03/17/2010 08:00 AM House EDUCATION
| Audio | Topic |
|---|---|
| Start | |
| Confirmation Hearing(s) | |
| Professional Teaching Practices Commission | |
| HB206 | |
| Adjourn |
+ teleconferenced
= bill was previously heard/scheduled
| + | TELECONFERENCED | ||
| += | HB 206 | TELECONFERENCED | |
| + | TELECONFERENCED |
ALASKA STATE LEGISLATURE
HOUSE EDUCATION STANDING COMMITTEE
March 17, 2010
8:04 a.m.
MEMBERS PRESENT
Representative Paul Seaton, Chair
Representative Cathy Engstrom Munoz, Vice Chair
Representative Bryce Edgmon
Representative Wes Keller
Representative Peggy Wilson
Representative Robert L. "Bob" Buch
Representative Berta Gardner
MEMBERS ABSENT
All members present
COMMITTEE CALENDAR
CONFIRMATION HEARING(S)
Professional Teaching Practices Commission
Eric Fry - Juneau
Michael Husa - Bethel
Jeffrey Hebard - Fairbanks
- CONFIRMATION(S) ADVANCED
HOUSE BILL NO. 206
"An Act establishing a career assessment requirement in public
schools; and relating to postsecondary courses for secondary
school students."
- HEARD & HELD
PREVIOUS COMMITTEE ACTION
BILL: HB 206
SHORT TITLE: HIGH SCHOOL ASSESSM'T/POSTSECONDARY CLASS
SPONSOR(s): EDUCATION
03/25/09 (H) READ THE FIRST TIME - REFERRALS
03/25/09 (H) EDC, FIN
03/27/09 (H) EDC AT 8:00 AM CAPITOL 106
03/27/09 (H) Heard & Held
03/27/09 (H) MINUTE(EDC)
04/03/09 (H) EDC AT 8:00 AM CAPITOL 106
04/03/09 (H) Heard & Held
04/03/09 (H) MINUTE(EDC)
04/15/09 (H) EDC AT 8:00 AM CAPITOL 106
04/15/09 (H) Heard & Held
04/15/09 (H) MINUTE(EDC)
01/20/10 (H) EDC AT 8:00 AM CAPITOL 106
01/20/10 (H) Heard & Held
01/20/10 (H) MINUTE(EDC)
02/01/10 (H) EDC AT 8:00 AM CAPITOL 106
02/01/10 (H) Scheduled But Not Heard
02/05/10 (H) EDC AT 8:00 AM CAPITOL 106
02/05/10 (H) Heard & Held
02/05/10 (H) MINUTE(EDC)
02/10/10 (H) EDC AT 8:00 AM CAPITOL 106
02/10/10 (H) Heard & Held
02/10/10 (H) MINUTE(EDC)
02/12/10 (H) EDC AT 8:00 AM CAPITOL 106
02/12/10 (H) Scheduled But Not Heard
02/15/10 (H) EDC AT 8:00 AM CAPITOL 106
02/15/10 (H) Heard & Held
02/15/10 (H) MINUTE(EDC)
02/19/10 (H) EDC AT 8:00 AM CAPITOL 106
02/19/10 (H) Heard & Held
02/19/10 (H) MINUTE(EDC)
02/22/10 (H) EDC AT 8:00 AM CAPITOL 106
02/22/10 (H) Scheduled But Not Heard
03/01/10 (H) EDC AT 8:00 AM CAPITOL 106
03/01/10 (H) Heard & Held
03/01/10 (H) MINUTE(EDC)
03/08/10 (H) EDC AT 8:00 AM CAPITOL 106
03/08/10 (H) Scheduled But Not Heard
03/17/10 (H) EDC AT 8:00 AM CAPITOL 106
WITNESS REGISTER
ERIC FRY, Appointee
Professional Teaching Practices Commission
Juneau, Alaska
POSITION STATEMENT: Testified as appointee to the Professional
Teaching Practices Commission.
MICHAEL HUSA, Appointee
Professional Teaching Practices Commission
Bethel, Alaska,
POSITION STATEMENT: Testified as appointee to the Professional
Teaching Practices Commission.
JEFFREY HEBARD, Appointee
Professional Teaching Practices Commission
Fairbanks, Alaska
POSITION STATEMENT: Testified as appointee to the Professional
Teaching Practices Commission.
EDDY JEANS, Director
School Finance and Facilities Section
Department of Education and Early Development (EED)
Juneau, Alaska
POSITION STATEMENT: Answered questions during the hearing on HB
206.
ACTION NARRATIVE
8:04:33 AM
CHAIR PAUL SEATON called the House Education Standing Committee
meeting to order at 8:04 a.m. Present at the call to order were
Representatives Seaton, Peggy Wilson, Munoz, Gardner, Buch,
Keller, and Edgmon.
8:04:45 AM
^CONFIRMATION HEARING(S)
^Professional Teaching Practices Commission
8:04:55 AM
CHAIR SEATON announced that the committee would first consider
the appointment of Eric Fry to the Professional Teaching
Practices Commission.
8:05:27 AM
ERIC FRY, Appointee to the Professional Teaching Practices
Commission, informed the committee he was a writer and the
Public Information Officer for the Department of Education and
Early Development (EED). Mr. Fry indicated that he was not an
educator, but was requested by the commissioner of EED to serve
on the commission representing the department. As the
department represents the general public, he opined it was
appropriate to have a non-educator on the commission. Further,
he said he would provide the perspective of a parent of children
in the public school system, and has "a personal stake in
wanting an ethical teaching core." Mr. Fry recalled his prior
experience as a reporter that required him to grasp complex
issues and ask meaningful questions. He said he supported the
state's ethics rules that insist teachers create a school
atmosphere free of intimidation and harassment.
8:07:16 AM
REPRESENTATIVE BUCH asked for information on members of the
commission.
8:07:35 AM
MR. FRY said the commission is largely composed of teachers and
representatives of the National Education Association (NEA). In
further response to Representative Buch, he said he was unsure
how many members served on the commission.
8:08:13 AM
CHAIR SEATON recommended that the appointee review the
University of Alaska (UA) report to the legislature analyzing
teacher preparation and ethical complaints.
8:09:28 AM
REPRESENTATIVE P. WILSON asked for Mr. Fry's responsibilities as
a public information officer.
MR. FRY stated he answers questions from the public,
researchers, and interest groups, prepares news releases and
other written documents, prepares speeches and white papers, and
produces a weekly information report.
8:10:31 AM
REPRESENTATIVE MUNOZ offered her support for the appointee,
citing his past work as fair, well-balanced, and professional.
8:10:55 AM
REPRESENTATIVE KELLER stated his support.
8:11:03 AM
CHAIR SEATON recalled the primary function of the commission is
to investigate and hear ethical complaints against teachers. He
encouraged the appointee to forward to the committee, through
the commissioner, items of policy that may need legislative
support. Chair Seaton expressed his appreciation of Mr. Fry's
willingness to serve.
8:12:47 AM
MICHAEL HUSA, Appointee to the Professional Teaching Practices
Commission, informed the committee that he has taught in the
Lower Kuskokwim School District for 19 years, serves on the NEA
board of directors, and has served on the commission for the
past three years. He explained that the role of the commission
is one of oversight of teacher certification and the ethical
applications of teachers and administrators. He expressed his
support for teacher and administrator professional oversight
within certifications, and of sanctions recommended by the
commission when appropriate.
8:13:56 AM
REPRESENTATIVE MUNOZ asked for a description of the process of
bringing an ethical complaint to the commission.
MR. HUSA explained that complaints are most often filed by other
educators or the district, but parents also have the right to
file a complaint. Local districts usually deal with complaints
first; however, egregious complaints can come directly to the
commission. Complaints are also filed by police officers, the
Office of Children's Services, Department of Health and Social
Services (DHSS), and students.
8:15:21 AM
CHAIR SEATON restated his recommendation that the commission
review, and comment on, the UA report on teacher preparation.
8:16:46 AM
JEFFREY HEBARD, Appointee to the Professional Teaching Practices
Commission, informed the committee he was a 20-year teacher in
Fairbanks, and has also been on the commission for four years.
Mr. Hebard said serving on the commission was a rewarding
experience as the commission works to uphold and enforce the
standards and ethics of the teaching profession. Furthermore,
his service on the commission is an opportunity to volunteer his
time to the profession, the state, and the children of Alaska.
CHAIR SEATON asked for the number of complaints heard by the
commission each year.
8:17:54 AM
MR. HEBARD estimated 100 complaints are initially investigated
by staff and reported to the commission. Many are dealt with at
the local level; if not, the commission hears the complaint and
there may be a voluntary surrender of the teaching certificate
and sanctions.
8:18:44 AM
CHAIR SEATON asked whether the report is made public, or is
treated in a confidential manner.
MR. HEBARD acknowledged there is a "balancing act between
confidentiality and then public record." Nevertheless, a
sanction becomes part of the public record; in fact, a quarterly
newsletter published by the commission discloses sanctions, be
they revocations, suspensions, or reprimands.
8:20:00 AM
CHAIR SEATON again encouraged the appointee's review of the UA
report on teacher preparation and solicited comment from the
commission, particularly if there is legislation that may be
helpful.
8:21:09 AM
REPRESENTATIVE BUCH asked for the number of people who have been
sanctioned during the appointee's term on the commission.
MR. HEBARD pointed out that a formal reprimand from the
commission is considered a sanction, as is a voluntary
surrender, a suspension of certificate, or a revocation of
certificate, and estimated fifteen to twenty people per year
garner sanctions. He deferred to the executive director for the
exact numbers. In response to a previous inquiry, Mr. Hebard
advised that the nine-member commission meets three times per
year and is composed of five teachers, one principal, one
superintendent, one representative from EED, and one
representative from higher education.
8:23:36 AM
REPRESENTATIVE MUNOZ made a motion that the House Education
Standing Committee, having reviewed the qualifications of Eric
Fry, Michael Husa, and Jeffrey Hebard for the Professional
Teaching Practices Commission, advance the names to a joint
session.
8:23:58 AM
CHAIR SEATON asked whether there were any objections to the
motion. There being none, the names were advanced from the
House Education Standing Committee.
8:24:22 AM
The committee took an at-ease from 8:24 a.m. to 8:29 a.m.
8:29:22 AM
HB 206-HIGH SCHOOL ASSESSM'T/POSTSECONDARY CLASS
8:29:23 AM
CHAIR SEATON announced that the final order of business would be
HOUSE BILL NO. 206, "An Act establishing a career assessment
requirement in public schools; and relating to postsecondary
courses for secondary school students."
[Although not formally stated, HB 206, 26-LS0765\S, Mischel,
4/22/09 was before the committee.]
8:30:07 AM
CHAIR SEATON divided HB 206 into three purposes: (1) WorkKeys
as a career preparedness assessment; (2) secondary student
enrollment in postsecondary institutions; (3) modifications in
school district student count periods. He advised that the
three separate issues would be discussed individually in order
to determine the merits of each.
8:32:16 AM
REPRESENTATIVE GARDNER referred to the third issue and stated
that after her review of testimony and data, modifications of
the count period "missed our mark." The evidence that school
districts can control the ebb and flow of enrollment is
anecdotal and she said she was not prepared to continue with
this segment of the bill.
8:34:04 AM
REPRESENTATIVE P. WILSON agreed with Representative Gardner.
She reviewed the various reasons that school counts fluctuate,
all of which have nothing to do with what might have been
considered a "push-out" problem at one time, and urged the
committee to drop that aspect of the bill.
8:35:51 AM
REPRESENTATIVE MUNOZ strongly disagreed with expanding the count
period due to the resulting burden on school staff and the
unintended consequences to smaller schools.
8:36:28 AM
REPRESENTATIVE EDGMON joined the chorus in support of
eliminating this section of the bill.
8:37:14 AM
CHAIR SEATON agreed that this section of the bill was best
deleted; nevertheless, concerns remain about the loss of
students throughout the school year. In fact, keeping kids in
school is a topic that school districts must identify with the
support of legislative policy.
8:39:43 AM
REPRESENTATIVE BUCH echoed the thoughts of the committee, and
added that many districts have seen improvement in this area,
which is encouraging. However, the proposed legislation does
not enhance the effort.
8:40:49 AM
CHAIR SEATON recalled the various student count modifications
that the committee considered, and stressed that the discussions
have merited significant attention from school administrations,
which has elevated attention to the problem.
8:41:55 AM
REPRESENTATIVE P. WILSON pointed out one valuable aspect that
arose during discussions about the student count period. She
reminded the committee that school districts would benefit from
using data from the previous year for funding, rather than
waiting for the student count in October.
8:44:13 AM
CHAIR SEATON elaborated on the benefits and drawbacks of the
aforementioned funding concept.
8:46:12 AM
CHAIR SEATON moved to adopt Conceptual Amendment 2 that deleted
Sec. 2 through Sec. 6 of the bill, and deleted "and relating to
student counts for school funding purposes." from the title of
the bill.
8:47:22 AM
REPRESENTATIVE GARDNER objected for the purpose of discussion
and noted Representative Wilson's comments addressed Sec. 3.
Representative Gardner then removed her objection.
8:47:59 AM
There being no further objection, Conceptual Amendment 2 was
adopted.
8:48:53 AM
CHAIR SEATON directed attention to Section 1, page 1, lines 5-
14, through page 2, lines 1-14, that required the use of
WorkKeys as a career preparedness assessment, and that the
highest levels of the assessments would be included on each high
school student's transcript. The assessments would serve to
inform the employment community of a graduate's skills and would
provide incentives for student achievement during the senior
year of high school.
8:50:47 AM
REPRESENTATIVE MUNOZ questioned whether WorkKeys was
administered in 10th grade.
CHAIR SEATON affirmed that WorkKeys will be required this year
for all 11th grade students. However, the bill would require a
senior's highest WorkKeys score to be incorporated into his/her
high school transcript.
REPRESENTATIVE MUNOZ surmised the bill would require the test to
be administered a second time.
8:51:53 AM
CHAIR SEATON deferred the question to Eddy Jeans representing
the Department of Education and Early Development (EDD).
8:52:08 AM
EDDY JEANS, Director, School Finance and Facilities Section,
Department of Education and Early Development (EED), in response
to Chair Seaton, advised that the current requirement calls for
the WorkKeys assessment to be administered in 11th grade.
REPRESENTATIVE MUNOZ restated her question.
MR. JEANS said HB 206 would require that all districts provide
the assessment to students in 12th grade; however, the State
Board of Education & Early Development would reevaluate its
decision to require the assessment in 11th grade.
8:53:39 AM
REPRESENTATIVE P. WILSON opined the assessment is of more value
when given earlier, before 11th or 12th grade, in order to help
students plan an educational course, although if given in 12th
grade, a future employer could see what a student has
accomplished.
8:55:07 AM
REPRESENTATIVE BUCH asked for the impact on the department if
assessments were required by regulation in 11th grade, and by
statute in 12th grade.
MR. JEANS observed with the passage of the proposed bill, the
assessment would be required in 12th grade and he was unsure
what the state board's position would be on the 11th grade
assessment. In response to Representative Wilson, he said a
program aligned with WorkKeys, the Worldwide Interactive Network
(WIN) courseware assessment, is required in 8th grade, and
exposes students to a similar assessment process. Although the
state board may eliminate the 11th grade assessment in response
to the proposed legislation, the system is in place to expose
students to assessments so they can take additional coursework
to improve their skills.
8:56:58 AM
CHAIR SEATON referred to Section 1, page 2, lines 8-12 which
read [original punctuation provided]:
(3) provide a report to each student on the results of
the student's assessment, based on nationally
recognized criteria for evaluation a student's
preparedness to make the transition to work or
college; and
(4) provide to the Alaska Commission on Postsecondary
Education information needed to determine a student's
eligibility for financial assistance.
CHAIR SEATON noted that the above language establishes a
meaningful assessment "for those 70 percent of students in our
schools that are not going to college." In fact, student
assessment is of vital state interest to prepare students for
career readiness, and to make the high school diploma and
transcript meaningful to employers. Although that was the
intention of the high school exit exam, an assessment more
completely shows a student's level of accomplishment. He noted
that the WorkKeys program was not specified in the bill, thus
allowing the state board to choose the assessment required by
the legislation.
9:00:03 AM
REPRESENTATIVE EDGMON agreed with Representative Wilson's
comment that providing the assessment in 11th grade would be
more beneficial to the student. However, indications are the
earlier assessment would be eliminated if the bill requiring the
assessment in 12th grade becomes law. He reminded the committee
of the high standards set by the Governor's Performance
Scholarship (GPS) program, and other ongoing efforts towards
education reform, and opined delaying the assessment to 12th
grade does not "serve our purpose in asking students to achieve
... more."
9:01:58 AM
REPRESENTATIVE P. WILSON asked whether the WIN program was
similar to WorkKeys.
MR. JEANS said yes, and added that the two programs are aligned
and test similar abilities. However, at the conclusion of
WorkKeys, a student's skill levels are indicated on a nationally
recognized certificate.
9:02:51 AM
REPRESENTATIVE P. WILSON asked whether all schools provide the
WIN test in 8th grade, and if the results are available to the
student in later years.
MR. JEANS stated that all schools are required to provide the
WIN assessment in the 8th grade. The assessments are used
immediately to guide students to careers, and to improve the
skills necessary for those who have chosen careers. Existing
regulations have already established an assessment process; the
proposed legislation moves the final assessment to 12th grade
and requires the department to incorporate the results on high
school transcripts.
REPRESENTATIVE P. WILSON restated her question about whether
students can review the assessments for self improvement.
MR. JEANS said he would confirm whether assessments are kept
with permanent records and the regulations concerning student
access to his/her records. He assured the committee school
district staff are trained to engage the students in the
assessment process early-on.
9:06:46 AM
REPRESENTATIVE EDGMON asked whether the WIN assessment would be
helpful to a student interested in qualifying for a GPS.
MR. JEANS said absolutely. In fact, the proposed GPS
legislation refers to career assessment and the WIN scores would
expose "their areas of weakness, that they would need to work
on."
9:07:34 AM
REPRESENTATIVE MUNOZ urged the committee to work more closely
with the state board in order to avoid the duplication of
efforts and requirements, and to maximize opportunities in
coordination with the GPS program. She said, "I kind of feel
like we're getting ahead of ourselves with this provision ...
I'm a little bit uncomfortable with where we're going here."
9:08:30 AM
CHAIR SEATON reminded the committee the reason the proposed bill
called for the assessment in the 12th grade, and its inclusion
in transcripts was so students would have impetus for continuous
improvement through their senior year.
9:09:41 AM
REPRESENTATIVE GARDNER agreed and recalled discussion
recognizing that the high school graduation qualifying exam does
not serve its purpose and has an unintended adverse consequence
for some students. She advised having the final assessment in
12th grade make sense because the 8th grade assessment enables a
student to make general plans toward higher education, with the
assistance of school staff. Representative Gardner then
directed attention to page 2, line [1], and read [original
punctuation provided]:
(c) Subject to the availability of appropriations, the
department shall
(1) obtain a license that enables school
districts to administer the assessment described in
(b) of this section with no charge assessed to the
district by the vendor of the assessment;
REPRESENTATIVE GARDNER surmised students are allowed to take the
assessment multiple times, with the culmination in 12th grade.
9:11:41 AM
MR. JEANS confirmed that students can take WorkKeys many times,
but the department encourages students to repeat the WIN
assessment as it is cheaper.
9:12:09 AM
REPRESENTATIVE GARDNER, addressing an earlier statement,
clarified that the legislature sets state policy for education,
and the state board implements that policy, thus, the committee
can "do what we think is right."
9:12:34 AM
REPRESENTATIVE BUCH related a personal experience regarding
students and their senior year at high school. He stressed the
importance of a focus as an incentive for a student's final
year. He expressed support for the initial intent of the
provision in the bill, and the incentives in place throughout
school years, but "there has to be a way, where ... we create a
doorway that they have to go through."
9:14:55 AM
REPRESENTATIVE P. WILSON restated the importance of having the
WIN assessment in students' records and available to teachers
from 8th grade on. Further, in order for the final 12th grade
assessments to be useful, prospective employers will need to be
aware of the assessments and the meaning of the certificates.
The value of the assessments depends on the school's continuing
use of the results to guide and support a student toward an
education goal.
MR. JEANS reviewed the regulations and stated that the WIN
assessment is given in the 6th and 8th grades, and can be taken
as often as desired.
9:18:40 AM
REPRESENTATIVE EDGMON maintained his objection to adopting this
section of the bill as he was unprepared to "supersede the
judgment of the department and the board of education at this
point." In addition, he expressed his concerns about the fiscal
implications of the proposed legislation that require the
department to obtain financing each year for programs lacking a
clear-cut vision.
9:20:29 AM
CHAIR SEATON referred to the proposed GPS legislation and
pointed out that the educational requirements of that program
are voluntary and optional on the part of the student. However,
HB 206 attempts to establish in state policy a requirement for
assessment. Furthermore, the technical track provides for no
discrimination above a 2.5 grade point average (GPA), therefore,
performance above that is only tied to the WorkKeys certificate
in the transcript. Chair Seaton remarked:
If we want to say that there is going to be
significance to the high school diploma, and there's a
way in which we can look at, in the future, saying
that the high school qualifying exam is really a
duplicate of something that is more directly addressed
with this assessment, I think that we need to have
some assessment, because otherwise we're just removing
any assessment for the high school diploma.
REPRESENTATIVE GARDNER agreed. She added that providing the
WorkKeys assessment on a graduate's transcript for the benefit
of a future employer does not have the "high stakes" of the high
school qualifying exam, which denies high school graduation to
those who do not pass.
CHAIR SEATON acknowledged that the assessment and the exam are
not equal; nevertheless, the assessment would provide a tool to
evaluate the meaning of a diploma that the employment community
can interpret.
9:24:35 AM
REPRESENTATIVE EDGMON moved to adopt Amendment 3 which read:
Delete
Page 1, lines 5-14, through page 2, lines 1-14
REPRESENTATIVE GARDNER objected.
A roll call vote was taken. Representatives Munoz, Edgmon, and
Keller voted in favor of Amendment 3. Representatives Buch,
Gardner, Wilson, and Seaton voted against it. Therefore,
Amendment 3 failed by a vote of 3-4.
CHAIR SEATON called attention to page 2, lines 15-26, related to
secondary student enrollment in postsecondary institutions for
students who have passed the high school exit exam. He referred
to a memo in the committee packet from Legal and Research
Services, Legislative Affairs Agency, dated 3/3/10, and
explained that the memo was in response to the question of
whether the bill affects the teacher contract of a teacher who
is voluntarily teaching a dual credit course. The response was
that the bill does not appear to affect payments made to public
high school teachers, but school districts may have specific
contract conditions.
9:28:36 AM
REPRESENTATIVE P. WILSON moved to adopt Conceptual Amendment 4,
that would change the title of the bill and add a new section to
repeal the high school exit exam.
CHAIR SEATON asked Representative Wilson to withdraw her motion.
REPRESENTATIVE P. WILSON withdrew Conceptual Amendment 4.
9:29:37 AM
CHAIR SEATON called attention to a chart in the committee packet
titled, "2010 College Credit Inquiry," dated 2/26/10, and asked
the department for an explanation thereof.
MR. JEANS explained that EED surveyed school districts to
establish which are currently offering dual credits. Listed
were five small and remote school districts that do not offer
dual credit or university level courses: Aleutian Region;
Chatham; Kake; Tanana; Yakutat. The chart also indicated who
pays for the credits offered and whether there is a reduced or
negotiated rate.
9:30:43 AM
REPRESENTATIVE GARDNER offered Conceptual Amendment 5 which
read:
Delete
Page 2, lines 24-26
REPRESENTATIVE GARDNER explained that the language regarding the
fees for postsecondary courses was confusing. Furthermore, the
aforementioned chart indicated that 70 percent of the districts
that offer dual credit courses pay all or part of the fee, and
57 percent have negotiated rates for credits. She opined the
legislature does not have to require school districts to pay the
fees, as they already do so.
9:32:04 AM
REPRESENTATIVE GARDNER, at the request of Chair Seaton, withdrew
Conceptual Amendment 5.
REPRESENTATIVE KELLER suggested the removal of the entire
section related to enrollment in postsecondary institutions, as
the section is totally unnecessary.
CHAIR SEATON agreed.
9:33:17 AM
REPRESENTATIVE MUNOZ opined placing a requirement for the fees
in statute may require the state to cover the cost of the
courses.
CHAIR SEATON disagreed.
9:34:21 AM
REPRESENTATIVE P. WILSON moved to adopt Conceptual Amendment 6
which read:
Delete
Page 2, lines 15-26
9:34:47 AM
There being no objection, Conceptual Amendment 6 was adopted.
9:35:35 AM
REPRESENTATIVE EDGMON referred back to Section 1, and asked for
comment from EED on the fiscal implication of this section.
MR. JEANS advised that a fiscal note attached to the bill would
be zero, because the actions required by the section are already
required by department regulation.
9:36:50 AM
REPRESENTATIVE EDGMON surmised the 11th grade assessment would
be eliminated.
MR. JEANS agreed, and explained that the WorkKeys assessment
would be administered once per student. In further response to
Representative Edgmon, he said, "Actually, this section of
legislation almost mirrors our regulation, with the exception
it's at 12th grade, instead of 11th."
9:37:20 AM
REPRESENTATIVE EDGMON questioned whether the state board would
favor scheduling the assessment during 11th or 12th grade.
MR. JEANS maintained his belief that, with the passage of this
bill, the department would recommend dropping the 11th grade
WorkKeys assessment.
9:38:34 AM
REPRESENTATIVE EDGMON asked for the state board's reason to
assess in 11th, rather than 12th grade.
MR. JEANS advised that the regulation allows for a student to
retake the exam, increase his/her scores, and have the new
scores placed on his/her transcript.
9:39:23 AM
REPRESENTATIVE EDGMON maintained his objection to moving the
assessment to the 12th grade, although he expressed interest in
hearing additional testimony in support of the change.
REPRESENTATIVE KELLER concurred.
9:40:34 AM
REPRESENTATIVE BUCH asked whether the legislation prevents a
student from taking the WorkKeys assessment prior to 12th grade.
MR. JEANS said no; however, the department would encourage a
student to take the WIN assessment as it is less expensive to
administer, and provides the same information. In further
response to Representative Buch, he confirmed that the
significant difference between WorkKeys and WIN is the issuance
of the WorkKeys certificate and the entry of scores in
transcripts.
9:42:21 AM
CHAIR SEATON asked whether a prospective employer would be
provided with access to a student's records or to his/her
transcripts.
MR. JEANS said he was unsure and would provide that information
to the committee.
9:43:01 AM
REPRESENTATIVE BUCH noted employers review high school
transcripts and general education development (GED)
certificates.
CHAIR SEATON indicated that the department would clarify this
and other issues.
9:45:14 AM
REPRESENTATIVE P. WILSON moved Conceptual Amendment 7 that would
change the title of the bill, and add a new section to remove
the high school exit exam.
9:45:49 AM
CHAIR SEATON objected for the purpose of discussion.
REPRESENTATIVE P. WILSON reminded the committee of its efforts
to promote policy that keeps kids in school until graduation,
especially for those interested in the military because a
diploma is required. However, the committee has heard testimony
that if a student cannot pass the exam, he/she drops out of
school. She praised recent positive programs that are being put
in place, such as WorkKeys and the GPS program, and opined the
exit exam does not accomplish its purpose.
9:47:42 AM
REPRESENTATIVE KELLER agreed that the exit exam falls short;
however, the exam is perceived as an accountability measure, and
he said he could not support the amendment.
CHAIR SEATON observed that the bill puts in place a substitution
for the exit exam in the form of the assessment. He offered a
friendly amendment that would delay the removal of the exit exam
to allow sufficient time in order for the department to
implement the WorkKeys assessment. He then asked for an
estimate of the time required to remove the exit exam and
implement WorkKeys.
9:51:01 AM
MR. JEANS related that under the current assessment contract,
the high stakes component is integrated into the 10th grade
assessment. Thus, this component would remain in the assessment
process, but would not restrict a student from receiving a
diploma. He further advised that WorkKeys will be administered
to each 11th grade student next year, so "move it out a year."
9:51:57 AM
CHAIR SEATON asked whether Representative Peggy Wilson would
accept a friendly amendment to delay action, identified as
Amendment 1 to Conceptual Amendment 7.
REPRESENTATIVE P. WILSON suggested the committee vote.
9:52:35 AM
MR. JEANS observed that removing the high stakes component of
the exit exam would not be difficult and could happen
immediately. Although the department would not adjust its
assessment process, the results from the exit exam would not
have the high stakes nature for students who do not pass, and
would not be reported. He concluded the high stakes component
could be repealed immediately.
9:53:11 AM
CHAIR SEATON withdrew Amendment 1 to Conceptual Amendment 7.
9:53:26 AM
REPRESENTATIVE EDGMON asked for the department's response to
Conceptual Amendment 7.
MR. JEANS acknowledged that the department and the state board
have had this discussion, and the state board is in support of
retaining the high school qualifying exam until it can be
appropriately replaced. As WorkKeys is informational, it is not
an appropriate replacement. The high stakes exam maintains
pressure on school districts to evaluate students' progress
through standards-based assessment, and to help students pass
the exam.
9:54:52 AM
REPRESENTATIVE GARDNER expressed her understanding that the
intent of the high stakes element was to ensure that a diploma
means more than attendance and minimal class requirements. In
addition, a meaningful diploma ensures that graduates, the
community, and employers know the skills that have been
mastered; however, this information and more would now be
available on the WorkKeys assessment incorporated into the
graduate's transcript. Therefore, there is no reason for the
exit exam and she stated her support for the amendment.
9:56:07 AM
CHAIR SEATON heard the majority opinion was that the high stakes
component was a detriment, and not an aid, to student
achievement; however, the legislature must make this policy
call.
9:57:54 AM
REPRESENTATIVE EDGMON called for the question.
9:58:00 AM
CHAIR SEATON restated Conceptual Amendment 7 would remove the
high stakes nature of the high school graduation qualifying
exam.
A roll call vote was taken. Representatives Gardner, Munoz,
Peggy Wilson, Edgmon, and Seaton voted in favor of Conceptual
Amendment 7. Representatives Keller and Buch voted against it.
Therefore, Conceptual Amendment 7 was adopted by a vote of 5-2.
9:58:07 AM
CHAIR SEATON announced HB 206 was held.
ADJOURNMENT
There being no further business before the committee, the House
Education Standing Committee meeting was adjourned at 9:58 a.m.
| Document Name | Date/Time | Subjects |
|---|---|---|
| HB 206 Version P February 4, 2010.pdf |
HEDC 2/5/2010 8:00:00 AM HEDC 2/10/2010 8:00:00 AM HEDC 2/12/2010 8:00:00 AM HEDC 2/19/2010 8:00:00 AM HEDC 3/1/2010 8:00:00 AM HEDC 3/8/2010 8:00:00 AM HEDC 3/17/2010 8:00:00 AM |
HB 206 |
| HB 206 version P Sponsor Statement February 4, 2010.docx |
HEDC 2/5/2010 8:00:00 AM HEDC 2/10/2010 8:00:00 AM HEDC 2/12/2010 8:00:00 AM HEDC 2/19/2010 8:00:00 AM HEDC 3/1/2010 8:00:00 AM HEDC 3/8/2010 8:00:00 AM HEDC 3/17/2010 8:00:00 AM |
HB 206 |
| HB 206 Version P Amendment.pdf |
HEDC 2/19/2010 8:00:00 AM HEDC 3/1/2010 8:00:00 AM HEDC 3/8/2010 8:00:00 AM HEDC 3/17/2010 8:00:00 AM |
HB 206 |
| Resumes for Eric Fry, Jeffrey Hebard, Michael Husa, Professional Teaching Practices Commission.pdf |
HEDC 3/17/2010 8:00:00 AM |