Legislature(2017 - 2018)CAPITOL 106
03/14/2018 08:00 AM House EDUCATION
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| Audio | Topic |
|---|---|
| Start | |
| Presentation: Intro to the Alaska Early Childhood Coordinating Council | |
| Presentation: Early Childhood in Alaska What the Data & Research Tell Us | |
| Presentation: "kids Count Alaska: Economic Well-being of Alaska's Families" | |
| HB339 | |
| Adjourn |
* first hearing in first committee of referral
+ teleconferenced
= bill was previously heard/scheduled
+ teleconferenced
= bill was previously heard/scheduled
| + | TELECONFERENCED | ||
| + | TELECONFERENCED | ||
| += | HB 339 | TELECONFERENCED | |
ALASKA STATE LEGISLATURE
JOINT MEETING
HOUSE EDUCATION STANDING COMMITTEE
HOUSE HEALTH AND SOCIAL SERVICES STANDING COMMITTEE
March 14, 2018
8:04 a.m.
MEMBERS PRESENT
HOUSE EDUCATION STANDING COMMITTEE
Representative Harriet Drummond, Chair
Representative Justin Parish, Vice Chair
Representative Tiffany Zulkosky
Representative Ivy Spohnholz
Representative Jennifer Johnston
Representative Chuck Kopp
Representative Geran Tarr (alternate)
HOUSE HEALTH AND SOCIAL SERVICES STANDING COMMITTEE
Representative Ivy Spohnholz, Chair
Representative Tiffany Zulkosky, Vice Chair
Representative Geran Tarr
Representative Jennifer Johnston
Representative Colleen Sullivan-Leonard
MEMBERS ABSENT
HOUSE EDUCATION STANDING COMMITTEE
Representative David Talerico
Representative Sam Kito
Representative Lora Reinbold (alternate)
HOUSE HEALTH AND SOCIAL SERVICES STANDING COMMITTEE
Representative David Eastman
Representative Matt Claman (alternate)
Representative Dan Saddler (alternate)
OTHER LEGISLATORS PRESENT
Senator Tom Begich
COMMITTEE CALENDAR
PRESENTATION: INTRO TO THE ALASKA EARLY CHILDHOOD COORDINATING
COUNCIL
- HEARD
PRESENTATION: EARLY CHILDHOOD IN ALASKA WHAT THE DATA & RESEARCH
TELL US
- HEARD
PRESENTATION: "KIDS COUNT ALASKA: ECONOMIC WELL-BEING OF
ALASKA'S FAMILIES"
- HEARD
HOUSE BILL NO. 339
"An Act relating to the base student allocation; and providing
for an effective date."
- MOVED HB 339 OUT OF COMMITTEE
PREVIOUS COMMITTEE ACTION
BILL: HB 339
SHORT TITLE: INCREASE BASE STUDENT ALLOCATION
SPONSOR(s): REPRESENTATIVE(s) GARA
02/09/18 (H) READ THE FIRST TIME - REFERRALS
02/09/18 (H) EDC, FIN
02/16/18 (H) EDC AT 8:00 AM CAPITOL 106
02/16/18 (H) Heard & Held
02/16/18 (H) MINUTE(EDC)
02/21/18 (H) EDC AT 8:30 AM CAPITOL 106
02/21/18 (H) Heard & Held
02/21/18 (H) MINUTE(EDC)
02/28/18 (H) EDC AT 8:00 AM CAPITOL 106
02/28/18 (H) -- MEETING CANCELED --
03/07/18 (H) EDC AT 8:00 AM CAPITOL 106
03/07/18 (H) Heard & Held
03/07/18 (H) MINUTE(EDC)
03/14/18 (H) EDC AT 8:00 AM CAPITOL 106
WITNESS REGISTER
ANJI GALLANOS, Executive Director
Early Learning Administrator
Juneau, Alaska
POSITION STATEMENT: Provided a presentation on Introduction to
the Alaska Early Childhood Coordinating Council.
SANA EFIRD, Deputy Commissioner
Department of Education and Early Development (DEED)
Juneau, Alaska
POSITION STATEMENT: Provided an introduction to the
presentation on the Alaska Early Childhood Coordinating Council.
PATRICK SIDMORE
Health and Social Services Planner
Alaska Mental Health Trust Board
Juneau, Alaska
POSITION STATEMENT: Provided a presentation on Early Childhood
in Alaska What the Data & Research Tell Us.
TREVOR STORRS, Executive Director
Alaska Children's Trust
Juneau, Alaska
POSITION STATEMENT: Provided a presentation on Kids Count
Alaska Economic Well-Being of Alaska's Families.
ACTION NARRATIVE
8:04:00 AM
CHAIR DRUMMOND called the joint meeting of the House Education
Standing Committee and House Health and Social Services Standing
Committee to order at 8:04 a.m. Representatives Kopp, Sullivan-
Leonard, Zulkosky, Spohnholz, Parish, Tarr, Johnston and
Drummond were present at the call.
^Presentation: Intro to the Alaska Early Childhood Coordinating
Council
Presentation: Intro to the Alaska Early Childhood Coordinating
Council
8:05:10 AM
CHAIR DRUMMOND announced that the first order of business would
be a presentation on Intro to the Alaska Early Childhood
Coordinating Council [included in committee packet]. She
explained the aim of the presentations to be heard in the
meeting.
REPRESENTATIVE SPOHNHOLZ added the hearing looked to examine
whether there are redundancies. She said the chairs had decided
to spend three committee hearings exploring the approach to
early childhood education.
8:09:05 AM
SANA EFIRD, Deputy Commissioner, Department of Education and
Early Development (DEED), provided an introduction to the
presentation. She spoke to the statutory focus of the
department and the importance of reaching across departments to
see the whole span of early childhood development.
8:11:14 AM
ANJI GALLANOS, Executive Director, Early Learning Administrator,
provided a presentation: Intro to the Alaska Early Childhood
Coordinating Council. She spoke to the collaboration between
Department of Health and Social Services (DHSS) and Department
of Education and Early Development (DEED). She informed she
serves as staff to the Alaska Early Childhood Coordinating
Council (AECCC). She said the goal of the presentation was to
present some discussion points to the legislature and to provide
an overview of the how early childhood advisory councils operate
throughout the states and of the structure of the AECCC.
MS. GALLANOS began her presentation on slide 4, "Overview of
Advisory Councils across the States", which read as follows
[original punctuation provided]:
Nearly all Governors have designated a state advisory
council to advise policymakers.
Policy Councils are organized differently in each
state.
Several federal initiatives require state advisory
councils.
8:14:32 AM
REPRESENTATIVE SULLIVAN-LEONARD asked about the graphic on the
slide.
MS. GALLANOS answered the graphic on slide 4 is not
representative. She said she could provide one that is.
MS. GALLANOS progressed to slide 5, "Federal Initiative that
require a state advisory council," which read as follows
[original punctuation provided]:
Head Start
• Section 642 B(b)(1)(A)(i) of the Head Start Act
requires the Governor of each State to designate
or establish a council to serve as the State
Advisory Council on Early Childhood Education and
Care for children from birth to school entry.
MIECHV (Maternal Infant Early Childhood Home Visiting)
• Recipients should ensure that home visiting is
part of a continuum of early childhood services
through project planning and service coordination
at state, territory and/or local levels with
entities, such as those listed below, and/or
their local affiliates, as applicable:
• The State Advisory Council on Early Childhood
Education and Care authorized by
?642B(b)(1)(A)(i) of the Head Start Act, if
applicable
Child Care Development Fund
• The State Advisory Council on Early Childhood
Education and Care authorized by
?642B(b)(1)(A)(i) of the Head Start Act, if
applicable
8:17:21 AM
MS. GALLANOS advanced to slide 6, "AECCC History", which read as
follows [original punctuation provided]:
Governor Sean Parnell issued an Administrative Order
on October 6th, 2010 designating the Interdepartmental
Early Childhood Coordinating Council (IECCC) as the
Advisory Council on Early Childhood Education and Care
An MOA was signed by the previous Commissioners of
DHSS and DEED clarifying roles and responsibilities
for the Council. The Council will be jointly
facilitated by the Department of Education and Early
Development and the Department of Health and
Social Services.
This Council previously included only state
representatives.
Subcommittees formed. Current work: Next meeting April
2018
8:19:09 AM
MS. GALLANOS advanced to slide 7, "AECCC Structure." She
described the make-up of the council, which includes the
commissioners of DEED and DHSS and their departmental staff, as
well as standing committees, which read as follows [original
punctuation provided]:
• Healthy Start and Strong Families
• Data and Systems Alignment
• High Quality Early Care and Education
• Innovation and Long Term Investment
• Public Engagement & Community Partnerships
MS. GALLANOS spoke to slide 8, entitled "AECCC Alaska Early
Childhood Coordinating Council."
MS. GALLANOS advanced to slide 9, "AECCC Members," which read as
follows [original punctuation provided]:
Public
• Office of the Governor
• Commissioner of DEED
• Commissioner of DHSS
• Commissioner of DOL
• Commissioner of Public Safety
• DEED Director of Student Learning
• Head Start Collaboration Director
• Part C/Early Intervention Program Manager
• Child Care Program Manager
• Early Childhood Comprehensive Systems Program
Officer
• Representative from UAA
• Alaska Mental Health Board
Private
• Alaska Association of School Administrators
• Alaska Association of School Boards
• Association for Infant Learning Programs
• Alaska's Child Care Resource and Referral
• Alaska Head Start Association
• Alaska Native Health
• Alaska Libraries Association
• Alaska Children's Trust Mental Health
Representative
• Best Beginnings Representative
• Parent Representative
• Business Community Representative
REPRESENTATIVE ZULKOSKY asked for clarification of who
represents Alaska Native Health.
MS. GALLANOS answered that Matt Hirschfeld from the All Alaska
Pediatric Partnership is the current representative.
REPRESENTATIVE PARISH asked why the university is only listed as
UAA and not the entire University of Alaska (UA) system.
MS. GALLANOS answered that it should represent the entire UA
system.
8:23:20 AM
MS. GALLANOS advanced to slide 10, entitled "AECCC Sub-Committee
Chairs," which read as follows [original punctuation provided]:
• Healthy Start and Strong Families - Alaska Native
Health Association for Infant Learning Programs
• Data and Systems Alignment - Alaska Mental Health
Board
• High Quality Early Care and Education - Representative
from UAA, Child Care Program Manager
• Innovation and Long Term Investment - Alaska Head
Start, Association Business Community Representative
• Public Engagement & Community Partnerships - Alaska
Association of School Boards, Alaska Children's Trust,
Best Beginnings Representative
MS. GALLANOS advanced to slide 11, "AECCC Subcommittee
Priorities", and briefly addressed the priorities. She said
that another task of the subcommittees is to identify
stakeholders as well as priorities.
MS. GALLANOS addressed slide 12, "AECCC Alaska Early Childhood
Coordinating Council," showing how the components of the council
fit together.
8:27:37 AM
REPRESENTATIVE JOHNSTON returned to slide 11 and suggested the
priorities regarding "Innovation and Long-Term Investment,"
which include "oppose Medicaid block grants, repeal of
Affordable Care Act," would appear to be more political in
nature.
MS. GALLANOS answered the council doesn't have the role of
requesting funding. She underlined part of the council is made
up of public agency groups. She said those priorities were
defined by the groups at the time.
REPRESENTATIVE JOHNSTON asked for confirmation that the groups
are public.
MS. GALLANOS said that at the time, the two subcommittees felt
those priorities were the true focus of their work.
REPRESENTATIVE JOHNSTON asked for confirmation that the
information was three years old.
MS. GALLANOS answered in the affirmative and said that
priorities need to be updated. She stated the group looks for
guidance from the various entities, including the legislature.
8:32:13 AM
REPRESENTATIVE SPOHNHOLZ spoke to the priorities on slide 11.
She suggested narrowing the goals and using community-based
partnerships to achieve those goals.
CHAIR DRUMMOND commented the presentation was revealing of
partnerships between departments.
MS. GALLANOS said she thinks it is important to understand the
council and how it works. She added that other states have
advisors for policymakers. She stated the council has done the
best it could have done. She encouraged the committee to use
the presentation as a draft for moving forward.
^Presentation: Early Childhood in Alaska What the Data &
Research tell us
Presentation: Early Childhood in Alaska What the Data & Research
tell us
8:37:45 AM
CHAIR DRUMMOND announced that the next order of business would
be a presentation on "Early Childhood in Alaska What the Data &
Research tell us" [included in committee packet].
8:38:02 AM
PATRICK SIDMORE, Health and Social Services Planner, Alaska
Mental Health Trust Board, provided a presentation entitled
"Early Childhood in Alaska What the data & Research tell Us",
[included in committee packet]:
MR. SIDMORE began by addressing slide 3, "Questions," which read
as follows [original punctuation provided]:
At what age are children in the U.S. most likely to be
expelled from school?
What percentage of Alaskan children age 6 and under
receive care by someone other than their parent or
guardian?
By age eight, what percentage of Alaskan children have
had a first report of harm made to OCS?
What percentage of Alaskan children at the start of
Kindergarten regulate their feelings and impulses?
What skills can mitigate the health impact of toxic
levels of stress in childhood?
MR. SIDMORE continued to slide 4, "Outline- what the research
tells us," which read as follows [original punctuation
provided]:
1) The Importance of Early Childhood
1) Heckman Equation
2) The Brain Science
2) The Data
1) Population
2) Sources of Information
3) Prenatal
4) Birth and Infancy
5) Pre-School Age
6) School Age
3) Analysis
1. What Hurts
2. What Works
MR. SIDMORE spoke to slide 5, "Early Childhood Development is a
smart investment," displaying a graph by James Heckman, Nobel
Laureate in Economics.
8:43:27 AM
MR. SIDMORE continued to slide 7, "Building blocks of the
brain," which read as follows [original punctuation provided]:
Abstract thought
Planning for future
Decision-making
Self-awareness & insight
Balancing emotions
Empathy
Memory
Attention
Emotions
Motor Regulation
Sleep
Digestion
"Staying alive" ? respiration, heartrate?
*Slide Courtesy of Linda Chamberlain, Ph.D.
MR. SIDMORE described the progression of brain development from
birth through to the development of abstract thought.
MR. SIDMORE spoke to slide 8, "Wired Up-Wired Down," displaying
the neurons of the brain at birth, at 7 years old, and at 15
years old.
8:46:29 AM
REPRESENTATIVE SULLIVAN-LEONARD mentioned her work in the
prenatal unit at Providence Hospital and asked whether the
wiring in babies of mothers with addiction could be shown in a
similar image.
MR. SIDMORE said he would follow up with the information.
MR. SIDMORE presented a quote from James Heckman: "Self-control,
openness, the ability to engage with others, to plan and to
persist - these are the attributes that get people in the door
and on the job, and lead to productive lives."
MR. SIDMORE advanced to slide 10, "Seven Key Principles of Self-
regulation," which read as follows [original punctuation
provided]:
• SELF-REGULATION:
serves as the foundation for lifelong functioning
• is defined from an applied perspective as the act
of managing cognition and emotion
• enactment is influenced by a combination of
individual and external factors
• can be strengthened and taught
• is dependent on "co-regulation" provided by
parents or other caregiving adults
• can be disrupted by prolonged or pronounced
stress and adversity including poverty and trauma
experiences
• develops over an extended period from birth
through young adulthood and beyond
[Source] Murray, Desiree W., Rosanbalm, Katie,
Christopoulos, Christina, and Hamoudi, Amar (2015).
SelfRegulation and Toxic Stress: Foundations for
Understanding Self- Regulation from an Applied
Developmental Perspective. OPRE Report #2015-21,
Washington, DC: Office of Planning, Research and
Evaluation, Administration for Children and Families,
U.S. Department of Health and Human Services.
8:51:37 AM
MR. SIDMORE continued to slide 11, "How many Alaskans Aged Eight
and Under," which read as follows [original punctuation
provided]:
Ages Birth through 8
Number of Alaskans: 95,669
Percentage of Population 13.0 percent
How Does it Compare
Ages 65 Plus:
Number of Alaskans: 82,686
Percentage of Population 11.2 percent
[Source] Alaska Department of Labor and Workforce
Development, Research and Analysis Section; and U.S.
Census Bureau, July 2017 Estimates
MR. SIDMORE addressed slide 12, "Birth to Age Nine," showing the
demographic around the state. He remarked that in some areas of
the state, the group makes up 20 percent of the population,
while in other areas it is as low as 5 percent.
*Sources: Alaska Department of Labor and Workforce Development,
Research and Analysis Section; and U.S. Census Bureau, July 2017
Estimates
MR. SIDMORE continued to slide 13, "Key Data Sources," listing
the programs from which the data had been collected:
• Alaska PRAMS - Pregnancy Risk Assessment Monitoring
System
• Alaska CUBS - Childhood Understanding Behavior Survey
• ABADA/AMHB - Advisory Board on Alcoholism and Drug
Abuse/ Alaska Mental Health Board
• DEED - Alaska Department of Education and Early
Development
• CDC - Centers for Disease Control
• The Economics of Early Care and Learning in Alaska
REPRESENTATIVE JOHNSTON asked whether the CUBS and PRAMS systems
are voluntary.
MR. SIDMORE answered in the affirmative.
8:54:14 AM
MR. SIDMORE moved to slide 14, "Searchable Data Sources", which
read as follows [original punctuation provided]:
• Alaska PRAMS
• Alaska CUBS
• Health Maps InstantAtlas
• Health Data AK-IBIS
MR. SIDMORE addressed the checklists for "Alaska PRAMS" in
slides 15-17 for the stages of Before Pregnancy, During
Pregnancy, and After Pregnancy.
8:57:30 AM
MR. SIDMORE advanced to slide 19, "Smoked during last three
months of Pregnancy". He stated that around 13,500 of the
children monitored had mothers who smoked.
MR. SIDMORE spoke to slide 20, "Interpersonal Violence and
Pregnancy," which read as follows [original punctuation
provided]:
• During the 12 months before you got pregnant with
your new baby, did your husband or partner push,
hit, slap, kick, choke, or physically hurt you in
any other way?
• During your most recent pregnancy, did you
husband or partner push, hit, slap, kick, choke,
or physically hurt you in any other way?
• During the 12 months before you got pregnant with
your new baby, did you ever call the police
because you felt threatened by your husband or
partner? (Include calls to 911, AST, VPSO)
• During the 12 months before I got pregnant: your
husband or partner threaten you, limit your
activities against your will or make you feel
unsafe in any other way?
• During my most recent pregnancy: your husband or
partner threaten you, limit your activities
against your will or make you feel unsafe in any
other way?
Yes to at least one - 7.6% - ~7,270/95,669
*Based on 3-year sample 2009-2011, Jared Parrish,
Ph.D.
8:59:25 AM
MR. SIDMORE advanced to slides 21-22 on "The Mechanism of Change
Epigenetics," which read as follows [original punctuation
provided]:
• Compelling new science showing how nurture can
affect nature
Molecular biological methods to change gene
expression without changing the gene itself
Done by changing the chemical composition of
regulatory segments of the gene
• DNA methylation
• Modification of histones
Epigenetics Passed from Moms to Children
• Fetal exposure to maternal stress influences
future stress responses in a negative way
Moms who are stressed (stressful event,
increased anxiety, depression) during pregnancy
are more likely to have kids with:
• Preterm birth
• Poor emotional coping skills
• Decreased cognitive abilities
• Increased fear response to stimuli
? Increased anxiety
These effects are mediated by histone
modification and DNA methylation
[Source] Matt Hirschfeld, M.D., Ph.D.
9:01:21 AM
MR. SIDMORE advanced to slide 24, "Nutrition" regarding
breastfeeding rates as well as soda consumption. He stated that
Alaska "does incredibly well" in breastfeeding rates compared to
other states.
REPRESENTATIVE SULLIVAN-LEONARD commented she grew up drinking
Tang and said her grandchildren are allowed only milk and water.
MR. SIDMORE remarked other sugary drinks are also an issue and
there is another measure for those.
CHAIR DRUMMOND mentioned a conference in the 1990s about dental
health and commented that there were images of children's teeth
emerging rotten due to sugar consumption.
REPRESENTATIVE ZULKOSKY remarked that if water were not so
expensive, there may not be the disparity that is seen currently
in consumption.
MR. SIDMORE advanced to slide 24, "Benefits of Breastfeeding"
and "Benefits of Reducing Soda Consumption," which read as
follows [original punctuation provided]:
• Psychosocial Effects
• Economic Effects
• Environmental Effects
• Endorsement of Breastfeeding as the Best
Nutrition for Infants
[Source] Office of the Surgeon General (US);
Centers for Disease Control and Prevention (US);
Office on Women's Health (US).
Frequent ingestion of soda has been identified by
Tribal health programs as a factor contributing to
increased dental decay in Alaska Natives. Frequent
ingestion of soda contributes to dental decay through
two mechanisms:
• Non-diet sodas are a major source of sugar; and
• Most sodas, like citrus drinks, have a relatively
low pH (acidic)
These factors result in increased acid production by
the bacteria causing dental decay as well as
demineralization of teeth due to the low pH of these
drinks.
[Source] Alaska Oral Health Plan
9:05:02 AM
MR. SIDMORE addressed slide 25, "Days per week read book or a
story with young child" showing a graph of the percentage of
mothers of 3-year-olds reading to their children. The graph
showed an increase in reading "Every day" from 50.5 percent in
2015 to 58.1 percent in 2016.
MR. SIDMORE advanced to slide 26, "Types of Early Care and
Learning Services Utilized". He gave the percentages of
children under 6 years of age in care by types of care. He
highlighted 55 percent of children under age 6 receive care by
someone other than their parent or guardian.
9:07:12 AM
MR. SIDMORE advanced to slide 27, "Attends Preschool", which
shows a table, "3-year-old child currently attends preschool by
region". He remarked that at 3 years old, the number is 28.5
percent.
CHAIR DRUMMOND remarked that 6,500 child care workers in the
state is an interesting figure. She asked for confirmation that
the figure includes public and private sector workers.
MR. SIDMORE answered in the affirmative, adding he had heard
that a child will spend more time in childcare than in
education.
MR. SIDMORE moved to slide 28 containing a quote from James
Heckman, "High quality birth-to-five programs for disadvantaged
children can deliver a 13 percent return on investment."
MR. SIDMORE addressed slide 29, "Expulsion Rates (per 1,000)"
giving the rate of expulsion for K-12, PreK, and Child Care. He
said the age children are most likely to be expelled is 4 years
of age.
REPRESENTATIVE SPOHNHOLZ asked what the pupils are expelled for.
REPRESENTATIVE JOHNSTON shared personal experience with her
young children being expelled.
REPRESENTATIVE SPOHNHOLZ asked whether the children were being
expelled for non-conforming behavior.
MR. SIDMORE replied he thinks the answer is yes. He added he
thinks it has to do with the adults' ability to handle the range
of behavior of children.
9:12:38 AM
MR. SIDMORE continued to slide 30, "State PreK Expulsion Rates"
showing a map from the Yale School of Medicine of the U.S. with
a color-coded rates and states with no PreK program.
MR. SIDMORE addressed slide 31, "Many Factors Predict Preschool
Expulsion," which read as follows [original punctuation
provided]:
• Child-Teacher Ratio
• Program Length of Day
• Teacher Job Stress
• Access to Behavioral Supports
9:14:30 AM
MR. SIDMORE advanced to slide 32, "Who gets Expelled?" which
read as follows [original punctuation provided]:
• 4-year-olds 50 percent more likely than 3's
• Black preschoolers more than 2 times as likely as
white preschoolers
• Boys more than 4 times as likely as girls
MR. SIDMORE moved to slide 33, "Statewide 2017-2018 results"
from the developmental profile done for kindergarteners in the
first 4 weeks of school. The pie chart shows that 17.6 percent
of pupils "Consistently demonstrated all 13 goals"; 12.7 percent
"Consistently demonstrated 11 or 12 goals"; and 69.6 percent
"Consistently demonstrated 10 or fewer Goals."
9:16:43 AM
MR. SIDMORE continued to slide 34, "Types of Early Care and
Learning services utilized," showing 42 percent of children age
6 to 12 are in non-family childcare.
MR. SIDMORE spoke to slide 37, "Annual prevalence - 3 estimates"
showing Dr. Justin Parrish's data linking the Permanent Fund
Dividend with PRAMS data and OCS data on reports of harm, which
read as follows [original punctuation provided]:
On average
~ 15,000 children are reported
~ 8,000 children are screened in
~ 2,000 children are substantiated to/by OCS annually
• The number of reports and screen ins has
significantly increased since 2008
CHAIR DRUMMOND asked for definitions of the terms used.
MR. SIDMORE explained that report means there was a report to
OCS; screened in means that enough information came in to
suggest that an investigated needed to be done; and
substantiated means a harm was found.
REPRESENTATIVE PARISH asked for a report including the
proportion of false negatives and false positives.
REPRESENTATIVE JOHNSTON added it would be interested to receive
information on the "1-3 reporting" data, including time limits
for investigations and results.
9:22:06 AM
MR. SIDMORE advanced to slide 43, "New emerging data resources."
He explained that mothers taking part in the PRAMS survey had
signed a release for the data to be linked. In this way, the
OCS outcomes could be seen via the Alaska Longitudinal Child
Abuse and Neglect Linkage Project (ALCANLink).
MR. SIDMORE moved to slide 44, "Maltreatment burden: Alaska
Longitudinal Child Abuse and Neglect Linkage Project". He
pointed out that around 10 percent of the child population is
reported to OCS annually in Alaska.
9:25:01 AM
MR. SIDMORE advanced to slide 46, "Linking Data to Policy". He
said it is hard to diagnose a child of 1 or 2 years of age with
a disturbance, but severe emotional disturbance is the criterion
that is examined. He said the 1115 Medicaid Waiver allows
states to "bend the rules" and the data can be used to obtain
federal funds.
MR. SIDMORE advanced to slide 48-50, defining types of stress,
which read as follows [original punctuation provided]:
• Positive stress" - moderate, short-lived stress responses,
such as brief increases in heart rate or mild changes in
stress hormone levels
• Tolerable Stress- could disrupt brain architecture but is
buffered by supportive relationships that facilitate
adaptive coping
• Toxic Stress- strong and prolonged activation of the body's
stress management systems in the absences of the buffering
protection of adult support
MR. SIDMORE addressed slides 51-52 by Josh Arvidson on brain
processes, which read as follows [original punctuation
provided]:
• under typical conditions
- observe - input - interpret - process - evaluate
options - plan - act
• Alarm system "Express Route"
- observe - interpret - react - (flight - fight-
freeze)
• With repeated stress, the Alarm System "Express Route"
becomes the main road
9:28:52 AM
MR. SIDMORE moved to slide 56, "Self-Regulation," which read as
follows [original punctuation provided]:
1. Finishes tasks and follows through on commitments
2. Stays calm and in control when facing a challenge
3. Shows interest and curiosity in learning new things
MR. SIDMORE spoke to slide 57, "Average Number of CSHCN
condition by ACE score and Number of Self-Regulation skills (Age
6-17)." He explained that the taller columns on the graph (red)
indicate worse health levels.
9:31:11 AM
MR. SIDMORE addressed slide 58 containing the answers to the
initial presentation questions, which read as follows [original
punctuation provided]:
• At what age are children in the U.S. most likely
to be expelled from school?
- 4 years old
• By age eight, what percentage of Alaskan children
have had a first report of harm made to OCS?
- 32 percent or about 30,614
• What percentage of Alaskan children age 6 and
under receive care by someone other than their
parent or guardian?
- 55 percent
• What percentage of Alaskan children at the start
of Kindergarten regulate their feelings and
impulses?
- 45.5 percent
• What skills can mitigate the health impact of
toxic levels of stress in childhood?
- Self-Regulation Skills
9:31:51 AM
MR. SIDMORE advanced to slide 59, "Priorities for Prevention,"
which read as follows [original punctuation provided]:
• Support quality early childhood programs.
• Ensure access to health care including behavioral
health care.
• Strengthen capacity for social emotional learning
throughout Alaska's schools.
• Maintain and expand prevention efforts that have
proven to be effective.
^Presentation: "Kids Count Alaska: Economic Well-Being of
Alaska's Families"
Presentation: "Kids Count Alaska: Economic Well-Being of
Alaska's Families"
9:32:52 AM
CHAIR DRUMMOND announced that the next order of business would
be a presentation on "Kids Count Alaska: Economic Well-Being of
Alaska's Families" [included in committee packet].
9:33:04 AM
TREVOR STORRS, Executive Director, Alaska Children's Trust,
presented a PowerPoint, "Kids Count Alaska: Economic Well-Being
of Alaska's Families"[included in committee packet]. He began
by addressing slide 2, "Resilient Family". He suggested when a
family has employment, it has access to health services and
education. He said one of the key elements is economics.
9:36:01 AM
MR. STORRS advanced to slide 3, "Children make up a quarter of
Alaska population" showing child population by region. The
number of children in the state is 207,131. *Source: Kids Count
Alaska Economic Well Being 2018
MR. STORRS advanced to slide 4, "Income is not equal" showing
the difference from Median Family Income by Race / Ethnicity,
2015. The slide shows the state Median Family Income at $75,500
and the Median Family income for Non-white families is $48,700.
REPRESENTATIVE KOPP remarked that charts showing the economic
reality in the villages do not take into account the cash
economy versus subsistence living. He mentioned that his
neighbors growing up in the village certainly did not consider
themselves poor. He suggested it is like comparing apples and
oranges and not a direct comparison.
MR. STORRS stated his agreement. He clarified that the
information given provides a picture for the conversation that
is needed.
9:40:27 AM
MR. STORRS moved to slide 5, "Having both parents in the
workforce is a financial advantage" showing household types
2011-2015. The graph indicated 68 percent are in Married Couple
households. Of the 32 percent in Single-Parent households, 68
percent are Mother only households, and 32 percent are in Father
only households.
MR. STORRS advanced to slide 6, "Where you live has a big impact
on how much families struggle" which shows families with incomes
below the federal poverty level 2011-2015. He commented that,
as pointed out by Representative Kopp, the numbers did not
account for subsistence lifestyles.
CHAIR DRUMMOND asked about the age range of the children covered
in the study.
MR. STORRS answered he would have to supply the information;
however, it was the group from zero to either 17, 18, or 19
years of age.
CHAIR DRUMMOND surmised it includes the K-12 population as well
as preschool.
MR. STORRS answered in the affirmative.
REPRESENTATIVE SULLIVAN-LEONARD asked where the income level was
taken from.
MR. STORRS answered poverty level for a family of 2 is $16,240,
and for a family of 3, the level is $20,424.
9:44:22 AM
MR. STORRS advanced to slide 8 entitled "Alaska is leading the
country in housing burden" In Alaska an individual must earn at
least $24.10 to for a 2-bedroom rental at fair market rate. He
directed attention to the column listing nonmetropolitan
counties (or county equivalents) which shows the required wage
much higher, from $27.19 in Skagway, Alaska, to $32.52 in the
Aleutians West Census Area, Alaska.
MR. STORRS moved back to slide 7, "Hard working families are
struggling to keep up with housing costs." The table shows wage
and rental costs rates, with the conclusion that a renter would
have to work 77 hours per week at the minimum wage to pay rent
on a modest 1-bedroom home at fair market value. He pointed out
that the standard is 30 percent or less of one's income for
housing and paying over that 30 percent puts one in jeopardy.
9:47:07 AM
MR. STORRS advanced to slide 9, "Families are going hungry,"
which read as follows [original punctuation provided]:
• In 2014, 20 percent of all children,
approximately 38,000 children, lived in
households where there was not enough food
because of insufficient resources.
• In 2015, 81,000 individuals participated in
Supplemental Nutrition Assistant Program (SNAP).
MR. STORRS continued to slide 10, "Transportation is an issue
for some families," which read as follows [original punctuation
provided]:
10 percent of children, approximately 19,000 children,
lived in homes where there was not a vehicle available
for household members.
Regionally, particularly off the road system,
individuals may have less need for a truck or car and
rather rely on ATVs
*Source: Kids Count Alaska Economic Well Being 2018
MR. STORRS advanced to slide 11, "Families are major
contributors to early care and learning" which states that, in
total, Alaska's early care and learning sector accounts for $343
million in annual spending. Household spending accounts for
$223 million, $84 million is covered by the federal government,
and $36 million by state government spending. The source read
as follows [original punctuation provided]:
*Source: Economic Impact of Early Care and Learning in
Alaska, Alaska Early Childhood Coordinating Council,
2015
9:50:15 AM
REPRESENTATIVE TARR asked whether extracurricular activities are
included in the figures.
MR. STORRS said he would have to find that information.
REPRESENTATIVE TARR mentioned a bill for afterschool programs
that was in the pipeline.
MR. STORRS continued to slide 13, "Cumulative effect of
stressors". The slide lists healthcare costs and access, high
housing burden, lack of transportation, low income, food
insecurity, and early childhood supports as primary stressors.
9:54:53 AM
MR. STORRS advanced to slide 16, "Early childhood education
reduces negative and costly outcomes" which read as follows
[original punctuation provided]:
1. Decrease Crime
2. Improved Graduate Rates
3. Teenage Birth Drop
4. Increase Employment
5. Decrease welfare and health care costs
6. Academic and Earnings Outcomes
7. Increased Workforce
*Source: Economic Impact of Early Care and Learning in
Alaska, Alaska Early Childhood Coordinating Council,
2015
9:56:32 AM
REPRESENTATIVE ZULKOSKY requested confirmation of her summary of
the presentation as follows: financial and economic and
household stressors can lead to family stressors that impact
early childhood experience, resilience, and ability to self-
regulate which impacts early childhood education.
MR. STORRS answered he thought it was a "great summary."
The committee took an at-ease from 10:01 a.m. to 10:02 a.m.
[The joint House Health and Social Services Standing Committee
and House Education Standing Committee meeting ended. House
Health and Social Services Standing Committee took up HB 339.]
HB 339-INCREASE BASE STUDENT ALLOCATION
10:02:48 AM
CHAIR DRUMMOND announced that the final order of business would
be HOUSE BILL NO. 339, "An Act relating to the base student
allocation; and providing for an effective date."
CHAIR DRUMMOND commented that since 2013, the Anchorage, Alaska,
school district has cut nearly 400 positions. She mentioned a
list presented to the committee from the Cordova School Board.
She encouraged an increase in the base student allocation.
10:05:10 AM
REPRESENTATIVE PARISH moved to report HB 339 out of committee
with individual recommendations and the accompanying fiscal
notes. There being no objection, it was so ordered.
The committee took an at-ease from 10:05 a.m. to 10:07 a.m.
10:07:19 AM
ADJOURNMENT
There being no further business before the committee, the House
Education Standing Committee meeting was adjourned at 10:07 a.m.
| Document Name | Date/Time | Subjects |
|---|---|---|
| HB 339 Robert Vollmer Article.pdf |
HEDC 3/14/2018 8:00:00 AM |
HB 339 |
| Early Child Hearing Data Presentation Pat Sidmore 3.14.2018.pdf |
HEDC 3/14/2018 8:00:00 AM |
|
| Joint Hearing HHSS and HEDC AECCC Anji Gallanos 3.14.2018.pdf |
HEDC 3/14/2018 8:00:00 AM |