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From YouTube: Anchorage School District School Board Meeting
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B
B
He's
got
a
real
bad
cough
something's
going
on
with
his
voice,
so
he
will
he'll
be
joining
us
online.
All
righty
I
don't
see
our
student,
but
please
stand
and
join
me
for
the
pledge.
B
On
behalf
of
the
Anchorage
School
Board
I
want
to
take
a
moment
to
recognize
and
offer
gratitude
for
the
sacred
ancestral
lands
of
the
Denine
of
people.
We
acknowledge
and
appreciate
that
our
offices,
facilities
and
schools
are
on
the
sacred
and
digital
slams
and
we
honor
the
traditional
care
that
has
been
given
to
this
land
throughout
the
generations.
B
B
B
So
we
would
like
to
welcome
everyone
and
continue
to
thank
you
for
supporting
our
district,
the
work
of
the
school,
the
work
of
the
school
district.
Through
your
time,
your
donations,
your
your
tax
dollars.
We
really
appreciate
your
support.
B
And
that
brings
us
now
to
oh
before
we
get
started
the
book.
The
Board
had
a
work
session
this
afternoon,
starting
at
three
o'clock.
I
think
we
went
until
about
5
15.
and
we
have
a
an
update.
That
is
in
that
many
of
you
may
not
haven't
heard
about.
B
So,
as
you
know,
we
have
over
the
last
months,
we
have
been
looking
at
every
single
program,
one
that's
very
special
to
most
of
you
in
the
room,
all
of
us
in
the
room
actually
and
that's
why
you've
shown
up
tonight.
However,
that
was
a
recommendation
and
I
after
our
work
session
today
we
have,
we
have
decided
to
take
immersion
off
the
list
for
this
year
and
I
will
ask
Dr,
Bryant
and
Dr
Stock
to
share
the
thoughts
on
that.
Thank.
F
G
Good
evening,
ASD
Community
again
just
to
underscore
what
was
shared
by
Madam
president,
the
administration
will
no
longer
recommend
proposing
cuts
to
our
immersion
programs,
so
to
be
clear,
K-12
immersion
programs
will
continue
to
be
the
program
model
in
ASD,
but
with
that
said,
I
like
it
when
I
get
Applause
with.
That
said,
we
want
to
improve
our
immersion
program,
so
they
can
eventually
be
more
cost
efficient.
G
So,
as
you
may
or
may
not
know,
currently
there
are
significant
differences
in
people
to
teacher
ratios
between
the
immersion
programs
and
their
neighborhood
counterparts,
and
we
seek
to
make
improvements
to
approach
a
more
cost
neutral
implementation
in
future
years.
That's
critical
on
our
path
to
long-term
Financial
sustainability.
So,
with
that
said,
Dr
Stock
would
you
like
to
add
anything.
H
Nope
I
did
talk
to
director
Brandon
Locke.
Today.
He
is
fully
aware
of
those
conversations,
so
he
and
I
will
initiate
conversations
with
the
tweaks
and
modifications
that
we
might
make
to
to
try
to
be
able
to
create
some
some
closer
cost
neutrality
to
those
programs.
If
every
emergent
student
in
those
programs
were
ended
and
they
all
went
to
the
neighborhood
schools,
they
all
went
to
schools,
there
would
be
a
particular
class
size
ratio
that
that
went
with
that.
B
Thank
you
Dr
stock.
So
now
there
are
a
hundred
of
you
signed
up
to
testify
if
you
still
really
want
to
testify,
but
please
stay
in
in
and
take
advantage
of
in
whatever
way,
you'd
like
participate
with
whatever
what
not
exactly
any
way
you
like,
but
we
would
like
for
you
to
say.
I
Wonderful
news,
thank
you
for
the
privilege
of
speaking.
We
don't
really
have
a
normal
meeting
structure
right
now.
Right
I
wanted
to
underscore
sort
of
the
closing
comment
from
earlier
in
the
work
session,
and
that
is
that
the
immersion
Cuts
have
been
taken
off
the
table,
but
our
fiscal
cliff
remains
you
collectively
here
tonight,
children
in
the
front
students-
you
are
some
of
our.
I
B
So
my
big,
my
big
takeaway,
is
when
you
talk
about
a
thing
to,
because
we
really
were
talking
to
understand
what
things
cost.
We
got
to
really
make
sure
we
specify
we
have
not
made
a
decision
right.
So
I
do
understand
that
in
just
discussing
some
topics
it
gets
a
response
and
I
think
you
guys
get
to
get
the
the
price
for
that.
B
So,
but
thank
you
for
your
advocacy
and
as
member
lessons
mentioned
every
letter
that
you
sent
to
us
every
word
that
you
were
planning
or
are
planning
to
say
tonight,
send
it
to
our
legislators,
because
that
is
where
that
is
where
the
value
of
this
program
will
eventually
and
all
of
our
programs.
That's
where
that's
the
path
forward
right
there.
So
thank
you.
B
D
It's
really
important
that
the
public
understand
that
this
board
does
not
have
taxing
power
right.
We
have
to
build
a
budget
based
on
the
funds
we
receive
from
the
state
and
local
governments.
We're
very
fortunate
here
in
Anchorage
that
our
local
government
contributes
the
statutory
the
state
allowed
maximum,
but
we
have
to
work
with
what
we
get
and
so
those
comments
in
past
meetings
where
people
said
well,
you
guys
need
to
raise
taxes.
We
don't
even
have
that
Authority.
B
Thank
you
very
much
so
that
brings
us
to
item
three
on
the
agenda
approval
of
the
agenda
member
Holloman.
Can
you
help
me
out
because
member
Jacobs
is
unable
to
speak.
B
Is
there
a
second
moved
in
second
to
adopt
the
agenda
as
as
is
as
it
is
written?
Is
there
any
opposition
to
adopting
the
agenda
as
written
scene
seeing
none?
The
agenda
is
adopted
as
written
and
Michelle
joined
us
welcome
and
we're
ready
for
your
report.
K
Alrighty
so
Sab
or
student
Advisory
Board,
we
had
a
meeting
this
morning
at
8
15..
Here
we
started
playing
a
game
with
everyone.
We
did
have
all
middle
schoolers
and
high
schoolers,
including
Family,
Partnership
and
Polaris,
and
secondary
schools
like
that
we
approved
our
agenda
in
minutes
per
usual
and
we
did
reports.
We
had
everyone
share,
a
community
service
project,
they're
working
on
this
year
or
semester
or
whatever
they
chose,
and
then
we're
starting
to
do.
K
This
thing
called
School
spotlights
where
four
schools
are
chosen
each
month
to
create
a
slideshow
about
what
their
school
is,
what
they
stand
for,
what
they
think
their
unique
qualities.
Are
things
like
that,
so
we
had
baggage,
Polaris,
diamond
and
South
share
those
today
and
that
was
really
cool
to
hear.
I
gave
a
report
about
the
aasb
conference.
K
I
attended,
Joshua
pack
gave
a
report
about
the
past
fall
Assad
conference,
and
then
we
heard
from
Member
lessons
a
little
bit,
which
was
great
as
always,
and
then
we
had
Josiah
talk
about
the
youth
advisory
commission
and
including
Sab
with
that
and
getting
members
to
join.
And
then
we
had
a
resolution
brought
to
us
from
Eagle
River.
The
title
is
implementing
a
mental
health
day
policy
in
ASD.
K
We
did
not
come
up
with
anything,
yet
we
tabled
it,
but
we
were
making
lots
and
lots
of
amendments
just
to
get
that
wording
right.
So
it
was
a
very
productive
meeting
and
then
our
next
meeting
is
December
13th
at
11,
15,
A.M
I,
believe
that
is
all
I
have
and.
B
So
that
brings
us
to
item
C,
which
is
our
goal.
Monitoring
report
and
tonight
we'll
be
having
a
conversation
around
our
graduation
rate.
We
did
give
the
report
out
last
at
our
last
meeting.
So
tonight
is
your
opportunity
to
for
us
to
have
a
conversation
so
really
our
goal.
Oh
you
just
came
right
up.
That's
great!
Thank
you.
B
We
refer
to
it
as
CCL
and
I
do
want
to
thank
Dr,
John,
Dr,
Johnson
and
Missy
frase
for
doing
a
wonderful
presentation
at
the
School
Board
conference
last
week
on
this
very
topic
and
how
we
can
make
it
even
better
beginning
with
our
freshman
class
in
September
2020,
the
percentage
of
high
school
students
graduating
life,
ready,
as
well
as
college
and
or
career
ready,
will
increase
from
a
baseline
to
be
announced
in
the
spring
of
2022
to
90
percent
in
the
spring
of
2026..
B
B
So
before
I,
before
we
begin
our
our
discussion,
I
just
want
to
make
sure
and
confirm
that
all
four
components
of
the
monitoring
report
are
present.
The
report
clearly
shows
what
is
being
monitored
in
that
it's
focused
on
a
specific
goal.
B
The
report
shows
data
for
the
previous
three
or
more
reporting
periods,
the
current
reporting
reporting
period
and
the
target
reporting
period.
The
report
also
shows
the
superintendent's
evaluation
of
performance.
In
this
case
it's
near
Target
and
the
final
component
is.
The
report
shows
supporting
documentation.
That
evidence
is
the
superintendent's
evaluation
via
the
tables
and
charts
provided.
B
So
with
that,
we
are
ready
to
begin.
Our
monitoring
I
just
want
to
remind
the
board
that
we
want
to
start
to
just
understand
the
report
with
The,
Who
and
and
the
what
and
the
why
and
then
we'll
end
our
report,
our
conversation
around
the
how
so
Dr
Brian.
G
Thank
you.
We
look
forward
to
our
conversation,
as
was
stated
by
Madam
President.
We
have
a
bold
goal
to
get
to
90
college
career
in
life
Readiness
by
2026,
and
one
indicator
is
graduation
rates
and
while
we
are
near
on
approaching
the
target,
there's
still
much
work
to
be
done,
particularly
around
special
populations
and
other
subgroups.
So
we
look
forward
to
our
conversation
tonight
and
I'm
joined
by
my
academic
Services
leadership
team,
including
our
incoming
Chief
academic
officer,
Sven
Gustafson.
So
we
welcome
your
questions.
B
All
right,
I
guess
I'll
go
first,
so
just
as
a
general
and
I
think
you,
you
went
over
this
before
the
the
difference
between
the
four
year
and
the
five-year
rate
and
how
and
how
we
are
and
the
significance
of
that
sure.
L
Never
mind
I
was
on
before
and
then
I
turned
it
off.
Sorry
about
that.
So
to
answer
your
question.
Madam
president,
the
four-year
cohort
rate
follows
students
who
enter
as
freshmen
all
the
way
to
graduation
within
a
four-year
time
frame.
So
our
graduates
this
year
in
2023,
would
have
been
freshmen
in
the
fall
of
2019
and
that's
considered
a
four-year
graduation
cohort.
L
That's
measured
if
those
same
students
take
five
years
to
graduate
and
go
into
the
following
school
year
and
graduate
in
the
in
the
spring
of
2024,
then
that's
considered
the
five-year
graduation
rate,
so
it's
the
same
set
of
students,
whether
they
graduate
in
four
years
or
whether
they
graduate
in
five
years
and
that's
why,
when
you
compare
four-year
rates
to
five-year
rates,
you
almost
always
find
an
increase.
I
Sure
are
Dropout
rates
nearly
doubled
between
the
2021
and
21
22
school
years,
moving
from
1.8
percent
to
3.4
percent.
Is
there
a
I
guess?
My
question
is
why
that's.
I
L
So
I'm
just
getting
to
the
right
slide
here,
I
see
so
in
2020
to
2021.
So
are
you
looking
at
a
specific
subgroup
because
the
numbers
that
I
have
are
Dropout
rates
going
from
2.6
to
3.4,
which
is
which
is
an
increase
of
0.8
percent?
So
it's
not
quite
doubling,
but
it
has
risen.
I
All
right
well
I
apologize
for
misreading
that
about
a
week
ago,
and
but
they
did
increase
so
instead
of
correct
nearly
doubling
they
did
increase
and
perhaps
the
administration
can
speak
to
that
sure.
L
So,
there's
a
number
of
reasons
why
students
drop
out
of
school,
it's
really
difficult
to
weed
out
what
that
one
thing
is
it's
typically
a
range
of
things
that
we
see
in
students
by
the
time
they
get
to
a
really
unfortunate
decision
to
drop
out
of
school
and,
most
of
the
time
we're
working
with
kids
all
the
way,
along
at
a
variety
of
capacities
before
they
get
to
that,
and
so
I
wouldn't
say
that
there's
any
one
thing
I
could
tell
you
why
I
will
say:
anecdotally.
L
Last
year
was
a
really
hard
school
year
for
a
lot
of
kids.
There
was
also
a
lot
of
learning
loss
during
the
pandemic.
That
I
think
could
be
contributed
to
that
number.
But
those
are
all
speculation,
because
I
can't
as
a
a
person,
maybe
analyzing
the
data
or
weeding
it
out.
There's
no
one
thing
that
I
could
point
to
that
says:
that's
the
reason
and
the
golden
ticket
so
I
know
that's
not
necessarily
super
helpful.
L
We
know
that
there's
lots
of
combinations
of
things
that
that
do
contribute
to
Dropout
rates
for
students
and
if
you
recall
how
Dropout
rates
are
figured
out
in
the
math,
they
check
all
the
way
back
to
middle
school,
so
they're,
not
just
our
high
school
students
they're,
also
our
middle
school
students.
So
that's
part
of
our
job
to
keep
kids
engaged
to
keep
providing
supports
all
the
way
along
the
way
so
that
they
don't
make
that
decision
and
unfortunately
it
did
go
up.
L
B
So
my
my
oh
did
you
have
a
follow-up
okay,
so
my
question
has
to
do
a
little
bit
with
middle
school,
because
I
think
we
know
the
struggling
kids
before
they
leave
Middle
School
and
so
when
they
get
to
high
school
when
they
get
in
grade
nine.
What
kinds
of
things
are
we
doing
and
I
know
I
know
Mr
gustafson's
doing
some
stuff
over
at
West,
and
maybe
you
could
share
I
was
doing
I
know
you
got
a
new
job.
Now
sorry.
M
If
they
need
them,
you
know
where
every
school
has
a
different
process,
but
that's
the
goal
is
to
make
sure
every
kid
that's
already
struggling
gets
help
as
soon
as
they
get
into
the
high
school
there's
a
lot
of
stuff
that
we're
doing
around
inclusive
practices
in
our
high
schools
now,
so
our
special
education
and
ell
kids
are
actually
benefiting
from
those
inclusive
practices.
In
addition
to
all
the
other
supports
that
we
give
them
throughout
the
days
yeah.
L
And
I
would
just
add
to
that
that
one
of
the
things
that
takes
place
at
the
middle
school
level
is
what
they
call
a
student
Worry
List,
where
Stu
teachers
are
really
looking
at
students
that
are
struggling,
identifying
them
trying
to
intervene
prior
to
that
transition.
But
if
that
intervention
has
not
been
completed
by
the
time
they
leave
Middle
School.
There
is
Transitional
professional
discussions
that
happen
between
counselors
at
the
high
school
level,
and
maybe
some
administrators
as
well,
so
that
those
kids
don't
get
lost
in
that
transition.
B
There
was
some
improvement,
though,
over
from
the
spring
of
2021,
for
Alaska
native
students,
so
that
that
population
of
I'm
concerned
for
that
population
of
students
and
I'm
just
wondering
what
kinds
of
interventions
do
you
do
you
do
we
have?
What
do
we
do
to
try
to
increase
that
and
I'm
sorry
I
didn't
send
that
question.
L
Well,
I
think
I'll
turn
it
over
to
Sven
here
in
a
second
to
talk
more,
he
has
done
that
work
very
directly
at
West.
L
One
of
the
big
things
that
we
do
is
partner
with
our
title:
six
Educators
in
the
district
to
really
provide
a
lot
of
supports
around
our
Alaska
native
students
that
include
after
school
activities
tutoring
during
the
day
and
a
variety
of
other
supports
that
are
in
addition
to
what
we
offer
all
students,
but
we
also
are
really
trying
to
increase
engagement
through
culturally
relevant
instruction
and
things
of
that
nature
so
that
they
really
connect
with
their
their
school
one
of
the
the
biggest
contributors
to
that
graduation
number
that
we've
found
over
time
is
attendance,
and
so
often
our
focus
with
many
of
our
Alaska
native
students
and
families
is
just
getting
to
school
every
day,
because
we
know
once
they're
in
school
that
we
we
can
get
them
across
that
stage.
L
So
if
we
can
just
get
them
there
we're
going
to
work
with
them,
and
so
those
are
all
little
things
that
we're
doing
I
will
say
somewhat
related
to
graduation
rate.
The
other
thing
that
we're
trying
to
do
is
increase
our
enrollment
in
our
Advanced
coursework,
as
well
through
equal
opportunity,
schools
which
I
think
we've
talked
about
before
with
the
board.
But
we
saw
a
three
percent
increase
in
our
AP
enrollment
for
our
Alaska
native
students
in
advanced
placement
and
IB
coursework
as
well.
L
M
In
addition
with
that
work,
each
of
our
kiddos
have
two
trusted
adults
that
they've
identified
that
usually
have
the
do,
have
conversations
with
them
to
try
to
get
them
into
those
upper
classes
because
a
lot
of
times
they
see
a
little
more
relevant
relevance
and
a
and
a
little
when
they
have
those
expectations.
And
another
thing
I
wanted
to
bring
up
about
specifically
with
our
Alaska
native
kiddos
is
at
the
high
school
level.
We,
those
of
us
that
have
big
populations
of
Alaska
native
kiddos.
M
We
actually
have
our
title:
six
coordinators,
Community,
counselors
and
they're,
working
with
us
hand
in
hand
working
with
families,
really
getting
those
kids
involved
with
the
things
cultural
items,
cultural
activities,
native
East,
Olympics.
We're
really
doing
a
big
push
to
make
sure
that
school
is
a
fun
place
for
them
and
a
place
that
they
feel
comfortable
and
safe
to
come
to,
and
we're
really
pushing
that
now
it
at
most
of
our
high
schools.
L
And
in
addition,
we
have
a
number
of
grants
that
specifically
work
with
our
Alaska
native
students
as
well
that
there's
a
specific
Grant
at
Central
that
helps
us
reduce
class
sizes
and
work
directly
with
that
student
population.
So
so
there's
a
there's
a
whole
variety
of
things
that
are
happening
in
in
that
area.
N
I
I
put
forth
ahead
of
time
either,
but
I'm
I'm,
looking
at
the
statistics
and-
and
you
may
not
be
able
to
answer
this
at
this
time-
I'm
looking
at
the
decrease
for
our
Asian
students,
black
students,
Hispanic
students,
native
Hawaiian,
Pacific,
Islander
students-
is
there
statistics
that
break
these
down
by
school,
so
we
can
see
potentially
maybe
identify
what
some
schools
are
doing
to
keep
particular
populations
more
engaged
than
others,
and
try
to
replicate
the
positives
to
to
try
to
increase
the
graduation
rates
and
career
and
life
Readiness
for
those
students
in
other
schools.
L
Sure,
through
the
president
to
member
Wilson,
we
do
have
that
data.
We
don't
share
it
publicly,
mostly
because
we
want
to
keep
some
confidentiality
around
individual
students.
Some
of
our
populations
at
individual
schools
get
so
small.
You
could
actually
identify
the
student
if
you,
if
you
put
that
out
publicly,
but
we
can
certainly
share
it
in
a
board
connect
because
we're
able
to
disaggregate
the
data
that
way.
N
And,
more
importantly,
for
me
is
to
find
ways
to
identify
what
schools
who
are
working
with
these
students
successfully
are
doing
to
keep
them
engaged
and
and
try
to
replicate
some
of
those
things
that
other
schools,
maybe
that
are
having
a
little
more
difficulty
keeping
those
students
engaged.
So
so,
for
me,
that's
the
most
important
part
of
that
question.
Sure.
L
O
Thank
you,
I
I,
look
at
some
of
this
in
perspective.
When
I
first
got
on
the
board
in
2008
I
remember
we
were
dropout
rate
somewhere
in
a
category
of
six
and
a
half
over
six
percent
and
graduation
rates
in
the
low
60
percent,
so
huge
difference.
But
there
were
several
things
that
took
place
there.
One
is
when
the
graduation,
when
the
dropout
rate
went
down,
staff
were
running
after
kids
to
keep
them
from
leaving
school.
O
They
were
doing
the
contact
and
we
did
a
better
job
of
monitoring
it
as
well
and
so
I
I.
First
of
all,
congratulate
the
staff
and
I
think
the
public
should
realize
that
that
these
things
just
don't
happen
in
a
vacuum.
There
were
three
predictors,
though,
of
of
kids.
That
would
have
problems
with
graduation
in
2016,
2017
time
frame.
I
believe,
and
that
was
one
attendance-
was
a
high
correlation
to
taking
algebra
in
ninth
grade.
That
was
a
correlation
and
the
third
one
was
the
cause.
L
O
The
other
thing
I
recall,
is
that,
as
dramatic
as
the
dropout
rate
came
down,
it
was
also
reported
that
about
half
of
the
people
dropping
out
dropped
out
the
year
before.
So
we
have
a
lot
of
recycling.
Kids
are
not
giving
up.
Just
that
have
dropped
out.
They
come
back
recruitment
with
staff,
encouragement
with
others
out
there,
and
at
least
they're
they're,
pushing
it
so
dropping
out
doesn't
mean
it's
forever
and
I
and
I
saw
that
report.
If
you
got
numbers
of
debt
pretty
accurate
today,
still
that
we
get
a
lot
of
coming
back,
we.
L
Do
we,
of
course,
there
are
always
kids
that
we
unfortunately
can't
get
to
come
back
to
us
and
and
a
lot
of
that
typically
centers
around
just
what's
going
on
in
their
life
and
and
their
ability
to
be
able
to
come
to
school
every
day,
but
we
do
try
very
hard
to
find
something.
That's
going
to
work
for
a
student.
L
If
it's
not
a
comprehensive
high
school,
we
have
lots
of
alternative
options
for
kids
and
we
try
to
steer
in
that
direction
and
we've
really
changed
our
philosophy
at
the
secondary
level,
since
those
60
percent
kind
of
graduation
rates
that
you
saw
in
about
10
years
ago,
where
we're
not
dropping
kids
because
they
have
10
absences
and
and
then
come
back
next
semester.
You
know
that
used
to
be
a
practice
in
the
secondary
high
school
realm.
We
don't
do
that
anymore.
We
are
very
Invitational.
L
O
I
think
just
for
the
public
standpoint,
there
were
so
many
options
out
there
for
students
that
are
having
problems
different
programs,
whether
it's
the
same
program,
whether
it
was
individuals
that
get
involved
with
legal
issues
to
behavioral
type
things
we
don't
just
drop
them
out,
there's
alternatives
for
them
and
I.
Think
that's
a
that's
one
of
the
things
I
like
about
ASD.
Is
that
commitment
to
for
not
dropping
the
ball
for
any
of
these
kids
always
give
them
some
option
out
there
I.
M
I
Yeah
the
so
this
data
wasn't
specifically
included
in
this
report,
but
I
went
back
to
kind
of
a
follow-up
report
that
the
board
received
a
year
ago,
and
it
relates
to
a
question.
I
asked
about
the
differences
between
our
male
students.
Our
female
students
and
we've
had
a
really
a
steady
discrepancy
between
our
female
students
and
our
male
students.
And
how
are
we
going
to
provide
better
support?
Are
we
going
to
provide
something
different
to
improve
the
graduation
rates
of
our
male
students
and
could.
M
I
think
that
one
of
the
things
that
will
find
as
we
go
through
the
CCO
work
and
implementing
career
academies
and
career
pathways
are
that
we
will
make
school
more
relevant
relevant
for
our
male
kids
and
I
think
that
that
will
help
our
graduation
rate.
It
makes
it
so
that
they
want
to
be
at
school.
They
see
a
reason
for
being
at
school
and
and
they'll
be
more
successful.
Yeah.
L
See
more
dropouts
yeah,
you
even
see
dropouts
in
Middle
School,
unfortunately,
so
I
think
there
there's
very
few
at
Middle
School.
So
that's
that's
not
the
norm,
but
you
generally
see
a
lot
of
dropouts.
L
They
they
tend
to
increase
as
the
grade
level
goes
up,
but
they
do
drop
out
at
every
grade
and
and,
like
I
said,
there's
no
one
indicator.
Usually
students
who
drop
out
have
lots
of
different
things
on
their
plate.
They
may
have
homelessness
as
an
as
an
issue.
They
may
have
trauma
at
home
that
they're
dealing
with
and
trying
to
navigate.
They
may
need
to
work
to
support
their
family.
There's
all
sorts
of
reasons
why
kids
do
choose
to
drop
out.
L
What
we
try
to
do
is
find
out
what
that
thing
is
the
barrier
and
find
a
program
that
works
so
for
a
lot
of
our
kids.
If
they
need
to
work,
we're
gonna
try
to
find
a
way
where
they
don't
have
to
be
at
school
all
day
and
they
they
can
still
have
that
employment,
but
still
complete
their
their
classes.
L
We
even
have
night
school
for
some
of
our
students
at
this
point,
so
we
can
keep
them
in
school
and
they
can
work
during
the
day,
so
so
we're
trying
to
get
really
creative
like
that
and
expand
those
options
for
kids.
You
know,
despite
our
budget
situation,
we
want
to
keep
all
the
kids
we
can
and
get
them
across
that
stage.
We
know
that's
a
huge
milestone
and
a
huge
predictor
of
success
for
our
kids.
B
Any
correlation
between-
and
you
may
have
answered
this
a
little
bit
discipline
I
mean.
Is
it
it's
not
the
worst
behaving
kids
that
are
dropping
out
not.
L
Necessarily
it
can
be,
but
typically
discipline
stems
from
other
things
going
on
in
a
student's
life,
not
always,
but
a
lot
of
the
time.
So
you
do
see
some
correlation,
but
it's
not
the
only
reason.
M
Well,
they'll,
do
it
just
like
just
like
they
look
and
see
where
the
pockets
are,
that
they
need
to
be
working
with
when
they're,
making
their
goals
for
supporting
kids-
and
you
know
just
like
we
do
here
with
each
of
our
different
areas.
That's
what
each
school
is
doing
and
that's
when
that's
what
leadership
team
at
each
school
would
be
doing.
L
And
this
is
data
that
actually,
when,
when
we
started
working
on
our
new
strategic
plan
around
College
and
Career
life,
this
is
data
that
we
talked
about
as
a
high
school
group.
It's
also
data
that
we
looked
at
here
in
the
administration
building,
so
that
we
could
really
recommend
a
good
plan
to
the
to
the
board.
Moving
forward
around
that
strategic
plan.
L
There
are
significant
things
in
here
that
I
think
we
can
improve,
but
I
also
know.
We've
made
it
a
long
way
in
our
community,
as
as
member
Higgins
mentioned
just
10,
10
or
20
years
ago
we
were
looking
at
60
percent,
graduation
I
I
think
when
I
first
came
to
high
school,
we
were
even
at
like
58
or
59
graduation
rate
in
the
Anchorage
School
District.
So
we've
made
tremendous
growth.
L
We
still
have
tremendous
growth
to
go
so,
but
that
strategic
plan
was
really
developed
with
this
data,
amongst
others,
and
schools
themselves
are
having
those
conversations
as
well.
I
actually
have
shared
the
data
with
every
High
School
principal
just
a
couple
of
weeks
ago,
when
we
got
the
information
back
from
the
state.
Around
2022
graduation
rates
will
continue
to
use
that
data
as
we
we
plan
and
look
at
things,
and
they
will
at
the
school
level
as
well.
L
So
that
was
a
barrier
for
kids
honestly
in
terms
of
graduation,
there
were
kids
that
would
pass
their
classes
but
for
whatever
reason
had
a
hard
time
on
a
test,
and-
and
you
see
that
as
an
educator
just
in
the
classroom
honestly
like
there
are
kids
who
are
very
capable,
but
for
whatever
reason
don't
perform
on
the
exam,
whether
it's
anxiety
or
or
other
things
that
are
going
on,
and
so
that
that
graduation
exam
was
a
barrier
for
kids.
We
did
see
our
graduations
rates
bump
up
a
little
bit
after
after
that
exam
was
eliminated.
L
A
N
Yes,
remember
we'll
just
just
to
comment,
not
a
question.
I,
look
forward
to
hearing
more
about
all
of
the
different
implementations
that
you
guys
are
working
on
to
make
things
more
relevant
for
our
students
and
bring
them
to
be
more
career
and
life
ready,
so
I'm
excited
about
those
future
conversations.
Thank
you
for
that
work.
B
Thank
you
all
right,
so
it
looks
like
we
are.
Coming,
don't
go
yet,
though
this
is
the
last
part
anyhow
questions:
how
are
we
going
to
get
kids
from
I?
Don't
know
any
any
other
questions
from
the
panel.
If
not
we
can
move
on,
but
I
do
want
to
thank
you
guys
for
for
the
information
Dr
Bryant
Dr
Johnson
Mr
Gustafson,
Miss
moffatt.
Thank
you
all
right,
foreign.
B
B
B
So
this
brings
us
to
our
public
comments
and,
since
you
guys
are
still
hanging
around
I
will
go
through
my
speech.
B
So
we'd
like
to
welcome
you
to
the
first
of
two
opportunities
to
provide
public
comment
to
the
board.
We
do
an
hour
in
the
beginning
of
our
meeting,
which
is
now
and
then
we'll
do
an
hour
at
the
end
of
our
meeting,
which
is,
after
all
of
our
business,
has
been
taken
care
of
so
we'd
like
to
welcome
you
again
during
public
comment
board
members
will
not
answer
questions
or
engage
in
discussion
with
members
of
the
public.
It
is
a
Public's
time
to
speak
and
the
board's
time
to
listen.
B
B
P
P
P
P
Good
evening
my
name
is
Murphy
Kimball
I'm,
a
student
in
the
11th
grade,
and
my
teacher
is
the
district
Hess.
The
Russian
program
is
very
important
to
me
and
I
have
a
sister
in
sixth
grade.
She
loves
Russian
as
much
as
I
do
and
can't
say,
bye
and
watch
her
future
opportunities
taken
from
her.
This
program
is
the
first
Russian
program
in
the
United,
States
and
I.
Think
that
closing
this
program
is
useless
and
takes
away
opportunities
from
students.
Also,
it
will
not
save
much
money
for
the
administration
today.
P
Q
Q
Q
Q
Q
R
We
are
here
to
testify,
on
behalf
of
the
Chinese
immersion
program,
at
baggage,
Middle
School
6th
grade.
The
program
has
offered
us
many
exciting
experiences
and
unique
opportunities.
The
immersion
program
not
only
brings
our
school
together,
but
also
Bridges
Chinese
culture
into
the
Anchorage
community
and
connects
us
with
the
people
of
China.
Without
the
Chinese
program,
we
would
not
have
met
any
of
our
Wonderful
Chinese
Teachers
that
left
their
homes
to
teach
us
their
culture
and
language.
R
We
also
have
the
opportunity
to
share
the
Chinese
culture
and
traditions
with
others,
as
well
as
learning
them
ourselves.
Learning
about
diversity
in
different
people
around
the
world
opens
your
mind
to
the
ways
others
think
others
think
and
feel.
Instead
of
just
acknowledging
them,
you
get
a
chance
to
fully
understand
their
culture.
Being
bilingual
offers
many
opportunities
for
success
in
the
future.
R
For
instance,
you
can
be
a
translator,
work
in
China
or
be
a
bilingual
teacher
learning
more
than
one
language
helps
you
to
appreciate
all
the
diverse
and
intricate
Connections
in
communities,
not
only
where
you
live,
but
everywhere
around
the
world,
as
well
as
opening
new
learning
possibilities
and
widening
your
view
of
the
world.
Thank.
S
S
T
T
I'd
like
to
tell
you
what
being
in
the
Spanish
Immersion
program
has
done
for
me,
and
this
is
about
the
transition
from
elementary
to
Middle,
School
overall
I.
Remember
it
being
a
very
anxious
experience.
I've
always
had
anxiety,
especially
when
it
comes
to
meeting
new
people
and
making
new
friends.
So
you
can
probably
imagine
what
entering
middle
school
is
like
a
whole
new
big,
build
in
seven
classes
with
people
I
never
met
before
people
that
I
hadn't
grown
up.
T
I
implore
the
school
board
to
reject
the
motion
to
discontinue
the
immersion
programs
in
the
ASD
and
to
consider
this
one
thing:
I
want
you
to
reflect
on
this
speech
and
all
the
speeches
you
will
hear
from
students
and
staff
tonight
and
I
hope.
You
realize
that
you're
not
just
cutting
a
program,
you're
cutting
a
family.
Thank
you.
B
U
and
I'm
sure
many
other
people
will
talk
about
many
of
the
benefits
being
a
bilingual
gives
you,
however,
I
would
like
to
talk
about
how
it
has
helped
me
since
I
graduated
from
West
a
couple
years
ago
in
my
professional
experience,
I've
been
able
to
use
Spanish
to
translate
for
a
patient
my
current
employment
at
a
physical
therapy
clinic
to
make
sure
that
they
get
the
care
that
they
require,
and
I
only
would
have
been
able
to
do
that
because
of
the
immersion
program
and
with
Anchorage
and
the
whole
country
becoming
extremely
diverse
and
is
important
that
students
coming
out
of
high
school
have
more
than
just
an
average
proficiency
of
a
second
language
as
they
can
and
most
likely,
we
will
use
it
in
whatever
career
they
pursue
like
I
have,
and
not
only
has
the
immersion
program
helped
me
professionally.
U
I've
also
had
friends
from
the
emergent
program
go
abroad
to
Argentina,
Costa,
Rica
and
Puerto
Rico,
where
they
not
only
establish
professional
connections
that
they
can
use
down.
The
line,
but
they've
also
been
able
to
experience
a
living
there
in
a
way
that
you
couldn't
do
without
having
the
previous
knowledge
being
fluent
The
Internship
programs
here
in
Anchorage,
not
only
teach
you
the
language,
but
they
help
you
prepare
for
whatever
comes
next
in
life.
Thank
you.
Q
Q
V
Good
evening
my
name
is
Harper
wigram
I
go
to
Sand,
Lake,
Elementary,
School
and
I'm,
a
third
grader
in
the
Japanese
immersion
program.
My
brother
is
a
first
grader
in
the
immersion
program.
My
mom,
that's
me
attended
Sand,
Lake,
Elementary
and
graduated
from
the
program
a
long
time
ago.
She
is
old.
My
second
grade
teacher
Kono
Sensei,
who
is
also
here
tonight,
even
was
my
mother's
teacher,
which
is
pretty
cool,
I
loved
the
Japanese
program
and
want
to
graduate
and
wear
the
same
immersion
cords
that
my
mother
did.
V
W
V
Wish
is
that
I
can
also
gift
my
daughter,
my
core,
that
I
got
in
2005
to
my
daughter,
so
hope
for
the
continuation
of
the
program.
Thank.
B
So
we
have
Fiona.
B
B
Let's
try
Isis.
X
X
Firstly,
I
wanted
to
thank
the
school
district
for
having
this
program
and
giving
me
the
opportunity
to
benefit
from
a
bilingual
education
because
of
this
I
noticed
that
there
are
more
doors
open
to
me
than
the
average
student
and
I
didn't
know
that
my
freshman
year
I've
learned
that
I've
learned
all
my
morals
from
this
program.
I've
learned
how
to
be
responsible
how
to
take
how
to
talk
to
different
people
in
the
work
ethic.
It
takes
to
succeed.
This
program,
Japanese
has
taught
me
to
taught
me
to
push
through
difficulties
and
setbacks.
X
It
gives
me
confidence
in
my
own
capabilities
being
a
black
tomorrow
and
Puerto
Rican
speaking
Japanese
has
made
me
feel
like
a
global
citizen.
I
can
go
out
into
the
world
and
make
positive
connections
with
anyone
I
meet.
That's
why
I
feel
so
strongly
about
this
community
and
I
need
to
defend
it.
I
want
my
younger
siblings
to
have
the
same
opportunities
challenges
and
pride
that
I've
experienced
throughout
this
program.
X
B
You
very
much
Mia
parish
and
Catherine
Mark.
Well,
let's
do
we'll
do
mia,
because
I
think
Catherine's
got
a
couple
of
there's
several
of
them
coming
up
together.
Y
Thank
you
for
hearing
from
our
emergent
families.
Today
my
name
is
Mia
parish
and
I'm,
a
sophomore
at
West
High
School
school.
When
I
was
five
years
old,
my
parents
told
me
they
signed
me
up
for
the
Russian
immersion
program,
because
knowing
a
second
language
would
open
up
many
opportunities
for
me.
Y
Y
We
have
many
family
and
friends
who
are
bilingual
and
I
thought
that
it
was
cool
that
one
day
I
would
be
too
being
bilingual
was
also
a
promise
made
to
me
by
the
Anchorage
School
District
that,
if
I
entered
the
program
and
worked
hard,
I
would
be
fluent
when
I
graduated
I
really
hope.
That's
not
a
broken
promise.
Y
Y
I
know
that
speaking
Russian
fluently
offers
many
opportunities
from
an
internship
at
the
NSA
on
jber
to
college
scholarships
and
eventually
for
my
career.
It
sets
me
apart
in
a
competitive
world,
but
if
the
program
is
cut
making
this
my
last
year,
learning
Russian
I
know
the
language
will
slip
away,
especially
from
the
many
students
in
this
program.
Y
Z
So,
first
of
all,
Catherine
Morris
is
currently
in
the
ER
because
she's
six
so
we're
sitting
in
for
her.
Even
if
the
issue
is
supposedly
safe
for
the
year.
Immersion
programs
are
too
important
to
lose.
I'm
Anna
Popovich,
a
sophomore
at
service,
high
school
and
part
of
the
rilco
immersion
program.
I've
been
learning
German
for
11
years,
and
here's
how
it's
going
as
an
8th,
grader
I've
passed
the
dsd1,
a
B1
or
Internet
level
or
intermediate
level
test.
Z
So
by
taking
away
this
program,
you're,
basically
scrapping
my
entire
planned
future
and
for
what
a
bit
of
money
that
won't
add
up
to
the
amount
that
we
and
at
least
the
next
five
years
of
immersion
kids,
will
have
to
give
up
for
opportunities
that
we
were
promised.
It
took
five
years
for
us
to
be
allowed
to
take
the
dsd2
test
by
the
German
government.
Z
A
E
Q
Dear
School
Board,
we
are
writing
just
thank
you
for
continuing
our
yupik
immersion
program
so
that
it
will
proceed
at
College
gate
as
well
as
move
into
Middle
School
in
the
high
school
years.
The
you
pick
program
is
important
to
me
because
it's
good
to
learn
about
local
cultures
and
their
languages.
I
am
a
non-native
student
that
has
been
in
the
program.
The
last
three
years
and
nine
years
old
I
can
speak
to
my
teachers
and
classmates
in
yupik.
Read
duplicate
as
well
as
translate
for
others.
I
can
even
perform.
You
pick
dances.
Q
Imagine
what
more
my
classmates
and
I
could
do
in
the
Alaskan
communities
and
Villages.
If
this
program
were
to
continue
through
12th
grade,
imagine
what
other
students
and
other
emails
and
programs
could
accomplish.
So
their
programs
continue
through
12th
grade.
It
will
be
a
huge
benefit
to
my
peers
and
me
to
continue
growing
in
our
studies
in
these
languages,
not
just
in
these
early
years
of
schooling
but
beyond.
Q
Q
AA
Hi,
my
name
is
Ileana
Rivera
I'm,
a
junior
at
West,
Anchorage,
high
school
and
I've,
been
in
the
Spanish
Immersion
program
for
the
past
11
and
a
half
years.
Immersion
is
so
much
more
than
just
a
language
program,
and
my
parents
knew
that
when
they
enrolled
me
at
Government
Hill
a
year
after
we
moved
to
the
U.S.
Neither
of
my
parents
is
a
native
English
speaker.
My
dad
is
Puerto
Rican
and
he
served
in
the
military
for
the
first
10
years
of
my
life.
AA
AA
My
dad
always
told
my
brother
and
I
that
language
is
open
doors.
He
wanted
to
ensure
that
we
learned
Spanish,
not
just
because
it
was
his
native
language,
but
because
of
the
opportunities
he
knew
that
this
could
provide
us
in
the
future.
When
he
was
deployed
for
two
years.
The
community
that
surrounded
me
at
Government
Hill
helped
me
feel
connected
to
my
cultural
heritage
and
language
when
it
was
difficult
for
me
to
do
so
at
home.
AA
The
bond
that
I
feel
for
the
students
that
I
grew
up
in
immersion
with
is
like
no
other.
We
were
practically
raised
each
other
to
the
point
where
we
consider
each
other
family
I
mean
what
other
programs
can
you
say
does
that
immersion
programs
don't
just
teach
you
languages,
it
creates
students
with
diverse
cultural
knowledge,
community
members
and,
most
importantly,
good-hearted
people
who
care
for
each
other.
AA
When
my
class
and
I
found
out
that
the
Spanish
Immersion
might
be
getting
cut,
we
brought
devastated
not
just
because
we
like
the
program,
but
because
we
were
promised
the
Seal
of
by
literacy
on
our
diploma
since
day
one
our
parents
have
been
making
sacrifices
to
keep
us
in
this
program
and
if
that's
taken
away,
then
all
of
their
efforts
will
be
in
vain.
This
program
is
so
unique
and
valuable.
It
would
be
a
shame
not
to
have
it
anymore.
Immersion
isn't
just
the
class,
it's
a
family.
Thank
you.
Thank.
B
You
very
much
Ray
Huff.
Q
Q
Q
Going
past
sixth
grade,
this
is
important,
because
not
only
do
other
immersion
programs
get
to
run
into
eighth
grade,
which
is
unfair,
but
eubic
is
a
language
that
alaskans
have
been
speaking
for
thousands
of
years,
I'm
going
to
speak
the
language
that
my
answers
is.
My
ancestors
have
spoken
and
learning
the
Traditions
that
my
ancestors
performed
I'm
bonding
with
my
teachers
and
connecting
to
my
Heritage
I,
believe
that
something
as
amazing
as
this
should
be
taught
past
sixth
grade
and
is
worthy
of
12
plus
kindergarten
years
of
being
taught
rather
than
just
seven,
including
kindergarten.
E
Q
Q
My
mom
is
Cheryl
Sherman,
my
dad
is
Brian
Pratt.
My
mom
is
from
chicken.
My
dad
is
from
Mountain
Village,
dear
School,
Board
I'm
in
the
third
grade,
I've
been
in
the
yupergirl
Martian
since
kindergarten.
My
language
is
important
to
me.
I,
don't
want
to
forget
my
language.
I
will
continue.
Learning
so
I
could
speak
fluently
and
speak
cubic
to
my
great
grandma.
A
Q
Q
I
am
fluent
in
two
languages,
because
we're
not
our
elementary
and
middle
school
immersion
years
provides
a
foundation
of
our
language
that
we
have
the
opportunity
to
perfect
in
the
final
years
of
our
program.
Cutting
the
high
school
program
is
a
detriment
to
our
education
and
a
slap
in
the
face
to
the
years
we
have
put
in
already.
If
you
cut
the
program,
it
is
a
possibility
that
we
forget
how
to
speak
the
language
we
were
taught.
Q
It
will
be
like
those
nine
years
never
happened,
although
elect
all
those
electives
will
go
without
the
extra
homework
we've
endured.
All
the
things
that
we
accepted.
When
joining
this
program,
it
would
all
be
for
nothing.
You
would
just
be
you'll
just
be
wasting
our
hard
work.
The
immersion
program
has
opened
many
doors
for
students,
I
pictured
these
doors
at
the
age
of
four.
When
I
embarked
upon
this
program,
we
immersion
program
students
have
been
working
hard
towards
a
once
in
a
lifetime
opportunity.
Please
don't
take
it
away
from
us.
AB
Q
Q
Once
there
was
a
three-year-old
girl
who
did
not
know
how
to
talk.
She
attended
special,
ed
preschool
because
only
five
percent
of
her
speech
recipe
was
able
to
be
understood
every
summer.
She
walked
on
her
speech
to
the
point
of
tears,
but
her
music
teacher
pushed
her
to
sing.
She
was
empowered
to
sing,
even
though
no
one
could
understand
what
she
was
said
and
some
even
laughed
at
her
because
of
how
she
sounded,
but
her
music
teacher
pushed
her
to
sing
and
so
painfully
born.
Q
Let's
start
pushed
her
this
thing
she
worked
on
her
speech,
mostly
flipped,
through
music
practicing
speech
exercises
with
her
dad
was
painfully
born
and
annoyed,
but
with
singing
she
learned
to
express
Her
speech.
Three
years
later,
she
graduated
from
speech
class
and
no
longer
needed
IEP
for
speech.
Q
He
also
talks
about
fundraising
to
travel
to
Disneyland
in
Hawaii
with
his
music
programs.
I
am
looking
forward
to
that
program,
but
I
don't
see
this
it
happening
if
the
music
programs
are
halting
before
middle
school,
for
example,
my
dad's
cousins
in
Michigan
started
preparing
for
marching
band
and
fourth
and
fifth
grade
while
acreage
School
District
starts
in
sixth
grade.
So
if
we
want
to
remain
competitive
and
to
give
everyone
the
opportunity
to
learn
an
instrument,
we
need
to
keep
sixth
grade
band
and
Orchestra
before
kids
become
seventh
graders
with
too
many
distractions.
Q
To
focus
on
music.
I
would
like
to
ask
the
school
board
one
last
question:
if
you
will
move
Bandon
Orchestra
from
2006th
graders,
what
would
fulfill
our
mission
to
educate
all
students
for
life
better
than
Sonic
Boom?
Lastly,
I
want
to
ask
the
audience
one
more
question:
please
stand
if
you
became
successful
in
life
because
abandoned
orchestra,
music,
education.
Q
My
name
is:
I
am
in
the
Japanese
immersion
program
at
Sand,
Lake
Elementary,
School
I've
been
in
the
program
for
five
years
I'm
here,
because
I
want
the
program
to
continue
to
high
school.
This
program
teaches
me
a
different
language,
respect
and
I
learn
about
Japanese
culture.
This
is
very
important
to
me
because
I
want
to
get
a
good
job
when
I
grow
up
I've
asked
kindergarten
as
the
sixth
graders,
what
they
wanted
to
do,
how
long
they
plan
to
be
in
the
immersion
program.
They
all
told
me
they
wanna.
Q
Q
To
be
able
to
communicate
with
Japanese
tourists
in
the
summer
when
I
am
out
camping
with
my
family
or
whenever
I
go
on
vacation
with
my
family,
two
letters,
two
other
states,
I
love,
learning,
Japanese
and
even
though
it
is
hard,
it
gives
me
a
challenge
and
I
know
it
would
help
me
when
I'm
older
I
also
enjoy
learning
about
different
customs
and
cultures
to
connect
and
help
people
I
participate
in
Taiko
drumming,
which
is
part
of
Japanese
culture,
and
teaches
me
about
music
and
commitment.
Please
keep
the
Japanese
program
alive.
AC
AD
AD
I
am
here
today
to
implore
you
to
not
shut
down
the
language
immersion
programs
ever
Studies
have
shown
that
being
bilingual
is
highly
beneficial
to
a
child's
brain
students
who
are
bilingual,
consistently
score
higher
in
standardized
tests
than
students
who
are
not
bilingual,
as
well
as
showing
higher
levels
of
empathy
and
increased
attention
spans.
We
are
extremely
grateful
for
your
decision
to
keep
the
immersion
programs
for
at
least
another
year.
However,
the
issue
does
not
end
here.
AD
The
school
district
is
still
in
debt,
so
what
programs
will
be
cut
and
where
will
you
stop?
If
you
were
to
cut
every
single
special
program
in
the
school
district,
would
you
save
68
million
dollars
and
how
hard
have
you
tried
to
get
more
funding
from
the
state?
These
aren't
questions
that
I
expect
answers
to,
but
I
believe
you
should
think
very
hard
before
making
any
final
decisions.
Let's
take
me,
for
example,
I'm
in
jazz
band,
Russian,
immersion,
three
West
Sports,
AP
classes
and
I'm
planning
on
entering
the
international
Baccalaureate
program.
AD
My
junior
year,
if
the
school
district
would
cut
all
of
these
programs,
I
would
be
left
with
next
to
nothing.
Why
would
I
want
to
stay
in
the
Anchorage
School
District,
with
no
special
programs,
sports
or
extracurriculars?
If
you
cut
all
of
these
programs,
families
would
have
no
reason
to
stay
in
the
school
district
and
many
would
pull
their
kids
and
send
them
to
private
schools
or
maybe
even
leave
the
state
from
what
I
have
heard,
cutting
all
high
school
language.
AD
Immersion
programs
district-wide
will
only
save
two
million
dollars
out
of
the
68
million
dollar
deficit.
The
damage
that
cutting
these
programs
will
do
to
the
students
and
families
involved.
Far
away
is
the
very
small
percentage
of
money
saved
rather
than
cutting
any
programs.
The
School
Board
needs
to
look
for
a
solution.
For
example,
a
family
friend
who
works
for
the
school
district
inform
my
family
that
the
total
budget
shortfall
is
around
a
thousand
dollars
per
student
annually.
They
could
pull
this
money
from
each
student's,
Permanent
Fund
dividend
check.
AD
The
fact
is,
the
state
of
Alaska
has
the
money
to
pay
for
our
schools.
They
just
don't
want
to
spend
the
money
on
education
so
instead
of
cutting
every
special
program,
including
many
programs
that
make
the
school
district
unique
and
appealing
to
families
across
the
city,
the
School
Board
needs
to
fight
harder
for
the
huge
Community
you
represent.
You
need
to
ask
the
state
for
more
funding
and
refuse
to
back
down
until
they
fund
our
schools.
We,
the
students,
are
the
future
of
Alaska
and
we
deserve
a
well-rounded
education
filled
with
opportunities.
AD
When
the
Anchorage
School
District
created
each
special
program,
they
were
making
a
commitment
to
enriching
the
lives
of
ASD
students
by
by
cutting
programs.
The
school
board
is
telling
the
students
that
our
futures
aren't
worth
fighting
for
the
time
to
act
is
now
and
I
implore.
You
members
of
the
Anchorage
School
District
School
Board,
to
make
the
decision
that
benefits,
not
the
politicians
in
office,
but
the
students
of
Anchorage
and
the
future
of
our
state.
Thank
you
and
specipa.
AE
AE
AF
My
name
is
jasmineke
Jackson
and
I'm,
a
seventh
grader
at
Romig,
Middle
School.
My
cousin
speaks
three
languages
and
is
currently
learning
her
fourth
language,
fourth
and
fifth
language
in
college.
In
elementary
school
she
learned
Serbian,
English
and
French.
This
was
a
public
school
in
Serbia
that
had
shifts
between
students
in
morning
and
afternoon
sessions,
because
there
wasn't
enough
room
in
classrooms
to
accommodate
all
the
students,
but
they
made
it
work
because
they
value
language
and
culture.
AF
I
want
to
be
like
my
cousin,
my
parents
enrolled
me
in
the
Russian
immersion
program
so
that
I
could
learn
and
understand
a
second
language.
My
parents
have
made
sacrifices
to
drive
me
to
school
for
eight
years
since
our
neighborhood
school
didn't
provide
a
second
language.
This
year
would
have
been
the
first
year.
Busing
was
provided,
and
we
all
know
what
happened
with
that.
I
was
looking
forward
to
the
opportunities
the
Russian
immersion
program
was
going
to
provide
me
a
middle
and
high
school.
AF
Now,
I'm
not
sure
what
to
look
forward
to
all
the
friends
that
I've
made
these
last
eight
years
risk
of
being
ripped
apart,
because
the
Anchorage
School
District
doesn't
see
the
value
of
keeping
us
together.
The
Anchorage
School
District
made
promises
to
us
since
kindergarten
kindergarten
about
what
we
could
expect.
If
we
stayed
committed
to
the
program,
my
faith
and
trust
has
been
lost,
because
now
these
promises
seem
empty,
I
feel
as
if
they
don't
believe
we
are
worth
the
investment,
but
we
are
with
Tia's
effects
the
investment,
because
we
are
your
future.
Thank
you.
B
Next,
we
have
looks
like
britty,
piscoya
and
Toro
Peterson.
Q
Q
Here
are
a
few
reasons
why
you
shouldn't
cut
the
immersion
programs
reason
why
it
can
help
with
careers
down
the
line
set
and
my
sister
she
just
graduated
last
year,
and
because
she
has
her
seal
of
bi
literacy.
She
was
bumped
up
and.
Q
Q
AG
Good
evening
my
name
is
toro.
Peterson
I
will
be
testifying
against
cutting
the
ignite
program
and
the
immersion
programs.
As
a
gift
and
student
myself,
I
was
often
sitting
in
the
classroom
having
nothing
to
do.
The
teachers
do
not
have
much
time
to
help
us
individually
as
they
need
to
focus
on
the
kids
who
need
help
learning
the
material
which
is
fine
and
important,
but
we
deserve
the
respect
and
the
chance
to
grow
that
our
classmates
have
so
ignite
was
a
huge
help.
AG
It
was
a
time
where
I
could
interact
with
my
peers,
who
were
at
my
level
and
where
I
constantly
felt
challenged.
I
believe
that
students
need
to
be
challenged
constantly,
so
they
can
learn
and
grow
more
next.
The
immersion
programs
here
have
been
recognized
nationally
and
have
inspired
other
similar
programs
across
the
country.
They
are
a
major
reason
that
the
district
keeps
students
lots
of
people
stay
for
the
for
the
program
at
Mears,
Middle
School,
75
percent
of
the
students
who
are
in
immersion
are
on
the
honorable.
AG
Lots
of
them
are
in
advanced
classes
in
the
immersion
program.
Not
only
helps
them
flourish
in
immersion,
but
also
in
other
classes.
There
are
many
academic
reasons
that
the
immersion
program
should
not
be
cut.
Additionally,
there
are
also
many
less
academic
reasons,
such
as
deeper
Bonds
in
elementary
school
and
now
Middle
School
I
have
seen
not
some,
but
all
of
the
friendships
that
were
made
in
elementary
school
through
the
immersion
program
are
still
flourishing.
Most
of
us
have
been
together
all
through
Elementary
School
and
will
continue
to
be
together
in
middle
school
and
high
school.
AG
Lastly,
logically
thinking
cutting
the
Japanese
immersion
program
in
high
school
would
be
a
waste
of
an
amazing
opportunity
that
students
are
given.
Besides
the
cost
of
a
normal
student,
the
Japanese
immersion
program
in
high
school
costs
ASD
nothing
extra.
It
is
completely
supported
by
voluntary
organizations
such
as
Timon,
okay,
speaking
of
Education,
which
is
what
ASD
should
value.
Cutting
this
program
would
simply
take
away
a
special
education
that
has
helped
and
continues
to
help
students
in
so
many
ways.
AG
AH
AI
AI
AI
How
many
of
you
are
able
to
recognize
the
ability
that
it
gives
you,
and
if
you
can't,
then
you
should
not
be
making
these
decisions
about
these
programs.
The
feelings
of
dysphoria
you
have
caused
by
even
putting
immersion
programs
on
the
table
has
caused
immense
stress,
fear
and
overall
unwellness
to
all
students.
These
programs
are
a
sanctuary
that
students
rely
on
at
school
and
helps
us
get
to
school.
AI
Another
reason
that
these
programs
should
not
be
cut
is
that
Alaska
schools
school
system
is
already
ranked
49th
in
the
country.
When
you
drop
these
programs-
and
you
realize
the
fact
that
our
test
scores
are
higher
than
our
counterparts
who
do
not
speak
a
foreign
language.
Where
do
you
think
our
school
ranking
will
go?
If
we
count
the
territories,
we
are
actually
the
50th
school
system
in
the
entire
United
States.
AI
B
Q
So
one
of
the
biggest
reasons
why
I
like
Chinese
immersion
is
because
I've
learned
so
much
Chinese
over
the
years
and
I
really
would
like
to
continue
Chinese
immersion
in
in
middle
school,
because
I
don't
want
to
lose
all
my
progress
and
I.
Don't
think
anyone
else
who
get
is
to
go
to
an
immersion
program
wants
to
either
Predator
woman
and
you
guys
and
changing.
AJ
Came
here
tonight
to
give
you
a
testimony
and
then
I
found
out
that
you
are
saving
our
program,
but
I
would
just
like
you
to
ask
I'd
like
to
ask
you
not
to
consider
cutting
it
in
the
future,
because
if
you
look
at
this
entire
room,
full
of
people
full
of
kids
coming
out
to
support
this
program
that
they
care
about.
I,
think
that
this
shows
that
this
is
something
the
kids
want.
AJ
I
mean
school
is
for
kids
right,
that's
why
we
have
it
to
prepare
them
for
their
lives,
so
they
should
have
a
choice
and
I
think
they're,
choosing
immersion.
So
I
would
like
you
to
consider
not
cutting
it
again
in
the
future
when
it
comes
up
next
year
and
I'd
like
to
thank
you
for
saving
it
this
year,.
B
AL
AL
AK
B
B
B
B
B
It's
moved
in
second
to
approve
the
consent
agenda
as
presented,
and
we
will
have
to
do
a
Voice
vote
since
we're
not
all
in
the
boardroom
and
those
items
are
voting.
We're
voting
on
consent,
agenda
items,
October,
8,
meeting
minutes
memorandum,
memorandum,
numbers,
52,
56,
58,
59.,
50,
61,
63,
64
and
80..
J
N
AK
B
And
that
motion
passes
unanimously.
Thank
you
item
F.
We
have
no
action
items.
Next,
we
have
non-action
items.
Would
anyone
like
to
pull
or
discuss
any
non-action
item?
They
will
be
back
before
you
at
our
next
meeting.
B
B
AM
I've
been
teaching
in
ASD
for
18
years
for
the
last
16
years,
I've
been
a
teacher
at
clat
I'm
here
tonight
to
speak
some
truths.
Cloud
Elementary
is
at
a
92
capacity.
The
building
is
structurally
sound
and
all
students
will
still
require
busing.
The
building
is
not
being
closed,
but
repurposed
all
staff
will
still
be
getting
paid.
So
what
is
the
real
savings
amount?
What
is
the
real
reason?
Klatt
is
one
of
the
six
schools
truth.
We
have
not
been
provided
a
full
report
by
demographer
Shannon
Bingham.
AM
What
is
the
plan
for
our
Cloud
SLC
students?
As
of
yesterday?
There
was
nothing.
It's
been
said
that
staff
will
follow
students,
but
there
is
no
guarantee
for
our
SLC
students
that
this
will
occur.
The
amount
of
trauma
that
operating
these
SLC
kiddos
to
unfamiliar
schools,
surrounded
with
unfamiliar
people,
could
potentially
be
detrimental
to
the
growth
they
have
acquired
at
clad
again.
AM
In
reality,
you
cannot
tell
our
families
that
the
staff
will
follow
the
students
Jim
Anderson
Chief
Financial
Officer
stated
that
the
district
was
intentional
about
helping
students
who
live
in
Diamond
Estates
and
that
they
were
the
one
of
the
most
disenfranchised
groups
of
students.
In
reality,
class
staff
have
advocated
for
these
families.
Cloud
staff
has
taken
supplies
to
their
doorsteps.
Cloud
staff
has
found
Transportation
over
the
years
and
activities
to
and
from
our
school
class
staff
has
gone
door
to
door
to
help
families
get
registered.
AM
Cloud
staff
has
asked
families
what's
best
for
them,
truth
that
is
intentional
and
helpful.
Cloud
families
at
Diamond
Estates
have
voiced
that
they
want
to
stay
at
clat.
When
is
the
last
time
that
the
district
has
reached
out
to
the
staff
that
are
in
the
schools
every
day
and
asked
what
could
be
done
to
be
more
efficient
truth?
AM
Never
if
we
have
needed
to
really
tighten
things
up
over
the
years
financially,
why
are
we
flying
up
40
plus
consultants
for
a
full
day,
Math
training,
rather
than
utilizing
our
own
experts
in
the
district
or
better,
yet
collaborate
with
our
grade
level?
Colleagues
in
other
schools
around
the
district
I
seem
to
recall
that
a
main
goal
of
the
district
this
year
was
to
figure
out
how
to
both
entice
and
retain
employees.
The
way
that
staff
students
and
families
are
being
treated
seems
completely
contradictory
to
that
goal.
AM
AM
Asd
needs
to
stop
telling
the
public
that
the
staff
will
follow
the
students
to
the
schools.
They
will
be
moved
to
no
staff
members
have
seen
or
heard
what
their
options
are
and,
realistically
not
all
staff
will
be
needed
at
both
schools.
This
is
not
a
guarantee
and
families
need
to
know
the
truth
before
finalizing
a
decision
that
will
impact
the
children
and
families
at
a
school
with
92
percent
capacity.
We
trust
that
you
will
learn
all
truths
outside
the
numerical
reports
that
have
lacked
transparency
to
a
tax
payment
community.
AK
AK
Thank
you
for
persevering
for
preserving
these
vital
programs
this
year
and
into
the
future,
but
geez.
If
this
whole
idea
to
completely
scrap
the
high
school
immersion
programs
really
was
solely
fiscally
motivated
and
the
only
way
the
immersion
programs
possibly
cost.
The
district
more
is
due
to
smaller,
slightly
smaller
class
sizes.
Then
next
time
please
just
come
through
us
and
say:
hey:
how
could
we
add
another
five
or
six
kids
into
your
class?
AK
So,
while
I
would
like
to
wax
on
about
how
amazing
my
students
are
how
impactful
this
program
is
and
has
been
on,
students
Futures
and
their
successes,
I
feel
I
need
to
clarify
for
you.
What
happens
at
the
high
school
level
and
be
clear?
Cutting
High
School
immersion
does
not
save
the
district
more
money.
AK
So
what
is
high
school
immersion
at
Diamond
students
take
their
immersion
class
for
one
period
a
day.
It's
one
slot
in
their
six
period
day
and
it
counts
as
elective
credit,
and
remember.
Students
need
a
total
of
14
semesters
of
electric
credit
to
graduate
at
the
high
school
level.
Students
no
longer
take
science
and
social
studies
in
Japanese
immersion
class
is
the
language
class.
AK
Next,
who
is
in
a
high
school
immersion
class
depending
on
our
student
numbers,
we
are
constantly
reconfiguring
our
classes,
so
we
have
full
enough
sections.
One
year
we
might
have
immersion,
ninth
graders
in
a
standalone
section
and
then
group
the
10th
and
11th
12th
graders
in
two
or
three
other
sections.
We
also
mix
an
upper
level,
non-immersion
students
and
welcome
in
Heritage
speakers.
The
point
is
that
we
combine
and
reconfigure
so
that
we
have
enough
students
to
justify
a
class
in
my
long
tenure
at
Diamond.
B
Next,
we
have
Christine,
cotier,
I,
know
I,
didn't,
say
it
right,
followed
by
Adam
Baldwin
welcome.
You
have
three
minutes.
AN
AN
In
2018
we
petitioned
the
ASD
School
Board
to
open
the
K-12
French
immersion
program
at
O'malley
Elementary
and
since
we've
been
raising
funds
to
support
and
grow
the
program.
In
the
past
four
years
we
have
raised
77
000,
77
000.
The
funds
have
gone
entirely
to
the
school
and
have
been
used
to
translate
the
ASD
curriculum
to
French,
purchase,
literacy
methods,
age-appropriate
books,
as
well
as
professional
development
trainings
for
teachers.
Every
year
in
your
grade
has
opened.
AN
We
have
secured
funds
from
the
French
Embassy,
the
Alaska
Community
Foundation,
the
French
Legion
of
Honor
private
donations
and
organized
fundraising
events.
Our
efforts
have
from
the
beginning,
helped
to
offset
the
cost
of
the
program
for
ASD
and
we've
been
successful,
because
families
involved
are
motivated,
supporting
and
committed
to
staying
12
years
in
the
ASD
public
school
because
of
the
French
immersion
program.
AN
I'm,
a
parent
myself
and
my
son
Simo,
is
in
third
grade
in
the
program
and
my
daughter,
Olivia
will
join
next
year
in
Kinder
and
as
any
parent
I
want
to
present
my
children
with
the
best
opportunities,
of
course,
to
ensure
their
future
and
as
a
scientist,
I
read.
The
literature.
Research
shows
that
students
enrolled
in
dual
language
programs
outperform
their
peers
on
standardized
tests
in
language,
arts,
Math
and
Science,
all
of
which
were
tested
in
English.
AN
AN
So,
given
the
multiple
benefits
of
a
bilingual
education
that
the
amount
of
savings
achieved,
but
by
reducing
the
ASD
bilingual
programs
isn't
clear
and
that
Statewide
Math
Science
and
language
arts
assessments
for
Alaskan
students
fell
below
Proficiency
in
2022,
cutting
immersion
programs
would
be
a
determined
to
the
future
of
old
children
and
State,
and
so
finally,
because
in
one
year
we
might
be
in
the
same
place,
I
would
like
to
understand
the
reasoning
behind
the
proposed
cessation
of
the
French
immersion
program
at
the
sixth
or
even
fifth
grade
when
other
immersion
programs
would
continue
until
AIDS
having
the
French
immersion
be
shorter
in
duration
than
other
programs
will
certainly
make
it
less
attractive
and
impact
enrollment,
with
consequences
for
the
entire
male
Elementary,
School
and
neighborhood
program.
B
And
oh
there
you
are
hey.
AO
Right
I
will
do
so
and
I
appreciate
and
thank
you
for
changing
your
minds
at
the
immersion
program.
My
daughter
appreciates
it
as
well,
because
I
was
prepared
to
be
Susan,
B
Anthony
tonight
and
now
she
doesn't
have
to
witness
that
her
mother
will
chain
herself
to
the
podium
and
make
sure
we
get
the
immersion
program
reinstated
in
the
Anchorage
School
District
I
am
a
product
of
the
Anchorage
School
District
born
and
raised
in
Alaska
I,
attended,
taku,
Elementary
and
I.
AO
Remember
that
the
student
to
the
left
of
me
was
an
ignite
student
who
later
on
became
a
Alaska
state.
Senator
I
was
in
the
special
ed
education
program
at
taku
and
mirrors
and
I
later
on,
graduated
with
a
master's
degree
from
one
of
the
top
business
schools
in
the
United
States
and
the
student
to
the
left
of
me
and
graduated
with
Spanish
Immersion
and
later
on
became
an
executive
with
the
Spanish
Channel.
So
we're
proof
that
the
programs
in
the
Anchorage
School
District
do
work
and
have
a
high
success
rate.
AO
AO
I.
Remember
the
Japanese
program,
the
Japanese
immersion
program
being
implemented
in
the
school
district
and
I.
Also
remember
thinking
when
I
grew
up,
I
will
have
a
child
in
the
immersion
program.
Here
we
are
without
telling
you
my
age.
A
few
decades
later
and
I
do
have
a
student
in
the
immersion
program
and
at
the
time
I
made
the
commitment
that
I
would
keep
her
part
of
the
Anchorage
School
District
for
13
years.
AO
I
will
keep
that
commitment
as
long
as
the
immersion
program
is
here,
but,
as
Christine
said
earlier,
should
we
eliminate
the
immersion
program?
My
incentive
to
stay
in
Alaska
has
actually
been
eliminated,
and
so
I
would
not
only
lose
that
benefit
to
my
daughter,
but
I
would
also
leave
the
Anchorage
School
District.
AO
It
amazes
me
that
we
haven't
partnered.
Yet
with
the
state
of
Alaska,
the
population
Alaska
has
declined.
The
University
of
Alaska
education
systems
enrollment
has
declined.
So
why
are
we
not
partnering
with
those
systems
and
maybe
creating
an
enrollment
structure
or
in
a
recruitment
structure?
Not
just
globally,
but
I
recommend
put
in
Arabic
as
an
immersion
program,
and
then
we
would
increase
our
enrollment
numbers
globally.
AO
It
would
put
us
on
the
map.
Next
I
would
recommend
to
the
superintendent
as
a
first
generation
Alaskan,
my
daughter's
a
second
generation
Alaskan,
but
in
this
room
our
fifth
and
sixth
Generations
alaskans,
the
yupik
language
should
be
in
the
immersion
program
forever,
and
that
should
be
a
non-negotiable.
That
is
Alaska's
first
language
and
it
should
stay
there
forever.
So
Quiana
in
French.
A
B
AP
AP
AP
We
were
thrilled
to
learn
that
our
neighborhood
school
would
begin
an
immersion
program
the
same
year
that
our
son
started
kindergarten
and
we
were
assured
that
he
would
be
able
to
remain
in
the
program
until
he
completed
High
School,
ultimately
earning
the
Seal
of
biliteracy,
while
being
an
immersion
program,
means
additional
time
for
our
family
and
very
hard
work
from
our
student.
It
is
undoubtedly
worth
it
and
prepares
him
to
be
a
college,
career
and
life
ready.
AP
I
appreciate
that
the
families
and
students
in
the
program
can
rest
a
bit
easier
tonight
with
the
decision
to
remove
this
cut
from
the
plan,
but
I
urge
everyone
in
this
room
to
not
let
up
on
their
elected
officials
in
Juneau
and
I
urge
the
administration
to
include
parents
from
the
beginning
and
form
a
partnership
before
hundreds
of
upset
parents
fill
the
Halls
again.
Thank
you.
AP
AQ
I
am
one
of
the
program.
Founders
curriculum
designers
and
I
have
ensured
that
thousands
of
students
receive
a
rigorous
education
teaching
in
elementary
middle
and
in
high
school.
Of
course,
when
it
was
time
for
my
own
three
kids
to
start
school,
I
did
not
hesitate
to
enroll
them
in
a
school
that
promotes
language,
culture
and
diversity.
AQ
Felicitation
is
to
my
senior
twin
boys
and
the
graduating
class
of
2023
number
17
of
the
Spanish
Immersion
program
and
now
looking
forward
to
my
daughter's
graduating
class
in
2025.,
the
program
has
grown
to
be
an
exemplary
National
model
and
is
used
as
a
professional
development
in
many
states.
All
kids
benefits
from
studying
another
language
of
expression
and
a
second
language
should
be
mandatory
curriculum
beginning
in
a
kindergarten
through
High
School
learning.
AQ
Another
language
is
an
invaluable
tool
for
comprehending
how
cultural
perspective
influence
our
actions
and
developing
empathy
for
perspectives
that
differ
from
our
own
I
have
yet
to
see
a
graduate
of
a
program
who
does
not
value
their
language
skills
and
use
them
after
graduation.
We
can
work
together
to
expand
our
language
programs
so
that
every
child
in
the
public
school
system
has
access
to
learning
a
second
language.
AQ
Our
world
is
changing
at
such
a
rapid
Pace
that
it
almost
seems
impossible
to
predict
when
a
student
enters
kindergarten.
What
specific
skills
or
cotton
knowledge
they
will
demand
upon
their
arrival
in
the
workplace.
We
can't,
however,
predict
with
certainty
that
this
child
will
be
a
member
of
a
global
community.
AQ
The
problems
they
will
face
will
involve
multiple
National
entities
and
cultures,
and
they
must
be
able
to
understand
how
any
action
will
affect
and
be
perceived
by
different
communities.
They
will
be
without
a
doubt:
Global
Citizens
and
hopefully
their
education
will
prepare
them
to
act
fairly
and
with
compassion.
E
B
AR
Have
three
minutes,
my
name
is
zaro
Silvers.
What
do
you
want
our
education
system
to
look
like
five
years
from
now?
Ten
years
from
now?
What
do
you
want
our
community
to
look
like
10
years
from
now?
Do
we
want
a
thriving
Multicultural
Community
with
the
economic
advantages
and
Innovative
potential
offered
by
a
bilingual
Workforce,
or
do
we
want
an
educational
hellscape
that
sends
hard-working
families
fleeing
the
state?
AR
You
need
to
decide
what
you
value
and
make
your
decisions
with
that
in
mind.
Do
you
value
following
through
on
your
commitments?
The
school
district
made
a
commitment
that
all
the
hard
work
and
the
commitment
that
families
and
students
made
would
actually
amount
to
something.
I
want
to
ask
through
the
chair
the
administration
to
stop
dribbling
information.
It
feels
like
a
game.
The
legislature
also
needs
to
stop
playing
political
games
with
our
children.
There
will
be
a
lot
of
new
faces
in
Juneau
and
I
hope.
AR
They
will
take
this
opportunity
to
change
the
culture
from
one
of
games
and
gridlock
to
one
of
getting
things
done
for
their
constituents.
The
BSA
desperately
needs
to
be
increased
and
legislators
need
to
talk
about
the
BSA
before
they
start
endless
fights
over
the
PFD,
because
we
are
tired
of
it.
If
they
can't
figure
out
public
education,
they
shouldn't
be
in
Juno,
stand
up
for
our
children
fight
for
them.
AR
Our
school
system
needs
money
to
track
inflation,
but
it
also
needs
to
spend
that
money
responsibly
between
2016
and
21
ASD
eliminated
300
educator
positions
as
they
added
50
admin
positions.
While
immersion
is
off
the
table
for
now,
you
still
have
a
lot
of
hard
decisions
ahead
of
you,
including
whether
you
provide
an
education
for
gifted
students
through
ignite
and
I,
hope
that
you
make
them
responsibly.
I
think,
there's
more
room
for
you
to
give
more
autonomy
to
teachers
to
do
what
they
do
best
and
cut
top-down
style.
AR
Administration
cut
excess
testing
and
out-of-state
Consultants,
of
which
there
have
been
quite
a
few
over
the
years.
I
would
like
to
suggest
that
you
reconsider
your
decision
to
hire
an
out-of-state
consultant
to
do
this
work.
They
don't
know
our
state
or
our
city,
what
we
value
and
what
is
important
to
us.
How
are
they
supposed
to
know
how
the
cuts
they
propose
affect
our
community?
AR
Unlike
many
ASD
charter
schools,
which
require
families
to
have
the
resources
to
drive
their
children
to
and
from
school,
most
immersion
programs
are
located
within
neighborhood
schools
and
have
neighborhood
priority.
Did
you
consider
the
diverse
communities
that
you
would
harm
when
you
made
this
recommendation?
I
hope
you
consider
that
in
the
future.
Thank
you
very.
B
AS
Thank
you.
Three
of
my
children
are
part
of
a
Russian
immersion
program,
I'm
a
professor
at
UA,
where
I
also
often
teach
kids
that
come
from
Russian
immersion
and
other
emerging
programs
at
Anchorage,
School
District.
A
nationalists
did
a
strong
evidence
that
the
bilingual
education
provided
by
K-12
programs,
like
the
Russian
immersion
program,
improve
students,
outcomes
and
college
preparedness,
I
Call,
On
The
Board
to
examine
the
testing
data
that
assesses
the
educational
attainment
by
the
ASD
High
School
language
programs
in
making
the
decisions
about
the
future
of
our
programs.
AS
I
think
you'll
be
impressed
with
the
results
this
student
in
ASD
immersion
programs
achieve
with
the
languages.
They
also
learn
cultural
competence
in
humility,
as
the
U.S
and
the
world
become
more
and
more
diverse.
The
skills
are
critical
to
our
kids
success.
It
is
the
difference
between
getting
a
competitive
program
in
college
lending,
an
interesting
internship
and
getting
that
great,
great
job
that
you
dreamed
of
or
not
immersion
students
become
cultural
ambassadors
of
Alaska
to
the
world
and
the
program.
The
Russian
program
in
another
language,
emerging
programs,
are
incredibly
fiscally
efficient.
AS
One
teacher
for
the
Russian
immersion
program
and
no
administrators
and
kids
are
getting
so
much
out
of
it.
Our
kids
have
been
working
hard
to
learn
another
language.
The
Russian
immersion
program
has
responded
to
the
Russian
early
recent
events
in
the
world
by
setting
a
kind
and
welcoming
tone.
It
provides
an
open,
culturally,
competent
and
welcoming
environment
to
our
students.
Russian
immersion
program
integrates
the
new
language
minority
students,
including
newly
arrived
Ukrainian
children
and
the
American
language
majority
students
for
half
a
day
every
school
day
it
strive
to.
AS
It
strives
to
promote
improve
cultural
competence,
bilingualism
biliteracy
in
addition
to
to
grade
level
academic
achievement,
I
urge
the
board
to
to
keep
the
program
and
because
it
plays
a
critical,
critical
role
in
integrating
this.
This
new
newly
arrived
children
and
completing
the
second
language
education
for
both
the
majority
and
minority
language
students.
AS
The
as
a
as
a
native
Russian
speaker
and
college
professor
I
test
that
the
the
archery
School
District
students
and
in
in
the
Russian
language
program
serve
the
critical
step
into
achieving
full
cultural
competency
in
language,
competency,
functionally
and
and
culturally,
and
called
on
the
board
to
keep
the
funding
for
the
immersion
programs.
So
the
kids
can
reach
you
their
full
learning
potential.
AK
B
V
Whitney
wigran,
my
name
is
Whitney
wigran
and
I'm,
a
proud
graduate
of
the
Anchorage
School
District
Japanese
immersion
program,
I'm
speaking
today
to
voice
my
support
and
the
recommendation
of
continuing
to
fund
immersion
programs
at
the
high
school
level
pass
this
next
year.
Asd's
immersion
program
was
instrumental
in
not
only
my
childhood
development,
but
also
impacted
my
post-secondary
education,
my
career
path
and
also
my
parental
education
decisions.
V
After
graduating
from
the
program
in
2005
I,
attended,
Ohio
State
University
go
Bucks
and
obtained
a
bachelor's
degree,
double
majoring
in
Japanese,
and
international
relations
and
diplomacy
upon
graduation
I
began
working
for
the
premier,
domestic
intelligence
and
Security
Service
as
an
intelligence
analyst,
and
this
year
marks
my
13th
year
in
federal
service.
My
intelligence
service
is
extremely
competitive
and
only
has
a
five
percent
acceptance
rate.
I
recall
my
first
day
of
Duty,
my
supervisor
told
me
he
had
selected
my
application
out
of
a
stack
of
overqualified
applicants.
V
Many
with
ivy
league
degrees
was
because
it
was
twofold.
He
joked
that
he
had
never
met
an
Alaskan
and,
more
importantly,
he
was
impressed
that
I
was
an
immersion
program.
Graduate
I
strongly
just
believe
that
this
is
a
testament
to
the
value
of
asd's
immersion
programs
as
an
intelligence
analyst.
My
extensive
Japanese
background
has
provided
me
with
truly
unique
work
opportunities
for
the
past
decade.
I
have
worked
East,
Asian,
counterintelligence
and
cybers
matters
and
was
selected
for
a
highly
competitive
overseas
assignment
to
the
United
States
Embassy
in
Tokyo,
in
support
of
the
2020
Olympic
Games.
V
I
would
have
been
solely
responsible
for
performing
a
wide
array
of
intelligence
duties
to
include
the
dissemination
of
intelligence
products
with
the
Japanese
intelligence
community
on
cross-programmatic
issues
to
include
counterintelligence,
counterterrorism,
criminal
and
cyber
activities.
Additionally,
I
would
have
been
charged
to
work
closely
with
Japanese
law
enforcement
entities
to
protect
both
U.S
and
Japanese
National
Security
interests
without
asd's
immersion
program.
None
of
these
career
opportunities
would
have
ever
been
afforded
to
me.
I
know,
first,
half
firsthand
how
valuable
and
beneficial
bilingual
education
is
so
much
so
my
oldest
daughter,
Who,
provided
testimony
earlier
today.
V
Our
and
my
son
are
both
proud,
Sand,
Lake,
lions
and
my
third
next
year
will
be
a
kindergartner
I.
Am
thankful
ASD,
provided
these
opportunities
not
only
to
me
as
my
child,
but
the
Next
Generation
I'm,
incredibly
indebted
to
the
program,
all
the
students,
families,
teachers
and
administrators,
who
have
dedicated
a
measurable
time
and
effort
for
the
success
of
the
immersion
program
to
also
include
Kono
Sensei,
who
has
selflessly
served
as
a
Japanese
element
teacher
and
a
Taiko
instructor
for
over
30
years?
Who
is
also
my
second
grade
teacher
and
my
daughters?
V
So
I
would
also
like
her
to
stand
she's
going
to
kill
me.
So
please
continue
to
for
to
find,
as
this
is
the
Crown
Jewel
of
the
Anchorage
School
District.
Thank
you
very.
A
V
A
AT
Not
sure
I'm
gonna
follow
up
that
one
of
your
really
rad
y'all
I
have
a
first
grader
at
10
Sand
Lake
Elementary.
He
is
98
percentile
in
the
nation
for
Math
and
English,
but
he
is
doing
Japanese
immersion.
AT
The
Japanese
immersion
program
stood
out
to
us
because
my
wife
is
Japanese
and
so
there's
a
Heritage
that
we
get
to
now
bring
and
continue
on
that
Legacy
for
him
to
be
able
to
not
he
can
be
whatever
he
wants
to
be
in
this
program
allows
him
to
do
that,
as
we
just
heard
from
Miss
Whitney
being
graduated
through
this
program.
AT
AT
The
psychological
warfare
that
we
want
to
avoid
the
kids
at
all
cost
is
a
mirrored
reflection
of
what
we
just
had
through
the
UAA
program,
I
retired,
from
the
Army
in
2017,
and
was
accepted
into
the
grad
program
for
secondary
education
at
UAA.
I
was
halfway
through
before
they
lost
their
accreditation
because
of
admin
errors.
AT
We
need
to
stop
this.
Sir.
You've
got
a
really
difficult
situation
that
you
just
walked
into
things
that
are
out
of
your
hands
with
the
inflation
and
the
state
not
being
able
to
work
you're,
our
representative,
and
you
need
to
speak
for
these
children,
so
they
can
have
these
opportunities
that
nowhere
else
we
have.
AT
When
pressed
with
the
idea
of
losing
the
Japanese
immersion
program,
my
family
is
now
faced
with
having
to
leave
the
Anchorage
School
District
Anchorage,
where
my
wife
was
born
and
raised.
We
live
two
miles
away
from
the
house
that
she
was
born
in
right,
like
our
family
loves
this
town,
I
retired
in
2017,
but
I
volunteer
with
many
non-profits
and
I'm
active
and
several
of
them
in
our
community.
AT
Those
people
will
leave
to
go,
find
the
immersion
program
to
keep
their
kids
into
again.
You
don't
have
an
easy
task.
I
had
a
bunch
of
things
to
say,
but
have
already
been
reiterated.
I'm
the
kids
who
spoke
tonight.
This
is
another
boat
of
confidence
that
you
get
to
experience
because
of
the
or
you
know
the
immersion
programs
that
gives
them
the
confidence
to
be
able
to
take
on
a
difficult
situation
as
a
talking
into
a
bunch
of
adults.
AT
Finally,
but
my
last
thing
is
just
save
our
education
we're
turning
this
into
a
business,
and
we
need
to
remember
that
it's
about
educating
our
kids
because
they
are
our
future.
Thank.
B
B
I
think
it
or
maybe
it's
not
Tasha
Tasia
dyslovsky
I'd
messed
it
up
again.
I
didn't
listen
to
him
before
welcome
you.
Have
you
have
three
minutes.
AB
AB
Hello
good
evening,
Madam
president
and
members
of
the
board,
thank
you
for
holding
this
meeting
tonight
and
listening
to
our
testimony.
My
name
is
Tasha
amstoslovsky
and
I.
Am
the
parent
of
Noah
who's
a
second
grade
immersion
student
and
Benjamin
who's
in
the
back
who's?
A
seventh
grade
emergency
immersion
student
with
Russian
immersion
I'm,
here
to
really
give
a
personal
testimony
today
about
why
I
believe
the
immersion
programs
are
important.
AB
AB
That
time,
my
oldest
was
four
years
old
and
Noah
wasn't
born
yet,
and
she
was
born
that
November
I
did
not
know
anyone
here
in
Anchorage
at
all.
We
had
just
gotten
here
and
I
was
happy
to
know
about
the
February
tour,
where
we
could
go
out
and
meet
other
families
and
find
a
school
program
that
would
really
work
out
great
for
us,
or
at
least
at
least
I
definitely
hoped
I
was
hoping
to
build
community.
That
way.
AB
It
gave
me
an
opportunity
to
speak
to
other
parents
and
hear
about
their
programs
and
each
time
language,
immersion
programs
came
up
as
wonderful
programs,
and
so
we,
finally
when
I
say
wonderful,
I
mean
viable
and
sustainable
long-term
options,
K-12
programs-
and
so
we
went
for
the
tours
and
I
remember
when
I
first
stepped
in,
to
see
Ms
Olga
Ms,
Olga
pykarski
was
the
kindergarten
teacher
or
is
the
kindergarten
teacher
with
Ms,
McKee
and
I
was
just
so
excited.
I
did
and
I
was
like.
Oh
my
gosh.
AB
This
would
be
a
great
program
for
me
and
my
kids,
and
so
we've
started
that
program
and
we
live
on
the
east
side.
So
for
eight
years
we've
done
the
East
Side
to
West
Side,
jog
back
and
forth,
and
every
day
the
kids
come
home
from
school
and
something
excited
exciting
happened
to
them,
which
is
really
great.
But
what
I
want
to
share
too
is
I.
Believe
the
pairing
of
the
elementary
turn
again
Romig
and
West
is
very
important
as
well.
Thank
you
very
much.
Thank.
AU
I
began
Japanese
immersion
in
first
grade
as
the
fourth
class
to
start
the
immersion
program,
I
graduated
with
12
years
of
Japanese
immersion,
earned
my
court
and
went
on
to
take
a
year
of
Japanese
in
college.
Whitney
and
I
were
in
the
same
class
I'm
here
tonight,
because
I,
along
with
many
others
here,
strongly
believe
in
immersion
programs
and
am
so
proud
to
have
had
the
privilege
to
grow
up
learning
a
second
language.
AU
I
know
you've
been
told
by
many
people
the
value
of
learning
a
second
language
at
a
young
age,
but
I
want
to
share
with
you
what
I
have
always
told
parents
when
asked
for
advice
on
where
to
send
their
child
to
school.
The
one
thing
I
appreciated
most
about
being
a
student
in
the
Japanese
immersion
program,
was
a
sense
of
community
and
support.
AU
It
provided
it
provided
for
me
and
all
the
other
kids
in
the
program
as
a
student
and
immersion
program,
you're
part
of
a
tight-knit
group
of
kids
who
get
to
continually
be
together
in
school
from
kindergarten
all
the
way
through
high
school
graduation.
We
called
each
other
brothers
and
sisters
even
in
high
school.
Our
parents
were
friends,
our
siblings
were
friends,
and
we
did
everything
together
in
and
outside
of
school.
Our
classmates
families
were
second
families
to
us.
AU
They
made
us
feel
supported,
encouraged
and
motivated
to
succeed
that
community
support
system
of
families
and
teachers
allowed
us
to
dream
big
set
high
standards
for
ourselves
and
push
one
another
to
be
the
best
students
leaders
and
be
the
best
people
that
ultimately
led
us
to
wanting
to
serve
our
community
in
big
ways.
Now,
17
years
later,
those
people
are
still
in
my
life.
I
brought
a
picture
to
show
you.
AU
If
you
can
see
this
was
taken
at
My,
Best
Friend's
Wedding
this
summer,
where
I
was
the
maid
of
honor.
It's
our
traditional
Japanese
immersion
picture.
We
take
at
large
events.
There
are
15
people
in
this
picture,
ranging
from
2002
graduates
to
2015
graduates
and,
finally,
my
daughter,
who
is
currently
a
first
grade
in
first
grade
at
Sand
Lake
in
the
Japanese
immersion
program,
and
my
son
next
year
will
be
a
kindergartner.
AU
It
was
never
a
question
to
put
my
kids
in
the
program
that
shaped
my
life
in
such
a
positive
and
significant
way.
In
fact,
there
are
six
kids
in
my
daughter's
class,
whose
parents
I
went
through
the
Japanese
program
with,
and
there
are
many
more
in
other
grades,
all
children
of
parents
who
valued
the
program
so
much.
They
returned
with
their
own
kids,
something
that
I,
don't
think
would
be
happening
if
we
didn't
get
to
continue.
Japanese
immersion
after
8th
grade
I've,
seen
firsthand
with
the
support
of
the
immersion
program.
AU
Community
can
do
for
students,
especially
when
they
get
to
high
school
because
of
the
high
standards
of
students
or
high
standard
students
are
held
to
in
the
immersion
programs
across
Anchorage,
they're,
more
likely
to
excel
in
post-secondary
education
and
return
to
Anchorage
to
serve
our
community.
My
peers
went
on
to
live
in
Japan
to
teach
English.
AU
They
returned
to
Anchorage
and
become
teachers,
healthcare
workers,
city
workers
and
political
leaders
in
our
community,
giving
students
in
our
Public
School
System
the
option
to
learn
a
second
language
and
be
a
part
of
an
immersion
program
through
the
heist
through
high
school.
Graduation
is
a
unique
opportunity.
Not
many
kids
in
this
country
have
and
one
that
sets
us
apart
in
Alaska.
AU
My
hope
is
that
my
daughter
and
all
other
kids
working
hard
in
immersion
programs
across
Anchorage
will
get
to
grow
up,
not
only
learning
a
second
language,
but
also
with
the
supportive
community
that
immersion
programs
provide
for
kids.
Kids
need
that
support.
It
helps
guide
them
in
the
right
path
on
the
right
path
and
eventually
brings
them
back
to
make
positive
contributions
in
our
community.
Thank
you
for
your
continued
support
of
the
immersion
programs
and
I
hope
that
this
support
continues
for
years
to
come.
Thank
you
thank
you,
and.
B
AV
AW
My
name
is
Megan
Durie
I'm,
a
2018
graduate
from
the
Japanese
immersion
program,
I'm,
the
youngest
of
four
siblings,
who
went
through
the
Japanese
immersion
I'm,
currently,
a
paraprofessional
at
Sand,
Lake,
Elementary
School,
and
a
club
instructor
at
rokashula
for
the
after
school
program,
I'm.
Also,
a
university
student
double
majoring
in
international
studies
in
Japanese
at
UA
I
was
motivated
to
return
to
Sand
Lake,
due
to
my
passion
for
the
Japanese
language
and
the
goal
to
give
back
to
the
community.
That
has
supported
me
for
the
majority
of
my
life.
AW
Thus
far,
I
was
reading
the
details
for
the
budget,
cuts
and
options
being
considered
broke.
My
heart,
cutting
the
immersion
programs
at
age
13
for
eighth
grade
would
negatively
affect
the
futures
of
immersion
students,
language
Journeys,
the
time
frame
from
8th
grade
to
12th
without
language.
Lessons
will
contribute
to
loss
of
curiosity
and
loss
of
commitment.
If
the
program
gets
cut
after
eighth
grade,
the
passion
will
be
lost
without
the
support
of
their
emotions
and
communities
that
would
be
provided
in
high
school.
AW
The
immersion
experience
in
high
school
provides
a
space
to
prepare
for
the
next
steps
into
adulthood.
With
a
long-standing
language
influence
that
immersion
programs
provide,
in
addition
to
preparation
into
adulthood,
the
concerns
of
the
clip
by
literacy
come
about
as
well.
The
CLA
by
literacy
is
not
attainable
until
you
complete
the
credits
for
the
English
side
and
the
language
credits
as
well.
The
Seal
of
by
literacy
is
usually
received
by
11th
grade
or
senior
year.
If
the
language
programs
are
cut
in
eighth
grade,
the
access
to
foreign
language
learning
is
cut
short
by
four
years.
AW
I
am
a
recipient
of
the
seola
by
literacy.
However,
the
Japanese
language
that
I
was
the
language
level
that
I
was
at
in
eighth
grade,
was
drastically
changed
and
improved
by
the
end
of
my
senior
year
in
high
school.
The
language
level
I
was
at
in
eighth
grade,
would
not
allowed
me
to
pass
the
clib
literacy
qualifications
at
that
time.
With
my
experience
in
a
high
school
immersion,
we
we
were
able
to
interact
with
many
extensions
and
we're
also
given
plenty
of
opportunities
to
go
on
Exchange
programs
ourselves.
AW
My
high
school
Japanese
immersion
teachers,
imai
Sensei
and
Gellert
Sensei,
gave
me
the
language,
support
and
personal
support.
In
my
travels
across
the
Pacific
Ocean
to
Japan
as
a
17
year,
old
teenager
I'm
endlessly
thankful
for
the
opportunities
that
the
high
school
immersion
program
portion
of
the
program
provided
to
me
in
my
teenage
years,
which
later
led
to
even
greater
opportunities
and
options.
Due
to
my
background
in
the
Japanese
language
culture
in
the
immersion
program,
I
wrote
this
speech
with
goosebumps
continuously.
AW
My
appreciation
for
the
immersion
program
in
Anchorage
Alaska
is
motivated
by
the
hope
to
further
our
acceptance,
awareness
and
international
relationships
for
children
of
the
future
and
the
respect
for
the
Elders
of
our
past
I
would
not
be
the
woman
standing
in
front
of
you
well
sitting
without
my
upbringing
that
I
had
in
the
program.
The
immersion
programs
available
in
Anchorage
provide
a
community,
unlike
any
other.
Please
considering.
AW
B
AX
My
name
is
Brad
Schmitz
and
my
family
and
I
moved
to
Anchorage
about
10
years
ago.
My
son
Brad
Jr,
is
a
seventh
grader
at
Mears
middle
school
learning,
the
Japanese
language,
but
our
story
with
Japan
with
our
family
and
with
Brad
Jr's
Family,
actually
goes
back
many
generations.
AX
His
great
great
grandfather
was
Mike
hodakoff
and
his
great
great
grandmother
was
Anisha
hodakoff
Grandpa
Mike
was
the
native
chief
of
ATU
Island,
the
very
last
island
in
the
Aleutian
chain,
when
it
was
bombed
by
the
Japanese
in
World,
War
II
himself,
his
family
and
all
villagers,
which
I've
read,
is
about
40
to
45.
AX
People
were
taken
to
Japan
and
put
into
a
prisoner
of
war
camp
for
the
remainder
of
World
War
II
until
the
war
ended
roughly
two
and
a
half
three
years
later,
Grandpa
Mike
passed
away
there,
but
some
of
the
family
and
other
villagers
made
it
back
to
Alaska.
AX
When
we
enrolled
Brad
in
the
Japanese
program,
we
didn't
realize
like
how
powerful
and
really
how
beautiful
and
of
experience
it
would
be.
And
now
we
see
that
like
if
he
can
get
through
the
program
through
high
school,
to
see
that
he
could
be
an
ambassador
for
his
a
culture
and
for
his
family
and
he
wants
to
live
in
Japan
one
day
and
he
could
share
the
story
of
attu
Island
family.
You
know
and
his
ancestors
with
those
people
that
really
don't
know
very
much
I'm.
AX
On
top
of
my
son
and
etu
Island
I
also
own
a
company
called
Alaska
English
adventures,
and
we
are
the
only
language,
immersion
tour
company
in
Alaska,
and
we
offer
summer
tours
to
students
in
foreign
countries
that
are
studying
English
so
that
they
can
come
to
our
to
Alaska
to
and
to
go
fishing
to
go
white
water
rafting
to
go
ocean,
kayaking,
hiking,
Etc
and
then
have
an
opportunity
to
work
on
and
perfect
their
language
skills.
AX
AX
Before
the
meeting
started
when
I
was
out
in
the
lobby,
I
had
a
Alaska
flag
and
we
have
greetings
to
all
of
you
board
members
that
were
written
by
people
here
at
the
meeting,
with
all
basically
saying
that
we
really
love
our
language
programs,
and
we
hope
that
you
can
hang
this
flag,
perhaps
in
your
office
and
be
sure
to
read
it
every
day
when
it
comes
time
to
cut
the
programs
in
the
future.
Thank
you
thank.
AP
AY
AY
There
is
no
staff
exclusive
exclusively
for
DHS
immersion
and,
in
fact,
to
monokai
supplements
this
program
by
paying
forty
thousand
a
year
in
program
related
expenses
and
bringing
on
several
Japanese
College
interns,
including
one
fully
dedicated
to
diamond
high
school.
This
adds
tremendous
value
to
the
educational
experience.
Please
also
consider
the
impacts
to
our
students
and
Greater
Community.
If
you
cut
immersion
from
high
school,
our
students
would
lose
170
hours
of
classroom
language
destruction
per
year
or
680
hours
for
their
entire
High
School
career.
AY
Our
community
will
miss
out
on
the
ability
to
attract
and
retain
families
within
the
district,
which
will
further
impact
school
funding.
Our
students
have
worked
so
hard
to
achieve
this
momentumous
Milestone
of
graduating
as
immersion
students
and
have
been
planning
this
occasion
since
grade
school
along
the
way
working
for
this
common
goal.
They
have
become
family
with
a
deep
connection
to
their
school,
their
peers,
teachers
and
friends
in
Joshi
Japan,
our
sister
city.
Please,
do
not
take
this
opportunity
away
from
them
when
they
have
come
so
far.
AY
A
AZ
Good
evening
my
name
is
Jordan
Lopez
and
I'm
here
in
support
of
keeping
the
sixth
grade
band
in
Orchestra
program
from
being
eliminated.
I
am
also
a
member
of
the
Anchorage
Community
concert
band.
Who,
who
is
here?
Who
was
here
also
in
support
of
keeping
these
music
programs
from
being
cut?
AZ
Along
with
these
life-changing
experiences,
music
has
taught
and
giving
me
discipline,
patience,
diligence,
camaraderie
friends
from
high
school
band
that
I'm
still
close
with
to
this
day,
and
even
after
this
pandemic,
as
I
began
to
reconnect
with
the
community.
One
of
the
first
things
I
did
was
join
our
Anchorage
Community
concert
band.
AZ
I
ask
that
you
please
not
cut
the
elementary
brand
band
and
Orchestra
program
as
it
would
take
away
and
never
give
students
of
the
Anchorage
School
District
the
opportunity
to
have
such
powerful,
life-changing
experiences
such
as
the
ones
I've
had,
along
with
the
skills
that
music
would
provide
them
throughout
their
lives
and
careers.
Looking
back
I
can't
imagine
how
different
how
much
less
of
the
world
I
would
have
never
gotten
to
see
and
just
how
much
less
colorful
my
life
would
be
had.
AZ
BA
Hi,
my
name
is
Jessica
lauers
I'm,
a
parent
of
two
clatt
elementary
students,
the
clap
PTA
president
and
resident
of
the
diamond
Estates
neighborhood
I'd
like
to
speak
to
the
impact
of
school
closures
on
students
in
general
displaced
students
in
receiving
students
alike.
The
district
has
shared
the
potential
benefits
and
opportunities
of
school
consolidation,
so
I'd
like
to
share
some
other
potential
outcomes.
BA
In
my
research,
the
repeated
adverse
effects
of
school
closure
include
the
following
school
closures:
negatively
impact
academic
achievement
unless
the
receiving
school
has
a
significantly
higher
academic
performance
than
the
closing
school,
but
that
doesn't
necessarily
outweigh
other
adverse
effects
and
regardless
it's
not
why
we
are
discussing
school
closures.
Today,
school
closures
create
spillover
effects
on
receiving
students
that
persist
for
multiple
years,
including
a
negative
impact
on
test
scores.
BA
Higher
absenteeism
and
increased
suspensions
school
closures,
exacerate
Mobility
displaced
in
receiving
students
are
more
likely
to
transition
to
other
schools
and,
in
some
cases
for
the
displaced
students,
their
new
school
is
often
impacted
by
more
closures.
Further
down
the
line,
school
closures
overwhelm
stabilized
school
and
staff
cultures.
Teachers
are
often
unprepared
to
handle
the
influx
of
new
students.
Increase
class
sizes
and
the
need
for
Behavioral
interventions
that
are
increased
school
closures
have
a
disproportionately
adverse
effect
on
students
from
minority
groups.
BA
However,
in
an
article
published
by
the
American
Bar
Association
on
the
challenges
of
school
closings
for
students
and
communities
in
resulting
litigation,
the
author
notes
that
school
closing
shows
that
applying
these
two
bases
consistently
resulted
in
schools
from
low-income
communities
being
disproportionately
closed
or
restructured
in
terms
of
the
impact
I
quote,
even
though
academic
performance
and
space
utilization
may
seem
somewhat
unconnected.
Both
of
these
bases
consistently
result
in
closing
schools
that
serve
the
district's
most
vulnerable
student
populations.
BA
BA
B
BB
Minutes:
okay,
hello,
my
name
is
Jasmine
Redgrave
I
grew
up
in
here
in
Anchorage
and
I
am
a
K-12
Japanese
immersion
program.
Alumni
I've
signed
up
to
testify
today
in
response
to
asd's
proposed
termination
of
all
high
school
immersion
programs
at
the
end
of
the
current
school
year.
I've
never
publicly
testified
before,
but
when
I
found
out
about
this
proposal,
I
knew
I
needed
to
do
whatever
I
could
in
order
to
preserve
a
program.
That's
had
such
an
immense
impact
on
my
life.
BB
The
continuation
of
the
immersion
programs
into
high
school
is
crucial
to
their
effectiveness
and
impact.
If
ASD
wants
programs
that
enhance
student
career
and
post-secondary
education
opportunities,
I
think
my
personal
experiences
serve
as
a
great
example
demonstrating
this
I
graduated
from
diamond
high
school
in
2017
and
I
went
on
to
continue
my
education
at
Pacific
University
Oregon,
where
I
obtained
a
Bachelor
of
Arts
in
Environmental,
Studies
and
Japanese
I
know
without
a
doubt
that
I
would
not
have
pursued
a
double
major
in
Japanese.
BB
If
my
immersion
experience
had
ended
in
eighth
grade,
many
universities
have
second
language
requirements
and
my
university
only
accepted
High,
School,
AP
or
college
level
credits
for
language
exemptions,
so
I
would
have
had
to
take
Japanese
classes
to
complete
my
language
core
requirement,
even
with
eight
nine
years
of
experience.
By
that
point,
the
K-12
K-12
Japanese
immersion
program
has
given
me
so
much
more
than
just
enhanced
career
opportunities.
BB
I
was
provided
a
multicultural
learning
experience
that
mirrored
my
Multicultural
background
at
home,
and
it
made
me
feel
like
I
belonged,
and
that
I
belonged
to
something
bigger
than
myself.
The
best
teachers
I've
ever
had
in
including
in
college,
were
in
the
immersion
program
and
the
educational
experiences
and
level
of
passion
felt
in
these
classes.
Growing
up
were
absolutely
unparalleled.
BB
These
programs
reflect
the
rich
diversity
of
our
communities
here
in
Anchorage
and
indicate
how
much
we
value
education
and
our
future
Generations
I
think
cutting
these
programs
is
unnecessary
and
highly
unjustified
for
just
how
much
we'd
be
losing
and
I
think
the
community
show
out
tonight
really
reflects
that
as
well.
Thank
you
for
your
time.
B
E
B
Owen
is
first
thank
you.
We
have
three
minutes
excellent.
BC
BC
BC
BC
So
why
the
Russian
immersion
program
there
were
over
200
students
in
Russian,
emerging
immersion
program
enrolled,
and
that
is
a
family
that
I
want
to
get
involved
with
now
we're
taking
on
many
refugees
that
speak
Russian
Russian
as
a
first
language
or
second
language,
and
this
gives
us
the
perfect
opportunity
to
learn
and
grow
with
them.
BC
We
are
the
first
Russian
immersion
program
in
the
nation
and
other
states
come
up
here
to
emulate.
Our
program.
I
heard
that
at
a
graduation
speech
last
year,
so
they're
coming
up
to
build
their
own
programs
off
our
programs
because
we
were
the
first
one.
BC
It
is
a
critical
language
not
only
for
Anchorage
Alaska,
the
nation
or
the
world,
but
just
for
Alaska.
We
have
the
old
believer
Villages
that
speak
Russian,
predominantly
we
have
due
to
Russia,
is
a
huge
land
mass,
the
population
and
very
beautiful
culture.
We
share
many
Resources
with
them
fishing,
waterways,
International
borders.
BC
So,
as
you
know,
I
have
million
things
more
to
say,
but
with
time
running
out,
you've
seen
the
group
of
people
come
from
immersion
programs
from
all
over.
You
now
know
that
we
are
ready
for
the
fight,
so
if
it
comes
up
next
year,
we
are
stronger
than
ever.
You've
ignited
all
of
us
together.
We
will
not
be
done
so.
Thank
you
for
your
time.
Sorry
for
the
cuts
and
decisions
you
have
to
make,
but
this
is
very
important
to
everybody.
Thank
you.
Thank.
F
On
March
11
2011,
a
magnitude
9.2
earthquake
struck
Japan
unleashing
a
tsunami
that
made
landfall
in
the
Northeast
Coast
at
246
local
time.
The
series
of
waves
which
reached
Heights
of
128
feet
in
some
locations,
killed,
22
000,
Japanese
included
in
those
Anonymous.
Thousands
was
my
grandmother
tokunokamatsu
who
died
on
the
second
floor
of
a
rest
home
over
a
mile
Inland
from
the
port
of
my
father's
hometown
of
casinoma.
F
That
day,
which
the
Japanese
have
taken
to
calling
311
was
the
day
that
I
began
to
claim
my
heritage.
I
was
raised
by
my
Japanese
father
and
American
mother
to
assimilate
in
a
sea
of
Nordic
blonde
in
northern
Minnesota.
I
was
raised
to
be
my
father's
All-American
boy,
a
phrase
whose
irony
Rings
loud
I,
was
raised
to
stop
asking
my
father
to
teach
me
Japanese
I
was
raised
to
look
in
the
mirror
and
see
not
a
boy
of
mixed
heritage,
but
just
another
Melting
Pot
American
that
all
changed
on
311,
which
gave
me
the
permission.
F
Specifically
my
quarter
Japanese
children,
my
son,
Finnegan
shichiro
kamatsu,
is
a
third
grader
with
Adam
Sensei
at
the
Sand
Lake
Japanese
immersion
program,
where
her
sister
will
follow
in
his
footsteps.
Next
fall
as
a
kindergartner.
When
my
kids
look
in
the
mirror,
they
don't
see
someone
of
Japanese
descent
staring
back.
They
see
themselves
as
the
world
sees
them.
The
immersion
program
gives
them
the
cultural
connection
to
their
Heritage.
F
I
never
had
their
knowledge
of
Japanese
will
give
them
the
chance
we'll
give
them
the
chance
to
have
what
I
never
did
it's
imprint
on
their
minds
indelible
and
ever-present
will
give
them
the
connection
I
never
had,
for
that
is
the
power
of
language
to
connect
my
children
with
their
Heritage,
their
culture
and
their
community
someday.
Should
they
choose
to
do
so,
they
will
be
able
to
say
that
they
speak
the
language
of
their
ancestors
and
when
you
ask
them
for
their
lineage,
they
will
tell
you.
I
am
my
halfway
father's
child.
F
B
BD
Good
evening
my
name
is
Elizabeth
Robertson
and
I've
been
teaching
in
the
Anchorage
School
District
at
Royal
kashula
German
Immersion
School,
since
we
opened
our
doors
in
2007.,
I
uprooted.
My
family
and
I
dragged
us
here
for
a
job
where
I
was
hired
as
a
long-term
substitute.
So
you
know
what
kind
of
salary
that
looks
like,
and
it
was
the
best
decision.
I
ever
made
this
program.
BD
BD
This
is
life-changing
for
these
students
and
it's
life-changing
to
me
not
only
that
my
younger
daughter
got
to
skip
all
of
the
foreign
language
requirements
at
College.
That's
about
18
credits
and
at
a
private
school.
That's
about
twenty
five
thousand
dollars
that
she
did.
Instead
of
spending
that
on
foreign
language,
education,
she
was
able
to
graduate
with
a
major
and
two
minors,
and
this
is
the
kind
of
impact
these
immersion
programs
have
I
started
teaching
in
the
first
grade,
and
my
very
first
group
of
first
graders
are
graduating
college.
BD
This
may,
and
one
of
them
has
a
German
major.
He
has
a
triple
Major
in
finance
and
business
administration
and
German,
and
he
was
able
to
do
that
because
he
took
so
much
German
here
with
this
program.
So
we
talk
about.
Are
these
programs
worthwhile
in
dollars
and
cents
and
I
can
only
say?
Yes,
my
daughter
was
also
able
to
take
the
cbayx
Congress
bundestag
youth
exchange
and
she
spent
an
entire
year
in
Germany.
It's
not
an
opportunity.
I
could
ever
afford
myself,
but
these
are
these.
BD
You
haven't
even
imagined
yet,
and
they
have
just
gone
so
far.
The
German
kids
that
you
came
and
saw
speak
earlier,
I
taught
every
single
one
of
them.
I
just
am
amazed
at
what
they
do
and
what
is
what
kind
of
opportunity
they
have
so
I'm
asking
you
to.
Please
keep
German
Immersion
and
please
keep
immersion
in
general,
it's
so
enriching
and
it's
so
beneficial
to
kids.
It's
really
beyond
belief
and
it's
cutting
your
nose
off,
despite
your
face,
to
cut
a
program
like
this.
Thank
you
thank.
BE
BE
This
is
something
the
district
leadership
knows,
but
has
not
adequately
explained
to
the
public
because
of
the
state,
because
the
state
of
Alaska
funds,
smaller
schools,
at
a
higher
rate,
Promises
of
roughly
3
300
000
to
800
000
in
savings
per
closure,
do
not
represent
ongoing
savings,
but
savings
for
a
few
years.
At
best.
BE
This
is
not
much
smaller
than
the
10
budget
Gap.
The
district
currently
faces
this
year.
Last
night
at
the
Town
Hall,
we
learned
that
the
savings
projected
for
closing
nunaka
Valley
are
only
300.
000.,
what
wasn't
acknowledged
was
that
by
closing
and
consolidating
the
school,
the
district
will
lose
640
000
in
annual
state
and
Municipal
Revenue.
BE
So
once
the
funding
at
pre-consolidation
levels
runs
out,
it
appears
that
this
closure
and
consolidation
will
contribute
to
a
budget
deficit.
The
evidence
provided
for
significant
population
or
enrollment
loss
is
shoddy
and
in
some
cases
misleading
the
ASD
fy24
budget,
Solutions
page
shows
FY
23
enrollment,
that
is
off
by
at
least
2
000
students.
None
of
the
charts
used
in
presentations
at
Town
Halls
include
FY
23
enrollment.
The
missing
enrollment
data
shows
a
gradual
climb
out
of
the
2021
low.
BE
The
birth
rate
data
is
also
dated
and
does
not
and
does
not
include
data
that
is
community
specific.
So
it's
quite
possible
that
ASD
is
closing
schools
in
areas
where
more
young
families
are
moving
and
having
children.
The
population
dense
and
demographically,
diverse
Northwest
Anchorage,
where
new
Naka
Valley
is
located,
may
have
a
different
future
than
more
economically
prosperous
residential
areas.
BE
I,
don't
deny
that
there
has
been
a
gradual
decline
in
population
or
that
there
are
many
ASD
buildings
that
could
be
more
fully
utilized,
but
the
district
needs
to
find
a
way
to
utilize
these
buildings.
That
is
not
disruptive
to
its
current
School
communities
and
doesn't
undercut
State
and
Municipal
funding
thanks.
BF
Right
good
evening,
my
name
is
Dr
Chris,
durth
and
I'm
here
tonight,
wearing
two
hats.
First
I'm
on
the
board
of
directors
for
the
Anchorage
Community
concert
band.
Our
70-member
band
was
here
tonight
before
the
rehearsal
to
show
their
individual
and
Collective
support
for
our
elementary
school
band
and
Orchestra
programs.
BF
Musicians
come
from
all
types
of
professions,
ages,
backgrounds
and
musical
abilities
with
the
goal
to
play
music
together
for
Anchorage
and
surrounding
communities.
The
community
band
has
been
a
fixture
in
Anchorage
since
1981
and
as
we
look
forward
to
our
next
40
years,
we're
here
to
call
upon
you
to
continue
to
offer
every
single
Elementary
School
student
an
opportunity
to
learn
a
musical
instrument
in
their
Elementary
School.
Many
of
the
individuals
in
the
community
band
started
their
musical
training
in
elementary
school,
and
it
has.
BF
Students
who
participated
in
music
had
higher
exam
scores
across
all
subjects.
These
associations
were
more
pronounced
for
those
who
took
instrumental
music
rather
than
vocal
music.
On
average,
the
children
who
learn
to
play
a
musical
instrument
for
many
years
and
were
now
playing
in
high
school
band
in
Orchestra
were
the
equivalent
of
about
one
academic
year
ahead
of
their
peers
with
regard
to
their
English
math
and
science
skills,
as
measured
by
their
exam
grades.
Researchers
controlled
for
demographic
factors
such
as
gender,
ethnicity
and
socioeconomic
background,
from
the
Journal
of
Frontiers
in
Psychology.
BF
Students
with
students
with
instrumental
music
training
have
improved
hand-eye
coordination,
socio-emotional
skills,
significantly
higher
emotional
comprehension,
higher
self-esteem,
better
auditory,
processing
and
phonological
awareness.
A
slight
three-point
increase
in
IQ
when
compared
to
their
peers,
significantly
improved
long-term
and
short-term
memory.
They
are
more
attentive,
have
a
positive
outlook
towards
learning
and
have
a
statistically
significant
increase
in
math
science
and
reading
skills.
BF
I
encourage
you
to
align
the
scientific
research
with
this
data
from
the
Anchorage
School
District,
66
percent
of
students
in
the
Anchorage
School
District
are
below
proficient
in
English
73.
73
percent
of
students
in
the
school
district
are
below
proficient
in
math
60
of
the
students
in
the
in
the
district
are
below
proficient
in
science.
BF
I
find
it
sad
that
you,
the
school
board,
is
forced
to
pit
program
against
program
in
order
to
solve
our
budgetary
crisis.
If
you
follow
the
research
which
supports
the
academic
success
of
our
students,
you
should
not
only
keep
Elementary
School
abandoned
Orchestra
in
our
schools,
but
you
could.
You
should
consider
introducing
Bandit
Orchestra
early
in
the
academic
curriculum.
A
BG
I'm
Caitlin
Jackson,
a
parent
to
two
children
in
Romig,
Middle
School,
the
Russian
immersion,
7th
and
8th
grader
I
Married,
an
immigrant
whose
country
was
torn
apart
by
War.
While
he
was
a
high
school
exchange.
Student
in
America
NATO
dropped
bombs
on
his
City
and
one
of
those
bombs
killed
his
uncle.
Who
was
working
in
the
local
TV
station.
Can
you
imagine
if
there
was
more
multilingual,
NATO
diplomats
who
spoke
and
understood
his
culture
and
language?
Maybe
there
could
have
been
a
more
peaceful
outcome.
I
ended
up
traveling
to
his
land.
BG
I
felt
like
an
idiot,
because
I
only
spoke
one
language
amongst
people
who
spoke
mini
I
am
the
product
of
an
Anchorage
School
District
education
that
started
at
Northwood
Elementary
School
when
I
went
to
school.
Immersion
programs
didn't
exist
in
high
school
I
wanted
to
study
abroad,
but
my
family
couldn't
afford
it.
Luckily,
I
did
get
to
experience
a
cultural
exchange
because
of
the
rose
urban
Royal
exchange
school
program,
I
turned
16
years
old
in
the
native
Village
of
kotlick
Alaska.
The
program
changed
my
life.
BG
It
said,
of
course,
I
will
forever
be
grateful
of
because
of
its
influence.
I
fell
in
love
with
Alaska
native
culture,
I've
had
the
privilege
of
traveling
to
Alaska
native
Villages
for
work
and,
most
importantly,
it
has
helped
me
be
a
better
foster
mother
to
the
Alaska
native
children.
We
have
fostered,
unfortunately,
the
Alaska
Humanities
Forum.
Let
the
program
die
in
2020.
I
want
more
for
my
children
than
what
I
got
from
my
ASD
education.
BG
I
want
them
to
have
what
their
father
has
I
signed
them
up
for
the
immersion
program
to
give
them
the
gift
of
multilingualism
and
cultural
understanding.
I
felt
Pride
when
talking
to
people
about
what
our
public
school
had
and
that
the
immersion
opportunity
was
open
to
anyone
regardless
of
income.
I
found
a
community
of
parents
who
supported
each
other,
and
my
kids
found
a
second
family.
BG
We
supported
each
other
in
ways
that
a
typical
ASD
education,
with
students
coming
and
going
wouldn't
have
provided
we
created
a
culture
of
many
cultures,
currently
I'm
working
on
an
international
adult
life
skills
study,
that's
taking
place
in
32
countries
around
the
world
and
will
show
us
how
we
compare
on
a
global
scale.
Some
of
the
questions
asked
in
the
study
or
who
do
you?
Who
did
you
live
with
when
you
were
14
years
old
and
how
many
books
did
you
have
in
your
home
when
you're
14
years
old?
BG
Why
do
you
think
they
ask
these
questions
because
14
is
a
pivotal
point
in
a
child's
life.
14
is
where
the
choices
they
make
set
the
stage
and
affect
lifelong
outcomes
by
cutting
the
immersion
programs
in
middle
and
high
school,
you
are
cutting
away
a
pivotal
point
in
a
child's
life
you're,
taking
away
their
choices
and
taken
away
the
support
of
a
peer
group
they've
had
since
kindergarten
you're
losing
cross-cultural
understanding,
immersion
education,
Community
career
opportunities,
diplomats
and
peacemakers.
The
real
reason
I'm
here
is
to
Advocate
that
they
expand
immersion
programs.
BG
B
You
thank
you
very
much.
Nick
Nicole
Nicola
Jessica.
B
B
BH
Minutes,
oh
thank
you
good
evening.
Thank
you
for
allowing
me
to
speak
tonight.
My
name
is
Dr
Karina
Muller
I'm,
a
local
physician
and
I'm
dual
board:
certified
In
Obstetrics
and
Gynecology,
and
Maternal
Fetal
Medicine
I'm
an
owner
of
a
private
practice
here
in
Anchorage
I'm,
also
here
in
support
of
the
Anchorage
community
band
and
showing
our
support
to
keep
music
in
elementary
schools.
BH
BH
The
National
Endowment
for
the
Arts
did
a
study
showing
that
students
with
low
socioeconomic
status,
who
are
involved
in
the
Arts,
have
better
long-term
academic,
academic,
occupational
and
social
outcomes
than
their
peers.
That
was
me.
I
had
a
single
parent
family
when
I
started
music
in
the
fourth
grade,
and
you
know,
I
feel
that
it
helped
me
get
into
college
and
those
who
had
experience
in
the
Arts
in
lower
socioeconomic
aspects
were
three
times
as
likely
to
earn
a
bachelor's
degree
than
their
peers.
BH
So
in
fourth
grade
I
started
my
musical
Endeavors
in
Orchestra
at
Fire
Lake
and
Mr
Wilson
and
Mrs
Stiles.
They
were
my
music
teachers
and
I.
Think
Mr
Wilson
was
really
happy
when
I
decided
to
switch
over
from
the
violin
to
playing
the
flute.
I
started
the
flute
in
sixth
grade
and
I,
went
on
to
uaf
on
a
talent,
Grant
and
I
was
able
to
get
a
bachelor's
degree
in
music
and
biology
and
go
on
to
medical
school.
BH
My
son
is
a
music
student
at
mirrors
and
I
really
would
love
it
if
he
could
continue
to
play
and
that
other
people
thank
you.
Dr
Miller.
BI
Hello,
my
name
is
Ellen
Johnson
Price
I'm,
the
parent
of
a
French
immersion
student,
but
I
changed
my
testimony.
Given
the
announcement
today,
because
I'm
also
the
parent
of
an
ignite
student,
my
son
doesn't
know
what
school
is
like
without
half
his
day
being
in
French,
and
hopefully
he
won't
need
to
find
out,
but
he
is
relatively
new
to
ignite
since
he's
only
in
third
grade,
but
it
is
by
far
his
favorite
part
of
the
week.
He
looks
forward
to
it
all
week.
BI
Long
if
ignite
is
cut,
how
will
the
needs
of
gifted
students
like
him
be
met,
and
that
is
a
genuine
question.
The
explanation
that
I've
read
I
think
it
was
in
the
recent
newsletter
or
in
one
of
the
things
from
online
is
beyond
my
understanding.
Even
as
someone
who
speak
has
studied
seven
languages,
education
jargon
was
not
one
of
those
languages
and
I
really
don't
understand.
What
is
going
to
happen
will
classroom
teachers
who
are
already
facing
higher
pupil
t-shirt
ratios.
BI
Given
the
budget
recommendations,
somehow
I'll
be
expected
to
include
gifted
students
particular
needs
in
their
plan,
will
they
be
told
to
go
online?
My
son
already
has
too
much
screen
time.
In
my
opinion,
I
don't
want
him
to
have
necessarily
more
so
that's
my
question.
I
know
you
can't
answer
it
now,
but
those
are
my
questions
for
the
board
and
now
my
your
questions
for
us
how
we
can
help
with
funding.
Well,
as
I
think
surveys
have
the
community
surveys
have
told
you
pretty
clearly
not
just
by
increasing
the
class
size.
BI
I
think
the
community
has
been
pretty
clear
that
that
is
not
the
way
we
want
to
cut
all
the
budgets.
The
looming
budget
deficit
stems
from
two
main
sources,
one
of
course
being
the
failure
of
State
education
funding
to
keep
up
with
inflation
and
I'm
contacting
the
governor
and
as
soon
as
my
state
legislature
is
known,
I
will
be
contacting
them
as
well
and
I'm,
urging
my
parents
who
live
in
Fairbanks
to
contact
the
governor
in
their
state
legislature,
because
this
problem
is
not
just
here
in
Anchorage,
it
is
impacting.
BI
BI
The
second
cause
of
decreased
funding
is
declining
enrollment
and
ASD,
and
this
is
where
immersion
can
help.
Immersion
can
and
should
be
used
as
a
way
to
attract
people
to
Anchorage
having
one
or
two
foreign
language.
Immersions
programs
in
a
school
district
is
a
good
thing,
but,
having
eight
that's
amazing,
that's
impressive.
We
should
be
shouting
that
from
the
rooftops.
We
should
be
sending
information
to
HR
departments
at
Providence.
B
And
thank
you
very
much.
Let's
go
with
live
yamlowski.
BA
B
BJ
Minutes,
thank
you.
I'm
Kirby,
Kaufman,
I
teach
band
at
West,
Anchorage,
high
school
and
I
would
like
to
have
more
students
in
my
classroom.
Those
students
are
going
to
be
coming
up
from
the
sixth
grade
band
and
Orchestra.
Well.
For
me,
band
programs
existing
in
ASD,
6th
grade
band
and
Orchestra
provide
an
opportunity
for
all
students
to
learn
a
musical
instrument
and
they're
very
important
feeders
to
the
Middle
School
abandoned
Orchestra
programs,
and
then
the
high
school
abandoned
Orchestra
programs
Nationwide.
BJ
There
are
not
school
districts
starting
instrumental
music
later
than
sixth
grade
many
districts,
start
in
fifth
grade
or
even
fourth
grade
and
so
pushing
it
later
would
really
cap
the
achievement
that
our
students
can
reach
in
music,
I'm
hearing
so
much
about
graduation
and
attendance.
Asd's
own
data
on
our
own
students
indicates
that
music
and
finance
participation
in
high
school
leads
to
better
attendance
and
higher
graduation
rates.
So
I
would
strongly
support
that
you
keep
sixth
grade
Bandon
Orchestra
as
an
option
for
all
students.
BJ
At
this
time
we
have
94
is
our
purchase,
a
patient,
and
so
it
is
something
that
is
utilized
it
is
wanted.
It
is
beneficial
to
our
students.
I'm
myself
am
a
product
of
public
school
education,
a
music
Major
I've
worked
in
arts
management
for
the
Seattle
Symphony,
as
well
as
professionally
as
an
audio
engineer
and
a
professional
musician.
So
I
I
hope
that
music
can
be
a
part
of
all
of
our
students
path
in
life
who
choose
that
and
that
all
of
them
would
have
the
opportunity
to
choose
it.
W
Good
evening
board
members,
thank
you
for
your
time.
I
have
two
children
attending
Sand,
Lake
Elementary,
one
of
whom
is
in
the
Japanese
immersion
program.
We
moved
to
Alaska
in
2019
and
chose
to
live
close
to
the
school
system,
specifically
because
the
Japanese
programs,
our
long-term
plans,
are
to
stay
here
until
my
child
graduates
from
that
program.
If
the
program
ends
after
Middle
School,
we
will
find
another
High
School
in
the
lower
48
with
a
Japanese
immersion
program
and
move
I.
W
Tell
you
this,
because
you
need
to
understand
that
we
are
not
the
only
family
drawn
to
Alaska
by
the
language,
immersion
programs.
Many
other
families
with
children
in
the
language
programs
have
also
stated
that
they
would
leave
if
the
programs
are
cut.
If
you
cut
the
language
programs,
you
lose
families
working
age,
adults,
their
income
and
their
tax
money
as
well
as
future
generation.
Alaskans.
W
Cutting
the
language
program
at
eighth
grade
will
create
a
large,
four-year
gap
of
inconsistent
learning
and
practice
for
children
whose
brains
are
still
developing
with
that
four-year
lack
of
learning.
It's
nearly
impossible
for
that
child
to
retain
enough
of
their
second
language
to
be
proficient
enough
to
move
into
a
college-level
environment.
It's
no
secret
that
Anchorage
has
been
losing
working
age
adults
for
years
and
we
struggle
to
keep
Industries
up
here.
We
cannot
afford
to
lose
any
more
incentives
for
people
to
come
up
here
and
stay.
W
Additionally,
Anchorage
is
one
of
the
most
important
places
in
the
U.S.
We
are
less
than
nine
and
a
half
hours
from
90
percent
of
the
industrial
World.
Our
immersion
programs
provide
us
the
opportunity
to
capitalize
on
our
strategic
location
to
build
an
industry
capable
of
targeting
many
foreign
economies,
many
immersion
students
graduate
or
I'm
sorry,
many
immersion
student
graduates
move
on
to
work
in
various
Foreign
language-based
Fields
around
Alaska.
Investing
in
our
language,
immersion
programs
is
investing
in
the
future
of
Anchorage
as
the
global
economy
transitions
away
from
fossil
fuels.
W
We
need
to
be
positioned
to
capitalize
on
that
transition
as
well,
so
our
community,
our
community,
doesn't
crumble
any
further.
The
language
programs
are
key
to
establishing
International
cargo
and
trade
businesses
here
in
Anchorage,
as
well
as
foreign
tourist-based
Industries.
A
quick,
Google
search
of
where
Alaska
stands
in
comparison
to
the
rest
of
the
country,
states
that
we
are
rated
49
out
of
50
for
education
and
we
are
dead
last
for
economy.
Cutting
immersion
programs
will
only
compound
our
issues
by
eliminating
one
of
the
few
remaining
incentives.
W
B
G
Good
evening,
ASC
board
and
Community
I
would
imagine
we're
all
still
processing
the
robust
Community
feedback
that
we
received
this
week
and
tonight
so
I'll
try
to
be
brief,
but
I
did
want
to
share
that
in
the
spirit
of
Thanksgiving.
That
I
am
very
thankful
to
be
a
member
of
this
community.
While
the
input
we've
received
at
town
halls
and
tonight
were
difficult
for
many
involved.
There
was
one
bright
spot
which
is
really
clear
to
me,
which
is
that
our
community
loves
our
schools.
G
G
Even
if
it
survives
going
into
next
year
will
exist
in
perpetuity
to
the
many
community
members
who
are
here
tonight
and
engaging
with
us
at
Town,
Halls
I
encourage
you
to
remain
Vigilant
and
advocate
for
sensible
policies
that
can
give
our
community
the
peace
of
mind
that
it
deserves
that
our
fantastic
educational
programs
can
continue
to
exist.
So
moving
away
from
the
budget
conversation,
we
do
have
things
to
look
forward
to.
G
We
anticipate
some
positive
news
on
the
topic
of
bus
transportation,
which
I
understand
has
come
up
quite
a
bit
in
our
town
hall
discussions
as
well.
For
various
reasons.
We
do
have
22
drivers
in
training
and
a
slightly
higher
number
of
vacancies,
so
we're
thankful
to
the
community
for
your
patience
and,
even
though
we're
about
to
emerge
from
our
short-term
crisis.
I
also
want
to
reiterate
that
our
eye
is
still
on
the
longer
term,
systemic
issues
that
we've
identified
and
need
to
address
so
that
we
don't
fall
into
this
situation
again.
G
G
Will
finally
complete
the
onboarding
of
our
new
Chief
academic
officer,
so
we
can
get
some
fresh
perspectives
and
continue
to
make
progress
on
our
academic
goals,
which
I
feel
have
fallen
out
of
the
conversation
due
to
all
this
noise
around
budget
and
the
state
of
education
in
the
state,
I
really
want
to
make
sure
that
we
don't
lose
sight
of
those
and
very
important
board
goals
on
reading
math
and
college
and
Care
Readiness.
That's
what
education
is
about.
So
I
will
close
my
remarks.
There.
J
J
J
A
lot
of
teachers
do
a
lot
of
PTA
parents.
Do
they
kind
of
expect
to
hear
it
from
us,
and
we
have
limited
impact
I
would
urge
folks
to
know
that
they
need
to
talk
to
their
legislators
personally,
they're
not
hearing
from
folks
like
they
used
to
a
couple
of
decades
back
and
we
have
some
impact,
but
not
nearly
the
same
as
if
the
people
that
turned
out
for
our
community
meetings
were
the
people
that
turned
out
here
tonight.
Take
the
time
to.
J
I
would
just
urge
people
to
stand
up
and
and
speak
back
to
that
if
they
disagree
with
it,
and
what
legislators
in
particular
know
that
school
is
doing
something
valuable
for
you
or
for
your
child
so
that
they
know
how
much
you
value
it.
This
is
the
result
of
flat
funding.
We've
had
two
chaotic
years
that
there
was
a
influx
of
money,
one-time
money
to
kind
of
get
us
through
a
very
unpredictable
and
chaotic
time,
but
we're
back
kind
of
to
where
we
were
2017
dollars.
J
We
do
have
fewer
students
and
that
helps,
but
we
cannot
run
the
same
district.
We
were
running
I.
I
will
say
that
my
comment
always
was
that
the
cost
of
the
immersion
program
was
more
an
argument
for
why
you
keep
it.
It
really
bonds,
families
together,
it
bonds,
kids
to
their
school
and
to
each
other.
It
really
just
has
remarkable
and
positive
outcomes
and
I
I.
Think
that
there
is
a
plan
to
try
to
get
more
people
into
it
to
make
it
cost
neutral.
J
J
That
will
help,
but
also
take
time
to
speak
to
your
legislators.
They're
getting
ready
to
head
to
Juno
as
the
election
results
are
being
final.
Let
them
know
it
matters
to
you,
and
hopefully,
decisions
like
this
will
go
away.
Thank
you.
I
All
right,
thank
you
to
I'm
thinking
of
all
of
you
here
tonight
as
the
die
hards.
Thank
you
for
sticking
sticking
it
out
and
and
making
making
an
amazing
claim
for
the
importance
of
so
much
of
the
work
that
our
Educators
do
so
I,
just
it
was
really
uplifting
actually
listening
to
our
students
and
our
family
members
and
our
educators
really
share
some
of
the
best
of
what
our
community
has
to
offer.
I
So
I
appreciate
that
from
the
glass
half
full
I
want
to
share
a
great
story
from
the
Alaska
Association
of
school
board
meeting,
which
was
a
four
day-ish
conference
about
a
week
ago,
and
many
of
the
members
were
there,
you
sort
of
like
work,
your
way
through
to
the
Sunday
delegate,
assembly
and
they're
sort
of
horse
trading.
I
That
happens,
but
there
was
a
remarkable
moment
where
Bridge
delegation
amended
an
item
with
respect
to
the
base
student
allocation
and
adequate
funding,
and
we
we
put
a
price
tag
on
what
that
inflation-proof
number
should
be,
and
that
really
just
reflected
the
charts
that
we
see
it's
at
860
gap
between
what
are
the
fy24
budget
reflects.
The
base
student
allocation.
I
Will
be
and
what
we've
been
told
it
needs
to
be,
and
we
got
a
ballroom
at
the
Captain
Cook
filled
with
unanimous
hands
up,
that's
remarkable
for
the
aasb,
because
rural
and
urban
concerns
are
often
not
aligned.
It
was
a
ballroom
full
of
hands
up
everybody
in
agreement,
so
I
think
that's
a
really
positive
thing
to
share
to
our
Administration
I
found
it
really
remarkable
that
the
nanaka
Valley
Community
applauded
you
all
last
night.
C
I
I
would
like
to
applaud
you
for
a
lot
of
really
hard
work,
that
you're
doing
it's
not
easy
to
deliver,
funerals
again
and
again
and
again,
and
that's
what
you're
doing
that
said.
You've
asked
for
guidance,
so
I'm
going
to
take
a
deep
breath
and
share
some
of
my
thoughts,
and
some
of
them
are
probably
not
good
ideas
and
some
of
them
might
have
some
value.
I'd
like
to
begin
at
the
top
I
think
you
should
cut
School
Board
member
pay
to
align
with
the
FY
17
budget
allocation,
not
Amanda,
Foster!
I
Don't
keep
her
in
that
pay.
Her
she's
worth
every
penny,
but
you
can
lower
ours,
and
maybe
we
can
have
a
couple.
We
can't
do
that
you're
shaking
your
head
at
me,
okay,
well,
I
thought
it
was
relevant
I'm
a
little
bit
disappointed
that
it
would
take
a
great
deal
of
time
to
move
the
administration
building
to
reduce
four
and
a
half
million
dollars
in
costs.
I
feel
like
if
we
could
do
that
in
an
expedited
fashion.
I
That
would
be
something
as
much
work
as
goes
on
in
this
building.
I
think
it
would
be
less
impactful
in
some
way
to
our
students
and
our
communities.
So
if
we
can
do
that,
maybe
that
means
board
member.
Maybe
we
use
the
lucac
library
Chambers
as
a
boardroom
during
the
build
out
process.
If
that
can
hustle
us
into
a
new
space,
faster
I
can
sit
in
those
chambers
if
they'll
share
it.
I
Maybe
Abbott
Loop.
If
it
needs
to
be
closed,
can
be
turned
into
one
of
those
sites.
I
It
would
be
awkward
and
uncomfortable,
but
four
and
a
half
million
dollars
a
year
is
a
lot
of
money
that
we
might
be
able
to
save
I
kind
of
asked
some
terrible
questions
about
instructional,
coaches
and
I
know
there's
value
to
them,
but
I
do
see
that
we
are
in
a
crisis
and
I
think
that
we
do
need
to
focus
our
attention
on
core
Services
I'm
a
little
bit
concerned
about
ASD,
virtual
and
I
think
that
it's
something
that
I
will
support
either
eliminating
or
massively
downsizing
or
otherwise
reforming
I
really
want
to
retain
ignite
and
I
would
encourage
other
board
members
to
consider
funding
it
for
at
least
another
year,
where
the
fund
balance
or
some
portion
of
the
Romanian
school
bond
debt
reimbursement,
while
the
administration
Works
to
show
the
board.
I
What
exactly
it
has
in
mind
for
the
future
I
think
it's
A
Hard
Sell,
when
we
don't
know
what
it
looks
like
and
there's
sort
of
this
existing
canvas
shell
that
has
existed
for
about
two
years
in
a
very
static
way,
so
I.
Let's
maybe
continue
to
fund
ignite
a
little
bit
longer
and
as
we,
if
we
continue
to
barrel
down
a
fiscal
cliff
like
I'd
love
to
see
what
a
better
option
might
look
like.
I'm,
really
appreciative
of
the
opportunity
to
retain
our
immersion
programs,
but
I
also
understand,
as
people
said
today.
I
Well,
you
know
the
uncertainty
hasn't
exactly
gone
away
and
I.
Don't
know
whether
this
is
a
good
idea
at
all
or
not.
But
perhaps
we
turn
the
language
and
Merchant
programs
into
multi-site
Charters,
because
there's
a
multiplier
in
the
state
formula,
and
you
can
give
me
a
thumbs
up
or
thumbs
down
and
my
feelings
won't
be
hurt
but
I'm
just
looking
for
some
outside
of
the
box
opportunities.
I
I
think
when
it
comes
to
any
other
school
closures.
If
costs
I
mean
I,
understand
a
lot
of
the
rhetoric
and
Arguments
for
improved
student
services.
I
But
there
is
a
cost
savings
argument
which
has
been
made
but
I,
but
I
see
that
we
might
have
greater
savings
if
we
pursue
consolidation
of
schools
that
are
already
above
and
I,
think
there's
a
Breaking
Point
at
the
425
student
threshold
in
the
in
the
formula
and
I'm
a
little
concerned
about
putting
the
Alaska
native
cultural
charter
school,
which
I
know
needs
a
new
home
into
Wonder
Park.
I
I
I've
been
doing
a
little
bit
of
trying
to
dive
into
some
literature
on
school
closures,
not
really
finding
a
whole
lot
of
positive
articles
on
improved
student
outcomes,
I'm
a
little
bit
concerned
about
possible
labor
impacts
of
closures,
to
teacher
retention,
and
if
we
do
end
up
closing
schools,
there
was
something
that
caught
my
eye.
That
said.
Well,
maybe
we
need
to
balance
the
adverse
effects
of
school
closures
on
our
students
by
making
additional
investments
in
the
receiving
schools
right.
I
Maybe
we
have
additional
teaching,
Assistance
or
lower
class
sizes
in
those
schools
to
balance
you
know,
we
know
from
our
own
ASD
data
right
when
students
move
from
one
school
to
the
next.
There
is
I'm
at
a
loss
for
words
their
their
outcomes,
go
go
down.
So
if
we
can
work
to
mitigate
that
by
a
small
investment
in
the
receiving
schools,
that
might
be
helpful.
I
I
want
the
public
to
know
that
that
this
board
and
I
hope,
your
head's
all
nod
I
think
we're.
We
are
committed
for
a
fight
for
adequate
funding
this
year
board
members
from
across.
P
I
Year
and
it's
it's
not
like
this
is
new,
but
this
is
the
times
are
harder
now
than
they've
been
before,
but
we
need
your
help
desperately,
and
so
we
need
you
to
write
to
call
to
go
knock
on
your
those
legislators.
Doors
buy
your
tickets
now
for
Juno.
Once
the
legislative
session,
you
can
get
them
for
like
5
000
miles.
If
you
have
your,
you
know
the
Alaska
Airlines
constituent
fares.
I
If
you
plan
ahead,
if
you
don't
want
to
go
down
to
Juno,
you
can
put
the
Anchorage
legislative
caucus
generally
meets
like
in
mid-February.
Put
that
on
your
calendar
and
make
sure
we
fill
the
room.
Then
tell
your
family
and
friends
across
the
state
to
speak
up
on
behalf
of
Education
funding
and
then
I
hope
that
our
schools
and
school
leaders.
This
was
an
idea
from
the
aasb
meeting
that
I
thought.
I'd
share.
Invite
legislators
to
your
schools
for
school
visits.
I
Put
put
those
legislators
on
your
school
newsletters
tell
them
about
your
school
events
and
share
good
things
when
your
students
are
recognized
in
you
know
your
representative,
your
Senator.
We
want
to
share
those
good
things
and
I
love.
The
idea
of
using
businesses
as
a
way
using
ASD
and
all
the
good
things
that
do
happen
here,
making
sure
that
businesses
are
aware
of
them
as
part
of
their
hiring
incentives.
So
I'm
done
now,
thanks.
A
N
I
do
want
to
thank
everybody
for
for
staying
through
the
end
of
the
meeting.
I
see
that
we
have
a
student
here.
We
have
lots
of
staff
and
in
in
the
room
as
well
and
and
I
know
tomorrow
morning
is
going
to
come
quickly,
so
I
just
I
just
want
to
say
thank
you
again
for
your
advocacy
for
not
just
the
the
programs
that
that
you
spoke
about,
but
for
our
students
and
for
education.
So
I'll
reiterate
what
you've
already
heard.
N
Please
reach
out
to
your
legislators,
the
students
and
the
parents
that
we've
heard
from
tonight.
They
really
need
to
hear
from
and
it
will
be
impactful
I
I
am
convinced
of
that.
Also,
the
the
next
Communications
meeting
is
coming
up
here
on
Thursday
November
17th
at
noon.
So
please
feel
free
to
to
join
us,
it'll
be
streamed
as
well.
So
you
can
join
us
that
way
as
well,
and
so
again,
thank
you
for
being
here.
B
Member
Holloman
did
you
mention
the
governance
meeting
we
talked
about
it
earlier?
Is
it
it's
that
is
it
at
11
or
10.
O
O
It
was
great
to
watch
them
using
the
immersion
language
kind
of
makes
me
want
to
put
music
on
The
Chopping
Block,
so
we'll
get
violins
in
here
and
lots
of
other
instruments
because
it
was
purely
enjoyable.
I
I
will
tell
you
that
visiting
a
number
of
different
Ivy
schools
like
I,
did
and
going
through
the
process
of
seeing
what
they
do
for
my
own
interest,
and
one
of
the
things
they
look
at
is
not
perfect.
O
Sat
scores
they're
looking
for
Community
involvement,
so
their
involvement
here
calling
legislatures
doing
other
things,
is
really
very,
very
beneficial
for
them,
and
very
beneficial
for
the
school
district,
so
Mike
great
appreciation
to
all
the
parents
that
were
behind
that
as
well
and
doing
it
there's
only
one
comment:
I
would
take
a
objection
into
and
that
somebody
made
a
comment
I've
been
in
11
years
or
something
like
that,
and
if
he
cut
it
down,
it
will
all
be
in
vain.
It's
not
in
vain.
O
There
are
so
many
benefits
for
every
year
that
someone's
in
the
emerging
program.
I
do
not
want
to
see
it
cut,
but
it
doesn't
matter
the
fact
that
somebody's
going
through
it.
That
is
not
all
about
graduations
about
the
course
that's
going
on
and
the
great
job
in
that.
So
a
lot
of
appreciation,
a
lot
of
frustration
as
I.
Listen
to
this
and
a
lot
of
issues
came
up
and
I'm
going
to
be
very
confrontive
about
it.
I'm
listening
to
someone
tell
me,
we
cut
300
teachers
and
added
50
admin
since
2016.
O
I
want
to
know
if
it's
true
I
want
to
know
what
the
dollar
values
have
been
changed.
The
only
thing
I've
heard
from
Administration
potentially
is
that
if
you
cut
anything,
it
gets
diversed
out
to
the
schools.
So
let's
not
do
it.
We
ought
to
be
starting
outside
the
schools
if
we
can,
in
fact
that
we've
ignored
that
and
haven't
looked
at.
It
is
unacceptable
to
me,
but
let's
be
fair
about
this.
If
we
cut
all
of
administration,
we
still
got
to
cut
that's
assuming
nobody
in
administration
to
do
anything.
O
We
still
won't
be
able
to
cut
the
the
the
the
the
the
tens
of
millions
of
dollars
that
we
know
are
going
to
be
cut
and
that
can't
be
realistically
done
because
we'll
probably
lose
employees.
If
we
don't
pay
them
my
guess,
so
we
can't
do
that,
but
that
doesn't
mean
that
that
shouldn't
be
the
first
place
we
cut.
We
got
to
look
outside
the
schools.
O
We
got
to
talk
about
that
and
we
need
to
put
that
on
that
list
and
if
we
don't
put
it
on
that
list,
when
somebody
sits
down
there
and
says
that
it's
300
teachers
and
50
admin
positions
at
it,
I
want
to
be
able
to
respond
to
that.
We
need
to
be
able
to
look
at
that
comparison.
We
need
to
defend
what
we're
doing
and
if
we
don't
know
the
answers,
we
need
to
make
sure
we
find
them
and
I'm
committed
to
doing
that.
There
are
cost
out
there.
O
It's
not
just
50
teachers,
it's
how
many
contracts
we've
got
it's
their
equivalency
to
positions
as
well,
they're,
real
dollars,
you
know
and
along
those
lines,
we've
got
to
look
at
the
processing
of
what
we
did.
We
had
an
issue
last
year
in
which
we
had
an
emergency
contract
that
was
going
to
cost
a
million
dollars
plus
around
a
million
dollars,
and
they
said
it
had
to
be
done
immediately.
It
got
challenged.
Unfortunately,
we
had
a
contract
to
come
forward
and
challenge
it.
O
We
look
at
it,
we
get
it
done
in
less
than
two
hundred
thousand
the
Savings
in
that
would
save
two
schools
from
closing,
so
we
need
to.
We
need
to
challenge
all
of
that.
We
need
to
do
con.
We
need
to
do
artists
honestly,
and
the
Board
needs
to
be
engaged.
We've
got
a
financial
audit,
great
news
and
I
think
it
is
a
very
accurate
one.
O
Today
and
I
finance
has
done
a
great
job
on
artists
here
in
the
past,
but
I
didn't
get
asked
by
the
Auditors
questions
and
if
I
had
been
I
would
have
given
them
some
information
and
concerns
to
look
at.
We
are
so
removed
from
the
administration
aspects
of
things,
that's
unacceptable.
For
me.
We
are
not.
We
don't
have
audience
from
the
void
where
we're
directing
it
we're
not
responding
to
that
we're
not
participating,
and
we
need
to
challenge
it.
I
want
to
know
the
budget
aspect
of
this
with
Administration.
O
We
need
to
be
able
to
respond
to
that
and,
to
me,
that's
a
serious
issue
I.
Just
when
we
talk
about
classroom
sizes
and
we
talk
about
adequate
funding.
The
nightmare
to
me
is
that
we're
not
even
discussing
class
classroom
sizes,
which
is
impacting
outcomes
and
into
closed
schools
and
then
not
have
the
space
later
and
what
would
it
take
for
the
amount
of
space?
It's
it's
it's
mind-boggling
because
it
impacts
kids
and
we
all
every
time.
We
start.
We
talk
about
dollars
and
budgets.
We
always
talk
about.
O
First
thing
we
ought
to
say
is
kids,
we
ought
to
say:
what's
what
is
it
in
it
for
students?
What
are
we
doing
that
way
and
because
it's
all
having
impacts
that
way
and
that
it's
so
just
it's
it's
infuriating
to
me
what
we
have
to
deal
with,
but
we
have
got
to
get
through
it
quickly
with
it
and
to
do
that.
I,
like
the
comments
from
parents
and
then
I
could
making
a
comment.
Why
can't
we
put
preschool
in
with
this?
Why
can't
we
keep
it
going
and
the
impact
for
the
kids?
O
It's
it's
all
over
the
place
and
and
I
really
appreciate.
Mr
holloman's
comments
about
lobbying
and
everybody
else
talks
about
things
we've
done,
but
the
most
effective
time
this
board
has
ever
had
with
lobbying
is
when
we
didn't
get
involved.
O
It
was
when
the
Great
Alaska
schools
got
out
there
and
parents
took
charge
and
they
decided
they
are
not
supporting
High
School
changes
and
elimination
of
middle
school.
They
needed
base
student
allocation
funding
and
they
flooded
the
legislators
with
emails
and
calls,
and
the
legislature
didn't
know
what
the
hell
to
do.
They
were
going
crazy.
They
accused
us
of
causing
it.
We
were
not
the
ones
that
initiated
it,
but
I
took
responsibility.
I
said:
I
am
responsible,
a
school
board.
We
we
support,
teaching
Civics
and
that's
what
this
is
about.
O
So
the
kids,
the
students
that
we've
got
the
parents
you've
got.
You
need
to
tell
your
elected
officials
just
like
you're
telling
us
what
you
want.
They
work
for
you.
They
need
to
do
what
you're
going
to
do
what
you
want
and
you
need
to
demand
it,
and
you
need
to
get
everybody
out
there,
calling
you
get
that
done
and
you're
going
to
see
a
real
change.
But
if
you
sit
on
the
sidelines
and
say
well,
it's
hopeless
or
they're
in
charge.
No,
you
you're
really
in
charge.
O
If
you
push
this
issue
and
you
argue
it
and
you
take
it
to
them,
we
can't
do
it
effectively
like
you.
Can
it
just
doesn't
work
every
year
I'm
going
down
there
I'm
going
to
go
multiple
times
this
time,
I'll
go
down
there
a
lot
more
frequent
than
other
board
members,
because
I
can
do
it
without
without
any
flight
costs.
O
D
For
years
now,
school
districts
have
been
going
down
to
Juno
and
and
trying
really
hard
to
increase
State
funding
for
schools,
unsuccessfully
and
I,
really
think.
What's
missing
from
a
winning
strategy
to
seek
increase
in
state
funding
for
Alaska
schools
is
to
find
ways
to
be
more
accountable
for
the
spending
that
districts
do
do.
D
We
ought
to
be
advocating
for
a
longer
school
year
and
a
longer
school
day,
because
right
now,
Alaska
has
the
combination
of
the
shortest
school
year,
instructional
days
a
year
and
the
shortest
school
days,
and
the
combination
of
those
two
factors
is
calculates
out
over
a
K-12
education
of
being
as
much
as
a
year
and
a
half
less
instruction
for
our
students
than
students
in
some
other
states.
Now,
that's
not
the
only
reason
for
our
scores
being
challenging,
but
but
it
certainly
is
a
factor
and
if
districts
said
okay,
give
us
some.
D
D
I
would
also
start
with
returning
to
proven
traditionally
successful
curriculum
such
as
Spalding
reading
and
sex
and
math
that
are
proving
Superior
and
providing
Superior
results
in
some
of
those
schools
here
in
this
very
District
that
are
allowed
to
utilize
those
curriculum
that
those
are
curriculums
that
made
this
District
really
successful.
20
years
ago,
before
the
Mandate
of
Common
Core
in
this
district
and
the
math
that
has
been
failing
us
for
the
last
16
years,
Saxon
Math
works,
I,
see
retired
teachers
all
the
time
that
says
whatever
happened.
D
Well,
it
was
something
that
happened
under
my
historical
research
happened
under
the
superintendent
that
decided
to
take
the
decision
about
curriculum
away
from
the
public
and
away
from
teachers
and
to
a
specially
appointed
committee
by
the
superintendent
we
used
to
vote
in
this
community
for
what
curriculum
we
thought
were
best
in
our
schools.
We
don't
get
to
do
that
anymore.
D
We
through
a
survey
that
the
school
district
used
to
do
we
used
to
have
all
the
teachers
surveyed
for
what
curriculum
we
thought
was
best
that
was
and
that
produced
really
successful
results,
and
that
was
all
taken
away
from
this
community.
About
16
to
20
years
ago,
we
ought
to
go
back
to
that
system
rather
than
having
an
especially
appointed
committee
that
was
stacked
in
this
last
process
against
the
math
that
was
successful.
D
But
it
wasn't
even
allowed
to
have
a
single
person,
an
advocate
for
Saxon
and
then,
when
it
came
to
time
to
pick
pilot
programs,
the
the
curriculum
to
Pilot
for
math
Saxon
wasn't
Chosen,
and
the
only
excuse
that
was
given
by
that
committee
at
the
time
was
Saxon,
wasn't
Common
Core
enough,
and
yet
it's
succeeding.
We
we
know
it
was
working,
but
we
wouldn't
even
consider
it
at
that
time.
So
we
ought
to
be
looking
at
the
curriculum.
That's
not
serving
us
well
and
going
back
to
the
curriculum.
D
We
know
worked
for
this
District
and
we
ought
to
be
working
with
parents
for
a
meaningful
non-advancement
options
for
students
who
are
not
meeting
or
not
at
grade
level
for
reading
and
math
before
they're
Advanced.
This
district
for
almost
20
years
had
an
absolute
policy
of
no
retention
when
I
was
first
elected.
This
board
I
asked
how
many
students,
in
example,
third
grade
we're
not
Advanced
to
fourth
grade
last
year
and
there's
over
3
000
of
those
students
and
only
four
were
held
back
now.
D
We
know
that
there
were
a
lot
more
than
four
kids
and
we're
not
capable
of
doing
math
at
that
level
of
reading
and
third
grade
is
really
essential
for
kids
to
be
able
to
read
in
going
into
the
future.
Well,
luckily,
this
board
chose
to
do
away
with
that
policy,
because
the
district
had
a
strict
non-retention
policy.
D
Well,
what
happens
after
20
years
of
non-retaining
you're
going
to
have
students
that
are
Advanced
every
year
that
aren't
ready
to
advance,
yet
that
can't
read
degrade
yet
every
year,
a
cascading
effect
until
they
graduate
and
they're
not
they're,
not
ready,
they're,
not
ready
to
graduate
the
combination
of
automatic
grade
progression,
not
giving
any
consideration
of
what's
really
best
for
that
child,
but
doing
it
as
it's
an
automatic
policy
and
having
the
shortest
school
year
and
the
shortest
school
day.
It
was
just
catastrophic
effect
over
the
last
20
years.
D
In
my
my
opinion,
so
we
need
to
really
invoke
the
existing
policy,
which
we
changed
a
few
years
ago
from
automatic
grade
promotion
to
what's,
in
the
best
interest
of
that
student.
Clearly,
there's
going
to
be
some
students
that
aren't
at
grade
level
that
it
would
be
too
harmful
for
them
from
a
social
economic
point
of
view
to
retain
them,
but
others
it's
going
to
be
the
absolute
thing
that
they
need,
and
we
know
that
it's
been
proven
in
other
states
out
there.
This
isn't
a
mystery.
D
We're
willing
to
do
that.
If
you
give
us
the
funds
to
make
that
work,
that's
accountability,
and
then
we
ought
to
be
using
our
existing
measures
of
academic
progress,
which
this
District
uses
to
measure
the
successfulness
and
identify
classroom
by
classroom
what's
happening
as
far
as
academic
progress,
to
really
identify
where
we
have
honest
unsuccessful
classrooms
and
then
addressing
those
the
diagnosed
causes
figure
out
what's
going
on
in
those
classrooms
and
get
those
students
the
the
services,
they
need
to
be
successful,
that's
accountability!
We
need
to
get
that
accountability.
B
So
I
I
have
a
just
a
couple
of
comments
and
I
I
am
going
to
ask
I.
Think
we
during
these
personal
comment
sections
we
are
really
we're
really
going
I
mean
I
I,
don't
know
what
to
call
it,
but
I
think
we
need
to
talk
about
it
at
some
point
as
a
board
on
how
we're
going
to
handle
these
personal
Comics
actions,
because
it's
you
know
it
it
it.
It
seems
like
we're.
B
I,
don't
know
what
we're
doing,
but
not
that
anything
is
not
important,
but
for
the
information
that
you
need,
we
need
and
the
processes
that
we
use
I
think
we
should
be
accessing
those
everything
doesn't
have
to
become
a
public
disagreement
or
or
misunderstanding.
B
So
I
want
to
start
with
legislative
priorities.
A
couple
have
come
up
tonight
that
I
have
not
seen
in
our
Google
doc.
So
if
you
will
put
those
priorities
in
the
Google
Doc,
we
can
try
to
reflect
them
in
this
year's
legislative
priorities.
We've
been
so
Amanda.
Could
you
send
that
link
one
more
time
before
a
Thursday?
B
It's
okay
to
do
it
in
the
morning?
Please
yes,
I
I,
really
I
do
appreciate
all
of
the
input
that
we
get
from
and
a
lot
of
you
guys
that
testified
tonight.
I
did
get
your
email,
some
of
you
I
answered,
others
are
still
waiting,
but
we
do
need
to
remain
United
as
a
district,
because
it's
not
no
one.
Kid
is
more
important
than
the
other.
No
program
is
more
important
than
the
other.
B
B
All
of
the
voices
are
important,
but
the
representation
that
we
are
seeing
have
have
me
concerned
that
we
we
need
to
dig
deeper,
so
we
and
speak
up
not
just
for
your
program
but
for
every
single
program
on
the
list,
because
every
single
kid
is
important
and
then
we
want
to
remind
board
members
to
please
send
in
your
questions.
I,
don't
I,
don't
care
how
how
long
they
are
just
in
demand
so
that
we
can
get
them.
B
That's
the
only
way
we
can
track
them
and
make
sure
my
job
is
to
make
sure
you
get
an
answer
and
in
closing
I
just
want
to
have
a
moment
of
silence
for
two
staff
members
that
we
lost
in
a
week.
B
We
get
so
focused
on
the
day-to-day
on
things
that
are
so
important
to
us
and
the
day-to-day
things
we're
trying
to
make
happen
for
kids.
We
lost
two
champions.
Last
week,
one
was
Ronnie
Melvin
over
at
the
ACT
program
and
the
other
was
Sarah
Mason,
a
teacher
and
I
think
Sarah
was
at
which
school
I
think
it
was
Fire
Lake,
so
a
moment
of
silence
for
their
families
and
for
all
the
service
that
they
gave
to
our
kids.
B
You
move
to
adjourn.
B
Moved
in
second
to
adjourn
any
office.