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From YouTube: ASD School Board Meeting 02/07/23
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A
Want
to
welcome
you
to
the
Anchorage
school
district
school
board
meeting
and
thank
you
for
attending
and
supporting
the
work
of
the
Anchorage
School
District,
the
board
thanks
parents,
students,
teachers,
staff,
School
business
partners
and
the
entire
Community
for
your
investment
in
our
district.
With
your
time,
your
talented
your
tax
dollars
with
that
said,
first
item
on
our
agenda
is
to
have
a
land
acknowledgment
and
flex
the
glute
with
our
student
representative.
Please
lead
us.
C
C
School
Board
I
want
to
take
a
moment
to
recognize
and
offer
gratitude
of
the
Sacred
ancestral
lands
of
the
denina
people.
We
acknowledge
and
appreciate
that
our
offices,
facilities
and
schools
are
on
the
sacred
indigenous
lands
and
we
honor
the
traditional
care
that
has
been
given
to
this
land
throughout
Generations.
We
are
grateful
for
the
opportunity
to
grow,
learn,
work
and
create
educational
communities
on
the
sacred
land.
We
extend
continued
respect
for
the
many
cultures,
creativity
and
resilience
of
its
indigenous
peoples,
chanon.
A
Thank
you,
I
did
want
to
note
for
regarding
the
call
to
order
and
roll
call
that
we
do
have
all
board
members
present
except
online.
We
have
member
or
president
Bellamy
and
member
Higgins
with
that
said.
The
next
item
A3
on
our
agenda
is
the
approval
of
the
agenda.
A
C
So
we
had
our
last
meeting
on
January
17th
and
then
our
next
one
is
next
Tuesday
February
14th
at
11
15
a.m.
During
this
meeting
we'll
hear
from
our
school
spotlights
from
East
Family,
Partnership,
Romig,
ruining
and
golden
view,
we
will
elect
the
president-elect,
who
will
take
my
position
next
year
and
then
we
will
have
discussions
about
the
graduation.
C
Regalia
policy
update
the
school
start
time
and
Civic
engagement
in
education,
so
super
looking
forward
to
that
meeting
and
then
we
also
had
four
Sab
High
School
Representatives
fly
down
with
member
lessons
and
Wilson
in
Juneau
this
past
weekend,
and
they
have
been
asked
to
give
a
presentation
at
the
next
school
board
meeting
on
the
21st
about
their
trip.
So
I
will
let
them
share
all
the
details
about
that.
So.
E
A
Thank
you
very
much
for
your
reports.
Any
questions.
F
Yours,
thank
you.
Mr
chair.
We
will
have
a
brief
presentation
from
a
guest
speaker
on
the
intersection
of
school
start
times
and
Wellness.
So
I'll
go
ahead
and
pass
it
on
to
our
guests.
G
Good
evening
I'm
Dr
Lisa
Meltzer
I'm,
a
Pediatric
Sleep
psychologist
in
Denver,
Colorado
and
I've
done
a
lot
of
work
over
the
years
with
school
start
times
and
I'm
going
to
present
to
you
today
some
research
findings.
Someone
else
is
sharing
those
so
I
can't
pull
my
slides
up.
H
G
Okay,
it
says
you
should
be
able
to
see
my
slides
now
so
again,
thank
you
for
the
opportunity
to
present
and
we
have
about
20
minutes
or
so
of
information,
and
then
time
for
questions
so
I'm
just
going
to
jump
right
into
the
fact
that
we
know
adolescents
have
a
biological
need
of
eight
and
a
half
to
nine
and
a
quarter
hours
of
sleep.
So
this
isn't
a
desire.
This
isn't
just
being
lazy.
G
It's
been
tested
biologically
that
adolescents
have
a
significant
sleep
need,
but
in
the
United
States
three
out
of
four
adolescents
are
getting
seven
hours
or
less
per
night.
So
what
happens
when
kids
and
teens
don't
get
enough
sleep?
The
number
one
thing
that
we
see
is
mood
and
affect
changes.
So
a
significant
anxiety
increases
depressive
symptoms
increase.
Any
parent
can
tell
you
when
their
kid
hasn't
gotten
enough
sleep,
because
they're
more
Moody,
irritable
grumpy,
definitely
notice
it
right
away.
G
We
also
see
significant
behavior
problems,
including
impulse
control,
hyperactivity
and
difficulties,
paying
attention,
neurocognitive
deficits
such
as
difficulties
with
learning
memory
and
then
concentration
in
the
classroom
and
especially
in
adolescence.
We
see
increased
risk-taking,
behaviors
and
accidents
and,
finally,
there's
a
direct
link
between
insufficient
sleep
duration
and
weight
gain,
and
we
see
that
across
the
age
groups
from
preschoolers
through
adults,
now
there's
a
number
of
reasons
that
kids
and
teens
don't
get
enough
sleep.
So
first
we
have
homework
and
stress:
there's
caffeine,
that's
widely
available
technology!
G
That's
used
all
the
time,
extracurricular
activities
that
occur
into
the
late
evening
and,
of
course,
what
we're
going
to
discuss
today
is
school
start
times,
because
this
is
something
that
we
can
change
on
a
wide
policy
level
for
a
lot
for
all
of
the
teens.
At
the
same
time,
most
parents
say
to
me:
well
if
my
team
just
turned
off
their
electronics
and
went
to
bed
earlier,
we'd
all
be
fine,
and
the
issue
is:
is
that
when
kids
go
through
puberty
hormones
change
all
hormones
change
and
this
affects
their
circadian
rhythm.
G
So
your
circadian
rhythm
is
a
24
plus
0.2
hour
Rhythm
that
helps
to
regulate
when
you're
awake
and
when
you're
asleep.
Now
because
it's
24.2
hours,
we
have
to
use
external
cues
to
keep
our
circadian
rhythm
on
track.
The
strongest
cues
are
light
and
dark,
and
when
darkness
happens,
that
sends
a
cue
to
our
brain
to
make
melatonin
and
melatonin
is
released
and
continues
to
be
released
overnight,
while
we're
sleeping
and
then
in
the
morning
when
we
have
sunlight,
which
I
know
your
mornings
happen.
G
A
little
bit
later,
but
bright
light
helps
to
tell
our
brain
to
suppress,
melatonin
and
wake
up.
Now
again,
when
adolescents
go
through
puberty.
This
natural
hormone
of
melatonin
gets
delayed
as
represented
by
this
red
line
by
about
one
to
two
hours,
and
this
is
across
teens
and
what
this
translates
to
is
in
the
evening
when
my
melatonin
is
being
released
and
most
people
are
getting
ready
for.
Bed.
G
Teens
are
at
the
peak
of
wakefulness
and
then
at
7am
when
we
ask
them
to
get
behind
the
wheel
of
a
car
or
get
to
school,
put
their
seat,
get
in
their
seat
and
learn
at
their
optimal
ability,
they're
at
their
peak
of
physiological
sleepiness,
and
so
it's
a
significant
detriment
to
our
students
to
have
early
school
start
times,
and
this
is
the
biological
science
behind
that
now.
I
want
to
take
a
step
back
and
do
a
broader
perspective
of
why
changing
school
start
times
is
important.
G
This
is
a
model
you
may
be
familiar
with
that
looks
at
the
whole
school
whole
community
and
whole
child.
So,
of
course,
our
students
and
our
children
are
at
the
center
of
this
model.
We
want
them
to
be
healthy,
safe
engaged,
challenged
and
supported,
but
it
takes
a
lot
for
our
students
to
be
successful.
We
need
helpful
policies,
processes.
We
need
improved
learning
and
improved
Health.
G
One
hour
earlier
from
9
A.M
to
8,
A.M
middle
schools
were
delayed
from
an
average
of
about
8
A.M
to
8
50
a.m,
and
high
schools
were
delayed
from
7
10
to
8
20
A.M,
the
superintendent.
At
the
time
when
he
retired
said
his
one
regret
was
not
being
able
to
push
it
all
the
way
to
8
30,
but
because
of
busing
limitations.
This
was
the
best
that
they
were
able
to
do
at
the
time
that
they
implemented
the
healthy
school
start
times.
I
want
to
point
out.
G
There
was
also
significant
health
education
around
sleep
provided
to
students
and
families
in
multiple
languages,
and
this
was
important
to
maximize
the
positive
impact
and
ensure
that,
with
the
later
start
time,
students
continue
to
get
healthy
sleep
as
well
as
to
improve
healthy
sleep
habits.
So
sleep
needs
consistent
routines
and
limits
to
technology
and
caffeine
were
some
of
the
things
that
were
highlighted.
G
In
order
to
study
this,
we
created
the
castle
study,
which
was
changing
start
times.
It
was
a
longitudinal
effect
study
over
three
years
in
a
comprehensive,
360
degree,
evaluation
of
outcomes.
My
colleagues
are
shown
here,
Dr
Amy
plague
and
Dr
Kyla
wallstrom,
who
are
instrumental
in
helping
me
complete
this
work.
We
did
three
annual
student
surveys
of
students,
so
we
did
it
in
the
spring
of
2017
before
the
start.
Time
was
implemented,
post-change
in
the
spring
of
2018,
and
our
follow-up
was
in
the
spring
of
2019..
G
We
have
student
data
cohort
of
student,
whose
parents
said
that
we
were
allowed
to
link
their
data
identified
year
over
year,
and
so
we
were
able
to
follow
a
subgroup
of
our
students.
Longitudinally
I
also
don't
have
listed
on
here,
but
we'll
be
sharing
with
you
at
the
same
time
that
the
annual
surveys
of
students
occurred.
G
We
also
had
surveys
of
teachers
and
staff
as
well
as
parents,
and
finally,
we
obtained
Community
data
from
the
Colorado
Department
of
Transportation
about
motor
vehicle
crashes,
so
starting
with
the
student
and
the
individual
level
outcomes
that
we
looked
at,
this
just
gives
you
a
sense
of
the
scope
of
our
study
and
when
you
look
at
the
graphs
that
are
coming
up,
this
pink
color
here,
where
Elementary
School
students
grades
K
through
two.
These
were
parent
reported
data.
Green
is
Elementary
School
students
grades
three
through
five
who
self-reported
on
data.
G
The
blue
is
Middle
School
students
grades,
six
through
eight
and
purple
is
high
school
pre-change
was
grades
9
through
11
and
post
change
was
grades
9
through
12.,
and
we
had
a
very
decent
representation
of
our
students
across
years.
This
was
the
average
end
per
year.
They
were
representative
of
our
students
and
then
this
was
the
cohort
whose
students
we
were
able
to
link
year
over
year.
G
So,
starting
with
bedtime
was
our
first
outcome
that
we
look
at
when
you
start
down
here
at
the
bottom.
These
are
Elementary
School
students
remember
their
start.
Time
was
one
hour
earlier,
so
their
bedtime
was
Advanced
and
moved
earlier
by
about
10
minutes,
whereas
middle
school
students
and
high
school
students
that
times
were
delayed
by
about
10
to
15
minutes.
So
this
busted
one
of
the
first
significant
myths
about
changing
school
start
times,
which
is
that
when
we
have
later
start
times,
students
will
simply
go
to
bed
later.
G
G
Most
notably,
we
were
able
to
see
this
in
what
something
we
call
weekend
oversleep,
which
is,
when
you
sleep
more
on
weekends
than
you
do
on
weekdays,
to
make
up
for
your
significant
sleep
deprivation.
This
dark
bar
here
represents
the
two
hour
mark,
which
is
clinically
significant
sleep
deprivation,
and
you
can
see
our
high
school
students
following
the
change
of
school
start
times
were
no
longer
significantly
sleep
deprived,
as
shown
by
their
weekend.
Oversleep.
G
Another
way
of
looking
at
this
is
in
the
perspective
of
healthy
people,
which
is
a
national
initiative.
The
healthy
people,
2020
goals
were
set
back
in
2010
and
the
goal
was
to
increase
the
proportion
of
students
in
grades
9
through
12,
who
got
sufficient
sleep
defined
as
eight
or
more
hours
on
an
average
school
night.
The
goal
for
healthy
people
2020
was
to
go
from
a
modest
30.9
percent
to
a
modest
33.1
percent.
G
They
wanted
to
increase
2.2
percent
across
10
years
in
one
year
of
implementing
healthy
school
start
times
in
the
Cherry
Creek
School
District,
our
students
went
from
30.4
percent
obtaining
sufficient
sleep
duration
to
62.7
percent.
This
was
maintained,
so
the
change
was
an
increase,
32
percent
and
that
was
maintained
at
follow-up.
G
We
also
looked
at
this
in
middle
school
students,
with
a
definition
of
sufficient
sleep,
duration
being
at
least
nine
hours,
because
they
are
slightly
younger
students
and
again
we
saw
a
significant
increase,
almost
21
percent
of
students
when
that
was
maintained
at
follow-up,
notably
during
the
same
time
period.
What
we
saw
Across
the
Nation,
was
with
a
decrease
in
the
percent
of
students
who
are
getting
sufficient.
G
I.
Put
this
slide
up
here:
I
have
a
similar
side
for
sleep
and
socioeconomic
status.
That
I
did
not
include
just
for
time
limits
and
what
you're
looking
at
here
is
differences
in
students
by
their
identified
race,
and
so
we
had
white
is
in
red
orange.
Is
our
black
students,
Hispanic
students
in
Gray,
Asian
students
in
green
and
then
I'm,
multi-racial
and
other
classified
students
were
in
the
blue,
and
what
you
can
see
is
the
same
pattern.
G
This
is
Elementary
School
students,
so
slightly
earlier,
bedtimes
that
were
maintained
slightly
earlier,
wait
times
that
were
maintained
and
a
slightly
shorter
sleep
duration
that
was
maintained,
whereas
in
high
school
students
across
racial
groups.
What
we
see
is
that
bedtimes
10
to
15
minutes
later,
but
the
wait
times
significantly
later
in
sleep
duration
for
all
students
was
significantly
longer.
G
I
want
to
look
at
our
cohort
students,
because
a
lot
of
people
say
well.
This
is
just
a
change
that
you
had
in
an
environment,
but
when
we
were
able
to
track,
you
can
see
what
how
much
of
this
is
biology,
which
is
natural
changes
to
sleep
as
opposed
to
the
Ecology
of
healthy
school
start
times
so
on
these
rainbow
graphs.
What
we're
starting
with
is
red
is
kindergarten
all
the
way
up
to
Black,
which
started
in
10th
Grade,
and
so
what
happens?
Is
students
who
are
in
kindergarten?
G
A
pre-change
were
in
first
grade
post
change
and
second
grade
the
follow-up.
That's
the
longitudinal
progression
and
what
you
can
see
here
across
the
bottom
is
that
our
early
Elementary
School
students
who
started
in
k-3
their
bedtimes
remained
the
same
where
bedtime
start
to
increases
when
students
progress
to
the
Middle
School
level,
which
is
when
they
start
going
through
puberty.
These
Dash
lines
are
when
students
change
levels
and
we'll
come
back
to
that.
In
just
a
moment,
you
see
that
we
came
weekend.
G
Bedtimes
follow
the
same
pattern,
with
the
exception
of
all
students
go
to
bed
later
on
the
weekend,
but
the
delays
don't
start
to
happen
until
the
middle
school
years.
Here's
the
weekday
wake
time
again.
This
pattern
is
really
similar
to
the
one
that
I
showed
you
with
the
exception
of
these
dashed
lines
and
we're
going
to
zoom
in
on
that
in
just
a
moment,
but
I
want
you
to
notice
the
big
difference
between
the
weekday
weekday.
Wake
time
pattern.
Sorry,
it's
late
here
and
the
weekend
wake
time
pattern
the
weekend.
G
If
we
pull
this
out
even
further
and
start
with
our
students
who,
if
we're
at
elementary
school
pre-change,
so
nine
o'clock
was
their
start
time,
they
progressed
to
Middle
School,
where
they
had
an
8
50
start
time
and
stayed
at
8
50..
So
you
can
see
there
was
no
change
to
their
wake
time
because
in
essence,
their
school
start
time
did
not
change,
whereas
in
the
pink
you
have
a
student
who
started
in
middle
school
at
eighth
grade
and
then
progressed
to
high
school,
so
they
went
from
an
8
AM
start
time
to
8
20.
G
So
they
slept
a
little
bit
later
with
a
20.
Minute
later
starts
time
in
green.
These
are
students
who
are
in
elementary
school
started
with
9
A.M
following
the
change
of
start
time,
went
to
8
A.M
and
then
went
back
to
8
50
a.m.
So
you're
starting
to
see
the
pattern
here
right
that
Us
Wake
times
are
set
by
school
start
times
again.
A
middle
school
student
who
went
from
8
AM
to
8
50
a.m,
back
to
8
20
a.m.
And
so
this
is
the
pattern,
and
why
start
times
are
so
important
for
sleep?
G
Now
I
know
we
also
wanted
to
talk
a
lot
today
about
daytime
functioning
and
we
had
four
primary
outcomes
that
we
looked
at,
and
this
again
is
in
our
longitudinal
cohort
again,
let
me
Orient
you
red
is
pre-change
Gray's,
post
change.
Blue
is
follow-up.
The
diagonal
slash
lines
here
are
when
students
are
in
middle
school
and
the
dotted
lines
were
when
they
were
in
high
school
and
what
you
see
again
in
our
early
Elementary
School
students
is.
G
There
were
no
significant
changes
in
the
proportion
of
students
who
were
feeling
sad,
nervous,
worried
or
too
tired
to
keep
up
with
their
schoolwork
with
the
change
in
start
times
where
you
start
to
see,
changes
with
the
mood
outcomes
in
particular
are
in
middle
school.
So
these
are
students
who
started
in
sixth
grade
seventh
grade
and
eighth
grade,
and
then
you
can
see
some
students
here
again
fifth
to
seventh
grade.
G
You
see
the
feeling
nervous
also
increase,
as
well
as
feeling
worried,
and
so
a
lot
of
these
changes
occurred
and
the
middle
school
years
as
students
were
going
through
puberty.
The
most
notable
changes
we
found,
though,
were
too
tired
to
keep
up
with
the
schoolwork
were
significant
decreases,
especially
in
our
high
school
students.
So
we
went
from
about
35
percent
of
students
reporting.
They
were
too
tired
to
keep
up
with
their
schoolwork
down
to
about
25
percent,
even
though
that
still
sounds
like
a
lot.
G
That
is
an
improvement,
because,
if
students
are
unable
to
keep
up
with,
dual
participation
did
decrease,
because
there
was
a
district-wide
mandate
that
students
could.
There
could
not
be
before
school
activities
for
elementary
school
students,
because
8
AM
was
deemed
early
enough.
There
was
also
a
significant
decrease
in
enrollment
in
the
before
care
programs
at
school
middle
school
before
school
participation
in
high
school
before
school
participation
did
not
change
same
with
employment
after
school.
We
did
not
see
a
change
in
percent
of
students
who
were
participating
at
the
elementary
school
level.
G
We
did
see
small
decreases
in
the
Middle
School
participation
in
the
high
school
participation.
This
was
not
unexpected
and
is
a
challenge
when
Schools
get
out
later,
but
when
we
think
about
the
proportion
of
students
who
may
or
may
not
be
participating
in
activities
compared
to
a
hundred
percent
of
students
who
now
have
the
opportunity
to
sleep
more,
this
was
a
sacrifice
that
the
district
was
felt
was
worthwhile
employment.
You
will
see
there
was
a
decrease
here
in
the
follow
in
the
post
change
here,
with
an
increase
back
at
the
follow-up
year.
G
What
was
notable
is
we
broke
out
the
employment
data
by
students
who
qualified
for
free
and
reduced
lunch
and
those
who
didn't
and
students
who
qualified
it
for
free
and
reduced
lunch?
There
was
no
change
in
their
employ
in
the
percent
of
students
who
were
employed
before
and
after
the
start
time
change.
So
for
those
students
where
employment
is
very
important
for
their
family,
there
was
no
change
to
their
ability
to
continue
working
with
a
later
start
and
end
time,
all
right,
stepping
back
into
the
family
and
the
school
level
outcomes.
G
This
is
parent
sleep.
This
is
a
very
busy
table,
so
I'll
just
walk
you
through
what
happens?
Is
parents
have
students,
sometimes
only
in
one
level,
but
sometimes
across
levels,
and
that's
what
each
of
these
columns
represent
when
you
had
students
only
in
the
elementary
school
level,
what
we
found
was
very
similar
to
what
we
saw
in
the
students,
which
is
that
bad
times
were
moved
earlier
by
about
nine
minutes
and
wait
times
by
about
14
minutes.
If
there's
no
data
in
a
cell,
that
means
there
is
no
significant
finding.
G
At
a
time
when
adults
in
the
state
of
Colorado
were
getting
less,
sleep,
percent
of
parents
reporting
good
sleep
quality
and
most
notably
for
high
school
parents,
the
ones
a
significant
decrease
in
those
who
are
reporting
feeling
tired.
During
the
day
we
saw
similar
patterns
for
our
teachers
and
our
staff
sleep
quick,
so
again,
Elementary
School
teachers
went
to
bed
earlier,
but
the
middle
and
high
school
teachers
bedtimes
remain
the
same
wake
times.
G
First
of
all,
looking
at
the
percent
of
sufficient
sleep
duration
did
not
change
across
elementary
school,
but
we
saw
a
significant
increase
in
middle
school
and
an
even
more
significant
increase
in
high
school
and
by
having
healthy
school
start
times.
It
provides
Equity
across
our
teachers
across
levels
to
have
an
opportunity
to
get
sufficient
sleep
duration,
which
also
impacts
teacher
mood,
teacher
functioning
and
their
ability
to
be
the
best
teachers
they
can
be
in
a
classroom.
G
The
percent
of
teachers
reporting
feeling
tired
slightly
increased
in
elementary
school.
That
was
not
surprising
with
an
earlier
awakened
start
time,
but
you'll
see
by
the
by
the
follow-up
period
it
normalized
again,
and
that's
why
you
have
to
recognize
change
is
hard
and
the
first
year
after
change.
G
This
was
self-reported
data
for
students
who
reported
being
regular
drivers,
frequent
drowsy
driving,
which
is
at
least
one
day
a
week.
That's
a
lot
of
drowsy
driving.
There
was
a
significant
drop
in
the
percent
of
students
who
were
reporting
that
so
that
makes
it
a
lot
safer
for
students,
especially
if
it's
dark
in
the
morning
when
they're
driving
for
school,
we
also
looked
at
teen
motor
vehicle
crashes
in
Arapahoe
County,
where
the
Cherry
Creek
School
District,
compared
to
Adams
versus
Douglas
County,
our
neighboring
counties
and
in
the
blue
line.
G
Here
you
can
see
there
was
a
significant
decrease
in
the
in
the
percent
of
Motor
Vehicle
crashes
in
Arapahoe
County,
where
it
was
maintained
or
increased
in
our
neighboring
counties
and
then,
of
course,
in
2019
Cove
had
happened,
and
so
we
took
advantage
of
that
opportunity
and
did
a
study
called
nested
where
we
looked
at
sleep
and
teens
across
the
United
States,
including
Alaska,
and
we
had
over
5
000
teens
complete
an
online
survey
that
told
us
about
their
school
type.
Were
you
going
to
school
in
person?
G
Did
you
have
online
synchronous
school,
which
meant
you
had
a
set
time
that
you
had
to
turn
on
your
computer
and
be
present?
Or
did
you
have
online
asynchronous
school,
which
meant
you
could
do
school
whenever
you
wanted,
and
what
we
looked
at,
not
surprisingly,
was
that
sleep
patterns
differed
based
on
the
school
start
times,
so
red
was
in
person,
glue
was
synchronous
and
green
was
asynchronous,
and
middle
school
is
lighter
than
high
school
colors
here
and
so
bad
times
again
get
slightly
later.
G
The
less
stringent
your
school
schedule
is,
but
you
can
see
this
very
significant
difference
in
terms
of
wake
times
between
students
who
had
to
get
up
and
get
on
a
bus
versus
students
who
could
get
up
and
just
turn
on
their
computer
versus
students
who
didn't
have
to
get
up
at
all
and
most
notably
with
the
Sleep
opportunity.
I
want
to
point
out.
The
students
who
were
not
restricted
by
having
to
go
to
school
at
a
set
time
were
obtaining,
on
average,
nine
and
a
quarter
hours
of
sleep,
the
same
number
that
I
started.
G
This
talk
with.
That
was
biologically
shown
almost
40
years
ago
that
this
is
an
adolescent
biological
sleep
need,
and
then
finally,
this
is
looking
just
comparing
in-person
students
versus
the
synchronous
students
are
in
dark.
Blue
in
person
is
in
light,
blue,
and
these
are
school
start
time
windows,
so
starting
with
the
earliest
to
the
latest.
Not
surprisingly,
wait
time
is
later
with
later
start
times.
G
So,
in
summary,
healthy
school
start
times
are
important
to
ensure
sleep.
Health
of
secondary
school
students
in
general,
moving
Early
Elementary
School
start
times
earlier,
resulted
in
small
changes
to
their
sleep,
but
no
significant
changes
to
their
mental
health
outcomes,
while
moving
mental
Middle,
School
and
High
School
times
later
had
significant
changes
on
sleep
and
daytime
functioning.
G
There
are
a
lot
of
people
who
helped
with
my
research
they're
all
listed
here
and
I
will
now
take
questions.
A
Thank
you,
Dr
Meltzer.
Turning
to
in
the
room,
first,
questions
on
the
presentation,
member
lessons.
I
I
I
don't
have
a
question
but
I'm
astounded
at
the
presentation
and
grateful
for
it
and
I
never
thought
to
ask
about
the
impact
of
start
times
on
parent
sleep
and
I
thought
that
was
and
teacher
and
staff
sleep.
So
very
logical
things
to
look
at.
Thank
you
for
shedding
me
light
on
the
subject
that
I
think
is
incredibly
important.
J
Now,
just
a
a
ditto
Dr
Nelson.
Thank
you
for
this.
It's
very
Timely
and
very
enlightening.
We,
we
had
a
discussion
maybe
four
years
ago,
yes,
but.
J
So
that
is,
and
that's
I
I
think
that's
a
good
thing.
We
get
to
look
at
it
with
fresh
eyes
and
fresh
ears
and
knowing
that
the
data
shows
that
it's
good
for
kids
and
adults,
yes,
either.
G
You
know
we
we
do
get
so
focused
in,
and
so
much
of
the
research
has
focused
on
teens
and
students,
which
is
our
Central
Focus
here,
but
again
thinking
about
the
broader
Community.
It
is
impactful
for
the
entire
families
and
I
think
that's
important
to
consider.
We
also
did
qualitative
interviews.
I
didn't
share.
All
of
those
results
here.
G
I
have
shared
that
by
email
through
our
that
was
in
our
board
report
that
includes
sample
quotes
as
you're
thinking
about
this,
and
thinking
about
you
know,
potential
issues
in
terms
of
implementation
and
mitigating
potential
problems,
because
they're
it's
not
easy.
Change
is
hard.
It
affects
a
lot
of
people,
but
again
the
benefits
so
far
outweigh
the
consequences
of
the
changes
and
people
adapt,
and
so
that's
important
to
consider
as
well
so
I'm
always
available
for
additional
questions
via
email
or
in
a
study
section
meeting
if
needed
in
the
future.
Okay.
A
Okay,
thank
you,
sir.
We
have
one
question
for
you
from
Member
Higgins.
K
If
it's
me,
I,
just
I,
just
wanted
to
say
thank
you.
I
have
been
to
the
nsba
and
listen
to
his
presentations
that
have
given
similar
support
for
this
type
of
change,
but
I
like
objective
data
like
this
and
it's
something
I
think
the
board
is,
has
already
expressed
interest
in
pursuing
And
discussing
and
looking
at
options
and
putting
kids
first
and
I
I
just
I've
enjoyed
your
presentation.
It'll.
Take
me
a
while
to
process
it
all,
but
I
really
enjoyed
it.
Thank
you.
A
And
in
closing
Dr
Meltzer
I'll
say:
yeah
I
appreciate
the
data.
Thank
you
for
making
time,
especially
late
in
your
evening
and
I
found
the
data
regarding
the
pandemic,
especially
insightful
I'm.
Given
the
lack
of
restraints
and
the
flexibility
that
we
had
due
to
the
public
health
emergency,
it
was
fascinating
to
see
how
students,
naturally
adapted
to
what
we
knew
was
the
is
scientifically
best
for
them.
So
yeah.
G
If
I
have
one
more
moment,
I'll
just
comment
because
I
just
focused
on
the
Sleep
outcomes
during
the
pandemic,
but
we
did
look
at
mental
health
and
academic
outcomes
and
for
what
it's
worth,
when
students
actually
go
to
school.
Clearly
they
have
better
academic
outcomes
and
they
have
better
mental
health.
And
so
you
know
the
takeaway
message
from
this
was
that
students
need
sleep
right
and
they
need
to
go
to
school.
So
how
can
we
merge
those
two
right?
G
So,
in
order
to
go
to
school,
we
need
to
ensure
that
they're
getting
sufficient
sleep
to
ensure
continued
academic
and
mental
health,
positive
outcomes
so
I
think
that's
just
important
to
mix
in
as
we're
in
our
postcode
era
and
reconsidering.
How
do
we
best
approach?
Education,
students
need
to
be
in
school,
I
mean
I
I,
don't
think
they
need
to
stay
home
and
just
sleep
all
day.
They
need
to
be
in
school.
A
F
A
Okay,
moving
on
to
agenda
item
C1,
we
have
a
goal
monitoring
conversation:
I
will
read
the
entry
framing
that
we
have
for
President
Bellamy,
so
we
are
now
going
to
have
our
monitoring
conversation
on
the
report
that
was
given
to
us
at
our
last
meeting
tonight.
Our
primary
conversation
will
be
focused
on
our
goal
of
college
career
and
life.
Readiness
specifically
beginning
with
the
freshman
class
on
September
2020.
A
The
percent
of
high
school
students
graduating
life,
ready
as
well
as
college
career
ready,
will
increase
from
a
baseline
of
to
be
determined
in
Spring
2022
to
90
in
Spring,
2026
and
interim
goal.
3.2
Algebra
2
completion
rates,
the
percentage
of
Grade
9
through
12
students,
successfully
completing
Algebra
2
grade
a
b
or
c
will
increase
from
30
in
Spring
2022
to
32
percent
in
Spring.
2023
I
first
want
to
confirm
that
all
four
components
of
the
monitoring
report
are
present
number
one.
A
The
we
chose
data
for
the
pre
three
three
previous
reporting
periods
and
the
current
reporting
period
and
the
targeted
reporting
periods
number
three
is:
the
report
shows
the
superintense
evaluation
of
performance
and
number
four,
that
the
report
shows
supporting
documentation
that
evidences
the
superintendent's
evaluation
via
the
tables,
provided
it
also
indicates
next
steps
with
all
components,
present
we're
ready
to
begin
our
progress
monitoring
conversation
so
for
the
purpose
of
understanding
the
current
reality
for
all
students
as
compared
to
this
goal.
Let
us
begin
with
questions
that
fall
into
the
who.
A
What
and
why
categories
once
the
board
fully
understands
the
current
reality,
then
we'll
move
on
to
the
how
category
of
questions
to
hear
what
the
superintendent
has
planned
in
terms
of
the
response
to
the
data.
With
that
conversation,
logic
model
in
mind,
the
floor
is
now
open
to
board
members
who
wish
to
engage
in
inquiry
regarding
the
reading
proficiency
goal,
one
and
interim
goal:
1.1
monitoring
technical
report
I
believe
that's
actually,
the
college
career
life
ready
goal,
who
has
questions
for
Dr
Brian
and
his
team
member
lessons.
I
Sure,
thank
you
very
much.
I
was
curious
about
what
accounts
for
the
increases,
especially
among
our
economically
disadvantaged
students
in
both
number
and
percent,
enrolling
and
completing.
There
were
some
upticks
and
a
number
of
sub
subgroups,
but
maybe
most
noticeable
and
are
economically
disadvantaged
population.
L
They're
going
the
right
direction,
I,
just
caution
that
those
are
pretty
small
they're,
pretty
really
most
of
them
are
less
than
one
percent,
and
so
that
could
be
just
the
maneuvering
of
the
transitions
between
different
schools
and
whatnot
and
from
our
district
and
to
and
from
so
yeah
yeah.
Those
are
positive,
but
it
just
kind
of
want
to
make
sure
that
we
are
thinking
about
that
one.
One
thing
that
we
are
looking
at
it.
A
M
Through
the
chair
to
member
lessons,
so
our
equal
opportunity,
schools
work
is
work
that
we
there's
an
organization
called
the
Equal
Opportunity
School,
so
that
we're
partnering
with
essentially
targets
increasing
enrollment
in
advanced
placement.
Coursework.
M
Really
we
have
expanded
to
not
just
advanced
placement
coursework,
but
some
of
the
the
prerequisite
coursework
that
goes
into
advanced
placement
as
well.
All
eight
of
our
comprehensive
high
schools
are
working
on
this
project
and
actively
getting
training
they're,
also
engaging
with
students
in
a
very
detailed
way
to
increase
our
student
non-traditional
students
in
those
courses,
so
we're
looking
at
different
demographic
groups
and
really
trying
to
Target
their
enrollment
in
those
courses
and
then
just
to
go
back
to
the
economically
disadvantaged
question
that
you
originally
asked
the
other.
M
The
other
piece
that
we
are
really
working
on
is
inclusive
practices
in
our
schools.
M
So
that's
really
getting
our
kids
back
into
regular
education
curriculum,
not
an
alternate
curriculum
and
giving
them
the
supports
in
that
regular
education
curriculum
so
that
they
can
be
successful
and
and
start
advancing
through
some
of
those
upper
level
courses
as
well.
So
they
don't
get
tracked.
If
you
will,
when
you
look
at
economically
disadvantaged
students,
they
often
have
a
another
subcategory,
that's
associated
with
that,
and
so
that
could
potentially
be
some
of
the
uptick
there
as
well.
L
One
one
thing
that
we
are
doing
to
help
this
is
we
we're
piloting
this
year,
Hampton
algebra
and
geometry,
and
construction,
identifying
kids
that
need
a
little
more
support
and
a
different
way
of
learning.
Those
different
subjects
and
the
data
that
we've
had
before
from
other
districts
is
success
in
Algebra.
2
actually
is
better
for
those
kids
once
they're
in
those
courses.
So
it's
going
to
be
interesting
to
see
if
that
goes
up
once
that's
fully
implemented
with
our
first
cohort
in
the
next
two
years,.
L
Hampton
algebra
and
geometry
and
construction
are
more
Hands-On
based,
I
am
going
to,
although
I
know
quite
a
bit
about
them.
I'm
going
to
let
Amanda
give
you
the
real
answer,
so
this
is
Amanda
Barr
our
coordinator
for
mathematics
in
the
district.
N
Thank
you.
So
those
two
courses
are
collaborations
between
CTE
and
math
courses.
Students
get
a
credit
for
a
CTE
course
and
a
math
course
in
Hampton
algebra.
It's
targeted
towards
Manufacturing,
in
addition
to
learning,
Algebra,
1
content
and
then
in
Geometry.
It's
aligned
with
the
construction
course
for
CTE.
N
Currently
have
three
schools
piloting
one
or
at
least
one
of
those
versions.
We've
got
the
at
chuyak
West.
There's
one
more
service.
M
H
M
And
could
I
if
I,
if
I,
could
just
interject
and
add
to
Amanda's
response
the
the
greater
vision
for
college
career
life.
Ready
work
is
to
include
more
courses
of
that
nature
in
the
future
and
not
just
math
related
courses
that
take
that
approach
as
well,
but
really
looking
at
the
subject
matter
through
the
lens
of
a
career,
so
they're,
tangible,
they're
motivating
for
kids
and
and
it's
a
different
approach
to
teaching
in
the
classroom.
So
I'll
stop
there
because
I'm
talking
about
algebra,
2.
H
L
Since
we've
got
President
Obama
since
we
have
got
really
involved
in
our
college
career
life,
ready
goal
in
our
work
with
Ford
NGL,
we
are
looking
at
those
options
right
now,
because
we
don't
want
to
set
something
and
then
it
doesn't
match
what
our
work
is
going
to
be
in
yeah.
Okay,
we're
looking
at
that
now.
We
hope
to
have
something
this
spring
for
you.
J
So
I
noticed
that
we're
looking
that
the
data
covers
those
kids
that
get
an
A
or
B
or
C,
because
I
you
know
that
that
really
equivalent
equates
to
success
in
college
I
mean
the
research
tells
us
that
do
they
have
do
our
students
have
opportunities
to
retake,
and
do
we
have
that
data
on
how
many
kids
are
retaking
like
if
they
failed?
J
If
they
failed,
it
I
want
to
know
what
the
kids
who
fail
it
or
don't
get
a
a
b
or
c
what
are
their
opportunities
to
either
retake
or
yeah
to
retake
the
class.
If.
L
They
fail
it,
yes,
President
Obama,
we
do
kids
can
retake
courses.
Usually
we
have
them
take
those
online,
so
they
don't
take
up
any
of
their
additional
slots
and
their
schedules.
But
we
do
have
that
and
occasionally
that
they
do
actually
go
back
and
do
do
it
face
to
face.
But
normally
those
are
online
courses
that-
and
we
have
numerous
kids
doing-
that
all
the
time.
J
So,
but
they
can
they
can
they
don't
have
to
take
online,
no
okay,
they
can.
They
can
just
choose
to
retake
it.
Yes,
all
right
so
and
it
looks
like
I
I,
wanna
I
I
want
to
thank
that
the
Equal
Opportunity
schools
that
we
are
creating
more
opportunities
for
kids
to
be
in
these
classes,
and
so
you
know
I
I,
I'm,
just
a
little
curious
as
to
how
are
they?
How
are
our
students
recommended?
Oh
that's!
J
A
how
question
I
can
come
back
to
that,
but
so
what
support
do
kids
get
outside
of
the
classroom
for
the
for
for
algebra
2.
L
You
know
it
all
depends
upon
the
school
yeah
and
what
the
school
offers
for
tutoring
options.
Some
schools
are
doing
it
during
lunch.
Some
schools
are
using
peer
tutors,
some
schools
are
doing
after
school
tutoring.
It
just
depends
upon
what
what
options
in
each
individual
school
right.
J
You
do
we
think
every
school
is
providing
some
support
if
nothing
other
than
the
mtss
supports.
K
I
guess
the
question
I
always
like,
and
it's
one
of
the
things
legislators
asked.
If
we
had
more
money,
what
would
we
be
doing
that
we
aren't
doing
right
now
that
we
could
do
to
help
improve
these
outcomes?
But
I
know
finances
is
a
problem,
but
assuming
that
we
had
more
money,
we
had
an
opportunity.
We'd
have
to
cut.
We
had
what
what
do
we?
What
opportunities
are
we
missing.
L
Mr
Higgins,
there's
I'm
sure
we
can
find
things
that
would
help
kids
be
more
successful
in
these
courses.
You
know
in
order
to
get
into
Algebra
2
and
be
successful
in
Algebra
2.
You
need
to
have
had
many
years
of
success
in
math
from
elementary
to
be
proficient
up
through
middle
school
and
take
your
algebra
and
geometry
courses.
L
So
I'm,
really
looking
at
all
the
way
down
to
Elementary
and
making
sure
that
we're
preparing
kids
to
be
successful
in
Algebra
2
is
is,
is
something
that
we
would
always
look
at
and
if
a
big
chunk
of
money
came
forward,
I'm
sure
that
Amanda
would
be
able
to
find
something
that
would
help
us
move
this
work
forward,
especially
to
get
kids
prepared
and
ready
for
algebra
2.
A
I
This
is
something
that
I
stumbled
across
well,
no
I
didn't
stumble
across.
It
came
to
me
at
some
point
in
the
fall
and
I
remembered
it
while
I
was
looking
at
the
data,
and
the
takeaway
from
this
report
was
that
the
nation's
economic
competitiveness,
competitiveness
and
scientific
innovation
is
constrained
by
racial
and
ethnic
underrepresentation
in
the
stem
Workforce.
So
my
curiosity-
and
we
were
sort
of
just
speaking
about
this-
was
we
have
out.
We
have
students
taking
Algebra
2
in
ninth
grade.
I
That
means
that
they're
getting
prepared,
as
you
were
just
saying,
they're
doing
pre-algebra
in
sixth
grade
to
go
through
algebra
and
geometry.
Do
we
know,
do
we
have
disaggregated
data
for
for
who
is
completing
Algebra
2
at
what
level?
And
if
we
had
that,
I
mean
at
what
grade?
So
if
we
knew
who
was
completing
Algebra
2,
it's
great
that
they're
completing
algebra
too
whenever?
L
I
kind
of
I
kind
of
get
your
gist
about
the
question
member
lessons
I'm.
You
know
when
we
identify
kids
or
when
they're
identified
at
earlier
ages
of
being
able
to
move
forward
in
math,
it's
important
that
we
have
opportunities
for
them
and
I
believe
that
you
know
what
one
of
the
things
we
just
talked
about
earlier
in
the
work
session
was
about
sixth
graders
to
middle
school.
L
We,
when
we
have
highly
effective
teachers
at
a
middle
school
that
are
teaching
math,
those
sixth
graders,
get
it
get,
get
to
actually
see
those
upper-level
math
courses
sooner
and
we
can
move
them
forward
quicker.
L
So
I
think
you
know
identifying
who's
doing
the
algebra
2
in
ninth
grade.
That
would
take
us
some
work
now
we
didn't
really
prepare
that
we
just
got
the
percentages
because
it
is
normally
a
10th
and
11th
grade
course.
L
That's
where
the
most
most
of
our
kids
take
Algebra
2,
but
really
I
think
that
getting
sixth
grade
into
Middle
School
help
increase
these
numbers
once
you
know
four
or
five
years,
when
we
get
them
up
to
that
level.
I
hope
that
answers
your
question.
Maybe.
I
Yeah,
I,
guess
I
think
it's
a
really
relevant
point.
It's
one
of
the
benefits
of
middle
school
I
mean
we
received
an
email
in
support
of
ASD
virtual
saying
that
17
children
at
one
of
our
schools
are
actually
enrolled
in
pre-algebra
in
sixth
grade
and
that's
clearly
not
available
at
most
of
our
sixth
grade
programs
across
the
across
the
district.
M
Something
so
I
was
just
going
to
kind
of
add
to
your
point
member
lessons,
but
one
of
the
challenges
we
have
right
now
with
sixth
grade
and
two
different
levels
is
not
the
instruction.
That's
one
of
the
academic
benefits
to.
K
M
We
have
seen
some
success
as
they've
gone
from
those
summer
programs
and
then
continue
to
work
on
on
their
deficits
throughout
the
school
year
like
Amanda
was
describing
in
the
classroom.
We
are
just
really
trying
all
of
our
our
options
to
get
instruction
time
for
kids
that
need
that
help.
H
A
J
Yeah,
just
that
the
question
I
almost
asked
before
just
validate
our
students
recommend
it.
How
do
they
I
know
they
Advanced
through?
J
We
have
to
have
certain
levels
of
math
before
before
they
can
get
to
algebra
2..
But
you
know
some
kids
are
so
focused
on
just
getting
doing
the
least
I
guess
I'm
still
concerned
about
one
wanting
to
know.
J
How
are
we,
what
are
we
doing
to
encourage
and
I
like
the
fact
that
you're
hooking
kids
up
with
adults
and
these
adults
are
going
to
push
them
instead
of
saying
well,
I
already
had
algebra
one
I,
don't
need
Algebra
2,
because
I
don't
think
they
don't
need
it
to
graduate,
but
they
do
need
it
for
for
their
future.
J
J
You
know
backgrounds
and
different
economic
abilities.
I
know
that
there
are
kids
out
there
that
can
do
this
work
and
just
don't
have
access
to
it
and
I.
Just
don't
want
us
to
forget
to
I.
Just
want
us
to
figure
out
how
we
are
going
to
reach
those
kids
and
keep
keep
reaching
out
for
those
kids.
That's
that's
it's
not
real
I!
Guess
it's
not
a
question
but
I'm
more
of
a
comment.
L
I
guess
one
follow-up
is
you
know
we
have
different
levels
of
algebra,
some
lower
levels
and
and
then
the
regular
algebra,
and
when
teachers
get
kiddos
into
those
classes,
they're
they're,
doing
assessments
right
away
to
make
sure
they're
all
they're
placed
appropriately
and
if
they're
not
they're,
moving
them
and
getting
them
and
talking
to
them
and
their
parents
about
getting
into
the
regular
algebra
one
courses
that
also
happens
at
middle
school.
L
All
the
time
as
kids
come
into
Middle
School,
the
the
math
trained
teacher
is
able
to
assess
them
and
get
them
into
the
pre-algebra
or
into
the
algebra
one
courses
earlier
on
and.
J
That
same
transition
takes
place
in
high
school
right
from
eighth
grade
to
ninth
grade.
Yes,.
L
J
J
If
nobody
else
has
one
I
just
have
a
real,
quick
one
on
on
staff
development.
What
does
it
look
like
and
how?
How
are
we
helping
teachers
I
know
yeah
on
this
chart
here,
I
think
it
you
know,
I
know,
there's
collaboration,
there's
you
know
onboarding,
there's
all
kinds
of
things
here.
L
Well,
a
lot
of
it
has
to
do
with
things
that
happened
district-wide
when
we
get
new
teachers
and
onboarding
them
into
their
curriculum.
That
happens
in
the
summer.
Our
department
chairs
are
working
with
the
new
teachers
when
they
change
course
levels
to
make
sure
they
have
somebody
or
the
materials
the
wherewithal
and
usually,
if
it's
a
new
subject
to
them:
they're
hooking
them
up
with
another
teacher
through
the
mentoring
program
or
just
in
an
unofficial
mem
deal
in
the
schools,
Amanda's
team.
You
want
to
talk
a
little
bit
about
professional
development,
you're
doing.
N
Yeah
we
through
the
district,
district-wide
professional
development
days,
we
have
access
to
teachers
and
then,
as
Sven
mentioned,
the
the
department
chairs
at
each
school
do
a
lot
of
job,
embedded,
onboarding
and
and
collaboration
within
teams
and
then
at
Middle
School.
There's
the
team
approach.
They've
got
the
time
and
the
schedule
to
actually
collaborate
with
their
teams.
Okay,.
M
So
if,
if
I
could
add
on
to
that
President
Bobby,
we
have
a
real
Focus
this
year
on
inclusive
practices,
focusing
on
math
instructions.
Specifically
last
year
we
focused
on
English
language,
language,
arts
and
essentially,
what
inclusive
practices
does
is
look
at
our
students
in
special
education
or
other
programs
like
ell,
and
many
of
those
students,
sometimes
are
in
an
alternate
curriculum
based
on
their
needs.
What
we
are
doing
is
systematically
across
all
of
our
secondary
schools.
M
Looking
at
those
students
needs
and
seeing
if
we
can
approach
it
differently
in
a
regular
classroom,
so
they
are
exposed
to
the
regular
education
curriculum.
What
that
does
is
accelerate
them
into
Pathways
that
make
it
possible
for
them
to
get
to
Algebra
2
at
a
faster
rate,
rather
than
going
slower
and
and
more
methodically,
and
so
that's
where,
where
I
think
we're
going
to
see
a
lot
of
changes
in
in
upper
level,
math
achievement.
Okay,
all.
A
F
You
Mr
chair,
we'll
Dive
Right
into
our
technical
report
on
interim
goal.
1.1
on
reading
proficiency
board
goal,
one
is
to
increase
reading
proficiency
from
40
to
80
by
May
2026.
Our
interim
goal
tracks
performance
on
Fast
Bridge,
with
the
goal
of
increasing
the
percentage
of
students
meeting
the
reading
benchmark
to
80
by
Spring
2024.
F
This
next
slide
shows
historical
progress.
The
dotted
lines
on
the
graph
above
show
our
yearly
targets
for
2022-23.
The
goal
was
65
up
from
38
in
2122.
The
red
boxes
on
the
chart
show
the
percent
of
students
reading
at
or
above
Benchmark.
There's
much
work
to
be
done
on
this
front
that
we
can
discuss
at
our
next
board
meeting
this
chart
disaggregates
the
data
by
grade
level
you'll
also
be
able
to
compare
the
performance
of
the
winter
to
Performance
in
the
fall
snapshot.
F
The
final
column
shows
the
percentage
Point
change
since
the
fall
snapshot,
foreign
desegregates,
the
data
by
race,
ethnicity
and
special
populations,
including
economically
disadvantaged
and
non-english
Learners.
The
bottom
portion
of
the
chart
illustrates
the
number
of
schools
currently
on
near
and
below
the
target.
F
Here,
you'll
see
the
instructional
focus
of
the
pre-k2
implementation
strategy,
this
included
early
literacy
instruction
and
the
multi-tiered
system
of
support
structure.
This
approach
is
a
continuous
loop
of
building
capacity
of
teachers,
implementing
strong
instructional
practices
and
analyzing
data
to
inform
practice,
and
this
chart
provides
a
status
update
on
the
implementation
strategies
in
place,
which
include
multi-tiered
systems
of
support
data
discussions,
professional
learning
instruction
and
curriculum,
and
that
concludes
the
technical
report.
We
look
forward
to
our
book
robosa,
robust
dialogue,
rather
between
the
board
and
academic
leadership
at
our
next
board
meeting.
I
Thank
you
so,
when
I
recently
logged
on
to
the
data
dashboard
to
kind
of
take
a
peek
at
all
of
this,
there's
a
you
can
look
at
students
who
are
at
risk
and
some
risks.
So
when
we
look
at
the
metric,
this
is
on
slide.
Three.
A
percent
at
above
grade
level
like
which
of
those
segments
at
risk.
Some
risk
are
included
here.
F
So
here
Benchmark
is
defined
as
40th
percentile
in
terms
of
the
data
you're.
Looking
at
online
I
would
need
to
ask
our
I'll
have
to
ask
our
academic
services
to
define
the
definitions
and
when
you
or
someone
on
the
team
be
able
to
clarify.
F
I
L
Actually,
I
believe
our
senior
director
of
assessment
evaluation
might
have
an
answer
to
that
I'm
asking
you
shall
receive
go
ahead.
This
will
be
his
first
time
in
this
role
in
front
of
y'all.
This
is
Chris
Opitz.
H
O
So
when
we
look
at
those
different
risk
levels,
first,
the
40th,
percentile
and
above
is
low
risk,
as
well
as
aggressive
growth,
and
each
vendor
is
going
to
describe
those
various
categories
slightly
differently,
but
40th,
percentile
and
above
is
going
to
be
your
low
risk
or
high
achieving
and
then
typically
the
metric
is
15th
percent
and
below
is
considered
our
sort
of
high
risk
category
and
15th.
The
40th
percentile
is
at
risk,
and
so
that's
those
are
the
percentiles
that
are
typically
broken
down.
O
A
P
F
Six,
that
is
a
great
question.
We
can
clarify
that
either
in
a
board
connector
during
our
discussion.
Usually
we
have
an
appendix,
but
it
wasn't
affixed
to
this
particular
presentation.
O
A
A
Read
the
introduction
statement
now
welcome
to
the
school
board's
first
opportunity
of
the
evening
for
public
comment.
The
board
has
set
aside
a
one-hour
time
slot
at
the
beginning
of
the
meeting
for
public
comments.
Public
comments
in
excess
of
one
hour
will
be
held
at
the
second
opportunity
for
public
comment
at
the
end
of
the
meeting
or
comments
may
be
submitted
in
writing
during
public
comment
board
members
will
not
answer
questions
or
engage
in
discussion
with
members
of
the
public.
This
is
the
Public's
time
to
speak
and
the
board's
time
to
listen.
A
The
school
board
welcomes
the
public
to
observe
and
contribute
to
our
meetings
through
their
comments,
however,
to
be
productive,
our
meetings
must
be
structured
in
civil
ASD,
conducts
public
meetings
under
Robert's
Rules
of
Order
a
set
of
rules
for
orderly
meetings
that
have
been
used
since
the
late
1800s.
Those
rules
require
the
board
and
public
to
be
civil
and
respectful
of
each
other's
opinions,
and
statements.
A
Here
are
a
few
of
the
requirements
under
Robert's
Rules
do
not
attack
a
member
speaker,
members
or
speakers
motives
no
profinity
or
fall
language,
referring
from
disturbing
the
meeting,
no
cheering
Applause
outbursts
or
waving
of
signs
or
posters.
If
you
have
a
handout
that
you
wish
to
share
with
the
board,
please
give
them
to
Ms
Foster
who's.
A
Seated
to
my
left
as
chair
of
the
meeting,
it
is
my
duty
to
enforce
the
Rules
of
Civility
and
decorum
as
such,
the
and
consistent
with
Robert's
Rules
of
Order
I
have
the
authority
to
rule
any
speaker
out
of
order
for
violation
of
these
rules
or
failure
to
conduct
themselves
in
a
civil
manner.
Additional
details
and
information
may
be
found
in
the
handout
located
at
the
door
regarding
audience,
participation
and
rules
of
the
boardroom,
foreign.
Q
Q
Advocate
for
childhood
wellness
and
obesity
prevention
over
the
years,
I've
worked
with
many
experts
and
advocates
for
in
those
Arenas,
including
sometime
with
Dr
David
satcher,
who
at
the
time
was
the
U.S
Surgeon
General,
also
advocating
for
the
cdc's
recommendations
of
60
Minutes
of
actual
physical
activity
daily
in
2005,
mayor
Mark,
bagich
convened
A
large
group
of
childhood
Wellness
Advocates
and
created
the
nationally
recognized
mayor's
task
force
on
Fitness
obesity
with
four
areas
of
concern.
One
was
nutrition,
one
was
the
built
environment,
one
was
worksite
wellness
and
one
was
physical
activity.
Q
I
was
head
of
the
physical
activity.
Section
I
would
say
that,
prior
to
the
meeting
Dr
Richard
monsaga,
who
was
then
the
chief
of
the
Alaska
division
of
Public
Health,
presented
this
PowerPoint,
which
was
overweight
and
obesity
in
Alaska
and
epidemic.
This
is
only
worsened,
ladies
and
gentlemen,
and
he
presented,
among
others,
this
data,
overweight
and
obesity,
the
health
consequences
in
Youth
and
old
and
adults.
This
is
quite
extensive
and,
furthermore,
obesity,
the
economic
costs
comparing
National
and
state
data.
Q
An
outgrowth
of
that
was
that
I,
according
to
CDC
recommendations,
recess,
could
possibly
be
structured
and
I
I
established
a
pilot
program
at
Tyson
Elementary,
which
only
lasted
for
half
a
year
on
four
various
reasons,
but
the
outcomes
were
significant
in
that
it
demonstrated
among
the
students,
increased
Behavior,
improved
behaviors,
improved
attendance
and
improved
academics,
but
you
have.
You
must
remember
that
this
epidemic
is
absolutely
real,
such
that
today.
Q
Many
of
you
are
probably
aware
that
the
recommended
treatment
of
choice
for
extreme
obesity
among
those
13
and
older
is
medications
and
or
bariatric
surgery.
It's
that
critical
I
then
met
Dr,
Kelly
lessons
and
her
colleague
Carrie
Carpenter
and
was
honestly
astounded
by
their
encyclopedic
knowledge
and
research
of
these
issues.
I
was
fortunate
to
help
shape
the
2019
ad
hoc
committee
incorporating
their
recommendations.
Q
The
proposed
Wellness
Advisory
Board
edits
are
a
reflection
of
their
tireless
efforts
on
behalf
of
childhood.
Wellness
endorses.
A
Your
time
has
just
expired.
We
thank
you
for
your
testimony,
your
three
minutes,
just
just
as
up
now.
Thank
you.
R
Evening
so
I'm
Jay
McDonald
I'm
here
to
talk
about
diversity,
inclusion
and
Equity.
So
we
hear
so
much
about
diversity,
inclusion
and
equity
and
how
it's
one
of
the
main
threats,
main
objectives
of
the
school
board
and
the
school
district.
We
don't
often
see
specific
examples
of
what
diversity
inclusion.
Equity
looks
like,
though,
so
today,
I
brought
an
excellent
representation.
R
This
is
like
the
archetype
of
diversity,
inclusion
and
Equity
material
that
it's
one
of
the
books
that
was
just
recently
purchased
for
our
libraries.
Is
it
Romig
and
Bartlett.
It's
called
Let's
Talk
About
It
by
Erica
Moen.
R
So
it's
got
a
one
of
the
chapters
in
here
is
about
sexting
and
I'll.
Just
read
some
of
the
text
here
so
before
you
start
sending
your
naughty
masterpieces
around
the
world
take
some
time
to
get
friendly
with
photo
editing.
Software
and
apps
digital
photos
are
permanent
and
impossible
to
retract
once
they're
out
there
so
keep
your
recognizable
features
out
of
them
before
you
share
them.
This
is
a
book
for
kids.
R
A
P
A
P
A
A
A
One
second,
okay,
I,
don't
believe,
there's
a
debate,
so
we
would
go
straight
to
a
vote
whether
we're
going
to
uphold
the
ruling
of
the
chair.
Miss
Foster.
Can
we
have
a
vote?
A
yes
vote
would
be
to
uphold
the
ruling
of
the
chair.
A
no
vote
would
be
to
sustain
your
overall
I
suppose.
K
P
H
A
Okay,
my
105
to
2,
the
ruling
is
upheld,
so
Mr
McDonald,
if
you
have
any
other
items
to
testify
on
you're,
welcome
to
do
so.
R
Well,
yeah
sure
I
mean
I
I
keep
getting
cut
off
when
I
just
read
these
books
that
are
just
there's
still
purchase
orders
out
for
these
books,
like
they're,
not
old
things
that
were
just
put
on
themselves
to
rot
like
these
are
they're
things
that
you're
actively
procuring
putting
in
class
the
the
first
book
that
I
read,
I'm
gonna
bring
some
of
the
foia
documents
that
I
have
next
time
I'm
in
here,
but
there's
teachers
that
are
actually
using
it
on
their
reading
list
in
their
classroom
as
part
of
their
class
material.
R
So
I
don't
want
to
hear
that
this
we're
not
giving
this
to
kids
I
was
at
the
police
department
today
and
I
was
talking
to
them
about
this
and
what
it
comes
down
to
is.
There's
there's
a
gray
area
where
they
say
that,
because
you
got
to
understand
the
distribution
of
indecent
and
pornographic
materials
to
minors,
is
a
class
C.
Felony
I
hope
that
people
understand
that.
So
the.
R
Is
it
or
is
it
not
a
First
Amendment
issue
I,
don't
understand
how
it's
appropriate
for
kids
and
it's
not
appropriate
for
the
school
board.
I
didn't
even
say
a
bad
word.
It
feels
a
lot
like
you.
Don't
want
parents
to
be
seeing
what's
given
to
the
kids
you're
happy
to
give
this
to
children
I've
seen
you
I
mean
you
even
host
reading
times
on
the
weekends.
R
What
what's
what's
your
reading
list
when
you
post
reading
time
on
the
weekends
with
Felix
you're
happy
to
give
these
books
to
kids,
it
seems
like
you're
terrified
to
give
them
to
parents
and
I.
Think
it's
an
absolute
travesty
that
you
cut
off
my
time
and
don't
even
let
me
have
my
three
minutes,
I
think
you're
breaking
your
own
rules!
Thank
you.
A
H
D
The
move
we
approved
the
consent
agenda
with
the
suggested
change
on
memorandum
100.
A
A
Zero,
we'll
move
on
to
action
items,
F1,
ASD
memorandum,
number,
zero,
nine,
eight
revision
to
school
board
policy,
BP,
6115
ceremonies
and
observances
I
have
a
motion
to
approve.
P
Mr
Mr
President,
the
chair
is
fine.
Sir
no
Mr,
chair
I
think
this
is
a
wonderful
opportunity
to
fulfill
the
charge
that
the
board
is
given
in
the
existing
policy
to
develop
patriotic
observances
and
ceremonies.
P
P
One
thing
that
I
felt
for
a
long
time
would
be
really
important
was
that
we
emphasized
the
national
anthem,
of
course,
and
this
you
know
some
of
the
days
that
I
think
it
would
really
be
important
for
our
our
students
to
hear
the
national
anthem
would
be
Veterans
Day,
which
has
made
motion,
applies
to,
and
also
September
11th
and
December
7th
Pearl,
Harbor
Day.
P
So
I
have
drafted
an
amendment
that
we
would
do
that
and
simply
say
that
you
know
in
all
schools.
The
United
States
of
America's
national
anthem
shall
be
played
at
the
beginning
of
any
regular
school
day
held
on
Veterans
Day,
September
11th,
or
on
December,
7th
and
I
would
so
move
amendment
number
one.
A
Member
Donnelly,
would
you
like
to
further
discuss
your
Amendment.
P
P
It
only
takes
about
a
minute
to
play
it
with
loudspeakers.
We
have
more
than
one
school
that
our
district
to
play
it
every
morning.
I
believe
and
those
schools
happen
to
be
excelling,
so
I
think
there's
no
question
that
there's
sufficient
time
to
do
it
and
it
would-
and
this
particular
proposal
would
only
require
to
be
done
on
three
days
out
of
the
year
and
only
when
there's
a
those
were
actual
school
days.
D
D
This
changes
it
to
where
the
board
is
trying
to
direct
activities
in
the
school
buildings
on
several
days,
and
there
are
a
couple
more
amendments
like
that.
So
I
would
move
that.
We
refer
this
Amendment
to
the
amendment
back
to
the
governance
committee
for
consideration.
A
Is
there
a
second
to
the
motion
to
refer?
Second,
second
by
member
Wilson,
any
discussion
on
the
amendment
to
refer
member
Holloman.
Any
additional
comments.
D
Just
I'd
like
for
there
to
be
some
time
for
the
administration
to
be
able
to
look
at
them
and
advise
the
board
on
any
impact.
They
see.
J
Yeah
I
I
I
go
back
to.
We
have
a
process
if
we
are
going
to
bring
prior
to
Bringing
items
to
to
be
voted
on
while
I
understand
this
is
an
amendment
I
think
it.
This
amendment
changes
the
intent
of
the
policy,
so
I
I,
I
I,
think
we
need
to
it
needs
to
go
through
governance.
We
need
to
try
to
follow
our
processes
whenever
possible.
Thank
you.
P
You
there's
a
lot
of
talk
about
the
processes.
I
could
give
you
examples
over
the
last
six
years,
where
the
board
didn't
do
anything
like
that.
They
changed
things
at
the
last
minute
without
public
notice.
P
In
addition
to
me,
making
copies
to
provide
to
the
public,
which
is
very
unusual
to
have
in
this
meeting
the
secretary
also
generously
agreed
to
make
copies
to
make
sure
they
were
available
to
the
public
on
the
on
the
table
out
there
and
I've
never
ever
really
seen
that
done
before
either
so
I
think
I've
jumped
through
every
hoop
I
could
possibly
think
of
could
provide
notice
on
this.
It
couldn't
be
more
simpler,
I
mean
play
the
national
anthem
on
Veterans,
Day,
9,
11
and
Pearl
Harbor
day.
P
It
just
doesn't
seem
like
the
kind
of
thing
that
we
need
to
have
a
huge
analysis
of
as
far
as
the
impact
on
our
school
district,
so
I
would
think
that
it's
something
we
could
go
ahead
and
vote
on
by
the
way.
I
didn't
point
out,
of
course,
so
the
public
can
understand
that
this
is
exactly
the
board
policy
that
deals
with
these
kind
of
things
that
we've
got
before
us
in
the
main
motion.
It's
board
policy,
615-115
ceremonies
and
observances,
so
it
clearly
seems
appropriate
at
this
time.
D
Remember,
Holloman
I'd
just
say:
I,
don't
think
it's
inappropriate
at
all,
but
we've
got
plenty
of
time
on
all
these
Veterans
Day,
September,
11th,
December,
7th
they're,
all
months
and
months
away,
it'd
just
be
a
chance
for
any
feedback,
considered
feedback
by
the
administration
or
any
other
board
members.
So
it's
not
meant
to
make
it
difficult,
but
just
to
have
that
time
and
committee
to
discuss.
A
Seeing
no
other
hands
in
the
room,
no
additional
comments,
the
we'll
go
ahead
and
have
a
voice
code
on
the
motion
to
refer
member
Donnelly's
amendment
number
one
to
governance,
Miss,
Foster,.
K
K
D
D
S
I
A
P
Thank
you
with
the.
P
Yeah
we
I
submitted
this
last
week,
Mr
chair,
but
we,
the
secretary,
was
out
of
town
and
I,
apparently
sent
it
to
I,
sent
it
to
the
secretary
I
was
told,
but
the
president
was
acting
in
her
place.
P
P
There's
two
federal
holiday
two
particularly
two
federal.
A
P
P
So
this
amendment
would
say
that
on
two
federal
holidays,
in
in
recognition
of
two
federal
holidays
that
are
celebrated
during
the
district's
traditional
summer
break
the
4th
of
July
and
the
Juneteenth
that
the
first
two
in
for
in
recognition
of
the
Declaration
of
Independence,
which
of
course
coincided
with
the
4th
of
July.
P
The
first
two
sentences
of
the
Declaration
of
Independence
would
be
read
on
the
last
day
of
the
school
year
to
acknowledge
that
for
the
pupils
that
are
going
to
experience
that
holiday
during
the
summer,
and
also
that
the
first
two
sentences
of
the
Emancipation
Proclamation
would
be
read
at
that
same
time
to
celebrate
Juneteenth
what
traditionally
comes
at
a
summer
during
the
summertime,
these
sentences
appear
below
the
first
two
sentences
of
the
Declaration
of
Independence
and
the
on
the
back
page.
P
Here,
the
first
two
sentences
of
the
Emancipation
Proclamation
to
commemorate
juneteen
teeth
up
here.
Also,
so
you
can
see
they're,
not
very
long.
I
can
I
think
I
timed
it.
It
was
about
60
to
80
Seconds
to
read
them.
P
As
Juneteenth
shall
be
read
over
the
public
address
system
of
district
schools
and
to
read
what
those
are
Mr
chairman,
the
Declaration
of
Independence,
when,
in
the
course
of
human
events,
it
becomes
necessary
for
one
people
to
dissolve
the
political
bans
which
has
connected
them
with
another
and
to
assume
among
the
powers
of
the
Earth,
the
separate
and
equal
station
to
which
laws
of
nature
and
the
Nature's
God
entitled
them.
A
decent
respect
of
the
opinions
of
mankind
requires
that
they
should
declare
the
causes
which
impel
them
to
seek
separation.
P
We
hold
these
truths
to
be
self-evident,
that
all
men
are
created
equal
and
they
are
endowed
by
their
creator
with
certain
unalienable
rights
that,
among
these
are
life
liberty
and
the
pursuit
of
happiness
that
to
secure
these
rights.
Governments
are
instituted
among
men
driving
their
just
powers
from
the
consent
of
the
governed
that
whatever
form
of
government
becomes
destructive
of
these
ends.
P
Whereas
on
the
22nd
day
of
September
in
the
year
of
our
load,
1862,
a
proclamation
was
issued
by
the
president
of
the
United
States
containing,
among
other
things,
the
following
to
wit,
bet
on
the
first
day
of
January
in
the
year
of
Our
Lord
1863,
all
persons
held
as
slaves
with
any
state
or
designated
part
of
a
state.
The
people
whereof
shall
then
be
in
Rebellion
against
such
persons
and
will
do
no
act
or
act
to
repress
such
persons
or
any
of
them
in
any
efforts
that
they
may
make
for
their
actual
freedom.
I
Sure
I'll
take
the
opportunity
to
speak
to
this
amendment.
Thinking.
Thank
you.
Mr,
chair,
I,
appreciated.
Remember,
Don
Lee's.
His
packet
of
amendments
I
did
see
this.
I
The
original
version
of
this
of
this
amendment
as
an
opportunity
to
recognize
the
summer
federal
holidays
and
at
our
recent
governance
committee
meeting
I
had
brought
up
the
concept
of
well.
What
do
we
do
about
Juneteenth?
It's
a
Federal
holiday
that
it's
not
in
any
District
calendar
and
I
think
that
there
is
some
amount
of
value
in
recognizing
this
important
moment
in
our
annual
calendar
and
this
moment
in
our
nation's
history,
alongside
the
Fourth
of
July,
another
a
v
foundational
moment
in
American
history.
So
would
I.
H
B
Every
yes
grade
level,
yeah
like
I
guess
one
of
my
concerns
is
to
read
it
without
additional
context
and
explanation,
especially
for
our
youngers
and
and
even
for
some
of
our
many
of
our
older
students
would
be
for
our
kids
at
least
just
hearing
some
information,
but
not
having
any
context
to
it.
Necessarily
I
just
feel
like
reading
it
without
the
context,
without
any
lessons,
attached
kind
of
loses.
B
The
purpose
that
you're
hoping
for
I
don't
know
if
I'm
phrasing
that
correctly
but
I
feel
like
without
that
context,
without
the
additional
conversations
without
some
wonderful
lessons
to
go
along
with
it,
I
I
mean
I.
I
just
would
have
a
difficult
time,
assuming
that
that
even
my
older
teens
would
have
any
context
to
it
and
understand
it.
A
Thank
you,
member
Wilson
I'm,
going
to
jump
in
with
a
question
for
Dr
Bryant.
Could
you
weigh
in
on
the
the
what
the
process
for
implementation
for
something
like
this
might
look
like
if
you
had
the
chance
to
consider
and
discuss
this
for
a
team
with
your
team
and
then,
if
you
have
concerns
that,
might
need
some
time
to
be
worked
out
regarding
the
path
forward
for
implementing
this
amendment?
If
it's
adopted
sure.
F
I
have
not
discussed
this
particular
Amendment
with
the
team,
and
for
that
reason
that's
why
it's
helpful
to
often
talk
about
this
in
a
government,
a
governance
committee
setting.
So
that
way
we
can
hear
about
all
the
considerations
when
it
comes
to
implementation,
loudspeaker
versus
classroom
and
whatnot
I
know:
we've
had
similar
conversations
around
the
the
Pledge
of
Allegiance.
So
in
terms
of
implementation,
we
would
want
to
make
sure
that
the
board
is
informed
on
all
the
considerations.
F
I
do
know,
one
thing
that
I
would
bring
up
would
be
similar
to
what
member
Wilson
brought
up
is
that
even
the
level
of
vocabulary
in
some
of
these
sentences
might
be
new
to
some
of
our
younger
students.
So
we
would
just
want
to
make
sure
we
were
informed
on
how
to
make
this
what
it
was
intended
to
be,
which
is
a
really
powerful
reminder
of
our
nation's
history
and
how
far
we've
come
along.
J
J
That
that
that
this
amendment
makes
to
Juneteenth
is
one
view.
It
is
not
a
global
view.
It
is
one
history.
Yes,
it
is
not
global
and
I.
Think
it's
one
thing
for
for
me
as
a
board
member
to
want
to
feel
good
about
what
is
patriotic
and
what
what
what
is
considered
to
be.
J
J
Not
attaching
it
here.
I
think
it's
out
of
place
here,
but
but
but
you.
J
J
If
we
want
to
have
Doom
teeth
celebrated,
then
we
make
it
a
priority
like
we
make
everything
else
a
priority
if
we
want
to
have
you
know,
we
are
in
the
business
of
educating
kids
about
a
lot
of
things,
and
it
can't
just
it
can't
just
be
packaged
this
way.
K
Thank
you.
You
know
I'm
listening
to
this
and
I'm
I'm
watching
individual
parts
of
History
being
selected
out
as
if
like
9
11
is
the
one
of
the
most
historic
like
you
want
to
remember
the
main
you
want
to
look
at
Pearl
Harbor.
K
You
want
to
look
at
all
these
other
dates,
so
we
got
a
lot
of
things
out
there
which
we
try
to
cover
in
American
history
and
we
cover
in
Civics
and
if
we're
going
to
make
a
decision
to
do
something
during
the
year
to
kind
of
remind
people
of
the
history
of
where
they
are
and
things
like
that,
I
don't
mind.
Looking
at
that,
I
don't
want
to
pick
out
a
particular
thing
and
say:
oh,
we
have
to
do
it.
This
way.
K
I
look
for
the
administration
to
to
work
with
us
on
that
kind
of
issue.
I
have
no
problem
with
it.
I
from
a
historic
standpoint,
I,
remember
2010.
When
we
came
out
all
these
goals,
John
Steiner
said
we
got
to
review
Civics
top
to
bottom
and
and
and
I
like
that.
That
was
okay.
He
was,
he
was
looking
at
saying.
What
are
we
doing
for
American
history?
K
D
Once
again,
I'll
say
that
anytime,
we
reach
into
the
school
day
and
grab
time,
whether
it's
a
minute
or
10
minutes
I
want
us
to
do
it
in
a
considered
way
with
time
for
staff
members
and
the
administration
in
particular,
to
review
it
and
be
able
to
come
back
and
talk
to
us
about
it
and
have
that
conversation
once
again,
I'll
move
that
we
refer
this
to
the
governance
committee
for
consideration.
A
Yeah
we've
got
a
motion
by
a
member
Holloman
to
refer
amendment
2
to
governance.
Is
there
a
second
seconded
by
President
Bellamy,
any
additional
discussion
from
yourself
starting
off?
Remember
Holloman,.
A
I
see
so
no
other
comments
in
the
room
or
online.
So
remember,
Donnelly
and
Rapids.
P
President
Bellamy
is
said
that
reading
it
well,
the
quote:
I
wrote
down
as
she
was
speaking,
because
this
would
attach
the
meeting
of
a
holiday
detach
something
to
the
meaning
of
a
holiday,
and
that's
just
one
View.
But
this
is
not
common.
It
is
word
for
word
the
foundation,
historical
documents
that
are
the
very
reason
for
these
national
holidays.
P
Additionally,
I
can
see
how
this
could
be
turned
into
a
great
educational
exercise
by
schools
where
they
could
have
students
preparing
for
it
in
the
week
before.
By
reading
the
you
know
more
about
the
Emancipation
Proclamation
and
the
Declaration
of
Independence,
so
it
would
be
more
fresh
in
their
minds
when
they
actually
celebrate
those
days
and
more
meaningful
to
them,
and
additionally,
I
could
see
them.
Having
individual
students
read
just
individual
phrases
from
each
of
these
sentences,
it
could
be
quite
a
excellent
way
for
students
to
participate
and
learn
from
that.
P
A
Thank
you,
member
Donnelly,
before
we
vote,
I
guess
I'll
say
that
I
I
tend
to
agree
with
member
Holloman
and
I
think
the
past
10
minutes
or
so
have
documented
why
we
were
holding
up
many
governance.
Committee
hearing
live
during
our
board
meeting,
which
isn't
how
we
work
most
effectively
and
I.
A
Think
the
last
year
and
a
half
documents
that
we
do
have
a
process
in
place
for
governance
to
take
these
matters
up
we're
hearing
from
Administration
that
they
aren't
prepared
to
even
consider
how
to
implement
and
so
I
think
that
those
are
are
worthy
reasons.
Why
government
should
take
this
up
and
as
member
Holloman
Brent
mentioned
previously,
we
still
do
have
some
time
and
additional
meetings
to
come.
Where
the
committee
can
do
that.
So
that's
my
preference
and
we'll
leave
it.
There
see
no
other
comments.
A
Miss
Foster.
Can
we
have
a
Voice
vote
on
Amendment
too.
I
What
kind
of
order
are
we
voting?
The
motion.
I
P
K
A
A
A
Okay,
I
have
member
Wilson,
then
we'll
go
to
member
Donnelly.
B
I
just
have
a
question.
Actually
I
should
probably
go
to
back
to
the
original
one.
As
it's
phrased,
employees
may
choose
to
use
a
personal
day
without
penalty.
If
they
choose
it's
the
without
penalty.
That
I
would
like
clarification
on
I'm,
not
understanding
why
that
verbiage
is
what
that
verbiage
means.
I.
S
D
And
has
to,
but
if
it's
an
in-service
day
attendance
is
expected
unless
you're
too
ill
to
come
to
school.
But
it
is
a
day
that
has
a
huge
emotional
impact
on
individuals
veterans
in
particular,
but
a
lot
of
family
members
as
well,
and
some
of
them
have
particular
things
they
would
like
to
do
on
Veterans,
Day
and
the
the
goal
is
to
allow
our
certificated
staff
to
do
that.
If
they
choose.
B
F
Yes,
it's
spelled
out
in
the
collective
bargaining
agreement
specifically
that
language,
so
this
would
essentially
amend
that,
specifically
as
it
relates
to
Veterans
Day,
when
it
coincides
with
staff,
development
and
I
think
the
intent
of
the
original
CBA
language
was
to
ensure
we
have
as
many
certificated
Personnel
participating
in
staff
development
as
they
only
get
a
few
days
a
year.
That
was
the
intent,
but
we
went
through
the
process
and
discussed
why
this
is
something
worth
of
the
consideration
of
the
full
board.
A
Remember,
Wilson
any
follow-up;
okay,
all
right,
so
we
are
still
in
our
main
motion,
any
other
additional
discussion
on
the
main
motion
to
approve
ASD
memorandum,
number
098.
A
Okay,
Madam
president
I'm
going
to
go
to
member
Donnelly.
Then
yourself,
as,
as
you
know,.
P
Thank
you,
Mr
chairman
Mr
chairman
there's,
a
national
federally
recognized
holiday
called
Constitution
Day,
it's
September
17th,
and
it's
kind
of
unique
because
it
comes
with
a
federal
mandate
that
any
public
schools
in
America
that
accept
federal
dollars
must
do
activities
to
educate
our
students
about
the
United
States
Constitution
on
that
day
to
be
able
to
be
eligible
for
those
federal
funds.
Recently
we
did
a
survey
of
our
schools
and
it's
quite
a
confusing
hodgepodge.
What
schools
or
do
or
don't
do
out
there
to
observe
this
Federal
mandate.
P
So
one
thing
I
thought
would
be
really
appropriate
to
do
that
to
be
consistent
across
our
district
was
to
have
the
Preamble
The
Constitution
of
the
United
States,
be
read
over
the
public
address
system
on
Constitution,
Day
and
so
just
to
say
what
that
would
imply
that
what
how
quick
that
goes,
and
it's
pretty
beautiful,
Mr
chairman
I,
remember
having
to
memorize
this.
A
By
member
Holman
member
Donnelly,
any
further
discussion
on
your
motion
to
amend.
P
Thank
you
for
the
opportunity
to
speak.
I
appreciate
the
second.
This
is
a
federal
mandate
that
we're
not
assured
that
really
clear
that
all
our
schools
are
complying
with
right.
Now,
it's
up
to
us
as
the
board
to
make
sure
we're
complying
this
because
it
comes
on
the
condition
of
federal
funds.
D
I
A
Motion
to
refer
by
remember,
Holloman
seconded
by
member
lessons
member
Holloman
on
your
motion
to
refer
the
amendment.
D
Once
again,
anything
that
that
actually
takes
a
bite
into
the
school
day,
I
think
the
Board
needs
to
consider
carefully
again
giving
Administration
and
School
staff
an
opportunity
to
speak
to
it
and
and
digest
it
as
well,
especially
given
that
they're
legal
implications,
which
I
have
to
admit
I,
would
have
always
been
unaware
of
like
for
the
administration
to
research
that
and
one
make
sure
this
meets
the
requirement
or
if
we
need
to
do
more
than
this
yeah
again.
D
I
I
agree
with
the
spirit
of
it
and
I
see
it
as
a
potentially
valuable
addition
to
what
happens
in
our
schools,
but
I
do
want
it
to
all
be
considered
in
context
of
everything,
we're
considering
asking
schools
to
do
that
comes
into
the
school
day
and
also
making
sure
that
what
we
propose
is
adequate
to
meet
the
requirements
of
the
for
federal
funding.
Thank
you.
A
Seeing
no
other
discussion,
Ms
Foster
a
Voice
vote
on
the
motion
to
refer
Amendment
Three
to
committee.
P
K
S
K
A
J
Suffocated
people,
people
and
I'm
trying
to
understand
I,
think
I,
know
why.
But
if
the
maker
of,
if
Andy
or
Kelly,
could
speak
to
that,
why
not
all
employees.
D
Yes,
the
the
change
in
policy
says
employees,
it
doesn't
I
to
my
knowledge,
certificated
or
the
only
people
actually
affected.
Although
I
may
be
wrong
on
that.
But
the
amendment
says
employees
in
order
to
be
completely
inclusive.
J
So
then,
I'd
like
to
ask
the
superintendent:
what
is
the
impact
of
this
I
mean
how
what
what
what
do
we
think?
What
what
would
the
likely
impact
of
this
be
I
mean
there's
no
way
to
know
how
many
people
are
gonna
not
show
up
that
day.
The
good
thing
is:
there's
no
kids
there,
but
what
would?
What
would
the
impact
be?
Have
the
administration
thought
about
facts.
F
We
have
this
went
through
the
governance
committee
process,
so
we
had
the
opportunity
to
share
the
concern
that
there
is
a
possibility
that
fewer
staff
members
will
fully
participate
in
the
breadth
of
staff
development
that
we
offer
every
year
and
for
that
reason,
in
the
long
term,
we're
exploring
our
calendar
in
general.
There
may
be
adjustments
that
would
be
appropriate,
which
could
include
re-looking
at
what
holidays
that
we
offer
we're.
F
Also
looking
at
snow
days
and
some
other
things
so
I'm,
anticipating
longer-term
Solutions,
not
just
in
response
to
Veterans
Day,
but
really
our
philosophy
to
staff
development,
because
I
believe
that
professional
development
shouldn't
just
be
a
day.
It
should
really
be
an
ongoing
experience
that
happens
throughout
a
teacher's
time.
So
that's
on
my
mind,
but
in
the
short
term
there
may
be
fewer
people
that
participate
in
the
full
breadth
of
staff
development
that
we
currently
offer.
J
F
Correct
it
clarifies
and
actually
amends
a
portion
of
the
CBA
to
be
favorable
to
our
certificated
employees.
A
D
Hallman
yeah
I'll
just
say:
I,
don't
think
we
as
a
board
have
the
ability
to
amend
the
CBA,
but
this
is
a
message
from
the
board
to
the
administration
that
if
somebody
wanted
to
take
a
personal
day
on
Veterans
Day,
specifically
that
particular
holiday,
that
the
the
administration
would
not
penalize
them
in
any
way,
I
mean
the
CBA
still
stands
and
and
I
think
that
numbers
affected
by
that
weigh
it
I
mean
we
all.
D
As
someone
who's
been
in
that
position,
understanding
that
you're
missing
a
provided
training
that
you
may
have
to
make
up
or
or
be
without
is
a
consideration.
D
So
I
don't
think
people
are
casually
going
to
do
it.
But
there
are
people
that
just
have
very
strong
feelings
about
what
happens
on
Veterans
Day
and
it's
not
it's
not
the
same
kind
of
holiday
as
President's
Day
or
Labor
Day
it.
It's
very
emotional
and
personal
for
a
lot
of
people.
So
in
my
interpretation,
CBA
still
stands,
but
the
administration
would
understand
the
wishes
of
the
board.
In
this
case,.
A
Thank
you,
member
Holloman,
president
Bellamy.
J
Would
this
not
be
more
appropriate
as
an
AR
and
did
and
I
was
not
at
the
governance
meeting
when
this
was
when
it
was
discussed
in
full?
But
was
there
any
discussion
about
this
being
being
an
AR
as
opposed
to
a
policy?
I
mean
I?
Don't
I,
don't
disagree
with
it.
I
just
think
to
make
it
policy
is,
is
I,
don't
know,
I
feel
like
it's
out
of
the
board's
Lane,
but
that's
just
me
so
was
there
any
talk,
any
discussion
on
whether
this
could
be
better
as
an
administrative
regulation.
J
D
Unfortunately,
it
was
I
become
the
superintendent
I,
don't
get
to
make
ARs
and
I.
Don't
want
to
do
that.
No.
D
This
is
a
message
from
the
board
to
the
administration
and,
as
such,
I
think
policy
is
the
right
place
for
it
and
it's
not
revocable.
Unless
someone
asked
the
board
to
revoke
it,
I
think
that's
appropriate.
B
I
guess
I
understand
we
get
to
make
policy,
but
I
also
understand,
there's
a
collective
bargaining
agreement
that
the
the
Administration
has
bargained
and
I
guess:
I'm,
not
understanding
how
the
collective
bargaining
agreement
as
it
stands.
Without
the
negotiate
negotiation
of
a
letter
of
agreement
or
a
memorandum
of
agreement,
even
with
I
I
guess
it's
just
I,
understand
we're
giving
the
direction
to
the
administration,
but
there's
a
conflict
in
how
that
could
actually
be
put
forth.
I
I
I'm
not
clarifying
correctly
but
I'm,
very
confused.
A
So
Ed
and
member
Wilson
just
to
add
well
maybe
well
Dr
Brian
addresses
this
I
guess.
My
question
to
dovetail
on
to
that
is
what
administration
or
does
Administration
have
any
preference
if
this
desire
that
the
board
May
Express
through
a
vote
via
the
language
that
member
Holloman
and
the
governance
committee
have
drafted,
be
in
the
form
of
a
board
policy
Amendment
or
what
a
resolution
be
a
preferred
vehicle
or
is
either
one
equally
appropriate.
F
We
could
go
in
either
direction
at
this
point
because
we've
deliberated
this
particular
issue
through
multiple
governance
committee
meetings,
we're
comfortable
with
this
as
it
stands,
but
to
the
points
raised
tonight,
I
think
this
is
a
conversation
for
us
to
think
about
as
a
board
as
it
relates
to
what
direction
do
we
go
policy
versus
administrative
regulation,
I?
Think
the
fundamental
difference
for
this
item
is
that
it
came
from
a
board
member,
so
we
went
through
the
process
and
the
board
members
means
of
achieving
changes
through
a
policy
versus.
F
If
there
were
something
that
came
from
the
administration,
it
may
have
started
as
an
AR.
That
would
perhaps
become
a
policy.
So
sometimes
it
almost
depends
on
the
order
of
who's,
expressing
the
preference
for
the
change.
So
I
think
that's
the
issue
here
and
I.
Don't
have
the
answers
tonight,
but
we
did
have
the
opportunity
to
discuss
administrative
implications.
F
It's
really
helped
me
reflect
upon
how
we're
going
to
approach
holidays
and
professional
development
in
the
long
term,
so
I'm
not
very
concerned
I,
think
that
the
spirit
of
this
policy
is
coming
from
a
very
good
genuine
place
and
for
that
reason
we're
comfortable
pursuing
the
Loa
route
in
the
situation.
Could
this
have
occurred
in
a
different
way?
Yes,.
A
D
Vote
I
was
just
going
to
offer
some
historical
reference.
The
prohibition
about
personal
leave
on
in-service
days
is
long-standing
for
the
reasons
that
Dr
Bryant
outlined
before
historically
Veterans
Day
was
either
a
holiday
or
a
school
day,
and
it
varied
depending
on
what
the
board
voted
and
what
the
calendar
committee
suggested.
D
It's
relatively
recent
that
it's
become
an
in-service
day,
and
that
was
of
course
the
reason
is
that
the
administration
is
looking
for
time
to
have
trainings,
but
when
it
became
an
in-service
day,
the
option
to
be
in
the
building
with
your
class
in
the
building
or
be
out
on
holiday,
evaporated
for
a
certificated
Personnel.
So
it's
not
that
the
language
and
the
contract
was
specific
about
that.
D
At
the
time
that
was
adopted,
Veterans
Day
was
either
a
holiday
or
a
school
day,
and
on
a
school
day
you
can
take
personal
leave
on
a
holiday.
You
don't
have
to
take
any
leave.
It's
just
two
different
things
coming
together
in
a
way
that
created
a
conflict
that
used
to
not
exist.
So
you
know
as
much
as
we
can.
We
try
not
to
direct
the
Administration
and
bargaining,
but
this
sends
a
clear
message
about
whether
we
have
a
particular
desire.
D
A
P
A
P
Chairman,
thank
you
for
the
leeway
moving
these
amendments
there's
been
a
lot
of
discussion
about
going
through
the
committee
process.
I
have
several
proposals
that
have
gone
to
the
governance
committee
and
haven't
gotten
the
support
to
move
forward
to
the
full
board
and
under
our
current
rules,
unless
I
can
get
a
second
from
the
board.
I
can't
get
those
before
this
board.
P
So
this
is
my
only
opportunity
to
discuss
some
of
those
at
least
one
of
those
proposals,
and
that's
the
the
having
the
national
anthem
played
in
our
schools
on
some
sort
of
regular
basis.
I
I
would
love
to
have
it
be
here.
As
a
main
motion,
I've
tried
to
get
that
for
a
long
time,
but
it
isn't,
and
so
in
this
particular
Amendment
it
would.
P
It
would
simply
say
that
in
all
schools,
the
United
States
of
America's
national
anthem
shall
be
played
at
the
beginning
of
the
school
day
on
the
first
day
of
every
month,
and
also
that
in
all
schools,
this
Alaska
state
flagstone
shall
be
played
following
the
national
anthem.
At
the
beginning
of
the
school
of
the
school
day
on
the
first
school
day
of
every
month
and
individual
schools
may
choose
to
begin
additional
school
days
with
the
national
anthem
and
or
the
Alaska
state
flag
song.
P
A
P
The
I
believe
the
version
that
was
referred
to
committee
said
that
was
a
version
that
said
that
just
any
playing
of
the
national
anthem
during
a
month
that
schools
should
have
something
that
could
be
at
a
football
game.
It
could
be
at
an
assembly,
but
that
would
qualify
as
the
once
a
month
mandate.
P
A
P
A
Hearing
none
that
Amendment
fails.
I
will
note
that
a
similar
version
has
been
referred
to
committee
previously
and
is
sitting
in
governance
at
this
point
with
that
said,
is
there
any
additional
discussion
on
ASD
memorandum
number
098.
K
E
A
I
wrote
a
six
to
one:
the
revisions
to
ASD
memorandum;
I'm,
sorry,
the
reviews
to
bp6115
ceremonies
and
observances
contained
an
ASD
memorandum
number
zero.
Nine
eight
have
been
approved,
we'll
move
on
to
action,
item
Personal,
Privilege,
member
Holloman,
a
point
of
personal
privilege.
D
I
just
want
to
say,
I.
Think
member
Donnelly
raises
a
good
point
in
that.
It's
not
clear
what
a
member
would
do
if
a
if
something's
presented
in
committee
and
it
fails-
it's
not
clear
how
to
bring
it
to
the
fore.
There's
to
me
there's
somebody
watering.
The
whole
process
of
the
governance
committee
should
clarify
because
it
may
not.
It
may
come
out
with
a
negative
recommendation
from
the
committee,
but
it
should
still
be
able
to
be
brought
to
the
board
for
a
consideration
and
possible
adoption.
D
So
that
is
something
I'll
make
a
note
of
to
look
at
and
make
sure
there's
try
to
either
find
Clarity
in
our
existing
policies
or
work
to
include
that
so
that
it's
clear,
because
yeah
no
vote
in
committee
doesn't
mean
it
can't
be
considered
by
the
board.
It
just
means
the
committee
is
not
going
to
recommend
that
it
is
so.
Thank
you.
A
I
I
I
Thank
you,
Mr,
chair
I,
want
to
say
that
one
of
the
purposes
of
pulling
this
I
think
this
evening
is
to
clarify
the
intent
of
the
committee
that
brought
this
together,
and
that
is
that
it
would
become
effective
no
later
than
the
start
of
the
2023-2024
school
year.
I
It
is
really
a
landmark
piece
of
or
policy
it's
complex,
it's
comprehensive.
It
aligns
ASD
with
best
practices
and
federal
requirements.
It
reflects
the
will
and
desires
of
a
lot
of
community
members,
and
it
is
in
the
best
interests
of
our
students,
but
but
all
that
being
said,
it's
not
easy
to
implement
overnight,
so
just
pulling
it
and
making
sure
that
the
intent
is
that
it
will
become
active
for
the
start
of
the
upcoming
school
year.
We'll
give
the
administration
and
individual
schools
and
principals
and
staff
I
think
ample
time
to
prepare.
A
Thank
you,
member
lessons.
I'll
take
the
floor
at
this
point.
I
did
want
to
acknowledge
the
acknowledge
the
individuals
who
were
a
part
of
the
subcommittee
that
member
of
the
president
Bellamy
formed
member
lessons
and
I
had
the
privilege
of
chairing
a
group
of
individuals
that
represented
health
professionals,
ASD
staff,
ASD
parents,
community
members
foster
parents.
There
was
a
really
wide
breadth
of
perspective
that
helped
take
this
momentum.
A
A
The
committee
process,
through
the
subcommittee
process,
I'm
and
then
here
in
front
of
us
today,
I
think
that
this
represents
a
significant
change
that
will
be
best
for
students,
as
we've
heard
in
public
testimony
and
in
committee
meetings
over
and
over
again
the
the
only
thing
I'll
say
is
we
or
you
desperately
need
to
address
the
vacancies
that
plague
some
of
our
cafeterias
right
now,
which
I
think
is
kind
of
just
the
last
piece
where
we
have
the
the
properly
paved
compensated
and
fully
staffed
Workforce
to
make
this
policy
you
know
fully
a
reality
and
so
I'm
hopeful
that
that
can
soon
occur.
A
You
know,
certainly
our
state
Partners
have
a
role
to
play
in
there
for
sure,
and
so
in
closing
I'll.
Just
thank
member
lessons
for
your
leadership.
I.
Think
the
the
committee
members
thank
the
board
for
making
this
possible
and
I'll
leave
my
comments
there.
Thank
you
other
remarks
before
we
proceed
to
about
Dr
Brian.
F
Yes,
I
just
wanted
to
briefly
share
two
things,
one
just
to
put
on
the
record.
That
is
our
expectation
that
we
will
begin
working
on
the
implementation
plan
for
this,
including
any
applicable
administrative
recommendation
or
regulations,
rather
such
that
we
can
fully
implement
the
policy
at
the
beginning
of
next
school
year.
So
that's
in
the
works
and
then
two
I
just
wanted
to
commend
the
co-chairs
of
the
committee
members,
Jacobs
and
members
lessons
and
those
involved
in
the
committee.
F
I
really
do
think
that
this
is
a
wonderful
example
of
what
happens
when
the
community
and
the
school
board
and
administration
come
together
and
really
troubleshoot
ways
to
make
better
outcomes
for
kids
and
then
specifically
to
you
member
lessons.
I
want
to
commend
you
on
your
leadership.
I,
remember
researching
all
about
ASD
during
the
interview
process
and
I,
read
all
about
your
passion
on
this
topic
and
you've
really
taken
it
to
the
finish
line
or
about
to
take
the
finish
line.
F
So
I
just
want
to
come
in
the
incredible
way
that
you're
a
champion
for
this
work.
I
Thank
you
for
the
kind
words
but
I've
learned
one
thing
on
this
board
and
that
there's
no
magic
wand
and
I
don't
get
to
do
any
one
thing
by
myself,
except
be
persistent
and
so
I
am
deeply
grateful
for
the
collaboration
and
comments
that
board
members
before
this
board,
initiated
for
the
time
and
dedication
of
Staff
members
who
participated
in
hours
of
meetings.
I
Your
thoughts
and
insights
and
expertise
were
deeply
valuable.
So
thank
you
all.
P
Every
time
the
floor
is
yours.
At
our
last
meeting,
I
raised
some
concerns
that
it
brought
to
me
by
some
parents
at
some
schools
that,
where
the
parental
advisory
folks
had
had
a
policy
of
sometimes
utilizing
recess
for
study
periods
and
I
inquired
whether
what
can
we
do
for
those
schools
that
would
no
longer
be
able
to
do
that
under
this
policy
and
I
was
just
wondering
if
the
administration
or
anybody
had
had
developed
any
guidance
to
profit
to
them.
P
F
Through
board
connection,
I
think
your
board
connect
would
be
best
because
I
don't
want
to
speak
on
behalf
of
the
committee
that
worked
on
this
for
hours
and
I'm
sure
that
they
have
a
lot
that
they
want
to
say
to
ensure
that
we
fulfill
the
spirit
of
this
and
also
ensure
academic
outcomes
aren't
Falling
by
the
wayside.
It's
a
great
question.
A
Okay,
hearing
seeing
none
Miss
Foster
a
Voice
vote
on
the
motion
to
approve
ASD
memorandum;
number
zero;
one:
zero,
zero
revision
to
school
board
policy;
50
40
student
nutrition
and
physical
activity.
E
K
S
A
A
Hearing
and
seeing
none
will
move
past
our
non-action
items.
We
have
no
additional
public
comments:
Dr
Bryant
superintendent,
section
I
the
sword,
the
Floor
Source.
F
All
right
good
evening,
ASD,
board
and
Community
February
is
off
to
a
great
start
from
an
exciting
Battle
of
the
books,
competition
that
I
got
to
witness
at
West
High
School
for
the
first
time
to
some
movement
in
Juneau
towards
structural
reform
of
school
funding.
There
is
a
lot
going
on
later
this
month,
I'll
be
taking
my
own
trips
to
Juno
in
support
of
our
legislative
priorities
for
the
Public's
awareness.
F
Those
are
the
three
b's:
the
base
student
allocation,
bus
funding
and
bond
debt
reimbursement
visit,
asdk12.org
legislative
for
more
information
on
those
three
priorities.
I
do
look
forward
to
our
next
meeting
when
we'll
have
the
opportunity
to
Deep
dive
on
our
reading
proficiency
data
and
by
the
end
of
this
week,
I'll
share
more
on
the
direction
Administration
recommends
going
with
regards
to
the
state's
Ela
curriculum
incentive.
Grant,
a
recommendation
to
change
curriculum
would
mean
board
action
as
soon
as
this
time
next
month.
F
So
more
on
that
to
come
this
week
on
a
separate
note,
I
want
to
invite
board
members
to
ask
any
outstanding
questions
regarding
the
proposal
for
sixth
grade
to
Middle
School
between
now
and
the
next
board
meeting,
we
want
to
make
sure
that
the
board
is
informed
on
this,
so
we
will
prioritize
those
questions,
while
shifting
sixth
grade
to
Middle
School
will
not
necessarily
result
in
financial
savings.
More
importantly,
it
opens
the
possibility
of
more
enrichment
and
academic
opportunities
for
those
students.
This
change
wouldn't
happen
next
year.
F
So
we'd
have
plenty
of
time
to
work
through
the
logistics
and
act
upon
the
concerns
of
those
impacted,
and
it
also
gives
ample
time
for
the
current
fourth
grade
class
and
families
to
process
and
internalize
the
shift.
That'll
be
an
action
item
next
meeting.
All
of
that
to
say
we're
keeping
strong
momentum
with
regards
to
focusing
our
energy
on
shifts
that
can
positively
impact
academic
outcomes.
Once
we
pass
a
balanced
budget
this
month,
I
am
hopeful.
F
We
can
move
full
steam
ahead
on
the
goals
and
guardrails
on
being
front
and
center
of
the
conversation
and
then
lastly,
February
is
also
black
history
month
and
I.
Look
forward
to
attending
various
events
throughout
the
community,
where
the
contributions
of
black
leaders
and
community
members,
past
and
present
will
be
honored
and
celebrated.
F
A
P
A
E
I,
don't
have
anything
just
some
high
school
sports
wrapping
up
and
going
into
spring
season
same
with
middle
school
too,
so
bowling
Seasons
ended
guys.
So.
A
Thank
you,
Michelle
I'll,
take
my
place
in
line
to
say
that
remember,
Donnelly
I
appreciate
your
recognition
of
our
allowance
of
your
amendments.
I
also
appreciate
your
continual
and
accurate
references
to
what
this
board
has
done
versus
what
previous
boards
may
have
done
prior
to
at
least
my
joining
the
body.
I
did
want
to
take
a
second
to
acknowledge
and
thank
members
Wilson
and
lessons
for
heading
down
to
Juno
and
providing
much
needed
both
on
the
record
and
off
the
Record.
A
Testimony
to
elected
officials
watching
the
hearing
yesterday,
I
think
it
was
much
needed
hearing
a
student
voice
and
I
think
it's
the
same
reason.
We
adjusted
our
board
policy
to
to
move
students
up
in
the
order
when
we
make
appearances
or
give
remarks
for
better
for
worse.
We
are
seen
as
elected
officials,
students,
Bring
No
Such
agenda,
and
so
their
voice
is
especially
valid
and
pure,
so
I
think
thank
you
to
those
students
who
participated.
Thank
you
to
the
lawmakers
who
made
time
and
looking
forward
to
more
discussion.
B
Thank
you,
I,
usually
try
to
keep
a
short
tonight
is
not
that
night,
so
just
make
it
up
for
it
tonight.
A
little
bit
I
appreciate
Dr
Bryant,
mentioning
the
battle
of
the
books.
I
spoke
to
a
young
man
who
I
believe
is
in
fifth
grade,
who
proudly
told
me
that
his
team
took
fifth
place
out
of
57
teams,
and
he
actually
said
that
he
read
the
books
two
and
three
times
every
book.
B
He
read
two
and
three
times
so
they
these
students
did
a
tremendous
amount
of
preparation
for
this
for
this
competition,
so
kudos
to
all
of
our
kids
that
participated
in
kudos
to
the
the
staff
members
that
worked
with
these
students
and
put
this
competition
together
for
them.
I
also
wanted
to
talk
about
a
little
bit
about
our
trip
to
Juno.
I
had
an
amazing
time
and
in
part
because
our
students
were
there.
B
We
had
a
teacher
and
four
students
who
were
extremely
articulate,
who
were
extremely
thoughtful,
who
presented
testimony
at
the
education
hearing
and
and
got
actually
close
to
a
standing
ovation
in
the
area
where
I
was,
which
was
not
in
the
room
but
I
I.
It
really
was
a
mic
drop
moment
for
our
students
to
talk.
They
were
absolutely
amazing,
amazing
and
I
look
forward
to
all
of
you
getting
to
hear
them
when
they
join
us.
B
I
think
it
was
next
meeting,
but
when
they
join
us
soon
so,
and
and
thank
you
again
to
the
legislators
for
taking
the
time
to
meet
with
us,
they
were
super
excited
that
we
had.
Students
with
us
and
February
is
maybe
a
short
month,
but
it's
filled
with
many
celebrations.
B
I
am
a
Fairview
resident,
so
I'm
I'm
super
proud
of
the
name,
change
and
all
of
the
recognition.
We
also
have
many
events
happening
here
at
ASD
this
month.
We
recently
wrapped
up
a
curriculum
review
and
an
alternative
programs
expo
at
the
Ed
Center.
It
was
wonderful
to
see
the
turnout
from
the
community
and
there
will
be
or
there
there
was
way
more
than
expected.
So
that
was
amazing
and
on
our
next
event,
is
next
Wednesday
February
15th
the
lottery
system
will
begin
accepting
applications
for
the
2023-24
school
year.
B
April
6th
Lottery
closes
for
applications
at
5
pm
and
April
7th.
The
lottery
will
run
April
14th
the
parents,
notifications
of
the
lottery
results
will
go
out
at
5
pm
and
I
also
wanted
to
recognize
that
it
is
national
school
counselor
week,
so
the
6th
through
the
10th.
So
thank
you
to
all
the
counselors
for
all
that
you
do
for
our
students,
you
do
tremendous
work
and
it's
extremely
valuable
and
I
hope
that
families
take
the
time
to
to
thank
their
counselors
at
their
school.
Thank
you.
I
I'll
be
brief
tonight,
but
first
we
have
a
finance
committee
meeting
tomorrow
at
noon
from
12
to
1..
I
will
Echo
member
Wilson's
comments
that
the
weekend
with
our
students,
Jesse
Shane,
Rachel
and
Mika,
as
well
as
their
teacher
Mrs
Lewis,
was
extraordinary.
They
each
came
from
four
different
high
schools
across
ASD,
and
it's
really
one
of
the
joy
last
year
attending
this
flying
weekend
and
getting
to
know
those
four
students
was
one
of
the
absolute
highlights
of
my
time.
I
My
first
year
on
the
board
and
I
think
that
this
weekend
will
be
no
different.
It
is
just
a
joy
to
get
to
know.
Students
individually,
I
feel
like
at
the
board
level.
I
We
hover
around
the
30
000
foot
level
and
we
can
parachute
into
a
classroom
but
to
get
to
understand
what
makes
one
student
passionate
about
a
language
course
and
another
passion
about
a
science
class
or
or
calculus
these
things
or
or
each
each
student
shown
in
a
different
and
unique
way,
and
it
was
a
joy
and
frankly,
I
was
proud
to
sit
next
to
them,
as
they
spoke
about
What
mattered
to
them
in
education
and
I
want
to
Echo
I,
don't
want
to
steal
their
Thunder,
but
I
do
want
to
amplify
one
of
the
phrases
that
one
student
used.
I
She
said
Believe
in
Us
and
I
think
that's
a
really
important
message
to
to
carry
forward.
D
Yeah
I
want
to
say,
I
didn't
go
to
Juno,
but
I
did
watch
testimony
and
a
lot
of
it
was
compelling
and
a
lot
every
student
I
saw
did
a
marvelous
job
and
and
in
particular,
I
think
just
helped
make
it
really
personal
and
they're
talking
about
what
their
school
does
for
them
on
a
very
individual
level.
D
I
believe
it
was
Billingham
that
mentioned
that
25
of
the
kids
in
their
school
are
in
foster.
Care
is
staggering
to
me
I
and
they
get
no
additional
support.
It's
just
that
the
the
state
moves
foster
kids
there,
because
there
are
some
resources
in
Bellingham.
D
Schools
around
the
state
are
really
hurting
with
a
lot
of
the
issues
they
face
and
I.
Don't
think
a
lot
of
that
got
brought
out
to
the
senate
committee
and
the
senate
committee
gives
me
a
lot
of
hope
that
something
will
happen
in
that
a
2-1
Echo,
the
recognition
of
counselors
and,
of
course,
February,
has
a
number
of
recognitions,
but
it
it
seems
like
we're,
we're
seeing
more
Brash
actions
by
people
since
we're
back
in
person
and
I,
don't
just
mean
in
our
schools
but
I.
D
Also
in
our
schools
that
just
people
react
more
quickly,
more
violently
more
erratically,
the
need
for
understanding
our
mental
health
has
never
been
greater
and
the
load
has
never
been
greater,
but
I
don't
think
we
staffed
up
for
it.
I
think
we
still
have
the
same
Cadre
of
people
working
it
and
really
appreciate
everything
that
they're
putting
into
it.
D
Lastly,
I
want
to
say
this
budget
process
has
been
different
from
any
other
in
that
we've
been
talking
about
the
budget
for
about
six
years
now,
from
what
I
can
tell,
but
I
think
it's
been
helpful,
I
think,
starting
at
the
time
we
started
it
back
in
August,
I
believe
early
September
at
the
latest
developed
recognition
by
the
public
and
by
a
lot
of
people
that
just
wouldn't
be
there.
D
If
we
hadn't
discussed
some
of
the
impacts
that
we
were
facing,
if
we'd
started
talking
about
it
in
November,
I,
don't
think
we'd
have
the
same
reaction
that
we're
getting
right
now
so
I
do
want
to
say,
I
appreciate
what
the
staff
did
I
appreciate
the
way
they
have
brought
it
out.
We've
had
a
lot
more
time
to
think
about
it.
We've
had
more
time
to
get
feedback
from
the
public
and
and
watching
it
evolve
is,
has
been
kind
of
painful
because
it
has
been
sorting
through
a
lot
of
different
programs.
D
I
I
can't
see
the
value
of
sixth
graders
being
in
middle
school,
but
that
stands
out
to
me
as
the
one
real
Improvement
for
students.
Most
of
the
time
you
have
to
cut
the
budget,
you
you
cut
something
at
benefits
for
kids
and
it's
a
whole
lot
of
cuts
in
a
whole
lot
of
places,
and
it's
it's
been
frustrating
so
again.
D
Thank
you
to
staff
for
rolling
it
out
the
way
we
have
and
for
all
the
time
it's
meant
that
we've
gotten
to
talk
to
people
and
try
to
explain
it,
and
thank
you
to
the
folks
who
made
the
trip
to
Juno
and
spoke
to
our
legislators.
A
Thank
you,
member
Holloman,
going
online
member
Higgins.
K
Thank
you,
I'm
in
Juneau
and
I
had
a
chance
to
watch
the
students.
Do
the
presentation
to
the
Senate
finance
committee
and
I
have
to
say
it
was
extremely
impressive
and
had
a
chance
to
talk
to
him
after
that
with
dinner,
and-
and
it
was
just
the
feedback
from
the
legislators
with
the
students
this
year
is
probably
stronger
than
what
we
what
I've
seen
in
the
past
when
I've
gone
with
them,
it's
just,
they
did
an
absolutely
spectacular
job,
I
appreciate.
K
Obviously
the
board
members
here
participating
and
being
not
working
with
them,
and
the
teacher
with
The
Chaperone,
so
I
mean
the
the
nightmare.
There
is
that
if
we're
going
to
get
something
done,
we've
got
to
recognize.
It's
got
to
be
the
public.
Pushing
that
issue.
I
think
that's
a
safe
statement.
K
K
The
Senate
is
that
it's
a
mix
of
Democrats
and
Republicans
and
they're
just
not
fighting
each
other
they're
just
dealing
with
the
issue,
I
kind
of
like
that,
it's
a
really
nice
fit,
but
the
house
is
going
to
be
you
know,
half
a
half
and
only
a
certain
percentage
will
be
involved
in
decision
making,
and
so
how
that
comes
out
is
going
to
be
an
interesting
challenge.
But
the
house
is:
is
it,
but
we
need
the
public
calling
to
make
a
difference.
K
That's
what
we
really
need
to
for
the
public
to
tell
them
what
they
want
and
we
need
the
help.
K
I
would
just
say:
I,
like
tonight's
meeting,
when
we
deal
with
the
issue
of
school
start
times,
because
we're
dealing
with
academics
and
all
of
the
discussions
that
we
have
in
these
board
meetings
to
me
that
the
highest
value
is
when
we're
looking
for
opportunities
to
approve
academic
outcomes.
I
appreciate
the
boys
role
in
in
pushing
that
issue.
They've
talked
about
it
prior
to
now
about
was
the
Lord
interested
and
I
think
that
was
a
good
move
forward
and
I
appreciate
that.