02/03/2012 08:00 AM House EDUCATION
| Audio | Topic |
|---|---|
| Start | |
| Presentation: Chatham School District | |
| Presentation: Alaska Native Education Association | |
| HB256 | |
| State Board of Education - Annual Report to the Legislature | |
| Adjourn |
+ teleconferenced
= bill was previously heard/scheduled
| + | TELECONFERENCED | ||
| += | HB 256 | TELECONFERENCED | |
| + | TELECONFERENCED | ||
| + | TELECONFERENCED | ||
| + | TELECONFERENCED |
ALASKA STATE LEGISLATURE
HOUSE EDUCATION STANDING COMMITTEE
February 3, 2012
8:04 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
Representative Scott Kawasaki
MEMBERS ABSENT
All members present
COMMITTEE CALENDAR
PRESENTATION: CHATHAM SCHOOL DISTRICT
- HEARD
PRESENTATION: ALASKA NATIVE EDUCATION ASSOCIATION
- HEARD
HOUSE BILL NO. 256
"An Act repealing provisions relating to the power and duties of
the Department of Education and Early Development to intervene
in a school district to improve instructional practices."
- HEARD AND HELD
PRESENTATION: STATE BOARD OF EDUCATION ANNUAL REPORT TO THE
LEGISLATURE
- HEARD
ALASKA COMMISSION ON POSTSECONDARY EDUCATION - ALASKA
PERFORMANCE SCHOLARSHIP OUTCOMES REPORT
- SCHEDULED BUT NOT HEARD
PREVIOUS COMMITTEE ACTION
BILL: HB 256
SHORT TITLE: REPEAL STATE INTERVENTION IN SCHOOLS
SPONSOR(s): REPRESENTATIVE(s) DICK
01/17/12 (H) PREFILE RELEASED 1/6/12
01/17/12 (H) READ THE FIRST TIME - REFERRALS
01/17/12 (H) EDC, FIN
01/25/12 (H) EDC AT 8:00 AM BARNES 124
01/25/12 (H) Scheduled But Not Heard
02/01/12 (H) EDC AT 8:00 AM CAPITOL 106
02/01/12 (H) Heard & Held
02/01/12 (H) MINUTE(EDC)
02/03/12 (H) EDC AT 8:00 AM CAPITOL 106
WITNESS REGISTER
SCOTT BUTTERFIELD, Superintendent
Chatham School District
Angoon, Alaska
POSITION STATEMENT: Provided the presentation of the Chatham
School District.
NITA REARDEN, Member
Alaska Native Education Association (ANEA)
Homer, Alaska
POSITION STATEMENT: Introduced ANEA and provided the mission
statement.
BERNADETTE STIMPFLE, Co-Chair
Alaska Native Education Association (ANEA)
Nome, Alaska
POSITION STATEMENT: Expanded on the introduction to ANEA.
NEIL SLOTNICK, Senior Assistant Attorney General
Labor and State Affairs Section
Civil Division
Department of Law
Juneau, Alaska
POSITION STATEMENT: Provided an understanding of the effects of
repealing SB 285 and the implications of adopting HB 256, and
responded to questions, during the hearing on HB 256.
JEAN MISCHEL, Attorney
Legislative Legal Counsel
Legislative Legal and Research Services
Juneau, Alaska
POSITION STATEMENT: Responded to questions, during the hearing
on HB 256.
ESTHER COX, Chair
State Board of Education & Early Development
Department of Education and Early Development (EED)
Anchorage, Alaska
POSITION STATEMENT: Provided the annual legislative report from
the State Board of Education.
ACTION NARRATIVE
8:04:37 AM
CHAIR ALAN DICK called the House Education Standing Committee
meeting to order at 8:04 a.m. Present at the call to order were
Representatives Dick, Seaton, Pruitt, and Kawasaki.
Representatives P. Wilson and Cissna arrived while the meeting
was in progress.
^Presentation: Chatham School District
Presentation: Chatham School District
8:05:17 AM
CHAIR DICK announced that the first order of business would be a
presentation from the Chatham School District.
8:05:40 AM
SCOTT BUTTERFIELD, Superintendent, Chatham School District,
provided the presentation beginning with the mission statement,
paraphrasing from the slide, which read [original punctuation
provided]:
In partnership with families and communities, the
Chatham School District will provide safe and stable
educational experiences built upon the uniqueness of
each community, to educate students to become self-
sufficient adults who will be contributing members of
our diverse and changing world.
MR. BUTTERFIELD said Chatham is an REAA (Regional Educational
Attendance Area) district serving four unique communities, in an
area roughly the size of Rhode Island State. The school
population is 57 percent Native Alaskan, he noted, and described
the demographics of each, which are: Angoon, a Native community
on Baranof Island, that is accessible by float plane and the
Alaska State Ferry, it has two schools to provide K-6 and 7-12
classes, and is a Title I School-wide site; Tenakee Springs, a
non-Native community on Chichagof Island, that is accessible by
float plane and the Alaska State Ferry, one teacher serves the
K-12 program in one building, and it is a Title I Targeted
Assistance School; Gustavus, a non-Native school, is located on
the mainland but accessible primarily by float plane and the
Alaska State Ferry with limited jet service during the summer
months, two schools house K-6 and 7-12 programs, and it is a
Title I Targeted Assistance School; and Klukwan, a Native
community, accessible via Alaska Highway 7 north of Haines, has
two teachers administering the K-12 program housed in one
building, and it is also a Title I Targeted Assistance School.
The Chatham School District relies on Federal Impact Aid,
Federal Forestry Receipts and State Foundation payments as
sources of revenue. He said that due to the small size of the
district, contractual services based in Juneau are used for
operational tasks such as technology management, maintenance,
payroll and financial accounting, as well as the annual CIP
(Capital Improvement Project) application processes. These
services represent a significant expense for the district. He
reported that, in the past two years, new innovative
technologies have been added, such as instructional use of the
iPads and laptop computers throughout every grade level.
8:13:10 AM
MR. BUTTERFIELD continued, describing the physical condition of
the school buildings. The CIP efforts have focused on repairing
the building in Klukwan, which is 25 years old and in need of
major renovation. Also, the district is assuming the costs
associated with excessive damage incurred when a contractor
reversed a backhoe into the building. The Tenakee Springs
school roof requires repair, due to severe leakage areas
throughout the building. The Gustavus School has recently
completed a Phase III renovation, and will be in good shape for
years to come. Finally, he reported the Angoon buildings are in
decent condition but could use modernized heating controls.
MR. BUTTERFIELD said small class size is the norm throughout the
district which allows for one on one attention, particularly
when utilizing the previously described technological devices.
Extracurricular opportunities exist in two of the schools, on a
limited basis. Competitive sports include: cross-country,
track, volleyball, and basketball. Only Angoon and Tenakee
Springs qualify for the national school lunch program; the
latter of which has met standards to provide some local products
for the menu.
8:14:57 AM
MR. BUTTERFIELD described the transportation program in the
Klukwan, Haines area. Only six students live in the immediate
Klukwan area, and the school board decided to bus students in to
keep the school viable. Thus, nine students from Haines have
elected to participate and commute north to the school.
Transportation costs are not covered by the state, due to the
out of district route, but the school board covers the expense.
He pointed out, that as previously mentioned, the Federal
Forestry program accounts for 10 percent of the district's total
general fund revenue. Moving on to student achievement, he said
2011 saw 15 students graduate in the district, and there was a
zero dropout rate. The majority of graduates were from the
Angoon School. Further, he reported that last year, Klukwan,
Gustavus, and Tenakee Springs made AYP (average yearly
progress), but Angoon did not. A play structure was installed
in Angoon, the first one since the district was created in 1976,
he noted.
8:16:16 AM
MR. BUTTERFIELD directed attention to the committee handout
indicating the graduation requirements, which were revised one
year ago to comply with state standards. Additionally, on the
same handout, he reviewed the standard based assessment (SBA)
results, for 2011, and said Gustavus traditionally does well
academically; Angoon has made AYP in the past, but not in 2011
due to the low math scores; Klukwan and Tenakee Springs also
traditionally make AYP but the district doesn't post the scores,
as the small class size might implicate specific efforts of
individual students. He pointed out the demographic information
chart, which read as follows, by percentage: Alaska Native 59,
Caucasian 35, Others 8, Economically Disadvantaged 67, and
Disabilities 22. Moving on to the student enrollment chart, he
indicated the steady decline since 2005, from 223 to the current
153, which he predicts to remain steady. Returning to the topic
of AYP he said the district has engaged in a new reading
curriculum and is adopting additional new curriculum in other
areas to remain current with state standards.
8:19:43 AM
MR. BUTTERFIELD said the school board recently requested that
additional cohesiveness be developed throughout the district.
With that in mind a video teleconferencing system was purchased
in cooperation with Alaska Communications and Polycom. The
system provides 70 inch screens in each of the schools, and
allows interactive communications, during meetings.
8:20:26 AM
REPRESENTATIVE CISSNA reported that she has visited the Klukwan
School. She asked about the elders work to continue the
infusion of Native culture in the life of the school, including
the indigenous language.
MR. BUTTERFIELD reported that the elders have remained active in
the schools, bringing cultural aspects, hosting events, and
participating in other activities.
8:22:31 AM
CHAIR DICK noted that there were 15 graduates and no drop outs.
MR. BUTTERFIELD said that is correct, although several seniors
are continuing to work on requirements.
8:23:10 AM
REPRESENTATIVE FEIGE inquired about the steady decline of
population and asked what it could be attributed to.
MR. BUTTERFIELD responded that the economic base for the
district is minimal, particularly in Angoon, which has lost the
greatest number of residents. The largest employer is the
school district, and opportunity for employment exists on a
minimal basis. The area's fishing industry is no longer a
strong viable force, and many of the residents are retired or on
government assistance.
8:24:22 AM
REPRESENTATIVE FEIGE highlighted the note that parental support
in Angoon is minimal, and asked about the lack of dynamic.
MR. BUTTERFIELD answered that each school has a different ethos,
and Angoon is on the low end for community and parental
involvement. When the school has activities that involve food,
the Angoon families can be enticed in; or individual calls to
families can stir interest. The other Native community,
Klukwan, has cultural similarities but the parents are more
involved. He rated the parental participation in Gustavus as
fantastic on all levels and said it is good in Tenakee Springs
but without the ability for financial involvement as occurs in
Gustavus.
8:26:10 AM
REPRESENTATIVE KAWASAKI asked whether the students in the
district have been able to take advantage of the Alaska
Performance Scholarship (APS).
MR. BUTTERFIELD answered that it was not taken advantage of by
any of the graduates in 2011, and he accounted for each of the
fifteen graduates: one is a self-pay attending the University
of Alaska, Fairbanks; one is a self-pay at University of Alaska
Southeast; one Tenakee Springs student is attending university
out of state; and one Angoon graduate is attending another
college in Alaska. The other graduates, primarily from Angoon,
are not known to be attending postsecondary schooling.
REPRESENTATIVE KAWASAKI queried whether the students had the
opportunity to take the appropriate classes for APS
qualification.
MR. BUTTERFIELD said that if a specific class is not offered in
the school, on-line distance class selections are available. He
said that Chatham School District was the first grantee for the
AKLN (Alaska's Learning Network) program, designed to improve
student achievement through online learning and professional
development opportunities; which the students find to be
advantageous. He opined that as the rigor for the APS is honed
and the standards are raised, awards will be restricted to the
highest performing students who will be eligible for a variety
of scholarships and predicted that the Angoon students may never
qualify.
8:29:27 AM
REPRESENTATIVE CISSNA recalled that Angoon is historically a
fishing community and asked whether limited entry regulations
have had adverse effects on the local fishing activity.
MR. BUTTERFIELD confirmed that fishing was once the major
economy, but now few licenses are held in the area, and the
local fishing industry no longer exists. He reported that a
local sport fishing lodge is in the area and does employ a
number of people on a seasonal basis. As far as limited entry
is concerned, he declined to speculate. The cost of living is
high in Angoon, particularly with an electricity system supplied
by a diesel generator.
^Presentation: Alaska Native Education Association
Presentation: Alaska Native Education Association
8:32:07 AM
CHAIR DICK announced that the next order of business would be an
introduction from the Alaska Native Education Association
(ANEA).
NITA REARDEN, Member, Alaska Native Education Association
(ANEA), provided an opening statement in Yupik, and then
continued with a brief personal history. She said she was
raised in a traditional house, until she was six, when western
education was provided. As her families oldest daughter, she
said she has been an educator all of her life, and even today,
as a retired teacher, she still considers herself an educator
and is fully involved in the welfare of Alaska's students. ANEA
serves and supports the other Native associations across the
state. She said:
The mission statement that we developed ... speaks to
the years of what I lived, the years of my work, and
having that experience from a BIA (Bureau of Indian
Affairs) school to a state school and the time that I
have taught in rural Alaska. Listen carefully: Our
mission statement for [Alaska Native Education
Association] we believe in it, we live by it, and we
practice it. To enhance, promote and advocate for all
Alaska Native cultures, values, languages, and
traditions in the educational entities throughout
Alaska. That's who I represent; thank you.
8:35:29 AM
BERNADETTE STIMPFLE, Co-Chair, Alaska Native Education
Association (ANEA), provided an opening statement in Yupik, and
then continued with a brief personal history, stating that she
spoke no English until she attended school, at age five. A
rural specialty teacher, when she began, she said she is now in
her 23rd year and teaches grade school in the Nome area. The
ANEA stems from the Alaska Rural Systemic Initiative, a joint
educational reform project that was launched in 1996. The ANEA
board members are from Kodiak, Dillingham, Barrow, Bethel, Nome,
and Fairbanks, and efforts to meet face to face are often in
conjunction with other events. The association is involved in
many projects, and partners with the Future Educators of Alaska,
and the Alaska Native Teacher Preparation Program.
Additionally, ANEA writes resolutions, in conjunction with AFN
(Alaska Federation of Natives, Incorporated), regarding Native
student rights. Presentations are given on a regular basis to
various organizations, she finished.
8:38:12 AM
CHAIR DICK praised the knowledge and skill that the organization
represents and said it is well staffed. He suggested that the
ANEA may have a number of answers to questions that are current
before the committee.
HB 256-REPEAL STATE INTERVENTION IN SCHOOLS
8:38:31 AM
CHAIR DICK announced that the next order of business would be
HOUSE BILL NO. 256, "An Act repealing provisions relating to the
power and duties of the Department of Education and Early
Development to intervene in a school district to improve
instructional practices."
8:39:19 AM
NEIL SLOTNICK, Senior Assistant Attorney General, Labor and
State Affairs Section, Civil Division, Department of Law, said
three legal issues are raised by HB 256. He said first it
creates uncertainty regarding EED authority, second it may have
unintended consequences, and third it could leave a void for
response by the legislature ensuring that children receive their
right to an education as guaranteed to them under the education
clause in Article VII, Section 1, of the Constitution of the
State of Alaska, and upheld by the Alaska Supreme court. He
said one element of that right is accountability. The rightful
education is administered in Alaska via locally controlled
schools in established districts, which must meet accountability
standards established under AS 14.07.123 for the state, as well
as under federal law. He said an inherent tension existed
between state accountability and local control. Prior to 2008,
the authority of EED to exercise accountability was implied
through federal law, but not absolute. In 2008, the legislature
adopted SB 285, which made it explicit and the department
understood that it had the authority to intervene in a district
and redirect funding, within the limitations set forth in the
bill. In order for the department to intervene requirements
were specified, which included: to be initiated only for the
purposes of improving instruction; an exit strategy to be pre-
established; and the existence of a petition process. The bill
provided clarity to help the department understand its scope of
authority, and, thus, reduce the previously mentioned tension.
He pointed out that HB 256 repeals SB 285 and removes the
explicit authority of the department and the restrictions of
authority, which results in uncertainty. Under HB 256, he
interpreted, it will no longer be as clear how the department
should react when implementing the accountability system that
state law requires. Intervention can be arrived at via federal
law, which is the source of the accountability requirement, but
this, he counseled, creates problems. Federal law provides a
menu to choose from for intervention purposes, but does not give
explicit authority for any of the options. When the state
legislature takes action, purposeful intent is behind the
action, he said. Under SB 285 the department has explicit
authority to redirect funds; if the department makes a finding
that doing so will improve the instruction that is offered in a
district. Federal law allows the option for intervention and
the redirection of funds, but not in a decisive manner, and the
resulting unknown allows room for legal debate and possible
litigation from either side of the argument. Conversely,
clarity increases the potential for collaboration and
cooperation between school districts and the department. He
provided an example of intervention preparations that were being
made by EED, following the adoption of SB 285. The school
district initiated a course of action that resulted in the
adoption of school reform measures that the department had been
considering. The collaborative, cooperative model that was
followed subsequently became a model that has proven effective
in other districts. He said:
Since the passage of SB 285, the department has not
intervened in one single school district. Since the
passage of SB 285 the department has not redirected
the funding in any single district - including those
that were already under intervention.
8:46:31 AM
MR. SLOTNICK referred to a question previously raised by a
committee member regarding unintentional consequences of HB 256,
and responded that SB 285 provides better direction than what is
available under federal law. Federal law is broad and directs
that intervention may occur based on low test scores. However,
SB 285 provides that the department may take action only when
instructional practices are lacking and require improvement via
intervention; representing a limited approach and providing
concise direction and understanding. He said a third concern,
regarding the adoption of HB 256, is that the legislature may
fail to comply with the constitutional requirements, as found in
Moore, et al. v. State of Alaska, 3AN-04-9756 CI, (2010); to
wit: the state must exercise accountability when it has
evidence of chronic low performance and take a more direct and
assistive role in the district. When Moore was decided, an
accountability and intervention system existed, but the judge
found that local control was not adequate. The court required a
legislative response, which came in the form of SB 285. By
repealing SB 285, without taking alternative measures, he
advised that the state would risk falling out of compliance with
the legal directives under Moore. The obligation of the
legislature is to provide an education for the children. He
said it would be appropriate for the legislature to hold the
department accountable for oversight, but the districts must
also be held accountable. Repealing SB 285 would remove
appropriate laws and methods that are in place and may create a
void.
8:51:44 AM
REPRESENTATIVE CISSNA noted that education in Alaska has been
dependent for a long period of time on support from the federal
government. The state has assumed a large percentage of the
task and efforts have been made to acknowledge, cultivate, and
preserve a locally based system, but western cultural rules
continue to persist. She asked whether federal funding might be
at stake if the state does not comply with mandates from the
U.S. Department of Education.
MR. SLOTNICK said yes, federal funding could be lost, if the
state lacks compliance.
8:54:00 AM
REPRESENTATIVE SEATON said that the size and diversity of the
state creates unique issues, and communities may differ
regarding educational goals. He asked whether repealing the
High School Graduation Qualifying Examination (HSGQE) would be a
means to integrate flexible community standards; effectively
removing the uniform requirement, which may not serve every
area's needs. Further, he queried whether the HSGQE is an
underpinning criterion that is restrictive.
MR. SLOTNICK responded no, and added that nothing restricts
school districts and communities from embedding local culture
into the curriculum. However, it was made clear under Moore
that children must be provided the opportunity to be proficient
in reading, writing, and mathematic skills; it is the state's
obligation to uphold this constitutional right.
8:57:29 AM
REPRESENTATIVE FEIGE noted that the measurable attainment of
performance benchmarks need to be required of schools and
testing appears to be the only method for determining
proficiency. However, if the scores are low there may be any
number of contributing factors, including: lack of parental
involvement, and poor quality/distracting facilities. The
legislature can affect and rectify some situations through
statutory requirement and funding directives. He noted that
intervention may not be working well in the Yupiit district, but
it has been successful elsewhere. Instead of eliminating SB
285, he opined, perhaps additional measures should be added to
the statute to enhance the ability of the legislature to
intervene specifically in other areas outside of curriculum and
teaching methods. He asked whether there are there other legal
options to consider, under the existing statutes.
MR. SLOTNICK agreed that the legislature has that authority;
however, he declined to provide specific actions for committee
consideration.
9:01:48 AM
REPRESENTATIVE P. WILSON said that Moore names the legislature
as the ultimate responsible party. Referring to the committee
handout titled "Excerpts from Moore v. State regarding the Need
for State Authority to Hold Local Districts Accountable," page
7, she said:
[In evaluating the State's responses ... this Court
returns once again to the language of the Alaska
Constitution, which] places the responsibility 'to
maintain a system of public schools open to all
children of the State' squarely upon the Legislature.
... To date, the State has not demonstrated that the
delegation of this responsibility to school districts,
through local control, have been identified as
chronically underperforming, but do not appear to have
been accorded adequate assistance and oversight, will
result in compliance with this constitutional
responsibility.
REPRESENTATIVE P. WILSON opined that the responsibility to
establish the best course of action rests with the legislators,
and specifically the current members of the House Education
Standing Committee. The exit exam results indicate that there
is a problem, but she said, administering the exam in high
school might be too late to affect a student's outcome. She
said the test could be given earlier with better results, and,
thus the committee should consider re-evaluating current
practices and making necessary changes, rather than repealing SB
285.
9:04:09 AM
CHAIR DICK agreed that the onus resides in the legislature. The
Yupiit intervention has not had a good outcome, and the
education committee is ultimately responsible. He underscored
his concern for creating a standalone intervention approach that
will not be dependent on administrative changes.
9:06:57 AM
REPRESENTATIVE SEATON referred to the committee handout titled
"Excerpts from Moore v. State regarding the Need for State
Authority to Hold Local Districts Accountable," page 1,
paragraph titled "Pages 100-101," and read [original punctuation
provided]
... the opportunity to acquire the basic tools they
need to succeed in both traditional and global
societies.
REPRESENTATIVE SEATON pointed out that the current testing
regimen is based on the standards of the global society and does
not measure whether a student is capable of functioning in a
traditional society. He said if the traditional society
concerns are a focus, they are being ignored. If the mission
exists, as the court has stated, to address both of these areas,
he asked if the state is in jeopardy of not fulfilling the
court's directive. Additionally, he queried if there is a means
for the disparate communities to have any influence on which of
the two directions should receive the preponderance of focus.
9:08:29 AM
MR. SLOTNICK responded that parameters allow local control of
education and the setting of local priorities; many examples
exist throughout the state. However, Moore is clear that the
students also need to have proficiency in reading, writing, and
mathematics, to a specific, accountable standard.
9:09:32 AM
JEAN MISCHEL, Attorney, Legislative Legal Counsel, agreed with
the assistant attorney general's statements, and added that
options, other than federal law, exist for guidance in
intervention should SB 285 be repealed. Statutory allowances
include: an accountability system; reward provisions that are
anticipated by the federal law in the form of grants; general
supervisory authority as granted to EED over all aspects of the
education system; and, she said, "Under Title 14, the
legislature is delegated functions both to the department and to
the local school boards." When Moore was handed down, stating
that the responsibility rests squarely on the shoulders of the
legislature, she opined that the court was primarily concerned
with the decentralized system of education. The
decentralization may not work for some districts lacking the
resources or expertise to improve school performance over a
period of time; the subject of the Moore litigation. Until
2008, the school system operated under the existing state laws;
NCLB was passed in 2001. She opined that in the past the
legislature has given direction on how to improve schools and
suggested that what may be lacking is a coordination of
provisions. The legislative body cannot do specific hiring and
firing of school board members or other immediate actions, but
funding can be directed to support the hiring of qualified
assistance for necessary leadership/expertise/consultants in
identified districts. She referred to a previous question from
Representative Feige regarding the delegation of responsibility,
and said that in the past the Alaska Supreme Court has found
that the status quo is a good idea; one size does not fit all
but everyone must be afforded an adequate education - however
that is defined. The state is required to intervene when
failure occurs. Oversight authority by the State Board of
Education and EED, in the form of an accountability system,
allows for the withholding of funds, closure or take-over of
schools, and hiring of experts and technical assistance to help
the districts. All of these measures pre-date SB 285. The
school system was directed by the state, at one time, prior to
local control; a change which may not be working for some
communities as well as it does for others. The legislature
could rethink the delegation and division of functions, as well
as provide additional targeted grant funds. She recommended
that the committee review the Moore consent decree, if
restructuring is being considered. The settlement agreement
came in part from the local school districts that were asking
for the interventions. She said the ideas contained in the
decree are on a statewide level. One of the main differences in
the function of the consent decree versus the current school
district authority is that kindergarten is not mandatory,
neither is the funding of pre-schools outside of a few pilot
programs. The Moore consent decree also calls for targeted
grant funds to help with school improvement and specifically to
pay for teacher development and training that includes a four
week pre-classroom cultural training course, and an oversight
advisory body. The consent decree goes beyond the five
intervention districts and the legislature could devise a more
specific system in state law. Also, curriculum and standards
can be established under state statute.
CHAIR DICK asked the committee to hold further questions.
[HB 256 was held over.]
^State Board of Education - Annual Report to the Legislature
State Board of Education - Annual Report to the Legislature
9:21:25 AM
CHAIR DICK announced that the next order of business would be
the Annual Report to the Legislature from the State Board of
Education.
9:22:35 AM
ESTHER COX, Chair, State Board of Education & Early Development,
Department of Education and Early Development (EED), provided
the annual legislative report paraphrasing from a prepared
statement, which read as follows [original punctuation
provided]:
ALASKA PERFORMANCE SCHOLARSHIP [APS]
THE IMPLEMENTATION OF THIS NEW SCHOLARSHIP HAS HAD THE
ATTENTION OF THE BOARD AND THE DEPARTMENT FOR SEVERAL
MONTHS, BUT ALL THE ATTENTION CONTINUES TO BE WORTH IT
FOR THE OPPORTUNITY THAT IT PROVIDES FOR ALASKA
STUDENTS.
THROUGH REGULATION THE BOARD ESTABLISHED ELIGIBILITY
CRITERIA INCLUDING GPA [Grade Point Average], CUT
SCORES ON THE SAT/ACT/WORKKEYS [Scholastic Achievement
Test/American College Testing/ACT WorkKeys assessment
system], QUALIFYING COURSES, WITH A PHASE IN SCHEDULE
SO ALL DISTRICTS WOULD HAVE TIME TO BEEF UP CURRICULUM
AS WELL AS GIVE SCHOLARSHIP OPPORTUNITIES TO STUDENTS
WHO GRADUATED THIS PAST YEAR AND FOR THE NEXT TWO
YEARS AND WHO WILL NOT HAVE HAD THE OPPORTUNITY TO
ACCESS THE FINAL CREDIT REQUIREMENTS.
ACCESS TO RIGOROUS COURSES CONTINUES TO BE A CONCERN
OF THE BOARD, AND MANY STUDENTS ARE SUPPLEMENTING
THEIR SCHOOL CURRICULUM WITH ON-LINE COURSES. THIS
OPPORTUNITY NOT ONLY PROVIDES THE RIGOROUS CURRICULUM
DICTATED BY THE SCHOLARSHIP ELIGIBILITY, BUT IT
PROVIDES A STRONG AND POSITIVE LEARNING EXPERIENCE FOR
OUR STUDENTS.
IT IS ENCOURAGING TO KNOW THAT DISTRICTS AS SMALL AS
HYDABURG WITH ONLY 4 GRADUATES HAVE STILL BEEN ABLE TO
PROVIDE THE NECESSARY COURSES TO QUALIFY, AND IN FACT,
DOES HAVE A STUDENT WHO QUALIFIED.
THE BOARD APPROVED A NUMBER OF COURSE TITLES THAT
WOULD FIT THE APS CRITERIA IN DECEMBER, AND AS SOON AS
THEY GO THROUGH THE DEPARTMENT OF LAW AND LIEUTENANT
GOVERNOR REVIEW, THEY WILL BECOME REGULATION.
THE BOARD WILL CONTINUE TO MONITOR AND TWEAK THE
IMPLEMENTATION OF THE APS AS ISSUES OR CONCERNS ARISE.
THIS YEAR:
AS OF JANUARY 1, 2012, THE APS HAS AWARDED OVER $3
MILLION TO OVER 900 ALASKA HIGH SCHOOL GRADUATES FROM
THE CLASS OF 2011.
NEARLY 29 PERCENT OF ALL PUBLIC HIGH SCHOOL GRADUATES
IN 2011 WERE ELIGIBLE TO RECEIVE THE APS. OF THOSE
ELIGIBLE, 36 PERCENT TOOK ADVANTAGE OF THE APS FOR
THEIR FIRST SEMESTER AFTER GRADUATING.
CONSISTENT WITH THE STATE'S POPULATION DISTRIBUTION,
SOUTHCENTRAL ALASKA HAD THE MOST STUDENTS ELIGIBLE TO
RECEIVE AN APS. IN THE FAR NORTH AND INTERIOR-BERING
STRAIT, NOME, NORTH SLOPE, AND NORTHWEST ARCTIC -
NEARLY ONE HALF OF ALL ELIGIBLE STUDENTS ARE USING
THEIR SCHOLARSHIPS
THE VAST MAJORITY OF AWARDS WENT TO STUDENTS WHO
ENTERED UAA AND UAF TO STUDY FULL TIME TOWARD A
BACHELOR'S DEGREE.
IMPRESSIVELY, THE PERCENTAGE OF ALASKA GRADS WHO TOOK
THE SAT OR THE ACT GREW FROM 77 PERCENT IN 2010 TO AN
UNHEARD OF 85 PERCENT IN 2011.
BASED UPON PRELIMINARY DATA FROM THE UNIVERSITY, APS
STUDENTS WHO ENTERED THE UA SYSTEM WERE LESS LIKELY TO
NEED REMEDIAL COURSES WHICH CERTAINLY MAKES A
STATEMENT IN REGARD TO REQUIRED RIGOROUS CURRICULUM.
AND MORE GOOD NEWS IS THAT DISTRICTS ARE REPORTING
MORE STUDENTS ENROLLED IN MATH AND SCIENCE.
SO IF THERE IS A QUESTION IN YOUR MIND IF YOU HAVE
CREATED A GOOD THING, PLEASE BELIEVE ME THAT YOU TRULY
HAVE.
ASSESSMENTS
THE BOARD ADOPTED SEVERAL AMENDMENTS REGARDING
WORKKEYS ASSESSMENTS WHICH ARE CAREER READY TESTS
GIVEN TO ALL 11TH GRADERS EACH YEAR. ACT WHICH OWNS
WORKKEYS, HAS CREATED THOUSANDS OF JOB PROFILES WHICH
ANALYZE SKILL LEVELS NEEDED FOR SPECIFIC JOBS, SO
ASSESSED STUDENTS ARE ABLE TO COMPARE THEIR SKILL
LEVEL WITH THE SKILL LEVEL OF THOSE JOBS. STUDENTS
WITH QUALIFYING SCORES RECEIVE NATIONAL CAREER
READINESS CERTIFICATES, AND THE TESTS MAY BE USED TO
QUALIFY FOR THE ALASKA PERFORMANCE SCHOLARSHIP IF THE
STUDENT IS GOING TO ATTEND A POST SECONDARY CORTICATED
PROGRAM IN ALASKA.
THE BOARD ALSO DECIDED THAT IT WAS THE IEP
[Individualized Education Program] TEAM OF STUDENTS
WITH SIGNIFICANT COGNITIVE DISABILITIES DECISION IF
THE STUDENT SHOULD BE REQUIRED TO TAKE THE WORKKEYS
ASSESSMENT. IN SEPTEMBER THE BOARD PUT OUT FOR PUBLIC
COMMENT THE ALASKA SUPPLEMENT FOR WORKKEYS ASSESSMENT
WHICH CLARIFIES THE APPROPRIATE USE OF ACCOMMODATIONS
FOR STUDENTS WITH DISABILITIES AND STUDENTS WITH
LIMITED ENGLISH PROFICIENCY. FINAL ACTION WAS TAKEN
JANUARY 2012.
OF THE 9,007 ALASKA STUDENTS WHO TOOK WORKKEYS IN THE
2010-2011 SCHOOL YEAR, 7,665 (85 PERCENT) EARNED A
NATIONAL CAREER READINESS CERTIFICATE.
BECAUSE WIDA (WORLD CLASS INSTRUCTIONAL DESIGN AND
ASSESSMENT) PROFICIENCY STANDARDS ARE RESEARCH BASED
AND OF HIGH QUALITY, THE BOARD ADOPTED THE WIDA
STANDARDS FOR ENGLISH LANGUAGE LEARNERS FOR PRE-
KINDERGARTEN THROUGH GRADE 12.
AND THE BOARD AND DEPARTMENT DO RESPOND TO OUR
CONSTITUENCIES WHEN A REGULATION CAN BE IMPROVED UPON
TO LIGHTEN THE BURDEN ON DISTRICTS AND TEACHERS. THE
BOARD EXTENDED THE TIME FOR DISTRICTS TO DISTRIBUTE
RESULTS OF THE STATE'S STANDARDS BASED ASSESSMENT
(SBA's) AND THE HIGH SCHOOL GRADUATION QUALIFYING EXAM
TO TEACHERS AS THE PREVIOUS 20 DAY DEADLINE WAS
BURDENSOME.
THE BOARD AMENDED TWO REGULATIONS REGARDING STATE
ASSESSMENTS AND ADOPTED REVISED PARTICIPATION
GUIDELINES FOR STUDENTS WITH DISABILITIES. THIS
ALLOWED FOR RESPONSE TO SUGGESTIONS FROM STAKEHOLDERS,
CONTINUED TO IDENTIFY NEW RESOURCES, AND PROVIDED FOR
KEEPING UP TO DATE ON PRACTICES IN ACCOMMODATIONS.
THE BOARD ADDRESSED SEVERAL HOUSE KEEPING ITEMS
THROUGHOUT THE COURSE OF A YEAR INCLUDING THE
CLARIFICATION THAT THE SBA IS THE ASSESSMENT USED FOR
CALCULATING STUDENTS' PARTICIPATION RATE IN REPORTING
ADEQUATE YEARLY PROGRESS.
THE ONE ASSESSMENT THAT MANY OF YOU ARE INTERESTED IN
IS THE HIGH SCHOOL GRADUATION QUALIFYING EXAM (HSGQE).
IT TRULY IS A MINIMUM COMPETENCY TEST OF BASIC SKILLS,
AND ONCE STUDENTS HAVE PASSED IT, THEY KNOW THAT THEY
CAN MOVE ALONG WITH THEIR CURRICULUM. IF A STUDENT
DOES NOT PASS, THEN HE/SHE KNOWS WHAT AREAS MUST BE
ADDRESSED FOR ADDITIONAL WORK. AFTER MUCH
DELIBERATION, THE BOARD VOTED TO RECOMMEND KEEPING THE
HSGQE FOR SEVERAL REASONS: IT DOES GIVE STUDENTS A
BASE LINE IN BASIC SKILLS, AND IN THIS DAY OF
ACCOUNTABILITY, IT IS ANOTHER INFORMATION TOOL THAT
CAN BE USED TO ADJUST PROGRAM AND/OR A STUDENT'S
CURRICULUM ROAD MAP. THE BOTTOM LINE IS THAT IT DOES
SHOW THAT STUDENTS HAVE DEMONSTRATED MINIMUM
COMPETENCIES IN ESSENTIAL SKILLS NEEDED TO FUNCTION IN
OUR SOCIETY.
IN THE 2010-2011 HSGQE, 83 PERCENT OF GRADE 10
STUDENTS PASSED READING, 71 PERCENT PASSED WRITING,
AND 76.9 PERCENT PASSED MATH. STUDENTS HAVE FURTHER
OPPORTUNITIES TO PASS THE EXAM IN GRADES 11 AND 12 AND
AFTER LEAVING HIGH SCHOOL.
ADEQUATE YEARLY PROGRESS
FOR THE PURPOSE OF REPORTING ADEQUATE YEARLY PROGRESS,
THE BOARD AMENDED A REGULATION TO ALLOW DISTRICTS TO
INCLUDE IN THE LIMITED ENGLISH PROFICIENCY SUBGROUP
THOSE STUDENTS WHO EXITED THE PROGRAM IN THE PRIOR TWO
YEARS SO DISTRICTS COULD HAVE CREDIT FOR SUCCESSFULLY
TRANSITIONING STUDENTS OUT OF THE PROGRAM.
THE BOARD WAS BRIEFED ON SCHOOL AND DISTRICT ADEQUATE
YEARLY PROGRESS RESULTS AT THE SEPTEMBER MEETING.
THREE CHANGES TO THE CALCULATION OF 2011 DATA
SIGNIFICANTLY AFFECTED THE RESULTS:
PERCENTAGE OF STUDENTS WHO SHOULD BE PROFICIENT
INCREASED FROM 77.18 PERCENT TO 82.88 PERCENT IN
LANGUAGE ARTS; FROM 66 PERCENT TO 74.57 PERCENT IN
MATH. PLEASE REMEMBER THAT ACCORDING TO THE FEDS, WE
WILL BE 100 PERCENT PROFICIENT BY 2014! I HAVE BEEN
IN THIS BUSINESS A VERY LONG TIME, AND TRUST ME, I
HAVE NEVER SEEN 100 PERCENT OF ANYTHING!
TEACHER CERTIFICATION/TEACHER QUALITY
THE BOARD ADOPTED SEVERAL AMENDMENTS TO REGULATIONS
PERTAINING TO TEACHER CERTIFICATION.
BRIEFLY, THE BOARD REQUIRED TEACHERS MOVING FROM AN
INITIAL (3 YEAR) CERTIFICATE TO A PROFESSIONAL (FIVE
YEAR RENEWABLE) CERTIFICATE TO HAVE BEEN EMPLOYED AS A
TEACHER FOR AT LEAST TWO YEARS. THOSE WHO HAVE NOT
TAUGHT FOR TWO YEARS MAY APPLY FOR ANOTHER INITIAL
CERTIFICATE. THE BOARD FELT STRONGLY THAT NO ONE
SHOULD HOLD THE STATE'S PROFESSIONAL TEACHER
CERTIFICATE WITHOUT HAVING WORKED AS A TEACHER FOR AT
LEAST TWO YEARS.
BECAUSE THE STATE GIVES TEACHERS AN INITIAL PERIOD TO
COMPLETE CREDITS BEFORE RECEIVING A PROFESSIONAL
CERTIFICATE, THE BOARD ADOPTED AN AMENDMENT THAT WILL
NO LONGER REQUIRE EDUCATORS SEEKING PROVISIONAL (2
YEAR) ADMINISTRATIVE, SPECIAL EDUCATION ADMINISTRATIVE
AND SPECIAL SERVICES CERTIFICATES TO COMPLETE SIX
SEMESTER HOURS OF CREDIT BEFORE RECEIVING THE
CERTIFICATE. THOSE CREDITS MUST BE COMPLETED BEFORE
THE NEXT STAGE OF CERTIFICATION HOWEVER.
THE BOARD ALSO ACTED UPON THE RECOMMENDATION OF THE
TEACHER QUALITY WORKING GROUP TO:
CHANGE THE NAME OF VOCATIONAL EDUCATION TO CAREER AND
TECHNICAL EDUCATION; REQUIRE DISTRICTS TO MAKE
AVAILABLE TO THE PUBLIC THE BLANK FORMS USED IN
TEACHER AND ADMINISTRATOR EVALUATION; REQUIRE DISTRICT
EMPLOYMENT APPLICATIONS TO REQUIRE TEACHERS TO
DISCLOSE ANY PRIOR TEACHING EXPERIENCE IN ALASKA.
THE BOARD ALSO APPROVED TEACHER PREPARATION PROGRAMS
FOR ELEMENTARY K-5 MATH AT THE UNIVERSITY OF ALASKA
SOUTHEAST, FOR AN ELEMENTARY ENDORSEMENT AT ALASKA
PACIFIC UNIVERSITY, AND ADDED AN ENDORSEMENT IN THE
CAREER AND TECHNICAL EDUCATION CERTIFICATE PROGRAM AT
THE UNIVERSITY OF ALASKA ANCHORAGE.
ALASKA'S TYPE M CERTIFICATE MUST BE INITIATED BY A
DISTRICT WHO WANTS TO HIRE AN INDUSTRY PROFESSIONAL
WHO HAS NOT MATRICULATED THROUGH A TEACHER PREPARATION
PROGRAM. THE ASD [Anchorage School District] MIGHT
WANT TO HIRE A WELDER TO TEACH WELDING FOR EXAMPLE.
THERE IS A REGULATION THAT IS NOW UNDER REVIEW BY THE
DEPARTMENT OF LAW THAT REQUIRES CTE [Career &
Technical Education] ENDORSED TYPE M TEACHERS TO
DEMONSTRATE COMPETENCY IN READING, WRITING, AND MATH
BY PASSING THE PRAXIS 1 WITHIN ONE YEAR OF OBTAINING
THE CERTIFICATE AND TO DEMONSTRATE INSTRUCTIONAL
SKILLS.
IN ORDER TO RENEW A TYPE M LIMITED CTE CERTIFICATE FOR
FIVE YEARS, THE LOCAL SCHOOL BOARD MUST SUBMIT ON THE
APPLICANT'S BEHALF A RENEWAL APPLICATION WHICH
CONTAINS THE EVIDENCE OF THE FOLLOWING:
THREE SEMESTER HOURS OF CREDIT RELATED TO THE
APPLICANT'S EMPLOYMENT
135 HOURS OF WORK EXPERIENCE IN THE SPECIALTY FIELD
OUTSIDE OF WORK WITH STUDENTS.
A STATEMENT OF SATISFACTORY TEACHING PERFORMANCE UNDER
THE LIMITED CERTIFICATE.
THESE NEW REGULATIONS ONLY APPLY TO THE TYPE M LIMITED
CTE CERTIFICATE. TEACHERS IN THE SPECIALTY AREAS OF
ALASKA NATIVE LANGUAGE OR CULTURE AND ROTC [Reserve
Officers' Training Corps] ARE EXEMPT.
AND THE BIGGIE! FOR RECERTIFICATION, TYPE
CERTIFICATED TEACHERS MUST TAKE CREDITS IN SUBJECTS
RELATED TO THEIR EMPLOYMENT, ENDORSEMENT AREA, OR
PROGRAM LEADING TO AN ENDORSEMENT. BELIEVE IT OR NOT,
THIS HAS NOT BEEN A REQUIREMENT FOR RECERTIFICATION IN
THE PAST.
STATE STANDARDS
ONE OF THE CONSTITUTIONAL RESPONSIBILITIES OF THE
STATE IS TO SET PROPER STANDARDS FOR ITS STUDENTS.
THE STATE BOARD OF EDUCATION HAS SET THE DIRECTION FOR
DEVELOPING AND IMPLEMENTING STUDENT STANDARDS FOR
NEARLY 20 YEARS. STUDENT STANDARDS CURRENTLY INCLUDE
BROAD CONTENT STANDARDS AND DETAILED GRADE LEVEL
EXPECTATIONS; ENGLISH LANGUAGE PROFICIENCY STANDARDS;
ALTERNATE PERFORMANCE STANDARDS FOR STUDENTS WITH
SIGNIFICANT COGNITIVE DISABILITIES, AND CULTURAL
STANDARDS.
SINCE FEBRUARY 2010, THE DEPARTMENT, ALASKA EDUCATORS,
AND INDUSTRY REPRESENTATIVES HAVE ENGAGED IN A PROCESS
TO REPLACE THE CURRENT CONTENT STANDARDS IN READING,
WRITING, AND MATH WITH MORE RIGOROUS GRADE LEVEL
STANDARDS. THE FOCUS HAS BEEN TO ENSURE THAT THE
STANDARDS OUTLINE A PATH FOR STUDENTS TO GRADUATE HIGH
SCHOOL COLLEGE-READY AND CAREER-READY, AND THE NEW
ALASKA STANDARDS WILL BE INCLUSIVE OF ALL GRADES K-12
UNLIKE THE CURRENT K-10 STANDARDS. THE REVISION OF
GRADE LEVEL EXPECTATION WILL FOLLOW AFTER THE
STANDARDS ADOPTION BY THE BOARD.
UNDOUBTEDLY, YOU ARE AWARE OF THE COMMON CORE
STANDARDS THAT HAVE COME DOWN AS A NATIONAL MOVEMENT.
MANY STATES HAVE ADOPTED THESE STANDARDS, BUT ALASKA
DID NOT. WE DECIDED EARLY ON THAT WE WOULD USE OUR
ALASKA STANDARDS AS A BASE LINE TO IMPROVE AS WELL AS
COMPARE TO THE COMMON CORE. WHAT HAS BEEN DEVELOPED
IS MORE RIGOROUS THAN THE COMMON CORE, AND THE
DEVELOPMENT HAS BEEN DONE BY ALASKANS FOR ALASKAN
STUDENTS.
I WOULD LIKE TO GIVE YOU A BRIEF CHRONOLOGY OF
STANDARD DEVELOPMENT SO THAT YOU FULLY UNDERSTAND THAT
THESE STANDARDS WERE NOT SIMPLY CREATED BY THE BOARD
OR THE DEPARTMENT BUT INDEED, ARE A PRODUCT OF
ALASKANS FROM EDUCATION, INDUSTRY, AND THE COMMUNITY.
BETWEEN FEB. 2010 AND NOV. 2010, A STANDARDS REVIEW
COMMITTEE WAS FORMED. THIS COMMITTEE WAS MADE UP OF
K-12 EDUCATORS, AND THEY MET TO COMPARE ALASKA
STANDARDS WITH THE COMMON CORE STANDARDS.
FROM JAN. 2011 THROUGH NOV. 2011, INPUT WAS GATHERED
FROM ENGLISH/LANGUAGE ARTS TEACHERS GRADES 3-12; MATH
TEACHERS GRADES 3-12; SPECIAL EDUCATION TEACHERS,
OTHER EXPERIENCED EDUCATORS, COACHES FROM THE STATE
SYSTEM OF SUPPORT, UNIVERSITY FOLK, CTE PROGRAM
TEACHERS AND INDUSTRY REPRESENTATIVES.
REPRESENTATIVES WHO WORK WITH STUDENTS WITH
DISABILITIES, ENGLISH LANGUAGE LEARNERS, ECONOMICALLY
DISADVANTAGED STUDENTS, AND STUDENTS FROM ETHNIC
SUBGROUPS MET TO ENSURE THAT ALL HAVE EQUAL ACCESS TO
THE NEW ALASKA STANDARDS.
THE NEW ALASKA STANDARDS:
ARE ALIGNED WITH COLLEGE-READY AND WORK-READY TRAINING
EXPECTATIONS
INCLUDE RIGOROUS CONTENT AND APPLICATION OF KNOWLEDGE
THROUGH HIGHER-ORDER SKILLS
BUILD UPON STRENGTH AND LESSONS OF CURRENT STATE
STANDARDS
EQUAL OR MORE RIGOROUS THAN THE COMMON CORE STANDARDS
RELATE TO REAL WORLD APPLICATION
AT NO TIME IN THE DESIGN OF THE ALASKA STANDARDS WERE
THEY ALLOWED TO DIP BELOW THE RIGOR OF THE COMMON
CORE.
AT THE DECEMBER, 2011, MEETING OF THE BOARD OF
EDUCATION, A MOTION WAS PASSED TO OPEN UP AN EXTENDED
PERIOD OF PUBLIC COMMENT FOR THE DRAFT ALASKA CAREER-
READY AND COLLEGE READY STANDARDS. AFTER REVIEWING
AND DISCUSSING ALL PUBLIC COMMENT, THE BOARD
ANTICIPATES TAKING FINAL ACTION ON THE STANDARDS IN
JUNE, 2012.
NEW STANDARDS WILL MEAN NEW ASSESSMENTS, SO WORK
BEGINS ON THAT ASPECT IMMEDIATELY. STUDENTS WILL MOST
LIKELY NOT BE ASSESSED ON THE NEW STANDARDS UNTIL
SPRING 2016.
GRADUATION RATE
ALASKA'S GRADUATION RATE METHODOLOGY HAS RECENTLY
CHANGED TO REFLECT A FEDERAL MANDATE REQUIRING ALL 50
STATES TO USE A UNIFORM GRADUATION RATE THAT IS TO BE
REPORTED FOR ALL PUBLIC HIGH SCHOOLS.
I WILL NOT PRESUME TO TAKE YOU THROUGH THAT PROCESS
BECAUSE I WOULD ONLY GET YOU AS CONFUSED AS I AM;
HOWEVER, MR. MCCORMICK, DIRECTOR OF ASSESSMENT AND
ACCOUNTABILITY IS HERE, AND HE COULD ADDRESS ANY
QUESTIONS AT THE CONCLUSION OF MY REMARKS.
GRADUATION RATES ARE CALCULATED ACROSS 4 YEARS.
DROPOUT RATES ARE CALCULATED OVER 1 YEAR AND BECAUSE
THE TWO RATES ARE CALCULATED INDEPENDENTLY, THEY ARE
NOT THE INVERSE OF EACH OTHER. MOST PEOPLE WILL TELL
YOU THAT IF A STUDENT DID NOT GRADUATE FROM HIGH
SCHOOL, HE/SHE IS A DROP OUT, AND THAT IS NOT
NECESSARILY TRUE.
I AM HAPPY TO REPORT THAT OUR GRADUATION RATE HAS
INCREASED SIGNIFICANTLY OVER THE PAST 7 YEARS. 2011
GRADUATION RATE WAS 68 PERCENT IN COMPARISON TO 2005
AT 61 PERCENT.
MENTOR PROGRAM
TEACHER RETENTION IN RURAL ALASKA IS A VERY REAL
ISSUE. WHEN JIM HICKERSON WAS SUPERINTENDENT AT
BERING STRAIT, HE TOLD ME THAT 85 PERCENT OF THEIR
TEACHERS COME FROM OUTSIDE. THERE ARE SO MANY ISSUES
FOR THEM TO DEAL WITH: A WHOLE NEW CULTURE,
ISOLATION, COLD, TRANSPORTATION, ETC., THAT MANY SPEND
THE YEAR AND LEAVE.
IN 2004, THE MENTORSHIP PROGRAM WAS INITIATED TO
INCREASE TEACHER RETENTION BY HELPING NEW RURAL
TEACHERS BECOME MORE EFFECTIVE IN THEIR INSTRUCTIONAL
PRACTICES WITHIN THEIR FIRST 2 YEARS IN THE CLASSROOM.
YOU AND I TALKED BRIEFLY LAST YEAR ABOUT THE BUDGET
CUTS TO THIS PROGRAM. THIS PROGRAM DOES HAVE A
POSITIVE IMPACT ON TEACHER RETENTION AND A PROMISING
IMPACT ON STUDENT ACHIEVEMENT.
THIS SCHOOL YEAR, 24 MENTORS (DOWN FROM 28 LAST YEAR)
ARE WORKING WITH 330 TEACHERS (DOWN FROM 401 LAST
YEAR) IN 142 SCHOOLS (DOWN FROM 187 SCHOOLS LAST YEAR)
IN 34 SCHOOL DISTRICTS (DOWN FROM 43 LAST YEAR).
THIS PROGRAM DOES WORK! FROM AN AVERAGE RURAL TEACHER
RETENTION RATE OF 68 PERCENT, THE MENTORED TEACHERS
HAVE RETAINED AT 84 PERCENT IN 2010-2011.
AT THE AMERICAN EDUCATION RESEARCH ASSOCIATION
CONFERENCE ON MAY 4, RESULTS WERE PRESENTED THAT SHOW
THAT ALTHOUGH MENTORING NEW TEACHERS DID NOT BRING THE
STUDENTS' STANDARDIZED SCORES OF NEW TEACHERS UP TO
THE SAME LEVEL AS STUDENTS IN VETERAN TEACHERS'
CLASSES; THEY ARE MUCH CLOSER THAN EXPECTED FOR
READING, WRITING, AND SCIENCE.
IN THE CASE OF MATH, STUDENTS IN CLASSROOMS OF
MENTORED TEACHERS PERFORM THE SAME AS THOSE IN
CLASSROOMS OF VETERAN TEACHERS.
THERE ARE PROMISING RESULTS TO START CLOSING THE
ACHIEVEMENT GAP TYPICALLY SEEN BETWEEN THE STUDENTS OF
NEW AND VETERAN TEACHERS.
THROUGH A GRANT FROM THE US DEPARTMENT OF EDUCATION,
EDUCATION NORTHWEST AND UA STATEWIDE WILL EVALUATE THE
EFFECTS OF MENTORING ON TEACHER RETENTION AND TEACHER
EFFECTIVENESS AND STUDENT ACHIEVEMENT. THE DETAILS
FOR THIS EVALUATION ARE NOW BEING WORKED OUT.
EARLY LEARNING
THERE IS A WHOLE LOT GOING ON IN THIS ARENA. IN 2009,
THE LEGISLATURE PROVIDED $2 MILLION FOR A PILOT PRE-
KINDERGARTEN PROGRAM THAT WOULD INCLUDE SIX SITES.
PROPOSALS FROM DISTRICTS WERE SUBMITTED AND SIX SITES
WERE SELECTED. THE LEGISLATURE THEN ADDED TWO
ADDITIONAL SITES. THE PURPOSE WAS TO ALLOW VARIED
SCHOOL DISTRICTS TO CREATE PRESCHOOL PROGRAMS THAT
INCORPORATE ALASKA'S EARLY LEARNING GUIDELINES IN WAYS
TAILORED TO THEIR LOCAL COMMUNITIES.
THE TWO YEAR REPORT WAS A PART OF THE BOARD PACKET FOR
OUR JANUARY TELECONFERENCE. I AM NOT GOING TO GO
THROUGH ALL THE FINDINGS EXCEPT TO STATE THAT MANY
CHILDREN SHOWED EXCEPTIONAL GROWTH, BUT THERE ARE
STILL CHILDREN PERFORMING BELOW EXPECTATIONS.
FOR ALL ALASKA'S CHILDREN TO CLOSE THE GAP BY THEIR
THIRD GRADE ASSESSMENTS, CONTINUOUS GROWTH MUST BEGIN
IN EARLY CHILDHOOD AND BE SUSTAINED THROUGH THE
PRIMARY GRADES.
COOPERATION AND COLLABORATION BETWEEN HEAD START AND
SCHOOL DISTRICTS POSITIVELY AFFECTS THE LEARNING AND
DEVELOPMENT OF YOUNG CHILDREN.
THE BOARD ENDORSED THE DEPARTMENT'S FAMILY ENGAGEMENT
PLAN WHICH INCLUDES ACTION STEPS FOR PARENTS, TEACHER
AND COMMUNITY MEMBERS THAT WILL ULTIMATELY IMPACT
STUDENT ACHIEVEMENT. THIS IS IN CONJUNCTION WITH THE
EARLY LITERACY PLAN THAT PROVIDES ACTIONS THAT
PARENTS, CAREGIVERS, PRESCHOOL TEACHERS, AND COMMUNITY
MEMBERS CAN DO THAT WILL HELP STUDENTS COME TO SCHOOL
READY TO LEARN.
I HAVE TO TELL YOU LADIES AND GENTLEMEN, THAT I AM
CONVINCED THAT SCHOOL READINESS AND PARENT INVOLVEMENT
COUPLED WITH QUALITY TEACHERS ARE THE ONLY THINGS THAT
WILL POSITIVELY IMPACT STUDENT ACHIEVEMENT.
STATE SYSTEM OF SUPPORT
THROUGHOUT THE YEAR, THE BOARD HEARD REPORTS ON STATE
SYSTEM OF SUPPORT ACTIVITIES: THE THIRD LEADERSHIP
INSTITUTE AND THE ALASKA LITERACY INSTITUTE, WHICH WAS
SPONSORED FOR INTERVENTION DISTRICTS AND INCLUDED
REPRESENTATIVES FROM PRE-K PROGRAMS AND HEAD START
PROGRAMS; THE CURRICULUM EXPOSURE ANALYSIS DONE BY THE
STATE; AND ACTIVITIES OF THE YUPIIT SCHOOL DISTRICT.
THE BOARD RECEIVED UPDATES TO THE DEVELOPMENT OF A
RUBRIC ON CULTURAL STANDARDS FOR EDUCATORS AS A FOLLOW
UP TO OUR ADOPTION OF THIS SECTION FROM THE
PUBLICATION "ALASKA STANDARDS FOR CULTURALLY
RESPONSIVE SCHOOLS."
THE DEPARTMENT IS RESPONDING TO ITS CONSTITUTIONAL
RESPONSIBILITIES: FUNDING, STANDARDS, ASSESSMENTS,
AND OVERSIGHT AND SUPPORT. WE ARE CURRENTLY
INTERVENING IN THREE DISTRICTS IN DIRECT RESPONSE TO
THE OVER SIGHT RESPONSIBILITY WHERE STUDENTS HAVE
CHRONICALLY LOW PERFORMANCE. TWO DISTRICTS HAVE COME
OUT OF THE INTERVENTION STATUS AFTER RAISING STUDENT
PERFORMANCE AND BUILDING CAPACITY.
DISTANCE EDUCATION
ALASKA'S LEARNING NETWORK IMPROVES STUDENT ACHIEVEMENT
BY PROVIDING DISTANCE COURSES TAUGHT BY HIGHLY
QUALIFIED ALASKA TEACHERS; A NETWORK OF SUPPORT FOR
EDUCATORS AND STUDENTS TO COLLABORATE AND SHARE
RESOURCES IN A DIGITAL REPOSITORY; PROFESSIONAL
DEVELOPMENT FOR TEACHERS. ALASKA'S LEARNING NETWORK
PROVIDES RIGOROUS COURSES THAT MEET ELIGIBILITY
REQUIREMENTS OF THE ALASKA PERFORMANCE SCHOLARSHIP.
MT EDGECUMBE HIGH SCHOOL
MT. EDGECUMBE HIGH SCHOOL IS A STATE OPERATED BOARDING
SCHOOL IN SITKA FOR APPROXIMATELY 400 HIGH SCHOOL
STUDENTS FROM AROUND THE STATE. SEVENTY EIGHT PERCENT
OF THE STUDENTS BODY SELF-IDENTIFY AS ALASKA NATIVE.
THE STATE BOARD WHICH SERVES AS THE BOARD OF EDUCATION
FOR MT. EDGECUMBE RECENTLY WORKED ON SOME CREDIT
REQUIREMENT CHANGES WITH SUPERINTENDENT RANDY HAWK.
IN ORDER FOR MT. EDGECUMBE STUDENTS TO MEET THE CREDIT
REQUIREMENT OF THE ALASKA PERFORMANCE SCHOLARSHIP, THE
BOARD REDUCED THE REQUIRED CREDITS IN SOCIAL STUDIES
FROM 5 TO 4 AND ADDED A REQUIRED CREDIT OF EITHER
SOCIAL STUDIES OR MATH OR SCIENCE BEYOND COURSES
ALREADY REQUIRED. THE TOTAL NUMBER OF REQUIRED
CREDITS REMAINS AT 24.
END
IN NOVEMBER, COMMISSIONER HANLEY, DEPUTY COMMISSIONER
MORSE, BOARD FIRST VICE CHAIR JIM MERRINER, AND I
ATTENDED ANCHORAGE MAYOR DAN SULLIVAN'S TWO DAY
EDUCATION SUMMIT.
THE UPSHOT OF THE SUMMIT WAS EXACTLY WHAT OUR BOARD
AND DEPARTMENT ARE DEDICATED TO:
WORLD CLASS LEADERSHIP: TEACHERS AND PRINCIPALS
COMMUNITY ENGAGEMENT AND COMMITMENT
GREATER EXPECTATIONS FOR STUDENT SUCCESS
EXPAND CHOICE, OPPORTUNITY FOR ALL STUDENTS.
WHERE HAVE YOU HEARD THAT BEFORE? SEEMS THAT WE ARE
ALL ON THE SAME WAVE LENGTH WHICH BASICALLY IS
PROVIDING THE BEST EDUCATIONAL OPPORTUNITY FOR EACH
AND EVERY STUDENT IN OUR STATE.
WHAT'S ON THE HORIZON?
TEACHER EVALUATION TIED TO STUDENT ACHIEVEMENT.
IF WE ARE GOING TO WANT TO CONTINUE RECEIVING FEDERAL
DOLLARS, THIS IS A REALITY. AND LADIES AND GENTLEMEN,
IT IS A MUCH MORE CONVOLUTED IDEA THAN AT FIRST BLUSH,
BUT THE TEACHER QUALITY COMMITTEE IS WRESTLING WITH
THIS WHOLE CONCEPT AS WE SPEAK.
CONTINUE TO MONITOR THE DEPARTMENT WORK WITH
INTERVENTION DISTRICTS.
DIALOGS WITH THE BOARD AND SUPERINTENDENTS OF
INTERVENTION DISTRICTS.
REPORT FROM DISTRICTS WHO HAVE EXITED INTERVENTION
STATUS.
HOW DID IT GO? WHAT WAS GOOD? WHAT COULD BE DONE
BETTER?
A BOARD SESSION ON STRATEGIC PLANNING
CONTINUATION OF THE IMPLEMENTATION OF THE STATE
CAREER/TECHNICAL EDUCATION PLAN.
CERTAINLY MORE WORK ON THE NEW ALASKA STANDARDS AND
THE ASSESSMENTS TO GO WITH THOSE STANDARDS.
MONITOR AND/OR AMEND REGULATIONS AS NEEDED FOR THE
APS.
AND SENATORS AND REPRESENTATIVES WHILE I STILL HAVE
YOUR ATTENTION, I WANT TO TELL YOU ABOUT A BURR THAT
HAS BEEN UNDER MY SADDLE BLANKET EVER SINCE I HAVE
BEEN ON THIS BOARD, AND BELIEVE ME, I HAVE LEANED ON
EVERY COMMISSIONER ABOUT THIS, BUT THERE IS AN OLD
ADAGE: YOU CAN'T GET BLOOD OUT OF A TURNIP!
I KNOW THAT REPRESENTATIVE DICK HAS QUESTIONED THE
MAKE UP OF THE BOARD, BUT OUR BOARD HAD NOTHING TO DO
WITH THAT.
RIGHT HERE I WOULD LIKE TO CLEAR UP SOME
MISINFORMATION. YOU HAVE BEEN TOLD THAT THE BOARD
NEVER HAS HAD A MEMBER FROM A DISTRICT IN
INTERVENTION. NORTHWEST ARCTIC WAS IN INTERVENTION
STATUS, AND BUNNY SHAEFFER WAS A MEMBER OF THE BOARD
THE WHOLE TIME. THE DISTRICT HAS COME OFF
INTERVENTION, AND BOARD MEMBER SHAEFFER IS STILL ON
THE BOARD.
WE DO HAVE EVERYTHING TO DO WITH WHERE WE MEET;
HOWEVER, THIS IS A STATEWIDE BOARD THAT WE ARE TALKING
ABOUT, AND BECAUSE OF BUDGET CONSTRAINTS, WE ONLY MEET
IN ANCHORAGE, FAIRBANKS (NOT OFTEN) AND JUNEAU. WE
DID WANDER UP TO THE MAT-SU THIS YEAR, BUT IN
ANYBODY'S DEFINITION, THAT IS NOT RURAL ALASKA.
I THINK IT IS IMPERATIVE THAT THIS BOARD MEET IN RURAL
ALASKA ONCE A YEAR.
IN MY TENURE ON THE BOARD, WE HAVE MET IN GALENA,
KOTZEBUE, AND AT MT. EDGECUMBE. I TRULY THINK THAT
THE ARGUMENT COULD BE MADE THAT THIS BOARD SHOULD ALSO
MEET AT MT. EDGECUMBE ONCE A YEAR. MEETING IN THESE
PLACES WAS A GREAT EDUCATION FOR ALL THE BOARD
MEMBERS. EVEN THOUGH WE ARE BROAD AND OPEN MINDED
INDIVIDUALS, IT IS DIFFICULT TO REPRESENT THE
DIVERSITY OF OUR STATE WHEN WE DON'T HAVE THE
OPPORTUNITY TO EXPERIENCE IT.
THE OPERATION OF THE BOARD FALLS WITHIN THE EXECUTIVE
ADMINISTRATIVE PORTION OF THE DEPARTMENT'S BUDGET, AND
SPECIFICALLY, THE TRAVEL PORTION HAS BEEN CUT. EVEN
THOUGH OUR COMMISSIONER'S TRAVEL EXPENSES ARE DOWN
FROM PREVIOUS YEARS, WE ARE UNABLE TO FIND IN THE
DEPARTMENT'S BUDGET FUNDING FOR THIS BOARD TO GAIN A
FIRST HAND UNDERSTANDING OF AREAS OF ALASKA IN WHICH
WE DON'T LIVE OR MEET.
THE OBVIOUS QUESTIONS WILL BE AROUND COSTS AND WHY THE
DEPARTMENT CANNOT TRAVEL THE BOARD IN THE CURRENT
BUDGET. PERSONALLY, I CANNOT ANSWER ALL THOSE
QUESTIONS, BUT I DO KNOW THAT FOR THE BOARD TO TRAVEL
TO RURAL ALASKA WE ARE LOOKING AT $15-20,000. THAT
DOES NOT INCLUDE DEPARTMENT STAFF.
SO I WOULD ASK, NO, I WOULD IMPLORE YOU TO CONSIDER MY
REQUEST DURING THIS LEGISLATIVE SESSION. IT CERTAINLY
WOULD HELP US BECOME AN EVEN MORE EFFECTIVE BOARD.
AND BEFORE I WRAP UP, I NEED TO TELL YOU THAT AS I PUT
TOGETHER THIS REPORT, I WAS AMAZED AND PROUD OF WHAT
THIS BOARD HAS ACCOMPLISHED. WE ARE A VOLUNTEER BOARD
AND WE MEET FACE TO FACE FOUR TIMES A YEAR ONLY. I
CONTINUE TO BE VERY PROUD TO SERVE.
9:50:13 AM
REPRESENTATIVE PRUITT noted three points: 1) The qualifying
exam is a minimum standards test and if the approach is to teach
to the test it may not maximize a student's abilities to excel;
2) The test is administered in grade 10, once a student has
successfully passed it, the challenge would be to maintain
continued academic interest and engagement; 3) Some students
struggle with test taking, which may be an inhibitor for
individuals who otherwise are bright pupils. He asked if
anything is being done to minimize these possibly limiting
factors.
MS. COX said some students want to know what the minimum classes
are that are required. Some students do not test well and may
never pass the exam. A high stakes exam, the HSGQE remains a
requirement for graduation, as a measure of basic skills.
Regarding teaching to the test, she said, the advance placement
teachers may take that tack; however, basic skills teachers are
going to teach what is required, not necessarily to the test.
9:57:12 AM
REPRESENTATIVE FEIGE observed that the APS was tailored for the
University of Alaska System. He asked whether there was any
interest in expanding the awards to include outside schools.
MS. COX replied that the intent was to keep students in-state if
possible, based on statistics which indicate how local
matriculation leads to students settling in the area.
9:59:07 AM
REPRESENTATIVE P. WILSON suggested that the basic skills should
be established prior to high school and the test given in grade
eight. She asked whether that has been a consideration.
MS. COX responded that the basic skills become gradually more
difficult throughout the grades. The basic skills expected of
an eighth grade student would be different than what a grade 10
student would be expected to have attained.
10:00:58 AM
REPRESENTATIVE CISSNA established that the degree of difference
between urban and rural Alaska creates a great divide,
particularly in the testing realm. She said it is important to
cultivate the diverse skill sets among the population. The
current teaching model does not serve the Native culture, she
maintained, and said hopelessness ensues in some communities.
Urban school children have more support available, but imposing
entirely western standards onto the indigenous people is not
serving the need that exists.
10:05:42 AM
CHAIR DICK announced the next committee meeting.
10:06:15 AM
ADJOURNMENT
There being no further business before the committee, the House
Education Standing Committee meeting was adjourned at 10:06 a.m.
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