Legislature(2019 - 2020)CAPITOL 106
04/08/2019 08:00 AM House EDUCATION
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| Audio | Topic |
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| Presentation(s): Strategies for Making a Difference in Student Achievement by the Alaska Association of School Boards | |
| Adjourn |
* first hearing in first committee of referral
+ teleconferenced
= bill was previously heard/scheduled
+ teleconferenced
= bill was previously heard/scheduled
ALASKA STATE LEGISLATURE
HOUSE EDUCATION STANDING COMMITTEE
April 8, 2019
8:04 a.m.
MEMBERS PRESENT
Representative Harriet Drummond, Co-Chair
Representative Andi Story, Co-Chair
Representative Grier Hopkins
Representative Chris Tuck
Representative Tiffany Zulkosky
Representative Josh Revak
Representative DeLena Johnson
MEMBERS ABSENT
All members present
COMMITTEE CALENDAR
PRESENTATION(S): STRATEGIES FOR MAKING A DIFFERENCE IN STUDENT
ACHIEVEMENT BY THE ALASKA ASSOCIATION OF SCHOOL BOARDS
- HEARD
PREVIOUS COMMITTEE ACTION
No previous action to record
WITNESS REGISTER
TIFFANY JACKSON, Board President
Association of Alaska School Boards; Board President
Aleutians East Borough School District School Board
Sand Point, Alaska
POSITION STATEMENT: Introduced a group of presentations on the
topic, "Strategies for Making a Difference in Student
Achievement," by members of the Association of Alaska School
Boards.
STARR MARSETT, Board President
Anchorage School District School Board
Anchorage, Alaska
POSITION STATEMENT: Co-provided a PowerPoint presentation
entitled "Strategies for Making a Difference in Student
Achievement within Anchorage School District," dated 4/8/19.
DEENA MITCHELL, Board Member
Anchorage School District School Board
Anchorage, Alaska
POSITION STATEMENT: Co-provided a PowerPoint presentation
entitled, "Strategies for Making a Difference in Student
Achievement within Anchorage School District," dated 4/8/19.
KAY ANDREWS, Board President
Southwest Region School District School Board
Dillingham, Alaska
POSITION STATEMENT: Co-provided a PowerPoint presentation
entitled, "Bristol Bay Region CTE."
SHANNON-JOHNSON NANALOOK, Board Member
Lake and Peninsula School District School Board; Board Member
CTE Governance Board
Newhalen, Alaska
POSITION STATEMENT: Provided a personal story of support for
the Bristol Bay Regional Career and Technical Education
Consortium.
KIMBERLY WILLIAMS, Board President
Dillingham City School District School Board
Dillingham, Alaska
POSITION STATEMENT: Co-provided a PowerPoint presentation
entitled, "Bristol Bay Region CTE."
REBECCA HAMON, Board Member
Bristol Bay Borough School District School Board
King Salmon, Alaska
POSITION STATEMENT: Co-provided a PowerPoint presentation
entitled, "Bristol Bay Region CTE."
ROXANNE BROWER, Board President
North Slope Borough School District School Board
Utqiagvik, Alaska
POSITION STATEMENT: Introduced North Slope Borough School
District leadership prior to the PowerPoint presentation
entitled, "Early Childhood Education at NSBSD," dated 4/4/19.
STEWART MCDONALD, Superintendent
North Slope Borough School District
Utqiagvik, Alaska
POSITION STATEMENT: Co-provided a PowerPoint presentation
entitled, "Early Childhood Education at NSBSD," dated 4/4/19.
KATHY ITTA AHGEAK, Director of Inupiaq Education
North Slope Borough School District
Utqiagvik, Alaska
POSITION STATEMENT: Co-provided a PowerPoint presentation
entitled, "Early Childhood Education at NSBSD," dated 4/4/19.
MURIEL BROWER, Board Member
North Slope Borough School District School Board
Utqiagvik, Alaska
POSITION STATEMENT: Testified during the PowerPoint
presentation entitled, "Early Childhood Education at NSBSD,"
dated 4/4/19.
JIM SLATER, Board President
Pelican School Board
Pelican, Alaska
POSITION STATEMENT: Provided a statement in his capacity as
president of the Pelican School Board.
FRANK KELTY, Mayor
Unalaska; Board President
Unalaska City School Board
Unalaska, Unalaska, Alaska
POSITION STATEMENT: Provided a statement in his capacity as the
mayor of Unalaska and the president of the Unalaska City School
Board.
BARBARA AMAROK, Vice President/Clerk
Nome Public Schools School Board
Nome, Alaska
POSITION STATEMENT: Co-provided a PowerPoint presentation
entitled, "Strategies for Making a Difference in Student
Achievement," by the Alaska Association of School Boards.
EMELY MARTINEZ, Student Representative
Lower Kuskokwim School District; Student
Bethel Regional High School
Bethel, Alaska
POSITION STATEMENT: Testified following the presentations by
members of the Alaska Association of School Boards.
MAYA WALL, Student
Bethel Regional High School
Bethel, Alaska
POSITION STATEMENT: Testified following the presentations by
members of the Association of School Boards.
ACTION NARRATIVE
8:04:42 AM
CO-CHAIR HARRIET DRUMMOND called the House Education Standing
Committee meeting to order at 8:04 a.m. Representatives Story,
Tuck, Revak, Hopkins, and Drummond were present at the call to
order. Representatives Zulkosky and Johnson arrived as the
meeting was in progress.
^PRESENTATION(S): Strategies for Making a Difference in Student
Achievement by the Alaska Association of School Boards
PRESENTATION(S): Strategies for Making a Difference in Student
Achievement by the Alaska Association of School Boards
8:05:12 AM
CO-CHAIR DRUMMOND announced the only order of business would be
presentations on the topic, "Strategies for Making a Difference
in Student Achievement," by the Alaska Association of School
Boards (AASB).
8:05:56 AM
TIFFANY JACKSON, Board President, Association of Alaska School
Boards, and Board President, Aleutians East Borough School
District School Board, informed the committee local school board
members are responsible for the governance and allocation of
resources within school districts, and must make difficult
choices on how to manage dwindling resources and increasing
mandates. She referred to a survey that indicated Alaskans have
overwhelming support for public education: 79.7 percent of
Alaskans surveyed support providing students with a well-rounded
education; 72.1 percent support elected officials who increase
funding for [kindergarten through twelfth grade] (K-12)
education. Ms. Jackson said school boards strive to meet
challenges and to work in the best interest of students as
evidenced by the following presentations. She stressed that
without support from all legislators - no matter what actions
educators and school boards implement - Alaska will fail to meet
its minimum basic requirement to fund and support quality
education for all of its students.
The committee took a brief at-ease.
8:10:42 AM
STARR MARSETT, Board President, Anchorage School District School
Board, co-provided a PowerPoint presentation entitled,
"Strategies for Making a Difference in Student Achievement
within Anchorage School District," dated 4/8/19. She stated the
Anchorage School District (ASD) has strategies for student
success through its mission - Destination 2020 - including six
initiatives or goals, the successes of which are measured by a
public data dashboard (slides 2 and 3). She explained the data
dashboard provides easily accessible information on students
such as school, grades, ethnicity, proficiency, and behavior.
One specific initiative is to increase reading proficiency
(slide 4), and she directed attention to slide 5, which
illustrated the K-2 reading benchmark measuring curriculum-based
reading. Ms. Marsett pointed out at Homestead Elementary in
Eagle River, winter assessments indicate reading proficiency was
increased and the school is moving toward the goal of lowering
the percentage of at-risk students. The district also offers
Science, Technology, Engineering, and Math (STEM) programs at
Central and Campbell schools; exceptional world language
programs; career technical education; dual high school and
college credits; robust fine arts; home school resources at
Central school; online learning; future coding in elementary
schools (slide 6). Ms. Marsett continued, noting ASD has a goal
to expand its existing internship program and provide
internships for all students within the next five years (slide
7). Slide 8 illustrated the success of a student who attends
Specialized Academic Vocational Education (S.A.V.E.) High
School. Ms. Marsett cautioned all of the aforementioned
programs could "be gone tomorrow" due to painful cuts to
resources. She said, "We've been asked to do more with less and
I think we've done that, but to do less with less ... you
wouldn't see the successes that we're talking about today." Ms.
Marsett asked the committee to support HB 287.
8:16:41 AM
DEENA MITCHELL, Board Member, Anchorage School District School
Board, expressed her appreciation for the committee's support of
HB 287. She returned attention to the internship program and
said ASD seeks to provide week-long internships to every high
school student, which promotes graduation from high school;
however, the program takes resources and is being piloted at
King Tech High School. Further, ASD has placed reading and
educational coaches in all of its elementary schools. Ms.
Mitchell stressed all of these programs take resources.
CO-CHAIR STORY asked how ASD is able to add coding to the
elementary curriculum without additional funding.
MS. MARSETT explained coding will be provided in cooperation
with a software company at minimal cost to ASD. In further
response to Co-Chair Story, she said the program will be offered
to fifth or sixth graders and she offered to provide more
information when available.
REPRESENTATIVE ZULKOSKY returned attention to slide 5 and
questioned whether reading proficiency measurements accommodate
testing in bilingual students' most proficient language.
MS. MITCHELL said testing is in English; however, the Academic
English Learner (AEL) program has been restructured to bring
services to the school level and support AEL students.
MS. MARSETT added ASD is exploring ways to better communicate
with [AEL] families through a smartphone QR Code Reader that
would provide messages from the school in their first language.
REPRESENTATIVE ZULKOSKY spoke in support of immersion programs
in schools.
8:21:54 AM
REPRESENTATIVE HOPKINS noted Ms. Jackson referred to increased
mandates placed on schools and asked for examples of mandates
that may be unfunded and may not be beneficial.
MS. MITCHELL said Bree's Law [House Bill 214, passed in the
Thirtieth Alaska State Legislature] requires training and
programming and is an unfunded mandate. She offered to provide
additional information in this regard.
CO-CHAIR DRUMMOND offered to verify the source of funding for
Bree's Law.
MS. MARSETT said other mandates, such as third grade retention,
are under discussion and expressed her hope ASD and the state
would collaborate on mandates.
REPRESENTATIVE HOPKINS asked what ASD is doing to strengthen
social and emotional learning programs.
MS. MARSETT said the district has active social and emotional
learning (SEL), and efforts such as Capturing Kids' Hearts
furthers relationships between teachers and students. She
cautioned schools are not able to provide sufficient counselors
and social workers or suicide prevention; in fact, students have
requested more mental health services.
MS. MITCHELL added United Way provides a social worker at Title
1 "plus" schools. However, a student referred for psychiatric
services sometimes waits nine or ten months for an appointment.
MS. MARSETT pointed out ASD has four health clinics in schools,
which provide mental health services, that are funded through
outside organizations and thus are in jeopardy of closing.
8:26:11 AM
REPRESENTATIVE HOPKINS asked how student achievement differs
from student learning.
MS. MITCHELL said ASD views each student holistically, including
their possible trauma or foibles, hence the impact of SEL
efforts. She opined teacher turnover, and a 30 percent
[student] transient rate in Anchorage, do not help students form
helpful long-term relationships; however, extracurricular
activities create opportunities for students to develop long-
term relationships.
MS. MARSETT advised learning takes place when a student is
present; achievement occurs when the school meets the needs of a
student beyond learning.
REPRESENTATIVE TUCK illustrated the importance of technical and
arts classes by stories of students who were inspired to stay in
school and out of trouble.
8:30:33 AM
CO-CHAIR STORY returned attention to slide 5 asked what
interventions are directed toward K-2 students who are
identified with reading proficiency levels of some-risk and at-
risk.
MS. MARSETT explained within the English Language Arts program a
portion of time is used to work with students in groups based on
assessments of their level of proficiency, whether they need
extra help, or more challenge.
CO-CHAIR STORY questioned whether there is contact with the
parents of children who need extra support.
MS. MARSETT said contact is made through the school, by the
teacher, and through the student information system [Zangle/Q].
MS. MITCHELL advised [communication with parents] is an area in
which ASD can improve with time and resources; however,
improvement is difficult for teachers with large classes.
MS. MARSETT gave an example of a fifth-grade class so large two
of the thirty-five students were seated on the windowsill of the
classroom.
CO-CHAIR DRUMMOND questioned whether results have been reported
from the new [AEL] program.
MS. MARSETT advised the K-2 program is in its second year and
fall and winter measurements have been mixed. The program will
take time after a "rough start with our teachers" thus the
program will create more interaction with teachers.
CO-CHAIR DRUMMOND asked if schools have problems reaching
families who do not have smartphones.
MS. MARSETT said she was unaware of any instance where a parent
could not be reached.
The committee took a brief at-ease.
8:37:39 AM
KAY ANDREWS, Board President, Southwest Region School District
School Board, co-provided a PowerPoint presentation entitled,
"Bristol Bay Region CTE." She introduced a consortium of school
boards from four school districts: Southwest Region School
District (SWRS); Lake and Peninsula School District (LPSD);
Dillingham City School District (DCSD); Bristol Bay Borough
School District (BBBSD). Ms. Andrews said the consortium is
composed of school districts that support student achievement in
the 24 communities of the Bristol Bay region. The Bristol Bay
Regional Career and Technical Education Consortium (BBRCTE)
seeks to facilitate the delivery of career and technical
education (CTE) to students in said school districts. Between
fiscal year 2012 (FY 12) and FY 19, hundreds of students from
the aforementioned four school districts have taken coursework
and/or have completed CTE course work and earned over 1,000
college credits and industry certifications, which could not
have been provided by individual school districts (slide 2).
The courses and pathways are based on regional and state labor
markets and provide continuing education, apprenticeships, or
employment (slide 3). Critical to BBRCTE's success are the
partnerships with school districts and local and regional
organizations that inform industry-recognized certifications,
occupational endorsements, and dual credit opportunities to
students (slide 4). Further, the program serves to develop all
skills that are necessary to be successful in the workplace
(slide 5).
8:41:12 AM
SHANNON-JOHNSON NANALOOK, Board Member, Lake and Peninsula
School District (LPSD) School Board, and Board Member, CTE
Governance Board, informed the committee she is a graduate of
LPSD and lives with her family in Newhalen. She gave a personal
story of her daughter's success after earning her Emergency
Trauma Technician certification through the BBRCTE program. Her
daughter is now a first responder in their community, a
community which lacks law enforcement or adequate healthcare
response. In addition, her daughter received dual credits,
which allowed her to graduate from high school with honors and
pursue her dream of graduation from college. Ms. Nanalook
pointed out CTE graduates are workforce ready with skills to
find and maintain jobs; the CTE program makes a difference in
student achievement in her region.
8:42:51 AM
KIMBERLY WILLIAMS, Board President, Dillingham City School
District School Board, provided examples of risks to BBRCTE's
partnerships - and the opportunities and successes it provides
to students - that are posed by the governor's proposed budget.
She explained each school district provides time for certified
staff to develop coursework, and for classified staff to
coordinate student travel so that students can participate in
one-week courses four times per year. Also, school district
administrators provide collaboration and oversight. Ms.
Williams stressed Alaska's public schools are at a "tipping
point." She said, "... I'm asking you to please place Alaska's
future at the forefront of your decision as our students and
children will be the leaders of our great state."
8:44:28 AM
REBECCA HAMON, Board Member, Bristol Bay Borough School District
School Board, observed the wide diversity between urban and
rural regions is one facet that makes Alaska a unique state.
The communities in the Bristol Bay region are traditional and
beloved homelands containing many of Alaska's most valuable
resources and profitable industries that are supported by
residents of local communities; however, children are the
region's most valuable resource and schools provide employment
and the "heartbeat" of communities. She cautioned against a
future in which Alaskans cannot live with their families in the
Bristol Bay region. Ms. Hamon urged for a growing economy and a
ready workforce throughout the state made possible by stable
funding for schools and innovative programs such as BBRCTE.
REPRESENTATIVE ZULKOSKY asked whether BBRCTE receives direct or
in-kind financial assistance from any of its partnerships and,
if so, the scope of the support that is provided.
MS. ANDREWS said all partners listed on slide 4 have contributed
to the program. In further response to Representative Zulkosky,
Ms. Andrews said she would provide to the committee the total
amount of funding received from BBRCTE partners.
REPRESENTATIVE ZULKOSKY expressed her belief partners typically
provide a significant amount of money; for example, other
Bristol Bay entities have invested tens of thousands of dollars
in fisheries research in partnership with the Department of Fish
and Game.
8:48:51 AM
MS. WILLIAMS stated from her knowledge as a board member of the
Bristol Bay Native Corporation (BBNC) board of directors, BBNC
provides each of the four school districts with $25,000;
furthermore, one of BBNC's subsidiaries provides tax credits to
the consortium. These contributions leverage grants to the
consortium.
REPRESENTATIVE ZULKOSKY concluded slide 4 reflects tens or
perhaps hundreds of thousands of dollars of investment by BBRCTE
partners.
MS. HAMON agreed the consortium benefits from its great
partnerships; however, the program cannot exist without a robust
public school foundation that provides teachers and staff.
REPRESENTATIVE HOPKINS strongly supported Ms. Hamon's statement.
CO-CHAIR STORY noted the Department of Labor and Workforce
Development (DLWD) has proposed HB 67 which would direct DLWD to
collaborate with the Department of Education and Early
Development to coordinate and monitor career and technical
education programs. She asked whether BBRCTE publicizes its
offerings to inform other districts and DLWD, and if BBRCTE has
an opinion on the bill.
MS HAMON was unsure as to whether information about the training
programs has been circulated beyond the Bristol Bay communities
and local industry; she offered to provide more information.
REPRESENTATIVE TUCK expressed his strong support of career and
technical education and the partnerships BBRCTE has established
with industry.
8:55:23 AM
The committee took an at-ease from 8:55 a.m. to 8:59 a.m.
8:59:27 AM
ROXANNE BROWER, Board President, North Slope Borough School
District School Board, informed the committee the North Slope
Borough School District (NSBSD) represents Atqasuk, Anaktuvuk
Pass, [Utqiagvik], Kaktovik, Nuiqsuit, Point Hope, and Point
Wainwright.
9:00:42 AM
STEWART MCDONALD, Superintendent, North Slope Borough School
District, introduced a PowerPoint presentation entitled, "Early
Childhood Education at NSBSD." He said the North Slope Borough
School District (NSBSD) team is focused on what is important to
children in the NSBSD education system. He related NSBSD made a
$1.6 million cut to achieve a balanced budget; in addition, the
North Slope Borough cut over $3.5 million, thus the school
district is currently starting the fiscal year with $7.5 million
less in its budget. Dr. McDonald said the following
presentation is not about the details of budget cuts but relates
to NSBSD's vision of early childhood education - preschool
through third grade - and the importance of early childhood
education to a former student.
9:03:07 AM
KATHY ITTA AHGEAK, Director of Inupiaq Education, North Slope
Borough School District, gave remarks spoken in her first
language, Inupiaq. Ms. Ahgeak said NSBSD seeks ways to bring
people together and considers the very early years of a child's
life to be years of tremendous growth that merit significant
investment (slide 2). She advised the presenters represent five
generations since contact and noted the tremendous change on the
North Slope; although change is hard, economy is a philosophy
that is embraced by the region. Ms. Ahgeak related NSBSD is
redefining its definition of early childhood to "the formative
years" even before conscious memory. The North Slope culture
seeks to bring elders, youth, and children together to provide a
good education for children. She recalled the National
Association for the Education of Young Children (NAEYC) Week of
the Young Child used to be celebrated in Alaska (slide 3). One
of the strategic goals of NSBSD is to create a vehicle through
which language and culture programs will revitalize the
endangered Inupiaq language; immersion programs are successful
and supported by communities in the region. Currently, NSBSD
has added two locations of immersion programs to existing
programs, and has based its strategy on "creative curriculum,"
developed by certified teachers and best practices (slides 4-8).
9:09:29 AM
[Due to technical difficulties, portions of the audio were lost
briefly.]
MS. AHGEAK continued, describing how NSBSD is bringing back
local teacher aides "that were somewhat pushed out of the system
through [the No Child Left Behind (NCLB) legislation]. Another
NSBSD strategy is how it directs place- and culture-based
education to young children by teacher instruction in the
classroom. She closed, relating her personal story of
mitigating the effects of difficulties presented by changes to
her culture through the "net" provided by the school system.
[Due to technical difficulties, portions of the audio were
lost.]
9:12:20 AM
MURIEL BROWER, Board Member, North Slope Borough School District
School Board, informed the committee prior to her childhood,
NSBSD had created an early childhood education (ECE) program
known as "ECE 3 and ECE 4" to support 3- and 4-year-olds, and to
set them up for success. This was a foundation for her success,
from [pre-K to twelfth grade], and through the University of
Alaska (UA) system. Ms. Brower graduated from Barrow High
School in 1997, from UA Fairbanks (UAF) in 2018, and is
continuing her education at UA Southeast (UAS). She
acknowledged there are still great racial disparities within
Alaska, but her resiliency came because the path of her culture
and the path of the public education system worked together
successfully. She said her life could have gone differently
without the opportunities presented by higher education to her
and her mother throughout the public education system, including
a pre-K program.
[Due to recording difficulties, the remainder of Ms. Muriel
Brower's testimony was lost.]
[Due to recording difficulties, a portion of the audio was
lost.]
9:17:00 AM
REPRESENTATIVE TUCK said the foregoing testimony reminded him of
the motto of the [2014] Alaska Federation of Natives: Rise As
One. He directed attention to slide 8 and inquired as to
NSBSD's teacher turnover rate.
DR. MCDONALD said teacher turnover has been as high as 30
percent, is now improved to 25 percent, and the goal is for 20
percent turnover. He mentioned the difficulty of retaining a
workforce in remote villages.
REPRESENTATIVE TUCK lamented the state's unwillingness to
compensate teachers and stressed the importance of efforts to
make teachers part of their communities. He then asked for more
information on the Week of the Young Child.
MS. AGHEAK explained NAEYC has a history of a strong presence in
Alaska supporting teachers and honoring their work. The
organization sponsors national and regional celebrations during
the Week of the Young Child, and in [Utqiagvit], there was once
a circus celebration for the community. She expressed her hope
this event can again be celebrated in Alaska - especially in
rural areas - and suggested a [legislative] proclamation would
be appropriate.
9:22:30 AM
REPRESENTATIVE ZULKOSKY, through her personal experience, spoke
of the importance of cultural identity programs that are
incorporated in the education of young children throughout the
state. She asked how long NSBSD has been working to establish a
language immersion program.
MS. AGHEAK said immersion programs begin in the 1990's with
collaboration between local scholars and colleagues in Hawai'i.
However, the programs struggled to meet testing assessment
criteria and to find certified teachers at the first- through
fourth-grade levels. Since then, NSBSD has had a partial
immersion program in K-3 and K-4, which it seeks to expand with
the support of volunteers.
[Due to recording difficulties, a portion of the audio was
lost.]
REPRESENTATIVE ZULKOSKY asked how bi-lingual and immersion
programs effect language proficiency.
9:27:19 AM
DR. MCDONALD advised, prior to his service in the district, the
strategic plan had "pushed out measurement indicators ...."
However, the present school board insisted on the use of
measurement indicators, thus, when related to the language
program, the use of measurement indicators to guide practice has
now been renewed. He acknowledged the district has ways to
measure [the success of the language program] and, although the
information has not been collected and reported for some time,
it is the responsibility of the superintendent of schools to do
so.
REPRESENTATIVE ZULKOSKY urged school districts that are
experienced in delivering place-based indigenous language
programs to share their expertise related to measuring program
success. She then asked how additional state education budget
cuts would impact similar language programs.
DR. MCDONALD restated NSBSD adjusted its budget by $1.6 million
to account for [inflation]. In addition, NSB cut the local
school district appropriation by 10 percent, and cut back Career
Technology education, Yup'ik education, and other supplemental
programs. The final reduction of $7.5 million came from reduced
professional technical services, non-student travel, reduced
materials and supplies, and the elimination of 14 positions from
districtwide and administrative services. Additional cuts will
come from teacher and teacher aide positions.
9:33:08 AM
CO-CHAIR STORY questioned what has reduced the rate of teacher
turnover in NSBSD.
DR. MCDONALD said the school board committed to cultural
orientation with staff to ensure teachers feel welcome and
understand the school population; also, teachers demanded more
engaged professional development. He advised improvements in
retention are directly connected to meeting teachers' needs
through professional development, supporting curriculum, and
cultural integration.
MS. AGHEAK, in response to Co-Chair Drummond, explained ILF
stands for Inupiaq Learning Framework, which is "a work in
progress for many years." She added even before the school
district was incorporated, there was an early initiative that
urged for a strong place-based science curriculum to address the
interests of the Arctic region.
[Due to recording difficulties, a portion of the audio was
lost.]
CO-CHAIR DRUMMOND asked for the source of NSBSD's pre-K funding.
DR. MCDONALD said NSB made a commitment to fund the preschool
three- and four-year-old program; also, some developmental
preschool funds are received though "special education" and
federal and state passthrough grants.
9:38:06 AM
JIM SLATER, Board President, Pelican School Board, informed the
committee he and his wife and three children live in Pelican.
For the past 20 years, Pelican has struggled for existence due
to the cyclical vagaries of the commercial fishing industry.
Efforts by the community to diversify its economy and stabilize
its population depend upon the fundamental services supplied by
state government, such as support for Pelican City Schools.
Currently, there are new families in town and new fish buying
and processing businesses, and volunteers are now providing
extracurricular classes in the schools. Mr. Slater said the
state budget proposal is damaging to Pelican's recovery effort;
in fact, the proposed budget cuts will be devasting to the
future of Pelican, and he expressed opposition to the proposed
budget, noting negative impacts to young Alaskans. Mr. Slater
suggested alternatives to cuts to the education budget and urged
the committee to "carefully consider our priorities."
9:40:57 AM
FRANK KELTY, Mayor, Unalaska, and Board President, Unalaska City
School Board, said he is a 50-year resident of Unalaska. He
described how Unalaska schools have grown from one school that
graduated four to five students to two schools of over four
hundred-fifty students. He credited the growth and success of
Unalaska's schools to the success of the fishing industry, which
allows the community to support its school district. Unlike in
the past, the school district has received maximum funding from
the city for over 35 years. The city also supports school
maintenance through a community schools program, and funds
preschool for 3- and 4-year-olds, less tuition. Mayor Kelty
spoke of the academic achievements of Unalaska schools and said
he views a successful educational system as a three-legged
stool: funding from the state, funding from the city, and
excellent staffing and students. He said quality staff is
critical to successful schools and advised the school district
hires English as a Second Language (ESL) teachers to serve the
children of fish-processing workers, from all over the world,
who speak many different languages.
9:45:39 AM
MAYOR KELTY expressed his concern about the proposed cut to the
base student allocation (BSA) that would result in a loss to
Unalaska of $1.3 million, or 17 percent of its budget. The
district has about $700,000 in reserves; however, $250,000 was
used to balance its upcoming budget. He pointed out due to
Unalaska's location in the Bering Sea, the school district
travel budget is $600,000. Furthermore, he opined proposed
budget cuts to education funding have encouraged staff
retirement and discouraged workforce recruitment. Mayor Kelty
stressed a quality education is mandated by the Alaska State
Constitution.
CO-CHAIR DRUMMOND questioned the state and local percentages for
school funding [in Unalaska].
MAYOR KELTY clarified local funding is 50 percent without
contributions for food service, preschool, and community
schools.
CO-CHAIR STORY observed Unalaska honors and supports a rich
diversity of cultures within its school district.
9:51:58 AM
BARBARA AMAROK, Vice President/Clerk, Nome Public Schools School
Board, informed the committee she has served on the school board
for nine years and worked for the school district for twenty
years. Nome has recently implemented initiatives that address
the long-standing achievement gap for Alaska Native students in
order to teach strategies that make a difference. For example,
in 2017, Nome Public Schools adopted a strategic equity
framework that identifies the district's role in erasing
[racial] disparities; a few years ago, it was not recognized
that the responsibility for the disparity rests with adults.
Although societal and historical factors contribute to
inequities, the Nome School District has begun to address and
overcome inequities, in the areas of cultural competence, by
examining personal biases and placing value on ancient ways of
life in Alaska. Dr. Amarok said, "... we've been working with
AAFC and with the First Alaskans Institute to hold regional
community and district dialogue and provide training in
understanding institutional racism. In our district 85 percent
of the student population is Alaska Native but there has always
been little representation of our history and culture in
school." She provided examples of messages of acceptance and
understanding of other cultures and stressed the importance of
community collaboration and integration to students' wellbeing
in school. Dr. Amarok further advised education equity means
raising the achievement of all students and narrowing gaps
between the lowest and highest performing students to eliminate
the disproportionality of achievement. Because past efforts to
reach this goal have been unsuccessful, the school district is
altering its policy and practices to achieve and maintain racial
and societal economic equity; in addition, the Nome School
District is working with AASB and other school districts on
policies, cultural safety, and other practices. She further
explained the concept of educational equity goes beyond formal
equality in order "to [foster] a barrier-free environment where
all students succeed because of who they are, not in spite of
who they are ...."
REPRESENTATIVE HOPKINS appreciated Dr. Amarok's testimony
regarding institutional racism.
9:56:23 AM
EMELY MARTINEZ, Student Representative, Lower Kuskokwim School
District, and a student at Bethel Regional High School,
expressed appreciation for the school districts that fight for
the future leaders of Alaska. She said she moved to Alaska from
Georgia and is happy she now receives personal attention in her
small class from her teachers who want her to succeed. She
cautioned budget cuts will harm students and deprive them of
motivation, which is vital for students who live in rural areas.
9:58:53 AM
MAYA WALL, Student, Bethel Regional High School, said she is new
to Alaska and appreciates the opportunities offered at her
school that have created new possibilities for her.
10:00:18 AM
ADJOURNMENT
There being no further business before the committee, the House
Education Standing Committee meeting was adjourned at 10:00 a.m.
| Document Name | Date/Time | Subjects |
|---|---|---|
| AASB NSBSD Presentation.pdf |
HEDC 4/8/2019 8:00:00 AM |
|
| AASB BBBSD & LPSD Presentation.pdf |
HEDC 4/8/2019 8:00:00 AM |
|
| AASB Starr Marsett ASD Presentation.pdf |
HEDC 4/8/2019 8:00:00 AM |