Legislature(2019 - 2020)BUTROVICH 205

02/14/2019 09:00 AM EDUCATION

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Audio Topic
09:00:19 AM Start
09:00:43 AM Presentation: Alaska's New School Accountability System and School Designations by Alaska Department of Education and Early Development
09:52:27 AM Adjourn
* first hearing in first committee of referral
+ teleconferenced
= bill was previously heard/scheduled
AK's New School Accountability System & School
Designations by AK Department of Education &
Early Development
-- Testimony <Invitation Only> --
**Streamed live on AKL.tv**
+ Bills Previously Heard/Scheduled TELECONFERENCED
                    ALASKA STATE LEGISLATURE                                                                                  
              SENATE EDUCATION STANDING COMMITTEE                                                                             
                       February 14, 2019                                                                                        
                           9:00 a.m.                                                                                            
MEMBERS PRESENT                                                                                                               
Senator Gary Stevens, Chair                                                                                                     
Senator Shelley Hughes, Vice Chair                                                                                              
Senator Chris Birch                                                                                                             
Senator Mia Costello                                                                                                            
Senator Tom Begich                                                                                                              
MEMBERS ABSENT                                                                                                                
All members present                                                                                                             
COMMITTEE CALENDAR                                                                                                            
     - PRESENTATION: ALASKA'S NEW SCHOOL ACCOUNTABILITY SYSTEM                                                                  
AND SCHOOL DESIGNATIONS BY ALASKA DEPARTMENT OF EDUCATION AND                                                                   
EARLY DEVELOPMENT                                                                                                               
     - HEARD                                                                                                                    
PREVIOUS COMMITTEE ACTION                                                                                                     
No previous action to record                                                                                                    
WITNESS REGISTER                                                                                                              
Deborah Riddle, Division Operations Manager                                                                                     
Department of Education and Early Development (DEED)                                                                            
Juneau, Alaska                                                                                                                  
POSITION STATEMENT: Gave an overview of Alaska's School                                                                       
Accountability System.                                                                                                          
Brad Billings, Administrator                                                                                                    
State System of Support                                                                                                         
Department of Education and Early Development (DEED)                                                                            
Juneau, Alaska                                                                                                                  
POSITION STATEMENT: Gave an overview of Alaska's School                                                                       
Accountability System.                                                                                                          
ACTION NARRATIVE                                                                                                              
9:00:19 AM                                                                                                                    
CHAIR  GARY   STEVENS  called   the  Senate   Education  Standing                                                             
Committee meeting  to order at 9:00  a.m. Present at the  call to                                                               
order were Senators Birch, Hughes, Begich, and Chair Stevens.                                                                   
^Presentation:  Alaska's  New  School Accountability  System  and                                                               
School Designations  by Alaska Department of  Education and Early                                                               
  Presentation: Alaska's New School Accountability System and                                                               
School Designations by Alaska Department of Education and Early                                                             
9:00:43 AM                                                                                                                    
CHAIR STEVENS  announced the presentation of  Alaska's New School                                                               
Accountability  System  and  School Designations  by  the  Alaska                                                               
Department of Education and Early Development.                                                                                  
9:00:53 AM                                                                                                                    
Deborah  Riddle,  Division   Operations  Manager,  Department  of                                                               
Education and Early Development  (DEED), Juneau, Alaska, and Brad                                                               
Billings, Administrator,  State System of Support,  DEED, Juneau,                                                               
Alaska, introduced themselves.                                                                                                  
MS.  RIDDLE said  every  element of  the  education system  works                                                               
toward the  goal to ensure  all students are prepared  after high                                                               
school.  Accountability is  just one  piece of  this system.  She                                                               
reviewed the  timeline for  Alaska's plan  for the  Every Student                                                               
Succeeds Act (ESSA) Succeeds Act:                                                                                               
     ESSA is a vehicle that will help move us toward our mission                                                                
     and vision.                                                                                                                
        • May 2018 - Alaska's plan approval by US Department of                                                                 
        • June 2018 - accountability regulations adopted by                                                                     
          Alaska State Board of Education (4 AAC 06.800  899)                                                                   
        • October 2019 - school designations released                                                                           
MS. RIDDLE reviewed the statewide stakeholder engagement:                                                                       
        • January 2016  current                                                                                                 
             o Collected nearly 4,000 stakeholder comments                                                                      
             o Held or participated in over 40 meetings and                                                                     
             o Met with nearly 1,000 stakeholders                                                                               
             o Formed an advisory committee consisting of over                                                                  
               40 members                                                                                                       
        • DEED sought public comment on three draft versions.                                                                   
        • Additional public   comment   was   recently   sought                                                                 
          regarding an amendment to the approved state plan that                                                                
          was submitted to U.S. ED on January 15, 2019                                                                          
9:02:50 AM                                                                                                                    
SENATOR COSTELLO joined the committee.                                                                                          
MS. RIDDLE  shared that  the Alaska  ESSA plan  is posted  on the                                                               
DEED  website.  She  reviewed the  different  indicators  in  the                                                               
accountability system:                                                                                                          
     Accountability Indicators                                                                                                  
     Grades K-6                                                                                                                 
        • Academic Achievement                                                                                                  
             o English language arts                                                                                            
             o Mathematics                                                                                                      
        • Academic Growth                                                                                                       
        • English Learner Progress                                                                                              
        • Chronic Absenteeism                                                                                                   
        • Grade 3 ELA Proficiency                                                                                               
     Grades 7-12                                                                                                                
        • Academic Achievement                                                                                                  
             o English language arts                                                                                            
             o Mathematics                                                                                                      
        • Academic Growth                                                                                                       
        • English Learner Progress                                                                                              
        • Chronic Absenteeism                                                                                                   
        • Graduation Rate                                                                                                       
             o Four year                                                                                                        
             o Five year                                                                                                        
MS.  RIDDLE said  the academic  growth indicator  focuses on  how                                                               
students progress  from year to  year. Chronic  absenteeism looks                                                               
at how many  days students are in school.  Schools get additional                                                               
points in the accountability system  for third graders who are on                                                               
track for English language arts proficiency.                                                                                    
9:05:56 AM                                                                                                                    
SENATOR BIRCH asked what the measurement for academic growth is.                                                                
MS. RIDDLE  answered that the  PEAKS [Performance  Evaluation for                                                               
Alaska's Schools] summative assessment is  done once a year. ESSA                                                               
requires one  summative assessment  and an  accountability system                                                               
based on that assessment.                                                                                                       
9:06:51 AM                                                                                                                    
SENATOR HUGHES asked what is done  with the data they gather. She                                                               
asked if they just make  conclusions or, for example, are schools                                                               
with chronic absenteeism coached or helped to improve that.                                                                     
MS. RIDDLE  replied that  districts can  make decisions  based on                                                               
the  index score  in  the designation  report  they receive  from                                                               
DEED.  She  noted  that  Mr.  Billings  would  address  what  the                                                               
department can do to help those schools.                                                                                        
SENATOR HUGHES said that teachers  have shared with her that some                                                               
children are  suffering from chronic absenteeism  and that Alaska                                                               
students spend  fewer hours in  school compared to  other states.                                                               
She  mentioned how  crucial the  read-by-nine  initiative is.  If                                                               
they  tackled chronic  absenteeism,  fewer hours  in school,  and                                                               
grade promotion of students who  have not achieved what they need                                                               
to  do academically,  along with  the emphasis  on reading,  they                                                               
would do wonders for kids.                                                                                                      
9:09:08 AM                                                                                                                    
SENATOR BEGICH asked within which  section of the budget her work                                                               
MS. RIDDLE replied Student Learning.                                                                                            
MS. RIDDLE  noted that for  grades 7-12, the graduation  rate for                                                               
the four-year  cohort is an  indicator and those who  graduate in                                                               
five years also plays a consideration.                                                                                          
MS. RIDDLE went  over how the indicators are  weighted. Growth at                                                               
40  percent  and  achievement  at  30  percent  are  the  biggest                                                               
indicators  for grades  K-6. In  grades  7 and  above, growth  is                                                               
still 40 percent,  achievement is 20 percent,  and the graduation                                                               
rate is 20 percent.                                                                                                             
MS. RIDDLE  said in  order to  get an  index score,  schools must                                                               
have enough students for two indicators:                                                                                        
     Overall School Index Value                                                                                                 
        • Requires at least two indicators.                                                                                     
        • One of the two indicators must be one of the                                                                          
         o Academic achievement in ELA or Mathematics,                                                                          
          o Growth in ELA or Mathematics,                                                                                       
          o Four-year or five-year graduation rate, or                                                                          
          o English Learner progress                                                                                            
MS. RIDDLE  reviewed the 2018  index score distribution.  In all,                                                               
468 schools received an index  score. The highest index score was                                                               
98.99, the lowest was 1.19, and the average was 46.2.                                                                           
CHAIR STEVENS asked who received 98.99.                                                                                         
MS. RIDDLE  answered a technical  high school with  grades 11-12.                                                               
It  did not  have any  ninth graders  who were  assessed and  was                                                               
rated on graduation rate and chronic absenteeism.                                                                               
MS.  RIDDLE  said  districts   and  schools  receive  designation                                                               
reports with  their overall index scores.  The school designation                                                               
report   comes   with  a   companion   document   to  help   with                                                               
SENATOR HUGHES asked what happens  when a school receives a score                                                               
like 1.19.                                                                                                                      
MS. RIDDLE  responded that Mr.  Billings would address  that with                                                               
Student Supports.                                                                                                               
CHAIR  STEVENS said  it would  be nice  to know  what the  top 10                                                               
schools are  doing, and  it's important to  know why  schools are                                                               
SENATOR BEGICH  asked if that  level of  analysis is going  to be                                                               
MS.  RIDDLE answered  that  Mr. Billings  would  speak about  the                                                               
supports based on school designations.                                                                                          
MR.  BILLINGS reviewed  the three  school  designations that  are                                                               
based on the data and the index score                                                                                           
     Three School Designations                                                                                                  
             1. Comprehensive Support and Improvement (CSI)                                                                     
                  • 5% of Title I schools with lowest index                                                                     
                    score (16 schools)                                                                                          
                  • Graduation rate less than or equal to 2/3                                                                   
                    (67 schools)                                                                                                
                  • Three consecutive years as TSI for same                                                                     
                    subgroup (starts 2021)                                                                                      
             2. Targeted Support and Improvement (TSI) (24                                                                      
                  • Based on equity gap for any of nine                                                                         
                    identified subgroups                                                                                        
             3. Universal Support                                                                                               
             All schools are eligible for a TSI or CSI                                                                          
             designation regardless of size.                                                                                    
Mr.  BILLINGS  explained  that   the  lowest  performing  schools                                                               
receive the designation of  Comprehensive Support and Improvement                                                               
(CSI).  The  graduation rate  is  a  new  way  to receive  a  CSI                                                               
designation in that past accountability  systems have not focused                                                               
on graduation  rates. Since a  school must be a  Targeted Support                                                               
and Improvement  school for three  years to become a  CSI school,                                                               
that  designation  will  start  in 2021  because  they  are  just                                                               
starting this accountability system.                                                                                            
9:16:38 AM                                                                                                                    
MR. BILLINGS  said the  ESSA law requires  not only  treating the                                                               
whole school as a unit but  also looking at defined subgroups and                                                               
each subgroup is treated as a school:                                                                                           
     African American                                                                                                           
     Alaska Native/American Indian                                                                                              
     Asian/Pacific Islander                                                                                                     
     Two or More Races                                                                                                          
     Students with Disabilities                                                                                                 
     English Learners                                                                                                           
     Economically Disadvantaged                                                                                                 
SENATOR  BEGICH asked  if two  or more  races means  two or  more                                                               
named races.                                                                                                                    
MR. BILLINGS answered  yes. He explained that  each subgroup gets                                                               
an index  value. For  each school,  the school  has an  index and                                                               
nine  subgroups. Sometimes  there are  not enough  students in  a                                                               
subgroup to assign a value.                                                                                                     
SENATOR BIRCH  asked how the  graduation rate was  determined. He                                                               
asked if they  started with the freshmen class or  only looked at                                                               
the senior class.                                                                                                               
MR. BILLINGS answered that a  graduation cohort is determined for                                                               
each school when  students enter ninth grade.  If students should                                                               
exit or  move to another school,  then they are moved  out of the                                                               
cohort. Students  can move into  a cohort. The  department tracks                                                               
MR. BILLINGS said  that for the Targeted  Support and Improvement                                                               
(TSI) schools, they  are looking at the  achievement of subgroups                                                               
and  equity  gaps.  Schools  with  low-performing  subgroups  are                                                               
designated TSI.                                                                                                                 
MR.  BILLINGS said  the Universal  Support  includes all  schools                                                               
that not TSI or CSI.                                                                                                            
SENATOR BEGICH  said he  saw a  map in  the Anchorage  Daily News                                                               
using these  designations. He asked  if it  would be fair  to say                                                               
that the  schools in the  first two  categories are all  over the                                                               
state, many in rural Alaska.                                                                                                    
MR. BILLINGS  replied that  the CSI five  percent are  focused in                                                               
rural Alaska. The  graduation rate category is  much more diverse                                                               
in  geography and  school type.  Some correspondence  schools are                                                               
newly on their radar because of that.                                                                                           
MR. BILLINGS said designated schools  must complete the following                                                               
four steps:                                                                                                                     
        • Local needs assessment                                                                                                
        • Consultation of stakeholders                                                                                          
        • Improvement  plan   responding    to   reasons    for                                                                 
          identification and identified needs                                                                                   
        • Implementation of Evidence Based Interventions                                                                        
SENATOR BEGICH  said he  is concerned  about student  support and                                                               
whether the department can do what it  says it is going to do. He                                                               
asked  who is  paying for  interventions and  how the  department                                                               
will  know about  that. He  noted the  proposed budget  has a  19                                                               
percent cut  to the  state system  of support  and asked  how the                                                               
department will be able to implement the interventions.                                                                         
MR.   BILLINGS  replied   that   the   school  improvement   team                                                               
distributes  federal school  improvement  grants. The  department                                                               
also  has  a  federal  programs  team  that  supports  the  title                                                               
programs,  such  as  Title  1,   English  learners,  and  migrant                                                               
students.  They  also have  school  improvement  coaches who  are                                                               
assigned to CSI 5 schools.                                                                                                      
9:24:58 AM                                                                                                                    
SENATOR BEGICH asked how the coaches are funded.                                                                                
MR.  BILLINGS answered  that the  school improvement  coaches are                                                               
state funded.                                                                                                                   
SENATOR BEGICH said they had  heard for years that the department                                                               
is on the edge of not being  able to provide support. He asked if                                                               
ASD  would be  able  to  do these  functions  under the  proposed                                                               
MR. BILLINGS  said he was not  in a position to  answer that, but                                                               
they are considering  that and thinking of how  to distribute the                                                               
resources to support as many schools as possible.                                                                               
SENATOR BEGICH said he wanted  the committee to consider that the                                                               
presentation  may  be  relevant  to today's  world,  but  not  to                                                               
tomorrow's world because of the budget.                                                                                         
MR. BILLINGS reviewed supports and resources for schools:                                                                       
        • School Improvement process and tool  Alaska Effective                                                                 
          Schools Framework                                                                                                     
     • Partnerships for technical assistance and support                                                                        
             o Alaska Statewide Mentor Project                                                                                  
             o Alaska Staff Development Network                                                                                 
             o Association of Alaska School Boards                                                                              
     • School Improvement Coaching and capacity building                                                                        
        • School Improvement Grants                                                                                             
        • Outreach webinars and one-on-one assistance                                                                           
SENATOR BEGICH asked  where the Statewide Mentor  Project and the                                                               
Alaska Staff Development Network are located.                                                                                   
MR.  BILLINGS  answered  that  the   mentor  project  is  at  the                                                               
University of  Alaska Fairbanks and the  Alaska Staff Development                                                               
Network  is   a  subgroup  of   the  Alaska  Council   of  School                                                               
SENATOR BEGICH  said he  wanted to point  that the  university is                                                               
facing a 44 percent cut.                                                                                                        
9:28:18 AM                                                                                                                    
SENATOR COSTELLO  said the budget  that was  introduced yesterday                                                               
was the  beginning of  a process. She  supports education  and is                                                               
concerned  about  the cuts  that  were  proposed. She  said  they                                                               
probably hate  anecdotal story because  they do not fit  into the                                                               
data analysis,  but she wanted to  share that she has  served for                                                               
eight years and  visits her schools every fall. She  learned of a                                                               
middle school  teacher with  no students for  the first  hour. If                                                               
students  didn't  show  up  for school,  the  principal  and  the                                                               
teacher would drive  to the student's house to  bring the student                                                               
to school. They  would try to show kids that  they matter, and on                                                               
the  flip  side,  sometimes  parents  of  students  with  chronic                                                               
absenteeism  only  get a  letter.  She  wondered how  they  could                                                               
communicate  to   parents  and   students  exciting   career  and                                                               
technical education (CTE) options. It  pains her that the goal is                                                               
not  100  percent graduation.  She  wondered  if they  know  what                                                               
happens  when students  stop  going to  school.  She recounted  a                                                               
situation in  Fairbanks where  a kid just  stopped going  to high                                                               
school  and nobody  looked  into  it. She  asked  if  there is  a                                                               
process  to know  that they  are doing  right with  families with                                                               
kids who stop going to school.                                                                                                  
MR. BILLINGS  replied that  he loves  anecdotes because  it takes                                                               
him  back to  the classroom  and what  really matters.  The local                                                               
needs assessment allows  local staff to tackle  those issues. CSI                                                               
schools in the graduation rate  category have been wrestling with                                                               
those questions:  what are the  needs and what will  impact that.                                                               
Some possibilities  are a  community liaison  who reaches  out to                                                               
families  when  a  student  is  absent or  a  focus  on  engaging                                                               
students more with CTE options.                                                                                                 
MS. RIDDLE added  that the Alaska Education  Challenge focuses on                                                               
career and technical  education as a method for  helping with the                                                               
graduation  rate. Statistics  from  the Carl  Perkins grant  show                                                               
that the  graduation rate for  students who take about  two years                                                               
of CTE  courses is  higher. They  do have  to collect  data about                                                               
where students end up after high  school to report to the federal                                                               
CHAIR  STEVENS  said  this  is  the  place  for  anecdotes.  They                                                               
appreciate the  high-level approach, but they  appreciate hearing                                                               
from kids, parents, and teachers.                                                                                               
SENATOR HUGHES  said that she  would expect to see  more policies                                                               
adopted about offering  CTE to students at risk  of dropping out.                                                               
She asked if there are  anecdotal stories about what has happened                                                               
with schools  who have  had coaching and  whether they  have been                                                               
able to raise their scores.                                                                                                     
MR. BILLINGS related a story of  a coach who worked with a strong                                                               
school principal  on behavior interventions  so that  the climate                                                               
of the school improved dramatically.                                                                                            
SENATOR  HUGHES  asked  if  the school  did  better  on  academic                                                               
achievement then.                                                                                                               
9:36:45 AM                                                                                                                    
MR. BILLINGS replied there doesn't appear  to be a direct link to                                                               
assessment  improvement,  but  there  is  improvement  in  middle                                                               
indicators, such as school climate and attendance.                                                                              
SENATOR HUGHES  asked if it is  because it has not  been in place                                                               
long  enough or  if  they still  refining  what to  do.  It is  a                                                               
problem if there is no improvement with the support.                                                                            
MR.  BILLINGS replied  that  the way  that  adult behaviors  flow                                                               
through to  student performance is  a complex system.  The larger                                                               
challenge is staff  turnover. A coach and principal  work hard to                                                               
build capacity  in early  reading skills,  for example,  and then                                                               
the  staff turns  over  and  the capacity  doesn't  stay in  that                                                               
school. The nongovernment partners  are so important because they                                                               
have  accepted the  fact that  they  need to  provide for  annual                                                               
training because of staff turnover.                                                                                             
SENATOR  HUGHES said  that she  had hoped  to hear  that supports                                                               
would result  in better  performance for  low-performing schools.                                                               
She hoped  that the department  continued to brainstorm  on that.                                                               
She looked  forward to the  day when she hears  that intervention                                                               
raised student performance.                                                                                                     
CHAIR STEVENS asked if the  committee could have more information                                                               
about the coaches.                                                                                                              
MR. BILLINGS answered yes.                                                                                                      
MR. BILLINGS  said the accountability system  was introduced this                                                               
year. They are  working with a more diverse set  of schools, such                                                               
as  smaller schools  and correspondence  and alternative  schools                                                               
that weren't  on the radar  screen in the past.  Designations did                                                               
not happen until  October this year. They want  to be intentional                                                               
in  how   they  interact  with   schools  because   schools  have                                                               
initiatives put  in place  and the  accountability system  is not                                                               
there  to  displace  those  initiatives. The  focus  is  more  on                                                               
outcomes  and  the   needle  is  moving.  In   the  future,  more                                                               
indicators could be included.                                                                                                   
MR. BILLINGS  summarized that  the accountability  system focuses                                                               
on the six  indicators, on graduation rate, and  equity. The ESSA                                                               
plan is  not what is  driving the  department. DEED is  guided by                                                               
the  mission and  vision of  the  State Board  of Education,  the                                                               
Alaska Education  Challenge initiatives,  and the  initiatives of                                                               
district, school, and classroom educators.                                                                                      
CHAIR STEVENS asked if they are  better off with ESSA than the No                                                               
Child Left Behind Act (NCLB).                                                                                                   
MR.  BILLINGS  said  the accountability  system  still  has  some                                                               
components of  what was  used before,  but it  allows flexibility                                                               
with indicators,  such as using  chronic absenteeism  and reading                                                               
by  third grade.  They also  have  more flexibility  with how  to                                                               
support designated schools than they did with NCLB.                                                                             
MS. RIDDLE  added that with NCLB,  the goal was that  100 percent                                                               
of kids would  be proficient by a certain date.  Now they can set                                                               
more  attainable   goals,  realistic   goals  that   schools  and                                                               
districts can  reach. ESSA is  more than the  accountability plan                                                               
because it addresses what each of the title programs will do.                                                                   
CHAIR  STEVENS asked  for a  rough  idea of  federal funding  vs.                                                               
state funding.                                                                                                                  
MS. RIDDLE  said about $42 million  comes from Title 1  and about                                                               
$16 million  comes in for the  migrant program. She said  she was                                                               
not  sure about  the  other  title programs.  The  funds are  for                                                               
supporting, not supplanting, state funds.                                                                                       
9:46:28 AM                                                                                                                    
SENATOR  BEGICH asked  if the  federal funding  is driven  by the                                                               
state contribution.                                                                                                             
MS.  RIDDLE answered  that it  is based  on census  data and  low                                                               
SENATOR  BEGICH said  he wants  to  see what  Senator Hughes  was                                                               
talking  about, that  they use  the data  they are  collecting to                                                               
improve outcomes. He  wants them to priortize  and understand the                                                               
interconnectivity between the  department, university, and school                                                               
districts so that  when they build the education  budget, they do                                                               
so  in  a  way  that  serves  schools  and  the  mission  of  the                                                               
department. The  committee wants  to ensure that  education works                                                               
for the kids and the parents  and the teachers in Alaska. Teacher                                                               
retention  is  an  incredibly important.  Teacher  retention  and                                                               
turnover  is  a  factor  every   time  they  hear  one  of  these                                                               
presentations.  He would  be interested  in any  ideas they  have                                                               
about that.                                                                                                                     
SENATOR  BIRCH  asked, considering  how  the  committee had  just                                                               
heard from the  Juneau superintendent about how  much CTE courses                                                               
increase graduation  rates, why  didn't DEED require  a mandatory                                                               
welding class, for  example. CTE seems to be  a vital contributor                                                               
to  a successful  graduation rate.  He  asked if  there were  any                                                               
consideration of  technical education as a  required component of                                                               
MS.  RIDDLE answered  that some  districts do  require some  tech                                                               
education as  a local requirement. Forty-three  districts receive                                                               
federal Carl Perkins  funds for CTE. The other 13  that don't are                                                               
very  small.  Most  districts  offer  CTE  courses.  One  of  the                                                               
projects that  is working through the  Alaska Education Challenge                                                               
is state-approved  courses and pathways  that could move  up into                                                               
postsecondary for districts that don't  have the capacity. One is                                                               
a   Microsoft   certification.   Another  goal   is   to   create                                                               
opportunities for  students to graduate  with dual  enrollment or                                                               
industry certifications.                                                                                                        
SENATOR  COSTELLO  said  that  she   was  glad  that  Ms.  Riddle                                                               
mentioned that  the census will  affect federal funding.  She has                                                               
spoken  to  [Office  of Management  and  Budget  Director]  Donna                                                               
Arduin about  the original  $250,000 that was  in the  budget for                                                               
outreach  about the  importance of  the census.  The census  is a                                                               
significant opportunity  to grab  federal funds, but  if Alaskans                                                               
are not counted, Alaska could  lose federal funds. Ms. Arduin had                                                               
said  those funds  were  removed  and would  be  absorbed by  the                                                               
governor's  office. She  asked that  the department,  through the                                                               
commissioner,  have a  conversation  with  the governor's  office                                                               
about the  importance of educating  people about what  the census                                                               
means. It  affects transportation,  education--quite a  few areas                                                               
of the state.                                                                                                                   
9:52:27 AM                                                                                                                    
There being  no further  business to  come before  the committee,                                                               
Chair Stevens  adjourned the Senate Education  Standing Committee                                                               
at 9:52.                                                                                                                        

Document Name Date/Time Subjects
SEDC_Presentation_DEED_System for School Success_14Feb2019.pdf SEDC 2/14/2019 9:00:00 AM
SEDC Hearing - DEED Presentation - New School Accountability & Rating System - Feb 14, 2019
SEDC_Presentation_SampleSchoolSystemSchSuccess Form_14Feb2019.pdf SEDC 2/14/2019 9:00:00 AM
SEDC Hearing - DEED Presentation - New School Accountability & Rating System - Feb 14, 2019
SEDC_Presentation_ESSA_Plan_Excerpts_14Feb2019.pdf SEDC 2/14/2019 9:00:00 AM
SEDC Hearing - DEED Presentation - New School Accountability & Rating System - Feb 14, 2019
SEDC_AK_Approved_ESSA_Plan_08May2018.pdf SEDC 2/14/2019 9:00:00 AM
SEDC Hearing - DEED Presentation - New School Accountability & Rating System - Feb 14, 2019
SEDC_ESSA_Plan_Amendment_21Dec2018.pdf SEDC 2/14/2019 9:00:00 AM
SEDC Hearing - DEED Presentation - New School Accountability & Rating System - Feb 14, 2019
SEDC_Presentation_SampleSchoolRating_CompanionDocument_14Feb2019.pdf SEDC 2/14/2019 9:00:00 AM