Legislature(2019 - 2020)CAPITOL 106
05/10/2019 08:00 AM House EDUCATION
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| Audio | Topic |
|---|---|
| Start | |
| HB109 | |
| Presentation(s): State Career & Technical Education Plan; Reauthorization, Carl Perkins Act | |
| HB67 | |
| HB155 | |
| Adjourn |
* first hearing in first committee of referral
+ teleconferenced
= bill was previously heard/scheduled
+ teleconferenced
= bill was previously heard/scheduled
| += | HB 109 | TELECONFERENCED | |
| + | TELECONFERENCED | ||
| += | HB 67 | TELECONFERENCED | |
| *+ | HB 155 | TELECONFERENCED | |
| + | TELECONFERENCED | ||
ALASKA STATE LEGISLATURE
HOUSE EDUCATION STANDING COMMITTEE
May 10, 2019
8:02 a.m.
MEMBERS PRESENT
Representative Harriet Drummond, Co-Chair
Representative Andi Story, Co-Chair
Representative Grier Hopkins
Representative Josh Revak
Representative Chris Tuck
MEMBERS ABSENT
Representative Tiffany Zulkosky
Representative DeLena Johnson
COMMITTEE CALENDAR
HOUSE BILL NO. 109
"An Act relating to residency requirements for public school
enrollment for certain children of active duty military
members."
- MOVED CSHB 109(EDC) OUT OF COMMITTEE
PRESENTATION(S): STATE CAREER & TECHNICAL EDUCATION PLAN;
REAUTHORIZATION~ CARL PERKINS ACT
- HEARD
HOUSE BILL NO. 67
"An Act relating to the duties of the Department of Labor and
Workforce Development; and providing for an effective date."
- HEARD & HELD
HOUSE BILL NO. 155
"An Act relating to eligibility for the Alaska performance
scholarship program."
- HEARD & HELD
PREVIOUS COMMITTEE ACTION
BILL: HB 109
SHORT TITLE: MILITARY CHILDREN SCHOOL RESIDENCY WAIVER
SPONSOR(s): REPRESENTATIVE(s) LEDOUX
03/25/19 (H) READ THE FIRST TIME - REFERRALS
03/25/19 (H) MLV, EDC
04/09/19 (H) MLV AT 1:00 PM GRUENBERG 120
04/09/19 (H) -- MEETING CANCELED --
04/11/19 (H) MLV AT 1:00 PM GRUENBERG 120
04/11/19 (H) -- MEETING CANCELED --
04/16/19 (H) MLV AT 1:00 PM GRUENBERG 120
04/16/19 (H) Heard & Held
04/16/19 (H) MINUTE(MLV)
04/18/19 (H) MLV AT 1:00 PM GRUENBERG 120
04/18/19 (H) -- MEETING CANCELED --
04/23/19 (H) MLV AT 1:00 PM GRUENBERG 120
04/23/19 (H) Moved CSHB 109(MLV) Out of Committee
04/23/19 (H) MINUTE(MLV)
04/24/19 (H) MLV RPT CS(MLV) NT 6DP
04/24/19 (H) DP: KOPP, THOMPSON, JACKSON, TARR,
TUCK, LEDOUX
05/08/19 (H) EDC AT 8:00 AM CAPITOL 106
05/08/19 (H) Heard & Held
05/08/19 (H) MINUTE(EDC)
05/10/19 (H) EDC AT 8:00 AM CAPITOL 106
BILL: HB 67
SHORT TITLE: DEPT. OF LABOR: TECHNICAL ED. PROGRAMS
SPONSOR(s): RULES BY REQUEST OF THE GOVERNOR
02/20/19 (H) READ THE FIRST TIME - REFERRALS
02/20/19 (H) EDC, L&C, FIN
04/05/19 (H) EDC AT 8:00 AM CAPITOL 106
04/05/19 (H) Heard & Held
04/05/19 (H) MINUTE(EDC)
05/10/19 (H) EDC AT 8:00 AM CAPITOL 106
BILL: HB 155
SHORT TITLE: AK PERFORMANCE SCHOLARSHIP; ELIGIBILITY
SPONSOR(s): STORY
05/09/19 (H) READ THE FIRST TIME - REFERRALS
05/09/19 (H) EDC, FIN
05/10/19 (H) EDC AT 8:00 AM CAPITOL 106
WITNESS REGISTER
DEBORAH RIDDLE, Division Operations Manager
Administrator, CTE Program
Department of Education and Early Development (DEED)
Juneau, Alaska
POSITION STATEMENT: During the presentation titled "State
Career & Technical Education Plan; Reauthorization, Carl Perkins
Act," provided an overview and answered questions.
GREG CASHEN, Career and Technical Education Coordinator
Department of Labor and Workforce Development (DLWD)
Anchorage, Alaska
POSITION STATEMENT: During the presentation titled "State
Career & Technical Education Plan; Reauthorization, Carl Perkins
Act," provided introductory information about his department.
PAUL LAYER, Vice President for Academics, Students and Research
University of Alaska (UA)
Fairbanks, Alaska
POSITION STATEMENT: During the hearing of HB 67, described the
university's role in providing career and technical education in
Alaska, and commented on two amendments to the bill suggested by
the university.
TERI COTHREN, Project Manager
Workforce Programs
University of Alaska
Anchorage, Alaska
POSITION STATEMENT: During the hearing of HB 67, answered
questions.
DEBORAH RIDDLE, Division Operations Manager
Administrator, CTE Program
Department of Education and Early Development (DEED)
Juneau, Alaska
POSITION STATEMENT: During the hearing of HB 67, provided
information and answered questions.
GREG CASHEN, Career and Technical Education Coordinator
Department of Labor and Workforce Development (DLWD)
Anchorage, Alaska
POSITION STATEMENT: During the hearing of HB 67, provided
information and answered questions.
MARY HAKALA, Staff
Representative Andi Story
Alaska State Legislature
Juneau, Alaska
POSITION STATEMENT: During the hearing of HB 155, reviewed the
bill's provisions on behalf of Representative Story, sponsor.
SAM JORDAN, Grants Administrator
Alaska Staff Development Network
Juneau, Alaska
POSITION STATEMENT: Provided video clips to the committee
focusing on the fundamental of kids.
ACTION NARRATIVE
8:02:24 AM
CO-CHAIR ANDI STORY called the House Education Standing
Committee meeting to order at 7:38 a.m. Representatives
Hopkins, Revak, Tuck, Drummond, and Story were present at the
call to order.
HB 109-MILITARY CHILDREN SCHOOL RESIDENCY WAIVER
8:03:53 AM
CO-CHAIR STORY announced that the first order of business would
be HOUSE BILL NO. 109, "An Act relating to residency
requirements for public school enrollment for certain children
of active duty military members." [Before the committee was the
proposed committee substitute (CS) for HB 109, Version 31-
LS0728\S, Caouette, 4/24/19, adopted as a work draft on 5/8/19.]
CO-CHAIR DRUMMOND commented that HB 109 is a good bill. She
said it honors the sacrifices that U.S. military families make
and is something that can be done to make the kids of military
members welcome and successful in Alaska's schools.
REPRESENTATIVE TUCK stated he is a proud sponsor of HB 109. He
noted it is something that the U.S. Department of Defense (DOD)
is trying to do in all 50 states to make the transition easy for
[military] families.
8:05:48 AM
CO-CHAIR DRUMMOND moved to report the proposed CS for HB 109,
Version S, out of committee with individual recommendations and
the accompanying zero fiscal note. There being no objection,
CSHB 109(EDU) was reported from the House Education Standing
Committee.
^PRESENTATION(S): STATE CAREER & TECHNICAL EDUCATION PLAN;
REAUTHORIZATION, CARL PERKINS ACT
PRESENTATION(S): STATE CAREER & TECHNICAL EDUCATION PLAN;
REAUTHORIZATION, CARL PERKINS ACT
8:06:30 AM
CO-CHAIR STORY announced that the next order of business would
be a presentation about the Alaska Career and Technical
Education (CTE) Plan and reauthorization of the Carl D. Perkins
Career and Technical Education Act.
8:07:41 AM
DEBORAH RIDDLE, Division Operations Manager, Administrator, CTE
Program, Department of Education and Early Development (DEED),
provided an overview of the State Career and Technical Education
(CTE) Plan. She began by explaining that the 1917 [National
Vocational Education Act (Smith-Hughes Act)] was the first time
that funds were awarded for vocational education. In [1963] it
became the Vocational [Education] Act. In 1984 [the Vocational
Education Act] was amended and became referred to as the [Carl
D. Perkins Act]. In 1990 the Act was retitled and reauthorized
as the [Carl D. Perkins Vocational and Applied Technology
Education Act]. In 1998 the Act was amended again (Perkins
III). The State of Alaska operated under the [2006 Carl D.
Perkins Career and Technical Education Act (Perkins IV)] until
it was reauthorized in 2018 as the Strengthening Career and
Technical Education for the 21st Century Act (Perkins V).
MS. RIDDLE pointed out that through its course of changes, the
Perkins Act has moved from vocational types of classes that were
not considered as rigorous as the core classes to career and
technical education with a focus on science, technology,
engineering, and math (STEM). Perkins IV and V created courses
and programs that are rigorous and that use an academic focus
along with the workforce development piece tied into it.
MS. RIDDLE brought attention to a PowerPoint presentation
provided in the committee packet [titled "Perkins An Opportunity
to ReThink CTE," dated September 2018, by Scott Stump, Assistant
Secretary,] Office of Career, Technical, and Adult Education
(OCTAE), U.S. Department of Education. She related that this
powerful presentation talks about the levers of CTE and how CTE
can provide a lever for students who are looking at a career
focus, not necessarily a college focus.
8:10:24 AM
MS. RIDDLE explained that one of the changes made by Perkins V
is that it is tied to the 2015 Every Student Succeeds Act
(ESSA). Language throughout Perkins V addresses pieces in ESSA
that talk about the consultation, focusing on the academics,
looking at accountability in a different way, and making it more
accessible for different states. In the past, most of the
compatibility indicators, or targets, were determined by OCTAE
at the U.S. Department of Education, and between OCTAE and the
state. A big change is that now the districts can negotiate
within the state to determine [the state's] own targets that fit
[the state's] needs better. This is outlined in a paper done by
the Department of Labor & Workforce Development (DLWD).
MS. RIDDLE related that DEED is excited about some shifts in
those indicators. There are fewer, but the state gets to choose
one of the three or can choose all three. Those are work-based
learning, postsecondary credit and attainment, and credential
attainment during high school. This ties into the Alaska
Education Challenge that has been driving a lot of the work
being done at DEED. The second goal in the Alaska Education
Challenge is using CTE to help raise the graduation rate. There
has been a push for work-base learning, which ties in with
apprenticeships. There is the postsecondary credit, the dual
credit, [and DEED] is working closely with the university on how
to do that. Credentials are certificates so that students in
high school can earn some industry certifications before they
leave high school.
8:13:33 AM
MS. RIDDLE stated that Perkins V offers some new definitions
that weren't in Perkins IV. What will be talked about today is
systems alignment, which is the collaboration between secondary,
postsecondary, workforce, industry partners, and parents. This
is an opportunity for a highly collaborative experience for
districts and the state to provide a CTE program that's going to
work best for Alaska's students. Professional development is
also being looked at in a different way - how to better
coordinate, blend, and integrate CTE professional development
and the teachers who are teaching the core classes.
MS. RIDDLE reported that DEED is currently working on the state
plan for Perkins V and has two years to come up with a plan. A
transition plan must be submitted on May 24. It describes how
the state will get the money out the door and how it will
evaluate programs of study. Due in April 2020 is a needs
assessment and some more of the conceptual and philosophical
parts of the plan. To do this, an advisory committee has been
established that includes staff from DLWD and representatives
from industry, different unions, parents, teachers, and tribal
organizations. There is a list that DEED is required to reach
out to, so the advisory committee is robust. Additionally,
there is a working group comprised of educators, CTE leaders,
and teachers to figure out the nuts and bolts. The advisory
committee helps guide DEED on where it is going and if it is on
the right track. The working group is helping with getting the
actual work done, what the documents will look like, and how it
will streamline and reduce the burden on the districts.
MS. RIDDLE elaborated that the May 24 plan talks about the
programs of study, the components of each program, how those tie
into the academics, and how the needs of special populations are
being met, which includes students with disabilities, students
in nontraditional occupations such as male nurses or female
truck drivers, and foster children. The plan must talk about
how the funds will be allocated, the accountability measures,
and look at the targets that must be done.
8:15:46 AM
REPRESENTATIVE HOPKINS recalled Ms. Riddle stating that this
ties in with ESSA. He asked whether DEED had put forth an ESSA
plan that has been approved by the [federal] government.
MS. RIDDLE replied yes, an ESSA plan was approved last year, and
an amendment was done this year.
8:16:15 AM
CO-CHAIR DRUMMOND drew attention to slide 6 of the OCTAE
PowerPoint presentation and addressed the bullet point that asks
the question, "How can 'reserve' funds best be used to spark
innovation and incentivize 'high-quality?'" She requested an
explanation of "reserve" and asked what the question means.
MS. RIDDLE responded that there is a reserve fund within the
Perkins funding. She explained that Alaska uses its reserve
fund a bit differently than most states because Alaska has so
many small districts. In the formula that is used, a school
district must meet $15,000 to be able to receive Perkins funds.
Many of Alaska's districts don't meet the $15,000, so [DEED]
uses its [Perkins] reserve funds to get those small districts up
to that $15,000 piece so that they can receive the Perkins funds
and be able to offer CTE using Perkins. The state can use its
leadership funds for a variety of things, such as professional
development, but has also offered incentive grants to programs
that have started something that is innovative. One incentive
grant went to the Bristol Bay Regional CTE group. The Bristol
Bay, Southwest Region, and Lake and Peninsula pool their money
together in a collaborative and some money was granted to them
to build that up. There are other ways to foster innovation,
but [DEED] uses its reserve grants to help ensure that all
districts that want to participate in CTE can participate.
MS. RIDDLE, responding to Co-Chair Drummond, confirmed that the
reserve funds are within the Carl Perkins funds and not within
the larger education budget.
8:18:50 AM
CO-CHAIR STORY drew attention to the two-page document in the
committee packet titled "Carl D. Perkins Career and Technical
Education Act Reauthorization." She referred to the first
bullet under the heading "Streamlined Accountability" and
offered her understanding that the state will no longer have to
report on the individual basic CTE participant program and will
now only have to report on the CTE Concentrators.
MS. RIDDLE answered that the state doesn't have to stop doing
that and a decision in this regard will be made in conjunction
with the advisory committee and the working group. She pointed
out that the CTE programs are utilized by "dabblers," students
who are just trying something out and participating in CTE
class, and this helps drive some decisions about programming
moving forward.
CO-CHAIR STORY agreed it does give an indication of the interest
and said she hopes the committee will take that into account.
She turned to the third bullet under "Streamlined
Accountability" that states, "The Act maintains current law that
if a state agency or school district fails to meet at least 90%
of the state-determined level of performance for any core
indicator for all students (not each subgroup), the State agency
shall develop and implement a program improvement plan for the
indicator." She asked how this affects the CTE programs and
whether it means that 90 percent of kids must be proficient or
whether the 90 percent refers to something else.
MS. RIDDLE replied, "Those are the students who are
participating in the CTE, so the 90 percent." The target is set
so that when the state collects its data the cutoff point is 90
percent and that is the goal that must be met for all the
students in CTE right now. She requested clarification on which
document Co-Chair Story is referring to.
CO-CHAIR STORY stated it is the document titled "Carl D. Perkins
Career and Technical Education Act Reauthorization" and she is
referring to [the third bullet] under the heading "Streamlined
Accountability." She asked what the 90 percent of the state-
determined level of performance is referring to.
MS. RIDDLE responded that targets are determined and 90 percent
of that must be met. If a school district doesn't [meet the
target], [DEED] will work with OCTAE to look at the targets and
make sure that the goals are set high enough to be rigorous, yet
still attainable. When a district doesn't meet that 90 percent,
{DEED] works with the district on an improvement plan and helps
the district figure out a way to raise those marks to meet the
targets. But, she added, it is based on CTE participants.
MS. RIDDLE, at Co-Chair Story's request, provided an example of
a goal. She said if it is wanted to have 86 percent of the
[CTE] students attain technical skills to get a certificate,
then it would be 90 percent of that.
8:22:37 AM
MS. RIDDLE resumed her overview. She drew attention to a graph
[titled "CTE Concentrator vs. Non CTE Graduation Rate over
Time"] and said DEED looks at these statistics annually. The
graph reports from the previous year and the statistics are
popular with school boards and parents. The department has some
demographics on the students and the number of students
participating in CTE. Close attention is paid to the graduation
rate and the CTE graduation rate is one of DEED's priorities.
The graduation rate is 95 percent for concentrators, which are
students who take two years of CTE courses in a rigorous
pathway. A concentrator is 19 percent more likely to graduate
than his or her non-CTE counterparts. She noted that the back
page shows the six-year trend since 2013.
8:24:30 AM
CO-CHAIR DRUMMOND said it is good that the graduation rate of
CTE students is rising. She noted, however, that the percentage
of students participating seems to be declining. She requested
Ms. Riddle's thoughts in this regard.
MS. RIDDLE answered it could be offerings at the specific sites
and barriers being removed for those students.
MS. RIDDLE pointed out that 42 of the state's 54 districts have
applied for and utilize Perkins funds.
CO-CHAIR STORY inquired as to why all the districts are not
participating.
MS. RIDDLE replied that the 12 districts not participating in
Perkins are very small, so offering those programs might be more
than what a small school can handle. Also, Perkins is heavy on
the paperwork and DEED is trying to reduce that burden on the
districts because sometimes the districts feel that those
federal requirements are more than they want to take on.
8:26:43 AM
REPRESENTATIVE TUCK asked whether there is room within the
Perkins Act for the Board of Education to be able to handle the
paperwork on behalf of those smaller districts.
MS. RIDDLE explained that Perkins is individual, and DEED has
reduced [the paperwork] as much as it can. For Perkins V, DEED
is going to work with DLWF to provide some of those studies. A
district must look at the labor market information for its Needs
Assessment, and DEED is going to work with DLWF so that [the
districts] won't have to do that. The department has reduced
some of the application pieces, but unfortunately Perkins
requires each of the districts to come up with their own
individual plan. The department offers work sessions and as
much help as it can to get that done, but [each district] must
have an advisory committee, which is good practice, and talk
about their data.
8:28:02 AM
CO-CHAIR STORY invited Mr. Cashen to provide comments for the
presentation.
GREG CASHEN, Career and Technical Education Coordinator,
Department of Labor and Workforce Development (DLWD), said his
department works daily in cooperation with DEED and University
of Alaska on career and technical education planning - Perkins V
reauthorization. He stated he is available for any questions.
HB 67-DEPT. OF LABOR: TECHNICAL ED. PROGRAMS
8:28:54 AM
CO-CHAIR STORY announced that the next order of business would
be HOUSE BILL NO. 67, "An Act relating to the duties of the
Department of Labor and Workforce Development; and providing for
an effective date."
CO-CHAIR STORY stated that before the committee considers HB 67,
she would first like the committee to better understand the
cooperative work that has been underway to support and advance
CTE in Alaska. She has therefore invited representatives from
the Department of Education and Early Development (DEED), the
Department of Labor & Workforce Development (DLWD), and the
University of Alaska (UA) to give a description of their role in
providing CTE to Alaska.
8:29:39 AM
PAUL LAYER, Vice President for Academics, Students and Research,
University of Alaska (UA), described the university's role in
providing career and technical education in Alaska and how the
university interfaces with DEED and DLWD. He pointed out that
the University of Alaska is the largest provider of career and
technical education in the state and provides those programs for
both postsecondary students and the university's dual enrollment
programs with kindergarten through grade 12 (K-12) students.
The university works closely with DLWD and DEED through
committees, which has been ongoing for a long time. The
university values those collaborations with those departments
and looks forward to continuing to serve Alaskans through its
career and technical education programs.
REPRESENTATIVE HOPKINS inquired about the sort of data that the
university works with and provides to DLWD and DEED.
MR. LAYER deferred to Ms. Cothren to provide an answer.
8:32:32 AM
TERI COTHREN, Project Manager, Workforce Programs, University of
Alaska, offered two examples to answer the question about data
and how the university works with DEED and DLWD. She said the
university works through its institutional research office with
DEED annually to report on postsecondary data related to Perkins
to meet the federal requirements. The university also works
with DLWD annually to report on the technical/vocational
education program to meet the requirements for that program and
provide that data through an annual report to the legislature.
REPRESENTATIVE HOPKINS asked whether this work of data sharing,
planning, and coordination is ongoing throughout the year with
DEED and DLWD or whether the university sits once a year with
the departments to work together.
MS. COTHREN replied it is ongoing. She explained there are
monthly meetings throughout the year with DLWD Research and
Analysis, and an individual from that office is shared with DEED
for the Perkins reporting. The meetings are monthly to
coordinate efforts. While the examples she mentioned are
related to CTE, there are other reporting efforts that come up
throughout the year.
CO-CHAIR STORY requested Ms. Riddle to describe the role of DEED
in providing career and technical education in Alaska and how
DEED currently interfaces with its partners at the University of
Alaska and DLWD.
8:34:55 AM
DEBORAH RIDDLE, Division Operations Manager, Administrator, CTE
Program, Department of Education and Early Development (DEED),
explained that DEED is the main source of the Perkins funds and
disseminates those funds to the districts. She said DEED
provides guidance and information for the districts to receive
and utilize those funds according to the federal requirements.
As well, DEED promotes CTE within the state. The department
tries to be more than just Perkins and tries to keep its finger
on the pulse of what schools are doing. The department helps
districts coordinate with the university system to articulate
their programs all the way from the beginning to where they can
go right into a program at the university. The department has a
member who sits on the Alaska Workforce Investment Board (AWIB)
and participates in several of the committees to provide the
education perspective to those committee meetings. There is
more, but those are the big ones.
8:36:00 AM
REPRESENTATIVE HOPKINS asked how much money the State of Alaska
receives in federal Perkins funds.
MS. RIDDLE answered that this last year the state received $4.7
million and the preliminary numbers for next year are a little
over $5 million. For the prior 25 years it was $4.25 million as
Alaska was a minimum allocation state and additional funds have
now been put in.
REPRESENTATIVE HOPKINS inquired whether DEED also disseminates
State of Alaska funds on that.
MS. RIDDLE replied there is a match of $250,000. Responding
further, she confirmed it is $5 million plus the $250,000 match.
CO-CHAIR DRUMMOND noted there is already a significant amount of
ongoing cooperation between DEED, DLWD, and the University of
Alaska in relation to the Perkins funds. She recognized HB 67
is not DEED's bill but asked why the bill is necessary.
MS. RIDDLE answered DEED feels it is important to collaborate
with everyone and it is a requirement of the Act and she
believes DEED also has some requirements that way. She said it
is important that DEED use the resources and the perspectives of
the different entities that work together.
REPRESENTATIVE TUCK asked whether he is correct in understanding
that HB 67 does not look at just state agencies, but looks at
all CTE that is being provided, whether private or public.
8:38:05 AM
GREG CASHEN, Career and Technical Education Coordinator,
Department of Labor and Workforce Development (DLWD), replied it
is just state funded training programs, not private.
CO-CHAIR STORY offered her understanding that the Perkins
funding is going to all the districts. She asked whether the
primary role played by DEED is helping the districts with their
CTE decisions or whether it is the districts' decisions that
drive the programs that are developed for secondary, high
school, school boards, superintendents, and communities.
MS. RIDDLE responded that Perkins sets a guideline, a standard,
for a quality CTE program. Not all the courses that are offered
in high schools are CTE funded, but most of them follow that
same framework for the rigor. The department does provide a lot
of guidance and assistance, but it is local control and the
districts choose what programs they want. The districts must
fulfill requirements in order to receive the Perkins funding.
REPRESENTATIVE TUCK drew attention to the proposed new language
that would be added by HB 67 in Section 1, paragraph (8), on
page 2, lines 9-12. He observed that lines 11-12 state "and any
other entities involved in providing or funding the programs."
He presumed that "programs" means career and technical
education. He asked what the other entities would be.
MR. CASHEN offered his belief that it is only looking at state
funded programs, but DLWD would also coordinate with private
entities and attempt to coordinate what career and technical
education programs that private entities provide, although DLWD
would not have any oversight of any private training entities.
He said he believes that was referenced in the bill's first
hearing [4/5/19] before the committee.
REPRESENTATIVE TUCK stated that it helps to know what the intent
is. He said he isn't sure the language reflects that intent
entirely and therefore is something that needs to be worked on.
8:41:25 AM
CO-CHAIR DRUMMOND recalled that during the bill's first hearing
it was heard that the Alaska Commission on Postsecondary
Education (ACPE) already has oversight over the private career
training programs throughout the state. She offered her belief
that that needs to be coordinated with this entire effort to
pull in the private piece, so the departments know exactly what
is going on in the state in terms of every career and technical
education program, whether postsecondary or in a public school.
She said she will at some point be proposing an amendment in
addition to those recommended by Mr. Layer of the university.
All the incredible ongoing efforts in the state absolutely need
to be coordinated and she appreciates the effort of the
department to un-silo the various efforts and firm those up in
the bill. It is unlikely the bill will change what is
happening, it just needs to be formalized, and pulling in the
ACPE would be a good idea.
CO-CHAIR STORY referenced the language on page 2, line 11, of
the bill that states, "and any other entities". She asked
whether DEED thinks this language means the school districts or
whether the school districts are covered under DEED.
MS. RIDDLE answered she would say through DEED.
REPRESENTATIVE TUCK further observed that lines 11-12 state,
"and any other entities involved in providing or funding the
programs." He inquired whether donations that take advantage of
the state's education tax credits would be considered the
"providing or funding" of any of these state programs.
MR. CASHEN replied he is unsure and will get back to the
committee with an answer.
8:44:08 AM
CO-CHAIR STORY requested Mr. Cashen to describe his role and
sense of collaboration between the university and DEED.
MR. CASHEN explained that his role is with the Alaska Workforce
Investment Board (AWIB), located in the commissioner's office of
the Department of Labor and Workforce Development. He said AWIB
is the lead state planning and coordinating entity for human
resource programs in the state and AWIB's role under statute is
that it is responsible for the facilitation and development of
an effective employment training and education system which
aligns workforce, education, and economic development.
MR. CASHEN noted that DLWD didn't have a career and technical
education coordinator until about 2009. In 2009 AWIB began
working with DEED and the university to develop the first
statewide career and technical education plan. The plan called
for strategies to improve career and technical education and
prepare Alaskans with required skills needed for postsecondary
training and careers in high growth occupations in Alaska.
MR. CASHEN said another role of AWIB is to provide oversight of
employment related education training programs operated by the
state. The Alaska Workforce Investment Board is required to
report annually to the legislature on the performance of these
training programs, including Carl Perkins, the state training
employment program, as well as workforce innovation opportunity
or federal funded programs that the department operates.
MR. CASHEN explained that AWIB's role is more of a coordinating
entity to get all the different entities together to improve the
current technical education in Alaska. The Workforce Investment
Board consists of representatives from DEED, University of
Alaska, and DLWD, as well as organized labor, other education,
postsecondary education, business, and industry. Meetings are
on a regular monthly basis and AWIB is involved in Perkins V
reauthorization and contributes at meetings every month related
to that plan.
8:47:16 AM
CO-CHAIR DRUMMOND stated that Mr. Cashen just described what is
included in Section 1, paragraph (8), and therefore it sounds
like DLWD, through AWIB, is already doing what is in paragraph
(8). She asked where this is enumerated in other statute and
why it needs to be said again in HB 67.
MR. CASHEN offered his belief that the new requirements of
Perkins V, the new state plan, require that DEED consult with
the Alaska Workforce Investment Board and create further
alignment between the Perkins V plan as well as the Workforce
Innovation Opportunity Act (WIOA) state plan. Nationwide,
states are working to create more synergies between the WIOA
state plan and Perkins V. Some states, such as Montana, are
submitting a combined state plan that includes both WIOA and
Perkins V. Many states are trying to create more alignment
between the current technical education system and postsecondary
and employment training opportunities.
CO-CHAIR DRUMMOND surmised the missing piece is the coordination
with the Department of Education and Early Development, which it
still appears has been ongoing.
MR. CASHEN replied correct. Responding further, he said the
Workforce Innovation Opportunity Act (WIOA) is a federal act
where the U.S. Department of Labor provides most of the federal
funding to the [Alaska] Department of Labor & Workforce
Development for job training efforts.
8:49:43 AM
REPRESENTATIVE TUCK inquired whether Mr. Cashen's quotes related
to the Alaska Workforce Investment Board (AWIB) are in statute.
[MR. CASHEN nodded in the affirmative.]
REPRESENTATIVE TUCK asked which title in statute is related to
the Alaska Workforce Investment Board.
MR. CASHEN responded that it is Alaska Statute (AS) 23.15.
8:50:21 AM
REPRESENTATIVE HOPKINS observed that the bylaws for the Alaska
Workforce Investment Board are in AS 23.15.550 and that DEED and
DLWD sit on AWIB. He surmised that the coordination exists in
AWIB's quarterly meetings and that the monthly meetings follow
up with the different breakout committees.
MR. CASHEN replied correct.
REPRESENTATIVE HOPKINS asked whether those are separate meetings
from when the university meets to share data, programs, and
processes with DLWD.
MR. CASHEN answered correct.
REPRESENTATIVE HOPKINS inquired whether the data and analytic
person at DLWD is also shared with DEED.
MS. RIDDLE replied, "We meet every month ... we have a data
person ... we have a data sharing agreement with the University
of Alaska, and that's how we get our information."
8:51:50 AM
CO-CHAIR STORY offered her appreciation to all the partners and
everyone involved in working on this important part of education
and workforce development in Alaska. She offered further
appreciation for bringing HB 67 forward, stating it is good to
take a re-look at this and to hear the partners before the
committee today.
8:52:52 AM
The meeting was recessed at 8:52 a.m.
9:33:06 AM
CO-CHAIR STORY called the meeting back to order. Present at the
call back to order were Representatives Hopkins, Tuck, Drummond,
and Story.
9:33:31 AM
CO-CHAIR STORY drew attention to the 4/8/19 letter from Mr.
Layer to Commissioner Tamika Ledbetter of the Department of
Labor & Workforce Development (DLWD), which proposes two
amendments to HB 67. She invited Mr. Layer to comment about
these two proposed amendments. ["Page 2, Line 10 - Remove the
word 'programs'"; and "Page 2, Line 12 - Remove 'providing or
funding the programs' and replace with 'career and technical
education'"].
MR. LAYER pointed out that the rationale for the amendments
regarding use of the word "programs" is stated in the letter.
The university develops programs and has that in place. He
offered his appreciation for the commissioner's and the
department's willingness to entertain those amendments. He
emphasized that the university has a great working relationship
with the departments regarding CTE programs and the monthly
meetings do work to coordinate and to inform each of the groups
about where they are with their programs.
9:35:11 AM
CO-CHAIR STORY inquired whether the two proposed amendments
effectively deal with the issue of monitoring and what that
might mean in regulating or guiding what CTE courses are taught
in the state. She recalled that in a previous meeting the
definition of "monitoring" was discussed and requested Mr.
Layer's thoughts on that.
MR. LAYER responded that the monitoring is not addressed in the
university's comments. He stated that working closely with the
department at the meetings and looking at data and doing data
analysis has been working very well for the university. That
coordination is the most important of that for the university.
CO-CHAIR STORY recalled the committee's 4/5/19 hearing on HB 67
at which Commissioner Ledbetter spoke about the need for
alignment between jobs and training to ensure that the state is
not training more people or less people than the state needs.
She requested Mr. Layer's thoughts on how that might work and
whether that would impact university training programs.
MR. LAYER answered that that has been addressed through the
coordination meetings. In working with the [Department of Labor
& Workforce Development] the university helps to coordinate an
assessment of workforce needs in the state and because the
university is part of that conversation the university can
quickly develop and expand certain programs to meet those needs.
This collaboration with the workforce reporting has worked very
well for the university.
9:37:24 AM
CO-CHAIR STORY requested that a representative of DEED answer
the same question about monitoring, what impact that would have
on DEED programs, and what that means to the department.
MS. RIDDLE offered her understanding that the intent of HB 67 is
just to keep track of what is going on and to help coordinate
those efforts. That definition of monitoring works well for
DEED should the language need to be changed to reflect the
intent of the bill.
REPRESENTATIVE TUCK related that he has looked up the function
of the Alaska Workforce Investment Board and AWIB's function is
to coordinate and plan. He suggested that "coordinate and
monitor" be replaced with "coordinate and plan" because he
believes that planning is what is wanted -- the ability to plan
any type of career and technical education by looking at the
Department of Education and Early Development, the University of
Alaska, and other career and technical entities. He recalled
from the bill's first hearing that "monitor" is the ability to
audit, and he doesn't believe that that is the intention.
9:39:19 AM
CO-CHAIR STORY invited DLWD to make any further comments.
MR. CASHEN stated his department doesn't have any additional
testimony and is open to some of the recommendations to modify
the language to improve the comfort level of the committee and
university and other entities.
CO-CHAIR DRUMMOND noted there is likely not enough time to move
HB 67 beyond this committee this session, but there would be
time next session. She said the committee has ideas on what
needs to be done in terms of amending the bill. She inquired
whether it would create problems for DLWD if HB 67 didn't pass.
MR. CASHEN replied he doesn't believe so. He said DLWD will
continue working with DEED, the University of Alaska, and other
training providers statewide to promote career and technical
education, provide efficiencies, and prepare Alaskans for the
available employment opportunities in the future.
CO-CHAIR DRUMMOND commented that it is clear the cooperation is
ongoing, and she congratulates the department on that.
REPRESENTATIVE HOPKINS stated he thinks the entire bill would be
problem solved if the commissioner of DLWD was elected as chair
of AWIB because AWIB's bylaws state that the board shall act as
the lead state planning and coordinating entity for state
workforce investment programs including, but not limited to, all
state laws involving employment training, career, and technical
education workforce development.
9:42:31 AM
CO-CHAIR STORY said she would like to hear Representative Tuck's
proposed amendment so it would be out there to discuss.
REPRESENTATIVE TUCK stated he is concerned about the term
"monitor" because that could mean getting into people's business
and he doesn't believe that that is DLWD's intent. Further, the
University of Alaska is concerned about the term as well. He
offered his belief that DLWD's intent is to see what is going on
and then make necessary adjustments to ensure that workforce
needs are being met. Given that the statutes for AWIB use the
terms "planning and coordinating," he suggested the following:
on page 2, line 9, of the bill, replace the word "monitor" with
"plan" and after the word "state" insert "provided"; on page 2,
line 10, delete "programs"; and on page 2, line 12, delete
"providing or funding the programs" and insert "career and
technical education."
REPRESENTATIVE TUCK posited that his proposed amending language
would allow DLWD to coordinate and plan future needs in career
and technical education by looking at DEED, the University of
Alaska, and other entities to see what is going on in the state.
With his proposed amending language, page 2, lines 9-12, would
read as follows: "coordinate and plan state provided career and
technical education through a cooperative effort with the
Department of Education and Early Development, the University of
Alaska, and other entities involved in career and technical
education."
9:44:47 AM
CO-CHAIR STORY stated she welcomes any comments to the committee
on Representative Tuck's proposed amendment. She said it's
clear that career and technical education is important to the
state. She thanked the partners for bringing forth the bill.
[CO-CHAIR STORY held over HB 67.]
CO-CHAIR STORY passed the gavel to Co-Chair Drummond.
9:45:15 AM
The committee took a brief at-ease.
HB 155-AK PERFORMANCE SCHOLARSHIP; ELIGIBILITY
9:45:34 AM
CO-CHAIR DRUMMOND announced that the final order of business
would be HOUSE BILL NO. 155, "An Act relating to eligibility for
the Alaska performance scholarship program."
9:45:55 AM
CO-CHAIR STORY, as the sponsor of HB 155, introduced the bill.
She explained that the goal of the bill is to give students the
opportunity to take career technical education courses that
count toward eligibility for the Alaska Performance Scholarship
(APS). She offered her belief that students who are interested
in this field need to have the opportunities to take advantage
of the Alaska Performance Scholarship. All too often students
who desire CTE classes do not have room in their schedules to
simultaneously take individual CTE classes or follow a CTE track
while still meeting APS eligibility. This is especially true
with limited course offerings in small to medium schools and
scheduling challenges. The bill would offer greater flexibility
for students as they choose courses and would recognize the
importance of CTE in student preparation for college, career,
apprenticeships, and other postsecondary training opportunities.
Financial assistance by APS is vital to many young Alaskans and
it is important that students who choose a path that includes
CTE have access to these resources. All students can benefit
from CTE. Whether college bound or not, CTE offers valuable
skills and a pathway to certification and jobs.
9:47:34 AM
MARY HAKALA, Staff, Representative Andi Story, Alaska State
Legislature, reviewed the provisions of HB 155 on behalf of
Representative Story, sponsor. She drew attention to the chart
in the committee packet titled "Alaska Performance Scholarship"
and noted that the proposals in HB 155 are printed in green.
She explained that under the math and science curriculum, HB 155
proposes to offer one credit of CTE under the social studies
option. Under the social studies and language curriculum, HB
155 proposes to replace two credits of world language, which is
two years or four semesters, with two credits of CTE. This
would therefore focus a little more on the concentrators and it
would require that one year be sequentially more rigorous within
a career cluster.
MS. HAKALA brought attention to a graph in the committee packet
provided by DEED, which compares the graduation rates of CTE
concentrators, students who take three or more classes in CTE,
to non CTE concentrators. She said she interprets this chart as
clearly indicating that CTE can play a role in motivating
students.
MS. HAKALA then directed attention to two pages in the committee
packet regarding the 16 career clusters. Lastly, she drew
attention to the document from [Thunder Mountain High School] in
Juneau. She said career and technical education today looks
much different than when she was a kid in high school. Now,
there is a whole array of new 21st Century career technical
education opportunity.
CO-CHAIR STORY pointed out that the opportunities provided at
Thunder Mountain High School include marine biology, digital
arts, finance and investing, AP computer science, human anatomy,
outdoor biology, woods, robotics, and work readiness. She said
these are all excellent courses that she believes students
should be able to get credit for.
MS. HAKALA pointed out that the sponsor does not yet have a
fiscal note for HB 155, but it has been requested and will be
forthcoming.
9:50:58 AM
REPRESENTATIVE TUCK thanked the sponsor for bringing forth HB
155. He recounted that during debate of the Alaska Performance
Scholarship in about 2012 or 2013, he was concerned about not
having equal opportunities for rural Alaskans to be able to have
the classes and ability to apply for and receive the Alaska
Performance Scholarship, which could result in a legal
challenge. He related that while serving on the school board an
attorney called him to share that had it not been for shop
classes, he would never have taken the other courses and
graduated from high school. Although this person never did
enter the trades, he related further, this person went on to
higher education and become an attorney and now those skills
developed in shop class save all kinds of money because this
person can do these things himself.
REPRESENTATIVE TUCK pointed out that these days even shop
mechanics must have many computer skills to be able to perform
their jobs. He further pointed out that home economics is
science because it deals with measurements, chemical reactions,
diets, and how diet affects the body. He offered his belief
that it is the career and technical education components of
things that make education relevant, engaging, and inspiring,
because people want to be able to apply what they are learning
immediately to the things that they are doing.
9:53:26 AM
CO-CHAIR DRUMMOND held over HB 155.
9:54:10 AM
CO-CHAIR DRUMMOND announced that the committee would take a few
moments to check in on a few of Alaska's schools.
MS. HAKALA stated that Mr. Jordan of the Alaska Staff
Development Network has assembled some video clips for the
committee which focus on the fundamental of kids.
9:54:57 AM
SAM JORDAN, Grants Administrator, Alaska Staff Development
Network, stated the clips provide views from the Lower Kuskokwim
School District, Anchorage School District, Southwest Region
School District, and the Juneau School District. The video
clips included Native dancing, cooking, dressing out wild
animals, construction, ulu making, plays, Native sports,
painting/art, health, Legos, house building, robotics,
symphony/music, health, language, drafting, welding, art,
computers, and activities.
CO-CHAIR DRUMMOND remarked that the video is excellent and that
kids matter.
10:02:17 AM
ADJOURNMENT
There being no further business before the committee, the House
Education Standing Committee meeting was adjourned at 10:02 a.m.