Legislature(2021 - 2022)DAVIS 106
04/09/2021 08:00 AM House EDUCATION
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| Audio | Topic |
|---|---|
| Start | |
| HB132 | |
| HB108 | |
| HB19 | |
| Adjourn |
* first hearing in first committee of referral
+ teleconferenced
= bill was previously heard/scheduled
+ teleconferenced
= bill was previously heard/scheduled
| + | HB 132 | TELECONFERENCED | |
| *+ | HB 108 | TELECONFERENCED | |
| *+ | HB 19 | TELECONFERENCED | |
ALASKA STATE LEGISLATURE
HOUSE EDUCATION STANDING COMMITTEE
April 9, 2021
8:02 a.m.
MEMBERS PRESENT
Representative Harriet Drummond, Co-Chair
Representative Andi Story, Co-Chair
Representative Tiffany Zulkosky
Representative Mike Prax
Representative Mike Cronk
Representative Ronald Gillham
MEMBERS ABSENT
Representative Grier Hopkins
COMMITTEE CALENDAR
HOUSE BILL NO. 132
"An Act relating to technical education and apprenticeships;
relating to concurrent vocational education, training, and on-
the-job trade experience programs for students enrolled in
public secondary schools; relating to child labor; and providing
for an effective date."
- HEARD & HELD
HOUSE BILL NO. 108
"An Act relating to concurrent vocational education, training,
and on-the-job trade experience programs for students enrolled
in public secondary schools; relating to child labor; and
providing for an effective date."
- HEARD & HELD
HOUSE BILL NO. 19
"An Act relating to instruction in a language other than
English; and establishing limited language immersion teacher
certificates."
- HEARD & HELD
PREVIOUS COMMITTEE ACTION
BILL: HB 132
SHORT TITLE: SCHOOL APPRENTICESHIP PROGS; TAX CREDITS
SPONSOR(s): LABOR & COMMERCE
03/10/21 (H) READ THE FIRST TIME - REFERRALS
03/10/21 (H) L&C, EDC, FIN
03/15/21 (H) L&C AT 6:30 PM BARNES 124
03/15/21 (H) Heard & Held
03/15/21 (H) MINUTE(L&C)
03/22/21 (H) L&C AT 3:15 PM DAVIS 106
03/22/21 (H) Moved CSHB 132(L&C) Out of Committee
03/22/21 (H) MINUTE(L&C)
03/22/21 (H) L&C AT 6:30 PM DAVIS 106
03/22/21 (H) -- MEETING CANCELED --
03/25/21 (H) L&C RPT CS(L&C) NT 5DP 1AM
03/25/21 (H) DP: SNYDER, SCHRAGE, MCCARTY,
SPOHNHOLZ, FIELDS
03/25/21 (H) AM: NELSON
04/09/21 (H) EDC AT 8:00 AM DAVIS 106
BILL: HB 108
SHORT TITLE: CONCURRENT SECONDARY & TRADE SCHOOL
SPONSOR(s): MCCARTY
02/22/21 (H) READ THE FIRST TIME - REFERRALS
02/22/21 (H) EDC, L&C, FIN
04/09/21 (H) EDC AT 8:00 AM DAVIS 106
BILL: HB 19
SHORT TITLE: LIMITED TEACHER CERTIFICATES; LANGUAGES
SPONSOR(s): KREISS-TOMKINS
02/18/21 (H) PREFILE RELEASED 1/8/21
02/18/21 (H) READ THE FIRST TIME - REFERRALS
02/18/21 (H) EDC, L&C
04/09/21 (H) EDC AT 8:00 AM DAVIS 106
WITNESS REGISTER
REPRESENTATIVE ZACK FIELDS
Alaska State Legislature
Juneau, Alaska
POSITION STATEMENT: Presented CSHB 132(L&C) on behalf of the
sponsor, the House Labor and Commerce Standing Committee, on
which he serves as co-chair.
MARI SELLE, Director
South Central Alaska Health Education Center
Alaska Primary Care Association
Anchorage, Alaska
POSITION STATEMENT: Testified in support of CSHB 132(L&C).
REPRESENTATIVE KEN MCCARTY
Alaska State Legislature
Juneau, Alaska
POSITION STATEMENT: As prime sponsor, presented HB 108.
DENEEN TUCK, Staff
Representative Ken McCarty
Alaska State Legislature
Juneau, Alaska
POSITION STATEMENT: Presented the sectional analysis for HB 108
on behalf of Representative McCarty, prime sponsor.
BRAD AUSTIN, Apprenticeship Coordinator
Plumbers, Pipefitters & Southeast Mechanical Contractors
Apprenticeship Program
Plumbers and Pipe Fitters Local 262
Juneau, Alaska
POSITION STATEMENT: Provided invited testimony in support of HB
108.
JIM ANDERSON, CFO
Anchorage School District
Anchorage, Alaska
POSITION STATEMENT: Provided invited testimony in support of HB
108.
REPRESENTATIVE JONATHAN KREISS-TOMKINS
Alaska State Legislature
Juneau, Alaska
POSITION STATEMENT: As prime sponsor, introduced HB 19.
LINDSAY BURKE, Staff
Jonathan Kreiss-Tomkins
Alaska State Legislature
Juneau, Alaska
POSITION STATEMENT: Presented HB 19 on behalf of Representative
Kreiss-Tomkins, prime sponsor.
REID MAGDANZ
Alaska Native Languages Advocate
Kotzebue, Alaska
POSITION STATEMENT: Provided invited testimony in support of HB
19.
MICHAEL JOHNSON, Commissioner
Department of Education and Early Development
Juneau, Alaska
POSITION STATEMENT: Provided invited testimony in support of HB
19
ACTION NARRATIVE
8:02:19 AM
CO-CHAIR STORY called the House Education Standing Committee
meeting to order at 8:02 a.m. Representatives Drummond, Prax,
Gillham, Cronk, and Story were present at the call to order.
Representative Zulkosky arrived as the meeting was in progress.
HB 132-SCHOOL APPRENTICESHIP PROGS; TAX CREDITS
8:03:15 AM
CO-CHAIR STORY announced that the first order of business would
be HOUSE BILL NO. 132, "An Act relating to technical education
and apprenticeships; relating to concurrent vocational
education, training, and on-the-job trade experience programs
for students enrolled in public secondary schools; relating to
child labor; and providing for an effective date." [Before the
committee was CSHB 123(L&C)
8:03:57 AM
REPRESENTATIVE ZACH FIELDS, Alaska State Legislature, presented
CSHB 132(L&C) on behalf of the sponsor, the House Labor and
Commerce Standing Committee, on which he serves as co-chair. He
stated that apprenticeships are part of a larger ecosystem and
shared that the goal of the proposed legislation was to expand
apprenticeship and school-to-apprenticeship linkages, so more
Alaska youth can enter living wage careers that have nationally
recognized post-secondary credentials, including college credit
and apprenticeship.
REPRESENTATIVE FIELDS shared that Alaska has high performing
apprenticeship programs in the traditional building trades, and
recent innovation with apprenticeship in new industries. He
opined that Alaska has fantastic career and technical education
(CTE) programs in its school districts, including some school-
to-apprenticeship linkage programs. He explained that the
school-to-apprenticeship programs' volume is not sufficient to
meet demand. In the last 10 years, he said, there has been a
focus across party lines and through administrations on
expanding apprenticeship and CTE with support from the
congressional delegation.
REPRESENTATIVE FIELDS argued that expansion of CTE helps "people
pull themselves up by their bootstraps" and avoid college debt.
He shared that he is from a poor family and opined that people
shouldn't have to choose between postsecondary credentials and a
career. He stated that some people cannot afford not to work,
need to have a job, and they must complete either an
apprenticeship program, college credit, or ideally both.
REPRESENTATIVE FIELDS noted that Alaska is in a fiscally
constrained position, but federal resources for apprenticeship
are expanding. He shared that Alaska is completing an
application for State Apprenticeship Expansion and Innovation
(SAEI) grants, and CSHB 132(L&C) would put policy in place to
capitalize on the federal investment.
8:06:48 AM
REPRESENTATIVE FIELDS said CSHB 132(L&C) would incentivize
employer participation with $1,000 per apprentice in an employer
tax credit. He shared that this is based on a model from South
Carolina, where it was found that apprenticeship can be scaled
up by incentivizing employer participation and linking it to the
school system. He commented that the legislature could learn
from that model and expand apprenticeship beyond traditional
building trades. He noted that there was a $1,500 credit for
veterans entering apprenticeship.
REPRESENTATIVE FIELDS explained that the second thing CSHB
132(L&C) would do is direct the Department of Labor and
Workforce Development (DLWD) and the Department of Education and
Early Development (DEED) to collaborate in technical and
financial support for school apprenticeship, science, math, and
engineering CTE programs. He noted that DLWD has supported
apprenticeship for a long time, and cited examples back to
Governor Frank Murkowski and also nodded to work by Senator
Click Bishop from his time as commissioner of DLWD. He noted
however, that there had not been a statutory directive to DEED
to support apprenticeship. Representative Fields commented that
as exemplified by international best practices for
apprenticeship, Alaska needed to better link vocational
education with higher education. He shared that the House Labor
and Commerce Standing Committee worked with DEED on the proposed
legislation, and that it is supportive of CTE and
apprenticeship.
8:09:15 AM
REPRESENTATIVE FIELDS stated that the University of Alaska (UA)
system has pioneered examples of college credit and
apprenticeship, including in the automotive industry. He said
this proposed legislation directed the university to support
[college credit for apprenticeship] and noted that there was a
forthcoming amendment to change the language in a way UA
supports. He emphasized the importance of linking college and
apprenticeship.
REPRESENTATIVE FIELDS said CSHB 132(L&C) has a wide range of
support, and listed entities in favor of the proposed
legislation, including Associated Builders and Contractors
(ABC), the Alaska State Hospital & Nursing Home Association
(ASHNHA), the Alaska Primary Care Association (APCA), the
Matanuska-Susitna Borough School District (MSBSD), and some
individual employers and unions. He noted that whether non-
union or union, building trades, or healthcare, the proposed
legislation had support from a broad range of stakeholders.
REPRESENTATIVE FIELDS summarized that CSHB 132(L&C) would
incentivize employer participation with a tax credit and a bonus
tax credit for veterans, encourages cross departmental
collaboration between DLWD and DEED, supports school districts'
work to expand school-to-apprenticeship programs, and provides
statutory support for UA to continue expanding its college
credit for apprenticeship programs.
8:12:09 AM
REPRESENTATIVE GILLHAM asked if there was a minimum age to begin
an apprenticeship.
REPRESENTATIVE FIELDS replied that it depended on the student
and the program. He offered that someone ages 16-18 could be in
a registered apprenticeship program and a middle college high
school program. He stated that in some occupations one can't
work before turning 18, so it would depend on the profession.
He shared that in other cases many Alaska schools have school-
to-college linkage programs, which prepare a student to enter an
apprenticeship program upon graduating high school. He offered
that in this scenario, the intention is to link college credit
to the program.
8:13:51 AM
MARI SELLE, Director, South Central Alaska Health Education
Center (SCAHEC), Alaska Primary Care Association (APCA),
testified in favor of CSHB 132(L&C). She shared that the
proposed legislation has the potential to open doors for youth
to enter health and human services careers. She told the
committee that APCA has been a multi-agency sponsor for
registered apprenticeships since 2017. The program was built
with the United States Department of Labor's (DoL's) American
Apprenticeship Initiative (AAI) and the State Apprenticeship
Expansion grant, managed by DLWD. She explained that APCA is a
multi-agency sponsor that works with different healthcare
employers, many of whom are community health centers. The
various employers employ the apprentices, and APCA manages the
apprenticeship program for its partners, she said. She stated
this is a system where students get paid while they learn.
MS. SELLE shared that about 25 percent of the program's
apprentices are youths ages 18-24. She said APCA has a
partnership with Alaska Works on a youth apprenticeship program
to increase the availability of apprenticeships. She offered
that APCA also works with school districts to get youth into its
apprenticeship programs. She commented that there is a lot of
energy at the moment to create apprenticeships for youth, and
she believes CSHB 132(L&C) will help take everything to the next
level. She said this model of apprenticeship works well for
people who are going into entry level jobs. She explained that
this is because healthcare facilities are mentoring and training
new staff. She said the recruitment pool for entry level jobs,
especially in rural Alaska, is limited so employers must often
hire individuals without experience. The apprenticeship model
provides the missing piece of structured, formal education that
leads to a certification and takes people with no experience and
puts them on a great career path, she opined. Ms. Selle noted
that APCA partners with Alaska Pacific University (APU), so all
participants earn college credit and an undergraduate
certificate at the successful completion of their
apprenticeship. That certificate can lead to an associate
degree or bachelor's degree, launching the student into a
career.
MS. SELLE reiterated her support for the proposed legislation
and said she felt that the tax credit incentive was a key
component. She shared that one of APCA's challenges has been
having more willing students than employers. She pointed out
the burden of mentorship and working with young, inexperienced
people, but she believed the financial incentive would help
employers "take the plunge."
8:19:20 AM
REPRESENTATIVE PRAX looked for clarification regarding if the
apprenticeship program would establish guidelines in the health
care industry to measure an apprentice's experience and
knowledge in a specific field.
MS. SELLE replied that there are two components to an
apprenticeship. She said there is an on-the-job learning
component with many metrics that one must meet. She said there
is also a related technical instruction (RTI) component, which
is classroom learning. She explained that it is similar to a
college class in which there are learning objectives that one
must meet. She shared that APCA's apprenticeships are one to
two years, and about 25-40 weeks are spent in a virtual
classroom for 1-2 hours per week.
8:21:23 AM
REPRESENTATIVE FIELDS added that apprenticeship is regulated by
DoL, so for any given occupation there are "standards of
apprenticeship" which govern the skills taught on the job and
RTI. He emphasized that the standards of apprenticeship are
consistent for any occupation across the United States, which
gives a guarantee of quality across sponsors.
REPRESENTATIVE PRAX asked how a university or school education
program interfaced with an employer to give credits and
accreditation.
REPRESENTATIVE FIELDS replied that the Northwest Commission on
Colleges and Universities (NWCCU), the region's accrediting
body, has long worked with universities. He explained that an
institution of higher education must look at an apprenticeship
program and determine whether the related technical instruction
and the on-the-job learning align with a college degree program.
The college can then either use an existing instructor, such as
one from APCA, for the program, or have college professors
deliver the RTI in a traditional college setting, he said. He
explained that NWCCU accommodates that range of options.
8:23:40 AM
REPRESENTATIVE GILLHAM asked Ms. Selle how CSHB 132(L&C) would
help existing apprenticeship programs. He commented that he
completed a union apprenticeship without needing college
credits.
MS. SELLE answered that healthcare apprenticeships are new. She
said she believed the proposed legislation would help school
districts strengthen apprenticeship programs and bring awareness
to the value of apprenticeships to both school districts and
employers. She commented that the financial incentive would
intrigue employers. She said there are differences among
different trades and said carpentry was an example of having a
long history of established apprenticeships, while healthcare
was still in the process of making apprenticeship an established
norm. She emphasized that retention and recruitment in
healthcare is an issue and has been for a long time. She
suggested that this could be a tool to train an a highly skilled
and qualified workforce.
REPRESENTATIVE FIELDS added that in South Carolina where similar
proposed legislation had passed, the $1000 incentive was enough
to incentivize employers to try the program, which then paid for
itself with reduced turnover and higher productivity. He
described it as an inducement that allowed employers to
experiment.
REPRESENTATIVE GILLHAM asked if the $1,000 incentive was one-
time or repeated.
REPRESENTATIVE FIELDS replied that it is a one-time incentive.
8:27:49 AM
REPRESENTATIVE FIELDS presented the sectional analysis of CSHB
132(L&C). He said Section 1 names the bill the Alaska
Apprenticeship Expansion Act; Section 2 adds duties to DEED and
states that it must collaborate with DLWD to provide financial
and technical support to school districts. He commented that
DEED has primarily supported CTE with the Carl D. Perkins grant,
which is insufficient to scale up school-to-apprenticeship
programs. He said this makes the statutory direction necessary,
because DEED will have to think creatively beyond the Perkins
grant. Section 3 provides statutory support to UA to
collaborate with DEED on apprenticeships aligned with higher
education, he explained. Section 4 is the registered apprentice
tax credit, he said.
8:29:38 AM
REPRESENTATIVE DRUMMOND commented that Ms. Selle had said COVID-
19 did not disrupt the remote instruction but did not mention
how it affected on the job training. She asked for discussion
on healthcare training during the pandemic.
REPRESENTATIVE FIELDS replied that APCA was well positioned
because they have a robust system for digital communication
including video from the APCA headquarters in Anchorage, Alaska.
He said in terms of the participating community health centers,
the health centers needed to identify the mentor for a given
apprentice in one of APCA's five apprenticeship programs. He
clarified that APCA is an umbrella organization that includes
numerous health care organizations throughout the state.
8:31:53 AM
CO-CHAIR STORY asked how the program would work for smaller
village schools.
REPRESENTATIVE FIELDS pointed to a teaching program in the Lower
Kuskokwim School District (LKSD) with registered apprenticeship
embedded in it. He said LKSD identifies people who want to
become elementary education teachers and allows them to start as
an apprentice, either as an associate teacher or a teacher's
aide. Students then work through apprenticeship while
completing their University of Alaska Fairbanks (UAF) Early
Education distance delivered program. He explained that these
participants are earning a wage while working towards a college
degree.
REPRESENTATIVE FIELDS offered a second example with building
trades. He said someone working in construction may complete
apprenticeship hours in different communities. He also
suggested there are rural residents who attend apprenticeship
training at a training center in Anchorage or Fairbanks.
8:33:33 AM
REPRESENTATIVE GILLHAM asked if individuals joining
apprenticeships would be required to join unions.
REPRESENTATIVE FIELDS replied no, apprenticeship as a system
works for both union and non-union employers. He said
apprenticeship programs can be sponsored by a single employer or
multiple employers. He gave Red Dog Mine as an example of a
single-employer, non-union apprenticeship program sponsor. He
said it has multiple apprenticeships and is a world leader in
terms of apprenticeship. He offered APCA and ABC as non-union,
multi-employer examples. He said there are also single-employer
union programs and mentioned employees at the Mat-Su Regional
Medical Center, which has employees represented by International
Brotherhood of Electrical Workers (IBEW) Local 1574 and started
an apprentice program in partnership with the union. He
explained that traditional building trades, such as carpentry,
are the multi-employer unions. He summarized that all four
models exist, and apprenticeship training is open to anyone. He
said some of the new innovative programs are still developing
standards of apprenticeship, which is what Dol and DLWD did with
APCA and the Red Dog Mine.
8:36:47 AM
REPRESENTATIVE DRUMMOND said she would like to see a chart of
the four models Representative Fields had described. She
commented that she had seen a chart by the Associated General
Contractors (AGC) of Alaska that compared apprenticeship wages
while working and learning to college wages while working and
learning, along with the debt at the end of either program. She
asked if he could provide something similar to show the benefits
of the program.
REPRESENTATIVE FIELDS replied that all apprenticeship programs
have a wage progression. He said the traditional building
trades with AGC typically offer 60 percent of wages for the
first year of apprenticeship, 70 percent for the second year,
then 80 and 90 with a four-year apprenticeship. He explained
that as an apprentice learns, he/she earns higher wages. He
suggested this is instrumental for a win-win for both the
employer and the employee. He referenced a study from the Palin
Administration on apprenticeship, Alaska hiring, and wages. He
suggested it had compelling data about apprenticeship leading to
living wages.
8:39:08 AM
CO-CHAIR STORY asked about the fiscal note. She observed that
DLWD and DEED appeared to be able to build these partnerships
with the current structure. She also commented that she was
curious how it extended into post-secondary high school
programs.
REPRESENTATIVE FIELDS replied that DEED and DLWD told his office
that both already wanted to support apprenticeship, so adding
statutory support did not add cost. He said the cost in CSHB
132(L&C) is going to be the tax credit.
CO-CHAIR STORY concluded by adding that CTE is one of DEED's
five priorities of Alaska's Education Challenge.
[HB 132 was held over.]
8:40:56 AM
The committee took an at-ease from 8:40 a.m. to 8:45 a.m.
HB 108-CONCURRENT SECONDARY & TRADE SCHOOL
8:45:16 AM
CO-CHAIR STORY announced that the next order of business would
be HOUSE BILL NO. 108, "An Act relating to concurrent vocational
education, training, and on-the-job trade experience programs
for students enrolled in public secondary schools; relating to
child labor; and providing for an effective date."
8:45:59 AM
REPRESENTATIVE KEN MCCARTY, Alaska State Legislature, as prime
sponsor, presented HB 108. He said that in secondary education,
Alaska offers concurrent enrollment to enter college courses,
but the state does not offer the same for trade classes. He
explained that if a student wanted to pursue a trade format,
he/she would have to do so independent of the secondary
education experience. He explained that HB 108 would resolve
the issue so a student could do concurrent enrollment in trade
and recognize that it is done by industry recognized trade
experts.
8:47:50 AM
The committee took an at-ease from 8:47 a.m. to 8:48 a.m.
8:48:41 AM
REPRESENTATIVE MCCARTY added that the proposed legislation opens
up opportunities for the tactile learning process.
8:49:06 AM
DENEEN TUCK, Staff, Representative Ken McCarty, Alaska State
Legislature, presented the sectional analysis for HB 108 on
behalf of Representative McCarty, prime sponsor. She stated,
"Going over the sectional analysis, there's one thing that I'd
like to point out, and that will come up in the presentation.
We talk about the Department of Education in here, but we have
learned since talking with Mr. Anderson at the Anchorage School
District that districts are already doing this. So, we would
like to replace 'The Department of Education' with 'each
district,' and we'll talk about that as we move along in the
bill."
MS. TUCK said Section 1 adds criminal history checks for
instructors of students in trades, on-the-job-training, or
apprenticeship. Section 2, she explained, instructs DEED/school
districts to provide students CTE opportunities. Section 3 adds
six new sections to AS 14.35. First, it makes it so those aged
14 years or older may participate in concurrent vocational
education programs, she shared. Second, it instructs the school
district to contract with external programs for on-the-job style
instruction, requires a published list of available programs,
allows for enrollment in the program, mandates individual
learning plans for students, and requires instructor
certification. Ms. Tuck said that Section 4 amends the
requirements for supervision of an employed minor, Section 5
lowers the employment age to 16 years old, Section 6 allows
minors to work to 10 p.m., and Section 7 provides for an
effective date.
8:55:28 AM
REPRESENTATIVE DRUMMOND asked if brothers-in-law or sisters-in-
law would count as extended family referred to in Section 4.
MS. TUCK replied that she and Representative McCarty would have
no objections if Representative Drummond would propose that as
an amendment.
REPRESENTATIVE MCCARTY added that the language "the department
or district" could be part of the amendment.
8:56:53 AM
REPRESENTATIVE PRAX asked how HB 108 interfaced with CSHB
132(L&C) and how it was different.
REPRESENTATIVE MCCARTY replied that CSHB 132(L&C) was mostly for
individuals seeking apprenticeship who were 18 and older. He
explained that HB 108 captured all secondary school-age kids who
didn't fit into the category of CSHB 132(L&C). He commented
that this was a "synergy of different bills that had come
together for workability." He explained that a student at age
14 could start the process towards workability and would get
industry recognized certifications in that process. He
suggested students could graduate at 18 and be offered a
$100,000 [annual paying] job.
8:58:55 AM
REPRESENTATIVE GILLHAM asked what the "domestic work" in Section
6 of the bill entailed.
REPRESENTATIVE MCCARTY replied that the current statute says the
criteria listed does not apply to a baby-sitter or to housework,
so a babysitter could work until 2 a.m. What this proposed
legislation does is address the current statute that says
student youth must be off the clock by 9 p.m. He said this
section extended that time by one hour, but there were still the
same time frames. He offered an example of a Juneau resident
who owned several movie theaters and had to send youth employees
home at 9 p.m., even with movies still going.
REPRESENTATIVE GILLHAM related anecdotally that his son started
working 10-hour days on his charter boat at age eight for seven
days a week. He commented that limiting fishing families to 23
hours a week is a hindrance and said that in the fishing
industry, people wouldn't keep to 23 hours.
REPRESENTATIVE MCCARTY replied that Representative Gillham's
particular concern has been raised often. He commented that
when the youth is working for a parent that puts it in a "whole
different paradigm."
MS. TUCK added the 23 hours was already in statute, and HB 108
would not change that. She explained that the only thing the
proposed legislation would change would be to allow youth to
work one hour later.
9:02:14 AM
REPRESENTATIVE DRUMMOND asked if 10 p.m. was late enough,
especially in Alaska summer considering the "geographic
advantage to daylight."
REPRESENTATIVE MCCARTY replied it was also an issue with the
Occupational Safety and Health Administration (OSHA) child labor
laws at the federal level. He said there had been an attempt
previously to make a shift to expand the available youth working
hours to both earlier in the morning and later at night, which
was shut down due to federal regulation.
REPRESENTATIVE DRUMMOND commented that these were "baby steps
while we train OSHA that Alaska is part of the United States but
has a totally different latitudinal experience."
9:04:12 AM
REPRESENTATIVE MCCARTY gave a PowerPoint presentation on HB 108.
He overviewed slide 2, which read as follows [original
punctuation provided]:
? Gives high school students age 14 and up, concurrent
enrollment opportunity for vocational education with
industry-standard instruction and certification.
? Ensures that students receive the best training by
requiring an industry standard master skill
certification for instructors.
? Trade programs contracted with school districts
must prove that their instruction meets agency
accredited national or regional standards.
? Gives equal opportunity to all students who wish to
participate.
? Will raise attendance and graduation rates and
produce a stronger workforce with skilled experience
and work ethic.
REPRESENTATIVE MCCARTY stated this wasn't something new; it was
something that the state already wanted to do.
9:07:38 AM
REPRESENTATIVE MCCARTY directed attention to slide 4, which read
as follows [original punctuation provided]:
Youth & Workforce Engagement
? Less 0.5% of Alaska's Active Apprentices are under
18
? In 2019 only 35% of teens ages 16-19 were part of
the U.S Workforce
? A 25% decrease in teen workers from the peak in 1979
when 60% of Teens ages 16-19 held down part-time jobs
REPRESENTATIVE MCCARTY said there has been a large drop of
participation in the workforce and offered anecdotes from
various states. He moved to slide 5 and commented that CTE
education is a national trend, and HB 108 is in line with that
movement. He presented slide 6, which showed findings from a
study performed by the American Student Association (ASA) and
Bellwether Education Partners on work-based learning policies.
He observed that Alaska has improvements to make. He stated
that with HB 108, CSSB 32(FIN), and CSHB 132(L&C), the
legislature would make great strides.
REPRESENTATIVE MCCARTY presented slide 7. He shared that HB 108
supports "Program Lists." He said DEED is already asking for
vocational trade lists, which he explained the industry already
has. He pointed to "Instructor Certification," and said that
there are already instructors, and he explained the
certification process which would allow industry standard
professionals to teach in the classroom. Lastly, he directed
attention to "Program Contracts." He said that many Alaska
schools have programs and materials, but some do not. He
suggested these programs could happen with neighborhood
businesses and offered an anecdote from when he ran a special
needs school which offered sewing classes with a local business.
9:11:34 AM
REPRESENTATIVE MCCARTY moved to slide 8 and explained that
funding came from base student allocation (BSA) funding, and no
special funding was needed for the proposed legislation. He
presented slide 9 and addressed the term "higher education." He
shared his view that higher education is any education that
builds a career.
REPRESENTATIVE MCCARTY presented slides 10-13 and discussed
seven benefits of trade skills and vocational education. The
first benefit he presented was the ability to start young at age
14. The second benefit he pointed out was having smaller
classes and like-minded peers, which he likened to the
relationships built in a sports team setting. He offered the
next two benefits: career service opportunities from specific
training and the cost benefit of industry level pay. He pointed
out the impact of hands-on training. The last two benefits he
mentioned were job placement and faster workforce certification.
9:14:41 AM
BRAD AUSTIN, Apprenticeship Coordinator, Plumbers, Pipefitters &
Southeast Mechanical Contractors Apprenticeship Program,
Plumbers and Pipe Fitters Local 262 provided invited testimony
in favor of HB 108. He shared with the committee that he was
also representing the Alaska Pipe Trades, Local 375 in Fairbanks
and Local 367 in Anchorage, all three of which are multi-
employer union programs that run federally registered
apprenticeship programs. He explained that with that, comes a
set of rules called the "Standard of Apprenticeship." He
commented that one part of that is the on-the-job training
component, and the other component is the related technical
instruction. He shared that Local 262's training program has
240 hours a year, adding up to six weeks of instruction
including formal classroom training, from math to more advanced
skills such as medical gas installation, which involves a
certificate. He stated that there is a wage progression, with
the program starting at 50 percent of journeyman scale for first
year apprentices, and then every six months there is a raise and
an advancement within the program. He noted that the program
was five years long, 10,000 hours, and completes with a state
plumbing test.
MR. AUSTIN commented that electrician and plumber apprentices
must be registered in order to obtain a trainee card, and that
the state tracks the hours. Once an apprentice reaches 8,000
hours, the individual may take the state test. He opined that
it is much like school and shared that there are monthly grade
cards given by the journeyman who oversees an apprentice. He
shared that the grade card also documents the hours and the
processes completed by the apprentice. The grade cards are
reviewed, and then it is decided whether an apprentice is ready
for advancement, he explained. He compared it to a freshman
becoming a sophomore in high school. He shared that the
Plumber's and Pipefitters apprenticeship is registered as a
post-secondary exempt training facility with DEED. He mentioned
that college credits were also involved with the apprenticeship
program and noted that the union had agreements with two
universities and two community colleges, along with UA.
MR. AUSTIN asserted that these are great careers, and said the
apprentices begin at $19.41 an hour when starting with no
training. He said HB 108 would provide opportunities for
students who may not realize there are high paying careers in
the plumbing and pipefitting industry. He requested that
"registered apprenticeship" be added to the bill next to "on-
the-job" trade experience to "open it up" and add clarity
regarding these programs.
9:21:43 AM
JIM ANDERSON, CFO, Anchorage School District (ASD), testified in
favor of HB 108. He shared that the Anchorage School Board's
three goals are: reading proficiency; math proficiency; and
life, college, and career readiness upon graduation. He
asserted that those goals would be reinforced by the proposed
legislation. He stated that HB 108 strengthens the state's
focus to provide high school students an opportunity to receive
industry-standard training so they will have viable skills for a
trade upon graduation. He also noted that the bill addressed
the partnership with businesses in many areas that may not have
state certified apprentice programs. He said ASD has split its
work-based learning opportunities into two areas: internships
and job shadowing. He stated that internships with businesses
have allowed many students to develop skills that enable them to
receive jobs immediately following graduation. He said the
district has partnered with 93 business, some of which are local
union apprentice programs although the vast majority are not, in
21 distinct career fields, such as art design, bio-medical,
telecommunications, horticulture, carpentry, veterinary
assistants, welding, collision repair, and many more. He shared
that ASD was expanding an intern program within its business
units so that soon students would be able to build skills in
maintenance, information technology, human resources, and
nutrition. He explained that students participating in these
programs receive course credit, and he noted that the
partnerships were nearly always available at no cost to the
district.
MR. ANDERSON said Alaska's future depended on ensuring that
students who don't attend college have pathways to start careers
upon graduating high school. He shared that in 2019 prior to
the pandemic, ASD had 126 students participate in intern
programs with district partners and another 190 students who
participated in job shadowing. He said that state registered
apprenticeships are a small part of the district's workforce
development, with five to eight students entering a state
registered apprenticeship at age 18, but noted that the other
industry partnership programs have three times the employment
rate upon graduation. Mr. Anderson reiterated that HB 108
supports the Anchorage School Board's goal of having student's
life, college, and career ready upon graduation, and [ASD]
strongly supports the bill.
9:25:32 AM
CO-CHAIR STORY announced HB 108 was held over.
HB 19-LIMITED TEACHER CERTIFICATES; LANGUAGES
9:26:15 AM
CO-CHAIR STORY announced that the final order of business would
be HOUSE BILL NO. 19, "An Act relating to instruction in a
language other than English; and establishing limited language
immersion teacher certificates."
9:26:34 AM
REPRESENTATIVE KREISS-TOMKINS, Alaska State Legislature, as
prime sponsor, introduced HB 19. He shared that this is the
third legislature he has carried a version of the proposed
legislation in, noting that the first version passed 40-0 in the
House, but did not make it through the Senate, and during the
Thirty-first Alaska State Legislature, COVID-19 truncated
session. He called HB 19 an important piece of proposed
legislation and the actionable thing the legislature could do to
support Alaska Native language revitalization for the districts
and communities that are seeking to create immersion language
programs.
9:28:25 AM
LINDSAY BURKE, Staff, Representative Kreiss-Tomkins, Alaska
State Legislature, presented HB 19 on behalf of Representative
Kreiss-Tomkins, prime sponsor. She explained that high-level
immersion programs are an education model used widely across the
country and increasingly in Alaska. In these programs, at least
50 percent of the learning is conducted in a target language,
such as Spanish, German, or Yup'ik. She shared that there is a
limited pool of fully certified teachers who have the necessary
language abilities, but there are many fluent speakers who are
suited for the program but do not have the full certification
for reasons such as limited English ability, advanced age, or
familial responsibility. The proposed legislation would ease
that burden by amending the state's limited teacher certificate
program and allowing certificates to be issued at the request of
the school district for teachers with a specific subject area
expertise, in which there are few fully certified and trained
teachers.
MS. BURK said HB 19 would authorize the State Board of Education
and Early Development to create a new type of limited
certificate, specific to teaching in a language immersion
program. The board would be authorized to author regulations to
ensure the certificate holder demonstrates instructional skills
in subject matter or expertise sufficient to assure the public
that the person is competent as a teacher, she said. Under HB
19, the board would be empowered to write the regulations and
create the certificate, but would not be required to do so, and
the school districts would retain local control whether to apply
for a certificate on behalf of a teacher, she explained. She
informed the committee that a limited certificate would be good
for a one-year probationary period, with an option for renewal,
pending the school district's affirmation of the holder's
educational skills and subject matter expertise. She concluded
that HB 19 was drafted to address the specific need faced by the
language immersion program and to strengthen the program.
9:31:23 AM
REID MAGDANZ, Alaska Native Languages Advocate, provided invited
testimony in support of HB 19. He provided the committee his
personal background to give context to his testimony. He shared
that his parents moved to Alaska from California and Nebraska
and raised him in Kotzebue, where he graduated from high school
in 2008. He said he left Alaska for college but returned in
2014 to work as legislative staff to Representative Kreiss-
Tompkins. After five years with the legislature, he returned to
Kotzebue where he is now an educator and construction worker.
Mr. Magdanz shared that he is learning Inupiaq and is talking
with people around the state about the education system and the
early stages of an effort to help schools better serve students,
especially in rural Alaska.
MR. MAGDANZ said his comments on HB 19 are reflective of his
experience, particularly in Alaska schools and working on Alaska
Native language revitalization for the past six years. He noted
that he speaks primarily from the Rural Alaska perspective. He
stated that HB 19 would address what he understood as the most
important barrier to academic success for rural Alaska students.
He said rural Alaska students, often Alaska Native students, go
to schools with teachers and administrators that do not look
like them, behave like them, and have not lived like them, and
then must learn from curriculums divorced from the place and
reality in which those students live. He shared an anecdote
about a teacher in Kotzebue whose curriculum instructed her to
teach about subways, even though snow machines would have been
more applicable and easier to understand for the students. He
opined it was no wonder that students become disinterested in
school and learning, which he shared he saw happen to his
classmates as he grew up in Kotzebue. He noted that rural
Alaska also has some Alaska Native teachers and non-Native
teachers who have lived in rural Alaska for a long time.
9:35:29 AM
MR. MAGDANZ challenged the committee to consider what could be
done to make school more relevant and improve the academic
success of rural Alaska students. He asserted that bringing
Native language and Native culture to the center of the
educational experience can make a real difference. He suggested
that not only do students, both Native and non-Native, become
more grounded in who they are, but they also do better in math,
science, writing, and reading. He said there are decades of
research reinforcing this, and he referenced the Alaska Rural
Systemic Initiative (AKRSI), and the writings of Ray Barnhardt
and Angayuqaq Oscar Kawagley. He opined that the best
preparation for education is a life in the students'
communities, not a university teacher program in the Lower 48.
He argued that HB 19 provides a path for school districts to get
those teachers into the classrooms within the regulatory
parameters established by DEED and the State Board of Education
and Early Development.
MR. MAGDANZ concluded his testimony with an anecdote sharing
that Kotzebue has an Inupiaq immersion school run by the local
tribal government. He said it has been in operation for 23
years and teaches children ages 3-7, and to his understanding
did not have any state certified teachers, because there were
none that spoke the language. He said when these students
transfer to public school, they often lead their classes in
academic performance. Although he admitted it was a small
sample, he said it was a promise of what HB 19 could deliver.
9:38:34 AM
MICHAEL JOHNSON, Commissioner, Department of Education and Early
Development, provided invited testimony in support of HB 19. He
stated that the cornerstone of an education starts with learning
language, including learning to read, and that students thrive
when their learning, culture, and conscience are integrated. He
argued that HB 19 gives needed flexibility to school districts
to hire more teachers who are qualified to teach in language
immersion programs, which can better integrate culture into
classrooms.
COMMISSIONER JOHNSON said HB 19 aligned with the goals of the
Alaska Education Challenge, and said it fit well with the goal
to have all students read at grade level by the end of third
grade. He stated that a comprehensive reading policy in Alaska
that improves student outcomes will include more immersion
schools, and therefore be dependent on more immersion teachers.
He said the proposed legislation meets the goal to increase
career, technical, and culturally relevant education to meet
workforce needs. He argued that the economic wellbeing of
Alaska students and the state can be improved with language
revitalization programs. He continued that HB 19 fit the goal
to close the achievement gap by ensuring equitable educational
rigor and resources, because more teachers qualified to teach
immersion programs would help close the achievement gap. He
said the proposed legislation would also meet the goal of
attracting and recruiting effective educators. He shared that
there is research that language revitalization can help improve
the safety and wellbeing of students as they become more engaged
in their education and goals.
COMMISSIONER JOHNSON said DEED's goal is to provide an excellent
education for every student, every single day. With fewer
individuals entering Alaska teacher preparation programs and
applying for teaching jobs, more than two-thirds of Alaska
teachers come from out of state, and he said more Alaskans were
needed in the classroom. He said the proposed legislation
provides quantity by establishing an additional pathway for
local school boards to recognize emerging teachers with
expertise in a language other than English, and that it
addresses quality by allowing the local school boards to request
the issuance of a limited language immersion teacher certificate
that is only valid in a language immersion program. He
explained that by establishing the length of the certificate to
only one year, the local board retains the option to extend or
renew the certificate.
9:42:41 AM
REPRESENTATIVE DRUMMOND referred to language on page 2 of HB 19,
lines 24-30. She asked why a language that is not an Alaska
Native language can be certified for a cumulative period not to
exceed four years, while an Alaska Native language may be
certified for a cumulative period that may exceed four years.
REPRESENTATIVE KREISS-TOMKINS replied the previous legislative
body had a concern that districts would use the limited
certificate ad infinitum and felt that a maximum length of
renewal would be appropriate, so it was incorporated into the
bill. He offered his opinion that it was unlikely that there
would be ad infinitum renewals of rural language teachers who
are on the limited teacher certificate, and it was likely one
would eventually seek normal certification.
9:44:56 AM
REPRESENTATIVE PRAX asked why certificate renewal would have
restrictions and commented it would make sense to keep a teacher
involved as long as the teacher is interested and not put any
obstacles before him/her.
REPRESENTATIVE KREISS-TOMKINS replied that Representative Prax's
question aligned with his own thinking, but he said he defers to
committee process in how best to structure the proposed
legislation. He commented that if it is the will of committee
to remove that section, which is how the bill was originally
drafted, he would be amenable as his broader goal is to pass the
proposed legislation. He said he would agree with whatever
compromise worked with the appropriate parties.
REPRESENTATIVE PRAX asked for clarification about how to get the
limited certificate and offered his understanding that a teacher
would have to demonstrate competence in teaching as well as
speaking the given language.
REPRESENTATIVE KREISS-TOMKINS replied that there are multiple
layers of review. He said the local school district must first
affirmatively approve of the teacher. From there, he explained,
the referral goes to DEED, which will write the regulations to
provide proper reviews on teaching ability, and only then would
a teacher get a certificate for one year.
REPRESENTATIVE PRAX commented that he could understand initially
limiting the certificate to a year, but if it was successful, he
wouldn't want to leave an obstacle in place.
9:48:02 AM
REPRESENTATIVE DRUMMOND shared her connection to languages and
explained that she spoke Greek as a child. She opined that
Alaska Native languages are dying out, and it is important to
connect with Native speakers. She commented that she also
wanted to hear about how it was going in the school districts
that had been offering Native language immersion for decades.
REPRESENTATIVE KREISS-TOMKINS suggested that during public
testimony there would be many points of perspective from across
the state.
9:50:24 AM
REPRESENTATIVE ZULKOSKY referred to the language on page 2,
lines 24-30, of HB 19 and asked if it would be appropriate "for
that to be considered for removal and inclusion in the
regulatory process."
COMMISSIONER JOHNSON replied he would need time to consider the
proposed action but would notify her office. In general, he
said, the more specific the legislature is, the easier it is for
DEED to implement the proposed legislation as intended. He
commented that all of DEED's regulations go through the state
board and receive public comment, and so the regulatory process
at the department does provide an opportunity to refine
legislative intent.
REPRESENTATIVE ZULKOSKY asked representative Kreiss-Tompkins if
it was more advantageous for the language to be stripped or
perhaps made broader to allow for a better relationship with the
department, which is setting the regulations and standards for
certification.
REPRESENTATIVE KREISS-TOMKINS reiterated that the original
version of the bill did not include the language, which he saw
as the policy ideal. He commented that preserving maximum
latitude for local districts and the state board to manage the
teacher certificate program is ideal. He said that if it is
necessary that the State Board of Education and Early
Development create a cap on how many years a certification can
be renewed, he is sure it would do so. He restated that he
would defer to the will of the committee.
REPRESENTATIVE ZULKOSKY responded to Representative Drummond's
earlier comments and said that her district has had a Yup'ik
immersion program charter school for about 30 years. She shared
that many graduates have followed pursuits such as engineering,
have gone to Ivy League universities, and have given back to
their communities.
9:54:35 AM
REPRESENTATIVE CRONK asked Commissioner Johnson what DEED's goal
was regarding the proposed legislation.
COMMISSIONER JOHNSON replied that more successful students [was
the goal]. He shared his belief that education that is
integrated with culture, including language, helps students to
be more successful. He referred to how [the Alaska Native Tribal
Health Consortium] has helped Alaska through the pandemic and
argued that tribes are well equipped and well able to provide
for the wellbeing of the community. He said he found this to be
an opportunity to have another component of that in education.
He asserted that more immersion programs would help at a high
level. He also shared that there is evidence that immersion
programs result in more students reading proficiently in
multiple languages.
9:57:40 AM
CO-CHAIR STORY announced HB 19 was held over.
9:58:11 AM
ADJOURNMENT
There being no further business before the committee, the House
Education Standing Committee meeting was adjourned at 9:58 a.m.
| Document Name | Date/Time | Subjects |
|---|---|---|
| HB 132 v W 3.25.21.PDF |
HEDC 4/9/2021 8:00:00 AM |
HB 132 |
| HB 132 Sponsor Statement 3.12.21.pdf |
HEDC 4/9/2021 8:00:00 AM |
HB 132 |
| CSHB 132 ver W Sectional Analysis 4.7.2021.pdf |
HEDC 4/9/2021 8:00:00 AM |
HB 132 |
| CSHB 132 Summary of Changes ver B to ver W 4.7.2021.pdf |
HEDC 4/9/2021 8:00:00 AM |
HB 132 |
| HB 132 Sponsor PowerPoint 3.12.21.pdf |
HEDC 4/9/2021 8:00:00 AM |
HB 132 |
| HB 132 Letters of Support as of 4.7.21.pdf |
HEDC 4/9/2021 8:00:00 AM |
HB 132 |
| HB 132 Fiscal Note-DOLWD-WH-03-12-21.pdf |
HEDC 4/9/2021 8:00:00 AM |
HB 132 |
| HB 132 Fiscal Note-DOLWD-WIB-03012-21.pdf |
HEDC 4/9/2021 8:00:00 AM |
HB 132 |
| HB 132 Fiscal Note-DOR-TAX-03-12-21.pdf |
HEDC 4/9/2021 8:00:00 AM |
HB 132 |
| HB 132 Fiscal Note-EED-SSA-3-23-21.pdf |
HEDC 4/9/2021 8:00:00 AM |
HB 132 |
| HB0108 version G.PDF |
HEDC 4/9/2021 8:00:00 AM |
HB 108 |
| HB108 Sponsor Statement version G 03.09.21.pdf |
HEDC 4/9/2021 8:00:00 AM |
HB 108 |
| HB108 Sectional Analysis 03.31.21.pdf |
HEDC 4/9/2021 8:00:00 AM HL&C 4/4/2022 3:15:00 PM |
HB 108 |
| HB 108 Slide Presentation 3.31.21.pdf |
HEDC 4/9/2021 8:00:00 AM |
HB 108 |
| HB108 letters of support 04.01.21.pdf |
HEDC 4/9/2021 8:00:00 AM HL&C 4/4/2022 3:15:00 PM |
HB 108 |
| HB 108 Letters of Support 4.6.21.pdf |
HEDC 4/9/2021 8:00:00 AM HL&C 4/4/2022 3:15:00 PM |
HB 108 |
| HB 108 Letter of support 4.7.21.pdf |
HEDC 4/9/2021 8:00:00 AM |
HB 108 |
| HB 108 Fiscal Note DPS-CJISP-04-02-21.pdf |
HEDC 4/9/2021 8:00:00 AM |
HB 108 |
| HB 108 Fiscal Note EED-SSA-3-31-21.pdf |
HEDC 4/9/2021 8:00:00 AM |
HB 108 |
| HB 108 Fiscal Note-DOLWD-WH-04-02-21.pdf |
HEDC 4/9/2021 8:00:00 AM |
HB 108 |
| HB0019A.PDF |
HEDC 4/9/2021 8:00:00 AM |
HB 19 |
| HB 19 Sponsor Statement.pdf |
HEDC 4/9/2021 8:00:00 AM |
HB 19 |
| HB 19 Sectional Analysis.pdf |
HEDC 4/9/2021 8:00:00 AM |
HB 19 |
| HB 19 Fiscal Note-EED-TC-1-18-21.pdf |
HEDC 4/9/2021 8:00:00 AM |
HB 19 |