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From YouTube: 2023/09/19 School Work Session
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A
All
right
good
afternoon,
everyone
we'll
call
our
4
P.M
work
session
of
the
ASD
School
Board.
To
order
today
is
Tuesday
September
19th.
It
is
4
P.M
here
in
the
boardroom,
I
have
our
agenda.
We've
called
ourselves
to
order.
The
first
item
on
our
agenda
is
board
request
for
information.
My
understanding
is,
we
don't
have
any
uncategorized
requests.
Is
that
correct
Ms?
Foster?
Okay?
A
So
we
have
no
requests.
Are
there
any
board
members
who
wish
to
add
a
item
to
our
RFI
line?
A
B
A
C
George,
thank
you
Mr
chair,
so
today's
topic
of
discussion
will
be
on
school
capacity
as
it
relates
to
the
CIP.
So
as
I
shared
one
of
the
goals
of
a
potential
ASD
School
consolidation
plan
would
be
to
increase
the
number
of
students
within
a
given
School
building.
C
So
we
spent
a
number
of
months
last
year
discussing
how
we
spent
a
number
of
months
discussing
the
the
potential
academic
benefits
of
schools
with
greater
capacity
and
I
I
do
believe
to
achieve
our
board
goals,
we
need
to
really
have
critical
conversations
about
the
benefits
of
higher
capacity
schools,
with
more
students
that
we'll
discuss
today,
but
include
you
know,
lowering
the
number
of
combination,
classrooms,
increasing
academic
support
services.
C
D
Thank
you,
I'm
Jim,
Anderson,
the
CEO,
so
in
previous
briefings
we
covered
the
annual
calendar
cycle
of
all
things,
Capital
plans.
We
talked
about
how
we
prioritize
projects,
we
talked
about
how
we
categorize
needs.
We
went
through
building
life
cycle
and
all
the
major
components
that
have
different
life
expectancies.
D
We
looked
at
how
we
look
at
multiple
different
buildings
and
projects
and
try
to
prioritize
by
looking
at
Cost
savings
and
opportunity
cost
analysis
when,
for
example,
if
you
take
a
roof
off,
you
can
go
ahead
and
do
all
these
other
things.
So
it's
much
cheaper
to
do
that
school
over
another
one.
At
times,
we
also
did
a
deep
dive
on
facility
condition
index
education
adequacy,
the
EAC,
and
we
also
talked
about
all
the
steps
in
Masters
Master
planning.
So
today's
briefing
is
going
to
focus
on
school
capacity.
Things
will
cover.
D
Why
do
we
track
it?
How
we
do
it
and
figure
it
out
what
we
do
with
the
information
that
that
that
we
use
that
we
have
in
order
to
develop
long-range
plans
and
and
try
to
prioritize
effectively
so
on
the
next
slide?
D
If
you
go
to
why
we
look
at
school
capacity,
when,
when
you
look
at
long-term
planning,
you
really
do
need
to
look
six
years
out
on
school
capacity,
and
it
is
a
projection
right,
because
Anything
Could
Happen
the
willow
project
could
draw
another
thousand
people
to
Anchorage.
If
and
when
it
actually
starts
working.
We
know
they're
going
to
hire
two
to
three
thousand
people
when
Conoco
Phillips
pulled
out
and
no
one
was
expecting
that
we
lost
a
lot
of
people
the
pandemic.
D
So
there's
a
lot
of
things,
but
we
do
try
to
look
six
years
out
one
to
meet
the
six-year
CIP,
but,
but
also
so
we
can
make
decisions
that
that
we
know
we're
not
going
to
regret
two
or
three
years
from
now
as
to
whether
it
should
have
been
a
priority.
D
So
as
you
move
down
towards
Capacity
Analysis,
we
did
talk
about
the
eai
and
the
the
FCI
pretty
much
in
depth
during
the
last
briefing.
So
I
wanted
to
give
a
couple
examples.
So
when
Capital
plans
is
looking
at
the
facility
condition
index,
it
really
does
stand
out
to
us
why
you
would
really
start
looking
at
one
school
over
another
and
I'll
just
give
a
couple
examples.
D
Edit
Loop,
we
knew
all
of
us
knew
that
that
it
was
in
pretty
bad
shape
and
just
last
year's
deferred
maintenance
alone
compared
to
any
other
Elementary
School
was
13.3
million.
When
you
looked
at
Eagle
River
Elementary
School,
which
recently
went
through
a
renovation
after
the
earthquake,
its
total
deferred
maintenance
was
817
000.
D
So
that's
just
a
quick
example.
Then,
as
you
look
a
little
bit
further
in
those
bullets,
you'll
see
the
facility
cost
per
pupil.
So,
for
the
last
several
years
we
have
been
looking
at
how
much
a
facility
costs
per
pupil
and
I
just
wanted
to
pick
out
two
schools
to
give
an
example,
just
using
state
and
local
funding.
If
you
look
at
and
and
these
are
not
picked
based
off-
who
I
think
might
close
or
consolidate
just
two
good
examples
of
a
small
Elementary
School
and
a
large
one.
D
So
if
you
look
at
Birchwood
that
had
194
students
last
year,
state
and
local
combined,
and
that
includes
Transportation
with
Birchwood
requiring
more
Transportation
than
Bayshore,
because
it's
mostly
a
walking
school,
it
included
nutrition
and
everything
else.
Birchwood
was
sixteen
thousand
six
hundred
and
fifty
dollars
per
student
to
operate
whereas
base
Shores
at
more
than
double
the
number
of
students
was
7864,
so
less
than
half.
D
If
you
take
out
all
those
things
to
try
to
make
apple
to
Apple
comparisons,
you
take
out
Transportation
special
ed
grant
funding
title
every
every
other
type
of
funding,
and
you
just
do
operational
state
and
local
base.
Shore
still
was
30,
plus
percent
cheaper.
When
you
look
at
cost
per
student
to
operate,
be
sure
when
you
make
everything
Apple
to
Apple,
comparison
was
600,
323,
6,
323
dollars
per
student,
whereas
Birchwood
even
taking
all
the
other
stuff
out,
was
still
nine
thousand
eight
hundred
and
eighty
dollars.
D
So
when
you
look
globally,
you
look
at
at
the
district
writ
large
at
how
much
it
costs
to
operate,
and
you
start
talking
about
school
consolidations,
it's
not
as
clean
as
looking
at
one
Abbott,
Loop
and
saying
this
is
how
much
we
could
save
over
five
years.
It's
looking
at
those
long-term
Capital
Savings
that
that
we
could,
instead
of
spending
it
on
that
building,
apply
it
to
where
it's
improving
the
educational
facilities
in
the
buildings
that
were
we're
quite
confident
would
remain
and
I
think
the
Birchwood
and
Bayshore
is
a
good
example.
D
So
it
is
significant
if
you
go
down
to
the
long-term
goals,
one
of
them
that
popped
out
last
year
and
I
think
all
of
us
took
note,
was
boundaries
and
you'll
see
as
we
do
the
sixth
grade
to
Middle
School
that
that
really,
if
you're
looking
at
Equitable
education
opportunities-
and
we
know
there's
other
things,
transportation
and
and
other
things
that
can
make
stuff
more
Equitable
but
boundaries
alone.
D
If
you
move
the
the
Diamond
estate,
students
from
Golden,
View
and
South
to
mirrors
and
Diamond,
you
cut
their
Transit
time
in
half,
and-
and
so
you
know,
it
was
great
actually
that
the
community
did
get
involved,
that
they
were
active
and
they
made
sure
we
were
looking
at
this
group
of
students
and
so
you'll
see
that
that
that
certainly
is
not
just
part
of
our
long-term
goal,
but
the
first
day
of
school
next
year.
D
D
D
Our
board
goals
are
not
about
buses
they're,
not
about
the
number
of
computers
they're,
not
about
anything
else,
but
the
level
of
service
we
can
provide
to
our
students,
education,
wise
and
if
you
look
at
what
we
see
in
a
very
small
Elementary,
School
versus
a
large
Elementary
School,
there's
a
number
of
High
need
low
density
people,
everything
from
OTP
psychologists,
art,
Health,
PE,
all
of
those
things
where
you're
spreading
these
assets
so
thin
across
a
number
of
schools
where
a
larger
school
like
Bayshore,
would
have
all
of
them
there
five
days
a
week.
D
You
concentrate
the
resources
in
in
the
larger
schools
and
in
every
small
school
you
have
people
who,
who
at
times,
are
doing
class
in
a
cart
as
they
move
their
their
stuff
with
them.
Bouncing
around
schools
and
and
I
know
that
there
are
also
advantages
to
small
schools
and
we've
all
heard
that
the
community
loves
them,
but
but
there
are
disadvantages
when
it
comes
to.
Are
we
providing
the
same
level
of
Education
experience
to
a
student
in
a
one
section,
School
versus
a
student
in
a
three-section
school
and
the
real?
D
The
real
answer
is
no,
and
some
of
us
see
this
every
day,
so
one
section
of
school
means
one
kindergarten,
one
first
grade
one
second
grade
one
third
grade
and
a
three
section
would
be
three
first
grade
classes.
So
if
you
look
underneath
the
elementary
school
challenges,
the
number
of
small,
the
number
of
combo
classes
in
really
small
schools
is
significantly
higher.
D
Also,
these
class
size
bubbles
that
pop
out
in
a
one
section
School
are
incredibly
difficult
to
fix,
and
so
you
will-
and
we
do
every
year
hear
people
come
in
and
say,
you're
telling
me
you
have
a
class
A
PTR
of
X,
but
my
kids
in
a
class
size
of
31.
When
you
have
more
than
one
section,
those
class
sizes
start
normalizing
out
using
the
PTR
formula
and
and
last
year,
when
Shannon
was
talking
and
and
I
can't,
remember,
I
think
it
was
Eric.
I
could
be
wrong.
D
They
talked
about
how
we
could
physically
see
that
that
a
three-section
school
levels
out
normalizes-
and
you
don't
see
you
just
don't
see
the
same
bubbles
that
you
see
in
a
really
small
one
section
school
and
then,
of
course,
you
have
the
fact
that
if
one
of
three
third
grade
teachers
is
out,
the
substitute
has
two
other
third
grade
teachers
to
ask
questions
and
get
some
mentoring
and
help
and
assistance.
D
So
those
are
the
things
as
we
look
at
how
it
affects
the
level
of
service
of
Education
in
a
small
school
that
they're
real
and
we've
seen.
We
saw
it
within
the
first
two
weeks
of
school
this
year,
with
these
class
size
bubbles
that
there
was
no
clean,
easy
way
to
fix
and
not
exclusively,
but
almost
exclusively.
They
were
in
one
section
or
1.5,
section
schools
versus
something
like
Bayshore
with
a
three
section.
D
Then
you
start
looking
at
at
secondary
and
it
really
is
the
the
schedule
there's
so
many
periods
per
day,
there's
only
so
many
course
offerings
per
period
based
off
the
number
of
teachers.
You
have
so
the
options,
the
choices,
the
the
ability
for
a
student
to
flex
their
schedule
and
get
what
what
really
excites
them
out
of
life
is
much
smaller
in
a
small
secondary
school.
And
then
you
also
have
those
issues
with
Bubbles
at
grade
levels,
but
it's
it's
certainly
much
different,
so
at
the
bottom
I
try
to
summarize
this
with
it.
D
D
So
all
students
have
a
chance
to
succeed
and
and
improve
their
outcomes
and
that
that
got
lost
last
year
in
the
town
halls
that
got
lost
in
many
of
the
briefings-
and
you
know
that
was
a
good
lesson
learned
and
as
you
go
to
the
next
slide,
obviously
we
do
learn
lessons.
D
That's
what
we
do
so
I
talked
about
how
we're
going
to
have
public
surveys
and
from
starting
next
month,
all
the
way
through
January
and
then
Community
listening
sessions
from
February
through
April
to
try
to
figure
out
what
does
the
community?
D
How
would
they
want
us
to
look
at
schools
if
we're
looking
at,
consolidating
or
and
or
closure
and
or
repurposing?
What
are
the
community
priorities
so
in
May,
when
the
board
agrees
that
these
are
the
metrics
that
we
want
the
administration
to
use?
When
you
come
back
in
the
fall,
we
will
have
done
an
analysis
and
we
will
have
recommendations
for
a
multi-year
plan
to
right-size
the
district,
focusing
on
maximizing
the
education
level
of
service.
We
can
provide
with
the
funds
that
we
have
so
the
surveys
and
town
halls.
D
Unlike
last
time,
I
I
think
all
of
us
probably
learned
quite
a
few
lessons,
but
the
one
piece
that
that
I
personally
failed
to
make
a
priority
was
to
make
those
those
listening
sessions
and
surveys
to
be
informative
and
describe
the
environment.
That
leads
to
the
question
and
why
that
question
is
relevant.
D
So
people
who
don't
do
this
for
a
living
all
day
every
day
can
understand
better
how
to
even
answer
the
question
and
I
think
it'll
make
the
the
data
and
the
analysis
more
valid
and
I
think
it'll
give
the
board
a
much
stronger
base
of
understanding
from
the
community
members
for
you
to
agree
on
the
rubric
that
we'll
be
using
next
summer
and-
and
you
know
we're
talking
about
this
now-
it's
not
part
of
the
budget
cycle,
it's
separate
from
the
budget
cycle,
but
obviously
the
surveys
in
the
community
listening
sessions,
they're
all
stacked
on
top,
just
like
sixth
grade
to
Middle
School.
D
Just
like
all
those
other
things
we're
we're
a
big
district
with
a
lot
of
change.
It
will
be
stacked
on
top,
but
it's
not
about
the
amount
of
money
we
would
save
in
one
year
or
two
years
or
three
years.
It's
those
long-term
strategic
Savings
of
long-term
capital
Investments
and
it's
a
focus
on
education
level
of
service.
D
So
that's
why
we're
talking
about
school
capacity
and
I
will
hand
off
to
Larry
and
Dana,
who
are
the
experts
on
deed
and
ASD,
and
the
differences
between
how
those
capacities
are
are
determined,
and
a
lot
of
that
really
is
remember.
Donnelly's
been
asking
for
I,
don't
know
three
five
I,
don't
know
how
many
years
not
that
you've
been
here
like
that
many
years,
but
but
he's
been
asking
and
and
I
thought
it
was
relevant
to
everybody
to
try
to
explain
that.
E
Okay,
I'm
gonna
talk
to
you
about
the
deed
capacity
and
how
that's
calculated,
which
I
know
a
little
bit
about
the
state,
actually
has
a
very
simple
system:
the
number
of
students.
E
Let
you
know
how
big
of
a
school
you're
allowed
to
build
and,
conversely,
the
size
of
your
building
going
through
the
process,
tells
you
what
your
capacity
is.
As
you
can
see,
underneath
there
on
D
there's
the
114
per
student
in
elementary
plus
a
supplementary
space
which
supplementary
space
is
for
when
the
schools
are
smaller.
You
need
some
extra
space
for
common
areas
that
the
114
wouldn't
cover.
So
as
you
go
down
here,
but
what
the
state
doesn't
say
is
how
you
have
to
use
that
space.
E
F
Hi
I'm
Dana,
so
ASD
a
few
years
ago,
we
took
a
good
hard
look
at
how
we
were
calculating
capacity,
and
originally
it
was
done
by
sending
out
so
utilization
surveys
to
our
principals
and
having
them
tell
us
how
many
classrooms
and
what
they
were
using
them
for
and
every
year
when
we
would
get
it
back.
It
would
be
a
burying
from
one
year
to
the
next,
depending
on
how
that
principal
kept
counted
their
classrooms
and
what
they
were
using
the
spaces
for
so
we
the
board
through
the
board
direction.
F
That's
the
majority
of
the
of
the
calculation.
The
other
is
the
programs.
So
we
have
a
lot
of
programs
that
have
reduced
capacity
and
that
will
be
more
on
the
next
slide,
we'll
get
into
more
specifics
on
each
individual
grouping.
F
But
the
other
thing
that
we
took
a
look
at
was
we
don't
calculate
areas
like
corridors,
restrooms,
mechanical
spaces
and
office
areas.
So
those
do
not
add
to
the
capacity
calculation
that
does
get
added
into
the
calculation
for
from
deed
and
Elementary
and
secondary
spaces
are
calculated
a
little
differently
as
well
in
elementary
schools.
Mprs
gyms
and
libraries
are
also
not
counted
towards
the
capacity
as
examples
in
secondaries.
F
So
if
we
want
to
go
to
the
next
slide,
so
this
one's
individual,
elementary
schools
on
all
depends
on
which
way
you
look
at
it,
we'll
go
for
the
left
and
then
secondary
is
on
the
right,
so
I'm
going
to
work
on
elementary
schools
first,
so
the
biggest
block
is
the
light
blue
and
that's
your
General
Ed
classroom
and
then
the
next.
The
Orange
is
your
general
preschool,
which
is
16
students
and
your
general
education
has
25
students.
F
Then
you
look
around
the
the
pie
and
you
see
different
size
cutouts
and
those
are
just
based
on
the
number
of
students
that
are
in
those
programs.
So
each
school
can
have
different
programs
like
if
we
look
at
Tyson,
they
have
the
sbds
program,
and
so
the
sbbs
program
has
eight
students
versus
the
25.,
so
we're
those
classroom
spaces
are
calculated
at
those
student
ratios
versus
a
full
classroom
set.
F
All
right,
I'll,
move
to
secondary
and
secondary,
is
very
similar.
The
ratios
are
just
a
little
bigger
the
typical
classroom
for
secondary,
where
we
picked
ninth
grade.
As
our
example
is
31
students
and
then
life
skills.
One
has
15
students,
so
same
size
classroom
could
have
15
students
instead
of
the
31
students
that
are,
as
our
PCR.
E
Hello,
if
you
go
to
the
next
one,
there
yeah
yeah
I
thought
I'd
grab
a
couple
of
schools,
some
Elementary
some
middle
and
some
high
schools
and
kind
of
give
you
a
comparison
of
what
they
are
for
a
deed
capacity
and
what
an
ASD
capacity
and
they
kind
of
span
a
little
bit
Wonder
Park,
actually
ASD
says
we
have
more
capacity
than
deed.
Does.
Conversely,
Airport
Heights
is
just
the
opposite
on
there
and
then
we've
got
Ravenwood.
E
I
mean
a
difference
of
10,
for
that
number
of
classrooms
is
really
nothing
as
far
as
the
difference
goes,
and
if
you
go
take
a
look
down
there,
there
are
differences.
Some
are
big.
Some
are
small,
but
I
just
wanted
to
check
in
in
and
see
what
the
difference
is
in
and
put
it
together.
Next
one
here
we
go
looking
at
both
the
Elementary
and
the
secondary
based
on
overall
capacity
of
our
attendance
area.
E
The
Anchorage
attendance
area
and
look
at
over
time
and
our
projections
that
we
received
last
year
on
the
blue,
would
be
how
many
students
are
going
to
have
with
the
orangish
color
on
top
is
the
excess
capacity,
in
other
words,
how
much
buildings
we
have
that
are
not
needed.
E
So
if
you
look
at
that
and
then
there's
a
blue
line
which
is
Deeds
capacity,
what
they
show
and
as
you
can
see
as
we
know,
the
population
is
dropping
and
this
goes
down
and
further,
and
this
is
through
the
28-29
school
year.
E
This
is
what
we'd
be
looking
at,
both
in
the
ASD,
as
well
as
in
the
deed
for
elementaries
and
the
number
of
square
feet.
We
would
have
to
reduce
as
well
as
kind
of
what
a
typical
School,
how
many
schools
we
would
be
looking
at
now,
both
of
these
this
sheet
and
the
prior
sheet
does
not
have
anything
in
there
for
moving
the
sixth
graders
next
year,
because
our
none
of
our
projections
actually
had
that
in
there.
So
we're
still
working
off
of
last
year's
projections
until
we
get
a
new
one.
D
Go
back
to
slide
five,
so
on
Slide
Five
in
the
lower
left
hand
corner
just
just
to
clarify
that
last
chart
where
it
showed
to
get
the
90
capacity,
it
would
be
X
number
of
schools.
That
really
is
just
a
cursory
capacity.
Only
in
the
lower
left
hand,
corner,
there's,
there's
other
things
that
make
a
huge
difference:
the
transportation
analysis.
D
It
might
not
be
possible
to
close
certain
schools
because
of
the
the
cost
of
the
buses
and
the
length
of
time
it
would
take
to
get
to
the
new
schools
might
rule
those
schools
out,
even
though
other
factors
might
might
put
them
for
a
while,
during
the
analysis
up
near
the
top
of
the
list,
the
things
we
get
from
the
community
their
thoughts
on
everything
from
immersion
programs.
Special
programs-
are
they
exempt?
Should
they
be
exempt?
D
You
know
it
will
go
back
to
when
we
start
looking
at.
Can
we
consolidate
schools?
D
The
unfortunate
truth
is
that
in
the
original
design
of
Anchorage,
when
they
were
laying
out
streets
that
that
really
did
crisscross
form
squares
and
rectangles
and
and
everything
they
built
smaller
homes
and
more
condensed
areas
and
walking
schools
and
that's
the
way
Anchorage
was
laid
out.
The
vast
majority
of
those
schools
do
happen
to
be
not
by
Design
but
probably
by
age.
D
So
it's
going
to
be
it's
going
to
be
things
off
the
nothing's
off
the
list.
As
you
look
at
you
know,
what
can
we
do
to
provide
the
best
educational
experience?
Part
of
it
might
be
when
you've
lost
over
5000
students
that
that
we
we
need
to
find
some
efficiencies
in
terms
of
how
we
can
educate
and
provide
services,
and
that
means
combining
and
consolidating
schools.
So,
but
regardless
of
the
metrics
one
of
the
realities
is
the
older
schools
are
generally
titled
and
they're
they're
more
schools
closer
together
than
farther
apart.
D
So
I'll
try
to
explain
that
again
as
we're
going
through
surveys
of
listening
sessions,
it
I
I
think
we
really
do
have
to
do.
We
have
to
put
a
a
large
amount
of
effort
into
explaining
the
environment
that
we're
operating
in
explaining.
D
What
does
it
mean
when
we're
trying
to
improve
the
level
of
service
and
and
then
ask
questions,
and
we
were
it
was
it
was
too
rushed
last
year
and-
and
it
was
I
think
this
time,
though,
we're
going
to
have
six
months
of
surveys
and
listening
sessions
and
and
board
feedback
before
we
go
into
it
and
and
next
year
will
be
more
personable
and
and
hopefully
more
informative
there.
There
will
still
be
people
who
say
any
school,
but
my
school
but
I
do
support
it.
D
Just
not
my
school
I
and
that
will
be
a
reality.
So
we'll
try
to
figure
out
how,
in
the
surveys,
we
can
determine
what
schools
the
people
are
associated
with.
So
when
we're
collecting
data,
we
can
normalize
that
data
to
be
able
to
get
a
better
feel
for
how
the
community
responds
and
and
and
really
we're
providing
transparency
by
taking
six
months,
I
think
to
to
put
this
out
there
and
to
collect
feedback
and
share
the
results
of
the
feedback.
So
there
should
not
be
any
surprises.
D
I
think
that
was
Jared's
number
one
guidance
was.
Was
there
can't
be
a
surprise
to
anybody
that
we're
talking
about
it,
thinking
about
it
and
that
we
intend
to
come
back
to
the
board
and
I
think
you
know,
barring
board
guidance
and
in
a
different
direction
or
or
some
other
things
that
you'd,
like
I
I,
think
we
have
I
think
we
have
a
path
that
works
so
in
the
next
Kathy
you
can
go
to
the
last
slide.
D
But,
but
we
we
did
promise
that
we
wanted
to
walk
the
board
through
all
these
different
processes,
because
they
are
complicated
to
understand
and
unless
you're,
unless
you
do
this
for
a
living
and
but
you're
the
ones
who
have
to
explain
this
to
people
at
Community,
Council
meetings
and
everything
else.
So
I
really
felt
an
obligation
to
try
try
to
provide
these
classes
this
year.
D
But
how
do
you
get
to
the
procurement
piece
with
funding
we'll
go
through
all
the
grants
that
we've
applied
for
the
success
rates
of
different
grants
and
the
types
of
projects
that
we
look
at
for
grant
funding
versus
bonding
versus
one-time
money
and
and
try
to
get
a
feel
from
the
board
as
to
whether
you
think
that
needs
to
be
tweaked
or
or
or
or
you
know,
you're
pretty
comfortable
that
we
really
don't
have
a
dart
board
where
we
throw
darts,
then
we
turn
around
and
we
see
where
they
landed,
picking
the
schools
on
a
CIP
list.
D
It's
a
lot
of
work
and
it's
hundreds
of
hours
to
get
to
what
looks
like
a
simple
spreadsheet
that
we
will
be
giving
you
in
the
next
month
in
October
and
so
I
I
was
hopeful
that
these
sessions
will
will
build
a
little
bit
of
confidence
in
the
in
the
methodology
and
the
process.
So
the
other,
deep,
Dives
and
and
we'll
do
this
as
long
as
you
can
tolerate
it,
and
as
long
as
you
want
it
are
any
topics
you
want
to
understand
better.
D
We
can
talk
through
city
codes.
We
can
talk
through
I
can't
personally,
but
everybody
to
my
left
can
talk
about
it
and
and
it's
if
these
really
are
for
you,
this
is
for
the
board
to
help
you
prepare
to
go
to
Community
Council
meetings.
It's
not
for
the
administration
to
to
talk
at
you.
D
So
with
that
we're
certainly
open
to
questions.
I
have
very
smart
people
with
me,
so
yeah.
A
I
just
want
to
know
for
the
record.
Remember:
Don,
Lee
Joins
us
back
at
402
I
see
President
Bellamy
as
her
hand
up.
B
Thank
you
Mr,
chair
and
Jim.
Thank
you
thank
you
and
team
for
the
the
information
I
had
just
a
couple
of
questions
regarding
you
know
the
level
of
services.
B
What
what
really
means
prior
to
talking
about
cost
savings,
I
think
our
I
really
think
level
of
service
really
clarifying
what
that
means,
perhaps
even
starting
with
that
Beyond
before
even
talked
about
cost
and
budget,
because
I
think
that
so
I'm
glad
to
see
that
this,
that
that
that
you
know
the
the
level
of
Educational,
Service
and
efficiency
is,
is
there
and
so
I
I?
Do
like
that?
D
No
ma'am
I
agree
completely
on
on
slide.
Three
I
I
didn't
read
the
slide,
but
if
you
look
under
long-term
planning,
the
the
fourth
fifth
bullet
down
I
do
look
at.
We
are
looking
at
all
of
us
building
new
schools
when,
when
that's
the
right
thing
to
do
to
get
the
level
of
service
that
we
need
consolidating,
closing
and
demoing
and
repurposing
so
everything's
going
to
be
on
the
table
and
it's
it's
really
a
smorgasbord
of
options.
As
as
we
look
at
how
we
can
provide
a
better
level
of
Education
experience.
B
Okay,
because
I
really
think
that's,
that
is
the
ticket
right
there,
the
level,
because
people
do
not
they
don't
they
don't
care
what
it
costs
really
I
mean
they
are,
they
do
I
won't
say
they
don't
care,
but
when
we
are
talking
about
changing
what
they
are
used
to
and
we
equate
it
to
the
amount
of
money,
sir,
you
know
that
it
costs.
There
is
just
no
there's.
B
No
comparison,
I
mean
they
just
that's
incomprehensible,
but
when
you,
when
you
look
at
it
through
the
lens
of
you,
know
improving
the
level
of
service,
not
just
for
their
kid,
but
for
all
kids.
I
just
think.
B
That's
more
impactful,
so
I'm
glad
to
see
that
in
this
round,
and
thanks
for
explaining
what
that
Community
process
is
going
to
look
like,
because
I
think
that
the
public
process,
how
that's
going
to
look
like
with
the
town
halls
listening
sessions
and
and
as
a
board
member
I,
do
appreciate
having
the
information
so
that
we
can,
because
we're
already
getting
questions.
B
At
least
I
am
already
getting
questions
at
Community
councils.
Regarding
the
next
steps
on
what's
going
to
be
happening,
especially
with
the
six
with
the
middle,
the
sixth
grade
to
Middle
boundaries,
change
we'll,
you
know
how
you
know:
how
are
we
going
to
you
know?
How
is
that
going
to
happen?
When
is
it
going
to
happen,
so
the
timeline
is
wonderful,
so
I.
Thank
you.
G
Appreciate
that
as
a
top
priority
that
to
me,
it
looked
like
we're
really
looking
at
the
impact
on
individual
kids
when
they,
when
they
move
and
trying
to
be
trying
to
do
the
least
harm
or
in
some
cases,
baby
actually
do
some
benefit
depending,
but
certainly
everybody
would
debate
that
it's
a
difficult
thing
to
talk
to
the
public
about,
unless
you
can
also
talk
about
why
certain
other
schools
are
much
more
complicated
to
break
up
and
and
I
did
some,
but
I
was
always
guessing
a
little
bit
because
and
I'm
not
sure
how
you
can
do
it,
because
as
difficult
as
it
is
to
talk
about
closing
six
schools,
that
means
you
have
to
talk
about.
G
Why
you
want
to
keep
57
of
them
open
and
that's
that's.
You
quickly
get
into
a
big
mess,
but
I
I
do
think
it's
important
to
emphasize
that
that
we've
looked
for
situations
where
we
could
move
students,
the
least
distant
where
we
can
keep
neighborhoods
intact,
rather
than
splitting
them
between
several
schools
that
were
further
away.
G
But
it
may
also
help
I
think
to
point
out
some
of
the
schools
where
there
is
no
clean
way
to
do
that,
and
and
of
course,
unfortunately,
those
are
often
our
schools
in
the
more
spread
out
communities
which
tend
to
be
the
more
upscale
communities.
So
there's
a
lot
of
focus
by
people
that
gosh
we're
just
focusing
on
lower
income
neighborhoods.
When
we
do
this
I
I,
don't
I,
never
thought
that
was
a
factor
in
terms
of
the
choice,
except
that
it
came
about
because
of
the
things
you
mentioned.
G
Those
are
more
compact,
dense,
neighborhoods
and-
and
sometimes
it
made
sense
so
in
in
giving
us
our
talking
points
the
ability
to
talk
about
why
a
number
of
schools
are
really
difficult
to
break
up
would
be
helpful
as
well.
Yeah
I
did
feel
and
still
feel,
that
the
the
choices
that
you
folks
made
were
very
well
considered.
G
I
felt
like
I,
could
look
through
and
see
why
those
made
the
most
sense
and
did
the
least
damage,
even
though,
obviously,
to
the
people
directly
affected.
It's
it's
a
huge
thing.
You
can't
you
can't
erase
that.
Thank
you.
H
I
guess
excuse
me:
I
wanted
to
begin
by
extending
a
note
of
appreciation
for
the
explanation
between
deed
capacity
and
ASD
capacity.
For
some
time,
I've
been
aware
of
the
deed
capacity
which
Better
or
Worse
reminds
me
of
chickens
right.
You
could
get
X
number
of
square
feet
per
cage
and
that
just
doesn't
seem
right
when
our
children
have
all
of
these
other
requirements
for
all
of
the
other
parts
of
a
well-rounded
education
that
need
physical
space.
H
So
I
appreciate
that
one
of
the
things
that
I
would
ask
the
administration
to
consider
is
that
in
the
surveys-
and
this
was
a
response
from
sort
of
last
year's
process,
if
there's
a
way
to
disaggregate
input
by
ZIP
code,
so
we
know
that
all
of
the
input
is
not
coming
from
one
area
of
town
or
the
other
I
think
it
would
be
helpful
to
understand
what
what
community
members
I
mean.
We
have
what
three
dozen
Community
councils
right,
so
you
can
slice
and
dice
Anchorage
as
Tiny
as
you
want
it.
H
Just
it
might
be
useful
to
better
understand
how
different
neighborhoods
or
Community
you
know.
Sort
of
smaller
communities
are
responding
to
the
questions
that
they're
asked
and
then
I
guess
I.
Just
I
wanted
to
just
suggest
that
the
level
of
service
that
we're
able
to
provide
is
also,
of
course,
as
we
all
know,
influenced
and
shaped
by
the
by
the
austerity
that
we're
facing
right.
This
year's
level
of
service
has
already
been
compromised
by
our
budget
shortfall.
H
We've
lost
more
than
five
dozen
teachers
from
from
last
year,
just
in
our
PTR
allotment
and
so
I
feel
like
that's
just
something
to
say
that
we
want
to
continue
to
support
the
best
level
of
service
possible,
but
as
the
coppers
get
smaller
and
smaller,
there's
really
only
so
much.
We
can
do
to
provide
a
level
of
service.
One
of
the
things
that
I've
been
doing
is
I've
been
visiting.
Schools
and
I
shared
this
at
a
retreat
on
Saturday.
H
It's
just
imagining
20
more
bodies
in
a
classroom
and
so
all
of
a
sudden,
a
31
class
High
School
becomes
significantly
larger.
So
that's
that's.
How
I'm
viewing
these
spaces
right
now?
What
happens
with
20,
more
bodies.
I
You
I
I,
first
of
all,
I'll
start
with
and
agree
with
President
Bellamy
in
regards
to
the
presentation
belt
like
felt
like
it
was
a
for-profit
entity
and
initially
talking
about
what
you
can
save
and
not
mentioning
kids
at
all
and
and
that
that's
a
concern
to
me
because
we
should
be
focused
on
how
is
it
going
to
affect
you
know.
Academics
I
would
also
say
that
I
heard
that
your
concerned
that
the
public
didn't
hear
you
they
would
buy
into
it.
I
Otherwise,
the
question
is:
did
we
hear
what
the
public
said
to
us
during
those
meetings
and
that
should
have
been
an
acknowledgment
too
as
to
what
their
concerns
are,
so
that
we're
recognizing
they're
they're
legitimate
concerns?
There's
always
two
sides
to
every
issue
and
Allahu
tonight
was
one
side
and
what
I
would
hope
to
do
for
a
discussion
is
to
have
the
advantages
and
disadvantages
I.
Would
parents
out
there
talking
in
a
low-income,
Title,
One
School
everybody
in
that
area?
You
know
close
by
they're
participating
in
the
school.
I
They
close
it
they're
not
going
to
be
able
to
participate.
There
are
reasons
out
there,
even
if
it's
legitimate,
we
need
to
go
in
one
direction
to
at
least
acknowledge
it
and
I.
Don't
think
I
heard
that
and
that's
a
concern
and
the
last
one
is
this
capacity.
If
right
now,
we've
got
a
lot
of
baking
classrooms.
What
if
we
had
Pikes
Odom-
and
we
had
to
do
that
if
we
got
the
funding
that
36
States
and
a
low
of
48
had
to
lower
classroom
sizes?
I
How
is
that
going
to
affect
our
classroom
capacity,
and
how
are
we
going
to
be
able
to
manage
at
least
acknowledge
it
that
that's
a
that
is
a
real
risk
issue
in
regards
to
we
go
from
25
kids
to
1
to
15.
that's
going
to
be
a
lot
of
classrooms.
Okay,
we
may
decide
to
go
in
that
direction,
but
let's
at
least
acknowledge
it,
because
that's
something
that
you
know
we
played
with
the
issue
or
do
we
force
the
state
to
do
it?
I
I
Bonds
made
the
pose
May
weigh
out
for
dollar
reasons
or
for
some
other
reasons,
but
if
dollars
wasn't
the
issue,
if
we
had
the
capacity
for
additional
teachers
to
do
other
things,
I'm
not
sure
what
the
best
answer
would
be
and
I
do
agree.
Also
with
with
President
Bellamy,
we
gotta
the
fact
that
we're
using
Abbott
Loop
right
now
for
the
Alaska
native
cultural
charter
school
to
me
is
great,
because
that
those
were
kids
that
and
and
all
Charter
Schools
right.
I
You
know
not
in
safe
buildings,
not
not
in
case
of
an
earthquake
not
like
all
schools
or
and
they're.
All
kids
and
Safe
People
comes
a
big
issue.
So
if
we're
looking
at
it
and
we're
going
to
do
that,
then
we
have
to
talk
about
whether
or
not
you
take
over
the
whole
school
or
is
there
a
way
for
us
to
combine
more
the
schools
and
still
get
the
benefits
within
the
neighborhood
increase?
I
The
capacity
do
other
things,
I,
don't
know
what
the
benefits
will
be,
how
we
might
be
able
to
do
it,
but
I
I
really
want
all
the
options
on
the
table
and
I
do
want
to
recognize
is
not,
as
there
was
pros
and
cons
to
this
issue,
and
we
ought
to
recognize
all
the
variables
in
here.
We
have
to
listen
to
the
public
because
they
have
given
us
a
lot
of
feedback.
I
didn't
agree
with
all
of
it
either,
but
I
do
recognize
it
and
I
do
think.
A
I'll
jump
in
thank
you,
member
Higgins,
so
a
question
on
I
think
it's
slide.
Nine.
With
the
bar
graphs,
our
enrollment
versus
the
deed
calculation.
A
Could
staff
explain
the
Delta
why
the
Delta
is
larger
at
the
elementary
level
than
the
secondary
level,
I
was
staring
at
the
the
different
items
that
we
exclude
and
I'm,
seeing
maybe
like
gymnasiums,
aren't,
aren't
excluded
in
the
secondary
levels
that
why
or
is
there
something
else
I'm
missing
on.
D
That
here,
the
the
bulk
of
our
schools
that
were
under
65
capacity
were
elementary
schools,
so
that
is
the
largest
when,
when
we
talked
about
birth
rate
data
over
the
last
five
plus
years,
elementary
schools
was
hit
by
the
declining
birth
rate,
much
more
than
secondary
schools,
because
those
kids
were
already
in
the
system.
So
what
we
saw
was
with
declining
birth
rate.
Every
year
kindergarten
was
getting
smaller,
which
meant
the
next
year's
first
grade
was
smaller
than
the
year
prior's
first
grade,
but
9
through
12th
grade
wasn't
impacted
by
declining
birth
rates.
A
Thank
you
and
a
follow-up
question
to
something
Mr
Anderson
you
mentioned
earlier.
You
indicated
that
and
I
think
I
agree
with
that.
Our
method
for
calculating
capacity
is
certainly
more
insightful
than
the
one
currently
used
by
the
department.
Is
that
something
that
is
changed
by
the
State
Board
of
Education?
Is
that
a
commissioner
call
or
is
it
a
statute
of
Regulation.
D
I
I
think,
if
it
were
to
change,
though
the
the
reality
in
our
state
is
that
it's
like
apples
to
kiwi
fruit
when
you're
looking
at
a
really
small
school
with
12
people,
when
none
of
the
things
that
we
use
as
rubrics
to
look
at
the
multiple
different
programs
and
everything
else
are
even
applicable.
It
really
would
be
those
larger
districts
with
larger
schools
that
might
look
at
it
differently,
whereas
a
really
small
school
which
could
in
is
in
many
cases
a
Village's
Community
Center.
D
They
they
just
it's
like
picking
class
size
like
Pica
certain
it
wouldn't
do
any
good
to
pick
a
class
size
of
first
graders
at
a
small
school
of
20
20
kids.
You
may
very
well
have
two
teachers
with
10
kids,
each
across
multiple
grade
levels.
So,
even
when
you
look
at
picasone,
it's
not
necessarily
applicable
to
every
District
in
the
state
it.
It
certainly
is
for
larger
districts,
because
we're
much
more
like
districts
in
the
lower
48
in
most
urban
areas.
C
A
Yes,
okay,
great
with
that
said,
that
is
the
last
agenda
item
before
we
adjourn,
so
would
accept
a
motion
to
adjourn
to
Executive
session
for
the
purpose
of
legal
updates
negotiations
and
contracts,
so
move
made
by
the
member
Holland
second
on
by
member
Higgins,
not
seeing
any
objection,
we
are
adjourned
to
Executive
session.
Thank
you.
Everyone.