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From YouTube: School Board Work Session 9/6/22
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A
If
you
look
at
this
slide,
we'll
start
and
end
a
brief
with
a
slide
that
looks
like
this
every
week
in
the
upper
right
hand,
corner
I'll,
try
to
put
a
recap
of
prior
board
discussions
comments
and
where
you
see
over
50
percent
were
inclined
to
save
16
million
dollars
in
one-time
funding
to
soften
fiscal
year.
24
deficits-
that
is
not.
A
That
is
not
a
decision
that
was
made
by
the
board,
but
my
understanding
of
general
comments
made
during
the
brief
and
naturally
we
wanted
to
continue
discussion
on
state
bond
debt,
reimbursement
and
major
maintenance.
If
you
look
in
the
upper
right,
you'll
see
that
if
we
were
to
spend
all
of
the
one-time
funding
from
the
state,
our
deficit
would
be
around
100
million
dollars
if
we
preserve
the
16
million
and
met
or
exceeded
our
fiscal
year,
23
projected
enrollment.
Our
starting
point
was
about
68
million
deficit.
B
Good
afternoon
I'm
eric
misty
the
senior
director
for
elementary
education,
and
I
want
to
give
you
guys
a
bird's
eye
view
of
some
scope
of
elementary
program
models
that
we
have
for
your
consideration.
I'll
start
off
with
some
pull-up
programs.
At
the
elementary
level
we
have
several
pull-up
programs
in
asd.
We
have
everything
from
special
education,
which
is
a
legally
required
program
that
we
provide
to
music
band
and
orchestra
health
art
pe
so
on
and
so
on.
Several
different
programs.
Here's
listed
our
two
two
pull-up
models
that
we
deliver
for
students.
B
The
first
program
I'm
gonna
highlight,
is
ignite,
which
affects
our
second
and
sixth
grade
students.
Approximately
1800
students,
access
ignite
currently
and
the
cost
above
our
per
pupil
is
per
student,
is
about
1300
or
1.3
dollars.
B
B
Some
students
access
ignite
through
a
bus,
hubbing
system
to
help
allow
for
students
who
may
be
at
a
program
that
doesn't
have
a
large
number
of
students
accessing,
but
we
move
students
to
other
hubs
to
provide
access
to
the
teacher
most
of
the
students
access
it
through
direct
direct
pull-out
model
from
an
ignite
teacher.
Currently.
B
B
We
do
provide
banded
orchestra
pull-out
services
for
students,
and
that
is
to
help
students
when
you
get
into
middle
school,
to
have
a
better
leveling
access
so
that
when
you
come
into
seventh
grade
you're
at
a
stronger
foothold
for
students
to
access
band
and
orchestra
instruction,
currently
approximately
about
1800
students,
also
access
band
and
orchestra
at
the
elementary
level,
and
that
cost
is
2.5
million
dollars.
B
Not
necessarily
getting
into
the
what
ifs,
but
you
know
one
one
potential
solution
could
be:
you
know
for
abandoned
orchestra.
If
students
were
to
go
to
a
middle
school
model.
Sixth,
through
eighth
grade
one
one
potential
option:
there
would
be
for
students
to
access
band
and
orchestra
of
sixth
grade
across
all
middle
schools.
B
And
lastly,
what
I
want
to
highlight
is
our
elementary
immersion
program
at
the
elementary
level.
The
additional
cost
factor
that
second,
that
second
to
last
column
that
you're
looking
at
is
largely
personnel
cost
again.
So
what
we
we
have
been
doing
is
is
adding
staffing
into
our
immersion
programs
to
help
provide
the
robust
instruction.
That's
there,
though,
those
costs
you
will
see
is
equivalent
to
additional
staffing
that
we
provided
through
unallocated
positions
to
help
level
classrooms
in
the
springtime
to
bring
up
the
model.
B
A
couple
scenarios
and
schools
to
highlight
there
would
be
scenic
park
elementary
school
scenic
park.
You
can
see
we
added
in
five
additional
positions
to
be
able
to
provide
support
there.
That
is
a
growing
program.
That
is
a
program
that
will
continue
to
grow
as
it
goes
into
a
secondary
level.
So
there's
additional
cost
associated
with
that
as
it
grows
up
into
the
secondary
level.
B
The
other
school
to
highlight
is
o'malley
elementary
school
o'malley
is
in
the
middle
of
its
implementation
and
building
this
year
we
added
two
classrooms
at
o'malley
to
support
the
growing
french
immersion
program.
We
added
third
grade
this
year,
we're
scheduled
to
add
fourth
grade
next
year,
so
that'll
be
two
additional
teachers.
What
you
want
to
keep
in
mind
is
the
immersion
model.
It
really
takes
two
to
four
to
one
so
two
teachers.
What
we
normally
would
do
with
one.
A
And
just
to
point
out,
you'll
see
memo023
tonight
the
sursa
reallocation
memo
for
additional
staffing.
That
really
was
driven
because
we
used
nearly
all
of
our
unallocated
positions
for
those
immersion
programs
and
other
school
within
a
school
programs
during
staffing
last
spring,
and
so
there
was
as
we're
starting
to
see
more
students
come
back
to
the
district.
C
All
right
on
the
next
slide,
that's
coming
up
you'll
see
a
little
bit
different,
look
at
immersion
at
the
secondary
level.
Oh
and
just
for
the
record.
My
name
is
kirsten
johnson,
the
senior
director
for
secondary
education.
C
So
sorry
about
that
back
to
the
slide
at
hand,
you're
looking
at
a
class
size
analysis
of
our
middle
school
immersion
programs
and
it's
a
little
bit
more
difficult
to
cost
immersion
at
middle
school,
because
it's
embedded
in
a
student's
schedule
throughout
the
day,
as
opposed
to
being
one
or
two
teachers
that
they
have
as
a
whole.
C
At
the
elementary
level,
they
have
a
part
of
a
teacher
for
one
of
their
classes
throughout
the
day,
and
so
the
the
difference
at
secondary
for
immersion
is
that
it
really
comes
down
to
a
choice
of
what
electives
are
going
to
be
offered
to
students
and
when
you're,
looking
at
immersion
courses
in
this
class
size
analysis.
What
you're
going
to
see
is
the
average
class
size
at
every
school
for
core
classes,
our
english
language,
arts,
our
math,
our
social
studies
and
our
science.
C
Any
other
elective
program
is
another
category
that
we're
looking
at
and
then
we're
looking
at
the
average
class
size
for
immersion
and
what
you'll
notice
is
that
there
is
a
lower
class
size
at
every
school
in
immersion
versus
their
other
coursework,
and
so
the
the
cost
comes
in
what
opportunities
we're
able
to
offer
kids.
So
if,
if
folks
are
in
our
students
are
in
immersion,
they
automatically
have
a
program
that's
allocated
to
them
in
in
their
elective
choices
through
immersion.
So
at
mirrors,
kids
are
taking
a
japanese
immersion
elective
as
an
example.
C
If
that
principal
was
able
to
pick
a
different
elective
because
our
ptr
is
set
at
32
students
per
teacher,
they
would
be
able
to
offer
another
elective
that
could
cap
out
at
32
students,
potentially
so
you're
missing
about
nine
seats
or
students
in
a
classroom
and
the
other.
The
other
issue
that
comes
up
at
secondary
is
do
you
offer
immersion,
or
do
you
offer
a
different
type
of
elective
that
maybe
students
would
would
like
to
fill
and
take
as
an
opportunity?
C
And
so
principals
are
making
very
tough
choices
for
either
offering
an
elective
that
all
students
can
take
in
their
school
versus
a
very
finite
group
of
students
that
can
take
immersion.
So
that's
the
cost
choice
that
principals
are
making
at
the
secondary
level
on
top
of
that
lower
class
size.
So
as
students
are
taking
that
lower
class
size
and
immersion,
those
other
students
that
are
not
in
immersion
do
have
to
go
into
a
class
somewhere
else,
so
that
the
teacher
next
door
may
have
a
much
higher
class
size
as
a
result.
C
C
C
There
is
a
there
is
a
drop
typically
from
elementary
to
middle
school
in
the
numbers
and
then
there's
an
even
more
significant
drop
from
middle
to
high
school,
and
part
of
that
is
that
in
a
seven
period
day
at
middle
school,
you
can
you
still
have
elective
choices
if
you're
enrolled
in
immersion
at
high
school,
you
don't
have
as
many
choices,
because
you
have
a
sixth
period
day.
So,
while
I
may
need
to
take
my
pe
credits
for
graduation,
I
may
need
to
take
some
other
elective
choices
for
college
prep
or
career
prep.
C
So
the
the
difference
for
immersion
on
in
secondary
is
really
about
choices
and
an
ability
to
fill
classes.
D
C
I
think,
through
the
president
to
member
donnelly
to
monetize
it.
I
think
the
best
option
for
us
as
a
group
would
be
to
look
at
alternatives
and
and
the
cost
of
the
fte
associated
with
immersion
now
versus
other
alternatives
that
we
could
come
up
with
for
immersion,
because
I
think
there
are
different
service
delivery
models
that
we
could
look
at
as
secondary.
E
F
Mark
stock,
deputy
superintendent-
I
I'd
just
like
to
add
to
that
commentary.
All
of
the
items
that
you've
heard
so
far
today
are
things
that
can
be
reimagined
and
provide
some
level
of
services
in
other
ways
in
some
cases
and
piggybacking
on
what
dr
johnson
just
said
so
like
in
high
school,
might
not
be
a
full
immersion
class,
but
you
can
double
stack
your
other
classes
in
that
language
in
the
school.
So
it's
not
immersion,
but
they
are
getting
experience
in
that
language.
F
So,
instead
of
being
in
a
spanish
immersion
class,
they
might
take
spanish,
four
or
three
or
whatever,
be
in
a
class
that
that
has
that
language
present,
but
it's
not
full
immersion,
but
it's
still
a
way
of
reimagining
or
providing
that
service
same
way.
A
few
years
ago,
you
heard
alternatives
to
ignite
ways.
We
might
reimagine
ignite
still
serve
those
children
in
a
way,
that's
at
a
reduced
cost
and
a
different
way
of
doing
it
wouldn't
be
the
same
way
we're
doing
it,
but
it
could
be
different.
F
You
heard
about
sixth
grade
bannon
orchestra,
a
different
way.
You
could
probably
do
it,
I'm
just
pointing
out
that
the
things
that
have
been
mentioned
so
far
are
things
that
have
some
potential
to
carry
on
in
a
different
way
at
some
levels.
Now
it
would
be
hard
to
do
something
different
with
elementary
immersion.
I
don't
want
to.
E
E
Thank
you.
Is
there
a
immersion
program
at
bartlett,
or
is
that
just
new
because
of
scenic
park.
C
So
to
to
your
question,
eventually,
there
would
be
chinese
immersion
if
the
chinese
immersion
program
continues
to
grow.
E
C
Its
first
year
at
begich
early,
so
in
two
more
years
after
this
current
school
year,
it
would
it
would
come
to
bartlett,
okay.
Thank
you.
G
This
is
thinking
a
little
bit
on
the
fly
about
what
I
think
I
understand
so
at
king
tech.
We
generate
with
king
tech
in
a
partnership
with
the
lower
yukon
kosko
klim
school
district.
We've
generated
additional
revenue
by
bringing
students
from
that
district
and
letting
them
utilize
king
tech.
They
recognize
that
an
immersion
program
at
the
high
school
level
requires
prior
knowledge
of
russian
or
chinese
or
any
of
these
other
languages,
but
in
as
we
think
outside
the
box,
I
see
value
in
preparing
students
in
anchorage
and
across
alaska
for
a
globally
connected
future.
G
I
mean
I'm
not
sure
what
but
offer
a
collaboration
is
not
the
right
word
offer
a
seat
at
the
immersion
table
that
would
generate
revenue
for
asd
in
some
space
fill
those
extra
nine
seats.
H
Absolutely
those
are
the
types
of
things
that
we
have
to
think
about,
so
that
and
for
example,
we
have
our
own
state
correspondent
school
that
could
also
increase
enrollment
in
other
ways.
So
those
are
the
types
of
revenue
in
scenarios
that
we're
also
thinking
about.
But
of
course,
we
also
need
to
look
at
the
cutting
expenditures,
which
is
the
the
focus
of
this.
A
A
You
know
recently
we
had
a
bond
fail
for
for
a
new
school
potentially
in
a
situation
you
would
move
x
school
over
to
a
whole
different
building
and
put
them
somewhere
else.
That's
one
way
to
look
at
cost
savings
long
term,
not
so
much
for
general
general
operating
funds.
You
would
save
utilities
annual
maintenance
things
like
that,
but
the
whole
staff
would
move.
A
Another
scenario
that
we're
looking
at
is
to
completely
close
the
school
and
those
students
would
now
go
to
other
schools,
and
if
that
school
needed
a
significant
amount
of
capital
costs
to
either
replace
it
or
significant
major
modifications,
then
you
would
close
it
and
and
eliminate
that
building
you
can
see
as
you
look
down
from
top
to
bottom
on
a
generic
elementary
school.
A
The
annual
staff
costs
are
about
seven
hundred
and
seventeen
thousand
dollars.
You
look
at
the
agenda
utilities
on
average
annual
maintenance
and
that's
how
you
get
to
the
cost
savings
annually.
If
you
look
at
the
bottom.
Third,
what
you'll
see
is
a
net
gain
loss
to
district
costs?
A
And
then,
when
you
look
in
the
middle
on
on
new
revenue
expenses,
obviously,
if
you
close
close
that
school,
you
wouldn't
have
rental
fees
that
maybe
you
would
get
normally
and
there
certainly
could
be
new
bus
routes
associated.
So
this
is
a
generic
school,
not
by
name
using
averages
of
multiple
elementary
schools.
A
Potentially
that
may
continue
into
the
future
as
far
as
utilities
and
annual
maintenance.
The
charter
school
may
pick
up
those
costs,
but
you
know
it
would
depend
on
what
actually
moved
in.
So
this
is
just
a
hypothetical
scenario
which
really
shows
the
same
kind
of
initially
for
every
single
school
you
did
this,
for
you
would
save
over
half
a
million
dollars
if
it
was
a
generic
elementary
school
and
then
ultimately,
by
year,
five,
just
because
of
school
size
factor,
which
is
the
very
first
step
in
the
foundation
formula.
A
A
G
A
Have
contracted
with
shannon
bingham
from
western
demographics?
Some
of
you
may
recall
him
from
years
ago.
He
tried
to
help
us
close
some
schools
reboundry.
He
can
do
live
reboundering
on
the
fly
with
the
software.
He
has
trying
to
determine
what
students
what
types
of
student
needs
would
be
moving
to
different
schools.
We
don't
have
that
capability
in-house,
so
he's
going
to
rejoin
our
team
for
this
school
closure
effort,
and
he
also
is.
He
has
helped
200
districts
across
the
nation,
close
schools.
A
I
Thank
you
just
from
a
little
background
standpoint,
when
I
got
on
the
board
when
it
came
to
charter
schools,
the
administration's
view
was
pretty
much.
They
want
to
be
on
their
own,
they
can
worry
about
their
own
space
and
they
took
a
very
strong
position
that
way,
not
supportive.
I
In
my
opinion
of
what
charter
schools
are
doing,
which
has
always
been
a
serious
concern,
because
there's
a
lot
of
safety
concerns
associated
with
construction
of
schools
that
don't
meet
school
standards,
they're
they're
like
a
strip
mall
in
some
cases
and
in
a
big
earthquake,
I
don't
know,
what's
going
to
happen,
one
of
the
things
the
legislature
did
was
said.
I
If
you
got
free
space,
you
need
to
offer
it
to
the
charter
schools,
but
we
also
have
the
ability
to
say
that
we
want
them
in
our
schools
if
we
have
free
space
and
we
can
put
them
in
schools
and
provide
for
the
safety
of
those
kids
that
we
don't
have,
these
options
of
closing
schools
could
be
offset
somewhat
by
having
charter
schools
move
into
them
and
move
away
from
schools
that
are
just
structurally,
not
the
safe.
Like
our
school
districts.
I
I
remember
one
story
with
china
where
they
had
an
earthquake
and
basically
the
next
generation
was
wiped
out
by
schools.
I
don't
forget
that
one,
but
there
we
build
our
schools
like
we
do
hospitals
and
everything
else
to
survive
and
the
charter
schools
are
not
in
those
types
of
locations
and
those
are
our
kids
as
well.
So
my
question
is:
what
can
we
do
to
offset
the
closures
here
by
looking
insane?
I
The
closures
ought
to
be
in
places
that
aren't
safe
and
if
we
put
charter
schools
in
these
schools
with
the
idea
of
protecting
those
kids,
which
is
our
primary
responsibility,
nothing's
more
important
than
the
safety
of
the
kids.
What
are
the
options
there?
Has
the
school
district
looked
at?
What
they
could
that
could
be.
That
could
be
a
change
rather
than
closing,
schools
that
are
well
built
for
safety
and
looking
instead
at
maximizing
those
schools
for
safety
of
kids.
A
Through
the
president
to
member
higgins,
that's
exactly
what
we
are
doing.
If
you
look
at
the
second
scenario
that
was
closing
a
school
that
potentially
either
is
not
safe
or
requires
a
significant
well,
it
is
safer.
We
wouldn't
have
people
in
the
school,
but
it
would
require
a
significant
amount
of
capital
maintenance.
A
That
is
specifically
closing
a
school
and
repurposing
it
for
either
district
opportunities,
consolidation
of
district
requirements
or
charter
schools,
and
we
absolutely
would
look
at
moving
charter
schools.
And
we
know
we
have
a
charter
school.
That's
not
homeless,
right
now,
but
but
it
is
on
the
second
floor
of
a
high
school
schools
like
that
would
certainly
be
looked
at
when
we
come
up
with
repurposing.
A
But
we
are
not
at
the
point
in
the
staffing
process
to
even
identify
the
schools
by
name.
So
we
certainly
are
not
at
the
point
where
we
have
homes
for
charter
schools
yet,
but
it
will
certainly
be
looked
at.
I
Follow
up
that
doesn't
work
the
amount
of
money
that
charter
schools
are
spending
on.
You
know
these
inexpensive
places
I'll
call
them
that,
because
they're
relative
to
the
quality
of
the
education
school
system,
they're
poor,
how
much
are
spending
there?
Those
are
being
contributed
back
in
school,
depicts.
How
much
will
that
offset
things
in
regards
to
not
closing
but
utilizing
that
space
in
a
better
way?
I
I
know
we
got
quite
a
few
kids
in
charter
schools
and
I
had
a
problem
with
one
school
that
was
built
because
it
simply
didn't
meet
it
and
first
earthquake
and
we
had
problems.
So
I
just
I
just
really
want
to
see.
You
know.
I
really
want
to
maximize
that.
I
had
a
discussion
last
week
in
juneau
with
someone
that
talks
about
they're,
trying
to
put
together
some
type
of
committee
dealing
with
these
type
of
space
issues.
I
really
don't
want
the
state
that
heavily
engaged,
but
the
idea
is
reasonable.
In
my
opinion,.
E
Thank
you.
Member
higgins,
remember
holloman.
J
I
see
a
nod
yes
from,
and
I
also
apologize.
I
didn't
quite
follow
on
the
first
scenario.
Closing
a
building
and
moving
one
school
is
simply
moving
the
students
into
an
another
existing
school
and
just
closing
school.
Thank
you.
Okay,.
D
You
when
mr
bingham
was
here
last
time
he
mentioned
to
the
board.
He
testified
that
a
lot
of
the
school
districts
he'd
been
working
with
on
reorganization
and
closing
down
schools.
We're
also
instituting
more
k-8
schools
in
those
districts,
and
it
occurs
to
me
that
that
should
be
an
option
on
the
table
to
utilize.
Some
elementary
schools
that
have
are
not
close
to
their
capacity
to
possibly
turn
into
k-8
schools,
and
if
it
was
structured
right,
we
could
shut
down
a
middle
school.
A
Through
the
president,
remember
donnelly
we,
we
will
look
at
that.
As
you
know,
the
the
middle
schools
are
so
much
larger
than
any
one
elementary
school
that
that's
certainly
a
challenge.
A
In
fact,
as
you
heard
earlier
in
the
brief
we
are
currently
also
looking
at
making
all
middle
schools,
6,
8
and
all
elementary
schools,
k-5,
there's
a
number
of
scenarios
in
the
lower
48.
one
of
those
is
k-12,
but
there's
also
districts
who've
gone
6-8
at
all
middle
schools.
So
I
I
think
the
number
of
options
is
endless
as
to
how
we
could
look
at
it.
A
A
So
what
you
will
see
is
the
first
survey
going
out
this
week
because
we're
going
to
have
multiple
surveys
between
now
and
the
beginning
of
december.
This
first
survey
will
be
a
prioritized
ranking
of
eight
to
ten
areas.
C
So
one
of
the
first
solutions
that's
been
mentioned
is
moving
all
sixth
grade
elementary
students
to
middle
school.
Currently
we
have
three
middle
schools
with
sixth
grade
and
in
certain
areas
of
town,
and
then
all
of
our
other
sixth
graders
in
other
areas
of
town
attend
their
elementary
school
neighborhood
school.
C
C
C
There
are
some
academic
scenarios
that
improve,
such
as
students
with
advanced
math
needs
in
the
sixth
grade,
have
more
ready
access
to
that
advanced
math
instruction
at
the
middle
school
level.
Those
are
just
some
examples
of
of
the
positives
of
moving
sixth
grade
up
to
middle
school,
and
it
also
creates
continuity
in
our
community.
C
Amongst
sixth
graders
and
the
experience
that
they're
receiving,
so
those
are
all
things
that
we
would
look
at,
we
would
also
cost
out
in
terms
of
services
that
students
need
at
that
level
and
what
that
would
look
like
in
our
staffing
model.
When
we're
looking
at
solutions
to
our
budget.
E
B
And
then
the
ignite
transformation
so
essentially
eliminating
the
the
pull
out
model
would
be
one
option
to
be
considered.
But
next
steps
is
looking
at
what
that
looks
like
for
from
the
instructional
changes
that
have
to
happen
as
well
as
the
fte
requirements.
We
talked
a
little
bit
at
the
elementary
level
about
the
immersion.
There's
need
to
continue
to
investigate
and
look
at
options
in
terms
of
how
to
transform
immersion
at
the
elementary
school.
C
Sorry
thanks
eric,
so
looking
at
immersion
at
the
secondary
lens
too,
we
would
look
at
some
different
types
of
solutions.
We
we
kind
of
dove
into
that
a
little
bit
when
we
were
talking
about
the
class
size
analysis
at
secondary.
There
are
options
to
look
at
in
terms
of
do.
We
want
to
offer
as
an
example,
a
k-8
immersion
program
with
students
achieving
their
language
needs
in
a
different
manner
at
the
high
school
level.
That
could
be
one
potential
solution.
C
Those
are
all
things
that
we
would
like
to
cost
out
and
look
at
the
the
benefits
versus
you
know:
costs
for
that
particular
program
while
still
meeting
our
student
needs
in
immersion,
in
particular,
one
of
the
things
that
I
think
our
community
values
immensely
about
the
immersion
program
are
on
the
cultural
aspects
at
the
secondary
level,
in
terms
of
travel
and
being
immersed
in
in
different
languages
and
countries
and
cultures.
C
Those
are
things
that
we
could
still
do
in
a
different
manner
and
the
seal
of
bi-literacy
achievement
that
many
of
our
graduates
obtain
before
graduation.
Those
are
things
that
we
can
also
do
to
maintain
those
opportunities
for
kids,
but
looking
at
the
instruction
delivery
a
little
bit
differently
at
the
secondary
level.
So
those
are
all
things
that
we'd
like
to
cost
and
explore
as
a
potential
solution
moving
forward.
A
And
then,
finally,
at
facilities,
we
will
still
be
working
with
shannon
bingham.
Of
course,
he'll
help
us
identify
some
things
that
we
haven't
been
able
to
see
as
we
look
at
schools
for
potential
closure
or
repurpose.
A
He'll
assist
us,
certainly
with
boundary
changes
required
and
then
we're
going
to
start.
Dr
mike,
dr
michael
lakes,
has
already
set
the
stage,
so
he
can
also
start
looking
at
validating
student
needs
going
from
a
closing
school
to
a
gaining
school,
to
make
sure
that
we
have
appropriate
supports
at
those
gaining
schools
to
assist
them.
A
So
if
you
look
at
the
budget
timeline,
we're
we're
clearly
in
september
this
week,
or
at
least
one
survey,
we're
refining
the
list
of
schools
and
we're
also
continuing
to
do
deep,
dives
on
programs
and
costs
that
can
be
avoided
toward
the
end
of
this
month.
We'll
brief
board
members,
hopefully
one
on
one
or
one
on
two,
so
we
can
talk
to
you
before
the
first
of
october
about
potential
schools
that
would
be
named
as
well
as
principles
for
gaining
losing
schools
and,
of
course,
apa
leadership
as
we
move
into
october.
A
That's
really
why
the
community
discussions
have
been
planned
for
so
long
as
we
know
that
it
impacts
people
personally
from
either
a
closing
school
or
a
gaining
school.
Many
of
us
have
some
experience
about
the
emotion
involved,
with
certainly
after
the
earthquake,
with
greening
and
eagle
river
elementary,
and
we
have
many
lessons
learned
on
how
to
help
communities
help
them
understand.
Why
we're
making
the
recommendations?
A
We
are
what
we're
going
to
do
to
remain
focused
on
students,
because
that's
what
a
parent's
biggest
concern
is
is
not
a
bsa
number
or
a
dollar
amount
for
the
district.
But
what
are
we
doing
for
their
students
and
and
as
we
go
through
those
town
halls,
I
think
the
board
will
have
an
opportunity
to
hear
their
concerns,
hopefully,
by
the
end
of
that
month,
you'll
start
seeing
that
that
we're
able
to
provide
information
that
that
helps
people
become
more
welcoming
of
that
over
other
choices.
A
That
are
also
very
very
difficult,
but
I
suspect
that
those
discussions
will
continue
either
in
person
and
or
zoom
in
some
remote
way
all
the
way
through
this
semester,
as
we
work
through
this
and
then
again
sometime
in
the
november
time
frame,
we
probably
will
ask
the
board
to
go
ahead
and
and
vote
just
to
give
us
an
idea
of.
Are
you
okay
with
this?
So
we
can
move
forward
because
we
have
an
awful
lot
of
areas
to
look
at
and
it's
the
same
staff
members.
A
Through
the
president
to
member
donnelly,
I
think
I've
been
pretty
clear
that
we
couldn't
bring
out
absolutely
everything
in
the
first
month,
because
the
staff
is
working
on
developing
costing
models
for
a
lot
of
things.
If
you
look
at,
I
think
it
was
the
second
slide.
A
There
are
a
lot
of
things
on
this
slide
from
top
to
bottom
that
we're
going
to
be
reviewing
and
bringing
to
the
board
to
include
a
review
of
esser
two
and
three
fiscal
year.
Twenty
23
that
maybe
can
be
avoided.
We're
going
to
look
at
one-to-one
costs
and
software
district-wide
we're
going
to
look
at
everything
from
insurance
coverage
limits
to
student
nutrition,
debt
practices
and
everyone.
Everyone
can
read
as
we
move
down.
We
are.
We
are
going
to
look
actively
at
sports
and
activities.
A
We
have
a
lot
of
things
to
still
staff
out
and
start
bringing
to
the
board
and,
as
we
initially
bring
them
to
the
board,
we
won't
have
every
answer
for
every
question
they're
going
to
be
developed
over
the
next
several
months,
but
we
have
to
keep
adding
things
to
the
plate,
refining
our
staffing,
getting
the
metrics,
doing
the
analysis
and
making
sure
that
the
board
and
community
realizes
that
by
december,
when
the
board
is
giving
final
guidance
for
us
to
go
in
to
build
the
budget
in
january
that,
hopefully,
by
that
time
we
will
have
more
than
68
million
dollars
worth
of
possible
options.
A
But
the
truth
is
that
many
of
those
options
are
going
to
be
difficult
to
make,
but
we
have
to
make
them.
We've
got
to
get
by
state
statute,
a
balanced
budget,
but
this
is
the
month
of
september,
we're
not
in
december,
yet
there's
going
to
be
more
things
that
come
out
and
many
of
those
people
are
not
going
to
be
comfortable
with.
But
but
that's
the
sliding
scale-
and
I
want
you
know
frankly,
to
close
every
brief
with
a
sliding
scale.
A
And
this
is
the
updated
one
if
you
were
to
eliminate
hypothetically
sixth
grade
ban
in
orchestra
ignite
elementary,
I
didn't
include
any
of
the
secondary,
then
now
all
of
a
sudden
you're
bringing
down
your
deficit
hypothetically
to
about
60
million.
So
over
the
course
of
several
months
you
will
see
the
sliding
scale
continue
to
get
closer
and
closer
to
the
green
and-
and
it's
I
think,
most
of
the
board
understands
at
some
point.
A
There
are
some
other
options
that
don't
involve
people,
which
is
the
use
of
fund
balance
or
other
things
that
you
can
do
to
get
to
that
final
zero.
But
between
now
and
the
end
of
november,
we
need
to
bring
you
more
and
more
products
until
we
have
a
path
to
zero
and
then
whatever
that
path
to
zero
is,
I
suspect,
the
very
last
thing
we'd
look
at
would
after
fund
balance
would
be
ptr.
F
F
I'd
just
like
to
point
out,
you
know
a
fair
question
is
so
when
the
academic
services
team
is
looking
at
potential
recommendations
to
bring
the
cabinet
and
folks
before,
we
would
ever
put
something
in
front
of
the
board.
Now
what
a
fair
question
would
be,
what
are
the
kinds
of
things
things
that
we
consider
before?
We
would
bring
it
to
cabinet
for
another
debate,
and
the
things
that
we
would
look
at
would
be
number
one,
the
the
impact
that
it
has
on
students,
the
scale
and
the
scope.
F
So
some
programs
are
highly
valuable
for
limited
numbers
of
students.
Some
things
are
somewhat
valuable
for
40
000
students,
and
so
one
of
the
things
we
have
to
debate
is
what
is
the
potential
impact
on
the
students
themselves
scale
and
scope,
two
different
concepts
there
you
have
to
think
about
another
one
is
the
amount
of
savings
it
generates.
F
Sometimes
some
of
the
things
on
here
as
doctor,
as
mr
donnelly
pointed
out,
don't
really
generate
the
full
amount
of
savings
you
need
to
get
to
the
deficit
number
that
we
need
so
there
we
have
to
look
at
the
size
of
the
savings
when
you
do
that
program
now.
Third,
one
would
be
what
are
the
things
that
can
be
done
a
different
way
or
reimagined.
F
So
there
might
be
some
things.
We
can
provide
some
service
to
that's
not
as
good
or
as
robust
as
what
we've
been
doing,
but
we
can
do
it
a
different
way,
so
we
should
do
that.
So
those
are
the
things
that
we're
looking
at,
and
I
know
that
the
team
that
I
work
with
we
have
a
list
of
22
different
programming,
needs
that
we're
looking
at
and
we'll
go
through
starting
tomorrow
morning,
some
some
rating
systems
where
we
debate
those
programs
based
on
those
three
things.
F
A
Probably
something
worth
considering
is
that
it
is
possible.
The
state
won't,
find
or
come
up
with
a
permanent
inflation
proof
funding
formula
in
next
legislative
session.
So
even
if
it's
two
and
a
half
million
or
three
million
it's
two
and
a
half
million
every
year
for
the
next
several
years
or
three
or
whatever,
that
number
is,
we
still
have
or
a
plan
for
federal
relief
money
next
year,
but
just
not
enough.
So
that
means
the
year
after
there
is
no
federal
relief
money
left.
A
E
Okay,
questions:
remember
higgins,.
I
I
guess
I
just
want
to
go
back
to
the
issue.
I
know
we've
got
timing
frames
here,
but
the
goal
is
to
improve
academic
outcomes
too.
I
mean
I
know
this.
The
deck
is
stacked
against
us,
but
the
quicker
we
get
to
the
point
of
deciding
how
we
can
spend
money
towards
academic
improvement
without
just
stretching
on
status
quo
is
what's
critical.
I
I
am
not
interested
in
seeing
all
of
this
year
loss
to
where
we
can
end
up
saving
money
and
carrying
it
forward
in
two
years,
I'm
interested
in
what
we
can
do
now
in
the
way
of
financial
changes
to
improve
those
academic
outcomes
that
are
just
awful
right
now
for
kids
that
are
in
our
school
system.
We've
got
to
improve
that
one
way
or
the
other
whatever
it
takes,
and
I
guess
I
don't
want.
I
want
to
make
sure
the
goal.
I
The
number
one
goal
is
kids,
always
in
the
school
district
safety
there,
but
academics
is
critical
and
so
maintaining
status
quo
or
being
able
to
reduce
the
impact
in
two
years
is
not
a
concern
to
me.
I
am
more
concerned
about
whatever
changes
we
have
to
do
financially,
whatever
it
takes
to
be
able
to
devote
money
and
resources
to
improving
academic
outcomes.
I
H
Through
the
president
to
member
higgins,
that's
a
great
point
and
you
know
we're
in
a
place
where
we
have
to
walk
and
chew
gum.
At
the
same
time,
so
we
will
be
looking
at
the
budget
because,
at
the
end
of
the
day,
we'll
have
to
pass
a
balance
one
early
spring,
but
you're
right.
H
We
can't
waffle
on
improving
academic
outcomes,
for
our
students
that
are
in
classrooms
today,
so
do
know
that
we
are
looking
at
our
academic
strategy,
everything
from
leadership
development
to
what's
happening
in
the
classrooms,
to
all
the
inputs
to
academic
output.
We're
not
going
to
wait
until
we
know
what
the
budget
is
so
just
know
that
we're
we're
doing
both.
That's
why
it's
going
to
be
a
very
busy
year
for
all
of
us,
but
we
know
the
work
is
very
important.
J
I
do
want
to
say
I
really
appreciate
the
work
that
staff
has
done
on
this,
and
it's
thank
you.
You
know
this
isn't
very
specific,
but
it's
a
little
more
specific
than
what
we
knew
a
few
weeks
ago
and
as
it
gets
more
specific,
it's
more
depressing,
and
I
I
see
a
conflict
where
I
understand
what
member
higgins
is
saying.
J
Knowing
some
of
the
kids
that
have
gone
through
ignite
and
knowing
some
of
the
kids
in
immersion
programs,
it
has
created
a
level
of
engagement
that
spurs
academic
success
and
it's
not
always
just
from
kids.
That
would
have
been
successful
anyway
in
a
normal
classroom.
That
which
is
the
thing
that
always
hangs
me
up
about
sports
and
some
of
our
club
activities.
J
Is
there
our
kids
on
those
teams
that
would
be
drop
outs
without
those
programs?
And
so,
unfortunately,
when
we
cut
those
programs,
we
cut
basic
success
for
some
kids
and
and
it's
really
hard
to
measure
I
you
know
I
know
you
go
through
and
have
to
put
dollars
and
cents
on
it
and
that's
a
a
really
truly
tough
thing
to
do.
It
looks
like
a
remarkably
depressing
year.
J
E
J
J
I
mean
we're
getting
hit
pretty
hard
one
about
the
overall
success
which
you
know
it
is
always
narrowly
focused
on
the
proficient
not
proficient
rarely
seems
to
illuminate
the
remarkably
proficient
and
the
kids
that
wouldn't
be
on
the
borderline
between
proficient
and
not
proficient
they'd
be
way
down
there,
except
we
did
manage
to
get
them
to
the
point
where
they're,
at
least
on
the
bubble.
J
All
of
that
is
happening
and
at
the
same
time
the
public
is
being
fed.
The
idea
that
we're
spending
most
of
our
day
talking
about
sexual
orientation
issues
and
critical
race
theory,
which,
from
my
experience
in
the
classroom,
almost
never
comes
up.
It's
I
think
98
of
our
time
is
spent
on
other
things.
So
somehow
we
do
need
to
convey
to
the
community
that
some
of
these
programs
are
at
risk.
We
know
what
happened
when
we
looked
at
reorganizing
ignite.
J
I
can
only
imagine
what
immersion
families
will
start
to
do
once
once
this
circulates
among
them
that
we're
possibly
looking
at
eliminating
a
program
that
is
remarkable
on
a
national
level
and
the
opportunities
that
it's
created,
admittedly
for
a
relatively
small
percentage
of
our
kids,
but
it
has
created
a
remarkable
opportunity,
so
it
does.
I
really
do
appreciate
your
work.
J
I
I
know
it's
incredibly
difficult
and,
of
course,
the
decisions
as
we
go
forward
are
going
to
be
as
well,
but
it
will,
I
think,
be
a
pivot
point
where
we
do
have
to
ask
the
community.
These
are
the
things
we're
doing.
Are
you
willing
to
pay
for
them?
I
know
there's
a
strong
chunk
of
the
population
that
absolutely
will
will
say
tax
me
to
make
this
happen.
I've
seen
it
happen
in
public
meetings.
J
It's
not
everybody
to
be
sure,
and
probably
not
a
representative
cross
section,
but
as
a
community
we're,
it
won't
just
be
us
making
that
decision.
We
need
to
make
sure
that
we've
got
the
community
on
board.
Whichever
way
we
go,
whether
we
make
these
rather
severe
cuts,
or
whether
or
not
we
raise
the
price
tag
of
education
in
order
to
keep
some
things
that
are
doing
really
well.
Thank
you.
K
Yeah,
thank
you,
madam
president.
While
I
was
listening
in
online,
I
I
heard
something
that
made
my
ears
perk
up
and
that
there's
going
to
be
demand.
Debate
among
staff
before
it's
moved
to
the
cabinet
and
finally
presented
to
the
board,
probably
won't
come
as
a
surprise
to
these
some
of
you,
but
I'm
very
interested
in.
I
came
away
with
the
thought
of
thinking.
I
wish
I
could
listen
in.
K
I
wish
it
could
be
a
fly
on
the
wall,
so
I
can
get
as
much
information
as
possible
as
we're
tasked
with
making
some
really
hard
decisions,
and
I
understand
why
that
isn't
feasible.
Well,
you
don't
want
seven
board
members
sitting
in
those
conversations
but
to
the
extent
as
we're
brief
going
forward,
encapsulating
that
discussion
that
that
got
us
to
this
point
so
that
we
have
an
informed
decision
that
we
can
make
and
seeing
all
sides
of
of
the
debate
as
we
move
forward.
K
I
think
it's
gonna
be
really
important.
So
that's
my
fervent
desire
and
I
hope
we
can
have
those
facts
going
forward.
Thank
you.
E
Any
others,
so
we
are
at
time.
I
I
do
want
to
thank
all
the
staff
for
the
work.
You
know
when
I
look
at
this
list
as
a
mom
and
a
grandmother
I
depend
on
in
love,
immersion
the
middle
school
concept.
I
I
just
love
what
this
district
provides
to
parents,
the
choices
and
for
our
kids,
and
it
is
depressing
that
we
have
to
really
look
at
how
we
can
meet
a
hundred
million
dollar
deficit.
I
mean
I'm
hoping
it's
less
than
that,
but
whatever
amount
it
is,
we've
got
to.
E
We've
got
to
do
a
balanced
budget,
so
I
look
forward
to
the
survey.
I
look
forward
to
having
the
conversations
as
we
build
the
23-24
budget.
So
thank
you
guys
and
with
that,
oh
yes,
you
have
one
final
comment:
let.
G
E
And
with
that
I'll
take
a
we
need
to
move
into
executive
session.