Legislature(2019 - 2020)DAVIS 106
02/28/2020 08:00 AM House EDUCATION
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| Audio | Topic |
|---|---|
| Start | |
| HB181 | |
| HB155 | |
| HB136 | |
| HB260 | |
| Adjourn |
* first hearing in first committee of referral
+ teleconferenced
= bill was previously heard/scheduled
+ teleconferenced
= bill was previously heard/scheduled
| += | HB 181 | TELECONFERENCED | |
| += | HB 155 | TELECONFERENCED | |
| += | HB 136 | TELECONFERENCED | |
| *+ | HB 260 | TELECONFERENCED | |
| + | TELECONFERENCED | ||
HB 136-PUBLIC SCHOOLS: SOCIAL/EMOTIONAL LEARNING
8:49:21 AM
CO-CHAIR DRUMMOND announced that the next order of business
would be HOUSE BILL NO. 136 "An Act relating to public school
funding for social and emotional learning; and providing for an
effective date."
8:49:35 AM
CO-CHAIR STORY moved to adopt the proposed committee substitute
(CS) for HB 136, Version 31-LS0827\U, Caouette, 2/17/20, as a
work draft.
8:49:54 AM
CO-CHAIR DRUMMOND objected for the purposes of discussion of the
proposed committee substitute.
8:50:10 AM
REPRESENTATIVE HOPKINS, prime sponsor of HB 136 re-introduced HB
136 to the committee and explained that the proposed committee
substitute contains substantive changes, following stakeholder
engagement and feedback. He explained that the bill is
instructive to the Department of Education & Early Development
(DEED) to develop social and emotional learning (SEL) standards
that would go into effect July 2021. He described SEL as a set
of "soft skills" for students to become better prepared to learn
and which aid students in dealing with trauma and adverse
childhood experiences (ACEs) that may interfere with effective
academic instruction in other areas. He noted that several
districts throughout the state have developed and implemented
SEL curricula. He suggested that SEL transcends partisanship
and is relevant in rural as well as urban school settings.
8:54:13 AM
REPRESENTATIVE HOPKINS recalled that Alaska's Education
Challenge contains recommendations for inclusion of SEL and
recalled also a study presented to the committee by Mark Foster
examining gauges of success in life after school, with SEL and
emotional intelligence distinguished as the best indicators of
success. He recalled previous testimony and materials
distributed by the Alaska Council of School Administrators
(ACSA) identifying SEL as a top priority. Representative
Hopkins identified a variety of witnesses from multiple
organizations available in the audience to address any
questions.
8:57:15 AM
TANIA CLUCAS, Staff to Representative Grier Hopkins, presented
HB 136 on behalf of the prime sponsor. She spoke about the
proposed committee substitute before the committee. She gave an
anecdotal retrospective on the concept of SEL and emotional
intelligence and its growing prominence in society and the
workforce.
8:59:11 AM
CO-CHAIR DRUMMOND asked for an explanation of the proposed
committee substitute.
8:59:14 AM
REPRESENTATIVE HOPKINS explained that the previous proposed
version of HB 136, which does not take into consideration the
committee substitute, requires school districts to allocate one-
half of 1 percent of the Base Student Allocation (BSA) to be
committed to SEL, despite no corresponding increase in funding,
prompting feedback from stakeholders voicing their concern of
the possibility of an unfunded mandate. He explained that the
proposed committee substitute instructs DEED to develop a
standard of SEL for districts to implement as they deem
appropriate for the needs of their schools and students and
resources available.
9:00:26 AM
CO-CHAIR DRUMMOND removed her objection to the motion to adopt
the proposed committee substitute (CS) for HB 136, Version 31-LS
0827\U, Caouette, 2/17/20, as a work draft. There being no
further objection, Version U was before the committee.
9:01:11 AM
JANET DAVIS, SEL Lead and Coordinator of SEL Positive Behaviors
for Secondary, Anchorage School District, testified in support
of HB 136. She paraphrased from her written testimony, which
read as follows [original punctuation included]:
I have been involved in Social emotional learning
(SEL) for the last 17 years; however, ASD has been
implementing SEL for over 20 years. In 2006, ASD was
the district in the US to adopt our SEL Standards. We
have also participated in SEL work nationally through
the Collaborating Districts Initiative for the last 9
years.
SEL involves teaching skills that students and adults
need to be successful not only at school, but also at
home, in the community and in the workplace. This
includes but is not limited to being self and socially
aware, having the ability to manage yourself both
independently and while interacting with others,
listening to perspectives of others, using positive
communication, being aware of cultural issues and
differences, setting and achieving goals, and taking
personal responsibility for learning. We implement
SEL through climate, direct instruction and infusion
into academics. I will speak to the first two.
SEL is implemented in our schools by creating a safe
and respectful learning environment where students
feel connected to the school, adults and peers. Some
examples of the work we in to build a positive climate
in the schools include teachers greeting students as
they enter class, creating social contracts for how we
treat each other, and establishing reset zones or
places where students can go when they demonstrate
challenging behaviors to work on replacement behaviors
and to have restorative conversations so they can
interact in a productive way with peers and adults,
and get back to learning. A safe and respectful
climate is essential for teaching and learning.
We use evidenced-based programs such as Second Step,
Connected and Respected and Lions Quest to
deliberately teach the SEL skills students need to be
successful learners. In ASD, all elementary and middle
school students receive instruction in SEL skills and
some students who demonstrate challenging behaviors or
may be experiencing trauma receive additional small
group or individualized SEL skills instruction to help
them interact with peers and adults, or to cope during
the school day.
Once the skills our taught to students, it is
important for student to have the opportunity to
practice these skills while learning other content
areas and throughout their day. Adults are an
important part of the equation. Through our
professional learning, we give the opportunity or
adults to enhance their SEL skills so that they are
good models for students.
MS. DAVIS added that when SEL is integrated into climate and
skills are taught directly, office discipline referrals and
suspensions decrease while student and family connectedness is
increased. She explained that, following implementation of SEL
climate and skills, students require the opportunity to practice
those skills.
9:04:56 AM
MS. DAVIS indicated that, through professional development,
teachers are trained to infuse SEL throughout the academic day.
She emphasized that adults who are proficient in SEL skills can
model positive behaviors to students.
9:06:50 AM
CO-CHAIR STORY recalled having attended a workshop led by Ms.
Davis addressing aggressors, victims, and bystanders training,
and asked whether that workshop was based on SEL curriculum.
9:07:13 AM
MS. DAVIS confirmed that the workshop was an evidence based SEL
workshop deployed at the time in middle schools and noted that
currently, the workshop in use is called Lion's Quest. She
noted that materials from the aggressors, victims, and
bystanders' course is still incorporated in their workshops and
training. She pointed out that she has observed students who
receive direct SEL training in elementary schools enter middle
school more prepared to put those skills into practice or are
prepared to reinforce skills that they may be lacking.
9:08:02 AM
CO-CHAIR STORY asked whether the SEL in ASD is system-wide and
has consistent terminology for students.
9:08:17 AM
MS. DAVIS confirmed "second step" and "connected and respected"
are two distinct curricula for direct instruction to elementary
students, and the terminology is consistent between the two.
She referenced ASD's five-year plan to train teachers using the
Conversation, Help, Activity, Movement, Participation, and
Success (CHAMPS) approach for teacher training. She stated that
deployment of this program has resulted in reports of observed
reduction in disruptive behavior by students and increased
instructional time as a result.
9:09:25 AM
REPRESENTATIVE PRAX asked whether the SEL curriculum at ASD
originated from the district or from the individual schools.
9:09:51 AM
MS. DAVIS indicated that ASD had observed over 30 years of
individual schools', teachers', and administrators' adoption of
effective SEL curricula, and ASD superintendents advocated that
the district research and implement standards in SEL to broaden
the positive outcomes that were experienced in "pockets of
excellence" in the district; therefore, it originated from both.
9:11:13 AM
REPRESENTATIVE PRAX asked whether ASD has universal standards
for SEL programs.
9:11:32 AM
MS. DAVIS explained that in 2006, ASD adopted 15 standards for
SEL.
9:11:49 AM
REPRESENTATIVE PRAX asked whether the standards applied to every
school in ASD.
9:11:55 AM
MS. DAVIS indicated that all ASD schools are encouraged to apply
the standards.
9:12:15 AM
REPRESENTATIVE PRAX asked whether individual schools have
"latitude" in the activities selected to meet the standards.
9:12:36 AM
MS. DAVIS explained by describing ASD's five-year plan which
contained several options for SEL deployment, and schools have
selected and implemented SEL based on "guided choices." She
noted that academic freedom exists when teachers teach.
9:14:15 AM
CO-CHAIR DRUMMOND [opened public testimony on HB 136].
9:14:23 AM
KATIE BOTZ indicated that she had submitted written testimony in
support of HB 136. She related her experience as a school bus
driver having observed students who appeared to be in emotional
and family crises. She acknowledged that the State of Alaska
has financial shortages and difficult choices ahead but urged
the committee to hold harmless students in Alaska. She urged
the passage of HB 136 despite fiscal challenges.
9:17:31 AM
CO-CHAIR DRUMMOND expressed her gratitude for Ms. Botz offering
her perspective as a bus driver, which is a vocation that has
direct contact with students and that she had added value to the
discussion.
CO-CHAIR DRUMMOND [closed public testimony on HB 136].
9:18:24 AM
ALYSYN THIBAULT, Teacher, Bartlett High School, testified in
support of HB 136. She explained that her students, upon
learning of her plans to offer testimony to the legislature,
reacted with enthusiasm. She shared an anecdote from November
of 2019, when a student had committed suicide. She said it was
the fourth instance of suicide among that graduating class. She
explained her observation of grief among the students. She
indicated that SEL awareness among students allowed them to
acknowledge and adapt to their grief. She lauded the students
of that graduating class as some of the highest quality
performing students that she has encountered in her career.
9:22:33 AM
MS. THIBAULT suggested that SEL is not "in addition" to other
education, and that the use of SEL is essential for students to
be able to learn. She asserted that Alaska is rife with
childhood trauma. She alluded to research which reveals that
childhood trauma impacts an individual's DNA and interferes with
students' ability to learn. She suggested that SEL aids in
assisting children in managing trauma so that they may overcome
cycles of homelessness, addiction, violence, and mental illness
so that additional social services and resources are not as
necessary later in their lives.
9:25:37 AM
REPRESENTATIVE PRAX requested to meet with Ms. Thibault
following adjournment to discuss the research surrounding the
impacts of trauma on DNA.
9:25:50 AM
REPRESENTATIVE JOHNSON acknowledged that impacts of trauma exist
in students and that teachers are obligated to address those
issues. She asked, considering one-half of 1 percent dedicated
to SEL, in what areas would Ms. Thibault prioritize the use of
funds.
9:27:19 AM
REPRESENTATIVE HOPKINS clarified that the one-half of 1 percent
provision has been removed from the proposed bill, and that the
version being considered pertains to DEED's standards
development.
9:27:41 AM
REPRESENTATIVE JOHNSON referenced accompanying fiscal notes that
demonstrate a cost.
9:27:52 AM
REPRESENTATIVE HOPKINS indicated that fiscal notes shall be
revisited and forthcoming at the next hearing of HB 136.
9:28:08 AM
CO-CHAIR DRUMMOND suggested that the one-half of 1 percent was
developed and included initially to reflect the number of
resources currently spent on SEL.
9:28:19 AM
REPRESENTATIVE HOPKINS added that the [now removed] language
mandating one-half of 1 percent of BSA allocation be spent on
SEL was drafted with the intent to compel all districts to
participate in SEL, although subsequent to stakeholder
engagement it was removed from HB 136 to allow districts
autonomy in deploying SEL more according to their individual
needs and existing available resources.
9:28:52 AM
REPRESENTATIVE ZULKOSKY expressed her appreciation for Ms.
Thibault having shared the experience of emotion and
vulnerability, and suggested that even lawmakers would benefit
from SEL, and thanked her for her leadership.
9:30:04 AM
ABBY O'NEILL, Teacher, Fire Lake Elementary School, testified in
support of HB 136. She described how SEL is fully integrated
into her elementary classroom and gave examples of typical daily
SEL activities. She explained that SEL is most effective when
it is developmentally appropriate for age range. She recalled
the November 2018 earthquake as a stark example of the
importance of addressing and handling trauma before students are
ready to learn. She explained that in her experience in the
classroom, there is an expectation that she possesses SEL
skillsets, which she has pursued at her own expense and effort
and suggested that not all teachers are so equipped.
9:33:25 AM
MS. O'NEILL recalled the [2018 earthquake] event, and how it
became necessary to address the effect on the children before
resuming academic teaching. She compared the way the earthquake
was addressed akin to how she functions in the classroom with
students every day, despite not being trained as a counselor or
social worker. She suggested that reaching students with trauma
using SEL methods not only advances their academic potential,
but also provides healthy adult relationships to aid students in
healing trauma. She explained that her experience in using SEL
in her teaching methods reduces the burdens that naturally occur
while teaching children.
MS. O'NEILL shared a personal anecdote of a difficult experience
with a first-grade student who exhibited behaviors such as
trashing classrooms to the extent of requiring evacuation,
destroying bulletin boards, and physical aggression with her and
other staff. She credited her training in SEL with enabling her
to foster a calm, safe, and loving environment. She also
credited SEL with having contributed to the other students'
compassion and patience in their interactions with the
disruptive student. She advocated that all teachers should
receive training in SEL.
9:37:30 AM
CO-CHAIR DRUMMOND asked whether Ms. O'Niell was in the classroom
at Fire Lake Elementary School on the day [in November 2018]
that the earthquake struck.
9:37:43 AM
MS. O'NEILL shared that, due to the time of the day, class was
not yet in session; however, she and her own children were in
her classroom. She stated that the school was "red-tagged" and
required an immediate infusion of over $1.5 million to re-open
after the earthquake. She explained that there are still
students displaced while repairs are taking place to schools in
her region.
9:38:45 AM
REPRESENTATIVE PRAX expressed his support for the concepts of
SEL; however, he expressed his reticence that directives could
result in resistance or rebellion to the standards. He asked
whether Ms. O'Neill had perceived any resistance to the
directive to include SEL standards at the classroom level.
9:39:55 AM
MS. O'NEILL imparted her personal experience that contention and
resistance tends to occur when academic freedom of teachers is
infringed. She suggested that the SEL standards allowed her
adequate, and occasionally more than adequate, academic freedom
to function in the classroom according to the immediate needs of
the students. She acknowledged having observed some resistance
among colleagues who are critical of the SEL standards but
suggested the level of success of those classrooms had suffered
as a result, and that [ASD] leadership would be the appropriate
entity to evaluate and intervene on classrooms that are lacking.
9:42:12 AM
REPRESENTATIVE JOHNSON asked whether the "instruction" in the
proposed bill would be instruction for the teachers or for the
students.
9:42:36 AM
REPRESENTATIVE HOPKINS answered that the instruction would be
for students and he compared SEL standards to others such as
reading or math standards. He added that the standards would
allow academic freedom in how they are implemented in each
classroom.
9:43:03 AM
REPRESENTATIVE JOHNSON expressed that she agrees that SEL skills
are important and possibly essential, and should be taught to
teachers, she entreated that teachers should not endure
additional burdens in learning and implementing the standards.
9:43:47 AM
REPRESENTATIVE HOPKINS indicated that the testimony from Ms.
O'Neill and Ms. Thibault was invited so that teacher and
classroom perspectives were taken into consideration for the
proposed bill. He noted that SEL is taking place at a variety
of schools and districts throughout the state, and he suggested
that SEL standards had been requested by teachers as a vehicle
to impel the incorporation for SEL in all Alaska schools. He
recalled earlier testimony which described "pockets of
excellence" that evidenced the need for SEL to the ASD.
9:45:27 AM
CO-CHAIR STORY commented that she intends to inquire of the
University of Alaska as to whether it incorporates SEL into its
teacher training, and to what extent.
9:45:51 AM
MS. O'NEILL opined that both management and SEL training are
lacking and encouraged Representative Story to pursue additional
information from the University.
9:46:12 AM
CO-CHAIR DRUMMOND drew attention to the committee packet which
contains Matanuska-Susitna Borough School District's SEL
standards, entitled "Early Learning Guide," and requested that
other districts which have standards available otherwise might
be useful to the committee for reference.
9:47:04 AM
HEATHER COULEAHN, Social and Emotional Learning Coordinator,
Association of Alaska School Boards, testified in support of HB
136. She encouraged the committee to review standards available
in the committee packet and any others they may be able to
identify throughout Alaska. She suggested that reviewing the
standards will contribute to understanding the specific skills
and how they may be incorporated into classrooms in a highly
adaptive, customized, community-based approach.
9:48:51 AM
CO-CHAIR DRUMMOND re-opened public testimony on HB 136.
CO-CHAIR DRUMMOND announced that HB 136 would be held over.