Legislature(2021 - 2022)DAVIS 106
03/29/2021 08:00 AM House EDUCATION
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| Audio | Topic |
|---|---|
| Start | |
| Professional Teaching Practices Commission | |
| HB25 | |
| Adjourn |
* first hearing in first committee of referral
+ teleconferenced
= bill was previously heard/scheduled
+ teleconferenced
= bill was previously heard/scheduled
| + | TELECONFERENCED | ||
| *+ | HB 25 | TELECONFERENCED | |
| + | TELECONFERENCED | ||
HB 25-PUBLIC SCHOOLS: SOCIAL/EMOTIONAL LEARNING
9:05:34 AM
CO-CHAIR DRUMMOND announced that the final order of business
would be HB 25, "An Act relating to the duties of the state
Board of Education and Early Development; relating to statewide
standards for instruction in social-emotional learning; and
providing for an effective date."
9:05:48 AM
REPRESENTATIVE HOPKINS, as prime sponsor of HB 25, highlighted
the need for social-emotional learning (SEL) for students,
including skills such as coping, resiliency, cooperation, and
empathy. He highlighted the efforts of the Matanuska-Susitna
Borough School District (MSBSD) and the Anchorage School
District (ASD) in developing standards and programs for these
skills. He recalled the testimony of a teacher in a House
Education Standing Committee meeting from the previous year,
where she told the story of her students trying to process the
death of one of their peers from suicide. He went on to provide
other specific examples of teachers who had helped their
students process emotions and return to learning.
REPRESENTATIVE HOPKINS stated that HB 25 does not mandate
anything for school districts, as the SEL requirements in the
bill fall outside the core curricula mandated by the State of
Alaska Department of Education and Early Development (DEED).
However, he noted, most districts in the state have some
semblance of a standard for SEL. He noted that schools in
Fairbanks have received a grant to provide counseling and are
observing the results of that pilot program. He noted letters
of support from the Alaska Gateway School District (AGSD) and
Kenai Peninsula Borough School District (KPBSD), which spoke to
the need for SEL standards to be in place statewide.
9:12:58 AM
REPRESENTATIVE HOPKINS acknowledged concerns from a previous
budget subcommittee that the bill could turn into a social
program or result in the teaching of religion or anti-religion.
He stated that the bill would provide a way for districts to
avoid that problem by seeing standards developed by experts and
leaders in education adopted at the state level. These
standards would provide the districts with proper guidance in
order to avoid conflicts. He brought attention to the fiscal
note, which supported his position that the standards would be
developed by experts in the field, not at the legislative level.
REPRESENTATIVE HOPKINS addressed the question of why the
proposed bill should be passed if many districts already have
standards in place, stating that industry is asking for these
skills. He listed the skills that the Collaborative for
Academic, Social, and Emotional Learning (CASEL) standards and
industry standards have in common, including: working with
others; honesty and integrity; pride and productivity in work;
respect for others; responsibility; self-discipline; manners,
goal-setting; and problem solving and managing stress. He added
that educators also seek these skills, as evidenced by the
testimony of Dr. Keith Hamilton in his earlier confirmation
hearing. Furthermore, he stated, SEL is the most desired and
attended professional development for educators in Alaska as it
allows teachers to become better mentors and role models for
their students.
He stated further that districts also desire SEL, as shown by
the letters of support from AGSD and KPBSD, as well as from the
Association of Alaska School Boards (AASB). He referred to a
presentation in a committee meeting from a previous year by Mark
Foster, the former chief financial officer for the Anchorage
School District. In that presentation, Mr. Foster pointed out
that the strongest indicator for future success in students
after school was SEL skills, he stated. He said that pre-
kindergarten (pre-K) guidelines for SEL have existed in Alaska
since 2008. However, he stated, SEL is practically ignored
after kindergarten. He reiterated that SEL is just as important
for a graduating 18-year-old as it is for a 5-year-old.
REPRESENTATIVE HOPKINS reminded the committee that HB 25 would
mandate nothing for school districts; it simply would provide
guidelines for them to create their own programs. The standards
created by HB 25 would allow districts to spend their money
wisely in creating these programs, he stated. He recalled the
earlier testimony of Dr. Keith Hamilton, who found that the
greatest issues facing students were trauma and truancy. He
said SEL provides the tools necessary to face these issues and
continue to learn and develop. He recalled the earlier
testimony of Jeffrey Erickson, who touted the benefits of sports
and activities in promoting confidence and leadership, and added
that those skills should be taught in school and at home as
well. He stated that CASEL implementation involves listening to
parents to ensure that lessons apply to a student's home life.
He reiterated that the bill is essential to student development,
recalling public testimony at a FNSBSD Board of Education
meeting demanding that students return to school due to a lack
of social interaction and progress in SEL. He closed by saying
that parents, districts, educators, and industry all demand SEL,
and that is why HB 25 was created.
9:21:35 AM
TANIA CLUCAS, Staff, Representative Grier Hopkins, on behalf of
Representative Hopkins, prime sponsor of HB 25, reviewed the
sectional analysis. She began with Section 1, which amends AS
14.07.165(a) to read: "The board shall adopt statewide
standards for instruction in social-emotional learning". She
continued to Section 4, which would provide an effective date of
July 1, 2022. She continued to read from the fiscal note, which
showed a total operating cost of $71,000 for fiscal year 2022
(FY 22). She explained that these costs were associated with 20
educational staff members participating in a year-long
development program along with the State Board of Education.
The money would provide a stipend as well as a contract from the
Department of Education and Early Development to a national SEL
organization in order to provide expertise and advice for
standards adopted by the state.
MS. CLUCAS presented a diagram for Alaska's Education Challenge
outlining standards and objectives for Alaska students. She
stated that SEL cultivates safety and well-being and promotes
responsible and reflective leaders through self-responsibility
and self-assessment. She referenced the previous statement of
Representative Hopkins and the presentation of Mark Foster,
which both supported SEL in order to increase student success.
She explained that these aspects combine to achieve the goal of
"an excellent education for every student every day."
MS. CLUCAS explained that the Collaborative for Academic,
Social, and Emotional Learning (CASEL) does not tell educators
how to perform their jobs, but rather cooperates with families,
communities, and educators to develop the appropriate social-
emotional framework for students. She emphasized that this
approach is especially important in Alaska, where the needs of
one community may be very different from those of another. She
stated that CASEL's collaborative process has been adopted in
school districts in Anchorage and Fairbanks, as well as in the
Gateway School District of Tok. She noted that CASEL represents
just one SEL organization, and the state will not mandate the
use of one organization or another, she said. She reiterated
that districts would have the flexibility to adopt standards and
programs that are most appropriate for them.
MS. CLUCAS continued to a diagram of the CASEL SEL framework,
[found in a two-page document in the committee packet], which
highlighted five aspects of SEL: social awareness, relationship
skills, responsible decision-making, self-management, and self-
awareness. She recalled her experience as a manager, where
self-awareness and self-management were critical to integrity
and addressing issues and mistakes in the workplace. She also
recalled her experience as a player and coach in sports where
social awareness helped players identify each other's strengths
and weaknesses in order to work together. She emphasized the
importance of social awareness in conflict resolution. She
highlighted responsible decision-making and stated that, given
her background in data, the objective of learning to make a
reasoned judgement after analyzing information, data, and facts
represents a core value to her.
9:28:33 AM
MS. CLUCAS brought attention to [a 14-page document in the
committee packet that shows] the MSBSD standards for SEL
[specific to grade levels]. She directed attention to the
standards for SEL for pre-K through second-grade [shown on pages
1-3 of the document] and explained that these guidelines are not
an added burden for teachers, but rather a complement to their
curriculum that already exists. She highlighted a section on
student sense of personal responsibility, where students accept
that there are positive and negative consequences for their
actions. She continued to the Mat-Su standards for SEL in
third- through fifth-grade [on pages 4-6 of the document],
highlighting the section where students are aware of, and
accept, their responsibilities and can define what it means to
be responsible and identify things for which they are
responsible.
9:31:47 AM
MS. CLUCAS continued to the Mat-Su standards for SEL in sixth-
through eighth-grade [on pages 7-9 of the document],
highlighting the section where students build on their sense of
personal responsibility by identifying the areas of school and
life that are within their control. She added that students
also learn to analyze the short- and long-term outcomes of safe,
risky, and harmful behaviors, as well as define their
responsibility. She explained that this ties into a health-
related curriculum, as per Mat-Su standards, but there is no
mandate to how other districts may decide to present it.
MS. CLUCAS continued to the Mat-Su standards for SEL in ninth-
through twelfth-grade [on pages 10-14 of the document], and she
talked about students learning to take responsibility for their
own choices. She explained that students are able to describe
how taking responsibility can lead to personal success and,
conversely, how not taking responsibility should lead them to
reconsider their actions. She elaborated that students in this
stage are learning how to be responsible citizens within their
community by taking volunteer or leadership opportunities,
moving into the workforce, or pursuing education.
9:34:06 AM
REPRESENTATIVE HOPKINS interjected to bring attention to [the
top-right portion of] page 11 of the document, and he described
the standards listed as follows [original punctuation provided,
with some formatting changes]:
Teen Leadership
Restorative Circles
Lunch reflections
Positive Action
Kit 1: Life's Big Question: "Who Am I?" Focuses
students on who they are and who they want to become.
REPRESENTATIVE HOPKINS explained that these activities can be
implemented throughout the day and during lessons.
MS. CLUCAS next directed attention to a 3-page document included
in the committee packet provided by the Alaska Process Industry
Career Consortium (APICC), which is overseen by the Alaska
Safety [Alliance] which works with resource industries and
private sector employers. She noted the standards sought after
by the alliance, including work attitudes and values. She
recalled her managerial experience and seeking to hire employees
with "soft skills" because technical skills can be taught. She
explained that the terminology is new, given that things change
and grow, but it still describes Alaskans with soft skills that
employers desire, including reliability, teamwork, and a desire
to learn. She reiterated that these are the attributes that
Alaska's most significant career development consortium seeks in
potential employees, and schools are responding accordingly.
9:36:26 AM
REPRESENTATIVE HOPKINS noted the APICC Career Readiness packet,
which stated "These critical skills, values, and attitudes were
identified by CEOs, personnel directors, and other employer
representatives, and revised by Alaska's Youth: Ready for Work,
following review by parents, educators, students, and other
community members". He reiterated that the ideas included in HB
25 come from these entities.
MS. CLUCAS resumed, reiterating the need for employees with good
work attitudes and communication and problem-solving skills.
She added that potential employees will also display good work
ethic, attendance, and dependability. She referred to a [1-
page] flyer from the Alaska Staff Development Network [included
in the committee packet], which offered SEL and trauma-engaged
professional development, and stated that these courses are some
of the most-requested and attended courses that they offer. She
stated that HB 25 does not introduce anything that is not
already happening and simply introduces standards at the request
of the education community.
MS. CLUCAS referenced a 2-page document [included in the
committee packet], titled "Alaska Council of School
Administrators Joint Position Statements for 2021." She noted
that the council requested social, emotional, and mental health
above all other non-fiscal priorities. She stated that the
council recognizes the need for SEL to be part of the standards
and culture of Alaska's schools.
MS. CLUCAS moved on to the letters of support for HB 25,
[included in the committee packet], and highlighted a letter
from KPBSD, which she stated has "legislative priorities" in SEL
and recognizes students' need for it. She emphasized that AGSD
Superintendent Scott MacManus has worked with her and other
staff on [related legislation] in a previous legislature and
stated in his letter of support that his district uses the CASEL
5 framework in its SEL curriculum. She touted the district's
innovative approach to the needs of a diverse community and
their recognition of the importance of SEL implementation.
MS. CLUCAS referred to the letter of support from AASB, which
also supported SEL as a legislative priority. She noted that
the association wrote in the letter, "The bill is broad enough
to provide districts the latitude to localize SEL to fit the
needs of students, families, and communities." She emphasized
that the need for SEL is recognized by those in the education
field across Alaska. She continued to a letter of support from
the All Alaska Pediatric Partnership and noted that, of all
people, pediatricians would likely be the ones in tune with the
needs of children. She stated that, according to the
partnership, the framework and skills developed through SEL are
essential for children to be healthy and thrive. She referenced
the last letter of support from the Advisory Board on Alcoholism
and Drug Abuse and the Alaska Mental Health Board and noted that
many students come from backgrounds with many challenges. She
explained that the two boards recommend SEL as an essential way
to cope and overcome those challenges.
9:43:18 AM
REPRESENTATIVE GILLHAM asked what, given that SEL programs
already exist, the bill will actually do.
REPRESENTATIVE HOPKINS responded that HB 25 would give districts
the guidelines for going forward. He noted that not all
districts have these standards in place, and those that already
have programs in place would like specific standards in case
they would like to change the programs or find additional
resources. He stated that districts want guidelines as they do
not have all the answers or the needed resources and time to
research them. He emphasized that standards would save
districts the resources and time in implementing their programs.
REPRESENTATIVE GILLHAM said that he is confused by the purpose
of the bill and asked why districts don't simply copy the
standards in place in the Mat-Su and Anchorage School Districts.
REPRESENTATIVE HOPKINS reiterated that the bill does not mandate
the standards, but simply lays them out for the districts that
would like to use them. He noted that every district has
different needs and challenges and just copying and pasting
program standards across districts will not serve their needs.
REPRESENTATIVE GILLHAM stated that he has received over a dozen
emails in opposition to HB 25 and zero emails in support. The
emails stressed the importance of schools teaching reading,
writing, and math while leaving mental health to families.
REPRESENTATIVE HOPKINS noted that he has received emails in
opposition to grants taken on by the State of Alaska Board of
Education for mental health professionals in schools, but none
in direct opposition of the bill. He emphasized that the bill
does not put any new mental health professionals in schools, but
rather provides guidelines, in cooperation with parents, to make
sure that the needs of the school are met.
9:47:04 AM
REPRESENTATIVE PRAX noted that soft skills are an interesting
subject and an aspirational goal. He stated that in schools in
Fairbanks that he attended 40 years ago, schools and teachers
were working towards the same goals. He also noted that in his
company, each pump station formed its own little community with
each crew having a different approach to accomplishing those
same goals. He stated that these goals are often addressed
naturally but, in his experience, when they are addressed
deliberately it does not work. He predicted that it will be
difficult to codify these goals at the state level and direct
everybody towards a specific thing instead of letting it develop
at the local level. He stated that he would have to think about
whether these goals could be properly regulated for local
communities and businesses.
REPRESENTATIVE HOPKINS agreed that HB 25 sets an aspirational
goal. However, he stated, it does not dictate what must be done
and instead provides guidelines for finding appropriate
practices for each district or community. He noted that
training on how to be a good coworker will not be beneficial for
somebody in his/her 40s and 50s, but starting early, from
kindergarten through twelfth-grade, will help teach and develop
those skills.
9:51:27 AM
REPRESENTATIVE GILLHAM asked if HB 25 lays out specific
guidelines.
REPRESENTATIVE HOPKINS answered no, it does not provide specific
guidelines, but would instead bring together teachers,
educators, industry representatives, and medical experts in
order to figure out what those standards should look like. He
stated that he does not know what those answers would be, as he
has never taught in the classroom, and HB 25 would bring
together the people who do.
REPRESENTATIVE GILLHAM noted that some districts already have
standards and introducing new specifics would take away from
individuality.
9:52:26 AM
REPRESENTATIVE STORY asked if the intent of HB 25 is to bring
together educators from the community to help develop best
practice programs which would then be available to other
districts with no program in place.
REPRESENTATIVE HOPKINS noted that there will be invited
testimony in a future hearing from AASB and other groups that
would work to implement the programs across the state level. He
stated that he was unsure of what their discussions would entail
but guessed that their approach would be to identify which
programs and curricula would be relevant to the needs of Alaska.
He reiterated that the invited testimony would shed more light
on what exactly that will look like.
REPRESENTATIVE STORY offered her understand that "this is
something that is implemented throughout the school day" via
guidelines rather than specific programs.
REPRESENTATIVE HOPKINS replied yes.
9:54:50 AM
REPRESENTATIVE CRONK asked whether standards, if implemented,
would be the same standards used in the state grant program.
REPRESENTATIVE HOPKINS replied no, the $9.1 million specified
under HB 25 would be for mental health practitioners in schools
and would not direct how the money must be spent. He stated the
bill has more to do with what needs to be done and how staff,
from teachers to principals, can work collaboratively to help
teach the necessary skills.
9:55:54 AM
CO-CHAIR DRUMMOND asked if the fiscal note that Representative
Hopkins referenced is from a previous iteration of HB 25.
REPRESENTATIVE HOPKINS stated that it is a new fiscal note
provided in the previous week and should be included in the bill
packet. He noted that the fiscal note was $30,000 dollars less
than the fiscal note for the last iteration of the bill, given
that the collaborators would perform their work remotely rather
than in person.
9:56:41 AM
CO-CHAIR DRUMMOND announced that HB 25 was held over.