03/19/2014 08:00 AM House EDUCATION
| Audio | Topic |
|---|---|
| Start | |
| Confirmation Hearing(s) | |
| HB341 | |
| HR9 | |
| Adjourn |
+ teleconferenced
= bill was previously heard/scheduled
| *+ | HR 9 | TELECONFERENCED | |
| *+ | HB 341 | TELECONFERENCED | |
| + | TELECONFERENCED | ||
| + | TELECONFERENCED |
ALASKA STATE LEGISLATURE
HOUSE EDUCATION STANDING COMMITTEE
March 19, 2014
8:11 a.m.
MEMBERS PRESENT
Representative Lynn Gattis, Chair
Representative Lora Reinbold, Vice Chair
Representative Dan Saddler
Representative Paul Seaton
Representative Peggy Wilson
Representative Sam Kito III (Alternate)
MEMBERS ABSENT
Representative Gabrielle LeDoux
Representative Harriet Drummond
COMMITTEE CALENDAR
CONFIRMATION HEARING(S)
Professional Teaching Practices Commission
Maureen van Wagner, Appointee
David Piazza, Appointee
- CONFIRMATION(S) ADVANCED
State Board of Education and Early Development
Kathleen Yarr, Appointee
Kenneth Gallahorn, Appointee
Barbara Thompson, Appointee
- CONFIRMATION(S) ADVANCED
HOUSE BILL NO. 341
"An Act relating to school construction and major maintenance
funding; relating to school design standards."
- HEARD & HELD
HOUSE RESOLUTION NO. 9
Urging the commissioner of education and early development and
the state Board of Education and Early Development to delay
implementation of statewide education standards.
- HEARD & HELD
PREVIOUS COMMITTEE ACTION
BILL: HB 341
SHORT TITLE: SCHOOL CONSTRUCTION, DESIGN & FUNDING
SPONSOR(s): REPRESENTATIVE(s) MILLETT
02/26/14 (H) READ THE FIRST TIME - REFERRALS
02/26/14 (H) EDC, FIN
03/19/14 (H) EDC AT 8:00 AM CAPITOL 106
BILL: HR 9
SHORT TITLE: DELAY IMPLEMENTATION OF ED STANDARDS
SPONSOR(s): REPRESENTATIVE(s) T.WILSON
01/21/14 (H) READ THE FIRST TIME - REFERRALS
01/21/14 (H) EDC
03/19/14 (H) EDC AT 8:00 AM CAPITOL 106
WITNESS REGISTER
MAUREEN VAN WAGNER, Appointee
Professional Teaching Practices Commission
Department of Education and Early Development (EED)
Anchorage, Alaska
POSITION STATEMENT: Testified as appointee during the
confirmation hearing.
DAVID PIAZZA, Superintendent
Southwest Region School District; Appointee
Professional Teaching Practices Commission
Department of Education and Early Development (EED)
Dillingham, Alaska
POSITION STATEMENT: Testified during the confirmation hearing.
KATHLEEN YARR, Appointee
State Board of Education and Early Development
Department of Education and Early Development (EED)
Ketchikan, Alaska
POSITION STATEMENT: Testified and answered questions as an
appointee to the State Board of Education and Early Development.
KENNETH GALLAHORN, Appointee
State Board of Education and Early Development
Department of Education and Early Development (EED)
Kotzebue, Alaska
POSITION STATEMENT: Testified as an appointee to the State
Board of Education and Early Development.
BARBARA THOMPSON, Appointee
State Board of Education and Early Development
Department of Education and Early Development (EED)
Douglas, Alaska
POSITION STATEMENT: Testified as an appointee to the State
Board of Education.
VASILIOS GIALOPSOS, Staff
Representative Charisse Millett
Alaska State Legislature
Juneau, Alaska
POSITION STATEMENT: Provided a PowerPoint presentation on
behalf of the prime sponsor, Representative Charisse Millet, to
introduce HB 341.
STACY SCHUBERT, Director
Governmental Affairs & Public Relations
Alaska Housing Finance Corporation (AHFC)
Department of Revenue (DOR)
Anchorage, Alaska
POSITION STATEMENT: Testified during the discussion of HB 341.
JOHN ANDERSON, Program Officer
Weatherization
Alaska Housing Finance Corporation (AHFC)
Department of Revenue
Anchorage, Alaska
POSITION STATEMENT: Testified during the discussion of HB 341.
RYAN COLGAN, Chief Programs Officer
Cold Climate Housing Research Center
Fairbanks, Alaska
POSITION STATEMENT: Presented a PowerPoint on the Cold Climate
Housing Research Center during the discussion of HB 341.
REPRESENTATIVE TAMMIE WILSON
Alaska State Legislature
Juneau, Alaska
POSITION STATEMENT: Testified as prime sponsor of HR 9.
STEWART MCDONALD, Superintendent
Kodiak Island Borough School District (KIBSD)
Kodiak, Alaska
POSITION STATEMENT: Testified during the hearing on HR 9.
PEGGY COWAN, Superintendent
North Slope Borough School District (NSBSD)
Barrow, Alaska
POSITION STATEMENT: Testified, during the hearing on HR 9.
SUNNY HILTS, President
Association of Alaska School Boards (AASB)
Seldovia, Alaska
POSITION STATEMENT: Testified during the discussion of HR 9.
MIKE COONS
Palmer, Alaska
POSITION STATEMENT: Testified in support of HR 9.
ACTION NARRATIVE
8:11:37 AM
CHAIR LYNN GATTIS called the House Education Standing Committee
meeting to order at 10:11 a.m. Representatives Reinbold, Kito
III, P. Wilson, Saddler, Seaton, and Gattis were present at the
call to order.
^CONFIRMATION HEARING(S)
CONFIRMATION HEARING(S)
8:11:54 AM
CHAIR GATTIS announced that the first order of business would be
confirmation hearings.
8:12:50 AM
MAUREEN VAN WAGNER, Appointee, Professional Teaching Practices
Commission, Department of Education and Early Development (EED),
as appointee to the Professional Teaching Practices Commission,
stated that she was born and raised in New Jersey. She spent
nine years teaching in New Jersey and has just finished teaching
special education for nine years at East High School. She
relayed that her students are emotionally and behaviorally
disturbed.
MS. VAN WAGNER explained the number one reason she wishes to
serve is that first, she is honored that the NEAAK nominated
her, and second, she believes she can give a fair and unbiased
point of view to all the cases brought before the commission.
Additionally, it will give her a better understanding of the
process. She views this service as a major responsibility and
anticipated she will be able to perform well.
8:14:20 AM
REPRESENTATIVE SADDLER asked for her experience and view on
applied behavior analysis (ABA).
MS. VAN WAGNER answered that applied behavior analysis (ABA)
isn't something she teaches, but she has worked with teachers
who have used ABA with autistic students, and it can be helpful
for understanding social skills. She indicated that it is a
good program and an opportunity for students with severe
behavior problems or those on the autistic spectrum to
understand how things work, to participate in discrete trials,
and be taught social skills and pragmatic language as well as
chances to practice. Many of her students don't have the
opportunity to practice and understand what is accepted and
socially acceptable. She said it isn't something she uses at
East High School, although if she was teaching at the behavior
school, applied behavior analysis would be used.
8:15:37 AM
REPRESENTATIVE REINBOLD asked for further clarification on her
sentiment with respect to Common Core State Standards (CCSS)
initiative.
MS. VAN WAGNER replied that the Common Core State Standards
(CCSS) has been a little nebulous since it can be a little
confusing, depending on the media information source, as to what
it really means. She views them as standards, and standards are
important; however, the way the standards are implemented can
vary. For example, a special education teacher will implement
the CCSS differently than a general education advanced placement
teacher would. Thus far, she hasn't heard anything negative but
discussions about the best way to implement them.
REPRESENTATIVE REINBOLD commented that budgets are tight. She
asked for further clarification on what efficiencies she can
offer.
MS. VAN WAGNER agreed that resources need to be conserved. She
acknowledged some money is spent that shouldn't but more money
should be spent on some items. She felt comfortable reviewing
options.
8:18:21 AM
DAVID PIAZZA, Superintendent, Southwest Region School District;
Appointee, Professional Teaching Practices Commission,
Department of Education and Early Development (EED), stated that
he is the superintendent for the Southwest Region School
District. He looked forward to bringing his experience of 29
years of service in Alaska public education. He was raised in
Washington State and traveled to Unalakleet right after college
and worked in the Bering Strait School District. He has spent
the past 17 years at Southwest Region School District. He
related that as role models, providing instruction and guidance
to the next generation, it is imperative that teachers and
administrators adhere to the code of ethics. He acknowledged
the importance of PTPC since it provides educators with training
to help prevent violations as well as to serve as an avenue for
accused individuals to receive a fair and impartial review
before any career-impacting sanctions are imposed. He offered
his belief that he could listen to and consider the facts
presented and work with the commission members to ensure the
integrity of the teaching profession remains at the highest
level. He thanked the governor for the appointment and looks
forward to the chance to serve in this capacity.
CHAIR GATTIS thanked him for his work.
8:20:15 AM
REPRESENTATIVE REINBOLD asked him to identify anything that
should be changed and for his goals.
MR. PIAZZA answered that funding and the proper use of funding
in the schools to make the maximum use of the allocated
educational dollars at the district is important, with a focus
on ensuring the dollars are spent in the classroom.
8:21:16 AM
REPRESENTATIVE REINBOLD asked for his recommendations for
bringing more resources to the classroom.
MR. PIAZZA responded that the superintendent works with the
administrative staff and shares leadership responsibility to
find efficiencies and use programs that show promise or have
previously worked.
8:22:52 AM
KATHLEEN YARR, Appointee, State Board of Education and Early
Development, Department of Education and Early Development
(EED), said she lives in Ketchikan, and first came to Alaska in
1984 to teach high school in Metlakatla. She taught for two
years and returned to school to earn her Master's degree. She
has been working as the Director, Social Services, for the
Ketchikan Indian community. She has also worked for the
University of Alaska as the coordinator of student services.
She has performed academic and personal counseling with
students, and served as an adjunct faculty. In addition she has
taught school in Ketchikan. She has developed a broad
background in working with at-risk students and to draw them
back to the school system to help them graduate with a GED
[General Education Development], an alternative school, or on
the right path. KIC has the vocational technical center and
encourages at-risk kids to participate as undergraduates and
young adults. Her family is Alaska Native and emphasized the
importance of students feeling a sense of belonging, a sense of
ownership, and to feel appreciated.
8:25:40 AM
REPRESENTATIVE REINBOLD asked what her positions are in terms of
the implementation and effect the academic standards, the Common
Core State Standards (CCSS) will have on students. She further
asked for her positions on the budget issues. She has been
looking for ways to streamline the system without adversely
impacting morale and teacher resources.
MS. YARR answered that she would suggested having more well-
trained aides holding a para-professional certificate with two
years of experience in the classroom, perhaps in an
apprenticeship program. She favored an apprenticeship-type
program for teachers, perhaps spending half their time in the
classroom, so fulltime teachers know what to do. She also
encouraged more work with students that have reading disorders,
such as dyslexia to develop and improve literacy skills. She
suggested children who can't read by the third grade should have
specialized plans to bring up their skill levels.
CHAIR GATTIS said the committee members were nodding in
agreement on the importance of children being able to read.
MS. YARR suggested changes need to happen at the university
level. She offered that technology is fine, including smart
boards, an iPad, or a computer as kids will quickly develop
proficiency and surpass adults. One of the measures President
Obama has undertaken has been verbal communication and
encouraging parents to talk to their children. She described
variations in colors to illustrate how children can learn to
differentiate. She has been focused on the "Parents as Teachers
Program" and bringing the parents to work with their children to
develop vocabulary at an early age.
8:30:13 AM
REPRESENTATIVE P. WILSON acknowledged her experience with at-
risk students. She asked her to identify any key aspects for
success for students.
MS. YARR answered sports is a double-edged sword since it can
keep students in school; however, steps need to be taken to
ensure these students are eligible to play, perhaps employing
highly-qualified aides to assist. She supported teaching
respect since bullying and exclusion can be harmful. Thus,
inclusion is important and looking for opportunities to help
students be the best they can be and discouraging them from
trying to be someone else.
8:32:14 AM
REPRESENTATIVE KITO III recognized that she spent time
recruiting students for university programs. He asked for some
of the challenges in recruiting Alaska Native students for the
Master of Arts in Teaching (MAT) program.
MS. YARR responded that when she was recruiting students for
Preparing Indigenous Teachers & Administrators for Alaska
Schools (PITAS), one barrier is higher math in smaller schools.
She spoke to her own limitations in teaching math. In the past,
many students have been limited from qualifying for programs,
but digital teaching with highly qualified teachers can help.
She recognized the difficulty Native youth have in visualizing
the future beyond village life. She advocated support and
highlighted alternatives to help youth discover and develop
their interests. She reminded members of the suicide rate and
substance abuse for Alaska Natives in the villages. She favored
exposing students to opportunities, which is why the Alaska
Native Science and Engineering Program (ANSEP) is such an
important program. It offers exposure to different careers and
encourages math skills.
CHAIR GATTIS said she appreciated Ms. Yarr's passion.
8:36:27 AM
KENNETH GALLAHORN, Appointee, State Board of Education and Early
Development, Department of Education and Early Development
(EED), stated he is a life-long Alaskan from Kotzebue and served
on a regional school board for a term and a half in the 1990s.
He feels passionately about education and has two daughters, one
is a college graduate, and the other is a junior at the
University of Alaska Anchorage.
8:37:22 AM
REPRESENTATIVE SADDLER asked for the perspective that he will
bring to his duties at the State Board of Education.
MR. GALLAHORN answered that he did not have any specific
training for the board. He emphasized his desire to help all
children succeed.
CHAIR GATTIS remarked he can bring his experience of being in
the Kotzebue area to the board.
8:38:57 AM
BARBARA THOMPSON, Appointee, State Board of Education and Early
Development, Department of Education and Early Development
(EED), provided a brief biography, focusing on her work as a
teacher for over 31 years. She first came to Alaska in 1977,
moving from San Diego to Bethel. She has served in other parts
of Alaska and Washington State. She has focused on adult
education and moved to Juneau in 1981. She retired from the
state EED in 2008. She worked with the Denver Education
Commission of the States, examining national and international
educational policies. She has been an instructor, has
implemented programs, and has a familiarity with all state and
federal education programs. She understands how good policy
gets implemented in states and in other countries.
CHAIR GATTIS commented she has attended some Education
Commission of the States' seminars.
8:41:08 AM
REPRESENTATIVE REINBOLD surmised she has been following the
"pushback" on the Common Core State Standards (CCSS). She asked
for clarification on whether she would be open to alternatives
for these standards.
MS. THOMPSON replied she was familiar with the initiation of the
development of the current Common Core State Standards (CCSS),
noting 46 states signed onto them. They are in various stages
of implementation or not. Alaska did not adopt the Common Core
State Standards (CCSS) but has undergone a comprehensive process
to develop state academic standards.
REPRESENTATIVE REINBOLD asked if she has compared the Common
Core State Standards (CCSS) to Alaska's academic standards.
MS. THOMPSON answered no; but she related her understanding that
the Alaska standards are of equal or greater rigor. She
supported the state taking control of its assessments and
standards and has not relied on other assessment consortia.
8:42:56 AM
REPRESENTATIVE KITO III noted he has previously worked with Ms.
Thompson. He asked whether she had a vision for the board.
MS. THOMPSON answered that her initial thoughts on policies
include following through with school choice, which could prove
to be effective and also cost effective for the state. She
emphasized her focus on teacher preparation, teacher education,
and teacher certification. She would like to ensure the
university system makes sense and that the university uses the
best practices. She hoped the board would also scrutinize other
states and countries that possess higher retention rates and
better success in the classroom attributed to teacher
effectiveness.
8:44:25 AM
REPRESENTATIVE P. WILSON also recalled when Ms. Thompson was
Acting Interim Commissioner [of EED]. She asked for further
clarification on the global application. She agreed the
university needs to use best practices and the importance of
updating teaching methods for training educators. She asked for
further clarification on anything she thinks would be useful in
this area.
MS. THOMPSON stated that from an international perspective,
teacher education programs are sometimes more restrictive in
screening, longer in length, and provide a deeper understanding
of what to bring to the classroom. She has found when these
teachers are finished with their programs, they are better
prepared to deal with students and the individual needs of all
students in the classroom. She acknowledged that Alaska has
some great teachers, but she's looking forward to the new crop
of teachers and using an approach of teacher preparedness so
teachers can help every student in every classroom. She has
observed this approach in other countries, she said.
8:46:56 AM
REPRESENTATIVE REINBOLD related her understanding that the
Common Core State Standards are very similar to Alaska's
standards. She asked whether these standards have been
internationally benchmarked or implemented in another country.
MS. THOMPSON was not aware that they have been internationally
benchmarked or implemented in any other country.
REPRESENTATIVE REINBOLD asked whether that causes concern. She
asked whether the U.S. is embarking on an expensive experiment
and would like assurances that she is open to alternatives.
MS. THOMPSON answered that other countries have created their
own standards, which is why she isn't surprised that our
standards are not adopted by other countries. She offered her
belief that everyone is re-examining the Common Core State
Standards (CCSS) and how they will be implemented or if states
will implement them. The assessments being created for the CCSS
are not yet completed. Thus, a great deal is unknown about the
CCSS.
REPRESENTATIVE REINBOLD expressed concern about the potential
cost of the tests. She emphasized the importance of disclosure
and using innovative solutions. She said the most important
thing is to empower teachers to ignite the spark in the
classroom and not box teachers in. Finally, she hoped the board
would help find solutions to reduce education costs in Alaska.
8:49:44 AM
MS. THOMPSON related she has attended one board meeting and felt
comfortable that the board members will voice concerns and cost
effectiveness is a concern for everyone on the board at this
time. She concluded by saying that the board is interested in
effective education that reaches all children while "living
within our means."
8:50:22 AM
REPRESENTATIVE REINBOLD moved to advance the confirmation of
Maureen van Wagner and David Piazza, appointees to the
Professional Teaching Practices Commission; and Kathleen Yarr,
Barbara Thompson and Kenneth Gallahorn, appointees to the Board
of Education and Early Development, to a joint session of the
House and Senate for consideration. There being no objection,
the confirmations were advanced.
REPRESENTATIVE REINBOLD reminded members that signing the
reports regarding appointments to boards and commissions in no
way reflect individual members' approval or disapproval of the
appointees, and that the nominations are merely forwarded to the
full legislature for confirmation or rejection.
HB 341-SCHOOL CONSTRUCTION, DESIGN & FUNDING
8:51:16 AM
CHAIR GATTIS announced that the final order of business would be
HB 341, "An Act relating to school construction and major
maintenance funding; relating to school design standards."
8:51:26 AM
The committee took an at-ease from 8:51 a.m. to 8:56 a.m.
8:56:08 AM
VASILIOS GIALOPSOS, Staff, Representative Charisse Millett,
Alaska State Legislature, on behalf of the prime sponsor, stated
that HB 341 is an outcome of the sponsor's participation in the
House Education Sustainable Task Force and her interest in
obtaining efficiencies in construction, major renovations, and
rehabilitation of school buildings. This stems from the basic
philosophy that budget reduction means considering whether funds
will fund programs or facility construction. There needs to be
a real conversation about the source of construction. In 2012,
the Alaska Housing Finance Corporation (AHFC) took advantage of
funds received from the American Reinvestment Recovery Act
(ARRA) as well at AHFC's own funds to conduct the most
comprehensive audit of public schools and facilities in general
in the state. He characterized some of their findings as
extraordinary. He acknowledged that this bill needs serious
revision, but the legislative intent is not to use a "cookie
cutter" approach since the geographical and climactic diversity
of Alaska could never yield the types of desired outcomes. One
goal is to ensure that buildings being built do not need serious
upgrades five years later. The AHFC and the Cold Climate
Housing Research Center can help provide objective and
measurable criteria and outcomes.
8:59:29 AM
REPRESENTATIVE KITO III asked whether Alaska Housing Finance
Corporation will offer the presentation.
9:00:00 AM
STACY SCHUBERT, Director, Governmental Affairs & Public
Relations, Alaska Housing Finance Corporation (AHFC), Department
of Revenue (DOR), described the work that AHFC has been
recognized for with energy rebate, weatherization, and energy
efficiency in homes. In 2010, AHFC received federal funds
through the ARRA, which were used to consider energy efficiency
in public facilities and schools throughout the state. The AHFC
examined 1,200 buildings and performed investment grade audits
on 327 buildings. This effort resulted in a white paper on
energy use in Alaska's public facilities [included in members'
packets]. She provided a brief overview of today's
presentation.
9:01:28 AM
JOHN ANDERSON, Program Officer, Weatherization, Alaska Housing
Finance Corporation (AHFC), Department of Revenue, presented a
PowerPoint on HB 341. He stated that in 2010 Senate Bill 220
established this process for AHFC by establishing a $250 million
revolving loan fund for energy efficiency improvements on public
facilities [slide 2]. The AHFC used ARRA funds, which fit well
with the AHFC's efforts. Ms. Schubert mentioned the AHFC
reviewed 1,200 buildings using a benchmarking process, the
initial review of a building, as well as seeking two years of
energy data when available. That effort identified high energy
use buildings and AHFC conducted American Society of Heating,
Refrigerating and Air-Conditioning Engineers (ASHRAE) level two
audits on 327 buildings. The AHFC developed the Alaska Retrofit
Information System (ARIS) database, a clearinghouse for
information on Alaska buildings to track energy use in buildings
throughout the state [slide 3]. Many organizations, such as the
Department of Transportation & Public Facilities, the Alaska
Native Tribal Health Consortium (ANTHC) and some schools are
using ARIS to track energy use.
9:04:00 AM
MR. ANDERSON stated that the Building Energy Efficiency Standard
(BEES) is at the core of AHFC. All of the projects that AHFC
funds must meet certain standards, including the energy and
structural codes. Tied to the Building Energy Efficiency
Standard (BEES) is the Home Energy Rating System (HERS), noting
the AHFC has invested considerable funds to develop its software
program.
9:04:53 AM
MR. ANDERSON described the assessment process [slide 5]. The
American Society of Heating, Refrigerating and Air-Conditioning
Engineers (ASHRAE) process or the benchmarking process provides
standardized audit processes. He reported 327 of 1,200
buildings examined were identified as the highest energy use
buildings and investment grade audits were done to gather and
analyze data and report the findings. The AHFC spent $7.2
million over a two-year period. The AHFC provided the
University of Alaska a $1 million grant to audit its facilities.
Additionally, another $10 million was passed on to DOT&PF for
audits on its facilities. Over 5,000 facilities exist resulting
in energy use costs totaling $641 million annually. The 32
audits resulted in significant savings of $14.7 million just
from changing windows, control modifications, and adding
insulation. One discovery was that the age of the building had
little correlation to energy use so new doesn't always mean
efficient [slide 6]. Additional analysis is still being
completed to provide information for a comprehensive commercial
outcomes report, he said.
MR. ANDERSON related the AHFC headquarters building was
purchased in 2011, following a 14-year lease. The AHFC
completed a heating and ventilation retrofit, roofing upgrades,
and exterior lighting and control systems. Currently, the AHFC
has realized a 40 percent savings on gas and 30 percent in
electrical use [slide 7].
MR. ANDERSON reviewed the overall energy audit recommendations,
including appropriately sized new buildings, establish a level
of accountability, meter and track energy use data, and
consolidate facility use where possible. One challenge was to
obtain accurate costs for components of facilities since some
buildings did not have individual meters to provide the specific
information.
9:11:08 AM
MR. ANDERSON indicated the recommendations for building design,
that a design should take certain aspects into consideration,
including: life-cycle cost of building components and
equipment, especially in areas with high energy costs; building
use, system sizes, controlled ventilation, and lighting to
maximize efficiency, and reduction of excessive glass and
maximize daylight harvesting. He reported the average age of
the buildings audited was 30 years.
MS. SCHUBERT estimated the savings for the 5,000 buildings
across the state could be in excess of $125 million each year.
She directed attention to Senate Bill 220, which passed the
legislature in 2010, which required AHFC create a revolving loan
fund for energy efficiency improvements for public facilities.
This program is available for municipalities and school
districts, she said.
9:14:31 AM
REPRESENTATIVE KITO III directed attention to slide 4, to the
HERS and BEES standards. He related his understanding that the
Department of Education and Early Development (EED) has not
adopted the BEES standards, but the department has adopted
ASHRAE 90.1.
MR. ANDERSON answered that is correct. The BEES standards are
stringent, but the AHFC also accepts the ASHRAE 90.1 standard,
which has also been adopted by the DOT&PF and some other
agencies. In further response to a question, he agreed the
amendments to the BEES standards are Alaska specific.
9:15:18 AM
REPRESENTATIVE KITO III referred to slide [8] entitled "Overall
Energy Audit Recommendations." Referring to the recommendation
that the department appropriately size new buildings, he
commented that the EED's control over school construction is
based on the square footage allowed for the number of students.
The district doesn't have control over the student increases or
decreases, and fluctuating student population creates challenges
for districts. He suggested that the party paying the utility
bill is not in the school, which disconnects school personnel
from the costs since the administrator might not know the lights
were on all night in the facility. He suggested one way to
connect costs could be to include energy monitoring equipment in
the schools' common areas so the school principal, teachers,
students, and parents can view energy use, identify costs, and
try to reduce them. He asked for further clarification on the
applicability for the Leadership and Energy Efficiency Design
(LEED) standards outside of the urban centers and whether the
LEED standard could be a tool in Alaska to increase energy
efficiency.
MR. ANDERSON answered that LEED is a good process but it is
restricted to site and materials and there is a benefit to allow
that analysis; however, modeling is probably a better way to
obtain energy costs. He agreed using LEED as an up-front
process would be beneficial and something he supports.
9:19:02 AM
REPRESENTATIVE SEATON noted energy standards are important but
all of the LEED standards may not make sense. He related a
scenario that illustrated the LEED process could still result in
inefficient energy when built in Alaska since the LEEDS process
balances other aspects, not just energy use.
CHAIR GATTIS commented that LEED has merits. She expressed
frustration over the system, primarily, noting that the state
spends hundreds of millions, that the intentions are often good;
however, efficiencies need to happen. She appreciated the
sponsor bringing this bill forward and she sees it as the next
step in saving money for schools.
9:22:06 AM
MS. SCHUBERT said HB 341 would make AHFC a consultant in the
process for developing schools. The AHFC understood that when
the revolving loan fund was created that it would take time to
implement. She acknowledged that AHFC has held good discussions
with the DOT&PF, in particular, as well as with other agencies.
REPRESENTATIVE P. WILSON directed attention to the white paper,
entitled "A White Paper on Energy Use in Alaska's Public
Facilities. She highlighted that pages 7-22 provide targeted
recommendations. She said she will be certain to distribute
them to her district superintendents and city managers.
9:23:35 AM
MS. SCHUBERT encouraged members to visit the AHFC's website
[ahfc.us] that includes all of the audits performed in Alaska to
gain a better understanding of the potential in communities and
in schools.
MR. ANDERSON, regarding building monitoring, interjected that
the AHFC is currently working on its own facility and will
develop a software program that will be available to public
entities as an online resource that will assist agencies in
monitoring their own facilities.
9:25:58 AM
RYAN COLGAN, Chief Programs Officer, Cold Climate Housing
Research Center, first said Mr. Hebert apologizes for not being
present since he very much wanted to participate. He said that
tremendous potential to reduce energy costs in Alaska exists.
He explained the Cold Climate Housing Research Center (CCHRC) is
a 501 (c)(3) non-profit organization formed by the Alaska State
Homebuilding Association (ASHBA) in 1999 to address the
challenges of building in Alaska's extreme environment through
applied research, policy research, design consulting and other
means. Alaskans tend to take on the challenges themselves and
not wait for others. The CCHRC does this through advanced
modeling, applied research, product testing, policy research,
and performs design and consulting and provides construction
mentoring services throughout the state. He characterized his
organization as being "problem solvers" who solve problems
through collaboration with stakeholders.
MR. COLGAN referred to a familiar image of a map of Alaska
superimposed on the Lower 48 [slide 1]. This image illustrates
how remote and diverse the communities of Alaska are, which is
important in terms of standards. He characterized the necessary
approach as being not focused on the "cookie cutter" but on the
cookie recipe. Another factor to consider in Alaska is the
logistics since it is difficult to get to construction sites in
many places [slide 2]. Additionally, the work itself can be
difficult due to the environmental conditions [slide 3].
9:30:46 AM
MR. COLGAN said one of Alaska's assets is that the state
consists of problem solvers, which is inherent in its people
[slide 4]. In fact, it is necessary to problem solve in order
to survive in parts of Alaska [slides 5-6]. Not only do animals
need to have problem solving skills, but people do, too, and
this slide illustrates the collaborative nature of problem
solving.
MR. COLGAN turned to slide 6, entitled "How does CCHRC Solve
Problems?" The CCHRC first seeks to understand the problem,
gathers information, and identifies solutions; basically this is
the research process. He showed some slides that illustrate the
types of problems encountered, including snow drifting, heat
loss, and mold and rot due to an aging building [slides 6-8].
MR. COLGAN said that CCHRC gathers information through peers,
those who have researched and found solutions, and through
advanced modeling, applied research, and demonstration or
applying what is known and observing it in the real world
[slides 9-11]. The CCHRC identifies solutions, such as
developing a number of wall systems to address the challenges of
constructing building envelopes to meet the environmental
challenges, logistical design or construction, and dealing with
water or wastewater [slides 12-13].
MR. COLGAN reported that CCHRC communicates with end users and
has about 50,000 hits per year on its website, 20,000 hits per
year on its blog for homeowners, and 200,000 views on the
website podcasts [slides 14-16]. He described the CCHRC's
facility as a 22,000 square feet building that represents the
farthest north platinum LEED building in the world [slide 18].
It represents what is possible and achievable with research and
smart application. He reviewed the problem solving approach
used by the CCHRC in the context of where the state is at [slide
19]. In terms of understanding the problem, the state
understands the challenges: high energy costs in some public
facilities and budget deficits create a long-term burden on the
state's budget. The state has gathered information through
benchmark information, investment grade audits, and a white
paper on public facilities. He recommended members read the
white paper, which he characterized as a very good document.
The state has identified solutions, through the AHFC's revolving
loan fund, holding conversations on standards, and many of its
stakeholders are already collaborating in various ways.
CHAIR GATTIS stated that public testimony would be kept open.
[HB 341 was held over.]
HR 9-DELAY IMPLEMENTATION OF ED STANDARDS
9:37:26 AM
CHAIR GATTIS announced that the final order of business would be
HOUSE RESOLUTION NO. 9, Urging the commissioner of education and
early development and the state Board of Education and Early
Development to delay implementation of statewide education
standards.
9:37:52 AM
REPRESENTATIVE REINBOLD moved to adopt the proposed committee
substitute (CS) for HR 9, labeled 28-LS1224\U, Mischel, 3/18/14,
as the working document.
9:38:15 AM
The committee took a brief at-ease.
CHAIR GATTIS asked to have the motion restated, including the
version.
REPRESENTATIVE REINBOLD moved to adopt the proposed committee
substitute (CS) for HR 9, Version U, labeled 28-LS1224\U,
Mischel, 3/18/14 as the working document. There being no
objection, Version U was before the committee.
9:39:49 AM
REPRESENTATIVE TAMMIE WILSON, Alaska State Legislature, as prime
sponsor of HR 9, said this resolution came about as a result of
frustration. The state considers the cost to the state when
considering policy changes but it doesn't consider the cost to
local municipalities or schools. She pointed out the
significant changes ranging from teacher evaluations,
standardized testing, and implementing new standards. These
changes may adversely affect school districts depending on the
curriculum the districts are currently using and how the new
standards differ. The original version of HR 9 reflected her
interest in just delaying or halting the process to allow
districts time to evaluate costs. She reported that the task
force contacted districts and initially found frustration
mounting, but since then some adapting has occurred. Still,
some districts expressed concern that they may not have enough
time to get everything in place quickly enough. Thus, the
proposed committee substitute, Version U, requests a cost
analysis for implementing educational standards, noting that the
costs will vary between districts. Secondly, Version U requests
that the department and the State Board of Education help
districts transition to the new requirements. This will help to
assess whether districts can implement new curriculum and new
methods of teaching so districts can accurately assess student
levels rather than student scores reflecting that the districts
didn't have enough time to change teaching methods, which were
extensively revised.
CHAIR GATTIS suggested the standards imposed may represent
unfunded mandates.
9:43:29 AM
REPRESENTATIVE P. WILSON said a major aspect is that teachers
are being asked to teach at a higher standard and to have them
do so means the department and districts must provide massive
in-service teacher training. She expressed concern that
teachers will not be sufficiently ready. Teacher training
represents a high cost for the state and the department does not
currently have the funding for this training. Further, she
emphasized the importance of having the university provides
training so new teachers will be using best practices. She
suggested it might be good to have some delay in implementing
the new standards.
9:45:13 AM
REPRESENTATIVE T. WILSON added that it isn't just the more
rigorous standards, but the student testing has also changed and
is more in-depth testing so the analysis is different, too. She
characterized it as being similar to changing from multiple
choice tests to in-depth essays. In addition, techniques for
teaching styles have also changed. She has received positive
feedback on the changes, especially for teacher evaluation, but
the time required for implementation is an issue. She suggested
that perhaps delaying implementing new testing to allow for a
transition year. She said, "We are teaching to the test." In a
sense, the training in most professions leads to passing the
test. She would like to ensure that the teachers and students
have adequate time to make the changes. Finally, the state
formula allows changes to occur every six years. She asked
whether the districts have budgeted costs to change their
curriculum. She maintained her concern on whether
administrators have time to go through the process to make the
changes.
REPRESENTATIVE P. WILSON maintained interest in ensuring
appropriate training for the teachers.
9:49:19 AM
REPRESENTATIVE REINBOLD offered her belief that changes should
be suspended pending broad community feedback. She suggested
that the legislature should have a 10-year cost evaluation
period, including costs for the waiver, implementation, aligning
the curriculum to the CCSS, teacher training, assessment costs,
and individual district impacts. In addition, she expressed
interest in the classroom time necessary to implement the
standards. She maintained her interest in delaying the changes
for stated reasons and to obtain feedback on a national level.
9:51:37 AM
CHAIR GATTIS opened public testimony on HR 9.
9:51:49 AM
STEWART MCDONALD, Superintendent, Kodiak Island Borough School
District (KIBSD), recalled a paper in which he has written an
article about the changes being implemented today in schools and
the effects that are experienced. He said patience is
important, especially when student scores drop, due to
transition. The drop is a necessary part of the forward
movement. As teachers practice the new standards it can be
sloppy and tough; however, delaying the progress will be
hurtful, he said. Further, attaching performance to funding is
a mistake. It is important to continue to move forward, he
said.
9:55:19 AM
PEGGY COWAN, Superintendent, North Slope Borough School District
(NSBSD), said the district embraces the new national standards.
The NSBSD has been committed to the rigor reflected in the new
state standards. She acknowledged the intent is for students to
be capable as students in other states so uniformity is
important. She clarified that the NSBSD is not in favor of
standardization. She emphasized that implementation will be
applied in a relevant manner and context to North Slope
students. She expressed concern about the costs, but stated the
standards represent the foundation of reform. If the standards
are delayed the teacher evaluations also will need to be
delayed. Moving back would be demoralizing to the teachers who
have spent years being trained and significant time developing
units. Thus, it's important to continue the momentum in
implementing the standards. She urged members to stay the
course to ensure that Alaska's students are competitive in the
state and in the nation.
9:59:13 AM
SUNNY HILTS, President, Association of Alaska School Boards
(AASB), expressed similar concerns, but said the district has
been working for two years to realign the curriculum to meet the
standards. Currently, districts face morale challenges due to
the uncertainty of funding. She offered her belief that
changing course right now on the standards would be further
discouragement. Although shift was difficult, the teachers and
the district were physically tested, and the process was costly,
the district made it. Everyone made this effort to provide the
best education for students. She emphasized that delay will not
give them that best education, will mean returning to inferior
standards, and create confusion. She hoped the committee will
encourage districts across the state to move forward with the
program and implement the new standards. She requested the
state provide assistance to districts during this process. She
concluded by saying that the [Kenai Peninsula Borough School
District's] teachers are ready and they have been looking
forward to this for several years.
10:01:03 AM
MIKE COONS offered his belief that if students can't meet
today's standards that there aren't assurances they have the
ability to pass the new [statewide education performance
standards, described as college and career readiness standards
adopted by the State Board of Education]. He expressed concern
about how this may affect children's self-esteem and ego, and
said that teaching to the test is not a good practice. He
considered the new standards to be another federal unfunded
mandate. He stated that he fully endorses HR 9.
CHAIR GATTIS closed public testimony on HR 9.
10:02:24 AM
REPRESENTATIVE T. WILSON responded to comments by first pointing
out the committee substitute [Version U] is before the
committee. Initially, the intent of HR 9 was to delay
implementation, but the committee substitute, Version U, calls
for costs to districts to implement the changes and to ensure a
smooth transition to allow all districts to implement the
changes. Some smaller districts have more difficulty adopting
the new performance standards due to limited resources and this
will provide for transition time to ensure that students are
tested on their knowledge, she said.
10:03:27 AM
REPRESENTATIVE SEATON asked for further clarification on the
length of the transition time.
[HR 9 was held over.]
10:04:03 AM
ADJOURNMENT
There being no further business before the committee, the House
Education Standing Committee meeting was adjourned at 10:04 a.m.