Legislature(1999 - 2000)
04/26/1999 01:32 PM Senate HES
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SENATE HEALTH, EDUCATION AND SOCIAL SERVICES COMMITTEE
April 26, 1999
1:32 p.m.
MEMBERS PRESENT
Senator Mike Miller, Chairman
Senator Pete Kelly, Vice-Chairman
Senator Gary Wilken
Senator Drue Pearce
Senator Kim Elton
MEMBERS ABSENT
All members were present
COMMITTEE CALENDAR
SENATE BILL NO. 112
"An Act relating to a program of postsecondary education for high
school students."
-HEARD AND HELD
SENATE BILL NO. 103
"An Act relating to a curriculum for Native language education; and
providing for an effective date."
-MOVED SB 103 OUT OF COMMITTEE
SENATE JOINT RESOLUTION NO. 22
Relating to the National Museum of Women's History and the National
Museum of Women's History Alaska Council.
-MOVED SJR 22 OUT OF COMMITTEE
PREVIOUS SENATE COMMITTEE ACTION
SB 112 - See HESS Committee minutes dated 4/19/99
SB 103 - No previous action to report
SJR 22 - No previous action to report
WITNESS REGISTER
Senator Georgianna Lincoln
Alaska State Capitol
Juneau, AK 99801-1182
POSITION STATEMENT: Presented SB 103
Ms. Eliza Jones
PO Box 47
Koyukuk, AK 99754
POSITION STATEMENT: Supported SB 103
Mr. James M. Nageak
North Slope Borough School District
PO Box 169
Barrow, AK 99723
POSITION STATEMENT: Supported SB 103
Mr. Bruce Johnson, Director
Division of Teaching & Learning
Department of Education
801 W. 10th St., Ste. 200
Juneau, AK 99801-1894
POSITION STATEMENT: Supported SB 103
Ms. Portia Parker, Staff Aide
Senator Lyda Green
Alaska State Capitol
Juneau, AK 99801-1182
POSITION STATEMENT: Presented SJR 22
ACTION NARRATIVE
TAPE 99-20, SIDE A
Number 001
SB 112-POSTSECONDARY CLASS FOR HIGH SCHOOL
CHAIRMAN MILLER called the Senate Health, Education and Social
Services (HESS) Committee to order at 1:32 p.m. and took up SB 112.
Senator Elton worked with the school districts and administration
and would present the changes in the proposed Committee Substitute.
SENATOR ELTON explained that on page 2, lines 5-6, the GPA was
changed from 2.25 to 2.75, but with an added caveat that a student
with less than a 2.75 could receive permission from the school's
principal to waive the requirement. The waiver was thought
especially important so that 'C' students could participate in
business or vocational education courses. He described a student
he knew with a 1.98 GPA in high school who is concurrently
maintaining a 4.0 GPA at UAF, stressing that the amended threshold
of 2.75 would not preclude people from participation.
The second change begins on line 21 of page 3, adding a new
paragraph (d) to accommodate the concerns heard from the school
districts who don't want interference with existing or future
arrangements they share with the University. This provides that
districts could continue to make individual arrangements as long as
it is understood that the school district would pay for the tuition
under the requirements of the bill.
Number 056
SENATOR PEARCE asked if the bill includes language that the student
must be in good standing in completing credit hours and on track to
graduate from high school. She gave an example of a student who
likes math but hates everything else and when he turns 18, he's got
college credit but no high school diploma.
SENATOR ELTON referred to page 2, line 23 which states the district
will determine the secondary school academic credits granted to a
student for the joint courses. The district would still set the
graduation requirements and would monitor that the student is not,
for example, taking all foreign language courses and ignoring his
basic science courses. Nothing in this bill changes the high
school graduation requirements that are set by the district.
SENATOR PEARCE responded that we don't tell the school districts
that they have to require a student to graduate, because there is
no way to do that. She said she doesn't want to set up a case
where a student who isn't on track with the required course work
for high school graduation can take the University courses. She
doesn't want the district to allow the student to take five math
courses unless the student is on track with the high school
requirements.
SENATOR ELTON said he doesn't know how to ensure in any bill that
a student receives all the credits they need for graduation.
SENATOR PEARCE noted on page 2, subsection (a), lines 3-10 state
that permission may not be granted unless the student has met all
the requirements to be at level 11th or 12th grade. There is some
number of credit hours a student must have completed to be on the
graduation track, as opposed to just completing credits after
you're a sophomore and before you become a junior and are eligible
for this program. If a junior failed to complete or didn't bother
to take a required course as a sophomore, when he finishes 12th
grade he should not be allowed, in subsection (a) postsecondary
enrollment.
The students interested in postsecondary enrollment might work a
little harder to make sure they're on schedule with the courses
they don't excel at, rather than focusing only on the courses they
like. It's going to be a "kick" for a lot of students to go to
campus and take courses. SENATOR PEARCE said that she did it
coming out of 8th grade, and she thought that it was the most
wonderful thing because she was "so grown up." Kids will fight to
do this, but she doesn't want them to do it unless they've
completed their other credits. In other words, there are things
you have to pass each year in order to graduate after four years.
She was unsure if "student enrolled in the 11th grade" under our
laws ensures that you can't be an 11th grader unless you've
completed prerequisites.
Number 166
SENATOR ELTON said a student completes the number of credits to
advance from one grade to the next in high school. If he fails to
do that because he's taking too many electives, the school
counselor advises him he's falling behind and won't meet the degree
requirements set for the end of the 12th grade. The same thing
would happen if he was enrolled for dual credit. Senator Elton was
unsure how to codify that other than the way it's currently set up.
CHAIRMAN MILLER shared the example of his daughter in the 11th
grade. The counselor told her the classes she had to take and,
with 2 or 3 hours left over, the electives she could choose from.
SENATOR PEARCE pointed out that if Chairman Miller's daughter had
missed a course in 10th grade, even if she planned to make it up as
an elective somehow in the 11th grade, Senator Pearce wouldn't want
her to be eligible for this program.
CHAIRMAN MILLER stated he understood that Senator Pearce is saying
she doesn't want students to be in this program if they haven't
completed their high school requirements at that point in time.
SENATOR ELTON said it's a good point. There has always been an
assumption that if a student is dual-enrolled, at the time they are
at the university, it's the university's problem and the time they
are at the high school, it's the high school's problem. In the
nineteen or twenty states with this program, they've found that
dual-enrolled students require more active participation by the
counselor's office to work with the student, the high school
teachers and the family to ensure these things don't happen.
SENATOR PEARCE repeated that she feels students should be caught up
before they are eligible and if they fall behind on one of the
courses they need to graduate, then they shouldn't be eligible for
university courses until they catch up. For example, if a student
had to take a two-semester chemistry course as a junior and didn't
pass the first semester but was on the university campus taking a
math course, then the student should catch up on chemistry before
going back to the university.
SENATOR ELTON said in the case Senator Pearce cited about the
student not fulfilling a 10th grade requirement, the student would
not be an 11th grade student, and therefore would not be able to
participate. The problem may occur, though, with a 12th grader who
hadn't completed an 11th grade requirement because the bill does
provide that if you're in the 11th grade you can participate.
CHAIRMAN MILLER asked the sponsor about adding a caveat such as: a
student enrolled in the 11th or 12th grade maintaining a GPA of
2.75 or equivalent and "in good standing" - or terminology that
means the student is where he should be as a junior, or where he
should be as a senior. He said he was unsure what terminology
should be used.
SENATOR PEARCE said she was unsure, because she didn't know that
all the school districts define it, and she wondered if the state
regulations require districts to define it that way. It used to be
"just how many years you hung around," which is why students had
to pass exit exams. Students who successfully completed the
requirements might not be able to successfully do the work.
SENATOR WILKEN said he agreed with Senator Pearce's suggestion and
thought there must be a sentence or two that would add that
requirement.
Number 225
SENATOR ELTON a conceptual suggestion on page 2, line 3, "a
secondary student in good standing enrolled in the 11th or 12th
grade." The definition of "good standing" would probably have to
be applied at the district level, and he was unsure the legislature
would want to craft a state definition. This would allow the high
school principal to say a student is not in good standing if
deficient in some area.
SENATOR PEARCE recommended asking DOE what fits better under their
regulations, because she didn't know. She offered to call the
department.
CHAIRMAN MILLER requested that Senator Elton find out the
definition. He would hold SB 112 and move it out on Wednesday, if
possible. He asked for other discussion and hearing none, he held
the bill.
SB 103-NATIVE LANGUAGE EDUCATION
CHAIRMAN MILLER brought SB 103 before the committee and invited
Senator Lincoln to present it.
Number 275
SENATOR GEORGIANNA LINCOLN said she appreciated the committee
hearing the bill. She pointed out the sponsor statement and backup
information in the members' packets, and the zero fiscal note from
the department. Mr. Bruce Johnson would be available to answer
questions about the fiscal note. She presented a map of the 20
languages throughout the state, noting that 15 to 18 are in danger
of possible extinction, with Central and Siberian Yupik the only
two healthy languages.
As an Alaska Native, Senator Lincoln's mother could speak and read
their Athabaskan Koyukon language very fluently, but when she went
to the Eklutna grade school she was punished for speaking the
native language and consequently none of the seven siblings know
the native language except for "all the bad words and some phrases
and words." She said she cannot converse with the elders and can
understand only a few words they are saying. Often she would hear
her mother laugh with the elders and she'd ask her to tell the
story and what it means, and she'd say, "I can't because if I
translate it into English, it loses its meaning." Senator Lincoln
said she always felt somewhat cheated that she couldn't know her
language and pass it on to her children. When she hears the
argument that native languages should be taught in the home, she
can't do that.
Sitting in the Nulato school nine years ago when running for the
House, she saw a Japanese lady from Seattle on t.v. teaching the
students the Japanese language. The students asked Senator Lincoln
why they couldn't be taught their own language. Their choices were
French, Spanish, or Russian, and since then, German and Japanese
have been added. She felt students should have the opportunity to
learn those languages but also that one of the choices should be an
Alaska native language. That is why she introduced SB 103.
The language of the bill is permissive. The local advisory board
would ask the school board for the native language, and they would
take it under advisement and add it to the curriculum.
Number 348
SENATOR WILKEN asked if anything in state law today prohibits a
school district from doing this.
SENATOR LINCOLN paraphrased written testimony from Richard
Dauenhauer who stated this bill gives positive, largely symbolic
support for the survival of Alaska native languages by recognizing
the legitimacy of their inclusion in the school curriculum.
Only two school districts have really made an effort to do this.
The process isn't in place for the school boards to know this is
possible. This sets out by law what they can do; "right now, it's
catch as catch can."
MS. ELIZA JONES of Koyukuk spoke in support of SB 103. She said she
has worked for years teaching language, and feels strongly that any
effort to support native language at home or in the school is
positive. The native language is so unique that if it's lost in the
home area, then it's lost forever. Each language carries a unique
world view, and the loss of a language is a loss to the population
in general.
MS. JONES said she has been teaching Koyukon Athabaskan by audio
conference to university and high school students. It is not the
same as teaching in a classroom setting, but the students are
appreciative of whatever she can teach them. With the technology
available today, she believes someone needs to develop the
curriculum to teach native language.
Number 405
SENATOR LINCOLN said Eliza Jones brought up a good point, that
language can be taught without having a teacher in every school, by
utilizing the audio satellite system. Many classes could be taught
with a local individual to supplement the teaching.
MR. JAMES M. NAGEAK of Barrow spoke in support of SB 103. He said
he was at the University of Alaska when Eliza Jones was there. He
saw her Athabaskan name and "it was about 2 miles long," and he
wanted to learn how to say it so he had her tutor him for the whole
year. It was an exchange of languages. A problem he had with the
Alaska Native Language Center was that it archived the
documentation, when language should be used as a "living language,"
not something archived into "the catacombs of Rasmussen Library."
MR. NAGEAK said he liked the wording in the bill in 14.30.40 (a)
which states the school board shall establish a local native
language curriculum advisory board. The North Slope Borough School
District bilingual education program does not have an advisory
board of people from the 8 schools speaking the Inupiat language.
He explained that he learned Inupiat at home until he started
school at age nine or ten, and then learned English in the
classroom. His grandfather told him he'd better learn English so
that he could become a contributor in the Inupiat language
community. His younger brothers didn't hear Inupiat as much as when
he was growing up because the older siblings were practicing their
English at home. MR. NAGEAK believes everyone in the community
needs to make the commitment to pitch in and help teach the native
language, to make it a viable and useful tool. Barrow is fortunate
to have a community college connected with the University; it is
trying to develop a core of local teachers.
Number 551
MR. BRUCE JOHNSON, Director of the Division of Teaching & Learning,
Department of Education, testified that the State Board of
Education conceptually supports SB 103 through their adoption of
the World Language Content Standards. The standards state that a
student should be able to communicate in two or more languages, one
being English. This is particularly relevant for Alaska's
indigenous languages. In addition, the board endorsed culturally
responsive school standards that, in part, outlined that a
culturally responsive curriculum uses the local language and
cultural knowledge as a foundation for the rest of the curriculum.
Research suggests that bilingualism may have a positive effect on
a student's general cognitive abilities, and the learning of a
second language is not detrimental to the student's first language.
CHAIRMAN MILLER asked for questions or discussion, and hearing
none, asked the wish of the committee.
SENATOR PEARCE moved SB 103 from committee with individual
recommendations. Hearing no objection, it was so ordered.
SJR 22-NATL. MUSEUM WOMEN'S HISTORY AK COUNCIL
Number 567
MS. PORTIA PARKER, Staff Aide, said she was testifying on behalf
of Senator Green, the prime sponsor of SJR 22. She explained the
resolution was introduced to support the efforts of the National
Museum of Women's History organization and to encourage the 106th
Congress to designate a suitable site for the museum. Once that
is accomplished, the museum will be completely privately funded.
Their suggestion is the Auditor's Building, an older building in
downtown D.C. currently housing some of the U.S. Forest Service.
The USFS is being downsized and is only taking up a portion of
the building. It needs extensive renovation and restoration
which will also be privately funded, as will the maintenance and
upkeep and the operating costs of the museum.
The resolution encourages support for this organization and the
development of a private Alaska chapter. Money would be raised
from the public. Fifty-three members of Congress are serving on
the honorary board of trustees. Nancy Murkowski is serving on
the board of advisors. As of March 1999, the organization had
raised over $10 million.
SENATOR PEARCE moved SJR 22 from committee with individual
recommendations. Without objection, it was so ordered.
CHAIRMAN MILLER announced that Wednesday the committee would take
up the Boards of Regents and Education confirmations, Senator
Elton's bill, and preliminary discussion of SB 94, the medical
marijuana bill. Senator Leman has a sponsor substitute and the
Chairman's intent would be to take his testimony and invited
testimony from the departments during the regular meeting. Public
testimony would be heard from 6:00 - 8:00 p.m. of the same day.
Committee members wouldn't necessarily need to be present during
the evening hearing because the committee would deal with the
bill next week. He asked Senators Elton and Kelly to let him
know the confirmees they want to testify before the committee.
One Regent is out of the country, one is out of the state, and
three will hook up telephonically. With no further business
before the committee, Chairman Miller adjourned at 2:20 p.m.
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