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From YouTube: School Board - PTR Admin Discussion
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A
Secondary
schools,
so
we
did
that
for
each
one
you
can
see
the
different
values,
the
different
FTE
that
would
be
lost
if
we
were
to
increase
the
PTR.
The
other
thing
to
note
would
be
Charter.
Schools
Charter
Schools
receive
the
same
funding
through
the
same
statutes
as
we
do
or
as
the
district
does
as
a
whole,
so
flat
funding
for
them
also
means
diminished
spending
power
and
they
would
be
able
to.
A
They
may
have
PTR
increases
or
decreases
as
they
go
along,
but
that's
something
that
they
determine
if
they're
APC
on
how
they
spend
their
money.
A
lot
of
the
charter.
Schools
do
have
some
carryover
because
they
could
mitigate
some
of
the
reductions
just
like
the
district
does,
but
you
know
that's
up
again
up
to
them
to
spend
it.
A
B
Questions,
let's
see
whose
hands
I'm
not
seeing
any
hands
up
Andy
what
hold
on
oh
I,
see
Kelly
Kelly
yeah.
Thank
you.
C
So
much
for
providing
this
chart
to
start
with
the
biggest
number
is
increasing
PTR
by
five
across
the
K-12
system.
C
Are
we
assuming
that
we're
going
to
be
bringing
the
deficit
down
to
a
32
million
dollar
platform
through
all
other
I
mean
like?
If
we
don't
approve
all
other
cuts,
we
might
have
a
greater
magnitude
than
32
million
dollars.
A
Well,
that
kind
of
depends
on
how
big
that
Gap
is.
If
the
you
know,
you
can
assume
another
six
or
so
million
for
each
PTR
increase
and
that'll
diminish
a
little
bit
as
you
go
higher,
but
yeah.
It
really
just
depends
on
the
appetite
for
making
those
other
reductions
and
whatever
money
we
might
have
available
on
fund
balance
and
remaining
art
money
and
potentially
the
use
of
the
school
bond
debt
reimbursement
to
offset
some
of
those
losses.
A
There's
a
lot
of
things
at
play
here,
but
if
we
were
to
go
all
to
PTR,
then
potentially
could
it
couldn't
necessitate
higher
than
a
plus
five.
B
B
I
I
would
like
to
note
that
member
Donnelly
did
join
us.
Yes,
remember
Wilson.
D
The
the
ftes
are
you,
can
you
say
if
that's
teachers,
if
that's
Tas
or
I,
mean
is
it?
Is
it
pretty
much
encompassed
a
variety
of
full-time
positions
that.
A
Is
only
teaching
FTE
so
directly
in
front
of
students
and
it's
going
to
be
classroom
teachers
and
the
associated
Specialists,
the
art,
music,
Health
PE,
the
teachers
that
provide
the
planning
time,
those
kind
of
ancillary
services
for
the
students,
but
it
is
all
teaching
fde.
A
You
might
have
a
few
more
Savings
in
kindergarten
Tas,
depending
on
where
those
ptrs
are
that
PTR
is
at.
So,
if
you
were
to,
you
know,
have
fewer
kindergarten
teachers.
You
need
fewer
kindergarten,
aides,
but
that's
probably
immaterial
to
the
discussion
here
with
those
being
three
and
a
half
hour.
Employees.
E
Thank
you,
President
Bill
me.
Are
we
able
to
to
say
definitively
how
many
of
the
at
a
five
PTR
increase,
how
many
of
the
270.4
FTE
are
currently
vacant,
or
is
that
occupied
ft?
At
this
point.
A
This
is
representative
of
budgeted
FTE,
so
you
know
many
of
those
would
be
vacant.
If
you
were
to
increase
that
many,
then
many
of
them
would
be
turned
over
throughout
the
year
through
retirements
at
the
end
of
the
year.
So
there
is
going
to
be
some
attrition,
wouldn't
mean
necessarily
274
pink
slips.
If
you
went
that
route,
but
it
would,
it
would
definitely
mean
more
kids
in
the
classroom
and
fewer
teachers
overall.
E
A
I
think
that
would
become
on
when
we
were
trying
to
estimate
what
our
attrition
savings
will
be
for
the
following
year.
So
we
see
how
many
vacancies
we
had
throughout
this
year
what
we
expect
to
be
able
to
fill
next
year,
which
is
kind
of
a
moving
Target
and
right
now
it's
about
you
know
25
million
dollars
of
attrition
that
we
have
expect
that
to
go
up
a
little
bit
for
next
year,
but
you
know,
frankly,
it's
just
in
our
ability
to
recruit
and
retain
staff.
A
At
this
point,
it's
the
kind
of
the
impact
you
have
I
guess
on.
That
is
once
you
get
that
attrition
estimate.
If
you
get
it
too
big
and
people
fill
those
positions,
then
we're
in
a
position
where
we
don't
have
enough
money
potentially
to
to
fund
them
all
so
I'm
a
little
hesitant
on
chasing
that
attrition
savings
up
really
high
I
guess.
B
Thank
you.
Okay,
welcome
member
Higgins
you're
next.
F
Thank
you
and
I
apologize
for
being
late.
I
have
trouble
getting
in
and
frustrated
a
few
little
odds
in
the
end,
but
that's
okay,
I'll
take
a
pill
or
something
and
excuse
me:
I
got
phone
ringing
I'm
just
getting
rid
of
it.
Just
two
questions
really.
First
of
all,
when
it
comes
to
the
the
PTR
when
it
comes
to
special
education,
my
understanding
we
can't
reduce
that
spending
or
we
got
limitations
on
that
from
all
kind
of
requirements.
Is
that
pretty
accurate.
A
A
Unless
there's
like
some
exigent
reason,
we've
done
it
in
the
past
where
we
didn't
meet
or
we
got
around
it
by
at
one
point,
we
had
moved
a
bunch
of
nurses
that
were
classified
as
special
education
into
into
the
school's
budgets,
which
you
know
ended
up
being
like
an
adfde
reduction
or
something,
but
we
were
able
to
work
with
the
state
and
get
a
waiver
on
the
maintenance
of
effort
there,
but
it
is,
it
does
have
to
be
proportional
to
like
if
you're
cutting
increases.
A
A
A
F
Thank
you
and
Madam
president's
second
question
opposing
extremely
when
we
were
providing
some
of
the
extra
funds
we
were
getting
in
to
maintain
a
PTO
and
maintain
the
status
quo
for
a
period
of
time.
The
last
couple
years
has
been
has
some
of
that
additional
funding
going
to
Shorter
schools
or
assisted
charter
schools
in
maintaining
their
same
level
at
all.
A
A
A
G
Yes,
just
a
comment
about
attrition
to
answer.
Remember
Jacob's
question
a
little
bit,
so
the
vast
majority
of
the
ones
listed
on
these
charts
here
with
regards
to
reductions
in
FTE
could
be
covered
and
probably
would
be
covered
through
attrition
where
the
exceptions
would
occur
would
be
in
specialty
areas.
So
if
you
raise
PTR,
for
example,
three
at
the
high
school
level
you're
not
going
to
be
able
to
run
your
class
sizes
in
core
areas
of
social
studies,
science,
math,
etc
for
graduation
requirements
up
too
high.
G
So
that
means
you're,
probably
going
to
be
looking
at
reduction
in
the
elective
offerings,
which
sometimes
there's
not
enough
attrition
and
very
unique
elective
categories,
in
which
case
there
would
be
a
hand.
Some
pink
slips
might
have
to
be
given,
depending
on
what
each
High
School
would
have
to
reduce.
Overall,
though,
attrition
usually
takes
care
of
these
type
of
numbers,
but
there
could
be
some
exceptions
depending
on
how
deep
or
if
at
all
board,
chooses
to
go
the
PTR
route.
B
E
You,
madam
president,
this
is
something
maybe
to
put
a
pin
in
maybe
even
on
a
mess
right
now,
but
is
Administration
compiling
a
list
where
you
know
I
mean:
can
each
each
classroom
potentially
that
would
have
to
see
an
increase
of
a
five
PTR
or
potentially
more
have
physical
space
for
that
to
occur,
and
if,
if
not
I
mean,
are
we
compiling
alternative
locations
for
how
a
cohort
or
a
class
which
you
know
would
exceed
current
class
sizes
by
five?
Six
seven
would
be
accommodated.
E
G
So,
thank
you,
member
Jacobs,
the
president.
So
the
answer
to
the
question
is
we
don't
have
a
list
started
right
now
and
there's
a
couple
different
reasons
why?
First
of
all
the
PTR
discussion
starts
to
overlap
with
issues
regarding
Master
scheduling,
so
there
are
ways
in
which
administrators
can
create
different
schedules
to
accommodate
the
rising
PTR.
So,
for
example,
we've
researched
in
the
past
looking
at
trimester
schedule
right,
trimester
schedules
is
a
solution
to
when
these
things
get
really
tight.
G
Other
examples,
depending
on
what
happens
with
the
Middle
School
situation,
you
know
changing
the
type
of
schedule
we
run,
could
allow
more
elective
offerings
and
or
more
opportunities
for
students
to
engage.
So
it's
hard
to
answer
your
question.
Remember
Jacobs,
because
when
you
say
are
we
making
a
list
of
which
classrooms
would
be
overcrowded?
Well
that
that's
assuming
nothing
changed
with
regards
to
schedule.
G
B
So
if
I
I
can't
remember
which
board
member
asked
the
question
it
might
have
been,
it
was
recent,
maybe
remember
Donnelly,
but
the
question
had
to
do
with.
Had
we
ever
have
we
given
thought
to
having
university-sized
classes.
I
B
Okay,
so
so
my
question
is
I,
you
know,
where
would
I
mean
I?
Don't
I,
don't
know
that
we
have
150
120
150.
We
don't
even
have
room
for
that,
but
where
does
that
fit
into
the
PTR?
If
we,
if
that
were
to
be
an
option,
and
it
may
be
a
board
connect
question-
you
don't
have
to
answer
it
now,
except
I
mean
I
know
what
my
own
feelings
are,
but
in
the
context
of
PTR
I
mean
I,
don't
know
how
we
would
how
that
would
work.
G
So
this
is
Mark
again
so,
and
this
doesn't
directly
relate
to
in
the
Valley's
question,
but
we
do
run
some
classes
that
have
exercise
spaces
to
extra
large
levels.
For
example,
spin
was
sharing
with
all
of
us
earlier
today
that
we
have
PE
classes
of
55
when
we
have
a
big
gym
space
and
the
type
of
instruction
is
conducive
to
it.
G
There
are
some
places
that
do
what
I
think
don't
remember:
Donnelly's
referring
to
is
like
a
lecture
hall
and
maybe
there's
a
beginning
level,
social
studies
period
of
where
we
could
have
50
or
60
people
in
a
lecture
hall,
doing
a
lecture
style,
University
style
system.
But
you
know
I,
don't
know,
I
know
we're
running
seminars
and
other
things
in
some
classes.
Spin
would
probably
know
if
there's
if
that
technique
is
being
used
very
much
currently.
H
It
right
now
it
is
not
being
used
currently
that
the
spaces
in
our
buildings
are
pretty
small,
to
be
able
to
offer
such
things
as
that,
even
the
auditoriums
that
we
have
were
used
a
lot
during
the
days
so
just
having
space
for
big
classes
like
that
is
pretty
not
not.
They
aren't
there's
not
very
many
of
those
in
any
of
our
high
schools.
C
B
J
I'm
just
going
to
offer
this
is
historical
in
the
late
90s,
the
early
design
for
the
new
diamond
high
school
was
looking
at
science
rooms
that
were
large
lecture
style
rooms
that
shared
a
rather
elaborate
laboratory
space,
meaning
that
classes
could
only
do
labs
in
concert
with
each
other.
You
know
like
sign
up
for
a
day
one
day
a
week
or
something
like
that,
but
it
was
in
direct
contradiction
to
what
the
published
plan
instructional
plan
was,
which
is
I,
wanted
lots
of
Hands-On
experiences
like
day-to-day.
J
You
would
expect
kids
to
do
some
exercises,
maybe
using
water
in
a
sink
or
something
simple,
but
kind
of
Interactive
Science,
as
opposed
to
what
would
have
to
be
a
lecture
say
four
days
a
week
and
one
day
where
you
went
into
kind
of
a
marvelously
outfitted
lab,
which
is
great
for
advanced
students,
but
not
so
much
for
your
your
lower
level,
students
that
have
a
hard
time
grasping
Concepts,
so
I'll
say
it's
been
looked
at,
but
the
buildings
aren't
built
that
way
and
it
it
just
couldn't
I,
don't
see
how
it
could
actually
happen
physically,
but
it
has
been
talked
about.
B
A
Hey,
thank
you,
so
the
PTR
is
fairly
straightforward,
especially
compared
to
once
we
start
talking
about
some
of
this
admin
definitions,
and
once
we
get
into
discussion
on
that
just
to
start
out,
though,
at
the
there
was
a
comment
at
the
November
15th
board
meeting
that
Administration
has
increased
by
50
Cent
over
the
last
10
years.
A
So
we
found
the
source
information
of
that
because
it
had
been
shared
around
and
it
turns
out.
It
was
a
this
thing
you
see
on.
The
left
is
a
table
from
our
financial
statements
that
shows
the
type
of
employee
or
the
number
of
employees
by
type
or
the
FTE
count.
A
G
A
Of
jive
with
what
what
I
experience
as
far
as
you
know,
kind
of
having
just
a
historical
knowledge
of
it,
so
I
did
go
back
through
and
kind
of
reconcile
what
changed
between
FY,
12
and
fy21
and
I
guess.
I
should
start
by
these
categories
on
the
left
are
one
definition
of
how
we
break
out
things
and
it's
by
an
object
code
level
So
within
Administration,
there's
going
to
be
people
in
everyone
from
school
board
and
superintendent
down
to
some
Behavior
Specialists
or
analysts
in
the
schools.
A
But
by
and
large,
the
administration
and
Technical
categories
perform
a
lot
of
the
same
work
and
the
technical
categories,
a
lot
of
I.T
folks,
or
we
have
Finance
technicians
things
like
that,
but
starting
in
FY
12
we
had
186.
We
reported
186
FTE
for
administration
right
off
the
bat.
The
biggest
thing
that
wasn't
included
in
that
was
the
at
the
administration.
That's
in
food
service,
so
they're
directors
their
business
folks
over
there.
A
Additionally,
there
was
eight
FTE
that
was
in
the
transportation
fund
that
weren't
that
weren't
accounted
for
anywhere
for
one
reason
or
another,
and
those
were
added
in
an
FY
14..
So
that
correction
was
made
at
some
point
down
the
road
as
well.
A
So
then
we
started
looking
to
it
a
little
deeper.
You
know,
because
we
do
have
in
both
of
those
categories.
We
have
school-based
and
Ed
center-based
employees.
A
So
over
that
period
of
time
for
the
administration
we
added
12
into
the
admin
accounts
and
then
in
the
technical
we
reduced
24
and
admin
accounts.
So
a
lot
of
that
is
a
switch
from
overall
reductions,
plus
switching
classifications
for
groups
of
employees,
predominantly
it
was
in
the
I.T
sector,
where
we
go
for
a
technician
to
a
program
or
a
network
analyst
or
something
where
we
have
these
very
similar
job
titles,
but
in
different
object
codes
that
are
the
basis
for
this
reporting.
A
So,
overall,
between
the
two
years,
once
you
adjust
for
the
the
Food
Service
the
transportation
and
then
between
the
changes
in
Technical
and
administration,
we
we
ended
up
decreasing
by
about
29
fde
between
all
those
categories,
but
as
that
came
out
in
the
public
and
then
it
got
shared
around.
We
really
wanted
to
take
a
few
minutes
to
address
why
that
change
was
there
and
hopefully
get
a
better
understanding.
What
that
Administration
line
is.
A
12
of
those
decrease
was
in
gen,
like
the
administration
account
so
that
mostly
within
I.T,
and
then
another
17
were
in
school-based
accounts
which
will
be
security
is
included
in
there
and
we
can
re-look.
You
know
how
this
table
is
done,
but
just
keeping
it
historically
consistent,
there's
a
lot
of
different
things
that
are
included
in
there,
but
yeah.
B
Okay,
okay,
member
Higgins.
F
F
Better
on
mute,
I
I'm
used
to
seeing
this
not
so
much
clustered
by
types
of
positions,
but
by
departments
can
we
have
a
layout
real
quickly
by
Departments
of
what
the
staffing
has
been
like.
F
A
That
get
that
in
yeah
I
mean
you
raised
a
great
question
and
you
know
we'll
get
into
that
too.
The
different
definitions
of
administration,
as
you
know,
there's
Pat.
You
probably
know
it
very
well
that
there's
been
different
definitions
throughout
the
years
of
what
is
constitutes
that
Administration,
so
kind
of
the
purpose
of
this
too.
Is
we
like
to
get
more
of
a
common
understanding
what
those
definitions
are
and
then
going
forward
what
the
board
would
like
to
see
as
far
as
how
they're
reported
back.
F
D
A
So,
over
the
last
few
years
we've
gone,
we've
tried
to
go
towards
reporting
everything
back
on
the
state
function,
the
chart
of
account,
so
we
can
be
consistent
with
other
school
districts
and
only
have
really
one
reporting
structure
so
really
quickly
kind
of
running
through
what
these
State
functions
are
and
it'll
be
relevant
in
the
future
slides,
but
the
first
two
instruction
and
special
ed
instruction
are
those
staff
and
the
materials
that
students
are
using
directly
in
front
of
in
classroom
instruction,
so
that'll
be
special
education,
teachers
and
Tas
in
the
class
in
in
the
classroom
and
direct
or
instructions
just
gonna
be
regular
gen
Ed
teachers
and
Tas
and
supplies
and
materials
that
are
associated
with
those
function.
A
220
special
ed
support
is
going
to
be
those
special
education
services
that
are
pull
outs,
kind
of
Social,
Work
speech
paths,
Psychology,
Services,
Physical
Therapy,
those
types
of
things,
a
300
is
predominantly
going
to
be
security
and
counseling
services.
Nurses
are
in
there
as
well.
Those
are
the
big
costs
for
us,
there's
also
like
boarding
schools,
but
we
don't
really
have
that
and
then
once
you
get
into
350,
this
sort
of
gets
a
little
more
interesting.
As
far
as
the
determination
between
what
is
admin.
A
And
what
is
you
know,
what
will
it
be
school-based
so
in
function
350
we
have
the
supervision
of
all
the
principles
which
would
be
Elementary
and
secondary
ad,
as
well
as
professional
development
and
development
of
curriculum,
which
was
teaching
and
learning
so,
but
in
there
is
also
Librarians
and
libraries
that
are
at
the
schools.
So
the
state
classifies
that
group
of
employees
all
as
support
services
for
instruction,
but
you
know,
as
you
know,
looking
around
this
building,
if
your
definition
of
administration
is
being
in
the
Ed
Center.
A
A
lot
of
the
folks
that
are
in
this
function.
350
are
in
the
Ed
Center,
but
it's
not
it's
not
a
very
clean
split
between
the
the
different
types
of
services
being
offered
to
students.
School
administration
on
400
is
just
principles.
450
is
the
school
clerical
staff,
the
AAA
and
the
front
office
staff
at
all
the
schools
and
then
510
and
550
are
both
the
District
administration
and
support.
So
that's
going
to
be
from
school
board.
A
Superintendent
is
in
510
and
then
most
of
the
other
Support
Services
HR
Finance
payroll,
all
those
are
in
the
550.
as
well
as
purchasing
and
then
operations
and
maintenance
of
plants,
custodians
maintenance
support
and
then
the
the
management
of
those
as
well.
And
then
community
service
is
the
last
one
for
our
rentals
and
then
Community
engagement.
C
Remember
lessons
thank
you
really
quickly.
So,
just
going
back
to
that
earlier,
PTR
FTE
chart
I
just
wanted
to
clarify
that
all
of
the
the
potential
impacts
of
PTR
increases
would
fall
on
the
individuals
who
are
in
that
object.
100
instruction
is
that
correct.
B
C
A
And
this
is
all
in
our
budget
book
there's
an
appendix
in
there
that
has
a
little
better
description.
These
are
kind
of
truncated,
but
the
full
State
chart
of
accounts
is
in
our
budget
book.
If
you
want
to
go
reference
that
as
you're
reading
that
and
want
to
know
what
those
things
mean
and,
what's
included
so
the
different
definitions
that
we've
had
and
what
does
Administration
mean
to
you.
So
we've
had
several
different
definitions
as
the
years
go
by.
A
You
know,
frankly,
the
very
easiest
way
and
the
most
comparable
is
looking
at
by
state
function
when
we
produce
an
indirect
cost
rate
to
the
state,
that's
what
they
include
as
Administration.
Their
indirect
cost
rates
a
little
over
six
percent
right
now,
but
its
function,
5,
10
and
550
and
you'll
read
through
there
and
just
look
at
all
the
different
functions
that
are
in
those
admin
orgs
or
in
those
functions.
A
For
those
who've
been
around
a
while,
you
might
remember
the
70
30
rule
with
the
state,
which
was
instruction
versus
instructional
support,
so
they
classified
they
used
to
have
you
meet
this
test
that
were
you
know
where
you
had
to
have
at
least
70
percent
of
your
cost
in
the
instructional
functions,
and
then
everything
else
was
instructional
support.
A
So
what
you
see
here
is
the
from
450
to
780
was
the
instructional
support,
so
anything
from
teachers
up
to
principals
was
instruction,
and
then
the
school-based
clerical
down
to
our
community
services
was
all
support
costs
and
we
had
always
maintained
it.
I
think
in
the
you
know,
75
78
range
for
the
instructional
costs,
but
that
was
just
another
definition:
the
state
had
throughout
the
over
the
course
of
years.
A
They
did
away
with
that
a
few
years
ago,
as
there
was
so
many
districts
that
weren't
actually
meeting
that
cost
just
due
to
their
High
opposite
maintenance
costs
was
predominantly
the
the
reason
they
couldn't
meet,
that
70
30.
So
there's
like
just
waivers
going
out,
left
and
right
and
that's
why
they
ended
up
doing
away
with
it.
A
A
third
definition
might
be
education
system
department.
So
anyone
that's
in
this
building
coming
down
about
two-thirds
of
three
two
thirds
of
the
way
through
we
have
Elementary
and
secondary
education
and
teaching
and
learning
those
are
the
ones
you
know,
as
I
discussed
are
as
far
as
state
functions
go
and
they're
they're
in
an
instructional
State
function
of
350,
but
are
in
this
building
doing
the
work
here.
A
But
if
you
look
at
like
teaching
and
learning
there's
also,
they
have
a
lot
of
things
in
function
100
for
instruction
because
they
bought
we
centrally
buy
materials
and
curriculum,
that's
directly
in
front
of
students.
So
it's
not
really
an
even
split
by
Department.
If
you're,
just
looking
at
costs
that
are
in
the
ad
Center
is
a
lot
of
their
costs
are
actually
pushed
out
to
schools
and
the
and
those
students
are
the
recipient
of
those
of
what
we
spend
there.
A
A
fourth
definition
might
be
anything
that's
outside
of
our
schools,
which
would
be
everything
in
this
building,
everything
at
opposite
maintenance,
Capital
planning,
Transportation
student
nutrition
and
the
purchasing
Warehouse.
Those
are
our
facilities
that
we
maintain
so
anything
not
directly
inside
a
school
building,
so
those
are
some
of
the
definitions
that
have
been
used
over
the
years.
A
Another
couple
ways
we've
looked
at
it,
too,
is
by
bargaining
group.
You
know
if
you
want
to
look
at
just
bargaining
group.
Those
are
all
the
ones
that
we
have.
We
distinctly
identify
when
we're
doing
our
budgeting
process
and
then
we've
also
done
a
circle
chart.
When
we
start
looking
at
that
outer
ring
of
those
circles
and
we've
defined
admin,
what
we
did
there
is.
We
took
all
of
the
all
the
functions
between
that
are
admin
functions
for
the
state,
and
then
we
took
all
the
admin
org
codes.
A
The
would
include
teaching
learning
secondary
elementary
education,
and
then
we
pulled
out
all
the
instructional
costs
from
there
and
put
those
in
that
inner
circle.
So
it's
kind
of
a
a
mashup
of
here's,
our
state
functions
and
here's
our
orgs
and
then
kind
of
splitting
out
where
they
overlay
to
be
able
to
generate
these
circles.
A
And
then
you
know
there
may
be
other
definitions
that
other
people
have
said
as
well.
So
that
probably
could
be
a
good
time
to
stop
and
maybe
discuss
some
of
the
administration
definitions
say.
I
Margo
this
is
Dave,
may
I,
please
be
provided
with
a
a
copy
of
these
slides
and
I.
Also
I
was
hoping
to
get
a
copy
and
if
you've
already
sent
them
I'm
sorry,
but
if
you
could
send
them
again,
the
the
the
the
the
town
hall
slide
set
of
the.
B
I
Yeah
the
school
we've
been
going
to
in
the
survey
too.
Yes,
thank
you
sure.
B
I
A
Okay,
so
probably
thoroughly
confused
you
with
all
the
different
options
of
what
the
administration
could
mean
to
people.
So
as
we
look
at
that,
you
know,
we've
we
kind
of
broke
it
down
if
you're.
Looking
at
the
bargaining
group
you
know
here
is
the
number
of
FTE
we
have
in
each
bargaining
group
in
a
couple
of
different
presentations.
The
first
one
is
just
general
fund.
A
Only
the
second
is
general
fund
and
grants,
so
we
can
add
back
the
509
or
so
FTE
that
were
funded
by
Easter
for
fy23
and
those
aren't
all
teachers
I
should
clarify
I,
think
17
of
those
are
actually
it
support,
but
by
and
large
those
are
all
teacher
FTE
that
were
included
in
in
there.
A
Additionally,
we
have
in
the
all
funds
presentation
which
is
going
to
include
food
service
and
I
should
include
bus
in
there
somewhere
too
yeah.
So
that
includes
all
funds,
but
you
can
just
see
the
percentage
of
the
total
FTE
and
the
percentage
of
total
cost.
K
A
If
you
were
to
extrapolate
that
and
move
it
to
reduction
scenarios,
you
know,
if
you
do
it
by
bargaining
group,
here's
the
amount
that
you
could
save
based
on
a
one
percent
or
five
percent
reduction,
just
looking
at
bargaining
groups,
and
then
we
did
the
same
thing
by
state
function.
So
if
you
just
look
at
the
state
function,
so
if
you
go
down
to
admin,
you
want
to
save
five
percent
of
District
admin,
it's
about
172,
000
or
so,
but
really
wanted
to
provide
this.
A
And
then,
lastly,
you
know
we
did
a
here's,
a
summary
kind
of
our
current
reductions.
I
believe
we
talked
about
this
about
20
or
so
FTE
for
those
outer
ring
those
16
departments,
those
FTE
kind
of
broken
down
just
in
rough
there's
about
six,
it
support
with
between
I.T
and
virtual.
A
There
is
I
believe
two
directors,
an
assistant
director
and
a
supervisor
being
eliminated
within
there,
although
we'd
have
to
add
back
a
lower
level
manager
for
one
of
those
positions,
just
to
get
continue
to
get
the
work
done
and
have
supervision
over
employees,
I
think
there's
four
or
five
admin
assistants
and
a
couple
of
a
few
maintenance
folks
within
there
as
well.
A
So
that's
a
20
FTE
that
we
include
in
the
outer
ring
and
then
we've
spent
you
know
since
July
discussing
those
kind
of
middle
ring
reductions,
including
school
closures,
repurposing,
ignite,
sixth
grade
band,
an
orchestra
and
then
Master
based
staff.
The
Middle
School
model
things
like
that,
so
in
total,
we've
got
about
155,
FTE
reduction
that
we've
presented
and
about
about
16
million
dollars
in
total,
the
remaining
deficit
being
about
52
million.
A
Although
you
know,
as
we
look
forward
to
our
next
meeting
on
the
fifth,
we
will
present
our
fund
balance
projections
and
our
pro
forma
budget,
so
hopefully
we
can
get
that
remaining
deficit
down
by
by
some
with
kind
of
the
savings
we
have
based
on
vacancies
this
year,.
B
F
B
As
people
are
making
different
decisions
about
employment,
they're
they're
resigning,
they're
retiring-
we
won't
know
the
retirees
by
now
at
this
point,
but
when
people
leave
are
they
are
we
are
we
filling
those
positions
and
that
might
be
a
question
for
Dr
Bryant.
Are
we
filling
positions
as
people
leave
like
now,
or
are
we
just
holding
on
those
so.
K
At
a
high
level
for
non-campus
based
positions,
there's
a
high
level
of
scrutiny
because
we
know
that
we
need
to
cut
as
much
as
possible
from
the
positions
that
don't
directly
impact
students.
K
So
by
and
large
we've
been
holding
positions
vacant
at
the
district
office
or
you
know
deciding
to
indefinitely
not
fill
certain
positions
at
the
district
office
at
the
campus.
Of
course,
we
certainly
don't
want
to
impede
schools
for
being
fully
staffed
when
it
comes
to
their
teachers
and
Tas,
really
our
strategies
focus
on
the
district
office.
If
that
makes
sense,.
D
B
E
Thank
you,
you've
been
in
prisoner
what
was
this
question
for
Dr,
Bryant
or
Mr
Ratliff?
E
To
what
extent
is
the
one
tool,
in
the
words
toolbox
to
utilize
the
option
of
furloughs
or
salary
freezes
for
I
guess
at
least
exempt
staff
I'm,
assuming
that
contracts
would
for
bargaining
units
might
make
other
groups
of
stuff
more
challenging
or
complex?
Is
that
a
tool
in
our
toolbox,
and
is
that
something
that
Administration
will
pencil
out
at
some
point
to
help
us
get
from
68
to
zero?
Sure.
K
You
know,
looking
at
the
exam
group,
you'll
notice
that
that
unfortunately
won't
get
us
to
the
68
million
dollars,
but
it
is
something
that
we
can
look
at
to
make
the
deficit
a
bit
smaller.
So
in
terms
of
what
the
options
are,
what
the
administration
will
be
doing
is
every
time
we
lose
a
position.
K
We
can
leverage
that
as
an
opportunity
to
reorganize
and
streamline,
and
as
I
mentioned,
there
are
positions
that
we
are
choosing
not
to
fill,
because
we
know
that
there
are
a
lot
of
cuts
to
be
made
up
at
the
district
office
and
to
your
point,
something
that
that
can
be
looked
at
is
not
presenting
any
sort
of
cost
of
living
increase
for
the
exempt
group.
K
We
would
have
less
flexibility
to
do
that
for
a
group
that
has
a
collective
bargaining
agreement,
but
at
this
time
there
are
no
plans
to
request
an
increase
for
cost
of
living
for
that
group.
So
those
are
just
a
few
of
several
levers
that
we
have,
but
unfortunately,
that
will
make
the
the
biggest
Dent
of
all
the
things
in
our
toolbox.
But
it's
something
that
we
need
to
do
our
due
diligence
and
explore.
B
E
No
yep
I'll
I'll
follow
up,
maybe
with
just
a
yeah
an
email
requesting
some
data
points
that
we,
if
we
could
have
by
12
10
at
our
work
session.
C
Yeah
thanks
lower
my
hand,
I
was
thinking
a
little
bit
about
the
maybe
a
previous
slide
or
a
couple
slides
back
when
it
shows
the
number
of
positions
yeah
that
they're,
oh
that
go
forward.
Yes,
thank
you.
So
there
are
4
621,
FTE,
funded
in
the
general
fund
and
another
900
or
so
that
are
funded
by
grants
and
about
500
are
funded
by
the
Esser
funds
in
this
current
year.
So
what
are
the
other
400
FTE
positions?
A
About
that
sure
yeah,
so
the
509
are
easier
funded,
then
the
remaining
one
or
so
are
by
and
large
in
title
grants.
So
Title,
One
and
title
six
are
the
the
bigger
ones
and
title
six
is
the
special
education
or
6B
is
a
special
education,
but
then
we
have
ell
and
gift
and
other
grants
that
are
in
there
yeah
predominantly
it
is
going
to
be
Title
One
and
title
6B
or
the
or
the
bigger
drivers
of
those.
A
The
title
grants
have
been
very
consistent
over
the
years
and
you
know
generally
have
increased,
so
I
would
expect
those
to
keep
going.
Then.
As
far
as
the
question
goes
on,
you
know
the
employees
within
those
grants
I
think
if
you
looked
at
it
in
terms
if
you
were
to
make
reductions
across
the
board
in
teachers,
for
example,
you
know
the
funding
source
may
not
come
into
play.
It's
more
of
the
collective
bargaining
agreement
and
seniority
that
comes
into
play
when
making
those
reductions.
B
A
A
They
are
included
in
this
both
the
second
and
third
present
charts.
Okay,.
B
Okay,
Dr
Stock.
G
Yes,
I
was
just
gonna
clarify
on
the
the
title.
One
funding
in
particular,
while
the
no
money
coming
to
the
state
has
been
consistent.
Coming
to
Anchorage
has
been
consistent.
G
We've
been
using
the
carryover
for
a
number
of
years
to
fund
in
part
the
instructional
coaches
at
the
elementary
to
try
to
improve,
reading
instruction
and
what's
happening
is
that
carryover
Mount
is
declining
and
we're
probably
going
to
have
less
than
half
of
the
availability
for
instructional
coaches
and
we've
been
doing
that
because
we've
been
trying
to
spare
the
general
fund
all
of
those
positions
we've
heard
at
some
of
the
Town
Halls.
Why
don't
you
get
rid
of
instructional
coaches?
G
Well,
we
will
be
down
at
least
half
of
them
just
by
virtue
of
the
carryover
that
continues
to
decline,
but
none
of
those
positions
are
General
funded.
So
they
have
no
impact
on
this
issue
here
at
all.
As
far
as
the
budget
deficit.
E
Thank
you,
madam
president,
I
I
think
Mr
Ratliff
earlier
mentioned
that
one
of
the
reductions
potentially
to
administration
were
a
reduction
in
maintenance.
Staffs
did
I,
hear
that
right,
I
guess
could.
If
it's
not
right
now,
could
we
get
more
information
from
board
and
board
connect?
As
to
what
that
looks,
like
my
understanding,
is
we
have
a
significant
for
maintenance
backlog.
We
have
a
couple.
A
E
A
There
were
a
few
maintenance
staff
on
there.
I
believe
Mr
Holland
can
probably
speak
to
how
those
Services
would
change
and
continue
and.
K
I
just
want
to
underscore
at
a
high
level
these
positions
that
we
are
intending
to
to
reduce
or
eliminate
or
reorganize
as
part
of
a
strategy
where
administrators
are
going
and
ensuring
that
anything
that
we
put
up
for
removal
will
impact
the
the
district's
operation,
just
in
general,
whether
it's
in
maintenance
and
Human
Resources.
K
That's
something
that
we're
really
sensitive
to,
because
there
is
a
certain
point
where,
if
you
don't
have
administrators
to
oversee
General
compliance
and
regulation
with
local
policies,
the
district
could
be
at
risk
for
for
legal
exposure
or
potentially
losing
access
to
Grants.
So
anything
that
we're
putting
up
for
removal
is
something
that
we
closely
looked
at
and
feel
comfortable
being
able
to
manage
any
sort
of
reorganization.
So
I
just
wanted
to
let
you
know
the
administration
is
doing
their
due
diligence
to
ensure
the
district
can
operate.
B
B
I,
don't
see
any
more
hands
if
you
have
questions
that
come
up
for
you
after
the
after
our
time
here,
please
send
them
put
them
in
writing
that
way.
We
make
sure
we
get
them
the
way
you
want
them
asked
and
if
you
can
send
them
early,
you
know
you
can
probably
get
them
answered.
Some
of
them
answered
sooner.
There's
something
just
a
reminder
we
don't
need
to.
B
When
you
send
in
your
your
questions.
Some
of
them
can
be
answered
like
just
right
off
the
top
of
top
of.
B
Head,
not
necessarily
mine,
but
the
the
others
might
require
those
questions
that
might
require
extensive
time.
B
F
Thank
you,
I
guess,
I,
don't
know.
If
mine's
more
of
a
question
just
to
comment,
you
know
what
I'm
looking
for
is
not
just
a
these
are
how
many
dollars
we
have
to
cut,
but
we're
leaving
out
kids
out
of
the
discussion,
students,
outcomes,
what
we
need
to
do,
and
we
may
need
to
do
things
that
we
want
doing
right
now
in
order
to
get
academic
scores
up,
something
that
is
going
to
be
supportive
of
the
superintendent's
goals
of
trying
to
improve
academics
and
I.
F
Don't
know
how
that
fact
was
in
to
each
one
of
these
areas
what
we
can
and
cannot
do,
assuming
what
we
started
from
scratch.
Okay,
I
once
proposed
this
about
15
years
ago
that
we
assume
all
the
schools
have
been
leveled
and
we
start
over
again.
But
if
we're
dealing
with
that
type
of
issue,
what
do
we
need
to
include?
That's
not
there
as
well
as
what
can
we
cut?
That's
going
to
have
the
least
impact
on
academics.
F
It's
going
to
be
the
concern
that
I'm
looking
for
a
linkage
here
from
the
from
the
administration,
with
their
expertise,
to
give
us
that
type
of
Feed
in
so
we're
not
just
talking
about
these
options,
we're
given
information
from
their
perspective
of
what
would
be
the
best
cuts
to
make
and
whether
or
not
we
have
to
cut
even
different
areas
to
be.
If
we
had
more
money,
what
do
we
need
to
put
into
it
to
improve
academic
outcomes?
I
mean
that
could
curriculum
is
just
an
example.
F
What
we've
kind
of
discussed
an
audit
we
may
need
to
do
some
curriculum
changes
to
improve
things.
Maybe
we
need
to
change
the
way
the
delivery
is
done
to
be
more
successful.
There
are
all
kind
of
questions
in
there
that
I
have
in
my
mind,
but
just
getting
kind
of
a
good
overview
picture
of
what
we
might
be
able
to
do
to
improve
academics.
F
What
we
may
have
to
do,
we
don't
know
how
much
we're
going
to
cut
at
the
end
and
then,
when
we
cut
everything
for
the
budget
to
have
to
have
a
balanced
budget
right
now,
if,
if
we've
got
opportunities
here
to
improve
academics
through
some
sort
of
formula
some
ideal,
that's
what
I'm
hoping
to
be
able
to
hear.
Thank
you.
B
Thank
you,
member.
Thank
you,
member
Higgins
member
lessons.
C
Thank
you
I
appreciate
everything
in
this
presentation:
I'm,
just
I'm
thinking
again
about
the
the
front
end
with
the
PTR
I'm
wondering
as
we
get
closer
to
having
to
balance
this
budget,
whether
there
will
be
options
to
layer
things,
let's
just
say.
For
example,
you
know
increasing
K-12
by
1
and
some
other.
You
know
a
PTR
increase
of
three
or
a
four
or
a
five
to
some
of
the
upper
grades.
I
mean:
can
you
is
there?
Will
the
board
have
the
ability
to
pick
and
choose
essentially
from.
A
Yeah,
we
can
certainly
make
those
calculations
from
the
finance
side,
but
as
a
matter
of
process,
I
think
that's
probably
up
to
the
board.
Let
Mark
kind
of
speak
to
that
too,
and.
G
H
G
Session,
what
what
we're
doing
is
we're
trying
to
put
together
an
exercise
whereby
the
board
would
have
a
combination
of
things
that
deal
with,
for
example,
the
uses
of
one-time
funds.
So
you
take
a
look
at
things
like
the
bond
reimbursement
money.
You
take
a
look
at
the
cash,
the
fund
balance
which
we're
still
working
on
and
once
we
get
a
fine-tuned
number
of
what
that
might
more
look
like
in
the
pro
forma.
G
These
would
be
the
things
that
the
board
could
play
if
you
choose,
if
you're,
if
you're
thinking
of
more
of
a
shorter
term
strategy,
then
we're
we're
putting
a
list
together
of
all
the
different
layered
potential
reductions.
Okay,
everything
from
admin
reductions
to
some
of
the
instructions
program.
We
we've
talked
about
like
ignite
and
all
those
kinds
of
things,
a
little
looking
at
things
like,
maybe
you
know,
immersion
making
it
match
the
PTR
of
the
neighborhood
sides.
G
What's
that
safe,
like
there's
a
whole
bunch
of
these
we're
putting
together
and
the
goal
is
once
we
get
a
fine-tuned
number
on
the
actual
budget
deficit,
the
goal
is
to
have
each
board
member
either
individually
or
in
pairs
or,
however,
you
choose
to
do
it
lay
out
a
large
sheet.
That's
got
these
things
and
you
look
at
playing
the
cards
where
you
want
them
to
go
to
see.
If
you
can
match
this
up,
it
kind
of
fits.
G
What
Kelly's
asking
about
like
a
layered
approach
like
how
does
each
board
see
getting
to
whatever
the
number
is
50
million
60
million
when
that
number's
fine-tuned?
How
do
I
get
there
each
of
you
and
then
the
goal
is
to
see
if
you
guys
have
overlap
in
your
thinking.
Do
four
five
six
board
members
kind
of
have
a
rough
consensus
on
a
Way
Forward
and
that
exercise
at
The
Retreat,
hopefully,
will
give
Administration
some
guidance
as
to
where
you're
thinking
is
starting
to
lie?
G
That's
all
in
advance,
of
course,
of
the
budget
approval
in
February
and
actually
giving
us
guidance,
and
you
know
after
the
December
work
session,
but
Kelly
I
think
your
request.
Your
question
is
yes,
we
will
have
some
activities
for
you
guys
to
sort
of
layer.
Your
approaches
to
see
how
you're
thinking.
B
Thank
you,
Dr
Stock.
Thank
you.
Remember
lessons
you
good.
Yes,
okay,
just
a
couple
of
comments.
I
I
do
I
want
to
thank
you
guys
for
the
the
presentation,
especially
the
detail
in
the
presentation.
I
really
appreciate
it.
It's
very
helpful,
I
I
when
it
comes
to
our
PTR.
B
You
know
it
wherever
we
land
as
an
individual
board
members
or
as
a
group,
it's
gonna
be
tough.
It's
gonna
be
tough,
but
as
we
make
our
decisions,
I
think
we're
getting
all
the
information
that
we
need
to
be
able
to
do
to
make
that
decision
and
come
up
with
the
balanced
budget
we
are
far
from
it,
but
I
think
we're
going
to
get
there
and
I
just
want
us
to
remain
as
I.
B
Don't
know
if
optimistic
is
the
word,
but
for
me
it
is
I
want
us
to
remain
optimistic,
cautiously,
optimistic
that
we
we
are
going
to
do
this
and
and
that
you
know
it's
not
about
it,
might
not
be
about
cutting.
It
might
be
about
redesigning
and
reimagining,
and
so
I
want
to
keep
that
in
mind
as
well.
All
of
the
scenarios
that
we've
looked
at
have
an
element
of
redefining
what
we're
doing.
B
It
also
has
an
element
of
doing
things
differently,
so
I
I
agree
with
member
Higgins
I
agree
with
member
lessons
on
the
layering
and
I.
Just
think
that
by
the
time
we
get
to
I'm
really
looking
forward
to
the
December
10th
work
session.
That
is
like
a
mini
retreat
guys.
So
we're
going
to
be
there
for
a
bit
but
I
think
when
we
come
out
of
that
session,
we'll
be
really
poised
to
make
some.
B
We
can
probably
see
where
we're
going
a
little
clearer,
I,
don't
know
Dr
Brian
did
you
have
other
comments
or
any
of
the
staff
have
other
comments
that
you'd
like
to
make
at
this
time.
Thank.
K
You,
madam
president,
no
further
comments
and
we
just
thank
the
board
for
your
continued
engagement
and
questioning,
so
we
can
make
the
best
decisions
moving
forward.
B
Hey
Dr
Stock
anything
from
you.
G
No
I
appreciate
your
time
and
attention.
I
will
continue
to
bring
this
clear
and
clearer
and
clear
and
I
think
if
there's
one
thing
that's
been
clear
to
everyone
is
that
this
is
a
process.
It
is
not
an
event,
and
so
this
takes
time
and
then,
even
even
as
we
begin
to
get
guidance
from
the
board,
there's
a
lot
more
decisions
that
have
to
be
made
that
come
around
implementation
of
these
ideas.
So
I
just
appreciate
everybody's
attention
more
to
come.
H
I,
don't
have
anything
else,
but
thank
you
for
today.
B
B
Absolutely
you
guys
it
will
be
posted
online
when
we're
done,
but
we
will
make
sure
you
get
a
copy
of
everything
of
the
the
presentation
we
also
recorded
this
session.
It
will
be
also
uploaded
to
our
website
and
tonight,
tomorrow,
night
and
for
the
next
three
nights,
we
will
have
our
last
series
of
town
halls.
They
are
virtual,
so
I
look
forward
to
seeing
everyone
there
and
if
there's
nothing
else,
our
time
together
is
has
been
well
spent
and
I
want
to
thank
everybody
and
I
will
see
you
later.
B
I,
don't
know
that
we
need
to.
This
is
a
work
session,
so
we
we
just
need
to
during
ourselves.