Legislature(2017 - 2018)CAPITOL 106
03/16/2018 08:00 AM House EDUCATION
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| Audio | Topic |
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| Start | |
| Presentation: High Quality Early Care & Education | |
| Adjourn |
* first hearing in first committee of referral
+ teleconferenced
= bill was previously heard/scheduled
+ teleconferenced
= bill was previously heard/scheduled
ALASKA STATE LEGISLATURE
JOINT MEETING
HOUSE EDUCATION STANDING COMMITTEE
HOUSE HEALTH AND SOCIAL SERVICES STANDING COMMITTEE
March 16, 2018
8:04 a.m.
MEMBERS PRESENT
HOUSE EDUCATION STANDING COMMITTEE
Representative Harriet Drummond, Chair
Representative Justin Parish, Vice Chair
Representative Ivy Spohnholz
Representative Jennifer Johnston
HOUSE HEALTH AND SOCIAL SERVICES STANDING COMMITTEE
Representative Ivy Spohnholz, Chair
Representative Geran Tarr
Representative Jennifer Johnston
MEMBERS ABSENT
HOUSE EDUCATION STANDING COMMITTEE
Representative Tiffany Zulkosky
Representative Chuck Kopp
Representative David Talerico
Representative Lora Reinbold (alternate)
Representative Geran Tarr (alternate)
HOUSE HEALTH AND SOCIAL SERVICES STANDING COMMITTEE
Representative Tiffany Zulkosky, Vice Chair
Representative Sam Kito
Representative David Eastman
Representative Colleen Sullivan-Leonard
Representative Matt Claman (alternate)
Representative Dan Saddler (alternate)
COMMITTEE CALENDAR
PRESENTATION: HIGH QUALITY EARLY CARE & EDUCATION
- HEARD
PREVIOUS COMMITTEE ACTION
No previous action to record
WITNESS REGISTER
SANA EFIRD, Deputy Commissioner
Office of the Commissioner
Department of Education and Early Development (DEED)
Juneau, Alaska
POSITION STATEMENT: Presented an overview of Department of
Education and Early Development Early Learning Programs.
DUANE MAYES, Director
Senior & Disabilities Service
Department of Health and Social Services (DHSS)
Juneau, Alaska
POSITION STATEMENT: Introduced the presenters of the programs.
MAUREEN HARWOOD, Chief
Developmental Programs
Senior & Disabilities Service
Department of Health and Social Services (DHSS)
Juneau, Alaska
POSITION STATEMENT: Presented on Early Intervention/Infant
Learning Program: Addressing Special Needs Populations.
MONICA WINDOM, Director
Division of Public Assistance
Department of Health and Social Services (DHSS)
Juneau, Alaska
POSITION STATEMENT: Presented on High Quality Early Care and
Education.
STEPHANIE BERGLUND, CEO
thread Alaska
Juneau, Alaska
POSITION STATEMENT: Presented on the Thread program.
TAMAR BEN-YOSEF, Executive Director
All Alaska Pediatric Partnership
Juneau, Alaska
POSITION STATEMENT: Presented on the Help Me Grow program.
JIMAEL JOHNSON, Program Officer
Alaska Mental Health Trust Authority (AMHTA)
Juneau, Alaska
POSITION STATEMENT: Presented on the Alaska Mental Health
Trust.
TREVOR STORRS, Executive Director
Alaska Children's Trust
Juneau, Alaska
POSITION STATEMENT: Presented on the Alaska Children's Trust
role as funder of other organizations.
BRIAN HOLST
Juneau Economic Development Council (JEDC);
Juneau Board of Education;
Alaska Early Childhood Coordinating Council
Juneau, Alaska
POSITION STATEMENT: Testified as a member of JEDC.
ACTION NARRATIVE
8:06:24 AM
CHAIR HARRIET DRUMMOND called the joint meeting of the House
Education Standing Committee and the House Health and Social
Services Standing Committee to order at 8:04 a.m.
Representatives Parish [via teleconference], Spohnholz, Tarr,
Johnston, and Drummond were present at the call to order.
^Presentation: High Quality Early Care & Education
Presentation: High Quality Early Care & Education
8:06:24 AM
CHAIR DRUMMOND announced that the only order of business would
be a presentation on High Quality Early Care & Education.
8:06:51 AM
SANA EFIRD, Deputy Commissioner, Office of the Commissioner,
Department of Education and Early Development (DEED), gave a
brief overview of the programs in the early learning
collaboration. She specified the presentation would not cover
the federal title programs.
MS. EFIRD began the presentation on slide 3, "Overview of DEED
Early Learning Programs," which read as follows [original
punctuation provided]:
DEED Funding Allocation
Pre-Elementary
Head Start
Best Beginnings
Parents as Teachers
thread
MS. EFIRD addressed slide 4, "Allocation of Deed Spending FY17"
showing a total of $9,837,600. Of the total, Early Learning
Coordination is broken out as follows [original punctuation
provided]:
$6,857,700 Head Start
$500,000 Parents as Teachers
$320,000 Best Beginnings
$159,900 thread
Pre-Elementary Grants
$2,000,000 Pre-Elementary
8:10:45 AM
REPRESENTATIVE JOHNSTON asked whether the programs listed are
all the Head Start programs in the state or only those which
operate through DEED.
MS. EFIRD answered there are 16 grantees in the state. She
added it does not include the federal money that goes directly
to the Head Start programs.
CHAIR DRUMMOND asked whether the funds listed on the slide are
state general funds (GF).
MS. EFIRD answered in the affirmative.
REPRESENTATIVE TARR asked whether the money shown is required
for a federal match.
MS. EFIRD answered the federal Head Start program requires a
non-federal match of 20 percent.
CHAIR DRUMMOND asked whether Title I programs begin at
preschool.
MS. EFIRD said she would provide an answer.
REPRESENTATIVE JOHNSTON added that it depends on the school
district.
MS. EFIRD said that in addition to the funds listed in the
slide, in FY 18 there was also $1.2 million for Moore settlement
schools which was a continuation of funding.
8:13:29 AM
MS. EFIRD advanced to slide 5, "Pre-Elementary," which read as
follows [original punctuation provided]:
Definition of Pre-Elementary and School Readiness
Alaska Statute AS 14.07.020 defines pre-elementary as
school for children ages three through five years if
the school's primary function is educational.
DEED programs are consistently working towards helping
young children become "school ready." School readiness
describes both the preparedness of a child and their
family to engage in and benefit from learning
experiences.
In order to best prepare young children for school,
families and community service providers must work
collectively to ensure that every child is ready for
higher engagement in learning
MS. EFIRD moved to slide 6, "FY 17 to FY 18 Pre-Elementary".
The slide showed 354 children ages 4-5 were served through 11
school districts in FY 17, which expanded to over 700 children
in 18 school districts in FY 18.
CHAIR DRUMMOND asked whether it was due to the Moore settlement.
MS. EFIRD answered in the affirmative.
CHAIR DRUMMOND asked whether the $1.2 million was specific to
the two fiscal years and would go away.
MS. EFIRD answered it was a one-time continuation for the Moore
settlement in FY 18. She said the governor has included it for
one more year for pre-elementary grants.
REPRESENTATIVE JOHNSTON asked for the breakdown of the funding.
REPRESENTATIVE TARR suggested there was the Moore settlement and
the legislature provided additional $2 million for Pre-K.
MS. EFIRD answered the total is $3.2 million in funds - $2
million plus the $1.2 million for Moore settlement schools that
was being continued in the governor's budget for FY19.
MS. EFIRD spoke to how the grants were being used. She said
developmental grants were being used to help districts begin
pre-elementary programs.
REPRESENTATIVE TARR surmised the process involved helping
programs develop by selecting a handful of districts, getting
them "up and running" then move on to the next group of school
districts.
MS. EFIRD answered that is the goal. She added that not all
districts are ready or have the capacity to begin the program.
8:17:58 AM
MS. EFIRD advanced to slide 7, "FY 17 Head Start", showing
$49,317,560 total funds going directly to Head Start programs.
Of this, 84 percent is federal funding, 13 percent is state
funding, and 3 percent (Other) is from Parents as Teachers
funding.
MS. EFIRD addressed slide 8, "FY 17 Head Start by the Numbers
which shows 180 classes in 104 sites serve around 3,152 Head
Start students ages 0-5.
MS. EFIRD continued to slide 9, "Measuring Growth". She spoke
to Teaching Strategies Gold as the observational assessment for
children. The slide showed the four developmental areas
cognitive, language, literacy, and math.
MS. EFIRD advanced to slide 10, "FY17 Final Growth Data" showing
a graph for fall and spring growth for each of the four
categories.
8:21:16 AM
MS. EFIRD spoke to slide 11, "FY 17 Best Beginnings". She
reiterated the funding for the program is $320,000. She
explained the program focuses on literacy skills for children.
She pointed to the Imagination Library and how reading to
children can increase students literacy skills. She commented
one of the best things that can be done for children is to read
to them. She compared speaking to children with the value of
adding vocabulary through reading. She added that 35 percent of
Alaska children are enrolled in Imagination Library. She said
231,887 Imagination Library books were delivered to families at
no cost in FY17. She pointed out that 85 percent of parents
reported that receiving Imagination Library books increased that
time they spent reading with their child.
8:23:13 AM
MS. EFIRD moved to slide 12, "FY 17 Parents as Teachers" showing
that 186 children were served in FY 17. Of these, 81 were part
of Rural CAP (Haines, Kake, and Kodiak, Alaska), 55 were in
Southeast AEYC (Juneau, Alaska), 33 Kid's Corp (Anchorage,
Alaska), and 17 were in Sprout (Homer, Alaska).
REPRESENTATIVE JOHNSTON asked whether the communities come up
with interest then apply for the Parents as Teachers program.
MS. EFIRD answered she believed representatives from the program
would be presenting and may know the answer.
MS. EFIRD advanced to slide 13, "thread - Alaska Child Care
Resource and Referral," which read as follows [original
punctuation provided]:
Thread provides resources and referrals for early
learning throughout the state.
They have been successfully providing professional
development, including coaching and training for over
30 years.
Thread is partnering with DEED to establish Learn &
Grow, Alaska's Quality Recognition and Improvement
System (QRIS). Learn & Grow provides a framework with
quality standards and activities for all early care
and learning programs to help those programs
participate in continuous quality improvement.
MS. EFIRD said Learn and Grow has already started working with
child care providers and Head Start to begin developing levels
of quality to move through the QRIS system.
8:25:55 AM
REPRESENTATIVE PARISH asked about the programs participating in
QRIS.
MS. EFIRD answered that the representatives of the programs
would address the issue.
8:27:37 AM
DUANE MAYES, Director, Senior & Disabilities Service, Department
of Health and Social Services (DHSS), introduced the presenters
of the programs. He recognized Kristen Bradshaw, president of
the Alaska Infant Learning Program Association; Jamael Johnson,
Program Officer of the Alaska Mental Health Trust (AMHT); and
Patrick Reinhart, Executive Director of the Governor's Council
on Disabilities and Special Education.
8:29:22 AM
MAUREEN HARWOOD, Chief, Developmental Programs, Senior &
Disabilities Service, Department of Health and Social Services
(DHSS), presented Early Intervention/Infant Learning Program:
Addressing Special Needs Populations.
MS. HARWOOD addressed slide 16, "What Services are Required to
be Provided Under IDEA Part C?" which read as follows [original
punctuation provided]:
• Family Training
• Special Instruction
• Speech-language pathology and audiology services,
and sign language and cued language services
• Physical Therapy
• Occupational Therapy
• Psychological Services
• Service Coordination Services
• Medical Services (only for diagnostic or
evaluation purposes)
MS. HARWOOD stated the department and programs have to find and
blend funding resources as part of the mandate. She said there
is federal money as well as state resources.
REPRESENTATIVE JOHNSTON asked about the Office of Children's
Services (OCS) and the risks and liability of not filling out
the proper paperwork.
CHAIR DRUMMOND asked whether most funds come from Medicaid or
from private insurance.
MS. HARWOOD answered that most come through Medicaid. She added
that many of the private insurance [companies] don't pay for the
services.
CHAIR DRUMMOND spoke to the Anchorage, Alaska, school district,
which she said had figured out it could be reimbursed through
Medicaid.
REPRESENTATIVE TARR asked about the new Medicaid billing system
and whether the resulting crisis has been resolved.
MS. HARWOOD answered she would find the information. She added
that the division was going through a fiscal assessment and was
reaching out to the private insurance industry to determine
whether it could be a resource.
MS. HARWOOD advanced to slide 18, "Comprehensive System of
Personnel Development (CSPD) Required under IDEA, Part C". She
said the division competes with school districts for qualified
personnel. Slide 18 read as follows [original punctuation
provided]:
• Our personnel standards for Early Intervention
Service providers were created as one activity to
meet our requirement under Part C of the
Individuals with Disabilities Education Act to
establish and maintain qualifications to ensure
personnel necessary to carry out Part C Services
are appropriately and adequately prepared and
trained.
• Who Provides Services?
o Early Childhood Specialist Educators
o Occupational Therapists
o Speech-Language Pathologists
o Family Therapists
o Physical Therapists
o
o Vision Specialists
o Social Workers
MS. HARWOOD addressed slide 19, "How Many Providers in Alaska?,"
which read as follows [original punctuation provided]:
• 124 Providers + contractors at local early
intervention agencies
• Nearly half of our providers hold master's
degrees in fields such as Early Childhood Special
Education, Speech-Language Pathology, Physical
Therapy, Occupational Therapy, Communication
Disorders, and Social Work.
• 5 providers hold doctorate degrees
REPRESENTATIVE TARR asked about partnerships with the University
of Alaska.
8:39:37 AM
MS. HARWOOD answered the division does partner with the
University. She added that there is never a delay in service as
there is not a payment source.
CHAIR DRUMMOND asked whether the division works with the Alaska
Commission on Post-Secondary Education for the training aspect.
MS. HARWOOD answered she would get the information.
8:42:13 AM
MS. HARWOOD advanced to slide 20, "Part C to part B Transition
Requirements," which read as follows [original punctuation
provided]:
Part B is the over age 3 part (section) of the Special
Education law (Individuals with Disabilities Education
Act IDEA)
• Transition Plan: A transition plan must be
developed at least 90 days and not more than 9
months prior to a child's 3rd birthday
• LEA Notification: Local Education Agency (LEA)
must be notified that a potentially eligible for
preschool special education services will be
referred to the LEA
• Transition Conference: Transition conference must
be convened at least 90 days and not more than 9
months prior to a child's 3rd birthday
MS. HARWOOD informed that the average time in the program
is actually 11 months. She stated one aspect of the law is
moving children from Part B to Part C, or from the home or
community-based setting to the services that DEED provides.
She said the databases speak to one another and there is an
automatic referral from which families can opt out. She
said reporting to federal entities includes showing whether
"the numbers match."
8:44:47 AM
MS. HARWOOD moved to slide 21, "Results Driven Accountability,"
which read as follows [original punctuation provided]:
• Office of Special Education Programs (OSEP) has
shifted its primary emphasis on compliance to a
framework that focuses on improved results for
children with disabilities while continuing to
ensure States meet IDEA requirements.
• States are required to a State Systemic
Improvement Plan (SSIP) as part of their State
Performance Plan/Annual Performance Report
(SPP/APR)
MS. HARWOOD stated there are a number of reporting
requirements including state and federal reports of growth
targets and results.
8:46:45 AM
MS. HARWOOD spoke to slide 22, "State Systemic Improvement Plan
(SSIP), which read as follows [original punctuation provided]:
• In developing, implementing, and evaluating the
SSIP, OSEP expects States to focus on innovation
in the use of evidence-based practices in the
delivery of services to children with
disabilities, which will lead to improved
results.
• States are required to identify a measurable
result referred to as the State Identified
Measurable Result (SIMR).
• Alaska Part C's SIMR Statement: Alaska Part C's
infants and toddlers with show greater than
expected growth in their social-emotional
development.
REPRESENTATIVE JOHNSTON asked how the data is handled.
MS. HARWOOD answered there is an in-house data manager. She said
the division is on the data committed for AECCC. She added the
database is very specific to infant learning.
REPRESENTATIVE JOHNSTON reiterated her concerns about risk and
liability with OCS. She said she wonders whether the data can be
used for an application in order to make data collection as easy
as possible.
MS. HARWOOD answered she was not sure about the status of an
application.
8:50:45 AM
CHAIR DRUMMOND commented there is a workforce and education-
related statistics program and there is an effort to expand the
memoranda of agreement between the Department of Health and
Social Services (DHSS), Department of Labor & Workforce
Development (DLWD), University of Alaska, and DEED. She said
adding Department of Health and Social Services (DHSS) and a
link with the Alaska Commission on Post-Secondary Education
would be crucial for a continuum for residents from early
childhood into the workplace.
8:52:16 AM
MONICA WINDOM, Director, Division of Public Assistance,
Department of Health and Social Services (DHSS), presented on
High Quality Early Care and Education. She addressed slide 24,
"High Quality Early Care and Education," which read as follows
[original punctuation provided]:
• Child Care Licensing
• Child Care Grant Program
• Alaska Inclusive Child Care Program (Alaska IN!)
• Child Care Resource and Referral
MS. WINDOM explained the role of Child Care Licensing. She said
Child Care Licensing does two inspections of child care
facilities each year. She added they investigate reports,
provide technical assistance to those wishing to become
licenses, and offer ongoing support to licensed providers. They
work with DEED to raise awareness on nutrition and healthy
snacks. She added they help with Learn and Grow.
CHAIR SPOHNHOLZ asked about child care licensing and whether
there have been changes in inspections.
MS. WINDOM said she would find the information.
CHAIR DRUMMOND requested a copy of the statistics in the
presentation.
MS. WINDOM stated a child care facility can have up to four
children without acquiring a license.
CHAIR DRUMMOND mentioned Ms. Windom had said there are 533
licensed child care facilities with a [total] capacity of
upwards of 17,000 children. She asked about the ages of the
children.
MS. WINDOW answered child care assistance is available up to age
13.
CHAIR DRUMMOND asked how the unlicensed facilities can be
tracked.
MS. WINDOM answered she could get information about the known
facilities.
8:58:53 AM
MS. WINDOW said participating providers can get a monthly
reimbursement based on child attendance - around $30 to $50 per
child - and on local cost of living.
CHAIR DRUMMOND asked whether the amount is per month.
MS. WINDOM answered in the affirmative. She listed categories
of allowable expenditures. The child care provider must be
licensed by the state or municipality of Anchorage, Alaska, and
participate in the Child Care Assistance Program.
CHAIR DRUMMOND asked whether all of the details fall under child
care licensing.
MS. WINDOM answered it is under the Child Care Program Office.
REPRESENTATIVE JOHNSTON asked whether Anchorage, Alaska, numbers
are included.
MS. WINDOM answered she would check but that she believes so.
REPRESENTATIVE TARR asked whether the Child Care Grant Program
has to be in partnership with families who are also receiving
child care assistance.
MS. WINDOM answered in the affirmative.
MS. WINDOM described the Alaska Inclusive Child Care Program
(Alaska IN!). She explained it helps by increasing the quality
and availability of programs for children with special needs.
She said that in order to be eligible for the program, the child
has to be 12 or younger, be diagnosed with a disability, and
participate in the child care assistance program, and receive
child care from a provider who participates in the program. She
added that currently, there are 10 children in 8 families
participating in that program.
MS. WINDOM said that DEED works very closely with thread to
identify accommodation and training specific to a child's
special needs. She said the Child Care Resource and Referral
provides funding to offer referral services to parents. She
said the purpose of the Child Care and Development Fund is to
promote parental choice of child care services.
9:03:34 AM
STEPHANIE BERGLUND, CEO, thread Alaska, presented a PowerPoint
on the thread program aims and initiatives [included in
committee packet]. She stated she is a member of AECCC. She
shared the vision of thread that all early care and learning be
accessible, affordable, and high quality. She added thread
houses two programs Learn and Grow and the System for Early
Education and Development (SEED).
MS. BERGLUND presented slide 3, "thread Connects Early Care and
Learning to Alaska, which read as follows [original punctuation
provided]:
• Provide free early care and learning referrals to
families
o Results in families being more informed
consumers
o More families select early learning
services that meet their needs
• Provide training, technical assistance, and
professional coaching to early childhood
educators/early care and learning classrooms
o Results in greater skills and knowledge
o Results in stronger teacher/child
interactions which supports more
positive outcomes for young children
• Provide leadership and partnership to help advance the
early care and learning system
o Results in more efficient and effective
systems
MS. BERGLUND moved to slide 4, "DHSS and DEED Partnership and
Services, which read as follows [original punctuation
provided]:
We have a distinctive focus on aligning the early care
and learning system for more positive outcomes for
young children. This alignment aims to increase access
to high quality early care and learning including:
• Expanding professional learning to all early
educators across the state following the Alaska
Early Learning Guidelines and the Early Care and
Learning Core Knowledge and Competencies
• Aligning Quality Standards for all early care and
learning environments/types through Learn & Grow,
Alaska's Quality Recognition and Improvement
System
MS. BERGLUND said this includes Head Start, child care, pre-
elementary, early Head Start, Military, and tribal child care
programs. She said that while each of those programs may be
funded and regulated differently, thread works to align services
and support for the professionals in all of those environments.
MS. BERGLUND addressed slide 5, "Common Goal of Healthy,
Successful Children". She described how Learn and Grow and SEED
work together. She said that children grow and develop in
relation to their caregivers in and outside the home.
CHAIR DRUMMOND mentioned the list of child care providers
including the military. She asked how many of the children are
served by the military child care system.
MS. BERGLUND answered she could provide that information with a
breakdown by borough.
9:09:01 AM
MS. BERGLUND advanced to slide 6, "What is Learn & Grow?" which
read as follows [original punctuation provided]:
• Quality Recognition & Improvement System (QRIS)
• QRIS is in 43 states. Includes quality standards
and activities for Child Care, Head Start/ Early
Head Start, State & Private Pre-K, and Licensed
School-age Programs
• Comprehensive continuous quality improvement
framework
• Financial and educational supports to Early Care
and Learning programs
• Helps families to become better consumers of
quality
• Promotes accountability for policy makers and
funders
• Learn & Grow is voluntary
MS. BERGLUND said Learn and Grow had been launched in July 2016.
She reiterated that quality early learning has positive outcomes
for later success. She said that QRIS is defined nationally as
the method to assess, improve, and communicate the quality of
early care and learning. She said there are currently 43 states
operating within the system and it is a growing focus of the
federal child care and development block grant and is promoted
in the federal Head Start standards. She said Learn and Grow
uses active subcommittee groups with representatives of the
field. The system provides the opportunity to bring parity of
quality across all early learning types.
9:11:28 AM
MS. BERGLUND described the aims of Learn and Grow. She said the
program works to ensure that parents are actively participating
in their child's development. She added that it works to ensure
that communities have a healthy and sustainable workforce, that
early care and learning professional earn a living wage and have
access to education, and that children have access to high
quality early care and learning environments that foster social,
emotional, and developmental skills to prepare them for
kindergarten and success in life.
MS. BERGLUND advanced to slide 7, "Learn & Grow Framework,"
which read as follows [original punctuation provided]:
Learn and Grow has 5 levels of program quality.
Level 1: Learning about higher quality
Level 2: Moving into higher quality
Level 3: Committing to higher quality
Level 4: Growing into higher quality
Level 5: Thriving into higher quality
MS. BERGLUND listed the four quality domains within each level:
• Administration and Leadership
• Staff Qualifications and Professional Development
• Learning Environment, Adult-Child Interactions &
Child Outcomes
• Family & Community Engagement
9:15:43 AM
MS. BERGLUND shared a story from one of the participants in the
program. The story highlighted the quality of training for the
program. The testimonial stated that encompassing compassion
with professional growth has stabilized the program as a whole.
REPRESENTATIVE JOHNSTON asked about a regional map of
participants.
MS. BERGLUND answered she would provide one. She described some
of the participants.
REPRESENTATIVE JOHNSTON asked how long she has participated in
AECCC.
MS. BERGLUND answered she has been participating in AECCC since
the beginning. She said she thinks that is eight years.
9:19:32 AM
REPRESENTATIVE JOHNSTON asked whether Ms. Berglund thinks the
program has developed and gone beyond defining the approach.
MS. BERGLUND answered that the council has seen growth. She
underlined that AECCC is unfunded and unstaffed. She stated she
thinks there is more opportunity for growth.
REPRESENTATIVE JOHNSTON said she is always concerned that with
an administrative approach, the connection is lost. She said,
"let's not rush."
CHAIR DRUMMOND said she thinks [the council] was started with an
administrative order under the Parnell administration without
administrative support.
REPRESENTATIVE JOHNSTON opined there tends not to be
transformation when there is a lot of money and there needs to
be "a nice balance."
REPRESENTATIVE PARISH asked what the legislature can do to help.
MS. BERGLUND answered that building in stronger partnerships
through policy and funding will help meet the needs of children
in the program.
REPRESENTATIVE PARISH asked what is needed in terms of funding
and what results would come from that funding.
MS. BERGLUND said funding could aid in supporting the early
learning workforce. She said the barriers to the workforce
include access to education and a low wage. She said supporting
the workforce with education and compensation is important. She
underlined the importance of being able to ensure the services
provided are high quality and accessible.
REPRESENTATIVE PARISH spoke to an encounter with a child care
provider who participates in QRIS Learn and Grow. After being
on level 1 for some time, she was finally able to move to level
2. Then a member of her staff left to go work for the school
district. He asked Ms. Berglund whether she is familiar with
Best Starts program and whether she thinks it can work as a
model.
9:26:50 AM
MS. BERGLUND answered the committee would hear a presentation
about Best Starts. She said the presentation would cover how
professionals and programs are supported.
REPRESENTATIVE TARR asked about the funding aspects and how
incentives are provided. She asked whether the child care grant
can be used for Learn and Grow.
MS. BERGLUND said that before Learn and Grow was in existence,
the Child Care Grant Program was the only specific support
available.
REPRESENTATIVE PARISH asked about scholarship participation in
the programs as well as other financial opportunities for
participants.
MS. BERGLUND answered there are built-in supports such as free
training and scholarships. She added there is an incentive
award after Level 2 is reached.
REPRESENTATIVE PARISH asked whether it is a one-time incentive.
MS. BERGLUND answered it is an annual incentive support.
9:31:36 AM
TAMAR BEN-YOSEF, Executive Director, All Alaska Pediatric
Partnership, presented a PowerPoint on the Help Me Grow program
[included in committee packet]. She described the All Alaska
Pediatric Partnership. She spoke to the Help Me Grow Alaska
program. She said Help Me Grow is a system that connects
children and families with the services they need. She added
the program had been identified by AECCC Healthy Start and
Strengthen Families subcommittee as a priority initiative. She
spoke to the Strengthen Families protective factors. She
explained the two guiding philosophies of Help Me Grow are
universal developmental screening and the Strengthening Families
framework. She said the first few years of a child's life are
crucial to later success. Help Me Grow identifies potential or
existing behavioral or developmental issues, intervening early,
and helping families to thrive.
9:35:46 AM
MS. BEN-YOSEF spoke to slide 4, "There are NO wrong doors". She
described the process whereby parents, child health providers,
and child care providers and other caregivers can go through a
Help Me Grow call center to access community-based services and
supports for all children and their families such as early care
and education, child health, early intervention, and family
support. Help Me grow works with the family until their needs
are met. She relayed other states with Help Me Grow systems
have reported seven points of contact with families before an
issue is resolved. She stressed that the Help Me Grow program
empowers parents to be active and engaged participants in their
child's development.
MS. BEN-YOSEF advanced to slide 6, "Development Screening
Priority." She said Help Me Grow sees the developments
screening tool as an opportunity to engage with families and as
a tool to identify any concerns. She shared an example of a
child in Kodiak, Alaska, who was diagnosed with fetal alcohol
spectrum disorder (FASD). The family was referred to Help Me
Grow to learn more about the child's needs and development.
9:40:39 AM
MS. BEN-YOSEF returned to slide 5, "The Four Core Components of
Help Me Grow". The four components were as follows [original
punctuation provided]:
Centralized Access Point
Family and Community Outreach
Child Health Provider Outreach
Data Collection and Analysis
MS. BEN-YOSEF advanced to slide 7, "Centralized Phone Access
Point": to connect children and their families to services and
care coordination. The call center is the "go-to" place for
families, child health care providers, and other professionals
seeking information, support, and referrals for children. Call
center staff are trained in telephone casework, cultural
sensitivity, and child development. Call centers use a
computerized resource directory and an automated client-tracking
system.
9:42:01 AM
MS. BEN-YOSEF moved to slide 8, "Data Collection & Analysis": to
understand all aspects of the Help Me Grow system, including
gaps and barriers. Call centers are in a unique position to
collect data that reflect system-level issues information not
only on who calls and why, but also on what happens to families
seeking help. This includes identification of gaps in and
barriers to services. Data collection also includes gathering
information on how well the other components of the HMG system
are operating.
REPRESENTATIVE JOHNSTON asked whether the data collection is
voluntary and whether it only includes families and providers
who are working with Help Me Grow.
MS. BEN-YOSEF answered the license used to collect data is
through the infant learning program. She added that data can be
combined through partnership with other agencies. She stated
the goal is to have a comprehensive picture of the children in
Alaska.
MS. BEN-YOSEF advanced to slide 9, "Family & Community Outreach"
to promote Help Me Grow and bolster healthy child development
through families. A community presence encourages support for
and participation in the Help Me Grow system. It also
facilitates the building of a robust resource directory and
helps keep the directory up-to-date. Outreach staff engage
families by participating in community meetings, forums, and
fairs, and facilitating sessions that help families learn about
child development and the role of Help Me Grow. She explained
that the outreach component is contracted with a local
corporation as the "face on the ground" for Help Me Grow. She
added that Help Me Grow is collaborating with ECCS program and
the upcoming Child and Family Developmental Services Clinic to
integrate outreach with programs on the ground in communities
such as the community health aid and behavioral health aid
programs and their curriculums.
CHAIR DRUMMOND asked what ECCS means.
MS. BEN-YOSEF answered Early Childhood Comprehensive Systems
(ECCS) is one of the programs under the Division of Public
Health. She added that ECCS program has three place-based
communities (Kodiak, Norton Sound, and Mat-Su) which each has a
community coordinator who is also the Help Me Grow outreach
liaison. She added the developmental clinic has a structure
with 4 regional teams with nurse case managers who in turn serve
as outreach coordinators for Help Me Grow.
CHAIR DRUMMOND suggested linking with the workforce and
education statistics program which follows outcomes.
MS. BEN-YOSEF advanced to slide 10, "Child Health Provider
Outreach" to support developmental promotion, early detection,
and intervention. Help Me Grow staff conduct targeted outreach
to child health care providers through office-based education
and training. Trainings help providers:
1. Conduct developmental surveillance and screening of
children from birth to age five;
2. Use the call center; and
3. Systematize surveillance and screening and the use
of Help Me Grow in their practices.
9:48:30 AM
MS. BEN-YOSEF advanced to slide 11, "Partnership are Key". She
said Help Me Grow is looking for technology that can streamline
the process and connect organizations. She spoke to the
outreach partnership with ECCS and the developmental clinic.
She added they are working with the Governor's Council on
Disabilities and Special Education and the leadership team is
comprised of cross-sector partners, many of whom sit on the
AECCC. She added that the All Alaska Pediatric Partnership is
actively advocating for more empowered leadership for early
childhood through the AECCC in order to maximize the
effectiveness of current programs and align new ones with the
coordinated state plan.
CHAIR DRUMMOND asked whether all of the pediatricians in Alaska
recognize the critical nature of the issue.
MS. BEN-YOSEF answered that the short answer is no. She said
the partnership started under the children's hospital in 1995.
As the needs were recognized, it evolved into a space for
collaboration with anyone who works with children across the
state. She added they provide education to pediatricians
through a yearly conference and through monthly meetings. She
stated the meetings serve as an opportunity to learn what is
happening in communities around the state. She highlighted
engagement is also through emails. She added the example of
Bethel, Alaska, which now has an unofficial coalition. She said
there is some funding through DHSS. She said Help Me Grow would
certainly expand the reach of the partnership.
CHAIR DRUMMOND remarked the Bethel practitioners serve 50
communities.
MS. BEN-YOSEF said the infant learning program in Bethel is
understaffed and the positions are hard to fill. She added that
the organization is currently funded through blended funding
with private and public money, and it hopes to expand statewide
once additional funding is obtained.
9:55:20 AM
JIMAEL JOHNSON, Program Officer, Alaska Mental Health Trust
Authority (AMHT), presented on the Alaska Mental Health Trust
role as funder for other organizations.
9:56:40 AM
TREVOR STORRS, Executive Director, Alaska Children's Trust,
presented on the Alaska Children's Trust role as funder of other
organizations. He said Alaska's Children's Trust is a direct
member of AECCC.
MS. JOHNSON spoke to the mission of AMHT. She listed
beneficiaries of the trust. She mentioned the many
collaborations between programs and departments. She spoke to
why early childhood education is important to the Trust. She
remarked the Trust is able to use Alaska data to illustrate how
beneficiaries are formed by their early childhood experiences.
She mentioned the return on investment for early childhood
intervention. She said the initiatives include Bring the Kids
Home and the Alaska Resilience Initiative.
10:02:43 AM
MR. STORRS said the Alaska Children's Trust's (ACT) focus is on
prevention of childhood abuse and neglect. He said ACT strives
to look at the whole child, the whole family and, whenever
possible, the whole community. He spoke to collaboration with
organizations and communities to foster relationships across the
state. He said the science of early childhood brain development
must be applied for better outcomes. He mentioned the use of
new and innovative methodologies. He added ACT has invested
over $5 million in organizations to support programs across the
state.
10:05:28 AM
MS. JOHNSON said AMHT emphasizes its support of the state's
current efforts. She said the Trust looks forward to the
opportunity to engage with legislators, commissioners, and other
stakeholders. She said as funders and conveners, AMHT sees
great opportunity to build on the current momentum. She added
that the leadership of AECCC would guide and support the
programs mentioned in the presentations and would move to
improve outcomes.
10:07:05 AM
REPRESENTATIVE TARR asked about funding support.
MS. JOHNSON answered there have been community organizations
looking for resources. She mentioned non-monetary resources
such as technical assistance to look at other funding streams.
REPRESENTATIVE TARR asked how many people qualify as AMHT
beneficiaries in the state.
MS. JOHNSON answered about 100,000 experience mental illness, of
whom about 22,000 experience severe, often debilitating mental
illness; 12,000 traumatic brain injury; 7,000 Alzheimer's; in
the age range 12-17, 2,100 illicit drug dependence or abuse,
1,500 alcohol dependence or abuse. For ages 9-17, 5,500 severe
emotional disturbance; 17,500 overall with illicit drug
dependence or abuse; overall 44,000 alcohol dependence or abuse;
just under 12,000 with developmental disabilities. She
underlined some of the numbers may be duplicated.
REPRESENTATIVE TARR asked where Alaska ranks among other states.
MS. JOHNSON said she would find the information.
CHAIR DRUMMOND said she appreciates the comments about seeking
direction and partnership with AECCC.
REPRESENTATIVE TARR asked whether there were things to highlight
in the mental health budget.
MS. JOHNSON said she would research and provide recommendations.
REPRESENTATIVE SPOHNHOLZ spoke to the nationwide change of the
role in providing services from government to non-profit
organizations. She shared a personal family experience with the
programs. She said she appreciates that public nurses are
focusing in on the zero to six age group. She mentioned that a
lot of connections are taking place and asked to hear on a
yearly basis from the AECCC about progress.
10:17:56 AM
BRIAN HOLST, Juneau Economic Development Council (JEDC); Juneau
Board of Education; Alaska Early Childhood Coordinating Council,
testified in his capacity as member of JEDC. He said the JEDC
focuses on, amongst other aspects of economic development,
talent development. He said that focus has lead them to
understand the importance of early education. He listed a
series of challenges faced by residents such as high cost of
living. He spoke to structured collaboration. He said Alaska
ranks low in early childhood education. He indicated there is
slow progress. He said the five largest school districts in the
state have identified Pre-K education as a priority, even though
they don't have funding for it. He said 70 percent of the
nation's non-working poor are not working due to the cost of
child care.
10:24:00 AM
MR. HOLST spoke to policy in King County, Washington, where
residents have voted to tax themselves to fund early education.
He said the City and Borough of Juneau, Alaska, has funded some
Pre-K initiatives and programs to support retention. He spoke to
AECCC. He said more local figures and business representatives
need to be a part of the group. He stated in 1940, 1 in every
10 households had both parents working, now about 7 in every 10
households has both parents working. He said it costs more to
participate in childcare in Juneau, Alaska, than to attend the
University of Alaska - Southeast. He said jobs are changing and
require more training and education. He said low investment in
education has impacts. He said the U.S. is not keeping up in
standardized testing and innovation. He said early child
education reduces abuse and crime and increases earnings and tax
revenues.
MR. HOLST said that making small improvements can have lifetime
impacts. He said for a world-class workforce, a world-class
education system is needed. He spoke to a Federal Reserve
conference in which returns on investment for education and
health were examined. He quoted Director of Research Art Rolnik
of the Federal Reserve Bank of Minneapolis as saying,
Investment in early childhood development programs brings real
total return, public and private, of 16 percent. We are unaware
of any other economic development effort that has such a public
return." He said the return on investment is why JEDC is
focusing on early childhood development. He said, "It's about
the economy."
10:31:00 AM
REPRESENTATIVE TARR opined that spending more in early education
would result in savings in corrections in the long term. She
suggested the base student allocation (BSA) of $6,000 is a
fraction of the cost of funding corrections.
CHAIR DRUMMOND said she thinks what the state spends on all the
preschool opportunities is roughly $4,000 per child but is only
serving roughly 25 percent of the children in the programs. She
referenced HB 52 and said it has a fiscal note of $51 million.
She suggested if the states spent a little bit more now on the
young ones, it would not need to spend it on them later.
REPRESENTATIVE PARISH asked how much it would cost per child to
achieve the benefits through the Best Start program.
MR. HOLST responded the cost in Year 1 would be $800,000
investment to make 400 kids kindergarten-ready. In Year 5, 800
children [indisc] for a $2.4 million-dollar investment. There
would be a need to leverage other investments out there. The
Juneau School District has a Pre-K program in every building. He
referenced a Head Start program for free in the school district.
He added the board is trying to find resources for
transportation to support them. By adding a small amount of
resources, the programs can be made more helpful.
10:37:03 AM
CHAIR DRUMMOND remarked the Anchorage, Alaska has a large
investment on public school buildings and is offering space to
private pre-school programs. She mentioned a drop in the
student population.
REPRESENTATIVE PARISH said he thought it seems $2,000 per child
in the first year and about $3,000 per child a few years down
the line was the answer to his question.
MR. HOLST answered in the affirmative. He said the formula is
somewhat complicated because as the quality of the programs
improves, the programs can receive incentives.
REPRESENTATIVE PARISH shared his appreciation of the Best Starts
program. He stated the private sector is bearing a large
portion of the burden of child care. He said a step-wise
progression backed up by some source of state dollars is an
"impeccable investment. He shared a concern that government
dollars might be going to private businesses. He asked how Mr.
Holst would answer that concern.
MR. HOLST answered he did not share the concern. He gave
examples of infrastructure that allows for a functioning
society. He said tapping into the entrepreneurial spirit is
important, but that child care is a poor business model. He
said some people are not making money at all. He suggested that
with proper support the business model can be improved.
10:42:01 AM
ADJOURNMENT
There being no further business before the committees, the Joint
House Education Standing Committee and House Health and Social
Services Standing Committee meeting was adjourned at 10:42 a.m.
| Document Name | Date/Time | Subjects |
|---|---|---|
| DAY 3 Early Childhood DEED-DHSS Final 3-12-18.pdf |
HEDC 3/16/2018 8:00:00 AM |
|
| thread early childhood presentation 3.15.2018.pdf |
HEDC 3/16/2018 8:00:00 AM |
|
| HMG Presentation EC Hearing 3.16.18.pdf |
HEDC 3/16/2018 8:00:00 AM |
|
| Statewide Systems - L&G and SEED.PDF |
HEDC 3/16/2018 8:00:00 AM |