Legislature(2021 - 2022)DAVIS 106
03/31/2021 08:00 AM House EDUCATION
Note: the audio ![]()
and video ![]()
recordings are distinct records and are obtained from different sources. As such there may be key differences between the two. The audio recordings are captured by our records offices as the official record of the meeting and will have more accurate timestamps. Use the icons to switch between them.
| Audio | Topic |
|---|---|
| Start | |
| University of Alaska Board of Regents | |
| HB60 | |
| Adjourn |
* first hearing in first committee of referral
+ teleconferenced
= bill was previously heard/scheduled
+ teleconferenced
= bill was previously heard/scheduled
| + | TELECONFERENCED | ||
| *+ | HB 60 | TELECONFERENCED | |
| + | TELECONFERENCED | ||
ALASKA STATE LEGISLATURE
HOUSE EDUCATION STANDING COMMITTEE
March 31, 2021
8:02 a.m.
MEMBERS PRESENT
Representative Harriet Drummond, Co-Chair
Representative Andi Story, Co-Chair
Representative Tiffany Zulkosky
Representative Grier Hopkins
Representative Mike Prax
Representative Mike Cronk
Representative Ronald Gillham
MEMBERS ABSENT
All members present
COMMITTEE CALENDAR
CONFIRMATION HEARING(S):
State Board of Education & Early Development
Lorri Van Diest Palmer
- CONFIRMATION(S) ADVANCED
Professional Teaching Practices Commission
Lem Wheeles Anchorage
- CONFIRMATION(S) ADVANCED
University of Alaska Board of Regents
Ralph Seekins Fairbanks
- CONFIRMATION(S) ADVANCED
HOUSE BILL NO. 60
"An Act relating to mental health education."
- HEARD & HELD
PREVIOUS COMMITTEE ACTION
BILL: HB 60
SHORT TITLE: PUBLIC SCHOOLS: MENTAL HEALTH EDUCATION
SPONSOR(s): REPRESENTATIVE(s) CLAMAN
02/18/21 (H) PREFILE RELEASED 1/15/21
02/18/21 (H) READ THE FIRST TIME - REFERRALS
02/18/21 (H) EDC, FIN
03/31/21 (H) EDC AT 8:00 AM DAVIS 106
WITNESS REGISTER
LORRI VAN DIEST, Appointee
State Board of Education & Early Development
Palmer, Alaska
POSITION STATEMENT: Testified as appointee to the State Board
of Education & Early Development.
LEM WHEELES, Appointee
Professional Teaching Practices Commission
Anchorage, Alaska
POSITION STATEMENT: Testified as appointee to the Professional
Teaching Practices Commission.
RALPH SEEKINS, Appointee
University of Alaska Board of Regents
Fairbanks, Alaska
POSITION STATEMENT: Testified as appointee to the University of
Alaska Board of Regents.
REPRESENTATIVE MATT CLAMAN
Alaska State Legislature
Juneau, Alaska
POSITION STATEMENT: As prime sponsor, introduced HB 60.
SOPHIE JONAS, Staff
Representative Matt Claman
Alaska State Legislature
Juneau, Alaska
POSITION STATEMENT: On behalf of Representative Claman, prime
sponsor of HB 60, provided a sectional analysis of the proposed
committee substitute, Version B.
JASON LESSARD, Executive Director
National Alliance of Mental Illness (NAMI), Anchorage Chapter
Anchorage, Alaska
POSITION STATEMENT: Provided invited testimony in support of HB
60.
CLAIR RHYNEER, Representative
Mental Health Advocacy Through Storytelling (MHATS)
Anchorage, Alaska
POSITION STATEMENT: Provided invited testimony in support of HB
60.
KEEGAN BLAIN, Representative
Mental Health Advocacy Through Storytelling (MHATS)
Anchorage, Alaska
POSITION STATEMENT: Provided invited testimony in support of HB
60.
ACTION NARRATIVE
8:02:36 AM
CO-CHAIR HARRIET DRUMMOND called the House Education Standing
Committee meeting to order at 8:02 a.m. Representatives Cronk,
Gillham, Hopkins, Prax, Zulkosky, Story, and Drummond were
present at the call to order.
^CONFIRMATION HEARING(S):
CONFIRMATION HEARING(S):
^State Board of Education
State Board of Education & Early Development
^Professional Teaching Practices Commission
Professional Teaching Practices Commission
^University of Alaska Board of Regents
University of Alaska Board of Regents
8:03:25 AM
CO-CHAIR DRUMMOND announced that the first order of business
would be confirmation hearings for the governor's appointees to
the State Board of Education & Early Development, Professional
Teaching Practices Commission, and University of Alaska Board of
Regents.
CO-CHAIR DRUMMOND opened the confirmation hearing for Lorri Van
Diest, appointee to the State Board of Education & Early
Development. She invited Ms. Van Diest to speak to why she
would like to continue to serve on this board.
8:03:47 AM
LORRI VAN DIEST, Appointee, State Board of Education & Early
Development, testified as appointee to the State Board of
Education & Early Development ("State Board"). She stated that
Governor Dunleavy reappointed her to the board in January 2020.
Previously Governor Walker appointed her to serve out the
remaining term of the vacated seat, so she has been on the board
for three years. Currently she is the Second Vice Chair and
Regulations Committee Chair. She related that she is a lifelong
Alaskan. She listed her work experience, including time as a
guidance counselor, teacher, and curriculum coordinator [resume
included in the committee packet]. She said having boots on the
ground in a local school gives her direct insight into the daily
workings of the school.
8:06:09 AM
MS. VAN DIEST said the perspective she brings to the State Board
is her career in public education as a classroom teacher,
guidance counselor, coach, and curriculum coordinator. Her lens
and focus has been and continues to be the safety, health, and
wellbeing of Alaska's students. Alaska's children must feel
secure in their school environment and have a connection to
their school and the staff. Establishing relationships and
building connections between students and staff is a critical
component to the safety and wellbeing of Alaska's students.
Without students feeling connected to school, the learning of
reading, math, and other subjects doesn't happen well.
MS. VAN DIEST noted that Alaskans are living in unprecedented
times where safety and wellbeing is continually challenged. She
said COVID-19 has provided an opportunity to do education in
different ways. School districts are doing in-person learning,
virtual learning, or a hybrid of the two. Continual adjustments
and modifications have been made since the start of the
pandemic. [Alaska's educators] have learned how to be flexible,
efficient, and open to change. When shutdowns occur for COVID
cases occur in her schools, teachers are quick to adjust to
virtual education as they do this as part of their daily
routine. Throughout the year, her schools have been fortunate
to not have total school closures for very many school days.
Individual classrooms have had to quarantine, and this hasn't
affected the other classrooms.
MS. VAN DIEST praised the Department of Education & Early
Development (DEED), stating its response to the pandemic has
been stellar. From the get-go the department has listened and
responded to the needs of all Alaska's school districts, from
the immediate development of the website aklearns.org to holding
several weekly virtual meetings with district leaders and other
educational stakeholders, implementing an Alaska statewide
virtual system, and providing webinars. Working with the
Department of Health and Social Services, DEED developed the
Alaska Smart Start 2020 framework guidance for starting the
school year and held webinars to support districts.
MS. VAN DIEST stated she is excited to serve on the board for
another term and work with Commissioner Johnson and his team.
She wants to be part of the commitment they share with the board
around the priorities and goals of Alaska's Education Challenge.
She wants to be part of moving forward after the pandemic has
subsided and all students can once again be safe in their
learning environments. The indicators outlined in the Every
Student Succeeds Act dovetail nicely with Alaska's Education
Challenge. She wants to see the proficiency rate in grade three
reading increase. She wants to see continued academic growth
and achievement in English, language arts, and math. In
addition to the student goals, she said she wants to see
Alaska's university system graduate more and more Alaskan
teachers. Alaska has a teacher shortage and once Alaska gets
those teachers Alaska must keep those teachers. She said she
looks forward to continuing her service on the board.
8:10:34 AM
CO-CHAIR STORY asked how Ms. Van Diest sees her role on the
State Board in working with the University of Alaska and other
policy makers across the state that influence the education of
Alaska's children.
MS. VAN DIEST replied that the State Board has wanted to have
meetings with the University of Alaska (UA) Board of Regents,
but it hasn't happened in the three years she's been on the
board. She offered her understanding that Commissioner Johnson
and University of Alaska Interim President Pitney have recently
been working on bringing members of the UA Board of Regents and
State Board together for collaboration. She said she further
understands that the report from the Teacher Retention and
Recruitment Working Group may outline some areas of focus for
the State Board and the UA Board of Regents, which she looks
forward to hearing.
CO-CHAIR STORY offered her encouragement for the State Board and
the UA Board of Regents to work together. In regard to the
State Board's work in the area of student safety and wellbeing,
she recalled that Ms. Van Diest's perspective is that in order
for students to meet their academic goals they need to feel safe
and secure. She said [the committee] has received some letters
with concerns about a grant obtained by the [State Board] for
mental health education. She requested Ms. Van Diest's thoughts
on educating people about the purpose of that grant and
understanding the perspectives of where people are coming from.
8:13:14 AM
MS. VAN DIEST responded that social-emotional learning (SEL) is
critical for students to be successful at school. Regarding
specifics of the mental health grant, she deferred to the
commissioner and his health team to provide an answer. In
regard to the importance of social-emotional learning, she
stated children must be able to acquire and apply the knowledge,
attitudes, and skills necessary to understand and manage their
emotions. She offered her support for the social-emotional
learning bill [HB 25] before the committee on 3/29/21, and said
it is critical that Alaska's students are able to set goals, are
able to establish and maintain relationships, are able to make
positive decisions, and make a connection with an adult in their
school. She related that last fall when first starting at her
current elementary school, the principal told her to establish
relationships, and she has been doing that with both students
and staff. It's definitely a critical issue, she reiterated.
CO-CHAIR STORY noted that the State Board's budget for this past
year was cut to one in-person meeting and three virtual
meetings. She asked whether that has worked for the board and
whether the board was still able to meet its goals.
MS. VAN DIEST answered that meeting in-person allows board
members to get to know one another and become comfortable with
the topics coming before them, but the board has made it work.
She related that after its most recent virtual meeting, the
board had an afternoon of professional development, which was
one of the first times the board felt it made connections with
each other because members were able to visit and talk off the
record, so to speak. When she says "visit" she means talking
about educational topics that are critical to moving out of the
pandemic and forward with getting all kids back into their
learning environment. The board would like to meet in person,
she continued, but members know that with the budget cuts and
huge budget challenges facing the legislature, the board needs
to take a hit along with everybody else.
8:17:38 AM
REPRESENTATIVE GILLHAM stated that in Anchorage the school board
basically controls what the kids are taught. He requested Ms.
Van Diest's opinion on the "critical race theory" that is trying
to be pushed through in Anchorage.
MS. VAN DIEST replied she couldn't answer the question at this
time because she isn't familiar with what is happening in
Anchorage. She offered to get back with the representative and
provide her opinion.
REPRESENTATIVE GILLHAM requested that Ms. Van Diest provide him
with her opinion.
8:18:46 AM
REPRESENTATIVE HOPKINS asked what programs, policies, or efforts
Ms. Van Diest has championed over the past few years and what
she looks to do if reappointed to the board.
MS. VAN DIEST responded one thing she has learned over the past
three years being in the elementary world is the pedagogy of
that child. She cannot say she has championed a program, she
stated, but she hasn't seen teachers work so hard as in an
elementary school. She isn't disqualifying secondary teachers,
she continued, but an elementary teacher is the end-all and be-
all for that elementary child. She explained that in working
closely with a child she is contacting the parent and oftentimes
giving counseling and parenting tips and suggestions to that
parent about their child. In terms of what she hopes to see on
the State Board with SEL, she said she would first like to see
[HB 25] passed. She related that the Mat-Su has a pretty robust
program with SEL standards that are broken out by grade bands
and connected to self-awareness, self-management, relationship
skills, and responsible decision-making. Using those components
the teachers are able to incorporate those SEL skills in their
classrooms, especially at that elementary level. Also, several
[Mat-Su] elementary schools use a specific curriculum, either
Second Step or Positive Action. She stated she would love to
see Alaska develop standards in the social-emotional learning.
8:21:58 AM
REPRESENTATIVE ZULKOSKY noted the pandemic kept students in her
district out of the classroom for most of 2020 and they are just
now returning to a classroom environment. She requested Ms. Van
Diest to speak to what the State Board's role is in ensuring
that Alaska's students, regardless of where they are located,
have the resources they need in a post-pandemic environment.
MS. VAN DIEST answered that the State Board is very aware of
what the impacts of COVID-19 have been across the state. The
board knows there are children who did virtual, at-home,
learning, with districts handling that in a variety of ways.
She said there is nothing like that child being in the classroom
with the teacher right there, reading body language and knowing
when a child has a problem on a certain concept that is being
taught. She said she believes the board's role in regard to
that is to be supportive of what DEED is going to do. Money has
come in for the districts based on their title funds; each
district is able to get a pretty large chunk of money depending
upon the size of the district. The State Board is going to look
very carefully at the things DEED is doing to help those school
districts. The board is not at all going to have a talk-down
approach because it's the districts that need to decide. For
example, Representative Zulkosky's district was hit very hard
with barely any in-person learning while the Mat-Su district had
in-person learning for most of the school year and is now coming
down to its last quarter. She said she believes the State Board
needs to let the districts decide how to use that money. The
federal government has regulations on what the money is to be
used for, and Congress and President Biden have now provided the
third pot of money. She said she has heard different
superintendents converse about using the money for summer school
or to improve the reading scores within their districts.
8:26:32 AM
CO-CHAIR DRUMMOND offered her understanding that Ms. Van Diest
is currently working as an elementary school counselor in the
Mat-Su Borough School District. She inquired whether it is a
full- or part-time position.
MS. VAN DIEST responded that her elementary school counselor
position is part-time because she is a retired schoolteacher.
CO-CHAIR DRUMMOND said she appreciates Ms. Van Diets' input on
the social-emotional learning standards that are being offered
in Representative Hopkins' bill [HB 25]. She noted that later
in today's meeting the committee would be considering HB 60 on
mental health education in schools. She requested Ms. Van Diest
to look at the bill and provide her perspective on how the bill
might work.
MS. VAN DIEST agreed to do so and said she would provide written
comment to the entire committee by email.
8:29:11 AM
CO-CHAIR DRUMMOND opened the confirmation hearing for Lem
Wheeles, appointee to the Professional Teaching Practices
Commission.
8:29:33 AM
LEM WHEELES, Appointee, Professional Teaching Practices
Commission, testified as appointee to the Professional Teaching
Practices Commission (PTPC). He explained that his appointment
was one of last year's "in limbo" appointments, so this is his
second year on the commission and second time before this
committee for confirmation.
CO-CHAIR DRUMMOND related her understanding that Mr. Wheeles has
actually been serving, but hasn't yet been officially confirmed
because of the inability of the legislature to meet long enough
due to the pandemic. She invited Mr. Wheeles to speak to why he
would like to be officially appointed and continue to serve on
this commission.
MR. WHEELES stated it is an honor to have been nominated by the
National Education Association-Alaska (NEA-Alaska) and appointed
by Governor Dunleavy to the Professional Teaching Practices
Commission. He offered his biographical, educational, and
employment history [resume included in the committee packet],
including that he earned a BA in Political Science and a
Master's in Teaching from the University of Alaska Anchorage,
has taught social studies for 17 years, has served on numerous
Anchorage School District committees and task forces.
8:33:33 AM
MR. WHEELES specified that his mission as an educator is to
inspire all of his students to be engaged citizens. He empowers
his students to be politically active by teaching them about
their government and its history, and by providing them with
opportunities to engage with their government. In his classroom
he has hosted a sitting governor, members of Congress, members
of the Alaska State Legislature, US Ambassadors, and Foreign
Counsels. His students have taken what they have learned and
applied it as campaign volunteers, legislative and congressional
staffers, delegates to United Nations conferences, and
candidates for public office. His ultimate objective is to
challenge his students to learn about their government as well
as be an active part of it.
MR. WHEELES, when asked, informs his students that he doesn't
share his views with students because it would be unethical for
him to do so and potentially sway their views. Similarly, he
tells them that he doesn't care what their political views are,
but he cares that they form political views and that they can
articulate why they believe what they believe. He teaches his
students about a variety of political beliefs and ideologies so
they can form an educated opinion and engage in civic discourse
with each other.
MR. WHEELES stated that his goal as a teacher leader and member
of the Professional Teaching Practices Commission (PTPC) is to
hold his colleagues to these highest standards as well. As a
recess appointee to the commission, he has served during the
last several meetings of the PTPC. During his time on the
commission he has advocated for reminders in the PTPC newsletter
to educators about appropriate ways to deal with politics in the
classroom. He has advised colleagues on numerous occasions
about the proper way to deal with such subjects. He has also
advised many students and a few parents on how to approach
situations where they feel the teacher has crossed the line and
pushed a particular political view. His goal is to be proactive
and address these issues before they rise to the level of a
complaint before the PTPC, but if they reach that level he is
prepared to react appropriately.
MR. WHEELES explained that as a quasi-judicial body, the PTPC is
asked to adjudicate complaints against certificated educators,
including teachers, counselors, principals, and superintendents.
He said he does not take this role lightly. He appreciates that
the legislature saw fit to create the PTPC over 50 years ago so
that educators could hold their colleagues accountable and also
so a jury of their peers could judge them. If he were ever the
subject of a complaint to the PTPC, he continued, he would want
to be judged by his peers who have a good grasp of what it means
to be an educator in 2021.
8:36:51 AM
MR. WHEELES pointed out that the PTPC is comprised of five
teachers, a principal, a superintendent, a representative from
higher education, and a representative from DEED. He said these
educational professionals understand the challenges of being an
educator and want public education to be esteemed throughout
Alaska. The PTPC works to promote professional and ethical
behavior by all Alaskan educators through proactive education
and outreach, and by responding to complaints when a violation
has occurred.
MR. WHEELES advised that the pandemic has created a number of
new situations that pose ethical dilemmas for educators.
Widespread virtual learning blurs the line between school and
home, and educators have been called on to engage a much more
electronic communication with students and families. District
protocols surrounding health and safety present educators with
difficult choices about continuing to teach, taking leave, or
resigning. It must ensure that all educators are informed on
the professional teaching code of ethics and the potential
consequences for violations of it.
MR. WHEELES stated that as a member of the PTPC, he would work
to increase the commission's education and outreach efforts to
ensure that all educators are familiar with the code of ethics
and understand what it means for their professional practice.
As a lifelong Alaskan and career educator with connections
throughout the state, he continued, he is an ideal nominee for
the PTPC. He is well informed on current education issues in
the state and well respected by educators throughout Alaska.
8:38:38 AM
CO-CHAIR STORY remarked that quality educators are the number
one in-school factor for student learning. She thanked Mr.
Wheeles for taking that seriously and for making civics
education so alive. She asked how the commission educates
teachers in regard to ethics training, and getting out new
information for making clear the lines and boundaries between
home and school.
MR. WHEELES responded that it's challenging, given districts are
in all sorts of different situations with in-person, online, and
hybrid arrangements. He said he asked the PTPC how it was going
to respond and make educators be aware in spring 2020 when,
under the governor's direction, districts across the state had
all moved online. The PTPC, he noted, publishes a newsletter
that goes to districts and educators across the state. When
educators initially apply for their certification, as well as
when they renew their teaching certificates every five years,
they must acknowledge on their application the professional
teaching code of ethics, that they understand they are bound by
it, and that their certificate is in jeopardy if they violate
it. In addition, Melody Mann, PTPC's executive director and
employee of DEED, does a lot of education and outreach on behalf
of and at the direction of the commission. Ms. Mann has been
able to engage more with educators this year on the commission's
behalf because the virtual environment has allowed her to attend
more conferences and speak to more groups of educators around
the state about these issues. Normally she would be limited by
a travel budget. Ms. Mann also works to educate superintendents
and school boards about the code of ethics and the PTPC so they
can ensure it's built into their teacher in-service training.
8:42:11 AM
CO-CHAIR DRUMMOND asked whether Mr. Wheeles is satisfied with
the outreach that is occurring upon new teacher certifications
and upon renewal, or whether he thinks contact should be
increased between renewals.
MR. WHEELES answered that he does see potential for additional
outreach and education of teachers. He said DEED has introduced
some additional online training for teachers to complete when
they recertify through DEED's online education system, one
example being suicide awareness and prevention training. Over
the last year the commission has discussed whether it should be
pushing for a module for teachers to complete, particularly for
professional development. There's a balance to be had, he
cautioned, because the more of those things that are piled on,
the less focused people are in looking at and grasping them.
So, the commission is presently looking at whether there is a
good way to make a brief training module that teachers would go
through when they initially certify and recertify.
CO-CHAIR DRUMMOND surmised civics education has been difficult
for Mr. Wheeles during this pandemic, given that prior to COVID-
19 he encouraged students to attend local assembly, school
board, and other meetings that have now not been happening.
MR. WHEELES confirmed it has been more of a challenge. He
shared that over spring break he testified before the Senate
Education Standing Committee regarding SB 72, which specifically
deals with civics education. He explained that normally he
would send his students out for firsthand in-person experience
in seeing their government in action, because that is much more
powerful than him just talking to them for an hour. Now,
however, his classes have gone to looking at things virtually.
For example, yesterday his class watched a hearing held by the
Alaska State Legislature and watched a congressional hearing on
Washington DC statehood, a topic the students chose to watch.
He said he also spends a lot of time with his students on how
they interact with the government and how they can interact with
the government. He includes things as simple as a voter
registration online or a permanent fund dividend application.
He explained he goes through those very practical steps as well
because much of what students need to know about their
government is how it will impact them on a day-to-day basis and
where to find that information when they need it.
8:46:00 AM
CO-CHAIR DRUMMOND invited Mr. Wheeles to make closing comments.
MR. WHEELES recalled the question to Ms. Van Diest about in-
person meetings, and stated that this is a subject the PTPC
commissioners have been discussing. He said Ms. Mann has
submitted a budget request that would restore the PTPC's three
meetings next year to in-person. He explained he is advocating
for this because the PTPC is a quasi-judicial body that is asked
at every meeting to consider sanctions against educative
certificates, which includes warnings, reprimands, suspensions,
revocations of certificates, and even revocations for life.
Those are serious and affect people's livelihoods, which is why
he so strongly believes in the PTPC. It is a jury of educators'
peers, but having that judicial proceeding over Zoom or a
teleconference is difficult. It is hard to have deliberative
conversations when unable to read body language or other
interactions. The commission has a hearing scheduled for this
spring that is probably going to be delayed to summer because
the PTPC has been told it cannot have an in-person meeting this
spring. The respondent in the complaint wants an in-person
hearing before the commission. It is unfortunate people must
wait to get fair, in-person proceedings that could potentially
affect their livelihoods. He therefore advocates for in-person
meetings for the commission, he reiterated.
CO-CHAIR DRUMMOND concurred it must be frustrating. She asked
whether adjudications occurred during the "in limbo" time
between when the court decided on the validity of the governor's
appointees serving without having been confirmed.
MR. WHEELES replied, "Fortunately, no." He said the PTPC meets
three times a year, typically October, January, and April. The
January meeting came after the legislature was back in session.
No meetings occurred during the mid-December to mid-January time
period to which the court spoke.
8:49:10 AM
The committee took an at-ease from 8:49 a.m. to 8:51 a.m.
8:50:14 AM
CO-CHAIR DRUMMOND opened the confirmation hearing for Ralph
Seekins, appointee to the University of Alaska Board of Regents.
She invited Mr. Seekins to speak to why he would like to serve
on this board.
8:51:00 AM
RALPH SEEKINS, Appointee, University of Alaska Board of Regents,
testified as appointee to the University of Alaska Board of
Regents. He offered his geographical, personal, and employment
information [resume included in the committee packet], including
that he has been a successful businessman, served as Senator and
vice chair of the University Special Committee in the Alaska
State Legislature, and has been active with the University of
Alaska, in particular the Fairbanks campus.
MR. SEEKINS related that he was asked to be on the Board of
Regents particularly during this time of tough transition and
the challenges involved in making the university a smaller and
more efficient organization. He stated he would like to be able
to do that. He added that nothing is more valuable to a
community than a university system that meets the educational
needs of people who want to work in Alaska, and the university
has done a good job with that. He said President Pitney is
doing a tremendous job and he would like to help meet some of
the challenges that the university system is facing, as well as
make sure it survives and thrives and continues forward in
meeting the educational needs for the job market in Alaska,
whether four-year degrees, associate degrees, or certificates.
A premier responsibility of the state is to provide that
education and he is looking forward to working on the Board of
Regents to make this happen. He is no longer on many of the
boards he was previously on, so he has the time as well as the
interest to meet this challenge.
8:58:28 AM
CO-CHAIR DRUMMOND asked when Mr. Seekins was appointed to the
Board of Regents. She further asked whether he has participated
in any meetings yet.
MR. SEEKINS replied he was appointed in February [2021] and has
been a participant or observer in all of the committee meetings
for the Board of Regents, and a two-day meeting of the entire
board. He said right now he is "kind of like a big sponge." He
related that he has also been working with some of the
administrators to get an even better picture of the challenges.
He said he is impressed with the board chair and is looking
forward to being a part of the board.
9:00:09 AM
REPRESENTATIVE PRAX asked whether Mr. Seekins has a particular
vision for the university or has specific directions he thinks
the university should take.
MR. SEEKINS responded that he has a dream for a more efficient
and stable university system. Right now, he related, there is
some chaos in the system and no stability. People are looking
for jobs elsewhere because they don't know what the budget is
going to be, and he would like to see that handled. He sees
tremendous value in a number of different areas that need to be
emphasized more in the university system. He appreciates that
the university is reaching out to Bush communities using
teleconferences, and this could be strengthened. Because he
only has a short-term observation, he isn't making any critical
evaluation, he said. Technical classes need to be stressed; an
associate degree in automotive technology being one example,
because everybody has a shortage in technicians at the moment.
The construction industry is another example. His dream is to
establish an efficient, strong university system that is meeting
the needs of the employment opportunities in the state of
Alaska. That can be done, and the university is doing a lot of
that, but he hasn't yet had the opportunity to say exactly how.
His dream and vision is to get stability in the system and work
on making sure that those programs that are necessary are
strong, surviving, and thriving.
9:03:42 AM
REPRESENTATIVE CRONK asked how Mr. Seekins would "sell" the
university's programs to the public. For example, he said he
recently met with President Pitney and found out that, among
other things he didn't know, the university offers a one-year
program to become an airline mechanic.
MR. SEEKINS replied that he is a marketer, given that being a
car salesman is a people business. Communicating well with
people needs to be done, and the university has not done a good
job of that in the past. Parents and prospective students need
to be shown that there is a tremendous system here that can meet
those needs and that students don't need to go elsewhere. He
said he has had discussions with the president and the
chancellors in Fairbanks and Anchorage, and has told them that a
better job needs to be done in communicating to the people of
Alaska about the opportunity in Alaska at tremendously low cost
compared to anywhere else. That can be done in a number of ways
with programs, the athletic program being one way. For example,
Gonzaga University increased its law school enrollment when its
basketball program gained national prominence. Representative
Cronk makes a good point, he added, because he didn't know
everything that was going on in the university even though he
was close to it.
9:07:35 AM
REPRESENTATIVE ZULKOSKY requested Mr. Seekins speak to his
familiarity with the university's community campuses and the
role that they play in the system and in their respective
communities. She further asked whether Mr. Seekins has had the
opportunity to visit any of the community campuses.
MR. SEEKINS answered he is getting more familiar with them and
sees the value to them, but has not had the opportunity to visit
some of those other community locations. He said that due to
lack of outreach, people are unaware of the opportunity that
community campuses present. Today's technology can be utilized,
he continued, and it is vital to provide four-year degrees,
associate degrees, and certificates. It is extremely valuable,
but underutilized.
REPRESENTATIVE ZULKOSKY noted there has been ongoing discussion
within the legislature regarding the university's organizational
structure as it relates to its accreditation. She asked whether
Mr. Seekins has a position on this.
9:10:00 AM
MR. SEEKINS replied it was a shame that the University of Alaska
Anchorage had accreditation problems in its education
department, and it should never have happened. He offered his
understanding that it was a good program, but they didn't answer
the questions timely or didn't communicate well. He has talked
with President Pitney and the chancellor, and they are adamant
that all of the university's accreditation processes will be
done in a timely and professional manner. The University of
Alaska Fairbanks has received some tremendous feedback on some
of its accreditation already. That slip in the past has focused
attention back on ensuring that accreditation is maintained, has
been done, and been done timely. He stated he doesn't
anticipate that there is going to be a big problem with that in
the future, and is sure the entire board will be looking at
this.
REPRESENTATIVE ZULKOSKY clarified that she is more interested in
the ongoing conversations from President Pitney's predecessor
about organizing the University of Alaska under a single
accreditation as opposed to multiple accreditations that are
held in Fairbanks, Anchorage, and Juneau. She inquired about
Mr. Seekins' perspective in this regard.
MR. SEEKINS responded he doesn't know that that approach would
be valuable, although it may be. He suggested that rather than
combining every education department under a single university,
it would be more valuable to have portability of credits so that
credits earned in Anchorage could be brought to Fairbanks
without having to retake the classes. Given the geographical
distances in Alaska, he posited that combining into a single
system would lose some efficiency in the individual campuses.
He offered his understanding that the approach was offered not
to be more efficient or provide a better education, but as a way
to handle some budget constraints. He stated he would be
nervous about making it one big university because he thinks it
would lose some of the focus of the individual campuses.
9:14:56 AM
CO-CHAIR STORY said she looks at the State of Alaska as having
an education system of K-12, university, and the business
community, with all working well together. Pre-teaching is so
important with the university, she continued. The university is
offering its teaching programs because of wanting [kids] to be
ready to come into Alaska's K-12 system. She related that Ms.
Van Diest, a member and appointee to the State Board of
Education & Early Development, told the committee earlier today
that in the last three years the State Board has been unable to
get together with the Board of Regents to talk about how the
systems are working together. She said she is concerned about
systems becoming silos. She asked whether Mr. Seekins believes
the boards need to do their work separately or whether he sees
the different systems and policymakers working together.
MR. SEEKINS answered that he has always been a strong advocate
for having as much collaboration as possible and looking at the
challenges on both sides of the street. While he doesn't know
what the impediments were for being unable to meet, he said he
thinks such meetings would be particularly fruitful, and he
would encourage that these boards meet, although it isn't up to
him to schedule it. He agreed that silos aren't needed. He
noted the university system is giving credit for some classes in
high school where the students don't have to pay tuition. For
example, his grandson had enough such credits that he was able
to enter the university system as a junior.
9:18:02 AM
REPRESENTATIVE HOPKINS inquired about the funding pact between
the Board of Regents and the governor a few years ago. He asked
whether Mr. Seekins supports that pact and how Mr. Seekins sees
it working for cutting the final $25 million that is required as
part of that three-year plan. He further asked what Mr.
Seekins' priorities as a regent would be when those cuts and
decisions come down.
MR. SEEKINS replied he that he wasn't there during that time,
but stated it would have been impossible to be able do that
without creating some big holes and he appreciates that the
governor worked with the university system on more of a stepped
basis. He is unsure whether the amount was correct because he's
not had the opportunity to evaluate it, but he knows tremendous
insecurity was created among people at the university and some
left for positions elsewhere. While he isn't criticizing the
governor, he said he probably would have taken a longer-term
step-down had he been in that position. When looking at where
to find a more efficient operation and which systems to cut,
consideration must be given as to which systems are vital to the
people of Alaska. Any university can take a 10 percent cut, but
after that it is cutting into bone, not just muscle and fat. As
this is considered, he is hoping that Alaska's "only child"
isn't killed in the hopes of producing another one.
9:21:33 AM
CO-CHAIR DRUMMOND noted that the agreement between the Board of
Regents and the governor bypassed the legislature's prerogative
in setting that budget for the university. She asked how Mr.
Seekins, as a former member of the legislature, feels about how
that process transpired.
MR. SEEKINS responded that knowing the responsibilities of the
legislature he didn't like that process, but he doesn't want to
be critical of the governor. He said he maybe would not have
done it that way because he understands that the budget process
is a proposal from the governor, but the final process is the
responsibility of the legislature, and he would protect that.
9:23:02 AM
CO-CHAIR DRUMMOND opened public testimony on the appointees to
the State Board of Education & Early Development, the
Professional Teaching Practices Commission, and the University
of Alaska Board of Regents. She closed public testimony after
ascertaining that no one wished to testify.
9:23:40 AM
CO-CHAIR STORY [made a motion to advance the confirmations of]
Lorrie Van Diest, appointee to the State Board of Education &
Early Development; Lem Wheeles, appointee to the Professional
Teaching Practices Commission; and Ralph Seekins, appointee to
the University of Alaska Board of Regents to a joint session of
the legislature for consideration. She reminded the committee
[that signing the reports regarding appointments to the boards
and commissions] does not reflect intent by any committee member
to vote for or against an appointee for purposes of
confirmation. [There being no objection, the names of Lorri Van
Diest, Lem Wheeles, and Ralph Seekins were forwarded to the full
legislature for confirmation or rejection.]
9:24:32 AM
The committee took an at-ease from 9:24 a.m. to 9:28 a.m.
HB 60-PUBLIC SCHOOLS: MENTAL HEALTH EDUCATION
9:27:50 AM
CO-CHAIR DRUMMOND announced that the final order of business
would be HOUSE BILL NO. 60, "An Act relating to mental health
education."
9:28:00 AM
CO-CHAIR STORY moved to adopt the proposed committee substitute
(CS) for HB 60, Version 32-LS0261\B, Klein, 3/25/21, as a work
draft.
9:28:17 AM
CO-CHAIR DRUMMOND objected for purposes of discussion.
9:28:29 AM
REPRESENTATIVE MATT CLAMAN, Alaska State Legislature, as prime
sponsor, introduced HB 60. He stated that the bill would amend
the existing K-12 public school health education statute to
include mental health education guidelines. He explained that,
currently, the health curriculum guidelines developed by the
State Board of Education & Early Development include learning
about prevention and treatment of diseases, good health
practices like diet and exercise and personal hygiene, and bad
health habits such as substance abuse, alcoholism, and physical
abuse. But the guidelines do not address mental health.
REPRESENTATIVE CLAMAN related that this bill was brought to his
attention in 2019 by a college student who successfully
advocated for similar legislation when he was in high school in
Virginia, and who then worked with a group of Alaska high school
students advocating for increased mental health resources in
Alaska schools. These students spoke of their own struggles
with mental health as well as those of their peers. Some
students even said their mental health struggles began as early
as elementary school. These students continue to say that while
they learned about treatments for physical health at school
there wasn't nearly enough conversation about mental health with
their friends and teachers.
REPRESENTATIVE CLAMAN specified that Alaska's adolescent suicide
rate is three times higher than the nationwide rate. Alaska's
adolescent suicide rates are increasing, he noted. According to
the 2019 Alaska High School Youth Risk Behavior Survey, which
surveyed 1,875 students in grades 9-12 from 39 high schools
across the state, the percentage of students who have attempted
suicide has doubled since 2007. Given that 50 percent of all
lifetime cases of a mental illness begin by age 14, and 75
percent by age 24, these conversations about mental health need
to be started at an early age.
REPRESENTATIVE CLAMAN said HB 60 requires the State Board of
Education & Early Development to work with representatives from
tribal and mental health organizations to update the health
education standards to include guidelines in mental health
education. Once the legislation passes it will be up to high
schools and school districts across Alaska whether to use the
guidelines to incorporate mental health into their education
curriculum. As is the case with current health education
curriculum, the Department of Education & Early Development
(DEED) is available to assist schools with incorporating health
standards into local curriculum. He stressed that HB 60 does
not create or mandate that schools adopt a curriculum.
REPRESENTATIVE CLAMAN said the state has a responsibility to
treat the current mental health crisis in Alaska as a serious
public health issue. This bill underscores the notion that
mental health is just as important as physical health and should
be treated as such. Conversations about mental health must be
normalized starting at an early age, just as is done with
physical health, in order to de-stigmatize mental illness and
increase knowledge on the fundamental aspects of mental health,
as well the causes, risk factors, and treatments for mental
illness.
9:31:43 AM
SOPHIE JONAS, Staff, Representative Matt Claman, Alaska State
Legislature, on behalf of Representative Claman, prime sponsor
of HB 60, provided a sectional analysis of the proposed
committee substitute, Version B. She began by first relating
that during a hearing of the Senate companion bill, SB 80, in
the Senate Education Standing Committee (SEDC), the Advisory
Board on Alcoholism and Drug Abuse and the Alaska Mental Health
Board recommended changing the intent language to eliminate
organizations that were specifically listed out so as to not
exclude anyone. Additionally, there was confusion about the
word "standard" as opposed to "guideline." So, she explained,
the proposed work draft before this committee mirrors the
changes that were adopted in the Senate Education Standing
Committee.
MS. JONAS reviewed the sectional analysis for the proposed work
draft, Version B. She said Section 1 adds intent language
stating it is the intent of the legislature that the Board of
Education & Early Development develop guidelines for instruction
in mental health in consultation with the Department of Health
and Social Services, regional tribal health organizations, and
representatives of national and state mental health
organizations.
MS. JONAS stated that Section 2 amends AS 14.30.360(a) by
removing the word "physical" when referencing instruction for
health education and adding "mental health" to the list of
curriculum items that each district is encouraged to include in
health education programs.
MS. JONAS specified that Section 3 amends AS 14.30.360(b) by
adding that, in addition to establishing guidelines for health
and personal safety education programs, the State Board of
Education & Early Development shall establish guidelines for
developmentally appropriate instruction in mental health.
MS. JONAS explained that Section 4 amends the uncodified law of
the State of Alaska by providing that the State Board of
Education & Early Development shall develop the aforementioned
guidelines within two years of the effective date of this Act.
9:34:28 AM
CO-CHAIR DRUMMOND opened invited testimony.
9:34:43 AM
JASON LESSARD, Executive Director, National Alliance of Mental
Illness (NAMI), Anchorage Chapter, provided invited testimony in
support of HB 60. He first noted that he is the parent of a
current Anchorage School District (ASD) student and a graduate
of the ASD. He said it is important to recognize that mental
health is health; there is not one without the other. While
that is a simple and obvious statement, it is still a struggle
to incorporate that concept into school curricula. This is why
NAMI chapters in Alaska and the Lower 48 are advocating for the
types of updates and guidance in bills like HB 60.
MR. LESSARD related that while there is much national and Alaska
centric data relevant to this conversation, he will focus on
just two in the interest of time. He said the first data point
is that one in five U.S. adults experiences a mental illness.
Given this prevalence, he urged members to think about how many
people they may know or how many high school students might go
home to a family member with a mental illness. This is not just
talking to students about their own mental health, this is about
having evidence-based curricula that discusses and de-mystifies
a set of illnesses that affects 20 percent of the population.
And, he added, that's just adults and just diagnosable mental
illnesses. He urged members to think about the benefits that
these conversations concerning wellness and self-care could have
on helping students to process grief or a depressive episode
that don't have anything to do with mental health necessarily.
MR. LESSARD said the next data point is that 50 percent of all
lifetime mental illnesses begin by age 14, and 75 percent begin
by age 24. He pointed out that age 14 is a ninth grader. These
illnesses are showing their onset largely in the teenage brain,
he continued, and it's really important to talk about it with
them in a healthy, supportive, and effective manner. This is
why this type of legislation and, hopefully, changes to
curricula throughout Alaska's districts is critical. Giving
students a better understanding of mental illness and mental
wellness, the language to talk about it safely, the
understanding of how and where to find resources for themselves,
their family, and their peers is vital. He urged committee
members to support HB 60 and pointed out that it will help to
address these topics in an evidence-based, proactive, and caring
way.
9:37:39 AM
CLAIR RHYNEER, Representative, Mental Health Advocacy Through
Storytelling (MHATS), provided invited testimony in support of
HB 60. She noted she is testifying on behalf of MHATS as well
as herself. She related that a few years ago she experienced a
difficult and dark period of depression. But more than being
difficult and dark, she said, her experience was governed by
confusion. She was self-harming and all she felt was
uncertainty. Did she need help? How should she know? She
turned to Google and took dozens of "Are you depressed quizzes?"
However, she continued, Google is not a doctor and is in no
position to diagnose a seventh grade girl, let alone anyone, and
it left her more confused. Each night she wondered not only
what was wrong, but if something was wrong at all. In hindsight
it is terrifying to know that she was physically harming herself
and still unsure if she needed support.
MS. RHYNEER pointed out that she isn't the only one. She said
she could personally count on more than one hand the number of
close friends who experienced suicidal ideation, and all of them
filled the gap of mental health education with scrappy online
resources. In 2019, she continued, 20 percent of ASD students
reported attempting suicide one or more times. That means
roughly four people in each of her classes attempted suicide
that year. This bill would teach someone like her younger self
about how to recognize symptoms of mental illness, and what to
do moving forward. She doesn't wish her experience on anyone
else and the best way of achieving that goal is to inform
Alaska's youth. She continued: "We cannot be satisfied with
Google University. We cannot be satisfied with allowing my
friends and classmates and your constituents and neighbors to
remain uneducated. We cannot knowingly let our students
experience the confusion and harm that I felt." She said HB 60
must be passed.
9:39:55 AM
KEEGAN BLAIN, Representative, Mental Health Advocacy Through
Storytelling (MHATS), provided invited testimony in support of
HB 60. She said she is testifying on behalf of MHATS as well as
herself, a graduate of Dimond High School. She related that
while growing up her parents had all the standard conversations
with her, and answered questions like the standard health
questions about sex and where the places are that only a doctor
should touch. At 10 years old, her elementary school health
teacher had her and her peers practicing saying no to alcohol
and drugs. At age 13 her middle school health teacher taught
about STDs and the major signs of domestic abuse. Ms. Blain
stated that 10 years old is the age when her symptoms of
depression first started, and at 13, she was institutionalized
for the first time. She felt alone in her fight against her own
mind. She had never been taught what mental illness was. She
didn't know if she could go back to school, whether she should
tell her friends and teachers. It was completely uncharted
territory.
MS. BLAIN said the Alaska Department of Health and Social
Services reports that from 2005-2006, 8.6 percent of adolescents
aged 12-17 reported having a major depressive episode. That
percentage nearly doubled to 15.2 percent from 2015-2016. There
is a clear upward trend in cases of mental illness in Alaskan
teens, she continued, but no response at the educational level.
She stated she is a success story of the Anchorage School
District. She graduated summa cum laude from Dimond and has
gone on to study bioengineering at a top research university,
but the odds were against her. Sixty percent of students with a
diagnosed mental illness don't ever graduate high school, she
specified. Research has shown that early intervention is key to
preventing the development of severe mental illness in later
years, and HB 60 has the potential to bring that intervention
into Alaska's schools. She asked committee members to please
take this first step towards bringing mental health education to
Alaska's students who so desperately need it.
9:42:30 AM
CO-CHAIR DRUMMOND held over HB 60 for further consideration and
public testimony. [The motion to adopt the proposed committee
substitute (CS) for HB 60, Version 32-LS0261\B, Klein, 3/25/21,
as a work draft was left pending with an objection.]
9:42:46 AM
ADJOURNMENT
There being no further business before the committee, the House
Education Standing Committee meeting was adjourned at 9:43 a.m.