Legislature(1997 - 1998)
04/08/1998 09:08 AM Senate HES
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* first hearing in first committee of referral
+ teleconferenced
= bill was previously heard/scheduled
+ teleconferenced
= bill was previously heard/scheduled
SB 203 - PHONICS CURRICULUM
SENATOR GREEN moved to adopt CSSB 203(HES), version C, as the
working document of the committee. SENATOR ELLIS objected.
CHAIRMAN WILKEN described the changes made to the committee
substitute, which was the result of incorporating input from
interested parties, as follows. First, the purpose was expanded in
Section 1. Second, the bill now requires, rather than encourages,
school districts to adopt a balanced approach to language arts
instruction that includes intensive systematic phonics. Third,
language was included to clarify that CSSB 203 is part of the
effort to begin preparing students for the high school exit exam.
Fourth, mandatory tests for first graders was eliminated in Section
2, however, students in second and third grades will be tested.
Fifth, language on page 2, line 6, requires testing to occur in the
fall. On line 17, the provision that required schools to use
phonics instruction if 25 percent or more of their students tested
at or below the 25th percentile has been changed and now requires
school districts to establish an alternative program that includes
specific instructional methods for any student who scores below the
25th percentile on the nationally normed test. Language on line 24
requires DOE to compile a list of nationally normed tests.
Finally, language on line 4 requires that a nationally normed test
be used instead of an assessment developed by DOE.
Number 086
SENATOR LEMAN stated language on page 2, line 11, references first
graders, which may no longer be consistent with line 4.
CHAIRMAN WILKEN noted lines 5 and 6 allow a first grader to be
tested if a teacher believes that student may need additional help.
Number 099
SENATOR ELLIS asked if a new fiscal note was submitted for the
committee substitute.
CHAIRMAN WILKEN said no.
SENATOR ELLIS asked that the committee request a new fiscal note
from DOE.
CHAIRMAN WILKEN agreed.
SENATOR ELLIS maintained that if a revised fiscal note is not
requested, he would have to consider this bill an unfunded mandate
because of the new requirements.
SENATOR ELLIS withdrew his objection to adopt CSSB 203(HES),
version C.
Number 123
MEL KROGSENG, staff to Senator Taylor, sponsor of SSSB 203,
reported that Senator Taylor reviewed the proposed committee
substitute and he concurs with the changes. Also, Senator Taylor
wanted the committee to know he appreciates the time it has spent
on this piece of legislation.
SENATOR LEMAN moved to report CSSB 203(HES) out of committee and
then withdrew his attempt to move the legislation in order to hear
testimony by teleconference.
Number 140
CHAIRMAN WILKEN took teleconference testimony.
COMMISSIONER SHIRLEY HOLLOWAY, Department of Education, stated she
applauds the goal of CSSB 203, to ensure that all students leave
the third grade as independent readers, but she again asked
legislators to look at a comprehensive assessment plan. DOE
believes such a plan is critical to provide the right building
blocks for student success throughout the K-12 program. An entry
and exit exam will not be adequate, especially if those exams
consist of only one type of test. School districts need to use
multiple kinds of assessments tied to what we want children to know
and be able to do, and to test what is taught. Norm referenced
tests are already given in Alaskan schools, in grades 4, 8, and 11,
and students complete a writing assessment in grades 5, 7, and 10.
DOE has been advocating, in terms of a comprehensive assessment, to
keep the existing assessments and add a developmental profile when
a student enters school at the age of five or six. The
developmental profile would be done with the parent, and would look
at a child's physical, social, intellectual, and emotional
development to design a program based on the strengths and
weaknesses that each child brings to the school system. DOE has
also been advocating benchmark testing based on the standards for
ages 5-7, 8-10, 11-12, and then the qualifying high school exam.
Norm referenced tests are the least valued by teachers in our
school system because those tests are not tied to what is being
taught. DR. HOLLOWAY again asked legislators to reconsider tying
the assessments to the standards because it is inconsistent to
expect high school students to be successful on a qualifying high
exam based on state standards when they entered the system being
tested using a norm referenced test with nothing in between. She
asked legislators to consider designing a law that requires testing
at specific intervals, against academic standards in the areas of
math, reading, and writing, and that intervention programs be
required for all children. Nationally normed tests are built on a
bell-shaped curve and are designed so that 25 percent of students
score in the top and bottom quartiles. Testing should be done at
primary, intermediate, middle school and the high school levels,
and students' literacy skills need to be tracked throughout the
public school experience. Testing is a critical aspect of a sound
educational system, however testing is a waste of money unless the
results are used to fix the problems they discover.
Number 213
SENATOR GREEN asked Commissioner Holloway whether 90 percent of
students could score in the bottom quartile of a nationally normed
test if they were unprepared for the test.
COMMISSIONER HOLLOWAY said the test is designed with the
expectation that 50 percent of students will score above, and 50
percent will score below, the middle, and a good test sample will
have 25 percent at either end. Commissioner Holloway said DOE
wants all students to reach an independent reading level at the
third grade level, and DOE knows the skills that must be learned to
do that. Those skills should be the standards that students are
tested against so that the tests drive instruction on a consistent
basis, not only in the fall using one norm-referenced test.
CHAIRMAN WILKEN remarked the committee wants schools to be able to
find out whether a first, second, or third grader can read a book.
He commented he does not approve of using a test that sets up 25
percent of students to fail it and automatically fall into a new
system set up by the Legislature. The committee wants some sort of
a benchmark used to determine whether a child can read "Dick and
Jane." He stated the purpose of the test would simply be to learn
whether a child is entering school with basic reading skills. He
maintained this issue is being described as much more difficult
than it is.
COMMISSIONER HOLLOWAY stated it is her understanding that norm
referenced tests are just that, norm referenced so that they test
the normal distribution of children. She maintained a developmental
profile would determine both expressive and receptive language
development on day one so that the school system could begin
working with that child to address his/her needs. If children
enter school with a small vocabulary and a low comprehension rate
in terms of their basic language skills, they are already set up to
have problems. Steps need to be taken in kindergarten to enrich
and enhance the language development of those students. Formalized
assessment can take place down the road to be used as benchmarks.
SENATOR ELLIS asked if the term "reading comprehension strategies"
in line 2 of the title, is another phrase for the whole language
approach to reading instruction. Also, SENATOR ELLIS stated page
2, line 18, contains a reference to "a governing body." He asked
why that phrase was used instead of local school boards, or the
state school board, and who will decide which governing body shall
be used.
SENATOR GREEN replied reading comprehension has to do with the
ability to read and get meaning from what was read; to answer
questions and discuss the idea of the reading material, versus
being able to identify words, letter groups, or sound out words via
phonetic instruction.
SENATOR ELLIS commented the title refers to "phonemic awareness,"
which sounds like a phrase describing the phonics approach to
reading instruction, and "reading comprehension strategies," which
sounds like a phrase to describe the whole language approach. He
asked if the sponsor has combined the two approaches in the titleto
provide for a balanced approach.
SENATOR GREEN explained "reading comprehension strategies" does not
necessarily describe the whole language approach; it is the goal of
any form of language instruction.
SENATOR ELLIS asked whether phonemic awareness is the same as
phonics.
SENATOR GREEN stated many reading instruction approaches are
phonics-based which means students learn to put words together by
learning the sounds of the letters.
SENATOR ELLIS asked if the title of the bill then excludes whole
language as an instruction method.
SENATOR GREEN answered it does not because word attack skills,
spelling, vocabulary, use of decodable text, and reading
comprehension strategies would be used in whole language
instruction as well.
Number 325
SENATOR ELLIS remarked his concern is that a balanced approach be
used, and that no one method be excluded. He again asked for
clarification of the governing body term.
CHAIRMAN WILKEN replied that is the Legal Services term for school
board.
SENATOR ELLIS asked if it is the local school board rather than the
state school board.
CHAIRMAN WILKEN clarified it is the local school board.
There being no further discussion on the bill, SENATOR LEMAN moved
to report CSSB 203(HES) from committee with individual
recommendations with a request for a revised fiscal note from DOE.
Number 338
SENATOR ELLIS objected because no accurate fiscal note was
available.
BARBARA THOMPSON, Director of Teaching and Learning Support, DOE,
commented the fiscal note submitted was based on the last version
of the bill. She noted she received a copy of the new committee
substitute late yesterday afternoon and did not have time to
prepare a new fiscal note. The new committee substitute does
contain provisions that will impact the cost.
SENATOR ELLIS maintained his objection. The motion to pass CSSB
203 from committee carried with Senators Green, Leman, Ward, and
Leman voting for the motion, and Senator Ellis against. CHAIRMAN
WILKEN announced the motion to pass CSSB 203, with a revised fiscal
note, to its next committee of referral, carried.
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