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From YouTube: ASD School Board / Anchorage Assembly Meeting 09/23/22
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A
B
C
A
A
C
F
D
G
A
J
K
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
lands.
We
extend
continued
respect
for
the
many
cultures,
creativity
and
resilience
of
us
indigenous
peoples,
chanon.
A
A
A
J
A
A
A
G
A
G
A
A
That
motion
has
been
made
by
Mr,
constant
to
add
Daniel
Bowen.
Under
the
list
of
assembly
members,
it's
been
seconded
by
President
Bellamy,
any
discussion,
any
opposition
seeing
and
hearing
none.
The
agenda
has
been
amended
any
other
amendments
and
thank
you,
Ms,
Jones,
okay,
seeing
and
hearing
no
other
members
in
the
queue
members
May
proceed
to
vote
or
I'm.
A
Sorry,
we
don't
have
it's
not
that
formal
here,
I'm
used
to
the
yeah
the
system
seeking
unanimous
consent
on
the
motion
to
approve
the
agenda
as
amended,
seeing
and
hearing
no
opposition
the
agenda,
as
amended,
has
been
approved.
That
brings
us
to
our
first
item
financial
planning,
update
on
projected
budget
shortfall.
Asd
president
Bellamy.
M
Good
afternoon
school
board
and
assembly
happy
Friday
I'll
provide
a
brief
overview
of
the
ASD
budget
shortfall
before
I
hand
it
off
to
my
colleagues
a
high
level
summary.
The
district
is
facing
a
budget
shortfall
of
approximately
68
million
dollars
going
into
the
next
fiscal
year.
This
did
not
happen
overnight.
Over
numerous
years,
a
variety
of
factors
have
contributed
to
the
situation.
For
example,
the
base
student
allocation
has
been
largely
flat
since
2017..
M
It
was
recently
raised
30
per
student
in
the
past
legislative
session,
and,
as
you
can
imagine,
inflation
has
greatly
outpaced
a
30
increase.
Also
one-time
funding
such
as
Federal
covid
relief
dollars
have
allowed
the
district
to
weather,
Rising
inflation,
stagnant
funding
and
stagnant
enrollment
and
the
spend
down
deadline
for
those
funds
is
fast
approaching.
M
Asd
is
currently
in
the
research
phase
of
its
budget
planning
process.
All
options
must
be
on
the
table
and
for
that
reason,
every
two
weeks
the
board
reviews
different
budget
scenarios
and
solutions
by
Statute.
We
will
pass
a
balanced
budget
in
February,
so
difficult
decisions
must
be
made
in
the
coming
months.
So
with
that
said,
Chief
Financial,
Officer
Jim
Anderson
will
present
a
high
level
overview
of
Alaska
School
finance
and
the
ASC
budget
deficit
situation.
Thank
you.
N
Good
morning,
I'm
Jim
Anderson
I'm,
the
chief
finance
officer,
Andy
Ratliff,
is
the
senior
director
for
OMB,
and
the
two
of
us
will
be
walking
you
through
this
brief
today.
I
would
like
to
add
that
school
funding
Statewide
is
difficult
to
understand.
Honestly
I
think
it's
difficult
to
understand
how
the
muni
is
funded.
N
N
O
So
the
first
step
is
our
school
size,
adjustment
and
I'm
going
to
park
on
this
one
for
a
while,
because
this
is
going
to
be
affected
by
a
lot
of
different
things.
But
really
this
is
saying
that
we
take
our
facilities-based
students.
This
isn't
correspondence,
it's
generally,
the
ones
that
are
in
brick
and
mortar
schools,
and
then
the
state
will
adjust
the
KDM
count
which
happens
in
October.
It's
a
20-day
count
based
on
the
average
daily
membership
or
enrollment
the
average
kind
of
enrollment
during
that
period.
O
So
they
take
that
for
each
school
and
they
run
it
through
this
formula.
That
says
you
get
more
of
an
adjustment
for
smaller
schools,
so
it's
kind
of
a
sliding
scale,
so
the
smaller
the
school
is
the
more
money
you're
ultimately
going
to
get
per
kid
for
that.
But
it's
based
on
each
individual
school
going
through
that
this
year
there
is
a
whole
harmless
cause.
If
you
decline
and
enough
on
your
student
counts,
you
get
a
Alzheimer's
cause.
O
So
that,
but
that's
included
in
here,
but
really
this
was
intended
by
the
state
to
account
for
economies
of
scale.
So
it's
a
less
expensive
per
student
to
run
larger
schools
than
it
is
smaller
schools.
Just
due
to
the
general
overhead
of
having
you
know
principal
as
an
example,
so
you
have
one
principle
for
a
school
of
150.
You
have
one
principal
for
a
school
of
300.,
so
the
cost
per
student
for
that
principle
is
less
for
the
school
that
has
300..
So
that's
that's!
Really!
O
The
intent
behind
this,
but
really
you
know,
Anchorage
and
we
have
43
000
students
spread
across
96
different
facility
or
96
schools,
so
we're
on
average.
You
know
in
the
450
500
range
per
per
school,
so
kind
of
the
tail
end
of
that
sliding
scale.
It
doesn't
get
as
much
value.
So
there's
not
a
whole
lot
like
we
lost
100
kids,
so
you
wouldn't
see
that
school
size
factor
in
aggregate
really
change
much
at
all.
O
So
that's
really
what
happens
in
the
other
hold
harmless
cause
that
we
have
is
with
when
we
consolidate
schools.
So
if
we
were
to
consolidate
schools
close
one
and
move
those
students
into
two
more
we'd
get
less
money
eventually
per
student
than
we
had
for
the
same
number
of
students.
If
you
go
from
three
schools
down
to
two:
that's
where
that
this
kind
of
affects
that,
but
there's
a
whole
harmless
cause
in
State,
Statute
that'll.
Allow
us
to
step
down
that
loss
of
Revenue
over
the
course
of
five
years.
O
So
that's
the
first
step
is
just
adjusting
for
the
size
of
the
schools
based
on
the
economies
of
scale.
The
second
step
is
a
district
cost
factor
which
adjusts
each
district
based
on
a
cost
of
living.
Important
to
note
this
hasn't
been
updated
since
2004
or
so,
and
the
cost
of
living
in
different
areas
has
not
generally
increased
by
the
exact
same
amount.
So
we
feel
it's
probably
prudent
to
do
a
new
study
to
make
sure
those
District
cost
factors
are
updated.
O
The
state's
the
one
that
does
this
study
just
to
make
sure
that
that's
reflective
in
the
current
Foundation
formula
and
the
foundation
form
you.
Obviously
it
works
pretty
well,
but
if
we
could
get
you
know,
inflation
proofing
and
adjustments
to
these
District
cost
factors
regularly.
You
know
I
think
we
had
a
lot
of.
We
would
avoid
a
lot
of
the
mess
that
we're
in
now.
A
O
Thank
you
so
right
now,
Anchorage
is
the
one
for
the
district
cost
factor,
meaning
we
don't
get
an
adjustment
or
identified
as
the
cheapest
place.
To
do.
Business,
essentially,
is
what
that
means.
The
next
step
is
a
special
needs
factor
and
that's
a
20
increase
in
our
adjusted
ADM
or
special
education,
English
language,
Learners,
Native,
education
and
vocational
education.
So
it's
just
a
20
kind
of
block
grant.
O
So
that's
a
just
a
block
grant
and
then
another
block
grant
of
one
and
a
half
percent
on
top
of
that
for
Career
Technical
education
CTE
as
we
call
it
that's
one
and
a
half
percent
and
then
on
step
five.
We
increase
that
by
our
intensive
needs
factor
which
students
with
intensive
needs
meet
a
certain
amount
of
criteria.
We
get
additional
funding
for
that
and
that's
equal
to
13
times
the
Intensive
needs
student
count.
O
O
O
The
next
steps
to
turn
that
basic
near
the
adjusted
ADM
into
dollars
is
they
calculate
a
basic
need,
take
out
or
require
local
contribution
we'll
go
through
the
next
slide.
I'll
actually
show
the
numbers
behind
this,
so
you
get
a
better
idea
of
what
the
kind
of
order
magnitude
of
these
mean
and
then
Federal
impact
Aid,
which
we'll
also
discuss,
is
that's
currently
being
appealed
by
the
state
to
the
federal
government.
O
As
that
deduction
has
been
disallowed
by
the
federal
government
and
then
we
do
get
some
operating
grants
or
one-time
funds,
education,
raffle
and
then
the
additional
local
contribution
so
we'll
go
into
that
more
detail
now
so
to
calculate
out
the
basic
need
they
take
the
adjusted
ADM
by
times
the
current
base
student
allocation
of
59.30.
It
gets
to
about
433
million
dollars.
O
This
is
what
the
state
says:
here's
how
much
school
districts
should
need
to
operate.
Essentially,
it's
kind
of
it's
kind
of
what
they're
saying
there,
but
from
that
basic
name,
the
state
says:
okay,
the
city
needs
to
pay
a
share
of
that
and
that's
the
required
local
effort
or
the
RLC
or
contribution
it's
about,
and
it's
2.65
meals
of
the
prior
calendar
years
tax
base.
So
as
that
number
goes
up,
as
the
Anchorage
economy
does
well
and
our
tax
base
grows,
the
state
pays
less.
O
So
it's
just
kind
of
a
cost
shifting
between
the
state
and
and
the
local
taxpayers,
and
it
doesn't
really
create
any
additional
funding
in
Agri
for
the
district.
It's
just
purely
kind
of
a
one-to-one
shift
there,
so
cities
required
to
pay
the
2.65
Mills,
and
then
they
can
reduce
federal
portion
of
the
federal
impact
day
that
we
receive.
O
So
if
we're
anticipate
receiving
15
or
16
million
in
federal
impact
Aid,
which,
if
you're
not
really
familiar
with
that
program,
it's
a
predominantly
we
get
this
money
for
students
located
that
live
on
Jay
bear
so
and
it's
kind
of
a
payment
in
lieu
of
taxes.
So
we
can't
tax
that
federal
land,
so
we
do
get
some
money
from
the
federal
government
to
offset
the
amount
we
can't
tax
there,
but
we
get
15
or
16
million
per
Federal
impact
Aid
and
the
state
takes
about
7
million
of
it
on
this
reduction.
O
But
what
happened
with
this
is
this?
The
federal
government
has
this
thing:
if
we
want
the
state
can
reduce
the
federal
impact
Aid
if
they
pass
this
disparity
test,
which
says,
if
School
District,
if
all
school
districts
are
kind
of
within
25
percent
of
each
other,
then
they
can
deduct
this
and
it's
on
an
average
day
for
an
adjusted
membership
basis.
So
they
really
just
look
at
that
BSA
number,
plus
the
additional
local
contributions
from
each
district
that
meets
this
disparity
test.
O
So
that's
why
you'll
see
later
on
that
the
the
allow
additional
allowables
set
at
23
or
two
percent
less
than
the
disparity,
so
they
can
take
this
Federal
impact
data
money
away
from
us.
But
what
happened?
Is
the
state
handed
over
a
file
to
the
Feds
that
had
Transportation
included
this
past
year
and
transportation
is
not
determined
in
the
same
way
as
just
the
foundation
formula?
O
What
they
did
is
when
they
submitted
that
file
that,
through
the
disparity
test
out
of
whack
and
the
fed's
like.
Oh
no,
you
guys
we're
not
going
to
allow
you
to
take
this
7
million
from
Anchorage,
and
it's
about
80
million
Statewide.
So
it's
creates
quite
a
big
issue
for
the
state,
but
the
state's
currently
appealing
that
to
see
if
they
can
not
use
the
transportation
money
in
that
calculation
and
continue
to
just
use
the
operating
money
so
we're
still
waiting
that
was
that
was
back
in
about
this
time
last
year.
O
So
we're
hopeful
we,
it
might
force
them
to
open
that
formula
and
redo
it
if
it's
an
80
or
90
million
dollar
issue
for
them.
But
for
now
it's
not
since,
after
the
deductions
we
get
about
313
million
in
state
revenue.
There's
that
quality
School
Grant,
that's
16
per
adjusted
ADM.
That
gives
us
about
1.1
million
for
a
total
about
314
million
or
so
State
money.
O
So
then,
for
the
additional
allowable
contribution,
the
state
allows
us
to
take
23
percent
of
the
basic
need,
plus
anything
outside
that's
distributed
on
the
basis
of
adjusted
ADM.
So
that's
going
to
be
the
quality
schools,
anything
outside
the
foundation
formula,
that's
paid
debate
on
the
basis
of
adjusted
ADM
or
the
state
raffle
funds.
The
state
raffle
funds
aren't
included
in
here,
but
it's
when
you
sign
up
for
your
pfp,
you
can
do
the
state,
raffle
and
half
the
money
gets
distributed
to
school
districts
based
on
their
adjusted
average
daily
membership.
O
O
N
So
on
the
next
slide,
I
wanted
to
provide
a
short
discussion
based
off
members.
Salts
sent
a
list
I
think
of
about
seven
or
eight
questions,
and
one
of
them
was,
and
you
hear
it
Statewide
about
the
cost
of
Education
in
Alaska
is
so
much
higher
than
everyone
in
the
lower
48
and
and
the
reality
is
that
at
least
for
Anchorage,
that's
not
true
and
and
in
Juno
the
file
that
they
use.
N
So
I've
downloaded
it
and
spent
weeks
and
weeks
going
through
it
to
make
sure
I
understand
it,
and-
and
so
I
can
tell
you
that
when
people
talk
about
the
high
cost
of
Education
in
Alaska,
I
know
where
they're
getting
the
numbers
from
and
if
you
were
to
use
those
numbers.
It
would
be
true
that
we
are
the
most
expensive
in
the
U.S.
Unfortunately,
it
does
take
weeks
to
understand
that
file
and
there's
a
manual
that
comes
with
it,
that
you
can
download
and
create
your
own
database.
N
N
and
the
problem
with
the
numbers
that
have
been
used.
Statewide
for
those
people
who
who
use
that
as
a
tagline
for
opening
discussions
is
that
they
weren't
comparing
apples
to
oranges.
So
there's
so
many
different
funding
mechanisms
on
State
and
local
across
the
U.S
that
you
have
to
go
through
and
look
at
all
of
those
differences
in
the
variables
and
to
make
it
Apples
to
Apples.
N
N
Some
of
them
don't
have
transportation
like
New
York
City,
where
they
use
all
public
trans,
but
unlike
Alaska,
where
we're
required
to
count
as
Revenue
in
kind
local
contributions
like
if
the
city
did
all
of
our
transportation,
we
would
have
to
count
that
in
terms
of
what
it
would
cost,
but
you
don't
have
to
do
that
in
Most
states
and
then
in
some
states
they
only
pay
10
percent
of
the
funding
where
it's
all
local.
So
all
of
the
different
local
areas
within
the
states
are
different.
N
So
I
have
taken
that
data
and
I
have
normalized
the
data
to
be
able
to
compare
Anchorage
with
all
life-size
districts
in
the
lower
48,
and
so
I
will
talk
a
little
bit
about
that.
But
first
before
we
we
get
to
that
I'd
like
to
talk
this
slide.
So
if
you
look
at
the
top,
you
can
see
on
the
far
left
hand,
side
the
lowest
amount
per
pupil
for
State.
Funding
is
Skagway,
Valdez
and
Anchorage,
and
then
the
list
continues.
N
If
you
look
to
the
right
in
the
lower
right
hand,
corner
you'll,
see
the
Aleutian
Island
region
gets
almost
fifty
thousand
dollars
per
student,
and
then
that
goes
up
so
somewhere
in
the
middle
of
the
54
school
districts
in
Alaska.
It
does
range
between
7
357
percent
student
in
fiscal
year
20
and
up
to
forty
seven
thousand
sixty
nine
and
that
state
revenue
only
not
federal
and
local,
because
within
the
54
local
education
areas
in
the
in
Alaska,
34
of
them
are
in
taxable
areas
and
the
other
21
aren't
so.
N
Those
21
are
full
fully
funded
by
state
and
federal,
with
no
local
contribution.
The
other
34
have
some
varying
difference.
If
you
look
at
Anchorage
and
Kenai
and
Juno
and
Fairbanks,
they
have
consistently
provided
100
of
local
contribution.
If
you
look
at
Matsu
our
sister
District
down
the
road
they're
consistently
somewhere
between
73
and
74
percent
of
the
max
local
contribution,
so
there's
a
lot
of
different
differences
between
the
funding.
N
So
Andy
talked
about
how
Anchorage
is
the
1.0
for
the
district
cost
Factor
you'll
see
that
Skagway
and
Valdez
both
make
a
little
bit
less
than
Anchorage
does,
and
it's
because
Skagway
has
an
or
terminal
for
vessels.
So
mineral
wealth
and
Valdez,
of
course,
has
the
oil
terminal.
So
those
two
districts
are
different
because
of
the
incredible
vast
amount
of
property
value
on
those
two
areas,
so
they
get
a
little
bit
less
than
us,
but
other
than
that
Anchorage
starts
off
as
the
cheapest
district
for
the
state.
N
If
you
look
down
on
the
bottom,
I'd
like
to
walk
you
through
student
enrollment,
Andy
talked
about
District
cost
factor
and
school
size.
So
if
you
look
at
Pelican
City,
they
have
16
students,
but
they
also
have
six
staff
formula
starts
to
make
sense
when
you
realize
that
they
have
two
School
teachers,
a
principal,
a
business
manager,
a
custodian
and
a
secretary
six
people
for
16
students.
So
the
cost
for
a
principal
per
student
is
much
much
more
than
at
East
High
School
or
Betty
Davis
East
Anchorage
High
School.
N
So
the
formula
really
does
work
in
that
regard
that
the
smaller
the
school
is.
It
does
have
much
more
overhead
in
terms
of
the
Personnel
that
manage
it.
Also,
when
you
look
at
education,
assessments
and
testing-
and
you
start
trying
to
compare
Anchorage
with
the
Aleutian
Island
School
of
16,
students
is
each
of
those
teachers.
N
One
is
k-6,
the
other
is
seven
through
twelve
and
they're,
just
not
comparable
and-
and
you
start
trying
to
look
at
class
size
and
there's
been
lots
of
discussions
about,
should
the
state
do
what
Florida
did
and
and
have
mandatory
class
sizes.
It
doesn't
really
matter
when
you
have
four
kids
in
your
class
or
six.
N
Ten
percent
and
less
of
the
size
of
Anchorage,
so
China
do
Apple
to
Apple
comparisons
is,
is
really
difficult
in
Anchorage
I
mean
illusion:
the
Aleutian
region,
which
is
the
most
expensive
they
used
to
have
three
schools,
but
nikolski
closed
about
10
years
ago,
when
they
dropped
down
to
nine
students.
So
10
is
the
minimum
per
school
and
that's
where
they
have
a
float
plane
every
day,
taking
them
across
the
bay
to
a
school,
and
thus
that's
why
their
District
cost
factor
is
so
much
higher
and
of
course,
fuel.
N
Last
year
there
was
like
twelve
dollars
a
gallon,
so
the
the
formula
does
make
sense
if
you
spend
about
six
years
looking
at
it
and
and
it's
difficult
to
explain
to
to
other
people,
but
that's
why
I
don't
generally
try
to
do
a
comparison
within
Alaska,
but
I
hope
that
this
slide
gives
you
a
perspective.
So
I
only
provided
the
state
revenue
on
this
slide.
I
have
multiple
slide,
Decks
that
I've
made
or
spreadsheets
anyway.
N
So
if
you
look
at
the
U.S
Census
Bureau
data
I'd
just
like
to
provide
just
a
couple
points
to
to
demonstrate
why
that
common
belief
that
Alaska
is
the
most
expensive
place.
Why
would
we
give
more
money?
So
if
you
add
in
fiscal
year,
18
all
of
the
federal
state
and
local
in
the
in
the
amount
per
student
Anchorage
gets,
it
would
have
been
fifteen
thousand
four
hundred
ninety
dollars
per
student.
N
It's
not
it's
not
an
insignificant
amount
of
money
at
fifteen
thousand
four
hundred
ninety,
but
then
you
take
the
Fourteen
thousand
two
hundred
seventy
three
school
districts
and
and
I
broke
out
all
of
those
school
districts
between
thirty
thousand
and
fifty
five
thousand.
So
they're
relatively
large
districts,
but
not
big,
like
LA
or
Miami
or
New
York
city.
So
there
are
143
school
districts
in
the
U.S
on
that
year.
Between
Thirty
and
fifty
five
thousand
students,
83
of
those
143
do
get
less
per
pupil
than
than
ASD
on
that
particular
file.
N
But
but
my
numbers
are
real,
the
normalized
data
is
is
not
made
up
data
and
there's
no
emotion
to
it.
The
reality
is
of
those
143
districts,
more
than
30
percent
of
them
cost
more
than
Anchorage,
and
that's
in
that
band
of
30
to
55,
000.
and
that's
after
normalizing
and
having
data
that
actually
has
an
apple
to
Apple
comparison.
N
P
You
through
the
chair,
really
appreciate
it
didn't
mean
to
hijack
me
with
that
questions,
but
I
think
you
know
I
hear
this
all
the
time
and
it's
great
to
have
the
facts,
so
we
can
again
like
we
talked
earlier.
One
of
our
components
is
to
educate
our
citizens
and
this
this
really
helps
out
so
appreciate
it
and.
N
N
N
N
Okay,
perfect,
so
as
we
go
to
the
next
slide,
I'll
talk
you
through
the
fiscal
deficit
for
I,
have
10
minutes
fiscal
year,
24.
I'm
going
to
blow
through
this.
So
if
you
look
at
fiscal
year,
17
you'll
see
that
the
base
student
allocation
that
Andy
talked
about
was
59.30.
The
red
line
at
the
top
was
the
annual
inflation
cost
per
year.
Cpi.
N
All
of
those
one-time
fundings
actually
had
what
was
a
growing
structural
deficit.
That
has
always
exists
to
Andy
and
I.
It
just
was
hidden
in
some
ways
to
the
community
because
it
was
covered.
One
year
we
laid
off
more
than
200
teachers
only
to
hire
them
back
or
at
least
tried
to
hire
them
back.
Several
weeks
later,
when
one-time
funding
was
approved,
so
we
also
closed
two
schools,
there's
a
lot
of
programs,
but
the
bottom
line
is
by
the
end
of
this
year.
N
O
Yeah,
so
we
put
this
slide
together
to
really
explain
how
that
68
million
dollar
deficit
and
just
kind
of
high
level
terms
how
that
came
to
be
there's
two
different
columns.
One
is
if
we
use
the
16
million
dollars
that
we
got
from
the
status
one
time
money
this
year
to
save
it
and
use
it
for
next
year
and
one
column
is
saying:
if
we
spend
it
on
operating
funds
that
don't
need
to
be
continued,
here's
what
our
deficit
would
be.
O
The
the
Crux
of
it
is
the
general
fund
for
this
year
is
about
550
million
dollars
and
that's
just
our
general
operating
money,
and
then
we
have
all
these
things
that
we
added
in
that
ARP
Grant,
the
third
round
of
stimulus
money
and
by
and
large
most
of
that
money
is
going
towards
preserving
the
same
class
size
as
we
had
in
previous
years,
and
that's
about
56
million
and
there's
some
other
initiatives
that
we'd
like
to
keep
going
that
are
operating
summer.
School
reading
supports
things
like
that,
but
we
get
to
about.
O
627
million
are
just
kind
of
things
that
could
be
ongoing,
operating
costs
at
12
at
a
two
percent
inflation
Factor,
which
most
of
our
costs
are
associated
with
bargained
labor
contracts
about
90
percent
of
our
costs
are
tied
to
those
so
about
12
and
a
half
million
of
contract.
Inflation
would
get
you
to
about
a
total
operating
expenditures
about
almost
640
million
for
the
revenue
side
of
it.
We'd
get
about
546
million
from
our
normal
revenue
streams,
and
this
is
based
on
the
same
enrollment
that
we
projected
fy23
at.
O
We
don't
have
new
enrollment
figures
yet
so
we
will
update
those
eventually,
but
this
is
consistent
enrollment,
but
we
will
invest
money
next
year,
we'll
have
a
30
BSA
increase,
but
we're
also
losing
that
25
percent
the
third
year
hold
harmless
that
we're
in
now,
so
that
whole
harmless
goes
away.
We're
gonna,
get
less
money
slightly
increased
by
the
BSA
and
then
we'll
have
some
remaining
art
funds
and
then
rolling
forward
that
FY
23
one-time
money
so
then
gets
our
Revenue
to
about
572
million
or
about
a
68
million
dollar
budget
deficit.
O
The
one
thing
question
we
do
get
asked
a
lot
is:
if
the
school
is
losing
students,
why
do
we
need
more
money,
or
why
do
we
have
this
deficit
and
I?
Don't
think?
We've
ever
actually
provided
kind
of
a
high
level
example
of
how
the
economics
of
that
really
really
do
work.
But
considering
as
an
example,
we
had
a
notwithstanding
these
current
budget
deficits
and
shortfalls
just
On
Any
Given
year.
O
If
we
had
a
600
million
dollar
budget
and
then
flat
funding
the
next
year,
we're
going
to
lose
a
thousand
kids
about
ten
thousand
dollars
per
kid.
We
would
lose
roughly
10
million
dollars
so
have
operating
revenues
of
about
590
million,
assuming
we
can
cut
10
million
in
staff
that
are
directly
tied
to
those
which
a
lot
of
times
that's
difficult,
because
that
that
money
goes
to
paper
management
and
budgets.
O
You
know,
there's
a
thousand
kids
I
have
three
staff:
I
can't
really
cut
one,
because
we
lost
a
thousand
kids,
but
assuming
we
could
even
cut
that
whole
10
million
dollars
lost
Revenue.
We
still
have
that
inflationary
component
on
the
other
590
million,
or
about
at
2
11.8
million.
So
you
always
have
this
inflationary
component.
Even
if
you
do
lose
kids,
you
also
lose
the
revenue
and
you
lose
the
staff
that
serve
those.
J
Thank
you,
I
have
been
trying
to
track
down.
What's
happened
with
the
FEMA
reimbursements,
the
voters
approved
an
80
plus
million
dollar
bond
in
2019
for
repairs.
The
repairs
have
been
ongoing.
I'm
assuming
the
reimbursements
have
been
coming
in,
which
offsets
the
money
that
was
available
from
the
bond
upwards
of
80
million
dollars
and
so
I'm
hoping
to
see
where
that's
reflected,
because
that
has
I've
not
yet
seen
what's
happening.
N
Okay,
so
just
like
the
city
is
not
seeing
all
of
the
FEMA
money
from
the
2018
earthquake,
it
takes
years
to
actually
get
that
money
back.
We
have
received
15.3
million
dollars
of
the
80
million
dollars
from
FEMA.
At
this
point,
we
believe
I
mean
greening's
been
opened
in
Eagle
River
Elementary
now
for
over
a
year
and
it's
a
very
long
process.
N
It
goes
through
the
state
and
they
come
back
with
questions
because
the
federal
government,
then
they
changed
the
process
and
they
changed
the
forms
and
how
we
fill
them
out
and
we
had
to
restart
over
again-
and
this
was
just
last
spring
and
so
there
it's
a
very
slow
cumbersome
process
and
I
suspect.
If
you
look
at
Anchorage
municipality,
you
will
find
the
same
thing.
N
J
N
J
N
J
J
F
You
know
the
school
resource
officers
that
used
to
be
funded
through
the
general
budget
had
been
got
shifted
to
the
Anchorage
School
District
in
the
last
couple
years
and
then
and
then,
a
couple
months
ago,
we
out
of
the
general
fund
reimbursed
the
school
district's
burden
for
the
school
resource
officers,
and
you
can
just
help
me
with
the
history
on
this
of
about
2.3
million
dollars.
I'm
curious
on
once
those
funds
were
reimbursed
out
of
the
general
fund.
Did
that
free
up
2.3
million
dollars
like
where
did?
N
Okay,
so
when
the
assembly
put
the
2.3
million
dollars,
it
was
to
cover
January
through
June,
which
was
last
fiscal
year
for
us,
but
our
budget
started
in
one
July,
all
the
way
through
June
of
next
year,
so
it
covered
sick.
It
covered
half
of
the
fiscal
year
from
January
through
June
and
the
2.3
also
covered
from
July
through
December.
But
technically
we
don't
know
what
the
mayor
or
the
assembly
is
going
to
do
in
January,
which
is
still
in
this
fiscal
year,
so
we
have
2.3
million
dollars
budgeted
for
it.
N
We
know
that
we're
we're
not
going
to
use
half
of
it
because
these,
which
would
be
one
point
one
one
five
right
so
1.15
million
is
in
the
general
fund
that
that
was
allocated
towards
sros,
but
obviously
we're
conserving
as
much
as
we
can
to
help
soften
the
fiscal
year.
24
clef,
so
we're
not
using
it.
But
right
now
we
don't
know
what
the
municipality
will
do
in
December
and
I.
Think
OMB
and
and
the
cfo's
office
in
in
the
municipality
doesn't
I
mean
we
don't
know.
F
F
Q
So
I
have
a
question
in
regards
to
what
we
were
just
talking
about
as
cost
per
pupil
and
I
was
just
interested
in.
Why,
when
I
looked
at
the
Nea
data,
if
you
can
hear
me,
okay,
when
I
looked
at
the
Nea
data,
why
is
it
that
we
let
that
cause
expenditure
out
which
brings
us
to
just
over
twenty
thousand
five
hundred
and
forty
seven
dollars
per
pupil?
Q
Public
School
current
expenditures
per
student
and
average
daily
attendance.
That
also
includes
that
is
the
cost
from
the
Nea
that
was
posted
for
twenty
thousand
five
hundred
and
forty
seven
dollars.
This
was
include.
This
includes
your
numbers
excluded
the
facilities
use.
These
are
fixed
costs
and
I'm,
trying
to
figure
out
why
we
would
exclude
the
facility
costs.
N
Well,
we
excluded
student
nutrition
because
not
every
district
has
to
nutrition
and
in
the
lower
48
student
nutrition
is
not
budgeted
the
same
or
even
calculated
as
District
costs
in
Alaska
it.
It's.
It
comes
from
the
federal
government,
so
they're
separate
student
transportation
is
much
different
in
2015.
The
state
said
this
is
what
Transportation
cost
this
year.
So
we're
going
to
set
the
new
transportation
for
Anchorage
481
dollars
per
student
that
was
set
in
school
year.
1516..
N
It
hasn't
changed
since,
but
in
2015
you
had
nikolski
who's
now,
sending
all
their
kids
on
float
plane,
so
they
got
significantly
more
per
student
Capital.
We
are
the
only
Capital
plans.
We
are
the
only
School
District
in
the
state
that
has
our
own
Capital
planning
department,
we're
the
only
District
in
the
state
that
has
our
own
School
bonds.
Everyone
else,
the
capital
planning
and
the
bonds
are
actually
on
and
owned
by
the
municipality
or
the
City
Borough.
N
So
when
you
try
to
You
Can
Count
everything
against
Anchorage,
but
not
against
all
the
others
where
it
doesn't
count
like
the
the
21
rural
areas,
they
don't
have
any
local
contribution,
either
in
capital
or
on
the
general
fund.
100
is
covered
by
the
state,
so
I
don't
know
what
data
you're
looking
at,
but
but
I'll
look
for
it.
N
But
trying
to
compare
when
they're
not
the
same.
The
only
way
to
normalize
data
is
to
find.
Where
are
you
exactly
like
the
others?
And
then
when
you
can
get
the
data
to
where
everybody
looks
the
same,
then
you
can
compare
them
against
each
other,
but
as
long
as
there's
all
these
outliers
that
that
don't
match.
So
they
don't
look
like
the
others
it.
Q
Thank
you,
I'm,
actually,
comparing
Apples
to
Apples,
but
I.
Think
it's
difficult.
If
I
don't
have
the
data
to
show
you,
but
in
five
years
we're
projected
to
have
fewer
than
34
000
kids
in
the
ASD,
and
this
is
according
to
the
22
ASD
Capital
Improvement
plan
and
the
brick
and
mortar
schools-
that's
49
000
or
4
900
fewer
kids
than
we
had
in
1978..
Q
N
R
Thank
you,
madam
chair,
so
to
finalize
and
to
round
out
the
the
conversation
on
this
topic.
The
this
joint
session
in
previous
meetings
has
been
briefed
on
other
options.
We
might
be
able
to
utilize
or
consider
given
the
facts
on
the
ground
that
were
just
laid
out
by
by
Finance
staff.
My
understanding
is:
the
assembly
has
been
briefed
in
their
rules
committee
by
Dean
Gates.
R
The
board
separately
requested
Administration
brief,
the
board
on
how
litigation
has
been
used
as
a
tool
to
help
address
inequities
in
education,
funding
elsewhere
in
the
country
and
what
takeaways
we
can
apply
here
locally
to
our
current
funding
landscape
in
Alaska.
With
that
said,
my
understanding
is
Howard.
Tricky
is
here
to
present
some
initial
findings
and
Analysis
foreign.
S
Madam,
chairman
assembly
members
board
members,
my
name
is
Howard.
Tricky
and
I
have
been
representing
school
districts
in
Alaska
for
40
plus
years,
I've
represented
the
Anchorage
School
District
during
much
of
that
time
frame
and
the
questions
about
school
funding
and
school
Finance
have
come
up
periodically
over
that
period
of
time.
That
I've
been
involved
in
two
school
funding:
cases
that
have
been
litigated
under
the
Alaska
education
clause,
essentially
to
kind
of
give
you
a
quick
overview
of
the
landscape
of
Education
Finance
litigation.
S
S
The
Alaska
Constitution
has
an
education
Clause,
its
article
six
section,
seven,
which
provides
that
the
legislature
shall
establish
and
maintain
a
system
of
public
schools
open
to
all
children
in
the
State
in
the
two
cases
that
we
have
been
involved
with,
that
were
tried
through
the
trial
court
level
and
resulted
in
trial
court
judges
decision
regarding
the
subset
of
content
of
that
Clause.
Both
both
judges
judge
Gleason,
who
was
the
state
trial
court
judge
at
the
time
now,
U.S
District,
Court
federal
judge
and
Judge
Reese
who's.
S
So
the
the
Constitutional
standard
that
is
one
that
has
been
brought
in
other
states
of
requiring
adequate
funding,
has
been
recognized
by
two
trial
court
judges
in
the
state,
in
summary
judgment
rulings
and
then
in
to
Alaska
Supreme
Court
cases,
either
in
concurring
opinion
in
concurring
opinions.
Different
justices
have
recognized
that
that
that
educational
clause
in
our
state
probably
requires
adequate
funding.
They've
ever
at
the
Supreme
Court
level
directly
decided
that
issue.
S
So
there
is
a
constitutional
Duty
in
my
judgment
that
the
state
has
under
the
education
Clause
to
adequately
fund
education.
So
once
you
establish
that
principle,
then
the
question
really
becomes
a
factual
question
of
what
level
of
funding
is
adequate
for
purposes
of
providing
children
the
opportunity
to
have
a
meaningful
opportunity
to
achieve
at
an
educational
level
where
they
can
meet
the
proficiency
standards
that
the
state
has
set
and
so
that
they
can
be
adequately
prepared
for
college
and
careers
after
they
graduate
from
the
state
school
system.
S
In
both
the
cases
I
referred
to,
each
judge
adopted
that
definition
of
what
is
adequate,
a
level
of
funding
that
provides
sufficient
resources
for
all
students
to
have
a
meaningful
opportunity
to
achieve
Proficiency
in
the
state
standards
that
have
been
established.
So
that's
the
legal
standard
and
then
it
becomes
a
question
of
fact
as
to
what
you
you.
In
these
cases,
you
look
at
what
I
would
just
for
brevity
purposes.
S
Madam
chairman
described
as
you
look
at
all
the
educational
inputs
and
you
look
at
all
the
educational
output
outputs
to
factually
evaluate
and
assess
whether
whether
students,
vast
majority
of
students
are,
are
given
that
meaningful
opportunity
to
achieve
proficiency.
So
that's
my
quick
overview
at
one
historical
footnote
in
2015.
The
Anchorage
School
District
at
that
time
engaged
a
consulting
firm,
a
group
of
experts
that
recognized
nationally
and
recognized
as
experts
in
testifying
in
court
cases
on
how
do
you
arrive
at
that
cost
of
what
an
abject
medical
education
will
cross?
S
E
Thank
you,
madam
chair,
to
follow
up
on
Mr
tricky's
report.
I
I.
Don't
I
can't
speak
for
the
entire
board,
but
I
do
think.
It's
really
appropriate
that
we
coordinate
with
the
assembly
on
this
issue
and
that
you
be
fully
advised
of
what
our
research
is
indicating
about
the
facts
that
could
lead
to
this
type
of
litigation.
What
factual
evidence
we
could
develop
to
promote
the
interests
of
our
students
here
in
Anchorage.
E
A
G
Sure,
thank
you.
I
am
cognizant
of
the
time
and
so
I'm
not
going
to
make
this
out
quickly
a
long
drawn
out
thing,
but
you
know
I
know
the
the
school
board
has
been
on
a
journey
on
this
topic.
I,
as
you
know,
have
also
been
on
a
journey
with
this
topic.
Having
sort
of
come
up
through
the
South
Edition
Community
Council
and
you
know,
Inlet
View
really
is
the
Beating
Heart
of
my
neighborhood
I
I
certainly
have
an
appreciation
for
the
budgetary
issues
that
we've
discussed
this
morning.
G
You
know
I
mean,
and
you
know
now
recently
the
design
that's
been
changed
to
reflect
Community
concerns.
It
was
accepted
unanimously
by
the
Urban
Design
commissions.
So
when
we're
talking,
I
I
think
I
think
now
we're
sort
of
to
a
point
where,
despite
the
fact,
there's
been
we'll
we'll
call
it
robust
discussion
debate
in
the
neighborhood
about
aspects
of
the
design
really
that
that
public
process
has
been
unpacked
and
I.
Think
now
the
fear
is
when
we're
talking
about
school
closures-
and
you
know,
changes
to
to
programming.
G
I'll
just
say
an
inlet
view
is
a
high
performing
school.
It's
a
neighborhood
school
has
the
the
IB
program,
the
Spanish
language
program
and
so
I
guess.
My
question
is,
you
know:
I
I
share
those
concerns,
and
so
my
question
is:
what
is
the
process
going
forward
and
I
just
briefly
get
sort
of
a
sense
of
where
we're
headed
on
that
I
know?
These
are
difficult
positions
that
have
to
be
made,
but
you
know
my
community
is:
is
a
little
bit
fearful,
I
think
right
now
that
we
might
lose
our
school.
B
J
This
conversation
was
happening
with
this
body
on
the
potential
closure
of
Inlet
View
Elementary,
and
so
it's
a
conversation
that
kind
of
began
my
public
service,
and
it
is
a
theme
that
is
ongoing
and
I
just
want
to
ensure
members
of
the
school
board
that
at
least
myself
and
Mr
volander
are
closely
watching
this
question
because
the
school
is
as
Mr
volun
eloquently
stated,
it
is
the
Beating
Heart
of
the
neighborhood.
It
is
a
school
that
is
second
oldest
building
in
the
districts
campuses.
L
The
question
is:
what
is
the
best
and
highest
use
of
this
funding?
We
could
use
that,
as
we
have
for
many
years
now,
to
continue
to
kick
a
can
down
the
road
and
decrease
pressure
on
the
legislators
by
saying
sure,
we'll
continue
to
use
that
funding
to
maintain
the
status
quo
of
our
PTR.
That
could
buy
time,
which
might
be
might
be
a
useful
proposition.
We
could
save
it
for
future
boiler
needs.
L
We
could
dedicate
it
in
a
one-time
offset
to
taxpayers
to
say
we
want
to
invest
in
a
school
to
make
sure
that
it
doesn't
have
a
broken
sewer
system
that
drinking
water
is
safe
and
so
that
taxpayers
don't
have
to
shoulder
that
burden.
So
I
I,
don't
I
can't
speak
for
the
board.
Think
it
will
be
a
robust
discussion
at
our
next
board
meeting.
But
I
am
grateful
for
consensus
on
about
two-thirds
of
that
funding
and
there
was
I
believe
we
had
a
very
good,
very,
very
respectful
conversation
in
the
finance
meeting.
R
Yeah,
thank
you,
madam
chair,
to
to
members
Poland
and
constant.
Please
know
I
appreciate
your
advocacy
for
and
your
districts,
but
I
would
expect
nothing
less
and
I
appreciate
it.
I
sat
with
members
of
the
community
at
the
last
Urban
Design
commission
I
think
could
end
it
past
10
o'clock,
while
that
project
finally
cleared
that
hurdle
I
I,
don't
know
that
I
see
significance.
R
Opposition
towards
the
board
getting
this
project
across
the
finish
line,
but
I
think
the
the
challenge
we're
navigating
right
now
is
how
we
do
that.
Given
what
Mr,
Anderson,
Just
outlines
and
team,
we
discovered
in
a
recent
board
meeting
that
just
for
routine
maintenance
requests,
the
more
pressing
number
of
requests
that
falls
outside
routine
maintenance
is
over
2000
right
now
and
that's
just
work.
R
Precisely
because
what
little
intent
language
appeared
in
the
the
budget
bill.
That
passed
did
reference
that,
but
also
for
the
the
same
reason
that,
in
my
opinion,
we're
getting
clear
messages
from
Juno
that
they
know
there's
a
problem.
The
bills
were
introduced
by
rep
story
and
others
on
the
last
session
to
address
the
BSA
bill,
but
they
weren't
able
to
get
it
over
the
hurdle
in
the
house,
and
so
we
have
to
take
action
on
our
side
and
I'm.
F
Yeah,
the
the
inlet
school
has
been
ignored
for
too
long
and
I
agree
1957.
That
school
was
designed
to
hold
170
kids.
It
currently
has
over
215
that's
over
20
percent,
more
than
it
was
designed
for
and
we're
working
on
a
housing
and
homeless
committee
and
we're
not
allowed
to
put
homeless
people
in
buildings
that
don't
have
sprinkler
systems
that
building
does
not
even
have
an
adequate
fire
protection
system.
F
It's
been
using
outlying
buildings
for
over
15
years,
we've
been
ignoring
it
for
too
long,
so
whatever
we
can
do
to
get
this
moving,
because
if
we
can't
take
homeless
people
and
put
them
in
buildings,
Without
fire
protection
systems,
why
are
we
shipping
children
into
a
building
that's
been
built
in
1957
and
had
over?
Has
over
600
maintenance
requests
a
year
like?
How
long
are
we
continue
to
just
ignore
the
school,
so
whatever
I
can
do
to
help?
Thank
you
thank.
E
Capital
plan
consistently
but
I
have
never
supported,
tearing
down
existing
schools
and
rebuilding
them
from
scratch,
because
we
have
this
huge
backlog
of
Maintenance
that
needs
to
be
addressed
every
year,
just
for
critical
maintenance,
things,
boilers,
roofs
that
are
leaking
and
that
difference
between
the
cost
of
a
major
Remodel
and
a
tearing
down
a
school
and
building
it
new
from
scratch
is
a
significant
number
of
millions
of
dollars
that
could
go
into
our
everyday,
absolutely
essential
maintenance,
as
needed.
I.
E
I
think
that
I've
continued
to
support
addressing
the
needs
at
Inlet
View,
but
when
it
comes
to
the
fire
protection
question
that
school
wouldn't
be
open.
If
there
was
any
question
about
safety,
the
sprinkler
system
is
not
related
to
the
safety
of
those
children,
or
else
we
would
close
that
school
down
right
now.
There
are
other
schools
in
the
district
that
don't
have
fire
suppression,
but
it's
very
clear
that
you
can't
have
a
school
open
if
that's
related
to
children's
safety.
E
So
that's
fact
number
one
fact
number
two
about
the
population
at
the
school
prior
to
the
district,
adopting
a
different
than
the
State
Department
of
Education
evaluation
method
of
occupancy,
and
the
view
was
not
over
capacity.
The
district
changed,
how
it
measured
capacity
and
that
made
the
that
school
over
capacity.
E
Additionally,
there's
over
50
students
at
that
school
that
come
from
other
neighborhoods
that
have
been
allowed
by
the
district
to
utilize
that
school,
rather
than
their
own
Regional
Schools.
So
in
many
ways
the
capacity
issue
has
been
an
artificial
one
created
by
the
policies
revolving
around
it
and
the
actions
of
the
district.
E
So
we
could
go
on
and
on
about
the
facts
about
in
The
View,
but
I
do
think
it's
really
needed
to
do
a
major
remodel
there.
Yeah,
but
I
do
think
that
having
three
of
those
very
expensive
teardown
rebuilds
of
schools
on
the
six-year
plan
is
a
mistake
that
money
could
go
spread
out
all
over
the
district
to
District
needs
and
I
do
think.
E
It's
a
valid
argument
that
in
a
perfect
world,
if
we
had
unlimited
resources,
I
would
build
new
schools
rather
than
some
of
the
most
older
schools,
because
over
time
that
would
be
more
efficient.
I
think
that's
a
legitimate
argument,
but
this
isn't
a
perfect
world
and
we
don't
have
unlimited
resources.
E
We
have
to
deal
with
the
resources
that
we
have
so
to
to
use
up
all
our
one-time
money,
and
this
year,
I
think,
would
be
a
serious
Mistake
by
doing
it
prior
to
dealing
with
the
68
million
dollar
operating
budget
deficit,
we're
faced
with
because
some
of
the
things
that
we're
looking
at
are
have
to
look
at.
There
are
just
inconceivable,
like
increasing
class
size
for
by
five
per
per
classroom.
That
only
gets
US.
C
E
E
J
J
Having
sat
through
the
entire
public
process
relating
to
this
development
project,
I
can
tell
you
it
wasn't
the
muni
or
the
parents
who
led
the
process
and
didn't
anticipate
the
nature
of
the
conversation
and
then
didn't
manage
it
until
it
was
after
fire
had
already
started
and
was
running
away
from
us.
That
was
the
reality
of
what
happened,
and
a
lot
of
us
have
worked
diligently
to
contain
that
fire
and
turn
it
back
into
activists
turning
their
heat
on
the
process
instead
of
each
other.
J
So
I
think
that
District
had
part
of
this
out
of
sync
with
reality
and
hopefully
for
future
efforts
that
doesn't
repeat
because
I
understand
most
of
these
conversations
don't
get
contentious.
So
it's
easy
to
get
lulled
into
a
process.
That's
just
pretty
pro
forma
where
this
one
clearly
wasn't.
And
yes,
it's
true
people
have
an
emotional
attachment
to
this
school
and
it's
suggested
that
kids
all
over
the
district
are
in
need,
but
there
isn't
another
school
in
operation
right
now
from
the
1960s.
J
So
when
we
talk
about
prioritization
and
kids
and
needs,
we
also
have
to
look
at
the
fact
that
the
district
has
and
the
muni
has
continued
to
operate
this
school
in
this
neighborhood.
These
neighbors
have
been
waiting
for
Generations
for
replacement
of
the
school
for
generations,
and
so
that's
the
mitigating
factor
and
then
lastly,
I
would
say
that
I
think
we
should
probably
keep
this
item
on
the
agenda
for
the
next
meeting.
A
Thank
you,
Mr
Constance.
We
will
go
ahead
and
move
on
to
the
next
item.
F
comprehensive
plan,
land
use
matters.
There
is
nothing
under
this
item
to
discuss,
so
we
will
move
on
to
G
other
matters
of
mutual
concern.
We
have
six
remaining
items
and
just
over
half
an
hour,
so
we
may
have
to
consider
moving
some
of
these
items
to
a
future
meeting,
but
I'll
just
go
through
the
list.
A
G
And
how
can
we
have
a
sort
of
a
long-range
idea
of
where
we
want
to
go?
How
can
we
put
those
concerns
into
plans
and
then,
whether
that's
you
know
getting
Gramps
or
if
that's
looking
at
how
the
assembly
forms
Bond
packages
or
working
with
amaps
for
projects,
maybe
that
are
even
five
ten
years
out
in
the
future,
I
think
this
is
going
to
be
very,
very
productive
effects.
A
Thank
you,
president
Bellamy
I'm
just
going
to
ask
for
unanimous
consent
on
that
proposal.
I
don't
know
if
we
need
a
formal
motion
if
we
do
move
by
President
Bellamy
seconded
by
Mr,
constant
everyone.
Okay,
with
the
proposal
to
have
ASD,
send
an
update
on
item
three
and
then
move
item
four
to
the
December
meeting,
no
opposition.
So
we
will
go
ahead
and
proceed
with
that
plan.
Next
is
item
two
transportation,
funding,
ASD
and
MOA.
President
Bellamy,
are
you
kicking
that
one
off.
B
I'm,
not
quite
sure,
I,
think
member
lessons
and
pop
send
some
information.
I,
don't
know
if
it's
just
informational,
but
you
she
did
send
some
information
that
I
think
was
going
to
be
shared
with
the
assembly
and
I.
Don't
know
if
you
can
you
speak
to
that
member
lessons.
I
know
you
sent
it
to
Mr
volan
I
did.
L
Thank
you
for
the
opportunity.
Okay,
I
feel
a
little
bit
like
a
deer
in
the
headlights,
because,
a
month
ago,
when
I
sent
this
seems
like
an
eternity.
But
from
what
I
recall
there
is
money
on
the
table
to
help
augment
our
intentions
to
have
safer
routes
to
school.
So
I,
you
said
the
emats,
and
that
is
a
trigger
acronym
for
me
and
I
feel
like
they
are
the
people
that
might
have
the
money
so
I'm
hopeful
that
that's
something
that
we
could
leverage
down
the
road.
A
G
Thank
you.
Those
types
of
opportunities
when
they
do
arise
are
why
we
need
this
working
group
so
that
we
have
a
plan.
We
have
something
ready
to
go
that
we
can
submit
when
those
things
come
up.
Okay,
here
are
the
problem
areas.
Here's
what
we
want
to
do
about
it,
so
I
I
did
forward
that
information
on
I
think
it's
probably
a
little
too
soon
for
for
this
working
group
to
act
on
that,
based
on
when
the
deadline
for
that
Grant
was
but
yeah.
G
R
And
I'm
sure,
just
very
briefly
on
the
same
agenda
topic,
but
maybe
a
different
line
of
thinking.
I
know
I
have
been
in
contact
with
Dr
Bryant
I,
probably
much
to
his
dismay
at
this
point,
because
it's
been
multiple
times
but
asking
Administration
to
provide
an
ask
to
the
assembly
as
it
considers
in
its
budget
season.
That's
upcoming
what
it
might
look
like
to
further
support
the
district
and
navigating
student
transportation.
R
N
Ahead,
just
just
to
clarify
that
Muni
has
helped
us
with
transportation
funding
in
the
past
several
times
and
it's
whenever
there's
a
difference
between
the
tax
cap
and
how
much
they
could
give
us
for
our
operating
fund.
But
we
just
never
put
like
a
permanent
budget
line
in
place.
That
would
automatically
go
every
year
as
a
Dependable
reliable.
N
But
the
municipality
has
been
very,
very
helpful
because
the
taxes
always
went
to
the
cap
anyway
and
when
there
was
a
gap
on
what
you
could
give
us
when
we
had
lower
declining
enrollment
and
other
reasons,
it
has
been
used
for
transportation.
So
we
we
definitely
appreciate
what
what
has
been
done
in
the
past,
but
it
just
was
never
a
line.
Item
foreign.
A
Thank
you,
okay,
seeing
no
one
else,
we
will
move
on
to
item
five
youth
representation,
joint
work
session
with
Anchorage
School,
Board,
youth
advisory
groups
and
stakeholders.
Discussion
before
we
move
on
to
hear
from
Mr
constant
and
Mr
Rivera
I
have
asked
president
Bellamy
to
speak
to
the
ASD
youth
Advisory
Board
and
how
it's
structured
and
the
role
it
serves.
B
Thank
you,
madam
chair.
We
also
have
our
president
of
our
student
Advisory
Board
here,
princess
Ellie,
Shaw,
she's,
a
homecoming
princess,
and
so
you
can
help
me
do
this
part,
if
you
would
so,
our
student
Advisory
Board
consists
of
representatives
from
all
of
our
middle
and
high
schools
they
come
together.
Is
it
monthly
they
meet
monthly?
How
many?
Why
don't
I?
Have
you
do
that?
Why
don't
you
talk
about
just
what
we
do,
what
you
do?
Thank
you.
K
Okay
yeah,
so
we
meet
once
a
month
here
in
this
boardroom.
We
have
morning
and
afternoon
meetings
the
first
couple
meetings.
We
normally
only
have
high
schoolers
in
returning
middle
schoolers
just
get
comfortable,
and
then
we
bring
in
middle
schoolers.
We
also
have
schools
like
Northern,
Lights
and
Polaris
and
family
Partnerships,
so
we
do
Branch
out
to
those
other
Charter
Schools
as
well.
K
We
have
different
agendas
every
time
it's
kind
of
either.
If
people
want
to
talk
to
us
or
there's
matters
that
have
been
brought
up
to
us
of
committees
that
they
want
students
of
we
help
with
that.
We
get
delegates
from
that.
We
bring
up
resolutions.
I
know,
Family
Partnership
had
one
that
they
are
currently
still
working
on,
but
I
know.
K
Last
year
we
helped
Polaris
with
the
renaming
of
their
gym,
so
Sab
it's
kind
of
like
they
can
bring
it
through
us
first
and
then
they
bring
it
up
to
the
school
board.
Yeah
every
meeting
is
kind
of
different.
It's
just
depending
on.
If
people
want
to
come,
talk
to
us
ask
for
our
opinion.
I
know
member
lessons
came
in
and
talked
to
us
a
little
bit
about
the
budget,
which
was
really
nice
because
it
testimonies
at
school
board
meetings
so
hopefully
sing
more
of
that
yeah.
A
K
So
a
rough
estimate
I'd
say,
is
50
to
60
it's
three
per
High
School
two
per
Middle,
School
and
I.
Think
it's
different
and
you
have
to
be
a
member
of
student
government
in
your
school,
so
I
know
I
just
kind
of
volunteered
when
they
asked
for
someone.
They
are
chosen
by
students.
I
know
at
South
I'm
on
the
e-board,
so
there's
four
people
on
e-board
and
then
their
school
can
have
a
person
with
e-board
plus
three.
K
K
J
J
If
you
will,
where
we
share
our
thoughts,
we
hear
their
thoughts
and
we
kind
of
set
a
work
plan
about
what
our
priorities
are
relating
to
youth
in
a
way.
That's
highly
representative
and
it's
highly
representative,
because
each
of
these
schools
has
their
own
process
to
establish
their
own
governments,
then
they
identify
who
their
advisory
members
are,
who
they
send
forward.
J
B
You,
madam
chair,
remember
constant
I,
I,
really
think
it's
an
awesome
idea
what
we
have
advisors
that
work
with
our
student,
Advisory
Board,
and
so
before
we
I
I
love
the
idea
of
a
twice
a
year,
Summit,
where
we
bring
both
organizations
together
around
certain
the
work
that
they're
doing
and
how
we
can
be.
You
know
how
we
can
assist
them
in
creating
a
greater
voice,
making
sure
that
they
have
the
resources
that
they
need.
K
I
think
personally,
it
would
be
a
great
you
know.
A
good
combination
of
the
both
my
one
concern
is:
we
do
only
meet
once
a
month
and
it's
during
school
hours
we
meet
it's
a
Tuesday,
either
from
8
to
10
or
10
to
noon
about.
So
that
would
be
it's
like
I.
Don't
wouldn't
want
to
ask
everyone
in
Sab
to
have
to
take
away
from
another
school
day
or
if
we
can
decide
on
a
day
in
Sab
or
if
you
just
want
like
the
e-board.
K
K
A
Thank
you
and
I
just
want
to
note
too,
when
the
assembly
made
some
changes
to
code.
Regarding
the
assembly
youth
member,
there
was
discussion
about
the
school
district's
student,
Advisory
Board
and
on
the
agenda
item
here
too.
It
also
says
youth,
advisory
groups
and
stakeholders,
because
it's
recognized
that
we
want
to
make
sure
we're,
including
all
the
youth
and
some
may
not
be
represented
through
the
ASD
or
through
the
youth
advisory
commission.
So
that's
why
that
part
was
included
in
the
agenda
item
and
I'll
go
down
to
Mr
Rivera.
I
So
I
was
coming
at
this
from
the
lens
of
looking
at
the
youth
assembly
representative
and
in
particular,
you
know
when
I
took
over
this
project
from
former
assembly
member
Flynn
I,
always
envisioned
that
this
youth
assembly
rep
would
be
selected
by
the
youth
that
they
would
choose
their
own
representative
to
to
serve
as
in
a
youth
assembly
representative
and
for
a
variety
of
reasons.
You
know
it's
been
sort
of
Hit
or
Miss,
whether
that's
the
reality
of
what
happens.
I
I
J
Yeah,
if
there
is
General
consensus,
I
would
like
to
propose
a
working
group
with
Mr
Rivera
and
myself
and
a
member
two
of
the
school
board
to
begin
framing
out,
and
maybe
some
liaising
with
the
student
Advisory
board.
But
would
leave
that
to
the
school
board
to
help
us
figure
that
out
so
I
would
ask
the
chair,
chair
and
president
find
it
appropriate
for
two
volunteers
from
the
board.
B
J
A
A
L
Thank
you
for
the
opportunity,
so
I
wanted
to
bring
the
this
bodies
this
joint
bodies
into
Collective
attention
to
best
Beginnings,
which
administers
the
Anchorage
Imagination
Library
for
discussion.
Today,
at
the
end
of
August
news,
Abby
Hensley,
who
I
saw
over
at
a
table
to
the
left,
she
emailed
the
full
board
a
number
of
items.
It
really
gave
you
an
overview
of
what
this
organization
does
for
our
families,
for
our
students,
as
far
as
getting
them
prepared
for
kindergarten
and
it's
a
really
exciting
organization.
L
This
takes
place
across
student
groups
who
participate,
including
English
language,
Learners,
Alaska
native
students
and
economically
disadvantaged
students,
participation
in
imagination,
libraries
associated
with
higher
literacy
skills,
specifically,
the
awareness
of
print
concepts
and
knowledge
of
letters
and
symbols
among
our
entering
kindergartners.
Participation
is
associated
with
higher
reading
and
math
achievement
in
grade
three
and
it's
stronger.
The
longer
the
children
participate
and
the
children
who
participated
in
the
program
have
higher
K3
attendance
than
non-participants
Anchorage.
L
This
is
their
data
currently
has
just
over
20
000
children
eligible
for
the
Imagination
Library
services,
but
right
now
less
than
25
percent
of
them
are
currently
enrolled,
and
that's
because
they
lack
the
funding
to
serve
the
need.
Greater
funding
would
enable
greater
Outreach
there's
a
very
high
return
on
investment
here.
It
costs
some
thirty
dollars
per
child
per
year.
L
L
If
we
can
get
increase
the
capacity
we
will
include
more
families.
We
will
include
more
students,
we
will
grow
more
readers
and
I
think
this
is
really
important.
I'm.
Looking
at
these
two
gentlemen
to
my
left,
because
Hillside
area,
students
and
families
and
shoe
yak
and
Eagle
River
are
currently
excluded
from
the
list
of
eligible
families
and
Jay
bear
as
well.
So
there
are
lots
of
ways
we
could
expand.
I'd
like
to
hand
this
over
to
Abby
and
Amy.
Please.
T
T
I
I
think
that
one
of
the
most
important
parts
about
the
the
way
that
best
Beginnings
operates.
Imagination
Library
in
Anchorage
is
the
fact
that
we
we
feel
that
family
engagement
is
really
the
key
here.
The
the
book
is
just
the
vehicle
and
and
the
way
that
the
program
operates
is
that
every
month
enrolled
children
from
birth
to
age,
five
get
a
free
book
in
their
mailbox.
T
The
books
are
are
of
a
high
quality,
they're
they're,
new
they're
free
to
families,
and
one
of
the
things
that
that
we
have
always
said
is
that
families
are
really
a
child's
first
and
most
important
teacher
and
with
books
in
the
home.
It
just
makes
all
the
difference.
We
know
from
other
studies
that
that
not
only
does
having
books
in
the
home
and
and
families
reading
regularly.
T
Not
only
does
that
help
with
with
Readiness
for
school,
but
it
also
helps
with
sort
of
how
how
families
just
sort
of
do
together.
We
know
that
that
when,
when
parents,
you
know
just
shared
book
reading,
helps
to
to
solidify
those
bonds
between
parent
and
child
and
also
helps
parents
use
less
harsh
parenting
practices,
and
they
say
in
this
particular
study
that
it
also
helps
children
be
more
well-behaved.
So
it's
not
just
about
academic
things,
but
it's
also
about
those.
T
The
so
the
way
that
the
program
works
is
that
families
enroll
their
children
and
we
are
unable,
because
of
the
Dollywood
foundation's
rules
and
regulations,
we're
unable
to
ask
parents
to
give
any
more
information
than
the
child's
name.
Birth
date
address,
the
parent's
name,
a
telephone
number
and
an
email
address.
So
we
don't
know
if
children
are
Alaska
native.
We
don't
know
if
children
are
of
high
socioeconomic
status.
We
cannot
collect
that
kind
of
information.
So
it's
really
important
that
all
children
in
a
community
are
are
enrolled
and
participate
in
the
program.
T
I
think
that,
if
international
study,
what
what
in
his
lessons
talked
about
was
the
the
study
that
education,
Northwest
out
of
Portland
Oregon
did
for
us
a
couple
of
years
ago.
But
National
studies
say
is
tell
us
as
well
that
children
who
participate
in
Imagination
Library
and
do
better
when
they
get
to
school.
T
But
you
know
if
we
could,
if
we
could
start
start
enrolling
children
on
a
a
greater
greater
number
of
children
across
the
municipality.
We
could
start
that
soon.
These
are
the
children
who
would
be
entering
kindergarten
within
the
next
few
years,
and
we
we
also
would
be
able
to
do
more
of
an
evaluation
of
our
local
children
when
they
get
to
our
local
school.
A
B
So
until
recently,
I
I
really
assumed
all
all
of
our
kids
in
the
Anchorage
Bowl
had
access
to
imagination.
Libraries
I
am
one
of
those
families
that
have
really
my
grandkids
have
benefited,
both
of
them
until
they
were
five
got
that
book
every
month
and
I
really
look
forward
and
it
came
to
Nana's
house
and
I
really
look
forward
to
that
to
cuddling
and
reading
and
have
and
that's
just
it's
just
Priceless
and
yes,
it
does
fit
our
goals.
B
P
We'll
try
to
be
brief.
I,
like
the
fact
that
people
enroll
in
the
program
so
they're
pulling
that
rope.
Do
you
have
any
I
think
it's
two
things:
do
you
have
any
metrics
on
whether
the
books
are
actually
getting
read
any
feedback
and
then
does
this
count
against
the
allocation
on
the
municipality
to
ASD
budget
wise.
U
If
I
can
answer
that
the
best
Beginnings
conducts
an
annual
parent
survey
every
two
years
in
that
survey,
we
consistently
find
that
93
of
parents
increase
their
reading
time
with
children
and
87
percent
feel
that
it
helps
prepare
them
and
improve
their
literacy
skills.
So
we
do
track
that
data
locally.
We
do
not
have
a
funding
relationship
with
the
school
district
at
this
time.
No,
that's
not
to
pass.
J
Thank
you,
so
I've
been
around
a
little
while
and
longer
than
my
participation
in
local
politics.
I
worked
at
the
humanities,
Forum
back
in
2005-2006
and
that's
when
best
Beginnings
was
founded
as
an
advocacy
effort
of
the
humanities
forum
and
a
group
of
activists,
including
Ms
Hensley,
and
so
that
16
years
of
service
to
the
cause,
plus
the
two
years
of
advocacy
before
it
was
created
to
actually
get
it
on
the
table
and
I
just
want
to
say
to
you
Abby.
J
T
Mean
I've
had
one
sure
go
ahead.
That
I
think
will
be
important
to
you
all
as
well,
and
that
is
that,
along
with
the
books
that
come
in
the
mail,
we
also
provide
to
the
parents
of
every
child
enrolled
in
Anchorage
and
in
other
communities
as
well,
but
a
free
newsletter
by
email
that
gives
parents
more
tips
about
helping
their
children,
be
ready
for
school
and
more
book
lists
and
such
and
then
also
until
the
pandemic.
T
In
Anchorage,
we
held
between
four
and
six
family
engagement
events.
Every
year
I
mean
they
were
at
schools
at
the
Dinosaur
Museum
in
various
places,
and
we
had
as
many
as
as
800
people
come
to
some
of
those
events.
So
families
are
hungry
for
the
kinds
of
things
that
they
can
go
to,
that
are
free,
that
they
can
participate
in
with
their
children
and
take
home
ideas
to
further
engage
with
their
kids
was
their
home.
Thank
you.
A
Thank
you
so
much
so
we
have
three
minutes
left.
Could
I
get
a
motion
to
extend
second
10
minutes.
Emotion
has
been
made
by
Mr
salt
to
extend
for
10
minutes
seconded
by
President
felony,
seeking
unanimous
consent.
Seeing
and
hearing
no
opposition
we
are
extended
to
12
10
I
would
ask
if
we
could
just
take
a
public
participation
next
before
we
go
to
member
comments,
any
opposition
to
doing
that.
A
A
A
V
V
V
V
I
want
to
talk
about
penny
and
I
want
to
show
this.
Video
penny
is
because
it
helps
depression
and,
and
it
would
help
the
schools
greatly
Penny.
As
a
school
teacher
who
was
diagnosed
with
severe
depression
about
25
years
ago,
she's
been
hospitalized
in
mental
hospital
she's
taken
antidepressants,
some
of
which
made
her
depression
worse
and
made
her
more
suicidal.
She
learned
to
be
functionally
depressed,
so
she
wouldn't
end
up
homeless
and
about
a
year
ago
she
learned
about
vitamin
D,
and
this
is
her
story.
W
It
was
the
only
thing
that
I
changed
that
made
that
could
have
made
that
difference
in
my
life
and
I've
read
through
tons
of
comments
of
people
who've
seen
ever
since
they
started
the
same
protocol
like
they're.
Fine,
like
I,
am
a
hundred
percent.
Fine
I
have
my
moments,
I
still
cry,
I
still
get
I'm
stressed,
but
I
don't
fall
into
that
depression.
That
I
don't
fall
into
that
depression
that
I've
learned
to
to
go
back
to
so
it's
the
vitamin
D
I
am
fine.
W
I
am
fine.
I
am
fine.
I
am
not
depressed
anymore.
I
can
say
that
I'll
never
stop
taking
vitamin
D
I'll,
never
stop
taking
vitamin
D.
I
am
going
to
make
sure
that
I
go
go
to
the
doctor
and
have
my
levels
checked
to
make
sure
that
I'm
not
doing
any
damage,
but
even
based
on
this,
like
people
have
taken
50
000
international
units
and
there
hasn't
been
been
any.
There
hasn't
been
any
adverse
side
effects.
V
So
that
that
would
help
Alaska
more
than
anything
if
everybody
takes
at
least
five
thousand
IU
a
day,
most
people,
ten
thousand
and
obese
people
more
and
we
we'd
love
each
other.
A
lot
more
we'd
be
more
functionally
stable
in
our
minds.
We
love
each
other.
More
and
depression
will
go
down,
wouldn't
have
to
wear
these
masks.
V
We
should
have
vitamin
D
bottles
in
those
signs
instead
of
mass
and
nobody's
talking
about
it
and
it's
the
key
and
it's
a
shame
that
the
medical
all
they
care
about
is
the
jab
making
billions
of
dollars
from
those
Jabs,
because
vitamin
D
in
Alaska.
We
need
to
get
our
act
together.
Everybody
is
low
right
now,
except
they're,
taking
over
five
thousand.
A
A
E
Thank
you
I
just
to
clarify.
We
do
have
other
schools
that
are
from
the
1960s
era
and
I,
and
we
have
addressed
those
with
major
remodeling
projects,
not
with
tearing
them
down
and
building
new
schools,
and
one
of
the
reasons
for
that
is
before
2019.
The
school
board
had
a
policy
against
doing
those
kind
of
build
new
school
projects,
and
that
was
only
removed
at
the
request
of
the
administration,
because
we
were
told
we
needed
to
do
that
for
FEMA
and
for
the
dealing
with
the
earthquake
damage
that
occurred
at
the
time.
E
We
were
never
told
that
it
was
going
to
change
the
essential
policy
that
the
board
had
very
good
policy
for
years
that
we
would
avoid
building
new
schools
and
instead
use
major
remodels
since
2019
I've
advocated
for
needed
repairs
to
in
Libya
I'm
going
to
continue
to
Advocate
that,
because
it
needs
repaired,
it
needs
a
major
remodeling
job,
and
that
was
very
successfully
done
with
turning
in
elementary
school.
You
want
to
see
what
it
looks
like
go.
Visit.
Turning
in
school
and
you'll
see
a
very
successful
major
remodel
of
a
1960s
era.
School.
L
It's
my
understanding
that
a
major
remodel
of
Inlet
View
is
less
cost
effective
when
drawn
out
over
the
lifetime
of
the
school.
Then
re
then
rebuilding
it
and,
as
a
second
point,
I
would
encourage
all
of
you
to
visit
the
schools
in
your
districts
going
and
doing
site
visits
is
a
privilege
and
a
joy
and
I
learn
every
time
in
every
classroom,
I
step
into.
I
I
F
Yes,
I
think
that
we're
going
to
be
looking
at
a
very,
very
interesting
and
intense
the
next
couple
years
regarding
our
schools,
not
just
with
trying
to
get
our
performance
up
but
with
diminishing.
You
know
diminishing
parental
participation
in
smaller
schools
and
our
maintenance
issues,
and
maybe
that's
a
con.
It's
got
to
be
a
combination
of
everything's
going
to
be
on
the
table.
Isn't
it
I
mean
we're
going
to
have
to
consolidate
some
schools?
F
We
might
have
to
combine
some
schools
because
it
would
make
more
sense
to
refurbish
and
expand
an
existing
one
and
and
and
move
people
or
move
children
into
one
rather
than
have
two
that
are
separated
with
an
older
school.
So
every
in
in
transportation,
maybe
even
the
way
we
provide
busing
is
an
outdated
system.
We're
struggling
to
find
individuals
that
are
you
know.
Maybe
the
big
yellow
bus
is
no
longer
the
way
to
go.
Maybe
we
need
smaller.
F
Everything
has
to
be
looked
at
and
analyzed
to
say
what
are
we
doing
because
the
route
we're
on
is
going
to
is,
is
not
sustainable,
financially
and,
and
we
owe
it
to
our
children
to
provide
the
best
product
possible
and
I'm,
just
I'm
thankful
to
be
part
of
that
conversation.
So
I
appreciate
all
of
you.
Thank
you.
P
So
real
quick
kind
of
the
same
lines
having
a
maintenance
background,
a
maintenance
backlog
is
a
huge
number
and
I've
seen
a
lot
of
places
not
knowing.
What's
in
that
backlog,
a
lot
of
places
solve
that,
but
just
hard
work
and
Innovation,
and
you
find
that
the
capital
cost.
That
is
actually
a
lot
less
than
you
think
it
might
be.
R
R
So
thank
you
memorable
and
spoke
to
you
know
having
constituents
who
are
nervous
while
the
board's
been
sitting
here
today,
we've
received
emails
about
some
potential
reductions
to
immersion
programs
and
what
re-envisioning
might
look
like
from
that
perspective,
so
we're
hearing
from
stakeholders
across
the
municipality
as
well,
but
it
is
heartening
knowing
that
we
have
an
ally
in
the
assembly
and
I'm,
looking
forward
to
more
productive
conversations.
So
thank
you.
C
M
B
B
A
As
you
know,
over
and
over
I
mean
the
cost
of
Education
in
Alaska
and
in
Anchorage,
and
then
I
will
just
state
that
I
appreciate
the
work
that
you're
doing
with
the
challenges
ahead
and
that
as
long
as
the
BSA
is
flat
there,
there
will
obviously
be
that
hardship
and
that
I
am
hopeful.
We
can
work
together
as
a
combined
group
to
advocate
for
adequate
funding
of
quality
education
and
whatever
form
that
takes
with
how
we
address
the
BSA
as
as
Mr
Donnelly
spoke
to
earlier.