Legislature(2009 - 2010)CAPITOL 106
03/29/2010 08:00 AM House EDUCATION
| Audio | Topic |
|---|---|
| Start | |
| SB209 | |
| HB206 | |
| HB393 | |
| HB206 | |
| Adjourn |
* first hearing in first committee of referral
+ teleconferenced
= bill was previously heard/scheduled
+ teleconferenced
= bill was previously heard/scheduled
| + | SB 209 | TELECONFERENCED | |
| + | TELECONFERENCED | ||
| += | HB 206 | TELECONFERENCED | |
| += | HB 393 | TELECONFERENCED | |
HB 206-HIGH SCHOOL ASSESSM'T/POSTSECONDARY CLASS
CHAIR SEATON announced the next order of business would be HOUSE
BILL NO. 206, "An Act establishing a career assessment
requirement in public schools; and relating to postsecondary
courses for secondary school students."
8:09:13 AM
CHAIR SEATON turned to HB 206 and recalled that the committee
adopted an amendment that removed the "high stakes element" of
the High School Graduation Qualifying Examination (HSGQE).
8:10:11 AM
REPRESENTATIVE GARDNER asked whether the chair intended to move
the bill.
CHAIR SEATON said, "Many of us still have questions ... I think
that we're better off to hold that bill here, unless there's the
will of the committee to do something else."
8:10:55 AM
REPRESENTATIVE P. WILSON suggested further discussion regarding
the HSGQE. She opined the WorkKeys program takes the place of
the qualifying exam, without the penalty, and gives direction to
students. Representative Peggy Wilson said, "I ... would like
to see it move along."
8:11:57 AM
CHAIR SEATON offered to notice HB 206 for action at the next
meeting. He reminded the committee of comments from the State
Board of Education & Early Development (state board), Department
of Education and Early Development (EED), and the department,
which advised that WorkKeys will be administered in 11th grade
and the scores will be part of the high school transcript.
Furthermore, students are allowed to retake WorkKeys in the 12th
grade at no cost when they improve their scores. Chair Seaton
opined the committee's intent regarding WorkKeys is addressed by
the existing framework of the bill; in fact, moving the bill out
of committee will prevent further discussion of other elements.
8:14:29 AM
REPRESENTATIVE EDGMON supported the comments of the chair.
8:15:11 AM
REPRESENTATIVE GARDNER said she would like to vote on HB 206.
8:15:38 AM
REPRESENTATIVE BUCH commented that the committee has not checked
in on other topics and asked if there were further reports from
members.
[Later in the meeting, HB 206 was brought back before the
committee.]
HB 206-HIGH SCHOOL ASSESSM'T/POSTSECONDARY CLASS
CHAIR SEATON opened public testimony on HB 206.
8:24:42 AM
GLEN RAMOS, School Psychologist; State Director, National
Education Association-Alaska (NEA-A), informed the committee he
was speaking for himself. He said he was a school psychologist
and his experience in two high schools reveals the HSGQE exacts
a high cost in staff time preparing for the administration of
the test. He opined the data garnered from HSGQE is already
available through standards-based assessments; furthermore, the
administration of the test takes instruction time away from
students. He reported that educators do not see the benefit of
the HSGQE; in fact, as a school psychologist, he sees its
demoralizing effect on students who will become productive and
successful members of society, but who will never pass the test,
and enjoy the financial benefits of a high school diploma.
Furthermore, some successful students decide "they're done, once
they pass the test," and suffer a loss of motivation. More
importantly, he reported that about 18 days of instruction are
lost to assessment per year, not counting extra time to
accommodate students with Individualized Education Programs
(IEPs).
8:28:49 AM
CHAIR SEATON asked whether the speaker advocates for end-of-
course exams to show competency.
8:29:06 AM
DR. RAMOS said the standards-based assessments achieve the goal;
in fact, the data is accumulated for federal No Child Left
Behind (NCLB) legislation. Although he said he believes in
testing in order to direct instruction, the HSGQE is a
duplication.
8:30:03 AM
CHAIR SEATON observed that one of the arguments in support of
the HSGQE is that it requires a student to demonstrate a minimum
competency for graduation from high school. He asked whether
scores from standards-based assessments could be substituted for
that purpose, or whether there should be no demonstration of
competency.
8:30:57 AM
DR. RAMOS said yes and no. He agreed that the EED can set a
standards-based cut-off score to achieve a high school diploma.
However, he said the necessity of proving competency depends on
the student. The U.S. educational system assumes that most
students will continue to higher education and assessments help
students direct their level of education. Furthermore,
employers are asking for an indication of a minimum level of
competency. On the other hand, exit exams can be a motivating
or an un-motivating factor for students.
8:32:22 AM
CHAIR SEATON agreed that one of the challenges has been whether
to replace the HSGQE with another assessment.
8:33:13 AM
REPRESENTATIVE P. WILSON expressed her concern that failing the
HSGQE means students cannot go into the military or to
vocational-technical training with a high school diploma.
Furthermore, the exam has not improved the graduation rates.
She asked whether students who fail the exam have "become real
successful, or has it been a real problem with them."
DR. RAMOS explained that because he is a school psychologist,
the majority of his students have IEPs due to a learning
disability and many are not going to pass an exit exam.
However, many are gifted individuals who go on to become
productive members of society. Although he could not provide
data, he opined the drop-out rate has increased "as a result of
this test.
8:35:24 AM
CHAIR SEATON related that about 276 students did not graduate
because they did not pass the exam and about 1,900 passed the
exam, but did not graduate because they failed to meet the
requirements of their local school districts. Of the juniors
and seniors who dropped out, about 70 percent passed all three
sections of the exit exam. He observed there was an interesting
mix of data.
8:36:11 AM
REPRESENTATIVE BUCH asked when the recertification of NCLB
legislation would pass Congress.
DR. RAMOS said the legislation is under review by Congress and
the administration. In further response to Representative Buch,
he informed the committee he is a director of NEA-A and a member
of the NEA national board. In that capacity, he has observed
that the current federal administration is in support of pay-
for-performance, of which examinations are a key component. He
said he supported examinations for educational diagnoses and to
direct instruction; however, to link the performance of an
educator to the performance of a student or school is subject to
many variables such as the child's socioeconomic status and home
life. Furthermore, the emphasis on testing requires educators
to spend an inordinate amount of time on direct instruction to
meet the rote standards of NCLB. In fact, teaching to the test
creates a narrow range of instruction and leaves little
opportunity to teach for comprehension.
8:39:40 AM
REPRESENTATIVE BUCH observed the committee has been debating the
value of seat time versus what is being accomplished. In
addition, the value of mentorship in the school system is
obvious, but the economics may not allow that sort of individual
relationship with each student.
DR. RAMOS advised there is a positive movement occurring in
public education that will change the model of how students with
exceptionalities are assessed. The new eligibility criterion is
"response to intervention." At the heart of this model is
individually supported instruction, with weekly, on-going,
monitoring. However, this is an expensive model to implement
and includes looping over a number of years, for continuity of
instruction.
8:42:44 AM
CHAIR SEATON related that individual advocacy has been cited
nationally and in Alaska as a means to positively address the
majority of issues surrounding students today. In fact, some
school districts in Alaska have successfully implemented
programs at no additional cost, demonstrating that continuity to
students can be provided without additional funding. He asked
whether the NEA-A position is that advisor-advocate programs
cannot be instituted "unless there's dollars attached to the
program."
8:44:41 AM
DR. RAMOS said no. He agreed that there are many models to
follow, but they require a total commitment from staff and
community. He clarified that resources include more than money,
and often mean using existing resources in a different way.
8:46:07 AM
REPRESENTATIVE KELLER inquired about the value of security for
the "longitudinal data" being developed for each child across
the U.S. He referred to the Data Quality Campaign (DQC) that is
a cradle-to-grave data base, and asked whether NEA-A has
considered the access questions regarding the educational
records of children.
DR. RAMOS said the release of data is a concern for public
employees, the general public, and parents.
8:48:07 AM
CHAIR SEATON asked about pay-for-performance and its effects on
teacher and student interaction during non-routine tasks. He
acknowledged that the committee is aware that the effect of
ineffective teachers "almost condemns a kid to future failure."
He asked how the committee can ensure that every teacher is
effective at improving student achievement. Furthermore, he
inquired as to the alternatives to the pay-for-performance
model.
8:50:49 AM
DR. RAMOS suggested one means to address this is the diligent
use of teacher evaluations. Teacher evaluation by the principal
or lead teacher is one means to provide data that can then be
used to direct appropriate professional development if
necessary. He opined most teachers want to be effective at
their jobs and evaluations are valuable.
8:52:47 AM
CHAIR SEATON pointed out that principals can be ineffective too.
He cited his personal experience with a school superintendent
that had teacher personnel files purged at the end of every
year. Perhaps other mechanisms, beyond reliance on an
administrator, should be considered. Chair Seaton suggested
shared responsibility within the school system may be a way to
improve the effectiveness of teachers.
8:55:14 AM
DR. RAMOS assured the committee that shared responsibility for
teacher instruction has taken place within the Alaska
educational system for years. In addition, the Alaska Statewide
Teacher Mentor Project has proven to be a beneficial program to
improve teacher quality.
8:56:12 AM
CHAIR SEATON solicited further recommendations to help the
committee promote better education, and educators, in the state.
He noted that another topic for concern is the fact that school
records do not progress with the student from elementary school
to middle school and high school.
8:57:32 AM
REPRESENTATIVE BUCH observed that peers for legislators are
members of the public, and asked if there is peer mentoring for
teachers.
8:59:08 AM
DR. RAMOS said he was unaware of a formal mechanism in place for
peer mentoring; however, teachers are very critical of
themselves, and informal peer review is effective. On the other
hand, the union has a duty to represent its members if the
school administration does not fulfill its legal
responsibilities. At his two high schools, peer review takes
place on a regular basis, including professional training and
programs for self-growth. As a parting comment, he said that
NEA-A is using an inordinate portion of its resources to
encourage the state to return teachers to a defined benefit
program that will attract and retain excellent teachers.
9:02:50 AM
REPRESENTATIVE P. WILSON asked whether schools can provide
mentors for new teachers on a site basis rather than the
expensive statewide mentor project.
9:05:35 AM
DR. RAMOS affirmed that new teachers are always assisted by
existing staff as a natural extension of their profession. In
further response to Representative Wilson, he agreed that much
depends on the school's administration; however, to understand
the burdens of a teacher, one must spend a week in a school.
9:07:32 AM
CHRYA SANDERSON, Graduation Success Coach/Drop-Out Prevention
Specialist, Fairbanks North Star Borough School District,
informed the committee she has 27 years of experience in the
school district and serves 78-89 students at North Pole Middle
School within the drop-out prevention program. In the past, at-
risk students were identified by late attendance, absences, test
scores, and discipline referrals; however, now the criteria are
based primarily on attendance. She agreed that there are
variables affecting intervention with at-risk students, such as
family dynamics; however, providing transportation so that
children can attend preschool is an effective way to build a
foundation with the child and family. Ms. Sanderson said her
job was to engage students, families, and teachers. Although
not a certificated teacher, she is a professional support staff
person mentoring and advocating for students and parents. At
North Pole Middle School, certified staff members are under a
great amount of pressure, as are the support professionals and
the administrators. Ms. Sanderson attends parent teacher
conferences and is involved with students in many ways so she
knows them well. Many students have told her that they want to
leave school at age 16 to get into another programs or to get
jobs. Furthermore, there are students who do not fit the
general mode of education, do not test well, and struggle with
reading. She described her personal high school experience in
the Arizona public school system and the various opportunities
for students there. Ms. Sanderson opined students who struggle
have deficits, and different modes of learning. Unfortunately,
there are not enough programs to assess and address students who
learn differently. Students with special needs are identified
and accommodated, but many others do not receive that type of
individual attention. One strength of middle school is the team
teaching model that supports students and teachers. She said
the pay-for-performance concept pits teachers against each other
as there will always be different teaching styles as well as
learning styles. Ms. Sanderson encouraged the teaching of core
subjects, in a style adapted for the student, and career
tracking from seventh grade to the age of twenty-three.
Critical to the success of any child are strong family ties or a
close connection to an adult. Every school district has good
programs, but high drop-out rates and frustration with school
continues. She stressed the importance of teaching life skills
and additional support for vocational and technical studies that
diversify education to meet the needs of every student.
9:20:49 AM
REPRESENTATIVE P. WILSON anticipated a critical national teacher
shortage due to the approaching retirement of a majority of
staff.
9:21:54 AM
MS. SANDERSON reported that twenty-two members of the Education
Support Staff Association are working to receive a teaching
certificate. She was unsure of how the transfer from the Public
Employees Retirement System (PERS) to the Teacher Retirement
System (TRS) would affect them. Ms. Sanderson gave a personal
example of a change in job status.
9:23:25 AM
REPRESENTATIVE GARDNER agreed that that the retirement system in
Alaska cannot be recommended to perspective teachers.
9:24:39 AM
CHAIR SEATON reminded the committee and members of the teaching
profession that if the state directs billions of dollars into an
unfunded retirement liability, there will be no increases in
educational funding, and there will be decreases to teacher
salaries and the base student allocation. Historically, the
state has rewritten the retirement system every ten years; in
fact, currently the state owes about $15 billion of unfunded
liability created by the PERS/TRS system. Chair Seaton
remarked:
There are two sides to every coin, and I think that
... we're also in the responsibility here of making
sure that education dollars are spent in a way that
will promote education not only now, but in the
future.
9:27:12 AM
REPRESENTATIVE BUCH asked about the format of schools in Arizona
referred to by Ms. Sanderson.
MS. SANDERSON reported that Arizona had a full complement of
technical and elective classes that allowed students to delve
into various interests.
9:30:12 AM
JESSICA COOK, Technology Teacher, Anchorage School District,
informed the committee she was a K-6 technology teacher and the
parent of three daughters. She expressed her concern about the
high school exit exam because her high school senior has passed
the exit exam and would rather get a job than stay in school.
Ms. Cook was also concerned by the level and method of
assessment. She suggested alternative assessments are needed
for students who do not test well. In her capacity she teaches
teachers and students to utilize technology beyond "paper and
pencil." She acknowledged the need to assess student progress;
however, an exit assessment should not be administered to
sophomores, and should include job skills such as technical and
career opportunities. Ms. Cook stressed the assessments should
address 21st Century skills for a global economy.
9:33:33 AM
SANDI RYAN, Teacher, Fairbanks North Star Borough School
District, stated she teaches high school mathematics and
computer science. Ms. Ryan expressed her interest in
"authentic-type assessments" because the assessments currently
in use do not test on the curriculum, unless teachers "teach to
the test," which takes time away from teaching subjects that are
in the curriculum. Authentic assessments are written and scored
by teachers in collaboration, and result in a grading system
uniform with other state, similar to the advanced placement (AP)
system. She suggested that the development of authentic
assessments would standardize the value of grades and scoring
throughout the state.
9:35:49 AM
CHAIR SEATON surmised the assessments would be based on state
standards.
MS. RYAN said yes.
9:35:52 AM
REPRESENTATIVE BUCH asked whether Ms. Ryan intended for all
teachers to have the same curriculum criteria.
9:36:28 AM
MS. RYAN explained that when members of curriculum committees
write local curriculum they ensure that each piece of state and
national curriculum elements are included. Locally, additions
to the curriculum can be made. Standardization for curriculum
across the state "tends to look from the national down."
Standardized testing, though, prevents teachers from discussing
and scoring answers, thereby establishing consistency across the
state.
9:38:03 AM
CHAIR SEATON recalled that the Aldine School District in Texas,
which was a 2009 Broad Prize winner, requires that every teacher
take a class on testing to prevent undue subjectivity in
grading. He offered to provide North Star Borough School
District with information on coordinated grading.
9:39:54 AM
MS. RYAN thanked the committee for the opportunity to speak.
9:40:22 AM
REPRESENTATIVE P. WILSON informed the witnesses that the bill
moved out of committee earlier was a companion bill, hence the
brief review.
9:41:21 AM
REPRESENTATIVE GARDNER referred to previous testimony on HB 206,
and reported that the State Board of Education & Early
Development (state board) supports the HSGQE, but would "look at
something else down the road." She encouraged the committee to
"think about ... that I think we are down the road."
CHAIR SEATON reviewed various assessments that could be
considered to replace the HSGQE.
9:43:01 AM
REPRESENTATIVE P. WILSON opined the committee sets policy and it
is the job of the state board to implement policy.
CHAIR SEATON clarified that his earlier comments referred to the
incorporation of WorkKeys.
[HB 206 was held over.]
| Document Name | Date/Time | Subjects |
|---|---|---|
| CS HB 206 (EDC) April 22 workdraft.pdf |
HEDC 1/20/2010 8:00:00 AM HEDC 3/29/2010 8:00:00 AM HEDC 3/31/2010 8:00:00 AM |
HB 206 |
| 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 |
| AK Grade 10.pdf |
HEDC 3/12/2010 8:00:00 AM HEDC 3/15/2010 8:00:00 AM HEDC 3/29/2010 8:00:00 AM |
HB 393 |
| Response_HouseEd (2).docx |
HEDC 3/29/2010 8:00:00 AM |