►
From YouTube: School Board Work Session 04/18/2023
Description
No description was provided for this meeting.
If this is YOUR meeting, an easy way to fix this is to add a description to your video, wherever mtngs.io found it (probably YouTube).
A
To
our
work
session,
today's
date
is
April
18th.
It
is
a
Tuesday
members
present
in
the
boardroom.
We
have
members
Wilson
lessons,
Jacobs,
Holloman,
Higgins
and
Bellamy.
Do
we
have
member
Dudley
online?
Yet
he
will
be
joining
online,
so
we
will
announce.
We
will
correct
the
record
when
he's
when
he
joins
us.
A
Oh
right,
so
I'd
like
to
call
our
meeting
to
order
we've
already
done.
The
Roll
Call
Item
B
is
request
for
information.
We
have
none
outstanding
unless
board
members
have
new
ones,
they'd
like
to
submit
at
this
time
seeing
none
we're
going
to
move
on
to
our
discussion
item
before
I
hand
it
over
to
Dr
Bryant
I
do
want
to
remind
the
board,
you
did
receive
emails,
but
the
re,
our
reorganization
meeting
will
be
April
27th
at
5.
A
Okay,
all
right,
27
27.,
all
right.
We
are
now
on
item
C,
Dr,
Brian,.
B
Thank
you,
madam
president,
good
afternoon,
ASD
Borden
Community
we'll
have
three
presentations
today
on
our
agenda.
The
first
one
will
be
to
answer
any
lingering
questions
about
the
administration's
proposal
to
implement
professional
learning
communities
district-wide
that
will
be
followed
by
an
initial
fy25
budget
look
ahead,
and
then
we
have
a
few
slides
regarding
ASD
Healthcare,
all
handed
off
to
the
team,
once
they're
seated.
C
All
right
well
good
afternoon,
so
we
have
a
short
presentation
for
you
with
this
presentation
we're
hoping
to
answer
some
of
the
questions
you
had
for
us
at
the
last
school
board
meeting,
and
then
we
can
go
into
some
quick
answer.
Any
other
questions
that
you
guys
might
have
to
begin
with.
C
I'm
going
to
have
my
crew
here
go
ahead
and
start
through
the
slides
and
then
at
the
end
we
will
be
able
to
give
you
kind
of
what
our
recommendation
is
and
moving
forward.
So.
D
Thank
you
good
afternoon,
so
this
presentation
is
important
to
answer
some
of
the
questions
that
came
out
of
our
previous
presentation.
Before
we
jump
into
those
details,
we
wanted
to
take
just
a
moment
to
review
some
of
the
high
level
aspects
of
what
PC
plc's
are
so
their
professional
learning
communities,
their
opportunities
for
educators
to
collaborate
on
professional
practice
and
for
student
Improvement.
D
They
examine
outcomes
using
data
for
students.
Professionals
will
come
together,
study
problems
of
practice
and
work
through
those
together,
often
utilizing
professional
literature
courses
and
other
on
professional
development.
D
It's
an
opportunity
to
make
practice
public
to
take
the
the
learnings
that
are
occurring
in
plc's
and
apply
them
to
the
classroom
and
also
to
educate
the
peers
within
the
building.
It
also
gives
teachers
an
opportunity
to
focus
on
those
areas
of
instruction
that
they
feel
they
need
to
grow
in
order
to
improve
student
achievement
and
and
those
individual
topics
and
small
group
focus
for
that,
PLC
gives
it
an
opportunity
to
improve
collectively
through
that
Collective
efficacy.
D
Next
slide,
please
so
some
of
the
benefits
of
plc's
it
is
that
regular,
ongoing
opportunity
to
collaborate
plc's
occur
weekly.
There
are
those
the
Cycles
allow,
the
professionals
and
teachers
to
focus
on
different
topics
throughout
the
year.
It
supports
accountability
in
all
parts
of
curriculum,
instruction
and
assessment.
It
ensures
that
teachers
are
focusing
on
the
the
board
guard,
rails
and
goals
and
finally,
it
provides
teachers
an
opportunity
to
improve
in
their
craft,
which
increases
morale,
provides
the
district,
an
opportunity
to
recruit
high
quality
Educators
and
keep
them
longer
in
the
buildings.
D
So,
finally,
with
board
goals
and
guardrails
in
mind,
as
we
move
forward
towards
a
district-wide
PLC
next
slide,
please
it
will
give
our
teachers
an
opportunity
to
focus
more
on
K3
reading,
adoption
and
and
the
state
reading
initiatives,
improvements
and
rigor
within
the
mathematics.
As
we
bring
on
new
curricula
and
focus
on
our
board
goals.
It
gives
teachers
an
opportunity
to
explore,
improve
practice
with
multi-tiered
systems
of
support
and
using
data
to
improve
instruction.
D
As
we
look
at
improving
social,
emotional
learning
through
PBIS
and
some
of
our
other
initiatives
and
projects,
it
gives
teachers
opportunities
to
grow
in
that
field.
It
also,
as
we
move
forward
with
sixth
grade
coming
into
middle
schools
in
the
next
two
years.
As
we
continue
to
improve
rigor
for
all
students
through
our
inclusive
practices,
work
and
provide
more
opportunities
for
students
in
college
career
and
life,
Readiness
plc's
provide
a
foundation
for
that
work.
E
So
good
afternoon,
everyone
just
a
quick
overview
of
the
historical
context
of
the
work
that's
been
done
with
plc's
up
to
date
for
the
Anchorage
School
District
from
2006
to
2017.
There
was
various
individual
efforts
at
the
high
school
and
alternative
school
levels,
one
elementary
school
as
well
that
implemented
PLC
models
on
their
own
and
had
their
own
individual
models
going
at
various
points
in
time
through
that
timeline.
E
E
What
would
look
what
the
model
would
look
like
as
a
success
for
ASD,
with
the
idea
of
moving
ahead
to
full
implementation
preschool
through
12th
grade
part
of
that
learning
was
attending
a
conference
so
that
they
could
dive
deep
into
understanding.
They
looked
at
schedules.
They
looked
at
all
aspects
of
the
PLC.
It
was
during
that
time
on
the
plaque
committee
that
both
Monday
and
Wednesday
late
start
were
determined
by
that
committee
as
the
ideal
times
for
a
PLC.
E
Unfortunately,
much
of
that
work
was
halted
as
a
result
of
the
covid-19
pandemic,
and
so
things
were
stalled
in
terms
of
a
district-wide
implementation
at
that
time.
Despite
this,
at
the
high
school
level,
there
was
a
significant
interest
in
all
high
schools
moving
to
a
uniform
system,
because
at
least
half
of
the
high
schools
at
that
point
had
implemented
an
individual
system.
E
Late
start
Monday
model,
and
so
that
has
continued
this
year.
E
E
Union
leadership
has
been
a
part
of
that,
as
well
as
District
leadership,
and
they
have
attended
the
learning
forward
conference
this
year,
they've
really
looked
at
schedules,
they've
looked
at
Best,
Practices
calendars
for
implementation,
and
then
they
recently
just
took
a
vote
that
Monday
mornings
and
a
late
start
schedule
would
be
their
preference
as
well
during
that
committee
work.
So
that
leads
us
to
this
spring,
where
we
are
considering
it
district-wide
and
and
presenting
to
you
for
consideration.
So
I
just
wanted
to
expand.
E
That
timeline
a
little
bit
more
from
our
last
presentation
to
give
a
few
more
details
and
then,
if
you
go
to
the
next
slide,
I
just
wanted
to
highlight
we've
involved
in
various
levels
from
the
plot
committee
to
the
high
school
planning
to
now.
The
elementary
division
planning
around
plc's
lots
of
different
stakeholders
and
I
know
that
that
was
a
question
in
our
last
presentation.
E
So
you
can
see
by
the
list
here
I'm
front
of
you
that
we've
really
tried
hard
to
involve
lots
of
different
levels
of
communication
with
our
staff
and
and
our
stakeholders
throughout
all
the
processes
that
have
taken
place.
So
I
just
wanted
to
highlight
those
on
this
slide
for
you
and
and
the
planning
has
really
been
collaborative
with
all
of
these
groups
as
well.
It
hasn't
been
dictated
ahead
of
time,
a
final
solution.
It's
really
been
a
group
effort
to
come
to
where
we're
at
with
the
recommendation
today.
F
F
For
our
perspective,
it
has
the
least
amount
of
teacher
absences
as
well
as
it
allows
the
essence
of
a
PLC
is
it's
that
applied
learning
so
you're,
taking
contextually
relevant
information
instruction
curriculum
and
applying
it
into
your
practice,
and
so
starting
at
the
beginning
of
the
week
and
diving
into
that
at
the
beginning,
allows
for
leveraging
teachers
leveraging
their
own
planning
time
and
other
time
to
be
able
to
embed
that
and
inform
their
practices
throughout
the
week.
So
it
really
aligns
with
the
mission
of
what
a
PLC
is
supposed
to
be
doing.
F
Also,
if
Tuesdays
and
Thursdays
we're
we're
selected
at
the
high
school
level,
because
the
block
scheduling
that
would
significantly
impact
block
scheduling
at
the
high
schools
if
it
was
a
different
day,
Fridays
can
be
difficult
because
of
so
many
staff
absences.
We
have
a
significant
amount
of
staff
that,
due
to
whatever
reasons
Fridays
tend
to
be
the
day
that
people
are
out
more
often
than
other
days.
Fridays
also
have
sports
activities
other
things
as
well
as
grading
days.
F
F
As
far
as
like
the
late
start,
you
know
some
questions
might
be,
why
not
an
early
release
versus
a
late
start.
So
within
the
late
start
model,
one
of
the
perspectives
of
of
the
teams
that
have
been
looking
at
this
over
the
years
was
the
lack
of
impact
from
a
student
programming
and
students.
Student
supports
and
Student
Activities
we'd
have
be
able
to
provide
a
consistent
schedule
for
practices
and
games
by
having
a
late
continuing
the
late
start,
both
at
the
high
school
level,
but
also
bringing
it
down
to
the
elementary
level.
F
We
do
have
more
supervision
for
the
early
drop
off
for
students
in
the
morning.
One
of
the
things
at
the
elementary
level,
looking
at
you
know,
could
we
use
our
paraprofessionals
and
help
provide
some
supports
for
school
for
parents
and
that
that
have
some
challenges
as
we
adapt
to
that,
especially
in
the
first
quarter.
F
We
know
our
friends
over
in
the
Matsu
did
this
and
and
they
they
helped
use
their
staff
to
be
able
to
help
that
to
bridge
that
for
families
too
student
dismissal
practices
at
the
afternoon
are
generally
longer,
which
would
take
away
that
PLC
time.
So,
instead
of
a
60,
Minute
you'd
get
a
lot
less
time
than
that
because
of
the
the
dismissal
practices
and
how
that
happens
at
the
elementary
level.
F
So,
in
order
to
provide
and
and
secure
the
time
for
teachers
to
engage
in
the
work,
the
early,
the
late
start
would
be
preferred
than
the
the
early
dismissal.
Also,
a
lot
of
the
supports
would
would
that
happen
after
schools,
the
supports
wouldn't
be
able
to
happen,
and
the
activities
would
be
happening
because
the
staff
will
be
in
the
plc's.
F
So
you'll
have
that
Gap
there
for
students
by
doing
a
a
late,
early
dismissal
versus
a
late
start,
and
then
the
last
piece
is
the
shortage
of
of
after
school
programs
is
a
consideration
for
why
we
would
want
to
have
a
late
start
on
a
Monday
morning.
Looks
like
so.
This
is.
F
This
is
a
schedule
of
what
it
looks
like
right
now
for
our
Bell
time
and
what
a
late
start
would
look
like
so
that,
first
that
first
row
or
for
that
first
row
there,
staff
PLC
time
at
the
high
school
would
continue
with
the
7
15
to
8
15.,
the
middle
school
and
the
elementary
schools
would
add
for
those
two
times,
buses
would
run
an
hour
later,
so
the
student
attendance
time
at
the
middle
school
would
be
9
15,
beginning
at
the
elementary
level
would
begin
at
10
A.M
under
our
current
bell
schedule
that
we
have
next
slide
for
the
potential
for
our
school
start
time
changes
if
we
change
that
around
and
we
move
that
to
the
model
where
elementary
school
starts
at
8,
A.M
and
so
on
with
high
school
middle
school.
F
F
We
know
we,
we
have
our
new
wellness
policy,
so
we
want
to
make
sure
that
our
master's
scheduling
the
elementary
students
have
a
minimum
of
20
minutes
of
time
to
eat
that
isn't
necessarily
lunchtime.
So
more
of
that
CP
time
would
be
minimum
20
minutes
secondary
is
a
minimum
of
30
minutes
recess.
We'd
have
to
have
the
cumulative
of
30
minutes,
obviously,
and
then
Middle
School
and
High
School.
The
adjusted
class
periods
would
take
place
on
Mondays.
In
addition
to
with
preschool
preschool
currently
has
a
collaboration
on
Fridays.
F
E
Questions
during
our
last
presentation
as
well,
so
we
wanted
to
provide
some
more
explicit,
explicit
budget
information.
Some
some
of
the
PLC
practices
are
already
budgeted
into
the
secondary
budget,
so
this
is
a
breakdown
of
additional
funds
minus
what
is
budgeted
already.
So.
The
first
budget
item
is
what
we
we
are
callings
PLC
site-based
Specialists.
So
those
are
folks
that
are
basically
the
folks
that
run
on
each
individual
PLC.
E
So
if
you
have
a
group
of
five
to
ten
teachers
who
are
participating
in
the
PLC,
there
would
be
one
teacher
who's
responsible
for
orchestrating
and
facilitating
that
PLC
for
their
their
colleagues,
and
they
would
earn
an
agenda
to
do
that
extra,
laid
work
and
and
be
that
instructional
leader,
so
that
amount
of
199
2000
there
is
for
that
cost
for
both
elementary
middle
and
secondary
or
High
School
teachers.
We
also
have
budgeted
an
agenda
for
what
we
are
calling
PLC
leads.
E
Those
are
the
folks
that
orchestrate
plc's
for
the
entire
building
in
collaboration
with
the
principal
so
that
they
can
really
assist
each
individual
PLC
to
make
sure
that
that
everything's
on
track
and
working
towards
that
Collective
goal
at
the
building
level
with
the
principal.
The
next
budget
item
is
what's
budgeted
already
as
a
part
of
secondary
plc's.
That's
a
budget
amount,
that's
already
been
allocated
for
the
next
fiscal
year.
E
So
if
you
take
the
difference
of
what's
been
budgeted
and
what
what
individual
addenda
items
we're
looking
for,
there's
a
subtotal
of
about
204
000.,
we
do
have
to
add
benefits
for
that.
So
you'll
see
that
additional
amount
there
and
then
the
total
fund
request
taking
away
what's
already
budgeted,
is
235,
000
and
720
so,
and
that
would
be
all
to
provide
compensation
to
teachers
for
that
extra
work
and
really
keep
the
work
on
track
and
focused
so
that
we
have
really
good
outcomes
for
our
plc's
district-wide.
C
C
You
all
to
approve
would
be
for
Monday
mornings
with
the
late
start
on
Monday
mornings.
We
we
we've,
looked
at
all
the
different
options
since
the
last
school
board
meeting
as
well.
We
just
have
kind
of
dived
into
okay.
What
are
the
other
possibilities?
C
What
are
what
could
we
do
after
school
to
be
able
to
support
all
of
our
kids
and
to
support
all
of
our
kids
district-wide,
especially
at
the
elementary
level?
If
we
had
an
early
release,
we
we
consider
that
to
be
pretty
much
impossible,
so
we
would
be
asking
if,
if
we
can't
do,
Monday
mornings
is
the
time
we
probably
just
ask
you
to
table
that,
and-
and
we
would
just
keep
the
high
school
doing
what
they're
doing
now
and
move
forward
with
with
what
we're
doing
now.
C
So
that's
where
we're
asking
to
start
that
next
year
as
timely
as
we
have
a
lot
of
stuff,
we
need
to
be
working
on
with
our
K3
Ela
adoption,
as
well
as
our
sixth
grade
to
Middle
Schools.
We
have
a
lot
of
stuff
we're
doing
with
CCL
work
as
well
as
we
plan
out
all
of
those
Academy
things,
so
that
would
be
our
ask
and
that's.
What's
in
the
in
the
memo
and
we'd,
be
welcome
to
answer
any
questions
you
have.
A
G
C
H
C
What
we
have
is,
we
have
what's
happened
over
the
pandemic.
That's
been
pretty
cool.
Is
we
are
able
to
have
plc's
district-wide
for
those
things,
such
as
art,
choir,
psychologists,
some
special
ed
aspects,
so
they
actually
Zoom
with
each
other
if
it's
approved
through
this,
the
principles
of
the
buildings.
So
not
only
do
we
have
the
plcs
happening
in
the
building
specific,
but
they're
actually
also
across
the
schools
as
well.
I
Just
a
question
just
curious
about
the
buffing,
because
you're
you're
going
to
have
people
working
a
different
shift
on
Monday
versus
Tuesday
through
Friday.
Do
you
anticipate
any
problems
with
that
you've
got
a
contract?
You've
got
Union
contract.
You
got
the
business.
You
know,
contract
with
it.
Is
that
something
you
don't
see,
that
being
an
issue
or
a
stumbling
block
as.
C
Far
as
the
busing
contract
Mr
Anderson,
do
you
have
any
concerns
about
that
at
least
going
an
hour
later?
I
guess
that's
something
we
just
assumed
would
be
available
because
they'll
still
get
the
same
number
of
hours
that
they
would
have.
J
I
K
Yeah,
thank
you,
madam
president,
so
I
I
think
I
touched
on
this.
The
last
time
this
came
up
in
the
the
10
30
I
think
is
gonna
potentially
cause
some
nervousness
with
parents
and
I
think
it
was
touched
on
a
bit
earlier.
Some
of
the
mitigation
measures
that
we
can
utilize.
Could
we
talk
more
about
what
the
day
will
look
like
will?
Will
students
have
an
opportunity
to
be
on
campus
for
any
reason,
prior
to
10
30
at
middle
school
during
the
PLC
day,
and
then
I
think
we
talked
about
that?
K
Would
impact
not
everyone
being
able
to
participate
in
the
PLC
time
if
there
was
some
sort
of
I,
don't
know
if
it's
a
zero
hour
technically,
if
it's
happening
at
nine
o'clock
but
yeah,
so
anything
about
that
would
be
helpful.
D
Foreign
I
can
speak
to
that
at
the
middle
school
level
and
I
think
we're
gonna
see
those
same
concerns
at
elementary.
Where
we'll
have
students
arriving
later
than
parents
would
normally
expect
that
to
happen
in
administration
understands
that
we
may
have
to
provide
a
transitional
period
for
that,
so
that
families
can
be
provided
some
sort
of
support
for
students
or
supervision,
as
we
bring
the
district-wide
PLC
into
into
our
process.
D
K
K
How
are
PLC
topics,
a
curriculum
that
are
addressed
during
PLC
time
chosen
now,
is
their
collaboration
with
with
staff,
or
is
that
something
that's
decided
by
Administration
and
then
a
select
and
then
notice
given
and
then
the
looking
forward
to
proposition
14
now
that
that
has
passed,
I'm
wondering
if
thinking
ahead
a
bit
if
we
can
seek
if
we,
if
we
do
offer
something
before
10
30,
if
that's
something
that
we
could
potentially
receive
funding
for,
to
mitigate
the
cost
of
the
PLC
time
or
something
that
occurs
before
the
PLC
time
or
during
the
PLC
time
or
if
that
would
fall
under
unallowable
contributions.
E
So
I
could
speak
to
how
PLC
topics
are
decided.
When
we
implemented
plc's
across
the
board
with
high
schools,
we
started
our
first
PLC,
actually
just
with
staff
learning
what
a
PLC
was
and
and
the
protocols
to
follow,
so
that
it
was
an
effective
use
of
time.
So
what
you
saw
was
an
initial
kind
of
structure
where
it
was.
E
It
was
very
much
teaching
kind
of
the
the
mode
of
operations
for
plc's
and
then
it's
expanded
into
more
teacher-based
topics
as
time
goes
on,
and
so
it's
a
it's
a
tight
system
to
start
with,
so
you
can
set
the
stage
and
then
it
becomes
more
collaborative
over
time
this
year.
In
the
second
year
of
implementation,
teachers
and
principals
work
collaboratively
to
identify
the
topics
in
the
building
and
there's
lots
and
lots
of
stuff
input
and
we've
even
moved
as
an
indicated
to
Cross
School
collaborations
for
plcs.
E
So
if
you're,
a
fine
arts
teacher
and
you're
the
only
one
in
the
building
that
teaches
orchestra,
you
can
collaborate
through
plc's
with
another
Orchestra
teacher
and
learn
from
them
at
a
different
building.
And
so
it
starts
with
a
kind
of
a
tight
system
so
that
we
can
get
the
protocols
in
place.
So
we
know
people
are
using
time
appropriately
and
then
we
expand
it
to
having
a
lot
more
teacher
influence
and
it
really
is
teacher
driven
when
you
get
underway.
A
Okay,
next
I
have
member
lessons.
K
Madam
president,
oh
I'm,
sorry
I,
didn't
mean
to
interrupt.
I
did
have
a
question
on
funding
and
if
there's
a
local
contribution
limit
pitch
in
us,
getting
some
of
the
money
back
from
the
agenda
or
supporting
something
else
before
10
30
at
the
middle
school
level,.
B
I
think
member
Jacobs,
we
may
need
to
take
some
time
to
review
the
fine
print
of
prop
14,
as
it
relates
to
the
specifics
before
we
answer
that
I
would
be
interested
in
getting
some
insights
by
this
Friday
to
help
inform
the
decision.
I
think
the
other
piece
would
be
the
actual
Partnerships
themselves.
There
are
some
complications
when
the
late
start.
B
K
E
Madam
president,
do
you
mind
if
I
add
one
more
thing
sure
I
was
just
gonna
mention
member
Jacobs,
that
zero
hours
are
also
an
option
for
us
to
look
at
and-
and
that
may
be,
where
your
one
of
your
questions
around
prop
14
but
zero
hours
or
something
that,
as
as
a
minister
zawadi
indicated,
would
be
a
nice
transitional
kind
of
support
opportunity
where
we
could
offer
something
before
school
starts
officially,
even
on
that
Monday.
If
we
need
to
look
at
that
as
as
an
option,
because.
C
It
also
added
to
that
Zero
Hour
thing
is
with
being
able
to
do
you
know
if
you
have
a
zero
hour.
Usually
that
means
that
the
teacher
gets
off
an
hour
earlier
and
can
have
their
PLC
time
after
that
could
be
some
Zoom
opportunities,
because,
usually
it's
all
up
most
of
the
high
schools
have
the
same
types
of
teachers
like
music
of
this
sort.
A
Okay,
now
member
lessons
and
I'd
like
to
just
for
the
record,
remember
Donnelly
has
joined
us
online.
H
So
Thanks
For
Preparing,
all
of
this
I
appreciate
kind
of
the
statement
that
an
early
release
in
the
afternoons
would
be
pretty
much
impossible.
So
I
appreciate
the
intentional
focus
on
it's
either
this
way
or
don't
do
it
at
all.
I
think
that
that
helps
narrow
the
options
I
think
at
like
a
high
level.
I
am
totally
aligned
with
the
idea
of
plcs
as
supporting
the
student
learning,
because
it
will
support
the
ongoing
culture
of
adult,
continuous,
Improvement
right
and
that's
I.
H
Think
from
what
I'm
understanding
as
a
highly
effective
use
of
adult
time,
and
it
speaks
directly
to
the
community's
goals.
I
mean
the
questions
that
I
get
sometimes
are
very
important
in
community
councils
or
other
meetings.
You
know
what
are
you
going
to
do
about
student
outcomes?
Well,
this
is
something
that
we
would
be
doing
in
support
of
improved
student
outcomes
and
coming
out
of
a
pandemic.
H
We
know
that
our
students
need
additional,
highly
effective,
supports
to
accelerate
their
learning
and
to
me
this
seems
like
it
is
worth
the
effort
and
also,
as
I,
was
reviewing
the
the
recent
pikasan
study
that
we
shared
with
our
legisl.
With
all
legislators,
they're
brought
up
in
that
study
as
a
highly
effective
thing
to
do.
In
fact,
they
suggest
doing
them
three
times
a
week,
especially
if
a
higher
BSA
to
the
tune
of
13
612
dollars
that
the
pike
is
on
study
suggested.
H
We
would
need
to
see
that
kind
of
growth
if
we
were
to
receive
that.
That
would
be
a
really
good
use
of
that
money.
But
I
don't
think
that
we're
going
to
get
a
13,
000
BSA
increase
this
year,
so
I
do
think
that
an
hour
a
week
is
a
very
strong
step
in
the
right
direction.
So
that's
really
not
a
question.
It
is
a
long
comment.
H
I
do
want
to
Echo
my
interest
in
supporting
families
in
those
awkward
mornings.
So
if
it's
zero
hour
and
that's
the
path
forward,
then
I
think
that
would
be
a
really
wise
decision
to
make
10
30
for
middle
school
is
going
to
be
a
hard
pill
to
swallow
for
a
lot
of
families.
H
So
whatever
we
can
do
to
outline
a
path
forward
to
support
our
families,
I
think
would
be
valuable,
but
I
do
think.
The
plcs
are
a
strong
step.
I
mean
they
add
I
guess
maybe
one
question
I
have
is
What's
the
total
amount
of
time
for
professional
development
like
what
are
the
hours
that
our
teachers
would
normally
have
and
what
does
adding
30-something
hours
of
PLC
time
a
year
due
to
that
because
it
we're.
C
H
C
Pd,
so
this
would
over
double
it.
E
Yeah
that
that
was
going
to
be
my
comment,
member
lessons
is
that
there's
extreme
value
in
having
a
weekly
kind
of
reminder
of
what?
What
your
goal
is.
One
and
done
kind
of
trainings
are
great
for
individual
topics,
but
they
don't
kind
of
make.
You
stick
with
a
topic
over
time
and
and
the
beauty
of
plc's
is
that
you
can
drill
down
into
individual
students
and
how
you
support
them
as
well.
E
So
you
can
look
at
their
data,
how
they're
doing
and
and
really
look
at
interventions
and
and
all
sorts
of
things,
so
that
there's
that
continuous
Improvement
that
you
mentioned
so
you.
F
Know,
it'll
and
I'll
just
add
at
elementary.
We
have
no
structure
like
this
in
place
right,
so
we
do
wonderful,
trainings
the
sit
and
get
kind
of
one
day,
trainings
that
we
can
roll
out
and
do
an
exemplary
job
of
doing.
But
the
challenge
in
elementary
school
is
time
for
teachers
to
work
together
and
collaborate
and
build
practice
in
that
Collective
efficacy
is
for
elementary
school.
Let
us
do
that.
L
Just
wanted
to
thank
the
staff
for
their
analysis
of
the
instructional
hour
count.
It
was
very
helpful
for
me
in
understanding
what
the
impact
of
this
would
be
on
a
instructional
hours.
Our
kiddos
are
getting
I
still
remain
concerned
that
we
need
to
be
getting
them
more
instructional
hours,
rather
than
fewer
I'm.
Very
hopeful
that
this
is
a
a
positive
step,
but
I
I
do
remain
concerned
about
the
overall
discrepancy
in
our
shortfall
of
instructional
hours
in
Alaska
and
our
district
versus
other
states.
Thank
you.
Thank.
M
M
M
The
Middle
School
model
kind
of
Demands
it
if
it's
enforced
and
managed
correctly
and
and
I
do
hope.
A
lot
of
planning
is
done
with
principles
as
to
what
the
outcome
should
be,
how
they
monitor
that
everybody
is
actively
participating
and
doing
what
they
should
be
so
that
we
do
get
the
results
out
of
this.
So
we
should
but
I
I.
M
One
of
the
the
huge
bonuses
will
just
be
everybody,
being
able
to
kind
of
Peg
themselves
against
each
other
and,
of
course,
share
the
good
ideas,
but
but
also
just
kind
of
realize,
what's
happening
in
other
rooms
and
what's
working
and
what's
not
working
so
given
the
complexity
of
what
teachers
do.
This
is
a
minimal
amount
of
time
to
consult
with
colleagues
I
think
in
in
the
private
sector.
A
Thank
you,
so
I
have
a
couple
of
more
comments
and
questions
as
you
as
you
continue
to
develop
the
plc's
who,
how
how
is
it
going
to
be
monitored?
I,
don't
expect
an
answer
today,
but
and
I
do
have
a
little
bit
of
a
concern
that
we're
not
including
support
staff
in
the
plc's,
because
I
think
that
is.
That
is
a
very
important
piece
of
what
happens
in
the
classroom
so
trying
to
figure
out
how,
as
we
get
the
more
information
on
the
impact
of
proposition
14
as
we
continue
to
design.
A
You
know,
the
plc's
just
make
sure
that
their
pieces
for
our
support
staff,
because
it
can't
just
be
for
me
it
can't
just
be
about
teachers.
I
mean
as
a
principal
I'd,
give
half
of
my
little
pinky
finger
to
have
a
PLC
I
never
had
a
PLC.
We
had
to
borrow
from
middle
school,
helped
a
whole
lot
other
than
that
we
were
keeping
people
late,
bringing
them
in
early.
Then
you
had
to
do
it
three
times,
because
you
know
you
do
it
in
the
morning.
A
You
do
it
at
lunch,
do
the
same
thing
and
eat,
but
this
is
so.
This
is
so
much
better
and
then
my
other
question
is
that
the
time
is
dedicated
and
there's
no
opt
out.
People
cannot
opt
out
of
the
plc's,
so
the
for
me
that
that
becomes
a
monitoring
issue
and
as
a
board
member
I'd
like
to
have
some
at
least
quarterly
reports,
if
not
biannual
reports
or
something.
So
that's
on
how
they're
doing.
C
So,
just
to
give
you
a
little
deal
with
high
school
at
the
end
of
each
quarter.
There
is
a
session
with
the
whole
staff
at
your
school
to
actually
share
everything.
You've
done
with
the
with
the
in
the
plc's.
Also
we
have
a
Clearing
House
for
all
of
our
plc's
that
has
been
have
been
done
across
the
schools.
So
if
I'm
at
Bartlett,
High
School
I
can
go,
look
at
the
Clearing
House
and
see
okay.
They've
hit
studied
this
certain
topic,
and
this
is
the
results
they
had,
and
this
is
what
they
did.
C
So
we
have
actually
have
a
Clearing
House
for
what
we
are
doing
in
each
of
those
different
plc's,
so
quarterly
they
share
out
with
their
staff
if
they're
in
the
district-wide
one,
quite
frankly,
I,
don't
know
exactly
how
they've
done
that,
because
I
moved
over
here
a
little
too
soon
before
we
had
that
part.
You
know.
E
I
can
speak
to
that.
So,
if
they're
doing
a
district-wide
PLC
often
what
we
typically
see
are
specialist
positions
like
music
or
or
some
sort
of
Fine
Arts
specialty
position,
and
so
what
they're
doing
is
sharing
that
out
at
their
department,
chair
meetings
and
with
their
coordinators.
So
that's
how
they're
sharing
their
data
for
accountability
and
so
to
memorability.
E
To
your
point
where
president
ability
excuse
me
that
accountability
piece
is
really
important
to
me
as
the
senior
director
of
secondary
when
we
implemented
both
collaboration
time
at
the
middle
school
level,
but
also
PLC
time
at
the
high
school
level,
because
one
of
the
biggest
criticisms
that
we
get
when
we
Implement
things
like
this
that
are
not
student-facing
like
direct
contact
with
kids,
is
that
it
there's
a
public
perception
that
it's
a
waste
of
time
and
then
and
I
stressed
over
and
over
again
and
others.
E
A
My
final
question
has
to
do
with
itinerant
teachers
who
travel
between
schools.
Will
they
participate
based
on
their
schedule
for
Monday?
Typically.
E
That's
what
we've
done
is
if,
if
they're
at
a
particular
school
Monday
morning,
that's
who
they
participate
with
plcs
for
we
have
all.
We
also
have
some
part-time
positions,
and
if
they
are
there
Monday
mornings,
then
they
participate
as
well.
E
During
that
time,
it's
it's
a
little
bit
squishy
for
afternoon,
scheduled
folks
and
and
that
that's
something
we'll
have
to
problem
solve.
Okay,.
F
And
then,
at
the
elementary
level,
if
I
could
back
up
a
little
bit
to
Echo
the
comments
you
made
about
the
support
staff
being
a
part
of
that
at
the
elementary
level,
we
typically
have
a
kindergarten,
paraprofessional
and
then
resource
paraprofessionals.
That's
really
the
extent
of
our
our
support
staff
that
are
instructionally
based.
You
do
have
some
self-contained
classrooms
in
some
in
many
schools,.
J
F
Have
paraprofessionals
but
I
would
Echo
the
importance
of
having
them
as
part
of
that
team,
I
think
or
structured
learning
classrooms
that
have
some
of
our
students
with
the
greatest
needs
having
those
people
participate
in
that,
but
moving
moving
back
to
the
question
about
sorry,
the
last
question
that
we're
talking
about.
F
Out
yeah,
and
so
I
mean
the
principles,
would
be
a
part
of
that
process
in
monitoring
and
making
sure
the
accountability
structures
are
in
there
and
being
able
to
report
on
that,
as
well
as
through
the
leads
through
the
professional
development
that
we're
going
to
roll
out
in
introducing
this
at
the
elementary
level.
That.
C
E
We
actually
have
provided
quite
a
bit
of
PD
around
plc's
at
the
high
school
level,
both
for
principals,
but
also
for
the
leads
and
the
site-based
Specialists
that
lead
the
plcs.
We
have
Court.
We
have
meet
regular
meetings
where
they
receive
PD.
E
We've
pulled
them
out
actually
for
some
professional
development
in
the
summer,
like
in
the
summer
months,
just
prior
to
school,
starting
so
we've
we've
supported
all
that
through
different
professional
development
opportunities.
Okay,.
A
A
E
Those
resources
yeah,
so
they
attend
the
PD
with
their
leads,
and
so
they
they
really
are
a
team
together.
The
lead
and
the
principal
lead
the
PLC
effort
in
the
building.
E
The
leads
responsibility
is
really
to
do
some
of
like
the
logistical
kind
of
work,
so
we
can
take
that
off
of
the
principal's
plate
and
they
can
focus
on
just
having
the
bigger
picture
and
the
leads
work
specifically
with
Stephanie
Alexander,
who
is
in
our
teaching
and
learning
Department,
who
part
of
her
role
in
that
department
is
to
help
coordinate
plc's
for
the
secondary
division,
so
so
they're
still
leading
the
whole
effort
with
support
from
their
PLC
lead.
Okay,.
A
J
O
You
go
all
right.
Thank
you.
It
has
been
a
busy
day
so
today
this
afternoon,
I
want
to
go
over
tentative,
fy25
Outlook.
You
know
understand
that
these
are
pretty
rough
projections.
There's
there's
a
lot,
a
lot
of
unknowns
out
there
that
more
common
materialize
in
the
next
several
months,
but
just
want
to
give
you
kind
of
a
high
level
overview.
O
What
we're
looking
at,
what
that
deficit
might
be,
what
some
of
those
Senate
bills
and
house
bills
that
are
out
there,
how
they,
how
they
can
affect
us
so
for
our
first
slide,
just
a
highlight
of
the
budget
calendar
that
we
go
through
right
now,
it's
about
the
middle
of
April,
where
the
legislature
has
or
is
wrapping
up
their
first
90
days
and
going
into
their
next
30.
O
they're,
really
getting
into
the
Weeds
on
their
budget
now.
So
it's
a
really
good
time
for
us
to
do
our
advocacy
next
slide,
so
the
structural
deficit
that
remains
and
I
really
want
to
show
you
how
this
masks
out.
So
when
you're
talking
to
people,
you
really
kind
of
understand
when
we're
talking
about
a
deficit,
how
that
deficit
is
actually
calculated.
O
So
just
walking
through
this
sheet
real
quick,
the
asdfy
24
budget,
which
is
our
general
fund
and
our
East,
the
20
million
dollars,
were
expected
to
spend
for
e-cert
there's
a
little
over
618
million
dollars
of
that
618
million
dollars
about
65
million
is
funded
by
one-time
money,
and
then
we
had
a
PTR
increase
of
about
7.4
million.
So
the
way
that
these
add
up
are
a
little
bit
odd.
O
When
you
look
at
this,
but
we'll
get
there
and
explaining
and
I
see
Pat
kind
of
give
me
the
that
doesn't
make
sense
right
now
like
so
anyway.
But
really
you
know,
the
the
PTR
increase
was
the
big
structural
change
that
we
made
in
our
budget.
So
we
are
going
to
present
this
as
if
we
had
added
that
back.
You
know
if
we
get
a
big
influx
of
money.
I
think
that's
one
of
the
providing
priorities
is
having
teachers
in
the
classroom
which
as
well
it
should
be.
O
So
we
wanted
to
add
that
back
into
this
calculation,
so
you
really
see
how
that
will
affect
our
budget.
So
the
total
structural
deficit
would
be
our
use
of
one-time
money.
How
we
support
our
budget
plus
really
that
big
structural
change
that
we
made
within
the
PTR
so
about
a
72
million
dollar
structural
deficit
exists
in
the
FY
24
budget,
as
it
sits
today.
O
As
far
as
how
that
would
increase
the
three
percent,
inflation
would
be
calculated
on
that
618
million,
plus
that
7.4
million
for
the
teachers
added
back
to
it
so
three
percent
times
the
sum
of
those
two
would
get
about:
18.8
million
dollars
of
inflation,
and
that's
that's
one
of
the
big
unknowns
going
into
what
the
fy25
inflation
is
going
to
be.
O
You
know
where
85
people,
so
this
really
is
going
to
tie
back
to
what
contracts
are
settled
at
we'll
get
into
that
a
little
bit
later,
if
some
of
those
other
outlying
factors
of
why
this
is
eventually
going
to
not
be
correct.
This
is
our
best
guess
as
of
now,
but
eventually
you
know
this.
Is
our
projections?
O
Don't
ever
exactly
match
what
actually
happens,
so
our
fy25
funding
needed
that
644.7
million
dollars
would
be
the
618
million,
plus
the
18.78
million,
plus
the
PTR
increase,
so
644
million
would
get
us
back
to
where
we
are
at
about
FY
23
standards
with
our
PTR
and
funding
based
on
current
Revenue
models
with
the
state
statute
of
the
50
or
5960
BSA.
If
that
carries
over
to
fy24
that's
about
554
million
dollars
of
actual
Revenue,
it
would
receive
and
we
have
a
would
have
exhausted.
O
All
of
our
fund
balance
that's
available
down
to
the
board
minimum
plus
the
rest
of
our
Easter
money,
so
that
will
leave
about
a
91
million
dollar
structural
deficit,
which
again
includes
adding
back
that
PTR
dollars.
The
7.4
million
dollars
for
the
PTR.
H
O
H
O
All
right
so
there's
a
couple
different
scenario:
competing
scenarios
out
there
within
our
fundings
from
the
legislature,
the
first
being
Senate
Bill
52,
which
has
a
BSA
increase
of
a
thousand
dollars
for
fy24
and
another
348
dollars
for
fy25,
and
then
it's
inflation
approved
in
FY
26..
O
So,
under
these
assumptions
we
don't
we
don't
assume
any
new
FY
24
25
local
tax
revenue,
graphite
24.
Those
tax
rates
are
set.
So
no
matter
what
happens
in
this
legislative
session
it'd
be
really
hard
for
us
to
go
back
and
be
able
to
collect
additional
local
tax
revenue.
However,
we
may
be
able
to
in
fy25
it's
not
included
in
this
model,
but
that's
going
to
be
subject
to
the
local
tax
cap,
so
we're
at
the
either
the
lesser
of
the
local
tax
cap
or
the
state
tax
cap.
O
So
if,
when
the
state
tax
cap
goes
up
because
of
a
new
BSA
increase,
we're
not
going
to
be
able
to
immediately
match
it
with
local
funds
because
of
that
local
tax
limit,
so
for
fy24
that
would
be
about
Break
Even
on
a
surplus
or
deficit.
You
know
about.
73
million
is
a
pretty
close
to
what
would
add
back
that
one
PTR
and
be
able
to
put
our
money
back
in
savings
an
fy25.
O
You
know
that
other
348
would
generate
an
additional
998
million
dollars
above
what
were
parent
lakes
that
currently
have,
or
about
seven
million
dollars,
almost
eight
million
dollars
as
a
surplus.
Again,
you
know
that
three
percent
inflation
number
that
could
be
four
percent,
which
you
know,
adds
another
six
or
seven
million
to
it,
so
that
those
percentages
on
the
inflation
do
have
a
really
a
large
impact
on
how
much
how
much
that
deficit
is
going
to
be
so.
O
You
know
this
is
a
I
really
like
Senate
Bill,
52
I,
like
the
the
fact
that
would
be
inflation
proof
that
would
be
ideal
for
us
to
be
able
to
create
ongoing
fiscal
and
instructional
plans
that
don't
involve
continued
reductions.
The
house
one
time
proposal
that
was
out
there
and
I
are.
H
O
O
H
O
B
If
I
could
add,
there
would
be
the
number
of
programmatic
implications
to
restoring
the
PTR.
B
One
of
the
things
we
have
to
think
about
is
that
the
positions
that
we
close
were
not
filled
so
we'd
essentially
be
restoring
a
number
of
vacancies,
and
by
the
time
that
this
would
happen,
the
teachers
in
question
would
have
already
been
transferred
and
it
would
create
a
domino
effects
of
things
that
are
not
insurmountable,
but
programmatically
are
legitimate
challenges.
We
need
to
think
about.
H
B
So
when
the
board
passed
the
budget
on
its
time
frame,
we
moved
full
steam
ahead.
So
that
way
teachers
have
the
opportunity
to
select
the
school
that
was
the
best
fit
for
them
and
other
considerations,
including
Staffing
and
scheduling
all
that
work
is
happening
now
and
it
would
essentially
need
to
be
undone.
You
know
in
a
month's
worth
time
during
the
summer,
so
there
are
challenges,
but
I
don't
want
to
sound
too
pessimistic,
but
it
would
be
something
operationally
would
be
very
critical,
critical
to
think
about.
I
Something
that
jumped
out
at
me
I'll
go
ahead
and
mention
you
put
an
inflation
rate
of
three
percent.
I
realized
that
80
of
our
costs,
Personnel
we've
got
limitations
and
what
we
adjust
them
and
that's
the
reason
why
a
lot
of
our
cost
is
so
far
down
below
inflation,
because
we're
not
keeping
up
on
a
salary
standpoint.
I
So
my
only
concern
is
showing
the
Surplus
here
without
taking
into
account
with
the
real
inflationary
factors
are
that
we
aren't
adding
into
our
operations,
is
kind
of
a
little
bit
misleading
I,
just
I
realize
the
problem
you
have,
you
don't
want
to
overstate
it
when
we
got
contracts
that
get
two
percent
increase
or
something
else,
and
we've
got
inflation
of
eight
percent,
but
somewhere
I.
Just
don't
want
to
send
the
word
that
this
is
keeping
up
inflation
wise.
This
thing,
because
it
is
to
me
is,
is
substantially
less
than
that.
O
Yeah
I
mean
you're
absolutely
correct
on
that.
The
biggest
thing
that
we're
going
to
see
in
fy25,
though,
is
we
have
our
three
largest
bargaining
groups.
Are,
will
be
unsettled
at
that
time.
We'll
start
bargaining
with
them
next
year,
I
believe
that's
our
aea,
totem
and
Ace
bargaining
groups.
They
are
set
to
expire
at
the
end
of
FY
24.
So
we
don't
really
know
what
those
inflationary
increases
on
the
the
count.
Those
three
biggest
contracts
are
going
to
be
so,
but
but
you're,
absolutely
right.
O
I
mean
like
this
is
frankly
kind
of
a
guess
to
what
that
inflation
rate
is
going
to
be
but
and
I
think
that's
kind
of
where
we
get
into
in
any
other
projection.
We're
doing
this
far
ahead
of
time
is
there's
so
many
unknowns
out
there
just
being
able
to
to
kind
of
quantify
those
and
say
what
what
they
are
is.
So
when
you
they
do
chains
you're,
expecting
it.
K
No
thank
you,
madam
president.
This
isn't
touched
on
here
on
the
right
side
of
the
slide,
but
the
one-time
funding
for
us
to
receive
that
it
is
allocated
behind,
require
a
vote
of
these
two-thirds
of
three-fourths
of
the
legislature
to
access
the
CBR.
So
the
one-time
funding
isn't
given
at
this
point,
I
think
it's
actually
the
vote
to
tap
into
the
CPR
failed,
and
so
there
is
a
scenario
where
neither
of
these
things
happen:
Am,
I,
Wrong,.
K
O
And
that
means
we
saw
a
day
or
two
ago
in
the
house
voted
to
approve
their
budget,
and
then
they
couldn't
pass
the
three-quarter
vote
to
draw
the
education
funding
that
was
included
in
the
CBR
out
so
currently,
that
budget
does
not
have
any
sort
of
Education
funding
in
Senate's,
still
working
on
their
budget
and
we'll
see
where,
where
they
land
and
then
reconcile
it,
so
yeah
there's
countless
number
of
scenarios
between
these
two
that
could
happen.
O
K
Then
protective
yeah
I
just
wanted
just
a
comment.
Thank
you
for
the
answer.
I
just
wanted
to
stress
how
little
certainty
there
is
with
either
of
these
two
options,
but
that
gets
you
know
into
that.
Neither
of
them
may
happen,
which
I
think
underscores
the
the
need
for
fiscal
certainty
going
forward
and
and
further
validates
the
need
for
something
like
Senate
Bill
52.
Thank
you.
J
A
H
This
chart
that
you
prepared
shows
us
the
fy25
Outlook.
The
FY
24
budget
has
a
little
bit
looking
ahead
to
FY,
26
and
fy27,
and
the
administration
is
very
rough.
Estimates
keep
getting
bigger.
Do
you
have
a
sense
of
whether
SB
52
would
give
the
district
a
path
forward
to
make
plans?
Could
we
balance
FY,
26
and
fy27
budgets
with
the
provisions
of
sb52?
Does
it
get
us
there.
O
I
believe
SP
52
would
get
us
there.
You
can
see
it
fy25
I
mean
we
would
run
a
surplus.
However,
we
do
have
other
projects,
the
plc's,
the
curriculum
adoptions,
there's
other
things
that
we
want
to
do
with
that
money
too.
So
it
really
kind
of
depends
on
how
what
the
board
prioritizes
and
also
again
back
to
those
contracts
being
85
of
our
costs.
O
A
O
Yep,
so
I
want
to
just
go
through
quickly
some
of
the
challenges
and
with
these
estimates,
the
caveats
and
limitations,
of
course,
that
you
know
some
of
the
stuff.
This
stuff
is
going
to
change.
It's
a
we
haven't
closed
out
fy23,
yet
so
I
don't
know
exactly
how
much
money
we're
going
to
end
up
with
this
year
what
our
enrollment
will
be
next
year,
what
legislative
changes
will
be
made?
O
There's
a
lot
of
changes
or
things
that
we're
doing
now
that
we
may
not
be
doing
in
the
future.
There's
curriculum
adoptions.
We've
talked
about
CCL
initiatives,
the
professional
learning
communities,
all
these
things
we've
just
talked
about
today,
if
it
could
change
future
budgets.
So
just
keep
that
in
mind
our
enrollment.
Those
estimates
are
assumed
to
be
static.
O
Enrollment
may
change.
We
have
it
scheduled
to
go
up
or
projected
to
go
up
a
little
bit
next
year.
O
However,
after
that
you
know,
that's
we've
had
a
overall
in
the
last
10
years,
15
years,
net
migration
out
so
just
kind
of
cognizant
of
that's
the
enrollment's
not
going
to
be
the
same
as
it
is
today,
whether
it's
up
or
down,
but
it
does
assume
a
static
enrollment
on
these
on
these
models
and
then,
whatever
those
inflationary
cost
drivers,
the
unsettled
contracts,
the
medical
costs,
inflation,
that's
been
running
well
above
regular
inflation
and
then
the
labor
markets
just
being
having
the
ability
to
hire
the
individuals
that
we
need
to
perform
these
functions.
O
So
there's
there's
a
lot
of
challenges
that
go
into
making
these
estimates
and
making
them
this
far
far
ahead
of
time
before
the
budget's
actually
being
considered.
Whether
we
had
that
challenge
too-
and
we
talked
about
the
FY
24
budget,
because
we
started
that
in
July.
So
as
we
go
and
as
we
came
closer
into
December
and
figured
out
what
our
performer
was
and
then
our
final
budget,
you
know
those
name.
Those
numbers
continued
to
evolve
as
we
got
more
information.
O
So,
just
to
be
aware
that
this
is
in
the
same
kind
of
Realm
as
that,
where
we
need
to
kind
of
take
with
a
grain
of
salt
that
these
are
our
best
estimates
at
the
moment.
But
no,
they
will
change.
O
O
Going
and
I
think
we
had
one
more
slide
that
had
from
the
December
10th
work
session
of
all
the
things
that
we've
discussed
all
throughout
the
first
semester
of
the
year.
With
regards
to
budget
every
two
weeks,
we
were
putting
a
new
item
up
there
and
then
we
kind
of
Quantified
it
within
this.
This
last
Slide
the
work
session.
We
took
the
PTR
at
one
and
then
some
Administration
and
operation
cuts
and
add
a
little
bit
of
special
education
services
so
and
then
all
that
fun
balance
to
help
balance
the
budget.
O
A
O
To
do
right,
I
mean
I,
think
once
the
legislature
wraps
up
we'll
have
a
lot
better
idea.
What
the
well
we're
gonna
have
to
embrace
for
the
following
year,
so
I
suspect
we'll
start
more
conversations
in
July
or
August
again,
giving
you
estimates,
although
you
know
I,
don't
know
if
we'll
go
down
the
same,
very
detailed
analysis
of
every
single
of
all
these
different
programs
that
we
did
last
year.
Frankly,
it's
the
same
board
and
the
not
a
lot
of
changes.
K
Yeah
I
think
you've
been
a
president,
so
I'm
going
to
touch
on
the
topic
of
fund
balance
because
it
came
up
in
Senate
Finance
today
by
understanding
the
handout
was
passed
out,
maybe
to
legislators,
but
to
others
as
well.
In
the
briefing
room
that
indicated,
AST
has
92
million
a
worth
of
fun
sitting
in
an
account
that
I'm
hopeful
is
true,
but
I
I.
Don't
think
it's
true.
K
O
You
is
this
in
respect
to
the
covered
relief
funding
line.
K
O
O
Another
reason
why
we
need
other
fund
balances,
because
we
need
to
have
that
cash
flow
to
be
able
to
front
that
money
and
receive
it
back
from
the
state
of
a
later
time.
But
that
does
sound
accurate
to
me,
but
I
would
caution
that
with
you
know,
we
still
have.
That
was
only
through
December,
the
end
of
December
for
our
reimbursements,
so
it
doesn't
have
anything
for
the
third
or
fourth
quarters
and
most
of
our
costs
since
they're,
in
that
Easter
money
was
dedicated
to
our
teaching
staff.
O
K
Come
on
yeah!
Thank
you,
madam
president.
So
a
quick
follow-up.
There
was
also
conversation
about
using
non-covid
one-time
funds,
related
fund
balance
to
resolve
deficits
and
the
lack
of
an
increase
to
the
BSA.
K
O
O
That
is
still
going
to
be
maintained
for
next
year,
even
with
our
current
plan
of
using
45
million
dollars
of
our
fund
balance,
it
makes
up
that
the
bond
every
Reserve
makes
about
four
percent
of
and
then
what
should
be
about
at
eight
percent,
all
things
being
equals.
That's
where
we
projected
down
to
with
the
45
million
in
fund
balance.
K
Thank
you.
So
one
of
the
scenarios
not
covered
previously
on
the
slide
is
House
Bill
65,
as
amended
out
of
House
Education,
which
cut
the
BSA
figure
to
600
680,
maybe
and
I'm
wondering
what
that
does
for
us
and
where
that
lands
us
next
year
in
comparison
to
a
middle
ground
assembly
between
Senate,
Bill,
52
and
and
the
one-time
funding
from
the
state.
O
So
if
I
understand
your
question,
there
was
a
a
different
or
the
initial
BSA
increase
in
HP
65
right
and
how
much
was
that?
Do
you
remember
great
question?
No
I.
O
The
680
I
think
that's
where
they
generated
the
one-time
payment
of
about
174
million
Statewide.
That
would
get
us
about
the
49
million
okay.
K
And
so
that
would
leave
us
even
with,
even
if
we
use
those
funds
I'm,
sorry
man,
even
if
we
use
those
funds
that
would
leave
us
with
a
deficit
of
42
million.
With
that
one
reading
the
chart.
O
Yes,
well,
if
we
use
those,
if
we
use
those
funds
for
next
year,
we
wouldn't
have
that
money
available
to
push
forward,
so
that
would
increase
that
deficit
back
up
to
like
91
million.
O
If
it's
in
the
BSA,
though,
and
we
can
count
on
it,
then
we
can
go
ahead
and
budget
for
it.
So
if
we
got
equivalent
of
the
49
million
one-time
funding
for
FY
24.,
we
could
expand
it
and
have
it
again
to
spend
the
next
year
if
it's
included
in
the
BSA.
The
problem
with
the
one
time
is,
you
just
don't
know
the
following
year:
what
you're
going
to
get
so
you
can't
really
count
on
it.
K
Okay,
so
we
we
had
a
really
great
exercise
where
we
sat
along
with
community
members
and
we
your
hands
just
a
second
okay.
We,
we
grappled
with
kind
of
these
these
puzzle
pieces
that,
on
your
second
to
last,
slide,
I,
guess
right
before
the
questions
absent
the
passage
of
Senate,
Bill
52
or
something
like
it,
which
completely
addresses
our
funding
challenges.
K
Do
you
see
the
pieces
of
the
puzzle
that
this
board
has
to
work
with
being
fundamentally
different
a
year
from
now
absent
the
passage
of
a
bill
that
budgets
long-term
fiscal
certainty
for
ASD.
O
No
I
believe
all
these
things
would
be
right
back
on
the
table,
along
with
other,
you
know,
the
school
closures
and
whatever
else
that
we
have
out
there.
You
know
there's
a
lot
of
things
we
discussed
and
I
think
every
one
of
them
would
be
back
on
the
table.
In
the
event,
you
have
a
91
million
dollar
deficit.
There's
not
a
lot
of
way
around.
It.
K
H
Lessons
I
guess:
I'm,
just
I'm,
looking
at
the
savings
on
that
chart
for
closing
Abbott
Loop
and
with
a
91
million
dollar
deficit.
H
H
Point
is
the
magnitude
of
the
deficit
yeah.
A
All
right,
thank
you
very
much,
were
we
gonna
add
a
slide
for
a
to
B65
or
you
good.
K
No
I,
thank
you.
Another
person,
I
I,
think
I,
understand
and
I
with
the
reminder
for
Mr
Ratliff
that
the
one-time
funds,
it
I
think
it
might
be
helpful
to
add
a
slide
we're
addressing
hb65
because
it
does
contain
the
second
year
of
funding
and
some
certainty
and
I
also
am
really
wishing
to
avoid
the
conflation
of
one-time
funding
with
a
BSA
increase,
which
is
something
the
house
has
started.
Doing,
which
isn't
accurate.
One-Time
funds
are
not
a
BSA
increase,
because
the
BSA
is
statute
and
one-time
budget
funds
are
an
Appropriations
bill.
A
All
right,
thank
you
very
much
good
job
Andy.
Thank
you
appreciate
your
help
earlier
today,
too.
Okay.
So
that
brings
us
to
our
final
topic,
for
today
is
the
brief
overview
of
our
health
and
we'll.
Let
you
introduce
our
guests.
P
You
bet
good
evening
Madam
president
members
of
the
board,
Marty
Lang
Chief
Human,
Resources
officer
and
I'm
here
with
Ty
walty,
who
is
the
senior
director
of
our
benefits
department,
and
we
wanted
to
provide
just
a
a
brief
update
on
the
status
of
our
current
of
our
ASD
Health
Plan,
but
first
slide
Mike
before
we
jump
into
an
update
on
that.
We
wanted
to
just
highlight
the
fact
that
we
actually
provide
Health
Care
coverage
to
our
employees
and
all
bargaining
groups
through
four
different
employee
health
plans.
P
We
contribute
to
the
aka,
the
Alaska
Teamster,
employer
welfare
Trust
on
behalf
of
our
bus
drivers
in
attendance.
We
contributed
to
the
Local
71
Health,
Plan,
trust
for
our
custodians
and
vpos.
P
We
contributed
to
the
public
education,
Health
Trust,
the
peht
on
behalf
of
our
teachers
and
other
members
of
the
Anchorage
Education
Association,
and
then
we
cover
six
different
groups,
five
bargaining
groups
and
and
our
exempt
employees
through
the
ASD
Health
Plan,
and
you
can
see
there
the
number
of
eligible
employees
associated
with
each
of
those
plans
and
because
it
comes
up
as
a
question.
Often
when
we're
talking
about
health
plans.
We
also
included
those
who
elect
not
to
have
coverage
through
those
plans.
Next
slide.
P
As
you
know,
Health
Plan
funding
is
primarily
done
through
contributions
from
us
as
a
district,
the
employer
and
often
the
employee,
depending
on
which
plan
they've,
chose
those
employer
contributions.
The
ones
made
by
the
district
are
negotiated
through
collective
bargaining
agreements,
and
you
can
see
over
on
the
right
there
what
those
current
amounts
are
for
FY
23
for
our
bus
drivers
in
attendance.
It's
a
little
bit
different
mechanism.
We
actually
contribute
an
amount,
a
set
amount
per
hour
based
on
the
number
of
hours
they
work
and
their
longevity
in
the
district.
P
But
for
all
of
our
other
groups,
we
contribute
a
flat
amount
per
month
for
the
employer
contribution
currently
that
1640
for
Local
71.
We
did
just
settle
a
contract
with
them,
so
that
will
increase
25
a
year
each
year
for
the
next
three
years
of
that
contract
for
the
deht,
on
behalf
of
the
teachers
that
we
currently
contribute,
Seventeen
hundred
and
fifty
dollars
and
for
the
ASD
Health
Plan.
The
monthly
contribution
is
1695.
N
Great,
so
I
just
wanted
to
share
a
little
bit
more
insight
on
how
our
ASC,
Health
Plan
is
managed.
We
do
work
in
conjunction
with
several
vendors
to
manage
our
health
plan
and
just
for
some
historical
information,
the
health
plan
was
moved
to
a
self-funded
health
plan
in
2010.,
and
so
at
that
point
in
time
the
district
made
that
decision
to
go
to
fully
self-pundit,
meaning
we
pay
all
claims
and
all
Associated
costs.
With
their
health
plan.
N
We
do
work
with
Alliant
Insurance
Services,
which
is
our
broker,
who
assists
us
with
managing
our
health
plan
and
that
relationship
with
Alliance
has
been
established
since
2011.,
in
addition
to
the
broker
services
that
Alliance
provides.
They
do
also
provide
additional
support
during
our
open
enrollment
period,
including
customized,
Communications
and
mailings
of
those
Communications
to
our
employees,
that
comes
at
no
additional
cost
to
The
District.
N
N
Triad
is
a
newer
vendor
that
we
have
established
a
relationship
with
in
November
of
2000
2021.
The
district
launched
a
new
benefits
platform
to
make
it
easier
for
employees
to
not
only
manage
their
benefits,
but
also
for
the
district
to
provide
communication
out
on
the
benefits
that
are
available
to
those
employees.
Triad
provides
benefits,
thought
which
is
the
portal
for
our
employees
to
access
their
benefits,
make
any
changes
as
well
as
facilitate
their
open.
N
Additionally,
in
2017,
the
district
brought
in
Vera
Whole,
Health
Clinic
that
was
opened
and
that
is
to
provide
a
reduction
in
claims
costs
and
efficiencies
in
Care
Management.
So
this
is
a
nearsight
clinic
that
is
available
to
our
ASD
employees
at
little
to
no
cost,
depending
on
the
health
plan
that
they
are
enrolled
in,
and
they
can
visit
this
Clinic
to
receive
care
for
preventive
care,
acute
care
visits.
They
can
do
lab
draws
pick
up,
prescription
medications
that
can
be
dispensed
directly
from
the
clinic.
N
In
addition
to
that,
we
do
also
work
very
closely
with
our
Union
Representatives
with
the
task
force.
The
task
force
comprises
of
two
elected
representatives
from
each
Union
group,
who
provides
additional
advisory
input
on
our
health
plan
and
they're,
essentially
our
our
eyes
and
ears
on
the
ground,
to
be
able
to
provide
us
feedback
with
what
is
happening
with
their
members.
If
there
is
any
positive
feedback
or
negative
feedback
or
things
that
are
concerned
with
our
health
plan
that
we
need
to
address
so
I'm
going
to
go
ahead
and
hand
it
back
to
Marty.
P
P
The
slide
that
you
see
now
is
a
five-year
Financial.
Look
back
on
kind
of
the
health
financially
of
the
plan,
as
well
as
kind
of
a.
I
P
Position
of
where
we
are
this
year
with
claims
information
through
the
end
of
March,
so
I'll
just
kind
of
walk
through
the
different
rows
here.
So
you
understand,
what's
in
the
table
in
the
first
row
by
year
you
have
the
total
operating
revenue
for
the
plan.
So
that's
the
total
amount
of
Revenue
through
employer
employee
contributions.
The
next
line
includes
the
total
operating
expenses
for
each
year,
the
last
five
years.
P
That
would
include
our
fixed
costs
as
well
as
those
claims
that
come
in
on
behalf
of
the
plan
that
we
pay
out
as
a
self-funded
plan.
The
third
line
represents
the
operating
gain
or
loss
for
that
year.
In
the
middle
of
the
table,
you'll
see
there's
interest
earnings
there.
P
We
do
get
some
interest
on
the
Investments
where
this
money
is
being
held,
so
that's
represented
there
as
revenue
and
then
second
from
the
bottom
you'll
see
the
change
in
net
position
row,
which
basically
gives
you
the
overall
picture
for
that
individual
year,
whether
or
not
we
ran
a
surplus
or
a
deficit
for
that
particular
fund
year.
The
last
row
is
the
one
of
kind
of
particular
interest.
For
me.
It
shows
essentially
our
Reserve
fund
for
the
ASD
health
plan.
P
The
plan
that
year
actually
ran
a
surplus
of
about
2.3
million
dollars,
and
so
the
reserve
was
up
to
3.6
million
dollars
at
the
end
of
2019..
You
can
see
20,
2019
and
2020.
We
ran
a
surplus
and
then
coming
out
of
the
pandemic.
As
we
spoke
to
last
time.
We
addressed
the
board
on
this
topic.
Our
health
plans
started
running
hot,
as
did
most
health
plans.
We
saw
a
lot
of
claims
coming
in
post-pandemic
and
we
started
pretty
quickly
to
spend
down
the
money
in
that
Reserve
fund.
We
came.
P
We
ended
last
year
with
the
reserve
of
just
over
one
million
dollars,
but
our
position
this
year
eroded
that
pretty
quickly.
Right
now
we
have
claims
in
excess
of
4.8
million
dollars
that
exceed
the
revenue,
that's
gone
into
the
fund,
and
so
right
now
we
currently
have
a
deficit
of
3.7
million
dollars.
P
The
good
news
is
in
December
and
January.
We
saw
some
really
High
numbers
and
in
February
our
claims
started
drop
in
the
month
of
February.
We
saw
actually
only
76
I
think
it
was
76
percent
of
the
expected
claims
for
that
month,
so
our
revenue
for
February
actually
exceeded
our
claims
to
the
tune
of
about
three
quarters
of
a
million
dollars
coming
back
off
of
that
deficit.
So,
hopefully,
we'll
have
some
more
months
with
experiences
like
that
between
now
and
the
end
of
the
year.
P
So
because
of
our
current
status,
we
will
require
a
general
fund
transfer
at
some
point
at
the
end
of
the
year
to
zero
out
that
balance,
since
we
have
spent
through
the
remaining
Reserve
next
slide.
So
looking
ahead,
a
little
bit
on
the
forecast
for
next
year
for
fy24
is
an
increase
of
about
16
for
our
renewal
cost.
That
is,
if
we
didn't
make
any
changes
to
our
current
plan
as
it
exists,
we
have
some
internal
conversations
and
decided
to
take
steps
to
try
to
limit
that
increase
to
something
closer
to
10
percent.
P
Part
of
that
was
done
through
an
ongoing
conversation
with
the
task
force.
We
looked
at
the
structure
of
our
plan
and
we
started
having
conversations
with
the
lion
our
broker
as
to
what
changes
we
could
make
in
our
plan
to
make
it
more
cost
effective.
Of
course,
there's
always
a
balancing
act
there.
P
We
don't
want
to
strip
everything
out
of
the
plan
to
make
it
so
austere
that
it's
not
really
a
benefit
to
our
employees,
but
at
the
same
time
manage
it
in
a
way
that
it
remains
affordable
for
the
district,
and
so
through
that
ongoing
conversation
with
a
task
force,
we
did
decide
to
increase
employee
contributions
by
five
percent
for
next
year
to
put
that
in
in
real
dollars,
employees
will
see
somewhere
between
a
three
dollar
and
a
seventeen
dollar
increase
per
month
next
year
for
their
health
care
plan,
depending
on
which
plan
they
have
elected.
P
We
did
elect
to
increase
the
deductible
and
out-of-pocket
maximum
by
500
for
an
individual
and
decrease
the
out
of
network
reimbursement
from
60
to
50
percent.
Part
of
that's
makes
the
plan
more
affordable
and
also,
hopefully,
will
drive
people's
behavior
a
little
bit
in
terms
of
directing
them
towards
in-network
options
where
we
have
better
negotiated
rates
for
our
claims
next
slide.
P
We
also
fix
some
additional
steps
looking
into
next
year
to
try
to
reduce
the
cost
of
our
plan
on
an
ongoing
basis.
We
are
going
to
do
a
dependent
verification
in
November
of
next
year
anytime.
Somebody
comes
and
wants
to
add
a
dependent
to
their
plan,
whether
that's
during
open,
enrollment
or
through
a
major
life
event.
We
do
require
them
to
verify
that
that
person
is
eligible,
but
once
they're
on
the
plan,
we
haven't
done
anything
to
verify
that
they've
continued
to
be
eligible.
P
In
fact,
we
haven't
done
a
re-verification
since
2013,
so
we
are
going
to
notify
members
of
the
plan
during
open
enrollment
that
we're
going
to
be
doing
that
in
November
we're
going
to
require
all
dependents
to
re-verify
and
give
them
an
amnesty
period
to
take
anybody
off
their
plan
that
isn't
eligible
at
this
time.
P
We
also
are
going
to
continue
to
analyze
the
effectiveness
of
the
Vera
Clinic.
Up
until
now,
we've
had
to
do
that
largely
off
of
assumptions
of
how
our
plan
has
performed
based
on
other
plans
in
the
Anchorage
area.
P
We
don't
have
actual
claims
data
for
people
who
use
the
Vera
clinic,
but
we're
working
with
them
to
be
able
to
pass
zero
claims
information
through
Aetna,
which
will
allow
us
to
compare
the
services
that
they
receive
at
Vera
to
the
cost
that
that
would
would
be
associated
with
that
same
service
at
another
vendor
in
the
community.
So
going
forward,
we'll
have
some
kind
of
true
Apples
to
Apples
comparison
numbers
to
be
able
to
evaluate
that
kind
of
all-important
question
whether
or
not
we're
getting
the
value
that
we
hope
to
get
out
of
that.
P
Vera
Clinic
we're
also
adding
some
additional
disease
management
programs
trying
to
work
on
the
the
long-term
health
and
wellness
of
the
employees
in
the
plan
so
that
they
use
less
Services
and
we're
engaging
with
the
Pacific
Health
Coalition.
If
you're
not
familiar
with
the
Coalition.
It's
a
group
of
about
45
plans
through
different
organizations
across
the
Pacific
Northwest
that
have
pooled
together
to
try
to
get
them
the
best
deal.
They
can
on
different
Services
related
to
health
plans,
and
members
of
the
Coalition
are
able
to
choose
those
Services
a
la
carte.
P
Things
like
Bridge
Health,
but
also
it
would
give
us
the
opportunity
to
look
at
the
Cur
the
existing
elements
of
our
plan
to
see
if
we
could
get
some
of
them
at
a
lower
cost
through
the
the
Coalition
itself
and
then
the
last
thing
that
we're
doing
to
kind
of
maintain
the
long-term
stability
of
the
plan
is
we're
going
to
put
an
RFP
out
next
fall
for
our
third
party
administrator
to
make
sure
that
we
are
getting
the
best
value
out
of
that
provider
next
Slide.
P
The
last
thing
I
wanted
to
provide
was
just
a
page
of
resources
that
the
board
might
be
interested
in
there's
a
link
here
to
the
benefits
webpage.
If
you
haven't
visited
that
site
in
a
while,
so
it's
a
good
to
go
and
see
the
information
that's
available
there.
We
have
information
on
the
monthly
benefit
rates
if
you're
interested
in
seeing
what
those
offerings
are
for
the
different
plans
for
members
on
the
health
plan.
P
P
That
looks
at
the
last
five
years
since
we
opened
up
that
clinic
and
then
there's
also
a
link
to
a
comparison
between
the
ASD
Health
Plan
and
the
same
plan
offerings
through
the
peht.
If
you're
interested
in
that
comparison,
information
so
spoke
quickly
because
I
knew
we
were
short
on
time,
but
I
think
we
got
through
it
all
so
yeah.
I
Yeah
and
I
know
we
don't
have
much
time
right
now
to
go
through
it,
but
the
the
the
maximum
liability
most
insurance
plans
have
a
stop
Gap
group
collectively
and
if
I
owned
a
business
right
now
and
if
I
knew
it
was
unlimited,
you
know
the
the
the
height
of
it.
Without
that
stop
Gap
type
of
liability
and
knowing
64
quick
kicks
knowing
a
Woods
pandemic,
then
covert
hits
whatever
happens.
I
A
liability
is
not
protected
and
and
if
I
owned
a
private
business,
I'd
say
I'm
going
to
lose
the
business
and
we're
going
to
lose.
The
liability
is
going
to
go
through
the
ceiling.
I
haven't
been
any
place
and
I've
been
with
some
large
corporations
and
and
business.
So
without
that,
stop
Gap
Vision
collectively
at
least
well.
I'll
pay
it.
Now
we
did
individually.
Usually
you
do
it
too,
and
you
do
a
careful
analysis
where
it's
at,
but
there's
a
risk
management
component
to
this.
I
That
seems
to
be
missing
from
my
comfort
zone
that,
where
that
stop
Gap
should
be
that
it
was
case
scenario.
That's
why
you
spread
the
risk
throughout
the
country
with
other
insurances
and
everything
else.
If
you
hit
hit
in
an
abnormal
way
right,
the
64,
koi
kits
and
whatever
goes
on,
goes
through
the
ceiling.
I
just
don't
see
that
protection
with
other
as
I
understand
the
stop.
Gap,
isn't
there
collectively
and
the
liability
for
this
many
employees
is
huge.
Isn't
it.
P
P
We
provided
in
board
connect
last
week,
a
summary
of
when
that
decision
was
made.
We
did
carry
that
aggregate
coverage
through
2016,
but
in
2016
we
had
a
a
really
expensive
plan
year.
P
It
was
the
last
time
that
we
had
to
make
a
general
fund
contribution
on
behalf
of
the
plan
and
at
that
time
we
looked
at
all
of
the
services
that
were
being
provided
and
realized
that
we
could
save
some
fixed
costs
by
removing
that
aggregate
cap
and
in
partnership
with
Alliant
they
did
the
analysis
and
at
the
time
the
decision
was
made
that
we
would
assume
that
risk
in
each
year.
P
Since
then,
we
have
worked
with
the
line
to
kind
of
re-evaluate
whether
or
not
that
proposition
still
holds
and
to
date
they
have
continued
to
advise
us
that
we're
we're
still
well
positioned,
but
you're
you're
correct
that
if
we
have
a
major
catastrophe,
something
that
would
produce
lots
of
very,
very
expensive
claims.
We
would
have
to
cover
that
because
we
don't
have
that
aggregate
Gap.
I
A
Thank
you,
member.
Let's.
K
K
K
I'm
asking
the
question
because
I'm
thinking
through
I
think
within
the
last
five
to
seven
years,
I
believe
the
Alaska
State
Troopers
moved
away
from
having
a
self
a
self-funded
plan
and
pooled
with
the
state,
employee,
Association
and,
and
it
was
determined
that
that
was
best
for
them
in
terms
of
benefits
in
terms
of
cost.
And
so
are
we
exploring
that
as
well?.
N
Yes,
so
to
answer
your
question,
remember
Jacobs.
That
is
something
that
the
district
does
continue
to
look
at
and
whether
these
self-funded
Health
Plan
is
something
that
is
still
viable
for
the
district
with
regards
to
costs,
and
so
we
can
continue.
We
will
continue
to
revisit
that
to
ensure
that
that
is
something
that
has
not
lost
to
us.
This.
We
do
want
to
make
sure
that
our
employees
are
getting
the
best
benefit,
in
addition
to
balancing
the
the
obligations
that
the
district
has.
K
Follow
up
a
quick
follow-up
yup!
Thank
you
because
I
guess,
if,
if
there's
anything
in
this,
can
sort
of
board
connector
through
a
follow-up
email,
if
any
analysis
that
we've
done
historically
on
on
joining
and
pooling
with
like
the
state,
Employee,
Health,
Association
or
another
entity
like
it,
and
what
we
found
out
would
be
beneficial
because
if
the
Troopers,
if
we're
trusting
our
First
Responders,
are
trusting
their
health
care
needs
to
a
plan
that
isn't
self-funded.
K
It
makes
me
wonder
why
our
Educators
don't
deserve
that
kind
of
option
too,
and
so
or
our
paraprofessionals
or
other
support
staff,
and
so
thinking
through
that,
so
any
additional
info
would
be
great.
Thank
you.
N
So
the
the
very
Clinic
class
is
is
included
as
part
of
the
overall
fixed
cost
to
run
the
health
plan,
and
so
that
is
accounted
for.
A
Right
I
see
your
mic
on.
Did
you
have
a
follow-up?
Okay,
all
right?
Well,
you
guys.
This
is
the
beginning
of
a
conversation,
but
thank
you
for
more
information
and
I'm,
hoping
that
and
thank
you
for
what
you
put
the
information
that
was
in
board
connect
and
welcome.
Ty
well,
nice
to
meet
you.
Thank
you.
Thank
you
all
right.
Thank
you.
So
with
that
we
do
not
have
an
executive
session,
so
we
will
take
a
dinner
break.