►
From YouTube: 06 -14 -22 ASD Finance committee Meeting
Description
No description was provided for this meeting.
If this is YOUR meeting, an easy way to fix this is to add a description to your video, wherever mtngs.io found it (probably YouTube).
A
Member
wilson
and
I'm
here
in
the
board
room
along
with
another,
a
number
of
support
staff
and
guests.
So
I'm
just
going
to
ask
everybody
to
go
around
the
room
and
introduce
themselves,
maybe
starting
I'm
going
to
call
in
the
back
corner
for
visitor
corey
teacher
and
current.
B
D
D
Mark
retired
on
a
committee
to
support
the
university.
A
Great
well,
thank
you
all
for
being
here
today.
The
staff
to
board
member
ratio
is
in
your
favor,
but
so
thank
you
for
that.
Taking
the
time
really,
I
wanted
to
give
our
friends
over
at
icer
the
opportunity
to
talk
about
their
new
research
and
if
we
can
talk
about
what
the
implications
might
be
for
asd
moving
forward.
E
E
E
Of
social
and
economic
research,
we
call
ourselves
spicer
we're
at
the
university
of
alaska
anchorage
and
that
did
you
that's
been
working
with
ice
for
a
lot
longer
than
I
have
to
introduce
who
we
are
and
what
we
do.
Oh
well,
I
was
asked
to
say:
well
what
is
ice
cream?
That's
a
difficult
question
to
ask
and
answer
them.
B
E
Or
eight
years-
and
that's
been
there
a
little
bit
longer
so,
but
my
role
is
to
direct
the
center
for
alaska
education
policy,
research
and
so,
as
our
title
might
apply.
I
think
I
think
we're
very.
C
E
Known
for
the
economic
work
that
we
do,
but
we
also
do
a
lot
of
other
social
science
work
and
so
paper.
The
name
of
our
center
is
educational
clearinghouse
for
all
of
the
education
related
work
done
there.
E
We
look
at
career
pathways,
we
look
at
stem
education,
we
look
at
rural
education
context,
including
art
and
education,
and
I
think
what
this
group
might
know
us
mostly
for
is
our
teacher
turnover
supply
demand
compensation
work.
We
do
quite
a
bit
of
that,
so
we
try
to
emphasize
topics
that
are
relevant
for
alaskans,
but
we
do
research,
that's
basic
applied
and
we
also
do
a
fair
amount
of
evaluation,
work
related
to
different
grants
for
implementation,
science
type
projects,
that's
yard,
and
talk
a
little
bit
about
our
work.
E
Okay,
how
you
have
before?
I
don't
want
to
take
up
too
much
of
your
time,
so
we've
been
doing
just
in
terms
of
the
things
that
we've
talked
about
recently
or
that
we've
published,
or
that
we've
testified
on,
and
I
think
a
lot
of
these
do
matter
a
lot
to
the
school
districts.
We
did
a
teacher
salary
study
a
couple
of
years
ago,
where
we
calculated
cost
differentials
for
different
school
districts.
We
studied
the
economic
value
of
tenure.
E
Both
of
these
were
studies
for
the
state
legislature.
We've
looked
at
how
much
teacher
turnover
costs
our
state
and
how
much
we
spend
for
people
in
the
state
of
alaska.
We've
looked
at
energy
costs
with
internet
costs,
we've
done
quite
a
bit
with
capital
spending.
Dual
enrollment
everybody's
asking
us
to
look
at
covent.
Now
we
don't
have
a
lot
of
answers,
but
we're
starting
to
look
into
that,
and
you
know
since
alaska,
maybe
not
asd,
but
alaska
is
a
very
rural
state.
E
So
these
are
things
we've
put
out
lately
that
I'm
happy
to
talk
about,
but
also
where
we
have
some
ongoing
projects
and
that's
one
of
the
reasons
we
wanted
to
talk
to
you
today.
We're
studying
a
lot
in
higher
ed
we're
looking
at
a
lot
of
stem
education,
curriculum
development
to
rural
communities,
we're
looking
at
career
aspirations
and
youth
and
more
and
more
covert
rural
stuff,
career
and
technical
stuff.
But
the
project
that
we
wanted
to
talk
to
you
about
was
this
last
one,
and
the
flyer
goes
with.
E
It
is
really
how
compensation
and
working
conditions
are
contributing
to
the
recruitment
and
retention
challenges
that
we
have
in
the
state,
and
I
know
that
if
our
school
district
has
so
many
unique
challenges
in
this
arena
and
so
about
this
project,
we
were
funded.
E
It's
a
robert
voice
program,
which
is
really
focused
on
stem
educators
and
they're,
really
focused
on
high-end
schools,
and
so
you
know
we
were
kind
of
really
nicely
set
up.
We
had
the
experience
doing
this
work.
We
have
a
really
diverse
state
within
which
to
study
teacher
move
patterns,
and
this
is
also
a
big
priority
for
the
state,
so
we
were
lucky
to
get
it
funded
and.
E
Not
only
would
we
like
to
do
work
that
benefits
your
district,
and
we
want
to
hear
from
you
some
ideas
and
thoughts
about
how
we
can
communicate
with
you
and
what
we
need
to
keep
our
eyes
on,
but
also
we
want
you
to
hear
it
from
us.
First
and
not,
you
know
it's
something
that
we
publish
and
talk
about
anywhere
else,
so
we
just
wanted
to
be
really
transparent
and
open
the
line
of
communication
around
this
project
so.
B
Next
question
after
that,
but
this
is
mostly
focused
on
stem
teachers
and
what
what
encourages
them
to
stay
in
a
particular
school,
especially
a
high
need
school
rather
than
try
to.
E
C
E
You
know
they're,
just
fine,
no
big
deal,
so
I
think
we'll
necessarily
be
looking
at
stem
teachers
in
comparison
to
other
teaching
assignments
as
part
of
it.
So
I
think
we'll
capture
everybody,
even
though
the
research.
D
E
Yeah
david,
you
probably
have
a
slide
on
it.
So
let
me
you,
you
talk
I'll,
find
the
slide.
B
It
can
include
the
students
practice,
the
students,
they're
they're
teaching
in
the
classroom,
and
it
could
be
the
you
know,
the
building,
the
structured
facility.
This
is
basically
we
have
to
ask
the
teachers,
you
know,
there's
some
things
we
can
measure,
but
then
there's
other
things.
We
have
to
basically
ask
the
teachers
and
the
staff.
E
So
the
way
that
we've
got
this
set
up
is,
as
a
three
part,
I'm
gonna
share
for
the
zoom
people.
Sorry
for
everybody
else.
I
guess
I
can.
B
E
But
the
research
is,
we
intend
for
it
to
take
place
in
three
parts,
so
the
first
part
will
be
a
quantitative
analysis
and
we
are
working
to
capture
a
lot
of
things
in
that
the
quantitative
analysis
will
look
at
teacher
move
patterns
over
the
last
10
or
15
years
between
teaching
assignments,
yeah.
E
So
that'll
look
at
so
for
that
we've
got
all
of
the
records
from
the
alaska
department
of
education
and
early
development.
So
we
have
the
teaching
assignments
there.
We
are.
E
And
we'll
match
those
data
from
so
we're.
Looking
at
the
state
data
of
teacher
employment
records,
we'll
also
be
able
to
look
at
when
teachers
leave
teaching
we'll
be
able
to
see
if
they
left
teaching
for
another
job
in
private
industry,
we'll
be
able
to
look
and
see
whether
or
not
they
stayed
in
the
state
of
alaska,
we're
also
compiling
collective
bargaining
agreements
as
part
of
that
quantitative
analysis
to
get
a
sense
of
what
benefit
packages
teachers
have,
in
addition
to
the
compensation
that
they
receive.
E
B
But
yeah
so
we're
looking
statewide,
because
teachers
are
moving
in
and
out
of
the
school
district
and
there
there's
obviously
differences
in
compensation
and
benefits,
but
there's
also
teachers
moving
within
the
antiquity
school
district
and
there
there
their
working
conditions
may
change
from
school
to
school,
but
they're
selling
benefits
they're,
not
changing.
So
that's
one
of
those
important
ways
to
isolate
working
conditions
because
they're,
you
know
school-based
working
conditions,
their
community
working
divisions.
B
You
know
living
in
the
community
of
conditions,
so
we
need
to
be
able
to
isolate
what
what
are
what
are
the
things
that
the
school
district
can
control?
What
are
the
things
that
the
school,
the
principal
or
the
school,
the
school
board
whatever
may
be
able
to
control?
And
what
are
the
things
that
are
sort
of
outside
the
controlled
population
of
the
community?
B
E
Our
intent
from
that
quantitative
analysis
is
to
identify
the
statistical
outliers,
the
schools
that
our
model
says
should
have
low
stem
teacher
retention,
but
for
some
reason
the
schools
are
outperforming
what
our
model
suggests
and
we
really
want
to
go
to
those
schools
and
find
out
what's
happening
there.
What
is
what
are
they
doing
to
outside
of
what
we're
able
to
observe,
with
all
of
the
things
that
we
measure
to
retain
those
teachers
and
then
we'll
do
qualitative
case
studies?
E
Obviously
we
don't
know
where,
because
we
need
to
find
those
high-performing
schools
and
then
we'll
use
what
we
learned
there
to
refine
the
quantitative
model,
to
the
extent
that
we
can-
and
hopefully
this
will
give
us
a
better
understanding
of
the
conditions
that
that
we,
that
that
drive
some
of
these
teacher
decisions,
because
teachers
vote
with
their
feet,
they
where
they
want
to
be,
they
switch
jobs
and
you
can
identify
their
preferences
there.
So
that's
the
question
about
what
variables
we're
looking
at,
but
I
could
say
that
we
wish
we
would
be
nice
to.
E
A
Could
you
speak
to
sort
of
scale
and
timeline
as
well
sure,
maybe
I'm
jumping
the
gun,
no.
E
Not
at
all,
not
at
all
I
mean
conversation
was
better,
so
I
in
terms
of
scale
it'll,
be
statewide,
and
so
we're
able
to
look
at
all
teachers.
Who've
had
jobs
in
the
state
of
alaska's
certified
teachers
since
2010
that
I'm
trying
to
remember.
B
Well,
we
have
dated
back
to
like
2000,
maybe
a
little
bit
earlier.
So
I
know
one
of
the
issues
is
this
there's
no
other
issues
on
attentional
teachers,
but
you
know
we
have
long-time
periods
of
data,
so
we
can,
but
things
have
changed
over
that
time
period.
So
we
have
to
be
careful
about
how
we
use
it
so
yeah.
We
have
lots
of
data.
E
E
E
Of
nice,
and
by
about
the
qualitative
part,
it's
our
intention
to
find
about
four
schools
and
to
do
extended
site
visits.
There
talk
to
the
teachers
who
work
there,
talk
to
the
leadership
parents,
kids,
community
members
and
really
try
to
uncover
what
it
is
about:
the
teachers,
their
philosophy
of
education,
what
their
aspirations
and
plans
are
maybe
characteristics
about
the
environment
itself.
E
You
know
the
perceptions
of
leadership,
school
community
relationships,
the
things
that
we
can't
measure
really
nicely
in
the
quantitative
data
sets,
and
also
also
looking
at
the
quality
of
instruction
that's
delivered
by
these
by
the
at
these
schools,
because
we
want
to
not
just
retain
any
teacher
but
really
really
good
teachers.
You
know
really
highly
qualified
teachers,
and
so
the
qualitative
work
will
spend
lots
of
time
on
the
site,
exploring
that
for
a
variety
of
examples,
of
mechanisms,
yeah
yeah.
D
E
Certificated
teacher
and
so
the
predators
not
I
mean
they
would
be
in
there,
but
not
not.
B
B
I
guess
I
have
a
well.
My
second
question,
which
I
think
you
already
answered,
is
you're
not
looking
at
counselors
and
other
related
services
staff
that
are
also
supporting
students
in
those
environments.
No,
but
if
they're
teachers
I
mean,
if
a
teacher
somebody's
teaching
in
the
classroom,
they
get
a
different
assignment
like
in
the
library
there's
something
else
that
they
can
do
that
we're.
Looking
at
that
too,
it's
the
teacher,
we're
focusing
on
the
teachers
so.
A
As
well,
this
is
maybe
a
very
basic
question,
but
how
is
somebody
classified
as
a
stem
teacher?
I
can
imagine
in
secondary
your
biology
teacher,
but
in
elementary
you
teach
a
little
bit
of
everything.
So
are
there?
B
E
But
we
will
have
all
of
these
teachers
in
the
data
set
and
I
think,
there's
value
in
looking
at
the
patterns
of
movement
and
retention
and
turnover
for
elementary
teachers,
who
might
not
be
classified
as
stem
versus
secondary
teachers
who
are
classified
as
stem
versus
secondary
teachers.
Who
are
announced.
And
I
think
that.
B
E
There's
a
I
mean,
I
think
we
want
to
look
at
the
differences
in
their
behaviors
and
patterns
to
see.
Are
we
really
talking
about
a
different
class
of
teachers
who
have
different
needs
or
could
we
do
you
know?
Are
there
things
that
all
teachers
seem
to
value
when
they
were
told
yeah?
So
would
you
like
to
say
a
little
bit
more
about
those
case?
Studies.
E
A
Did
any
of
that
we
just
lost
that
screen?
Could
any
of
the
board
members
online
have
a
question.
B
E
I
don't
know
that
we've
established
that
yet
I
think
we're
going
to
see
what
the
model
cranks
out
and
then
we
would
be.
You
know
when
we
propose
this
to
the
national
science
foundation.
E
We
obviously
don't
know
who
are
going
to
be
our
statistical,
outlying
schools
and
so
one
of
their
questions,
for
you
know,
and
how
do
we
know
as
researchers
that
the
school
districts
are
going
to
want
to
participate
and
invite
us
to
do
case
studies,
and
in
our
experience,
which
you
know,
I
don't
know
how
great
the
past
predicts
anything
in
the
future
nowadays.
But
in
our
experience,
districts
are
generally
happy
to
have
researchers
come
and
say,
you're
doing
an
exceptionally
good
job
and
we'd
like
to
explore.
E
Why
and
how
you're
doing
so?
Well,
so
we're
hoping
to
get
some
of
those
invitations
where
we
expect
that
we'll
find
some
statistical
outliers,
and
I
do
think
that
since
alaska
has
such
an
interesting
rural
and
urban
context,
it
would
be
important
to
have
representation
in
different
community
types.
But
we'll
kind
of
just
have
to.
A
D
D
A
A
sense
of
the
timeline
of
when,
when
you
expect
different
deliverables
or
when
you'll
be
done
at
different
points,
when.
E
You
have
information
so
to
go
to
where
were
we
this
one
that
has
a
picture
of
what
we're
doing?
Not
that
one?
Not
that
one,
not
that
one
apologies,
so
we're
in
this
red
box.
Now
the
quantitative
analysis
we
spent
the
last
year
getting
permission
to
do
this
work
from
a
variety
of
different
entities
which,
and
these
data
are
protected
and
confidential,
and
they
should
be,
of
course,
so.
We've
spent
a
lot
of
time
working
with
department
of
fed
labor
institutional
review
boards
nea,
because
they've
helped
us
gather
collective
bargaining
agreements.
E
Our
hope
was
that
we
would
be
doing
the
data
analysis
and
modeling
into
the
fall
of
2022
and
selecting
our
case
study
schools
in
the
spring
of
2023
and
then
visiting
those
schools
depending
on
the
schools
and
what
worked
for
them
in
the
fall
of
2023..
E
B
E
B
Optimistic
but
we
are
working
with
the
department
of
labor
and
they
are
short
staffed.
A
lot
of
people
are,
and
so
they
can't
their
staff
they're
free.
They
work
with
us
and
it
slips,
but
we're
planning
to.
We
would
plan,
that's
our
plan
and
our
goal
and
so
far
the
very
effective
research.
There
has
been
extremely
helpful
support,
so
it
supports
the
project
and
helping
have
kind
of
worked
because
they
have
another
statutory
obligations
because
they
get
older.
They
they
share
the
data
with
the
federal
government.
A
Well,
without
having
a
chance
to
talk
with
the
other
board
members,
I
think
it
would
be
if
you
had
information
to
share
towards
the
end
of
this
calendar
year.
Maybe
president
bellamy
could
schedule
a
work
session
before
one
of
our
schoolwork
meetings,
where
we
would
have
the
opportunity
to
learn
more
about
your
insights
at
that
point
in
time,
whether
that's
november
or
december,
or
even
in
early
january,
depending
on
our.
A
B
The
information
that
you're
using
is
that
all
publicly
available
or
do
you
need
some
sort.
E
Very
little
of
the
data
are
publicly
available,
except
for
the
collective
bargaining
agreements,
so
nea
is
helping
us
to
get
those
because
they're
scattered
all
the
person
gathered
those
and,
of
course,
community
characteristics
of
the
types
of
things
that
show
up
in
school
report
cards.
You
can
get
all
of
that
teacher
employment
records
from
deed
and
department
of
labor
data.
We
have
a
separate
agreement
with
them.
E
I
think
at
this
point
we
have
the
data
that
we
know
we
need
for
the
preliminary
analysis,
but
in
that
analysis,
and
in
those
case
studies,
if
teachers
start
to
talk
about
things,
we
might
start
a
brainstorm
for
where
could
we
find
another
piece
of
data
that
represents
this
concept
or
serves
as
a
good
good
proxy
variable?
And
so
at
that
point.
B
E
In
study,
we
won't
be
measuring
that
quantitatively.
E
This
is
to
be
able
to
attend
some
stem
classes
and
watch
some
of
these
educators
in
action
looking
at
the
facilities
that
they
have
available,
looking
at
the
technology
that
they
have
available.
So
it's
the
instruction
that
the
teacher
delivers
with
the
tools
they've
got,
but
also
the
tools
they've
got
in
the
last
teachers
and
it's
supposed.
E
F
Thank
you,
madam
chair.
I
just
wanted
to
chime
in
and
say
that
I
appreciate
the
kind
of
the
the
update
on
the
study.
That's
being
planned,
it'll
be
interesting
to
see
to
what
extent
the
two
analyses
overlap
with
what
deed
did
last
year.
I
think
they
published
an
action
plan
regarding
recruitment
and
retention.
F
Some
of
the
steps
have
already
been
accomplished.
I
was
curious,
if
maybe
anyone
else
said
just
maybe
an
idea,
madam
chair,
to
think
about.
If
this
data
and
kind
of
updates
on
the
the
progress
can
be
tied
into
our
report,
that
we
will
be
getting
on
our
second
guardrail,
that
involves
staff
and
to
what
extent
the
recruitment
retention
dovetails
with
that.
So
just
an
idea
as
to
how
we
can
loop
that
into
our
board
meetings.
Thank
you.
A
G
Fair,
yes,
I
mean,
I
do
think
the
team
for
coming
and
giving
us
this
information.
It's
great
information.
G
I
I'm
feeling
a
little
disjointed
because
the
board
has
not
had
an
opportunity
to
fully
as
a
group
to
get
together
to
discuss
this.
So
I
I'm
I'm
a
little
resistant
to
scheduling,
connecting
and
scheduling
anything
until
the
board
has
had
an
ample
opportunity
to
understand.
G
Not
just,
I
think,
those
who
are
present
understand
what
we're
trying
to
do.
But
how
does
it
fit?
It
may
fit
with
our
goals
and
guard
rails
it
and
it
may
not.
So
I
don't
necessarily
want
to
without
further
input
and
direction
from
the
board.
G
I
don't
want
us
to
overstep
or
or
or
I
I
I
I'm
just
having
a
little
bit
of
I'm
just
having
some
issues-
some
some
problems
trying
to
figure
out
going
forward.
I
think
that's
a
board
decision.
It's
not
a
committee
decision.
G
This
further,
yes,
and
and
and
I'm
I'm,
I
think,
a
work
session
with
the
board
and
time
for
the
board
to
fully
understand
all
of
the
pieces.
I
I
was
a
little
late
getting
on.
I
think
I
have
the
gist
of,
and
I
think
it's
going
to
be.
This
is
good
work.
It's
not
that's,
not
the
issue.
The
issue
is,
we
have
a
new
superintendent
coming
on
board.
We
have
things
that
are
already
in
the
fire.
G
We've
got
to
figure
out
how
to
balance
all
of
that
and
then
fully
understand
what
what
is
what
is
our
benefit
for
being
participating
in
this
study
and
and
what
do?
What
are
we
asking
staff
to
do?
I
I
just
don't
think
we
can
make
a
decision
to
make
it
part
of
our
practice
today.
That's
all
I'm
saying.
E
About
this
deep
action
plan
about
the
teacher
turnover
work,
we
are
a
part
of
that
they've
ordered,
I
think,
five
or
seven
other
studies
that
we
may
or
may
not
be
conducting
in
relation,
so
we're
to
carl's
point
in
pretty
good
contact
with
barb
adams
and
all
of
the
all
of
the
people
leading
that
group.
E
So
I
could
talk
more
about
how
it
would
relapse
finding
that
we
might
be
able
to
respond
to
some
of
those
legislatively
mandated
studies
as
well
with
some
of
this
research,
and
I
also
do
appreciate
that
teachers
and
principals
and
schools
that
you've
been
kind
of
cooked
over
the
last
couple
of
years
with
so
much
on
your
plate,
and
so
what
I
should
have
said
earlier
on
in
this
presentation,
is
we
don't
really
we're
not
asking
anything
of
you
at
this
time?
No
data.
E
No,
you
know
I
think
we'd
like
to
just
be
transparent,
about
what
we're
doing
we'd
like
to
invite
you
to
participate
in
case
studies,
maybe
in
a
year
or
two,
if,
if
the
data
yields
some
schools
and
language
that
we
should
look
into
that,
there's
no
obligation
on
your
part.
We
hope
that
we
can
be
useful,
but
not
burdensome,
but
I
do
truly
appreciate
and
want
to
express
my
respect
for
the
fact
that
schools
and
principals
and
teachers
are
being
asked
to
do
a
tremendous
amount
right
now.
B
A
B
A
Give
us
talking
points
for
how
to
speak
with
legislators
to
governor.
If
we're
ultimately
talking
about
conditions,
I
mean,
if
everything
has
a
price
right,
does
it
come,
will
will
information
from
your
study?
Would
it
give
asd
information
that
would
allow
us
to
perhaps
more
adequately
fund
the
district's
operations.
E
I
I
would
say
a
lot
of
our
research.
I
hope
has
been
good
information
that
asd
could
use
to
advocate
or
ask
for
funding.
Of
course
we
don't
control
the
funding
that
gets.
E
Onto
it,
but
our
hope
is
that
it
will
be
have
very
actionable
recommendations
for
funding,
but
also
maybe
for
practice
for
ways
for
ways
that
to
structure
compensation
packages
in
ways
that
are
more
effective,
but
I
can't
imagine
that
it
wouldn't
have
some
some
suggestion
that
more
funding
is
needed.
That's
what
our
research
often
shows.
D
B
We
aren't
our
intent,
isn't
to
influence
policy
but
provide
information
that
you
can
use
for
that
and
and
and
of
course,
we
know
that
the
you
know
anchorage
most
districts
in
the
last
of
the
salary
compensation,
a
lot
of
benefits
about
the
networking.
This
is
our
bargaining
process,
and
so
obviously,
both
sides
of
that
will
have
the
same
information
and
some
of
the
point
you
may
end
up.
E
E
We
often
do
testify
with
our
study
findings,
and
so
we're
frequently
asked
a
couple
of
times
every
year
to
go
down
and
explain
our
study
findings
to
the
legislature.
I
would
hope
that
they
would
invite
something
around
this
analysis.
Of
course
we
don't
have
control
over
it.
So
I
I'd
like
to
think
that
they
influence
decision
making.
I
don't
always
see
it.
B
E
D
E
Johnson
and
several
of
the
house
and
senate
education
committee
members
are
aware
that
the
study
is
going
on,
so
that's
it's
another
best
for
updates.
C
Has
there
been
any
talk,
I
mean
somewhat
related
about
the
district
cost
factor.
The
study
you
guys
did
in
like
2004
and
how
that's
you
know
the
last
20
years
has
changed
a
lot
with
the
relation
to
how
much
it
costs
for
different
items
in
different
districts.
Has
there
been
talk
about
updating
that
that
study
recently.
B
E
It's
been
brought
up
several
times
that
yeah,
the
district
cost
factors
were
calculated
a
long
time
ago.
A
lot
of
things
have
changed.
There
was
the
bill
to.
We
testified
around
inflation
proofing
effectively.
Some
of
these
things.
E
I
know
that
it's
been
brought
up
as
something
that
needs
to
be
redone
by
several
legislators,
and
so
I
think
our
position
on
speaking
for
icer,
which
is
way
out
of
my
league,
but
is
that
we
can
calculate
them,
but
they
need
to
the
request
to
calculate
them
needs
to
come
from
the
legislature
who
can
actually
act
on
implementing
them,
and
so
some
of
them
work
in
2015.
E
When
we
did
the
teacher
salary
schedule,
a
lot
of
the
same
data
that
would
go
into
those
district
cost
factor.
Calculations
was
used
in
that
2015
study
and
at
the
time
we
thought
hey.
It
wouldn't
be
that
much
to
update
it,
because
we've
done
70
of
the
work
that
was
also
in
2015.
So
I
wouldn't
make
that
same
argument
now.
E
I'd
say
we
need
to
redo,
but
you
look
at
those
2015
numbers
and
they're
only
looking
at
teacher
compensation,
but
I
think
that
they
sort
of
show
how
those
district
cost
factors
would
probably
shake
out,
or
at
least
they
could
predict
a
little
bit
there
talk
about
it.
I've
heard
it
brought
up
in
many
different
discussions
that
they
need
to
be
redone.
D
I
think
we
want
to
consider
a
white
paper
to
lb
and
a
between
now
and
november,
so
we
can
get
a
little
foundation
delayed
for
a
subsequent
study
on
the
district
cost
values,
and
I
think
the
chair
of
ldna
might
be
open
to
that
suggestion.
B
I
want
to
say
that,
while
teacher
compensation
is
a
large
part
of
the
cost,
it's
many
of
the
rural
schools
are
really
hurting
with
energy
costs
and
that's
obviously,
values
and
more
of
a
problem.
So
that's
sort
of
a
reason
for
why
the
whole
thing
needs
to
be
done,
but
I
you
know,
I
just
need
to
point
out
here
as
an
economist
that
unless
the
legislature
increases
the
funding,
it's
sort
of
a
zero-sum
kind
of
exercise.
So.
B
Able
to
hold
people
harmlessly,
it
says
you're
cheaper
than
you
were
that's
and
that's
a
disincentive.
It's
making
a
disincentive
for
making
efficiency
increases
because
funding
so.
D
C
D
Had
a
good
run
opportunity
prices
went
down
by
by
basically
december
january.
This
run
is
going
to
last
longer.
This
is
our.
E
If
I
could
add
to
and
mark
your
big
part
of
this,
was
it
hp
278
in
2015
that
called
for
an
advocacy
study,
and
that
was
never
completed,
so
this
there
was
left
call
for
adequacy
study.
My
understanding
is
that
no
one
did
on
it
largely
because
of
the
timeline,
and
I
don't
know
what
they
were
offering
either.
E
But
asd
did
an
adequacy
study
with
probably
with
larry
titus,
who
we
probably
would
see
sitting
on
that
if,
if
it
were
to
go
up
again
and
so
in
addition
to
these
cost
factor
populations,
geographic
cost
factor,
calculations
is
an
adequacy
study
to
figure
out
how
big
that
pot
should
be,
and
then
the
prospector
just
figures
out
how
to
divvy
it
up
fairly
amongst
all
of
the
districts
once
the
amount
has
been
determined.
E
A
Do
you
have
good
contact
information
in
case
there
are
follow-up
questions
from
any
board
numbers
or.
E
Yes,
it
should
be
on
the
sheet,
but
also
there's
dana
and
matt,
there's
our
website.
So
all
of
the
studies
that
we
do
are
available
for
free
on
our
website,
so
you
can
take
a
look
for
you
know.
C
E
Me
directly
and
I
can
send
you
direct
links.
We
really
do
want
to
be
in
touch,
and
that
was
I
don't
want
to
go
away
from
the
contact
info
slide,
but
we're
working
with
axa
we're
working
with
nea
to
try
and
think
of
where
else
we
need
to
communicate.
Statewide
we'll
update
the
website
we'll
stay
in
touch
with
family,
but
you
know
if
you
have
suggestions
too,
for
how
we
can
communicate
most
effectively
with
you
all,
because
we
want
to
do
good
work
and
we
want
your
input
to
do
good
work.
E
G
G
I'm
intrigued!
I'm
glad
aasb
is
on
your
list,
so
I
know
we'll
be
having
more
conversations
there
and
I'd
like
to
set
up
a
I'll,
be
in
in
touch
through
member
the
chair
to
set
up
a
work
session
sometime
in
the
fall.
I
can't
I
can't
project,
but
we
will
touch
for
sure.
So
thank
you
for
coming.
A
Anytime,
thank
you
so
much
for
really
a
wonderful
overview
to
an
important
project.
Thank
you
and
I'm
excited
for
you.
I'm
excited
for
us.
I'm
excited
for
teachers
and
students
across
the
state.
A
Nuts
and
bolts
for
other
committee
members
and
just
propose
finance
meeting
days
and
times
for
the
for
the
upcoming
year,
and
maybe
this
is
also
a
question
for
jim
and
andy-
does
the
last
wednesday
at
noon.
I
know
I'm
sorry,
that's
from
government,
but
is
it
the
second
wednesday
around
noon
sort
of
august
through
for
the
school
year?
Does
that
work
for
you
guys
yeah?
A
A
Okay,
all
right
I'll
entertain
a
motion
to
adjourn.