Legislature(2023 - 2024)BELTZ 105 (TSBldg)
04/17/2023 03:30 PM Senate EDUCATION
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| Audio | Topic |
|---|---|
| Start | |
| SB99 | |
| Presentation(s): Parents as Teachers Program Alaska Department of Health | |
| Presentation(s): Special Education Funding, Population Data, and Teacher Skill Set Alaska Department of Education and Early Development | |
| Adjourn |
* first hearing in first committee of referral
+ teleconferenced
= bill was previously heard/scheduled
+ teleconferenced
= bill was previously heard/scheduled
| += | SB 99 | TELECONFERENCED | |
| + | TELECONFERENCED | ||
ALASKA STATE LEGISLATURE
SENATE EDUCATION STANDING COMMITTEE
April 17, 2023
3:30 p.m.
MEMBERS PRESENT
Senator Löki Tobin, Chair
Senator Jesse Bjorkman
Senator Jesse Kiehl
Senator Elvi Gray-Jackson
MEMBERS ABSENT
Senator Gary Stevens, Vice Chair
COMMITTEE CALENDAR
SENATE BILL NO. 99
"An Act establishing a financial literacy education course for
public schools; and providing for an effective date."
- MOVED CSSB 99(EDC) OUT OF COMMITTEE
PRESENTATION(S): PARENTS AS TEACHERS PROGRAM ALASKA DEPARTMENT
OF HEALTH
- HEARD
PRESENTATION(S): SPECIAL EDUCATION FUNDING~ POPULATION DATA~
AND TEACHER SKILL SET ALASKA DEPARTMENT OF EDUCATION AND EARLY
DEVELOPMENT
- HEARD
PREVIOUS COMMITTEE ACTION
BILL: SB 99
SHORT TITLE: FINANCIAL LITERACY COURSE IN SCHOOLS
SPONSOR(s): SENATOR(s) WIELECHOWSKI
03/10/23 (S) READ THE FIRST TIME - REFERRALS
03/10/23 (S) EDC
03/29/23 (S) EDC AT 3:30 PM BELTZ 105 (TSBldg)
03/29/23 (S) Heard & Held
03/29/23 (S) MINUTE(EDC)
04/05/23 (S) EDC AT 3:30 PM BELTZ 105 (TSBldg)
04/05/23 (S) Heard & Held
04/05/23 (S) MINUTE(EDC)
04/14/23 (S) EDC AT 3:30 PM BELTZ 105 (TSBldg)
04/14/23 (S) -- MEETING CANCELED --
04/17/23 (S) EDC AT 3:30 PM BELTZ 105 (TSBldg)
WITNESS REGISTER
KALI SPENCER, Staff
Senator Bill Wielechowski
Alaska State Legislature
Juneau, Alaska
POSITION STATEMENT: Provided a summary of changes for SB 99.
EMLIY URLACHER, Public Health Manager
Division of Public Health
Department of Health
Anchorage, Alaska
POSITION STATEMENT: Co-presented the presentation Parents as
Teachers.
CHRISTIE REINHARDT, Health Program Manager
Division of Public Health
Department of Health
Anchorage, Alaska
POSITION STATEMENT: Co-presented the presentation Parents as
Teachers.
MACK WOOD, Public Health Informaticist
Division of Public Health
Department of Health
Anchorage, Alaska
POSITION STATEMENT: Co-presented the presentation Parents as
Teachers.
ELWIN BLACKWELL, School Finance Manager
School Finance and Facilities
Department of Education and Early Development (DEED)
Juneau, Alaska
POSITION STATEMENT: Co-presented the presentation Special
Education Funding, Population Data and Teacher Skill Set.
DONALD ENOCH, Special Education Administrator
Innovation and Education Excellence
Department of Education and Early Development (DEED)
Juneau, Alaska
POSITION STATEMENT: Co-presented the presentation Special
Education Funding, Population Data and Teacher Skill Set.
ACTION NARRATIVE
3:30:48 PM
CHAIR LÖKI TOBIN called the Senate Education Standing Committee
meeting to order at 3:30 p.m. Present at the call to order were
Senators Kiehl, Bjorkman, Gray-Jackson, and Chair Tobin.
SB 99-FINANCIAL LITERACY COURSE IN SCHOOLS
3:32:14 PM
CHAIR TOBIN announced the consideration of SENATE BILL NO. 99
"An Act establishing a financial literacy education course for
public schools; and providing for an effective date."
3:32:49 PM
CHAIR TOBIN solicited a motion.
3:32:50 PM
SENATOR KIEHL moved to adopt the committee substitute (CS) for
SB 99, work order 33-LS0498\U, as the working document.
3:33:04 PM
CHAIR TOBIN objected for purposes of discussion.
3:33:09 PM
KALI SPENCER, Staff, Senator Bill Wielechowski, Alaska State
Legislature, Juneau, Alaska, provided the following summary of
changes for SB 99, work order 33-LS0498\U:
[Original punctuation provided.]
CSSB 99 (EDC) Explanation of Changes
Version 33-LS0498\S to 33-LS0498\U
The Senate Education Committee adopted the following
changes:
1. In Section 1 (AS 14.30), page 1, lines 7-11:
a. Removed "one-half credit hour financial
literacy education course approved by the
department."
b. Added "financial literacy education program
approved by the department. A school
district may provide the program through one
or more courses offered by the school
district, but the program's hours of
instruction must in the aggregate be
equivalent to a one-half credit hour
course."
This change allows school districts to implement
a financial literacy program that can be spread
across multiple courses, or incorporated into
pre-existing courses, if the program's total
hours of instruction are equivalent to a one-
half credit hour course. This change does not
prevent districts from establishing and
providing a half credit course that only covers
financial literacy, but rather provides more
flexibility for districts.
2. In Section 1 (AS 14.30), page 1, line 13:
a. Added "to the maximum extent practicable"
This change makes it so that school districts
are only required to incorporate discussion or
instruction on requirements listed that are
feasible and effective for that district.
3. In Section 1 (AS 14.30), page 1-2, lines 14-1:
a. Removed "bank accounts and opening and
managing a bank account"
b. Added "financial institutions and opening and
managing an account with a financial
institution"
This change allows school districts to include
discussion or instruction on multiple types of
financial institutions and their accounts.
4. In Section 1 (AS 14.30), page 2, lines 8-9:
a. Added "and predatory lending practices"
This change allows school districts to include
discussion or instruction on predatory lending
practices.
5. In Section 1 (AS 14.30), page 2, lines 17-20:
a. Added "financial implications of being a
member or a beneficiary of a Native
corporation established under 43 U.S.C. 1601
et seq. (Alaska Native Claims Settlement
Act) or a similar entity, including payment
of dividends and issuance of shares."
This change allows school districts to include
discussion or instruction on the financial
implications of being a member or a beneficiary
of a Native corporation or a similar entity.
3:35:57 PM
CHAIR TOBIN found no further objection and CSSB 99, work order
33-LS0498\U was adopted.
3:36:18 PM
CHAIR TOBIN solicited a motion.
3:36:19 PM
SENATOR KIEHL moved to report the CS for SB 99, work order 33-
LS0498\U, from committee with individual recommendations and
attached fiscal note(s).
3:36:34 PM
CHAIR TOBIN found no objection and CSSB 99(EDC) was reported
from the Senate Education Standing Committee.
3:36:49 PM
At ease.
^PRESENTATION(S): PARENTS AS TEACHERS PROGRAM ALASKA DEPARTMENT
OF HEALTH
PRESENTATION(S):
PARENTS AS TEACHERS PROGRAM
ALASKA DEPARTMENT OF HEALTH
3:39:13 PM
CHAIR TOBIN reconvened the meeting and announced the
consideration of Parents as Teachers, a presentation by the
Department of Health.
3:39:59 PM
EMLIY URLACHER, Public Health Manager, Division of Public
Health, Department of Health, Anchorage, Alaska introduced
herself.
3:40:25 PM
CHRISTIE REINHARDT, Health Program Manager, Division of Public
Health, Department of Health, Anchorage, Alaska, said she is a
manager of the Perinatal and Early Childhood Unit and the
manager of the federally funded Maternal Infant and Early
Childhood Home Visiting (MIECHV) program. She turned to slide 2
and spoke to the following points on home visiting in Alaska:
[Original punctuation provided.]
• The Department of Health is the home of the federal
Maternal Infant and Early Childhood Home Visiting
(MIECHV) program
• Data Analyst time is shared between home visiting
programs
• Allows for greater alignment and coordination to
support
evidence-based home visiting services statewide
• Home visiting services align with Title V Children and
Youth with Special Health Care Needs (CYSHCN)
reporting requirements
• Shared training and communication
• Weekly listserv
• Home Visiting ECHO
• Home Visiting Summit
• Home Visiting Alliance
MS. REINHARDT stated that Parents as Teachers (PAT) is actively
involved in all the work that MIECHV does, including
professional development and training. She stated Mr. Wood is
the data analyst for MIECHV and PAT.
3:42:36 PM
MS. URLACHER turned to slide 3 and stated all the pictures in
the presentation are of Alaskans who participate in PAT.
3:43:07 PM
MS. URLACHER turned to slide 4, What is Parents as Teachers, and
spoke to the following points:
[Original punctuation provided.]
Parents as Teachers is:
• Voluntary
• Free of costs for families
• Evidence-based home visiting
• Promotes the optimal early development, learning
and health of children
• Supports and engages parents and caregivers
• Prenatally through kindergarten
• Located in various types of organizations
including, health departments, nonprofit
organizations, hospitals, and school districts
3:44:01 PM
MS. URLACHER turned to slide 5 and spoke to the three types of
parents as Teachers programs in Alaska:
[Original punctuation provided.]
Parents as Teachers National supports three types of
programs that are found in Alaska:
1. Subscribers
2. Partners
3. Affiliates only Affiliates are considered
evidence-based
3:45:25 PM
CHAIR TOBIN asked how many participants were in each category.
MS. URLACHER replied she would report back to the committee
because the department only tracks Parents as Teachers
guarantees, or affiliate programs.
3:45:58 PM
MS. URLACHER turned to slide 6 and discussed the four model
components and seven primary goals of Parents as Teachers:
[Original punctuation provided.]
FOUR MODEL COMPONENTS:
• Personal Visits
• Group Connections
• Resource Network
• Child Screening
SEVEN PRIMARY GOALS:
• Increase parent knowledge of development and improve
positive parenting practices
• Early detection of developmental delays and
connection to services
• Improve parent, child and family health and well-
being
• Prevent child abuse and neglect
• Increase school readiness and success
• Improve economic well-being
• Strengthen community connectedness
3:48:05 PM
MS. URLACHER turned to slide 7 and said the illustration depicts
the process to become and maintain affiliate status in Parents
as Teachers National. The requirements allow Parents as Teachers
National to monitor program outcomes and collect data to support
the evidence-based model.
3:48:39 PM
MS. URLACHER turned to slide 8 and spoke to the qualifications
of parent educators that serve Alaskan families:
[Original punctuation provided.]
• Minimum qualification for a parent educator is a
high school diploma
• Many parent educators have lived experience to
better connect to the families they serve
• Parent educators go through rigorous training with
Parents as Teachers National
• Full-time first year parent educators complete no
more than 48 visits per month
• Full-time parent educators in their second year and
beyond complete no more than 60 visits p er month
3:49:27 PM
MS. URLACHER turned to slide 9 and said families that have
greater need for parent educator support are entitled to more
visits. Need is based on stress factors. She addressed stressors
and provided examples:
[Original punctuation provided.]
Families with one or fewer stressors receive at least
12 personal visits annually
Families with two or more stressors receive at least
24 personal visits annually
Examples of stressors:
• Young parents
• Child with a disability or chronic health condition
• Low income
• Parent with mental health issues
• Substance use disorder
• High school diploma or equivalency not attained
• Recent immigrant or refugee family
• Foster care or other temporary caregiver
• Housing instability
3:50:08 PM
MS. URLACHER turned to slide 10 and discussed who grantees are
in Alaska and where they serve:
[Original punctuation provided.]
State of Alaska Grantees
•Kids' Corps Inc. Anchorage
•Alaska Family Services Mat-Su Valley
•Association for the Education of Young Children
Southeast - Juneau
•RurAL CAP
• Kodiak
• Haines
• Toksook Bay (new in 2023)
• Anchorage (new in 2023)
MS. URLACHER stated that outside of the state of Alaska there
are two federally funded tribal Parents as Teachers affiliate
programs, Cook Inlet Tribal Council and Fairbanks Native
Association.
3:50:56 PM
MACK WOOD, Public Health Informaticist, Division of Public
Health, Department of Health, Anchorage, Alaska, turned to
slides 11 12 and shared service delivery data from FY 2022 for
Parents as Teachers:
[Original punctuation provided.]
Capacity:
• Funded for 146 families
• 166 families served 13 to 101 families per grantee
• 209 children served 19 to 129 children per grantee
• 1,569 completed home visits
• 4,369 participants in group activities
• 67 percent (111) families experienced 0-1 family stressors
• 33 percent (55) families experienced 2 or more family
stressors
• 57 percent (95) families had income
• 89 percent of parents read, sang songs, or told stories to
their children daily (an early childhood pre-literacy measure)
• 152 children with an Ages and Stages Questionnaire
developmental screenings completed
• 11 referrals to services made
• 150 children with hearing and vision screenings completed
• 1 hearing and 3 vision referrals to services made
• 144 children with caregiver-child interaction assessments
completed
• Families were linked to 108 unique community organizations
across the state
75 group activities hosted by grantees with over 4,000
attendees
3:53:44 PM
MR. WOOD turned to slide 13 and provided information on FY 2022
program cost data:
• Total funding: $474,700
• Total grantee funding: $434,000
• $60,000 - $145,000 per grantee
• Most grant costs go towards personnel (80%
nationally)
• Averaged $2,614 per family served • Averaged $2,077
per child served
• This cost varies greatly by the area in which the
family is served and the amount of family stressors
identified
• Nationally Parents as Teachers cost per family
ranges between $4,000-$6,500
• Nationally, Parents as Teachers cost per child
ranges between $1,150-$3,650
3:55:06 PM
MS. URLACHER moved to slide 14 and said in FY 2023 DOH initiated
a partnership with the Office of Childrens Services (OCS) to
provide program expansion funds to two grantees through a
funding blend of Family First transition funds and Community
Based Child Abuse Prevention (CBCAP) grant funds. She spoke to
the following points regarding program delivery in FY 2023:
[Original punctuation provided.]
• 4 grantees serve families in Juneau, Mat-Su Valley,
Anchorage, Kodiak, and Haines
• Initiated a partnership with the Office of
Children's Services
• Toksook Bay
• Additional families in Juneau
• Additional families in Anchorage high
stressors only
• Final data from program evaluation in Fiscal Year23
will be available after July 30, 2023
• Provided Parents as Teachers National training for
new staff or programs intending to become Affiliates
3:56:14 PM
SENATOR KIEHL asked about the size of the waitlists in
communities.
MS. URLACHER replied that the number of people on program
waitlists fluctuates. In Juneau, the Alaska Association for the
Education of Young Children (AYEC) reported 60 families were on
their waitlist when a request for expansion was approved. Kids
Corp Inc. (KCI) has 12 families on a waitlist. She stated she
would find out the number of families on waitlists for two other
programs.
3:57:20 PM
MS. URLACHER turned to slide 15 and spoke to the following
points of the grant's cycle for FY 2024 FY 2026:
[Original punctuation provided.]
• A request for proposals went out earlier this spring
for the next grant cycle of Fiscal Year24-Fiscal
Year26
• The request for proposals reflects Alaska Reads Act
requirements
• Grantees will be chosen based on the quality of the
application and the availability of funding
• The request for proposals requires a budget that
maintains $3,000-$5,000/per family served
• Reinstatement of the Parents as Teachers State
Office
3:58:31 PM
MR. WOOD turned to slide 16 and spoke to program evaluation
work:
[Original punctuation provided.]
• To date we have linked 189 of 592 PAT-served
children born between 2009- 2021 to DEED education
records
• 123 of the 189 had non-missing Alaska
Developmental Profile (ADP) assessment results
• The ADP is assessed upon entry to school based
on teacher observations
• Preliminary summary analysis highlights:
• 45 percent of the Juneau PAT children met the
DEED ADP standard versus 36 percent of the
comparison group
• 28 percent of PAT children in households with
low educational attainment met the standard
versus 11 percent of the comparison group
• PAT children underperformed in households with a
single parent and with first time parents
pointing to an opportunity for targeted quality
improvement projects
4:00:49 PM
MR. WOOD turned to slide 17 and spoke to evaluation steps
that are planned for the future:
[Original punctuation provided.]
• Annually link additional data submitted by
grantees to administrative records to expand our
evaluation dataset
• Add discipline records and 3rd/4th grade reading
scores from DEED into the research dataset
• Link child maltreatment records from the Office
of Children's Services
• Reassess program effects using the quasi-
experimental evaluation as sample size increases
• Align grantee screening assessment tools to
allow for program-wide evaluation of parental
involvement and child health and development
outcomes
• These efforts will satisfy the evaluation
required by the Alaska Reads Act
4:02:00 PM
CHAIR TOBIN found there were no questions and thanked the DOH
staff for their presentation.
^PRESENTATION(S): SPECIAL EDUCATION FUNDING, POPULATION DATA,
and TEACHER SKILL SET ALASKA DEPARTMENT OF EDUCATION and EARLY
DEVELOPMENT
PRESENTATION(S):
SPECIAL EDUCATION FUNDING, POPULATION DATA,
and TEACHER SKILL SET
ALASKA DEPARTMENT OF EDUCATION and EARLY DEVELOPMENT
4:02:32 PM
CHAIR TOBIN announced the consideration of a presentation by the
Department of Education and Early Development on Special
Education Funding, Population Data and Teacher Skill Set.
4:02:59 PM
ELWIN BLACKWELL, School Finance Manager, School Finance and
Facilities, Department of Education and Early Development (DEED)
Juneau, Alaska, said the department would be presenting
information about special education, including funding. He began
at slides 12 and shared the following about DEED and its
priorities:
[Original punctuation provided.]
Mission
An excellent education for every student every day.
Vision
All students will succeed in their education and work,
shape worthwhile and satisfying lives for themselves,
exemplify the best values of society, and be effective
in improving the character and quality of the world
about them. - Alaska Statute 14.03.015
Purpose
DEED exists to provide information, resources, and
leadership to support an excellent education for every
student every day.
Strategic Priorities:
Alaska's Education Challenge
Five Shared Priorities:
1. Support all students to read at grade level by the
end of third grade.
2. Increase career, technical, and culturally relevant
education to meet student and workforce needs.
3. Close the achievement gap by ensuring equitable
educational rigor and resources.
4. Prepare, attract, and retain effective education
professionals.
5. Improve the safety and well-being of students
through school partnerships with families,
communities, and tribes.
4:04:05 PM
MR. BLACKWELL turned to slide 4:
[Original punctuation provided.]
Agenda
• Funding for Special Education
• Intensive Funding
• Special Education Specific Questions addressed
• Special Education Teacher Skills
• District Support for Low Incident Disabilities
4:04:16 PM
MR. BLACKWELL turned to slide 5 and discussed the relevant
portions of foundation funding for special education:
[Original punctuation provided.]
Eligibility of Special Needs Students for State
Foundation Funding:
• A child with a disability and an active
Individualized Education Program (IEP) may attend
school if at the age of 3 or if under the age of 22
by July 1 (AS 14.30.180(1))
• Special needs funding includes special education,
vocational education, gifted/talented and
bilingual/bicultural; these are block funded at 20%
(AS 14.17.420 (a)(1))
• Special needs funding applies to all students except
correspondence program students
4:05:28 PM
MR. BLACKWELL turned to slide 6 and discussed foundation funding
for intensive services:
[Original punctuation provided.]
Eligibility of Intensive Services for State Foundation
Funding:
A school district will receive funding for intensive
services students that:
1. Are receiving intensive services (4 AAC 52.700);
2. Enrolled on the last day of the 20-school-day count
period (AS 14.17.420(b)(2)); and
3. Meet intensive qualifications for each intensive
services student (4 AAC 09.015).
Eligible intensive services students will be multiplied by
13 for Foundation funding (AS 14.17.420).
All intensive services students receive Foundation funding
including correspondence program students.
MR. BLACKWELL stated that an intensive needs student would
generate about $77,400 under the current base student allocation
(BSA).
4:06:58 PM
DONALD ENOCH, Special Education Administrator, Innovation and
Education Excellence, Department of Education and Early
Development (DEED), Juneau, Alaska, said he would share numbers
specific to questions he was asked regarding student count. He
turned to slide 7 and shared the following information:
[Original punctuation provided.]
Special Needs Students Being Served
(by School Year)
Count for Special Education (2023-2024): 19,391
Count for Intensives (2023-2024): 3,243
State Total Count of All Students (2023-2024): 130,733
Note: This information is pending posting to the
Department of Education and Early Development's
website.
4:07:38 PM
MR. ENOCH said the department was also asked what special
skills, tools, and curricula students need to be served in
special education. He turned to slides 8 10 and provided the
answer along with the skills needed to be a special education
teacher:
[Original punctuation provided.]
Special Skills/Tools/Curricula to Serve
Special Needs Students
• Serving special needs students requires a specific
set of skills and tools to ensure that they receive
the education and support needed to succeed.
• Services range for the individual student needs
significantly, however a special education teacher
certification is required in all cases.
Special Education Teacher Skills
Knowledge of Special Education Laws and Regulations:
Special Education Teachers should have a good
understanding of federal and state laws and
regulations governing special education, including the
Individuals with Disabilities Education Act (IDEA).
Differentiated Instruction: Special Education Teachers
should be skilled in differentiating instruction to
meet the needs of students with diverse learning
abilities, including those with learning disabilities,
autism spectrum disorders, and other developmental
disabilities.
Classroom Management: Managing a classroom that
includes students with special needs requires unique
skills. Teachers should be able to create a structured
and supportive environment that encourages
participation and minimizes distractions.
4:09:08 PM
MR. BLACKWELL turned to slide 10 and continued:
Collaboration: Special education teachers need to
collaborate with other professionals, such as speech
therapists, occupational therapists, and school
psychologists, to provide students with the
appropriate support.
Assistive Technology: Assistive technology tools can
help students with special needs overcome barriers to
learning. Teachers should be familiar with various
assistive technology tools, such as text- to-speech
software, speech recognition software, and adapted
computer input devices.
Individualized Education Programs (IEPs): Special
education teachers should be skilled in developing and
implementing Individualized Education Programs (IEPs)
for students with special needs. IEPs outline the
goals, accommodations, and services necessary for each
student to succeed.
Specialized Curricula: Teachers should also be
knowledgeable about specialized curricula and
instructional strategies designed for students with
special needs, such as multisensory instruction,
social skills training, and positive behavior
supports.
4:11:08 PM
CHAIR TOBIN asked what the process is by which a student is
determined to be eligible for an individual evaluation plan
(IEP).
4:11:25 PM
MR. WOOD replied that a parent can access their child's IEP at
any time. If a parent is unsure whether their child needs an
IEP, there is a referral and assessment process. If a student
qualifies, a plan would be developed.
4:11:47 PM
SENATOR BJORKMAN asked what the recommended IEP caseloads for
special education teachers are that instruct grades K-5 and 6-
12.
MR. WOOD replied that teachers ask the department this question
every year. The answer is difficult because it is based on the
teacher's experience, the availability of paraprofessional
support, the caseload of individual students, and whether a
school has intensive needs students. He provided a ballpark
figure by stating that in his first year of teaching he had a
caseload of 36, which was considered excessive. He opined that
20 students per teacher would be reasonable for grades K-5. For
older students the number could be as high as 30 students
because older students spend less direct time with the special
education teacher and more time in regular education classrooms.
He added that by other states standards the numbers he provided
are high.
SENATOR BJORKMAN responded that the numbers are very high and
that as an experienced teacher he was surprised to hear DEED's
recommendation.
4:13:46 PM
CHAIR TOBIN asked how parents could obtain IEP referrals if they
think their children may need additional support.
MR. WOOD replied that anyone can refer a student for a special
education assessment. Contacting a school's special education
teacher is the most direct way to obtain an evaluation.
4:14:26 PM
MR. WOOD turned to slide 11 and spoke about district support for
low incident disabilities:
[Original punctuation provided.]
• Some students may need more specific services
requiring specialized training/certification (Deaf,
Blind, Autism, multiple disabilities, etc.).
• When a district does not have the ability to provide
a specialized teacher for a student with a low-
incident disability, a Special Education Service
Agency (SESA) can assist in the development of an
individualized education program for the student and
provide training to the local staff to ensure student
services are able to be provided in accordance with
state and federal regulations.
4:15:13 PM
MR. WOOD turned to slides 12-13, which provided contact
information for the presenters and DEED.
4:15:29 PM
SENATOR BJORKMAN emphasized the importance of caseload numbers
for those administering IEPs, because it determines outcomes for
students requiring special education. He stated his belief that
a reevaluation of the extent of mainstreaming special education
students into general education classrooms was necessary to
ensure a least restrictive learning environment is achieved.
He noted that class sizes had increased substantially,
especially after significant reductions in education funding in
2015 and 2017. He argued that continuing the same approach to
special education in Alaska was leading to worsening outcomes.
He expressed concerns about the high caseloads recommended for
special education teachers, noting a lack of necessary resources
and expertise in the state. High turnover rates among special
education educators and teacher burnout were additional
challenges.
Mr. Bjorkman urged DEED and schools to consider alternative
approaches to teaching special education students, emphasizing
teaching students in smaller ability-based groups. He stated his
belief that this change could lead to better outcomes in both
special education and general education settings while making
more effective use of resources.
4:19:36 PM
MR. ENOCH clarified that he may have misspoken and stated that
DEED did not provide a recommendation for caseloads. He
explained that the estimated numbers that he mentioned were in
an ideal situation with experienced teachers and qualified
support staff. He expressed doubts about the realistic chances
of success with such high caseloads.
4:20:02 PM
CHAIR TOBIN requested a list of state and federal regulations
related to special education services. Having this list will aid
in ensuring that obligations are met and adequately funded, and
that services are accessible, ultimately leading to the best
possible outcomes for everyone.
4:21:27 PM
There being no further business to come before the committee,
Chair Tobin adjourned the Senate Education Standing Committee
meeting at 4:21 p.m.