03/21/2012 08:00 AM House EDUCATION
| Audio | Topic |
|---|---|
| Start | |
| Presentation: Kuspuk School District | |
| SB8 | |
| HB330 | |
| HJR39 | |
| Adjourn |
+ teleconferenced
= bill was previously heard/scheduled
| + | TELECONFERENCED | ||
| += | SB 8 | TELECONFERENCED | |
| *+ | HJR 39 | TELECONFERENCED | |
| += | HB 330 | TELECONFERENCED | |
| + | TELECONFERENCED |
ALASKA STATE LEGISLATURE
HOUSE EDUCATION STANDING COMMITTEE
March 21, 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
OTHER MEMBERS PRESENT
Representative Chris Tuck
COMMITTEE CALENDAR
PRESENTATION: KUSPUK SCHOOL DISTRICT
- HEARD
SENATE BILL NO. 8
"An Act relating to questionnaires and surveys administered in
the public schools."
- MOVED OUT OF COMMITTEE
HOUSE BILL NO. 330
"An Act establishing a Joint Legislative Task Force on Education
Standards; requiring the Department of Labor and Workforce
Development to provide information and resources to the task
force; establishing state education standards; amending the
authority of the Department of Education and Early Development
to adopt education standards; and providing for an effective
date."
- HEARD & HELD
HOUSE JOINT RESOLUTION NO. 39
Urging the Governor to direct the Department of Education and
Early Development to prepare and submit a request for
flexibility under the federal Elementary and Secondary Education
Act of 1965 to obtain a waiver of select requirements of the No
Child Left Behind Act of 2001 and to direct the commissioner of
education and early development to provide a comprehensive
improvement plan that will guarantee that students in the state
will be adequately prepared for academic and vocational success.
- HEARD & HELD
PREVIOUS COMMITTEE ACTION
BILL: SB 8
SHORT TITLE: STUDENT QUESTIONNAIRES AND SURVEYS
SPONSOR(s): SENATOR(s) DAVIS
01/19/11 (S) PREFILE RELEASED 1/7/11
01/19/11 (S) READ THE FIRST TIME - REFERRALS
01/19/11 (S) EDC, HSS
02/16/11 (S) EDC AT 8:00 AM BELTZ 105 (TSBldg)
02/16/11 (S) Scheduled But Not Heard
02/21/11 (S) EDC AT 8:00 AM BELTZ 105 (TSBldg)
02/21/11 (S) Heard & Held
02/21/11 (S) MINUTE(EDC)
02/25/11 (S) EDC AT 8:00 AM BELTZ 105 (TSBldg)
02/25/11 (S) Heard & Held
02/25/11 (S) MINUTE(EDC)
02/28/11 (S) EDC RPT 3DP 2NR
02/28/11 (S) DP: THOMAS, DAVIS, FRENCH
02/28/11 (S) NR: MEYER, STEVENS
02/28/11 (S) EDC AT 8:00 AM BELTZ 105 (TSBldg)
02/28/11 (S) Moved SB 8 Out of Committee
02/28/11 (S) MINUTE(EDC)
03/16/11 (S) HSS AT 1:30 PM BELTZ 105 (TSBldg)
03/16/11 (S) Moved SB 8 Out of Committee
03/16/11 (S) MINUTE(HSS)
03/18/11 (S) HSS RPT 2DP 1DNP 1NR
03/18/11 (S) DP: DAVIS, EGAN
03/18/11 (S) DNP: DYSON
03/18/11 (S) NR: MEYER
04/01/11 (S) TRANSMITTED TO (H)
04/01/11 (S) VERSION: SB 8
04/04/11 (H) READ THE FIRST TIME - REFERRALS
04/04/11 (H) EDC, HSS
01/27/12 (H) EDC AT 8:00 AM CAPITOL 106
01/27/12 (H) Scheduled But Not Heard
02/20/12 (H) EDC AT 8:00 AM CAPITOL 106
02/20/12 (H) Heard & Held
02/20/12 (H) MINUTE(EDC)
03/21/12 (H) EDC AT 8:00 AM CAPITOL 106
BILL: HB 330
SHORT TITLE: STATE EDUCATION STANDARDS
SPONSOR(s): REPRESENTATIVE(s) DICK
02/17/12 (H) READ THE FIRST TIME - REFERRALS
02/17/12 (H) EDC, FIN
02/24/12 (H) EDC AT 8:00 AM CAPITOL 106
02/24/12 (H) Heard & Held
02/24/12 (H) MINUTE(EDC)
02/29/12 (H) EDC AT 8:00 AM CAPITOL 106
02/29/12 (H) Heard & Held
02/29/12 (H) MINUTE(EDC)
03/05/12 (H) EDC AT 8:00 AM CAPITOL 106
03/05/12 (H) <Bill Hearing Canceled>
03/21/12 (H) EDC AT 8:00 AM CAPITOL 106
BILL: HJR 39
SHORT TITLE: URGING THE STATE TO OPT OUT OF NCLB
SPONSOR(s): REPRESENTATIVE(s) MILLER
02/22/12 (H) READ THE FIRST TIME - REFERRALS
02/22/12 (H) EDC
03/21/12 (H) EDC AT 8:00 AM CAPITOL 106
WITNESS REGISTER
BRAD ALLEN, Superintendent
Kuspuk School District
Aniak, Alaska
POSITION STATEMENT: Provided a presentation of the Kuspuk
School District.
BRUCE JOHNSON, Executive Director
Alaska Counsel of School Administrators (ACSA)
Juneau, Alaska
POSITION STATEMENT: Testified in support of SB 8.
CARL ROSE, Executive Director
Association of Alaska School Boards (AASB)
Juneau, Alaska
POSITION STATEMENT: Testified in support of SB 8.
ANDREA THOMAS
Sitka, Alaska
POSITION STATEMENT: Testified in support of SB 8.
PETE HOEPFNER, President
Cordova School Boards
Cordova, Alaska
POSITION STATEMENT: Testified in support of SB 8.
DR. CHRISTINE ERMOLD, EdD
Principal, Kenai Peninsula School District;
Member, Alaska Association of Elementary School Principals
Sterling, Alaska
POSITION STATEMENT: Testified in support of SB 8.
JEAN MISCHEL, Attorney
Legislative Legal and Research Services
Legislative Affairs Agency
Juneau, Alaska
POSITION STATEMENT: Responded to questions, during the hearing
on SB 8.
ANNETTE KREITZER, Staff
Representative Alan Dick
Alaska State Legislature
Juneau, Alaska
POSITION STATEMENT: Presented the proposed committee substitute
(CS) to HB 330, on behalf of Representative Alan Dick, Sponsor.
MIKE HANLEY, Commissioner
Department of Education and Early Development (EED)
Juneau, Alaska
POSITION STATEMENT: Testified with concern on HB 330, and
responded to questions.
REPRESENTATIVE BOB MILLER
Alaska State Legislature
Juneau, Alaska
POSITION STATEMENT: Presented HJR 39, as Prime Sponsor.
TROY BOUFFARD, Staff
Representative Bob Miller
Alaska State Legislature
Juneau, Alaska
POSITION STATEMENT: Responded to questions, during the hearing
on HJR 39.
ACTION NARRATIVE
8:04:17 AM
CHAIR ALAN DICK called the House Education Standing Committee
meeting to order at 8:04 a.m. Representatives Dick, P. Wilson,
Seaton, Kawasaki, and Feige were present at the call to order.
Representatives Pruitt and Cissna arrived as the meeting was in
progress.
^Presentation: Kuspuk School District
Presentation: Kuspuk School District
8:04:42 AM
CHAIR DICK announced that the first order of business would be a
presentation from the Kuspuk School District.
8:05:27 AM
BRAD ALLEN, Superintendent, Kuspuk School District, began with a
description of the demographics. Kuspuk district encompasses
12,000 square miles along the central region of the Kuskokwim
River and hosts a student body of 336, comprised primarily of
Yup'ik Eskimos and Athabaskan Indians. In ten years the
enrollment has declined from about 500 to the current number.
He continued, summarizing each of the nine schools by location,
grades served, and the enrollment at each location, which are:
Joseph & Olinga Gregory School, Kalskag, k-3, 46; Zachar Levi
Elementary School, Lower Kalskag, 4-6, 33; George Morgan Sr.
High School, Kalskag, 7-12, 56; Auntie Mary Nicoli Elementary
School, Aniak, k-6, 65; Aniak, Jr./Sr. High School, Aniak, 7-12,
64; Crow Village Sam School, Chuathbaluk, k-12, 28; Johnnie John
Sr. School, Crooked Creek, k-12, 23; Jack Egnaty Sr. School,
Sleetmute, k-12, 13; and Gusty Michael School, Stony River, k-
12, 9. The district's mission statement, motto, and educational
vision also held with the communities, are important guiding
factors for the success of the schools. He paraphrased the
three doctrines, which read [original punctuation provided]:
Mission: Kuspuk School District: Where all children
learn - whatever it takes!
Motto: Motivating, Engaging, and Supporting ALL
Students in Learning.
Vision: Kuspuk School District will work with
community members to graduate all students who will be
successful in both the traditional and global society.
MR. ALLEN explained that the district uses a balanced
instructional model for teaching; sometimes referred to as the
Quality Schools or Chugach Model. The model requires that
students demonstrate mastery of each of ten content areas, prior
to advancement versus achieving a particular grade or attaining
a certain age. Students are assessed on the required standard,
or they present a project to illustrate attained skills,
concepts, and principles. A student's grade level does not
constrain them from advancing at their own pace, perhaps beyond
their peers in some areas, and the model also clearly reveals
which students require additional assistance and focus to reach
achievement standards. Additionally, each student has an
individualized learning plan (ILP) tailored to specific needs.
He pointed out that "seat time" is not considered in the
achievement equation. The small population of students, 336,
allows this method to be successful, he conjectured. The
mentality held by the staff is that there is always room for
improvement, and he attributed the upward trends in the
assessment scores to their commitment. A crucial key,
particularly for students in Bush areas, he said, is to have low
teacher turnover and Kuspuk teacher retention is high; 90
percent in 2011. The district supports this effort by offering
a number of incentives such as longevity bonuses. Recruitment,
new teacher training, and other costs associated with turnover
are minimized as a result. Additionally, teacher retention
affords more time to improve the delivery techniques of
returning teachers, as well as honing the model of instruction.
He emphasized that the district is increasing the standards and
educational opportunities to assist students in pursuing
postsecondary education, including basics of vocational
training. Extracurricular activities, educational or not, play
an important role in the community and include a variety of
sports and academic challenges including: volleyball,
basketball, wrestling, Native Youth Olympics, academic
decathlon, battle of the books, science fairs, cultural days,
and arts festivals. Development in the area of technology has
introduced the iPad program, and growth has leapt ahead with the
implementation of the devices. Being part of the AASB CDL
(Association of Alaska School Boards Consortium for Digital
Learning) one-to-one laptop program has proven invaluable and
various computer/Internet based programs are used to assist with
learning and have served to further educational abilities.
SMART Boards are now in every classroom, purchased through a
grant received last year from the U.S. Department of
Agriculture. The boards are integrated into every classroom and
have proven to be invaluable, he said.
8:19:11 AM
MR. ALLEN said that being a small REAA (Regional Educational
Attendance Area), the district actively seeks funding where ever
possible, which has led to three important partnerships offering
expanded educational opportunities. The first is the Chugach
School District, similar in size and utilizing the same
educational model. Joining with Chugach a number of programs
are shared, which include: Voyage to Excellence, Excel Camp,
Outdoor Leadership Camp, and the funding of a pre-School
program. In league with UAF (University of Alaska Fairbanks)
students have the opportunity to receive professional
certification through completion of Camp Kick Ash, participate
in the Math/Science Expedition, or attend Career Academy.
Finally, NACTEC (Northwest Alaska Career and Technical Center),
located in Nome, provides students the possibility to learn
welding, photography, and other classes not directly available
in the district.
8:22:52 AM
MR. ALLEN continued, noting the challenges that the district is
facing. He said the biggest budgetary bite is for energy costs,
which consume about 20 percent of the $9 million budget.
Travel, freight, and other required expenditures are impacted by
the rising energy costs. The declining enrollment is an issue,
and the ripple effect caused by the rising price for fuel
contributes to the decline. Another area of concern is being
able to provide a quality education program to the students
located in remote, isolated villages; accessible only by Bush
plane. The Alaska Learning Network and correspondence programs
are some options being used, but it is difficult to serve a
minimum number of students for maximum results with limited
direct access. Another challenge is providing early
intervention, to ensure that when students enter school they are
prepared to successfully progress through the educational model.
Quality pre-K programs assist in the challenge to "set the
table" for each student's school career. The department has a
requirement for each student to achieve grade three benchmarks,
which the local board supports and the schools work to achieve.
Mr. Allen summarized, stating that the district staff is
committed to the resolve of educating the students to achieve
their greatest potential.
CHAIR DICK stated that he did his teaching practicum in the
Kuspuk area.
8:27:14 AM
REPRESENTATIVE SEATON asked for an opinion on the proposed
standards.
MR. ALLEN replied that the new standards appear to be good, with
a thoughtful layout; however, a difficulty may arise regarding
the satisfactory delivery of the new curriculum. He pledged
that the new standards will be met and the district will offer
what is necessary and required.
8:29:48 AM
REPRESENTATIVE CISSNA asked about the involvement of the
communities and about the relationship that Natives hold with
the curriculum.
MR. ALLEN said parental involvement varies depending on the
locale from high to minimal. Parental Advisory Committees
(PACs) are being formed to encourage and invite involvement on
the part of the elders, as well as parents. The PAC events
cultivate the heritage of the area and present traditional
methods in relation with what the schools are currently
offering. The response is varied, but the focus is to improve
parental interest.
8:34:14 AM
CHAIR DICK interjected that the district is attempting to
revitalize the vocational education center in Aniak, which could
also prove to be a major source of income for villagers.
8:34:45 AM
REPRESENTATIVE SEATON asked to have the committee provided with
information regarding trends in the SBA scores, AYP, and
graduation rates, for further analysis of the qualitative and
quantitative effects resulting from the district's unique
approach.
SB 8-STUDENT QUESTIONNAIRES AND SURVEYS
8:35:36 AM
CHAIR DICK announced that the next order of business would be
SENATE BILL NO. 8, "An Act relating to questionnaires and
surveys administered in the public schools."
[Public testimony remained open from the previous hearing.]
8:36:52 AM
BRUCE JOHNSON, Executive Director, Alaska Counsel of School
Administrators (ACSA), stated support for SB 8 and said the
organization he represents stands fully behind the effort. He
shared a quote [source not known], stating, "Feedback is the
breakfast of champions." The bill will provide the necessary
data to design prevention programs that will assist young people
to avoid certain risks, he opined.
8:37:47 AM
CARL ROSE, Executive Director, Association of Alaska School
Boards (AASB), stated support for SB 8 and said that without
data it is not possible to know the effect of implemented
programs. Passage of SB 8 is a means to gather meaningful data,
he opined.
8:39:22 AM
ANDREA THOMAS, stated support for SB 8 and described the
difficulties that occur when trying to obtain active parental
consent for surveys. She said that the system is cumbersome: a
notice arrives in the mail alerting parents to expect the
consent form; the consent form arrives sometime after the
notice; and finally the form is filled out and returned to the
school in a timely manner. Finally, she stressed that the bill
does not eliminate a parent's option to decline consent.
8:42:26 AM
PETE HOEPFNER, President, Cordova School Boards, stated support
for SB 8 and said that consent forms are often lost in the
process, when they are mailed to homes, which results in low
participation on surveys and poor data collection.
8:43:32 AM
DR. CHRISTINE ERMOLD, EdD, Principal, Kenai Peninsula School
District, Member, Alaska Association of Elementary School
Principals, stated support for SB 8 and said the collection of
active consent forms presents an undue burden to the staff in
small schools; particularly, when multiple schools are
represented which are not in proximity to each other. The data
that is collected is critical for informing the decisions that
impact students, she stressed, and urged passage of SB 8.
8:44:50 AM
CHAIR DICK stated support for SB 8 and expressed a personal
belief that it will be helpful for cultivating communication.
8:46:06 AM
REPRESENTATIVE P. WILSON stated support for SB 8 and, referring
to the Sponsor Statement, paraphrased the language, which read
[original punctuation provided]:
The Youth Risk Behavior Survey helps guide and
evaluate important health and prevention programs in
both the public and private sectors. Local, state,
and federal officials, schools, state and federal
agencies, public and private grant programs, and
nonprofit health organizations rely on these surveys
to educate, allocate resources, and compare trends
concerning safe behaviors. These include injury
prevention, tobacco prevention and control, obesity
prevention, diabetes, heart disease, and stroke
prevention, safe and drug free schools, substance
abuse prevention, violence and suicide prevention, HIV
and STD prevention, and connectedness to teachers,
parents and other adults.
In short, SB 8 simply makes it easier to obtain
information on youth risk behaviors without violating
students' or parents' rights to privacy, nor
diminishing the ability of parents to supervise their
children. At the same time SB 8 increases parental
notice with ample opportunity, instruction, and forms
to opt out.
REPRESENTATIVE P. WILSON said this is important legislation that
will facilitate the ability to obtain information on individual
schools.
8:47:51 AM
REPRESENTATIVE PRUITT voiced concern that the bill is not
restricted to the Youth Risk Behavior Survey (YRBS), and may
have far reaching affects. Directing attention to page 2, line
14, he paraphrased from the language of the bill, which read
[original punctuation provided]:
A student may refuse to answer specific questions on
or participate in a questionnaire or survey
administered in a public school. A student's parent
or legal guardian may refuse to allow the student to
participate in a specified questionnaire or survey by
submitting to the teacher or school principal a
written denial of permission for the student's
participation.
REPRESENTATIVE PRUITT opined that a principal might decide to
design and administer an independent survey, which could be
accomplished without departmental oversight.
8:49:40 AM
REPRESENTATIVE SEATON offered that the bill establishes specific
guidelines in the first section. He directed attention to page
1, line 5, and paraphrased language from the bill, which read
[original punctuation provided]:
... a public school may not administer or permit to be
administered in a school a questionnaire or survey,
whether anonymous or not, that inquires into personal
or private family affairs of the student ... unless
written permission is obtained ...
REPRESENTATIVE SEATON explained that the language establishes
the blanket requirement for permission to be obtained, and
Section 4 exempts the YRBS specifically. Section 3 allows
students and parents a means to deny consent for any survey,
including the YRBS. To further address Representative Pruitt's
concern, he said that Section 1 stipulates that without the
written approval, any survey is disallowed; however, Section 4
allows passive consent for the administration of the YRBS, as
the exception.
8:54:20 AM
JEAN MISCHEL, Attorney, Legislative Legal Counsel, agreed with
the interpretation offered by Representative Seaton, and said
YRBS represents the only allowable exception. The notice
provisions in Section 2 would apply to all surveys.
REPRESENTATIVE PRUITT asked for clarity, pondering whether
Section 3 counteracts Section 1, as it does not specify the
YRBS.
MS. MISCHEL explained that Section 3 provides an added ability
for a student or parent, during the course of any survey to not
answer specific questions. She offered that the bill structure
may be difficult to follow; however, the language remains
consistent and appropriate throughout.
8:56:54 AM
REPRESENTATIVE P. WILSON moved to report SB 8 out of committee
with individual recommendations and the accompanying fiscal
notes. There being no objection, SB 8 was reported from the
House Education Standing Committee.
8:57:20 AM
The committee took an at-ease from 8:57 a.m. to 8:59 a.m.
HB 330-STATE EDUCATION STANDARDS
8:59:24 AM
CHAIR DICK announced that the next order of business would be
HOUSE BILL NO. 330, "An Act establishing a Joint Legislative
Task Force on Education Standards; requiring the Department of
Labor and Workforce Development to provide information and
resources to the task force; establishing state education
standards; amending the authority of the Department of Education
and Early Development to adopt education standards; and
providing for an effective date."
8:59:33 AM
REPRESENTATIVE PRUITT moved to adopt the proposed committee
substitute (CS) for HB 330, Version 27-LS1100\E, Mischel,
3/20/12, as the working document.
REPRESENTATIVE SEATON objected for discussion.
9:00:20 AM
ANNETTE KREITZER, Staff, Representative Alan Dick, Alaska State
Legislature, directed attention to the handout, in the committee
packet, titled "Sectional Analysis CS HB 330 ( ) Version E State
Education Standards," dated 3/20/12, paraphrasing the language,
which read as follows [original punctuation provided]:
Section 1:
Sets out the findings substantiating the creation of
the Jt. Legislative Task Force on Sustainable
Education.
Section 2:
The purpose of the Task Force is to: examine the
efficiency and effectiveness of education delivery in
Alaska, with a specific focus on education funding and
educational standards, and the ability to prepare
students for significant careers.
The Task Force will submit a report of its findings
and proposed legislative changes to the governor, the
legislature and the Board of Education and Early
Development by September 30, 2013, and make any
additional reports it considers advisable.
The duties of the task force begin at Page 2, Line 30:
1. Create a process for vetting proposed education
standards before the standards are adopted by the
state board of Education and Early Development
2. Propose separate education tracks for
postsecondary vocational and college readiness;
3. Evaluate school district challenges that result
from implementation of federal education laws;
4. Evaluate the efficacy, cost-effectiveness, and
redundancies of various education assessment,
including the high school graduation qualifying
examination, and make recommendations to the
legislature, the governor and the state Board of
Education and Early Development for improvement or
restructuring of assessments;
5. Conduct an analysis of public education that
funding that includes:
A. A determination of the adequacy of public school
funding for coverage of appropriate education
expenses;
B. A determination of the appropriate uses of the
base student allocation;
C. Alternative methods of addressing fluctuating
energy, health, insurance, personnel, and pupil
transportation costs;
D. The total amounts of state, local, and federal
funding available to each district and for each
category of special needs service area;
E. A comparison of the allocation of administrative
and instructional personnel among districts;
F. Whether the allocation of administrative and
instructional personnel has an effect on the ability
to provide effective instructional services in each
district; and
G. The effect of pension and health care expenses on
total state education costs
6. Evaluate the availability of courses meeting core
academic curriculum requirements under AS
14.43.820(a)(3) in each district.
The membership of the Task Force begins on Page 3,
Line 31:
The Task Force members are appointed by the Senate
President and House Speaker and represent:
a. Six members of the Legislature including chairmen
of the Education Committees
b. Eight members as follows:
i. a representative of the Department of Education
and Early Development
ii. a small business owner
iii. a superintendent
iv. a school board member
v. a public member
vi. three representatives of major career
destinations of high school graduates in the state,
jointly nominated by the commissioner of labor and
workforce development and the commissioner of
commerce, community, and economic development.
The task force meets at the call of the chair. The
Senate President and House Speaker shall jointly
appoint the chair and vice chair of the task force.
Section 3:
The existing content and performance standards will
remain in effect until the new process is developed
and the newly vetted standards are adopted.
Section 4:
The task force is repealed on July 1, 2014. The
temporary law in Section 3 is also repealed July 1,
2014.
Section 5:
The bill has an immediate effective date.
9:04:21 AM
REPRESENTATIVE SEATON removed his objection. Without further
objection, Version E was before the committee.
9:05:58 AM
MIKE HANLEY, Commissioner, Department of Education and Early
Development (EED), expressed concern for the lengthy timeline
that is involved with the duties placed on the task force. The
ability to adopt appropriate standards, and to bring a college
ready curriculum to students of the state, would be delayed by
at minimum one and one half years, which could be longer
depending on legislative response or other adjustments. Thus
far, the proposed standards have been in development for two
years. Appointing a task force charged with beginning this
process over could delay introduction of new standards until
2016. The proposed standards have been developed to provide
students with a career and college ready foundation, and he
said, it has been recognized that the current standards do not
provide the necessary rigor and have been deemed inadequate.
College reports indicate that students arrive at college
unprepared and require remediation, and employers report that
new recruits lack necessary work skills. Also, three of the
largest school districts have lamented that, "the State's going
too slow," and indicated interest in adopting the federal common
core standards rather than wait longer. He referred to the
comments of Superintendent Allen, heard earlier today, who said
that meeting the requirements of the proposed standards might be
a challenge, but the necessary actions would be taken to
accomplish the task. He opined that the cost of maintaining the
status quo, or delaying the process, would be to the students.
Regarding the development of a two track system, he said the
burden could present an impossible mandate, particularly in
small districts with limited staff. He offered an example of a
small school, with an enrollment of 25, deciding which track to
offer. Considering the statewide transient rate of 15-30
percent, a student could easily enter a new school with an
alternate focus and find themselves out of alignment. The issue
would then become a question regarding what could adequately be
offered to students in a comprehensive way, and he predicted
that two tracks would create dis parity.
9:10:05 AM
REPRESENTATIVE KAWASAKI noted that the primary duty of the task
force is to develop a process for vetting the proposed
standards, prior to adoption by the Board of Education, and he
asked for an understanding of how the current standards were
developed.
COMMISSIONER HANLEY said it was an open process and federal
guidelines were followed. Primarily educators provided
feedback, but other stakeholders and members of the private
sector were invited to comment and vest themselves in the
development of the educational standards.
9:12:02 AM
REPRESENTATIVE CISSNA opined that rural Alaska is in a state of
collapse, and enormous loss is occurring, as evidenced by the
district presentations reporting declining enrollments. A
variety of conditions are contributing to the loss including the
cost of energy and infrastructure for communities. Reports
issued by Commonwealth North indicate that dependency on diesel,
in the Alaskan Bush, is a major factor to the collapse. She
stressed that the survival of rural Alaska and the human
resources that exist in the Bush are on a timeline. The loss of
what is currently in place would represents a cost to the state,
she said, and suggested the need to take this under
consideration. Additionally, she opined, the state must pay
more attention to the educational needs and identify appropriate
changes that are necessary for students to persevere and
progress.
9:14:25 AM
CHAIR DICK agreed. He then said that educational rigor is
important and the students need to be challenged. The proposed
standards will prove suitable to prepare students for tackling
postsecondary degree programs, he predicted, but questioned the
lack of evidence indicating how the needs of the remaining 93
percent will be met. Referring to notes, he paraphrased a
recent statement from Ben Bernanke, Chairman, U.S. Federal
Reserve, stating:
The U.S. has to foster development of a skilled
workforce, if it is going to enjoy good long term
prospects. The U.S. education system, despite
considerable strengths, poorly serves a substantial
portion of our population.
CHAIR DICK said that the best and the brightest are being
served, and concern must be directed to the students whose needs
are not being met; those who will not complete a four year
degree.
COMMISSIONER HANLEY stated his belief that the proposed
standards will meet or exceed what is required for career and
technical training.
CHAIR DICK concurred and pointed out that the question is
whether or not every student must meet the standards. The idea
to have every child excel is good, but in reality the needs of
students who are not college bound may be lost. He indicated
that only four non-educators were involved in the development of
the standards and suggested it may be due to the prevalence of
the esoteric language utilized. A conversation needs to occur
that involves more stakeholders, he opined, stating that the
process for creating standards has not changed and a better,
updated system, written in an applicable manner, would prove
helpful.
9:19:43 AM
REPRESENTATIVE SEATON acknowledged that the development process
for creating standards could be frustrating and give pause for
questioning. However, he reminded, that the passage of HB 330
would accept and retain the current standards until 2016, and
conjectured whether that would be appropriate. One third of the
students may be opted out of the current standards, if three
large districts elect to adopt the federal core standards in the
coming months; removing the state from the process. The bill
poses a challenging idea with a difficult timeline to consider,
and he said his office would offer amendments.
9:22:26 AM
REPRESENTATIVE FEIGE agreed that additional outside opinions
would be helpful in creating new standards. He suggested that
industry retirees may be a resource.
COMMISSIONER HANLEY concurred.
REPRESENTATIVE FEIGE noted that the new standards will raise the
bar, and opined that doing so does not represent a negative
action. Raising the bar should that be a problem for students
who do not aspire in the same direction as their peers.
Further, he said that the proposed standards are reported to be
understandable by the current teachers, and questioned the
wisdom of putting a hold on the process, thus creating a
possible four year delay. The change may be an attempt to fix
something that is not necessarily broken, he opined. The idea
of a task force is reasonable and he suggested proceeding with
the adoption process, as well as seating a task force.
9:26:44 AM
CHAIR DICK reminded the committee that the proposed standards
are purported to have been developed specifically, of, by and
for Alaskans. However, having conducted a page by page
comparison, he stated his believe that the standards were
created by cutting and pasting the federal core standards, save
a few minor changes. Referring to the Brookings Institute
handout, available in the committee packet, he reminded members
that the findings indicate how it is necessary to look beyond
the common core standards in order to improve education in
America. The proposed legislation has drawn a cursory response
that it would create a dumbing down of the standards, which is
not the intent. To understand the intent it may prove helpful
to scrutinize and understand the term "rigor" in an educational
context. In a school setting, he said the term is understood to
mean that a student will advance beyond comprehension and recall
and learn higher level thinking skills as developed through
synthesis, analysis, and evaluation. He directed attention to
the committee handout, titled "Depth of Knowledge (DOK) Levels,"
and introduced it is a tool used by teachers when incorporating
higher level thinking skills; that is rigor. One myth that
needs debunking is that high level math, trigonometry and
calculus, are required in order for rigor to preside; however,
relating math to realistic, daily activities, can afford
appropriate and adequate rigor, as applied to farming, mining,
and other realistic situations. Further, he agreed that the
current standards need to be replaced. He reported that he
worked on developing the existing standards, and opined that the
process was flawed at the time and that without change it will
continue to be flawed. Referring to Representative Feige's
suggestion to adopt the proposed standards and "go with the next
cycle," he pointed out that it will require another six year
cycle before assessments are analyzed and changes can again be
considered. Once the proposed standards are adopted, there is
no turning back on the path and, he maintained, further
information is needed prior to taking that step. He suggested
sending samples of the standards to districts for a period of
time as a field test, as well as other means for improving the
system, which could include writing the standards in layman
language, and conducting a state survey asking participants to
rate their Alaskan educational experience. He stressed that
submitting the proposed standards to a task force for review
would be important and perhaps result in advice to continue the
process for adoption. Finally, he stated his belief in having
high standards and pointed out that currently many districts are
teaching beyond what is required, as the standards represent the
information that will be assessed without restricting what is
taught.
9:33:48 AM
REPRESENTATIVE SEATON recalled that districts currently
establish independent policies for high school graduation
requirements, and the standards should not mandate what classes
a district must require. He said that the assessments allow
comparison of the knowledge base between areas.
9:35:48 AM
CHAIR DICK stated his understanding that the proposed standards
dictate to each district that every student is required to learn
trigonometry. He predicted that having this mandate will affect
AYP, and stressed the need to have standards that reflect the
abilities of all students, while maintaining extremely high
goals.
9:36:52 AM
REPRESENTATIVE P. WILSON commented that the commissioner
previously indicated that the proposed standards are directly
from the core standards, with minimal alterations. Also,
districts have not been restricted from developing approaches
and establishing course determinations and credit requirements
for gradation, under the current standards. A problem does
exist, when students arrive at college unprepared. She held
that adopting new standards, developed by the state or common
core, will not change what is occurring in the districts.
However, adopting the proposed standards will allow the state to
qualify for a waiver to out of NCLB, thus removing the AYP
compliance factor. She opined that opting out of NCLB to avoid
the AYP factor is not an appropriate action. Having a task
force will prove to be helpful and provide important feedback,
she said and predicted that meaningful determinations would be
the result. Finishing, she conjectured that the standards are
not a big deal, but it would be important to have a means to
identify what is a big deal and take appropriate measures.
9:41:29 AM
CHAIR DICK commented on the rationale for providing two
educational tracks and standards. The standards, and text books
that are in use, are designed for college bound students, thus
one track already exists. He suggested that college bound
students may be slowed down in class by those who do not have
the same focus. The two track approach taken in Northern
Ireland has resulted in an increase of career bound students
deciding to attend college. Regarding the development of the
standards, he said it would be helpful to have input from
professionals who did not create a foundation of financial
success based on, or derived through, obtaining a college
degree.
9:43:29 AM
REPRESENTATIVE SEATON said the Northern Ireland approach is
instructive but creates a number of questions regarding how
applicable it might be to the situation in Alaska, and the task
force would make those types of determinations. He agreed with
Representative Wilson that the standards aren't a dictate for
the way in which children are taught, but represent the basis of
what is to be learned. The knowledge base in what is important
and what is being addressed in the schools. He stated support
for a task force, and conjectured that it would be able to
explore information, such as the Northern Ireland approach and
whether it employs two sets of standards, or establishes two
methods for student engagement utilizing vocational and academic
tracks.
9:45:22 AM
COMMISSIONER HANLEY said the state standard establishes a
requirement for a minimum of 21 credits for graduation, which
must include two years of math and certain other courses. He
pointed out that the two year math requirement could be
satisfied without taking a senior level math course.
CHAIR DICK asked whether the students would be tested on the
proposed standards.
COMMISSIONER HANLEY responded that the students would be
assessed in grade 10 [HSGQE] on the standards. The standards
are currently established for grades 3-10, and he said he would
not anticipate a change in the assessment structure.
CHAIR DICK questioned the structure and accuracy of the
assessments.
COMMISSIONER HANLEY explained that the curriculum will be
aligned with the standards to help students attain their highest
level of interest. He pointed out that two courses in math may
put a student through Algebra but does not allow them to qualify
for certain opportunities, including the Alaska Performance
Scholarship, which requires four. In closing, Commissioner
Hanley said HB 330 requires placing a freeze on the current
standards until the legislature takes further action, and he
expressed concern for creating that type of delay. Finally, he
stated his understanding that the task force would be reviewing
the process for creating standards, not reviewing the proposed
standards for approval.
[HB 330 was held over.]
HJR 39-URGING THE STATE TO OPT OUT OF NCLB
9:49:52 AM
CHAIR DICK announced that the final order of business would be
HOUSE JOINT RESOLUTION NO. 39, Urging the Governor to direct the
Department of Education and Early Development to prepare and
submit a request for flexibility under the federal Elementary
and Secondary Education Act of 1965 to obtain a waiver of select
requirements of the No Child Left Behind Act of 2001 and to
direct the commissioner of education and early development to
provide a comprehensive improvement plan that will guarantee
that students in the state will be adequately prepared for
academic and vocational success.
9:50:15 AM
REPRESENTATIVE BOB MILLER, Alaska State Legislature, presented
HJR 39, paraphrasing from a prepared statement, which read as
follows:
I sincerely hope this committee and others will allow
due diligence when considering this critical, national
and statewide issue.
Without doubt, the United States enjoys international
recognition for having the best universities and
colleges in the world. Regardless of any indicator or
statistic, America remains the Great Land of
Opportunity in no small part because of our
exceptional structure of higher education. Aspiring
students from all over the world know the value of
learning in our institutions. With that, much of the
focus on K-12 education must be pointed at practical
and successful approaches to college- AND career-ready
requirements within a structured time and with limited
resources. Lawmakers and professionals responsible
for our children's education should have a centralized
priority; to prepare our children with the knowledge
and ability to pursue a higher education if they so
choose, or to be ready to transition directly into
careers and/or technical training and trade schools.
Alaska will always have unique challenges and
potential unlike any other state. This includes a
continuous discussion on how best to provide Alaska's
kids with the best and most comprehensive learning
opportunities. Each impact potentially shaping the
personal future of our children requires our deepest
consideration.
House Joint Resolution 39 encourages the Governor to
provide his guidance and leadership in order to seek a
federal waiver and options that will effectively
relieve the state from the problematic No Child Left
Behind (or NCLB) law. The US Secretary of Education
has projected that nearly 90% of the schools
nationwide will fail to meet Adequate Yearly Progress
under the current NCLB mandated standards. By the end
of this year, more than 40 other states will be
granted waivers with no negative impact on federal
education funds, along with opportunities to develop
an Alaskan designed, rigorous and effective education
system. Of primary concern though, if Alaska fails to
apply before the 2014 deadline, the state could face
unnecessary fiscal and administrative difficulties.
One particular feature motivating so many states to
apply for a waiver involves the ability to design and
implement what is known as "student growth models."
With this capability, communities and school districts
will be able to incorporate value-added, socio-
economic factors to customize their local academic
curriculum and performance standards. As a provision
related to Adequate Yearly Progress, Alaska's
Department of Education and Early Development would be
allowed to request a measure of student growth in its
definition. This would be applied to the reporting
performance against the Annual Measureable Objectives
or AMO's. (College-ready and common core standards
are just two facets of a complex system though.)
While standards are an integral component, much more
is involved in development of a powerful, effective
state instructional system. For nations with the most
successful educational systems in the world, complete
integration is the only known approach that has
enabled them to produce their leading results. As
Marc Tucker, the president of the National Center on
Education and the Economy stated last month, "if we
want to have standards that have an important effect
on student performance, then they have to be
operational, not aspirational."
In closing, NCLB was an honest attempt to address
educational needs in America, but the extraordinary
dynamics of teaching and learning continues to demand
an unending refinement of approaches. There is
widespread movement in almost every state towards
getting relief from NCLB mandates. At the same time,
states are jumping at the opportunities offered by the
waivers, which will further empower an entire network
of educators. With so many states eagerly working
towards this new opportunity, I'm very confident that
this valuable prospect will work for all of Alaska.
With the majority of states aggressively pursuing this
unprecedented education reform, Alaska is bound to
benefit from the contribution of every education
leader, including the members of this committee. We
are being handed a great opportunity here; the chance
to exit from a system that sets us up to fail, the
chance to dodge the stigma and financial penalties of
that failure, as well as increased federal oversight.
But most importantly, the chance for us to design,
create and customize Alaska's education system by
Alaskans for Alaskans. Who knows what Alaska needs
better than the people who live, work, play and learn
here? I hope you will join me in supporting this
resolution
9:56:02 AM
REPRESENTATIVE FEIGE referred to the resolution, page 3, line 7,
and asked for clarification of the date specified and the
penalties that may be incurred.
REPRESENTATIVE MILLER deferred.
TROY BOUFFARD, Staff, Representative Bob Miller, Alaska State
Legislature, responded that the September deadline is the third
deadline set by the U.S. Secretary of Education.
9:57:15 AM
CHAIR DICK confirmed that the September date is one point in a
number of rolling deadlines, and asked about any consequences if
a waiver is not granted.
REPRESENTATIVE MILLER responded that it is speculative, but all
states that have applied have been granted a waiver.
REPRESENTATIVE FEIGE inquired about any financial penalties.
REPRESENTATIVE MILLER reported that approximately $430 million
is received from the federal government, and if AYP (annual
yearly progress) is not attained, some of those funds will be in
jeopardy, and as well as other possible consequences.
9:59:06 AM
REPRESENTATIVE P. WILSON opined that a positive outcome of NCLB
has been to cause each state to assess existing educational
systems, discover shortcomings, and strategize improvements.
Referring to the sponsor statement, she paraphrased an excerpt
which read [original punctuation provided]: "No Child Left
Behind does not account for the geographic conditions, cultural
considerations or economic challenges unique to Alaska." Prior
to NCLB prompting, she opined, Alaska didn't do a particularly
good job of addressing these points. The federal act has not
been an easy mandate to comply with, and there will be some
relief in receiving a waiver for opting out; however, she
maintained, it has not been without some benefit for bringing
focus to bear in areas that might otherwise have remained in the
shadows.
10:01:05 AM
REPRESENTATIVE PRUITT asked why a resolution is being submitted
versus a statute.
REPRESENTATIVE MILLER indicated that this is a strategic,
coordinated effort being put forward in conjunction with
Alaska's delegation to Washington, D.C.
[HJR 39 was held over.]
10:02:07 AM
ADJOURNMENT
There being no further business before the committee, the House
Education Standing Committee meeting was adjourned at 10:02.
| Document Name | Date/Time | Subjects |
|---|---|---|
| SB 8 Sectional 27-LS0084A-revised 2-23-2013.pdf |
HEDC 3/21/2012 8:00:00 AM |
SB 8 |
| SB 8 2011 AK Youth Risk Behavior Survey Results.pdf |
HEDC 3/21/2012 8:00:00 AM |
SB 8 |
| SB 8 Sponsor Statement rev 4-4-2011.pdf |
HEDC 3/21/2012 8:00:00 AM |
SB 8 |
| HJR039 Version A.pdf |
HEDC 3/21/2012 8:00:00 AM |
HJR 39 |
| HJR039 Sponsor Statement.pdf |
HEDC 3/21/2012 8:00:00 AM |
HJR 39 |
| HJR 39 States Requesting Flexibility NCLB.pdf |
HEDC 3/21/2012 8:00:00 AM |
HJR 39 |
| HJR 39 Education Brief Common Core Standards 032112.pdf |
HEDC 3/21/2012 8:00:00 AM |
HJR 39 |
| CS HB 330 Version E.pdf |
HEDC 3/21/2012 8:00:00 AM |
HB 330 |
| CS HB 330 Version E sponsor statement 032012.pdf |
HEDC 3/21/2012 8:00:00 AM |
HB 330 |
| CS HB 330 Version E sectional analysis 032012.pdf |
HEDC 3/21/2012 8:00:00 AM |
HB 330 |