Legislature(2019 - 2020)CAPITOL 106
02/10/2020 08:00 AM House EDUCATION
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| Start | |
| Presentation(s): Association of Alaska School Boards | |
| Adjourn |
* first hearing in first committee of referral
+ teleconferenced
= bill was previously heard/scheduled
+ teleconferenced
= bill was previously heard/scheduled
| + | TELECONFERENCED | ||
[Contains discussion of HB 198, HB 181, SB 6, and HB 204.]
8:04:30 AM
CO-CHAIR STORY announced that the only order of business would
be a presentation by the Association of Alaska School Boards.
8:04:56 AM
NORM WOOTEN, Executive Director, Association of Alaska School
Boards, explained that this is the boards' first legislative
fly-in, consisting of 80 school board members, plus 20 students
who participated in the Youth Advocacy Institute on Saturday and
learned how to participate in school boards and advocate for
students and educational programs. He shared that the students
also are visiting individual legislators, and he thanked
committee members for scheduling time to visit with students.
8:06:24 AM
STARR MARSETT, President, Anchorage School Board, gave a
PowerPoint presentation entitled "Good Things in ASD" [hard copy
included in the committee packet]. Referring to slide two of
the PowerPoint, entitled "Anchorage School District: A Solid
Investment," she drew attention to the statistics of Anchorage
School District (ASD) on the slide. She pointed out that ASD
consists of more than 46,500 students and noted that the grade
levels within ASD consist of kindergarten through twelfth grade.
She went on to explain the racial demographic of ASD consists of
58 percent students of color and 42 percent white students. She
highlighted that the four-year graduation rate increased to 84
percent, while the five-year graduation rate rose to 87 percent.
The district has 92 buildings and is the largest facility
footprint after UA (University of Alaska). She concluded that
ASD is the eighth largest employer in Alaska.
MS MARSETT, referring to slide three of the PowerPoint, entitled
"Career Technical Education," explained that Career Technical
Education (CTE) programs exist in ASD high schools and include
curricula such as biomedical and culinary. She noted that King
Tech High School is the focus center of CTE and consists of 200
full-time students - 800 part time students and an additional
200 part time students in ASD's third session. She noted that
the CTE program serves a total of approximately 1,200 students
in King Tech High School.
MS MARSETT, referring to slide four of the PowerPoint, entitled
"Newest CTE Program: Growing Our Own," explained that one of the
newest CTE programs is "Educators Rising," where ASD is "Growing
Our Own" teachers. She testified that ASD's biggest concern is
teachers that look like students. Bartlett High School has 23
ninth- and tenth-grade students enrolled in this CTE program.
Eleventh- and twelfth-grade students are then enrolled in ASD's
"middle college," which provides General Education Requirements
towards a Bachelor of Science (BS) in Education. Ms. Marsett
explained that these students then apply for a two-year post-
secondary program, during which the students are hired as
student aide interns. She went on to explain that the cost
savings from not paying benefits to interns results in a net
savings, which allows ASD to take advantage of the students'
skillsets, pay for the two-year, post-secondary program for
students to earn their BS in Education, and then these students
are asked to contract with ASD for a commitment of two years or
repay the post-secondary costs. She indicated that this is a
way to create diversity among ASD teachers and "grow our own"
teachers from and in Alaska.
8:09:07 AM
MS. MARSETT, referring to slide five of the PowerPoint, entitled
"Fine Arts," explained that the photo in the slide is one of
"Sonic Boom," which consists of over 2,000 sixth-grade first-
year music students enrolled in band and orchestra. She
explained that ASD is still offering art programs to students,
to allow the students more choices.
8:09:31 AM
MS MARESTT, referring to slide six of the PowerPoint, entitled
"World Language and Immersion Programs," explained that ASD is
diverse with over 100 different languages spoken by the student
body, of which Yupik is one of the top five. She also noted
that ASD is the first school district in the nation to offer an
indigenous 50/50 immersion school. The district also offers
Japanese, Spanish, Russian, German, Chinese, and French in the
foreign language program.
8:09:53 AM
MS MARSETT, referring to slide seven of the PowerPoint, entitled
"Preschool," explained that ASD has expanded preschool in areas
of low enrollment and which have space available, ASD has
created a fourth tier of bussing resulting in cost savings that
offset the cost of an additional six pre-K classrooms this year.
She explained that 80 percent of ASD students enrolled in pre-K
are moving into kindergarten and general education without
requiring an Individualized Education Program (IEP).
MS. MARESTT, referring to slide eight of the PowerPoint,
entitled "Lower Yukon School District Partnership," said this is
a partnership of which ASD is very proud. She explained that
ASD brings Lower Yukon School District (LYSD) students into King
Tech High School, which has enabled ASD to provide a third-tier
session. She indicated that basketball in the rural areas
tended to distract students from attending King Tech High
School, but she was hopeful that students will elect to
prioritize participation in the CTE programs. She explained
that the LYSD partnership has enabled ASD to provide CTE at King
Tech for an additional 200 students, at no cost to ASD.
8:11:09 AM
MS. MARESTT, referring to slide eight of the PowerPoint,
entitled "Efficient use of Time, Space & Funds," explained that
in addition to CTE third-sessions through partnerships with
other districts, and the six additional preschool classrooms,
ASD has closed or merged five different schools in four years.
She explained that in 2017, ASD closed Mt. Iliamna Elementary
School, and moved Crossroads Alternative School to Benson
Secondary School; in [2019], ASD closed Mt. Spurr Elementary
School and co-located PAIDEIA Cooperative School within Central
Middle School; in 2020 , ASD plans to co-locate AVAIL [school]
within Benson Secondary School to realize additional savings.
MS. MARSETT explained that ASD is currently developing its
budget and has an approximate $19.5 million deficit and plans to
eliminate the "IGNITE" program [ASD gifted and talented program]
and to deliver elementary health differently; instead of by
health teachers, it will be delivered through physical education
(PE), in a classroom, or through librarians. She explained that
ASD is receiving a lot of feedback on cuts, and ASD is looking
carefully at all cuts. She noted that ASD is examining
boundaries to shift capacity differentials. She indicated that,
despite efficiencies and innovative approaches to delivering
programs to students, ASD predicts that it will be required to
cut additional programs in the future.
8:13:18 AM
NEERYA BRU, High School Senior, East High School, testified that
she joined student government in ninth grade, and in eleventh
grade, joined the SAB (Student Advisory Board). She testified
that she viewed the legislative fly-in as an opportunity to
learn more.
MS. BRU testified that at East High School, the student
population is diverse. She recognized high CTE third session
enrollment, as well as that a majority of CTE students are
participating in the nursing program. She testified ASD is
providing an amazing opportunity that is otherwise not available
in the students' communities.
8:14:32 AM
REPRESENTATIVE ZULKOSKY indicated her excitement regarding the
Yupik language immersion program and noted that Lower Kuskokwim
School District (LKSD) has had a Yupik immersion program since
the 1990s. She asked Ms. Marsett how the ASD and LKSD programs
are different or similar.
8:14:44 AM
MS. MARSETT explained that the ASD Yupik immersion program is a
50/50 program, meaning that students spend half of their day
[immersed] in English, and half of their day is spent [immersed]
in Yupik.
8:15:14 AM
REPRESENTATIVE JOHNSON asked to refer to slide two of the
PowerPoint presentation, specifically to the statistic of 84
percent graduation rate. She asked to what group that statistic
applies: students starting that school year or overall from
freshman year?
8:15:37 AM
MS. MARSETT answered it is 84 percent graduation rate of that
year.
8:15:51 AM
REPRESENTATIVE JOHNSON posed a follow up to clarify whether the
84 percent rate is that of a graduate who would have started
his/her senior year that school year.
MS. MARESTT confirmed this as accurate.
8:16:04 AM
CO-CHAIR STORY specified that there is a standard measurement of
tracking students that should include all four years of high
school.
8:16:17 AM
MS. MARSETT answered that the 84 percent represents a total of
that, following those students.
8:16:32 AM
REPRESENTATIVE HOPKINS indicated that Educators Rising -
"growing our own" - is a very good program and he is pleased to
see the vertical integration and tracking of these students all
the way through their education and post-graduation employment.
REPRESENTATIVE HOPKINS indicated that $19 million in budget
shortfall is a substantial gap to try to close and he
appreciates the efforts of ASD, such as in consolidating schools
and evaluating boundaries; however, he expressed that
eliminating IGNITE and the changes to the health education
program were unfortunate. He indicated that several students
with whom he has met have stressed the importance of health
education, and he asserted that students should receive more
than the "three R's."
8:17:29 AM
REPRESENTATIVE HOPKINS asked Ms. Bru to share what topics her
fellow students have asked her to bring forward on their behalf
to the school board.
8:17:39 AM
MS. BRU answered that at East High School the top concern is
about discipline: out-of-school suspension (OSS) and attendance
rates. She indicated that students are happy with the programs
as outlined in the presentation, and the feedback she receives
pertains more to students who do not want to attend classes.
8:18:11 AM
CO-CHAIR DRUMMOND expressed interest in how ASD was able to
expand preschool and save enough money to create six additional
classrooms and will follow up in a separate meeting with Ms.
Marsett.
8:18:41 AM
CO-CHAIR STORY, referring to slide three, asked Ms. Marsett to
explain the bulleted point "full release internships for
seniors."
8:18:51 AM
MS. MARESTT replied that ASD works with the business community
to provide unpaid internships according to a student's field of
study.
8:19:20 AM
CO-CHAIR STORY asked if those business community members were
part of ASD's community partnerships.
MS. MARSETT indicated she could only answer the question in
part. She went on to say that ASD staff works with over 800
business partners and volunteers to coordinate internships.
8:19:58 AM
REPRESENTATIVE JOHNSON stated that labor negotiations often
revolve around health care. She asked whether ASD has
coordinated with state and local government entities to
potentially pool more employees [resulting in cost savings].
MS. MARSETT noted that ASD exempt employees have Vera Whole
Health that has resulted in a cost savings estimated to be $2
million. She provided examples of health plan specifications
that contributed to the cost savings. She noted that Anchorage
Education Association (AEA) is self-insured and frequently re-
negotiates with ASD.
REPRESENTATIVE JOHNSON noted that ASD is the eighth largest
employer in the state, and it being such a large group, she
asked whether there had been any discussion about pooling other
groups for additional cost savings.
MS. MARSETT indicated that discussions have taken place;
however, since AEA is self-managed, there are limitations to
potentials for pooling for [economies of scale] and ASD has not
pooled with other groups.
8:22:58 AM
DEBBIE CAREY, Board Member, Kenai Peninsula Borough School
District, began her testimony by noting that the Kenai Peninsula
Borough School District (KPBSD) values education and meeting
student needs through quantifiable measures and uses data to
inform decisions while allowing choices that best meet the needs
of students. She explained that KPBSD consists of 42 schools,
made up of small, large, charter, alternative, and homeschool
options. She highlighted two recent recognitions: Tustumena
Elementary School in Kasilof was recognized by the National
Elementary and Secondary Education Act Distinguished Schools
program, and Carlyn Nichols of Seward Middle School was named
Alaska Teacher of the Year by Alaska Society for Technology in
Education as a result of her exceptional integration of
technology, redefining the learning experience of her students.
8:23:57 AM
MS. CAREY explained that KPBSD has based its strategic plan
around "4 R's," explained as: ready, relevant, responsive, and
rigor. She described innovations in achieving goals and
students achieving their lifelong individual learning potentials
through incorporating "student voice" [student cultural informed
teaching] via videoconferencing, and application of technology
that includes videoconferencing for distance learning. She
noted that Nanwalek and Port Graham schools were awarded grants
through ConnectEd Apple Grant which expanded their technological
learning capabilities.
MS. CAREY cited programs such as Upstream Academy, innovation
with drones, industry certifications, Jump Start, concurrent
credits, college dual credits, and CTE. She attributed the
success of these programs to timely and responsive
communication. She acknowledged unique community collaborations
with Project GRAD and Caring for the Kenai. She explained that
KPBSD focuses on the whole student, including mental wellness
and social/emotional goals. She noted that these objectives are
supported by programs such as Project Aware and Sources of
Strength.
8:26:01 AM
KAEGAN KOSKI, Student, Kenai Peninsula Borough School District,
explained the program, Sources of Strength, to the committee,
which is a peer-to-peer support and suicide prevention program.
Mr. Koski also described the BookNook project literacy program
to engage young students who otherwise have demonstrated apathy
towards reading.
MR. KOSKI testified in support of proposed legislation HB 198.
He testified regarding his own observed and his peers' direct
experience with "atrocious acts of harassment." He suggested
that passage of this legislation would improve the educational
experience for all students.
8:27:43 AM
REPRESENTATIVE HOPKINS thanked Mr. Koski and acknowledged the
importance and efficacy of the Sources of Strength program. He
also acknowledged statewide cuts to education and inquired of
KPBSD how it would address its budget shortfall.
8:28:12 AM
MS. CAREY said that the district was once again strategically
tapping savings to offset the approximate $2 million shortfall
and noted that the district would be unable to continue to tap
savings in the future. She added that the district is reaching
out to the communities within the district to assist it in
making plans for potential future budget shortfalls.
8:28:48 AM
CO-CHAIR DRUMMOND asked whether the [Kenai Peninsula] Borough is
contributing the maximum it will allow in terms of local
contribution.
MS. CAREY replied that, for the first time in many years, the
borough will be funding the district up to the cap.
REPRESENTATIVE DRUMMOND acknowledged her delight at Mr. Koski's
presence and testimony before the committee. She explained that
KPBSD is one of five "urban" districts; however, given her
experience of having grown up in New York City, the "urban"
designation seems antithetical; KPBSD is rural and "far flung."
She asked whether all the schools in the district are on the
Kenai Peninsula.
MS. CAREY offered multiple examples of areas with schools not
specifically on the Kenai peninsula: Tyonek, Port Graham,
Nanwalek, and Russian schools at the head of the bay; small
schools such as Hope School in Moose Pass; and several large
high schools such as Kenai Central High School and Soldotna High
School. She also noted Ninilchik, which is a kindergarten
through twelfth grade ("K-12") school. She described that there
exists a variety of combinations of grade levels at discrete
schools, including homeschools.
8:30:38 AM
REPRESENTATIVE ZULKOSKY acknowledged the exceptionalism of the
students who had testified thus far at the hearing, as well as
those she had interacted with individually. She noted that the
Alaska State House is wrapping up budget subcommittee processes.
She asked how KPBSD funds suicide prevention programs, and
whether the district has adequate resources to fund this
important work.
MS. CAREY offered that programs receive grant funds through
Project Aware and Sources of Strength. She expressed hope for
continued funding availability through those grants. She
emphasized the importance of mental wellness particularly at
younger ages, leading to much stronger high school students, and
the district intends to focus on younger students. She
continued naming additional sources of funding for specific
sites, including Ninilchik Traditional Council and "Project
GRAD," which provides a counselor.
8:32:13 AM
REPRESENTATIVE ZULKOSKY suggested that, while Sources of
Strength currently provides the curriculum, the district should
be able to provide that curriculum and would need an increase in
funds and resources to sustain these programs going forward.
MS. CAREY agreed.
8:32:37 AM
CO-CHAIR STORY recalled earlier testimony regarding the use of
drones and asked Ms. Carey to elaborate.
MS. CAREY explained that through the Caring for the Kenai
project, Seward High School built a drone using a 3-D printer
and is working with the City of Seward to map flood zones. She
continued that Ninilchik and possibly Homer have drone programs.
8:34:13 AM
FLORENCE SARREN, Student, Bering Strait School District, first
highlighted the School Climate Connectedness Survey, which
measures student interest in school. She indicated that the
students who have "given up on school" metric has been favorably
in decline. She explained that only 32 percent of students have
not given up, while 68 percent have given up on school. She
emphasized that her school and the district have good programs,
but there is room for improvement.
MS. SARREN testified in strong support of HB 181, "An Act
relating to mental health education." She testified that her
school district suffers the second highest suicide rate in the
nation. She opined that this bill would benefit both the school
and the region. She claimed that the implementation of this
bill would provide healthy coping mechanisms for unhealthy
thoughts among students.
8:36:17 AM
JORDAN SEGUNIK, Student, Shaktoolik High School, Bering Strait
School District, testified that implementation of HB 181 would
directly positively impact himself and his peers to gain skills
to cope with negative feelings. He explained that some - but
not all - members of his community have unhealthy coping
mechanisms and suffer from depression and loss due to suicide.
He suggested that this bill would introduce applicable skills
into his community to help all residents.
8:37:55 AM
CO-CHAIR DRUMMOND asked whether Ms. Sarren wished to add to her
testimony.
MS. SARREN indicated that, in the interest of the committee's
time, she would like to arrange to meet to provide additional
information directly with individual legislators.
CO-CHAIR DRUMMOND agreed to set up meetings later.
8:38:35 AM
KATIE OLIVER, Board Member, Kodiak Island Borough School
District Board of Education, expressed gratitude on behalf of
the Kodiak Island Borough School District (KIBSD) for
legislative support of forward funding of education, as it
provides essential, stable, and predictable funding to meet the
needs of students and improve student outcomes across the state.
Ms. Oliver requested an increase in the base student allocation
inside the foundation formula. She noted that KIBSD serves over
2,400 students within the City of Kodiak and in five smaller
community schools around the archipelago.
MS. OLIVER suggested that excellent work takes place when
quality teachers have a manageable number of students, when
students are challenged, and when they can take advantage of
opportunities to manage to their own individual talents. She
noted that KIBSD, like other districts in Alaska, struggles with
teacher recruitment and retention, and currently over 40 percent
of KIBSD teachers are untenured, meaning that they have been
employed in the district for fewer than four years. She
explained that the district has unfilled positions, as well as
positions filled by itinerant contract staff. She outlined
increasing obstacles to effective recruitment, including being
required to recruit earlier in the school year, the high costs
of recruitment, decreasing local qualified applicants, and
increased costs associated with staff turnover and training.
MS. OLIVER stated that KIBSD is strategizing to solve
recruitment problems, particularly in special education. She
noted that KIBSD has an initiative with the education department
of University of Alaska, Anchorage, Kodiak College in their
education department, in conjunction with community partners to
create a pipeline of talent into the district.
MS. OLIVER testified that KIBSD's approach to "grow your own"
teachers is centered in arts and culture integration as an
approach to teaching and learning. She described the Munartet
Project Grant for dual enrollment credits. She explained that
the district is encouraging education as a career path available
to students. She highlighted that the program is in its fourth
year of existence and that every teacher who has graduated
Kodiak College has been hired by the district. Ms. Oliver
requested continued legislative support of the University of
Alaska to help grow the workforce and to invest in any majors
that will attract teacher workforce to Alaska. She testified
that KIBSD supports legislation for additional funding for pre-
K, and that the district has a strong program that it wishes to
continue. She testified that the district encourages support of
programs for children around four years of age, and that KIBSD
has experienced growth in this demographic.
8:43:19 AM
MS. OLIVER testified that KIBSD has benefited from grant funds
for broadband internet, and it supports any legislative efforts
to increase speeds to the benefit of all KIBSD schools.
8:43:45 AM
JUDY CARSTENS, Board Member, Kodiak Island Borough School
District Board of Education, provided a synopsis of the content
of the AASB legislative fly-in, describing breakout sessions in
which different school board members from across the state met
and discussed issues such as HB 204 and the Alaska Marine
Highway. Ms. Carsten testified that AASB members reached a
clear consensus that the top priority negatively impacting
students is the lack of ferry service. She read a statement
that the AASB coastal community members drafted as public
testimony to the House Education Standing Committee, as follows:
School districts across coastal Alaska rely upon a
strong, reliable marine highway system to connect them
to the rest of the state. The state ferry system
provides a cost-effective and sometimes singular
option of transportation that is necessary for the
transport of students, materials, and food. The
Alaska Marine Highway is an essential transportation
infrastructure of the state.
MS. CARSTEN also brought forward concerns from communities that
the lack of groceries due to reduced or eliminated ferry service
is causing discipline problems among students within the
schools.
8:46:43 AM
REPRESENTATIVE JOHNSON mentioned the Alaska Reads Act [SB 6],
the proposed legislation requested by the governor, and asked
whether KIBSD had read the legislation and could offer testimony
or critique of it.
8:47:08 AM
MS. OLIVER indicated that after preliminary analysis, KIBSD is
excited that the proposed legislation includes support and
opportunities for funding for pre-K. She stated that the
district shares the goals prioritizing literacy ensuring
students' ability to read by the third grade. She testified
that the borough has several questions for clarification on
several areas of the legislation. She cited specific areas of
concern as the reporting requirements burden on districts, the
ranking and prioritization of individual schools, and a question
regarding the extent of local control over the program.
8:48:29 AM
REPRESENTATIVE HOPKINS urged the Cordova City School District
(CCSD) to make sure its individuals' voices or collective
district voice is heard at opportunities for public testimony
regarding SB 6.
8:48:54 AM
CO-CHAIR DRUMMOND recommended that Ms. Carstens submit the
written statement regarding impacts of reduced ferry service to
the House Transportation Standing Committee - of which she is a
member - to inform the committee on additional impacts of the
cuts to services.
8:50:44 AM
DEBRA ADAMS, Teacher, Cordova City School District, stated that
she has been a teacher in Cordova since 1983. She highlighted
one of many major accomplishments of CCSD; it held the
distinction of the only school in Alaska to have received this
year's AP (Advanced Placement) CollegeBoard Honor Roll. She
continued by noting two areas of concern for the district and
students. The first is the tremendous impact of no ferry
service to Cordova. She stated that Cordova is scheduled with
no ferry service from October [2019] to May [2020], and students
are challenged to participate in activities such as sports and
academic competitions, and the community is experiencing
shortages of fresh produce and other groceries. She
acknowledged that the community has rallied to support student
activities; however, it cannot sustainably continue to rally in
future years.
MS. ADAMS continued with the second area of concern, that of
teacher retention in Cordova and throughout the state. She
explained that Alaska provides no incentive to attract and
retain teachers without programs such as defined benefits. She
went on to describe her fear that a colleague, whom she admires
as brilliant, and whom she predicts would contend for award of
Teacher of the Year, has no incentive to stay in the state. She
expressed that not only this specific colleague might probably
leave, but also other talented and devoted colleagues.
8:53:15 AM
MS. ADAMS indicated a correlation between teacher retention and
the success of the community of Cordova. She explained that
when she began teaching, her predecessor had been a teacher in
Cordova for 25 years. She noted that students go on to become
neighbors, local nurses, and city council members. She urged
the committee to consider possibilities that would increase
teacher retention, such as defined benefits.
8:54:11 AM
PETE HOEPHNER, Board Member, Cordova City School District,
stated that he has attended legislative hearings in Juneau for
several years, and the deficit spending, or flat funding, over
the last seven years is "unbelievable" and "inconceivable." He
cited that over the last ten years, the base student allocation
(BSA) has increased by 8.7 percent, and during that same time
period, the Anchorage consumer price index (CPI) has increased
by 27 percent and health insurance costs have increased by 326
percent. Mr. Hoephner drew the analogy that previous cuts have
been "through the muscle" and subsequent cuts have gone "to the
bone and beyond."
MR. HOEPHNER described the current educational environment in
Alaska as one where teachers have no retirement plans, and the
state is losing population. He recalled the testimony of Ms.
Adams, that the children educated in communities in Alaska are
the future citizens and public servants of those communities.
He asked the legislature to consider what it wants the future of
Alaska to look like when weighing its decisions, and he advised
that for growth to occur, education must be funded. He went on
to suggest that the legislature scrutinize appropriated dollars
that fund the actual classroom; of a $15,000 to $18,000 student
allocation, retirement and health care costs may reduce that
amount by $6,000 to $7,000 in the actual classroom. He stated
that classroom dollars are fewer and fewer every year.
8:56:13 AM
REPRESENTATIVE JOHNSON concurred with Mr. Hoephner's
recommendation to scrutinize actual dollars that fund the actual
classroom. She suggested that health care in particular is an
"overwhelming" burden across many sectors. She asked Mr.
Hoephner to provide any suggestions for solutions.
8:57:42 AM
MR. HOEPHNER elucidated that there are several ideas, the first
of which is additional revenue. He stated that education in
Alaska needs stable funding, and the legislature's role in
education is to increase revenues, and his purpose in testifying
as a school board member before the committee is to request
additional funding for education. He indicated that budget cuts
and flat funding have been in place since 2014; kindergarteners
then are now in the eighth grade.
8:58:43 AM
PRESENTATIVE ZULKOSKY agreed with Ms. Adams' testimony regarding
the importance of teacher retention, and the positive impact
teacher retention has on communities. She recalled positive
interactions with teachers that helped to shape her life path.
She asked, in addition to new revenue streams and examining
defined benefits, what other types of support Ms. Adams would
recommend to positively impact teacher retention.
8:59:49 AM
MS. ADAMS answered that she would need additional time to
carefully consider the question, and perhaps a program that
provides financial advisors to teachers might positively impact
teacher retention. She explained that teachers, while they are
trained in their field, are not trained in investing and
retirement planning, and that offering professional expertise in
personal financial management would be valuable.
9:02:28 AM
MR. HOEPHNER commented that he has participated in teacher union
contract negotiations for several years. He suggested that the
current climate of fiscal uncertainty has led to CCSD being
required to take such measures as delaying implementation of
negotiations for up to a year, and - as when the ferry was cut-
it was required to come up with an additional $150,000. He
suggested that current contracts are, in actuality,
incentivizing teachers to leave after five years, due to the
401k program. He indicated that one teacher, Ben Walker, has
left the state. He pointed out that "older teachers" have taken
a cut in pay to contribute to newer teacher retention, but that
under the current program, teacher pay is reduced by $100 per
month - which CCSD matches - and teachers will not see that
money for 20 years. He noted that CCSD was not able to hire a
PE teacher this year.
9:04:20 AM
CO-CHAIR STORY noted that a change to defined benefits for
teachers occurred in 2006 to a defined contribution system. She
stated that teachers in Alaska not only do not have a
supplementary benefits system, they also do not qualify for
Social Security benefits. She pointed out that private industry
offers programs such as 401k in addition to Social Security
Benefits; however, Alaska's schools do not.
9:05:03 AM
REPRESENTATIVE HOPKINS thanked Ms. Adams for her long teaching
career and noted that he still interacts with his former
teachers in his home district. He suggested that the
contribution which funds Public Employees Retirement System
(PERS) and Teacher Retirement System (TRS), when scrutinizing
dollars into the classroom out of the BSA, should be considered
classroom dollars because it is the "feedstock" for the
teachers. He noted that in Fairbanks, teachers negotiated a
403(b) program. He noted that Tier 3 staff are permitted to
cash in their sick leave and deposit that into their retirement
plans. He noted that previous employees were able to cash in
sick leave, and Tier 3 and Tier 4 employees have or will have
lost any unused sick leave at the time of retirement. He stated
that pay and benefits is in fact the incentive to retain
teachers and should be viewed as actual dollars to the
classroom. He commended CCSD for its efforts in teacher
retention through contract negotiations and expressed his hope
that other districts look to CCSD as an example for teacher
retention. He concluded that he hopes that the legislature will
help achieve fiscal stability for education going forward.
9:07:52 AM
RICHARD LEE, Interim Superintendent, Kashunamiut School
District, informed the committee that Kashunamiat School
District is in the process of dealing with some "extreme"
financial issues that have persisted from the past, and is
seeking grants funding and to identify future funding needs. He
noted that one difficulty facing the district is finding
teachers who will stay in the rural communities more than a year
or two. He noted that rural Alaska cannot compete with Lower-48
districts, and, previously, the allure of Alaska included
salaries that were a little bit higher than those in the Lower-
48.
9:10:13 AM
KAY ANDREWS, President, Southwest Region Schools, reiterated
previous witnesses' testimony on teacher retention. She
expressed gratitude to legislators for meeting with school
districts and for working on behalf of the districts. She
indicated that Southwest Region Schools (SRS) intends to review
and provide written comment and position statements on proposed
education legislation. She noted that SRS has concern with the
Alaska Reads Act, particularly the assessment requirements. She
explained that weekly Individualized Education Program (IEP)
assessment is not realistic. She explained that reading
specialists require a mastery, and postulated that at a regional
job fair, one might encounter one single master reading
specialist; and under SB 6, the district would require eight
specialists. She also highlighted concerns about the curriculum
and the impact on existing pre-K programs across the state. She
stated that she is a strong supporter of pre-K programs and
speculated that SB 6 would not be necessary if a robust pre-K
program had been in place statewide. She encouraged the
development of such a program.
9:13:14 AM
MS. ANDREWS continued by noting that, in the unlikely case that
the district was able to recruit and hire the necessary reading
specialists, her community has a critical housing shortage. She
explained that routine maintenance of facilities, which is
compounded by extreme weather, is very costly and unpredictable,
causing difficulty in planning for those costs. She noted that
only 30 percent of students are proficient in reading, which
indicated that seven out of ten students would be required to
report under the proposed legislation. She indicated that other
programs would suffer from the requirements, resulting in
schools becoming reading-only schools. She noted that SRS
teachers are currently managing multiple grade levels, and for
them to become reading specialists is not realistic. She noted
that the shortage of teachers is nationwide. She said she was
encouraged by the dialogue surrounding teacher retention,
particularly the University of Alaska, Anchorage Institute of
Social and Economic Research (ISER) study. She suggested
examining what is being done to retain teachers, such as by
conducting exit interviews of departing staff.
9:17:02 AM
REPRESENTATIVE HOPKINS encouraged Ms. Andrews to take advantage
of opportunities for public testimony on SB 6, whether on behalf
of herself or on behalf of her professional organization. He
asked Ms. Andrews whether SRS conducts exit interviews.
MS. ANDREWS indicated that SRS does conduct them. She
recommended that the exit interview process be examined by
experts to ensure that the proper questions are being asked to
obtain the desired data.
9:18:04 AM
CO-CHAIR DRUMMOND stated that the Alaska Reads Act is large &
complex, and clarified that the intent of SB 6 as implemented
would be universal pre-K. She noted that SB 6 is still in
development in the Senate. She encouraged Ms. Andrews - as
Representative Hopkins suggested - to take advantage of
opportunities for public testimony on SB 6.
CO-CHAIR DRUMMOND asked Ms. Andrews which communities are a part
of her district.
MS. ANDREWS noted that the district includes schools in
Dillingham, Togiak, Twin Hills, New Stoyahok, Manokotak,
Aleknagik, Clark's Point, and Ekwok - communities in the
Dillingham census area.
9:20:10 AM
JOHN ATCHAK, Board Member, Kashunamiut School District, related
a success story wherein approximately 25 years ago, he
encountered a small child and posed a question in his Native
language, "Do you need help?" He reflected on his dismay at the
child not having understood this phrase in his Native language.
He noted that in the time since, more and more children have
become fluent in their Native language as a result of foreign
language immersion programs. There are currently programs in
kindergarten and first, second, and third grades, with two
highly qualified teachers fluent in Yupik. He noted that the
students are "taking it home" and teaching their parents to
understand and speak Yupik.
9:25:10 AM
MR. ATCHAK went on the explain that the immersion programs teach
two ways of thinking, which helps develop students. He noted
that the district is focused on raising test scores and
expanding the immersion program into additional grade levels.
9:26:46 AM
CO-CHAIR DRUMMOND agreed that second language programs for
students are critical to brain development.
9:28:40 AM
ETHAN SUNDOWN, Student, Lower Kuskokwim School District,
recounted the arrest of now-former Bethel school [principal] in
December 2019, by the Federal Bureau of Investigation FBI Child
Exploitation Task Force on serious and heinous charges of child
pornography. He emphasized that HB 181 would help students and
members of the community to deal with the ramifications of this
serious and unexpected behavior from a trusted educator. He
noted that students in Bethel had recently felt a credible
threat of a possible school shooting, and that the memory of the
1997 shooting at Bethel school frightened students enough to
stay home from school. He noted that some parents in Bethel are
still recovering emotionally from the 1997 Bethel school
shooting. He spoke in strong support of HB 181.
9:31:23 AM
MR. SUNDOWN explained that his family is a strong and
emotionally supportive unit. He suggested that not all students
have the support of their families, and that HB 181 - if done
right - would have an amazing impact on the mental health of
students. He encouraged that even people who have the privilege
of a supportive environment would benefit from HB 181 by
learning peer support strategies and mechanisms.
9:32:55 AM
CO-CHAIR DRUMMOND addressed Mr. Sundown to ensure his awareness
that Representative Zulkosky was in seventh grade at the time of
the 1997 school shooting. She noted that the Bethel shooting
happened before the 1999 Columbine High School Massacre. She
noted the exigency to resolve House Finance subcommittee matters
so that the legislature may address legislation such as HB 181.
9:34:28 AM
BART MWAREY, Superintendent, Hydaburg City School District,
shared that he is a second-generation educator and has worked at
several sites around the state. He explained that the Hydaburg
School District is overwhelmed with mental health issues that
teachers and counselors are ill-equipped to handle, and he noted
that technology - cell phones in particular - contributes to the
problems. Mr. Mwarey explained that their district needs
qualified therapists, as many students in Hydaburg and beyond
lack parental support. He stated his support for HB 181.
MR. MWAREY addressed concerns regarding SB 6. He explained that
Hydaburg City School District has recently implemented a
language immersion program and is concerned about testing of
preschoolers enrolled in the program and how progress will be
measured. He also expressed concern with the retention portion
of SB 6. He explained that the community of Hydaburg, including
the tribe, city, corporation, and school, assemble to
collectively make decisions regarding the labor needs in the
community. He went on to explain that this "united front" has
resulted in students actively engaging in hands on, community
service activities including assisting in building housing for
teachers, and many of the students have responded well to this
teaching method. He emphasized that he is hopeful that future
funding will include provisions for local control and expressed
concern that SB 6 is a top-down plan that would present many
challenges to implementation.
9:40:32 AM
REPRESENTATIVE HOPKINS thanked the witness and applauded the
united community in addressing its needs and encouraged Mr.
Mwarey to take advantage of opportunities for public testimony
on SB 6, whether on behalf of himself or on behalf of his
professional organization.
9:41:34 AM
CO-CHAIR STORY opened public testimony.
9:41:46 AM
Patrick Williams, Teacher, Bethel Regional High School, Lower
Kuskokwim School District, introduced himself to the committee
as a teacher, married to a science teacher who was part of the
grow-your-own program in LKSD. He testified that he and other
teachers wish very much to stay in the communities in which they
are teaching; however, the benefits structure encourages
teachers to leave after five years of service. He suggested
that there is a disparity between teachers with better
retirement plans and those who have less-desirable plans. He
described the two as the "haves" and "have-nots." He concluded
that should the district offer a better retirement plan, it
would allow for teachers such as himself, his wife, and other
colleagues to stay in the communities long term, and would
provide for a more meaningful teaching experience.
9:46:36 AM
GREGORY SLATS, Board Member, Kashunamiut School District,
addressed the committee with two concerns facing the district:
teacher shortage and the risks involved in distance learning for
students. He noted that the district has sufficient teacher
aides, and in order to cut costs, the district is considering
eliminating some. He explained that teachers who have worked
for decades in the district are retiring and those positions are
extremely difficult to fill. He noted that distance learning
can be negatively impacted by unstable Internet connections and
a lack of interpersonal interaction between instructors and
students in a virtual classroom environment.
9:49:20 AM
REPRESENTATIVE HOPKINS asked Mr. Slats to confirm that his
district has enough teacher aides, as it is a very unusual
circumstance for districts in Alaska.
MR. SLATS confirmed.
REPRESENTATIVE HOPKINS asked Mr. Slats if his district had
considered any programs to qualify aides working in the district
as teachers.
MR. SLATS indicated that the district is examining available
resources to train aides to become teachers.
9:51:01 AM
WILLIAM SPROTT, Superintendent, Yakutat School District, opened
his testimony by explaining that he left retirement status to
take on the role as superintendent of Yakutat School District
(YSD). He explained that YSD has had persistent financial
difficulties and has sustained cuts to teachers and programs to
try to bring the district to operating within budget. He noted
that this school year, YSD has realized a 25 percent increase in
enrollment, which he attributed to local economic growth. He
reported that math and English language arts proficiency in the
district are at 40 percent or more. Mr. Sprott testified that
YSD's top strategic goal is to increase language arts literacy,
and that the introduction of SB 6 comes at a very opportune time
for the district. He pointed out concerns including the
retention piece of the bill and suggested that this component
should remain under local control. He concluded by encouraging
that funding for local districts accompany the passage of the
bill.
9:54:01 AM
MR. SPROTT continued that YSD has been granted funds for
Internet access and awarded a "huge" grant for technology
upgrades to a computer lab. He indicated that current internet
speeds are too slow to fully support program activities. He
explained that YSD is building infrastructure and awaiting the
increased Internet speeds to deploy use of the new technology.
Mr. Sprott requested any advocacy that the legislature may
provide for Internet infrastructure improvements.
9:54:46 AM
MR. SPROTT suggested that increased literacy leads to increased
graduation rates. He noted that graduation rates have increased
from 66 percent to 74 percent.
9:55:27 AM
REPRESENTATIVE HOPKINS encouraged Mr. Sprott to take advantage
of opportunities for public testimony on the Alaska Reads Act,
whether on behalf of himself or on behalf of his professional
organization.
9:55:45 AM
REPRESENTATIVE HOPKINS asked whether YSD has implemented any
social/emotional learning programs.
9:56:06 AM
MR. SPROTT indicated that, after literacy, the top priority is
social/emotional learning. Mr. Sprott shared that YSD received
a grant that was sufficient to cover the cost of the entire
staff - including paraprofessionals - to attend a certification
program in September [of 2019]. He added that YSD is also using
"early-outs," in-service days, trauma-engaged schools, and
working with the community, with aid from the Steps Grant to
bolster the social/emotional curriculum.
9:57:44 AM
CO-CHAIR DRUMMOND requested explanation of early-outs.
MR. SPROTT indicated that YSD dismisses students one hour early,
one day per week for staff to engage in social/emotional
learning programs and training and take care of other
housekeeping.
CO-CHAIR DRUMMOND asked how many students are enrolled at the
site.
MR. SPROTT answered that total enrollment was 103 as of last
week, and YSD had budgeted for 83 students.
CO-CHAIR DRUMMOND inquired what in the local economy
precipitated the increase in enrollment.
9:58:50 AM
MR. SPROTT indicated that a local logging company and a new
clinic that is under construction have contributed to the
growth. He added that, in light of the new clinic, the district
is working with high schoolers to consider health-related career
paths. He indicated that Yakutat is a unique community, and
that teacher retention is not a problem.
10:00:46 AM
ADJOURNMENT
There being no further business before the committee, the House
Education Standing Committee meeting was adjourned at 10:00 a.m.
| Document Name | Date/Time | Subjects |
|---|---|---|
| 2_8_20 MarsettGood things AASB (3).pdf |
HEDC 2/10/2020 8:00:00 AM |