►
From YouTube: ASD School Board Finance Committee Meeting 02/08/23
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
Recording
is
now
live
meeting
of
the
finance
committee
to
order
it
looks
like
we
are
live
and
there's
our
agenda
at
members
of
present
are
Pat
Higgins,
Carl,
Jacobs
and
myself
Kelly
lesson
at
lessons
and
members
of
the
administration.
So
we
will
notify
the
committee
when
other
members
should
join
us.
So
we
have
three
items
on
the
agenda
today
and
I'd.
C
Okay,
so
we
really
just
wanted
to
walk
through
the
budget
book
the
information
that's
in
there
where
to
find
it
kind
of
what
what
it
means
to
really
just
kind
of
go
through
the
different
sections
of
the
budget
book.
So
everyone's
going
to
kind
of
firm
understanding
of
where
to
find
the
information
when
they
want
to
go,
do
some
some
of
their
own
research
or
stable
contents.
Everything
and
I
can
bus
them.
This
up.
C
Org
chart
in
there
and
then
a
district
profile
really
just
kind
of
high
level
overview
of
our
district.
How
many
students?
We
have
just
really
how
we're
organized-
and
this
is
similar
information
we
provide
in
our
financial
statements.
So
I
was
just
a
copy
and
paste
from
there,
because
we
do
it
in
both.
C
A
calendar
and
then
a
kind
of
a
long-term
financial
planning,
which
is
lessons
you
referenced
yesterday
of
just
kind
of
talking
about
our
future
deficit.
So
if
everything
stays.
A
C
C
Have
45
million
dollars
in
fund
balance
and
about
20
million
dollars
in
Easter
money
that
will
go
away
after
we
spend
it
so
65
million
dollar
rough
estimate
on
or
how
much
we're
going
to
use
on
one-time
money
plus
two
to
three
percent?
Inflation
is
13
to
20
million
and
that
gets
about
78
to
85
or
78
to
85
million
dollar
deficit.
And
that's,
including
you
know
that
deficit
also
includes
the
change
we've
made
this
year,
which
is
an
increase
to
PTR
and
then
other
Administration
and
obviously
maintenance
changes.
A
Plus
inflation
and
I'm
reading
you
know
get
last
night
we
had
a
brief
question
about
what
would
a
68
million
dollar
shortfall
look
like
if
we
just
solve
that
with
FTE
but
I'm?
Looking
at
the
last
line
in
this
paragraph,
which
says
budget
shortfalls
over
the
next
three
years
could
result
in
the
elimination
of
over
1200
positions
in
order
to
close
the
fiscal
Gap
right.
C
And
it
really
depends
on
the
type
of
position
yeah,
it's
more
of
an
even
distribution
based
on
average
salary
across
the
district
versus
any
specific
type
of
position
like
TA
or
paraprofessional
positions,
custodians
cost,
far
less
than
teachers
or
administrators.
B
C
So
the
next
section
we
do
include
the
budget
pamphlet
that
we
hand
out
to
folks
it's
a
16-page
document
that
just
really
high
level
information
on
our
District's
messages
from
the
board,
a
superintendent,
some
facts
about
the
districts,
our
board
goals
and
guard
rails,
and
then
it
talks
a
little
bit
about
how
our
money
is
generated
through
the
state
Foundation
formula
a
little
bit
and
talk
about
how
we,
how
to
estimate
what
would
be
the
effects
of
BSA
increases,
how
you
can
kind
of
calculate
that
just
rough
math.
C
So
we
talk
about
the
thousand
dollar
BSA
increase
of
that's
in
the
legislature.
Now
it's
really
the
way
that
that
works
as
far
as
basic
need
is
this
adjusted
80
am
times
the
BSA?
Is
our
basic
need
so
with
that
BSA
increases?
So
if
it
were
to
increase
a
thousand
dollars,
it
would
be
a
thousand
times
about
73,
000,
adjusted
ADM,
and
that's
about
how
much
new
state
money
we
would
get
if
it's
a
BSA
increase.
C
There
is
a
local
contribution
on
there,
that's
allowable
and
that's
going
to
be
23
of
that
73
million
that
would
generate
when
it
came
out
to
about
17
million,
or
so
that's
going
to
be
also
limited
by
how
much
we
can
possibly
collect
on
a
local
tax
cap,
because
we're
beholding
to
either
the
city
or
the
State
caps
and
also
they've
already
done
their
other
by
the
time
any
action
will
have
been
taken
on
this
they'll
help
you
pretty
well
done
with
the
city's
budget
and
the
tax
preparation
already
made.
E
Jacobs,
so
I
was
hoping
that
at
some
point,
once
we
discussed
kind
of
the
the
primary
candidate
for
what
may
pass
right.
We
have
one
potential
piece
of
legislation
to
address
the
BSA
so
far
that
we
could
again
on
some
kind
of
future
planning
and
what
what
our
future
would
look
like
if
the
legislation
passed.
E
So
if
the,
if
a
one
thousand
dollar
BSA
passed
with
no
future
inflation,
proving
where
would
that
leave
us
and
if
I
missed
this
in
the
budget
phone,
forgive
me
or
would
that
leave
us
for
FY,
25
and
potentially
Beyond.
C
It
kind
of
depends
on
how
I
spend
the
money
like
if
we
were
to
take
some
of
it
and
put
it
into
savings,
replenish
our
savings
it
just.
It
really
depends
on
what
kind
of
ongoing
costs
are
restored
like
if
you
were
to
decrease
the
PTR
by
the
one
or
even
more,
to
get
class
sizes
smaller.
You
know
that
really
that's
what
you
can
do
in
future
years
with
that
money,
so
it's
and
then
part
of
the
other
thing
would
be.
You
know
we
also
have
some
unsettled
contracts
out
there.
C
What
those
end
up
being
with
that
money
too,
but
really
I
mean
we
could
start
mapping
out
a
plan
based
on
different
scenarios,
but
it
also
kind
of
depends
on
the
color
of
the
money
too.
If
it's
one-time
money,
you
have
a
lot
less
flexibility
in
that
planning
than
you.
If
it's
a
increase
in
the
BSA,
it's
going
to
be
permanent.
C
E
Thank
you
so,
and.
A
E
That's
that's
great
I
appreciated
your
comments.
Last
night,
Mr
Ratliff
about
one-time
funds
that
might
have
been
Mr
Anderson,
as
well
speaking
to
one-time
funds,
really
provide
just
more
fiscal
uncertainty
going
forward
until
we
get
a
statutory
increase
and
hopefully
with
inflation.
Improving
this
will
be
an
annual
conversation.
E
I
think
it
might
be
helpful
as
we
engage
legislators
I
mean.
Obviously
we
flew
to
Juno,
but
I
know
my
conversations
are
just
starting
so
and
that
doesn't
have
to
be
in
person.
So
as.
E
To
have
those
those
dialogues
and
informed
testimony,
for
instance,
happening
today,
it
might
be
helpful
to
have
that
vision
of
what
it
looks
like
with
just
a
thousand
dollar
BSA
increase
a
thousand
dollar
Esa
increase,
that's
just
one-time
funding,
that
is
the
statutory
fix
and
then
potentially
a
thousand
dollars,
plus
inflation
proofing
and
having
those
three
tracks.
So
lawmakers
clearly
understand
different
visions
that
we
don't
have
to
say
in
necessarily.
C
F
F
It
doesn't
impact
the
district's
budget
a
whole
lot,
but
trying
to
guess
as
to
what
the
board
might
be
thinking
for
Ada,
totem
and
and
Ace
or
you
know,
there'll
have
to
be
some
assumption
sure
on
what
those
contracts
may
be,
and
once
you
start
publicly
talking
about
the
assumption,
then
then
everyone
knows
what
your
assumptions.
B
F
So
if
Andy
goes
more
conservative
on
his
assumption
that
it
would
be
a
222
or
whatever,
at
least
within
the
board,
they
they
should
understand
what
that
means
like
if
it's
going
to
be
higher
than
that
and
I
think
those
are
really
difficult.
Those
are
uncomfortable
discussions
publicly.
E
E
That
and
and
superintendo
Brian
has
too
that
we
have
chosen
to
put
a
glass
ceiling
on
pay
with
some
of
our
bargaining
units
because
we're
trying
to
focus
as
many
resources
as
we
can
in
the
classroom,
and
so
at
some
point
we
have
to
fix
that
if
we're
going
to
address
our
Recruitment
and
Retention
issue
with
support
staff,
and
so
I
think
it's
okay
to
own
that,
because
those
choices
haven't
always
been
ours.
F
You
know
seven
of
eight
bargaining
groups
had
a
zero
zero
zero
right
year
and
it
was
just
88
it
did
it,
but
just
I
mean
since
it's
I
I,
don't
know
how
many
people
log
into
this
soon,
but
but
that's
just
something
to
keep
in
the
back
of
your
mind
that
sure,
okay,
the
more
conservative
who
you
are
in
your
assumption
or
the
more
liberal
you
are
in
your
assumption
it
it.
E
B
F
C
Years
or
six
plus
years,
we
don't
you
know,
even
if
we
can't
hire
the
people
that
way.
So
it's
nice,
like
the
paraprofessionals
in
code
on
this
I,
think
that'll
be
the
biggest
exposure.
We
have
on
a
lot
of
this
because
those
are
the
ones
that
seem
to
be
having
the
most
turnover
and
some
of
the
harder
to
film.
Now
that
aren't
really
being
addressed
quite
yet,
and
if
I
might
not
what
I
would.
B
C
Man
I'm
sure
you
will
approval
conversation,
all
right
so
go
through.
This
is
still
the
budget
pamphlet
just
really
high
level
data
about
where
we
do.
The
funding
chart
that
we
showed
you
guys
last
night
is
in
here.
This
is
a
way
this.
We
usually
use
this
document
to
walk
through
people.
You
know
here's
kind
of
what
we're
doing
as
a
district
at
a
high
level.
It
has
just
general
information
about
where
we
spend
our
money,
how
we
get
our
how
we
get
our
money.
D
Increases
and-
and
the
statement
made
last
night
that
if
we
get
the
the
thousand
dollars
plus
that
there'll
be
a
delay
in
increasing
the
local
government
share
because
of
the
tax
cap
as
to
how
quickly
they
can
raise
to
pay
the
maximum
amount.
That's
there
now,
as
I
understand
the
municipality
has
won
been
increasing.
This
has
been
benefiting
from
adjusting
to
the
to
the
tax
cap,
using
the
funds
that
we
are
not
getting
right
now,
but
they've
been
increasing
more
and
that
doesn't
limit
what
they
give
us.
This
is
what
they
keep.
D
It
just
gives
a
combined
tax
cap
in
regards
to
how
much
is
there
now
I
know
that
can
be
an
issue
as
to
where
the
funds
would
go,
which
is
that
a
pretty
accurate
statement.
C
Yeah
under
city
code
Charter,
there
is
one
only
one
tax
cap,
so
it's
not
delineated
between
the
district
and
the
municipality.
So
you
know
whatever
we
don't
take
within
our
tax
cap,
the
city
can
go
up
to
the
total
cap.
I
guess
we
have
been
able
to
even
outside
of
just
our
general
fund
tax
appropriation.
The
city's
been
supportive
and
Shoring
up
our
transportation
funds.
C
So
we
have
you,
know
five
plus
million
dollars
of
tax
funds
coming
in
to
support
Transportation
as
well,
so
really
how
that
works
out.
We've
asked
you
know
for
the
maximum
we
can
in
our
general
fund
over
the
past
several
years
and
then
whatever
we
need
to
shore
up
Transportation,
in
which
the
city's
been
we're
been
fortunate
to
get
that
money
from
them.
But
you
know
you
are
correct.
C
You
know
that
if
the
amount
the
city
can
contribute
goes
up
substantially,
you
know,
then
we
just
need
to
weigh
the
appetite
for
if
the
city's
at
or
close
to
the
overall
tax
cap.
You
know,
what's
that,
what's
that
mean
for
us
we
can
collect
more
or
or
their
willingness
to
make
Cuts
in
the
city.
To
give
us
more,
but
overall
you
know
they
can't
they
can
only
collect
up
for
that.
One
cap.
C
A
So
I
just
wanted
to
take
a
closer
look
at
this
chart
to
show
how
it
worked
out,
because
I
think
it
shows
the
balancing
our
budget
I
just
wanted
to
clarify
my
understanding
that
the
big
blue
bar
on
the
top
of
fy23
is
the
one
time
the
16
million
Foundation
the
state
that
we've
saved
yep
from
this
year.
That's
moving
into
that
yellow
sun
balance
box,
which
is
now
inclusive
of
15
million
45
million
dollars.
A
C
C
All
right,
so
the
rest
of
this
is
really
just
kind
of
the
high
level
expenditure
where
we
spend
our
money
we've
kind
of
broken
out
into
different
and
how
we
get
our
money
into
different
percentages
and
charts.
But
by
and
large
I
I
said
earlier.
That
money
goes
into
direct
instruction,
special
education
instruction
and
it
optimally
which
are
the
three
highest
or.
C
You
will
see
on
the
general
fund
Revenue
here
it
is
going
up
quite
a
bit
but
on
from
23
to
24
and
that's
our
general
fund
and
that's
the
use
of
that
one
time.
The
45
million
in
fund
balance.
That's
why
that
increase
on
the
per
student
amount
is
going
up,
but
just
to
kind
of
have
that
in
your
mind
and
why
that
increases.
There
is
because
of
savings
and
not
do
money
from
the
state.
A
And
I'm
jumping
ahead
of
you
here,
but
in
looking
through
sort
of
the
rest
of
the
budget
book.
A
lot
of
you
know
if
you
flip
to
an
individual
school,
it
looks
like
spending,
is
increasing
yes,
and
that's
that's
not
because
overall
spending
is
increasing.
It's
because
we've
moved
our
our
fund
balance
and
our
Esser
savings
into
this
budget
into
the
general
fund
and
now
we're
making
those
expenditures
for
each
school
out
of
those.
C
C
Just
the
general
fund
and
the
increased
cost
by
using
those
fund
balance
reserves
to
move
those
teachers
back
from
the
user
money
into
the
general
level
and
then
we'll
show
that
the
appendix
G
that
shows
the
comparative
amount
of
teachers.
So
you
can
go
see
more
Minds
I
have
the
actual
change
at
individual
School.
C
Then
we
go
through
the
same
thing.
So
we
went
through
last
night
where
here's,
the
the
Easter
fun
and
things
we
added
in
the
PTR
and
then
our
school-based
changes
like
we
did
last
night
and
then
how
we
went
through
the
other
Middle
High,
alternative
programs.
A
Except,
can
we,
on
page
nine,
what
I
see
is
about
three
million
dollars
in
the.
A
I'm,
looking
at
the
chart
that
says,
fy24
fund
General
funds,
school-based
changes,
okay,
so
I'm
thinking
how
okay.
So
we
have
a
68
million
dollar
structural.
Requisite
we've
got
45
million
dollars
in
fund
balance.
20
million
dollars
in
Esser
funds.
Is
this
three
million
dollars,
then
one
of
the
ways
that
we're
yeah
the
rest
of
the
budget?
These
are
the
cuts
that
we're
making
right.
C
Most
of
the
cuts
were
related
to
the
PTR
change
and
the
school
closures.
So
you
can
see
those
two
biggest
ones:
there's
62
FTE
for
the
PTR
and
there's
a
almost
14.
B
C
Let's
see
then
going
into
the
financial
section
of
this.
This
is
one
thing
you
know
as
I
thought
about
last
night.
We
left
out
of
the
presentation
we
probably
should
have
this
in.
C
This
is
the
overall
attack
or
spending
limit
request,
it'll
be
about
905
million
there's
a
fairly
substantial
increase,
there's
a
lot
of
fun,
shifting
going
on
between
the
general
fund
and
the
grants,
and
that's
because
shifting
that
money
from
Arc
into
the
general
fund
and
then
there's
this
55
million
dollars
in
capital
projects,
and
what
that
is,
is
the
reserve
that
we
put
in
when
we
did
that
I
think
it
was?
Was
it
Fort,
Mill
24
that
we
were
allocating
the
bond
debt
reimbursement?
C
We
had
about
55
million
identified
projects
on
that
list,
so
I
wanted
to
put
that
spending
Authority.
So
when
we
go
and
spend
that
money,
our
upper
limit
spending
Authority
is
intact,
but
that's
why
you
see
that
big
increase
there?
It
really
is
just
that
one-time
money
that
we
got
in
school
bond
net
being
put
into
capital
and
having
those
projects
identified.
C
It
doesn't
include
the
other
37
38
million
that
we
put
in
there
just
to
say
we're
holding
it
in
capital
projects
until
the
board
identifies
use
for
it,
but
so
you
do
see
that
increase
there
and
it
may
not
all
be
expandable.
If
it
does,
we
have
the
upper
limit
Authority
for
us.
C
C
Most
of
that
money
is
tied
up
within
charter
schools
because
they
can
keep
their
money
and
Roll
It
Forward,
but
we
do
have
ongoing
maintenance
projects.
I.T
projects
curriculum
purchase,
things
that
we
just
encountered
very
forward,
haven't
fit
yet
from
the
current
year.
C
So,
really,
that's
that's
what
that
25
million
is
just
to
acknowledge
that
we
do
carry
money
forward
so
really
just
kind
of
help
that
with
the
transparency
piece
of
it
and
to
keep
it
it
really.
It
was
an
efficiency
measure
too
being
able
to
have
like
one
budget
year
versus
having
to
track
old
money
separately
than
new
money.
C
So
it
made
things
a
lot
easier
for
finance
and
I.T
and
maybe
a
little
more
transparent
for
the
public,
but
the
rest
of
the
financial
section
is
really
dedicated
to
showing
how
much
or
how
revenue
is
generated
in
each
fund
so
to
walk
through
the
funding
sources
of
our
general
fund
state
revenue,
local
Revenue,
all
the
foundation
formula.
So
if
you
ever
need
someone
to
help
someone
understand
what
that
Foundation
formula
is
and
how
it
works.
C
This
section
of
the
budget
book
is
really
a
good
way
that
people
can
walk
through
themselves
and
see
how
much
money
is
generated,
and
we
have
this.
The
school
size,
Factory
notes
kind
of
map
it
out
just
to
show
what
it
looks
like
as
you
increase
the
school
size
and
how
much
money
you
get
on
the
adjusted
ADM
for
those
School
sizes
and
that's
where
the
less
money
per
kit
for
bigger
schools
comes
in
I.
A
Have
a
question:
that's
not
related
to
your
present.
It
is
related
to
your
presentation
in
a
recent
icer
presentation
to
the
house:
education.
Maybe
the
sun
education,
Senate
education
committee.
We
saw
a
chart
and
showing
that
costs
that
were
adjusted
for
the
state
of
Alaska
and
one
of
the
reasons
that
costs
for
schools
are
high
in
Alaska
because
of
small
schools,
for
how
many
of
ASD
schools
would
like
fit
under
the
state
of
Alaska's
definition
of
small
schools,
not
very
I
mean
ready,
some,
some
of
them
a
couple
of
the
charters.
A
C
I'm
wondering
oh
and
we're
set
up
the
way
that
the
sides
of
our
district
and
way
to
have
it
in
a
foundation
formula.
If
an
alternative
school
drops
below
175
students,
they
their
ADM,
gets
counted
at
the
highest
school,
so
they'll
be
accounting,
east
or
west
or
whatever
schools
got
the
most
80
of
that
year.
C
So
we
don't
really
get
to
benefit
from
that
small
school
adjustment
like
Pelican
might
or
something
but
yeah
part
of
that
cost.
Is
you
know
if
you
go
to
a
school
district
or
a
school
with,
you
know,
50
kids
in
it,
and
they
have
a
principal
superintendent
school
board.
Those
costs
per
student
are
considerably
higher
than
what
we
can
do
with
the
economies
of
scale
and.
F
So
if
you
look
at
this,
you
can
look
at
it's
like
it's
really
around
100
Kids,
where
it
really
starts
skyrocketing
above
yeah.
You
can
go
see
that
curve.
What
we
have
right
and
as
you
get
closer
to
10
kids
like
Illusions,
got
what
12,
kids
in
one
of
their
schools
they're
getting
a
two
plus
multiplier,
where
even
our
smallest
elementaries
are
like
in
the
1.2
range.
C
The
school
size
adjustment
does
work
fairly
well
for
economies
to
scale
I
shared
our
template
with
Juno
and
they
went
through
the
same
exercise
and
came
out
pretty
similar
result
too.
So
if
it
seems
to
work
fairly
well
in
that
regard,
but
if
they
could
keep
up
with
the
district
cost
factor
and
inflation,
you
know
it
would.
That
would
be
a
little
more
ideal,
but
this
piece
of
it
seems
to
be
okay
for
what
for
its
intent,
but
it
walks
through.
C
C
So
really
just
walks
through
all
those
steps
talks
to
require
local
contribution,
how
that
gets
calculated
with
the
property
values
and
then
the
additional
local
contribution
of
how
that's
calculated
as
well
being
23
of
the
total
basic
need
number.
B
C
Rest,
the
rest
of
this
really
is
just
showing
the
revenue
for
our
general
fund.
We
talked
a
little
bit
about
expenditures
in
here,
but
that's
really
not
for
the
meat
of
our
expenditures
are
a
little
bit
on
personnel
and
this
one's
kind
of
we've
kept
this
in
the
budget.
This
page-
and
it's
really
an
indication
of
the
state
used
to
have
a
what
they
called
a
70
30
rule
where
70
of
these
Spanish
years
would
be
spent
on
instruction
and
30
could
be
spent
on
non-instruction
and
how
they
defined.
C
That
was
instructional
activities
and
functions.
100
through
400
were
instructional
and
then
450
through
780
were
support.
So
we've
kept
that
percentage
just
to
kind
of
show
how
it's
been
over
time
down
here.
The
state
no
longer
requires
that
what
happened
was
like
there
were
so
many
small
districts
getting
waivers,
because
so
much
of
their
budget
was
eaten
up
by
operations
and
maintenance
costs.
C
Like
heating
fuel,
you
know,
and
having
superintendent
school
board
for
a
smaller
number
of
students
that
everyone
was
a
lot
of
districts
were
requesting
waivers,
so
they
ended
up
just
doing
away
with
it
because
it.
D
B
C
So
many
in
so
many
districts
I
mean
we
have
kept
that
in
there,
just
as
a
as
a
measure
of
accountability
for
our
budget,
I
should
mention
an
appendix
a
of
the
budget
book
two.
There
is
a
definition
for
all
these
all
these
functions,
so
you
can
see
what
what
is
included
in
instruction,
what's
included
in
Support
Services
students,
so
there's
different
areas
that
would
be
included
so
because
it's
not
really
readily
can.
C
A
Could
you
just
briefly
touch
on
so
I
think?
My
sense
is
that
you
know
when
you
look
at
a
destruction
you're
going
up
by
20.
That's
not
necessarily
that
we're
spending
more
on
instructions.
It's
that
movement
of
funds,
exactly
instructions,
just
thankful!
True
for
some
of
the
the
increasing
student
Support
Services
instruction.
That's
a
movement
of
funds;
yeah!
That's
not
actual
increased
output
s
right!
C
I,
wouldn't
say
small
increase,
but
it's
that's.
Where
I'm
going
to
be
the
mental
health
department
getting
stood
up,
that's
where
it
goes.
That's
where
it
fits
in
and
then
I
think
the
other
big
one
was
the
reading
specialist.
We
had
like
11
FTE
in
there
and
then
whatever
other
kind
of
interventions
they're
going
on
through
teaching
learning
for
those
three
interventions
things.
C
C
A
C
C
A
local
government
is
picking
up
versus
the
state
government
where
2016
it
was
self-sufficient
when
the
state
picked
up
100
of
the
cost.
But
since
then,
we've
been
having
to
increase,
we
had
more
and
more
that's
30,
but
we've
all
sort
of
reduced
costs,
so
I
think
according
I
think
it
came
up
with
40
38
to
40.
I,
think
that
was
just
what
this
state
or
this
the
first
student
money
for
the
state
would
be
to
increase
the
short,
not
necessarily
a
percentage
of
the
total
yeah.
Okay.
B
A
B
C
The
grants
same
thing
we
just
have
a
slide
overview
of
where
we
get
the
money.
How
much?
In
total
that
service
we
are
going
to
go
lower
in
the
tax
request.
For
that
just
based
on
the
amount
of
bonds
we
anticipate
having
to
be
able
to
pay
off
are
having
to
do
next
year
and
that's
going
to
reduce
by
about
10
percent.
C
We
did
have
I
think
of
one
high
payment,
that's
or
Bond
payment-
that's
falling
off
for
next
year
that
we
can
pay
out.
They
were
the
refunding
bond,
but
so
that's
really
where
it
comes
from.
But
this
is
fully
funding.
The,
Debt
Service,
so
long
as
the
state
continues
to
provide
the
bond
net
reimbursement.
C
Capital
projects,
just
a
blurb
about
the
55
million
dollar,
increase
to
account
for
the
spending
on
authorized
projects
from
the
bond
at
reimbursement
and
then
similar
thing
for
right
up
for
nutrition
and
in
Student
Activities
we
remain
the
same
Student
Activities
is
they
can't
spend
more
than
they
generate,
so
we
just
preserve
some
level
of
upper
limit
spending
and
it's
been
fluctuating
a
lot
since
covet
is
starting
to
rebound.
C
C
The
first
couple
pages
are
the
total
by
organization,
so
that's
going
to
be
at
the
department
level
and
the
school
and
the
school
level,
so
you
can
see
each
every
one
of
the
Departments
that
we
have
and
then
starts
to
go
to
the
schools.
The
Departments
are
one
that
100
000
through
10.99.
C
C
C
Can
we
do
that
for
all
the
Departments
and
schools,
but
we'll
have
this
for
other
funds
too,
but
and
then
we
have
by
District
object,
and
this
is
going
to
be
the
type
of
expenditure.
So
you
can
see
how
much
we
spend
on
elementary
teachers
or
any
other
really
just
just.
B
C
C
So
we
have
that,
and
so
reality
goes
through
the
different
types
of
benefits.
Different
types
of
service
contracted,
Services
utilities
supplies
equipment.
That's
all.
In
there
we
have
a
general
fund
total,
so
that'll
match
the
598
million
dollar
budget
and
that's
on
page
58.,
and
then
we
have
the
FTE.
So
when
we
start
looking
at
all
the
different
schools
and
departments,
they
all
have
the
same.
C
So
it
is
in
here
it's
just
and
it's
just
broken
out
on
this
section
versus
by
each
individual
department
or
school.
C
C
I
would
note
the
big
change
that
we're
going
to
see
in
here
from
previous
years,
and
we
touched
on
this
a
little
bit
and
when
we
did,
the
financial
statements
is
the
answer.
You'll
see
this
interest
in
long-term
debt
and
Redemption
of
principal
long-term
debt.
That
was
due
to
a
new
gas
group
announcement
that
requires
us
to
capitalize
cost
leases.
C
C
C
General
funding
source,
but
like
I,
can't
buy
financial
statements.
You
do
see
that
change,
but
that's
probably
a
little
more
tactical
than
we
want
to
get
into
it.
For
purposes
of
this,
would
you
reported
by
state
function
and
object?
That's
the
state
standard
and
broken
out
like
this
is
a.
We
do
include
in
our
budget
book,
so
the
state
can
see
how
we're
aggregating
that
into
their
to
their
standards,
and
that
was
the
one
we
are
facing
this
percentage
here,
because
it's
pulling
the
difference
divided
by
24
instead
of
23.
I.
B
C
Review
so
so
that'll
be
corrected
on
the
next
version.
We
just
kind
of
want
to
make
a
note
of
that,
then
the
rest
of
it.
You
know
we
get
into
just
by
department
and
school
and
that's
the
next,
probably
the
next
380
Pages
or
so
is
get
all
the
different
schools.
You
can
pull
in
instant,
random,
here's
Girdwood,
it
shows
the
total
budgets
and
then
the
FTE.
C
So
it
really
it's
just
that
you
know
the
standard
across
all
departments
and
schools
going
down.
We
have
the
same
thing
for
whoops.
C
B
C
Dollars
fifty
the
crossing
guards-
if
you
look
at
that
those
are
temporary
employees,
so
we
don't
show
that
a
full-time
thing
there,
but
you
do
see
dollars
in
salaries
so
but
it
is
for
Tampa
employees
not
a
lot
of
money
in
there,
but
yeah.
It's
just
really.
The
different
areas
of
people
Transportation
are
in
here
same
with
student
nutrition.
We
have
the
fund
total
Staffing
and
then
the
charger
a
little
bit
misleading
because
they
they
scaled.
So
it's
between
211
and
220.
B
C
C
C
We
have
the
capital
projects
that
the
other
one
we
have
in
here,
and
this
is
just
their
overall
Administration
costs.
So
the
cost
of
director
and
the
project
managers
are
in
here
those
end
up
getting
billed
out
essentially
to
the
bonded
projects
or
the
different
projects
that
we
have.
So
it
encompasses
the
cost
of
the
project
versus
within
this
department.
C
But
we
want
to
show
how
much
that
department
actually
costs,
because
it
doesn't
ever
really
show
up
anywhere
else,
the
fde
in
there
and
then
the
grants
we
break
out
by
Grant
type
and
we
just
typically
just
have
the
one
year
of
grants
in
there
there's
20
million
dollars
for
art.
So
we
do
have
a
fairly
large
contingency
here,
because
we
don't
know
exactly
what
grants
we're
going
to
get
or
what
will
be
awarded.
So
this
is
really
just
to
preserve
that
spending
Authority.
C
C
Yeah
same
things
well
and
functionally:
what
happens
is
if
we
get
a
million
dollar
Grant.
We
take
a
million
dollars
from
that
15
million
as
far
as
a
budget
and
then
put
it
into
whatever
brand
we
received.
So
it's
not
money
we
can
spend.
Unless
we
have
a
grand
award,
then
we
do
the
FTE
that's
been
reported
by
everybody
requested
to
the
grants,
but
that's
really
the
the
functional
Parts
on
the
expenditures.
Here's
the
appendix
day
that
I
mentioned
that
shows
the
the
state
chart
of
accounts.
A
C
F
Honestly,
I
I
know
we
heard
it
at
all
the
town
halls
how
people
said.
What
about
that?
Is
it
still
going
to
be
a
title?
Title
is
worth
like
between
110
and
140
000
yeah,
it's
really
not
any
bigger
than
that.
It
used
to
be
huge
until
Easter
Butler
became
title
schools
and
they
took
a
huge
amount
of
the
title
dollars
because
it's
per
student
at
entitle
school.
So
it
really
isn't
a
huge
amount
of
money.
F
So
when
Dr
Brian
asks
the
instruction
team
to
look
at
what
are
the
additional
supports
needed
at
Trailside,
which
is
only
going
to
get
36
kids,
but
soon
which
gets
the
bulk
of
them?
Those
additional
supports
it's
easy
to
more
than
make
up
for
the
small
amount
of
title
money.
E
F
On
the
school,
but
that's
probably
about
the
average
like
Abbott
Loop's,
got
125
yoga.
F
Okay,
so
like
Trailside,
we
know
how
to
fix
Trail
side.
It's
a
small
number
of
kids
we'll
make
sure
they
get
fed
sure,
because
soon
they're
going
through
now
to
roll
that
into
the
cep,
schools
and
make
sure
they're
covered.
That
way,
there's
a
lot
of
different
mechanisms.
C
In
the
past,
appendix
a
which
is
just
again
the
definitions
by
the
state
function,
if
you
can
reference
those
what
goes
in
each
one,
appendix
B
is
like
a
within
those
State
functions:
here's
the
type
of
employee,
so
in
the
number
of
FTE
by
each
state
function,
they
can
just
see
kind
of
a
history
on
how
many
employees
there
are.
A
C
However,
I
would
say
there
is
within
this
kind
of
make
thing
all
things
being
equal.
There
is
another
164
FTE
that
should
be
added
to
this
foreign.
C
B
C
.
appendix
C
we've
gone
through
that
quite
a
bit.
This
is
just
the
the
detailed
changes.
So
if
you
see,
if
you
can
a
Nestle
reference
back
to
each
department
in
school
or
Department
page
for
the
most
part,
the
schools
are
just
too
long
to
put
in
here,
but
would
you
aggregate
those
up
at
the
department
page
when
you
see
a
change
in
the
department
it
will
correspond
to
one?
The
organization
number
here
is
how
you
find
it,
and
then
this
will
correspond
to
a
change
in
the
position.
C
So
if
you
look
just
even
the
chain,
the
first
one
that
HR
the
equity
and
compliance
position
moving,
you
know
with
the
HR
budget,
see
a
plus
one
and
a
minus
one
into
the
equity
budget
and
reference
factors.
Just
so
you
know
exactly.
F
So
it's
when
people
look
at
these
and
they
pull
one
number
out
and
try
to
to
be
able
to
make
an
assumption
on
the
fact
that
every
other
number
should
have
gone
down
like
maintenance.
We
still
have
the
same
number
of
buildings
minus
one
that
we
had
last
year.
So
you
wouldn't
see
this
huge
drop
in
the
number
of
custodians
or
this
drop
that's
automatically
tied
to
the
number
of
students,
because
you
still
have
to
clean
the
building.
F
So
there
there
is
always
the
possible
chance
when
people
are
giving
public
testimony
that
they'll
pick
one
number
and
say:
oh
I
got
you,
because
this
number
went
down.
Every
other
number
should
have
gone
down
by
the
same
percentage
but
other
than
teachers
and
some
other
school
staff.
That's
metric
space,
they're,
not
tied
to
the
number
of
students,
they're
tied
to
the
number
of
facilities
where
they're
tied
to
the
operation,
but
people,
people
math,
is
a
weird
thing
right.
You
can.
F
Well,
not
necessarily
I
mean
you
still
have
to
run
payroll
and
and
that
assumption
I've
seen
it
now
for
seven
years
where
people
will
read
this
appendix
or
the
appendix
in
the
now
the
act
for
where
they
try
to
compare
where
any
any
drop-in
teachers
automatically
means.
Everything
else
should
drop
equally.
But
that
simply
is
not
true
and
I.
Just
wanted
to
point
that
out,
because
you
pointed
out
just
the
teachers
right,
because
that's
what
you
hear
is
Ollie
luster
and
teachers.
F
A
D
Thank
you,
I
I
just
want
to
be
cautious
when
we
talk
to
the
public,
though,
that
we
don't
say
that
that
admin
is
off
the
table
for
consideration,
because
if
we
cut
one
position
there
we're
going
to
be
adding
people
in
schools
and
doing
that
I
just
want
to
be
I
want
to
be
more
positive.
That
and
say
look
we'll
look
for
every
place
where
we
can
get.
It
increases
we're
going
to
look
for
this.
D
We
leave
it
open
and
not
make
it
so
that
one
area
is
precluded
from
consideration,
because
we're
going
to
assume
that
it's
going
to
impact
everybody
else,
we
can't
it's
like
selling
the.
If
you're
going
to
cut
the
federal
budget,
one
dollar
you're
going
to
have
to
sell
the
Washington
Monument,
so
I
just
want
to
stay
away
from
any
sort
of
position.
That's
like
that.
That's
my
only
reservation.
I
do
know
that
there's
impacts
of
cutting
admin
Staffing
you
you've
got
the
same
obligations
you.
D
We
have
more
things
that
need
to
be
done
in
the
admin.
Whether
it's
training
is
a
good
example
staff
development
things
of
that
nature.
Then
that's
falls
in
the
admin
area,
I
believe
but
I.
Just
I
just
I
appreciate
your
comment
that
you
can
make
anything
which
you
want
to
with
numbers.
That's
true
for
both
sides.
We
tend
to
adjust
numbers
and
we
make
them
and
we
can.
We
can
present
it
that
way
and
I
just
don't
want
to
I
I.
D
F
If
I
mean
you
can
never,
you
can
never
really
fully
articulate
and-
and
it
is
often
that
you
know
it
happens
when,
when
legislators
roll
up
data-
and
they
look
at
these
numbers-
but
they
don't
know,
they
don't
know
that
their
initial
assumptions
wrong,
so
when
they
come
up
with
and
therefore
this
is
true
now,
because
your
initial
assumptions
were
wrong
in
your
data
analysis,
and
so
it's
not
that
people
are
are
messing
up.
F
Pat
I
certainly
wouldn't
imply
that
it's
just
that
it's
difficult
when
we
show
multi-year
data
and
and
even
though
Andy
and
Aurora
may
know
each
year-
oh
yeah,
that
was
the
year
that
we
put
500
people
in
Esser.
But
five
years
from
now,
when
someone
looks
at
this
year,
when
we
had
500
people
in
Esser
and
if
Andy
found
a
better
job,
she
found
a
better
job
only
because
we
all
followed
Jared,
because.
B
F
You
know
what
I
mean
like
that
historical
knowledge
in
in
so
those
those
assumptions
can
be
confusing.
So
it
is
important
when
people
testify
based
off
historical
data
that
they
probably
don't
understand.
They
could
give
the
administration
time
to
to
to
do
the
work
behind
the
scenes
afterwards
before
we
just
assume.
D
And
from
my
perspective,
I'm
not
trying
to
get
into
the
numbers,
games
and
positions
we're
just
talking
about
cost
as
opposed
to
numbers,
whether
it's
cost
of
insurance.
We
talked
about
that
I
know
you
got
something:
you've
been
doing
something
whether
it's
cost
of
benefit
Administration,
whether
it's
cost
of
contracts,
we're
doing
it's
just
an
opportunity
to
look
and
say
what
can
we
save
in
areas
other
than
strictly
in
the
schools?
And
what
can
we
report?
D
C
C
I
would
note
that
this
assessed
value
hasn't
we
couldn't
get
an
updated
assessed
value
from
the
city,
yet
for
23,
so
we're
using
that
by
20
or
the
calendar
year,
22
amount
and
the
account
of
your
taxes
are
based
on.
It
will
be
the
second
half
of
this
budget
year
in
the
first
half
of
the
next
budget
year
to
fund
calendar
year
23..
C
So
that's
also
a
little
bit
confusing
when
you
get
to
start
talking
back
to
people
about
you
know
what
the
tax
increase
is.
What
we
reported
in
our
general
thought,
like
our
a
million
dollar
request
in
the
general
fund,
isn't
necessarily
reflected
on
tax
bills,
because
it's
split
over
two
years,
but
this
just
talked
this
is
more
referencing.
C
What
that
split
is
the
next
page
is
how
we
computate
the
property
tax
limitation,
which
is
really
how
much
is
your
request
last
year
rolled
through
a
five-year
average
for
population
and
CPI,
and
then
some
adjustment
for
new
construction
and
property
improvements
or
the
value
of
those
which
we
also
don't
have
for
23
yet
so
this
these
numbers
will
change
a
little
bit.
C
I,
really
just
walks
through
the
calculations
on
the
tax
cap
and
then
this
park
standing
plan
is
a
requirement
for
for
deed
to
have
this,
so
we've
included
that
the
20
million
dollars,
or
so
they
plan
on
spending
on
the
classroom,
teachers
and
then
the
last
one
is
appendix
G.
Is
that
the
change
in
total
teachers,
including
Professor,
funded
ones?
C
So
that's
really
the
book
open
up
the
three
months
of
questions.
A
I
did
have
one
question
on
and
I
already
sent
a
few
questions
and
but
age
477
with
less
South,
Eagle
River,
it
doesn't
look
like
they're
I
mean
I,
guess
all
of
our
schools
are
experiencing
a
PT
or
increase,
but
if
there's
not
actually
a
change
depicted
here,
that's
just
showing
that
like.
Why
like,
why?
Don't
we
see
any
changes.
C
On
debt,
we're
not
increasing
six
percent
of
expenditures
by
any
means
or
general
fund,
Easter
combination-
that's
you
know
between
this
45
million
and
49
million.
Essentially
so
so.
C
It
hasn't
been
expanded.
That's
why
we
have
it
in
next
year's
plan
to
spin,
because
we
have
to
do
projects
identified
and
whether
we'll
spend
all
that
or
not-
probably
not
just
because
they're,
probably
multi-year
projects
for
those
secure,
vestibules
and
things
like
that-
that
we
might
not
be
able
to
get
them
all
done,
but
that
just
really
preserves
that
spending
Authority
versus
applied
to
spending
I,
guess.
A
In
the
last
minute,
can
we
give
it
to
item
three
on
our
agenda,
which
is
legislation
q,
a
for
sc-52?
Do
we
have
any
further
questions
regarding
that
piece
of
legislation?
There's
testimony
today,
instead
of
Education
I
can
I
can
try
another
quick
update,
representative
Ortiz
and
produce
Middle
School
65
that
increased
the
BSI
by
1250
dollars,
I
like
it
at
12,
50.
wow
and
did
that
was
that
introduced?
Has
it
been
ready
to
a
committee
yet.
A
D
A
Think
that's
the
best
piece
of
news
that
we've
had
recently
and
unless
there
are
any
further
questions,
I'll
move
to
adjourn
this
meeting
on
that
potential
hanging.