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A
Out
an
evaluation
plan,
a
program
evaluation
plan
up
front
so
we're
going
to
while
we
have
these
things
in
place
that
have
already
started.
Our
Community
Partners
have
started
working
with
entities
on
how
they're
measuring
the
effectiveness
and
how
most
places
have
measured
the
effectiveness
to
this
point,
when
I'm
talking
most
places
other
districts
in
the
lower
48,
they've,
measured
it
based
on
access,
how
many
referrals
they're
getting
kids
into
the
system
and
what
we
want
to
look
at
is
not
how
many
kids
are
referring
to
get
services,
but
also
the
outcomes
of
that.
A
Is
it
having
an
impact
on
their
academic
performance?
You
know
decreases
in
behavioral
referrals
that
type
of
thing,
so
that
is
part
of
our
next
step.
Mr
Donnelly
is
to
set
up
an
evaluation
system.
Where
then
we
can
identify
what
our
long
and
short-term
goals?
What
are
the
metrics
we're
going
to
use
to
measure
that
so
that
we
can
report
that
out
on
a
regular
basis?
That
will
be
the
work
that
we're
going
to
do
this
year
as
part
of
that.
A
How
so
that,
as
we
go
into
next
year,
we
have
regular
reporting
out
of
the
effectiveness
of
this,
not
just
access,
but
also
outcomes
for
kids
as
well.
It
is
a
little
tricky
to
do,
but
we'll
probably
have
to
work
with
people
to
help
us
figure
out
how
to
do
that.
But
that
will
be
a
part
of
this
because
oftentimes
what
we
do
in
education,
especially
probably
other
areas
is
we
put
something
in
place
and
we
try
and
measure
it
after
the
fact.
A
Yeah
I
can
I
can
get
those
numbers.
I
have
a
team
of
people
that
are
amazing
our
school,
our
counselor
leads
and
our
school
psychology
leads
each
have
recommended
from
their
organizations
about
what
is
the
ratio
to
have
it
is?
It
is
not
even
close
to
what
we
we
need
to
meet
the
needs.
It's
a
starting
point
at
this
point
in
time.
A
B
On
a
separate
track,
I'm
excited
to
see
that
we're
exploring
Medicaid
funding,
I've,
attended,
Community,
Council
meetings
with
never
cross,
and
these
spoken
glowingly
about
some
of
the
work
that
the
municipality
is
doing
with
you
know,
building
Medicaid
for
I
think
the
fire
department,
the
funding
they're
receiving
from
that.
What
are
the
could
we?
Could
you
name
the
barriers
that
are
preventing
us
between
us
and
billing
for
some
of
these
Services
yeah.
A
One
of
the
things,
and-
and
this
isn't
really
Kate
and
Melissa-
are
my
attic
Medicaid
experts
on
all
this.
But
what
I
can
tell
you
is
some
of
the
structures
right
now
in
the
state
of
Alaska,
with
the
Medicaid.
Isn't
all
isn't
allowing
us
to
do
some
of
the
billing
that
we
could
do
and
I
can't
speak
to
that.
So
I
can
get
more
information
when
Kate
returns
to
speak
to
that.
But
what
we
are
exploring
is
mental
health.
Behavioral
health
is
an
area
that
we
could
be
looking
at.
A
I
will
say
it
is
it's
a
little
tricky
currently
how
we
do
it
like
our
School
Sykes
can
build
Medicaid,
we
Bill
Medicaid
for
Assessment,
Services
and,
and
we
could
be
doing
it
for
counseling
and
other
things.
We
also
need
to
provide
supports
and
how
to
do
that,
because
if
you
are
full-time
in
a
school,
let's
say
you
have
a
social
worker
in
a
school.
They
their
case
load
factors
in
billing
time.
A
A
Those
are
some
of
the
things
that
have
been
brought
up
to
me
by
Kate,
but
we
could
get
a
more
detailed
as
we
start
learning
about
the
Medicaid
follow-up
with
you
guys
about
that
at
that
point
in
time,
because
it
is
a
it's
a
very
interesting
and
complex
Avenue.
But
it's
one.
We
need
to
start
having
joint
discussions
about
so
that
we
can
really
help
support
our
kids,
but
I
would
defer
to
my
expert
Kate
and
have
her
come
back
and
be
able
to
talk
about
that.
D
Can
you
just
a
comment
on
the
Medicaid
billing?
It
might
be
productive
to
try
to
work
with
the
parent
or
Guardian
in
order
to
build
that,
because
I
think,
if
you're
building
directly
there's
complications
but
I
know
Medicaid,
particularly
in
instances
of
foster
care,
they
respond
quickly
to
the
demands
of
the
of
the
parent
or
the
guardian.
So
maybe
that's
a
way
that.
D
With
that
parent
guard
to
file
for
those
expenses
in
order
to
expedite
that
process,
so
just
two
things:
one
I
just
want
to
talk
about
your
relationship
and
how
this
works
with
like
OCS
and
dealing
with
the
confidentiality
of
students.
It's
been
my
experience
that
that
sometimes
that
placement,
the
teachers
or
the
school
staff
is
not
adequately
educated
on.
What's
going
on
now,
I
realize
we
have
confidentiality
with
with
children
who
are
going
through
trauma-based
placement
or
whoever,
but
they're
still
in
a
public
school
system,
and
so
they're
pretty
stresses.
D
A
We
do
have
training
that
we
do
with
our,
especially
our
providers,
like
our
counselors,
our
school
psyches
and
stuff,
around
OCS
and
and
Reporting,
but
also
as
well
as
you
know
how
we
deal
with
the
trauma
with
that.
I
do
say:
I
think
that
the
communication
with
OCS
and
our
work
collaboratively
could
improve
and
I
think.
This
is
a
great
opportunity
to
pull
this
in
in
our
training,
as
well
as
our
Community
Partners
can
work
with
us
on
and
how
we
best
serve.
D
Part
of
that
might
be
just
because
the
average
OCS
caseworker
is
currently
carrying
twice
as
many
as
recommended.
So
you
know
when
they
only
recommend
five
to
six
cases
and
they're
carrying
12
or
15.
Then
it's
just
a
matter
of
inevitable
things
you're
going
to
slip
through
the
cracks
which
goes
into
perhaps,
and
you
can
talk
a
little
bit
about
whether
or
not
I'm
sure
it
is
in
your
plan.
I
just
I
didn't
I
didn't
notice
it.
D
What
as
far
as
addition,
maybe
maybe
our
next
counselors
are
already
working
for
us,
and
that
is
what
opportunities
are
afforded
teachers
to
and
and
how
much,
how
much
is
available
for
them
to
get
counseling
certificates,
because
those
issues
show
up
first,
probably
in
the
classroom,
right
and
so
making
sure
they're
aware
I'm
sure,
there's
already
some
level
of
training.
But
what
does
that
look
like
as
far
as
additional
pay
or
incentives
for
them
to
become
much
more
qualified
in
counseling
issues
or
a
counseling
or
applications?
Well,.
A
But
in
addition
to
that
being
able
to
recognize
signs
and
symptoms
and
be
able
to
refer
out
and
and
have
those
interventions,
we're
doing
that
through
youth
Mental
Health
First
Aid
training,
like
I,
said,
we've
had
to
do
a
little
pause
on
that
and
we're
trying
to
get
our
own
trained
trainers
in
that,
so
that
we
can
do
that.
I
know.
Our
benefits.
A
Department
is
also
doing
that
with
with
administrators
on
Mental
Health
per
se,
so
they
can
really
see
those
within
our
staff
as
well,
because
I
will
say
I'm
talking
about
kids,
but
we're
also
hearing
a
lot
about.
Staff
needs
around
mental
health
as
well,
so
that
that
training
in
particular
is
what
we're
doing.
A
The
other
thing
is
also
looking
at
pipelines
of
of
if
teachers
want
to
be
counselors
and
and
do
that,
the
problem
is
right
now,
UAA
does
not
have
a
counseling
program,
and
so
how
do
we
work
with
a
distance-ed
program
or
are
other
ways
that
we
can
do
this?
That's
why
we're
really
working
with
uan
their
social
work
program,
because
at
least
we
know
they
have
that,
and
that
might
be
something
that
teachers
can
get
more
training
in
if
they
want.
D
C
F
C
E
E
C
A
Sure
so
I
think
that's
a
that's
a
great
idea.
I
know
with
mtss,
where
it
usually
has
been
communicated.
I
was
at
the
building
level,
so
through
parent
nights
or
through
newsletters
to
parents,
but
that's
really
why
we
need
to
involve
families
in
this
planning,
because
we
need
to
know
how
best
they
want
the
this
information
and
how
we,
how
we
roll
this
out
and
what
information
they
need.
We
always
I
think
assume.
We
know
in
doing
it
through
parent
nights
and
all
this,
but
we
haven't
necessarily
involved
families
in
that
planning.
A
So
as
part
of
the
work
when
we're
pulling
together
work
teams,
that
is
a
major
piece,
is
how
do
we
communicate
this
out?
How
do
families
want
to
communicate
it
out?
How
do
they
want
to
be
involved,
but
usually
that's
the
the
process
that
we
we
do
it
through
is
through
the
building
level
and
communicating
out.
We
have
done
some
district-wide
stuff,
but
I
really
don't
think
that
reaches
families
the
same
way
as
it
does
at
the
building
level.
A
The
crisis
response
team,
so
Linda
self,
is
our
lead
school
psychologist
and
she
kind
of
is
our
Point
person
that
really
keeps
track
of
our
crisis
response
seems
we
do
not
have
people
just
waiting
and
doing
crisis
responsible
time
time,
like
specific
teams
that
are
at
the
ready
to
to
do
that.
It
is
our
providers
who
are
on
buildings
day
to
day.
So
we
have
a
pool
of
people,
counselors
and
psychologists
who
have
been
trained
in
crisis
response
and
who
we
have.
A
We
call
on
if
there's
there's
a
death
suicide
death
of
a
staff
member.
We
have
an
incident,
it
usually
goes
to
an
elementary
or
secondary
director
or
senior
director.
They
contact
myself
or
Linda,
and
then
we
we
analyze
a
situation
on
how
big,
how
big
of
a
crisis
response
are
we
going
to
need?
Do
you
need
a
few
people?
Do
we
need
a
whole
team?
A
A
Sometimes
there's
residual
effects,
because
there's
family
members
or
siblings
at
other
schools,
so
Elementary
or
secondary
Ed,
will
check
in
with
those
schools
to
see
what
supports
we
need
to
send
out.
Sometimes
that
can
be
handled
if
they
have
a
psychologist
and
counselor
in
the
building,
just
with
the
resources
they
have
with
those
trained
professionals.
A
Sometimes
we
need
to
deploy
a
couple,
other
people
that
go
out
to
the
school
and
help
support
that
so
really
it's
on
an
as
needed
basis,
and
it's
really
analyzing
the
severity
and
the
breadth
of
the
situation
and
how
many
people
really
need
to
go
out.
But
the
prepare
training
that
I
talked
about
is
what
we
train
up
our
psychologists
and
counselors
in
it's
through
the
National
Association
of
school
psychologist.
Does
this
and
it's
evidence-based,
and
so
that's
what
we
train
people
up
on
and
we're
training
our
community
and
clinicians.
A
So
we
have
a
really
aligned
approach
to
that.
It
is
I
will
say
it's
been
great
having
these
Partnerships
with
our
community
clinicians,
because
this
is
something
we're
exploring
expanded
support
and
how
they
can
maybe
help
us
with
crises
in
different
ways
that
we
haven't
been
able
to
do
right
now.
Thank.
C
G
You,
the
board,
has
some
really
ambitious
goals
for
reading
the
math
and
college
career
life
readiness,
and
we
also
I
think
collectively
value
this.
You
know
tiered
approach
towards
Mental
Health
are
those
ever
in
conflict
and
I
I'm.
Thinking
about
you
know
the
structure
of
a
given
school
day,
but
teachers
allowed
the
time
space
discretion
to
deal
with.
Maybe
today
is
a
bad
behavior
day.
Maybe
we
need
to
set
some
time
aside.
Are
they
allowed
to
do
that
or
are
they
absolutely.
E
A
Is
receiving
I
think
with
reading
and
math
I
mean
you
have
to
have
structures
in
place
to
to
to
say
Protect
time
so
that
we
can
do
that.
There
is
research
like
in
the
early
grades
of
how
much
time
we
should
have
on
reading
instruction
to
have
outcomes.
I
mean
there's
been
a
lot
of
research
done
on
that.
So
it's
good
to
have
those
structures
in
place
and
we
have
schedules
and
a
building
to
say
we
have
a
90-minute
reading
block.
We
have
a
60,
Minute,
math
block
or
whatever
you
know
whatever
it
is.
A
A
Don't
think
anyone
would
be
saying
that,
if
you're
having
some
major
behavior
problems
in
your
classroom
or
there's
something
you
have
to
process
and
you
need
to
pull
kids
together
and
have
a
team
meeting
a
classroom
meeting
to
process
through
what's
going
on,
that
is
what
we
want
to
have
happen
where
it
becomes
a
problem
is,
is
if
we're
not
following
a
schedule
ever
and
it's,
you
know
kind
of
a
free-for-all
and
kind
of
doing
what
we
want.
I
think
those
are
two
different
things.
A
The
structure
allows
us
to
I
think
meet
our
reading
and
math
goals,
but
I
think
there
is
definitely
flexibility
and
and
we're
seeing
more
behavior
problems
than
we
we
have
in
the
past.
I
mean
I,
know
I'm,
talking
to
school
psychologists,
they're
doing
more
manifestation
meetings
at
elementary
level
than
they've
done
in
a
long
time,
because
we're
seeing
increased
behaviors
that
we
haven't
seen
before
in
the
the
volume
of
them.
So
I
think
that
that
is
something
that,
at
a
building
level,
they
work
through
with
their
principal
and
figure
out.
A
What
are
the
needs
and
have
open
conversations
about
what
those
needs
are?
One
shouldn't
interfere
with
the
other,
but
if,
if
we're
having
lots
of
behavior
problems,
we
need
to
get
that
in
control
and
work
on
our
classroom
management
so
that
we
can
have
a
safe
learning
environment
so
that
kids
can
benefit
from
that
reading
instruction,
so
I,
don't
think
anyone's
saying.
No,
you
can't
do
that.
I
think
they
need
to
process
it
through
with
their
principal
and
work
through
those
individual
needs.
Okay,.
C
I
We
we
know
that
many
students
would
not
want
to
just
walk
up
to
the
front
office
and
discuss
something
like
that
in
person,
and
we
don't
want
to
stifle
that
we
want
to
give
it
a
voice.
So
this
platform
is
called
stop
it.
It
is
recognized
and
endorsed
by
the
Department
of
Justice
it's
and
it's
in
use
in
about
7
000,
school
districts,
public
school
districts
across
the
United
States.
So
it's
it's
an
anonymous
reporting
platform
that
uses
it's
web-based
and
it's
also
mobile
app
based,
and
it
also
incorporates
a
a
telephone
crisis
line.
I
That's
manned
all
the
time
staffed
all
the
time,
including
nights,
holidays.
Weekends.
Excuse
me
so.
Students
have
an
option
to
call
in
and
talk
to
a
crisis
interventionalist,
so
the
anonymous
platform
can
remain
anonymous
or
the
and
staff
can
interact
with
with
the
reporter
in
an
anonymous
fashion,
or
it
can
go
to
a
more
direct
approach
if,
if
the
knee
arises,
and
so
that
that's
the
the
nature
of
the
platform
it's
reported
via
emails
to
school
administrators,
it
differs
very
much
from
Gaggle.
Sometimes
we
get
we
get
questions
about.
That.
I
Gaggle
is
just
a
monitoring
platform
that
that
tracks
certain
words
or
key
phrases
used
on
chats
that
are
on
District
provided
platforms.
Okay,
not
private
cell
phones,
Etc,
but
stop.
It
is
actually
giving
voice
an
anonymous
voice
to
students
it.
The
crisis,
tech
text
or
talk
line
is
a
big
part
of
this
as
well,
and
something
that
we
have
not
had
in
the
past.
We
do
have
a
video
that
we
can
show
you
it's
a
brief
two
to
three
minute
student
made.
Video
stop.
It
went,
live
the
on
Monday,
the
14th
of
November.
I
J
K
L
M
N
Using
stop
it,
you
have
the
ability
to
anonymously
report
any
threats
or
concerns
you've
encountered
about
your
school
or
the
district.
For
example,
you
can
use
the
app
to
report
situations
of
bullying,
weapon
possessions,
sexual
harassment,
inappropriate
online,
Behavior
or
anything
else.
You
might
consider
threatening
to
download
the
app.
O
If
you
need
to
make
a
report
tap
the
submit
a
tip
button
and
type
a
detailed
message
of
your
concern,
if
possible,
provide
photos
or
videos
for
additional
evidence
and
submit
the
report,
your
message
will
be
sent
anonymously
to
an
administrator
who
will
promptly
launch
an
investigation
into
the
situation
through
the
stop
it
messenger
feature.
Administrators
might
ask
you
for
more
information
if
needed,
but
they
will
still
not
know
who
you
are
it's
completely
anonymous.
L
O
Remember
this
app
is
not
a
joke;
it
is
not
a
place
for
drama
or
pranking
a
friend.
This
is
a
safety
measurement
to
be
taken
very
seriously.
If
you
are
unsure,
if
you
should
report
a
situation,
you've
witnessed
consider
those
who
have
been
impacted
by
situations
that
could
have
been
avoided.
If
someone
spoke
up,
think
about
The
Many
Lives,
who
have
been
lost
and
communities
that
have
been
affected
by
serious
situations.
J
C
B
Yeah,
thank
you,
madam
president.
Thank
you.
Chief
Holland,
an
Administration
on
the
whole
I,
was
researching
the
possibility
about
having
a
way
for
students
to
anonymously
report,
concerns
of
bullying,
harassment
and
intimidation
months
ago
and
reached
out
to
Administration
to
find
out
that
they
were
in
the
process
of
adopting,
stop
it
and
the
board
was
able
to
support
Administration
and
partner
with
them
to
codify
the
requirement
that
we
have
a
measure
like
stop
it
in
place
going
forward.
B
B
I
think
my
my
teenagers
in
my
home
talk
through
screenshots
I,
would
say
30
of
the
time,
although
I
think
they
may
hear
called
receipts
I'm
going
to
blow
some
of
your
minds
there.
So
it's
exciting,
I'm,
huge
advocate
for
something
like
this
is
bullying
is
a
problem.
We
know
it
goes
under
reported,
and
this
is
a
one
great
way.
We
can
support
our
students
and
staff
and
getting
that
information
out
there.
So
thank
you.
P
Thank
you,
madam
president.
My
question
is
on
the
crisis
line.
Is
this
our
local
Fairbanks
crisis
call
center?
You
know
crisis
call
center
located
out
of
Fairbanks.
This
is
a
national
call
center
and
the
reason
I
ask
is,
if
there's
any
need
for
a
crisis
response.
Beyond
a
phone
call.
I
know
the
Fairbanks
crisis.
Call
center
is
working
to
integrate
with
local
jurisdictions,
including
Anchorage
over
time
to
be
able
to
dispatch
appropriate
Behavioral,
Health
Resources,
whether
that's
the
mobile
crisis
team,
the
mobile
intervention
team
or
or
something
else.
I
P
Thank
you,
Mary.
Are
we
able
to
provide
them
local
information,
then
about
what's
available
in
Anchorage
such
as
that
we
have
the
existence
of
a
mobile
crisis
team
and
a
mobile
intervention
team
versus
just
making
a
general
referral.
You
know
to
police,
assuming
that,
maybe
we
don't
have
those
other
interventions.
I
Now
I
can't
speak
to
the
the
list
per
se,
but
but
there's
a
variety
of
community
resources
that
are
available,
including
the
need
to
just
Reach
Out,
directly
to
a
school
administrator
and
say
hey.
This
is
a
more
serious
situation:
A
family
member.
It
depends
on
the
uniqueness
of
the
call
and
and
the
ask
of
the
student.
P
I
think
Anchorage,
in
particular,
is
on
the
cusp
of
some
really
exciting
things
with
crisis
stabilization
and
crisis
now,
and
those
types
of
interventions
are
meant
to
be
the
appropriate
intervention
at
the
appropriate
time
that,
hopefully
prevent
kind
of
maybe
what
we
traditionally
have
now,
which
would
be
hospitalization
or
or
something
like
that.
So
thank
you.
I
Q
P
C
B
R
R
What
we'd
like
to
talk
about
are
projects
that
have
kind
of
already
been
identified,
studied
or
maybe
closer
to
being
shovel
ready
and
then
what
would
be
funding
opportunities
for
those
projects
in
terms
of
bonds,
highway
safety,
Improvement
program,
various
grants
that
are
out
there
that
could
be
pursued
so
yeah
look
forward
to
keeping
the
conversation
going.
Thank.
C
C
I
mean
remember,
constant
is
not
here
he's
on
a
flight,
but
we
did
have
a
a
joint
meeting
on
youth
representation
or
at
least
a
joint
work
session,
and
that
took
place
on
October,
13th
and
I'm,
going
to
defer
to
members
La
France
and
lessons
to
update
didn't
give
any
updates
that
they
recall
it's
a
work
in
progress.
I
can
tell
you
that.
C
G
Like
to
add
something,
yeah
I'm,
just
sort
of
reviewing
some
of
my
notes,
I-
think
some
of
the
key
parts
of
the
conversation
really
revolved
around
comparing
the
two
different
models
that
exist
right
now
through
the
assembly
and
through
the
school
district.
We
have
the
youth
advisory
commission.
We
have
a
student,
Advisory,
Board
and
I.
Think
one
of
the
talking
points
that
we
said.
G
There
was
I
think
some
talk
about
the
Betty
Davis,
the
Betty
Davis
youth
Summit,
which
takes
place
in
February
and
where
students,
you
know,
do
skill,
building
activities
and
learn
about
advocacy,
and
maybe
that
could
be
a
forum
for
bringing
students
in
both
bodies
together
to
improve
their
skills
and
awareness,
really
understanding
that
there
are
district
issues.
There
are
municipal
issues,
there's
some
overlap,
but
then
there
are
some
distinctions.
So,
yes,
a
work
in
progress.
We
did
involve
a
couple,
the
two
sap
advisors.
G
C
C
B
I'll
be
brief.
Thank
you.
Mr
President
just
wanted
to
express
appreciation
for
staff
representing
all
the
information
today
and
for
our
assembly
being
a
consistent
Ally
in
our
Corner.
The
board's
certainly
grappling
with
a
series
of
tough
decisions
here
in
the
next
few
months,
and
we
know
that
we
we
have
allies
at
the
assembly
level
as
we
try
to
navigate
some
of
that
and
so
we'll
I
know.
I
will
continue
to
utilize
members
as
resources
and
looking
forward
to
Future
conversations
and
meetings.
Thank
you.
G
E
D
Thank
you,
yeah
just
to
build
upon
that
in
in
the
mental
health
issue
is
critical
because
we
understand
that
a
child
child
who
is
who
has
an
uncertain
home
situation
or
going
through
trauma
or
fear
it
significantly
limits
their
ability
to
learn,
retain
knowledge
and
therefore
that's.
That
is
part
of
the
reason
that
we
look
at
these
test
scores
and
we
have
concerns,
and
so
it's
it's
something
that
extends
beyond
the
classroom
and
so
I
look
forward
to
being
a
a
solution
to
that
problem.
I'm
working
with
the
team.
Thank
you.
R
R
One
was
a
grant
to
recover
Alaska
they're
working
with
UAA
on
their
social
worker
expansion
program
and
that
will
help
train
upwards
of
30
additional
social
workers.
So
I'm
excited
about
that
as
well
as
Volunteers
of
America
to
do
some
programming
with
youth
substance,
misuse
prevention
programming.
R
T
T
Because
of
that-
and
it's
been
about
five
or
six
years
since
we
cut
swim
lessons
as
a
PE
activity
again,
because
the
pool
rental
made
it
the
most
expensive
elective
we
had
in
the
district,
and
we
just
couldn't
afford
to
keep
doing
it.
I
do
think
of
municipality.
Nasd
have
a
shared
interest
here
that
there's
huge
value
in
teaching
our
kids,
how
to
swim
and-
and
this
mostly
impacts
our
our
kids
from
lower
social
economic
areas.
T
I
I
hope
we
can
find
a
way
forward
on
that.
But
the
cost
is
what's
making
ASD
step
back
from
providing
those
lessons.
We
have
people
that
have
the
certifications
and
whatnot
it
could
be
put
on
the
schedule
and
brought
back
at
the
high
school
level
if
we
can
find
a
way
to
afford.
It
also
want
to
say:
I
was
just
struck.
Listening
to
the
presentation
about
Mental
Health
that
we
we
have
44,
000,
kids
and
at
the
board
level
we're
working
with
them
in
large
groups.
T
T
It's
not
just
a
lesson
on
that
that
you
try
to
impart
the
30
kids.
You
have
to
try
to
engage
each
student
kind
of
one-on-one,
and
it's
ironic
to
me
that
we
we're
going
to
try
to
do
the
mental
health
component
out
of
Grant
funds
I.E.
It
can't
cost
us
anything
and
it's
a
little
bit
painful,
I
I
think
the
most
telling
thing
is:
if
you
look
at
physical
and
sexual
abuse
in
this
country,
Alaska
leads
and
they
lead
by
a
lot.
T
The
number
two
spot
is
way
behind
us
and
it's
just
is
always
there.
In
our
schools,
I
mean
this
impacts.
Kids,
they
come
to
school,
that
they
witness
it
at
home
or
they
are
the
actual
subjects
of
it
and
we
we
don't
do
much
to
address
it
other
than
any
other
state
does,
but
we
absolutely
have
the
worst
problem
with
it.
T
T
I
say
that,
in
a
time
where
we're
looking
at
how
many
things
can
we
cut
and
it's
the
the
Paradox
is
there,
the
other
Paradox
is
as
a
public
education
advocate
of
sat
in
so
many
meetings
where
people
talked
about
how
how
badly
our
schools
are
doing
and
what
a
mess
they
are
and
what
what
poor
results
we
have.
But
as
a.
K
T
T
E
T
There
and
and
I
appreciate
the
assembly
members
who
are
able
to
get
to
some
of
those
meetings.
If
you
missed
them,
you
might
take
some
time
and
listen
to
the
public
comments.
Section
they're
they're,
all
in
the
ASD
YouTube
channel,
just
to
remind
yourself
that
a
lot
of
your
constituents
really
value
the
schools
in
a
way
that
you
don't
see
much
in
the
paper
or
hear
when
people
are
upset
about
the
budget
and
I
totally
get
the
those
are
two
sides
to
it.
But
it's
it's
gonna
be
heart-wrenching
for
people.
T
If
we
close
buildings
that
that
matter,
a
great
deal
to
them
and
I
can
do
the
math
and
I
can
see
where,
if
we
don't
use
those
buildings
efficiently,
we're
spending
money
on
utilities
and
Staffing
and
whatnot.
That
could
be
in
instruction
that
we
may
be
able
to
do
a
better
job,
moving
their
child
to
a
bigger
building
or
bigger
population.
T
And
but
it's
it's
going
to
be
pain
for
individuals
in
the
short
run,
to
get
us
to
a
place
where
we
do
a
better
job
and
a
more
efficient
job
in
the
long
run.
So
I
guess
I'm
I'm.
Just
kind
of
torn
today
looking
at
presentations,
the
very
individual
work
that
we
do
versus
the
large
numbers
and
groups
and
budget
line
items
and
all
that
I
just
wanted
to
emphasize
that.
Thank.
C
F
F
I
just
want
to
say
first
of
all,
I
apologize
for
being
here
late
I
know
that
when
we
get
subs
evil,
whether
to
push
you
you're
supposed
to
check
your
battery
and
know
the
vehicles
will
have
someone
into
problems,
so
I
ran
into
a
little
difficulty,
but
I
apologize,
because
that
really
value
this
opportunity
to
exchange
thoughts
and
I
appreciate
the
support
we've
got
from
the
assembly
so
much.
It
means
an
awful
lot
within
that.
F
So
it's
it's
a
group
output
in
all
cases
along
those
lines
and
when
it
the
last
comments
just
on
all
the
cuts,
we
have
to
do
we're
looking
at
everything
and
saying
how
does
a
map
add
up
and
everything
we
knew
needs
to
start
off
with
what's
best
for
the
kids,
you
know
if
we're
going
to
cut
something.
How
is
that
that
better
than
something
else,
what
are
we
going
to
do
to
improve
outcomes?
I
can
appreciate
the
fact
that
parents
want
to
have
their
clothes
kids
within
a
local
school.
F
You
know
connection
with
the
parents
with
the
school
impacts
outcomes,
and
so
when
you
look
at
schools
being
closed
with
Title
One
area,
and
it's
in
that
area,
parents
walk
the
kids
to
the
school
when
there's
activities
are
doing
it
and
those
goals
are
further
away.
Their
activities
are
going
to
go
down
their
connection
with
teachers,
they're
going
to
go
down
and
I
believe
that
impacts
outcomes.
One
of
the
big
things
is,
you
have
a
connection
within
the
schools
and
those
parents
being
involved
is
so
critical
within
that
so
I
hope.
F
Sorry
about
that.
That's
what
the
problem
with
Bluetooth
but
minimize
as
much
as
possible
the
impact,
because
we
need
to
improve
outcomes
and
I
appreciate
the
fact
goodness
are
connected.
But
we
still
have
outcome
problems
and
everything
we're
doing
right
now
is
focused
on
impacting
our
ability
to
do
that.
We
need
to
talk
about
what
we
can
do
to
improve
it,
not
just
minimize
it
and
that's
what
we're
at
right
now.
So
I
appreciate
your
support
in
the
past
and
look
forward
to
in
the
future.
Thank
you.
C
Q
I
also
very
much
appreciate
that
the
student
Advisory
Board
is
doing
amendments
to
amendments
I.
Think
that
Robert's
Rules
is
it's
knowledge
of.
It
is
a
real
asset
for
civic
participation,
I
sure
hope
on
the
assembly.
We
don't
make
folks
cry
but
I
know.
Sometimes
people
do
actually
Express
frustration
with
tracking
things
like
amendments
to
amendments
because
it
does
get
complicated.
Q
Thank
you
for
the
mental
health
services
update,
in
particular
over
and
over
I'm
struck
with
how
much
more
the
school
district
has
taken
on
through
the
years
to
respond
to
societal
issues
to
to
help
students
compete
in
this
world,
so
that
you
know
they
graduate
with
necessary
skills.
And
it's
you
know.
Even
implementing
programs
like
stop
it.
I
recognize
requires
additional
resources,
which
makes
me
all
the
more
concerned
when
I
hear
over
and
over
in
the
community
that
the
district
needs
to
be
cut.
Q
If
standards
and
outcomes
don't
come
up
and
as
a
member
had
mentioned
in
a
prior
meeting
where
we
don't
approach
other
organizations
in
the
same
way,
if
crime
statistics
go
up,
we
don't
tell
the
police
hey.
If
you
don't,
you
know
get
this
under
control,
we're
going
to
cut
cut
the
department.
We
generally,
we
look
at
it
in
terms
of
resources
and
Staffing,
and
how
can
we
work
together
to
ensure
that
you
have
the
tools
you
need
so
that
remains
a
concern.
H
I'll
be
briefed
by
just
thank
you
to
the
assembly
for
all
the
support
for
our
schools,
whether
it's
through
the
local
contribution.
Our
incredible
SRO
program
supports
for
mental
health.
It
truly
goes
a
long
way,
especially
in
a
time
where
the
district
is
facing
a
very
severe
structural
Financial
deficit.
We
have
a
lot
of
choices
ahead,
but
I'm
looking
forward
to
our
meeting
with
the
legislators
later
today,
because
truly
the
future
of
Education
lies
in
the
hands
of
our
elected
officials.
H
C
C
So,
at
this
point,
I,
don't
think
I
missed
anybody.
In
terms
of
members
wanting
to
comment,
we
have
one
person
signed
up
to
provide
public
comments
and
we'll
invite
that
person
to
come
to
the
mic
right
here
at
Jeff.
Allen
or
if
are
you
deaf?
Yes
right
there
Mr
Allen,
welcome.
You
have
three
minutes.
U
U
U
U
To
my
mind,
that's
the
equivalent
of
asking
your
boss
for
a
raise
when
you're
actually
failing
miserably
at
your
job,
and
why
now
we're
just
talking
about
Cuts?
Why
not
three,
four
or
five
years
ago,
if
there
are
5,
000,
less
students
or
do
we
have
more
administrative
employees
now
than
we
did
five
years
ago
and
by
administrative
I'm,
not
talking
about
the
teachers
they're,
always
the
first
to
be
laid
off.
C
C
C
C
U
C
V
She
was
a
teacher
Afro-American
who
had
severe
depression
was
was
in
a
clinic
for
a
while,
and
she
cured
her
vitamin
D
or
depression
by
taking
10
000
IU
vitamin
D.
That's
all
it
took
how
many
teachers
are
low
in
vitamin
D,
probably
the
majority,
and
how
how
much
would
Vitamin
D
help
them
I'd
like
to
talk
about
students
this
time
and
anybody
can
get
their
levels
tested
at
the
Alaska
health
fair.
It's
only
fifty
dollars
per
person
and
instead
of
getting
all
these
other
tests.
V
V
All
of
us
are
going
to
be
accountable,
someday
to
God
we're
going
to
see
Jesus
face
to
face
we're
to
be
judged
by
what
we
did
or
didn't
do,
and
this
is
such
a
simple
thing
that
that
there's
thousands
of
studies
on
peer-reviewed
we
know
what's
going
on,
but
big
Pharma
won't
talk
about
it
because
there's
no
money
in
it,
we
get.
We
get
these
breast
exam
commercials
every
day
where,
because
they
make
money
on
those
tests,
but
by
I
know
vitamin
D
basically
solves
a
breast
cancer.
Nobody
talks
about
it.
V
It's
70
reduction
by
seven.
If
people
are
setting
nanograms
per
milliliter,
this
is
the
vitamin
D
levels.
30
to
100
is
normal.
That's
what
you
get
in
a
blood
test.
50
is
the
safest
for
covid
for
most
people
and
most
alaskans
are
over
here
they're,
not
even
on
this
chart
and
we're
not
saying
anything.
V
These
children
have
a
right
to
to
have
normal
psychotic
behavior,
and
this
is
a
PubMed
article,
peer-reviewed
depressed
Adolescence,
in
a
case
Series,
where
low
in
vitamin
D
and
was
ameliorated
by
vitamin
D
supplementation
Swedish
study
they
were,
they
started
out
at
16.
Nanograms
per
milliliter,
the
left
of
the
chart
and
and
then
they
got
them
up
to
36,
which
is
still
even
down
here,
but
it's
in
this
it's
in
the
normal
level
and
the
and
there
was
a
significant
Improvement
in
809
items.
Depressed
feeling.
V
Irritability
tiredness
mood
swings
how
many
children
in
our
schools
have
these
sleep
difficulties,
weakness
ability
to
concentrate
ability
to
concentrate
how
many
teachers
need
their
students
to
concentrate
and
pain,
their
significant
Amino
Emerald
relation
of
depression.
According
to
this,
it's
the
key.
We.