001Okay, it is 1:30 p.m. on Thursday, September 25th. We're going to go ahead and start our communications committee meeting. I am Dora Wilson, communications chair and um the school board members. And if we can start intros to my left, please. >> Bridgely don board member. >> MJ, >> Lisa Miller, communications assist director. >> Kelly Lessons, board member. >> Tony Riley, senior director of community engagement. >> Tim Rocky, your daily news. >> And do we have anyone online? >> We don't. >> Okay, let's go ahead and get started. we will jump into the first thing on the agenda which is our communications update. MJ, you want to start? >> Yeah, I'm just gonna we are uh upgrading our web page and uh that's moving forward. I want to thank the board for giving us feedback on
002areas that we need to fix and adjust, but the the team's on it and we're moving forward and and things are on the upswing. So, just thank you for that. Um and then uh with that um I'm going to turn it over to Lisa Miller. she is going to present. The board heard a couple meetings ago about from Chris Opitz and his team um about past and so our team is supporting that effort and I wanted to give some space to Lisa to talk about um that effort and how we're how we are tying it into our board goals. So that >> thank you MJ. So I was actually super excited when assessment and evaluation came to us and said they want some communication support with this new initiative to not a new initiative but
003an intentional shift of narrowing the action steps that are on that report that you see every month for the um for the goal monitoring. So last year it was a very long checklist and it was up to I believe 30 per award goal and through a lot of research and discussions they took a strategic appro approach to narrow that down to about three to five priority action steps. So what that means for us is we are looking to supports that um the story behind that data. Um go to the next slide understanding the why. If you click on that link it'll take you to one of our more recent reports just so you have the visual. So this is the college career and life already on track. This is what we just uh completed in
004the last round of the school board meeting. And if you scroll down a little bit, America, keep going a little bit more. Stop. Thank you. the priority action steps. You can see there's five action steps for college, career, and life ready and the status of each of those steps. So, this will be the new format for the schoolboard report. But what I'd like to share with you is really what communications will be doing to complement this more formal uh data that you'll be getting every month. So, really, we're not changing um anything that we do. We are just taking more intentional approach to our storytelling. So, first I'm going to tell a little story about me, about myself as a parent. Um, when we think about school board goals, we think of like board meetings,
005lots of numbers, data, reports that are very long, but one of them um I connect to very closely is the reading goal because uh my kiddo um early on I would like to blame COVID, but really even he was a co kindergartener. But even before that, as he was in preschool age, I could tell that he was going to need some additional supports with his journey um to being a proficient reader. So, he was placed in a school where I know that um the culture was a good fit for him. Uh it it's an environment where there's fun and flexibility. He's given lots of grace. There's positive relationships that are encouraged and there's a positive building culture. The people in the building um the colleagues have each other's back. They're one of the first elementary
006schools to take on the PLC's, professional learning communities. So, I know that he has um supportive colleagues that are backing him up and it's a safe space for him to learn. Um you want to go to the next slide? We can go out of here. Yeah, just want to go to the hard word art goals there. Um, as a parent, I didn't get hard to get out of a first grader what happened in his day, but as a parent, I actually got feedback from the teachers of, you know, he is in many ways highly intelligent and he was able to flag that the kids were reading the chapter books faster than he can get through them. And he would say things like, I just hate reading. I don't want to read. So they would give
007me um suggestions for alternative reading materials. So we've read lots of articles on Legos. Um there is a book series called Who Would Win that I recommend. I find it interesting as an adult where they pit like a T-Rex against an ape and give the scientific reasons why who would win. So um things like that really helped him continue to find interest in reading. And I noticed now that he's in upper elementary, he actually loves to research. So I think that has plays a part in it as well. So all these factors really shaped um his pathway to success where he started off below grade level in all those in all the standardized tests. And really by the end of third grade he was hitting mid to even above average on um on the um
008I don't think it was AP star at the time but the tests that were out. So I know that our story is unique but that's really like it's not unique data because we see that that is one of our three highest priorities in the district. So that's a pass. If we look at the stories that we tell, that's really the approach that we're taking with this is to find the stories behind these percentage increases and the steps that teachers are taking and educators are taking together in the building to um build a pathway to success for our students. Um I think there's one more slide. So you'll start to see even if it's just with most of our messaging, you'll start to see more of the boards tagged on through graphics just to kind of
009put the the stamp on the end of each story to almost like kind of tag it and really tie the story that we're telling back to the board goals. I want to show you these um what we're calling resiliency factors. These were identified during the uh recruitment and retention focus groups that were done over the course of last year. This is one of the data points that was used to support narrowing the priority action steps. And the these are things that ASD employees across all um uh working groups, contracted union groups agreed on were the resiliency factors or a better way to put that is what is ASD doing well like what are what do we know that we have dat? So I guess I'll close by um going back to the story that I
010shared. Do you see any of the resiliency factors that are up here that I used in my story? Pop this on. >> Supportive colleagues. >> Yeah. >> Safe space. >> I tried to say people have your back. Positive building culture. >> Remembering the why is what's >> Yeah. So I guess to to summarize, we're really taking the data that is being reported out to you monthly and finding the stories behind that and then these resiliency factors are going to be in the back of our heads because we really do want to represent the voices of the ASD community and this is a collective list across all bargaining units of what is agreed upon that we do well as a district. So giving the framework to use the voice of ASD as a community. Um I
011guess just a little more to share out on this. We already you you have the the cycle sheet here. So you know every month what will be monitored. So you can expect to see a regular cadence of communications where the school board recap will include a section to report out on pass. We will use the inside podcast for the audience for that is employees and we'll use that as a space to bring on experts to discuss the data and share stories. So for example, college career and life readiness was last month and we're going to film with um Whitney who's the principal over at Diamond next week and they have some really good stories to share about all the key indicators of if you're on track to graduate for ninth graders. So, she's going to
012um share some stories about what their teachers did in the building. They did a really cool day at the end of the school year where they brought parents and I think Eric Bachmann was there and they had like a celebration for these 100 or so kiddos. On top of that, the next step that you'll see is uh Corey Young will then take the similar content and make that external facing. So he'll go to Diamond soon after me and film stories of those actual students who did who hit those indicators. And then something that was a specific request from assessment and evaluation is uh we'll do a short video. So 60 seconds or less where the the request is kind of that talking head in the corner of the video style. So you'll see an expert
013giving tips to the community on how they can help coach their student to be on track for that goal. So the target audience for this one would be parents and family members, community members who have a ninth grader in their life and what are the things they can do to support reaching those goals. So ultimately we really want to explain the board goals and really the why behind them like why they're very intentional and we want to tell those stories. So that's kind of the cycle we'll be in. Give us some grace as we get through the first few rounds of this. That's the that's >> I love this because data is important. Data has its purpose, but data doesn't tell the whole story of particularly of our students because and and I'll use the
014example of my my one of my daughters. She didn't test well. She still doesn't test well, but at 25, she has completed her masters, which she had paid for. She got a scholarship. She's purchased her own home, her own car. She's worked for many years. She has her own retirement. She's debating on whether or not she wants to get her PhD or her site or her, you know, whatever degree advanced additional advanced degree she wants. But her test scores would not have you would not have assumed by reading her test scores that she would be able to get where she is today. So, it doesn't tell a child's drive. it doesn't tell you know what what their intentions are where they'll end up and so that's why I get a little frustrated especially when I
015visit legislators and they say test course test course because that does not tell the success of our kids um overall and and it also doesn't tell the their own successes being a foster parent for so long some of my kids came from zero credits to graduation And that in and of itself for them is is a huge accomplishment. And where they go from there is is 10 times 10 steps above where they would have been um had they not received all the the supports that they have received. So I I really appreciate these stories. I really appreciate the the opportunity for our schools to be able to to weigh in and tell the stories about their their staff and their kids. And these are stories of success that you cannot attach to data most times.
016>> So, thank you. >> Yeah, of course. >> Um, I I think what I like about this is the the majority of our community that funds district operations through property taxes likely doesn't step foot in a school um during the year. and getting the those stories out in broader context I think demystifies um the amazing things that happen. So I share member Wilson's excited over the work and if we can support anyway we're here. >> Thanks. That's it for communications. >> Thank you. >> Okay. So we will move on to if any nobody else has any comments, questions. >> Awesome. The community outreach tell me. Okay. You take >> Sure. So just a quick update on community engagement. All of our superintendent advisory committees are up and running for this year. I will be working
017with the three to um get them scheduled for the board update meetings that they do twice a year um to offer the board members and the public an update on what they're working on um and how they're moving forward. This past weekend, we actually had 35 members of um or 35 employees from this building participate in um the Alaska Heart Run. um they raised over $4,000. It was the first time that the ASD um ed center had a team. They raised $4,000. Like I said, it was actually the third highest in the municipality. Um and what we're really focused on moving into events um next month is elders and youth. So our indigenous ed department um participates a lot in that. And then right following that is um the AFN conference. So, this is something
018that is held across the state. This year, it's in Anchorage um and sponsored through the First Alaskans Institute. Our indigenous ed department um typically sponsor students. So, last year they had over 300 students attend. Um their application is open until October 3rd and they've already received 145. So, they're continuing to push that out and I am working with MJ's team um just to get some coverage there and let people uh see what our staff does um around indigenous education during that time, but also what our students get to be involved and connected in. >> Yeah, I'm happy to answer any questions. >> Thank you. >> Questions, comments, Tony? >> All right, we're just gonna keep moving. Um AOA update. Um Sean Prince is here for that and I would just like to acknowledge that I
019know I appreciate you taking the time to be here because I know you guys have um a huge day tomorrow which I know you're going to talk about um but also some um major kind of stressful things going on too. So thank you for being here. >> Yeah, I appreciate that. Thank you so much Wilson. Uh yeah, so ourmies of Anchorage update uh is that uh we did receive information today that our FDS grant appeal was denied and that um we have currently communicated to our principles and our academy coaches and we are also currently communicating with our steering committee and sending letters to each of our community members, industry leaders, and legislators who wrote letters of support in our appeal process. us thanking them for their words and their support of themies of Anchorage
020as we move through this. I think the outgrowth of seeing those letters from our community members and our industry leaders and all the people involved for the last few years was really great to see. Um when you have that kind of external pressure, you get to see what the community actually values and their words were not lost on any of us. Um, I think it's important for us just to take some time and >> read some of those letters and really see how the the impact of themies of Anchorage, the work that our students and staff have done in our community and just kind of that reciprocal nature of that work has kind of come in and out of our own community. It's really a powerful thing to to reflect on. As you did mention,
021um, member Wilson, our career expo is tomorrow and we have, you know, over a hundred exhibitors that are going to be in the Dina Center. We have our joint assembly meeting that's going to have a lot of our people um in and out of that. Just really looking forward to a second event that's just going to be really great to have all of our ninth graders coming and exploring various careers um and opportunities from around the state. Uh so they could have either their eyes uh cited in on a career path that may require additional work or journeymanship or apprenticeships or colleges or any of those things. That's going to be a good kind of like toe in the water of what they need to kind of paint for their next four years as high
022schoolers to kind of reach a goal that might be realized tomorrow. >> Nice. Not nice to hear about. Yes, please. >> Um, so I'm thinking ahead, Mr. President, thank you for the report more for a question for Dr. Brian. I'm thinking through how we our our goals are remain unchanged that we're focused on ensuring students that are culturally like ready. Um, AOA clearly has significant support community and we have a $75 million structural deficit. So, is it too soon, Dr. Brian, to ask you for reflections on how we make those opposing things work when you guys are drafting your proform? Like, what do we how are we going to square these things? >> Yeah, great question, Mr. President. So, you know, big picture, you know, one of the things that makes AOA effective is that
023it opens opportunities to consider colleges and career. And there's a lot of great stuff that's been happening in our high schools for years. And really AO has been the glue to make all of those things operate in synergy. So as I was sharing with the community last week, what the um what this grant being defunded means is that ASD lost effectively six current technical educators and teachers that were being funded by that grant. But I also reminded the community that ASD employed about 56 other individuals that were teaching for integral education. So just because this grant is being defunded does not mean our commitment to things like CTE is going away. Same thing with teachers that are teaching advanced placement. This grant itself doesn't mean AP teachers are going away. What this means for us
024as a board is we have to figure out as we develop this budget, what do we want class sizes to look like at the secondary level. You know, there had been times in the past with previous boards or maybe even this group has thought about um you know, figuring out how to protect our K3 literacy goal by increasing PTR in high schools. But as we think about the success we see on graduation rates, maybe that calculus has changed. But at the end of the day, the biggest driver that makes AOA successful is our wonderful teachers that are supporting discrete instruction in our classrooms. And I think that we can fund that. we should be funding that, but we have to figure out how many teachers we're going to be able to afford given the $70
025million deficit that we see in the future. Um, so I think effectively we're asking should the district take on the full extent of that grant that's been defunded, you know, effectively, you know, however many millions of dollars that was. I don't think that that's something we'll be able to answer overnight. I think the board and the community deserves an opportunity to see everything that's at stake. You know, $75 million is the equivalent of over 500 positions in the district. So, is it the right time for me to say I'll protect VBA positions and not the other 400 that will have to consider cutting it? It's too premature for that. But what I do know is that when we zoom out and we think about our goals when it comes to reading proficiency and cultural life
026readiness, I do see a case to protecting the progress when it comes to what's going well with reading and what's going well with students being on track to graduate. And I think that's going to be teachers. Um, I think the biggest decision point that I have to make is to figure out for the specific staff that are impacted by this grant, what is going to what is their future going to look like? And what I've committed to publicly already is that for those six career and technical education teachers, I'd like to use those pullbacks for those teachers for the remainder of the year so that no individual high school schedule is changed, no individual student schedule is changed as a result of the federal government defunding this grant. Um, the decision that I need to
027make over the next couple of weeks is to figure out how we can leverage the talents of our academy coaches who, and I'll say this again, um, are some of the most talented educators that we have in the district. They took on this role as a somewhat of a promotion in their minds because they wanted to step up to the plate of, you know, helping spearhead something likemies. And on top of that, there are a lot of teachers and a lot of students that depend on these individuals. I was literally just at a meat pack meeting a couple of weeks ago when one of the students told me that it's because of her interaction with an academy coach that she was able to navigate her future. She was thinking about going to college. And I
028know it may be easy for some to say those positions have to be defunded because this grant has gone away, but it's not that easy. Anytime we pull a full-time staff member from a high school, I can say this as a former high school teacher, it has a huge ripple effect. So, I know that there will be many people that want me to advocate for just fully funding the academy coaches throughout the year. And there'll be others that advocate for eliminating those positions because there's not funding for them. And that's a really difficult calculus for me to make just for eight positions, let alone the 400 that we'll need to eliminate before the end of the new fiscal year. So, these are big decisions that I won't be able to answer on the fly today.
029But I think how I want to end on this note is just again thanking our community for coming together, right? It's very rare to see the number of organizations come together like they did for the AOA grant. So, Mr. Prince alluded to it, but I wanted to be on the record that um when we told the community that the federal government was defunding the AOA grant, not only did the entire Alaska congressional delegation stand up to the plate and real letters of support, but once we shared that same information with the steering committee and others publicly, many more raised their hands. I'm looking at the list right now. Everyone from the al the Anchorage Chamber of Commerce to local organizations like a AR um senior officials with Jbear, even the university system came um to
030support us through UAA um the nonprofit community through organizations like United Way and even the private sector like Alaska Airlines that saw that direct direct through line between vocational preparation and the success of an organization like Alaska Airlines that will um ideally employ hundreds of ASD students upon graduation. So, I think we're all just basking in um some grief disappointment. Um but we also know that this is an opportunity to emerge stronger and the biggest decision will have to be how we collectively decide to protect our progress and protect our programs. But um I do think that it is reasonable to speculate that um the academyy's program may look weaker next year just because we have fewer revenue streams to support the program. So now really um it's going to lean on us and our
031allies to figure out a path forward. >> Yeah. Thank you. Thank you. Thank you, Dr. Bryant. Um I I that's timely. I appreciate that context. Um, I think it's I'm going to file it away as we start finding fun that is noteworthy. Our congressional delegation the chamber that collection of allies together to support something the district is doing seems noteworthy and um worth factoring into to how and and under what circumstances we're able to build. Um this is probably multiple steps down the road but um we clearly you you've gotten input from um the business community Jar other partners might be helpful and I think it would be valuable to students themselves and families into any input generating process that that comes out of this as we move forward as far as I I know
032that we're going to have launched the B relaunch the balancing act software. That seems like a perfectly reasonable place for community members to kind of practice weighing the pros and cons of this that and the other. But the magnitude of the deficit is what all of that. But I guess that's just a request to um families and students themselves part of the conversation. Thank you to the AO because I know a lot of you >> I appreciate the best you can with what you got as always. >> Yes. >> Did you have >> any other comments questions for Donley? >> So we've got ongoing efforts to recruit for vacant positions that we've got for our teachers and especially our special ed instructors. Uh how does this relate to that? are in reality last year, how
033many positions were we unable to avail by the end of the year and just suppose what we've lost with the federal funding. Is there some cushion there? If we can help make that up for themies, if we project that we're going to be as um challenged as we were last year building all our positions instruction, could you connect that back to the academy coaches specifically? >> Yeah. Um last year we used funds because we were unable to fill all our positions in structural positions to help close the fiscal gap we had. We're on course to have some left over again this year. We're not able to fully hire. So say if it came down to a question between themies and been able to continue the potential carryover because we're unsuccessful recruit and I know you've
034got strong ongoing recruitment. it be a a possibility to utilize those those projected gap in the funds to maintain the attack because I don't see want to see the account. >> I appreciate that member Donnelly. So uh if I understand correctly you're asking you know could we you know repurpose funding from unfold positions for something likemies and the answer is we could right when we think about the big picture we're talking about 8ct teachers or uh sixt teachers and eight academy coaches so in the big picture is it a small number of positions and a multi00 you know uh position organization yes but um there are kind of two issues here one is that we budget using using an attrition account so basically the the district budgeting for the fact that we will have high
035levels of attrition. Um so we don't recoup as much money as some people speculate that we do and as we discussed in um finance committee earlier today on track to having a much smaller amount of fund balance than we had last year. Last year it was close to 40 plus million dollars that we were able to use. This year it could be a singledigit number of millions that we could use. And why that's important is because we're on track for a $70 million deficit. And pretty much we could account every single cent of that fund balance just for the deficit alone in addition to these eight positions that were grant funded. So it would be a complicated calculus for the board to weigh. But yes, in the big picture, could we figure out a way
036to make eight positions work? Yes. But in the context of our operations by, you know, 400 plus positions, that's where it become very complicated to to figure out what the priority would be. looking at a PC plus eight or 10 or some number. >> So that will be the calculus essentially at the secondary level. The board will have to weigh a program that has some successes like themies with just PTR in general for high schools which could impact general electives and other course offerings. So, I wish I could say it's an easy calculus to say let's just hold harmless um every single position, but I want to be realistic that that magnitude of deficit having to choose between specialized programs and PDR is incredibly challenging. >> And this is maybe more of a finance committee
037sort of or you know a CO conversation. There's a bill before the governor, I believe, SB13. [Music] Um, and it was the bill that ties funding for CTE and reading proficiency. >> Yes, correct. >> Money. >> It's contingent on something. >> Yeah. Uh, >> what's the status of that? And is that >> Yeah, let me So, we are working with our lobbyists to explore language that's in HB57 as well as Senate Bill 113. The language about CTE funding in HB57 is tied to the governor signing off on SB13, which is currently in front of him right now, and he has until next week to make a decision on that. The likelihood is he will veto that. Um, but given this news, he may have a change of heart and um and do something, but we
038are moving forward and trying to explore what we can do with that language in a proactive way to help support Shawn and his team. So, it sounds like we'll have resolution either way. >> We're trying >> on a shorter term basis. >> Yeah, we're trying. Yeah. So, >> it's a little nerdy, but you get it. >> Yeah. Thank you. If a legislative thing probably but if a if if he doesn't veto 113 can he allow that to become law and then veto the funds that are aligned with the CTE? >> I don't I can't understand I don't want to answer the question. >> Budget is already >> Yeah, I know. But but this year's budget it's just a law. The budget is just the law. So he had a shot at vetos come and gone.
039>> But the the CTE funding that was part of 113 was in that budget bill then was a contingency clause. I don't think there's contingency clause allowed in the budget though. Right. >> No, there's a section I I don't know whether it was in the fiscal note section or in the in some other section. Yeah. Of the budget. >> Yeah. I'll geek out with Heather about Okay, that was heavy. >> Any other questions or comments, >> but good. I mean, that's I mean, I'm glad there's other eyeballs on that. Um, because the devil is in the details of this. >> Yeah, >> it stands to benefit the reading grant. the greeting grant the reading grant portion also stands to benefit us um students I should say um should it pass but I think it would
040help on both ends >> okay I think we're good to adjurnn unless there's anything else oh yes >> can we schedule like a post action discussion regarding the legislative uh lunch >> oh yeah >> it's a great idea overcome that. >> We don't have time today. We could do it at any >> I I don't know if we're prepared to do that today, but we could definitely work it in um at the very least for the next meeting, but I think that's that's a great idea. >> I Yeah, I think team did a great job with with the lunch itself. >> Um I just wish we could have got more legislators there. >> We did get staff there as well, too. There were some staffers there, which was really nice. Um, even some of the
041staffers I I believe that the legislators weren't able to attend. So, I always appreciate when they when they can attend as well. >> We're going to have another opportunity to connect with the Anchorage delegation in November when the task force comes to town. October. >> Yeah, we've got some opportunities uh next month and October. >> Got one in October and one in November, right? Is that what? Yeah, November 10th is what they're looking at in terms of our portion and anticipation uh because they were talking about doing the tours and looking at Matt Sum and us uh in November and then of course then follow up and have their u that meeting afterwards. So um they're working with uh the team on that and then also working with a couple legislators on some other additional
042outreach opportunities for me down. Glad to hear there's some school tours that can take place as well. >> Multiple. >> Yeah, that's awesome. >> One question I had and actually this was about the communications I guess with the pass communications uh that will be sort of developed in fourth country. If a student, let's say from Diamond High School lives in, you know, a certain legislative district, I mean, is there any way that we can just autoenroll legislators into receiving those messages? Um, >> but to to put their email on >> Yeah. I mean, to send No, to to send, you know, just like we broadcast things. Um but to send make sure that legislators are getting relevant updates about their >> particular schools. Yeah. >> Right. We have we have a grid >> on the
043boards in our library of you know all the different districts and the schools in in you know each legislator's district. And it just seems to me as though if there are good things coming from someone's school, they should know about those good things because those stories are are critical. >> Yeah. >> Right. >> Yeah. >> Part of what we've been working on with the new website is tagging content on the back end. And same with using SharePoint for inside ASD, there's ability to use tagging so we can better track um tags for each story. So that's something we can probably >> Yeah. to explore. Yeah. do it on the district level, but um getting it down on the school level is definitely something we can >> can explore. >> Yeah. I mean, if you see
044extraordinary growth at school XYZ, then anybody who represents school XYZ should know about it. >> Yeah, we can work with the senior directors on that to work with their principles. >> Great. >> Awesome. Thank you. Any other comments, questions? We'll adjourn early. Thank you.