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From YouTube: School Board Work Session 05/23/2023
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B
C
Right,
yes,
good
afternoon,
we'd
like
to
welcome
everyone
to
our
work
session.
Today
is
Tuesday
May
23rd
all
board
members
are
present
in
the
boardroom,
and
that
includes
members,
Wilson
lessons
Jacobs
Holloman,
Higgins,
Donnelly
and
Bellamy.
We
also
have
Dr
Brian
our
superintendent,
as
well
as
our
executive
assistant,
Miss,
Amanda
Foster.
C
Also
in
the
boardroom.
We
have
several
of
our
staff
senior
staff
that
will
be
either
presenting
and
or
just
listening,
but
so
we
welcome
everybody
to
our
session.
C
So
with
that
I
don't
have
any
board
we're
going
to
Item
B
on
the
agenda.
I
don't
have
any
requests
for
information
that
have
not
been
either
prioritized
or
completed.
C
I'd
like
to
open
the
floor
briefly
to
see.
If
there
are
any
requests,
you
can
always
send
those
in
whenever
you
think
of
them.
Well,
maybe
think
of
them
twice
before
you
send
them
out.
C
I'm
looking
at
remember,
Jacobs
anyway
thing,
none,
let's
move
on
to
our
discussion
item
today
and
I'll
turn
it
over
to
Dr
Bryant.
Thank.
D
You,
madam
president,
and
good
afternoon,
ASD
Borden
Community.
Our
first
of
two
work
session
topics
will
be
our
college
career
in
life
Readiness
initiative.
This
will
be
a
major
priority
going
into
next
year,
as
it's
directly
aligned
with
our
board
goals
and
guardrails.
We
are
in
the
midst
of
planning
for
a
multi-year
CCL
transformation
that
will
put
ASD
at
the
center
of
the
city's
Workforce
Development
strategy
and
connect
students
with
more
opportunities
to
earn
college
credit,
industry
credentials
and
high
demand
careers
right
here
in
Anchorage.
D
E
All
right,
thank
you,
Dr
Brian,
so
I
I'm,
a
known
quantity,
but
shifting
roles,
so
I'm
Kirsten,
Johnson
strumpler.
Currently,
the
senior
director
of
secondary
education,
starting
July,
1st
I'll
dive
into
this
work
more
full
time
as
the
senior
director
of
secondary
teaching
and
learning
and
I'd
like
to
introduce
Cindy's
shapu.
E
She
will
be
the
CCL
director
she's,
going
to
start
her
onboarding
into
this
new
role
in
the
next
month
and
we
have
Larissa
Ray
Elson,
who
is
our
CCL
coordinator,
so
they're
here
just
to
be
available
for
questions
today.
E
E
That's
ahead
with
you
today,
anything
you
want
to
say,
ladies
no
okay,
so
all
right
so
Madam
president,
are
you
okay
with
me,
diving
right
in
okay,
all
right
so
I
just
wanted
to
start
today,
I'm
talking
about
our
college
career
life,
initiative
and
goal,
and
just
the
work
ahead
by
reminding
the
board
kind
of
the
three
buckets
of
work
that
we're
going
to
engage
in
as
we
really
get
going
in
in
the
work.
E
So
the
first
is
transforming
teaching
and
learning
and
underneath
the
that
that
bullet
you'll
see
some
activities
that
will
take
place
in
that
transformation
of
teaching
and
learning.
The
the
second
bucket
is
transforming
the
culture
systems
and
structures
of
schools.
So
there's
a
lot
of
structural
change
that
needs
to
happen
to
also
lend
itself
to
transforming
the
teaching
and
learning
in-house
and
then
a
big
part
which
we've
talked
about
as
a
group
before
is
transforming
Partnerships
between
schools
and
communities.
E
One
was
really
just
about
assessing,
what's
already
happening
in
the
district
that
took
place,
they
gave
us
some
recommendations
over
the
course
of
the
last
school
year.
We've
really
been
working
internally
with
our
our
leadership
and
our
folks
internally
and
then
starting
the
Outreach
to
some
of
our
businesses.
We
have
some
high-level
stakeholders
that
are
really
partners
with
us
now
and
we're
starting
to
enter
into
the
phase
where
we
are
more
public.
E
Like
with
that
envisioning,
and
we
are
starting
to
bring
more
Partners
to
the
table,
we
will
go
deep
into
that
Envision
work
as
we
enter
into
the
summer
and
late
and
early
fall
as
we
start
the
school
year,
we'll
start
to
get
into
phase
three,
which
is
the
planning
phase.
So
if
you
go
to
the
next
slide,
what
this
is
going
to
look
like
moving
forward
I
wanted
to
give
you
some
tangible
kind
of
activities
that
you'll
see
happening.
E
One
is
that
we're
going
to
start
designating
what
we
call
convenient
organization,
so
I'll
talk
a
lot
about
what
that
convenient
organization
is
later
in
the
presentation,
but
that's
a
really
important
outside
entity
partner.
That
is
a
cheerleader
essentially
for
the
work
and
is
willing
to
Advocate
and
be
a
part
of
the
work
with
the
district.
So
we're
going
to
really
start
onboarding
all
of
our
strategic
Partners
around
the
governance
structure.
That's
something
else.
E
I'll
explain
later
in
the
in
the
presentation
in
more
depth,
we're
really
going
to
start
looking
at
research
and
Industry
Trends.
So
we
can
start
looking
at
career
Pathways
down
down
the
road
as
well
and
have
that
input
from
our
community
and
our
businesses
we're
going
to
really
start
to
talk
to
our
community
about
why
we're
transforming
and
what
it's
going
to
look
like
and
why
it's
going
to
be
different.
We're
going
to
talk
about
a
portrait
of
a
graduate
that
will
establish
as
a
part
of
the
work
and
I'll.
E
These
are
all
things
that
I'm
going
to
talk
about
today,
so
we'll
get
to
more
details
and
then
we're
really
going
to
start
communicating
out
on
what
is
college
career
life
ready?
Why
are
we
developing
career
Pathways
in
our
high
schools
and
and
really
start
that
kind
of
communication
flow
to
our
stakeholder
groups
and
to
our
community?
And
so,
if
you
go
to
the
the
next
slide
in
in
phase
three,
once
we
start
really
getting
that
word
out
there
we
build
that
excitement.
We
have
our
partners
in
place.
E
We're
gonna
start
having
a
really
active
steering
committee
meetings,
we're
also
going
to
start
developing
a
master
plan.
That
master
plan
is
going
to
look
a
lot
like
a
strategic
plan
and
be
multiple
years,
so
we're
going
to
start
with
a
three-year
plan
and
every
year
we
would
review
that
plan
once
it's
established
as
a
as
a
district
in
a
community.
E
We're
going
to
continue
working
with
our
strategic
thought
partners,
because
that's
how
this
transformation
is
going
to
really
take
place
is
with
that
input
from
our
community
and
businesses
and
then
we'll
continue,
like
I,
said,
to
have
those
master
plan
meetings.
So
there's
going
to
be
a
lot
of
meetings
of
different
committees,
the
steering
committee
and
lots
of
work
going
on,
but
there's
a
system
to
it
that
I'll
explain
here
in
a
second
and
throughout
the
process
we'll
be
working
with
our
Ford
Next
Generation
learning
Partners,
who
are
actively
coaching
us
through
the
process.
E
So
if
you
look
at
this,
this
slide,
one
of
the
biggest
things
that's
different
about
college
career,
ready
work
that
we're
planning
is
a
community
connected
approach
and
having
lots
of
different
voices
at
the
table.
E
I
think
that's
something
from
from
my
work
in
the
district
that
the
board
really
values
is
that
Community,
Connection
and
input-
and
this
is
really
Grassroots
work
with
your
community
type
of
work
and
so
you'll
see
all
the
different
groups
that
we're
going
to
reach
out
to
to
really
engage
in
that
community.
Connected
approach
like
I
said
so
when
we
have
committees,
it
won't
just
be
District
people
sitting
at
the
table
making
plans,
it
will
be
businesses,
it
will
be
our
government
government
Partners.
E
So
if
you
look
at
the
governance
slide,
I
wanted
to
just
spend
some
time
talking
about
how
we.
So
we
have
all
these
committees,
and
we
have
all
this
input.
How
does
it
get
organized
and
and
there's
a
governance
structure
that
really
works
to
organize
everything
for
for
us
as
a
district?
So
the
first
part
I'd
like
to
talk
about
is
the
steering
committee.
E
So
we've
already
started
to
develop
that
with
some
of
our
high-level
stakeholders
there
there
are
people
like
Bill
pop
from
aedc
who
and
Shawna
Toma
from
northern
compass
and
some
other
high-level
CEO
types
that
have
really
worked
with
us.
This
year,
they've
gone
to
Nashville
Tennessee.
We've
talked
about
that
before
to
really
see
this
work
in
action
in
another
District
and
they're
very
committed
to
helping
us
and-
and
we
hope
to
grow
that
over
the
summer
that
group.
E
So
the
steering
committee
is
really
like
that
high
level
governance
body
that
we
work
with
through
the
college,
life
ready
work
and
and
those
green
arrows
you
see
on
the
screen.
Those
are
two-way
communication
arrows.
E
So
there's
we're
going
to
begin
to
develop
a
community
convenient
organization
as
well
and
I
describe
that
lovingly
like
a
cheerleader
for
the
work,
but
but
on
the
business
side
of
the
house,
not
not
an
educator
organization
so
that
they
can
influence
in
a
positive
way,
educate
people
about
what
CCL
is
and
what
the
district
is
doing
and
Champion
the
work
in
different
spheres
of
our
community.
Then
we're
able
to
reach
and
and
get
them
to
be,
a
part
of
the
work
as
well.
E
So
underneath
that
Community
convening
organization
you
have
someone
who
is
a
community
coordinator,
this
is
usually
an
entity
that
has
the
ability
to
help
manage
all
the
different
business
Partnerships
that
we
hope
to
establish
through
this
work
and
can
really
be
kind
of.
In
the
background,
helping
organize
that
work
for
the
district
and
and
in
unison
with
the
district.
So
you
obviously
have
your
four
Next
Generation
learning
coaches
that
will
be
working
with
us.
We
have
your
operating
team,
which
is
us
sitting
here.
E
So
that's
your
CCL
team
and
then
you
have
lots
of
different
leads
for
different
projects
that
are
tied,
often
to
tactic
teams
which
I
will
we'll
talk
about
here
in
a
second.
So
another
part
of
the
governance
structure
of
this
work
is
the
district.
Obviously,
so
the
district's
role
in
this
work
is
to
make
sure
we're
following
through
that
we're
staying
true
to
students
and-
and
we
are
the
ones
that
know
how
to
educate
students
and
are
the
experts
of
that.
E
So
when
we
go
into
developing
a
career
pathway
structure,
industry
may
have
a
certain
set
of
standards
that
people
need
to
achieve,
but
we
know
how
to
educate
kids
and
how
do
we
bring
that
together?
That's
our
responsibility
as
a
district
and
to
sure
we
get
kids
to
where
they
need
to
be
at
the
end
of
of
school
for
graduation.
So
we
we
are
kind
of
like
the
accountability
factor
in
all
of
it,
and
then
the
tactic
teams,
they're
called
tactic
teams,
which
sounds
better
than
just
their
their
really
hard-working
groups.
E
And
so
that's
where
the
the
meat
of
the
work
gets
done
and
on
tactic
teams.
There
is
a
ASD
person
that
will
run
a
tactic
team
alongside
a
business
or
Community
member.
They
will
be
co-chairs
of
that
tactic
to
you,
so
you
always
have
both
the
educator
lens
and
the
business
industry
lens
at
the
table.
Doing
the
work
those
co-chairs
serve
on
our
larger
steering
committee
as
well,
and
advise
that
steering
committee
to
the
high
level
work.
E
So
so
that's
a
really
complicated
structure,
but
it
makes
sense
when
you
dive
into
it
and
so
I
just
wanted
to
go
to
the
next
slide
and
talk
a
little
bit
about
this
green
committee.
I
said
that
they're
a
cheerleader
but
they're
really
an
advocate
out
in
the
community.
For
this
work
to
happen.
They
also
are
bringing
people
to
the
table
to
help
us
get
it
done.
E
So
that's
the
short
of
of
the
work
of
that
steering
committee
is
they're,
bringing
the
resources,
both
people
and
knowledge
to
the
table
so
that
we
can
really
do
our
due
diligence
to
be
a
primary
Workforce
Development
place.
So
if
you
go
to
the
next
slide,
that
shows
some
of
the
work
that
the
steering
committee
does
and
their
responsibilities
in
in
more
detail.
E
I've
talked
quite
a
bit
about
it,
so
I'm
not
going
to
read
through
this,
but
the
the
big
work
of
the
steering
committee
is
to
keep
the
train
moving
down
the
tracks
so
they're,
looking
at
high
level
data
for
industry
and
Workforce
Development
they're
they're,
advising
on
if
certain
things
along
the
CCL
work
are
working
or
not
working.
That's
part
of
their
job
as
well.
They
may
advocate
for
resources
as
well
and-
and
you
know,
work
work
alongside
the
district.
E
So
if
you,
if
you
go
to
the
next
slide,
this
is
really
where
that
community
connected
approach
comes
again,
which
is
including
lots
of
different
stakeholders.
So
it's
not
just
one
type
of
person
sitting
on
the
steering
committee.
It's
really
bringing
the
community
together
into
a
group,
to
work
on
what's
good
for
kids
when
it
comes
to
the
transformation
of
college
career
and
life
ready,
so
switching
a
little
bit
to
the
community
community
convening
organization.
E
This
is
someone
typically
that
has
a
lot
of
Leverage
in
our
community.
That
can
really
put
this
as
a
a
Forefront
of
of
something
that
we
really
want
to
do
as
a
community,
not
just
as
a
district.
So
a
lot
of
you
have
heard
Bill
pop
champion
this
work
in
the
community.
E
E
We
provide
the
resources
and
the
leadership
that
they
need.
We
provide
the
direction
we
we
just.
We
really.
The
district's
role
is
really
to
make
it
all
work
for
everyone.
That's
our
big
role
is
to
be
the
center
of
coordination.
E
Essentially,
so,
if
you
go
to
the
next
slide,
our
work
as
a
CCL
team
is
really
to
do
the
background
work,
so
we're
going
to
be
the
ones
that
plan
events
in
the
background
that
we
reach
out
to
folks
to
make
sure
that
they
fit
into
the
work
that
they
want
to,
because
there's
a
lot
of
different
Communications
that
need
to
happen.
E
If
we
have
all
these
Partners
so
we're
making
sure
that
the
ship
carries
on
and
so
we're
going
to
work
closely,
as
well
with
the
schools
for
implementation,
we
will
also
work
really
closely
with
the
Ford
Next
Generation
learning
coaches
to
make
sure
we're
gleaning
everything
we
can
from
other
communities
and
not
making
mistakes.
That
could
be
avoided,
and
so
we
were
really
the
support
for
the
work.
E
So
one
of
the
big
Beginnings
I
would
say
as
a
community
the
CCL
team
here,
Devin
Roberts,
who
will
also
be
our
CTE
assistant
director.
We
will
all
be
doing
a
number
of
Outreach
kind
of
efforts
over
the
summer
to
collect
our
partners
and
engage
them
into
the
CCL
work.
One
of
the
first
things
that
we
would
like
to
plan
as
we
move
forward,
is
what
we
are
calling
a
community
convening.
So
this
is
a
large
Gathering
thinking
of
somewhere
between
two
and
three
hundred
people.
E
E
We
would
also
invite
many
of
our
different
community
and
business
partners
to
the
table
to
really
discuss
what
do
we
want
out
of
a
graduate,
and
so
what
we
would
develop
is
something
like
what
you
see
in
front
of
us,
which
is
the
portrait
of
a
graduate.
So
what?
What
do
you
want?
Kids
to
graduate
with,
in
terms
of
this,
the
social
skills,
life
skills,
actual
academic
skills,
work
habits?
It's
going
to
be
a
really
great,
guided
conversation
with
lots
of
different
stakeholders
at
the
table
to
say
when
students
leave
anchor
School
District.
E
This
is
what
they
should
embody
and
that's
going
to
be
our
large
goal
moving
forward
when
we
start
to
talk
about
career
academies
and
other
types
of
career
development,
work,
that'll
be
involved,
and
so
this
is
the
first
step.
The
second
step
of
that
Community
convening
will
be
to
start
to
look
at
industry
and
Workforce
data
so
that
we
can
start
to
have
that
conversation
about
career
academies
which
we'll
dive
into
here
in
a
second
and
so
we'll
really
take
the
input
from
the
community.
E
We'll
look
at
the
data
for
Workforce
Development
in
our
state
and
then
we'll
also
do
an
assessment
of
what
we
are
doing
well
as
a
district
and
maybe
some
gaps
that
we
have
that
we
need
to
work
on
as
we
develop
this
project.
So
we
have
it
tentatively
set
for
October
12th
and
we
will
likely
be
using
a
space
at
UAA
as
one
of
our
partners
in
the
work
so
that
we
we
have
a
large
space
for
everybody
to
to
gather
so
board.
E
Members
would
definitely
be
invited
to
be
a
part
of
this
process,
so
I
put
the
date
on
there
in
case
you
want
to.
You
know
Reserve
that
date,
don't
don't
go
to
Hawaii
on
that
day.
So
so,
looking
ahead,
we've
talked
a
little
bit
about
the
governance
structure,
but
I
want
to
kind
of
dive
more
into
the
school
side
of
things.
So
this
is.
This
is
a
slide.
We
talked.
We've
talked
about
a
lot
internally
with
our
Educators
we've
had
lots
of
meetings
with
Department
chairs,
we've
had
lots
of
principal
meetings.
E
We've
met
as
a
Cabinet
lots
of
different
types
of
internal
meetings
that
have
taken
place,
and
what
we
talk
about
is
that
you
know
anchor
School
District
does
do
a
lot
of
things
really
well.
Every
district
has
some
things
that
they
can
improve
on.
So
what
we
say
is
we
have
pockets
of
Excellence
right
now,
so
we
have
pockets
where
kids
are
getting
really
great
things
out
of
our
district,
but
it's
not
necessarily
an
opportunity.
E
G
Thank
you,
madam
president.
I
appreciate
the
information
thus
far.
It's
really
good.
Is
there
an
intersection
between
the
steering
committee
or
the
governance
structure
for
the
CCL
team
and
our
current
School
Business
Partnership
committee.
There.
E
Is
for
sure
that's
a
great
question,
so
we
actually
have
actively
worked
with
school
business
partners
in
their
board
to
to
include
them
in
this
work.
Thus
far
so
Colette,
who
is
their
executive
director,
is
sitting
on
the
steering
committee
with
us
she's
one
of
our
our
first
members.
E
We've
met
with
the
Executive
Board
of
school
business
partners
as
well
to
educate
them
about
the
transformation
and
the
work
that's
coming
and
have
have
actively
invited
them
to
be
a
part
of
the
transformation
with
us.
So
we
see
them
as
a
real
strategic
partner
in
the
work.
F
Lessons
thanks,
maybe
I
have
two:
maybe
I,
don't
totally
understand
and
I
haven't
looked
into
it,
but
what
is
board
Next,
Generation
learning.
B
F
E
Yeah
no
problem
so
I
work
with
them
all
the
time.
So
that's
probably
my
heir
to
not
explain
that
a
little
better
so
for
Next
Generation
learning
is
they.
They
are
basically
a
philanthropic
group
associated
with
Ford
Motor
Company,
but
they
have
nothing
to
do
with
building
cars,
so
so
they're
they're,
basically
funded
by
some
of
the
profits
of
of
Ford
Motor
Company,
but
their
their
goal
is
to
do
Career
Academy
work
in
in
communities,
so
they
have
developed
a
system
of
coaching
where
they
do.
E
They
don't
come
in
like
if
you've
worked
with
other
consultants
in
your
careers,
a
lot
of
times,
Consultants
come
in
and
have
kind
of
a
canned
program
where
they
say.
Well,
you
have
to
do
this
that
and
the
other
thing-
and
it
has
to
be
exactly
this
way-
Ford
comes
in
and
they
have
a
framework
to
work
through,
but
they
want
it
to
be
Grassroots
and
they
want
it
to
fit
the
community.
E
So
their
whole
approach
is
to
work
side
by
side
with
the
team
in
that
Community
to
do
the
transformation
that
we're
kind
of
talking
about
today,
so
so
they're,
basically
like
really
great
coaches
in
the
work.
Much
like
a
a
coach
would
be
in
a
sport,
so
yeah.
F
And
thank
you
and
then
my
second
question
and
maybe
I'm
jumping
the
gun
here.
I'm
wondering
how
Academy
as
they
come
to
fruition
will
also
work
together
right
to
supplement
not
supplant.
You
know
when
we
educate
kids
in
high
school,
they
have
to
there's
a
Fidelity
to
State
graduation
requirements
right
you're.
You've
got
to
get
your
Social
Studies
classes,
your
math
classes,
your
science.
E
E
E
I
am
not
necessarily
an
advocate
of
adding
to
because
I
like
to
give
kids
choices
in
that
realm.
But
those
are
those
are
conversations
I
think
we're
going
to
have
to
have.
There
will
be
the
governance
part
that
the
board
works
with
in
terms
of
like
approving
graduation
requirements.
There
will
be
other
things
like
schedule
changes.
Potentially
that's
part
of
that's
that
bucket
of
work
that
we
talked
at
the
beginning,
which
was
transforming
structures
and
systems.
E
Fine
Arts
definitely
has
a
role
in
a
student's
career
with
us
as
a
student,
and
so
my
view
going
into
this
work
is
that
this
is
really
about
opening
doors.
For
kids,
it's
not
about
limit
teaching
them
so
yeah.
So
so
those
are
continual
conversations.
I
would
say
that
we'll
have
as
we
work
through
this
okay,
one.
F
E
Too
early
to
know
I
and
that's
something
that
we've
wrestled
with
as
an
internal
team,
because
one
of
the
things
that's
unique
about
Anchorage
is
the
amount
of
choice
that
we
have.
It's
a
it's
a
an
asset
and
a
challenge.
At
the
same
time,
when
you
do
this
work,
when,
when
you
go
to
some
other
communities,
they
don't
have
many
of
the
smaller
programs
that
we
have
for
kids
to
choose
from
so
I
think
there
is
a
role
for
this
work.
E
It
may
look
different
at
comprehensive
schools
versus
our
smaller
programs,
but
what
I
would
say
from
the
high
school
level
just
having
been
involved
with
them
pretty
deeply
over
the
last
six
years,
as
in
my
current
position,
is
that
a
lot
of
our
alternative
programs
do
this
work
more
so
than
our
comprehensive
schools
already?
E
So
many
students
already
are
doing
job
training
they're
going
to
King
Tech
more
readily
in
other
programs,
so
so
I
I
think
that
there's
definitely
a
role
it
made
does
not
look
the
same
as
it
does
as
a
regular
Comprehensive,
High
School,
so
yeah
those
those
are
definitely
that's,
definitely
going
to
be
what
one
of
our
tactic
teams
is
going
to
be.
When
you
look
at
that
governance
structure
and
I've
already
actually
talked
to
Alternative
High
School
principals
about
it
this
year.
E
C
So
I
I
just
had
a
couple.
Maybe
comments,
I,
don't
well.
Maybe
one
question
so
as
I'm
really
happy
to
see
that
you're
gonna
do
the
re-education
about
what
it
means,
because
when
you
say
CCL
or
career
life,
Readiness
I
think
it
means
different
things
to
different
people,
and
so
what?
What
does
it
mean
for
the
Anchorage
School
District
for
our
kids
for
our
families
I
think
taking
time
to
do?
That
is
very,
very
important.
C
So
right
now,
as
you
know
when-
and
this
was
one
of
the
toughest
it
was-
it
was
an
automatic
goal
for
the
board
back
in
2020
I
mean
there
was
no
question.
This
is
what
the
vision
of
the
community
was.
We
struggled
with.
How
do
we
even
do
it
right,
so
we
have
found
a
pathway
to
do
it
and
which
is
good
yeah.
So
I'm
wondering
how
do
we?
Similarly
to
what
member
lessons
question
was
you
know?
How
does
it
all
fit
under
this?
C
We
have
the
CCL
umbrella,
underneath
it
we've
got
financial
literacy,
we've
got
career,
Pathways,
we're
adding
the
academies
or
so
I'm.
Just
the
structure
of
what
our
goal
is
actually
going
to
end
up
looking
like
is,
is
it's
exciting,
but
I
I
still
can't
quite
see
all
the
connections
yeah
how
we
got
to
fit
everything
under
that
umbrella.
E
Sure
so
I'm
going
to
go.
If
you
don't
mind,
Madam
president
I'm
going
to
go
through
the
academies
part
because
I
think
it'll
become
clearer.
When
you
see
an
example
that
I
have
included
so
I'll
keep
going
and
then
stop
again
for.
C
E
Would
but
once
you
see
it,
it
makes
a
little
bit
better:
okay,
yeah
more
sense.
So
if
you
were
at
the
soft
launch
event,
this
is
a
little
bit
of
a
repeat,
but
just
to
recap:
what
is
so?
E
What
is
an
academy,
because
Academy
can
also
mean
lots
of
different
things
to
different
people,
so
in
the
sense
of
the
planning
that
we're
doing
an
academy
for
us
is
a
small
personalized
environment
so
rather
than
1800
students
in
some
of
our
larger
high
schools
being
all
together
in
one
big
kind
of
group,
we
will
break
students
down
into
academies
in
this
case
either
a
Freshman
Academy
or
a
Career
Academy,
and
so
they
are
in
a
kind
of
a
school
within
a
school.
E
If
you
will,
in
that
small
personalized
environment
I
have
that
like
quality
assurance,
if
you
will
that
when
they
leave
us,
we
can
say
yep,
you
really
achieved
this
and
we're
ready
to
send
you
out.
Another
assumption.
I
think
that
people
make
sometimes
is
that,
if
we're
doing
career
academies
that
we're
not
necessarily
doing
College
anymore,
we're
just
pushing
kids
to
Career,
which
is
not
the
case
at
all.
Like
there's
choice
for
kids
in
this
design,
they
can
choose
straight
to
Career,
or
they
could
choose
a
a
two-year
degree.
E
They
could
choose
an
eight-year
degree
if
they're
going
to
graduate
school
and-
and
you
know,
medical
school
and
all
of
those
upper
level,
College
opportunities.
So
there's
a
gamut
of
choices
for
kids
within
this
model
we're
going
to
develop
and
then
the
other
part
is
really
developing.
What
what
we
call
21st
century
skills,
which
is
those
people
skills,
those
social
skills
and
attributes
that
we
really
want
kids
to
leave
us
with,
in
addition
to
their
academic
skills.
E
So
those
are
embodied
in
an
academy.
This
structure,
when
you
look
at
it
at
a
school
level,
is
that
teachers
would
have
common
planning
time
within
that
Academy
to
really
weave
their
work
together.
So
much
like
some
of
our
middle
schools
have
Team
time
where
they're
able
to
work
with
each
other.
We
would
look
at
having
Academy
time
for
teachers
as
well,
so
that
they
can
work
well.
As
a
group,
students
are
cohort
scheduled.
E
That's
that
smaller
learning
community
that
that
I
talked
about
so
they're
scheduled
within
that
cohort,
so
that
they
don't
have
like
their
English
teacher
over
here
and
their
math
teacher
over
here
and
and
nobody
knows
each
other.
Essentially,
we
have
teachers
that
have
a
similar
group
of
students
and
they
can
meet
the
needs
of
those
students
they
can
also,
if
it's
like,
for
example,
a
Medical
Academy
teach
through
what
we
call
the
lens
of
that
Medical
Academy.
E
You
would
also
look
at
intentional
scheduling,
unfortunately,
I
think
sometimes
in
an
effort
to
get
kids
a
full
schedule.
We
were
like
okay,
well,
fifth
period.
You
can
take
gym
music
or
this
course
and
there's
not
necessarily
a
plan
around
that
scheduling.
It's
just
about
getting
kids
a
full
day
schedule
and
that's
not
necessarily
a
bad
thing,
because
kids
are
interested
in
those
things,
but
it
doesn't
have
an
end
goal.
Like
we
want
you
to
be
ready
for
such
and
such
industry
credentials,
so
you
need
to
take
this
course.
E
You
know,
there's
not
that
intentional
planning
for
the
long
run
and
then
business
and
Civic
engagement.
What
you'll?
What
we
hope
to
play
in
is
a
lot
of
time
for
our
students
to
be
out
doing
things
and
for
businesses
to
be
in
our
school
helping
teach
our
kids
so
you'll
see
that
partnership
through
this
Academy
structure.
E
So
looking
ahead
for
determining
academies,
because
that's
another
big
question
is
like
how
do
you
pick?
How
do
you
pick
the
academies
and
and
each
Community
the
board
partners
with
has
a
different
set
of
academies,
because
it's
based
on
the
community
need
so
the
first
thing
that
we
will
do
and-
and
this
is
part
of
the
community
input
process
as
well-
is
look
at
our
Workforce
projections
and
that's
where
aedc
is
really
important.
E
So
if
we
don't
need
like
manufacturing,
essentially
there's
not
a
lot
of
manufacturing
that
happens
in
Alaska
because
of
our
distance
and
the
shipping
costs
so
I,
don't
think
we
would
stand
up
three
or
four
manufacturing
academies
as
an
example,
but
we
probably
would
set
up
more
than
one
Medical
Academy,
because
we
know
Health
Care
is
really
an
essential
need
in
Alaska
and
particularly
in
rural
Alaska,
but
Anchorage
really
drives
the
the
state.
So
we
also
would
look
at
our
current
resources.
E
What
are
our
facilities
looking
like,
because
that's
another
part
of
the
transforming
structures?
We
may
decide
down
the
road
that
that
it's
really
essential
for
us
to
have
a
particular
pathway
in
the
anchor
School
District,
because
it
meets
a
need
and
we
may
need
to
start
looking
at
our
facilities
and
and
accommodating
that.
So
that's
part
of
the
discussion
as
well.
We're
also
going
to
look
at
who
can
partner
with
us
to
do
certain
Pathways
we're
going
to
look
at
students
interests
as
well.
We
will
look
at
gender
trends
like
do.
E
We
need
more
women
in
a
particular
industry
that
may
be
some
of
the
feedback
that
we
get
from
our
partners
and
then
we're
going
to
look
at
the
pathways
wants
to
get
kids
where
they
need
to
be
most
of
our
industry.
Credentials
that
will
probably
be
decided
on
will
need
to
take
place
in
more
than
one
course
because
they
need.
You
know
the
basic
training
they'll
need
another
class
and
maybe
a
third
class
to
get
there.
E
So
so
then,
mapping
those
out
through
a
student's,
High
School
career
will
be
a
part
of
it
as
well.
So
this
is
a
big
conversation.
Obviously
that
will
take
place
over
the
course
of
the
next
year
to
two
years.
E
I
wanted
to
provide
a
visual
example
for
everyone,
because
it's
really
hard
when
you
talk
about
all
of
these
things,
to
kind
of
organize
it,
and
it
was
even
hard
for
me
until
I
really
went
to
see
it.
This
is
one
example
from
Akron
Ohio.
They
are
a
similar
size,
District
they're,
about
five
years
ahead
of
us
in
this
work
and
this
transformation,
and
this
is
what
bear
academies
look
like
at
each
of
their
high
schools.
E
So
you'll
notice
in
this
example
that
every
column
is
a
different
High
School
each
each
of
them
have
two
to
four
Pathways
and
they
have
a
named
partner
as
a
part
of
the
pathway,
so
there's
a
business
that
is
sponsoring
that
Academy
or
or
career
pathway
in
each
school
so
and
you'll
notice.
E
Also,
as
you
look
at
this
example
that
there
are
some
duplicates
because
in
that
particular
area,
it's
a
it's
an
enough
of
a
demand
with
a
Workforce
that
we
need
to
train
kids
in
more
than
one
high
school
in
that
particular
field.
And
so
so
so
it's
it's
a
complex
system.
But
when
you
see
it
visually
like
this,
it
makes
a
little
bit
more
sense.
E
You'll
also
notice,
under
the
career
academies
that
there's
multiple
career
Pathways
that
are
possible
so
in
a
medical
pathway.
I
keep
using
that
one
just
because
I
know
it
a
little
bit
better
than
some
of
our
Industries.
E
But
you
may
have
a
nursing
pathway
way,
but
you
may
have
a
medical
assistant
pathway.
You
may
also
have
in
a
medical
pathway
like
a
counseling
or
mental
health
kind
of
pathway
for
kids
as
well.
So
there's
a
variety
of
ways.
You
can
have
an
academy
and
then
have
lots
of
different
interests
for
kids
under
that
Academy.
E
So
the
other
thing
I,
think
I
wanna
I
I'd,
like
to
point
out
in
this
example,
is
you'll
notice
that
there's
still
a
place
for
IB.
We
have
IB
at
West,
High
School,
currently,
there's
still
a
place
for
that,
there's
still
a
place
for
their
Early
College
model,
so
that
would
be
equivalent
to
our
Alaska
middle
college
school.
E
So
there's
still
opportunities
for
kids,
who
are
are
truly
College
Bound
or
have
a
focus
such
as
IBS
who
still
achieve
those
things
because
they're
important,
but
still
be
involving
career
pathway,
work.
The
other
thing
I
want
to
point
out
and
I
can't.
This
is
too
small
and
I
don't
have
my
glasses,
but
there
is
a
high
school
here
that
has
a
fine
arts
pathway
as
well
and
I.
E
Think
that's
something
that
comes
up
when
we
discuss
this
work
as
well
is
where
do
where
do
fine
fine
arts
fit
in
all
of
this,
because
oftentimes
people
will
will
assume
that
fine
arts
isn't
a
part
of
that
and
it
actually
could
potentially
be
a
pathway
or
an
academy.
If
that's
what
our
data
and
our
community
wants,
so
so
that
that's
why
I
was
like,
can
I
show
you
this,
and
it
makes
a
little
bit
more
sense,
so
it
does
yeah.
C
So
so
are
the
academies
creating
the
pathways
yep.
Okay,.
G
Just
a
quick
question
on
how
Akron
does
things
so
would
do
students
have
a
home
high
school
and
then
attend
the
closest
school
that
has
the
academy,
like
our
students,
do
king
Tech,
or
do
they
attend
school
and
have
one
academic
experience
inside
the
building
so.
E
They
can
do
either
honestly,
so
what
communities
that
have
done
this
work
have
done
is
get
they
have
given
students
the
opportunity
to
attend
other
high
schools
for
particular
academies,
if
that's
a
real
interest,
what
they
have
found
is
that
most
students
actually
like
to
stay
at
their
home,
High
School,
about
90
to
95
of
students
in
most
of
the
communities
that
do
this
work,
they're
they're,
just
they
have
an
affinity
for
their
home
high
school,
so
they
typically
stay,
but
they
do
have
a
system
much
like
our
Lottery
system,
where
they
have
an
opportunity
to
go
somewhere
else
as
well.
E
If
there's
an
interest
there,
the
trick
will
become,
and
a
challenge
for
us
to
work
through
in
this
work
is
the
transportation
so
just
to
be
very
transparent.
F
Okay
member
lessons,
so
when
I
think
about
you
know
exciting
new
things
to
do,
and
teaching
and
learning
I
think
part
of
that.
Sometimes
you
need
different
spaces.
Flexible
spaces.
You
know
a
chair
with
a
desk
attached
might
not
be
the
optimal
thing
to
have
hundreds
of
or
thousands
of
in
a
school,
so
is,
is
part
of
this
transformation
going
to
involve
rethinking
like
the
physical
spaces
that
our
kids
are
yeah
occupying
utilizing
yeah.
E
E
It
may
eventually
mean
we
would
want
to
bond
for
some
reconstruction
or
remodeling,
but
it
just
depends
on
how
big
or
small
of
a
project
it
is,
but
those
are
definitely
things
that
are
coming
and
it
seems
really
overwhelming,
because
but
we're
not
going
to
do
it
all
in
one
more
right,
so
I
I
mean
when
we
started
kind
of
looking
at
this
work
as
a
district
internally
as
an
as
administrators
and
talking
about
the
possibilities
like
this
is
really.
This
could
be
a
20-year
project.
E
So
that's
part
of
if
you
go
to
the
next
slide,
I
wanted
to
kind
of
walk
through
a
little
bit
just
so
you
can
see
the
timeline
starting
to
develop
so
we're
in
the
May
2023
dot.
That's
on
this
we've.
We
started
the
phase
one
in
April
of
22
at
the
beginning
of
that
we've
done
some
work
along
the
way,
a
lot
of
work
actually
and
and
and
it's
because
I've
been
involved
with
kind
of
the
architecture
behind
the
scenes.
E
What's
really
kind
of
nice
at
this
point,
is
that
like
there
is
a
path
forward
like
I,
we
know
what
the
work
needs
to
be
done.
It's
just
a
matter
of
of
executing
it
now
and
getting
the
community
involved
so
may
of
2023.
We
just
did
our
soft
launch
we're
talking
about
our
college
career
life
work
here
in
October,
I
talked
about
the
the
community
convenience,
so
we
can
really
gather
that
Community
input
and
start
that
very
publicly.
So
we
are
shooting
for
freshman
academies
launching
in
the
fall
of
2024..
E
So
that's
where
freshmen
would
essentially
have
a
year
to
learn
about
academies,
learn
about
themselves
and
get
ready
to
make
the
choice
for
what
they
would
like
to
do
for
their
Career
Academy
in
their
sophomore
year,
so
that
Following
fall
of
2025.
When
they
go
into
their
sophomore
year.
They
would
start
their
Career
Academy
work
at
our
eight
Comprehensive
High
Schools.
E
So
the
goal
right
now
is
to
get
it
down
really
well
for
a
comprehensive
high
schools
and
at
the
same
time
really
start
looking
at
career
development
for
sixth,
seventh
and
eighth
grade,
because,
as
we
all
know,
sixth
graders
are
slated
to
move
up
to
Middle
School
across
the
district
in
Fall
of
24.
So
we
would
like
to
have
some
Career
Development
work
happening
at
that
level
as
well.
It
won't
be
as
involved
as
career
academies.
E
It
may
be
on
a
smaller
scale,
but
we
want
them
to
at
least
be
exposed
to
that
before
they
move
to
the
Freshman
Academy
when
they
get
to
high
school
down
the
road
and
then
from
the
fall
of
25.
We
would
continue
to
build
up
until
we
have
a
four-year
plan
at
high
school
with
full-fledged
academies.
Okay,.
C
And
so
we
will
this.
This
topic
will
come
back
before
us
for.
F
F
C
In
the
interest
of
time,
though,
we're
going
to
ask
board
members
to
submit
questions
if
you
have
any,
the
website
has
been
updated,
so
you
can
probably
get
some
of
your
questions
answered
there,
but
thank
you
guys
very
much.
Thank
you.
We
have
one
more
presentation,
yep,
sorry
about
that.
All.
D
D
H
Okay,
next
slide,
we'll
go
real,
quick
everyone,
everyone's
aware
that
we
closed
her
some
major
three
weeks
before
school
started
after
completion
of
a
seismic
level,
2-3
assessment-
and
it
was
one
of
the
last
schools
that
had
that
assessment
completed
after
the
earthquake,
so
that
took
quite
a
while.
It
went
really
fast
next
slide
and
when
you
look
at
what
we
were
left
with
is
we
really
are
crowded
in
all
three
remaining
schools?
H
And
if
you
go
to
the
next
slide
or
no
actually
I'm
sorry
I'll
hand
over
to
Colonel
Mueller,
he
can
introduce
himself
and
he
can
talk
about
the
new
Personnel
coming
in.
I
So
I'm
Colonel
cart,
Mueller
I
work
in
the
673rd
civil
engineer.
Group
I
am
the
base
civil
engineer
for
Jay
bear
so
I
handle
all
facility
management,
future
construction,
as
well
as
utilities,
environmental
actions,
so
on
and
so
forth,
but
basic
briefly
to
describe
future
expansion
to
jber
it
is
expanding.
Jber
is
a
strategic
location
in
the
dod
and
especially
geared
towards
our
fight
in
the
Pacific.
We
we
are
not
shrinking.
If
anything,
we
are
growing
exponentially,
there's
various
different
things.
I
You
can
see
there
from
Ted
Stevens
to
the
biggest
buildup
we
currently
have,
which
is
the
11th
Airborne
Division
expansion,
as
well
as
a
couple
additional
bed
Downs
that
aren't
on
the
list,
but
strategic
bedd
Downs
that
the
dod
is
looking
at
at
Shaver,
so
jber
is
expanding.
I
If
you
go
to
the
next
slide,
this
is
what
Jay
bear
is
going
to
bring
to
the
team
some
requirements.
If
a
school
has
decided
to
be
built,
additional
or
the
school
is
decided
to
be
rebuilt
on
Jay
bear
one
of
the
things
we
have
to
do,
which
is
an
environmental
actions.
It's
going
to
take
us
about
six
to
nine
months.
To
do
that,
however,
the
great
thing
about
that
is,
it
can
be
done
concurrently
with
any
design
or
other
types
of
things.
H
So
when
we
closed
Ursa
Major
for
those
of
you
who
don't
have
significant
military
experience
or
a
lot
of
friends,
the
one
thing
that
that
we
started
talking
the
base
command
and
Connor
Mueller
and
I
was
there
is
a
difference
between
elementary
kids
and
middle
and
high
on
a
military
installation
during
deployments
when
I
first
deployed
for
a
year,
my
elementary
age,
children
had
a
really
really
rough
time,
because
every
time
they
hear
on
the
news
something
bad
happened,
they
would
assume
it
was
me,
but
by
the
time
they
were
both
in
high
school
and
I
was
deploying
to
Iraq.
H
There's
a
lot
of
drama
and
a
lot
of
stress
on
children.
You
don't
even
understand
why
their
parent
is
not
coming
home.
So
so
we
really
did
look
at.
Not
only
is
the
base
growing
in
size
and
and
numbers
of
people,
but
it
probably
is
the
most
vulnerable
population
on
the
installation
and
and
frankly,
a
lot
of
people
wish
that
there
will
never
be
another
War,
but
they've
been
saying
that
for
about
5
000
years
soldiers
and
Airmen
will
always
deploy,
and
and
so
we
felt
that
it
was
really
important.
H
H
That's
80
20
match,
so
they
pay
80
percent
to
rebuild
a
school
and
we
have
to
come
up
with
20
as
a
commitment
in
order
to
get
that
Grant
and
if
you
go
to
the
next
slide,
you'll
see
that
the
the
cost
to
rebuild
Ursa
Major
elementary
school,
so
a
little
over
51
million
dollars.
So
when
we
look
at
board
memo
151
tonight,
what
what
you'll
see
is
we've
really?
H
We
really
do
need
a
commitment
from
the
board,
not
tonight,
naturally,
but
in
two
weeks
to
be
able
to
go
back
and
submit
our
concept
plan.
Tom
finisef,
his
entire
team
will
be
working
with
Colonel
Mueller
and
his
team,
because
there's
a
lot
of
different
actions
that
will
be
happening
in
parallel
and
then
in
July.
H
Probably
before
the
board
comes
back
to
their
first
meeting,
we
will
have
submitted
the
concept
plan
to
DOD,
and
that
was
why
we
had
the
urgency
to
try
to
get
that
money
committed
because
they
can't
give
us
the
grant
until
we
show
the
80
20
match
when
we
did
look
at
whether
we
could
repair
the
facility
versus
rebuild
and
one
of
the
big
things
that
this
conference
had
like
several
assistant
secretaries,
a
general
room.
Full
of
Colonels
is
pretty
high
level,
but
the
one
thing
they
told
us
was
we
fail.
H
If
we
approve
any
project
that
doesn't
guarantee
a
30-year
fix,
and
you
just
couldn't
do
minor
repairs
at
any
cost.
In
fact,
it
actually
would
have
cost
more,
because
what
we
have
to
do
so
I
really
only
option-
was
to
rebuild
in
order
to
get
that
30-year
guarantee
from
DOD
and
that's
what
this
grant
is
about.
It's
it's
for
DOD
schools
or
schools
on
DOD
installations
and
I
would
say
they
were
strongly
supportive.
H
They
told
us
to
move
out,
move
forward,
make
this
happen
and
they've
assigned
us
a
program
manager
already,
and
they
were
pretty
excited
about
Ursa
Major.
So
if
you
look
at
the
next
slide,
you'll
see
our
our
Milestones.
We
plan
to
move
very
quickly,
we'll
have
a
concept
plan
done
by
probably
shortly
after
Fourth
of
July
be
working
up
with
the
jber
team.
Of
course,
we'll
submit
that
and
we'll
start
the
design.
H
This
fall
right
after
we
get
approval
of
the
final
submission
which
we
expect
to
receive
and
then
you'll
see
the
following
summer,
we'll
tear
it
down,
obviously
empty
at
first
and
then
the
next
summer
start
rebuilding
the
school
and
again
at
a
80
20
match
it's
better
than
any
state
Bond
at
reimbursement.
Alaska
has
ever
had
for
any
Capital
project
in
the
state.
H
I
So,
and-
and
one
thing
he
didn't
highlight
is
normally-
grants
are
competitive.
This
is
a
non-competitive
grant
the
the
the
appropriation
the
ndaa
associated
with
this
grant
has
already
been
approved.
It's
been
approved
at
637
million
dollars,
specifically
for
12
schools.
So
if,
as
long
as
the
community
brings
the
20
match
to
the
table,
the
funding
will
come
so
it's
not
competitive.
We
are
guaranteed
the
money.
H
They
did
say
that
that
biggest
challenge
was
getting
local
education
authorities
to
commit
to
the
20
match,
because
you
know
by
and
large
normally
it
would
be
a
bond.
We
have
some
resources
available
that
we
don't
have
to
do
that
this
time,
and
so,
of
course,
the
board
can't
approve
a
20
match
before
they
have
the
funds
in
hand
and
you'll
see
on
151.
H
That
part
of
it
is
the
the
vast
majority
of
it
is
the
FEMA
reimbursement
that
exceeded
what
we
used
out
of
the
the
general
funds
which
we
had
placed
for
you
know
a
capital
earthquake
related
which
clearly
this
this
fits
that
mold
and
just
a
little
bit
of
the
37.7.
So
you
know
really
for
just
a
couple
million
dollars:
we're
building
a
brand
new
school.
A
Yeah
well
I'll
jump
into
I
I
can't
picture
a
reason
why
we
would
say
no.
We
certainly
any
reason
from
an
Administration
standpoint
that
this
would
not
be
a
great
deal
and
a
great
deal
for
the
students
support
for
the
base
for
everything.
Eric,
just
can't,
as
always
pros
and
cons
and
I'm
having
trouble
coming
up
with
a
con.
Okay.
F
H
Because
we
don't
actually
have
a
design,
yet
that
would
start
this
fall.
We
use
the
deed
specs
to
do
cost
estimates
based
off
the
amount
of
square
feet
and
over
the
next
month,
as
Tom
finisef
and
his
team
of
brilliant
people
get
something
closer.
When
you
come
back
in
August,
we'll
we'll
be
able
to
answer
that
question.
Okay,.
C
Thank
you.
Other
questions
remember
hold
on.
Remember,
Halloween.
Are
you
thinking
of
a
question
you
have
what.
I
Absolutely
I
I,
don't
have
a
good
I,
don't
have
a
good
number
of
people
based
on
on
percentage
that
live
on
or
off
base.
We
do
have
about
300
3
500
homes
on
Jay
bear
with
that
said.
I
am
almost
at
capacity
on
j-bear.
The
community
is
currently
almost
at
capacity,
so
generally
people
like
to
live
where
they
can
find
homes.
So
if
there's
homes
available
off
base
I'm
certain
people
will
will
decide
to
reside
there
same
thing
with
onbase.
H
Yeah,
but
since
since
2015,
when
there
there
wasn't
enough,
they
went
to
privatized
housing.
So
it's
a
private
company
that
that
owns
and
controls
the
housing
on
base
and
and
it
might
have
been
2014.
It
was
right
before
I
retired,
but
they
started
letting
DOD
civilians
and
retirees
live
on
base
in
order
to
get
maximum
utilization
of
the
housing.
And
naturally,
when
you
have
soldiers
and
Airmen
coming
in
those
opportunities
for
those
individuals
are
probably
less.
C
And
I
would
think
some
parents
who
are
military
Personnel
would
bring
their
kids
with
them
to
work,
but
when
they
come
to
work
on
base,
so
they
would
attend
school
on
that.
H
Actually
we
had
that
discussion.
The
base
commander
brought
it
up
to
Dr
Bryant
that
there
were
people
who
live
off
the
coast
because
they
had
to
just
no
room
and
I
do
say
posts,
because
that's
an
army
word
yeah.
C
H
So
we'll
we'll
work
through
it
I
think
you
know
we,
we
don't
have
a
lot
of
options
at
this
point
yeah
we
may
end
up
with
reloads
for
all
I
know
right
now
to
be
able
to
take
care
of
it,
but
we
are
going
to
take
care
of
the
kids
on
base.
Okay,.
C
F
Those
are
all
elementary
schools,
so
what
are
we
doing
for
our
secondary
students
who
attend
I
mean
whose
families
are
are
part
of
our
military
service?
On.
H
F
H
C
Okay,
member
Jacobs.
G
Thank
you,
madam
president.
I
appreciate
the
presentation
and
I
think
it
is
a
a
once
in
a
building
lifetime
opportunity
to
be
sure
Colonel
Mueller.
Thank
you
for
your
your
time,
the
presentation,
your
service
and
Mr
Anderson.
If
you
aren't
Invincible
up
to
these
last
couple
minutes,
Cycles
you're,
pretty
close.
Thank
you.