02/25/2011 08:00 AM House EDUCATION
| Audio | Topic |
|---|---|
| Start | |
| Presentation(s): Pribilof School District | |
| HB5 | |
| HB93 | |
| Adjourn |
+ teleconferenced
= bill was previously heard/scheduled
| + | TELECONFERENCED | ||
| += | HB 5 | TELECONFERENCED | |
| += | HB 104 | TELECONFERENCED | |
| += | HB 93 | TELECONFERENCED | |
| + | TELECONFERENCED |
ALASKA STATE LEGISLATURE
HOUSE EDUCATION STANDING COMMITTEE
February 25, 2011
8:04 a.m.
MEMBERS PRESENT
Representative Alan Dick, Chair
Representative Eric Feige
Representative Paul Seaton
Representative Peggy Wilson
Representative Sharon Cissna
Representative Scott Kawasaki
MEMBERS ABSENT
Representative Lance Pruitt, Vice Chair
COMMITTEE CALENDAR
PRESENTATION(S): PRIBILOF SCHOOL DISTRICT
- HEARD
HOUSE BILL NO. 5
"An Act requiring a standardized statewide history of American
constitutionalism curriculum and a secondary school history of
American constitutionalism examination in public schools in the
state; and providing for an effective date."
- HEARD & HELD
HOUSE BILL NO. 93
"An Act relating to school gardens, greenhouses, and farms."
- MOVED CSHB 93(EDC) OUT OF COMMITTEE
HOUSE BILL NO. 104
"An Act renaming the Alaska performance scholarship and relating
to the scholarship and tax credits applicable to contributions
to the scholarship; establishing the Alaska performance
scholarship investment fund and the Alaska performance
scholarship award fund and relating to the funds; making
conforming amendments; and providing for an effective date."
- BILL HEARING POSTPONED TO 2/28/11
PREVIOUS COMMITTEE ACTION
BILL: HB 5
SHORT TITLE: CONSTITUTIONAL HISTORY CURRICULUM
SPONSOR(s): REPRESENTATIVE(s) KELLER
01/18/11 (H) PREFILE RELEASED 1/7/11
01/18/11 (H) READ THE FIRST TIME - REFERRALS
01/18/11 (H) EDC, FIN
02/09/11 (H) EDC AT 8:00 AM CAPITOL 106
02/09/11 (H) Heard & Held
02/09/11 (H) MINUTE(EDC)
02/18/11 (H) EDC AT 8:00 AM CAPITOL 106
02/18/11 (H) -- CANCELED - Rescheduled to 02/21/11 -
-
02/21/11 (H) EDC AT 8:00 AM CAPITOL 106
02/21/11 (H) Heard & Held
02/21/11 (H) MINUTE(EDC)
02/25/11 (H) EDC AT 8:00 AM CAPITOL 106
BILL: HB 93
SHORT TITLE: SCHOOL GARDENS, GREENHOUSES, AND FARMS
SPONSOR(s): REPRESENTATIVE(s) GUTTENBERG
01/18/11 (H) READ THE FIRST TIME - REFERRALS
01/18/11 (H) EDC, FIN
02/16/11 (H) EDC AT 8:00 AM CAPITOL 106
02/16/11 (H) Heard & Held
02/16/11 (H) MINUTE(EDC)
02/25/11 (H) EDC AT 8:00 AM CAPITOL 106
WITNESS REGISTER
JAMIE STACKS, Superintendent
Pribilof School District
St. Paul Island, Alaska
POSITION STATEMENT: Presented an overview of the Pribilof
School District.
REPRESENTATIVE WES KELLER
Alaska State Legislature
Juneau, Alaska
POSITION STATEMENT: Reviewed HB 5, as prime sponsor.
JIM POUND, Staff
Representative Wes Keller
Alaska State Legislature
Juneau, Alaska
POSITION STATEMENT: Responded to questions, during the hearing
on HB 5, on behalf of Representative Keller, prime sponsor.
REPRESENTATIVE DAVID GUTTENBERG
Alaska State Legislature
Juneau, Alaska
POSITION STATEMENT: Introduced the committee substitute (CS)
for HB 121, as prime sponsor.
JAY HARDENBROOK, Staff
Representative David Guttenberg
Alaska State Legislature
Juneau, Alaska
POSITION STATEMENT: Explained the committee substitute (CS) for
HB 121, on behalf of Representative Guttenberg, prime sponsor.
MARK LEWIS, Manager
Administrative Operations
Division of Teaching and Learning Support
Department of Education and Early Development (EED)
Juneau, Alaska
POSITION STATEMENT: Testified during the hearing on HB 93.
AL POINDEXTER, Retired Teacher
Anchor Point, Alaska
POSITION STATEMENT: Testified with concern, on HB 93.
SUSAN WILLSRUD, Director
Calypso Farm and Ecology Center
Ester, Alaska
POSITION STATEMENT: Testified on HB 93.
CYNDY CURRAN, Director
Division of Teaching and Learning Support
Department of Education and Early Development (EED)
Juneau, Alaska
POSITION STATEMENT: Responded to questions, during the hearing
on HB 93.
ACTION NARRATIVE
8:04:17 AM
CHAIR ALAN DICK called the House Education Standing Committee
meeting to order at 8:04 a.m. Present at the call to order were
Representatives Dick, Kawasaki, Wilson, Seaton, and Feige.
Representative Cissna arrived while the meeting was in progress.
^PRESENTATION(S): Pribilof School District
PRESENTATION(S): Pribilof School District
CHAIR DICK announced that the first order of business would be a
presentation by the superintendent of the Pribilof School
District.
8:06:19 AM
JAMIE STACKS, Superintendent, presented an overview of the
Pribilof School District beginning with the positives that are
enjoyed by both the St. Paul and St. George schools, and
directed attention to a slide to indicate the following: 100
percent highly qualified staff; 97 percent Aleut student
population; continuing to meet AYP (adequate yearly progress);
culturally responsive teaching; fiscally sound; overall great
staff and families; and supportive parents, community and school
board. Addressing the slide titled "2010 Academic Progress,"
she indicated the 2009 vs. 2010 progress results for both
schools in reading, writing and mathematics, and said there is
room for improvement. One of the greatest things in the
district is the community partnerships, she said, and both
schools have preschool program. The programs are funded by
outside sources, but housed in the school buildings to serve 2-5
year olds. The Central Bering Sea Fisherman's Association
(CBSFA) funds St. Paul's Montessori based preschool, the
Aleutian Pribilof Island Association (APIA) funds the St. Paul
HeadStart program, and the St. George Traditional Council funds
the St. George preschool. These programs ensure that the
children have a strong foundation prior to entering
kindergarten. She reported that in 2010, $120,000 was raised
for local student activities. Another partnership is with the
St. Paul Tribal Government, building relationships with the
Native elders. A grant from the AASB (Association of Alaska
School Boards) is helping with the initiative, which includes a
focus on language preservation. She said state grants provide
important programs to the district, as well, and provided a list
of benefits, which included: library; artist in schools; CDL
(Consortium for Digital Learning) - computers for students and
staff development; UAA AEIN (University of Alaska Anchorage
Alaska Educational Innovations Network) - staff development;
AASB staff and student training to promote social emotional
learning; carpentry in conjunction with the Denali Commission;
UAF (University of Alaska Fairbanks) Future Educators; $400,000
matching grant for housing and to renovate older teacher housing
units; and E2T2 (Enhancing Education Through Technology) -
$92,000 for staff development and technology purchases. She
highlighted the UAF grant, which is focused on training future
educators. In an effort to "grow our own" teachers, she said,
students are able to take dual college credit classes and
graduate with college experience and postsecondary credits in
mathematics. Federal grants have recently provided $2.4 million
for roof repair on St. George School and she indicated a list of
other federal support, which included: $24,000 in Education Law
funds; e-Rate funds 90 percent of communication telephone,
internet and video; funding for vocational programs via the Carl
Perkins Grant; and the Indian education-bilingual program. The
greatest resource, and the reason the district is successful is
the staff, she opined. All of the teachers are highly
qualified, and 40 percent have master's degrees. She said many
of the educators, and staff members, have been serving for over
ten years, and the pride that is taken in the schools and
students equals success. District concerns revolve around two
primary issues: a declining student enrollment, and the
physical condition of the St. Paul School building. The
enrollment is at 98 in the St. Paul School, and 11 at St. George
School. The budget is being sustained under the hold harmless
funding rule. Like many rural schools, the local gymnasium is
the center for community events, and the St. Paul School gym is
in decay and a safety concern. Returning to the declining
enrollment issue, she said the effects include fewer
opportunities for students, fewer staff members who must take on
more duties, and the possibility of the closure of the St.
George School. Finally, she listed the focus areas for the
coming year, which include: working to meet the goals of the
new strategic plan; continuing to work to improve student
achievement through individualized instruction based on data
analysis and state standards; continuing parent and community
involvement and collaborations; completion of teacher contract
negotiations; and remodeling the 40 year old St. Paul School
gymnasium.
8:15:35 AM
REPRESENTATIVE P. WILSON referred to the governor's bill for
performance scholarship funding, and asked for comment on the
ability of the district to deliver the required courses.
MS. STACKS stated that students are enrolled in the WorkKeys
program, and the school curriculum is challenging, which will
allow students to qualify for the scholarship.
8:16:57 AM
REPRESENTATIVE FEIGE acknowledged the high teacher retention
rate and inquired how it is accomplished.
MS. STACKS indicated that the remoteness of the district is a
challenge; however, the teacher compensation package is good,
the housing is excellent, and the community is embracing.
REPRESENTATIVE FEIGE noted the high student success rate and
asked how this is measured by the district.
MS. STACKS pointed out that only one student in ten years has
not passed AYP (adequate yearly progress), the dropout rate is
low, and school pride is high.
8:19:58 AM
CHAIR DICK queried why the population is in decline.
MS. STACKS cited the difficulty of living in rural Alaska. The
loss of just one family could mean the loss of four children,
and it's an expensive place to live.
8:20:44 AM
REPRESENTATIVE P. WILSON asked for the population of both
islands and the cost of travel to Anchorage.
MS. STACKS replied that the population of St. Paul is 450, down
from 600, and St. George is at 86. A round trip ticket, to
Anchorage, may cost between $742 and $942.
8:22:24 AM
REPRESENTATIVE SEATON assumed that the hold harmless aspect of
the funding formula has been helpful to the district.
MS. STACKS said yes, with the drastic enrollment decline, the
hold harmless provision has allowed the district to prepare.
REPRESENTATIVE SEATON commented that the provision appears to be
working and helpful in the way in which it was intended.
HB 5-CONSTITUTIONAL HISTORY CURRICULUM
8:24:47 AM
CHAIR DICK announced that the next order of business would be
HOUSE BILL NO. 5, "An Act requiring a standardized statewide
history of American constitutionalism curriculum and a secondary
school history of American constitutionalism examination in
public schools in the state; and providing for an effective
date." [A committee substitute (CS) labeled CSHB 5, 27-
LS0018\D, Mischel, 2/1011, was adopted as the working draft, at
the 2/21/11 meeting; also available in the committee packet was
a document labeled CSHB 5, 27-LS0018\E, Mischel, 2/24/11.]
8:25:56 AM
REPRESENTATIVE SEATON moved to rescind the action adopting CSHB
5, 27-LS0018\D, Mischel, 2/1011. There being no objection
Version D was rescinded.
REPRESENTATIVE SEATON moved to adopt CSHB 5, 27-LS0018\E,
Mischel, 2/24/11. There being no objection, Version E was
adopted as the working draft.
The committee took an at-ease from 8:26 a.m. to 8:27 a.m.
8:27:20 AM
REPRESENTATIVE KELLER referred to Section 3, subsection (a) to
note the deletion of the requirement for testing in the twelfth
grade, and pointed out that the legislation does not establish
testing standards.
8:29:17 AM
REPRESENTATIVE KAWASAKI queried whether existing statute defines
the term "curriculum segment."
REPRESENTATIVE KELLER deferred.
8:29:40 AM
JIM POUND, Staff, Representative Wes Keller, Alaska State
Legislature, answered that various terms were juggled in an
effort to arrive at one which would allow local superintendents,
and school boards, to determine how they want to classify the
segment.
REPRESENTATIVE KAWASAKI asked for the sponsor's definition of
the term "curriculum segment."
MR. POUND recalled his high school experience to suggest that it
could be a six week course.
REPRESENTATIVE SEATON pondered the options of specifying a
segment of time versus stipulating required curriculum. He
suggested that required curriculum could be incorporated into an
established program; a less onerous approach.
REPRESENTATIVE KELLER offered that the intent is to provide
broad language and allow the districts to establish curriculum
and determine when the segment will be taught.
8:33:31 AM
CHAIR DICK stated support for the intent of the bill, but
expressed concern for the school districts receiving an unfunded
mandate, and asked whether testing would be imperative;
particularly attached as a graduation requirement.
REPRESENTATIVE KELLER agreed that mandates are difficult to
impose, but the issue is important and should be brought to the
fore. Testing is necessary, as it creates a point of business
that must be accomplished. The school board is the contact
between the parents and what occurs in the schools, and
specifics for meeting curriculum requirements should be in their
hands for discussion. It is important to have an evaluation of
learned knowledge, and, to that end, a test is the best vehicle.
CHAIR DICK pointed out that about 25 percent of prisoners don't
understand the process by which the government acted to place
them in lockup.
REPRESENTATIVE KELLER concurred.
CHAIR DICK pointed out that, given the parameters of the bill, a
one day course and a two minute test could be acceptable.
REPRESENTATIVE KELLER said yes, that is the latitude that the
bill allows.
8:37:27 AM
REPRESENTATIVE P. WILSON, referring to Section 2, paragraph (4),
and Section 3, subsection (a), which name the seven documents to
be taught, recalled that the sponsor's intent to have American
values taught. She said:
There's a big difference ... between teaching these
[documents], and teaching American values. ... I'm not
quite sure what you want taught.
REPRESENTATIVE KELLER explained that the suffix "ism" implies
standards and values, and the documents capture the values of
the nation. The source and the core of American human rights
are natural, as specified in these documents. He allowed that
some teachers may already be teaching some aspects of these
documents in existing curriculum.
REPRESENTATIVE P. WILSON pointed out that current U.S.
government values are different than when the named documents
were adopted.
8:41:41 AM
REPRESENTATIVE CISSNA commented that the urban and rural values,
in Alaska, may create a discrepancy, and opined that imposing
non-indigenous values into the Native culture may not be
appropriate; other priorities may need to be addressed first.
REPRESENTATIVE KELLER pointed out that the bill does not include
the Alaskan Constitution, but provides segue to that course of
study as well. He contended that the most important rights for
rural and urban Alaska, core values of sovereignty, are included
in the required documents.
8:46:26 AM
REPRESENTATIVE SEATON said that law suits may be forthcoming
should this legislation be enacted. The bill does not require
the teaching of the specific documents, but rather instruction
of something portrayed in the documents. He paraphrased a
previous statement from the sponsor, stating:
Your response was that we're teaching the values that
were established when the [U.S.] Constitution, and ...
the Articles of Confederation, etcetera, were adopted,
and as was pointed out, those values aren't
necessarily the values today. ... We don't have
slavery ... we've got a lot of different things that
we incorporate in diversity today. Women didn't have
the right to vote - those kinds of things.
REPRESENTATIVE SEATON pointed out that lacking a definition of
American Constitutionalism, and addressing it by the named
documents, which are peripheral to the ism, as well as lacking a
clear statutory definition of what values are to be taught under
the rubric, may invite challenges from the districts.
REPRESENTATIVE KELLER disagreed, but acknowledged that the
values are not defined in the bill. He maintained that the term
"American Constitutionalism" is a definable term, and the bill
is to require the instruction of how the U.S. government was
formed.
REPRESENTATIVE SEATON argued that the term is not commonly used
and said it would be important to prevent a misunderstanding of
what is to be taught by inserting a definition in the bill.
REPRESENTATIVE KELLER underscored the intent to provide broad
language, and thus, allow latitude to the local school
districts.
REPRESENTATIVE SEATON maintained his concern to have clear
language regarding what is to be taught, in the proposed
statute. Additionally, he asked why the Alaskan Constitution is
not included in the list of source documents; Section 3,
subsection (a).
REPRESENTATIVE KELLER responded that it would change the scope
of the bill, and allowed that the committee has the jurisdiction
to amend the working draft. Some teachers may choose to include
the Alaskan Constitution, but he said:
This is a mandate to teach history, and some of the
circumstances, stories, values and things that
surround a fifteen year block of history in the United
States of America.
8:52:45 AM
REPRESENTATIVE P. WILSON said that the intent is not clearly
stated in the bill. She said:
I'm not sure that what you really want is what the
bill says. ... You just want ... American history
taught with the start of the context of these
documents. That could mean just going over the
documents pretty quickly and then going onto ...
[other] American history.
REPRESENTATIVE KELLER said the bill is very clear and directed
attention to page 2 lines 20-25, and read [original punctuation
provided]:
An approved syllabus must ensure a students'
understanding of the history of American
constitutionalism as portrayed in the Declaration of
Independence, the first state constitutions, the
Articles of Confederation, the Constitution of the
United States, the Federalist Papers, the Bill of
Rights, and other historical documents produced in the
founding of our constitutional republic model of
government.
REPRESENTATIVE P. WILSON maintained concern for the intent not
being clearly stated.
CHAIR DICK interjected that the intent of the committee is to
continue public discussion and consideration of HB 5.
8:55:07 AM
REPRESENTATIVE SEATON directed attention to the committee packet
to point that the Mat-Su Borough School District has provided a
resolution recommending that the legislature mandate a required
half credit course be taught in civics, focused on the Alaskan
Constitution, the U.S. Constitution documents, and the
Declaration of Independence. The district supports teaching
these documents along with civics, but the bill indicates
teaching the values held by the people, during the fifteen year
period when the documents were created. He noted that the CS
does not appear to reflect the resolution points, and asked
whether the Mat-Su Borough School District could choose to
institute a half credit class, under current statute.
REPRESENTATIVE KELLER said that the district could offer a
class; however, the resolution requests that classes be offered
statewide, in a specific and consistent manner.
8:58:08 AM
CHAIR DICK announced that the bill would be held.
HB 93-SCHOOL GARDENS, GREENHOUSES, AND FARMS
8:58:56 AM
CHAIR DICK announced that the final order of business would be
HOUSE BILL NO. 93, "An Act relating to school gardens,
greenhouses, and farms."
9:00:23 AM
REPRESENTATIVE SEATON moved to adopt the committee substitute
(CS) for HB 93, labeled 27-LS0227\I, Mischel, 2/23/11. With no
objection, Version I was adopted as the working draft.
REPRESENTATIVE P. WILSON objected for discussion.
9:01:08 AM
CHAIR DICK read the three changes, reflected in Version I, to
wit [original punctuation provided]:
Sec. 5. ... (b) ... not more than $10,000 for each
school ...;
Sec. 5. ... (c) The department may not, in a fiscal
year, award grants for the operation of more than five
gardens, greenhouses, or farms that were not
previously the subject of a grant award under this
section; and
Sec. 6. The uncodified law of the State of Alaska is
amended by adding a new section to read:
GRANTS FOR SCHOOL GARDENS, GREENHOUSES, AND FARMS.
Notwithstanding the limitation placed on the number of
new grants awarded for the operation of a school
garden, greenhouse, or farm under AS 14.30.377(c),
added by sec. 5 of this Act, the department may award
grants for the operation of not more than 10 gardens,
greenhouses, or farms in fiscal year 2010.
9:02:30 AM
REPRESENTATIVE P. WILSON noted that seven schools currently have
gardens, and referred to Section 5, subsection (c), to surmise
that the proposed limit of five would eliminate two of the
existing gardens.
9:03:34 AM
REPRESENTATIVE DAVID GUTTENBERG, Alaska State Legislature,
explained that the gardens in place now would come under statute
in the transitional year. Thus, in 2012, ten schools could be
funded, and each proceeding year five could join the program.
To a follow up he underscored that the bill covers programs not
previously subject to the grant awards.
9:04:40 AM
JAY HARDENBROOK, Staff, Representative David Guttenberg, Alaska
State Legislature, clarified that the first year [2012] creates
a baseline of ten programs, and every year after five can be
added. The seven existing programs could apply for the grant
the first year, and a total of ten would be eligible to receive
grants.
9:05:25 AM
REPRESENTATIVE FEIGE asked if there is an amended fiscal note.
CHAIR DICK indicated that the fiscal note will be forthcoming,
and will show $100,000 for the first year and increases of
$50,000 for proceeding years.
REPRESENTATIVE GUTTENBERG reviewed how the fiscal note was
calculated, and said it is not expected that every grant will be
awarded.
9:07:16 AM
REPRESENTATIVE P. WILSON expressed a desire to have the program
benefit as many schools as possible, and stated her hope that
successful programs will become self sustaining; otherwise the
grant will increase by $50,000 every year. She asked how many
different school buildings exist statewide.
REPRESENTATIVE GUTTENBERG deferred to the department regarding
the number of school buildings, and said that EED will
administer the grants. He pointed out that Fairbanks will not
need a grant, and said having more schools with programs will
represent a success.
9:09:39 AM
REPRESENTATIVE KAWASAKI asked how the department envisions
taking applications, if it's a competitive process.
9:10:09 AM
MARK LEWIS, Manager, Administrative Operations, Division of
Teaching and Learning Support, Department of Education and Early
Development (EED), answered that a competitive grant application
process would be established. The potential exists for a
successful district to receive the total fund, and win, if no
other districts indicated interest, or fail the application
process.
9:10:58 AM
REPRESENTATIVE FEIGE opined that a particular greenhouse could
receive $10,000 per year in perpetuity.
MR. LEWIS said, yes.
REPRESENTATIVE FEIGE asked at what point the greenhouses could
expect to become self sustaining and be weaned off of state
support.
MR. LEWIS indicated that it would depend on the school district.
Nothing would prohibit a district from taking over the
operational costs. However, he deferred to districts regarding
how each may choose to handle the program.
REPRESENTATIVE FEIGE noted that there's no incentive, for a
school district to discontinue state support.
MR. LEWIS that is correct.
9:12:50 AM
CHAIR DICK suggested that the inclusion of language specific to
the re-application process and requiring activity reports, could
provide a means to limit continued access to state funding.
9:13:14 AM
REPRESENTATIVE GUTTENBERG pointed out that many schools have
greenhouses that are lying fallow, possibly due to the lack of a
steady funding stream, which is important to ensure continuity
for a program. To a follow-up question, he said that many times
a single person generates the enthusiasm for a garden program,
and speculated that, if the key person leaves the community, the
matching funds would cease.
9:14:55 AM
REPRESENTATIVE CISSNA interjected that performance standards
would need to be met, and maintained, in order to continue
funding.
9:15:33 AM
REPRESENTATIVE P. WILSON noted that there is no limit in the
bill, to wean programs off of state funding, and speculated
that, through yearly exponential increases, in ten years the
fiscal note could mushroom to $500,000. She stated support for
the program, and said the burden should not be placed entirely
on education funding. The bill indicates a strong
entrepreneurial involvement; and entity which should share the
cost.
9:18:34 AM
REPRESENTATIVE FEIGE acknowledged the importance for start-up
money, and suggested that the bill could stipulate a decreased
grant award with each renewal of a particular program to provide
incentive for diversification of funding sources.
REPRESENTATIVE GUTTENBERG explained that the cooperating entity
must hold a 501C3 non-profit status, which eliminates the
possibility of corporate participation. Further, he said that
sustained funding is important, and the proposal is for the
state to match the non-profits contributions. He underscored
that these programs are a significant benefit to the students,
and that rural schools, growing local produce, will represent a
great success.
9:22:42 AM
AL POINDEXTER, Retired Teacher, expressed concern that HB 93
might create competition between the state, effectively
subsidizing non-profits, and private enterprise farmers.
However, if the goal is to educate children, then certified
teachers should be required to work with the students. He
reported that he was restricted from volunteering to instruct a
class, as his teaching certificate has expired. A non-profit
may lack the scope to meet educational needs, but the national
program, Future Farmers of America (FFA), established in 1923,
could be enlivened for students at the high school level. He
reported that, although there are perhaps three today, 27 FFA
Chapters once existed in Alaska, and he reviewed the technical
and vocational merits, which he opined as being more valuable
and appropriate than a school garden. The garden program may be
useful at the elementary level, he agreed. Further, he
questioned the relationship that was reported between the garden
and school lunch programs and the exchange of revenue, as well
as the disposition of funds garnered from the sale of excess
produce. The awareness that these programs, including FFA
related, revolve around a motivated individual is accurate, he
said.
REPRESENTATIVE GUTTENBERG said the involvement of FFA is hoped
for and would be welcomed.
MR. POINDEXTER reported that FFA chapters exist in Palmer,
Kodiak, and North Pole. Finally, he opined that the bill needs
more work, and offered to make himself available.
9:32:23 AM
REPRESENTATIVE P. WILSON returned to the comment that Mr.
Poindexter has been prohibited from volunteering his teaching
services, and asked for further details.
MR. POINDEXTER reported that the teachers union disallowed him
to volunteer services as a Natural Resources teacher, due to the
lapse of his teaching certificate.
REPRESENTATIVE P. WILSON asked whether lessons could have been
scheduled the lesson outside of school hours, and for
clarification whether it was the teachers union or FFA
restrictions that prohibited his actions.
MR. POINDEXTER said FFA requires that the program be
administered through a scheduled school class, and the rules of
the state were apparently being violated.
9:34:24 AM
REPRESENTATIVE CISSNA encouraged the witness to pursue further
involvement, and become a vital part in what the sponsor is
hoping to create.
MR. POINDEXTER stated that he runs a commercial greenhouse;
however he said he would be interested in assisting to operate
an FFA program; current rules do not allow him to volunteer his
services.
9:36:22 AM
SUSAN WILLSRUD, Director, Calypso Farm and Ecology Center, said
an FFA Chapter exists in Fairbanks, but the program is not
thriving. She opined that HB93 could serve to enliven FFA in
Alaska.
The committee took an at-ease from 9:37 a.m. to 9:38 a.m.
9:39:09 AM
REPRESENTATIVE SEATON requested that information be provided
from EED regarding the certification requirements brought to the
fore by the preceding witness. Specifically, are restrictions
imposed at the state or district level, and what is the
relationship regarding the teachers union. The bill establishes
a program outside of the state certificated requirements and it
will be important to understand any restrictions that need to be
considered.
9:40:19 AM
REPRESENTATIVE SEATON offered Conceptual Amendment 1 to, page 2,
line 4, following the word "sold" insert "if reinvested in the
program". The intent of Conceptual Amendment 1 is to address
the concern for competition regarding the sale of excess
produce, he said.
The committee took an at-ease from 9:40 a.m. to 9:42 a.m.
9:42:11 AM
REPRESENTATIVE P. WILSON objected for discussion.
9:42:16 AM
REPRESENTATIVE SEATON requested a response from EED whether the
participating non-profits, or the garden master, are required to
be teacher certified.
9:43:10 AM
CYNDY CURRAN, Director, Division of Teaching and Learning
Support, Department of Education and Early Development (EED),
indicated that she would research the requirements and provide
the information to the committee.
REPRESENTATIVE SEATON acknowledged that the type "M" certificate
may cover the situation, and asked the department to provide
adequate assurance that it would align with the bill.
9:45:18 AM
MS. WILLSRUD interjected that the Calypso farm staff act as
assistants to the state certified teachers; farm staff do not
instruct without the presence of a teacher.
9:46:43 AM
REPRESENTATIVE SEATON established that the proposed state
statute is not setting up a program for non-teachers to act in a
capacity other than as aides or resources to accomplish the goal
of a school garden; nor is the state authorizing independent
supervision of students, during the school day, by non-teachers.
9:47:21 AM
CHAIR DICK interjected that the intent of state statute is to
ensure the safety of children, while not limiting access to
individuals who are knowledgeable resources.
9:47:31 AM
REPRESENTATIVE CISSNA asked whether Calypso pays its helpers.
MS. WILLSRUD responded that the garden assistants are trained
and vetted, and act as volunteers receiving a stipend.
9:49:23 AM
REPRESENTATIVE P. WILSON removed her objection to Conceptual
Amendment 1.
CHAIR DICK, hearing no further objection, announced that
Conceptual Amendment 1 was adopted.
9:50:35 AM
REPRESENTATIVE SEATON moved to report the CSHB 93, Version I, as
amended, out of committee with individual recommendations and
the accompanying fiscal notes. There being no further
objection, CSHB 93 (EDC), 27-LS0227\I, Mischel, 2/23/11, was
moved from the House Education Standing Committee, as amended.
9:51:41 AM
CHAIR DICK announced the next meeting.
ADJOURNMENT
There being no further business before the committee, the House
Education Standing Committee meeting was adjourned at 9:52 a.m.
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