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From YouTube: ASD School Board Work Session 02/07/23
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A
A
Thank
you,
Ms
Foster,
all
right,
first
up
on
our
agenda
is
request
for
information.
My
understanding
is
that
we
don't
have
any
unsorted
rfis.
Are
there
any
additional
items
we
need
to
add
to
the
RFI
log.
A
C
Thank
you
Mr
chair
good
afternoon,
ASD
board
and
Community.
We
are
approaching
the
finish
line
for
passing
a
balanced
fiscal
year,
24
budget.
This
has
been
a
comprehensive
six
plus
month
process
and
we
look
forward
to
closing
out
this
budget
cycle
and
starting
the
initial
planning
for
fiscal
year
25.
While
this
major
Milestone
is
nearly
behind
us,
I
hope
to
transition
our
Focus
to
academic
outcomes
and
our
goals
and
guard
rails
moving
forward
today,
we'll
provide
one
of
our
last
overviews
of
fiscal
year.
24
budget
and
preparation
for
a
vote
on
February
21..
C
Also,
one
topic
that
was
originally
raised
as
a
budget
solution
was
moving
sixth
grade
to
middle
school.
We
are
now
interested
in
continuing
that
conversation,
but
not
for
budgetary
reasons,
but
because
of
a
number
of
academic
and
extracurricular
opportunities
that
it
could
unlock
for
our
sixth
grade
students
we'll
have
a
slide
that
provides
an
overview
of
our
proposal,
which
is
a
non-action
item
tonight
that
proposes
a
planning
year
next
school
year,
followed
by
district-wide
implementation
in
24,
25.
D
D
First
item:
just
real
quick
rehash
the
timeline.
Today's
meeting,
we're
introducing
the
budget
to
you
guys
and
on
the
meeting
on
the
21st
of
February.
We
plan
on
hopefully
getting
approval
for
that
it
has
to
be
to
the
assembly
by
the
first
Monday
in
March
and
their
approval
is
set
I,
believe
it's
around
I,
think
it's
March
21st
or
so,
as
the
assembly
meeting,
which
they'll
have
it
approved.
D
Aside
from
that
we're
just
watching
the
State
Legislative
updates
try
to
get
a
feeling
where
the
the
legislature
might
go
with
any
sort
of
Revenue
increases
or
change.
Other
changes
in
Educational
Funding.
D
So
we
did
update
this
slide.
You
guys
have
seen
this
for
quite
a
while.
Now,
really
it
just
shows
the
BSA
over
time
since
2017
and
how
we've
shored
up
the
budget
and
as
well
as
what
the
BSA
would
be
based
on
inflation.
We
did
update
this
to
the
new
inflation
numbers
that
came
out
for
2022,
which
is
about
8.1
percent.
So
that's
that
red
line
and
the
dotted
line
there
really
just
shows
what
our
previous
projection
was.
D
So
that's
the
two
percent
historical
inflation
growth
that
we
saw
and
we
kept
the
two
percent
historical
for
23
and
24
as
well.
D
So
as
you
can
see,
the
inflation
fruit
PSA
is
about
a
1268
dollar
increase
of
what
that
would
be.
As
you
see,
some
of
the
the
legislative
bills
that
came
around
SB
52
had
about
a
thousand
dollar
BSA
increase
part
of
the
hard
part
of
predicting
what
we'll
actually
need
in
a
BSA
increases
where
contracts
settle,
it's
those
typically
lag
inflation
by
a
year
or
two,
depending
on
when
they're
Bargains.
D
So
if
you
see
a
high
inflation
year
A
lot
of
times,
those
contracts
are
more
likely
to
follow
suit.
After
High
inflation,
but
that's
really
what
we're
kind
of
looking
at
now
is
our
CPI
bit
really
high
and
it's
trending
that
way
for
23
so
far
too,
but
we're
waiting
to
see
what
the
final
numbers
are.
D
So
we
do
have
a
balanced
budget.
We
did
address
that
what
ended
up
being
about
a
48
million
dollar
deficit
after
we
got
it
down
from
the
original
68
that
we
had
projected
in
July.
We
are
using
the
remaining
20
million
dollars
in
Esther
money,
as
well
as
maximizing
the
one-time
funding
funding
through
fund
balance
to
alleviate
any
major
disruptions
to
our
educational
system.
D
We
do
have
a
PTR
increase
of
plus
one
at
grades
K-12
and
there's
a
lot
of
other
moving
pieces
in
this
budget
too.
This
is
probably
one
of
the
more
complex
ones
that
I've
done
since
I've,
been
here
with
just
a
sheer
number
of
positions
and
Department
reorganizations,
not
necessarily
new
things,
but
a
lot
of
Shifting
pieces
in
this
budget
and
then
the
shifting
between
funding
sources
between
easier
than
back
in
the
general
fund.
D
All
that
it's
just
so
it's
it
looks
like
a
lot
of
moving
pieces
on
paper,
so
it
does
look
busy
when
we're
starting
to
look
at
these
slides
and
how
how
the
budget
was
compiled.
D
So
our
final
efforts
to
get
to
a
balanced
budget,
we
did
increase
our
Revenue
about
four
million
dollars
based
on
the
from
the
pro
forma
estimate.
This
is
going
to
include
student
or
increase
based
on
our
demographic
projections.
Higher
intensive
needs
students,
and
we
also
added
in
some
Pre-K
ADM
that
was
from
the
Alaska
reads:
act
the
halftime
ADM
that
we
get
from
that
for
students
that
aren't
covered
under
special,
ed
or
other
Federal
programs.
D
So
we
think
we'll
get.
We
were
able
to
increase
our
Revenue
by
about
4
million.
We
increased
our
attrition
estimates
by
another
million
or
so
from
what
we
had
in
our
pro
forma
budget,
which
was
a
two
and
a
half
million
dollars
increase
in
nutrition.
So
that's
up
to
about
a
three
and
a
half
million
dollar
increase
over
FY
23
and
for
those
of
y'all
listing
that
may
not
be
familiar
with
attrition.
D
It
is
our
estimate
of
how
many
positions
are
going
to
go
unfilled
all
year,
how
many
people
might
waive
medical
insurance
and
then
just
the
any
position
vacancies
we
have
throughout
the
year.
So
really
just
all
these
unfilled
positions
and
folks
who
waive
medical
insurance,
all
those
are
kind
of
add
up
to
quite
a
bit
and
as
we
increase
some
of
the
Staffing
some
of
our
areas,
you
know
we
think
we're
more
comfortable
in
increasing
that
attrition
estimate
to
as
some
of
those
staff
that
were
increased
within
the
special
education
realm.
D
Those
are
some
of
the
harder
to
fill
positions
as
well.
We
want
the
flexibility
to
be
able
to
hire
those
positions
if
we
can,
but
from
what
we
can
see.
You
know
we're
taking
the
the
tact
that
some
of
those
may
not
all
get
filled
and
then
we
scaled
back
some
of
our
FY
23
Easter,
funded
programs,
ASD
virtual
summer
school
I.T
and
then
some
of
the
mental
health
for
the
mental
health.
It
gets
a
little
bit
more
complicated
in
our
Easter
budget.
We
allocated
about
two
million
dollars
in
mental
health.
D
I
know
the
board
had
said
you
know,
spend
up
to
five.
We
don't
think
we
can
get
to
that
point.
So
we
ended
up
creating
a
budget
for
about
two
and
a
half
million
or
two
million,
and
then
of
that
2
million
we
brought
about
a
million
and
a
half
or
so
from
Easter
into
there.
We
did
have
some
other
ads
and
some
other
position
alignments,
but
we'll
get
to
that
later.
We
want
to
show
a
complete
picture
of
mental
health
and
Dr
caduson's
here
to
address
how
that
Department's
going
to
function.
D
The
other
thing
we
did
is
we
had
some
decreases
in
The
District
administration
and
operations,
and
then
we
closed
Abbott,
Loop
and
Ursa
Major
for
fy24
Ursa,
Major
being
temporary
until
we
really
find
out
more
about
what
that
facility
is
going
to
be
like
in
what
it
will
take
to
get
it
back
online,
so
not
really
sure
on
the
timeline
on
that.
D
So
those
are
the
big
moving
pieces
that
we
had
to
get
to
a
balanced
budget.
The
general
fund
Revenue-
if
you
can
see
that
there's
some
fairly
large
changes
here,
the
first
one
being
the
local
property
taxes.
That's
a
8.6
million
dollar
increase
about
four
percent.
D
This
is
almost
entirely
due
to
the
required
vocal
contribution
about
7.8
million
or
so
that
is
the
required
local
amount,
which
is
also
reduced
directly
from
State
funding.
So
as
that
required,
local
contribution
goes
up.
State
money
goes
down
about
900,
000
or
so
is
going
to
be
just
part
of
the
additional
local
contribution
that
we
can
collect.
D
State
revenue
decreased
by
about
three
well,
the
other
point,
the
other
45
million
dollar
question
in
there
is
the
fund
balance
that
includes
both
the
16
million,
plus
that
we
received
in
one-time
funding
for
this
year,
as
well
as
the
28
plus
million
that
we
had
in
fund
balance
to
get
down
to
the
board
minimum
eight
percent.
So
that's
really
how
we
end
up
balancing
our
budget
was
just
you
using
fund
balance
and
kicking
the
can
down
the
road
so
to
speak.
D
Foundation
funding
for
the
state,
that's
dropped
by
about
3.9
million,
and
that
has
a
bunch
of
moving
pieces
too.
So
about
4.8
million
we
reduced
based
on
reduction
of
the
hold
harmless
provision
that
we
were
triggering
for
FY
23
and
some
of
the
school
size
adjustments
went
down
for
the
regular
ADM.
D
We
had
an
increase
of
about
4.2
million
for
intensive
needs,
funding,
an
increase
of
about
2.3
million
for
correspondence
funding
and
about
a
2.2
million
dollar
increase
was
the
result
of
the
30
BSA
increase
and
then
again
we
lost
about
7.8
million
from
the
required
local
contribution
shifting
from
the
state
to
the
city.
D
So
we
added
this
new
slide
really
because,
like
me
and
I'm
sure
all
of
you
have
gotten
the
question
of.
Why
do
my
property
taxes
keep
going
up,
but
the
school
district
keeps
asking
for
more
money,
I'm
sure
you've
all
gotten
that
question
many
times.
So
we
did
this
graph
to
really
kind
of
illustrate
that
point,
so
the
blue
line
going
up
is
the
required
local
contribution
that
the
city
has
paid
from
since
2017
up
to
2024
and
that's
gone
up
about
17
million
dollars
over
the
course
of
the
that
time.
D
D
So
that's
really
what
we're
trying
to
illustrate
with
this
is
to
say
yeah.
Your
taxes
have
gone
up
because
the
state
recognizes
you
have
inflation
on
these
home
prices
and
takes
it
out
of
the
required
local
contribution.
D
However,
that's
really
where
their
recognition
of
inflation
has
stopped.
So
it's
that
so
really
just
trying
to
paint
that
picture
of
why
taxes
go
up,
but
the
district
still
needs
more
money.
It's
because
we're
flat
funded
even
with
that
tax
going
up
because
the
state's
paying
less
and
then
we
have
inflation.
On
the
other
issues,
labor
utilities
paper,
Insurance
everything
just
costs
more.
D
People
Transportation
we've
got
a
balanced
budget
there
really
about
a
two
million
dollar
increase
about
eight
percent
overall
on
our
revenue
and
expenditures.
Most
of
that's
going
to
be
shored
up
with
fund
balance
that
we've
gained
through
just
savings
by
not
being
able
to
fill
routes
by
the
contractor,
not
filling
routes,
and
this
is
just
kind
of
savings
over
time.
D
So
we
think
we'll
have
about
two
and
a
half
million
dollars
to
help
Shore
up
that
budget
and
that'll.
Allow
us
to
reduce
our
tax
requests
for
transportation
by
about
half
a
million
so
really
just
trying
to
find
money
where
we
can
and
keep
it
our
property
taxes
and
limit
the
increase
to
the
profit
taxes
as
much
as
we
can,
but
that
required
local
contribution
is
going
to
be
a
pretty
big
hit.
D
Foreign
student
nutrition
about
a
3.7
increase
overall,
the
biggest
moving
pieces
on
that
is,
the
lunch
sales
and
breakfast
sales
is
those
are
trending
down,
and
this
is,
it
looks
like
pretty
steep
changes
and
really
the
the
reasoning
behind
this
is
an
foa
22
lunches
for
all
students
who
are
free
through
a
federal
program.
So
you
know
my
kids
pay
for
free
whenever
they
wanted
to
go,
but
that's
counted
as
local
revenue
and
as
part
or
focal
launch
sales
and
part
of
that.
D
So
as
they're
projecting
out
FY
23
back
in
FY
22,
they
were
using
the
same
kind
of
methodology
of
saying
you
know:
here's
what
we
think
we're
going
to
get
based
on
this
what's
happening
now,
as
we
look
forward
and
that
program's
gone
away
for
even
this
year,
it
looks
like
we're
going
to
sell
far
less
meals.
It's
like
fully
paid
meals.
However,
we
do
expect
our
lunch
reimbursements
from
the
federal
government
to
go
up
as
far
as
the
federal
program
which
will
balance
that
out.
D
So
this
chart
shows
our
expenditures
by
state
function
for
next
year.
By
and
large,
our
costs
are
going
into
direct
to
direct
instruction,
special
education
and
opposite
maintenance.
Those
are
the
three
highest
things.
District
administration
is
about.
One
percent
of
that
total
and
District
administration
support
is
about
5.7
percent.
District
administration
encompasses
superintendent
school
board,
some
of
the
Chiefs,
the
in
I,
believe
Communications,
and
some
assessment
and
evaluation
costs.
D
The
administration
support
is
services
like
payroll
accounting
budget
HR.
It
purchasing
Warehouse
those
sort
of
functions.
Most
of
the
other
costs
are
within
the
schools.
D
So
that's
kind
of
the
color
coding
we
have
the
the
brownish
bars
are
what's
predominantly
in
schools,
and
then
the
blue
bars
are
what's
more
District
office
about
85
of
our
budget
is
going
to
salaries
and
benefits
and
about
5.3
on
utilities
and
rent,
and
that's
that's
most
of
our
costs.
D
So
if
we
talk
you
hear
folks
talking
about
well,
can
we
just
give
you
a
flat
increase
for
to
pay
for
insurance,
insurance
and
other
stuff's
about
point
eight
percent,
so
the
biggest
elephant
in
the
room
is
that
salaries
and
benefits
where
people
heavy
industry?
We
had
many
people
to
do
the
work,
but
really
this
chart
just
kind
of
highlights
where
our
costs
are
at
by
function
and
by
type.
D
So
this
will
be
our
PTR
going
in
for
into
next
year,
with
the
plus
one
at
all
grade
levels.
It
resulted
in
about
a
reduction
of
2062
FTE.
Overall,
we
did
use
remaining
Easter
funds
to
help
balance
the
budget
and
use
this
source
of
about
164
positions,
and
we
put
them
all
at
middle
and
high
schools.
There's
an
appendix
g.
D
At
the
back
of
the
budget
book
that'll
compare
Easter
and
general
fund
for
FY
23
against
Easter
and
general
fund
for
fy24,
so
you
can
really
kind
of
paint
the
picture
of
here's
the
total
change
in
teaching
fde
at
the
school.
If
you
look
at
the
individual
budget
pages
in
the
budget
book,
you're
gonna,
not
it
won't
really
tell
the
same
story,
because
it's
just
looking
at
the
general
fund
and
not
all
funding
sources
with
the
Easter
funding.
Our
intent
was
to
really
kind
of
make
that
more
manageable.
D
We
pulled
all
the
high
value
programs
that
we're
doing
into
the
general
fund
for
this
year
and
then
just
use
the
rest
of
the
remaining
money
on
on
teachers
and
that'll
be
a
lot
easier
for
us
to
manage
internally,
as
well
as
going
forward
having
those
costs
already
allocated
in
the
general
fund
for,
like
the
community,
the
CCL
projects,
mental
health,
those
things
just
trying
to
get
those
in
our
budget
going
forward
and
then
we'll
address
the
the
teachers
we
go
along.
D
Ptr
remained
the
same
from
17
to
23.
We
increased
it
by
one
for
this
year.
Of
course,
Abbott
Loop
and
Ursa
Major
were
taken
out
of
the
budget
for
24..
You'll
still
see
some
costs
in
there
for
utilities
predominant
to
keep
the
lights
water
and
heat
on,
so
the
building
doesn't
fall
into
too
much
disrepair.
D
We
had
a
12
teaching
positions
to
support
language
immersion
schools.
I
know
we
spent
a
lot
of
time.
This
fall
looking
at
language
emergence
and
how
much
are
the
additional
costs
that
that
does
so
we
decided
to
go
ahead
and
be
transparent,
put
those
FTE
into
the
schools
before
we
were
taken
out
of
a
hold
back
pool,
and
this
will
give
us
more
flexibility
with
that
hold
back
pool
going
in.
D
So
when
we
have
these
bubbles
of
high
class
sizes,
we
can
allocate
more
staff
going
forward,
but
for
this
year
a
lot
of
our
holdback
was
our
flexibility
was
kind
of
limited
by
having
to
shore
up
some
of
those
neighborhood
programs
with
the
immersion
programs
in
them
about
a
one
and
a
half
FTE
or
just
changes
on
enrollment.
So
we
didn't
have
a
whole
lot
of
changes
overall
based
on
enrollment,
but
in
elementary
is
one
and
a
half
and
then
38
teacher
reductions
based
on
PTR
increase.
D
D
Schools
similar
we
added
0.2
teaching
ft
based
on
the
metric
for
the
enrollment
and
introduced
13,
BTR
or
fde
due
to
the
PTR,
do
the
other
metrics
for
principals
and
counselors
and
security.
We
did
make
a
few
other
changes
there,
as
you
can
see:
South
High
slave
to
lose
a
principle
and
a
clerical,
that's
tied
to
that
principle,
but
increase
the
counselor
based
on
the
different
just
how
that
metric
Falls
and
then
a
couple
changes
in
security,
foreign.
D
Schools,
the
FTE
reduced
due
to
enrollment
was
six
and
then
the
fdde
reduced
due
to
the
PTR
was
2.4.
We
made
a
few
changes
and
the
biggest
changes
on
here
are
with
ASD
virtual,
which
I
think
is
probably
a
good
time
to
let
Sven
take
over
and
discuss
kind
of
the
changes
that
we
are
proposing
for
that
program.
So.
E
With
ASD
virtual
we're
proposing
getting
rid
of
both
the
elementary
and
middle
school
components
of
ASD
virtual
and
then
moving
the
high
school
component
to
a
rebranded
paidea.
E
This
will
allow
us
to
save
close
to
between
1.3
and
1.5
million
dollars.
We're
looking
at
providing
a
couple
supports
that
aren't
with
ASD
virtual
in
the
piidea
model,
so
that
our
kids
will
be
supported
at
the
high
school
level.
D
Okay,
next
slide
so
our
general
fund.
This
is
kind
of
aggregation
of
our
school-based
changes
for
the
general
fund,
the
immersion
teachers,
the
changes
based
on
enrollment
and
then
the
PTR
change,
and
then
on
this.
We
also
have
the
staff
reductions
from
the
school
closures.
That's
Abbott
woop
and
there's
some
major
closing
the
two
principals
clerical
Librarians
nurses
I've
gone
through
those
models
in
some
detail,
but
savings
about
14,
FTE
and
1.3
million.
We
were
able
to
add
a
pre-school
classrooms
too,
as
we
shifted
funding
from
a
state
Grant.
D
We
had
a
state
grant
that
was
going
away
in
lieu
of
the
reads
act,
so
we
pulled
in
those
programs
or
for
next
year
we'll
pull
in
those
Pre-K
programs
into
the
general
fund
and
then
use
that
increased
revenue
from
the
half
ADM
BSA
to
fund
them.
So
happy
about
that
to
be
able
to
continue
those
Pre-K
programs
and
then
the
total
other
changes,
that's
the
ones
we
went
through
with
the
principal
counselors
clerical,
all
those
other
things
that
were
on
those
previous
sheets,
the
5.21
paraprofessionals
on
there.
D
I
would
say
that
that
is
more
of
a
metric.
When
we
talk
about
the
kindy
classrooms
and
noon
duties
as
our
standard
for
a
candy
classroom
is
a
three
and
a
half
hour,
ta
per
classroom,
and
then
we
add
two
hours
on
to
that
for
noon
Duty.
So
as
we
project,
maybe
a
little
bit
lower
in
kindergarten
number
of
kindergarten
classrooms.
That's
why
that
goes
down.
D
That's
predominantly
within
our
our
correspondence
schools,
where
they
had
a
really
high
increased
enrollment
and
they're
projecting
to
keep
their
enrollment
increase,
and
most
of
that
money
goes
towards
reimbursements
for
families
for
classes
or
whatever,
whatever
they're
buying
it's
just
kind
of
the
allotments
paid
to
families,
essentially
what
it
is.
D
D
We
slight
red
increase
in
the
gifted
pair
pros
and
other
testing
services.
The
Whaley
Staffing
you
show
it
will.
It
shows
losing
two
FTE.
That
was
something
we
did
this
year.
There
was
a
board
memo
that
went
through,
took
out
the
paraprofessionals
and
added
intervention,
coaches
and
a
counselor
programmatic
change.
That
Whaley
wanted
We've
added
some
speech,
language
staff,
otpt
staff
and
then
some
intervention
coaches
at
elementary
and
then
we
reduced
a
or
we
added
teacher
encounter
to
the
ACT
program.
D
We
did
reduce
the
English
language,
Learners
transition
support
clerk.
It
was
a
vacant
position,
that's
been
out
there
for
a
while
and
then
the
native
education
changes
that
were
made
were
all
set
down
on
that
board
member
was
spent
with
Whaley,
so
that
was
something
that
they
brought
forward
and
supported
and
tried
to
make
it
cost
neutral
and
the
other
things
we
had
were
special
education
substitutes
and
some
money
for
recruitment
retention
to
just
try
to
get
these
folks
up
from
out
of
state.
D
The
administration
changes
we
reduced
position
out
of
equity.
We
reorganized
teaching
and
learning
and
ended
up
adding
one
position,
there's
in
our
appendix
seed
or
they'll
have
all
these
lined
out
all
the
different
changes,
but
that
was
the
net
change
was
an
increase
of
one
and
about
182
000
total.
We
eliminated
a
high
school
education
director,
then
added
some
money
in
for
secondaries
training
and
professional
learning,
communities
and
inclusive
practices
producing
up
some
maintenance
assistant
director,
14
custodians
that
were
vacant.
D
D
D
You
know
we
did
reclass
a
couple
positions
for
a
total
of
about
62,
000
and
then
other
and
those
are
all
listed
in
that
appendix
TC,
appendix
C,
so
you'll
see
kind
of
the
ins
and
outs
there,
but
and
other
service
supplies
and
equipment
with
administrationally
reduced
by
about
a
hundred
thousand
you'll
see
this
the
school
resource
officers
coming
off
and
then
the
district-wide
attrition
that
we
talked
about
earlier
then
we're
expecting
their
insurance
costs
to
go
up
by
about
a
half
a
million.
D
D
D
There
were
previous
or
and
then
half
position
that
was
paid
for
by
Easter,
with
a
lot
of
Canada
contracted
services
and
other
things
that
we're
we're
looking
to
do
and
Jenny
will
get
into
really
how
that's
gonna,
how
that's
going
to
look
in
the
fall.
The
real
the
total
budget
is
about
three
and
a
half
million,
and
while
not
in
this
budget
particular
you
know
when
you
see
that
the
admin
costume
there
they
are
taking
over
the
supervision
of
the
psychology
department,
which
is
also
a
large
staff.
D
G
Thank
you
Andy,
so
to
talk
a
little
bit
about
the
reorganization,
you'll
see
those
Behavior
strategists
and
behavior
analyst
positions
and
those
are
coming
to
us
from
special
education,
and
that
was
really
an
effort
to
better
coordinate
our
behavior
supports
for
students
so
that
when
students
are
struggling
behaviorally
that
we
can
deploy
experts
into
buildings
to
really
help
school-based
support
staff.
G
G
The
other
piece
too,
that
you'll
see
is
a
large
portion
under
mental
health
senior
director,
but
it's
mostly
under
contracted
support.
This
is
addressing
board
guard
rail
4.2
about
increasing
the
number
of
community
clinicians
in
buildings,
so
this
gives
them
basically
startup
money
to
get
that
going
while
they
get
started
until
they
get
their
billing
cycles
and
that
going
with
Medicaid
and
those
types
of
funding
sources.
G
So
that's
the
money
that
came
from
Easter
into
a
general
fund
that
we're
going
to
be
continuing
to
work
with
our
community
clinicians
through
both
our
project
aware
Grant,
as
well
as
General
Health,
increase
that
and
meet
our
guardrail
4.2
and
then
finally,
you'll
see
some
mental
health
changes.
We
have
one
director
and
that
is
Kate
McClellan
and
she
came
over
from
health
care
services
and
she's
really
heading
up.
Our
mental
health
supports.
G
So
we
really
have
a
Continuum
of
Behavioral
supports
for
all
kids
across
our
schools,
and
then
one
of
the
other
assistant
directors
is
really
focusing
on
the
elimination
of
seclusion
and
the
reduction
of
restraint
in
the
district
and
really
also
helping
with
those
Behavior
strategists
and
allies
and
how
we
better
use
them
and
coordinate
those
services.
So
again,
a
lot
of
this
work
is
really
about.
We
had
a
fragmented
system
where
different
providers
were
in
different
departments.
G
We're
now
coordinating
that
together
to
provide
a
more
uniform
system
for
for
our
schools
and
then
positive
thing
is
we
we
added
on
three
more
school
counselors
and
that
will
be
at
the
elementary
level
and
that
will
serve
an
additional
six
schools,
so
we're
in
the
process
of
working
on
that
right
now.
So
again,
that's
addressing
board
guard
rail
4.1,
where
we're
increasing
the
amount
of
mental
health,
the
internal
Mental
Health
reports
within
our
schools.
So
really,
this
structure
is
helping
support.
D
All
right
and
lastly,
we
have
the
just
a
list
of
the
items
that
we
pulled
in
from
Easter
funding
to
really
some
new
new
higher
induction
money,
the
mental
health,
the
changes
spoke
of,
and,
while
it
says
mental
health
senior
director,
it's
not
just
her.
That's
the
contract
cost
too.
We
pulled
in
she's,
not
despite
1.6
million
we
pulled
in
reading
interventionists.
The
kind
of
the
high
value
push-in
supports
there,
the
technology
people
and
the
software
and
the
devices
all
those
costs
we
pulled
in
and
the
amount
that
you
see
here
on.
D
These
aren't
necessarily
what
we
had
budgeting
budgeted
in
the
Easter
funding.
A
lot
of
these
are
lesser
amounts,
because
we're
just
trying
to
wind
down
some
of
these
programs
that
were
started
up
during
during
covid
and
you'll,
see
the
the
virtual
teachers
brought
in
an
8.8
that
was
about
you
know
we
had
20
or
so
in
Easter
money
and
the
classroom
teachers
we
brought
in
313
of
the
477.
So
that's
the
difference
is
164
that
we're
going
to
leave
out
there
in
secondary
schools.
D
So
then,
lastly,
I
think
Mr
Gus
spoons
gun
to
discuss
six
blue
and
sixth
grade
to
middle
school.
E
Started
as
a
conversation
around
the
budget
early
on,
and
we
wanted
to
update
you
just
as
why
we're
going
we're
asking
for
a
different
kind
of
pathway
for
moving
sixth
grade
to
Middle
Schools.
E
We
we
have
gone
over
with
you
the
benefits
of
moving
sixth
grade
to
middle
school
before
one
of
the
things
that,
as
we
really
got
looking
into
it
and
starting
to
what
all
has
to
happen
to
be
able
to
move
middle
sixth
graders
to
middle
school,
we
realize
that
it
is
very
extensive
and
it
would
be
easier
to
do
all
of
the
schools
at
one
time.
So
we're
asking
that
we
have
a
non-action
memo
this
evening.
E
Just
so
my
things
right
on
this
sheet
that
we
would
look
at
as
benefits
as
just
the
more
options.
We
talked
about
more
options
in
CTE
World,
Language,
Fine,
Arts,
being
able
to
have
more
music
options
in
the
in
the
Middle
School
increased
PE
and
health.
Looking
at
our
wellness
policy,
I'm
having
a
three-year
experience
at
middle
school
is
pretty
pretty
nice
and
then
just
kind
of
some
of
the
things
that
we
have
to
think
about
as
we're
looking
at
moving,
even
down
to
making
sure
our
fifth
grade.
E
Teachers
are
trained
as
to
have
accommendations
for
classes.
That's
kind
of
extensive,
because
there's
a
lot
of
those
fifth
grade,
teachers
that
have
to
do
that,
I'm
just
looking
at
both
the
elementary
and
the
middle
schools
making
sure
it's
a
really
good
smooth
transition
for
the
kiddos
and
the
families.
As
we
trans
trans
move,
those
kids
in
it
makes
it
easier
to
do
it
in
one
year
rather
than
two
because
of
the
fact
effective.
Some
of
our
schools.
E
Actually,
some
of
our
elementaries
have
multiple
middle
schools
that
they
go
to,
and
if
we
were
to
split
those
up,
it
would
be
problematic
and
possibly
a
second
zone
or
second
switch
shift
of
the
boundaries
the
second
year
and
we'd.
Rather,
do
that
all
at
once
so
anyways
we're
bringing
this
to
you
today
because
it
did
start
in
budget,
but
we
don't
believe
that
it
really
is
a
budgetary
item
more
so
than
a
just
an
item.
That's
good
for
kids!.
E
A
Thank
you
Dr
Brian
and
team,
and
thank
you
board
members
for
being
patient
holding
your
questions.
I
think
it
was
benefit
to
getting
all
that
information
at
once
for
the
record.
I
did
want
to
note
that
we've
been
joined
by
member
Wilson
at
401
PM
member
Holloman
at
4,
12
p.m,
and
member
Higgins
online
ad
for
20
p.m.
H
H
H
A
I
I
have
a
list,
but
I
will
answer.
The
jayberry
loss
of
students
did
I
hear
that
correctly
that
there
was
a
decrease
in
the
amount
of
students
at
Jaber.
D
I
D
Well,
the
number
of
students
is
not
necessarily
a
projection.
It's
they
take
the
count.
This
year
we
get.
We
submit
it
to
the
impact
aid
office
based
on
this
year's
data.
So
it's
actually
current
students
that
are
being
submitted
for
next
year,
so
we're
relatively
confident
in
the
number
of
students
declining
but
I,
don't
know
as
far
as
kind
of
ongoing
what
the
projection
is
for
onbase
I.
I
I
I
J
Right,
that's
the
total
number
of
routes
that
doesn't
include
all
the
the
subs
and
everybody
else.
That's
been
hired,
but
that's
the
number
of
routes
after
we
modified
the
routes
at
the
beginning
of
this
year,
taking
out
some
of
the
stops
and
making
it
go
a
little
bit
further.
In
order
to
minimize
the
total
requirement
of
buses.
I
Okay,
so
for
clarification,
so
I
heard
that
correctly,
that's
the
number
of
routes
that
each
the
either
the
ASD
or
Reliant
bus
drivers
are
driving
or.
K
I
guess
I
have
one
question
and
then
a
comment.
The
main
question
actually
was
at
the
very
end
regarding
the
sixth
grade
to
Middle
School
move
causing
changes
in
bus
route,
sort
of
evaluation
planning
are.
We
then
considering
a
whole
District
boundary
change
experience
or
only
with
respect
to
Middle
School?
Can
you
just
speak
to
that
I.
K
I
have
a
follow-up
comment:
I
was
really
struck,
so
I
was
in
Juneau
this
weekend
with
member
Wilson,
and
one
of
the
presentations
we
received
gave
us
an
overview
of
how
funding
education
funding
looks
across
the
state
and
I
compared
the
State
Supply
chart
with
asd's
pie
chart
and
just
looking
at
this,
we
spend
half
as
much
on
District
administration
as
districts
across
the
state.
We
spend
significantly
more
on
instruction
than
districts
across
the
state
and
I.
That
was
an
interesting
talking
point
with
some
of
our
legislators.
A
Thank
you,
member
lessons,
member
Holloman,
any
questions.
L
I've
got
a
couple
in
regards
to
Middle
School
for
the
Facebook
fifth
graders
that
are
staying
at
the
elementary
does.
Music.
Look
the
same
to
them
after
the
sixth
graders
leave.
When
we're
talking
about
the
change
in
music
instruction,
we're
looking
at
like
sixth
grade
band
and
Orchestra
and.
L
And
then
the
the
other
question
is
for
the
sixth
graders
that
go
to
Middle
School.
Does
this
look
like
seventh
and
8th
grade
middle
school
with
sixth
graders
or
or
sixth
grade
a
little
bit.
E
Different,
so
I
would
just
look
at
what
we
do
in
baggage,
Clerk
and
Mirror
Lake.
Currently
with
our
sixth
graders.
They
have
a
little
difference.
E
M
Yes,
thank
you,
I
have
a
a
couple
of
questions
and
then
I'd
like
if
you
could
review
the
property
tax
slide
again
at
the
end
of
these
couple
of
questions.
M
So
my
first
question
is:
is
there
a
scenario
where,
where
we
would
bring
back
programs
and
I'm
thinking
programs
like
the
elementary
version
of
asdv,
that's
one
question
and
then
the
a
follow-up
question
for
that?
Is
you
know
how?
How
are
we
preparing
K
I,
think
K-8
asdv
staff
for
the
change
if
this
budget
passes
because
they
would
be
displaced,
correct.
E
M
C
I
can
take
a
stab
at
this,
so
if
I
understand
correctly
Madam
president,
the
question
is:
if
we
were
to
receive
more
funding,
is
there
a
list
of
what
we
bring
back
first
and
when
and
I
think
that
really
depends
on
the
level
of
funding
and
all
the
different
scenarios
that
we're
looking
at
as
it
relates
to
the
next
fiscal
year,
because,
as
the
support
is
aware,
next
year's
fiscal
clip
will
be
larger
than
this
year's
because
of
cost
of
living
adjustments
for
our
employees
and
other
factors.
C
M
All
right,
I
think
that
that
kind
of
answers-
the
question-
I
I,
know
at
one
point
I
think
we
had
a
little
bit
of
a
discussion
about.
M
You
know
what
what
things
might
we
be
able
to
restore
if
we
did
get
extra
funding?
So
what
I'm
hearing
is
that
it
would
depend
on
lots
of
things
that
are
still
unknown.
M
Okay,
so
could
Andy
I'm
sorry.
Could
you
quickly
review
that
property
tax
slide
again,
I
think
I
missed
the
important
piece
of
it.
D
Yeah,
so
this
slide
really
just
shows
the
change
in
the
required
local
contribution
from
2017
to
2024,
and
this
is
set
based
on
the
property
values
in
Anchorage.
So
we
take
the
full
and
true
value
of
property
taxes
and
multiply
by
2.65
Mills
and
whatever,
whatever
the
local
property
taxes.
The
required
local
contribution
is.
The
state
reduces
that
amount
from
our
foundation
funding.
D
D
So
our
property
taxes
do
keep
going
up,
and
you
hear
that
from
the
public
a
lot,
and
this
is
why
it's
and
it
doesn't
result
in
any
net
increase
in
funding
to
the
district,
because
the
state
takes
it
away
from
us
through
the
foundation
formula.
I'll
also
add
in
2017
our
additional
local
contribution
was,
which
is
the
amount
above
the
required
local,
that
the
city
can
provide,
was
101
million,
almost
102
million
in
2024,
it's
a
little
a
little
under
101
million,
so
that
hasn't
increased
at
all.
D
It's
actually
gone
down
over
that
amount,
but
we're
limited
on
how
much
we
can
collect
on
State
Statute,
because
it's
also
tied
to
the
foundation
formula.
So
as
we've
declined
in
the
number
of
students,
so
so
has
our
ability
to
collect
additional
local
contributions.
F
Yeah
I
I,
can
you
hear
me?
Okay,
appreciate
it
and,
in
this
part
of
the
very
beginning,
had
problems
with
the
sound
issues
and
I
apologize,
but
I
was
trying
to
read
the
closed
captions.
That
was
hard
to
do,
and
there
was
a
number
of
things
in
here
that
jumped
out.
Let's
talk
about
process
first,
this
is
being
proposed.
We
get
a
large
increase
in
in
the
BSA,
which
is
continued
on
what
process
are
you
proposing?
F
What
we
add
back
in
is
that
something
comes
back
to
the
board
for
the
board
to
decide
or
the
administration
gets
to
decide
what
to
what
they
reverse
in
the
cut,
so
we're
gonna.
When
when
do
we
go
through
that
process,
because
I
I
have
some
concerns
about
some
of
this,
but
I
guess
I
want
to
know
the
process.
First,
I
think
that
president
Bellamy
made
the
comment
about
saying:
wait
a
minute.
What
if
we
get
this
money?
F
C
If
I
may
comment
member
Higgins,
you
know,
as
I
stated,
with
a
Madam
president's
question
very
similarly.
What
we're
looking
at
the
slide,
that's
being
displayed
is
a
huge
gap
between
what
structurally
we're
given
from
the
state
and
what
our
actual
costs
are.
So
really
even
a
twelve
hundred
dollar
BSA
increase
would
just
get
us
to
the
status
quo.
So
I
would
push
us
as
a
board
to
not
think
about
what
we're
adding
back.
But
what
do
our
students
need?
F
And
and
I
do
not
disagree,
superintendent
that
if
it's
one-time
funding
that
that
would
not
be
the
best
scenario
at
all
from
us,
I
look
at
this
and
I
saw
the
classroom
sizes
from
K-12
going
up
by
one
but
I've
seen
the
studies
nationally.
That
says,
k-3
is
critical
with
the
classroom
sizes
compared
to
before.
D
From
a
budgetary
perspective,
it's
absolutely
something
that
we
can
do.
We
would
just
have
to
see
how
many
more
teachers
that
would
add
back
to
the
k12
and
then
or
K3,
and
then
you
know,
we'd
have
to
take
that
from
somewhere
else.
D
There's
going
to
be
other
decisions
that
we'd
have
to
make
as
far
as
the
how
to
kind
of
go
back
to
your
question
about
the
process,
if
we
do
get
more
money,
it'll
be
a
similar
process
where
see
how
much
money
that
is,
and
then
work
between
the
administration
and
School
Board
to
allocate
It.
Ultimately,
it
is
a
school
board's
decision
on
how
to
spend
money.
We
would
just
like
any
other
time.
We
would
say
here's
our
recommendation,
then
the
Board
needs
to
affirm
it.
A
Thank
you,
member
Higgins,
we'll
go
back
to
the
room
member
Don
lane
or
do
you
have
a
question
at
this
point
formulated.
H
So,
looking
out
to
next
year
on
The
Middle,
School
change,
sixth
graders
to
middle
school
earlier
this
budget
cycle,
when
you
were
originally
proposing
that
move
the
if
we
did
not
eliminate
the
so-called
Middle
School
model,
which
is
the
extra
planning
period,
it
was
going
to
cost
us
more
per
student
to
move
them
to
and
it
was
in
millions
of
dollars.
The
extra
costs
are.
Is
the
plan
you've
got
on
the
table
now,
as
my
understanding
is
you're,
not
eliminating
the
planning
period,
so
it's
gonna.
D
I,
don't
believe
there
was
a
cost
to
move
to
keep
the
when
we
keep
the
Middle
School
model
to
move
them
from
elementary
to
middle
schools.
And
that's
because
when
you
look
at
the
PTR
at
sixth
grade,
it's
28
and
going
to
be
31.25
6th
grade
at
elementary
is
28
and
then
the
31.25
is
at
middle
school
so
that
PTR
changes
that
kind
of
washes
out
the
additional
FTE
you
need
for
the
planning
time.
So
as
far
as
and
we've
modeled
that
out.
D
So
when
we
move
all
those
sixth
graders
into
middle
schools,
it
creates
about
the
same
FTE
overall,
the
money
savings
that
we
recognized
was
like.
You
said.
If
we
do
cut
that
Middle
School
model,
where
they
have
two
prep
times,
then
it
was
savings
like
3.8
million
or
so
when
you
moved
the
sixth
graders
in
and
then
cut
the
model.
F
H
Sessions
that
it
would
there
wouldn't
be
a
cost
saving
unless
the
Middle
School
model
was
eliminated,
actually
was
going
to
be
a
cost
increase
because
of
that
I
see
that
maybe
further
analysis
May
resulted
from
the
lower
people
teacher
ratio
in
elementary
schools
going
to
a
higher
pupil
teacher
ratio
in
middle
school,
where
it
could
offset
that,
but
that
wasn't
that
wasn't
clear
at
all
previously.
Thank
you.
A
Thank
you,
member
Donnelly,
I'll
jump
in
it's
a
question
regarding
that
came
up
actually
in
Senate
education,
while
members
Wilson
and
lessons
were
in
Juneau
that
I
think
might
provide
perspective
and
Senator
yorkman
asked.
If
you
obviously
we've
to
balance
our
budget,
we've
engaged
in
an
exercise.
That's
found
us
a
number
of
efficiencies
cuts
and
we're
utilizing
a
significant
amount
of
savings
at
one-time
funds.
A
A
Thank
you
and
then
a
question
regarding
we
talked
about
potential
Medicaid
billing
and
so
I'm
curious
in
Dr
Knutson.
Thank
you
for
the
information
and
the
update
on
Mental
Health
Services
through
Dr
Bryant's
is
the
have
we
as
a
district
identified,
a
a
Target
that
we're
shooting
for
in
terms
of
what
we
can
expect.
It
seems
to
be
one
of
the
very
few
levers
that
we
have
as
a
district
to
generate
additional
funding
outside
of
the
foundation
formula,
local
contributions,
so.
G
For
Medicaid
billing,
specifically
correct
I,
would
have
to
get
more
information
for
you
about
that,
because
there's
two
different
types
of
Medicaid
there's
school-based
Medicaid
and
then
there's
the
Medicaid
that
our
Behavioral
Health
is
billing
for
and
so
they're
two
totally
separate
systems.
That
I
would
need
more
people
here
to
help
explain
that
and
to
be
able
to
do.
But
there
isn't
a
projected
goal.
A
Fair
enough,
thank
you,
okay!
Well,
we
are
at
452,
so
we
have
a
few
minutes
left
I'll
open
up
for
a
second
round
of
questions.
I
see
member
lessons
the
member
holloman's
hand
up.
K
Not
a
comment
but
I
mean
sorry,
not
a
question,
but
a
comment:
I
was
really
struck
by
page
13
of
our
the
big
budget
book
that
we
received,
and
that
has
the
long-term
financial
planning
where
it
sketches
out
what
the
deficits
may
look
like
with
fy25,
26
and
27,
and
there
were
ranges
that
were
positive
for
each
of
those
years
and
and
I
think
they're
Dyers.
So
to
the
earlier
question
you
know
about
what
could
we
put
back
in
our
schools?
K
A
You
remember
lessons:
member
Holman,
then
we'll
go
to
member
Higgins.
L
You
mentioned
the
shift
for
students
from
ASP
virtual
to
padega
and
I
was
wondering
I
know
a
lot
of
students
use
ASD
virtual
part-time.
Are
they
going
to
be
able
to
utilize
padega
that
way?
Yes,.
E
L
To
make
sure
I'm
understanding
say
a
student
service
that
was
taking
a
couple
of
ASD
virtuals,
they
would
remain
a
service
student
as
being
able
to
access
it
via
Purdue.
Yes,
thank.
A
F
Yeah.
Thank
you.
The
the
idea
of
the
sixth
grade
is
moving
into
the
middle
school
middle
schools,
but
we're
gonna
but
use
basically
more
Junior
High
model
and
and
the
example
given
for
Middle
School,
going
up
to
113
of
the
capacity,
but
that
we
can
make
do
it's
a
goal
here
of
Shifting
them
is
to
make
more
elementary
schools
so
that
we
can
close
them
because
it
seems
like
we're
going
to
have
lower
capacity
in
the
elementary
over
capacity
in
the
middle
school
and
Junior
High.
F
C
I
I
can
speak
to
that
through
the
chair
to
member
Higgins
at
a
high
level.
The
intent
is
to
not
expedite
a
consolidation
plan
for
elementary
schools
are
intent,
is
to
really
utilize
the
expanded
access
to
academic
and
extracurricular
enrichment
for
students.
That's
really
the
spirit
of
why
we're
proposing
moving
the
sixth
grade,
students
to
middle
school
and
maintaining
the
Middle
School
model
so
that
our
Middle
School
teachers
have
an
Avenue
to
prepare
and
provide
strong
instruction.
That
was
the
intent
with
middle
school.
I
Just
a
couple
quick
questions,
hopefully
student
nutrition
was
one
of
the
slides.
Does
the
amount
that
was
shown
for
student
nutrition?
Does
that
consider
Summer
School
Meal
programs
as
well,
or
is
that
just
the
calendar
year.
D
I
I
Question,
hopefully
quick,
can
you
explain
what
a
hold
back
pool
is.
D
So
hold
back
cool
would
be.
We
just
have
a
pool
of
teachers,
I
believe
there's
31
fde
that
we
don't
assign
our
staff
until
we
kind
of
see
where
the
holes
are
in
people's
schedules
or
if
we
have
a
class
above
of
like
34
or
something
like
an
elementary
class
that
that
we
don't
have,
you
know
just
a
larger
class.
We
need
to
split
out
or
something.
So
it's
really
just
these
un
unhired
positions,
so
we
don't
hire
them
until
we
need
them
really
to
kind
of
feel
this
void
that
we
see
for
either.
F
D
Class
sizes
and
bubbles,
or
to
help
out
with
some
scheduling
issues.
But
it's
really
just
teachers
that
are
not
hired
yet
that
we
can
push
out
to.
A
Thank
you,
member
Wilson,
I'll
jump
in
real
quick
here.
I
want
to
go
back
to
the
property
tax
slide.
Really
quick!
Do
we
know,
or
is
that
an
Apples
to
Apples
comparison
for
doing
the
math?
The
16.9
million
I
think
I
understand
that
that
that
reduction
in
state
funding
has
occurred
since
the
last
time
the
BSA
increased
and
that's
almost
exclusively
because
property
values
in
the
Anchorage
area
have
risen.
Correct
yeah,
that's
correct!
Okay!
A
D
I
don't
have
that
offhand,
but
I
can
certainly
work
that
up.
Thank
you.
H
For
one
more
question
yeah
in
that
same,
if
the
BSA
is
significantly
increased,
it'll
result
in
the
availability
or
the
authorization
for
local
governments
to
increase
what
they
contribute.
Isn't
that
correct?
Yes,
have
we
done
a
calculation
of
what
the
current
legislative
proposals
would
result
in
increases
on
local
taxes.
D
We
can
certainly
do
those
the
issue
that
we
run
into,
though,
is
we
have
to
submit
our
budget
in
March
and
when
we
submit
that
it's
going
to
have
based
on
the
budget
that
we've
built
here
with
the
30
increase
and
they're
going
to
set
their
Mill
levies
in
April.
So
by
the
time
the
legislature
actually
makes
their
any
sort
of
recommendation
on
funding
changes.
D
We've
already
set
the
the
tax
rates,
so
we
don't
have
an
ability
to
go
back
and
collect
what
an
additional
allowable
contribution
might
be,
but
really
kind
of
the
back
of
the
envelope
math
on
that
is
whatever
the
BSA
increase
is
times.
73
000,
which
is
our
about
our
adjusted
ADM,
is
how
much
State
money
we
would
get,
and
then
the
additional
local
album
is
23
percent
of
that
number.
So.
K
D
The
BSC
increase
times
the
adjusted
ADM,
which
has
a
little
over
73
000..
So
if
we
get
a
thousand
dollar
BSA
increase,
we
get
about
73
million
dollars
of
new
state
money
and
then
and
local
Authority.
You
could
get
up
to
another,
almost
17
million.
However,
you
know
there's
a
local
tax
cap
that
would
prevent
us
from
increasing
it
by
17
million
above
what
the
required
local
is
as
well
as
just
the
timing
of
it
isn't
suitable
for
actually
getting
that
in
our
tax
request.