Legislature(2021 - 2022)DAVIS 106
05/07/2021 08:00 AM House EDUCATION
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| Audio | Topic |
|---|---|
| Start | |
| HB164 | |
| HB173 | |
| Adjourn |
* first hearing in first committee of referral
+ teleconferenced
= bill was previously heard/scheduled
+ teleconferenced
= bill was previously heard/scheduled
| += | HB 164 | TELECONFERENCED | |
| *+ | HB 173 | TELECONFERENCED | |
| + | TELECONFERENCED | ||
HB 173-SCHOOL CLIMATE & CONNECTEDNESS
9:27:13 AM
CO-CHAIR STORY announced that the final order of business would
be HOUSE BILL NO. 173, "An Act relating to state education
policy; relating to school climate and connectedness;
establishing the School Climate and School Connectedness
Improvement Committee; and providing for an effective date."
9:28:07 AM
The committee took an at-ease from 9:28 a.m. to 9:29 a.m.
9:29:00 AM
REPRESENTATIVE GERAN TARR, Alaska State Legislature, as prime
sponsor, introduced HB 173.
9:30:30 AM
The committee took an at-ease from 9:30 a.m. to 9:31 a.m.
9:31:15 AM
REPRESENTATIVE TARR paraphrased the sponsor statement for HB
173, which read as follows [original punctuation provided]:
Alaska's approach to education must be updated to
reflect our current understanding of the impact of
early childhood adversity, toxic stress, childhood
trauma, and cultural competency on children's
cognitive development. The School Climate and School
Connectedness Improvement Act would compel the school
districts in our state to submit plans for improving
their schools' climate and connectedness for their
students, thereby shifting Alaska's focus away from
punitive discipline and towards trauma-engaged,
culturally responsive, and restorative teaching
practices.
This act would not simply place this requirement on
districts to navigate alone; it would create a
multidisciplinary, diverse statewide School Climate
and School Connectedness Committee, which would
support and inform districts during the planning
process.
This idea was not created from whole cloth this
policy recommendation has been the result of over 5
years of collaboration between hundreds of educators
from Anchorage, Fairbanks, Juneau, Homer, Palmer,
Sitka, Kenai, Valdez, Chevak, Wasilla, Bethel,
Dillingham, St. Paul, and Utqiagvik
Additionally, practitioners and educators across the
globe have denounced zero-tolerance disciplinary
practices such as out-of-school suspensions and
expulsions, as removing students from the classroom
simply makes it harder for those students to ever
catch up academically to their peers. Research has
shown that these policies lead to the "school to
prison pipeline," where students that have been
suspended or expelled are more likely to end up in the
juvenile justice system.
The recommended approach to classroom conflict is a
set of strategies known as "restorative practices,"
which the Schott Foundation defines as, "processes
that proactively build healthy relationships and a
sense of community to prevent and address conflict and
wrongdoing." In other words, when students have a
conflict, rather than ejecting students from the
classroom, restorative practitioners would seek to
mend the relationships that were harmed.
In fact, the intent of HB 173 would assist the
Department of Education and Early Development in
achieving the goals listed in its 2025 strategic plan,
which specifically states creating a "sustainable and
positive school climates that are safe, supportive,
and engaging for all students, staff, and communities"
as one of its major goals.
In summation, the School Climate and School
Connectedness Improvement Act would be a concerted
effort to have our educators intentionally re-examine
their existing educational practices and update them
to include our modern understanding of childhood
development and learning. Our children are our most
precious resource, and we need to make sure that our
schools are supportive environments where they can
thrive, and which are led by Alaskans, for Alaskans.
REPRESENTATIVE TARR said work on Erin's Law and Bree's Law
taught her that educators are being relied upon more than ever,
combined with downward pressure on the budget.
9:35:15 AM
REPRESENTATIVE DRUMMOND asked for information on Erin's Law and
Bree's Law.
REPRESENTATIVE TARR replied that Erin's Law is a child sexual
abuse prevention law, and Bree's Law is a "teen dating violence
prevention" law. She said evidence shows that prevention-based
policies yield the greatest results. She said efforts towards
implementing a statewide policy in the public education system
taught her that unfunded mandates are not feasible, while
engagement from stakeholders shows more promise. She said
federal funding has been linked to the existence of zero-
tolerance policies for guns on campus for the past 20 years, and
rates of suspension and expulsion has increased during that
time; students were suspended or expelled for infractions beyond
their control, and thus excluded from the learning environment.
She said the "restorative model" relies on a balance between
accountability and support to change classroom dynamics.
REPRESENTATIVE TARR shared an example of two fifth-grade boys
who were fighting on the playground became friends after
attending a seminar in which they discussed their similarities
and differences. She said HB 173 would create a committee to
assist school districts in adopting restorative teaching
practices.
9:41:25 AM
DAVID SONG, Staff, Representative Geran Tarr, Alaska State
Legislature, on behalf of Representative Tarr, prime sponsor,
presented the sectional analysis of HB 173, which read as
follows [original punctuation provided]:
Section 1: States the bill may be known as the School
Climate and School Connectedness Improvement Act.
Section 2: Amends AS 14.03.015, with a new subsection,
AS 14.03.015 (b). This subsection states that the
state's education policy will consider principles of
early childhood and youth brain development, in
addition to considering concepts such as early
adversity, toxic stress, childhood trauma, and the
promotion of resilience when possible.
Section 3: Creates an advisory School Climate and
School Connectedness Improvement Committee under the
Department of Education and Early Development. This
committee will consist of 2 current and 2 retired
school superintendents, 3 current and 3 retired K-12
teachers, 4 parents of K-12 students, 1 representative
from the Department of Health and Social Services, 2
school social workers, and 2 school counselors. These
members will be appointed by the governor and will
require representation across rural and non-rural
communities, as well as representation across grade
levels. The committee will also be able to establish
sub-committees on various topics, including English
language learners, special education, student
athletes, vocational education, and any other topics
as deemed necessary by the committee.
Section 4: Requires school districts to develop school
climate and school connectedness improvement plans
with support from the statewide School Climate and
School Connectedness Improvement Committee. This
section also provides guidance for concepts that can
be included in the districts' school climate and
school connectedness plans.
Section 5: Requires that school districts submit their
school climate and school connectedness improvement
plans to the commissioner of education and early
development, the senate secretary, and the chief clerk
of the house of representatives on or before January
1, 2023.
Section 6: Repeals sections 1, 3, 4, and 5 on July 1,
2023.
Section 7: Establishes the effective date as July 1,
2021.
9:45:12 AM
NORM WOOTEN, Director of Advocacy, Association of Alaska School
Boards (AASB), testified in support of HB 173. He said AASB has
four separate resolutions supporting the goals contained within
HB 173: promoting success for social and emotional learning and
positive youth development and support; safe, caring, and
connected schools; student connectedness; and supporting the
adoption of trauma-informed and culturally relevant practices.
Utilizing grants from the U.S. Department of Education, AASB
works with school districts across Alaska to provide support for
students' physical and emotional needs, he said, as students
aren't able to leave their problems at home. He said a student
experiencing trauma and distress outside the school setting
isn't able to effectively learn; however, he clarified, it is
not the intent of AASB to advocate supplanting parental
responsibility, but rather to work with parents and
organizations to supplement classroom support. He said that as
school districts across Alaska are already informally doing the
work described in the proposed legislation, he expressed that it
would not be onerous to formalize the school climate and
connectedness plans.
9:48:46 AM
REPRESENTATIVE DRUMMOND asked about the composition of AASB's
delegate assembly.
MR. WOOTEN replied yes, school board members from across Alaska
meet in a delegate assembly and decide on resolutions.
9:49:47 AM
REPRESENTATIVE PRAX asked how HB 173 would integrate with other
bills being considered by the House Education Standing
Committee.
MR. WOOTEN responded that HB 173 would strengthen the other
pieces of proposed legislation.
REPRESENTATIVE PRAX asked Mr. Wooten whether he thinks some
bills should be combined.
MR. WOOTEN said that the committee could consider doing so, but
he declined to comment on the suggestion.
REPRESENTATIVE PRAX noted Mr. Wooten's comment that school
districts are already informally implementing the practices
proposed under HB 173, and he asked why it makes sense to
require something that's already being informally practiced. He
said, "There's always a danger when you dictate something from
the top down."
MR. WOOTEN expressed that many of the ideas in the proposed
legislation have merit, including the creation of the advisory
committee, and that it's important that such practices don't
"drop off of the radar" as other issues arise. He said he has
no issues with embedding connectedness within state statute, as
its impetus is here to stay, particularly in light of the lack
of civility in the country.
9:52:33 AM
TOM KLAAMEYER, President, National Education Association -
Alaska Chapter, expressed that Alaska students are most unique
and diverse in country, with students in Anchorage alone coming
from homes speaking over 100 different languages. An educator's
challenge is to provide the best education with the resources
available, he said, and must deal with socioeconomic disparity
and racial challenges inherent in the public school system.
Students who experience trauma have difficulty maximizing
learning, he said, and Alaska has high rates of students who
experience homelessness, hunger, maltreatment, and poverty. He
said 36 percent of children ages 0-8 live in poverty, one-third
of Alaska's children report maltreatment before the age of 8,
and children in Alaska are more likely than their peers
nationally to die before the age of 8, with children of color
being disproportionately impacted compared to white children.
Given the statistics, he said, educators must update education
policy to reflect knowledge on early childhood and brain
development, and provide the appropriate academic, behavioral,
and emotional support. He suggested that the development of an
advisory committee would help disseminate best practices and
provide resources so students who most need assistance could
receive it. He expressed concern that reporting requirements
would be to the legislature instead of to the Department of
Education and Early Development. He suggested that instead of
meting out punishments, students would benefit from improving
relationships, school environments, and providing strong
partnerships between schools and communities.
10:00:04 AM
REPRESENTATIVE DRUMMOND clarified that reporting would be to the
legislature and to the DEED commissioner.
[HB 173 was held over.]
| Document Name | Date/Time | Subjects |
|---|---|---|
| HB0173A.PDF |
HEDC 5/7/2021 8:00:00 AM |
HB 173 |
| HB 173 Sponsor Statement.pdf |
HEDC 5/7/2021 8:00:00 AM |
HB 173 |
| HB 173 Sectional Analysis.pdf |
HEDC 5/7/2021 8:00:00 AM |
HB 173 |
| Letters of Support.pdf |
HEDC 5/7/2021 8:00:00 AM |
|
| Letters of Support HB 173 4-26.pdf |
HEDC 5/7/2021 8:00:00 AM |
HB 173 |
| Supporting Documents.pdf |
HEDC 5/7/2021 8:00:00 AM |
|
| HB 173 Memo.pdf |
HEDC 5/7/2021 8:00:00 AM |
HB 173 |