Legislature(2011 - 2012)CAPITOL 106
01/24/2011 08:00 AM House EDUCATION
| Audio | Topic |
|---|---|
| Start | |
| Overview(s): Department of Education and Early Development | |
| 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 24, 2011
8:03 a.m.
MEMBERS PRESENT
Representative Alan Dick, Chair
Representative Lance Pruitt, Vice Chair
Representative Eric Feige
Representative Paul Seaton
Representative Peggy Wilson
Representative Sharon Cissna (via teleconference)
Representative Scott Kawasaki
MEMBERS ABSENT
All members present
OTHER LEGISLATORS PRESENT
Representative Tammy Wilson
COMMITTEE CALENDAR
OVERVIEW(S): DEPARTMENT OF EDUCATION AND EARLY DEVELOPMENT
- HEARD
PREVIOUS COMMITTEE ACTION
No previous action to record
WITNESS REGISTER
ACTING COMMISSIONER LES MORSE
Department of Education and Early Development
Juneau, Alaska
POSITION STATEMENT: Provided the overview from the Department
of Education and Early Development (EED).
ACTION NARRATIVE
8:03:34 AM
CHAIR ALAN DICK called the House Education Standing Committee
meeting to order at 8:03 a.m. Present at the call to order were
Representatives Dick, Pruitt, Feige, Seaton, Wilson, Kawasaki,
and Cissna (via teleconference).
^OVERVIEW(S): DEPARTMENT OF EDUCATION AND EARLY DEVELOPMENT
OVERVIEW(S): Department of Education and Early Development
8:05:53 AM
CHAIR DICK announced that the first order of business would be
an overview from the Department of Education and Early
Development (EED). He reviewed the six questions to be
addressed in the overview, which read [original punctuation
provided]:
What is DEED, and how is it structured?
What is the overarching educational philosophy of
DEED?
Give a brief history of education in Alaska. BIA
(Bureau of Indian Affairs), SOS (State Operated
Schools), AUBSD (Alaska Unorganized Borough School
District), REAA's (Regional Educational Attendance
Areas) and contemporary.
What are the differences and similarities between and
among the rural, bush and urban schools?
Give an overview of the DEED budget and how it works.
What does DEED perceive to be the problems in
Education, and what would DEED like this session of
the legislature to address?
8:06:59 AM
ACTING COMMISSIONER LES MORSE, Department of Education and Early
Development (EED), offered a personal overview of the experience
that he brings to this position beginning with his experience as
an educator in Alaska. Arriving in Alaska, in 1986, he taught
in the Lower Yukon School District, moved, in 1990, to teach at
Juneau Douglas High School, and worked for six years as a middle
school principal in Juneau. He reported that he began with EED,
in 2003, as the director of Assessment and Accountability, and,
since 2008, has served as Deputy Commissioner.
8:09:14 AM
ACTING COMMISSIONER MORSE described the three components to be
presented in response to the prepared questions. He then drew
attention to the committee packet to offer the EED mission
statement, which read as follows [original punctuation
provided]:
Alaska's education system fosters creativity and
curiosity, and embraces diversity. Alaska's students
have the skills and knowledge to contribute to local,
state, national and global communities by
understanding the past and present, and they are
prepared to create the future.
8:13:14 AM
ACTING COMMISSIONER MORSE said the language of the mission
statement was carefully scrutinized to provide the most
applicable and relevant syntax. He continued, citing AS
14.03.105 State Education Policy, which read as follows
[original punctuation provided]:
It is the policy of this state that the purpose of
education is to help ensure that all students will
succeed in their education and work, shape worthwhile
and satisfying lives for themselves, exemplify the
best values of society, and be effective in improving
the character and quality of the world about them.
ACTING COMMISSIONER MORSE stressed the importance of having
policy that serves the public and can be implemented in a
meaningful way, and he stated his belief that the department
does strive to uphold the mission and policy statements.
8:15:08 AM
ACTING COMMISSIONER MORSE directed attention to the
organizational chart illustrating the five divisions serving
under the offices of the Commissioner and Deputy Commissioner.
He began with Mt. Edgecumbe High School, a state boarding school
in Sitka, Alaska, and the only school for which the
commissioner's office is directly responsible. The staff of 53,
headed up by the division director, who is commonly referred to
as a superintendant, serves approximately 400 students; a number
maintained utilizing a waitlist system. The second division is
Administrative Services where the staff of 16 supports the
entire department in the areas of accounts payable, preparing
legislative presentations, and all technical services. He
continued with the third section, Libraries, Archives and
Museums. Manned by a staff of 67, this section includes the
Sheldon Jackson Museum, in Sitka. The fourth division, School
Finance and Facilities, employs a staff of 13 to provide budget
review at the district level, as well as handle the components
associated with facilities development and maintenance. Finally,
he introduced, the fifth and largest division, Teaching and
Learning Support (TLS), and suggested that an in-depth
understanding of educational directives would prove helpful in
order to grasp the full scope of this section.
8:21:33 AM
ACTING COMMISSIONER MORSE said one of the largest federal
programs, that the department implements, is the Elementary and
Secondary Education Act (ESEA), first introduced in 1965, it has
been amended several times and was most recently amended in 2001
by the No Child Left Behind (NCLB) act. Many programs fall
within ESEA, including federal and state assessments. One of
the largest components is Title I; education of economically
disadvantaged students. Schools which meet particular
enrollment criteria qualify for Title I status, and receive
funding accordingly. Title III addresses language acquisition,
and supports student efforts to gain knowledge of the English
language. He said components of this law ensure education for
homeless and migrant students. Further, other major aspects
under the purview of TLS include special education and pre-
school. The state must ensure appropriateness of funding for
all programs, teacher certification, teacher quality, child
nutrition services, career technical and vocational education,
charter and correspondence schools, health and safety, and
assessment and accountability systems. Also, TLS staff provides
district support for underperforming schools, as well as
assistance regarding the content areas of the curriculum for
math, science, and literacy. The majority of the TLS staff of
94, he reported, is focused on implementing federal programs.
Acting Commissioner Morse named three commissions which are also
included under the EED structure: the Professional Teaching
Practices Commission, a body of 2; the Alaska State Council on
the Arts, a staff of 6 located in Anchorage; and the Alaska
Commission on Postsecondary Education, with a staff of 97.
8:30:24 AM
ACTING COMMISSIONER MORSE directed attention to the committee
packet document titled "FY2012 Operating & Capital Budget,
December 15, 2010 - Agency Budget," to review the pie charts
contained on page 1. The first pie chart, illustrated how 5
percent of the budget represents agency funded interests and the
remaining 95 percent are formula funded programs. Moving to the
pie chart labeled "FY2012 Agency Operations by Fund Source," he
pointed out that the 5 percent agency funding is divided into a
trio of sources: 73 percent federal, 19 percent general fund
[state], and 8 percent other.
8:32:32 AM
ACTING COMMISSIONER MORSE continued to page two of the document
and established how the Agency Operations section [lower half of
page], delineated in the organizational chart, is accounted for
in the budget document. Responding to a committee question, he
clarified that the position heading of NP represents a non-
permanent position, which are often associated with positions
assigned to work on grants. To a follow-up question, he
explained that it may constitute a full time position as an
employee may complete one appointment and transfer into another.
8:38:46 AM
REPRESENTATIVE WILSON recalled that three positions were added,
via the governor's budget in the previous year, and asked
whether they are included in the current budget.
ACTING COMMISSIONER MORSE said yes, and identified them under
the TLS line item of State System of Support; three of the seven
positions indicated.
8:39:22 AM
ACTING COMMISSIONER MORSE, returning to the top of the same
page, addressed the budget items under the heading K-12 Formula
Programs. The list includes the programs funded by the
previously referenced 95 percent share of the budget. He
pointed out that the largest component is the Foundation
Program, formulated on the base student allocation (BSA), and
followed by the remaining formula programs: Boarding Home
Grants, Youth in Detention, Special Schools, Pupil
Transportation, Alaska Challenge Youth Academy, and School Debt
Reimbursement. The line item titled School Performance
Incentive Program is no longer funded and shown as zeroed out.
8:41:02 AM
REPRESENTATIVE SEATON asked for a classification of special
schools.
ACTING COMMISSIONER MORSE responded that it includes the Special
Education Service Agency (SESA), a school at the Alaska
Psychiatric Hospital, the Alaska School for the Deaf, as well as
identified students who reside in foster care or group homes.
To a follow-up question, he clarified that this covers a foster
child specifically identified to be in need of particular
educational needs not otherwise being addressed.
8:43:09 AM
REPRESENTATIVE FEIGE inquired about the program listed with a
zero balance: School Performance Incentive Program.
ACTING COMMISSIONER MORSE indicated that the program contained a
sunset date and the department did not request a renewal, hence
the legislature did not authorize funding. To a follow-up
question he said it was a controversial program, which rewarded
schools for attaining, and maintaining, a high level of
achievement. He stated his belief that the program performed
the way in which it was intended, but opinions were not in favor
of having it continue.
8:45:46 AM
REPRESENTATIVE KAWASAKI requested information regarding the
pilot program for pre-kindergarten.
ACTING COMMISSIONER MORSE indicated that the authorized funding
figures are located under the early learning aspect, in the base
budget. He reported that the program is in its second year and
the participating sites are being evaluated. He offered to
provide a full report to the committee. Generally speaking, he
said the first year review indicates that the program has been
working well, and further evaluation will determine not only
where it works well but where it works well in the most
efficient manner, in order to attain a maximum cost effective
benefit. The pilot program was to ascertain what approaches
made the most sense, specific to Alaska, and where dollars
should be directed. Styles of programs can now be compared and
honed for the best results. In response to a committee member,
he said each participating student has been assigned a state
student identification, which allows EED to track progress and
assess a student's school career.
8:49:45 AM
REPRESENTATIVE WILSON asked for clarification on the difference
between SESA and SERRC [Southeast Regional Resource Center].
ACTING COMMISSIONER MORSE said SESA is a contract agency that
provides assistance for students in need of special education.
The Southeast Regional Resource Center is also a contract agency
that provides business support to districts.
The committee took an at-ease from 8:52 a.m. to 8:57 a.m.
8:57:33 AM
ACTING COMMISSIONER MORSE directed attention to the committee
packet and the handout titled "Historical Overview of Education
History in Alaska." He reported that beginning in the early
1900's a dual system of education was developed to serve the
contrasting situations in the state; the rural Bush versus the
town, community, or city location. Near the turn of the
century, the U.S. Congress granted authority to individual
communities in Alaska to incorporate and establish schools, and
maintain them through taxation; a system that continues to this
day in cities and boroughs. In 1905, the Nelson Act was passed,
which affected schools established outside of incorporated
towns. The governor of the Territory of Alaska was named the
ex-officio superintendent. Thus, a dual system of education
existed; federal and territorial, later state. The Johnson
O'Malley Act was passed, in 1934, which allowed the Secretary of
the Interior to establish contracts for educational services.
Throughout this period, there was a national movement for
states, as well as within the Territory of Alaska, to gain local
control of schools from the purview of the BIA (Bureau of Indian
Affairs). By 1965 the Alaska State Department of Education had
been established, with an extensive Division of State Operated
Schools (SOS), responsible for rural and on-base military
schools. A governor's committee was established to explore
merging BIA and state schools. He said historical information
did not indicate that progress was made by the committee.
However, the mounting pressures surrounding the situation
continued to build, and in 1974 a lawsuit was filed. As a
result of the Molly Hootch case, SOSs were abolished and
separate rural school districts called Regional Education
Attendance Areas (REAAs) were established. The transition
period was overseen by the Alaska Unorganized Borough School
District (AUBSD), prior to the establishment of the REAA school
boards. He noted that in 1976 the governor signed a consent
decree, related to the Molly Hootch case, agreeing to have the
state establish a high school program in any community with an
elementary school, serving a minimum enrollment of eight
students, and having one or more secondary students, unless the
community specifically declined.
9:06:26 AM
ACTING COMMISSIONER MORSE continuing to the second page of the
handout, titled "School Accountability," said 1991 was the
beginning of a reform movement, known as Alaska 2000. The
governor appointed a Blue Ribbon Commission on education, whose
duties included developing student academic standards. In 1992
the State Board of Education passed regulations requiring local
schools to provide students a working knowledge of English,
mathematics, science, geography, history, skills for a healthy
life, government and citizenship, fine arts, technology, and
world languages; effective June 1993. During the two year
period of 1995 through 1996, content standards were established
for each of the named curriculum areas, and a working knowledge
base line was set. Refinement of instruction requirements and
assessment programs were forthcoming. He pointed out that it
was not until the year 2000 that the first benchmark assessments
were administered to students in the third, sixth and eighth
grades; indicating that the testing history related to the state
developed content standards, is fairly recent. Until that time,
nationally based reference tests were utilized. The first year
students were held accountable for passing the High School
Graduation Qualifying Examination to earn a diploma occurred in
2004, followed by the 2005 adoption of Grade Level Expectations.
The expectations are defined standards for each grade level, and
the inception of Standards Based Assessments administered to
students from third to tenth grade, was implemented. The
department is required to review the standards every ten years;
currently in progress.
9:11:17 AM
REPRESENTATIVE KAWASAKI asked whether kindergarten students are
administered benchmark assessments.
ACTING COMMISSIONER MORSE said a standardized assessment is
administered whenever a student enters the system, called the
Developmental Profile, to ascertain readiness skills, i.e., can
a student orient a book appropriately for reading.
Additionally, individual districts may administer assessments to
gain more detailed information.
9:12:33 AM
REPRESENTATIVE SEATON referred to the agreement signed in 1976,
and asked if the minimum of eight students conflicts with the
ten students that the current formula requires.
ACTING COMMISSIONER MORSE clarified that the current statute
takes precedent in regards to the funding formula.
9:13:55 AM
CHAIR DICK noted the importance of understanding the transitions
in education, particularly regarding specific adjustments that
have been made to relate to community needs.
9:15:00 AM
ACTING COMMISSIONER MORSE agreed, and pointed out that the
timeline from 1991 on, is especially of note, and relates
directly to Chair Dick's interest. Prior to that time, BIA
schools were under pressure, on a national scale, regarding the
relevancy of the curriculum being taught and included such
points as the use of the indigenous first languages. Content
standards continue to be an issue, which may be due to a
misperception. He pointed out that requiring a student to
understand math could be construed as being more important than
understanding the local culture, and opined that this is a
leadership problem. He said,
There is no reason that when you learn to read ... or
write well, you can't learn to read ... and write well
about your own local geography, ... customs, and ...
culture. There is no reason those things cannot be
integrated in very thoughtful ways.
ACTING COMMISSIONER MORSE assured the committee that the
department has a program coordinator, Phyllis Carlson, who is
charged with incorporating cultural standards into the
appropriate curriculum standards. He suggested having her come
before the committee.
9:19:37 AM
REPRESENTATIVE CISSNA expressed her interest in hearing directly
from students, as well as educators, throughout the various
communities, via teleconference or video conference, during the
current session.
9:22:06 AM
CHAIR DICK said he has observed an interest in the educational
leaders to involve an aspect of the local culture, but it
usually is presented as an "add on" activity. The ability to
incorporate cultural references directly into the curriculum
continues to be missing, he opined, and said: "That's exactly
what needs to happen."
9:22:25 AM
REPRESENTATIVE FEIGE referred to the difficulty of teacher
retention, particularly in the Bush, and how the transient
nature negates the ability to grasp and apply the local culture
to teaching techniques. He suggested focusing on teacher
retention as a means to incorporate cultural aspects in the
curriculum.
ACTING COMMISSIONER MORSE noted that the annual retention report
would be forthcoming in February, and agreed that teacher
retention issues are a concern; here and throughout the nation.
Districts are taking steps to better prepare and support
teachers. Through those efforts, and given the downturn in the
economy, retention has increased, but when the economy recoups,
those gains may be lost. Alaska education programs produce 25-
30 percent of the teachers hired, thus districts are continually
working to prepare teachers who are new to the state. He
provided an example of one district which invites in-coming
teachers to visit the village for a three week orientation
period. If, at the end of the three weeks, a teacher chooses
not to continue, the district allows them to cancel their
contract without penalty. Another district solicits mid-year
education graduates to come to the school and provide tutoring,
experience life in the village, and, if interested, make
application to the employment pool. He reminded the committee
that statute requires that Alaskan educators complete multi-
cultural and Alaskan history course work. Those courses are
being reviewed by the teacher quality group to provide specific
focus and ensure that the intent for the requirement is being
satisfied in the syllabus.
9:28:56 AM
CHAIR DICK suggested bringing the issue of teacher recruitment
and retention to a future meeting.
The committee took an at-ease from 9:29 a.m. to 9:33 a.m.
9:33:19 AM
CHAIR DICK requested Representatives Feige and Kawasaki to
respond to the series of background questions previously posed
to committee members [January 21, 2011].
9:34:10 AM
REPRESENTATIVE FEIGE provided a brief biography beginning with
attendance at a lower school in up-state New York. He explained
that the public school he attended had its own board, taxing
authority, and was not under union purview. He characterized it
as a well run school and a focal point of the local community.
Further, he reported that 87 percent of his graduating class, of
252 students, went on to college. Representative Feige said he
accepted a four year appointment to the military academy at West
Point, New York, and earned a master's degree (MA) in geography
from Pennsylvania State University. The MA allowed him to teach
at West Point, in his final year. He characterized his teaching
experience to be an anomaly as the students are mandated to
appear in class, do the homework, and pass the course. He chose
the education committee as a means to further the future of the
state via education of the youth. Sharing his philosophy on
education, he said:
It's a competitive world out there. Students will
have to compete at one level or another ... in all
aspects. Those who choose not to compete will end up
falling by the way side. It's our job as a state, and
as a state educational system, to ensure that they
have the tools that they can use to compete. ... The
teachers have to be able to compete as well. They're
competing against other teachers to put out a product
that is able to accomplish the mission that we give
them, which is to educate the students.
REPRESENTATIVE FEIGE said the skills he brings to the committee
include his skills as a classroom teacher and flight instructor.
Through these teaching endeavors, he explained that he has
gained an ability to teach to the background of the students and
has learned to exercise a variety of approaches to a given
topic. The good things that are happening in Alaskan education
today include the cultural preparation that is being afforded to
the teachers who are recruited from out of state. One problem,
he noted, is the diffusion of effort that occurs when attempts
are made to be "everything to everybody." He suggested that the
committee remain focused and proceed accordingly.
9:42:11 AM
REPRESENTATIVE KAWASAKI explained that his parents arrived in
Alaska to attend graduate school at UAF in the 1960's. Thus, he
attended primary and high school in Fairbanks and went on to
graduate from UAF with a degree in bio medicine. Despite the
possibilities of continuing in the medical field, he chose a
public career, beginning with two terms on the Fairbanks City
council. Further, he said:
I really wanted to ... focus on education as an
equalizer. It is a way for people to become better
citizens ... better workers. It's a cure for so many
economic and social skills that a person can ... rise
by finding education and doing a good job.
REPRESENTATIVE KAWASAKI addressed the question regarding
problems, stating that significant issues exist regarding the
practice of teaching to the test. He characterized himself as
an over achieving high school student who, despite his best
efforts and advanced placement classes, did poorly in college.
When the discussion regarding state scholarships comes to the
committee, he said, he would like members to bear in mind that
it is not always the straight "A" student who does the best in
college. He is an advocate for pre-kindergarten assessments in
order to identify problem areas that can be addressed early and
get students off to a good start. Supporting this approach
could mean allocating more than the current one percent of the
school budget in the area of pre-kindergarten. He noted that
there are many good things occurring in Alaskan schools
including the lap top computers being provided to students, and
stressed the importance of technological investments. He
reminded the committee that education is part of the
constitution; one of the four guaranteed principles. He stated
his belief that keeping this in mind will help members provide
the legislature with a good direction for education.
9:47:01 AM
REPRESENTATIVE WILSON offered a personal anecdote regarding her
husband taking a teaching position in Alaska. During his
application period, in 1993, the school district interviewed her
as well, to ensure a successful appointment.
9:48:56 AM
CHAIR DICK reviewed the upcoming joint meeting, to be held in
the Barnes committee room 124.
ADJOURNMENT
There being no further business before the committee, the House
Education Standing Committee meeting was adjourned at 9:50 a.m.
| Document Name | Date/Time | Subjects |
|---|---|---|
| Department of Education and Early Development org chart.pdf |
HEDC 1/24/2011 8:00:00 AM |
|
| BIA School Turnover to Alaska.pdf |
HEDC 1/24/2011 8:00:00 AM |
|
| House Education Committee Mission 1.24.11.pdf |
HEDC 1/24/2011 8:00:00 AM |
|
| Historical Overview of Education History in Alaska_HouseEduc.pdf |
HEDC 1/24/2011 8:00:00 AM |
|
| FY12 Governor's _121510 Revised.pdf |
HEDC 1/24/2011 8:00:00 AM |