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From YouTube: ASD Work Session 11-15-22
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A
B
We'd
like
to
welcome
everyone
to
our
work
session
today
is
Tuesday
November
15th.
Can
we
do
a
roll
call?
Please.
B
Here,
member
Jacobs
will
be
online.
B
B
B
B
So
while
we
are
pulling
up
the
old
list-
okay
here
here,
we
go,
let's
see
what
do
we
have
open
here.
We
have
a
request
for
member
lessons.
F
Yeah
read
it
so
I
I
know
I
sort
of
emailed
off
a
series
of
rfis
or
items
to
be
considered
as
rfis
and
I'm
trying.
Oh
I
was
looking
at
preschool
the
first
one
yep
the
first
one
was
a
question
about
we're
going
to
be
advocating
for
preschool
funding
for
sort
of
the
existence
of
of
what
we
have,
maybe
in
a
different
form
or
additional
pre-case
I'm
interested
in
understanding
proofing
concept,
I
guess
so.
The
data
that
shows
that
the
Investments
we've
been
making
have
been
positively
impacting
our
students.
F
B
G
Member
lessons
I
may
clarify:
are
you
seeking
data
from
ASD
on
ASD,
Pre-K
programs?
Yes,
I
would
anticipate
that
would
be
slightly
difficult
to
produce.
We
would.
It
would
be
difficult
to
discern
a
causal
relationship
from
our
data.
For
a
number
of
reasons.
There
are
a
number
of
national
studies
on
Pre-K,
perhaps
that
we
could
refer
you
to
in
a
board
connect.
F
I
mean
National
Data
is
nice,
but
I'm
specifically
interested
in
wondering
whether
the
Investments
that
we've
made
with
a
particular
curricular
models
and-
and
we
have
there's
a
philosophy
guiding
our
Pre-K
programs
and
I'm-
wondering
if
that's
translating
into
kids,
who
are
more
ready
for
kindergarten
and
who
are
succeeding
in
kindergarten
and
first
grade
you
know,
are
there
are?
Do
we
have
data
showing
that
it's
somebody
mentioned
at
some
point?
F
Well,
maybe
our
Pre-K
programs
are
lowering
the
cost
of
special
education
later
on,
like
that
would
be
a
great
fact
to
know
a
little
bit
more
about
so
I'm
interested
in
both
the
educational
outcomes
and
maybe
the
value
added.
B
F
F
I
mean
that's
a
whole
lot
of
times.
You
dedicate
to
one
question.
B
F
G
So
what
I
would
recommend
is
I
will
consult
with
the
assessment
evaluation
team.
I
am
not
aware
of
any
studies
that
we've
done,
but
we
can
provide
a
response
on
board
connect
as
to
whether
or
not
that's
feasible,
but
we'd
be
happy
to
look
into
it.
Okay,
thank.
B
You
so
the
date,
the
timeline
for
that
would
be
January
15th,
if
not
before.
Okay,
okay,
thank
you
and
then
we'll
we'll
proceed
based
on
Dr,
Bryant's
feedback.
Okay,
next
question:.
B
B
F
F
That
I
do
appreciate
that
we
received
my
question:
can
the
board
receive
a
copy
of
his
recommendation,
inclusive
of
his
inputs
and
recommendations,
I,
guess,
right
inputs
and
conclusions.
F
I
was
referring
to
whatever
generated
the
set
of
six
School
proposal,
the
six
schools
and
we
were
told
an
email
over
the
weekend
that
we
would
be
getting
a
much
more
in-depth
report
in
early
December
if
I
recall,
and
then
we
were
also
given
I
think
about
a
2018
report.
A
F
Yeah
I
mean,
with
all
of
these
questions,
I'm
trying
to
understand
the
value
of
the
programs,
the
Investments,
the
schools,
considering
the
costs
so
I'm
interested
in
understanding
how
well
our
immersion
students
are
doing
compared
to
their
neighborhood
counterparts
and
I'm,
not
sure
what
the
best
measure
of
assessment
would
be.
G
So
you
know
one
route
we
could
go
is
provide
you
a
raw
list
of
data
for
immersion
students
and
non-emergent
students,
but
it
would
be
very
difficult
to
discern
any
sort
of
causal
relationship
by
doing
that,
because
you'd
have
to
isolate
immersion
as
a
sole
variable,
for
example
many
non-emergent
students
in
an
emergent
school,
maybe
in
a
combination
class
for
example.
So
it
may
not
be
the
fact
that
they're
not
an
immersion,
why
they're
performing
at
a
lower
rate?
It
might
be
because
they're
in
a
combination
class.
G
So
it
would
be
very
difficult
to
discern
information
that
could
guide
your
decision
making
from
ASD
data.
But
that
said,
I
did
do
some
research
on
the
the
national
research
on
immersion
programs
and
I
believe
it
was
Detroit
public
schools
that
participated
in
a
randomized
control
study
on
immersion
and
from
that
you'd
be
able
to
glean
some
insights
if
you'd
be
interested
in
that
information.
F
B
I
I'm
not
saying
that
I,
don't
that
I
disagree!
I
just
know
there
is
a
vast
difference
and
the
headwinds
and
Tailwinds
that
kids
experience
in
in
our
schools.
So
you
that
to
me
that's
apples
and
oranges.
So
we
have
to
be
very
cautious
because
you
might
get
not.
You
might
get
a
picture,
that's
incomplete,
but
we
will
put
it
on
the
leave
it
on
the
list
and
then
we'll
figure
out
how
to
you
get
you
you're
going
to
give
her
some
information
and
then
we'll
go
from
there.
B
Thank
you,
okay,
wow,
okay,
so
we
have
the
next
one
was
that
it
okay?
So
now
we
have
member
Donnelly's,
which
we
just
got
today.
D
Thank
you,
madam
president,
to
go
back
over
one
previous
one.
The
Pledge
of
Allegiance
Allegiance
survey
request
as
the
board
members
know.
There's
a
state
statute
that
requires
the
pledge
of
allegiance
to
be
said
in
our
schools
shall
be
recited
regularly.
That's
as1403130,
as
determined
by
the
governing
body,
and
this
body
has
determined
that
it
shall
be
said
every
day
in
our
classrooms,
there's
an
administrative
regulation.
That
said
it
shall
be
said
over
the
loudspeaker
system.
D
The
public
address
system
in
the
classrooms
every
morning,
I
have
personally
confirmed,
that's
not
being
followed
and
the
brought
this
up
while
the
prior
superintendent
was
still
here-
and
there
was
a
commitment
from
that
superintendent
that
there
would
be
a
survey
to
determine
what
schools
are
not
complying
with
the
administrative
regulation
in
the
most
recent
board
connect
the
the
in
response
to
the
request
for
that
survey.
It
identifies
that
the
updated
survey
should
be.
D
Should
multiple
board
members
have
interest
in
this
information
it
would
only
be
performed,
but
it
was
already
committed
by
the
prior
superintendent
Madam
president
I
believe
it
should
be
completed.
B
Except
okay,
thank
you,
member
Donnelly,
so
for
for
today,
for
your
questions,
you're
submitting
them
to
go
on
the
list,
we're
not
going,
we
can't
discuss
them
today.
We
we
did
not
have
we're
not
going
to
discuss
them
today.
So
we
have
your
list.
We
will
add
them
to
the
to
our
to
the
rfis
I.
Just
want
to
make.
Excuse
me
make
sure
that
so
you
have
a
question
regarding
the
pledge.
B
You
have
a
question
regarding
reports
from
the
administration,
you
have
a
question
regarding
controversial
con
controversial
concerns
committee,
and
some
of
this
was
already
given
to
you
in
the
board
in
the
in
board
connect
you
want.
You
want
information
on
Birchwood,
School,
board,
meeting
procedure.
B
Okay,
will
the
dis
so
we'll
put
these
on
for
so
that
they
can
be
prioritized
at
our
next
meeting?
That's
how
that's
kind
of
how
this
goes.
That's
how
we've
operated
well.
D
The
for
the
next
one,
but
I
would
like
to
talk
about
the
Pledge
of
Allegiance
survey
at
this
time,
because
it
was
previously
noticed
and
the
response
came
to
the
board
and
the
board
connect
that
I
was
disappointed
in
and
said
that
we
wouldn't
pursue
it
unless
it
was
brought
up
again
and
requested
by
more
members.
B
B
And
okay,
the
previous
superintendent
answered
that
question
multiple
times.
What
I
would
like
to
do
is
have
recommend
if
we
can
move
this
to
governance
and
take
another
look
at
because
you're
referencing
the
ARs
in
a
way
that
I,
don't
I,
don't
recall
them
saying
they
say
that
we
will
say
the
Pledge.
It
doesn't
say
it
will
be
in
every
single
every
single,
like
school-wide,
because
we
have
programs
schools
with
programs
that
are
in
different.
They
function
differently.
D
D
Disagreement,
that's
just
an
accurate
Madam
president.
It
clearly
says
that
in
the
administrative
regulation
portion
of
the
of
the
policies,
so
what
that
was
brought
up
at
the
meeting
and
specifically
was
discussed
by
the
prior
superintendent,
who
then
subsequently
agreed
to
do
the
survey,
because
at
least
two
schools
from
my
personal
inspection
were
violating
the
administrative
regulation
and
not
holding
the
pledge
over
the
public
address
system.
D
Now
it's
really
crucial
that
it
be
over
the
public
address
system
because
of
because
of
the
state
statute
and
there'd
be
a
total
lack
of
accountability
for
what's
happening
in
the
classrooms
without
it
being
over
the
public
address
system,
which
is
why
I
Envision
there.
There
is
an
administrative
regulation,
long-standing
that
says
it
shall
be
done
over
the
public
address
system.
G
D
Make
sure
it's
being
done,
Dr
Bryant
you,
you
may
not
be
familiar
with
it,
but
the
Matrix
already
exists.
It's
a
simple
punch,
a
button
and
do
a
survey
in
your
distribution
to
your
your
email
distribution
to
the
principles.
It
was
done
a
few
years
ago.
It
it
was
revealed
that
there
were
some
discrepancies,
the
superintendent
committed
to
do
it
again
saying
it
was
going
to
be
easy
to
do.
B
Okay,
so
member
Donnelly
wishes
to
have
a
survey
board
members
this.
He
we
need
at
least
we
need
to
prioritize
this
because
it
will
take
a
lot.
It
will
take
some
time,
maybe
not
as
much
as
as
little
as
punching
a
button,
but
we'll
have
to
figure
the
administration
would
have
to
figure
that
out.
B
E
E
E
See
if
people
are
willing
or
not
willing
but
are
complying
with
that,
I'd
offer
that
up
as
a
suggestion
that
we
would
take
it
up,
Thursday,
discuss
it
and
and
I
think
there
might
be
some
tweets.
We
would
have
to
make
for
every
school
to
be
able
to
adhere
to
the
policies.
That's
written.
B
D
I'm
concerned
that
we
are
out
of
compliance
with
Alaska
state
law,
it
should
have
been
done
months
ago.
It
was
agreed
to
be
done.
It
was
committed
to
be
done.
It
hasn't
been
done.
D
D
H
H
I
want
to
know
what
the
what
everything
reads,
what
it
does
and
how
we
go
about
this
so
I
think
there's
a
serious
response
to
meet
on
Thursday
and
have
a
good
discussion
with
this
you're
not
going
to
get
within
the
next
10
minutes
of
a
definitive
answer
right
now,
and
if
you
did
it
wouldn't
be,
it
may
not
be
as
good
as
what
you
get
on
Thursday
anyway.
So
I
I
think
that
at
this
point
in
time,
I
appreciate
your
frustration
with
it
because
I
don't
think
it
was.
H
It's
been
discussed,
at
least
while
I'm
on
the
board
adequately,
but
I
do
think
I'm
committed
to
it
that
on
Thursday
with
the
governance
committee
would
do
that
we'll
get
it
done.
B
Okay,
so
we
will
add
member
Donnelly's
questions,
except
for
the
pledge.
That's
a
returning
question,
which
we
will
refer
to
governance
alrighty,
any
other
rfis
and
I
can
share
you
you'll
be
able
to
Once.
We
get
member
Donnelly's
questions
in
some
of
them
might
be
able
to
be
answered
through
board
connect.
Others
might
if,
if
there
are
any
that
can
be
answered
through
board
connect,
we
will
we'll
get
those
answered
right
away.
Remember
Donnelly,
the
others
will
bring
back
for
prioritization.
Thank.
G
Right
good
afternoon,
ASD
boarding
Community
this
afternoon
we'll
receive
a
presentation
on
the
annual
comprehensive
financial
report
regarding
the
previous
fiscal
year,
after
which
we'll
continue
to
discuss
budget
solutions
to
address
our
60
million
dollar
deficit.
As
December
nears
we'll
need
to
begin
the
process
of
making
decisions
from
what
has
been
shared
with
you.
Throughout
the
research
phase,
our
budget
deficit
amounts
to
13
of
the
general
fund,
and
yet
direct
instruction
in
school-based
programming
amounts
to
92
percent.
G
B
B
A
I
H
H
H
H
E
J
D
B
J
B
B
All
right,
I
think
we're
going
to
continue
our
meeting.
B
So
we
are
still,
the
meeting
is
still
being
recorded
via
Zoom.
We
had
some
technical
difficulty,
which
I
hope
we
worked
through
already
all
right,
so
welcome
guys
again.
Thank
you.
L
J
L
J
So
good
afternoon,
everyone
what
I
want
to
do
is
I
want
to
go
through
the
audit
wrap-up
document.
That's
the
document
that
you
have
in
front
of
you
says
report
to
finance
committee
Anchorage
School
District.
This
is
the
required
Communications
between
the
external
auditor
and
the
board
I'd
like
to
start
on
page
five.
It
says
status
of
our
audit,
so
we
have
substantially
completed
our
audit.
Audit
of
the
financial
statements
for
the
year
ended
June,
30th
2022.
J
As
a
reminder,
the
objective
of
our
audit
was
to
obtain
reasonable,
but
not
absolute
Assurance,
about
whether
the
financial
statements
are
free
from
Material
misstatements.
The
scope
of
the
work
we
performed
was
substantially
the
same
as
as
we
planned
it.
There
was
no
significant
surprises
when
we
started.
We
expect
to
issue
an
unmodified
opinion
as
of
today
November
15th.
As
a
reminder,
an
unmodified
opinion
is
a
clean
opinion.
It's
the
highest
level
of
assurance
that
you
can
receive
on
your
financial
statement
audit.
J
There
are
several
audits
that
we
perform
for
the
district.
There
is
the
financial
statement
audit,
there's
an
audit
of
your
compliance
with
your
state
funding
and
an
audit
with
your
compliance
or
your
federal
funding.
The
federal
and
state
compliance
audits
will
be
finished.
Subsequent
to
this.
However,
what
you've
been
presented
is
the
financial
statements
and
that,
as
a
reminder,
we're
going
to
issue
our
opinion
today
on
November
15th
and
just
just
to
highlight
you
know
all
records
and
information
requested
by
BDO
were
freely
available.
J
It
was
definitely
a
priority
for
the
district
for
your
management
for
your
accounting
and
finance
team.
As
you
imagine,
an
audit
is
not
a
small
undertaking,
there's
a
lot
of
documents
that
need
to
be
sent
and
received
and
a
lot
of
follow-up
questions.
So
we
really
appreciate
the
support
that
we
received
from
your
team.
J
Management's
cooperation
was
Excellence
excellent.
We
received
full
access
to
all
information.
Anything
that
was
requested
was
provided
moving
on
to
page
six
results
of
the
audit.
So,
as
a
part
of
your
audit,
we
review
your
accounting
practices,
policies
and
estimates.
There
was
a
new
accounting
policy
adopted
this
year.
It's
called
gasby
87.,
it's
recognizing
the
least
liability
that
was
previously
just
in
your
footnote.
So,
on
the
very
front
schedule
of
your
financials
you'll
notice,
there
is
a
right
of
use
asset
as
well
as
a
lease
liability.
J
This
is
a
new
accounting
standard.
The
Gatsby
excuse
me
had
a
pronouncement
and
it's
further
detailed
in
Note
10
on
the
financial
statements.
J
Another
area
that
we
look
at
is
your
accounting
estimates,
so
your
ibnr,
your
incurred,
but
not
reported
claims
for
self-insurance,
as
well
as
your
pension
and
other
post-employment
benefits.
Your
pension
in
opeb
is
a
significant
liability
on
your
financials.
Currently,
that
is
just
an
Actuarial
liability
based
upon
the
future
expected
liability
for
the
unfunded
status
of
the
plan.
You
do
not
have
a
lot
of
control
over
that.
J
The
plan
sponsor
provides
that
information
to
you.
You
simply
record
your
corresponding
share
of
that
estimated
liability.
So
when
we
review
those
estimates,
what
we
want
to
see
there
is
not
a
change
in
the
way
that
those
estimates
are
being
determined
and
the
ways
that
you're
calculating
that
is
still
consistent
with
prior
years.
So
no
changes
moving
forward.
A
couple
Pages
results
of
the
audit
corrected
and
uncorrected
misstatements.
J
There
was
one
corrected
misstatement
this
year
that
had
to
do
with
FEMA
Revenue,
just
recognizing
the
full
amount
that
you
had
spent
in
correspondence
with
the
obligated
funds
from
FEMA.
As
you
continue
to
expend
the
money,
those
amounts
will
be
increased
and
you'll
recognize
the
full
funding
for
the
FEMA
obligation.
J
So
if
that
was
an
adjustment
that
we
discussed
with
management
and
recorded
moving
forward
to
page
10
internal
controls,
so
we
are
required
to
gain
an
understanding
of
your
internal
controls
to
plan
and
perform
the
audit
we're
looking
for
control
deficiency,
significant
efficiencies
and
material
weaknesses.
There
was
just
one
item
noted
this
year
on
page
11..
It
was
related
to
the
adjustment
for
the
FEMA
Revenue
other
than
that
there
was
no
other
material
weaknesses,
significant
deficiencies
identified,
the
FEMA
is
really
just
you
know.
J
J
This
section
you're
looking
for
just
a
lot
of
no
responses.
If
we
had
encountered
difficulties,
we
would
be
communicating
those
to
you.
However,
there
was
no
significant
changes
to
our
planned
audit
strategy,
no
consultations
with
other
accountants,
no
significant
difficulties
with
management
and
no
disagreements
with
management
throughout
the
audit.
So
all
in
all
the
audit
was
very
successful.
J
It's
a
long
process
we're
just
getting
ready
to
finish
that,
as
I
mentioned,
we
will
finish
the
compliance
audits
for
the
state
and
federal
audits
subsequent
to
this.
But
once
again
you
have
a
clean
unmodified
opinion
on
your
financials.
Do
you
have
any
questions.
B
B
B
And
again,
for
those
of
you
who
are
trying
to
join
online,
there
is
a
zoom
link
now
and
it
has
been
posted,
so
you
can
use
the
zoom
link.
The
ASD
tube
is
not
functioning
at
the
moment.
K
Good
evening,
I
will
go
very
quickly
through
some
of
the
slides,
as
we
have
a
pretty
long
brief
tonight.
If
we've
already
seen
those
slides
before
next
slide
slide
slide.
K
Okay,
I
wanted
to
start
off
with
the
September
survey,
we're
still
collecting
information
from
other
all
the
other
Town
Hall
surveys,
but
you
can
see
the
questions
we
put
this
in
board
connect
a
couple
weeks
ago,
but
I
thought
it
was
important
to
go
ahead
and
make
sure
that
that
was
put
in
this
brief
for
those
who
are
following
us
for
the
first
time,
and
you
can
see
the
different
topic
areas
where,
for
the
most
part,
the
vast
majority
of
the
the
areas
that
we
were
looking
at
in
set
in
all
the
way
through
the
month
of
September,
to
include
school
closures,
most
of
them
received
very
little
support
for
those
items.
K
If
you
go
to
the
next
next
slide,
what
you
will
see
in
the
bottom
lower
left
hand
corner
is
of
all
of
the
topics
and
areas
the
one
that
received
the
strongest
support
from
the
community
writ
large
was
consolidation
of
schools
and
school
closures
and
I
just
wanted
to
bring
that
up.
Just
as
a
reminder
that
the
Community
looked
at
right,
sizing
our
infrastructure
as
a
legitimate
measure
to
take
and
and
I
think,
most
of
the
board
members
who
visited
the
last
few
Town
Halls
recognized
the
the
disparity
between
the
community
at
large.
K
Believing
right
sizing
is
good
for
the
community
and
each
individual
School,
believing
that,
although
many
of
them
may
very
well
have
thought
right,
sizing
was
a
good
way
to
go
just
not
at
their
school,
so
we
still
have
three
more
Town.
Halls
left
I
suspect
that
that
common
theme
will
run
through
all
of
the
town
halls,
but
I
did
think
it
was
important
to
just
as
a
reminder
that
the
community
did
feel
like
that
was
a
legitimate
way
for
us
to
head
slide.
K
Okay
on
this
slide,
we
won't
go
through
each
individual
one,
but
I
thought
this
was
a
good
place
for
two
things:
one.
If
the
board
has
any
questions.
Shannon
Bingham
is
in
another
meeting
at
this
time,
he'll
be
here
in
about
15
minutes.
K
So
if
it's
specifically
for
him,
we
can
hold
it,
but
I
did
want
to
bring
up
the
fire
last
week
at
Aquarian
and
whether
the
board
felt
like
this
would
be
a
good
opportunity
to
have
a
discussion
as
to
whether
aquarians
should
be
moved
up
in
the
priority,
as
the
administration's
looking
at
schools
or
not
and
I
did
want
to
point
out
that
we're
working
with
stream,
Academy
they're
really
looking
for
a
place
with
more
green
space.
It's
a
huge
part
of
of
everything
they
believe
in,
so
they
are
sliding
off
the
plate.
K
However,
we
kept
anccs
at
Wonder
Park
as
a
recommendation,
but
if
there's
any
discussions
about
whether
aquarians
should
be
moved
up,
the
fire
marshal
and
the
maintenance
folks
have
looked
at
the
furnace
I.
Think
almost
everyone
on
the
board
is
aware
that
you
know
all
other
furnaces
have
been
inspected
and
there's
no
known
risk
for
any
of
the
other
ones.
However,
board
members
have
a
lot
of
communications
with
family
members
from
that
school
and
there
there
may
just
be
a
change
of
heart
as
to
where
they
fit
in
priorities.
B
K
Discussions
in
December
that
Bond
would
have
replaced
storage
windows
and
all
furnaces.
If
that
were
to
be
the
direction
the
board
would
want
to
go.
F
Remember
lessons
I
have
a
question,
but
it
might
be
for
Mr
Bingham.
It's
my
understanding,
based
on
a
2018
report
that
was
shared
with
the
board
that
a
Target
utilization
for
a
school
might
be
about
88
percent.
Do
we
know
that
the
receiving
schools
that
the
consolidation
would
would
land
us
somewhere
around
that
Mark
we're.
K
Currently
finalizing
it,
we
have
multiple
different
ways
of
looking
at
it
and
I.
Think
what
you're
going
to
see
in
the
December
7th
report
that
he'll
be
publishing
the
administration
will
receive
it
on
the
third,
because
we're
still
tweaking
boundaries
against
bus
routes
and
some
other
things
we
didn't
want
to
put
out
final
capacity
estimates
four
or
five
times
during
the
Staffing
process.
Only
to
potentially
have
some
people
discredit
the
fact
that
Staffing
sometimes
changes
numbers
during
the
analysis.
So
you
will
see
that
on
December,
7th.
D
K
See
that
in
this
brief
towards
the
end,
I
didn't
do
the
detailed
breakout
there's
a
few
things
we're
still
tweaking
about
night
custodians
and
which
schools
need
partial,
FTE
and
full-time
FTE.
Once
we
finalize
that
piece
and
to
identify
whether
the
current
repurpose
plan
is
will
be
in
effect,
we'll
have
the
details.
K
I
would
like
to
point
out,
though,
that
I
brought
this
up
before
that
this
is
a
house
of
cards
kind
of
plan
and
if
we
have
a
repurposed
plan
and
one
school
has
taken
off
the
list,
it's
possible
that
multiple
different
impacts
occur
as
a
result
of
that
changing
all
the
numbers.
So
you
know
sometimes
when
you're
not
sure
which
way
the
board's
gonna
go
and
how
confident
that
that
plan
as
an
entity
is
going
to
be
supported
again.
K
I
think
most
of
us
have
seen
when
we
put
detailed
information
out
and
then
it
significantly
changes
because
the
the
situation
changed.
Some
people
still
want
to
go
back
to
the
original
number
and
say,
but
that's
the
number.
But
now
the
conditions
have
changed
and
and
Pre-K
programs
are
now
moving
across
the
district
in
multiple
other
schools
and
so
all
of
the
numbers,
change
and
and
that's
a
reality.
Most
staff
officers
live
with
during
analysis.
H
Thank
you
obviously
I
support
using
any
schools
that
may
be
closed
to
the
benefit
of
the
safety
and
the
educational
part
of
the
thing.
Aquarium
I
think
has
300
something.
Kids
and
they've
got
300
something
on
a
waiting
list
and
within
that
Community,
if
it
was
opened
up
with
with
North,
would
there
may
be
people
in
that
community
that
may
want
to
continue
going
there
and
as
well
so
I
I
think
it
would
be
well
utilized
compared
to
the
current
school
that
aquarium's
in
that's
just
from
my
perspective
there.
H
My
my
concern
goes
beyond
that
I
support.
Definitely
you
know
using
for
making
things
available
to
Charter
Schools
completely,
but
I
I'm
more
concerned
about
saying
what
are
the
options
again.
I've
got
a
list
of
we
close
schools
and
save
a
few
million
dollars
here
or
whatever
six
percent
of
the
total
we
need
to
do.
H
But
what
are
the
options
other
than
closing
schools
and
asking
us
at
this
point
with
such
a
limited
choice
and
say
we
have
to
cut,
and
but
this
is
what
you've
been
offered
is
isn't
to
me,
giving
the
boy
the
opportunity
to
evaluate
and
make
that
decision.
Not
the
administration
I
want
to
make
sure
that
it's
best
for
kids,
that's
number
one
and
that's
big
and
safety
is
indeed
a
high
priority.
H
I
think
we
heard
last
night,
the
school,
some
of
the
emotional
attachments
and
the
impact,
and
that
has
an
impact
on
educational
outcomes
too,
having
schools
that
are
in
low-income
areas,
where
parents
don't
have
transportation
and
they
have
other
concerns,
can
impact
their
involvement
in
school
and
impact
outcomes
for
the
kids,
I
think
so
I
I
want
to
see
options
available.
Not
just
this
is
the
one.
How
do
you
want
us
to
handle
it?
I
want
to
say
this
is
one
option.
H
K
I
think
you're
going
to
find
on
the
Saturday
December
10th.
We
have
an
exercise,
we're
building
that,
where
every
board
member
will
individually
be
able
to
look
at
the
different
options
and
the
potential
costs
we'll
also
be
able
to
provide
deeper
dive
details
between
now
and
then
and
during
the
course
of
that
exercise.
I
think
all
of
us
will
have
a
good
idea
where
each
board
member
stands
on
how
to
get
from
down
to
zero,
to
find
a
balanced
budget.
You'll
see
tonight
that
we're
adding
additional
costs
for
the
schools
that
potentially
will
close.
K
We
also
have
details
on
pretty
much
everything
else,
with
the
exception
of
administration,
which
we're
still
continuing
to
we've
gone
through
17
departments.
Now
we
have
more
to
go
through
and
you'll
see
that
number
continue
to
grow
and
towards
the
end
of
this
brief
you'll
see
a
little
bit
more
of
that.
K
But
you
are
going
to
see
the
details
again
during
a
normal
budget,
build
there's
about
50
draft
products
for
any
one
thing
when
we
finally
come
to
this
is
how
much
something
costs
and
the
risk
of
throwing
out
a
draft
product
every
day
or
even
every
week
when
you
know
that
you
haven't
finished
and
it's
going
to
significantly
change
is
partially
the
reason
why
it
causes
angst.
H
I
I,
wouldn't
oh,
go
away,
follow
up
to
follow
up
I,
I
I
hope,
that's
part
of
the
cost
estimates
it
gets
to
the
issue
of
saying.
What
do
we
need
in
the
way
of
funding
to
improve
academic
outcomes?
I
mean
I,
know
that's
going
to
have
a
factor
involved
or
it
should
be,
and
if
it's
a
matter
of
cuts,
it'll
associate
it
and
it's
going
to
benefit
kids
with
the
academics
too.
There
may
be
other
changes
we
do.
Some
of
those
might
be
savings
versus
cost.
Some
it'd
be
a
little
way
around.
H
Who
knows
what
it's
going
to
be,
but
I
would
hope
that
that
would
be
some
factor
in
here
of
saying
there
there's
a
dollar
figure
Associated
as
far
as
the
fact
that
the
costs
are
constantly
changing.
Usually
you
see
notes
on
there
call
it
an
asterisk.
If
you
want.
Let's
say
these:
are
these
things
are
subject
to
the
following
changes?
You
got
this
cost
that
cost
and
you
kind
of
disclose
that
a
little
bit
up
front
from
the
public
perspective
I
certainly
understand
how
budgets
are
a
moving.
Target
I.
Don't
have
a
question
about
that.
H
We've
always
got
people
being
hired
and
leaving
and
all
the
other
changes
that
go
through
it.
But
I
just
see
this
as
just
you
know,
you
put
the
aspect
there
and
let
it
go
forward
because
I
think
everybody
who
knows
anything
about
budgeting
Finance
is
the
best
guess
at
the
time
and
I
don't
expect
anything
more
than
that.
Thank
you.
Okay,.
M
So
question
whenever
the
current
Aquarian
building
is
phased
out,
whether
that
be
this
year
or
next
year
round
two,
whenever
that
possibility
is
Will,
Administration
recommend
the
building
be
torn
down
like
the
recommendation
came
for
Abbott,
Loop
or
repurposed.
K
We
would
likely
go
to.
We
would
likely
claim
it
as
excess
property
to
the
district
and
go
to
the
municipality
for
formal
disposition,
the
name
the
municipality
would
come
back
to
us
as
to
whether
they
wanted
it
or
whether
they
wanted
it
demoed,
and
then
we
would
work
with
them
as
to
who
paid
the
cost
to
the
demo.
It's
the
same
process
for
Abbott
Loop.
Officially,
we
don't
decide
what
to
do
with
the
building.
We
we
declare
it
as
excess
and
work
with
the
muni.
F
One
of
the
I've
had
a
lot
of
thoughts,
but
one
of
the
thought
bubbles
has
been
about
the
potential
utility
of
the
current
aquarium
building
as
a
preschool
Center
instead
of
displacing
north
Northwood
and
I,
don't
know,
has
that
been
explored
I.
Imagine
you
guys
have
thought.
K
F
K
Number
of
things
we
discussed
it
and
if
the
families
of
Aquarian
thought
their
building
was
unsafe
and
needed
to
relocate
an
early
childhood
education
center
for
their
use
because
of
their
thoughts
on
the
building,
it
would
seem
a
little
bit
disingenuous
to
then
put
an
Early
Childhood
Center
at
that
building.
What
we
did
look
at
as
a
very
good
option
for
Aquarian
is
clat.
They
would
fit
it's
when
you
look
at
the
spread
of
where
all
their
families
reside.
K
There
certainly
are
a
lot
of
them
near
Northwood,
but
Northwoods
also
very
Central
to
a
very
pop
High
population
of
economically
disadvantaged
students.
When
you
look
at
the
Pre-K
kids
at
Northwood,
10
of
them
are
from
that
area
and
all
the
rest
are
Bust
from
outside
that
Geographic
zone.
So
it's
already
a
geographic
Pre-K
conglomerate
of
classes
and
clat
currently
had
an
option
to
potentially
put
Highland
tech
or
Pi
Daya
there.
K
You
know,
Highland
tech
does
have
a
location
right
now
they
could
stay
for
round
two
and
see
how
that
goes,
and
Clack
could
open
up
for
Aquarian
as
a
very
viable
option,
but
but
really
looking
at
the
Aquarian
building.
If
there's
that
much
distrust
in
the
building
it
that
that'd
be
a
the
Optics
of
saying
that's,
the
perfect
place
for
Early
Childhood
Center
might
be
might
be
a
little
shaky.
F
Yeah,
okay
can
I
ask
a
separate
question
as
long
as
we're
standing.
B
Let
me
just
see,
oh
sir,
remember
did
you
have
a
question
you're
good?
Okay,
you
can
go
for
it.
F
So
I
I
imagine
that
you
all
looked
at
a
number
of
schools
for
potential
site
closures
or
repurposing
and
I'm
wondering
I
thought
frankly
about
O'malley,
because
I
believe
there's
a
large
portion
of
that
school.
That
is
being
supported
by
the
French
immersion
program
and
I
I
support
the
immersion
program.
But
if
you
moved
that
program,
I
think
and
you
you
moved
the
sixth
graders
out
if
we
do
pivot
to
Middle
School
you're
left
with
about
40
of
the
population
still
at
O'malley,
and
it
just
occurred
to
me
that
I
I'm
just
curious.
K
On
December
7th,
when
you
see
Shannon's
report,
you'll
see
a
list
of
12
schools
potentially
more,
that
are
viable
potential
closure
candidates.
B
H
I
just
want
to
make
sure
something's
clear
the
idea
that
whether
or
not
a
poem
is
an
unsafe
School
versus
putting
it
into
a
school
that
meets
the
states.
The
school
district
standards
to
two
different
things.
I
want
to
make
sure
that
that's
that,
from
my
perspective,
that
I
would
like
to
see
all
kids
in
schools
at
the
school
district's
level.
Okay,
we're
not
being
able
to
do
that.
We've
got.
H
We've
got
charter
schools
in
different
locations
and
a
variety
of
things
I'm
saying
that
we
get
the
best
utilization
for
the
kids
to
give
them
the
safest
location.
If
we're
going
to
pick
a
location
for
schools,
that's
what
I
would
like
to
do.
I'm,
not
if,
if
I
thought
that
aquarium
was
unsafe,
I'd
be
arguing
in
front
of
the
board
that
we
need
to
close
it
along
those
lines.
H
I
don't
have
reason
to
believe
that,
although
this
latest
incident
concerns
me
a
lot,
but
it
it
if
I
thought
it
was
beyond
that,
I
would
take
a
different
position.
So
I
don't
want
the
public
anyone
else
to
put
anything
I'm
saying
to
indicate
that
I
think
it's
an
unsafe
school
for
the
kids
at
this
point,
I
just
don't
think
it's
the
best
environment,
because
the
the
Anchorage
school
districts
is
better
safe
after
an
earthquake
or
some
major
thing
compared
to
any
other
buildings
in
the
community.
D
Yeah,
do
you
have
any?
Is
there
anything
that
talks
about
Birchwood
and
explains
some
of
the
questions
that
were
raised
at
the
Town
Hall
from
the
parents?
Like
a
you
know,
like
a
one-page
explanation,
the
the
impression
from
the
parents
is
that
the
district
intentionally
cut
off.
You
know
the
lottery
for
butchwood
artificially
creating
the
51
occupancy
and
there
was
a
there
was
a
significant
waiting
list.
There's
people
wanting
to
get
in
there,
but
the
district
didn't
provide
the
the
teachers
to
you
know
utilize
go
down
the
list.
D
K
I
think,
if
you
heard
the
principal
talk
there
was
a
lottery
the
principal
there.
Never
it
never
was
turned
off
the
principal
accepted
families
up
until
the
classes
were
full,
so
I
can't
explain
why
kindergarten
was
13
and
people
were
on
a
waiting
list
or
whether
the
facts
were
valid.
I
do
know
that
at
Birchwood
we
have
several
grades
where
it's
one
class,
when
we
talked
about
the
optional,
which
is
a
three
section
school,
where
there's
three
kindergarten,
three
first
grade
three
second
grade
Birchwood
is
is
one
of
the
lower.
K
You
know
there
are
a
lot
of
reasons
we
can.
We
can
summarize
more
information,
but
you
know
frankly,
every
school
we
go
to,
regardless
of
what
the
analysis
is:
they're
very
proud
of
their
schools,
and-
and
we
should
be
happy
about
that-
and
they
they
will
always
find
reasons
why
it
should
be
any
school
other
than
theirs
and
I.
Think
we've
seen
that
at
every
town
hall
so
far,.
N
Yeah
to
remember
Donnelly
through
the
president,
there
was
a
wait
list
of
13
students
in
kindergarten.
O
And
I
would
just
add
that
the
district
doesn't
control
that
wait
list,
that
those
are
decisions
made
at
the
school
level
by
the
school
administration.
So
I
mean
it,
isn't
something
that
we
put
some
kind
of
a
limit
on
them
or
told
them
they
weren't
allowed
to
to
take
more.
They
certainly
have
the
space
to.
M
K
The
actual
list
right
now
is
much
larger
and
more
narrowing
it
down.
So
until
we
finish
that
analysis
to
include
sixth
grade
to
Middle,
School
move
and
other
items,
we
we
have
a
couple
more
weeks
worth
of
work
to
do
and
then
we'll
be
able
to
finalize
that
list
for,
but
we
need
to
finalize
it
by
three
December.
So
by
the
seventh
we
can
publish
that
report.
B
B
K
Well,
we
we
just
got
an
initial
assessment
where
it's
going
to
be
incredibly
expensive.
We
were
waiting
to
see
if
a
federal
impact
construction,
Aid
We're,
going
to
be
available.
It
was
initially
announced
in
I,
think
August
or
September,
and
so
far
there's
no
Grant
out
there.
So
at
this
point,
I'd
recommend
that
we
hold
until
we
see
if
there's
another
opportunity
to
use
non-municipal
funds,
because
we
currently
have
space
on
post
for
all
of
those
students.
Okay,.
K
Thank
you.
So
many
of
you
have
joined
us
at
the
Town
Halls
an
exhilarating
experience
by
all
and
we're
looking
forward
to
tomorrow
and
two
more
next
week,
and
then
we
also
have
three
virtual
Town
Halls
that
are
being
scheduled
for
the
end
of
November.
K
Two
of
those
will
will
be
for
schools
potentially
on
the
closure
list,
and
the
final
one
will
focus
on
allowing
other
parties
to
discuss
whether
it's
Charter
Schools,
who
may
move
in
or
schools
who
would
be
receiving
students
from
closing
schools,
and
that
will
be
the
focus
of
the
final
town
hall
and
then
we'll
compile
that
put
it
into
the
report.
First,
seven
December
awesome.
Thank
you
slide
please.
K
So
you
can
see
on
the
repurpose
plan
that
we
we
have
shadowed
out
stream
at
this
time,
looking
at
a
much
more
likely
opportunity
with
more
green
space
in
round
two
still
uncertain
as
to
whether
the
board
wants
us
to
include
Aquarian
or
not,
but
you
can
certainly
provide
that
feedback
anytime
during
this
briefing
and
I'll
hand
off
to
Eric
for
a
preschool
and
the
next
slide.
N
So
the
Early
Childhood
Early,
Childhood
centers,
that
were
proposing
or
recommending
would
be
looking
through
the
Staffing
numbers,
the
potential
building
and
playground
improvements.
There
are
some
needs
there
that
we'd
have
to
look
at
and
address
in
totality
of
adding
more
preschool
students
into
the
classrooms
or
into
the
schools.
N
We
do
already
have
existing
structures
in
place,
so
those
are
already
there
we'd
be
expanding
upon
that
the
school
and
programs
and
you're
going
to
see
a
slide
coming
up
that
outlines
and
visualizes
the
complexity
of
the
preschool
programs,
as
it
relates
to
the
overall
School
closure
conversation,
but
the
finalized
finalization
of
what
schools
and
programs
that
are
going
to
move
to
the
Pre-K
Academy
is
a
little
bit
of
a
fluid
fluid
Target
based
off
of
what
schools
close
and
the
receiving
and
closing
schools
and
how
that
is
impacted
into
there.
N
N
So
with
the
Early
Childhood
Center,
the
the
emphasis
for
doing
a
program
like
that,
while
in
in
Anchorage,
there
isn't
really
a
footprint
at
elementary
level
for
a
concentrated,
smaller
grade
level
band,
but
in
the
lower
48
you
do
have
a
lot
of
programs
that
are
like
a
primary
school,
an
intermediate
program.
This
is
more
Senator,
obviously
around
students
between
three
and
someone
and
five-year-old
students,
and
so
what
the
benefit
is
is
that
you
consolidate
resources.
N
The
opportunities
that
create
the
best
mix.
It's
going
to
be
a
blended
program,
so
you
have
general
education
preschool
classrooms
that
are
going
to
be
neighborhood
based.
One
of
the
evidence
pieces
that
you
see
is
for
students
who
are
in
high
poverty
areas.
The
opportunity
to
have
access
to
preschool
early
intervention
services
and
preschool
education
is
highly
beneficial
for
those
students
and
those
families
in
particular,
and
so
that
was
part
of
the
recommendation
of
identifying
those
two
schools
that
we
recommended
the
inclusive
opportunities
for
children.
N
N
N
Pre-K
Academy
Early
Childhood
Center.
Yes,
thank
you
for
yep,
thank
you
and
right
now,
as
as
as
Jim
spoken,
you're
already
running
the
geographic
centers
that
are
housed
at
both
of
those
programs
right
now,
as
far
as
needs,
you
know
what
we'd
be
doing
is
we'd,
be
shifting
also
the
early
intervention
services,
so
you'd
have
a
footprint
of
assessment.
So
one
thing
that
we
know
right
now
is
we
have
intensive
students
coming
into
our
kindergarten
and
early
childhood
are
coming
in
early
intervention
services.
N
We'd
have
a
bigger
footprint
for
accessing
assessments
from
just
the
Ed
Center
you'd
have
a
footprint
in
two
different
schools
to
provide
opportunity
for
Access
for
identification
for
special
education,
and
it
would
expand
that
as
far
as
opportunities
for
families,
the
staff
at
the
school
would
you'd
have
you'd
have
to
have
a
principal
staff.
You'd
have
to
have
some
level
of
operational
staff,
so
you'd
see
a
difference.
Differential
cost
savings
there,
which
we'll
see
in
a
future
slide
coming
up
the
playgrounds
we
talked
about.
We
have
to
have
updated
playground
opportunities.
N
So
while
there
is
already
a
footprint
there-
and
we
do
have
some
resources,
that
would
have
to
be
something
that
we'd
have
to
continue
to
dig
into
and
evaluate
that
and
then
also
accommodations
for
toilet
and
seating.
Obviously,
the
schools
right
now
house,
students
up
through
fifth
or
sixth
grade
and
so
we'd,
have
to
do
some
evaluations
with
that.
We
can
provide
accommodations
and
and
do
that
to
Bridge
and
get
us
to
the
spot
where
we
would
determine
exactly
the
full
need,
but
we
would
have
to
be
looking
at
those
facility
pieces
also.
N
The
next
slide
really
talks
about
the
overarching
impact
of
the
school
closures
as
it
relates
to
preschool,
and
so,
if
you
you
look
at
the
six
schools
on
here,
these
are
all
the
schools
that
have
potential
impacts
both
receiving
and
and
closing
schools.
And,
for
example,
if
you
look
at
Wonder,
Park
Wonder
park
has
four
preschool
classrooms
that
would
have
to
get
relocated.
N
Nunaka
Valley
is
seven
Northwood.
Has
six
Campbell
has
three
right,
so
we're
having
multiple
schools
and
multiple
classrooms
that
are
going
to
have
to
get
moved
and
relocated
by
having
at
a
center
one
you're,
reducing
the
impact
to
a
couple
of
the
programs
that
have
large
Footprints,
while
also
consolidating
and
blending
the
resources
from
these
other
peripheral
schools
into
those
schools.
F
I
appreciate
all
of
the
work
that's
gone
into
this
I'm
really
struggling
to
wrap
my
mind
around
what
a
school
full
of
264
preschoolers
looks
like
when
they're
brought
in
by
bus
and
I
mean
they
have
to
get
escorted
right
now
from
their
classrooms
to
buses
and
and
I
realize
that
chaos
can
be
improved
upon
on
a
daily
basis
through
practice,
but
I'm
just
struggling
to
kind
of
wrap
my
mind
around
that
and
I'm
wondering
I
mean
yes,
I
understand
that
we
have
like
K-2
model
schools
outside,
but
264
preschoolers
in
a
building.
N
Yeah
and
thanks
for
the
opportunity
to
clarify
so
the
one
particular
with
Birchwood
birchwood's
on
the
list
as
far
as
impacts
Birchwood,
and
that
would
not
be
going
through
the
Napa
Valley
we're
looking
at
a
location
in
the
this
in
an
area
that
we
appeal
would
not
do
that.
So
that
would
be
one
particular
highlight
and
for
our
preschool
staff
and
teachers
I'd
say
it's
not
chaos.
N
Do
a
really
good
job
of
providing
services
for
all
of
our
students
in
preschool
the
the
you
see,
the
you
see
the
Chain
Gang
walking
down
where
they
have
the
rope
and
the
kids
are
walking
through
the
hallways
and
you
walk
them
through
that
and
and
and
it's
really
like,
we
saw
when
we
went
over
to
Napa
Valley,
getting
ready
for
the
staff
meeting
and
you
had
the
low
preschool
kids,
the
teachers
there
and
the
paraprofessionals
there
and
they're
walking
holding
onto
their
open
they're
learning
how
to
walk
in
a
line
right
and
that's
a
skill.
N
That's
expected
when
you
go
into
kindergarteners.
How
do
you
transition
and
how
do
you
move
between
classrooms
and
how
do
you
go
down
to
PE
and
how
do
you
go
down
to
Art,
and
so
those
are
skills
and
tools
that
preschool
students
learn
also
in
the
pre
in
being
in
a
school
and
being
taught
by
ASD
teachers?
So
I'd
say
it's
not
chaos,
but
it
is
orchestrated
it
it's
it's
it's
it.
N
Lot
of
little
littles,
and
but
but
it
would
look
like
264
or
246,
depending
on
which
program
little
students
between
three-year-olds,
which
are
small
up
to
the
later
end
of
five
from
the
school
year,
would
be
coming
in
and
Willies.
B
N
Day,
programs,
it's
Blended
right,
so
we
have
some
half
day
programs
and
then
we
have
some
full
day
and
then
some
full
day
programs.
So
it
wouldn't
be
all
one.
So
there
would
be
some
students
that'll
be
in
the
morning
session
in
the
afternoon
session
right
because
you're
going
for
half
day,
half.
A
F
So
if
I
were
a
principal
at
a
school
and
I
was
losing
my
preschool
program
or
programs
to
a
more
centralized
preschool
am
I
gonna.
How
am
I
going
to
understand
the
students
who
are
coming
into
my
school
the
next
year
I
mean
I.
Guess
there
were
always
reports,
but
but
the
relationship
won't
be
there.
N
N
You
know
as
far
as
relationship
Rapport,
we
do
have
schools
that
don't
have
preschool
classrooms
right
now
and
while
the
value
is
better
with
having
preschool
to
provide
that
Continuum
of
support,
so
we
don't
have
Universal
priests
right
now
in
Alaska
we
have
a
larger
footprint,
with
special
education,
preschool
and
and
the
value
for
that
early
intervention
aspect
is
huge,
especially
transitioning
to
program
with
the
busing
and
with
the
preschool
Service.
N
As
it
is
right
now
you
might
be
a
student
at
school
a
but
because
it's
a
special
education,
Hub
preschool,
you
might
be
end
up
going
to
kindergarten
another
school,
because
that's
your
neighborhood
right,
so
that
exists
already
right.
Now
that
wouldn't
necessarily
change,
but
in
consolidation
and
becoming
more
efficient
with
our
elementary
model.
There
is
a
corresponding
impact.
That's
going
to
have
to
happen
with
moving
our
preschool
classrooms.
B
K
The
states
those
Pre-K
programs
need
to
move
in
the
same
at
Willow
laws.
Some
programs
need
to
move
in
order
to
make
space
and
that's
why,
when
you
know
normally
when,
when
the
when
the
administration
brings
something
that's
somewhat
complex
to
the
board,
we
understand
that
board
members
will
want
to
line
item
each
is
but
on
something
like
this.
K
B
Well,
I
I
I
think
we're
on
to
something
here
with
these
early,
whatever,
whether
we
call
it
a
Pre-K
Academy
or
a
Early,
Childhood,
centers,
I,
think
I
think
the
community
would
benefit
I,
think
our
kids
will
come
to
school.
More
prepared,
we'd
have
we'd,
be
able
to
do
more
of
what
Chelsea's
doing
and
with
the
pre,
with
the
the
programs
that
we
currently
have.
B
So
this
is
a
bright
spot
for
me,
but
I
still
need
more
information.
Okay,
remember
Wilson,.
O
Well,
it's
a
good
question
currently
I
believe
the
district
has
the
expertise.
It
needs
to
run
the
pre,
the
actual
Pre-K
pieces,
don't
necessarily
change
due
to
a
change
in
location,
so
I
don't
see
us
needing
to
do
more
than
we've
already
done.
We
do
bring
in
pde
professional
development
for
those
folks,
and
we
have
had
teacher
experts
on
staff
working
with
Pre-K
all
along.
If
we
do,
we
certainly
will
but
I
I
Eric.
You
want
to
add
to
that
yeah.
N
I'd
say
the
add-on
to
that
we
did
send.
We
have
a
Pre-K
Pre-K
conference
that
was
in
San
Diego,
and
so
with
some
of
the
resources
we
have
been
having
delegates
from
ASD
to
go
and
look
at
our
Pre-K
alignment.
So
there
has
been
work
already
been
happening
to
make
sure
that
we
have
the
strongest
pre-k
program
possible.
So
we
would
just
continue
that
effort
too.
K
We're
still
working
on
it.
If
it's,
if
it's
a
special
education
grant
money,
then
they
don't
get
ADM
Credit.
K
If
it's
state
grant
money,
you
don't
get
ADM
Credit,
you
do
if
it
was
alcohol
tax,
if
it
was
marijuana
tax
when
that
comes
out
and
or
what
we
we
absorbed
through
the
general
funds,
so
we're
going
to
be
working
with
deed
actually
to
see
if
we
could
also
get
school
credit
for
these
Early
Childhood
centers,
because
if
you
can,
even
though
the
ADM
would
be
small,
it
would
be
the
highest
possible
amount
per
child
that
you
could
possibly
get
for.
Those
who
qualify
in
the
Oasis
count
to
receive
adms.
K
So
we're
we're
several
weeks
away
from
working
through
how
that
occurs.
At
the
same
time,
we're
applying
whole
Timeless
reductions,
but
ultimately
we'll
we'll
have
that
solution
and
we'll
be
able
to
brief
the
board.
But
we
are
looking
at
multiple
ways
to
increase
Revenue,
while
we're
also
looking
at
ways
to
increase
the
efficiencies
across
the
district
and
reduce
costs.
K
Okay,
continue,
okay,
so
this
is
an
updated
analysis
on
if
the
plan
was
followed,
as
as
we
discussed
earlier
on
how
much
we
would
get
from
Abbott
Loop,
because
we
would
declare
it
excess
worst
casing,
we
would
have
to
pay
a
full
years
of
utilities
before
that
building
could
be
handed
off
or
or
demoed,
so
that
ranges
between
696
and
980
000
and
you
can
see
as
you
go
down.
Nanaka
Valley
and
Northwood
give
you
the
least
in
terms
of
gains
on
that.
K
As
we
start
looking
at
the
cost
to
relocate
some
playground
equipment
from
some
schools
to
other
schools,
those
costs
will
will
always
be
a
moving
Target,
but
that's
a
pretty
good
average,
including
any
any
loss
in
Revenue,
at
least
for
the
first
two
years,
and
what
we
anticipate
is
costs
so
we'll
see
a
lot
of
rfis
for
people
wanting
details,
we'll
slowly
start
providing
those
details,
but
they
have
been
changing
almost
daily
as
Andy
and
I.
O
So
back
up
there
dude
yeah
so
at
the
bottom.
I
just
wanted
to
make
a
couple
points.
One
of
the
questions
we
keep
getting
asked
over
and
over
is
so
that's
an
awful
lot
of
consternation
and
frustration.
You're
only
saving
four
million
is
that
is
that
really
the
best
and
highest
use
and
I
guess
a
couple
things
I
want
to
point
out
it's
hard
to
go
out
to
these
town
halls
and
then
talk
about
the
benefits
to
closing
a
school
right.
O
I
mean
those
folks
are
adapting
to
the
environment
that
they're
in
and
they
love
it
and
and
the
change
is,
is
really
scary
to
them.
But
there
are
some
things
at
the
bottom.
You'll
see
the
phrase,
although
it
says
right,
sizing
I
want
to
point
out,
there's
no
wrong
size
for
a
school,
but
there
are
benefits
to
certain
sizes.
O
You
you
educate
kids,
how
you
can,
but
there
are
some
benefits
that
I
I
want
to
make
sure
we're
at
least
not
ignoring
one
of
those
is,
is
one
of
the
unforeseen
limitations
to
these
small
schools
is
the
number
of
combination
classrooms
where
you're
running
multiple
grade
levels
in
them,
so
a
teacher
will
have
grade
two
and
three
and
if
you're,
not
in
a
Denali,
Montessori
or
a
school
or
you've,
been
trained
to
do
multi-age
classrooms.
That's
a
tough
when
you've
heard
us
say
that
over
and
over
I
always
want
to
review
that.
O
When
you
get
up
to
about
a
three
section
school
three
grades
per
grade
three
classrooms
per
grade
level,
then
there
are
some
benefits
and
we're
using
that
phrase
right
sizing
it
becomes
a
more
efficient
school,
so
fewer
combination
classrooms
is
an
advantage,
another
one
more
opportunities
for
students
to
accelerate.
When
we
start
talking
about
this
whole
package
of
things
in
front
of
you,
such
as
ignite
students
that
are
doing
enrichment
activities,
it's
very
difficult
for
a
school
to
accelerate.
O
When
you
have
two
grade
levels
in
your
class
and
you're,
the
only
teacher,
if
you
have
three
third
grade
classrooms,
I
can
work
with
my
other
two
peers
and
we
can
take
kids
who
are
really
advanced
in
math
and
I
can
cluster
them
up.
I
can
and
keep
moving
them
through.
Mathematics
and
I
can
accelerate
them
or
I
can
back
up
and
take
a
group
of
kids.
That's
really
struggling.
That
is
very
hard
to
do
in
a
school
with
one
grade
level
or
a
combination.
O
Classroom
is
the
only
one
those
become
barriers
to
acceleration
or
remediation,
so
that
becomes
more
difficult.
There's
more
staff
in
the
building
for
our
win
groups.
We
call
them
the.
What
I
need
the
remedial
program
that
we
run
when
kids
are
struggling
with
reading
we
have
more
adults
available
to
do
pick
up
those
and
including
accelerating
our
Advanced
students.
New
teachers
come
to
the
school
when
there's
three
when
they
have
colleagues,
they
have
more
support
So.
O
If
I
bring
in
a
brand
new
teacher,
they
have
the
ability
to
mentor
and
work
and,
as
a
principal
I
can
strategy
basically
placed
my
veteran
staff.
So
I've
got
a
strong
veteran
at
every
grade
level,
who
can
then
onboard
new
teachers
much
more
easily,
as
opposed
to
being
the
only
teacher
in
my
grade
level
and
even
running
a
combo
to
boot,
so
that
makes
it
more
difficult.
O
Staffing
we've
been
through
the
last
two
years
have
been
the
most
traumatic
years
we've
ever
had
with
Staffing
shortages,
substitute
problems,
illnesses
everything.
When
you
have
three
teachers
per
grade
level,
your
abilities
to
flexibly
handle
unusual
situations
where
there
is
no
sub
I,
don't
have
anyone.
The
teacher
is
out
there's
no
adult
available.
My
capacity
is
limited,
so
I
just
want
to
point
that
out
and
one
of
the
things
that's
very
difficult.
A
number
of
folks
have
said:
well,
why
aren't
you
emphasizing
more
of
these
positives?
O
But
when
you're
going
out
to
a
town
hall
telling
a
school
that
they're
going
to
lose
their
school,
their
Community
talking
about
the
positives
of
losing
your
school
is,
is
really
difficult
for
them.
But
for
those
who
aren't
being
affected,
I
think
these
rational
type
of
things
that
are
not
so
emotional
but
more
logical.
They
can
wrap
their
heads
around
these
benefits
and
so
I
just
wanted
to
spend
some
time
on
that.
The
next
slide
I
just
wanted
to
review
this
slide
real,
quick
it.
O
It
gets
at
our
reduction
philosophy,
which
is
when
back
to
the
question.
Why
would
you
close
eight
schools,
when
you
only
say
four
million?
Well,
if
we
don't
prove
to
our
public
that
we
are
working
our
way
through
decisions
that
are
the
farthest
away
from
children
as
far
as
affecting
their
classrooms
in
the
core
genetic.
F
Getting
ahead
to
a
December
conversation
at
some
point,
maybe
at
the
end
of
summer
early
fall.
I
asked
about
the
expenses
that
are
associated
with
the
education
center
and
I'm
curious
about
why
you
know
what
are
the
prospects
for
decreasing
our
administrative
expenses
by
relocating
the
Ed
Center
to
one
or
more
of
our
sites,
and
is
that
potential
savings,
a
part
of
and.
K
I
can
answer
that
very
quickly,
because
we've
got
a
lot
of
slides
in
20
minutes
left.
If
the
board
were
to
turn
down
sixth
grade
move
to
middle
school,
we
would
know
that
we
were
closing
a
middle
school.
We
have
already.
We
already
have
a
contractor
the
architect
to
renovated
this
Ed
Center.
It
would
save
us
four
and
a
half
million
dollars
a
year
when
we
look
at
elementary
schools,
there's
going
to
be
a
significant
build
out
for
even
parking
space
to
be
able
to
have
board
meetings.
K
H
That's
concerned
to
me
it's
like
if
I
thought
and
I
don't
know
if
there
is
options
to
Inlet
View
other
than
rebuilding,
because
we
don't
have
the
money
but
I
do
not
want
to
see
it
close
I
wouldn't
want
to
know
what
that
is
too
so
I'm
looking
at
all
the
options
that
are
out
there,
but
I
don't
want
to
get
to
this
issue
of
the
food
maintenance
like
on
a
leaky
roof
in
a
gym,
and
you
find
out
that
they're
told
not
to
do
anything
to
it
or
they're
not
going
to
repair
it,
because
it
long-term
plan
is
to
replace
true
to
Elementary.
H
B
H
And
it's
going
to
require
this
so
they're
going
to
look
ahead
at
the
future,
where
they're
going
to
rebuild
it
and
they're,
not
taking
the
actions
necessary
to
maintain
that
that
was
disturbing
to
me
and
and
I
could
see
the
damage
I
could
see
the
roof
area
where
it
was
damaged
and
I
asked
about
it
and
I
challenged
it,
and
they
said
the
decision
wasn't
not
going
to
be
working
on
the
rule
for
doing
that
and
and
no
Replacements,
because
they're
going
to
have
another
plan,
and
that
was
that
was
a
concern.
So.
B
We
can
get
an
update
on
that
for
board
connect.
Please
I.
I
really
think
we
want
to
move
on
to
stay
focused
on
our
on
our
presentation,
so
the
the
slide
before
I
did
have
it
real,
quick.
P
All
right
so
shifting
gears
and
talking
about
sports,
that's
one
of
the
decision
items
that
we're
looking
for
guidance
from
the
board
on
this
is
something
that
we
briefed
you
on
a
couple
of
work
sessions
ago.
The
chart
in
front
of
you
is
the
cost
of
each
sport
per
athlete.
If
you
look
at
the
far
right
corner
and
what
you'll
notice
is
the
gymnastics
swimming
and
hockey
are
two
most
expensive
sports
per
athlete.
P
One
of
the
things
we're
interested
in
exploring
and
would
need
guidance
from
the
board
on
is
to
to
start
having
a
conversation
with
some
of
our
community
Sports
programs
around
Outsourcing.
P
We
currently
have
five
sports
that
are
already
outsourced
and
Outsourcing
essentially
means
that
we
still
offer
the
sport
or
activity
as
a
part
of
an
ASD
program,
so
students
would
still
have
the
same
opportunity
to
participate
in
hockey
swimming
or
gymnastics,
but
they
would
be
facilitated
by
an
outside
organization
that
takes
some
costs
away
from
us
as
as
a
district
and
places
them
into
the
community,
while
still
maintaining
the
opportunity
for
students,
obviously
that
there's
a
lot
of
what-ifs
in
that
scenario,
but
we
we
won't
know
if
this
is
a
complete
cost
savings.
P
Unless
we
start
approaching
our
community
organizations
in
those
three
Sports,
and
we
would
just
like
permission
from
the
board
to
start
those
conversations
and
then
come
back
to
the
board
with
a
more
detailed
plan,
you'll
notice
at
the
bottom
of
that
slide,
some
of
the
potential
cost
savings
that
we
could
save.
Most
of
the
savings
for
those
three
programs
mentioned,
come
in
either
facility
rental,
renting
pools
or
ice
time
which
are
fairly
expensive
and
it
and
or
like
in
gymnastics.
There's
expensive
equipment
involved
in
that
activity
as
well.
P
So
I
don't
want
to
belabor
this
slide
because
I
know
we
have
more
to
go.
But
what
we're
asking
for
is
some
guidance
to
just
go
ahead
and
have
that
conversation
with
our
community
organizations
moving
forward
and.
P
The
cost
for
gymnastics
is
actually
the
equipment
and
the
coaching
addenda
and
Associated
equipment
like
Supply
costs.
We
actually
house
most
of
our
gymnastics
programs,
either
at
Diamond
or
chuyak.
That's
where
the
equipment
is
set
up
for
practice
and
competition.
Okay,.
P
It's
a
great
question:
yes,
you
would
so
so
we
already.
We
already
do
it
for
the
five
sports
that
are
mentioned
above
there,
so
they
still
wear
their
school
colors.
They
still
represent
Diamond,
West
or
whoever
they
go
to
school
for
there's
still
a
Mustang
if
they
go
to
Chugiak.
So
we
have
a
model
in
place
that
we'd
like
to
approach
other
organizations
with.
D
You
is
there
some
sort
of
Matrix
that
sets
out
how
many
coaches,
for
particular
Sports
we
Subs
we
contribute
to,
and
and
if
there
is,
then
our
team's
allowed
to
have
additional
coaches.
If
they're
alumni,
clubs
or
groups
provide
them
so.
P
It's
a
little
bit
complex.
We
do
have
a
matrix,
that's
dictated
in
our
aea
contract,
our
teacher
contract,
that's
how
much
they're
paid
for
their
agenda
and
if
they're,
not
an
aea
member,
then
they
are
paid
that
same
amount
for
coaching,
so
that
kind
of
sets
the
bar
for
our
coaching
agenda.
P
We
do
have
a
matrix
depending
on
the
sport
of
how
many
coaches
are
paid.
There's
there
isn't
a
limit
on
volunteer
coaches,
however,
so
often
like
football
is
a
great
example,
because
you'll
see
a
lot
of
coaches
on
the
sidelines.
There
are
four
paid
coaches
on
the
sidelines
and
the
rest
of
those
gentlemen.
Typically,
gentlemen,
coaching
are
volunteer.
H
P
So
we
do
spend
about
4.4
million
overall
for
our
activities
in
the
district
and
we
do
charge
fees
it's
offset
by
about
675
000
a
year
with
those
fees.
So
we
definitely,
you
know,
add
additional
monies
for
the
opportunities
for
our
kids
to
participate,
resources.
H
Some
of
these
sports
are
kind
of
like
set
up
as
classes
in
school,
some
of
them
as
well.
They
offset.
Oh,
you
is
it
offsetting,
there's
no
cost
you're,
not
adding
the
coasts
or
the
cost
of
the
staff.
At
that
point
or
you
because
you,
if
you
wasn't
for
them,
it
would
be
another
teacher
right
for
another
class.
P
Right
so
I
think
just
using
an
example
like
a
band
program.
Typically,
the
band
teacher
is
paid
as
a
teacher
during
the
day
to
implement
their
program,
but
they
receive
an
additional
agenda
as
a
band
director
and
that's
to
the
facilitate
concerts
and
community
events
that
they're
playing
at
often
our
bands
are
playing
at
Pep
rallies
at
different
games,
and
things
like
that.
So.
I
Hey
and
so
up
for
your
consideration
and
and
we've
brought
this
up
in
in
previous
meetings-
is
that
we'd
like
to
modify
our
current
highly
gifted
program
with
the
elimination
of
ignite
we
would
develop
supports
in
an
alternate
way.
We
would
continue
with
our
highly
gifted
programs
in
Rogers,
Park,
Romig
and
West,
and
then
the
cost
savings
remain
the
same,
we're
looking
at
approximately
three
million
dollar
reduction
in
costs
and
that
bus,
and
we
would
also
it
would
also
support
eliminating
bus
routes
to
the
program
Freedom.
Freeing
up
these
resources.
B
P
This
is
another
item
that
we're
seeking
guidance
from
the
board
on
a
sixth
grade
move
to
middle
school.
So,
as
we've
briefed
before,
there
are
three
current
middle
schools,
baggage,
Clerk
and
Mirror
Lake
Who
currently
have
sixth
graders.
The
rest
of
our
middle
schools
have
only
seventh
and
eighth
grade.
P
We
would
like
to
propose
moving
all
sixth
graders
to
Middle
Schools
with
that
move
would
become
a
different
schedule
that
we
would
have
to
look
into
because
it
would
eliminate
what
we're
what
we've
called
the
Middle
School
model
or
or
what
teachers
are
calling
collaboration
time
in
their
schools
now.
So
there
is
that
period
of
the
day
that
teachers
are
participating
in
collaboration
time.
P
Currently,
that
would
be
eliminated
in
this
move
to
ensure
a
cost
savings,
and
we
would
explore
different
options
for
that
time
and
how
to
support
our
kids
and
staff,
and
that
would
be
a
future
conversation
that
we
would
bring
to
the
board.
What
I
do
want
to
focus
on
on
in
a
little
more
depth.
Tonight
is
the
advantages
of
sixth
graders.
P
Moving
to
Middle,
School
I
think
that,
first
and
foremost,
having
a
split
system
where
some
of
our
sixth
graders
are
at
elementary
and
some
of
our
sixth
graders
are
at
secondary,
poses
a
lot
of
logistical
concerns
within
our
our
system.
P
You
know
it
just
gets
really
complicated
when
we
have
different
systems
going
on
at
every
school
Community,
but
there's
really
some
great
benefits
to
kids.
From
my
vantage
point,
as
the
secondary
senior
director
in
the
district,
one
is
just
really
a
wide
variety
of
electives
and
exploratory
activities
that
they
can
engage
in
that
they
don't
necessarily
always
get
at
the
elementary
level.
So
one
of
them
is
CTE
course
offerings
in
the
sixth
grade,
the
other
real
benefit
to
kids.
Moving
to
sixth
grade
is
we
eliminate
that
cost
of
Elementary
band
and
Orchestra?
P
It
also
creates
a
lot
of
scheduling
challenges
at
the
elementary
level
and
students
who
choose
to
move
to
sixth
grade
and
take
band
Orchestra.
They
also
would
have
availability
to
be
inquired
as
well,
which
they
don't
currently
get
as
an
opportunity,
and
they
would
get
that
instruction.
Daily.
Which
is
far
more
frequent
than
what
they
get
in
the
elementary
school
model.
They'd
also
be
exposed
to
World
Language
opportunities
that
they
don't
get
in
sixth
grade
at
the
elementary
level
unless
they
are
engaged
in
an
immersion
program.
P
I
think
another
thing
that
gets
more
to
core
academics,
that
is
a
benefit
moving
sixth
grade
up
to
middle
school
is
a
dedicated
daily
instruction
around
social
studies
and
science,
often
the
focus
at
elementary
centers
around
math
and
reading,
and
not
that
we
don't
teach
social
studies
in
science,
but
there
is
dedicated
time
at
the
middle
school
level
for
that
and
they
can
dive
deeper
into
those
subjects
and
then
another
logistical
challenge
we
have
in
the
system
that
we're
currently
living
with
is
that
students
who
are
advanced
math
students
at
the
sixth
grade
level
in
elementary
school
often
have
to
take
algebra
or
geometry,
either
online
or
in
an
alternate
Manner,
and
that
often
is
really
burdensome
to
the
student
and
the
family.
P
There
are
families
that
take
their
kids
to
middle
school
for
these
courses
and
then
drive
them
to
elementary
school
for
the
rest
of
their
day.
There
are
a
variety
of
models,
but
this
would
eliminate
that
problem
in
our
system
for
our
families
and
kids,
where
they
could
be
at
their
middle
school
and
receive
that
instruction
directly
without
an
interruption
to
their
day
and
then
another
benefit
is
PE
classes
and
on
a
daily
basis
and
regular
participation
in
sports
and
activities
at
an
earlier
age.
P
P
It's
really
good
for
them
to
move
at
that
age
and
and
get
exercise,
and
so
we
would
be
able
to
do
that
for
all
of
our
kids
with
this
move
and
then,
when
you
look
at
our
building
capacity
at
the
middle
school
level,
if
you
remember
Middle
School
is
the
the
lowest
percentage
of
usage
across
the
division.
When
we,
when
we
move
our
sixth
graders
up,
we
would
definitely
be
using
our
facilities
more
readily
and
more
efficiently.
P
So,
looking
at
the
bottom
half
of
this
slide,
this
shows
you
a
little
bit
of
a
timeline
of
what
we
would
propose
to
the
board
as
a
way
to
move
forward.
We
would
recommend
a
two-year,
phased
in
approach
to
moving
sixth
graders
to
middle
school
and
part
of
the
reason
for
doing
it
in
two
years,
as
opposed
to
one
year
really
just
comes
down
to
Logistics.
P
It's
not
that
we're
not
ready
with
the
academics,
because
we
do
already
do
sixth
grade
at
middle
school,
but
there
are
a
lot
of
concerns
around
boundaries,
communicating
with
families
moving
teachers
and
equipment,
and
if
you
combine
that
with
school
closures
on
the
table
as
well
in
one
summer,
that
that's
a
lot
of
moving
parts,
and
so
we
want
to
be
realistic
about
how
how
logistically
we're
able
to
make
that
move.
P
There's
also
a
lot
of
human
resources
and
hiring
concerns
that
we
need
to
to
flesh
out
as
well
as
you
can
imagine,
with
more
students
going
to
middle
school,
we'll
need
more
teachers
at
that
level,
and
so
we'll
have
to
come
up
with
our
process
for
that
as
well.
But
what
we're
proposing
is
kind
of
looking
at
a
north-south
model,
the
first
year
being
our
North
End
schools
moving
to
a
six
eight
model.
P
That's
where
a
majority
of
our
six
eight
schools
are
already
so
we
would
move
green,
Central,
romic
and
Wendler
with
six
two
six
through
eight
programs
and
then
the
following
year.
We
would
bring
hand
shoe
mirrors
and
golden
view,
along
and
throughout
that
two
years
we
would
definitely
be
looking
at
boundaries
at
Middle
School
to
balance
out
our
school
populations,
and
it
would
likely
touch
most
of
our
schools
in
some
way,
but
that's
more
further
analysis
that
we
need
to
work
on.
P
So
that
is,
that
is
what
I've
got
for
sixth
grade
changes
to
Middle
School
and
we're
looking
for
your
guidance
this
evening.
D
Amen,
president,
it's
probably
easier
for
me
because
I've
been
advocating
going
away
from
the
Middle
School
model
for
years
now
and
the
savings
that
would
bring.
D
But
it's
occurs
to
me
that
this
is
a
real
fundamental
First
Choice.
The
Board
needs
to
make
to
make
a
lot
of
other
things,
work
here
and
I
I'm
ready
to
make
that
decision.
At
this
point
it's
probably
easier
on
me
because
I've
already
been
on
record.
You
know
supporting
that,
but
I
was
wondering.
Is
there
any
chance
that
there's
enough
other
members
actually.
D
B
And
that
is,
that
is
correct.
So
thank
you
for
that
memo
Donnelly
two.
K
O
If
I
could
I'd
like
to
add
one
piece
to
the
whole
Middle
School
piece,
you
know
one
of
the
the
big
concerns
of
well
actually
everyone.
It
was
even
a
concern
of
the
board
during
your
retreat
this
summer,
and
that
is
you
know.
How
do
we
try
to
support
our
teachers
with
all
the
trainings,
all
the
changes,
professional
development
so
on,
and
then
combined
with
this
situation,
with
the
the
changes
in
the
middle
school
schedule?
O
What
we
would
like
to
do
as
part
of
this
if
we
move
this
direction,
we'd
like
to
come
back
to
you
with
the
proposal
with
regarding
to
having
K-12
collaboration
time
for
the
fall,
where
there
would
be
a
time
of
release
for
an
hour
or
so
per
week,
where
collaboration
and
grade
level
work
and
working
through
all
these
issues
with
training
and
everything
that
we're
behind
on,
and
that
would
also
help
support
some
of
the
collaboration
time
that
middle
schools
will
be
not
able
to
have
anymore
high
schools
have
what
we
call
PLC
time
now,
because
a
lot
of
their
kids
drive
and
they
can
come
in
late
and
it
doesn't
affect
Everything
But
at
the
elementary
level.
O
We
are
really
crunched
for
time.
With
all
the
reading
initiatives
the
state's
reading
work,
the
stuff
we
have
to
do
as
as
Pat
Higgins
keeps
talking
about
the
outcomes
piece.
Our
student
outcomes,
so
I
just
wanted
to
point
out
that
we
would
that
to
us.
That's
all
part
of
that
that
we
would
come
back
to
you
with
conversations
about
things
like
start
time
and
release
time
and
things
that
go
with
all
of
this.
So
just
one.
P
So
to
your
question,
Madam
president
I
think
that
the
part
that
I'm
committed
to
maintaining
is
really
working
on
transitions
to
and
from
middle
school,
really
focusing
on
SEL,
but
integrating
that
into
our
college
career
life
plan,
so
that
our
SEL
is
integrated
with
career
Pathways
as
well,
because
when
you
look
at
employment
needs
those
soft
skills
that
employers
talk
about
are
really
SEL
skills
and
a
middle
school
is
really
an
essential
part
of
that
and
I
think.
P
E
E
B
E
B
Good
point:
yeah,
okay,
okay,
member
lessons
and
then
Wilson
and
then
we're.
B
Of
time
go
to
the
slide,
where
you
need
us
to
raise
our
hands
this
one.
Okay,
remember
Wilson,.
F
Lessons
all
right,
I
I,
am
excited
about
the
move
of
sixth
graders
to
middle
schools
for
a
lot
of
reasons.
So,
as
I
indicated
in
the
finance
meeting,
I
will
support
that
I
am
going
to
find
it
very
challenging
to
support
eliminating
ignite
I'm
I'm,
not
I'm,
not
on
that
team.
Yet
and
I
will
support
efforts
to
Outsource
hockey
swimming
and
gymnastics.
M
I
I
support
moving
sixth
graders
to
middle
school,
as,
as
president
Bellamy
has
stated
that
we,
the
the
district,
is
ours
also
actually
part
way
there.
M
I
I
do
have
a
question
in
regards
to
the
the
middle
schools
that
have
sixth
graders
in
there
and
please
clarify
for
me
because
I
don't
understand,
are
they
not
following
the
Middle
School
model?
Is
there
a
difference
all.
P
Of
our
schools
so
there's
various
definitions,
a
middle
school
model.
That's
what
makes
it
really
complicated
and
that's
why
there's
a
lot
of
confusion
around
it?
So
what
we
deem
honestly
as
a
middle
school
model
at
this
point
is
collaboration
time
and
that
class
period
in
addition
to
exploration
and
SEL
activities,
but
in
terms
of
our
scheduling,
a
lot
of
Middle
School
philosophy,
centers
around
teams,
where
you
have
four
core
teachers,
all
working
with
the
same
group
of
kids,
so
you
create
those
smaller
learning
communities
within
your
school.
P
That
is
happening
in
hybrid
fashion
now
I'm,
given
the
PTR
constraints,
what
you'll
find
at
most
schools
is
Social
Studies,
English
and
science
teacher
that
are
teaming
with
a
hundred
percent
accuracy
in
most
places,
but
often
math
is
off
team,
but
there's
essentially
our
PTR
and
where
we
are
with
staffing,
has
really
changed
our
ability
to
do
a
peer,
Middle,
School
model,
which
is
that
team,
really
the
essential
part
of
the
philosophical
Middle
School
model.
Is
that
team,
where
you
have
120
kids,
that
have
four
of
the
same
core
teachers?
P
P
That's
really
the
piece
that
has
to
go
away
and
we
have
to
reimagine
that
that's
where
the
professional
learning
communities
that
high
school
does
may
be
a
good
option
for
us
to
transition
and
make
that
a
K-12
program
and
take
a
lot
of
the
work
that
we
do
in
collaboration
time
at
middle
school
and
and
filter
that
into
that
space.
Just
in
a
different
way.
M
One
quick
follow-up
request:
not
so
so
a
request
would
be
to
have
a
list
of
schools
to
so
so
I
understand
how
many
additional
schools
would
be
affected
by
moving
those
sixth
graders
to
the
middle
school
and
drop
that
would
drop
their
capacity
below
65.
So
that's
that's
a
request
for
for
later,
if
possible.
Okay,.
O
So
yes.
B
O
I
just
want
to
go
through
our
admin
recommendations,
we're
just
trying
to
give
this.
These
aren't
decisional.
We
understand,
like
we
said
before,
that
this
impacts
this
and
I'm
not
gonna,
go
out
on
a
limb
on
this
until
I
know
that
there's
all
those
pieces
and
I
we're
working
on
the
fine-tuning.
All
that
and
we'll
have
a
really
interesting
easy
to
understand
activity
to
jigsaw
that
together.
O
So
we
can
figure
out
where,
where
you're
at
each
of
you
individually
on
this,
it
would
be
good,
be
great
if
we
could
get
close
to
a
seven
member
board
to
provide
some
consensus
on
the
biggest
things.
If
not,
you
know
we'll
be
down
into
February
and
December,
looking
at
a
majority
of
you,
but
for
now
before
we
drill
down
and
do
hundreds
of
hours,
there
are
hundreds
of
thousands
of
decisions
to
make.
O
We
do
need
some
kind
of
indication
from
some
of
you
and
some
of
you've
already
weighed
in
on
the
sixth
grade
to
the
Middle
School
piece
and
if
we
have
a
majority
of
you
sounds
like
that
are
interested.
Some
sounds
like
might
need
more
information
or
they're,
not
there.
Yet
the
second
one
was
about
ignite
ignite
has
been
on
the
docket
for
multiple
years
as
something
to
discuss
it's.
O
This
is
the
closest
it's
come
to
being
part
of
whole
bigger
discussion
of
lots
of
other
things
we
have
to
deal
with,
but
ignite
is
one
of
those
that's
on
the
table.
It's
about
a
three
million
dollar
piece
that
has
to
be
looked
at.
The
other
one
was
the
researching
the
Outsourcing,
so
we
were
kind
of
wanting
to
have
a
thumbs
up
or
down
on
us
pursuing
these
things
tonight
again,
not
decisional,
because
your
final.
O
B
I
thought
we
had
because
you're
right
ignite
has
come
up
several
times,
but
we've
I
thought
a
group
of
teachers
were
supposed
to
be
working
or
some
group
was
working
on
reimagining
ignite.
Did
that
not
happen?.
O
A
day
and
now
two
years
ago,
and
when
the
when
the
board
didn't
approve
that,
then
that
work
stopped
okay
and
now
we're
in
a
much
different
financial
situation
than
we
were.
Then
we
were
just
trying
to
sort
of
stem
the
flow
back
then,
and
so,
when
those
decisions
weren't
made
now
it's
kind
of
snowballed.
B
B
O
So
I,
you
know
what
we're
talking
about
the
whole
gifted
program.
Remember
highly
gifted
stays.
Remember
that
part
of
this
ties
to
the
acceleration
and
enrichment
pieces.
We've
talked
about
by
right
sizing
schools,
then
we're
able
to
to
work
with
schools
on
acceleration
pieces,
which
are
very
difficult
for
these
small
schools
to
do
right
now.
So
there's
a
lot
of
pieces
that
impact
other
pieces,
I'm.
O
H
Yeah
one
of
the
one
of
the
issues
here
when
we
put
together
a
list
of
these
are
the
things
that
we're
putting
on
a
chopping
block
is
if
we
get
additional
phones,
what
comes
off
the
chocolate
block,
okay
and
so
you're,
asking
right
now
what
we're
willing
to
put
on
it,
but
the
what
the
priorities
are
not
being
discussed.
In
regards
to
that.
That's
a
huge
issue
to
me:
okay,
you
want
to
close
schools,
that's
an
irreversible
type,
we're
going
to
make
that
decision
and
we'll
stop
quoted.
Even
if
we
get
more
funds,
we
got.
H
We
got
other
changes
we
can
make
so
without
looking
at
that
list,
I
can't
say
which
one
of
these
are
reversible,
which
ones
I
consider
to
be
the
highest
priority
or
how
that
plays
out.
That's
one
of
the
problems
with
a
thumbs
up
thumbs
down
right
now.
You're
saying
this
is
the
this.
Is
the
one
group
we're
willing
to
share
with
you
that
we're
looking
at
cut
give
us
a
thumbs
up
or
down,
and
then
we'll
tell
you
what
the
other
list
is.
I
can't
do
that.
H
I
I
can't
I'm
not
yielding
my
my
vote
to
the
recommendation
of
the
administration
without
all
the
information
laid
out
and
some
way
that
I
can
make
the
decision
without
just
saying
I
approve
your
decision
and
I.
Think
that's
what
I
feel
like
I'm
being
asked
to
do
and
that's
the
problem.
I
agree
with
the
discussion
before
there
were
pros
and
cons
to
every
single
cut.
There
really
are
and
and
I
think
that
we
need
to
be
open-minded
about
it
and
say
that's
true.
B
So
your
thumb
will
be
down
on
all
three
okay
so,
and
that
is
why
we
are
having
our
work
session
on
December.
10Th,
really
I
think
we're
just
trying
to
give
some
guidance,
so
the
team
so
that
the
team
can
I.
O
Think
I
think
this.
This
was
helpful.
This
this
gives
us
enough
for
what
we
need
to
do
to
keep
drilling
down
and
working
on
pieces,
some
harder
than
others
and
we'll
just
keep
plowing
ahead,
but
again,
like
I,
said
not
decisional,
even
on
December
10th.
What
we're
doing
in
our
work
session
is
not
decisional,
but
it
really.
It
really
requires
each
of
you
to
be
able
to
know
where
the
other
ones
are
thinking.
O
B
We
are
six
minutes
past
our
time
we
connect.
Do
you.
O
O
The
immersion
piece
has
been
particularly
challenging
to
try
to
parse
out,
but
what
I
can
tell
you
is
this
I
talked
to
director
lock
today,
quite
a
bit
and
one
of
the
things
that
as
Administration
we
would
like
to
put
out
there
is.
We
would
like
to
put
immersion
as
a
K-12
program
on
the
unlikely
reduction
paint.
O
You
just
look
at
yours,
see
the
little
scales
there
you'll
see
how
it's
now
showed
up
on
the
unlikely
reduction
page,
but
I
wanna,
I
wanna,
point
out
that
my
conversations
with
Brandon
are
the
savings
that
comes
from
changing
ignite
is
really
hard
to
parse
out,
but
what
it
really
is
is
the
difference
between
the
PTR
or
class
size
for
a
non-emergent
in
comparison
to
the
class
sizes.
On
the
immersion
side,
the
Delta
between
those
two
is
the
actual
cost.
O
So
in
other
words,
if
you
cut
out
all
immersions
and
did
away
with
all
seven
of
them
and
they
all
moved
into
neighborhood
programs,
you
still
have
to
have
teachers
at
the
PTR
level
of
what
we're
funding
right.
So
the
the
cost
differential
is
really
the
class
size
difference.
What
I
said
to
Brandon
today
was
if
we
could
work
through
Recruitment
and
we
can
get
through
all
our
other
things
to
get
the
PTR
and
the
class
sizes
of
each
grade
level
of
immersion
classes
to
be
fairly
comparable
or
equal
to
the
neighborhood
sides.
O
It's
a
non-issue.
This
is
a
revenue
neutral
thing,
then.
So
what
we'd
like
to
do
is
to
put
this
on
the
unlikely
reduction
and
then
work
with
Brandon's
team
because
they
have
to
make
changes
if
I'll
just
put
it
this
way.
If
an
ell
student,
an
English
language
learner,
shows
up
from
Nicaragua
in
the
sixth
grade
and
speaks
no
English,
they
go
into
the
sixth
grade
class
and
get
some
tutoring
on
the
side
from
an
ell
tutor
in
Spanish
on
the
immersion
side.
O
If
a
third
grader
shows
up
from
Nicaragua
and
wants
to
well
for
me,
a
third
grader
here
in
town
wants
to
suddenly
decide
to
switch
over
and
take
Spanish.
O
They
give
him
a
language
test
and,
if
he's
not
at
the
third
grade
level,
with
Spanish
he's
not
allowed
in
my
point
to
it
is,
is,
if
we're
ever
going
to
have
if
we
keep
raising
PTR
and
leave
the
immersion
program
exactly
as
it
is
right
now,
you're
going
to
end
up
with
38
students
in
a
sixth
grade
fifth
grade
classroom
with
17
in
the
emerging
side,
and
that
differential
is
where
the
costs
are
so
we're
going
to
put
it
on
the
unlikely
reduction
page,
which
means
it's
off
the
table
this
year
for
talking
about
cuts.
O
F
Out
in
in
those
efforts.
O
B
So-
and
that
goes
back
to
member
Higgins
question,
okay,
five
more
minutes
and
then
we
have
to.
We
have
to
move
into
executive
sessions.
E
And
I'll
be
real,
quick
and
just
say
that
having
been
to
some
of
the
crossing
over
and
graduation
ceremonies
for
immersion,
it's
has
a
fundamentally
different
connection
for
those
students
and
families
to
the
district.
And,
of
course,
it's
taken
a
long
time
to
build
all
that
and
the
idea
that
we
could
perhaps
build
it
into
something
that
is
cost
neutral.
J
E
Get
it
back
so
yeah
wholeheartedly
support
what
you
outline
great.
B
F
B
Continue
to
Advocate,
that's
correct,
that's
that's
the
name
of
the
game
we've
got
to.
Let
we've
got
to
make
education
important
to
the
whole
state
move
to
adjourn,
please
somebody
thank
you,
team
and
move.