►
From YouTube: School Board Meeting 06-06-22
Description
00:00:15 Call to Order / Roll Call / Flag Salute
00:01:36 Land Acknowledgment / Opening Statement
00:02:12 Approval of Agenda
00:02:38 Student Advisory Board Report
00:04:18 Dr. Deena Bishop
00:19:57 15 Minute Recess for Reception
00:34:00 Math Proficiency
01:13:53 Public Comment
01:32:07 Voting on Consent Agenda items
01:33:20 Superintendent Update
02:24:11 School Board and Administration Comments
02:37:51 Adjournment
A
B
B
D
On
behalf
of
the
anchorage
school
board,
I
want
to
take
a
moment
to
recognize
and
offer
gratitude
for
the
sacred
ancestral
lands
of
the
denia
people.
We
acknowledge
and
appreciate
that
our
offices,
facilities
and
schools
are
on
these
sacred
indigenous
lands
and
we
honor
the
traditional
care
that
has
been
given
to
this
land
throughout
generations.
D
A
D
The
the
2022
school
year
has
officially
come
to
a
close
for
students
track
and
field
for
high
school
held
their
state
championship
at
diamond
a
couple
weeks
ago,
and
also
for
high
school
south
high
won
the
state
championship
for
baseball
and
softball
and
past
saturday.
Girls
softball
was
in
fairbanks,
and
boys
baseball
was
against
sitka
at
mulcahy
stadium.
D
I
know
the
apex
online
classes
have
started
for
those
enrolled
and
I
already
know
at
least
for
south.
We
are
making
plans
already
for
next
school
year.
I
did
meet
with
sarah
price,
the
student
representative
for
the
assembly
and
her,
and
I
talked
with
waste
to
help
bring
awareness
for
students,
mental
health
within
the
district.
She
presented
our
ideas
at
the
joint
meeting
on
friday,
so
I'm
excited
to
see
the
resolution
and
the
survey
and
how
that
can
go
with.
D
A
Awesome,
thank
you
and
yes,
we
did
get
the
resolution,
it
has
been
moved
forwarded
to
our
governance
committee
and
that
and
everybody
was
very
impressed
by
the
way,
with
your
the
work
that
you
and
sarah
did
so.
Thank
you
very
much
so
at
this
time,
I'd
like
to
to
this
is
a
item.
C
is
a
special
recognition
for
tonight.
A
F
A
A
A
C
A
A
C
C
G
Implemented
and
secured
legislative
funding
for
many
value-added
programs
to
include
foreign
language,
immersion
programs,
an
increase
in
career
technical
education,
the
alaska
middle
college,
school
for
11th
and
12th
grade;
students
to
attend
the
university
of
alaska,
anchorage,
expanded
preschool
and
many
others.
And
whereas
dr
bishop
work
with
families,
community
members.
H
Numerous
high
effective
periods,
including
closing
two
for
days
magnitude,
third
grade
2015
and
the
code
19
pandemic,
focus
on
providing
information
to
family
students
and
staff,
helping
a
sense
of
normalcy
during
an
otherwise
chaotic
period,
and
whereas
dr
bishop
offers
a
district's
education
center
and
more
than
100
nurses
in
support
of
the
city's
largest
vaccination
site.
As
soon
as
code
vaccines
are
available.
I
C
A
A
C
D
K
A
F
C
L
L
L
To
the
room-
and
I
just
find
you
to
be
somebody-
I
really
admire.
Thank
you
for
being
an
incredible
leader.
Thank
you
for
being
a
friend.
I
wish
you
the
best
in
this
next
journey
and
to
do
so
many
things
that
you
weren't
able
to
do
while
you
were
giving
so
much
to
asd.
So
congratulations
and
you
will
be
greatly
missed.
M
M
N
I
know
you're
not
done
because
you
have
so
much
to
share
and
give
so.
I
look
forward
to
seeing
where
you
land
soon,
because
wherever
you
land,
I'm
sure
they'll
appreciate
all
the
service
that
you'll
provide
them.
Good
luck
and
thank
you
again
for
all
that
you've
done
for
anchorage
school
district
and
for
me.
O
P
Q
Q
R
She
is
by
far
one
of
the
most
remarkable
studied
researched
emotionally
intelligent
leaders
that
I've
ever
met.
I
don't
want
to
cry
during
this
message,
although
I
feel
like.
I
am
thank
you,
dr
bishop,
for
modeling.
What
leadership
can
look
like?
Thank
you
for
leading
with
the
mantra
of
what's
best
for
children.
R
J
Hi
dina,
hey,
thank
you
for
everything.
You've
done
your
leadership
for
the
anchorage
school
district.
It
just
amazes
me
when
I
think
about
the
tens
of
thousands
of
kids
that
you've
influenced
in
your
time
as
an
educator.
I
want
to
wish
you
the
best
in
your
future
and
again
thank
you
for
all
that
you've
done
for
me
and
for
the
anchorage
school
district.
S
Hi,
dr
bishop,
thank
you
so
much
for
allowing
me
to
serve
on
your
team.
For
the
last
six
years.
It's
been
an
absolute
honor.
Thank
you
for
your
leadership.
Thank
you
for
your
mentorship
and
thank
you
for
your
friendship.
I
can't
wait
to
see
how
things
go
and
I
wish
you
the
best
of
luck.
As
you
write
your
third
story,
thanks.
T
Dr
bishop
dina,
it's
not
an
exaggeration
to
say
that
I've
worked
with
you
every
minute
of
my
education
career.
I
want
to
thank
you
for
the
collegiality
and
the
leadership
I'm
going
to
miss.
You
you've
been
instrumental
in
in
my
career,
but
I'm
also
really
happy
for
you
and
wish
you
the
best
and
whatever's
next,
for
you
take
care.
A
A
So,
yes,
let
me
see
if
I
get
it
right,
we
measure
what
we
treasure.
We've
got
the
gimba
and
oh,
what's
the
other
one
there's
so
many
of
them.
Oh,
that's
right!
When
we
know
better,
we
do
better.
Absolutely
that
must
be
in
my
other
book,
but
I
wrote
them
all
down,
but
anyway
leaders
do
that
they
leave
you
with
little
nuggets
of
wisdom
and
for
that
and
being
a
person
who
was
in
this
district
before
you
came,
you
are
leaving
us
in
pretty
good
space.
A
C
A
A
Before
we
thank
you
for
your
patience,
we
felt
it
important
to
have
just
that
little
little
bit
of
thank
you
appreciation
whatever
it
feels
like,
but
we
needed
to
do
that.
I'd
like
to
also
give
a
huge
shout
out.
We
missed
his
last
board
meeting.
At
least
I
wasn't
thinking
far
enough
ahead
for
mr
tom
roth,
he
his
last
day
was
last
week.
U
So
the
primary
goal
was
40
to
55
and,
as
you
recall,
we
did
update
this
a
little
bit
and
put
a
k
star
in
there,
because
when
the
board
wrote
these
years
and
years
ago,
I
think
in
19
they
were
written
and
finally
adopted
in
20
and
the
state
test
had
since
changed.
The
idea
from
40
proficiency
to
55
is
a
smaller
increment
than
the
reading
and
remember
the
discussion
around.
That
was
the
capacity
to
be
able
to
reach
goals.
So
this
one
is
15
until
2026..
U
The
interim
goal.
However,
they're
twofold,
basically
we're
utilizing
internal
assessments,
which
is
the
map
growth
assessment,
that
students
take
three
times
a
year
that
parents
get
a
report
that
it's
a
electronic
dynamic
test,
meaning
that
it
will
test
a
student
until
they
get
about
48
to
52
percent
of
the
questions
right
or
wrong,
and
it
really
just
determines
their
learning
level
where
they
are
and
as
opposed
to
the
star
test,
which
is
directly
grade
level
related.
U
So
you
will
be
able,
on
the
interim
goal,
the
map
to
know
who
is
possibly
behind
grade
level,
but
who
is
well
above
it
if
students
are
above
grade
level,
we
continue
to
want
them
to
learn,
to
continue
to
learn
and
continue
to
grow
so
with
the
map
growth.
The
way
that
just
to
share
a
little
bit
the
outcomes
and
the
scores
are
given
in.
What's
called
a
writ
number
and
there's
different
writ
growth
expectations
per
grade
levels,
as
opposed
to
the
ak
star.
U
U
So
our
interim
goal
for
map
growth
was
to
move
it
from
the
present
state
of
48.4
to
50
in
spring,
and
we
have
hit
above
that
target
and
what
that
demonstrated
to
us
is
that
it
was
a
healthy
goal.
We
we
had
written
this
when
kids
weren't
in
school,
and
so
we
were
very
happy
when
kids
came
back
and
they
were
learning
their
math
that
we
were
really
in
a
good
spot
to
move
forward
on
this.
As
you
can
see
the
target,
we
really
want
90
percent
over
time
of
kids.
U
50
is
the
middle,
and
so
they
take
all
scores
and
then
line
the
kids
up.
If
you
will
or
the
scores
up
and
then
that
middle
section
would
be
the
percentile
that
we
want,
the
50th
percentile
is
the
expected
score
and
above
that,
they're
doing
you
know
standard
deviations.
You
know
ahead
of
that
or
below.
So
the
40th
percentile
is
the
target
to
say
that
they
met
that
growth
just
just
to
to
share
that.
U
U
But
we
can
take
a
look
at
2021
at
the
end
of
last
year,
we
were
at
48.5
percent
21
22.
We
are
at
52,
so
we're
quite
proud
of
that.
It
shares
the
number
of
students,
so
over
20
000
students
of
asd
we're
in
that
draw-
and
you
can
look
at
the
number
of
students-
has
also
increased
from
the
very
first
year
that
we
use
map
because
we
utilize
it
more
extensively.
Now.
U
However,
last
year
you
can
see
the
small
amount
of
students
that
went
into
that
could
move
to
the
next
slide.
We
do
share
as
part
of
the
monitoring
for
which
the
board
has
asked
us
to
share
information
about
the
required
reporting
data
on
students
at
the
federal
level.
There
are
we've
been
asked
about
other
groups
and
this
and
that,
but
what
we've
done
to
standardize
it
is
to
use
what
is
actually
going
to
be
represented
in
other
literature
that
the
board
or
our
public
might
have
access
to.
U
Although
we
started
with
our
interim
goal
at
a
very
comfortable
spot,
we
continued
to
you
know
some.
Some
students
continue
to
fall
off
target,
and
so
we
want
to
provide
additional
supports
and
our
math
team
has
been
phenomenal
in
leading
that,
in
regard
to
the
teacher
supports
the
use.
You
know
in
wind
time
what
I
need
now
to
redirect
as
well
as
really
practice
on
I
ready,
which
is
an
electronic
really.
U
When
I
subbed
in
schools
this
winter,
I
got
to
experience
first
hand
it's
sort
of
like
a
video
game,
but
it's
math
problem
solving.
It's
it's
wonderful!
So
from
a
math
teacher
it
was
pretty
engaging
and
and
fun.
You
know
it
was
bright
and
kind
of
cool
for
kids
and
they
really
tried
to
get
good
answers
and
when
they
didn't
get
a
correct
answer,
it
would
teach
them
in
a
great
way,
with
different
avatar
things
to
to
help
them
out
so
good,
good
practice
there
in
that
program.
U
So
one
of
the
feedback
forms
just
to
let
you
know
with
these
data
is
when
we,
when
we
share
that
we
do
have
as
a
math
teacher.
This
is
hard
to
say,
because
I
love
math,
but
math
is
probably
more
difficult
to
teach
for
for
people
to
teach
or
to
feel
confident
in
teaching,
because
many
educators
come
to
education
feeling,
like
they
weren't
great
math
people.
U
So
the
the
beauty
of
that
is,
the
consistency
in
our
programming
from
school
to
school
is
actually
pretty
strong
because
we
kind
of
stick
to
what
we
know
in
the
plan,
which
is
beneficial
that
some
of
the
feedback
from
our
staff.
We
have
improved
our
schools
in
the
near
target,
but
again
and
we
did
reduce
the
schools
that
were
below
target,
so
we're
really
quite
happy
about
that.
We're
moving
them
in
the
right
direction.
U
The
growth,
the
map
growth
assessment
in
grade
three
through
nine-
it's
it's
not
quite,
we
lost
a
little
ground,
but
we're
still
quite
happy
with
those
the
learning
that's
going
on
in
our
classrooms.
Again,
this
represents
the
number
the
percentage
of
students
who
were
at
least
at
the
40th
percentile.
U
U
And
this
shares
again
the
goal.
The
instructional
focus
as
well
as
the
approach,
and
it's
a
do
learn
do
do
learn,
do
do
learn
do
so.
We're
not
gonna
ever
arrive
at
a
practice
that
works
for
everything.
We're
gonna,
continue
to
grow
and
learn
and
use
empirical
empirical
evidence
to
help
us
get
better
for
mr
holloman,
because
when
we
know
better,
we
do
better.
U
U
So
the
interim
gold
2.2
this
one
is
when
we
talk
about
four
kids,
that
we
know
that
did
not
make
the
40th
percentile.
What
are
we
doing
to
catch
them
up,
because
we
know
that
we
can
continue
to
learn
year
for
year,
but
if
we
are
behind,
we
actually
need
to
grow
like
a
year
and
a
quarter
in
a
year
and
a
quarter
so
that
we
can
make
close
that
gap.
What
we
do
not
want
to
do
is
to
have
kids
who
are
on
a
high
trajectory
to
close
the
gap.
Get
worse.
U
U
So
2.3
is
the
percentage
of
this
is.
This
is
where
we
have
the
40th
percentile.
That's
what
we're
saying
is
making
it.
Who
are
the
kids
that
didn't
we
want
to
get
at
least
in
their
growth.
That
is
not
their
total
outcome,
but
that
they're
growing
in
the
group
that
would
be
the
the
seventh
the
75th
percentile
so
of
all
the
kids
that
grow.
Where
are
they
on
that
plane?
U
In
order
to
be
in
this
group,
you
had
to
have
the
assessment
twice
so
students
tested
in
the
fall
students
tested
in
the
spring.
How
many
were
tested
in
both
fall
and
spring?
Those
are
the
only
kids
that
we
can
look
at
for
growth,
because
growth
is
between
two
times
two
points
in
time
and
we
have
a
very
high
in
the
lower
grades
kind
of
a
high
percentage
of
kids
that
were
actually
in
those
capture
data
as
they
get
older.
U
It
moves
to
about
80
percent
students
tested
at
both
fall
and
spring
that
were
below
benchmark
in
the
fall.
So
that's
the
number
that
we
found
that
were
below
the
benchmark
that
did
not
make
that
40th
percentile
so
that
those
are
the
kids
that
are
are
farther
behind
other
students
of
those
the
next.
If
you
look
at
the
242
and
all
the
way
down,
those
are
the
number,
the
exact
number,
the
n
of
students
who
did
make
that
high
growth.
U
U
One
about
one-fifth,
that's
where
we're
residing,
and
it
goes
in-
ninth
grade,
it's
harder
and
harder,
and
this
represents.
I
think,
when
I
talk
to
the
assembly,
because
I
shared
the
most
recent
monitoring,
the
assumption
was:
is
that
we
don't
care
about
math
and
we
don't
care
about
college
career
readiness
and
really,
I
should
have
prefaced
that
a
little
better
in
my
feedback
and
review
in
my
brain
that
there
was
a
lot
of
assumptions
made
because
people
didn't
hear
things,
and
so
this
is
very
similar.
U
Math
is
to
reading
of
students
who
are
far
below
and
we've
we've
done.
Some
studies
on
them
and
students
who
are
far
below
also
have
other
things
in
common,
and
one
of
them
is
the
number
of
times
that
they
move
they're
moving
schools,
and
so
we
understand
that
students
struggle
when
they
change
schools.
That's
evidenced.
We
have
that
empirical
evidence
I'll
share
that
with
you.
What
do
we
do
then,
as
adults
to
not
make
that
as
problematic
for
students
whose
parents
happen
to
move
from
one
home
to
another?
U
So
even
we
have
students
who've
moved
seven
times
in
a
school
year.
We
have
students
that
we
can
count
since
the
time
that
they've
been
in
kindergarten.
How
many
times
have
they
moved
and
the
number
of
moves
is
the
same
indicator
reverse
of
their
achievement.
We
know
that
that
that
we
struggle
in
that
area
and
with
about
30
percent
of
our
kids
experiencing
this,
we.
U
U
Again,
this
is
we
want
them
to
improve,
so
it's
not
that
they
met
the
mark
yet,
but
they
are
growing
expectedly
so
that
they're
growing
more
than
a
year
is
what
we
need
them
to
do.
50Th
percentile
is
year
for
year.
75.
Is
that
they're
making
up
time
so
we're
real
happy
that
kids
are
making
up
time,
but
in
our
student
groups,
they're
very
similar
to
what
we
see
in
others
about
the
the
growth
that
they're
making.
So
again,
the
n
is
provided
so
that
you
can
see
the
difference.
U
U
So
you
can
see
when
kids
have
headwinds,
we
call
it
for
learning
that
they
have
things
that
aren't
ideal,
necessarily
when
you're
just
learning
english
and
you're
being
taught
in
english.
That's
that's
that's
hard
to
do
those
of
you
that
have
taken
a
foreign
language
if
you're
trying
to
learn
a
content
in
a
foreign
language
and
you're
just
grabbing
your
foreign
language,
that's
a
difficult
task,
so
our
kids
with
those
superpowers
of
multiple
languages,
actually
have
some
headwinds
special
education
students
with
intellectual
disabilities
or
others.
U
Well,
we
just
talk
about
numbers
all
the
time
and-
and
just
so
we
know
again,
it's
not
about
the
numbers
increasing
we,
we
should
never
say
we
want
the
data
to
increase.
We
want
this.
Actually,
we
want
learning
to
increase
and
how
do
we
know
what
we
use
assessments
to
know
so
children
in
schools
are
behind
these
data
and
what
we
want
is
for
the
data
to
be
useful
to
the
people
who
have
the
value
of
the
work,
which
is
our
teachers.
U
U
The
red
and
green
will
share
higher
socioeconomic
and
lower
socioeconomic,
but
you
can
understand
you
know
you.
We
can
share
that
information
with
you
about
which
ones
where
where
schools
are
located,
but
then
the
bottom
is
the
actual
cost
per
student
that
actually
goes
into
that
school,
and
these
are
the
cost
per
student
in
fy
21,
because
the
cost
per
student
has
not
been
audited
and
we
do
not
present
data
until
they're
audited,
and
that
is
jim's
rule.
U
Okay,
it's
not
the
value
of
increasing
a
score
like
somebody
can
get
in
a
computer
and
increase
the
score,
but
a
student's
learning
is
behind
this,
and
so
we
have
some
outliers
in
the
positive.
We
have
some
outliers
who
have
made
a
negative
change.
They
just
elicit
another
conversation.
Is
there
something
going
on
there?
What
can
we
talk
about?
But
those
conversations
are
in
support
with
supervisors
in
different
departments
in
school
to
share
what
are
the
needs
at
the
school?
U
That
would
make
those
differences
they're
different
at
different
schools,
and
that's
why
this
work
hits
the
classroom.
It
should
hit
the
classroom
teams,
the
grade
level
teams
things
like
that,
but
we
have
some
positive
outliers.
So
then
we
want
to
go
whoa
what's
happening
there
how'd
they
do
that
and
that
engenders
our
principals
and
our
school
teams
working
together.
U
So
with
that,
I
think
that
is
the
last
slide.
We're
going
to
build
these
out
additionally
for
different
grade
levels,
and
you
know
this
one.
We
have
high
schools
and
elementary,
but
again
the
high
school
only
went
up
to
ninth
grade.
We
do
not
have
map
assessment
as
a
practice
after
ninth
grade
in
all
students,
unless
it's
needed
to
understand
through
iep
some
of
our
ieps
use
map
growth
as
as
their
assessment.
U
So
with
that,
I
can
answer
any
questions
as
best
I
can.
The
edunomics
work
is
going
to
get
better
and
better,
as
the
team
you
know,
works
towards
proficiency
and
understanding
that
and
again
I
know
that
some
more
board
members
had
a
a
half
day
session
on
that
and
mr
anderson,
what
was
the
thing
that
you
guys
did?
What
was
like
a
certificate
or
something
a
certificate
program.
O
U
Yeah
so
they're
they're
working
on
that
so
as
the
board
looks
at
movement
forward,
when
we
don't
have
as
much
federal
money
coming
in,
I
think
to
meet
goals.
Then
we
ask
where's
the
value
in
learning
and
are
things
the
same?
Are
they
different?
Do
they
have
headwinds
the
same
headwinds,
the
same
towel
wins
we
start
to
dig
down
and
again
it's
not
and
I
gotcha
or
a
place
blame
it's.
Let's
identify
the
problem
and
work
together
as
a
team
for
student
learning,
and
that
is
our
goal.
A
U
And,
madame
president,
I
just
want
to
thank
educators
from
our
tas
to
our
parents,
at
home,
to
our
teachers
in
schools
and
principals
to
really
rally
around
even
a
difficult
year
with
delta
and
omicron,
impacting
us
to
really
continue
to
look
at
the
boards
goals
and
guardrails.
As
as
a
shining
light.
G
U
Sure
that's
a
great
question
member
lesson
so
through
the
president
to
member
lessons,
as
well
as
just
to
speak
publicly.
There's
specialized
programs,
sometimes
in
schools,
and
so
not
all.
Schools
have
similar
programs
and
some
programs
are
more
expensive
than
others
and
as
we've
shared
with
whether
it's
school
within
a
school
for
an
immersion
program
or
whether
it
is
a
special
education
program.
U
An
additional
cte
program
at
a
school
cte
is
also
an
expensive
because
of
the
number
of
students
and
the
expertise
to
the
classroom
are
different
as
well.
So
not
all
programs
are
the
same,
and
not
all
schools
receive
those,
but
this
is
all
funds
that
go
into
it.
So
we
are
going
to
create
some
charts
where
you
can
pull
out
any
specialized
program
and
just
look
at
the
general
education
classroom.
U
But
the
challenges,
and
especially
at
that
jim
has
shared
is
that
we
then
have
to
ask
our
the
question.
When
we
put
more
money
in
a
school
shouldn't,
we
expect
that
learning
so
we're
if
we
have
students
that
have
a
higher
need
and
we're
answering
it
with
additional
staff
where's.
The
is,
should
the
expectation
of
learning
still
be
there
and
we'd
have
to
ask
ourselves
as
educators
well,
yeah,
whether
it's
a
behavioral
need
or
an
intellectual
need.
We
are
putting
funds
to
it,
but
we
should
have
the
same
expectation
that
children
learn.
U
So
that
was
something
that
when
that
came
up,
it's
like
well
wait
a
minute.
This
school
has
this
program
or
this
program
it
really.
What
was
put
back
is
well,
what's
your
expectation
with
those
programs.
Does
it
change
and
so
that
again
we
look
in
the
mirror
and
set
about
the
window
we
have
to
then
self-reflect
and
another
thing
that
we
have
and
that
we
like
to
talk
about
too,
is
like
well.
My
kids
are
different
than
your
kids
and
that's.
U
That
is
true
and
that's
why
we
heat
map
it
with
socioeconomic
to
know.
We
know
more
headwas,
just
by
the
jinx
study
in
the
1960s
that
created
title
one,
that
kids
are
learning,
but
some
kids
start.
You
know
with
more
headwinds.
You
know
they
start
further
behind.
Maybe
they
didn't
have
some
experiences
that
are,
you
know
quicker
for
learning,
so
title
money,
it
was
called
chapter.
U
One
turned
to
title
one
that
is
to
make
up
the
difference
of
homes,
and
so
when
we
have
title
money
going
into
these
schools,
they
ask
the
same
thing.
Well,
you
have
title
money.
So
what
would
be
your
expectation
of
learning
and
we
can
demonstrate
we?
I
see
some
of
these
this
year.
Learning.
If
you
look
at
chester
valley
and
muldoon
yeah,
you
know
they
come
to
mind
as
outliers.
They.
We
know
that
they
have
a
lot
of
headwinds
for
their
kids
and
they
are
that's
a
husband
and
wife
team.
U
That's
leaving
us
some
powerhouses,
so
we
know
that
their
improvement,
they're
outscoring
schools
that
have
greater
assets
than
they
do
so,
and
this
is
what
this
should
be
done
is
like
well,
what's
happening
there.
What
are
they
doing
again?
It's
not
to
have
a
race.
You
could
say
that
the
school
district
is
the
only
race
we're
in
is
when
everyone
crosses
the
finish
line.
Your
mission
says
success
for
all
students.
It
doesn't
say
well
success
for
those
that
are
in
this
school
or
this
goal.
U
So
that's
why
we
all
means
all
and
that's
why
we
look
at
this
to
say
what's
going
on,
so
what
we
want
to
do
is
say
who's
breaking
the
odds,
what's
happening
there
and
is
the
money
being
spent
well
and
that's
what
jim
is
asking
saying?
Okay,
if
I
continue
to
fund
this
where's
the
difference
maker
here,
what
are
the
difference
makers
and
that's
what
we
want
to
bring
back
to
the
board
to
say
if
we're
serious,
about
meeting
our
goals
and
guard
rails?
These
are
the
difference.
U
O
U
And
what
we
hope
to
seek
is
ability
for
buildings
to
utilize
additional
funds
in
the
manner
in
which
they
see
will
make
the
return
on
not
the
return
but
the
value
of
the
investment.
So
if
it
is,
I
don't
really
need
another
position
here.
I
really
these
folks
are
taking
extra
kids
here.
I
want
to
do
this.
I
mean
to
really
have
some
freedom
with
the
accountability.
U
U
Now
it's
going
to
be
difficult,
I
mean
all
with
agreement
of
cbas
and
everything
else,
but
that
that's
the
ultimate
goal
to
find
the
value
of
the
investment
that
anchorage
school
district
taxpayers.
State
taxpayers
are
making
for
our
children
because
they
should
make
a
difference
and
we
want
them
to
make
a
difference
and
we
can
learn
from
each
other
because
we
know
it's
happening
and
we
need
to
spread
that
wealth
of
the
people
who
are
are
in
schools
that
are
making
it
happen.
E
Thank
you,
madam
president.
Dr
bishop,
would
it
be
possible
to
get
a
more
information
as
to
what
the
auditing
process
looks
like
and
how
we?
What
what
the,
how
the
school
would
get
their
name
attached
to
their
dots
and
following
jim's
process,
and
maybe
what
the
hurdles
are
with
the
schools
that
are
still
remaining
sure.
U
U
Looking
at
all
the
schools
and
all
the
programs
to
bring
back
to
the
board
the
value
added
and
there
might
be
a
more
expensive
program,
but
it
is
absolutely
a
top
priority
of
value
to
us,
and
so
it
doesn't
mean
that
it's
only
based
on
this.
It
just
means
it's
ability
to
ask
questions,
but
we're
going
to
create
this
right
now.
U
Edgenomics
has
our
star
data
doing
this,
and
we
would
we
wanted
to
look
at
growth
data
as
well,
not
just
summative
data,
so
these
are
already
public
using
former
state
data,
because
we
haven't
received
this.
This
data
they've
taken
prior
years
data
and
put
money
that
all
been
audited
money.
So
our
our
we
go
through
an
audit
in
november,
and
that
will
be
the
solid
numbers
that
our
audit
is
and
then
they
can
upload
them
again.
U
U
Yeah,
but
that's
a
great
question,
but
just
so
everyone
knows
the
schools
that
show
up
is
just
because
it
was
a
screenshot
that
you
can
hover,
but
this
isn't
done
because
these
are
schools
are
not
all
equal.
The
size
of
the
school,
too
muldoon
is
about
twice
the
size
of
chester
valley,
so
you
also
need
an
n,
and
you
had
asked
the
question
about
what
went
into
that
member
lessons.
U
U
But
those
are
great
questions
and
they
elicit
more
questions,
which
is
what
this
is
about.
Growth
is
about
creating
a
team
that
is
moving
in
the
same
direction
and
looking
to
the
future,
not
thinking
and
wallowing
in
the
past,
because
if
we
do
that
and
expend
our
energy,
our
kids
won't
learn
thanks.
A
A
A
A
This
is
our
public
comment.
This
is
the
first
section
on
our
agenda.
Where
p
individuals
may
sign
up
to
speak
to
the
board
about
things
that
are
important
to
them,
but
not
items
that
may
become
before
the
board
for
a
decision,
so
that's
kind
of
tricky.
But
we
have
to
remember
that
so
welcome
to
our
first
opportunity
of
the
evening
for
public
comment.
Individuals
have
signed
up
in
advance.
A
We
have
set
aside
an
hour
when
you
came
into
the
boardroom
you
would
have.
You
would
have
been
given
an
opportunity
to
pick
up
our
guidelines,
so
we
want
to
welcome
you
we're
happy
that
you're
joining
us.
If
this
is
your
first
time
there
are
a
few
things
points
that
we'd
like
to
make
sure
that
you
are
aware
of
so
during
public
comment
board
members
will
not
answer
questions
or
engage
in
discussion
with
members
of
the
public.
A
This
is
the
public's
time
to
speak
and
the
board's
time
to
listen
comments
on
non-agenda
items
or
or
non-action
items.
If
you
are
here
to
participate
in
public
testimony,
you
will
have
three
minutes
to
speak.
Each
person
is
allowed
one
opportunity
to
testify
on
a
non-agenda
or
an
act,
a
non-action
item.
Sorry,
we
don't
have
any
action
items
tonight,
however,
well
at
least
not
at
this
point.
But
an
action
item
is
first
introduced
and
second
by
abort
by
board
members.
A
The
president
will
open
the
floor
for
for
discussion
and
then
you'll
have
three
minutes
to
talk
on
that
action
item.
If
there
is
one
some
real,
simple
rules
for
us
so
that
we
are
respectful
of
our
time
and
space
do
not
attack
a
member
members
or
speaker's
motives,
speakers
may
point
out
what
he
or
she
believes
to
be
a
natural
consequence
of
a
board
action
but
may
not
engage
in
speech.
A
W
W
Okay,
all
right,
thank
you
to
the
board
for
having
me
tonight.
My
name
is
daniel
kim,
and
I
am
the
president
and
co-founder
of
the
alaska
coalition
of
black
educators
and
first
off,
I
would
like
to
say
a
hearty
farewell
to
dr
bishop.
You
have
served
the
district
well
and-
and
I
thank
you
for
your
service,
and
I
wish
you
well
in
whatever
you
may
be
doing
in
the
future
so,
and
I
would
also
like
to
welcome
dr
bryant
with
nfl.
W
W
A
little
while
ago
I
received
about
a
little
over
forty
thousand
dollars
worth
of
bells
and
chimes
from
mr
herman
seidel.
He
is
a
widower,
his
gracious
donation
to
bless
the
asd
with
these
bells
and
channels.
These
are
top
of
the
line
shines.
The
last
communication
I
had
with
the
arts
department
was
that
they
were
going
to
receive
them
from
russian
jack
elementary
school.
W
As
you
know,
I've
given
my
keys
up
to
the
school
and
to
the
music
room,
but
I'm
just
kind
of
checking
up
on
the
process,
because
he
wanted
to
dedicate
those
belgian
chinese
to
his
late
wife,
lynn,
schmidt,
and
I
just
kind
of
feel
it
is.
We
should
do
right
by
mr
seidel
and
his
late
wife
schmidt.
He
wants
to
dedicate
them.
Have
each
case
have
some
sort
of
thing
you
know
commemorating
her.
W
W
I
also
want
to
highlight
mountain
view
elementary,
dr
claire
hill,
what
I
hear
she
has
hired
a
slew
of
by-pocket
educators
there
where
she
got
him.
I
think
everyone
should
be
asking
knocking
on
dr
claire
hill's
door
to
see
how
she
did
it,
because
I
you
know
as
you
as
you
hear
as
I
hear
well,
there
are
no
bypass
educators
around
this.
W
A
F
X
X
My
children
attend
the
school
that
just
had
their
charter
renewed
this
last
year
and
I'm
very
concerned
that
there
is
some
teacher
intimidation
and
bullying
which
has
created
a
toxic
work
environment
at
this
school.
My
sponsor
teacher
was
wrongfully
terminated
and
put
on
the
do
not
hire
list.
Consequently,
other
staff
members
at
this
charter
are
looking
at.
A
A
F
X
I
homeschool
year-round
and
they're
items
that
I
would
love
to
begin,
but
can't
right
now
currently
due
to
not
really
having
a
sponsor
teacher
and
I'm
not
the
only
one
that's
dealing
with
this.
All
of
them
are,
let's
see,
I
usually
meet
with
my
sponsor
teacher
at
the
end
of
may,
and
I
haven't
been
able
to
because
she's
no
longer
there.
If
that
makes
sense,
I
guess
I'm
just
asking
for
your
support
to
help
resolve
this,
which
it
sounds
like
you
guys
are
taking
steps
to
do
that
already.
X
A
A
Y
So
my
name
is
ben
drebert.
I
have
five
children
currently
enrolled
at
a
charter
school
here
with
asd.
First
of
all,
I
wanted
to
say
thank
you
so
much
for
the
recent
renewal
of
our
charter.
My
children
have
benefited
greatly
and
have
been
thriving
there
for
three
years,
and
we
hope
that
to
have
many
more,
as
you
can
see,
we've
got
one
more
on
the
way,
so
in
a
few
years,
they'll
be
there.
Unfortunately,
during
that
time,
the
environment
at
the
charter
school
has
become
increasingly
toxic.
Y
Y
B
Okay
good
evening
and
thank
you,
I'm
rochelle
parker,
I'm
a
mother
of
two
children
at
kincaid
elementary
and
I'm
here
as
a
volunteer
with
the
anchorage
chapter
of
mom's
demand
action
for
gun
sense
in
america
and
we're
here
to
introduce
the
national,
be
smart
campaign
which
raises
awareness
that
secure
gun,
storage,
keeping
guns,
locked,
unloaded
and
separate
from
ammunition
can
save
children's
lives.
Unlike
other
gun
safety,
education
programs
be
smart,
emphasizes
that
it's
an
adult's
responsibility
to
keep
kids
from
accessing
guns
that
every
adult
can
play
a
role
in
keeping
kids
and
communities
safe.
B
Our
nation
is
reeling
this
week
following
the
horrific
shooting
at
rob
elementary
school,
and
it
seems
like
there's
a
never-ending
string
of
mass
shootings
that
keep
occurring
before
you
ball
today
and
in
the
days
following.
So
we
need
to
act
now
in
our
community
to
prevent
gun
violence,
especially
because
guns
are
the
number
one
cause
of
death
for
children
and
teens
in
alaska.
B
In
2019,
the
biannual
youth
risk
behavior
survey
showed
that
49
of
alaskan
high
schoolers
could
access
a
loaded
gun
at
any
moment
and
25
of
high
school
students
said
they
had
seriously
considered
suicide
in
the
last
year,
and
that
was
pre-pandemic,
so
I'm
sure
that's
gone
up.
Also
in
2019,
the
u.s
secret
service
analysis
showed
that
80
percent
of
school
shooters
under
18,
obtain
guns
from
home
or
from
the
home
of
a
friend
or
relative,
so
secure
storage
is
the
way
to
start
addressing
these
issues
and
be
smart
is
a
perfect
place
to
start
I've.
B
We've
already
established
these
smart
partnerships
with
the
juno
school
district
and
the
fairbanks
north
starborough
school
district
in
juneau
1200
be
smart.
Rack
cards
like
these
were
passed
out
the
last
two
years
to
households
there
and
it's
also
being
implemented
into
a
middle
school
hunter
education
program
and
fairbanks.
These
rack
cards
have
gone
out
to
about
14
000
students
starting
last
fall.
So
as
a
starting
point,
we
would
love
to
make
these
available
to
asd
to
go
home
to
households.
A
A
Z
You
hear
me
now:
yes,
we
can
hear
you
perfect.
Thank
you,
sorry
about
that.
I
did
not
get
that
email
about
how
to
call
in
so
my
name
is
colette
thibodeau,
I'm
a
mother
and
of
a
current
sophomore
of
chugeck
high
school
and
a
graduate
of
class
of
21
2021,
I'm
a
full-time
shift
worker
as
a
911
dispatcher,
and
I'm
a
parent
volunteer
as
much
as
I
possibly
can
possibly
can,
and
currently
I'm
trying
to
get
the
pta
going
for
trugac
high
school.
Z
I
welcome
the
new
superintendent
want
to
advise
him
that
the
bar
is
set
high
and
I
have
many
expectations.
No
pressure
at
all.
My
number
one
concern,
as
always,
is
our
children's
safety.
In
light
of
recent
major
events
concerning
active
shooters,
I
implore
you
implore
you
to
stop
putting
safety
issues
on
a
one-size-fits-all
bond.
Z
With
the
bond
being
voted
down,
you
have
now
jeopardized
our
children's
safety
by
not
securing
buildings.
I
also
would
not
oppose
that.
Each
school
has
an
sro,
not
one
to
share
amongst
many
schools
number
two
I
have
talked
to
so
many
parents
attractions,
so
many
people
that
would
be
parents
in
admin
about
parent
involvement
and
access
to
grades.
We
need
a
better
system
for
parents
to
access
grades
assignments
and
progress.
Z
All
right,
I
am
fairly
savvy
with
technology
and
still
struggle.
I
can't
imagine
what
parents
with
multiple
kids,
jobs
and
lack
of
computer
access
have
to
do
to
be
involved
and,
like
I
said,
I
I've
been
within
the
school
district
with
my
kids
for
many
years
now,
and
this
has
been
a
common
frustration.
I
don't
understand
why
everybody
has
to
have
something
different
and
they're,
making
it
difficult
for
us
to
find,
and
we
saw
that
through
covid
and
we've
seen
it
even
before
covid.
Z
A
U
Individuals,
you
wanted
to
introduce
sure.
Thank
you,
madam
president,
for
the
opportunity
to
do
this
and
I'll
I'll.
Do
it
quickly.
We
have
presented
to
the
board
our
leaders
that
have
been
hired
and
different
people
move
moving
positions
so
that,
as
you
work
with
us,
you
can
put
a
face
with
the
name.
U
So
I
would
like
to
introduce
to
you
eric
viste
and
he
can
just
stand
there
and
that's
eric
misty
and
he
is
the
senior
director
of
elementary
education,
the
person
to
his
right,
our
left
when
we're
looking
is
dan
barker,
who
is
leaving
that
position
and
eric
is
taking
the
lead
he's
in
hands,
as
dan
will
still
be
in
our
building
and
presently
eric
is
a
elementary
director.
So
we're
welcome
him
aboard.
So
thank
you.
Eric.
U
I
would
also
like
to
introduce
you
to
dr
jason
halasney,
who
is
the
new
director
for
charter
schools
back
there
just
waving
his
hand
and
give
him
a
hand
there.
We
go
and
he
has
been
a
director
of
secondary
education
for
special
education.
So
he
comes
with
a
wealth
of
background
in
educating
all
students
and
so
we're
happy
with
his
special
interest
in
charters,
and
I
would
like
to
introduce
to
you
the
new
director
of
indigenous
and
migrant
education,
ms
helena
batman,
who
congratulations.
U
She
is
presently
because
she's
helping
us
tomorrow
so
that
we
can
support
senator
begich
in
the
reading
bill.
He
was
the
one
who
really
carried
the
most
weight.
I
know
that
the
governor's
gonna
sign
it
tomorrow,
but
we
advertised
or
basically
kicked
off
the
reads
act
for
the
state
and
they
have
graciously
asked
if
they
could
go
back
to
helena's
school
to
sign
the
bill.
So
that's
quite
senator
beggars
would
like
that,
as
well
as
the
governor,
so
we're
happy
3
30
tomorrow
and
then.
U
Finally,
dr
diana
beltran
is
our
new
senior
director
of
teaching
and
learning,
which
is
formerly
jenny,
knutson
and
dr
beltran
comes
to
us
from
willow
crest,
with
not
only
experience
in
our
state,
but
also
experience
and
experience
in
the
state
of
california.
So
these
are
new
folks
and
we're
so
happy
for
them,
and
we
wanted
you
to
see
them
all
right.
Thank
you
very
much
and
thank
you
all
for
coming,
and
we
just
wanted
to
give
you
a
little
bit
of
flavor
of
what
it's
like
so.
A
AA
P
T
H
A
U
U
V
Thank
you,
dr
bishop.
I
regret
to
have
to
be
in
front
of
you
just
about
six
months.
From
the
last
time
I
was,
and
if
it's
okay
with
the
board
president
much
like,
I
did
for
oxford,
I'd
like
to
start
by
recognizing
the
victims
of
this
tragedy,
and
since
there
are
so
many
if
it's
okay,
maybe
like
to
go
around
and
each
board
member
can
say
two
names.
If
anyone
has
a
hard
time
with
it,
I
can
finish
up
for
us,
but
I'd
like
to
start
there.
V
V
So
key
facts
of
this
case
on
the
17th
of
may,
the
shooter
purchased
his
first
assault
rifle,
which
was
one
day
after
his
18th
birthday.
He
had
previously
asked
his
sister
to
purchase
a
firearm
for
him
and
she
declined
that
request
and
then
on
may
22nd,
four
days
after
he
purchased
his
first
rifle
and
two
days
before
the
shooting
he
purchased
another
rifle.
V
He
did
post
photos
of
these
weapons
on
instagram
and
he
did
share
these
photos
with
an
old
high
school
classmate.
I
think
that's
important
to
note,
because
throughout
these
cases
we
do
always
see
that
they
publish
kind
of
you
can
see
those
indicators
starting
to
rack
up
in
the
days
before
these
occur.
So
I
did
want
to
point
that
out
in
this
case
as
well
and
then
the
day
of
the
shooting.
I
know
that
it
was
very
chaotic.
V
It's
been
really
hard
to
get
accurate
information
about
what
happened.
So
I
tried
to
only
put
in
what
I
know
to
be,
as
fact
as
it
is
today.
So
what
we
see
there
is
that
the
shooter
crashed
his
car
right
next
to
the
school
and
he
did
exit
with
the
weapons.
It
was
at
that
point
that
the
first
9-1-1
call
came
through.
There
were
individuals
across
the
street
at
a
funeral
home
who
also
alerted
the
school
that
he
was
walking
towards
the
school
with
weapons.
V
The
shooter
then
jumped
a
fence
and
immediately
started
shooting
at
the
school.
He
entered
the
school
through
an
unlocked
back
door.
He
then
barricaded
himself
in
two
conjoined
classrooms
for
78
minutes,
border
patrol
eventually
arrived,
they
gained
entry
and
they
killed
the
suspect.
I
do
want
to
make
it
clear
there
that
they
gained
entry
by
using
the
janitor's
key.
V
Key
facts,
as
in
terms
of
the
school
response,
so
so
what
they
did.
The
school
has
a
locked
classroom,
door
policy
and
that
is
pretty
restrictive.
We
actually
don't
see
that
a
lot
in
terms
of
school
policy,
where
the
actual
classroom
doors
are
expected
to
be
locked.
However,
that
day,
the
classroom
that
he
gained
entry
in
that
classroom
door
was
not
locked.
V
Some
important
distinctions
to
note
some
differences
between
uvaldi
and
what
we
do
here
at
asd.
So
texas
law
requires
active,
shooter,
drills.
It
requires
behavioral
threat
assessments
and
the
state
audits.
Their
emergency
operations
plans
every
three
years.
They
recommend,
but
do
not
mandate.
That
doors
are
locked
here
at
asd
we
hold
quarterly
alice
drills.
We
update
all
of
our
emergency
plans
annually
and
we
conduct
student
safety
assessments.
V
V
V
So
some
key
takeaways
for
us
with
this
event,
you
can
see
at
the
top
there-
and
I
had
this
at
the
top
of
every
slide
for
the
oxford
shooting,
but
I
did
want
to
talk
about
it
a
little
bit
more
today.
Student
safety
is
an
intentional
act
every
single
day
and
to
me,
what
that
means
is
that
every
single
person
that
interacts
with
students,
while
they're
in
our
schools
have
safety
at
the
front
of
their
mind,
and
it
has
to
be
intentional.
V
If
it's
not,
then
that's
how
things
like
unlocked
classroom
doors
that
are
supposed
to
be
locked
and
how
unlocked
back
doors
happen.
It's
not
constantly
at
the
front
of
your
mind,
it's
not
going
to
happen
with
that
comes
a
strong
safety
mindset.
This
will
require
a
little
bit
of
a
cultural
shift
for
us
here
at
anchorage
school
district.
V
This
is
things
like
wearing
staff.
Id
badges
off-site
staff
staff
that
are
not
located
at
the
school
should
be
checking
in
at
the
front
office,
whether
they're
there
to
update
a
computer
to
do
work
on
the
grounds
they
should
be
checking
in
with
the
front
office,
and
they
should
have
their
staff
id
badge
pertinent,
so
everyone
can
see
it.
Obviously,
there
should
be
no
propping
of
doors
open,
we're
moving
to
recommend,
locking
all
exterior
doors
during
school
hours
with
one
single
point
of
entry.
V
This
is
done
at
elementary,
but
we
I'm
requesting
to
move
that
we
implement
this
at
secondary
as
well,
and
this
is
where
it
really
comes
into
a
really
big
culture
shift
for
us
with
that.
It
may
be
impossible
to
to
do
that.
Our
students
have,
you
know
they
go
to
work,
they
leave
for
lunch,
they
come
back,
so
it
may
require
that
some
doors
are
unlocked
on
the
perimeter.
Throughout
the
day.
We
work
to
mitigate
how
many
that
is,
and
if
it's
not
possible
to
lock
all
of
them,
then
it
should
be
monitored.
V
We
should
not
have
any
schools
not
conducting
any
drills,
and
we
do
address
these
through
evaluations
and
I'll
talk
a
little
bit
more
about
some
of
our
future
plans
for
that
as
well,
and
just
real
quick
to
talk
a
little
bit
more
about
the
culture
mind,
you
know
the
mind
shift
that
might
have
to
occur
here,
so
I
want
to
make
it
clear
that
we
could
spend
a
billion
dollars
on
making
the
most
secure
school
that
could
ever
exist.
But
if
you
do
not
have
a
strong
safety
mindset,
none
of
that
will
matter.
V
So
to
talk
about
what
we
are
doing
and
what
we
will
do
so
you're
all
familiar
with
the
secure
vestibules
we
and
to
the
question
that
came
up
earlier.
We
currently
have
14
elementary
schools
that
are
completed
with
these
secure
vestibules.
We
are
doing
two
more
this
summer
and,
as
everyone
is
aware,
the
bond
did
not
pass,
which
would
have
done
another
14
schools
between
next
summer
and
the
following
summer.
V
Now,
just
because
the
bond
did
not
pass,
we
applied
for
a
state
grant
for
34
million
dollars
for
projects
completed,
so
essentially
it's
a
reimbursement
for
work
that
we've
already
done,
but
we
do
plan
on
using
20
million
of
that
for
those
14
secure
vestibules.
So,
even
though
the
bond
did
not
pass,
this
is
our
number
one
priority
to
be
spent
with
that
money
and
the
governor
is
supposed
to
make
a
decision
about
that
funding
this
week.
V
So
hopefully
we
get
a
favorable
ruling
on
that
and
we
can
move
forward
with
the
continued
planning
for
these
secure
vestibule
sites.
We
will
be
establishing
a
visitor
management
system
district
standard.
We
are
piloting
that
at
four,
maybe
actually
five
schools.
This
fall.
We
hope
by
the
second
quarter,
to
make
a
decision
on
that
product
and
implement
it
throughout
the
district.
After
that
access
control,
which
is
keyless
entry.
V
We
do
this
as
part
of
the
secure
vestibule
projects.
We
currently
have
25
schools
that
are
on
access
control.
17
of
those
are
on
our
current
district
standard,
so
we
do
have
to
update
some
schools
and
then
those
14
secure,
vestibule
schools,
the
two
this
summer.
They
will
also
get
access
control
as
part
of
those
projects
and
as
a
reminder,
there
is
a
duress
button
at
each
school
which
immediately
dispatch
dispatches
apd.
If
it's
hit
and
to
give
you
an
idea
of
how
that
works,
it
sit
at
the
school
immediately.
It
goes
into
apd
dispatch.
V
U
I
or
may
I
add,
the
board
may
be
familiar
that
this
was
tested
at
denali,
elementary
school
montessori
and
office
staff.
Just
heard
something
and
the
it
was
a
domestic
violence
case
where
a
stepfather
and
a
boyfriend
had
a
shooting
incident
with
a
gun
and
the
person
that
doors
immediately
locked
apd
was
dispatched.
U
The
person
who
was
involved
in
it
was
stuck
in
between
the
vestibule
they
couldn't
get
in
to
the
building.
We
went
and
did
lockdown
and
it
was
under
a
minute
that
undercover,
not
undercover
off-duty
police
officers,
who
just
so
happened
to
have
been
riding
heard
that
call
and
we're
at
the
school
immediately.
So
this
system
has
demonstrated
that
it
worked.
U
There
were
four
police
officers
addressing
the
issue
from
our
sro
to
two
officers
that
were
on
duty
in
the
area
as
well
as
the
off
duty
within
two
minutes,
but
the
first
one
came
under
a
minute.
So
we
just
wanted
to
share
that.
The
buttons
have
been
utilized
by
our
staff
and
the
response
that
we
expected
did
occur
even
with
people
who
weren't
working
just
because
they
and
I
asked
wow
and
they
said:
oh
yeah,
you
hear
a
school
shooting.
V
V
We
may
be
starting
with
secondary
and
expanding
that
to
elementary,
so
it
might
be
a
phased
rollout,
but
we're
still
on
the
beginning
stages
of
planning.
For
that
some
further
security
training
that
will
be
happening
next
school
year.
The
first
one
is
gaggle,
which
is
a
google
product
that
monitors
student
interactions
within
the
asd
network.
It's
also
monitored
24
7,
and
it
sends
alert
for
a
lot
of
things,
but
the
most
we
get
them
for
is
self-harm,
nudity
and
violence.
V
So
we're
going
to
provide
kind
of
more
streamlined
training
for
administrators
on
that
as
well,
student
searches
and
emergency
suspensions.
This
was
actually
something
that
came
out
because
of
the
oxford
shooting
and
secondary
has
already
updated
their
student
handbook
to
reflect
those
those
changes.
V
And,
of
course
we
want
to
continue
our
strong
partnership
with
apd
and
the
sros.
I
did
want
to
say
that
we
are
two
sro
short
for
next
school
year,
they've
been
selected,
so
they
went
through
the
interview
process.
They
got
selected
to
be
sros,
but
they
are
not
confirmed
for
the
positions,
which
means
that
I
am
not
confident
that
we
will
receive
those
two
selected
sros
by
next
school
year.
V
Also,
I
think,
as
most
of
you
are
aware,
sergeant
reynolds
has
been
promoted,
I'm
very
happy
for
him
sad
to
be
losing
him,
but
it's
a
good
opportunity
for
him,
but
that
also
means
that
we
will
have
an
acting
sergeant.
That
sergeant
will
be
located
at
chugiak
high
school.
So
not
here
at
the
ed
center,
like
we
are
used
to
apd,
is
having
trouble
recruiting
for
sro
positions
and
I
believe
it's
directly
tied
to
the
political
turmoil
in
regard
to
the
value
of
sros,
influencing
the
lack
of
applicants
at
epd.
V
They
are
having
a
hard
time
gaining
interest
in
the
sro
program
and
I
think
that
that's
a
problem
for
us
that
needs
to
be
addressed
and
then,
lastly,
exploring
exercises
that
involve
our
muni
partners.
I'm
talking
specifically
here
about
an
active
shooter
situation,
so
I
kind
of
want
to
focus
on
internally,
first
doing
an
asd
level
exercise
and
then
moving
on
with
our
muni
partners,
because
they
obviously
have
a
role
in
this.
V
And
then,
lastly,
these
are
some
things
that
we
have
not
implemented
yet,
but
we'll
be
implementing
drill
surveys.
So
this
is
something
I've
actually
been
wanting
to
do
for
a
few
years,
but
with
kovac,
and
we
are
going
to
include
secondary
students
in
those
surveys
and
really
what
I'm
getting
at
here
is
trying
to
gauge
the
effectiveness
of
our
drills.
I
have
a
staff
of
four,
including
myself,
so
it's
impossible
for
us
to
get
out
as
much
as
we
would
like
to
the
schools
to
to
be
there
to
evaluate
their
drills.
V
We
do
do
that
sometimes,
and
we
try
to,
but
I
feel
like
getting
feedback,
especially
from
students,
will
be
really
helpful
in
order
to
help
me
prioritize,
which
schools
may
need
more
help
to
have
their
effective
drills
versus.
Maybe
some
other
schools
have
a
really
good
handle
on
it.
We're
also
going
to
start
handing
out
corrective
actions.
Warnings
and
really
all
this
is-
is
an
increase
of
random
inspections
conducted
by
my
my
department.
V
It
is
not
targeted
at
individuals,
so
if
we
see
a
teacher
with
the
door
propped
open
we're
not
going
to
cite
the
teacher,
it's
for.
It's
a
citation
for
the
school
and
we
will
expect
follow-up
on
those
warnings
as
well.
You
can
see
their
list
of
things.
We
would
use
them
for
non-compliance
on
drills
doors,
propped
open
other
safety
violations.
V
Lastly,
in
august,
so
after
principals
come
back
before
teachers
are
back
on
contract,
we
are
going
to
offer
a
firearm
safety
instruction.
It
will
be
optional,
we're
not
going
to
require
that
principles.
Come
we're
going
to
do
this
in
conjunction
with
our
our
sros,
but
I've
had
multiple
principals.
Essentially,
request
request
this,
so
we're
gonna
offer
that
this
summer,
right
before
the
start
of
the
school
year,
that's
all
I
have
so
I'm
open
for
questions.
Thank
you.
AA
All
of
them
participated,
but
they
came
to
a
staff
meeting
at
each
school
to
explain
to
staff
what
would
happen
in
an
active
shooter
situation,
what
they
would
be
about,
how
they
would
handle
it,
and
I
have
to
admit,
as
a
classroom
teacher
prior
to
that,
my
feeling
was.
If
there
was
an
active
shooter,
it
would
be
bad
and
it
would
go
on
for
a
long
time
and
it
would
eventually.
F
AA
But
I
came
away
really
with
a
much
better
understanding
of
what
they
would
do
and
it
also
would
let
staff
understand
and
facilitate
more
as
something
like
this
unfolds.
I'm
just
wondering.
Has
that
been
done
since,
or
are
there
any
plans
for
that
I
mean
it's
not
something
that
has
to
be
done
every
year,
but
every
so
often
I
think,
would
be
beneficial.
U
V
And
kind
of
along
that
vein
to
those
duress
buttons
that
are
hit
when
they
were
and
just
installed,
and
it
was
before
my
time.
But
when
I
came
and
started
to
inspect
the
schools
and
talk
to
the
front
office,
I
actually
found
that
there
was
this
barrier
with
staff.
They
were
almost
afraid
of
that
button
and
I
think
it
was
because
when
they
were
installed
they
were
told
what
the
response
would
be
like.
So
they
were
almost
scared
to
hit
it
because
they
didn't
want
that
response
to
happen
by
accident.
F
V
I've
spent
the
last
few
years
going
out
to
the
schools
one
trying
to
tell
them.
It
is
way
better
to
hit
that
and
to
have
everyone
show
up
and
for
nothing
to
be
happening
than
to
not
hit
it.
When
it's
needed,
two
I've
been
trying
to
get
them
to
incorporate
it
into
their
drills,
not
to
hit
the
actual
button,
but
to
at
least
as
they're
running.
It's
there's
a
plastic
cover
over
it.
V
Have
someone
hit
it
and
then
and
then
evacuate,
because
if
you're
not
doing
it
in
the
drill
you're
not
going
to
do
it
when
it
happens
in
real
life,
so
I've
actually
been
trying
to
kind
of
reframe
the
use
of
that
button.
So
people
feel
a
lot
more
comfortable
using
it,
because
there
was
a
lot
of
fear
surrounding
it
because
of
the
type
of
response
that
it
does
elicit.
A
F
AA
To
some
degree
who
would
be
delivering
it
and
it
was
very
encouraging,
I
think
everybody
had
a
much
higher
level
of
confidence,
also
say
at
my
school.
They
installed
that
red
button
right
by
the
bench
where
students
with
issues
are
waiting
to
talk
to
the
assistant
principal
they
got
tested
right
away.
G
Yeah,
thank
you
for
the
presentation.
I'm
sorry
that
you're
here
making
this
presentation
deeply
sorry,
but
I
did
want
to
ask
for
clarification,
maybe
with
about
two
two
of
the
issues
that
you
brought
up
when
you
said
that
asd
plans
to
use
about
20
million
dollars
for
the
vestibules
that
didn't
pass
on
the
bond,
it's
my
recollection
that
the
security
items
totaled
about
16
million
dollars
on
the
bond
package.
So
I
wonder
if
you
could
speak
to
that,
maybe
four
million
dollar
cost
increase
is
that
I
don't
know
that.
G
I
heard
that
it
would
provide
for
additional
vestibules.
So
how
have
the
costs
gone
up?
20,
and
my
second
question
would
be
to
ask
you
to
please
elaborate
more
on
the
what
you
mean
by
exploring
exercises
with
our
meanie
partners.
Does
that
mean
that
we're
having
full
scale
drills
in
our
schools
involving
apd
live
simulations?
V
Sure
to
remember
lessons
through
the
president,
I'm
going
to
answer
the
second
question
first,
because
I
have
a
more
clear
answer
for
that.
So
what
I've
been
envisioning
essentially
since
I
got
hired
but
just
have
not
had
the
opportunity
to
do
because
we've
just
been
responding
to
so
many
crises,
is
really
more
of
a
tabletop
drill.
Start
with
that.
You
should
always
start
with
that.
Really.
V
V
If,
if
they're
able
I
you
know,
I
can't
direct
the
muni
to
do
anything,
but
I
would
definitely
prefer
to
start
with
a
tabletop
drill
and
then
once
we
collaborate
on
that,
there
are
always
a
lot
of
outcomes
when
you
do
tabletop
drills,
a
lot
of
points
that
have
to
be
figured
out
worked
through,
and
it's
really
important
that
you
work
through
those
after
a
tabletop
instead
of
an
actual
exercise.
So
that's
really
my
first
step.
I
haven't
planned
for
anything
past
that
just
yet
into
the
second
question
about
funding.
V
I
also
want
to
make
it
clear
that
there's
other
security
measures
that
are
covered
in
that
funding-
it's
not
just
for
the
14
secure
vestibules.
It
includes
upgrading
the
last
of
our
security
cameras
that
are
still
on
analog,
as
well
as
some
other
things
in
terms
of
the
four
million
discrepancy
I'd
have
to
defer
to
the
cfo.
I
don't
know
if
we
can
talk
to
it
today
or
not.
O
Right
now,
those
numbers
are
our
draft,
because
we
don't
have
all
the
estimates
we
need,
but
we
will
be
working
through
that
over
the
next
six
to
eight
weeks.
So
when
we
come
to
the
board
in
august
with
an
update
on
fy24
stuff
and
the
way
ahead
on
that,
you
should
also
expect
or
anticipate
assuming
the
governor
does
not
veto
funds
that
there
would
also
be
a
series
of
board
members
board
memos
with
recommendations
on
the
use
of
those
funds.
Yeah.
U
U
It
would
just
be
a
recommendation
to
move
us
along
given
that,
as
we
heard
from
our
lobbyists
that
this
is
kind
of
a
year
that
all
of
our
prior
work
a
lot
of
that
being
funds
that
we
acquired
outside
of
bonding
where
projects
were
done
by
asd
are
now
we
applied
for
them
for
grants
and
if
we're
given
the
grants
that
we
feel
the
appropriate
use,
would
then
be
to
support
the
safety.
And
that
would
just
just
be
a
presentation
to
the
board
and
a
recommendation.
I
H
H
I
don't
want
to
see
that
happen
again,
that
we
have
a
high
school
that
doesn't
have
an
sro
at
a
given
time
and
there's
got
to
be
a
way
to
shift
like
one
sro,
because
we
have
typically
two
at
high
schools
to
any
high
school.
That
has
a
vacancy.
You
know
an
empty
moment
like
that,
so
that
we're
not
left
totally
undependent
from
armed
external
threats
like
that.
V
Yeah
to
remember
donnelly
or
through
the
president,
remember
donnelly.
I
have
had
that
conversation
numerous
times
even
way
before
the
bartlett
incident.
I
always
recognized
it
as
a
vulnerability
really.
The
answer
we've
gotten
is
that
it
comes
down
to
the
police
union
and
I
really
can't
go
further
than
that,
except
for
that.
I
believe
it
would
be
a
fight
to
to
try
to
get
their
schedule
to
match
up
with
ours.
I
will
say
that
the
sros
that
I've
spoken
to
do
support
that
transition.
I
think
they
understand
the
importance
of
it.
V
Something
we've
talked
about
to
think
creatively
about
how
we
close
those
gaps.
If
we
can't
change
their
schedule-
and
this
came
out
in
light
of
the
bartlett
incident-
is
maybe,
if
there's
a
gap
at
any
given
day
at
a
more
high
need
school,
we
move
an
sro
away
from
a
lower
need
school
into
that
higher
needs
school
for
that
day,
so
we
kind
of
can
and
the
lieutenant
is
working
on
this.
How
do
we
strategically
fill
any
gaps
with
what
we
can
work
with
in
terms
of
what
we
have
now.
H
Yeah,
just
to
clarify,
I
discussed
that
because
it
was
the
factor
that
led
to
the
gap.
But
my
specific
recommendation
right
now
is
to
deal
with
exactly
what
was
suggested
there,
and
just
because
the
collective
bargaining
agreement
says
what
it
says
doesn't
mean.
We
can't
take
from
a
school
that
has
two
sros
and
move
them
for
a
day
to
one
that
doesn't
have
any.
U
Remember
darling,
I
totally
understand
I
was
just
sharing
the
why
the
seminal
understanding,
so
we
have,
year
after
year
after
year,
brought
this
up
and
as
well
as
our
sro.
So
it's
not
a
new
issue,
but
the
the
work
on
it
has
been
well
over
six
years.
I
bet
dr
johnson
probably
for
10
years,
has
brought
this
to
discussions
and
so
where
we
we
can
make
these
fixes.
The
the
bigger
picture
is
as
well
as
I
think
administration
and
many
of
the
at
the
city
has.
U
A
V
V
G
V
Secure
location,
so
it
would
start
even
basic,
like
that,
all
the
way
down
to
learning
whoever's
comfortable
with
it
learning
how
to
clear
a
weapon.
It's
another
thing
that
came
out
of
the
bartlett
incident.
One
person
knew
how
to
another
person
didn't
know
how
to,
and
instead
of
trying
to
find
the
people
in
a
chaotic
situation.
V
If
all
the
admin
at
the
school
know
how
to
do
it,
then
they
can
respond
appropriately,
but
really
that's
down
to
each
principal's
comfort
level.
But
since
both
our
the
bartlett
incident
and
this
uvalde
shooting
I've
had
multiple
principals
request,
this
kind
of
training
to
provide
it.
So
we're
going
to
look
at
doing
that.
V
H
I
had
a
question
about
options.
We
might
have
to
provide
non-lethal
defensive
capability
for
classrooms.
There's
a
school
districts
all
over
the
country
are
dealing
with
this.
With
some
novel
and
original
ideas
I
mean
one
idea
has
been
put
forth-
is
to
merely
add
a
fire
extinguisher
to
every
classroom.
H
V
Through
the
president
to
member
donnelly
I
mean
I'm,
I'm
willing
to
look
at
and
explore
options
right.
Always
everything
that's
been
brought
to.
My
attention
so
far
has
either
violated
fire
code
or,
in
my
opinion,
created
a
more
unsafe
situation
or
the
potential
for
a
more
unsafe
situation.
If
someone
else
were
to
get
a
hold
of
an
item,
a
non-lethal
item
that
could
be
in
there,
I
would
really
just
defer
to
our
alice
protocol,
which
the
what's
the
l
and
form
evacuate
the
barricade.
V
V
If
you
throw
something
even
a
loud
noise,
a
distraction
is
a
distraction,
especially
when
you
have
a
weapon
in
your
hand,
and
you
have
tunnel
vision.
Your
your
sympathetic
nervous
system
is
activated.
One
tiny
little
disruption
can
go
a
very
long
way,
and
that
is
why
the
alice
protocol
is
as
it
is.
You
can
throw
there's
a
teacher
that
threw
a
basketball
at
a
student.
It
ended
the
situation
right
there.
F
V
He
had
a
weapon,
he
was
pointing
it
at
someone.
The
teacher
threw
a
basketball
that
was
on
his
desk
and
that
that
stopped
it.
So
I
think
the
alice
protocol
really
has
that
built
in
without
necessarily
needing
to
add
anything
more
into
the
classrooms
and
yet
another
thing
for
teachers
to
have
to
always
kind
of
be
thinking
about
and
have
at
the
ready.
What
do
you
have
in
your
room
that
can
work
in
that
situation
and
that's
why
we
we
drill
on
it
as
well.
U
I
just
like
to
add
that
it's
the
c
the
counter
and
alice
and
honestly
when
we
teach
it,
I
would
say
employees
as
well
as
parents,
sometimes
question
like
what
you
know
we're
gonna
and
but
we
teach
it's
specifically
for
that
and
the
purpose
of
that
is
through
the
research
in
in
different
places
where
this
has
happened.
Our
students
like
to
behave
they
like
to
obey
and
a
piece
of
property
like
a
chair
or
a
desk,
is
someone's
property,
so
they
wouldn't
pick
it
up
and
throw
it
because
the
teacher
wouldn't
like
that.
U
Basically,
that
c
isn't
necessary
to
create
this.
It's
literally
for
a
distraction
and
empower
children
to
say
it's:
okay
to
bust
a
window,
it's
okay
to
turn
over
a
bookcase,
especially
when
the
teacher
isn't
with
them
like
if
they're
on
the
playground
or
something.
So
the
c
is
really
the
trickiest
part
and
it's
for
counter,
but
it
isn't
to
create
this
fighting
front.
U
It
is
literally
for
distraction
for
seconds
to
save
lives,
distractions,
save
lives,
barricades,
save
lives,
people
try
to
get
in,
it's
barricaded,
they
go
somewhere
else
so,
but,
but
just
so,
you
know
that
the
idea
behind
that
is
is
part
of
this.
This
system,
where
they
are
given
permission
to
take
their
heaviest
textbooks
and
destroy
them
if
they
have
to
yeah
computers.
Anything.
E
Thank
you,
madam
president.
Thank
you,
miss
lolly
for
the
presentation
you
mentioned.
The
change
in
recommendation
regarding
locked
doors.
Is
that
a
decision
that
will
be
left
up
to
principles
and
then,
if
the
recommendation
isn't
adhered
to
for
one
reason
or
another,
is
that
documented
with
your
office,
if
not
made
public
to
document
the
plan
that
the
school
has
in
place.
V
Through
the
president
to
member
jacobs,
we
haven't
really
gotten
far
enough
along
in
those
conversations
to
put
in
place
any
kind
of
procedures
or
policies
of
what
it
would
look
like.
I
have
to
have
those
conversations
really
hand
in
hand
with
secondary
to
see
one
what
they
can
manage
with
their
staff.
If
we
expect
unlocked
doors
to
be
monitored,
do
they
even
have
the
personnel
to
be
able
to
do
that,
and
so
we're
just
not
far
along
yet
to
to
really
answer
that.
A
V
V
U
V
So
it's
twofold:
so
we
have
a
mandatory
online
alice
training
for
every
single
asd
employee
at
the
beginning
of
every
year.
That's
it's
all
on
the
computer.
Then
we
have
the
four
alice
drills
every
year,
so
those
are
essentially
two
different
things
right
and
we
monitor
and
track
both
of
those.
We
two
years
ago,
before
the
pandemic,
we
requested
that
secondary
email,
my
department
with
the
time
and
date
that
they
were
conducting
their
alice
drill.
So
we
could
go
out
and
provide
feedback.
V
So
we
started
to
do
that
and
then
there
was
a
pause
with
kovid
and
that's
where
now
this
year
we're
trying
to
introduce
those
drill
surveys
as
well.
We
we
track
all
the
the
drills
through
google,
but
if
you're
ever
in
our
office
throughout
the
year,
you
see
that
big
white
board
that
has
a
bunch
of
green
and
red
dots
on
it.
That's
a
visual
of
the
drills
that
are
conducted,
so
we
also
keep
it
on
that
white
board
with
steve.
Just
today
cleared
it
for
next
school
year.
V
G
Yeah,
thank
you.
I
had
one
other
question
that
that
came
to
mind
early
in
the
presentation
you
sort
of
alluded
to
the
shooter
in
valdez
having
new,
new
images
of
guns,
firearms
pop
up
on
social
media,
and
then
you
also
suggested
that
ast
is
going
to
be
using
this
gaggle
software,
and
I'm
just
wondering
if
that
has
like
the
ai
capability
to
you
to
look
at
images.
I
mean
my
sense
is
that
ai
that
asd
has
a
sent,
has
the
capacity
to
screen
for
trigger
triggering
text
right.
G
V
Photos
of
yes,
but
only
if
it
is
done
through
the
google
asd
network,
which
means
they
have
to
be
on
google,
drive
communicating
or
writing
anything.
They
don't
even
have
to
send
it
to
anyone.
But
yes,
it
does
also
monitor
for
photos.
So
if
we
get
a
photo
of
a
weapon,
then
we
automatically
get
an
alert
for
that.
What
we
cannot
do
is
monitor
their
social
media
accounts,
which,
in
this
situation
is,
is
what
he
did
now.
V
H
So
there's
a
lot
of
new
innovations
for
defensive
measures
for
classrooms.
An
example
is
they
have
ballistic
night
white
boards?
You
can
buy
that
bulletproof
white
boards,
but
it's
just
something
that
you
know
people
are
coming
up
with
new
things
all
the
time.
I
think
it'd
be
really
helpful.
To
have
your
office.
H
V
U
Madam
president,
one
of
the
items
when
we
say
about
the
mindset
or
behaviors
is
it's
going
to
be
hard.
So
if
we
do
have
just
one
access
point
in
the
front,
some
of
our
buildings
are
huge.
So
that's
going
to
affect
you,
know,
kids
getting
to
class,
but
also
our
principal
shared
with
us
that
lots
of
kids
prop
open
the
door
for
other
kids.
We
want
them
on
to
school.
U
U
So
it's
a
education
as
well,
but
if
it,
if
it
isn't
saying
that
this
is
the
highest
value
of
this,
this
behavior,
the
locked
doors,
aren't
going
to
matter
because
there's
no
bells
on
the
doors
you
know,
so
so
it's
as
quick
as
to
just
pop
it
open
we're
gonna.
Do
it
this
one
time.
I
do
believe
to
the
point
of
a
specific
thing
about
this
one,
with
a
rock
being
in
the
door
that
that's
gonna
every
time
we
have
something
we're
like.
J
U
And
talking
the
child,
letting
the
child
go
home
that
day,
like
all
of
those
things,
I
want
to
assure
the
board
that
we
do
we
study
them.
We
do
after
actions.
Where
are
we?
Maybe
you
know,
have
the
growth
to
do
it
you
know,
and
and
what
we've
shared
is.
The
growth
is
really
in
our
behaviors
as
well.
We
have
narrowed
down
access
tremendously
tremendously,
since
stoneman
douglas.
U
It's
just
that
when
you
picture
schools,
some
of
them
are
just
difficult
to
to
do
and
to
monitor,
because
kids
or
other
people
get
to
them
first,
and
so
the
mindset
from
the
top
down
is
that
when
we
see
it,
we
have
to
do
something
about
it
to
move
forward.
So
that's
just
some
of
the
mindset
that
we're
talking
about
that
match,
behaviors
that
we
do
and-
and
we
see
that
as
as
a
challenge,
but
also
a
priority
for
us.
V
If
it's,
if
it's
putting
people
at
risk-
and
we
did
talk
a
lot
about
student
behaviors
and
how
connected
they
are
these
days,
you
know
you
have
friends
all
over
the
district-
it's
not
just
in
your
school
like
it
was
probably
for
most
of
us,
and
so
there
is
a
lot
of
movement
between
the
schools
as
well.
There's
a
lot
of
schools
that
are
trespassing
students
that
shouldn't
be
there
during
the
day
they're,
even
if
they're
just
coming
to
have
lunch
with
their
friends,
because
their
friends
happen
to
go
to
that
school.
A
And
as
another
layer
to
this
the
whole
safety
picture,
I
would
like
to
hear
what
you
think
not
now
maybe
later
board
connect.
Just
a
simple
thing
is
just
being
smart.
Securing
reminding
parents-
or
you
know,
guardians,
to
store
their
weapons
securely,
it's
not
that
they
can
have
them
just
store
them,
and
so
I
don't
know
if
that's.
V
U
U
Not
the
board
put
this
policy
administration's
doing
this.
Teachers
are
doing.
This
kids
are
doing
this,
but
that
collectively,
as
a
community,
we
care
about
the
safety
features
such
as
this
as
well.
This
is
a
mindset
lock
them
up
folks
that
think
about
that,
as
well
as
what
happens
at
our
schools,
let's
not
prop
open
doors.
Things
like
that
and
you
know
just
break
the
rules
just
because
we're
late
to
class
things
like
that.
A
AA
They've
got
to
commit
to
going
to
kcc
for
half
a
day
and
a
lot
of
our
students
won't
do
that.
They
don't
want
to
leave
their
neighborhood
school.
They
don't
want
to
leave
their
friends.
So
I
would
like
to
know
where
we're
at
right
now
and
are
we
trying
to
expand
the
offerings
of
what
I'll
call
trade
classes
in
our
local
high
schools?
I'm
not
asking
for
an
answer
tonight,
but
I've
always
seen
that
as
a
way
for
students
to
gain
some
of
the
skills
from
it
without
necessarily
deviating
from
their
track.
AA
Because
that's
the
other
thing
that's
concerned
me
once
you
make
that
commitment
to
go
to
kcc
full-time,
that's
kind
of
where
you're
at
I
believe
strongly
that
kids
should
be
able
to
weave
back
and
forth
and
if
they
want
to
take
carpentry,
that's
neat
if
they
decide
they'd
rather
take
physics
after
that,
that
should
be
there
and
it
and
it
shouldn't
be
a
big
there,
shouldn't
be
a
big
medium
to
cross.
So
I'm
kind
of
wondering
what
our
trend
is.
AA
If
we're
offering
more
in
that
direction
at
our
neighborhood
schools,
I
think
it
would
be
healthy
for
kcc
as
well.
If
we
do,
but
absolutely
I'm
a
proponent,
that
practical
skills
with
the
potential
that
leading
to
a
trade
is
a
something
we
need
to
focus
on
more.
As
several
speakers
indicated
there
as
well.
AA
Also,
I
I
do
think
we
need
to
realize
the
the
impact
that
events
like
texas
have
on
our
staff
on
our
teaching
staff,
particularly
when
I
look
at
the
mosaic
of
the
students
like
anyone,
I
kind
of
look
at
it
and
go
on
and
do
what
I'm
doing
but
other
times
very
much.
What
I
see
are
the
faces
of
students,
I've
had
in
the
past.
I
see
my
classes,
I
see
kids,
I
know
and-
and
I
understand
that
it's
just
good
luck
we
got
through
without
that
happening.
AA
We
can
understand
it
does
ramp
up
the
emotions
and
it
makes
people
more
susceptible
to
emotional
outburst.
It
makes
it
more
difficult
for
people
to
do
their
jobs,
because
that
is
at
the
top
of
their
mind,
and
hopefully
we
understand
and
treat
each
other
a
little
better
internally
inside
the
district.
When,
when
things
like
that
happen,
thank
you.
AC
Want
to
again
say
thank
you
to
dr
bishop
for
your
six
years
of
service
for
to
our
kids
in
our
community
very
much
appreciated,
and
also
thank
you
to
all
of
our
educators,
our
cabinet,
all
of
our
educators
and
staff,
for
for
what
you
do
for
our
kids
every
day
for
those
of
you
who
don't
have
the
summer
off.
Thank
you
for
your
continued
service
this
summer.
For
those
of
you
that
do
have
the
sun
for
some
summer
time
off,
then
I
hope
you
truly
enjoy
that.
AC
H
I
very
much
appreciate
the
discussion
on
school
safety.
It
was
really
helpful
to
find
out
what's
been
developing
over
the
last
couple
of
years,
because
it's
been
a
couple
years
since
we
really
dove
into
these
subjects,
and
I'm
I'm
really
pleased
with
a
lot
of
things
that
I
heard
there,
especially
the
the
option
we
may
have
to
fund
the
the
safety
projects
that
that
were
on
the
bond
that
failed
through
other
sources.
H
A
A
E
Thank
you,
mr
president.
I
did
want
to
acknowledge
and
thank
dr
bishop
for
her
service,
wanted
to
thank
our
educators
working
to
make
our
summer
school
program
successful.
I'm
I
have
a
youth
attending
at
bartlett
and
he's
making
some
pretty
impressive
gains,
making
up
for
lost
time,
some
things
that
didn't
get
accomplished
through
the
school
year.
E
A
I
Noticed
that
I
put
you
last
this
time
right,
okay,
I
got
three
hours
in
20
minutes.
I
appreciate
that.
I
want
to
start
by
again,
like
everyone
else
appreciating
the
service
for
superintendent
she's
had
a
long
career
in
education.
It's
been
very
successful
with
a
lot
of
things.
She'll
always
look
back
at
what
could
have
happened
and
I
hope
she
focuses
back
on
all
the
stuff
that
did
happen
because
it
affects
kids
when
they
come
out
and
you
got
more
graduation.
I
It
changes
their
lives
and
it
carries
on
for
generations
so
that
that
should
help
going
to
sleep
at
night
and
and
looking
forward,
and
I
got
a
feeling
we
haven't
heard
the
end
of
it,
I'm
sure
she's
going
to
be
out
there
someplace
within
it.
I
tom
ross
is
not
here
but
as
we
recognize
the
last
time
they
brought
it
out,
it
should
be
conor
ross,
because
his
service
has
been
a
long
career
in
service
to
this
country
and
to
the
community,
a
retired,
colonel
in
the
military.
I
Before
he
came
here,
then
he
worked
here
once
again,
the
continuation
of
public
service
and
serves
recognition
for
that.
It's
unfortunate
he's
not
here
to
to
hit
for
the
boy
to
express
it
like
he
did,
but
but
quite
a
career.
I
appreciate
the
smart
document
a
great
deal.
I
think
it
means
a
lot
to
somehow
get
that
information
out
there.
I
There
are
so
many
tragedies
that
take
place
within
that
and
as
we
look
back
on
the
safety
issues
that
we're
facing-
and
we
see
what
happened
in
texas
every
one
of
these
situations
that
I've
looked
back
on
they're
all
different.
In
some
cases
it
was
identified
the
risk
and
there
was
an
intervention
in
others.
It's
unpredictable
coming
in.
I
recall
going
through
an
expert
brought
in
after
we
had
a
threat
at
south
with
somebody
making
an
email
type
statement.
It
wasn't
an
active
threat,
but
it
was
interpreted
that
way.
I
I
was
encouraged
to
write
how
he
felt
and
it
was
brought
in
an
expert
in
it
and
said.
The
biggest
thing
you
need.
First
of
all,
is
your
counselors.
You
need
to
identify
the
risks
before
you
start
reacting
with
the
pillbox
kind
of
situation
and
when
it
comes
to
responses
of
local
law
enforcement,
our
experience
is
nothing
but
outstanding,
and
probably
the
two
losses
here
in
texas
is
the
loss
of
life
and
the
injuries
and
the
appearance
that
somehow
another.
You
can't
count
on
law
enforcement
in
this
community.
I
You
can
they've
got
an
outstanding
response
to
us.
They've
done
a
great
job
and
I
have
nothing
but
the
highest
remarks
for
what
they've
done
and
what
the
closing
comment
I'll
make
is
that
with
all
those
cupcakes,
the
blue
icing,
if
you
want
to
walk
out
with
blue
teeth
and
blue
everything
else
are
recommended,
it's
really
kind
of
interesting,
and
if
it's
okay,
I'd
like
to
reserve
the
other
three
hours
and
19
minutes
for
next
meeting.
Thank.
G
Okay,
thank
you.
I
will
echo
my
gratitude
for
dr
bishop
for
her
years
of
service.
It
was
a
really
touching
tribute,
so
thank
you
for
the
folks
who
put
that
together,
nuts
and
bolts
there's
a
finance
meeting
at
noon
on
june
14th,
and
then
I
really
wanted
to
take
this
moment.
We've
been
talking
about
mental
health
needs
in
our
schools.
G
G
I
strongly
urge
this
board
to
consider
moving
forward
in
some
way
to
make
our
middle
and
our
high
school
start
times
begin
no
earlier
than
8
30
in
the
morning,
there's
research
to
show
that
only
about
15
percent
of
high
schoolers
get
healthy.
Sleep
average
high
schoolers
sleep
about
six
and
a
half
hours
at
night
when
they
need
maybe
nine
optimally,
and
we
know
that
when
adolescents
sleep
fewer
hours
than
they
need
they're
more
likely
to
report
depression,
one
analysis
found
that
under
slept
teens
getting
six
to
seven
hours,
a
night
or
17
percent.
G
More
likely
to
think
about
hurting
themselves
than
those
sleeping,
eight
sleeping
even
less
for
five
hours
at
night
made
them
eighty-one
percent
more
likely
to
consider
self-harm.
So
I
think
that
as
a
school
system,
we
need
to
think
structurally
about
and
not
just
about
how
to
allocate
additional
funding
and
people,
but
think
structurally
about
how
we
optimize
our
school
days
in
support
of
the
ultimate
goal,
which
is
student
learning,
but
the
also
the
intangible
goals
of
keeping
our
students
safe.
U
Thank
you,
madam
president.
I
just
want
to
give
my
gratitude
to
the
opportunity
to
serve.
I
have
really
worked
with
wonderful
people.
Asd
is
a
good
place
to
be,
and
our
employees
come
every
day.
You
know
ready
for
the
challenge
to
help
educate
young
people
for
our
community.
So
I'm
very
proud
of
that
to
be
a
part
of
that
team,
and
the
answer
to
mr
holloman
is
yes?
U
Vocational
jobs
are
skilled.
You
know
they
are
highly
skilled,
and
so
I
just
want
to
share
that.
The
work
being
done
at
secondary
is
is
progressive
in
that
area
and
and
it's
good
news
we'll
we'll
report
it
up.
I
believe
it's
going
to
be
on
a
guardrail
soon.
Is
that
correct,
dr
johnson?
It's
it's
been
building,
so
that's
great
news.
A
Okay
and
with
that
I'd
just
like
to
also
think
I
know
mr
roth
is
his
last
day
was
last
week
we
will
see
dr
stock
at
the
retreat
and
but
dr
bishop,
you
are
welcome
to
come
back
to
the
retreat
if
you
like,
but
we
will
understand,
we
will
understand
if
you
choose
not
to
but
your
service.
Your
leadership
is,
you
have
left
a
legacy
and
we
thank
you
and
with
that
I'll
accept,
entertain
a
motion
to
adjourn.