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From YouTube: ASD School Board Work Session 01/09/23
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A
So
we'd
like
to
welcome
everyone
to
our
first
work
session
of
the
2023
school
year
today
is
Monday
January
9th.
This
is
our
again
our
work
session.
A
A
So
I
that
was
item
a
we're.
Moving
on
to
Item
B
is
our
request
for
information.
I
think
we
had
one
that
came
in
that
we
need
to
prioritize
in
terms
of
the
time
it's
got.
You
know
how
quickly
that
information
is
available.
I,
think
it
came
from
Member
Donnelly,
and
so
we
we
are
going
to
pull
that
up.
A
The
request
is,
is
beginning
in
2010
through
the
most
recent.
What
are
the
reading
and
math
proficiency
scores
for
ASD
students,
so
I
think
there
are
two
board
members
that
are
interested
in
that
information,
so
Dr
Bryant.
How?
What
is
the
your
best
guessed?
Do
we
have
a?
We
have
an
assessment,
Personnel
right.
B
Right,
we
just
have
our
new
assessment
person,
so
we
did
speak
this
morning
and
I
do
believe.
We
could
get
this
into
not
this
sport
connect,
but
the
next
board
connective
historical
Peaks
and
the
the
most
recent
a
key
star
data
to
look
at
so.
A
Thank
you
sure.
Okay,
let's
see
is
there
was
that
the
only
one
Amanda
okay,
so
we're
tracking
these
pretty
closely.
So
if,
if
I,
if
I
miss
one
of
yours,
please
let
me
know
member
Higgins
I
know
you
had
a.
D
Another
yeah,
just
a
point
of
clarification
and
I,
think
the
administration
may
get
confused
on
this
as
well.
I
think
the
general
expectation
is
that
the
board
member
has
a
request
for
information.
That's
readily
available
can
be
provided.
D
It
doesn't
have
to
be
delayed
to
be
a
expression
from
the
void
that
we
would
go
ahead
and
get
the
information
directly
and
and
quickly
on
providing
you,
the
the
president
of
the
board,
letting
you
know
when
information
is
being
requested
or
what
information
has
been
obtained
is
good
for
both
the
administration
and
the
board
members.
Let
you
know
so.
D
We
can
keep
it
Loop,
but
I
don't
want
to
be
in
a
position
where
the
board
has
to
approve
what
information
the
general
public
could
get
with
the
Freedom
of
Information
Act
request
or
anything
like
that.
If
it's
a
situation
that
requires
considerable
time
and
resources,
then
just
like
a
member
of
the
public
may
have
to
pay
for
that
Freedom
of
Information
Act
request.
The
the
board
is
including
costs
that
the
board
may
want
to
be
the
one
in
to
prioritize
to
the
administration.
D
How
important
this
is
and
what
do
we
want,
but
I
think
as
long
as
the
information
can
be
obtained
readily
quickly
without
extensive
costs
or
time.
I
would
hope
that
each
board
member
would
get
a
response
quickly
as
as
quickly
as
possible
and
then
go
forward.
If
that's
my
understanding,
we'll
go
forward
with
that.
Thank
you.
A
Yes,
thank
you
and
I
think
what
you
said
is
exactly
what
our
bylaws
say.
I
think
the
only
other
piece
that
I
would
add,
which
you
did
add
at
the
end,
is
the
timeliness
of
it
all
and,
and
please
the
other
piece
would
be
to
put
it
in
writing.
So
we
know
exactly
what
your
thoughts
are
around
the
information
request,
but
the
only
reason
it
comes.
A
The
request
for
information
process
is
to,
of
course,
share
among
ourselves
what
each
other
is
interested
in
and
then
try
to
figure
out
with
the
superintendent,
whether
it
is
readily
accessible
or
on
or
not,
and
then
that
way
we
have
to
prioritize.
So
that
is
my
understanding
of
what
our
bylaws
say.
D
My
interest
is
dealing
with
certain
budgetary
historical
data
that
is
readily
available
by
looking
at
the
books,
but
it's
been
generated
Maybe
by
Finance
in
some
way
shape
or
form
that's
less
timely
time
consuming,
and
so,
rather
than
bringing
someone
with
me
to
say,
I'd
like
to
see
this
and
have
somebody
else,
do
it
the
boy
you
got
a
lot
of
competent
people
in
in
the
group
that
have
already
generated
a
lot
of
information
and
I'm
asking
for
stuff
I
believe
that's
already
been
generated.
Okay,.
A
And
and
the
other
thing
is
we
do
have
access
to
a
lot
of
the
budget.
Questions
are
probably
somewhere
in
the
documents
we've
already
seen.
A
Sometimes
I
will
I
will
send
a
page
number
or
a
link
when
I
answer
questions
so
that
I,
if
people
can
get
to
where
they
want
to
be
really
quickly,
but
no
I
think
our
bylaws
are
are
clear.
If
the
information
is
readily
available,
it
can
be
once
3
Quest
it
to
the
superintendent
copied
the
president
once
available
once
once
the
assessment
is
made
as
to
how
available
it
is
that
that
assessment
won't
be
the
boards,
but
it'll
be
the
superintendents
or
staff,
and
then
we
it
should
be
readily.
A
It
should
be
either
given
to
the
board
member
right
away
or
put
in
some
kind
of
priority
so
that
we
can
get
you
that
information.
A
Thank
you
all
right.
Thank
you
guys,
any
other
rfis
from
board
members.
A
Okay,
seeing
none
I'd
like
to
welcome
everybody
back,
including
staff.
This
is
going
to
be
a
wonderful
amazing,
New,
Year
all
right.
So
let's
go
on
now
to
our
discussion
item.
For
the
day
school
start
times.
A
There
was
a
little
bit
of
a
misunderstanding
that
this
had
something
to
do
with
our
School
closure
plan.
It
does
not.
This
is
a
new
discussion
for
this
board,
but
a
we're
revisiting
school
start
times,
I
think
from
19
from
2019
to
2018.,
okay,
Dr,
Brian,
sure.
B
Thank
you,
madam
president,
good
afternoon,
ASD
board
and
community
and
happy
New
Year.
So,
as
was
shared
well,
there's
a
lot
of
work
to
still
be
done
on
balancing
our
budget
for
next
year.
Today's
work
session
will
shift
gears
a
bit
and
focus
on
a
different
topic.
That's
come
out
throughout
the
fall
and
historically
in
ASD,
which
is
the
conversation
around
potentially
adjusting
school
start
times.
B
So
our
panel
will
brief
the
board
on
prior
efforts
completed
in
ASD
to
adjust
start
times
the
benefits
and
consideration
for
making
adjustments
and
well
any
major
change
like
this
involves
trade-offs
for
a
number
of
reasons.
Why
I
do
feel
that
this
is
something
the
board
should
strongly
consider,
and
we
look
forward
to
answering
your
questions
to
assist
in
making
informed
decisions.
So
with
that
said,
I'll
hand
it
off
to
our
panel.
E
So
it's
it's
certainly
new
to
everyone
here,
but
we
did
do
an
exhaustive
effort
to
reach
community
members
on
both
surveys,
as
well
as
town
halls
and
and
focus
groups,
and
Shannon
Bingham
was
the
the
lead
consultant
the
first
time,
and
so
today
we're
just
going
to
show
initially
an
overview
of
the
efforts
we
took
in
the
past.
E
The
recommendations
that
we
ended
up,
concluding
with
as
a
result
of
focus
groups,
work
groups
and
surveys
and
I
think
everyone
is
aware
that
ultimately,
there
was
one
board
member
voted,
yes
and
the
other
six
voted.
No
so
school
start
times,
didn't
change
so
as
we're
going
through
this,
and
you
get
an
idea
of
the
amount
of
effort
that
was
put
into
this
effort.
I
think
that
we
have
enough
data.
E
But
we
will
be
asking
the
board
for
a
general
idea
as
to
whether
four
or
more
board
members
think
it's
worth
the
effort
to
go
through
this
right
now
or
not
because
it
it
is
a
significant
amount
of
effort
and
the
same
Planet
as
for
all
of
this,
of
course,
are
the
same
ones
for
sixth
grade
to
Middle,
School,
school
closures
and
all
the
other
things.
So
we
we
would
like,
at
the
end
just
some
signaling
or
or
or
agreement
that
the
board
does
want
us
to
move
forward
before
we
start
this
effort.
F
Well,
thank
you
Jim
good
evening.
Everyone,
it's
a
privilege
to
be
here,
Happy,
New
Year.
Can
everyone
hear
me?
Okay,
yes,
can
is
a
20-minute
cycle
through
20,
slides,
appropriate
or
should
I
go
quicker.
F
Very
good,
well,
my
intent
here
is
to
give
a
bit
of
a
history
of
what
we've
done
so
far.
F
I
have
done
quite
a
bit
of
this
nationally
and
have
been
involved
in
attempts
to
change
school
start
times
that
have
been
implemented
and
others
that
have
that
have
not,
and
so
I'll
talk
a
little
bit
about
kind
of
national
perspective
as
I
go
along
on
the
next
slide.
You
will
see
kind
of
my
my
summary
of
the
chronology.
We
were
asked
to
do
this
by
the
board
during
the
retreat.
F
There
was
a
a
petition
that
was
submitted
by
a
high
school
student
that
we
were
responding
to
at
a
certain
point
between
the
fall
of
2017
and
fall
of
2018.
We
collected
quite
a
bit
of
pro
and
con
research.
We
engaged
Dr
Lisa
Meltzer,
who
is
a
nationally
known
sleep
researcher,
focusing
on
adolescent
sleep
issues
with
National
Jewish
hospital
who
gave
us
an
online
presentation.
F
I
can
provide
that
to
the
board
as
a
link,
and
then
we
engaged
in
a
very
extensive
stakeholder
process
that
included
both
focus
groups
and
open
house
meetings.
The
focus
groups
were
with
teacher
groups,
employee
groups,
bus
driver
groups,
student
groups,
I
think
at
all
three
levels,
including
some
fifth
graders
who
were
involved
the
Chamber
of
Commerce.
We
also
engaged
a
variety
of
child
care.
Providing
groups
were
also
engaged
and
I.
Don't
remember
exactly
the
total
count
of
meetings,
but
I
I
would
say
it
was
probably
25
to
35
somewhere
in
that
range.
F
We
were
beginning
with
three
options,
most
of
which
focused
on
what
was
the
research
preferred
start
order
for
schools
and
at
that
time
nationally
the
preference
was
that
Elementary
School
students
would
start
first
followed
by
middle,
followed
by
high.
So
the
idea
was
to
put
the
high
school
age
learner
years
in
the
last
starting
position
to
be
more
in
tune
with
their
circadian
rhythm
and
the
time
at
which
the
average
high
school
student
engages
and
is
ready
to
learn.
F
In
April
of
18,
we
had
an
intensive
cycle
of
open
house
meetings,
media
events,
meetings
in
this
room
where
we
showed
data
and
Survey
results
and
process
the
issue.
At
that
point,
the
survey
data
was
indicating
that
the
majority
of
the
community
was
not
in
favor
of
a
change,
so
we
modified
the
proposed
options
to
a
second
set
called
options:
A
and
B,
and
we
engaged
Hayes
research
to
do
a
telephone
survey
in
which
option
A
was
slightly
favored.
F
During
that
telephone
survey
of
approximately
385
participants,
and
then
the
administration
reviewed
all
of
the
information
from
the
first
survey
and
the
information
from
the
second
survey
and
move
forward
with
what
was
called
option
b,
which
would
put
again
High
School
in
first
position,
followed
by
elementary
and
middle.
But
we
were
pushing
our
start
time
back
approximately
30
minutes,
and
then
this
issue
was
voted
on
in
August
and
had
the
result
that
Jim
indicated.
F
The
next
slide
shows
the
principal
information
piece
that
was
circulated
to
the
community,
including
the
pros
and
cons.
Why
are
we
doing
this
National
epidemic
on
performance,
behavioral
and
wellness
issues
on
the
part
of
high
school
and
middle
school
students
associated
with
early
starts,
and
you
can
see
there
the
current
start
time
high
school
at
7,
30
middle
at
8,
15,
Elementary
at
nine
and
then
scenario.
F
One
put
High
School
in
first
place,
I'm,
sorry,
but
Elementary
in
first
place,
starting
at
7
30,
followed
by
middle
at
8,
15,
followed
by
high
school
at
9
00
a.m
and
you'll
see
there
that
we
have
a
45
minute
window
between
starts
and
some
of
the
other
districts
nationally
that
address
the
school
start.
Time
issue
did
what
was
called
narrowing
the
window
and
they
were
able
to
fund
compression
of
their
start
time
windows
and
many
of
them
combined
high
school
and
middle
school
onto
single
buses.
F
So
they
went
to
a
a
two
a
group
morning
and
afternoon
Transportation
structure
instead
of
three,
which
is
what
we
have
others
just
compressed
that
and
went
to
a
shorter
Morning
window
trying
to
get
the
majority
of
their
children
to
start
school
between
eight
and
nine.
F
So
that
was
one
of
the
challenges
because
of
the
Alaskan
condition
of
darkness
and
weather
that
we
have
a
broader
window
and
so
a
lot
of
the
side
effects
associated
with
various
changes
in
start
time
are
more
profound
in
Alaska
because
we
have
more
Darkness,
we
have
more
cold.
We
have
more
pedestrian
complications
with
children.
Getting
to
school.
You'll
see
the
second
option.
There
also
had
Elementary
and
first
position
at
7
45,
followed
by
Middle
School
and
High
School,
8,
30
and
9
15
respectively,
and
then
in
scenario.
F
F
Since
this
time
there
has
been
a
lot
of
research
on
both
sides.
Some
research
continuing
to
endorse
these
school
start
time
changes
that
a
lot
of
districts
have
proposed
and
adopted,
and
other
research
saying
that
there's
not
much
benefit
again.
The
Alaskan
condition
is
so
much
different
than
other
parts
of
the
country
because
of
the
amount
of
darkness
and
the
shortness
of
days.
F
That
was
more
in
compliance
with
the
medical
research.
Now
Lisa
Meltzer
continues
to
do
this
work.
I
think
I
forwarded
to
you
through
Jim
Anderson,
a
exit
research
piece
on
the
Cherry
Creek
School
District
in
the
Denver
metro
area,
where
Dr
Meltzer
did
an
extensive
post
change
evaluation
and
most
of
the
results
that
she
found
were
positive
for
both
students
and
parents.
F
F
There
is
quite
a
bit
of
a
research
Pro
and
Khan
cited
there,
mostly
from
medical
doctors
and
pediatricians
I
will
say
there
are
four
or
five
sleep
disorder
centers
in
Fairbanks
and
at
least
a
dozen
in
the
Anchorage
bowl
and
anecdotally.
Quite
a
few
of
the
pediatricians
that
we
consulted
as
a
part
of
this
process
were
strongly
in
favor
of
making
a
change
predominantly
for
high
school
and
middle
school
student
wellness.
F
The
next
slide
shows
the
open
house
meeting
results.
We
had
a
mixture
of
Elementary
and
secondary
students.
In
some
cases
there
was
a
little
bit
of
a
well.
This
may
help
high
school
and
middle
school
students,
but
it
results
in
elementary
students,
starting
earlier.
The
research
indicated
that,
because
elementary
students
go
to
bed
earlier,
that
they're
more
ready
to
learn
earlier
than
high
school
students
because
of
their
circadian
rhythm
based
on
their
age
and
again,
this
is
a
topic
of
dissent
within
the
research.
F
There
is
pro
and
con
research,
and
all
of
this
is
Complicated
by
the
Alaskan
condition.
Open
house
participants
were
more
in
favor
of
retaining
the
current
schedule
versus
those
that
would
favor
making
a
change.
A
secondary
parents
and
students
were
more
in
favor
of
change
of
all
participants
representing
the
elementary
school
students
were
less
in
favor
of
it.
F
There
you
see
some
of
the
concerns
for
elementary
pedestrian
safety
before
and
after
child
care
challenges,
especially
when
a
high
school
student
might
be
providing
that
service
for
a
family
member
secondary
concerns
for
extracurriculars
child
care,
where
the
high
school
student
is
supervising
an
elementary
student
and
then
after
school
employment.
F
When
we
met
with
the
Chamber
of
Commerce
Representatives,
they
indicated
that
they
would
rather
have
a
healthy
High
School
population
than
have
a
more
readily
available
employment
base,
and
so
I
would
say
that
that
community
meeting
was
somewhat
in
favor
of
the
wellness
aspects
for
high
school
students.
F
On
the
next
page,
you'll
see
the
focus
groups.
We
had
440
folks
that
participated
in
20
some
odd
focus
groups.
There
were
more
teacher
and
students
involved
in
the
focus
groups.
The
open
houses
were
more
exclusively
parents.
The
focus
groups
were
balanced
between
Elementary
and
secondary,
and
the
open
house
meetings
had
more
Elementary
parents
participating
the
focus
group.
F
Participants
were
generally
in
favor
of
change
at
all
levels
agreed
with
the
research
more
readily
than
others,
and
then
I
I
agreed
with
the
idea
that
it
was
a
strongest
benefit
to
secondary
students.
F
F
We
had
again
a
majority
in
favor
of
later
start
for
middle
school
students
and
then
the
next
slide
shows
the
overwhelming
preference
on
the
part
of
high
school
stakeholders
engaged
in
focus
groups
for
a
later
High
School
start
time
in
the
open
house
meetings
again
these
were
more
populated
by
parents
and
quite
a
few
faculty
members
were
engaged
in
these.
The
next
slide
indicates
the
open
house
result
here
where
we
had
less
support
for
change.
F
45
percent
of
participants
would
prefer
the
current
schedule
and
then
on
the
next
slide,
their
preferred
scenario
was
48
percent.
The
current
start
time
and
their
most
favored
scenario
was
scenario
three,
which
I
think
was
the
one
that
had
the
least
effect.
So
at
this
point
we
kind
of
reconfigured
the
scenarios.
This
next
slide
shows
the
administration's
response
to
the
first
round.
We
wanted
to
have
an
impartial
telephone
survey
where
we
got
a
very
objective
response
based
upon
the
information
that
was
out
in
the
community,
so
we
engaged
Hayes
research.
F
The
current
schedule
only
would
push
everything
back
30
minutes,
so
that
was
an
attempt
to
to
offer
almost
everyone
a
concession
we
would
still
have
45
minutes
between
starts,
which
seems
like
a
lot
to
me,
but
our
recent
snow
event
really
demonstrates
that
we
can
have
crippling
weather
events,
and
our
current
spacing
between
starts
is
very
much
configured
to
facilitate
that
I
was
hearing
anecdotally
from
a
lot
of
folks
in
the
bus
driver
community
that
they
were
sitting
and
waiting
a
lot
in
the
window.
F
But
again
those
were
on
sunny
days
when
they
were
driving
on
a
well-graveled
ice
or
bare
pavement,
and
they
found
that
they
were
able
to
drive
their
routes
very
quickly
in
good
conditions
and
that
those
45
minutes
between
starts
were
really
configured
for
snow
days.
Option
b.
F
We
would
start
30
minutes
later,
but
we
would
switch,
and
so
Elementary
would
start
at
8am
and
release
at
2,
30,
High
School
would
start
at
8
45
and
release
at
3,
15
and
middle
school
would
start
at
9,
30
and
release
at
4,
and
so
in
option
b.
There
was
a
little
bit
more
of
a
research
based
advantage
to
how
the
starts
were
structured
as
we
move
to
the
results
of
the
haze
research.
Those
are
shown
on
the
next
slide.
You'll
see
that
most
everyone
engaged
in
the
Hayes
research
wanted
to
make
a
change.
F
So
45.7
wanted
option.
A,
which
was
the
current
schedule,
only
push
it
back.
30
minutes,
option
b.
Is
the
30
minutes
later,
but
switch
a
few
of
the
age
groups
and
put
high
school
students
in
the
middle
position.
F
Elementary
students
in
the
first
position
and
37.6
of
Hayes
phone
calls
favored
option
b
and
then
12.5
percent
said
don't
change
anything
leave
it
the
way
it
is
the
administration
considered
that
information
there
was
a
desire
among
senior
leadership
to
try
to
be
research
compliant
when
we
went
out
to
the
chamber
event
and
we
started
networking
with
some
of
the
Anchorage
leadership.
F
There
was
a
lot
of
support
for
what
we
were
doing
from
a
research
standpoint,
so
you
can
see
that
the
community
or
the
Chamber
of
Commerce
group
actually
favored
scenarios
three
and
two.
So
when
they
were
looking
at
the
change
scenarios,
they
were
very
much
in
favor
of
making
a
change.
They
saw
it
as
a
wellness
event
on
the
next
slide,
you'll
see
through
the
whole
process.
F
Some
of
the
things
were
of
most
concern
were
before
and
after
child
care,
we
met
with
the
three
largest
Child
Care,
providing
agencies
and
process
some
of
these
issues
with
them.
F
F
A
lot
of
people
thought
that
this
was
challenging
for
after
school
activities
and
sports.
A
lot
of
people
have
said
this
has
been
overdue
for
quite
some
time,
and
then
we
start
seeing
Elementary,
researches
and
kind
of
cohesive.
F
So
the
predominance
of
the
disagreement
between
pro
and
con
research
that
you'll
see
in
the
literature
focuses
on
when
elementary
school
should
start.
There
doesn't
seem
to
be
a
national
consensus
on
that
issue,
whereas
the
high
school
and
middle
school
issue
is
more
clear
and
that's
the
thing
that
would
suggest
to
me
that
trying
to
narrow
the
window,
meaning
the
change,
the
difference
in
time
between
high
school
middle
school
and
Elementary
start
in
order
to
get
some
benefit.
F
F
The
recommendation
that
was
put
forward
was
that
high
school
should
start
at
eight
instead
of
7
30,
and
we
would
put
Elementary
School
in
second
position
at
8,
45
and
then
middle
school
at
9
30..
You
can
see
the
background
and
rationale
behind
why
we
advocated
for
that.
The
next
slide
shows
the
effect
at
each
School
level
of
the
magnitude
of
change.
High
School
would
get
30
minutes
more
Middle
School
would
be
75
minutes
later
and
then
Elementary
School
would
begin.
F
15
minutes
earlier
than
the
current
schedule,
so
the
magnitude
of
change
was
greatest
for
Middle
School
age
range
children
and
we
thought
about
that
as
a
as
a
group
and
reconciled
that
we
thought
that
that
particular
group
of
children
could
handle
that
and
again
this
recommendation
on
September
24
2018
was
not
adopted.
F
The
next
slide
shows
kind
of
some
structural
issues
that,
if
you
decide
to
move
forward
with
considering
this
issue
further,
we
should
explore
so
the
two
structural
Solutions
are
to
combine
middle
and
high
school
students
onto
single
buses,
and
then
the
other
one
is
to
narrow
the
window
or
compress
the
window.
So
window
compression
has
been
an
issue
that
a
lot
of
districts
have
thrown
money
at
in
order
to
negate
some
of
the
after-school
activity.
Child
Care
issues
that
came
out
of
their
start
time
discussions,
and
so
one
of
my
proposals
was
well.
F
What
would
it
cost
if
we
compressed
from
45
to
30
minutes
between
each
start
and
then
the
other
issue
that
I
proposed
and
these
are
either
or
would
be,
to
put
the
middle
school
and
the
high
school
students
on
common
buses,
where
we
would
only
have
a
a
two-tiered
transportation
situation?
Instead
of
three,
our
transportation
department
yielded
a
nine
and
a
half
million
dollars
in
additional
capital
and
7.7
billion
in
annual
operating
for
either
option
at
that
time.
F
Five
years
ago
we
thought
those
estimates
were
high,
but
that
was
what
was
produced
and
for
our
consideration.
We
have
not
estimated
current
cost,
and
this
was
based
upon
what
our
ridership
was
pre-pandemic
in
2018
and
a
lot
of
our
patterning
and
issues
have
changed.
This
was
estimated
for
a
consistent
among
the
neighborhood
schools
start
time.
F
District-Wide,
there
was
not
a
differentiation.
Both
of
the
options
would
reduce
the
window
to
an
hour
and
45
a
minute
window
or
an
hour
or
a
narrower
start
time.
Instead
of
the
current
one
and
a
half
hours.
If
we
put
middle
and
high
school
students
on
one
bus,
obviously
our
difference
between
the
windows
would
be
45
minutes
if
we
stayed
three-tier
but
compressed
the
window
from
45
minutes
to
30.
F
I
think
that's
my
presentation.
The
next
slide
might
be
discussion
or,
oh
summary,
nationally.
A
lot
of
districts
continue
to
do
this
pandemic.
Health
impacts
on
adolescents
are
at
a
fever
pitch
right
now,
and
a
lot
of
districts
are
looking
for
anything.
They
can
do
to
try
to
improve
the
mental
health
of
high
school
and
middle
school
students,
and
so
the
start
time
issue
continues
to
be
relevant
pro
and
con
research
there's
more
of
it
out
there,
especially
there's
there's
almost
a
50
50
Pro
Con
on
Elementary.
F
Some
districts
have
conducted
credible,
post-change
research
on
children
and
parents
and
that
Cherry
Creek,
School
District
study
by
Lisa,
Meltzer
and
I
will
tell
you
that
Dr
Meltzer
is
an
advocate.
She's,
a
medical
doctor,
she's
a
pediatrician
she's,
a
sleep
researcher,
and
so
her
research
is
going
to
be
very
much
pro-change.
F
Both
Anchorage
and
Fairbanks
explored
Darkness
weather,
pedestrian
challenges,
Child
Care,
extracurriculars,
Sports
and
student
jobs
were
all
complications
to
making
a
change
and
I
think
without
funding
to
adjust
those
start
and
end
time.
Windows,
the
conditions
specific
to
Alaska
will
continue
to
complicate
change
efforts.
F
So
that's
my
presentation,
I'm
delighted
to
answer
any
questions
that
you
might
have
and
I'll.
Thank
you
in
advance
for
your
attention.
G
Thank
you,
a
prison,
so
I
know
we
are
continuing
to
make
changes
and
optimize
our
student
transportation
schedule
and
I
I.
Think
what
I
remember,
Mr
Holland
speaking
to
at
one
point,
is
our
new
system:
finding
efficiencies
requiring
fewer
routes
and
drivers
potentially
in
future
years,
is
there
any
intersectionality
between
Bridging,
the
Gap
for
compressing
the
the
start
time
window
for
Midland,
High
School
and
those
efficiencies
that
were
identified
previously.
E
Through
the
president
to
member
Jacobs
we'll
be
bringing
transfinder
along
this
spring,
the
the
primary
reason
to
change
school
start
times
is
not
Transportation
efficiencies,
because,
as
we
get
transfinder
and
then
GPS
tracking
of
buses-
and
we
find
other
ways
to
make
efficiencies
occur,
we
would
do
that
whether
start
times
changed
or
not,
and
by
this
summer
we'll
be
able
to
start
moving
forward
to
making
efficiencies.
Regardless
of
the
start
time
component.
G
Jacob,
just
a
quick
follow-up
yeah
thank
you
and
your
points
will
Taken
I
I
think
that
it's
noteworthy
our
current
schedule
doesn't
align
with
what
the
CDC
and
American
Academy
Pediatrics
recommends
for
middle
and
high
school,
so
there's
I
think
there's
definitely
other
reasons
to
do
it.
Just
curious
how
Transportation
optimization
I
know
we've
talked
about.
You
know
at
some
point
addressing
our
guardrail
regarding
making
sure
that
there's
equity
and
access
to
our
Charter
and
special
programs
and
so
wondering
how
that
might
interact.
I
I
do
appreciate
that.
Thank
you.
D
Thank
you
as
I
recall,
in
this
update
myself,
of
course,
but
at
one
time
at
least
one
high
school
I
think
more
had
really
an
extra
hour
added
on,
so
that
you
could
start
at
7,
30
or
8
30
in
high
school
and
you
and
they
had
some
teachers
that
wanted
to
stay
later.
This
was
happening
at
service
high
school
and
at
least
I
was
told
it
was,
and
so
that
some
teachers
who
would
like
to
work
the
hour
later,
they
would
kind
of
jockeying
it.
So
they
could
do
that.
D
So
students
that
needed
to
get
out,
you
know
start
at
7
30.
At
the
end,
they
put
extracurricular
activities
for
others
that
could
afford
to
get
in
later.
They
could
do
it
and
they
seemed
to
be
working,
or
at
least
I
was
told.
It
was
before
I
got
off
the
board,
the
first
time,
2016.
I,
don't
know
if
you're
familiar
with
that,
but
that
seemed
to
make
a
lot
of
sense
because
it
gave
you
know
it
didn't.
D
F
I
can
respond
to
that
member
Higgins
through
the
president.
There
was
an
offer
made
to
some
of
the
high
school
communities
that
if
we
could
add
a
zero
period
that
we
might
be
able
to
address
the
desire
of
students
heavily
engaged
in
sports
or
with
an
after-school
job
in
order
to
fulfill
their
course
requirements,
and
if
we
were
to
make
a
change
and
they
they
would
still
be
able
to
end
their
school
day
in
time
to
engage
in
those
activities
as
they
saw
fit.
F
There
were
some
consistency
and
Equity
issues
because
we
could
not
Implement
a
dual
Transportation
circumstance
I
think
and
give
everybody
a
zero
period
option
and
a
first
period
adoption,
but
we
did
actually
explore
if
students
could
ride
one
of
the
buses
for
a
different
level.
They
could
get
to
school
at
a
different
time.
F
But
if,
if
we
were
going
to
add
a
zero
period,
that
zero
period
would
start
at
6,
15
or
6
30
instead
of
7
30,
and
so
that
was
one
of
the
challenges
that
it
would
push
earlier
than
any
of
the
other
schools
start
times.
So
that
would
have
required
us
to
have
some
zero
period
buses
facilitating
that
option
for
children.
D
Let
me
follow
up
with
what
I
was
told
is
that
they
provided
transportation
to
the
regular
hours,
but
if
kids,
if
they
wanted
to
go
with
the
later
class,
they
had,
it
was
only
for
the
available
if
they
had
provided
their
own
transportation,
and
so
some
of
them,
grouped
together
with
other
kids,
some
had
Transportation
on
their
own
and
some
couldn't
do
it.
But
then,
because
of
watching
younger
kids,
some
of
them
the
parents
didn't
want
to
do
it.
D
You
can
imagine
that,
because
the
the
Elementary's
coming
up,
that's
an
economic
impact
in
line
with
it,
but
they
were
I,
know.
I,
know
it
service,
because
that's
right
up
there
from
where
I'm
at
I
used
to
visit
there
regularly
and
I
was
told
how
they
were
doing
it.
So
I
thought
that
was
an
interesting
alternative,
because
we
really
need
kids
later.
D
Just
from
my
perspective
of
this,
the
first
decision
here
and
we
can
get
public
impact,
is
what's
going
to
benefit
the
kids
most
and
and
what
I've
seen
it
talks
about
doing
it
later
during
the
day
makes
a
difference
on
academic
outcomes
and
if
we're
going
to
help,
do
what's
best
for
kids,
we
need
to
come
out
with
a
plan
to
do
that.
I
and
and
goats
all
count,
and
everything
else
does.
But
at
the
end
of
the
day,
that's
our
first
highest
priority
and
so
I'm
inclined
to
really
want
to
proceed
for
it.
A
Thank
you,
member
Higgins.
Let's
go
with
member
lessons
and
then
member
Holloman.
H
I
have
a
comment
that
I'll
get
to,
but
I
wanted
to
speak
to
the
concept
of
zero
period
and
I'll
just
be
very
personal.
I
took
calculus
at
seven
in
the
morning
in
high
school,
while
pursuing
additional
extracurricular
opportunities
and
I
had
a
severe
mental
health
breakdown.
My
junior
year
in
high
school
I
would
not
recommend
that
I,
don't
think
it's
in
the
best
interest
of
our
students.
H
I
don't
want
to
put
that
kind
of
pressure
on
other
students.
So
that's
just
one
thought.
On
zero
period.
From
my
personal
experience,
my
strong
opinion
continues
to
be
as
a
husband,
probably
since
I
was
16
or
17,
that
we
should
start
secondary
schools
no
earlier
than
8
30
and
Elementary
no
earlier
than
eight
in
the
morning.
I
think
that
we
have
a
really
excite
I'm
excited
about
this
conversation.
I
appreciate
the
historical
perspective,
I,
remember,
meeting
Mr
Bingham
actually
in
the
service
High
School
cafeteria.
H
A
parent
because
I
cared
so
much
about
this,
but
we
have
the
ability
this
this
year
to
optimize
our
student
outcomes
and
really
make
substantial
progress
on
our
board
goals
and
our
guard
rails.
I.
Think
by
creating
an
evidence-based
master
schedule
that
honors
the
Sleep
needs
of
all
of
our
students,
while
prioritizing
prioritizing
needs
of
some
of
our
neediest
students.
H
I
think
there
are
a
couple
of
data
points
that
I've
been
percolating
in
my
mind.
There's
a
Brookings
institution
calculation
I
came
across
of
the
approved
National
academic
performance
that
might
arise
out
of
an
additional
hour
of
sleep
for
all
high
school
students
across
the
nation
and,
if
you
think
about
improved
grad,
High,
School,
graduation
rates,
college
attendance
and
reduced
car
crash
rates
in
about
140
billion
dollars
after
15
years
and
their
calculation
was
that
it's
about
a
nine
to
one
benefit
to
cost
ratio
for
changing
High
School
start
times
to
after
8.
30.
H
I
think
that
if
there
are
legislators
who
want
to
know
how
we
would
use
any
inflation
adjusted
or
increases
towards
adequacy
at
levels
to
improve
our
student
outcomes,
especially
given
the
transportation
funding
hasn't
been
addressed.
Since
2014-15
15,
thank
you
I
think
that
committing
funds
towards
whatever
Transportation
needs
exist.
That
would
be
an
excellent
excellent
complement
to
a
a
partnered
commitment
to
smaller
class
sizes.
A
I
Yeah,
so
I
was
going
to
confirm
what
Mr
Higgins
said
that
we
have
had
high
schools
ahead,
zero
hours
and
the
follow-up
on
yours.
We
we
do
that
to
middle
school
students.
Even
so
we
try
to
put
that
pressure
on
them
really
early.
I
That
I
can
understand
where
it
could
lead
to
exactly
what
you're
describing
it
I
think
would
be
helpful
for
the
board,
as
we
look
into
this
again
to
know
what
is
happening
starting
at
six
A.M,
because
I
know
for
some
of
the
hockey
teams.
That's
when
they
they
have
to
get
in
to
have
ice
for
extracurricular
or
intramural
teams
that
have
high
participation
rates.
I
know
that
at
middle
school
we
had
people
in
the
gym
at
six
practicing
and
again.
This
is
all
parent
provided
Transportation.
I
There
wasn't
any
District
transportation
for
it,
so
our
schools
are
really
busy
and
I.
Also
remember
that
when
we
went
through
this
before
some
of
the
student
testimony,
we
had
against
moving
High
School
later
came
from
some
of
our
highest
performing
students.
I
They
want.
They
were
some
of
the
ones
in
Zero
Hour.
They
were
completely
booked
after
school.
They
didn't
want
to
lose
any
time
in
the
day
and
there
aren't
too
many
things
you
can
do
at
six
in
the
morning
other
than
go
to
school
at
Anchorage,
but
there's
a
host
of
things.
You
can
do
at
four
five,
six
seven
o'clock
in
the
afternoon,
so
I
I
do
feel
like
that's
a
part
of
it.
That
we
didn't
really
look
at
last.
I
Time
is
how
many
students
are
in
our
buildings
early
at
what
times
and
what
kind
of
numbers
and
what
they're
doing
I
know
some
are
in
classes.
Some
are
in
athletics
and
I
really
have
no
idea
how
how
significant
it
is.
J
I
can
probably
take
sure
answer
that
through
the
chair
to
member
Holloman,
one
of
the
things
that
you
know
we
have
these
zero
hours
we
actually
have
after
school.
Some
after
school
classes
also
offerings
it's
very
limited
most
of
the
morning
classes
are
things
such
as
an
extra
choir,
an
extra
band,
something
that
they
already
have
during
the
day,
but
they
do
it
extra
it's
kind
of
their
passion,
kind
of
things.
There
are
some
schools
that
have
some
warning
practices:
that's
very
minimal.
J
There
isn't
a
lot
actually
holding
those
practices,
it
might
be
a
varsity
volleyball
because
of
space
issues
or
something
of
the
sort.
But
there
isn't
very
many.
J
We
do
have
a
scattering
of
some
courses,
mostly
CTE
courses
that
happen
after
school
and
then
there's
some
schools,
some
Title
One
schools
that
actually
have
some
after
school
tutoring
and
an
extra
session
and
so
forth
after
school
as
well.
So
it
isn't
that
many
that
actually
do
those
types
of
things
and
a
lot
of
it
has
to
do
with
the
equity
piece
and
we
tried
to
get.
J
We
don't
have
a
lot
of
like
the
calculus
that
early
I
don't
know
if
any
high
schools
has
had
that
that
early,
but
we
also
have
another
thing
that
has
come
up
since
this
last
study,
and
that
is
a
little
more
robust
system
for
online
learning.
For
those
kids
that
want
extra
courses
can
take
that
extra
class,
and
actually
some
kids
will
at
the
high
school
level,
especially
Juniors
and
seniors
if
they
want
a
more
advanced
class
than
something
that
isn't
offered
at
the
at
School.
J
A
Yeah
and
I
I'm
glad
you
clarified
that
they're
very
limited
because
it
would
be
like
for
when
I
was
building
a
master
schedule.
It
would
be
a
zero
hour,
math,
high-level
math,
maybe
even
second
year,
foreign
language,
so
I
wouldn't
be
a
whole
menu
of
classes
for
students
to
take
and
at
zero
hour,
but
they
do
exist
I'm
sure
they
exist.
Now
too
remember
Jacobs.
F
To
member
Holloman
through
the
president,
we
didn't
do
a
straw
poll
with
the
High
School
principles
and
other
than
children
that
were
in
the
building
for
pool
or
ice
time.
I
think
the
straw
poll
indicated
they
thought
60
to
80.
Children
on
a
given
day
would
be
in
the
the
building
for
a
zero
period
for
one
reason
or
another
60
to
80
at
each
high
school.
F
So
I
think
that
would
be
at
most
three
sections
or
four
sections
of
something
and
I
think
that
was
a
straw
poll
that
a
secondary
principles
meeting
and
we
were
just
trying
to
get
a
rough
guess
across
the
district
other
than
pool
and
ice
time.
How
many
children
might
be
in
the
building
45
minutes
before
the
formal
start
of
school
and
their
number
was
60
to
80..
G
Yeah,
thank
you,
madam
president,
so
to
Circle
back
to
where
we
started
the
conversation
I
believe
Mr
Anderson
was
indicating
he
he
wanted
four
majority
support
for.
Are
we
specifically?
Are
you
asking
for
that
support
to
continue
the
conversation?
Would
it
be
an
information,
informational
memorandum
or
their
budget
complications
for
the
fy24
version,
you're
working
on.
E
You
know
not,
honestly
just
we
just
want
to
have
board
acknowledgment.
You
want
us
to
move
forward
with
this
in
support
of
focusing
on
student
outcomes.
We
knew
that
if
there
really
were
six
board
members
who
knew
tonight
they're
going
to
vote
no,
no
matter
what,
and
they
already
know
that,
then
it
probably
wouldn't
be
worth
prioritizing
this
and
pushing
it
forward.
But
if
there's
four
or
more
that
know
that
that
this
they
believe
this
to
be
important
enough,
then
we're
ready
to
develop
a
plan
and
move
forward.
Foreign.
A
Excuse
me
clarification.
We
maintain
the
the
minutes
and
the
school
day
the
instructional
day,
we're
just
doing
it
at
different
times
frame.
That
would
be
correct.
Okay
and
my
other,
were
you
were
you
in
2018?
Yes,
you
were
here
what
was
the
drawback
on
for
the
board?
At
that
time,
it
seems
from
Mr
bingham's
presentation
that
it
was
pretty
positive,
but
something
freaked
the
board
out.
What
was
it?
Do
you
remember.
E
E
I
think
there
was
that
other
side
and
you
could
see
it
in
the
survey
just
like
we
saw
on
school
closures
where
53
percent
recommended
consolidating
schools,
but
that's
not
what
you
saw
at
a
town
hall
and
that's
not
what
you
saw
at
school
board
meetings
during
public
testimony
and
I
think
it
was
the
the
overwhelming
negative
discussions
and
comments
during
public
testimony
that
probably
helped
push
at
the
very
end.
A
E
Will
restart
we'll
come
back
with
what
we
have
as
a
recommendation
based
off
surveys
and
some
public
meetings?
It
probably
would
not
be
as
in-depth
as
the
last
one
as
you
saw,
that
was
a
A
plus
month
effort,
but
we
also
believe
that
you
have
that
data
set
already
firmly
established
refresh
the
data
set,
get
some
new
inputs
come
back
with
a
recommendation
and
and
discussion
with
the
board.
Okay,
remember.
I
I
was
going
to
say
my
recollection
and
just
as
one
of
seven
was,
any
change
would
be
disruptive
because
everybody's
used
to
what
we're
doing
we're.
Obviously
that
works
everybody's
figured
that
out
and
that
the
more
radical
changes
would
be
really
disruptive.
I
And
then
that
came
back
to
like
well,
we
could
move
at
half
an
hour
and
that
wouldn't
be
very
disruptive,
but
it
also
wouldn't
make
that
much
difference.
And
do
you
change
everybody's
schedule?
Every
everybody
that's
involved
with
the
schools
in
Anchorage
in
order
to
give
everybody
30
more
minutes
of
early
morning
time
and
I.
I
know
that
that
was
the
thing
that
made
me
feel
like
it.
I
If
we
were
going
to
change
anything,
we
really
wanted
to
get
results
from
it,
but
there
did
seem
to
be
a
lot
of
opposition
except
to
minimal
change.
So
I
suppose
we
could
go
for.
You
know
like
30
minutes
this
year,
30
minute
sex
here
and
really
make
it
bad
I.
But
that
was
my
feeling
last
time
was
that
the
board
felt
like.
If
we
really
changed
this,
it's
really
going
to
be
turmoil
for
everybody
and
if
we
move
it
just
a
little
bit,
there's
still
quite
a
bit
of
turmoil
there.
I
A
I
Was
before
the
question
it
was
real
consumptive.
We
spent
a
lot
of
time
on
it.
There's
a
lot
of
public
testimony
and-
and
it's
you
know
like
any
of
these
things-
some
people
like
it
just
the
way
it
is
they've
got
it
all
figured
out
for
for
other
people.
A
change
would
be
good,
but
it
it
was
something
that
would
impact
every
single
person
in
the
district
that
had
kids
or
worked
for
the
district,
and
that's
a
lot
of
people.
I
C
A
H
I
G
H
A
So
if
I
can
take
a
straw
poll
real
quickly,
those
in
favor
of
are
interested
in
the
staff
moving
forward
with
a
plan
for
us
school
start
times
can
I
just
see
a
thumbs
or
a
hand.
One
two
three
four
I
see
five
member
Wilson.
Did
you
have
a
preference
she
said.
A
A
And
I
think
it's
really
important
that
we
do
like
you're
already
doing
looking
at
the
you
know
the
the
the
science
and
what
it
tells
us
about
student
growth
learning
and
sleep
all
right.
We
can't
make
them
go
to
sleep,
but
we
can
put
the
framework
in
place
where
they
can
we'll
have
the
opportunity.
Thank
you
guys
appreciate
your
time.
I'll
accept
a
motion
to
adjourn
into
to
move
into
executive
sessions.
Sorry.
G
The
president
moved
to
intern
to
Executive
enter
into
executive
session
for
the
purpose
of
legal
updates
negotiations
and
contracts.
Second,
is.