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From YouTube: ASD School Board Work Session 12/19/22
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A
A
B
First
on
our
agenda
is
word
requests
for
information
and
are
you
able
to
pull
that
up
for
us,
so
we
can
go
through
our
list.
B
C
Yes,
I
was
I
was
just
curious.
We
normally
over
the
every
month.
We
would
get
a
fund
balance
for
how
much
our
reserves
were,
but
we
didn't
get
that
for
quite
a
few
months
over
the
summer,
and
so
then
that
led
to
when
we
just
got
this
new
information
last,
you
know
weekend
regarding
excess
funds
and.
D
I
I
can
answer
that,
so
we
never
do
our
fund
balance.
Our
initial
fund
balance
projection
until
November,
because
we
need
two
to
three
full
pay
periods
to
make
it
statistically
accurate
when
we,
when
we
brief
it
so
our
first
full
pay
period
is
not
until
September,
so
we
need
September,
October,
November's
pay
periods
to
be
able
to
do
an
eight
nine
month
projection.
D
Otherwise
we
have
no
data
in
which
to
do
a
projection,
and
that's
why
every
year
we
start
doing
fund
balance
projections
in
December
and
then
in
January
February,
March
April,
we'll
give
updates
to
the
fund
balance
as
more
information
is
available,
but
there's
no
possible
way
to
do
a
fund
balance
projection
of
any
validity
without
a
couple.
Big
payroll
runs.
C
One
of
the
things
we're
looking
at
is
the
savings
that
might
occur
from
cutting
out
some
parts
of
the
virtual
learning
we're
doing
you
I
was
under
the
impression
that
we
were
making
money
from
the
virtual
learning
and
we
actually
was
less
expensive
in
some
ways
than
regular.
It
was
what
how
how
was
the
savings.
Could
you
further
explain
how
the
savings
are
going
to
occur
there,
but.
B
Just
to
interject,
briefly,
remember
not
only
this
item
is
on
our
agenda
for
tonight,
which
is
better
addressed
during
our
meeting
and
not
during
our
RFI
process.
That'd
be
fine!
Okay!
Thank
you!
Member
Donnelly
president
Bellamy's
joined
us
so
I'm
going
to
pass
the
gavel
to
her
president
Bellamy
we're
just
asking
if
there's
any
other
rfis
before
we
jump
into
our
next
agenda
item.
E
Thank
you,
member
Jacobs,
so,
have
we
gone
through
all
of
the
rfis
that
we
have
not
prioritized
right
so
not
seeing
any
other
hands
to
add
any?
Let's
move
on
to
our
agenda
Dr
Brian
thank.
F
You,
madam
president,
good
afternoon
as
d
boarding,
Community
we'll
be
providing
our
last
budget
work
session
of
2022..
We
began
this
process
in
July
to
address
the
structural
deficit
of
over
60
million,
and
we've
made
much
progress
since
then.
I
was
pleased
that
we
were
able
to
identify
areas
of
consensus
that
are
special
work
session
today,
we'll
focus
on
the
topic
of
sixth
grade
to
Middle
School
in
particular,
as
that
emerged
as
an
area
where
board
members
were
interested
in
additional
information
before
taking
action.
F
We
hope
that
today
we
can
address
those
questions
as
a
decision
to
move
sixth
grade,
students
to
Middle
School
will
require
ample
time
to
plan
and
execute
I'll
hand
it
off
to
a
gym
and
our
panel.
Thank.
D
You
Dr
Bryant,
if,
if
you
flip
to
the
next
slide,
you'll
see,
I
did
a
kind
of
a
replica
of
the
poster
board
that
all
the
school
board
members
had
during
the
Saturday
work
session
and
just
to
point
out.
Although
when
I
put
these
in
these
spots,
it
it
may
be
perceived
as
the
board
made
decisions.
We're
all
aware
that
those
were
not
decisions.
D
It
was
a
work
session
for
the
board
to
get
their
hands
wrapped
around
this,
but
I
just
wanted
to
put
it
out
there
as
to
what
we
thought
there
was
consensus
on
and
if
you
look
down
in
the
bottom,
I
put
State
Bond
debt
reimbursement
under
both
parking
lot
and
off
the
table,
because
I
wasn't
sure
where
that
stood
in
terms
of
consensus
at
the
end
of
the
Saturday
work
session.
But
this
is
kind
of
just
a
primer
for
memo.
D
94
that
you'll
see
tonight
where
I
would
suspect,
certainly
on
the
the
bond
at
reimbursement
and
on
the
decision
to
sixth
grade
middle
school
and
on
any
others
that
that
you
believe
we
either
misunderstood
board
guidance
or
or
board
Direction.
Or
you
changed
your
mind
that
memo
94
was
was
designed
to
be
easily
amendable.
D
So
you
can
see
here
that
when
we
added
up
everything
that
I
believe
the
board
came
up
with
it's
about
40
and
a
half
million
dollars,
so
we're
about
eight
million
short
and
so
as
we
get
into
the
memo
94
later,
I
suspect
that
the
state
Bond
Gap
reimbursement
will
be
something
that
gets
discussed
or
8
million
in
some
other
areas.
D
But
I
I
did
want
to
clarify
this
particular
slide.
Not
that
I
believe
the
board
made
decisions,
but
this
is
what
we
believe
the
board
felt
comfortable
with
at
the
end
of
that
work
session.
D
We
picked
the
Eagle
River
area
because
they're
kind
of
self-contained
and
did
the
initial
Deep
dive
on
impact
to
Greening
and
the
elementary
schools
in
the
area,
so
you'll
understand
the
process
that
the
staff
goes
through
and
you'll
also
see
that
this
is
just
an
initial
analysis
and
even
in
the
Eagle
River
area,
we
have
a
significant
amount
of
work
to
do
to
finalize
a
plan
where
we
can
provide
a
picture
of
what
the
first
day
of
school
is
going
to
look
like
next
year.
D
D
There
was
a
comment
about
re-looking
the
way
we
do:
medical
insurance
and
benefits
cost
reductions
and
those
are
kind
of
long-term
things.
Because
right
now
we
are
still
kind
of
focused
on
the
the
near-term
objectives,
but
they're
valid
discussion
points
and
it,
and
it
is
something
the
administration
will
move
forward
with
in
the
next
semester
and
start
looking
at
that.
So,
at
this
time,
I'll
hand
off
to
Kirsten.
G
G
As
Jim
mentioned,
we
we're
going
to
take
a
deep
dive,
look
into
the
Eagle
River
area
and
and
Middle
School
modeling
that
includes
sixth
grade
moving
up
in
that
area
and
and
the
area
of
Eagle
River
was
chosen
for
good
reasons.
One
the
surrounding
middle
schools
to
Green
all
already
have
sixth
graders
in
them.
So
it's
a
natural
progression
for
that
area
of
town.
It's
and-
and
we
also
were
concerned
about
enrollment
in
our
Elementary
programs
in
that
area
as
well.
G
So
it's
a
good
model
for
us
to
look
at
so
that
we
can
see
what
the
process
is
and
then
and
how
those
numbers
shake
out.
So
as
we
move
to
other
areas
of
town,
you
understand
the
process
when,
when
things
get
a
little
Messier
with
boundaries
and
things
of
that
nature,
so
the
purpose
of
looking
at
this
is
to
really
look
at
just
all
the
considerations
processes
of
moving
a
sixth
grade
cohort
to
the
middle
school.
That
is
typically
a
seventh
and
eighth
grade
school.
G
What
are
the
big
things
is
logistics
and
how
we
get
people
moved
when
we
make
a
transition
like
this,
we're
going
to
look
at
the
impacts
to
neighboring
schools
as
well,
and
we're
gonna
try
to
look
at
the
variations
to
improve
consistent,
enrollment
in
certain
areas
and
and
we'll
talk
about
those
as
we
go
through
and
then
I
I.
Think
what
the
board,
based
on
your
discussion,
really
wanted
to
see,
is
implications
and
changes
to
Staffing
as
we
kind
of
move.
That
was
a
big
piece.
G
That
I
heard
in
discussion
is
what
does
this
really
look
like
when
it
happens
when
we
were
in
the
December
10th
work
session,
so
with
that
I'm
gonna
I
wanted
to
start
with,
where
our
elementary
schools
are
at
in
terms
of
our
enrollment
and
our
capacity.
So
we
can
get
that
Baseline
and
so
I'm
going
to
turn
it
over
to
Eric
Christie.
Who
can
walk
us
through
that
that
process?
G
H
Good
evening,
Eric
Vista
senior
director
for
elementary
education,
so
on
this
slide,
you'll
see
five
elementary
schools
a
little
bit
of
a
blend
between
schools
that
are
currently
below
their
capacity
and
schools
that
are
at
or
above
their
current
capacity.
The
First
Column
really
goes
into
the
current
enrollment
numbers
as
of
as
of
now.
The
fourth
column
goes
into
the
size
of
our
sixth
grade
cohort,
that's
currently
enrolled
in
those
schools.
H
If
you
get
to
the
the
final
column,
the
pre-k,
through
five,
only
capacity
to
be,
if,
if
sixth
grade
continues
to
move
forward
into
the
middle
schools,
that
would
leave
those
schools.
Three
of
the
schools
between
55
and
59
percent,
of
their
enrollment
capacity
and
two
of
the
schools
at
their
enrollment
capacity.
Essentially,
foreign.
I
Apologize
if
you've
explained
this
in
other
Town
Halls,
when
you
include
pre-K
in
a
school
capacity,
could
you
just
clarify
for
me
one
more
time
are
we
talking
about?
You
know
we're
at
100
capacity
in
a
pre
classroom
if
we're
at
16
students,
or
is
that
capacity
based
on
the
classroom
could
actually
fit
30
students
in
it.
H
Yeah
to
remember
lessons
through
the
president
good
question
so
of
those
schools
just
to
kind
of
give
you
a
little
bit
of
a
landscape
for
three
of
the
schools
currently
have
preschool
in
them,
and
that
would
be
Eagle,
River,
Ravenwood
and
Ursa
Minor
all
have
preschool
in
them.
So
the
preschool
capacity
is
really
measured
by
vote
of
a
third
of
the
metric
of
our
overall
enrollment
compared
to
a
K-5
classroom.
H
So,
even
though
that
enrollment
number
would
show
what
it
was
and
that
percentage
of
enrollment
per
student,
it
comes
to
about
a
third
of
what
our
general
enrollment
would
be
at
so
so,
while
that
may
be
a
little
bit
lack
some
clarity,
I
guess,
because
you'd
actually
have
a
full
classroom
in
point
where
you'd
have
a
lower
number
of
students
in
there
within
the
preschool,
but
you'd
actually
have
a
full
classroom
similar
to
conversations
we
had.
H
We
were
at
nonaca
and
a
couple
other
schools
when
we
were
doing
our
town
halls
too.
So
a
good
question
so,
but
the
through
the
three
schools
that
have
title
or
Not
Sorry
Title
Eagle
River,
has
a
title
one
preschool
program
in
it.
Ravenwood
has
Communications
and
a
developmental
pre-k
program
a
couple
classrooms
in
there
and
then
Ursa
Minor
has
a
blended
program
at
that
school
Raven,
who
has
the
biggest
footprint
of
preschool
in
Eagle
River
Homestead
does
not,
and
Alpha
does
not.
J
J
Here
is
one
bit
of
clarification:
when
we
look
at
the
capacity
I
mean
we
we're
looking
at
how
many
kids
could
fit
in
a
classroom,
and
so
the
question
is
what
size
of
those
kids
of
of
of
of
of
first
graders
or
kindergarten
or
or
fourth
graders
I
mean
if
we're
looking
at
capacity.
If
we
were
at
using
Pike
and
sodium,
which
were
updating
and
we're
supporting
and
saying
this
is
what
we
should
be.
J
D
You
look
at
the
way
deed
does
utilization
and
capacity
percent.
The
bulk
of
the
classrooms
would
probably
average
out
to
about
25
as
a
class
size
when
you
look
at
the
square
foot.
Obviously,
when
you
have
life
skills
classes
and
things
like
that,
which
is
really
where
ours
starts
varying
away
from
Deeds,
where
you
can
only
have
eight
people
in
a
class.
J
D
Even
though
a
lot
of
our
elementary
schools
have
a
music
room,
they
have
a
music
room
because
there's
space
in
the
building
and
anytime,
you
have
a
vacuum
and
anything
in
physics
it
will
be
filled
and
so
you'll
find
a
music
room
or
you'll
find
a
PE
room,
even
though
they
might
be
going
to
the
NPR
for
PE,
because
rooms
are
available
and
that's
why,
when
you
walk
around
a
building
and
people
say,
there's
no
empty
classes
it.
It
might
very
well
be
true.
D
It
might
also
very
likely
be
true
that
people
have
filled
empty
classrooms
with
something
that
otherwise
deed,
wouldn't
have
counted
and
and
music
and
health,
and
some
other
stuff
are
just
examples
of
things.
Art
art
where
in
a
lot
of
schools
like
in
in
the
valley
where
they
go
around
on
a
classroom
into
a
core
classroom,
we
may
very
well
have
an
art
room
just
because
we
have
the
space.
D
We
we
use
PTR,
we
don't
use
Pica
sodin
when
we
do
one
I
I,
don't
even
know
what
the
new
picasone
may
come
out
with,
but
we
did
not
use
the
class
sizes
in
picasone
and
neither
would
deed,
because,
if
deed
were
to
use
picasone
class
sizes,
it
would
only
be
relevant
to
about
four
or
five
districts
and
all
the
other
really
small
schools
out
there,
where
all
15
kids
are
in
one
classroom
it
it's
not
even
relevant
for
a
small
school.
D
J
12
weeks
by
number
of
kids
is
in
PTY
either
so
I'm
I'm
guessing.
If
you
want
to
go
to
PTO
and
that's
what
I'm
asking
what
is
the
pupil
teacher
ratio
that
actually
comes
out
when
we
talk
about
a
capacity
being
full?
That
assumes
how
many
kids
are
in
a
classroom,
because
that
makes
a
difference
to
me
that,
if
we're
assuming
a
large
number
of
kids
in
the
classroom
and
we're
not
shooting
for
that,
I,
don't
view
that
as
necessarily
under
capacity
or
overcome.
J
You
know
underutilized
in
regards
to
the
to
the
school
and
somehow
we
can
fit
more
kids
in
the
classroom.
We
know
we
can
do
that,
but
the
question
is
what
is
the
PTR?
So
everyone
varies
based
upon
the
size
of
the
school
that
the
number
of
kids
in
the
classroom
is
going
to
vary.
Based
on
that
and
that's
refusing
to
me,
I.
D
Think
we
could
probably
have
a
a
whole
work
session
and
go
through
each
different
type
of
class
and
how
Capital
plans
uses
that
to
figure
out
the
capacity
percentage.
We
didn't
prepare
that
for
today's
brief,
but
we
certainly
could
do
that
in
the
future.
We
have
about
35
minutes
to
get
through
the
this
piece
today,
but
I
think
that's
worthy
of
a
future
work
session
to
go
through.
How
can
how
can
capacity
be?
D
How
is
it
being
used?
How
can
it
be
modified
in
the
future.
E
H
And
so
these
five
elementary
schools
that
we
just
wanted
to
give
you
the
current
enrollment
numbers,
the
capacity
based
off
our
ad
specs
and
then
going
back
into
the
sixth
grade
cohort
as
well
as
what
would
that
leave
based
off
those
same
measurements,
for
if
it
was
left
to
fifth
grade
as
our
cap
in
in
the
elementary
schools
at
those
five
schools.
G
Okay,
all
right
so
just
staying
on
this
slide
for
a
minute.
What
are
the
things
I
I
wanted
to
just
make.
A
comment
on
to
the
board
is
that
you'll
notice
that
there's
a
big
disparity
once
once
you
move
sixth
graders
to
Middle
School
in
The
Greening
attendance,
Zone
you'll
see
a
very
big
difference
between
our
elementary
enrollments.
G
So
that's
what
I
think
one
of
the
questions
was
on
December
10th
was
what
does
that
do
to
our
elementary
schools
when
students
move,
so
it
shows
you
that
the
capacity
variance
amongst
our
elementary
schools
in
the
Eagle
River
area
very
vastly
and
some
of
our
buildings
are-
are
hovering
around
that
50
to
60
percent
Mark.
G
So
that's
really!
When
you
take
those
sixth
graders
out
and
it's
about
30
to
50
students
per
school,
it
really
does
impact
those
elementary
schools
and
how
many
students
are
attending
there.
The
other
thing
I
would
just
say
about
elementary
enrollment
is
that
we
adjust
our
staffing
based
on
the
PTR
that
the
board
sets.
That
is
different
than
what
the
capacity
percentage
of
the
building
is,
and
so
that's
a
really
confusing
thing,
even
even
for
school
administrators
when
they
start
out
when
they
get
their
their
Staffing
and
have
to
to
plan.
G
So
I
think
it
is
worthy
of
kind
of
discussing
at
a
future
board
meeting
moving
to
the
Middle
School
numbers
on
the
next
slide.
G
What
you'll
see
is
a
comparison
of
Greening
Middle
School,
which
is
currently
a
seven,
a
seventh
and
eighth
grade
middle
school
and
Mirror
Lake,
which
is
a
six
through
eight
middle
school.
So
taking
this
year's
current
enrollment,
you
will
see
that
if
we
use
the
current
capacity
that
those
buildings
have,
we
can
fit
more
schools
in
each
or
more
students
in
each
school
pretty
readily.
In
that
second
column,
the
current
capacity
for
Greening
right
now
is
81
and
Mirror.
Lake
is
58.
G
If
we
move
sixth
graders
to
their
their
zoned
Middle
School
in
the
Eagle
River
area
to
Greening,
it
would
take
that
percentage
capacity
for
Greening
up
to
112
or
113.
Sorry,
I
don't
have
I
forgot
to
put
my
glasses
on
and
then
Mirror
Lake
would
maintain
itself
at
58
because
they
already
have
their
sixth
graders
there.
So
it
gives
you
a
a
picture
of
what
those
two
middle
schools
in
the
Eagle
River
Chugiak
area
would
look
like,
as
sixth
graders
moved
up
to
their
currently
zoned
Middle
School.
G
That
doesn't
mean
in
the
future.
There
can't
be
further
conversations
about
how
you
balance
that
attendance
out
between
the
two
schools-
and
that
may
be
a
conversation
that
we
want
to
explore
as
a
district,
but
if
we
left
everyone
with
their
currently
zoned
Middle
School.
This
is
what
moving
sixth
grade
in
the
Eagle
River
Yak
would
look
like
in
the
Middle
School
numbers
and
capacity.
G
So
some
things
to
think
about
when
it
comes
to
Green
we're
adding
about
231
sixth
graders
to
greeting
that's,
how
many
sixth
graders
would
be
zoned
to
go
to
green
in
the
following
year,
so
that
would
equate
to
about
a
7.6
FTE
increase
at
the
middle
school,
but
keep
in
mind
that
much
of
that
FTE
would
follow
the
students.
So
it
would
come
from
the
elementary
school
and
move
to
the
Middle
School
to
accommodate
their
new
home
at
greeting,
so
that
would
include
support
staff
like
special
education,
English
language
learner
teachers.
G
Some
of
our
title,
six
Services.
All
of
those
support
services
that
students
currently
receive
in
their
sixth
grade
Elementary
classroom
would
then
move
to
green
with
them
in
the
next
school
year.
When
we
look
at
our
metrics,
when
we
figure
out
our
PTR
around
counselors
and
clerical
staff
and
security,
the
metric
for
greeny
would
increase
right.
So
we
would
see
an
additional
counselor,
an
additional
administrative
assistant
or
clerical
person,
and
an
additional
security
that
is
needed
at
Greening
as
well
with
those
231
students
moving
over.
G
K
Everyone
so
I
did
do
a
one,
a
one
and
a
half
hour
walk
through
of
Green
Egg
this
morning
with
George
Michaelis
and
with
Bobby
Jeff's,
the
principal
there
and
our
question
was:
could
we
accommodate
those
231
sixth
graders
in
this
building
and
have
it
Be
an
Effective
functioning
facility
and
in
a
nutshell,
the
answer
to
that
question
was
yes,
we
looked
at
the
deed
capacity
which
is
based
on
all
of
our
analysis
is
roughly
about
a
25
to
1
class
ratio,
and
we
know
that
that
building
will
probably
run
at
a
higher
rate.
K
But
we
went
through
the
building
and
the
master
schedule
and
determined
that,
even
if
we
were
to
use
the
deed
capacity,
we
would
be
looking
for
eight
classrooms.
So
we
identified
five
classrooms
that
were
currently
not
in
active
use
and
two
classrooms
that
could
be
available
by
by
what
we
call
compression
meaning.
If
you
have
a
300
square
foot
space
that
has
is
being
used
for
officing
and
a
500
square
foot
space
that
has
six
or
eight
or
or
five
or
six
students.
Can
you
put
those
students
in
the
smaller
space?
K
Then
you
have
another
classroom,
that's
bigger!
That
only
has
12
students
in
it.
Can
you
put
those
in
the
slightly
smaller
space,
so
we
went
around
using
kind
of
an
efficiency
approach
to
see
what
would
be
the
right
size
classrooms
for
some
of
these
small
groups
of
predominantly
special
education,
children
who
were
in
a
smaller
class
size,
and
we
were
able
to
say
yes
with
still
having
very
appropriately
sized
spaces.
K
We
could
come
up
with
another
two
classrooms
and
then
we
looked
at
the
health
classroom,
which
was
only
in
use
for
two
of
five
periods,
and
we
ascertained
that
that
room
could
be
come
a
fully
available
classroom
if
we
were
to
deliver
Health
on
a
mobile
basis,
meaning
essentially
the
health
teacher
would
go
from
location
to
location,
delivering
that
instruction.
K
So
we
were
able
to
obtain
five
classrooms
and
we
did
a
variety
of
kind
of
sniff
testing
of
looking
at
that
building
I've
walked
through
probably
5500
school
buildings
in
the
last
40
years,
and
a
lot
of
the
middle
schools
that
I
have
seen
delivered
to
about.
850
students
are
the
size
of
Greening.
A
lot
of
the
spaces
are
extremely
generously
sized.
It
has
had
a
30
million
dollar
plus
repair
and
renovation
that
added
space
to
the
building.
We
do
not
know
what
the
post
earthquake
capacity
of
green
egg
is
at
this
time.
K
So
I
did
a
quick
calculation
based
on
30
to
1
in
35
classrooms
and
eight
to
one
for
four
small
group,
instructional
special
education
classrooms
and
came
up
with
a
number
very
close
to
the
target
number
of
children.
We
would
have
in
greenig
if
we
moved
the
sixth
grade
in
add
a
75
percent
efficiency
ratio,
meaning
just
running
it
as
five
of
seven
five
periods
in
use
out
of
seven
possible.
K
So
again,
we
stepped
back
and
we
scratched
our
heads
and
looked
at
it
and
then
we
walked
the
building
and
we
looked
at
these
various
places
where
we
could
become
more
efficient.
We
photographed
those
places.
We
came
back,
we
reconsidered
one
more
time
and
the
answer
to
our
question
was
again:
yes,
we
could
accommodate
those
students,
even
though
the
deed
capacity
does
not
agree
with
the
total
enrollment
just
basically
looking
at
it.
From
a
practical
standpoint,
we
believe
that
we
could
accommodate
that
enrollment.
K
K
The
boundary
has
already
been
optimized,
so
the
Mirror
Lake
boundary
comes
within
probably
three
quarters
of
a
mile
of
Green
Egg
already.
So
there
aren't
a
whole
lot
of
opportunities
there
to
adjust
the
boundary,
but
we
could
do
some
minor
changes
to
try
to
mitigate
the
enrollment
a
little
bit,
but
for
the
most
part
we
believe
that
the
sixth
grade
would
work
at
greenage.
E
Question
guess.
J
E
J
You
know
we're
addressing
an
issue
different
than
what
I
thought
we
were
going
to
address
fistball.
We
talked
about
it,
saving,
3.1
million
dollars
and
then
before,
and
that
that
included,
elimination
of
the
Middle
School
model
where
you
had
the
extra
class,
and
so
it
really
didn't
say
what
we
were
saving
by
moving
sixth
grade
into
the
middle
school
separating
those
two
out.
But
the
question
is
to
me
not
the
efficiency
issue
or
what
we
can
accomplish.
J
I'm
sure
we
can
squeeze
even
more
kids
in
the
question
is
educational
outcomes
to
me:
moving
sixth
graders
into
a
junior
high
model,
which
is
not
a
middle
school.
When
you
don't
have
the
extra
hour
there,
you
don't
have
the
extra
time
the
grouping
the
way
you're
doing
it
and
then
looking
at
the
educational
outcome
for
the
kids.
What
are
we
gaining?
Well,
the
kids
going
to
be
better
off
educationally
to
do
it
or
not,
and
that's
separate
from
I
know
you
can
physically
fit
more
kids
in
the
classroom.
J
You
can
physically
fit
more
kids
into
school.
Beyond
100
capacity
I
appreciate
that
and
if
we
get
cut
enough,
we're
probably
going
to
test
that
model
falls
schools
the
way
things
are
going,
but
I
just
don't
understand
right
now
from
an
educational
outcome,
why?
This
is
a
good
decision
for
the
sixth
graders
when
they
move
with
their
age
into
a
model
where
they
don't
have
that
smaller
group
type
of
approach
and
support
which
worked
and
doing
it.
This
way,
I,
don't
I,
haven't
heard
that
address
and
that's
my
issue
and.
E
F
There
correct
and
if
I
could
just
add
Madam
president,
we
completely
agree,
remember
Higgins,
that
this
needs
to
be
both
something
looked
at
through
the
fiscal
lens,
but
also
the
academic
lens.
So
actually,
in
this
next
slide,
we'll
go
over
those
academic
benefits
for
the
board
to
considers
we.
G
On
time,
yeah
all
all
great
questions
and
concerns
just
to
wrap
up
this
last
this
slide.
If
we
could
go
back
one
time,
one
slide
in
the
slide
deck.
The
the
other
things
that
we
still
need
to
do
further
analysis
on
from
a
fiscal
standpoint
are
addenda
for
sports
and
activities
you
if
you
move
sixth
graders
to
Middle
School,
you
are
going
to
have
that
many
more
kids
participating
in
sports
and
activities
after
school.
We
will
need
to
look
at
busing
and
transportation.
G
There
will
be
some
teacher
training
because
it's
a
very
different
model
teaching
Elementary
School
versus
Middle
School
good
teachers
are
good
teachers,
though,
and
we
can
get
them
ready
and
we'll
need
to
look
at
just
a
variety
of
other
things
like
elective
choices
and
equipment
and
our
special
education
resources.
So
those
are
all
things
that
would
require
further
analysis
from
us,
but
they're
all
doable
things
and
so
moving
to
the
to
member
Higgins
points
of
what
are
the
benefits
when
we
were
guided
yeah.
G
Sorry,
my
mic
just
quit
on
me.
So
when
we
were
moving
through
this,
this
the
schedule
pieces,
the
507
versus
a
different
scheduling
model
are
all
things
that
we've
talked
about,
just
to
summarize
some
of
the
benefits
of
sixth
grade
and
middle
school.
G
So
we
can
think
about
academic
benefits
for
kids,
and
we've
talked
about
some
of
these
before,
but
there's
a
huge
increase
in
opportunities
for
kids
to
explore
either
CTE
courses,
whether
they
want
to
dive
into
band
Orchestra
and
choir,
and
have
that
instruction
daily
in
music,
which
is,
is
not
something
that
they
get
at
the
elementary
level
and
then
it
being
introduced
to
World
languages
at
an
earlier
age.
G
If
they're
not
involved
in
an
immersion
program
and
and
when
you
think
about
the
board
goal
of
college
career
life
ready,
there
are
a
lot
of
things
that
I
think
that
we
can
do
with
sixth
grade
moving
to
Middle
School
to
provide
opportunities
in
that
realm
for
them.
So
the
other
thing
that
is
an
instructional
benefit
for
kids
is
daily
instruction
and
social
studies
and
science,
because
it's
a
scheduled
course
for
them.
Within
their
day.
G
It
doesn't
mean
that
we
don't
teach
those
subjects
to
elementary
school,
because
our
elementary
school
teachers
do
a
good
job
of
that,
but
often
it
is
secondary
to
math
and
reading,
and
so
getting
that
daily
instruction
at
sixth
grade,
when
you
know
those
Concepts
and
and
ideas
are
more
complex,
is
a
benefit.
One
of
the
things
that
is
a
struggle
with
sixth
grade
being
at
two
different
levels,
between
Elementary
and
and
middle,
is
often
students
who
need
a
higher
level
of
math.
G
While
they
can
be
accommodated
at
the
elementary
level
so
that
they
get
services
in
a
higher
level
of
math
such
as
algebra
or
geometry.
We
even
have
some
elementary
students
in
sixth
grade
who
are
as
high
as
pre-calculus,
who
are
who
are
trying
to
accommodate
so
that
they
get
what
they
need
in
in
a
middle
school.
G
It's
much
easier
to
schedule
them
during
that
that
time
and
all
of
our
middle
schools
have
upper
level
math
courses
available,
especially
at
the
algebra
one
level
for
sure,
and
most
of
our
schools
also
have
geometry
scheduled
within
their
day.
So
if
a
sixth
grader
is
ready
for
those
levels
of
math,
they
get
a
daily
instruction
period
for
math.
G
The
other
thing
about
sixth
grade
moving
to
middle
school
is
we
have
a
standardized
instruction
mode
for
all
subjects
across
the
board?
So
then,
when
we're
looking
at
data
like
sixth
grade
math
data,
we're
comparing
Apples
to
Apples
we're
not
comparing
sixth
grade
at
elementary
with,
maybe
some
different
instruction
methods,
maybe
some
different
instructional
time
versus
a
middle
school
that
looks
very
different,
and
so
then
we
have
a
really
good
picture
of
what
our
sixth
graders
are
capable
of
and
we're
comparing
Apples
to
Apples.
So
I
think
that
is
a
huge
benefit.
G
G
The
other
thing
that
comes
with
middle
school
is
a
required
PE
hour
or
so
the
one
of
their
class
periods
every
day
is
a
PE
course,
and
they
do
not
get
daily
PE
at
the
elementary
level
in
sixth
grade,
and
they
also
have
the
opportunity
in
Middle
School,
to
participate
in
sports
and
activities,
and
all
of
the
research
points
that
the
more
involved
a
kid
is
in
in
those
types
of
activities
outside
of
of
their
regular
school
day,
the
more
engaged
they
are
in
school
and
we're
seeing
sixth
graders
across
the
board
just
really
ready
for
that
opportunity.
G
So
we
can
provide
that
to
all
of
our
kids,
not
just
for
a
certain
subset
of
kids
that
are
already
in
sixth
grade
in
our
three
middle
schools
that
have
sixth
grade
the
other
thing.
That's
that's
easier.
At
the
middle
school
level
is
just
the
level
of
service
we
can
provide
to
students
who
need
specialized
Services.
We
have
a
little
bit
more
space.
We
can
adjust
Staffing
a
little
bit
better.
We
spend
less
time
on
travel
for
teachers
going
from
school
to
school,
to
school,
to
provide
those
services.
G
So
if
you're
thinking
of
something
like
speech
and
language,
like
that
teacher,
isn't
traveling
between
multiple
schools
to
provide
the
service,
they
could
be
right
at
the
one
middle
school
and
serve
more
students.
So
the
last
thing,
that's
actually
not
a
bullet
on
your
benefit
sheet
that
isn't
necessarily
directly
tied
to
instruction
but
I
think
speaks
pretty
much.
G
A
lot
of
volume
into
support
for
this
decision
is
both
Eric
and
I
have
had
multiple
meetings
with
principals
around
this
topic
and
when
you
talk
to
both
Elementary
principals
and
middle
school
principals,
there's
pretty
much
unanimous
support
for
sixth
graders
moving
to
middle
school.
So
if
you
think
of
that
by
body
of
knowledge
that
our
ASD
principals
have
and
their
experience
in
the
educational
field-
and
you
can
get
them
all
to
pretty
much
across
the
board-
agree
on
a
concept-
that's
a
rare
thing
in
education
and
I.
G
Think
that's
it's
of
note
for
the
board
that
that's
kind
of
where
we
are
as
a
district,
as
our
leaders
are
really
telling
us
that
this
is
the
right
move
for
our
kids
I'm
not
going
to
deny
those
challenges
with
moving
sixth
grade
to
Middle
School.
Many
of
them
are
adaptive.
Challenges.
There's
definitely
going
to
be
criticism
for
that
move
for
folks
who
see
success
in
the
sixth
grade
elementary
model,
that's
something
that
we
would
have
to
weather.
G
If
that
decision
moves
forward,
we
will
continue
to
have
lower
enrollment
at
elementary
and
and
that
forces
some
other
decisions
at
the
board
level,
around
elementary
schools
who
have
low
enrollment
and
so
and,
and
that
may
in
indirectly
cause
some
boundary
shifts
that
that
we
may
need
to
consider
as
well
to
accommodate.
G
So
there
are
classroom
and
instructional
area
needs
that
exist
at
some
schools,
and
we
so
we
may
run
into
places
where
we
need
a
Reload
or
two
out
of
Middle
School
to
make
everything
flow
nicely.
So
that's
that's
an
ancillary
issue
that
we
would
have
to
to
address
and
then
middle
school
with
with
moving
our
sixth
graders
to
middle
school.
We
would
look
at
increasing
clerical
security
and
counselors.
That's
where
that
is
a
cost
at
the
middle
school
level,
but
I
think
there
are
ways
to
mitigate
that
as
well.
G
It's
a
challenge
to
think
about
so
I
know
this
probably
didn't
answer
all
of
your
questions.
It
may
have
triggered
some,
but
we
wanted
to
provide
a
case
study
of
of
what
a
community
would
face
when,
when
you
did
move
that
sixth
grade
to
Middle
School
in
terms
of
the
numbers
and
the
financial
impact.
B
The
president,
maybe
a
question
for
Mr
Bingham
base
of
presentation.
B
K
I
may
not
be
qualified
to
answer
that
question,
but
as
far
as
there
being
too
evenly
utilized
schools,
I
I
think
there's
a
certain
amount
of
Elbow
Room
advantage
that
comes
from
it,
that
that
are
atmospheric
issues,
but
again
I
think
once
children
are
in
a
classroom.
They're
in
the
classroom
and
ninety
percent
of
their
academic
day
is
in
the
classroom.
K
So
I
think
that's.
That's
always
been
the
observation
I've
made
of
that
you
know.
Obviously,
between
these
two
middle
schools,
there
is
a
difference
in
utilization,
there's
five
elementaries
that
are
proposed
to
feed
to
Green
Egg
and
three
that
would
feed
to
Mirror
Lake,
but
given
where
the
buildings
are
where
the
children
live
and
the
way
that
Community
is
structured
with
with
major
highway
going
through
it
north
to
south
there's,
just
not
another
way
to
structure
the
way
the
children
feed
to
the
building.
K
The
Mirror
Lake
boundary
actually
includes
the
north
edge
of
Eagle
River.
So,
there's
just
there's
just
not
a
great
way
to
restructure
that
community,
so
we're
kind
of
stuck
with
what
we've
got,
but
from
an
education
standpoint
I
would
I
would
think
that
either
of
the
executive
directors
would
have
a
better
perspective
on
educational
impacts.
But
but
again
my
perspective
is
always
once
children
are
in
the
classroom,
they're
in
the
classroom,
and
if
you
have
an
over
utilized,
you
know
a
school
that
is
intensively
utilized.
K
Some
of
those
impacts
can
have
an
atmospheric
crowding
feel,
but
at
the
same
time
richness
comes
along
with
that.
So
what
we
were
talking
about,
that
green
egg
today
was
a
lot
of
the
partial
FTE
that
that
building
has
would
become
full-time
people
or
close
to
full-time
people
if
they
had
the
sixth
grade
students
in
the
building,
and
so
there
were
some
advantages,
clear
advantages
to
that.
That
would
have
some
educational
outcomes
and
some
of
the
other
course
offerings.
K
The
idea
of
having
a
very
rich
fine
arts
program
at
greenig
that
sixth
grade
children
could
take
advantage
of
was
another
thing
that
we
talked
about
so
with
scale
comes.
There
are
pros
and
cons
the
atmospherics
of
a
little
bit
of
management
issues
associated
with
juggling
a
lot
of
kids
in
an
intense
space,
but
at
the
same
time
you
have
so
much
richness
from
a
faculty
standpoint
from
a
course
offering
standpoint
some
of
the
opportunities
that
children
can
take
advantage
of.
So
it's
kind
of
a
dual-edged
sword
when
you
think
about
that
I.
B
Because
I,
don't
we
haven't
seen
your
report
is
just
kind
of
a
final
product,
but
I
understand
that
part
of
that
was
guidance
from
awaiting
guidance
from
the
board.
So
I
think
some
of
that
is
is
to
be
expected
as
part
of
the
final
report
that
you
provide
the
district
and
the
school
board.
Will
you
be
mapping
out
what
a
potential
round
two
or
round
three
of
closures,
look
like
pool
of
potential
candidates,
I,
think
I!
B
Guess
where
I'm
going
with
it
I'm
telling
it
back
to
something
we
heard
on
the
10th,
which
is
that
by
moving
six
to
Middle,
we'll
be
creating,
the
new
figure
will
be
19
schools
and
65
or
less
and
I.
Think
when
you've
educated
this
on
this
far
as
capacity
isn't,
the
only
indicator
that
you
look
to
when
identifying
candidates,
but
it
is
a
factor.
D
So
we're
we're
finalizing
the
report
now
and
working
with
Shannon
and
cleaning
it
up.
As
you
can
imagine,
it's
very
difficult
to
specifically
name
schools
by
individual
name
on
round
two
and
round
three.
D
So
what
you
will
see
is
a
list
of
a
dozen
schools.
It'll
include
schools
that
you
have
that
were
brought
before
you
this
year
and
it
will
bring
six
more.
It
does
not
include
those
elementary
schools
that
that
might
have
been
included
if
sixth
grade
to
Middle
School
had
already
been
approved,
as
you
can
imagine
that
this
is
a
multi-year
strategy
and
approach
to
getting
more
efficient,
School
District.
So
it's
not
meant
to
be.
D
This
is
the
one
report
that
will
last
the
district
for
a
decade.
It
is
this
is
the
report
based
off
the
information
we
had
all
fall
and
it
will
include
the
six
schools
that
were
originally
listed
from
October
on,
but
we
have
more.
We
we
have
more
discussions
with
the
board
before
we
can
determine
what
would
be
round
two
and
specifically,
that
will
not
be
in
the
report,
because
I'm
I'm
just
not
sure
where
the
board's
headed.
L
I
know
I'm
way
back
needed.
The
word
balance
in
northern
part
of
the
district
students
had
the
option
of
going
to
middle
school
or
staying
in
elementary
for
sixth
grade
and
I'm.
Guessing
I
I
thought
at
the
time
that
was
pretty
cool
because
there
are
seventh
graders
that
show
up
that.
You
look
at
and
you
go
wow.
L
They
need
to
be
back
in
elementary
school
and
the
other
way
around
as
well,
but
I'm
guessing
that
that
does
not
get
us
what
we
need
in
terms
of
savings
or
efficiency
or
anything
to
offer
them
as
an
option.
H
If
you
go
back
to
I
think
it's
slide,
six
with
Elementary
School
enrollment
capacity
you'll
see
the
sixth
grade
cohorts.
So
if
you
start
bringing
those
down
and
looking
at
PTR
ratios
to
Mr
Higgins
earlier
question
about
around
27
you'd
see
how
that
number
would
would
dwindle
down
and
you
become
much
less
efficient
to
do
something
like
that.
E
So
we
have
about
less
than
10
minutes
left
the
piece
that,
if
and
I
don't
know
who
will
Who
can
who
will
want
to
speak
to
it.
What
I
didn't
hear
about
in
the
benefits
column
is
the
teacher
collaboration
teaming
of
PODS
what's
currently
happening,
we,
we
are
already
doing
this
right,
we're
doing
it
with
Mirror
Lake
we're
doing
it
with
Clark.
This
is
not
new
it!
It's
it's
new
in
that
it's
attached
to
the
budget
this
way,
but
it's
not
new.
G
Sure
so
you're
referencing
the
507
schedule
and
Middle
School
model
I
just
wanted
to
make
sure
I
was
answering
the
right
question
so
great
question.
So
when
we
are
looking
to
transition
sixth
grade
to
Middle
School,
there
was
a
lot
of
discussion
on
the
10th
around
whether
it
should
be
a
five
or
seven
schedule
and
include
that
Middle
School
model
or
collaboration
time
is
what
our
teachers
know
it
as
we.
G
We
would
continue
to
plan
that
direction
until
we
hear
differently
from
the
board
or
if
the
board
has
a
statement
that
says
this
is
the
way
we
want
it.
We
would
plan
it
that
way
as
well.
When
we
were
talking
earlier
in
in
the
school
year
around
the
transition.
It
was
the
administration's
presentation
that
we
would
eliminate
that
model,
but
I
think
the
board
is
starting
to
give
us
some
different
direction
around
that.
G
So
there
are
clear
benefits
to
that
time
in
terms
of
student
support
and
a
safety
net
for
kids,
because
often
there
are
transition
issues
when
students
move
to
middle
school
because
they're
managing
a
whole
new
environment
and
a
whole
new
set
of
issues
just
being
a
pre-teen
or
new
newly
minted
teenager.
G
That
collaboration
time
addresses
those
and
and
provides
intervention
for
kids
in
that
transition.
It's
also
a
time
for
our
teachers
to
collaborate
specifically
around
around
our
students
and
to
provide
some
team
teaching
opportunities
as
well,
so
so
essentially,
I'm
I'm,
not
answering
the
question.
Well
we're
looking
a
little
bit
more
for
the
board
Direction
on
that,
because
there's
been
a
variety
of
of
conversations
going
on.
E
Okay,
so
let's
is
there.
Another
question
looks
like
we're
out
we're
only
going
to
get
to
this
this
topic
today,
because
we
shortened
our
time
today
to
an
hour.
Remember
lessons.
I
Thank
you.
Maybe
this
is
a
question
for
Mr
Bingham,
based
on
your
expertise
in
building
utilization,
but
is
there
an
ideal
range
that
we
should
have
in
mind
for
when
buildings
operate
efficiently,
both
like
are
there
parameters
that
you've
found
or
especially
helpful.
K
K
I
think
that
it
I
I
think
that
a
lot
of
these
buildings,
giving
where
we're
Staffing
now,
where
budgets
are
headed
for
a
lot
of
Western
districts
with
higher
class
sizes,
that
the
capacities
of
these
buildings
are
probably
higher
than
what
the
B
numbers
are
showing
now
again
at
other
parts
of
the
building
can
break
lunch
rooms,
break
parking,
lots,
break
core
areas
break,
but,
as
we
look
at
these
buildings,
I
think
that
at
a
certain
size
parameter
what
the
children
get
in
the
building
is
richer
with
more
children
and
more
adults
in
the
building
and
I.
K
K
They
get
non-gened
support
by
specialized
Educators
and
usually
that's
35
to
38
percent
of
every
faculty
or
people
with
a
Specialized
Service
that
they
provide
at
the
secondary
level
you're
getting
class
offerings
extracurriculars
all
sorts
of
richness
there
as
a
secondary
student
that
you
lose
when
schools
get
really
small
and
I
see
the
master
schedule
diminish
as
a
school
gets
smaller
relative
to
to
certain
General
size
parameters.
So
right
now,
I'm
working
with
another
District.
K
That
has
two
middle
schools
that
are
350
and
we
have
a
huge
elective
problem
with
those
two
Middle
School,
because
they're
not
big
enough
to
have
non-core
faculty
in
the
building.
So
I
I
think
that
mid
80s
would
be
what
I
would
say
and
then
I
think
in
the
case
of
Green
Egg
we're
looking
at
a
building
that
is,
has
had
quite
a
bit
added
to
it
post
earthquake.
It's
had
a
significant
amount
of
money
spent
on
it.
It's
functional
and
it's
big.
G
I
just
wanted
to
add
a
footnote
to
what
Shannon
just
said
when
he's
talking
about
elective
choices
and
challenging
schedules,
Mirror
Lake
is
one
of
those
smaller
schools
that
does
have
that
challenge
with
electives
at
a
58
capacity.
Just
as
a
real
life
example.
E
Okay,
all
righty
Justin
I,
don't
think
we'll
start
a
new
topic
with
in
the
interest
of
time.
But
could
you
go
back
to
that?
No,
the
list
of
topics
so
the
moving
the
sixth
grade
to
the
middle.
That's
part
of
a
kind
of
a
double
equation,
because
if
we
move
sixth
grade
to
the
middle,
then
we
don't
have
to
worry
about
band
an
officer
correct
all
right,
so
I
guess
I
I
guess!
What's
what
might
help?
E
G
Yep
all
right,
yeah
Madam,
president.
So
to
answer
your
question
directly,
all
of
our
middle
schools,
whether
they're,
six
through
eight
or
seven
eight,
are
all
offering
a
middle
school
model
or
collaboration
time,
as
as
we
call
it
in
in
the
teaching
world.
So
all
of
those
supports
across
the
district
are
happening
for
those
that
were
sitting
on
the
board.
G
A
few
years
ago,
when,
when
the
aea
committee
combined
with
myself
and
others
from
the
district
agreed
upon
a
schedule,
we
recommended
that
we
move
forward
with
that
with
the
increase
in
PTR
at
that
time,
which
is
why
Middle
School
and
High
School
PTR
are
the
same
to
create
a
cost
differential.
So
we
could
have
that
five
of
seven
schedule.
That
was
the
agreement
at
the
time
it's
been
maintained
for
the
last
four
years.
G
I
G
F
And
just
if
I
may
just
put
a
pin
on
what
Dr
Johnson
said,
the
administration
would
be
supportive
of
a
movement
from
sixth
grade
to
Middle
School,
maintaining
the
Middle
School
model
because
of
the
numerous
academic
benefits
that
we
outline.
So
this
is
really
transcended
Beyond,
a
financial
conversation
and
more
about
how
do
we
expand
offerings
to
students?
So
that's
a
very
compelling
thing
for
the
board
to
consider.
C
Thank
you
so
I
support,
moving
and
doing
away
with
the
Middle
School
model.
What's
the
difference
in
we
were
told
there'd
actually
be
an
increase
of
expense.
Our
budget
would
be
greater
if
we
moved
and
kept
the
Middle
School
model.
C
D
If
we
maintain
a
30.25
or
a
31.25,
because
it
appears
the
board
is
headed
that
direction
that
we
can
make
this
shift
without
costing
much
more
at
all
where,
where
it
would
become
complicated,
is
if
we
were
to
do
away
with
the
extra
planning
time
and
then
that
would
change
the
PTR
and
lower
it
for
for
whatever
reason,
then,
then,
you
would
start
seeing
some
pretty
large
cost
increases,
but
we
believe
the
board
is
supportive
or
is
moving
in
the
direction
of
a
plus
one
PTR.
D
It
appeared
that
way
and-
and
we
think
we
can-
we
can
keep
this
to
where
it
it
may
not
be
cost
neutral,
but
that
it
won't
cost
more
or
or
very
little.
D
So
that's
what
we're
working
on
and
you
know
when
we
do
an
estimate
in
September
and
three
months
later
after
now,
spending
500
more
hours
on
something
if
you
find
more
efficient
ways
to
to
do
it.
So
if
we
can
keep
a
30.25
or
higher
PTR,
we
can
make
this
happen.
E
So
that
brings
thank
you.
Thank
you,
the
whole
panel.
Thank
you
guys.
We
are
at
the
end
of
our
first
of
our
hour
together.
Can
we
move
into
executive
session
need
a
motion
to
move
and.
B
B
E
Okay
motion
to
move
into
executive
session
for
legal
and
contracts,
seeing
no
opposition,
let's
move
thank.