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From YouTube: ASD School Board Work Session 11-01-22
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A
A
A
I'll.
Do
that
again
good
afternoon
today
is
Tuesday
November
1st.
The
time
is
403
we'd
like
to
invite
everyone
to
our
work
session
board
members
all
board
members
are
present
today
in
the
boardroom.
A
Our
superintendent
is
present,
our
executive
assistant,
Amanda
Foster,
is
present,
and
with
that
we're
going
to
go
to
item
be
on
our
agenda,
which
is
our
routine
board
request
for
information.
We
currently
have
no
request
outstanding
other
than
what
has
been
noted
in
the
board
connect.
A
Oh
dang
I
thought
I
got
away
with
it.
No
we're
requests
for
information.
The
this
is
a
time
for
additional
requests
for
information.
Yeah.
D
A
So
we
can
is,
there
is
a.
Is
there
another
board,
member
interested
in
that
information.
A
F
Sure
I'm
not
interested
in
seconding
just
because
I
I,
don't
think
that
this
is,
you
know
any
longer,
a
hot
budget
topic
for
us.
My
understanding
is
the
mayor's
proposed
budget,
fully
funds
APD
to
include
sros,
so
I
don't
expect
to
see
it
in
any
proposed
budget
by
Administration
to
be
clear.
So
this
I
think
this
is
a
conversation
that
no
longer
pertains
to
us
from
a
funding
perspective.
F
E
A
G
One
quickly,
you
know
we
always
knew
the
SOS
or
being
assigned
to
a
school,
but
they're
not
limited
to
the
school.
The
the
community
involvement
and
by
being
in
the
school
they've
got
better
connection
with
kids,
with
the
students
they're
there,
but
they're
not
there
for
the
24
hours
a
day
or
the
entire
school
day
in
all
cases
and
I
I
haven't
heard
anything
contrary
to
the
fact
that
there's
that
the
Administration
has
taken
a
different
position
on
the
use
of
the
of
the
SOS.
G
But
if
that
was
the
case,
it'd
be
a
different
issue,
but
right
now,
I
just
remind
that
the
SOS
were
never
assigned
to
the
school
included
on
a
continuous
basis.
It
was
to
be
that
would
be
the
base
and
then
they
would
respond
within
the
community,
so
they'll
they're
responsible.
For
that
way,
thanks.
A
All
right,
thank
you.
Member
Holloman.
H
To
some
degree,
we
want
to
back
up
what
member
Higgins
said
that
and
and
I
was
starting
with
ASD
about
the
time
the
sros
were
were
put
in
place,
and
the
idea
was
never
that
they
were
on
site
or
patrolling
or
that
they
were
necessarily
assigned
for
safety
reasons,
but
more
that
they
would
know
the
staff
know
the
administrators,
know
our
policies
and
and
be
able
to
interact
in
a
way
that
really
had
a
better
outcome
for
students,
and
so
the
the
number
of
hours
I
think
would
be
misleading
and
and
not
irrelevant
data
point
whatever
it
turned
out
to
be,
whether
they
were
there
a
lot
or
whether
they
were
barely
there.
H
It.
It
just
doesn't
tell
the
story
of
what
they're
really
doing
I
I
do
feel
a
little
odd
that
we
all
go
on
the
record
for
why
we
won't
second,
something
I
think
that's
a
new
one
in
Robert's
Rules
of
Order.
Also,
but
it's
it's
not
I
I
feel
like
it
would
put
a
burden
for
somebody
to
record
and
put
this
down
and
and
I
do
know
that
they
come
and
go
rapidly.
H
Sometimes
so
something
happens
in
the
community
they're
out
the
door
and
the
additional
paperwork
and
accumulating
this
data
I,
don't
think,
tells
us
anything
valuable.
A
Okay,
thank
you.
So
this
is.
This
item
did
not
get
a
second,
we
did.
There
was
a
request
for
clarification,
which
we
allowed
now
we're
moving
on
any
other
requests
for
information.
Remember
lessons.
Thank.
I
You
and.
A
I
We're
going
to
be
talking
about
preschool
in
just
a
little
bit
and
I
was
hoping
that
we
could
see
at
some
point.
Some
data
correlating
Pre-K
participation
with
improved
student
outcomes,
and
if
we
have
seen
this
before,
then
forgive
me
but
I
just
don't
remember,
seeing
something.
That's
showing
the
efficacy
of
our
Pre-K
programs,
as
it
has
translated
over
time
into
our
improved
student
outcomes,
and
I
would
like
to
be
able
to
use
that
to
advocate
on
behalf
of
our
students
moving
forward.
So.
A
Could
you
put
that
in?
Is
there
anyone
else
interested
in
that
information?
A
Member
dangling
all
right?
Thank
you
so,
member
lessons.
Would
you
send
that
in
writing?
Please
any
other
requests.
E
Thank
you.
Madam
president,
I
was
wondering
if
the
administration
could
tell
us
what
safety
training,
what
additional
training
are.
District
employed
safety
personnel
are
receiving.
I
know
everybody
gets
Alice
training,
but
other
than
that.
What
are
what
are
we
doing
on
some
sort
of
regular
basis
to
train
our
security
personnel
and
what
are
the
qualifications
for
hiring
them.
A
J
Good
afternoon
board
in
ASD
Community
today
we'll
be
continuing
our
discussion
on
budget
Solutions
in
response
to
our
60
plus
million
dollar
Financial
deficit,
and
while
our
research
process
is
ongoing,
the
community
will
begin
to
notice
a
shift
towards
providing
budget
recommendations
from
the
administration
to
the
board
for
guidance
and
decisions
over
the
next
several
meetings.
So
I
just
want
to
briefly
state
that,
while
the
decisions
will
be
difficult,
the
path
towards
passing
a
balanced
budget
will
require
a
number
of
changes
and
reductions
across
the
district
for
the
Public's
understanding.
J
These
budget
reductions
are
the
outcome
of
declining
enrollment
and
also
unstable
and
insufficient
funding
from
the
state.
So,
while
ASD
will
pass
a
balanced
budget
in
February,
this
is
also
the
time
for
the
community
to
advocate
for
sensible
policies
that
fund
our
schools
adequately.
So
when
you
don't
increase
education,
funding,
you're
cutting
education
funding
and
that's
where
we've
been
since
2017.,
so
on
that
note,
I
will
pass
it
to
my
team.
K
K
Okay
on
this
chart,
this
is
the
same
chart
I
briefed
since
the
end
of
July.
So
this
would
be
the
eighth
time.
We've
got
a
lot
to
cover
in
45
minutes,
so
I
will
skip
past
this.
For
today,
as
you
look
at
the
second
chart,
you'll
see
that
today's
discussion
will
focus
in
on
closure
plus
the
repurposed
plan,
the
immersion
programs,
some
recommended
changes
and
recommendations
for
ignite
the
other
ones
won't
be
covered
today,
but
we'll
be
in
follow-on
meetings.
K
K
on
the
next
slide,
you'll
see
that,
with
the
exception
of
the
16
million
dollars
in
one-time
funds,
we
we
haven't
really
asked
for
recommendations,
but
as
we
get
towards
the
end,
you'll
see
the
variety
of
topics
that
will
ask
for
rec,
we'll
ask
for
agreements
with
the
board
decisions.
K
You
know
things
can
always
change
between
now
and
February
when
we
actually
brief
it
to
include
a
Governor's
budget
and
all
these
other
things
that
may
change
your
change
your
minds.
But
we
need
to
know
something
going
into
January
as
we're
building
the
budget.
So
we
will
ask
for
many
decisions
in
the
next
three
board
meetings
and
if
you
go
to
the
next
slide,
I'll
hand
off
to
Shannon
Bingham.
To
talk
about
the
current
plan
for
repurposing,
closed
schools.
D
Thank
you
Jim
well
good
evening,
everyone.
So
the
six
recommendations
there
continue
to
stay
and
we've
done
a
significant
amount
of
research.
On
these
beginning
Sunday
morning
we
were
out
in
the
buildings
continuing
to
do
feasibility
on
viability
of
what
we're
proposing
here.
You
can
see
the
first
building
mentioned.
There
is
Abbott
Loop.
D
We
are
proposing
the
relocation
of
the
students
that
reside
north
of
East
88th
Avenue,
because
soon
students,
south
of
East
88th,
would
go
to
Trailside
Birchwood
ADC.
We
were
proposing
that
the
majority
of
the
Gen
ed
students
would
be
assigned
to
Homestead
from
that
building.
You're,
also
seeing
a
a
proposed
repurposing
there
for
that
building,
as
well.
D
Moving
on
to
clat
you're,
seeing
the
proposed
basically
division
of
that
attendance
area
into
two
halves.
The
students
that
reside
north
of
Minnesota
Drive
in
Diamond
Estates
would
attend
Campbell,
and
that
was
one
of
the
schools
that
we
spent
a
significant
amount
of
time
doing
feasibility
on
in
in
recent
days
and
fighting
a
very
receptive
home
at
Campbell
for
the
diamond
Estates
children.
Those
children
are
actually
four
miles
from
clat
currently,
so
this
would
be
a
significant
change
for
those
children.
D
Regarding
the
proximity
to
Campbell,
the
other
South
half
of
that
attendance
area
would
attend.
Ocean
View
near
Napa
Valley.
You
can
see
we're
proposing
Chester
Valley
and
Russian
Jack
with
Boniface,
as
the
major
divider
of
that
Boniface
is
a
five
Lane
major
arterial
street.
So
we
believe
that
we're
looking
at
a
fairly
logical
division
of
that
attendance
area
between
those
two
School
communities.
Many
of
the
schools
that
are
over
on
the
right
become
two
and
a
half
or
three
round
schools.
D
So
they
will
have
significantly
increased
student
body
and
Staffing
scales,
so
there
will
be
a
lot
more
Professionals
in
each
one
of
those
buildings
to
address
child
needs
as
we
go
forward
with
with
larger
larger
faculties.
D
Looking
at
Northwood
you're
seeing
our
proposal
there
is
for
predominantly
Lake
Hood,
there
would
be
a
little
bit
of
boundary
adjustment
for
the
lake
Hood
boundary
and
then
finally,
you're
seeing
Wonder
Park
divided
between
willawa
and
Ptarmigan,
with
the
majority
of
the
children
being
reassigned
to
willowatt,
who
has
been
a
significant
amount
of
time.
Exploring
a
special
education
placements
for
students
associated
with
Wonder
Park
in
willowah
and
feel
we've
put
a
significant
amount
of
work
into
researching
that
and
that
effort
continues.
D
The
next
page
address
is
the
repurposing
plan.
Next
steps.
E
Thank
you,
madam
president.
The
schools
that
have
been
identified
here
most
well
quite
a
few
of
them-
are
Title
One
schools
and
the
question's
been
posed
to
me.
What
is
the
impact
upon
our
district
funding
if
these
Title
One
students
go
to
a
school
that
currently
isn't
Title
One.
K
I
can
answer
that,
so
our
total
number
of
economically
disadvantaged
students
doesn't
change.
What
does
change
so
our
pot
of
money,
total
pot
of
money
based
off
the
economic
disability
would
still
be
the
same.
But
when
we
did
the
analysis
just
this
morning,
there's
one
of
them
Campbell
would
become
a
title.
One
school,
assuming
all
things
stayed
the
same
as
this
year
when
Diamond
Estates
goes
on
and
some
of
the
others
don't
now.
For
several
years,
there's
been
one
more
mechanism
to
take
care
of
economic,
disadvantaged
students.
K
Besides
the
title
funds,
all
districts
have
the
opportunity
if
they
start
at
the
start
of
the
budget,
build
and
and
decide
that
they
are
going
to
use
general
fund
money
for
economically
disadvantaged
students
in
non-title.
One
schools
that
a
separate
pot
of
money
can
be
set
aside
to
take
care
of
those
students
and
as
we
get
into
December
and
as
we
get
ready
for
the
January
budget.
Build.
That's,
certainly
something
that
Andy
and
I
have
have
been
thinking
about.
E
K
If,
if
you're
looking
at
it
from
the
state,
so
we'll
we'll
be
able
to
take
care
of
it,
what
we
do
is
have
a
cut
off
on
a
certain
percent.
We
say
these
are
going
to
be
supported
by
Title
One
money,
but
the
district
gets
this.
K
In
fact,
it's
the
instruction
side
that
sets
that
percentage
for
what
what
is
a
title,
one
school
for
funding
purposes
and
what
isn't,
but
more
importantly,
is
the
broad
level
of
flexibility
we
can
create
by
by
making
it
part
of
the
plan
up
front
to
put
some
general
fund
money
in
order
to
make
sure
that
we're
supporting
those
students
in
a
different
way.
K
K
And
one
thing
I
would
like
to
point
out
is
Charter
School
apcs
were
just
notified
about,
maybe
in
the
last
15
or
20
minutes
that
they
may
go
to
these
locations.
So
as
part
of
the
recommendation,
it
is
that
that
these
Charter
Schools
may
go
to
those
locations.
We
have
a
great
deal
of
work
to
do
with
them.
K
But
we
really
wanted
to
focus
on
the
board's
goal
of
reading
and
in
the
middle
of
all
these
things
that
doesn't
look
like
a
positive
step
forward.
We
wanted
to
make
sure
that
we
could
have
these
two
sites
where
we
increase
the
possible
chance
that
Specialists
and
other
things
other
resources
would
be
available
for
these
groups
of
students
because,
as
some
board
members
have
pointed
out,
you
don't
think
forget
about
the
board
goals,
just
because
you're
making
reductions
and
that's
why
we're
recommending
to
stand
up
to
pre-k
academies.
I
Old
habits
die
hard,
so
I
just
wanted
to
clarify.
So
if
a
student
is
moving
from
a
title
school
to
a
non-title
school
as
part
of
this
ASD
has
essentially
one
giant
pot
of
money
that
are
received
for
economically
disadvantaged
students,
so
we
would
be
able
to
compensate
for
the
lost
in
per
student
funding
as
it
move.
As
that
student
moves
from
School
a
which
is
titled
to
school,
B
and
I'm
I'll.
K
Pause
there,
so
one
thing
people
don't
don't
realize,
because
only
if
you
live
in
the
the
money
in
Title
One
World,
would
you
even
know
it
is
that
when
we
stood
up
East
and
Bartlett
is
Title
One
schools,
all
of
the
elementary
schools
lost
money,
because
it
was
the
same
pot
of
money.
The
bulk
of
these
schools
maybe
can
hire
one
FTE
or
a
little
bit
more,
but
a
lot
of
it
goes
to
supplies
and
other
stuff,
because
Eastern
Bartlett
was
such
significant
needs
in
such
a
larger
population
than
many
elementary
schools.
K
Actually,
the
the
amount.
The
slice
that
went
to
them
was
large
enough
for
them
to
make
several
improvements,
but
it
did
in
fact
reduce
the
overall
pot
of
money
which
made
the
amount
available
for
elementary
schools
smaller.
So,
as
we
look
at
setting
aside
general
fund
money
for
the
purpose
of
taking
care
of
economic
disadvantaged
students,
we
will
go
through
many
iterations
of
planning
right
now,
we're
not
at
that
level.
K
There's
so
many
decisions
that
have
to
be
made
between
now
and
December,
20th
that
we
need
to
wait
till
we
find
out
how
many
things
the
board
disapproves
or
approves
before
we
can
even
do
the
work.
So
it's
just
premature.
We
can
definitely
brief
you
in
February,
as
we
knew
what
we
walked
into.
We
know
what
the
plan
is.
K
We
we
give
you
some
acknowledgment
that
this
is
our
way
ahead
in
order
to
try
to
take
care
of
economically
disadvantaged
students,
but
then,
as
we
start
building
the
budget,
we'll
come
out
with
an
actual
plan,
but
we
everything
we've
briefed
you.
Nothing
really
has
been
decided.
So
we
really
can't
even
do
that.
Work.
Okay,.
C
So
so
on.
The
next
slide
is
the
starting,
the
repurpose
plan
and
the
next
steps
for
the
repurposed
plan
and
the
first
part
there
is
looking
at
Charter
Schools
and
making
sure
the
schools
that
we're
looking
to
repurpose
as
charter
schools
actually
fit
the
program
and
then
look
and
see
if
there's
types
of
additional
construction
pieces
and
Analysis
of
that.
C
That
would
have
to
go
into
place
really
looking
to
have
a
approval
of
disapproval
by
the
school
leadership
and
APC
and,
like
Mr
Anderson
said
the
apc's
just
recently
found
out
about
these
and
then
develop
a
relocation
plan,
the
kind
of
the
nuts
and
bolts
of
how
that
would
actually
move.
So
that's
with
the
charter
schools
that
would
go
into
those
schools
that
were
closing.
L
And
then
this
is
Eric,
this
D
senior
director
for
elementary
Ed
with
the
ASD
preschool.
We
have
a
footprint
at
over
40
elementary
schools
or
40
schools
total
currently,
and
we
have
a
lot
of
different
programs,
some
of
which
are
federally
funded
and
required.
Like
our
special
education
and
developmental
Pre-K
programs,
we
have
neighborhood
programs,
we
have
a
head
start
migrant
Ed
and
a
large
footprint
within
preschool.
L
So
one
of
the
nice
things
that
we
have
that
many
of
our
schools
are
successful,
preschool
classrooms,
two
of
them
currently
reside
at
Northwood
in
nunaka
Valley.
L
So
it's
more
inclusive.
Instead
of
being
a
single
Source
classroom
at
pre-k,
you'd
have
students
of
the
same
age
across
different
types
of
backgrounds,
of
demographics.
We're
still
doing
the
analysis
and
the
investigation
of
what
that
really
looks.
Like
the
Staffing
program,
the
modeling,
the
the
classroom,
the
support
pieces
in
there
but
I
think
we're
looking
really
optimistically
in
terms
of
the
the
emphasis
on
preschool,
which
we
know
is
both
the
national
and
a
local
emphasis,
and
we
currently
employ
braided
funding
streams
to
be
able
to
have
the
Pre-K
that
we
have
right
now.
L
K
I
can
explain
that
so
by
State,
Statute
Charter
Schools,
don't
pay
rent,
but
what
they
do.
Pay
is
utilities
and
all
maintenance
costs
until
recently,
Charter
Schools
weren't
even
placed
on
bonds,
but
but
that
of
course,
has
since
changed.
So
we
do
save
the
cost
of
all
the
staff,
which
is
about
eight
staff
members
per
school
from
Principal
down
to
custodian.
K
Now
the
charter
school
May
hire
any
of
those
staff
to
work
at
that
charter
school
or
or
they
may
find
a
location
somewhere
else.
So
you
actually
it
it's
higher
than
500
000
per
School
and
and
I
originally
gave
out
three
to
four
million.
As
a
rough
estimate
and
I
I
did
want
to
explain
when
we
talk
about
school
closures,
there
were
a
lot
of
things
we
didn't
know
at
the
time,
such
as
how
many
more
bus
routes
we
were
going
to
need.
K
What
was
the
repurposed
plan,
because
if,
if
we
keep
a
Pre-K
Academy,
we
still
pay
utilities,
we
still
pay
staff
that
operates
that
school.
So
you
have
a
little
bit
less
savings
on
that,
but
you
have
more
if
it's
a
charter
school,
what
we
worst
cased
was
because
we
had
not
done
the
routes
yet
and
re
redone.
The
boundaries
was
an
additional
Four
Element
or
four
school
buses
per
Elementary
School
at
125
to
130
000,
each
and
as
it
turns
out,
and
we
still
have
to
refine
it
a
little
bit.
K
But
it
looks
like
we
only
need
three
total
buses
more
to
be
able
to
move
the
students,
because
Shannon
was
able
to
change
the
zones
around
enough
to
where
people
can
still
walk
to
school.
More
than
we
we
guessed
as
an
early
assumption,
so
I
think
you're
going
to
find
the
total
savings
would
be
certainly
much
higher
in
terms
of
additional
buses
needed
a
little
bit
lower
for
the
Pre-K
academies
and
higher
again
for
the
charter.
Schools
and-
and
the
economic
analysis
will
continue
for
the
next
couple
months.
G
Thank
you.
There
are
two
things
that
I
focus
on
with
with
these
goals,
and
one
is
safety
for
kids
and
the
second
one,
of
course,
is
academic
outcomes
and
success
of
the
kids.
So,
looking
at
that,
I
look
at
the
charter.
Schools
not
built
to
the
standards
that
are
there
to
protect
kids
in
case
of
a
major
earthquake
or
some
other
issue,
and
and
that's
the
big
concern
so
placing
them
into
schools
makes
sense.
I'm
wondering
why
aquarium
wasn't
looked
at
in
regards
to
Northwood,
because
you've
got
a
lot
of
kids
there.
G
It's
the
second
largest
charter,
school
I,
believe
and
they're
completely
out
of
the
picture,
and
and
that's
a
concern
to
me,
I,
went
and
visited
it.
I
saw
we've
got
a
bond,
for
you
know,
seven
million
or
something
we're
looking
at
and
and
given
the
options
that
are
there
from
a
safety
standpoint.
I
would
think
that
we
would
be
looking
at
that
as
an
option
and
I'm
just
wondering
why
that's
being
excluded.
K
Okay,
I
I
think
we
can
answer
this.
This
is
a
multi-part
question.
One
Aquarian
just
put
two
million
dollars
into
their
building
from
the
last
Bond.
They
are
is
a
board
memo
tonight
which
we
had
all
openly
discussed
about
repurposing.
K
But
when
you
look
at
the
reading
goal,
aquarian's
doing
very
well
right
now
we
know
there's
probably
going
to
be
on
assuming
the
board
says:
yes,
a
round
two
closure
and
aquarians.
Not
we
didn't
feel
that
they
were
in
the
most
urgent
need
for
a
new
building,
because
what's
what's
next
for
the
four
million
dollars,
if
that
happens,
is
a
boiler
window
and
doors.
So
there's
there's
still
in
a
safe
building.
K
They've
been
educating
there
for
the
last
several
years,
but
when
you
looked
at
anccs,
they
were
in
the
second
floor
of
a
high
school.
So
we
prioritized
that
for
Eagle
they're
right
there
right
down
the
road,
so
it
made
sense
to
put
Eagle
there
and
when
you
look
at
the
Pre-K
Academy,
when
we
realized
that
the
board
only
has
three
goals
and
one
of
them's
reading
that
we
needed
to
take
this
opportunity
to
try
to
make
one
big
jump.
K
One
Leap
in
a
school
that
already
has
seven
Pre-K
classrooms
and
it's
doing
really
well,
and
it
wasn't
that
we
didn't
want
to
take
care
of
Inlet
View
first,
above
all,
others.
It
was
that
they're
in
a
building,
that's
functioning
right
now
or
I'm.
Sorry,
Aquarian,
sorry,
I
didn't
mean
to
say
in
Libya,
that's
a
carryover
from
prior
meetings,
but
but
really
that
that
was
it.
We
thought
we
needed.
K
We
have
a
building
with
seven
Pre-K
classrooms,
that's
functioning
well
and
when
we
prioritized
a
school,
that's
doing
really
well
against
a
need
for
more
Pre-K.
We
we
went
for
the
reading
goal,
but
I
do
expect
to
see
Aquarian
be
offered
a
school
next
year
during
round
two
closures,
but
as
an
Administration,
we
didn't
feel
that
they
had
first
right
for
any
specific
school.
They
wanted
just
because
we
were
recommending
closing
schools,
and-
and
that
was
our
logic,
and
that
was
our
discussion
and
it
comes
down
to
board
goals
versus.
G
That's
doing
well
against
my
concern
with
that
response.
Is
it
focuses
an
awful
lot
upon
money?
How
much
is
there
and
what
the
kids
are
doing?
I'm,
focusing
on
safety
that
quality
of
that
school
compared
to
the
schools
that
we
have
built
for
kids
in
in
regular
ASD?
Things
is
drastically
different
as
I
walk
through
it,
particularly
last
week
a
week
before
and
just
just
examine
it.
You
can
see,
you
know
quite
a
dramatic
you
know.
So
it's
not
the
same
thing.
K
We
we
certainly
recognize
that,
among
all
the
charter
schools,
they
have
a
significant
amount
of
influence
in
the
city.
So
you
know
at
the
end
of
the
day,
we're
not
anti-aquarian
at
all.
They
survived
the
earthquake
better
than
many
other
schools
in
the
district.
It's
an
old
school
that
they
need
to
move.
G
K
Is
is
reading
the
priority
or
is
it
moving
Aquarian
and
frankly,
the
board
gets
four
votes
to
decide
any
matter
we're
not
pushing
back.
We
it's
just
our
logic
was
we
felt
like
we
couldn't
just
cut
and
not
try
to
make
a
dent
in
board
goals,
and
and
that's
why
we
went
that
way.
It
wasn't
anti-aquarian
it.
It
really
was
in
the
middle
of
doing
things
that
caused
so
much
angst
for
the
community.
Trying
to
do.
One
good
thing
seemed
like
like
it
was
worth
the
effort,
but
but
I
understand.
A
I
think
that
that
is
probably
the
reality
is
there
will
be
a
round
two
that,
if
not
now
at
some
point
so
this
is
not
like
this
work
is
we're
just
beginning
a
massive
amount
of
work
and
decisions,
so
I,
don't
I
I
mean
we're
not
competing
I
mean
I,
we're
not
building
up
a
competition
among
schools.
We
are
trying
to
do
the
best
we
can
for
all
schools,
given
our
our
the
reality
of
our
situation.
A
So
if
not
now,
then
who
knows
what
round
two
is
going
to
look
like
so
I
I,
just
think
if
what
I'm
trying
to
do
is
stay
stay
focused
on
where
we
are
and
and
how
and
how
we're
going
to
navigate
through
it.
So
with
the
given
the
time,
can
we
get
back
to
the
presentation
and
then
come
back
for
more
another
round
of
questions.
D
One
last
thing
we
would
like
to
add
regarding
the
repurposing
programs
that
are
identified
here
is
all
six
of
these
have
a
pretty
significant
Early,
Childhood
components,
so
you'll
see
preschool
in
four
of
the
new
programs
that
are
being
relocated
into
the
the
closed
schools
and
you're,
also
seeing
the
two
Pre-K
academies.
So
there's
a
tremendous
amount
of
Early
Childhood
upside
there
in
those
repurposings
that
are
proposed
for
the
six
locations.
I
Right
I'll
figure
out
by
the
end
of
tonight
I
would
really
like
to
understand
the
concept
of
a
Pre-K
Academy,
better
pedagogically
right.
Do
we
know,
does
this
model
exist,
someplace
else
that
we
we
know
that
bringing
kids
in
and
I'm
presuming
that
we're
going
to
be
bussing
these
students
in
right,
because
not
all
parents
are
going
to
have
the
ability
to
drive
their
children
to
and
from
if
we're
taking
them
from
a
neighborhood
school
where
they
might
be
walking
into
their
teacher's
classroom.
I
You
know
I'm
thinking,
well,
you're
going
to
have
a
diminished
you're
not
going
to
have
that
immediate
parent
teacher
point
of
communication
on
a
daily
basis.
So
there
are
things
that
are
lost
in
this
and
I
think
that
there
are
things
that
are
gained
as
well
and
I.
Guess.
I
would
like
to
understand
this
model
better
because
I'm
not
familiar
with
it.
L
And
I
could
speak
to
it
briefly
and
we
can
bring
more
information
to
you
in
the
future
meetings
also.
But
the
nunaka
Valley
North
would
currently
have
neighborhood
Pre-K
programs,
which
would
remain
there
so
that
we
didn't
add
busing
to
that.
The
other
piece
is
with
some
of
our
special
education.
Developmental
preschool
classrooms
already
have
existing
busings,
so
it
would
be
redirecting
where
the
buses
are
going
to
it.
L
Not
increasing
the
cost
of
those
the
pieces
to
make
room
for
students
who
would
be
moving
from
a
closure
or
repurpose
school
going
to
another
school
may
have
a
resulting
impact
in
relocating
that
preschool
classroom,
which
would
then
already
have
busing
attached
to
that
and
sending
them
to
a
different
school,
which
is
part
of
the
reason
for
having
the
Pre-K
Academy
and
centralizing
all
that
services.
But
as
far
as
like
philosophy
and
things
like
that,
we
can
bring
more
information
to
you
for
that.
D
I'd
like
to
add
something
to
what
Eric
just
said,
is
that
I've
seen
quite
a
few
of
these
come
together
nationally
and
I.
Think
these
locations,
where
the
sole
focus
of
the
school
is
on
three
and
four-year-olds,
is
just
profound.
The
amount
of
gains
that
you
get
when
everybody
in
the
building
has
the
same
Mission,
so
I've,
seen
quite
a
few
of
them,
ranging
in
size
from
four
classrooms
up
to
eight
or
nine
and
I've
really
seen
a
a
lot
of
collegiality.
D
A
So
the
Monaca
Valley
right
now
they
already
they
have
what
six,
oh
seven,
seven
Pre-K,
okay,
yeah
I,
know
Jack
Tech
went
there
all
right.
So,
let's
sorry,
quick!
No!
Oh.
I
You
had
a
quick
follow-up
and
then
member
Holland
and
it's
about
the
concept
of
a
hub,
would
there
be
any
capital
in
any
improvements
that
would
need
to
happen.
I
think
when
I
was
re
when
I
visited
Eagle
River
Elementary
last
summer
with
member
Wilson,
we
got
a
tour
of
the
building
and
construction
under
construction
and
right
you
have
little
toilets.
You
have
little
sinks
things
that
are
scaled
down
to
a
preschooler
and
right
now.
I
K
Six
weeks
ago,
we
asked
to
not
make
all
the
decisions
on
the
nine
million
dollars
in
major
maintenance
money
and
not
to
make
all
the
decisions
on
the
state
Bond
debt
reimbursement
is
because
we
knew,
as
this
was
developing,
that
we
had
to
have
a
plan.
We
had
to
find
out
where
these
things
could
be
before
we
could
do
the
engineer
analysis
to
determine
what
would
be
required
to
make
that
plan
go
from
concept
to
reality
and
we
have
several
months.
You
will
see
information
becoming
more
clear
for
the
next
several
months.
K
I
I
tried
to
describe
why
we
didn't
want
to
make
every
decision
as
early
as
possible
and
I.
Think
I
brought
up
the
repurposed
plans
and
potential
requirements,
so
we
don't
know
them
all
yet,
but
we
know
that
that
if
we
can
save
money
back,
if
we
can
have
some
strategic
patients
that
there
will
be
funding
available
to
help
us
make
these
these
things.
True.
H
I
just
wanted
to
touch
back
where
you
talked
about
the
advantages
of
a
Pre-K
Academy,
a
lot
of
teachers
in
one
building
focused
in
one
area.
I
know
some
people
suggested
that
we
look
at
dividing
Elementary
to
where
we
have
in
essence,
pre-k
through
three
and
then
four
five
and
six
in
different
buildings,
and
it
won't
surprise
me
or
disappoint
me
at
all.
If
you
say
you've
not
looked
at
that,
but
I'm
just
wondering
if
we
did
begin
to
move
to
that
kind
of
a
model,
does
that
make
costs
go
up
substantially?
D
The
downside
is
transportation,
and
so
I've
done
a
lot
of
primary
intermediate,
splits
and
I'm
doing
one
right
now
in
another
District,
but
really
it's
the
national
driver
shortage
that
are
really
keeping
us
from
pursuing
that
on
a
large
scale
basis,
because
you
created
attendance
area,
that's
twice
the
size
of
the
original
attendance
area
in
order
to
capture
the
same
number
of
children.
So
I've
done
a
variety
of
them
for
social
reasons.
D
For
ad
program
reasons,
I
did
two
of
them
in
in
Michigan
for
social
reasons,
but
basically
we're
finding
that
the
size
of
the
attendance
area
doubles
and
you
wind
up
increasing
the
amount
of
transportation
that
you
have
to
use
to
get
kids
who
used
to
live
in
the
in
the
in
a
K-5
environment
where
the
three
five
went
and
they
have
to
be
bussed
to
where
the
K2
is
and
vice
versa.
So
it
tends
to
double
up
your
transportation
costs.
When
you
do
those.
A
M
Good
evening
my
name
is
Charlie
Wayne
senior,
director
of
special
education.
The
next
slide
is
based
on
consolidating
the
ACT
program.
Currently,
the
ACT
program
service
serves
over
160
young
adults
and
right
now,
they're
in
about
six
locations
throughout
the
Anchorage
area,
with
approximately
45
plus
staff
members.
M
So
the
learning
model
includes
enhancing
opportunities
for
professional
environment
with
peers
and
their
Community,
as
well
as
accessing
training
within
the
community
and
supporting
the
teaming
model
to
address
staff
staff,
collaboration
and
staff
shortages,
also
Transportation,
with
public
transportation,
access
for
students
to
be
more
independent,
which
includes
travel
training
as
well
as
reducing
District
bus
routes
and
costs
and,
lastly,
training
and
work
opportunities.
M
Our
ability
to
partner
with
local
businesses
for
vocational
training,
as
well
as
accessing
some
work-based
learning
opportunities,
increasing
the
opportunity
for
students
to
participate
in
our
transitions,
coffee
shop
through
work
experiences
and
their
preferences
here
at
the
Ed
Center,
and
also
increasing
our
opportunity
for
training
and
employing
potential
employment
as
ASD
support
staff
members.
D
So
the
next
slide
addresses
the
town
halls.
Those
are
all
scheduled,
all
six
of
them.
We
have
two
coming
up:
Thursday
and
Friday
evening.
We
have
a
survey
in
six
languages
that
will
be
going
live
at
4
pm
on
Thursday
and
we're
looking
forward
to
a
one
hour
experience
with
the
faculties
at
4
pm
on
those
days
and
then
a
little
over
an
hour
starting
at
6
p.m,
with
the
parents
as
well.
D
So
we're
looking
looking
forward
to
those
meetings,
listening,
recording
concerns,
recording
ideas,
understanding
the
perspectives
of
the
communities
that
are
being
affected
by
these
changes,
yeah.
A
F
Jacobs,
thank
you.
I'm,
looking
through
the
I,
don't
have
the
latest
information
but
I
I
the
first
glance
through
the
work
session
or
the
side
of
the
Town
Halls
that
are
scheduled.
We
don't
have
anything
that
is
on
a
weekend
and
I'm
wondering
if
that's
something
that
the
Administration
has
considered,
obviously
not
doing-
maybe
maybe
not
a
second
round.
But
can
we
have
a
weekend
Town
Hall,
that's
centrally
located
for
parents
who.
F
Yeah
I'll
speak
to
that
as
well.
I
would
Madam
president
if,
if
there's
consensus
on
the
board,
this
is
good
conversation.
We're
asking
good
questions.
I
think
we
might
want
to
push
executive
session
back
a
little
bit,
I,
don't
think
from
Robert's
Rule's
perspective.
I,
don't
think
it
needs
a
motion,
but
as
long
as
there's
consensus,
I
think
we
can
do
that
too.
A
A
K
Well,
now
I
can
answer
it
even
better.
One
I
think
it's
a
great
idea,
and
we
do
know
that
that
some
of
our
virtual
ones
will
be
on
weekends.
But
we
will
it's
a
good
question.
We
we
will.
We
will
look
at
that
and
come
back
on
the
next
time.
We
discuss
this
okay
and
I'll
be
followed
by
Eric.
L
All
right
so
here
to
talk
about
the
elementary
part
of
the
immersion
program
options,
so
the
recommendation
is
through
looking
at
our
three
version:
programs
that
are
currently
growing,
those
being
the
Chinese
immersion
program
at
Scenic
Park,
our
French
immersion
program
at
O'malley
and
our
youth
immersion
program
over
at
collegegate.
Our
Scenic
Park
program
is
currently
K-5
we'd,
be
holding
these
three
programs
at
the
elementary
level,
which
would
mean
they
would
stop
at
K5
for
for
Chinese
immersion.
L
That
French
is
currently
in
grade
three
so
next
year,
we'll
be
scheduling
to
add
in
the
fourth
grade
cohort
of
students
at
O'malley,
Elementary,
School
and
continuing
through
the
elementary
model
and
and
holding
it
at
the
elementary
model.
The
up
conversion
program,
which
is
currently
in
fourth
grade
we'd,
be
growing
it
into
the
fifth
grade
classroom
next
year,
we'd
be
holding
it
there
at
collegegate
at
the
fifth
grade.
N
N
Our
other
programs
all
go
through
the
12th
grade
currently,
and
we
would
propose
ending
those
programs
at
eighth
grade
in
terms
of
an
immersion
model,
so
they
would
take
their
immersion
courses
through
the
eighth
grade.
We
would
then
do
a
completion
ceremony
at
the
end
of
eighth
grade.
We
would
also
do
an
a
completion
ceremony
for
those
students
that
are
currently
in
an
immersion
program
in
high
school.
If
they
are
in
9th
10th
or
11th
grade
this
current
school
year,
we
would
perform
a
completion
ceremony
at
the
end
of
this
year.
N
We
would
continue
to
award
the
immersion
graduation
courts
that
they
wear
at
graduation
ceremonies
to
all
students
that
are
able
to
complete
their
immersion
program
through
eighth
grade.
N
And
then,
when
we
look
into
moving
to
high
school,
we
would
still
like
to
continue
World
Language
offerings
for
students,
just
not
in
an
immersion
setting.
So
we
would
change
our
model
of
instruction
delivery
and
we
would
look
at
many
AP
and
IB
options
for
students,
for
example,
at
West,
High
School.
We
have
two
immersion
programs
Spanish
and
question.
We
would
look
at
offering
AP
and
ID
options
for
students
coming
into
their
freshman
year,
so
they
can
continue
at
an
advanced
level
of
their
language
if
they
top
out
at
the
high
school
level.
N
We
then
are
going
to
look
at
dual
credit
opportunities
at
the
University
level.
Some
of
those
can
be
offered
through
online
instruction
as
well,
and
we
would
start
pursuing
potential
Partnerships
with
UAA
or
other
university
entities
that
we
could
partner
with
to
still
provide
opportunities
for
students
to
progress
through
their
language
learning
career,
and
then
we
also
would
utilize
our
AMCs
program
in
that
same
vein.
So,
as
students
are
progressing,
if
they
would
like
to
go
to
the
middle
college,
there
are
options
on
that
side
of
things
as
well.
N
We
would
still
offer
cultural
trips
and
exchange
programs
at
the
high
school
level,
often
at
the
high
school
level
we
are
taking
trips
and
and
doing
different
things
that
are
not
necessarily
always
attached
to
a
specific
course,
so
students
would
still
be
able
to
participate
in
those.
If
we
have
a
level
of
interest
at
each
high
school
and
then
again,
we
would
still
recognize
at
the
end
of
high
school
that
immersion
graduation
cord.
N
F
A
question
on
this
slide:
we've
obviously
heard
you
know
loudly
from
the
community
that
the
version
programs
are
popular
and
something
that
makes
ASD
special
when
we
are
talking
about
school
closures.
N
F
N
Sure
that's
a
great
question.
The
seal
by
literacy
is
something
that
actually
ASD
paved
the
way
for
in
the
state
of
Alaska.
It's
now
actually
recognized
state
level
at
the
state
level
for
other
districts
as
well,
but
essentially
the
sealed
by
literacy
is
a
exam
that
measures
your
level
of
proficiency
in
your
world
language.
N
So
if
you're
in
the
Russian
program,
you
take
an
exam
in
Russian
and
it
it
essentially
says
your
language
skills
are
at
a
particular
level
of
biliteracy,
and
so
not
only
are
you
biliterate
in
that
language,
but
you
can
also
fluently
speak
the
language
because
there
is
a
written
component
and
a
speaking
component.
N
Students
that
are
currently
in
immersion
are
already
encouraged
to
take
the
Seal
of
bi
literacy
program
or
exam,
so
that
is
actually
not
a
practice
that
would
change.
We
would
just
continue
that
practice
and
actually
what
what
it's
often
misunderstood,
about
sealed
by
literacy,
is
that
it's
open
to
all
students,
not
just
students
in
immersion.
N
So
if
you
come
from
a
bilingual
household,
you
are
able
to
take
the
seal
by
literacy
exam
and
have
that
on
your
transcript,
leaving
High
School,
whether
you
are
immersion
or
not,
or
if
you
are
immigrating
from
another
country
and
by
bilingual.
You
have
that
ability
as
well.
So
we
would
essentially
just
continue
that
practice
and-
and
it
is
a
measure
that
we
can
put
on
a
high
school
transcript,
to
show
that
that
student
has
special
skills
outside
of
a
student
that
isn't
bilingual.
A
N
Yeah,
that's
a
great
question
as
well.
Madam
president.
So
at
the
end
of
this
year
we
would
complete
a
completion
ceremony
with
our
9th
10th
11th
and
12th
graders,
as
opposed
to
just
12th
graders
and
then
next
year.
We
would
look
at
enrolling
that
student
in
an
AP
course
that
is
Japanese
so
much
like
if
you're
a
freshman
coming
in
and
You
Begin
Your
World
Language
journey
and
you
take
Spanish
one.
N
You
would
then
take
AP
Japanese
as
as
an
example
of
the
diamond
student
that
you
referenced
so
rather
than
it
being
an
embedded
instruction
just
for
immersion.
You
would
take
it
like
any
other
student
taking
a
World
Language
at
the
high
school
level.
You
just
might
take
it
at
a
higher
level
like
AP
or
university
level,
as
opposed
to
Japanese
one
or
two,
where
you've
not
had
that
instruction.
Yet.
E
And
O'malley
you
mentioned
fourth
grade
I,
didn't
quite
understand
that
so
it
would
end
at
fourth
grade.
Is
that
what
you
said.
N
So
I'm
going
to
defer
down
to
Eric
to
talk
about
Elementary
in
the
O'malley
yeah.
L
Thanks
for
the
thank
you
for
the
question
member
Donnelly
to
the
president,
the
currently
we're
building
the
French
immersion
program.
So
every
year
we
add
a
grade
level
cohort
right.
So
we
have
a
English
partner
teacher
with
a
target
language
teacher,
the
O'malley
program,
and
it's
in
its
Inception
is
now
up
into
third
grade.
As
of
this
year,
next
year
will
be
scheduled
to
add
a
fourth
grade,
because
that
third
grade
cohort
will
move
on
to
fourth
grade
right
and
then
fifth
grade
and
so
on.
L
So
so
that's
where
that's,
where
the
cohort
would
be
for
O'malley
next
year.
A
So
can
I
I
think
I
see
Mr
Mr
Locke
back
there
can
I
ask
him
a
question.
Mr
La
Brandon
is
that
him
I
thought
it
was.
You
sorry
put
you
on
the
spot.
A
So
I
guess
I
want
to
know,
since
this
is
your
passion,
could
you
give
us
your
thoughts
on
this
restructuring
foreign.
P
I'm
not
sure
exactly
what
I
can
say
here,
I
mean
obviously,
Cuts
have
to
be
made
and
I'm
not
really
prepared
to
speak
right
now.
A
A
J
Think
if
I
could
just
interject
here,
I
I
think
took
Kirsten
Johnson's
Point
earlier
money
were
no
option.
I,
don't
think
we'd
make
be
discussing
a
lot
of
these
changes,
such
as
ending
immersion
at
the
homage
level,
nor
making
adjustments
at
the
secondary
level.
I
think
that's
the
spirit
of
what
I
would
believe.
Someone
leading
World
languages
would
believe,
but
that
that's
where
we're
at.
A
P
K
A
P
Guess
the
questions
that
I
would
ask
are
and
I'm
not
trying
to
be
facetious
here,
but
would
we
would
we
exit
students
from
school
at
the
end
of
sixth
grade
with
the
sixth
grade
language
level
in
English?
They
don't
have
the
skills
to
be
successful
in
middle
and
high
school
or
college.
They
don't
have
the
the
articulation
ability,
and
so
our
Elementary
programs,
the
students
exit
speaking
very
well
and
understanding
very,
very
well.
P
But
there
are
lots
of
holes
in
their
grammar
and
in
their
vocabulary,
and
especially
Advanced
vocabulary,
which
is
why
we've
developed
the
secondary
piece
all
around
the
the
social
social
studies,
so
that
they're
provided
that
opportunity
to
fill
in
the
the
linguistic
gaps
with
vocabulary
that
is
used
on
a
regular
basis,
as
opposed
to
like
math
vocabulary,
and
so
the
other
question
that
I
would
ask
is
what
would
be
the
purpose?
P
As
an
AP
student
in
ninth
grade.
H
I
would
also
say
that
the
value
I
see
in
some
of
the
immersion
programs
is
not
strictly
about
the
ability
of
the
students
to
speak,
that
there's
a
enthusiasm
for
it
by
students
and
and
by
parents,
and
specifically
this
beyond
that
and
and
I'd
say
in
our
future
deliberations.
Maybe
some
focus
should
be
brought
on
that
there's
a
bond
between
the
the
programs
and
the
families
that,
like
I
say
it
goes
beyond
fluency,
okay,.
P
J
May
I,
just
chime
and
I
think
just
as
a
follow-up,
I
think
what
would
be
best
is
that
in
a
future
conversation
in
the
budget
work
sessions
that
we
come
back
with
more
details
on
what
the
programmatic
trade-offs
would
be
given
this
proposal,
but
we're
having
this
discussion
because,
as
we've
discussed
in
the
past,
there
is
a
very
rather
large
High
Pur
student
cost
and
that's
why
we
put
this
initial
proposal
out
there,
but
it
it
appears
that
there's
strong
interests
really
understand
the
programmatic
implications.
J
So
our
Deputy
superintendent
will
work
with
this
team
to
provide
more
information,
so
we're
fully
informed
yeah.
A
I
appreciate
that
member
Donnelly.
E
Thank
you,
madam
president.
I
know
you
had
some
early
projections
in
cost
savings,
but
now
you've
had
a
chance
to
more
detailed
plan
as
presented
on
this
slide.
What
are
the
projected
savings
from
this
particular
plan
at
this
time?.
K
If
you
look
at
what
we
proposed,
it's
more
cost
avoidance
and
increasing
opportunities
for
everyone
who's,
not
in
an
immersion.
So
when
you
cap
at
elementary
for
those
three
programs,
that
means
that,
in
seventh
grade
eighth
grade
ninth
grade
10th
grade
11th
grade,
you
don't
continue
hiring
more
and
more
immersion
teachers
for
a
smaller
number
of
students
ticking
the
programs
at
high
school.
What
Kirsten
talked
about
the
last
time
was
that
we
have
principles.
Chigyak
is
a
good
example
that
cut
other
electives
in
order
to
make
sure
that
they
can
provide
the
Spanish
Immersion
program.
K
So
sometimes
your
cost-benefit
analysis
is
what
ninety
percent
of
the
kids
can't
do
in
order
to
ensure
you
provide
it
and
in
times
of
lots
of
money,
those
are
good
things.
I
was
here
when
O'malley
stood
up
the
French
immersion
program,
it
took
him
three
years
to
get
the
board
to
say
yes
and
at
the
time
the
administration
comment
was
every
year.
This
will
cost
more
as
long
as
everyone
understands.
K
K
Most
of
you
recall
the
health
teacher
discussion
just
a
few
years
ago
or
a
couple
years
ago
where,
finally,
the
health
teachers
were
out
until
we
went
to
an
assembly
memory
meeting
and
then
all
28
we're
back
everything
when
you,
you
have
less
money,
is
about
prioritizing
and
do
you
prioritize
for
the
smaller
group
or
the
larger
group,
and
we
bring
these
up
as
as
the
best
that
we
could
do
to
provide
opportunities
for
high
school
students
as
many
of
them
as
possible.
K
A
So
I
I
took
us
off
I'm,
going
to
bring
us
back
on
track
now,
Mr
a
lot.
Thank
you.
I
just
needed
to
have
your
thoughts
member
lessons
and
then
we're
gonna
go
back
to
our
slides.
I
Okay,
I
appreciate
sort
of
the
commentary
in
the
direction.
I
think
that
Dr
Bryant
you
were
suggesting
this
is
a
chart
that
folks
who
have
taken
that
genomics
training
might
recognize
for
those
of
you
who
haven't.
This
was
actually
shown
at
the
Alaska
law
and
policy
day
back
in
the
spring
as
well,
and
it
was
a
great
Revelation
for
me
then.
So
I
would
like
to
see
something
to
this
effect
and
I.
Don't
know
whether
we
call
it.
You
know,
outcomes
for
various
disinvestments
on
investments
right.
I
What
what
are
our
expected
outcomes
for
cutting
X?
What
are
our
expected
outcomes
for
cutting
wine?
We
can
look
at
it
based
on
the
cost
factors.
Number
of
students
serve
cost
per
participating
student.
You
know
what
are
we
gaining?
What
are
we
losing
by
really
each
of
the
things
that
you
guys
have
laid
out,
but
some
kind
of
a
chart,
like
this
I
think,
would
help
be
maybe
some
of
the
other
board
members
just
to
really
have
a
good
lay
at
the
land,
if
at
all
possible.
I
That
gives
more
yeah
because,
when
I
think
about
what
is
the
so
we're
talking
about
preschool
right,
you
know
we
I
understand
that
if
we
can
consolidate,
we
have
more
third
grade
classrooms
at
a
school
because
we
can
consolidate
them.
There
are
benefits
for
that
fewer
splits.
You
get
the
critical
mass,
but
maybe
when
you
lose
the
preschool
out
of
that
school,
you
lose
some
relationship
building
or
I.
Don't
know.
I
just
I
want
to
understand
each
item.
K
This
we
can
certainly
try
without
setting
up
a
test
case,
and
then
the
study
case
inputting
before
metrics
and
Analysis
in
place
and
then
afterward,
it's
challenging
to
even
pretend
that
you
have
all
of
the
controlled
variables
and
the
uncontrolled
variables
to
be
able
to
with
any
level
of
confidence
say.
This
is
exactly
why
this
one
person
did
this
so
but
we'll
talk
about
it.
B
Good
evening,
I'm
Diana,
Beltran
senior,
director
of
teaching
and
learning
and
I'm
here
in
front
of
you
to
propose
changes
to
our
night
program,
we'd
like
to
re-envision
our
support
for
our
ignite
students,
moving
toward
a
more
inclusive
practice
model,
focusing
not
only
on
the
enrichment
that
they're
receiving
now,
but
their
academic
needs.
B
In
2021.
There
was
a
work
group
that
worked
on
some
canvas,
a
rigorous
canvas
course
for
our
ignite
students,
and
so
we
would
propose
that
we
would
use
those
courses
five
days
a
week
through
the
mtss
framework
model
and
further
we're
looking
to
continue
with
our
current
highly
gifted
programs
retaining
them
at
at
Rogers,
Park,
romic
and
west.
B
I
I
caught
myself
so
can
you
clarify
what
I
think
I
heard
that
there's
a
canvas
course
and
so
students
would
be
logged
onto
their
computers
to
do
their
enrichment.
B
That
would
be
one
of
the
supports
So
speaking
to
what
Mr
Anderson
was
saying.
Is
that
until
we
know
more
about
how
the
board
will
go
with
these
reductions,
that
is
one
of
the
options
that
we
would
look
at
in
terms
of
serving
our
students
who
are
identified
as
ignite.
There
would
be
some
training
involved
it.
There
would
be
a
lot
of
things
that
would
have
to
happen
if
we
move
towards
that
model
in
working
with
teachers
and
schools
in
training,
but
that
I
just
wanted
to
like
remind
you
that
back
in
2021.
B
That
was
one
of
the
options,
and
we've
been
looking
at
that
now,
but
just
projecting
forward
what
we
might
need
to
do
in
this
model,
but
making
it
more
inclusive
in
terms
of
meeting
their
academic
and
enrichment
needs.
I
Can
I
follow
up
so
I'm
thinking
about
ignite
projects
like
dissecting,
a
frog
or
learning
to
use
a
3D
printer
or
doing
things
with
your
paint
kinesthetic
things?
How
are
those
supported
in
this
kind
of
a
change
that.
B
Would
be
a
possibility,
as
well
so
depending
so
again,
looking
at
the
whole
picture,
if
you're
looking
at
closing
schools
and
one
of
the
things
that
Mr
Venom
mentioned
in
the
past,
is
that
when
you
have
more
students
and
more
staff
in
a
school
you're
able
to
provide
more
services
for
kids,
and
so
it
would
depend
on
where
we
move
all
the
different
things
have
to
be
in
place
for
things
to
be
able
to
happen
in
the
school,
so
that
would
that
would
be
something
we
would
still
want
to
continue.
F
Thank
you,
Mr
President.
Thank
you.
Miss
Milton
I
was
hoping
for
more
specifics.
I
guess
we
say
staff
Productions
saving
three
million.
Could
you
tell
me
more
as
to
how
many
positions
that'll
include
and
then,
with
the
cost
savings
for
the
student
transportation?
Do
we
know
how
many
students,
utilize
transportation
and
what
that
will
save
us.
K
I
can
explain
the
transportation,
because
it's
intraday
Transportation,
you
don't
actually
save
money
on
it.
What
you
do
is
free
up,
dedicated
daily
requirements
of
upwards
of
10
buses
to
be
able
to
support
other
activities
in
the
past
and
and
this
year
when
you're
short
bus
drivers
or
you
don't
have
a
lot
of
excess.
There
are
other
activities
that
can't
be
supported,
except
through
chartered
Transportation,
which
is
incredibly
expensive.
K
So
it's
more
it's
kind
of
like
the
efficiencies
you
gain
with
elective
opportunities
for
other
things,
it's
secondary
when
you
free
up
buses
that
can
be
used
during
the
day
for
field
trips
and
other
activities.
Now
you
have
more
assets
to
support
more
and
we
do
have
the
number
of
personnel,
but
that
would
be
on
a
follow-on
briefing.
K
This
was
the
first
of
two
and
then
we'll
ask
for
a
recommend
or
we'll
ask
for
a
decision
in
two
weeks
and
we'll
lay
out
the
full
plan,
but
we
knew
that
that
one
hour
was
not
sufficient
for
this
briefing
today.
So
we're
we're
trying
to
put
out
the
information
to
just
kind
of
get
through
it
and
make
sure
we
can
give
you
a
general
idea.
F
Okay,
not
in
person,
I,
won't
ask
a
follow-up
question,
but
just
to
follow
a
point,
I
guess,
in
the
same
way,
that
I
was
in
favor
of
encouraging
the
municipality
to
maintain
the
cause
for
school
resource
officers.
A
year
ago,
I
strongly
feel
like
we
should
be
moving
the
other
way
with
student
transportation.
We
should
be
trying
to
transport
more
students
than
less,
and
if
that
needs
the
municipality's
help,
we
should
be
asking
for
it
and
putting
a
dollar
figure
there.
F
So
if,
if
if
we
can
put
a
dollar
figure
on,
if
not
tonight,
then
in
the
future,
what
it
would
take
to
maintain
that
level
of
transportation
and
then
the
board
can
work
with
the
assembly
to
to
see
if
we
can
mitigate
that.
That
would
be
a
data
point
I'd
be
interested
in.
Thank
you.
A
A
I'm,
sorry,
let
me
just
Dr
Bell
so
for
the
the
learning
model,
so
Rogers,
Park,
romic
and
west
will
continue
to
have
their
programs.
Are
we
going
to
increase
the
enrollment
for
those
programs
or
hold
it
as
it
is,
or
have
we
not
thought
that
far
again.
B
Well,
I,
so
we
increase,
based
on
on
students,
qualifying
to
vote
to
end.
So,
as
a
matter
of
fact,
we
were
speaking
about
this
earlier,
but
Mr
Gustafson
was
telling
me
that
sometimes
kids
don't
want
to
leave
their
schools
to
go
to
Rogers
Park.
So
sometimes
that's
what
prevents
more
enrollment
in
Rogers
Park,
but
we
do
notice
that
when
kids
are
moving
to
Romig
or
when
it's
a
middle
school
or
secondary
model,
they're
more
willing
to
move
to
Roman
or
west,
but
so
sometimes
that's.
What
our
barrier
is.
A
O
When,
when
we
talk
about
identifying
students
for
ignite
for
the
HG
program,
how
would
decreasing
the
the
staff
is?
Currently
a
portion
of
that
staff?
Does
the
work
on
identifying
those
students
for
for
both
ignite
and
and
highly
gifted
I?
Guess:
I'm,
not
understanding?
If,
if
we
eliminate
that
portion
of
the
staff
or
if
that's
even
part
of
the
plan,
how
would
those
students
continue
to
be
identified
for
these
programs.
K
Okay,
if
you
look
at
the
next
slide,
this
slide
was
Jennifer.
Oh
I'm,
sorry,
this
slide
was
generated
after
a
discussion
with
board
members
really
talking
about.
How
did
we
go
about
going
through
budget
reductions?
There's
a
lot
of
people
that
that
were
waiting
on
a
lot
of
information
on
admin,
rejections
first
and
then
working
your
way
through
so
I
think
these
next
two
charts,
hopefully
graphically
represent
the
manner
and
order
that
we've
been
researching
and
presenting
our
budget
issues.
K
So
the
first
question
that
all
of
us
now
have
been
asked
is:
why
would
you
propose
closing
schools
or
any
other
example
of
any
type
of
cut
that
we've
talked
about
when
the
net
savings
doesn't
provide
a
large
percentage
of
what's
needed
for
a
balanced
budget?
So
the
first
thing
is:
there's
absolutely
nothing
in
the
district,
any
one
thing
other
than
increasing
PTR
by
10.
K
That
could
ever
get
you
to
doing
this
on
one
thing,
so
so
I
so
I
built
these
circles
and
rings
that
that
kind
of
lay
out
going
from
the
outside
in
how
we've
approached
it.
So,
on
the
first
string
on
the
outside,
you
can
see
a
lot
of
administrative
type
things
and
you
can
also
see
that
of
our
total
budget
and
that's
both
personnel
and
Equipment
total
budget.
K
That's
about
eight
percent
of
asd's
operating
budget,
so
things
like
utilities,
school
closures,
we're
on
here
for
this
particular
discussion
because
we're
looking
at
it
we've
gone
through
contracts,
we're
going
through
every
Department
in
the
administration
and
have
been
for
weeks
now,
looking
for
Savings
in
multiple
different
areas,
and
you
can
see
that
even
starting
on
the
outside
working,
your
way
in
with
the
exception
of
potentially
a
piece
of
Hardware,
that
only
Mike
fleckenstein
really
knows
what
it
does.
K
You
already
start
hitting
the
emotional
piece,
so
you
you
will
talk
to
directors
and
staff,
and
parents
and
kids
on
everything
we've
talked
about
because
that's
the
one
thing
they
wake
up
for
every
day
and
they're
excited
about,
and-
and
we
appreciate
that,
but
when
you're
getting
from
68
million
to
zero,
it's
almost
Everything
You
Touch
Is.
That
way,
so
he
did
look
at
school
closures
first
and
we
put
significant
amounts
of
effort
in
that.
Then
you
can
look
on
the
interior
ring
now.
K
These
are
those
things,
the
programs
and
the
things
that
are
outside
the
everyday
core
classroom.
And
you
start
looking
at
this
and
realizing
that,
as
we
talked
about
hockey,
I
mean
we.
We
wanted
to
get
tongue
depressors
before
we
even
said
the
word
hockey
two
weeks
ago,
because
we
know
the
kind
of
emotion
in
Anchorage
when
you
even
talk
about
it:
ignite,
sixth
grade
band
and
Orchestra
immersion.
K
All
of
the
these
are
absolutely
critical
to
one
person,
maybe
a
hundred,
maybe
a
thousand,
but
we
still
had
to
look
at
those
because
they're
32
percent
of
our
operating
budget
and
when
you're
trying
to
get
to
68
million.
You
can
see
that
if
you
just
take
gen,
Ed
and
sped
direct
instruction
and
all
the
things
that
go
into
it
from
curriculum
to
Internet
Security
to
all
those
things
that
allow
a
classroom
to
operate,
that's
where
60
of
all
our
money
allows
those
classrooms
to
operate.
K
So
everything
we
touch
is
important
to
someone
and
they
will
have
a
hard
time
giving
you
their
thoughts
on
it
except
cut
anything
else.
But
that
and
that's
been
the
road
we've
been
on
for
the
last
11
board
meetings,
so
I
was
hoping
that
maybe
this
described
the
the
outside
in
and
then
Andy's
got
a
chart
where
he
can
talk
about
really.
Where
are
our
people
in
the
district?
So
next
slide?
Please.
Q
Foreign
view
of
you
know
what
kind
of
went
into
these
categories
to
the
three
categories,
and
then
you
know
the
middle
circle:
that's
teachers
and
paraprofessionals
in
both
General
Ed
and
special
ed
classrooms,
those
directly
in
front
of
kids
all
day
long
that
Outer
Circle,
you
can
read
this
I
mean
I,
know
we're
short
on
time.
Q
So
I
don't
want
to
belabor
that,
but
there's
a
few
things
missing
from
this-
that
it's
probably
more
noticeable
what's
missing
than
what's
there,
which
would
be
the
counselors
nurses
Librarians,
all
these
staff
that
do
have
contact
with
students
and
do
influence
their
education,
but
are
not
necessarily
in
front
of
them
all
day
every
day.
Also
other
special
services,
like
Behavioral
Health,
Specialists,
psychologist
OTP,
all
those
other
special
services
that
are
kind
of
pull
outs,
are
kind
of
coming
into
the
classroom
to
help
out
those
teachers.
Q
Those
would
be
included
in
there
and
then
the
outside
ring.
That's
just
our
kind
of
mostly
just
the
management
through
this
building
and
purchasing
I.T
those
those
kind
of
functions
that
are
not
directly
in
those
school
buildings.
K
So,
as
you
go
to
the
last
slide
of
tonight's
brief
I
think
it's
the
last
slide,
you'll
see
what
we
see
between
now
and
the
end
of
December.
So
we
have
one
more
school
board
meeting
in
November
and
at
that
meeting,
we'll
provide
a
little
bit
more
information
on
Sixth
Grade
to
Middle,
School's,
Middle,
School
model
immersion.
We'll
talk
about
the
three-year
plan
to
Outsource
Sports.
K
I
understand
that
asking
for
a
decision
doesn't
mean
that
that
you
don't
want
to
push
it
off
to
December,
but
the
more
that
gets
pushed
to
December
it's
just
it's
just
more
that
gets
pushed,
but
in
December
at
the
very
beginning,
the
first
board
meeting
we'll
brief.
The
pro
forma
there's
been
a
few
things
that
have
changed.
We
did
have
more
students
enroll
than
we
had
originally
projected.
We
had
more
intensive
needs,
students
than
we
had
originally
I
projected,
so
Andy
is
still
working.
K
The
new
inbound
Revenue
projections
based
off
the
Oasis
count
period,
which
has
ended
and
I
think
you're
going
to
see
in
the
six
plus
million
dollar
range
of
additional
Revenue
that
we
didn't
plan
so
that'll,
be
in
the
pro
forma,
the
2.3
million
that
we
didn't
use
on
sros.
But,
quite
frankly,
we
didn't
know
until
the
mayor
put
his
proposed
budget
out
whether
he
would
get
us
for
the
second
half
of
our
fiscal
year
or
not
not.
K
He
would
get
us
that
he
would
recommend
it
and
they
would
have
discussions
so
there's
a
number
of
other
things
that
that
have
happened.
So
we
will
brief
the
pro
forma
at
the
first
meeting,
along
with
updates
on
school
closure.
Repurposed
plans
we'll
talk
about
how
there's
three
things
that
are
very
much
tied
and
that's
fund
balance
one-time
funds,
which
is
the
state
Bond
at
reimbursement
and
people
to
teacher
ratio.
Those
are
absolutely
tied
and
we
will
have
long
discussions
on
the
linkage
between
those,
because,
at
the
end
of
the
day,
we've
walked
you.
K
Through
these
circles
there
is
no
path
to
68
million
to
zero
without
increasing
people
to
teach
a
ratio.
The
only
available
funds
are
maximizing
fund
balance,
which
we
will
have
recommendations
when
we
do
the
pro
forma
as
to
how
much
could
be
available
for
the
fund
balance
and
then
the
state
Bond
debt
reimbursement
funds
and
then
pass
that
at
at
some
point.
K
You
are
now
looking
at
PTR
and,
and
our
discussion
will
be,
do
we
look
at
making
a
commitment
on
state
Bond
debt
reimbursement
in
December,
knowing
that,
if
we
do
there's,
there
is
space
and
time
for
the
legislature
to
provide
either
a
BSA
fix
or
one-time
money,
and
if
that
happens,
those
monies
could
then
be
redirected
toward
capital
or
whether
the
focus
is
go
ahead
and
move
forward
with
the
current
plan
to
spend
that
money
on
Capital,
because
it's
those
three
in
red
that
are
the
last.
The
last
thing
you
look
at
before
you.
K
You
know
you
got
to
get
to
zero,
so
I
just
wanted
to
throw
it
out
there.
Now
we're
not
going
to
go
into
any
more
in-depth
discussion,
but
Andy
and
I
and
and
the
board
hopefully
we'll
have
a
two
hour
work
session
following
this
one.
So
we
can
really
start
talking
about
some
of
these
in
a
more
conversational
manner.
K
Instead
of
the
whole
The
Briefing
thing
is
great,
but
but
some
of
the
questions
need
I
think
everyone
needs
time
to
to
ponder
them
answer
the
question
in
the
way
they
need
to
ask
it
and
for
us
to
to
give
a
better
answer
than
sometimes
we
give
on
short
notice.
A
Thank
you
and
I
I
absolutely
agree,
so
we
will
plan
two
hours
for
our
next
meeting.
Any
final
questions
before
we
move
into
our
executive
session
yeah.
F
Madam
president
I
have
a
couple:
that's
okay,
okay!
Well,
so
first
I
guess
a
point:
I
would
suggest
that
we
going
forward
I!
Guess
we
plan
for
two
hour
work.
F
F
But
I
wanted
to
to
put
my
preference
out
there
that
we,
we
bookmark
that
time
and
we
save
the
date
on
it
now,
so
we
aren't
scrambling
in
case
we
don't
get
business
done
and
when
we
need
more
time,
I'm
going
to
circle
back
to
the
first
slide,
really
quick
and
discuss
regarding
the
repurposing
plan,
I.
Guess
it's
a
good
prize
in
the
first
slide,
the
plan
for
Wonder
Park
would
repurpose
it
for
the
anccs
and
stream
Academy
did
we
look
at.
F
It
seems
to
me
that
there's
a
potential
fit
at
bagich,
which
is
nearby
to
stream
and
serves
a
similar
type
of
population,
I.
Think
there
I
looked
at
the
capacity
it
seems
to
even
match
up
potentially.
Was
that
something
we
considered
and
if
we
didn't,
if,
if
we.
K
Did
that's
a
great
question?
Nearly
everything
we
presented
is
kind
of
like
a
house
of
cards.
If
you
don't
do
this,
if
you
don't
say
yes
to
the
Middle
School
model,
then
the
sixth
grade
to
middle
school
isn't
going
to
happen.
If
the
sixth
grade
to
Middle
School
does
happen,
then
it
cuts
back
other
options
to
use
the
middle
schools
for
something
different,
and
so
it
it's
kind
of.
K
A
K
I
didn't
say
in
my
view,
so
that
that's
really
why
we
started
with
the
sixth
grade
to
middle
school
because
of
sixth
grade
band
and
Orchestra,
which
is
two
and
a
half
million,
and
to
to
be
able
to
save
that
you
got
to
get
them
to
middle
school,
but
you
have
to
get
rid
of
a
middle
school
model
that
costs
over
three
million
dollars
and
and
everything's
kind
of
iterative.
F
Thank
you,
that's
helpful
and
then
can
I
one
additional
question.
Madam,
president
Finley,
you
may
okay.
If
this
is
something
we
can't
answer
off
the
top
of
our
heads,
that's
fine!
Even
if
we
were
to
to
cut
the
68
million.
A
couple
folks
have
asked
him
if
it's
it
might
be
in
our
document
somewhere.
What's
our
projected
deficit
for
the
next
fiscal
year
based
on
you
know,
assumptions
of
declining
enrollment
and
increased
costs,
even
after
that
reality.
K
K
Think
we're
going
to
be
better
I
mean
this
is
just
an
honest
answer
right
right
now
we
have
no,
we
don't
have
a
clear
path
ahead
with
the
legislature
right
so
I
think
after
we
see
the
governor's
proposed
budget
after
we
see
what
happens
after
November,
8th
I
think
we'll
we'll
better
be
able
to
predict
what
we
think
will
happen
with
Revenue
and
as
far
as
as
projections
for
students
we're
expecting
about
two
percent
less
students
next
year.
That
part
we
have.
K
E
E
Donald,
so
we're
going
to
we're
having
the
Birchwood
meeting
this
week
and
folks
from
Birchwood
have
expressed
to
me
that
the
51
occupancy
is
kind
of
misleading
here,
because
they
actually
have
a
waiting
list
to
get
into
Birchwood,
and
it
was
just
the
lack
of
teachers
being
assigned
there
that
kept
that
population
that
low.
What's
your
response
to
that.
K
You
know
when
you,
when
you
look
at
the
alternative
programs,
we
still
provide
the
same
PTR
for
them,
even
if
their
learning
model
is
different,
as
opposed
to
a
charter
school
where
they
take
the
full
amount
of
money
and
and
they
can
do
whatever
they
want
with
their
FTE
Birchwood,
would
like
a
smaller
FTE
than
the
other
neighborhood
schools
around
them
in
order
to
have
more
staff,
so
they
could
do
the
ABC
program
with
more
staff,
but
we
we
provide
resources
to
all
of
our
elementary
schools
based
off
ptrs,
so
it
yeah.
K
K
A
And
maybe
we
can
come
back
to
that
at
a
future
meeting.
Remember
Jacobs.