[{"_1":2,"_100":-5,"_101":-5},"loaderData",{"_3":4,"_26":27},"root",{"_5":6,"_17":10,"_18":19,"_20":21,"_22":10,"_23":-5,"_24":-5,"_25":10},"user",{"_7":8,"_9":10,"_11":10,"_12":-5,"_13":-5,"_14":15,"_16":-5},"roles",[],"isAuthenticated",false,"isPremium","planName","subscriptionStatus","featureFlags",{},"insightsBudget","isDevelopmentHost","userPreferences",{},"recaptchaSiteKey","6LcvOJcUAAAAAHsB-gPGfGktcRlKpH7OTIU_dMTD","isImpersonating","impersonation","affiliateStatus","isFreedomPortal","routes/v2/article/layout",{"_28":29,"_30":31},"notFound",true,"relatedArticles",[32,76,88],{"_33":34,"_35":36,"_37":38,"_39":40,"_41":42,"_43":44,"_45":46,"_47":48,"_49":50,"_51":52,"_53":54,"_55":56,"_57":58,"_59":60,"_61":62,"_63":64,"_65":66,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},"mediaId",6084552,"mediaKeyId","2913053-257e42f4a48a992eb4183ee04b46841c","parentId",2913053,"title","JBER commander briefs school board on base population, training areas and emergency coordination","audioSeconds",599,"startMs",600000,"endMs",1199000,"viewUrl","/Search/View?dp=1&key=2913053-257e42f4a48a992eb4183ee04b46841c&start=600&end=1199","thumbnailUrl","https://assets.pipeline.soar.com/2913053-257e42f4a48a992eb4183ee04b46841c/thumbnail_600000.jpg","articleUrl","/articles/6084552/Alaska/JBER-commander-briefs-school-board-on-base-population-training-areas-and-emergency-coordination","mediaUrl","https://secure.pipeline.soar.com/6084552-5778d0d43d55aaa323f818b977ad1fe6/orig.mp4?Expires=1770986845&Signature=dLjabSeiOi7l41smIPsM8Eyi9ZeJGrH3YtbGRiVctq0JjvvtnsZo81XDtJR4SA2YdLa0rWRH~udMIAgs8qj19hV3aK8I0vTmabZ~4u9MJfXo8BhAwnNOb-UoVXPyg3WZBh2CnP9fw1nvtMRxlgA2I~Bjjilchz7~mLKqDorMAwewDqbERi1lQU4EoG3k1ZfTj5xCfwwmFWUdB8URJQBjlzjcp994bVXC~Xmc8R7e4qztOtY0NrJt4CR2Cm8InA~dxhXsopbzWRs6oz7oEGVqcQToYDOX29Qa2sqJcupuBQUygKtPIoKYigV-r65Tq7GvqUSoxLN4BlQ9Luu8HHNHZA__&Key-Pair-Id=KUT5TJCACFTXG","author","Anchorage School District","date","2025-03-18T00:00:00Z","article","Colonel Dustin Hansen, mission support group commander at Joint Base Elmendorf-Richardson, briefed the Anchorage School Board on JBER fundamentals and the base’s role in the community during the March 18 meeting. Hansen described the base mission, the joint-command structure and JBER’s geographic and operational footprint.

Why it matters: JBER’s size and proximity make it a major local employer and a partner for school-district emergency planning. The base’s training ranges, personnel numbers and support services have direct implications for school emergency response and family services.

What Hansen described: Hansen said the joint base includes roughly 5,400 active-duty Air Force, about 4,800 Army soldiers, roughly 6,000 Guard and Reserve members and just over 3,000 civilian personnel, producing a combined JBER population “about 41, almost 42,000” when dependents and retirees are included. He described over 73,000 acres of installation land, including training ranges north of Otter Lake and 6 Mile Lake. Hansen spelled out the base mission as “projecting forces, protecting the homeland, and empowering the joint base,” and said leadership priorities are “ready airmen, ready base, ready community.”

Hansen also previewed a planned multi-month “JBER fundamentals” series for the board and community to explain the base’s mission and civilian-military coordination. He confirmed recent coordination with ASD on contingency planning for a possible Mount Spur eruption and said a multi-agency meeting had taken place to prepare for ashfall, evacuation coordination and family support needs.

Board response: Members thanked Hansen and asked that the slide presentation be made available to board members. Member Lessons suggested collating future JBER presentations into the board’s document system as a reference for new members. Superintendent and other administrators later referenced interagency coordination again during the superintendent’s report on emergency preparedness.

Quotes drawn from the record (selected):
- “We are looking about a 41, almost 42,000 person populace,” — Colonel Dustin Hansen, JBER mission support group commander.
- “Ready airmen, ready base, ready community,” — Colonel Hansen describing installation priorities.

Ending: Hansen said this briefing was “part 1” of several planned presentations. The board asked that the slides be shared with members and suggested archiving future installments as orientation material for new board members and staff.","mediaType","Video","parentTitle","03/18/2025: School Board Meeting","oneSentenceSummary","Colonel Dustin Hansen of Joint Base Elmendorf-Richardson (JBER) gave a multi-layer overview of the base’s population, mission and training footprint and described coordination with the Anchorage School District on preparedness planning for a potential volcanic event.","taxTitle","Anchorage School District, School Districts, Alaska","taxId",12911,"location","Alaska","headline","","shortSummary",{"_33":77,"_35":36,"_37":38,"_39":78,"_41":79,"_43":80,"_45":81,"_47":82,"_49":83,"_51":84,"_53":85,"_55":56,"_57":58,"_59":86,"_61":62,"_63":64,"_65":87,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6084555,"District presents K–2 reading gains and intervention needs; administrators urge more high-dose tutoring and smaller class sizes",1978,1417000,3395000,"/Search/View?dp=1&key=2913053-257e42f4a48a992eb4183ee04b46841c&start=1417&end=3395","https://assets.pipeline.soar.com/2913053-257e42f4a48a992eb4183ee04b46841c/thumbnail_1417000.jpg","/articles/6084555/Alaska/District-presents-K2-reading-gains-and-intervention-needs-administrators-urge-more-high-dose-tutoring-and-smaller-class-sizes","https://secure.pipeline.soar.com/6084555-454b3a9ece2f00ad9a2ec8a07b2a5777/orig.mp4?Expires=1770986845&Signature=lnJjZAKbvA-A0j2LPbwzLHtE6t6G1suZpAlcjXGI~GeQIysAYweCmOelM3JnFGyLQYAWP6u5fGDXhUjR7o~GziJn9A0hi2-7-3uPBbZrnTZUYWgnPZoKPihgsod6DNvhic01h1KeAK52ZPFzIt0kpiYRpUE~BNYMoc4x14ut6j1W1W-RTOF5Z9dObkYxjaST5c3xPx~0ZI0c~VpR2CC4jtAkja7A7QUnUrEBYQVtNITpqitL5RgG5HIDfD-h4j9JPDe9A7K~7ty4IkktmpKpht~g7CpnpH5y894SI9HuQP7idBZI68en0aeSbOVgCo994qyEfE-Cm~VC94liYlKx3A__&Key-Pair-Id=KUT5TJCACFTXG","District assessment staff presented K–2 interim results and discussed interventions, English‑learner supports and staffing limits during the Anchorage School Board meeting on March 18. The presentation showed improvement in several early-grade cohorts but highlighted continuing gaps for economically disadvantaged students and English-language learners.

Why it matters: Early literacy is a focal point of statewide accountability and local improvement efforts. The district told board members it has begun implementing a combination of curriculum and intervention changes — among them year-two rollout of CKLA, targeted ELD (English language development) curriculum for newcomers and pilot interventions aimed at improving oral language and reading fluency — but staff and board members emphasized that those efforts are labor intensive and often limited by staffing and budgeting constraints.

What the board heard: Diane Carroll, director of assessment and evaluation, explained why the district groups kindergarten and first grade (Interim Goal 1.1) but separates second grade (Interim Goal 1.2) for reporting: kindergarten and first grade share an emphasis on foundational early-reading skills that differ from later grade-level measures. Carroll said kindergarten cohorts made “huge gains between fall and winter,” noting benchmark percentages that tracked similarly to national trends.

Administrators described interventions currently in place: “when-what-I-need” (a daily 30-minute block built into schedules at most elementary schools), trained teacher use of approved curricula, and explicit ELL-targeted interventions such as a pilot of “frames to fluency” to boost speaking skills. Bobby Lafferty (ELL director) and Nicole Somerville (director of elementary teaching and learning) described inclusion supports and push‑in models for ELL staff so students receive scaffolding within core instruction.

Key details and capacity: The district currently funds 10 reading interventionists (four full time at individual schools and six shared between nearby schools). Those interventionists cover roughly 12–16 schools in total, with shared staff covering two schools. Administrators said high-dose tutoring research supports 30-minute sessions, four to five days per week, delivered in small groups (ideally one to three students; at most four to five). District staff said typical reading-intervention schedules allow about six half‑hour groups per day when balancing classroom schedules, lunches and recess.

Board questions and context: Member Lessons and others noted statistically measurable year-over-year improvement among certain cohorts but pressed staff on equity gaps. Administrators said accelerating learning for economically disadvantaged students likely requires smaller class sizes and additional staffing (for example, more reading interventionists or tutors) and cautioned that “we can’t intervene our way out of poor Tier 1 instruction” if core classroom structures — single-grade classrooms and sufficient instructional minutes — are not addressed.

Quotes drawn from the record (selected):
- “We really wanna target the students at their level and what they need,” — Diane Carroll, Director of Assessment and Evaluation.
- “High-dose tutoring typically you want 30 minutes, 4 to 5 times a week,” — district teaching-and-learning staff.
- “Currently, we have 10 reading interventionists. 4 of them are full time at schools, and the other 6 of them are shared between nearby schools,” — district staff.

Ending: Administrators recommended continued focus on Tier 1 instruction quality, expansion of small-group high-dose tutoring where feasible, and further piloting of reading‑fluency routines for second grade. Board members asked the administration to bring more information about comparative state and national performance and to return with staffing options tied to rightsizing and the district budget cycle.","Teaching-and-learning leaders told the board the district’s kindergarten and first-grade cohorts show gains compared with last year, but administrators and board members said acceleration for economically disadvantaged students will require more high-dose tutoring, smaller class sizes and sustained investment in ELL supports.",{"_33":89,"_35":36,"_37":38,"_39":90,"_41":91,"_43":92,"_45":93,"_47":94,"_49":95,"_51":96,"_53":97,"_55":56,"_57":58,"_59":98,"_61":62,"_63":64,"_65":99,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6084559,"School board rejects motion to rescind repurposing vote after weeks of public comment; approves relocation option for German immersion school",3885,2220000,6105000,"/Search/View?dp=1&key=2913053-257e42f4a48a992eb4183ee04b46841c&start=2220&end=6105","https://assets.pipeline.soar.com/2913053-257e42f4a48a992eb4183ee04b46841c/thumbnail_2220000.jpg","/articles/6084559/Alaska/School-board-rejects-motion-to-rescind-repurposing-vote-after-weeks-of-public-comment-approves-relocation-option-for-German-immersion-school","https://secure.pipeline.soar.com/6084559-d68c326791b8267de069a66a63f5fdd5/orig.mp4?Expires=1770986845&Signature=ccFfnIoQs6zTPDIwdyQBW97-~Vzu6lMV29SmzEsZHTJQxIFL6LvkMWzghHyTyct2v1VoR18oFjDpJ7kquh8-7LV5q5jBMniftSVg0GjodW5JDlIRiVVpH6ck2jMLVsckA~R3fQqDLAOmt8VK1DDlpvWdk7lDzKv5GbCDtYc5b-KNDprqUMRX~~N~1du8Jp2JgoLGtVo~wdDabXIwTYO9eVocVJfJ7qCMCBK4B3smJPoOeIplPjd68T5FaRY6kdgIa25RxXKR~T3HMGl0KDaDmpOdE7glu5Ylb0HgJPtt567cZOM-V8rO-TC1xktujpJXh879rIEHtqs1gS7NWfvohQ__&Key-Pair-Id=KUT5TJCACFTXG","Anchorage School Board members voted down a motion to rescind their March 4, 2025, adoption of ASD Memorandum 106, which contained the district’s repurposing recommendations, by a 4-3 margin on March 18. Later in the meeting the board approved ASD Memorandum 128, authorizing the superintendent to relocate the district’s German immersion charter program to 8427 Lake Otis Parkway if the school’s academic policy committee requests the move; the board also adopted an amendment clarifying that the action does not remove priority status previously given to that program under the rightsizing process.

Why it matters: The votes followed more than an hour of public comment in which parents, teachers and charter-school representatives urged the board to reverse or revisit its earlier repurposing decision. Several speakers said the board’s March 4 action would force multiple school moves, increase rental costs for a charter program that is currently leasing private space, and reflected favoritism toward another charter program. The board’s final votes keep options open for relocating the German immersion program while preserving the district’s broader rightsizing timetable.

Board chair President Holloman opened the discussion after a lengthy public-comment period that included repeated calls to “rescind memorandum 106” and a formal motion to do so. Member Donnelly made the motion to rescind; the motion was seconded but lacked the two-thirds threshold for immediate rescission without prior notice. After limited debate, the roll call produced a 4-3 outcome against rescission. President Holloman announced, “By a vote of 4 to 3, the motion fails.”

Following the failed rescind motion, the board took up ASD Memorandum 128. The memorandum authorizes the superintendent to relocate the German immersion school from its current address to 8427 Lake Otis Parkway “should that request be made from their academic policy committee,” and extends that authorization through a five‑year waiver granted by the Anchorage Fire Marshal (ASD Memorandum 132). Member Jacobs offered — and the board adopted — an amendment to make explicit that approval of Memorandum 128 “does not satisfy the priority status” the board previously assigned to that program under the December 17 rightsizing directive. The amended motion passed on a roll-call vote.

Public testimony: Dozens of parents and school representatives spoke during the meeting’s public-comment period. Danielle Kalseth, a Rilke community parent, told the board, “I am here to ask you to rescind memorandum 106,” and later said she felt “disappointed and distrustful” of the board’s process. Rochelle Sanchez said her daughter was ordered to remove a traditional head covering at school and urged the board to address discrimination; many speakers tied facility and funding concerns to students’ instructional stability and school budgets.

Board members’ positions: Members who supported rescission cited the administration’s recommendation, fiscal analysis, and the immediate lease expiration facing the German immersion program. Members who opposed rescission said the board must balance the needs of multiple charter programs, that revoking a prior vote without notice is procedurally fraught, and that the rightsizing process would continue this fall to address long-term facility allocations.

Votes at a glance:
- Motion to rescind board action adopting ASD Memorandum 106 (mover: Member Donnelly). Outcome: failed, 4-3.
- Approval of consent agenda (routine items). Outcome: approved, 7-0.
- Student reinstatement (ASD incident 1352947). Outcome: approved, 6-0 (as announced by the board following an executive-session briefing).
- Naming: Willow Crest Gymnasium to Leroy C. Jones Gymnasium (ASD Memorandum 1120). Outcome: approved, 7-0.
- ASD Memorandum 128 (relocation authorization for German immersion school to 8427 Lake Otis Parkway, contingent on APC request; extends waiver described in ASD Memorandum 132). Outcome: approved as amended, unanimous on roll call.

What’s next: The relocation authorized by Memorandum 128 does not by itself move the school; the school’s academic policy committee would need to request the change and the district would implement the move pending any remaining logistical work. The board also signaled it will continue rightsizing work in the coming months to align facility decisions with budget constraints and program needs.

Quotes drawn from the record (selected):
- “I am here to ask you to rescind memorandum 106,” — Danielle Kalseth, Rilke parent, public comment.
- “This board publicly prioritized one school over another despite facts standing against such a decision,” — Elaine Squire, public comment.
- “This adoption of ASD Memorandum 128 does not satisfy the priority status given to Roca Schul German Immersion School and ASD Memorandum 106 related to buildings which may become available via future board approved rightsizing proposals,” — Member Jacobs (motion to amend Memorandum 128).

Ending: The board’s votes kept in place its March 4 repurposing action but allowed a narrowly defined path for the German immersion program to relocate if its APC requests the Lake Otis site. The broader rightsizing conversation will continue this fall as the district seeks to match a smaller student population with a still-large building inventory.","After hours of public testimony and debate, the Anchorage School Board defeated a motion to rescind its March 4 repurposing decision, 4-3, and then approved a separate memorandum authorizing a possible relocation of the district’s German immersion charter to Lake Otis Parkway if that move is requested by the school’s academic policy committee.","actionData","errors"]

Article not found

JBER commander briefs school board on base population, training areas and emergency coordination

District presents K–2 reading gains and intervention needs; administrators urge more high-dose tutoring and smaller class sizes

School board rejects motion to rescind repurposing vote after weeks of public comment; approves relocation option for German immersion school