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From YouTube: Abbott Loop Elementary Community Town Hall
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A
A
A
B
B
B
C
I
wish
our
students
would
do
that
a
little
more
often,
it's
like
your
teaching
spot.
I
am
Brenda.
Edwards
I
am
the
acting
principal
this
year,
I'm
so
glad
that
all
of
you
are
here
tonight.
I
hope.
You've
come
with
your
minds,
open,
ready
to
listen
and
to
learn.
I
know
that
a
lot
of
you
have
signed
up
to
speak.
So
thank
you
for
doing
that.
C
So
I
would
like
to
recognize
any
City
officials
that
we
have
here
tonight.
We
just
want
to
wave
stand.
Thank
you.
C
I
also
want
to
acknowledge
Dr
Bryant,
our
superintendent
he's
up
there.
Thank
you
any
school
board
members
that
we
have
here
today,
yeah
double
duty,
thank
you
and
finally,
I
would
really
like
to
recognize
our
Abbott
Loop
staff
members
that
are
here.
Thank
you
so
much
for
being
here
and
taking
care
of
our
amazing
children.
If
you
could
stand
really
quick.
Thank
you.
D
C
E
E
This
school
is
one
of
six
schools
that
are
currently
under
consideration
by
the
board
of
education
for
closure
and
repurposing.
Abbott
Loop
had
268
students
in
the
fall.
The
district
is
looking
at
a
set
of
combinable
schools,
meeting
schools,
where
we
have
two
schools:
two
small
schools,
next
to
each
other
or
two
small
schools
in
a
in
a
group
of
schools
where
we
could
combine
the
attendance
areas
and
close
those
schools
down.
E
We
have
a
presentation
tonight
that
talks
a
little
bit
about
financial
issues,
talks
a
little
bit
about
demographics
that
are
part
of
the
rationale
behind
why
we
might
take
actions
of
this
type.
We
are
not
alone
in
Anchorage,
with
the
demographics,
with
smaller
family
sizes,
declining
birth
rates,
most
districts
throughout
the
Western
U.S
lost
about
three
percent
of
their
enrollment
to
covid,
and
so
a
lot
of
districts
are
looking
at
having
significantly
fewer
students
than
they've
had
in
the
past.
E
As
far
as
other
things
associated
with
Abbott
Loop,
we
have
a
seven
foot,
Headroom
classroom
area
in
this
building.
You
may
have
noticed
that
as
parents
here
this
building
needs
to
be
sprinkled
and
because
of
the
structure
of
the
building,
we
cannot
do
that
without
demolishing
at
least
half
of
it,
and
probably
the
entire
thing.
So
Abbott
Loop
has
been
a
consolidation
candidate
for
about
five
years
now,
partially
for
the
reason
of
low
enrollment
combinability
with
adjacent
schools
and
this
issue
with
the
need
to
address
the
fire
code
in
this
building.
E
I
work
for
the
district
back
in
2018
and
did
a
similar
study
and
Abbott
Loop
was
one
of
the
lead
candidates
for
consolidation.
At
that
time
we
had
some
Cook
Inlet
Housing
Authority
property
that
was
being
developed
and
brought
a
bunch
of
affordable
housing
units.
Online
I
had
hoped
that
that
was
going
to
change
our
enrollment
circumstances
here
at
Abbott,
Loop,
quite
a
bit,
to
put
us
maybe
up
above
300.,
but
that
has
not
happened.
You
may
have
heard
people
say
that
we
have
grown
this
year.
E
We
have
not
every
District
around
the
Western,
U.S
lost
thousands
of
students
to
covid
and
during
the
lack
of
in-person
learning,
a
lot
of
parents
decided
to
go
to
homeschooling
or
a
charter
or
private
or
a
church
opportunity.
So
a
lot
of
students
have
left
public
in-person
schooling,
and
we
have
had
some
return
of
students
as
covid
has
waned
and
conditions
have
normalized,
but
it's
still
constitutes
a
loss
in
enrollment.
E
F
Hi
good
evening,
everyone
first
I'd
like
to
start
off
and
just
recognize
that
you
know
in
a
meeting
like
this,
and
this
is
our
I
think.
Fifth
one.
We.
We
appreciate
that
schools.
F
There's
teachers
who
work
all
summer
long
trying
to
be
that
much
better
at
the
beginning
of
school
and-
and
it
is
a
great
School-
you
know
we-
we
do
have
a
lot
of
capacity
and
we've
lost
a
lot
of
students
in
the
last
10
years.
When
I
talk
about
money,
it
is
it
it
is
partially
about
money,
and
it's
also
about
efficiency
for
the
school
district.
But
you
know
this
year:
we've
put
a
lot
of
things
on
school
board
members
platter
to
look
at
and
every
single
one
of
them
is
a
horrible
option.
F
F
On
the
very
first
day
of
school
in
2016
in
August
we
got
five
thousand
nine
hundred
and
thirty
dollars
times
the
number
of
students
and
then
I
went
through
some
other
steps,
but
that
was
the
Baseline
for
determining
how
much
revenue
we
were
going
to
get
to
operate
the
schools
when
you
look
at
those
dark,
blue
bars,
you'll
see
that
the
numbers
didn't
change
all
the
way
through
this
year,
which
is
fiscal
year
23
and
in
fiscal
year,
24,
that's
next
school
year,
that's
the
year
that
we're
working
on
the
budget.
Now
the
legislature.
F
This
last
session
increased
it
by
thirty
dollars.
So
a
thirty
dollar
increase
over
seven
years
is
point
five
percent
increase.
In
the
same
time,
inflation
has
been
well
over
fifteen
and
a
half
percent
and,
and
it
simply
hasn't
caught
up.
So
if
you
look
at
the
red
line
above
the
dark
blue
bars
that
that
go
up
and
down
you'll
see
that
almost
every
single
year-
well,
it
was
every
single
year
from
fiscal
year,
18
through
now,
there's
a
gap
between
the
red
line,
which
is
inflation
and
how
much
money
we
had
so
effectively.
F
Every
year
when
we,
when
we
did
our
budget,
we
always
went
back
and
pretended
for
Revenue
per
student,
that
it
was
August
of
2016
and
that's
how
much
money
we
have
to
get
through
this
year,
and
we
did
that
for
six
straight
years,
going
back
to
August
of
2016
dollars.
So
underneath
the
red
line
you
can
see,
there's
some
gray
light
blue
and
gold
bars
on
top
that
kind
of
Stack,
the
the
gray
and
blue
was
either
District
one-time
money
from
our
emergency
savings.
F
F
So
that's
why
we
started
very
early
talking
to
the
school
board
and
the
public
at
the
end
of
July
and
every
two
weeks
since
and
and
I'll,
you
know,
I'll
tell
you
this
exact
same
chart.
With
the
exception
of
the
30
increase
on
fiscal
year,
24
I
showed
to
the
Anchorage
caucus
last
December.
F
It
was
briefed
at
the
house
and
the
Senate
and
the
joint
committees
all
spring
last
spring
and
and
I
made
it
very
clear
to
people
anyone
anyone
who
would
listen
that
if
they
couldn't
fix
education
funding
that
we
would
be
in
a
situation
this
year,
where
we
had
a
significant
fiscal
cliff
to
work
and
it
and
it's
you
know
that
the
legislature
is
is
challenged.
There's
only
three
things
that
cost
almost
all
of
the
money
in
the
state
and
it's
the
Permanent
Fund
dividend,
Department
of
Health
and
Social
Services,
and
then
education
and
everything
else.
F
It's
been
trimmed
down
over
the
last
10
plus
years,
where,
if
you
put
all
of
it
together,
it
doesn't
even
it
doesn't
even
make
a
dent
in
education.
So
so
that's
where
the
legislature
struggled,
it
was
conscious
decisions
not
to
increase
education
funding
which
led
to
the
fiscal,
cliff
and
and
honestly
I
think
most
people
saw
it
coming
if
they
were
in
Juneau
and
we've
been
very,
very
open
about.
This
is
what's
going
to
happen
and
that's
kind
of
where
we're
at
right
now
so
Shannon
I'll
hand
off
to
you.
E
Great
well,
thank
you
very
much
Jim
just
to
talk
a
little
bit
about
the
structure
of
the
evening,
we're
going
to
have
a
public
hearing
that
will
follow
the
presentation
that
you're
seeing
now
and
we're
receiving
names
on
the
sign
up
list
in
the
hall
to
allow
everyone,
a
three-minute
question
or
statement.
So
if
you
have
questions
as
we
go
along,
you're
certainly
welcome
to
provide
those
at
the
end.
I
think
the
list
is
still
out
there.
E
If
anyone
like
would
like
to
sign
up
just
let
us
know-
and
we
can
get
your
name
on
the
list
so
basically
what's
happening.
We
have
this
68
million
dollar
structural
shortfall.
E
We
have
declining
birth
rates
and
enrollment
all
over
the
Western
U.S,
so
I'm,
a
consultant
I
work
for
districts,
probably
from
mostly
west
of
the
Mississippi
I
work
for
a
few
in
the
Detroit
area,
but
I
work
for
a
lot
of
districts
in
Colorado,
Oregon,
Washington,
State
and
Alaska
I've
worked
in
Alaska
for
about
12
years
and
I've
slowly
watched
enrollment
in
most
of
our
districts
declined,
birth
rates
declined
dramatically
all
over
the
west
and
when
we
say
birth
rates
we
mean
the
number
of
babies
that
are
born
every
year.
E
So
when
you
have
fewer
and
fewer
babies
born
every
year,
the
size
of
the
incoming
kindergarten
becomes
a
pretty
major
factor,
because
you
just
have
fewer
children
to
work
with.
We
have
about
18
schools
that
have
a
utilization
rate,
that's
less
than
65
percent,
which
basically
means
the
schools
are
one-third
empty
and
throughout
the
district
we
have
a
lot
of
underutilized
schools.
E
E
E
So
that's
part
of
the
reason
why
we're
looking
at
our
operations-
it's
not
just
a
budgetary
cliff
issue
this
year,
it's
a
fundamental!
How
do
we
operate
issue
for
us
from
an
efficiency
standpoint
now
as
stakeholders
in
this
school?
That
is
kind
of
a
weak
argument
for
you
when
we
start
looking
at
individual
schools
that
might
need
to
make
a
change,
but
the
reason
that
we're
looking
system-wide
is
to
just
become
to
become
a
more
efficient
Institution
and,
quite
frankly,
that
re
results
in
US
looking
at.
Can
we
operate
fewer
and
larger
schools?
E
That's
the
question
that
districts
all
over
the
West
are
asking
so
right
now:
I'm
working
with
five
districts
that
are
considering
closing
schools
because
they
want
to
have
larger
schools.
They
want
to
have
three
section
per
grade
level:
schools
at
least
meaning.
Three
second
grades:
three
third
grades,
three.
Fourth
grades.
E
So
as
you
look
at
how
smaller
schools
operate
because
you
have
fewer
children
in
the
building,
we
have
a
lot
of
grade
to
grade
size
volatility,
so
we
might
have
25
first
graders
37,
second
graders
19,
fourth
graders,
and
we
wind
up
with
a
lot
of
combination
classrooms.
So
around
the
district
we
have
67
or
70
combination
classrooms,
depending
upon
how
you
look
at
those
numbers.
So
we
have
a
lot
of
sections
where
a
teacher
is
teaching
half
a
group
of
first
graders
in
another
half
classroom
full
of
second
graders.
That's
called
the
combination
classroom.
E
So
that's
an
indicator
of
some
of
the
problems
associated
with
operating
small
schools.
Also,
we
have
a
lot
of
education
Specialists,
who
may
be
occupational
therapists,
speech,
therapists,
Vision
or
hearing
therapists,
special
ed
teachers,
instructional
coaches,
counselors,
special
ed
teachers,
with
a
a
centered
need
for
children,
where
there
are
only
a
few
kids
in
a
classroom.
E
A
lot
of
those
folks
are
circuit,
Riders,
they're
working
in
three
or
four
different
buildings
over
the
course
of
a
week,
and
we
actually
have
art
music
in
PE
partial
in
some
of
our
smaller
buildings,
where
a
PE
teacher
might
work
into
individual
buildings.
The
districts
that
are
trying
to
get
to
larger
schools
are
trying
to
get
those
folks
to
be
more
full-time
in
buildings
where,
if
they're
needed
on
Monday
they're
there
on
Monday,
if
we
don't
have
to
wait
until
Thursday
to
get
the
benefit
of
that
person's
expertise.
E
So
that's
something
that
Anchorage
is
also
being
faced
with
at
this
point
as
far
as
being
spread
thin
because
we
have
so
many
buildings
and
so
many
fewer
students
than
we
did
in
the
Heyday
of
this
economy
and
now
we're
in
a
situation
where
we
have
declined,
and
every
year
we
continue
to
decline
overall
and
without
a
major
energy,
mining
or
military
influx
of
employment.
We're
probably
going
to
continue
to
decline
and
I'll.
Show
you
a
couple
of
reasons
why
we
see
that
in
the
data
in
just
a
moment.
E
Basically,
from
a
birth
standpoint,
we
have
probably
750
fewer
babies
born
in
2020
than
we
did
in
2016.,
and
there's
no
real
indication
that
that
trending
is
changing.
So
every
year
all
of
the
hospitals
and
birthing
centers
in
the
Anchorage
municipality
have
fewer
and
fewer
children
born
in
those
hospitals.
So
what's
happening
is
the
moms
that
physically
reside
here
are
just
having
fewer
babies.
This
is
happening
all
over
the
country.
E
It's
not
just
in
Anchorage
in
I
would
say,
95
of
the
districts
that
I
work
in
I'm,
seeing
diminished
birth
rates
and
lower
populations
coming
into
kindergarten.
As
a
result,
when
we
look
at
our
grade
size,
this
is
showing
2017
are
those
blue
bars
and
2020
are
those
red
bars
and
you
can
see
back
in
2017,
we
had
about
500
more
children
in
every
grade.
Kindergarten
first
grade,
second
grade
all
the
way.
E
Through
seventh,
we
had
500
more
children
in
every
grade,
so
that
Ripple
is
passing
through
our
system
and
it's
pulling
our
enrollment
down.
And
then
this
diminished
birth
rate
is
coming
at
us
from
the
preschool
grades,
and
we
expect
about
a
two
percent
annual
continuing
reduction
coming
from
that,
it's
not
consistent
all
over
the
district.
There
are
some
pocketed
areas
where
we
retain
kids.
This
attendance
area
has
a
lot
of
25
through
34
year
old
folks,
but
we
don't
have
a
lot
of
school-aged
children
in
this
attendance
area.
E
The
six
schools
that
are
proposed
for
closure
are
listed
here:
Abbott,
Loop,
Birchwood,
clatt,
nanaka,
Valley,
Northwood
and
wonder
Park.
We
are
trying
to
hang
on
to
those
buildings
in
case
Anchorage,
bounces
back.
That
may
not
be
the
case
if
we
follow
through
with
closing
Abbott
Loop
because
of
the
condition
of
this
building.
E
So
that's
the
reason
why
we're
trying
to
hang
on
to
some
control
over
those
so
that
we
can
use
them
as
a
neighborhood
school
again
if
things
ever
change
in
Anchorage,
so
for
Abbott
loop,
we're
looking
at
dividing
the
school
between
two
attendance
areas,
so
the
students
that
reside
north
of
East,
88th
Avenue
would
go
to
cassoon.
E
We've
looked
at
cassoon,
we're
comfortable
that
we
have
enough
space
there
and
there
are
actually
about
170
children
that
live
in
the
Abbott
Loop
attendance
area
that
are
North
of
East
88th
Avenue,
the
others
that
are
south
of
East
88th
Avenue
are
about
42,
kids
that
reside
in
the
attendance
area
and
those
children
would
be
assigned
the
Trailside.
E
Now
the
majority
of
those
would
be
transported,
so
we
would
be
looking
at
instead
of
walking
to
this
school.
If
you
live
within
three
or
four
blocks,
yes,
we
would
be
looking
at
Transportation
being
the
way
that
we
would
get
children
to
school.
There
will
be
some
differences
for
special
education
systems.
Most
of
our
special
ed
centers
are
Regional,
but
the
service
model
would
still
be
fairly
close.
We
have
two
of
our
special
ed
directors
here
tonight.
E
So
if
you
have
a
question
about
a
special
education,
tarlease,
tarlisha
or
Pam
can
answer
those
questions
and
they're
both
here
we
have
a
lot
of
other
folks
here
that
can
answer
really
detailed
questions
about
Abbott
Loop,
its
condition.
What
would
it
take
to
make
it
right?
We
have
Eric
this
day.
Who
is
our
senior
Elementary
education
director?
He
can
answer
questions
about
programs
at
four
o'clock
from
four
o'clock
until
5
15.
E
We
have
done
that
for
every
one
of
these
town
halls
and
will
continue
to
do
it
at
the
last
one
affecting
Wonder
Park.
Tomorrow
night
we
are
hoping
everyone
will
land
on
their
feet
and
both
families,
teachers,
children.
So
that's
the
thing.
The
reason
why
there
are
12
senior
folks
from
the
district
here
to
try
to
answer
as
many
questions
that
you
might
have
in
that
regard,
and
we
know
that
you
will
have
some
questions.
E
So
that's
our
presentation
tonight
with
that
I
would
like
to
transition
to
our
public
hearing.
I
have
15
people
on
this
list.
There's
a
microphone
right
here
in
the
center
of
the
floor
and
Mr
Thim
is
going
to
be
our
time
keeper
and
he
will
say
when
we
have
about
30
seconds
left
and
then
he
will
call
time
at
three
minutes
and
that
will
hopefully
allow
us
to
cycle
through
this
list
of
15
folks
and
give
people
an
opportunity
to
ask
a
question
or
make
a
comment.
G
Thank
you
is
this:
on
yes,
ma'am,
okay,
I
have
some
odd
questions,
has
ASD
considered
cuts
to
admin?
If
not,
why
not?
Even
if
it's
only
one
percent
of
the
budget,
a
cut
is
a
cut,
is
everything
being
considered
are
only
big
budget
items?
I,
don't
need
an
answer
to
this
I'm,
just
putting
it
out
there
for
you
to
think
about.
G
G
G
G
E
Thank
you
Linda.
Well,
let's,
let's
answer
Linda's
three
questions
here:
I'm
going
to
go
back
to
the
wheel
here
and
ask
Jim
Anderson
to
talk
about
the
other
categories
of
cuts
that
are
under
consideration.
F
So
if
you
look
at
this
wheel,
you'll
see
that
there's
three
bands
in
a
circle-
and
we
tried
to
start
at
the
outside
working
end-
you'll
see
that
at
District
admin
and
district-wide
level,
if
you
were
to
include
absolutely
everything,
including
the
school
board,
superintendent
of
everything
that
would
be
nine
percent
of
our
total
budget.
If
you
look
at
everything
in
the
blue
area,
like
School
staff,
that's
outside
of
classroom
sixth
grade
band
and
Orchestra
ignite
sports
activities,
all
those
things
that
equals
about
30
percent
of
the
district's
total
budget.
F
If
you
look
at
all
those
things
from
software
and
contracts
and
everything
else
that
allow
a
general
led
and
a
special
ed
classroom
to
function,
that's
about
61
percent
of
the
district's
budget,
so
88
of
all
the
district's
expenses
are
people,
salaries
and
benefits
and,
and
that
leaves
about
12
percent.
That's
all
the
contracts,
buses,
everything
else
in
the
district.
F
If
you
look
over
to
the
right,
we're
still
working
on
District
admin
up
to
the
up
at
the
top
we
have
found
already.
Actually,
we
made
a
little
bit
higher
this
morning:
five
percent
reduction
in
staff,
seven
percent
reduction
in
other
things,
and
then
on
the
blue
ring.
If
the
board
were
to
vote
on
everything
that
we've
brought
up
and
we're
still
finalizing
cost
estimates,
it
would
be
about
an
eight
percent
reduction
in
personnel
and
again
about
a
seven
percent
reduction.
So
68
million
for
Anchorage
is
13
of
our
total
budget.
F
E
So
your
second
question
was:
why
are
we
not
looking
at
Chugiak
and
Eagle
River
high
schools
trucia
had
about
911
students?
E
E
It
would
be
pretty
tight
from
a
capacity
standpoint,
but
I
haven't
been
asked
to
look
at
that.
I
have
looked
at
Eagle
River
before
and
addressed
ways
to
increase
its
utilization,
but
that
was
back
in
2018.
E
D
So
your
your
other
question,
I'm
Mark
stock,
Deputy
superintendent,
so
the
other
question
was
about
Title
One
status
and
we
get
asked
that
question
a
lot.
One
of
the
things
to
keep
in
mind
is
the
way
Anchorage
has
grown.
If
you
go
back
to
the
Northwest
parts
of
Anchorage
typically
had
the
earliest
schools
built
and
they're,
also
in
vicinity
where
there
you
can
combine
them.
So
if
you
take
one
school
and
take
it
offline,
you
can
combine
it
into
the
other
two
schools.
D
As
you
know
how
Anchorage
has
developed
this,
the
southern
parts
or
other
parts
of
schools
are
farther
apart.
It's
harder
to
combine
them.
The
schools
are
also
newer
and
don't
need
as
much
maintenance.
So
there's
there's
specific
reasons
why
you
know
if
we
were
to
do
another
round
of
cuts,
which
is
something
that
we
we
really
need
we're
calling
these
round.
D
One
I
mean
we
have
18
schools
as
as
we're
briefed
that
are
under
65
percent
or
less
capacity,
and
so
if
Anchorage
continues
to
decline
in
enrollment
those
are
further
and
further
things
we
have
to
look
at
as
far
as
Title
One
status.
As
many
of
you
know,
students
that
get
extra
federal
dollars
to
help
students
who
are
poor.
Those
dollars
are
not
handed
out
by
the
child.
They
don't
follow
a
child.
D
They
go
to
schools
that
have
numbers
at
certain
levels,
and
so
every
year
we
we
have
to
look
at
that
list
and
do
it.
Some
of
the
schools
that
are
being
closed
could
go
to
another
school
and
that
school
then
becomes
a
title
school
or
not,
and
some
schools
might
not.
So
we'll
have
to
look
at
that
as
we
figure
out
where
each
student
goes
and
we'll
look
at
those
numbers
and
we'll
make
determinations.
H
Furnace
I'm,
sorry
John
so
question
here
how
many
people
here
with
like
37
million
dollars
to
build
a
new
building
for
this
school,
raise
your
hands.
37
million
I
live
in
a
neighborhood
around
Inlet
View
school,
that's,
what's
being
set
aside
to
build
a
brand
new
building
and
in
The
View
School
37
million
dollars
I'm
here
to
ask
that
that
not
be
built
and
that
instead,
in
the
current
school,
be
remodeled.
That's
simply
what
I
want
to
say,
I
think
any
and
then
I
come
in
here
to
the
school.
H
It
just
seems
like
a
beautiful
school
with
a
beautiful
community
and
is
absolutely
tragic
that
two
schools
are
meant
to
compete
against
each
other
or
six.
Schools
are
many
compete
against
each
other
and
I
wish.
There
was
more
resources
all
around,
but
it
is
impossible
to
justify
wasting
whatever
money
you
would
save
by
remodeling
a
school
versus
building
a
brand
new
one.
When
you
have
this
much
need
everything
could
be
made
better
by
this
extra
money.
Thank
you.
E
Thank
you,
John
Christine,
Butler
Bryant,
followed
by
Rick
Whitbeck.
I
Hello
I
want
to
first
thank
you
for
meeting
with
us
and
listening
to
what
we
have
to
say.
This
is
valuable
to
all
of
us.
I,
don't
envy
any
of
you
or
are
bored
for
having
to
figure
this
out
and
make
these
decisions
first
I'm
curious.
Have
you
been
Gathering
these
questions
and
answers,
answers
and
posting
them
somewhere?
Most
families
don't
have
the
time
to
attend
or
listen
to
these
meetings,
and
where
can
they
go
to
get
this
information?
I
I
know
that
some
of
these
questions
have
been
answered
at
our
staff
meeting
already
here,
but
I'm
going
to
go
ahead
and
read
to
you
what
I've
prepared
I
think
families
and
community
members
also
need
to
hear
those
questions
answered
emotionally
I've
already
accepted
that
this
building
is
closing.
As
a
teacher,
it's
not
my
first
move.
I
I
Yet
I
still
have
questions
and
concerns
I'm
having
a
hard
time
making
logical
sense
from
the
information
I'm
gathering,
I,
see
the
problem
and
I
see
your
proposed
Solutions,
but
I
feel
like
there's
a
lot
of
in
between
that's
missing
and
I'm,
hoping
we
can
get
more.
You
have
mentioned
it
another
town
hall
and
again
tonight
that
the
admin
only
makes
up
something
like
nine
percent
of
the
budget.
I
Yes,
I'm
gonna
go
there
again
and
that
those
cuts
are
less
likely,
but
why,
with
budget
kits,
are
we
focusing
on
staff
salaries
from
within
our
buildings?
What
else
have
you
looked
at?
Have
you?
What
staff
salaries
have
you
considered?
Have
you
considered
cutting
back
principles
or
some
of
the
extra
admin
positions
or
just
teachers,
bus
drivers,
cafeteria
staff,
because
that's
how
it's
feeling
I
find
it
hard
to
believe
that
every
single
admin
position
right
now
is
currently
necessary?
Are
you
looking
at
non-contract
salaries
to
consider
cutting
those
down?
I
Have
we
considered
the
instructional
coach
positions,
maybe
not
having
one
at
each
building?
What
about
the
Ed
Center
itself?
What
are
we
paying
to
use
that
facility?
Is
there
another
way
to
house
admin,
maybe
repurposed
buildings
now
with
the
proposed
closures?
What
happens
to
these
schools
Title
1
identification
when
you
blend
schools
that
aren't
both
Title
One?
Do
these
schools
do
these
students
who
need
these
resources
still
going
to
get
them
I've?
Had
a
parent
ask
me
what
will
happen
with
their
kiddo
with
an
IEP?
Will
these
schools
have
that
absorb
our
kids?
I
Are
we
doing
to
build
these
schools
up
and
get
the
enrollment?
We
need.
What?
What
can
we
do
to
help
families
choose
to
send
their
kids
there?
It
might
sound
crazy,
but
what
if
we
move
the
I'm
just
trying
to
gather
quickly?
Charter
Schools
enter
our
repurposed
buildings,
but
maybe
grandfather
and
some
neighborhood
kiddos,
so
they
don't
have
to
move.
These
kids
are
in
Title
One
schools.
They
typically
already
have
adverse
experiences,
and
this
will
just
be
one
more.
Are
we
getting.
E
Thank
you,
So
Christine.
Let
me
try
to
answer
some
of
your
questions
our
time.
Keeper
Mr
Thim
is
actually
writing
a
FAQ
that
we're
all
working
on
we're,
transcribing
all
of
the
town
halls
and
identifying
common
threads
for
questioning
and
we're
trying
to
write
an
FAQ
that
will
hit
all
of
the
areas
that
people
are
interested
in
and
I
think
we're
trying
to
get
that
up
on
our
website
in
an
expanded
form
very
quickly.
E
As
far
as
other
elements,
the
some
of
the
non-contract
employees,
maybe
I'll
defer
to
Mark
stock.
To
answer
that
question.
D
Oh
I
see
those
that
are
not
in
the
bargaining
units
yeah.
So,
yes,
we
are
looking
at
all
the
extra
administered
positions
that
that
we
can
possibly
figure
out
how
to
change
or
to
not
fill
or
to
remove
those
are
all
under
study.
Now
we
spent
another
two
and
a
half
hours
today,
going
through
lines
and
lines
and
lines
of
spreadsheet.
They
fall
into
multiple
categories,
so
it's
hard
to
parse
out,
but
there
are
positions
which
translate
to
people
in
positions,
but
then
there's
also
a
lot
of
administrative.
D
What
we
call
things
of
administrative
nature,
they're,
not
actually
people
but
they're
they're
administrative,
and
not
directly
benefiting
kids
directly
we're
going
through
all
those
things.
So,
yes,
that's
all
underway.
Now
you
mentioned
instructional
coaches
for
those
that
are
unfamiliar.
There
are
positions
in
the
district
where
these
are
teacher
type
positions
that
are
in
the
teacher
contract,
but
they
don't
serve
children
directly.
D
F
F
What
we
have
to
make
sure,
though,
is
we
don't
completely
break
something
that
causes
us
to
lose
millions
of
dollars
of
Federal
grant
money,
because
what
we
broke
was
there
is
no
Grant
manager
or
there
is
no
somebody
to
make
sure
we're
in
compliance.
If,
if
we
fall
out
of
compliance
on
our
annual
audit,
we
risk
losing
all
of
our
federal
money.
F
So
there
are
functions
in
the
admin
to
include
payroll
I
mean
most
people
want
to
get
paid
when
they're
supposed
to
and
and
and
so
there
are
some
where
you
you
couldn't
go
to
zero,
even
if
you
wanted
to,
even
if
it
just
sounds
good
in
theory,
but
we
are
going
through.
We've
gone
through
16
departments
already
and
we're
going
through.
F
The
second
look
plus
continuing
down
the
list
and
that's
what
we'll
be
working
on
over
the
next
several
weeks
on
the
Ed
Center
lease,
so
we
have
looked
at
the
Ed
Center.
We
actually
got
with
rim
design
and
consulting
or
Contracting
or
architecture
they're,
the
ones
who
helped
take
a
shopping
mall
and
turn
it
into
a
current
Ed
Center.
F
So
it's
going
to
take
two
elementary
schools
or
one
Middle
School
to
be
able
to
relocate
the
Ed
Center
and
it's
going
to
need
significant
design.
If
you
look
at
the
parking
lot
here
at
Abbott
Loop
and
the
parking
lot
at
the
Ed
center,
it's
it's
going
to
take
some
significant
capital
investment
to
turn
schools
into
something
that
could
be
a
Community
Education
Center.
But
we
absolutely
are
looking
at
that
and
I
I.
Think
we'll
be
looking
more
and
more
as
we
look
toward
round
two
for
looking
at
other
options.
F
F
Although
I
know
that's
going
around
on
social
media
as
a
as
an
option,
it's
going
to
take
there's
a
lot
of
stuff
on
social
media
and
and
some
of
it
actually
is
great
ideas.
But
but
the
Ed
Center
is
going
to
take
some
effort.
E
L
Good
afternoon,
everybody,
so
what
typically
happens
with
students
that
receive
special
education
services
is
that
their
services
follow
them.
So
if
the
students
go
to
a
different
site
that
changes
the
allocation
for
that
specific
building
and
those
services
and
the
people
that
support
those
services
will
follow
those
students.
E
M
That
would
be
receiving
students
to
make
sure
that
we
have
a
complete
welcoming
environment,
that
all
kids
are
all
kids
and
that
were
whether
it's
a
student
with
an
IEP
or
a
student
who
needs
support
through
through
English
language,
Learners
I
mean
the
focus
will
be
making
sure
that
we
have
the
best
and
most
open
doors
and
welcoming
environment
possible
for
all
of
our
families.
You
know
with
regards
to
the
charter,
schools
and
the
acceptance
and
opportunity
for
students
to
access
those
programs.
That's
something
that
we
would
be
interested
in.
M
N
Good
evening,
there's
an
amazing
amount
of
talent,
TR
and
time
being
given
to
this
and
I
appreciate
it.
My
name
is
Rick
whitback
I'm,
the
parent
of
a
second
grader,
an
amazing
little
boy
here
at
Abu,
Abba,
Loop's
PTO
president
and
a
member
of
both
the
Anchorage
school
district
and
the
state
of
Alaska's
Title
One
Committees
of
practitioners.
N
Lots
of
questions
guys
many
benefits.
Many
families
benefit
from
title
one
here.
Can
you
assure
the
absolute
Community
the
title,
those
those
students
won't
be
negatively
impacted
if
they
go
to
non-title
schools
like
cassoon
and
Trailside,
that
don't
get
to
become
Title
One
with
our
transfers?
What
types
of
transitional
support
will
the
district
be
able
to
provide?
N
Have
you
identified
the
specific
families
who
most
need
the
support?
How
will
the
impact
go
for
programs
providing
healthy
food
choices
and
child
care
during
the
summer?
What
about
those
that
need
SEL
guidance
and
counseling
services
during
the
transition?
What's
the
plan
for
Abbott
Loops
Indian
ed
students
who,
like
my
son,
get
additional
services?
N
I
know
you
guys
don't
have
these
answers,
but
you
need
them
before
you
start
gutting
a
school
and
the
school
Community,
just
to
save
a
few
million
dollars,
you're
going
to
leave
students
behind
and
potentially
even
unsafe
during
the
summer.
If
not
my
son's
on
an
IEP
we've
already
asked,
will
soon
be
able
to
take
the
number
of
kids
coming
in
or
worst
case
scenario
will
all
exist
in
consume.
Iep
students
plus
the
kids
coming
from
Abbott
Loop,
have
decreased
support,
which
would
be
an
incredibly
short-sighted
and
damaging
situation
in
good
conscience.
N
You
cannot
close
the
school
without
answers
to
that
this.
The
families
that
have
IEPs
and
depend
on
Title
One
need
those.
Well,
we
talk
about
closing
and
reallocating
schools.
Earlier
gentleman
talked
about
Inlet
View
come
on
guys
real
30
million
dollars.
Where
can
that
go?
I
know
it's
Capital
versus
operating,
but
that's
ridiculous.
N
Well,
there's
some
hubris
there
I
have
no
false
hope
that
you're
going
to
stop
that
we're
going
to
stop
this
that
Abbott
Loop's
not
going
to
be
closed.
We
apparently
as
a
title
one
school
are
an
easy
target.
I,
don't
know
we're
going
to
be
a
Pawn
on
a
lose-lose
game,
one
that
is
just
the
tip
of
the
iceberg.
Phase
one
phase
two:
what's
next,
some
of
those
other
18,
the
entire
community's
suffering
right.
N
E
Thank
you
Rick.
So
let's
try
to
run
through
this
regarding
assurances
that
title
1
students
will
continue
to
get
services
at
cassoon
and
Trailside.
Maybe
I
should
defer
to
Mark
stock
on
this
one.
D
So
we
would
have
to
take
a
look
at
the
students
who
are
going
to
which
school
look
at
what
services
they
were
getting
here,
what
they
needed,
because
every
school
has
a
lot
of
control
over
what
title
dollars
they
spend
and
how
they
spend
it.
So
we
would
have
to
look
at
at
Avid
Loop,
particularly
what
kind
of
title
services
are.
Were
you
getting?
D
How
many
of
those
students
are
then
going
to
Trailside
or
to
consume
and
then
see
what
we
can
do
and
again
it
falls
falls
down
to
all
the
other
schools
in
the
district
and
what
happens
to
their
enrollment.
We
have
schools
here
that
are
in
title
one
year
and
then
no
title
the
next
year
and
then
two
years
later,
they're
back
in
title
status
and
then
they're
out,
and
so
it's
not
a
fixed
thing,
whether
they're,
consolidating
schools
or
not.
D
M
So
we've
done
a
lot
of
work
in
terms
of
how
to
create
those
opportunities
for
families
and
communication.
What
I
would
anticipate
us
doing
is
working
with
the
principles,
whether
that's
at
Abbott
Loop,
or
whether
it's
at
one
of
our
other
schools
connecting
and
coming
back
to
the
school
and
tailoring
our
plans
with
the
community
here,
as
well
as
the
receiving
school
things
such
as
you
know,
blending
field
trips
or
blending
community
activities,
open
houses
and
and
sort
of
things.
M
As
far
as
making
the
welcoming
environment,
you
know,
partnering
with
migrant
education,
partnering
with
ell
partnering,
with
Indian
education
and
putting
together
more
of
a
comprehensive
support.
That
would
be
the
the
the
the
the
focus
moving
forward,
but
until
we
get
to
that
spot,
we
have
to
know
who
the
people
are,
that
we're
going
to
need,
depending
on
that
Community
too.
F
Okay,
as
far
as
as
far
as
free
lunches,
you
know
that
this
school
is
a
cep
school
for
Community
eligibility
Provisions.
So
everyone
gets
free
lunch.
The
the
way
that
actually
works
is
you
can
put
one
school
or
you
could
have
a
group
of
five
or
a
group
of
ten
and
within
that
aggregate
grouping.
If
it
rolls
up
to
40
percent
economically
disadvantaged,
then
you
have
a
lot
of
control
over
whether
we
could
ensure
that
food
security
would
would
not
be
at
least
while
they're
at
school,
whether
it
tastes
good
or
not.
F
That's
different,
but
but
but
we
can.
We
can
really
do
a
lot
of
things
to
include
on
the
title
one
side
of
the
house.
We
can
set
aside
general
fund
money
before
we
start
budgeting,
without
worrying,
about
supplant
rules
to
be
able
to
provide
some
additional
supports,
I
think
for
the
parents
in
the
room
for
the
staff
in
the
room.
I.
Think
many
of
you
realize
it's
going
to
take
several
months
of
very
dedicated
effort
to
be
able
to
get
down
to
some
of
those
answers,
and
you
know
we.
F
We
don't
know
at
this
point
how
many
schools
will
close
and
we
so
as
soon
as
that
does
happen,
I
think
we're
you're,
looking
at
probably
after
spring
break
being
able
to
set
expectations
for
next
school
year
and
get
input
from
families
to
continue
refining
that.
E
D
O
My
son's
pediatrician
referred
him
for
speech
therapy
when
he
was
three
and
he
was
given
an
IEP
for
speech
when
he
was
four
I
searched
high
and
low
for
private
speech
therapy
or
for
a
program
through
ASD,
but
nothing
caters
to
working
parents.
We
are
so
grateful
to
have
found
migrant
Ed
Pre-K
at
Abbott
Loop.
O
Although
devastated
he
couldn't
come
to
Abbott
Loop
this
year
he's
been
encouraging
his
three-year-old
sister,
who
also
has
an
IEP
for
speech
to
practice,
putting
on
her
snow
gear
by
herself,
so
that
she'll
be
ready
for
Miss
Christine's
class.
Next
year
we
recently
celebrated
my
son's
graduation
from
his
IEP
last
month,
a
week
after
we
finally
heard
back
from
that
speech.
Referral
from
his
doctor,
Miss
Christine,
was
the
most
amazing
thing
for
my
son
and
her
passion
and
dedication
to
prepare
young
economically
disadvantaged
kids
for
a
lifetime
of
success
is
admirable
to
say
the
least.
O
So
it
comes
as
no
surprise
that
five
out
of
six
schools
on
The
Chopping
Block
are
Title
1
schools,
I,
don't
expect
any
answers,
but
I
want
to
leave
you
with
a
few
questions
to
consider
I
heard
you
say
that
the
reorganization
of
boundaries
may
qualify
because
soon
as
the
title
one
school
you
don't
know.
Yet.
Why
isn't
that
part
of
the
information
you
prepared
when
proposing
which
schools
to
close?
O
Soon
doesn't
even
have
a
cafeteria
worker,
so
they
don't
have
hot
lunch.
What
about
the
low-income
students
that
end
up
at
Trailside?
Well,
the
migrant
Ed
pre-k
program
be
moving
to
cassoon
and,
if
not,
will
there
be
a
Pre-K
Academy
on
this
side
of
town?
Well,
my
three-year-old
speech
delayed
solo.
Snow
gear
dresser
have
a
Pre-K
to
attend
next
year
or
should
I
wait
for
that
referral
to
move
to
the
top
of
the
stack
three
months
after
she
starts
kindergarten,
and
you
mentioned
the
specific
Services
follow
the
spread.
Student.
P
O
E
Thank
you
Alyssa.
So
let
me
take
a
stab
at
addressing
some
of
this.
As
far
as
title
one,
we
have
been
following
economically
disadvantaged
as
an
indicator
when
we
looked
at
the
schools
that
we
put
in
this
first
round
of
proposed
consolidations.
So
five
of
the
six,
the
resulting
percentage
of
economically
disadvantaged,
was
comparable.
Our
starting
point
has
been
looking
at
combinable
schools,
so
the
majority
of
the
combinable
schools
are
Title
One
schools.
So
there's
not
a
a
rationale
there.
It's
just
that
those
are.
E
There
are
10
or
12
combinable
schools
in
this
District
at
the
elementary
level
and
the
majority
of
them
are
Title
One
schools.
So
that's
kind
of
why
we've
wound
up
in
that
situation
there.
It's
not
there's
nothing
more
complicated
than
that
about
it.
Those
are
the
combinable
schools,
they're
small
Schools,
they're
low
enrollment
schools,
and
they
have
smaller
attendance
areas
and
the
schools
that
we're
not
looking
at
or
the
higher
utilization
schools
with
bigger
student
bodies
that
happen
to
be
in
neighborhoods
that
aren't
Title
One
neighborhoods.
E
E
Think
that
that's
something
that
we're
all
thinking
very
carefully
about?
Let
me
address
some
of
these
other
issues
as
far
as
migrant
Ed
I,
don't
know
who
the
appropriate
administrator
is
to
answer
that
question.
But
again
it's
going
to
be
similar
to
the
answer
that
tarlisha
gave
regarding
special
education
is
that
when
those
students
are
categorized
with
that
service
need
the
services
are
going
to
follow
the
students
I
think.
D
M
Can
you
hear
me
there
you
go
so
with
regard
to
the
preschool
program?
You
know
we've
talked
about
in
other,
in
other
meetings
and
in
school
board
meetings.
M
We've
talked
about
the
proposal
for
a
Pre-K
Academy
or
An
Early
Childhood
Center,
Chelsea
Moreau,
who,
who
isn't
here
right
now
she's
been
she's,
been
heavily
involved
in
terms
of
the
forward
planning
for
preschool
and
she's,
been
super
successful
in
terms
of
growing
our
preschool
footprint
in
conversations
with
her
and
modeling
it
out
that
the
the
preschool
program
here
would
likely
not
go
to
one
of
the
Early
Childhood
centers
due
to
logistical
locations
and
pieces,
so
she's,
currently
looking
at
possible
areas
where
that
could
go.
Obviously
that
would
also
be
impacted
on
closures.
M
So
if
one
school
closes
or
doesn't
close,
there's
conditional
impact
of
how
that
impacts.
Other
schools
right.
So
one
of
the
things
until
we
we
can't
say
where
that's
going
until
we
know
what
the
closure
aspect
of
it
looks
like
and
then
after
we
know
what
that
looks
like
and
where
the
receiving
students
are
going.
M
That's
where,
then,
the
concrete
planning
can
go
in
terms
of
where
the
program
would
be
played
based,
but
the
modeling
to
have
a
preschool
program
within
a
a
school
is
still
part
of
the
footprint
of
preschool
going
forward,
regardless
of
what
happens
with
Early
Childhood
centers.
But
in
all
likelihood
it
would
be
geographically
around
in
this
area
still
to
be
determined
where
exactly.
E
Pardon
me:
okay,
let's
see
Dana
Kane,
followed
by
Karen
Johnson.
A
A
We
are
a
family,
we're
a
community,
a
school
Community
who
works
together,
I,
look
forward
to
seeing
students
ahead
last
year
in
the
hallway
I
look
forward
to
coming
to
work
every
single
day
and
working
with
my
staff,
because
we
work
well
together:
I
love
working
with
families,
former
students
and
Families.
We.
L
A
Feel
that
way,
so
it
is
personal,
no
matter
what
the
condition
of
the
building
it
hurts.
It
rips
the
heart
out
now
a
couple
of
other
things,
I
want
to
say:
I
know,
brick
has
brought
it
up,
and
other
people
brought
it
up
about
the
title
one
and
the
food.
That's
such
a
big
concern,
something
I
am
so
worried
about.
Most
of
my
children
eat
breakfast
every
day
we
have
breakfast
in
the
classroom.
The
other
two
schools
do
not
have
that
they
also
get
the
free
breakfast.
A
Will
they
have
that
opportunity?
The
families,
because
of
the
program
that
we're
in
haven't,
had
to
fill
out
the
paperwork
so
I'm
really
concerned
with
our
parents
who
have
multiple
different
languages,
trying
to
fill
out
the
paperwork
to
be
able
to
get
breakfast
and
lunch
for
their
children?
What
will
happen
to
them?
What
will
keep
them
from
falling
through
the
cracks
so
that
my
children
will
not
be
hungry?
A
Also
busing.
We
talk
about
transportation.
We
already
have
buses
that
aren't
running
right
now.
Some
of
our
students
are
struggling
to
try
to
get
here.
What's
going
to
happen
when
it's
even
farther
away,
we
have
many
families
who
can
walk.
What's
going
to
happen
to
my
children,
that's
what
I
want
to
know.
Thank
you.
E
So,
regarding
title
one
I,
don't
I,
don't
know
what
kind
of
guarantees
we
can
offer
right
now.
I
think
that
mark.
Would
you
like
to
address
this
well.
D
The
question
about
food
and
the
breakfast-
those
are
things
we
can
work
on.
We
can
design
those
combination
schools
to
make
sure
that
if
that
is
a
primary
concern
that
we
address
that
take
care
of
it,
I
think
that
we
can.
We
can
assure
you
we
can
work
on
on
that
issue.
The
transportation
issue-
I,
don't
know
Rob.
If
you
want
to
take
a
stab
at
that
one
because
I
think,
hopefully
by
then
you
know
I'll,
let
you
you
answer
it.
Q
Yeah
on
the
transportation
issue,
fair
question,
so
you'll
be
hearing
shortly
about
how
close
we
are
to
to
the
restoration
of
all
of
the
bus
routes.
There's
been
a
lot
of
work
since
the
start
of
school.
A
lot
of
new
bus
drivers,
a
lot
of
work
on
efficiency.
We
we
also
have
the
wage
fixed
now
much
more
competitive
than
it
was
when
we
originally
lost
all
these
drivers
last
summer.
Q
So
a
whole
lot
of
work
has
gone
on
there
and
and
that
Gap
is
just
about
closed
at
this
point,
we're
continuing
to
work
with
the
software
and
with
very
closely
with
the
special
ed
Department,
with
with
some
IEPs
that
would
benefit
from
least
restrictive
environment
and
getting
off
of
sped
routes
and
onto
gen
Ed
routes.
Q
All
of
that
is
going
on,
so
we're
not
just
stopping
here
where
we
have
all
of
the
drivers
hired
we're
going
to
continue
to
to
work
out
efficiencies
in
that
department,
so
that
we'll
we
do
have
all
of
the
capacity
so
very
soon
we'll
be
announcing
to
the
community
a
rotation
off
of
the
cohorts.
We're
still
doing
the
work
to
finalize
that
date,
but
that'll
be
coming
soon.
Thank
you.
R
Hi
I'm
a
recently
retired
special
ed
teacher
and
I
taught
at
the
school
for
two
years.
My
question
is:
is
that
a
few
years
ago
a
bond
was
passed
to
rebuild
the
school.
I
would
like
to
know
what
is
happening
with
that
money,
and
my
comment
was
in
support
of
reducing
the
size
of
the
Ed
center
with
reduced
to
enrollment.
There's
a
lot
of
empty
space
in
that
room
or
in
that
building,
just
I.
R
E
So,
let's
see
regarding
a
bond
election
funding
of
this,
that's
a
Rob
Holland
question.
Go
ahead,
sir.
Q
So
I
believe
the
the
bond
that
is
being
referred
to
was
the
bond
that
passed
for
the
addition
of
a
fire
suppression
system.
Here
at
the
school.
There
was
not
a
bond
approved
to
rebuild
this
school
in
its
entirety,
but
there
was
a
bond
approved
for
just
north
of
four
million
dollars
to
put
in
the
sprinkler
systems.
Q
That
may
have
been
some
speculation
at
the
time
or
perhaps
a
misunderstanding.
There
is
definitely
Bond
money,
just
north
of
four
million
dollars
for
the
sprinkler
system.
E
Q
E
So
it's
it's
standing
by
so
your
other
question
was
regarding
the
Ed,
Center
and
I.
Think
we've
touched
on
the
Ed
Center
a
couple
of
times.
It's
a
leased
facility.
E
I
would
say
that
40
percent
of
the
districts
I've
worked
for
have
had
least
Ed
centers,
so
it's
not
an
uncommon
phenomenon
to
lease
office
space
and
obviously
we
could
be
operating
out
of
an
own
facility,
but
Mr
Anderson
mentioned
all
the
tenants
in
it.
We
would
have
to
do
to
a
big
middle
school
or
another
large
facility
or
multiple
facilities,
and
then
we'd
be
scattered
into
three
buildings
and
Mr.
E
S
I've
been
a
volunteer
here
for
nine
years
in
the
library,
so
I've
seen
the
good
and
the
bad
of
this
school
I'm
kind
of
disappointed
that
we
have
a
new
principal
this
year
and
that
she's
not
being
given
the
opportunity
to
make
a
go
of
this
school
now.
I,
don't
know
if
maybe
that
was
in
the
works
before,
but
there's
a
lot
of
great
kids
here
and
they
do
do
better
in
smaller
classes
and
I
worry
about
them
going
to
consume
in
bigger
classrooms.
S
S
D
D
So
where
does
that
librarian
go
the
likelihood
of
all
those
people
having
positions
is
very
strong
because
we
we
have
somewhere
between
two
to
three
hundred
teachers
through
attrition
every
year
who
leave
or
retire
or
move
on?
And
so
these
closures
should
not
affect
anybody's
ability
to
have
a
job
where
that
job
is.
It
has
to
be
worked
out
depending
on
where
the
openings
are
at
the
time,
but.
E
D
Teacher,
so
in
the
past,
what
we've
done
with
those
is
sit
down
with
the
association
and
work
it
all
out
in
a
letter
of
agreement
or
understanding,
so
that
everybody's
clear
and
then
what
would
happen
is
the
the
association
in
the
administration
would
come
to
Abbott
Loop
and
meet
with
all
the
people
affected
and
answer
all
of
those
questions
for
everyone
and
explain
the
process.
That's
been
agreed
upon
with
the
the
teacher
Association.
T
Hi
there
I'm
Deborah
Hanson
I'm,
a
40-year
resident
here.
I
live
right
next
to
Inlet,
View
school
and
I
fought
the
ASD
when
they
wanted
to
close
Inlet
View
back
in
the
in
the
80s.
My
advice
is
to
show
up
for
meetings.
If
you
don't
want
your
school
closed,
I
can
tell
you.
If
you
were
looking
at
closing
Inlet
View
School
there'd
be
300
parents
and
200
kids.
Here
there
would
be
standing
room
only.
They
would
be
ready
to
Lynch
the
board.
T
I
know
that's
the
problem:
it's
real
easy
to
close
a
title
one
school,
because
parents
don't
show
up
and
fight
for
it.
It
was
real,
easy
to
close
Ursa
Major.
You
know
I
mean
anyway,
I
should
get
through.
With
this
just
to
be
aware,
ASD
setting
aside
37
million
37,
not
30.
departure
fund
new
in
The
View
school,
probably
won't
cut,
it's
probably
going
to
cost
more
than
that.
The
parents
showed
up
for
every
meeting
if
you've
got
two
or
300
parents
showing
up.
T
Of
course,
ASD
is
going
to
do
that,
my
background's
in
business
and
in
solving
problems.
There
are
always
ways
to
solve
problems.
I'd
like
to
know
why
you
haven't
asked
the
community
for
solutions
to
this
problem.
You're
having
these
meetings,
you're,
not
asking
me
for
my
suggestions,
you're
asking
the
parents
here,
many
of
whom
haven't
aren't
able
to
sell
off
anyway.
I've
got
one
to
offer.
T
You
got
to
look
at
that
37
million
dollars
and
see
if
you
can
come
with
a
better
plan:
I
figure,
you're
you're,
cutting
Title
One
schools,
because
it's
easier
I
mean
you
talk
about
combinable
schools.
I
can
give
you
some
other
combinable
schools,
but
anyway
I,
don't
know
what
to
say.
There's
other
Solutions
and
I'd
like
to
see
the
answers
to
Joel
Potter's
commentary.
T
That
was
in
the
paper
on
Sunday,
where
it
talked
about
you're,
getting
some
easy
cuts
now,
but
it's
going
to
have
a
bad
impact
on
ASD
later
I
mean
it
looks
like
he
knows.
What
he's
talking
about
with
this
and
I
can
tell
you
my
with
working
on
fighting
the
whole
and
live
view
school
thing
over
the
last
year,
I
found
there's
a
lot
of
numbers
and
there's
a
lot
of
ways
to
lie
with
numbers
anyway.
Thank
you.
K
Hi
everyone
I
am
the
I'm
Mr
group.
I
am
the
second
third
teacher
here
at
Abbott,
loop
I
started
my
career
here
at
avaloop
when
I
was
fresh
out
of
college.
This
is
my
school
I
come
to
school
here
every
day,
I
see
my
staff
I,
see
my
students
I
see
my
past
students
and
I
love
every
single
one
of
them.
They
may
be
ornery
on
some
days,
but
I
will
still
love
them.
I
care
more
about
them
than
anything
and
I
will
give
anything
to
them.
K
One
thing
that
my
students
are
kind
of
scared
of.
What's
going
to
happen
next
year
to
them
that
scares
them.
They
like
the
security
of
knowing
that
they're
staying
here.
They
know
what
teacher
they're
going
to
get
next
year.
Some
of
them
are
saying:
well
I
move
up
there
with
them.
They
rely
on
that
security
of
what's
going
to
happen
next,
because
sometimes
they
don't
have
that
in
life.
K
They
see
this
school
as
a
safe
place
for
them
to
come,
and
if
it
is
ripped
away
from
them,
it's
going
to
have
very
negative
impacts
on
them
for
the
rest
of
their
life.
So
before
any
hard
decisions
are
made
and
I
have
kind
of
made
peace
with
it,
but
I
look
out
for
my
students
and
I
love
them,
please
think
of
the
students
and
how
they're
going
to
be
affected
later
on
in
life,
because
they're
going
to
look
back
on
this
moment.
Thank
you.
Thank.
U
U
The
third
point
I
want
to
make
is
that
well,
I've
lived
here.
Most
of
my
life
I
grew
up
in
New
Jersey,
where
they
have
a
big
income
tax,
and
you
don't
have
a
choice
to
pay
it
up
here,
since
we
established
a
Permanent
Fund,
it
seems
like
everybody
looks
forward
to
it,
of
course,
and
for
a
lot
of
people.
It's
never
enough.
U
If
I
take
my
whole
PFD
and
spend
it
on
a
trip
to
Hawaii,
it's
not
going
to
help
students
that
are
going
to
school
now
when
they
get
out
of
school.
If
we
paid
a
little
bit
less
in
the
PFD
every
year
and
put
more
money
into
our
schools,
that
would
benefit
the
future
of
the
state
and
the
other
thing
I
want
to
put
on
a
plug.
For
that
I'm
sure
a
lot
of
people
aren't
real
thrilled
about.
U
E
V
Why
are
you
being
so
picky
about
what
the
building
looks
like
I
go
along
with
that
gal
I,
don't
know
where
she
is,
but
you
know
sprinkler
system
and
this,
and
that
and
the
other
I
mean
I,
know
somebody
who
had
big
leaks
in
their
roof
and
rather
than
paying
fifteen
thousand,
they
just
put
a
tarp
over
it.
V
V
I'll
tell
you
about
one
project
and
I'm
not
going
to
stop
talking
about
it,
but
I
really
care
about
kids
entering
School
and
being
at
a
certain
level,
no
matter
whether
they're,
four
or
five
or
six
years
old,
until
they
show
that
they
have
the
skills
to
move
on,
because
that's
a
far
better
system
than
them,
flunking
out
in
sixth
or
seventh
grade
and
their
peer
pressure.
Oh,
you
loser.
V
You
funked,
you
know,
I
just
think
that
I
like
that
and
having
them
so
I'm
I'm
espousing
that
for
it,
but
yeah
I'm,
just
asking
questions
about
you
know,
holding
back
on
all
the
regulations
to
sprinkler
this
nail,
I,
don't
care!
My
kids
had
went
to
a
school
in
Fairbanks
that
had
wrecking
the
floors
and
everything,
but
they
still
did
well
and
got
went
to
college.
Can't
we
cut
back
on
some
of
those
things
thanks.
E
Q
It's
not
that
it's
a
deadline
and
that's
why
the
money
is
just
it's
currently
on
hold
this
school
is
safe.
It's
not
an
emergency.
The
sprinkler
system
mainly
protects
the
infrastructure.
What
protects
the
people
in
a
building
is
heat,
sensors,
smoke,
detectors
and
adequate
egress
exits
out
of
the
building
and
keeping
those
not
blocked.
So
that
does
not
mean
that
the
school
is
is
sitting
here
unsafe
that
that's
a
false
narrative,
but
no
I'm,
yes,
ma'am!
So
what?
Q
But,
but
to
your
very
good
point
about
a
neighbor
or
acquaintance
you
had
that
couldn't
or
didn't
want
to
spend
the
money
to
fix
the
roof
on
their
house,
so
they
put
a
tarp
over
it.
We
do
get
into
some
things
where
that
that
really
isn't
a
choice
for
us,
mainly
because
our
roofs
are
so
large,
so
expansive
and
they're
not
pitched
roofs.
Q
So
when
we
have
leaks
those
leaks,
can
it
infiltrate
the
building
in
ways
that
they
do
serious,
long-term
damage
and
it
becomes
cumulative
and
that's
one
version
of
deferred
maintenance,
and
so
really,
if
we
don't
address
some
of
that
and
we
try
to
kick
that,
can
down
the
road.
We
make
the
problem
so
much
bigger
that
it
multiplies
and
then
we're
just
not
being
good
stewards
of
public
money.
The
the
schools
in
this
District
all
the
buildings
are
worth
about
two
and
a
half
billion
dollars
and
everyone
in
this
room
and
everyone.
J
Hi
I'm
going
to
run
through
this
pretty
quickly,
sorry
for
the
rapidity
I,
don't
have
a
dog
in
this
hunt
anymore.
My
daughter
is
in
sixth
grade
she'll,
be
graduating
out
of
a
loop
and
she'll
be
gone.
I
volunteered
here
for
six,
the
last
seven
years
I've
walked
my
daughter
to
and
from
school
along
with
151
other
kids
who
are
walking
to
school
every
day.
J
I
see
them
they
are
here.
They
will
be
required
to
be
bussed
to
other
schools.
That
busing
will
cost
you
money.
Closing
Abbott
Loop
is
going
to
result
in
a
supposed
cost
Savings
of
700
to
900
000.
That's
about
one
percent
of
your
shortfall,
I,
don't
know
if
you
factored
in
the
cost
of
your
increased
busing,
but
that's
certainly
going
to
happen.
J
Another
thing
you
may
not
have
factored
in
is
the
cost
of
the
decreased
Revenue
property
values
in
this
neighborhood
are
going
to
decrease
people
like
to
pay
more
for
a
house
near
a
neighborhood
School.
There
won't
be
neighborhood
School
in
this
neighborhood
anymore.
If
you
close
the
school,
my
property
values
I'd
be
happy
to
give
you
more
taxes.
I
voted
for
that
four
million
dollars
of
funding
for
the
the
sprinkler
system,
which
has
not
yet
been
installed,
I'd,
be
happy
to
vote
for
more
taxes
to
pay
for
this
school.
J
J
Right
now
we
have
a
lot
of
Title
One
schools,
title
and
students
in
the
school
who
are
come
from
economically
disadvantaged
families.
J
If
you
send
them
to
school,
that's
going
to
require
busing,
they
will
not
be
able
to
partake
of
extracurricular
activities
such
as
choir
Battle
of
the
books,
running
club,
Ski,
Club,
Samoan,
dance
club,
all
the
other
things
chess
club
that
my
daughter
has
been
involved
with
here
at
this
school.
Those
will
not
be
available
title
on
students
whose
parents
are
either
working
in
the
evenings.
J
Both
cassoon
and
Trailside
have
larger
Square
footages
than
Abbott
Loop.
That
generally
equates
to
a
higher
heating
costs.
You
have
to
heat
more
air
and
space
I'm
kind
of
wondering
why
they're
being
selected
because
soon,
for
example,
has
a
61
capacity.
Abbott
Loop
is
at
65
capacity.
Why
not
close
the
one
with
a
lower
capacity?
J
My
My
overall
thinking
is
that
the
anchor
School
District
isn't
the
source
of
the
problem
or
isn't
the
cause
of
the
problem.
The
school
district
school
board.
Isn't
the
solution
resides
in
Juneau,
but
you're
not
going
to
get
a
solution
from
Juno?
If
you
have
the
Optics
of
spending
37
million
dollars
on
a
school,
the
voters
rejected
you're,
just
not
going
to
get
your
base
student
allocation
from
Juno
you're.
Just
not.
J
P
It
is
my
understanding
that
we
hired
a
new
superintendent
who
wasn't
qualified
for
the
job
and
that
we
are
currently
paying
two
superintendents
so
that
the
old
one
or
someone
can
be
teaching
the
new
one.
What
to
do,
and
so
my
question
I,
have
two
questions:
are
we
wasting
money
in
other
ways
besides
that
and
are
we
going
to
fire
one
of
those
people?
Hopefully
the
new
one
immediately?
P
Second,
one
second
question
that
I
have
unnecessary
programs,
so
I'm
older
I
taught
for
a
long
time
and
our
main
focus
was
reading
language,
arts
skills,
history,
science,
math.
Those
were
our
main
focuses.
We
did
not
try
to
socially
engineer
our
children
by
teaching
them
things
like
critical
race,
Theory
or
sex
ed,
or
anything
like
that
and
how
much
money
are
we
spending
on
those
kinds
of
programs,
other
that
are
kind
of
extracurricular
to
those
five
basic
things
that
we
need
to
be
teaching
our
students
and
could
we
cut
some
of
that
money?
P
P
Okay,
if
that's,
maybe
the
state
is
trying
to
tell
us
something
like
we're
not
going
to
keep
raising
your
funding
anymore,
and
that
means
that
the
burden
goes
back
to
the
local
people,
to
provide
the
money
for
the
schools
and
is
our
school
board
looking
into
ways
to
fund
schools
other
than
expecting
the
state
to
Pony
up
because
apparently
they're
not
going
to
so?
Are
we
addressing
that
problem,
or
are
we
going
to
be
in
this
very
same
predicament?
Next
year,
the
following
year,
the
following
year.
E
So,
let's
try
to
address
two
questions.
Let's
address.
Do
we
know
what
percentage
of
our
instructional
expenditures
are
specifically
focused
on
core
academics?
I,
don't
know
of
many
districts
that
know
that
number
and
then
secondly,
local
funding
augmentation.
Is
that
really
possible
in
Alaska.
F
F
I'll,
give
you
an
example:
Keen
I
decided
to
go
ahead
and
pick
up
all
the
utility
costs
for
the
Kenai
Peninsula
Borough,
but
the
way
they
wrote
the
state
funding
statute.
They
have
to
claim
that
as
in-kind
Revenue,
even
though
they
didn't
pay
it,
and
so
they
still
end
up
getting
less
money
that
the
states,
the
state's
formula
is,
is
pretty
constrictive.
F
You
can
get
grants
and
donations,
but
not
operating
fund
type
dollars
from
this
city,
and
so
the
the
city
has
given
us,
not
quite,
but
almost
two
million
dollars
in
alcohol
tax
for
pre-k
this
past
year
and
and
whenever
funding
is
available,
which
is
you
know,
we
are
a
boom
and
bust.
F
Then
then,
it's
available
and
that
I
tell
you.
Anchorage
is
one
of
very
few
cities
who
have
always
always
always
given
100
of
everything.
When
this
this
city
does
has
always
supported
ASD
and
the
community,
but
it
is
the
way
the
state
wrote
the
revenue
formula
and
if
they
allow
Anchorage
or
any
other
one
city
or
Borough,
to
significantly
increase
local
funding,
it'll
cost
the
state
about
100
million
dollars
because
of
an
agreement
they
have
with
the
federal
government
that
allows
them
to
take
a
portion
of
federal
impact
aid.
F
F
I
think
our
board
members
have
been
very
clear
to
people.
They
talked
to
I'm
in
a
political
position,
but
the
best
thing
you
can
do
and
our
board
members
have
openly
talked
about
talking
to
your
legislators,
so
I've
been
going
to
Juno
for
for
over
six
years
and
and
when
I
go
into
an
office.
It's
very
frequent
that
a
legislator
would
tell
me
that
none
of
their
constituents
talk
to
me
about
education
funding.
F
They
talk
about
the
homeless,
they
talk
about
drug
abuse,
I
talk
about
suicides
and
they
talk
about
the
PFD
and
Jim
and
Andy
comes
in
my
office,
and
you
want
to
talk
about
education
funding.
The
other
thing
that
comes
out
is
and
and
there's
many
people
in
Juno
saying
this.
They
know
that
we're
down
5,
000,
plus,
kids
and
and
they're
they're,
pretty
honest
about
what
are
you
doing
to
become
more
efficient
with
the
money
you
have?
F
When
are
you
going
to
close
schools
and
that's
when
the
whole
Timeless
formula
came
out
a
few
years
ago
from
Natasha
Von,
emhoff
and
and
there
was
a
article
written
in
the
paper
about
the
revenue
so
the
first
couple
years,
we
get
to
pretend
that
school
still
exists
and
we
get.
F
We
get
some
additional
Revenue
as
if
you
did
that,
but
it
does
go
away
by
year,
five
down
to
zero,
and
it
was
designed
that
way
to
give
districts
time
to
figure
out
how
to
get
some
efficiencies
in
order
to
take
those
cost
savings
into
something
else.
So
there
were
a
lot
of
people
year
after
year
when,
when
they
first
passed
the
whole
harmless.
F
We
closed
one
school
the
next
year,
I
went
back
to
Juno
and
I
heard
over
and
over
really
one
five
thousand
kids
in
one
school
that
holds
400
and,
and
so
there
are
divides
in
Juno
of
people
who
have
expectations,
whether
they're
results
based
or
for
some
of
them.
It's
efficient
facilities
based
and
then
there's
always
the
group
that
would
give
us
education
money
every
morning,
noon
and
night
because
they
would,
but
it's
just
complicated.
There.
E
Dr
Stock:
are
you
going
to
add
something?
Okay,
very
good.
Well,
I.
Think
that's
going
to
conclude
our
evening.
We've
had
15
speakers
and
really
appreciate
your
contribution.
We
are
documenting
everything
that
everybody
has
said
and
we
are
summarizing
it,
so
the
Board
of
Education
can
consume
it
and
understand
the
perspectives
that
have
been
expressed
in
this
town
hall
and
in
the
others.
We
also
have
an
online
survey
that's
available
on
our
website
in
six
languages.
We
would
encourage
you
to
participate
in
this
process
via
that
survey.
D
F
We
have
cut
and
merged
multiple
programs
in
the
last
six
years,
as
funding
has
been
flat
and
if
you
paid
attention
to
some
of
the
board
meetings.
Recently,
all
of
the
programs
we
raised
as
possible
reductions,
the
room
has
been
full
with
people
who
believe
that
those
are
necessary.
Every
single
one,
when
we
did
a
survey
in
Anchorage,
the
highest
most
favored
action
to
take,
was
close
and
consolidate
schools,
except
for
naturally
their
school.
F
So
when
you
say
unnecessary,
somebody
believes
that's
the
reason
they
wake
up
in
the
morning
and
that's
the
dilemma
and
that's
why
it's
so
difficult
to
be
a
board
member
trying
to
get
consensus
when
of
six
different
programs.
Five
of
them
will
say
cut
the
other,
but
but
none
of
them
want
to
close
their
own.
They
don't
consider
them
unimportant.