Legislature(2011 - 2012)CAPITOL 106
04/04/2012 08:00 AM House EDUCATION
| Audio | Topic |
|---|---|
| Start | |
| HB369 | |
| Confirmation Hearing: University Board of Regents | |
| Presentation: Lower Kuskokwim School District | |
| HB369 | |
| Adjourn |
* first hearing in first committee of referral
+ teleconferenced
= bill was previously heard/scheduled
+ teleconferenced
= bill was previously heard/scheduled
| + | TELECONFERENCED | ||
| + | TELECONFERENCED | ||
| + | TELECONFERENCED | ||
| += | HB 369 | TELECONFERENCED | |
ALASKA STATE LEGISLATURE
HOUSE EDUCATION STANDING COMMITTEE
April 4, 2012
8:06 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
HOUSE BILL NO. 369
"An Act relating to student participation in sports."
- MOVED CSHB 369(EDC) OUT OF COMMITTEE
CONFIRMATION HEARING(S):
University Board of Regents
Dale Anderson - Juneau
- CONFIRMATION(S) ADVANCED
PRESENTATION: LOWER KUSKOKWIM SCHOOL DISTRICT
- HEARD
PREVIOUS COMMITTEE ACTION
BILL: HB 369
SHORT TITLE: STUDENT PARTICIPATION IN SPORTS
SPONSOR(s): FINANCE BY REQUEST
03/28/12 (H) READ THE FIRST TIME - REFERRALS
03/28/12 (H) EDC
04/02/12 (H) EDC AT 8:00 AM CAPITOL 106
04/02/12 (H) Heard & Held
04/02/12 (H) MINUTE(EDC)
04/04/12 (H) EDC AT 8:00 AM CAPITOL 106
WITNESS REGISTER
GARY MATHEWS, Executive Director
Alaska School Activities Association (ASAA)
Anchorage, Alaska
POSITION STATEMENT: Testified in opposition to HB 369.
REPRESENTATIVE DAN SADDLER
Alaska State Legislature
Juneau, Alaska
POSITION STATEMENT: Testified during the discussion of HB 369.
DREMA FITZHUGH
Chugiak Football Boosters Club
Chugiak, Alaska
POSITION STATEMENT: Testified during the discussion of HB 369.
MARY VALLIERES
Chugiak, Alaska
POSITION STATEMENT: Testified during the discussion of HB 369.
PETE HOEPFNER, President
Cordova School Board
Cordova, Alaska
POSITION STATEMENT: Testified in opposition to HB 369.
DALE ANDERSON, Appointee
to the University Board of Regents
University of Alaska
Juneau, Alaska
POSITION STATEMENT: Testified as an appointee to the University
Board of Regents.
DAN WALKER, Assistant Superintendent;
Instructional Programs
Lower Kuskokwim School District
Bethel, Alaska
POSITION STATEMENT: Provided the presentation on the Lower
Kuskokwim School District (LKSD).
CARLTON KUHNS, Assistant Superintendent;
Personnel/Student Services
Lower Kuskokwim School District (LKSD)
Bethel, Alaska
POSITION STATEMENT: Answered questions during the Lower
Kuskokwim School District's (LKSD) presentation.
LYNN SMITH, Staff
Representative Dan Saddler
Alaska State Legislature
Juneau, Alaska
POSITION STATEMENT: Presented changes in the proposed committee
substitute, identified as Version X, to HB 369.
ACTION NARRATIVE
8:06:29 AM
CHAIR ALAN DICK called the House Education Standing Committee
meeting to order at 8:06 a.m. Representatives Feige, Seaton, P.
Wilson, Kawasaki, and Dick were present at the call to order.
Representatives Pruitt and Cissna arrived as the meeting was in
progress.
HB 369-STUDENT PARTICIPATION IN SPORTS
8:06:49 AM
CHAIR DICK announced that the first order of business would be
HOUSE BILL NO. 369, "An Act relating to student participation in
sports."
GARY MATHEWS, Executive Director, Alaska School Activities
Association (ASAA), stated that ASAA is the governing body of
interscholastic high school activities in the state. Its 200
high school members follow a standard set of rules, bylaws and
policies for interscholastic competition, including fine arts,
athletics, and academic activities. He explained that this bill
combines the "concussion bill" and the "home school" bill. He
read his comments, as follows [original punctuation provided]:
Implementation of HB 369 will create a major change to
student eligibility rules, which have been in effect
for 56 years in Alaska. At this time it's not wise to
adopt such a change when school districts across the
state don't know the ramifications of this bill. Our
main concern is how the bill can be fairly implemented
across the districts across the district of the state
- all 53 school districts - which are members of
Alaska School Activities Association (ASAA) and how
parity can be ensured when home school parents are
providing the curriculum and assigning grades. Alaska
education regulation 4 AAC 06.115, Interscholastic
Activities was adopted by the state Board of Education
(BOE) on June 26, 1994. The purpose of which - and
this is an excerpt - is to provide a procedure that
enables school districts to promote and govern
interscholastic activities effectively, economically,
and fairly, while keeping those activities in their
proper perspective, educationally.
8:10:26 AM
MR. MATHEWS read his comments, as follows [original
punctuation provided]:
Under the proposed legislation the legislature, rather
than school districts, regional Associations or Alaska
School Activities Association would be setting
policies for interscholastic activity participation.
Fifty-three member school districts in Alaska,
represented through the the Alaska School Activities
Association are opposed to the passage of HB 369 for
the points specified above.
If HB 369 is passed by the legislature, schools and
ASAA will need some time to amend the rules and to
adopt new procedures. ASAA Board of Directors and
regional associations hold their final meetings of the
year during March and April so some of the
associations have already finished their meetings and
the ASAA board will meet in two weeks in Bethel.
Implementing such a change by August 1 of this school
year when our activity season starts will be extremely
difficult and once the school year begins we must have
all changes in place so that all activities programs
are treated fairly - so we're not treating some
sport's seasons differently than others.
It is my recommendation that changes to
interscholastic eligibility rules resulting from
legislative action have an effective date of July 1,
2013 if HB 369 is passed. Thank you.
8:12:00 AM
REPRESENTATIVE SEATON explained one of the issues that the Kenai
Borough School District (KBSD) has been reviewing the past few
years has been the participation by students attending one
school, but participating in another school that offers sports.
He asked whether the ASAA would allow particpation in either
football or hockey in a school separate from the closest school
at which a student may participate in other sports, such as
basketball or other small team sports.
MR. MATHEWS responded that the question is difficult to answer.
He said the schools in the area are all part of the Kenai
Peninsula School District (KPSD) so smaller schools would have
an opportunity to form cooperative teams with the larger
schools. This currently happens with Homer High School and the
small Old Believer schools just north of Homer. This bill would
not affect that issue; however, HB 369 would affect students who
attend private home schools and the statewide correspondence
programs, such as IDEA, Raven, and Pace. School districts
sponsor programs for students not only within their districts,
but for correspondence students outside of their districts. He
emphasized that would directly affect the aforementioned
programs as well as private home schools. Private home schools
currently may become members of ASAA and their kids can
represent home schools in many sports and activities, but
football or hockey are usually restricted since they are team
sports.
8:14:40 AM
REPRESENTATIVE DAN SADDLER, Alaska State Legislature, asked
whether Mr. Mathews has reviewed the first section of the bill
related to concussions.
MR. MATHEWS pointed out the language in [section 1] of the bill
is slightly different than what the ASAA had hoped for since the
original request was to eliminate four words in the statute "and
is currently certified." Last year, HB 115 was adopted to
address treating sports concussions, but the bill included a
provision requiring medical providers to obtain certification.
He clarified that the state does not certify physicians or
medical providers in concussion management, which was not
clarified in the bill. He said the ASAA could live with the
current revision, which removes "and is currently certified, as
verified in writing or electronically by the qualified person"
He emphasized the ASAA had hoped the language "as verified in
writing or electronically by the qualified person" would stay in
the bill since the language would tend to protect school
districts and would place the liability on the medical provider
to say whether he or she is qualified rather than to have the
school district make that determination. Thus the organization
can manage with the current language in HB 369, with respect to
concussion management, although it is not their preferred
wording.
8:16:15 AM
CHAIR DICK noted general agreement and stated his observations
seemed like good ones.
8:16:30 AM
REPRESENTATIVE FEIGE recalled an earlier question on the
preferred effective date of July 1, 2013. He suggested that if
the bill were to pass it would likely go into effect on July 1,
2012. He asked whether a year would be enough time for ASAA to
implement the changes.
MR. MATHEWS related the ASAA's process for rulemaking, such that
the ASAA has six regions, which have representatives on their
Board of Directors, plus a representative of the school board
association, the superintendents' association, and the student
government association. He explained that proposed changes are
brought forth from various entities, including regions to the
board; a hearing process would occur and if it passes muster the
board would implement the changes and any effective dates. He
reported that the ASAA meets in two weeks, but will not meet
again until October 2013 so any changes scheduled to go into
effect for the 2013 school year must be approved by the board
this month. Otherwise, some sports will begin under one set of
rules and part way through the school year other sports - such
as wresting or basketball - would fall under another set of
rules. He favored the ASAA working under one set of rules.
MR. MATHEWS explained that under the bill, student eligibility
rules would need to undergo a complete review, which could prove
cumbersome considering that the bill proposes a major policy
change. An effective date would also need to be considered to
allow for any adjustments. He spoke about the cumbersome
aspects since graduation and grade point averages requirements
could be affected. He recalled problems physicians had when the
concussion bill passed and anticipated similar problems. He
reiterated many processes would change if non-enrolled students
are involved and the organization would need time to inform
people who will be affected by the changes. Additionally,
penalties could apply to schools if they allow athletes to
participate who have not met eligibility rules.
8:19:55 AM
REPRESENTATIVE FEIGE recalled most nonprofit organizations have
provisions for special meetings of the board. He questioned
whether that was possible with the ASAA.
8:20:09 AM
MR. MATHEWS answered that it is possible although once the
school lets out board members are not available since many are
teachers or school district employees. He focused his concern
on the procedures. It would be necessary to develop an
implementation plan since there are literally thousands of home
schooled children in Alaska who may wish to participate at their
nearest public school. The ASAA would need to develop processes
to accept students for athletics, but still ensure that home
school students follow the same set of eligibility standards
other students must follow. He suggested if East Anchorage High
School receives a request for ten home school students to
participate on its football team the school would need to notify
the ASAA to ensure each student has met eligibility standards.
He reiterated that although the organization works during the
summer, contacting the schools prior to the football season
beginning, which is usually about the third week of July, would
be difficult.
8:22:19 AM
REPRESENTATIVE P. WILSON asked whether an effective date for
each section of the bill would be helpful.
MR. MATHEWS answered yes.
8:23:01 AM
REPRESENTATIVE PRUITT asked him to quantify the burden one home
school student who wishes to participate in interscholastic
activities at a high school might place on a school
administrator.
MR. MATHEWS answered that the school would determine whether the
student has met eligibility requirements, including attendance,
grades, and other considerations. The school would obtain some
of the information from parents or the statewide correspondence
school. The timeliness would depend on the responsiveness of
the parents or the specific correspondence school.
REPRESENTATIVE PRUITT acknowledged that currently home schooled
students play on teams in Anchorage. He related his
understanding the bill was introduced as the result of an issue
that arose for a Chugiak High School homeschooled student. He
asked for the basic changes between the current system and the
interscholastic activities provisions under the bill.
MR. MATHEWS explained that the status quo in the Anchorage
School District (ASD) is that the school runs its own home
school programs. Students can enroll in the home school program
and select a school of eligibility at their nearest school.
Under HB 369, students who are not part of the ASD home school
program - private home schooled students not affiliated with any
entity in the state - would have the same benefits and play
sports at one of the public high schools in Anchorage.
REPRESENTATIVE PRUITT asked whether he could foresee a student
who cannot meet eligibility requirements in a public school
could change to a private school status in order to regain
eligibility to play on a team. He asked whether the bill would
create a potential loophole in the eligibility process for
interscholastic activities.
MR. MATHEWS answered yes. He recalled this happening when a
student had become disenchanted with a school or had been
removed from school for a disciplinary matter. The parents
subsequently began home schooling the student. Several weeks
later the student decided to participate in interscholastic
sports through the home school program. The ASAA's ruling
deemed the home school student's participation unfair since it
would have given the student an advantage over students who had
met eligibility requirements. He concluded that allowing the
student to participate would have been unfair.
8:26:58 AM
REPRESENTATIVE SEATON referred to section 2 of the bill. He
expressed concern that this provision would create a major
change in the state supervision of home schools. He noted that
if anyone wished to participate in fine arts or sports the
school district would need to supervise the curriculum, the
attendance, and the progress towards graduation. He suggested
that before section 2 could be implemented the state would need
to have a detailed conversation with home school parents. He
asked whether the school districts would be more involved in
certification of grades, attendance, and progress towards
graduation than under the current process.
GARY MATHEWS agreed with the potential outcome since schools
would be held accountable for reporting on the status of home
schooled students.
8:28:54 AM
DREMA FITZHUGH, Member, Chugiak Football Boosters Club, referred
to a student, Craig Lowe, who was deemed ineligible in midseason
last year. She expressed her appreciation to Representative
Saddler for introducing the bill.
8:30:21 AM
MARY VALLIERES stated her son is Craig Lowe. She offered her
support for all parents of home schooled students who want their
children to be able to participate in sports. She explained
that her son was excluded from high school football since he was
home schooled by a different school district and was later found
ineligible. She recalled Mr. Mathew's earlier testimony that
the effective date of the bill would be next year. She pointed
out that her son is a senior and he will never have an
opportunity to play high school football. This was his first
sport, she said. She reiterated that the home schooled children
who are seniors will never have a chance again to play high
school sports. She did not understand the reason her son, who
was enrolled [in the IDEA program, which is a statewide home
school program,] was ineligible since he resides in Chugiak, but
could not play football at Chugiak High School.
CHAIR DICK appreciated her testimony and encouraged her to speak
to her position on the bill. He related his understanding that
the bill, if passed, may have an effective date beyond the
timeframe that would help her son's eligibility issue.
MS. VALLIERES responded that parents want their children to be
able to have childhood opportunities and it is difficult to have
their student excluded from programs. She emphasized the
importance of music education.
CHAIR DICK understood music education is an option for home
schooled students, but noted these homeschooled students are not
eligible to play football.
REPRESENTATIVE SADDLER asked whether she had any thoughts on how
home school parents might verify a student's progress in a
program like IDEA.
MS. VALLIERES responded that she must provide samples of her
son's progress quarterly. She related she typically has
communicated by phone and e-mail with her son's teacher and she
submits his grades.
8:36:36 AM
PETE HOEPFNER, President, Cordova School Board, stated his
opposition to HB 369. He related that this bill covers two
diverse and divergent topics. The first topic relates to the
medical diagnosis and treatment of concussions, which needs to
be addressed. A requirement for certification needs to be
deleted since a regulatory body to do so does not exist in
Alaska. He related his understanding that physicians currently
have expressed strong concern with signing any version of the
medical release form. Thus this change is necessary. He
pointed out that the second section of the bill relates to home
schooled student participation in public school activities. He
offered his belief that this section of HB 369 has multiple
problems. He offered his belief that implementing these
provisions would become a paper nightmare due to the need to
continually monitor eligibility of home schooled students in
order for them to participate in the public schools. He said
that if parents want their children to participate in student
activities they must enroll them in school. He pointed out that
Cordova students can enroll in the Cordova School District's
home school program and become eligible for any activity.
Additionally, he cautioned that a home schooled student could
displace a public school student. Further, he recalled that
student activity fees were previously mentioned. In Cordova,
student activity fees are a little lower, but none of the fees
add up to the costs involved for a coach's salary, equipment,
and travel. The costs for the home schooled student would not
be funded, he said. Further, budget constraints currently
exist. Last year Cordova funded $100,000 towards student
travel, but this year only $75,000 is budgeted for travel. He
reiterated that funding for home schooled students is not taken
under consideration. He surmised that parents sometimes choose
to home school their children when they think public schools are
insufficient; however, the parents then want their homeschooled
children to participate in sports programs. He stated support
for HB 15, which passed last session, and needs to be amended to
eliminate the certification provision of those treating
concussions; however, he expressed his opposition to the home
school provision in HB 369 since students can participate by
enrolling in the local school's home school system and due to
lack of funding.
8:40:39 AM
REPRESENTATIVE SEATON referred to section 1 of HB 369 to the
addition of the four words, "and is currently certified" and
asked about the effective date for that portion. He asked
whether it would affect ASAA's ability to implement the change.
MR. HOEPFNER answered that he is a board member of ASAA, but did
not want to speak for the ASAA; however, the sooner the four
words could be deleted from the existing language, the better,
since a certification process does not exist.
8:41:57 AM
REPRESENTATIVE CISSNA reviewed the fiscal note, which indicates
no cost involvement to EED. She asked whether any costs arise
for the department or if the costs would be carried by the
parents themselves.
CHAIR DICK stated his understanding that the fiscal note is to
the EED.
MR. HOEPFNER said that Cordova's travel budget for the team
travel is $100,000. He indicated the money is derived from
student allocations. He pointed out that numerous costs are
associated with student activities. Students travel to rural
districts and the funding within the budget would not allow for
student activities such as coaches, buildings, energy for lights
and heat. He stressed that student activities keep students
engaged, which is why school boards fund them. Some costs are
offset by fundraising; however, home schooled students do not
contribute money to the effort so it becomes an unfunded
mandate. He indicated that the student allocation for the
student in Chugiak previously mentioned went to the Galena
School District since Mr. Lowe was enrolled in the Galena
program and not the ASD. He stated that the student could have
enrolled in the ASD and his eligibility would not have been an
issue.
REPRESENTATIVE CISSNA referred to the comment that this
represents an unfunded mandate. She asked whether the travel
funding is state funding or if travel costs are raised in the
community.
MR. HOEPFNER said that the school provides a portion of the
travel funding, but the teams raise the balance of the travel
funding. He recalled that the high school volleyball team
needed to raise approximately $21,000 for travel costs. He
further recalled the school district funded $10,000 through the
general fund monies, but the remainder was raised by the
community.
CHAIR DICK acknowledged that Cordova has been very effective and
they have earned awards for superintendent of the year and
teacher of the year. He said it would be difficult to imagine
that home schooled students and their parents would not be
involved in any of the community fund raising efforts.
8:47:00 AM
REPRESENTATIVE SADDLER clarified the aspect of the bill that Mr.
Hoepfner supports.
MR. HOEPFNER related his understanding the language "and is
currently certified" needs to be deleted since there is not any
state certification process available. He suggested that Mr.
Mathews could speak to the specific language since he was not
certain.
REPRESENTATIVE SADDLER referred to Mr. Hoepfner's opposition to
section 2. He said it seemed that some of his concerns would
also apply to the local school students and not just the home
schooled students. He pointed out that home schooled students
would be involved in fundraising and secondly, the burden of the
eligibility proof exists for students enrolled in public
schools. He did not think it would be much different for home
schooled students.
[HB 369 was set aside.]
^Confirmation Hearing: University Board of Regents
Confirmation Hearing: University Board of Regents
8:49:01 AM
CHAIR DICK announced that the next order of business would be a
confirmation hearing for the University Board of Regents
The committee took an at-ease from 8:49 a.m. to 8:50 a.m.
8:50:24 AM
DALE ANDERSON, Appointee to the University Board of Regents,
University of Alaska (UA), provided a brief biography. He
stated that he is a lifelong Juneau resident. He said he has
been involved in a number of enterprises and has served on the
assembly for the City and Borough of Juneau (CBJ). He served as
a legislative aide for the House Finance Committee and as a
commissioner for the Limited Entry Commission. He offered his
belief that his eclectic resume gives him the ability to
understand the private and non-private sectors, which is an
advantage. He pointed out that serving on the University Board
of Regents has been a dream of his and asked for committee
members' support.
8:52:14 AM
REPRESENTATIVE CISSNA appreciated his broad experience. She
said it is important to understand the Arctic and the economic
changes that are currently evolving. She asked him to address
how the university is approaching those changes.
MR. ANDERSON said that he supports the Arctic research that is
being conducted by the university. He pointed out a group of
scientists from around the world have researched the Arctic, but
he has not yet had an opportunity to discuss the Arctic with the
university research scientists.
REPRESENTATIVE CISSNA said that the research arm is
extraordinarily important. The First Alaskans have been in
Alaska for thousands of years. She hoped that aspect would be
brought into the university system in a way which she does not
think has been happening yet. She suggested that he may know
more about this.
MR. ANDERSON answered he did not know more about this topic at
this time.
8:55:14 AM
REPRESENTATIVE PRUITT asked whether he viewed the university
system as one university or three universities in one system.
MR. ANDERSON responded he does not have any preconceived agenda.
He observes that currently there are distinct campuses for the
University of Alaska (UA) Fairbanks, Anchorage, and Southeast
campuses. He has sensed a competition that may not be healthy
for creating a unified system. He would like to see a large
umbrella and a unified system.
REPRESENTATIVE PRUITT agreed. He recognized that although a
campus may be cited for an area of expertise any credits earned
in the UA should be entirely transferrable within the system and
they are not currently transferrable. He emphasized the need to
have these credits recognized by every campus. He said he finds
this issue frustrating since some students begin at the
University of Alaska Anchorage (UAA), but then may decide to
finish at the University of Alaska Fairbanks (UAF); however, the
credits don't always transfer. Further, he asked how the
university could move forward to become a world-class facility
while balancing the financial aspects of the university.
MR. ANDERSON responded that he is still in the orientation
stage. He has observed growth of the system during the last ten
years. He has held some discussions with President Gamble and
the focus has been on strengthening the system. He thinks the
base is great, but the university may be spread too thin. He
suggested the next two years may allow for bolstering of the
system. The university has been conscious of growing budgets.
He described himself as a fiscal conservative. He would like to
look at the budget and create a deep knowledge of what is
available at this point. He pointed out he has recently
observed an enthusiastic staff who are interested in creating
quality and not quantity.
REPRESENTATIVE PRUITT stated he thinks Mr. Anderson will be a
welcome addition to the Board of Regents.
9:01:11 AM
REPRESENTATIVE CISSNA commented on her own experience with her
studies. She said she started at the UAA campus with an
interest in public administration. She then wanted to take
classes at UAS during the legislative session. However, the
course numbers are not listed identically. She commented that
UAS has resolved some of the transfer issues, but students
should be able to work on their degree no matter where they are
located in the state.
9:02:07 AM
REPRESENTATIVE KAWASAKI inquired generally about the candidate's
decision-making process.
MR. ANDERSON described his approach as open-minded and
respectful of the opinions of others. He said he is also vocal
about his opinions. He summarized his public service work as a
collaborative effort.
9:04:25 AM
REPRESENTATIVE SEATON stated the legislature has been frustrated
that the university does not consider teaching a top priority
but focuses on research. The legislature wants the next
generation of Alaskans well-educated and to go through the
system. He noted that program completion rates are low, in
part, since individual professors are not engaged directly with
students. He related that he previously served on the higher
education task force. The task force determined that the
biggest impact would be for individual professors to have and
maintain individual contact with students. He asked whether the
university should put more emphasis on professors when they are
hired so they understand that besides conducting research they
also need to be engaged with their students.
MR. ANDERSON suggested that private sector perspective his
businesses have focused on client service, which might be
applicable to the situation. He suggested that students are the
university's clients and should be satisfied to reach an end
result. He fully agreed with the professors' involvement with
students.
9:07:51 AM
REPRESENTATIVE KAWASAKI said that he and his parents have
graduated from the University of Alaska system. He has observed
that the mission may be undergoing a devaluation of a college
education. He noted the vocational technical aspects at the
university are broad. He asked his perspective of the
university as a four-year research institution and the direction
he would like to see the university take during the next eight
years.
MR. ANDERSON answered that his interest is in the quality of the
education. He acknowledged that the end product is hurt when
funding is not available to fund positions, but the goal must be
to provide a top-quality education.
9:10:24 AM
CHAIR DICK noted that only seven percent of high school students
are destined for the university system and this percentage needs
to quadruple. He noted the cost per student from K-12 is about
$20,000, but the cost per student at the university may be
staggering. He offered his belief that the cost of education
may need to be considered to make it more attainable by today's
college students. He pointed out the cost of living is rising.
He asked if the candidate expects to be able to address this
type of concern and whether he could align the university system
with the reality of making a four-year degree far more possible
for students.
MR. ANDERSON reported that someone famous once said, "Speak
softly, but carry a big stick." He suggested that he speaks
softly, but carries a deep sense of values and will work to get
to the bottom line for what is best for Alaskans.
9:13:48 AM
REPRESENTATIVE P. WILSON emphasized that teacher preparation is
important at the university level, particularly for those who
will teach in the Bush and remain in remote areas. She said the
professors may not understand what is required of Bush teachers
and stressed the need to have this area scrutinized.
MR. ANDERSON noted the variety of comments from the committee
and said he will be considering the input from members. He
provided a card that the university has circulated with a number
to call when students experience difficulty transferring
credits.
9:16:23 AM
CHAIR DICK recalled his college experience and related he
graduated with a degree in education. He noted his teaching of
reading focused on Learning to Read: The Great Debate by
Jeanette Chall; however, it took him nearly five years to teach
a child to figure out the difference between a "b" and a "d,"
which is really where the focus needs to be. He agreed with
Representative P. Wilson on the importance of having real time
in the Bush and those who are familiar with the issues. He
hoped Mr. Anderson would pass on that issue to the Board of
Regents.
9:17:22 AM
REPRESENTATIVE PRUITT moved to advance the confirmation of the
appointee, Mr. Dale Anderson to the joint session of the House
and Senate for consideration. He noted that each member's
signature on the committee's report in no way reflects the
member's vote during the joint floor session. There being no
objection, the confirmation was advanced.
^Presentation: Lower Kuskokwim School District
Presentation: Lower Kuskokwim School District
9:17:50 AM
CHAIR DICK announced that the final order of business would be a
presentation from the Lower Kuskokwim School District.
9:18:43 AM
DAN WALKER, Assistant Superintendent, Instructional Programs,
Lower Kuskokwim School District (LKSD), stated that he is joined
today by the other Assistant Superintendent; Carlton Kuhns
[slide 1]. He provided demographics of the Lower Kuskokwim
School District (LKSD), including that it is the largest rural
school district, with 3,970 students in 27 schools located in 23
communities. He related the student population is 95 percent
Native Alaska, 82 percent economically disadvantaged, and 67
percent limited-English proficient [slide 2]. He reviewed the
six-year performance summary from 2006-2011 [slide 3]. He
pointed out that the graduation rate has gone down, but the
number of graduates has risen each year and the overall
enrollment has been steady. He suggested the anomaly of the
graduation reduction on the graph reflects a change in the way
that graduation rates are calculated. He acknowledged that the
scores are low, but the calculation also does not reflect
students who take five, six, or seven years to complete high
school. He stated the LKSD's goal has been to meet the needs of
all of the kids. He suggested that the LKSD has seen promise
with some of its new programs and some of the changes
incorporated.
9:21:48 AM
MR. WALKER said the two major challenges are student motivation
and significant facility needs [slide 4]. He also said that the
school district and community are comprised of problem solvers
and they do not view themselves as victims of circumstances
beyond their control. He recalled he has often told people that
the region must solve their own problems, including finding ways
to engage the communities to solve their problems collectively.
He stated that there is not one problem or a single solution,
but the LKSD must find ways to engage people. He added that the
LKSD had been working with the advisory school boards. The
community has sensed a strong need for early childhood education
and must work with parents on their parenting skills. He
offered that the role of the federal "No Child Left Behind"
legislation narrowed their focus, but the district has been
working to broaden its focus to meet the needs of every student.
9:23:32 AM
MR. WALKER noted the assets in the school district [slide 5].
He emphasized the strongest asset the LKSD has is its stable and
supportive regional school board. He highlighted that the
school board understands the need for a collaborative process to
help kids succeed. He emphasized that the district has great
students and staff, with reduced teacher turnover - in the past
few years at 12 percent - and last year dipping to just under
ten percent; however this year teacher turnover will increase to
about 15 percent. The school district has done a great job of
hiring and retaining teachers. The school district has a robust
and targeted professional development and does not believe in
one shot or "drive by" professional development, but rather
professional development that is sustained and ongoing. The
LKSD has been grateful for the district's new construction. He
remarked that it helps when the schools are considered inviting
to students with up-to-date facilities and infrastructure. He
pointed out the LKSD probably is one of the only school
districts with nine social workers on staff, who are based out
of Bethel but work in the villages a large majority of their
time. The itinerant social workers help kids so they can learn,
he said.
9:26:13 AM
MR. WALKER elaborated on several initiatives. He highlighted
that this is the first year in which the initiatives have moved
forward district-wide to all schools. He described this effort
as part of the comprehensive school reform framework. He
explained that the Sheltered Instruction Observation Protocol
(SIOP) is a best practice instruction. The LKSD has a large
population of students who are limited English proficient (LEP)
and the SIOP helps the district meet these students' needs. The
school district has been working on the continuous progress
model (CPM) coupled with a response to intervention (RTI) model.
Many kids are Yup'ik speakers, but often come to the schools
without a strong language base in Yup'ik or English. Since they
are not proficient in either Yup'ik or English the schools must
find a way to boost and accelerate their learning. The LKSD has
had a Yup'ik first language program - one of the few programs in
which classes are taught in the students' native language. The
LKSD has been moving towards a dual-language program and has
been excited about the prospects. He listed the third
initiative, which is to improve the school climate and positive
behavior in schools. He elaborated that this has been a huge
effort for the LKSD. He offered his belief that this process
has identified the core foundation for student academic success.
He identified that when students don't feel that the school is a
positive, fun, and engaging place to be then the chances of them
checking out or dropping out rises substantially. He indicated
that teacher retention may be attributed to the professional
development provided by the district.
9:29:19 AM
MR. WALKER named the innovative academic programs that have been
implemented, which include two-way video courses, robotics
courses and competitions, integrating arts into the curriculum,
and the RANSEP [slides 7-8]. He highlighted that due to its
geographic diversity the LKSD depends on two-way video courses,
including mathematics, science, and art courses. This year they
added an AutoCAD program, digital photography, and career
exploration at the middle school level. Additionally, they have
a strong robotics program. He highlighted that the instructors
are highly qualified instructors at teaching studios in Bethel
with cooperating teachers in village schools. The robotics
program has been ramped up thanks to additional funding. Some
teams have successfully competed at the state level and have
also participated at the national level at St. Louis.
Additionally, the school district has focused on integrating art
into the curriculum due to grant funding acquired in the past
several years. While those grants are ending the district has
been working to identify new funding. Further, LKSD has also
been working "outside the box" to find ways to engage students
in quality programs with high rigor and to find ways to control
any conditions that can be controlled. He related the school
district works to find ways to develop strategies and activities
to help kids become highly successful through highly-engaging
activities.
9:33:07 AM
REPRESENTATIVE CISSNA stressed the need for team building and
said that competition is not necessarily the best means to
attain their goal.
MR. WALKER said it is counter to the Yup'ik nature to cultivate
competition, but rather there is an inherent foundation in the
culture to collaborate and honor individual abilities as
contributing factors to the whole. He said the students often
leave school physically tired due to the efforts of the rigorous
day at school.
9:35:50 AM
MR. WALKER reported that the RANSEP program is an Alaska Native
Science & Engineering Program (ANSEP) funded by the Rasmuson
Foundation. The LKSD received a grant from the Rasmuson
Foundation with multiple partners targeted for village-based
students. The goal of the program has been to meet the academic
needs of students from surrounding villages yet still allow
students and families to be closely connected to the rich
cultural experience of the village. He characterized it as a
culturally-grounded and academically-strong program that has
been designed to lead to post-secondary success. He provided a
brief history, noting that for many years the region had
boarding schools and while the schools worked for some kids that
approach did not meet the needs of a vast majority of students.
He said when the Molly Hootch village schools came about it
provided an avenue for more kids to be engaged in education;
however, over time the LKSD is still losing kids.
MR. WALKER indicated the LKSD has been attempting to create a
model that encompasses a blended learning or hybrid of local and
boarding school approaches. He explained that the semester
prior to entering the program students travel to Bethel and work
with the UA through their ANSEP program and build a computer,
which is the initial activity. At that time they sign a
contract that they will remain in the program and will take
high-level academic classes. In exchange for this students are
allowed to keep the computer. They also attend a six-week
acceleration academy at UAA during the summer, as cohorts, to
attain an experience that is rigorous and supportive to
cultivate student success. When the students return to LKSD,
they leave the villages, live in Bethel, and enroll in classes
at Bethel Regional High School. He stated that these students
enroll in a higher-level math class, a pre-engineering class,
and a science class - either physics or chemistry. He reported
that the district is currently in the second cohort of students.
The first cohort began with 10 kids and ended with eight. He
pointed out that these participants are ordinary village kids
who did not stand-out. These students had met the basic
requirements for math and science, such as taking Algebra I by
the end of the ninth grade and they were ready to go into
Algebra II or Geometry. That group of kids created a supportive
cohort. The promise of the program is being realized through
students who have participated and blossomed within the cohort.
He noted that the district was surprised by the abilities and
success of these students. These kids are ones who have had
many obstacles and challenges in their lives and tend to not do
that well. These kids led the way and obtained straight A's in
their classes. When interviewed, the students indicated they
found the challenge of the larger academic setting helpful. He
related that kids in the villages have skills and academic
ability so the LKSD needs to think a little differently about
the structure of the school day and year. These kids
demonstrated a strong desire to stay connected to their
villages. He pointed out one of the downfalls of the boarding
schools was that they removed kids completely out of their
culture and the children were not able to retain their cultural
identities. Small schools cannot offer these challenges;
however, the importance of remaining connected to the village is
also a factor.
[CHAIR DICK, during the presentation, passed the gavel to
Representative P. Wilson].
REPRESENTATIVE P. WILSON remarked that it was exciting to hear
about the program. She asked whether this makes the district
take a different look at every student.
9:44:11 AM
MR. WALKER said the program would definitely do that; however,
the program is currently in its infancy. He added that the LKSD
had started with a pretty small cohort of kids. The district
wanted to have 15-20 kids in the cohort and hoped to build from
there. He reported the district as being half-way through the
second round of recruiting. He stated that when the first
students returned to their villages they generated interest in
the program. He said he anticipates that the program will have
a waiting list. One obstacle to expanding the program has been
space to house students in Bethel when they arrive from the
outlying areas. Currently, host families are utilized since a
facility or dorm space is not available. He characterized this
as a huge obstacle. Further, the program needs additional
funding for staff. He noted one of their partners as the Yuut
Elitnaurviat - People's Learning Center. He reported their
facility provides training and apprenticeships and they have
been working to obtain dorm space for students. He reported the
funding for dorm space was vetoed last year, but he offered his
belief that the funding is once again included in the [capital]
budget. He emphasized housing as the boost needed to make this
program go forward. Additionally, the LKSD would need some
level of support to sustain the boarding school home and some
support in Bethel, such as funding for an extra teacher. He
related that the LKSD has been applying for grants; however, the
dorm space is important since housing with host families limits
the number of students who can participate.
[Representative P. Wilson returned the gavel to Chair Dick.]
9:47:48 AM
REPRESENTATIVE CISSNA clarified that there are not enough host
families.
MR. WALKER answered that is correct.
REPRESENTATIVE CISSNA asked whether host families have been
involved in the program directly. She related her understanding
that culture has been brought into the school in a respectful
way. She recalled that many of their grandparents or parents
were not allowed to speak their own language so there are
generational differences.
MR. WALKER agreed and said that during the semester,
opportunities for host family activities are made available and
the families will come to Bethel and participate as well. He
said that the communities support expansion of the program.
9:50:19 AM
MR. WALKER referred to the flow chart of the RANSEP/ANSEP
programs [slide 10]. He explained that Lego robotics has been
used in the middle school to help prepare students. The RANSEP
program begins in the sophomore or junior year with the
acceleration academy and computer build. He clarified that an
ANSEP program also exists for Bethel students, but the RANSEP
program has been designed for village students. He reported
that the partners include the Rasmuson Foundation, the
University of Alaska Anchorage (UAA), the ANSEP program, Bethel
Regional High School (BRHS), the Yuut Elitnaurviat, and the
National Academy Foundation [slides 11-12].
9:52:30 AM
MR. WALKER continued to indicate the timeline path of a student
who is in the program [slide 13]. He stated that students
return to their village high school to graduate, which is
important for the connectedness piece. Finally, he said that
RANSEP is about inspiring goals and ensuring that students have
the confidence, skills, and opportunities to meet those goals
[slide 14]. He concluded his presentation by stating the RANSEP
goal has been to inspire goals and ensure that students have the
confidence, skills, and opportunities to meet those goals [slide
15]. He emphasized that the LKSC has been impressed with the
success of the RANSEP program and has been working to develop
additional programs modeled on the RANSEP program, including one
approach to have a one to three-week residency in Bethel, versus
a semester long stay.
9:54:39 AM
CHAIR DICK said he has lived in that part of Alaska for 45 years
and has observed many of the things mentioned. He noted a
substantial amount of a teacher's time is spent to motivate
their students, which can be difficult. He offered his belief
the core principle among the Yup'ik students has been the
principle of survival. He recalled a hearing last year in which
the presenter noted that the Yup'ik students will be
participants and competitors on a world scale, rather than on a
statewide basis of competing with Anchorage students. Further,
Alaskan students living in isolated places often can't obtain
that perspective. He characterized the issue as a survival
issue, noting there are more honor students in India than in the
U.S. He related that he visited the American Indian Charter
School in Oakland, California recently and was able to visit
nearly every classroom of the school whose students are
comprised of only minority students. He reported that 100
percent of the school's graduates received letters of acceptance
from highly-accredited four-year college programs. He wished he
could have video-recorded their sessions to demonstrate to Bush
students that these are the students they will compete against.
Understanding these things may be a motivating factor for
students, he said. Further, the pressure to perform
academically is necessary, and he praised the RANSEP/ANSEP
approach. Finally, he noted that each village is different and
the approaches to teaching will vary. He concluded that the
pathway to the educational system is the one the LKSD has
provided to students. He characterized the RANSEP program
concept as excellent and one that has tapped into an important
element that exists with Native Alaskans. The program has
provided practical applications with innovations. He concluded
that he has high hope for the RANSEP program.
9:58:16 AM
REPRESENTATIVE CISSNA offered agreement that Alaska Rural
students can work as a team. The Yup'ik people have worked as a
team for generations and thousands of years to survive.
CHAIR DICK added that ANSEP students have lofty goals to assist
their villages.
9:59:18 AM
REPRESENTATIVE P. WILSON asked about the suicide rate in the
area.
MR. WALKER deferred to Mr. Kuhns.
CARLTON KUHNS, Assistant Superintendent, Personnel/Student
Services, Lower Kuskokwim School District (LKSD), reported that
energy and resources have allowed attention to be brought to an
area which once had a high level of suicides; however, in three
years the school population has had zero. He attributed this to
all of the programs previously described and to educating
teachers about suicide.
10:02:17 AM
CHAIR DICK recessed to a call of the chair.
6:30:54 PM
CHAIR DICK called the House Education Standing Committee meeting
back to order at 6:30 p.m. Representatives Dick, Feige, Seaton,
P. Wilson, Cissna, Kawasaki, and Pruitt were present at the call
back to order.
HB 369-STUDENT PARTICIPATION IN SPORTS
6:31:00 PM
CHAIR DICK announced that the committee would return its
attention to HOUSE BILL NO. 369, "An Act relating to student
participation in sports." Discussion on the bill was begun
during the 8:00 a.m. to 10:00 a.m. portion of the meeting.
6:31:20 PM
REPRESENTATIVE PRUITT moved to adopt the proposed committee
substitute (CS) for HB 369, Version 27-LS1324\X, Mischel,
4/4/12.
REPRESENTATIVE SEATON objected for the purpose of discussion.
6:31:39 PM
REPRESENTATIVE SADDLER reviewed the changes in the proposed CS
Version X, beginning with a new title ["An Act relating to
student participation in interscholastic activities; and
providing for an effective date."], which reflects that the bill
now covers all interscholastic activities, as opposed to simply
sports. In section 1, as discussed earlier in committee, the
language deleted from page 1, line 8 read:
[AND IS CURRENTLY CERTIFIED,
REPRESENTATIVE SADDLER directed attention to section 2 of
Version X, explaining that this section now refers to
interscholastic activities, not just sports, and he noted that
the student is still the party responsible to provide all of the
required eligibility documentation to the school. Additional
requirements remain the same, with the exception of medical
documents, which are only necessary for those activities that
require them, such as sports. On page 2, line 23 of Version X,
the word "external" was deleted from the previous version and
replaced with the word "recognized" which is a term more
commonly used in statute.
6:33:35 PM
LYNN SMITH, Staff to Representative Dan Saddler, Alaska State
Legislature, proceeded with the changes in the proposed CS
identified as Version X. She explained the change from
"external" to "recognized" was recommended by Legislative Legal
and Research Services, Legislative Affairs Agency. On page 2,
line 30 of Version X, the word "classes" replaced the word
"credits" on page 2, line 28 of the previous version, in
response to the concern that not all classes are considered a
credit. Ms. Smith then directed attention to page 3,
subparagraph (C) of the original bill that read:
if a student in grade 12, has passed all parts of the
secondary school competency examination required under
AS 14.03.075
MS. SMITH said this subparagraph has been removed in Version X
because the high school competency exam does not have to be
completed until April, so there is the potential that a high
school senior may not have passed all of the tests. Removal of
this provision will allow a student to participate in activities
as long as they are "on track to graduate." Another change
under definitions is found on page 3, line 3 of Version X, which
read:
(4) "interscholastic activities" means preparation
for and participation in events or competitions
involving another school when the preparation or
participation
(A) is sanctioned or supported by the statewide
interscholastic activities governing body;
(B) is conducted outside of the regular school
curriculum; and
(C) does not involve participation in student
government at a school.
MS. SMITH explained this change excludes participation in
student government and for activities for which a student is
required to take a class, such as a choir class that is
scheduled during the regular school day. In addition, Version X
makes section 1 effective immediately and changes the effective
date for section [2] to 7/1/13.
6:36:18 PM
REPRESENTATIVE SADDLER referred to a concern raised by
Representative Pruitt that he called "school eligibility
shopping." Version X retains language from the original bill
that prohibits this practice beginning on page 2, line 7 that
read:
that the student would be eligible, based on the
residence of the parent or legal guardian of the
student, to attend were the student not enrolled in an
alternative education program ...
REPRESENTATIVE SADDLER advised this language ensures that a
student cannot "jump out of his own home zone" school in order
to participate. In addition, he addressed the financial
implications on schools, and paraphrased from the following
written statement [original punctuation provided]:
There is no significant disparity in the financial
support between the students covered by this bill, and
regular public high school students:
1) Students from home schools or alternative schools
would have to pay the same activity fees as students
in local high schools.
2) Schools and athletic facilities are often funded by
bonds, paid for by the state on a 90-10 match. The
state has already paid most of the cost; the remainder
is paid by local property taxes, which are also paid
by parents of HS students.
3) Parents of HS kids must pay property taxes that go
toward the 4 mil local contribution under state
education foundation formula. In areas where there is
no local required - like in [the] Bush - then no local
parents pay property taxes.
4) Again, many of the costs of athletic programs are
sunk costs - gyms, stadiums, uniforms, balls,
equipment. It is not necessary to reequip an entire
athletic department each year, based solely on
contributions' of this year's team members.
6:38:37 PM
REPRESENTATIVE CISSNA pointed out that many communities do not
have property taxes, and it is unfair if schools have fewer
resources because home school students are not included in the
student count.
REPRESENTATIVE SADDLER pointed out the issue addressed by this
bill is not fairness in the funding of schools. The issue is if
the area does not have property taxes, there would not be
disparity as neither the home school parent, nor the public
school parent, pay local property taxes.
REPRESENTATIVE CISSA stressed that a school is given funds based
on its number of students on the day of the school count. Thus
the cost of bringing in students who are not part of the count
will not be made up through property taxes.
REPRESENTATIVE SADDLER said students are required to pay student
participation activity fees. Also, local schools have fund-
raising activities, and home school students would participate
as other team members would.
6:42:37 PM
REPRESENTATIVE SEATON surmised the legislation applies to "home
school students that are in a district-provided school, or a
statewide accredited school, or that are all in public schools -
that are public vocational schools, the military youth academy,
and a public ... statewide correspondence school ... that
provides less than three hours per week of face-to-face
interaction with students." The legislation does not include
"typical" home school students across the state.
REPRESENTATIVE SADDLER said correct, and added that the
definition in the bill does not include independent home
schools.
REPRESENTATIVE SEATON asked whether vaccinations would be
required.
REPRESENTATIVE SADDLER expressed his belief vaccinations are
required, and medical fitness standards for sports are the same
for all students. In further response to Representative Seaton,
he clarified that medical records would be provided "when
required."
REPRESENTATIVE SEATON indicated he was referring to a student
going to a school for any activity.
6:44:44 PM
REPRESENTATIVE FEIGE opined shot records are required for
certain things.
REPRESENTATIVE SEATON asked, "In this case students can go to
school without those, unless there's a particular vaccination or
physical exam or something that's required by that specific
activity?"
REPRESENTATIVE SADDLER said correct.
6:45:21 PM
MR. MATHEWS asked whether every reference to "interscholastic
sports" in the original bill is now "interscholastic activities"
in Version X.
REPRESENTATIVE SADDLER said that is correct.
MR. MATHEWS asked for clarification on whether a private home
school that does have accreditation to a recognized body, such
as the American Home School Association, would come under this
legislation.
REPRESENTATIVE SADDLER said yes, the legislation applies when a
home school is accredited by a recognized accrediting body.
6:49:13 PM
CHAIR DICK, after determining no one else wished to testify,
closed public testimony.
6:49:36 PM
REPRESENTATIVE SEATON removed his objection to the adoption of
the proposed CS for HB 369, Version X, as the working document.
There being no further objection, Version X was before the
committee.
6:49:51 PM
REPRESENTATIVE SEATON moved Conceptual Amendment 1, labeled 27-
LS1324\D.2, Mischel, 4/4/12, and announced his intention to add
another conceptual change to it.
6:50:54 PM
REPRESENTATIVE P. WILSON objected for the purpose of discussion.
REPRESENTATIVE SEATON said the conceptual amendment as written
removed section 2 of the bill, and he added another conceptual
change that deleted section 4, which is the effective date for
section 2. Representative Seaton observed that the bill has
just been introduced and already has been drastically changed
after hearing testimony from three people, but without testimony
from school districts, or from home schools. Furthermore, the
students affected have changed from those in all grades to those
in grades nine through twelve, and from those in sports to those
in all interscholastic activities, although there has been no
testimony from participants in any activity; in fact, the public
has not been heard. He opined section 2 is not ready to
advance, and encouraged the committee to hear further testimony
and discussion on liability and insurance issues, and on state
funding. Representative Seaton said he was unsure of his
opinion on the idea, but has a problem not knowing the bill's
effect on his constituents and on school districts that are
presently in a funding crisis which could be exacerbated by
expanding enrollment in interscholastic activities.
6:54:39 PM
REPRESENTATIVE KAWASAKI stated his support for the amendment and
for section 1 of the bill, which is a "technical tweak" to a
bill adopted last year. However, section 2 is a policy call
before the committee that was just introduced today.
Interscholastic activities need to be expanded beyond sports,
but there are questions that are unanswered by the bill, such as
the inclusion of show choirs and Model United Nations.
Representative Kawasaki spoke of the need to talk with his
constituents and school district regarding the possibility that
home school students may displace public school students on a
team, without meeting the same academic requirements. He
acknowledged that home school students presently participate in
his district, but wanted to finish researching the issues.
6:57:25 PM
REPRESENTATIVE CISSNA stated her support for Amendment 1, and
noted that many families in her district in Anchorage are home
schooling their children. She recounted a personal experience
to emphasize the importance of social activities for home school
students, and said Amendment 1 will allow the bill to truly
address the issue properly.
7:00:50 PM
REPRESENTATIVE FEIGE said he would not support the amendment and
stated his belief that all students should have the opportunity
to participate in sports and other enriching activities at
school. He said the financial burden is the same for everyone
in a community, as property taxes and state funding for
education are the same. Representative Feige said he was
satisfied with the CS as written because alternative education
programs as defined must be accredited programs with structure,
curriculum, and a grading scheme. The bill also requires that
the student provide whatever documentation that the school
demands. He pointed out that most of the schools in his
district already allow home school students to participate in a
variety of activities and "... they don't seem to be complaining
about the cost or the fairness, or anything like that now."
7:02:54 PM
CHAIR DICK spoke of his experience as a home school teacher, and
said most home school students are ready for college because
they are disciplined about their schoolwork. Nationally, home
school students are getting a better education than those in
public school. In Alaska, the cost to the state for home school
programs is less than one-half of that of public schools, and he
stated his support of both sections of the bill.
7:03:55 PM
REPRESENTATIVE P. WILSON maintained her objection.
7:04:01 PM
A roll call vote was taken. Representatives Cissna, Kawasaki,
and Seaton voted in favor of Conceptual Amendment 1.
Representatives P. Wilson, Feige, Pruitt, and Dick voted against
it. Therefore, Conceptual Amendment 1 failed by a vote of 3-4.
7:05:07 PM
REPRESENTATIVE PRUITT moved to report CSHB 369, Version 27-
LS1324\X, out of committee with individual recommendations and
the accompanying fiscal notes.
7:05:16 PM
REPRESENTATIVE CISSNA objected.
7:05:19 PM
A roll call vote was taken. Representatives Pruitt, P. Wilson,
Seaton, Feige, and Dick voted in favor of the proposed CS for HB
369, Version X. Representatives Cissna and Kawasaki voted
against it. Therefore, CSHB 369(EDC) was reported out of the
House Special Committee on Education by a vote of 5-2.
7:05:59 PM
ADJOURNMENT
There being no further business before the committee, the House
Education Standing Committee meeting was adjourned at 7:05 p.m.
| Document Name | Date/Time | Subjects |
|---|---|---|
| CS HB 369 Version X 040412.pdf |
HEDC 4/4/2012 8:00:00 AM |
HB 369 |
| CS HB 369 Am.pdf |
HEDC 4/4/2012 8:00:00 AM |
HB 369 |