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From YouTube: ASD School Board Meeting 01/23/23
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A
To
recording
in
progress,
thank
you.
We
would
like
to
welcome
you
to
our
school
board
meeting.
This
is
our
regular
meeting.
Today
is
Monday
January
23rd
board
members
present
in
the
boardroom.
We
have
members
Donnelly,
Holloman,
Jacobs,
lessons,
Wilson
and
Bellamy,
and
I
will
announce
when
member
Higgins
joins
us
online.
A
We
also
have
Dr
Bryant
and
several
staff,
as
well
as
our
executive
assistant,
Amanda
Foster,
and
our
student
representative
Miss
Ellie
Shaw.
C
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
indigenous
peoples,
chanon.
A
And
that
brings
us
to
the
approval
of
first
of
all
I
guess
that
should
give
my
opening
statement,
which
I
did
already
partially
but
again
thank
you
for
attending
and
supporting
the
work
of
the
Anchorage
school
district
and
the
work
of
this
board.
A
We
want
to
thank
our
students,
parents,
staff
members,
teachers,
School
business
partners,
the
entire
Community.
We
thank
you
for
your
investments
in
our
district
with
your
time,
your
talents
and
your
tax
dollars.
Now
that
brings
us
to
the
approval
of
the
agenda.
A
E
E
It's
it's
really
simply
a
huge
thank
you
so
I
know
many
of
you
are
familiar
with
the
military
lifestyle
and
and
constantly
moving
and
every
summer
the
vast
majority
of
of
our
families
happen,
Cur
moves,
and
so
we
have
a
lot
of
families
coming
in
over
the
summer
every
new
school
year,
but
we
also
have
a
lot
of
families
that
move
in
the
middle
of
the
school
year.
E
A
lot
of
us
have
winter,
permanent
change
of
station
cycles,
and
so
some
there
are
a
lot
of
families
that
have
to
to
move
and
switch
schools
from
different
states,
sometimes
different
countries
to
just
because
that's
when
their
move
Falls
but
I'll
tell
you.
This
school
district
has
been
across
the
board
incredibly
welcoming
to
the
military
families
that
move,
particularly
during
the
middle
of
the
school
year.
We
we
get
positive
feedback
from
families,
not
just
for
the
schools
on
base,
but
all
across
the
district.
E
Just
things
like
the
admin
staff
and
the
teachers
being
welcoming
and
friendly
to
the
new
students,
everything
from
special
programs
in
in
particularly
are
special
needs.
Children.
It
has
just
been
astounding
and
I
just
wanted
to
take.
You
know
on
behalf
of
Team
J
bear
just
thank
all
of
you
and
and
thank
the
families.
Thank
the
teachers,
thank
the
school
staff
for
for
just
how
we
treat
our
military,
particularly
during
the
challenging
time
of
of
moves,
and
then
just
just
a
small
positive
note
on
base.
E
We
got
to
welcome
our
kids
back
at
our
different
elementary
schools
on
base.
That
was
very
fun.
I
got
to
do
that
myself
and
so
I'm
thankful
to
the
principles
of
Orion,
Aurora
and
Ursa
Minor,
for
allowing
the
base
leadership
to
to
be
a
part
of
that.
With
that,
that's
all
that
I
have.
Are
there
any
questions
for
me.
A
F
Didn't
want
to
say
what
you're
saying
is
something
I've
heard
over
the
years:
I've
taught
in
ASD,
and
so
I've
been
around
a
lot
and
I
really
do
appreciate
it.
I
appreciate
it
being
set
out
loud
I
do
hope.
The
district
at
the
administration
level
pays
attention
to
whatever
it
is
we're
doing
right.
F
We
don't
get
a
lot
of
that,
but
also
I
mean,
certainly
if
there
are
other
ways
that
we
can
make
the
transitions
easier
for
families
and
and
for
the
kids,
I
I,
hope
I,
don't
know
if
we
have
an
official
conduit
but
I
assume,
as
the
liaison
you
probably
yes,.
E
Absolutely,
and
as
an
as
a
matter
of
fact
that
Adele
Daniels
right
there
as
one
of
our
school
Liaisons,
she
she
works
in
in
our
group.
We
also
have
Holly
who
works
with
her
Holly
winners,
and
so
we
they
are
awesome.
They.
They
have
great
relationships
with
the
principals,
with
with
the
staff
on
as
a
school
district
and
then
and
then
we
certainly
have
relationships
with
with
all
of
you,
and
so
yes,
absolutely
I.
G
Really
isn't
a
question:
it's
a
comment
and
I
usually
like
to
know
exactly
where
I've
seen
the
data
I'm
thinking
about
and
I,
don't
remember
where
this
came
from,
but
my
sense
is
that
our
military
families
are
really
doing
an
exceptional
job
of
supporting
their
students
and
I.
Think
that
is
just
it's
something
that
has
come
through
when
I've
looked
to
check
in
on
how
our
students
are
doing,
and
it
looks
like
they're
getting
a
lot
of
Home
support,
so
I
think
that's
something
to
be
proud
of.
Thank
you.
H
Thank
you,
member
Wilson,
I
I,
don't
have
a
question
either
it's
just
a
comment.
I've
worked
with
the
Dell
for
many
years
on
the
school,
Business,
Partnership
board
and
I
just
wanted
to
say
thank
you
to
to
the
military
for
your
partnership
with
the
school
district,
so
I
I
love
when
a
partnership
goes
two
ways:
it's
it's
not
just
the
ones,
so
the
military
does
a
great
job
partnering
with
the
school
district
as
well.
So
thank
you.
Awesome.
C
Alrighty,
so
we
had
our
last
meeting
on
Tuesday
and
we
started
this
meeting
with
an
ASD
themed
kahoot,
and
then
we
got
started
because
we
had
to
combine
this
meeting
with
Decembers
from
the
snow
days.
C
This
month's
School
spotlights
were
gerdwood
handshoe,
Central
service
to
gak
and
mirrors,
where
each
sap
Representatives
gave
a
slideshow
presentation,
highlighting
things
that
make
their
school
special
following
that,
we
briefly
heard
from
Mr
Gustafson
and
Dr
Johnson
and
then
had
a
conversation
with
Paul
McDonough
about
the
graduation
regalia
process,
and
we
were
sent
little
like
surveys
for
each
school
to
complete
and
so
we'll
have
a
follow-up
conversation
with
him
in
one
of
the
next
meetings.
C
We
then
finalized
and
passed
a
resolution
brought
To
Us
by
Eagle
River,
High,
School
titled,
implementing
a
mental
health
day
policy
in
ASD.
And
finally,
we
wrapped
up
our
meeting
with
announcements,
including
our
president-elects
president-elect
elections.
That
will
happen
next
month
for
the
student,
who
will
take
my
place
next
year
and
then
we
are
also
proud
to
be
sending
four
Sab
high
school
students
down
to
Juno
for
the
legislative
fly-in
with
I.
C
Think
it's
next
week
or
week
after
the
week,
so
we
are
super
excited
to
send
them
down
there
for
that
experience
and
then
be
able
to
hear
back
from
them
so
hopefully
by
next
month
we
will
have
a
president-elect
up
here
with
me
too,
and
then
our
next
meeting
will
be
on
February
14th,
Valentine's,
Day,
10
15,
here
in
this
boardroom,
okay,.
A
All
right,
thank
you
for
that
and
this
next
report
I'd
like
to
invite
Miss,
Melanie,
Sutton
and
Dr
Cohen
to
the
podium.
Please.
We
are
lucky
that
Dr
Cohen's
in
town.
While
we
are
meeting
we
partner,
she's
she's,
doing
some
wonderful
work
in
well
with
Wellness,
Health
and
Wellness,
so
I
will
turn
it
over
to
Mel
I'll
turn
it
over
to
you
to
introduce
Dr
Cohen.
Welcome.
Thank
you.
So
much.
I
Thank
you
good
evening,
Dr
Bryant,
president
Bellamy
and
school
board
members.
Thank
you
for
the
opportunity
to
talk
about
the
wellness
partnership.
We
developed
with
the
Harvard's
th
Chan
School
of
Public
Health
and
Merrimack
College
for
evaluation
of
our
Wellness
initiative
awesome.
I
So
our
ASD
Wellness
initiative,
team,
Project
Lead,
is
our
chief
academic
officer,
Sven
Gustafson
I
am
the
implementation
lead
for
this
project
and
Julie
Siri?
Is
our
Elementary
contact
director's
Siri
Dr
Cohen?
Is
our
project
evaluator
and
Chris
Opitz
asd's
senior
director
of
assessment
evaluation
is
on
that
evaluation
team
as
well,
so
I'll
turn
it
over
to
Dr
Cohen.
To
tell
you
a
little
bit
more
about
our
partnership.
Awesome.
J
Great
thank
you.
So
much
I
really
really
appreciate
the
opportunity
to
be
back
here.
I
just
really
feel
very
at
home
at
Anchorage
part
because
between
the
cold
temperature,
the
snow
lack
of
daylight,
it's
very
similar
to
Boston
so
feel
right
at
home.
I'd
also
like
to
say
that
I
have
two
of
my
colleagues
from
Boston
joining
me
as
well.
My
postdoctoral
Farrell
hello,
Dr,
Deb,
olarte
who's,
also,
first
author
on
one
of
the
Publications
that
you'll
be
hearing
about
very
soon,
and
also
my
research
center
manager,
Tara
Bailey
as
well.
J
So
just
wanted
to
give
you
a
brief
overview
of
kind
of
the
purpose
of
the
wellness
initiative.
So
this
includes
30-minute
lunch
periods,
which
is
up
from
about
20
minutes
as
well
as
30,
minute
recess,
as
well
as
more
movement
breaks
throughout
the
school
day
and
so
part
of
the
goal
of
This
research
and
we'll
talk
about
this
in
more
detail
in
a
minute
is
really
to
understand
a
lot
of
the
barriers,
as
well
as
the
successes
that
we're
seeing
within
the
school
and
to
really
help
figure
out.
J
What
are
the
best
practices
for
schools
that
do
implement
this,
as
well
as
to
inform
policy,
and
one
of
the
things
that
is
so
exciting
about
this
initiative?
Is
that
Anchorage
is
at
the
Forefront
of
this
in
the
United
States.
So
my
background
is
I.
Am
a
school
researcher
and
I
look
at
what
are
the
most
Innovative
and
effective
policies
to
improve
children's
nutrition,
improve
academic
performance
and
reduce
Health
disparities
and
So?
J
Currently,
for
example,
there's
no
minimum
Lunch
Period
links
as
a
policy
in
the
United
States,
so
oftentimes
we'll
go
into
schools,
and
we
know
that,
even
though
we
may
have
a
lunch
period
length.
That
also
includes
the
time
it
takes
to
walk
to
the
cafeteria,
wait
in
the
lunch
line,
and
sometimes
we
see
students
not
specifically
in
Anchorage,
but
in
other
places
that
we've
been,
who
have
five
minutes
to
eat
a
lunch,
and
this
is
something
that
a
child
relies
on
every
single
day
throughout
the
school
year.
J
This
has
a
really
important
impact,
and
so
it
was
really
exciting
when
anchor
School
District
piloted
this
a
few
years
ago
and
I
was
able
to
fly
out
here
and
help
to
independently
evaluate
the
impact.
J
So
I
volunteered
I
donated
my
time
for
that
to
be
able
to
have
a
completely
objective
assessment,
and
so
some
of
the
results
that
kind
of
what's
informed
our
research
to
date
is
actually
what
we
found
during
that
pilot
evaluation
and
because
of
that
preliminary
success
that
we
saw
during
the
pilot,
we
received
a
large
Grant
from
the
National
Institutes
of
Health
to
be
able
to
come
back
and
do
this
larger
evaluation.
J
I
So
our
program
history,
as
Dr
Cohen,
was
referencing,
is
in
May
of
2019.
There
was
a
school
board
aired
Hawk
committee,
which
recommended
a
pilot
based
upon
these
factors.
We
then
had
our
first
year
of
the
pilot
program
in
2019
20
School
a
year
we
had
19
participating
schools
in
the
wellness
initiative,
study,
which
is
30
minutes,
lunch,
30,
minutes
of
recess
and
addition
activity
opportunities
within
the
school
day
and
then
20
20
21.
I
There
was
a
slight
impact
as
we
did
not
attend
school
in
person,
and
therefore
we
turned
to
studying
food
and
nutrition
security
as
part
of
our
study
how
to
access
it
various
different
aspects
of
nutrition
security,
then
we
return
to
school
in
person
and
we
had
15.
Schools
were
Revisited
from
the
original
pilot
to
check
in
and
see.
How
are
things
going
now
that
we're
back
in
person
and
what
does
that
really
look
like
as
you're
implementing
the
initiative
this
year?
We're
studying
15
schools?
J
Right
so
just
to
tell
you
briefly
about
our
research
team.
I
am
the
principal
investigator,
but
we
also
have
a
really
phenomenal
team
with
really
varied
expertise
as
well,
including
one
of
my
colleagues
Dr
April
bowling
who's,
also
at
Merrimack
College,
as
well
as
Dr,
Chris,
economos
and
Ken
Chu
who's
at
Tufts
University,
and
then
our
local
partner
here
Dr
Katie
cuevo
who's
at
University
of
Alaska
Anchorage.
J
We
have
a
full
team
of
all
University
of
Alaska
students
who
are
both
college
and
also
Master's
students
in
their
dietetics
programs,
who
are
all
helping
to
collect
the
data
as
well.
So
we
have
a
full
team.
That's
all
here,
based
in
Anchorage
and
then
we
also
have
some
additional
Consultants
with
backgrounds
in
psychology
as
well
as
education,
so
Dr
Laura,
cartel
and
Deb
Margolis,
and
then
also
local
collaborators.
Here
at
the
Alaska
Alaska
Public
Health,
including
Carol
Fink
and
futempa,
and
Lauren
Kelsey,.
J
So,
to
tell
you
a
little
bit
more
details
about
our
current
evaluation,
the
way
that
we're
measuring
the
impact
of
this
Wellness
Wellness
initiative
with
the
longer
recess,
lunge
and
movement
breaks,
is
the
first
thing
that
we're
doing
is
we're
measuring
consumption,
so
we're
going
into
the
cafeterias
with
I
should
say,
School
permission
with
parent
permission,
child
consent
as
well,
and
what
we're
doing
is
we're
measuring
something
called
plate
waste
which
is
actually
measures
to
the
exact
percentage,
how
much
kids
eat
of
every
single
meal
component.
J
Another
thing
that
we're
doing
is
we're
measuring
their
physical
activity
levels
and
what
we're
doing
is
providing
children
as
part
of
the
study,
something
called
an
actograph,
which
is
basically
it's
a
very
kind
of
broad
activity.
Monitor,
does
not
track
kids
or
anything
like
that.
But
what
it
does
is
it's
highly
sophisticated
and
measures
all
of
their
movement
throughout
the
day,
so
it
can
give
us
a
very
detailed
information
about
their
physical
activity
levels
as
as
well
as
their
Sleep,
Quality
and
duration.
J
This
is
something
that
came
up
during
the
pilot
study
a
few
years
ago
that
we
weren't
anticipating
was
that
we
heard
from
a
lot
of
parents
that
their
kids
slept
better
at
night
when
they
had
more
physical
activity,
which
in
turn
could
lead
to
better
attention,
behavioral
behavior
in
the
classroom
Etc.
So
we
want
to
objectively
measure
that
additionally,
measures
of
health
status
as
well
that
we're
I'm
getting
with
permission
from
Anchorage
School
District
and
then
we're
also
getting
classroom
behaviors
again
with
parent
permission
and
child
permission.
J
Teachers
who
decide
to
be
in
the
study,
which
is
also
voluntary,
fill
out
a
validated
Conor's
abbreviated,
behavioral
scale,
which
basically
talks
about
kind
of
disruptive
behaviors
in
the
classroom.
Focus
things
like
that,
all
the
things
that
you
would
associate
with
like
academic
success
and
the
ability
to
to
learn,
and
then
we're
also
getting
more
information
on
kind
of
participation
rates
with
school
lunches.
Things
like
that
as
well
to
really
be
able
to
objectively
measure
what
is
the
impact
in
Wellness
initiative
schools,
as
well
as
compare
that
with
match
control
schools.
J
I
want
to
highlight
two
Publications
that
we
already
have
out.
This
was
in
collaboration
with
multiple
people
from
Anchorage
School
District,
including
Melanie
Sutton
Dr
Mark
stock,
my
postdoctoral
fellow
devil,
larte
LED,
one
of
these
studies
as
well.
These
are
all
the
results,
documenting
kind
of
the
successes,
challenges
and
best
practices
from
our
pilot
evaluation
a
few
years
ago,
and
similarly
any
results
that
we
get
from
this
year.
J
We
are
going
to
be
prioritizing
first,
we're
providing
a
report
that
we
will
disseminate
as
quickly
as
possible,
recognizing
that
sometimes
Publications
take
time,
but
then
also
working
on
Publications
to
help
inform
both
best
practices
and
decisions.
Policy
decisions
with
Anchorage,
School
District.
All
of
our
Publications
are
in
collaboration
with
people
from
Anchorage,
School
District
as
well,
and
also
to
be
able
to
highlight
this
at
the
national
and
international
level
as
well,
so
that
other
countries
other
states,
other
school
districts
can
all
learn
from
the
best
practices
of
Anchorage
School
District
foreign.
A
Very
thank
yous
for
being
here
and
making
time
for
us
I'm
sure
we
have
some
questions.
Could
you
speak
just
a
little
bit
on?
It
sounds
like
for
for
those
who
may
not
be
familiar
with
what
happens
in
a
school
day
that
this
is
not
something
that
you
just
set
us.
Yes,
you
have
to
set
aside
time
for
meals,
but
this
is
this
complements
the
learning.
It
does
not
just
distract
from
the
learning.
J
Exactly
so,
what
we
really
heard
over
and
over
again
during
the
pilot
initiative,
was
that,
even
though
the
school
day
is
not
getting
longer
right,
and
so
when
we
increase
the
amount
of
time
for
lunch
and
recess
that
they
are
slightly
less
time
for
some
other
subjects,
but
what
we
were
consistently
hearing
and
which
we
want
to
objectively
measure
this
time
around
is
that
the
students
were
more
efficient
Learners.
And
so,
if
we
have,
you
know
50
minutes
for
math,
but
the
kids
are
only
paying
attention
for
the
first
25
minutes.
J
Is
that
full
50
the
best
use
of
time
compared
with
a
student
who
maybe
has
40
minutes
for
that,
but
is
really
focused
that
entire
40
minutes,
and
so
that's
just
kind
of
a
hypothetical
example.
But
the
point
being
is
that,
with
a
better
nourished
child
with
a
child
that
has
had
more
opportunity
for
movement
breaks
and
physical
activities
is
that
they
truly
can
be
more
efficient
Learners,
and
this
is
something
that
will
objectively
measure
awesome.
Thank.
G
Well,
first
of
all,
thank
you
so
much
for
being
here
and
I'm
again
and
thank
you
to
I,
guess:
team
research
behind
it
takes
a
lot
of
people
to
parse
to
Envision
the
project
and
then
parse
the
data
I'm
wondering
if
you
could
just
sort
of
briefly
summarize
the
there
were
two
Publications
and
one
of
them
is
the
teachers
experiences
and
we're
there.
G
I
guess:
I
didn't
hear
you
speak
to
that
specifically
and
what
were
some
of
the
takeaways
that
you
found
with
the
the
teachers
experience
is
implementing
a
school
Wellness
as
far
as
recommendations
for
Best
Practices
yeah.
J
J
It
is
such
a
diverse,
School,
District,
diverse
schools,
and
so
really
with
the
thing
that
we
heard
over
and
over
again,
is
that
when
there
was
more
teacher
flexibility
and
the
ability
for
the
teachers
to
provide
more
input
into
how
to
make
it
work
for
them,
they
had
a
really
positive
experience,
and
so
an
example
of
that
would
be.
With
the
longer
lunch
periods
oftentimes
teachers
had
to
help
more
to
support
those
longer
periods
and
so
in
schools,
where
the
principal
gave
the
teachers
the
flexibility
to
determine
how
they
wanted.
J
Similarly,
teachers
we
often
heard
felt
really
relieved
that
they
now
had
permission
to
do
a
movement
break.
They
didn't
feel
like
they
could
be
in
trouble.
If
you
know
their
kids
were
doing
a
quick
Loop
outside
and
they
felt
kind
of
this
relief.
This
ability
to
be
able
to
implement
it
on
their
own
terms.
With
that
flexibility,
many
schools.
We
also
heard
that
it
was
easier
when
they
had
a
full
30-minute
lunch
recess
compared
with
15
minutes,
particularly
in
the
winter
time.
J
A
All
right,
thank
you.
Member
Wilson.
F
And
this
is
a
little
more
General,
I
I
would
say:
I'm,
not
surprised
that
if
we
back
off
a
little
bit,
let
kids
move
around
do
some
things
that
we
get
better
results.
I.
F
And
part
of
it
goes
to
the
fact
that
we
have
a
kid
that
struggles
to
read.
Then
we
put
them
in
a
remedial
reading
class
and
we
give
them
extra
work.
We
like
bear
down
on
them
to
learn
this
thing
that
they're
having
trouble
learning
with
I've,
always
felt
it
was
counterproductive
at
some
point
and
that
as
adults
we
get
caught
up
in
wanting
really
badly
to
have
this
work
right.
F
J
Some
of
the
best
prior
evidence
that
we
have
is
the
unintended
consequences
of
withholding
recess
and
so
oftentimes
withholding
recess
has
been
used
if
a
child
is
either
as
punishment
or
if
they're,
falling
behind
in
school
work,
etc.
And
really
what
has
been
found
is
that
when
you
withhold
that
type
of
movement
break
it
actually
that
buyers,
and
so
that's
really
where
the
strongest
evidence
to
date
is
but
actually
the
work
that
we
did
with
Anchorage
School
District
was
actually
some
of
the
first.
J
That
was
really
looking
at
that
impact
of
physical
activity,
really
focusing
on
academic
performance.
Previously
I've
published
looking
at
the
impact
of
what
children
eat
at
lunch
and
the
impact
on
Executive
functioning,
which
is
directly
related
to
factors
like
academic
performance,
for
example,
and
there's
actually
really
strong
evidence
that
shows
that
when
kids
eat
healthier,
they're,
better
Learners
as
well
I
think
your
point
was
more
to
the
physical
activity
side.
And
so
there
is
a
strong
foundation
for
This
research.
J
But
what's
so
exciting
about
the
research
that
we're
able
to
do
in
collaboration
with
Anchorage,
School
District?
Is
that
it's
really
at
the
Forefront
in
terms
of
being
able
to
really
create
a
stronger
evidence
base
around
this?
With
kind
of
thinking
about
this
more
holistic
approach
for
the
whole
day.
A
Thank
you,
member
Jacobs.
D
Yeah,
thank
you,
madam
president.
Thank
you,
Dr,
Cohen
and
team
for
being
with
us
tonight
and
thank
you,
Miss
Sutton,
for
your
work
on
Dr
Bryant
and
his
team
I'm
wondering
if
there
might
be
a
way
for
us
to
integrate
the
ongoing
cohort
in
the
pilot
data
as
part
of
our
goal.
Monitoring.
Is
that
something
that
we'll
have
an
opportunity
to
suss
out
as
to
help
that
cohort
of
schools
is
doing
as
we're?
Looking
at
some
of
our
outcomes
pertaining
to
math
reading
proficiency
and
CCL
data.
L
A
So
Dr
Cohen
you've
seen
our
policy.
That
is
that
that
we
revised
our
policy.
A
It's
on
non-action
tonight,
for
you
know
before
we
vote
on
it,
but
your
thoughts,
you
have
any
thoughts
about
how
wonderful
that
is
no
I'm.
Joking
I,
don't
want
to
put
words
in
your
mouth.
But
what
are
your
thoughts?
It
is
wonderful.
J
What
I
think
is
really
exciting
about
it?
Is
that
there's
really
strong
evidence
that
really
supports
it
and
what
I
think
is
also
really
exciting
about
it?
J
Is
that
it
really
given
the
evidence
base
that
exists
currently
I
think
that
there's
strong
research
that
would
suggest
already
that
these
type
of
policy
changes
have
the
potential
to
improve
children's
nutrition,
but
also
improve
academic
performance
and
really
potentially
reduce
some
of
the
disparities
that
we're,
seeing
particularly
that
widen
during
copid,
both
Health
disparities
and
educational
disparities
and
I
think
it
has
very
strong
potential
to
be
able
to
move
all
these
child
outcomes
in
the
in
the
right
direction.
M
J
Thank
you
for
your
question
and
I
just
want
to
make
sure
I
fully
understand
it.
Were
you
saying
that
this
occurs
during
lunch
or
during
recess.
J
J
Many
were
not,
and
so
having
that
full
30
minutes
made
a
big
difference
for
many
of
those
kids,
but
the
teacher
was
actually
able
to
start
doing
reading
exercises
with
many
of
the
students
in
the
classroom
who
had
finished
lunch
first,
and
so
this
was
a
really
interesting
opportunity
to
be
able
to
see.
Well
if
there
are
concerns,
for
example,
around
those
kids
who
finished
early
right,
this
was
a
really
I
thought.
Innovative
way
to
be
able
to
work
with
the
kids
in
the
classroom.
J
Be
able
to
continue
doing
that
type
of
work,
while
also
giving
those
kids
that
need
more
time
that
flexibility
I
also
again
want
to
emphasize
that
that
may
not
work
for
all
teachers
and
I
think
oftentimes
teachers
can
be
the
best
source
of
this
type
of
advice.
In
terms
of
what
worked
for
these
kindergarten
teachers,
it
seems
they,
they
chose
to
continue
lunch
in
the
classroom
and
it
seemed
to
be
working
very
well.
I.
J
J
We
often
see
in
schools
that,
when
recess
is
withheld,
for
example,
you
actually
see
more
disciplinary
referrals
to
the
principal
in
the
afternoon,
for
example-
and
we
know
when
they're
in
the
principal's
office
they're
not
learning
either,
and
so
there
is
some
evidence
that
suggests
that
being
able
to
determine
other
type
of
wind
blocks
might
be.
What
I
need
I
think
I've
seen
that
in
English
schools
yeah.
J
So
we
use
the
same
term
in
my
own
School
District,
so
I
thought
that
was
a
familiar
term,
but
I
apologize
if
it
wasn't
but
being
able
to
figure
out
what
is
the
most
effective
use
of
time
within
that
school
to
be
able
to
provide
these
opportunities.
I
think
specifically
for
disciplinary
referrals.
Thinking
about
there's
many
other
methods
that
schools
have
used,
whether
they
are
kind
of
again.
It's
so
grade
specific.
J
Some
of
the
things
that
I've
seen
in
other
schools,
for
example,
that
don't
include
sending
a
child
to
the
principal,
for
example,
is
oftentimes
even
having
again
grade
specific
but
oftentimes,
even
having
like
the
equivalent
of
they
would
not
call
it
a
timeout
corner,
but
the
equivalent
of
a
quiet
Corner.
That
often
has
like
fidget
devices,
for
example,
figuring
out.
What
is
the
cause
of
it?
Is
this
something
that
is
kind
of
more
behavioral
based?
J
J
Is
this
related
to
the
child's
Behavior,
where
maybe
even
something
the
equivalent
of
if
it's
a
child
that
actually
has
would
be
better
with
being
able
to
use,
for
example,
a
fidget
device
in
the
classroom
being
able
to
make
these
type
of
exceptions
for
students
where
they're
not
allowed,
where
it
actually
can
help
with
reorient
the
child's
Behavior
to
prevent
it?
To
begin
with,
is.
J
What
our
hope
is,
we
are
going
to
be
interviewing
teachers,
and
we
are
specifically
going
to
be
talking
about
kind
of
disciplinary
issues,
and
so,
where
we
hear
them,
we
will
absolutely
be
documenting
kind
of
best
practices.
J
One
of
the
hypotheses,
meaning
one
of
the
things
that
we
think
will
result
from
these
movement
breaks,
is
actually
seeing
a
decrease
in
these
disciplinary
issues
to
begin
with,
which
in
turn
would
actually
make
the
lives
of
teachers
easier
and
lead
to
fewer
incidences,
where
we
would
even
need
to.
You
know,
think
about
what
are
these
Solutions?
Of
course,
it's
never
going
to
be
perfect.
J
There's
always
going
to
be
disciplinary
issues,
of
course,
but
absolutely
when
we
talk
to
teachers,
in
fact,
we
can
specifically
ensure
that
we
ask
questions
about
that.
Since
it
sounds
like
that's
something.
The
school
board
would
be
interested
in
we'd
be
happy
to
specifically
document
that
as
well.
While
we
do
the
interviews.
G
Thank
you.
This
is
really
wonderful.
Can
you
just
give
us
a
broad?
Are
the
15
schools
that
we
have
enrolled
in
it
this
year
that
you'll
be
looking
at
at
I?
Guess
the
enrolled
schools
and
the
control?
Do
they
include
neighborhood
Title
One
schools
I
mean?
Is
it
a
representative
mix
of
the
district
as
a
whole?
Do
you
feel
like
you're,
getting
a
good
cross-section,
I
guess
is
my
question.
J
That
was
specifically
one
of
the
goals
of
this
is
that
we
really
wanted
to
find.
J
We
really
want
to
be
able
to
have
results
that
are
generalizable,
meaning
that
we're
not
going
to
one
specific
type
of
school
and
then
making
recommendations
that
may
not
be
applicable
to
other
schools
and
where
we
see
even
potentially
consistent
themes.
If
we
see,
for
example,
we're
consistently
hearing
the
same
things
in
Title,
1
schools,
but
we're
not
hearing
in
others,
we
can
also
kind
of
specifically
say
in
these
type
of
schools.
Here
are
the
best
practices.
J
Of
course
it
will
be
shared
with
everyone
for
everyone
to
consider,
but
knowing
that
there
may
be
unique
challenges,
for
example,
for
them
to
be
able
to
kind
of
implement
what
might
be
work
best
in
those
schools
as
well.
But
the
goal
of
this
is,
in
fact
to
be
representative
and
to
have
to
be
representative
not
just
of
the
schools,
but
also
of
the
families
that
participate
in
this
as
well.
Okay,.
G
J
A
little
bit
more
so
the
reason
I'm
smiling
certificate
smile
is
because
I
do
get
to
come
back
again
and
I,
and
so
far
I've
only
come
in
Winter.
I
do
hope.
Eventually,
I
can
come
during
a
different
season,
but
the
the
full
Grant
is
for
five
years
it
started
last
year
we
originally
were
planning
to
come
out
and
then,
because
of
the
covid
related
challenges
decided
to
postpone
this
type
of
data
collection.
J
Until
this
year
we
were
able
to
interview
teachers
and
principals
really
more
on
the
focus
around
the
impact
of
covid
and
the
potential
benefits,
as
well
as
really
understanding.
One
thing
that
was
really
exciting
actually
was
the
resilience
of
the
wellness
initiative.
The
fact
that
so
many
schools
have
continued.
It
is
almost
unheard
of
in
our
field
in
terms
of
that
type
of
resiliency,
and
so
thinking
about
the
potential
of
this
type
of
policy.
Even
during
the
greatest
hardships-
and
in
fact
many
of
the
schools
said
it
actually
was
helping
them.
J
J
Each
year
we
will
be
providing
a
report
to
Anchorage
School
District
to
keep
you
updated
on
all
of
our
progress
so
that
you
are,
you
do
not
have
to
wait
for
years
for
results.
We
will
be
doing
it
as
timely
a
manner
as
possible,
because
we
understand
that
this
is
really
important
to
help
this.
J
This
District
inform
decisions
as
well
as
schools
that
may
be
deciding
if
they
want
to
be
implementing
on
the
wellness
initiative
that
are
not
currently
depending
on
what
occurs
with
the
wellness
policy,
and
so
I
will
have
the
opportunity
to
return
which
I'm
very
excited
about
and
we'll
be
able
to
continue.
Our
collaboration.
M
N
Put
it
off
mute,
yeah,
first
of
all,
I
just
wanted
to
say,
there's
a
couple
of
things:
real,
quick
one.
Thank
you
for
this
presentation.
This
information
is
interesting
and
I
think
it
can
make
a
difference.
My
only
my
only
concern
in
regards
to
this
is
how
we
treat
different
schools
at
one
time.
N
I
know
within
the
school
district
that
that
this
would
be
10
years
ago,
the
title
one
schools,
the
teachers
10
not
to
let
the
kids
eat
during
the
first
hour
if
they
came
in
and
a
lot
of
them
being
dropped
off
by
the
appearance
right
at
the
beginning,
and
they
didn't
have
access
to
the
same
level
of
nutrition
and
other
the
schools
that
were
more
well
to
do.
They
always
accommodated
so.
E
N
M
M
Thank
you.
You
mentioned
sleep
as
well.
The
factors
you're
studying
are
you
including
some
sort
of
analysis
of
seasonal,
affective
disorder
and
the
inverse
that
we
also
have
when
it
comes
to
our
as
we
get
closer
to
the
summer
months,
with
the
excessive
amount
of
sunlight,
we
get
making
it
hard
for
kids
to
get
to
sleep.
J
That
is
a
phenomenal
question.
Part
of
our
research
is
every
time
we
go
and
we
give
a
child
those
activity
monitors
which
also
monitors
sleep.
We
are
monitoring
the
time
of
sunrise
and
sunset
that
entire
week,
and
so
we
actually
have
some
collaborators
who
specialize
in
specifically
that,
because
you
are
absolutely
correct,
we
want
to
be
able
to
look
at
the
potential
impact
that
the
time
of
year
potentially
has
as
well
as
that.
J
J
I
think
that's
such
an
important
point
that
we
take
into
account
when
we're
also
looking
at
the
results
and
so
really
accounting
for
that
kind
of
seasonal
effect
that
we
see
both
with
diet,
nutrition,
I'm,
sorry,
diet,
physical
activity,
the
behavioral,
disruptive
behaviors
that
we're
seeing
all
these
different
aspects
and
being
able
to
look
at
the
impact
on
Sleep
Quality
as
well
by
season.
So
you
are
spot
on
in
terms
of
that's
a
really
important
line
that
we
will
be,
including.
B
A
And
with
that
again,
thank
you
very
much
for
your
time
and
your
expertise
and
the
team
team
Alaska
yes,
anyway.
Thank
you
guys.
We
appreciate
you.
Thank
you.
A
L
Oh
all
right
here
we
go
all
right.
Thank
you.
So
today
the
the
board
will
receive
a
technical
briefing
on
Algebra
2
completion
rates,
which
are
an
indicator
for
the
board's
college,
career
and
life.
Readiness
goal
we'll
review
the
format
of
the
slides
and
then
next
board
meeting
will
have
a
more
in-depth
discussion
on
the
data
and
next
steps,
so
just
to
remind
the
public.
Our
board
goal
is
for
90
of
students
to
graduate
life
ready,
as
well
as
College
and
Career
ready
by
2026.
L
L
This
slide
represents
our
year-to-year
completion
rate
of
Algebra
2
over
time.
The
dotted
line
it's
a
very
small
dotted
line,
but
it
represents
our
Target,
which
is
32
percent
compared
to
our
current
completion
rate,
which
is
30
and
on
the
table
at
the
bottom
of
the
slide.
You'll
see
the
same
data
as
well
as
the
actual
number
of
students
who
are
completing
algebra,
2.
L
And
this
slide
shows
the
algebra
2
completion
rate
broken
down
by
grade
level.
It
will
also
allow
the
board
to
see
a
comparison
between
2022
and
2021
by
grade
level
as
well.
L
This
next
chart
will
allow
the
board
to
compare
spring
2022
with
spring
2021
data
as
well.
The
columns
also
disaggregate
the
data,
or
rather
the
rose
disaggregate,
the
data
by
race,
ethnicity
and
special
populations
and
at
the
bottom
portion
of
the
chart,
the
data
is
disaggregated
by
school
type,
such
as
comprehensive
Charter
and
special
schools.
L
So
this
slide
will
provide
the
board
with
an
overview
of
the
overarching
K
through
9
grade
goals,
which
include
ensuring
student
access
to
Algebra
1,
which
will
lay
the
foundation
for
success
in
algebra
2..
The
instructional
Focus
part
focuses
on
the
Mathematics
Curriculum
and
the
emphasis
on
multi-tiered
systems
of
supports
framework
that
will
set
all
students
up
for
success
and
then,
lastly,
at
the
bottom
portion
of
this
slide,
there's
an
overview
of
the
approach
to
the
goals
which
includes
a
continuous
loop,
professional
learning,
impactful
instruction
and
data-driven
practices.
L
And
on
this
slide,
it
provides
a
summary
of
the
current
strategies
in
place,
which
includes
curriculum
instruction,
professional
learning,
data
discussions
and
our
multi-tiered
systems
of
support
framework
and
there's
also
a
report
of
our
progress
to
date
on
those
items
and
then,
lastly,
this
is
an
appendix
that
defines
for
the
board
how
we
categorize
comprehensive,
alternative,
Charter
and
special
schools
and
with
that
that
concludes
my
report
and
we
look
forward
to
our
more
in-depth
academic
discussion
at
the
next
board
meeting.
A
Were
we
going
to
have
two
today
or
just
the
one,
just
the
one
and
then
next
time?
Okay,
all
right,
so
you
have
the
report
before
you.
Please
send
in
your
questions
in
advance.
If
you
can
please
so
that
we'll
be
ready
to
answer
your
questions,
sure.
G
You
can
have
a
clarifying
question
sure.
Thank
you.
Just
really
quickly
is
under
the
special
schools
and
programs.
Credit
recovery
does
ASD
virtual
like
fit
into
that
or
not.
L
So
if
you
look
at
slide,
10
you'll
see
exactly
what
we
Define
as
special
schools
and
programs
and
I
do
not
see
ASD
virtual
on
that
list.
So
that's
something
that
will
note
to
clarify
at
the
next
discussion.
A
Make
sure
it's
in
your
list
of
questions?
Remember
lesson,
so
we
don't
lose
it.
Okay,
see
no
other
questions.
Thank
you,
Dr
Bryant.
A
So
we
are
happy
that
you're
here
and
during
public
comments
board
members
will
not
answer
questions
or
engage
in
discussion
with
members
of
the
public.
This
is
the
Public's
time
to
speak
and
the
board's
time
to
listen.
When
you
entered
the
boardroom,
there
is
a
blue
and
white
sheet
that
pretty
much
goes
over
the
this
expected
decorum
for
inside
the
boardroom.
A
If
you
are
here
to
participate
in
public
comments,
you
will
have
three
minutes
to
speak.
Each
person
has
allowed
one
opportunity
to
testify
or
comment
on
a
non-action
item.
A
A
An
action
item
memo
is
first
introduced
will
be
introduced
by
the
Vice
President
and,
if,
second
by
another
board
member,
the
president
will
open
the
floor
for
public
comment
on
that
action
item
again,
you
will
have
three
minutes
to
speak
with
that
same
notification.
At
the
end
of
of
the
three
minutes,
so
we
welcome
you,
your
your
your
contributions
to
our
meetings.
I
just
want
to
go
over
a
few
rules
of
the
boardroom.
A
We
use
Robert's
Rules
of
Order
to
conduct
our
business,
and
so
just
a
few
reminders
of
cautions
do
not
attack
a
member,
a
members
or
a
speaker's
motive.
Speakers
May
point
out
what
he
or
she
believes
to
be
the
natural
consequence
of
a
board
action
but
may
not
engage
in
speech
that
personally
attacks.
Others,
please
refrain
from
disturbing
the
meeting,
and
basically
that
means
no
cheering
Applause
or
outbursts.
A
A
If
you
have
handouts
that
you
would
like
for
the
board
to
have,
please
give
them
to
Ms
Foster
seat
it
to
my
left
and
she
will
make
sure
the
board
will
get
whatever
it
is
that
you
would
like
for
us
to
have
so
with
those
guidelines
in
place.
We
do
not
have
any
student
testimony
tonight,
but
we
do
have
Community
speakers
signed
up
to
speak
I'd
like
to
call
Ted,
Phelps
and
Luke
halter.
A
If
you'll
come
to
the
front,
please
Ted,
you
will
go
first.
A
O
O
The
the
plan
I'm
I'm
here
at
comment
on
is
lengthening
the
school
day
and
I
know
it's
a
tough
test
situation
we're
all
in
but
I'm
here
to
speak
on
how
it
affects
our
business
and
the
kids.
We
coach,
so
yeah
I'm,
the
director
of
these
programs
at
the
Alaska
Rock,
Gym
and
yeah.
We
we
offer
programs
for
kids
from
age
four
to
high
school
and
we
have
a
lot
of
our
kids
there
after
school
time.
Obviously
I
just
has
anyone
here
been
to
the
Alaska
auction.
O
That's
five
o'clock
in
the
afternoon
yeah,
it's
a
crazy
time.
It's
very
busy!
It's
our
it's!
Our
busiest
time
in
our
current
youth
program
schedule
is
built
to
accommodate
the
following
the
school
schedule.
Obviously
the
other
one
is
getting
enough
time
for
the
kids
to
actually
climb
and
making
sure
the
kids
get
home
before
it's
too
late
and
obviously
the
last
thing
is
for
our
general
membership.
O
We
want
to
make
sure
the
kids
are
out
of
there
at
six
o'clock,
so
the
general
membership
can
actually
climb
without
kids
being
around
we've
looked
at
this
plan,
and
you
know
that
has
been
put
forward
and
we
have
decided
that
we
just
can't
change
our
schedule
around
that.
We
have
to
stick
with
our
with
what
we
have,
because
we
just
can't
have
kids
in
the
gym
past
past
six
o'clock.
O
O
So
that's
that's
the
big
effect
on
the
kids
and
then
our
coaches
too.
If
we
end
up
having
kids
who
don't
come,
we're
probably
gonna
end
up
cutting
coaches
hours
and
those
coaches
do
do
depend
on
those
hours.
O
O
I've
spoken
with
the
dance
theater
across
the
street
and
they're
in
the
same
same
situation,
they're
they're.
Their
programs
are
also
in
a
schedule
in
a
similar
way,
so
they're
going
to
be
kind
of
in
the
same
boat
as
we
are,
but
yeah.
So
that's.
That
is
what
I
have
to
speak
on
for
tonight.
I
appreciate
you
guys
taking
the
time
and
thank.
P
P
Thank
you
very
much.
Yes,
my
name
is
Lou
Coulter
and
I've
been
a
youth
educator
and
a
coach
for
over
15
years
I'm.
Currently
the
head
coach
for
youth
programs
at
the
Alaska
Rock
Gym,
as
we
heard
from
Ted
just
now,
many
essential
youth
programs
will
be
unable
to
alter
their
schedules
around
the
school
day.
P
Extension
proposal
and
I'm
here
to
strongly
Advocate
that
this
proposal
not
be
adopted
for
that
reason,
but
there
are
other
strong
reasons
for
not
adopting
this
change
and
I'm
going
to
talk
a
little
bit
about
the
effect
on
our
kids,
not
just
our
businesses.
A
child's
educational
experience
does
not
end
with
the
school
day
across
Anchorage
extracurricular
activities.
P
School
programs
provide
essential,
unique
and
enriching
experiences
for
music,
Sports,
Arts
languages,
tutoring
and
many
more
adolescence
is
a
type
of
significant
growth
and
development
made
inside
the
brain,
and
it's
worth
thinking
about
the
range
of
activities
and
experiences
our
children
are
receiving.
We
have
to
ask
how
important
these
experiences
are
in
shaping
the
sort
of
brain
our
children
will
take
into
adulthood.
P
Family
reaching
is
also
an
important
part
of
our
children's
educational
experience,
giving
a
child's
life
structure
that
promotes
healthy
rhythms
in
sleep
and
eating
schedules.
These
rhythms
will
be
directly
impacted
by
school
timetables,
new
and
different
experiences
help
children
develop
an
independent
identity,
explore
grown-up
behavior
and
move
towards
independence
as
they
learn
to
take
healthy
risks.
These
experiences
help
children
find
new,
creative
and
expressive
outlets
for
their
feelings,
at
a
time
that
children
might
be
expressing
and
trying
to
control
new
emotions.
P
These
experiences
help
youth
practice
boundaries,
limit,
setting
and
goal
setting
with
guidance
from
professional
Role
Models,
while
also
building
social
emotional
connections.
With
other
youth,
you
choose
to
adopt
this
scheduled
change.
You
are
choosing
to
deprive
children
of
these
enriching
experiences
that
promote
healthy
growth
and
development.
P
Q
Hello,
my
name
is
Kaylee
and
I'm
here
tonight
to
talk
about
how
valuable
the
it
has
been
for
me
to
work
with
an
instructional
coach
and
to
advocate
for
the
position
to
remain
a
strong
and
vital
force
in
our
schools
when
I
first
started
with
ASD.
The
coach
of
my
building
was
one
of
the
first
people
to
reach
out
to
me
and
welcome
me
into
the
community
at
my
school.
She
took
the
time
to
learn
about
me
both
professionally
and
personally.
Q
I
could
sit
here
for
hours
and
let
you
know
the
value
that
the
instructional
coaching
position
has
added
into
my
career,
but
at
the
end
of
the
day,
it
boils
down
to
the
fact
that
my
biggest
cheerleader
is
just
a
short
walk
away
from
my
classroom
and
on
any
given
week.
I've
had
anywhere
from
three
to
five
personalized
many
professional
development
sessions
to
refine
my
skills.
As
a
teacher,
the
instructional
coach
handbook
for
ASD
says
coaching
is
the
linchpin
for
our
vision
of
excellent
instruction
every
day
for
every
student
everywhere.
Q
I
wholeheartedly
agree
that,
in
my
experience,
the
instructional
Coach
position
has
been
that
vital
element
to
my
professional
growth
and
development
to
ensure
that
I
am
delivering
excellent
instruction
every
day
for
all
of
my
students.
I
can't
help,
but
Wonder
then,
is
this.
The
best
decision
is
it
best
to
cut
the
position
that
this
very
district
has
deemed
the
linchpin
to
Our
Success
I
urge
you
to
take
a
look
at
all
of
the
potential.
Q
I
do
not
envy
the
k-3
teachers
as
they
embark
on
implementing
a
new
reading
curriculum
with
one
less
person
supporting
them.
I,
do
not
envy
the
teacher
who
sees
room
for
growth
in
their
professional
skills
and
doesn't
know
where
to
go
to
get
that
support
for
that
growth.
I,
don't
envy
those
teachers,
because
until
I
worked
with
an
instructional
coach
I
was
each
of
those
teachers.
Q
R
Evening
first,
thank
you
for
allowing
me
to
speak
today.
My
name
is
Allison
Myers
and
I'm
here
to
ask
the
school
boards
to
consider
keeping
ASD
virtual
as
an
option
for
its
students.
My
son
Elijah
has
attended
ASD
virtual
for
the
past
three
years
and
the
ASD
virtual
program
has
been
such
a
blessing
to
our
family.
The
teachers
are
amazing
and
the
Learning
System
Calvert,
even
with
its
occasional
glitches,
has
been
a
great
learning
tool.
R
There
are
several
families
like
my
own,
who
have
utilized
the
program
for
the
last
two
to
three
years
and
while
I
cannot
speak
for
all
families
for
mine,
the
program
has
proven
to
be
an
awesome
learning.
Experience
for
my
son,
Elijah
is
currently
in
the
third
grade,
but
in
the
2019-2020
school
year
for
kindergarten
he
attended
an
ASD
School
in
person
during
this
school
year.
He
was
regularly
bullied
by
another
classmate.
R
R
During
that
time,
the
virtual
program
has
given
my
son
a
safe
place
to
be
himself
to
speak
freely
and
to
learn
without
worrying
about
any
negativity.
During
his
learning
experience,
he
has
made
friends
and
proved
his
test
scores
consistently
every
quarter
and
has
come
to
love
going
to
school.
The
teachers
make
The
Learning
Experience,
engaging
and
rewarding
and
are
always
available
to
help
in
whatever
way
they
can,
whether
it's
to
walk
him
through
a
lesson.
R
He
doesn't
quite
understand
helping
him
get
in
some
extra
reading
time
or
giving
this
mom
a
virtual
hug,
letting
her
know
she's
doing
a
great
job
whenever
I
reach
out
they're,
always
there
and
ready
to
help
and
listen.
I
have
so
much
more
that
I
could
say.
The
three
minutes
is
not
enough
time
to
say
it.
I
will
end
with
this.
R
At
the
last
meeting,
I
heard
one
of
your
board
members
State
something
to
the
effect
of
how
he
loves
hearing
from
the
kids
about
their
experiences
and
that
the
kids
are
what
it
is
really
all
about.
I
am
hoping
that
this
Rings,
true
as
you
are
making
your
decisions
and
that
it
is
about
every
kid,
including
the
ones
that
have
benefited
and
will
continue
to
benefit
from
this
program.
Thank
you
so
much
for
taking
the
time
to
listen.
A
A
So
I
will
come
back
to
Mr
day.
Let's
try
Mr
Boyle
David
Boyle.
S
Thank
you,
president
Bellamy
school
board
members.
My
name
is
David
Boyle
and
I
want
to
thank
you
both
for
the
opportunity
to
speak
and
for
your
service
to
the
community.
Before
I
begin.
My
topic
I
noted
that
the
board
asked
the
military
representative.
What
more
could
the
district
do
to
serve?
The
military
children
I
would
suggest
the
district
implement
the
purple
star
program
which
the
state
department
of
education
has
posted.
S
As
you
know,
we
have
an
approved
Equity
policy
in
the
district
which
is
not
being
applied
equally
board
policy,
614
instructional
Equity,
says
Equity
is
a
fair
treatment,
access
opportunity
and
advancement
for
all
people.
Lord
believes
in
equity
for
all
students
for
their
academic
achievement
and
board
policy.
410
non-discrimination
in
District
programs
and
activity,
States,
The,
District
programs
and
activities
shall
be
free
from
discrimination
based
on
sex
race,
color,
religion,
gender
ID
Etc.
S
Regarding
discrimination
on
based
on
gender
I
note
that
male
student
achievement
is
far
below
female
student
achievement
in
the
state's
standardized
test
peaks
in
the
Alaska
star.
A
matter
of
fact,
since
the
2016-17
school
year,
males
in
the
school
district
have
consistently
performed
about
eight
raw
percentage
points
below
females.
Now,
that's
by
the
way,
seven
years
of
data,
this
equates
to
about
20
percent
lower
achievement
on
the
standardized
tests.
S
S
Maybe
the
instructional
practices
do
not
fit
a
boy's
learning
style.
We
know
that
boys
do
learn
differently.
Many
of
them
prefer
the
Hands-On
learning
style
by
the
way
I'd
like
to
know
the
percentage
of
male
Elementary
classroom
teachers
in
the
school
district.
If
it
is
low,
I
encourage
the
district
to
actively
recruit
more
male
Early
Education
teachers.
S
So
boys
have
a
role
model
they
can
look
up
to,
but
boy
is
not
encouraged
to
succeed,
both
by
a
lack
of
Parental
Guidance
and
a
failure
to
match
a
boy's
learning
style,
then
that
boy
will
usually
fail
farther
behind
and
ultimately
many
will
drop
out
of
school.
There
is
a
gender
gap
in
K-12
education.
We
must
recognize
it
confront
it
and
solve
it
in
the
name
of
equity.
It
is
a
fair
thing
to
do.
A
Mr
Boyle
I'm.
Sorry,
your
time
is
up,
but
thank
you
very
much.
Let's
go
back
to
Mr
day
Mr
day.
Can
you
unmute
Star
City.
K
All
right,
thank
you
for
giving
giving
me
the
opportunity
to
speak
this
I'm
speaking
about
the
virtual
ASB
kind
of
the
virtual
program
will
be
cutting
our
children
short
and
putting
them
at
risk
of
failure.
The
pandemic
isn't
over
nor
are
snow
days.
Virtual
ASD
is
the
ultimate
safety
net
for
our
children
and
these
times
of
uncertainties
we
can
at
least
guarantee
them
their
education.
No
child
should
have
to
worry
about
how
would
I
get
my
education
if
schools
are
closed,
where
we
clearly
have
a
solution
for
the
problem?
K
Key
in
them
is
cheating
our
future.
I
myself
have
two
children
that
in
the
ASD
virtual
learning
program,
and
they
are
excelling
at
a
faster
rate
than
in
in-person
learning,
with
virtually
learning
my
children
are
able
to
get
the
education
while
learning
basic
life
skills
and
traits
so
in
more
ways
than
one.
The
virtual
program
is
a
necessity
for
all
our
children
and
in
their
future,
and
that's
all
I
have
to
say.
T
Thank
you
so
much,
president
of
Bellamy
and
all
the
members
for
allowing
us
to
speak.
It
is
still
fairly
close
to
the
New
Year,
where
many
of
us
have
resolutions
to
be
more
physically
active
and
eat
healthier
and
so
seems
appropriate
and
exciting
to
be
here.
Voicing
my
support
for
one
of
your
non-action
items:
the
revision
to
the
school
board
policy
on
student,
nutrition
and
physical
activity.
T
When
member
Holloman
mentioned
during
the
military
report
that
you
don't
very
often
get
to
hear
what
you're
doing
right
at
the
school
I
think
this
is
one
of
those
times
that
you
should
really
be
proud
of.
All
the
good
work
that
you're
doing
around
supporting
your
students
in
this
area.
T
Not
only
is
are
your
health
and
physical
Educators,
a
really
strong
program,
but
the
process
that
you
went
through
to
engage.
The
public
engage
many
of
you
on
the
school
board
in
this
review
process
having
people
from
secondary
and
Elementary
education
on
what?
What
would
this
really
look
like
in
the
schools,
teachers
and
then
the
online
survey
to
get
community
members,
as
well
as
having
multiple
family
and
parents
on
the
Review,
Committee
I?
T
Think
you
could
should
be
proud
of
the
process
that
you
went
through
to
make
sure
that
this
revision
was
meeting
the
needs
of
your
community
and
just
wanted
to
point
out
I've
been
following
I
work
with
in
public
health
and
physical
activity
and
nutrition,
and
these
Wellness
policies
are
required
for
any
school
district
that
participates
in
the
physic
in
the
school
lunch
program,
but
a
lot
of
times,
people
just
kind
of
pass,
a
policy.
It
sits
on
the
book
and
it's
not
really
looked
at
for
what
fits
well
with
your
community.
T
What
can
be
implemented
well-
and
this
is
not
an
example
of
that
you
guys-
are
really
doing
a
good
job
of
making
sure
it
meets
the
needs
of
your
students,
so
just
wanted
to
stop
there.
I
know
you
got
to
hear
earlier
about
all
the
recent
research
around
how
physical
activity
and
nutrition
both
impacts
as
students
Health,
but
also
their
learning,
also
their
in-classroom
behavior,
also
their
ability
to
sleep
and
have
good
mental
health,
there's
quite
a
few
that
it
spreads
out
into
a
lot
of
pieces
of
our
lives.
T
U
Yeah
thanks
for
having
me
here
just
here
to
just
kind
of
talk
about
what
I've
been
dealing
with
for
the
past
four
years
of
me.
Actually
deep,
diving
into
my
two
daughters
that
are
in
the
school
system,
I
have
a
15
year
old
back
when
she
was
a
10
year
old,
going
to
11..
There's
a
lot,
that's
being
done
in
schools,
that's
kind
of
not
being
told
to
parents.
U
It
really
ticked
me
off
to
say
the
least.
I
had
to
learn
about
restorative
justice
through
my
daughter,
I
didn't
actually
understand.
Even
what
that
was
took
about
seven
hours
of
watching
videos.
Reading
data
I'm
a
data
cruncher
I,
like
data
I,
like
numbers,
she
got
kind
of
I'm,
just
I'm,
not
gonna,
say
attack,
but
she
would
pull
down
the
stairs
by
her
backpack
and
then
they
said.
Do
you
want
to
talk
to
your
assailant
and
that's
what
they
asked
her
and
then
I
kind
of
looked
at
myself
and
said?
U
U
That
was
something
that
happened
about
two
years
ago
about
two
three
and
then
she
kind
of
told
me
just
recently
when
I
kind
of
found
out
about
what
that
phrase
was
that's
a
problem
with
me:
I
understand
schools
or
whatever
you're,
trying
to
do
help
these
kids
get
them
through
life.
Understand
lessons.
U
U
On
top
of
that,
I
had
to
listen
to
my
nine-year-old.
That
was
seven
had
to
explain
to
her
that
color
doesn't
matter,
because
she
was
learned
about
what
black
people
are
and
then
what
white
people
are
and
then
having
to
go
sit
in
a
in
a
more
advanced
placement,
because
I
pay
attention
to
my
daughters,
I
spend
the
money.
I
spend
the
time.
I
grind!
U
That's
what
my
parents
supposed
to
do
and
yeah.
So
my
kids
have
a
bright
future.
Heaven
because
I
I
spend
the
time
and
that's
a
problem
for
me,
is
when
the
school
starts
trying
to
step
into
my
time.
They're.
My
kids,
let
me
know
what
I
need
to
do
hand
me.
The
paperwork
grind
at
me:
they're,
my
kids.
That's
starting
to
be
pushed
out
of
the
way,
I
respect
what
you're
trying
to
do,
because
there
are
kids
that
don't
have
parents
like
me.
They
don't
stay
there.
U
They're
gone
I
haven't
seen
my
dad
since
I
was
nine
cam.
36
I
just
saw
him
this
year,
I
get
it
it
sucks,
but
sometimes
you
need
to
start
stop
looking
at
the
numbers
and
start
looking
at
the
kids
outside
of
numbers.
That's
me
genuinely
looking
at
What's
Happening
Here
you're
trying
to
get
doctors
you're,
trying
to
get
therapists,
trying
counselors
you're,
trying
to
do
stuff
you're,
just
not
you're
doing
the
best
of
what
you
can
do,
but
you're
starting
not
to
look
at.
What's
going
to
be
the
best.
A
And
that
concludes
our
last
person
wanting
to
comment
there
are
attached
to
the
agenda.
You
will
see
some
written
public
comments
so
now
we
are
on.
That.
Brings
us
sorry
to
item
e.
Our
consent
agenda.
F
K
K
A
D
The
president
I
moved
to
approve
ASD
memorandum,
number
097
approval
of
2022
2023
calendar
adjustments
to
extended
weather
related
school
closures
is
the
recommended,
as
the
recommendation
of
administration,
that
the
school
board
approve
adjustments
to
the
school
calendar
outlined
in
this
memorandum.
Second,
moved.
A
In
second
to
approve
memorandum,
number
zero,
seven,
I'm,
sorry,
zero,
nine
seven
calendar
adjustments
due
to
extended
weather
related
school
closures.
Is
there
anyone
did
anyone
sign
up
to
testify
on
this?
One.
A
Okay,
no
one
signed
up
to
testify
on
this
one.
Let's
just
start
with
you,
Dr
Brian.
L
Sure
so
I've
shared
the
details
of
this
plan
in
Prior
discussion
with
the
board.
So
essentially,
this
memorandum
just
summarizes
that
plan,
which
would
be
to
make
a
minor
adjustment
to
the
week
of
February
converting
current
teacher
conference
days
into
full
days
of
instruction
and
converting
a
day
that
was
previously
for
staff
into
a
full
instructional
day
for
students
and
then,
lastly,
adding
30
minutes
to
the
school
day.
Effective,
January
30th
until
spring
break
This
was
done
in
close
collaboration
with
Union
leadership,
which
includes
teachers,
principals,
totem
and
others.
L
And,
as
I've
said
on
numerous
occasions,
there's
no
perfect
plan
out
of
six
snow
days,
which
is
truly
unprecedented.
But
this
plan
truly
prioritizes
student
learning
places
an
emphasis
on
the
importance
of
instruction,
particularly
given,
where
we're
at
in
terms
of
student
proficiency,
both
in
ASD
and
across
the
state,
but
is
also
minimally
disrupted
to
the
calendar.
So
with
that,
I
will
open
it
up
to
any
questions.
A
F
And
I
don't
really
have
a
question
but
comments
I,
I'll
support
this
and
I
can't
remember
when
we
had
to
do
this
last,
it's
been
a
while,
because
I
was
still
in
the
classroom
and
it's
been
a
while
and
to
a
lot
of
the
letters
we've
gotten
in
comments.
It's
not
ideal
teachers
optimize
what
they
have
and
what
they're
accustomed
to
and
even
changing
the
length
of
a
period.
You
know
this
is
going
to
get
added
to
a
class
time
somewhere.
F
It
throws
you
off
your
game
a
little
bit
and
that's
never
good,
but
the
only
alternative
really
is
to
add
days
somewhere
and
in
the
fundamental
flaw
in
that
is.
They
won't
be
very
well
attended
if
we
take
spring
break
days
or
we
take
days
at
the
end
of
the
school
year
and
add
them
to
the
calendar
teachers
go
into
that
knowing
they're
only
going
to
see
some
of
their
students
and
that
kind
of
demolishes
everything.
You
really
can't
cover
anything
very
important.
F
If
you
know
that
25
or
30
percent
of
your
students
are
likely
to
not
be
in
the
room
that
day
so
I
I
know,
a
lot
of
people
are
unhappy
about
this.
The
phrase
checking
a
box
has
come
up
and
a
number
of
the
communications
in
a
sense,
that's
true,
but
only
because
we
have
to
follow
the
law
and
the
law
specifies
the
number
of
school
days
and
says
we
have
to
make
it
up.
F
If
we
don't
attend
those
I
I
know
everyone
is
going
to
try
to
make
it
work
and
get
something
useful
out
of
it,
but
it
is
an
unfortunate
circumstance.
So
we
we
didn't,
have
much
control
I,
think
what
the
administration
has
brought
to
us
grab
some
time
back
to
make
instructional
time
without
screwing
up
the
schedules
of
thousands
of
people.
So
thank
you.
G
Yeah,
this
is
not
a
question.
It's
a
comment
to
share
that.
I
really
wrestled
with
this
I.
Had
parents
come
up
and
say
this
is
wonderful.
I
can
work
30
minutes
longer.
I
had
Parents
share
with
me
that
this
was
terrible,
that
they
had
important
medical
opponents
for
their
children
that
were
scheduled
on
a
regular
basis.
We
heard
from
community
members
business
owners
and
said
this
is
really
going
to
cut
into
our.
G
You
know
our
revenue
streams,
our
models.
We
heard
a
little
bit
of
that
tonight
and
it's
really
a
terrible.
K
G
Lunch
recently
and
for
a
while
I
was
thinking,
wait,
wait
a
second
recess
and
lunch
and
frankly,
specials
are
time
that
either
shouldn't
be
made
up
with
instruction
or
or
are
gone,
poof
right.
How
can
you
make
up
an
art
class
just
here
and
there,
but
then
I
continue
to
Crunch
the
numbers
and
I'm
quite
satisfied
that
we
actually
aren't
even
making
up
the
entirety
of
the
minutes
that
we've
lost
and
I
think
that
in
the
end,
this
is
the
best
of
a
bad
situation.
G
M
M
So
we
can't
afford
to
be
losing
any
more
instructional
hours
for
our
for
our
students
and
we
also
have
only
170
a
minimum
of
170
instructional
days
and
most
other
states
have
at
least
180
up
there
also.
So
the
combination
of
those
two
is
really
I.
Think
one
of
the
factors
that
we're
so
challenged
with
our
education
delivery
of
Education
here
in
Alaska.
A
Thank
you.
I
just
have
a
question.
Dr
Brian
are
we
are,
will
we
just
not
have
any
parent-teacher
conferences
or
are
schools
going
to
come
up
with
a
creative
way
to
what's.
L
That
that
kind
of
look-
that's
a
good
question.
So
we
are
not
mandating
that
all
the
conferences
that
would
have
taken
place
on
those
conference
days
take
place,
but
just
like
any
time
that
a
parent
wants
to
request
a
conference
with
their
teacher,
they
can
reach
out
directly
and
they
can
schedule
something
at
a
mutually
agreeable
time.
Right.
C
So
from
a
student's
standpoint,
I
was
curious
because
I've
heard
students
saying
about
like
practice
start
times
and
game
start
times
of
how
they
can't
get
out
of
the
school
and
across
down
to
Ben
Bokey
in
half
an
hour
to
45
minutes.
So
do
we
know?
Is
there
going
to
be
like
a
pushback
of
start
times
for
practices
or
events,
or
is
it
just
like?
Coaches
are
being
lenient
with
being
late.
L
W
All
right
welcome
so
to
our
student
Advisory
Board
member
through
the
president.
Our
competitions
are
being
rescheduled
when
they
need
to
be
so.
Some
of
our
games
are
being
rescheduled,
but
some
of
them
aren't.
So
it
really
just
depends
on
when
the
start
times
were
when
the
students
need
a
report
and
if
the
school
day
impacted
them.
There
are
some
rare
instances
where
students
will
get
out
a
little
bit
early
so
that
they
can
make
their
competitions
foreign.
A
B
F
A
A
And
that
motion
passes
unanimously
to
accept
the
administration's
recommendation
to
approve
adjustments
to
the
school
calendar,
as
outlined
in
memorandum
number
097.
A
A
It
so
so
that
they
will
either
come
back
to
you
as
a
consent,
agenda
item
or
an
action
item
sometimes
they're
both
because
they
start
out
as
Concepts,
and
we
pull
them
down
into
action.
But
you
will
see
them
again
not
next
week,
but
the
next
meeting
we
have
no
one
else
signed
up
for
public
comment.
So
that
brings
us
to
the
superintendent's
update.
L
Thank
you,
madam
president,
good
evening,
ASD
board
and
community,
so
January
seems
to
have
flown
by
and
with
the
aftermath
of
snowpocalypse
and
other
urgent
operational
challenges
behind
us.
I
personally
feel
energized
and
ready
to
double
down
on,
what's
needed
to
tackle
our
board
goals,
which
are
academic.
This
work
won't
be
easy
and
will
require
major
discussion
on
topics
such
as
school
start
times,
a
potential
Ela
curriculum
adoption
and
a
proposal
for
the
timing
of
a
potential
sixth
grade
to
Middle
School
shift
with
the
potential
adoption
of
a
new
Ela
curriculum.
In
particular.
L
I
am
asking
the
team
to
begin
thinking
through
ways
to
provide
time
and
support
to
our
teachers,
who
are
critical
players
in
ensuring
a
successful
transition
stay
tuned
in
the
coming
months,
but
in
short,
I
recognize
that
at
the
high
school
level
we
offer
teacher
collaboration
time
with
the
late
start.
At
the
middle
school
level,
we
offer
teacher
collaboration
time
through
the
middle
school
model.
I
want
to
think
through
ways
for
elementary
teachers
to
have
opportunities
to
collaborate
with
their
peers.
L
In
my
view,
that
would
be
part
of
the
strategy
to
meet
our
reading
and
math
goals.
I
also
want
to
recognize
we're
nearly
at
the
finish
line
for
adopting
a
balanced
fiscal
year
24
budget.
It
was
truly
a
teen
effort
over
the
past
six
months,
and
that
also
means
that
fiscal
year
25
planning
is
right
around
the
corner.
It
remains
to
be
seen
what
will
happen
in
Juneau,
but
in
the
absence
of
some
sort
of
structural
reform,
such
as
a
DSA
increase,
our
deficit
is
on
track
to
grow
from
what
it
was
this
past
year.
L
Even
if
the
legislature
provided
generous
one-time
funds,
it'd
be
difficult
to
restore
services
that
have
been
cut
over
the
years
as
the
bulk
of
the
district's
expenditures
are
recurring,
costs
are
people
as
I
began.
My
own
advocacy
work
for
ASD
I,
hear
over
and
over
again
from
some
that
this
session
is
about
school
districts
quote
unquote,
asking
for
more
money,
so
I
want
to
clear
something
up.
The
districts
around
the
state
are
not
asking
for
more
money.
L
We're
asking
that
systematic
flat
funding
which
are
Cuts
is
finally
addressed
after
seven
years
and
that's
in
the
wake
of
chronically
declining
academic
performance
across
the
state,
I
love
being
a
resident
of
the
49th
state,
but
frankly,
it's
time
to
ascend
from
being
ranked
49th
on
so
many
academic
outcomes,
lists
and
start
becoming.
The
leader
in
the
country
for
educating
students,
cuts
to
education
aren't
working,
and
this
is
a
window
of
opportunity
to
make
it
right.
A
Thank
you,
Dr
Bryant,
any
questions
for
Dr
Bryant
I'm,
going
to
go
to
Juno
with
him
he's
fired
up
and
ready
to
go,
speaking
of
which
we
will
have
a
delegation
in
Juneau.
We
will
have
members
Higgins
lessons
and
Wilson,
along
with
four
amazing
students
and
teacher.
A
A
Okay,
thank
you.
That
brings
us
now
to
board
member
comments.
Let's
see
where
am
I
gonna
start
today,
I'm
going
to
start
online
with
Mr
Higgins,
remember,
Higgins,.
N
Yeah
I
don't
get
all
the
remaining
time,
but
thank
you.
I
I
want
to
just
make
a
couple
of
comments.
One
is
in
regards
to
the
to
the
shift
in
the
schedule.
It's
not
so
much
to
me.
How
do
we
pick
something?
That's
going
to
be
agreeable
to
all
it
can't
be
for
all
of
the
individuals
have
personal
needs
and
and
conflicts,
but
I
do
applaud
the
superintendent
and
the
way
he
went
about
it
with
Communications
and
leaving
it
open
for
discussions
and
the
process
he
had
defined
to
us
earlier.
It's.
N
N
While
we
may
be
passport
of
the
snow,
the
joke
on
The
Tonight
shows
have
been
that
they
close
schools
because
it
got
too
warm,
and
so
this
week
we're
looking
at
a
warming
temperature
with
maybe
some
rain,
so
welcome
to
Anchorage
again
and
new
experience
and
be
aware
of
what's
coming
because
it
can
get.
N
The
warm
weather
can
be
just
the
opposite
of
what
we
hope
and
there
have
been
times
in
the
past,
where
we
Face
times
where
we've
had
scheduled
changes
either
because
of
volcanic
ash
at
the
city,
and
we
had
to
be
closed
for
a
bit.
We
call
that
you
know
the
earthquakes
a
variety
of
things
but
I,
like
the
approach
that's
being
taken
to
handle
that
in
regards
to
it.
So
my
appreciation
and
I
do
agree
with
everything
the
superintendent
said
in
advance
to
finances.
N
You
know
it,
it's
not
just
how
we
adjust
to
it
is
the
cost
long
term.
We've
got
a
high
inflationary
rate
and
we
have
low
adjustments
from
a
compensation
standpoint
with
salaries
and
light,
and
we
were
like
the
rest
of
the
country
recruiting
for
positions
that
there
were
less
and
less
applicants.
It
seems
like,
and
that
is
going
to
impact
us
long
term
without
the
inflation
adjustment
factors
as
well.
So
some
of
this
will
putting
off
because.
W
N
Budget
using
budget
so
savings
and
transferring
that
and
some
of
it
it's
just
postponing
the
inevitable
that
we're
going
to
have
a
problem
with
this.
So
I
appreciate
that
I
will
not
be
in
June
on
Monday
I
mean
Sunday
and
Saturday
and
Monday,
but
it
all
goes
right,
I'll
be
back
Sunday
evening
and
then
I'll
be
into
Juno
early
next
week
to
be
able
to
join
some
of
the
discussions
with
the.
N
F
Too
much
to
say,
except
tonight
does
seem
like
a
night
when
we
talk
about
a
lot
of
different
changes,
we're
having
to
make
in
response
to
things
that
are
happening,
the
weather,
the
legislature,
budgets,
Etc
it.
It
always
falls
down
to
our
building
staff.
F
The
administrative
staff
in
this
building
of
course
makes
plans
and
you
could
call
them
more
plans,
and
everybody
knows
how
well
War
plans
were
they're
great
until
the
battle
starts
and
the
the
battle
is
out
there
in
the
buildings,
but
again
having
been
there
and
talking
to
people,
they
do
a
great
job,
once
kids
show
up
and
they
figure
out
what
they
have
to
do
of
making
the
situation
work
and-
and
we
shouldn't
ever
forget
that.
Thank
you.
G
Sure
I
wanted
to
begin
by
saying
thank
you
for
those
who
organized
and
made
our
border
Fleet
possible
and
then
the
outside
partners,
with
whom
we
collaborated,
and
it
was
really
valuable.
I
got
to
spend
three
of
the
last
four
days
with
this
group,
so
we
came
together
as
a
team,
but
but
I
mean
that,
in
all
sincerity,
it
was
a
good
time
to
reflect
recharge
and
renew.
That
was
a
theme
I'm
moving
it
into
my
comments.
G
I
wanted
to
say:
good
luck
to
students,
it's
battle
the
book
season,
and
so
thank
you
to
all
of
the
teachers
and
Librarians
who
are
have
been
putting
and,
of
course,
the
students
and
the
parents
who
have
made
this
event
possible.
I
think
that
the
district
battle
either
this
week
or
next
week,
I
know
that
fifth
and
sixth
graders,
because
I
saw
a
picture,
have
read
2
731
pages
but
as
I
was
reminded,
some
of
them
have
read
those
books
more
than
once
so
they're
working
hard.
G
So
good
luck
to
all
of
the
district
participants
and
thanks
to
everybody
who
participated
at
the
school
level
and
then
I
just
want
to
encourage
members
of
the
public.
We
heard
people
speak
tonight
on
really
important
parts
of
delivering
a
different
mechanisms
for
delivering
education
through
our
instructional
coaches
through
ASD
virtual,
through
classroom
teachers
through
support
staff.
G
We
can't
do
what
we
want
to
do
unless
we
have
the
funds
that
need
that
are
necessary
to
make
that
happen.
So
I
encourage
members
of
the
public
to
stay
engaged
with
the
progression
of
legislative
activities.
Continue
to
share
your
stories
with
your
representatives
and
I
look
forward
to
going
down
to
Juno
with
Team
ASD.
A
H
And
last
year,
the
Highlight
for
me
was
the
opportunity
to
take
students
and
a
teacher
with
me
to
visit
legislators.
So
I
look
forward
to
that
again.
It's
an
amazing
experience
for
our
students,
an
amazing
experience
from
our
legislators
to
hear
directly
from
our
students
and
a
and
the
teacher
so
that
look
forward
to
that
being
the
Highlight
again,
for
this
trip
also
wanted
to
to
highlight
a
few
other
things.
The
alternative
schools
and
programs.
H
Expo
is
scheduled
for
Saturday
February
4th
from
noon
to
4
pm,
and
this
is
an
opportunity
to
come
and
learn
more
about
the
unique
schools
and
programs
that
ASD
has
to
offer.
So
please
take
a
look
at
our
website.
There's
a
flyer
on
there
again,
it's
February
4th
from
noon
to
4.
and
also
I,
have
the
the
great
opportunity
to
attend
the
Junior.
Your
achievement
awards
and
Dr
Bryant
was
there
to
celebrate
the
educator
of
the
year,
so
our
Junior
Achievement
educator
of
the
year
is
Sean
Schubert.
H
Who
is
a
teacher
at
King
Tech
High
School
I've
worked
with
Sean
for
many
years.
Yes,
he's
amazing,
the
energy
level
that
Sean
keeps
it
it
just
I
I
can't
imagine
how
he
actually
how
the
students
can
keep
up
with
him.
He
has
such
great
energy.
So
congratulations
to
Sean.
A
E
H
Ask
Miss.
A
C
M
Thank
you
very
president.
I
got
some
phone
calls
today
about
one
of
the
nine
action
items
we
have
tonight,
that'll
be
up
in
a
couple
weeks
before
the
board
minimum
100,
which
is
a
revision
to
the
student,
nutrition
and
physical
activity
policy.
Some
of
my
questions
earlier
tonight
were
addressed
towards
some
of
those
comments
that
I
received
so
I'm
interested
in
any
specific
suggestions
to
those
schools
that
are
currently
using
recess
as
a
study
hall
for
students
having
academic
or
behavioral
issues.
M
What
kinds
of
options
they
should
be
recommended
to
utilize,
if
they're
not
going
to
be
able
to
use,
continue
to
do
that
under
this
nutrition
policy,
I
think
we
need
to
generate
some
specific
suggestions
for
those
schools.
M
Also,
memorandum
98,
which
will
be
up
next
week
or
two
weeks
from
now,
which
is
under
in
our
boards,
is
identified
as
patriotic
exercises,
I'm
very
interested
in
exploring
some
expansions
to
that
specifically
things
that
I've
talked
about
before
and
brought
forth
before
to
committee
regarding
the
Pledge
of
Allegiance,
increasing
the
actual
language
in
the
policy
itself
regarding
the
compliance
with
Pledge
of
Allegiance,
and
also
possibly
considering
some
guidelines
for
Constitution
Day,
also,
maybe
some
specific
recognition
of
Pearl
Harbor
Day
in
9,
11.
M
and
I
continue
to
Advocate
that
the
national
anthem
and
state
flag
song
has
some
level
of
minimum
use
and
instruction
in
our
school
district
and
I
might
bring
something
up
on
those
at
that
time.
It's
going
to
get
public
notice
of
that
two
weeks
in
advance.
A
A
A
A
It
is
it's
just
not
the
same
thing:
I
don't
see
the
Patriotic,
and
what
else
would
you
mention
you
said
patriotic,
but.
M
We
are
forewarned
and
it's
fine,
it's
actually
the
name
of
the
section.
One
of
the
two
names
of
it
is
periodic
exercises
bp6115
within.
A
A
D
Thank
you,
madam
president,
did
want
to
acknowledge
that
the
the
change
that
we
made
towards
School
calendar
adjustments
earlier
tonight
will
Impact
Staff,
who
wanted
to
thank
our
education
professionals
across
the
district
who
are
going
to
carry
that
burden.
You're,
appreciated
and
well
the
the
snow
days
and
the
plowing
situation
that
unfolded
across
our
municipality
as
it
did
elsewhere
locally
was
out
of
the
board's
control.
We
know
that
that
wasn't
in
your
control
either.
So
thank
you
for
helping
us
make
the
best
of
an
unfortunate
situation.
D
I
will
not
be
joining
our
contention
in
Juno,
but
I
will
be
busy
contacting
legislators
both
in
and
outside
of
the
Anchorage
delegation,
and
did
want
to
encourage
the
public
to
do
the
same
as
new
legislators
were
just
sworn
in
I
think
we
have
roughly
roughly
50
turnover
anyone
who's
interested
in
finding
out
who
represents.
You
can
go
straight
to
the
ASD
website,
our
asdk12.org
fy24
page
as
a
link
to
identify
who
represents
you.
D
There
is
a
an
ongoing
week-long
presentation
by
the
Senate
Finance
I'm,
sorry,
the
Senate
education
committee,
which
is
already
digging
deep
into
some
of
the
financials
of
K-12
education
funding,
and
so
there's
heartening
news
that
a
serious
look
at
the
challenge
that
we're
facing
we've
been
grappling
with
all
summer
and
fall
is
being
examined.
D
So
now
it's
not
too
soon
to
take
action.
Please
do
contact
your
elected
officials.
D
Well,
they
certainly
appreciate
hearing
from
us
as
board
members
I
think
the
students
will
probably
be
better
received
by
just
a
little
bit
at
least
and
so
I'm
hoping
that
trip
goes
well
for
our
our
Learners
there
who
are
able
to
make
the
trip
with
that
said,
you
know
wanted
to
address
the
the
comments
that
were
made
earlier
regarding
our
FY
25
deficit,
I'm,
hoping
we
can
begin
engaging
in
a
conversations
and
informed
conversation
as
we
did
with
our
fy24
budget
regarding
fy25
I
think
the
opportunity
that
that
we
have
to
be
as
transparent
and
information
based
as
possible
as
we
approach
our
next
budget
season
being
uncertain.
D
What
our
reality
is
and,
given
the
you
know,
40
to
50
million
dollars
in
one-time
funding,
we're
having
to
allocate
to
make
our
fy24
budget
whole.
It's
it's
deeply
concerning
and
it
could
have
been
larger,
but
the
board
did
vote
to
make
some
more
significant
cuts,
which
I
think
was
a
prudent
move
with
the
uncertainty
in
Juno.
So
lots
of
work
to
do
appreciate
everyone's
time
tonight.
Thank
you.
A
And
thank
you
very
much.
Just
a
couple
of
I
have
just
a
couple
of
things:
governance
will
meet
this
Thursday
at
11.
Is
that
right?
Andy?
Are
you
me
yeah,
no
Communications
meeting
this
this
month?
Thank
you
and
I
think
just
a
reminder
to
board
members
to
get
your
questions
in
for
the
CCL
goal,
a
monitoring
discussion.
A
Our
next
work
session
is
going
to
be
I.
Think
our
on
2-7
will
be
our
budget
briefing,
so
we
are
moving
along
at
a
pretty
decent
clip
point.
A
J
A
So
so,
with
that
I
think
Andy,
you
got
the
answer
to
your
question.
I
think
I
just
wanted
to
just
kind
of
I
mean
when
I
looked
at
the
list.
I've
got
a
list
of
19
items
here
and
I.
Don't
even
have
the
budget
on
the
list,
because
it's
just
like
it's
got
its
own
list
right,
but
we've
got
all
we've
got
school
starts.
We've
got
the
Abbott
loop
I
want
to
thank
the
staff
for
the
avaloop
discussion.
A
The
planning
that's
going
into
that
I
could
feel
the
the
hard
work
of
the
hands
and
the
hearts
in
that.
So
I
appreciate
that,
looking
at
just
of
all
the
things
that
we
have
to
do
and
everything
on
this
list
is
focused
on
kids,
whether
we're
looking
at
this
changing
our
boundaries,
our
school
start
restructuring.
How
we
deliver
instruction
I,
think
we're
I
I
think
we're
in
a
good
place.
A
It's
not
easy,
and
it's
not
going
to
be
over
anytime
soon,
but
we
are
I
think
we
are
focused
in
the
way
that
we
need
to
do
so
that
our
kids
will
have
get
the
outcomes
that
they
deserve
and
that
we
desire.
So
with
that,
do
you
have
any
closing
comments.
L
I
just
wanted
to
quickly
share
that
as
a
J.A
board.
Member
I
had
the
honor
of
presenting
Mr
Schubert
with
the
award
of
educator
of
the
year,
he's
truly
phenomenal,
and
it's
well
deserved
and
I
shared
to
a
crowded
room
of
Business
Leaders
across
Anchorage
that
the
secret
to
meeting
our
board
goals
are
retaining
and
attracting
fantastic
Educators
just
like
Sean.
So
congratulations,
Sean
and
drive
safe
out
there
I
hear
there's
going
to
be
some
freezing
rain.
So
all
vigilant,
oh.
A
He's
learning:
okay,
all
right
with
that
I
will
accept
a
motion
to
adjourn.