Legislature(2017 - 2018)CAPITOL 106
02/01/2017 08:00 AM Senate EDUCATION
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| Audio | Topic |
|---|---|
| Start | |
| Presentation: Synchronous Distance Learning in Alaska | |
| Presentation: Department of Education and Early Development: Every Student Succeeds Act (essa) | |
| Adjourn |
* first hearing in first committee of referral
+ teleconferenced
= bill was previously heard/scheduled
+ teleconferenced
= bill was previously heard/scheduled
| + | TELECONFERENCED | ||
ALASKA STATE LEGISLATURE
JOINT MEETING
HOUSE EDUCATION STANDING COMMITTEE
SENATE EDUCATION STANDING COMMITTEE
February 1, 2017
8:00 a.m.
MEMBERS PRESENT
HOUSE EDUCATION STANDING COMMITTEE
Representative Harriet Drummond, Chair
Representative Justin Parish, Vice Chair
Representative Zach Fansler
Representative Ivy Spohnholz
Representative Jennifer Johnston
Representative Chuck Kopp
Representative David Talerico
SENATE EDUCATION STANDING COMMITTEE
Senator Shelley Hughes, Chair
Senator Gary Stevens
Senator Cathy Giessel
Senator John Coghill
Senator Tom Begich
MEMBERS ABSENT
HOUSE EDUCATION STANDING COMMITTEE
Representative Geran Tarr (Alternate)
SENATE EDUCATION STANDING COMMITTEE
All members present
OTHER LEGISLATIVE MEMBERS ABSENT
Representative Dan Ortiz
Representative Lora Reinbold
COMMITTEE CALENDAR
PRESENTATION: SYNCHRONOUS DISTANCE LEARNING IN ALASKA
- HEARD
PRESENTATION: DEPARTMENT OF EDUCATION AND EARLY DEVELOPMENT:
EVERY STUDENT SUCCEEDS ACT (ESSA)
- HEARD
PREVIOUS COMMITTEE ACTION
No previous action to record
WITNESS REGISTER
JEWEL FLECKENSTEIN, Student Member
Alaska Close Up
Alaska's Educational Resource Center (SERRC)
Interior Distance Education of Alaska (IDEA)
Wasilla, Alaska
POSITION STATEMENT: Provided a student presentation on
Synchronous Distance Learning in Alaska.
MICHAEL JOHNSON, Commissioner
Department of Education and Early Development (EED)
Juneau, Alaska
POSITION STATEMENT: Introduced the departmental presentation of
the Every Student Succeeds Act (ESSA).
SUSAN MCCAULEY, PhD
Education Policy Coordinator
Department of Education and Early Development (EED)
Palmer, Alaska
POSITION STATEMENT: Provided the departmental presentation of
the Every Student Succeeds Act (ESSA).
ACTION NARRATIVE
8:00:40 AM
CHAIR HARRIET DRUMMOND called the joint meeting of the House and
Senate Education Standing Committees to order at 8:00 a.m.
Representatives Drummond, Kopp, Parish, Fansler, Johnston, and
Talerico; and Senators Coghill, Giessel, Begich, and Hughes were
present at the call to order. Representative Spohnholz and
Senator Stevens arrived as the meeting was in progress. Also
present were Representatives Ortiz and Reinbold.
[Chair Drummond passed the gavel to Senator Hughes]
^PRESENTATION: Synchronous Distance Learning in Alaska
PRESENTATION: SYNCHRONOUS DISTANCE LEARNING IN ALASKA
8:01:20 AM
CHAIR HUGHES announced that the first order of business would be
a student presentation on Synchronous Distance Learning in
Alaska.
8:03:55 AM
JEWEL FLECKENSTEIN, Student Member, Alaska Close Up, Alaska's
Educational Resource Center SERRC, Interior Distance Education
of Alaska (IDEA), said the cost of operating schools in rural
areas is unsustainable, considering the current budget. One of
the consequences, she noted, is that a variety of classes may
not be available for students and suggested distance education
may be a part of the solution; available to all Alaskan
students. She explained that two types of distance education
exist: asynchronous - accessing materials remotely and learning
on an individual schedule/pace; and synchronous - accessing
resources actively with other classmates albeit in a virtual
classroom setting. The characteristics of a virtual classroom
that conducts synchronous courses include allowances for: live
online classes; live chat access; video /web conferencing; the
teacher being in a different physical locale than the students;
utilization of programs such as Collaborate, Elluminate, Zoom,
and Adobe Connect. She reported that three examples of
synchronous classrooms can be found in Alaska. The largest
implementation may be Kodiak Island School District (KIBSD),
which connects 13 schools via on-line classrooms. The
University of Alaska Anchorage (UAA) also offers on-line courses
for students to work from home while attaining a degree. The
third is Williamsburg Academy that unites teachers and students
from across the state and the nation. She quoted former
Superintendent Gary Baldwin, Lower Kuskokwim School District,
who said: "The most powerful thing in a traditional classroom
is the connection between the teacher and the student. And that
connection happens over two-way video." The Windsor Academy,
government economics class she is enrolled in has been an
inspiration and helped to bring her to the Capitol and before
the committee today. Describing the program applications that
are used by the academy, and elaborating on the interface
possibilities, she paraphrased from a written statement, which
read as follows [original punctuation provided]:
Canvas is our learning management system (LMS). It's
the platform we use to deliver all our courses.
Canvas is where students will receive and submit
assignments, complete some of their studies,
collaborate with classmates, and access their course
syllabi and assignments. Each class has its own
dedicated area within Blackboard.
Blackboard Collaborate is software used to conduct
live online class meetings or to view recorded
lectures. Collaborate meetings and recordings are
accessed through Canvas.
Zoom is the backup video software used when Blackboard
Collaborate is not functioning. Same principle as
Blackboard Collaborate.
Student Information Services (SIS), is the online
system parents use to create an account with us,
register and pay for courses, view snapshots of their
student's academic progress, and access transcripts
and grades for completed courses. Parents create
their own SIS accounts first, then add students
individually. Only one parent SIS account is required
per student, but both parents can create their own
account if they wish.
She opined on the high quality of education that she believes
she is receiving and the level of participation, including the
viewing opportunities, enjoyed by the students. It has been a
great experience, she finished.
8:12:02 AM
REPRESENTATIVE JOHNSTON asked whether the Williamsburg program
is affiliated with William and Mary College in Williamsburg,
Virginia. Additionally, she queried what bandwidth is needed to
access the program.
MS. FLECKENSTEIN said a standard device is sufficient and no
special connections are required; based on her experience.
REPRESENTATIVE JOHNSTON asked about limitations for class size,
and the level of school choice that it allows.
MS. FLECKENSTEIN responded that she's had up to 100 in a class,
and that the possibilities provided are exciting and require a
healthy level of personal engagement.
8:13:16 AM
SENATOR GIESSEL asked about tuition costs and financial
arrangements for payment.
MS. FLECKENSTEIN answered that the course she is enrolled in was
$300.00 which was handled via self-pay.
^PRESENTATION: Department of Education and Early Development:
Every Student Succeeds Act (ESSA)
PRESENTATION: Department of Education and Early Development:
Every Student Succeeds Act (ESSA)
8:14:22 AM
CHAIR HUGHES announced that the final order of business would be
a presentation from the Department of Education and Early
Development (EED) on the Every Student Succeeds Act (ESSA).
8:15:02 AM
MICHAEL JOHNSON, Commissioner, Department of Education and Early
Development (EED), offered introductory remarks and reported
that, in his travels throughout the state, he has stressed that
ESSA is not an agenda for Alaska's education. The state is
establishing what it deems necessary, and ESSA does not drive
that effort. Alaska's educational system is a reflection of the
ESSA guidelines.
8:17:49 AM
SUSAN MCCAULEY, PhD, Education Policy Coordinator, Department of
Education and Early Development (EED), directed attention to the
committee handout, titled "Joint Meeting of the House & Senate
Education Committees, page 3, to explain the inception of the
Elementary and Secondary Education Act (ESEA) passed in 1965
with the goal to improve the quality of education for low income
students and the stipulation for it to be periodically
reauthorized by Congress, which has occurred twice: first as
the No Child Left Behind Act (NCLB), 2002, and now as the Every
Student Succeeds Act (ESSA), 2015. She described the NCLB
reauthorization, stating, "That was perceived as, and in fact
was, a very cookie cutter, ... top down, heavily mandated, piece
of legislation." The ESSA reauthorization was passed with a
high level of bipartisan support.
DR. MCCAULEY said the focus of the presentation is on three key
elements, tied to Title I, which impacts every school in Alaska
in terms of what is developed for the state application of ESSA.
In order of address, these elements are: standards and
assessments; accountability; and school support and improvement.
The specific, statutory requirements for each element will be
presented, followed by whatever differences ESSA represents from
NCLB, and finally a review of the state's current status for
compliance.
8:20:38 AM
DR. MCCAULEY, beginning with the component for education
standards, said ESSA requires assurance that states have adopted
challenging academic content standards in English language arts
(ELA), mathematics, and science, and that the adopted standards
are aligned with public college and relevant Career Technical
Education (CTE) entrance requirements. The intent is that some
degree of alignment exists to ensure that a high school graduate
can be ready for postsecondary education. The major difference
between ESSA and NCLB, throughout, is what the U.S. Department
of Education (USED) is no longer allowed to mandate. Thus, for
this element, it prohibits the Secretary of Education from:
exercising authority over states' standards, requiring states to
submit their standards for review, or incentivizing the adoption
of any particular set of standards. Alaska's current status
shows that ELA and mathematics standards were adopted in 2012
and science standards and grade level expectations were last
revised in 2006. The state's science standards will require
review and some revision, but otherwise Alaska is in good
standing on this element.
8:24:58 AM
DR. MCCAULEY, regarding the component for assessments, explained
that the law requires annual content assessments for ELA,
mathematics, and science. The ELA and math assessments are to
be conducted annually in grades 3-8, and at least once in grades
9-12. The science assessments are to be administered at least
once in grades 3-5, 6-9, and 10-12. The differences from NCLB
are: states can use a single summative assessment or multiple
interim assessments to produce a summative score; districts may
choose to use other "nationally-recognized high school
assessments" rather than a state sourced assessment - with EED
permission; states are allowed to establish their own laws
regarding "opt-out" provisions for testing - an action Alaska
has already legislated; and ESSA maintains a 95 percent
assessment participation rate, with consequences for not meeting
the requirement to be determined by the state. Alaska's current
status shows that assessments are being annually administered in
ELA and mathematics in grades 3-10 and in science in grades 4,
8, and 10. Thus, continuing the status quo meets the
requirements of ESSA.
8:28: 38 AM
DR. MCCAULEY continued with the handout, page 12, to address the
second key element: accountability. She pointed out that
significant changes have been adopted under ESSA, beginning with
allowing every state the independent latitude to determine and
implement an accountability metric, whereas NCLB made specific
prescriptions. Whatever method the state chooses, it must
"meaningfully differentiate" schools based on individual
qualities and student performance ratings. She explained that
should Alaska's star rating system be retained, and every school
aspired to a four-star rating, the federal requirement for a
method of differentiation would be considered unmet. Further,
it requires ambitious, state designed, long-term goals for all
traditional students and subgroups, but does not define
"ambitious," nor does it include specific goals. Five
indicators are required to be considered under the
accountability system. The first is a measure to determine
academic proficiency via annual state assessments, which was the
sole NCLB standard and an emphasis that has been retained under
ESSA. Secondly, elementary and middle schools are to have an
additional measure of academic performance, such as growth from
year to year to indicate a student's movement towards
proficiency, or if already proficient, their continued growth.
High school graduation rates are to be factored into the
indicators and are to include improvement goals. The fourth
indicator to be factored into the metric is a measure of
progress for English learners. The fifth measure is for school
quality or student success based on a non-academic, non-
standardized measure; responding to a perception of the over
emphasis that NCLB placed on standardized testing as the only
accountability requirement. She said that under ESSA, there is
an understanding that many factors impact student learning. The
measures to be used are not prescribed under ESSA and many
considerations are being discussed throughout the educational
system, such as chronic absenteeism, suspension/expulsion data,
high level course offerings, completion of career pathways,
school climate/safety, student/parent engagement, and any number
of other possibilities, to be decided at the state and district
levels. The hurdle, she cautioned, is that a means for
measurement needs to be devised. The non-academic factors may
not be easily measured; thus, the state will make determinations
in this realm. The law allows states the discretion of
including other indicators, but the five presented, are
required. Accountability must be measured annually, and each
school differentiated based on all the indicators. Finally, a
participation rate of 95 percent must be a part of the equation.
Pointing out the differences from NCLB and the NCLB waiver, she
said the entire accountability metric under NCLB required the
submission of adequate yearly progress (AYP) reports and having
100 percent of the students attain proficiency of the
standardized metric by a date certain - 2014. No longer are
aspects of the accountability system allowed to be prescribed by
the U.S. Secretary of Education, allowing every state the
autonomy to design appropriate systems. Alaska currently
addresses accountability by using the Alaska School Performance
Index (ASPI), and a summative star rating for schools on a scale
of one to five. The ASPI elementary/middle school indicator
percentage weightings for students in grades K-8 are: school
progress 40, academic achievement 35, and attendance rate 25.
The high school facility percentages are: school progress 40,
academic achievement 20, graduation rate 20, college and career
ready 10, and attendance rate 10. She said retaining a star
system will meet ESSA requirements; using attendance as the non-
academic factor. Conversations are still ensuing throughout the
state as to whether this is an acceptable standard.
8:38:35 AM
DR. MCCAULEY said the final components of the third key element
are the requirements for school support and improvement. The
law directs the state to identify schools that require
comprehensive support, and these will be Title I facilities that
rank in the lowest fifth percentile, as well as any high school
with a graduation rate of less than 67 percent. Schools must
also be identified for targeted support, which are facilities
that have a consistently underperforming subgroup of students.
Here again, ESSA does not define the terms or prescribe the
remedies, allowing the state to make determinations; another
major departure from NCLB. The strategies the state chooses to
fulfill these requirements are to be evidence-based and cannot
be random suggestions. The departure in this area from NCLB is
also significant, in moving from a threshold of a research-based
to an evidence-based approach, which will allow the
implementation of a less formal means to recognize and adopt
innovative improvements. Research-based mandates required
adherence to strict protocols that were developed based on
extensive studies. The evidence-based approach allows
flexibility to adopt innovative ideas that have a likelihood of
being effective. Alaska's current status for this area, she
explained, is that the agency has been identifying "focus and
priority schools," monitoring school improvement funds, and
using the State System of Support coaching model to assist the
lowest performing schools. All of this was put in place to
comply with NCLB requirements and to be consistent with the NCLB
waiver. Continuing the status quo would likely meet ESSA
requirements or a new model could be adopted, which is currently
under discussion, she reported.
8:43:55 AM
DR. MCCAULEY discussed the decisions that are still being
determined, which include: should there be a move towards
testing one grade in high school, as now required, versus the
two grades that Alaska currently tests; what are the appropriate
considerations for determining the n-size for subgroup
accountability, which can have a major impact on Alaska's small
schools; what should be used as a non-academic factor for
measuring school quality and student success; what supports are
perceived as most helpful by the districts and what will be the
qualifiers; and what innovative approaches can be implemented to
address Alaska's unique opportunities and long standing
challenges.
8:47:12 AM
DR. MCCAULEY explained that there appears to be no appetite for
revisiting ESSA by the newly elected congress. The law enjoyed
a high level of bipartisan support, it institutes necessary
guardrails while allowing states appropriate flexibility, and,
thus, the sentiment is to allow it to be implemented and be
proven. She reported that the department responded to the USED
draft regulations last fall, in concert with other states. The
national feedback resulted in the USED pausing the
implementation of the accountability aspect due to the
perception that it is not in keeping with the intent of the law
regarding flexibility allowance for the states. Alaska is
developing state plans in compliance with ESSA and monitoring
changes in the U.S. regulations as ESSA is being finalized.
8:50:09 AM
DR. MCCAULEY described the process used for developing Alaska's
state plan, which includes: incorporating work generated from
ESSA stakeholder groups comprised of tribal organizations,
school districts, parent groups, and associations; consistent
agency consultation with a broad representation of education
stakeholders; use of focus groups at various events/meetings
across the state; and formation of topic specific work groups to
identify ways and means for meeting the new requirements. The
draft plan is anticipated for completion by April 2017. The
department is continuing efforts to seek input to complete the
draft including engagement of, and approval by, the board
regarding necessary regulations; and consultation with the
legislature, as required by law. The second submission window,
for state plans, is September 2017, and Alaska is on track for
that date. Finishing, Dr. McCauley provided images of the EED
website and described how to access the ESSA information page,
which the department is maintaining for the public's edification
and comments. She pointed out a newly included "tool kit," that
provides access to materials.
8:53:08 AM
CHAIR HUGHES asked about the final decision timeline, and who is
included in the use of the term "stakeholders."
DR. MCCAULEY responded that the goal is to have the final
decision points addressed by April. The stakeholder groups have
included practitioners, principals, parents, Native tribes, the
legislature, and the State Chamber of Commerce; the reach has
been broad, as required under ESSA.
8:56:41 AM
REPRESENTATIVE FANSLER asked what is being referred to in the
statement, "maintain 95 percent participation requirement."
DR. MCCAULEY answered that it refers to 95 percent of the
students enrolled, at the school wide level; having participated
in an annual, required assessment.
REPRESENTATIVE FANSLER asked about accessing the ASPI cumulative
rating outcomes.
DR. MCCAULEY responded that the latest published results are
from two years ago and are available on the department's
website, under the assessment and accountability section.
REPRESENTATIVE FANSLER asked for further elaboration regarding
the weightings chart and the use of the word growth.
DR. MCCAULEY said, "That [section of the law] identified seven
levels of growth for which a school would receive credit, in
terms of moving students from one to another." As an example,
she explained that a student who is not proficient, as shown by
a state assessment, but is moved from level 1 to level 2, allows
the school to receive credit for the move. Additionally, if a
student is proficient and moves from level 5 to level 6, the
school receives credit, as well, even though the student had,
and continued to be proficient; demonstrating continued growth
in their learning.
8:59:38 AM
SENATOR BEGICH reported having had a hand in writing the social
studies standards, when Governor Walter Hickel was in office,
and asked whether there have been revisions in the social
studies standards since that time.
DR. MCCAULEY stated her belief that there have been no revisions
since that time, and added that Alaska has no provision for, nor
does ESSA require, social studies assessments. She offered to
provide further information, including the last revision date.
SENATOR BEGICH noted that the Moore, et al. v. State of Alaska,
3AN-04-9756 CI, (2010), settlement funds are expiring, funds
that were targeted to support schools that met the lower
proficiency standards, which ESSA appears to address. He asked
whether there are departmental plans for continuing any level of
targeted support in the spirit of ESSA and the Moore settlement,
which speaks specifically to Alaska constitutional obligations,
and whether the final Moore reports could prove helpful in
identifying approaches to meet ESSA requirements.
DR. MCCAULEY suggested that the answer to both questions would
be yes and elaborated to say that irrespective of the federal
requirements the state statutes require that Moore be followed.
Federal law and state statute are consistent regarding
requirements directing EED to identify schools in need, and
provide appropriate support, based on student achievement. The
Moore settlement reports have been helpful as a review of
improvements and interventions that were deemed useful or not
for improving student learning, she reported.
SENATOR BEGICH suggested using a percentage to determine the n-
size, then asked about including the Youth Risk Behavior Survey
(YRBS), and the School Climate and Connectedness Survey, as
methods for measuring school qualities and student success.
DR. MCCAULEY recollected that the n-size stipulation may need to
be a required, consistent number across the state for each sub-
group, negating the possibility of using a percentage. She
offered to review the requirements and provide further
information. The USED issues guidance statements, as well as
regulations, and currently the n-size is allowed to be no higher
than 35. Regarding the YRBS and School Climate and
Connectedness Survey, she said the surveys, or selected
sections, could be used; ESSA allows that type of flexibility.
9:05:27 AM
REPRESENTATIVE JOHNSTON asked what assessments/testing is
scheduled for 2017.
DR. MCCAULEY answered that a vendor has been identified, who
will be providing a statewide assessment in spring, 2017,
proctored to students in grades 3-10.
REPRESENTATIVE JOHNSTON expressed concern regarding the lack of
ability to mine student data on a consistent, year to year
basis, and asked whether districts are being encouraged to mine
data.
DR. MCCAULEY clarification is being brought around the purpose
and usefulness of statewide assessments, as questioned by
parents and administrators across the state. The department
will make every effort to generate useful reports based on data
received. School assessments and statewide assessments
certainly differ significantly regarding what is expected and
how the data is used. She deferred further comment to
Commissioner Johnson.
9:07:34 AM
COMMISSIONER JOHNSON noted that part of the restructuring of the
department, following adoption of HB 30, reflects the
understanding that data should inform decisions being made.
Thus, the data shop is being made a unit within the department
and new focus is being placed on how the data is received and
distributed. The measure is being taken to ensure that data is
being put to optimum use and informs instruction for the
students.
9:08:44 AM
SENATOR STEVENS expressed concern for EDC to be appropriately
manned to handle the changes that are being asked of it, given
that it's a modest sized department; what impacts are expected.
COMMISSIONER JOHNSON reported that the efforts to comply with
ESSA is taxing the department. The current staff have absorbed
the duties for developing compliance measures along with their
regularly assigned duties. Many of EDC staff working on K-12
issues are federally funded workers; however, that creates a
challenge in the effort to ensure that the agency is an Alaska,
agenda driven department. He deferred further response to Dr.
McCauley.
DR. MCCAULEY added that the reductions have certainly had major
impacts. About 23 positions have been removed, which included
subject content specialists. The reductions represent a number
of support staff that educators leaned on heavily, on a regular
basis, which were situated throughout the districts. In the
agency's administrative office staff has stepped up to absorb
additional duties. She assured the committee that the federal
requirements will be met, while putting Alaska's vision for
education first.
9:12:55 AM
SENATOR GIESSEL expressed hope that state's rights will be
recognized under ESSA, as is expected. She noted the
requirement to measure school quality and student success
indicates a qualitative aspect that can be focused on
individuals via qualitative research. She opined on the
importance of this approach and applauded the quality indicator,
stating that she looks forward to seeing how this will be
implemented.
DR. MCCAULEY said parents have been asked to respond to the
question: What makes a great school and what qualities do you
want in the facility that your child attends every day? She
reported that parents care about a wide spectrum of things that
were not included in NCLB's qualitative design but are now
reflected in ESSA.
9:16:02 AM
REPRESENTATIVE PARISH asked whether there has been research
gathered regarding the effects of testing on overall student
achievement. He recalled that in schools where he has worked,
regular classroom activity was temporarily shut down, during
assessment periods. He expressed apprehension for taking time
away from the regular teaching schedule.
COMMISSIONER JOHNSON said studies of that nature have not been
done, as far as he is aware. The process for selecting this
year's assessment began with the department asking the question,
"Why does the state give an assessment." The answers that
arrived included: the ability to inform policy makers, the
public, and educators regarding school performance; be able to
make informed improvements; and ensure equity of equal
opportunity for students statewide. Based on these reasons it
was determined what type of assessment would be useful. The
result was that a minimally intrusive assessment, with low
impact on the classroom, would be proctored, and fulfill the
goals. He pointed out that schools may assess at the district
level for local reasons. The state assessment will provide
accountability to meet federal requirements and continue federal
funding, without major interruption while providing appropriate
information.
DR. MCCAULEY added that anecdotal evidence exists regarding the
perceptions that surround assessments. However, ESSA appears to
respond to those perceptions and places assessments
appropriately. The new law does not ascribe assessments as the
be-all/end-all driver of a school accountability system.
Further, the commissioner has indicated that duplication and
complication of assessment methods will not be brought to
districts. The state assessment will not detract from, compete,
or supplant whatever tests are administered locally. Local
tests can provide immediate results to inform classroom
instruction. The department, statewide assessments serve to
comply with legal obligations both state and federal.
REPRESENTATIVE PARISH reviewed the high school testing status
and requirements to ask about the statewide level of
participation in the SAT's as well as the comparative time and
money obligations associated with the proctoring.
DR. MCCAULEY offered to provide further information.
COMMISSIONER JOHNSON added that the past reason for assessing
two grades in high school was to comply with regulation. The
requirements and options for how these assessments will be
handled in the future are now different, under ESSA, and
currently being reviewed.
9:23:31 AM
REPRESENTATIVE KOPP returned to the topic of accountability and
measurements for school quality and student success, and
suggested, as one index to weight, the percent of satisfied
parents; those who indicated approval of the facilities that
their children attend.
DR. MCCAULEY noted that parent satisfaction is an important
factor.
COMMISSIONER JOHNSON assured the committee that as late as this
morning, the state department is pausing the ESSA technical
assistance to states regarding the plan, which may mean ESSA
regulations are in flux and the delayed implementation could
bring further flexibility.
9:25:54 AM
CHAIR HUGHES announced the next Senate EDC meeting.
REPRESENTATIVE DRUMMOND announced the next House EDC meeting.
9:26:32 AM
ADJOURNMENT
There being no further business before the committees, the joint
meeting of the House Education Standing Committee and Senate
Education Standing Committee was adjourned at 9:26 a.m.
| Document Name | Date/Time | Subjects |
|---|---|---|
| 2-1-17 Joint HS ESSA Presentation.pdf |
SEDC 2/1/2017 8:00:00 AM |
|
| Synchronous Distance Learning (2).pdf |
SEDC 2/1/2017 8:00:00 AM |