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From YouTube: ASD School Board Meeting 11-01-22
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A
C
So
good
afternoon
or
evening
today
is
Tuesday
November.
Excuse
me,
November
1st
we'd
like
to
welcome
everyone
to
our
regular
board
meeting
I'd
like
for
we're
at
the
at
item,
one
A1,
which
is
our
roll
call
and
our
call
to
order.
So
would
you
call
the
roll
please.
A
C
We
also
have
our
superintendent
Dr
Bryant,
as
well
as
our
executive
assistant,
Amanda
Foster,
so
for
the
flag
salute
we're
going
to
have
Michelle.
Do
the
bike
salute
and
the
land
acknowledgment.
F
On
behalf
of
the
Anchorage
School
Board
I
want
to
take
a
moment
to
recognize
and
offer
gratitude
for
the
sacred
ancestral
lands
of
the
denina
people.
We
acknowledge
and
appreciate
that
our
offices,
facilities
and
schools
are
on
the
sacred
indigenous
lands
and
we
honor
the
traditional
care
that
has
been
given
to
this
land
throughout
Generations.
We
are
grateful
for
the
opportunity
to
grow,
learn,
work
and
create
educational
communities
on
the
sacred
land.
We
extend
continued
respect
for
the
many
cultures,
creativity
and
resilience
of
us
of
its
indigenous
peoples.
E
C
Any
not
saying
any
opposition.
B
Good
evening,
I'm
Lieutenant
Colonel
krishnipke
I'm
a
briefing
on
behalf
of
Colonel
Eric
Dunn
who's.
A
mission
support
group
Commander
at
Jay
bear.
Thank
you
for
the
opportunity
to
talk
to
you
this
evening.
I've
got
two
items:
I
wanted
to
cover
back
in
October,
anchored
for
Life
club,
which
is
a
peer-to-peer
group
and
Ursa
Minor
Elementary
School.
B
They
held
a
an
event,
a
community
event
called
Socktober
where
they
raised
collected
socks
for
the
homeless
community
in
Anchorage,
we're
proud
to
say
they
collected
over
1
000
pairs
of
socks
for
the
for
the
homeless
folks
downtown,
and
we're
really
proud
of
the
the
group
for
for
giving
back
to
the
community.
In
that
respect
a
little
bit
about
anchored
for
Life
Club.
It
is
a
peer-to-peer
group
that
is
designed
to
connect
Youth
and
build
change
and
resiliency
skills
in
our
young
folks.
B
They
conduct
service
projects
around
the
installation
in
the
community
to
do
opportunities
to
to
enhance
social
skills,
learn
leadership,
skills,
build
character,
improve
self-esteem
and
give
back
to
the
community.
So
we're
really
proud
of
what
they
accomplished
there
in
the
month
of
October
and
what
they're
going
to
be
doing
for
the
community
and
the
installation
in
the
future.
The
second
item-
I,
wanted
to
brief-
is
the
the
Jay
bear
School
partnership
program.
B
Recently,
the
the
agreement
with
the
ASD
expired
and
we're
taking
that
opportunity
to
kind
of
streamline
the
overall
agreement
that
the
school
district
and
the
installation
and
while
while
the
program
has
paused
formally
the
the
volunteer
ISM
from
the
installation
has
not
they
are
doing.
There
are
service
members
that
are
in
the
community
going
to
the
schools
and
taking
part
in
it,
but
not
in
the
official
capacity.
So
while
we're
it
is
continuing,
there
is
a
participation
continuing
with
it,
but
it's
not
in
a
formal
sanctioned
way.
B
But
what
we
have
done
is
we
are
streamlining
that
agreement,
we're
almost
finished
with
it
and
then
we'll
be
formalizing.
The
the
installation
policy
of
how
the
different
organizations
across
the
base,
whether
it's
army
or
Air
Force,
are
going
to
be
partnered
with
and
paired
up
with
each
of
the
schools
out
there.
So
we
have
a
really
formalized
and
clear
expectations
from
the
military
side,
as
well
as
the
the
schools
on
how
the
program
will
be
executed.
So
are
there
any
questions?
B
F
F
F
C
All
right,
I
look
forward
to
seeing
you
at
the
conference.
Are
there
any
questions
for
our
student
rep?
C
All
right
continuing
on
that
brings
us
to
item
C,
but
I
did
skip
the
opening
statement,
and
that
is
to
welcome
all
of
you
tonight
to
our
board
meeting
and
to,
of
course
thank
you
for
your
ongoing
and
continuous
support
through
your
time,
your
talops
and
your
tax
dollars.
So
we
appreciate
you
now
we're
on
item
C,
go
monitoring
and
we're
going
to
start
with
our
Mass
report,
our
math
conversation
so
I'm
going
to
just
affirm
that
all
the
components
are
there.
C
C
That
goal
reads:
beginning
September,
2020
the
percentage
of
students
in
grades
three
through
nine
proficient
in
math
on
the
state
summative
assessment,
the
Alaska
star,
which
stands
for
the
Alaska
system
of
academic
Readiness,
which
was
previously
Peaks,
will
increase
from
40
percent
to
55
percent
by
May
2026..
C
We
will
also
be
looking
specifically
at
interim
gold
number
2.1,
and
that
goal
reads
the
percentage
of
grade
three
through
nine
students
at
or
above
the
math
benchmark,
and
that
Benchmark
is
defined
at
the
40th
percentile
on
interim
adaptive
assessments,
that's
map
growth
will
increase
from
52
percent
in
Spring
22
to
60
percent
and
spring
2023.
C
board.
Members
have
been
given
the
opportunity
to
send
in
questions
ahead
of
time
or
to
bring
them
with
them
tonight
or
to
use
our
little
progress.
Monitoring
little
cheat
sheet.
That's
in
front
of
us,
so
I
want
to
first
of
all
confirm
that
all
four
components
of
the
report
are
present.
C
The
report
clearly
shows
what
is
being
monitored
and
that
its
focus
is
a
specific
goal
and
interim
goal.
The
report
shows
data
for
the
three
previous
reporting
periods,
the
current
reporting
period,
the
Target
and
the
target
reporting
periods.
The
report
shows
the
superintendent's
evaluation
of
performance
and
the
report.
Finally,
the
report
shows
supporting
documentation
that
evidence
is
the
superintendent's
evaluation
via
the
tables
provided,
and
it
also
indicate
indicates
Next
Step.
C
So,
with
all
the
four
components
present
we're
ready
to
begin
our
progress
monitoring
conversation
for
the
purpose
of
understanding
the
current
reality.
We're
going
to
start
with
our
as
we
always
do,
who
what
why
and
then.
We
will
of
course
end
with
the
how
category
questions.
C
So
we
want
you
to
feel
free
to
ask
all
your
questions.
So,
with
that
logic
in
mind,
I'd
like
to
now
open
the
floor
for
the
board
to
engage
in
inquiry
regarding
our
math
proficiency
goal:
Dr
Bryant
your
opening
Comics
thank.
H
You
we
are
excited
to
engage
in
our
first
conversation
together
on
our
math
goals,
I'm
joined
alongside
our
academic
Services
leadership
team
and
we're
also
joined
by
our
incoming
Chief
academic
officer,
who
will
be
facilitating
how
who
answers
which
questions
so
we're
excited
to
engage
in
the
work.
So
with
that
said,
we'll
open
it
up
to
questions.
We
have
about
our
math
proficiency
goals.
E
C
So
who's,
who
wants
to
go
first
I
know
Kelly
wants
to
go
first.
Can
we
can
we
not
have
Kelly
go
first
tonight.
C
Yes,
yes,
yes,
yes,
yes,
so
I!
Yes,
you
may
go
first.
I
All
right,
so
slight,
five
part
of
my
my
squeaky
voice,
Slide
Five,
suggests
that
our
English
language,
Learners
and
our
students
who
are
in
special
education,
are
showing
our
lowest
rates
of
proficiency
and
that
these
subgroups
really
presented
the
only
decreases
in
the
percent
of
students
at
or
above
our
Benchmark.
And
so
what
are
we
doing
about
that?
Are
we
adjusting
the
what
or
the
how?
I
H
J
Thank
you,
Miss
Melanie,
thank
you.
So
our
our
team
here
led
by
Dr
Beltran
with
Dr
Mason,
Amanda,
Barr
and
Eric
Christie,
will
answer
most
of
these
questions
and
and
I'm
going
to
turn
it
over
to
Dr
Beltran
and
her
team
right
now.
Well,.
C
It's
on
all
right,
thank
you
through
the
superintendent
to
the
to
member
lessons.
Basically,
the
I-Ready
classroom.
Mathematics
has
embedded
very
explicit
supports
for
English
English
language
Learners,
as
well
as
supports
for
students
at
various
tiers
of
support
need,
so
those
are
all
embedded
within
the
program
we
are
in.
As
you
know,
in
our
second
year
of
implementation
of
the
content,
and
we
are
currently
continuing
to
iterate
our
professional
support
of
not
only
principles
around
the
structures
and
processes
within
the
program,
but
teachers
as
well.
I
C
Don't
know
understood
so
I
will
answer
from
a
systems
perspective.
I
will
leave
it
to
Mr
vistie,
to
answer
more
specifically
about
how
principles
structure,
support
within
their
schedules
and
the
support
of
their
teachers
in
their
buildings,
because
that's
his
world
house
and
Miss
Barr
please
join
in
as
our
kind
of
Resident
expert,
with
helping
teachers
figure
these
things
out.
So
as
we
move
through,
there
are
routines
that
are
explicitly
taught
within
the
curriculum.
C
Those
routines
involve
the
front
loading
of
language
that
is
necessary
for
students
to
access
the
curriculum,
in
addition
to
the
systems
that
enqueues
that
they
need
to
engage
with
each
other
and
to
engage
with
with
teachers
around
those
conceptual
mathematical
understandings.
When
you
ask
what
it
looks
like
it
will
look
different
in
every
classroom
depending
upon
the
needs
of
students
and
depending
on
the
the
the
part
of
the
routine
that
they
are
in
and
I'll.
C
Let
Miss
Bart
kind
of
explain
those
different
pieces,
but
it
does
not
it's
not
cookie
cutter,
and
this
is
an
opportunity
where
our
teachers
really
do
shine
because
they
are
able
to
know
their
students
and
utilize
the
pieces
of
the
program.
That
is
that's
needed
to
help
students
to
fill
those
needs.
Did
you
need
to
want
to
add
to
that
Mr
Misty.
K
L
At
the
leadership
level,
within
the
buildings,
what
we're
doing
is
focusing
our
mtss
meetings,
so
we
make
quarterly
with
our
instructional
coaches
and
partnership
with
teaching
and
learning,
and
we've
changed
how
we
run
our
MTS
meetings
and
our
ice
intervention
coach
or
up
sorry,
instructional,
coach
and
principal
meeting,
so
that
it's
a
50
reading
emphasis
and
a
50
math
emphasis
to
make
sure
that
we're
beefing
up
both
our
math
and
our
reading
it
simultaneously.
L
At
the
building
level,
we
have
45
minute
wind
blocks,
which
is
part
of
our
mtss
structure,
so
that
we
can
create
a
more
of
a
systematic
way
of
approaching
both
instruction
and
reading
and
in
math.
Currently,
we
are
partnering
in
terms
of
looking
at
the
science
of
math.
What
are
effective
and
strong
intervention
tools
that
we
can
use
to
employ
at
the
elementary
level.
That's
an
ongoing
work
that
we're
currently
working
to
refine
as
we
are
implementing
our
curriculum.
C
Where
are
you
going
to?
Okay?
No,
all
right
so
were
you
done
remembered
lessons
with
your
follow-up,
so,
on
that
same
slide,
our
students
of
color
is
demonstrating.
C
It
just
shows
that
they're
not
doing
as
well
and
I
guess
I
just
want
to
know
what
are
we
attributing?
C
The
disparity
to
and
I
have
a
how
question,
but
I'll
bring
it
back
at
the
end.
Okay,
thank
you
for
the
question
Madam
president
I.
When
we
look
at
our
student
data,
especially
as
it's
presented,
those
are
two
different
cohorts
of
students.
C
It's
not
quite
Apples
to
Apples,
because
when
you
look
at
the
numbers
of
students
tested
in
the
fall
of
2021
and
then
you
look
at
the
same
number
of
students
tested
in
the
fall
of
2022,
we
have
increased,
but
that
that
means
that
those
are
not
necessarily
that
the
comparison
doesn't
quite
work
the
same
way.
C
Yes,
they
are
not
meeting
the
mark
and
there
are
lots
of
different
reasons
potentially
as
to
why
some
that
are
specific
to
systems
potentially
in
buildings,
some
specific
to
the
fact
that
we
are
in
year,
two
of
a
major
implementation,
and
it
is
not
quite
yet
if
you
recall
the
work
that
we
did
have
done
over
the
years
around
implementation,
science
and
what
that
looks
like
and
what
the
what
the,
how
long
that
takes
for
for
teachers
and
students
to
have
the
foundations
to
respond.
C
However,
given
that
we
are
seeing
some
some
bright
spots
with
the
student's
response
to
instruction,
as
not
only
reported
by
teachers
and
student
different
data,
but
also
our
our
student,
our
teachers
and
principals
as
well,
miss
Barr,
would
you
like
to
add
anything
to
them.
M
Dr
Beltran
I
won't
be
able
to
take
it
off
like
Eric.
Did
I
also
wanted
to
add
that
the
math
team,
through
Dr
Mason,
has
provided
robust
training
in
the
past
two
years.
So
at
the
beginning
of
the
year
she
engaged
in
two
days
of
Math
training
for
all
the
instructional
coaches.
She
engaged
in
training
with
new
teachers
and
the
August
cross
District
training.
It
was
K-8
math.
It
was
very
robust
and
she
has
another
one
planned
coming
up
in
November
to
support
our
teachers
as
they
learn
and
teach
this
new
curriculum.
Okay,.
C
And
my
follow-up,
it
just
has
to
do
with
the
on
that
same
page,
I
think
it's
on
the
bottom,
where
they
we
have
41
schools
that
are
below.
We
have
45
schools
that
are
on
target
or
above,
and
we
have
so
I.
C
C
What
do
you
think
could
be
Myriad
factors
Madam
president,
and
it
really
does
truly
require
further
analysis
with
in
partnership
with
assessment
and
evaluation,
because
I
I
would
like
to
understand,
because
if
there
are
things
that's
happening
in
those
45
schools,
maybe
we
need
to
expand
that
to
the
other
schools,
so
I
would
I
would
like
more
information
on
that
I
mean
it's
no
rush,
but
I
would
like
to
have
some
more
information
on
that
other
questions
from
our
you
guys
go
just
leave
it
up
to
remember
lessons
and
I
tonight.
N
You,
madam
president,
what's
the
relationship
between
math
group
growth
and
proficiency.
C
So
the
growth
that
you
are
noticing
here,
this
is
specifically
from
our
map,
data
measures
of
academic
progress
and
the
proficiency
data
that
we
are
talking
about
is
based
on,
of
course,
Peaks
or
now
star,
and
but
formerly
Peaks.
So
proficiency
is
how
students
are
performing
across
standards,
and
growth
is
how
they
are
growing
from
one
point,
one
Benchmark
to
the
next
in
their
understanding.
N
So
if
we
just
pick
a
category,
how
it
is
the
scores
on
the
chart
that
we're
showing
relate
to
proficiency.
O
N
Okay,
so
Madam
president
I,
you
know
I
believe
that
the
maths
curriculum
selection
process
that
the
board
used
in
selecting
our
current
curriculum
was
faulty
and
that
led
to
the
board
I
think
not
choosing
wisely.
As
to
the
current
math
curriculum.
N
We
have
about
four
schools
that
utilize
the
traditional
Saxon
Math.
Remember.
C
God,
remember:
Donnie
I'm
gonna
interrupt
only
because
right
now
we're
having
our
monitoring
conversation
on
the
data.
That's
before
us
we're.
This
is
not
the
time
to
go
back
and
and
second
guess
the
curriculum
we
so
I'm
I'm
going
to
ask
that
we
focus
on
the
questions
about
the
data.
That's
before
us
today,
I.
N
N
C
Do
we
how
many
schools
use
sex
other
than
charters
so
I?
We
would
have
to
get
that
information
for
you,
oh
simply,
because
that
information
was
shared
with
the
board
last
year
and
those
results
and
the
rankings
were
put
in
the
board
connect
last
year.
Actually
in
2020,
when
the
report
was
given
to
the
board
and-
and
we
would
have
to
go
back
and
and
pull
that
up,
but
I
I
feel
Dr
Beltran
would
be
able
to
provide
that
later
at
a
later
time.
Well,.
N
I
remember
that
graph,
that
indicated
where
the
top
achievings
of
our
schools
were,
and
they
by
far
they
tended
to
be
our
few
sacks
in
schools
and
I-
think
that's
directly
relevant
to
our
conversation
as
far
as
outcome
and
trying
to
gain
proficiency
of
our
students
with
mathematics.
If
we
find
that
there
is
an
existing
curriculum,
that's
vastly
superior
to
the
one
that
we
currently
are
utilizing
that
are
giving
the
US.
These
results
I
think
that's
a
very
relevant
part
of
the
conversation.
C
I
think
the
board
made
a
decision
on
the
curriculum
if
we
are
going
to
change
it
as
a
board.
That's
another
discussion.
That's
all
I'm,
saying,
remember:
Donnelly
tonight
we're
looking
at
the
data
that's
before
us
and
if
at
some
point
in
the
future,
we
want
to
revisit
the
curriculum
that
is
another
subject
to
me.
G
Nope
sorry
I'll
get
closer
to
the
microphone
that
works
now.
For
us,
sir.
We
got
out
of
habit
during
a
work
session,
so
if
this
isn't
a
question
that
I've
mailed
in
so
if
we
need
more
time,
that's
so
totally
understood.
I'm
looking
through
the
the
proficiency
data
by
grade
level
on
page
four
and
the
beats
and
ninth
grade
students,
the
the
percentage
of
AD
or
about
Benchmark
has
gone
down.
G
I
know
we're
spending
it
the
when
we
talk
budget,
we're
talking
about
a
lot
about
the
the
Middle
School
model
and
things
of
that
nature.
I
guess
I'm
wondering
if
we
can
extrapolate
anything
aside
from
just
factors
associated
with
each
student
cohort
based
on
the
fact
that
those
grades
went
down
Beyond.
Just
the
particulars
of
that
group
of
students.
C
So
I
will
say
again
that
there's
we
will,
in
the
second
year
of
an
implementation,
there's
still
quite
a
bit
of
learning
happening
about
how
to
use
reports,
how
to
use
student
data
how
to
intervene.
We
can't
speak
to
the
school-based
decisions
that
are
made
every
day
between
principals
and
teachers,
but
from
a
assistance
perspective
given
where
we
are
in
the
implementation.
C
We
we
think
that
that
will
definitely
improve
I'll.
Let
Miss
Barr
have
the
four
for
a
minute.
She
spends
great
a
great
deal
of
time
in
Middle
Schools
as
well.
O
C
O
Would
just
reiterate
the
comment
earlier
about
be
being
intentional
about
those
comparisons
and
looking
at
if
you're,
comparing
last
year's
eighth
graders
to
this
year's
eighth
graders?
That's
a
different
cohort
of
students.
I
think
the
conversational
error
was
kind
of
track
like
tracking
the
cohorts.
O
E
Testing
results:
okay,
member
Wilson.
P
Can
you
tell
me
a
little
bit
more
about
the
instructional
coaches
that
particularly
the
math
instructional
coaches?
If,
if
you
have
the
number
of
coaches
and
how
much
time
approximately
that
there
they
have
allocated
to
each
School
kind
of
how
that
how
that
works?
So.
C
Math
shares
instructional
coaches
at
the
elementary
level,
so
we
don't
have
specific
math,
instructional
coaches.
We
have
instructional
coaches
in
the
district
in
elementary
schools
that
support
both
English
language,
arts
and
Mathematics
instruction
in
the
building.
C
So
it's
the
same
group
of
people
that
director
Orr
works
with
for
ELA,
okay,
we
started
a
year
and
a
half
ago
working
very
intentionally
with
them
so
sharing
time
throughout
the
course
of
the
year,
we've
created
trajectories
of
learning,
where
they
are
engaged,
not
only
with
each
other,
around
mathematical
Concepts
standards
for
mathematical
practices
and
and
and
the
curriculum,
and
how
to
coach
us,
which
is
nuanced
and
some
a
little
bit
different
than
Ela.
C
But
then
we've
also
added
instructional,
coach
and
principal
partnership
meetings
because
as
the
instructional
leaders
and
buildings
in
elementary
school,
that
partnership
is
very
critical
and
very
important.
We
spend
every
other
Friday
with
them.
Now
we
at
one
point
did
have
them
every
Friday,
but
you
know
we
had
to
shift
our
model
to
support
schools
and
ensure
that
instructional
coaches
were
in
schools,
so
Mr
vistie
did
you
want
to
add
anything
to
that.
L
I'll
just
add,
you
know
one
of
the
challenges
in
terms
of
the
implementation
and
starting
off
last
year.
If
we
go
back
to
a
year
year
ago,
you
know
we
had
instructional
coaches
covering
classrooms.
We
had
people
that
Center
that
were
covering
classrooms.
We
were
all
in
classrooms
and
schools
trying
to
keep
schools
open
and
upload
and
help
students
out
and
our
staff
did
an
amazing
job.
L
C
C
C
That's
what
they
do
so,
but
when
people
see
that,
though
it's
kind
of
like
oh
you
know
it's
just
an
automatic,
you
know
we're
failing
kids
when
I
think
it's
apples
to
oranges,
I,
don't
think
it's
Apples
to
Apples,
but
it's
it's
a
measurement
that
apparently
is
well
respected
and
that
we
have
to
live
with
and
it's
it's
kind
of
bearing
out
in
our
data,
but
but
so
I
was
just
wondering
what
what
your
thoughts
were
on.
C
You
know
on
that,
because
this
this
data
that
we
have
and
I'm
glad
remember,
Donnelly
asked
that
question
about
the
difference
between
growth
and
proficiency,
but
I
think
most
of
us
are
really
on
the
proficiency
side.
I
mean
the
growth
is
between.
You
know
really,
for
me:
it's
the
teachers,
the
parents,
it's
how
do
we
commute
how
we're
communicating
about
how
good
their
kids
are
getting,
what
they
need?
The
proficiency
is
like
the
sauce,
that's
the
that's
that
magic
sauce,
so
I
I,
just
it
is
the
elephant
in
the
room.
C
For
me,
you
know,
I
mean
I,
I've
heard
I
get
lots
of
emails
about
how
horrible
our
kids
are
doing.
Doesn't
matter
that
we
went
through
a
major
earthquake.
Doesn't
matter
that
we
shut
schools
down
for
a
year
and
a
half
we
want.
We
want
our
scores
to
be
better
and
and
I
and
I'm
just
I.
Don't
even
know
that
there's
a
question
there.
This
is
an
acknowledgment
we
can
follow
up
with
that,
though,
but
I
would
like
to
know
how
the
name
Compares
with
the
with
our
new
state
assessment.
I
Thank
you,
yeah
I
I
am
also
I,
continue
to
be
interested
in
the
relation,
the
distinction
between
growth
and
proficiency.
When
the
ad
genomics
team
introduced
the
concept
that
you
could
look
at
her
school,
her
student
expenditures
at
different
schools
and
compare
that
with
proficiency,
it's
pretty
clear
that
proficiency
is
a
function
of
SCS,
but
when
you
look
at
growth
and
ASD
did
provide
I'm
looking
at
a
slide
from
June
of
2022,
you
guys
did
a
nice
slide
in
our
last
math
goal.
I
Monitoring
you
can
see
that
guess
what
willowcrest
elementary
school,
one
of
our
title,
schools
had
the
second
highest
growth.
That's
really
exciting,
that's
not
a
story
that
gets
told
right
and
so
all
of
a
sudden,
the
schools
that
are
clustered
as
proficient,
because
they're
coming
from
high
SDS
families
and
regions
of
the
city
scattered.
When
you
look
at
growth,
I
think
growth
is
really
what
I
would
like
to
see.
More
of.
We
know
we
need
to
get
to
proficiency,
but
where
is
that
growth
happening?
I
O
C
E
P
I
and
I
hope
I'm
not
missing
it
on
here,
but
I
would
like
to
see
the
differences
between
the
sixth
grade
scores
and
proficiency
rate
in
math
that
are
in
elementary
schools
versus
the
sixth
graders
that
are
in
Middle
School.
C
We
can
make
that
Available
to
You
member
Wilson
at
a
different
time.
That'd
be
awesome.
Thank
you.
Okay,
great.
N
Thank
you,
madam
president,
so
I
think
a
big
thing
about
Student
Success
is
parents
helping
them
with
their
homework?
I
mean
I
know
it
was
with
my
kids
and
I
hear
from
a
lot
of
parents
that
it's
very
difficult
to
help
their
children
now
with
their
homework,
because
the
way
they're
being
taught
is
so
different
than
what
the
parents
learned.
C
O
So
each
lesson
of
I
ready
classroom
mathematics
actually
starts
with
a
family
letter
that
actually
has
suggestions
for
ways
to
support
your
child
in
the
upcoming
three
to
five
to
six
days
of
instruction
and
a
lot
of
I've
seen
several
classrooms
that
use
that
as
part
of
the
engagement
with
families,
I've
seen
schools
that
actually
post
that
letter
in
their
common
area
for
parents
and
most
teachers
to
send
those
homes
for
for
families.
O
Those
are
also
available,
as
Dr
Misa
mentioned
online,
as
well
as
other
family
support
resources,
including
videos
for
every
unit.
There
are
also
video
examples
of
the
developed
sessions
which
are
about
two-thirds
of
the
sessions,
the
daily
instruction
that's
available
for
students,
so
all
of
that's
available
online.
O
C
Okay,
so
my
question
I'm
going
to
go
back,
I.
Think
member
lessons
asked
the
question:
I
think
it
was
Slide
Five
about
the
ell
and
our
special
needs.
Kids
and
I
think
Dr
Mason.
You
said
that
there
were
components
of
the
curriculum
that
could
you
just
dive
into
that
a
little
bit
more,
because
our
special
needs
kids
are
not
doing
well,
neither
are
ell,
and
but
what
I
hear
you
saying
is
that
there
is
a
capacity
for
that
to
that's
all
been
taken
into
consideration.
C
Yes,
and
it's
just
a
matter
of
what
so
I
will
begin.
My
response
from
a
systems
perspective
and
I'll
have
Miss
barging
into
the
actual
content,
because
that
she
has
that
expert
knowledge.
So
in
the
not
only
this
election,
but
in
the
implementation
we
engage
in
a
cross-departmental
process
by
which
special
education
are
related,
Services,
folks,
Elementary
and
secondary,
and
collaborate
on
how
we
not
only
build
plans
to
help
support
instruction
from
a
teacher
perspective,
but
in
vetting
the
materials
and
ensuring
that
they
are
well.
C
So
we
we
meet
every
two
weeks
as
a
leadership
team
for
Math,
and
we
discuss
these
types
of
issues
when
it
comes
to
what
it
looks
like
in
a
classroom
or
in
a
building.
Again.
It
is
very
nuanced,
depending
upon
the
you
know,
the
the
principle,
the
IC,
the
teacher,
the
students
in
that
particular
classroom,
but
the
the
components
of
what
teachers
need
to
plan
and
execute
for
students
and
service
to
students
is,
is
there
and
so
miss
bar?
If
you
can
talk
about
what
that
looks
like
in
the
curriculum,
yeah
cut.
O
Me
off
when
I
go
too,
so
the
daily
sessions,
which
is
how
they're
referred
to
in
the
program,
include
supports
specific
for
English
language,
Learners
and
as
well
as
so
those
are
identified
as
the
can-do
descriptors
that
are
aligned
with
the
ell
programs
as
far
as
what
students
should
be
able
to
do,
linguistically,
as
and
and
for
as
far
as
acquiring
language
skills.
O
There
are
also
mathematical
language
routines,
embedded
in
the
program
to
help
all
students
learn
the
language
of
mathematics,
which
is
not
something
we're
all
inherently
born
knowing
and
then
in
terms
of
specifically
looking
at
other
supports
in
terms
of
tiered
instruction,
and
that's
part
of
that
work
that,
with
instructional
coaches
we've
been
really
digging
into
this
year.
O
What
are
those
differentiated
supports
that
are
available
to
help
students
to
access
that
grade
level
instruction,
and
how
are
we
able
to
intervene
as
and
Target
the
skills
that
students
need
and,
and
all
of
that
is
embedded
on
when
in
each
session
of
the
instructional
materials?
Okay,.
E
C
Questions
I
mean
I'm,
just
the
one.
How
can
we
replicate
whatever's
happening
in
those
other
45
schools
or
what?
What
help
us
understand?
It's,
not
even
about
replicating
it's
understanding,
one
of
the
more
powerful
practices.
Thank
you
for
coming
back
to
that
question.
Madam
president,
one
of
the
more
powerful
practices
that
we've
done
this
year,
with
both
our
instructional
coaches
and
in
the
IC
principal
Partnerships,
have
been
the
sharing
of
strategies.
So
what
is
Master
scheduling
strategies
right
to
ensure
that
students
are
have
access
to
their
one
time?
C
C
We
are
literally
mining
best
practices
from
the
principals
and
from
the
instructional
coaches,
who
are
mining
those
practices
from
teachers,
so
We've
we've
created
padlets,
where
we're
able
to
share
that
information
Nation
so
that
colleagues
are
learning
from
each
other
and
in
turn
it
gives
us
an
inkling
on
how
we
can
further
help
and
support
the
schools
and
principals
as
instructional
leaders
as
well,
and
thank
you
for
that.
C
C
So
when,
when
I
look
at
it
creates
structures
and
processes
and
I
have
to
remember-
I
mean
it.
This
is
our
second
year
I
mean
it's
not
like.
We've
been
doing
this
for
10
years.
C
Are
we
on
track
to
do
to
meet
our
goal?
That's
just
my
own
question
to
you
guys,
as
the
professionals
are
we
on
track
to
meet
our
goals?
Yes,
we
are.
We
are
confident
that
we
are
Dr
Beltran.
Do
you
wanna?
E
Remember,
member
lessons.
I
Yeah
I
have
maybe
it's
a
depressing
question,
but
budget
deficits
are
a
depressing
conversation
at
some
point.
In
the
last
couple
of
weeks,
I
read
an
article
saying:
I,
don't
know
three
quarters
of
districts
in
the
country.
Don't
have
tools
to
measure
the
efficacy
of
instructional
coaches.
I
Do
we
have
a
tool
or
tools
to
know
that
the
investment
in
our
instructional
coaches,
who
I
understand,
are
then
deployed
to
help?
Do
we
have
any
tools
to
capture
the
utility
of
that
investment
I
mean
as
as
we're
going
to
be,
making
very
hard
trade-offs.
M
Would
say
that
we're
currently
in
the
process
at
looking
at
their
advocacy
and
how
we
can
better
support
schools.
I
would
say,
though,
that
the
training
that
the
ICS
and
the
principles
through
Dr
Mason
and
her
team
have
been
very
beneficial
and
that
we
are
getting
positive
feedback
from
schools,
but
through
principles
with
the
trainings
that
they're
receiving
and
we're
also
getting
calls
from
ics
for
for
more
support
from
Dr
Mason's
team,
specifically
her
teacher
experts.
M
She
has
two
and
they're,
probably
spending
about
90
percent
of
their
time
in
schools,
because
they're
being
asked
by
schools
to
come,
support
and
help
model
or
direct
or
or
train
a
little
bit
more,
and
so
you
know
circling
the
wagons
and,
based
on
what
said
we
did
have
a.
We
did
not
have
that
ability
to
support
schools
in
this
manner
last
year
because
they
were
supporting
by
subbing
and
so
we're
kind
of.
M
G
Yeah,
thank
you,
madam
president.
So
when
we
do
our
board
self
eval,
we
use
a
kind
of
a
similar
process
where
we're
creating
ourselves
in
terms
of
what's
in
progress,
and
you
know
what
we
think
where
we
think
we're
going
to
be
in
six
months.
G
C
Yes,
so
I'm,
just
tracking
you're
on
slide,
eight
okay,
so,
yes,
we
do
anticipate
and
and
to
be
transparent.
When
we
look
at
some
of
the
in
progresses,
it's
it's
because
we
couldn't
all
of
the
things
were
not
complete
right,
so
we
had
to
put
in
progress,
but
work
has
been
happening
and
has
iterated
over
time
in
every
single
area.
It's
just
for
you
know
to
to
you
know
to
be
fair.
C
G
C
G
May
and
I
appreciate
the
answer
and
I'm
not
trying
to
put
you
on
this
profit.
If,
if
you
had
to
identify
a
couple
areas
in
column,
two
that
we
were
close
to
being
complete,
which
would
those
be.
C
Ep,
all
right
so
I
would
say
in
curriculum,
I
would
say
in
in
professional
learning
and
instruction
and
that
we
are
iterating
it
very
intentionally,
but
very
fair
assessment
in
data
discussions
and
mtss
foreign,
so
that
will
be
updated
in
the
next
round.
Maybe
yesterday,
okay,
alrighty,
so
I
I
think
we
are.
The
evaluation
is
that
we
are.
Was
it
on
track
or
On
Target?
We
are
trying
different
near.
C
And
so
our
next,
our
next
round
will
be
January
February,
oh
December,
Okay,
so
oh
to
look
at
Alaska
star,
yes,
okay
and
now
I'm
really
excited
to
see
that
I
mean
I.
I
just
want
to
see
what
we've
gotten
ourselves
into
as
a
state
with
the
Alaska
star,
all
right,
so
seeing
no
other
questions
I
want
to.
Thank
you
guys.
Thank
you.
C
That
was
part.
One
part
two
of
this
discussion
is
the
graduation
is
a
new
report
on
our
graduation
rates.
Dr
Bryant.
H
H
The
reason
why
we're
doubling
up
on
these
presentations
is
because
we're
still
getting
caught
up
as
a
result
of
the
Alaska
star
data
being
delayed,
we're
happy
to
report
that
we're
in
receipt
of
the
data
cleaning
it
up,
making
sure
that
it's
prepared
for
the
board
in
the
coming
weeks
so
stay
tuned
for
that,
but
for
now
we're
still
in
catch-up
mode.
H
So
with
that
being
said,
another
piece
of
data-
that's
hot
off
the
press-
would
be
our
graduation
rates.
So
we
are
excited
to
share
some
interim
information
that
we've
received
aligned
to
our
college
career
and
life
Readiness
goal.
So
just
so
the
the
public
knows
what
is
our
big
picture
goal?
Essentially,
our
goal
is
by
2026,
which
we
achieving
90
Proficiency
in
college
career
and
life
Readiness
in
a
later
slide,
we'll
see
exactly
what
does
that
mean?
How
do
we
intend
to
measure
that?
H
But
our
interim
indicator
our
four-year
graduation
rates
increasing
to
90
percent
and
five-year
graduation
rates
from
high
school
increasing
to
93.
So,
as
the
this
board
knows,
and
this
superintendent
knows,
there
are
a
number
of
ways
to
measure
proficiency
on
college
career
and
life
Readiness,
and
this
is
just
one
of
several
indicators
that
we're
looking
at
to
understand.
H
If
we're
on
track
graduating
from
high
school
is
not
the
full
answer
to
ensuring
that
you're
prepared
for
Life
College
indoor
careers,
but
it's
one
that
we
will
look
at
and
monitor
in
addition
to
a
wide
variety
of
other
metrics
related
to
CCL.
H
So
going
a
little
bit
into
the
definitions
and
again,
the
purpose
of
today
is
really
just
to
introduce
us
to
the
technical
conversation
around
the
graphs
and
the
data.
So
that
way,
this
time
in
two
weeks
we
can
begin
discussing
some
of
the
the
how
the
why
and
other
questions
related
to
the
programmatic
strategies,
but
I
did
want
to
provide
a
definition
for
how
do
we
Define
graduation
rates?
H
So
essentially,
what
we
do
is
we
calculate
these
by
dividing
the
number
of
students
who
graduated
before
June
30th
of
the
reporting
year
with
a
high
school
diploma
by
a
denominator
of
an
adjusted
graduation
cohort
of
students
who
were
enrolled
in
ninth
grade
either
four
years
ago,
which
would
be
the
top
metric
or
five
years
ago,
which
would
be
the
bottom
metric
and
we're
measuring
our
interim
goals
by
looking
at
both
and
they're
slightly
different
metrics
for
both
of
those
goals.
H
So
let's
go
ahead
and
get
to
the
data.
So
again
we
can
discuss
this
more
in
depth
at
our
next
board
meeting,
but
we
did
want
to
share
that
in
2015
and
16,
the
ASD
four-year
graduation
rate
from
high
school
was
at
79.7
and
our
goal
is
to
approach
90
by
Spring
of
2026..
So
the
dotted
lines
represent
our
yearly
goal,
leading
up
towards
90
each
year
and
the
solid
line
that
you
see
on
that
graph
are
our
historical
graduation
rates
and
then
the
chart
below
that
also
provides
the
size
of
the
graduation
homework.
H
So
that's
information
that
you
can
digest
in
the
coming
days.
The
next
graph.
This
will
look
familiar
to
what
you've
seen
for
a
previous
goal.
Monitoring
conversations.
This
is
formatted
to
show
a
comparison
of
the
most
recent
two
years
of
four-year
graduation
data,
and
it's
also
broken
down
by
race,
ethnicity
and
special
populations
and
you'll
also
see
at
the
bottom,
the
the
last
four
rows.
H
They
aggregate
the
graduation
rates
by
the
type
of
school,
so
we
broke
down
our
high
schools
by
comprehensive
data,
alternative
schools,
charter
schools
and
special
schools
and
programs,
and
we
do
Define
exactly
what
those
schools
are
in
the
very
last
supplemental
data
slide.
So
this
would
be
a
great
resource
for
us
to
examine
and
study
as
we
prepare
for
our
discussion
on
what
are
we
going
to
do
to
get
towards
our
goal
of
over
90
percent?
H
So
this
slide
represents
the
four-year
graduation
rate
data.
As
we
look
towards
the
next
slide.
This
is
looking
at
our
five-year
graduation
rate
goal.
So
again,
it
looks
a
little
different
than
what
you
previously
saw
in
the
in
the
last
two
slides,
because
that
was
on
before
your
graduation
rate,
and
this
shows
us
our
data
towards
our
five-year
graduation
rate,
which
is
when
we
look
back
five
years
before
a
student
graduates
from
High
School.
H
So,
as
you
can
see
here,
these
next
two
slides
are
prepared
identically
to
the
last
two
that
we
saw
that
this
shows
us
our
historical
five-year,
graduation
rates
from
high
school
and
then
also
the
benchmarks
that
we'll
look
at
going
into
the
next
several
years
and
then
below
you'll
see
the
chart
where
you
can
get
a
sense
as
to
how
large
are
these
cohorts
going
on
to
the
next
slide
again,
this
is
the
same
information,
our
most
recent
two
years
of
data,
but
this
is
looking
at
the
five-year
graduation
rate
cohort.
H
So
some
of
the
numbers
will
look
a
little
different,
but
the
data
is
put
together
in
exactly
the
same
way
where
this
will
allow
the
board
to
understand
the
data
as
it
relates
to
race
and
ethnicity,
also
our
special
populations
and
then.
Lastly,
what
do
graduation
rates?
Look
like,
depending
on
what
type
of
high
school
that
you
are
attending
and
then
the
other
thing
that
we'll
be
discussing
at
our
next
goal.
Monitoring
discussion
would
be
Dropout
rates,
so
a
dropout
rate
is
not
an
inverse
of
a
graduation
rate.
H
The
way
that
we
Define
it
here
in
ASD,
according
to
our
goal,
monitoring
is
a
little
different,
so
the
first
thing
that
you'll
notice
is
that
it's
defined
as
an
individual
who
was
enrolled
in
the
district
at
some
time
during
the
school
year
whose
enrollment
was
later
terminated,
but
a
Dropout
does
not
include
an
individual
who
graduated
from
high
school
or
completed
a
state
or
District
approved
education
program,
as
evidenced
by
receipt
of
a
secondary
school
diploma.
H
So
in
other
words
you're,
not
a
Dropout,
if
you're
transferring
to
another
public
school
or
private,
school
or
state
or
other
District
approved
education
program
that
results
in
a
regular
diploma
and
Dropout
is
also
defined.
It
is
not
defined
as
being
temporarily
absent
due
to
a
suspension,
and
it's
not
a
Dropout
is
not
defined
as
a
student
that
was
temporarily
absent
due
to
so.
H
We
just
want
to
be
clear
that
this
is
a
little
bit
more
nuanced
and
the
other
thing
that
you'll
notice
is
that
this
is
measured
from
grades
7
through
12.,
so
in
the
following
graphs,
you'll
notice
that
some
of
our
denominators
or
cohort
numbers
look
a
little
different
because
we're
looking
at
both
high
schools
and
also
students
that
attend
a
secondary
school.
But
the
graph
itself
is
formatted
very
similarly,
where
one
we
can
look
at
our
goal
progress.
It
states
that
our
historical
Trends
as
it
relates
to
our
Dropout
rates.
H
It
shows
our
most
recent
data
related
to
the
dropout
rate,
and
then
it
also
shows
where
we
need
to
go,
which
would
be
a
two
percent
dropout
rate
by
the
25
26
school
year
and
again,
you'll
notice
that
at
the
very
bottom
there
is
a
chart
that
will
show
the
board
the
data
of
historical
Dropout
numbers
and
those
cohorts
look
differently
again,
because
this
includes
secondary
students,
whereas
the
previous
graphs
only
showed
high
school
students
foreign.
H
So
if
we
look
at
the
next
slide,
this
is
the
same
type
of
formatted
chart,
but
this
is
for
the
Dropout
rates,
so
you'll
notice
that,
on
the
second
column,
that's
the
October
Force
student
count
again.
The
numbers
look
larger
because
we're
measuring
groups
of
students
that
include
those
who
attend
middle
schools
in
addition
to
the
high
school,
but
the
format
of
the
chart
itself
is
very
similar.
H
So
the
board
can
examine
this
chart
to
understand
trends
for
race
and
ethnicity,
also,
our
special
populations,
including
economically
disadvantaged
students,
as
well
as
by
type
of
high
school,
but
you'll
notice
that
here,
because
we
Define
dropouts
slightly
differently,
though
we
can
also
look
at
comprehensive
middle
schools
and
what
does
that
number
look
like
along
with
that
corresponding
cohort
number
so
slightly
different
information,
and
then
the
last
few
slides
that
we'll
close
with
are
related
to
the
implementation
strategy.
H
So
this
is
the
how
the
administration
intends
to
address
the
topic
of
Dropout
rates
and
graduation
rates,
as
well
as
the
status
of
our
stages
of
implementation.
So
if
we
go
to
the
next
slide,
this
looks
very
similar
to
what
we've
seen
in
previous
discussions.
H
This
really
describes
philosophy
and
our
cycle
of
continuous
Improvement,
that's
driven
by
data,
but
also
executed
through
professional
development
and
coursework
and
Community
Partnerships,
and
then
the
the
last
slide
is
really
the
the
one
of
great
substance
as
it
relates
to
those
how
so
this
looks
slightly
different
from
the
math
and
reading
discussions,
because
this
breaks
down
our
graduation
and
dropout
rate
strategy
into
four
major
pillars,
which
includes
College
and
Career,
and
life
Readiness
overall
you'll
see
strategic
action,
steps
that
the
Administration
has
planned
to
address
that.
H
But
then
we
also
break
down
college
career
and
life
Readiness
into
their
own
separate
pillars,
because
there
are
a
number
of
ways
that
students
can
have
a
post-secondary
outcome
and
we'll
be
measuring
progress
along
the
college,
readiness,
the
care
Readiness
and
the
life
Readiness,
so
we'll
be
prepared
to
discuss
where
we're
at
in
terms
of
implementation.
H
What
the
plans
are,
and
perhaps
what
things
that
we
want
to
adjust
to
ensure
that
we
get
to
where
we
need
to
be
to
ensure
that
our
as
many
students
as
possible
graduate
from
ASD
and
go
on
to
their
college
career
and
life
Readiness
outcomes.
So
that
concludes
the
bulk
of
the
presentation.
Really
the
last
one
we'll
just
give
the
the
board
and
the
public
a
clear
reminder
of
how
we
Define
a
comprehensive,
High,
School
versus
an
alternative,
High,
School
charter
and
so
on
and
so
forth.
H
So
you
understand
what
you're
looking
at
when
it
comes
to.
What
does
this
data
mean?
Which
actual
schools
are
we
looking
at,
and
then
summer
listed
as
Dropout?
Only
because
again,
we
Define
Dropout
as
being
from
grades
7
to
12.
So
those
are
the
specific
middle
schools
that
we're
referring
to
for
those
charts
related
to
dropout.
C
Q
Thing
yes,
just
I
know
that
the
graduation
rates
for
the
major
high
schools,
for
example,
doesn't
incorporate
the
number
of
kids
that
may
be
transferred
to
save
or
other
programs
that
kind
of
offsets
a
little
bit.
What
the
graduation
rate
is,
that's
been
an
issue
in
the
past,
so
I'll
just
share
that.
But
then
the
other
question
is
one
of
the
things
that
when
I
remember
in
2008
I
got
on
the
board.
It
was
always
six
almost
six
and
a
half
percent
graduation,
a
dropout
rate.
Q
Do
we
have
any
any
process
like
that,
because
it
kind
of
inflates
how
many
people
really
offline
are
dropping
out
when
you
look
at
the
rate
and
if
it's
the
same
one,
it's
kind
of
a
positive
statement
to
me
that
that
we
got
kids
struggling
dropping
out
but
trying
to
come
back,
and
so
it's
kind
of
inflating
how
many
kids
will
really
enlist
with
the
Dropout,
because
it
it's
the
same
group.
Well.
H
About
half
yeah
I
think
that's
a
great
question
that
that
we
should
have
during
our
discussion
at
the
next
board
meeting
and
then
we'll
be
prepared
to
discuss
some
of
the
nuances
between
how
a
transfer
can
impact
a
graduation
and
or
dropout
rate,
as
well
as
what
that
means.
Depending
on
where
it
shoot
a
student
chooses
to
go
for
their
placement,
say
they
leave
their
initial
School
yeah.
Okay,.
I
Into
you
is
there:
is
there
a
reason
that
we
are
not
tracking
and
disaggregating
our
graduation
rates
according
to
either
sex
or
gender,
because
it's
my
understanding
that
at
the
college
level,
we
do
see
distinctions
that
more
young
women
are
graduating
than
young
men
and
I
just
did
a
quick
search
and
it
looks
like
maybe
there's
an
unreported
gender
gap
in
our
high
school
graduation
rates
and
I
think
that
if
we
pursue
that,
then
perhaps
we
could
Target
interventions
strategically
so
I
just
is
there
a
reason
why
that's
not
on
our.
H
I
can't
speak
to
any
sort
of
historical
reason
why
gender
would
have
been
excluded,
but
I'm,
seeing
hearing
this
question
for
the
first
time,
I'm,
certainly
open
to
obtaining
that
data,
assuming
that
we
have
it
for
all
the
indicators
that
we're
measuring
sometimes
I
understand
that
assessments
don't
necessarily
ask
students
to
report
their
gender.
That
might
be
one
potential
issue,
but
assuming
that
we
have
the
data
and
we
can
link
it
consistently
across
all
of
our
assessments,
I
think
it's
something
that
we
should
look
at.
H
There
are
a
number
of
large
urban
districts
that
create
programs
that
specifically
address
gaps
for
gender,
in
addition
to
the
research
that
you
cited
that
impacts
students
at
the
post-secondary
level.
In
my
previous
district,
there
are
a
lot
of
gaps
that
we
saw
for
boys
of
color
specifically,
and
there
are
programs
that
we
could
put
in
place
to
intervene
for
those
groups.
So
that's
something
I'm
interested
in
looking
at.
E
C
That's
a
great
Point,
remember
this
okay,
so
I
do
need
the
board's
consideration
going
back
to
our
our
math
report.
We
need
to
accept
that
report
since
we're
we
I
need
a
motion
to
accept
it.
We
usually
accept
it
right
at
the
end
of
discussion.
G
Madam
president
I'll
move
to
accept
the
2022-2023
goal.
Monitoring
report
on
mass
proficiency
presented
tonight.
C
Moved
in
second
to
accept
the
math
proficiency
report,
as
discussed
tonight,
I
think
we
need
just
a
minute
to
set
up
our
vote.
G
R
C
S
I
C
A
C
C
Passes
six
years,
one
absent!
Thank
you
all
right.
So
that
brings
us
thank
you,
Dr
Bryant
for
the
College
and
Career
ready
report.
We
will
discuss
that
report
foreign.
C
So
we
again
like
to
welcome
everyone
here.
The
board
has
set
aside
a
one-hour
time
slot
at
the
beginning
of
the
meeting
and
another
hour
at
the
end.
For
those
who
did
not
get
an
opportunity
to
comment
during
the
first
hour
during
public
comment
board
members
will
not
answer
questions
or
engage
in
discussion
with
members
of
the
public.
It's
the
Public's
time
to
speak
and
the
board's
time
to
listen.
C
School
Board
welcomes
the
public
to
observe
and
contribute
to
our
meetings
through
their
comments,
however,
to
be
productive,
our
meetings
must
be
structured
and
civil.
We
use
Robert's
Rules
of
Order
to
set
our
to
to
Robert's
Rules
of
Order,
to
set
our
meetings
to
set
up
our
meetings
in
an
orderly
way.
C
Therefore,
we
ask
that
there
there
is
no
attack
of
a
member
or
speaker's
motives,
no
profanity
or
foul
language,
and,
as
you
entered
into
the
boardroom,
there
is
a
blue
and
white
sheet
that
really
goes
over
the
same
decorum
rules
and
participation
guidelines
refrain
from
disturbing
the
meeting,
no
cheering
applauding
Outburst
or
waving
of
signs
or
posters.
C
C
As
the
president
of
the
board.
It
is
my
duty
to
enforce
these
Rules
of
Civility
into
quorum
as
such
and
consistent
with
Robert's
Rules
of
Order
I
have
the
authority
to
rule
any
speaker
out
of
order
for
violation
of
these
rules
and
and
guidelines,
or
fails
to
conduct
him
or
herself
in
a
civil
manner
civil
manner.
We
have
made
space
for
our
students
on
our
agenda,
and
so
there
will
be
students
in
the
room,
so
we
we
really
want
our
decorum
to
be
a
model
for
them.
C
Any
additional
information
can
be
found,
as
I
said,
on
the
handout
that's
at
the
door.
So
with
that,
we
are
going
to
open
our
we're
going
to
call
our
first
Speaker.
We
Santiago
Menendez,
welcome
Santiago.
T
T
They
all
they
all
want
everybody
to
succeed
in
school,
so
they
have
a
saying
that
they
tell
everybody
which
is
if
you're
a
student
athlete
student
must
come
first
and
if
you're
not
succeeding
in
school,
they
encourage
you
to
take
some
time
out
of
your
day
to
focus
on
school
and
homework.
My
team
has
started
to
do
a
study
time,
30
minutes
before
practice.
Our
and
our
coaches
really
care
about
the
student
education.
T
Salvador
came
to
USA
when
he
was
16..
He
wanted
to
play
soccer
here,
because
in
El
Salvador
he
played
with
the
men's
league
of
his
town,
so
playing
soccer
in
USA
meant
a
lot
to
him
and
reminded
him
of
Home
in
his
culture.
It
was
also
a
source
of
motivation
to
do
good
in
school
and
socialize
more.
He
did
not
know
English
well,
but
with
the
communication
of
soccer
he
learned
it
a
lot
faster
than
he
could
have
without
it
right
now.
T
My
dad
is
an
engineer
for
the
state
of
Alaska
and
has
made
a
family
I'm,
also
playing
I'm
playing
soccer
in
college
and
I
feel
that
soccer
and
high
school
really
prepares
you
for
that,
because
It
prepares
you
for
prepares
you
for
the
mental
stability
that
you
need
to
be
playing
soccer
in
college.
Much
like
how
Middle
School
prepares
you
for
high
school
me
and
my
family
I
also
have
also
made
a
lot
of
memories
watching
and
playing
soccer
and
I
know
many
kids.
Much
like
me.
T
C
Next,
we
have
via
phone
Danielle
Kim.
C
C
K
Hello
there,
my
name
is
Garrett
beam,
I
have
a
special
needs:
boys.
They
go
to
your
SPS
school
first
one
was
Lake
Hood
Elementary.
Second,
one
is
Whaley's
the
first
year
we
got
to
where
the
there's
three
incidents
that
happened
to
my
son.
K
Nobody
ever
called
me
back
nobody's
ever
reached
back
out
to
me.
My
son
was
assaulted.
He
was
chased
down
on
the
school
ground
with
a
pair.
Well.
I
was
first
told
by
a
letter
opener
by
the
principal,
and
nobody
ever
called
me
when
the
incident
happened.
K
My
son
told
me
when
he
got
home
so
I
called
him.
He
didn't
even
know
about
it.
Miss
Collier
at
Lee
could
and
I
tried
to
reach
out
to
get
to
help
for
it.
K
Nobody
Joker
called
me
back
and
when
she
did
call
me
back,
he
had
went
on
to
say:
I
had
a
representative
group
at
my
home
because
I
was
working
with
them
for
resources
and
he
went
on
to
tell
me
you
know
Garrett
Lee,
when
you're
at
the
school,
you
were
so
nice,
but
when
you're
on
the
phone,
you
are
so
ugly
that
is
so
unprofessional,
my
son.
He
would
chase
down
what
she
told
me:
oh
it
wasn't
a
letter
opener.
It
was
only
a
pair
of
scissors.
K
K
He
had
he
had
his
mouth
was
all
cut
up.
I
called
the
police
took
four
hours
for
them
to
get
there,
but
they
took
pictures
of
it.
I
got
pictures
of
them
again
I
will
somebody
will
get
back
to
you?
His
Home
Room
teacher
didn't
even
know
what
happened
and
Mr
Bryant
when
I
was
here.
The
last
time
I
talked
to
you
outside
in
the
hallway.
You
said
somebody
from
your
Administration
would
call
me
or
you'd
call
me.
My
phone
number
is
907-545-8175.
K
I
gave
you
that
phone
number
never
heard
back
from
anybody
and
I'd
like
to
hear
from
somebody,
because
my
son
was
assaulted
twice
at
Lake
Hood
third
incident
Whaley's,
some
kids
called
him.
The
B
word.
He
has
autism
odd,
idd
ADHD
and
that
doesn't
work
it
out
for
kids,
like
him
being
called
names.
She
doesn't
like
it,
so
he
he
got
mad.
He
was
rushed
by
five
adults,
including
the
nurse
that
was
there.
When
they
called
me,
the
police
called
me.
You
need
to
come.
K
K
A
C
Thank
you.
Next
we
have
Krista,
sandhofner
did
I,
say
it
right.
A
U
A
U
U
I'm
here
tonight
to
speak
to
you
as
not
only
an
effective
affected
educator,
but
as
an
advocate
for
my
students,
families
that
are
not
able
to
have
a
voice
because
they
have
not
been
given
the
chance
to
understand
what
ASD
is
proposing
as
an
educator
I'm
aware
of
the
extreme
economic
economic
deficit
we
are
facing
and
that
changes
need
to
occur
in
this
process.
Misallocated
spending
needs
to
be
brought
forward,
for
example,
hiring
an
out-of-state
demographer
rather
than
using
School
District
employees
or
local
community
members
to
research.
Our
district
zoning
is
financially
irresponsible.
U
A
public
request
about
how
much
was
spent
on
this
demographer
has
yet
been
provided
in
addition
to
the
school
district
not
being
forthcoming
with
the
cost
of
the
demographer.
The
data
that
was
collected
as
well
as
a
full
report
has
not
been
provided
to
the
public
for
discussion.
Regarding
this
issue,
a
public
records
request
was
filed
and
in
response
to
this
filing
it
was
stated
that
there
is
not
a
full
report,
as
requested
all
of
Mr.
Bigam's
Data
is
proprietary
as
a
dishonest
software
systems.
U
He
generates
the
PowerPoint
information
from
his
data
set
and
we
ASD
leadership
teams,
discuss
lots
of
inputs,
but
there
isn't
a
written
document
to
provide
beyond
the
presentation
to
the
school
board.
A
follow-up
request
was
done
regarding
any
minutes,
notes
that
are
available
and
the
response
again
was.
The
district
does
not
have
a
record
that
would
meet
that
request
and
is
not
required
to
create
reports
in
response
to
public
records.
Request.
Accountability
as
Educators
is
expected
and
continually
being
publicly
scrutinized.
U
Yet
our
public
educational
institution
at
its
administrative
level,
is
opaque
and
unaccountable
to
the
taxpayers.
It
doesn't
seem
honest
or
equitable
as
an
ASD,
employee,
parent
and
a
Community
member.
It
is
extremely
concerning
about
the
lack
of
transparency
with
this
initial
proposal.
How
did
a
92
percent
capacity
School
make
this
list?
Besides
a
lack
of
lack
of
transparency
on
the
criteria
results
in
data,
we
have
received
zero
guidance
from
the
district.
U
Two
weeks
ago
we
were
told
by
a
district
employee
that
we
are
all
guaranteed
a
job
in
the
district
next
year
when
we
asked
what
we
needed
to
do
as
far
as
if
we
would
be
placed
in
a
position
or
if
we
needed
to
interview
Etc.
The
response
was
those
are
good
questions
with
mental
health
as
a
priority
in
ASD.
Doing
this
to
its
employees
and
families
seems
extremely
contradictory.
I
am
not
naive
to
the
fact
that
we
are
in
need
of
a
change
in
order
to
overcome
our
economic
deficit.
U
We
are
facing,
however,
in
my
18
years
in
this
District
I
have
not
felt
as
strong
as
I.
Do
that
closing
Cloud
Elementary
is
not
only
an
inequitable
decision,
but
will
also
cause
drastic
implications
on
the
diversity
of
our
community.
I've
touched
on
some
inequities
so
far,
both
tonight
and
in
my
letter
you
all
received
last
week,
but
there
will
be
without
a
doubt,
many
more
brought
to
our.
C
Thank
you,
Miss
send
Hoffner.
C
Thank
you
guys.
Next
Jessica
Lewis
did
I
say
that
right,
Louis
flowers,.
V
V
I'm
grateful
for
your
Swift
action
and
I'm
here
to
bring
attention
to
ongoing
communication
inequities
in
our
district
two
months
ago,
I
brought
attention
to
the
lack
of
Equitable
communication
for
our
families,
for
whom
English
is
not
a
first
language
who
may
not
speak
or
read
English,
which
resulted
in
a
lack
of
understanding
and
misunderstanding.
So
here
we
are
once
again,
misinformation
abounds.
We
have
families
who
think
the
school
is
closing
in
December
we
have
families
who
think
the
district
is
closing.
V
How
can
they
communicate
the
impact
of
this
potential
closure
on
their
families?
And
how
can
you
fully
understand
that
impact
if
the
district
cannot
provide
the
information
that
impacts
our
families
so
just
drastically
in
an
equitable
way?
The
district
Prides
itself
on
its
diversity?
It
Prides
itself
on
more
than
95
languages
spoken
in
the
school
district.
V
Yet
the
reality
we
are
experiencing
is
that
the
district
doesn't
have
concern
for
the
families
whose
voices
are
often
the
quietest
because
of
the
numerous
barriers
that
must
be
overcome
in
order
for
their
voice
to
be
heard
in
the
first
place.
Second
I'd
like
to
address
the
board's
comments
regarding
Diamond
Estates,
the
last
school
board
meeting
I
commend
you
for
your
increasing
awareness
of
the
unique
challenges
of
this
community
and
for
the
action
that
has
been
taken
on
its
behalf.
I
will
be
clear
and
succinct.
V
I
am
an
advocate
for
our
middle
school
and
high
school
students
to
be
rezoned
to
schools
that
are
closer
to
our
neighborhood.
However,
I
am
not
an
advocate
for
uprooting
our
elementary
students
to
achieve
that
outcome.
Yes,
Campbell
would
be
closer
in
distance,
but
our
neighborhood
would
still
require
busing
and
the
multi-generational
student
and
teacher
network
of
support
culture
of
welcome
and
safety
and
the
unique
educational
programs
opportunities
in
clear
data
proven
outcomes
achieved
at
present
at
clatt
is
not
the
answer.
I
look
forward
to
expounding
on
these
aspects
of
clot
in
future
testimony.
V
Finally,
Cloud
PTA
held
an
information
and
listening
session
at
our
school.
In
regard
to
this
closure.
Last
week
we
also
talked
about
advocacy
at
that
meeting
and
I
reminded
parents
that
the
first
step
to
making
real
change,
especially
strategic
change,
begins
with
connect
listening
and
understanding.
If
you
want
to
make
things
right
for
Diamond
estate
students,
please
start
by
connecting
and
listening
to
Diamond
Estates
families.
V
Over
the
next
couple
of
months,
you
will
be
hearing
from
representatives
from
the
entire
clock
community
and
the
impact
that
this
recommendation
has
on
our
school
I
urge
you
to
go
out
of
your
way
to
find
ways
to
connect
with
our
students,
with
our
staff
and
with
our
families.
I
urge
you
to
pay
attention
to
what
is
being
said
and
whose
voice
is
missing.
I
urge
you
to
seek
to
understand
the
impact
and
be
willing
to
make
Equitable
decisions
based
on
vision
for
our
children
rather
than
on
deficit.
W
30
minutes
for
30
minutes
believe
me
good
evening.
My
name
is
Dana
hollering
tonight,
I'm,
here
to
speak
regarding
the
clatt
Elementary's
potential
closure
I'm
here
to
advocate
for
my
little
guy,
who
cannot
advocate
for
himself.
He
attends
clatt
in
the
structured,
Learning,
Classroom
or
SLC.
Originally
he
was
zoned
for
rabbit.
Creek
I
know
that
came
up
at
the
last
meeting.
W
I
urged
the
board
before
making
any
decisions
about
clatt
to
please
educate
and
know
exactly
what
this
classroom
is
set
up
for
and
what
is
required
to
have
one
of
these
classes
as
part
of
your
decision-making
progress.
Students
in
these
classes
need
this
setup
as
their
least
restrictive
environment
for
education.
W
The
pandemic
caused
these
children
in
these
classrooms
to
regress,
and
they
are
just
now
starting
to
get
back
that
trust
in
the
system
to
operate
without
interruption
and
I'm.
Asking
you
to
carefully
consider
the
chaos,
the
school
closure
and
a
move
just
as
these
children
are
starting
to
trust
that
the
school
where
they
are
at
is
going
to
be
in
session
and
that
they
are
familiar
with
what
what
this
is
going
to
do
their
progression.
W
Often
an
SLC
classroom
will
consist
of
several
grade
levels.
I
would
like
to
bring
the
attention
to
the
board
that
Elementary
had
so
many
kindergartner
students.
They
actually
have
an
SLC
class
that
is
strictly
kindergarten.
The
next
class
is
a
kindergarten
through
second
grade,
and
they
have
a
third
classroom
for
three
through
six.
The
report
that
you
received
only
had
two
structured
learning
classrooms
listed.
W
Your
consultant
was
an
error
there.
It
was
never
mentioned
the
occupancy
of
ocean
view
or
Campbell
were
these
general
education.
Students
will
be
going.
What
scares
me
and
what
makes
me
very
nervous,
is
apparently
there
is
no
plan
for
the
structured
learning
classrooms,
children
that
has
been
announced.
W
The
activities
and
I
would
hope
that
this
board
would
take
that
into
consideration
as
well
that
wherever
you're
going
to
be
moving,
if
you
do
and
I
hope
you
don't
move
these
students
too,
it's
going
to
take
some
serious
training
if
they
don't
have
experience
with
these
students
to
include
them,
as
they
have
been
a
clad
I
have
a
lot
of
questions
and
I
know
we
have
some
open
house.
Town
Halls
coming
up
and
I
will
be
there
and
I
will
be
asking
my
question.
X
Good
evening
my
name
is
Mina
Hancock
I
use
they
them
pronouns
and
I'm
an
active
recovery
from
an
eating
disorder.
You
may
be
wondering
why
I'm
telling
you
all
of
these
seemingly
sensitive
things
about
myself
without
knowing
you
or
anyone
else
in
the
room
I'm.
This
is
because
I'm
passionate
about
creating
change
and
starting
uncomfortable,
yet
increasingly
important
conversations
now
for
a
little
bit
about
me.
X
I
grew
up
in
Anchorage
Alaska
I,
attended
school
at
Trailside,
Elementary,
hanshu,
Middle,
School
and
service
High
School,
I,
Was,
An
Athlete
on
the
cross
country,
running
team
and
the
cross
country,
skiing
team
and
competed
at
the
state
level
for
both
competitions.
I
was
smart
and
did
well
in
all
of
my
classes.
I
got
into
a
good
college
and
continued
to
do
well
in
school,
but
when
I
came
home
from
UC
Santa
Cruz
for
Christmas,
my
freshman
Year,
everyone
immediately
knew
something
was
wrong.
Five
days
later,
I
was
admitted
to
the
hospital.
X
After
six
months
in
out-of-state
treatment,
I
have
come
home
and
started
attending
UAA
and
I'm,
currently
completing
my
freshman
year.
I
never
heard
much
about
eating
disorders
and
once
I
came
home,
I
realized
how
little
awareness
there
is
for
them.
Today,
I
am
speaking
with
you,
because
I've
partnered,
with
the
two-time
Olympian
and
licensed
therapist
Holly
Brooks,
and
the
Alaska
eating
disorder,
Alliance
shortened
to
Akita,
to
have
you,
the
Anchorage
School
District
help
create
life-saving
change
within
our
community.
Holly
Brooks
and
Akita
have
created
a
free
educational
documentary,
called
winning
at
all
costs.
X
Breaking
the
silence
on
athletes
and
eating
disorders
and
I
have
made
it
my
personal
mission
to
help
share
this
resource.
This
is
where
we
need
your
help
as
a
group
that
influences
the
lives
of
thousands
of
adolescents.
You
can
create
immense
change
and
provide
extremely
important
awareness.
I
asked
you
to
send
out
this
video
to
All
of
the
school
nurses,
Health
teachers,
academic
teachers,
counselors,
coaches,
gym
teachers
and
every
other
influential
person
in
our
schools
for
provide
them
with
the
start
of
a
much
needed
conversation.
X
Provide
them
with
the
space
to
increase
awareness,
reach
out,
to
provide
more
resources,
help
train
your
medical
staff
to
be
cognizant
of
the
early
warning
signs
of
Eating
Disorders.
This
is
what
I'm
asking
you
to
do:
I'm
asking
you
to
give
your
staff
the
resources
to
save
countless
numbers
of
young
lives
from
having
to
go
through
the
traumatic
experience
of
an
eating
disorder,
I'm
an
active
recovery
for
my
eating
disorder
and
have
grown
along
the
way
into
someone
beautiful
and
proud
of
the
work
that
I
have
done.
X
Y
Hi,
thank
you
so
much
for
your
time.
My
name
is
Marnie
hartel
I'm
speaking
as
an
individual,
it's
incredibly
valuable
to
have
these
deep
conversations
about
our
education
policies,
our
priorities
with
our
community,
our
faculty
administrators
and
our
students
and
I
hope.
I
hope.
Parents
attend
those
continued
conversations
at
the
Town
Halls
coming
this
week
and
throughout
the
month.
Well,
I
hope
that
the
school
board
would
make
the
right
choices.
Y
Putting
students
first
I,
know
deep
down
that
these
are
all
going
to
be
difficult
decisions,
hard
choices,
no
matter
how
you
look
at
them,
they'll
be
detrimental
to
Student
Success.
Earlier
this
evening,
during
an
ASD
board
work
session,
I
watched
online
as
sweeping
program
changes
were
presented.
Discussion
span
from
various
sizes
of
toilets
in
some
schools
to
expansion
of
pre-K
programming,
to
planning
eighth
grade
graduation
ceremonies
for
language
immersion
students.
Y
At
one
point
in
the
discussion,
an
administrator
was
asked
what
they
thought
candidly
about
the
projected
changes
to
a
valuable
program
that
they
LED
for
many
many
years.
Yes,
it's
their
passion.
These
kids
are
our
passion.
The
staff
member
paused
took
a
breath
and
said
something
like
I.
Don't
know
how
to
respond
I'm,
not
prepared
with
words.
Y
Y
A
friend
of
mine
gave
me
a
big
purple
sign.
It
encourages
us
all
to
vote
for
kids,
not
cuts
so
now's
the
time
for
us
to
put
those
signs
back
in
our
yards.
I
moved
here
in
2009,
because
I
believed
that
Alaska
had
a
better
grip
on
appropriately
funding
Public
Schools
than
other
states
I've
seen
education
funding
here
deteriorate
since
the
governorships
of
Parnell
Walker
and
Dunleavy
I've
watched
veto
powers
used
against
K-12
and
higher
education.
Y
Far
too
many
times
as
since
2014
Alaska
has
fallen,
120
million
dollars
behind
inflation
on
school
funding
in
2015
Walker
allowed
a
five-year
stock
to
the
school
bond
debt
reimbursement
program
within
those
two
years,
Walker
permitted
over
80
million
dollars
in
education
cuts
and
in
2016
he
vetoed
roughly
55
million
dollars
in
public
education
funds
and
when
Dunleavy
took
office
in
2018,
he
proposed
the
biggest
education
Cuts
in
State
history.
Since
then,
Dunleavy
has
continued
to
veto
education
funding
each
year.
Y
Z
Good
evening
president
Bellamy
board
members
and
superintendent
Brian
thank
you
for
the
opportunity
to
speak
with
you
this
evening,
I'm
taking
my
campaign
hat
up
and
speaking
to
you
not
as
a
candidate
but
as
a
22-year
veteran
ASD,
Teacher,
someone
who
wants
children
to
succeed
and
reach
their
greatest
potential
and
as
a
proud
product
through
the
anchor
School
District
I'm.
Also
speaking
as
a
parent,
to
offer
my
best
advice
about
how
our
community
can
avoid
a
repeat
of
facing
these
terrible
decisions.
Z
Year
after
year
in
the
future
like
districts
around
the
state,
ASD
is
facing
the
consequences
of
flat
funding
from
the
state.
You've
heard
the
governor
say
this
awful
decision
about
closing
schools.
Is
the
communities
called
the
school
board's
fault?
The
city's
fault
is
poor
budgeting,
the
State
Bears
no
responsibility
I
want
to
share
a
few
facts,
so
parents
and
community
members
can
speak
knowledgeably
that
they're
legislators
and
governor
in
the
future,
because
this
problem
Falls
squarely
on
the
state
for
allowing
education
funding
to
lag
almost
every
year.
Z
School
funding
has
fallen
more
than
120
million
dollars
behind
inflation.
Since
2014.
this
year,
we
had
nine
percent
inflation
and
a
funding
increase
of
about
half
that
State
funding
has
fallen
behind
inflation
and
now
you're.
Faced
with
these
hard
decisions,
there
are
so
many
wonderful
opportunities
our
students
have
for
learning
and
growing
in
the
Anchorage
School
District
that
can
open
doors
to
Bright,
Futures
and
opportunities
and
possibilities,
and
no
one
wants
to
take
any
of
those
possibilities
and
opportunities
away.
Z
Yet
that's
what
we're
discussing
here
tonight
and
in
the
coming
weeks,
why
can't
the
city
put
more
money
and
and
make
up
for
these
state
shortfalls
to
ensure
our
students
have
the
access
to
the
best
education?
This
is
what
parents
and
community
members
need
to
know
as
they
approach
their
legislators
and
Governor.
So
we
don't
have
these
fights
year
after
year.
Well
local
school
funding
is
capped
at
a
percentage
of
the
amount
of
State
funding.
Z
The
districts
receive
under
state
law
this
year,
like
most
years,
Anchorage,
is
contributing
as
much
as
they
legally
are
allowed
to
by
state
law.
So
unless
State
funding
goes
up,
the
city's
ability
to
contribute
more
cannot.
Z
Z
My
Hope
Is
that
community
members
make
State
leaders
pay
attention
to
how
these
budget
chasms
have
been
created
and
acknowledge
how
these
voids
are
being
dealt
with.
The
students
and
family
to
whom
families,
to
whom
I
have
devoted
my
career,
educating
and
serving
are
paying
the
cost
for
States
fiscal
irresponsibility.
Z
AA
Thank
you
for
the
opportunity
to
speak
with
you
this
evening.
My
name
is
Joel
Potter
I
am
a
professor
of
philosophy
at
the
University
of
Alaska
Anchorage
and
a
resident
of
new
Naka
Valley
neighborhood
I'm
here
to
ask
District
leadership
and
the
board
to
rethink
the
plan
to
close
Six
of
our
elementary
schools,
including
Wonder
Park
and
nunaka
Valley
Elementary
consolidation
comes
with
hidden
costs,
not
the
least
of
which
may
be
a
loss
of
enrollment
when
families
are
deprived
of
walkable
schools.
AA
I
encourage
the
board
to
take
a
critical
eye
to
the
claimed
benefits
of
consolidation
and
to
study
what
research
has
shown
nationally
about
what
actually
results.
A
large
body
of
evidence
supports
the
value
of
small
schools
like
those
currently
proposed
for
con
foreclosure.
They
have
been
found
to
foster
a
greater
sense
of
belonging
to
better
attendance
and
completion
rates
to
have
markedly
lower
incidence
of
violence
and
vandalism
and
higher
reported
teacher
satisfaction.
All
these
things
contribute
to
better
educational
outcomes.
AA
AA
The
plan
to
close
Six
schools
serving
over
1500
students
represents
the
only
budget
solution
publicly
recommended.
Thus
far,
it
was
recommended
before
any
endorsed
plan
for
administrative
reductions,
reductions
in
extracurricular
activities
or
sports,
or
the
postponement
or
cancellation
of
infrastructure
projects.
To
me,
this
communicates
a
problem
of
priorities
and
an
apparent
lack
of
vision
for
a
school
district.
Closure
of
these
schools
should
be
presented
as
an
option
of
Last
Resort
neighborhood
schools
matter.
Neighborhood
elementary
schools
are
the
heart
of
their
communities.
There
Are
Places
of
belonging
that
make
education
visible
to
students
and
their
communities.
AA
There's
untapped
potential
to
make
our
neighborhood
schools
even
more
Dynamic
centers
for
community
community
life
and
learning
right
now,
Anchorage
has
a
neighborhood
Elementary
School
System,
but
this
could
easily
be
lost
to
a
series
of
consolidations.
Given
the
known
benefits
of
such
schools,
I
asked
the
board
to
pause
and
consider
how
what
we
have
in
the.
AB
Good
evening,
I
am
a
Community
member
who
lives
in
nunaka
Valley
I
speak
tonight
in
opposition
to
the
proposed
School
consolidation
plan.
Nunaka
Valley,
Elementary,
School
enrolls,
the
most
pre-kindergarten
kids
in
the
Anchorage
School
District,
as
special
ed
and
Pre-K,
are
capped
at
smaller
class
sizes.
The
neighborhood
of
nanaka
is
questioning.
If
this
clock
capped
classroom
ratio
is
reflected
in
the
reported
capacity
numbers
of
the
school
nunaka
is
a
true
neighborhood
school,
as
many
kids
walk
or
are
on
their
own
for
transportation
as
they
live
within
one
and
a
half
miles
of
the
school.
AB
AB
The
school
promotes
learning
through
its
unique
Anchorage
setting.
It
is
adjacent
to
Russian,
Jack
trails
and
other
Parks.
It
has
inspiring
Mountain
views
and
the
neighborhood
roads
are
safe
with
little
traffic
there's
so
much
potential
for
Outdoor
Learning.
At
this
building
a
volunteer
nunaka
Valley,
Community
Patrol,
complete
with
up
actual
patrol
car,
helps
at
the
schools
crosswalk
and
neighbors,
such
as
myself
will
volunteer
at
a
school-based
ski
program
for
the
older
elementary
kids
this
winter.
It
is
a
title
one
school,
providing
meals
and
resources
for
students
whose
families
may
be
struggling
in
these
expensive
times.
AB
Over
the
pandemic
years.
These
same
students
learning
may
have
suffered
disproportionately
compared
to
students
at
schools
serving
more
affluent
families.
It
feels
unfair
to
shift
their
familiar
School
environment,
one
more
time.
Nunaka
Valley
staff
know
their
students
and
families
well,
as
they've
taught
sets
of
siblings.
Throughout
the
years,
research
shows
a
small
school
environment
can
individually
and
immediately
attend
to
kids
needs
preventing
specialist
interventions
for
issues
that
become
even
more
costly
down
the
road.
If
not
caught
early.
For
example,
counseling
tutoring
and
occupational
therapy
I
understand
the
six
ASD
schools
suggested.
AB
Foreclosure
will
not
be
the
last
Cuts.
If
state
budget
funding
for
kids
education
is
not
increased.
Many
more
lab
schools
and
programs
will
suffer
I
plan
to
vote
accordingly.
I
grew
up
in
Alaska
and
I'm.
A
nurse
who
chose
to
live
in
Anchorage,
please
keep
Anchorage
a
city,
I
want
to
keep
paying
taxes
and
and
living
in
by
re-considering.
The
closure
of
these.
A
C
AC
Can
you
hear
me
I'm,
a
mother
of
two
two
young
children
and
we're
living
in
Monaca,
Valley
and
I'm,
a
special
education
teacher
working
at
Onaga,
Valley
Elementary
I'm
speaking
up
against
the
proposed
School
closure
of
nunaka
Valley
Elementary
I
understand
that
the
Anchorage
school
district
has
systematically
been
underfunded
for
years,
forcing
the
school
board
in
the
administration
to
make
difficult
decisions.
Currently,
however,
if
you
decide
to
close
nunaka
Valley
Elementary,
a
small
neighborhood
School
in
located
in
a
vibrant,
neighborhood
community,
you
are
taking
away
a
valuable
asset
that
has
so
much
to
offer.
AC
First
nunaka
Valley
Elementary
provides
many
characteristics
of
a
trauma-sensitive
school.
It
is
a
small
School
located
located
in
one
of
the
oldest
Anchorage
neighborhoods,
surrounded
by
small
houses.
The
principal
the
staff
and
the
community
in
the
neighborhood
understand
the
importance
of
creating
a
warm
and
safe
space
for
students.
This
is
a
must,
since
the
school
is
serving
the
largest
population
of
preschoolers
in
the
district
because
of
its
small
size
teachers
able
to
make
deeper
individual
connections
with
the
students
and
families
teach
teachers
can
easily
collaborate
to
react.
AC
To
particular
student's
needs
the
principal
and
the
administrative
staff
know
every
single
student,
by
name
and
often
their
family
members.
It
is
a
real
school
family.
I
have
only
taught
there
for
a
few
months,
but
I
already
feel
very
much
part
of
the
family.
The
families
who
live
in
the
neighborhood
move
there
because
of
its
walkability.
AC
Realistically,
students
will
not
be
able
to
walk
to
Chester
Valley
families
will
reconsider
living
in
the
area
and
potentially
move
away.
This
is
a
social
and
economic
loss
for
the
community,
for
East
Anchorage
and
potentially
for
the
entire
city.
Last
I
would
like
to
have
two
facts
reviewed
that
I
cannot
trust.
One
I
know
that
dunaga
Valley
Elementary
has
almost
all
classrooms
in
use
due
to
the
large
preschool
program.
So
how
can
the
utilization
percentage
only
be
66
percent
and
additional?
AC
AC
C
Thank
you
very
much.
We
have
four
more
and
then
we'll
take
a
recess.
Scott
McClure
and
Jay
McDonald.
E
AD
All
right,
can
you
hear
me:
okay,
members
of
the
board,
Madam
president.
Thank
you
very
much
I'm
here
as
a
parent
and
a
volunteer
I
found
out
about
this
a
little
bit
too
recently
to
actually
develop
any
prepared
remarks,
but
I'd
like
to
take
a
moment
interrupt
the
conversation
for
the
purpose
of
talking
about
one
of
our
cultural
programs,
the
Japanese
immersion
program.
AD
In
particular,
it
came
to
my
attention
that
the
Japanese
immersion
program
is
facing
some
potential
Cuts,
as
all
programs
are
being
looked
at
because
of
the
environmental
restrictions
that
we're
facing.
It
is
important
to
me
that
we
have
a
little
bit
of
a
discussion
on
the
return
on
investment.
AD
The
Japanese
immersion
program
is
extremely
low
cost,
particularly
because
the
parents
volunteer
so
I
put
my
home
up
for
three
years,
running
I've
committed
to
doing
so
again
where
we
bring
in
Japanese
teaching
interns
into
our
home
for
three
to
four
months
at
a
time,
and
it
is
important
to
realize
that
those
teaching
interns
are
unpaid
and
they're
working
in
the
schools
as
additional
support.
AD
So,
as
far
as
return
on
investment
is
concerned
that
the
parents
are
putting
their
homes
forward
for
lodging
costs
and
food
and
the
the
teachers
themselves
are
getting
additional
support
at
no
additional
costs.
So
the
Japanese
immersion
program
is
an
exceptional
return
on
investment.
From
the
economic
standpoint
from
a
social
standpoint,
it's
also
important
to
realize
the
Japanese
immersion
program
is
a
small
fish
and
a
big
pond.
AD
So
one
of
the
things
that
I've
noticed
in
my
recent
heavily
invested
time
I've
been
a
member
of
their
program
for
12
years
now,
but
the
last
two
years,
I've
been
extremely
involved
in
volunteerism
and
I've
just
recently
volunteered
to
write
for
a
grant
proposal
on
helping
with
developing
an
international
concert
next
year
entirely
based
on
grants.
The
struggle
that
we're
facing
is
that
the
timono
kai
Community,
which
is
the
immersion
program
in
Academia,
the
Japan
Alaska
community,
so
the
Japan
Alaska
Association,
the
Tomodachi
daiko
Community.
AD
These
programs
are
are
facing
a
dissolution
because
of
the
lack
of
volunteerism
through
the
covet
problem,
with
our
high
school
students
and
our
middle
school
students
bringing
the
continuity
into
their
adult
lives.
Within
this
program,
those
students
are
bringing
those
Volunteers
in
later
in
their
life,
and
so
I
won't
take
up
the
entire
amount
of
time,
but
it
is
important
please
to
consider
that
when
you're
doing
this
very
difficult,
complex
work
that
you're
facing
more
so
than
just
complicated,
please
consider
that
you
have
an
exceptional
return
on
investment
for
this
particular
program.
AE
Good
evening,
I'd
like
to
so
I'm
Jay
McDonald
I'm,
a
parent
in
the
area
and
I'd
like
to
talk
about
state
laws,
so
State
Statute,
14.30.361,
paragraph
B,
States
and
I
quote
before
curriculum
literature
or
materials
related
to
sex
education,
human
reproduction
and
education
or
human
sexuality.
Education
may
be
used
in
a
class
or
program
or
distributed
in
a
school.
The
curriculum,
literature
or
materials
must
be
both
approved
by
the
school
board
and
available
for
parents
to
review.
AE
End
quote
so
that's
important
because
in
August
2020
the
school
board
publish
a
memo
stating
that,
in
accordance
with
the
following
guidelines
and
I'm,
quoting
here,
notification
of
a
student's
parent
about
his
or
her
gender
identity,
identity,
expression
or
transition
is
unnecessary,
as
they
are
already
aware
and
may
be
supportive.
In
some
cases,
however,
notifying
parents
carries
risks
for
the
student
if
the
family
does
not
support
the
student's
desire
to
transition
prior
to
notification
of
any
parent
or
Guardian.
AE
Regarding
the
transition
process,
School
staff
should
work
closely
with
the
student
to
assess
the
degree
to
which,
if
any
the
parent
Guardian
will
be
involved
in
the
process.
Considering
all
times
the
health,
well-being
and
safety
of
the
transitioning
student
end
quote
so
the
obvious
question
there
is:
what's
what
Authority
does
the
school
board
have
to
override
State
statutes
and
cut
parents?
Out
of
the
conversation
school
officials
are
not
therapists,
they
don't
have
a
patient
provide
a
relationship
with
kids
and
minors
can't
give
consent.
AE
It's
also
disturbing,
considering
that
there
are
other
board
policies
that
are
still
on
the
book.
Stating
and
I
quote
that
the
parent
Guardians
request
any
student
may
be
excused
from
any
part
of
family
life.
Sex
education
instruction,
end
quote:
how
can
parents
exercise
rights
to
opt
out
when
officials
are
intentionally
hiding
these
materials
and
conversations
from
the
from
the
parents?
AE
It's
not
just
about
socially
and
sexually
transitioning
kids
at
school.
It's
also
about
the
materials
that
are
being
put
in
front
of
them.
So
I'd
like
to
read
an
excerpt
from
one
of
the
award-winning
books.
That's
just
recently
been
purchased
for
libraries
at
Bartlett,
Diamond,
Igor,
River,
East,
Service,
South
Romig,
with
at
least
25
checkouts.
It's
titled,
Beyond,
magenta
and
I
quote:
I
was
sexually
mature.
AE
What
I
mean
by
sexually
mature
is
that
I
knew
about
sex
from
six
up
I
used
to
kiss
guys
in
my
neighborhood
make
out
with
them
and
perform
oral
sex
on
them.
I
liked
it
I
used
to
love
oral
and
I
touched
their.
You
know
what
we
were
really
young,
but
that's
what
we
did
I
was
making
out
with
girls
too
I
used
to
love
making
out
with
girls,
because
everybody
thought
I
was
cool.
Everyone
was
encouraging
me,
look
Frank's,
not
gay
he's
making
out
with
a
girl.
AE
C
R
C
Thank
you,
sir
Jesse
Thacker.
AF
Thank
you,
madam
president,
Dr
Jarrett
and
his
distinguished
ladies
and
gentlemen
on
the
board
appreciate
your
time.
It
really
is
encouraging
that
all
of
you
have
taken.
You
know
time
to
run
for
these
positions,
because
you
hear
about
kids
and
the
character
development
and
as
far
as
educating
them
all
the
signs
right
here
show
it
math
reading
proficiency,
I,
don't
say
anything
about
art
music,
though
it's
a
little
disappointing,
but
one
of
the
big
concerns
that
we
have
the
purpose
of
the
education
is
functionality
and
operation
and
career-minded.
AF
You
know
functions
in
our
society
to
be
able
to
operate
overall
through
that
education.
We
create
and
build
beautiful
things
from
buildings
to
families,
but
the
biggest
concern
lately
is
the
information
that's
being
put
in
our
school
libraries.
We
have
a
series
of
these
books.
Much
like
Mr
Mcdonald
had
mentioned.
There
was
one
called
genderqueer,
the
other
one
is
this
book
is
really
gay
and
these
happen
to
focus
on
homosexuality,
but
I
am
sure,
there's
other
ones
that
are
heterosexualities
and
transexualities
whatever
it
may
be.
AF
These
are
horribly
inappropriate
and
actually
come
close
to
violating
state
law.
Alaska
statute,
1161-123,
which
is
anybody
under
16,
exposed
to
pornography?
That's
a
class
C,
felony
and
I
would
dare
say
that
any
one
of
you
people
would
want
to
read
these
books
to
your
kids
or
grandkids
at
a
bedtime
story.
They
also
have
the
Anarchist
Cookbook,
that's
not
in
their
school,
but
they
have
many
other
their
public
domain
information
that
are
totally
inappropriate
and
dare
I,
say
immoral,
Wicked
horrible.
AF
You
should
not
be
in
our
schools.
That's
not
the
purpose
of
our
schools
to
teach
these
items
which
are
horribly
inappropriate
for
young
children.
These
are
things
that
adults
in
their
own
privacy
as
adults.
When
you
get
to
make
the
decision
of
what
you
want
to
do
with
your
body
in
your
life
that
you're
right
as
an
American,
we
should
not
be
exposing
our
kids
to
this
wickedness.
AF
It's
horrible
and
I
would
be
ashamed
to
have
to
read
this
in
front
of
anyone.
I
will
not
go
to
such
a
length
to
do
so.
Your
sexuality
is
your
private
information
should
not
be
on
public.
You
want
to
put
that
stuff.
It'll
come
back
to
haunt
you
later,
but
that's
what
our
kids
should
be
safe
from
our
schools
are
supposed
to
be
safe
and
that
should
be
vetted
out
of
every
library
in
there
I
don't
care
what
it
deals
with.
AF
C
Thank
you,
sir,
and
right
now
we'll
take
a
that's
the
end
of
our
first
hour
of
public
comments,
we'll
take
a
five
minute
break,
be
back
in
the
room
at
eight
o'clock.
C
C
All
right,
we'd,
like
to
welcome
everybody
back
I,
would
like
to
just
announce
that
you
will
find
written
public
comments
attached
to
the
agenda
as
well.
If
there
are
any.
C
G
G
Okay,
I
would
like
to
pull
item
seven
memorandum
number
44.
Please.
C
N
C
C
Thank
you
see,
no
other,
no
one
else
willing
to
pull
anything
we'll
take
a
motion
to
approve.
C
C
C
And
thank
you
that
that
motion
passes
the
consent
agenda
is
approved,
7-0
all
right.
That
brings
us
to
item
f,
one
ASD
memorandum,
number
45,
which
is
our
sixth
year
Capital
Improvement
plan.
Let's
see
if
we
have
anybody.
C
Okay,
so
we
are
on
item.
F
can
I
what
is
the
will
of
the
body
item
F1
when.
N
President
moved
it
so
by
Statute,
I.
G
You
for
your
patience,
Mr
President
I
moved
to
approve
AC
memorandum;
number
zero,
zero;
four
five
six
year;
Capital
Improvement
plan
projects
tables
one
and
two
to
approve
the
attached:
Anchorage
School
District
six-year
Capital
Improvement
plan
for
June
July
2023
to
June,
30
2029..
Second,
second,
okay,.
C
Moved
and
second
to
approve
memorandum,
number
zero,
four
five
and
moved
in
second
any
discussion.
E
C
G
Another
person-
yes
yeah,
a
question
for
member
lessons
when
my
understanding
is
there's
a
statutory
obligation
to
file
this
with
the
state.
When
is
that,
and
do
you
know
how
long
after
we
approve
the
staff
are
going
to
need
to
complete
it.
I
I,
don't
have
that
exact
information.
I
did
read
that
that
Capital
planning
construction
Department
would
present
the
CIP
to
the
municipal,
Planning
and
Zoning
Commission
in
January,
so
clearly
there'll
be
time
that
they
would
need
time
to
prepare
that.
So
perhaps
staff
could
reply
to
that.
I
simply
think,
even
though
we've
said
this
is
a
very
live
document.
There's
a
lot,
we
don't
know
and
it
seems
short-sighted
to
pass
something
that
might
be
amended
based
on
any
number
of
variables.
AG
Thank
you
to
the
board
to
the
president.
The
the
date
proposed
in
the
amendment
proposed
would
still
work.
The
CIP
by
Statute
has
to
be
submitted
90
days
prior
to
the
end
of
the
fiscal
year,
but
reverse
engineering
that
that
means
we
have
to
get
it
to
the
the
Planning
and
Zoning
Commission.
As
member
lessons
alluded
to
so
I
would
say
that
the
date
you
have
you
have
chosen,
there
would
be
the
last
possible
date
that
this
could
be
approved.
C
A
C
So
remember
lessons:
okay,
so
I
think
I,
I
think
I'm
understanding
why
you
want
to
pull
it.
You
want
to
pull
it
to
just
give
us
time
to
get
more
information
and
we
have
another.
I
Round
we
have
additional
work
sessions.
We
have
a
month
of
meetings
with
Town
Halls
to
listen
to
the
community.
There
is
a
prior
motion
that
was
tabled
until
December
5th
regarding
school
bond
debt
reimbursement.
We
might
have
more
information
about
Ursa
Major.
At
that
point.
That's
conjecture,
I'm,
just
saying
that
there
are
an
awful
lot
of
variables
here
and
I'd
rather
pass
a
CIP
that
looks
like
an
accurate
CIP
rather
than
one
that
we
come
back
and
need
to
edit
okay.
C
Any
other
questions
they'll
prepare
to
vote
and
you're
voting
on
delaying
any
action
on
memorandum
45
until
December
5th.
C
G
President
moved
to
approve
ASD
memorandum,
number
zero;
four,
seven
approval,
April
2023
bond
proposal
to
approve
the
following
bond
proposal:
Proposition
1,
district-wide
replacement
and
Improvement
security
improvements,
deferred
requirements
in
Building,
Life,
Extensions
and
safety
improvements
in
the
amount
of
37.787
million.
C
Thank
you.
Is
there
a
second
second
by
member
Higgins,
who
approved
memorandum
number
zero,
four,
seven,
that
to
prove
of
the
approval
of
the
April
2023
bond
proposal,
any
discussion.
G
Thank
you,
madam
president.
I
just
wanted
to
speak
briefly
in
First
Express
appreciation
for
one
last
time
for
staff
and
administration
being
willing
to
Pivot
a
fairly
last
second
and
facilitate
the
submission
of
a
proposal
which
I
think
gets
us
back
on
track
towards
restoring
voter
trusts.
I
think
pivoting
to
an
annual,
smaller
Bond
proposition
strategy
simply
makes
sense
in
this
environment,
where
we
can't
count
on
bonded
reimbursement
to
occur
on
an
annual
basis.
G
I
certainly
hope
that
the
bond
at
moratorium
is
lifted
and
we
return
to
a
sensical
approach
to
capital
investment
in
our
schools.
But
that
is
not
assured
at
this
point.
So
I
think
this
proposal
is
the
most
appropriate
given
facts
on
the
ground
and
I
would
urge
everyone
to
vote
Yes.
I
Thanks
Juan
I,
appreciate,
remember,
Jacob's
comments,
I
appreciate
the
work
of
the
staff,
I
think
it's
a
smart
package
from
what
I
recall
in
our
finance
committee
discussion.
It
would
impact
45,
00
students
and
that's
every
year,
moving
forward
at
about
10
different
sites.
You
know
these
are
America.
These
are
Ada
accessibility
issues
over
at
East,
High
School.
These
are
seismic.
These
are
roof.
These
are
security,
they
just
make
sense
and
our
kids
need
them.
C
Thank
you
that
passes
seven
to
zero
and
we
are
now
on
item
three
and
we
have
someone
signed
up
to
to
testify
on.
E
C
Can
we
remember
Jacob
so
you're
gonna
move
to
approve
memorandum.
G
Zero
six:
two.
Thank
you
for
your
patience.
You
can
give
me
one
meeting
as
chair
and
I've
fall
out
of
practice.
All
right
lesson
learned
all
right.
Madam
president
I
moved
to
a
pervasd
memorandum,
number
zero,
six,
two
Teamster
Union
contracts:
it
is
the
administration's
recommendation
of
the
school
board,
approve
and
adopt
the
tentative
agreement
between
the
district
and
the
general
Teamsters
Local
959,
covering
bus
drivers
and
bus
attendants,
which
will
establish
terms
and
conditions
of
employment
for
individuals
in
this
unit,
During
the
period
between
July,
1,
2022
and
June
30th
2025.
second
moved.
C
E
AH
Okay,
hello,
good
evening
good
evening,
president
Bellamy
Dr
Brian
board
members
and
those
are
the
attendants
both
in
public
and
online.
My
name
is
Derek
Musto
Teamster,
local
959,
organizer
and
business
agent
I'm.
The
chief
spokesperson
for
the
Anchorage
School
District
school
bus
driver
and
attendant
bargaining
unit
and
negotiation
team
with
me
tonight
are
some
of
our
members
District
employees.
AH
That
asked
to
be
present.
When
I
speak
to
you
tonight,
you
consider
the
contract
in
front
of
you,
we're
here
to
speak
on
action
item
F3
the
number
62
Teamster
Union
contract.
This
is
the
tentative
agreement
between
the
district
for
the
bus
drivers
and
attendance
on
behalf
of
our
members.
I
respectfully
ask
that
the
board
accepts
and
approves
this
agreement.
School
bus
driver
and
attendance
shortages
have
been
an
ongoing
problem
and
the
lack
of
District
bus
drivers.
Attendants
in
Anchorage
has
been
a
regular
Topic
in
the
news.
AH
This
challenge
to
attract
and
retain
qualified
workers
is
significantly
increased.
Post-Covered,
in
part
due
to
the
challenges
of
the
work
schedules,
hours
available
and
the
number
of
competing
full-time
jobs
that
we
can
now
find
in
the
industry
or
excuse
me
in
our
local
economy,
District
school
bus
workers
work
only
nine
months
of
the
year,
don't
qualify
for
unemployment
and
invest
up
to
12
hours
a
day
for
an
average
of
six
hours
of
work.
AH
These
professionals
are
the
first
and
last
non-household
adult
adults
that
our
children
see
each
day
and
they
play
a
vital,
vital
role
in
security
for
our
school
district
and
our
community.
Many
of
children
going
to
the
district
and
our
parents
ourselves.
This
agreement
before
you
tonight
was
negotiating
good
faith
by
the
Union
in
the
district
and
addresses
a
number
of
issues
that
we
believe
will
help.
Lowering
School,
Bus
worker
turnover
at
the
district
help
retain
qualified
school
bus
drivers
in
attendance
and
assist
us
collectively
in
attracting
qualified
applicants
to
The
District
in
the
future.
AH
It
was
recently
voted
on
and
ratified
by
the
Union's
membership.
While
this
agreement
doesn't
address
every
issue
that
our
members
had
together,
the
district,
the
union,
along
with
our
respective
bargaining
teams,
work
to
find
mutual
agreement
and
resolution
as
many
items
as
we
could
together.
We
stand
before
you
tonight
and
respectfully
ask
that
you
support
this
agreement
and
vote
to
accept
it.
Thank
you.
C
C
There
David
Boyle,
okay,
all
right,
so
the
motion
before
us
at
this
time
is
a
motion
to
approve
memorandum
number
zero,
six
two,
which
is
the
tentative
agreement
with
the
Teamsters
Union
contract
foreign.
Yes,.
Q
Remember,
Higgins
I
I
just
want
to
express
my
appreciation
to
both
the
parties
at
the
table
in
this
negotiation
process.
So
never
easy.
Both
sides
walk
away
a
little
bit
unhappy.
It
must
be
successful.
That's
the
way
it
always
supposed
to
work,
but
the
work
that
being
performed
by
the
members
is
so
critical
to
the
Anchorage,
School,
District
and
I
know
it's
pretty
it's
accurate
as
to
how
many
hours
they
put
in
in
order
to
get
so
many
work.
Hours
is
a
tremendous
sacrifice
and
and
yeah
work
is
so
critical
to
us.
Q
C
Thank
you,
member
Higgins,
my
thoughts
exactly
and
just
an
appreciation
to
all
of
our
bus
drivers
really
I
mean
it's
been.
It's
been
a
huge
lift
and
we're
getting
through
it.
Member
Jacobs
and
then
remember,
Jacobs.
G
Yeah,
thank
you.
Thank
you,
president.
Just
wanted
to
I
guess
apologize
to
the
teamster
members
that
just
took
this
long
I
think
this
a
contract
that
had
appropriate
terms
given
the
level
of
service
and
and
sacrificed
by
these
public
service
members
is
long
overdue.
So
we're
correcting
something
that
should
have
been
taken
care
of
a
long
time
ago
with.
A
G
Said
we're
we
had
detailed
conversations
and
we're
continuing
to
have
challenging
conversations
about
costs
and
our
significance,
FY
24
fiscal,
Gap,
I,
think
I
would
appreciate
Administration
formally
weighing
in
you
know
where
this
will
be
an
additional
expenditure,
an
additional
cost
in
future
budget
years.
G
What's
administration's
perspective
as
to
how
we
go
about
meeting
the
obligation
that
we
we
have
to
meet
for
paying
living
wages
to
folks
who
take
care
of
our
kids
and
contrast
that,
with
a
a
landscape
where
we
have
declining
funding
due
to
inflation
and
a
significant
budget
deficit,.
H
Sure
I'm
happy
to
address
that
now,
at
the
end
of
the
day,
we're
very
excited
to
move
this
agreement
forward
and
we
can't
afford
not
to
get
our
children
to
school
and
we
can't
afford
not
to
pay
our
bus
drivers
what
they
need
to
thrive
in
these
roles
that
we
desperately
need
them
in.
H
What
we
realized
is
as
a
result
of
wages
that
are
far
below
market
rate,
that
bold
action
needed
to
be
taken.
As
we
all
know,
the
landscape
of
the
industry
in
Anchorage
as
it
relates
to
transportation,
is
different,
especially
with
the
blooming
Transportation
industry.
So
we
realized
that,
while
this
is
an
added
cost
to
the
district,
it's
what
we
need
to
provide
a
baseline
of
service
that
any
family
member
would
expect
when
they
put
their
children
in
school.
So
we're
really
optimistic.
H
This
will
put
us
on
a
path
to
be
able
to
extend
the
promise
of
transportation
for
any
family
that
needs
it
in
the
district,
and
we
are
also
in
the
midst
of
a
very
severe
budget
deficit.
So,
for
that
reason
we
will
need
to
determine
other
ways
to
eliminate
costs,
but
this
is
also
an
opportunity
to
explore
efficiencies,
not
just
within
operations
but
across
the
district.
So
we
have
a
number
of
difficult
decisions
that
we
need
to
make
in
a
number
of
different
cuts
that
will
impact
Administration.
H
They
will
impact
potentially
various
programs
and
potentially
school
closures,
but
we
need
to
do
whatever
it
takes
to
ensure
that
we're
offering
a
baseline
of
services
that
families
deserve.
C
Okay,
thank
you.
Dr
Bryant
was
there
follow-up
member
Jacobs.
C
You
thank
you.
Member
Wilson,.
P
Just
want
to
reiterate,
what's
already
been
said,
but
also
truly
appreciate
the
efforts
of
our
bus
drivers
and
our
your
commitment
to
our
students,
your
continued
commitment
to
our
students
and
our
families.
So
thank
you
great
already,.
C
Thank
you
and
we're
now
on
item
F4,
which
is
ASD
memorandum
number
zero.
Four
four
remember:
Jacobs
Madam.
G
President
I
moved
to
postpone
ASD
memorandum
number
44,
which
is
Award
of
negotiated
contract,
maximum
price
for
GMP
for
aquarium,
Charter
School
Renovations,
not
to
approve
and
authorize
a
superintendent
to
award
a
guaranteed
maximum
price
contract
modification
for
the
construction
of
the
the
Quarry
Charter
School
renovations
to
Cornerstone
General
Contractors
Inc
in
the
amount
of
four
million
one
hundred.
Seventy
five
thousand
six
hundred
eighty
eight
dollars
to
January
9th.
That's.
C
G
C
G
C
Couldn't
could
you
speak
to
your
motion
and.
G
So
earlier
tonight,
at
our
work
session,
we
heard
from
an
Administration
that
Aquarian
is
on
a
it
sounds
like
a
list
of
candidates
that
Administration
May
propose
at
some
point
for
a
building
repurpose.
G
G
At
this
point,
we
haven't
heard
from
the
community
on
that
we
there's
a
number
of
unknowns
and
so
I
think
it's
most
appropriate
to
have
a
common
sense
order
of
operations
and
those
conversations
will
start
and
in
December,
and
we
should
know
by
January
9th
as
to
what
the
landscape
looks
like
for
how
the
boards
decided
to
close
the
68
million
dollar
deficit
and
can
make
an
informed
decision
on
this
item
at
that
time.
Thank
you.
C
AC
Q
I
like
to
start
by
saying,
I
appreciate
the
aquarium
speaking
up
on
this
issue
in
the
open
session
beforehand.
That
helps
an
awful
lot
to
know
where
they're
coming
from
this
is
an
opportunity
here
to
when
we
know
what
schools
may
or
may
not
be
closed
and
how
we
may
Shuffle
things
around
that
Charter
Schools
May
benefit
from
it
and
it
means
an
awful
lot.
It
means
safety
for
the
kids
in
schools
that
are
built
to
a
standard
that
is
much
greater
than
the
11
30
earthquake
approving
it
at
this
time.
Q
If
the
two
million
dollar
Improvement
is
being
considered
as
a
factor
of
not
moving
them,
then
the
4
million
will
fully
pill
it
and
that's
not
really
what
we're
trying
to
shoot
I
think
we're
trying
when
I
first
got
on
the
school
board,
when
it
came
to
Charter
Schools,
it
was
like
they
want
to
be
on
their
own,
then
go
find
their
own
space
I,
never
liked
that
then,
and
I
don't
like
it.
Now.
We
have
got
to
recognize
these
on,
not
school,
kids
outside
the
school
district.
Q
M
Q
I
hope
that
we
can
somehow
get
all
the
kids
in
safe
schools
and
get
a
benefit
out
of
it.
That
way,
so
I
gladly
support
this
request.
Thank
you.
E
C
I
guess
my
question
is
to
the
administration:
is
there
any
impact
of
not
approving
this
tonight?
Delaying
it.
AG
Yeah.
Thank
you,
madam
president,
to
the
question
of
delays.
There
is
there
is
a
downside
risk
to
delaying
this
at
this
time,
and
that
is
that
this
is
a
construction
project
that
would
start
this
coming
summer
and
some
of
the
some
of
the
technical
elements
of
the
of
the
hvacs
plumbing
system
would
even
start
over
winter
break.
AG
Delaying
it
does
carry
some
risk
of
long
lead
time
items
that
we're
seeing
in
the
construction
industry
that
they
may
not
be
able
to
arrive
in
time.
That
would
be
the
downside
risk
is
that
that
construction
would
be
delayed
or
not
start
this
coming
summer.
AG
A
E
AG
It
previously
bonded
the
money's
there,
it's
shovel
ready
it's
it's
already
planned,
designed
Etc.
C
You're
voting
to
postpone
memorandum
44.
until
January,
9th
and.
E
C
Okay,
we're
on
item
G
non-action
items.
These
item
items
will
come
before
you
next
next
week.
C
Interest
in
pulling
anything,
thank
you
we're
now
on
item
H,
our
which
is
our
second
opportunity
for
public
comment,
and
we
do
not
have
anyone
left
to
testify.
H
Right
good
evening
board
in
ASD
Community
tonight
we
discussed
a
number
of
important
topics
that
will
have
a
significant
impact
on
our
District's
future.
While
the
path
to
passing
a
balanced
budget
will
be
difficult
in
our
community.
I
do
have
a
sense
of
optimism
that
in
the
long
term,
ASD
will
be
in
a
much
stronger
position,
both
financially
and
academically.
H
So
I
just
wanted
to
briefly
say
that
this
will
be
difficult
work,
but
it's
an
honor
to
serve
the
district
during
this
time
and
I'm
thankful
to
be
surrounded
by
a
great
team,
both
at
the
dies
and
over
there
in
the
audience
that
are
supporting
these
efforts
every
step
of
the
way
and
engaging
with
the
community
to
make
sure
that
we
make
the
best
decision
moving
forward.
So
this
week,
to
put
it
succinctly,
has
been
about
the
Three
B's.
H
It's
been
about
bussing
budget
in
bonds
and
I'm
happy
to
say
that
tonight
we've
made
progress
on
all
three
fronts,
so
I
want
to
Spotlight
a
huge
milestone,
which
is
our
negotiated
agreement
that
will
result
in
higher
wages
for
our
ASD
bus
drivers
and
bus
attendants.
This
is
in
tandem
with
our
new
routing
software
and
our
long-term
planning
that
will
get
us
back
to
be
in
a
much
better
position
than
we
were
when
we
started
the
year.
H
We
continue
to
chip
away
at
our
shortage
by
adding
bus
drivers
and
more
routes
at
full
service,
so
we
have
32
vacancies
at
the
moment
with
17
drivers
in
training.
So
the
end
of
this
challenge
is
within
sight
and
I
hope
that
this
new
agreement
gives
us
the
momentum
we
need
to
both
hire
our
drivers
and
retain
our
drivers,
so
this
week,
we'll
also
be
shifting
to
our
Public
Town
Hall.
H
So
getting
to
that
second
B
on
you
know
our
budget
process,
because
at
this
point
it
is
critical,
That,
We,
Gather,
Community
feedback
for
those
who
would
be
impacted
by
the
proposed
School
closure
recommendations.
Public
input
is
a
major
pillar
that
will
guide
our
decision
making
going
into
the
next
month.
Schools
are
the
heartbeat
of
our
communities
and
we
need
to
hear
directly
from
families
and
community
members
about
these
difficult
circumstances.
Declining
enrollment
in
unstable
and
insufficient
funding
have
led
us
down
this
path.
H
For
that
reason,
this
is
also
an
important
time
to
advocate
for
sensible
school
funding
legislation
that
will
set
us
up
for
long-term
success
and
that's
not
just
for
Anchorage
students.
That's
for
Alaskan
students.
Lastly,
in
addition
to
town
halls,
I
will
be
personally
attending
community
events
around
the
city
to
inform
our
community
leaders
about
how
we
got
here
as
a
district
and
what
needs
to
happen
to
improve
school
funding
and
academic
outcomes
for
Anchorage
children.
H
Two
last
things
we
also
hit
another
important
Milestone
tonight
with
the
approval
of
the
bond
proposal
for
April.
This
is
an
opportunity
to
really
look
forward
into
investing
in
our
current
infrastructure
to
ensure
that
our
buildings
have
the
boilers,
the
healthy
roofs
and
the
upgraded
security
features
that
our
families
expect
from
their
neighborhood
schools
and
then.
Lastly,
on
a
lighter
note,
I'll
answer
the
question
that
the
community
has
been
wondering
about
me:
yes,
I
am
enjoying
the
Colder
Weather
and
I
can't
wait
to
finally
pick
up.
H
My
winter
tires
next
week
and
I've
gotten
some
great
new
boots
that
I'll
make
sure
that
I
don't
slip
and
fall
so
I
can
continue
to
come
to
work
every
single
day,
so
I
look
forward
to
ice
skating
season.
So
on
that
note
that
concludes
my
report.
C
Thank
you
any
any
questions
on
the
superintendent's
report.
Yes,.
I
Member
lessons:
this
is
not
a
question,
it's
more
of
a
follow-up
comment
and
note
of
gratitude
and
I
just
wanted
to
share
that.
I
I
know
that
I
had
asked
the
administration
to
do
some
extra
digging
with
with
respect
to
our
reading
data
a
couple
weeks
ago
and
the
skills
you
know:
how
do
we
we
have
sort
of
proficiency,
but
but
there
are
skills
within
those
proficiency
and
the
administration
kindly
and
thoroughly
followed
up
with
some
of
that
additional
information,
but
I
think
it's
really
worrisome
that
a
significant
percent
of
our
kindergartners
entering
this
year
are
significantly.
There
are
more
of
them
at
higher
risk,
meaning
that
they
are.
I
There
are
more
of
them
at
less
than
15
proficiency
when
it
comes
to
their
letter,
sounds
every
every
one
of
those
five
skills
use.
This
year's
kindergartners
are
at
a
higher
risk
than
last
year's
kindergartners
and
I.
Just
looking
at
these
different
helps
me
under
me.
Under
work
is
in
the
job
of
educating
our
students
and
how
much
we
need
to
focus
our
resources
on
our
Young
Learners.
C
Coven,
yes,
thank
you
member
lessons,
any
other
questions
for
superintendent
relative
to
his
or
comments.
So,
let's
move
on
all
right
board
member
comments.
Now
I
would
hate
to
have
to
time
y'all
tonight,
so
Pat's
looking
pretty
suspicious
over
there,
so
I'm
gonna.
Let's
let
him
go
on,
go
ahead
on.
Q
I,
don't
know
if
we'll
have
time
left
for
the
other
boy
in
the
book.
I
I
want
to
appreciate
a
lot
of
the
stuff
that
that
took
place
tonight.
There
was
a
good
discussion
on
the
schools.
I
think
that's
critical,
that
we
do
that
the
nightmare
for
me
is
what
do
we
need
to
do
to
balance
the
budget
and
we're
going
to
decide
that
and
launch
part
on
next
Tuesday
I?
Q
We
have
10
000
employees,
we
have
45
000
kids,
we
got
all
the
parents
and
family
members
and
they
are
going
to
elect
the
representatives
who
will
decide
whether
or
not
we
have
funding
for
our
Public
Schools.
They
will
decide
that
and
so
it's
up
to
them
to
decide
the
outcome
and
whatever
the
outcome
is,
we
have
to
live
with
it,
so
I
hate
to
pass
it
on
to
the
elected
officials.
Q
It
starts
with
the
voters,
and
this
is
a
Statewide
issue
and
I
hope
everyone
is
focused
on
what
they
consider
to
be
most
important.
I,
don't
know
what
will
be
the
out.
I
think
it
was
very
interesting
to
comment
Mr
Anderson
made
about
we'll
know
in
November
when
they
come
out
with
the
governor's
budget,
whoever
that
is
on
The
Proposal,
with
the
funding.
Q
That's
probably
going
to
be
the
first
sign
of
how
much
we
have
to
dramatically
change
and
cut
right
away
or
whether
we
got
some
sort
of
reprieve
that
might
come
down
the
road
for
some
of
it.
But
it's
really
that
critical,
so
I,
just
the
the
big
thing
is
the
funding
issue
and
all
the
problems
that
will
help
with
it
and
I
just
I
just
say,
vote
vote.
All
the
time
and
I've
got
to
make
a
comment
to
the
superintendent
I
hate
to
say
it:
it's
not
colder.
Q
Yet
so
I'll
just
give
you
a
hint.
N
Q
This
is
this
is
not.
This
is
called
cooling
all,
but
this
is
not
colder
yet
and
I
hope
that
we
really
get
to
introduce
you.
What
colder
really
means?
Okay
and
good
luck
up
with
that,
but
I
appreciate
everyone
that
came
out
and
and
and
and
and
spoke
tonight
too
I,
really
caring
about
the
kids
and
the
outcomes.
These
neighborhood
schools
to
me
are
very
important.
They
the
something
that
the
local
within
that
Community
they
get
connected
to
that
school.
Q
It
provides
activities
during
the
summer,
it's
but
all
kind
of
things
going
on
and
and
particularly
when
you
got
a
title
one
school
and
you
got
kids
with
lower
income
and
then
have
to
be
further
away,
and
there
are
opportunity
to
participate
in
activities
is
impacted,
I
do
believe
in
in
the
neighborhood
schools,
but
it
really
comes
down
to
we.
Q
G
Thank
you,
madam
president.
I
want
to
Echo
appreciation
for
everyone
who
came
out
to
testify
tonight,
looking
forward
to
Future
opportunities
to
engage
the
public
as
we
couldn't
navigate.
Some
of
the
really
challenging
calls
we're
going
to
be
faced
with
here
in
the
next
few
months.
I
think
you
know.
In
reading,
through
our
emails
and
and
hearing
testimony
tonight,
we're
about
to
engage
in
a
series
of
town
hall
meetings.
My
ask
of
administration
is
I.
G
Think
our
challenge
will
be
making
sure
that
we
do
a
better
job
of
educating
the
public
as
to
what's
at
stake.
G
G
When
we
hear
testimony
pleading
with
us
to
keep
a
special
or
particular
program
open
or
a
particular
Building
open,
we
need
to
make
sure
the
public
understands
that
that
isn't
a
binary
choice
that
it's
either
open
or
closed
and
that's
the
end
of
the
conversation.
But
these
Town
Halls
we're
having
I'm
at
Community
Council
meetings
and
individual
interactions.
We
need
to
make
sure
that
the
public
knows
that
there
will
be
a
equal
reaction
to
our
reaction
as
we
approve
a
budget
right
now.
G
I
think
some
of
that
might
be
getting
Lost
in
Translation,
and
so,
as
we
engage
in
these
Town
Halls,
we
we
must
cross
that
bridge.
We,
you
know,
if
we're
consciously
making
that
choice,
to
to
keep
a
school
open
to
increase
PTR,
that's
a
conversation
we
can
have
as
a
community
I.
Don't
know
that!
That's
where
I
want
to
be,
but
we're
gonna
have
a
chance
to
discuss
that,
but
right
now,
I
think
some
of
that's
getting
missed,
yeah.
Looking
forward
to
the
the
conversations
this
week
and
Beyond.
Thank
you.
N
Thank
you
mad
president
I
just
wanted
to
see
how
important
I
think
it
is
when
we
begin
these
Town
Halls,
that
we
limit
the
initial
presentation
to
probably
no
more
than
15
minutes,
because
we
really
need
the
time
to
hear
from
the
families
that
are
impacted
by
these
school
closures
and
it's
real
easy
to
over
over
present
in
some
of
these
meetings.
N
At
the
same
time,
there
seems
to
be
just
a
tremendous
amount
of
misinformation
out
there
about
school
closures,
and
it's
really
unfortunate,
so
I
would
really
encourage
people
to
check
out
the
district's
website
if
you
have
questions
and
and
find
out
what
the
real
facts
are,
and
not
just
assume
that
this
has
all
been
planned
ahead
of
time.
Everything
is
so
you
know,
I
mean
people
think
this
is
already
a
done
deal
and
it's
nowhere.
Close
to
that,
it's
just
the
beginning
of
the
public
process
and
remember
lessons.
N
You
know:
I
had
the
opportunity
Sunday
night
to
participate
with
the
Alaska
Black
Caucus,
discuss
ion
of
school
closures
and
then
I
thought
that
was
very
positive
process.
But
it
also
emphasized
that
people
have
heard
a
lot
of
things
that
just
aren't
true,
so
so
I
just
really
encourage
people
to
check
out
the
website.
First,
before
jumping
to
conclusions
about
the
process.
C
Thank
you,
member
Donnelly
member
Wilson,.
P
So
I
appreciate
everyone.
That's
taken
their
time
to
testify,
to
advocate
for
schools
and
advocate
for
programs,
and
all
these
budget
cuts
that
that
are
being
proposed
for
me
are
really
heartbreaking,
because
our
kids
deserve
more,
not
less.
Our
staff
deserves
more,
not
less
and
I
really
hope
that
and
I
know
others
have
said
it
tonight.
P
P
That's
that's
what
I
heard
from
many
of
the
legislators
that
I
spoke
with
is:
is
they
what
they
hear
from
their
constituents
really
makes
a
difference
to
them
in
in
how
they
vote
in
in
what
they
focus
on
so
I
I
just
want
folks
to
know
that
that
the
conversations
alone
are
are
really
difficult
for
for
me
and
for
I
believe
for
most
of
us.
P
For
those
reasons,
and
and
many
other
reasons
on
a
more
positive
note-
our
next
Communications
meeting
committee
meeting
is
on
Thursday
November
17th
at
noon
and
ASD
connect
publishes
on
Thursday.
If
you
have
not
signed
up
on
our
website,
please
do
so
new
information
and
updates
about
our
budget.
Solutions
plan
and
bus
transportation
will
be
on
there,
along
with
updates
about
be
smart
and
stop.
It
also
check
out
our
Facebook
page
and
website
for
a
new
series
called
teaching
today.
P
I
Be
brief
because
my
throat
hurts
too
much
to
talk.
We
have
a
finance
meeting
tomorrow
at
noon.
So
if
you
didn't
get
enough
budget,
we
can
do
it
all
over
again
tomorrow
and
even
more
I
wanted
to
update
other
board
members
that
we've
had
a
really
robust
response
rate
so
far
to
on
the
wellness
committee
that
Hawk.
So
many
thanks
to
to
to
a
lot
of
folks,
including
Miss
Sutton,
who
I
see
at
the
back
there
at
Team
folks
from
Communications.
To
help
put
this
survey
out,
we've
had
more
than
1700
responses.
I
So
far,
it
will
also
be
available
for
one
more
week
and
then
the
committee
will
take
that
input
on
proposed
changes
back
into
the
committee
before
sending
something
off
through
the
board's
governance
process.
So
we're
we're
at
the
we're,
not
a
vision,
finish
line
yet,
but
we're
we're
somewhere
there
and
then
finally,
I
just
wanted
to
share
that.
I
continue
to
have
great
visits
to
schools
and
I'm
going
to
pass
around
a
flyer
from
Mountain
View.
I
They
have,
they
just
received
a
grant
from
Siri
and
they
have
a
whole
month
of
Alaska
native
programming
enrichment
opportunities.
So
maybe
Amanda
we
can
ask
you
to
just
put
them
on
the
board's.
Calendar
really
excited
to
see
all
these
wonderful
things
happening,
not
at
just
the
school
but
lots
of
our
schools.
Thanks.
C
Thank
you
very
much
member
Holloman
thank.
S
You
yeah
it's
been
on
my
mind
for
for
some
time
since
we
started
this,
that
I'll
be
on
a
board
that
gets
to
vote
about
closing
a
school
and
as
someone
that
worked
in
a
school
where
I
felt
like
we
had
a
strong
team
and
a
strong
School,
that's
really
depressing
and
in
a
remarkable
way,
I
think
a
lot
of
times.
We
tend
to
think
about
our
schools
as
a
collection
of
classes
and
people
kind
of
doing
the
same
thing
in
close
proximity,
but
actually
good
schools
are
much
more
Dynamic
than
that.
S
S
Location
every
day
that
takes
the
right
leadership
and
it
takes
the
right
staff
and
it
takes
the
right
support
people
and
and
if
we
I
think
that's
part
of
why
we
recognize
that
we
shouldn't
disperse
in
what
view,
because
we
love
the
results
out
of
that
school.
To
the
point
that
dispersing,
it
is
not
going
to
deliver
this
the
same
Dynamic
to
two
or
three
other
schools
that
those
students
might
be
dispersed
into.
S
It's
why
the
clap
folks
came
as
a
group,
not
just
one
or
two
or
three
people
to
speak,
but
they
came
as
a
team.
The
other
part
that
the
stress
has
been
greatly.
A
S
It's
almost
a
given
when
we're
talking
in
public
about
how
bad
schools
are
people
Echo,
it
there's
no
pushback
moments
like
this.
We
have
people
come
to
us
and
talk
about
how
much
this
program
matters,
how
much
the
school
matters
who
have
the
special
things
that
these
people
do,
that
make
things
work
for
their
kids
and
also
kind
of
hate
that
we
do
this
at
the
very
end
of
the
night,
because
I'm
not
sure
anybody
listens,
this
long,
I
I
know
if
I
was
watching
from
home.
S
I
wouldn't
be,
but
it's
increasingly
urgent
that
parents
speak
up
when
they
hear
people
saying
those
things.
Well,
no
wait
a
minute:
that's
not
the
experience
I'm
having
it's
an
interesting
phenomenon,
but
people
will
let
it
pass
and
if
you
talk
to
them
one-on-one
a
lot
of
times
they'll
go.
S
You
know
my
kid
got
a
great
education
and
probably
not
perfect,
we're
not
a
perfect
district,
and
we,
we
have
our
weak
spots,
but
a
lot
of
people
in
this
town
really
love
the
education
they
got
here
and
they
like
their
schools
and
they
like
what's
happening,
and
we
want
our
schools
to
be
a
center
of
the
community.
We
backed
away
from
it
somewhat.
We
used
to
have
Community
Schools
that
brought
a
lot
of
people
into
our
buildings
at
night.
S
S
We
should
be
trying
to
get
them
out
there,
but
we
have,
for
20
years,
basically
dealt
with
trying
to
shave
a
little
bit
here
and
there
and
save
a
little
bit
money
here
and
there,
because
that's
how
long
this
has
been
going
on
we're,
possibly
going
to
eliminate
Middle,
School
and
and
middle
school
as
a
model,
and
it
really
is
just
people.
It's
we've
got
buildings
that
are
designed
to
be
middle
schools
and
that
kind
of
facilitates
it.
S
But
those
two
remarkable
things
one
is
from
a
labor
standpoint:
it
actually
pays
teachers
to
do
things.
We
expect
them
to
do
as
opposed
to
just
donating
that
time,
hoping
they
do
it
and
maybe
some
of
them
do
it,
maybe
some
of
them.
Don't
we
actually
take
another
45
minutes
and
say
this
is
when
you're
going
to
talk
to
parents.
This
is
when
you're
going
to
be
in
IEP
meetings.
This
is
when
you're
going
to
do
some
of
this
work
interactively
with
each
other.
S
This
is
someone
who's
worked
in
the
private
sector,
a
lot
too.
No
one
has
to
argue
for
that,
because
the
private
sector
doesn't
expect
you
to
behave.
That
way
to
begin
with,
you
just
volunteer
all
your
time,
but
for
Education
it
was
a
great
step
forward
to
say
this
is
what
we
think
you
should
be
doing
and
we're
going
to
give
you
time
while
you're
on
the
clock
to
do
it.
S
It
just
meant
that
people
had
a
little
more
time
to
watch
them
that
we
kept
them
in
a
smaller
group
that
we
kept
them
in
a
place
where
they
could
be
safe
or
they
could
experience
the
larger
school.
They
could
be
part
of
a
group
of
120
or
they
could
be
part
of
a
group
of
five
or
six
or
seven
hundred
students,
and
that
versatility
I
think
contributed
a
lot
when
we've
talked
to
parents
about
it.
S
A
lot
of
them
have
talked
about
how
awful
junior
high
was
and
and
how
marvelous
Middle
School
is
I'm,
not
sure
it
shows
up
in
test
scores,
but
that's
not
really
what
it
was
ever
supposed
to
affect.
To
begin
with.
We
will
be
going
backwards
and
we
will
be
counting
on
kids
to
be
more
resilient
themselves
and
more
self-sufficient
themselves,
and
a
lot
of
our
kids
don't
have
the
resources
to
have
that
strength,
so
I
I
hope.
S
A
lot
of
us
on
this
board
will
do
what
we've
been
doing
for
years
and
that's
advocating
for
more
resources
for
schools,
I
hope
parents
will
too
I'm,
not
I'm,
not
asking
them
to
to
say
anything.
They
don't
feel.
We've
got
parents
that
are
unhappy
with
things
that
have
happened,
and
we
need
to
work
on
that.
But
I
do
hope.
Parents
that
have
had
a
strong
experience,
the
parents
that
their
Community
School
matters
to
them
and
the
parents
that
feel
like
their
kids
are
getting
a
good
education
will
say
so
strongly.
S
We
we
really
need
for
those
voices
to
speak
up.
I
I
think
there
are
thousands
of
people
that
don't
think
to
to
push
back
on
it.
We
really
need
for
them
to
push
back
on
it,
because
the
public
narrative
is
that
we're
not
getting
anything
done
and
I
and
I
I
know
that's
not
true,
but
it
doesn't
matter
too
much
I
mean
yeah.
We
we
know
what
we
know,
but
parents
know
because
they
have
a
kid
in
the
system
that
is
getting
something
they
need
every
day.
S
So
that's
my
hope
and
that
somehow
it
allows
us
to
escape
this
December
without
some
of
the
the
awful
things
that
that
we're
faced
with
doing
having
become
familiar
with
the
immersion
programs
as
a
board
member.
The
parent
engagement
with
those
programs,
the
parent
engagement
with
the
schools
and
with
each
other,
is
an
incredible
thing,
and
the
students
that
come
out
of
it
at
12th
grade
have
skills
that
are
remarkable.
S
That
and
when
you
step
back
and
look
at
it
and
go
wow.
This
district
has
a
stronger
immersion
program
than
just
about
anywhere
else
in
the
country.
That's
kind
of
amazing
to
me
and
the
fact
that
we
may
be
looking
at
shaving.
It
down
a
little
bit,
which
I
I
think
will
have
a
disproportionate
impact
on.
It
is
just
incredibly
sad
that
I
but
I'll
also
say
I,
do
understand
that
most
people
in
Anchorage
probably
don't
know
much
about
it.
S
They
they
don't
realize
the
impact
it
has
and
the
way
it
engages
students
and
parents
and
everything.
Somehow
we
need
to
get
all
those
stories
out
there
so
that
people
really
do
understand
it
so
I
after
that,
this
I
think
going
to
be
a
remarkably
depressing
winner.
Sorry
about
that,
it
actually
is
better
when
it
gets
colder
and
there's
a
couple
of
feet
of
snow
on
the
ground.
S
S
S
C
So
my
only
I
ditto
everything
that
everybody
said
really
I'm,
looking
forward
to
the
town
halls.
We
also
have
our
annual
School
Board
conference
at
the
cook
this
week
and
I'm
glad
to
see
that
some
of
us
are
going
to
be
there.
We
have
at
least
one
student
representative
that
will
be
joining
us,
so
the
dates
of
the
Town
Halls
are
November
3rd
4th,
14,
16,
21st
and
22nd.
It
will
be
in
the
board.
C
I
do
like
that.
I
want
to
thank
the
staff
for
the
the
the
the
new
drawings,
the
new
look
at
how
we
look
at
our
how
we
spend
our
money,
what
we
spend
and
what
our
costs
are.
Our
Personnel
costs
are
I
like
to
Circle
Graham
and
what
education
costs
really
I
mean
it's
it's
depressing,
but
I
do
see
a
light
at
the
end
of
the
tunnel
and
I'm
going
to
hold
on
to
the
light
so
Dr
bright.
If
you
had
any
final
response.