Legislature(2019 - 2020)CAPITOL 106
03/25/2019 08:00 AM House EDUCATION
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| Presentation: Alaska Council of School Administrators | |
| Adjourn |
* first hearing in first committee of referral
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ALASKA STATE LEGISLATURE
JOINT MEETING
HOUSE EDUCATION STANDING COMMITTEE
SENATE EDUCATION STANDING COMMITTEE
March 25, 2019
7:59 a.m.
MEMBERS PRESENT
HOUSE EDUCATION STANDING COMMITTEE
Representative Harriet Drummond, Co-Chair
Representative Andi Story, Co-Chair
Representative Grier Hopkins
Representative Tiffany Zulkosky
Representative DeLena Johnson
SENATE EDUCATION STANDING COMMITTEE
Senator Gary Stevens, Chair
Senator Shelley Hughes, Vice Chair
Senator Chris Birch
Senator Mia Costello
Senator Tom Begich
MEMBERS ABSENT
HOUSE EDUCATION STANDING COMMITTEE
Representative Chris Tuck
Representative Josh Revak
SENATE EDUCATION STANDING COMMITTEE
All Senate Members Present
OTHER LEGISLATORS PRESENT
Representative Dan Ortiz
COMMITTEE CALENDAR
PRESENTATION: ALASKA COUNCIL OF SCHOOL ADMINISTRATORS
- HEARD
PREVIOUS COMMITTEE ACTION
No previous action to record
WITNESS REGISTER
LISA SKILES PARADY, Ph.D., Executive Director
Alaska Council of School Administrators
Juneau, Alaska
POSITION STATEMENT: Participated in the presentation by the
Alaska Council of School Administrators.
PATRICK MAYER, President
Alaska Council of School Administrators and Alaska
Superintendents Association
Superintendent
Yakutat School District
Yakutat, Alaska
POSITION STATEMENT: Presented on the work of the Alaska
Superintendents Association.
ERIC PEDERSON, President
Alaska Association of Elementary School Principals
Principal
Paul Banks Elementary School
Homer, Alaska
POSITION STATEMENT: Presented on the work of the Alaska
Association of Elementary School Principals.
DAN CARSTENS, President
Alaska Association of Secondary School Principals
Principal
Nikiski Middle/High School
Nikiski, Alaska
POSITION STATEMENT: Presented on the work of the Alaska
Association of Secondary School Principals.
CARL HORN, President
Alaska Association of School Business Officials (ALASBO)
Nenana, Alaska
POSITION STATEMENT: Presented on the work of ALASBO.
SAM JORDAN, Grants Administrator
Alaska Staff Development Network (ASDN)
Juneau, Alaska
POSITION STATEMENT: Presented on the work of the ASDN.
MONICA GOYETTE, Superintendent
Matanuska-Susitna Borough School District
Palmer, Alaska
POSITION STATEMENT: Testified on Mat-Su college entrance exam
rates.
ACTION NARRATIVE
7:59:46 AM
CHAIR STEVENS called the joint meeting of the House and Senate
Education Standing Committees to order at 7:59 a.m. Present at
the call to order were Senators Birch, Costello, Hughes and
Chair Stevens and Representatives Hopkins, Co-chair Story, and
Co-Chair Drummond. Senator Begich and Representatives Johnson
and Zulkosky arrived shortly thereafter.
^Presentation: Alaska Council of School Administrators
Presentation: Alaska Council of School Administrators
8:00:29 AM
CHAIR STEVENS announced the presentation of the Alaska Council
of School Administrators. He noted that the committee had been
asked to hold their questions until the end of the presentation.
8:00:43 AM
LISA SKILES PARADY, Ph.D., Executive Director, Alaska Council of
School Administrators, Juneau, Alaska, thanked the committee for
the opportunity to share the great things happening in public
education. The organization is celebrating its 40th year and
wants to share and celebrate their mission: leadership, unity,
and advocacy for public education. They strive to create a
common voice, advocating for public education by shaping policy
and growing leadership capacity across the state. This morning
they will hear from the presidents of each of the affiliate
organizations that the council represents: Alaska
Superintendents Association, Alaska Association of Secondary
School Principals, Alaska Association of Elementary School
Principals, and Alaska Association of School Business Officials
(ALASBO).
DR. PARADY said they have a bifurcated purpose, policy and
advocacy along with professional development, which is carried
through the Alaska Staff Development Network (ASDN), which is
the largest provider of professional learning in Alaska outside
of individual school districts.
8:03:46 AM
PATRICK MAYER, President, Alaska Council of School
Administrators and Alaska Superintendents Association,
Superintendent, Yakutat School District, Yakutat, Alaska, said
the organizations under the umbrella of the Alaska Council of
School Administrations (ACSA) function in unison with the intent
of doing what is best for students and sending young people out
into the world college and career ready.
MR. MAYER said that Yakutat is a tightknit community, where the
city, the school district, and tribe, along with other
organizations, function well together. Likewise they want to be
in synchronization with state government to continue to provide
quality and adequately funded educational opportunities for
students. He made the analogy of a Tlingit canoe working with a
unified and synchronized approach to operate efficiently and
effectively. He is proud to be superintendent of Yakutat for
many reasons. One is to be associated with a district that
directs 72 percent of its operating budget to instruction,
thereby directly benefitting students.
MR. MAYER pointed out that the committee had the joint ACSA
position statements that are collaboratively developed each year
through an extensive process. The number one statement for 2019
is priority funding for education, "The State of Alaska must
provide timely, reliable, and predictable revenue for schools."
This is not surprising because the base student allocation (BSA)
has had no substantial increase for well over ten years. They
understand the current fiscal realities, which is why they want
to stress that their members ask the legislature to prioritize
timely, reliable, and predictable funding as the legislature did
last year.
MR. MAYER said that instability is not good for the kids of
Alaska. There has been roughly a 61 percent turnover in
superintendents since 2014. Superintendent, plus principal
turnover, plus teacher turnover, equals instability. They hear a
lot about student performance as a standalone topic, and this is
not a singular issue. Education turnover at all levels creates
instability in the state's education system. It is often
suggested that the business model should be applied to
education. If they apply the business model in this particular
scenario, with this excessive turnover, in such a business,
institutional knowledge is lost, employee and customer
confidence is eroded, and the business is in a constant of state
of rebuilding, which creates instability.
MR. MAYER moved on to a discussion of metrics and data and
displayed a slide of ACT and SAT scores. He said often they
focus only on one metric, the PEAKS. The slide shows that Alaska
performance on the ACT and SAT is at or above national
performance. Also, they are seeing increases in graduation rates
across the state. In 2005, Alaska's statewide graduation rate
was 61.4 percent. in 2017, it increased to 78.2 percent.
Yesterday, the commissioner stressed this to the ACSA
membership.
MR. MAYER displayed slide "FY 19 Total Expenditures by Type." He
said the root of the slide originates from David Teal
[Legislative Fiscal Analyst]. They added it to the presentation
in order to show that their instructional expenditures are, on
average, at 76 percent, in contrast to the 54 percent figure
that has been recently circulating. The 76 percent figure is
derived from the Department of Education and Early Development's
(DEED) own processes and procedures that were previously used
under the 70/30 rule which was repealed in 2016. Alaska's school
districts continue to meet or exceed the 70 percent threshold.
Their ALASBO colleagues will flesh this out further in the
presentation.
8:08:49 AM
MR. MAYER said the survey "The Great Work of Alaska Public
Schools" was commissioned in January of 2019 by a coalition of
Alaskan public education advocates, including ACSA, Alaska
Association of Secondary Principals, and the Coalition for
Education Equity. The survey was conducted by Zogby Analytics, a
highly respected international polling and research firm. He
presented the following results of the survey:
Question: When it comes to how state government spends your
public dollars, which of the following areas do you think
should be the highest priority?
Result: 44.5 percent of Alaskans believe that K-12
education is the priority expenditure for public dollars.
Question: Do you support or oppose state-funded public pre-
school?
Result: 73.5 percent of Alaskans support state-funded pre-
school
MR. MAYER said the result to the following question shows the
public desire for a well-rounded, public education.
Question: In your opinion, should public schools provide a
well-round education to all children, including items such
as all-day kindergarten, gifted and talented, music, art
and physical education, technology, advanced placements
courses or should public schools provide only core
curriculum (math, English, science, social studies)?
Result: 79.7 percent of Alaskans support public dollars
being directed to a well-rounded education.
Question: Please tell us which type of elected official you
most support?
Result: 72.1 of Alaskans desire elected officials who
support increased funding for K-12 public education. 67.3
percent of Alaskans desire elected officials who support
improvement and innovation in public education.
Alaskans support elected officials who will invest in
education and work to make it better for all children.
MR. MAYER said the results of this survey are a reflection of
the Senate's own online survey that clearly demonstrates that a
majority of Alaskans support either sustained or increased
funding for K-12 public education.
MR. MAYER said the Alaska Council of School Administrators is
private and the Alaska Superintendents Association, as part of
NCSA, continues to support its members as they have over the
last two years with a new and incoming superintendents academy.
Mentors are provided to all new superintendents for at least two
years and multiple training opportunities are available
throughout the year.
8:11:46 AM
ERIC PEDERSON, President, Alaska Association of Elementary
School Principals, Principal, Paul Banks Elementary School,
Homer, Alaska, said he has been the principal of Paul Banks for
six years and before that was in the villages of Quinhagak and
Nunapitchuk for 12 years. As the committee knows, there is a lot
of uncertainty now. Last week he testified for timely and
reliable funding for education. This is the most important topic
in the budget discussion. He has three teachers with no
contracts for the next school year. These teachers need to be in
front of students. As a principal, he invests a lot in teachers.
He and his veteran staff work to develop teachers who are better
at their craft. Without predictable funding, teachers might move
to a different state for the next school year. If funding comes
late, more than likely he will be forced to hire in the summer
months. At that time of the year, the hiring pool of quality
teachers is shallow. This is a common scenario throughout the
state.
MR. PEDERSON said that some of his students have challenging
needs. When they know their funding in a timely manner, they can
staff their school. That allows them to build classes in the
spring. Best practices in school is being intentional about
building relationships between teachers and students who need
more support or enrichment. These relationships are started with
the classroom teacher before the school year is out. When
funding comes late, they are unable to build these explicit
relationships. He also fortunate enough to have an intensive
needs preschool in his building. These are some of his most
fragile students. Every spring they have a transition meeting
made up of an IEP [Individualized Educational Plan] team. They
do a lot of relationship building with these students and their
parents and the teacher for the next school year. Without timely
funding, these teams cannot execute their purpose. It also
creates an uneasy feeling for his community members as they are
unable to answer specific questions about the future of the
community's most precious resource, their children. Everyone
thinks school starts in the fall, but in reality, it starts in
the spring.
MR. PEDERSON reviewed two ACSA joint position statements:
Early Childhood Education
"ACSA believes equitable access to fully funded,
sustainable preschool programs provide a foundation of
excellent social, emotional and cognitive instruction to
students."
Social, Emotional and Mental Health
"The State must provide financial support so schools can
partner with local communities to implement comprehensive,
culturally appropriate school-based mental health programs
that support and foster the health and development of
students."
MR. PEDERSON said that many Alaskan students attend an early
education program, which leads to greater achievement in school.
Paul Banks also has a Title I preschool program. Students
qualify for this program by showing they have preacademic,
social, or behavioral needs that require more support than their
peers do. Year after year, these 20 students in his program are
consistently the kindergarteners who are leaders both
academically and socially. This goes along with the research
that demonstrates that early intervention and instruction is one
of the best ways to increase student achievement, thus leading
to a greater chance of students reading proficiently by third
grade. All Alaskan children deserve the opportunity to attend
preschool. In his 18 years of education in the state of Alaska,
there is a disturbing trend--the increase in students who have
adverse childhood experiences (ACES). By age six, one quarter of
Alaskan students have at least two adverse childhood experience.
The state's opioid crisis plays a large role in this data. The
schools are serving the children of this drug epidemic. Many of
their schools do not have counselors, and it falls upon the
teacher to provide the much-needed support. The rates of
homeless and Office of Children's Services [reports] are
increasing from prior years. Funding for school counselors is
one way to support students who experience ACEs. The most
important factor contributing to student success is a quality
teacher. The second more important factor is a quality
principal.
MR. PEDERSON said that they, as an organization, invest in the
professional learning of their members every October with the
Alaska Principals' Conference that provides national caliber
professional development. They discuss the issues he spoke about
today. Through these conversations they are working on ways to
support all Alaska's students, parents, and teachers.
8:16:58 AM
DAN CARSTENS, President, Alaska Association of Secondary School
Principals, Principal, Nikiski Middle/High School, Nikiski,
Alaska, said he and his wife were both born and raised in
Alaska. Three of their children graduated from Nikiski. All
three attend or graduated from the University of Alaska system.
He has two children still at Nikiski. As Mr. Pederson said, the
most important factor contributing to student achievement is
quality teachers. The second most important factor is a quality
principal. Each year one in four principals is replaced at an
average of cost of $75,000. That number is further compounded
the further one goes from urban areas. He presented a slide
showing that rural remote schools had the highest turnover among
principals and teachers in 2018/19. The $75,000 number is from
the National Association of Secondary School Principals in
conjunction with the Learning Policy Institute. Many things
contribute to the principal turnover, but the bottom line is
that it is a difficult job with high demand and high stress.
MR. CARSTENS said that as mentioned before, 26 percent of Alaska
principals turn over every school year. It is difficult for
schools to provide the needed stability with that turnover rate.
ACSA and the elementary and secondary principals' associations
have taken it upon themselves to reduce this rate. The state
used to offer the Alaska administrator coaching project. It was
instrumental for many principals' growth and development,
including his own. The program was cut a few years ago due to
funding. This year ACSA has developed a similar program to
support new principals in the state. He foresees the Principal
Academy growing and improving every year. The Principal Academy
is based on three components. First of all is professional
development away from the principal's school because the place
of work has many distractions. They hold three professional
development conferences: the Principals' Conference in October,
the Response to Instruction conference in January or February,
and the Alaska School Leadership Institute in late May. The
second component is online professional support and development
through ASDN's Professional Learning Network and the Anchorage
School District's ECHO project. The third component is mentoring
with practicing principals.
MR. CARSTENS said that many of the ASCA and the principal
associations board members have assumed these leadership and
mentoring roles. He is mentoring a new principal and talked with
her during the state basketball tournament about many aspects of
the job. Sometimes the new principals simply need to sit down
without distractions to discuss their successes, challenges,
goals, and futures.
8:21:59 AM
CARL HORN, President, Alaska Association of School Business
Officials (ALASBO), Nenana, Alaska, said he has been a licensed
CPA in Alaska for 37 years. After graduating from Haines High
School, he went to the University of Alaska Fairbanks (UAF) and
is proud to report that his son will graduate from UAF this May.
He started his career in Fairbanks as a CPA auditing school
districts and small cities and has been with Nenana for the past
16 years.
MR. HORN presented the ALASBO mission, "To promote the highest
standards in school business practices," and vision, "educating
stakeholders in the effective use of resources for the benefit
of Alaska's children." He said the ALASBO membership is a broad
rainbow of school business officials, accountants, business
managers, bookkeepers and everything done behind the scenes to
support instructors on the front line. The first theme of their
strategic plan is professional development. They offer one-hour
power lunches teleconferences for training, School Business
Academy, which is an intensive one-day training, annual
conferences, summer leadership training, and the New Business
Manager Institute. The second theme is best practices. They have
an informal and formal mentoring program. They have standard
operating procedures available to any district and many other
resources on their web site.
MR. HORN said he wanted to discuss the cost of Alaska's public
education system. He asked how much is spent on instruction, how
does Alaska compare to other states, and what unique costs do
they incur in Alaska. Using DEED's methodology, which has been
used for many years, Alaska spends an average of 76 percent on
instructional costs. Alaska defines instruction as the classroom
teacher all the way to the principals. Those are all costs
incurred within the school building.
MR. HORN presented the slide, "2016 Public School Spending per
Student by State." Many states, mostly in the Northeast, spend
more nominal dollars than Alaska on a per student basis. Alaska
is among the top states, but that is not surprising as Alaska is
in a high-cost area. But there is nothing out of line. Alaska's
numbers are not way over the top or so unusual.
MR. HORN presented the slide, "Combined All School Districts
State of Alaska." He said the chart takes DEED data for the
school districts in Alaska and shows the entire Fiscal Year 19
budget for the total education system of Alaska. To frame this,
Alaska's classroom teacher count has dropped over the years.
Currently, there are 7,889 teachers. In 2011, that was 8,468.
That number is trending down. Classroom size, students per
classroom, is trending up. Now it is 16.35. In 2011 it was 15.6.
The student count over the last year dropped 949. The total
number of students funded by DEED was 129,005. As he said, that
dropped by almost a thousand students from the prior year.
MR. HORN said the total is $2 billion for the general fund
(school operating fund) K-12 budget. To provide a sense of
scale, the third column shows the per pupil costs. The first
line is for regular education instruction. That is 43 percent of
the total. The second line is special education. The other lines
for instruction show the detailed support functions in the
building, which includes things like student evaluation
services, Internet, and school principals. That is how they came
up with the 75.8 percent figure for instruction. That is
everything happening in the school. Then there are lines for
what he calls supportive instruction functions, such as school
administration support services. That includes the front office,
like the school secretary, who are vitally important to schools.
The next two lines are district administration and district
administration support services. Those two combined are just 6
percent of the total. That includes school boards, the
superintendents, and businesspeople like him who support
functions like payroll. Six percent is an extremely reasonable
number. Any business would be challenged to do all those
functions and funnel all the rest of the resources to the other
94 percent. The other lines are operations and maintenance of
plant, student activities, and community services.
MR. HORN presented the slide on DEED's uniform chart of accounts
by function.
8:31:14 AM
MR. HORN said some unique costs are higher in Alaska. The cost
of health care is high. They are amortizing the unfunded
liability of the pension plan. They are required to report that
costs on their financial statements. Utility costs are very high
in the remote areas. Workers' compensation is very high. Alaska
pays their teachers a fair salary, but Alaska's competitive
compensation is eroding. Teacher salaries and benefits are
rising nationwide. Alaska has the unique cost of housing
teachers in remote areas.
MR. HORN presented a slide showing the composite cost of living
index. Like the Northeast and the West Coast, Alaska is in the
in red zone, which indicates the highest cost of living.
CO-CHAIR DRUMMOND noted that Representative Dan Ortiz was
present and that he was the Finance chair for the education
budget subcommittee that met over the last several weeks. He is
also a former teacher.
8:33:49 AM
SAM JORDAN, Grants Administrator, Alaska Staff Development
Network (ASDN), Juneau, Alaska, said he has been a public
educator for 18 years and has two daughters in the Juneau School
District. ASDN is a private, nonprofit organization in existence
for 25 years. ASDN is the largest provider of professional
development to educators in Alaska outside of school districts.
ASDN brings world-class professional development to educators so
they can finetune their instructional practices. As budgets have
tightened and travel for professional development opportunities
have become complicated, they have responded by designing
courses using distance technology, so educators can have
professional development delivered onsite, wherever they are in
the state. They ensure they anticipate new trends in education
and bring those to Alaska so educators can have opportunities to
be on the cutting edge of innovative practices.
MR. JORDAN said they are providing multiple pathways for general
professional development. They serve over 2,000 educators
annually using online courses. They offer 50 self-paced
professional development courses. They serve over 700 educators
annually with webinars. Currently they have eight webinar series
focused on a variety of topics. They also have a network for
educators to connect and discuss best practices and challenges
through the Alaska Professional Learning Network (AKPLN). AKPLN
currently serves over 1,500 educators.
MR. JORDAN said that for in-person professional development
opportunities, they hold the annual RTI [response to
intervention] or Effective Instruction Conference. In January of
this year, they served 1,151 educators. It is the largest in-
person educator conference in Alaska. That 1,151 educators
represent 14 percent of all educators in Alaska. Registration
was from 49 of 54 school districts. They sponsor the Alaska
School Leadership Institute that happens in late May. The
conference focuses on building leadership capacity for school
leaders and their teams from small and rural communities, but it
is open to all.
MR. JORDAN said that ASDN is the lead professional learning
partner for four Alaska Native Education Grant Projects in the
Bering Strait, North Slope, and Lower Kuskokwim School Districts
and the lead partner for two large federal grants for Gaining
Early Awareness and Readiness for Undergraduate Programs
(GEARUp) in the Lower Kuskokwim and Bering Strait School
Districts. GEARUp is hyper-focused on college and career
readiness activities.
MR. JORDAN said ASDN identified computer science and
computational thinking as the largest job market right now for
young people moving into the workforce. They sought out and
partnered with Code.org, an international nonprofit that focuses
on computer science and computer science professional
development. Their partnership provides teacher training in
computer science. It is a relatively new field, so it is
training that many teachers have not had. They have held 13
workshops since the beginning of the school year. They have
professionally developed 207 educators representing 111 schools
and 30 out of 54 Alaska school districts. That shows a lot of
interest from the educational community. Fifty-six percent of
the 207 educators work in high-needs schools and 80 percent are
in rural or remote areas. They are estimating that those
teachers will impact 1,341 students. Alaskan labor statistics
shows there are 764 open computing jobs right now. That is 2.8
times the national average. The average salary for those jobs is
$72,000. They are laser focused on that. He thanked their
industry partners who are helping to provide that training.
MR. JORDAN said that a passion project for ASDN is the Our
Alaskan Schools blog. As practitioners in educator, they see
amazing things happening in classrooms around the state. Those
stories don't always make it into the public discourse. In
January they created Our Alaskan Schools blog to highlight the
positive things that are happening in public schools. Their goal
is to share stories form all 54 school districts. Today they
have 22 blog posts up since the end of January. They are written
by Alaskan educators on a wide range of topics. They are excited
about this work because it brings the magic happening in
classrooms into the public sphere.
DR. PARADY said that was the end of the official presentation
and her members were prepared to answer questions.
8:44:47 AM
At ease
8:44:58 AM
CHAIR STEVENS suggested taking questions in order, beginning
with Mr. Mayer's presentation.
8:45:37 AM
REPRESENTATIVE HOPKINS said many of the presenters spoke about
the turnover in superintendents, principals, and teachers. He
agrees that stability is critical. He asked what are the drivers
that make people leave a district or profession and how does the
defined contributions retirement system affect that turnover.
MR. MAYER replied that the retirement system is partly an issue
because people are able to extract their contribution after five
years and move out of the state. That is a factor, among others.
They often see movement from rural to more urban districts. That
revolving door from rural to urban creates challenges. The same
is true of superintendents. The national average for
superintendents is three years in a position. That is true in
Alaska as well.
REPRESENTATIVE HOPKINS asked what some of the local drivers are
that might drive someone out in three years or less.
MR. MAYER responded that Alaska salaries are not as competitive
as they used to be. In uncertain budgetary times like this, his
fear is that people will leave proactively rather than
reactively. That is speculation on his part.
DR. PARADY said that there is a national shortage and the pools
are very thin. When they are not able to sign contracts,
teachers can go elsewhere to get a contract. When they provide
instability when they are trying to plan for their families and
their futures, they do what any normal human being would do,
which is to secure their situation. Alaska is losing a lot of
quality educators because of the inability to rely on funding.
She wanted to compliment the legislature for their effort to
provide predictable, reliable funding for education last year so
they could secure those contracts and give assurance to
educators. Timely, reliable, and predictable funding is a high
priority for their organization. Another reason is working
conditions in many situations. Research out of Penn shows that
of 3.6 million teachers in 2015, over 500,000 teachers left
because of working conditions. The job has become harder. In the
same year they replenished that number with 200,000. This
trajectory of deficit continues to grow. And Alaska is reliant
on recruiting from the lower 48.
MR. MAYER said that this year, 80 teachers were at the job fair.
Ten or 15 years ago there were 250 or 300. They had to give
prospective teacher candidates instructions not to rush the door
for interviews. He read that enrollment in teacher education
programs nationally is down 35 percent.
8:50:42 AM
DR. PARADY said that to give a sense of scale of how many
teachers can't be offered contracts, 30 percent of their
teachers are nontenured.
8:51:07 AM
SENATOR HUGHES said they have the most important job and mission
in the state. One thing that is concerning all of them is how
students score in reading and math. They have room for
improvement. She is thrilled to see the bright spot with ACT and
SAT scores, but that is not the full cohort that starts in
kindergarten. She asked if they know what percentage of the
cohort that would start in kindergarten take the ACT or SATS.
She thinks of those students as more the high achievers. It's a
great bright spot, but it doesn't alleviate the problem overall
with improving learning K-12.
MR. MAYER deferred to Dr. Goyette.
8:52:22 AM
MONICA GOYETTE, Superintendent, Matanuska-Susitna Borough School
District, Palmer, Alaska, said she can only speak for her
district. Last year her district partnered with the University
of Alaska and they paid for their juniors to take the ACT. They
had 850 juniors take it. They were 63 percent in the nation.
They have about 1,500 per grade level, so it was probably about
55 percent of their students. Usually she would say 20 to 25
percent of their kids take a college entrance exam. In Mat-Su
they could do a better job with preparation for college entrance
exams. In the lower 48, it is very common to pay for ACT or SAT
prep. Schools offer courses or classes. Many of their kids had
no preparation, so they are very proud of the 63 percent.
MR. MAYER said there is an increased use of assessment data,
like MAP [Measures of Academic Progress], to look at subskill
deficiency. They are doing a much better job tracking students'
areas of need.
DR. PARADY said sometimes they fixate on one metric or measure.
As educators, they look at everything, ACT, SAT, PEAKS,
graduation rate, and everything in between.
CO-CHAIR DRUMMOND said that Senator Hughes asked about the
percentage of the cohort from kindergarten who takes the ACT or
SAT. At the rate the legislature keeps changing the testing
structure, she understands why they are sticking to the ACT or
SAT because that seems to be the most consistent testing regime
that they have. On the other hand, the outcomes database that
that the Alaska Commission on Postsecondary Education (ACPE)
maintains for pre-K to postsecondary and workforce development
is the place where this data may be be collected, but if they do
not continue funding the ACPE, they may never know the answer to
Senator Hughes' question.
MR. MAYER said they will try to mine that data and get back to
the committee.
8:56:23 AM
SENATOR BIRCH said that the turnover rate for teachers and
principals for remote schools is very troubling. He asked if
there are exit interviews or other ways to find out what the
issues are. He asked, for example, whether it is unfamiliarity
with the community. He asked what is driving those decisions
with people who have had spent a lot of time to make education a
career. He asked how many left of their own choice or were asked
to move on. He has slept on many gymnasium floors in a lot of
rural schools and recognizes how vital they are across the
state.
MR. MAYER replied that they do not have that data yet.
DR. PARADY answered that they are in the process of collecting
that exact data. They have the same questions and worked with
the Northwest Regional Educational Laboratory, which has a
contract with the federal government to do research for Alaska,
to answer that question. They should have that data soon.
SENATOR BIRCH said that as a former employer, he knows that exit
interviews would function as an assessment about what caused
someone to transition somewhere else.
DR. PARADY said that the jobs have become much more difficult.
Layers of requirements have been added to the normal teaching
day over the last several years. Working conditions is a
simplified way to say that. But going under the skin of that, in
many cases educators are receiving students who are not ready to
learn, thus their laser-like focus on the importance of early
childhood education for every student. They take every student.
That is the beauty of public education. It is all children and
bringing them forward, addressing every need. That personalized
learning takes a level of commitment and energy like never seen
before. They are committed to providing every student the best
learning opportunities available, but with reduced resources and
additional pressures and requirements, unfunded mandates are a
real consideration. Every time legislators ask teachers and
educators to add one more thing to their load, their educators
say there is a breaking point. They must provide stability to
the education system. It is funding, but it is also relief from
regulation and support in terms of addressing mental health
issues that they are seeing every day with students who have
high Adverse Childhood Experiences scores. There is such a
culmination of issues and Alaska has become far less competitive
than it used to be. It is a culmination of many of those things.
9:01:24 AM
REPRESENTATIVE ZULKOSKY clarified that the superintendent
turnover rate has been 61 percent since 2016.
MR. MAYER answered since 2014 and that it actually is higher
than that. They had five retirements or folks moving on with
their lives last night. It is an issue at the superintendent,
principal, and teacher level. He comes back to the 35 percent
reduction in enrollment in schools of education, plus the
additional expectations at all levels. It is a challenging job.
REPRESENTATIVE ZULKOSKY said that Dr. Parady said that the
legislature's decision to forward fund assisted with stabilizing
retention through school districts in the state and that Alaska
competes nationally to hire educators. She asked Dr. Parady how
other states are dealing with education funding and if she had
any recommendations for best practices
DR. PARADY replied that Alaska needs to remain competitive in
salary and retirement benefits. That is really key. They need
need to forward fund reliable funding every year and not put
them in a position every year of fighting to be able to sign
contracts in a timely way, which is required by statute and
ordinance. More importantly, their neighboring states who are
experiencing a shortage as well are being proactive. The
legislature last year passed retiree rehire. That is one sliver
of a tool to open the door for folks to hire professionals who
may be living in the community. Expanding bandwidth and
broadband to enhance virtual education delivery is another
recommendation. From her six years in the North Slope, she knows
that connectivity is often a retention issue as well. It is an
educator's link to family who may live across the country. It is
the link to buy groceries. Most importantly it is a teacher
tool, it is also a retention tool.
DR. PARADY said that they need to continue to invest in
Education Rising so they can grow their own teachers. They know
through research that those who are raised in the state who
choose to become educators stay longer. They need do the kinds
of support her organization has put in place for the first
years, which are the most difficult. Mentoring programs through
DEED have been cut and are being picked up in the private sector
because the need is so great, to wrap arms around those
professionals to help them succeed. The answer is going to be in
looking at alternative pathways or at least streamlining
certification to make it as easy as possible to work in
education and not compromise the quality of educators. There is
that important balance. She knows that DEED and Commissioner
Johnson are interested in working on that with them. The state
Department of Education said they are going to review the
regulations to make sure they have what they really need on the
books.
DR. PARADY said the list goes on and on. At the end of the day,
it is about stabilizing the environment. There will be natural
retirements, but they are seeing people leave because the
environment in which they are trying to teacher students is not
stable. They need to stabilize the environment and send the
message to educators at every level that what they do is
important, that teaching their students, their future, is the
highest priority.
9:07:09 AM
CO-CHAIR DRUMMOND asked that the slide showing the K-12
instability equation, superintendent, plus principal turnover,
plus teacher turnover, equals instability, be displayed because
it was an important graphic to show as the conversation
continues.
9:07:25 AM
CO-CHAIR STORY noted that superintendents are the one employee
that school boards hire, and school board members are a
reflection of their communities and the hopes and dreams they
have for their students. The state adopted higher standards for
math and language arts. She wondered how teaching to those
higher standards is going. They spoke about professional
development several times during the presentation. Embedded
professional development is what increases student learning. She
asked if they could share a few things about what is supporting
teaching to those higher standards.
9:08:54 AM
MR. MAYER answered they are mapping the K-12 curriculum to make
sure standards are being taught in the classroom and providing
professional development to do so and looking at the state
assessment as it changes. This year text-dependent analysis was
a new component of PEAKS. They use assessment data of different
sorts in order to target subskills areas. They provide
opportunities for students to be career and college ready. It
becomes a more personalized approach than they saw ten or 15
years ago to prepare students to exit into the workforce. He
looks at the book ends. The secondary teachers have a vested
interest in seeing who is coming their way and kindergarten
teachers have a vested interest in seeing where their students
went. How they meet those standards in the middle is important.
Districts have their eyes on the ball on that.
CO-CHAIR DRUMMOND asked someone to talk more about the slide "FY
19 Total Expenditures by Type."
MR. HORN said that the chart shows the instructional costs for
the entire state. The largest cost is for direct instruction and
then there is the support functions that directly affect
instruction, including Internet and any of the people who do
assessments on students. The last category, the light blue, is
the school principal. This is based on DEED's classification
system, the uniform chart of accounts. It is a methodology they
have used for years and years.
SENATOR HUGHES said she was concerned when she heard the Office
of Management and Budget figure of 54 percent based on census
data. She went through the spreadsheets and divided the overall
spending by the per pupil spending. She did not do all 50
states, but from what she could tell, Alaska was the lowest. New
York was 70 percent for classroom instruction. She understands
how they made adjustments, but if they made adjustments for the
other states the same way they did for Alaska, it would shoot
their percentages up. She is still concerned because as much as
she loves them as administrators, she loves the kids. Spending
in the classroom does correlate with academic achievement. She
appreciates the adjustment compared with the census data figure.
Perhaps they left some things out, but when compared across the
states, Alaska is still at the bottom. She asked what the census
data from ten or 20 years ago would show for Alaska. She had
four kids who went through the public education system in Alaska
and it served them well. When she sees that based on the census
data that New York is putting 70 percent into their classrooms
and their achievement is excellent and Alaska is at 54 percent
based on census data and Alaska is struggling, she wonders if
the state can make some adjustments. She wonders what looking at
the historic census data would reveal.
9:15:44 AM
MR. HORN replied that one thing about the census data is that
each state has a unique way of defining the data. He referred to
the slide "2016 Public School Spending by State." That slide
shows the per student cost with the narrowest definition of
instructional costs. In Alaska that is called Function 100
[Instruction] and Function 200, which is special education
instruction. This is nominal dollars. Every state has a
different cost of living. It is useful information, but more of
an analytic. It is not comparing apples and oranges. Each state
has different nuances. In Nenana, for operations and
maintenance, the boilers at 50 below zero burn a lot of
expensive fuel, and they are on the highway system. Compare that
to the North Slope or other areas of the state. He has not done
an historical analysis. They could try to pull that data. He
thought district budgets were available on DEED for the past
decade. Even in Alaska there is tremendous variation due to
different costs, but that's why the formula has a cost
differential to equalize the fact that a district in a remote
area has very high costs. The 75.8 percent represents all the
expenses happening directly in the school building that support
instruction. The telecom costs to get Internet into schools are
high. Many schools do get E-rate, but it is still a cost they
report. The census bureau definition, probably from 30 years
ago, does not include that in the 100 Function. Alaska correctly
has shown that.
SENATOR HUGHES said that had the other states listed in the
census done these same kinds of adjustment, New York's would
have shot up. The census is trying to compare apples to apples,
even though every state is unique. Her point is that if they
were to make readjustments like this, all states would bump up.
That is her concern. She wants as many dollars as possible to
get into the classrooms. Teacher salaries are probably on the
low end and that is concerning. If they could become more
efficient with administration, that is important.
DR. PARADY said they will do the research on the census piece
that she requested. That is apples to oranges, but they can
account for some of that in getting that information to her.
What is critical to understand today, this is the current year
from the Department of Education and Early Development. The
department, from forever, has defined this as instruction and
based on definitions that Alaska uses, they are at 75.8 percent
statewide going into instruction. She appreciates the census
data, but at the end to the day, it is not the number they use
in Alaska to define instruction. This is the formula by the
charter of accounts that they are required to report and have
historically. It is unfortunate that they have been using a
number that does not reflect practice in Alaska with regard to
instruction. Their effort was to lay it out for the legislature,
to be very transparent and show exactly what those numbers are.
She is so happy that ALASBO is part of their team. She would
volunteer them for anyone who would like to talk further. She
would like the legislators' real concerns answered. They have
the experts who are prepared to do it. She wants everyone at the
committee to leave with the confidence that they are putting the
vast majority of dollars into instruction and that 76 percent
number is way closer to any mark that has been shared.
CO-CHAIR DRUMMOND asked if that 76 percent is linked to the 7[0]
percent rule that required waivers from small rural school
districts because they couldn't meet that.
MR. HORN replied that this was the definition used in that
statute, which was repealed because rural Alaska school
districts' high cost of operations and maintenance and no
economies of scale. They would get waivers from the rule, which
was a long process. For the most part, that waiver was for
districts with small budgets in the scheme of the $2 billion
budget. Most of that goes to large urban areas in Alaska. It is
good to look at the total system. Two-thirds of this is funded
by the state legislature through appropriations and the other
third is through E-rate and federal, state, and local
contributions and other revenues.
CO-CHAIR DRUMMOND said that if they were still looking at that
requirement, they would be at 76 percent average across the
state, so they are doing better across the state, on an average
basis.
MR. HORN answered on an average basis, yes. They are above the
70 percent that was the floor set.
DR. PARADY said the Mat-Su number is close to 78 or 79 percent,
Kenai is around 79 percent, and the Anchorage School District is
in that high 70s. It is an average. It demonstrates that
districts are committed to putting the dollars into classrooms
to support students. Businesses would be hard pressed to meet an
administrative cost of six percent.
CO-CHAIR DRUMMOND said that she agreed. She wanted to make a
point from her experience as a school board member for the
Anchorage School District school board, the largest district in
the state. When her term ended in 2003, they had considered
joining the Great City Schools Conference, made up of the 100
largest school districts in the nation. At that time Anchorage
was approximately number 80 in that ranking. That is how to
compare apples to apples. It is very hard to compare a large,
urban district like Anchorage to small, tiny single-site school
districts. Anchorage was in line with what other similar-sized
school districts were spending. One of these days she wants to
see the 54 percent chart that is being bandied about. This set
of statistics has been very valuable to her. She has not seen
one like the pink chart before [COMBINED ALL SCHOOL DISTRICTS
STATE OF ALASKA]. She would like the teacher statistics and the
classroom size statistics that he spoke about in the narrative.
9:26:43 AM
CO-CHAIR STORY said that all communities are interested in these
numbers and want their instructional dollars to be as high as
possible. She asked how often they do community outreach, such
as speaking to Rotary clubs and Chambers of Commerce, to give
them this data so that they understand. When Mr. Horn said that
six percent is for administration, she thought of how often they
hear that administration is top heavy.
MR. HORN replied that they could do better engagement with the
community. He presents this to his board as the business
manager. One is always concerned about administrative costs and
being efficient as they can. For example, the per student cost
is $267 for the district administration, which is the office of
the superintendent, the school board, legal costs. That is like
one trip to Costco once a year for leadership administration.
Business services is a bigger category. That is payroll and all
those things. There is all the effort people have to put into
reporting state and federal data. Six percent is lean. Even he
was pleasantly surprised when he did the analysis. Those other
areas besides the six percent that are supportive functions are
mostly the buildings, student activities, and school
secretaries. That is not some big administration. That is people
right with the kids.
DR. PARADY said it is the primary job of superintendents and
principals to speak with their community organizations not only
about their lean and efficient operations but to tell about the
great things happening in education. All their education leaders
own that as a responsibility and do a good job of getting out to
communities. In these times, sharing these numbers is even more
important. They can redouble their efforts to talk about this.
CO-CHAIR DRUMMOND asked Mr. Pederson to talk about the Title I
preschool in his school and his observations about early
intervention and instruction at the preschool level.
MR. PEDERSON said that every year they do a community screening.
They use the DIAL [Developmental Indicators for the Assessment
of Learning] assessment to screen students. With DIAL they rank
students and take the students who have the most needs
academically and socially. They have a morning and afternoon
preschool. The focus depends on the cohort. Traditionally, when
those students become kindergarteners, they know how school
works and so do the parents.
CO-CHAIR DRUMMOND asked if they are able to follow the progress
of those preschoolers through his school.
MR. PEDERSON said that he can get that for her. The school has
data from AIMSweb.
9:32:04 AM
REPRESENTATIVE HOPKINS said they were talking about identifying
issues early. There has been a lot of discussion in the building
and in the administration about holding students back at the
third grade to make sure they have reading proficiency. When he
has talked to educators and school board members about this,
they talk about the wraparound services that would be integral
to making sure that would be successful instead of just failing
kids at third grade. He asked what wraparound services Mr.
Pederson would need at his school to make a program like that
successful and how does early childhood fit into that.
9:32:52 AM
MR. PEDERSON said that with early childhood, the longer they
have them, the more time they can provide those wraparounds
services. At his school they have intervention. AIMSweb is a
diagnostic assessment they use to pull out students who are
struggling or not making gains. They monitor the rate of
improvement. They address the student's specific needs and watch
for nine to 12 weeks to see if intervention is working. If the
intervention isn't working, they have to try something else.
They have to meet students where they are. Many students are
coming in with trauma. This month he had two students with
significant OCS reports. Getting those kids to read right now
focus is not their focus. Their focus is can they make it
through the day, can they get them ready to learn. Those are the
wraparound services they are providing. When looking at the
school administrators as part of the 76 percent, he thought that
he is definitely a teacher throughout the day. He is written
into most behavior plans. They are short on subs all the time.
He was teaching music last week. Those are the wraparound
services they provide.
REPRESENTATIVE HOPKINS asked if children need an IEP to get
wraparound services.
MR. PEDERSON answered not at that point. They are trying to do
whatever they can prior to that. Usually the process to be
placed on an IEP is first weeks of intervention and switching
things up. If that doesn't succeed, then they do a more
intensive approach, which could be an IEP.
REPRESENTATIVE HOPKINS clarified that it avoids the IEP and
special education designation early on. He asked if an IEP would
be for third grade or later and that is how it cuts back on
special education designation, because it is caught earlier, and
students have had those services.
MR. PEDERSON said that in his district they use RTI. They do
have students getting IEPs before third grade, but they try to
hold off on putting a label like learning disabled on students.
REPRESENTATIVE HOPKINS stated that some students need the
designation early and quickly to get services and preschool
certainly helps get those students the services they need.
CO-CHAIR DRUMMOND asked if the Title I preschool is funded
through the Title I program, not through Head Start.
MR. PEDERSON said it is a federal grant, Title I funds.
CO-CHAIR DRUMMOND said the ASDN presentation referred to a
webinar series on trauma-informed and engaged practice and
positive behavior intervention and supports. Schools are not
simply teaching any more. She asked if that training was not
provided on trauma-informed and engaged practice, what would
school be like.
MR. PEDERSON answered that he just went through Dr.
Chamberlain's course that the district brought to them. It is
almost a mindset. A kid is not being defiant because the kid
wants to ruin his day. There are significant needs that they
need to address. They would probably be working in triage mode.
CO-CHAIR DRUMMOND said it's not the what did you do question,
it's what happened to you. She is starting to understand how all
this works. It is incredible that they are having to provide
services like this, but if they didn't, teaching and learning
would not happen.
DR. PARADY said that ASDN introduced Linda Chamberlain to Alaska
about ten years ago because their educators have needed that
support with trauma-informed and trauma-engaged practices. They
have offered that for years and will continue to do so. It is a
basic need. Those skills are required today to best support
students.
CO-CHAIR STORY said they hear the job of teaching is getting
harder. She asked if the association has data that the job is
harder and if the number of special kids is increasing.
DR. PARADY answered that they do not have those trendlines, but
maybe DEED does. They will be working on getting that to her.
CO-CHAIR DRUMMOND said the remote schools have the highest
turnover among teachers and principals in 2018 and 2019. She
asked Mr. Carstens if they have any idea how Alaska's turnover
rate compares to other states.
MR. CARSTENS replied that Alaska does have a higher turnover
rate. He is not sure what it is in the lower 48. At times he
gets phone calls from principals in rural areas. They are often
from out of state. They come to Alaska after they have retired
in the lower 48 and are looking for an adventure. A lot of
people come and end up leaving. Some people make it. It is such
a different animal than what they are used to, being able to
drive to the store to buy a gallon of milk for a couple of bucks
instead of going to the store and buying a gallon of milk for 15
bucks. Unique challenges.
DR. PARADY said that they are in a cohort with the states of
Washington, Oregon, Idaho, and Montana with the Northwest
Regional Lab to study what that looks like. All the states are
experiencing an extreme shortage. They are trying to understand
all sides of that. What the shortage looks like. What strategies
are working. What are the reasons for the turnover. She will
share the preliminary data with the committee.
CO-CHAIR STORY said she appreciated the efforts and partnerships
to grow their own educators.
REPRESENTATIVE HOPKINS said that they spoke about Educators
Rising, the teacher mentorship program, and the teacher job fair
with only 80 some candidates instead of hundreds. He pointed out
that those are run through the K-12 Outreach program at the
university. Educators Rising, teacher mentorship program, the
Alaska teacher placement program, and the place-based curriculum
office are all within the K-12 Outreach program. It is not well
known and utilized, but it does good and important work. He
asked how ACSA partners with that K-12 office.
DR. PARADY responded that ACSA does partner with the K-12
office. They are often presenters at meetings to share
opportunities that are available to members. She sits on their
advisory board and is in regular contact with Dr. Atwater, who
works closely with them, and their director. Her members help to
shape the services they provide because they do a great job of
doing needs assessment. There has been a lot of discussion
around Alaska Teacher Placement and what is the future of the
job fair in terms of return on investment. They have gone from
thousands of applicants to 80. Last year it was 211. They have
to look at ways to enhance those numbers. They will continue to
work with them to answer those questions. While K-12 is doing
wonderful things, her members recognized services that were not
being provided to principals, superintendents, and other
administrators and took it upon themselves, through their
association, to provide those. Mentorship and professional
learning in those early transition years can help to retain
them. They know anecdotally, from talking to new folks, that it
does make a difference when they get that call from a mentor or
have that opportunity to call someone. She could tell many
stories about a superintendent flying on his or her own dime to
fly to another district to help that first-time superintendent
with the budget. There are incredible stories. These folks are
helping each other. There isn't a person in the room who
wouldn't pick up a phone to do so. It is remarkable. They
understand that they are in crisis and everyone is doing what
they can.
REPRESENTATIVE HOPKINS said he has heard almost identical issues
with teacher turnover. Mentorship, support, and understanding
how the world works are things shared throughout the school
system.
MR. CARSTENS said that no one knows what the future holds for
the teacher job fair. One of the reasons is that the fair
happens in April and school districts don't know their budgets
and so no one is hiring there either. No positions are posted,
which contributes to losing teachers to the lower 48, so the
teachers they do produce, they will lose.
9:47:48 AM
SENATOR BEGICH said the elephant in the room is that the
legislature forward funded education last year. That included
the base student allocation amount plus $30 million extra
dollars. It would take an act of the legislature to reverse
that, and he encourages his colleagues not to, but there is
discussion in the majorities in the House and Senate to do so.
If they did, he asked what impact that would have on teacher
turnover.
MR. CARSTENS replied that it would have a huge impact if the $30
million is repealed. That would force them to go into their
reserves more, almost zeroing those reserves. He would presume
that many of the nontenured, the younger, dynamic teachers,
would leave and not come back. By the time they know their
budgets, they will be swimming in the shallow end of a depleted
candidate pool.
SENATOR BEGICH said that his follow up is that it would take an
act of legislature. Both bodies would have to affirmatively
reject the act that passed last year. He wanted to encourage
them to remind his legislative colleagues of the devastation
this would cause when they have meetings to discuss things like
improved graduation rates and how they are on the right
trajectory. What Mr. Carstens just said is that they will slip
backwards and begin to fail students again. He asked if he is
correct in that assumption.
MR. CARSTENS replied that yes, he is exactly right. He thanked
him for reminding them that that is something they can advocate
for.
CO-CHAIR DRUMMOND said asked Mr. Horn to explain the community
services category on the slide, "COMBINED ALL SCHOOL DISTRICTS
STATE OF ALASKA."
MR. HORN said that is not even a tenth of a percent. It relates
to activities provided to the community. There are some staffing
costs. In the past a lot of costs were going into this category,
so this community service line was created. Only a few districts
incur those minimal costs.
CO-CHAIR DRUMMOND noted that Nenana had the funeral of a
renowned Alaskan in the school gym recently and there was
probably not another facility that could have handled that.
MR. HORN said that was right.
CO-CHAIR DRUMMOND said that he mentioned that in a number of
communities, school districts pay for teacher housing.
MR. HORN said yes. That is under Operations and Maintenance of
Plant. There is often a capital component of purchasing the
properties. They could be rentals, and then there are the
utilities. Some school districts charge rent but at a favorable
rate.
CO-CHAIR DRUMMOND said she was sure that was something school
districts in the lower 48 don't do too often.
MR. HORN said he was not aware of any.
9:55:51 AM
There being no further business to come before the committee,
Co-Chair Drummond adjourned the joint meeting of the Senate and
House education committees at 9:55 a.m.
| Document Name | Date/Time | Subjects |
|---|---|---|
| 00_HEDC_Presentation25March2019_ ACSA Presentation.pdf |
HEDC 3/25/2019 8:00:00 AM |
|
| 01_HEDC_Presentation25March2019_ ACSA 2019 ACSA Joint Position Statements.pdf |
HEDC 3/25/2019 8:00:00 AM |
|
| 02_HEDC_Presentation25March2019_ ACSA Great Works ALASKA_2019.pdf |
HEDC 3/25/2019 8:00:00 AM |
|
| 03_HEDC_Presentation25March2019_ ACSA ASDN-SPRING-2019-CATALOG.pdf |
HEDC 3/25/2019 8:00:00 AM |
|
| 04_HEDC_Presentation25March2019_ ACSA BlogArticle_ACTing To Transfrom Learning_DrMaryWegner 23Jan2019.pdf |
HEDC 3/25/2019 8:00:00 AM |
|
| 05_HEDC_Presentation25March2019_ ACSA BlogArticle_Shadow A Teacher_DrLarenGaborik_undated.pdf |
HEDC 3/25/2019 8:00:00 AM |
|
| 06_HEDC_Presentation25March2019_ ACSA AK BSA Equivalent Funding FY05_FY20_19Jan2019.pdf |
HEDC 3/25/2019 8:00:00 AM |
|
| 07_HEDC_Presentation25March2019_ ACSA-AASBO FY20 Foundation Reduction.pdf |
HEDC 3/25/2019 8:00:00 AM |