Legislature(2001 - 2002)
04/18/2001 08:12 AM House EDU
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* first hearing in first committee of referral
+ teleconferenced
= bill was previously heard/scheduled
+ teleconferenced
= bill was previously heard/scheduled
ALASKA STATE LEGISLATURE
HOUSE SPECIAL COMMITTEE ON EDUCATION
April 18, 2001
8:12 a.m.
MEMBERS PRESENT
Representative Con Bunde, Chair
Representative Brian Porter
Representative Joe Green
Representative Gary Stevens
Representative Gretchen Guess
MEMBERS ABSENT
Representative Peggy Wilson
Representative Reggie Joule
COMMITTEE CALENDAR
HOUSE BILL NO. 171
"An Act relating to a curriculum for Alaska history; and
providing for an effective date."
- HEARD AND HELD
HOUSE BILL NO. 239
"An Act establishing a pilot program for a regional learning
center."
- HEARD AND HELD
HOUSE BILL NO. 218
"An Act relating to funding for school districts operating
secondary school boarding programs; and providing for an
effective date."
- SCHEDULED BUT NOT HEARD
PREVIOUS ACTION
BILL: HB 171
SHORT TITLE:ALASKA HISTORY CURRICULUM
SPONSOR(S): REPRESENTATIVE(S)KAPSNER
Jrn-Date Jrn-Page Action
03/09/01 0520 (H) READ THE FIRST TIME -
REFERRALS
03/09/01 0520 (H) EDU, HES, FIN
03/13/01 0579 (H) COSPONSOR(S): MORGAN
04/18/01 (H) EDU AT 8:00 AM HOUSE FINANCE
519
BILL: HB 239
SHORT TITLE:VOCATIONAL EDUCATION PILOT PROGRAM
SPONSOR(S): REPRESENTATIVE(S)FOSTER
Jrn-Date Jrn-Page Action
04/09/01 0903 (H) READ THE FIRST TIME -
REFERRALS
04/09/01 0903 (H) EDU, HES, FIN
04/11/01 0971 (H) COSPONSOR(S): JAMES
04/18/01 (H) EDU AT 8:00 AM HOUSE FINANCE
519
WITNESS REGISTER
REPRESENTATIVE MARY KAPSNER
Alaska State Legislature
Capitol Building, Room 424
Juneau, Alaska 99801
POSITION STATEMENT: Testified as sponsor of HB 171.
BRUCE JOHNSON, Deputy Commissioner of Education
Office of the Commissioner
Department of Education and Early Development
801 West 10th Street
Juneau, Alaska 99801
POSITION STATEMENT: Testified on HB 171.
IRA PERMAN, President
Alaska Humanities Forum
421 West 1st Avenue
Anchorage, Alaska 99501
POSITION STATEMENT: Testified in support of HB 171.
STEVE HAYCOX, Chair
Board of Directors
Alaska Humanities Forum
3211 Providence Drive
Anchorage, Alaska 99508
POSITION STATEMENT: Testified in support of HB 171.
JON KUMIN, Commonwealth North
808 East Street
Anchorage, Alaska 99501
POSITION STATEMENT: Testified in support of HB 171.
MICHAEL JONES
PO Box 1393
Nome, Alaska 99762
POSITION STATEMENT: Testified on behalf of himself on HB 171.
ROGER PEARSON, Coordinator
Alaska Geographic Alliance
Institute of the North
Alaska Pacific University
PO Box 1354
Kenai, Alaska 99611
POSITION STATEMENT: Testified in support of HB 171.
DARROLL HARGRAVES, Executive Director
Alaska Council of School Administrators
326 4th Street
Juneau, Alaska 99811
POSITION STATEMENT: Testified in support of HB 171.
LARRY GOLDIN
400 East 24th Avenue
Anchorage, Alaska 99503
POSITION STATEMENT: Testified in support of HB 171.
JODY SMOTHERS MARCELLO
(No address provided)
Sitka, Alaska 99835
POSITION STATEMENT: Testified on behalf of herself in support
of HB 171.
LARRY LaBOLLE, Staff
to Representative Richard Foster
Alaska State Legislature
Capitol Building, Room 410
Juneau, Alaska 99801
POSITION STATEMENT: Testified on behalf of the sponsor of HB
239.
JOHN DAVIS, Ph.D., Superintendent
Bering Strait School District
PO Box 225
Unalakleet, Alaska 99684
POSITION STATEMENT: Testified in support of HB 239.
MARY KNODEL, City Council Member
City of Nome
PO Box 280
Nome, Alaska 99762
POSITION STATEMENT: Testified in support of HB 239.
LAVERNE SMITH, City Council Member
City of Nome
PO Box 1069
Nome, Alaska 99762
POSITION STATEMENT: Testified in support of HB 239.
SHARON SWOPE, Ph.D., Interim Superintendent
Nome City School District
PO Box 131
Nome, Alaska 99762
POSITION STATEMENT: Testified in favor of HB 239.
BOB MEDINGER, Teacher and Administrator
Lower Kuskokwim School District
PO Box 1063
Bethel, Alaska 99559
POSITION STATEMENT: Testified in support of HB 239.
EDDIE JEANS, Manager
School Finance and Facilities Section
Department of Education and Early Development
801 West 10th Street
Juneau, Alaska 99501
POSITION STATEMENT: Answered questions regarding HB 239.
ACTION NARRATIVE
TAPE 01-26, SIDE A
Number 0001
CHAIR CON BUNDE called the House Special Committee on Education
meeting to order at 8:12 a.m. Members present at the call to
order were Representatives Bunde, Porter, Green, Stevens, and
Guess.
HB 171-ALASKA HISTORY CURRICULUM
[Contains testimony relating to SB 44, the companion bill.]
CHAIR BUNDE announced that the first order of business would be
HOUSE BILL NO. 171, "An Act relating to a curriculum for Alaska
history; and providing for an effective date."
Number 0124
REPRESENTATIVE MARY KAPSNER, Alaska State Legislature, Sponsor,
came forth and stated that HB 171 requires students who graduate
from high school in Alaska to have taken the equivalent of one
semester of Alaska history. She explained that as far back as
1981, the State Board of Education considered requiring high
school students to complete a year of Alaska history and
government. In 1988, Senator Willie Hensley introduced a
resolution asking the State Board of Education to adopt
regulations on this matter. She stated that there have been a
number of organizations that have expressed a strong sentiment
that this be required, including Commonwealth North. Alaska
Federation of Natives (AFN) has also offered a resolution.
REPRESENTATIVE KAPSNER stated that the first intent of the bill
is to ensure that every future Alaska high school graduate
receive instruction in Alaska history through a locally adopted
curriculum that meets the state's social studies standards. The
second [intent] is that Alaska school districts should receive
instructional support needed to put an Alaska history curriculum
in place and to prepare teachers to maximize the effect of the
curriculum. The third intent is that outside money be possible.
She stated that there is a fiscal note, but one of the things
that has come up, particularly working with the Alaska Municipal
League, is the want for private contributors, grantors, and the
federal government to be able to contribute to the development
of curricula as well. She explained that Section 2 of the bill
adds charter schools to this requirement, and Section 3 asks the
Department [of Education and Early Development] to develop
curriculum for grades 9 through 12. Currently, she said, many
school districts in the state require Alaska history; however,
the requirements are varied. Many require that it be taught in
the primary grades, and the intent of this bill is to have a
strong civics component in Alaska history so when voters reach
voting time they are well aware of how government works,
especially Alaskan government.
Number 0352
REPRESENTATIVE KAPSNER stated that she thinks one of the
strongest elements of the bill is that it allows for flexibility
at the district level. Alaska history can be taught in a one-
semester stand-alone course or woven into other courses already
taught. She remarked that this would affect students who begin
the ninth grade on or after July 1, 2002. She said she worked
with many different groups on this bill, including the Alaska
Municipal League, the Association of School Boards, the
Association of School Administrators, NEA (National Education
Association), and Commonwealth North.
CHAIR BUNDE stated that his concern is that schools have been
asked to do a lot [with the High School Competency Exam], and
that [teachers might] say they need another year to meet the
challenges of the competency test because they now have another
requirement put on them. He inquired how schools will be asked
to do this without taking them off their central task of making
children functionally literate.
REPRESENTATIVE KAPSNER responded that this was one of her
primary concerns as well, when introducing the bill, which is
why she left it open for people to use Alaska history as a
vehicle for teaching other subjects. She stated that right now
a teacher in Dillingham is including Alaska history in [his
history class] and says it is making his students more
interested in learning. She added that she was pleased to see a
fiscal note and that the department is taking a close look at
how it's going to train people from various districts on how to
teach Alaska history. She said it is an impressive fiscal note
- $223,000 for the first year of this bill and $30,000
thereafter.
Number 0631
BRUCE JOHNSON, Deputy Commissioner of Education, Office of the
Commissioner, Department of Education and Early Development
(EED), came forth and stated that [the EED] worked with
Representative Kapsner and her staff to outline a fiscal note
that would be reasonable. It is front-end-loaded and involves
only $30,000 a year, which is primarily to keep the web-based or
distance delivery courses up-to-date. On the front end [the
EED] will develop a comprehensive curriculum and offer some
oversight and involvement from a department person working on a
half-time basis. Working with a minimal support staff, that
person would develop a curriculum, take it out on a pilot basis,
refine it, and then, during the following summer, offer training
at the state's expense for at least one person from each school
district. He added that obviously $223,000 is a lot of money,
but the return, if this is done well, could be very substantive.
REPRESENTATIVE PORTER asked if the curriculum that is developed
under this format could be a semester course.
MR. JOHNSON responded that it could take many forms, but there
would be a self-contained secondary course for a one-semester
course, for districts that want to do it that way. He stated
that [the EED] has conceptualized this so that it could be done
in modules and be offered as a broad array of course offerings
or integrated curricula.
REPRESENTATIVE PORTER stated that one of the requirements for
graduation is that each student complete the curriculum with a
passing grade. He asked if this is an unusual requirement for
one history course.
MR. JOHNSON answered that the concept of a state history class
around the nation is a relevant one and occurs in many states.
At some point at the elementary level [students] study the
history of their state. They do the same thing in the middle
school, and then it is finalized in the high school years with a
required class.
REPRESENTATIVE PORTER remarked that being required to study is
one thing and being required to pass or [the student] doesn't
graduate is another thing.
MR. JOHNSON responded that he thinks Representative Porter's
reading [of the bill] is correct; the student would have to be
successful with the course. He said many states have this as a
graduation requirement.
REPRESENTATIVE PORTER asked, if the Anchorage School District
chooses to integrate this into a series of courses, whether that
then means a student would have to pass each course.
MR. JOHNSON answered that he thinks that would be something [the
EED] would have to work out in regulations.
Number 0970
REPRESENTATIVE GREEN stated that in the Midwest, where he went
to school, both civics and state history were provided. The
state history was required to pass, and there was a separate
test for U.S. history. He asked how many states require this
sort of thing.
REPRESENTATIVE KAPSNER responded that from the information she
has from the NCSL (National Conference of State Legislatures),
22 states require state history for graduation.
REPRESENTATIVE GREEN asked, if the competency exam is developed
by 2004, whether this bill's 2006 date is in conflict with that.
MR. JOHNSON stated that there is obviously a lot on school
districts' plates right now; however, this [particular
requirement] may not be on their plate at this juncture. He
said people [the EED] has talked to, particularly in rural
Alaska, have said if a good quality curriculum can be provided
that is self-contained and if a teacher can receive modest
training, it will be used and delivered. If this can be
packaged in a way that it is easy to use, creative, and engaging
for young people, it will probably relieve the teacher of some
of those other responsibilities of trying to create the
curriculum and the instructional package for an elective
program.
REPRESENTATIVE KAPSNER remarked that one of the things being
worked on with the [EED] is to make sure that there is something
on the Internet from which rural teachers can obtain lesson
plans.
Number 1147
REPRESENTATIVE GREEN stated that he champions what
Representative Kapsner mentioned about the integration of
civics. He remarked that he thinks that is one of the problems
with apathy among young voters; they don't realize how important
voting is. He asked if [combining two courses] could be an
impediment.
MR. JOHNSON responded that he thinks Representative Green
touches on the same issue that Representative Porter brought up,
which has to do with how the curriculum will be created. He
stated that if it is done in the form of modules and a civics
course is required, then that module could be integrated in that
way.
REPRESENTATIVE GREEN asked if that would be statewide.
MR. JOHNSON answered no. He stated that [civics] is not a
required course, but if [schools] don't offer civics now, they
will at least get the civics portion that would come about
through this curriculum.
CHAIR BUNDE stated that with the way the bill is written, it is
really an expansion of the High School Competency Exam, because
it is another state requirement for graduation. He asked Mr.
Johnson what the department's view is on this and what he has
heard from rural schools.
Number 1224
MR. JOHNSON answered that [the EED] has not heard a lot from
school personnel at this point in time. He said he thinks
people generally see the benefit of a course of this nature. He
said [the EED] does not hear the "cry of unfunded mandate" and
he thinks that if [the EED] develops the course and provides the
initial training, it can be self-sustaining through distance
delivery courses and other opportunities. He added that this is
not to set aside how full the "plates" are in local school
districts and add another mandate from the state level. He said
he would leave that up to people's testimony on whether or not
[the school districts] can cope with an additional mandate.
REPRESENTATIVE KAPSNER noted that out of the 55 school districts
in the state, 46 already require Alaska history at some point,
but not for graduation. For example, Anchorage School District
requires it at second, third, and seventh grade, while
Fairbanks, Juneau, Sitka, and Delta/Greely are districts that
don't require any Alaska history.
REPRESENTATIVE GUESS asked if with modules the full stand-alone
course could be offered or else every module that is in the
stand-alone course could be offered somewhere else.
MR. JOHNSON answered, that's correct.
Number 1334
REPRESENTATIVE GUESS stated that the trainer model is great;
however, she is concerned, when only one person from every
school district [is trained], how bigger districts are going to
integrate the curriculum.
MR. JOHNSON answered that [the EED's] notion is that the state
would pay for one [person] but the local district could elect
additional people to attend.
REPRESENTATIVE GUESS asked if there is going to be a problem
with kids who come into the system late, especially if there are
modules and [the students] can't take all of the courses.
REPRESENTATIVE KAPSNER answered that she had called Mr. Ford
[the bill drafter from Legislative Legal and Research Services],
and he is working on language to insert into the bill.
Number 1432
IRA PERMAN, President, Alaska Humanities Forum, testified via
teleconference. He stated that the headline in the Anchorage
Daily News spoke of the Knowles Administration's efforts to deal
with racism and the incident that happened a few weeks ago [in
Anchorage]. He shared that the article states: "We're here to
announce action to combat a dangerous corrosion of Alaska's
social fabric." He said the article didn't mention that the
governor, as a solution, was supporting HB 171, and said he
hopes it was just an omission. He remarked that he thinks there
is nothing better people could do to stitch Alaska's social
fabric together than to have an opportunity to learn about their
common history and heritage. He stated that about 45 or 46 of
Alaska's school districts currently require an Alaska history
and Alaska studies course. Unfortunately, the ones that don't
happen to be Alaska's largest school districts.
MR. PERMAN stated that his purpose in talking today is to give
an update of what is happening in Anchorage. Last week, he
said, a large group of people representing the Chamber of
Commerce, Commonwealth North, Alaska Heritage Center, and the
Alaska Humanities Forum met with Superintendent Carol Comeau to
ask [the Anchorage School District] to begin a process similar
to what this bill is proposing. He stated that Superintendent
Comeau has invited [the Alaska Humanities Forum] to speak with
the school board in this regard and is working to put together a
process to work this through their social studies curriculum
committee. He pointed out that his observation in Anchorage is
that there is a strong feeling that it's about time this is
done. He stated that what is making this go through the school
systems so far is that, unlike previous attempts, it is not
trying to displace anything that is required right now or add
another credit requirement. There are eight required social
studies credits; six of them are lined up, and two are
electives. This would take one of those two electives and make
it a requirement, just like the other six. The only real change
would be the need for teacher training.
CHAIR BUNDE stated that the bill as it is written would
basically expand the graduation requirements and expand the High
School Competency Exam, because [the students] would have to
pass this [course] to get a diploma. He asked Mr. Perman if he
is also in support of expansion of the competency test, or the
bill as it is written.
MR. PERMAN responded that he is in favor of giving this some
teeth and thinks that it is important that kids learn [Alaska
history].
Number 1860
STEVE HAYCOX, Chair, Board of Directors, Alaska Humanities
Forum, testified via teleconference in support of HB 171. He
stated:
I am a professor of history at the University of
Alaska Anchorage, where I have taught Alaska History,
History of the American West, and American Cultural
History for 31 years. University of Washington Press
will publish my new History of Alaska later this year.
I'm a present board member and past president of the
Alaska Historical Society, [and] present board member
and past president of Cook Inlet Historical Society.
For six years I have been a member of the board of
directors of the Alaska Humanities Forum and for four
years chair of the board. I very much appreciate the
work of Representative Kapsner and cosponsors of the
bill and I very much appreciate the opportunity to
speak for history and for an Alaska history
requirement. ... I heartily support passage of HB 171
and its Senate companion, S[B] 144, requiring a
semester of Alaska History. I hope you've all had an
opportunity to read Commonwealth North's report on
this issue or will take advantage of that opportunity.
Commonwealth North and AFN ... both recommend the
requirement.
Knowledge of our past, of course, helps us to
understand who we are and how we got to be the way we
are; and that helps us make better judgments. It also
creates due honor to those who make [significant]
contributions to creating the world we live in, and
understanding those who were victimized by the way it
came to be, and why. ... I think this knowledge is
critical for Alaskan young people. ... I can't begin
to count the number of not just high school kids I've
talked to ... but even college kids who come in and
can't tell me who Ernest Gruening was or who Robert
Service was or who Bob Bartlett was, let alone the
more obscure people. ... I believe that the most
fundamental reason for a state history requirement is
that it will help bring Alaskans together. It will
make better Alaskans, and a better Alaska society.
History examines and can make connections between
human beings. Recognizing that we all have the same
background gives us something in common. And though
each of us brings our own set of unique circumstances
to Alaska and to our own particular communities and
neighborhoods, we bring those individualities to the
same place, a place that has the same history for all
of us. ... That gives us a commonality, a way of
connecting. I think we need ways to connect, a sense
of community in Alaska. Our transiency rate is still
high, as many people are not here primarily to build
an Alaska community; they intend to retire somewhere
else. That's a perspective that prevents people from
focusing on others that might be different from
themselves, who might live in ways that are different
and have different cultures. History provides a way
of understanding what it is to be human [and] what we
share in common with others who are in the same place
where we are - the place we call "our place."
History, in other words, will humanize Alaska - give
it context, and texture, and human meaning. I can
think of hardly anything more valuable to our schools
and more valuable that we as Alaska leaders could do
for Alaska and for our students.
Number 1896
JON KUMIN, Commonwealth North, testified via teleconference in
support of HB 171. He stated that the purpose of Commonwealth
North is educating its members and all Alaskans on public
policy. In 1999 [Commonwealth North] undertook the Urban Rural
[Unity] Study, which covered a variety of topics. The effort
was co-chaired by Janie Leask and Rick Mystrom, and a report was
issued in September of 2000 that summarized what was learned.
One of the common themes was a universal regret that Alaskans,
typically, are not well informed about [Alaska] history.
Because of that, the final report included six action items, one
of which was to seek a mandated Alaska history course so that as
Alaska's students graduate from high school they will have a
basic understanding of the history. An ongoing study group was
formed to look in to this research. Initially, he said, the
group sought input from a variety of people, including those
that were involved in the earlier effort. Back in the late '80s
this was tried, but it didn't pass.
MR. KUMIN stated that this group didn't just seek out those who
would be in obvious support such as the Alaska Historic Society,
The Geographic Alliance, The Cook Inlet Historical Society, or
the Historical Commission, but tried to find those who might not
be. He said the group talked to Rich Kronberg from NEA,
teachers, Carl Rose from the Alaska Association of School
Boards, and Darroll Hargraves from the Alaska Council of School
Administrators, trying to identify what possible issues these
various stakeholders might have that would cause them to not be
in full favor of this. From talking to these people and hearing
their concerns, the study group was able to work with
Representative Kapsner and help incorporate language in the bill
to address those concerns. The upshot, he said, was that a
strong consensus was developed from groups who were sufficiently
concerned about this. The NEA, for example, has passed a
resolution in favor of this.
MR. KUMIN concluded by stating that like Ira Perman, he doesn't
think it is appropriate for [Commonwealth North] to get into the
details of how to put the curriculum together. [Commonwealth
North] believes that it is the job of the legislature to set
expectations, and it is a reasonable expectation of the
legislature for Alaskan students, when they graduate from high
school to know something about their history.
Number 2130
MICHAEL JONES testified via teleconference on behalf of himself
on HB 171. He stated that he came this morning opposed to HB
171 because of some technical issues with the bill, but
Representative Kapsner's introduction corrected his
misconceptions. He said he is a teacher employed by Nome public
schools and is endorsed in the area of history. As a history
teacher and student, he remarked that he does support the
promotion of history; however, he asked [the legislature] to
keep in mind that this is one more requirement on the schools
and to always consider any potential requirements seriously. He
stated that he commends [the committee] for addressing three key
issues with the bill: the effective date, so that it doesn't
affect current high school students; the flexibility that the
bill now gives schools and school districts to implement Alaska
studies or Alaska history; and the fiscal note that shows that
the legislature does appreciate that there are costs for schools
and school districts when new mandates are in place.
Number 2179
ROGER PEARSON, Coordinator, Alaska Geographic Alliance,
Institute of the North, Alaska Pacific University, testified via
teleconference. He stated:
I have been involved in education in Alaska since
1976, both at the University of Alaska Fairbanks and
now at the Institute of the North. As a professional
educator, I have been and remain excited to teach
others about the history and geography of Alaska.
Based on my 25 years of working with students and
teachers in Alaska, I have found them to be fascinated
with this state and eager to learn more about it.
House Bill 171 directly addresses the need for Alaska
studies for students. For teachers, the matter was
addressed years ago, as committee members know. To be
certified as an Alaskan teacher, one must first
complete a course in Alaska studies. That requirement
applies to all Alaska teachers. I would like to
address the role of the Alaska Geographic Alliance
[AGA] in what it has done and can do to promote Alaska
studies as emphasized in HB 171.
The AGA works to prepare Alaska's students to function
effectively in a global society through the
development of geographic literacy. To that end, the
AGA has since 1988 provided professional development
institutes for over 300 Alaska teachers and developed
the Alaska: A Land in Motion, an elementary textbook;
Alaska in Maps, a printed atlas; and also a CD-ROM.
The AGA also involves our statewide network of
teachers in the annual Alaska Geographic Bee ... and,
with support from the Alaska Science and Technology
Foundation, this year's AGA "Harriman Expedition
Retraced" project. This project focuses on the last
100 years of Alaska history and will receive
nationwide attention with a PBS documentary film. The
AGA will develop Harriman-related, standards-based
classroom materials to be used in Alaska classrooms
for years to come.
The AGA is in a unique position to help carry out the
aims of HB 171. The National Geographic Society has
offered a challenge grant of up to $500,000 to
permanently endow the organization. Several other
state legislatures have met this challenge, and we
hope that our legislature will do the same. As
background, between 1988 and 1996 the Alaska State
Legislature funded the AGA nearly $700,000 with a one-
time $300,000 textbook grant, plus $50,000 per year.
This state support has strengthened geography
education and Alaska studies.
The Alaska Geographic Alliance stands ready to further
develop a standards-based Alaska geography curriculum
that would meet the aims of this legislation, whether
the mandates come from this body or from individual
school districts. And although AGA membership is
split on the subject of mandates, we firmly believe
Alaska history and Alaska geography should be taught
in the schools, and have made that our mission from
the beginning.
I might add ... that a few years ago I had a chance to
speak with Gil Grosvenor, the chairman of the National
Geographic Society. He told me that there had been
more articles written in National Geographic
[magazine]" on Alaska than on any other region. So
obviously there is a national and international
interest in Alaska.
TAPE 01-26, SIDE B
Number 0027
DARROLL HARGRAVES, Executive Director, Alaska Council of School
Administrators (ACSA), came forth and stated that the
superintendents met recently in support of HB 171. He said this
is a point that is not spoken of too much in modern times, but
there was a time when public education was recognized as making
good citizens out of the students. He remarked that he was
pleased when business people in Anchorage were taking up the
"drumbeat" for the need for this type of a bill. This is not
the first time the state has made an effort to do this. In the
'70s a lot of effort was made to develop materials; however,
that effort didn't "catch fire." He added that ACSA offers a
course called Alaskan History for Teachers.
CHAIR BUNDE remarked that he would be interested in getting
feedback from [the ACSA] about this expansion of a graduation
requirement or the expansion of the competency exam.
REPRESENTATIVE GUESS stated that she would like to offer a
conceptual amendment that the department may waive this
provision for a student who transfers in and cannot satisfy the
requirement of this section.
REPRESENTATIVE KAPSNER stated that she is in favor of the
amendment and will write it up in a new CS (committee
substitute).
Number 0400
LARRY GOLDIN testified via teleconference on behalf of himself.
He stated that he is a filmmaker and has made two films on
Alaska history. One was "Alaska at War" and the second was "The
Land is Ours." He said when he shows them in Alaska he gets
very positive responses from people in the audience. He
remarked that he has come away from this with the sense that
Alaskans are hungry for their own history. People love history;
the common wisdom that people aren't interested in history, he
said, is wrong. He stated that some students in high school
might think that this is dull, but as they get into it, students
may have their interest piqued. He said he has seen that happen
time and time again.
MR. GOLDIN concluded by stating that everybody has been
concerned about the stability of society in Alaska due to recent
events, and he believes that the more people understand Alaskan
history, the more they will understand that this is a diverse
state and that all of the various people who live here have made
very important contributions.
JODY SMOTHERS MARCELLO testified via teleconference on behalf of
herself. She stated that she has worked for the Sitka School
District in curriculum assessment and staff development, and is
a social studies educator. Presently, she is on the steering
committee of the Alaska Geographic Alliance and co-chairs the
Geography Content Standards Committee. Those standards, she
said, were adopted in 1994. She noted that Sitka does require
Alaska studies. Addressing the title of the course and the
standards-based portion of that, she suggested that the bill be
amended to require a standards-based Alaska curriculum in grades
9 through 12, not just in Alaska history alone.
MS. SMOTHERS MARCELLO remarked that the State of Alaska and
[Sitka] have adopted content standards in geography, government,
citizenship, and history. Putting a label of "history" alone on
the curriculum may narrow the focus in many people's minds and
the bill itself attests to a broad spectrum of needs of
[Alaskans] arising from demographics, economics, and social
needs. She stated that demographics, for example, are included
in the geography standards in that a student should understand
and be able to interpret the geographic characteristics of human
systems including migration movement, the interaction of
cultures, economic activity, settlement patterns, and political
units in the state, nation, and world. Economics, she said, is
also addressed under the government citizenship standards. She
stated that social needs, as mentioned in the bill, rest in all
three sets of standards as well as in the cultural standards.
She said she hopes the standards-based component of this course
will fall in all four standards and not just in the history
standards.
MS. SMOTHERS MARCELLO stated that second, she would like to
speak for the [Sitka School] District in supporting the bill in
terms of a curriculum consisting of modules taught in the
respective social studies classes required at the high school
level. For example, in Sitka the American studies teachers have
a unit on Native American Alaska in a freshman-required course.
In 11th grade government, Ninilchik Native tribal government
from the political systems of Alaska is studied along with
American government, and she, as a guest instructor, just taught
global issues in a required senior course debating whether or
not to open ANWR (Arctic National Wildlife Refuge) to drilling
and looking at its global aspects.
MS. SMOTHERS MARCELLO remarked that [people in Sitka] do
recognize the need for the Alaska curriculum for high school
students, but need to be able to organize learning opportunities
based on the students' needs as they progress from grades 9
through 12, and from the levels of thinking that high school
students go through. By having the requirement in the various
courses, students are engaged to think about Alaskan issues at
the various stages of their development.
[HB 171 was held over.]
HB 239-VOCATIONAL EDUCATION PILOT PROGRAM
CHAIR BUNDE announced that the final order of business would be
HOUSE BILL NO. 239, "An Act establishing a pilot program for a
regional learning center."
Number 1006
LARRY LaBOLLE, Staff to Representative Richard Foster, Alaska
State Legislature, came forth on behalf of the sponsor of HB
239. He stated that along with the sponsor statement, [the
committee] should have received a letter from Dr. John Davis,
superintendent of the Being Strait School District, who has been
working with the community of Nome on the idea of developing a
regional learning center utilizing the Nome Beltz Complex. This
is a large vocational complex that was built by the BIA (Bureau
of Indian Affairs) and is operated as a vocational boarding
school. He stated that the impetus of this came out of the
Legislative Budget and Audit Committee hearings that were held
last summer, which looked at education in Alaska. Part of their
finding was that there is a lot of interest in developing
specialized regional schools. The interest in Nome seemed to
develop at that time, and there have been contacts between the
school district and the City of Nome. The City of Nome has also
come out in support of the concept and is currently seeking
money from the federal level for a pilot program and would like
recognition.
CHAIR BUNDE asked how this bill would relate to the attempt to
eliminate boarding schools during the Molly Hootch era.
MR. LaBOLLE responded that he was an administrator in state-
operated schools when the program [originally] was in operation.
He stated that there were supervision problems and problems with
students who were not ready to be away from home. These are
issues that still need to be dealt with; however, he said when
he looked at the complex, he saw tremendous potential to run a
program similar to the concepts that Dr. Davis has brought
forward. The vocational facilities are there; life skills could
be taught, [in part] because there is a swimming pool; and there
is the opportunity for students to go into the community in
work-study programs. These would provide opportunities that are
not available in small villages. He added that he does not
think it is the answer for everybody. For example, if there are
only two high school students in Diomede and one goes to Nome
for a year, the high school population is cut by 50 percent.
CHAIR BUNDE stated that he is personally acquainted with Native
leaders who had the opportunity to gain immensely from a larger
school and network with other people throughout the state.
Number 1254
REPRESENTATIVE GUESS asked if this would be a boarding school or
a regional learning center where people would go for a short
amount of time, similar to Chugach School District's Anchorage
House.
MR. LaBOLLE responded that he has conceptualized that there
would be a flexible schedule at Beltz with block scheduling.
Students would be able to come in for a nine-weeks' block and
have a concentrated course such as welding plus core courses.
He explained that from a management standpoint there is no
reason why there couldn't be blocks of time that would extend
over one year if a student were in an aircraft [concentration];
one semester if a student were dealing with welding; or possibly
nine weeks if a student were studying home economics. He added
that if students coming out of the program are to be ready for
an apprentice program, there would need to be longer blocks of
time with more concentration.
REPRESENTATIVE GUESS asked if it would be nine weeks to a year
for grades 9 through 12.
MR. LaBOLLE answered, yes.
REPRESENTATIVE GUESS stated that one of her concerns is on page
2, line 2, where it specifies three things that need to be
established. She said she doesn't see anything that deals with
the reading, writing, and mathematics standards. She said she
would be more comfortable if there were discussion of high
school curricula or essential skills.
MR. LaBOLLE responded that the districts already have their
curriculum and graduation requirements. Any student who goes to
this program will have to complete all of the graduation
requirements of his or her school district.
REPRESENTATIVE GUESS asked if [those requirements] will be
taught at the regional center.
MR. LaBOLLE answered yes, because Beltz High School is there.
For example, the carpentry program that was taught when he was
superintendent there was a half-day, two-year course.
Number 1458
REPRESENTATIVE GREEN stated that page 2, Section 2, mentions an
effective date beginning July 1, 2001, and ending June 30, 2005,
and an enrollment of at least 1,750 but no more than 2,000. He
asked if there is assurance of funding and that there will be
that many [students enrolled]. He also asked if this would work
if there were less than 1,750 [students].
MR. LaBOLLE responded that this is the size the REAA [Regional
Educational Attendance Area] school district must fall within in
order to avoid special-interest legislation. He stated that the
Bering Strait School District falls within that size category.
He added that the number of students probably gives some idea of
the core that they have to draw from in terms of funds,
students, and the interest in the program. For many years
Bering Strait brought students into Nome for special
instruction; they were housed in the community for periods of
time and had blocks of studies dealing with vocational programs.
CHAIR BUNDE inquired about Mr. LaBolle's mention of a 50 percent
change in the high school population.
MR. LaBOLLE replied that his assumption would be that the money
would follow the students. He said part of why this needs to be
worked out carefully as a pilot program is because those are
issues that need to be addressed.
Number 1589
REPRESENTATIVE STEVENS asked what vocational education would be
available.
MR. LaBOLLE responded that the complex was built to deal with
automotive skills, carpentry, home economics, and welding. In
the area of business education, early word processing programs
were put in place. He said he couldn't tell what is in place
today.
Number 1651
JOHN DAVIS, Ph.D., Superintendent, Bering Strait School
District, testified via teleconference. He stated that [the
Bering Strait School District] sees this program as one that
would grow over the course of the years, and does not consider
it primarily a boarding program but a house program. This would
be an effort to supplement current high school programs found in
the Bering Strait School District and the Nome School District.
Each of the districts has had to pare back its programming over
the course of years because of funding. He stated that [these
districts] want to meld the available resources in the Nome
Beltz facility and the large number of students the two
districts have combined by adding additional programs. At this
time the Bering Strait School District would not only be in
charge of supervising the students but educating the students,
whether they be in the Bering Strait schools or in this
facility. The Nome School District would maintain control and
supervision of its students as well. He stated that the issue
of where the money does or does not go could be answered
quickly. The program would be expected to be supported by the
current ADM (average daily membership) funding; however, there
would need to be help with the boarding and traveling portion of
the program.
DR. DAVIS stated that [this program], hopefully, will provide an
opportunity for students to become more interested and engaged
in careers that are traditionally not seen as true vocational
programs, such as health care, education, aviation, and law
enforcement. He said this program is seen as servicing students
who are deemed successful in completing their core programs and
moving toward successful completion of the High School
Competency Exam. Those [core] programs will be offered
primarily in [the students'] home site; however they will be
supplemented when the students are visiting the Nome facility.
He added that he does not see the Nome facility housing 1,700
[students] at a particular time, but believes it will start much
smaller. Hopefully, the program will grow to ultimately serve
an apprentice-style program.
Number 1801
MARY KNODEL, City Council Member, City of Nome, testified via
teleconference in favor of HB 239. She stated:
The City of Nome ... participated in the Legislative
Budget and Audit Committee's Regional Learning Center
discussions last summer while they were here in Nome.
At that time we discussed the merits of a regional
learning center concept and how Nome could help
accomplish a successful program. The City of Nome has
discussed a Regional Learning Center pilot with [U.S.]
Senator Stevens for the past three years. As recently
as two weeks ago, during Senator Stevens visit to Nome
for our 100th birthday celebration, we informed
Senator Stevens of HB 239 and its possible impacts to
Nome. Senator Stevens is looking to the state to
support operations of a regional learning center. The
senator has indicated to us he is excited about the
pilot project bill and is waiting on state actions.
The City of Nome, the Nome Public School District, and
the Bering Strait School District have presented a
conceptual plan for a regional learning center to
Senator Stevens. Dr. Davis has spoken about our
partnership. Nome has the facilities to assist with
the successful development of this pilot project.
There are a number of things that we see as important
to this region. One would be that helping those who
have not yet completed their high school education be
able to commute to Nome for short periods of time to
pick up or complete a particular or specialized
course. Maybe they need a [trigonometry] course that
can't be offered at Little Diomede. ... Also, it would
help those young adults - hopefully with creation of
grades 13 and 14 - who are 17 years [old] to 20 years
old who have completed their high school education but
haven't decided on a career. Maybe it will help to
bring them to do some career development and maybe
find a direction for them to go on in the vocational
area here [or] maybe elsewhere in the state and beyond
that.
It will also ... create employment of all the people
in this region with jobs that are in our region,
especially in the fields of health care. Norton Sound
Health Corporation employs over 450 people in this
region, most of which are not from this region. We
need to fill those jobs with people from our area.
The other area is education. We need teachers from
our area to teach our own children. We need troopers
and [village public safety officers] who are from this
area, along with the trades people, to help keep our
villages, our schools, our cities operating and
running.
I think one of the other things ... [is] since Nome is
the hub for this region, it will help to bring people
in at a younger age to get to know the kids in Nome
and the community of Nome, take them out of a small
environment and bring them into a little bit larger
environment, [making] the transition a little bit
easier. It will also help the people in Nome to
understand the people in the smaller villages.
Number 1948
LAVERNE SMITH, City Council Member, City of Nome, testified via
teleconference. She stated that she is employed by the
University of Alaska Fairbanks on the Northwest Campus. She
said she is also a program director for the Workforce Investment
Act and the Communities Schools Program. She explained that she
helps with job writing and skill training and brings youths from
the different villages into Nome to do job shadowing with Nome
businesses to participate with on-campus activities. She stated
that one of the things that would happen with this program is
that students would get the opportunity to participate in a
swimming program.
SHARON SWOPE, Ph.D., Interim Superintendent, Nome City School
District, testified via teleconference. She stated that it is
[the Nome City School District's] position, through the joint
approval of this conceptual plan, that it is a good example of
collaborative partnership not only between the school districts,
but also among Native organizations, the economic development
commission, the northwest campus, and the city government. This
is an attempt to seek a solution to a complex rural problem, and
it is [the Nome City School District's] position that this pilot
program should move in that direction. She stated that
targeting a specific population of the last two years of public
education through the first two years of adulthood serves a
particular group of students by transitioning them from a kind
of "lost" point to a successful point.
BOB MEDINGER, Teacher and Administrator, Lower Kuskokwim School
District (LKSD), testified via teleconference. He stated that
he is currently the site administrator of the Bethel Alternative
Boarding School, which is a small regional boarding Vo-Tech
(vocational technical) school. He said that he does have some
concerns with some of the language of the bill. Page 1, line
12, references a pilot project utilizing existing facilities at
former vocational education centers. He would prefer to have
that language deleted because currently, as the bill is written,
it is not allowing other areas of the state to participate in
this program. On page 2, lines 7, 8, and 9, it references an
average daily membership between 1,750 and 2,000. Actually, he
said, no one else in the state would be able to fill that bill
except the Nome region. He would like to see that number
increased to an average daily membership of 4,000 that would
then give the entire rest of rural Alaska an opportunity to
participate in this pilot program.
MR. MEDINGER stated:
Just to give you some additional information that
would be in support of our area going for that, we do
have an area in the delta of 28,000 people - 56
villages out here. And within our school, ...
although I served 60 kids this year, we've had 260
applicants since we opened. ... We put a great little
program together, but we're really on the edge of
being able to show any kind of expansion or even
maintain our program. However, we've also had
tremendous partnering and expansion plans and have
been moving toward a new school ... [known] as
People's Learning Center. We have been also in
contact with [U.S.] Senator Stevens and have a
tremendous partnership that's been built with the
regional health corporation, the Kuskokwim campus of
the university, [and] the regional tribal profit and
nonprofit organizations. Basically, all of the
organizations out here are in desperate need for Vo-
Tech training for our people.
Number 2229
JANELLE VANASSE, Lower Kuskokwim School District, testified via
teleconference. She stated that she is in favor of the bill but
has some of the same concerns as Mr. Medinger. She said she is
not in favor of how narrow the focus is of the bill, pointing
directly at Nome. It was earlier mentioned that the ADM line
was placed in the bill to avoid special-interest [legislation];
however, she said she would argue that it does just the
opposite. It places the pilot program in Nome, with no
consideration of the possible value of a pilot program in
another area of Alaska. There are several rural Alaska areas
that have been investigating the merit of regionally serving
vocational learning centers. Many of those regions have gone
through a process of developing a plan and have pulled together
some programs. She stated that she would argue that they
deserve some consideration.
TAPE 01-27, SIDE A
MS. VANASSE continued, stating that program initiatives are
already happening in Bethel and for the Yukon River Delta
region. She said she would argue that other programs need to be
considered as a pilot program if HB 239 is to go forward. She
added that Bethel also has the jobs and initiatives going on in
the construction trade, early childhood, health care, and
aviation fields.
Number 0127
REPRESENTATIVE GUESS asked if Bruce Johnson or Eddie Jeans from
the Department of Education and Early Development (EED) could
tell the committee how many districts fall into the 1,750 to
2,000 ADM.
EDDIE JEANS, Manager, School Finance and Facilities Section,
Education Support Services, Department of Education and Early
Development, came forth and stated that the regional education
attendance area that had an ADM of 1,750 but less than 2,000 in
fiscal year 2000 was the Bering Strait School District.
Therefore, this bill would require that the pilot program
operate within the boundaries of the Bering Strait School
District, which Nome deals with.
REPRESENTATIVE GUESS stated that she was surprised to see no
fiscal note.
MR. JEANS responded that the reason there is no fiscal note is
because "we're" just now learning what the intent of the bill
is. There will be a fiscal note forthcoming.
REPRESENTATIVE GUESS stated that there is no evaluation of the
pilot program in the bill.
Number 0330
MR. LaBOLLE replied that the reason that is not brought into the
bill is because as [the EED] and the districts themselves draw
up the working agreement, that would come out of the document
that is developed to guide the program. He added that this is
very much at the conceptual stage.
REPRESENTATIVE GUESS stated that she thinks the concept is
great, but the bill seems to be nebulous. She said Bethel has
this, Chugach has a house project, and Kotzebue has thought
about this. She asked, if districts seem to already be doing
this, why this needs to be put in statute.
MR. LaBOLLE responded that the programs she mentioned are run
within the confines of one school district; this is two school
districts.
REPRESENTATIVE GUESS remarked that it sounds like a memorandum
of understanding agreement between two school districts. He
asked why something would need to be put into statute for two
school districts to work together.
Number 0501
MR. LaBOLLE stated that the districts would like some formal
recognition from the [EED], and with that there will probably be
some oversight. The reason the bill is nebulous, he said, is
because when he requested that a bill be drafted, it was
difficult for the drafters to sort out what was being done.
Therefore, after many cutbacks, it is now just a directive to
the department to recognize a pilot program.
REPRESENTATIVE GUESS asked if there is nothing right now
stopping Nome and Bering Strait from working together, and
whether this would just be a recognition from the state, with
some role that is to be determined by the [EED].
MR. LaBOLLE responded that his interpretation is that the
districts could move forward despite this.
REPRESENTATIVE GUESS asked, if federal funds are not available
for such a project, how this is going to be funded.
MR. LaBOLLE answered that the districts are currently operating
programs and would use existing funds. Nome also has had a
grant for a facility upgrade of $5,269,000 from the legislature
in past years, and has also passed a bond for $2,260,000 - its
match to the project. Those funds are available for working on
the facilities. He added that the federal funds would not be
the only source of funding.
REPRESENTATIVE GUESS asked if the district that would be
administering this would be Nome or Bering Strait.
MR. LaBOLLE responded that he would visualize it as being a
sharing of responsibility and administration by the two school
districts. For example, he said he thinks the graduation
requirements would be the districts' responsibility. [As far
as the administration of the Regional Learning Center], the
dormitories would be administered by Bering Strait, and the
classroom buildings would be administered by the City of Nome.
REPRESENTATIVE GUESS asked if there would, then, be no
administration oversight, by the EED or the State Board of
Education.
MR. LaBOLLE answered that he thinks if it is a pilot project
there will be some oversight but not by the administrators of
the complex.
[HB 239 was held over.]
ADJOURNMENT
There being no further business before the committee, the House
Special Committee on Education meeting was adjourned at 9:52
a.m.
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