Legislature(2009 - 2010)CAPITOL 106
01/20/2010 08:00 AM House EDUCATION
| Audio | Topic |
|---|---|
| Start | |
| Overview: Department of Education and Early Development: Graduation Rate Working Group; Advisory Programs; Asd Native Tutor Program | |
| HB206 | |
| OVERVIEW:GRADUATIONRATEWORKINGGROUP | |
| Adjourn |
* first hearing in first committee of referral
+ teleconferenced
= bill was previously heard/scheduled
+ teleconferenced
= bill was previously heard/scheduled
| + | TELECONFERENCED | ||
| += | HB 206 | TELECONFERENCED | |
ALASKA STATE LEGISLATURE
HOUSE EDUCATION STANDING COMMITTEE
January 20, 2010
8:02 a.m.
MEMBERS PRESENT
Representative Paul Seaton, Chair
Representative Cathy Engstrom Munoz, Vice Chair
Representative Bryce Edgmon
Representative Wes Keller
Representative Peggy Wilson
Representative Robert L. "Bob" Buch
Representative Berta Gardner
MEMBERS ABSENT
All members present
MEMBERS PRESENT
Senator Charlie Huggins
Representative Jay Ramras
COMMITTEE CALENDAR
OVERVIEW: DEPARTMENT OF EDUCATION AND EARLY DEVELOPMENT:
GRADUATION RATE WORKING GROUP
ADVISORY PROGRAMS
ASD NATIVE TUROR PROGRAM
- HEARD
HOUSE BILL NO. 206
"An Act establishing a career assessment requirement in public
schools; and relating to postsecondary courses for secondary
school students."
- HEARD & HELD
PREVIOUS COMMITTEE ACTION
BILL: HB 206
SHORT TITLE: HIGH SCHOOL ASSESSM'T/POSTSECONDARY CLASS
SPONSOR(s): EDUCATION
03/25/09 (H) READ THE FIRST TIME - REFERRALS
03/25/09 (H) EDC, FIN
03/27/09 (H) EDC AT 8:00 AM CAPITOL 106
03/27/09 (H) Heard & Held
03/27/09 (H) MINUTE(EDC)
04/03/09 (H) EDC AT 8:00 AM CAPITOL 106
04/03/09 (H) Heard & Held
04/03/09 (H) MINUTE(EDC)
04/15/09 (H) EDC AT 8:00 AM CAPITOL 106
04/15/09 (H) Heard & Held
04/15/09 (H) MINUTE(EDC)
01/20/10 (H) EDC AT 8:00 AM CAPITOL 106
WITNESS REGISTER
CYNDY CURRAN, Director
Early Learning and Teaching Support
Department of Education and Early Development(EED)
Juneau, Alaska
POSITION STATEMENT: Provided the department's report on the
Graduation Rate Working Group.
DOREEN BROWN, Supervisor
Title VII Indian Education
Anchorage School District
Anchorage, Alaska
POSITION STATEMENT: Provided a report on the Native Tutor
Program in the Anchorage school district.
SEAN DUSEK, Assistant Superintendant of Instruction
Kenai Peninsula Borough School District
Soldotna, Alaska
POSITION STATEMENT: Provided a synopsis of the student advisory
program instituted in the Kenai Peninsula District school
system.
BILL WATKINS, Principal
Kodiak High School
Kodiak, Alaska
POSITION STATEMENT: Testified as a member of the Graduation
Rate Working Group.
EDDY JEANS, Director
School Finance and Facilities Section
Department of Education and Early Development
POSITION STATEMENT: Responded to questions raised during the
Graduation Rate Working Group overview. Testified on HB 206
ACTION NARRATIVE
8:02:48 AM
CHAIR PAUL SEATON called the House Education Standing Committee
meeting to order at 8:02 a.m. Representatives Seaton, Munoz,
Wilson, Edgmon, Keller, Buch, and Gardner, were present at the
call to order. Senator Huggins and Representative Ramras were
also in attendance.
^Overview: Department of Education and Early Development:
Graduation Rate Working Group; Advisory Programs; ASD Native
Tutor Program
Overview: Department of Education and Early Development:
Graduation Rate Working Group; Advisory Programs; ASD Native
Tutor Program
8:03:48 AM
CHAIR SEATON announced that the first order of business would be
an overview report from the Department of Education and Early
Development Graduation Rate Working Group; Advisory Programs;
ASD Native Tutor Program.
8:05:05 AM
CYNDY CURRAN, Director, Early Learning and Teaching Support,
Department of Education and Early Development (EED), said that
the Graduation Rate Working Group has been collaborating with
EED to accomplish the goal of increasing graduation rates
throughout the state. She directed attention to the committee
packet handout titled "Ideas for Eliminating Push-outs," to
review the categories that the group brainstormed, during the
most recent meeting, in October, 2009. A push-out is considered
anything that has the effect of indicating to a student that "we
don't want you here anymore," she said, and then read the broad
category list: School-wide/District-wide, Statewide,
Social/Emotional Issues, and Teachers. In the first group,
School-wide/District-wide, the condition of the facility has
been deemed a factor. When a school building or classroom is
not welcoming, or is in disrepair, and the school grounds have
trash and are not kept, a student may feel pushed out. She read
across the column headings, of the handout, to indicate what the
group identified as ways to involve a community, at little or no
cost, to improve the identified situations of a given category.
She added that this is not a complete list of what the committee
generated as possible solutions.
8:08:56 AM
REPRESENTATIVE GARDNER asked if there is data to support the
theory that building conditions, are a reason that students
drop-out of school.
MS. CURRAN responded that this list was brainstormed by the
committee, not necessarily referencing hard data, but taking
into account what the community members chose to report. She
used the example of her son's high school in Palmer, and the
depressing situation of the building. The student council and
PTA, acknowledged the situation and joined forces to make
improvements. The joint volunteer effort made the school more
welcoming and uplifting, at minimal cost. The facelift proved
to make a difference in how the students and community members
felt upon entering the facility.
REPRESENTATIVE GARDNER clarified that it could then be assumed
that if schools were ranked according to building condition, and
all other factors were equal, the drop-out rate would reflect
this theory.
MS. CURRAN stressed that the committee identified this as an
important aspect to include on the list.
8:11:26 AM
CHAIR SEATON interjected that he also believes that this factor
contributes to a student choosing to leave a school, but not a
sole reason.
8:12:28 AM
REPRESENTATIVE P. WILSON commented on how building conditions
have effected students in Sitka. The alternative high school
students have commented to her that, "Yeah, they put us over
here and nobody cares about us." When the site was improved the
students felt as though they were cared for, as well, which is
why she believes that this is a valid point to consider.
8:13:02 AM
MS. CURRAN encouraged the committee members to review the list,
keeping in mind that it is still being compiled and concrete
solutions are being formulated. In February, 2010, an audio
conference will be held, to synthesize all of the suggestions
into a formal recommendation to the state school board, and if
accepted, it will be forwarded on to districts and communities
statewide. Another development has been the completion and
distribution of the "Raising a Graduate It's Everybody's
Business," poster, which she reported has been well received.
The group is also working on a website for access by parents to
assist them in intervention efforts, if they believe their child
is in danger of dropping-out or feeling pushed out. It may also
be accessed by students to help them explore options. Although
many websites on this topic exist, she opined, they are not as
user friendly as what the department is developing; an active,
engaging tool. The working group has been joined by three
Anchorage students, from Diamond, Bartlett, and Eagle River High
Schools, and two rural school districts have committed to
sending students to the committee meetings, as well. She
reported that the student liaisons have been enthusiastic to
discover that there are adults who are concerned with their
education/graduation. The student participation will be an
integral connection to the EED group.
8:16:10 AM
CHAIR SEATON pointed out that the second item in the "Ideas for
Eliminating Push-outs" is grading. He reported that the
teaching and administrative group members identified a need for
implementation of a grading policy course to facilitate a
consistent method of classroom evaluation. Removing grading
curves and other variables that create a non-uniform policy has
been identified as a disruptive factor. A non-subjective
grading policy will be developed to address this type of
discouragement. Every student should know what affects their
grade and what to expect in the realm of retakes, make-up
options, or partial credit.
8:18:29 AM
MS. CURRAN returned to the push-out list and the final category:
Teachers. The Alaska studies and multi cultural coarse work for
Alaskan teachers is proving to be important, for improving
teacher quality. Student advisory programs are appearing to be
essential at the high school level. Non-formal advisors are
also an effective means to make important connections with
students, beginning as early as middle school, to suggest career
paths and options. Showing an interest in a student and
providing direction improves a student's sense of importance as
they enter high school.
8:22:08 AM
MS. CURRAN indicated the Statewide issues category, and said the
working group discussed the policies for student participation
in extra-curricular activities. Club or athletic connections
are a primary factor in providing a positive connection for
continued high school attendance. Also, options to the Carnegie
Unit requirement for completing course work were considered
including: a virtual school model; alternative school
days/hours; and a variety of choices that would allow a student
to pursue a self paced course of study outside of the confines
of a traditional school setting. An attendance policy is being
formed that delineates uniform tardy and absence repercussions,
establishes whether a student may make-up the work missed, and
identifies means to assist an individual in finishing their
course of study.
8:24:49 AM
REPRESENTATIVE KELLER said that he sits on the NCSL (National
Conference of State Legislatures) Drop-out Task Force, and he
recalled a presentation addressing the topic of chronic
absenteeism. He stated his support for assessment and
improvement of the policies governing attendance.
8:25:22 AM
CHAIR SEATON inquired about the policy to de-enroll a student
who has missed 10 consecutive days, and whether it is a state
requirement or a district policy.
MS. CURRAN said she would provide the committee with that
information.
8:26:09 AM
REPRESENTATIVE KELLER asked for an explanation of the ASAA
(Alaska Sports Athletic Association).
MS. CURRAN indicated that ASAA policies govern all of the school
related activities, not just sports.
REPRESENTATIVE KELLER queried how altering the ASAA eligibility
would affect policies regarding substance abuse.
MS. CURRAN explained that the intent is to help students remain
in school. If the only positive connection that a student has
is through an activity, that relationship should be cultivated
not severed. A student who makes a mistake with drug/alcohol
abuse may be at risk for dropping-out, but with help they may
continue. The alternative is that they may feel pushed out for
making that error, lose their primary connection, and make the
choice to drop-out.
8:27:37 AM
CHAIR SEATON addressed the eligibility requirement, established
by the ASAA. He described a situation in Homer where students
of the Russian Old Believer Schools are not being allowed to
participate on the Homer hockey team, due to the size of
enrollment. There is a real problem with the Russian School
graduation rates, and yet the ASAA policy eliminates this
important vehicle for student engagement and retention.
8:28:55 AM
REPRESENTATIVE GARDNER referred to the consideration being made
of moving away from a zero tolerance policy, and asked whether
data exists to support a finding that the policy does work as
intended. Perhaps it is an effective deterrent to students
abusing drugs and alcohol or other undesirable behavior, she
posed.
MS. CURRAN indicated that there is data to support both sides of
this argument. She opined that the students who skate near the
line, of breaking a rule or not, are the ones who need the
majority of the help. More information is being gathered to
assess this situation, she said.
8:30:29 AM
CHAIR SEATON recalled that the working group considered a
progressive type of policy, imposing penalties for infractions.
8:31:29 AM
MS. CURRAN concluded and said the working group will hold an
audio conference in February, 2010, to continue the push-out
discussion. The third week in April will be a group meeting,
and may be timed to coincide with the end of the legislative
session to enable the committee members to attend; who are
welcome to join any meeting.
8:32:09 AM
REPRESENTATIVE MUNOZ encouraged a discussion topic of the
compulsory education law; current law requiring attendance to
the age of 16. Districts statewide have identified this as a
deterrent for keeping some students in school, and feedback from
the working group would be helpful.
MS. CURRAN reported that this topic was discussed at the most
recent meeting. Opinions varied and it was not included on the
push-out list, nor did they arrive at a recommendation to alter
the current age requirement. A student suggested that the
requirement be graduation from high school, instead of
stipulating an age. If graduation is truly the goal, and there
is a variety of means for attaining required competencies and
standards, an age requirement may be moot. She directed
attention to the committee packet and the hand outs titled
"Let's Abolish High School" and "Requiem for a Dropout." The
first suggests that what is being required of students may be
outdated for the current society. The second is authored by the
national teacher of the year, and discusses options for drop-
outs.
8:34:55 AM
REPRESENTATIVE BUCH requested an update on the revamping of the
cultural studies courses offered by the University of Alaska
System.
MS. CURRAN reported that the course syllabi are being collected
from each campus. The teacher quality committee is also
concerned that the needs of the teachers are not being met. A
sub-group from that committee will be reviewing the syllabi and
making a recommendation for action. Additionally, a rural
education director has been hired, Phyllis Carlson, who will be
working on this topic to provide appropriate review and state
board of education recommendations.
REPRESENTATIVE BUCH recalled that a time table for this work had
been established at one time, and inquired whether it would e
possible that it be completed by the end of this session; within
90 days.
MS. CURRAN stated that the departmental goal is to bring the
recommendations forward to the state board in March, 2010, which
will then direct the department on how to move forward. The
committee will be provided with a comprehensive overview,
following completion of the process.
8:38:14 AM
REPRESENTATIVE EDGMON asked if, when defining a push-out, the
focus is on the environment of the school, or are home life and
other outside, factors also considered.
MS. CURRAN stated that the working group has not specifically
targeted what occurs outside of school as a topic for scrutiny.
However, engaging parents may be a future aspect for student
retention, but district control resides within school
boundaries. She relayed how, as a primary teacher, she made
efforts to engage parents, but at the high school level it
becomes more difficult for parents to remain involved.
8:41:41 AM
REPRESENTATIVE P. WILSON noted that a child's home life is of
importance, as well as the family configuration. Challenging
children often have a difficult home life, and although no
control can be exerted the information is still important and
usable by the teacher.
MS. CURRAN offered that this is one of the purposes to have an
advisor positioned in the school; to provide a student with a
safe adult to approach. High school is an important time for
students to have this type of access to, and personal interest
from, an adult.
8:44:41 AM
CHAIR SEATON encouraged committee members to attend the working
group meetings in person or via telecommunications. The setting
is informal to provide lively dynamic conversation. He then
turned to the next topic: A report from the Native Tutor
Program in the Anchorage School District.
8:46:35 AM
DOREEN BROWN, Supervisor, Title VII Indian Education, Anchorage
School District, referenced the committee packet handout and
listed the resource positions available for cultural support.
These positions are by Title VII, state general funds, and
federal program funding. The positions which she is responsible
for include: approximately forty-four Youth Development Tutors,
working in K-12 programs; Community Counselors at the middle and
high school levels; one Resource teacher; one Cultural
Enrichment Specialist; and two Indigenous Language teachers
providing Yupik and Tlingit. All of these positions work
specifically with Alaska Native and American Indian students.
The charge is to increase the graduation rate, decrease the
drop-out rate, and work on academics and cultural transitions.
She indicated that she works closely with the Anchorage School
District Superintendent, as well as The Native Advisory
Committee, which is comprised of parents of Native students,
educators, administrators, and high school students. Meetings
are held in an open venue, inviting suggestions and opinions
from the attending public. The feedback from these sources
helps to ensure that Native needs are being met through the
program.
8:50:35 AM
MS. BROWN stated that the tutors address not only the student,
but the entire family, including elders, aunties, uncles, and
cousins. The tutors are able to work with students in small
groups, which allows for an opportunity to ensure that the
curriculum is culturally responsive. The ELL (English Language
Learners) program is another facet of the program. Established
curriculum units may be a challenge for students who transfer
between locales, and focus can be brought to adapt the
curriculum to address the prior knowledge that an individual may
have on a topic, maintaining a relevancy that otherwise might be
lost. She stressed that this is critically important work for
increasing the Native graduation rate. Community counselors are
working at the middle and high school level, focusing on the
social/emotion learning aspect, and ensuring that resources are
available. Postsecondary Native students do not always navigate
the system well and the advisors assist them in that effort.
Plans are established to assist the student in mapping out a
four year high school career. Attendance issues are monitored
and transportation assistance can be provided.
8:52:59 AM
CHAIR SEATON queried whether the high school plan uses an IEP
(individual education plan) model, and, if so, does every
student in the tutoring program carry an IEP.
MS. BROWN responded that the Youth Development Tutor program
does use the IEP model for elementary and middle school
students. However it is no longer the norm at the high school,
due to recent changes, and with over 400 students to assist at
that level. The target is to meet with a student three times a
week, for thirty minutes a day, and focus on specific areas of
concern.
8:54:47 AM
REPRESENTATIVE P. WILSON directed attention to a committee
handout and noted the practice of having children raise their
hands, without verbalizing, if they know the answer to a
question. She asked if there is a significant difference found
when students are encouraged to practice this technique.
MS. BROWN said that teacher development in this area is
important, and how they can help students to express their
knowledge of a subject, particularly in a group setting. She
provided examples of how this can be accomplished, such as
helping students understand the difference between the home and
school cultures and how responses are appropriate in the
different settings.
8:57:46 AM
MS. BROWN reported that research from the First Alaskans 2006
survey, "Getting Behind the Numbers," is an indicator reference
utilized in the program, along with the 2009 Virtual School
Clearinghouse drop-out indicators. Another resource employed is
"How to Make Things More Culturally Relevant," as well as the
2003 First Alaskans study to address specific interventions for
student.
CHAIR SEATON requested that the referenced material be forwarded
to the committee.
8:59:38 AM
REPRESENTATIVE MUNOZ expressed concern that the Native programs
are dependent on unstable federal dollars, and asked whether the
foundation formula could be used to provide a predictable state
funding source.
MS. BROWN reported that the Anchorage School District focuses on
students who are doing well. "At the bottom of that barrel is
our Native students, and then it would be African American
students," she said. The district is putting energy towards
providing equal access to these underserved students, not just
throwing money at the issue. She illustrated her point using an
analogy of having a General Practitioner treat a patient who has
a severe heart issue; it wouldn't be done. As a parallel to
education, teachers are generalists but many students require
the help of a specialist. Specialists are needed in the schools
to serve the specific needs, and develop strategies to assist
the struggling student population that includes Native Alaskans,
ELL students, African Americans, and Pacific Islanders. Funding
for the program is diversified through Title VII, under NCLB,
and other federal sources such as Native Equity funding.
9:03:36 AM
REPRESENTATIVE P. WILSON pondered the possibility of reversing
an achievement aspect in PE (Physical Education) by introducing
traditional Native sports. The Native students would certainly
have a feeling of achievement over the others who might be more
challenged. She read from a committee handout, "In science
class tools and techniques of survival used by First Alaskans
are studied and after school traditional Native sports are
practiced." Why aren't Native sports brought directly into the
school, she asked.
MS. BROWN reported that the Cook Inlet Tribal Council has PE
teachers at the middle and high school levels, providing Native
Youth Olympics (NYO) as an elective credit; a class that has
proved to be very popular, but future is tenuous, as the funding
will end this year. Her program offers Junior Native Youth
Olympics for first through sixth grade students. Participation
is open to all children not just Natives.
9:06:42 AM
REPRESENTATIVE P. WILSON wondered if any Caucasian children
participate.
MS. BROWN said yes, and NYO offers accessibility to sports that
children may not otherwise experience if they are not cut out
for hockey, wrestling, or basketball. The camaraderie that this
competition affords is amazing, she said, and allows those who
have never competed before to enter the arena and prove their
abilities.
9:08:23 AM
REPRESENTATIVE MUNOZ recalled the discussion from an earlier
committee meeting regarding the correlation between the success
in ninth grade PE and a student's future success in high school.
Promotion of alternative PE programs could allow more students
to be successful.
MS. BROWN agreed and established that urban Native students do
not find equal access to basketball, or football, for several
reasons including costs, competition, and transportation.
Additionally, if a student is in Resource, Special Education,
these organized sports are not an available option.
9:09:56 AM
CHAIR SEATON moved to the next topic, a synopsis of the student
advisory program instituted in the Kenai Peninsula School
District.
9:11:14 AM
SEAN DUSEK, Assistant Superintendant of Instruction, Kenai
Peninsula Borough School District, provided that the districts
high schools have a population range of 300-500 students. In
2005 a program titled "Breaking Ranks," promoted by the National
Association of Secondary School Principals, was implemented.
The program introduced a new three R's approach: Rigor of
instruction, to challenge students; Relevance of instruction,
students understand why they are learning particular concepts;
and Relationships. The advisory program being implemented in
the Kenai district arose from the relationship aspect of that
program. Advisories were established on two different
principles: social orientation, allowing for a personal
connection to the student; or a curriculum based model, helping
a student plan their educational career including postsecondary
goals. He reported that three of the larger high schools have
chosen the social approach. The program has developed into a
student driven program, using student surveys to match interests
of individuals with particular teachers, and providing the
benefit of developing 1:1 personal relationships. Three other
schools have taken up the curriculum based program, but the
schools still retain a means to address the social component.
The key aspect for these schools is their ability to match
students with an advisory teacher who continues with them
throughout high school. The district advisory program is a work
in progress, he stressed, which the middle schools are just
beginning to implement. The school board has been focused on
graduation via individual attention, teaching to strengths, and
addressing weaknesses. Developing a personal education plan
(PEP) for each student, is a goal of the school board; a
possibility with the advent of the advisories. Additionally,
the board has requested that the school administration help
seniors develop plans for postsecondary transitioning into
continuing education institutions, or for entering the work
force. The graduation rate may not have increased because of
these advisory efforts entirely, but the level has increased by
about 10 per cent overall, and as high as 17 per cent in
individual schools. He believes that the advisories, and the
PEP approach, have been a contributing factor to this increase.
9:18:17 AM
REPRESENTATIVE GARDNER asked about the district's teacher
retention ability, which is a cornerstone of this program.
MR. DUSEK reported that the retention rate is approximately 90
percent, at the district's larger high schools. He opined that
a student has an excellent chance of staying with the same
[advisory] teacher for four years.
9:19:24 AM
CHAIR SEATON inquired whether the students tend to stay with the
same advisor in the student driven program, like they do in the
curriculum based program.
MR. DUSEK replied that they rotate on an 8 week basis. In a
given year a student will work with three different teachers,
each of whom will bring a different area of focus: robotics,
strategy concepts, leadership, as well as involving the
counselors to plan postsecondary options. These are small
intense groups participating with a teacher in a mutually chosen
area of high interest, he said, "that's not a normal, graded
type class."
9:21:09 AM
CHAIR SEATON asked about the relative graduation rates based on
the two different models.
MR. DUSEK reported that Kenai's Central High School curriculum
based program has served to raise their graduation rate from 72
to 89 percent, and Sterling's Skyview High School was at 68
percent and has risen to 80 percent, representing a student
driven program. He will provide further outcome data on these
two programs to the committee.
9:23:50 AM
BILL WATKINS, Principal, Kodiak High School, Kodiak, Alaska,
emphasized how the condition of a facility effects the users,
with a research history of 20 years. It does play a large role
in push-outs, he opined. Information has been accumulated
regarding ventilation systems, lighting, acoustics, and the
general ascetics. He quoted one study that reported a 5.5-17
percent increase in academic achievement from students in
facilities that provide quality surroundings.
[Due to technical difficulties, audio connection with the
witness was lost.]
9:26:36 AM
EDDY JEANS, Director, School Finance and Facilities Section,
Department of Education and Early Development, explained the 10
day rule: In accordance with the student accounting manual, a
student will be dropped from the roles, after 10 consecutive
days of absence, if district officials are unable to make
contact with the student/family. Responding to Chair Seaton, he
explained that the intent of this policy is to keep the school
in contact with the parents and to maintain an awareness of the
locale of each student. The schools must drop the student from
enrollment, if they are not able to reach them, as the family
may have relocated to a new area. Additionally, he pointed out
that the foundation funding program is based on enrollment, not
attendance, directly relating to the 10 day policy.
9:28:41 AM
CHAIR SEATON notated that the 10 day rule applies throughout the
school year, and is not limited to the foundation formula count
period.
MR. JEANS specified that the count period is a 20 day period in
October. Thus, a student might be absent for five days prior to
the period, and five days at the beginning of the period and be
dropped from the attendance register.
9:29:30 AM
MR. JEANS referred to the committee's request for information
regarding the Alaska School Activities Association (ASAA) stance
on drug, alcohol, and tobacco use. He reported that the
legislature provided funding for ASAA to conduct a prevention
program. As a parent of two high school age children, he has
had the opportunity to participate in the program first hand.
For every activity that a student enrolls in, the program is
administered. The approach is to impose a progressive
disciplinary action with an educational component. A student
found in violation of drugs, alcohol, or tobacco policies will
receive a penalty excluding them from sporting activities. The
penalty may be reduced if they attend the educational program.
9:31:00 AM
REPRESENTATIVE P. WILSON asked whether this program is
statewide.
MR. JEANS answered affirmatively.
HB 206-HIGH SCHOOL ASSESSM'T/POSTSECONDARY CLASS
9:31:22 AM
CHAIR SEATON announced that the next order of business would be
HOUSE BILL NO. 206, "An Act establishing a career assessment
requirement in public schools; and relating to postsecondary
courses for secondary school students."
EDDY JEANS, Director, School Finance and Facilities Section,
Department of Education and Early Development, explained that HB
206 would require a second mandatory enrollment count, for 20
days, in the month of February. Under the old foundation
program an optional count could be taken in February, but that
was only for districts that had increases in enrollment. He
reported that this did not happen very often in the larger
districts, but did impact smaller districts. In any year, the
department might have between three to six districts applying
for this optional count period. The proposed bill requires two
count periods of 20 days each, one in February and one in
October, and guarantees that districts are funded based on the
prior year count. The funding for the current year would be
based on the two counts from the prior fiscal year; a guaranteed
minimum level of funding. During the current school year, the
October count will be taken, averaged with the count from the
previous February, and if the count has increased a funding
benefit will be realized to reflect the rise in average daily
membership (ADM).
9:33:15 AM
CHAIR SEATON asked whether formula funding is currently based on
an estimate of projected enrollment without considering the
previous year counts.
MR. JEANS clarified that funding is based solely on the current
year count, as taken during the 20 day count period in October.
Projections are received from school districts that are used to
build the department's budget, but it does not impact how much
money a district receives. District funding levels are based on
one twelfth of what they received in the prior year, for the
first nine months, then the final three months are adjusted in
accordance with the current year count. One of the issues is
that, with only one count required, schools may focus on
retaining students just through that period. Also, a number of
senior students may graduate mid-term, but schools are staffed
based on autumn numbers, not on how many students they expect to
have in the spring. Mr. Jeans reported that Commissioner LeDoux
suggests a longer count period of perhaps three months, basing
the funding on previous year counts, and a provision for
district's to demonstrate a need due to increased enrollment.
As proposed, HB 206 requires the averaging of two counts, which
may cause some confusion. However, the bill does retain the
basic concept to allow appropriate budgeting and a means for
addressing an increase of enrollment, he opined.
9:36:00 AM
CHAIR SEATON stated his understanding that Commissioner LeDoux
would be interested in a five month count period. He asked if
the average would be derived from the daily attendance,
membership, or enrollment.
MR. JEANS explained that enrollment is different than
attendance, and attendance is different from membership.
Typically enrollment is a one day snapshot of how many students
are enrolled in each grade and program. The average daily
attendance (ADA) is exactly that: how many students are
attending school, on average, on a daily basis. The average
daily membership (ADM) represents how many students are enrolled
in the school district, not necessarily attending on a given
day. The current funding formula uses the ADM, based on the 20
day count period. He explained that the daily attendance is
totaled for the 20 day period, divided back by 20 and the number
arrived at represents the ADM. Thus, a student who is enrolled
for 10 days, during that period, would count as half of a
student.
9:37:42 AM
CHAIR SEATON clarified that the alternatives, which Commissioner
LeDoux discussed, were based on the ADM.
MR. JEANS confirmed the chairman's understanding and pointed out
that the commissioner was also considering having the count
occur over a longer period of time, 3-5 months, utilizing the
same process that is now in place. Additionally, the current
year funding would be based on the previous year's count, with
the possibility to compensate for increased numbers.
9:38:14 AM
REPRESENTATIVE BUCH asked for clarity on the proposed time frame
to establish the ADM.
MR. JEANS reviewed the count schedule as previously laid out.
Additionally, he reiterated reasons for changing the current
system: being able to utilize the prior year count will help
district's during the budgeting process, knowing exactly what to
expect for their budget, and also being able to receive a
current year benefit should enrollment increase.
9:39:44 AM
CHAIR SEATON stated that the committee is interested in
statutory mechanisms to encourage retention of students. The
count period change may stimulate districts to eliminate factors
resulting in push-outs, or instituting other measures to
increase the retention rate of student's throughout high school.
The presumption is for this change to increase graduation rates.
When only one count period occurs, he opined, there may not be a
concerted effort to help students continue throughout the year.
9:40:57 AM
REPRESENTATIVE P. WILSON indicated that some families move
during the school year, and she expressed her interest to ensure
that a district is not penalized when this occurs. She
addressed the handout and read: "Reduction in the spring is
based on the drop-out rates from 2008 and 2009, as if it were
5.2 percent." She asked whether this legislation will make an
incentive strong enough for the schools to make an effort to
retain students, particularly problem students. Is there a
possible fix for the numbers representing the students who
graduate mid-year, she asked.
MR. JEANS addressed the dropout rate first, explaining that it
was calculated using the number of students from the October
count and establishing the number of students still enrolled at
the beginning of summer. The rate arrived at was 5.2 percent,
and has been declining, however it represents approximately
3,000 students statewide. Whatever means is adopted, to
establish the ADM in schools, school budgets and district
efforts of retaining students will be effected. He opined that
changing the count method will not solve the drop-out problem,
but it will exert financial pressure on schools to keep students
engaged. Changing the count period will result in less funding
than districts are accustomed to receiving. To offset the
impact that this type of count/budget change will have in the
first couple of years, consideration for increasing the base
student allocation rate is in order. The increase would be
important as a means to incentivize districts, not penalize them
with a budget cut.
9:44:35 AM
CHAIR SEATON summarized that when students move away a school
would experience a decline in enrollment, but the funding is
already in place. Further, if enrollment were to increase in
the course of the year, a budget adjustment would be made to
account for the additional numbers.
MR. JEANS confirmed that if enrollment has declined, a budget
based on previous year counts, will provide a one year delay to
adjust a schools budget.
9:45:40 AM
REPRESENTATIVE MUNOZ expressed her support for basing funding on
previous year counts, noting the benefit to the budgeting
process. However, a converse impact of a second count, due to
the natural ebb and flow of a student population, may prove
problematic. She directed attention to the committee packet and
the memo received from the Southeast Island School District
indicating annual number fluctuations that would jeopardize
their future funding, under the proposed scenario.
MR. JEANS agreed and said that anything done outside of the
current funding count period will have the largest effect on the
state's smallest schools, and it may be difficult for some to
survive.
REPRESENTATIVE GARDNER asked for clarity on the cost
implications for the state's school districts when considering
an ADM averaged over a five month count period versus two 20 day
counts.
MR. JEANS responded that there may not be a big difference
between the two resulting numbers, but when the count period is
expanded, he said he believes lower counts will be the result.
9:48:44 AM
CHAIR SEATON advised that at the next regular committee meeting
a longitudinal study, undertaken by the Anchorage School
District, will be presented. The data will indicate how a
student who drops-out will probably drop-out multiple times
throughout their high school career; very few students exit the
system without returning. Schools need to be incentivized to
keep these students engaged, he opined. Situations vary, he
commented, and the same student may be dropping-out
continuously, the family may be away fishing each year during
the count period, or students may enroll in another school for
part of the school year.
9:51:51 AM
MR. JEANS cautioned that perceptions may be skewed, and what is
actually happening may be confused with what is thought to be
occurring. Historical data does not indicate huge influxes of
population, following a student count period, that would be
detrimental to a district. The smallest schools are effected
when, for instance, a family with six students relocates,
representing a significant population change. Changes of this
type are anomalies, not the norm. Situations do arise
routinely, he reported, such as students leaving home
correspondence programs and enrolling in a brick and mortar
school.
9:53:22 AM
REPRESENTATIVE EDGMON asked for the department's official
position on HB 206. The testimony provided today appears to
conflict, he noted, with the commissioner suggesting a lengthier
count period and the director cautioning against changing the
status quo.
MR. JEANS clarified that the most important aspect is, and the
commissioner agrees, that funding be based on the prior year's
count, giving the districts a guaranteed base, and the bill
provides this measure. There are varying methods for arriving
at the ADM, and the commissioner prefers a count period extended
beyond the current 20 days.
REPRESENTATIVE EDGMON maintained his inquiry for an official
departmental position on HB 206.
MR. JEANS refrained from expressing an official position,
pending further discussion with the commissioner.
9:55:45 AM
CHAIR SEATON asked whether the longer count period requires
implementing a new administrative process, or if it utilizes the
current attendance methods and information.
MR. JEANS confirmed that HB 206 alters the count period process,
but the procedures are in place and remain the same for
obtaining the ADM.
CHAIR SEATON welcomed comment from the districts regarding the
advantages of the different procedures.
9:56:47 AM
REPRESENTATIVE BUCH asked if the economy of scale should be
taken into account, because of the effect it may have on smaller
schools. Perhaps the means for funding smaller schools should
be reconsidered, he opined.
MR. JEANS said that it is not his intent to suggest adjusting
the school size table, but to caution the committee that
extending the count period, many districts will experience a
drop in their ADM count, and some schools will be seeking a form
of relief. The apparent means to offset such a scenario, is an
increase in the base student allocation.
9:58:01 AM
CHAIR SEATON stated that the bill would be held for continued
discussion.
^#Overview: Graduation Rate Working Group
Overview: Graduation Rate Working Group
9:58:18 AM
BILL WATKINS, Principal, Kodiak High School, advised that
facility conditions are a major push-out factor. Nationwide, 50
percent of the schools have been identified as having sick
building syndrome. Health research indicates a direct
correlating influence of these buildings on teenagers with
existing conditions such as asthma. Sick building syndrome has
been thoroughly researched and the impacts it has on student
attendance, and achievement levels. He offered to provide
additional information on this topic to the committee. The
advisory program was implemented two years ago in the Kodiak
schools, and this year students are meeting with their advisory
teacher once a week. The expectation is to increase these
contacts to a daily basis. Effectiveness data on the advisory
program is being collected via student surveys, GPA comparisons,
attendance records, drop-out rates, number of students taking
college entry or work-force readiness exams, number of students
graduating with an established plan, and the number of students
entering high school with a class course and post graduate plan
in place. He touted the importance of the middle school
advisory program for helping the students make a smooth
transition into high school, and to guide them to the necessary
course work for meeting their goals. The advisor expects to
remain with a student for the four year duration, building a
meaningful relationship. He reported that Kodiak has a teacher
retention rate averaging 95 percent. The new assessment tools,
particularly Key Train and WorkKeys, are being utilized. The
advantage of the WorkKeys program has been the flexibility for
testing, and individual motivational benefits that come from the
instant test results, allowing a student to target curriculum
needs, and resulting in increased student retention. Another
key has been providing each student with a lap top computer for
ease of viewing the Alaska Career Information System (ACIS)
website, where the students build their career portfolios.
Regarding the question of whether to restrict activities, he
stated opposition to the four strikes and you're out approach.
Activities are sometimes the only carrot that can be used to
engage a student and the possibility should not be taken away
regardless of drug/alcohol/tobacco abuse. Also, activity
involvement provides a student with an additional adult to help
guide them and keep them engaged and connected. He said that
the school believes in the power of five: a 5:1 ratio,
adult/coach to student in need, for creating success.
10:06:03 AM
CHAIR SEATON solicited further comments on the bills in
question, and thanked the day's participants.
10:07:18 AM
ADJOURNMENT
There being no further business before the committee, the
Department of Education and Early Development meeting was
adjourned at 10:07 a.m.
| Document Name | Date/Time | Subjects |
|---|---|---|
| CS HB 206 (EDC) April 22 workdraft.pdf |
HEDC 1/20/2010 8:00:00 AM HEDC 3/29/2010 8:00:00 AM HEDC 3/31/2010 8:00:00 AM |
HB 206 |
| HB206_CountChart.xlsx |
HEDC 1/20/2010 8:00:00 AM HEDC 2/1/2010 8:00:00 AM |
HB 206 |
| Raising a Graduate poster.pdf |
HEDC 1/20/2010 8:00:00 AM |
|
| Ideas for Eliminating Pushouts (2).doc |
HEDC 1/20/2010 8:00:00 AM |
|
| Tutors work to boost Native students.docx |
HEDC 1/20/2010 8:00:00 AM |