Legislature(2009 - 2010)CAPITOL 106
03/24/2010 08:00 AM House EDUCATION
| Audio | Topic |
|---|---|
| Start | |
| Roundtable Discussion State School Board | |
| Confirmation Hearing(s)|| State Board of Education & Early Development | |
| Adjourn |
* first hearing in first committee of referral
+ teleconferenced
= bill was previously heard/scheduled
+ teleconferenced
= bill was previously heard/scheduled
| + | TELECONFERENCED | ||
| + | TELECONFERENCED | ||
| + | TELECONFERENCED | ||
| += | HB 206 | TELECONFERENCED | |
| += | HB 393 | TELECONFERENCED | |
ALASKA STATE LEGISLATURE
HOUSE EDUCATION STANDING COMMITTEE
March 24, 2010
8:08 a.m.
MEMBERS PRESENT
Representative Paul Seaton, Chair
Representative Cathy Engstrom Munoz, Vice Chair
Representative Bryce Edgmon
Representative Peggy Wilson
Representative Robert L. "Bob" Buch
Representative Berta Gardner
MEMBERS ABSENT
Representative Wes Keller
COMMITTEE CALENDAR
ROUNDTABLE DISCUSSION STATE SCHOOL BOARD
- HEARD
CONFIRMATION HEARING(S):
State Board of Education & Early Development
Esther Cox - Anchorage
James (Jim) Merriner - Anchorage
- CONFIRMATION(S) ADVANCED
HOUSE BILL NO. 206
"An Act establishing a career assessment requirement in public
schools; and relating to postsecondary courses for secondary
school students."
- SCHEDULED BUT NOT HEARD
HOUSE BILL NO. 393
"An Act establishing a career assessment requirement in public
schools; and relating to postsecondary courses for secondary
school students."
- SCHEDULED BUT NOT HEARD
PREVIOUS COMMITTEE ACTION
No previous action to record
WITNESS REGISTER
ESTHER COX, Chair
State Board of Education and Early Development
Department of Education and Early Development (DEED)
Anchorage, Alaska
POSITION STATEMENT: Testified during the roundtable discussion.
GERALDINE BENSHOOF, Second Vice-Chair
State Board of Education and Early Development
Department of Education and Early Development (DEED)
Anchorage, Alaska
POSITION STATEMENT: Testified during the roundtable discussion.
DONALD HANDELAND, Student Advisor Elect
State Board of Education and Early Development
Department of Education and Early Development (DEED)
Nome, Alaska
POSITION STATEMENT: Testified during the roundtable discussion.
JAMES (JIM) MERRINER, Appointee
State Board of Education and Early Development
Department of Education and Early Development (DEED)
Anchorage, Alaska
POSITION STATEMENT: Testified during the roundtable discussion.
BUNNY SCHAEFFER, Member
State Board of Education and Early Development
Department of Education and Early Development (DEED)
Kotzebue, Alaska
POSITION STATEMENT: Testified during the roundtable discussion.
PATRICK SHIER, Member
State Board of Education and Early Development
Department of Education and Early Development (DEED)
Auke Bay, Alaska
POSITION STATEMENT: Testified during the roundtable discussion.
ACTION NARRATIVE
8:08:05 AM
CHAIR PAUL SEATON called the House Education Standing Committee
meeting to order at 8:08 a.m. Representatives Munoz, P. Wilson,
Edgmon, Gardner, Buch, and Seaton were present at the call to
order.
^Roundtable Discussion State School Board
Roundtable Discussion State School Board
8:08:14 AM
CHAIR SEATON announced that the first order of business would be
a roundtable discussion with the State Board of Education and
Early Development (state board).
CHAIR SEATON introduced the State Board of Education and Early
Development members Esther Cox, Geri Benshoof, Bunny Schaeffer,
Pat Shier, Dave Handeland, and Jim Merriner. He provided the
protocol to be used for the informal discussion.
8:11:29 AM
CHAIR SEATON updated the state board on the recent
accomplishments of the House Education Standing Committee,
noting the bills addressed, passed, and upcoming for
consideration, including HB 317, Education Funding: Basic/Spec
Needs/Transport, HB 310, School Construction Debt Reimbursement,
HB 350, Public School Funding: Local Contribution, HB 147,
Education Funding For Instruction, HB 297, Postsecondary
Scholarships. Still under consideration are HB 206, High School
Assessment/Postsecondary Class, and HB 393, Charter/Alternative
School Funding.
8:13:16 AM
ESTHER COX, Chair, State Board of Education and Early
Development, Department of Education and Early Development
(DEED), expressed excitement that the legislature created a
standing committee on education. She praised the work being
taken up by the chair and the committee.
8:14:53 AM
GERALDINE BENSHOOF, Second Vice-Chair, State Board of Education
and Early Development, Department of Education and Early
Development (DEED) provided a brief history of her experience on
the state board.
8:15:38 AM
DONALD HANDELAND, Student Advisor Elect, State Board of
Education and Early Development, Department of Education and
Early Development (DEED), introduced himself, noting that he
attends Mt. Edgecumbe High School.
8:16:03 AM
JAMES (JIM) MERRINER, Appointee, State Board of Education and
Early Development, Department of Education and Early Development
(DEED), introduced himself and thanked the committee for its
work.
8:16:18 AM
BUNNY SCHAEFFER, Member, State Board of Education and Early
Development, Department of Education and Early Development
(DEED), introduced herself. She related her focus is on rural
students.
8:16:44 AM
PATRICK SHIER, Member, State Board of Education and Early
Development, Department of Education and Early Development
(DEED), introduced himself. He provided a brief history of his
experience on the state board for the past three years. He
related that he and his wife home-schooled their children. He
appreciated the work of the committee. He provided a personal
anecdote to illustrate the intent of the state board. He viewed
the state board as a facilitator to help school districts.
8:20:51 AM
REPRESENTATIVE EDGMON requested the state board chair provide an
overview of the state board's mission.
MS. COX responded that the state board prepares draft
regulations, based on bills the legislature passes, and once
promulgated, for the department to implement. Additionally, the
state board is working diligently on an Alaska Education Plan in
the state. The Commissioner of the Department of Education and
Early Development (DEED) has recognized the state does not have
a pathway for an education plan. Several subcommittees were
formed to address education, including quality teaching, career
technical education, virtual school and distance education, and
working to reduce the high school dropout rate.
8:22:37 AM
REPRESENTATIVE MUNOZ introduced herself to the state board and
provided her interest in supporting education in the state. She
related that her mother and grandmother are teachers. In fact,
her grandmother served in the legislature in the 1940s and
chaired the education committee, she stated. She said she
appreciated the state board's commitment to education.
8:23:42 AM
REPRESENTATIVE P. WILSON stated that while she is not an
educator, she was a school nurse for about 9 years and taught
many classes. Additionally, her husband is also a school
superintendent, she said.
8:24:43 AM
REPRESENTATIVE EDGMON introduced himself to the state board and
stated his interest in working with the state board. He
commented on his interest in the current evolution of education.
8:25:40 AM
REPRESENTATIVE GARDNER introduced herself to the state board
saying she is the only member of her family who is not an
educator. She has numerous family members who are teachers,
including her grandmother, mother, and three sisters. She
related that she is thrilled the legislature established a
separate committee for education. She offered her interest in
learning the state board's view on the Governor's performance
scholarship bill (GPS), in terms of rural Alaska and distance
delivery. She said she is currently unconvinced that the bill
could work throughout Alaska, but is open to learning how it may
work.
8:26:46 AM
REPRESENTATIVE BUCH introduced himself to the state board and
expressed interest in working with the state board. He posed
topics that he would like to discuss, including the state
board's views on the difficult topics, particularly as it
relates to education in rural Alaska.
8:27:54 AM
CHAIR SEATON praised the efforts of the committee. He stated
that given the federal legislation, the state board will need to
advise the committee how to make education better in Alaska. He
said he hopes for an open ongoing conversation with the state
board. He suggested beginning the discussion today with the
GPS. He related the bill has had eleven hearings on the bill,
as well as a previous bill that was introduced on the topic.
8:30:31 AM
MR. SHIER observed that forty percent of Alaska's retirees leave
the state since most people return to their original state. One
thousand teachers are hired in Alaska each year from the Lower
48. He related his personal experiences he attended school in
Alaska and remained in Alaska. He mentioned that his friends
that attended college in other states tended to obtain jobs in
those states. He further related that he convinced his son to
spend one year at the University of Alaska Fairbanks instead of
attending a Lower 48 college. His son fell in love with the
school, graduated, and is currently employed in Alaska. He
offered his belief that if children and grandchildren live in
Alaska, that it encourages the grandparents to stay, too.
8:34:36 AM
MS. COX asked the committee what the committee is hearing about
delivering the curriculum in rural Alaska, with respect to the
Governor's Performance Scholarship (GPS) proposal.
8:35:09 AM
REPRESENTATIVE GARDNER opined that her major interest in the GPS
is the requirement for math and science, which she viewed as
critical. She offered her belief that this is not about college
scholarships, but is about reforming K-12, changing the culture
of high school for kids to value effort and hard work. Thus,
math and science are an integral aspect. She expressed concern
whether small schools in Alaska have meaningful access to
provide four years of math and science. Some subjects are more
easily taught in distance delivery than other classes. She was
unsure how to teach higher level science classes without labs or
equipment. She reiterated her concern with the GPS program
since students have reported distance delivery courses are
viewed as less valuable than an in-person class.
8:37:10 AM
MS. SCHAEFFER said that she shares the concern over the
difficulty in providing four years of math and science with one
or two teachers in rural schools. She also expressed concern
with teacher turnover and training. She agreed distance classes
are not up to the standards that should be required for GPS
program. She recalled that some rural students attending the
University of Alaska must fly to hubs, such as the Chukchi
College in Kotzebue, to take intensive labs, but not all
students have the opportunity. The system is not set up for
high school students. She suggested demanding opportunities for
rural students to take labs at hub high schools if the GPS bill
passes.
8:38:58 AM
REPRESENTATIVE GARDNER recalled some prior discussions on rural
hubs, which have been effective for vocational education. She
commented that students can take a block of classes. She
suggested that may be a solution. She thought perhaps the GPS
may provide the impetus for families and communities to demand
the changes.
8:39:41 AM
MS. BENSHOOF inquired as to whether jobs will be available in
Alaska for students who earn advanced degrees. She further
asked whether the state would invest a lot of money in
education, only to discover that jobs are not available in their
field in Alaska.
REPRESENTATIVE GARDNER asked for clarification on what fields
she is referring to since the legislature hears shortages exist
in many fields.
MS. BENSHOOF answered that advanced science and business degrees
were the two fields that came to mind since a hundred jobs would
not be available in the fields.
8:41:11 AM
REPRESENTATIVE MUNOZ related that she traveled to the North
Slope in January. She reported that one of the managers noted
that the average age of workers is 53. She recalled that a
large percentage of the positions are held by people who live
out of state. She offered her belief that opportunities exist
to train young people to work in those jobs as the workforce
retires and to fill the positions with local Alaskans rather
than by non-residents.
8:42:06 AM
CHAIR SEATON recalled the state reviewed its retirement systems
since the difficulty in hiring people to fill the high level
jobs was brought to the legislature's attention. He hoped that
these things would go "hand in hand" and as more Alaskans are
educated with skill sets that jobs will be available. He
recalled Mr. Shier's comments on college students finding jobs
in their college state. He stated that currently Alaska has a
poorly educated workforce per the statistics the committee has
reviewed. He said that Alaska is losing a tremendous amount of
its skilled workforce since people 55 and above have higher
college graduation levels than those in the ages of 24-36. As
the older Alaskans move, it has the effect of decreasing the
number of college graduates in Alaska's workforce. Thus, it is
difficult to be competitive and establish businesses. He said
he is extremely hopeful that other businesses will be attracted
to the state in the event that this plan goes through with an
increase in college graduates and vocational education. It is
difficult to establish a business if an educated workforce is
not available. At one time Alaska had one of the highest levels
of college graduates in the workforce but that trend has
reversed over time.
8:45:24 AM
MR. MERRINER said that he likes many concepts in the GPS. He
shared the concern for delivering education to rural Alaskans.
He related that he worked in the lower Kuskokwim and knows
firsthand some of the challenges. He expressed excitement about
the Alaska Virtual Learning Network. Although he grew up in
Alaska, he found challenges in Kipnuk in terms of everyday life.
He equated some teacher turnover to challenges posed to someone
in from the Lower 48. He offered his support for encouraging
local young people to enter the teaching arena. He asked about
adding a needs-based part to the GPS bill.
CHAIR SEATON answered that the bill passed out of the committee
contains a needs-based component. He explained that 50 percent
of the unmet need is covered in the scholarship. He offered his
belief that the bill provides financial access to a
postsecondary education. He recalled that aspect nearly doubled
the cost of the program.
8:49:43 AM
REPRESENTATIVE BUCH referred to Mr. Merriner's resume, and his
work in the Galena School District. He asked whether his work
was in establishing distance learning.
MR. MERRINER replied that Interior Distance Education of Alaska
(IDEA) in Galena helped pioneer curriculum choices for
homeschool families. He explained that this program is a
statewide correspondence school program. He related that about
a dozen programs exist. The IDEA program supports homeschool
families in their efforts to educate their children. He pointed
out that the state must ensure that the funds are not used to
purchase religious materials. He characterized the IDEA program
as a broker of curriculum, while still providing oversight to
families.
8:51:19 AM
REPRESENTATIVE BUCH asked for comments on whether this was an
effective program that enhanced opportunity for education.
MR. MERRINER related the model used with the homeschool
community is different from what would be delivered at a brick
and mortar school, primarily due to the monthly contact system.
The Alaska virtual learning network would use highly qualified
teachers will be different. The IDEA allows families to take
classes from schools around the nation, such as classes at
Brigham Young University or UA classes.
MR. SHIER provided a personal anecdote of growing up in
Fairbanks, and how rural students came to Fairbanks for boarding
school. He related that he traveled as an auditor. He observed
that the skilled work was performed and traditionally brought
into rural areas, while local citizens provided the unskilled
labor. He explained how this has changed via distance classes
provided by visitor industry personnel. He suggested that over
time, participation during the distance courses increased.
Improvements are needed to meet individual needs, but the
barriers are beginning to break down for classes with technical
content. He offered the effectiveness and success rate
increases when the distance educator travels to the rural sites
and meets with students. He said, "I think we'll get better at
and I think we must, in terms of distance delivery."
MR. HANDELAND offered that typically students at Mt. Edgecumbe
have found attending college in the in the Lower 48 is less
expensive. He thought the GPS program would help college
students stay in Alaska.
8:58:47 AM
REPRESENTATIVE P. WILSON brought up the topic of WorkKeys. She
related that the High School exit exam has created anxiety for
students. She suggested eliminating the exit exam and
initiating WorkKeys as early as possible to allow students time
to reach their goals. She asked for the board members' comments
on when to offer WorkKeys and on the exit exam.
8:59:55 AM
MS. BENSHOOF returned to a previous topic. She asked whether
the intent of the GPS is to provide scholarships for advanced
education in college or to improve the high school education.
The DEED works diligently on standards for K-12. The GPS adds
additional requirements to the high standards already
established. She expressed confusion on the purpose of the
bill. She offered that high schools have high standards. These
two elements are already supported by the high standards in
every high school.
9:01:14 AM
CHAIR SEATON said that the high schools currently require two
years of math to graduate. It has been determined that these
students end up in remedial classes when they attend college.
The GPS is an effort to incentivize students to take a more
rigorous curriculum in full preparation of college, including
four years of math. If a student chooses to earn a high school
diploma he/she does not need to reach beyond the current
standards. The question remains as to how to encourage students
to attend college. However, the GPS standards will better
prepare them for postsecondary education, he stated. High
schools need to offer the course work for those that desire the
more complex math and science.
9:04:52 AM
MS. BENSHOOF observed the GPS has a dual objective.
CHAIR SEATON agreed the bill has a dual objective. One purpose
is to eliminate the need for remedial classes in college. He
stated that there is concern for rural students, but the process
is an evolving process. However, without this stimulus change
may not be forthcoming. The GPS may be the catalyst to effect
change in the rural communities, he stated.
9:07:12 AM
REPRESENTATIVE EDGMON offered his belief that the bill in its
totality is not just a scholarship program, but is a means for
education reform and a way to provide an incentive for students
to perform. Many legislators do hold those questions about the
GPS. He stated that if the bill does not pass, he would
advocate that the committee hold education committee interim
meetings in rural areas to gain a fuller understanding of how
this reform can occur.
9:10:01 AM
CHAIR SEATON stated that he fully expects the bill to pass this
year, but the education committee may still benefit from
visiting rural areas. He emphasized the importance of not
continuing the status quo. He cautioned that it not become a
tug-of-war of rural versus urban educational delivery. He
offered that school districts in rural Alaska will find ways to
accomplish goals, which may include distance learning. He said
that a great math teacher teaching a course through distance
learning could teach more than a poor teacher teaching in the
classroom. Thus, there are many means to solve what will be
needed to bring students the education required to qualify for
the GPS, and it will be an ongoing effort even following the
passage of the bill.
9:13:29 AM
REPRESENTATIVE GARDNER suggested specialized teachers, such as a
biology teacher, who could travel to communities to provide
intensive classes versus having the students travel to hubs.
She characterized it as similar to having skilled nurses
traveling to communities. Additionally, exiting testimony has
come forward that the ACT test scores range from 18-21. In
Wyoming, the Hathaway program discovered that 99 percent of the
students are taking the ACT exam and the scores are only
slightly lower than in Alaska. She said, "That's what this
opportunity has done in Wyoming, and to me that is so dramatic."
She thought that having 99 percent of the students taking the
exam and scoring nearly as high as the best students was
tremendous.
9:15:40 AM
CHAIR SEATON brought forward Representative Keller's request to
discuss charter schools in the state.
9:16:35 AM
REPRESENTATIVE P. WILSON suggested that today's rural parents
are beginning to realize the importance of exposure and
postsecondary education for their children, which may not have
existed in the past. Parents taught their children what they
could do with the land and took them to fish camps in the
summer. She pointed out that some parents are noticing suicides
and the need for change. The GPS could provide the financial
ability for educational opportunities for their children. She
thought the GPS could provide hope for parents and children at
the local level for access to higher education.
CHAIR SEATON pointed out that the GPS would affect every
community in Alaska.
REPRESENTATIVE MUNOZ noted that distance learning and cyber
schooling will be an aspect of the reform, but also local talent
is an important resource and should be encouraged. She hoped
that flexibility to use community resources will be encouraged
as this process goes forward. She recalled a student who
attended school with twelve students and one teacher. The
teacher brought in a mathematician in the community to tutor the
students. That student will be attending UAF in the fall as a
physics student.
9:22:17 AM
CHAIR SEATON observed that students have better outcomes when
students experience someone in the system who takes a personal
interest in their education. The importance of this connection
has been a constant throughout the testimony and statistics
before the committee. He related several instances in which
mentoring or advising students has been the most effective
approach. He wondered if this could be integrated into every
school for every student to benefit the individual. The
personal interest is imperative and perhaps a state board policy
should be implemented.
9:26:07 AM
MS. COX related that in 1995 she was president of the National
Association of Secondary School Principals, who wrote a book
book, Breaking Ranks, Changing An American Institution. At that
time, one topic illustrated the need to have a personal advocate
for every student. She recalled that in Anchorage student in
the SAVE program are in the program because they feel a
connection with someone and that someone cares. She reported
that postsecondary institutions are also experiencing this need,
which can be supported in various means, including via e-mail.
She commented on her experience at an Anchorage high school, in
which she found that calling a student by name made "all the
difference in the world" during disciplinary measures. She
turned to the term "rigor" and how to apply it, in particular,
to rural Alaskan students is challenging. She stated her belief
that providing rigor can be brought forth in a creative manner,
such as using a community resource. She agreed the program is a
statewide program, but felt promoting rigor for rural and urban
students is a worthy goal. Students, who might otherwise not
have the opportunity, will be provided educational opportunities
by the GPS program.
9:30:40 AM
REPRESENTATIVE BUCH mentioned that the committee has had
complaints that people are not happy with the remedial rate, or
the dropout rates, particularly for minorities. Initially
hearing the "carrot and stick" approach in the GPS plan was
exciting as a means to bring reform and incentivize students.
The hope is that the parents recognize the importance of rigor
as a pathway for student success. He offered his belief that
the committee needs to address opportunities for students to
experience success. He recalled that Mr. Hamilton stated that
21 percent of jobs in Alaska require a college education, but 75
percent of the jobs in Alaska do not require an academic degree.
He stated that high school graduates need a better way to
proceed and have better math and science opportunities. He
commented that the committee is working on the delivery system.
9:33:41 AM
CHAIR SEATON asked the state board to comment on the issue
related to application for charter school facility federal
funding.
MS. COX deferred to the DEED regarding funding of charter
schools.
9:36:11 AM
REPRESENTATIVE MUNOZ asked whether the state board has
considered removing the cap on the number of charter schools,
which is another part of the bill.
MS. COX answered no.
9:36:46 AM
CHAIR SEATON related his understanding that matter is not a
state board issue. He asked whether the state board would like
to bring up any issues to the committee at either the state
board or student advisor level.
MR. HANDELAND answered no, that he did not have any student
issues to raise today.
9:37:44 AM
REPRESENTATIVE MUNOZ asked him to describe what is occurring at
Mt. Edgecumbe High School.
MR. HANDELAND offered that he is currently taking college level
calculus at Mt. Edgecumbe High School. He stated that he has
also taken a genetics course and some high level science courses
as a junior. He commented that he is also taking some classes
at UAS campus.
9:38:41 AM
MR. SHIER stated that this state board is committed to work on
standards that work for rural and urban schools. He suggested
that the shift has been from "seat time" to "do you know what
you really ought to know." The state board has discussed
WorkKeys, "High Stakes" test, accountability, and a willingness
to examine alternatives. He offered that many things are moving
on parallel tracks and he is excited to be a part of the effort.
9:40:10 AM
CHAIR SEATON asked whether the state board considering "end of
course" exams rather than a single test.
MS. COX replied that the state board has held preliminary
discussions. She offered her belief that many questions remain
to be answered. She understood some states are moving in that
direction.
CHAIR SEATON asked the state board to forward pertinent
information to the committee regarding this topic.
MR. SHIER commented that education is about the students and
stressed the importance of removing barriers on their behalf.
REPRESENTATIVE EDGMON asked for ways to improve communication
between the committee and the state board.
MS. COX related that the state board comes to Juneau once a
year, which is helpful. She invited the committee members to
the state board meetings. Additionally, the state board will
provide a forum for the committee members on request. She
suggested a mandatory introduction for teachers coming to Alaska
from the Lower 48. She commented on HB 206, and offered her
belief that 12th grade is too late for the WorkKeys test.
9:46:27 AM
CHAIR SEATON stated that the committee has asked the university
to prepare a report regarding teacher education and preparation
that is given specifically for teaching in rural areas.
^CONFIRMATION HEARING(S)
^State Board of Education & Early Development
CONFIRMATION HEARING(S):
State Board of Education & Early Development
9:47:23 AM
CHAIR SEATON announced that the final order of business would be
confirmation hearing the candidates
9:47:54 AM
REPRESENTATIVE MUNOZ made a motion to advance from committee the
nomination of Esther Cox and James (Jim) Merriner to the State
Board of Education & Early Development.
9:48:12 AM
CHAIR SEATON hearing no objection, the confirmations were
advanced from the House Education Standing Committee.
9:48:55 AM
MS. COX said she will make the state board meeting and
subcommittee meeting schedules available. She urged any member
or his/her staff to attend whenever possible.
9:50:09 AM
ADJOURNMENT
There being no further business before the committee, the House
Education Standing meeting was adjourned at 9:50:26 AM.
| Document Name | Date/Time | Subjects |
|---|---|---|
| HB 393 Sponsor Statement.pdf |
HEDC 3/12/2010 8:00:00 AM HEDC 3/15/2010 8:00:00 AM HEDC 3/24/2010 8:00:00 AM HEDC 3/29/2010 8:00:00 AM HEDC 3/31/2010 8:00:00 AM |
HB 393 |
| AS 14.03.075.docx |
HEDC 3/24/2010 8:00:00 AM |
|
| Workdraft CS HB 206 Version C March 22, 2010.pdf |
HEDC 3/24/2010 8:00:00 AM |
HB 206 |
| Esther Cox Resume.pdf |
HEDC 3/24/2010 8:00:00 AM |
|
| James Merriner Resume.pdf |
HEDC 3/24/2010 8:00:00 AM |
|
| HB 393 Charter School statutes.pdf |
HEDC 3/12/2010 8:00:00 AM HEDC 3/15/2010 8:00:00 AM HEDC 3/24/2010 8:00:00 AM |
HB 393 |
| HB 393 Charter School Background.pdf |
HEDC 3/12/2010 8:00:00 AM HEDC 3/15/2010 8:00:00 AM HEDC 3/24/2010 8:00:00 AM |
HB 393 |