo
that
this
board's.
Collective
actions
suggests
that
you
have
no
interest
in
hearing
or
considering
opinions
that
differ
from
your
own
and
that
you
believe
you
know
better
than
the
citizens
that
elected
you.
Q
Ladies
and
gentlemen,
public
discourse
and
truly
honoring
free
speech
is,
by
its
very
nature,
messy
it's
uncomfortable.
It
can
be
painful,
it's
often
irrational,
overly
emotional
and
downright
dirty,
but
as
adults,
if
we
cannot
handle
a
little
uncomfortable
civil
discourse,
then
we
have
no
business
being
part
of
the
conversation.
Q
How
can
I
trust
that
my
two
children
will
be
allowed
to
speak
up
in
class
when
they
don't
agree
with
something
the
teacher
says
or
the
book
says?
Will
the
concept
of
critical
inquiry,
which,
by
by
I
might
add,
includes
questioning
and
disagreement?
Will
that
be
encouraged
or
even
permitted
in
the
classroom
discussions
or
after
this
board's
precedent
of
censorship?
Will
students
be
silenced
when
they
raise
their
ideas
or
opinions
that
counter
the
institutionally
approved
lesson
plan
or
textbook
or
even
worse?
Q
Will
students
simply
censor
themselves
because
they
don't
feel
comfortable
speaking
up
or
asking
tough
questions?
Well,
my
14
year
old
daughter
be
ostracized
for
questioning
or
speaking
out
against
someone
something
that
she
doesn't
agree
to
in
class.
More
importantly,
will
this
board
support
her
right
to
question
five
to
two
says
that
you
won't.
R
Yeah,
hello,
everyone,
my
name
is
Rosalind
Grady
White
I
am
the
President
and
founder
of
the
Alaska
Coalition
of
bipark
Educators
I
am
also
a
member
of
the
education
committee
at
the
NAACP
and
a
member
of
the
Mountain
View
Community
Council.
Thank
you,
madam
president,
and
fellow
school
board
members
for
having
me
today
and
happy
Black,
History
Month
a
cool
thing
about
today.
Black
history,
fun
fact,
since
we're
all
here
to
read
things,
it
is
Nina
Simone's
birthday
and
she
is
known
as
a
musical
genius,
and
my
favorite
quote
quote
from
her.
R
R
An
artist's
Duty
as
far
as
I'm
concerned
is
to
reflect
the
times,
and
that
is
what
I
see
in
front
of
me.
As
far
as
my
school
board
members
are
concerned,
and
my
directors
to
my
left,
we
are
reflecting
the
times
there
is
so
much
to
talk
about
and
I
would
love
to
talk
about
everything
but
I
know
I,
don't
have
enough
time
to
get
it
out.
So
if
I
say
something
that
catches
your
eye
or
any
of
your
attention,
please
reach
out
to
me
all
of
you
know
how
to
get
in
touch
with
me.
R
I
have
I
am
invested
in
Anchorage
School
District
as
a
parent
and
employee,
and
a
Community
member
I
have
four
children
that
are
enrolled
in
the
Anchorage
School
District.
They
go
to
the
number
one
school.
In
my
opinion,
Mountain
View,
Elementary
School,
which
I
am
proud
to
say,
is
working
hard
to
mirror
a
cultural
or
cultural,
cultural,
relevant
School.
R
As
you
know,
acbe
is
all
about
equity
and
equality,
Equity,
meaning
the
quality
of
being
fair
and
impartial
and
equality,
meaning
the
state
of
being
equal,
especially
in
status,
rights
and
opportunities.
We
at
acbe
support
forward
culturally
I
cannot
say
that
word
relevant
change
and
have
ideas
to
help
Implement
that
change.
That
means
becoming
more
cultural,
Laurie,
responsive
District.
My
only
ask
of
you
as
board
and
directions
is
that
we
stay
focused
on
the
needs
of
your
teachers
and
your
students.
It
may
be
the
community
as
long
as
their.
S
My
name
is
Laura
mcnaugh
and
I'm,
a
special
education
teacher
tonight,
I'm
speaking
to
you
as
an
advocate
for
our
like
local
neighborhood
schools,
Abbott
Loop
Elementary
is
the
only
neighborhood
school
that
remained
on
the
list
to
be
closed
as
I
understand.
A
project
management
team,
mainly
consisting
of
administrative
staff,
is
currently
working
out.
The
process
of
closing
Abbott,
Loop
Elementary
and
consolidating
with
the
neighboring
schools.
I
am
urging
you
to
involve
the
Avid
Loop
Community
frequently.
S
Are
there
any
additional
Town
Halls
planned
where
the
community
may
gain
detailed
information
about
the
status
quo
and
give
input
to
help
shape
the
transition?
Do
the
receiving
schools
and
the
teachers
get
to
voice
their
concerns?
If
so,
and
what
type
of
forum
may
they
voice
their
concerns
and
fears?
S
Also
just
like
any
basic
business
project,
this
consolidation
needs
to
be
evaluated
evaluated
for
Success,
based
on
defined
metrics,
such
as
cost
savings,
student
performance
transportation
and
teacher
retention.
Etc,
the
Abbott
Loop
Community
deserves
to
know
if
consolidating
with
their
neighboring
schools
was
worth
the
trouble
they
had
to
go
through.
T
B
S
S
What
concerns
me
is
that
I
don't
know
what
your
vision
is
for
our
neighborhood
schools
if
it
is
not
to
keep
them
open.
I
would
like
to
know
that
this
board
and
this
Administration
arises
to
the
challenge
of
fixing.
Rather
than
closing
public
schools
to
make
every
school
a
school
parents
want
to
send
their
kids
to,
and
teachers
want
to
go
and
teach
neighborhood.
Schools
are
the
heart
of
our
communities.
They
offer
continuity
and
stability
to
families
who
are
vulnerable
to
disruption.
I
am
concerned
about
the
equity
in
our
school
landscape.
S
If
we
continue
down
this
track
to
closing
neighborhood
schools
with
charter
schools
in
place
that
run
amazing
programs,
we
need
to
make
sure
to
learn
from
them
what's
working
well
and
improve
our
neighborhood
schools
instead
of
replacing
them.
The
focus
needs
to
be
on
the
backbone
of
the
system,
the
most
inclusive
setting
in
our
communities.
Our
neighborhood
schools
thank.
A
You
thank
you
very
much,
I'd
like
to
call
Celeste
Hodge,
Groudon
and
Mr
Forks
whenever
you're
ready
push
the
right
button
again
you're
on
it's.
It's
live
okay,
perfect.
U
It
represents
specifically
how
these
Cuts
made
negative
negatively
impact
our
South
High
Community.
It's
been
announced
that
South
is
going
to
lose
two
staff
members
next
year,
one
assistant
principal
and
one
administrative
Clerk.
These
are
two
of
our
valued
team
members,
each
of
whom
passionately
serve
our
student
body.
Our
dedicated
staff
and
our
successful
educational
programs
be
positively
influenced
The,
Human
Experience
of
all
of
our
students
as
president
of
ptso.
Our
board
is
adamantly
opposed
to
these
cuts
and
Staffing
reductions
that
negatively
impact
the
students
in
their
educational
experience.
U
We
have
heard
many
personal
stories
that
reflect
the
importance
of
these
vital
Staffing
roles.
We're
concerned
that
these
Cuts
will
negatively
affect
the
well-being
and
educational
experience
of
those
students,
I've
heard
from
many
of
our
students,
the
staff,
the
teachers,
our
concerned,
parents
and
I've
discussed
these
concerns
with
our
executive
staff.
Regarding
these
reductions.
These
Cuts
pose
significant
challenges
to
our
mission
of
supporting
the
students
and
their
education.
U
Your
job
is
a
difficult
one,
no
doubt
with
many
tough
decisions
to
make
I'm
here
to
ask
you
to
keep
our
educational
system
fully
funded
and
fully
staffed.
We
are
committed
to
help.
We
are
committed
to
continue
our
campaign
to
impact
the
state
legislature
law
before
full
and
inflation-proof
funding
of
the
anchor
School
District.
Our
educational
system
is
critically
important
to
the
future
of
our
community.
U
We
are
committed
to
being
good
stewards
of
our
program
and,
most
importantly,
we're
committed
to
supporting
the
educational
experience
of
our
South
Anchorage
students,
our
staff
and
the
parents.
We
we
ask
for
your
support
as
we
move
forward
with
our
mission.
We've
got
a
couple
seconds
here,
so
I
do
recognize.
U
That
funding
is
everything
but
I
want
to
remind
us
all
that
supporting
good
people
to
do
good
work
is
really
important
and
doing
more
with
less
is
tough
in
my
industry,
we've
we've
been
doing
that
for
the
last
three
years,
and
it
definitely
does
have
a
negative
impact
and
and
these
these
staff
members
that
were
talking
about
losing
they
have
personal
connections
with
our
students
and
to
me,
that's
what's
the
most
important,
so
I
just
asked
for
your
help.
Thank
you.
A
So
celestad
groundness
calling
in
I,
don't
see
her
in
the
queue
so
I'll
double
back.
Let's
have
a
Dave,
Young
and
Robin
Platt.
V
Thank
you
very
much.
My
name
is
David
Young
and
never
been
here
before
and
I'm
here,
because
I
had
a
conversation
with
a
third
grader.
She
came
over
to
our
house
to
see
her
Cardigan
Welsh,
Corgi,
puppy
and
I
said
so.
Charlotte
are
you?
Do
you
have
a
half
hour
extra
of
school
and
she
goes
yeah
and
then
I
go?
So
what
do
you
do
and
she
says,
study
hall
and
I
got
to
tell
you
I
I
had
this
conversation
with
with
Steve
Johnson.
V
V
Up
there
and
I'm
going
well
so
I
needed
to
find
out
is
this
across
the
board,
where
they're,
having
study
hall
for
the
half
hour
extra,
that
teachers
are
in
school
and
and
trust
me,
teachers
rank
at
the
top
of
the
list.
For
me
because
my
mother
was
a
teacher,
my
grandmother
was
a
teacher.
My
aunt
was
a
teacher.
My
sister
was
teaching
High
School
33
years
Master's
mathematics.
My
brother
is
a
professor
at
Montana
Tech
School
of
mine's
PhD,
head
of
the
department
Metallurgy
and
my
son's
mom,
who
some
of
you
may
know.
V
Peggy
Brannon
was
a
teacher
for
21
years
at
North,
Star
and
consume.
So
I
am
a
you
know,
a
proponent
of
teachers,
but
I
just
can't
get
over
the
fact
that
if
this
is
just
a
one-off
thing,
where
it's
a
study
hall
in
order
for
you
know
to
complete
a
lesson
plan
where
you've
missed
you
know,
teachers
have
missed
seven
days
and
I
know
all
you
know.
I
know
you
all
know
about
a
lesson
plan
and
the
value
of
a
lesson
plan
to
get
the
students
from
A
to
Z.
V
When
you
miss
seven
days
and
you
make
it
up
with
a
study
hall,
I
I
was
just
shocked.
So
I
don't
know
if
this
is
across
the
board
or
just
a
one-off
situation
and
I
I
would
ask
you
guys
to
find
especially
you
know.
The
superintendent
to
find
out
are
principles
actually
allowing
teachers
to
to
replace
seven
days
of
missed
school.
It
would
be
like
if
you
added
seven
days
to
the
end
and
said:
okay,
all
you
have
to
do
is
study
hall.
V
Think
about
that
when
they
have
a
lesson
plan
and
then
seeing
these
numbers
up
here
is
shocking.
To
me,
I
mean
it's
shocking,
you
know,
and
so
I
mean
it's
asking
you
you
know
I'd
like
to
maybe
come
back
and
in
the
next
two
weeks
and
find
out
if
that's
what's
going
on,
are
they
replacing
a
half
the
half
hour
at
the
end
of
school,
with
a
study
hall
and
that's
all
I
have
to
say
that's
the
only
reason
I'm
here
today.
You
know
and
I
want
to.
A
W
Opportunity
to
speak
to
you
and
I
also
have
been
watching
the
folks,
the
majority
of
you,
while
there's
been
these
few
public
testimonies
and
you're
looking
at
me,
and
you
were
looking
at
them
and
you
were
having
eye
contact
with
the
speakers
and
I
perfect
I
personally
appreciate
that
very
much,
because
that
tells
me
that
you're
listening
and
that
you're
engaged-
and
you
might
be
interested
in
what
folks
are
saying.
So.
Thank
you.
Thank
you
very
much
for
that.
I
truly
do
appreciate
that
I'm
going
to
just
read
an
email
here.
W
It's
regarding
a
book
mentioned
at
the
school
board
meeting.
It's
dated
Thursday
October
27th
of
2022,
and
it
was
sent
at
10
27
a.m.
Thank
you
for
the
email,
Becky
I
did
hear
the
testimony
and
wants
you
to
know
our
admin
team
discussed
it.
I
am
still
standing
firm
and
Resolute
to
never
be
party
to
Banning
books,
burning
books
or
limiting
the
information
that
informs
our
society
writ
language.
I
will
always
stand
by
to
defend
the
flag
and
the
people's
right
to
also
burn
that
same
flag
in
protest.
A
X
Yeah,
thank
you.
So
my
name
is
Jay
McDonald
Hello
friends,
so
it
started
off
when
I
was
asking
questions
about
the
policy
that
ASD
has
under
their
diversity,
equity
and
inclusion,
push
that
they've
been
transitioning,
the
kids
in
schools
and
hiding
it
from
parents.
First,
they
were
telling
me
that
it's
not
happening
and
the
materials
that
I
was
asking
for
don't
exist,
so
I
came
in
and
I
read.
This
book
is
gay.
X
The
response
from
the
district
was
to
say
well
that
was
an
old
book
and
they
lost
all
the
copies.
So
it
was
no
longer
an
issue.
So
I
read:
let's
talk
about
it,
which
is
a
brand
new
book
that
they
had
just
placed
in
the
libraries
right
before
I
came
in
to
read
it
the
response
to
that
was
to
say:
well,
we
never
let
kids
kids
see
that
book.
The
kids
never
touched
it.
It
was
just
for
the
staff.
So
on
that
note,
I
have
something
called
Beyond
magenta.
X
Today,
I'm
going
back
to
October
11
2022
I
filed
a
foia
request
and
these
emails
got
caught
in
the
foia.
It's
a
teacher
at
Stellar
talking
to
the
librarian.
She
says
these
are
option
books
for
my
censorship
class.
It's
an
English
class
that
they're
teaching
all
boys
aren't
blue
and
Beyond.
Magenta
would
be
great
picks
if
other
high
schools
have
them.
So
this
is
a
teacher
talking
about
using
these
materials
as
curriculum
in
the
class
and
the
librarian
response.
X
I
need
to
do
more
research
and
buy
a
few
of
these
Beyond
magenta
looks
like
a
great
fit
for
our
readers.
So
let
me
know
if
you
have
recommendations.
When
do
you
teach
this
class
if
I
act
fast,
I
could
use
them
after
this
exchange
it
showed
up
in
the
catalog
at
Stellar
confirming
that
they
actually
did
use
this
in
class.
So
let's
take
a
look
at
what
this
curriculum
has
in
it.
X
This
is
the
one
where
the
person
they
go
in
graphics,
like
there's
a
lot
of
stories
in
this
book.
Here's
an
example:
I
was
sexually
immature.
What
I
mean
by
sexually
mature
is
that
I
knew
about
sex
from
six
up
I
used
to
kiss
other
guys
in
my
neighborhood
make
out
with
them
and
perform
oral
sex
on
them.
I
liked
it
I
used
to
love
world
I
touched
their,
you
know.
X
What's
we
were
really
young,
but
that's
what
we
did
I
was
making
out
with
girls
too
I
used
to
love
making
out
with
the
girls,
because
everybody
thought
it
was
cool.
Everyone
was
encouraging
me
to
look
Frank's,
not
gay,
he's
making
out
with
a
girl.
They
wanted
to
know
how
the
hell
I
learned
to
kiss
like
that
I
didn't
know
how
I
learned
it
was
pretty
weird
guys
used
to
hit
on
me.
Perverts
and
pedophiles
I'd
like
to
I,
see
guys
giving
me
a
look.
It
kind
of
creeped
me
out.
X
They
touch
themselves
saying
come
here,
sweetie,
something
told
me
not
to
go
and
I
ran
away.
There's
a
bunch
of
passages
in
this.
Oh
there's
a
bunch
of
passages
in
this
book
where
they're
promoting
surgical
procedures
on
kids,
all
my
trans
friends
with
the
vaginas
look
beautiful.
They
got
everything
they
wanted.
It
would
be
so
great
if
I
could
get
an
operation.
If
I
could
get
my
vagina,
it
would
be
great
to
get
that
over
with
and
live.
My
life
I
feel
like
I'm,
not
truly
living.
X
A
Y
Thank
you
school
board
members
I'd
like
to
pair
what
the
lady
said
before
me.
It's
really
great
that
you
actually
can
look
at
us
and
see
us
and
talk
to
us
and
have
us
available
here.
Thank
you,
distinguished
members,
superintendent
Jared.
Y
Some
of
my
statements
can
be
pretty.
Obviously
public
school
is
a
partnership
between
the
parents
and
students
and
those
entrusted
to
educate
them.
The
school
board
is
elected
to
ensure
the
school
district
sets
goals
which
build
students.
Academic
skill
sets
such
as
math
science
speech,
physical
education
and
music.
Y
These
skills
ensure
students
perform
and
function
as
a
valued
member
of
the
workforce
whatever,
regardless
of
the
chosen
trade,
the
teachers
who
provide
the
education
which
focus
in
these
areas
produce
students
who
contribute
to
national
and
local
economies
a
stable
Workforce,
build
solid
communities
and
create
beautiful
cities
and
homes
there
continues
to
be.
You
know.
What's
interesting,
is
our
school
district
has
made
national
world
news
with
the
censorship
of
Mr,
McDonald,
Fox
News
and
all
these
other
outlets?
Y
It's
very
interesting
that
the
feedback
has
been
very
positive
and,
as
far
as
not
supporting
this
small
group,
which
continues
continues
to
invade
our
school
small
group,
continues
to
push
detrimental
and
confusing
ideology
of
gender
fluidity.
This
mature
has
no
value
no
educational
value
period,
I
mean
when
you
work
left
or
right
next
to
someone
you
know,
you're
not
really
interested
what
they
are
you're
more
interested.
Can
you
get
the
job
done?
That's
about
functionality.
Y
Nor
are
you
concerned
whether
the
mechanic
identifies
as
something
else,
unless
he
thinks
is
your
automobile.
Okay
I
may
go
to
McDonald's,
but
that
doesn't
make
me
a
Happy
Meal.
So
this
is
where
we
need
to
focus
refocus
our
education.
Y
The
board
has
addressed
initially
the
availability
of
offense
of
the
cheerful
checkout,
a
list
of
the
pornographic
and
offensive
material
is
available,
and
this
is
a
purchase
to
maintain
by
our
school
district
and
it's
available.
None
of
this
material
falls
into
the
category
of
Education,
none
of
it.
This
material
should
not
be
available
in
our
schools.
Some
of
this
material
is
actually
illegal.
According
to
Alaska
state
statute,
61
11
123..
Look
it
up
and
it
says
we're
going
to
control
this
to
make
sure
that
only
certain
people
can
check
it
out.
Y
It's
like
keeping
cocaine
in
your
house
and
having
to
please
kids,
do
not
touch
okay,
there's
a
detrimental
thing
to
do.
You
all
know
it.
Nobody
would.
Nobody
nobody's
saying
would
be,
would
have
that
available.
But
again,
although
this
and
this
material
actually
offends
many
people
with
values-
Family
Values
spiritual
values,
Islam
Judaism
Christianity,
so
this
is
pretty
significant
going
against
the
public
Trust.
Y
A
Thank
you,
Mr
badger
I'd
like
to
call
Robert
Kalik,
Elite
and
Miss
streisik
whenever
you're
ready.
Z
All
right,
a
concerned,
parent
from
Eagle
River
High
School
student,
wrote
to
the
assistant
principal
last
night.
Our
daughter
came
to
us
with
a
passage
from
the
novel
Gilgamesh,
someone
from
the
school
district
authorized
this
book
into
our
child's
and
all
children
of
the
ASD
hands.
Needless
to
say,
my
wife
and
I
were
both
shocked
at
the
content.
We
felt
that
this
is
absolutely
inappropriate
for
a
high
school
student
to
be
required
to
read.
Z
We
were
angry
and
we
weren't
warned
about
the
passage
from
the
book
we're
given
an
option
on
whether
we
felt
it
was
appropriate
for
our
daughter.
We
completely
felt
that
our
rights
as
parents
were
you
served
by
someone
who
feels
that
this
is
imaginary,
is
acceptable.
We
realize
nothing
can
be
done
to
reverse
this
damage
at
this
point,
either
is
fine
fault
with
the
teacher,
but
we
are
very
upset
with
who
decided
this
book
was
acceptable.
Z
Z
Z
In
response,
Governor
Sean
Parnell
had
addressed
Senator
Baker,
telling
him
that
we
do
support
President,
Obama's
efforts,
Detroit
Nationwide
education
standards.
However,
we
are
concerned
that
let
alone
any
International
appointed
board
setting
standards
for
a
local
school
districts,
because
I
believe
that
greatly
diminishes
parents,
involvement
and
opportunity
for
our
children.
Z
Earlier
Ms
balami
stated
that
a
program
will
be
put
in
place
in
the
future
to
delineate
which
books
are
available
to
students
versus
staff.
My
question
to
all
of
you:
why
would
staff
need
access
to
a
sexually
explicit
material
when
it
is
obviously
not
appropriate
for
our
children
in
the
school?
Thank
you.
A
Thank
you
very
much.
Let's
see
John
Cunningham
and
Mr
Kalik
whenever
you're
ready.
You
have
three
minutes:
okay,.
A
AA
I.
Take
my
kids
to
school,
I
pick
them
up
after
school.
You
know
we
we
maintain
a
safe
family
for
for
bringing
them
to
school,
but
one
thing
that
did
catch
my
attention
was
this
Anchorage
School
District
compliance
eeo
office
form
that
I've
never
seen
when
I've
enrolled
three
or
four
students.
I've
got
other
kids
that
are
older
in
different
school
districts,
but
enrolling
my
true
current
children
that
are
in
school,
one
is
in
middle
school
and
one's
a
senior,
but
I've
never
seen
this
form
here.
AA
That
says
that
plan
to
address
Title,
IX
gender
issues
and
number
three
preferred
first
name,
that's
kind
of
disturbing
and
the
preferred
pronouns
is
kind
of
disturbing
to
me.
But
one
of
the
more
disturbing
things
is
at
the
bottom
of
the
storm.
It's
got.
I
am
in
agreement
with
the
above
plan,
students,
student,
employee
signature
and
the
principal
signature.
I,
don't
see
no
spot
here
on
this
form,
an
Anchorage
School
District
form
where
there
should
be
acknowledged
for
the
parents.
AA
That's
that's
really
really
confusing
to
me
and
I've
got
a
child,
that's
getting
ready
to
be
in
school
and
she
goes
to
speech
therapy
twice
a
week.
Occupational
therapy
twice
a
week
because
she's
got
a
speech,
disability
and
this
kind
of
stuff
that
surfaced
on
social
media
in
these
last
this
last
week
or
so
that
come
my
attention
is
super
disturbing
to
me.
I
just
want
to
know
because
she,
my
daughter,
she's
five
years
old.
She
can't
really
tell
you
very
many
things
about
like
her
day.
AA
You
can't
have
no
real
conversation
with
my
five-year-old
because
of
her
speech
delay.
How
will
this
kind
of
stuff
affect
somebody
with
a
speech?
Delay,
I'm
kind
of
frightened
to
I
mean
like
I'm,
already
frightened
for
her
to
be
going
into
a
public
school
just
because
of
her
speech
disability,
but
with
an
added
component
like
this,
where
things
are
happening
without
parental
consent.
There's
super
disturbing
to
me:
I
I,
don't
know
I
I,
just
don't
understand.
AA
A
AB
My
name
is
John
Cunningham
I
live
right
up
the
road
I
graduated
from
diamond
high
school
on
May,
the
25th
2000,
barely
yeah.
It
was
close.
AB
My
mother
and
my
recruiter
dragged
me
over
the
finish
line
and
several
of
my
teachers
as
well
I
think
we
can
all
agree
that,
at
the
very
least
in
some
of
your
minds,
some
of
this
stuff
we're
talking
about
as
far
as
curriculum
and
books
and
it's
borderline,
we
silence
we've
seen
some
emails
from
principals
Librarians
going
to
their
administrators
talking
about
the
questionable
nature
of
some
of
it
all
the
way
over
to
well
from
questionable
to
downright
destructive
and
kind
of
scary.
AB
Someone
talked
about
the
culture
of
the
time
right.
Culture
belongs
to
the
family
as
far
as
I'm
concerned
that
culture
should
not
be
solely
or
even
in
part,
in
the
hands
of
educators,
I
mean
if
you
want
to
look
to
a
good
example
of
how
things
are
done
and
they're,
not
all
religious,
but
private
institutions
all
over
the
country
do
a
pretty
darn
good
job
of
educating
children.
AB
I'm
sure
they'd
be
willing
to
share
with
your
work
group
there.
How?
How
to
get
things
done?
Their
stats
are
rather
they're,
inverted
or
better.
The
results
speak
for
themselves
as
far
as
Reading
Writing
arithmetic
those
sort
of
things
go
now,
I'm
not
trying
to
tell
you
guys
how
to
do
your
job,
but
I
figure.
You
can
probably
talk
to
them
about
it.
They
seem
to
know
what
they're
doing
as
far
as
the
material
goes.
AB
You
do
have
a
choice
at
this
point
and,
of
course,
I
can
go
on
the
website
and
follow
that
I'm
not
here
to
address
a
specific
piece
of
material
I'm.
Just
here
to
tell
you
you
know
you
can
be
on
the
side,
that's
trying
to
get
this
into
kids
hands
and
whether
or
not
you're
doing
it
on
purpose.
I,
don't
know,
but
to
do
so
without
the
family's
input,
without
the
parents
tracking,
it
doesn't
seem
right,
I
figure,
anyone
that
would
hurt
a
kid
in
that
way.
Probably
shouldn't
be
working
in
this
kind
of
field.
AB
Here
these
kids
I
didn't
sign
up
for
this
to
be
part
of
this
culture
War
to
be
Pawns
in
it.
They
signed
up
until
early
hours.
Mrs
Mazda
already
taught
me
in
fourth
grade
brutally
I
barely
made
it
there
too,
but
you
know
I
also
want
to
encourage
you.
I
know
it's
hard
work.
You
got
a
lot
of
people
coming
up
here,
probably
write
your
nasty
emails,
saying
all
sorts
of
crazy
things
to
you,
but
the
at
the
end
of
the
day.
AB
A
You
very
much
I'd
like
to
call
Samuel,
Schilling,
I,
think
that's
correct
and
whenever
you're
ready,
ma'amic
close.
AC
Enough,
okay,
hi,
thank
you
for
having
me
I'm
here
on
the
behalf
of
my
two
boys.
I
have
two
young
boys
they're
in
elementary
school
on
the
south
side
and
I'm
here,
because
I'm
a
mother
and
that's
why
I'm
here
I'm
here
in
defense
of
all
children,
especially
including
my
own,
because
my
other
my
mother
instincts
reside
within
me
for
any
child
because
I'm,
a
mother,
I'm
a
mother.
First,
it's
been
brought
to
my
attention
recently
that
there's
some
really
disturbing
material
available
for
my
kids
and
as
an
unconditional,
loving
mother.
AC
For
my
children,
which
I
feed
100
meals
a
day
too,
because
they're
two
boys
and
I
take
them
to
karate
practice
and
I
get
up
early
in
the
morning
and
I
make
sure
that
their
lunches
are
done
and
I
take
them
to
the
doctors
and
I
and
I
do
everything
that
I
should
do
as
a
loving,
unconditional,
loving
mother,
and
it's
really
scary
to
me
and
I'm
afraid
for
them.
I'm
scared!
AC
What's
coming
next
and
I
heard
you
mention
the
rules
that
we
abide
by
since
1800,
and
that
kind
of
shook
me
up
a
little
bit
and
I
was
thinking
wow,
we
sure
Stand
Strong
by
those
rules.
Don't
we
you
mentioned
them
yourself
and
I
sit
here
and
I
think
God
the
way
our
morals
and
the
times
have
changed
and
are
they
for
the
better
and
are
they
benefiting
our
kids?
Are
they
benefiting
my
kids?
AC
Are
they
benefiting
any
of
your
children
and
I
worry
for
them,
and
my
biggest
concern
is
how
can
I
protect
them?
What
can
I
do
to
make
sure
that
whatever
propaganda
is
going
on
here?
Whatever
is
happening
here,
one?
How
did
I
not
know
about
it
and
two?
How
do
I
keep
them
safe
from
it?
What
do
I
do?
My
options
are
getting
very
slim.
AC
I
know
that
it's
just
this
room
full
of
eyes
on
you
and
wondering
well,
what's
being
done
about
this,
but
there
is
a
really
very,
very
important
set
of
eyes
on
you
and
it's
not
the
eyes
of
this
room.
So
whatever
the
propaganda
is
whatever
your
intentions
are,
my
kids
are
so
important
to
me
as
to
all
these
parents
in
this
room
right
now
that
this
will
not
work.
AC
AC
If
my
children
are
being
exposed
to
something
that
could
harm
them
or
that
can
put
them
in
a
place
in
their
life,
where
they're
confused
or
can
put
them
in
a
place
in
their
life
where
they
don't
know
where
to
go,
or
they
have
no
understanding,
there's
a
problem
with
that
I'm
here,
because
I
need
everybody
in
this
room
as
well
as
a
scoreboard.
To
be
aware,
thank
you
for
your
time.
A
And
thank
you
very
much
I'd
like
to
call
Christine.
Is
it
Gaggle,
Gaggle,
I'm,
sorry,
Christine,
Mr
Schilling,
whenever
you're
ready.
AD
Thank
you.
My
name
is
Samuel
Schilling
I've
got
three
boys.
They
are
in
well
we're
in
the
school
district
and
still
are
in
the
school
district,
and
tonight's
testimony
has
been
going
on
from
a
lot
of
parents.
It
brings
up
a
lot
of
concerns.
A
lot
of
concerns,
that's
going
on
in
this
district,
and
some
of
them
are
what's
being
presented
in
with
the
districts
education,
what
their
academic
material
is,
and
some
of
the
things
that
are
bringing
to
my
attention
is:
what's
being
groomed
of
them.
AD
My
three
boys
have
a
very
unique
personality.
All
three
of
them
are
completely
different,
anything
from
100
miles
an
hour
to
well-powered
animal
being
a
sloth,
maybe
and
in
their
lives
at
all
times.
The
biggest
thing
with
them
is
that
with
me,
interacting
with
them
on
a
day-to-day
basis.
That
is
my
judgment.
Call
on
how
I
would
like
to
try
to
see
my
boys
grow
personality
wise.
AD
P
P
I
have
read
excerpts
from
the
booklets
talk
about
it.
I
couldn't
handle
more
than
excerpts
honestly.
At
my
age,
with
all
my
life
experience
and
I've,
been
through
a
lot.
I
found
that
book
positively
defiling
was
it's
unconscionable.
What's
in
that
text,
or
in
the
text
of
that
book
now,
I
know
that's
been
put
on
the
it's
a
faculty
book,
but
what
on
Earth
does
faculty
need
that
for
in
a
public
school
setting
and
how
is
it
going
to
be
kept
from
children?
That's
Gravely
concerning
to
me.
P
I
have
12
and
a
half
years
of
experience.
Volunteering
in
one
of
our
state
prisons
and
I
can
tell
you
from
first-hand
experience
that
there
are
people
serving
very
long
sentences,
35
years
for
actually
doing
less
than
what
was
described
and
encouraged
in
this
book,
for
children
to
do
to
each
other
or
submit
to
having
other
adults
do
I
Can't
Describe
you,
how
upsetting
that
was
I
couldn't
believe.
P
I
was
reading
it
in
a
children's
book,
and
last
of
all
that
had
been
found
in
a
school
I
have
here
an
email,
Bartlett
librarian,
explaining
that
this
kind
of
material
is
factual.
P
It
has
a
lot
of
facts
in
it
and
it's
teaching
safety
I
just
explained
it
isn't
doing
that
and
then,
in
her
next
paragraph
she
says
we
have
numerous
fiction
books
describing
sexual
acts,
both
heterosexual
and
gay.
Where
would
we
draw
the
line
on
how
explicit
the
book
should
be
or
not
be,
and
I
say
how
about
some
morals
to
help
you
define
that
at
my
age,
I
found
that
book
to
be
Way,
Beyond,
The,
Pale
lines
should
have
been
drawn
like
that,
should
have
never
even
made
it
close
to
a
school
building
anywhere.
P
The
Alaska
Watchman
on
217
had
an
article
that
exposed
that
the
Anchorage
School
District
parents
are
to
have
no
role
in
the
official
document
that
establishes
a
gender
plan
for
children.
That's
outrageous.
The
gentleman
both
the
people
before
me
expressed
that
I.
My
concern
is
drug
addiction,
happens
with
kids
experimenting
and
that's
what
sexual
addiction
starts
with
as
well,
and
I
certainly
don't
want
Anchorage
School
District
to
be
fostering
aberrant
sexual
addiction.
Thank
you.
Thank.
A
You
very
much
Mr
Walden
and
then
we'll
go
online
with
Miss
Celeste,
Hodge
browden.
AE
AE
My
background
I
I
was
a
teacher
actually
taught
at
the
teachers
College
in
Iowa
for
a
couple
of
years.
That
was
a
really
neat
experience.
It's
a
University
of
Northern
Iowa
is
the
traditional
Teachers
College
there
and
I
got
a
pretty
unique
perspective
there.
What
is
more,
my
military
job
I
was
an
instructor
for
15
years
of
my
military
career
and
whereas,
if
a
teacher
teaches
someone
something
wrong,
we'll
shame
on
them.
You
know
if
I
teach
them
wrong,
they
die,
they
die
and
they
get
blown
up
into
little
bitty
pieces.
AE
So
I
take
teaching
very
seriously
when
I
look
at
Alaska's
school
system
in
general.
AE
We
have,
to
be
honest
at
some
point,
say
we're
failing
now,
I'm,
not
saying
that
to
be
mean
I'm,
saying,
because
I
love
our
people
and
I
want
better
for
them,
regardless
of
what
what
graph
you
use,
we're
not
really
doing
that
hot.
We
could
do
better,
but
I
happen
to
believe
that
we
can
and
we
must,
but
going
back
to
the
curriculum
and
the
things
that
have
been
mentioned
here.
AE
It's
a
great
mystery
to
me
why
we
are
teaching
little
children
in
elementary
school
about
sex
period
at
all.
I
had
a
friend,
I
have
a
friend,
I
haven't
seen
her
here,
so
I
won't
mention
her
name,
but
at
another
meeting
at
the
city
she
said
this
stuff
should
not
be
being
taught
to
children
and
then
she's
looking
at
me
and
said
it
and
by
the
way
I'm
a
lesbian,
it's
not
about
straight
gay.
Any
then
it's
about
this
is
inappropriate
for
little
children.
It
is
inappropriate
and
it
must
be
tolerated.
AE
Folks,
like
Madam
just
said
a
moment
ago.
This
is
where
the
perversion
starts,
that
winds,
people
up
in
prison,
I
have
a
cousin
who
is
going
to
come
up
here
pretty
soon
and
his
thing
is
busting.
Child
molesters
he's
real
good
at
it.
You
don't
even
have
to
do
anything
if
they
come
to
him.
AE
This
is
where
it
starts.
Kids
get
curious.
We
all
did
that
and
I
remember.
When
I
was
a
kid
I
remember
when
I
was
a
young
kid,
you
don't
get
hit
in
that
age,
where
you
start
getting
curious,
you
put
the
wrong
material
out
there.
You
just
bred
a
molester.
You
just
read
a
rapist,
that's
where
it
starts.
Ladies
and
gentlemen,
this
is
unacceptable.
It
is
being
pushed
on
our
children
at
a
very
tender
age.
I'm,
a
grandfather
all
my
kids
have
graduated
thank
God
they've
all
done
quite
well.
AE
They're
doing
well
in
life,
I've
got
two
grandsons,
hopefully
a
whole
bunch
more
coming
down
the
line,
so
I
can
spoil
them
and
them
back
to
their
parents,
but
bottom
line.
Our
children
deserve
better
than
this.
Those
of
us
who
have
been
to
combat
like
my
brother
that
spoke
earlier.
We
fought
for
better
than
this
and
we're
not
getting
it
I
think
we've
been
shortchanged
our
country's
been
given
up.
We
got
to
get
it
back.
We
start
here
in
my
state
in
my
country,
Alaska
is
where
we
start
fixing
it.
Thank
you
very
kindly.
B
T
All
right,
thank
you,
madam
chair,
for
this
opportunity
to
testify.
My
name
is
Celeste
Todd,
Groudon
and
I
am
president
and
CEO
of
the
Alaska
Black
Caucus,
the
Alaska
Black
Caucus
Champions,
the
lives
of
black
people
in
the
areas
of
Health
economics,
education
and
Justice.
I
wish
to
speak
tonight
on
the
topic
of
honesty
and
integrity.
T
I'm
still
trying
to
understand
why
this
individual
Associated
terms
in
his
testimony,
like
diversity,
equity
and
inclusion,
I'm
still
trying
to
understand
that,
but
after
finishing
his
full
three
minutes
of
public
testimony,
he
continued
to
perpetuate
this
narrative
on
social
media
and
here's.
The
important
point
that
I
wish
to
make,
and-
and
that
is
after
the
emails
that
I
received
from
parents
of
concern
and
phone
calls
and
text
messages,
I
thoroughly
researched
the
matter
and
I
learned.
The
truth
is
very
different
than
what
was
shared
first
of
all,
I
learned.
T
You
know,
in
the
wake
of
this
false
information,
multiple
articles
were
written,
which
many
of
us
know
about
and
what's
appear
to
have
been
intended
to
purpose
perpetuate
some
misinformation,
personal
attacks
and
threats
against
teachers,
Librarians
the
school
board
and
ASD
administrative
staff
have
occurred
even
worse.
From
my
understanding,
the
APD
reported
ASD
schools
were
receiving
bomb
threats
which
were
thankfully
investigated
without
incident.
T
Let
me
be
clear:
our
teachers
support
staff,
Librarians
and
School
Board
should
not
be
subjected
to
this
abuse.
They
have
enough,
as
we
all
know,
on
their
plates
already
I
also
learned.
There
is
a
dedicated
and
clear
process
to
challenge
any
book
which
any
member
of
the
community
finds
concerning
the
truth,
matters
and
anyone,
fearful
of
improving
our
community
and
increasing
diversity,
equity
and
inclusion.
To
take
a
moment
to
consider
why
and
by
the
way,
happy
Black
History
Month
to
everyone.
I,
look
forward
to
the
day
when
the
AP
African-American,
according
being
taught
as.
A
Well,
thank
you
very
much.
New
York
time
is
over.
Thank
you.
Okay.
That
concludes
the
first
hour
of
Pub
the
hour
of
public
testimony.
We
have
no
one
left
to
sign
up.
We
got
through
everyone,
so
that
brings
us
to
our
item
e,
which
is
our
consent
agenda.
A
A
We
have
items
the
agenda.
The
motion
is
to
approve
moved
in
second
to
approve,
with
moving
items
E4
and
E5
to
F1
and
F2
under
action
items.
Right
can
we
vote
please.
A
Is
there
any
opposition
to
the
motion
to
approve
with
those
two
we're
not
seeing
any
opposition,
so
I
think
here
in
Encino
opposition
the
agenda,
the
consent
agenda
is
approved,
minus
those
two
items
which
were
moved
under
action.
A
A
All
right
so
now
that
brings
us
to
item
F1,
which
is,
let's
see
the
financial
plan.
Member
Jacobs.
D
Yeah,
thank
you.
Mr
President
just
had
a
couple
questions
that
came
through
well.
One
question
that
came
through
via
email,
I
was
hoping.
Staff
could
speak
to
through
Dr
Bryant's.
We
specifically
heard
from
a
principal
who
asked
for
clarification
regarding
a
loss
of
security.
Personnel
I
was
hopeful.
Administration
could
walk
through
how
they
allocate
those
safety
staff
for
the
board
certification.
H
Thank
you
through
the
president
to
member
Jacobs.
That's
a
great
question.
That's
a
factor
of
the
metric
based
Staffing
allocation
that
the
board
approves
each
year
in
the
budget
book.
So
there
is
more
detail
on
how
exactly
that
works.
I
believe
in
the
first
I
had
the
page
number
written
down,
but
perhaps
in
the
I
forget,
which
oh
in
that
that
little
pamphlet
actually
goes
through
exactly
how
we
allocate
staff,
for
example,
PTR.
H
That's
a
component
of
the
Staffing
model
where
teachers
are
distributed
to
schools
based
on
a
ratio
of
students
to
parents.
Other
other
positions
that
are
allocated
based
on
these
metrics
include
the
security
Personnel.
So,
for
example,
for
High
School,
the
ratio
was
450.
H
Students
to
one
so
I
do
want
to
be
very
clear
about
how
this
works,
because
it
wasn't
an
arbitrary
decision
as
to
which
school
would
not
get
this
position
and
which
would
we're
really
trying
to
be
consistent
with
our
staffing
model,
just
to
ensure
fairness
to
our
schools.
And,
of
course,
there
are
models
that
other
districts
have.
Where
there's
a
process
to
perhaps
review
extenuating
circumstances
to
allocate
a
position
based
on
facts
or
data
or
other
factors,
it
looks
like
with
our
current
Staffing
model
that
ASD
has
been
using
for.
H
However
long
it
doesn't
have
that
nuance
and
I
have
spoken
to
Union
leadership
about
interest
in
talking
about
how
to
get
there.
But
right
now
we
really
just
ran
our
number
of
students
and
we're
being
consistent
with
the
Staffing
model.
D
So,
in
this
case,
diamond
high
school
is
one
of
the
two
schools
I
think
that
lost
the
security
staff.
They
actually
gained
students
year
over
year,
but
our
them
losing
a
security
step
actually
brings
us
in
line
with
the
guideline
that
the
board
approves
every
year.
Is
that
right
so.
H
Correct
the
Staffing
model
for
General
funds
is
based
on
the
metrics
that
we
outlined
in
the
budget
book
security,
personnel
and
I.
Don't
know
the
specific
Diamond
situation,
but
I'm,
just
speaking
to
all
the
positions
that
fall
under
that
general
fund
Staffing
model
would
be
impacted
by
a
change
in
enrollment.
In
some
cases
a
school
gains
enrollment,
in
which
case
they
gain
an
additional
teacher.
Perhaps
a
counselor
Etc,
but
that's
what's
happening
at
the
campus
level.
With
regards
to
Staffing.
A
A
K
Well,
I
have
something
I'd
like
to
talk
about:
okay,.
D
Thank
you,
Mr
President,
so
a
question
again
a
question
for
Dr
Bryant
I.
Think
multiple
members
of
this
board
I,
remember
specifically
member
lessons.
Myself
have
expressed
interest
in
how
we
might
reduce
costs
associated
with
the
education
center
near
this
building.
D
The
board
hasn't
taken
official
action
to
vote
on
any
sort
of
plan
to
either
explore
what
our
options
are
after
the
lease
expires
in
2025
or
something
in
between
whether
it
be
in
a
continued
relationship
is
Administration.
Does
Administration
need
more
guidance
at
this
point
to
formally
explore
ways
to
reduce
costs
of
that
are
associated
with
this
campus,
in
particular,.
H
Thank
you
through
the
presidential
member
Jacob.
That's
this
superintendent
doesn't
add,
need
any
further.
Direction
I
understand
that
there
is
interest
across
multiple
members
of
the
board
to
look
into
this
and,
of
course,
the
administration
is
interested
in
exploring
ways
to
reduce
the
cost
of
the
lease,
whether
it's
the
lease
that
is
lower
in
dollar
value
or
perhaps
an
alternative
location
for
Ed
center
staff.
H
E
Thank
you,
I
I
guess
I
wanted
to
put
things
into
perspective
here
for
this
budget.
My
understanding
that
currently
we're
in
FY
23
and
we've
allocated
this
year
more
than
56
million
dollars
in
federal
relief
funds
to
maintain
status,
quo
levels
of
people,
teacher
ratio,
the
PTR.
E
And
if
you
look
at
the
fy23
budget
book,
it
does
at
one
point
say:
that's
like
offsetting
what
would
have
been
a
PTR
increase
of
10
this
year,
so
we
used
our
federal
relief
funds
to
hold
that
down
and
I
started,
adding
up
the
money
that
we
are
using
to
balance
our
budget,
16
million
dollars
in
one-time
funds,
almost
20
million
dollars
in
the
last
of
our
federal
relief
funds
and
about
29
million
dollars
in
our
fund
balance,
and
that
is
when
I
thought
back
to
one
of
our
November
December
work
sessions.
E
When
we
got
sort
of
the
terrible
menu
of
options,
we
could
increase
the
PTR
by
five
for
32
million
dollars
or
I
just
wanted
to
clarify
that
this
year,
again
we're
preventing
an
offset
of
a
plus
10
PTR
by
using
all
of
the
savings
that
we
can
and
yeah.
We
still
have
to
cut
things
like
security
guards,
we're
cutting
14
custodians
because
we're
giving
up
on
the
prospect
of
hiring
them
I,
just
I'm
trying
to
put
put
our
the
resources.
H
So
yes,
through
the
presidential
member
lessons,
it
is
correct
that
the
only
structural
change,
with
very
few
exceptions,
that
we're
making
with
this
budget
is
the
pqr
adjustment,
the
vast
majority
of
dollars.
We
use
one-time
funds,
including
Esser
funds,
to
get
to
where
we're
at,
which
means
that
we're
going
to
be
in
a
very
difficult
position
this
time
next
year
as
well.
Unless
there's
some
sort
of
structural
change
that
we
make
here
at
the
board
or,
let's
say
the
the
funding
model
changes
at
the
state
level.
We
are
in
a
dire
situation,
foreign.
K
Thank
you,
madam
president.
So
Madam
president,
this
budget
includes
about
thirty
thousand
dollars
for
membership
for
the
Alaska
Association
of
school
boards
and
in
the
past
I've
I've
expressed
my
concern
that
Anchorage
students
are
not
fairly
represented
on
this
organization,
currently
increases
five
delegates,
but
if
you
compare
the
voting
power
of
our
students
to
students
in
the
smaller
school
districts,
it's
as
much
as
740
times
per
student
who
they
have
more
voting
power
than
our
students
do.
K
And
if
you
go
like
to
the
next
largest
school
district
in
the
state,
they
still
have
more
than
two
times
the
voting
power
in
representation
with
this
organization.
I've
talked
about
this
for
five
years.
No,
no
revisions
or
changes
seem
to
be
coming
forward
from
the
Alaska
Association
School
boards
to
give
students
an
Anchorage
of
fair
representation.
I
wish
they
clearly
are
not
getting
when
it's
740
times
the
difference
in
their
voting
power
against
them.
K
Also
concerning
is
that
the
organization
takes
positions
that
are
clearly
against
the
interest
of
Anchorage
taxpayers.
They've
advocated
the
they've
opposed
the
formation
of
local
government
throughout
Alaska,
so
that
all
communities
would
be
required
to
contribute
something
towards
the
costs
in
their
local
schools.
About
20
percent
of
the
area
of
Alaska
contributes
absolutely
nothing
towards
their
local
schools.
No
local
tax
tax
contribution
at
all,
it's
all
paid
for
by
the
federal
and
state
government
they've
opposed
increasing
the
minimum
number
of
students
to
have
a
state-funded
school.
K
That's
directly,
an
opposing
the
interests
of
Anchorage
taxpayers.
They've
refused
our
support
to
support
our
efforts
in
getting
a
new
District
cost
study
completed,
and
that's
one
of
this
board's
priorities
and
they
seem
to
have
also
opposed
parental
consent
for
a
surveys
for
personal
information
of
students.
They
actually
have
a
resolution.
It
advocates
for
change
in
that
statutory
requirement.
K
So,
since
I
do
not
think
these
things
lend
ourselves
to
wanting
to
be
a
membership
of
this
particular
organization.
Anymore.
I
would
move
amendment
number
one
to
delete
the
thirty
thousand
dollars
a
year.
Membership
fees
from
the
budget
for
the
Alaska
Association
of
school
boards.
A
The
motion
is
delete
the
National
School
Board
Association,
the
Alaska
Association
of
school
boards
and
NBA
in
BSA
I'm.
Sorry.
A
A
Is
to
delete
from
the
budget
delete
the
Alaska,
School
Board
association
dues,
it's
been
moved
and
so
now
discussion.
Member.
E
Lessons
I
wanted
to
share
the
powerful
voice
the
aasb
can
Canon
does
have
and
in
fact,
deeply
Amplified
ASD
priorities
over
the
past
three
months.
Back
in
November
in
a
convention
hall
filled
with
delegates
from
across
the
state
Anchorage
School
Board
member
Andy
Holloman
brought
to
the
floor.
E
The
proposal
to
Advocate
increase
in
the
BSA
for
no
less
than
860
dollars
and
the
entire
Ballroom
full
of
school
board
members
from
across
the
state
raised
their
hands,
whatever
their
voting
power
might
have
been
70-0
and
agreed
that
that
was
a
priority
that
the
entire
aasb
would
back.
There
are
other
priorities,
include
retention,
recruitment
of
Educators
and
staff,
which
aligns
with
our
priorities
as
well
as
student
wellness
and
safety.
So
I,
just
I
have
been
deeply
grateful
for
the
AAS.
E
This
is
me
personally
aasb's
leadership
over
the
past
few
months,
I
think
that
the
concept
of
a
substantial
base
student
allocation
gained
degree,
Guild
action
from
the
organization's
ability
to
Advocate
a
Statewide
level
and
I
appreciate
the
position
that
the
Anchorage
school
district
has
within
that
board.
Even
though
I
have
been
frustrated
by
our
five
votes
for
other
issues,
because
sometimes
there
is
a
deep
urban
and
rural
divide,
I
think
that
in
the
end,
the
benefit
of
being
a
part
of
the
organization
having
a
chance
to
have
some
say
outweighs
sometimes
a
little
disgruntlement.
A
Thank
you,
member
lessons.
Member
Holloman.
AF
Yeah
I
would
add,
the
aasp
is
not
a
legislative
organization,
and
it's
not
there
to
provide
the
perfect
representation.
It
is
there
a
place
for
all
school
boards
to
be
able
to
talk
to
each
other
and
discuss
these
issues.
AF
I
don't
get
the
feeling
that
that
they're
anti-anchorage
but
yeah
they
are
expressing
what
they
see
as
their
best
interest
same
as
Anchorage
does.
If
we
really
did
have
proportional
representation
in
essence,
there
wouldn't
be
much
reason
for
us
to
talk
to
them,
and
us
and
Fairbanks
could
just
decide
what
we
wanted
to
do.
We
didn't
spend
all
that
time
and
discussion
and
whatnot
I.
There
is
a
goal
between
rural
Alaska
and
urban,
Alaska
and
I.
AF
Think
the
real
question
is:
does
Anchorage
want
to
contribute
to
helping
that
go
away,
or
would
we
like
to
make
it
bigger
and
to
be
sure
when
we
I
think
any
Statewide
organization
that
has
chapters
all
over
the
state
faces
the
same
situation?
Anchorage
is
a
natural
heavyweight
because
of
our
size
because
of
our
numbers.
AF
It
may
not
be
a
bad
thing
for
us
to
learn
to
tolerate
that,
so
that
those
voices
get
heard.
I
would
agree
with
member
lessons
that,
quite
often
we
find
ourselves
all
in
agreement
as
Educators
as
people
trying
to
have
the
best
District,
as
we
can
it's
valuable
for
this
organization
to
exist
and
to
have
the
power
it
has
and
I
I
think
it
would
be
a
sad
thing
if
Anchorage
were
to
withdraw
membership.
A
Thank
you,
member
Jacobs
and
then
Higgins
yeah.
D
Madam
president,
just
didn't
want
to
interrupt
I,
remember
Holman's
comments
because
it
wasn't
urgent
but
I
guess
as
a
point
of
order.
We
need
to
move
the
memorandum
106,
which
we
haven't
done
yet
and
get
a
second
to
that.
Otherwise,
this
amendment's
out
of
order
so
I
can.
D
Madam
president,
just
just
to
just
to
make
sure
we're
on
the
same
page,
I
pulled
the
memorandum
106
from
the
consent
agenda
to
an
action
item.
When
we
move
action
items
we
read
them
into
the
record
and
then
have
a
motion
to
approve
and
then
a
second
that
was
not
done
in
this
case.
A
Right
point
of
order
well
taken.
D
A
A
second
moved
in
second
to
approve
memorandum
number
106,
which
is
the
preliminary
financial
plan.
Do
we,
if
not
remember,
Donnelly,.
K
A
So
he's
now
moving
amendment
number
one
which
was
second
by
member
Holloman,
so
I
think
we're
back
on
track.
Sucking.
AF
A
Again,
all
right,
thank
you,
I
think
we're
back
on
track.
Thank
you,
member
Jacobs,
all
righty
I.
Think
member
Higgins
on
the
amendment
yeah.
J
I
I
appreciate,
aasb
and
I
understand
that
the
interest
throughout
the
state
are
different.
When
we
were
advocating
for
additional
money
for
the
BSA,
there
was
one
Community
out
there
advocating
that
the
PFD
was
more
important
to
community
members
than
BSA
and
it
was
kind
of
odd,
but
every
community
in
the
states
different
and
they
have
different
expectations.
A
number
of
people
who
are
in
poverty
drops
with
the
PFD
and
they're
paying
so
much
for
fuel,
and
so
much
for
this
and
they're
saying
that's
a
heating,
the
house
and
heating.
J
Everything
else
is
more
important,
so
we
all
have
some
different
views
and
I
know
that's
kind
of
upsetting
sometimes.
But
what
I
like
about
aesb
is
that
they
support
and
they
promote
what
the
nsba
says,
and
that
is
that
the
role
of
the
school
board
is
to
be
the
voice
of
the
public.
We
are
supposed
to
provide
direction
to
the
administration
and
was
supposed
to
hold
them
accountable.
J
This
accountability
issue
I
like
that
well,
a
light
that
will
better
than
the
role
of
the
Council
of
great
City,
Schools
I,
think
it's
very
big
and
very
important,
and
they
do
a
good
job
of
advocating
that
I
know
we're
going
to
have
people
throughout
the
state
that
take
different
positions
than
we
have
and
they're
looking
out
for
the
best
interests
of
the
kids
in
their
area,
because
they
want
more
funds,
and
if
we
get
a
larger
percentage
of
the
funds,
they
get
less.
J
It's
a
win-lose
situation
from
their
perspective
and
I
understand
that
and
while
it's
frustrating
we
should
be
fighting
for
everybody
in
the
anchor
school
district
has,
in
the
past,
supported
legal
actions
by
small
school
districts
where
there
was
inadequate
funding
issues
and
we
took
the
position
to
support
them
anyway,
because
we
said
all
kids
are
important
and
I
respect
that
I'm
proud
of
that
issue.
But
I
really
support
with
ASP
stands
for
in
supporting
that
role
of
the
nsba
you've
been
through
it.
Mr
Donnelly
will.
What
is
the
role
with
the
board?
J
And
when
do
we
challenge
this
or
when
do
we
challenge
that?
The
boy
today
is
more
active
than
when
I
push
God
on
it.
I
like
that
W
aasb
credit
for
advocating
that
type
of
role,
so
I
would
not
want
to
see
that
funding
cut.
I
wouldn't
want
to
cut
the
funding
and
Council
great
City
schools
because
they're
great
for
audits,
their
benefits
to
everything,
and
there
was
some
disadvantages
to
everything,
but
all
in
general,
the
the
activity
of
the
Void.
We
all
have
to
listen
to
the
public.
J
We
need
to
represent
the
public,
the
students,
the
staff
everyone
and
to
take
all
directions
and
to
lead
directions
rather
than
just
take
them.
So
I'm,
just
I'm
going
to
vote
against
you.
For
that
reason,
but
I
appreciate
the
issues
you're
raising,
no
matter
what
organization
you
got,
you
got
that
issue
of
everybody
vote
their
own
self-interest,
I
understand,
but
I
don't
want
to
kill
a
powerful
tool
in
the
process
and
that's
why
I'm
going
to
support
the
funding.
D
Yeah,
thank
you,
madam
president.
Just
I
guess
a
point
to
clarify
one
of
the
things.
I
think
the
maker
of
the
amendment
indicated
was
that
aesp
doesn't
support
a
district
cost
Factor
study,
and
this
was
something
I
looked
into
last
year
after
a
similar
amendment
was
made.
That
actually
is
true.
D
One
of
the
resolutions
that's
passed
and
associated
in
the
book
of
resolutions
that
aasb
gives
to
lawmakers
is
a
a
new
District
cost
Factor
study,
so
I
I
can't
speak
and
I
won't
necessarily
agree
with.
You
know
the
the
underlying
argument
that
is
associated
with
this
amendment
until
I
take
time
to
go
and
verify
each
individual
thing.
D
I
suspect
that
maybe
some
things
were
true
at
one
point
years
ago,
remember
Donnelly's
been
on
the
board
for
a
number
of
years,
and
things
obviously
have
changed
with
an
ASB
I
know
since
I've
been
on
the
board.
I
certainly
have
made
anchorage's
voice
present
and
heard,
even
though
I'm
not
a
member
of
the
board,
because
we
do
what
they
do's
and
we
have
the
largest
district,
and
so,
however,
they're
actively
advocating
against
our
interests.
K
Sure,
thank
you
Mr
President
specific
example.
The
members
requesting
happened
a
few
years
ago
when
the
municipal
assembly
funded
a
district
cost
differential
study
and
we
went
to
the
association
of
school
boards
because
the
the
organization
that
had
done
the
past
study
was
The
Institute
of
Social
and
economic
research
at
the
University,
and
they
said
they
didn't
want
to
take
our
money
to
do
a
new
study
because
they
didn't
want
people
to
think
it
was
biased
because
Anchorage
was
the
only
sponsor
of
it.
K
So
we
went
to
the
association
of
school
boards
and
asked.
Well
now
you
represent
all
School
boards.
This
is
in
your.
This
is
a
in
the
policy.
Would
you
take
our
money
and
go
to
and
be
and
utilize
it
to
negotiation
with
icer
to
do
the
study?
And
they
said?
Oh
no.
No,
we
don't.
We
don't
want
to
do
that,
even
though
it
was
even
if
it
was
a
policy,
they
said
we
don't
want
to
take
the
heat
for
what
might
happen
from
the
results.
K
So
I
don't
think
they
were
really
sticking
up
for
us
at
all.
In
that
case,
and
as
far
as
an
increase
in
the
BSA
I
I
do
agree,
we
have
a
joint
interest
in
that,
but
the
pecuniary
interest
of
everybody
that
at
that
meeting
was
was
in
increasing
to
BSA
and
everybody
else.
In
that
meeting
had
a
ratio
that
was
greater
than
Anchorage.
K
So
I
think
these
are
all
rational
reasons
to
continue
to
participate
in
the
the
association
of
school
boards,
but
unless
we
take
a
stand
at
some
point
in
time,
I
just
don't
think
that
some
of
our
kids,
our
kids,
get
in
one
740th
of
a
vote
compared
to
some
of
the
other
kids
in
this
organization
is
anywhere
close
to
being
fair
and
I'd
just
like
to
see
some
movement-
and
there
hasn't
been
any
for
five
years
towards
closing
that
Equity
Gap.
AE
A
Not
seeing
any
more
hands
or
wishes
to
comment,
let's
vote
we're
voting
on
the
amendment
to
delete
funding
for
membership
in
the
Alaska
Association
of
school
boards
whenever
you're
ready.
A
AH
AH
E
A
And
that
Amendment
fails
six
to
one.
A
Remember
finally,
thank.
K
K
That's
a
group
of
quite
a
few
small
school
districts
around
the
state,
but
the
Anchorage
School
District
is
the
only
one
of
the
largest
five
school
districts
as
a
member
of
this
organization
and
as
such,
pays
a
very
large
share
of
the
dues
to
this
organization
because
they
represent
by
far
mostly
well
we're
the
only
urban
area
really
that's
represented
by
this
group
or
members.
In
it.
They
take
positions
that
are
clearly
in
conflict
with
the
best
interests
of
Anchorage
taxpayers.
Once
again
the
opposed
formation
of
local
government.
K
They
oppose
increasing
the
minimum
number
of
students
to
have
a
state-funded
school
and
I.
You
know
none
Matsu,
Fairbanks,
Juno
Kenai.
None
of
them
have
seen
appropriate
for
them
to
be
members
of
this
organization.
So
I
really
think
that
they
would
be
a
wise
choice
of
our
funds
to
utilize
the
thirty
two
thousand
dollars
someplace
else.
So
I
would
move
amendment
number
two
to
delete
the
dues
for
the
Coalition
from
economic
for
Education
Equity
from
the
budget.
K
Thank
you.
Madam
president.
We
also
are
members
of
a
group
called
the
council
for
great
City
Schools.
K
This
is
an
organization
that
represents
pretty
much
focused
on
the
largest,
the
very
largest
of
school
districts
in
the
nation,
one-time
Anchorage
head
membership
over
50
000
in
students
and
was
kind
of
the
general
criteria
for
this
organization
we've
since
Fallen
by
about
5
000
students
from
that
time,
once
again,
I
believe
this
organization,
because
of
its
nature,
these
major
Urban
school
districts
have
very
different
interests.
Many
interests
than
school
districts
in
Alaska
and
I
did
participate
in
one
of
their
meetings.
K
They
were
very
focused
on
matters
of
what
I
thought
were
extreme
proposals
on
gun
control,
not
gun
control,
but
confiscation
and
registration
things
that
people
in
Alaska
absolutely
majority
of
Alaska
would
not
support
and
I
found
it
difficult
because
they
all
acted
like
they
were
all
unanimous
in
it
and
when
I
would
raise
an
objection,
they
thought
well,
they
were,
they
were
puzzled
by
it.
They
just
couldn't
comprehend
how
anybody
would
oppose
compensation
of
weapons
and
registration
of
weapons.
K
So
I
do
think
that,
because
of
the
nature
of
the
organization
and
I
agree
with
remember
higgins's
point
about,
they
do
good
auditing,
Services,
but
I'm
very
concerned
about
us
funding,
an
organization
that
clearly
and
strongly
and
regularly
advocates
for
extreme
Firearms
anti-firearts
positions.
So
I
would
move
a
movement
number
three
to
delete
the
dues
for
the
Council
of
great
City
Schools
from
this
budget.
A
AF
AF
I'm
not
sure
I.
Once
again,
one
of
the
things
I
learned
in
moving
here
over
30
years
ago
from
the
East
Coast
we're
a
little
isolated
and
if
we
don't
actually
maintain
connections
where
we
can
talk
to
people
that
have
similar
things
going
on,
we
don't
have
the
range
of
ideas
that
we
would
normally
be
able
to
get
people
don't
travel
up
here
much
and
sit
down
and
talk
about
education
issues.
We
we
have
to
go
to
them.
AF
All
of
these
things
have
value
to
them.
I
I
think
most
board
members
have
experienced
some
aspect
of
it
and
all
of
them
come
with
some
some
things
that
don't
matter
to
us
very
much
at
all
and
I
think
that's
kind
of
the
nature
of
being
an
unusual
state
that
doesn't
quite
match
up
the
way.
Any
other
state
does
so
once
again,
I
would
say
that
it's
a
benefit
to
us
to
be
in
it
and
that
we
have
to
make
sure
to
make
good
use
of
that
information
and
the
opportunities.
A
Thank
you,
member
Holloman
member
Higgins,.
J
And
this
is
one
that
I
have
really
mixed
feelings
about,
because
in
part
we
call
the
Council
of
great
City
Schools
coming
in
and
calling
the
English
school
board
irresponsible,
because
we
changed
something
in
the
budget
that
we
should
have
not
been
involved
with
it.
That
came
from
the
president,
the
Council
of
great
City
Schools.
It
was
insulting
as
well
I'm,
sorry,
but
it
was
awful
and-
and
it's
been
the
approach
that
the
role
of
the
board
is,
you
know,
very,
very
limited
and
we
shouldn't
be
involved
in
any
of
the
issues.
J
J
We
had
an
audit
of
purchasing
once
when
I
was
an
audit
chair
and
it
cost
us
about
forty
thousand
another
thirty
thousand
or
something
for
complete
new
policies
and
it
saved
the
district
in
estimate
a
half
million
dollars
a
year
after
so
they
we
because
of
our
connection
with
the
Council
of
great
City
Schools.
We
have
access
to
people
who
are
professional
in
other
school
districts
that
participate.
We
only
pay
for
the
cost
of
transportation
and
per
diem,
and
we
get
some
fantastic
results
out
of
that.
J
Some
great
some
great
audience
we're
looking
at
the
potential
redoing
the
audit
committee.
It
would
cost
hundreds
of
thousands
of
dollars
to
do
some
of
the
things
that
we
get
for
almost
nothing,
because
we
contribute
our
professional
staff
to
their
audits.
Sometimes
too.
So
it's
quid
pro
quo,
but
it's
just
a
tremendous
Financial
savings.
J
So,
while
I
appreciate
the
the
the
motion,
because
I
have
strong
views
on
this
position
and
it's
not
favorable
to
the
treatment
or
the
woods,
the
way
that
we've
been
addressed
at
times
within
that
I,
it's
hard
for
me
to
turn
around
and
say
that
we're
going
to
spend
hundreds
of
thousands
dollars
more
public
funds
to
get
audits
done.
That
saves
the
public
money
because
I
get
upset
with
the
way
they
make.
Some
statements,
I,
don't
think
that's
from
a
business
standpoint.
J
If
I
was
putting
the
cash
in
my
pocket,
why
would
I
not
do
it?
And
in
this
case
it's
the
cash
going
back
into
the
pockets
of
the
citizens
and
that's
the
reason
why
I'm
not
going
to
support
it?
But
I
do
appreciate
bringing
the
motion
forward
because
I
think
it
leads
the
school
district
in
the
wrong
direction.
J
What
the
school
boys
should
be
doing
by
following
that,
but
I
think
we'll
we're
more
in
line
now
with
the
nsba,
the
National
School
Board
Association,
and
because
we
save
so
much
money
that
the
Council
of
great
City,
School
audits,
I,
think
we'd
be
given
up
too
much
to
to
simply
walk
away
from
it,
but
that's
the
only
reason
why
it
will
not
vote
for
it.
Thank
you.
AI
I've
learned
a
great
deal
speaking
with
board
members
and
Community
Advocates
from
larger
school
districts
and
I.
I
really
appreciate
the
training
and
their
advocacy
and
their
continual
encouragement
to
focus
on
student
outcome,
focused
government,
governance
and
I'll
repeat
that
student
outcome
focused
governance.
So
that's
that's
really
continues
to
help
me
stay
focused
on
our
kids.
Great
thank.
A
AH
A
A
And
that
meant
that
motion
that
Amendment
fails
six
to
one.
That
brings
us
back
to
the
initial
motion
to
approve
the
preliminary
financial
plan.
K
One
of
the
cost
savings
this
board
examined
and
was
costed
out
by
the
administration,
was
to
discontinue
something
called
the
Middle
School
model,
that's
confusing
because
we
have
middle
schools,
but
within
those
middle
schools
about
three
or
four
years
ago,
the
board
adopted
something
called
the
Middle
School
model
which
added
an
extra
planning
period
within
those
those
periods
of
the
Middle
School
period
of
the
day,
the
various
periods
of
the
day,
and
that
resulted
in
a
requirement
that
there'd
be
an
additional
24
Middle
School
teachers
at
a
cost
of
about
2.93
million
dollars.
K
I
really
think.
That's
that
considering
the
options
we're
faced
with,
I
really
think
that
that
is
something
that
we
ought
to
continue
to
legitimately.
Consider
as
a
cost
reduction
is
elimination
of
that
extra
planning
period,
it
doesn't
appear
in
Senior
High.
It
doesn't
appear
in
elementary
really
wouldn't
fit
so
much
because
I
I
acknowledge
that
net
schools
are
a
different
format,
but
it
wasn't
done
before
three
or
four
years
ago
and
it
is
clearly
an
additional
cost.
J
What
they
added
two
or
three
years
ago,
and
that's
what
we're
referring
to,
because
we've
always
had
the
extra
planning
period.
That's
that's
kind
of
the
model
of
the
middle
school
that
they
that
that
teachers
who
engage
with
a
group
of
students
that
are
going
from
class
to
class
they
get
a
chance
to
get
focus
on
the
kids.
They
do
the
interventions,
that's
one
of
the
things
that
has
reduced
the
Dropout
rates
and-
and
you
know,
graduates,
there's
a
lot
of
positive
impacts.
Reason
why
the
school
district
adopted
this.
A
So
if
we
don't,
if
we
don't
get
a
second,
though
we
can't
discuss
it
so,
but
did
you
have
a
clarification
for
the
maker
of
the
motion?
Amendment.
J
I'm
I'm
gonna
I'm
gonna
pass
right
now
because
I
know
what
well
I
just
don't.
We
can
always
revisit
it
at
some
point,
but
right
now,
I'm
gonna
pass
on
for
a.
A
So
moved
in
second,
so
we
are
now
open
for
a
discussion
now
remember
here
again.
J
Maybe
the
administration
can
answer.
It
was
was
additional
time
allocated
in
the
last
few
years,
because
I
know
that
we've
always
had
the
model
provided
extra
time
for
them
to
be
able
to
meet,
and
that
was
an
extra
schedule
and
that's
part
of
the
cost
issue.
But
was
there
a
change
here,
two
or
three
years
ago.
H
Through
the
president,
member
Higgins,
I
wasn't
here
two
to
three
years
ago,
so
I
can't
speak
to
what
happened,
but
I'll
give
Andy
Ratliff
an
opportunity
to
perhaps
share.
N
Thank
you.
Yes,
several
years
ago,
or
probably
maybe
four
years
ago,
we
had,
we
did
change
it.
The
board
did
kind
of
codify
that
Middle
School
model,
but
what
ended
up
happening
is.
Was
we
Inc
increased
the
PTR
at
those
Middle
School
grade
levels
to
pay
for
it,
so
it
went
from
the
same
PTR
of
like
sixth
grade
in
elementary
schools.
It
was
I
think
it
was
around
26
or
27.
N
This
group
of
FTE
in
this
middle
schools
planned
out
their
day
as
they
normally
would
so
when
they
did
that
it
really
didn't
add
any
teachers
or
any
cost
it
just
kind
of
Switched
those
metrics
around
with
a
higher
PTR
and
then
more
prep
time,
on
top
of
it.
So
about
the
same
amount
of
teachers
overall
to
to
serve
the
middle
school
students.
A
Okay,
remember
Holloman.
AF
Point
of
clarification,
personal
conflict
that
I
used
to
work
in
a
middle
school
and
so
I
objected
the
term
extra
planning
time
sort
of
like
extra
sleep,
or
you
know
something
along
those
lines,
but
the
the
second
planning
time
had
specific
duties
attached
to
it
and
and
in
a
very
uncharacteristic
move.
Anchorage
School
District
actually
allocated
paid
time
for
people
to
do
the
work
they
were
asking
them
to
do.
O
AF
Really
like
just
a
novel
grasp,
but
trying
to
be
like
the
private
sector,
if
you
will
almost
that
that
people
should
be
paid
to
do
the
work
there
has
to
do
on
the
clock
when
it
was
implemented,
there
was
a
significant
cost
where
basically,
they
followed
a
spreadsheet
calculation.
We're
going
to
have
the
second
planning
time
for
these
specific
duties,
and
so
additional
staff
were
added
and
then
also
characteristic
of
the
anchor
School
District.
They
began
to
whittle
that
day,
starting
in
the
early
2000s.
AF
When
Middle
School
was
first
rolled
out,
there
was
really
kind
of
a
wealth
of
electives
and
optional
activities
for
kids,
as
well
as
the
opportunity
for
staff
to
do
Cooperative
projects
across
different
disciplines
and
and
just
any
number
of
creative
things
that
happen
at
different
schools,
but
slowly
the
PTR
would
get
whittled
a
little
bit,
get
whittled
a
little
bit
more
there's
sort
of
the
ideal
of
what
a
middle
school
model
is,
and
today
there's
what's
actually
practiced
in
Anchorage,
which
has
some
resemblance
to
it
all
the
signs
say:
Middle
School,
we've
never
considered
changing
those
but,
for
example,
a
lot
of
the
teams.
AF
No
longer
have
their
own
kids
on
team
for
math
classes;
instead
they
transfer
across
for
different
reasons
and
that's
sort
of
the
first
disassembly
of
kids
into
the
larger
school.
One
of
the
key
points
is
that
kids
have
a
smaller
Community.
They
feel
very
attached
to,
as
opposed
to
being
in
a
school
of
800
or
900
kids
they're
on
a
team
of
about
120
or
130
kids,
depending
on
the
PTR.
AF
So
eliminating
that
would
be
a
major
shift
schedules
that
have
to
be
redone
classes
would
have
to
disappear.
It
is
really
something
that
if
we
were
going
to
do
it,
it
would
have
to
be
planned
out
with
more
wait
time
than
what
we
would
be
allocating
right
now.
If
we
did
it,
but
I
also
think
it
would
be
remiss
to
do
it
without
giving
the
public
a
real
opportunity
to
weigh
in
on
it
and
I.
Think
you
would
find
a
lot
of
people
care
about
it
very
deeply.
AF
A
lot
of
the
Middle
School
parents
really
supported
it
and
realized
the
value
of
it
at
one
time
there
was
actually
a
push
for
it
to
sort
of
level
up
to
the
high
school
area.
It
wouldn't
look
exactly
like
middle
school,
but
there
would
have
been
houses
that
kind
of
put
kids
together
in
a
part
of
their
day,
but
service
in
diamond.
Look
into
that.
AF
It's
been
over
10
or
12
years
ago,
but
but
when
they
were
contemplating
it,
it
created
a
lot
of
excitement,
but
then
funding
kind
of
went
the
other
way,
a
decade
or
so
ago.
When
we
contemplated
doing
away
with
it.
The
reporter
for
Channel
2
was
asking
me
if
you
do
away
with
Middle
School.
What
does
that
mean?
I
mean
kids
are
still
going
to
go
to
school
right.
AF
I
said
well
yeah,
but
they
would
have
like
five
or
six
or
seven
individual
classes
that
wouldn't
be
on
teams
and
whatnot,
and
she
was
a
fairly
recent
graduate.
She
goes
well,
you
mean
it
would
be
like
High,
School
and
I
go
yeah.
Basically,
it
would
be
high
school.
What
seventh
and
eighth
grade
she
goes.
That
would
be
awful
I
can't
imagine
it
being
that
way.
So,
there's
there's
tremendous
value
to
it.
It
matters
a
lot
to
members
of
the
community.
O
AF
A
A
We
were
looking
everywhere
to
try
to
find
savings,
and
and
and
somehow
we
found
enough
as
member
lessons
mentioned
earlier,
to
get
us
to
the
point
where
we
have
a
balanced
budget,
so
I
just
I
I
just
want
to
caution
the
get
you
know
we,
we
we're
we're
going
over
stuff,
we've
already
gone
over
we're
considering
cuts
that
we've
already
considered
and
we've.
Also,
given
our
it's
my
comment,
my
comments,
this
is
remember
Donnelly.
This
is
my.
These
are
my
comments.
A
I'm,
not
good
I
can't
comment,
you
comment,
but
thank
you,
and
so,
in
my
opinion,
we
have.
We
have
a
balanced
budget
in
before
us
and
and
again
this
is
the
budget
is
organic.
We
are
not
stuck
in
it,
so
if
we
decide
earlier
or
down
on
down
the
road
that
something
needs
to
change,
I
think
we
can
revisit
things
but
right
now,
so
my
vote
on
the
motion
on
this
on
the
amendment
would
be
no
because
I
think
I,
don't
because
I
think
we
can
get
a
balanced
budget
without
it.
A
K
K
A
K
A
A
Is
there
a
any
other
comments
on
the
motion
to
discontinue
the
Middle
School
model.
K
K
Is
a
member
lessons
pointed
out
we're
using
65
million
dollars
in
one-time
funds
to
balance
this
900
million
dollar
budget
and
I,
and
anything
that
it
may
not
be
the
ideal
choice
of
any
of
us
for
a
lot
of
the
budget
reductions
that
we
made,
but
we
need
to
Chip
Away
more
as
much
as
possible,
and
one
of
the
things
that
we've
done
in
this
that
that
I
disagree
with
is
the
increase
in
the
PTR
across
the
board
and
I'll
have
a
chance
to
address
that
later.
K
But
this
is
one
point
one
place
where
we
could
save
some
money,
and
so
that's
why
I
think
it's
appropriate
and
I
think
with
a
board
for
allowing
it
to
be
second
and
be
discussed
tonight.
Thank
you.
A
So,
let's
vote,
the
amendment
is
to
discontinue
the
Middle
School
model.
Voice
vote
police.
AH
A
O
O
B
A
Okay,
I'd
like
to
welcome
everybody
back.
We
are
now
back
to
the
main
motion
to
approve
the
preliminary
financial
plan.
Are
there
any
other
conversation,
amendments
I'm,
sorry,
foreign.
K
Thank
you.
Madam
president.
The
Department
of
Education,
the
State
Department
of
Education,
identifies
School
District
funding
by
categories.
They
have
a
code,
a
state
function,
code
and
function,
codes,
510
and
550
are
those
administrative
costs
that
are
not
related
directly
to
classrooms
I'm,
trying
to
find
places
to
reduce
our
spending
so
we're
not
having
to
use
65
billion
dollars
in
one-time
funds
because
we
know
we
won't
have
that
much
next
year
because
we're
using
so
much
this
year
to
help
close
the
fiscal
Gap.
K
So
one
of
the
places
that,
according
to
the
Department
of
Education
coding
to
possibly
consider
are
these
types
of
administrative
non-classroom,
related
I'm,
not
saying
or
not
implying
at
all,
these
aren't
important
functions.
We
obviously
need
to
have
basic
functions
in
payroll
and
finance
and
Human
Resources,
but
at
the
same
time
we've
got
to
find
some
additional
reductions
somewhere
in
this
budget
to
balance
it
going
forward
into
next
year.
K
K
It's
coded
State
function,
codes,
510
and
550.
A
K
Yes,
thank
you.
Madam
president.
One
thing:
that's
in
the
budget
before
us
to
hope
to
save
money
is
an
increase
in
the
PTR
by
one
across
the
board.
That's
the
pupil
teacher
ratio
in
all
our
classrooms
K
through
12
by
one
student.
The
Administration
has
explained
where
it
might
not
have
the
impact
that
it
says
it
would
have,
but
it
is
appears
it
is
part
of
the
cost
Savings
in
the
budget
and
I'm
very
concerned.
In
virtually
every
campaign.
I've
ever
run.
K
I've
said
that
my
priority
was
that
people
teacher
ratio
trying
to
hold
it
down
as
much
as
possible,
so
I'm
very
concerned
about
what
might
happen
with
this
one,
across-the-board
cut
and
I'm
particularly
concerned
about
grades
K
through
three,
because
it's
been
a
policy
of
this
board.
Well,
the
boards
that
have
existed
before
this
board.
Let
me
put
it
that
way
to
try
as
much
as
possible
to
minimize
the
impacts
on
Lower
grades
for
the
pupil
teacher
ratio
and
he
increases
there.
So
increases
we've
been
forced
to
do
over
the
past.
K
K
So
if
you
added
up
the
dues
that
we
pay
for
the
Coalition
for
Equity
education,
Equity,
the
council,
great
City,
Schools,
the
Alaska
Association
School
boards,
the
National
School
Board,
Association
and
and
put
in
a
one
percent
reduction
in
administrative
Services,
function,
codes,
510
and
550,
and
combine
that
with
doing
away
with
the
Middle
School
model
you
more
than
pay
for
the
you.
K
Can
you
not
have
to
cut
our
or
or
you
not
have
to
increase
our
pupil
teacher
ratio
in
grades
K
through
two,
and
you
would
actually
end
up
with
a
net
savings
about
four
hundred
thousand
dollars?
And
that's
what
amendment
number
six
proposes
to
do
and
I
would
move
amendment
number
six.
F
I
B
A
So
point
of
clarification
and
I
think
you're,
probably
gonna.
You
have
a
second,
so
you
can
speak
to
it,
but
the
question
has
to
do
with
the
savings
that
you
want.
You
might
have
realized
those
those
were
all
voted
down
earlier.
So
then
I
would.
How
would
you
fund
this
I
guess.
K
Thank
you,
madam
president.
This
is
a
different
motion
for
several
reasons:
number
one.
It
allows
members
to
take
money
from
this
pot
of
money
and
move
it
to
another
pot
of
money
and
that
pot
of
money
is
to
hold
down
class
sizes
in
K
through
two
second
and
that
wasn't
ever
presented
before.
Second,
it
only
includes
a
one
percent
reduction
in
administrative
Services
function,
where
the
prior
motion
that
was
voted
on
separately
was
a
five
percent
reduction,
which
is
quite
significant
in
dollars.
A
Any
questions,
member
Higgins
yeah.
J
This
may
be
an
academic
discussion,
because
this
is
really
going
to
be
impacted
by
how
much
money
we
get
from
the
state
and
we
bet
vacancies
already.
We
got
other
issues,
but
I
do
think
it's
an
important
subject
because
I've
been
through
nsba
with
conferences
and
presentations,
one
from
Philadelphia,
where
ninety
percent
of
the
effectiveness
of
a
lower
classroom
size
is
achieved
by
having
lower
classroom
sizes
and
k12
and
and
so,
and
that
regards
I.
Think
this
is
a
very
important
issue.
J
We're
looking
at
the
academics,
putting
the
emphasis
on
reading
early
any
increase
in
PTO
at
those
grades,
it's
counterproductive
to
what
we're
trying
to
achieve
academically
while
putting
it
at
a
higher
level,
has
less
of
an
impact
on
academic
outcomes
and
that's
the
reason.
Why
was
that
36,
States
I
believe
I
have
a
maximum
effective
plasma
sizes
and
for
k-3
is
1
to
15
Beyond
25,
so
the
the
real
emphasis
of
a
low
classroom
sizes
at
the
early
grades?
It's
a
big
impact
on
academics
and
it's
such
a
question
of
what's
best
for
kids.
J
In
my
opinion,
and
just
based
on
the
information
that
I've
seen
and
the
reports
and
the
presentations
I
would
support
the
idea
of
saying
the
same
dollars
but
to
Simply,
say
it's
for
three
through
twelve
or
four
through
three
through
twelve,
and
we
do
the
PTR
that
way
and
we
still
we
can
maintain
the
same
dollars.
This
is
like
I,
said:
I
think
this
is
academic.
I
think
we're
going
to
get
some
more
money
from
the
state.
We're
going
to
be
looking
and
saying:
do
we
want
to
do
this
or
not?
J
What
are
the
other
options,
but
I
do
think
it
sends
a
statement
that
we
don't
want
the
K12
to
increase
in
size
because
we're
so
focused
on
trying
to
get
these
kids
to
academically
getting
improved.
A
D
The
Megan
hoping
we
can
get
clarity
on
which
positions
when
we're
proposing
to
cut
if
they're
vacant
or
not,
and
how
their
specific
jobs
impact
students.
Thank
you.
B
K
That
I
would
leave
to
the
description
of
the
administration,
so
one
percent
reduction-
there's
millions
of
dollars
in
these
codes
and
I
know
that
they
during
our
work
sessions.
They
had
come
forward
with
several
proposals
that
would
equal
about
another
million
dollars
and.
AH
K
And
I'm
I'm
just
taking
this
off
the
top
of
my
head
and
I'm
sorry,
if
I'm
off
by
dollars,
maybe
it's
about
half
a
million
dollars
that
we
left
on
the
table
during
those
working
sessions,
so
I
would
imagine
they
would
go
to
those
proposals
just
to
try
to
find
these
four
hundred
thousand
dollar
reduction.
E
D
It
sounds
like
the
member
prefers
I
address
the
question
with
Dr
Bryant,
so
Dr
Brian
I
know
you've
spoken
to
the
fact
that
the
anchor
School
District
spends
roughly
two
percent
of
its
general
fund
Budget
on
Administration,
or
at
least
previously
has.
If
we
were
to
reduce
and
pass
this
motion
tonight.
Do
you
have
an
idea
as
to
which
positions
you
would
be
cut
if
those
positions
are
funded
or
not,
and
how
those
positions,
impact
students.
H
I
I
do
not
because
we
need
to
take
that
process
very
seriously,
so
what
I
would
need
to
do
is
consult
with
the
content
experts
and
go
through
all
of
the
pros
and
cons
and
trade-offs
doing
any
sort
of
reduction
to
any
position.
So,
for
example,
we
may
be
weighing
cyber
security
insurance.
H
We
may
be
weighing
changes
to
HR
or
budget
analyst
positions
or
what
have
you,
but
those
conversations
require
in-depth
conversation,
which
is
why
we
were
attempting
to
be
proactive
by
having
a
work
session
on
Administration
early
on,
as
well
as
our
Timber
work
session,
where
Administration
was
something
that
was
discussed
by
the
full
board
so
to
deliberate
on
the
spot,
how
we
would
reduce
four
hundred
thousand
dollars
or
any
amount
at
this
point,
maybe
a
little
premature.
D
A
Two
million:
what
was
the
figure?
Do
you
know.
H
N
Right,
we
didn't
break
it
down
the
same
categories.
You
know
we
went
through
that
exercise,
trying
to
Define
what
exactly
Administration
is
what
it
means.
I
can't
tell
you
like
the
way
that
we've
looked
at.
It
is
in
terms
of
how
this
budget
is
presented.
You
see
administrative
reductions
about
you,
know,
6.2
million
dollars-
or
so,
albeit
you
know,
about
5.2
million
of
that
is
increased
nutrition
rates
with
increased
vacancies,
school
resource
officers
and
an
increase
in
district-wide
insurance.
N
But
on
top
of
that
we
made
about
2.4
million
dollars
in
other
cuts
through
Administration
operations,
but
then
we
did
add
back
another
million
and
a
half
in
like
mental
health
and
some
of
our
priorities
within
secondary
education
with
respect
to
professional
learning,
communities
and
collaboration
time.
Thank
you
so
yeah.
So
we
didn't
make
some
cuts
across
our
Administration,
but
we
didn't
really
line
it
out
by
terms
of
State
function
like
we
have
it,
the
state
as
the
state
requires
or
in
the
book
anyway,
for
the
presentation.
B
E
I'll
just
share
because
this
is
my
night
for
sharing
how
my
feelings,
you
know,
one
of
the
things
that
I
find
I'm
conflicted
about
with
the
current
cuts
that
we're
doing
in
the
administration.
First
of
all,
I
would
love
to
have
a
lower
PTR.
So
I
appreciate
the
intent
of
that.
E
But
when
we,
you
know
the
cuts
that
have
been
proposed
next
year,
those
are
real
positions
that
are
not
going
to
be
filled.
When
we
eliminate
the
gifted
supervisor
that
somebody
responsible
for
gifted
education
for
over
3
000
students,
those
students,
academic
outcomes,
are
going
to
have
some
kind
of
an
impact.
E
There
are
other
people
still
within
the
gifted
Department,
and
certainly
there
are
teachers,
but
you
know
we're
going
to
be
asking
another
staff
member
to
pick
up
those
responsibilities
so
yeah,
so
the
400
or
5000,
a
thousand
dollars
in
the
cutsci
proposed
you
know,
could
be
found,
but
I
think
also
at
what
cost
I
mean.
What
are
the
positions
that
we're
talking
about?
And
that's
that
is
really
tricky
and
challenging,
but
but
I
appreciate
the
focus
on
our
youngest
and
most
vulnerable
Learners
very
sincerely.
AI
I
also
appreciate
trying
to
focus
on
our
youngest
learners.
I
can't
do
it
at
the
expense
of
our
middle
schoolers.
AI
AI
I
mean
it
it's
a
give
and
take
this.
This
whole
budget
season
has
been
given
taken.
All
of
it's
been
pretty
torturous
because
we
take
if
we
give
something
we
take
something
else,
and
some
so
I.
I
cannot
support
this,
even
though
I
absolutely
support
providing
more
PTR
for
our
younger
students,
but
I
can't
do
it
at
the
expense
of
of
our
older
students.
Right
now,.
J
I,
the
the
administration
cost
gives
all
kind
of
ways,
and
we
the
joke,
with
the
federal
government
that
you
want
to
cut
one
dollar.
We
have
to
sell
the
Washington
Monument
and
that's
a
that's
an
older
post.
This
isn't
necessarily
involve
cutting
positions.
It
involves
administrative
issues.
We've
discussed
that
somewhat
and
I'll
bring
up
the
issue
of
group
health
insurance.
It
hasn't
been
on
bid
20
years
and
we're
paying
35
million,
and
that's
something
you
can
save
a
lot
of
money
in
so
I.
J
Don't
think
we're
asking
there's
all
kinds
of
options
there
that
are
there
that
will
save
a
lot
more
than
what
we're
proposing
so
I
don't
want
to
make
it
sound
like.
If
we
cut
a
dollar,
you
cut
a
person,
that's
not
true.
Okay,
there
were
administrative
changes
and
improvements
in
in
their
in
the
procurement
process
and
the
issues
associated.
If
the
administration
accepts
that
insurance
is
a
product
and
not
a
service
and
they're
going
to
do
it
based
on
best
value,
then
we're
going
to
save
much
more
than
that.
J
Okay,
there
is
no
question
in
my
mind
and
I.
It's
a
field
I'm,
very
familiar
with,
and
so
I'm
I'm
looking
and
saying
this
is
this
is
more
of
an
academic
issue,
because
this
anything
from
the
state
we're
going
to
be
looking
at
these
particular
issues
again,
but
I
just
I
think
it's
a
strong
statement
that
we've
got
to
do
something
academically
and
I
like
these
and
and
the
money
is
not
a
big
issue
from
the
administration.
It's
not
about
people,
it's
about
efficiencies
and
it's
not
an
unreasonable
request.
A
E
Sorry
I
had
a
couple
of
media.
A
point
of
clarification.
Remember,
Jacobs
earlier
said:
I
think
that
we
sent
spent
about
two
percent
of
our
budget
on
District
administration.
It's
really
one
percent
Statewide,
it's
two
percent,
but
ASD
is
half
that
so
we're
one
percent
of
the
general
fund
on
our
Administration,
we're
a
leaner
operation
and
more
efficient
than
some
of
our
counterparts.
Statewide
and
I'll
leave
it.
There.
J
Yeah
we'll
follow
up.
I
am
not
saying
that
the
administration
is
overfunded.
There
are
issues
there
for
for
training
and
supportive
staff
and
lots
of
areas
there
that
really
impacts
outcomes
too
I'm
saying
from
the
existing
area
there
were
opportunities,
is
all
I'm
saying,
but
I
want
to
be
fluent
about.
This
they've
always
been
some
areas
in
funding
and
administration
when
it
comes
to
staff
training
and
things
like
that.
That's
always
been
a
concern
too.
J
So
I
don't
want
to
Cluster
everything
together
and
saying
that
anything
about
the
existing
staff
at
all,
because
that's
not
what
I'm
trying
to
argue
for
at
all,
there's
a
there's,
a
issue
about
adequate
Staffing
and
what
they
need
to
do.
We've
got
very
few
people
in
human
resources
that
can
assist
principles
with
issues
involving
staff
and
what
they
need
to
do.
J
There's
very
few
that
can
do
some
of
the
stuff
that
needs
to
be
done
for
this
size
organization
is
frighteningly
small,
so
I'm,
not
the
fact
that
we
can
save
money
doesn't
mean
it
couldn't
be
redirected
in
administration.
I
want
to
be
fair
about
that,
but
I'm
just
I'm
putting
kids
first
and
that's
what
that's
all
I'm
trying
to
argue
for.
A
So
I'd
like
to
make
a
comment.
So
when
I
paraphrase
the
Amendment
amendment
number
six
I
said
it
I
said
in
my
own
words,
whole
harmless
K
through
two
in
terms
of
PTR
increase.
A
When
I
look
at
the
emotion,
Amendment
Six
it
it
reads,
discontinue
the
Middle
School
model
or
at
for
a
reduction
of
18
Middle
School
teachers.
Savings
would
be
about
2.93
million.
So
we
just
voted
against
that.
A
The
next
is
the
elite
funding
for
membership
and
the
Coalition
of
Education
equity
for
a
reduction
of
32
000.
We
just
voted
on
that.
The
leaf
funding
for
membership
in
the
Council
of
Greater
City
Schools
for
a
reduction
of
44
000..
We
voted
on
that
delete
funding
for
membership
in
the
Alaska
Association
of
school
boards.
We
voted
on
that
Delete
funding
for
membership
and
the
National
School
Board
Association
for
a
reduction
of
8.6.
A
What
is
that?
8.6
thousand
eight
thousand
six
hundred
reduction
in
it,
so
we
voted
on
this.
The
nsba
reduce
reduction
in
administrative
service
functions,
State
functions,
code,
510
550.,
that's
that's
new
this.
That
would
be
a
new
thing
for
us
tonight
to
consider
restore
current
people.
Teacher
ratio
for
students
in
grade
K
through
grade
levels
K
through
two
I
agree
with
the
the
the
intent
to
hold
harmless
K2,
but
the
rest
of
it
I
do
not
I
mean
I.
E
Lessons
going
back
to
a
few
numbers
so
earlier
in
January,
there
was
a
presentation
before
the
sun
education
committee
by
folks
over
at
icer,
and
they
shared
that
when
we
look
at
education
spending
in
Alaska,
when
you
adjust
it
for
the
cost
of
Inc
living
in
Anchorage,
and
then
you
adjust
it
for
the
national
average,
we
are
seven
percent
under
what
Nationwide
funding
would
provide
for
education,
and
the
cost
drivers
for
education
in
Alaska
are
small
schools,
which
is
really
not
ASD,
Health,
Care
energy
and
then
housing
costs.
E
So
Statewide
we're
not
getting
enough
funding.
I
think
that
the
BSA,
the
30
per
student
and
increase
to
the
BSA,
which
will
take
place
in
fy24,
will
give
ASD
like
a
2.6
million
dollar
bump,
which
is
not
not
even
going
to
make
a
difference
in
in
the
PTR.
It
will
not
make
an
evidence-based
difference
in
our
PTR
ratios
when
I
look
back
to
a
slide
that
was
shared
with
the
Anchorage
School
Board
in
February
of
2017..
E
There
was
a
comparison
between
what
was
the
evidence-based
model
and
what
was
then
current
ASD
practice
for
Staffing
in
elementary
school,
and
we
were,
you
know:
nine
and
a
half
elementary
teachers
short
at
an
average
school
I
mean
the
difference
between
where
we
we
are,
and
what
we're
able
to
do
by
treading
water
and
applying
tens
of
millions
of
dollars
of
one-time
funding
and
where
we
need
to
be
is
is
massive,
and
hopefully,
people
listening
to
this
board
meeting
tonight
will
take
some
of
this
information
and
share
that
maybe
they'd
like
their
classrooms,
to
be
staffed
adequately.
A
Seen
and
hearing
none,
you
can
read
them.
I.
Just
read
the
amendment
number
six.
We
will
vote
on
amendment
number
six
in
its
on
your
screen.
If
you
need
to
read
it
again,.
AH
AG
M
A
K
Thank
you,
madam
president,
and
this
will
be
my
last
amendment
by
the
way
so
the
National
Association
of
school
boards
and
it's
a
de
minimis
amount
of
money
for
a
900
million
dollar
budget.
It's
the
dues.
There
are
8
600
a
year
which
is
actually
not
a
lot
of
money,
but
it's
very
symbolic,
I
believe
the
I'm
hoping
at
some
point
we'll
be
able
to
talk
about
the
substance
of
the
concerns.
K
That's
LED,
26,
State,
School
Board
systems
and
that
says,
associations
of
State
School
boards,
Across
the
Nation
to
withdraw
or
distance
themselves
from
the
National
Association
Association
of
school
boards,
but
not
the
Alaska
School
Board
Association.
So
the
majority
of
States
they're,
they're,
School
Board
associations,
they
oversee
those
States,
have
taken
some
formal
action
against
the
national
Association
of
school
boards.
Because
of
the
letter
that
was
written
by
this
organization
to
the
Department
of
Justice,
it
very
improperly
characterized
and
I've
read
it
and
researched
it
carefully.
K
Many
instances
where
parents
were
simply
talking
or
disagreeing
and
it
came
and
testified
at
their
school
boards
and
wanted
him
to
be
classified
as
domestic
terrorists.
The
actual
the
actual
drilling
down
into
some
26
examples
that
were
cited
in
the
footnotes
revealed
that
the
majority
of
them
did
weren't
what
they
said.
They
were.
K
K
But
since
we
are
one
of
a
minority
of
states
that
hasn't
taken
a
Statewide
position
on
this
I
really
think
that
this
would
be
a
strong
statement
that
this
board
could
make
that
it
just
wasn't
right
to
call
legitimate
parent
testimony
terrorism,
domestic
terrorism
in
this
station
it
was,
it
was
one
of
them
most
concerning
events
of
the
last
three
years
and
there's
been
a
lot
of
concerning
events
in
the
last
three
years,
but
that
attack
on
parents,
rights
that
was
orchestrated
and
planned
and
and
inaccurate
and
improper,
and
it
said
since
been
admitted
that
it
was
such
by
the
national
school
boards
Association,
but
unfortunately,
not
by
the
current
executive
branch
of
government
really
needs
a
response,
I
believe,
and
so
this
amendment
I
would
propose
to
delete
the
funding
for
the
National
School
Board
Association
membership
of
8
600.
K
A
So
can
you
put
it
up?
I
mean
as
soon
as
we
get
a
second
I
mean
I'm.
Trying
I
just
need
a
point
of
clarification
to
the
maker,
so
we
just
voted.
You
just
made
a
motion
or
amendment
to
delete
our
membership,
get
or
not
fund
our
membership
with
the
National
School
Board
Association.
Is
this
the
same
motion.
A
K
Is
I
understand
we
went
through?
This
is
the
fourth
of
four
dues
associations
we
Paid
Dues
to
right.
The
first
was
the
I
believe
the
Alaska
Association
School
boards.
Then
we
had
the
council
great
City
Schools.
Then
we
had
the
education
Equity
Coalition,
so
we
have
not
previously
voted
as
a
standalone,
National
Association
of
school
boards.
J
You
I
I
want
to
respond
to
a
lot
of
that
questions,
and
they
are
because,
at
the
time
that
the
letter
came
out,
it
was
in
in
the
nsba
has
apologized
for
it.
The
current
president
CEO
said
it
was
a
one
thing
to
do.
We
shouldn't
have
been
involved.
We
were
being
threatened
because
that
we
were
committing
war
crimes
and
we
were
doing
a
lot.
J
It
wasn't
a
civil
discussion
in
many
regards
and
we
had
some
pretty
confrontive
type
situations
in
here
coming
into
the
building
or
leaving
and
I
was
was
calm
compared
to
other
places
in
the
country.
It
was
pretty
nasty
there
in
regards
to
different
issues,
and
it
was
very
aggressive
and
the
nsba
responded
in
a
way
that
I
don't
that
they
shouldn't
have
done.
They
shouldn't
have
come
out
with
that
letter,
but
at
the
nsba
and
in
a
public
setting
with
what
you
know
a
lot
of
people.
J
There
was
an
apology
there
issued
in
regards
to
it.
It
was
the
statements
about
it
that
it
was
a
mistake
and
they've
expressed
that
repeatedly
in
regards
to
it,
but
to
Define
that
there
was
calm
conversation
that
was
in
response
to
very
aggressive
and
confrontive
situation
coming
into
some
school
boards
in
this
country.
It
was
very
for
some
felt
very
threatened
in
regards
to
it
and
they
had
actual
law
enforcement.
They
had
to
break
up
meetings,
it
was,
it
was
pretty,
it
was
pretty
hostile.
J
Okay,
I
think
that's
a
very
safe
statement
to
make
so
in
regards
to
it.
They
overreacted
I,
think
because
they
should
have
let
the
individual
schools
and
they
should
have
done
that
they
didn't,
and
so
those
who
felt
supportive
of
those
confronting
the
school
that
became
a
big
political
issue.
Nsba
should
have
been
focused
strictly
on
students
on
schools
and
Lead
that
issue
aside,
and
they
didn't
do
it,
but
there
was
an
apology.
They
came
forward
with
it.
They
came
out
public
with
it.
J
I
was
there
when
the
president
made
his
speech
and
we
got
through
it
and
it
was.
It
was
heartfelt
I,
believe
him,
and
so
we're
evaluating
the
mistake
or
we're
looking
at
the
benefits
of
the
nsba
and
I
think
the
NSB
does
a
good
job
of
focusing
on
student
outcomes
on
focuses
on
on
the
power
of
the
boy
to
do
things,
and
so
I
won't
be
supporting
this.
J
But
I
want
to
be
fair
in
regards
to
the
fact
that
the
nsba
did
respond
and
that
what
the
characterization
of
what
was
going
on
at
that
time
was
pretty
hostile
and
in
many
school
districts,
and
it
was
bug
page
newspaper,
it
was
out
there
on
everything
you
can
think
of,
and
it
was
unfortunate.
It
was
emotional
and
they
responded
emotionally
and
shouldn't
have
could
main
focus
on
kids,
but
I'm,
not
I.
I.
Don't
want
to
characterize
that
they
haven't
apologized,
because
I
was
there
when
they
actually
did
it.
AF
Part
of
the
reason,
I
I
read
the
letter.
The
USB
I
created
I,
don't
recall
they
called
parents
of
testified,
domestic
terrorists.
You
seem
to
make
a
clear
distinction
to
me
that
there
were
people
that
were
trying
to
incite
fear.
There
were
people
trying
to
disrupt
the
board
meetings
and
it
seemed
very
clear
to
me
they
were
referring
to
those
people
specifically,
but
for
people
coming
and
offering
testimony,
but
I
didn't
get
that
and
I
think
it's
become
a
political
thing.
AF
I
think
it
states
that
pulled
out
like
that
wanted
to
find
something
to
be
heard
about,
and
they
did
again
we
get
benefits
from
our
membership
that
are
tangible
that
help
our
district.
AF
Otherwise,
we
shouldn't
spend
the
money
on
it,
but
I
think
this
is
simply
a
red
herring
that
people
have
thrown
up
and-
and
it's
not
really
true,
if
you
go
read
the
letter
carefully
they're
making
a
distinction
and
as
member
Higgins
pointed
out,
it
was
a
time
where
meetings
were
purposely
being
disrupted
in
ways
that
were
frightening
in
other
parts
of
the
country.
AF
We
didn't
experience
it
here,
although
we
have
leveled
up
our
level
of
security
and
caution
about
things
compared
to
several
years
ago,
I
mean
we
we
experienced
a
little
bit
of
it,
but
not
anything
real
bad.
So
once
again,
I
will
vote.
No
one
else,
we're
in
it,
because
we
think
there's
value
there.
That
value
is
still
there.
I
I,
don't
think
the
characterization
of
their
letter
is
accurate.
A
Thank
you
any
other
comments.
Member
Jacobs.
L
N
D
D
A
K
AH
K
So
I
find
that
incredibly
concerning
and
disappointing
in
our
federal
government
and
that's
why
I
still
believe
that
it's
appropriate
to
make
some
sort
of
statement
and
I
wish.
We
had
the
resolution
before
us
to
be
able
to
debate
it
and
argue
those
points,
but
the
board
has
chosen
not
to
bring
that
resolution
forward
to
the
full
board
for
that
discussion.
Thank
you.
A
AH
N
E
A
A
K
Sixth
budget
I've
had
the
opportunity
to
work
on.
This
will
be
the
very
first
time,
I
believe.
If
anybody
over
there
thinks
it's
different.
Please
tell
me,
but
I
can't
remember
the
board
ever
increasing
the
PTR,
the
pupil
teacher
ratio
for
kidney
Garden
through
two
before
we've
always
focused
on
the
upper
classes
and
I.
Think
I,
just
I
understand
we're
scrambling,
trying
to
find
Cuts
I've
offered
some
additional
Cuts
here.
I,
just
don't
think.
That's
the
right
thing
to
do.
K
A
Yeah
and
I
I
think
you're,
probably
right.
Remember
Donnelly
except
I,
do
recall.
Last
year
we
we
also
use
one-time
funding
to
to
not
have
to
increase
class
sizes,
so
we're
running
out
of
those
funds
right
now.
Yes,
member
Higgins,
well.
J
I
will
say
this
is
my
11th
budget,
for
your
newcomer
and
I
can
say
that
in
the
past
the
administration,
some
party
administrations,
for
you
just
changing
PTO
all
the
easy
thing
to
do
to
balance
the
budget,
I
can
always
just
add
one
and
I
don't
have
to
worry
about
the
funding
and
don't
look
at
the
impact
of
it.
J
So
always
a
concern
to
me
and
I
did
see
this
as
a
last
option
kind
of
approach,
as
opposed
to
the
first
one
that
was
done
in
the
past,
so
I
I,
don't
like
the
idea
of
increasing
PTO
I,
agree
with
that,
but
I
don't
think
this
Administration
has
turned
to
that
as
the
easy
option.
J
They
put
a
lot
of
other
things
in
there
instead
before
they
got
to
PTR
and
I
feel
confident
we're
going
to
get
some
money
from
the
state
how
much
I
don't
know
and
that
at
that
time
the
big
issue
is
going
to
be
the
board.
It
comes
back
to
the
board
for
budget
revisions
and
we
will
have
the
opportunity
to
improve
reverse
some
of
the
decisions
that
are
made
tonight.
J
As
what
decisions
are
there
and
I'm
sure,
PTR
will
be
one
of
the
discussions
that
we'll
have
so
from
a
practical
standpoint,
the
past
has
been
with
some
prior
superintendents.
This
was
the
easy
way
to
cut,
and
this
Administration
is
not
proposing
that
during
this
period,
I
appreciate
the
fact
with
that
and
I'm
hoping
that
we
can
avoid
it
even
now.
Thank
you.
A
Thank
you,
member
Higgins
member
Holloman,.
O
AF
Just
it
adds
to
their
work
workload
doesn't
give
them
more
time
to
do
their
job.
It
doesn't
give
them
any
more
resources
to
do
their
job.
It
simply
gives
them
more
job
to
do
so.
It
in
some
ways
is
a
last
resort,
but
also
once
we
skew
it
a
little
bit
which
we've
done
in
the
past
to
try
to
protect
the
lower
grades
for
all
the
right
reasons.
I
made
that
vote
too.
AF
AF
This
is
I
hope
the
easiest
thing
for
the
administration
to
walk
back.
If
we
do
get
additional
funds,
that's
based
on
the
notion
that
there
are
teachers
out
there
to
hire,
which
may
be
a
little
bit
of
a
fiction
at
this
point.
But
that's
that's
the
hope
and
goal,
and-
and
it
certainly
looks
more
optimistic
this
year
in
the
legislature
than
any
other
time,
but
at
some
point
I
think
we
do
have
to
be
fair
to
kids
in
every
grade
level.
AF
We
do
front
load
a
little
bit
in
the
lower
grades
for
the
right
reasons,
but
we
we
can't
just
keep
pivoting
to
that
and
hold
them
harmless
while
things
get
worse
and
worse
for
our
upper
grades,
so
I
do
really
like
it.
When
we
support
the
budget
and
I
hope
we
get
to
make
some
very
worthwhile
revisions.
E
E
We
spent
24
million
387
417
dollars,
oops
sorry,
an
additional
24
million
and
change
in
FY
22
on
classroom
teachers
from
sr2,
and
then
we
allocated
again
56.2
million
dollars
for
classroom
teachers
from
sr3
and
the
only
reason,
as
far
as
I
understand
that
we
can
roll
over
about
20
million
dollars
of
federal
relief
funds
to
fy24
and
that
we
have
such
a
substantial
fund.
Balance
to
put
towards
next
year's
budget
is
because
we're
already
balancing
the
budget
on
the
backs
of
our
teachers
and
students.
This
year
we
have
hundreds
of
vacancies.
E
They
are
already
experiencing
understaffing
they're
experiencing
Reliance
on
long-term
substitutes
on
J-1
Visa
holders
and
teachers
who
are
stretched
by
Gumby
to
to
make
it
all
happen.
So
I
thought
I
would
read
from
my.
If
I
can
have
a
favorite
page
in
the
budget
book
I
do
and
it's
just
gonna
I'm
gonna
give
us
the
forecast
for
fiscal
year.
2024
25
the
district
will
exhaust
the
remaining
stimulus
funds
and
spend
its
savings
down
to
the
board
minimum
and
will
be
faced
with
difficult
choices
on
how
to
provide
an
adequate
educational
student.
E
The
budget
shortfall
for
fy25
can
roughly
be
calculated
as
the
usage
of
one-time
federal
grants.
20
million
and
fund
balance.
That's
an
error,
45
billion
plus
two
to
three
percent:
normal
inflation
on
existing
costs
for
an
estimated
shortfall
of
78
to
85
million.
So
that's
fy25,
a
78
to
85
million
shortfall
for
FY,
26,
2526
and
FY
2627.
E
The
district
expects
to
contend
with
medical
and
liability
insurance,
cost
increases
above
the
rate
of
inflation
and
normal
inflation
on
salaries,
benefits,
services
and
supplies,
which
will
generate
additional
shortfalls
of
approximately
13
to
20
million
each
year.
These
shortfalls
could
be
exacerbated
by
prolonged
periods
of
higher
than
average
inflation,
as
seen
in
2021
and
2022.,
and
then
here's
the
kicker
these
budget
shortfalls
over
the
next
three
years
could
result
in
the
elimination
of
over
1200
positions
in
order
to
close
the
fiscal
glass
Gap
and
balance
the
budgets.
K
AH
K
To
like
mine
have
that
advantage
and
I
just
wanted
to
read
from
the
budget
document
and
that's
including
the
state
of
Alaska
on
the
on
behalf
payments.
The
total
for
all
funds
for
this
budget
is
960
million
dollars
up
about
six
percent
increase
from
FY
2223.
K
That's
just
we're
just
under
a
billion
dollars
now
for
our
School
District
budget.
Thank
you.
J
A
Thank
you
all
right,
so
the
motion
before
you
is
to
approve
the
preliminary
financial
plan,
we'll
do
a
Voice
vote.
AH
AG
A
D
I'm
not
in
prison,
I'm
gonna
move
to
approve
ASD
memorandum
number
one:
zero.
Seven,
the
approval
of
the
sixth
grade
to
Middle
School
transition
plan.
Recommendation
from
Administration
is
to
approve
the
two-year
transition
of
remaining
Elementary
sixth
graders
to
comprehensive
middle
schools
in
a
second
okay.
K
Some
of
the
concerns
that
I
have
are
the
impacts
to
the
the
well
overcrowding
that
might
result
in
some
of
the
middle
schools
from
this
from
this
process
and
also
I'm
trying
to
fully
understand
and
it's
complicated
because
of
the
Middle
School
model,
which
has
additional
planning
periods
in
the
middle
school
years.
K
Unless
you
have
adjustments
to
the
PTR,
so
you
have
more
kids
per
class
than
moving
kids
from
sixth
grade
to.
There
might
actually
cause
additional
increases
in
cost,
but
I
think
the
plan
is
to
compensate
that
within
a
higher
class
sizes.
K
H
This
and
plan
yes,
so
at
a
high
level,
it
sounds
like
the
two
questions
are
around
overcrowding
and
the
Middle
School
model
will
will
there
be
an
increase
in
cost
and
what
we've
shared
is
that,
as
a
result
of
the
PTR
adjustment
that
we
proposed,
you
know
the
Middle
School
PTR
is
different
than
the
elementary
PTR
that
it
would
be
a
net
wash
because
we'd
be
maintaining
the
Middle
School
model
and
I'll
go
ahead
and
defer
to
my
team.
H
If
you
have
comments
on
either
the
overcrowding
issue
or
the
the
actual
cost
of
doing
this,.
AJ
I
can
give
a
quick
history
several
years
ago,
when
we,
the
board,
voted
to
make
sure
we
kept
the
Middle
School
model
when
we
talked
about
it
during
budget
process,
the
the
team
got
together
and,
and
they
really
started
working
with
the
teachers
and
and
Leadership
at
the
schools,
and
that's
when
they
realized
that
that
really
some
schools
were
already
wanting
to
have
more
of
a
middle
school-like
model,
as
as
member
Holloman
talked
about
by
increasing
the
PTR
even
internally.
So
that's
when
PTR
was
increased
and
it
was
so.
AJ
AK
All
right,
good
evening
board
so
through
the
president's
member
Dolly's
question
about
just
kind
of
where
that
came
from.
If
you
recall,
Middle
School
model
essentially
was
a
big
sticking
point
in
aea
negotiations
two
contracts
ago
and
so
out
of
those
contract
negotiations.
There
was
an
MOA
to
develop
a
middle
school
scheduling
committee.
AK
At
that
time
we
had
eliminated
that
what
what
we've
kind
of
referred
to
as
an
extra
planning
period
in
general
discussion
and
and
the
committee
with
folks
from
ASD
Administration
principals
and
the
teachers
union
all
came
up
with
the
agreement
to
take
the
extra
PTR
in
Middle
School
in
a
place
of
adding
that
period
back
into
the
schedule,
and
so
that's
how
it
was
paid
for
and
it
was
a
joint
project
and
at
the
time
the
board
agreed
that
increasing
that
PTR
in
place
of
that
extra
period
of
the
day.
AK
F
To
answer
through
the
president
to
Mr
Donnelly
to
answer
about
the
overcrowding,
that's
one
of
the
reasons
why
we
asked
to
have
all
of
next
year
to
be
able
to
study
this,
to
be
able
to
take
a
look
at
all
that
we
thought
that
it
was
premature
to
be
able
to
give
a
recommendation
to
do
this
move
next
year.
That's
why
we
asked
for
all
of
next
year
to
be
able
to
work
through
all
those
issues
that
could
come
up
as
we
really
analyze
our
our
middle
schools.
J
J
Factors
in
favor
of
sixth
grade
elementary
sixth
graders
in
Middle
School
have
more
behavioral
problems
than
peers
in
elementary
sixth
grade
is
an
elementary
school
test
higher
than
those
in
middle
school,
and
it
refers
to
a
recent
study
within
Philadelphia
supplementing
the
same
thing
and
holding
through
with
what
Duke
has
done
so
academic
income
outcomes
were
impacted.
Sixth
graders
in
Middle
School,
more
exposed
to
older
teens
may
have
more
negative
influence
in
Middle.
J
School
are
usually
larger
than
Elementary,
rightly
of
all,
that
has
an
impact
as
well,
and
they
tend
to
be
located
further
away
from
home
and
that's
a
factor
as
well
factors
in
favor
of
middle
school
and
let's
look
at
both
sides
of
this
issue.
Right.
Sixth
graders
in
Middle
School
have
greater
access
to
extracurricular
activities.
I
think
the
superintendent
make
reference
to
that
and
that's
an
important
issue.
J
I
know
for
a
lot
of
kids,
placing
sixth
graders
in
middle
school,
a
lot
of
sixth
graders,
more
Independents
that
can
be
approval,
con
and
then
middle
school
offers.
Innovative
programs
in
which
sixth
grades
might
be
might
want
to
participate.
So
there's
a
number
of
issues
there,
but
I'll
put
to
the
conclusion
and
this
it's
kind
of
interesting.
It's
all
Financial
based
some
of
this
school
districts
out
there
putting
fifth
graders
in
Middle
School
some
have
eliminated
the
Middle
School
to
put
seventh
eighth
grade
than
the
others.
J
It's
all
financially
driven
decisions,
it's
not
student
based
and
that's
where
I
fall
into
the
problem.
But
when
I
look
at
the
conclusion,
I
always
like
that.
The
sixth
grade
is
a
critical
time
in
the
child's
education,
because
it's
a
time
of
physical
and
emotional
transition
from
childhood
to
adolescence.
The
real
answer
to
whether
its
way
to
belong
depends
on
the
particular
sixth
grader.
There
were
some
children
who
would
rather,
who
would
be
better
off
into
school
because
they
were
mature
enough
to
deal
with
the
actual
challenges.
J
Other
sixth
graders
are
unprepared
for
such
a
drastic
change
and
need
the
security
of
an
elementary
school.
The
decisions
have
to
be
made
for
whole
classes
of
sixth
graders.
However,
the
factors
in
favor
of
keeping
sixth
graders
in
elementary
schools
seem
to
outweigh
the
reasons
for
placing
them
in
Middle
School
I.
My
mine
is
always
voting
kids
first,
okay
and
academics
is
a
big
issue
to
me
and
I
know
the
issue
of
how
many
schools,
how
many,
what
we
could
do.
J
We
we
give
a
presentation
where
we're
going
to
go
to
Middle
School
up
to
113,
to
make
this
accomplished.
Okay,
so
you
get
a
sixth
grader
in
a
school
with
116.
That's
a
pretty
big
deal
to
me
and
that's
a
concern.
This
issue
is
being
voted
on
with
the
idea
we're
going
forward,
but
this
is
not
like
the
budget.
We're
just
voting,
we'll,
wait
and
see
more
money.
This
is
to
move
forward
with
this,
and
that's
a
serious
concern
to
me,
because
I
haven't
seen
any
studies
out
there.
J
J
Ninth
high
school
and
breaking
that
up
because
of
financial
considerations
and
fraud
is
a
number
of
states
where
they've
had
districts
that
they've
had
to
do
this,
but
I
don't
want
something
totally
driven
by
finance
and
I
haven't
seen
something
to
me
compelling
that
this
is
okay
for
kids,
that
this
is
going
to
help
them
without
a
negative
impact.
So,
when
I
vote,
the
first
vote
I
vote
every
vote,
we
vote.
If
we're
voting
on
the
outcome
of
kids
and
I,
just
don't
see
it
here
now,
I,
don't
mind
this
discussion
going
forward.
J
I
think
that's
reasonable,
but
this
vote
is
one
to
say:
Let
It,
Go
move
it
forward.
It's
made
I'm
not
in
that
position.
I
haven't
seen
anything
presented
to
us
that
says
this
is
best
for
kids.
I
have
read
too
much
that
says
it's
not
best
for
kids
and
that's
what's
going
to
drive
my
vote
on
this
issue.
What
is
best
for
kids?
It's
the
idea
of
changing
them.
It's
so
we
can
change
the
number
of
schools
and
how
we
structure
it.
That's
a
financial
consideration:
okay,
that's
Finance!
J
That's
not
kid
based
academic
outcome,
at
least
in
this.
In
these
studies,
the
one
in
Philadelphia
supplementing
the
one
would
do.
There's
nothing.
I've
read
that
shows
this
good
academic
for
kids
to
do
this,
to
move
kids
at
this
age
into
that
area.
For
all
these
kids-
and
so
you
know,
I
I'm,
going
to
urge
to
know
because
at
this
time,
but
I'm
not
opposed
to
discussing
this
move
in
the
in
the
future,
but
we've
got
to
have
a
master
plan
on
what
we're
doing
academically.
J
So
if
you
can
show
me
that
this
money
is
going
for
something
and
it's
going
to
affect
academic
I'm
open
to
that,
because
that's
that
that
becomes
a
cost
choice
what's
best
for
kids,
but
right
now,
I,
don't
see
that
in
front
of
us
and
I
read
the
stuff
that
says
this
is
not
best
for
kids.
Academically
is
not
the
best
I.
Don't
want
to
vote
for
that
and
say
this
is
a
sunk
decision
at
this
point
in
time.
J
Without
that
additional
information,
we're
voting
for
kids
we're
voting,
are
we
voting
just
to
change
the
district
with
the
with
the
schools
for
finances
and
money
and
all
which
other
districts
have
done
and
they've
said
that
the
primary
issues
seem
to
be
always
Financial
driven,
and
it
seems
like
that
here
so
I
don't
want
it
to
be
a
sunk
decision
until
we
won,
we
got
the
funding
too.
We
have
it
part
of
a
master
plan
to
try
to
deal
with
the
academic
outcomes.
Then
I'm.
J
If
you
convince
me
this
is
necessary
to
save
money,
to
do
something
else,
and-
and
it's
compelling
that
we're
going
to
get
better
academic
outcomes
and
it's
going
to
make
a
tough
decision,
but
right
now,
I,
don't
think
the
evidence
that's
out
there
supports
it.
We're
going
to
help
academics,
I,
think
we're
going
to
hurt
kids
and
without
a
without
a
within
this
approach.
J
It's
not
beneficial,
so
I'm
going
to
end
up
voting,
no
and
hope
that
this
discussion,
one
if
it
does
fail
that
we
bring
it
up
again,
but
not
that
it's
a
decision
based
on
the
information
that
we've
got
in
front
of
us
and
it
doesn't
take
much
research
to
see
what
the
outcomes
are.
With
the
studies
done
by
by
Major
institutions.
AF
This
question
is
more
concerning
than
a
lot
of
the
others
to
me
in
that,
in
essence,
we're
giving
a
go-ahead,
and
then
the
plan
is
going
to
get
developed
and
things
are
going
to
happen
and
I
don't
know
that
we
ever
get
to
revisit
it.
As
it
reads
it
doesn't
seem
to
me
like
we
do.
AF
Having
been
in
middle
school,
I'll
say
that
we
have
some
seventh
graders
that
show
up
look
like
we
ought
to
send
them
back
to
elementary
school
for
another
year
or
two
they're,
not
quite
ready.
Yet
you
have
others
that
you
look
at
and
you
think
they
don't
really
need
to
spend
too
much
time
here,
they're
ready
for
the
ninth
grade.
AF
We
do
have
sixth
graders
in
some
of
our
middle
schools
and
to
my
knowledge,
they're
doing
okay,
I
I
really
did
appreciate
how,
when
we
did
some
of
that
to
release
some
overcrowding,
we
were
able
to
get
parents
a
choice
and
say:
would
you
like
for
your
child
to
stay
in
elementary
for
sixth
grade
versus
going
on
to
seventh
grade?
AF
I
I
am
going
to
say,
I'm
uncomfortable
voting,
yes
on
this
as
well,
just
because
we
quite
see
the
outcome
of
it
or
understand
what
all
the
options
might
be
and
I'm
wondering.
If,
if
on
this
particular
motion,
we
might
be
able
to
get
if
we
defer
it
for
a
time
if
we're
able
to
look
at
it
later
in
the
spring,
without
disrupting
the
budget
process
for
the
administration.
H
Sure,
thank
you
very
much
to
the
president
member
Holland
and
Holloman
and
member
Higgins.
You
know
I,
truly,
respect
your
perspective
and
desire
to
perhaps
have
more
time
to
consider
all
the
different
options.
H
I
think
some
context
is
important
that
it
appears
that
this
isn't
the
first
time
that
we've
had
this
conversation
and
I
I
do
want
to
say
that
my
bringing
up
this
conversation
has
more
to
do
with
academics.
This
wasn't
rooted
in
some
sort
of
financial
benefit
or
gain.
We
started
talking
about
this
earlier
this
year
in
the
context
of
a
budget
reduction,
because
we
were
considering
the
idea
of
eliminating
the
Middle
School
model.
It
was
very
clear
across
multiple
board
members.
H
There
was
not
a
desire
to
do
that,
but
there
seemed
to
be
curiosity
in
the
idea
of
moving
sixth
graders
to
Middle
School,
so
I
just
want
to
clarify
a
couple
things
so
one
this
wouldn't
be
new
to
ASD.
This
is
happening
in
Middle
Schools
right
now
and
I
will
say
as
superintendent.
There
are
some
quirks
to
this
hybrid
model
that
we're
doing
right
now.
That
do
concern
me.
H
So
one
of
the
reasons
why
I
brought
this
up
is
one
the
the
PTR
allocation
for
an
elementary
sixth
grader
is
different
than
a
Middle,
School.
Sixth
grader
I.
Think
that's
quirky
and
I'm
not
sure
why
why
that
should
be
another
academic
component
to
this
is
the
fact
that
you'll
have
a
teacher
teaching
sixth
graders
at
an
elementary
school
and
he
or
she
is
using
a
different
curriculum
than
his
or
her
colleagues
at
that
elementary
school.
H
If
we
were
to
make
this
shift,
then
all
teachers
would
have
a
greater
community
of
practice,
perhaps
in
some
sort
of
PLC
or
professional
development,
to
work
with
their
colleagues
using
the
same
curriculum.
This
would
provide
an
opportunity
for
alignment
and
I
would
say.
The
number
one
driver
for
me
is
just
having
consistent
access
to
enrichment
opportunities
in
academic
mix.
H
You
know
I
am
concerned,
I
mean
there's,
certainly
a
case
be
made
arguments
on
both
sides
that,
if
you're
a
sixth
grader
in
an
elementary
school,
you
may
not
have
access
to
the
same
breadth
of
different
course
options
that
a
sixth
grader
in
a
middle
school
might
have
think
about
all
the
different
types
of
math
classes
that
are
offered
at
a
middle
school
that
just
aren't
offered
in
an
elementary
school,
and
that
goes
for
electives
too.
You
know
this
initially
came
up
because
we
were
having
a
conversation
around
sixth
grade
band
and
Orchestra.
H
What,
if
they're
a
universe
where
all
of
our
sixth
graders,
because
again
this
is
happening
in
some
of
our
middle
schools-
have
access
to
the
same
electives
as
their
peers.
Who
may
go
to
a
school
that
happens
to
be
six
through
eight
I
know.
Maturity
comes
up
a
lot
in
these
conversations,
but
I
also
want
to
speculate
that
perhaps-
and
maybe
the
research
can
support
this-
there
might
be
some
disruption
to
only
being
in
a
new
school
for
two
years
before
transitioning
to
a
new
school.
H
In
fact,
in
Tennessee,
one
of
the
reasons
why
they
went
612
across
their
huge
portfolio,
I
think
it
might
have
been
Memphis-
is
for
one
exp,
expanded
access
to
academic
offerings
and
then
two
to
maintain
that
consistency
and
minimize
disruptions
of
transition
from
school
to
school.
H
So
there
have
been
rich
dialogues
and
perspectives
on
this
issue
on
both
sides.
I
do
think
it's
important
that
we
start
focusing
on
academics,
which
is
why
I
said
consistently
since
January,
we
got
to
start
making
moves,
and
this,
in
addition
to
the
conversations
we're
having
around
school
start
times,
are
moves
that
could
potentially
have
a
positive
impact
on
student
outcomes.
H
So,
regardless
of
whether
or
not
this
passes
tonight,
that's
fine
but
I
do
want
to
just
communicate
that
it's
time
to
start
making
moves
that
have
the
potential
to
help
our
students
achieve
academically,
and
it's
not
really
costing
us
anything
so
in
these
austere,
Financial
Times.
It
seemed
like
something
compelling
enough
to
put
forward
now,
as
opposed
to
relitigating
these
conversations
that
have
happened
before
so.
That's
just
my
TED
talk.
Thank
you.
A
Okay,
thank
you
very
much
member
lessons.
You
were
next.
E
I
think
this
is
a
topic
I
appreciate
that
input
and
the
thoughtful
conversations
that
preceded
it.
My
own
thinking
has
evolved
over
the
past
four
or
five
years
and
I
have
a
sixth
grader
right
now
and
one
of
the
things
that
I'm
observing
is
changing
sleep
patterns
and
I
think
well.
If
we
have
sixth
graders
in
middle
school,
we
might
be
able
to
align
sixth
grade
middle
school.
Sleep
needs
with
I
mean
sixth
grade.
Sleep
needs
with
secondary
sleep
needs,
rather
than
an
elementary
level
right.
E
If
we're
moving
element,
if
we
move
elementary
schools
to
an
earlier
start
time,
potentially
that
would
leave,
and
then
we
left
sixth
graders
in
elementary
school.
That
would
put
sixth
graders,
who
may
be
physiologically
requiring
a
later
start
time
on
that
earlier
shift.
So
you
know,
as
we
think
about
some
of
those
changes
to
inputs.
You
know
that's
one
of
the
concerns
that
that's
one
of
the
things
that
I'm
thinking
about
I
would
love
for
sixth
graders
to
all
have
access
to
World
languages,
which
they
cannot.
E
They
can
have
them
if
you
know
you're
lucky
enough
to
be
at
an
immersion
school,
but
if
you're
at
a
regular,
neighborhood
school
you're,
not
getting
Spanish
or
French
or
German
or
any
of
the
other
language
possibilities
that
our
secondary
schools
offer
not
that
this
is
about
my
student,
but
if
a
student
is
ready
for
more
advanced
books
than
can
be
found
at
an
elementary
school
library,
the
contents
of
an
elementary
school
library
may
not
be
enough
for
a
sixth
grader
with
a
voracious
appetite
for
reading.
E
If
you
are
a
sixth
grader
who
is
capable
of
doing
more
advanced
math
work
right
now
in
an
elementary
school,
you
might
be
doing
on
your
Chromebook
trying
to
focus
on
a
math
lesson.
That's
self-directed!
While
your
teacher
is
doing
a
whole
group
instruction
for
other
students.
So
there
are
challenges
within
the
current
model
that
don't
allow
for
differentiated
needs
or
that
expanded
access
to
the
electives
to
regular
and
dedicated
time
for
for
social
studies
and
PE.
E
So
I
think
that
there's
a
more
robust
academic
diet,
if
you
will
that
could
be
available
to
students
to
meet
them
where
they're
at
in
a
middle
school
setting
and
I'm.
Really,
you
know
one
of
the
first
school
visits.
E
I
did
last
year
as
a
brand
new
board
member
was
to
an
elementary
school
and
we
had
this
conversation
and
that's
when
I
first
learned
that
you
could
live
in
one
side
of
Anchorage
and
be
a
sixth
grader
out
of
middle
school
and
then,
if
your
family
moved
across
town,
you
would
be
enrolled
in
an
elementary
school
and
that
just
really
astounded
me,
because
it
is
an
odd
hybrid
system
and
I,
don't
know
if
anybody
actually
does
that.
But
you
know
logically,
it
could
happen.
E
So
I
think
it
makes
a
lot
of
sense
to
have
one
model
for
sixth
grade
and
yeah.
If
you
had
asked
me
five
years
ago,
I
would
have
said
no
I
I
want.
E
You
know,
I,
think
students
need
to
stay
in
that
Elementary
model
as
long
as
possible,
but
I
think
that
if
you
were
to
talk
to
an
11
year
old
or
a
12
year
old,
you
might
find
that
a
lot
of
them
are
capable
and
ready
ready
for
the
challenge,
as
are
you
know,
as
hundreds
of
students
are
doing
right
now
at
Clark
bagich
and
Mirror
Lake,
so
I
I'm
gonna
support
this.
AI
I'll
go
ahead
and
just
tag
on
to
what
member
lesson
said
regarding
one
model
for
sixth
grade
I
I
think
it
it
makes
sense.
For
me,
we
have
students
that
are
sixth
graders
in
Middle
School
in
our
district
I'm
I'm.
Also
a
huge
advocate
for
our
college
career
in
life,
Readiness
goal,
and
for
me
this
fits
right
into
that.
AI
Our
students
that
are
ready
for
advanced
math
that
are
in
elementary
school
struggle
with
trying
to
find
those
Services
if,
if
they
have
oftentimes,
their
parents,
have
to
help
them
accommodate
taking
a
class
somewhere
else
really
being
able
to
offer
course,
options
that
allow
our
students
to
not
only
I
have
the
opportunity
to
to
do
some
Hands-On
work
to
select
future
careers,
but
also
to
deselect
their
future
careers,
because
deselection
for
me,
is
just
as
important
as
selection
for
for
students,
particularly
at
our
Middle
School
and
High
School
level
and
and
then
they're.
AI
A
Thank
you,
let's
see,
let's
go
to
member
Jacobs
and
then
Higgins,
because
you've
already
had
a
turn.
Remember
Jacobs.
D
Yeah,
thank
you
Mr
President
I.
That
was
a
probably
a
no
on
this
a
couple
months
ago
and
what
I
think
swayed
me
was
our
last
college
career
life
ready
Cool
presentation
where
we
heard
from
the
administration
that
the
transition.
D
School
might
actually
improve
Algebra
2
completion
rates,
then
I,
you
know,
did
some
thinking
through
kind
of
the
the
pluses
and
I
think
the
argument
for
keeping
things
as
they
are
was
kind
of
a
inconsistency
across
our
middle
school
campuses.
Probably
is
more
financial
related
than
moving
six,
the
remaining
sixth
graders
to
middle
school
and
so
I
think
I,
guess
Philip
here
put
students
first,
makes
things
more
efficient
and
aligns
with
our
board
goals
regarding
making
sure
our
students,
our
college
career
and
life
ready.
So
I
will
be
a
yes
on
this.
J
I
just
have
some
follow-up
questions,
I
guess
to
this
one,
because
I
I
think
this
is
a
good
discussion,
because
there
were
pros
and
cons
for
different
kids,
okay
and
I.
Think
that's
true,
I
think.
The
lessons
you
refer
to
you
know
a
good
example
of
someone
who
can
benefit
from
it,
but
the
reports
from
duke
and
the
Philadelphia
talk
about
the
overall
impact
for
all
sixth
graders
and
talking
about
those
who
aren't
ready
for
this,
for
a
variety
of
reasons
and
how
it
impacts
academic
outcomes.
J
What
do
we
do
as
a
as
a
district
for
those
kids
that
are
not
in
that
position
to
be
able
to
make
that
transition
from
maturity
and
other
issues
they're
just
not
ready
to
be
in
the
Middle
School
model
and
it
impacts
adversely
their
academic
outcomes?
I,
don't
know,
maybe
the
superintendent
does
any
studies
out
there
that
supports
that
that
isn't
the
case
and
that
these
studies
are
showing
anything
other.
The
van
the
fact
that
overall
and
I
will
agree
this
home
students
benefit.
J
J
Maybe
this
is
something
to
defer
until
we
have
that
type
of
plan,
because
we
don't
have
it
right
now
in
place,
so
those
kids
that
just
maturity,
wise
and
and
academic
issues
for
other
issues,
the
ones
that
the
studies
show
but
not
going
to
be
as
successful
when
we
move
them
into
Middle
School.
What
are
we
going
to
do
to
prevent
them
from
falling
back?
J
And
that
brings
the
great
academic
outcomes
and
we're
talking
about
until
we
can
prepare
them
for
college
and
that's
true
for
a
lot
of
kids,
but
for
a
lot
of
kids,
it's
going
to
have
just
the
opposite
impact.
It's
going
to
undermine
me,
I'm,
going
to
think
it
lower
academic
outcomes.
It's
not
going
to
be
beneficial,
and
what
goal
is
that
we
want
to?
We
want
the
best
for
all
kids
and
I.
J
Just
don't
know
what
the
plan
would
be
or
if
there's
any
academic
data
showing
that
this
type
of
transition
does
benefit
the
majority
of
kids
and
it
goes
up
because
I
don't
see
that
in
looking
at
it
I
agree,
it
benefits
some
kids.
I,
don't
disagree
with
that
at
all,
but
I
just
don't
see
the
plan,
but
what
we're
going
to
do
for
those
kids
that
are
going
to
suffer
from
this
decision.
A
The
motion
is
to
approve
a
two-year
transition
of
remaining
Elementary
sixth
graders
to
comprehensive
middle
schools.
Let's.
AF
A
And
memorandum
107
passes
six
to
one,
and
that
brings
us
to
non-action
items.
These
items
will
come
back
to
you
next
at
our
next
meeting.
A
There
is
no
more
public
comment.
Difference
in
something
I
know:
you've
been
waiting
all
night
all.
H
Right
I'll
try
to
keep
it
brief,
but
I
have
a
couple
things:
I
want
to
touch
on
so
good
evening,
ASC
board
and
Community
with
the
fiscal
year
24
budget.
Finally,
behind
us
in
many
ways,
I'm
ready
to
keep
the
momentum
going
on
keeping
academic
outcomes
as
the
focus
you
know,
moving
sixth
grade
to
middle
school,
I
love
that
we
had
an
academic
discussion
just
now
on
the
pros
and
cons.
H
I
think
that's
a
healthy
process
and
we
don't
have
to
always
agree,
but
I'm
glad
we're
starting
to
talk
about
this
and
not
all
that
other
stuff
about
buses
and
all
that
all
that
good
stuff.
So
in
any
case,
I'm
glad
that
we're
starting
to
really
put
our
money
where
our
mouth
is
and
start
having
conversations
about
what
matters
for
kids,
which
are
the
learning
experience
in
our
classroom.
H
So
we
look
forward
to
beginning
planning
on
Sixth
Grade
to
Middle
School,
specifically
so
that
24
25
goes
smoothly
and
families
and
students
are
made
aware
of
this
shift.
So
next
meeting
an
item
for
board
action.
Is
our
recommendation
to
proceed
with
accepting
the
state's
Grant
dollars
to
implement
a
new
k-3
Ela
curriculum?
Such
a
move
is
also
directly
aligned
with
our
board
goals
to
to
ensure
Elementary
reading
proficiency.
H
So,
while
any
curriculum
requires
supported
teachers
to
implement
well,
one
of
the
major
considerations
used
to
select
a
new
curriculum
was
the
impact
on
the
teacher
experience.
The
easier
it
is
to
understand
and
Implement
curriculum
with
Fidelity
will
set
up
our
teachers,
specifically
our
newer
teachers
up
for
success,
and
we
appreciate
the
dozens
of
teachers
and
instructional
staff
who
participated
in
a
comprehensive
vetting
process.
H
So
our
re-energize
focus
on
academic
outcomes
will
also
include
Community
conversations
about
school
start
times
to
gather
input
on
whether
this
change
would
be
a
positive
one
or
not
for
students
and
the
community
at
large.
The
other
week
the
board
received
debrief
from
psychologists
on
some
of
the
potential
benefits
which
make
a
compelling
case
to
look
into
this
change
more
closely
and
with
the
fiscal
year
24
budget
planning
coming
to
a
close
will
gear
up
for
another
cycle
of
planning
for
fiscal
year.
H
25
and
I
wish
I
could
say
it
will
be
a
less
painful
process
than
this
year,
but
unless
something
changes
at
the
state
level
with
regards
to
school
funding,
we're
looking
at
an
even
larger
deficit
going
into
next
year
as
member
lessons
shared
earlier
tonight
and
there'll,
be
fewer
options
to
minimize
impact
on
students
and
learning.
Next
year's
deficit
could
easily
be
over
70
million
dollars,
which
is
a
staggering
amount.
So
with
that
said,
I
was
blown
away
by
how
engaged
and
knowledgeable
our
legislators
were
on
this
particular
issue.
H
When
I
visited
them
in
Juneau
last
week,
there
will
never
be
a
universally
popular
solution
for
how
to
address
such
a
big
issue
when
state
revenue
streams
are
stagnant,
but
there
seems
to
be
a
sense
that
something
should
probably
be
done
about
this,
and
now
we
just
need
to
go
through
the
process
of
deliberating.
What
that
something
should
be.
So
some
may
wonder
what
ASD
would
do
if
we
were
to
receive
more
funding
from
the
state,
but
the
public
needs
to
understand
what
I
just
mentioned
previously.
H
We're
currently
facing
a
structural
deficit
of
a
substantial
amount
of
money.
So
unless
we
receive
a
substantial
amount
of
recurring
funding,
we'll
still
need
to
be
making
budget
cuts
and
looking
very
closely
at
our
operational
footprint.
So
in
other
words,
we'll
likely
be
maintaining
what
we
have
at
best
and
realistically,
even
with
more
funding.
We
need
to
start
thinking
about
how
we
want
to
reimagine
the
ways
that
we
do
business
to
support
student
learning
during
these
lean
times.
So
you
know
one
example:
I
want
to
share
that.
H
I
think
the
public
can
relate
to
is
bus
funding
so,
for
example,
in
transportation
funding
was
held
flat
since
2015
districts,
including
ASD,
essentially
continued
paying
bus
drivers,
2015
wages
in
the
2022
Market
and
what
happened
districts,
including
ASD,
had
to
suspend
bus
service
for
students
and
how
did
we
get
out
of
it?
In
ASD,
we
raised
the
wage
by
25
to
be
more
competitive
and
we're
so
glad
that
our
our
drivers
are
back
on
the
streets,
but
now
the
cost
of
doing
business
has
risen
in
that
area.
H
I
wouldn't
be
surprised
if
we
needed
to
move
in
a
similar
Direction
with
other
groups
of
employees,
because
chronic
vacancies
could
indicate
wages
are
not
competitive
for
some
positions
that
investment
in
Regional
competitiveness
increases
the
cost
of
doing
business
as
usual.
So
let's
talk
about
teachers
for
a
second,
the
state
of
Alaska
only
produces
164
teachers
a
year
and
that's
for
the
entire
State,
164
and
yet
ASD
alone
expects
at
least
180
teachers
to
retire
or
leave
the
district
at
the
end
of
this
school
year.
So
what
does
that
mean?
H
That
means
we'll
need
to
assess
our
regional
competitiveness,
not
just
with
Alaskan
teachers,
but
also
with
the
Pacific
Northwest
and
nationally
just
to
keep
our
classrooms
filled
and
yet
we're
the
only
state
in
the
Union
to
not
offer
teachers
the
option
of
a
defined
benefit
retirement,
which
some
argue
gives
teachers
a
promise
in
the
hope
of
a
stable
income
after
completing
their
service
and
I'm
not
advocating
for
a
specific
policy
here.
H
But
what
I
am
saying
is
that
we
do
need
to
compete
with
49
states
that
do
offer
that,
as
well
as
higher
wages
and
greater
spending
power.
That
could
mean
a
rise
in
doing
the
cost
of
business
again.
So
I
may
sound
like
a
broken
record
at
this
point,
but
I
felt
compelled
to
try
to
share
the
same
point
in
a
different
way
with
the
public
and
investment
in
education
at
the
state
level
would
be
positive
thing,
but
ultimately
the
main
focus
is
on
addressing
stagnant
funding
in
light
of
unprecedented
inflation.
H
The
conversation
on
funding
right
now
is
just
on
funding
the
cost
of
doing
business
as
usual.
So
for
that
reason,
if
we're
fortunate
enough
to
receive
more
funding,
it
could
realistically
still
result
in
cuts
and
streamlining
until
we're
right
size
and
stabilized
in
our
operations.
So
thank
you
for
attending
my
TED
Talk
again
and
I'll,
just
close
by
also
re-emphasizing,
that
the
focus
is
on
the
Abbott
Loop
community,
so
that
students
are
supported
during
this
difficult
time
and
transition
to
new
schools
next
year.
That
work
continues
and
is
a
top
priority.
A
Dr
Bryant
any
questions
comments
before
we
move
into
board
comments.
A
Okay,
so
thank
you.
Dr
Bryant,
we're
now
going
to
board
comments.
I'm
gonna
start
with
member
Holloman.
AF
Feels
like
it's
been
a
pretty
long
year
and
we're
over
halfway
through
it.
So
what
could
go
wrong?
I
I
do
want
to
thank
the
the
public
and
staff
for
participation
in
the
whole
budget
process.
This
has
been
longer
because
it
started
earlier.
I
I
think
that
was
a
good
move
on
behalf
of
the
administration
to
really
get
a
lot
of
information
out
there.
AF
Early
I
think
the
the
things
we've
looked
at,
even
if
we
wound
up
not
taking
action
on
them
immediately
give
the
community
an
idea
of
where
we're
headed
and
what
we
may
be
facing
in
the
near
future
and
I
think
it
has
raised
the
discussion
about
whether
or
not
we
are
still
competitive.
AF
AF
They
just
went
down
the
west
and
called,
and
if
you
were
by
your
phone,
you
might
get
a
job
with
the
Anchorage
School
District
and
if
you
weren't,
they
were
just
going
to
roll
on
to
the
next
number,
and
things
have
really
changed
in
a
dramatic
fashion
and
and
part
of
it
is
I.
Think.
As
a
district,
we
have
to
look
more
at
caring
for
our
staff
and
helping
them
develop
in
ways
that
are
meaningful
to
them
to
some
degree.
AF
I
think
we're
still
walked
into
the
idea
of
developing
them
in
ways
that
matter
to
the
district
and
that
never
creates
a
warm
fuzzy
feeling
on
professional
bubble
today.
But
you
know
a
whole
lot
of
people
love
this
District.
They
love
working
for
it.
They
love
the
community
and
we
have
to
grow
that
we
have
to
make
that
stand
out
somehow
in
order
to
retain
those
people
and
bring
other
people
in.
E
So
as
far
as
I'm
concerned,
planning
for
fy25
begins
now
tonight
and
as
we
shift
from
fy24
to
fy25
I
will
look
forward
as
member
Jacobs
alluded
to
administrative
updates
regarding
any
and
all
possible
efficiencies,
including
you
know,
an
understanding
of
what
we
might
do
with
the
Ed
Center
to
help
plan
for
as
Dr
Bryant
shared.
E
You
know
how
we're
going
to
do
business
as
usual,
with
stagnant
funding
or,
conversely,
how
could
we
reimagine
education
in
really
exciting
ways
if
we
had
adequate
funding
to
do
what
we
could
only
dream
of
so
as
we
get
there
as
we
think
about
that
future
I
want
to
amplify
and
paraphrase
something
shared
by
one
of
our
principals
in
a
comment
to
the
board:
creating
a
school
that
has
a
chance
of
teaching
and
supporting
hundreds
of
individual
non-standard
human
lives
requires
investment.
B
AI
So
I
have
spent
the
last
two
Saturdays
like
seven
in
the
morning
till
four
in
the
afternoon,
volunteering
at
our
elementary
basketball,
tournaments
and
I.
Don't
know
if
all
of
you
know
about
those
but
I
I
just
wanted
to
acknowledge
Mr
Leroy
Jones.
He
is
a
teacher
at
Willow
Crest
Elementary.
For
the
past
20
years,
this
teacher's
been
committed
to
coordinating
a
basketball
league
for
elementary
students.
AI
Many
of
our
elementary
schools
participate
in
this
league
and
the
culmination
is,
is
two
tournaments
one.
Last
Saturday
one,
this
Saturday
this
past
Saturday
and
it's
an
opportunity
for
our
students
to
participate
in
a
basketball
league
free
of
charge,
so
some
of
for
some
of
our
students.
This
is
the
only
opportunity
they
will
have
to
participate
in
a
structured
League
like
this
and
I
just
really
appreciate
all
of
the
Educators
that
volunteer
their
time,
because
this
is
after
school.
This
is
weekends.
AI
This
is
their
family
time
that
they're
giving
up
to
coach
these
kids
and
give
them
this
experience
and
and
I
just
also
wanted
to
point
out
that
you
before
Mr
Jones,
was
able
to
get
a
sponsor.
For
this
event,
he
even
paid
for
the
trophies
out
of
pocket,
so
it
just
I
appreciate
the
commitment
of
our
many
Educators
and
and
how
they
go
above
and
beyond
for
our
kids.
So
I
just
wanted
to
say
that,
because
they
are
amazing,
I
also
appreciate
the
commitment
of
our
community
organizations.
AI
AI
I
really
believe
you
have
to
see
it
to
be
it,
and
it's
really
nice
that
many
of
our
organizations
try
to
bring
those
opportunities
that
they
wouldn't
necessarily
have
to
meet
some
of
our
fantastic
Olympians
and
whatever
it
may
be,
to
meet
our
students.
So
thank
you
to
all
of
them
for
for
all
of
their
work.
AI
I
I
was
not
able
to
attend
the
Alaska
black
caucuses,
Betty
Davis.
Excuse
me
African-American
Summit,
education
or
Summit
this
this
weekend,
but
I
I
know
that
they
had
a
an
amazing
education
Forum.
AI
Several
of
you
were
there,
so
I
just
wanted
to
point
that
out
because
I
I
know
there
was
a
robust
discussion
and
it
was
very
beneficial
for
the
community
to
hear
more
about
our
fantastic
education
system
here
in
Anchorage
we
also
have
a
career.
Fair
ASD
has
a
career
fair
tomorrow
here
at
the
Ed
Center,
and
it's
entitled
join
our
team
from
3
P.M
to
7
P.M.
AI
So,
if
you
know
of
anybody
who
would
like
to
learn
more
about
employment
at
ASD,
please
ask
them
to
come,
participate
and
and
talk
to
our
folks
here
again,
that's
tomorrow
from
3
to
7
P.M
here
at
the
Ed
Center.
Also
the
2023
online
Lottery
is
underway.
So
I'm
always
excited
about
that,
because
again
parents
of
kindergarteners
could
get
to
find
out
or
future
kindergartners
get
to
find
out
which
schools
they
they
have
the
opportunities
to
attend.
AI
Also,
please
take
a
look
at
our
family
survey.
It's
a
school
climate
and
connectedness
Survey
that
is
available,
and
we
want
to
know
what
you
think
about
your
child's
School.
Your
answers
will
help
ASD
to
understand
how
they
can
work
to
improve
the
school
and
also
more
information
on
the
website,
and
we
also
have
a
Communications
committee
meeting
on
Thursday
at
noon.
So,
if
you're,
not,
if
you
would
like
to
either
you
can
attend
in
person
or
you
can
watch
online
live
stream.
So
thank
you.
K
I
want
to
thank
member
Wilson
for
mentioning
the
elementary
basketball
league,
because
for
years
it
was
very
much
under
the
radar
and
wasn't
really
an
official
School,
District
function
and
and
Mr
Jones
has
done
a
great
job
over
there
at
Willow
Chris,
my
my
elementary
alma
mater
and
I
kind
of
had
to
track
that
down
as
a
parent
to
even
discovered
it
existed.
So
it's
really
good
that
we're
talking
about
it
now.
Thank
you.
K
You
know.
I
I've
raised
concerns
for
the
past
six
months
over
the
process
by
which
the
district
reviews,
books
and
and
other
instructional
materials
and
I
I
remain
concerned
that
this
really
important
process
is
not
something
that's
open
to
the
public.
Now
the
the
controversial
concerns
committee
at
this
point
in
time.
Well,
just
meetings
in
private
Public's
not
allowed
to
observe
them.
They
don't
record
minutes
of
the
meetings
to
my
knowledge
and
the
membership.
K
We
don't
even
us
board
members,
don't
know
who
all's
on
the
committee
at
this
time
and
I
I
have
previously
expressed
concerns
that
I
think
that
seems
to
be
directly
in
conflict
with
the
open
meetings
and
open
records
laws
I
the
work
session
today,
I
asked
for
a
copy
of,
because
I
was
advised.
There
was
a
legal
opinion
that
said
somehow.
K
So
I'm
really
hoping
that
we
can
make
that
public,
that
legal
opinion
and
and
let
the
public
weigh
in
on
whether
or
not
this
is
the
proper
way
to
conduct
this
process
for
for
formal
complaints,
regarding
particular
instructional
materials.
Thank
you.
D
Community
president
I
did
want
to
Echo
the
sentiment
that
I
think
we
need
to
start
our
fy25
budget
process
or
at
least
outlining
and
making
it
clear
to
the
community
and
to
lawmakers
who
are
working
in
Juneau
right
now.
What
that
might
look
like
for
us
start
that
process
sooner
than
later.
D
What
I've
heard
from
a
couple
lawmakers
now
is
that
they,
you
know
they
weren't
sure
kind
of
the
scope
and
the
magnitude
of
some
of
the
problems
across
the
state
that
would
occur
in
various
FY
24
budget
cycles
and
so
I
think
everyone
should
be
on
the
same
page
with
what's
at
stake
for
fy25,
so
that
there
isn't
any
confusion.
D
One
school
districts
react
to
What
happens
when
the
session
ends,
and
then
I
just
would
like
to
say
and
I
think
this
was
well
said
earlier
by
member
Holloman.
That's
our
staff
are
doing
more
with
less
and
so
the
I
guess.
My
appreciation
goes
out
to
administrators
support
staff.
Our
Educators
our
District
administration,
for
making
learning
happen
every
day.
You
have
a
board
that
supports
you.
Thank
you
and
please
continue
to
connect
with
us
and
reach
out
to.
J
Oh
god,
oh
and
55
minutes
I
want
to
appreciate
the
time
left
in
the
meeting,
but
I
I.
First
of
all
want
to
comment
and
I
appreciate
the
superintendent's
comments.
I
think
it
was
a
good
discussion.
This
time,
I
like
it,
they
were
opposing
cons,
a
lot
of
the
decisions
we
made.
J
J
We
need
to
look
at
opportunities
to
improve
academics,
and
that
means
if
we
need
to
get
cut
and
areas
and
do
more
and
others
I'm
I'm
100
supportive
of
that.
A
couple
of
observations
just
for
tonight.
J
It
hit
me
by
doing
the
presentation
that
I
had
to
look
up
a
term
mtss
and
it-
and
the
point
was
that
we're
we're
having
a
meeting
for
the
public
and
the
Public's
not
following
us
when
we
say
sped
when
we
say
ell
when
we
say
mtss
they're
not
following
what
we're
talking
about,
because
it
may
be
terms,
we
use
all
the
time.
But
it's
not
terms
that
they
understand
and
and
I
appreciate
the
public.
J
That's
logging
into
this
and
looking
at
it,
whether
students,
they're
just
parents
of
the
general
public
that
they
understand
what
we're
talking
about
sped
being
special
education,
whether
English
language
learners.
But
it
means
more
meaningful
if
we
use
that
expression,
rather
than
the
initial
letters
that
that
may
confuse
people
and
I
really
want
them
to
be
able
to
follow
us
and
understand
what
we're
talking
about
because
it
impacts
their
kids.
It
impacts
the
the
district.
J
So
I
appreciate
that
it
was
a
little
disturbing
tonight,
listening
to
the
censorship
comments
and
things
of
that
nature
that
were
out
there,
because
I
don't
think
this
bowl
Lord
has
ever
taken
a
position
to
want
to
not
deal
with
issues,
but
I
do
understand
that
transparency
is
critical
and
that
even
I
don't
want
to
be
in
that
position
where
we're
Banning
books
and
doing
things
overboard.
J
I
will
mention
in
1990s
right
before
my
wife
was
on
the
school
board,
one
term
and
they
banned
the
American
Heritage
dictionary,
because
it
gave
definition
to
words
that
were
used
on
the
playground,
and
so
they
could
look
it
up
and
find
out
what
they
were
saying.
So
they
thought
that
was
bad
and
they
banned
it.
When
my
wife
got
on
school
board,
I
gave
her
that
book
to
celebrate,
who
being
elected
to
the
school
board,
I
I,
I
I,
don't
want
us
and
the
issue
of
playing
censorship
on
the
board.
J
But
the
same
token
I,
there's
legitimate
issue
associated
with
some
of
these
concerns
too
so
I
want
to
weigh
it
both
ways:
I,
don't
want
to
just
wash
it
underwear,
but
I
don't
want
to
get
in
a
book
Banning
mode
at
all,
but
I
just
don't
know
the
Rope.
The
role
of
the
boy
has
been
to
to
rely
upon
Educators
to
make
those
kind
of
decisions,
and
we
look
towards
the
administration
to
do
that.
J
AD
A
So
I
just
have
a
couple,
and
then
we
will
pass
to
the
superintendent
I
just
want
to
thank
the
staff
for
dinner
tonight.
It
was
wonderful.
We
appreciate
your
thoughtfulness.
Thank
you.
A
I'd
also
like
to
thank
member
Jacobs
for
stepping
in
this
last
few
weeks
for
and
taking
on
the
president
duties,
while
I
dealt
with
some
family
issues.
So
thank
you,
member
Jacobs
I'd,
like
to
thank
member
lessons
for
taking
the
lead
on
the
assembly
resolution.
The
partnership
with
the
assembly
to
increase
the
BSA
and
I
want
to
thank
the
assembly
for
their
resolution,
I'm
hoping
it
passed
tonight,
or
at
least
they
they.
It
went
through
their
process
tonight
to
support
and
increase
the
BSA
other
than
that
I
I.
A
Do
want
to
thank
everyone
for
showing
up
and
I
did
want
to
do
one
clarification.
If
I
could
there
was
never
an
intent
by
the
this
board
to
silence
a
parent
we
did
interrupt.
A
There
was
a
point
of
order
that
disagreed
with
the
ruling
of
the
chair.
When
that
happens
in
Robert's
Rules
of
Order,
the
board
votes
to
either
uphold
a
chair
or
not
uphold
the
chair.
That
vote
was
again.
That
was
a
procedural
vote.
It
was
not
a
vote
against
the
parent.
The
parent
was
allowed
after
being
interrupted.
The
parent
was
allowed
to
continue
in
his
that
testimony.
A
So
sometimes
I
say
that,
because
sometimes
when
we
conduct
ourselves
using
Robert's
Rules,
it
does
look
a
little
different
to
people
to
the
untrained
eye,
but
it
was
an
interruption,
an
objection
to
the
chair's
ruling,
which
goes
immediately
to
a
board
vote,
and
that
was
the
vote.
So
I
did
want
to
clarify
that
I
was
not
in
the
boardroom.
I
was
online,
but
that
was
that
process.
So
I
just
wanted
to
clarify
that
Dr
Brian.
Do
you
have
any
comments.
H
And
on
that
note,
happy
School
Board
appreciation
month
again.
This
is
clearly
a
very
challenging
time
to
be
a
school
board.
Member
in
America
and
I
am
just
blessed
so
I'm
blessed
to
be
surrounded
by
this
wonderful
set
of
colleagues.
So
thank
you
for
the
many
hours
you
put
into
ensuring
that
our
kiddos
are
in
good
hands.
Thank.
A
You
hi
hearing
no
other
comments.
I'll
entertain
a
motion,
Twitter.