►
From YouTube: ASD School Board Finance Committee 03/08/23
Description
No description was provided for this meeting.
If this is YOUR meeting, an easy way to fix this is to add a description to your video, wherever mtngs.io found it (probably YouTube).
A
Eight
and
members
of
the
room
are
Amy
Holloman
based.
A
C
C
And
I
do
understand
that
Matt
Berman
is
to
join
us,
but
I
don't
see
him
yet
in
the
list.
So
I
sent
him
a
text.
Okay,
let
me
see
if
I
can
share.
This
will
stop.
The
other
share
screen.
Is
that
all
right,
totally
fine,
okay,
so
I'm
hopeful
that
you're
able
to
just
see
to
see
a
quick
little
Power
Point?
C
Yes,
okay,
so
hi,
my
name
is
Dana
and
joining
us
soon,
I'm
sure
is
Matt
Berman
and
he
and
I
are
both
working
on
this
project
to
understand
what
sufficient
compensation
for
retention
and
Equity
looks
like
in
the
state
of
Alaska,
really
looking
at
teacher
turnover
and
how
compensation
factors
into
our
ability
to
attract
and
retain
teachers
in
our
high
needs
schools
and
in
our
hard
to
fill
positions.
So
I
see
that
I
still
have
the
the
June
24
14
2022
date.
C
We
that's
what
we
started
with
so
I
can
kind
of
just
run
through
as
a
quick
overview
of
what
we've
what
we
intend
to
do
and
where
we
are
now
would
that
be
the
best
way
to
make
use
of
the
time?
Or
would
you
like
to.
C
So
we
can
share
a
process.
We
are
hoping
to
have
findings
very
soon,
but
we
don't
have
anything
definitive
yet.
The
way
that
we
set
up
the
project
was
to,
as
I
said,
really
understand
how
compensation
factors
into
retention
and
because
this
was
funded
as
the
National
Science
Foundation
Robert
noise
Grant,
we
had
to
focus
particularly
on
stem
teachers.
C
That's
the
focus
of
the
funder,
but
we
of
course
hear
about
all
teachers
in
Alaska
and
I
think
that
it's
worth
asking
to
stem
teachers
behave
or
or
are
there
higher
patterns
higher
and
turnover
patterns
different
from
other
teachers,
so,
by
extension,
we're
going
to
look
at
all
teachers,
which
I
think
will
make
the
project
much
more
useful.
C
One
of
the
things
in
particular
we're
going
to
look
at
with
stem
teachers
is
whether
or
not
they
leave
the
classroom
to
take
jobs
in
Private
Industry,
there's
sort
of
a
narrative
that
I've
heard
that
they
do
that.
But
I
don't
know
that
anybody
has
really
Quantified
the
extent
to
which
that
happens
or
they
or
what
they
get
when
they
go
to
Private
Industry.
Did
they
get
better
pay?
Do
they
get?
C
C
So
we
are
I
think
the
next
slide
here
talks
about
our
overall
research
plan
and
we
have
done
a
lot
of
data
cleaning
and
Analysis
and
compilation
so
that
we
will
be
ready
for
our
modeling,
but
we
have
not
yet
been
able
to
run
those
models
so
so
to
your
question
that
you'd
love
to
know
some
answers
so
would
I
I
would
really
love
to
know
some
preliminary
findings.
C
We
spent
a
lot
of
time
securing
permissions
and
access
to
data
because
we're
going
to
be
working
with
data
from
Deed
from
Department
of
Labor
and
and
then
we
started
compiling
a
quantitative
data
set,
which
was
all
54
districts.
Collective
bargaining
agreements
for
the
last
I
think
we
went
back
to
geez
I
would
have
to
ask
my
my
colleague
I
think
we
went
back
to
2008
on
those.
Maybe
even
sooner
so,
we
tried
to
identify
all
of
the
benefits
and
quantify
those
which
was
tricky.
C
Nea
was
a
huge
help
there,
and
what
we've
also
done
since
we
met
with
you
last,
is
combine
compiled
all
of
the
administrative
data
for
School,
District
characteristics,
Community
characteristics
and
individual
schools
within
each
district.
So
that'll
help
us
understand
some
of
the
working
conditions
from
a
variety
of
different
points
of
view,
and
so
right
now
and
I
wish.
I
had
results
and
I
really
do
think
that
if
we're
able
to
come
back
in
may,
we
will
we're
able
to
start
joining.
C
All
of
these
big
data
sets
that
we've
been
building
over
the
last
couple
of
months
and
really
start
that
quantitative
analysis.
So
I'll
stop
there
because
I'm
sure
that
that
you've
probably
wanted
to
hear
hear
an
answer
and
I
don't
have
a
great
one.
But
I'll
stop
for
any
questions.
A
D
Yeah,
sorry,
someone
let.
E
A
Not
yet
well
I
guess:
I
would
like
to
flip
to
the
end
of
the
book
and
get
to
get
to
the
answers
or
get
to
the
the
story
closes,
but
I
guess
we'll
just
have
to
wait
until
you
know.
Maybe
our
main
meeting
would
be
an
appropriate
time
to
to
get
more
of
your
initial
findings.
C
Cool
I
think
I
think
Matt's
better
prepared
to
talk
about
that,
because
he's
done.
Some
of
the
initial
data
joins
looking
at
the
Department
of
Labor
data
Matt,
just
to
to
update
where
you,
where
we
were,
we
just
sort
of
said
where
we
are
with
I,
had
sort
of
given
an
overview
that
we've
spent
a
lot
of
time
planning
and
pulling
together.
Data
sets
and
cleaning
data
sets
and
that
we're
almost
on
the
cusp
of
running
these
models
that
haven't
yet
done
it.
C
D
Well,
yes,
thank
you.
Well,
we
did
not
actually
try
to
if
you're
talking
about
results
in
terms
of
I
mean
our
initial
results
are
enchanted
to
try
to
identify
schools
that
seem
to
be
outperforming
their
peers
and
and
that's
not
something
that
we
specifically
looked
at
before
and
did
not
look
at
the
Department
of
Labor
data
set.
D
Yeah
and
the
and
the
the
factors
that
predict
the
school's
performance
are.
Are
you
know
the
ones
that
you
would
expect,
like?
Obviously
schools
that
have
you
know
that
serve
a
higher
percentage
of
children
in
need?
In
you
know,
Title
One
schools
generally
have
more
challenges
to
retain
staff
than
those
that
are
in
more
affluent
school
areas.
A
Yeah
can
I
follow
up
so
24
hours
ago
the
governor
outlined
a
potential
path
forward
for
the
next
three
years
of
incentivizing
teacher
direct
payments
to
teachers
between
five
and
fifteen
thousand
dollars,
depending
on.
If
you
know,
Urban,
Rural
and
I,
don't
know
what
the
third
category
was.
Do
you
have
any
thoughts
on
whether
that.
F
A
Mean
you
just
identified
that
there
are
differences
between
you
know,
schools
that
are
that
are
higher
need
and
lower
need.
There
might
be
differences
in
those
working
conditions.
D
D
B
D
Working
in
Anchorage
for
moving
to
another
school
district,
I'm,
not
sure
that
we
haven't,
you
know
we
haven't.
You
know
gotten
to
that.
Fine
level
of
detail
with
the
fifteen
thousand
dollar
bonus
for
Rural
schools,
I
would
say
it's
probably
not
sufficient,
at
least
for
many
of
the
smaller
Villages.
That
would
not
be
sufficient,
because
the
discrepancies
that
we've
identified
in
our
previous
research
are
more,
like
you
know,
in
the
10,
you
know
twenty
to
fifty
thousand
dollar
range
rather
than
fifteen
thousand,
although
it
obviously
would
make
a
difference
in
in
some
cases,.
D
D
B
G
I've
got
some
questions,
comments
and
I.
Don't
know
if
there's
a
way
to
factor
this
into
what
you're
looking
at,
but
recently
I
spent
a
little
bit
of
time
getting
to
contemplate
life
in
an
airport
waiting
room
and
I
noticed.
There
was
an
ad
up
on
the
TV
from
Kenai
Peninsula
saying
that
for
an
estate
transfers
they
could
offer
up
to
12
years
of
experience
on
contract.
G
If
you
want
to
live
on
the
road
system
which
made
it
seem
like
a
pretty
targeted
ad
for
me,
I'm
going
to
say
in
my
experience,
while
it
is
a
case
that
sometimes
people
leave
to
go
off
the
road
system
for
dollars,
they
come
back
to
the
road
system
for
convenience
and
everything
that
being
on
the
road
system
offers
I
can't
recall
ever
seeing
a
school
district
go
after
rural
teachers
as
a
way
to
fill
their
ranks
and
I,
don't
know
if
there's
a
way
for
you
to
to
be
aware
of
that
or
look
at
it.
G
I'll
say:
I
first
became
aware
about
14..
The
ASD
contract
with
teachers
had
a
provision
that
they
could
not
offer
more
than
five
years.
Credit
for
experience
and
and
I
couldn't
figure
out
why
either
side
would
bargain
out
into
the
contract,
but
it
was
asd's
push
I
think
in
essence,
so
they
wouldn't
be
compelled
to
recruit
five
dollar
teachers
from
other
places.
It
is
a
disincentive
for
experienced
people
to
come
into
the
country.
I
know
it's
been
increased
to
six
since
that
time,
but
to
some
degree
I.
G
Think
because
of
past
history,
districts
in
Alaska
didn't
compete,
didn't
want
to
compete.
We
relied
on
the
stream
of
new
teachers
coming
out
of
UIA
or
other
places,
mostly
in
the
Northwest
and
I.
Don't
know
that
we've
completely
changed
our
vision
of
the
fact
that
there's
no
longer
a
stream
of
teachers
coming
out
of
those
places
to
be
hired
but
I
think
it's.
Those
things
are
going
to
add
a
lot
of
distortion
to
any
kind
of
picture.
G
You
try
to
paint
if
districts
in
Alaska
really
start
going
after
each
other's
teachers
and
I
I.
Don't
know
if
you've
been
aware
of
that
or
it's
factored
into
what
you're
looking
at
and
that's
my
first
non-question
coming
up.
C
D
That's
very
important
information
I
wasn't
aware
of
it.
I
mean
we
have
information,
there's
information
in
the
collective
bargaining
agreements.
E
D
That
do
talk
about
the
caps
on
a
lot
of
experience
that
you
can
transfer
in
or
use,
and
if
this
is
coming
from
the
district,
it's
probably
it
I
I,
don't
know
I
presume
it's
not
in
the
collective
bargaining
agreement
and
we
and
so
it's
difficult
for
us
to
track
those
things
so
anytime.
You
see
something
it's
great
to.
Let
us
know,
because
we
can't
incorporate
that.
But
again
I'm,
not
you
know
it's
not
something.
We've
experienced
before
so
I
couldn't
predict
what
what
its
effect
might
be.
I.
C
I
can
put
my
email
in
the
chat
here
or
the
last
slide
has
our
emails.
G
Yeah
the
other
comment
I
was
going
to
make.
Is
it
came
up
some
years
ago
when
I
was
president
of
the
Anchorage
Education
Association?
The
district
is
having
a
really
hard
time
filling
spots
of
Mount
Eliana,
which
was
a
school
specifically
for
kids
with
severe
emotional
disorders,
and
the
initial
reaction
was
a
HR
one
to
offer
bonuses
for
teachers
that
would
transfer
there.
G
G
We
filled
all
the
spots
with
conditions
like
that
non-monetary
and
I
I
firmly
believe
that
in
a
long
the
long
game
teachers
go
where
they
can
can
succeed,
or
they
feel
successful
and
I
hope
trying
to
analyze
that
it's
part
of
what
you're
looking
at
and
I
I
know
it's
a
really
difficult
thing
to
quantify
and
put
data
to,
but
anecdotally
I.
G
A
Successful
and
happy
at
the
end
of
the
day,
yeah
it
drives.
It
drives
retention.
Good
luck
with
that.
We
have
maybe
just
like
two
more
minutes
for
the
rest
of
the
presentation
and
then
we're
gonna
have
to
say
we'll
see
you
again
in
May.
C
Sure,
there's
not
much
more
to
say,
although
to
the
comments
and
I'm
sorry
I
couldn't
tell
who
was
making
it
that
I
think
that
we
will
be
following
up
when
we
identify
these
schools
that
are
performing
well,
we'll
be
doing
some
qualitative
work
talking
to
people
who
work
in
those
environments
to
try
and
figure
out
the
things
that
our
model
isn't
able
to
accommodate,
but
that
really
do
matter
in
those
teacher
decisions.
So
that's
phase
two
is
sort
of
the
brown
or
whatever
color.
C
We
had
just
indicated
that
we
were
going
to
gather
some
variables
looking
at
individual
teacher
characteristics,
looking
at
the
the
the
the
school
characteristics
and
Community
characteristics
and
we're
going
to
look
at
what
those
teachers
do
I
know,
there's
a
lot
on
this
slide,
but
I'm
just
going
to
move
on
and
I
can
certainly
email
it
to
you.
C
If
you
would
like
to
take
a
closer
look,
but
here
we
are
in
our
timeline-
we're
actually
you
know
pretty
close
to
being
on
time
and
to
having
some
of
the
preliminary
results
that
we
had
hoped
for
when
we
proposed
the
project.
So
we're
moving
our
way
down
those
steps
and
we'd
love
to
talk
to
you
in
May,
and
we
can
stay
in
touch
when
we
have
those
results.
So
we
absolutely
appreciate,
updates
or
things
that
you
see
that
are
happening
on
the
ground.
C
That
might
not
be
reflected
in
the
official
documents
that
we're
reading.
So
we
ask
that
you
stay
in
touch
with
us
when
you
have
ideas
or
thoughts
or
anything,
and
this
is
how
you
can
do
that
our
phone
numbers,
our
email,
the
easiest
way
to
find
us
is
probably
to
go
to
the
icer
website
and
just
find
our
pictures.
But,
however,
you,
however,
you
like
we
will
be
in
touch
and
certainly
appreciate
when
you
can
help
alert
us
to
things
that
might
affect
the
way
that
we're
doing
the
work.
A
F
B
F
B
F
Their
help
we
had
nine
findings
in
connection
with
assignment
and
management,
was
responsive
to
findings
and
recommendations.
So
a
prime
cycle
just
to
charge
a
page
to
the
introduction
is
just
the
intervention
and
on
page
two
we
have
our
first
finding
where
we
had
the
free
Warehouse,
including
the
freezer
section,
was
not
properly
organized
anything
food
items
restored
in
numerous
locations
and
denials
making
it
difficult
to
find
diamonds.
F
F
It's
not
used
to
record
where
items
were
located
and
without
those
specific,
accurate,
Warehouse
locations,
retreating
items
from
the
warehouse
was
inefficient,
resulted
in
items
being
stored
in
multiple
locations
on
third
fighting.
On
page
four,
we
found
that
the
user
privileges
for
Primera
Edge,
in
other
words,
people
who
go
into
the
software
they
not
always
appear
reasonable
and
necessary.
F
You
know
as
a
business
practice.
Usually
you
try
to
promote
internal
control
by
only
allowing
essential
Personnel
to
have
access
and
the
ability
to
adjust
and
receive
an
inventory.
We
found
that
28
of
34
users
at
the
student
Warehouse,
a
student
treasury
Warehouse,
had
access
to
everything
inventory
new
Premiere
age,
26
of
34
users
had
access
to
updates
that
works,
so
we're
recommending
that
the
name
of
the
access
who
has
an
access
to
them,
whereas
to
make
the
adjustments
it's
quite
before.
F
F
On
page
six
I'm
in
five,
we
found
that,
on
on
hand,
inventory
balances,
we're
not
accurate
our
sample
inventory.
We
build
differences
between
our
physical
account
and
Premier
Edge
records.
We
gave
some
examples
of
the
table.
We
wrote
Edge
recorded
450
chicken
strips,
we
counted,
441
discrepancy
of
volume.
Sometimes
it
was
over.
Sometimes
it
was
short.
F
We
found
also
that
there
were
discrepancies
noted
in
the
inventory
totals
populated
by
student
nutrition,
Warehouse
staff.
They
did
an
inventory
and
when
they
did
their
inventory,
they
wrote
the
numbers
that
they
found.
They
counted
something
on
a
on
a
shelf
and
wrote
it
down
on
a
notebook
right
here
kind
of
like
a
yellow
pad
right.
There.
B
F
D
F
Where
what
was
recorded
entered
into
the
premier
Edge
from
the
notepad
and
what
we
counted
on
okay,
so
there
were
differences,
meaning
that
the
inventory
was
entered
into
Premier
Edge
when
the
adjustments
wasn't
accurate,
page
86,
the
there's,
a
nutrition
student,
nutrition,
Warehouse,
I,
have
a
status
report
and
it
showed
72
of
312
items
and
23
of
the
active
items
had
made
it
a
balanced
balances
with
38
of
those
items
having
major
balances.
In
the
hundreds,
for
example,
flour
tortillas
were
reported
having
negative
balance
of
548
piece
yeah.
We
found.
F
Probably
seven
on
page,
the
best
by
dates
were
not
used
to
manage
the
items
stored
in
the
warehouse,
since
these
dates
were
not
editing.
The
premier
Edge
inventory
records
so
there's
no
reliable
way
for
the
staff
to
locate
the
products
and
what
should
we
use?
First
now,
I
should
make
a
note
on
the
very
next
sentence.
It
should
be
noted
that
Best
Buy
days
does
not
mean
that
the
food
had
expired.
F
In
2021
they
started
using
Premier
Edge.
This
is
on
page
11..
The
very
edge
is
the
new
software
to
to
account
for
inventory,
but
there
weren't
any
operating
procedures
that
were
updated
for
the
use
of
the
new
software
and
and
having
proper
procedures.
F
H
Well,
I'm
pretty
familiar
with
with
how
the
operation
should
operate
and
does
operate
and
and
we're
going
to
spend
some
time.
Mike,
Mike
and
I
talked
a
lot
well.
H
You
know
a
lot
of
these
issues.
We
really
need
to
figure
out
what
can
Premier
marriage
do
and
how
can
we
use
automated
technology
for
inventory
because
there's
problems
with
the
way
the
system
is
currently
set
up,
but
it
could
be
that
we
we
set
it
up
the
way
that
one
source
and
BCS
were
set
up
and
the
premiere
Edge
actually
can
be
set
up
differently.
H
They
don't
care
that
it's
a
Ford
starter
made
in
Indiana
versus
Ohio
and
that's
how
the
old
system
worked,
but
we've
got
to
get
dig
into
the
new
system
and
find
that
out
so
there's
a
lot
of
efficiencies.
H
We
all
agreed
on
everything
that
that
she
found
I
mean
everything
in
families
you're
absolutely
correct,
but
now
we
need
to
go
dig
into
this
nervous
system
and
find
out.
Did
we
just
set
it
up,
because
the
old
way
couldn't
do
a
lot
of
these
things,
but
maybe
we
can
now.
F
H
Some
of
this
stuff,
as
you
look
through
it,
it
would
be
long
discussions
that
I
don't
have
time
today
like.
Why
would
you
do
a
pick
ticket
on
a
Friday
before
you
receive
the
fresh
fruit
and
vegetables
on
Monday,
because
you
have
no
choice?
Otherwise,
the
pick
ticket
won't
be
available
for
the
drivers
come
Monday
morning
where
the
fruit
is
literally
coming
in
10
minutes
before
they
put
it
on
their
job,
and
so
you're
always
going
to
have
negatives,
but
it
shouldn't
be
every
day
of
the
week
and
it
should
be
a
specific
things.
H
So
some
of
the
things
that
look
wrong
there's
actually
very
legitimate
reasons
why
you
prep
for
Monday's
deliveries,
even
though
you
haven't
received
Monday's
stuff
and
so
you're
gonna.
So
a
lot
of
this
stuff
you,
you
really
would
want
to
walk
through
the
warehouse
and
see
why?
Because
somebody
can't
be
avoided
some
of
it's
inventory
control,
some
could
be
avoided.
Some
can
so
it's
it's
complicated,
but
but
I
do
know
that
we
need
to
find
out
camper
Maryland.
H
H
H
H
Well,
we
don't
know
how
long
it's
going
to
take
until
I
mean
I'll
have
next
week
to
be
able
to
go
over
to
student,
nutrition
and
and
talk
about
people
are
a
little
bit
less
hectic,
but
we'll
come
up
with
a
plan,
as
we
always
do
with
audits
and
and
we'll
come
back
with,
showing
the
improvements
and
finance
meetings
as
good
as
any
to
go
to
show
that
later
in
this
year,
I
mean
these
all
look
like
things
that
happened
over
time
and
you
know
like
stocking
with
a
big,
fresh
wood.
H
H
Early
on
in
the
recommendation
or
the
findings
he
put
first
in
first
out
on
one
of
them
first,
second
and
third,
that
was
still
in
there.
But
food
is
never
first
in
first
out.
It's
always
when
is
it
gonna?
When
is
it
gonna
expire?
First,
because
Bob
receives
USDA
food?
That's
going
to
be
Best
Buy
in
30
days
versus
something
that
you
may
have
received
six
months
ago.
That's
going
to
be
Best
Buy
in
three
years
it
so
you
got
to
look
at
Best,
Buy
or
Best.
H
Best
Buy
not
buy,
but
buy
b,
y
and
and
I
I
thought.
I
thought
you
guys
did
it
I
mean
we
talked.
We
worked
through
it.
There
were
multiple
drafts,
so
yeah
I
mean
it
could
be
improved
and,
and
we've
got
a
little
work
to
do.
A
H
H
A
F
A
F
A
current
honor,
yes
previously,
you
had
asked
for
an
audit
of
fixed
assets
and
we
started
that
audit
about
things
about
a
month
and
a
half
ago
we're
doing
audit
work
is
divided
up
into
three
phases.
Generally
first
stage
is
called
preliminary
survey.
Where
you
go
out,
pretend
you
know
absolutely
nothing
and
say:
please
teach
me
about
what
you
do
and
how
this
works.
F
After
talking
with
people.
Looking
at
some
data,
you
know
you
have
limited
time,
limited
resources,
so
you
say:
okay,
all
these
books
and
all
these
things.
These
are
the
things
that
we're
going
to
be
we're
going
to
focus
in
on
that's
called
field
work.
Then,
after
fieldwork
you
do
the
report.
Writing
so
right
now
we're
kind
of
right
in
between
preliminary
survey
and
fieldwork
okay.
F
This
is
the
things
we've
learned
now
we're
going
to
put
together,
what's
called
an
audit
plan,
and
these
are
this
is
how
we're
going
to
do
our
field
work
so
married
at
this
now,
starting
to
look
at
the
audit
plan
saying,
okay,
so
here's
what
we'd
like
to
focus
on
I
just
want
to
give
you
an
update
on
this
great,
fixed
assets.
Thank.
I
Okay,
so
I
won't
spend
a
whole
lot
of
time
on
this.
We
did
go
through
this
or
a
lot
of
the
information
when
we
did
the
presentation
with
the
Joint
School
Board
assembly
meeting.
So
a
lot
of
the
information
you
see
on
here
is
gonna
be
duplicative
there.
I
I
I
I
will
be
there:
okay,
anyone
else
in
the
portals
to
show
up
then.
Okay.
B
B
I
So
the
memo
contains
most
of
the
information
that
we
have
or
the
I
guess,
more
valuable
information,
more
detail
that
we
have
as
far
as
what
that
ordinance
goes
into
the
nine
and
a
half
or
905
million
dollar
proposed
budgets.
We
have
again,
it
does
include
that
increasing
capital
projects
for
the
amount
we
put
into
school
safety
and
secure
vegetables
from
the
school
bond
net
reimbursement,
but
we
did
want
to
spend
a
lot
of
time
or
quite
a
bit
of
time
talking
about
the
proposed
tax
increase,
because
that
was
one
of
the
you
know.
I
That's
that's
what
you
get
questions
about.
The
lagging
questions
about
is:
why
are
my
taxes
increasing,
but
the
district
needs
more
money,
so
I'm
just
trying
to
put
that
into
perspective
here,
where
you
know
we're
required
to
pay
7.8
million
dollars
more.
However,
the
state
takes
that
money
away
from
us,
so
they
don't
see
any
actual
increase.
I
So
we
have
that
and
then
we
have
we
separated
out
between
calendar
years
and
fiscal
years
because
they
are
separate
based
on
what
the
tax
request
is
going
to
be.
We
don't
have
an
estimated
assessed
valuation,
so
if
that
goes
up,
then
that
meal
rate
will
go
down
a
little
bit,
but
the
same
basic,
the
same
tax
request
will
be
there.
I
Another
thing
I
mentioned
too,
is
if
we
do
get
increased,
State
money.
You
know
the
timing
on
this
is
such
that
we
cannot
connect
collect
any
sort
of
additional
local
contribution
above
what
we've
asked
for
once
that
tax
rate
is
set.
I
So
if
the
state
does
give
us
additional
money
that
we
could
potentially
would
potentially
increase
what's
allowable,
we
can't
collect
that
and
it
makes
it
difficult
when
they
give
us
one-time
money,
because
we
can't
plan
for
it
the
next
year
like
this
year,
they
gave
us
68
million
dollars
or
so
towards
the
end
of
the
year,
but
we've
already
got
our
tax
request,
so
we
couldn't
get
that
additional
contribution.
A
G
I
I
So
whatever
the
district
doesn't
ask
for
the
city
can
taste
what's
left.
You
know
if
there's
additional
Headroom
in
the
record
limit,
then
they
can
or
that
or
that
not
to
improve
it,
but
that
within
the
municipal
tax
cap
you
know
they
can
ask
up
to
that
amount,
whether
the
district
can
take
it
or
not
good.
So
typically,
it's
been
about
a
50
50
split,
but
in
recent
years
it's
kind
of
ebbed
towards
the
municipality
getting
more
of
it
by
virtue
of
not
being
able
to
increase
all
of
that
additional
local
contribution.
I
But
this
year
we
are
going
to
ask
for
a
little
bit
more
than
what
we
calculate
as
a
district
tax
cap.
So
in
our
budget
in
the
back,
we
do
have
like
a
tax
section
that
calculates
that
our
district
tax
cap
and
it's
200
000
million
more
than
what
was
in
the
Flawless
actually
limited
by
if
we
calculated,
but
just
the
district
understanding,
the
district
or
the
city's
budget.
I
I
And
that
also
included
the
unfunded
Bond
Ed.
So
in
the
last
several
years
we
have
asked
that
additional
appropriation
to
find
what's
been
cut
out
of
the
school
bond
debt
reimbursement
which,
for
this
last
count
of
year,
22
included
about
20
a
little
over
20
million
dollars
of
additional
taxes
requested
for
that.
So
that'll
be
going
away,
and
you
can
kind
of
see
that
here
on
this
chart,
where
you'll
have
an
effective
decrease
in
the
mill
rate.
G
I
You
know
exactly
what
would
happen
is
we
would
just
stay
under
what
the
state
cap
is
and
then
try
to
build
up
to.
You
know
over
time
request
what
we
can
work
with
the
city
to
try
to
get
those
additional
allowable
contributions.
They're
not
knowledgeable.
Bsa
increase
will
probably
come
after
it's
too
late
to
make
the
request
of
municipality
and
time
anyway.
For
this
year,
yes,
PSA
increase
in
codified
statute,
that'll,
be
our
projections
going
forward
and
that's
where
we
place
our
assumptions
on
for.
G
I
Million
dollar
requests
for
the
fiscal
year,
however,
a
calendar
year,
tax
request
is
4
million,
because
it's
split
over
the
two
fiscal
years
so
for
our
2023
calendar
year,
request
that'll
take
into
consideration
the
last
half
of
this
fiscal
year
in
the
first
half
of
the
next
Festival
year,
when
we're
trying
to
when
we're
setting
those
effective
tax
rates
in
the
rates.
A
B
H
I
Not
a
whole
lot
of
significant
change
from
what
we
presented
back
in
I
believe
it
was
the
beginning
of
December
was
the
last
time
we
gave
you
guys.
An
update
on
our
fund
balance
just
go
through
some
of
the
high
level
things
interest
earnings
with
up
quite
a
bit
just
based
on
some
region
activity.
You
know
that's
that
federal
funds
right
increases
rapidly,
so
dues
are
into
servings
on
our
more
cash
Holdings.
We
still
have
the
mark
to
Market
adjustments
like
in
January.
I
We
lost
about
a
million
or
a
gate
about
a
million
dollars
in
January
on
our
Market
approach
and
then
in
February
we
lost
about
a
million,
so
it's
it's
overall,
though
we
do
expect
to
be
above
what
we'd
actually
projected,
so
that
that's
good.
But,
however,
we
still
do
run
that
risk
of.
I
If
there
is
a
market
reset
or
something
that
are
Investments
that
are
in
that
market
type,
assets
will
be
adjusted
downward,
so
hopefully
not,
but
it's
always
a
possibility
right
now
we
are
projecting
it
to
be
above
what
we
budgeted
other
local
gravities.
You
see
that
as
a
negative
2.5
million,
that's
largely
because
of
the
two
point,
almost
9
million
that
we
included
in
fund
balance.
We
don't
look
that
as
an
actual
Revenue
Source.
It's
just
that.
I
I
I
want
to
say
it's
how
we
had
to
do
that.
Our
funding,
our
mechanism
that
I
have
to
go
back
and
checkers
I
can't
make
this
Capital
projecting.
But
we
did
do
a
revision
to
the
budget
this
year
that
increased
expenditures
and
rely
on
fund
balance
to
take
that
draws
so
the
next
year,
yeah
you'll
see
the
45
million
dollar
negative
in
that
area
too,
or
some
more
about
that,
because.
I
Yeah,
it's
really
just
because
we
can't
count
as
an
actual
Revenue.
So
it's
just
on
the
budget
side.
It'll
show
negative
abuse
amounts.
Okay,.
I
The
increase
in
state
Foundation
funding
is
the
16.102
million
that
we
got
in
the
one-time
funds
from
this
year
that
we
saved
plus
about
three
million
dollars
in
additional
funding
received
on
I.
Believe
it's
mostly
correspondence
and
intensive
needs
students
that
were
increased
Federal
impact
day,
going
down
a
little
bit
from
what
we
projected
pretty
consistently
presented
last
time
and
then
Medicaid
and
ROTC
funding
is
about
pretty
pretty
close
to
what
we
budgeted
that
emergency
connectivity
fund.
I
If
you
recall
that
was
money,
we
received
from
Hardware
purchase
that
we
bought
all
these
Chromebooks,
we
ended
up
transferring
the
cost
of
those
into
the
general
fund.
Some
of
those
were
about
with
Easter
Monument.
We
there's
some
some
stuff
around,
so
they'd
be
purchased
some
general
fund
money,
so
we
could
get
reimbursements
on
the
federal
connect
for
the
federal
program
for
connectivity.
I
I
Side,
you
know
the
the
big
outliers
here
you're
going
to
see
is
the
teachers
assistance
to
change
to
paraprofessionals
Sandy's
watching
apologize
every
time
we
have
this
like
several
different
places
and
every
time
people
find
one
Sandy
I
just
said
so,
don't
get
that
one
changed.
My
face
should
probably
mentioned
the
last
time.
I
presented
this
also,
but
the
that
line
the
substitutes
and
those
certificated
teachers
are
all
kind
of
tied
together.
I
But
aside
from
that,
the
other
ones
are
fairly
in
line
with
the
way
projected
before
that
attrition
number
did
go
up.
There
was
a
we
ended
up
having
to
fund
a
Family
Partnership
had
a
substantial
increase
in
their
enrollment,
and
when
we
did
the
charter
school
adjustments,
we
needed
budget
authority
to
take.
Out
of
so,
we
ended
up
increasing
that
attrition
line
item
because
we
had
all
those
vacancies,
but
that
was
the
only
thing
was
forced
for
that
for
family
Partnerships,
Revenue
adjustment
based
on
their
releases
count.
I
Medical
benefits.
Those
typically
are,
are
still
running
well
under
budget
due
to
one.
The
number
of
vacancies
we've
had
District
wide
turnover
and
the
number
of
people
waiting
medical
insurance
which
up
district-wide,
is
around
900,
not
necessarily
all
the
general
fund,
but
that's
a
lot
of
people
to
waive
insurance
and
we
don't
spend
that
money,
the
prayers
and
tours
and
other
benefits
largely
track.
Our
the
what
we
see
in
salary
attrition
as
well.
I
I
Most
of
the
other
ones
are
tracking
pretty
well
in
line
with
what
we
had
discussed
last
time:
utilities
about
1.8
million
under
budget.
The
big
kind
of
outlier
on
this
is
that
unallocated
account.
You
see
about
a
negative
1.4
million
so
and
that's
really
intended
to
capture
the
amount
of
charter
school
money
that
is
by
and
large.
Most
of
this
is
sitting
in
charter
schools
as
kind
of
their
carry
forward
funding,
but
as
Charter
Schools
also
have
problems
Staffing
and
have
money
saved
at
the
end
of
the
year.
I
We're
just
anticipating
that
that
the
there's
going
to
be
an
increase
in
that
unallocated
account
so
just
to
make
sure
we
separate
that
money
out
and
reserve
it
elsewhere.
So
it's
not
looking
like
that.
It's
spendable
money,
I
guess
so
we
have
about
two
and
a
half
million
dollars
or
so
of
projected
unspent
charter
school
money.
That's
going
to
roll
into
our
unallocated
accounts.
I
The
Alaska
outlier
here
is
the
2.4
million
dollars
in
other
expenditures.
This
is
going
to
be
almost
all
of
the
almost
all
of
the
2.3
million
for
the
sros
that
we
didn't
have
to
spend
this
year.
I
I
We
may
pull
from
that
just
for
Budget
Authority
purposes
where
like.
If
we
need
to
go
out
and
fix
some
of
these
roofs
at
the
libraries,
we
may
have
some
emergency
things.
We
need
that
budget
authority.
Of
course
it's
over
200
down
so
we'll
go
through
the
board
approval
process,
but
you
might
see
some
things
coming
out
of
there,
just
by
virtue
of
that's
where
we
have
that
upper
limit
Authority
sitting
at
the
moment,
but
no,
we
plan
to
keep
it
above.
A
I
I
F
B
I
Go
so
we
originally
projected
about
28
million
after
we
took
out
the
16
million
in
one-time
funds
we're
up
to
about
about
30
million,
so
it
is
increasing
slowly
whenever
we
do
our
initial
projection,
when
we've
only
had
school
a
few
months,
we're
generally
fairly
conservative
on
our
what
we
expect
to
happen.
I
So
if
we
think
something
bad
can't
happen,
we
generally
throw
it
in
there
as
it
will
happen
and
then,
as
we
get
further
into
the
year,
no
more
then
we'll
kind
of
loosen
up
those
protection
a
little
a
little
bit
and
so
typically
you'll
see
our
fund
balances.
Projection
go
up
slightly
as
the
year
goes
on,
which
is
from
a
management
perspective
and
product.
I
I
So
that
is
the
projections.
If
there's
any
questions
on
that.
I
B
I
About
65
million
45
million
in
fund
balance
and
about
20
million
dollars
in
our
money,
Arc.
I
G
The
did
stay
quiet
so
obviously
that
money
would
be
there.
Can
we
have
a
question
say
it
three
percent.
That's
a
reasonable.
I
Guess
for
this
coming
year,
it's
hard
to
predict
with
for
fy25,
it's
pretty
hard
to
predict,
because
we
have
some
significant
contracts
to
be
settled
between
down
and
clearly
all
of
them,
assuming.
I
It
a
little
easier
we'd
be
looking
at
yeah.
If
you
look
at
you
know,
we
assumed
around
a
three
percent
escalation
also,
and
that
gets
you
to
around
85
million
dollars,
which
is
the
65
million,
plus
the
three
percent
inflation
on
the
remaining
16
or
600
million,
and
change
budget.
G
Suggested
if
we
can
paint
make
sure
starting
to
look
Beyond
just
coming
here,
I
think
page
13.
A
I
1200
position
yeah
right
yeah.
If
you
look
at
it,
you
know
what
services
we
might
have
to
reduce
between
now
and
then
you
know,
I,
we
can
kind
of
lay
out
what
that
could
look
like
you,
but
I,
don't
want
to
be
too
specific,
as
I
was
at
a
constantly
necessary,
at
least
amongst
their
employees.
I
That's
kind
of
a
the
thing
we,
the
Fine
Line
we
need
to
walk.
Is
we
don't
want
to
stress
out
our
folks
any
more
than
they
already
are,
with
kind
of
just
these
broad
assumptions.
E
Go
ahead,
thank
you,
I
think
Madam,
chair,
so
to
remember,
holloman's
point
and
I.
Think
kind
of
a
discussion
being
had
right
now.
I
appreciate-
and
you
know,
I
think
similar
comments
were
made
about
a
year
ago
and
two
years
ago,
the
need
to
balance
informing
the
public
and
not
in
keeping
you
know
as
much
worries
we
can
out
of
the
classroom.
I
think
the
scales
are
probably
tipping
towards
being
more
informative
right
now,
as
the
public
and
lawmakers,
especially
don't
seem
I.
E
E
The
testimony
we
at
our
meeting
last
night
was
heartbreaking
and
I
continually
was
going
over
how
much
worse
it
could
have
been
had
we
not
appropriated
that
65
million
dollars
and
frankly
there
are
some
legislators
that
have
taken
ASD
to
task
over
that
allocation
and
so
I
think
there's
there's
a
disconnect
there.
That
needs
to
be
filled
to
be
blunt,
I
think
we
need
to
hold
a
work
session
at
the
earliest
possible
opportunity
and
in
Broad
terms
at
least
discuss.
E
You
know
that
potential
85
million
dollar
deficit,
how
we
got
there
and,
broadly
speaking,
look
at
the
puzzle
pieces
that
we
would
have
available
to
us
to
to
bridge
that
gap
for
fy25
I.
Think
it's
information
folks
deserve
to
know,
and
we
we
should
be
transparent
about
that
before
the
legislative
session
wraps
up
I,
don't
want
to
be
discussing
that
in
the
fall
when
there
isn't
concrete
action
that
can
be
taken,
and
so
that's
my
ask.
I
would
hope
that
that's
not
controversial.
E
That
just
seems
to
be
good
and
transparent
policy.
Thank
you.
A
I
I
think
that's
a
great
plan
for
a
work
session
and
I
hope
that,
for
president
bellamic
and
work
with
the
administration
to
get
that
scheduled
sooner
rather
than
later,
I
did
want
to
thank
the
last
two
minutes
to
Pivot
to
our
our
last
piece
on
the
agenda,
which
is
key
legislation,
status,
review
and
I
see
a
very
nice
printout,
but
I'd
maybe
like
to
just
since
we're
talking
about
fy25.
There
was
an
article
in
the
ADM
about
a
revision
to
SB
52,
which
may
be
coming
out
today.
I
I
Is
it
added
I
believe
a
thousand
it
had
a
thousand
dollar
increase
the
first
year
it
had
an
increase
for
the
second
year
and
then
an
inflationary
component
afterwards,
so
that
was
very
positive
new
to
see
that
inflationary
adjustment
going
forward
that
would
make
creating
long-term
instructional
and
financial
planning
is
considerably
easier
if
we
know
that
we're
going
to
have
as
we
can
staff
our
schools
and
resource
our
facilities
the
same
as
what
we
are
doing
currently,
rather
than
you,
even
just
if
you
get
one
big
BSA
increase
one
in
the
year,
you
know
the
next
year
you're
going
back
into
this
kind
of
cut
mode
because
of
inflation,
so
really
positive
to
see
that
there's
a
inflationary
component
being
talked
about
to
attach
to
the
essay
okay.
A
I
A
I
mean
if
we're
looking
to
have
an
85
million
dollar
deficit,
and
this
is
maybe
a
347
million
dollar
cross
to
the
state.
For
that
year.
I
mean
this.
Can
we
take
a
third
of
it?
Not
quite
a
third
of
it.
I
Yeah
we
have
to
go
kind
of
model
that
out,
because
it's
also
going
to
be
based
on
a
lot
of
you
know
what
those
contracts
said
a
lot
and
what
our
actual
inflationary
rates
are.
Gonna
a
tie
two,
but
here's
the
language
that
they
have
so
it
would
be
a
thousand
dollar
increase
in
which
one
this
would
be
FY
44
and
then
another
looks
like
300
and
48
dollars
yeah
second
year,
and
then
inflation
adjusted
after
that.
I
Awesome
but
yeah
we
have
to
model
that
out
and
see
I
believe
probably
would
Shore
up
our
needs.
You
know
and
if
nothing
else,
you
could
at
least
have
that
to
plan
on
and
then
not
rely
so
much
on
using
your
one-time
funds
this
year
and
kind
of
stagger
those
in
so
as
you
kind
of
phase
in
any
changes
you
might
have.
Okay,.
A
Well,
I
something
I.
A
Explore
is
a
some
kind
of
a
memory,
and
a
lot
of
support.
I
know
that
we
just
sent
something
from
the
assembly
and
board
to
the
co-sponsors
of
Hospital,
65
and
I.
Think
it'd
be
great
to
send
a
similar
letter
of
support
to
the
Senate
education
committee,
either
from
the
finance
committee
itself
or
from
from
the
board
as
a
whole,
so
I
will
coordinate
with
President
Bellamy
and
vice
president
Jacobs
on
that
will
be
the
most
appropriate
thing,
because
I
would
like
to
signal
ASD,
strong
support
and
just
limit
our
needs.
A
A
Okay,
okay!
Well
with
that
I
think
we
finished
pretty
in
a
pretty
timely
fashion
and
we'll
need
to
adjourn
look
to
German
I'll.
Second,
all
right!
Thank
you
for
joining
us
online
and
and
thank
you
for
supporting
me
attack.