Legislature(2015 - 2016)CAPITOL 106
02/01/2016 08:00 AM House EDUCATION
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| Audio | Topic |
|---|---|
| Start | |
| HB157 | |
| HB102 | |
| Adjourn |
* first hearing in first committee of referral
+ teleconferenced
= bill was previously heard/scheduled
+ teleconferenced
= bill was previously heard/scheduled
| += | HB 102 | TELECONFERENCED | |
| *+ | HB 157 | TELECONFERENCED | |
HB 157-LANG. IMMERSION SCHOOLS/TEACHER CERTS.
8:01:30 AM
CHAIR KELLER announced that the first order of business would be
HOUSE BILL NO. 157, "An Act relating to language immersion
charter schools; relating to teacher certification; and relating
to standards-based assessments in language immersion charter
schools and language immersion programs."
8:02:23 AM
REPRESENTATIVE KREISS-TOMKINS, as sponsor of HB 157, stated that
the overall goal of the legislation is to make immersion
language charter schools an easier reality in Alaska, for new
and existing facilities. He paraphrased from the sponsor
statement, which read as follows [original punctuation
provided]:
Language immersion education is an increasingly
popular educational model, especially in today's
rapidly globalizing world. Language immersion
education also produces impressive educational
outcomes. Decades of experience from around the world
have shown that language immersion education can
create second-language fluency while also contributing
to academic success in other subjects.
Alaska already has a variety of successful and popular
immersion programs. Fronteras in the Mat-Su (Spanish)
and Rilke Schule in Anchorage (German) are both
planning moves to new facilities as interest grows.
Anchorage School District's world languages immersion
program teaches three languages - Japanese, Russian,
and Spanish - and is in the process of adding French
and Chinese. In rural Alaska, interest is growing in
immersion as a way to teach endangered Native
languages, Ayaprun Elitnaurvik in Bethel leading the
way.
HB 157 creates a charter school designation with the
specific mission of delivering a curriculum in a
foreign or Native language, and holds these schools to
a strict immersion standard. It requires fully
certified teachers in these charter schools to have
the specialized skills necessary to successfully teach
in an immersion setting, and it includes provisions
that will put in the classroom language speakers who
know how to teach but may not be able to get the
necessary formal qualifications to become fully
certified. HB 157 also allows teachers in immersion
charter schools that teach an Alaska Native language
to be certified through processes developed by local
communities.
Immersion education broadens students' knowledge of
the world, gives them skills to help them succeed in
their future careers, and often improves their
academic performance not just in language classes, but
in all subjects.
8:04:25 AM
CHAIR KELLER asked for a description regarding the academic
approach of an immersion school.
REPRESENTATIVE KREISS-TOMKINS explained that an immersion school
caters to a target language other than English, as predominant
in the classroom, although not necessarily exclusive; often a
blend. Children who learn a second language in school,
particularly at an early age, often become fluent in both.
8:05:34 AM
REID MAGDANZ, Staff, Representative Kreiss-Tomkins, Alaska State
Legislature, emphasized that immersion schooling goes beyond
teaching a language to include instruction of academic subjects,
such as social studies and math, in the immersion language,
while other topics may be provided in English.
8:06:21 AM
MR. MAGDANZ provided a sectional analysis, stating that Sec. 1
and Sec. 2, work in unison for the establishment of a language
immersion charter school. Section 2 further provides the
subsections (a)-(f) to establish the specific requirements for
immersion language facilities that are outside of the standard
charter school standards. The major difference is that an
immersion school provides half of the instructional hours, at
each grade level, in the target language. Additionally, the
teachers, instructing in the target language, the language other
than English, must have mastery of that language and some
training in immersion education. Section 3 creates a language
endorsement, received via application to the Department of
Education and Early Development (EED), to satisfy verification
of an immersion teacher's training. Sections 4, 5, and 6 deal
with the state's Type M, limited teacher certificate program.
Current law validates these certificates for teachers of
vocational education, Alaska Native language and culture, or
military science courses. The Alaska Native language portion
has been extracted and addressed specifically, creating Sec. 6,
to encompass all languages. The bill proposes some minor
changes, regarding teacher qualifications. Additionally the
limited certificates are probationary, initially valid for one
year, and subject to revalidation by the school administrator;
currently the certificate is valid for five years. Finally,
Sec. 6 removes the authority of the board of education to
require additional academic training as a prerequisite for
certification renewal. He explained that many qualified
professionals, or Native elders, may not hold a baccalaureate
degree but are able to provide essential knowledge. Section 7
deals with certifications made by local tribal government. The
premise is that rural community members are best suited to
determine who in their village has the ability to speak the
Native language, as well as further the culture. The
certificate is only automatically valid in a language immersion
school; beyond that scope, the local school board would need to
provide permission for use of the certificate within the
district. The last section, Sec. 8, covers the requirements for
testing, and is modeled after an example originating in Hawaii,
he said. It stipulates that students may take standardized
tests in the target language, in so far as federal regulation
allows.
8:12:25 AM
REPRESENTATIVE COLVER expressed support for HB 157 and opined
that legislation addressing this situation is overdue. He asked
about the application of the Type M certification, as it appears
in the bill.
MR. MAGDANZ said the references are found in Sec. 5, subsection
(b), and Sec. 6, subsection (d). He directed attention to Sec.
5, page 4, lines 24-29, and read:
Sec. 5. AS 14.20.025 is amended by adding new
subsections to read:
(b) A limited certificate issued under this section
is initially valid for one year. The department may
extend a limited certificate issued under this section
for an additional four years if the school board of
the district or regional educational attendance area
that requested the issuance of the limited certificate
requests that the certificate be extended and
certifies that the person has demonstrated skills in
classroom instruction, curriculum development, and
student assessment.
8:13:48 AM
REPRESENTATIVE COLVER asked whether it is the intent that every
certificate will have a probationary period, as mentioned.
MR. MAGDANZ responded yes.
REPRESENTATIVE COLVER noted that Sec. 5 provides the authority
to the local school boards to extend the certificate, however,
other sections address department policy. He suggested that a
school board may not agree with a charter school and questioned
the approval process.
MR. MAGDANZ pointed out that the bill allows language immersion
charter schools, and only those schools, the ability to request
a limited language certificate. The academic policy committee
of the immersion school would request the certificate, without
having to approach the local school board. Currently school
boards are the authorizing entity and make the request on behalf
of the school.
8:16:32 AM
REPRESENTATIVE SEATON referred to the ability to extend the
certification for five years and asked about the purpose of the
limitation.
MR. MAGDANZ responded that a one year probationary period would
apply, with the opportunity to be continued for four years.
8:18:19 AM
REPRESENTATIVE DRUMMOND noted that language immersion programs
have existed in the Anchorage public schools for several
decades, and asked how teacher selection and program performance
compares to what is being proposed. Additionally she queried
whether the certificate could impact programs that are not
operated in charter schools.
REPRESENTATIVE KREISS-TOMKINS acknowledged ASD's history of
language programs and said the district was contacted, during
the crafting of the bill.
MR. MAGDANZ added that the limited certificates, being proposed,
would be valid in any of the Anchorage public school immersion
programs.
8:20:34 AM
REPRESENTATIVE VAZQUEZ directed attention to the bill and said
the proposed deletion of the language on page 4, lines 19-22,
regarding the requirement for academic training, suggests the
need to also delete similar language on page 5, lines 1-2.
MR. MAGDANZ offered his understanding of the drafter's intent.
8:23:16 AM
REPRESENTATIVE SEATON read from page 5, lines 28-31, which
states:
(c) A person who possesses a limited teacher
certificate issued under this section may teach a
subject other than the language in which the person
demonstrates proficiency under (b)(4) of this section
if the person completes a course or program of study
in language immersion education.
REPRESENTATIVE SEATON expressed concern that the certificate M
holder would be allowed to teach classes other than the target
language course, despite the possibility that they may lack
qualifications in those subjects. He stated support for the
intent of allowing competent speakers access to instruct, but
opined that the certificate should not allow indiscriminate
teaching, without adequate qualification considerations.
8:25:11 AM
REPRESENTATIVE COLVER turned to page 6, line 10, and read:
(e) The board may not require, as a condition for
extending or renewing a limited certificate under (d)
of this section, that a person complete additional
academic training.
REPRESENTATIVE COLVER asked if, in order to implement this
provision, it will be necessary for EED to promulgate new
regulation.
MR. MAGDANZ responded yes.
8:26:17 AM
REPRESENTATIVE SEATON recalled the Old Russian Village schools,
hosted in his district, which practice 100 percent immersion for
specific years. He asked for assurance that the bill does not
invoke limitations on language immersion programs at facilities
that are not charter schools.
REPRESENTATIVE KREISS-TOMKINS stated that the bill does not
impinge on existing programs being operated within a district,
nor it require that the immersion program be provided by a
charter school.
8:28:17 AM
REPRESENTATIVE TALERICO supported Representative Seaton's
concern and referred to Sec. 2, page 2, lines 21-23, which read:
Except as provided in (d) of this section, a language
immersion charter school shall provide at least 50
percent of the school's instructional hours for each
grade level in an indigenous or foreign language.
REPRESENTATIVE TALERICO asked about the 50 percent requirement
in each grade level, and how it was derived.
REPRESENTATIVE KREISS-TOMKINS acknowledged the concern and said
a number of sources were considered, in proposing the 50 percent
level.
MR. MAGDANZ confirmed the variety of methods used, around the
world, with a general consensus that 50/50 is an effective
approach.
8:30:24 AM
CHAIR KELLER noted that the official language of the United
States is English and asked whether there is a reason to clarify
and acknowledge that fact within the bill.
REPRESENTATIVE KREISS-TOMKINS said there are implicit
assumptions in the bill which could be made explicit through
further verbiage.
8:32:36 AM
REPRESENTATIVE VAZQUEZ directed attention to page 7, lines 11-
15, which read:
(c) The department may not recognize a teacher
certificate issued by an Alaska Native tribe if the
person who possesses the teacher certificate has been
convicted of a crime, or an attempt, solicitation, or
conspiracy to commit a crime involving a minor under
AS 11.41.410 - 11.41.460 or a law or ordinance in
another jurisdiction with elements similar to an
offense described in this subsection.
REPRESENTATIVE VAZQUEZ cited specific state statute not listed
which, she opined, might allow someone with serious crime
violations to teach. She suggested that the Department of Law
(DOL) be asked for an opinion.
8:35:12 AM
REPRESENTATIVE COLVER turned to Sec. 7, page 6, lines 19-20,
which read:
(1) the Alaska Native tribe submits a description of
the Alaska Native tribe's certification procedures to
the department;
REPRESENTATIVE COLVER asked how the academic back-up will be
fulfilled in creating an Alaska Native language and culture
certificate, and whether EED would need to write new regulation.
REPRESENTATIVE KREISS-TOMKINS said the intent is to acknowledge
that a fluent Native language speaker, identified by a
community, would not be required to undergo a proficiency test.
Some states, such as Kansas, may require Native American
language teachers to take a battery of tests.
MR. MAGDANZ acknowledged that the bill, as written, does not
well define Alaska's situation, and it is expected to be crafted
further to better address the proposed program.
8:37:27 AM
REPRESENTATIVE COLVER pointed out the testing requirement
proposed in Sec. 8, and asked whether the statewide standards-
based assessments in the target languages exist or need to be
created. The proposed section reads:
Sec. 8. AS 14.30 is amended by adding a new section to
article 9 to read:
Sec. 14.30.430. Testing in language immersion
educational programs. The department shall, to the
extent permitted by federal law, allow students
enrolled in language immersion charter schools
established under AS 14.03.257 or other language
immersion programs to take statewide standards-based
assessments in the language of instruction of the
language immersion charter school or language
immersion program.
REPRESENTATIVE KREISS-TOMKINS responded that other immersion
programs, across the country, may have a similar requirement,
and any pertinent tests that could be implemented will be
identified. Following a recent meeting with EED, the section
may be eliminated, he reported.
REPRESENTATIVE COLVER said the intent of an immersion program is
to work, teach, and learn, in a foreign language, and he
acknowledged the variables involved. A bottom-up approach may
need to be taken to resolve the best means for testing, he
opined.
8:40:15 AM
CHAIR KELLER pointed out a series of "may" and "shall"
declarations, page 4, line 25, page 5, line 12, and page 6,
lines 4 and 17, which suggest incongruous applications, which he
asked to have scrutinized.
MR. MAGDANZ agreed.
8:43:05 AM
CHAIR KELLER opened public testimony.
8:43:34 AM
SUSAN SCHMIDT, Executive Director, Staffing and Operations,
Anchorage School District (ASD), stated support for HB 157, and
stressed the difficulty in finding teachers for Alaska Native
languages. She said, despite its sizeable population, it isn't
easy to fill Native language positions in Anchorage, and added
that it must be even more difficult in smaller districts. As a
12 year immersion school principal, she reported students are
fluent by the fourth grade in English, as well as the target
language. Alaska is on the cutting edge of offering language
immersion programs, she opined, and it appears to help the
children excel in other subjects; as shown via testing that is
administered in English. Immersion language programs are
beneficial to students who will take their place in a global
economy.
8:46:12 AM
BRANDON LOCKE, Director, World Languages, Anchorage School
District (ASD), stated support for HB 157, and described the ASD
immersion program, which has approximately 2,500 students
enrolled in levels K-12. The Japanese program is celebrating
its 26th year and other languages served include: Spanish,
Russian, German and Mandarin Chinese. The programs in the
district follow the 50/50 model, which he detailed and said a
full immersion model doesn't exist in Anchorage. He noted that
many of the teachers arrive from other fields, with backgrounds
in areas such as engineering or medicine. Hires are made based
on an individual's ability to speak the target language
fluently. These teachers are well educated, but may not be
proficient enough in English to pass the basic competency tests
to receive a teaching credential; the tests are administered in
English. Alaska is nationally recognized as a best practices
model for language immersion.
8:50:05 AM
REPRESENTATIVE SEATON asked for clarification regarding the
validity of the provisional certificates and any restrictions
for use in certain physical areas or regions.
MR. MAGDANZ responded that the limited certificate is valid only
in the district that made the request.
8:52:57 AM
KATHERINE GARDNER, Executive Director, Human Resources,
Matanuska-Susitna Borough School District, stated support
for HB 157, paraphrasing from a prepared statement, which
read as follows [original punctuation provided]:
I am speaking to you today to express my support for
House Bill 157, specifically those amendments and
additions which pertain to the requirements of
certification for teachers of immersion programs.
The Mat-Su School District supports education choice
as a fundamental part of our school system. We are
proud that Fronteras Spanish Immersion Charter School
is one of the many successful options available to
families in our Borough. I can speak from experience
in supporting the hiring at Fronteras Spanish
Immersion Charter School, however, that adequately
staffing an immersion school is a challenging task
under the current regulatory landscape in Alaska.
Skilled language and culture teachers are not readily
found in the typical labor market and many times
individuals who possess the requisite knowledge of the
language or culture are not licensed teachers. The
flexibility proposed in HB 157 recognizes these
realities, and supports alternative methods to teacher
certification, similarly to how we would other non-
traditional teacher experts.
I would ask the committee to give adequate
consideration to an extended effective date for those
provisions which impact current programs and teachers.
Though some of the stated requirements for operation
of a charter school will be easy to demonstrate some
may require time to show compliance. For example -
the addition of the language immersion endorsement for
all existing language immersion teachers, teaching in
the schools designated language. I want to also
express my support for a deeper look into the
certification process for language immersion teachers,
as raised by some of the questions which have [been]
asked today which speak to the rigor of the
certification renewal process - though I support
additional flexibility for our district and the
language immersion school we have - we are interested
in hiring the best teachers and as you've recognized
immersion teachers are teaching traditional subjects
in the immersion language not simply the language
itself so to have little to no requirements of these
individuals to pursue certificate renewal would be
inconsistent with other practitioners.
8:55:43 AM
JENNIFER HUTCHINS, Principal, Fronteras Charter School,
Spanish American Immersion School, stated support for HB
157 and stressed the difficulty involved in hiring
certified teachers who are fluent in target languages.
Testing a candidate in a language other than their native
tongue is a barrier. The teachers are solid, but it is
difficult for them to gain the appropriate certification to
remain in the classroom. She offered that widespread
support exists for this bill. Native speakers are
available, and would like to assist in the classroom
setting, thus removing barriers will be helpful in
fulfilling the need for teachers.
9:00:08 AM
REPRESENTATIVE SEATON acknowledged the multiple articles
included in the packet and asked whether data is available
to support the claims. If statistics are available
charting success of comparable programs, he asked to have
the documents added to the packet.
CHAIR KELLER said public testimony would remain open, and
announced HB 157 as held.
| Document Name | Date/Time | Subjects |
|---|---|---|
| HB157 Hearing Request.pdf |
HEDC 2/1/2016 8:00:00 AM HEDC 2/8/2016 8:00:00 AM |
HB 157 |
| HB157 Sponsor Statement.pdf |
HEDC 2/1/2016 8:00:00 AM HEDC 2/8/2016 8:00:00 AM |
HB 157 |
| HB157 Sectional Analysis.pdf |
HEDC 2/1/2016 8:00:00 AM HEDC 2/8/2016 8:00:00 AM |
HB 157 |
| HB157 Fiscal note.pdf |
HEDC 2/1/2016 8:00:00 AM HEDC 2/8/2016 8:00:00 AM |
HB 157 |
| HB157 Support Fronteras.pdf |
HEDC 2/1/2016 8:00:00 AM HEDC 2/8/2016 8:00:00 AM |
HB 157 |
| HB157 Supporting Documents-Article Indian Country Today 9-1-2014.pdf |
HEDC 2/1/2016 8:00:00 AM HEDC 2/8/2016 8:00:00 AM |
HB 157 |
| HB157 Supporting Documents-Article Salt Lake Tribune 8-4-2012.pdf |
HEDC 2/1/2016 8:00:00 AM HEDC 2/8/2016 8:00:00 AM |
HB 157 |
| 8 HB157 SB84 Support.docx |
HEDC 2/1/2016 8:00:00 AM HEDC 2/8/2016 8:00:00 AM |
HB 157 SB 84 |
| HB157 Supporting Documents-Website Utah Dual Language Immersion Program.pdf |
HEDC 2/1/2016 8:00:00 AM HEDC 2/8/2016 8:00:00 AM |
HB 157 |
| HB157 ver S.PDF |
HEDC 2/1/2016 8:00:00 AM HEDC 2/8/2016 8:00:00 AM |
HB 157 |
| 1 HB102 Sponsor.pdf |
HEDC 2/1/2016 8:00:00 AM |
HB 102 |
| 2 HB102.pdf |
HEDC 2/1/2016 8:00:00 AM |
HB 102 |
| 3 CSHB102.pdf |
HEDC 2/1/2016 8:00:00 AM |
HB 102 |
| 4 CSHB102 Changes from version W to P.pdf |
HEDC 2/1/2016 8:00:00 AM |
HB 102 |
| 5 CSHB102 draft version P.pdf |
HEDC 2/1/2016 8:00:00 AM |
HB 102 |
| HB102 Fiscal note.pdf |
HEDC 2/1/2016 8:00:00 AM |
HB 102 |
| 6 HB102 Fiscal Note EED-SS 3-13-15.pdf |
HEDC 2/1/2016 8:00:00 AM |
HB 102 |
| 8HB102 Support KANA.pdf |
HEDC 2/1/2016 8:00:00 AM |
HB 102 |
| 9 HB102 Support IDEA.pdf |
HEDC 2/1/2016 8:00:00 AM |
HB 102 |
| 10 HB102 Support JYS.pdf |
HEDC 2/1/2016 8:00:00 AM |
HB 102 |
| 11HB102 Support Mike Lyons.pdf |
HEDC 2/1/2016 8:00:00 AM |
HB 102 |
| 12 HB102 Support North Star 1.pdf |
HEDC 2/1/2016 8:00:00 AM |
HB 102 |
| 13 HB102 North Star 2.pdf |
HEDC 2/1/2016 8:00:00 AM |
HB 102 |
| 14 HB102 NorthStar Response to Committee Questions.pdf |
HEDC 2/1/2016 8:00:00 AM |
HB 102 |
| 15 HB102 Comparison of Services ASD NSBH.pdf |
HEDC 2/1/2016 8:00:00 AM |
HB 102 |
| 16 HB 102 SupportTestmony David Nees.msg |
HEDC 2/1/2016 8:00:00 AM |
HB 102 |
| 17 HB102 Support Providence-Kodiak Counseling Center.pdf |
HEDC 2/1/2016 8:00:00 AM |
HB 102 |
| 18 HB102 Oppose ASD Letter.pdf |
HEDC 2/1/2016 8:00:00 AM |
HB 102 |
| 20 HB102 Oppose Testimony Hope.msg |
HEDC 2/1/2016 8:00:00 AM |
HB 102 |
| 21 HB102_Oppose KPBSD_Clayton Holland 2015.pdf |
HEDC 2/1/2016 8:00:00 AM |
HB 102 |
| 22HB 102 Oppostion Wassman.pdf |
HEDC 2/1/2016 8:00:00 AM |
HB 102 |
| 23 CSHB102 Work Draft I Jan.29 2016.pdf |
HEDC 2/1/2016 8:00:00 AM |
HB 102 |