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A
C
Thank
you
all
right
so
good
morning,
I'd
like
to
welcome
everyone
to
our
June
Joint
School
Board
assembly
meeting.
We
have
lots
of
new
assembly
members
that
we
want
to
welcome
in
the
room,
so
I'm
going
to
call
us
to
order.
The
time
is
1004.
C
Oh
I
guess
I'll
do
that
over
Welcome
to
our
joint
assembly
school
board
meeting
today
is
Friday,
June
9th,
so
I'm
calling
our
meeting
to
order
at
about
1005,
and
now
we
will
have
our
roll
call
so
Amanda
when
you're
ready.
E
C
F
For
the
assembly
chair,
constant
here,
Vice,
chair,
zellatel
I
believe
is
excused
Miss
Brawley
here,
Miss
brunga.
G
B
F
C
Right
also
present
did
you.
You
did
just
introduced
our
student.
We
also
have
our
superintendent
Dr
Bryant,
along
with
several
other
staff
members
in
the
room.
So
with
that,
please
stand
and
join
me
for
the
pledge
I
pledge
allegiance
to.
H
C
C
Is
there
any
opposition
to
the
motion
seen
and
hearing
no
opposition?
The
minutes
are
approved
as
presented,
and
that
brings
us
to
our
agenda
item
C
approval
of
the
agenda.
I'll
give
you
a
minute
to
kind
of
look
over
it
for
those
of
you.
If
this
is
your
first
meeting,
this
is
your
the
time
that
you
may
add
an
item
that
you
would
like
to
share,
or
you
can
hold
that
item
and
share
it
at
the
end,
when
we
do
personal,
your
individual
comments,
yeah,
yes,.
C
Adding
an
item
under
e
e
one,
a
special
tool,
would
you
say,
review.
C
C
K
All
right
so
we'll
have
a
brief
presentation
from
our
chief
operating
officer
in
a
moment,
but
just
to
get
to
the
punch
line,
the
ASD
board
passed
a
balanced
budget
back
in
February
that
went
before
the
assembly
in
March.
We
got
to
a
balanced
budget
after
quite
a
substantial
Financial
deficit,
largely
through
utilizing
one-time
funds
and
a
structural
change
by
increasing
our
people
to
teach
ratio
by
one.
Since
then,
the
legislative
session
has
ended
and
passed
through.
K
The
legislature
was
about
50
million
dollars
that
would
go
to
ASD,
but
the
punchline
is
that
the
governor
has
not
signed
off
on
the
budget,
there's
always
the
possibility
of
Vetoes.
So
there
are
a
lot
of
question
marks,
even
as
of
today
so
I'll.
Let
Jim
take
it
from
here.
L
Thank
you,
Dr
Bryant,
so
House
Bill
39
was
passed
in
a
one-day
special
session
and
in
the
session
it
it
included.
174
million
for
the
state
and
one-time
funding,
depending
on
our
actual
enrollment
next
fall,
it'll,
probably
be
somewhere
in
the
area
of
50
million
dollars,
the
in
major
maintenance
or
Capital
funding.
L
We
had
several
projects
that
qualified
for
reimbursement,
Grant
and
if
all
of
the
projects
on
the
state's
list
get
funded
to
100,
as
shown
in
the
bill,
we
would
get
about
5.2
million
toward
maintenance,
major
maintenance,
slash
Capital.
L
Frequently,
though,
all
of
the
projects
don't
get
funded
to
what
gets
gets
approved,
based
off
review
and
committee,
and
if
some
of
the
other
school
districts
don't
qualify,
we
we
could
get
a
little
bit
more
so
more
to
follow.
But
right
now
we
we.
We
are
not
counting
chickens.
The
the
bill
has
not
been
transmitted
to
the
governor,
so
all
the
eggs
are
sitting
there
that's
an
overview
of
it,
but
he
has
20
days
from
the
date
he
receives
it
to
sign
it.
I
do
know
that
his
staff
is
working.
L
It
we've
heard
from
our
consultant
or
lobbyist,
but
we've
had
nothing.
Nothing
has
slipped
out
as
to
what
he
may
or
may
not
line
item
just
to
point
out
last
year,
even
though
we
received
significant
support
from
the
legislature,
he
did
line
item
Capital,
I
I've,
yet
to
see
him
not
line
items
something,
but
it
may
or
may
not
impact
legis
or
educations.
So
we'll
see
how
that
plays
out
and
again
if
there
was
no
inflation
proofing
for
fiscal
year
25.
L
So
when
we
start
planning
fiscal
year,
25's
budget,
not
counting
the
one-time
funding
that
we
hope
to
receive,
it
would
be
about
a
80
to
90
million
dollar
deficit
as
a
start
point.
So
if
we
get
the
50
million,
it
helps,
but
it
certainly
doesn't
get
us
where
we
need
to
be.
C
L
Right,
no
ma'am,
it
has
not
left
the
house.
The
last.
The
last
thing
when
I
looked
this
morning
was
on
the
1st
of
June.
They
found
more
errors
and
they
haven't
fixed
those
errors,
so
they
can't
transmit
it
at
this
point:
they're
administrative
but
they're,
still
cleaning
up
around
the
edges.
Okay,.
C
H
Thank
you
very
much
so
recently
it
was
in
the
news
that
you,
the
school
district,
forwarded
a
capital
program
and
I
just
was
hoping
we
could
hear
about
the
gist
of
it.
What
was
covered?
What
remains
if
there
are
elements
that
the
assembly
needs
to
contemplate
future
funding
bonds,
other
pieces
to
kind
of
make
that
work,
I'm,
hoping
just
to
have
at
least
a
brief
introduction
to
what
happened
and
what?
What
the
hope
is.
L
Thank
you
so
this
Tuesday
the
board
passed
memo
151,
it
has
s
substitute
version,
it
was
modified
and
it
basically,
there
was
37
million
dollars
left
in
capital
funding
from
one-time
funds
that
the
state
gave
us
last
legislative
session.
The
board
had
made
a
decision
in
September
October
to
not
obligate
or
commit
any
of
those
funds
until
after
we
figured
out
how
we
would
build
our
budget,
and
so
now
we
have
a
past
budget.
L
We
have
at
least
a
legislative
bill
that
passed
the
House
and
Senate,
and
so
we
gave
a
prioritized
listing
of
potential
projects.
One
of
those
was
a
rebuild
of
Ursa
Major
on
post,
for
those
of
you
who
don't
remember
or
or
new
assembly
members,
maybe
you
weren't
tracking,
but
about
three
weeks
before
school
started.
Last
fall.
We
finished
a
tier
two
three
seismic
study
on
Ursa
Major
and
it
it
was.
L
It
was
determined
by
the
engineer
that
it
had
significant
seismic
issues
and
so,
throughout
the
winter
and
spring
me
and
my
team
have
been
working
with
Jay
bear
and
we
went
in
May
to
a
DOD
conference
and
we
received
an
80
20
matching
Grant
to
rebuild
Ursa
Major,
so
we'll
get
80
million
or
40
million
dollars
roughly
from
the
federal
government
and
on
this
list
the
board
committed
11
million
ish
and
change
towards
the
20
for
our
match.
L
Part
of
that
money
was
FEMA
reimbursement,
money
from
projects
we
had
completed.
That
was
the
bulk
of
it
and
then
some
of
it
was
from
the
37
million.
There
was
a
number
of
other
projects
from
roofs
to
secure,
vestibules
and
other
things,
and
then
the
board
also
added
26
million
dollars
to
war
and
live
view.
Now
the
total
cost
to
rebuild
Inlet
View
is
certainly
much
higher,
there's
still
an
outstanding,
approximately
14
million
dollars
that
hypothetically
could
be
bonded
or
or
some
other
funding
could
come
if
there
was
another
special
session.
L
This
fall
from
the
legislature,
although
I
haven't
seen
a
lot
of
movement
on
that,
but
it
would
in
effect,
have
a
smaller
bonded
amount
if,
if
this
occurs
this
spring,
when
or
next
spring,
when
the
voters
see
our
next
Bond.
M
L
I
can
answer
that
we
can't
do
a
Construction
contract
with
a
guaranteed
Max
without
having
the
full
funding
available.
But
what
it
would
do
is
reduce
the
burden
on
taxpayers
in
the
next
Bond,
because
it
would
be
a
much
smaller
amount.
H
Thank
you,
so
I
had
had
some
conversations
last
night
with
members
of
the
community
down
there
in
South
Edition
and
advocates
for
the
project,
and
there
was
some
conversation
about
really.
Let's
work
aggressively
to
find
an
alternative
to
bonding
for
that
10
million
only
because
of
the
the
the
opposition
it
engendered
and
I
don't
want
to
put
the
rest
of
the
projects
for
the
school
district
at
risk.
If
we
can
find
another
way,
I'm
not
opposed
to
going
that
way
and
I
would
advocate.
H
For
it
and
I
know,
some
people
are
laughing
in
the
room
right
now
about
a
matter
of
taking
care
of
the
kids
available,
but
practically
speaking,
I
would
like
us
to
work
together
to
find
a
way,
maybe
an
additional
Grant,
some
federal
funding,
some
support
that
we
can
work
towards
to
take
that
out,
so
that
the
rest
of
the
needs
of
the
school
district
can
also
be
met
without
a
unnecessary
political
fight.
L
I
could
add
one
comment
to
that.
The
the
city
of
Anchorage
does
provide
a
hundred
percent
of
the
operational
funding
that
is
allowed
and
also
close
to
the
tax
cap
as
well,
but
things
like
student
nutrition,
Transportation,
Capital
funds,
those
are
counted
outside
the
operational
fund.
If,
if
that's
what
the
the
city
were
to
choose.
D
I
was
just
going
to
Echo.
That
is
odd,
to
be
a
retired
teacher
and
kind
of
not
in
support
of
that
project,
but
I
think
the
voters
pretty
loudly
said
that
they
didn't
want
it
rebuilt
and
if
it
was
to
go
forward,
I
agreed
with
Mr
constant
that
putting
it
on
a
bond
would
be
disastrous
optically
and
that
teachers
often
get
the
backlash
from
spending
on
something
that
the
community
didn't
want.
So
thank.
N
Think
the
property
would
be,
for
the
very
first
time
give
the
villagers
an
honest
choice.
They've
never
had
an
honest
Choice
with
Inlet
View,
where
they
stood
alone
on
its
own
merits.
It's
always
been
mixed
in
with
other
things,
the
first
time.
The
only
reason
that
I
feel
that
the
design
money
was
ever
approved
is
because
it
was
lumped
in
with
the
earthquake
bonds
that
absolutely
needed.
Those
earthquake
repairs
it
I.
N
At
the
time,
I
tried
to
divide
out
the
earthquake
dollars
from
the
rest
of
that
Bond
and
the
board
chose
not
to
do
it
at
that
time.
That
would
have
been
an
honest
decision
presented
to
the
voters
about
whether
to
move
forward
with
a
total
tear
down
rebuild
of
this
Elementary
School.
It's
such
a
significant
step
and
it
leads
to
Big's
equation.
What
about
the
next
two
schools,
because
on
the
six-year
plan,
the
Inlet
View
is
just
the
first
of
three
schools
that
currently
is
proposed
to
be
torn
down
and
completely
replaced.
N
So
I
think
the
way
to
do
it
rather
than
try
to
find
a
backdoor
way
to
fund
it
and
avoid
voter.
The
the
what
the
voters
said
is
to
put
it
on
the
bond
separately
from
any
other
of
the
school
bond
expenses.
So
have
it
stand
alone,
so
the
voters
will,
for
the
very
first
time
this
community
get
to
take
an
honest
up
or
down
vote
on
whether
to
move
forward
with
this
project.
O
Yeah,
thank
you.
Mr
President
I
appreciate
the
question
the
opportunity
to
talk
about
the
the
memo
I
I
found
Solace
and
looking
back
at
where
the
board
was
last
fall.
The
last
time
I
think
this.
The
topic
of
capital
investment
came
up
at
one
of
these
joint
meetings.
With
the
the
prior
configuration
of
the
assembly.
O
We
nearly
spent
all
remaining
school
bond
debt
reimbursement,
roughly
37
million
dollars
on
one
particular
project,
which
I
think
would
have
been
problematic
for
a
number
of
different
reasons.
Instead,
one
member
151
s
allocated
the
remaining
school
bond
debt
funds,
leveraged
FEMA
reimbursement,
as
well
as
Federal
matching
funds
to
aggressively
attack
capital
investment
projects
in
20
of
the
24
Anchorage
legislative
districts
from
South
Anchorage
to
South,
Edition,
Eastern,
Virginia
River.
O
I
will
Echo
the
comments
of
Mr
Anderson
referenced
earlier
that
there
are
certainly
other
opportunities
and
ways
we
can
examine
completing
the
funding
stack,
but
we
have
a
funding
stack
for
a
new
building
that
are
some
major
on
base
for
our
military
families.
We're
utilizing
federal
funds
to
complete
that
the
current
proposal,
according
to
our
CIP
that
was
approved
last
fall,
is
to
start
the
funding
stack
with
the
money
that
was
allocated
151
s
and
complete
that
and
with
the
2024
school
bond.
O
Obviously
there's
room
for
additional
configuration,
but
absence
some
sort
of
situation
where
the
board
were
to
look
at
just
closing
schools
and
fall
into
disrepair.
You
know
we
have
to
continue
being
Visionary
and
what
we
want
to
support
for
schools
in
Anchorage
and
I.
Think
this
memorandum
did
that
so
I
was
certainly
have
anyone
to
share
that
sentiment
too.
P
Yeah,
just
one
day
there
were
a
number
of
things
that
happened
around
that
Bond
it.
It
wasn't
a
straight
up
vote,
as
member
Donnelly
pointed
out,
and
of
course
the
problem
is
straight
up
on
individual
things
is
one,
obviously,
nothing
would
ever
get
built
in
gerblet
again
it.
It
really
does
sort
of
ask
the
whole
city.
P
P
So
I
I
can't
remember
if
we
used
to
separate
out
the
Clark
Bond,
but
it
never
passed
until
it
was
mixed
in
with
a
lot
of
other
projects
and
and
we,
the
board,
has
and
I
say
this
from
observing
before
I
was
on.
The
board
always
tried
to
put
a
mix
geographically
across
the
whole
municipality,
yeah,
I,
I
kind
of
shudder
to
think
about
what
would
happen
if
we
went
to
that
approach
to
where
we
we
broke
them
out
individually,
but
I,
it's
a
complex
thing,
but
I.
P
Certainly
Inlet
View
was
not
all
the
angst.
The
people
were
feeling
of
that
Bond
vote.
C
A
A
You
know,
I
went
all
the
school
funding
in
my
backyard
I
also,
you
know,
I
I
think
the
one
of
the
reasons
that
Bond
did
not
pass
was
because
it
was
111
million
dollars
and
Anchorage
voters
had
sicker
shock
and
so
I
think
when
we
consider
funding
opportunities
in
the
future,
maybe
having
it
be
more
constrained
to
a
manageable
amount.
I
think
it's
kind
of
wrong
to
blame.
A
The
failure
of
that
Bond
solely
on
Inlet
news
inclusion,
so
for
what
it's
worth
I
think
there
were
more
factors
at
play
for,
while
that,
what
for
why
that
Bond
did
not
pass
other
than
him?
Thank.
N
Holloman,
didn't
we,
my
memory
is
and
and
I'm
reaching
back
in
my
memory
here
is.
We
did
high
schools
with
separate
bonds
and
I
think
it
might
have
taken
one
or
two.
Even
three
tries
you
know
to
get
them
through,
but
I
think
we
do
have
the
president
of
breaking
out
some
really
major
projects
like
that
at
those
times,
I
think
the
high
schools
were
about
the
same
as
what
we're
paying
now
for
Inlet
View.
Q
Yeah
I
see
the
direction
you're
going
with
that
Mr
Donnelly,
but
the
only
way
I
think
you
could
keep
it
really
pure.
Is
that
if
you
separated
them
out,
but
unfortunately,
I
think
that
would
also
require
that
only
the
individuals
who
live
in
the
district
that
services
that
school,
because
then
those
Property
Owners
but
I,
don't
see
how
you
I
otherwise
I
just
see
a
vast
failure
of
bond
projects,
because
there
is
a
lot
of
I'm
not
going
to
pay
for
that
school
in
that
District.
Q
That's
not
my
responsibility,
that's
a
frustrating
algorithm
and
yet
really,
if
it
were
to
be
a
pure
formula,
it
would
be
just
the
residentials
who
live
in
and
who,
who
service,
that
school
and
those
local
individuals
would
choose
on
whether
or
not
they
want
to
invest
in
that
school
based
on
their
aggregate
of
taxes.
But
I,
don't
think
we
can
afford
to
get
that
that
incremental.
C
Let
the
records
show
that
member
Higgins
has
joined
us
just
one
minute,
Mr
Higgins.
If
oh
did
you
want
to
speak,
I
thought
you
were
just
telling
me.
You
were
here
I'm.
Sorry
thank.
R
You
remember
Higgins
is
on
yeah
the
history
of
this
and
well.
My
wife
was
on
school
board
back
in
the
90s
and
I
was
on
it.
You
know
15
years
ago
and
and
the
history
has
been
that
if
a
bond
came
up
and
it
had
Eagle
River,
it
got
passed
if
it
didn't
have
Eagle
River,
it
failed
and
you
had
a
lot
of
support
throughout
the
other,
and
so
the
combining
these
was
a
big
issue
to.
R
If
you're
going
to
balance
things
out,
you
need
to
put
it
on
there
that
I
agree
that
the
size
of
this
Bond
was
an
issue
too.
This
was
a
very
close
vote.
I
mean
this,
isn't
a
overwhelming
rejected
type
of
issue.
We're
talking,
Four
Points
difference
I
believe
was
what
the
difference
was
52-48
or
something
like
that.
You
had
the
issue
of
the
size
of
the
bond.
R
You
had
all
kind
of
the
timing,
the
fact
that
the
state
hasn't
been
supporting
the
bonds,
a
lot
of
questions
and
issues
out
there,
but
the
history
of
separating
it
out
very
carefully
resulted
in
some
bonds
getting
proved,
and
some
is
not
for
the
same
thing
and
you
have
different
areas
of
the
city,
not
supporting
it
municipality,
not
supporting
it.
So
I
I
agree
that
the
putting
things
in
in
separation
some
without
117
million
doing
that
was
a
mistake.
I
think
that
was
an
error
and
I
did.
R
R
So
the
amount
of
money
we
funded
of
what
he
provided
it's
going
to
be
enough
to
mine
is,
is
to
deal
with
the
major
renovation,
but
it's
not
enough
to
replace
it
and
we've
seen
the
stuff
with
the
with
the
with
the
on
base,
where
they
do
the
review
and
say
you
know,
you
reach
a
point
where
you
got
enough
damage,
it
doesn't
make
sense
to
Simply,
replace,
simply
repair
it.
They
they've
decided
they
need
to
replace
it
could
do
it
cheaper,
yeah,
Hospital,
you're,
going
to
have
the
same
life
expectancy.
R
You're
going
to
have
other
issues
come
up,
so
there
are
some
advantages
to
Simply
replacing
it
at
this
point,
when
you
get
fifteen
thousand
dollars
worth
of
damage
to
a
twenty
thousand
dollar
call,
they
don't
generally
fix
it
and
that's
kind
of
what
I
think
we're
dealing
with
this
issue.
We
need
to
educate
the
public
on
it
and
keep
the
bonds.
If
we're
going
to
do
100
million
dollars,
it
should
not
be
one
Bond.
C
Thank
you
very
much.
Okay,
yes,
Mr,
constant
and
then
remember,
big.
H
So
I'm
just
going
to
speak
to
the
tone
of
this
conversation.
Briefly,
I
was
mocked
by
member
Donnelly
when
I
suggested
coming
up
with
alternative
means,
he
laughed
mockingly
and
then,
when
I
suggested
using
alternative
means.
It
was
already
discussed
that
we
found
80
percent
from
the
federal
government
for
one
of
the
schools.
That
I
was
only
suggesting
that
we
do
that,
but
then
it
was
suggested
that
we
need
an
honest
discussion
and
that
I
was
attempting
a
backdoor
efforts,
all
of
which
is
I,
believe
an
attack
on
my
character.
H
Separate
from
that,
it
was
suggested
by
a
member
of
the
assembly
that
they
agree
with
my
point,
but
then
they
said
it
would
be
disastrous.
I,
don't
believe
it
would
be
disastrous
to
go
forward
and
I
support
the
project,
and
so
I
come
from
it
differently.
I
just
want
to
protect
and
ensure
as
best
as
possible.
H
What
we
send
to
the
voters
is
affirmatively
voted
on
and
by
taking
contention
off
the
table,
things
that
are
just
going
to
generate
conflict,
I,
find
it
better
and
so
I
believe
that
we
can
do
better
in
this
discussion.
O
But
to
member
of
Owen's
comments
earlier,
not
only
I
think
your
your
suspicions
are
right
that
attributing
the
bond
failure
to
any
particular
project
is
misguided
and
isn't
borne
out
by
the
data.
O
But
we
know
that
in
fact,
because
we
receive
data,
20
percent
of
respondents
in
a
pool
that
we
conducted,
which
is
220
percent
of
any
individuals
who
weighed
in
on
a
specific
project
on
the
bond,
indicated
that
both
the
size
and
a
two-year
Bond
were
the
problematic
elements,
and
so
this
board
to
be
responsive,
moved
back
to
smaller
annual
bonds,
which
I
think
is
important
for
one
just
the
sheer
size
and
the
the
shock
value
when
you're
voting
on
a
proposition.
But
two
and
something
else
to
keep
in
mind.
O
O
I
think
smaller
annual
bonds
are
the
the
way
to
receive
positive
regard
from
the
community
and
ways
to
inject
Capital
investments
into
our
portfolio
schools.
Thank
you.
C
Thank
you
very
much,
so
it
looks
like
everyone
who
was
just
who
wished
to
speak
on
this
would
has
spoken.
Thank
you,
Mr
Anderson,
we're
now
moving
on
to
item
F.
There
are
no
items
under
f
and
now
we're
at
G
G1.
Our
CCL
update
all.
K
Right
so
we're
going
to
go
into
a
brief
presentation,
but
the
summary
is
that
ASD
is
in
the
midst
of
a
multi-year
college
career
and
life
Readiness
transformation,
it's
one
of
our
three
board
goals,
but
the
big
picture
is
that
we
want
the
workforce
to
begin
in
ASD
schools,
so
we'll
be
engaging
in
a
multi-year
transformation
that
really
turns
our
high
schools
into
academies
that
expose
students
to
more
college
credit,
more
internships,
Hands-On
learning
and
hopefully,
high-wage
high
demand
jobs
right
here
in
Anchorage
to
build
our
Workforce
and
address
our
talent
shortages.
K
S
Good
morning,
everyone
Welcome
to
our
new
assembly
members,
just
for
the
record
and
and
to
introduce
myself.
My
name
is
Kirsten
Johnson
I'm,
the
senior
director
of
secondary
education
for
the
school
district.
So
thank
you,
member
Higgins,
for
passing
those
out
for
me.
I
appreciate
it
so
I
wanted
to
just
share
a
brief
update
on
our
our
college
career
life.
Readiness
update
as
the
superintendent
introduced,
essentially
and
I,
refer
to
it
as
CCL
as
we
go
along
just
for
short,
because
it
is
a
long
title.
S
Essentially,
what
we're
looking
to
do
in
our
high
schools
is
design
a
Career
Academy
model
and
we're
going
to
undergo
a
fairly
rigorous
transformation
process.
That's
very
Community
Based
in
nature,
and
our
ideal
is
that
we
have
a
lot
more
interaction
with
our
business
Community,
our
industries
that
are
in
town
and
in
the
state,
so
that
we
can
build
that
pathway
to
Workforce
straight
from
high
school
and
it
it's
not
necessarily
going
to
be
just
a
job
training
program.
S
We
will
still
have
college
options
and
rigorous
coursework
and
all
of
those
great
things
that
exist,
but
but
it
will
give
kids
more
of
a
Direction,
so
I
like
to
decide
I
like
to
explain
it
as
like
a
launch
pad
for
life.
So
many
of
our
kids
graduate
from
high
school
without
a
road
map
ahead
of
them
and
I.
Think
that
that's
a
disservice
to
our
young
people
and
I.
S
Think
that's
why
a
lot
of
our
young
people
are
leading
us
in
their
in
this
state
because
they
don't
see
the
connection
for
them.
And
when
you
look
at
the
data,
the
biggest
out
migration
of
Alaska
residents
is
that
16
to
24
year
old
age
bracket,
and
so
our
goal
is
to
be
a
Workforce
Development
entity
in
the
state
and
in
the
in
the
city
and
to
really
give
our
kids
a
leg
up.
What
we
would
really
like
to
see.
S
But
what
we
really
want
to
get
to
is
increased
college
credits,
while
students
are
in
high
school,
we
want
to
graduate
student
students
that
have
already
earned
industry
credentials
and,
as
we
design,
our
Career
Academy
model
have
just
better
engagement
and
investment
in
the
high
school
education
that
they're
they're
experiencing
and,
like
I
said
many
of
our
kids
leave
us
not
knowing
what
their
plan
is
and
that's
a
disservice
to
our
community,
and
so
we
really
want
this
to
be
a
community
transformation,
not
just
a
district
transformation
and
in
an
effort
to
do
that.
S
What
we
want
for
students
to
have
in
body
when
they
graduate
from
High
School,
not
just
the
academic
skills
but
the
dispositions
and
and
what
we
we
have
a
vision
for
for
our
young
people
when
they
leave
us.
S
S
What
are
the
high
need,
Industries
and
careers
that
are
needed
in
our
state
so
that
we
can
start
to
develop
our
career
academies
around
those
needed,
Industries
and
jobs,
and
so
in
order
to
to
that'll
be
a
real
big
event
for
us
and
then
prior
to
as
we
go
through
the
whole
school
year
and
prior
to
that,
there's
going
to
be
a
lot
of
Outreach
to
individual
organizations
and
businesses
so
that
we
can
bring
the
community
together
for
this
event.
S
So
if
you
turn
it
over,
I
just
wanted
to
kind
of
give
you
the
on
the
back
side
of
the
flyer.
This
is
the
timeline
that
we've
we've
put
together
and,
and
we're
really
going
to
be
looking
at
the
bottom.
There
you'll
see
we'll
be
looking
at
Transforming,
Our
teaching
and
learning,
so
the
high
school
experience
will
be
very
different.
There
will
still
be
lots
of
opportunities
for
kids,
but
what
we
would
as
we
design
it.
S
What
we
would
want
students
to
do
is
their
their
10th
grade
year,
select
a
Career
Academy
in
their
high
school,
so
we
will
Design
those
academies
based
on
the
workforce
data.
We
will
engage
the
industry
and
businesses
around
that
Academy
and
and
students
will
take
their
English
math
social
studies,
all
of
the
regular
subjects,
but
they'll
also
be
engaged
in
a
Career
Academy
course
from
10th
grade
to
12th
grade
where
they
will
learn
applicable
job
skills.
They
will
eventually
hit
a
Capstone
of
an
industry,
credential
and
and
all
along
the
way.
S
They'll
they'll
be
earning
dual
credit.
If
it's
applicable
as
well
their
freshman
year,
we
would
ask
them
to
participate
in
a
Freshman
Academy
and
that's
where
we
would
Prep
students
for
understanding
who
they
are,
what
their
strengths
are
and
how
those
play
into
a
Career
Academy
decision,
and
so
our
high
schools
will
look
vastly
different,
we're
hoping
to
launch
our
freshman
academies
in
the
fall
of
24.
S
and
then
that
that
class,
as
they
moved
to
10th
grade
in
the
fall
of
25,
would
participate
in
their
first
Career
Academy
year
and
so
you'll
see
in
that
timeline.
There's
lots
of
things
that
are
kind
of
leading
up
to
that
and
as
we
move
forward,
we'll
build
those
academies
up
as
over
time,
but
there's
three
categories
at
the
bottom
of
the
second
page:
there
that
we're
really
going
to
be
focusing
on
the
teaching
and
learning
transformation.
I've
talked
about
quite
a
bit:
systems,
structures
and
culture
of
schools.
S
That's
going
to
change
as
well
you're
going
to
see,
as
opposed
to
education
operating
in
in
somewhat
of
a
silo
independently.
You'll,
see
lots
of
folks
integrated
from
the
community
and
to
these
career
path.
Pathways
and
academies
they'll
be
guest.
Speakers
they'll
be
helping
us
develop
the
curriculum
and
and
businesses
that
we've
talked
to
so
far
are
super
excited
about
it,
they're,
ready
and
hungry.
S
For
that
that
opportunity
we
also
will
be
transforming
the
Partnerships
and
we've
started
some
of
that
work
through
our
Career
and
Technical
education
courses
this
year
to
get
us
ready
so
that
we
have
the
number
of
Partnerships
ready
that
we
need,
but
I
wanted
to
just
give
an
update
to
the
assembly
because
we
are
starting
to
engage
our
business
and
industry
Community
Our
Community
Partners.
S
In
a
real
way,
we've
been
working
with
the
chamber,
we've
been
working
with
aedc
we've
been
working
with
United,
Way
and
UAA
all
so
that
we
can
be
a
real,
strong,
Community
Partnership
around
this
work
and
I
would
just
really
hope
the
assembly
is
excited
about
it,
I'm
happy
to
talk
more
about
it
as
well.
If
the
assembly
would
like
to
spend
some
time
diving
into
it,
but
I
just
wanted
to
be
here
with
the
superintendent
today
to
provide
an
update
foreign.
M
Yeah.
Thank
you.
This
is
a
really
exciting
program
and
I
understand
it's
still
early
in
this
timeline
right,
but
it
seems
like
there's
a
lot
of
great
possibilities.
M
Two
questions
I
have
first,
is:
are
you
guys,
looking
at
or
obviously
on,
the
business
side
would
be
looking
at
paid
internships?
Perhaps
during
the
summer
that.
S
Would
we
would
hopefully
get
there
for
sure
we'd
love
that
we're
looking
at
all
sorts
of
different
experiences
paid
and
trips?
Internships
would
be
great
non-paid.
Internships
would
be
great.
We
would
also
like
love
to
see
like
job
Shadows.
We
would
love
to
see
experiential
field
trips
in
in
the
field
of
whatever
the
industry
is.
S
We
also
would
like
to
see
our
teachers
spend
some
time
with
professionals
around
their
profession
so
that
when
they're
teaching
students,
they
really
understand
it.
So
those
are
just
a
variety
of
the
things
we're
thinking
about
yeah.
M
Thank
you
and
and
I
would
encourage
really
nudging
the
business
Community
to
look
at
paid
internships,
especially
during
the
summer,
because
I
know,
there's
there's
been
research
over
the
years
about
you
know
just
making
sure
we're
paying
people
for
their
time
and
I
think
that's
a
good
precedent
to
set
for
our
students.
S
As
well
yeah
and
what
we're
also
hoping
to
do
through
those
experiences
is
build
that
Network
for
students,
so
they
have
those
connections.
So
when
they're
ready
to
apply
for
jobs,
they
have
those
networking
connections
too
for
sure
yeah.
M
And
then
my
other
question
is
just
briefly
have
you,
so
you
mentioned
business
and
I
completely
agree
that
we
should
be
working
with
the
private
sector.
I'm,
also
interested
in
what
conversations
you
guys
have
had
with
the
municipality
itself
and
basically
local
government,
because
I
think
it's
you
know.
Certainly
we
have
a
Workforce
shortage
and
you
know
I
I
feel
very
passionately
that
that
we
should
expose
kids
more
to
local
government.
First
I
reflect
on
my
own
experience.
M
I
learned
about
how
a
bill
becomes
a
law,
I
learned
about
Congress
and
then
I
didn't
even
learn.
For
example,
what
planning
was
until
I
was
in
my
late
20s
and
then
that's
the
career
I
ended
up
in,
and
so
that's
where
folks
interact
most
with
government
is
local
government.
So
I
think
it's
really
important
to
incur
urge
folks
to
to
look
at
service
yeah.
S
No
I
think
that's
a
very
valid
point.
This
will
touch
business
and
industry,
we're
also
looking
at
local
and
state
government
opportunities.
We've
already
connected
with
the
Department
of
Education,
with
the
state
we've
also
been
connecting
with
the
mayor's
office
as
well,
so
how
we
can
create
some
Municipal
Partnerships.
C
S
Yes,
junior
umagavi,
it
is
on
our
our
kind
of
leadership,
Think
Tank
group
that
we
have
going
on
right
now,
we're
still
building
that
group.
It's
not
a
static
group
and
we're
adding
people
as
we
go
along
in
the
work
growth
all.
P
Thank
you
and
I
may
say
something:
that's
incorrect,
because
I'm
not
pulling
up
to
speed
on
this,
but
this
will
put
different
academies
at
different
high
schools,
which
I
think
creates
the
probability
that
we'll
have
students
that
want
to
move
across
town
during
the
school
day
or
Zone
exam,
which
creates
a
transportation
issue
and
they're.
It's
it's
sad,
I
think,
but
there's
a
lot
of
policy
and
opportunity
and
ASD
that's
driven
by
how
many
buses
we
have
and
how
many
drivers
we
have.
P
But
that's
that's
something
I
hope
the
city
would
sort
of
keep
in
mind.
Just
been
looking
at
people
mover
that
our
our
high
schools
to
some
degree
may
be
a
center
of
gravity
for
for
ridership
and
that
may
play
into
the
kind
of
opportunity
they
have
if
they
want
to
be
an
EMT.
That's
going
to
be
a
pathway,
that's
at
a
particular
school
and
students
from
around
the
muni
may
want
to
go
there
for
that
opportunity,
or
one
of
the
other
ones
at
one
of
the
other
high
schools.
P
So
it's
it's
going
to
create
some
really
neat
opportunities
and
and
I.
Think
one
of
the
really
good
things
is.
It
will
put
a
lot
more
CT
back
in
our
neighborhood
schools
rather
than
having
it
focused
in
what
area,
but
it
creates
a
need
for
transportation.
T
You
chair,
first
of
all,
Yes
and
and
I
say
that,
with
the
with
the
with
the
intentionality
of
also
just
recognizing
that
advocacy
work,
that
I
was
able
to
do
from
my
time
during
the
administration
is
seated
here
and
I
can
see
it
clearly,
I
could
see
it
in
the
branding
of
different
things
as
well.
C
T
By
2020
didn't
we
got
the
2020.
and
and
then
see
Pathways
to
Prosperity.
All
this
work
comes
from
advocacy
around
wall-to-wall,
CTE
and
but
really
thinking
of
that
cradle
took
career.
So
let
me
put
it
in
the
context
that
I'd
like
to
understand
as
well.
First,
we
have
Investments
now
with
marijuana
sales
tax
and
early
childhood
education
that
was
part
of
the
advocacy
work
of
creative
to
Career.
So
that's
coming
online
I
think
it's
really
exciting.
T
When
we
talk
about
relationships
to
the
university
and
upward
steps,
credentialing
and
credits
and
I
and
love
hearing
how
that's
continuing
to
grow.
The
question
has
always
been
Workforce
Development
and
really
connecting
the
dots
and
we
started
doing
Municipal
work
through
the
different
departments
with
HR
at
the
time
where
we
expanded
Workforce
opportunities
through
different
departments.
So
there's
some
real
opportunities
there
to
continue.
Deepening
and
I
recently
met
with
Junior
to
talk
a
little
bit
more
about
that
as
well.
T
Share
some
past
experiences
and
some
other
ideas
that
maybe
he
weren't
thinking
about,
and
then
there
was
a
concept
around
how
to
get
small
businesses
involved
in
it
as
well.
The
laboratory
is
the
city,
essentially
right,
so
a
local
apprenticeship,
business
right,
so
they're,
not
necessarily
big
institutions
trades
as
well,
but
thinking
of
how
the
small
businesses
could
come
online
and
I.
T
T
So
I
just
wanted
to
throw
those
couple
of
things
out
there
and
if
they
weren't
thought
about,
if
they
had
been
great
I'm
interested
in
being
a
part
of
this
conversation
and
then
I'll
just
close
a
kind
of
thought
here
with
saying
at
the
opening
meeting
of
the
of
our
First
Assembly
meeting
the
mayor
mentioned,
he
had
a
meeting
with
me
and
he
said,
and
he
looked
at
work
with
me
on
getting
young
people
on
the
people
moving,
and
the
reason
for
that
was
because
my
son
asked
me
the
question
as
he's
starting
to
go
to
college
in
high
school
now,
which
was,
which
is
why
don't
more
young
people
use
people
mover
for
for
the
buses
to
get
to
school
right,
so
I'm
interested
in
that
area
as
well
just
to
hearing
from
our
other
school
board.
T
Member
and
I
just
think
this
is
great
work.
It
will
really
inspire
a
cultural
shift
in
our
city
and
and
I
describe
a
city
that
says
it's
investing
in
its
young
people
and
in
their
Pathways
to
success.
Purpose
and
prosperity
is
a
city.
That's
looking
ahead
for
the
future
and
the
city
on
the
right
direction,
so.
I
Yeah
so
I
think
this
is
an
awesome
program.
I'm
I,
just
graduated
from
sophomore
year,
so
I
might
just
barely
touch
the
program,
but
I
think
we
should
I.
Think
vocational
learning
is
incredibly
important,
like
specific
vocational
jobs,
but
I
think
contact
with
the
university
for
there's
a
program.
Middle
College,
that's
currently
going
that
I've
heard
is
incredibly
successful,
builds
credits
during
high
school,
so
you
can
go
straight
into
workforce
out
of
high
school
and
I
think
not
only
vocational
learning
like
carpentry
and
electricity
electrician,
but
also
other
professional
fields.
I
That
would
involve
a
degree
as
well.
Thank
you.
O
Yeah,
thank
you,
madam
president,
so
really
quick
to
Circle
back
on
member
Martinez's
comments
on
people
mover,
I,
I.
Second,
any
conversation
about
how
we
better
utilize
that
resource
to
support
students
which
has
tangential
ties
to
a
number
of
different
areas
of
improvement,
so
I'm
on
board
there
to
Circle
back
to
member
brawley's
comments
about
internships.
O
I
know
we
have
this
new,
exciting
initiative
and
I'm
equally
excited
about
it.
It
is
one
of
the
board's
top
priorities
to
address
and
it's
something
the
community
feels
very
strongly
about
something.
Frankly,
our
state
needs
with
that
said.
I
did
want
to
highlight
that
there
are
currently
internship
opportunities
that
happen
every
year
through
our
CTE
program,
as
well
as
our
gifted
program.
O
The
last
time
I
checked
I,
want
to
say
there
was
dozens,
if
not
close,
to
100
local
business
partners
that
have
either
hosted
or
have
signed
up
to
host
an
intern
and
I.
Don't
know
if
Administration
wanted
to
touch
on
that
briefly,
for
maybe
some
of
our
new
assembly
members,
who
aren't
quite
as
familiar
with
the
program.
C
A
No
I'm,
thinking
of
maybe
some
Optical
internships,
yes,.
A
On
our
mem
or
member
holloman's
point
on
Transportation,
you
know:
I
will
say
that
there's
a
Ford
logo
on
here.
So
maybe
that's
what's
up
a
question
that
I
have
is
sort
of
along
the
same
lines
so
yeah.
If
there's
different
programs
at
different
locations
as
young
people
are
sort
of
forming
and
developing
their
interest
and
thinking
about
what
they
want
to
do
in
the
future.
A
You
know
I
feel
like
I'm
sort
of
Lucky
in
a
way
that
I
kind
of
gone
down
to
Optometry
pretty
early
and
I
I
had
the
opportunity
to
work
in
the
optical
industry
and
that's
what
really
solidified
it
for
me.
So
I
knew
what
I
wanted
to
do
when
I
got
to
college
worked
very
hard,
but
I
think
for
a
lot
of
my
peers.
They
were
still
figuring
out
what
they
wanted
to
do.
A
So
this
type
of
program,
I,
guess
my
questions
are:
how
can
students
get
exposure
to
maybe
different
things
and
what
choice
do
they
have
or
what
kind
of
guidance
have
you
provided
by
counselors
to
maybe
align
them
with
a
certain
program?
But
then
also
if
they
decide
you
know,
I'm
not
really
interested
in
carpentry
I
want
to
go,
do
auto
mechanic
or
or
cosmetology
or
something
else.
A
What
sort
of
latitude
do
they
have
to
pursue
those
different
interests?
Sure.
S
Madam
president
I
could
have
done
it
either
way.
So
what
there's
there's
a
number
of
things
that
that
are
kind
of
going
to
be
built
into
the
system
to
address
that,
because
I
mean
when
you're,
14
or
15,
you
don't
necessarily
always
stick
with
your
idea
of
of
employment
right.
That's
part
of
growing
up
and
having
experiences.
So
so
there's
going
to
be
some
Middle
School
programming,
we
will
put
into
place
to
get
students
ready
to
really
understand
what
those
pathways
are
and
what
jobs
are
associated
with.
S
Pathways
I
like
to
use
the
health
like
the
Health
Arena.
As
a
a
good
example
like
when,
when
you
look
at
health
care,
you
can
have
a
straight
out
of
high
school
job
if
you
have
the
right
industry
credential,
but
you
could
also
go
all
the
way
through
medical
school
to
be
a
doctor
and
there's
a
whole
range
of
profession
in
between.
S
So
that
way,
students
can
say
you
know
this
is
this
is
what
like
the
amount
of
school
I'm
willing
to
commit
to
or
I
need
a
job
right
after
high
school.
So
I
need
to
go
here
first,
and
they
can
make
those
choices
and
have
advisement
along
the
way,
but
even
prior
to
that
in
middle
school,
we
are
going
to
put
a
lot
of
career
exploration
into
the
middle
school
curriculum
as
well
and
into
their
day
as
sixth
grade
moves
to
middle
school
in
the
fall
of
2024
holistically
across
the
city.
S
That's
going
to
be
a
part
of
the
plan
that
we
build
is
integrating
that
career
exploration
in
a
real,
intentional
way
in
middle
school,
but
then
the
Freshman
Academy
that
I
mentioned
that
all
freshmen
would
go
through,
is
really
about
just
kind
of
what
you
talked
about
like
understanding
what
it
means
to
be
in
that
particular
career
field,
and
they
would
do
a
number
of
things
throughout
the
freshman
year
to
understand
it
better
so
that
in
the
spring,
when
they're
making
their
choices
about
classes
the
next
year,
they
have
a
good
background
about
how
to
make
that
choice.
S
The
other
thing
that
we're
going
to
build
in
is
that,
while
you
select
a
Career
Academy
10th
grade
year
as
you
move
through
this
process,
you
would
still
be
able
to
change
academies
after
your
10th
grade
year.
So
if
you
selected
Healthcare
as
the
example,
but
you
really
wanted
to
do
construction,
you
would
be
able
to
make
that
choice
once
and
leap
to
a
different
Academy
or
junior
year.
But
after
that
we
would
ask
students
to
stay
where
they're
at
so
we
don't
want
to
track
kids.
S
We
don't
want
to
lock
them
in
where
they
don't
feel
like
they
have
choices,
but
the
other
thing
I
will
say:
there's
incredible
data
out
of
communities
that
have
done
this
they've
seen
a
reduction
in
crime
in
their
communities,
they've
seen
increased
Workforce,
Development
they've,
seen
better
achievement
and
graduation
rates
and
attendance
at
the
at
the
high
school
level.
They've
even
seen
a
decrease
in
gang
involvement
in
high
crime
communities.
So
there's
a
lot
of
great
kind
of
linked
data
that
you'll
see
out
of
this.
S
That
I
think
would
be
really
beneficial
for
us
here
in
Anchorage
too,
and
what
those
communities
that
have
been
through
that
process
have
said
is:
even
if
students
don't
go
into
the
career
field
that
they
were
in
an
academy
for
they,
they
have
found
that
students
have
learned
enough.
S
What
would
they
call
transferable
skills
to
other
job
markets
that
they're
able
to
carry
those
things
with
them,
and
I've
I've
been
on
site
to
a
number
of
districts
that
have
have
implemented
this
already
and
and
I've
pulled
students
aside
and
I
know
a
couple
board.
S
Are
you
still
glad
you
did
this
and
resoundingly
the
response
was
yes
like
this
has
given
me
a
really
good
opportunity
to
figure
this
out
and
know
that
it's
not
for
me
so
that
way,
they're
not
spending
a
lot
of
technical,
school
or
college
tuition
to
make
a
really
big
mistake
if
that
makes
sense.
So
so
that
was
a
long
response,
but.
H
That
Mr
remember,
Holloman
brought
up
about
Transportation
issues
related
to
Zone,
exemptions
related
to
kids,
wanting
to
go
where
the
opportunity
meets
their
interests,
and
that
raises,
of
course,
the
inevitable
question
of
equity
issues
that
are
inevitable
around
when
there
are
certain
schools
that
have
opportunities
that
other
schools
don't
and
then
other
neighborhoods
don't
have
a
real
means
to
access
those
schools,
then
it
isn't
really
fair
for
those
kids
and
so
having
some
focus
on
that
it'd
probably
be
a
real,
valuable
piece
to
the
conversation.
H
And
finally,
the
idea
of
using
Unity
Transit
is
an
excellent
idea,
and
the
only
thing
that
I
would
add
to
that
is:
they
need
a
lot
of
lead
time
for
any
implementation
of
change
relating
to
how
they
serve
the
community
and
so
I
see
you
have
a
2023
date
for
reviewing
Master
planning
tactical
implementation
plans.
Etc
and
I
think
that
if
the
muni's
transit
department
is
part
of
this
conversation,
you
need
to
reach
him
like
six
months
ago
and
so
dive
in.
H
If
you
can
I'll
I'll
be
happy
to
connect
Jamie
Acton
who's,
the
director
I'm
sure
they'll
be
interested
in
trying
to
figure
out
how
this
could
work.
Sure
that's
a
great
idea.
S
That
yeah,
we
have
an
agreement
where
high
school
and
middle
school
students
can
show
their
ID
and
ride
for
for
free.
S
Essentially,
we
have
that
inspiration,
I,
think
we
could
expand
that
program
in
this
work
and
and
I
think
a
lot
of
it
has
to
come
down
to
routes
and
rerouting
because
some
of
our
high
schools
don't
have
bus
stops
at
that
school
site,
but
I
think
that
would
be
a
better
use
of
our
Collective
resources
than
you
know,
buying
more
school
buses
and
find
trying
to
find
drivers
that
don't
exist
right
now.
You
know
follow.
H
Up
yeah,
I,
just
I,
think
what
member
Hallman
was
really
getting
to,
and
you
can
correct
me
if
I
misapprehended,
what
you
were
suggesting
is
that
if
this
works,
it
could
actually
reconfigure
how
we
look
at
transit
in
our
community,
because
the
schools
could
become
hubs
from
school
to
work
from
home
to
school
and
they're
located
across
the
city.
We
have
a
system,
that's
designed
around
town
centers,
but
it
could
be
a
very
interesting
approach
to
looking
at
that
again
and
thinking
what
are
our
actual
Town
centers
versus
Our
aspirational,
Town
centers.
U
H
Q
Thank
you
regarding
industry,
recognized
credentials,
can
you
see,
has
there
been
any
emphasis
or
any
consideration
in
public
safety,
police
and
fire?
You
know
where
our
recruiting
levels
are
are
historically
low
out
of
330
applicants
only
14
made
it
right.
C
Q
Q
You
know
because,
basically,
the
you
know
our
best
police
officers,
our
best
firefighters,
are
individuals
who
grew
up
in
our
community.
They
know
it,
they
have
a
relationship,
they
understand
and
right
now
we're
really
having
to
recruit.
I
forget
the
term
that
they
used,
but
it
was
you
know
it
infused
from
other
places
and
it's
it's
very
expensive
to
do
so,
because
you're
paying
relocation,
costs
and
you're
reallocating
from
others.
So
right
can
we
speak
a
little
bit
about
partnering
with
some
of
our
Public
Safety
yeah.
S
Entities
sure
I
certainly
can
they
would
certainly
be
at
the
table
and
and
I
would
imagine
that
that's
one
of
the
categories
of
career
academies
that
would
rise
to
the
surface
when
we
start
looking
at
the
data,
because
our
our
goal
is
to
create
academies
that
lead
to
a
real,
robust
labor
market
for
our
students
to
enter
into,
and
so
what
we
would
do
with
that
community
convening
on
October
12th
that
I
mentioned
is
do
a
real
look
at
what
does
our
community
need
and
I
believe
I
I
use
healthcare,
because
I
know
that
that's
probably
going
to
be
one
that
rises
to
the
top
I
think
Public
Safety
will
I
think
there's
there's
some
that
we
know
will
automatically
rise
to
the
top.
S
There's
also
going
to
be
things
that
are
just
important
to
us
in
the
Anchorage
community
that
come
into
play
as
well,
like
I,
think
about
the
international
Baccalaureate
program
at
West,
High
School.
That
is
really
an
institution
and
important
in
our
community.
S
S
Hopefully,
if
they're
willing
to
participate
and
and
we'll
be
able
to
have
those
conversations
of
what
the
needs
are
and
and
what
do
kids
actually
really
need
to
know,
because
we
may
not
be
teaching
the
right
things
and
need
to
adjust
that
internally.
Within
the
education
system,.
J
So
I
actually
appreciate
all
of
your
energy.
Remember
Martinez
and
I
Echo
that,
because
I
had
the
privilege
of
going
to
Nashville
and
seeing
one
of
the
programs
that
has
been
I,
think
what's
it
were
there
like
12
years
in
17,.
J
Work
so
I
got
to
see
it
firsthand
talk
to
students
talk
to
the
staff
it
was.
It
was
amazing
and
there
we
have
many
of
those
pieces
in
place
in
Anchorage
in
the
and
the
and
these
Anchorage
School
District,
like
our
school
Business
Partnership
program,
our
career
technology,
education
program,
our
you
know,
aedc
has
been,
has
been
wonderful
UAA.
J
We
have
all
these
pieces
in
place
so
that
I'm
super
excited
about
working,
more
collaboratively
and
to
benefit
our
students
and
working
together
rather
than
working
each
on
our
on
our
own
mission,
so
that
that
has
been
really
actually
a
lot
of
fun.
For
me,
our
work
with
UAA
I'm
I'm
super
excited
to
see
the
deeper
connections
that
are
being
made
to
benefit
our
students
and
benefit
our
community
I.
J
Obviously,
apprenticeship
is,
is
really
important
to
me,
so
the
the
pathways,
the
different
opportunities
for
our
students
to
educate
them
earlier,
so
they
can
select
or
deselect
what
they
want
to
to
study
and
learn
the
certification
opportunities
that
that
our
students
are
are
really
having
the
opportunity
need
to
to
take
advantage
of
and
and
really
trying
to
educate
our
community
as
to
what
the
district
is
already
doing,
and
you
know
the
the
work
understanding
that
some
of
our
students
are
are
receiving
their
pilot's
license
in
high
school,
the
personal
care
assistant
certification,
it's
CNA,
correct,
correct
the
CNA
students
receiving
their
CNA
certification.
J
I
mean
these
are
job
ready
opportunities
for
students
who
choose
to
either
go
to
college
and
build
their
resume
or
go
to
work
here
in
Anchorage,
ideally,
is
what
we're
trying
to
build
towards.
We
have
students
this
year
that
receive
their
CDL
license
before
they
graduated
and
are
already
at
work,
which
is
very
cool,
they're
they're
direct
entry
into
apprenticeship
programs,
I
mean
these
are
fantastic
things
that
our
schools
have
been
doing
and
will
continue
to
build
to
improve
on.
So
this
work
is
to
improve
that.
J
It
is
huge,
so
these
kids
have
the
opportunity
I
get
just
as
excited
to
hear
about
them.
Deselecting
a
career
as
they
do
selecting
a
career
because
they're
like
they
might.
My
daughter
took
a
culinary
program
and
said
this
is
amazing.
I
love
to
cook
I
would
never
do
this
for
a
living,
so
I
mean
these
are
the
great
opportunities
that
they
have
and
the
deeper
connections
that
we're
building
within
the
community.
So
so
thank
you
for
that
energy,
I
Echo.
J
It
I
I
really
hope
that
we
continue
the
the
work
with
our
community
members
and
our
Community
Partners,
but
I
appreciate
all
this
work.
I
love
it
all.
T
Yes,
thank
you
again,
Cher,
so.
T
The
the
earlier
we
start
exposing
young
people
the
better
and,
from
my
perspective
and
some
of
that
early
work.
We
did
that
when
we
were
exploring
this
during
my
time,
Administration
was
coming
out
of
Oakland
and
and
they
had
a
complimentary
Early
Childhood
investment
component,
where
they
were
providing,
especially
with
the
equity
question
that
that
Mr
constant
raises
later
on.
It
was
really
about
making
sure
that
financial
literacy
and
they
even
had
a
program.
It
was
the
the
the
the.
R
T
Starts
program,
whatever
I
forgot
exactly
the
term,
but
it
was
where
families
who
are
coming
out
of
our
our
Pre-K,
expanded
Pre-K
or
whatever
was
they
got?
A
child
savings
account
of
a
hundred
dollar
investment.
The
school,
the
the
city
put
a
bond
together.
They
put
funding
together
and
then
leveraged
it
with
the
Fortune
500
companies
around
and
said
we're
going
to
build
a
trust
to
invest
in
early
childhood
education.
D
T
In
a
different
trajectory,
because
now
we
have
a
voter
approved
potential
of
how
we
invest
in
early
childhood
education,
but
I
would
just
recommend
that
the
financial
literacy
and
the
exposure
to
these
conversations
begin
with
families
early
early
on
in
the
process.
T
I
just
wanted
to
articulate
that,
because
that's
the
planting,
the
seeds
in
the
marketplace
that
I
think
are
really
important,
so
Mr
Crosser
sport
I
when
I
talked
to
a
deputy
Chief
Sean
case
recently,
I
said
I
would
love
to
see
in
five
for
seven
years
in
a
an
Academy
of
high
school
students.
We
have
today
right.
E
T
Starting
with
the
advantage
point,
I
love
the
the
way,
we're
going
to
utilize
data
to
identify
the
starting
points,
recognizing
that
that
also
implies
flexibility
of
the
shifts
in
the
marketplace
and
I
think
that
alignment
is
really
substantially
important
and
it
also
speaks
to
just
the
public
transportation.
Conversation
I
think
it's
really
important.
I've
had
a
couple
of
conversations
already.
You
also
allow
students
to
ride
free
all
summer.
T
C
K
V
I'm
still
getting
used
to
my
new
last
game,
so
I
didn't
fumble,
but
I'm.
The
current
preschool
director
and
I'm
going
to
give
you
guys
an
overview
from
2017
when
this
position
started
to
where
we
are
now
and
some
of
the
uniqueness
that
we've
experienced
through
our
growth
over
the
last
six
years.
V
So
this
chart
shows
our
special
education
classrooms
and
our
general
education
classrooms,
and
you
can
see
each
year
the
numbers
have
only
gone
up
and
what
you're
seeing
is
we
started
with
only
13
general
education
classrooms
across
the
district
and
where
we
had
classrooms,
they
were
mostly
funded
by
Title
One
at
that
point,
so
it
was
11,
Title,
One
classrooms
and
then
two
funded
by
migrant
education.
V
Since
then,
we
have
worked
diligently
to
expand
our
programming
by
utilizing.
Multiple
funding
sources
and
I'll
show
those
funding
sources
later,
but
we
also
experienced
quite
an
increase
in
special
education,
the
first
couple
years
that
I
was
in
this
position
and
that's
not
necessarily
A
Bad
Thing
early
intervention
for
kids,
the
sooner
we
catch
them
the
better.
So
we
we
saw
an
increase,
Bridges
High
population
was
slightly
decreasing
and
then
the
last
really
three
years
in
special
education
we've
been
pretty
consistent.
V
So
our
program
structure,
we
have
special
education
that
starts
for
children
who
are
eligible
at
age,
three,
they
transition
from
infant
learning.
So
if
they're
identified
before
age,
three
they're
working
with
a
program
called
pick
or
focus
in
the
community
for
services.
They
come
to
us
and
then
also
at
age.
Three,
for
any
parents
that
have
a
concern
about
their
child's
development.
They
can
come,
get
a
screening
and,
if
eligible
they'll
enter
into
our
special
education
programs
that
way,
three-year-old
children
attend
two
and
a
half
hours
a
day.
V
Four
days
per
week,
we
have
a
communication
special
education
program
as
well,
which
is
a
lower
need,
so
they
have
a
speech
and
language
needs
not
necessarily
cognitive
needs
and
they
attend
for
a
shorter
period
of
time.
Two
and
a
half
hours.
Just
two
days
per
week,
our
four-year-old
children,
the
year
before
kindergarten,
both
special
education
and
general
education,
attend
four
hours
per
day.
V
Five
days
a
week
for
a
total
of
20
hours,
with
the
exception
of
our
Early
Childhood
Program
at
King,
Tech,
which
I'll
plug
in
here,
we
did
have
three
students
get
their
cdas,
their
child
development
Associates
this
year
with
paid
internships
in
ASD
preschool.
That
was
pretty
huge
for
us,
so
that
program
aligns
more
to
the
high
school
schedule,
because
we
have
to
have
the
high
schoolers
and
the
preschoolers
there
at
the
same
time.
V
In
order
to
do
the
work,
and
then
we
also
have
what
we
call
Buddy
Bears,
which
are
typical
piers
in
both
our
three
and
four-year-old
special
education
classrooms
and
they
serve
as
peer
models
for
social,
emotional,
Behavior
language
for
our
children
with
disabilities.
V
So
funding
sources-
this
list
is
not
short
and
I
will
tell
you.
It
has
changed
every
single
year
that
I've
been
here,
so
our
special
education
children
when
eligible
are
funded
through
the
state
funding
formula.
V
We
have
expanded
the
use
of
Title
One
funds
for
general
education,
preschool
migrants.
We
were
up
to
three
classrooms
last
year
and
we're
slowly
kind
of
facing
that
funding
source
out
because,
as
we
expand
into
more
ASD
schools,
my
grants
can't
fund
a
program
where
there's
already
an
existing
program.
So
in
a
sense
we
will
hopefully
eventually
push
migrants
funding
out
where
we
would
be
funding
the
programs
generally
at
some
point,
so
we're
still
using
migrant
funds
for
two
classrooms.
V
This
upcoming
school
year
last
year,
we
were
at
three
where
we
replaced
one
with
General
funds
coming
from
the
0.5
BSA
that
we're
expecting
to
receive.
V
We
have
had
a
variance
of
deed
grants
from
the
state
the
one
we
have
now
expired
this
year,
and
then
we
applied
for
Grants
through
the
Alaska
reads:
act
we
were,
we
did
not
get
those
mostly
because
we
are
not
the
lowest
performing
District
in
the
state,
and
that
was
prioritized
for
those
funds.
V
Instead,
we
did
receive
one-time
funds
of
about
600
000,
and
we
just
got
notification
of
that
this
week,
so
we'll
determine
how
to
use
how
to
best
use
those
to
support
our
programming
and
then
the
last
two
years
we've
been
a
beneficiary
of
the
Anchorage
alcohol
tax.
We
received
two
million
dollars
and
that
funds
eight
gen
Ed
classrooms
in
we
do
serve
low-income
families
for
the
prevention
of
child
abuse
and
neglect.
V
V
And
then
we
have
collaborated
with
Head
Start.
For
many
many
years
we
have
four
classrooms
where
we
fund
the
teacher
and
the
rest
of
the
staff
is
funded
by
kids,
core
Head,
Start
and
All
Families
have
to
meet
income
eligibility
guidelines
for
Head
Start.
Then
we
meet
all
of
the
federal
Head
Start
standards
for
those
programs.
V
They're
in
four
ASD
schools
gathered
a
little
bit
around
town
and
then
we've
received
a
good
amount
of
Grant
funds
from
the
Alaska
Mental
Health
Trust,
which
has
which
helped
us
start
getting
early
childhood
mental
health
consultation
into
all
of
our
classrooms.
Sped
and
gen
Ed
and
in
the
alcohol
tax
supports
the
majority
of
that
funding.
Now,
they're,
very
gracious
to
us.
V
I
beg
them
for
money
every
year
and
they
keep
funding
us
so
I
have
an
inquiry
out
again
because
our
funding
as
of
right
now,
is
gone,
but
I've
asked
for
some
more
and
then
we're
in
and
out
with
grants
from
the
Alaska
children's
trust.
They
supported
the
mental
health
Council
for
us
a
couple
years
ago
and
then,
most
recently,
we
received
a
diaper
Grant
from
them
about
ten
thousand
dollars
to
help
families
in
Anchorage
with
diapers
and
wipes.
V
So
I
mentioned
this
a
little
bit,
but
our
additional
programming
so
preschool
for
us
isn't
just
preschool
anymore.
It's
really.
We
have
services
from
birth
and
families
all
the
way
into
that
CTE
component,
which
is
really
exciting,
but
we
do
count
down
to
kindergarten
which
are
events
Geared
for
children
the
year
before
kindergarten
in
the
community,
in
collaboration
with
the
local
libraries.
V
So
we
have
ASD
staff
that
work
for
us
kind
of
in
a
contracted
way,
but
they
host
the
events
locally
for
the
families
we
also
collaborate
with
United
Way
and
some
other
local
organizations.
At
times
we
have
20
to
30
families
show
up
or
if
it's
a
community
collaboration
up
to
3
000.,
so
we're
intertwined
in
all
of
that.
Our
play
groups
are
hosted
at
Denali.
We
have
done
this
past
year.
V
We
had
play
groups
every
month
for
our
family,
so
they
stay
for
the
month
for
a
cohort
of
one
to
two
times
a
week,
and
it
is
for
families
that
do
not
have
access
to
an
ASD
program.
So
we've
been
expanding
our
reach
that
way,
and
then
we
have
a
program
called
Waterford
which
is
integrated
into
our
ASD
programs,
but
we
also
have
some
for
the
community,
so
we
have
additional
licenses
for
families
that
we
can
offer.
V
If
they're
not
eligible
for
one
of
our
programs,
then
they
at
least
have
something
that
year
before
kindergarten.
If
they
have
found
our
programming
and
know
about
it,
I
mentioned
our
early
childhood
mental
health
consultation,
that's
with
Trinity
Family
Counseling,
and
we
have.
Last
year
we
had
four
Consultants
that
worked
with
us
as
well
as
an
intern
that
was
integrated
in
our
CT
integration,
our
long-standing
program
at
King
Tech.
We
revamped
it
a
couple
years
ago.
V
The
high
school
side
of
the
programming
wasn't
very
strong
and
we
have
a
teacher
that
worked
in
preschool
and
an
early
intervention
who
now
runs
the
high
school
side
of
the
program,
so
there's
four
levels
from
intro
to
Early,
Childhood,
all
the
way
to
that
internship
getting
their
CDA
Head
Start.
So
we
have
our
collaboration
with
ASD
teachers,
but
next
year
we're
going
to
host
a
head
start
classroom
at
Baxter.
V
That
is
not
ASD,
so
we're
going
to
provide
space
to
them
and
they'll
have
three
and
four-year-olds,
probably
most
likely
just
fours,
but
if
they
have
some
thoughts
available,
they'll
add
in
some
three-year-olds
and
they'll
be
using
the
space
there
at
Baxter.
So
we'll
have
a
nice
collaboration,
save
some
some
money.
They
can
serve
more
children
and
hopefully
they
will
prioritize
families
that
are
Income
eligible
and
live
in
the
area
and
try
to
get
them
into
their
neighborhood
School.
V
So
our
next
steps,
big
projects-
are
the
0.5
BSA
funding
application
through
deed
we're
able
to
apply
to
receive
0.5
funding
for
all
of
our
kiddos
in
gen
Ed,
regardless
of
the
current
funding
stream.
So
we
can
use
title
funds.
We
can
use
the
alcohol
tax
funds
plus
the
0.5
and
claim
those
children
which
should
help
us
to
expand.
We
just
don't
know
what
that
funding
will
quite
look
like
yet
so
when
we
do
receive
it,
then
we'll
be
able
to
plan
accordingly
for
expansion
there.
V
We
did
not
receive
that
the
Deep
Grant
to
open
up
new
classrooms.
We
had
plans
to
open
up
six,
so
we
still
have
those
locations
on
the
docket
for
anything,
that's
upcoming,
and
then
we
pretty
much
don't
say
no
to
any
new
funding
opportunities
and
it
can
be
a
lot
of
work,
but
it's
paid
off
significantly
for
us.
V
M
Yeah,
thank
you
and
Chelsea.
It's
good
to
see
you
again
so,
and
it's
really
gratifying
to
see
that
the
the
work
that
we
did
on
alcohol
tax
not
only
to
get
it
in
place
but
to
you
know
really
Advocate
in
my
former
role
for
for
making
sure
that
it
goes
to
early
childhood
education.
M
So
it's
great
to
see.
I
have
I
guess
a
couple.
Observations
from
a
budget
perspective
that
I
think
are
help
highlight,
are
useful
to
highlight
and
I
have
a
question.
First.
Is
you
know
you
mentioned
that
your
funding
comes
and
goes
or
or
the
different
sources
comes
and
goes
and
I
think
it's
important
to
emphasize
for
operating,
and
this
is
going
to
be.
You
know
real
basic
but
worth
stating
for
operating
funding.
M
It
is
really
important
for
the
stability
of
programs
to
have
reliable
funding
and
so
I
appreciate
that
you
guys
are
creative
and
you're
always
looking
for
more
funding,
but
just
to
say
that
when
we,
when
we
fund
something
as
the
assembly,
we
need
to
think
about.
You
know
how
long
do
we
want
it
to
go
on
whether
it's
one
time
or
operating
so
I
appreciate
that
that
you
guys
are
looking
toward
that
as
well.
The
other
thing
is
to
know
what
you
said:
things
like
the
alcohol
tax.
M
You
can
leverage
local
Investments
to
be
able
to
find
other
funding
sources,
so
I
appreciate
that
you're
doing
that
and
and
again
I'm
glad
that
our
community
invested
in
those
things
and
that
we're
supporting
Early
Childhood.
So
my
question,
though
too
so
I
know,
there's
two
about
two
million
dollars
of
alcohol
tax
goes
toward
what
you
said.
Eight
classrooms
in
some
of
these
programs
and
I
think
that's
helpful
thinking
about
scale.
M
You
know
again,
because
if
we
want
to
keep
funding
these
things,
we
need
to
think
about
the
money
that's
needed
about
what
percent
of
the
2
million
goes
toward
those
eight
classrooms
and
the
teachers
and
resources
needed
versus
the
other
programs
that
you
mentioned.
V
C
K
All
right
so
for
this
I'll
just
give
an
overview
of
where
we're
at
with
school
start
times
what's
happening.
What
do
we
need
to
know
so
going
into
the
upcoming
school
year?
What's
happening
so
we'll
be
doing
late
start
Mondays,
so
that
means
that
our
schools
will
start
one
hour
later.
So,
if
you're
a
High,
School
parent,
this
doesn't
affect
you
at
all,
because
we've
been
doing
late,
start
Mondays,
but
it
does
impact
our
middle
school
and
elementary
schools.
K
So
why
are
we
doing
late
start
Monday,
because
teachers
will
report
at
the
same
time,
but
they'll
have
an
hour
to
work
collaboratively
with
their
peers,
to
look
at
data
to
talk
about
student
outcomes,
to
focus
on
something
such
as
the
new
Ela
curriculum
that
we've
recently
adopted.
K
This
truly
is
an
investment
of
time
towards
student
outcomes
and
student
learning.
I
believe
that
professional
development
should
be
a
set
of
ongoing
experiences
and
not
an
event
and
a
lot
of
school
systems
across
the
country
treat
professional
development
as
an
event.
K
You
know
it's
a
couple
days
on
the
calendar,
but
this
is
really
a
movement
to
invest
in
our
every
single
week
that
will
truly
allow
our
teachers
to
hone
their
craft,
and
it
also
makes
us
competitive
with
you
know:
districts
such
as
Matsu,
which
have
been
doing
district-wide
plcs
for
at
least
a
few
years,
so
as
we
think
about
our
ambitious
goals
and
guardrails
that
focus
on
math
achievement,
Ela
achievement
and
college
career
and
life.
K
This
really
focuses
on
all
three,
so
I
think
it's
a
worthwhile
investment
and
that's
why
we're
doing
the
late
start
Mondays
going
into
the
next
school
year.
With
that
said,
we
did
receive
some
valid
feedback
about.
You
know
some
families
really
need
that
consistency
of
a
drop
off
five
days
a
week.
So
for
that
reason,
I've
committed
to
having
the
buildings
open
at
the
same
time
for
regular
drop-off
five
days
a
week,
including
on
Mondays.
K
What
that
will
look
like
will
depend
on
the
schools,
but
we're
talking
to
our
principals,
we're
brainstorming,
different
best
practices.
I
will
certainly
be
at
an
elementary
school
at
the
on
the
first
day
of
school
to
make
sure
that
if
students
or
parents
decide
to
drop
off
their
student
at
the
same
time,
you
will
have
adults
there
to
supervise
so
more
to
come
on
that
it's
a
top
priority,
and
with
that
said,
we
also
adopted
new
school
start
times
for
all
of
our
schools
going
into
the
24-25
school.
E
K
So
right
now,
as
many
of
you
know,
we
have
a
sequence
of
high
school
start.
First,
then
middle
school,
then
elementary
schools
with
45
minutes
in
between.
We
need
the
45
minutes,
because
that's
how
we
ensure
our
students
get
to
school
on
time,
given
the
large
geographic
area
of
Anchorage
encompasses
going
into
2425,
we'll
be
switching
it
up.
Elementary
schools
will
start
first
at
8
A.M,
then
we'll
go
into
high
schools,
we'll
start
at
8
45
a.m,
and
then
middle
schools
will
start
at
9
30
a.m.
K
We
engage
with
professionals,
sleep
scientists
and
the
research
is
clear
that
there
really
is
an
opportunity
to
focus
on
students,
mental
health
and
achievement
if
they
are
able
to
sleep
a
little
longer
and
I
know
that
this
is
not
a
universally
popular
decision,
but
it's
one
that
we
took
very
carefully
and
we
weighed
all
the
feedback
of
again
about
10
000
people
who
filled
out
a
survey
to
give
us
feedback.
K
I
personally
went
to
multiple
town
halls
and
while
there
are
certainly
community
members
that
feel
strongly
about
the
routines
and
traditions
espoused
by
the
current
start
times,
there
were
a
number
of
people.
That
said,
we'll
figure
out
the
the
situation
with
work,
because
I
really
want
my
high
school
student
to
start
school
later.
So
we
made
the
decision,
but
it's
a
big
one
that
affects
everybody
in
the
community.
There
are
a
lot
of
municipality
implications
for
this
change.
We
need
to
think
about
stop
lights
and
signage
and
all
these
different
things.
K
So
that's
why
the
board
intentionally
gave
us
a
year
to
figure
this
out
to
work
with
the
muni
to
work
with
the
business.
Community
I
have
a
vested
interest
in
working
with
our
child
care
providers,
because
I
do
understand
that
this
does
cause
a
strain
for
child
care
and
for
families
who
need
to
get
to
work
at
a
certain
time.
We're
not
unaware
of
that,
and
I
will
say
that
ASD
wants
to
be
a
part
of
the
solution
when
it
comes
to
child
care
in
the
city,
so
we're
very
excited
about
proposition
14.
K
One
of
the
reasons
why
that's
something
agenda
today
is
because
we'd
love
to
hear
any
sort
of
updates
that
there
are
about
that,
because
we
want
to
leverage
that
opportunity
to
really
turn
school
start
times
into
a
way
of
reimagining
how
we
think
about
child
care.
So
again
we
want
to
be
a
part
of
the
solution,
but
it's
going
to
take
some
time
and
Advance
conversations
with
municipality
and
others
to
get
there.
So
that's
my
soapbox
on
school
start
times,
I'm
happy
to
open
it
up
to
any
questions
or
thoughts.
O
Thank
you,
madam
president,
and
I
know
the
assembly.
Members
don't
have
any
capacity
to
watch
our
meetings.
You
folks
go
through
apart
too
many
as
it
is
so
I
just
want
to
highlight
something
that
Dr
Bryant
mentioned,
which
seems
especially
Salient
regarding
the
school
start
time
conversation
the
the
most
frequently
mentioned
objection
to
the
the
big
Visionary
school
start
time
change
that
we
set
into
motion
effective.
Not
this
fall,
but
next
fall.
What
didn't
have
a
direct
tie
to
academics?
It
was
access
to
Affordable
and
an
accessible
child
here.
O
So
there's
an
area
of
collaboration.
There
I
agree
with
Dr
Brian
ASD
has
a
seat
at
that
table,
but
ultimately
it
isn't
our
table
to
set
and
so
to
the
extent
that
there's
work
pulse
in
the
in
the
ecosphere
of
the
proposition
14
environment,
as
well
as
outside
of
it
touched
on
Transportation
earlier
I.
Think
it's
something
we
need
to
address,
not
just
because
the
broader
Community
is
going
to
be
impacted
by
these,
but
the
lack
of
child
care
will
impacts
teachers
as
well.
O
I
think
that
there's
there's
opportunities
there
would
be
very
interested
in
further
conversations
and
so
on
to
just
throw
all
that
out.
There
is
something
to
begin
thinking
about
appreciate.
R
I
feel,
like
that's
only
yeah
I
feel
like
the
history
in
here,
since
my
wife
is
in
the
90s.
I
was
on
a
Schoolboy
since
2008
and
the
like,
but
we've
had
this
issue
in
front
of
the
school
board
many
times
in
the
school
board
and
the
administration
took
the
position
of
status
quoi,
it's
going
to
cause
problems
you're
going
to
have
to
challenge
it.
Just
it's
easier
not
to
do
anything
about
it,
but
I
like
a
comment
made
by
business
leader
in
East,
High
School.
R
When
we
discussed
this
and
he-
and
he
said
you
know-
we're
losing
28
to
32
year
olds.
This
is
going
to
improve
academic
outcomes.
Just
do
it
and
I
like
that
approach.
We've
got
to
take
all
the
steps,
in
my
opinion,
school
board.
If
we're
going
to
get
the
results
that
we
want
to
get,
and
this
is
one
that
should
have
been
done
many
years
ago,
but
the
status
quo
was
more
important
and
we're
we're
taking
a
step
forward.
R
I
appreciate
the
superintendent's
position
on
this
being
supportive
of
it
coming
in
front
of
the
board
and
I
like
the
fact
that
the
boy
got
behind
it
and
said
if
it's
good
for
kids,
we
need
to
do
it.
So
it's
going
to
be
upsetting
to
some
parents
I
understand
that,
but
it
will
be
settled
down
once
it
gets
done.
It's
going
to
settle
down
and
the
kids
in
the
future
will
benefit
from
it.
So
that's
why
I'm
glad
that
we
took
the
step
we
did.
Thank.
C
H
Thank
you,
madam
chair.
We
actually
have
a
working
group
that
is
conducting
some
initial
investigation
on
their
own
about
establishing
the
working
group
for
that
so
I'm
going
to
hand
the
mic.
If
that's
all
right
with
you
too
remember
Brolly.
M
M
So
so,
as
we
all
know,
there
was
a
a
great
group
of
community
members
who
advocated
for
this
to
to
be
put
on
on
the
bond
and,
of
course,
proposition
14
using
our
cannabis
or
marijuana
tax
passed,
and
so
thank
you
to
the
voters
for
that,
and
so
there's
there's
a
few
different
pieces
that
we'll
need
to
be
looking
at
from
a
budget
perspective
and
that's
where
myself
co-chair
member
zalatel
or
vice
chair
somebody,
Vice
chairs,
I'll
tell
and
others
will
be
looking
at
the
certainly
the
impacts
of
that
on
our
overall
budget
that
will
come
into
play
in
2024,
so
that
that's
kind
of
one
lane
of
work.
M
The
working
group
that
started,
though,
is
a
second
lane
of
work,
which
is
the
the
governance
piece
so
part
of
the
proposition
as
I
understand.
It
sets
up
a
board
essentially
to
advise
on
and
use
of
those
funds
and
again
thinking
about
how
we're
being
strategic,
how
we're
making
best
use
of
those
funds
and
really
having
having
a
plan,
an
ongoing
plan
for
use
of
those
funds
in
early
childhood,
and
so
the
there
is
a
meeting
next
Wednesday
again,
it's
it's
just
an
informal
meeting.
M
It's
not
a
formal
public
meeting
of
myself
member
cross
and
member
Perez
verdia,
as
well
as
as
well
as
others
who
had
worked
on
on
that
proposition.
So
so
really
we're
talking
about.
You
know
where
we
start
and
we're
going
to
come
up
with
a
plan
that
we
will
bring
others
in
as
as
as
possible,
and
so
the
specific
work
of
that,
like
I
said,
is
to
craft
an
ordinance
to
enact
that
board,
and
so
that's
the
second
lane
of
work.
M
M
You
know
how
many
of
us
are
coordinating,
but
I
think
there
is
a
much
broader
Lane
of
work
beyond
the
governance
beyond
the
budget,
which
is
you
know,
working
with
the
school
district
and
other
partners
to
figure
out
what
this
looks
like
on
the
ground
and
and
what
the
best
use
of
those
funds
are
so
I
would
invite.
You
know
everybody
who's
interested
to
participate
in
that
larger
conversation
and
I.
Think
that's
part
of
what
our
little
working
group
is
going
to
figure
out.
M
You
know
how
do
we,
how
do
we
keep
our
our
piece
of
it
figuring
out
the
governance
in
that
ordinance
and
then
what
does
that
larger
piece
look
like?
So
that's
really
the
only
update
I
have
at
this
point,
but
we're
looking
for
more
soon.
H
Thank
you
and
I'll
just
speak
briefly
to
process
you
heard
we
referenced
a
working
group
and
I
want
to
help
the
school
board
to
understand
our
process.
We
have
work
sessions,
we
have
committees,
we
have
subcommittees
all
of
those
are
creations
of
the
body,
but
a
working
group
is
a
group
of
members
working
independently
from
the
body.
H
It
was
not
directed
by
the
chair
or
the
assembly,
which
means
it
is
not
subject
to
the
same
rules
as
any
of
those
other
groups,
and
so
until
such
a
time
as
someone
brings
forward
an
actual
item
or
it
asks
for
committee
work
to
be
done
on
the
topic.
This
is
a
project
of
those
three
members
who
are
listed:
Mr
President,
member
Brawley
and
member
cross,
and
so,
if
you're
interested
in
more
specifics
about
what
they're
doing,
please
reach
out
directly
to
them
outside
of
our
various
committee
processes
until
further
notice.
Okay,.
C
Thank
you
very
much.
Any
other
questions.
Comments.
Okay.
Okay,
thank
you
all
right!
We're
moving
on
now
we're
at
h
on
the
agenda
member
comments,
so
who
would
like
to
start
us
off
with
member
comments.
R
R
Bellamy
and
be
brief,
I
just
want
to
say
that
I
have
in
the
past
seen
the
interactions
between
the
assembly
and
the
boy
would
be
less
than
supportive.
It's
been
pretty
hostile
at
times
it
would
led
to
some
recalls.
It
did
all
kind
of
things.
The
support
that
we've
got
from
the
assembly.
Our
relationship
has
is
contributing
to
the
success
that
we
would
be
making
changes
in
being
able
to
go
forward
and
I
believe
we're
going
to
try
to
make
more
changes.
R
We're
going
to
try
to
get
the
the
some
real
changes
there
and
when
that
happens,
I
believe
part
of
that
success
belongs
with
the
assembly
as
well,
and
I
am
very
appreciative
for
what
the
assembly
is
doing
and
how
the
reacting
and
being
supportive
of
public
education
and
I
just
want
to
say.
Thank
you.
C
J
So
I'm
I
guess
I'm
kind
of
stuck
on
the
CCL
work,
because
I
get
really
excited
about
that.
I
just
wanted
to
also
share
that
education
is
Grassroots,
work,
development
or
Workforce.
Development
I
hear
the
term
Workforce
Development
on
the
business
community,
business
side
and
I
hear
the
terms
CCL
CTE
on
the
education
side,
but
it
is
all
Workforce
Development.
Our
students
are
learning
to
read
and
write
they're
learning
their
math
skills.
J
They
get
to
practice,
building
skills
that
employers
are
looking
for
and
they
get
to
practice
these
skills
in
a
safe
environment
where
they
get
to
fail
and
figure
it
out.
So
by
the
time
they
get
to
the
the
age
where
they
are
in
the
workforce,
they've
had
that
opportunity
to
develop
those
skills
they
get
to
participate
in
athletics
and
extracurricular
activities
to
learn
teamwork,
to
learn
leadership.
J
D
I
Echo
everything
about
the
CCL
that
is
so
exciting
and
fabulous
and
I
appreciate
the
Bold
leadership
that
we're
pushing
on
with
this
school
start
time
changes.
It
makes
a
big
difference.
One
thing
I
noticed
you
know,
like
you
mentioned,
maybe
better
Community,
understanding
of
bonds
and
whatnot,
but
I
really
love
the
signs
you
had
in
front
of
schools.
That
said
the
bond
will
I
saw
one
by
East,
High
I,
think
that
was
a
really
great
thing
that
you
did.
D
It
helps
to
connect
with
the
community,
and
you
know
campaigning
I
heard
over
and
over
people.
Just
don't
have
a
great
understanding
of
what's
going
on
in
our
schools
and
so
anytime
that
we
can
get
the
doors
open
and
start
those
conversations
and
make
the
schools
a
community
place
is
super
important.
G
Yeah,
thank
you
so,
first
time
you
know
what
this
means
and
and
I
enjoyed
it.
I
really
appreciated.
Mr
Higgins
comments
about
the
collaborative
environment
that
we're
working
in
these
days.
I'm
excited
for
some
What
I
Hear.
Everyone
talking
about
today.
The
CCL
sounds
like
a
great
program.
I
think
it's
wonderful
that
we're
updating
these
start
times
to
to
underneath
the
needs
of
the
students.
G
I
I
would
just
feel
remiss
in
this
environment
if
at
least
didn't
touch
on
my
concerns
about
the
teacher
Workforce
right
I
mean
the
people
who
ultimately
Implement
all
this
and
I
have
a
number
of
friends
who
teach
for
HD
and
other
folks
that
come
in
contact
to
teach,
and
you
know
honestly,
they're
they're
frustrated,
they're
burned
out,
they're,
tired,
more
of
them
are
leaving.
G
They
feel,
like
they're,
just
continuously
being
asked
to
do
more
with
less
and
they
just
I,
don't
think
they
see
any
relief
in
sight
and
I
know
that
a
lot
of
the
decisions
that
affect
the
way
they
feel
are
made.
You
know
outside
of
our
media
purview
here,
but
I
recognize
that
none
of
these
Grand
ideas
we
have
in
terms
of
structural
changes
or
or
better
buildings,
or
any
of
that
are
actually
going
to
make
a
difference.
G
If
we
don't
have
a
strong
teacher
Workforce
to
actually
deliver
the
education
to
the
kids,
so
I
don't
have
an
easy
solution
to
put
it
Forward
here,
but
I
do
hope
that
you
know
the
conversation
going
forward
can
really
start
to
talk
about
what
steps
we
can
take
as
the
board
and
with
assembly
report
support
where
needed,
to
start
to
address
some
of
those
challenges.
U
Thank
you
and
I
want
to
Echo
what
Zach
said.
Thank
you
for
being
here
and
in
our
first
meeting.
So
it's
a
learning
experience.
We've
got
a
lot
to
cover
so
and
I
also
want
to
Echo
what
Zach
said.
I
do
have
some
friends
that
are
ASD
teachers
as
well
and
I'm,
hearing
similar
issues
so
not
sure
the
role
we
can
take
to
help
make
that
better,
but
I
look
forward
to
doing
that
where
we
can.
Thank
you.
Q
Yes,
thank
you.
Yeah
again,
I've
had
five
kids
go
through
the
ASD
school
system
and
if
it
wasn't
for
our
the
benefit,
my
family
had
of
me
being
and
my
wife
being
very
proactive
and
being
very
involved.
Q
Parents
I'm
sure
the
outcome
would
have
been
tremendously
different
and
so
I'm
really
passionate
about
the
things
that
we
can
do
to
incentivize
parental
involvement
in
education,
because
a
a
in
order
for
a
teacher
to
effectively
spend
time
with
the
children
to
make
sure
that
they're
absorbing
the
information
when
you've
got
a
class
of
30
or
40
and
you're
only
got
an
hour
to
cover
a
subject,
and
you
may
have
a
child
who
needs
five
or
ten
minutes
because
and
some
who
don't
I,
you
know
if
you
don't
as
a
parent,
if
you're
not
intentional,
about
being
active
in
their
education
and
you
are
a
bystander.
Q
Q
I
think
that's
something
that
we
we
overburden
the
ASD
to
response
on
that,
but
also
so
understand
that
parents
they
have
a
whole
different
Dynamic
with
the
expenses
and
going
to
work
and
I
am
a
little
concerned
about
this
change
in
school
times,
because
that's
going
to
put
additional
workplace
struggles
on
parents
I
understand
the
necessity
for
it,
because
we've
got
to
create
a
a
environment
where
the
children
are
learning
best
and
their
minds
are
bright
and
they're
they're
operating
in
that
Optimum
time.
When
their
cognition
is.
Q
A
A
Good
to
be
here
with
you
all
and
just
be
kept
in
the
loop
about
what's
happening
and
I
really
feel
like
ASD
is
doing
a
lot
to
bring
Innovative
approaches
to
education.
So
it's
exciting,
you
know,
I
will
give
I
think
maybe
two
pieces
of
feedback
one
on
on
helping
kids
sleep
well,
I
think
maybe
a
amount
of
homework
would
be
another
consideration.
A
Maybe
you
wonder
how
our
youth
representative
would
feel
about
that,
having
maybe
a
little
bit
less
homework
and
then
the
on
the
other
thing
you
know
on
the
issue
of
bonds,
I
think
robust
public
Outreach
and
really
making
sure
that
we
get
messaging
out
there
in
the
community
about
what
are
the
things?
What
are
the
goals?
We're
trying
to
raise
money
for?
Why
are
they
important
and
just
you
know
for
for
from
my
personal
perspective,
I
think
that
those
efforts
could
be
ramped
up.
A
You
know,
I
saw
some
of
the
signage
as
well,
but
I
just
didn't
really
see.
Maybe
I'm
not
the
target
audience
and
the
algorithm
is
not
hitting
me
because
it
knows
I'm,
not
a
parent
I,
don't
know,
but
I
just
did
not
see
a
lot
of
public
messaging
advertising
campaigning
efforts.
A
You
know
for
this
most
recent
Bond,
so
yeah
I
think
maybe
looking
at
who
are
who
our
Consultants
are
for
that
and
just
making
sure
we're
partnering
with
folks
who
can
really
get
the
message
out.
There
would
be
good
thanks.
P
Just
to
touch
on
what
Mr
volun
just
said,
I've
had
some
association
with
bonds.
Yes,
and
of
course
it's
not
directly
tied
to
the
district,
we
don't
promote
the
bonds.
We
provide
some
information,
but
we
don't
campaign
for
them,
but
there
were
people
that
chose
not
to
contribute
in
relation
to
the
community
work
agreement
that
was
passed
a
little
bit
before
that
bond
package,
so
that
hurt
the
the
Outreach
the
the
resources
they
had
to
work
with
as
well.
P
This
is
one
other
factor
in
all
of
it
and
to
what
Mr
Johnson
said,
ASD
has
had
a
problem
for
a
couple
of
decades.
In
essence,
it
was
a
contract
that
was
pretty
bad
for
employees.
P
It
was
right
when
I
started
teaching
about
25
years
ago,
23
years
ago,
and
the
rather
expansive
list
of
people
on
the
eligible
to
be
hired
list,
which
are
people
that
have
applied
to
the
district,
been
screened
by
the
district
and
found
to
have
good
credentials,
and
it's
the
list
of
principles,
look
at
to
build
a
position
in
their
school.
P
I
mean
in
in
other,
more
difficult
film
areas
like
like
science
and
like
that,
the
the
list
is
not
very
deep
any
longer,
so
in
this
case
we're
going
forward
with
that
condition.
At
the
same
time,
we're
facing
a
national
shortage
in
2010
2011
when
the
economy
kind
of
went
South
in
the
lower
48.
P
P
That's
the
only
time
I
can
remember.
Having
seen
that
happen
and
and
one
other
quick
anecdote
in
the
early
90s
I
stopped
by
the
Alaska
teacher
Fair,
which
took
up
the
whole
Ballroom
of
the
Captain
Cook,
and
there
were
wines
of
applicants,
all
the
districts
were
there,
except
for
Anchorage.
If
you
want
to
apply
to
Anchorage,
you
had
to
take
a
cab
over
to
bagong
because
they
had
all
these
people
they'd
already
screened.
P
There
wasn't
any
real
point
in
them
being
there,
but
hundreds
or
possibly
thousands
of
applicants
standing
in
wine
hoping
to
get
a
job.
The
last
time
I
stopped
by
was
I,
think
2016..
P
There
were
a
couple
of
dozen
applicants,
then
a
third
of
the
ballroom
most
of
that
room
actually
just
had
round
tables
where
people
could
sit
while
they
contemplated
what
they
wanted
to
do.
Next
and
I
was
there
to
chat
with
someone
from
ASD
HR,
which
I
thought
I
might
be
able
to
get
their
attention
and
have
a
few
minutes.
And
we
sat
and
talked
for
an
hour
and
no
one
interrupted.
F
P
I
mean
the
the
landscape
has
changed
so
dramatically
here,
but
a
lot
of
our
citizens
I
think
still
have
the
idea
that
we're
the
high
State
teachers
in
the
country
and
we
should
be
able
to
just
hire
who
we
want.
We
really
want
to
be
able
to
choose
the
right
person
and
it's
more
the
case
now.
P
P
But
if
you
don't
think
you
have
a
prospect
for
a
better
than
mediocre
replacement,
it
makes
no
sense.
You
go
with
what
you've
got.
If
you
don't
have
some
confidence,
there's
a
pool
to
draw
from
I
know
the
city
is
facing
some
of
the
same
issues:
it's
not
quite
as
in
front
of
people,
because
a
lot
of
city
employees
operate
outside
the
view
of
the
public
where
our
teachers
operate
right
in
front
of
them.
They
interact
with
parents
and
all.
P
But
it's
it's
another
area
that
the
the
municipality
and
the
district
sort
of
have
a
common
interest
in
making
this
be
a
good
place
to
work
and
draw
people
so
that
we
can
choose
the
right
people
to
build
a
spot.
So
we
we
have
because
employees
are
expensive
as
all
get
out
and
we
we
want
to
get
good
people
in
there
as
well
and
I.
Do
want
to
say.
I
really
do
appreciate
the
tenor
of
the
assembly
and
the
willingness
to
look
at
shared
issues
and
work
together
hasn't
always
been
the
case.
N
O
Mr
President
I
just
want
to
welcome.
Formerly
the
new
members
of
the
assembly
appreciate
you're
willing
to
serve.
Please
consider
every
member
of
the
board
a
resource
if
you're
looking
for
information
have
questions,
here's
something
at
the
community
council
that
doesn't
add
up
we're
here
to
to
get
you
access
to
that
information,
so
that
there's
open
lines
of
communication
and
accurate
dialogue
publicly,
which
is
always
an
area
to
improve
on
and
I,
didn't
want
to
Echo
the
sentiments
of
supporting
our
Educators.
O
Certainly,
as
was
alluded
to
some
of
that
starts
with
advocacy
in
Juneau,
we
Remain
the
only
state
where
Educators
don't
receive
Social
Security
benefits
or
a
pension,
and
that
is
going
to
be
a
key
issue
to
address.
If
we're
going
to
end
about
migration,
I'm
definitely
ends
up
being
a
piece
of
that
puzzle,
but
I
know
that
the
board
talks,
often
as
to
how
we
can
support
our
Educators,
because
we're
going
to
be
seeing
a
numbers
crunch
here,
especially
starting
this
fall.
So
thank
you.
Everyone
for
the
good
conversation
appreciate
your
time.
I
Yeah,
it's
been
a
really
interesting
discussion
and
just
to
touch
on
something
that
Mr
Johnson
and
Mr
Cross
said,
like
I
think
we
need
to
focus
on
both
the
parents,
the
teachers,
but
also
the
students.
If
you
don't
have
students
who
want
to
learn,
there
will
be
no
learning
done
so
I
think
there
needs
to
be
a
kind
of
a
culture
shift
as
well,
but
that
being
said,
the
new
initiatives
to
push
start
times
back
to
implement
new
programs.
I
It's
it
kind
of
shows
that
their
care,
like
students,
are
cared
for
and
that
that
people
want
to
help
and
I.
Think
it's
a
it's
exciting.
H
H
For
these
young
people,
I
really
do
appreciate
the
focus
and
the
conversation
we
had
about
the
flexibility
that
needs
to
be
built
within
that
program,
because
for
myself,
when
I
was
in
my
freshman
year
and
sat
at
a
little
Plato
computer
and
did
an
analysis
of
my
future
jobs
and
said
I
could
be
an
Undertaker,
a
preacher
or
a
politician
and
I
was
in
my
40s
before
I
landed
in
the
career,
one
of
those
three
careers
that
it
said
in
late
40s
at
that,
and
so
it
takes
time
for
some
of
us
to
figure
out
where
we
fit
in
this
big
wild
world,
so
that
flexibility
is
going
to
be
really
important.
H
And
then
there's
an
item.
I
didn't
put
on
the
agenda.
I
thought
about
it
after
the
the
president
and
I
discussed
at
a
previous
meeting,
probably
about
a
year
ago,
or
maybe
three
meetings
back.
H
Member
Martinez
pointed
out
that
that's
work
he's
done
in
the
mayor's
office
and
its
work
he's
interested
in.
So
what
happens
when
you
leave
a
meeting
early?
Is
you
become
the
chair,
and
so
I
am
appointing
him
chair
of
that
effort
for
the
assembly
to
work
with
whomever
the
President
appoints
on
their
end,
so
we
can
keep
that
going
and
maybe
get
it
started
again.
So,
thank
you,
everybody
for
participating.
It's
a
great
meeting,
great
topics.
N
So
the
pathways
to
Prosperity
report
tonight
was
really
great
and
it's
the
result
of
the
board
having
a
multi-year
process
to
adopt
three
top
priorities.
Number
one
is
reading
number
two
is
mathematic
proficiency
and
number
three
was
the
college
career
life
goals
trying
to
graduate
citizens,
students
that
are
ready
for
life
and
the
pathways
Prosperity
is
is
really
exciting,
because
initially
the
district
seemed
to
be
struggling.
N
N
We
also
have
work
going
on
for
Financial
personal
finance,
education,
which
is
really
important
and
has
been
really
surprising
to
me
that
it
hasn't
been
a
a
huge
priority
of
the
school
district
before
now,
but
they're
developing
that
and
also
so
it's
an
ongoing
process.
The
pathways
is,
is
one
element
of
those
top
three
priorities
that
that
priority
and
there's
going
to
be
more
to
come,
and
they
seem
to
be
making
really
good
progress
with
it.
Thank
you.
M
Problem
yeah.
Thank
you.
Two
comments,
first,
really
great
meeting
and
really
great
introduction
formally
to
the
work
of
the
the
school
board
and
the
school
district
and
looking
forward
to
working
as
a
member
of
this
body
on
on
a
lot
of
the
things
that
that
we've
discussed
and
then
also
I,
wanted
to
make
more
of
a
I
guess,
personal
statement,
or
at
least
not
not
speaking,
on
behalf
of
the
body.
M
So
you
know
I
and
I'm
sure
others
read
in
the
news:
the
inaction
or
rather
a
preliminary
action
by
the
State
Board
of
Education
regarding
a
policy
for
transgender
students
participating
in
sports
or
or
you
know,
related
to
gender
and
students
participating
in
sports
I.
I
am
certainly
concerned
about
that
policy
and
and
worried
about
its
impact
on
kids
and
I.
M
Understand
the
the
Anchorage
school
district
has
not
taken
up
such
a
policy
or
it's
not
not
contemplating
one
at
this
time
to
my
knowledge,
but
I
just
wanted
to
make
the
public
aware
that
that
regulation,
the
the
State
Board
of
Education,
approved
that
regulation
to
go
out
for
public
comment.
So
the
public
comment
period
is
through
Wednesday
July.
26Th
and
that's
the
date
of
their
next
meeting,
if
an
individual
would
like
to
send
comments,
they
can
send
it
to
ded.commissioner
alaska.gov.
M
That's
where
the
regulation
comments
go
and
then
I
also
I
was
reading
in
the
news
last
night.
I
just
wanted
to
give
on
the
record
a
shout
out
to
youth
member
Felix
Myers
who's
a
as
I
understand
a
student
in
Sitka
who
spoke
very
eloquently
and
was
quoted
in
that
ADN
article.
So
I
appreciate
again
just
like
our
Our
member
here
I
appreciate
when
youth
participate
in
government
and
speak
their
minds
and
so
I
just
again
encourage
folks
if
you're
interested
in
that
topic
to
please
speak
up.
Thank
you.
Thank.
K
I'll
just
Echo
a
few
of
the
sentiments
shared
earlier,
formerly
a
Welcome
to
our
new
assembly
members
in
general.
We
truly
value
the
support
and
collaboration
with
the
assembly.
You
know
I'm
relatively
new,
to
Anchorage
myself.
This
is
my
first
year,
I
and
I
think
we'll
be
surrounded
by
incredible
leaders
who
are
really
moving
our
city
forward
and
I'm.
K
C
B
No
thank
you,
president
Bellamy
and
I'll
be
brief
again,
as
always.
Thank
you
for
welcoming
us
really
to
enjoy
these
meetings
really
excited
to
hear
about
the
continuing
education
for
teachers.
I
think
it's
another
feather
in
your
chat
for
trying
to
retain
teachers
as
as
we
see
retirements,
as
we've
seen
in
other
other
groups.
I
do
appreciate
the
Bold
decisions
that
you're
making
you
know,
namely
the
change
of
start
times.
B
I
always
love
the
I,
always
love
a
decision.
It
may
go
right.
It
may
go
wrong,
but
you're
going
to
learn
something
and
you
just
react
quickly:
make
an
adjustment
and
you'll
always
move
forward
so
as
I
say,
fail
quickly
and
make
another
decision.
So
thanks
for
that
and
look
forward
to
the
next
meeting,
thank
you.
C
C
C
C
So
you
know
we
bring
to
this
work
our
best
every
single
day
and
we
keep
kids
at
the
primary
focus.
That's
what
I'm
doing
and
that's
what
I
will
continue
to
do
and
I
have
another
thanks
for
the
assembly
early
in
late
in
December,
early
January,
you
were
so
gracious.
C
You
understood
our
struggle
in
trying
to
communicate
so
many
things
and
juggling
with
so
many
topics.
You
graciously
gave
us
a
grant
for
consultant
services.
C
We
will
be
getting
giving
an
update
on
the
deliverables
from
that
at
our
next
at
our
Retreat
this
weekend,
but
that
has
been
really
it's
been
a
godsend
to
help
the
communications
chair
to
help
myself
and
the
vice
president
try
to
move
forward
and
keep
up
with
all
of
the
of
the
of
the
pieces
and
one
of
the
pieces
that
we
really
have
enjoyed
collaboration
and
some
con.
Some
advice
around
and
strategic
planning
around
is
the
CCL
goal,
and
you
know
how.
C
How
are
we
telling
that
story
and
what
are
the
pieces
that
that
will
make
that
story
complete,
so
we're
I'm
excited
to
be
sharing
that
work.
We
will
have
a
video
of
students.
We
had
lots
of
things
so
I
look
forward
to
if
you
miss
our
Retreat,
which
is
on
the
16th
and
17th.
If
you
missed
that,
actually,
this
conversation
will
take
place
on
the
set
on
the
16th
that
Friday
night.
If
you
missed
that,
then
we
will
bring
it
back
to
the
next
meeting.
C
So
again,
I
just
wanted
to
thank
you
for
investing
in
us
and
our
our
learning.
It's
all
about
continual
continuous
Improvement.
C
W
Okay
hi,
my
name
is
Gabriela
Soto,
I'm,
sorry,
I,
don't
know
proper
etiquette
for
this.
This
is
my
first
time
doing
this,
but.
W
W
Way
to
bring
a
lot
of
more
students
together,
I
know
that
I
had
I
had
participated
in
vocational
education
with
King
Tech,
and
that
had
brought
me
to
new
experiences
and
socializing
with
a
whole
bunch
of
people
all
around
the
state,
because
I
had
also
met
students
from
UConn
I
met
students
from
all
around
the
the
city.
W
W
A
lot
of
my
peers
had
struggled
with
feeling
like
they're,
getting
losing
time
or
feeling
late
to
picking
what
they
want
or
struggling
with
how
to
decide
what
they
want
to
do
after
high
school
and
I
know
a
lot
of
them
also
try
thinking
early
on
in
Middle
School
what
they
wanted,
and
early
on
in
high
school
too.
So
I
think
this
is
a
great
way
to
start
preparing
everything
and
a
few
people
also
mentioned
the
problem
of
Transportation
I
know
that
was
a
big
crisis.
W
The
starting
of
the
year
with
the
lack
of
school
bus
drivers,
I,
can't
remember
his
name,
but
he
had
mentioned.
Why?
Don't
students
take
the
People
Mover.
W
I
know
for
a
lot
of
families
that
their
safety
of
their
own
children
is
very
prioritized
with
them
and
very
important
to
them,
and,
given
that
we
do
in
Alaska
have
a
pretty
high
crime
rate.
I
feel
like
that
is
a
big
factor
of
Why
students.
Don't
take
people
mover
or
public
transportation.
W
And
that's
all
I
really.
C
C
Okay,
seeing
no
others,
our
next
meeting
will
be
sometime
in
this
in
September,
so
we'll
we
will
get
that
date
mutually
decided
and
all
of
our
meetings
are
here.
We
decided
two
years
ago
that
this
is
a
central
location.
We
are
all
set
up
almost
all
the
time,
so
we
invite
we.
We
really
do
like
having
you
guys
so,
but
we'll
get
the
date
and
get
it
on
the
calendar
and
with
that,
if
there's
no
nothing
else,
I.
A
Should
have
said
this
earlier,
but
you
jogged
my
memory
in
our
first
quarter
budget
revisions.
One
of
the
programs
that
the
assembly
chose
to
support
was
the
best
Beginnings
early
literacy
program,
and
that
was
something
that
we
all
learned
about
at
one
of
these
meetings,
so
I'm
happy
that
we
were
able
to
do
that.