Legislature(2017 - 2018)CAPITOL 106
02/12/2018 08:00 AM House EDUCATION
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| Audio | Topic |
|---|---|
| Start | |
| Informational Hearing: the Need to Increase the Bsa: Consequences in Funding is Not Adjusted|| Hb339|| Hb214 | |
| Adjourn |
* first hearing in first committee of referral
+ teleconferenced
= bill was previously heard/scheduled
+ teleconferenced
= bill was previously heard/scheduled
| + | TELECONFERENCED | ||
| + | TELECONFERENCED |
Informational Hearing: The Need to Increase the BSA:
Consequences if Funding is not adjusted
[Contains discussion of HB 339 and HB 214.]
8:01:59 AM
CHAIR DRUMMOND announced that the only order of business would
be an informational hearing: The Need to Increase the BSA;
Consequences if Funding is not Adjusted.
8:02:50 AM
REPRESENTATIVE LES GARA, Alaska State Legislature, prefaced his
slide presentation by stating that funding does not mean even
funding or that teachers will not be cut. Representative Gara
turned to slide 1, entitled "Education Matters: It's time to
increase the BSA." He turned to slide 2, entitled "Costs are
up, Funding is down," and indicated that costs, including rent,
health care, and energy, have risen in school districts at the
same time nominal and inflation-adjusted dollars have declined.
8:03:44 AM
REPRESENTATIVE GARA reported that since 2015, school funding is
down by approximately $25 million in actual dollars, without
accounting for inflation, of which $18 million is due to state
funding decreases, and the remaining $7 million is due to
changes in local contributions [slide 3, K-12 Formula Funding,
FY 15-19 (Nominal dollars)]; and slide 4, [Public Schools Have
Lost Nearly $25 million Since 2015].
REPRESENTATIVE GARA turned to slide 5, entitled "Why Has School
Funding Declined Since FY 2015?" which read as follows [original
punctuation provided]:
? $43 million added in FY 15 has been deleted from the
budget
? This was only partially offset by $50 BSA increases
in FY 16 and FY 17, each of which added $12.6 million.
? Overall, funding through the BSA has fallen by
roughly $17 million. When you add in changes due to
student counts & local contributions, the loss since
FY 15 is about $25 million.
REPRESENTATIVE GARA explained that many people think school
funding has been flat; however, in 2015, $43 million was
budgeted through the foundation formula; however, the district
lost those funds in 2016. That money was replaced by two small
based student allocation increases of $50 per year in 2016 and
2017. He reiterated that school funding is down due to the $43
million loss of BSA funding in 2016, with a $25 million gain
over two years in small based student allocations, for an
overall loss of $18 million. In addition, more losses occurred
with local contribution formula changes and class count changes.
8:04:53 AM
REPRESENTATIVE GARA turned to slide 6, entitled "The Loss is
Greater When You Consider Inflation: $90 Million" and to a bar
chart on slide 7, entitled "K-12 Formula Funding, FY 15-19."
With health care, energy, and rent costs all increasing, the
Anchorage School District (ASD) has had a total loss of $90
million since 2015, he said. He stressed that education should
not be about money but should be about education and
instruction.
8:05:10 AM
REPRESENTATIVE GARA turned to slides that describe what is
happening in Anchorage and the Matanuska-Susitna (Mat-Su):
slide 8, entitled "A Tale of Two Districts," and then slide 9,
"Cuts Have Hit Classrooms," which read as follows [original
punctuation provided]:
? 247 FTE positions have been cut (a 9.3% reduction)
? 216 of these were teachers
? The remaining were mostly teacher assistants
? Classroom sizes have increased and will continue to
do so.
REPRESENTATIVE GARA identified these as issues that stem from
the effects of flat funding. He turned to slide 10, entitled
"At the Same time in Anchorage," which read as follows [original
punctuation provided]:
? Special education enrollment is up 3.2%
? Intensive needs enrollment is up 8.6%
? Preschool enrollment is up 34%
? And many fixed costs, such as health care, have
skyrocketed.
REPRESENTATIVE GARA turned to slide 11, entitled "One Teacher's
Story," which read as follows [original punctuation provided]:
? Recently met a middle school science teacher from
Anchorage
? Her classroom size has increased from 28 to 32
students
? She says it has finally crossed the line
? Can't fairly teach individual students who need help
REPRESENTATIVE GARA acknowledged that many teachers have reached
the tipping point with increased classroom sizes.
8:06:29 AM
REPRESENTATIVE GARA turned to slide 12, entitled "Mat-Su Faces
Similar Cuts," which read as follows [original punctuation
provided]:
? Cut $8.4 million in FY 18, resulting in the loss of
87 FTE positions
? Expects to face an $8 million deficit in FY 19
? The district has cut 247 FTE teachers, classrooms
aides and classroom assistants since 2013, a 9.3% cut
? Also cut roughly 8 special education instructors
REPRESENTATIVE GARA identified these cuts as real ones that
adversely affect achievement, if one believes teachers are
necessary to and student achievement and education.
8:06:54 AM
REPRESENTATIVE GARA turned to slide 13, entitled "We need to
hear from School Districts around the State," which read as
follows [original punctuation provided]:
? What are your challenges?
? What have the impacts been of flat or declining
funding in your community?
? Is it affecting student outcomes?
? How is it affecting staffing and curriculum?
REPRESENTATIVE GARA turned to slide 14, entitled "A Bill to
Increase the BSA," which read as follows [original punctuation
provided]:
Later in the week, the committee will hear a bill (HB
339) Chair Drummond, I and others introduced last week
to raise the BSA by $100.
We look forward to your testimony today and written
testimony once the bill is before the Committee.
REPRESENTATIVE GARA, in closing, turned to [slide 15], which
read as follows [original punctuation provided]:
Thank you for coming to Juneau, for speaking on behalf
of Alaska's parents and students, and for all you do
to educate and support Alaska's children.
8:07:36 AM
REPRESENTATIVE JOHNSTON could not recall whether Representative
Gara was present when the ASD gave its legislative briefing.
She asked whether proposed HB 339 would change how the BSA [base
student allocation] is calculated. She recalled the ASD
highlighted that how facilities were calculated [in the BSA] has
had a huge impact on the ASD; thus, it is one of the ASD's
legislative priorities. She further asked whether that would be
addressed.
REPRESENTATIVE GARA, in terms of the individual components of
the BSA and how funding is divided between districts, answered
that typically what benefits one district will hurt another
district. He thought he was out of state when the ASD briefed
the Anchorage legislators. He said he was unsure if the
proposed funding would have an equitable impact on all
districts.
8:08:41 AM
REPRESENTATIVE JOHNSTON asked school districts if they would
please speak to that point as they give their testimony, noting
that the ASD previously raised the issue of pupil transportation
funding.
CHAIR DRUMMOND clarified that Representative Johnston was
referring to the school size factor, which the ASD can also
speak to during its testimony.
8:09:24 AM
KALI SPENCER, Student, Eagle River High School (ERHS), Anchorage
School District (ASD), stated she attends the ASD at the Eagle
River High School. She said she wished to specifically address
raising the BSA to retain quality educators in her district.
She provided her personal history, emphasizing that education is
her life. She moved to Alaska when she was in the second grade.
At that time her mom was a single mom with three children who
decided to pursue her dream of becoming a teacher. After
graduation she was hired at Eagle River High School, which her
mom described as great. However, at the end of the first year,
her mom received a "pink slip" notifying her that she would be
fired. She said her mom did not know what to do and even
considered moving several times. She emphasized the point she
wished to make is the need to encourage educators or else they
may decide to leave the state. She identified her mom as
Valerie Ballard, who was one of ten teachers in Alaska since
1987 to be awarded the national Milken Educator Award, with a
prize of $25,000. She expressed her concern if the district
does not retain quality educators it will lose powerful teachers
like her mom. She said she thinks that raising the BSA will
directly correlate to a stronger staffing and encourage people
to come to Alaska for the quality education being provided.
8:11:43 AM
DIEULEVEUT BIRINGANINE, Student Body President, Service High
School (SHS), Anchorage School District (ASD), as a senior at
Service High School, asked to testify on the impact of raising
the BSA. She identified herself as a refugee and immigrant,
with English as her second language. In 2008, she did not speak
English when she attended third grade, but she received support
from an ESL [English as a second language] teacher. At that
time classes were smaller, but now classes typically have 32 to
45 students. Last year, her Spanish class size was 40 so her
teacher had to teach three different levels of Spanish to meet
student needs. She indicated that having her teacher teach to
three levels made learning Spanish more difficult.
MS. BIRINGANINE, speaking to class sizes, reported typical
freshman English classes at Service High School classrooms had
32 students. In classes that large students do not receive one-
on-one time with teachers or enough support. She has observed
that some class sizes continue to rise so some teachers spend
their lunch hours helping students. As a representative of the
student body, she finds it hurtful that students are not getting
the help they need to succeed. She asked members to please
raise the BSA as it will be a good investment. Although she
will be in college next year, she emphasized the importance to
provide adequate funding for students. She offered her belief
adequate funding will be life changing for them.
MS. BIRINGANINE advised that her student government class, an
extracurricular class, has 50 students. She said that
extracurricular activities are very important to students and
create opportunities for students. In fact, it provided the
opportunity for her to speak to the committee today. She also
predicted that sports will be eliminated as funding decreases
because the money must come from somewhere. She offered her
belief that the ASD has done everything it can to avoid cutting
teachers because 88 percent of our funding goes to our teachers.
It has become necessary to tap into the transportation fund to
make sure teachers are not cut. She cautioned against continual
budget cutting since the district will keep losing its teachers
and class sizes will grow. She hoped she gave members a sense
of what is happening in the schools and the districts.
8:15:04 AM
DANIEL JEOUN, Student, South Anchorage High School (SAHS),
Anchorage School District (ASD), stated he is a junior at South
Anchorage High School. He offered his support for HB 339 [not
on the calendar] because raising the BSA by $100 will offer
students more opportunities and help students discover what they
are passionate about and provide them the resources to strive
for their future. He informed members that his sophomore year
was a demoralizing year. He described that the overcrowded
classrooms had adversely affected him, and he had a hard time
retaining information. He found it difficult to have a one-on-
one conversation with his teachers. He went from perfect
attendance to often skipping classes, which he now regrets. He
felt his school experiences attributed to his declining mental
health, including a lack of connection with the school
counselor. The ASD has a ratio of 1 to 30 students for its
counselors. The American School Counselor Association
recommends the counselor ratio should be 1 to 25. He said that
teacher and counselor to student ratios also adversely affected
him and that his mental health suffered during this time. He
considered harming himself. He sought help, but felt rushed
during his counselor appointments, since so many students also
needed the counselor's help. This added to his stress, he said.
Luckily, he advised that he was able to reach out to an educator
in his school who helped him through this difficult period. He
expressed concern that as the budget deficit has increased, the
ASD has had to make reductions, including eliminating 5.5
positions for school counselors this year. He offered support
for HB 339 [not on the calendar] which will increase the BSA by
$100. Without the $100 increase to the BSA, he feared his
school district will lose these amazing educators and
counselors. He said he paid his own way to testify today to see
if he could make a difference. He did so because his educators
helped save his life. Without them, he did not think he would
be here today. He thanked members for listening and hoped what
he had to say will make a difference.
8:19:40 AM
BEN POST, Student, Stellar Secondary School (SSS), Anchorage
School District (ASD), stated he is a sophomore at Stellar
Secondary School. He offered his support for the bill [HB 339,
not on the calendar] to increase the BSA because growing class
sizes are a big issue in the ASD. He said that one of his
brother's science class at Romig Middle School had over 30
students. He described the difficult experience his brother had
in asking questions in such a large group. In fact, his brother
did not earn good marks or learn much about biology, he stated.
In another instance of overcrowding classrooms, he said his
friend at West High School had an English class with more than
30 kids. His friend said it was difficult for his teacher to
edit and grade the volume of papers for such a large class. He
acknowledged that education has associated costs, but the
rewards and opportunities for students are endless. He thanked
the committee members for taking the time to listen to his
testimony.
8:20:43 AM
STARR MARSETT, Vice-President, Anchorage School Board (ASB),
Anchorage School District (ASD), offered her support for HB 339
[not on the calendar] which would increase the BSA. She further
offered her testimony on behalf of students, teachers, parents,
and staff who could not be here today. She said the committee
has heard from some very bright students on how this funding has
impacted their lives. She asked members to also consider
students who are struggling and not receiving support they need
because the state is cutting this support. She said she has met
with many teachers regularly after school and has heard how
their morale is being impacted by asking them to take on more
duties while class sizes continue to increase. Further,
teachers talk about how daily trauma has seeped into classrooms.
This trauma has adversely affected student behavior and classes
at the same time the district is cutting counselors, and
classroom support that help them effectively manage their
classrooms. Additionally, the district has cut custodial staff
and has increased middle school to eight periods. This means
teachers lose planning time, which is necessary for teachers to
assist students who need extra help.
MS. MARSETT emphasized these are all important things. She
referred to handouts in members' packets that show the impacts
of funding cuts since 2013 [Handout K-12 Formula Funding, FY 15-
19], and an outlook for the next six years. She cautioned that
if the ASD continues along this path, in 2019 the district will
eliminate 484 fulltime equivalent positions (FTE) and will
eliminate 591 positions by 2020. She said, "We can't continue.
I mean, I think this year is our breaking point, to tell you the
truth. We are taking our teacher experts, the supports that our
teachers need in the schools from the district and they are now
going into the classrooms so that we have teachers in those
classrooms so we're moving personnel so that we don't have to
hopefully impact all of our classes." The overall effect has
been to eliminate classroom support that teachers need; instead,
teachers will be directed to online support to search for
answers to their questions. She predicted that teachers will
need to cut into their instruction time to get technology
questions answered due to support staff cuts. Further, when
teachers need to ask the district questions they cannot receive
timely answers due to cuts to district personnel. These are
just a few of the impacts to students and teachers. She said
that if the ASD did not ask for funding increases, the community
will be "up in arms" because they know that increased funding is
needed for students.
8:24:13 AM
TAM AGOSTI-GISLER, Member, Anchorage School Board (ASB),
Anchorage School District (ASD), expressed her frustration when
she has heard people say to "cut the fat" or to cut
administrative costs. She reported her experiences spanning the
five ASD budgets she has worked on from fiscal year 2013 (FY 13)
to FY 19, such that the district has cut administration costs by
28.5 percent. Besides the costs for seven board members
statutorily required that cannot be cut, the district's
leadership has been cut 36 percent. She challenged anyone to
"find the fat." Still, the administration has made decisions to
send administrative staff back to the classrooms as the
district's strategy to least impact instruction in the
classroom. She related a scenario that highlighted the adverse
impacts for those decisions. When the ASD instituted new
curriculum to improve K-2 literacy for students to achieve
proficiency in reading by the third grade, the curriculum had a
poor roll out due to staff shortages for teacher training. In
fact, hundreds of teachers provided feedback on how poorly the
program was implemented. Thus, the district has had to regroup
to figure out how to work with current staff to accomplish
literacy improvements.
MS. AGOSTI-GISLER expressed her concern over suggestions that
school districts might be penalized if schools were consolidated
to achieve efficiency. She referred to a potential hold
harmless clause in the funding formula for size if schools were
consolidated and asked the legislature for help to ensure the
district would not be penalized and lose funding in those
instances. In addition, she has heard some consideration of
shortening the school year to achieve savings, which she found
abhorrent. The district does not have a lot of options left,
she lamented. Currently, the district has been using some
operating funds for student transportation as the budget is
drastically cut. She closed her testimony by expressing concern
over the quality of education the district can provide in the
long run. She asked members to consider the dramatic needs for
districts across the state.
8:27:45 AM
JEAN-LUC LEWIS, Student, Wrangell High School (WHS), Wrangell
Public School District (WPSD), stated that he is a junior at
Wrangell High School in Southeast Alaska. He said that
education is the highest priority and cannot afford any more
cuts. Even though Alaska is having a financial crisis he still
asked the legislature to find a solution to increase revenue.
He suggested a state income tax, a sales tax, or a potential cut
to the permanent fund dividend (PFD). Since costs to run
schools increase each year, flat funding the school district's
budget is equivalent to a cut. At the bare minimum he requested
the legislature increase the BSA to compensate for inflation and
cost-of-living expenses. Further, in Southeast Alaska the cost
of health insurance coverage is increasing every year and
districts are struggling to provide these benefits for their
employees. In addition, the cut to the Alaska Marine Highway
System (AMHS) has raised the cost of student travel outside the
district. Not only are less students getting the opportunity to
travel but students miss more school and districts are burdened
with airline travel costs. In addition, the bus transportation
company in his district has closed. During his time in high
school, retired teachers have not been replaced which has
affected course offerings. For example, his school offers two
years of Spanish and many students would like to take a third
year of language since competitive colleges require three years
of foreign language. He offered his belief that any budget cuts
will limit student learning since it reduces electives. This
will hurt high achieving students as well as students who
struggle to pass courses, he said. Therefore, if funding does
not increase, the quality of public school education in Alaska
will decline. Investment in education should be the highest
priority since not doing so will adversely affect opportunities
for students. He cautioned that education will continue to
decline if funding is not increased. He thanked members for
their time.
8:30:51 AM
REPRESENTATIVE JOHNSTON asked whether he has taken any online
classes.
MR. LEWIS answered yes; that he is taking a world history
course. In response to a question, he indicated that he has not
found the class engaging as he primarily watches videos and
answers questions. He has found the class to be boring since it
lacks interaction with the instructor and other students.
8:31:36 AM
REPRESENTATIVE JOHNSTON further asked whether he knew the source
of the district's online classes.
MR. LEWIS offered his belief that the course was an Alaska
Digital Academy course.
8:32:01 AM
STELLA TALLMON, Student, Juneau-Douglas High School (JDHS),
Juneau School District (JSD), stated that she is a sophomore at
Juneau-Douglas High School (JDHS). She offered her support for
HB 339 [not on the calendar]. She understood that the state is
facing tough decisions and the state has a tight budget.
However, not increasing the BSA would have extreme consequences
for students throughout Alaska. She reminded members that the
state has a constitutional mandate to provide a public education
for all K-12 students. Further it is everyone's civil
responsibility to ensure that their education is of the highest
quality possible. Currently the district faces large cuts in
several programs that provide services to low-income families
making this an issue of equity and opportunity. In addition,
class sizes would increase and could cause people to leave the
state. The state needs to create a stable fiscal plan that
allows students to become the best they can be without being
bogged down by financial issues. Education is a progressive
field that should never become stagnant. She emphasized the
need to provide adequate schools to allow students to compete in
a global economy. Healthy and prosperous societies invest in
their youth since they represent the future. One day some
students will become legislators and she hoped they would be
well educated and informed leaders to move the state forward
into the future. In response to a question, she answered that
Steve Tallmon is her father.
8:33:34 AM
PAUL MARKS stated that he comes from a family of educators,
including his son, daughter, and wife. He said his son works
for the school district at the Mendenhall River Community School
as a paraeducator in the Tlingit Culture, Language, and Literacy
Program (TCLL). His daughter works for the Mayflower Montessori
School and at Marie-Drake school. His wife works at Gastineau
Elementary School and he works for the Goldbelt Heritage
Foundation as an elder and educator. He offered his support for
this bill [HB 339, not on the calendar]. Even increasing the
BSA would still mean that TCLL will lose staff for lack of
funds, he lamented. He commented that one cannot put a dollar
value on education. In fact, he offered his belief that
education is one of the most important values for the Tlingit
people. His parents encouraged him to attend school to become
successful. He reiterated that the value of education cannot be
measured by dollars. He said, "Our children, all our children,
are losing, and we lose also because of our children being lost.
He also said he was touched by the young man's testimony earlier
today with respect to his struggles in school. He described the
benefits of the TCLL program, noting that students hear from
members of their culture, which fosters an interest in
education. He reiterated his support for the bill [HB 339, not
on the calendar], which would increase the BSA. He thanked
members for their attention.
8:36:30 AM
KATIE MCKENNA, Student; Sophomore Class President, Juneau-
Douglas High School (JDHS), Juneau School District (JSD),
provided a brief list of extracurricular activities, including
running and cross-country skiing. She thanked members for their
legislative service. Students are the ones who must live with
legislators' decisions and represent the future, she said. She
stated her support for maintaining the BSA, which is essential,
if only to sustain continued poverty in our system. She
reported that the JSD has sustained $11 million in budget cuts
in the past seven years. In the current budget, the district is
being asked to cut an additional $3 million. Even with a fully
funded BSA, all these cuts hurt all students. She urged members
to maintain the status quo for survival. The district has been
asked to cut nurses, librarians, Tlingit language teachers, and
to continually increase class sizes. She detailed some of the
major cuts, including reducing $1.5 million in classroom
teachers, $1.2 million in special education teachers, and
$700,000 in information technology. She added that her mother
was a revered teacher with the JSD district who died in 2011 and
her father is a Juneau principal. She questioned what her
education will consist of if the BSA is not adequately funded.
She reported that class sizes are increasing while choices are
diminished, and teachers are at the edge of burnout. She urged
members not to let it get worse. The schools need stable and
predictable funding, she said, noting that her friends want to
compete in a global community and live in a state where people
are supported and inspired to invest their talents. She hoped
the legislature would give her generation a more optimistic
start. She thanked members for the opportunity to testify on
behalf of students.
8:39:25 AM
SIENA HANNA, Student; Student School Board Representative,
Thunder Mountain High School (TMHS), Juneau School District
(JSD), stated she is a senior at Thunder Mountain High School
(TMHS). She has observed that class sizes are getting bigger.
She said that teacher support is crucial in her advanced
courses, noting students in her classes often need clarification
on instruction. Teachers are the ones that provide the right
type of support students need, she said. Flat funding for the
district has adversely impacted academics and extracurricular
activities. She reported that the district has had to cut over
$600,000. During her time in high school, soccer team fees have
increased from $400 to $700. Despite scholarships and team
fundraising, these increases can create an equity issue of who
can participate. She plans to go to college and has two
siblings in the JSD, and she would like them to get the
education they deserve. She would like to return to Alaska to
live and hopes to raise future children here.
MS. HANNA, in response to Chair Drummond, answered that the
soccer fees primarily cover travel costs.
8:43:07 AM
ANDI STORY, Member, Juneau School Board (JSB), Juneau School
District (JSD), offered her belief that one of biggest
investments in the budget is for state mandated public
education. She said there are two systems in which students
interact. In one system, the sentiment is that students are
doing well and going off to colleges, including Stanford and
Dartmouth. In the other system, many students are struggling.
In that second system, which is referred to as an instructional
gap, an economic gap, and a cultural relevance gap. The Alaska
education challenge, school boards, and communities are all
unified in the goal to address issues and have students succeed.
She highlighted that flat funding often is referred to as
"silent budget cuts." Although some people have states that
education is fully funded, rising costs continue to erode school
budgets. Referring to a reduction list, she said that since FY
2011, the district has cut 92 positions. In addition, the JSD
has heard from 150 parents in two meetings to address budget
cuts. The middle school counselors were cut from two to one.
One middle school currently has 479 students and the other has
501 students. High schools have two counselors serving 578 in
one school and 698 students in the other. With passage of
Bree's Law about healthy relationships, the Alaska Safe
Children's Act, educators and parents have become more informed
about trauma and how it affects children and learning.
Counselors are critical to students, so as a school board member
she does not want to cut them.
MS. STORY advised that schools encompass the academic system to
prepare students to take jobs in Alaska. Class size is
important, but the quality of instruction is also important.
The district has adopted higher standards in the past few years,
and is training teachers; however, only three instructional
coaches remain. She feared those positions will likely be cut
this year. She stressed that education is a field that is
dynamic, which requires resources to help teachers evolve. In
addition, she has sensed a lack of confidence in the public
education system. She would like to convey the message that
Alaskans invest in education and are working hard together.
Investment in the state's education system has immediate and
long-term results. She remarked that she is so proud of the
students who testified today. Ninety percent of the JSD's
budget goes to staffing, and the funding comes back into the
system through the multiplier effect. She emphasized she is
very passionate about her students and sensed that everyone on
the committee wants to support them and make the right
decisions.
8:49:25 AM
CHAIR DRUMMOND asked whether counselors or teachers provide the
Bree's Law curriculum.
MS. STORY answered that it is a combination. The district has
had to break down the components and is attempting to provide
the curriculum as best as it can.
8:50:06 AM
CHAIR DRUMMOND answered that Bree's Law has been working. The
reporting of teen dating violence has been reduced from ten to
five percent in the past year or two. She reported that Bree's
Law, HB 214, will be on the House floor today. She explained to
the students present that the bill will rename the portion of
the Alaska Safe Children's Act after the young woman who was
murdered by her boyfriend.
MS. STORY remarked that school board members want to know all
the children in the district. The district has programs that
make children who have not succeeded be able to succeed. She
acknowledged a lack of advocates for some programs. In fact,
one of the hardest things to do as a school board member is to
make unpopular decisions. She acknowledged that some win and
some lose in making budget decisions and it is hard to make
decisions about programs during these times of declining
budgets, but that these decisions are important.
8:51:45 AM
REPRESENTATIVE PARISH said it was good to hear about the issues
that are before us. He asked for clarification on the effect of
the $100 increase to the BSA. He understood it would only meet
a fraction of the deficit resulting from years of inflation and
increased health care costs. He asked what fraction of the
budget would be addressed by a $100 increment.
MS. STORY replied that the district must cut $3 million, which
represents about a five percent cut. The district would need a
$300 increase to the BSA to maintain services.
8:52:42 AM
REPRESENTATIVE KOPP asked whether the deficit was mostly due to
increased health care costs or declining enrollment.
MS. STORY agreed that declining enrollment was a contributing
factor. Last year the district had 100 more students, but this
year it has 100 less resulting in $1 million deficit. The
district will need to hire five less teachers next year. She
offered to get back to the committee on the specific health care
costs as she was uncertain of the percentage.
8:54:29 AM
OLIVIA CARROLL, Student; Senior Class President, Cordova Jr./Sr.
High School (CHS), Cordova School District (CSD), stated that
she is the senior class president, a student representative to
the city council, and a member of the National Honors Society.
She asked to speak to members about increasing investments in
education. When students feel valued by something that takes a
significant amount of time, as education does, they will come
back to Alaska. Recently, Cordova Jr./Sr. High School has had
many alumni and college graduates return because they feel
valued by their school. She has heard many rural Alaska
students express an interest in returning to their communities
as teachers, principals, and administrators but must face
reality. As it currently stands with flat funding, they will
not feel valued and will not return. She offered her belief
that investments in education will bring more students back to
their communities in Alaska.
8:56:20 AM
JIM ANDERSON, Chief Financial Officer (CFO), Anchorage School
District (ASD), said it was tough to add to the testimony
students provided. The real impact of words like streamline and
reduction result in what committee members heard today from
students and educators. During the first semester of the school
year teachers met school board members at bi-monthly evening
meetings, and they reported that class sizes are getting larger
while support for professional development or training for new
programs has diminished or is gone. District support to
teachers, students, and classrooms has been substantially
reduced in the last five years. He advised that next year, to
balance the ASD's budget, the district will need to cut mid-
shift custodial positions at middle and high schools.
MR. ANDERSON felt certain most committee members and the
district realize the result of flat funding is a budget cut.
Just as homeowners must pay rising utility costs, the district
has many rising fixed costs that must also be paid. The
district has cut administration and instruction support services
under the guise of streamlining operations. Turning to pupil
transportation, he stated that the ASD moves about 20,000 per
day. Currently, the budget deficit for transportation costs is
over $3 million. Since the district has an obligation to
transport students to and from school, these costs are being
paid from general fund monies. In fact, this year after the
district cut about 90 positions, it realized any additional cuts
were untenable, so it has considered charging for busing,
activity fees, and reducing programs for gifted students. Due
to considerable community feedback, the district decided not to
do so this year. Further, the district has been refining the
way it provides advanced placement courses. Fortunately, the
district has a school partnership with the University of Alaska
that allows high school students to earn college credits.
8:59:56 AM
MR. ANDERSON expressed how frustrating it can be for board
members and the administration, noting last year he heard expert
testimony before the legislature that implied if schools cut
administration by ten percent, that more teachers would be in
the classroom. He assured members that the ASD has cut every
area over the past five years. He predicted the effect of
budget cuts will affect teachers' salaries with flat funding.
He reported that a $100 increase to the BSA results in about
$9.1 million of a $560 million total ASD budget. Further, the
timing of appropriation bills affects whether the district must
"pink slip" teachers or not. The Municipality of Anchorage
locks in its tax rate in April so any funding passed after April
would certainly mean the ASD would not receive local funding.
The reality is the $100 increase is closer to $7 million. The
district had a $13 million deficit this year, of which $3
million was for pupil transportation. He reported that 88
percent of the ASD's budget is designated for personnel costs or
fixed costs, including rent, utilities, or contracts. Further,
the district cannot change health care costs. When the district
encounters flat funding, which is a budget cut, it means people.
At a time when people are moving to the Lower 48, it is really
frustrating to realize another 90 people will not have a job.
All the budget cuts affect the local economy and the schools, he
said. In closing, he offered his support of the $100 increase
to the BSA.
9:02:55 AM
REPRESENTATIVE PARISH asked for any additional factors that
would help the ASD avoid cuts to the quality of education
students receive. He further asked for the percent of BSA per
year needed to keep the district whole.
MR. ANDERSON answered that an estimated $160 to $170 increase to
the BSA would prevent budget cuts, but significantly more to
repair the damage in terms of budget cuts affecting class size
and teacher support programs.
9:04:16 AM
REPRESENTATIVE PARISH asked whether students will experience a
decrease in the quality of service the district can provide even
if the $100 BSA increase passed.
MR. ANDERSON responded that was a fair statement, that the main
reason is the ASD has a $3 million shortfall in pupil
transportation. Without a shortfall the $100 BSA increase would
allow the district to provide services at the same level as this
year.
9:05:00 AM
REPRESENTATIVE PARISH recalled his earlier testimony that it
would take significantly more to repair the damage done in
recent years due to flat funding. He asked whether he could
give the committee a ballpark figure of the increment necessary
to bring the same quality of services to a kindergarten student.
MR. ANDERSON answered that it would be tough to give a fixed
dollar amount. He recalled an ASD study done years ago that
discussed optimal education across every category. He offered
that to meet the class sizes in that study would cost $56
million. He offered his belief that districts do not have to be
optimal at everything to still make progress. He advised that
as a financial officer he was not the best person to discuss
programs and optimal education. He recalled it would cost $100
to implement the items in the study. In response to
Representative Parish, he offered to send a copy of the study to
the committee.
9:07:38 AM
MIKE BRONSON, National Association for the Advancement of
Colored People (NAACP), Anchorage Branch, stated the NAACP,
Anchorage Branch's support for HB 339 [not on the calendar],
which would increase the BSA and reduce class sizes. He said
the NAACP believes it is a step in the right direction to lower
the out-of-control class sizes that the district has observed
during visits to the Anchorage schools. He also observed that
many seventh-grade students are behind in math skills, including
many students from military families, in part due to overcrowded
classrooms and they never catch up. Teacher layoffs in schools
have raised class sizes to a level that is almost unmanageable.
In addition, class sizes have resulted in lost opportunities for
extra math help outside the classroom. Trends are not any
better in high school, he said. The result is many students
will never catch up in math. He suggested HB 339 [not on the
calendar] might be one solution that could result in math and
reading proficiency throughout the state.
9:09:34 AM
DAVID KATZEEK, Tribal Leader Educator, Juneau School District
(JSD), [gave portions of his testimony in Tlingit, then
translated it to English]. He said:
My name is Kingeest?. I'm from the Chilkat, and I'm
_
from a people who settled this earth here in Southeast
Alaska long, long ago. My name is David Katzeek. I'm
a parent. I have seven children, numerous
grandchildren who are attending the Juneau public
school system here in Juneau. I'm going to use my
language because when you look at your statistics on
the wall it's easy to alienate yourself from people.
These things represent human beings, live human
beings, who have feelings, who are intelligent, who
have talents, skills, and creativity. And the
responsibility of a teacher is to "open up" that box
of knowledge that every human being has, not just
Tlingit people. Tlingit means human being, but in
Western worlds we look at the "human" aspect more than
we look at the "being" aspect of ourselves as a
people.
From time immemorial, before the great flood,
education has always been something that our people
looked at and sacrificed - all that they can - for the
sake of their children and their ability to settle
this land that you know as Alaska, successfully.
9:12:16 AM
MR. KATZEEK said he uses "successfully" because one can look
down the street and see the large Sealaska building. Some may
think it was given to Sealaska by the government. He shared
that the Sealaska building represents the knowledge of the
elders that came before them and is a symbol that stands very
tall. Adjacent to the Sealaska building is the Soboleff
building, which also represents the knowledge and wisdom of the
elder ancestors and the Tlingit language. He said, "What has
happened is that the language that we spoke was taken away,
given up and when that was taken away there was a vacuum." It
left a vacuum in the community because that language and culture
helped each one become successful in their endeavors, including
fishing, hunting, and trapping. He noted that all the
communities in Alaska have Tlingit names, even Petersburg and
Wrangell have Tlingit names, he said. He identified the Tlingit
name for Skagway as "Skagua" and Haines as "Deish?." He
emphasized that these Tlingit names are the ones people taught
their children to provide a sense of history, just as George
Washington and other American leaders have provided a sense of
history to Americans. He acknowledged that it is okay to have
statistics, but these statistics represent not just brown or
black faces but faces in all the colors of the rainbow. He
reiterated that the Tlingit people sacrificed their finances for
their children.
9:15:19 AM
MR. KATZEEK expressed his sense of pride when entering the
Capitol building, because one of his ancestors, Frank
Peratrovich, served as a delegate to Alaska's Constitutional
Convention. He called the Tlingit people heroes, but he
acknowledged that they were not better than anyone else. He
said he believes that Juneau's education system is as powerful
today as when it began. In fact, what has been happening in the
JSD is outrageously phenomenal, he remarked. Young Native and
non-Native students are learning about the history and the
community of the Tlingit, which will change Juneau because this
cultural education is developing a sense of community in Juneau.
The student education at Harborview Elementary School includes
starting the day singing, dancing, and smiling, which builds
confidence in them. These practices make education fun, he
said. He described the sense of community that dancing
provides, especially when students see their teachers and other
community members dancing with them. An increase to the BSA of
$100 does not mean a lot in the Tlingit culture since giving is
an integral part of the Tlingit culture. He then urged members
to please give. He characterized the proposed increase to the
BSA as an investment. He asked members to consider how much
money this state has spent on things that have not produced
anything. He applauded the proposed $100 increase to the BSA.
He then predicted that the increase would create renewable human
resources. He recognized that members' children and
grandchildren are as valuable as children and grandchildren are
to those who speak a different language. He wondered what these
children and grandchildren will say if the legislature takes
this opportunity to provide educational funding for them. He
said he was not here to judge but to encourage members
MR. KATZEEK said, as follows:
Most precious beloved children of the earth. Thank
you for the time you have given to us to say words on
what you are proposing. Most noble, very precious
children of the earth. We believe in you, we trust in
you, and we thank you for your vision and your
courage.
MR. KATZEEK again shared the children's reactions when they are
told that they have "knowledge" within them, such that they jump
up and down in excitement.
9:21:17 AM
MR. KATZEEK then said, as follows:
This is not "make pretend" world. Knowledge is in
every one of us, and courage is in every one of us,
and wisdom is in every one of us. And caring is in
every one of us. All we have to do is open that door.
You're all special and it's not by chance that I'm
sitting here. My grandparents maybe prepared me for
this moment, so they're here with me right now. They
probably have tears running down their face[es.]
That's education, folks; more than just social
studies. Thank you very much for giving me the time.
I know I took a lot of time. Thank you.
9:22:16 AM
REPRESENTATIVE PARISH [speaking in Tlingit] thanked him by
saying, in part, "gunalch?esh."
9:22:41 AM
DEENA MITCHELL, Vice President, Anchorage School Board,
Anchorage School District (ASD), began by thanking the
committee. She exclaimed that the testimony from the Tlingit
gentleman was so wonderful, that he expressed what so many
people feel, including the sacrifices the Tlingit have made for
their children and their children's education. She acknowledged
that everyone wants a better world and a brighter future for
their children. She pointed out that the committee heard from
many people who have highlighted important issues. The students
spoke passionately, she said. She noted that Mr. Anderson may
have provided the committee with a document [not identified]
that outlines some cuts.
MS. MITCHELL asked to speak about equity issues in education for
students. She explained that equity issues exist with the
achievement gap across groups of students. All districts,
including the ASD, are working to close the achievement gap;
however, it does take resources. She said that people need to
have connections to feel valued and to feel as though they
matter, and those are the connections, when reflecting on one's
education, that make a difference. She said her father was a
sociologist who believed that those connections matter as humans
are tribal. She cautioned that as class sizes increase and
place stress on teachers, the connections cannot be made. The
district needs to make sure every student gets the same
opportunities as every other student and not have inequity over
time. She has heard many legislators say that the state cannot
afford to fully fund education at this time.
MS. MITCHELL moved to discuss the Alaska Permanent Fund, which
was created in 1976 under Governor Jay Hammond. It was
originally designed to preserve Alaska's wealth for future
generations. It was not originally designed to provide a
dividend to current residents, but to even out the ebbs and flow
of income and to preserve that wealth for future generations.
She respectfully disagreed that the state cannot invest in
students who currently need the state's help right now. The
state has savings in the permanent fund for such a time. She
emphasized that the state cannot afford not to invest in
students in its schools right now. She pointed to previous
testimony that identified overcrowded classrooms and overworked
school counselors as well as the large number of students with
adverse childhood experiences. She reiterated that the
legislature cannot afford not to invest in schools right now.
There are students who are failing because they do not have
support counselors, who have enormous caseloads and the many
students at risk. The state can make a difference to these
students, which will alter Alaska's history and it will create a
brighter future for our state, she said. She offered her belief
that Alaska has the means, and the future of the state depends
on making sure that the state provides for its "seed corn" in
good times and in bad times. She urged members to dig deep and
support students who are currently in Alaska's schools in order
to reap the benefits of their graduations. She offered her
appreciation for HB 339 [not on the calendar] that would
increase the BSA by $100. As Mr. Anderson previously testified,
the proposed bill does not provide enough but it certainly is a
huge help. Every single district needs the additional funding.
She thanked members for their time.
9:28:10 AM
MARNIE HARTILL, speaking on behalf of herself, stated she is
also the vice president of programs for the Anchorage Education
Association (AEA), a former English teacher, and an educator at
Bartlett High School. She noted from her previous experiences
working at Clark Middle School and at Bartlett High School that
the urban schools are really struggling. She recalled that five
years ago the social worker was cut from Clark Middle School and
subsequently teachers and counselors have been cut. The
community has a high suicide rate, yet the schools have lost
many resources students need to cope. This also hits home with
equity issues, such as when students wonder why their school
does not have some programs like a robotics program that other
neighborhoods have, she said. She has observed trash cans
collecting water from leaky roofs and other physical plant
problems. She acknowledged that Anchorage is not alone, because
villages suffer a great deal from lack of funding. Further,
students with IEP's [Individualized Education Programs] are to be
met according to their special education needs; however, the ELL
[English-language learners] students are being placed in the
same classroom with IEP students. These student groups have
unique needs and should not be clumped together. She
characterized this as gross negligence. In closing, she called
for additional revenue prior to any cuts to programs such as the
PFD. She asked the committee to increase the BSA, especially
considering the constitutional obligation.
9:31:38 AM
SABRINA FERGUSON, Student, Ninilchik School, Kenai Peninsula
Borough School District (KPBSD), stated she is a senior at
Ninilchik school and will graduate in 98 days. Her school
serves pre-kindergarten through high school [Pre-K-12]. When
she started preschool, the school had thirteen teachers, but now
has seven teachers. She described some of her experiences in
school, including that she serves as a teacher's aide in a
preschool room, which she loves. She related a classroom
experience she had in science class that she was never able to
complete due to funding cuts and teacher reductions. She
related a scenario in her class about a preschool boy with a
prosthetic leg who wore shorts one day, revealing his prosthetic
leg. When another student asked him about his leg, he told the
boy that he was born that way. The boy then called him a "super
hero." She asked the committee to please give this little boy
the education he needs to be that "super hero." In response to
Chair Drummond, she stated that when she started in preschool
the Ninilchik School had about 180 students and now has 127.
9:34:23 AM
DEBBIE CARY, Member, Kenai Peninsula Borough School Board
(KPBSB), Kenai Peninsula Borough School District (KPBSD), stated
that she is the newest member of the Kenai Peninsula Borough
School Board. In 1990, she had children in sixth and ninth
grade. She described the school education system as a wonderful
one. Now, the Ninilchik School does not even have a music
program. The school offers core classes and online classes.
The school district has cut $7.7 million over the last three
years. Although the KPBSB has tried very hard not to impact
classes, it cannot sustain the teachers and classrooms it
currently has and the KPBSD will need to cut more teachers. She
explained the Ninilchik School has a fourth, fifth, and sixth
grade split classroom. The teacher teaches all grade levels at
one time. The maturity level between a fourth and sixth grade
student is significant, which creates challenges for the teacher
to meet the needs of all students. Meeting the needs of every
student and every classroom is what education is all about. She
offered her support to raise the BSA. She realized that the
State of Alaska has challenges with its fiscal policy issues,
but Alaskans only get one chance to educate their children. She
asked members to give students a chance and please fund their
education.
9:36:48 AM
BARBARA CADIENTE-NELSON, Member, Sealaska Corporation; Tlingit
elder, offered her support to HB 339 [not on the calendar]. She
began by giving her Tlingit name, X'esh.k'uk'e of the Brown Bear
Clan, and Shaanux Hit (Valley House), Angoon Kwaan. She was
given her second Tlingit name by Tlingit Elder, David Katzeek,
who previously testified. She asked members to allow her
friend, Marlene Corpus, to join her at the table. She does not
wish to testify but is a mother and grandmother of children who
have attended the school district system. She noted that an
elder, Seral George once said, "Sometimes you don't have to say
anything; it's important that you just show up and you show your
face." She said, "And that's our intent here, in support of the
vision that you have, in support of the bill that you're pushing
uphill, to support you, that you would have the knowledge that
we're standing behind you and with you and championing you on."
9:37:52 AM
MS. CADIENTE-NELSON stated that she is a member in good standing
of the of the Alaska Native Sisterhood Camp 2 (ANSC), a council
member of the Douglas Indian Association (DIA), a federally
recognized tribe, a director of the Sealaska Corporation, a
trustee of Sealaska Heritage Institute, a district administrator
for the Juneau School District (JSD), and the parent of four
children and grandparent of three children who graduated from
Juneau-Douglas High School. In her current capacity as an
administrator for the JSD, she has the oversight of nine
paraeducators who are cultural specialists. She said these
cultural specialists bring to the school district a level of
knowledge to engage students and inform them of their identity.
These paraeducators work with teachers to help their curriculum
be culturally relevant. She referred to earlier testimony about
the historical trauma the Tlingit, Haida, and Tsimshian and
other Native peoples have experienced in school. She said her
mother, Irene Cadiente, was one of those. She attended a
mission school in Skagway and was punished for speaking her
Tlingit language. Her father left his homeland in the
Philippines as a young man because he wanted his children to be
afforded the realization of dreams in America.
MS. CADIENTE-NELSON related that her parents raised nine
children on Starr Hill in the toughest times. They sacrificed
so their children could have a good education. They sent the
children to St. Anne's parochial school, which was not free. In
fact, she felt sure the Diocese of Juneau helped support their
education because she does not know how her parents clothed,
fed, and educated them from their humble salaries. Still, they
sacrificed for their children, she emphasized. She reminded
members that sacrifice is called for now. She stated that 2,000
Native children are in this district of 5,000 students, and she
represents them all. Students represent the future that schools
are impacting to value diversity and to value culture. The JSD
does not see student struggles as an achievement gap when they
cannot succeed. They see it as an instructional gap, which can
only be filled by qualified educators who know the culture and
the knowledge of this place. The teachers cannot do it alone.
She advised members that she was the first graduate of the
PITAAS program [Preparing Indigenous Teachers and Administrators
for Alaska Schools], earning a Masters' of Arts in Teaching
degree (MAT).
9:41:44 AM
MS. CADIENTE-NELSON said she taught for nearly three years at
the Juneau-Douglas High School. The first year of her teaching
she received a "pink slip." The second year she received a
"pink slip." She offered her belief that at the time there was
a hierarchy in the school, a privilege not only of status and
credentials, but also of color. She said it was a painful time
and she was embarrassed to receive a "pink slip," but she
persevered because her children were moving through the school
system. She felt it was a bit much in her third year. She
asked to share her daughter's experience. Her daughter, Asia,
was hired as a Tlingit language teacher at Thunder Mountain High
School and received a "pink slip" her first year of school. She
was a new teacher, teaching a foreign language, but her room
became a central meeting place for Native and non-Native
students to come and be engaged with a teacher who cared. In
addition to learning Tlingit, it is who they are as people. She
further asked to share the words of the late Walter Soboleff at
the outcome of the first camp she implemented. Mr. Soboleff
said, "Do you know what you've done here; do you know what
you've accomplished? When our children know who they are they
don't kill themselves." That represented the motivation and
integrity by which educators come to bear on our work in the
school district and this community. The entities do their part
with less and are expected to do more with less. It has been
said that the greatness of a people can be measured by how they
revere their children. It has also been said by a Tlingit elder
to the children, "We lift you high above ourselves because we
cherish you." She acknowledged that the committee members have
chosen to lead and represent Alaskans. She continued by saying,
"And so I wanted to see you, and have you see my face; and say
that when you go to push this rock uphill that we are behind you
and that we support you. That these are our children that our
arms are wrapped around."
9:44:40 AM
MS. CADIENTE-NELSON highlighted that four of her staff will be
cut this year. These staff have direct contact with 562
students. Another two staff teach 62 students in the Tlingit
Culture and Language Literacy Program (TCLLP). This district
has put significant effort into cultivating these educator's
knowledge. She asked who will do their work. She suggested
this district is poised to go deeper into affecting change in
education, that this district is model district with an equity
standard that encompasses the cultural standards in the
curriculum. She asked members to watch the district do more
with less. She expressed concern that they will lose people.
She thanked the members for their time in English and in Tlingit
by saying "gunalcheesh."
9:47:27 AM
ADJOURNMENT
There being no further business before the committee, the House
Education Standing Committee meeting was adjourned at 9:47 a.m.
| Document Name | Date/Time | Subjects |
|---|---|---|
| BSA Increase PowerPoint 2.12.pdf |
HEDC 2/12/2018 8:00:00 AM |