►
From YouTube: ASD School Board Work Session 10-18-22
Description
No description was provided for this meeting.
If this is YOUR meeting, an easy way to fix this is to add a description to your video, wherever mtngs.io found it (probably YouTube).
A
A
C
Darling
I'm
very
interested
in
an
update
on
our
busing
situation.
I
have
gotten
some
phone
calls
and
it's
looking
like.
There's
a
lot
of
misinformation
being
get
up
and
out
both
by
folks
working
at
the
transportation
center,
apparently
and
by
individual
bus
drivers,
and
it's
really
confusing
parents
and
I'd
like
to
have
some
discussion
about.
What's
going
on
right
now,.
A
All
I'll,
happily,
second,
the
request
for
information.
It
might
be
helpful
for
Dr
Brian
I'll
defer
to
him
in
just
a
minute
to
receive
maybe
a
detailed
list
of
specific
points.
You'd
like
him
to
address
unless
you'd
like
to
make
a
general
update
now,
superintendent.
D
C
Guess
the
number
one
thing
that
concerned
me
the
most
is
that
individuals
with-
and
you
know
it's
people
tell
me
this
so
I
I.
You
know
I'm
just
reporting
what
I'm
hearing
or
saying
that
it's
there's
the
board
itself
is
setting
the
cohorts
and
the
bus
routes
and
that
we're
The
Authority
for
determining
what
schools
were
getting,
what
buses,
how
many
buses
at
what
time
and
I've
tried
to
explain
to
those
folks
that
called
that
that
we
don't
do
that
directly.
I.
A
All
right
hearing,
seeing
none
we'll
move
on
to
C1
budget
updates,
Dr
Bryant
the
floor,
Shores.
D
Good
afternoon
board
in
ASD
community,
as
we've
shared
with
the
public
for
a
number
of
months,
the
district
is
facing
a
grave
68
million
dollar
budget
shortfall.
During
that
time,
we've
researched
a
number
of
options
for
the
board
to
consider,
as
we
get
closer
to
passing
a
balanced
budget
in
February,
as
required
by
state
statute.
D
I
would
like
to
thank
staff,
students
and
families
for
providing
honest
and
constructive
feedback
on
how
we
can
move
forward,
while
our
research
will
be
ongoing.
Today
is
our
first
of
many
conversations
on
recommendations
for
how
to
improve
the
classroom
experience
for
our
students,
despite
our
Bleak
budgetary
reality,
today's
two-hour
work
session
will
focus
on
proposed
campus
closures.
D
D
Today
we
educate
20
fewer.
This
type
of
Trend
will
impact
our
enrollment
for
decades.
Another
sobering
statistic
in
2016,
Anchorage,
Saw,
4,
500,
newborns
fast
forward
to
now
there's
a
20
decline
in
growing.
It
means
in
the
long
term,
our
enrollment
numbers
will
likely
continue
a
steep
and
steady
decline
when
student
enrollment
declines.
That
has
a
direct
impact
on
funding
from
the
state
and
also
the
student
experience,
because
a
number
of
our
buildings
are
under
capacity.
D
It
becomes
incredibly
challenging
to
offer
the
electives
and
services
that
a
family
would
expect
from
their
neighborhood
School,
particularly
at
the
level
of
Need
for
specialized
Services
continues
to
grow.
Closing
a
school
is
not
anything.
The
administration
takes
lightly.
Schools
are
the
heartbeat
of
our
community,
but
we
believe
that
by
right-sizing
our
district
there
is
a
path
to
improve
the
quality
of
education
for
our
students.
D
D
Think
about
it
like
this.
How
much
more
expensive
is
a
tank
of
gas
today,
what
about
the
cost
of
housing?
What
about
a
gallon
of
milk?
And
yet,
after
five
years
of
flat
funding,
the
state
of
Alaska
has
only
committed
to
investing
an
extra
thirty
dollars
per
student
think
about
the
rising
cost
of
bus
fuel,
roof,
repairs
and
maintenance.
Today,
the
bottom
line
is
that
when
Alaska
doesn't
increase
education
funding,
it's
cutting
education
funding,
an
influx
of
federal,
covet
relief
dollars
provided
a
false
sense
of
security.
D
The
reality
is,
our
schools
are
being
underfunded
and
it
was
never
addressed
by
the
state
and
that's
why
we're
here.
Campus
closures
and
consolidations
are
one
small
piece
of
the
Grim
path
forward.
Additional
difficult
decisions
are
on
the
horizon
going
into
December,
so
that
a
balanced
budget
is
passed
by
February
in
a
few
moments.
We'll
present
the
specifics
of
our
proposal,
but
we
also
want
our
community
to
know
that
final
School
closure
decisions
won't
be
finalized
until
December
between
now
and
then
will
continue
to
provide
numerous
opportunities
to
hear
directly
from
the
community.
D
Examples
include
more
surveys
in
town
halls,
starting
next
month,
I
encourage
the
community
to
join
the
discussion
and
be
part
of
the
solution.
Ask
your
legislators
and
current
candidates
to
share
their
views
on
education
funding.
What
are
their
priorities
collectively?
We
can
advocate
for
sensible
reform
that
will
ensure
an
adequate
education
for
our
students
and
with
that
I'll
pass
the
mic
to
my
team.
E
Foreign,
if
you'll
switch
to
the
next
slide,
we've
shown
this
before,
and
it
really
just
depicts
that
in
August
of
2016,
when
school
started
that
first
day
of
school,
they
received
the
same
amount
of
funding
per
student
through
the
foundation
formula
as
we
received
in
August
12
2022,
and
that's
what
every
year
when
the
budgets
were
passed
and
they
said
that
they
fully
funded
education.
That's
what
it
meant.
It
meant.
We
fully
fund
education
at
the
level
of
August
2016..
You
can
see
on
this
Slide.
E
The
red
line
does
depict
inflationary
costs
for
those
years.
E
There
was
a
downturn
in
FY
20,
where
we
actually
did
have
negative
inflation
for
a
period
of
months,
and
you
can
see
underneath
that
the
structural
deficit
really
started
in
fiscal
year,
18
or
August
of
2017
and
it's
grown
since
the
state
did
provide
one-time
funding
and
FY
1920
and
again
this
year,
a
small
amount
yeah.
But
by
and
large
what
we
really
survived
on
the
last
few
years
was
Federal
relief
dollars
that
were
meant
to
recover
from
a
pandemic
as
opposed
to
using
it
to
replace
what
would
have
been
inflation-proof
funding.
E
So
when
the
community
wonders
how
could
we
go
from
funding
this
year
to
a
68
million
dollar
budget
overnight?
It's
because
those
one-time
funds
from
the
federal
government
and
the
state
hid
the
structural
deficit
that
has
continued
to
grow
at
10
to
12
million
dollars
per
year
since
August
of
2017
in
in
fiscal
year.
18..
E
If
you
go
to
the
next
slide,
you'll
see
that
tonight,
although
we
do
have
a
lengthy
work
session
of
two
hours
planned,
we
do
expect
significant
amount
of
discussion
and
conversation
over
school
closures.
We
are
focusing
tonight
on
that
one
topic:
the
repurpose
plan
will
be
shown
to
the
board
in
a
couple
weeks.
We
really
needed
time
to
work
with
principals
in
order
to
fully
flush
out
a
staffed,
repurposing
plan,
so
we'll
focus
on
the
number
of
schools
tonight
on
the
next
slide.
E
You'll
see
the
budget
deficit,
monitor
that
if
we
include
everything,
we've
talked
about
to
date,
it's
still
around
50
million
dollars,
and
we
know
that
we
won't
eliminate
everything
that
we've
discussed.
Although
I
assure
you,
there
are
many
more
things
coming
up
over
the
next
five
weeks
in
front
of
the
board.
E
As
other
options
slide
please,
so
these
are
a
previous
budget
solution
topics.
There
will
be
some
more
topics
added
in
two
weeks
from
now
and
in
the
two
following
board.
Meetings
and
you'll
see
some
of
those
on
the
the
last
slide
of
tonight's
brief.
You'll
also
see
that
in
November
I'll
be
asking
the
board
to
make
commitments
on
some
of
these
things.
So
we
can
move
forward
on
developing
detailed
Staffing
analysis
on
each
of
these
to
make
sure
that
we
have
a
fully
fleshed
out
plan.
E
Also
in
December
we
will
ask
for
other
board
commitments
and
decisions
to
include
supporting
or
not
supporting
or
modifying
the
recommended
School
closure
plan,
knowing
that
what
we're
going
to
brief
tonight
is
round
one
of
school
closures
and
every
decision
that's
made
or
not
made
in
November
and
December
will
will
certainly
impact
fiscal
years.
25
and
Beyond,
so
I
will
be
followed
by
Mr
Shannon
Bingham,
who
owns
Western
demographics
and
he's
been
a
demographics
expert
for
school
districts
for
over
40
years
and
Shannon
I'll
hand
over
to
you.
F
Great,
thank
you
Jim
good
evening.
Everyone,
it's
a
privilege
to
be
here,
I,
have
a
very
detailed
report
that
I'll
try
to
move
through
very
quickly,
maybe
in
about
20
minutes
and
I'll.
Just
start
with
this
next
slide
that
talks
a
bit
about
the
challenge
that
faces
us
keep
in
mind
that
Anchorage
is
not
alone,
I
work
with
probably
I'm
about
a
dozen
districts
right
now,
and
four
of
them
have
been
working
on
a
school
efficiency
study.
F
F
So
a
lot
of
districts
are
looking
at
the
kind
of
structural
deficits
that
you
are
especially
those
that
had
that
reality
coming
and
compensated
for
it
a
little
bit
with
covid
money,
and
so
a
lot
of
them
are
looking
at
the
fact
that
that
money
is
not
going
to
be
available
and
we
have
to
address
some
of
the
budgetary
realities
that
that
face
us
now.
F
In
addition
to
the
declining
enrollment,
we've
lost
about
5
000
students
and
we're
also
looking
at
18
of
our
schools
having
65
percent
utilization
rates,
so
that
kind
of
a
school
utilization
rate
really
means
that
a
lot
of
your
schools
are
are
basically
two-thirds.
Full
most
of
the
districts
around
the
West
that
I
encounter.
Urban
and
Suburban
districts
have
lost
a
lot
of
enrollment
and
they're.
F
F
Where
we're
looking
at
Schools
running
at
about
two-thirds
of
how
they
were
designed
to
run
and
running
with
faculty
requirements
for
student
needs,
that
haven't
changed
as
enrollment
has
declined,
the
proximity
of
the
buildings
to
each
other
and
where
the
teachers
have
to
travel
to
in
order
to
cover
specialized
student
needs
also
haven't
changed,
especially
in
Alaska,
where
a
lot
of
our
buildings
tend
to
be
broadly
distributed.
When
you
have
a
lot
of
low
utilization
in
buildings,
you
have
a
lot
of
circuit
Riders,
going
out
to
just
to
provide
fairly
specialized
services.
F
A
level
of
service
and
efficiency
has
been
what
districts
have
tried
to
do?
Is
there
a
way
for
us
to
continue
to
do
what
we
have
always
done?
Deliver
the
same
level
of
service
to
Children
using
fewer
buildings.
Is
there
a
way
that
we
can
compensate
for
our
enrollment
decline
by
operating
fewer
facilities?
So
that's
been
one
of
the
central
things
that
districts
have
asked
themselves,
so
the
issue
becomes.
Should
we
consolidate
small
adjacent
programs
into
a
single
larger
school
that
would
make
sense
to
serve
a
larger
area?
F
A
lot
of
districts
have
done.
Surveys
I've
been
involved
in
quite
a
bit
of
survey,
work
where
we've
asked
the
question
of
our
stakeholders.
What
would
you
like
to
do,
and
here
in
ASD
we
did
do
a
survey
where
we
ascertained
that
our
stakeholders
prefer
us
to
consolidate
buildings
over
eliminating
programs
followed
by
Rising
raising
class
sizes.
That's
the
same
set
of
Alternatives
that
every
district
is
asking
their
stakeholders.
F
As
far
as
what
would
you
like
to
do,
they're
asking
that
question
and
the
answer
has
been
fairly
consistent-
that
most
stakeholders
in
districts
are
looking
at
the
overall
District
need.
They
are
considering
the
fact
that
we
would
like
to
continue
to
do
business
as
far
as
what
the
child
is
experiencing
in
the
classroom
as
consistently
as
we
can
over
time,
and
so
that
has
resulted
in
a
lot
of
districts,
exploring
a
package
of
solutions
that
almost
always
includes
a
little
bit
of
all
three
of
those
things.
F
But
the
thing
that
we
want
to
explore
first
is
usually
School
combinations.
The
other
thing
that
we
have
explored
is
increasing
Middle,
School
efficiency,
so
I
think
I've
done.
Eight
Middle
School
grade
reconfigurations
over
the
last
20
years.
So
districts,
all
over
the
western
part
of
the
country
and
Alaska
are
looking
at
moving
sixth
grade
into
middle
schools.
In
order
to
get
a
bigger,
Middle
School
you
get
a
50
size
increase
in
the
Middle
School.
F
You
increase,
Master
scheduling,
opportunities,
elective
offerings,
specialized
programs
and
Specialized
Service
Providers
have
a
bigger
group
of
caseloading
in
one
location.
So
it's
just
a
much
more
efficient
model
to
have
more
middle
school
children
in
one
location,
and
so
size
alone
has
really
suggested
to
a
lot
of
districts
that
reconfiguration
at
the
middle
school
level
has
made
sense
based
on
size
alone,
faculty
size,
student
body
size.
F
So
basically,
those
are
the
the
three
areas
and
most
districts
are
looking
at
all
three
of
those
things.
As
a
solution
on
the
next
slide,
you
can
see
us
synopsis
of
our
situation.
We've
dropped
by
about
5
000
students
since
the
2012-2013
school
year
or
fiscal
13..
We
currently
have
those
18
Schools
running
two-thirds
full.
F
In
the
past
year
we
have
a
24
million
dollar
maintenance
budget,
so
we
are
expending
roughly
the
same
amount
of
Maintenance
dollars
on
some
of
those
buildings
that
aren't
fully
utilized.
So
right,
there
you're
starting
to
see
the
definition
of
efficiency
emerge
where
we're
spending
that
money
in
a
lot
of
locations
that
we
could
deliver
the
same
services
in
fewer
locations
now
again
based
upon
proximity
of
the
school
to
the
personal
residence
of
a
parent
and
a
child.
It's
not
the
same.
F
These
overall
objectives
are
or
have
become,
the
mechanism
by
which
school
districts
have
continued
to
deliver
a
consistent
level
of
service
over
time
as
school
enrollments
have
declined.
It's
been
one
of
the
ways
that
we
can
achieve
that
without
delivering
something
that
is
below
the
standard
of
what
we
provided
before
granted
the
location
of
the
facility
that
the
child
attends
may
be
different.
F
In
the
past
10
years,
we've
closed,
mount
iliamna,
mount
spur
and
merged
some
programs,
Ursa
Major,
is
temporarily
closed.
Due
to
structural
issues.
We
have
a
decision
point
in
December
where
we
may
have
access
to
some
grant
funding
that
would
facilitate
restoring
that
building,
but
at
the
moment
it
remains
closed
and
given
the
time
that
it
would
take
to
repair
that
building-
that's
probably
a
48-month
restoration
to
get
that
building
back
up
to
speed.
F
So
at
the
moment
that
building
remains
offline
and
will
know
more
in
December
over
on
the
right
you're,
seeing
some
of
the
other
factors:
competition
from
online
and
non-neighborhood
schools.
During
the
pandemic,
everybody
had
an
opportunity
to
try
a
non-traditional
education
delivery
model,
and
so
you
know
not
surprisingly,
some
parents
after
saying
try
this.
They
stuck
with
it
and
so
Nationwide
Church
schools,
private
school
schools,
charter,
schools
and
online
learning.
Mechanisms
of
various
types
have
gained
a
significant
amount
of
market
share
and
in
some
districts
it
ranges
as
high
as
nine
percent.
F
So
that's
part
of
what
has
changed
is
that
everybody
had
10
years
of
evolution
toward
that
model
compressed
into
an
18-month
pandemic.
So
that's
one
of
the
things
that
has
affected
us.
F
Finally,
you
know
most
districts
in
Alaska
are
seeing
what
we're
seeing
as
well
as
others
elsewhere
throughout
the
west
and
Fairbanks
had
the
same
budgetary,
structural,
budgetary
challenge
that
you
do
and
we
actually
have
closed
three
elementary
schools
effective
this
year
and
we
have
reconfigured
our
Middle
School
grades,
moving
sixth
grade
into
Middle
School
in
the
city
of
Fairbanks
proper.
So
up
in
North
Pole,
we
were
always
six
through
eight.
We
were
running
seven,
eight
at
three
elements:
three
big
middle
schools
in
Fairbanks,
but
some
of
those
had
just
over
400
students.
F
F
This
year
the
Gregory
configuration
in
that
Community
as
far
as
level
of
service
and
specialized
education
providers
There's
a
summary
of
those
listed
on
this
slide
in
both
the
elementary
and
the
Middle
School
level
and
you'll
see
that,
in
addition
to
special
education,
oriented
provision
like
occupational
therapy,
Physical
Therapy,
Speech,
Pathology,
there's
a
whole
variety
of
other
items:
English
language,
Learners
programs,
counseling,
instructional,
coaches,
coaches,
nurses-
all
of
those
folks
are
impacted
by
building
efficiency.
When
you're
running
at
66
percent,
you
want
to
have
that
service
in
every
building.
F
You
have
to
spread
people
more
thinly.
You
have
to
transport
them
across
a
Pantheon
of
several
schools
and
they
are,
they
will
be
partial,
FTE
and
individual
buildings
I
go
to
school,
a
Tuesday
Morning
from
9
to
12,
and
then
I
go
to
school
b
Thursday
morning
from
9
to
12..
So
a
lot
of
our
professionals
have
that
kind
of
a
schedule.
F
Art,
music
and
PE
have
also
been
impacted
in
the
same
regard,
so
we
have
partial
FTE
in
small
enrollment
locations
to
that
in
that,
to
that
same
extent
and
placed
in
districts
where
we
still
have
our
music
in
PE,
and
there
are
a
lot
of
places
in
the
west
where
those
programs
are
now
not
provided
in
the
elementary
level
as
they
had
traditionally
been
provided
at
the
secondary
level
course
offerings
and
master
schedule.
F
Viability
is
really
the
big
impact
so
for
a
high
school
student
who
has
an
afternoon
job
they're,
trying
to
get
all
their
graduation
requirements
taken
care
of
in
the
morning.
If
they're
in
a
little
small
High
School.
Finding
all
of
that
in
a
morning,
schedule
is
going
to
be
pretty
difficult,
so
School
scale
tends
to
affect
children
very
directly.
F
At
the
middle
school
level,
you
can
have
children
that
would
are
very
motivated
by
electives,
very
motivated
by
extracurricular
activities
and
in
small
enrollment
centers,
it's
very
difficult
for
us
to
deliver
a
lot
of
those
opportunities
when
we
scale
up
by
moving
sixth
grade
into
Middle
School,
you
add
50
percent
to
the
size
of
that
middle
school
program
that
scales
up
the
student
body.
It
scales
up
the
master
schedule,
it
scales
up
course
offerings
and
it
scales
up
the
size
of
the
faculty.
F
That's
the
main
argument
behind
the
program
nationally
is
to
scale
up
the
size
of
the
Middle
School
in
places
where
there
is
still
a
seven
eight
grade
configuration
and
the
majority
of
the
districts
that
I've
worked
with
that
have
explored.
This
have
followed
through
and
went
ahead
and
done.
The
conversions
mostly
for
scale
reasons
is:
there
are
some
other
things.
F
We
have
the
same
amount
of
special
services
that
are
necessary
at
the
secondary
level
middle
school
that
I
identified
in
elementary
and
keep
in
mind
that
ASD
ASD
schools
are
requiring
more
of
these
special
services
now
or
in
the
last
15
years
than
we
did
when
I.
First
started
my
career
when
I
was
designing
schools
in
1986,
we
did
an
admin
office
and
maybe
a
couple
of
offices
for
the
psychologist
and
the
OT
and
PT,
and
that
was
it
and
now,
when
I
design
a
building,
there's
a
small
group
instructional
room
for
ell.
F
There
are
two
conference
rooms
for
special
education,
Staffing,
there's
a
self-contained
classroom
for
autistic
kids.
There
are
five
offices
for
itinerant
Specialists
of
various
types,
and
there
are
38
of
the
average
Western
U.S
faculty
is
non-classroom
based
instructional,
and
when
you
have
that
many
people
that
are
needing
a
place
to
work,
the
school
is
going
to
look
different
when
a
school
is
underutilized
and
you
have
to
spread
that
many
people
around
in
order
for
them
to
serve
their
caseload,
the
human
resources
implications
of
that
become
complicated
as
well.
F
That's
another
argument
for
larger
schools,
both
at
the
elementary
level
and
at
the
middle
school
level.
The
process
for
school
efficiency
is
basically
modeling.
You
look
at
multiple
groups
of
schools
where
you
have
the
scale
and
the
budgetary
outcomes
that
could
be
beneficial
to
a
group
of
children,
usually
you're.
Looking
at
two
adjacent
schools
that
could
be
combined
into
one,
it's
just
that
simple.
There
is
a
national,
effective
practice
of
looking
at
Major
arterial,
Street
squares
or
blocks
and
trying
to
make
sure
you
have
one
school
inside
of
that
kind
of
a
block.
F
And
if
you
have
a
closure
candidate,
it
would
be
the
second
or
third
School
inside
of
that
block.
So
when
I
say
a
block,
I
mean
something
bounded
by
Northern,
Lights,
Boniface,
Tudor
I
mean
streets
that
are
five
lane
or
seven
Lane
major
arterial
streets,
meaning
two
lanes
in
each
Direction
plus
a
center
left
turn
lane.
F
The
final
fallback
is
inside
of
the
major
arterial
Street
box,
and
so
the
idea
there
becomes
one
school
in
the
box,
and
so
when
we
look
at
candidates
from
a
city
planning
standpoint
that
kind
of
Trumps
a
couple
of
things,
because
Transportation
has
become
such
a
limitation
for
everybody,
I'm
working
with
five
districts
right
now
that
have
40
unfulfilled
routes.
So
we
have
to
have
an
option
to
where
it's,
not
a
thousand
percent
required
that
we
be
able
to
bus
a
child
to
school
with
inside
some
of
those
arterial
Street
boxes.
F
So
that's
one
of
the
things
that
we're
looking
at
is:
how
do
we
come
up
with
an
effective
special
education
placement
for
those
children?
Stakeholder
participation.
Engagement
is
always
important.
This
is
a
process
of
discovery.
So,
as
we
go
along,
we
learn
something
from
everybody.
We
earn
something
from
our
elementary
folks.
We
earn
to
learn
something
from
our
special
ed
folks.
We
go
out.
We
learn
something
from
principals.
F
We
learn
something
from
Individual
parents,
I
have
actually
adopted
boundary
new
school
activation
proposals
and
modified
School
closure
proposals
based
on
parent
input
or
recommended
a
parent-suggested
alternative
in
a
couple
places
you
always
learn
from
networking
with
parents
and
faculty
as
well.
So
we
have
a
stakeholder
involvement
process
that
involves
our
faculties
the
process
of
identifying
candidates
again
adjacent
pairs,
staffing
service
levels.
How
are
we
going
to
continue
to
deliver
the
level
of
service
that
we
delivered
before
in
the
new
configuration?
So
that's.
F
What
we're
trying
to
do
is
look
at
who
will
be
the
special
education
teacher
for
this
group
of
students
who
will
be
the
Gen
ed
teacher?
How
will
we
address
children
with
vision
and
hearing
impairments,
etc,
etc?
So
we're
looking
at
those
sorts
of
things
interior,
you
can
see
we're
looking
at
schools
that
are
declining
we're
looking
at
boundaries,
we're
looking
at
schools
that
are
adjacent
to
each
other.
We're
a
combined
result
would
continue
to
Be
an
Effective
Education
environment
for
those
children,
we're
looking
at
Transportation
pedestrian
issues
and
future
growth.
F
This
is
similar
to
what
districts
all
over
the
West
are
seeing,
so
we're
just
producing
fewer
and
fewer
babies
every
year-
and
you
know,
human
history
has
had
those
kind
of
Cycles
I
mean
it's
not
just.
You
know
something
that
will
last
forever.
But,
as
you
look
at
you
know
the
evolution
of
families
over
time,
it
has
changed
and
we're
in
a
very
definite
down
cycle,
and
it's
not
just
Anchorage.
We
are
not
alone,
so,
basically
we're
expecting
an
overall
population
decline.
We
have
a
waning
housing
market.
F
Last
week
there
were
55
new
homes
for
sale
on
Zillow,
whereas
five
years
ago,
when
I
was
here
last
there
were
four
or
five
hundred,
so
that's
kind
of
a
different
situation,
we're
looking
at
fewer
new,
less
new
housing,
smaller
family
sizes,
lower
birth
rates
and
that
expanding
non-mabic,
School
Market.
That
I
mentioned
before.
F
As
far
as
births
in
the
Anchorage
municipality.
You
can
see
on
this
graphic
that
our
annual
newborn
account
has
declined
by
about
20
percent
about
800
babies
per
year
for
moms
that
physically
reside
in
the
district
we've
declined
by
about
800
per
year.
Those
cohorts
are
going
to
survive
into
kindergarten
and
first
grade
and
second
grade.
So
that's
kind
of
why
we
look
at
births
as
an
indicator,
because
it's
a
harbinger
of
the
future
on
the
next
slide.
F
The
red
bars
show
2022
grade
size
and
you
can
see
that
those
smaller
grades
or
why
our
schools
are
underutilized,
why
we
have
fewer
children
to
work
with
and
those
cohorts
are
moving
into
the
middle
school
grades
and
will
be
down
seven
or
eight
hundred
middle
school
children
in
five
years,
maybe
more
so
we'll
have
fewer
middle
school.
Children
then
as
well
and
then
they'll
go
on
into
High.
School
Anchorage
was
a
very
well
designed
Community
back
when
we
had
three
children
per
household.
So
you
can
see
in
this
image
of
Northeast
Anchorage.
F
We
have
a
tightly
clustered
schools
across
this
11
square
mile
portion
of
the
district,
and
you
can
see
that
the
majority
of
those
schools
are
probably
running
at
about
65
percent.
So
this
is
one
area
where
we
would
look
to
that
major
arterial,
Street
grid
and
figure
out
a
way
to
try
to
become
more
efficient
in
this
area
and
in
this
area
we're
actually
proposing
to
consolidations
and
any
other
consolidations
that
we
propose
are
very
well
distributed
throughout
the
district.
F
So
if
everybody
wants
to
take
a
nice
deep
breath,
I'm
about
to
show
you
what
the
candidates
that
we
are
recommending
at
this
point
would
be
that
we
would
go
forward
with
stakeholder
involvement
and
process
a
stakeholder
conversation
with
faculty
and
parents
on
the
following
six
schools.
So
here
is
that
slide.
You
can
see
that
we
are
proposing
in
alphabetical
order.
F
Abbott
Loop
would
be
the
closing
school
and
the
destination
school
would
be
because
soon
for
children
that
live
north
of
East,
88th
Avenue
and
for
children
that
live
south
of
East
88th
Avenue,
those
children
would
attend.
Trailside,
Elementary
School
for
Birchwood
ABC.
We
would
assign
the
Birchwood
ABC
General
Ed
children
to
Homestead
and
the
special
education
self-contained
students
would
be
assigned
to
Fire
Lake,
and
we
know
there
are
sixth
graders
in
this
picture
and
there's
a
little
bit
of
a
k-568
mishmash
there.
F
So
we
may
have
eight
or
ten
students
that
would
be
in
middle
school
instead
of
Elementary,
which
would
have
been
their
prior
assignment.
But
those
are
special
education,
self-contained
students
that
would
go
to
Fire
Lake,
because
we
have
plenty
of
room,
highly
qualified
teachers,
and
we
see
that
as
the
best
way
to
reaccommodate
that
case
loading
at
clat.
F
We
are
proposing
that
the
area
immediately
around
clad,
meaning
south
of
Minnesota
Drive
be
assigned
to
Ocean
View
and
that
the
diamond
estates
Mobile
Home
Park,
which
is
north
of
Minnesota
Drive,
be
assigned
to
Campbell
stem.
Now
that
Community
is
a
extreme
outlier
from
the
rest
of
the
clap
attendance
area.
They
would
be
closer
to
Campbell.
They
would
have
the
opportunity
to
participate
in
that
stem
program,
and
that
is
a
suggestion
to
get
those
students
a
little
bit
closer
to
a
school
I'm
at
nunaka
Valley.
F
So
we
would
be
dividing
that
Stu
that
student
body
about
60
40.
at
Northwood.
We
would
be
assigning
those
students
to
Lake
Hood.
We
would
be
making
some
minor
adjustments
with
the
lake
Hood
boundary
in
the
area
of
Milky
Way
Drive,
where
we
would
possibly
transfer
some
students
to
turn
again.
We
would
want
to
look
at
the
feasibility
of
that
transportation
and
pedestrian
issues,
but
that
would
be
one
way
where
we
could
more
effectively
distribute
that
enrollment.
F
Finally,
at
Wonder
Park
we
are
proposing
placing
those
students
into
willawa
and
it
would
be
the
general
education
students
predominantly
and
we
would
make
willowah
a
gen
Ed
Centric
school
and
we
would
probably
redistribute
a
large
percentage
of
the
self-contained
special
education
children
in
that
building
to
other
buildings
in
the
regional
area
and
we're
studying
teachers
and
caseloadings
in
that
area.
In
order
to
make
sure
that
we
could
do
a
really
good
job
of
that.
F
But
from
a
capacity
standpoint,
Willow
would
have
a
resource
room
features
and
we
would
explore
putting
the
majority
of
the
self-contained
students
in
adjacent
buildings.
F
So
those
are
the
six
that
we
include
in
what
we
call
Round
One.
We
don't
know
what
your
thoughts
are
on
the
Middle
School
issue
that
would
become
part
of
a
round
two,
along
with
some
further
consideration
of
other
elementary
schools
in
the
district
that
we
might
want
to
consider
for
combinations.
F
If
we
have
any
conflicts,
but
we
will
do
a
tailored
town
hall
for
these
schools
and
we
will
do
a
faculty
meeting
at
4
pm
or
just
after
release,
and
then
we
will
do
a
parent
meeting
from
6
30
to
7
30.
F
This
is
all
a
process
of
discovery
and
listening,
and
we
want
to
have
as
much
of
an
opportunity
to
collect
that
information
as
possible.
So
that's
my
presentation.
I
will
pass
the
board
back
over
to
Jim
or
there's
some
concluding
remarks.
E
Okay,
if
you
look
at
the
budget
deficit,
monitor
the
one
thing
that
really
will
stand
out.
That
is
if,
if
we
were
to
close
these
six
elementary
schools,
there
is
a
monetary
value
associated
with
it,
and
it's
in
the
three
and
a
half
to
four
million
dollar
veins,
depending
on
further
analysis
for
new
bus
requirements
or
special
staff
at
those
schools
in
order
to
bring
those
students
in
potential
plans
for
Capital
needs,
especially
when
you
start
seeing
the
repurposed
plan
two
weeks
from
now.
E
Some
of
those
ideas
may
come
with
an
initial
cost
to
modify
that
building
for
whether
you
were
going
to
do
something
like
a
centralized
program
where
you
took
all
of
these
disparate
like
items
and
put
them
in
one
place
or
if
it's
Charter,
Schools
or
if
we
were
to
close
and
move
the
edge
Center
into
a
building
as
a
repurposed
plan.
E
Those
things
might
all
come
with
some
Capital
costs.
But
if
you
look
at
it,
it's
about
five
percent
of
our
total
deficit
conservatively
at
about
three
and
a
half
percent.
But
there's
a
number
of
things.
We've
already
brought
up
that
don't
reach
more
than
five
percent
of
the
total
deficit
and
and
I'm
aware
that
the
foundation
formula
and
how,
by
Design
the
state,
provides
more
funding
for
smaller
schools.
E
But
the
reality
is
the
more
the
staff
has
worked
with
each
other
on
this
and
and
looked
at
the
six
schools
that
that
Shannon
just
briefed.
It
is
at
least
equal
or
more
important
to
be
able
to
provide
that
level
of
service
that
you
simply
can't
do
with
schools
that
are
anywhere
from
65
to
50
percent
capacity.
E
The
numbers
of
Specialists
required
to
support
that
school
might
actually
be
the
exact
same
number
of
Specialists
required
for
a
school,
that's
at
75
percent
or
80
capacity,
just
because
of
the
way
IEPs
work
out,
and
so
there
there
are
a
lot
of
efficiencies
gained.
E
You
know
we
started
the
school
year:
seven:
nurses,
short
12
schools
without
cafeteria
managers.
You
probably
don't
need
to
talk
about
bus
drivers,
but
but
a
number
of
other
things.
So
you,
you
are
really
looking
at
improving
efficient,
improving
efficiency,
especially
for
those
hard
to
get
staff
that
that
you,
that
you
really
struggle
with
hiring.
E
You
increase
the
level
of
service
to
the
students,
because
now
you
have
a
better
chance,
those
resources
even
being
available
and
oh
by
the
way
we
do
get
us
closer
to
zero
and-
and
you
can
see
when
you
look
at
this,
we've
got
a
long
way
to
go
from
where
we
stand
now,
which
is
somewhere
in
the
15
to
20
million
dollars
worth
of
stuff
that
that
we've
talked
about
and
what
you're
going
to
see
over
the
next
several
work
sessions
is.
We
will
come
back
with
more
analysis
on
the
immersion
programs.
E
If
we
brought
it
up
once,
we
still
worked
on
it
and
are
still
working
on
it
and
now
we'll
start
slowly
rolling
out
some
of
these
things
with
a
little
more
specificity,
because
if
you,
if
you
switch
to
the
next
slide
this
this
kind
of
lays
out
how
I
see
October,
November
and
December
happening
the
repurposed
plan,
we
we
do
naturally
have
a
draft
concept
of
what
we
would
do
with
each
of
those
six
schools.
E
What
we
didn't
have
was
the
input
from
the
absolute
Experts
of
those
geographic
regions,
which
is
School
principles,
School
leadership
and
communities.
So,
as
we
collect
more
information,
we
may
change
what
we
thought
would
be
a
good
repurposed
plan.
We
made
change
some
of
the
needs
at
gaining
schools
and
I
can
just
give
one
example.
E
It
it
looks
simple
when
you
make
a
PowerPoint
chart
to
show
that
one
school's
closing
and
then
those
students
will
go
to
two
other
schools,
but
on
one
of
those
specifically
in
order
to
make
room
in
order
to
make
those
students
fit
going
to
the
new
school.
We
have
to
move
Pre-K
programs
and
some
special
service
programs.
E
They
know
the
trails
behind
those
schools
better
than
anybody
else,
so
our
traffic
patterns,
all
of
these
things
that
we
have
drafted
out
and
have
in
concept
form,
will
be
flushed
out
over
the
next
four
to
six
weeks,
Shannon
talked
to
you
a
little
bit
about
the
town
halls
and
surveys.
I.
Think
MJ.
G
No
I
thanks
Jim
good
afternoon,
everyone
just
to
piggyback
off
of
Jim
and
what
Shannon
said
our
town
halls
will
be
scheduled
between
November,
Second
and
right
before
Thanksgiving
we
will
have
an
option
for
in
person
and
we
will
schedule
a
virtual
option
separately,
that
information
will
be
communicated
to
our
families
and
our
staff
once
those
plans
are
in
place.
As
for
the
surveying,
the
survey
results
from
the
first
budget
priorities.
G
Survey
that
went
out
last
month
will
be
available
once
we
have
the
second
survey
ready
to
go
so
we'll
be
publishing
the
results
from
the
first
survey.
In
addition
to
the
second
survey,
and
that
second
survey
will
be
focused
on
family
concerns
and
school
efficiency,
Jim.
E
Thanks
MJ,
so
at
the
conclusion
of
this
brief
tonight,
we
will
have
briefed
the
school
board
seven
times
as
we
worked
our
way
from
the
initial
budget
deficit
projection
up
until
this
meeting,
plus
three
additional
Finance
meetings,
where
we
also
talked
about
the
fiscal
year
24
budget
and
working
plans.
E
When,
when
you
look
at
this
particular
chart,
please
note
that
underneath
November,
where
I
put
School
Board
guidance
and
I
put
several
different
topics
of
that,
we
will
bring
up
for
discussion.
We
realize
we
owe
you
more
information
for
you
to
be
able
to
commit
to
something
and
to
make
decisions,
but
we
have
a
lot
of
decisions
to
go.
The
only
one
that's
been
made
so
far
is
the
one-time,
16
million
dollar
funds
to
preserve
until
next
year.
E
If
you
don't
change
the
Middle
School
model
and
you
don't
move
sixth
grade
to
middle
school,
then
round
two
would
likely
include
a
middle
school
potentially
for
the
edge
Center
or
some
other
repurposed
program,
because
we
know
that
the
middle
schools
are
going
to
have
in
the
next
few
years,
significant
numbers.
If
of
decline.
So
we
we
do
in
order
to
focus
staff.
Efforts
need
to
make
some
commitments
in
November
and
many
of
these
have
Domino
effects
to
multiple
other
decisions.
E
So
I
I
appreciate
that
normally
the
school
board
would
make
decisions
over
a
four-week
period
in
the
month
of
February,
but
in
order
to
build
a
budget
out
in
January
I
think
we've
had
enough
public
information,
provided
we
certainly
will
have
by
November
and
and
we've
had
opportunity
for
feedback
so
that
one
will
be
there.
We'll
also
be
talking
to
you
about
metric
space
Staffing
at
schools.
E
We'll
brief,
you
on
a
follow-up
on
the
immersion
program
and
Outsourcing
Sports
Outsourcing
Sports
takes
two
to
three
years
to
be
able
to
pull
off,
but
but
we're
going
to
need
some
commitment
from
the
school
board
that
they're
okay,
with
investing
in
staff
efforts
to
be
able
to
move
towards
the
future,
because
we
don't
know
what
fiscal
year
25
is
going
to
look
like.
We
don't
know
that
the
legislature
will
improve
education
funding
or,
if
again,
in
June,
the
governor
and
the
legislative
leadership
stand
up
and
say
we.
E
We
signed
the
budget
and
we
fully
funded
education,
and
everyone
in
this
room
will
know
that
they
fully
funded
it
at
the
same
level
of
August
12th
first
day
of
school
2016.
But
that's
not
the
way
it
comes
out
to
the
public.
So
that's
why
there
will
likely
be
around
two.
Then,
when
you
look
into
November,
we'll
also
be
discussing
the
FY
23
Bond
and
in
December
there's
a
number
of
big
heavy
difficult
decisions,
but
we
really
need
to
make
those
in
December,
because
we
can't
build
multiple
different
budget
books
in
the
month
of
January.
E
The
very
first
start
of
figuring
out
revenue
and
figuring
out
the
budget
for
the
district
is
knowing
how
many
schools
you
have
so
in
December.
We
will
ask
for
a
commitment
and
a
decision
in
support
of
or
not
the
school
closure
plan
and
and
amendments
we'll
also
talk
in
November
and
then
in
December.
Asking
for
decisions
on
fund
balance.
E
There's
been
a
great
deal
of
discussion
on
one-time
funds
from
the
state,
Bond
debt
reimbursement
and
how
those
should
be
used
and,
and
frankly,
I,
think
I
I
recommend
it
very
early
on
to
hold
off
on
that
decision.
As
long
as
you
could,
because
you
might,
in
the
month
of
February,
decide
to
use
some
of
those
funds
to
soften
the
cuts.
E
The
the
first
time
that
we'll
have
a
chance
to
look
at
whether
we
think
that
might
be
a
valid
use
of
the
one-time
funds
is
when
the
governor
produces
his
budget
in
mid-December.
So
I
I
do
appreciate
why
people
want
to
make
decisions
very
early
and
commit
and
aggressively
move
forward.
But
I
also
understand
that
if
the
budget
for
the
governor
isn't
going
to
be
released
until
mid-December
and
now
you
have
no
backstop
and
and
the
legislative
session
hasn't
started
that
there's
there's
going
to
be
buyer's
remorse
later
in
the
spring.
E
As
the
legislative
session
moves
forward,
we
will
talk
about
the
ignite
in
December,
because
we
we
will
need
to
know
by
then
if
the
reimagining
plan
works.
The
immersion
plan
that
that
we're
very
close
to
having
a
recommendation
on
and
and
of
course,
the
administration
reductions
that
we
we
are
working
on
and
we'll
continue
to
work
on.
E
We
should
have
those
initially
for
you
in
the
month
of
November
and
naturally
we'll
discuss
those
in
December
as
we
look
at
administrative
reductions,
I
I,
hope,
I
I,
think
the
board
understands
I,
don't
know
that
the
community
understands
that
the
the
most
politically
acceptable
thing
to
ever
cut
is
Administration,
but
when
you
cut
a
person,
that's
doing
a
function
for
90
different
schools.
E
That
function
now
gets
handed
off
to
90
different
principles,
and
so
the
we're
looking
at
that
to
make
sure
that
we
don't
violate
any
Regulatory
Compliance
issues
that
if
a
reduction
is
going
to
be
made
that
you
know
the
impact
of
it
in
the
past,
when
I
first
joined
the
district
when
I
walked
in
there
had
been
many
years
of
administrative
cuts
and,
frankly,
in
many
areas
of
the
District
administration,
they
were
broken
because
the
cuts
were
made
and
and
either
the
the
requirements
to
perform
that
function.
E
Weren't
handed
off
and-
and
everyone
understands
why,
right,
if
you
find
out
in
February
that
you're
going
to
lose
your
job
in
June
you're,
going
to
start
looking
for
a
job
in
February.
So
now
there's
no
one
to
transition
or
or
right
seat
right
that
task
over
to
someone
else
and
frankly,
when
principals
get
handed
more
and
more
on
their
daily
routines.
Sometimes
it
just
doesn't
happen
at
some
point.
E
It's
still
one
person,
no
matter
how
many
additional
tasks,
so
we
will
talk
about
Administration
and
and
I
think
the
board
will
naturally
be
in
support
of
any
Administration
reductions.
But
but
what
we
need
to
know
is
what's
the
impact
of
reducing
this
and
what's
the
level
of
risk,
because
we
aren't
going
to
increase
risk,
unknowingly
or
or
on
purpose.
E
E
The
governor's
proposed
budget
probably
get
some
feel
from
who
got
elected
this
coming
November
and-
and
we
will
accept
I-
mean
we'll
make
educated
guesses
as
to
what
we
believe
the
legislature
will
likely
do
and
we
will
be
talking
to
the
school
board.
Members
and
and
folks
in
Juneau
as
soon
as
they
open
sessions,
so
the
PTR
will
be
the
last
one,
that'll
probably
be
in
January,
but
we
would
certainly
want
School
Board
guidance
on
on
how
they
feel
about
it.
And
again
it
goes
back
to
the
one-time
funds.
E
And
how
early
do
you
commit
every
dollar
you
have
when
you
don't
know
what
you're
going
to
wish
you
had
in
January,
so
we're
only
an
hour
in
and
and
we've
just
brought
you
through
20
PowerPoint
charts.
So
I
don't
know
if
the
board
would
like
to
take
a
five
minute
break
to
be
able
to
collect
their
thoughts
and
questions
and
and
then
we
start
or
if
everybody's
ready.
A
A
So
I'll
start
the
conversation
I
wanted
to
thank
Dr
Brian
as
well
as
Mr
Bingham
for
the
detailed
information
and
the
effort.
That's
gotten
us
this
far
I
wanted
to
close
the
loop
on
something.
I
was
hoping
for
administration
to
address
now,
since
it
didn't
come
up
earlier.
A
We've
we've
talked
about
the
things
that
we
have
control
over
versus,
including
PTR
having
to
reduce
Sports
programs,
things
like
ignite
or
immersion
programs
I'd
like
to
switch
the
conversation
for
a
second
to
the
legislature,
as
we
talked
about
how
we
got
here
and
and
flat
funding
is
the
biggest
piece
of
that.
What
would
be
required
of
the
Alaska
legislature
if
we
drew
a
road
map
for
someone
who's
new
to
Juno?
A
E
You
at
this
point
it's
not
possible
to
have
a
pretend
Revenue,
although
there
are
legislators
who
at
least
one
who
has
personally
talked
to
me
about
pretending
that
there
was
a
massive
BSA
increase,
so
we
don't
have
to
go
through
potential
layoffs
and
using
that
as
a
baseline
for
starting
a
budget,
but
I
have
talked
to
the
deed,
commissioner,
and-
and
she
naturally
concurred
that
that's
that's
not
an
effective
way
to
do
it.
E
The
reality
is
that
this
is
the
first
year
of
a
two-year
session,
with
at
least
30
percent
turnover
anticipated
within
the
legislature.
E
You
know
I
would
defer
to
Mr
Donnelly's
experience
in
both
the
House
and
Senate
as
to
how
difficult
that
first
year
of
a
legislative
session
is
with
that
many
new
elected
officials,
it.
It
will
be
difficult
unless
one
will
know
on
when
the
election's
certified
we'll.
Certainly
look
at
that
right.
E
That
will
give
us
either
cause
for
optimism
or
or
challenge
us
to
aggressively
make
sure
we,
we
inform
and
educate
all
newly
elected
legislators
that
the
second
piece
is
that,
generally
in
the
first
year
of
a
two-year
session,
unless
the
governor
puts
a
BSA
increase
in
his
formula
in
his
proposed
budget
and
comes
online
fully
supporting
it
that
it's
really
difficult
on
a
legislature
that
probably
won't
be
formed
until
sometime
mid
to
late
February
to
be
able
to
pass
anything
significant
very
quickly
but
again,
I
I.
E
We
have
one
subject
matter
expert
in
the
room:
who's
been
through
first
year
sessions
generally,
the
best
they
can
do
is
is
one-time
funds.
However,
we
have
schools
all
over
Alaska
school
districts
that
are
being
strangled,
I
mean
we've
all
seen.
Articles
I've
been
talking
to
many
business
officials.
E
If
there's
an
impetus
for
change,
I
I
think
this
would
be
the
first
year
where
it's
not
Anchorage,
going
to
Juno
really
trying
to
get
education
funding,
it's
going
to
be
Statewide
and,
frankly,
the
only
reason
Fairbanks
was
a
year
ahead
of
us
is
because
of
the
way
Federal
impact.
Aid
money
was
handed
out.
E
It
was
handed
out
in
accordance
with
Title
One
and
they
had
less
of
a
title
one
percentage
than
we
did
so
they
just
hit
their
fiscal
cliff
a
year
early
and
they're,
going
to
hit
it
again
this
year
without
additional
money
and
Matsu
is
shortly
behind
us,
along
with
every
other
District.
So
you
know
I
I,
think
I.
Think
in
that
regard,
I
I,
don't
know
how
better
to
answer
it.
It's
going
to
be
difficult,
but
it's.
This
is
now
a
Statewide
problem
and
not
one
or
two
districts
here
and
there.
A
Thank
you,
Mr
Anderson
and
through
the
superintendent
I'm
going
to
follow
up
and
just
really
put
a
point
on
the
question,
I
guess
and
if
we
saw
an
unprecedented
spike
in
bipartisan
productivity
on
behalf
of
students,
come
January.
What
do
we
need
to
avoid?
Obviously,
we
have
to
pass
our
budget.
We
will
have
to
pass
a
budget
that
includes
many
of
these
hard
decisions.
Can
anything
pull
us
back
starting
in
FY
24
that
the
legislature
can
do
not
whether
or
not
that's
likely
or
not?
What
would
that
look
like?
E
Not
optimally
they
do
a
multi-year
BSA
increase,
where
probably
it
would
not
go
to
640
dollars
for
fy24,
which
is
what
we
need,
but
a
little
bit
less
than
that
would
be
probably
easier
to
sell
in
Juno
with
maybe
some
one-time
money
on
top
of
that.
But
one-time
money
without
a
BSA
increase
to
me,
means
that
12
months
from
now
we're
having
these
exact
same
discussions
at
the
exact
same
level
on
anything,
that's
left
it
it
really.
E
A
You
Mr
Anderson
I,
appreciate
I,
know
we're
talking
hypotheticals,
but
for
the
portion
of
our
community.
That's
just
tuning
in
tonight
I
think
it's
important
to
to
hear
what
the
alternative
might
be,
but
that
said,
we'll
open
up
conversation
to
other
members
of
the
board
who
have
questions
I,
see.
Member
Holloman
has
his
raised,
had
raised.
A
H
Thank
you,
Mr
chair,
so
I
have
just
a
couple
of
clarifying
questions.
H
E
That's
their
utilization
percentage
at
92
percent
and
because
clat's
such
a
small
school
it
was
none
of
the
other.
Schools
could
fit
into
class
if
they
were
reduced.
But
if
you
close
clat,
you
could
put
them
into
the
to
the
much
much
larger
schools
and
we
did
have
a
very
intentional
plan
to
take
care
of
diamond
Estates.
They
they
were
traveling
more
than
two
miles
to
go
to
school
and
they
were
one
of
the
most
disenfranchised
groups
of
students
and
we
knew
we
needed
to
take
care
of
that
group.
E
H
H
Are
we
going
to
be
adjusting
you
know
because,
like
with
diamond
Estates,
not
only
do
the
elementary
kids
have
to
travel
so
do
the
high
school
and
middle
school
kids,
the
high
school
kids,
you
know
they
live
like
within
five
miles
of
I
mean
two
miles
of
diamond
high
school.
Yet
we
bust
them
seven
miles
to
South.
F
F
I
Thank
you.
One
of
the
considerations
I've
always
wanted
to
include
is
the
impact
of
the
Charter
Schools
they're
in
in
buildings
that
are
not
safe
for
an
earthquake
relative
to
all
all
schools.
There
are
kids
and
is
there
any
consideration
of
how
that
would
change
the
configuration
if
we
use
some
of
these
cools
to
gather
in
the
charter?
Schools,
I'm,
I'm
I've
been
very
concerned
about
the
safety
issue.
I
With
these
schools
of
all
schools
are
built
like
like
the
hospitals
to
survive
so
that
when
the
big
earthquake
hits
the
kids
are
there,
the
charter
schools
are
not
built
that
way.
They
look
like
strip
malls
in
some
cases
and
and
they're
just
not
there,
but
we.
If
we've
got
capacity,
the
state
legislature
passed
something
a
while
ago.
That
said,
if
there's
space
available,
we
have
to
make
it
available,
but
there's
also
the
provision
with
Charter
Schools.
I
E
Absolutely
probably
since
July
and
and
the
closer
we
got
into
the
schools
and
getting
the
information
to
be
able
to
pick
schools.
Naturally
we
included
Charter
Schools.
We
looked
at
centralized
programs,
we
looked
at
Charter
Schools,
we
looked,
we
are
looking
at
potentially
moving
the
the
Ed
Center,
although
it's
impacted
by
multiple
Domino
effects
right
the
best
place
to
put
them
would
be
a
middle
school.
E
We
don't
know
which
way
the
board
will
go
on
the
Middle
School
model,
which
means
the
sixth
grade
to
Middle.
School
doesn't
happen,
and,
and
if,
if
that
were
to
occur,
then
we
would
need
to
pick
a
middle
school.
E
But
yes,
of
course,
we
have
included
charter
schools
and
when
you
see
the
repurposed
plan,
I
think
he'll
be
pleasantly
surprised
that
we,
we
certainly
had
their
best
interests
at
heart,
I
mean
it.
Some
of
them
are
in
buildings
that
were
never
designed
to
be
schools.
These
are
schools,
I
mean
they're
of,
of
course,
we
did.
E
I
I
will
make
one
not
not
a
correction
to
a
board
member,
but
but
the
state
statute
does
say
the
district
may
offer
it
doesn't
require
us
to,
but
but
they
are
students,
they're
all
ASD
students,
and
we
want
what's
best
for
them
and
they
were
right
in
the
top
of
the
hopper.
In
the
very
first
discussion.
E
J
I
believe
Mr
Anderson
may
be
planning
to
do
this
anyway.
You
just
mentioned
that
there
are
some
one-time
costs
with
making
these
changes
in
in
ongoing
operational
costs
as
well.
If
we
have
to
increase
busting
and
different
things,
I'm,
assuming
all
that
will
be
broken
out
as
you
develop
this
in
more
detail.
E
Yes,
I
think
you'll,
member
Holloman,
I
think
you'll
see
more
information
and
more
detail
on
those
other
programs.
What
what
I
would
say
about
closing
schools
and
running
an
efficiency
model
and
trying
to
focus
on
the
level
of
service
at
schools
really
does
mean
that
the
one-time
funding
doesn't
apply
as
much
to
whether
we
should
or
should
not
close
some
schools.
E
If
it
will
just
continue
coming
up,
I
mean
right
now:
18
schools
under
65
percent
capacity
next
year,
at
a
two
percent
decline
in
enrollment.
It's
only
going
to
be
more
and
and
at
some
point
what
what
could
happen
is
you
could
kick
the
can
down
the
road
until
it's
a
55
gallon
drum,
but
some
school
board
at
some
point
is
gonna
have
to
right-size
this
District's
infrastructure
for
the
students
that
we
have.
J
E
Just
checking
yes,
you
know
a
lot
of
the
detail.
Member
Holloman
are
through
through
the
vice
president
to
member
Holloman
a
lot
of
the
detail.
We
do
have
it
in
draft,
but
we
we
needed
to
validate
it
with
principles
and
school
leadership,
and
you
can't
do
that
until
you
actually
brief
them
that
their
school
is
either
a
gaining
school
or
or
a
closing
school,
and
so
we've
been
working
on
it.
E
We
have
enough
information
that
we
believe
is
in
the
90
percent,
good
enough
to
start
working
with
principals
and
now
it's
time
to
refine
facts
and
assumptions,
beliefs
and
and
change.
Some
of
those
as
we
give
feedback
from
those
who
live
in
those
schools.
K
Yeah
I
have
a
number
of
items.
I
think
one
of
the
things
that
I'm
hoping
I'll
see
as
we
move
forward
is
that
we
have
six
potential
schools
that
are
closing
and
10
or
so
receiving
schools.
It
occurs
to
me
that
part
of
the
public
conversations
may
need
to
involve
the
receiving
schools
and
principals
and
communities,
especially
if
those
schools
are
going
to
be
losing
things
like
a
pre-k
program
or
and
are
just
having
what
what
will
the
ripple
effect
be
at
those
schools.
K
So
I
would
want
to
see
them
supported
in
some
way
and
have
a
venue
for
their
their
questions
to
be
answered.
So
that
wasn't
really
my
question.
That
was
just
something
to
me.
I
think.
One
of
the
questions
that
I'm
really
mulling
over
is
how
these
proposed
school
closures
impact
our
student
outcomes
and
I'm
thinking
that
I
think
five
of
these
six
schools
are
title
schools,
some
of
the
schools
that
they
are,
they
would
be
moved
to
are
also
title.
K
Schools
which
receive
additional
funding
to
deal
with
those
needs,
and
some
of
the
schools
are
not
title
schools
and
lack
those
additional
funding
and
resources.
So
for
a
student
who
is
receiving
the
additional
resources
that
they
may
be
receiving
the
additional
resource
sources
that
they
needed
that
title
School,
if
they're,
just
if
they
are
moved
to
a
different
school?
K
How
will
this
all
play
out
in
terms
of
student
outcomes?
We
have
these
outcome
monitoring
conversations
and
do
we
have
a
sense
of
what
that
will
look
like
so.
L
This
is
Mark
Deputy
superintendent,
so
I
can
take
a
stab
at
a
couple
of
those.
The
first
question
you
ask
about
the
receiving
schools
when
the
town
hall
meetings
are
held.
The
invites
will,
in
addition,
go
out
to
after
we
get
those
dates
chosen.
Receiving
schools
will
also
be
given
the
invite
to
those
meetings
so
that
they
can
come
and
hear
how
those
decisions
might
affect
their
schools,
so
I
think
that
one's
covered.
L
The
question
about
student
outcomes
is
an
interesting
one
until
we
actually
do
the
combinations
and
look
at
what
the
title
one
dollar
enrollments
are.
We
won't
know
the
exact
amount,
but
I
think
it's
conceivable
to
say
that
when
you
double
the
size
of
your
staff
and
they
become
when
half
our
students,
our
title,
some
of
those
schools
where
the
bulk
of
those
students
would
go
would
get
more
resources
and
available
funds
that
that
principal
Bank
can
use.
But
I
wanted
to
point
out.
We
spent
a
lot
of
time
this
evening.
L
One
of
the
little
known
side
effects
to
student
outcomes
is,
when
you
take
a
teacher
who's
not
trained
in
multi-age
classrooms
such
as
a
Montessori
teacher
or
someone
else,
you
suddenly
say
to
them:
hey
we
had
this.
We
had
30
new
kids
show
up
on
the
day
before
school
starts,
You,
Now,
teach
second
and
third
grade,
and
that
teacher.
Without
the
training
there
is
an
impact
on
that
instructional
capacity
of
those
teachers.
L
Second
thing
Staffing
and
sub
shortages.
When
you
have
three
sections
of
third
grade
your
likelihood
of
covering
staff
shortages
and
substitute
teachers
and
support
the
sub
and
so
on,
it
goes
up
because
there's
more
capacity,
the
third
thing
onboarding
new
teachers.
When
you
have
three
teachers
per
section,
you
know
as
an
elementary
principal
I
had
a
four
and
five
section
school.
So
I
always
had
a
key
veteran
top-notch
teacher
at
each
grade
level.
Who
could
could
help
those
new
teachers
as
they
on
board
and
support
them
and
say
Here's
how
this
works?
L
I
will
help
you
and
so
on.
So
there
are
onboarding
of
new
teachers
that
that
helps
I
mentioned
the
grade
level
leadership
piece
of
the
teachers.
Another
one
is
not
well
known-
is
that
when
you
have
three
sections
of
third
grade
your
opportunities
to
do
what
a
lot
of
the
principals
call
walk
to
read
or
walk
to
math
goes
up.
L
So
if
I
have
a
a
group
of
third
grade,
math
students
who
are
exceptional
I
can
have
one
teacher
volunteer
and
maybe
accelerate
and
push
those
students
with
upper
level
math
pieces
and
another
one
might
be
doing
more
remedial
work.
So
there's
a
lot
more
opportunities
to
walk
to
where
your
instructional
levels
are
to
support.
Those,
and
one
more
I
want
to
mention-
is
that
you've
all
heard
the
term
wind
groups.
L
So
while
we
spend
a
lot
of
time
talking
about
capacity
from
a
finance
perspective,
I
want
to
point
out
that
part
of
the
reason
to
ideally
get
the
efficient
size
of
a
school
is
to
also
improve
these
things,
which
I
think
are
prerequisites.
The
student
now
comes
so
I
think
that
over
time,
we'll
have
more
capacity
instructionally.
C
Thank
you,
Mr
President,
so
one
of
the
fundamental
data
points
we're
utilizing
for
these
decisions
is
the
occupancy
ratios
of
these
schools.
My
understanding
is
at
some
point.
In
the
past,
the
ASD
went
away
from
the
state.
The
the
department
of
education
standards
for
occupancy
inducted
are
its
own.
What
is
that?
Is
there
a
difference
between
the
state
standards
and
the
ASD
standard.
F
I
I
did
also
respond
to
that.
I
did
a
little
analysis
where
I
compared
the
two
based
on
the
National
Standard
capacity
model
that
I
use.
There
was
only
a
difference
of
about
500
students
in
the
aggregate,
so
the
deed
capacity
model
is
very
close
to
the
oh.
What
I
call
the
programmatic
model
that
most
districts
throughout
the
country
are
using
at
the
moment
there
are
some
exceptions
where
rooms
have
been
taken
offline
and
some
of
the
offlining.
That
deed
did
is
now
five
years
of
five
years
old.
N
C
Thank
you
so,
as
as
you
were
looking
at
doing
your
work,
you,
you
noticed
a
distinction,
though,
between
the
state
standards
for
occupancy
and
the
district
standards.
F
It
was
nominal,
it
was
only
about
500
district-wide.
So
when
I
added
everything
up,
I,
I,
I'm,
I'm
I'm,
not
entirely
sure
I-
think
I
did
it
for
the
middle
schools.
I
was
looking
at
the
deed
model
and
the
model
that
is
recommended
by
the
council
of
education
facility,
Planners
International,
which
is
the
standards
agency
that
all
the
U.S
and
Canadian
districts
use
that
I
use
their
calculation
rubric
and
I
came
within
about
500
of
what
deed
was
recommending
for
the
middle
schools.
F
So
I
I
think
that
deed
is
pretty
close,
but
it
tends
to
look
a
lot
more
at
gross
square
footage
and
if
you
have
a
building
that
has
a
lot
of
common
space
A
lot
of
times.
Those
buildings
are
rated
a
little
bit
higher
than
they
really
kind
of
should
be
because
there
is
a
lot
of
common
space
that
gets
factored
in
the
Deeds
formula,
whereas
I'm
looking
at
it
on
a
classroom
by
classroom
basis.
F
But
at
the
middle
school
level,
I've
seen
a
500
seat,
difference
between
Deeds
model
and
the
cefpi
National
Standard
calculation
basis
that
most
of
the
Architects
use
and
I
ran
those
numbers.
As
we
started
scratching
our
heads
about
what
was
feasible
for
Middle
School
grade
reconfiguration
and
found
a
difference
of
about
500
district-wide,
which
is
nominal.
C
Mr
Anderson,
you
said
one
of
the
fundamental
things
you
need
from
the
board
is
guidance
regarding
the
Middle
School
model,
whether
to
keep
it
or
to
allow
it
to
be
the
middle
schools
to
go
back
to
the
standard
for
other
schools
without
doing
that,
consolidating
adding
more
children
or
students
into
the
middle
schools
actually
would
cost
us
more
rather
than
save
us
money.
E
E
You
know
when
you
look
at
middle
schools
again,
it's
it's
as
much
about
creating
more
electives
and
creating
better
service
as
it
is
about
the
funding.
We
simply
can't
I.
Think
most
of
the
board
members
understand.
A
middle
school
teacher
gets
five
pointing
periods
per
week
in
five
team
meetings
per
week.
Elementary
and
high
school
give
five
planning
periods
per
week,
and
that's
it.
So
that's
where
the
additional
cost
comes
in
for
every
single
teacher
there,
one
seventh
more
almost
so.
E
C
President,
it
seems
like
it's.
A
real
key
decision
for
are
are
folks
to
be
able
to
continue
to
plan,
because
it's
something
we
could
ask
the
board
if
we're
ready,
to
give
them
guidance
now,
rather
than
a
weight
letter.
So.
E
D
A
Thank
you,
Dr
Brian,
so
thank
you.
Member
Donnelly,
at
this
point,
I'm
inclined
to
stick
with
administration's
proposed
schedule,
knowing
that
we'll
have
many
more
challenging
conversations
in
the
work
sessions
ahead
with
that
said,
Miller
Wilson
I
want
to
give
you.
C
Go
ahead
and
go
on
the
record
that
I
do
support
going
doing
away
with
the
Middle
School
model.
Saving
the
money.
That
way
is
a
first
step.
A
O
Thank
you,
I
just
wanted
to
ask
what
the
potential
projection
would
be
for
moving
our
sixth
graders
into
Middle
School.
If
the
board
votes
to
move
in
that
direction,
I
I
also
will
throw
out
there
that
I
I
support
moving
sixth
grade
into
Middle
School.
Our
schools
are
halfway.
There,
I
think
for
the
rest
of
our
schools
to
for
the
rest
of
the
elementary
schools
to
move
their
sixth
graders
to
Middle.
School
makes
logical
sense
to
me,
but
what?
What
would
be
your
again
I'm,
not
asking
for
an
exact
plan
but
a
projection.
F
I
I
think
that
we
would
be
able
to
accommodate
the
enrollment
over
a
36
month
period
if
we
did
a
three-year
phase
in
and
we
took
our
three
highest
utilization
buildings
last,
which
are
henchu
mirrors
and
Romig
would
be
in
group
three
and
then
the
other
schools
would
be
in
earlier
groups,
but
in
in
over
a
three-year
period,
as
enrollment
declines
by
the
additional
seven
to
eight
hundred
middle
school
children
that
we
will
lose
and
that's
a
conservative
estimate.
I
think
it
will
probably
be
closer
to
a
thousand.
F
If
we
wanted
a
soft
Landing,
Middle
School
grade
reconfiguration
deployment
that
36
month
schedule,
we
would
take
those
seven
buildings.
We
would
do
two
in
the
first
year,
two
in
the
second
year
and
then
three
in
the
final
year,
or
maybe
one
of
the
the
third
year
buildings.
We
could
move
forward
a
year,
but
over
that
36
month
period,
I
think
we
could
redeploy
accommodate
everyone.
A
Thank
you,
member
Wilson,
so
we'll
start.
A
second
round
of
questions
I
would
like
to
to
touch
on
Abbott.
Loop
Elementary
is
one
of
the
recommendations.
A
A
Could
we
get
more
of
an
explanation
as
to
what
the
the
cost
benefit
analysis
was
to
not
trying
to
repurpose
that
building
like
we
are
the
other
five
schools?
Thank
you.
N
Thank
you,
president
Jacobs,
the
the
the
recommendation.
There
stems
from
the
the
fact
that
the
amount
of
capital
money
that
would
be
needed
for
Abbott
Lou
the
size
of
the
building,
so
so
this
was
not
just
a
metric
of
utilization,
but
a
combination
of
a
significant
Capital
avoidance
and-
and
you
were
right
in
that,
the
roughly
four
million
dollars
that
had
already
been
appropriated
for
the
fire
suppression
upgrade
would
be
more
than
adequate
to
be
used
for
the
demolition
of
that
building.
A
Thank
you
we'll
go
around,
let's
see
President
Bellamy's
hand
up.
H
Thank
exemptions,
I
know,
I,
don't
know
how
many
of
the
schools
that
we
are
recommending
closure
for
would
have
a
significant
Zone
exemptions
and
that's
one
question:
if
we
consider
the
Zone
exemptions
into
these
schools
and
then
have
we
looked
at
Zone
exemptions,
district-wide.
H
As
part
of
this
process,
not
Charter
Schools,
just
the
people
who
should
go
to
nunaka
Valley
and
they
Zone
exempt
somewhere
else.
F
I
can
partially
address
that
in
my
modeling
of
what's
feasible
for
these
School
combinations,
I
am
taking
the
students
that
reside
inside
of
the
attendance
area
and
do
not
have
a
Zone
exemption
in
the
majority
of
the
sixth,
though,
we
could
also
accommodate
a
large
number
of
the
Zone
exemption
students
who
could
continue
on
at
the
school
they're.
They
currently
attend.
I
think
their
Wonder
Park
is
an
exception
and
I
think
that
Campbell
stem
would
be
an
exemption
as
a
receiving
school.
M
F
I
also
think
that,
in
the
case
of
nunaca
that
Chester
Valley
might
be
an
exception,
but
we
are
with
special
education
to
unband
Early
Childhood.
In
order
to
understand
how
nunaka
Valley
would
be
redeployed
and
I
can't
really
give
you
an
intelligent
answer
as
to
whether
or
not
we
could
accommodate
everybody
on
a
Zone
exemption
at
nunaca
who
would
follow
into
Chester
tonight.
H
I
guess
I'm
I'm,
just
thinking
district-wide,
we
I
know
we
I
know.
We
must
know
where
who
has
Zone
Exempted
from
where
into
a
school
and
and
I
know.
So
aside
from
just
these
six
I
kind
of
want
to
get
a
picture
of,
you
know
how
many
Zone
exemptions
do
we
have
going
into
any
school
whether
it's
a
a
alternative,
special
Choice
school
or
not
I
mean
we're
built
around
it's.
H
You
know
my
my
concern,
not
even
my
concern,
but
my
fear
is
that
we
we
built
schools
to
be
neighborhood
schools,
that's
just
the
way
we
Anchorage
did
that,
but
yet
we
do
allow
and
I'm
one
of
those
parents
that
don't
Exempted
my
kid
from
place
to
place
and
I'm
just
wondering
what
is
the
impact
is
the
impact
to
our
schools.
H
How
does
the
zone
that
practice
of
allowing
Zone
exemptions
impact
our
entire
system,
particularly
these
six
schools
but
and
the
receiving
schools,
but
just
that
whole
District
I
mean
because
that
practice
is
not
just
limited
to
a
few
schools.
So
if
that's
possible,
that
would
be
great
but
I,
really
the
more
I
think
about
it.
I
kind
of
want
to
know
what
you
know
when
we
allow,
when
we
allow
Zone
exemptions,
how
how
are
we
creating
or
contributing
to
the
imbalance.
F
I
I'll
attempt
to
respond
to
this
and
keep
in
mind.
I've
worked
for
a
couple
of
hundred
districts,
almost
all
of
whom
had
a
very
robust
Zone
exemption
program,
and
so
what
you
generally
see
is
students
going
from
one
attendance
area
to
another
school
because
a
parent
may
work
there
and
they
ride
with
parent
to
school
of
attendance.
There
are
other
circumstances
where
a
family
just
decides:
they
want
to
go
to
an
adjacent
school
or
a
school
across
town,
if
they're
not
on
the
staff
at
a
school,
but
they
work
at
a
business.
F
That's
next
to
that
school
they
can
ride
together
as
well
and
post
911.
That
behavior
became
significantly
more
prevalent,
where
a
lot
of
parents
want
their
child
in
the
elementary
school.
That's
right
next
to
the
office
where
they
work
so
I
see
that
behavior
a
lot
in
Anchorage
and
to
a
certain
extent
in
Fairbanks.
What
I've
seen
is
that
there's
a
lot
of
give
and
take
between
the
schools
where
all
of
the
elementary
schools
in
the
district
pass
25
or
30
kids
to
each
other
and
back
the
other
direction.
F
Now
in
combination
or
consolidation
situations,
if
we
have
a
school
or
we
have
a
significant
amount
of
open
enrollment
in
and
that
justifies
a
certain
consolidation
decision.
A
lot
of
times.
I
will
identify
that
and
say
that
school
is
importing
half
of
their
enrollment
so
that
circumstance
becomes
relevant
at
that
time.
F
But
I
would
say
for
the
schools
that
are
on
the
consolidation
list
of
six,
that
the
Zone
exemption
status
of
those
schools
is
not
a
significant
effect
factor
in
their
selection
and
I
will
say
it
further
reduces
their
utilization,
because
in
some
of
these
cases
the
students
that
are
coming
actually
from
the
neighborhood
is
significantly
lower
than
the
kids
that
are
enrolled
in
the
school.
So
if
we
were
just
to
look
at
their
utilization
from
their
own
neighborhood,
a
lot
of
these
would
be
even
lower
in
the
50s.
F
So
I
would
say
that
zone
exemption
in
the
cases
were
that
we've
identified
so
far
is
not
a
factor
for
us
and
would
not
change
our
mind.
Now.
Flat
is
a
little
bit
of
a
different
example,
because
we
have
one
outlying
Community,
that's
two
and
a
half
or
two
and
a
quarter
mile
from
clap.
That's
an
outlier
or
almost
an
out
parcel,
because
all
of
the
land
use
along
Minnesota
is
non-residential.
F
So
that
is
one
of
the
kind
of
rationales
behind
our
consideration
of
clad
is
that
the
neighborhood
immediately
around
Platte
only
fills
clap
to
43
percent
and
Diamond
Estates.
We
have
a
closer
school
that
would
be
a
more
convenient
location
for
those
children
to
attend
that
we
are
suggesting
as
to
destination
school.
Now
that's
kind
of
a
hybridized.
F
You
know
Zone
exemption
observation
there,
but
for
the
other,
the
other
five
The
Zone
exemption.
If
we
were
to
remove
those
children
and
they
would
further
decrease
the
percentage
utilization
of
those
schools
and
I
know
that's
kind
of
a
long-winded
answer
to
your
question.
No,
but
that's
great,
that's
true!.
H
That's
great
I,
I
appreciate
it,
and
my
only
other
question
or
comment
was
is
I
would
be
interested
to
hear
from
the
middle
school
principals
on
how
they
see
that
we
that
read,
re-imagining,
Middle
School
might
look
like
I
think
to
say
we're
going
to
cut.
It
is
one
thing,
but
if
we're
going
to
try
to
reimagine
it
or
re
some
restructure
it
in
some
way,
I'd
want
to
hear
that
thinking
as
well.
So
thank
you.
A
Thank
you,
President
Bill
I
did
have
Amanda.
Add
your
request
for
Zone
exemptions
by
school
to
our
RFI
log.
Thank
you
to
sort
through
I
think
I
was
going
through
our
second
round.
We
still
have
20
minutes
so
we're
doing
good
on
time,
member
Higgins
and
who
joined
us
at
326.
So
my
apologies
for
not
mentioning.
A
I
Maybe
that's
just
me,
you
know,
timing
is,
you
know
very
important,
I
appreciate
what
what
number
lessons
made
comment
about.
Looking
at
the
academic
impact
I
remember
on
when
we
went
with
the
Middle
School
model
back
in
the
90s
I.
Remember
the
issue
in
in
early
2012
time
frame,
2014
whatever
it
was
when
they
were
looking
at
cutting
eliminating
the
middle
school
and
all
the
feedback
and
information
in
regards
to
the
impact
it's
had
on
Dropout
rates,
graduation
rates
later
and
and
success
all
over
the
place
and
I.
I
Remember
all
that
data
out
there,
and
that
was
a
major
factor
I'm
looking
at
this
and
I
guess
my
question
to
start
with
is
timing.
You'll
want
to
know
answers
right
away.
How
quickly
are
we
looking
at
actually
closing
schools?
What
is
your
time
frame
out
there?
I
know
we
got
a
lot
of
unknowns.
We
don't
know
how
much
money
we're
gonna
get
from
the
state.
We
don't
know.
We've
got
options
at
that
point
in
Tom
what
we
add
back
in
what
we
don't
and
how
we
do
that.
I
E
Through
the
vice
president,
that
the
time
frame
is
the
end
of
this
school
year
for
closing
schools,
when
we
discuss
about
middle
school
and
trying
to
find
trying
to
get
commitments
early
on
it's,
so
we
can
go
ahead
and
now
do
all
the
math
and
all
the
boundary
changes
and
all
the
programmatic
analysis
to
move
sixth
grade
to
middle
school
because,
as
Shannon
talked
about
this
is
a
this-
is
a
three-year
three-phase
move
on
moving
sixth
grade
to
Middle,
School
it'll
be
the
ones
that
are
easy.
E
First,
on
that
group,
you
talked
about
of
the
last
three
of
on
the
third
year.
Everybody
fits
if
they
keep
declining
by
two
percent,
and
we
really
need
that
couple
years
in
there
to
let
those
populations
decline,
so
they
will
be
able
to
receive
all
six
grades
in
their
in
their
pipeline.
So,
yes,
we
we
would
expect
to
close.
E
The
schools
were
going
to
close
at
the
end
of
this
year
and
the
and
the
reason
we
need
to
know
this
is
because
in
January,
when
we
build
a
budget,
we're
building
the
budget
for
next
August,
we
have
to
know
what
schools
are
going
to
be
open
because
every
school
has
their
own
budget
and
all
the
people
associated
with
it
and
the
revenue
streams
and
everything
else.
So
when
we
build
the
budget
in
January,
we
will
build
it
with.
E
However,
many
schools
less
that
the
board
says
yes,
close
these
schools
and,
depending
on
a
number
of
decisions,
the
board
makes
in
the
springtime
you're
going
to
see
us
go
through
school
start
times.
We
we
just
couldn't
pull
that
off
while
we're
doing
this,
but
we'll
go
through
school
start
times
and
then,
when
we
finish
school
start
times,
we'll
go
to
round
two
of
school
closures
and
round.
E
Two
of
school
closures
is
very
much
dependent
upon
these
other
decisions,
but
every
everything
we
can
get
to
be
able
to
make
a
budget
in
January
for
the
board
those
things
that
are
required
decisions
in
December.
E
We
think
are
going
to
be
there
if
it's
a
7
8
and
we
don't
include
sixth
grade,
then
it's
really
difficult
on
that
principle
to
wait
till
August
when
we
finally
make
a
decision
and
now
they
don't
have
anybody
hired
it.
So
so
really
it's
Staffing!
It's
budgeting!
It's
December
really
is
pretty
important
this
year,
more
more
so
than
any
other
year
since
I've
been
in
the
district.
I
Follow
up
yeah,
remember
and
and
I
and
I'm
gonna
I'll
confess
I'm,
the
one
that's
talked
earlier
about
the
fact.
If
we're
going
to
make
changes,
if
we're
going
to
make
them
early,
if
we
can
use
those
funds
to
increase
academic
outcomes,
if
we've
got
a
plan
for
that,
then
that
makes
sense
that
I
just
want
to
see
that
connection
I
want
to
see.
You
know
we're
going
to
be
cutting
before
we
know
we
have
the
dollar.
You
know
what
the
dollars
will
be.
I
We're
making
plans
to
disrupt
a
lot
of
people
in
regards
to
the
schools
that
they've
grown
accustomed
to
and
I
can
tell
you.
The
neighborhood
schools
are
popular
for
those
that
are
going
to
that
and
having
that
disruptive
and
having
kids
further
away
is
you
know,
changes
plans
on
how
they
can
do
other
activities.
So
it's
a
negative
that
sense
and
I
just
want
to
I
hope
that
we
tie
together,
as
as
as
as
member
lessons
said
earlier,
that
we
don't
lose
focus
that
this
whole
thing
isn't
just
about
dollars.
I
It's
about
academic
out
account
and
what
I
haven't
heard
is
in
what
I'm
looking
for
is
some
sort
of
explanation
that
going
in
here
and
jumping
off
the
cliff
early
is
got
a
benefit
there
for
the
kids
and
other
than
just
we're.
Accepting
that
we're
going
to
be
underfunded
to
this
massive
amount
by
the
state
and
that's
I
just
want
to
make
sure
that
the
academic
issues
or
there's
some
plan
there
that
make
it
make
this
type
of
activities
worthwhile.
Thank
you.
P
So
through
the
chair
to
member
Higgins
on
Kirsten
Johnson,
strumpler
secondary
senior
director,
just
for
the
record,
but
in
terms
of
sixth
grade
moving
to
Middle
School,
the
good
news
is
that
we
have
three
really
successful
middle
schools
that
already
have
sixth
grade
at
them.
So
so
we
know
what
to
do
with
sixth
grade
at
middle
school
already
and
can
build
upon
that.
P
In
addition,
Mr
Bingham
referenced
that
we
had
a
principal's
meeting
with
our
middle
school
principals
they're
highly
supportive
of
that
move
from
sixth
grade
elementary
students
to
sixth
grade
at
at
the
secondary
middle
schools,
and
part
of
the
reason
for
that
is,
is
because
the
amount
of
exploration
activities
that
they
get
when
they
come
to
middle
school,
they
can
take
electives,
they
have
music
daily.
P
They
have
a
lot
more
choices
when
they
get
there
for
that
kind
of
exploration
and
and
when
we're
looking
at
our
strategic
plan
of
college
career
and
life,
ready
that
becomes
even
more
important
and
more
of
an
emphasis
in
our
academics.
I
believe
at
that
level,
so
I,
while
I
don't
have
specifics
to
share
today,
we
we
do
have
a
plan
in
the
background
that
we're
working
on
and
we're
eager
to
share
that
with
the
board
and
future
future
work
sessions.
P
The
the
other
thing
I
just
want
to
note
is
that
when
you
think
about
a
seventh
and
eighth
grade
middle
school,
when
you're,
a
seventh
grader
you're
transitioning
in
when
you're
an
eighth
grader
you're
transitioning
out-
and
that
poses
some
difficulty
as
a
student
and
feeling
like
you-
have
your
home
for
for
a
certain
amount
of
time-
and
you
see
academic
dips
with
every
transition
to
schools
that
kids
make.
P
When
you
look
at
research,
that
three-year
span
of
a
grade
level,
really
stabilizes
that
that
three
grade
level
band
in
terms
of
academics
for
kids
and
allows
us
to
have
more
transition
into
that
secondary
world.
I
But
just
follow
up
with
just
from
an
elementary
standpoint
of
National,
School,
Board
Association
and
a
rather
interesting
study
right
in
Philadelphia
area,
where
they
put
the
emphasis
on
low
classroom
sizes
and
and
kindergarten
first.
Thank
you
great,
but
mostly
on
on.
First
thank
you
grade
and
without
worrying
about
the
classroom,
sizes
and
all
the
other
classes,
and
they
got
90
percent
of
the
effect
of
increasing
academic
scores.
I
By
doing
that,
I
don't
want
to
eliminate
our
ability
from
elementary
school
to
better
put
up
emphasis
on
getting
kids
at
that
early
grade,
going
forward
by
limiting
our
space
too
much
so
that
we
can't
do
that,
and
that's
one
of
the
concerns
that
I
have
right
now.
Is
that
when
we're
going
to
cut
to
what
we
can
do
based
upon
the
way
that
we're
doing
it,
I
want
to
discuss
with
the
ways
we
could
be
doing
it
as
well,
because
we've
got
to
go
back
to
the
issue
of
academic
outcomes.
I
We
can't
do
what
we've
been
doing
all
the
time
and
expect
academic
outcomes
to
improve
it.
Just
doesn't
make
makes
sense,
and
what
some
of
the
other
places
have
done.
Him
because
that
is
put
an
emphasis
on
just
those
first
couple
of
grades
and
then,
after
that
it
took
care
of
itself
and
it
made
a
big
difference
and
if
we
cut
back
to
the
degree
that
we
can
a
cop,
we
can't
accommodate
some
type
of
plan
like
that.
That's
when
I
have
my
concerns.
A
Thank
you,
member
Higgins
sounds
like
you
were
speaking
to
our
board
goals
and
guardrails,
which
was
always
heartening,
we'll
transition
to
member
lessons.
K
Thank
you
I,
wonder
if
you
can
clarify
for
for
me
and
anybody
else
listening.
So
if
we
demo
a
building
and
I'm
going
to
group
this
in
with
other
plots
of
land
that
I
don't
know
if
ASD
owns
or
the
municipality
owns,
but
they're
pegged
for
future
potential
sites,
I
mean
those
are
potentially
Revenue,
generating.
K
Lands
right
if
we
were
to
sell
them
off
to
have
a
denser
Anchorage
pool,
so
dude
does
ASD
own
the
land
that.
E
E
We
were
talking
to
Shannon
and
Eric
and
his
team
about
what
we
would
do
with
Abbott
lives
specifically
and
and
we'll
have
more
later.
But
but
you
know
you
could
put
a
pavilion
and
make
it
a
community
area.
E
You
could
put
a
UAV
landing
strip
or
something
make
it,
because
what
we
would
want
to
do
is
hold
that
land
for
future
growth
in
acreage
I
mean
we
are
talking
now
and
for
the
next
many
months
about
how
we
see
projected
decline
of
two
percent
every
year
for
the
next
four
to
five
years.
But
clearly
Anchorage
is
not
going
to
get
to
zero
and
then
at
some
point
negative
54
people.
Here
there
will
come
a
time
when
Allah
Alaska
can
can
figure
out
how
to
increase
revenues.
E
So
we
want
to
keep
that
land
we
we
want
to
retain
that
zone
for
a
building,
but
also,
if
you're,
going
to
demo
a
building,
make
it
an
area
where
the
families
who
used
to
go
there
on
Saturday
can
still
go
there
on
Saturday
and
it's
still
their
home
and
that's
where
they
they
feel
comfortable,
and
we
would,
you
know,
have
to
work
with
the
city
would
be
handed
off
to
Parks
and
Rec.
We
have
a
lot
of
other
things
to
do,
but
naturally
deciding
to
close.
K
The
second
question
is
really
thinking
about.
I
know
that
part
of
the
one
of
the
factors
in
your
your
inputs,
Mr
Bingham,
was
you
know,
you've
talked
about
housing
sales
and
how
does
rent
and
the
increases
in
rent
prices
and
we've
talked
about
Mobility
across
ASD,
like
to
the
tune
of
30
of
our
students,
are
moving
schools
in
any
given
year.
How
how
are
rent
prices
and
Mobility
impacting
recommendations
for
school
closures
just
for
a
little
more
context.
F
I
think
that
for
the
most
part
there's
enough
of
an
equilibrium
in
play
in
the
buildings
that
I'm
looking
at
that
I'm,
not
anticipating
changes
as
a
result
of
families
moving
from
one
area
to
another
because
of
attractive
rents,
but
I
I
think
that
escalating
rent
is
kind
of
a
reason
why
a
lot
of
people
leave
certain
States
I'm,
not
real
sure.
That's
the
reason
people
are
leaving
Alaska,
but
it's
the
reason.
F
People
are
leaving
Colorado
I'll
guarantee
that
and
I
think
that
from
an
affordability,
standpoint,
I
I,
don't
think
that
there
is
enough
of
a
shift
happening
in
the
Northeast
portion
of
Anchorage
to
really
result
in
me
being
concerned
about
making
forecasting
mistakes
and
I
think
those
are
the
kind
of
things
that
would
happen
over
a
five-year
period
as
opposed
to
happening
over
18-month
period.
F
So
I
think
some
of
that
is
happening,
but
as
I've
looked
at
Fresh
census,
data
and
I've
looked
at
the
enrollment
profile
of
these
schools
as
I'm
doing
my
own
forecasting
for
them
individually.
I'm
not
seeing
a
lot
of
movement
around
the
city
into
certain
areas
that
is
holding
up
School
enrollment
or
resulting
in
certain
buildings,
growing
I'm,
looking
at
fairly
consistent
changes
among
our
group
of
buildings
that
don't
really
say
that
we've
got
any
kind
of
a
significant
enough
migration
toward
affordable
rent
areas
that
it
has
that
effect
on
school,
enrollments
and
I.
F
Look
for
that
sort
of
thing,
because
I
work
in
other
areas,
where
I
find
the
only
affordable
rents
in
a
certain
School
District
that
I
see
increased
family
occupation
of
those
areas
and
increased
enrollments,
but
I'm
not
really
seeing
that
here
in
in
in
in
the
north
central
part
of
Anchorage,
which
would
be
the
only
place
that
I
would
look
for.
It.
F
A
Thank
you,
I'm,
going
to
check
in
with
members
Holloman
and
then
Wilson
before
we
head
back
to
president
Bellamy
was
her
hand
up.
H
Yes,
thank
you.
I
also
wanted
to
thank
the
team
and
the
administration
you
and
I
also
want
to
make
something
really
clear.
The
reason
we're
I
do
not.
For
me,
this
is
not
about
compromising
I,
am
not
willing
to
compromise
our
goals
and
our
guardrails
or
our
the
outcomes
for
our
students,
which
is
why
this
process
is
so
very
important.
H
I
mean
it
the
topic
it's
urgent
and
we
we
but
I,
don't
want
to
so
I
hear
board
members
question
asking
and
being
concerned
about
student
outcomes.
To
me,
that's
a
non-negotiable.
It
might
look.
We
may
get
at
that
differently,
but
it's
not
it's.
For
me,
it's
a
non-negotiable,
and
so
I
don't
want
there
to
be
some
under
or
some
misunderstanding
that
we're
gonna
compromise
our
student
outcomes
because
it
is
68
million
dollar
deficit.
I.
H
Think
the
reason
for
the
process
is
going
to
give
us
inputs
so
that
we
can
decide
how
to
maintain
our
focus
and
make
sure
our
kids
get
what
they
need
and
then
the
other
part,
the
other
question
I
have
which
can
go
on
the
RFI
it
just
just,
and
you
know
we're
also
in
a
we're
downsizing,
but
we're
also
in
a
teacher
shortage.
I,
don't
know
how
many
people
are
going
to
be
retiring,
but
I
want
to
know.
H
I
want
I
need
more
resource
around
Staffing,
not
just
the
impact
of
closing
these
six
schools.
I
know
we're
gonna
the
staff,
that's
going
to
go
where
the
kids
go,
but
as
a
at
some
point
an
overall
and
I
think
that's
in
the
works,
but
an
overall
I
guess
study
of
what
we
might
anticipate
between
retirement
and
positions
that
we
already
have
50
what
special
ad
positions
that
are
open.
What
does
that
look
like?
H
D
And
then
I
did
just
want
to
clarify
something
that
is
in
the
works
would
be
in
earlier
early
resignation
incentive
for
those
who
are
thinking
about
retired
to
notify
the
district
early,
so
they
receive
an
incentive
to
allow
the
district
to
be
able
to
forecast
its
vacancies.
So
we
won't
have
that
right
away,
but
anything
that
we
have.
As
of
now,
we
can
share
via
RFI,
okay.
A
K
Sure
thank
you
for
that
privilege,
so
Jim
Mr
Anderson.
You
said
that
closing
these
six
schools
would
net
the
district,
something
like
three
and
a
half
to
four
million
dollars.
Is
that
simply
but
I
know
that
there's
a
five-year
sort
of
hold
harmless
reduction?
That's
part
of
that
equation
and
I'm
wondering
what
happens
after
five
years.
Do
we
see
those
savings
continue
or
do
we
go
negative.
E
That
way
was
to
give
the
district
time
and
space
to
rework
how
they're
utilizing
their
schools
and
and
frankly,
if
we
continue
to
have
a
two
percent
decline
for
the
next
five
years,
which
is
believable
based
off
last
year's
birth
rates,
I
mean
five
years
from
now
they
will
be
the
kindergarten
class,
that's
even
smaller
than
this
year's
unless
something
significant
turns
around
in
Anchorage
and
can
draw
a
lot
of
younger
people
with
with
kids.
E
You
know
the
whole
time
list
was
not
meant
to
permanently
pretend
I
mean
it.
It
wasn't
meant
to
permanently
pretend
that
those
kids
never
left.
E
It
just
gives
you
time
and
space
and
frankly,
knowing
that
there's
going
to
be
a
round
two,
you
know
it,
it
does
those
level
of
services,
I
mean
you
go
back
to
cafeteria
managers,
12
schools
without
a
kitchen
this
year,
closing
six
schools
would
have
meant
only
six
were
without
a
kitchen
this
year.
All
everything
we
can
do
to
improve
the
level
of
support
for
students
is
is
going
to
help
in
some
way.
Even
if
there's
no
dollar
amount
associated
with
it.
A
Foreign,
thank
you.
Dr
Bryant,
Mr,
Bingham
and
team
I
appreciate
all
the
information
and
definitely
some
sobering
reality,
and
it's
especially
so
knowing
that
this
isn't
just
a
one-year
conversation
potentially
so
I.
Thank
each
of
you
there's
nothing
else
from
you.
Dr
Bryant,
all
right.
We're
going
to
I'm
going
to
make
a
motion
to
adjourn
to
Executive
session
for
the
purpose
of
legal
updates
negotiations
and
contracts.