Legislature(2021 - 2022)DAVIS 106
04/26/2021 08:00 AM House EDUCATION
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| Audio | Topic |
|---|---|
| Start | |
| HB164 | |
| HB21 | |
| Adjourn |
* first hearing in first committee of referral
+ teleconferenced
= bill was previously heard/scheduled
+ teleconferenced
= bill was previously heard/scheduled
| += | HB 164 | TELECONFERENCED | |
| *+ | HB 21 | TELECONFERENCED | |
| + | TELECONFERENCED |
HB 164-EARLY ED PROGRAMS; READING; VIRTUAL ED
[Contains discussion of companion bill SB 111.]
CO-CHAIR DRUMMOND announced that the first order of business
would be HOUSE BILL NO. 164, "An Act relating to early education
programs provided by school districts; relating to school age
eligibility; relating to early education programs; establishing
a parents as teachers program; relating to the duties of the
Department of Education and Early Development; relating to
certification of teachers; establishing a reading intervention
program for public school students enrolled in grades
kindergarten through three; establishing a reading program in
the Department of Education and Early Development; relating to a
virtual education consortium; and providing for an effective
date."
[Before the committee, adopted as a working document during the
4/23/21 House Education Standing Committee meeting, was the
proposed committee substitute (CS) for HB 164, Version 32-
LS0731\I, Klein, 4/20/21, ("Version I").]
8:04:45 AM
REPRESENTATIVE CHRIS TUCK, Alaska State Legislature, as prime
sponsor, presented HB 164. He thanked the committee and
introduced the invited testimony.
8:05:53 AM
TOM KLAAMEYER, President, National Education Association-Alaska
(NEA-Alaska), testified in support of HB 164. He shared that he
has been a teacher for 25 years and is testifying on behalf of
almost 12,000 educators across the state. He said HB 164
represents what's possible when legislators and stakeholders
work together to craft evidence-based policy that puts learning
first, expressing that this is how government is supposed to
work. He said HB 164 would close the achievement gap by
ensuring equitable educational rigor and resources, improve the
safety and well-being of students, and support all students in
the goal of reading at grade-level by the end of third grade.
He quoted from the Alaska Education Challenge document, which
read, "Research suggests that school readiness at an early age
is one critical strategy for improving future student outcomes
and closing racial/ethnic and socioeconomic achievement gaps."
He said that a culturally-relevant reading program, along with
sound pedagogy, best practices for reading instruction, and
culturally-appropriate intervention and support for students,
are essential to the program.
8:11:36 AM
MR. KLAAMEYER pointed out that Alaska is one of only a handful
of states that does not offer voluntary, statewide pre-
kindergarten education, while states that do have such programs
are often recognized as "reading successes." He characterized
students in Alaska as "the most unique and diverse in the
country," with 21 official languages and many cultural norms and
traditions; however, 36 percent of children zero to eight years
old live in poverty, Alaska has the nation's highest rate of
child maltreatment, and children in Alaska are one-third more
likely than their counterparts in other states to die before the
age of eight. Only one-third of Alaska's children are
kindergarten-ready, he said, and children from low-income
families are even less likely to be equipped to start their
education. He said that expanding access to voluntary, high-
quality pre-kindergarten education is essential to achieving
grade-appropriate reading proficiency; this education has been
demonstrated to be the most effective way to increase school
readiness in both academic and social-emotional skills, even as
the students grow into adulthood. He said that, even though
Alaska spends more per-capita on students than other states,
Alaska's students don't compare to those in other states in many
ways. Distance, climate, and the high cost of energy,
transportation, and food make Alaska unique, and standardized
testing along can't capture the comprehension of students who
speak indigenous languages or who are just learning English.
MR. KLAAMEYER expressed that while tests are important, their
ability to measure success is complex and varied, and students
are more than just a test score. Regarding teachers, he said
that after years of flat funding, inflation-related strains on
the system, and a broken retirement system, it's not surprising
that there are 1,000 fewer certified teachers working in Alaska
than there were only a decade ago. Legislative cuts to the
system have led to many teacher layoffs, he said, and it's the
same mentality about education funding that calls for the
inclusion of a sunset clause in HB 164. He asked the committee
to help provide enduring stability for pre-kindergarten
education in the coming years, and he said students would
benefit far more from ongoing program review, reporting, and
engagement with stakeholders rather than sunset provisions. He
expressed that the proposed legislation could be a turning point
for education in Alaska.
8:18:35 AM
REPRESENTATIVE ZULKOSKY asked how specialized assessment would
relate to standardized tests in the classroom.
MR. KLAAMEYER replied that tools like the Measure of Academic
Progress (MAP) test, which is currently being used by almost
every school district, could be incorporated into the proposed
process. He said information from the MAP test goes directly to
the teacher instead of having to wait until the following year
for results. In addition, he said, professional development and
allowing teachers the freedom to teach what they know, in the
ways they know best, should provide an overall structure,
resources, and support for students and educators without being
so dogmatic that it becomes a hinderance to the goal.
REPRESENTATIVE ZULKOSKY asked whether NEA-Alaska has consulted
with teachers on the reporting requirements and the classroom
time demands for the assessments.
MR. KLAAMEYER replied that a broad survey of NEA-Alaska member
teachers hasn't been done, but the previous NEA-Alaska president
convened a team, consisting of members throughout the state,
that looked closely at the proposed policies.
REPRESENTATIVE ZULKOSKY asked whether it would be possible to
question a representative from the Department of Education &
Early Development (DEED).
8:23:49 AM
KAREN MELIN, Deputy Commissioner, Department of Education and
Early Development, asked Representative Zulkosky to clarify her
question.
REPRESENTATIVE ZULKOSKY pointed out that the reading
intervention section of HB 164 is mandatory, while other
sections are voluntary. She asked what type of support DEED
would provide for teachers conducting assessments in the
classroom.
MS. MELIN responded that most school districts already have an
assessment process in place that includes early literacy
screening. She said DEED is hoping for classroom uniformity on
how the assessments are being administered, so DEED can support
the entire state with a common tool, of which there are several
currently being used throughout the state. The early literacy
screening tools currently being used address the five main
components of reading, which have been shown to be the main
indicators for student success in reading. She said most
classroom teachers view assessment and instruction as being
"very intricately woven" into their practice, and most educators
are constantly assessing students; assessment and instruction,
she said, are two sides of the same coin.
8:27:53 AM
REPRESENTATIVE TUCK pointed out that, while the goal of the
proposed legislation is to establish statewide standards for
pre-K, enrollment is still voluntary. Reading intervention for
grades K-12 would be mandatory.
8:28:51 AM
SENATOR TOM BEGICH, Alaska State Legislature, on behalf of the
Senate Education Standing Committee, sponsor of companion bill
SB 111, stressed that, while every school district has reading
programs, the proposed legislation would set a universal
standard with evidence-based processes. He pointed out that not
every child currently gets assessed, and the concept behind the
program is to assess every child to identify struggles so the
process can be retooled to work for the student.
8:30:18 AM
REPRESENTATIVE PRAX asked whether the standards are developed
and published, and if so, where they can be found.
SENATOR BEGICH explained that there are a number of different
standards, and each school district could indicate which testing
and assessment tools it's using. He expressed that
Representative Prax' question emphasizes the inconsistency
throughout the state, which would be addressed by the proposed
legislation.
MS. MELIN said that there are math standards and language art
standards that have gone through a rigorous process to identify
certain skills that all Alaska students should be able to do;
those standards are published and widely supported by DEED as
the knowledge a well-educated student in Alaska would have. At
this point, she said, there have been some recently-adopted
early childhood standards, the Early Learning Guidelines, which
is published and posted on the DEED website. When it comes to
setting a standard at the department, she said, there is a
process; for assessment tools, however, whoever creates the
assessment uses accepted standards of what a child that age
should know.
8:34:49 AM
REPRESENTATIVE PRAX asked whether there exist any currently
published standards.
MS. MELIN replied that there are pre-K and K-12 standards
published on the DEED website.
REPRESENTATIVE PRAX asked for the link to the published
standards.
8:36:32 AM
REPRESENTATIVE HOPKINS commented that underperforming schools
and districts already have more individual reading plans for
students, and they may experience a cumulative buildup of such
plans. He asked Mr. Klaameyer about any concerns about the
existence of "too many" individual reading plans in a classroom,
and any support necessary for the teacher to be able to handle
the workload.
MR. KLAAMEYER responded that the questions of workload and class
size affect the support needed to meet the needs of students.
He said guidance from the school or detailed policy should make
sure students' needs are met while providing support to the
teachers. He discussed that local school districts should make
the decisions that would best serve their students, such as
making sure there aren't too many students in one class with
individual reading plans, as well as limiting overall class size
and providing professional development and support for teachers.
He said individual teachers should also have a voice in
developing processes, since the teachers know the students.
REPRESENTATIVE HOPKINS asked what specific support structures
are in place.
8:40:11 AM
SENATOR BEGICH elaborated on three components of the proposed
legislation: early education, reading, and support of the early
education and reading components. The support component
provides for a number of new positions within DEED that would be
focused on reading, and that are designed to work directly with
school districts; it also includes an integrated program for
teacher training. The support component also includes reading
specialists specific to local or rural communities funded by
DEED, he said, and the reading specialists could be
paraprofessionals drawn from the community and trained as
reading specialists. He pointed out that the support system
currently in place is nowhere near the level proposed in HB 164.
8:43:20 AM
REPRESENTATIVE TUCK interjected to acknowledge that the up-front
support would be difficult in the beginning, but the early
interventions should make it easier in the long run. He said
when parents are involved in their child's education, it's
easier for the teacher as well, so support is important.
REPRESENTATIVE HOPKINS pointed out that previous iterations of
the proposed legislation included more support than the current
iteration, and he alluded to support positions "going out to
school districts." He then asked whether the support person
would be required to remain in the school district.
SENATOR BEGICH replied that DEED would pay for an individual
already in the district, instead of one who flies in for a
couple of days' work and then leaves.
REPRESENTATIVE HOPKINS asked Senator Begich to clarify whether
he was expressing that the level of support in HB 164 would be
an increase from that which was proposed in SB 111. He also
asked whether HB 164 includes funding for local
paraprofessionals in school districts, and if not, how to
bolster such funding.
SENATOR BEGICH responded that not all of those propositions are
in HB 164. He said the reading support specialist position, as
well as paraprofessional training, are no longer in the bill.
He commented that he has "strong" feelings about the absence of
those components. He said, "The short answer is ... it's in the
bill, but nowhere near as robustly as I think it could be." He
said the fiscal notes of earlier iterations of the bill were
approximately 40 percent support and 60 percent early education,
and the support section is now slightly declined.
8:48:41 AM
JAMIE BURGESS, Superintendent of Schools, Nome Public Schools,
testified in support of HB 164 and presented an overview of
early education in Nome Public Schools with a PowerPoint titled,
"Pre-K and Student Achievement Impact." She presented slides 2
through 4, "Brief History," which read as follows [original
punctuation provided]:
club Nome Public Schools has partnered with the two
existing preschool providers from 2009-2019
club Two preschool providers
club Nome Preschool - private non-profit
organization founded in 1970, mainly parent
driven
club Head Start - administered by local tribal non-
profit organization
club These providers have the capacity to serve
approximately 2/3 of the average kindergarten class
each year (40 out of 60)
club The State of Alaska Preschool Grant allowed
placement of certified teachers in the classrooms of
the partner organizations
club The grant originally funded up to 3 teachers two
at Head Start and 1 at Nome Preschool not consistent
at filling all 3 slots with a certified teacher over
10 years
club We had 3 cycles of 3 year grants; the final cycle
was a "sunset" period of decreasing funds, with a
final year funded with carryovers
club During the sunset period, uncertainty of funding the
grant program by the Alaska Legislature which ran well
into the late spring months meant increased difficulty
in hiring/retaining preschool teachers
club The last year with preschool teachers was the 2018-
2019 school year
club Unable to hire any teachers in the spring of 2019
due to ongoing uncertainty around Governor's Veto of
Pre-K grant funds
club Had to decline grant in the fall of 2019 ongoing
attempts to find teachers throughout the summer
produced no results
MS. BURGESS presented slide 5, "Class of 2029 Kinder," which
displayed a bar graph showing data of the fall administration of
the Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
assessment for all Nome kindergarten children in 2016. She
stressed that the DIBELS assessment is nationally-recognized for
determining whether children are developing foundational
literacy skills, which eventually lead to reading fluency and
comprehension. Two of the earliest assessments are given in
kindergarten, she said; the Letter Naming Fluency (LNF)
assessment ask children to identify as many letters as they can
in the space of one minute, and the First Sound Fluency (FSF)
assessment asks children to identify the first sound in a short,
three-letter word that is read to them. The graph showed a
significant difference in assessment scores between children who
attended pre-K and those who did not. On slide 6, titled "Class
of 2029 2nd Grade," the same children were assessed in the
second grade, taking the Measure For Progress (MAP) reading
assessment, another nationally-recognized assessment which
compares children across the country, taking the same assessment
at the same time, to each other. She said the typical benchmark
for grade-level performance on the MAP assessment is
approximately 40 percent; Nome elementary looks at children that
fall below 25 percent as candidates for reading intervention.
The slide, which displayed a bar graph of test scores of 25
percent or higher, 11 to 24 percent, and 10 percent or lower,
showed that children who did not attend pre-K were much more
likely to be identified as needing enrollment in the district's
reading intervention program.
MS. BURGESS presented slide 7, "Class of 2031 Kinder," which
displayed kindergartners' 2018 scores on the Alaska
Developmental Profile, an assessment given by kindergarten
teachers after four weeks of observing students' performance and
scoring students on their proficiency at meeting 11 out of 13
goals such as . She said students are scored with a "2" if they
consistently demonstrate the desired skill or behavior; a "1" if
they sometimes demonstrate the skill; and "0" if they seldom or
never demonstrate the skill or behavior. A score of "2," she
said, is needed to meet the goal, and the State of Alaska
defines "kindergarten-ready" as a child receiving a score of "2"
on at least 11 of the 13 goals. The slide demonstrated the
scoring differences between children who did and who did not
attend preschool, and also between children who attended a
preschool classroom led by a teacher certified by the State of
Alaska in early education. Only 17 percent of all children
assessed that year met at least 11 out of the 13 goals, she
said; when the group of 17 was split up according to preschool
status, the group that attended preschool had higher scores than
the group that did not, and the group that attended preschool
with a certified teacher was the largest group.
MS. BURGESS presented slide 8, "Class of 2031 Kinder," which
showed the MAP scores for the same cohort of children. The
slide displayed a bar chart showing that 70 percent of the
children who attended preschool scored in the 40th percentile,
indicating that the children were reading close to, or at, grade
level; 55 percent of the students who did not attend preschool
met the same benchmark. On slide 9, "Class of 2031 Kinder," the
previous slide's MAP scores were further broken out by students
who attended preschool led by a certified teacher, and those who
did not. In that group, she said, 75 percent of the children
who met the benchmark attended preschool led by a certified
teacher.
MS. BURGESS pointed out that one of the aspects of HB 164 is the
requirement for a funded preschool program to be led by a high-
quality teacher. She then presented slide 10, "Current
Situation," which read as follows [original punctuation
provided]:
club Preschool partner organizations fill teaching
positions with staff of varying educational background
and experience
club None are certified Alaska Teachers
club None hold Bachelor's Degrees in any subject;
some may have some college experience
club Some hold Child Development Associate (CDA)
certificates; others may be working towards completion
club Formal training on best practices in early literacy
development may be lacking
club COVID-19 pandemic has curtailed any professional
development collaborative opportunities between
district and partner organizations
MS. BURGESS said that while the individuals do their best and
may receive some training, their knowledge of best practices in
early education, and especially in early literacy development,
are often lacking. She said her most experienced kindergarten
teacher, who has been teaching for 15 years at Nome Elementary
School, said she has noticed a significant change in incoming
kindergartners in 2019 and 2020, which were the last students
who had the benefit of certified teachers. The teacher said she
had to rethink her learning centers to meet the needs of her
students. Another kindergarten teacher, who had worked in the
preschool program the prior year, had some of the same children
in her class; her class had the highest assessment scores. Due
to a lack of teachers, she said, preschool classes were being
rotated even before the COVID-19 pandemic shutdown. She pointed
commented that the lack of consistent preschool was demonstrated
in the social and emotional learning (SEL) of the
kindergartners, who needed to learn how to behave in school and
interact with each other.
MS. BURGESS presented slide 11, "Conclusions," which read as
follows [original punctuation provided]:
club While the data set is small, the pattern represented
here is one we see repeatedly over the years:
club Students who participate in a Pre-K program are
better prepared for kindergarten, score better on
kinder reading assessments, and the trend
continues into later grades
club When we have certified teachers in the Pre-K
classrooms, the student gains are higher
club Work still needs to be done in our District to
improve the ability of our early elementary teachers
to be good reading teachers we are a recipient of
the State Literacy Grant with a total focus on
increasing expertise in this area
MS. BURGESS expressed that HB 164 would provide a unique
opportunity for stakeholders in education to have a significant
impact on legislation in Alaska.
9:01:35 AM
REPRESENTATIVE PRAX, referencing slide 2, asked whether Nome
Preschool went out of business.
MS. BURGESS replied that both preschools are still operating,
but that Nome Preschool, as a private school, and Head Start,
administered by the local tribal non-profit, do not formally
work with Nome School District.
REPRESENTATIVE PRAX asked, "You were providing a service in
addition to what Nome Preschool and Head Start was providing, is
that understanding correct?"
MS. BURGESS explained that both programs were operational, but
when Nome School District had the State of Alaska Preschool
Grant, the school district was able to place certified teachers
in the classrooms of the preschools. She said both
organizations tend to hire locals who are not certified teachers
and who are of limited background or knowledge in teaching best
practices.
REPRESENTATIVE PRAX stated his understanding that Nome School
District was providing certified teachers to the Nome Preschool
and Head Start programs.
MS. BURGESS replied yes. She said the positions were all funded
by the grant, but because grant funding was so uncertain,
finding certified teachers was difficult. She said both
certified teachers had already resigned or transferred to other
positions.
9:05:23 AM
SENATOR BEGICH pointed out that the goal is to ensure education
grants are cross-supportive, instead of causing schools to
compete with one another.
9:06:09 AM
REPRESENTATIVE HOPKINS asked whether Nome School District would
apply for the three-year education grants provided under HB 164.
MS. BURGESS replied yes. She stressed that it's difficult to
hire certified preschool teachers when the funding for the
position from year to year is not clear.
REPRESENTATIVE HOPKINS asked where Nome School District stands
in performance as it relates to grant funding hierarchy.
MS. BURGESS estimated that Nome School District is likely
towards the bottom of assessments. Because there is no
statewide assessment for children in grades K-2, she said she
assumes the school district's place in the funding hierarchy
would be based on Performance Evaluation for Alaska's Schools
(PEAKS) scores.
REPRESENTATIVE HOPKINS asked why funding would be based on PEAKS
instead of MAP.
MS. BURGESS replied that MAP could possibly replace PEAKS, and
that it would be easy to access information on individual
students, schools, and districts with MAP tests.
9:11:10 AM
REPRESENTATIVE TUCK directed the committee's attention to the
text of committee substitute (CS) of HB 164, Version LS-
320731\I, Klein, 4/20/21, Section 14, subsection (c), beginning
on page 9, line 2. He asked Representative Hopkins to clarify
whether he was referring to a previous version of the proposed
legislation in the discussion of performance ranking for grant
purposes.
REPRESENTATIVE HOPKINS asked for clarification on ranking
schools for the early education grant.
REPRESENTATIVE TUCK deferred to Ms. Melin.
MS. MELIN explained that the early education grants are
administered through an application process, separate from how
individual school support needs are identified. She said the
only assessment data collected statewide is on PEAKS, but
several other indicators on the state accountability system are
considered when assessing school performance for grants. She
said there is no single assessment used statewide as an early
literacy screener; she pointed out that the Nome School District
uses DIBELS, while other school districts use a number of
different assessment tools. She said one of the important
potential results of the proposed legislation is the ability to
collect consistent statewide data.
9:15:00 AM
NORM WOOTEN, Director of Advocacy, Association of Alaska School
Boards, testified in support of HB 164, sharing his experience
as an educator and his involvement in policy. He said HB 164
and its companion bill, SB 111, is the most important
legislation he's seen in 36 years of working with the
legislature on educational issues, and he expressed that it
would be a "game changer" for students in Alaska. The
accountability provisions within the bill are reasonable, he
said, and the strong elements for professional development would
help educators meet students' needs. The assurance that early
education programs are appropriate and utilize research-based
strategies would prepare the students for successful educational
experiences throughout the system.
MR. WOOTEN discussed the virtues of defining the elements of an
evidence-based reading education system, and stressed that the
ability to read well, as emphasized in HB 164, is the foundation
of all future education. He pointed out that rapid and timely
interventions for students in need is critical, and the emphasis
on increasing parental engagement, as well as the assistance of
DEED, would be helpful. He expressed that some type of hybrid
instruction that includes virtual delivery will certainly
continue after the COVID-19 pandemic, and professional
development for the instructors will improve that learning
model. The phrase "culturally responsive," he said, ensures
that districts can serve students in ways acceptable to the
community. He expressed disappointment that funding for
universal pre-K isn't possible due to the state's fiscal cliff,
but he hopes the results of the program in the proposed
legislation will show the results of early education and
demonstrate its importance. He expressed that he isn't opposed
to the requirement to report the number of administrators
compared to students, but that it's "sometimes too easy" to find
additional funding merely by reducing the number of
administrators, as they are the educational leaders. He said
that making the repeal clauses within HB 164 consistent with one
date would avoid confusion. He expressed confidence that
teachers and administrators would utilize early education,
evidence-based reading instruction, interventions for students
not meeting proficiency, and family partnerships would make a
difference in the lives of students, and that annual reports to
the legislature would show improvements in standardized tests.
9:21:53 AM
CO-CHAIR DRUMMOND commended Mr. Wooten for his long service.
REPRESENTATIVE ZULKOSKY asked Mr. Wooten to clarify his current
position.
MR. WOOTEN replied that he held the position of executive
director at the Association of Alaska School Boards until last
April, when he stepped down and moved into his current position.
REPRESENTATIVE ZULKOSKY asked Mr. Wooten about indigenous
language immersion programs and any overlap in standards set out
in the proposed legislation.
MR. WOOTEN stated that the Association of Alaska School Boards
is in "strong support" of indigenous language instruction and
recovery within school districts, including language immersion
programs. He expressed that the term "culturally responsive"
means that local school districts are able to address many
issues with regard to customs and language programs.
9:24:43 AM
REPRESENTATIVE ZULKOSKY commented that HB 164 seems to focus on
English literacy, and she asked Representative Tuck about
literacy in multiple languages.
REPRESENTATIVE TUCK pointed out that the bill stresses "reading
literacy," and does not refer to English, specifically due to
the diversity within the state. He commended Representative
Kreiss-Tomkins for his efforts to support language immersion
programs for native languages, pointing out that there are over
100 languages in the Anchorage School District. The best time
to introduce a new language is by age 3, he said, which is part
of why it's good to include the Parents As Teachers program in
the proposed legislation.
9:27:50 AM
REPRESENTATIVE STORY proposed to send questions to DEED later,
in the interest of time.
CO-CHAIR DRUMMOND announced that HB 164 was held over.
| Document Name | Date/Time | Subjects |
|---|---|---|
| HB 21 Backup Faculty Alliance Support Letter.pdf |
HEDC 4/26/2021 8:00:00 AM |
HB 21 |
| HB 21 Backup Intro Presentation.pdf |
HEDC 4/26/2021 8:00:00 AM |
HB 21 |
| HB 21 Committee Packet 4.26.2021.pdf |
HEDC 4/26/2021 8:00:00 AM |
HB 21 |
| HB 21 Bill.PDF |
HEDC 4/26/2021 8:00:00 AM |
HB 21 |
| HB 21 Sectional.pdf |
HEDC 4/26/2021 8:00:00 AM |
HB 21 |
| HB 21 Sponsor.pdf |
HEDC 4/26/2021 8:00:00 AM |
HB 21 |
| CS for HB 164 Sectional Analysis for Sections 14 and 35 4.23.2021.pdf |
HEDC 4/26/2021 8:00:00 AM |
HB 164 |
| CS for HB 164 Version I Sectional Analysis 4.23.2021.pdf |
HEDC 4/26/2021 8:00:00 AM |
HB 164 |
| HB 164 Supporting Document - Educational Opportunity Timeline for the past 25 years 4.23.2021.pdf |
HEDC 4/26/2021 8:00:00 AM |
HB 164 |
| HB 164 Supporting Document Nome Public Schools Pre-K Information 4.23.2021.pdf |
HEDC 4/26/2021 8:00:00 AM |
HB 164 |
| HB 21 FN UA.SS 4.26.2021.pdf |
HEDC 4/26/2021 8:00:00 AM |
HB 21 |