Legislature(2009 - 2010)CAPITOL 106
01/27/2010 08:00 AM House EDUCATION
| Audio | Topic |
|---|---|
| Start | |
| Overview: Round Table Discussion with Eed Commissioner Larry Ledoux on How Criteria Relate to Goals of a Potential Scholarship Program. | |
| Overview(s): Department of Education and Early Development Virtual School Concept; Department of Defense Online Virtual High School; Alaska School District Online Course Offerings | |
| Adjourn |
* first hearing in first committee of referral
+ teleconferenced
= bill was previously heard/scheduled
+ teleconferenced
= bill was previously heard/scheduled
ALASKA STATE LEGISLATURE
HOUSE EDUCATION STANDING COMMITTEE
January 27, 2010
8:02 a.m.
MEMBERS PRESENT
Representative Paul Seaton, Chair
Representative Cathy Engstrom Munoz, Vice Chair
Representative Bryce Edgmon
Representative Peggy Wilson
Representative Robert L. "Bob" Buch
Representative Berta Gardner
MEMBERS ABSENT
Representative Wes Keller
COMMITTEE CALENDAR
OVERVIEW: ROUND TABLE DISCUSSION WITH EED COMMISSIONER LARRY
LEDOUX ON HOW CRITERIA RELATE TO GOALS OF A POTENTIAL
SCHOLARSHIP PROGRAM.
- HEARD
OVERVIEW: DEPARTMENT OF EDUCATION AND EARLY DEVELOPMENT VIRTUAL
SCHOOL CONCEPT; DEPARTMENT OF DEFENCE ONLINE VIRTUAL HIGH
SCHOOL; ALASKA SCHOOL DISTRICT ONLINE COURSE OFFERINGS.
- HEARD
PREVIOUS COMMITTEE ACTION
No previous action to record
WITNESS REGISTER
LARRY LEDOUX, Commissioner
Department of Education and Early Development (EED)
Juneau, Alaska
POSITION STATEMENT: Provided information and answered questions
during the round table discussion with EED on how criteria
relate to goals of a potential scholarship program. Provided
information and answered questions during the overviews related
to the EED Virtual School Concept, the Department of Defense
Online Virtual High School, and the Alaska School District
Online Course Offerings.
MICHAEL HENRY, Executive Director of High Schools
Anchorage School District (ASD)
Anchorage, Alaska
POSITION STATEMENT: Testified on behalf of ASD during the
overviews related to the Department of Education and Early
Development Virtual School Concept, the Department of Defense
Online Virtual High School, and the Alaska School District
Online Course Offerings.
JANICE M. KOCH-CARTER
Military, Federal, Pentagon
Juneau, Alaska
POSITION STATEMENT: Testified during the overviews related to
the Department of Education and Early Development Virtual School
Concept, the Department of Defense Online Virtual High School,
and the Alaska School District Online Course Offerings.
ACTION NARRATIVE
8:02:34 AM
CHAIR PAUL SEATON called the House Education Standing Committee
meeting to order at 8:02 a.m. Representatives Wilson, Edgmon,
Buch, Gardner, and Seaton were present at the call to order.
Representative Munoz arrived as the meeting was in progress.
^OVERVIEW: Round Table Discussion with EED Commissioner Larry
LeDoux on how criteria relate to goals of a potential
scholarship program.
OVERVIEW: Round Table Discussion with EED Commissioner Larry
LeDoux on how criteria relate to goals of a potential
scholarship program.
8:02:48 AM
CHAIR SEATON announced that the first order of business would be
a round table discussion with Commissioner Larry LeDoux of the
Department of Education and Early Development, regarding how
criteria relate to goals of a potential scholarship program.
8:04:49 AM
CHAIR SEATON emphasized the need to understand the criteria and
target for the upcoming scholarship funding proposals. He
indicated that the Governor's Performance Scholarship (GPS) bill
is not yet scheduled to be heard by the committee, but will be
forthcoming.
8:07:14 AM
LARRY LEDOUX, Commissioner, stated that he has come today to
address committee questions and concerns, and to clarify
department actions. In response to Representative Gardner, he
said that if given the latitude, he would emphasize developing
an attitude of success in every child beginning in kindergarten.
He stated his belief that if this occurred it would eliminate
the need for scholarships and the programs now being introduced.
If a child were to work to their full potential he/she would be
successful. Failure begins early, he related, and affects
success in high school and college. He said if he were
governor, he would implement a plan that did not implement any
particular program as the key constant for success. He said
assessments often give children the message that they have done
something wrong. He related that he does not use the term drop-
out.
8:11:36 AM
COMMISSIONER LEDOUX, in response to Representative Gardner, said
in order to [develop an attitude of success in every child], he
would implement the state education plan, which he opined is
consistent with research and knowledge. The state's plan has a
statement that success will not come from any single program
directed at any single age, but will be a continuum. He
underscored the ability of the young child to explore and
discover. Commissioner LeDoux stated that a question gives
relevance to the information or answer, and without relevance
there is no meaning or application. He referred to "the brain
theory" and said the same part of the brain that is used for
emotion is also used for learning; deep memory and emotion are
the same. He said his comments are based upon a book called, A
Whole New Mind, by Daniel H. Pink.
8:13:40 AM
REPRESENTATIVE GARDNER requested steps that could be taken to
promote what the commissioner is proposing. She asked if, for
example, a policy change would be necessary.
8:14:25 AM
COMMISSIONER LEDOUX responded that the No Child Left Behind Act
of 2001 (NCLB) defined success as a test score; it judged
students, teachers, principals, and superintendents based on a
how a student performed on a test. Because of accountability,
NCLB dropped some of the things children need to develop - the
part of the system where children can apply their knowledge and
see success instantly by what they do. Commissioner LeDoux said
teachers are afraid to carry on deep discussions with students
because they are worried about meeting performance levels. He
reiterated that the system does not honor questions or
curiosity. He said the Internet is an important resource today
for students, but students do not know how to use it as a data
base, how to ask questions and validate the information gleaned.
COMMISSIONER LEDOUX stated that students are being trained for
jobs that do not exist. Years ago, a person would train for a
career and remain in that career, but young people today change
jobs an average of seven times. Vocational education has been
stressed: welding, woodshop, mechanics. He asked the committee
members what they think a student gains by taking a vocational
class.
8:18:57 AM
REPRESENTATIVE BUCH said he thinks vocational education gives
students a way in which to use the right side of their brains,
because it offers both the practical and visual side of
learning.
8:19:37 AM
REPRESENTATIVE P. WILSON said not everyone is going to attend
and finish college, and those who do not could be better
prepared for blue collar careers through vocational education.
She suggested that vocational classes may give students a peek
into their future, help them identify their abilities, and focus
on what other classes they may need to take to reach their
goals.
8:21:15 AM
CHAIR SEATON added that students learn in various ways. Classes
which require a student to sit in a seat to learn may not
provide enough stimuli or engage certain students.
8:22:29 AM
COMMISSIONER LEDOUX stated that one reason to allow students to
use their hands is that that provides an opportunity for them to
experience immediate success between what they are doing and the
creation of something. Furthermore, working as a team and
making decisions is a benefit in these courses. He stated,
"Career technology is applied common sense, and I would suggest
that every child needs it, whether they are going to college or
not." He said the key component of any vocational course that
makes it worthwhile is that it allows students to face a
problem, design a strategy, implement that strategy, evaluate
the results, and revise the process as necessary, which is a
reflection of life.
COMMISSIONER LEDOUX stated that traditionally public schools
have measured success by letter grades to denote benchmarks; the
school system has never really valued a system where children
learn to "apply." He shared his belief that a person needs
knowledge and the opportunity to apply that knowledge in order
to build wisdom. He related that although students who get good
grades deserve the acknowledgement they receive, there is a
study, which shows that there is only about a 7 percent
correlation between grades and achieving ones goal in high
school. He indicated that the correlation is 10 times higher
between children who participate in activities of any kind and
success. He said the question is why grades are not a
predictor. He stated, "With young people, it's a battle of
attitudes." He asked the committee members why they think there
is a difference between participation in activities and success
in life.
8:27:20 AM
REPRESENTATIVE P. WILSON said she thinks students learn, through
the process of doing something, that success may come after
initial failure, and the feeling achieved through success
motivates students to strive to succeed again. She said there
is a lack of discipline and students don't experience [success]
in life very much; therefore, "somebody's got to help them do
it."
8:28:58 AM
REPRESENTATIVE MUNOZ offered her understanding that children are
given assessments as early as kindergarten or first grade, and
she asked if those assessments are left-brain or right-brain
dominated. She asked if other types of assessments exist that
would be more appropriate, and whether those being given are
adequately assessing the creative thinking and skills of
children in the early grades.
8:29:55 AM
COMMISSIONER LEDOUX responded that most assessments used in
early learning are skill-based in order to measure what young
children can do and what they can recognize. He indicated that
it is how those assessments are applied that is of concern. He
talked about children who are singled out. He stated that
children assess themselves much more acutely than the school
system ever will. He said, "Every child knows where they fit in
that hierarchy, and if it's not high enough, they build their
entire self-esteem ... on where they perceive they fit within
that system."
8:31:14 AM
REPRESENTATIVE MUNOZ agreed that skills-based assessments are
necessary for young children; however, she said schools need to
find a way to honor students who are more right-brained and do
not do as well with left-brain focused testing.
8:31:38 AM
CHAIR SEATON said the committee needs to consider the criteria
for a broad-based scholarship and decide if the focus of that
criterion needs to be changed.
8:32:52 AM
REPRESENTATIVE P. WILSON said all the best intentions and best
efforts of the legislature will not accomplish the goal if
teachers are not re-schooled regarding right- and left-brained
activities.
8:34:38 AM
COMMISSIONER LEDOUX stated that there is a direct correlation
between scores on assessment tests and college success.
Furthermore, an even more rigorous curriculum increases that
correlation of success in college. He said the human brain, the
school system, and the assessments used are not right- or left-
brained; the entire brain is utilized.
COMMISSIONER LEDOUX said teaching is both craft and art. The
craft can be taught, while the art pertains to how to make
knowledge alive in the minds of children - an aptitude rather
than a taught skill. He said an English teacher can actually
"teach the same things that you would learn in a vocational
class," but not as easily.
8:37:00 AM
CHAIR SEATON requested the research comparing the effects of a
rigorous curriculum with success in college. He disagreed that
the education system is unresponsive. He said the system and
the teachers did respond to NCLB, and if the committee sets
clear values and goals and establishes criteria that can be
taught, the system will respond.
8:39:22 AM
COMMISSIONER LEDOUX said grades are important as a relationship
between a teacher and a student, and to say otherwise is to
undermine that relationship. The "A" student is working to
his/her potential. The message to young people should be that
what they do in school does matter. Commissioner LeDoux related
an anecdote illustrating how his own change of attitude in
school changed his grade.
8:41:51 AM
REPRESENTATIVE BUCH said advances in detection of special needs
such as autism and dyslexia have resulted in more sophisticated
ways of dealing with students and have brought attention and
financial concentration on a small populace within the school
community. He asked Commissioner LeDoux what he thinks this has
done for the average student.
8:43:22 AM
COMMISSIONER LEDOUX responded that depending on the learning
disability, the earlier it can be identified and dealt with the
larger the effect will be in the years to come. He stated that
proactive intervention done at an early age is costly; however,
reactive interventions done later are very expensive. He
offered further details. He said he is a strong proponent of
intense interventions.
COMMISSIONER LEDOUX said he believes every child is different
and to treat them all the same is to treat them unfairly.
8:46:02 AM
CHAIR SEATON directed the discussion to how the scholarship
criteria are to be targeted.
8:47:12 AM
REPRESENTATIVE BUCH said he thinks what happens early in a
child's education affects what is done later on, which could
affect the scholarship issue.
8:47:48 AM
REPRESENTATIVE GARDNER reported that teachers and parents in her
district have shared with her their belief that the school
district stalls when it comes to identifying or labeling
students such that those students would then be eligible for
special education services. She said this may be due to the
cost of the programs. She questioned whether the early
intervention about which Commissioner LeDoux discussed is
actually happening.
8:49:17 AM
CHAIR SEATON suggested that this question be answered in a
subsequent discussion.
8:49:54 AM
REPRESENTATIVE EDGMON asked how many schools have "graduation
coaches" throughout the state.
8:51:42 AM
COMMISSIONER LEDOUX answered that graduation coaches are rare.
He said in larger schools it is more imperative to have coaches
or advisors, while in smaller schools, with a lower ratio of
students to teachers, the teacher is the coach. Anyone who has
the time to sit down with a student and discuss his/her future,
has the ability to help that student, he said. A child needs to
feel connected, he related.
8:53:38 AM
REPRESENTATIVE EDGMON question if, given no encumbrances, there
is a need to have scholarships that are not merit based.
COMMISSIONER LEDOUX responded yes. He stated his belief that
there are students who are creative, find their own paths, and
are maturing outside of the system, and who should also be
honored in some way, whether it is called a scholarship or not.
However, accountability would still play a part, and the student
must understand that he/she would be required to follow the
rules of the school.
8:56:08 AM
CHAIR SEATON mentioned a district which tests its students out
of classes in order to help those students focus on other
subjects which will challenge them. He asked a question
pertaining to the grade point average (GPA) system and ensuring
students will be challenged.
8:57:47 AM
COMMISSIONER LEDOUX said he thinks there is a movement
nationally where schools will emphasize competency-based
education versus a letter grade.
8:59:27 AM
COMMISSIONER LEDOUX, in response to Chair Seaton, offered his
belief that state regulations provide the opportunity for
schools to award credit based on any criteria that the state
feels will ensure that the students have learned the subject
content. Most schools that have competency-based systems also
have the ability to translate that into a letter grade, because
many colleges require a transcript with letter grades. He
indicated that the flexibility exists in Alaska's system and in
a potential scholarship program to work within a [competency-
based system]. Commissioner LeDoux related that many courses in
"the traditional distance" measure only whether or not a person
has attained knowledge; they don't measure well the application
- the creativity. The teacher can engage in dialog with the
student to create a circle joining knowledge with meaning, he
said. He concluded, "I don't believe the GPS ... scholarship
will have any problem accommodating those changes; our
regulations already do."
9:01:53 AM
COMMISSIONER LEDOUX, in response to Representative Gardner, said
it is true [that students' behavior and choices may be molded
based on the criteria for scholarship]. He said it is also true
that many young people will avoid courses that may challenge
their GPA. Consequently, some schools have introduced "weighted
grades," so that a "B" will still count as an "A." However,
under that system, an "A" earned will garner an extra point.
The easy road is often more appealing, and "this won't change
that at all," he said. The standards for an "A" differ between
schools. Commissioner LeDoux stated that the GPS is an
invitation for students to work harder; it's "a direct assault
on creating a positive attitude very, very early - at middle
school." He said he likes to use the word "contract" rather
than "scholarship." He explained that a scholarship is a gift
for doing well, while the GPS is earned, which affects the
attitude of a child and results in a winning situation. He
stated his belief that the invitation [to earn the GPS] will
have a ripple effect that will catalyze teachers to work harder
to engage students to take on a rigorous curriculum.
COMMISSOINER LEDOUX said children cannot be taught if they are
not in class. He spoke of math and science requirements, and
the need to increase the years those subjects are taken in high
school in order not to be in remedial levels of the subjects in
college. He stated:
If you were to do an exam for science, what would you
ask them to tell you? If you were to give a
graduation exam in science, what do you want them to
know, the Krebs cycle, the classification of an amoeba
...? No. What you're going to want to know is
problem solving: how they look at the world; how it's
divided up; the disciplines. You're not going to get
into the specifics.
9:05:53 AM
CHAIR SEATON said which criteria to use is what needs to be
identified. He said it may be a Scholastic Achievement Test
(SAT) or specific knowledge-based test. The criteria may prove
to be different from what is rewarded. He noted that on
Wednesday, February 3, 2010, there would be a joint meeting
which might bring this issue to the fore.
9:08:26 AM
REPRESENTATIVE GARDNER expressed appreciation for the effect the
GPS program would have in creating a culture in schools where
students work toward a goal and families participate and apply
pressure to school districts to "make things possible" for
students. However, she warned that the state may end up paying
for things that many families would have paid for anyway, which
may result in lost opportunities. She asked Commissioner LeDoux
if he can picture other ways to work for the same end, but where
money is "distributed differently in the end."
9:10:11 AM
COMMISSIONER LEDOUX responded that the idea is to change a
student's attitude and to keep graduates in Alaska. He said his
experience as a school principal has shown that students with
bad attitudes come from all strata of demographics. He opined
that every child should step forward and take accountability, no
matter their economic status, because that is what will
determine their success. Commissioner LeDoux stated his belief
that with the GPS program there would have to be mandatory
annual meetings, beginning in 7th grade, between the students,
parents, and a school official, to monitor the student's plan.
9:12:15 AM
REPRESENTATIVE MUNOZ related that a recent battle of the books
program was won by a juvenile detention facility team, which she
said illustrates that given opportunities children will succeed
irrespective of being in difficult situations. She said she
would be looking for ways to provide opportunities for
scholarships to children who typically do not succeed in a
traditional school setting.
9:12:59 AM
COMMISSIONER LEDOUX stated that success is "the best motivator
drug in the world."
^OVERVIEW(S): DEPARTMENT OF EDUCATION AND EARLY DEVELOPMENT
VIRTUAL SCHOOL CONCEPT; DEPARTMENT OF DEFENSE ONLINE VIRTUAL
HIGH SCHOOL; ALASKA SCHOOL DISTRICT ONLINE COURSE OFFERINGS
OVERVIEW(S): DEPARTMENT OF EDUCATION AND EARLY DEVELOPMENT
VIRTUAL SCHOOL CONCEPT; DEPARTMENT OF DEFENSE ONLINE VIRTUAL
HIGH SCHOOL; ALASKA SCHOOL DISTRICT ONLINE COURSE OFFERINGS
9:13:13 AM
CHAIR SEATON announced that the final order of business would be
an overview related to: the Department of Education and Early
Development Virtual School Concept, the Department of Defense
Online Virtual High School, and the Alaska School District
Online Course Offerings.
9:13:56 AM
LARRY LEDOUX, Commissioner, Department of Education and Early
Development (EED), stated that with the size of the state, it is
a challenge to teach diverse content programs; the smaller the
school, the fewer the opportunities. Additionally, the small
school may not have the expertise in their teachers to provide
certain courses. The Alyeska School District implemented a
correspondence course program at one point, which he described
as "nothing more than credit by exam." The failure rate of
traditional correspondence classes was very high - approaching
80-90 percent in some cases. Alternative schools would use
correspondence courses set up in learning centers, but it was
still not effective. With the advent of the Internet, things
changed, but there was still no connection between a student and
a teacher. Recently the sophistication of on-line classes has
increased and a teacher may come on-line to interact with a
student. However, the actual ability to speak and interact with
teachers or other students improves the rate of success.
COMMISSIONER LEDOUX related that the advent of social networking
was a step forward and encouraged peer teaching. In synchronous
technology, he said, a two-way video is utilized in "real time."
It works well when the technology is working, but has a failure
rate that makes it inconsistent. Ultimately, he said, districts
together could build a synchronous network. He offered an
illustration of how that would work. The schools would
establish the schedule and students would choose from the
consortium. He stated that the ability to do this is limited by
bandwidth, and the technology is not necessarily dependable, but
the synchronous class does work well and the interactive ability
is successful.
COMMISSIONER LEDOUX indicated that asynchronous technology uses
software programs, such as "Blackboard" and "Illuminate," which
are fully interactive in "real time," but are all Internet-based
and use low bandwidth. He stated that the purpose of the
virtual learning being developed now is not to try to emulate
what is currently being done with technology, but to try to
change education in a way so that students can learn in real
time, are not restricted to seat time, and, thus, can manage
their own instruction. The potential for this technology is
huge in both rural and urban schools where students can choose
high quality classes from across the nation, as well as the
state. A number of districts are pioneering this technology in
Alaska. Nationwide other states are creating virtual school
programs that are incredible. The department is bringing
together leaders and innovators in this technology to discuss
how Alaska can develop a district-owned and -operated virtual
school in the state, which would bring down the cost of the
courses. Currently courses run approximately $1,000 each.
9:26:32 AM
COMMISSIONER LEDOUX, in response to Representative Buch, said
synchronous technology is expensive and in high demand, and is
not really an option for Alaska right now. He said broadband,
fiber optic capability is needed in every community in Alaska
for a variety of reasons, not just education; however, until
that becomes a reality, he is instructing the committee working
on the virtual school to develop a system that will operate on
what technology is currently available in Alaska. He stated his
belief that the reliability of broadband throughout the state is
improving, and he expressed his hope that developing a system
that will "shrink" Alaska will "push the decisions necessary to
connect every community in the state to broadband."
9:29:12 AM
COMMISSIONER LEDOUX, in response to questions from Chair Seaton,
said virtual school would not be another bureaucracy. He
confirmed that all the virtual courses would qualify for any
scholarship and meet qualifications required by the districts
and the state for graduation. Furthermore, virtual school would
include college classes, as well as classes developed in Alaska
and Outside.
9:31:45 AM
CHAIR SEATON noted that the U.S. Department of Defense has an
on-line virtual high school, and he asked Commissioner LeDoux if
the state needs to ensure those classes align with state
standards.
COMMISSIONER LEDOUX offered his belief that the districts
currently using distance education take on the responsibility to
carry out that evaluation. In response to a follow-up question,
he said courses taught in Alaska should be aligned with Alaska's
content standards. Standards are similar across the nation, so
this is not usually an issue. Companies that design distance
courses carefully ensure that what they deliver fits "the
broadest possible representation across the states."
9:34:47 AM
COMMISSIONER LEDOUX, in response to Representative Edgmon, said
he envisions that districts will pay a fee to join the
consortium. He said there will need to be some people who
manage the servers, but they could be stationed anywhere in the
state. The system would be owned by a cooperative of districts.
He said Title II D provides approximately $1 million of federal
money to begin this program.
9:36:20 AM
REPRESENTATIVE EDGMON asked if this system could help keep a
school going that may no longer qualify for state funding.
9:36:47 AM
COMMISSIONER LEDOUX answered yes. He said he thinks the sky is
the limit in innovation and a concentration of vision will help
bring this to fruition. Every district should be able to
participate. He stated that virtual high schools exist
elsewhere, but are not part of the current vision for Alaska;
however, changes will occur as the program evolves.
9:37:52 AM
CHAIR SEATON directed attention to a letter from the Ketchikan
Gateway Borough School District, and he noted that their
[virtual] courses cost $120-$130 per semester, plus district
staff time to proctor tests. He named some of the classes
available. He then pointed to an e-mail from the Wrangell
School District that raises a question regarding the requirement
for highly qualified teachers and how that would be addressed in
the virtual classroom. He asked if the legislature needs to
take up this concern.
9:40:09 AM
COMMISSIONER LEDOUX said there will be concerns with each new
opportunity and they will be addressed by the competent people
on the planning committee, one of whom is the superintendent of
the Wrangell School District.
CHAIR SEATON offered the assistance of the committee.
9:41:00 AM
COMMISSIONER LEDOUX concluded that the department is well
underway in the developmental process, the end product is not
clearly drawn, and there may be the need for legislative
support.
9:42:00 AM
CHAIR SEATON noted that a bill had been introduced related to
virtual schools which could be used as a vehicle for any changes
requested by the department.
9:42:31 AM
COMMISSIONER LEDOUX offered to provide a demonstration of the
aforementioned Illuminate software program.
9:43:08 AM
CHAIR SEATON said that may be scheduled.
9:43:20 AM
REPRESENTATIVE BUCH expressed appreciation for the work that
Commissioner LeDoux has done with the Department of Labor. He
opined that it is important in the future synchronization of
this system for various departments to work together.
9:44:36 AM
MICHAEL HENRY, Executive Director of High Schools, Anchorage
School District (ASD), testifying on behalf of the Anchorage
School District, expressed support of the leadership and vision
of Commissioner LeDoux. He said ASD has been involved in on-
line instruction for approximately the past seven years and has
uncovered problems, some of which have been solved. Mr. Henry
said one thing that makes on-line education so important for
children is that it equalizes the opportunity for students to
take advanced placement courses. The district has used on-line
courses significantly for credit recovery. Furthermore, he
indicated that on-line courses provide the opportunity for
juniors and seniors involved in fine arts to fulfill other
course work necessary to continue to college.
MR. HENRY noted that last semester on-line courses were opened
up for anyone to use versus the approach of limiting them to
those who had a specific reason. He said ASD is proud of its
teacher trainer program, which helps outstanding classroom
teachers to also be great on-line teachers. He said ASD is
excited that Commissioner LeDoux is taking a part in this. In
response to Chair Seaton, he indicated there are approximately
125 juniors and seniors that have taken advantage of taking on-
line classes for reasons other than the aforementioned limited
reasons, or for no reason at all. He predicted that by the end
of the school year, 1,200 students will have participated in on-
line classes. Mr. Henry emphasized the importance of on-line
education to ASD's summer school program. He noted that
technology has changed so much, that now just about every
student in the ASD has access to a computer. He noted that
there is a new grant that is making computers and "web books"
available to students. Web books allow students to access their
on-line course wherever they are, including fish camp, he said.
9:50:19 AM
MR. HENRY, in response to Representative Buch, explained that
ASD began with an on-line government course to replace a
correspondence course in government, as a means to offer an
improved course. In response to Chair Seaton, he said ASD
currently offers on-line any course that is offered in the ASD's
program of studies. In response to Representative Edgmon, he
explained what his job entails.
9:52:53 AM
CHAIR SEATON, on behalf of Commissioner LeDoux, extended an
invitation to a representative of the Military Youth Academy for
that entity to be involved with EED's working group.
9:55:46 AM
JANICE M. KOCH-CARTER, Military, Federal, Pentagon, spoke of a
research grant regarding post traumatic stress disorder. She
indicated that the grant covers education, college funds, and
scholarships, as well as mental health issues. She indicated
that her goal is to help others understand politics, what brings
on war, and how that can be stopped. She described the scope of
her grant and how it reaches to other nations as well. She
indicated that the grant was approved in 2002.
9:59:01 AM
CHAIR SEATON requested literature on the program.
GENERAL KOCH-CARTER said she would provide that literature to
the committee.
9:59:40 AM
ADJOURNMENT
There being no further business before the committee, the House
Education Standing Committee meeting was adjourned at 10:00 a.m.
| Document Name | Date/Time | Subjects |
|---|---|---|
| House Ed Information January 2010.doc |
HEDC 1/27/2010 8:00:00 AM |
|
| School District Online course offerings.pdf |
HEDC 1/27/2010 8:00:00 AM |
|
| A whole new mind discussion guide for business.pdf |
HEDC 1/25/2010 8:00:00 AM HEDC 1/27/2010 8:00:00 AM |
|
| A whole new mind discussion guide for educators.pdf |
HEDC 1/25/2010 8:00:00 AM HEDC 1/27/2010 8:00:00 AM |
|
| It's never too late to learn.pdf |
HEDC 1/25/2010 8:00:00 AM HEDC 1/27/2010 8:00:00 AM |
|
| sternberg.pdf |
HEDC 1/25/2010 8:00:00 AM HEDC 1/27/2010 8:00:00 AM |
|
| The Legislative Role in Improving Higher Education Productivity.pdf |
HEDC 1/25/2010 8:00:00 AM HEDC 1/27/2010 8:00:00 AM |
|
| The Dreaded P Word.pdf |
HEDC 1/25/2010 8:00:00 AM HEDC 1/27/2010 8:00:00 AM |
|
| Scan001 (3).pdf |
HEDC 1/25/2010 8:00:00 AM HEDC 1/27/2010 8:00:00 AM |
|
| Researchers Call SAT Alternative Better Predictor of College Success.docx |
HEDC 1/25/2010 8:00:00 AM HEDC 1/27/2010 8:00:00 AM |
|
| Michelau.pdf |
HEDC 1/25/2010 8:00:00 AM HEDC 1/27/2010 8:00:00 AM |
|
| Military to Debut Virtual School.docx |
HEDC 1/27/2010 8:00:00 AM |
|
| Distance Overview HEDC 1 27 2010.doc |
HEDC 1/27/2010 8:00:00 AM |