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From YouTube: ASD School Board Meeting 03/07/23
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A
C
A
D
On
behalf
of
the
Anchorage
School
Board
I
want
to
take
a
moment
to
recognize
and
offer
gratitude
for
the
sacred
ancestral
lands
of
the
denina
people.
We
acknowledge
and
appreciate
that
our
offices,
facilities
and
schools
are
on
these
sacred
indigenous
lands
and
we
honor
the
traditional
care
that
has
been
given
to
this
land
throughout
Generations.
We
are
grateful
for
the
opportunity
to
grow,
learn,
work
and
create
educational
communities
on
the
sacred
land.
We
extend
continued
respect
for
the
many
cultures,
creativity
and
resilience
of
its
indigenous
peoples,
Shannon.
A
A
Okay,
hearing
seeing
none
the
agenda
is
approved
as
presented
and
for
the
record
president
Bellamy
joined
us
at
6
10
pm.
My
understanding
is,
we
do
not
have
a
military
report
or
student
representative
report.
Is
that
correctness
Foster?
Okay,
thank
you,
then
we'll
move
forward
with
Google
monitoring
our
first
topic
of
discussion
is
the
2022-2023
goal.
Monitoring
math
reports.
I
will
read
our
introduction
conversation
to
start.
We
are
now
going
to
have
our
monitoring
conversation
on
the
report
that
was
given
to
us
at
our
last
meeting
tonight.
A
Our
primary
conversation
will
focus
on
our
Mass
proficiency
goal
and
interim
goal.
The
goal
is
beginning:
September
2020
the
percentage
of
students
in
grades
three
through
nine
proficient
in
mathematics
on
the
state
Summit
of
his
Testament
AKA
star
will
increase
from
40
to
55
percent
by
May,
2026
and
interim
goals,
2.1
and
2.2,
which
read
the
percentage
of
grades.
A
Three
through
nine
students
at
or
above
the
math
benchmark
on
interim
adaptive
assessments
will
increase
from
52
percent
in
Spring
22
to
60
in
Spring
of
23,
and
the
percentage
of
grade
339
students
on
track
to
be
efficient
in
mathematics
on
the
state.
Summative
assessment,
as
measured
in
the
interim
adaptive
assessments,
will
increase
from
28.2
and
fall
of
22
to
30
percent
in
Fall
of
23.
A
I
want
to
confirm
that
all
four
components
of
the
monitoring
report
are
present.
The
report
clearly
shows
what
is
being
monitored
and
that
its
focus
is
specific
goal
and
interim
goal
information.
The
report
shows
data
for
the
three
previous
reporting
periods,
the
current
period
and
the
target
reporting
periods.
The
report
shows
a
superintendent's
evaluation
of
performance
and
the
report
shows
supporting
documentation.
That
evidence
is
the
opinions,
above
with
all
components,
present
we're
ready
to
begin
our
conversation
on
monitoring
so
for
the
purpose
of
understanding
our
current
reality
for
our
students
as
compared
to
this
goal.
A
A
F
There
really
isn't
a
good
correlation
between
those
at
this
point
because
of
the
differences
in
all
the
different
factors
that
go
into
what
the
difference
is
in
a
sixth
grader
at
an
elementary
school
sixth
grader
to
middle
school,
as
well
as
what
schools
those
are
in
and
all
the
different
factors
of
the
different
types
of
breakdowns
of,
say,
EDS
and
ethnicities,
and
all
that
kind
of
stuff.
So
there
really
isn't
good
data
there
to
actually
say
okay.
D
You
have
inputs
that
it,
you
know,
are
outside
of
our
direct
sphere
of
influence
and
I'm
simply
wondering
if
the
differences
in
inputs
in
our
different
clusters
of
schools
can
help
explain
some
of
the
disparities
that
we're
seeing.
G
I'll
just
add
a
couple
of
pieces:
I'm,
not
sure
how
much
detail
I
can
go
into
I.
Think
one
really
important
factor
is
to
recognize
that
we've
not
rolled
out
sixth
grade
across
our
district.
So
it's
it's
not
strictly
an
Apples
to
Apples
sort
of
comparison,
so
I
think
that's
really
important.
G
Is
it
it's
Clark
baggage
and
Mirror
Lake
if
I
remember
correctly,
and
so
when
we're
looking
at
sixth
grade
across
our
district
in
the
elementary
it's
really
a
wide
swath,
if
you
will-
and
so
that's
just
one
definite
thing
that
we
want
to
take
into
account-
I
know
that
and
you're
a
question
that
you
wrote.
You
mentioned
EDS
as
one
factor
as
and
and
just
generally
speaking,
we
find
that
EDS
economically
disadvantaged.
When
we
see
that
characteristic,
it
does
have
a
large
impact
across
so
many
different
variables
and
different
metrics.
G
H
Yeah
this
is
Eric,
just
the
senior
director
for
elementary
education
and
I
I
I'd
agree
with
senior
director
Lopez
on
the
differences
in
different
programs.
I
mean,
if
you're
looking
at
the
schools
that
currently
have
sixth
grade
in
elementary
there's,
a
large
number
across
a
wide
range
of
of
social,
economic
backgrounds
and
and
schools.
H
I.
Think
if
you
go
conversely,
and
look
at
the
middle
school,
it's
this
much
smaller
distribution
of
schools
and
in
scope
there
there's
some
structural
difference
with
differences
between
the
divisions,
also
in
terms
of
political
services,
are
delivered,
but
the
population
groups
there's
some
differences.
There
too.
A
Thank
you,
member
lessons,
the
member
Holloman
any
questions
at
this
point
we'll
go
online,
president
Bellamy
any
questions
for
the
team.
I
I
I
So
and
and
so
when
we
look
at-
and
so
we
have
not
tested
this
spring,
or
at
least
we
don't
have
that
data
yet
so
our
Target
right
now
is
so
our
Target
for
22.23,
it
sure
is
really
like
60
correct.
I
And
I
guess
in
your
conversations
with
with
staff
and
assessment,
I
can't
really
see
who's
on
the
panel,
because
I
can
see
your
backs
right
now.
I
think
I
can
make
out
then
and
maybe
Chris,
oh
I,
okay,
I
think
I
got
you
guys
now.
What
what
do
we
attribute?
Because
you
know
when
we
back
in
2021,
we
were
at
the
42nd
40
42nd
percentile
I
mean
we
weren't
we
so
in
like
two
years
we
pumped
up
to
55.8.
G
I
think
one
of
the
key
factors,
especially
looking
back
at
the
2021,
is
we're
coming
out
of
a
pandemic,
and
so
that's
a
pretty
strong
variable
that
we
don't
have
a
lot
of
background
information
on,
but
simultaneously
Amanda
Barr
is
not
here
our
math
coordinator,
but
there
has
been
a
strong
push
to
really
implement
the
curriculum
with
Integrity,
and
so
I
would
like
to
contribute
that.
However,
of
course,
I
can't
speak
directly
to
that
variable,
but
I
do
believe.
The
pandemic
out
of
2021
probably
plays
a
factor.
I
G
Absolutely
our
kiddos
came
back
to
us
and
you
know,
being
back
in
school,
having
quality
instruction
on
a
consistent
basis.
Implementing
the
curriculum
with
integrity
at
the
classroom
level
does
make
a
difference.
I.
F
Also
would
add,
president
Bellamy,
that
in
2021
for
the
winter
testing
window,
there
was
about
8,
200
kids
tested
yeah.
That
was
when
we
were
online
and
this
winter
was
almost
20.
I
Years
almost
20,
000.,
yeah,
yeah,
okay,
all
right
and
and
I,
just
if
I
might
miss
the
chair,
just
a
comment
on
the
the
sixth
graders
in
elementary
school
and
sixth
graders
in
Middle,
School,
I
think
structurally
in
looking
at
the
model
of
each
of
those
it's
different.
So
maybe
we
should
really
I,
don't
know
that
we
can
compare
them,
but
we
certainly
could
separate
them
and
look
at
the
data
that
way.
I
I
think
we've
made
that
request
earlier
to
just
try
to
see
because
I
think
the
Dynamics
of
what's
happening
in
an
Elementary
classroom,
not
so
much
in
the
teaching
of
the
subject,
but
just
the
the
structure
of
the
day
going
to
six
different
classes
as
opposed
to
staying
in
one
classroom.
Where
you
have
you
know
you
can
you
can
be
a
lot
more
focused
and
structured
and
and
how
you
are
structuring
that
environment
I
think
all
those
things
go
into
making
it
a
difference.
So
I
agree.
J
I,
don't
curriculum.
We
had
a
five-year
professional
development
plan
and
the
math
team
has
done
a
really
great
job,
making
sure
that
that
has
continued
and
we
still
work
side
by
side
with
curriculum
Associates
on
I-Ready
math
continuously
reviewing
the
curriculum
and
how
to
support
they've
provided
professional
development
as
as
well
as
our
math
team
has
gone
into
classrooms,
to
do
side
by
side
coaching
and
demonstrate
lessons
for
teachers
to
increase
their
capacity.
K
Just
one
I,
remember
and
I
think
it
was
May
of
21
when
the
superintendent
did
a
presentational
math
and
we
were
talking
about
goals
and
why
the
goal
increased
for
math
was
so
low
relative
to
England
relative
to
really-
and
she
indicated
that
without
the
increase
in
Reading,
we
needed
that
to
increase
the
the
academic
school
is
in
math
and
so
I
guess
I
know
that's
an
issue
of
holding
of
kids
falling
back
if
they
get
heavily
math.
There's
heavy
reading
intensive.
That
was
an
issue
with
everyday
math.
K
L
H
So
just
remember
Hagins
to
the
president,
I
think
you
know
when
you
look
at
like
Slide
Five.
You
look
at
some
of
our
population
group
subgroups
that
have
more
challenges
with
with
math
and
you
look
through
their
our
population
of
students
who
are
English.
Language
Learners
generally
have
a
lot
larger
struggle
with,
with
our
math
proficiency,
our
students
in
our
special
education
populations
and
then
also
our
students
that
are
economically
disadvantaged
populations.
H
So,
if
I'm,
looking
across
population
groups
for
commonalities
and
the
students
that
struggle
I'd
be
looking
at
those
three
groups
and
saying
how
can
we
do
better
to
help
improve
that
for
all
students,
but
particularly
in
these
three
groups,
how
can
we
drill
in
and
be
more
specific
and
targeted
to
support
students
at
every
level
in
specific,
with
math?
That
I
think
that
going
back
to
the
reading,
those
populations
also
have
some
more
struggles
in
in
the
reading
program
too.
K
I
appreciate
that
that's
a
correlation,
it
is
just
to
understand,
but
that's
all
this
is
one
one
had
to
lag.
The
other
is
what
the
former
superintendent
said
that
we
had
to
get
the
reading
scores
up
before
we
could
do
the
math
and
I
guess.
Is
that
still
a
valid
issue
that
even
the
groups
are
lagging
and
reading?
They
won't
go
up
until
they
until
the
reading
scores
go
up
before
the
math
can
go
up.
I.
F
Would
say
that
you,
you
definitely
need
to
be
able
to
read
math
problems,
Mr
Higgins,
so
I,
don't
know
what
the
correlation
specifically
is,
but
I
would
I
would
say
that's
probably
a
fair
statement.
Thank
you.
Any.
D
I
guess
I'm,
hoping
that
you
can
help
me
better
understand
how
slides
four
and
seven
play
together
in
the
sandbox,
because
it
we
move
from
proficient
to
the
AK
star
prediction
mystery
chart.
So
could
you
guys
just.
F
G
I'm
gonna
try
not
to
get
too
far
into
the
weeds
so
with
any
assessment
and
vendors
such
as
nwea,
which
is
the
vendor
or
author
of
both
the
map
products
as
well
as
AK
star
from
the
state
of
Alaska.
What
vendors
do
is
they?
They
make
what's
called
a
Lincoln
study,
and
so
they
look
at
the
proficiency
levels
in
a
particular,
and
these
linking
studies
are
public
if
you
wanted
to
go
on
their
website.
G
But
these
linking
studies
look
at
the
proficiency
of
one
assessment
and
then
they
project
out
a
level
of
proficiency,
and
so
a
couple
of
things
to
keep
in
mind
is
when
we
look
at
map.
We
are
looking
at
a
tool
that
helps
us
identify
risk
in
students,
and
so
it's
not
necessarily
A
proficiency
level.
It's
really,
if
you
will
sort
of
in
a
dipstick
to
check
on
the
risk
level
that
says:
hey
pay
attention.
G
This
kiddo
could
potentially
have
some
risk
characteristics
and
that's
why
we
use
the
40th
percentile
when
determining
if
a
student
may
or
may
not
need
more
interventions,
and
so
of
course,
that's
only
one
data
point,
and
so
our
teams,
through
multi-tiered
systems
of
support,
mtssf
mtss,
look
at
other
data
points
to
help
determine
that,
and
so,
when
you
look
at
proficiency
levels,
they
are
based
on
a
set
of
standards
and
what
we
found
when
looking
at
the
proficiency
levels
on
AK
star
and
again,
keep
in
mind.
G
We've
only
had
a
AK
star
one
year,
and
so
this
is
something
that
the
state
and
nwea
is
going
to
have
to
hone
year
after
year
after
year,
because
they've
they've
literally
just
used
one
assessment
with
their
initial
test
items,
but
we
saw
in
their
linking
study.
That's
again
public
anywhere
from
the
55th
to
the
85th
percentile
was
required
on
map
in
order
to
become
proficient
again.
G
This
is,
you
know,
on
average,
if
you
will
potentially
have
to
be
projected
as
to
be
proficient
on
AK
star,
and
so
a
student,
for
example,
might
be
at
the
75th
percentile
on
map,
doing
fabulous
and
the
next
time
around
they
might
be
at
the
73rd
percent
online
map,
doing
fabulous
but
not
projected
to
be
proficient
based
on
that
one
linking
study,
and
so
it's
it's
something
that
has
to
be
dug
into
in
more
detail
and
and
again
I
don't
want
to
go
too
far
because
it
is
sort
of
in
the
weeds.
A
All
right
remember,
holloman's,
still
doing
okay
over
there.
Okay,
thank
you.
We'll
go
back
online.
President
Bellamy.
Do
you
have
another
question.
I
Well,
I'm
still
struggling
with
size,
seven,
but
I
can
I'll
come
in
and
talk
to
you
Chris
I,
don't
I
still.
That
was
one
of
my
questions,
but
I
also
saw
that
member
lessons
had
it
so
I
didn't
ask
it
a
second
time
and
and
yeah.
So
what
is
is
what
is
your
assessment
of
when
we
moved
to
the
Alaska
star?
We
did
see
a
difference
in
our
performance.
G
I
wish
I
had
a
magic
book,
so,
however,
you
know
again,
I
would
just
reiterate
that
that
was
the
first
year
they're
developing
their
test
items.
We
saw
a
significant
you
know:
10
15
20
drop
around
the
entire
State
yeah
every
single
School
District.
What
I
will
say
is
I
think
the
state
has
some
work
to
do
with
nwea
and
and
sort
of
a
lining
map
and
AK
star,
because,
for
example,
one
of
you
know,
one
of
the
questions
that
came
to
us
was
what
happened
in
ninth
grade.
G
Why
is
this
massive
drop
happening
well
on
the
map
and
in
the
winter
in
map,
in
order
to
be
considered
to
be
projected
at
proficient
on
AK
star,
you
had
to
score
at
the
85th
percentile
yeah.
So
that's
that's
a
pretty
that
I
don't
know
about
you,
but
that
gives
me
pause
yeah.
So
again,
I
just
want
to
reiterate.
They've
only
done
it
once
they're
developing
those
test
items,
it's
an
iterative
process,
they're
constantly
going
to
be
sort
of
honing
that,
but
it
is
NWA
in
both
assessments.
G
So
I
would
really
encourage
this
State
to
work
closely
within
the
nwea
to
kind
of
hone
that
process.
I
Yeah
I,
I
and
I
would
join
you
in
that
because
this
is
we
are
judged,
so
we
are
judged
based
on
these
scores
and
there's
not
always
a
an
understanding
of
what
the
score.
What
they
represent.
I
I
mean
that
that
just
that
change
in
that
test
in
in
the
state
test-
and
it's
not
like
we
can
opt
out
right
anyway-
I
I,
appreciate
it
and
I
I,
don't
know
I
hope
the
state
will
refine
the
tools
so
that
we
get
a
a
realistic,
a
more
realistic
reflection
of
what
our
kids
know
and
are
able
to
do
so.
Thank
you.
A
Documented
president
I've
been
through
the
line
twice
as
there
are
there.
Other
initial
questions
before
we
move
to
higher
questions.
Remember
lessons.
D
Yeah
I
had
a
question
about
algebra
one.
This
is
on
slide
10.,
it's
it's
sort
of
getting
to
the
loftier
kind
of
goals
and
intentions
and
I
I.
Don't
think
it's
a
bad
thing
to
say
that
all
students
will
have
access
and
opportunities
successfully
complete
Algebra
1.
But
since
it's
under
K-8,
can
you
just
tell
me
what
it's
doing
there
because
I
don't
know
that
most
of
or
like
are
we
tracking,
8th,
graders
completing
algebra
one.
F
I,
don't
believe
we
were
actually
tracking
8th,
graders
completing
algebra
one.
All
of
our
middle
schools
do
provide
algebra
one
as
an
option
you
can
go
with.
You
can
go
through
even
geometry,
or
some
schools
have
Algebra
2
and
middle
school.
So
as
far
as
that
being
in
the
K-8
goal
that
the
access
and
opportunity
is
the
piece
there
they
do
have
access,
they
do
have
opportunity,
especially
once
we
get
when
we
get
more
kids
into
once.
A
A
Okay,
all
right
we'll
go
through
one
more
time
making
sure
president
Bellamy
any
other
questions
before
we
move
on
to
how
questions
and
our
technical
report.
A
All
right,
looking
through
I,
don't
see
anyone
else.
So
then
we'll
transition
briefly
to
how
questions
or
see
if
we
have
how
questions
that
are
outstanding
before
we
move
on
to
our
technical
reports,
we'll
start
with
the
member
Higgins.
Anything
no
okay,
remember
Donnelly
anything!
Okay,
member
lessons,
anyhow,
questions
specifically.
D
Does
the
fy24
budget
we
recently
passed
provide
all
of
the
necessary
resources?
Asd
would
need
to
move
40
plus
schools
measuring
its
below
Target
to
near
Target
for
math
proficiency
during
the
2324
school
year,
and,
if
so,
how?
If
not,
what
additional
resources
would
we
need
to
move
the
needle.
F
So,
member
lessons,
I'll
I'll
tell
you
we
we
got
that
question
a
number
of
days
ago
and
none
of
us
added
anything
underneath
that
or
an
answer,
but
I'll
give
my
best
shot
every
single
day.
Our
teachers
are
doing
their
best
to
try
to
move
that,
needle
with
everyone
of
our
kids
and
both
reading
and
math.
M
F
Many
many
well
are
doing
amazing
work
in
those
classrooms
with
those
kids
and
as
far
as
do
we
have
enough
money.
We
just
because
our
budget
is
something
or
another.
We
aren't
going
to
change
what
we
do,
we're
still
going
to
teach
those
kids,
math
and,
and
our
teacher
experts
are
working
hard
or
curriculum
departments
working
hard
to
make
sure
that
we're
trying
to
make
those.
You
know
we.
F
We
have
the
same
budget
probably
for
next
year,
as
we
do
for
this
current
year,
and
you
saw
that
many
of
our
school
students
are
near
Target
right.
So
we're
I
believe
that
we
are
able
to
move
forward.
Of
course,
if
there's
extra
money
that
we
can
add
into
more
tier,
two
and
and
tier
three
services
that
we
would
definitely
do
so
and
I
think
that
that
would
help
more
kids
make
further
growth.
But
as
far
as
do
we
have
enough
money.
N
If
I
could
just
chime
in
member
lessons,
so
just
a
statistic
for
you:
ASCA
recently
did
a
study
as
to
Alaska
funding
I,
believe
we
fund
schools,
10
percent
below
the
national
average
amongst
their
peers
in
the
lower
48.
N
That's
astonishing
one
thing:
you'll
notice
in
our
staffing
models,
there's
a
PTR
difference
between
middle
schools
and
elementary
schools.
If
there
were
more
resources,
we
may
be
able
to
equalize
that
across
Elementary
and
secondary
and
then
third,
there
are
a
lot
of
evidence-based
practices
that
we
simply
can't
Implement
largely
due
to
funding,
also
Staffing,
but
largely
funding
such
as
small
group
tutoring
or
more
paraprofessionals
in
our
classroom.
So
there's
a
lot
that
we
could
do
if
there
are
more
resources.
D
I
appreciate
the
comments
and
I
guess:
I
do
have
a
follow-up
comment.
I
remember
when
we
adopted
this
particular
goal
for
a
55
proficiency
and
I
cried
and
I
didn't
think
I
required
upon
adopting
a
goal,
and
the
question
was
why
why
do
they
cry
and
and
I
asked
Dr
Bishop
at
the
time?
You
know
why
can't
that
be
a
higher
goal
and
she
said
because
we
don't
have
the
resources,
because
we're
focusing
our
resources
on
reading.
So
I
really
do
see
this
as
a
limited
resource.
D
She
would
say
the
pie
is
the
pi.
Is
the
pie
and
Dr
Brian
I
appreciate
your
your
comments
and
I
hope
that
there
are
people
listening
who
understand
that
if
there
are
additional
resources,
we
have
the
talent
we
can
move
the
needle,
but
we
don't
have
the
people.
A
Thank
you,
member
lessons,
member
Holloman,
any
Howell
questions
or
a
question.
You
can
work
out
into.
A
Okay,
I'm
thinking,
that's
no
we'll
go
online
to
president
Bellamy.
I
Sure
I
just
have
on
page
10
under
instructional
Focus
K-8
I
I
just
would
like
for
Diane
Dr
Beltran
to
talk
a
little
bit
about
the
support
the.
How
are
we
being
inclusive
with
our
practices?
I
You
know
we
just
talked
about
the
struggles
and
challenges
of
our
ethnic
students,
and
so
what
does
that
look
like
in
classrooms,
I
I,
know,
mtss
helps
a
lot
with
that.
But
what
does
what?
How
are
those
practices?
What
are
they
and
how
are
they
included
in
the
instruction
of
of
math.
M
J
So
we
continue
to
do
work
in
that
area.
We've
been
working
with
curriculum,
Associates
to
identify
interventions
that
can
be
used
in
the
price
in
the
elementary
level
and
progress
monitoring
tools
so
that
we
can
continue
to
monitor
growth.
We
have
and
they
are
working
with
us.
We
work
curriculum.
Associates
works
really
closely
with
us
to
support
all
our
needs,
and
all
we
have
to
do
is
say
this
is
where
we're
struggling.
How
can
you
help
us
in
terms
of
the
secondary
level?
J
Supports
with
kids,
who
have
IEPs
and
working
in
what
we
call
a
general
Ed
classroom,
and
so
just
always
keeping
that
in
our
mind
that
we're
educating
all
students,
not
just
at
the
tier
one
intervention.
We
want
to
make
sure
our
tier
one
support
are
strong.
But
we're
also
constantly
reviewing
and
looking
at
how
we
can
support
at
the
tier
two
and
tier
three
levels.
I
I'm
good,
thank
you
I,
appreciate
that,
though,
because
it
you
know
when
those
things
don't
just
happen,
but
it's
on
our
it's
it's
one
of
our
primary
instructional
focus
and
I
think
that
just
just
making
sure
that
we
voice
what
we
are
doing
and
what
that
looks
like
would
help
you
know
not
just
us
understand,
but
those
who
are
watching
and
listening
to
understand
that
it's
not
just
a
matter
of
just
everybody.
Getting
the
same
thing.
I
J
If
I
can
then
add
to
that
because
we
always
say
ncss
but
for
everybody,
that's
listening
to
wait
MTS.
This
is
our
multi-tiered
systems
of
support.
How
do
we
support
it
at
all
levels.
A
Okay,
you
move
back
through
member
lessons.
Do
you
have
another
how
question
member
Holloman
still
doing?
Okay,
all
right
and
looking
back
over
this
way,
not
seeing
any
other
questions?
I
mean
any
other
questions
online.
Before
we
move
to
our
technical
report.
A
Thank
you
team
for
the
presentation.
My
understanding
is
Mr
Gustafson
you're,
going
to
handle
the
technical
report.
N
I
just
wanted
to
say,
coincidentally
I'm
in
Nashville,
with
other
Anchorage
Community
leaders
with
member
Wilson
to
see
strong
examples
of
CCL
work.
So
we're
excited
to
share
this
technical
report
related
to
our
CCL
goal,
specifically
on
AP
course.
Completion
and
financial
literacy,
so
spend
will
cover
for
me
for
religious
school
purposes.
So.
F
We
will
first
look
at
the
AP
Corps
completion
rate.
It's
an
indicator.
The
first
page,
of
course,
is
the
goal,
and
I
am
I.
We
have
tbas
in
there
I
believe
that
in
June,
when
we
have
a
retreat,
we'll
be
working
on
that
goal
and
or
you
will
be
working
on
that
goal,
so
that
first
page
is
about
the
goal
slide.
Three
is
the
trend
data
around
the
completion
rate
of
Ip
course
AP
courses
and
then
the
completion
rate
of
AP
courses
by
grade
level
is
slide.
F
Four,
when
you
turn
over
to
slide
five,
that
is
an
ethnicity
and
student
interest.
Group
report
of
AP
courses
taken
and
you'll
you'll
see
the
results
from
that
and
then
moving
down
is
our
chart
on
moving
into
the
Strategic
plan
for
AP
course,
completion
rate
and
the
next
steps
that
we'll
we're
looking
at
and
then,
of
course,
when
you
turn
the
page
to
the
final
Pages,
we're
looking
at
the
action
steps
and
where
we're
heading
for
the
AP
course
completion
rate,
one
thing
I
I
would
mention
on
this.
F
O
F
At
least
one
particular
school
I'm
kind
of
close
to
that
most
kids
take
IB
courses
and
it
does
have
the
same
type
of
data
that
we
need
to
probably
include
in
that
moving
over
to
the
interim
goal
on
financial
literacy,
the
interim
goal.
If,
if
you
look
we
down
under
interim
goal,
we
still
have
tdas
on
there
and
that's
because
we
are
developing
and
we
are
piloting
the
financial
literacy
courses
right
now,
so
that
will
all
change
when
we
revisit
our
goals.
F
Turning
the
page
to
the
three,
our
Baseline
is
zero
percent
for
financial
literacy,
because
we
are
working
right
now
and
the
action
steps
are
actually
slides.
Four
and
five
of
what
we're
working
on
now
to
actually
Implement
financial
literacy,
entire
econ
courses
over
this
year
with
the
pilot
and
then
moving
forward
for
the
next
two
years,
and
then
there's
also
a
financial
literacy
timeline.
That
kind
of
goes
through
what's
happening
that
we're
working
on,
and
that
is
slide
six.
A
Okay,
we'll
jump
to
any
questions
on
the
technical
reports.
Knowing
that
we'll
be
reviewing
this
in
full
at
our
next
meeting
hearing
and
singing
I
did
have
a
brief
one.
I'm
planning
on
visiting
Eagle
River
High
School,
which
I
understand,
is
part
of
the
pilot
I've
spoken
with
a
couple
legislators
who
were
really
interested
in
the
work,
we're
doing
and
kind
of
leading
the
the
way
for
incorporating
financial
literacy
curriculum.
There's
some
interest
in
a
a
bill
which
will
make
that
a
graduation
requirement
in
Alaska
I
was
curious.
A
F
A
D
This
is
sort
of
formulating
I
appreciate
this
update
and
I'm
curious
about
whether
you
know
what
financial
literacy
opportunities
do.
Students
have
even
in
middle
school
I
know
that
part
of
this
on
Slide
Five
suggests
that
we're
going
to
partner
with
Junior
Achievement,
which
is
great
I,
just
wondering.
If
there
are
you
know,
courses
like
I
would
call
it
home
economics
does
that
incorporate
or
whatever
the
appropriate
name
is,
does
that
incorporate
financial
literacy
at
a
middle
school
at
a
younger
age
are.
F
They
young
are
there
opportunities,
there's
just
a
handful
of
family
consumer
science
programs
now
across
our
district.
But
you
know
when
they're
talking
about
menus
of
budgeting
and
that
kind
of
stuff
they
do
talk
about
costs
and
and
and
that
kind
of
thing
it
isn't
considered
a
financial
literacy.
A
Read
our
introduction,
then
we'll
get
started.
Welcome
to
the
school
board's
first
opportunity
of
the
evening
for
public
comment.
The
board
is
set
aside
a
one-hour
time
slot
at
the
beginning
of
our
meeting
for
public
comments.
Public
comments
in
excess
of
one
hour
will
be
heard
at
the
second
opportunity
for
public
comments
at
the
end
of
our
meeting
or
comments
may
always
be
submitted
in
writing
during
public
comments
board
members
will
not
answer
questions
or
engage
in
discussion
with
members
of
the
public.
This
is
the
Public's
time
to
speak
in
the
board's
time
to
listen.
A
The
school
board
welcomes
the
public
to
observe
or
contribute
to
our
meetings
through
their
comments,
however,
to
be
productive,
our
meetings
must
be
structured
in
civil
ASD,
conducts
public
meetings
under
Robert's
Rules
of
Order,
a
set
of
rules
for
orderly
meetings
that
have
been
used
since
the
late
1800s.
Those
rules
require
the
board
and
public
to
be
civil
and
respectful
of
each
other's
opinions
and
statements.
Here
are
a
few
of
the
requirements
under
Robert's
Rules.
Do
not
attack
a
member
or
speaker's
motives.
No
profanity
or
foul
language
refrain
from
disturbing
the
meeting.
A
No
cheering
Applause
outbursts
or
waving
of
signs
or
posters.
If
you
have
handouts
that
you
wish
to
share
with
the
board,
please
give
them
to
Amanda
Foster,
who
is
seated
to
my
left
as
the
president.
Sorry,
member
president,
as
the
chair
of
this
meeting,
it
is
my
duty
to
enforce
these
Rules
of
Civility
and
decorum
as
such
and
consistent
with
Robert's
Rules
of
Order
I
have
the
authority
to
speak
any
speaker
out
of
order
for
violation
of
these
rules
or
failure
to
conduct
themselves
in
the
Civil
manner.
P
My
time
in
ASD
has
not
been
that
different,
nor
has
it
had
much
similarity
to
analysis.
My
individual
experience
started
way
back
when
in
kindergarten,
I
was
always
the
last
person
to
finish
my
work
without
or
throughout
Elementary
School
I
was
consistently
told
that
I
wasn't
working
hard
enough
or
that
I
was
a
problem
which
takes
a
toll
on
a
little
child.
Finally,
in
fourth
grade,
my
teacher
noticed
this
and
didn't
blame
me
for
it.
Rather,
she
went
the
extra
mile
to
bring
her
concerns
to
my
parents.
Attention
soon
after
I
was
diagnosed
with
ADHD.
P
My
new
diagnosis
was
not
an
immediate
fix.
I
was
still
slow
as
slow
as
ever,
and
my
comprehension
skills
were
mediocre
at
best.
I
was
afraid
to
be
honest,
with
my
teachers,
due
to
my
fear
of
being
seen
as
stupid
for
needing
more
help.
I
was
lost
with
how
to
really
help
myself
I
also
struggled
with
attendance
during
seventh
grade.
P
I
missed
42
days,
I
rationalized
it
by
telling
myself
at
least
they
can't
hold
me
back
because
of
that,
every
student
succeeds
act,
attendance,
didn't
or
my
attendance
did
not
improve
much
in
eighth
or
ninth
grade
as
I
continued
to
struggle,
I
was
sent
to
the
counselor
for
self-harm
during
our
meeting
whether
or
not
I
was
using
a
rusty
blade
took
priority
over
the
active
self-harm
itself.
The
entire
conversation
took
less
than
five
minutes.
It
felt
rushed
like
I
was
just
another
student.
P
She
didn't
really
show
any
empathy
or
emotion
after
the
stress
of
ninth
grade
I
wanted
to
be
homeschooled
the
next
year
that
year,
I
basically
dropped
out.
I
had
no
motivation,
no
sense
of
responsibility
and
no
accountability.
My
mom
gave
me
the
ultimatum
to
go
to
save
I
was
really
against
it.
I
thought
it
was
just
a
school
for
kids
who
got
kicked
out
of
public
school
or
those
who
really
didn't
care
about
school.
P
To
begin
with,
as
I
started
going,
there
I
just
realized
just
how
diverse
yet
similar
everyone
was
and
that
there
was
no
social
hierarchy.
No
popular
kids
and
no
bad
kids.
I've
spent
too
many
years
being
too
afraid
to
communicate
my
needs,
believing
they
would
be
dismissed
it's
hard
to
stand
up
for
yourself.
That's
why
I'm
here
today,
being
at
save
was
a
big
turning
point.
For
me,
all
of
us
wanted
each
other
and
ourselves
to
succeed.
P
To
graduate
attending
safe,
has
had
a
huge
impact
on
my
Outlook
on
school
and
how
I
thought
I
just
wasn't
made
out
for
it
when
the
teachers
here
ask
how
you
are
they
actually
care
about
your
reply.
There
are
so
many
support
systems
and
ways
to
help
you
succeed,
rather
than
only
creating
a
fear
of
failure.
Everyone
has
their
own
work
pacing
system
instead
of
feeling
like
a
burden
or
scared.
I
am
able
to
have
a
direct
line
of
communication
to
all
my
teachers.
Without
fear
of
judgment.
P
Save
is
focused
on
how
much
you
can
do
not
how
much
you
can't
or
have
it
it's
an
incredible
flip
from
feeling
like
you're,
never
good
enough
or
not
trying
hard
enough
in
school.
All
the
teachers
have
created
a
caring
environment
that
I
fear
on
moving
next
year.
Fear
moving
on
next
year,
with
one
less
teacher
will
disrupt
the
incredible
ecosystem
that
is
safe.
Every
teacher
has
their
place
in
everyone's
school
life.
Here
these
teachers
truly
matter
to
all
of
us.
M
Q
R
Hello,
my
name
is
Ivy
Walker
I've
been
attending
save
for
the
past
six
months,
as
a
senior
save
has
become
a
second
home
to
me.
My
teachers
have
done
nothing
but
bring
Serenity
and
peace
to
my
school
days.
The
days
no
longer
feel
as
Dreadful
and
agonizing
compared
to
my
old
schools.
The
DJI
currently
have
they
all
take
my
education
and
success
more
seriously
than
any
other
Staffing
I've
encountered
throughout
my
high
school
experience.
R
R
Yet
it's
saved
I've
never
ran
into
this
problem,
but
with
the
loss
of
just
a
singular
teacher,
it
would
simply
destroy
the
structure
and
reasoning
of
our
program.
Our
student-to-teacher
ratio
would
go
up,
causing
our
class
size
to
increase
heavily
taking
out
of
our
one-to-one
time
with
our
teachers.
So
why
put
us
in
fear
when
we're
only
a
family
here
so
help
us
save
our
school.
O
Hello,
my
name
is
Jonah
Revere.
Thank
you
to
those
who
took
time
out
of
their
day
to
hear
me
speak
today.
My
mother
is
gracious,
I,
don't
know
my
father's
name
or
what
he
looks
like
I
represent
Ana
the
Baskin.
You
pick
Eskimo
Northern
Cheyenne,
Arapahoe
Mexican
and
the
Italians
because
of
my
parents,
I'm
a
senior
at
safe,
high
school
and
I've
attended
safe
high
school.
For
two
years
now,
I
chose
to
speak
about
the
let
off
of
Miss
Williams.
O
O
This
problem
caused
me
to
drop
out
of
school,
get
dropped
out
of
school
in
Search
and
in
search
of
a
way
back
into
school.
I
had
picked
up
a
job
at
a
local
Joanne's
Fabric
Store.
In
the
coming
weeks.
My
mother
suggested
that
I
just
not
get
my
high
school
diploma
and
instead
help
out
around
the
house
to
which
I
responded
in
a
very
Stern
and
passionate
tone,
a
voice,
as
I
had
started
to
cry.
Why
would
you
say
such
a
thing?
O
O
The
large-scale
school
chmawa
was
unable
to
see
how
much
effort
I
had
put
into
getting
back
into
school,
adding
adding
to
that,
while
employee
at
Joann's
Fabric
Store.
There
were
also
aspects
in
which
my
work
did
not
show
to
my
employer
Illuminating
that
I
know
how
it
feels
when
work
does
not
get
represented
to
anybody.
O
O
The
sense
of
equality
from
everyone
being
at
safe,
high
school
for
credit
recovery
contributes
to
the
sense
of
comfort
as
there's
no
competition
or
the
idea
that
one
student
is
better
than
another
teachers
organize
and
structure
our
education,
based
based
on
our
individualized
garden.
Graduation
needs
does
ASD
expect
students
to
pick
up
these
tasks.
S
Hello,
my
name
is
Josiah
Looper
I
came
from
I,
go
to
Safe
high
and
I
used
to
go
to
Service.
If
I'm,
if
I
had
to
compare
the
two
I
would
say
they
are
drastically
different
service.
I
didn't
feel
such
a
personal.
You
know,
in-person
connection
with
my
teachers
as
I.
S
Do
want
to
save,
as
save
I
feel
like
I
can
talk
to
my
teachers,
about
how
I'm
doing
with
my
grades
and
how
they
are,
and
at
service
I
felt
like
all
the
teachers
cared
about
was
if
I
turned
in
my
work
and
if
not
then
I
would
get
in
trouble
for
it.
And
one
thing
I
like
about
save
is
how
the
teachers
they're
very
real.
They
keep
it.
They
keep
it
real
and
I
like
that,
because
it
makes
me
feel
like
they
actually
care
and
I.
Just
I
have
a
good
time
to
say.
S
It
feels
like
a
second
home
to
me
as
service
I.
Just
didn't
I
didn't
I
didn't
feel
welcome.
There
I
felt,
like
I,
had
to
worry
about
what
I
had
to
wear
or
anything
like
that.
If
someone's
gonna
talk
about
me
or
if
someone
was
gonna,
you
know
try
to
do
something
to
me,
even
though
that
doesn't
matter
that
save
it
feels
like
everyone's
on
the
same
path.
S
They
just
want
to
graduate
and
cutting
or
science
teacher
that
we
have
now
would
hurt
the
students,
because
because
then
it
would
have
to
make
our
Apex
teacher
and
our
gym
teacher
he's
he's
the
same
teacher.
It
would
make
him
have
to
go,
teach
a
science
class
and
that
would
that
would
hurt
the
students,
because
Apex
is
a
good
way
for
most
students
to
get
credits
that
they
don't
have
and
that
they
need
to
graduate
I,
know.
S
A
Seeing
Andrew,
okay,
Brian
sampang.
U
U
I
chose
to
come
to
save
high
school
because
of
the
lack
of
Education
that
was
provided
to
me.
I
moved
to
Alaska
from
the
Philippines
in
2016
when
I
was
10
years,
old
I
had
less
time,
learning
and
understanding
the
work
that
was
given
to
me
and
was
getting
thrown
homework
after
homework.
Without
getting
a
lot
of
explanation
about
the
work
before
shooting.
Switching
to
save,
mostly
half
of
my
classes
were
online
on
campus,
which
had
the
lack
of
interaction
with
that
students
face
to
face.
Nevertheless,
less
explanation
was
given
to
us
by
teachers.
U
It
would
be
really
bad
for
our
school
to
lose.
Another
teacher,
as
teachers
would
have
less
time
to
get
to
know
and
help
students
and
have
less
time
understanding
how
their
students
learn
and
making
it
hard
for
us
to
get
help.
In
my
point
of
view,
teachers
that
save
have
helped
us
more
than
the
teachers
at
our
homeschool
I'm,
not
saying
our
homeschool
teachers
are
bad.
It's
just
that
some
of
us
come
from
other
countries
without
knowing
the
background
of
this
country
and
would
have
a
really
really
hard
time.
U
Learning
the
history
in
just
a
short
amount
of
time.
I
started
with
nine
credits
in
August
of
2022.
Now
that
we're
in
March
of
2023
I've
accumulated
about
seven
and
a
half
credits
in
just
short
amount
of
time.
After
switching
from
service
High
School
to
save
High,
School
I
feel
more
supported
to
go
to
save
because
of
how
they're
they
have
a
good
relationship
with
the
students
and
actually
help
us
to
understand
about
the
work
they
give
us.
U
A
V
V
I'd
predominantly
been
going
to
this
sent
me
into
a
downward
spiral
of
not
only
what
am
I
going
to
do
now,
if
I
will
not
be
able
to
graduate,
but
also
how
am
I
going
to
tell
my
parents
that
I
failed
after
my
interview
that
first
day
of
school
on
the
dry
snowy
Tuesday
gave
me
a
sign
of
relief.
I
finally
felt
wanted,
like
my
opinion,
mattered
at
a
school
I
was
no
longer
just
a
member
on
a
paper.
V
Safe
high
school
has
given
me
the
opportunity
to
regain
my
interest
in
learning
and
was
quite
literally
saved
my
education.
If
you
were
to
take
a
teaching
position
away
at
this
already
starting
to
grad
school
things
would
fall
apart.
Each
classroom
in
the
school
is
by
about
24
to
30
feet
within
each
classroom.
You
can
comfortably
see
15
to
20
students
at
Max.
This
doesn't
mean
you'll,
be
able
to
talk
to
your
teacher
during
that
class
period,
you're
relying
on
our
teachers
to
do
the
absolute
most
that
they
can
do
for
each
student.
V
The
most
incredible
thing
about
save,
in
my
opinion,
is
the
relationships
that
you
form
here.
This
is
one
way
you
can
deferest
from
other
schools.
Here
you
can
freely
talk
to
your
teachers
about
anything
you
can't
save
our
truly
a
family
surrounding
education
and
continue
to
support
each
other
towards
graduation
goals
and
emotions.
If
you're
as
a
board
were
to
take
away
a
position
from
safe
we'd,
be
forced
to
stack
even
more
students
in
each
of
these
classrooms,
taking
away
these
close
relationships
and
bonds
made
between
students
and
the
teachers.
V
W
Good
evening
hi,
my
name
is
iviana
behrano
I'm,
a
student
at
safe
high
school
and
someone
who's
vegan
impacted
by
this
new
decision
made
by
the
school
board
to
elicitate
I'm,
a
student
of
the
teacher
being
cut
I'm
fairly
new.
That
Mrs
Williams
has
already
made
a
difference.
In
my
life,
she's
made
a
difference
in
a
lot
of
people's
lives,
has
had
many
teachers
at
the
school
saves.
Modern,
saves
mottos,
we
care
and
they
do
it's.
What
makes
saves
so
different
from
other
schools.
Each
teacher
forms
a
special
bond
with
each
individual's
student.
W
We
don't
feel
like
just
numbers
on
a
paper
but
actual
human
beings.
These
special
bonds
make
us
feel
more
inclined
to
work
because,
after
becoming
so
close
to
these
teachers,
you
really
want
to
make
them
proud
because
they
really
want
to
seek
succeed
and
it
sucks
disappointing
someone
you
care
about
going
back
to
their
motto.
We
Care
I
want
to
highlight
another
big
thing
at
the
school,
which
is
the
receptiveness
to
the
mental
health
of
students
as
much
as
they
want
you
to
work
as
hard
as
you
can.
They
also
want
you
to
be
okay.
W
They
also
want
to
see
you
succeed
in
life,
not
just
in
school.
The
teachers
here
at
safe
care
about
you
as
a
whole,
and
they
want
to
see
you
bloom
and
students
got
really
used
to
this
kind
of
treatment
from
teachers
respond
well
to
it.
I've
seen
kids,
who
have
always
had
a
heart,
doing,
opening
up
crying
to
teachers,
I've
seen
teachers
who
notice
a
student
struggling
and
offer
their
private
office
for
them
to
rest
in
if
they
ever
need
to.
W
You'll
see
the
students
finding
comfort
in
certain
teachers
and
labeling
them
as
a
safe
person,
you'll
see
that
they
work
best
at
these
teachers
as
they
want
this
person
who
has
become
important
to
them
to
be
proud.
Mrs
Williams
is
that
person
to
a
lot
of
students,
she's
that
for
me,
she's
become
someone.
I
can
confide
in
and
find
comfort
in,
which
is
something
I
never
thought
I
would
have
in
high
school.
So
you
can
imagine
my
shock
and
the
Heartbreak
I
felt
when
I
found
out.
A
X
Hello,
my
name
is
Wyatt
Gage
I've
been
enrolled
in
the
Anchorage
School
District,
since
kindergarten
at
Gladys,
Wood,
Elementary
I
was
placed
in
a
gifted
program
and
was
in
classes
with
kids
a
grade
higher.
That
school
came
easy
to
me.
However,
this
didn't
last
long
at
Mears,
Middle
School.
My
grades
started
to
slip
not
because
I
didn't
know
the
material,
but
due
to
a
lack
of
interest
and
motivation,
the
majority
of
my
teachers
never
made
learning
fun
and
it
seemed
as
if
they
didn't
even
care.
I
just
felt
like
a
number
in
the
system.
X
One
zero
one,
six
one,
five
zero.
This
only
got
worse
as
time
went
on
at
diamond
high
school
I.
Remember
most
days,
feeling
like
a
mandatory
waste
of
time,
rather
than
an
opportunity
to
learn.
It
felt
so
standardized
and
systematic.
My
teachers
didn't
care
that
I
wasn't
turning
in
work.
One
zero
one,
six
one:
five
zero
was
just
one
of
those
kids.
After
my
freshman
sophomore
and
half
of
my
junior
year
at
Diamond,
I
should
have
had
around
15
credits.
X
I
had
a
I
heard
about
save
from
a
friend
I
applied,
got
an
interview
and
I
was
accepted,
save
as
a
vocational
school
that
school
that
focuses
on
credit
recovery
for
students
who
are
behind,
since
starting
at
save
last
February
I've
earned
12
credits
saved
for
me
from
one
of
those
kids
into
a
straight
A
student
averaging
a
credit
every
1.3
months,
I'm
in
school,
that's
468,
the
amount
I
was
doing
at
Diamond,
needless
to
say,
save
as
an
amazing,
school
and
I.
Think
more
schools
should
be
like
it.
Q
X
Is
already
severely
understaffed,
we
only
have
one
science,
one
social
studies
and
one
math
teacher
working
double
time
to
keep
kids
on
track.
The
work
that
students
do.
It
saves
individualized
based
on
their
interests
and
strengths,
meaning
that
teachers
both
produce
and
grade
different
work
for
each
and
every
student.
That
means
teachers
at
safe
have
a
lot
of
work
to
do
as
it
is,
but
they
do
even
more
work
since
there
are
less
of
them,
but
the
same
amount
of
students.
We
can't
afford
to
lose
any
more
staff,
especially
Miss
Williams,
the
school's.
X
Only
science
teacher
and
my
sponsor
teacher
without
her
I,
wouldn't
be
nearly
as
close
to
graduating,
as
I
am
she's,
been
pushing
me
towards
my
graduation
goal
from
the
start
and
allowed
me
to
study
and
report
on
science
related
projects
that
I'm
actually
interested
in
and
care
about.
She
even
went
out
of
her
way
to
buy
me
apple
juice
and
keep
it
in
her
room
in
case
my
blood
sugar
goes
low
as
I'm
a
type
1
diabetic.
X
This
woman
is
exactly
the
kind
of
person
you
want
in
a
classroom
and
her
passion
for
teaching
and
the
kids
themselves
is
best
put
to
use
that
save
save
is
important
to
the
school
district
as
an
opportunity
for
kids
who
have
fallen
behind
continuing
to
cut
teachers
is
going
to
make
it
impossible
to
do
what
they
do.
I'm,
not
sure
where
Miss
Williams
would
go
and
what
problems
that
might
fix.
X
M
A
Yes
loud
and
clear,
your
three
minutes.
Y
Story
Elementary
I've
been
going
to
Denali
since
kindergarten
I
love
cannoli,
how
it
is
right
now
two
things
I
like
about
finale
are
as
follows:
I
liked
my
classes,
I,
like
quiet
yesterday,
I
performed
for
the
school.
The
teacher
Miss
Jill
is
great
great
because
he
wears
the
helpful
things
like
fractions,
originally
can
say
the
same
size
and
for
other
kids
to
be
able
to
go
to
my
awesome
school
because
I
want
other
kids
to
have
the
same
great
experience
as
me.
Y
Z
Z
Well,
I,
don't
know
how
many
credits
I
entered
stay
with
I
do
know
now
that
I've
gained
enough
to
where
I'm
going
to
be
graduating
early
without
save
I
would
not
be
the
person
who
I
am
today
saves
the
motto
is
that
we
care
and
we
always
keep
it
classy
and
I-
think
everyone
is
safe,
Embraces
that
in
their
own
different
ways,
I
love,
save
I
am
just
one
of
the
countless
success
stories
from
State
High
School.
This
school
has
made
so
many
others,
like
myself,
feel
so
accomplished,
cared
and
encouraged.
Z
When
I
was
at
my
former
School
Diamond
I
felt
that
I
felt,
like
my
voice,
was
hidden
and
because
of
that
I
was
shy
and
afraid
to
speak
out.
Now
it's
safe,
I,
say
the
announcements
every
day
and
part
of
the
prom
committee
and
I
feel
like
voice
matters
more
than
ever.
It
is
because
of
save
that
I'm
here
today
speaking,
one
of
the
things
I've
noticed
more
this
year
is
that
the
classes
have
gotten
larger
and
larger
every
month.
Z
Z
The
staff
here
put
so
much
effort
into
making
sure
every
student
succeeds
and
that
their
true
potential
is
shown
and
with
the
student
staff
ratio,
increasing
I'm
concerned
that
the
peers
will
not
get
as
much
quality
as
as
with
the
with
the
staff
as
I
have
I
strongly
urge
you
to
reconsider,
taking
away
one
of
our
devoted
teachers,
we
need
it
too
much.
Thank
you.
AA
AA
In
addition
to
providing
individualized
curriculum
to
every
single
student,
we
are
also
part-time
nurses,
counselors
social
workers
and
stand-in
parents
to
the
young
adults
that
attend
save
the
students
who
come
to
save
from
comprehensive
high
schools
and
other
programs
all
have
one
thing
in
common.
They
are
drastically
behind
in
their
High
School
Credit.
AA
In
addition
to
this
academic
deficit,
they
arrive
at
our
doors,
traumatized
anxious
lacking
in
confidence,
distrustful
in
adults
and
often
battling
mental
health
issues
or
recovering
from
family
tragedies,
because
students
are
coming
in
with
such
a
variety
of
barriers
to
learning
teachers.
Take
the
time
to
individualize
instruction
for
every
single
student,
for
example,
as
a
math
teacher,
I
teach
all
levels
of
math
from
basic
basic
math
skills,
all
the
way
up
to
Algebra
2,
and
this
is
completely
determined
by
student
need
as
an
alternative
program.
AA
It
is
our
sacred
job
and
privilege
to
teach
our
students
and
their
families
to
trust
in
education
and
learning.
Again.
Not
all
of
these
students
end
up
graduating
I'll,
be
honest.
They
don't,
but
every
single
one
of
our
students
leave
safe,
knowing
that
there
are
adults
here
who
care
deeply
about
them.
AA
I've
been
at
saved
for
20
years.
We
have
lost
five
ftes
in
five
years.
That
is
five
less
adults
who
are
able
to
do
the
crucial
job
of
getting
kids
to
care
about
bettering
themselves
and
becoming
productive
members
of
our
community.
We
are
set
to
lose
one
more
FTE
this
year,
as
you've
heard,
it
is
becoming
increasingly
obvious
that
the
students
we
serve
are
not
being
prioritized
in
this
District.
As
a
teacher
on
a
shrinking
staff,
it
is
becoming
harder
to
deliver
the
individualized
curriculum
and
personalized
care
that
these
students
deserve.
AA
Please
reconsider
the
value
that
save
High
provides
to
the
community
in
the
district
I
invite
you
all
to
visit,
walk
into
our
classrooms
and
witness
the
learning
and
growth
that's
happening
on
the
daily.
Come
to
our
graduation,
it's
4
P.M
on
May
15th
at
the
Performing
Arts
Center
talk
to
our
students.
Please
come
visit
and
better
yet
speak
to
our
students
before
making
another
cut
to
our
program.
Thank
you.
Q
AB
AB
and
that
it's
she
has
to
make
a
building
level
decision
about
it,
but
she
wasn't
told
anything
except
for
this
is
what
you
have
to
do.
I
didn't
I
haven't
seen
any
school
board
members
I
respect.
All
of
you.
I've
read
your
bios
I've
looked
at
your
histories,
Mr
Higgins
I
know
your
children
attended,
Denali,
Montessori,
I
know.
Yes,
three
children
and
I
know
that
you
have
done
a
lot
of
intricate
work.
AB
There
I
know
that
you
understand
how
detrimental
that
would
be
to
a
Montessori
School,
because
our
grade
levels
are
very
interconnected
right
or
my
daughters
are
in
a
first
second
and
third
grade
classroom.
Part
of
the
reason
why
I
lotteried
for
Denali
Montessori
was
because
I
was
excited
to
get
to
build
relationships
with
their
teachers
and
have
my
daughters
not
have
to
go
through.
So
many
transitions
you
know
each
year
and
that
kind
of
thing
and
and
to
get
to
be
the
teachers
Montessori
method
is
the
whole
thing.
AB
I
could
talk
for
a
lot
longer
than
three
minutes,
so
I'm
begging
you
to
come
in
and
visit
with
us
and
then
talk
to
the
other
school
board.
Members-
and
you
know.
AB
AB
My
daughter's
malga
look,
who
that
is,
you
pick
for
Grandma,
came
into
their
school
a
couple
weeks
ago
when
she
came
to
visit
and
I
said
what
did
you
think
like
when
you
came
in
and
she
said
it's
so
welcoming
and
everybody
was
so
happy
and
that
students
were
so
excited
to
learn.
We
used
every
square
inch
of
that
building.
Right.
Students
are
on
the
floors,
learning
they're
in
the
hallways,
like
it
is
a
lively,
Active,
Learning,
Community
and
everybody's
working
hard,
and
we
care
about
each
other.
AB
AB
M
AD
Thank
you,
I'm
shorter
they're,
our
last
speaker,
school
board.
Members.
Thank
you
for
being
here
tonight.
Thank
you
for
your
service
and
thank
you
for
hearing
from
us.
I
am
also
here
to
testify
about
Denali
Montessori
I'm,
the
parent
of
a
kindergartner.
So
I
am
just
a
few
months
into
my
ASD
experience
and
we
love
the
school.
We
are
thrilled
and
we
were
crushed
last
week
to
learn
that
our
school
is
losing
a
teacher.
AD
So
I
understand
that
you
have
a
butter
crunch
and
that
you
raised
your
people
teacher
ratio,
because
you
don't
have
more
funding
from
the
state
and
that
led
to
a
lot
of
hard
decisions,
but
keeping
Denali
police
staff
shouldn't
be
a
hard
decision.
I'll
explain
why.
AD
First,
it's
a
school
that
uniquely
meets
your
goals
as
a
board.
It
has
over
60
percent
of
its
students
qualifying
for
for
your
reduced
meals.
Its
diversity
mirrors
that
of
the
district
as
a
whole,
and
it
is
actually
accessible
to
people.
It
has
multiple
before
and
after
care
options,
so
that
are
need-based
so
that
parents
can
actually
work
a
full
work
day.
AD
Second,
Denali
is
an
alternative
school,
and
that
means
that
you
have
to
let
it
be
itself.
It's
a
Montessori
school.
If
you
just
heard
testimony
about
the
unique
way
that
we
that
we
use
our
building,
that
we
use
our
staff
that
we
use
our
teachers,
the
age
banding
of
our
grades.
That
makes
it
really
hard
to
just
Shuffle
kids
around
and
to
adjust
class
sizes.
AD
Our
teachers
also
go
through
the
equivalent
of
a
master's
degree
in
Montessori
certification,
the
PTSA
funds
that
or
subsidizes
it.
The
PTSA
also
pays
for
Unique
specialized
Montessori
materials
in
our
classroom,
so
cutting
shrinking
us
cutting
a
teacher
from
us
shrinking
our
school
is
a
bad
deal
for
you.
You
are
losing
a
community
that
helps
to
pay
for
itself
that
helps
make
itself
unique
and
third,
my
main
focus
here
with
my
remaining
minute
is
that
I've
been
doing
my
homework
on
this
cut.
AD
I've
spent
a
lot
of
time
making
Elementary
Ed
talk
to
me,
having
your
CFO
very
kindly,
take
a
long
phone
call
where
I
asked
a
lot
of
questions
and
politely
argued
with
him
and
I
learned
that
the
productive
projections
that
were
used
to
make
our
staffing
cut.
They
projected
enrollment,
based
on
demographic
information,
from
a
one-size-fits-all
model
that
doesn't
take
into
account
any
of
our
unique
factors.
AD
Typically,
the
Staffing.
The
project
enrollment,
is
based
on
the
assumption
that
if
we
gain
a
student,
somebody
else
loses
a
student.
That's
not
true.
At
Denali
we
pull
students
in
from
outside
the
ASD
system,
you're
going
to
be
receiving
written
testimony
from
a
parent
who
brought
eight
or
eight
children
back
into
ASD
this
year.
For
the
Denali
program,
we
pull
students
from
non-asd
Montessori
programs
as
well,
so
we
have
the
ability
to
grow
the
district.
AD
M
AE
Thank
you,
members
of
the
board
for
all
your
hard
work
and
for
taking
testimony.
My
name
is
Paula
Davis
I'm,
a
Community
member
I'm,
a
retired
Montessori
certified
kindergarten
teacher
at
Denali,
Montessori
I'm
on
this
Montessori
School,
how
it
would
impact
Denali
Montessori,
which
uniquely
groups
first
and
third
through
third
and
fourth
through
six
students
with
a
separate
kindergarten.
AE
The
loss
of
a
teacher
and
also
sixth
grade
may
have
a
devastating
impact
on
the
program
itself
and
that
here's
some
reasons
why-
and
it's
been
mentioned
before
in
addition
to
State
teaching
certification
Montessori
teachers
need
to
on
their
own,
get
additional
Montessori
certification
for
specific
age
groups
for
examples.
I
I
have
a
master's
degree
in
teaching,
but
I
had
to
get
a
pre-primary
certification.
Actually
I
got
that
one
first,
but
I
was
trained
for
the
preschool
kindergarten.
AE
Denali
Montessori
School
tries
to
raise
the
money
to
train
the
teachers
for
specific
levels,
but
it
takes
time
and
there's
also
a
three-year
cycle.
AE
Montessori
teachers
have
a
three-year
curriculum
that
they
teach
so
they
stay
with
the
same
students
for
three
years
and
really
get
to
individually
know
that
child
as
and
teach
on
an
individual
letter
level
as
that
child
progresses
and
it's
three
years
before
it's
repeated
again,
if
you
start
moving
teachers
and
students
around
or
trying
to
put
through
third
or
fourth
grade
or
kindergarten
to
First
together
the
students,
the
flow
of
learning
is
impacted
and
gaps
occur.
AE
Sequential
learning
is
really
important
in
Montessori,
so
lessons
are
specific
to
Montessori
materials
which
I
brought
one
of
today.
This
is
a
trinomial
Cube,
those
of
you
taking
algebra
and
save
probably
no
the
equation
that
goes
with
it
in
kindergarten.
We
introduced
this
as
a
puzzle.
It's
27
pieces
and
I'd
challenge
any
of
you
to
put
it
together
without
a
lesson
and
but
in
the
upper
grades
and
some
of
our
upper
grade,
teachers
could
enter
talk
to
this.
It's
a
Hands-On
algebra
lessons
and
here's
the
equation
that
goes
with
it.
AE
I,
don't
know
it
very
well,
because
I've
just
learned
it
once
and
I
haven't
gone
back
to
it
in
a
while,
but
when
the
sixth
grader
gets
to
it,
they
have
a
really
strong
advantage
and
understanding
and
retaining
the
algebraic
formula,
because
they've
had
that
before.
So,
in
summary,
because
of
the
need
properties
of
Montessori
education,
I
feel
a
teacher
reduction.
AE
AF
Ready
thank
you
good
evening.
I
would
like
to
express
my
gratitude
for
following
me
and
for
allowing
me
to
testify,
on
behalf
of
the
students
at
safe
High
School.
My
name
is
minu
minai
I'm,
a
retired
teacher
of
33
years
from
English
school
district,
currently
serving
as
the
president
of
bridge
Builders
of
Anchorage
and
a
member
of
me.
AF
AF
AF
Saves
program
strives
to
meet
the
board's
goal
by
developing
individual
learning
plans
for
each
student
to
ensure
academic
success.
Seventy
percent
of
saves
population
qualifies
for
free
lunch
or
reduced
lunch.
Ac
is
data.
Dashboard
shows
that
a
176
students
enrolled
127
or
for
are
from
economically
disadvantaged
homes
on
average
over
300
students
enrolled
at
save
throughout
the
school
year.
AF
You
must
consider
that
your
budget
reduction
to
save
High
School
eliminates
staff
and
directly
directly
impacts
these
students,
which
is
clearly
counters
to
your
mission
and
goal
statements.
Lastly,
in
conclusion,
I
would
like
to
ask
each
one
of
you
how
many
of
you
have
stepped
into
safe,
High
School.
Have
you
guys
seen
what
is
going
on
at
that
school?
I
really
encourage
you
guys
before
you
run
for
another
re-election,
you
would
step
into
the
school
and
see
the
wonderful
programs
that
is
running
at
that
school.
There
are
wonderful
people
working
hard,
so
eliminate.
AG
At
the
same
time,
I
urge
you
to
postpone
cutting
a
teacher
from
Denali
Montessori
I
would
argue
that
teachers
are
never
interchangeable,
but
there
are
several
aspects
of
Denali
montessori's
unique,
alternative
program
that
make
this
especially
true.
For
us,
the
Montessori
model
involves
multi-age
classrooms,
where
students
send
first
through
third
grade
and
fourth,
through
sixth
grade
continue
with
a
single
teacher
for
three
years.
This
model
allows
students
to
develop
both
academic
skills
and
Leadership
qualities
as
they
gain
experience
in
their
classroom
and
cutting
a
teacher
before
Denali
is
able
to
meet
the
target
student.
AG
Secondly,
even
though
over
60
percent
of
our
Denali
population
qualifies
for
free
or
reduced
lunch,
our
families
and
community
and
business
partners
have
been
very
successful
at
supporting
our
Montessori
curriculum,
which
is
expensive
through
fundraising.
Our
PTSA
is
committed
to
reimbursing
each
of
our
new
teachers
and
we
have
seven
this
year
up
to
three
thousand
dollars
for
their
Montessori
certification.
In
addition,
in
recent
recent
years
we've
allocated
over
four
thousand
dollars
on
top
of
that,
for
our
teachers
continuing
education.
AG
If
we
lose
a
teacher,
we
lose
not
only
that
valuable
relationship,
but
also
the
money
that
we've
spent
on
there.
You
know
subsidizing
their
education
and
finally,
one
of
this
District's
strengths
is
its
commitment
to
offer
choices
in
education
to
families.
Denali
Montessori
is
a
thriving
School
of
Choice
not
only
to
our
Lottery
students,
but
also
to
our
neighborhood
students.
We
offer
the
child-centered
research
driven
Montessori
curriculum,
which
has
enjoyed
success
in
educating
for
children
for
over
100
years.
AG
Our
student
population
mirrors
the
ASD
population
and
economic
and
ethnic
diversity,
and
we
serve
over
60
percent
non-white
students.
The
three-year
age
bands
respond
to
students
developmental
needs
and
the
established
student-teacher
relationship
that
Fosters
a
powerful
underpinning
for
social,
emotional
learning.
So,
as
you
consider,
the
district
staffing
needs
this
year.
I
urge
you
to
remember
that
schools
like
Denali
are
a
valuable
asset
to
the
district
and
its
mission
to
educate
all
of
our
students.
AG
C
AH
AH
A
local
school
board,
shell
in
consultation
with
parents,
teachers
and
school
administrators,
adopt
policies
to
promote
the
involvement
of
parents
in
the
school
district's
education
program
because
of
time
constraints.
I'm
going
to
summarize
some
of
those
points.
Parents,
one
parents,
can
object
to
and
withdraw
a
child
from
a
class
activity
or
program.
Two,
a
parent
must
be
notified
at
least
two
weeks
before
any
class
activity
or
program
involving
human
reproduction
or
sexual
matters.
AH
Three,
a
parent
must
be
provided
with
the
opportunity
to
review
the
content
of
an
activity,
class
performance,
standard
or
program,
because
this
is
abbreviated.
The
full
statute
should
be
read
by
all
question:
are
the
teachers
who
plan
to
use
George,
Melissa
or
similar,
providing
parents
the
opportunity
to
review
the
content,
performance
standards
and
program
I
maintain
that
a
well-written
book
with
a
good
curricular
reason
to
be
studied
with
solid
materials
and
content
would
be
a
joy
to
share
with
parents.
AH
However,
a
book
that
sexualizes
students
starting
at
age
10
would
not
be
a
joy
to
many
parents,
a
book
whose
Central
character
lies
to
his
mom
lies
to
his
teacher,
subverts
a
long-standing
school
tradition,
because
he
is
selfish
and
not
admirable,
might
be
a
Grade
School
principles
nightmare
when
challenged
by
a
concerned
parent.
The
challenged
book
committee
reports
that
there
are
only
a
few
mentions
of
child
hormone
therapy
and
gender
reassignment
surgery,
but
that's
the
direction
of
the
book.
AH
They
dismissed
the
reference
to
a
scissor
gesture
to
the
groin,
because
it's
not
by
the
main
character
they
maintain.
However,
such
an
action
is
consistent
with
a
young
person
grappling
with
a
complex
topic
and
a
realistic
portrayal
of
sibling.
Dynamics
really
shouldn't
the
serious
matters
that
this
book
portends
to
be
private
and
addressed
by
a
professional
I'm
wondering
if
schools
need
to
identify
the
language
spoken
at
home
and
ask
that
teachers
get
translations
for
the
parents
in
accordance
with
the
law.
Kids,
we
all
know,
are
impulsive
and
very
open
to
suggestion.
AI
It's
our
it's
not
our
job,
to
judge
it's
our
job
to
care
for
and
educate
over
the
past
few
years,
the
district
has
committed
quite
a
bit
of
resources
towards
curriculum,
capturing
kids
Hearts,
but
the
reality
is
is
that
teachers
don't
need
a
manual
of
activities
to
learn
how
to
capture
a
kid's
heart.
They
need
time
and
opportunity
at
save.
We
do
this
by
working
to
build
genuine
relationships
with
our
students.
AI
You've
heard
our
motto
several
times
tonight
and
we
take
pride
in
it
because
of
safe
High
School
We
Care
in
the
last
five
years,
save
has
lost
five
full-time
teaching
positions,
one
counselor
position
and
half
of
a
school
nurse
I
understand
their
budgets
to
balance
but
I
believe
there's
a
flaw
in
how
funding
is
determined
for
alternative
schools.
Our
funding
cannot
be
determined
based
on
a
single
day's
enrollment.
It's
important
to
remember
that
students
are
always
joining
and
exiting
our
school
throughout
the
year.
We
support
an
average
of
300
students.
AI
However,
that's
not
what's
on
our
count
date.
Often
the
big
schools
refer
quite
a
few
students
after
that
count
date.
We
invest
a
lot
of
time
into
each
student
that
walks
through
the
door
whether
they're
there
for
a
season
or
until
graduation.
Just
like
Miss
always
said
earlier,
every
teacher
at
save
teaches
every
class
within
their
content
area.
Each
student
comes
with
different
holes
to
fill
in
their
transcript
and
we
individualize
their
coursework
to
meet
their
credit
needs
along
with
their
learning
needs,
with
only
one
counselor
who
is
also
the
job
coordinator.
AI
Teachers
at
say,
leave
have
to
deal
with
a
lot
of
graduation
planning
and
other
credit
advisory
tasks.
Believe
me
I'm
not
complaining
about
my
job
as
a
teacher
at
safe
high
school
I
love
it
I
love,
helping
students
reach
their
potential
in
the
classroom.
I
love
helping
students
reach
their
goal
of
graduation
and
I
love,
helping
students
plan
for
their
future
every
year
that
a
teacher
is
cut.
It
becomes
more
and
more
difficult
to
do
that
to
really
serve
our
student
body
in
a
way
they
need.
AI
We
actually
need
an
additional
social
studies
teacher
as
well
as
a
job
coordinator,
but
instead
we're
facing
a
cup.
Once
again,
please
reconsider
this
cut.
Please
reevaluate
the
funding
allocation
for
alternative
schools
in
a
way
that
prioritizes
what
impacts
students
most
teachers
in
the
classroom
and
don't
forget
at
save
High
School,
We
Care.
V
AJ
Now
he
rubbed
me
in
I'm,
really
loving
my
time
there
so
far,
I
understand
the
financial
pressure
that
the
district
is
facing
and
that
the
budget
cuts
are
out
of
school
board
hands
right
now,
I
was
able
to
listen
to
testimonies
at
the
legislative
town
hall
on
Sunday
and
speak
with
my
representative
about
raising
or
about
what
is
needed
to
raise
base
student
allocation,
which
she
happily
provided
me
details,
thank
you,
LV
gray,
Jackson
and
regarding
the
recent
School
Board
decision
to
allow
us
to
keep
a
kindergarten
teacher.
AJ
Thank
you
thank
you
for
listening
to
our
community
and
allowing
us
to
meet
that
need.
AJ
However,
we
know
that
we
sought
to
face
the
teacher
cut
and
that
if
the
people
teacher
ratio
is
shown
to
be
high
enough,
we
can
either
regain
that
teacher
or
hire
another
one
in
terms
of
time
and
planning
within
our
unique
program.
As
you've
heard,
we
believe
having
a
teacher
in
limbo
is
going
to
be
more
disruptive
to
the
educational
environment
as
a
whole.
Finale
teachers
as
you've
heard
go
through
the
specialized
Montessori
training
equivalent
to
a
master's
degree,
and
that
would
make
a
teacher
replacement
unreasonable
to
say
the
least.
AJ
AJ
We
also
were
faced
with
the
threat
already
of
losing
sixth
graders,
which
is
another
harm
to
the
structure
of
a
program
as
well.
So
on
top
of
this
additional
staff
Cuts
would,
in
a
short
time,
lead
to
the
closure
of
our
school
based
on
past
lottery
and
enrollment
data.
We
know
that
the
vast
majority
of
kindergarten
students
are
expected
to
remain
here
at
Denali
remain
at
Denali.
That
said,
we
understand
that
we
can't
make
guarantees
about
enrollment
and
don't
want
to
try
to
bolster
our
own
numbers
at
the
detriment
of
other
schools.
AJ
AJ
One
superintendent
will
not
leave
student
groups
underrepresented
in
Lottery,
application-based
programs,
educational
opportunities
should
be
Equitable
for
all
students
in
the
district
and
the
diverse
student
population
at
Denali
reflects
that
staff
Cuts
will
lead
to
the
the
eventual
collapse
of
our
program
and
further
diminished,
already
limited
alternative
choices
for
families
instead,
please
let
us
retain
all
15
teachers
and
give
us
a
chance
to
try
to
meet
the
new
PTR
requirements
in
another
way.
Thank
you.
A
AK
We
are
fulfilling
the
sports
goals
and
protecting
its
guardrails
by
honoring,
Dr,
montessori's
research
and
implementing
a
program
that
this
board
has
sanctioned
and
which
families
continue
to
choose
as
other
curriculums
change.
Every
five
to
ten
years,
the
Montessori
philosophy
has
remained
impactful
for
nearly
100
years,
using
a
Hands-On
and
child-centered
approach.
AK
Exploring
research,
proven
materials
and
manipulatives
to
guide
students
to
Proficiency
in
math
and
reading
at
the
core
of
the
Montessori
philosophy
is
the
empowerment
of
the
child
to
intrinsically
Find
meaning
in
their
learning,
which
builds
Independence
confidence
and
perseverance
or,
as
we
call
it
today,
being
college
career
in
life
ready.
Our
three-year
classrooms
are
intentionally
complex
to
allow
for
the
mentorship
and
wider
Community
needed
to
support
these
goals.
AK
While
the
Montessori
program
works
towards
this
board's
goals,
we
also
help
protect
against
the
first
guard
rail
as
well,
in
which
no
student
groups
will
be
left
underrepresented
in
Lottery
programs.
Our
school
is
the
second
most
diverse
alternative
program
in
ASD,
over
60
percent
of
our
student
population
qualifies
for
free
and
reduced
lunch.
Ing.
AK
This
program
directly
supports
your
goals
and
guardrails.
This
program
is
highly
specific
and
is
based
on
Research.
That
stands
the
test
of
time.
This
program
is
highly
sought.
After
with
over
100
names
on
our
wait
list,
we
don't
need
an
exemption
from
the
budget
cuts
and
slight
increases
in
class
sizes.
What
we
need
is
your
help
to
preserve
this
program
by
allowing
us
to
keep
our
currents
specially
trained
staff
in
place.
Families
know
what
this
program
has
to
offer
and
they
want
in
keep
it
that
way.
Please
preserve
our
staffing
levels
to
preserve
our
program.
AK
AB
AL
You
thank
you,
superintendent,
Brian
and
school
board.
Members
I
just
want
to
say
Wow
to
the
safe
students.
I
am
just
impressed
on
them
coming
up
tonight
and
speaking
and
so
I.
Ask
that
you
listen
to
them.
I
want
to
tell
you
how
excited
that
I
am
about
moving
to
a
new
curriculum
for
elementary
at
I've,
been
involved
in
the
science
of
reading.
A
AL
Many
years
I
am
currently
taking
the
letters
course
through
deed
keys
to
literacy
class
and
have
also
taken
many
courses
and
workshops
over
the
past
few
years
revolved
around
the
science
of
reading
from
many
nationally
known
authors,
I
have
a
true
passion
for
teaching
reading
children
to
read,
because
my
daughter
and
son
are
both
dyslexic.
I
have
strived
to
learn
and
research.
AL
The
best
practices
for
all
children
to
learn
to
read
I,
went
to
our
Alaska
science
of
reading
Symposium
last
year
and
was
so
excited
to
see
our
state
really
truly
moving
toward
best
practices
for
our
children.
I
want
to
say
thank
you
to
our
District
administration
for
putting
together
such
a
great
rubric
and
team
to
choose
which
curriculum
would
best
follow
the
science
of
reading
and
fit.
Our
students
needs
this
rubric
that
they
used
and
made
up
was
excellent
and
the
process
was
amazing.
AL
The
curriculum
that
was
chosen
meant
all
the
standards
of
Science
and
reading
I
love
that
the
curriculum
has
a
beautiful
online
portion
that
shows
movements
and
songs
along
with
mouth
articulation
and
sound
walls
for
teaching
phonic
skills
which
we
haven't
had.
It
also
teaches
handwriting,
along
with
teaching
the
letter,
identification
and
letter
sounds
at
the
same
time.
AL
This
is
key
to
this
is
a
key
part
to
our
Student
Success
in
learning,
to
read
and
spell
having
handwriting
and
letter
sounds
and
letter
naming.
At
the
same
time,
one
of
my
favorite
parts
of
this
new
curriculum
is
the
decodable
readers
I,
especially
like
that
they
looked
at
the
chapter
books
for
engagement,
not
just
for
CBC
words,
I
love
that
they're
true
to
codables,
in
fact,
that
all
the
phonics
and
the
heart
words
have
been
previously
taught
in
their
scope
and
sequence.
That's
excellent!
AL
I
also
like
that
the
text
came
first
and
the
pictures
were
on
the
next
page.
This
helped
so
that
the
students
will
not
be
guessing
based
off
what
they
see
in
the
picture,
but
truly
have
to
send
out
the
words.
It
was
also
great
to
see
that
students
are
not
required
to
memorize
words,
but
instead
are
taught
the
reasons
why
sounds
are
used
at
different
times.
This
curriculum
teaches
the.
Why
and
the
how
sounds
work
together.
This
is
key.
AL
A
AM
Thank
you
I
want
to
express
concern
about
the
recent
events
that
have
taken
place
in
our
community.
It
has
come
to
my
attention
that
some
school
board
members
have
received
death
threats
that
and
that
private
citizens,
namely
school
librarians,
Educators
and
principals,
have
been
targeted
by
local
blogs
and
activists.
AM
This
is
an
alarming
development
and
cannot
be
ignored.
As
a
society,
we
should
be
able
to
have
constructive
conversations
and
disagreements
without
resorting
to
threats
of
violence
and
intimidation.
School
board.
Members
and
ASD
staff
are
performing
a
critical
role
in
our
community.
They
are
working
tirelessly
to
ensure
that
asd's,
diverse
student
body
is
provided
with
a
quality
education
and
with
the
resources
they
need
to
excel
in
life.
They
deserve
our
respect
and
appreciation
for
the
difficult
work
they're
doing.
AM
It
is
unacceptable
that
they
are
being
subjected
to
death
threats
and
harassment,
just
as
it
is
unacceptable
that
a
member
of
this
body
targeted
ASD
Librarians
by
robertfully,
accusing
them
of
stocking
School
library
shelves
with
pornography.
These
types
of
threats
are
not
isolated
incidents
either.
They
are
part
of
a
nationwide
movement
that
targets
school
officials
and
staff
members
to
intimidate
them.
We
must
take
a
stand
against
this
Behavior
and
ask
that
elected
officials
not
lend
credibility
to
such
abhorrent
efforts.
AM
A
Q
A
Okay,
we'll
call
ourselves
back
to
order
apologies
for
the
longer
recess.
We
had
some
technical
issues
to
address
our
next
item
on
our
agenda.
Is
our
consent
agenda
I'm
going
to
ask
if
any
member
would
like
to
pull
an
item
from
the
consent
agenda
before
we
move
to
adopt
the
remaining
items?
Member
lessons.
A
A
So
moved
made
by
member
Holloman.
Is
there
a
second
second
amendment
lessons?
Is
there
any
objection
to
the
approving
the
consent?
Agenda
has
amended
hearing
seeing
none.
The
consent
agenda
has
been
approved
unanimously,
we'll
move
on
to
action
items,
F1,
ASD
memorandum,
number
111,
Ela,
curriculum,
Dr,
Bryant
and
team.
Do
you
have
a
presentation
or
discussion
points
to
start
us
off.
N
We
we
do
not.
This
is
actually
a
follow-up
to
the
work
session
that
we
provided
the
board
at
our
last
board
meeting.
Essentially,
this
is
the
culmination
of
a
grant
that
the
district
received
from
the
state
to
adopt
heavily
vetted
research-based
curriculum
based
on
the
principles
of
Science
of
reading.
So
this
item
is
regarding
the
adoption
of
a
new
Ela
curriculum
and
outlines
the
five-year
budget
plan.
A
I
AF
D
Sure
I
just
wanted
to
say
that
I'm
really
proud
of
the
administration
for
moving
forward
with
an
important
opportunity
to
create
a
new
path
forward
for
our
youngest
Learners
in
ASD.
D
I'm,
also
really
grateful
for
the
Educators
who
devoted
an
extensive
amount
of
time
or
many
hours
in
a
limited
window
of
time
to
do
their
due
diligence
to
get
us
to
this
point,
I
think,
as
we've
learned
along
the
way,
accepting
3.8
million
dollars
from
deed
for
this,
for
this
grant
seems
really
lucky
question,
considering
that
cengage
won't
be
printed
again
after
another
year
or
two
and
then
we
would
have
been
replacing
it
at
our
own
cost.
D
So,
given
the
intent
of
the
Alaska
reads,
act
I
see
this
as
a
path
to
align,
asd's
career,
regular
materials
and
just
overall
intentions
with
the
intentions
of
the
state.
I'll
pause
there.
With
my
comments.
A
Thank
you,
member
lessons,
I'll
jump
in
and
ask
a
bit
of
a
question
of
Dr,
Bryant
and
and
team.
Could
staff
speak
to
now
that
the
selection
has
been
made
public
the
the
factors
that
set
this
one
apart?
Obviously,
the
State
Department
of
Education
early
development
shows
the
four
finalists
based
on
experience
in
other
states.
A
What
made
this
selection
the
right
one
for
ASD?
What
are
the
strengths?
What
were
the
weaknesses
that
was
brought
up
during
the
curriculum,
Review
Committee,
and
what
set
it
apart.
F
And
I'm
going
to
actually
have
Dan
Beltran
our
senior
director
of
teaching
and
learning,
and
she
was
the
major
Force
around
that.
J
Okay,
so
I
we
did
submit
through
board
connect
our
rubric
that
we
utilized
the
strongest
areas
were
the
four
areas
that
we
waited,
which
were
foundational
skills.
J
The
now
I'm
trying
to
remember
everything,
the
timing
and
pacing.
So
the
usability
trying
to
think
of
the
other
two
you
have
them
in
front
of
you.
Yes,.
J
So
the
four
weighted
were
the
comprehension,
skills,
fluency,
foundational
skills
and
time
and
pacing,
and
even
when
you
look
at
the
rubric,
you
can
see
that
we
were
pretty
close
to
one
other
curriculum,
but
when
we-
and
we
had
decided
in
advance
that
we
would
double
the
weight
on
on
these
four
really
important
components,
because
they
are
based
on
the
science
of
reading,
they
made
it
up
to
the
top,
in
terms
of
which
curriculum
was
the
best
curriculum.
A
Everyone
has
a
chance
to
speak
member
Higgins.
Any
comment.
Remember
Donley,
any
comments,
okay
check
in
remember
to
only
you
have
a
comment
or
question:
no
okay!
Thank
you.
We'll
go
online,
president
Bellamy
any
comments
or
questions
right
now.
D
A
second
I
did
have
a
question
since
we
were
just
looking
at
the
rubric
and
I
appreciate
your
your
kind
of
review
of
it.
The
one
thing
that
I
saw,
that
was
a
little,
maybe
less
ideal,
but
not
terrible
was
special
populations,
and
could
you
I
mean
when
I
looked
at
and
Miss
hunt
also
spoke
in
her
testimony
about
the
rubric
that
you
used
and
again.
D
I
was
also
deeply
impressed
with
arubic
and
I
shared
it
with
our
legislators,
because
I
think
we're
asking
the
right
questions,
but
I
did
notice
that
you
know,
maybe
it
wasn't
as
strong
overall
in
special
populations.
So
could
you
just
maybe
speak
to
what
that
means
for
ASD
and
like
the
path
forward.
J
So
what
we
did
do
and
I
don't
have
that
part
in
front
of
me,
I
I.
You
know
we
I
can
we
can
address
that,
but
we
did
have
feedback
from
title
vi
from
Special
Ed,
but
they
weren't
part
of
the
committee.
So
they
didn't
complete
this
rubric.
They
reviewed
the
curriculum
based
on
a
department.
Look
at
it.
They
still
rated
ckla
is
one
of
the
highest
rating
and,
like
I
said
it
was
pretty
close
to
another
publisher,
so
it
was
kind
of
two
Publishers.
A
So
a
quick
follow-up
on
member
lessons.
Question
did
I
understand
right.
So
our
title
6
staff,
weren't
involved
and.
J
They
were
involved
in
a
separate
method
of
how
they
analyze
curriculum,
so
we
engaged
with
Paul
McDonough
and
he
was
able
to
go
through
the
curriculum
in
using
an
assessment
tool
that
they
use
for
title
VI
and
he
was
able
to
provide
us
feedback.
J
So
for
this
process
we
didn't
actually
take
recommendations,
we
took
feedback
for
each
curriculum
and
then
we
waited
them
out.
So,
in
other
words,
what
I'm
trying
to
say
is
there
was
no
consensus
or
vote
saying
I
prefer
this
curriculum
to
that
curriculum.
We
went
more
with
an
objective
viewing
of
each
publication.
A
And
could
you
are
you
in
a
position
where
you
can
share
some
of
the
feedback
where
we
that
we
received
from
Mr
McDonough,
specifically
it
was
feedback
I
received
as
well-
was
that
this
curriculum
in
particular
had
some
weaknesses
regarding
cultural
relevance.
J
I,
don't
I,
don't
have
it
in
front
of
me,
but
I
can
I
mean
I
can
share
it
at
a
later
time.
We
did
collect
all
the
documents
and
we
have
them
in
in
a
folder
for
historical
reasons
that
are
to
maintain
for
historical
reasons,.
A
Okay,
can
you
so
I
guess
I'll
check
in
for
questions
before
I
have
a
couple
more,
not
seeing
any
I'm
not
seeing
any
online?
A
One
of
the
questions
I
asked
when
this
item
was
on
non-action
status
was
kind
of
the
timing,
the
urgency
behind
the
fact
that
the
name
of
the
curriculum
selected
wasn't
on
our
agenda
and
just
about
the
public
notice
regarding
that
and
the
administration
made
the
case
that
it
was
important
for
timing.
One
of
the
data
points
that
I
asked
for
was
any
data
regarding
what
other
curriculum
was
being
selected
in
other
districts
in
Alaska,
and
if
this
wasn't
board
connect,
please
my
well
accept
my
apologies.
I
might
have
missed
it.
J
Don't
what
we
are
doing,
because
we're
part
of
the
grant
is
we're
as
part
of
the
grant.
We
have
to
attend
webinars
through
deed
with
the
other
districts
and
as
of
yet
they
still
have
not
disclosed
what
they're
choosing.
It
is
my
understanding,
though,
that
ckla
was
one
of
their
top
picks,
but
they
haven't
stated
for
sure
they've
been
asking
ASD,
because
we
are
the
largest
District.
What
curriculum
are
you
guys
choosing
and
at
that
point
we
weren't
allowed
to
share
until
we
finished
the
negotiation
process.
D
J
Right
now,
Nicole
Somerville
is
my
director
of
of
Elementary
teaching
and
learning
and
she's,
been
working
with
the
staff
in
special
ed
to
look
at
the
different
materials
she's
been
working
with
her
social
studies,
Department
to
look
at
how
it
aligns
to
some
of
our
social
studies
work.
So
we
are
right
in
the
sausage
making
of
what
how
we're
going
to
implement
the
curriculum
and
continuing
to
engage
all
the
different
departments
to
make
sure
that
we
are
hitting
all
the
pieces.
J
So
yes
tier
one,
this
will
be
our
Core
Curriculum
and
then
we're
going
to
adjust
and
look
for
what
interventions
can
they
support
us
with
for
tier
two
and
then
working
with
special
ed
on
on?
Is
this
appropriate
for
tier
three?
Or
do
we
need
to
look
at
alternative
curriculum
for
our
tier
three.
J
That's
a
good
question,
some
of
the
curriculum,
some
of
the
interventions
we
think,
might
stay
the
same.
For
example,
we
use
phonics
for
reading
as
one
of
our
interventions
for
wind.
We
think
it's
still
appropriate.
J
We
also
used
a
Star
binder,
but
that
was
tied
to
cengage,
so
that
will
have
to
change
and
we'll
have
to
review
how
to
provide
for
the
hey
kindergarten
and
maybe
even
first
grade
win
interventions.
What
what
we
can
do
to
Overlay
your
support
for
them.
D
J
J
J
When
and
third
I
will
say,
I'm
sorry,
you
don't
mean
to
speak
when
you're
speaking
I
do
want
to
say
that
the
deed
has
identified
interventions
that
they
find
appropriate
and
phonics
for
reading
is
one
of
them.
So
we're
looking
to
to
retain
that
as
an
intervention.
We're
also
looking
to
see
we're
looking
at
all
the
options,
all
of
them.
J
We
still
don't
know
yet
what
we're
going
to
go
with,
but
we're
also
looking
at
m-class
Amplified
to
see
what
interventions
they
have
and
also
what
interventions
that
are
embedded
in
the
ckla
program.
A
Thank
you,
member
lessons,
so
I
guess:
I'm
I
appreciate
the
work
of
the
committee
and
the
administration
gets
to
this
point
and
I'm
excited
to
adopt
a
new
curriculum
for
multiple
reasons,
especially
that
these
four
are
in
line
with
the
Alaska
reads:
act,
and
this
is
the
direction
of
the
board
wants
to
go
and
our
State
Department
of
Education
you
know,
has
joined
us
in
that
effort.
A
I
am
concerned
that
our
our
title,
16
wasn't
a
part
of
the
committee
and
didn't
get
to
participate
to
the
normal
process
and
then
I
also
don't
have
a
better
understanding
of
their
feedback
right
now
and
so
I'm
inclined
to
ask
that
we
delay
this
vote
until
our
next
meeting.
I
understand
that
we
spoke
about
some
detrimental
impacts.
If
we
were
to
let
to
delay
until
later
this
month,
could
you
go
through
those
with
me
again
I'm?
Sorry,
if
we
were
to
delay
this
vote
in
this
agenda
item
until
our
next
meeting?
J
Yeah
well,
do
you
like
us
getting
the
materials
in
time
so
that
we
can
get
our
team
trained,
and
so
one
of
the
expectations
of
the
grant
is
that
we
go
full
curriculum
20
at
in
the
fall,
and
we
don't
want
to
delay
starting.
We
don't
want
to
start
the
year
without
training
our
staff,
because
then
we
would
be
starting
with
cengage
and
then
having
to
make
a
shift.
That's
a
huge
lift
for
our
teachers,
especially
at
the
Kindred
through
third
grade
level.
A
So
a
follow-up
I
guess
maybe
just
a
two-part
follow-up.
How
confident
are
we
that
maybe,
in
terms
of
a
percentage
that
we
will
receive
the
curriculum
in
time
that
we
anticipate
needing
it
currently
and
then,
where
would
that
move
to
in
two
weeks,
and
then
you
know
that's
a
significant
purchase?
Is
there
any
guarantees
that
the
the
vendor
can
give
us?
No.
F
L
To
the
chair,
I'm,
sorry,
sir,
you
were
cons
which
issue
did
you
want.
A
To
so
yeah
so,
specifically
looking
to
address
when
we
expect
to
receive
the
materials
in
with
our
current
timeline
and
what
would
be
impacted.
And
how
would
we
be
impacted
by
waiting
until
our
next
board
meeting
to
approve.
L
So
so,
if
we
look
at
the
the
the
main
bulk
of
the
curriculum,
the
student
curriculum
hard
copy
materials
durable
materials
they
would
be
received.
Our
our
mission
is
really
to
order
them
in
time
to
receive
them
mid-summer.
You
know
June
july-ish
and
then
distribute
them
to
the
you
know,
deploy
them.
My
warehouse
would
then
deploy
them
out
to
the
schools.
The
there
are,
as
Dr
Beltran
alluded
to
on
the
PD
side.
L
There
are
some,
you
know
they
have
to
prepare
teachers
for
the
you
know
the
staff
and
teachers
for
the
rollout,
so
there
is
some
PD
implications
of
there
may
be
some
that
needs
to
be
shipped
in
early
to
make
that
happen,
which
could
be
done
in
an
expedited
basis
and
there's
also
some
digital
aspect
as
well
that
assists
in
that
matter.
L
It
is
the
standard
you
know,
delivery
time.
If
they
didn't,
then
we
would
have
to
it
could
be
delayed.
So
I
would
say
there
is.
There
is
risk
that
if
you
delay
it
could
cause
an
issue,
but
there
is
also
a
probability
that
it
could
still
be
received
in
the
summer,
because
I
can't
I
can't
predict
the
the
volatility
of
the
of
the
shipping.
Currently
it
is
the
mark
Market
is,
it
has
been.
You
know
difficult.
A
Thank
you,
Mr
waiting
going
through
the
queue
making
sure
we
don't
not
seeing
any
questions
not
seeing
Oh.
Remember
Don
like
for
sure
this
is
not
for
Mr
Whiting.
AN
Now
yep
the
floor's
still
yours,
it's
okay,
okay,
I,
want
to
think
about
once
you
get
the
materials
and
you
start
to
teach
people
how
to
teach
it.
AN
Five
years
ago,
when
we
went
with
the
existing
curriculum,
we
thought
that
teachers
were
going
to
accept
it
and
the
by
a
large
part,
they
didn't
I,
mean
four
years
in
after
that
we
still
had
a
large
percentage
of
classrooms
weren't
using
the
adopted
curriculum.
So
what
is
our
actual
implementation
plan?
I
mean
if
we
believe
in
this
curriculum
it's
going
to
make
a
difference,
then
we
need
to
have
a
plan
to
make
sure
it
gets
used
in
the
classrooms.
F
Some
remembered
only
through
the
chair,
if
I
can
answer
that
question,
we
are
looking
to
bringing
back
our
k-3
teachers
a
couple
days
early.
This
next
fall
so
that
we
can
have
some
pretty
intensive
training
with
them
and
prepare
them
for
the
implementation
of
this
curriculum.
One
of
the
things
that
we
did
and
we
made
sure
we
did
was.
F
We
asked
aea
to
help
us
in
supporting
and
building
our
committee
this
year,
so
that
we
could
have
those
people
that
knew
that
the
difficulties
of
the
Lost
curriculum
on
our
committees
and
making
those
decisions
to
pick
the
committee
or
pick
the
curriculum.
F
We
also
are
looking
for,
as
Mr
Whiting
said
getting
some
of
the
materials
here
earlier,
so
that
we
can
offer
courses
during
asdsa
right
at
the
beginning
of
the
summer
and
getting
the
curriculum
actually
in
the
hands
of
those
K3
teachers
early
so
that
they
can
be
looking
because
you
know
we
have
teachers
that
are
just
chomping
at
the
bit
to
see
the
new
curriculum
already,
and
we
have
teachers
that
are
going
to
spend
time
in
the
summer
on
their
own
time.
F
Looking
it
over
and
trying
to
determine
what
they
can
do
for
their
kiddos,
so
we
we
have
that
and
then
we
also
have
we'll
be
bringing
you
some
other
opportunities
for
professional
development
at
the
elementary
level
in
the
in
the
meetings
coming
up
in
regards
to
some
PLC
time
that
we
would
like
to
exercise
for
for
our
elementary
teachers
and
getting
them
some
ongoing
PD
throughout
the
the
year
or
two
as
we
go
through
the
implementation
of
this.
J
And
so
we
are
like
I,
said:
I'm
we're
continuing
to
meet
with
the
the
different
districts
and
they
have
a
coordinator
through
deed.
That's
supporting
us
through
the
process
and
requiring
us
to
submit
these
documents
and
in
those
documents
we
will
include
our
plan
for
follow-through
implementation
walks
going
into
schools
to
support.
But
we
will
have
the
mindset
of
how
can
we
support
you
if
they're
not
implementing
the
curriculum,
and
that
will
help
us
to
monitor
as
well?
And
it
is
a
requirement
of
this
project
that
all
schools
that
have
the
curriculum
are
utilizing.
AN
So
just
a
quick
follow-up,
I
I
would
hope
we
would
get
regular
implementation
reports
because
that's
one
thing
we
failed
to
do
during
the
last
curriculum
process
was
to
institutionalize
a
regular
report
like
we
received
with
the
other
goals.
We've
got
academic
goals,
and
so
it
kind
of
fell
through
the
cracks
there
for
for
some
months.
M
AN
A
Thank
you,
member
Donnelly,
Dr
Beltran
I
was
wondering
if
you
had
a
chance
to
identify
that
feedback
and
find
that.
Yet,
if
you're
still
looking
no
pressure,
I
just
saw
you
looking
at
your.
A
F
M
F
J
True,
that
was
the
that
was
part
of
the
initial
rubric
that
we
were
required
to
look
at
when
we
were
looking
at
the
seven
curriculum,
cultural
relevance,
professional
development
and
in
use
right
and
usability.
Thank
you.
Kathy.
I
Yes,
thank
you.
I
I
just
wanted
to
remind
the
board
that
this
is
a
bold
initiative
from
the
state
and
I
know
that
the
they
went
from
12
to
8
to
now
four
curriculums
and
cultural
relevance.
Relevancy
was
one
of
those
that
set
these
four
apart,
so
I'm
not
worried
about
that,
while
I
think
any
curriculum
that
we
choose
is
going
to
be
short,
have
a
shortcoming,
but
I
have
the
absolute
faith
in
our
staff
that
they
will,
through
our
mtss
planning
our
individual
plans
for
students.
I
I
I
think
we're
we're
building
this.
What
is
what
is
that
saying?
We're
flying
This
Plane
while
building
it
in
many
ways
so
I
to
hold
it
up
because
of
all
of
considerations
that
have
already
been
baked
into
this
process.
I
I
These
pieces
were
baked
in
way
before
it
even
got
down
to
the
final
four,
and
even
the
Final
Four
I'm
sure
are
missing
some
pieces,
but
that's
where
we
have
to
depend
on
the
expertise
of
our
staff
and
all
of
the
considerations
that
the
law
itself
has
in
it.
We
don't
get
to
sidestep
on
this
one.
I
J
You
for
the
time
Mr
Jacobs
I
will
I
will
I
did
find
it,
and
I
will
tell
you
that
his
this,
this
curriculum
was
his
second
choice,
but
with
no
specific
reason
for
enthusiasm
from
a
cultural
lens
was
what
he
noted
when
and
there's
and
I
can
share
this
with
the
board.
J
A
J
A
J
Final,
the
final
four
they
were
picked
not
from
our
large
committee.
Those
were
picked
from
the
Committees
when
we
were
working
with
deed
initially,
so
they
gave
us
seven.
We
presented
our
rubric
from
our
initial
committee
as
the
other
districts
did,
and
then
they
told
us
what
the
top
four
were.
A
You
I
don't
want
to
cut
off
I
for
purposes
of
discussion,
I
plan
on
making
a
motion
to
postpone,
but
I
saw
a
member
lessons
hand
up
so
I'll
honor
that
first
then
we
could
discuss
my
Amendment
thank.
D
D
Don't
know
if
I'd
like
to
ask
what
what
the
cost
of
the
professional
development
might
look
like
and
I
asked
that,
because
I
noticed
that
in
today's
press
conference
the
governor
shared
this
afternoon,
he
said
that
he
had
a
proposal
for
17
million
dollars
for
deed
and
there
would
be
five
million
dollars
embedded
in
that
to
support
the
Alaska
reads,
act
and
that
would
go
to
conferences,
trains,
materials
and
professional
development.
D
We're
talking
professional
development,
so
is
there
potentially
additional
State
money
to
pay
for
professional
development
that
we're
aware
of?
And
if
so,
what?
How
much
do
we
need
to
help
implement
this
I.
J
They
so
they've
been
asking
us
for
a
cost
analysis
for
the
Deeds,
the
REITs
act
and
so
part
of
that
professional
development
I'm
going
to
make
an
assumption,
because
everybody
knows
we
need
to
train
our
teachers
to
be
trained
in
the
science
of
reading
and
I.
Think
that's
the
ask
Statewide
from
the
districts
is:
how
are
we
going
to
train
them
and
what
costs
will
we?
You
know:
where
will
the
cost?
Where
will
the
costs
come
from
when
we
train
our
teachers.
D
F
We're
also
one
we're
going
to
be
looking
and
talking
with
Dean
about
some
of
our
teachers
are
already
trained
in
the
science
of
reading.
So
if
the
trainings
that
our
teachers
have
gone
through,
if
those
will
qualify
so
we're
looking
at
that
also
bringing
teachers
back
for
a
couple
days
does
have
a
cost.
You
know
we
will
have
a
cost
on
that
and
we're
working
on
trying
to
figure
out
where
that
costs,
how
we're
going
to
fit
that
into
our
budgeting
for
next
year,
as
well,
but
training
in
science.
Reading
the
cost
with
this.
A
Thank
you
member
lessons,
so,
at
this
point,
I'm
going
to
move
to
postpone
this
item
until
our
next
meeting
on
the
20th
of
March
and
if
there's
a
second
I,
can
speak
to
my
motion.
A
Thank
you,
remember
Donnelly,
so
I
appreciate
Dr
Beltran,
the
team
speaking
and
then
the
work
that's
gone
in
thus
far.
The
members
of
the
committee
I
remain
concerned
that
this
curriculum
choice
is
the
largest
decision
that
we
are
basing
the
biggest
piece
of
our
strategic
plan
on
and
to
Mr
whiting's
point
I
I
live
in
the
world
of
risk
professionally.
A
I
understand
that
there's
increased
Risk
by
delaying
this
decision,
I
think
it's
worth
looking
at
it's
from
the
other
side
and
identifying
that
there's
risk
in
looking
back
in
a
few
years
and
recognizing
that
we
made
could
have
made
a
better
choice
out
of
the
final
four
I'm,
not
saying
that
that's
the
case,
but
I
think
13
days,
I
think
is
what
it
works
out
to
be,
isn't
a
or
shouldn't
be
something
that
equates
to
a
deal
breaker,
although
certainly
maybe
percentages
change
around
the
margins.
A
The
fact
that
our
title
VI
staff
weren't
a
part
of
the
committee
process,
I
think,
is
a
relevant
point.
The
fact
that
the
curriculum
choice
to
public
knowledge
of
up
until
72
hours
before
the
meeting
I
think
those
are
enough
reasons
to
consider
delaying
and
providing
a
bit
more
time
before
we
make
this
incredibly
important
choice
which
we'll
be
using
to
base
off
everything
going
forward
for
the
next
few
years.
So
so
my
fellow
board
members
I,
would
urge
support
for
a
motion
to
postpone
but
I
respect.
A
D
Think
one
of
the
things
that
makes
me
worried-
maybe
more
risk-averse
than
you
here-
is
what
I
understand
about
the
the
prior
Ela
implementation,
and
it
was
something
like
teachers
thought,
the
materials
the
day
before
school,
started
and
I
think
that
is
a
sure
if
I
were
to
have
been
in
their
shoes
and
would
have
had
a
large
amount
of
materials
given
to
me
at
the
you
know
at
the
11th
Hour
I,
don't
know
that
I
would
have
been
really
happy
with
ask
to
being.
D
You
know,
Pat
my
head
and
rub
my
tummy
and
tap
dance.
At
the
same
time,
I'd
like
to
give
our
teachers
a
Fighting
Chance
to
implement
a
new
curriculum
and
if
two
weeks
buys
us
time
to
get
this
here
in
a
significantly
more
timely
fashion,
I
think
that
that
matters
enormously
and
I
guess
I
wanted
to
go
back
to
you
know
when
I
raise
the
questions
about
special
populations,
it's
not
that
the
rubric
that
I
shared
back
at
you.
It
didn't
fail
by
any
stretch
of
the
imagination.
D
The
questions
here
were
you
know.
Key
considerations
were
materials,
provide
specific
strategies
and
supports
for
differentiating
instructions
to
meet
the
needs
of
students
in
special
populations,
Advanced
Learners
low-level
Learners
sped,
yellow
materials
and
materials,
support
students
in
special
populations
and
regular
and
active
participation
in
grade
level.
Literacy
guidance
for
scaffolding,
instruction
for
special
populations
provided
throughout
the
lesson
teacher
guidance
around
using
grouping
strategies
with
students
in
special
populations
is
provided,
and
it
was
a
sort
of
In
The
Middle
on
a
scale
of
one
to
five.
D
J
If
I
can
just
give
one
more
push
too
it
it.
So
when
we
had
the
curriculum
committee,
they
were
teachers
that
were
involved
teachers
that
actually
teach
the
curriculum.
When
we
engaged
with
the
other
departments,
they
come
from
a
different
lens
when
we
showed
so
when
we
showed
Mr
McDonough
our
rubric.
J
That
didn't
mean
anything
to
him,
because
he
didn't
have
the
experience
in
that
part
of
the
rubric,
but
he
was
able
to
look
at
it
from
the
lens
of
what
the
one
that
I
the
rubric
that
he
used,
and
so
it
I
just
wanted
to.
Let
you
know
that
he
gave
the
input
based
on
on
their
lens
and
not
as
a
teacher
in
the
classroom.
M
A
C
K
C
A
Motion
to
postpone
Bales
two
years,
fournies
we're
back
on
the
main
motion
to
approve
ASD
memorandum,
number
111,
Ela
curriculum
revised
another
we're
back
on
the
main
motion.
I'll
just
take
the
floor
briefly,
to
say
my
motion
to
postpone.
Wasn't
any
indication
of
my
appreciation
for
your
work:
Dr
Beltran
the
work
of
the
administration
of
the
committee
with
that
said,
as
an
earlier
discussion
before
we
move
forward
to
the
Moon
yeah
I
can't
hear
he's
saying:
none
Miss
Foster
in
the
main
motion.
C
L
A
Motion
passes
six
two
zero.
Thank
you
thank.
J
A
We'll
move
on
to
action.
Item
number
F2,
ASD
memorandum
number
one:
two
one:
adoption
of
tentative
agreement:
public
employees,
Local
71,
AFL-CIO
2023-2026.
They
have
a
motion
to
approve.
M
A
Welcome
you
have
three
minutes.
Just
please
identify
yourself
for
the
record
and
your
Mike's
around.
T
Good
evening
to
the
board,
my
name
is
Bill
Mears
with
public
employees.
Local,
71
and
I
was
going
to
speak
here,
but
I
wasn't
sure.
If
Jordan
Adams
who's
the
business
manager
of
Local
71
was
going
to
make
it,
and
he
did
so
I'm
going
to
defer
my
comments
to
him.
C
Thank
you
for
for
inviting
us
up,
I
guess
so:
Jordan
Adams
business
manager,
Local
71.
What
we're
talking
about
today
is
the
the
approval
of
this
contract.
This
is
for
primarily
the
custodians.
The
bpos
on
the
lower
end
of
the
pay
scale,
much
needed
increases.
We
have
been
fighting
not
just
since
the
pandemic,
but
for
a
lot
longer
wages
in
this
category
of
middle
to
High,
Teens
that
have
serious
competition
in
the
marketplace.
I
mean
we've
all
seen.
C
Our
grocery
stores
Checkers
increases
that
they've
received,
so
at
this
price
point
is
very
competitive.
What
these
folks
have
done
in
the
past
three
years
has
been
pretty
outstanding:
they've
taken
care
of
your
children,
the
teachers,
principals
administrators,
everybody
that
passes
through
those
schools.
Who
knows
how
many
cases
of
code
it
had
been
avoided
because
of
the
work
that
these
folks
have
done
so
with
that
I
would
urge
you
to
pass
this
contract.
C
It's
much
needed
we're
sitting
at
about
20
percent
vacancy
and
as
of
today,
we
have
people
on
our
list
that
we're
looking
for
the
approval
of
this
contract
to
sign
up
and
come
work
for
you.
So
it's
going
to
be
vitally
important
that
we
get
this
approved
it
passed
through
our
our
our
folks
at
a
92
percent
success
rate,
so
they
want
to
see
this
go
through
and
due
to
the
competitiveness
of
of
the
marketplace,
I
would
advise
you
to
do
so.
Thank
you
very
much
for
the
consideration.
AN
Which
is
only
thank
you,
Mr
President,
just
really
quickly,
my
memory
of
all
our
polling
that
we've
done
as
a
district.
We
ask
parents,
what's
the
most
important
thing,
I
think
school
safety
in
cleanliness
is
number
one
and
I
don't
know
if
that's
changed
anytime
recently,
but
it
was
pretty
consistent
for
quite
a
while.
So
this
is
really
important
to
our
parents
and
to
our
community.
D
I
just
want
to
say
how
I
do
notice
right
that
safety
and
cleanliness
when
I
go
into
any
of
our
school
buildings.
You
know
you
you
walk
in,
and
you
want
to
be
welcomed
by
things
working
things
looking
bright
and
sparkly.
You
want
it
to
be
an
inviting
place
for
our
students
and
our
teachers
and
community
members
who
come
in
and
volunteer,
and
so
I
I'm
grateful
for
the
administration
and
for
Local
71
for
coming
together
on
this
agreement,
I'm
eager
to
support
it
and
put
it
into
action.
A
Thank
you
for
my
part
before
we
vote
I'll
just
say
that
yeah
I
fully
support
the
agreements
and
I'm
glad
to
hear
that
92
percent
of
Local
71
members
do
as
well.
You
know,
there's
been
some
talk
about
resources,
AST
expense.
A
What's
in
the
classroom,
what's
out
of
the
classroom,
I
think
this
is
a
great
example
of
how
staff
that
aren't
Educators
in
the
literal
sense,
have
such
a
huge
impact
and
direct
impact
to
facilitating
learning
every
day
in
classrooms,
and
so
I
definitely
will
be
I
guess,
vote
and
appreciate
the
work
of
administration,
Local,
71
and
coming
to
this
agreement
with
that
said,
I'm
not
seeing
any
other
comments
online,
so
miss
Foster.
The
vote.
Please.
B
A
A
Hearing
seeing
none
will
move
on
to
section
h
of
our
agenda
now
the
remainder
of
public
comment
I
believe
we
still
have
a
few
persons
to
be
heard.
Our
next
monster
you
prepared
to
proceed
with
public
income.
Okay,
perfect,
our
next
speaker
on
our
list,
Ms
Sherry,
streisak,.
A
AO
Many
of
you
today
may
have
heard
Governor
Dunleavy
announce
a
bill
to
ensure
parental
rates
in
schools.
The
bill
ensures
transparency
in
schools
by
codifying
parental
rights.
I
will
come
back
to
this
shortly
after
addressing
some
of
Alaska's
statutes,
section
14
period,
0-3
period,
090,
partisan,
Secretariat
or
denominational
doctrines
may
not
be
advocated
in
a
public
school
during
the
hours
the
school
is
in
session.
A
teacher
or
School
Board
violating
this
section
may
not
receive
public
money
or
does
sectarian
or
the
root
word
sect
mean.
AO
14.03
0.016
A
Prayer
a
parent's
right
to
direct
the
education
of
a
parent's
child,
a
local
school
board,
shell
in
consultation
with
parents,
teachers,
School
administrators,
adopt
policies
to
promote
the
involvements
parents
in
the
school
district's
education
program.
The
policies
must
include
procedures,
recognizing
the
authority
of
a
parent
and
allowing
a
parent
to
object
to
and
withdraw
the
child
from
an
activity,
class
or
program
providing
for
parent
notification
not
less
than
two
weeks
before
any
activity,
class
or
program
that
includes
contact
involving
human
reproduction
or
sexual
matters.
AO
Providing
a
parent
with
an
opportunity
to
review
the
content
of
the
activity
class
perform
centers
or
program,
section
11.61.128,
distribution
of
indecent
materials
to
minors,
a
person
who
commits
the
Chrome
distribution
of
indecent
materials
to
minor
is
a
person
and
18
years
of
age
or
older,
intentionally
distributor
Pro
possesses,
with
intent
to
distribute
any
material
to
a
child
that
they
believe
is
under
the
age
of
16
years.
The
person
knows
how
the
material
depicts
the
following
actual
or
simulated
conduct.
AO
Psychopenetration
Lew
touching
of
genitals
in
his
female
breast
masturbation
and
bestiality
alluded
exist,
exhibition
and
sexual
masochism
or
sadism,
and
the
material
is
harmful
to
minors.
Distribution
of
indecent
materials
is
a
class
C
felony
going
back
to
Governor
dunleavy's
proposal.
It
would
clarify
existing
statute
14.03.01683,
requiring
parental
notification
prior
to
discussing
human
reproduction
or
sexual
matters,
to
include
gender
identity
and
requires
written
permission
for
the
child
to
participate
in
activity.
Also
names
and
pronouns
are
mentioned.
I
ask:
why
is
gender
identity
and
pronouns,
including
Governor
dunleavy's
Bill?
AO
AC
Yeah,
so
my
name
is
Jay
McDonald
and
first
off
just
real,
quick
I'd.
Let
your
desk
address
some
misinformation.
I've
been
seeing
some
people
in
the
school
district
and
members
of
the
school
board
spreading
online
that
all
of
the
books
that
I've
been
reading
here
are
in
the
ASD
Library
about
half
of
them
were
actually
on
classroom,
reading
lists
and
based
on
what
I've
heard
so
far
from
everyone.
AC
Parents
were
never
informed
and
the
school
district
has
never
given
an
answer
on
why
they
put
those
in
classrooms
or
why
they
didn't
inform
the
parents
and
I'm
going
to
keep
reading
these
things
and
complaining
about
them
as
long
as
you
guys
are
illegally
transitioning
kids
at
school
and
teaching
them
to
keep
secrets
from
their
parents.
So
anyways
I've
got
a
good
selection
here.
This
was
printed
in
2021.
AC
That's
very
interesting.
It's
called
Jay's
gay
agenda
by
Jason
June,
so
it
says
on
the
inside
cover
from
debut
novelist.
Jason
June
comes
a
moving
and
hilarious
sex.
Positive
story
about
the
complexities
of
first
loves,
first
hookups
and
first
heart
breaks
and
how
to
stay
true
to
stay
true
to
yourself.
The
whole
book
is
just
about
this
guy's
escapades,
you
know
as
a
kid
in
high
school,
so
I
got
a
fun
passage
here.
AC
Tony
toss
is
close
to
the
floor
and
he
sprang
up
in
the
best
millisecond
of
my
life
number
seven
was
gone
penis
in
real
life,
officially
stricken
from
the
agenda
forever
as
I
stared.
At
the
best
view,
I'd
ever
seen,
he
was
beautiful,
I
couldn't
stop
my
hands
from
flying
in
between
his
legs.
Tony's
moan
was
the
sexiest
sound
I
had
ever
heard.
He
kissed
me
while
I
held
on
to
him,
but
my
whole
body
aches
to
put
my
mouth
somewhere
else.
AC
Tony
ran
his
fingers
through
my
hair
and
gently
took
my
face
in
his
hands
to
pour
lips
together
to
seven
meters.
Apart,
do
whatever
you
want,
he
whispered.
He
was
like.
He
could
read
my
mind.
I
lifted
my
body
using
the
hand
it
was
still
on
Tony's.
You
know
what
a
little
too
much
to
give
myself
a
boost.
Tony
shot
forward,
careful
sorry
I'd
like
to
go,
but
with
both
my
hands
in
the
air
unable
to
hold
myself
up.
My
head
fell
onto
Tony's
chest
chest.
AC
He
laughed
softly,
then
moved
my
hands
on
either
side
of
him.
So
I
could
steady
myself
against
the
mattress.
Try
again
Tony
said
I
braced
myself
against
the
bed,
then
kissed
all
the
way
down
to
Tony's
chest
I
kissed
through
his
chest,
hair
down
to
his
belly
button
and
into
that
tough
that
his
waist
I
looked
up
and
Tony
was
watching
me
smirking.
He
gave
a
slight
knot,
I
kissed,
all
the
way
down
until
I
was
face
to
package.
This
was
really
about
to
go
down.
AC
I
was
finally,
it
was
finally
time
to
do
all
those
things.
I'd
imagine
happening
in
my
item.
Number
seven
I
went
for
it
at
first
I,
wasn't
sure
what
to
do
with
my
hands,
so
I
thought
back
to
the
car
billion
porn
clips
I'd
seen
on
the
internet
and
yes,
that's
a
technical
number.
When
talking
about
porn
stats,
no
matter
where
I
put
my
hands,
it
didn't
feel
natural
I,
probably
looked
like
one
of
those
car
dealership,
guys
waving
my
arms
back
and
forth
into
different
positions.
AC
Tony
grabbed
my
head
and
pulled
me
up
pulled
me
up.
Stop
stop.
Stop
oh
God
I,
totally
messed
up
is
everything.
Okay
did
I,
do
something
wrong.
Tony
gave
me
scratchy,
Chuckles
and
said
nothing
is
wrong.
I
just
didn't
want
to
finish.
Yet
it
goes
on
for
a
couple
more
pages,
this
one's
at
Bartlett.
Thank
you
very
much.
AP
I
know:
I
only
have
three
men,
so
I
gotta
make
this
quick,
but
three
months
is
not
nearly
enough
time
to
convey
the
detrimental
impact
the
ASC
school
board
has
had
and
continues
to
have
on
the
community
they're
obligated
to
serve.
Let
me
get
Begin
by
explaining
why
I'm
here
how
I'm
a
stakeholder
and
there's
a
grave
miscarriage
of
public
servitude,
I'm
appalled
with
ASD
I'm
here
today
as
a
mother,
a
friend
a
behavioral
health
worker
and
an
advocate
for
our
children?
What
supports
my
opinion?
AP
AP
I
myself
have
worked
for
ASD
in
the
classrooms
of
early
Learners.
My
educational
background
is
in
Psychology
Child
and
Adolescent
development
and
behavior
health
I,
currently
work
with
kids
experiencing
disabilities,
providing
support
and
implementing
safe,
healthy
interventions
where
the
learner's
best
interests
are
my
number
one.
Priority.
I
follow
the
expert
guidance
of
Developmental
behaviors
when
working
with
this
vulnerable
population,
where
I
know
that
strapping
a
child
down
or
forcing
them
into
seclusion
when
they're
experiencing
big
emotions,
is
not
an
effective
or
appropriate
response
by
School
staff
I'm.
AP
AP
My
day-to-day
Behavior
I
support,
positive
growth
and
development
of
both
the
kids
in
our
community
I
support
the
foundation
of
Healthy
Families,
which
includes
a
close
therapeutic
relationship
with
parents
where
their
input
is
always
supported
and
included.
What
are
you
doing
because,
right
now,
the
assembly's
grave
and
grotesque
agenda
portrays
a
frightening
picture
and,
from
my
educated
and
deeply
invested
perspective,
you've
lost
my
trust
that
ESD
is
a
safe,
supportive
Institution
for
the
families
of
Anchorage
I
implore,
you
no
I
demand.
AP
AB
A
AQ
A
AQ
I'm
gonna
finish:
I
I'm,
responding
to
the
librarian's
question
from
Bartlett
that
I
referred
to
in
the
last
board
meeting
when
she
asked.
Where
do
we
draw
the
line
and
my
suggestion
is
we
draw
the
line
with
traditional
alarms
of
decency
and
with
Alaska
state
law,
so
I
wanted
to
finish.
Sherry
streisak
actually
read
out
of
Alaska
statute.
Section
1161-128
and
I
wanted
to
finish
that,
because
item
C
on
that
and
I
did
prepare
documents.
AQ
You
all
have
a
copy
of
all
these,
so
you
can
read
along
a
little
better
item.
C
says
in
this
section:
harmful
to
minors
means-
and
this
was
under
distribution
of
indecent
material
to
minors.
Harmful
to
minors
means
one.
The
average
individual
applying
contemporary
Community
standards
would
find
the
material
taken
as
a
whole
appeals
to
the
puriant
interest
in
sex
for
persons
under
16
years
of
age.
AQ
That's
just
normal
for
kids
that
age
two,
a
reasonable
person
would
find
that
the
material
taken
as
a
whole
lacks
serious
literary,
artistic,
educational,
political
or
scientific
value
for
persons
under
16
years
of
age,
number
three,
the
material
depicts
actual
or
simulated
conduct
in
a
way.
That
is
patently
offensive
to
the
prevailing
standards
and
the
adult
community
as
a
whole,
with
respect
to
what
is
suitable
for
persons
under
the
age
of
16.
D,
except,
is
provided
in
E
of
this
section.
AQ
Distribution
of
indecent
materials
to
minors
qualifies
as
a
classy
felony,
and
then
I
want
to
read
out
of
the
criminal
law.
Title
number
11.
statute,
41,
440,
sexual
abuse
of
a
minor
in
the
fourth
degree
and
the
reason
I'm
reading.
This
is
because
last
time,
I
shared
that
there
sexual
addiction
is
such
a
huge
risk.
Every
addiction
is
initiated
by
a
first
try
and
when
we
take
advantage
or
intervene
when
kids
are
sexually
curious
and
vulnerable,
which
they
are,
is
this?
The
prior
statute
referred
to?
We
run
the
risk
of
having
them.
Try.
K
AQ
What
they're
learning
about-
and
this
said
this
addresses
being
under
16
years
of
age-
the
offender
engages
in
sexual
conduct
with
a
person
who
is
under
13
years
of
age
and
at
least
three
years
younger
than
the
offender,
and
as
you
can
read,
it
goes
on
describing
this,
but
we're
talking
about
materials,
giving
ideas
to
kids
that
age.
So
it
is
very,
very
dangerous.
A
AR
Thank
you
kindly
for
having
me
it's
good
to
see
you
all
again,
so
I
was
just
going
to
start
by
the
law.
I
mean
might
as
well
just
start
there
right.
Let's
just
go
with
the
law,
so
the
law
says
section
1141,
455,
unlawful
exploitation
of
a
minor
wow.
A
person
commits
a
crime
of
unlawful
exploitation
of
a
minor
if
in
the
state
and
with
the
intent
of
producing
a
live
performance.
AR
Film.
Audio
video.
Oh
look!
Look,
oh
that's
funny,
newspaper
magazine
that
visually
depicts
or
conducts
engaged
in
or
simulated
conduct
sexual
penetration,
the
lewd
touching
of
another
person's
genitals,
anus
or
breasts
the
lewd
touching
by
another
person
of
the
child's
genital
anus
or
breast
masturbation,
bestiality,
the
lewd
exemption
of
child's
genitals
or
sexual
masoism
or
sadism.
AR
So
first
off
this
is
a
felony,
so
I
mean
I,
don't
know!
If
everybody
heard
me
this
is
a
felony
right.
This
is
the
law
and
it
seems
like
I,
don't
know
if
we
missed
this.
Did
anybody?
Did
we
miss
this,
because
this
is
pretty
serious
and
I?
AR
Don't
know
if
we're
like
breaking
the
law,
but
it
kind
of
seems
like
we
are
so
I
I
like
to
talk
about
my
unconditional
love
and
I,
bring
it
up
a
lot
and
I
use
the
word
unconditional,
a
lot,
because
when
it
comes
to
my
kids,
if
they
have
wanted
to
transform
or
transgender
or
if
they
had
chemo
or
a
cold
or
if
there
was
anything
that
my
child
was
going
through
as
a
parent,
I
love
them
unconditionally,
so
I
mean
if
my
son
wanted
to
turn
into
a
pigeon
I
would
pigeon
him
through
it.
AR
AR
I'm
a
little
thrown
back
at
you
know,
I
know
teachers,
you
have
a
huge
impact
in
our
children's
lives
and
supposed
to
be
for
the
better
and
I'm
very
much
concerned
with
the
fact
that
these
things
could
be
being
kept
from
me.
So
we
could
be
grooming,
children
and
you
could
be
turning
my
child
into
a
bird
that
he
really
desperately
wants
to
be
and
I
have
no
idea.
AR
You're,
not
telling
me
these
things
and
I
am
the
number
one
provider
and
unconditional
love
for
my
child,
and
I
am
now
in
the
dark
not
having
any
idea
that
my
son's
trying
to
grow
feathers.
You
know
this
is
just
it's
just
getting
out
of
hand,
so
I
think
my
biggest
concern
is
parents,
consent
and
US,
knowing
what
is
taking
place
in
the
classroom
and
what
is
being
taught
to
our
children's
is
up
the
utmost
priority.
So
I
would
really
appreciate
that.
A
All
right,
the
results
are
public
testimony
our
second
hour.
We
don't
have
any
other
testifiers
signed
up
correct
semester.
Okay,
all
right,
we'll
move
on
on
our
agenda
to
superintendent
update
Dr
Bryant
you're
here
with
us
remotely
that's
Larry
horse.
Yes,.
N
Thank
you,
Mr
Sharon,
hello,
from
Nashville,
ASD
board
and
Community
I
have
the
wonderful
opportunity
to
be
here
in
Nashville
Tennessee
to
see
firsthand
a
successful
college,
career
and
life
Readiness
movement
in
action,
I'm
joined
by
mid
Wilson
and
another
exciting
part
about
this
trip
is
that
I'm
joined
with
senior
Anchorage
Community
Executives
from
the
aedc
UAA,
the
muni
and
others.
Here
in
Nashville,
we
have
the
opportunity
to
meet
with
their
counterparts
and
start
laying
the
foundation
for
across
organizational
task
force
to
take
things
to
the
next
level.
N
These
are
exactly
the
players
who
can
support
our
broader
effort
to
make
ASD
a
core
part
of
the
Workforce
Development
strategy
for
the
entire
city.
In
other
words,
this
work
is
all
about
getting
more
ASD
student,
certifications
and
degrees
by
high
school
graduation
day,
so
they
can
enter
into
high
wage
high
demand
jobs
in
Anchorage.
The
bulk
of
my
career
as
an
administrator
has
been
in
the
area
of
CCL.
N
So
while
the
the
jet
lag
has
been
rough,
I'm
not
gonna
lie
I'm,
all
in
and
enthusiastic
to
get
the
ball
rolling
and
I
want
to
recognize
our
community
leaders
who
took
the
time
out
of
their
very
very
busy
schedules
to
come
down
to
Nashville,
to
support
our
schools
and
work
through
our
Workforce
challenges
as
a
city
and
On.
N
A
related
note,
I
want
to
acknowledge
that
we're
making
progress
towards
meeting
our
goals
with
the
adoption
of
the
new
K3
curriculum
and
with
the
recent
decision
to
start
planning
for
moving
sixth
grade
to
middle
school
and
continuing
to
explore
school
start
times.
We
also
continue
to
make
progress
towards
tackling
our
vacancies
with
the
approval
of
more
competitive
wages
for
our
custodians
and
with
that
said,
that
means
the
cost
of
doing
business
and
ASD
continues
to
increase,
as
we
just
become
more
competitive.
N
So
we'll
need
to
continue
to
keep
the
momentum
up
for
structural
increases
to
funding
at
the
state
level.
But
overall
this
is
a
very
exciting
time
for
ASD
and
it's
a
pleasure
to
be
a
part
of
the
movement.
So
it's
pretty
late
here
in
Nashville
and
I
have
school
visits
bright
and
early
in
the
morning,
so
I'll
close
with
that
and
keep
my
update,
short
and
sweet
more
updates
to
come.
Thank
you.
A
D
This
isn't
directly
it's
a
part
of
their
I
guess
it's
the
the
question
portion
of
the
superintendent's
report,
not
what
he
directly
presented
on,
but
we
certainly
have
received
a
large
amount
of
testimony
well
from
Save
and
then
also
from
Denali,
Montessori
and
I,
wonder
if
the
superintendent
or
another
member
of
the
team
could
respond
to
the
public
messages
that
we're
receiving
about
these
schools
need
for
reversing
PTR
cuts.
N
N
In
fact,
the
majority
of
our
schools,
the
either
decreased
or
enrollment,
or
were
impacted
by
the
increase
to
PTR
with
that
said,
I
could
Envision
a
universe
where,
in
the
future,
we
look
at
the
Staffing
model
more
closely
to
make
sure
that
you
know
it's
Equitable,
but
right
now
we're
uniformly
applying
our
staffing
model,
which
is
approved
by
the
board,
and
we
had
a
number
of
people
advocate
for
their
particular
schools,
and
there
are
dozens
of
other
schools
that
are
impacted
as
well
that
we
didn't
hear
from
so
I
want
to
acknowledge
them
as
well.
N
A
Thank
you,
member
lessons.
I
had
a
follow-up
question.
Since
we
went
down
this
trajectory,
my
understanding
is
that
we
typically
have
a
contingent
of
hold
back
teachers.
Dr
Bryant
that
get
allocated
shortly
before
the
start
of
the
school
year.
Is
there
a
possibility
that
staff
are
allocated
based
on
enrollment
figures,
to
mitigate
the
loss
of
any
of
the
campuses
that
have
experienced
potentially
other
possible
loss
of
a
staff?
Member.
N
We
do
have
a
small
number
of
holdbacks
and
it's
to
address,
you
know
bubbles
or
specific
situations
that
may
impact
a
school
as
a
result
of
our
metric
based
Staffing
model.
So,
yes,
it
is
possible.
We
need
to
make
sure
that
those
old
backs
are
used
very
strategically
and
wisely
to
ensure
that
they
best
serve
the
needs
of
the
whole
District,
based
on
a
number
of
factors.
A
Thank
you
and
just
a
quick
follow-up.
I
guess,
as
regarding
save
and
Denali
Montessori,
specifically,
the
I
just
want
to
confirm
I
guess
the
the
PTR
increase
in
related
Staffing
changes
were
applied
uniformly
in
that
special
programs
weren't,
given
any
additional
consideration.
It
is
just
an
across
the
board
based
on
board
Direction,
correct.
N
So
correct,
so
our
staffing
model
is
very
much
one.
Size
fits
all
and
I'm,
not
saying
that's
the
best
way
to
approach
a
staffing
model,
but
that's
the
Staffing
model
that
ASD
has
implemented
for
many
many
years,
I'm,
not
even
sure,
if
there's
ever
been
a
different
type
of
Staffing
model,
where
essentially,
all
schools
are
essentially
treated
equally,
there's
slight
differences
for
elementary
middle
and
secondary,
but
we
uniformly
apply
that
Staffing
model,
with
very
few
exceptions,
with
the
use
of
holdbacks
across
the
district
and
that's
to
ensure
that
there's
a
standard.
N
There
are
some
positive
things
about
our
staffing
model.
This
is
very
different
than
what
I'm
used
to
in
Houston,
but
the
positive
thing
of
our
staffing
model
is
that
it
ensures
that
every
school
has
a
nurse,
for
example,
or
access
to
a
counselor,
but
it
also
means
it's
very
rigid
and
doesn't
accommodate
for
specific
things,
like
special
programs
or,
let's
say,
schools
that
serve
large
populations
of
economically
disadvantaged
students,
so
I
mean
there
are
certainly
conversations
that
we
could
be
had
to
differentiate
a
little
bit
more.
M
A
K
Thank
you
first
I
want
to
comment
in
regards
to
a
lot
of
the
individuals
who
came
and
testified.
I
was
extremely
impressed
with,
with
the
students
I
mean
with
everyone,
but
the
students
was
showing
their
life
their
information,
how
important
it
was
and
and
how
it's
impacting
them.
It
really
makes
a
difference
on
Staffing
and
I
really
do
mean
a
lot
like
that.
K
All
I
can
say
is
that
I
hope
that
many
of
the
saved
students
that
came
and
testified
today
keep
on
going
and
I'd
love
to
see
them
be
teachers
one
day
they
understand
the
connection
they
they
recognize
it.
They
see
the
difference
and
I
do
in
regards
to
Denali.
It
raised
an
interesting
question,
because
theirs
is
they:
they
do
the
combined
grades,
one
through
three,
four
through
six
and
and
how
will
the
sixth
graders
moving
out
early?
K
If
that
applies
to
every
body,
how
will
that
impact
the
Denali
Montessori
system
raise
the
question
to
me
in
regards
to
that
I
had
three
kids
that
went
through
Denali
and
I
will
tell
you:
I
have
six
grandkids
right
now
at
tutor
Denali,
so
yes,
I
am
connected
heavily
to
that
and
regards
to
the
same
program.
I
haven't
been
through
it
recently,
but
I
went
through
it
a
lot
when
I
was
the
first
nine
years.
I
was
on
the
board.
K
K
It
just
showed
you
how
connected
they
were
that
kids
at
high
risk,
and
it
means
a
lot
one
of
the
things
I
remember
at
the
National
School
Board
Association
is
it
talked
about
equity
and
equal
being
different
and
they
would
have
a
story
with
three
kids
who
were
trying
to
watch
a
baseball
game
with
a
fence
wooden
fence
and
one
child
was
taller
than
the
rest
and
didn't
need
any
assistance
to
see
the
game.
K
Another
one
was
more
mid-sized
needed
one
stool
there,
one
one
box
to
be
able
to
see
the
game
and
then
one
that
was
much
smaller
needed
two
boxes.
When
we
look
at
the
Staffing
issue-
and
we
talk
about
Equity-
you
know
about
equal,
we
got
to
think
about
equity
and
what
the
needs
are
for
different
ones
and
the
different
programs,
whether
it's
Montessori,
whether
it's
saved
I,
appreciate
that
the
real
issue
here
is
whether
or
not
the
parents
who
spoke
the
well
as
well
as
others
will
make
sure
their
voices
showed
at
the
legislature.
K
Because
that's
what
can
eliminate
this
as
an
issue
because
I
don't
think
the
board
wants
to
increase
the
the
ratio
anyway,
but
the
funding
issue.
If
it
not.
Next,
you
is
going
to
be
a
crisis
to
you
after
anyway,
and
it's
going
to
be
much
worse
if
we
do
not
get
an
increase
in
BSA,
substantial
and
permanent,
with
some
adjustments
we're
going
to
be
in
an
awful
situation
and
we
can't
stop
the
kind
of
changes
we
do
when
I
saw
the
administration
make
all
these
cuts.
K
It
was
at
the
bottom
where
they
started
increasing
the
pupil
teacher
ratio.
So
it
will
be
something
that
the
board
will
be
looking
at
when
we
have
get
additional
funding.
How
much?
And
what
we'll
try
to
do.
But
I
don't
think
anyone
wants
to
see
an
increase
there
and
I
guess.
My
last
comment
is
if
I
look
at
classroom
sizes
and
look
at
the
at
prior
studies,
we've
done
all
class
massage
is
so
much
bigger
than
low
48.
You
got
36
states
with
maximum
effective
plasma
sizes.
K
Well,
k23
is
1
to
15
above
that
is
25.
we
go
to
deploy.
Do
they
have
a
different
ratios
18
for
all,
but
they're
all
in
that
category
and
we're
so
much
larger
in
our
classroom
sizes,
and
we
wonder
how
that
is
impacting
academic
results.
I
promise
you
36
states
are
not
paying
to
have
more
teachers
and
lower
classroom
sizes
if
it
wasn't
for
the
results
and
that's
what
we're
at
right
now
we
need
to
support
from
the
public.
K
We
need
to
support
from
legislature
and
I
hope
that
that
individuals,
right
now
is
a
is
a
great
time
for
everybody
to
get
on
the
phone
write.
The
emails
write
the
letters
but
to
be
very
vocal
in
regards
to
the
demands,
because
it's
going
to
impact
kids
and
that's
what
we
need
to
stop
and
so
I
really
enjoyed
the
presentations.
The
discussions
in
watching
both
the
students
and
the
parents
to
be
so
engaged
and
wanting
to
make
sure
their
kids
get
the
good
education.
K
It's
really
moving
and
I
really
do
appreciate
it
a
lot.
So
thank
you.
AN
You
I'm
familiar
with
that
diagram
too,
with
the
three
kids
at
defense,
the
boxes,
but
what
I
would
like
to
see
is
defense
lowered.
So
all
the
kids
could
see
over
it
and
not
to
give
one
child
a
particular
advantage
over
another
child
I
believe
in
equity,
I
mean,
but
also
equality
and
equality
of
opportunity
and
I.
AN
Think
lowering
the
fence
would
be
a
superior
way
to
do
that,
rather
than
just
helping
one
one
particular
class
of
individual
Love
More,
but
the
the
the
whole
subject
tonight
of
the
the
superintendent
identified
that
the
the
cut
at
Denali
Montessori
was
part
of
the
PTR
increase.
That
was
in
the
budget
two
weeks
ago,
I
had
proposed
an
amendment
that
would
have
prevented
that
it
would
have
reduced,
admit,
non-classroom,
administrative
costs
by
five
percent,
and
that
was
way
to
fund
not
having
to
increase
class
sizes.
AN
So
it
sounds
like
that
amendment
I,
proposed
a
couple
of
weeks
ago,
was
directly
related
to
what
we
were
hearing
about
tonight.
I
I'm,
sorry,
that
this
is
happening.
I
really
believe
it
would
have
been
a
superior
resource
or
priority
choice
to
go
with
the
other
types
of
reductions
that
I
suggested
at
that
time,
and
that
was
one
of
the
reasons.
I
voted
primary
research
I
voted
against
this
budget.
Now
it
was
a
horrible
situation.
Everybody's
been,
and
nobody
wanted
to
do.
AN
This
I
completely
recognized
nobody
wanted
to
increase
class
sizes,
but
I
think
I
presented
some
valid
options
to
doing
that.
That
night
and
I'm
disappointed
that
we
didn't
go
that
direction,
and
we
wouldn't
have
to
hear
the
concerns
that
we
heard
tonight,
apparently
because
the
superintendent
said
that
that
was
related
to
that
decision
that
night.
But
there
was
a
meeting
earlier
today
with
some
members
of
the
legislature
and
during
that
meeting
the
discussion
came
up
about
the
district
cost
differential
and
the
need
for
a
new
study
and
I
guess.
AN
They
weren't
familiar
with
that
and
that
you
know,
even
if
that
was
true.
The
legislature
has
the
power
to
change
any
law.
That
would
even
imply
that,
and
so
they
clearly
have
the
authority
to
deal
with
that.
If
that
is
true,
and
additionally,
they
can
simply
appropriate
the
money
for
the
needed
study.
When
we
last
looked
at
this,
this
was
so
important
that
the
Anchorage
assembly
even
passed
the
funding
to
accomplish
this.
AN
But
you
might
remember
the
history
that
when
we
went
to
the
Institute
of
Social
and
economic
research
at
the
University
of
Alaska,
who
were
the
folks
that
did
the
original
study
after
the
law
that
that
was
back
in
the
1990s
designing
this
Statewide
funding
formula
for
Education.
AN
They
were
really
excited,
they
wanted
to
do
it,
but
they
said
well.
We
can't
do
it
because
if
it's
just
Anchorage
paying
for
it,
people
think
it's
a
biased
study.
So
then
we
attempted
to
get
the
Department
of
Education
to
ask
for
it
and
they
they
didn't
want
to
do
it
and
we
attempted
to
get
the
Alaska
School
Board
Association
ask
for
it
and
they
didn't
want
to
do
it.
So
it's
really
going
to
be
up
to
legislators
to
get
this
done.
AN
It's
going
to
be
up
to
the
Anchorage
caucus
to
pull
together
and
get
this
done
for
this
community
I've
heard
some
of
the
press
accounts
of
this,
even
some
of
the
testimony
before
the
legislature
that
I
thought
well.
It
was
not
very
clear
they
said
well.
Anchorage
is
the
base
for
the
cost
differential.
AN
Well,
it
was
only
the
base
because
when
we
wrote
that
law
and
I
was
one
of
the
four
or
five
Senators
that
were
the
leaders
in
doing
that
at
that
time,
Anchorage
was
the
least
expensive
place
in
Alaska
to
deliver
educational
costs,
but
we
really
truly
believe
that
is
no
longer
the
case
and
we
never
anticipated
that
there
would
not
be
a
follow-up
differential
study
conducted
at
least
once
a
decade,
and
now
we've
been
a
long
time.
This
has
been
a
long
time
overdue.
AN
AN
D
D
I
had
a
wonderful
opportunity
to
talk
to
some
of
our
high
school
students
last
month
about
civic
participation.
It
was
a
really
lovely
engaging
conversation
and
had
a
really
remarkable
opportunity
to
attend
amazing
National,
History
Day
presentations
by
some
of
our
sixth
graders,
which
was
hosted
at
the
Beartooth
theater
last
week.
D
It's
my
sincere
hope
that
I
can
forward
some
of
the
spectacular
demonstrations
of
what
our
students
know
and
are
able
to
do
all
the
way
up
to
a
federal
delegation
and
to
our
state
leaders.
So
hopefully,
I
can
make
that
happen.
D
I
wanted
to
say
that
I
appreciated
a
real,
clear
consensus
among
Anchorage
constituents
attending
the
legislative
Town
Hall.
This
past
weekend.
We
heard
that
there
was
a
tremendous
amount
of
support
for
that
VSA
increase
and
to
that
end
it
sounds
like
there
may
be
some
revisions
to
Senate
Bill
52
that
are
proposed
tomorrow.
D
So
that'll
be
interesting
to
to
listen
in
on
I,
wanted
to
also
spend
a
little
bit
of
time
at
the
very
end,
offering
my
personal
appraisal,
some
of
the
dollar
figures
attached
to
Governor
dunleavy's
educational
education
proposal
today,
since
he
did
say
that
he'd
like
to
have
quote
an
honest
appraisal
of
what
we're
trying
to
do,
and
so,
in
short,
the
two
sort
of
financial
items
were:
one
was
a
17
million
dollar
I,
don't
know
grant
program
for
deed
and
then
the
second
was
a
three-year
teacher
incentive
program
which
would
total
about
58
million
dollars
Statewide,
and
these
are
just
my
chicken
scratch
notes.
D
D
D
You
know
we
have
54
districts
in
Anchorage
alone,
I
think
that
the
initial,
the
additional
costs
for
profession,
professional
development
are
going
to
be
Hefty,
so
I
would
really
urge
the
powers
that
be
who
want.
The
Alaska
reads:
act
to
succeed
to
consider
a
more
weighty
investment.
D
There
was
another
item
in
that
17
million
that
included
three
million
dollars
to
grow
the
to
help
teacher
preparation
and
licensure
to
grow
the
pool
and
make
the
certification
process
less
honorous
and
remember
Donna.
You
talked
about
lowering
the
fence
and
I
hope
that
this
doesn't
lower
the
fence.
Quite
frankly,
I
think
that
we're
kind
of
talking
about
lowering
the
bar
for
our
standards
for
educators.
If
I
interpreted
this
correctly
I
mean
we
need
our
Educators.
D
Don't
get
me
wrong,
but
I
think
that
when
we
look
at
what
nations
like
Finland
have
done,
I
think
that's
our
path
forward.
We
need
the
most
highly
trained
Educators
we
can
get
our
hands
on
and
to
that
that
and
I'm
curious
about.
You
know
what
does
that
look
like
in
ASG,
so
I
did
share
an
RFI
earlier.
D
That's
a
request
for
information
with
Dr
Bryant
and
president
Bellamy
saying
that
I
would
be
interested
in
understanding
the
relationship
between
our
student
outcomes
really
plotted
according
to
our
teacher
degree
level
and
like
does
it
matter
that
some
of
our
teachers,
many
of
them,
have
Masters
and
some
of
them
have
doctorates.
D
So
I
think
that
that
could
be
informative,
so
I
would
I
would
urge
the
state
to
not
lower
any
fences
or
any
bars.
I
want
us
to
have
high
standards
for
the
people
who
are
preparing
our
youth.
D
D
It
sounds
like
for
ASD,
as
an
urban
District
would
receive
about
five
thousand
dollars
per
year
per
classroom.
Teacher
and
I.
Guess
I
really
only
understood
that
to
be
classroom
teachers
not
like
the
wrap
around
all
of
the
other
staff
that
we
have
so
I,
really
appreciate
the
governor's
attention
to
retention
I.
D
Think
that's
one
of
the
narratives
that
one
of
the
talking
points
that
we're
hearing
a
lot
about
Statewide
but
I,
don't
hear
a
framework
for
how
incentivizing
classroom
teachers
only
is
going
to
prevent
students
from
being
stuck
with
shelf-stable
cheese
sticks
for
lunch
because
we
don't
have
the
funds
to
hire
cafeteria
managers
and
I
I.
Don't
hear
how
we're
going
to
continue
to
be
able
to
provide
competitive
salaries
for
our
custodial
draft
staff
or
bus
drivers
or
all
the
other
Frontline
employees.
D
You
know
who
collectively
support
the
whole
child
so
I,
don't
think
that
we
can
only
selectively
offer
carrots
I
think
we
really
need.
We
need
to
focus
on
that
entire
I
know.
I,
see
it
as
an
ecosystem
and
I
was
reminded
of
the
April
of
2021
deed
study
on
teacher
retention
and
recruitment
surveys,
teacher
retention,
recruitment
survey
from
a
couple
years
ago
and
for
our
Educators
their
priorities.
D
We're
number
one
adequate
compensation
for
their
assigned
duties
and
number
two
positive
workplace
conditions,
followed
by
personal
connections
with
students
and
then
retirement
benefits
and
I,
emphasize
the
positive
workplace
conditions,
because
I
think
if
you've
been
visiting
any
schools
over
the
past
couple
of
years.
D
Short
staffing
means
that
you
know
principals
say
what
hat
are
you
wearing
right
now
right
now:
I'm
a
cafeteria
worker,
no
I'm,
a
custodian
now
I'm
a
nurse
now
I'm
in
everything,
so
I
think
that
our
staff
are
really
pulled
in
in
more
directions
than
we'd
like
because
because
we
are
so
desperately
understaffed
and
so
I
think
that
adequate
compensation
is
going
to
help
promote
those
positive
working
conditions.
D
So,
yes,
I'm
grateful
that
the
governor
is
paying
attention
to
teacher
retention,
but
I
really
see
a
three-year
trial
program,
only
incentivizing
classroom
teachers
as
insufficient.
So
thank
you.
E
Well,
thank
you.
You
know
one
of
the
the
unfortunate
things
is.
Our
comments
always
come.
After
most,
people
are
home
in
bed,
I
hope
certainly
I,
hope
our
students
are
there
and
getting
ready
for
tomorrow,
and
we
should
I
think
remind
people
more
often
that
public
testimony
is
that
time
for
people
to
speak
and
for
us
to
listen.
E
We
don't
applaud,
we
don't
boo
either
whether
people
are
here
to
ask
for
a
change
or
praise
us
or
condemn
us.
We
want
them
to
feel
equally
welcome,
or
it
comes
across.
I
know
is
equally
impassive,
but
we
mean
for
it
to
be
an
environment
that
doesn't
stress
the
speakers,
particularly
earlier
when
students
spoke
they
did
a
marvelous
job
and
I
too
appreciate
the
fact
that
we
went
ahead
and
didn't
say
anything
about
group
Applause,
because
we
normally
try
to
to
not
have
that.
E
As
as
a
former
teacher
at
a
high
school
I
saw
save
students
from
the
other
side,
and
that
was
when
they
were
leaving
a
comprehensive
high
school
to
go
to
save
and
they
didn't
look
like
these
kids.
These
were
kids
that
were
failing.
These
were
kids
that
had
failed
a
number
of
courses
and
were
failing
most
of
the
classes
they
were
taking.
Then
they
didn't
fit
in
they
weren't
happy.
They
didn't
feel
a
sense
of
community.
E
E
The
level
of
eloquence
and
confidence
that
they
expressed
tonight
is
an
incredible
thing,
and
it
just
speaks
to
the
value
of
that
program,
which
would
not
be
a
great
program
for
very
many
of
our
students,
but
it's
the
perfect
program
for
those
students
that
are
there.
We
need
that
variety
across
the
district.
We
we
need
lots
of
different
places
where
students
can
settle
and
find
their
place
and
grow
like
they
have
it.
E
It
really
was
inspiring
and,
of
course,
the
the
value
that
the
the
Denali
parents
or
and
students
felt
for
their
teachers
is,
was
very
positive
as
well.
E
All
of
us
have
had
the
experience
of
being,
in
other
places
with
other
groups
where
people
can
just
stand
up
and
say
well.
The
Anchorage
School
District
is
just
a
complete
failure
and
it
goes
unchallenged
and
what
I
would
hope
for
everybody
that
wants
to
keep
our
staffing
up.
That
wants
to
keep
our
programs
in
place.
Is
they
won't
let
that
statement
go
unchallenged.
E
E
The
other
thing
is
I
am
guilty
of
it.
We
can
talk
about
increasing
class
size
as
a
budget
item.
It
sounds
pretty
good.
The
truth
is
we
don't
save
any
money
by
increasing
class
sizes,
we
save
money
when
we
stop
having
an
instruction
and
when
somebody
leaves
the
building,
that's
when
you
say
money
and
in
the
larger
schools
you
have
a
certain
amount
of
attrition
anyway.
So
it's
a
little
bit
painless
people
aren't
being
forced
out,
but
in
our
smaller
programs.
E
If
nobody
happens
to
leave
that
year,
someone
has
to
be
relocated
and
voluntarily
transferred,
and
it
is
painful,
especially
in
small
programs,
where
people
play
three
or
four
different
roles
inside
the
curriculum,
so
I
I
do
think
they
help
bring
some
of
that
pain
into
focus
and
I
do
hope.
They'll
speak
to
other
people
about
it,
something
as
simple
as
in
being
able
to
expect
inflation
adjustment
from
the
legislature
each
year
would
keep
that
from
happening.
E
In
this
case.
The
other
play
I
just
want
to
say
real
quick
is
I
got
to
stop
by
roaming
a
while
back
for
their
stem
day.
They
had
more
than
50
people
that
are
in
technical
careers
in
Anchorage,
giving
seminars
on
what
kind
of
work
they
do,
how
they
prepared
for
that,
why
they
love
their
jobs
and
the
the
day's
schedule
was
redone.
E
Students
got
to
pick
the
seminars
they
wanted
to
go
to
and
just
a
lot
of
excitement,
and
you
know
like
a
really
different
day
in
the
school
great
to
see
people
back
in
our
buildings
and
and
things
starting
to
happen
in
a
much
more
normal
way.
E
We
were
in
sort
of
the
same
situation
where
we
were
looking
at
some
layoffs
and
a
lot
of
involuntary
transfers,
because
the
budget
has
to
be
based
on
something
real
and
the
decision
from
the
legislature
doesn't
happen
very
soon.
It's
a
mechanical
thing
about
when
the
legislature
meets
versus
when
our
fiscal
ureas
versus
and
when
our
budget
has
to
be
in
and
all
that
stuff.
It's
not
really
anybody's
fault,
but
something
dramatic
would
have
to
change
to
be
to
be
able
to
fix
it
in
talking
with
HR.
E
A
single
like
this
seems
like
we
could
kind
of
freeze
things
and
walk
this
back
when
this
money
comes
because
we're
all
pretty
sure
it's
coming,
we
don't
know
exactly
how
much
it'll
be,
but
logistically,
when
you
start
looking,
it
really
can't
be
walked
back.
This
will
do
damaging
things,
but
it's
a
little
bit
like
the
Wake
behind
a
boat.
It
closes
up
behind
you
as
you
go
down.
Some
people
don't
want
to
transfer
back.
Some
people
take
other
jobs.
E
Some
people
there's
just
a
whole
variety
of
things
that
keep
it
from
being
possible
to
undo,
except
maybe
in
a
handful
of
situations.
E
So
it
is
something
we'll
face
again
and-
and
lastly,
I
do
want
to
say
to
the
superintendent's
remark
that
we
are
using
a
formula
to
Fidelity,
that's
painful
too,
and
especially
when
it
hits
a
small
school.
It's
especially
painful
but
I'll
also
say
I.
I
grew
up
in
a
district
that
did
not
do
things
by
a
formula
to
Fidelity
and
I
happen
to
go
to
a
couple
of
high
schools
as
a
senior,
and
it
was
very
clear
to
me
that
one
high
school
had
a
very
favored
status
in
the
district.
E
E
I
won't
say
that
Anchorage
distributes
everything
with
Equity
inequality,
but
I'm
gonna,
say
we'd
come
a
lot
closer
than
most
communities
in
this
country.
Part
of
it
is
because
we're
one
big
District
part
of
it
is
that
I
think
that's
just
been
the
way
it's
been
done
for
a
long
time,
not
perfect
way
to
be
sure,
but
unfortunately
it
means
when
there's
pain,
everybody
feels
it
and
when
there's
good
times,
everybody
feels
that
too
I
don't
know
what
the
best
way
is.
E
But
but
this
is
maybe
the
least
bad
way
to
to
deal
with
this
thing.
Unfortunately,
but
I
do
hope,
more
people
see
the
good
things
that
are
happening
every
day
and
kind
of
start
from
the
fact
that
we
do
succeed
in
a
lot
of
stuff,
and
we
need
to
build
on
that
and
we
need
to
bring
it
to
every
student
as
opposed
from
starting
to
the
negative
and
tearing
the
system
down.
A
Thank
you,
member
Holloman,
I'll,
take
my
turn
before
we
head
online
didn't
want
to
express
appreciation
for
all
of
our
testifiers
tonight.
Our
students
were
awesome
in
speaking
to
their
experience
in
the
classroom.
I
had
the
privilege
of
as
a
board
member
of
being
up
on
stage
for
saves.
Graduation
in
was
it
already
2021
yeah.
It
must
have
been
2021
already
and
I
was
having
one
of
my
the
children
in
my
home
walk
across
the
stage
out
of
that
program.
It
was
pretty
special
and
they
do
amazing
work.
A
They
don't
their
students
typically
don't
have
extremely
low
adverse
childhood
experiences,
scores
they
don't
walk
in
with.
You
know
traditional
and
adequate
credits
and
so
kudos
to
those
those
folks
for
advocating
and
I'm
hopeful.
At
some
point,
we
can
address
some
of
the
changes
that
had
to
be
made
for
financial
purposes
at
Denali,
Montessori
save
and
the
the
Dozen
plus
programs
that
were
affected.
A
One
of
the
considerations
I
had
really
grappled
with
when
we
passed
our
budget
is,
were
we
wisely
using
one-time
funds
with
the
uncertainty
coming
from
Juno
and
tonight?
I
think
was
a
pretty
clear
example
that
we
were.
It
was
pretty
heartening
to
see
because
the
the
outcomes
would
have
been
significantly
worse.
Had
we
not,
and
with
that
I
guess,
I'll
turn
to
fy25.
A
You
know
I'll
work
with
President
Bellamy
to
this
end,
but
I
want
to
continue
to
urge
Administration
I
think
it's
time
to
start
talking
about
what
fy25
looks
like
we
don't
have
fiscal
certainty,
yet
the
BSA
bill
hasn't
passed
either
chamber
and
so
I
think
it's
time
for
us
to
start
taking
a
serious
look
at
what
that
future
might
look
like
if
legislative
inaction
occurs,
I
I
wish
I
could
share
optimism
of
member
Holloman,
but,
statistically
speaking,
a
BSA
increase
isn't
likely.
A
If
you
just
go
back
and
look
that's
when
the
foundation
formula
was
instituted
and
so
I
think
we
need
to
start
informing
ourselves
and
educating
others
exactly
what's
at
stake,
so
there
isn't
any
surprises.
Should
the
legislature
adjourn
without
taking
action
with
that
said,
I'll
hand
it
off
to
president
Bellamy.
Thank
you.
I
Well,
you
guys
were
long-winded
tonight.
Thank
you,
I
appreciate
all
your
comments,
I
I
kind
of
want
to
end
on
the
analogy
between
equity
and
equality.
I
We
talked
about
adding
a
box,
we
talked
about
leveling
the
Box,
making
it
the
same
size.
I
just
think
we
need
to
just
read
it:
remove
the
barrier
period
or
just
put
up
a
chain
link
fence.
I
I
Somebody
put
them
there,
and
so
we've
got
to
anticipate
what
that
removal
is
going
to
look
like
and
as
we
redesign
our
programs
and
we
reimagine
education
in
our
district
in
this
District,
we
can
make
things
better
more
accessible
and
to
give
kids
what
they
need.
The
kids
don't
come
all
needing
the
same
thing:
they
come
from
different
backgrounds,
different
ethnicities,
different
cultures,
different
parts
of
the
world,
different
family
structures.
They
are
welcome
in
our
schools
and
that's
that's
whatever
that
barrier
looks
like
we.
I
We've
got
to
remove
it
or
redesign
it,
and
so
I
like
that
analogy.
But
I
know
that
you
know
it's
not
about
it's.
It's.
We
can't
give
everybody.
If
we
give
everybody
everything
the
thing
the
same,
then
some
people
aren't
going
to
they're,
not
going
they're
not
going
to
be
successful
because
they
need
more
or
they
might
even
lead
less
so,
but
that's
the
beauty
of
the
work
we
get
to
do
every
single
day
in
this
District,
whether
we
are
settling
a
contract
with
a
valued
group
of
of
of
us
employees.
I
I
do
want
to
thank
the
bargaining
teams
for
Local
71
and
that
amazing
ratification
of
92
I
don't
know
that
I've
ever
heard
that
a
hide
before
in
a
while
so
and
I
do
want.
I
do
know
that
any
cut
anywhere
is
of
value
to
somebody
else.
I
mean
it's,
we
it's
not
something
we
want
to
do,
and
so
I
don't
have
the
answer,
but
I
know
if
we
keep
looking
and
we
keep
talking,
we
keep
telling
our
stories.
The
kids
had
amazing
Stories
tonight.
I
Those
are
the
stories
that
the
legislature
needs
to
hear.
Parents
have
amazing
stories
and
at
the
bottom
of
each
email
that
I
answer
I,
do
ask.
Please
consider
telling
your
story,
because
it
is
a
valuable
story
and
the
legislators
don't
know
what
they
don't
know,
and
so
we've
got
to
find
ways
to
tell
our
story
make
sure
that
we
are
representing,
or
at
least
portraying
the
needs
of
our
district.
So
I
do
want
to
thank
you
know
all
the
board
members
I'm
not
in
the
boardroom
tonight,
but
really
you
guys
are
amazing.