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From YouTube: Budget Solutions Virtual Town Hall 12/01/22
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A
Good
evening,
everyone
and
Welcome
to
our
final
town
hall
for
our
campus
closure
and
repurposing
plan.
The
last
Town
Halls
that
we've
done
have
been
focused
on
the
six
schools
that
are
up
for
recommendation
for
closure
tonight,
we'll
be
focused
on
the
repurpose
relocation
and
receiving
plan
portion.
The
format's
going
to
be
the
same.
A
We've
got
Shannon
Bingham
from
Western
demographics
as
our
moderator,
our
four
panelists
are
Dr
Mark
stock,
Deputy
superintendent,
Jim
Anderson,
chief
of
Finance
Rob
Holland,
acting
chief
of
operations
and
Eric
biste
senior
director
of
our
elementary
Department.
A
Our
format
will
continue
to
be
the
presentation
and
then
the
Q,
a
I
will
give
a
30-second
count
and
then
I
will
hit
up
at
three
minutes
with
a
time.
Please
Shannon
with
that.
I'll
turn
it
over
to
you.
Oh
actually,
absolutely
I'm,
sorry
about
that
I'm,
going
to
turn
that
over
to
Dr
Stock.
Sorry
about
that.
B
Thank
you
MJ,
so
welcome
everyone,
I'm
Mark
stock,
Deputy
superintendent
for
Anchorage,
School,
District
and
I.
Just
wanted
to
to
summarize
that
we've
completed
six
of
our
in-person
town
halls.
The
purpose
of
the
next
two
Town
Halls
that
we
had
finished
was
to
allow
a
virtual
option
for
people
who've
been
unable
to
get
out
to
any
of
the
in
person
due
to
a
variety
of
reasons.
So
we
offered
another
alternative
and
tonight's
purpose
was
different.
B
The
purpose
of
tonight's
town
hall
is
to
primarily
try
to
focus
on
the
receiving
schools
that
might
receive
students
who,
who
are
coming
from
the
school
is
being
closed
or
to
primarily
focus
on
the
repurpose
efforts
of
those
schools.
So
we
reached
out
and
tried
to
invite
different
members
of
the
charter,
schools
and
other
boards
and
other
groups
that
might
have
an
interest
in
those
things
and
allow
them
an
opportunity
to
to
make
commentary
on
the
proposals
that
Administration
putting
in
front
of
our
school
board.
B
I
also
wanted
to
acknowledge
that
both
of
these
all
of
these
virtuals
and
this
particular
Town
Hall
well,
all
of
them
have
had
our
school
board.
Members
present
and
listening,
you
don't
see
them
because
they're
not
part
of
the
actual
webinar
process,
but
they
are
our
attendance
and
they
are
listening
to
your
comments
and
and
taking
your
input,
so
I
just
wanted
to
acknowledge
as
well
as
well
as
our
superintendent,
Dr,
Tara
Bryant
as
well.
B
C
You
Dr
Stock
well
good
evening.
Everyone
as
Dr
Stock
mentioned
and
MJ
mentioned
tonight,
will
be
significantly
different.
We
will
have
a
a
truncated
presentation
and
we
will
want
to
remind
you
that
we
have
the
survey
that
will
be
open
until
tomorrow
afternoon.
Here
is
the
QR
code
for
those
of
you.
That
would
be
interested
in
being
a
part
of
our
survey
addressing
the
various
solutions
that
are
being
proposed
to
the
district,
68
million
dollar
budgetary
challenges.
C
As
have
been
mentioned
in
Prior
presentations,
we
have
a
school
district
that
has
lost
approximately
5
000
students
within
significantly
impacted
by
covid.
We
have
a
budgetary
situation
where
we
have
a
68
billion
dollar
shortfall
and,
like
many
other
districts
in
the
state
of
Alaska
and
elsewhere
in
the
United
States,
the
district
is
searching
for
solutions
to
address
its
challenges.
C
One
of
our
primary
goals,
as
we
have
explored
the
idea
of
school
closure,
has
been
to
increase
program
sizes
and
deliver
Services
more
effectively
as
we
consider
these
closures.
One
of
the
things
that
we
have
been
asked
to
do
is
explore
what
the
alternative
uses
of
these
buildings
would
be
and
to
have
preliminary
suggestions
for
each
one
as
we
move
forward.
C
The
next
slide
shows
the
six
closures
that
have
been
proposed.
You
see
Abbott
Loop,
Birchwood,
clat,
Monaca,
Valley,
Northwood
and
wonder
Park
and
their
Associated
percentage
utilizations
now
keep
in
mind
that
not
all
of
these
students
will
be
diverted
to
the
schools
that
are
shown
as
receiving
schools.
Some
of
those
have
some
slight
boundary
modifications,
but
for
the
most
part,
the
receiving
schools
that
are
shown
there
are
relatively
complete
for
Abbott
Loop.
C
It
would
be
assigned
to
consume
for
the
students
that
reside
north
of
East,
88th
Avenue
and
then
to
Trailside
Elementary
for
the
students
that
reside
south
of
East
88th
Avenue
for
Birchwood
ABC,
the
school
proposed
to
receive
enrollment
would
be
Homestead
again.
Homestead
was
selected
to
receive
birchwood's
enrollment
in
its
entirety.
C
Clatt
would
be
divided
also
among
two
schools.
The
students
that
reside
north
of
Minnesota
Drive
would
be
assigned
to
Campbell
Elementary,
and
that
is
the
diamond
Estates
neighborhood.
Then
the
students
that
reside
immediately
around
clats
in
the
area,
south
of
Minnesota
Drive
would
attend.
Ocean
View,
nanaka
Valley
would
be
divided
between
Chester
Valley,
for
the
students
that
reside
east
of
Boniface
and
Russian
Jack
for
the
students
that
reside
west
of
Boniface
Northwood
would
be
assigned
to
Lake,
Hood
and
wonder.
Park
would
be
divided
evenly
between
willawa
and
tarmigan
Elementary
School
Parks
field.
C
On
this
slide,
you
can
see
what
our
proposed
repurposing
for
these
schools
are
keep
in
mind.
That
Anchorage
has
always
been
a
boom
and
bust
economy
and
that
our
enrollment
has
fluctuated.
As
these
things
have
happened.
We
want
to
retain
control
of
these
buildings
and
the
event
that
there
is
a
mining,
energy
or
military
Resurgence
in
the
community,
and
we
receive
more
students
and
want
to
consider
reactivating
some
of
these
schools
as
neighborhood
elementary
schools.
C
So
as
we
retain
those,
there
are
a
couple
of
strategies
listed
here,
either
sharing
the
buildings
with
Charter
Schools
or
converting
them
into
Early
Childhood
centers.
That
would
serve
predominantly
three
and
four-year-olds.
The
District
of
Betty
has
a
regional,
a
focus
to
its
own
childhood
programs,
and
the
Early
Childhood
centers
would
further
consolidate
the
expertise,
the
staff
and
our
capacity
to
address
the
needs
of
three
and
four-year-old
students
in
a
more
concentrated
manner.
C
As
you
look
at
these,
the
Abbott
Loop
would
probably
be
returned
eventually
to
the
municipality,
the
condition
of
that
school
and
its
design
and
some
of
its
code
issues
would
probably
preclude
are
suggesting
an
alternative
use
for
it.
For
Birchwood
ABC,
a
couple
of
Alternatives
have
been
proposed.
The
leading
one
would
be
to
repurpose
the
building
for
Eagle
Academy
for
Platt.
One
of
the
repurposing
proposals
has
been
for
paidea
to
be
assigned
to
that
program
to
that
facility,
rather
for
nunaka
Valley.
C
It
would
be
one
of
the
Early
Childhood
centers
that
we
have
discussed
Northwood
would
also
would
be
the
second
Early
Childhood
Center
that
we
have
discussed.
So
we
would
have
an
East
Side,
East
Anchorage
and
a
West
Anchorage
Early
Childhood
Center.
Under
that
plan,
the
proposed
usage
of
Wonder
Park
would
be
for
the
Alaska
native
charter
school
anccs,
as
mentioned
there.
C
What
we
would
like
to
do
at
this
time
is
I
would
like
to
ask
the
panel
if
they
would
like
to
add
any
value
to
my
introductory
comments,
and
then
we
would
like
to
begin
to
introduce
our
speakers
one
at
a
time
who
have
questions
predominantly
about
receiving
schools
and
alternative
use.
So
with
that
I'll
ask
the
panel
if
they
would
like
to
add
any
value
to
what
we've
just
mentioned.
B
This
is
this:
is
Mark
stock.
Just
the
one
comment
just
to
clarify:
we
still
have
it
on
the
chart
under
clat,
but
we
did
the
what
we
call
the
APC,
which
is
actually
the
board
of
the
Charter
School
at
Highland
Academy
is
has
asked
that
they
wouldn't
be
as
interested
in
the
clat
facility,
partly
because
of
the
distance
from
their
current
location,
and
that's
why
Shannon
didn't
mention
that
one
when,
even
though
the
slide
deck
hasn't
been
altered,
legislation.
C
Okay,
well
hearing
none
I
will
call
on
our
first
speaker.
We
will
have
a
three-minute
increment,
Mr
Thim
will
call
30
seconds
remaining
at
about
two
and
a
half
minutes
and
then
at
three
we'll
ask
you
to
conclude
our
first
Speaker
this
evening
is
Joel
putter
Joel.
The
next
three
minutes
are
yours.
D
Hi,
thanks
for
taking
like
all
the
time,
I
have
some
questions
that
are
directed
to
the
notion
of
efficiency.
That's
guiding
this
entire
process,
and
so
please
keep
that
in
mind.
But
I
have
a
number
of
different
questions.
D
If
much
of
the
cost
saving
comes
from
moving
charter,
schools
that
pay
commercial
rents
into
neighboring,
Elementary
and
school
building,
these
charter
schools
have
smaller
enrollment
in
some
cases
than
the
neighborhood
Schools
they're
displacing.
Why
not
simply
close
to
Charters
and
consolidate
those
schools
instead
or
but
why
not
have
some
of
those
schools
within
the
same
building
as
existing
schools,
rather
than
close
the
neighborhood
School
similar
question?
D
Why
should
six
elementary
schools
be
closed
to
save
4
million
for
a
couple
years,
and
and
let
you
be
rebuilt
for
30
million
and
that
you
doesn't
have
better
test
scores
than
Birchwood
ABC,
it's
smaller
than
nearly
all
the
schools
on
the
list.
The
neighborhoods
it
serves
could
be
served
by
nearby
school
just
as
easily
as
neighborhoods
or
by
the
schools
identified
for
closure.
The
population
is
less
dense
than
the
area
served
by
schools
like
London,
Park
and
minaka
Valley.
D
The
building
could
be
torn
down
and
the
land
subdivided
and
sold
at
a
premium
and
to
be
clear,
I'm
not
advocating
for
this
at
all
I
think
kids
should
have
walkable
skilled
with
school,
just
like
I
think
the
same
for
kids
in
our
neighborhood
I'm,
just
asking
for
consistency,
Clarity
and
equity.
So
the
question
is
why
both
be
six
and
say
4
million
but
rebuild
for
the
30
30
million
and
I'm
going
to
jump.
To
kind
of
the
heart
of
the
question
is:
why
involve
the
community
after
you've
already
basically
identified
the
criteria
for
efficiency?
D
That's
going
to
guide
your
plan,
the
goals
that
you
have,
the
the
values
that
are
set
rather
than
involving
the
community
in
the
setting
of
those
goals,
so
a
best
practice
for
school
closures
is
to
create
a
district
advisory
committee.
This
is
something
if
you
look
up
the
state
of
California
recommended
and
to
involve
Community
stakeholders.
One
way
to
do
this
would
be
to
tie
in
the
community
council
for
them
to
recommend
people
to
something
like
that,
and
then
they
could
set
the
criteria
by
which
you
determined
what's
been
said.
D
If
efficiency,
the
district
didn't
do
that,
it's
focused
on
this
is
billed
as
something
to
say,
short-term
saving,
but
this
is
really
something
that
needs
prolonged
Exploration
with
Community
involvement.
C
Thank
you,
Joel,
well.
I
will
attempt
to
divide
your
four
questions
as
far
as
why,
wouldn't
we
close
the
charters
instead,
these
are
district,
managed,
Charters,
so
I
think
in
Alaska
the
district
would
have
the
authority
to
do
that.
It
would
be
unprecedented,
but
I'd
like
to
defer
that
to
Dr
Mark
stock,
to
maybe
address
the
idea
of
that.
What
would
be
the
implications
of
doing
that?
Would
it
be
possible
for
the
district
to
do.
B
C
Joel's
question
was:
why
can't
we
close
the
six
Charters,
some
of
whom
have
facility
or
housing
issues
that
we
are
trying
to
assist
with
by
offering
them
some
of
the
buildings
that
we
are
proposing
to
close.
B
Well,
my
primary
answer
would
be
in
two
ways
and
I
had
written
that
one
down
from
Joel.
So
there's
a
couple
things
that
we
have
to
keep
in
mind.
But
when
the
board
approves
a
charter,
it
approves
a
10-year
Charter
and
then
there's
a
certain
understanding
and
then
those
are
actually
forwarded
to
the
state
of
Alaska
and
approved
at
the
state
level
by
the
state
board.
B
So
those
Charters
go
through
that
particular
process
and
while
there
are
still
public
schools
and
still
under
the
Anchorage
School
District
over
overall
site,
there's
sort
of
an
interesting
handoff
of
a
responsibility
that
then
goes
to
the
Charter.
What
we
call
APC.
So
the
charters
then
have
their
own
school
boards
and
then
they
have
influence
and
they
have
thoughts
and
feelings
and
votes
about
the
the
running
of
their
schools.
So
it's
it
adds
another
layer
of
that
complexity
to
it.
B
And
of
course,
we
have
state
statute
that
that
pretty
much
makes
it
clear
that
that
we're
encouraged
to
to
if
we
find
that
that
we
can't
use
or
are
choosing
not
to
use
a
facility
anymore,
that
we
we
may
offer
that
to
a
charter.
So
so
that's
the
answer
that
I
would
give
to
that.
There
was
a
serious
consideration
in
on
any
meeting
that
I
attended,
where
we
seriously
looked
at
recommending
the
board
to
shut
down
the
bylaws
of
the
charters.
Many
of
them
do
have
those
leases.
B
They
run
alternate
alternate
programs
that
are
they
have
their
own
boards
and
their
own
their
own
contracts
and
so
on.
So
that
would
be
my
answer
to
that.
The
other
question
I
wanted
to
address
that
Joel
you
brought
up
I
did
go
online
and
read
the
district
advisory
committee
approach,
the
California
advertised
that
that
was
links
that
were
given
to
us
to
go
through
and
read
all
those.
B
If
you
look
at
the
things
that
the
district
considered
I
think
we
pretty
much
covered
all
of
those
pieces
in
the
deliberation
that
we
had
and
the
criteria
that
we
looked
at
I
think
that
was
very
standard.
I
do
think.
Where
we
differed
is
our
our
input
process
is
came
after
some
initial
recommendations
have
been
put
together
by
Administration
and
then
we've
gone
through
these
eight
public
input
things
where
we've
looked
at
that
before
the
board
actually
deliberates
on
the
final
process.
B
C
Thank
you,
Dr
Stock,
I
think
I'll
address
the
third
item
regarding
walkability
of
some
of
these
neighborhoods
and
I.
Don't
have
my
GIS
system
up,
but
all
of
these
are
walkable
neighborhoods,
but
they're
walkable
for
about
125
children
and
as
Dr
Stock
and
I
have
mentioned.
The
National
Standard
for
the
activation
of
new
schools
is
550
to
650
students
and
in
most
cases,
these
newer
buildings
in
newer
neighborhoods
have
at
least
half
of
the
children
of
able
to
walk
to
a
school.
C
So
as
we've
identified,
schools
that
have
been
combinable
I
would
say
that
Northwood
has
about
110
children
that
could
walk
to
Northwood.
The
other
students
who
live
on
the
other
side
of
Spenard
are
already
assigned
to
are
walking
across
out
of
the
General
Lake
Hood
area
coming
over
to
Northwoods,
so
about
110
walkable
there,
the
Napa
Valley
we
have
about
120
children
that
live
in
the
the
immediate
Monaca
Valley
area
and
then
another
45
who
live
west
of
Boniface
that
are
more
proximate
to
Russian.
C
Jack
now,
I
admit
that
walking
to
Russian
Jack
is
very
difficult.
You
have
to
walk
out
around
onto
Northern,
Lights
and
so
I.
Wouldn't
really
describe
that
as
a
walkable
neighborhood
and
there
is
The
Pedestrian
underpass
under
Boniface,
but
I
I
think
that
Mr
Holland
may
have
mentioned
that
we
are
transporting
some
of
those
students
across
Boniface
I'm,
not
exactly
sure
about
that.
But
I
think
we
are
in
the
case
of
Birchwood,
that's
another
neighborhood
where
we
have
about
110
or
115
children
who
could
walk
to
that
school
Under,
perfect
conditions.
C
Now
there
are
very
few
sidewalks
in
that
neighborhood
and
so
The
Pedestrian
aspect
of
Birchwood
is
actually
something
that
is
is
challenging.
Wonder
Park
is
a
neighborhood.
If
you
consider
everyone
who
lives
east
of
pine
immediately
around
Wonder
Park,
another
circumstance
where
we
have
about
110
125
children
that
can
walk
to
wonder
Park
and
another
50
or
75
that
live
west
of
pine.
If
Pine
were
not
a
limitation
of
children
walking
to
school.
C
But
the
children
that
live
south
of
88th
I
would
not
I
would
think
would
not
be
able
to
walk
to
Abbott
Loop.
So
when
we
start
talking
about
these
groups
of
110
to
120
students,
those
are
not
equivalent
to
these
more
efficient,
larger
attendance
areas
that
are
elsewhere
in
Anchorage,
where
a
couple
of
hundred
children
can
walk
to
school
or
this
National
new
school
construction
standard
of
trying
to
get
half
of
a
550
to
650
student
body
able
to
walk
to
school.
C
C
As
far
as
Inlet
View
goes
I
think
we
have
discussed
a
variety
of
issues
associated
with
Inlet,
View
I.
Think
the
board
will
be
considering
that
this
coming
week
and
I.
Think
if
we
need
to
add
any
detail
to
that,
I
would
ask
Jim
Anderson
to
mention
exactly
what
will
the
board
be
considering
on
the
fifth
regarding
Inlet
View.
E
Sure
thank
you
Shannon
and
good
evening
Joel.
So
on
the
fifth.
The
board
will
consider
whether
to
use
or
how
to
use
37
plus
million
dollars
of
the
remaining
State
Bond.
Every
investment
money.
C
E
Plus
million
dollars
left
in
state
Bond
debt,
reimbursement
funds
and
the
board
delayed
a
decision
on
that
on
purpose
as
to
what
it
could
be,
what
it
would
be
used
for
until
the
5th
of
December
there's,
certainly
the
potential
the
board
could
delay
that
decision
again
and
until
some
future
board
meeting
that
particular
money
has
very
broad
use.
It
could
be
used
for
Capital.
It
could
be
used
toward
supporting
the
FY
24
budget
simulation,
but
that's
what
their
discussion
will
be
about
early
in
the
fall.
E
There
were
some
board
members
that
did
push
for
a
complete
rebuild
of
Inlet
View,
and
then
there
were
there
were
board
members
who
didn't
and
so
I
think
that
discussion
is
still
in
the
air.
As
to
frankly,
the
discussion
continues
to
bring
up
whether
it
should
be.
E
You
know,
really
more
of
a
of
a
repair
and
improve
versus
rebuild
I.
Think
that
discussion
will
probably
come
up,
but
I
can
tell
you
that
the
board
has
not
made
a
decision
that
they
will
use
this
money
to
rebuild
Inlet
View.
That's
why
it
was
delayed.
There
weren't
the
votes
to
make
it
pass
early
and
the
board
understood.
E
This
is
a
long,
deliberative
process
to
look
at
all
the
potential
options
for
Budget
reductions
and
they
knew
and
understood
and
agreed
that
they
would
delay
making
a
decision
on
that
and
until
it
became
a
little
bit
clearer
and
I
think
we're
going
to
see
this
Monday's
work
session.
We'll
we'll
talk
about
it
again,
they
may
or
may
not
make
a
decision
or
delay
it.
We'll
have
a
multi-hour
work
session
on
on
Saturday
the
10th
in
order
to
prepare
for
the
19th
and
I
I.
E
Think
there's
an
awful
lot
of
people
saying
that
the
board
has
decided
to
rebuild
in
with
you.
That
is
not
the
case.
It
hasn't
been
the
case
since
the
discussion
started
so
I
think
everything
is
on
the
table
to
include
all
the
programmatic
cuts
and
all
the
other
things
we've
laid
out
that
are,
that
are
very
difficult
decisions
for
our
board.
C
Thank
you
Jim,
our
next
caller,
our
speaker
is
Danielle
Dixon
bear
with
us.
While
we
get
her
online.
F
You
hi
thank
you
so
much.
My
friend
is
one
of
the
children
that
goes
to
Harvard,
so
it
was
very
encouraging
to
hear
that
they're
no
longer
considering
the
absolute
side
of
schooling
school
in
the
school
district
for
that
move,
I
do
still
have
some
questions
along
the
lines
of
how
communication
has
gone
forward
with
disappearance.
F
F
The
big
deal
is
you
know:
Alaska
is
an
Anchorage.
Specifically
it's
entirely
designed
around
vehicles.
You
have
to
drive
everywhere.
Even
when
we're
having
a
conversation
with
walkable
schools,
our
sidewalks
are
not
maintained.
They
are
not
safe
sidewalks.
My
son
is
obviously
in
high
school.
F
He
can
walk
and
many
times,
he'll
come
home,
talking
about
flips
and
falls
and
bears
and
moose,
and
so
my
questions
are
on
Communications
safety
for
these
children
with
all
the
changes
that
are
being
made
and
then
also
the
timings,
because
if
it
does
turn
out
that
later,
it's
communicated
the
island
is
moving
to
class,
a
time
frame
for
signing
up
for
lotteries
for
optional
schools.
That
would
be
perhaps
closer
on.
F
This
side
of
town
is
in
February,
and
if
we
have
a
big
gray
question
marks,
we
might
be
pulling
students
from
a
charter
school,
be
laws
that
oh,
our
kids
are
thriving
in
just
because
we
absolutely
can't
make
the
drive
to
class.
That's
you
know
it's
impossible.
F
C
Very
good
well,
thank
you.
I'll
attempt
to
distribute
your
questions
among
folks
that
can
answer
regarding
how
we've
involved
parents
I
think
right.
When
these
were
announced,
we
made
a
very
concerted
effort
to
inform
the
principles
to
inform
the
faculties
before
each
Town
Hall.
C
That
information
to
the
district's
website,
but
again
and
also
to
social
media,
but
I,
think
that
you
know
all
all
efforts
to
communicate
these
kinds
of
things.
Things
are
going
to
be
jarring
I
think
that,
as
we've
gone
along,
we
try
to
do
a
combination
of
in-person
town
halls
and
virtual
town
halls,
and
obviously,
at
at
least
three
board
meetings
that
I've
been
a
part
of
during
the
last
five
weeks.
This
information
has
been
presented
and
re-presented
to
the
extent
that
we
have
to
work
hard
to
continue
to
make
sure
that
we
cover
everything.
C
So
that's
part
of
the
reason
why
we're
trying
to
move
in
that
manner
regarding
pedestrian
issues,
I'd
like
to
ask
Rob
Holland
to
chime
in
here
and
talk
a
little
bit
about
some
of
the
district's
efforts
to
address
those
issues.
G
I'll
address
this
district-wide,
especially
since
we
we
announced
a
few
moments
ago
that
it's
unlikely
that
Highlands
specifically
will
be
relocating
to
Cloud,
but
in
the
in
the
discussions
about
engineering,
these
potential
migrations
of
students,
the
transportation
issue
has
been
addressed
and
will
be
built
out
so
that
the
safe
walking
standards
that
we
apply
to
all
of
our
schools
will
be
in
in
force
and
that
bus
routes
would
be
in
play
for
the
students,
the
groups
of
students
you
previously
mentioned
Shannon,
and
that
we
would
do
that
actual
work.
G
When
we
actually
had
a
decision-
and
we
can
do
that
work
quite
quickly
and
then
that
work
would
be
published
shown
to
the
to
the
community
I'll
go
ahead
and
stop
there
and
allow
Dr
Stock
to
ask
his
question.
Thank
you.
B
Thank
you,
Rob
I
was
just
going
to
thank
Danielle
for
calling
in
I
mean
I'm,
sorry
that
the
information
somehow
got
to
you
late,
you
weren't
able
to
attend
any
of
the
others,
but
but
you're
here
now,
and
we're
grateful
for
that
as
far
as
safety
wise
I
just
wanted
to.
Let
you
know
that
that's
a
concern
every
year,
all
over
our
district
and
and
I
think
the
closure
pieces
just
sort
of
accentuate
that.
B
B
You
know
they're
far
enough
away,
they
don't
get
touched
until
a
week
or
so
clear
after
any
kind
of
sometimes
never
so
I
know
that
that
can
be
an
issue,
but
I
just
want
to
thank
you
for
calling
in
letting
me
know
that
I
felt
like
we
did,
okay
with
communication,
but
we
did
know
there's
a
lot
of
folks
that
missed
it
didn't
catch
it
in
the
papers
or
online
or
whatever,
or
maybe
they
didn't
get
it
directly
from
the
school.
As
far
is
this
opportunity,
but
I
just
want
to
thank
you
for
calling
in.
C
Thank
you,
Dr
Stock.
Let's
move
on
to
our
next
speaker,
who
is
Nancy
Bale
Nancy.
The
next
three
minutes
are
yours:.
H
C
H
H
My
name
is
Nancy
Bale
and
I'm,
a
school
nurse
in
the
ASD
and
I've
lived
in
the
Anchorage
area
since
the
late
1990s
and
in
Alaska,
since
the
late
1970s
I.
Just
think.
After
all
hearing
all
of
these
meetings,
the
these
school
closures
this
year
are
just
happening
too
fast.
Three
points:
First
Financial:
it's
not
clear
to
me
that
these
moves,
accompanied
by
the
standing
up
before
Pre-K
Early,
Childhood
centers,
will
actually
save
money.
H
There
are
many
cars
associated
with
big
moves
such
as
these,
and
also
with
standing
up
the
Pre-K
centers,
which
will
need
their
own
staff
and
a
variety
of
Highly
qualified
staff.
At
that,
your
repurposing
plans
are
still
quite
vague
to
me,
not
even
very
clear
at
all,
yet
the
dollar
signs
could
and
probably
will
multiply.
H
H
Third,
the
legislature,
the
newly
elected
legislature
with
a
robust
Senate
Coalition
and
a
likely
one
in
the
house,
has
not
even
had
a
chance
to
weigh
in
on
this.
Yet,
yes,
you
hinted
at
their
opinions,
but
we've
elected
a
number
of
Education
friendly
folks.
They
need
the
opportunity
to
help
us.
Yes,
I
know
you
have
budget
timelines
and
hear
me
clearly
I'm,
not
saying
that
there
should
be
no
consolidations
or
repurposes
just
simply
too
fast.
This
year,
as
has
been
mentioned,
buy
some
time
for
a
wider
consideration.
H
C
Thank
you,
Nancy.
Let's
see,
I
think
I
want
to
ask
a
few
panelists
to
address
some
of
Nancy's
observations
regarding
the
budgetary
timing.
I
think
I
would
like
to
call
on
Jim
Anderson
to
identify
why
we
have
to
move
when
we
have
to
move,
and
then
I
think
I'd
like
to
ask
maybe
Eric
this
day
to
comment
a
little
bit
on
what
the
look
of
the
Early
Childhood
centers
would
be,
and
what
some
of
those
Staffing
expectations
might
be,
and
maybe
Mark
stock
could
add
a
little
bit
of
value
to
that
as
well.
C
I
think
that,
although
those
are
becoming
more
and
more
common,
all
over
the
Western
U.S
and
in
the
Pacific
Northwest
I
think
it
might
be
helpful
to
kind
of
flesh
out
who
would
be
there.
What
would
the
service
model
look
like
Etc?
So
with
that,
let
me
ask
Jim
to
comment
a
little
bit
on
timing
and
then
I'll
ask
Eric
with
a
little
bit
of
help
from
Mark
to
kind
of
flesh
out
what
is
what
is
an
Early
Childhood
Center
look
like
and
what
are
the
staffing
needs
there
Jim.
E
Sure
Nancy
one
thanks.
Thank
you
for
your
comments.
You've
obviously
put
a
lot
of
effort
thinking
in
thinking
through
a
lot
of
different
ways
of
looking
at
this.
So
in
in
terms
of
the
dollar
figures,
we
told
the
board
at
the
very
end
of
July
they're,
faced
with
a
large
step
as
to
knowing
that
six
years
in
a
row,
legislatures
were
unable
to
inflation,
prove
the
BSA
that
we
would
lay
everything
out
on
the
table,
everything
and
and
I.
E
You
know,
frankly,
a
lot
of
things
we
laid
out
from
Sports
to
immersion,
to
ignite
to
sixth
grade
band
and
Orchestra
to
all
the
other
things.
School
closures
was
was
one
of
those
options
that
we
assured
the
board.
We
would
lay
every
possible
thing
out
that
would
help
us
get
to
a
balanced
budget
by
February.
E
Our
city
Charter
requires
us
to
do
it
by
February,
and
the
state
statute
requires
it
to
be
a
balanced
budget
in
February
when
we
pass
it.
So
you
know
the
the
risks
I
mean
I
I
have
to
agree.
I
I
am
more
optimistic.
This
year
than
I
have
been
in
the
last
seven
years
that
we
have
a
legislature
that
appears
to
be
education
friendly,
but
it
has
to
be
strong
enough
also
to
be
able
to
override
a
governor
veto.
I
think
he'll
recall
his
first
year.
E
He
recommended
cutting
education
by
16
and
has
fully
supported,
keeping
it
flat
or
funded,
and,
and
so
there's
there's
so
many
guesses
in
place
when
you
accept
those
risks,
but
that
that's
really
why
we
have
to
pass
a
balanced
budget
in
February
and
it
would
be
very
difficult
knowing
the
legislature
is
going
to
start
forming
in
the
middle
of
January
to
even
be
completely
formed
by
the
beginning
of
February,
when
the
board
is
already
voting
on
a
budget,
and
it's
really
unfortunate
timing
for
us
that
puts
us
in
this
position
and
I
will
hand
over
to
Eric
I
think
on
beta
testing
Pre-K
at
at
unacca
and
or
wonder
Park.
I
All
right
thanks
thanks
Nancy
for
the
question.
Thanks
for
everything
you
do
as
a
school
nurse,
so
with
with
the
Early
Childhood
centers,
what
we're
looking
at
for
modeling
out
the
Early
Childhood
centers.
We
have
approximately
14
classrooms
in
in
our
models.
The
Early,
Childhood
centers,
would
be
a
blended
program,
so
you'd
have
a
head
start
programming,
you'd
have
general
education
preschool
neighborhood
preschool.
I
You
would
have
a
special
education
preschool
or
developmental
Pre-K,
as
we
sometimes
call
it,
and
you'd
also
have
a
Communications
classrooms,
so
you're
going
to
have
a
blended
program,
a
larger
program
and
a
program.
If,
if
we
were
to
need
to
repurpose
the
schools,
then
that
would
that
would
be
a
modeling
that
we
would
want
to
implement
it's.
It
is
something
that
it
doesn't
hasn't
happened
here
in
Anchorage.
It
is
something
that's
more
common
in
the
lower
48.
I
It
would
also
diversify
our
preschool
footprint
to
models
of
how
we
do
that
we
would
still
have
preschool
that's
embedded
within
schools,
so
this
would
actually
be
a
value-added
program
on
top
of
that.
Our
Early
Childhood
Intervention
Services
Center,
where
we
have
our
testing
teams
for
helping
identify
students
who
need
additional
help
three-year-old
44
year
old,
basically
Pre-K-
that
is
currently
housed
in
the
asdm
center
that
that
would
be
removed
from
the
Ed
Center.
So
it
would
decrease
that
footprint
here,
as
well
as
put
it
into
the
neighborhoods
more
closely.
I
I
In
addition
to
the
The
Early
Childhood
centers,
we
are
looking
at
an
improved
ability
to
add
Buddy
Bears
buddy
Bears
is
is
part
of
our
program,
especially
interdevelopmental
Pre-K
classrooms,
where
we
bring
in
students
who
parents
apply
for
that
and
students
who,
who
are
a
lot
of
disabled,
can
access
preschool
classrooms
also,
in
addition
to
the
General
ad
Pre-K,
so
we'd
be
able
to
expand
our
footprint
of
Buddy
bears
by
having
a
center
like
that.
In
addition,
just
from
programming,
what
that
would
bring
would
be
a
cluster
of
classrooms
and
teachers
and
professionals.
I
You
know
you
heard
Shannon
talk
about
the
the
itinerancy
of
some
of
our
Specialists
that
are
hard
to
fill.
We
would
concentrate
services
for
students
who
are
in
need
of
those
services,
and
the
specialization
that
is
necessary
by
our
staff
would
be
focused
on
that
grade
level,
which
would
increase
Focus,
which
would
increase
professionalism
but
not
professionalism,
but
like
professional
development
as
well
as
practice,
you'd,
improve
collaboration
amongst
staff
and
focus
and
and
we'd
be
able
to
make
a
better
blend,
I
think
for
delivering
services
for
kids
with
an
Early
Childhood
Center.
I
Those
are
a
few
of
the
the
positives
I
know
in
one
one
community
meeting
there
was
comment
comment
comments
about
how
you
lose
the
ability
for
the
upper
grades
right
for
preschool
to
have
a
connection
with
a
fifth
grader.
Well,
what
on
the
other
side
of
that,
what
you
would
gain
is
increased
access
to
non-disabled
peers
at
the
same
age.
So,
for
example,
you'd
have
kids,
who
are
in
developmental
preschool
classrooms
that
would
have
a
bigger
access
to
other
kids
at
three-year-old
level,
four-year-old
level
and
be
able
to
blend
that
more.
I
So,
the
the
efficiency
and
the
flexibility
that
would
be
gained
would
be
wins
in
terms
of
our
service
delivery
for
kids,
who
are
in
preschool,
I.
Think
I.
Think
that
outlines
a
little
bit
more
specifically
about
those
those
programs
at
those
two
centers
should
should
we
should
we
need
to
repurpose
those
two
boys.
C
Thank
you,
Eric
Dr
Stock.
Would
you
like
to
add
some
value
or
or
if
you
just
want
to
go
with
their
whatever.
B
No,
no
there's
I,
don't
want
to
talk
about
Pre-K
I.
Think
Eric
did
that
very
well.
I
want
to
address
two
things
that
Nancy
mentioned
that
I
thought
were
very
important
Nancy
when
you
talked
about
the.
How
do
we?
How
do
we
think
about
the
value
of
the
cultural
component
of
the
school
and
I
worry
about
that?
We
all
are
worried
about
that,
because
you've
heard
me
say
in
the
other
meetings
that
schools
really
aren't
buildings.
B
B
Go
by
that
these
cultural
pieces
and
these
relationships
grow
and
they
shift
and
they
add,
and
they
change
and
and
sometimes
hard
things
like
this
come
along
and
they
force
us
to
do
it
and
we
have
to
take
a
look
at
it,
but
it's
just
the
Testament
to
the
relationship
between
those
Educators
working
with
the
families
and
I.
Don't
think
we
could
ever
take
that
for
granted.
The
other
thing
you
mentioned
was
talk
about
the
timing
of
these
decisions,
and
that
is
something
we've
heard.
B
I
just
wanna
from
my
perspective,
explain
why
it's
it's
a
it's
difficult,
so
it's
very
difficult
to
make
a
process
like
this
palatable
to
hardly
anywhere,
because
almost
everything
we're
talking
about
is
bad
news.
There
are
some
good
things
that
can
come
of
it,
but
for
the
most
people
affected
by
these,
it's
not
an
easy
sell
to
talk
about
a
bit.
I
would
say
this.
We
get
criticized
sometimes
well.
B
Just
want
to
point
out
that
the
six-month
process
we've
been
going
through
is
to
provide
a
framework
of
recommendations
that
that
have
a
lot
of
thought.
Hundreds
if
not
thousands
of
hours,
have
been
put
into
this
by
many
different
people,
and
so
we
lay
those
out
and
then
we
have
to
go
through
the
public
process.
B
Where
we
pick
that
apart,
we
add
layers
to
it
and
then
the
board
has
to
point
us
in
a
direction
and
say:
go
sell,
go
north
and
once
we
start
down
that
road,
then
the
details
even
further
and
then
plan
B
plan,
C,
Plan
B,
start
to
evolved.
But
you
see
if
we
were
to
lay
500
page,
completed
book
on
somebody's
desk
and
then
have
a
town
hall
meeting.
Then
then
the
district
is
accused
of
not
even
thinking
about
or
considering
anything
that
he
would
have
to
say
about
it.
B
So
I
found
the
process
after
42
years
of
going
through
these
kinds
of
things.
I
found
our
process
to
be
not
perfect,
but
good,
and
we've
learned
as
we
go
through
it
and
I've
built
a
lot
of
schools
in
my
day,
as
has
Shannon
but
he's
closed,
more
than
I
have
I
can
tell
you,
I
haven't
had
to
close
it,
and
so
this
is
a
new
thing
for
us
to
wait
through
so
anyway,
thank
you
for
calling
in
Nancy
and
I
hope.
We
gave
some
value
to
your
questions.
C
F
Can
you
Nancy
ask
or
address
some
of
the
things
that
I
was
introducing
to,
but
I'm
going
to
read
this
anyway,
so
I
understand
the
thought
process
behind
the
school
closures:
I,
don't
like
it,
but
I
get
it.
There
are
a
lot.
There
are
rocks
and
it's
a
hard
place.
There
are
many
children
and
families
being
displaced
when
changes
hard.
Have
there
been
considerations
for
redrawing
all
School
boundary
lines
if
we
are
talking
about,
Equity,
have
shaken
up
all
boundaries
for
everyone
been
considered
and
now
I
understand.
F
That
would
not
be
a
popular
solution,
but
it
might
be
inevitable.
My
most
trusting
reason
to
want
to
make
a
statement.
My
understanding
is
that
embedded
within
the
plant
emergency
together,
there
is
also
a
plan
to
move,
or
rather
displace
the
special
programs
available
at
those
schools.
The
rumor
is
that
their
programs
will
be
re-housed
and
Consolidated
within
another
building
to
ease
the
burden
of
dispersed
resources
inside
Staffing
least
restrictive
environment
as
part
of
the
law
that
governs
special
education
and
services.
F
It
is
one
of
the
major
factors
that
are
taken
into
account
when
determining
how
to
best
serve
students
of
all
ability
level.
So,
with
the
proposed
changes
in
combining
the
schools,
I
find
myself
full
of
questions.
How
how
does
the
district
stand
to
continue,
honoring,
the
best
practice,
Council
and
legal
obligation?
F
If
there's
a
shopping
list
program
location,
do
they
intend
to
continue
self-contained
programs
access
to
their
same
age,
peers
they
plan
to
allow
students
requiring
extra
support
opportunities
to
practice
the
skills
of
their
gaming
and
their
general
education
environment,
or
will
there
be
a
segregation,
that's
able
and
not
as
able?
How
is
the
district
going
to
support,
include
and
nurture
students
who
require
modifications
and
extra
support
to
succeed
while
narrowing
their
opportunities?
F
The
challenges
that
there
are
so
many
questions
on
how
this
plan
intends
to
be
executed,
while
considering
the
equity
and
due
diligence
of
our
school
population,
who
is
making
decisions
on
where
those
programs
will
be
held?
What
money
resources
will
be
provided
to
Output
these
new
locations,
with
facilities
comparable
to
what
they
have
left
and
have
plans
been
made,
or
will
that
be
a
future
strict
problem
to
consider
save
this
division
of
abilities
takes
place?
F
How,
then,
do
schools
intend
to
implement
tiered
interventions
and
help
support
students
when
there
is
no
variety
of
functional
levels
within
the
school?
How
do
we
manage
the
likely
increase
in
out
of
boundary
busing
as
sure
about
neighborhood
schools
offer
a
diverse
bed
programming?
How
do
we
teach
children
about
diversity
when
they're
they
are
not
exposed
to
students
who
are
different
ability?
F
One
of
the
most
frustrating
pieces
is
the
uncertainty
of
what
the
school
will
look
like
on
the
other
end
of
the
changer
and
that
the
limited
information
being
provided.
The
future
steps
creates
this
trust
and
skepticism.
What
costs
are
we
looking
at
the
social
educational?
If
we
only
look
through
the
physical
line,
it
is
likely.
You
will
find
that
our
social
and
educational
costs
will
be
greater
than
we
realize
and
our
fiscal
gain
much
smaller
than
it
was
worth.
C
Oh,
thank
you.
Thank
you
Danielle.
My
list
is
I'm.
Sorry
Megan
I'm,
seeing
my
list
reordering
itself
as
we
go
forward.
I
guess.
I
would
like
to
start
out
addressing
some
of
your
questions
and
then
introduce
some
panelists
to
answer
some
of
the
others
regarding.
Could
we
change
all
boundaries?
C
That
process
is
called
boundary
optimization
and
in
some
school
districts
where
rampant
growth
has
driven
everything
and
I
would
say.
Clark
County
Nevada
is
probably
an
example
where
the
growth
of
Las
Vegas
in
general
forced
year-round
schooling,
and
then
it
forced
a
re-structuring
of
boundaries,
almost
every
24
or
36
months.
In
order
to
keep
up
and
just
give
children
a
seat
in
general,
most
districts
find
that
kind
of
change.
C
Too
disruptive
many
residents
consider
boundaries
to
be
part
of
a
property
right
they
achieved
when
they
purchased
a
home,
and
so
around
the
West
I
would
say-
and
that
includes
Alaska,
that
the
majority
of
school
districts,
the
majority
of
their
boundaries,
are
30
to
35
years
old.
So
they
almost
approach
the
ages
of
the
schools.
I
work
in
many
districts
where,
in
almost
all
cases,
the
boundaries
associated
with
schools
are
the
boundary
that
that
school
opened
with,
which
is
the
reason
why
I
have
as
part
of
my
career
and
I've
opened.
C
C
So,
if
you
look
back
at
where
were
we
from
an
enrollment
standpoint
in
1990
to
1994
most
of
the
neighborhoods
that
we're
talking
about
in
these
conversations
had
400
students
Plus
in
those
elementary
schools,
so
that
was
really
The,
Sweet
Spot
and
that's
what
we
are
trying
to
explore?
Is
it
possible
to
get
back
to
that
or
we
don't
have
to
have
combination
classrooms?
We
can
have
peering
peer
interactions
between
rookie
teachers
and
Veteran
teachers.
We
can
have
Team
teaching.
C
As
far
as
can
we
upset
all
of
that,
we
probably
could,
but
we
would
have
big
chunks
of
attendance
areas
where
we
would
be
bussing
kids
across
a
large
busy
street
in
order
to
get
enough
children
into
a
building.
And
if
we
were
trying
to
get
towards
larger
programs,
we
would
wind
up
still
closing
buildings.
We
may
not
be
closing
the
buildings
that
are
the
most
functional
from
a
city
planning
standpoint.
C
So
that's
kind
of
a
long
way
around
saying
that
I
really
believe
that
changing
all
of
the
boundaries
in
the
district
is
difficult
and
in
a
lot
of
cases
it
doesn't
make
sense
and
it
would
pretty
much
disrupt
three
or
four
times
as
as
many
lives
as
we
are
as
a
as
opposed
to
just
closing
and
consolidating
a
smaller
set
of
schools
from
a
management
standpoint.
C
C
They
have
gotten
to
the
point
to
where
they've
reached
a
Tipping,
Point
or
a
Breaking
Point,
and
they
kind
of
have
to
do
something
we
may
or
may
not
be
at
that
point,
depending
upon
your
perspective,
but
our
68
million
dollar
budgetary
shortfall
and
the
fact
that
we
can
no
longer
depend
upon
Federal
money
to
bridge
the
gap
that
Jim
has
shown
in
his
Graphics
that
show
our
local
funding
of
our
flat
funding
model.
C
I
think
would
reach
that
point
where
we
have
to
consider
these
things
as
far
as
diversity
and
moving
a
lot
of
children
around
I
think
that
what
we've
tried
to
do
is
we've
tried
to
make
smart
decisions
with
smaller
schools
that
are
adjacent
to
each
other,
and
most
of
the
resulting
populations
have
not
been
significantly
different
than
the
composition
of
the
student
bodies
in
the
schools
that
were
being
combined,
so
I
mean
the
destination
school
where
we
have
a
larger
school
that
has
two
student
bodies
in
it.
C
The
population
demographics
of
those
schools
are
similar
very
similar,
very
close
to
what
they
were
when
they
were
in.
There
was
what
there
were
two
student
bodies
in
two
buildings,
so
we
believe
that
in
most
cases
we
are
not
significantly
affecting
diversity.
Now,
that's
not
true.
In
every
case,
we
admit
that
not
all
of
these
proposals
are
perfect,
but
I
would
say
the
majority
of
them.
C
We
have
student
bodies
that
are
very
similar
in
composition
to
what
they
were
prior
to
the
proposed
change
that
we
are
discussing
so
I'm,
hoping
that
I
hope,
I,
hopefully,
I'm
answering
some
of
your
questions
regarding
tiered
intervention
and
some
of
these
other
issues.
I'd
like
to
ask
Dr
Mark
stock,
to
comment
a
little
bit
on
what
our
strategy
will
be
to
make
sure
every
child's
needs
are
addressed
in
these
new
attendance
areas
and
that
we
recreate
as
much
of
the
service
model
in
the
new
location.
C
Then
we've
been
in
the
old
and
I
will
say
we
have
moderated
some
of
our
proposals,
so,
for
example,
Wonder
Park
is
now
split
evenly
between
Ptarmigan
and
willawa,
and
we
were
trying
to
preserve
that
special
education
model,
but
in
other
cases,
we're
looking
at
trying
to
concentrate
services
and
trying
to
create
centers
that
have
more
adults
to
address
the
needs
of
children
and
we're
trying
to
look
at
as
many
of
these
as
as
their
potential
as
a
win
would
be
considered.
B
Thank
you
Shannon
and
Megan.
Thank
you
for
calling
in
as
I
was
listening
through
questions,
most
of
them,
of
course,
we're
about
students
with
special
needs
and,
as
I
was
listening
to
your
questions,
there
was
a
there's,
a
Common,
Thread
and
I'll
just
try
to
get
into
that.
Common
Thread.
B
So
when
we
talk
about
serving
student
needs,
I
know
that
you're
fully
aware
that
the
driving
force
is
the
individual
education
plan,
the
IEP
for
every
student,
that
is,
the
legal
contract,
the
legal
agreement
as
to
what
the
school
was
supposed
to
be
working
on.
What
the
agreements
needs
are
those
needs
and
those
that
contract
persist,
no
matter
where
the
classroom
is
located,
no
matter
where
the
school
is
located.
If
it's
a
centralized
program
all
of
those
things,
and
so
the
facility
pieces
should
have
little
to
no
bearing
on
on
that.
E
B
That
doesn't
mean
we
don't
have
other
issues
such
as
Staffing
problems
as
you're.
Well
aware,
we
have
hundreds
of
shortages
of
various
staffs
and
especially
any
of
them
that
serve
our
special
needs
populations
and
we're
working
hard
on
that,
but
still
have
a
lot
of
those
openings,
and
so
just
the
fact
that
we're
trying
to
use
our
schools
more
efficiently
and
provide
a
very
small
support
to
the
Staffing
problems
that
we're
running
into.
B
But
the
legally
binding
thing
that
really
drives
us
is
that
student's
plan
and
those
IEPs
do
not
change
based
on
where
a
room
or
a
school
is
located.
And
so
we
are
legally
obligated
to
meet
every
one
of
those
needs,
as
you
so
skillfully
described
there,
and
so
that's
our
goal,
and
then
the
parents,
of
course,
when
they
feel
like
we're
not
doing
that
they
certainly
let
us
know,
and
then
we
go
to
work
and
try
and
resolve
locations.
But
that
would
be
my
answer
to
that.
C
I
think
we'll
move
on
to
Sarah
tennis,
who
is
next
on
our
list
Sarah.
The
next
three
minutes
are
yours,.
F
I'm
sorry,
it
took
me
a
minute
to
figure
out
how
to
unmute
on
my
phone.
I
think
you
guys
have.
You
know,
discussed
quite
a
few
of
the
the
items
where
the
concerns
are
for
moving
schools
and
especially
long
distances
being
in
a
charter
school
with
my
son.
He
we
don't
have
busing.
We
don't
have
the
ability
to
go
across
town
from
my
son.
He
currently
attend
Thailand
Tech,
which
is
also
full
on
a
face
and
moving
it
all
the
way
over
to
clat.
While
he
it
would
be
something
that
you
know.
F
We
would
try
our
best
to
accommodate
I,
don't
think
that
it
would
be
feasible
and
I
know
for
a
fact.
Many
many
many
of
the
students
at
that
school
are
east
side
or
or
Eagle
River
students
and
so
I
I.
Well,
I
appreciate
you
guys
trying
to
save
money
where
we
can
wanting
to
get
the
kids
a
gym,
which
would
be
really
helpful.
F
There
has
to
be
something
closer
that
would
still
allow
us
to
use
those
fun
ending
to
to
allow
the
majority
of
those
students
to
still
be
able
to
have
the
education.
My
son
has
done
better
in
this
school
than
he
has
in
any
other
school
that
he's
ever
been
in,
just
because
of
the
small
size
in
nature
and
their
ability
to
accommodate
his
IEP,
which
is
just
a
differentiation
and
learning
not
even
behavioral
changes.
F
There
would
be
detrimental,
especially
in
his
last
two
years
of
school,
so
I
appreciate,
while
you
guys
are
trying
to
save
money
and
do
it
in
the
most
economical
fashion,
I'm
I'm,
really
hoping
that
you
guys
are
taking
the
demographics
of
where
all
of
the
kids
are
from
that
are
in
these
schools
to
be
able
to
do
that.
C
Thank
you,
Sarah
I
think
I'd
like
to
call
on
Jim,
Anderson
and
Mark
stock
to
address
Sarah's
comments.
Jim,
or
are
you
available
to
talk.
E
E
Unfortunately,
when
we
first
developed
the
plan,
we
we
couldn't
go
to
the
charter
schools
first
and
have
them
go
look
at
schools
that
didn't
know
they
might
close
to
be
able
to
do
full
assessments
to
see
if
that
would
work
out
for
them,
and
so
we
knew
that
some
schools
would
be
looking
at
other
options,
potentially
future
rounds
of
closures.
So
your
points
are
all
valid.
E
We
expected
some
of
the
charter
schools
to
say
this
is
not
a
good
fit
for
us,
but
we
did
want
to
recognize
that
we
value
all
ASD
students
to
include
your
son
in
a
charter
school
and
wanted
to
make
sure
we
take
care
of
as
many
of
our
students
as
possible.
But
we
are
aware
that
that
school
does
not
work
for
Highland.
B
Yes,
hi
Sarah
I
was
just
going
to
mention
that
I'm
grateful
that
you
found
a
school
that
really
works
well
with
your
child's
learning
need
and
the
way
that
he
learns
and
that
it's
a
good
fit.
B
I
would
tell
you
that
the
the
issue
with
the
whole
Charter
School
attendance
is
a
challenge
for
our
district,
because
we
don't
provide
transportation
for
any
charter
school
because
of
our
transportation
limitations
in
terms
of
budgeting
and
so
on,
and
it
is
a
concern
to
our
school
board,
to
which
point
we
literally
have
a
called
a
poor
guard
rail,
but
we
have
a
challenge
of
trying
to
figure
out
how
to
provide
access,
or
at
least
some
level
of
representation
for
our
Charters.
It's
somewhat
similar
to
the
way
our
building.
B
Our
school
district
is
structured,
demographically
and
that's
a
tough
one
when
there
isn't
Transportation
provided
for
any
of
them.
So
anytime,
one
of
the
charters
moves
and
takes
a
new
facility.
This
is
probably
going
to
be
a
common
problem.
Of
course,
at
least
some
of
the
parents,
especially
like
in
your
case,
if
you
haven't,
had
to
be
transporting
them
any
significant
ways.
Currently
so
I'm
glad
you
found
the
school
I
just
want
to
point
out,
you're
not
going
to
be
alone.
This
problem
will
probably
be
similar
to
other
Charter
families.
C
Great,
thank
you
Dr
Stock,
next,
on
our
list
of
speakers
is
grant
redney
grant.
The
next
three
minutes
are
yours.
J
Hello
members
of
the
community
appreciate
this
talk
displaying
your
I
wish.
I
could
have
known
about
the
other
ones
in
10
of
those
as
well.
Our
personal
situation
is
back
to
town
for
speech
therapy
for
our
daughter.
We
did
that
that
went
very
well
time
to
get
her
in
school.
We
enrolled
her
into
kindergarten
unfortunate.
J
It's
the
issues
that
happened
there,
but
things
are
so
crazy
with
school
being
open
and
closed
sanitize
your
hands,
wipe
your
deaths,
your
own
lice,
always
and
I
know
you
cannot
go
wash
your
hands
before
you
eat
your
snack,
it's
just
kind
of
nut,
so
we
decided
to
homeschool
at
that
point
with
the
intention
of
eventually
we'll
be
getting
our
kids.
We've
got
three
eight
five
and
two
now
of
putting
them
back
into
the
public
schools.
J
After
that
there
are
other
things
that
came
up
and
then
again,
certain
thing
is
that
about
the
sex,
education
and
and
parental
right
was
very,
they
say,
concealed.
It
wasn't
very
open.
That's
in
huge
rise.
I
know
the
UA
system
has
been
pushing
that
sort
of
stuff
for
at
least
four
or
five
years
since
I
was
taking
classes.
J
So
those
are
the
two
things
that
jumped
up
for
us,
but
the
question
I
have
is
so
first
one
is
we're.
Looking
at
a
86
million
dollar
deficit
for
this
upcoming
year,
correct.
J
Oh
I'm
sure,
okay,
maybe
I'm
a
little
dyslexic.
Sorry
about
that.
One
of
my
questions-
I
have
is
Will.
Closing
the
six
schools
meet
this
deficit
and
for
how
long
deficits
typically
grow
and
in
how
many
years,
how
many
more
schools
are
going
to
have
to
be
closed.
I
know,
I,
appreciated
the
effort.
J
I
think
it
was
Dr
Stark
explain
about
all
the
efforts
going
into
trying
to
figure
this
stuff
out,
but
is
there
and
I
understand
it
probably
would
be
made
public,
but
there's
got
to
be
a
dollar
amount
associated
with
closing
each
school
and
a
rough
idea
of
what
the
additional
costs
are
made
to
continue
to
service
those
students
and
the
needs
of
the
different
programs.
C
Great
well
Grant
Let's,
we'll
attempt
to
answer
your
questions,
messages
and
those
are
a
reduction
in
programs
reduction
in
Central,
Services,
increasing
class
size
and
school
closure.
C
Looking
at
this,
probably
most
districts
because
of
declining
enrollment
and
declining
birth
rates
are
acknowledging
that
budgetary
adjustments
are
going
to
be
a
fact
of
life
for
the
next
few
years.
As
far
as
the
Anchorage
strategy,
we
are
also
looking
at
our
service
model
and
trying
to
create
larger
programs
with
more
adults
in
every
building,
so
that
we're
better
able
to
address
the
needs
of
children
with
a
larger
group
of
people
with
fewer
combination
classrooms
and
with
all
the
specialists
in
a
building
that
we
need
to
address
children
who
have
specialized
education
needs.
C
E
Sure,
thank
you
Shannon
and
Grant
great
questions.
So
when
you
close
a
school,
the
state
has
a
hold
harmless
provision
where
the
first
two
years,
even
though
the
the
kids
go
to
a
different
school
that
becomes
longer
and
technically
by
the
formula,
you
would
make
less
money
per
student.
They
give
the
first
two
years
at
a
100
percent,
cold,
harmless
and
then
it
starts
dropping
pretty
quickly
and
by
year.
Five.
It
is
true
that
that
you
actually
lose
money
a
little
bit
per
student,
because
larger
schools
make
less
per
student
than
smaller
ones.
E
When
Senator
Bonham
first
put
the
whole
Timeless
provision
out,
it
was,
after
several
years
of
districts
across
the
State
losing
students
to
include
Anchorage
and
they
kept
asking.
Why
do
you
not
right-size
your
facilities?
And
we
told
them
it's
because
the
state
formula
really
does
pay
more
for
small
schools
than
large
schools,
and
so
they
knew
that
there
are
inefficiencies
created
by
having
a
number
of
schools
at
very
small
capacity.
E
So
when
Anchorage,
we
currently
have
18
schools
under
65
percent
capacity
and
when
you're
under
capacity
and
I'll
hand
over
to
Mark,
there's
a
lot
of
other
things
that
create
inefficiencies
even
in
the
academic
arena
and
not
just
money.
So
when
you
ask
Will
these
six
schools
help
the
budget
deficit.
It
will
help
it
slightly
a
little
over
four
million
dollars
per
year
for
the
first
couple
years
and
then
it
starts
dropping
and
by
year
five.
It
really
didn't
help
you.
E
E
B
There's
also
more
opportunities
to
help
teachers
who
are
new
to
the
profession,
get
mentoring
and
support
when
they
have
colleagues
across
the
hall
that
can
help
them
with
everything
and
one
of
the
things
that's
coming
up.
A
lot
since
covet
hit
is
the
ability
to
staff
and
find
substitutes
and
help
one
another.
B
When
there's
a
teacher
shortage
or
a
substitute
shortage
in
a
school
I
was
in
a
school
yes
or
this
week
on
Wednesday,
where
we
had
10
staff
members
out
in
a
small
elementary
school
and
they
couldn't
find
any
kind
of
subs
or
Forum,
which
means
they
had
to
combine
classrooms
all
over
the
school.
So
there
are
better
sizes
of
elementary
school
that
can
run
more
effectively
and
be
more
efficient,
because
the
cost
Savings
of
closing
the
school
is
and
isn't
as
great.
B
But
over
time
there
is
a
difference
where
you
have
one:
let
you
have
a
less
Administration
two
lefts
set
less
secretaries.
You
know
less
nurses,
you
have
a
whole
set
of
employees
of
janitors,
and
so
on
that
you
can
more
effectively
staff
than
to
have
to
have
one
assigned
to
a
very
small
school.
So
there
are
some
savings
over
time
and
so
I'll
stop
with
that.
But
that's
one
of
those
things.
It's
not
really
popular
to
talk
about
right
now,
because
these
aren't
you
know
it's
hard
to
tell
a
community
who's.
B
Losing
their
school
that
look,
this
is
going
to
be
better
for
you
and
your
child
in
the
short
term,
maybe
over
the
long
term
for
the
district's
perspective,
it's
more
effective,
but
it's
still
a
struggle
as
Nancy
I
think
it
was
and
mentioned
the
culture
and
the
value
of
the
relationship
is
is
difficult
when
you
do
that
switch
I'll,
stop
with
that
right.
C
F
All
right
all
right!
Well,
thank
you
guys,
first
for
taking
your
time,
I've
actually
attended
or
watched
every
week
in
my
spare
time
with
five
kids,
all
the
time
I
have
I'm
a
mother
of
be
current
virtue
at
ABC
students
and
two
of
my
other
kids
who
have
attended
the
entire
program
came
through
fast
and
now
we're
at
Bear,
Lake
and
trivia
High.
F
My
family
and
I,
of
course,
would
love
Birchwood
to
stay
open
and
as
current
locations
for
many
reasons
that
were
some
in-person
meeting
by
people
and
is
you
know,
I'm
advocating
for
virtual
ABC
to
stay
open
and
where
they're
at
currently?
But
tonight,
I
want
to
talk.
Ask
questions
about
if
the
ABC
program
ends
up
moving
to
Homestead?
Is
that
we're
I've
heard
we're
going
so
first
wondering
about
busing
Homestead
currently
is
9.3
miles
from
my
home
and
I
live
in
the
ABC
boundaries.
F
Are
you
saying
that
Homestead
would
be
the
neighborhood
school
for
our
current
boundaries,
or
are
you
changing
the
ABC
program
to
a
lottery
School,
thus
dividing
up
our
current
boundaries,
so
our
neighborhood
schools
would
be
closer
to
our
home
and
then
you'd
be
eligible
for
your
bus
into
your
neighborhood
school
and
not
for
the
ABC
program.
Unless
you
live
in
the
homestead
boundaries
and
then
also
does
homestead
have
eight
classrooms
available
to
house
our
program.
C
Okay,
well
thank.
J
C
So
I
think
we
I
think
we've
got
four
big
questions
here
regarding
what
would
happen
to
the
attendance
area.
Homestead
would
become
your
new
neighborhood,
Elementary
School,
so
Birchwood
ABC
does
have
a
boundary
and
that
boundary
would
be
attached
to
Homestead.
C
Did
we
look
at
other
schools?
Yes,
we
thought
Homestead
had
the
most
chance
of
completely
preserving
the
Birchwood
program
within
available
space
in
that
building.
So
that's
part
of
the
reason
why
Homestead
was
selected.
Will
that
be
perfect?
No
we're
still
exploring
special
education
issues.
How
can
we
explore
whether
or
not
Homestead
is
the
best
place
for
certain
programs
where
we
might
have
an
opportunity
to
concentrate
more
students
and
more
adults
in
a
in
a
more
effective
Center,
possibly
in
Mirror
Lake,
so
we're
exploring
exploring
those
Alternatives
as
well?
C
Regarding,
oh,
let's
see,
did
we
consult
the
principles?
Were
we
looking
at
other
schools,
I
think
we
were
but
I.
Think
mostly,
we
were
looking
at
having
two
small
schools
where
the
students
would
fit
into.
One
was
the
overriding
criteria
on
that
and
I'll
defer
to
Mr
Anderson
and
Dr
Stock
to
address
the
process
for
our
proposal
for
relocation
of
Birchwood
Dr.
B
Stone
well,
I
would
just
say
briefly
that
one
of
the
primary
considerations
was
to
try
to
keep
the
program
itself
intact
when
you
split
something
like
an
ABC
program
and
you
divided
between
two
other
schools
you're
splitting
that
program
up
to
the
point
where
the
way
it
was
designed,
because
it's
a
specific
philosophical
program,
it's
designed
around
a
particular
philosophy
and
to
keep
that
philosophy
intact.
We
looked
at
a
school
that
we
could
get
to
and
yes,
we've
had
other
callers
mention.
B
E
I
Yeah
and
Jim
I
can
add
on
to
that
the
the
size
of
Birchwood
ABC's
program.
If
we
were
to
split
the
program,
the
ABC
model
within
that
wouldn't
be
able
to
exist
to
do
the
Staffing
numbers
and
the
size
of
that
schools.
So
Homestead
was
able
to
maintain
the
ABC
program
and
it's
in
its
intact,
and
that
was
one
of
the
feedbacks
we
also
received
from
the
community
staff.
And
everything
is
that
you
know
there
was
a
high
value
in
the
ABC
program
and
there
was
an
interest
in
maintaining
that.
C
Okay,
thank
you,
Eric.
Would
anyone
else
on
the
panel
like
to
add
value
to
this
last
question
that
Julie
asked
or
with
anything
else
that
you've
heard?
Would
anybody
what
else
like
to
add
anything.
C
C
So
this
meeting
concludes
Our
Town
Hall
cycle
for
the
closure
and
repurposing
discussion,
part
of
our
budgetary
Solutions
I'd
like
to
thank
everyone
with
the
I.T
staff,
the
communications
staff,
all
of
the
panelists
who
have
spent
their
evenings
addressing
this
issue,
spent
their
late
afternoons
conferring
with
faculty
and
as
we
move
into
a
decision,
phase,
I'm
sure
we'll
all
be
doing
quick
research
for
various
questions.
That
may
be
asked,
and
we
certainly
look
forward
to
participating
as
we
move
forward
in
a
decision
support
role
for
our
Board
of
Education.
C
So
with
that
I'll
wish
everyone
a
good
evening
and
I'll
turn
the
floor
back
over
to
MJ
fim
to
wrap
up.
Remember
please
take
our
survey.
You
see
it
QR
code
on
your
screen
that
you
can
point
your
phone
in
and
launch
the
survey
on
the
district's
website.
So
with
that
I'll
thank
everyone
and
turn
it
back
over
to
MJ.
A
Yeah
thanks.
Everyone,
like
Shannon,
said
our
survey
for
survey
number
two
that
closes
tomorrow
at
5,
00
PM.
So
if
you
haven't
taken
that,
please
do
all
that
information
and
a
lot
more
is
on
our
website.
That
is
asdk12.org
fy24.
You
can
also
find
that
on
our
hot
topics,
page
next
steps
for
everyone.
If
you
want
to
participate
in
the
public
process,
we
have
a
joint
assembly
meeting
tomorrow,
starting
at
nine
o'clock
here
at
the
Ed
Center.
A
That
will
also
be
live
streamed
on
our
website
and
Monday
is
the
school
board
meeting
and
work
session
that
will
also
be
live
streamed
in
here
at
the
Ed
Center,
followed
by
our
finance
committee
meeting
on
Wednesday
at
noon,
and
then,
as
Jim
said
earlier
this
evening,
we
have
our
special
work
session
next
Saturday,
like
I,
said
you
can
find
all
that
information
on
our
website,
asdk12.org
fy24
or
our
hot
topics.
Page
thanks
again,
everyone
have
a
safe
night
and
we'll
see
you
tomorrow.