Legislature(1997 - 1998)
02/23/1998 09:07 AM Senate HES
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* first hearing in first committee of referral
+ teleconferenced
= bill was previously heard/scheduled
+ teleconferenced
= bill was previously heard/scheduled
SENATE HEALTH, EDUCATION AND SOCIAL SERVICES COMMITTEE
February 23, 1998
9:07 a.m.
MEMBERS PRESENT
Senator Gary Wilken, Chairman
Senator Loren Leman, Vice-Chairman
Senator Lyda Green
Senator Jerry Ward
Senator Johnny Ellis
MEMBERS ABSENT
COMMITTEE CALENDAR
SENATE BILL NO. 203
"An Act requiring that phonics be taught in kindergarten through
third grades in the public school system."
TRAUMATIC BRAIN INJURY ACT PRESENTATION
PREVIOUS SENATE COMMITTEE ACTION
SB 203 - See HESS minutes dated 2/20/98
WITNESS REGISTER
Dr. William Pfeifer
2901 Baranof Ave.
Ketchikan, Alaska 99901
POSITION STATEMENT: Supports SB 203
Mr. A.M. Johnson
1527 Pond Reef Rd.
Ketchikan, Alaska 99901
POSITION STATEMENT: Supports SB 203
Ms. Lou Bates
520 5th Avenue
Fairbanks, Alaska 99701
POSITION STATEMENT: Addressed concerns about Section 3(c).
Ms. Brenda Norheim
P.O. Box 935
Petersburg, Alaska 99833
POSITION STATEMENT: Supports SB 203
Dr. Shirley Holloway, Commissioner
Department of Education
801 W 10th Street, Suite 200
Juneau, Alaska 99801-1894
POSITION STATEMENT: Commented on CSSB 203
Willie Anderson
National Education Association
114 Second St.
Juneau, Alaska 99801
POSITION STATEMENT: Expressed concern about the lack of funding
available for CSSB 203
Dr. Marjorie Fields
University of Alaska Southeast
2160 Glacierwood Drive
Juneau, Alaska 99801
POSITION STATEMENT: Commented on CSSB 203
Dr. Mary Claire Tarlow
University of Alaska Southeast
4260 Glacier Highway
Juneau, Alaska 99801
POSITION STATEMENT: Commented on CSSB 203
Mr. Carl Rose
Alaska Association of School Boards
Juneau, Alaska 99801
POSITION STATEMENT: Opposed to CSSB 203
Brenda Weaver
Juneau Reading Council
P.O. Box 35025
Juneau, Alaska 99803
POSITION STATEMENT: Commented on CSSB 203
Mary Starrs Armstrong
Juneau School District
10014 Crazy Horse Drive
Juneau, Alaska 99801
POSITION STATEMENT: Commented on CSSB 203
Vernon Marshall
National Education Association (NEA)
114 Second Street
Juneau, Alaska 99801
POSITION STATEMENT: Commented on CSSB 203
Guy Phillips
P.O. Box 22490
Juneau, Alaska 99802
POSITION STATEMENT: Opposed to CSSB 203
TRAUMATIC BRAIN INJURY ACT PRESENTERS:
Debra M. Russell
BIA of Alaska
8121 East 18th Ave.
Anchorage, Alaska 99504
and
Richard Warrington
BIA of Alaska - Kenai Chapter
313 Cindy Circle
Kenai, Alaska 99611
ACTION NARRATIVE
TAPE 98-15, SIDE A
Number 001
CHAIRMAN WILKEN called the Senate Health, Education and Social
Services (HESS) Committee to order at 9:07 a.m. Present were
Senators Wilken, Green, Leman and Ellis. The first order of
business before the committee was SB 203. CHAIRMAN WILKEN
apologized to those participants who sat through Friday's meeting
and were unable to testify.
SB 203 - PHONICS CURRICULUM
DR. BILL PFEIFER, a chiropractor from Ketchikan, testified via
teleconference in support of SB 203. Dr. Pfeifer stated SB 203 has
the potential to positively change the lives of many young
Alaskans. He served six years on the Ketchikan College Advisory
Council during its transition from a community college to a branch
of the University of Alaska, and currently sits on the school
district's Ready for Work Commission.
DR. PFEIFER stated the Legislature and Department of Education
recognize an enormous number of children nationwide who are not
proficient readers or spellers. CSSB 203 is the Legislature's
commitment to make reading a priority for every child in the State
of Alaska, and is appropriately called the Literacy Restoration
Act. It sends the message that the Legislature insists children
have opportunities to make choices later in life because they will
learn to read, and that reading failure is not inevitable.
DR. PFEIFER cited research by the National Institute of Health and
testimony before the Washington State Legislature by Dr. Douglas
Carnine, a professor at the University of Oregon and the Director
of the National Center for Improving Tools of Education. According
to Dr. Carnine, about 90 percent of the children who are poor
readers in the first grade will be poor readers in the third grade.
About 75 percent of children who are poor readers in the fourth
grade will be poor readers in the ninth grade. DR. PFEIFER
believes we cannot afford to wait to test students in the higher
grades to determine that a child is not reading at grade level.
The value of explicit systematic phonics has been well established
in research findings and is a vital part of any comprehensive
reading program. Unfortunately, many teachers were never taught
how to teach an explicit systematic phonics program that is
research based.
DR. PFEIFER noted that Dr. Carnine stated "When teachers say they
are using phonics, it may not be the careful, systematic use of
phonics as indicated in the research, so they are not going to get
the benefits of actually using the research-based phonics." Dr.
Carnine further states "The NIH research has proven quite clearly
that most students will not learn to read naturally by merely
immersing them in a print rich environment. It is not true that
good readers use pictures in context for skipping and guessing to
decode words. Those are strategies that individuals cannot meet
well, when in fact whole language is teaching the strategies that
characterize disabled readers."
DR. PFEIFER indicated the Legislature needs to decide what research
findings it is going to believe and whether an agreement should be
made that any training will follow specific research in a
consistent manner to teach all students to read. DR. PFEIFER
offered to submit his written testimony to committee members.
Number 161
MR. AL JOHNSON, a Ketchikan School Board member, testified on his
own behalf. The student population in the Ketchikan School
District is about 2900 and falling fast. Ten percent of the
student body is involved in some form of reading remediation.
Special education services are provided to 290 students; 70 of whom
are identified as in need of remedial reading. In addition, 225
children are enrolled in the Indian Education, Migrant Education
and Chapter 1 Education program for some form of remedial reading.
What is in question in the reading remediation programs is the
depth of the phonics instruction and the knowledge of the teaching
process. Teachers involved in these programs are totally
dedicated, but whether they are doing everything possible, and in
the proper order, is still under investigation. The Ketchikan
School Board recently established the goal that all children should
leave the second grade reading at grade level, and any child
scoring at the fourth stanine or below will receive some form of
remediation. Of the 200 freshman entering the high school every
year, 125 graduate from high school. There is a high correlation
between the dropouts and reading difficulties. Ketchikan's
alternative high school enrollment rose from about 80 last year to
about 120 this year. It was discovered some of those students read
at a third grade level.
MR. JOHNSON said he is thrilled to see this legislation. He
believes individual school boards want to tackle this problem but
sometimes get overwhelmed by statistics, facts and figures
presented by alternate sides of the argument. The Ketchikan School
District administers the Gates-McGinnis test to first graders. The
scores are broken into nine stanines. If a student scores in the
first through third stanine, he/she is not reading at grade level.
Twenty-one percent of first graders fell in that group last year.
If one adds the fourth stanine to that amount, the percent
increases to 41 percent. The Ketchikan School District plans to
establish some sort of second grade exit program which is very much
in line with CSSB 203. He suggested tying school performance
standards to financial obligations.
Number 239
MS. LOU BATES, personnel director of the Fairbanks North Star
Borough School District, directed her testimony to Section 3(c) of
CSSB 203 which lists the course requirements. Last October, the
Department of Education promised to review teacher certification or
licensure requirements statewide. Ms. Bates believes this issue
would be better addressed under that certification review because
trying to analyze course contents on individual applicant's resumes
to determine if the course meets the criteria in this bill will be
a subjective and difficult process. If such a course was required
for certification, the University would likely develop a course to
fit that need, as it did for the Alaska history requirement.
BRENDA NORHEIM, a concerned parent from Petersburg, testified in
support of CSSB 203. She discussed the difficulties her two
children had with the whole language approach used in their school
district.
Number 287
COMMISSIONER SHIRLEY HOLLOWAY, Department of Education, testified
via teleconference from Anchorage. She called attention to the
finding in Section 2 (5) on page 1 of CSSB 203, which states that
Alaska students received a D- grade in the recent Education Week
report card and clarified that Education Week graded policy makers
and elements the editors believed needed to be in place to increase
student performance, not students themselves.
COMMISSIONER HOLLOWAY stated she shares the desired result of CSSB
203, that all children be able to read at high academic levels by
age eight, and she supports the intent that phonics be a required
part of a quality, comprehensive reading and language arts
curriculum. However she clarified that phonics is not a method of
teaching reading; it is one means of decoding words. She believes
Alaskan policy makers need to focus on student results, and hold
schools and communities accountable. Establishing required
learning results through the implementation of student standards
focuses on what we want our children to know and to be able to do.
SB 257 establishes required learning standards and an assessment
tied to those specific standards. It also addresses concerns about
reading, writing, and mathematics competency and holds schools and
communities accountable for student learning results.
Number 319
MR. WILLIE ANDERSON, testifying via teleconference from Fairbanks,
stated his main concern is that CSSB 203 contains no funding
mechanism for implementation. He noted that two experts from Texas
previous testified that each student who needs individualized
instruction would require a minimum of 40 hours. DOE reports
Alaska schools have 126,000 students. If an estimated one-quarter
of those students are in grades K-3, 31,000 would be tested. If 25
percent of those students need extra services at a minimum of 40
hours, the cost would be tremendous. The Legislature cannot ask
school districts to absorb those costs into their current budgets.
For that reason, he stated he is unable to support this
legislation. He suggested the committee request another committee
referral for the bill. He also expressed concern that the bill
contains no funds to cover the cost of administering the two tests.
DR. MARJORIE FIELDS informed committee members she is a professor
of Education at the University of Alaska Southeast and teaches
teachers about how children become literate. She has been
published in many professional journals on this subject, has
written a book for parents, and a teacher education textbook on the
topic of emergent literacy, entitled Beginning Reading and Writing,
used widely around the country. She noted she could also be
considered a national expert.
DR. FIELDS disputed that the experts who testified from Texas are
actually experts in the field of beginning reading. She said she
works closely with teachers who are implementing recommended
practices and does not know of any well-informed teachers who do
not teach phonics, or of any reading experts who advocate not
teaching phonics. Teachers who understand how children become
literate do teach phonics in ways that help children make sense of
the sound-symbol relationship, and to learn them in a meaningful
context. Teaching phonics in a meaningful context means teaching
children to use phonics as they read and write. This purpose seems
to have gotten confused, and phonics itself has sometimes become
the goal. Teaching phonics out of context would be similar to
teaching swimming out of the water. It is very hard to do and not
very useful. Phonics is only one part of reading. The letters and
their sounds are important but many times phonics principles are
not useful. English has a highly irregular pattern of letter-sound
relations.
DR. FIELDS distributed handouts to committee members and referred
to one that contains phonics generalizations and their percent of
usefulness, which calculates to just over 50 percent. She
explained reading is more than just learning to say a sound;
readers also need to use other important skills and knowledge, such
as figuring out what word makes sense in relation to what else the
print says. She gave the example of the word "read" which can be
pronounced differently and has different meanings, and must be
considered in context. This is not guessing, but is a thoughtful
process.
DR. FIELDS referred to a chart showing the different clueing
systems and how they come together to create the goal of
comprehension. DR. FIELDS provided counter-evidence to research
data provided by Senator Taylor. She stated the material she was
distributing makes no sweeping generalizations. She explained
those studying literacy in depth do not put much energy into
gathering sets of numbers and percentages about how many people can
read or not. Serious researchers understand that such statistics
tell nothing about why reading problems exist or what to do about
them. Also, statistics are not objective, they are based on
subjective collection and analysis of data. Those studying
literacy and illiteracy realize there are multiple causes of
reading problems, and multiple solutions. Literacy rates are the
result of a complex mix of social, cultural, academic and even
political issues. Social-economic status has been shown to be the
main predictor of success. There are no simple solutions to
complex problems.
DR. FIELDS indicated research from the National Right to Read
Foundation was presented as the truth by Senator Taylor. She
explained if one defines reading as decoding and uses group testing
to determine one's ability, the results will be very different than
if one defines reading as getting meaning from the print. One of
Senator Taylor's main arguments, the need for remedial reading for
college students, proves the opposite. College students are not
usually put into remedial reading classes because they cannot
decode words, but because they cannot understand what they read.
These students need more real reading experiences, not more phonics
lessons. Another fallacy in Senator Taylor's argument is that
schools have been using the whole language teaching approach for
thirty years and reading scores have been falling all the while.
DR. FIELDS said she was teaching first grade 30 years ago, and no
one in the schools had heard of whole language. The reason that
whole language was mandated in California, and in many school
districts around the country about 10 years ago, was because of the
failure of the skills-based approaches. This recent failure is
powerful evidence of why educative processes should not and cannot
be legislated. Whole language failed, as other approaches failed
before, because teachers were not adequately prepared for the
complexity of the teaching process. Whole language was mandated as
a magic bullet, and was forced on teachers who had no idea of what
it was.
DR. FIELDS maintained CSSB 203 represents the swing of a pendulum
from one misunderstood idea to another. She emphasized that there
are no quick fixes, and that CSSB 203 is extremely simplistic and
reveals an appalling lack of understanding about the process of
becoming literate and of the diverse backgrounds and learning
styles of children in Alaska's schools. CSSB 203 is well meaning,
however it will not allow teachers to teach phonics in a meaningful
context along with other essential skills for reading.
Professional educators must have the latitude to use many
approaches for their reading instruction in order to meet the needs
of each individual child. If phonics skills are taught in
isolation, it is not only like teaching swimming without the water,
it is like teaching only the arm strokes and ignoring the kicking
and breathing skills.
Number 465
SENATOR LEMAN stated he does not see CSSB 203 as limiting
approaches to teaching reading, but rather as a way of ensuring
that phonics be part of the total approach.
DR. FIELDS indicated if one reads the backup material, and looks at
other literacy bills being introduced in states around the country,
some of which require phonics to be taught out of context, the bill
is not clear as to whether teachers would be asked to teach phonics
in isolation.
SENATOR LEMAN questioned the possibility of clarifying the language
in the bill.
DR. FIELDS replied the bill would be unnecessary if it contained
language clarifying that phonics is to be taught as part of reading
instruction, because people would wonder what the bill is trying to
do differently.
Number 490
CHAIRMAN WILKEN referred to one of Dr. Fields' handouts and noted
he never understood why the word "Tanana" is pronounced differently
from "Nenana."
DR. MARY CLAIRE TARLOW took the witness seat and stated she was an
elementary school teacher for 15 years, has a PhD. in literacy
education with a specialty in reading comprehension, and has been
a UAS faculty member for ten years. She teaches reading methods
to students in the elementary teacher program. She emphasized that
English is not consistently phonetic, and that phonics is taught in
our public school system already. She clarified there is a big
difference between teaching phonics and teaching intensive
systematic phonics. DR. TARLOW said she views this bill as
dangerous as it is the equivalent of passing legislation that
requires doctors to treat all cancers with one treatment. Most
patients recognize that they do not know what doctors do, and
therefore leave medical diagnoses to doctors. Teachers are
professionals and are trained to understand the reading process and
the learning to read process. They do not have all of the answers;
neither do doctors. Patients and students vary and need individual
diagnoses. Reading is a very complex process and trained
professionals are best equipped to figure out how to help. There
are many things that influence the learning to read process, some
having to do with reading instruction, some not.
DR. TARLOW maintained that educators recognize the need for phonics
knowledge, but phonics is only one piece of a complex system in the
reading process. An effective reader uses many systems of language
to read: the sounds of letters in words (phonics) along with the
structure of the sentence (syntax) and the meaning of words
(semantics). She distributed handouts to committee members, and
asked the Senators to complete an exercise on one. Reading is
about making meaning; phonics gives one the sounds of words but it
does not give the reader meaning. Overemphasis on phonics can lead
students to focus so hard on sounds that they do not get the
meaning, which can lead to comprehension problems later on. The
overemphasis on phonics also makes it harder for some students to
learn to read. If they focus too much on sounding out words, the
strengths they could bring to the learning to read process are lost
to them.
DR. TARLOW also expressed concern about the testing requirements in
CSSB 203. Testing first graders is very traumatic because
children at that level are being put on the spot as to what they
know. She emphasized her biggest concern about legislating the use
of intensive systematic phonics is that all students do not need
the same level of phonics instruction. Some need a more
consistent, integrated and balanced program over several years, but
some learn much of what they need quickly, and some have learned
phonics before they attend school. If they have already learned
it, there is no reason to force students to sit through instruction
for three years that they do not need. Teachers are trained to
group children so that they can provide the instruction to help
each child develop to their own potential.
Number 555
SENATOR GREEN questioned whether there is a definition of intensive
systematic phonics.
DR. TARLOW responded that intensive systematic phonics implies
individual skills taught in isolation with the sound and the letter
connected. It is not integrated into the system of reading when it
is taught. Phonics knowledge and systematic phonics instruction
are different things. Readers need phonics knowledge, but not all
children need intensive systematic phonics instruction.
SENATOR GREEN asked what kind of student would need intensive
systematic phonics.
DR. TARLOW said it is hard to say who the child is. There are a
lot of children who were not read to early in life or were not
exposed to literature so they do not have an awareness of the
sounds of the language. Some of those children need a cuing
system. There are lots of different things in the language that
people learn to use when they read.
SENATOR GREEN asked if the language in CSSB 203 is too specific and
should be broadened.
DR. TARLOW said her concern is that learning to read is a complex
process and to find language to cover all of the complexities might
be too difficult. She pointed out that requiring systematic
phonics of students who do not need it can kill a child's love of
reading and can make children ineffective readers. She repeated
her example of legislating treatments for cancer, and said
sometimes a small operation is all that is necessary.
TAPE 98-15, SIDE B
DR. TARLOW concluded by saying we should worry about standards and
worry about providing more resources to train teachers throughout
their careers.
SENATOR LEMAN completed the exercise provided by Dr. Tarlow and
said he could provide the answers to the four questions but was
unable to understand his answers.
DR. TARLOW explained that exercise demonstrates her concern with
using phonics in isolation. She explained the reason so many
college students are in remedial reading classes is that they have
learned to look at the questions at the end of the chapter, find
the answers, but never understood what they were reading. Those
students believe that is what reading is about.
Number 573
BRENDA WEAVER, President of the Juneau Reading Association, an
affiliate of the Alaska State Literacy Association and
International Literacy Association, commended the Legislature for
recognizing the importance of literacy. She expressed concern that
CSSB 203 will be misinterpreted and will lead to expectations in
teachers to teach something that was not intended. Reading is a
patterning of complex behaviors, it is not just sounding out words.
Phonemic awareness is dependent upon one's experience with the
alphabetic script. Research studies show that what a child comes
to school knowing, rather than the ability to sound out words, is
the most important factor in his/her reading ability. It is
dependent on having meaningful conversations. Many children arrive
at school without the tools they need to learn, without the
interaction with the alphabetic script to develop the phonemic
awareness. Some programs are attempting to do that but they are
usually targeted to a specific culture. Creating a more literacy
rich preschool experience would be a much more effective use of
time and money and would reduce remedial costs. The Reading
Council endorses the use of phonics, only in the context of a
balanced reading program. Reading is much more than the ability to
decode.
MS. WEAVER stated the term "Literacy Restoration Act" is a misnomer
because literacy has not been lost. Teachers have recognized that
at one time phonics was omitted in error. CSSB 203 does not
address the fact that curricula on local levels are addressing
these issues. The standards and expectations regarding outcomes is
what needs to be examined. CSSB 203 does not take into account the
limited English proficiency student or the total immersion in dual
language programs.
CHAIRMAN WILKEN asked if the Reading Council deals with adults or
youth.
MS. WEAVER answered it is a public organization comprised of
teachers, parents and other public members. It does a lot of in-
service training and social promotion of reading in and out of the
schools.
CHAIRMAN WILKEN asked how the Reading Council would interact with
a grade school.
MS. WEAVER replied it is currently bringing a group in to give
workshops to teachers of grades 2-5. It has provided workshops for
teachers in many areas, including phonics, the whole language
program, and integrating phonics into the classroom.
CHAIRMAN WILKEN clarified that the Reading Council deals more with
the instructors than the students.
MS. WEAVER said yes. She added she is also a literacy leader and
a reading teacher.
Number 512
MARY STARRS ARMSTRONG, Curriculum Coordinator for the Juneau School
District, explained the Juneau School District is committed to
literacy success for all students. It values literacy and early
literacy by putting supplemental resources in the form of highly
trained literacy leaders as well as ESL and English proficiency
instructors in each elementary school. The draft core content in
its curriculum is based on the English language arts standards that
include reading strategies, phonics being one part. Research in
literature suggests that instructional practices be adapted to meet
the diverse needs of learners. Some students come to school ready
to read or reading, and some come not speaking English at all.
Staff use many strategies to assist students in learning to read.
This same situation is mirrored all over the State. There is no
"one size fits all" panacea. Literacy involves a balance of
reading, writing, speaking, listening, and thinking. In the
context of learning to read, phonics is just one part. Phonics is
not a method of teaching reading, but rather a method of decoding
words. Phonics instruction must be used to help students make
sense of what they read, but not as an end in itself. CSSB 203
offers one part of a solution, and offers it out of context. To
promote phonics in isolation gives an incomplete message. Phonics
instruction, instruction in the use of meaning, and instruction in
the use of the structure of the English language are all essential,
along with good literature and exemplary teaching to create a
balanced reading program.
MS. STARRS ARMSTRONG invited legislators to visit Juneau's
elementary schools. She pointed out that on page 1, line 5 of CSSB
203, the sentence says Alaskan students were given a D- grade in
standards and assessment when the system was given that grade. She
also expressed concern that the Juneau School District has not
found that assessing second grade students with norm-referenced
tests to be the best way to ascertain students' knowledge at that
young age.
Number 461
SENATOR LEMAN asked Ms. Starrs Armstrong's opinion of norm-
referenced testing in the first and third grades. MS. STARRS
ARMSTRONG said the Juneau School District does not use norm-
referenced tests with first and second graders but does with third
graders.
CHAIRMAN WILKEN noted Senator Taylor's staff is aware of the
problem with the statement on page 1, line 5.
CHAIRMAN WILKEN asked when a child gets the first opportunity to
learn a foreign language in the Juneau School District.
MS. STARRS ARMSTRONG said that occurs at the middle school level.
She noted the Juneau School Board is considering whether to offer
a second language at the elementary school level.
Number 445
CARL ROSE, Executive Director of the Association of Alaska School
Boards (AASB), testified in opposition to CSSB 203 for the
following reasons. The AASB is not opposed to the idea of teaching
phonics, as it is a part of programs statewide but is concerned
about the mandated process in CSSB 203. A lot of time and effort
has been invested in the issue of standards which represent what we
want students to know, why we want them to know it, and how to
teach that information. It also represents the ability to develop
curricula that represent the standards and it represents a tool to
measure the progress as well as the professional development that
some alluded to earlier. Teacher ability to deliver the curriculum
is critical.
MR. ROSE expressed concern about the state of affairs of schools in
Alaska. This past weekend the AASB discussed some of the policy
implications on schools of the American Disabilities Act (ADA),
Family Medical Leave Act, Individuals with Disabilities Education
Act, and reporting requirements mandated by regulation. The
discussion revolved around the administrative work load that is
required to comply, what funding mechanisms are in place to address
these mandates, and where the money comes from if a funding
mechanism does not exist. If no funding mechanism was created with
the mandate, the money must come from appropriations for
instruction. CSSB 203 will be another mandate with no funding. He
indicated that considering the initiatives in SB 257 without
adequate funding would be a mistake and would set school districts
up for failure. He maintained that every individual mandate has a
constituency, and the mandates are important. He suggested that
the combined impact of these mandates is a tremendous downward
pressure on school budgets. He believes Senator Taylor's intent in
CSSB 203 is good, and he preferred to let the professionals debate
the language, but he emphasized the state needs to determine what
it values in education and align its appropriations accordingly.
CHAIRMAN WILKEN noted he met with the Fairbanks School Board in
early December and asked it to provide him with the names of three
mandates that cost the school district money that the school board
would like to see repealed. He stated he has not received a
response yet. He asked if the AASB has considered asking the
Legislature to repeal some of the mandates.
MR. ROSE said yes, it has compiled an extensive list. He suggested
that many mandate came from Congress, but there are some state
mandates. He informed committee members that HB 465 contains some
guidelines for instruction, which school districts need. There are
other things school districts are mandated to provide, such as
insurance for the state's investments in schools. Lack of deferred
maintenance places those investments at higher risk every year. He
offered to provide the list to the committee.
Number 372
VERNON MARSHALL, National Education Association (NEA), stated NEA
believes phonics and whole language should be integrated as part of
a reading strategy. NEA is concerned that language on page 2,
lines 4-11 of CSSB 203 prescribes that the governing body of a
district shall include phonics and spelling, but then mandates what
the language education curriculum must include. It does not make
mention of whole language or teaching words in context. NEA is
apprehensive that this section is specific as it applies to phonics
only. NEA's second concern is that it believes that schools and
teachers should determine the curriculum and develop a range of
instructional strategies so that instruction, assessment, and
remediation are included. Language on page 2, line 12, requires
normed tests be given to first, second, and third graders, and NEA
questions whether research findings indicate those are the
applicable ages to achieve the desired outcomes.
MR. MARSHALL maintained the definition of a school in CSSB 203
contains municipal and REAA schools. He questioned whether this
bill will apply to home schooled students, correspondence school
students and secular school students. NEA believes all students
should be tested because some may transfer from those schools to
public schools.
MR. MARSHALL expressed concern that Section 3(b) on page 2 requires
that testing occur and remedial strategies be developed for those
students who score in the lowest 25th percentile. He questioned
whether compliance with that section will come at the cost of
instruction because school budgets are already stretched.
MR. MARSHALL advised that Section 3(c) specifies that teachers take
a course with eight specific components. Teachers question whether
such a course is actually available, and whether those eight
components are already taught throughout other course work in
elementary teaching programs. In 1992-93, legislation required
teachers to have six credit hours of history and cultural studies.
In many instances the course was not available, and some teachers'
certificates were put in jeopardy through the recertification
process.
MR. MARSHALL commended the committee for discussing the importance
of literacy, but suggested looking at strategies that can be used
to help parents motivate children to read rather than watch
television. He also suggested looking at ways to develop
strategies at the local level to ground instruction in research
findings. He thought another element of assistance that could be
provided in this bill is to require the Department of Education to
assist districts in efforts to help all students read at grade
level. MR. MARSHALL stated NEA believes curriculum development
ought to be addressed, by assisting school districts to develop
their own curricular strategies or requiring the Department of
Education to develop curricular strategies for its 53 school
districts.
NUMBER 258
SUSAN HANSEN, Alaska State Literacy Association, an affiliate of
the International Reading Association, expressed concern about the
overemphasis on phonics in CSSB 203. She provided the committee
with a pamphlet from the International Reading Association on the
role of phonics in reading instruction, which views phonics as part
of an integrated program of reading and writing. She also
circulated a book entitled "Phonics They Use" by Patricia
Cunningham, in which the author concludes that phonics activities
must be tied to why children are learning it. As a volunteer
reading tutor, she explained how she is teaching an elementary
school student how to read using phonics activities. MS. HANSEN
did not believe it is a good idea to legislate instructional
methods because teachers have to take into account a student's
developmental level.
GUY PHILLIPS, Harborview Site Council and PTA member, parent,
volunteer with the Mentoring Matters program, and classroom tutor,
stated it is his strong conviction that the business of this
Legislature should not, and should never be, to dictate individual
curriculum concerns in our schools. That work should be dealt with
by boards of education with intensive input and guidance from the
teachers and administrators who have dedicated their lives to the
science of educating young people. MR. PHILLIPS believes some
teachers went too far when phonics was de-emphasized which was
damaging to some students. The key to a successful literacy
program is immersion in literature. He disputed Senator Taylor's
contention that 75 percent of children are not being taught to
master the language. He works one-on-one with first graders who
are falling behind the pack. By applying the reading principles
already in place, the students are progressing quickly and should
be reading at grade level in a few months. To inundate those
students with a long list of phonics rules and exceptions would
turn learning into an insurmountable chore. He implored committee
members to kill CSSB 203 before it interferes with serious
education reforms already in place.
MR. PHILLIPS maintained that funding education is a responsibility
of the Legislature. He believes the level to which school funding
has been allowed to deteriorate is reprehensible. Alaska is among
the wealthiest states in the nation, yet the classroom ratios are
at an overwhelming 26 to 1. Much needed positions, such as full
time reading specialists, are being cut due to ridiculous rules in
federal funding. School districts statewide have had to offer
early retirement to tenured staff. Cuts to teaching and support
staff continue to go on, and he submitted it is the responsibility
of the Senate HESS committee to investigate the problem of school
funding and increase it across the board.
CHAIRMAN WILKEN announced the Senate HESS committee would hold CSSB
203 for further work. The next order of business before the
committee was a presentation on the Traumatic Brain Injury Act.
TAPE 98-16, SIDE A
Number 060
TRAUMATIC BRAIN INJURY ACT
DEBORAH RUSSELL, President of the Brain Injury Association of
Alaska, and a rehabilitation specialist and clinical psychologist,
gave the following presentation. The Brain Injury Association was
founded in 1980, as a national advocacy organization to help
individuals who have sustained a brain injury and their families.
Brain injuries are a silent epidemic because most people are
unaware of the impacts unless it happens in one's family.
According to national statistics, about 9.5 million brain injuries
occur every year. Of the 9.5 million, 1 million happen to
children. Of that number, about one-third end up with residual
deficits that affect their ability to live, learn, and understand.
MS. RUSSELL discussed brain injury statistics. About 80 percent of
brain injuries to one and two-year olds are caused by physical
abuse. Many brain injuries can be prevented. About 100,000 adults
die from traumatic brain injury each year and each year about 2,000
people who sustain a traumatic brain injury remain in a persistent
vegetative state.
MS. RUSSELL said statistics on rehabilitation are appalling. About
20 percent of stroke victims receive rehabilitation and only five
percent of victims of traumatic brain injuries receive it. About
every ten to 16 seconds, someone in the United States sustains a
brain injury. Information from the Public Health Service and
Alaska Trauma Registry show hospitalization rates of 2200 from 1991
to 1993 in Alaska. These are the most severe cases; the majority
of people who sustain brain injuries have mild injuries (75
percent). People with mild brain injuries suffer deficits, but are
usually not hospitalized. Often the deficits from brain injuries
are not understood initially; and are often discovered six months
to one year later.
MS. RUSSELL explained that alcohol use and abuse is a common
problem associated with brain injury. It is estimated that about
23 percent of the population in the United States has an alcohol or
drug problem; that number increases to 75 percent of brain injured
people. The economic losses of productivity, wages, health
maintenance, and long term care amount to $25 to $45 billion. Many
brain injured victims cannot return to work without rehabilitation.
This group has an unemployment rate of 60 to 80 percent. It also
has high rates of divorce, homelessness, financial difficulties,
victimization, dependence, increased alcohol and drug abuse, and
suicide.
MS. RUSSELL indicated the Brain Injury Association is proposing to
rehabilitate this population in a "one-stop shopping" approach from
the time they are released from the hospital until they have been
rehabilitated. The rehabilitation would incorporate occupational
and speech therapy, counselors, physical therapists, and
physicians. The governing bodies, which include the Alaska Mental
Health Trust, the Governor's Council on People with Disabilities,
and others can provide some of the funding for these services.
Without rehabilitation, many of these people will be unable to work
for 45 to 50 years and will live on social security payments and
welfare. The investment makes good economic sense and will improve
the lifestyle of these individuals and their families.
Number 192
CHAIRMAN WILKEN referred to a letter from Ms. Russell to committee
members that summarizes the work accomplished by the Brain Injury
Association. He asked how the Legislature can help her
organization this year.
MS. RUSSELL responded that the Brain Injury Association needs
funding to run this program and is working on a budget right now.
A main office will be located in Anchorage, with branches in
smaller communities. She noted some grant money is available. She
stated she receives about five phone calls per day from families
about a variety of topics, including how to apply for social
security. The Brain Injury Association has established the Head
Smart program which is used in schools and is prevention oriented.
CHAIRMAN WILKEN asked if Ms. Russell was successful in obtaining a
Traumatic Brain Injury demonstration grant. MS. RUSSELL replied
they have not received final word on that yet.
RICHARD WARRINGTON, representing the Kenai Chapter of the Brain
Injury Association of Alaska, explained one other state agency is
looking to apply for the grant this year, and only one grant is
available per year. MS. RUSSELL said the deadline to complete this
proposal is March 30, but Leonard Abel and the Governor's Committee
on People with Disabilities are willing to help.
CHAIRMAN WILKEN passed out PL104 which is the 1996 federal
Traumatic Brain Injury Act and asked Mr. Warrington to review it.
MR. WARRINGTON said this program has identified the importance of
establishing a core capacity in every state. Core capacities
include:
1. the development of an advisory board;
2. the establishment of a lead agency within state
government;
3. completing a statewide needs and resource assessment; and
4. developing a statewide action plan.
MR. WARRINGTON explained that grants will be provided only if the
state agrees to make available in-cash, non-federal contributions
towards such costs in the amount that is not less than $1 for every
$2 provided for the grant. He said the Brain Injury Association
wants to help brain injured victims so that they do not have to
leave their families, and so that the state does not lose money by
sending Alaskans to other states to receive rehabilitation
services. This funding will be the first money received for the
brain injured population in the state, as they do not qualify for
funding programs for the mentally ill.
MR. WARRINGTON added he has endorsement letters to accompany the
grant application from Mayor Navarre, Mayor Williams, and the
school district superintendent.
There being no further business to come before the committee,
CHAIRMAN WILKEN thanked Ms. Russell and Mr. Warrington and
adjourned the meeting at 10:55 a.m.
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