Legislature(2019 - 2020)BUTROVICH 205
02/11/2020 09:00 AM Senate EDUCATION
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| Audio | Topic |
|---|---|
| Start | |
| SB6 | |
| Presentation: University of Alaska--program Review, Teacher Training, Enrollments | |
| Adjourn |
* first hearing in first committee of referral
+ teleconferenced
= bill was previously heard/scheduled
+ teleconferenced
= bill was previously heard/scheduled
| += | SB 6 | TELECONFERENCED | |
| + | TELECONFERENCED | ||
| + | TELECONFERENCED |
SB 6-PRE-K/ELEM ED PROGRAMS/FUNDING; READING
9:00:48 AM
CHAIR STEVENS announced the consideration of SPONSOR SUBSTITUTE
FOR SENATE BILL NO. 6, "An Act relating to early education
programs provided by school districts; relating to funding for
early education programs; relating to the duties of the
Department of Education and Early Development; establishing a
reading intervention program for public school students enrolled
in grades kindergarten through three; establishing a literacy
program in the Department of Education and Early Development;
and providing for an effective date."
He advised his staff will review the requested changes in the
forthcoming CS. He stated his intention to hear invited
testimony and hold the bill for further review.
TIM LAMKIN, Staff, Senator Gary Stevens, Alaska State
Legislature, Juneau, Alaska, gave a shoutout to the substantial
amount of work done by Senator Begich's staff and the Department
of Education and Early Development (DEED). He said the
forthcoming committee substitute (CS) incorporates 34
amendments.
9:03:10 AM
Item: 1
Amend/Insert/Delete: Amend
Language/Changes: Amends terms "literacy" used
throughout bill to "reading"
Justification/Consideration: To clarify and better
align language with intent of the bill and modern
vernacular
Item: 2
Amend/Insert/Delete: Insert
Language/Changes: Parents as Teachers Program Language
from SB 182 (2012)
Justification/Consideration: Ensures the PAT program
continues and ties into the high-quality early ed
program work of SB 6.
MR. LAMKIN said this language would separate the Parents as
Teachers program from the Alaska Reads Act.
Item: 3
Amend/Insert/Delete: Insert
Language/Changes: K-3 educators, administrators and
parents shall have an opportunity for annual
commentary on the efficacy of the Alaska Reads Act.
The department shall establish, by regulation, a tool
for this purpose. Annually, the department shall
convene a panel of K-3 educators, administrators and
parents review the effectiveness of the Alaska Reads
Act. The panel may convene electronically
Justification/Consideration: Ensure all stakeholders,
parents, teachers, admin, students, have an
opportunity to provide feedback on implementation and
effectiveness of Alaska Reads Act.
Item: 4
Amend/Insert/Delete: Amend
Language/Changes: Makes explicit that a previously
retained student may not be retained a second time
under the Alaska Reads Act.
Justification/Consideration: policy decision,
compromise;
Item: 5
Amend/Insert/Delete: 5 Insert
Language/Changes: Amends AS 14.03.080(d) by changing
the date a child may enter kindergarten to June 1
Justification/Consideration: policy decision,
compromise;
9:04:29 AM
MR. LAMKIN noted that the current date is September 1.
Item: 6
Amend/Insert/Delete: Amend
Language/Changes: Amends AS 14.03.080(g) by changing
the date a child may enter preschool to July 1
Justification/Consideration: Ensure a child is at
least 4 when they enter preschool
Item: 7
Amend/Insert/Delete: Delete
Language/Changes: As relates to the number of students
within a district being retained from advancing to the
next grade, Delete "and publish on the district's
Internet website".
Justification/Consideration: Duplicates efforts
already being performed by DEED
Item: 8
Amend/Insert/Delete: Insert
Language/Changes: districts shall report "the number
of students assigned to each classroom in grades k-3"
Justification/Consideration: Requires districts to
report on class size
Item: 9
Amend/Insert/Delete: Insert
Language/Changes: "number and percentages of students
in grades k-3 who demonstrated improvement on expected
grade-level skills on?
Justification/Consideration: Ensures districts will
report on student improvement
Item: 10
Amend/Insert/Delete: Amends
Language/Changes: Inserts "skills" after "grade
level", to read "grade level skills"
Justification/Consideration: Students are not assessed
by grade in Kindergarten
Item: 11
Amend/Insert/Delete: Amend
Language/Changes: Five two or more years of
experiencing teaching
Justification/Consideration: Reduces years of
experience teaching kindergarten or another early
education program, but requires additional coursework
related to reading instruction as determined and
required by the department
MR. LAMKIN said item 11 is designed to make that process easier.
9:06:58 AM
CHAIR STEVENS said after Mr. Lamkin finishes, it will be good to
talk to the department about data collection in numbers 7 and
11.
Item: 12
Amend/Insert/Delete: Insert
Language/Changes: coursework requirements will be
established by the department in regulation
Justification/Consideration: Align language with
changes proposed by DEED and other states
Item: 13
Amend/Insert/Delete: Insert
Language/Changes: "establish a waiver process for
districts to apply to the commissioner to use an
evidenced-based reading screening or assessment tool
that is already in use in the district, to administer
to students in..."
Justification/Consideration: Establishes a waiver
process for districts to continue to use their
evidence-based reading screening or assessment tool
that may already be in use by the district
Item: 14
Amend/Insert/Delete: Amend (SAME AS #16,18,30, below)
Language/Changes: Replace "phonic" with "phonemic"
Justification/Consideration: Fixes drafting error
Item: 15
Amend/Insert/Delete: Amend
Language/Changes: Replace "science of reading" with
"evidence based reading"
Justification/Consideration: Clarification purposes,
conformity/ consistency
Item: 16
Amend/Insert/Delete: Amend
Language/Changes: Amends 5 components of reading:
phonemic awareness, phonics, vocabulary, fluency, and
comprehension
Justification/Consideration: Clarification purposes,
modern vernacular
9:08:33 AM
Item: 17
Amend/Insert/Delete: Insert
Language/Changes: Require consideration of the
Recommendations from the 2018-19 Task Force on Reading
Proficiency and Dyslexia
Justification/Consideration: Ensure recommendations to
department on screening or assessment tools meet needs
of all students, and to honor the previous work of
leaders in reading science.
Item: 18
Amend/Insert/Delete: Amend
Language/Changes: Amends 5 components of reading:
phonemic awareness, phonics, vocabulary, fluency, and
comprehension
Justification/Consideration: Clarification purposes
Item: 19
Amend/Insert/Delete: Amend
Language/Changes: Amend 70 hour requirement to
"?implemented outside of regular school hours as
directed in the student's individual reading
improvement plan"
Justification/Consideration: Ensures intervention is
dictated by student needs
9:09:21 AM
MR. LAMKIN said items 20, 21, and 22 make the written
requirements less stringent. For example, notifications could be
done during parent-teacher conferences.
Item: 20
Amend/Insert/Delete: Insert
Language/Changes: "or in conference"
Justification/Consideration: Allows a district or
school to notify parents or guardians in writing or in
conference after a student is identified as having a
reading deficiency.
Item: 21
Amend/Insert/Delete: Delete
Language/Changes: "written"
Justification/Consideration: Aligns with above
amendment. Deletes the requirement that the
notification to parents be written.
Item: 22
Amend/Insert/Delete: Insert
Language/Changes: "shall provide written
notification".
Justification/Consideration: Cleans up a proceeding
section that would require a district or school to
provide written notification to parents at 45 days
9:09:42 AM
Item: 23
Amend/Insert/Delete: Amend
Language/Changes: Amend subsection (e ) (1): "scoring
at a proficient or higher achievement level on the
statewide screening or assessment tool or on the
statewide summative assessment."
Justification/Consideration: Clarifies language
regarding which achievement level a student should
achieve to be considered for grade progression
Item: 24
Amend/Insert/Delete: Amend
Language/Changes: Removes "a" and replaces with "the"
Justification/Consideration: Clarifies language
regarding "a" statewide summative assessment to "the"
statewide summative assessment
Item: 25
Amend/Insert/Delete: Delete
Language/Changes: Removes "certified under AS 14.20",
DEED certification standards
Justification/Consideration: Removes potential
barriers to ensure there is an existing pool of
qualified reading teachers exist
Item: 26
Amend/Insert/Delete: Amend
Language/Changes: As relates to notification that a
3rd grade student is subject to being retained, Change
from 30 days notification to 45 days
Justification/Consideration: Alignment/consistency
with remainder of the bill
Item: 27
Amend/Insert/Delete: Insert
Language/Changes: Insert definition of "evidence based
reading intervention": means the instruction or item
described is based on reliable, trustworthy, and valid
evidence and has demonstrated a record of success in
adequately increasing students' reading competency in
the areas of phonemic awareness, phonics, vocabulary
development, reading fluency, including oral language
skills, and reading comprehension.
Justification/Consideration: Language provides
definition for "evidence based reading intervention"
9:11:35 AM
MR. LAMKIN noted the need for a definition of evidence-based
reading.
Item: 28
Amend/Insert/Delete: Amend
Language/Changes: Adheres selection criteria for
selection of 10 schools, based on lowest performing
10% of school as defined by AS 14.03.123
Justification/Consideration: Ensures all comprehensive
support schools meet the criteria to apply for school
improvement resources.
Item: 29
Amend/Insert/Delete: Delete
Language/Changes: Strike entire section (h), for
redundancy (120 days to 45 notice of retention
candidacy)
Justification/Consideration: Redundant, Aligns with
amended language from P 14, Line 12
Item: 30
Amend/Insert/Delete: Amend (SAME AS #18 above)
Language/Changes: Amends 5 components of reading:
phonemic awareness, phonics, vocabulary, fluency, and
comprehension
Justification/Consideration: Clarification purposes
9:13:15 AM
MR. LAMKIN said item 31 is in response to requests that the bill
include a definition of reading specialist.
Item: 31
Amend/Insert/Delete: Insert
Language/Changes: Inserts definition of "Reading
specialist": A reading specialist: an applicant shall
hold a professional teacher license with an
endorsement in an approved content area; have
completed an approved graduate program for the
preparation of reading specialists at an accepted
institution of higher education, including a
supervised practicum or internship as reading
specialist OR have three or more years of fulltime,
demonstrated classroom teaching experience where
reading instruction was a primary responsibility;
shall be knowledgeable about literacy instruction and
shall have demonstrated competencies including: -
Understanding of the Five Components of Reading
Instruction as identified by the National Reading
Panel; - Knowledge of and experience implementing
effective reading instruction strategies and
intervention methods; - Experience designing and
implementing school-wide Response to Intervention
(RTI) programs and/or Multi-Tiered Systems of Support
(MTSS); - Understanding of and experience with
reading/literacy screeners, including data analysis
that informs instruction; - Knowledge of dyslexia and
other learning disorders that affect reading
achievement; - Knowledge of and ability to effectively
articulate the methods, issues, and resources involved
in support of student instruction to a wide variety of
audiences including but not limited to staff, parents,
and students with reading problems for whom English is
not their native language; And shall have completed
required Alaska Reads coursework as identified by the
Department of Education and Early Development.
Justification/Consideration: To ensure education and
professional requirements are clear
9:15:28 AM
CHAIR STEVENS said he wanted to hear the department's
interpretation of item 31 and he'd also like to give the
university an opportunity to address it.
Item: 32
Amend/Insert/Delete: Insert
Language/Changes: Amends transition language: Allows
department to use school accountability rankings from
2018-2019 and have that district ranking task
completed by July 1, 2021.
Justification/Consideration: Allows department to use
previous school accountability rankings to determine
the lowest performing 10% of districts while the
district develops processes to rank districts
Item: 33
Amend/Insert/Delete: Amend
Language/Changes: Report by Commissioner of Education
and Early Development. Not later than 3 months after
the effective date of this Act, and continuing
annually not later than the 30th legislative day of
each regular session, the commissioner of education
and early development shall submit a report to the
state Board of Education and Early Development and the
education committees of the Alaska House of
Representatives and the Senate describing the progress
made to implement this Act. The report will include
information collected under AS 14.03.120 including
data on how districts are using Inservice days for
professional development
Justification/Consideration: Amends language to
require annually reporting by DEED to state Board of
Education and education committees of both legislative
bodies regarding implementation and effectiveness of
this act.
Item: 34
Amend/Insert/Delete: Insert
Language/Changes: Report by Commissioner of Education
and Early Development. Not later than 3 months after
the effective date of this Act, and continuing
annually not later than the 30th legislative day of
each regular session, the commissioner of education
and early development shall submit a report to the
state Board of Education and Early Development and the
education committees of the Alaska House of
Representatives and the Senate describing the progress
made to implement this Act. The report will include
information collected under AS 14.03.120 including
data on how districts are using Inservice days for
professional development
Justification/Consideration: Amends language to
require annually reporting by DEED to state Board of
Education and education committees of both legislative
bodies regarding implementation and effectiveness of
this act.
CHAIR STEVENS asked the commissioner to speak to data
collection.
9:18:08 AM
MICHAEL JOHNSON, Ph.D., Commissioner, Department of Education
and Early Development (DEED), Juneau, Alaska, said he
appreciated the efforts of Mr. Lamkin, Loki Tobin, staff for
Senator Begich, and Erin Hardin, DEED Legislative Liaison, in
considering all the comments and incorporating them into the
bill. He also thanked all those who have provided comments. He
asked Senator Stevens to repeat his question.
CHAIR STEVENS asked for the department's plans to collect data.
COMMISSIONER JOHNSON replied the department already does various
data collection and they will continue to do so as efficiently
and non-intrusively to districts as possible. Last year the
department created a new web site to present data and they will
try to incorporate the new data collected under this bill into
the current online data presentation.
CHAIR STEVENS asked for an explanation of the difference between
phonics and phonemic.
COMMISSIONER JOHNSON answered that phonics is print and phonemic
is sound. Phonemic awareness is an awareness that words are made
up of different sounds. A child has to understand words are made
up of sounds in order to learn to read. Phonics is understanding
that letters represent those sounds.
CHAIR STEVENS asked about the definition of reading specialist
in item 31.
COMMISSIONER JOHNSON replied the bill tries to establish some
qualifications and a high bar for people providing interventions
and support for students while recognizing that the state has a
recruitment issue. It is also important to recognize that in
rural Alaska some of the best interventionists are
paraprofessionals. Many have lived in the community for a long
time and districts have invested a lot in their training. Many
schools have turnover problems, but classroom aides stay longer.
The state has to strike a balance between qualification
requirements for training and higher education, while also not
making the problem worse by discounting some of the
paraprofessionals. Some of the changes in the committee
substitute address that balance.
CHAIR STEVENS asked what his expectations are for the
university.
9:24:13 AM
COMMISSIONER JOHNSON replied he expects great cooperation and
positive interaction with the university. If the legislature
passes the Alaska Reads Act, DEED can take that act to the
university and ask how the department and university can work
together to make sure the university will prepare teachers to
teach based on the bill.
COMMISSIONER JOHNSON noted that the department asked for an
increment in the budget so that the State Board of Education can
meet more often in anticipation of meeting with the Board of
Regents to ensure that the university is providing the teachers
needed to implement the bill.
CHAIR STEVENS said he understands that the department will be an
integral part of professional development. Districts will not be
asked to figure this out on their own.
COMMISSIONER JOHNSON responded that the bill includes positions
for the department to provide staff development. The department
will continue connecting with partners, including the
university. A number of school districts are providing great
professional development and the department hopes to facilitate
that around the state.
9:26:08 AM
SENATOR HUGHES observed that the phrase "approved graduate
programs" is used. She asked if there are programs already
identified and whether DEED would identify them. She further
asked if the University of Alaska has an approved graduate
program.
COMMISSIONER JOHNSON responded that getting students through the
program and growing the state's own teachers starts with getting
more kids reading because kids who read proficiently by third
grade are more likely to graduate from high school and go on to
the university and complete these programs. The university does
have approved teacher education programs. Dean Atwater will give
a presentation today about the list of UA's approved programs.
9:27:44 AM
SENATOR BEGICH shared that his hope for the report to the
legislature, which will be part of the committee substitute, is
that the legislature will learn from implementation about what
is working and what needs to be retooled on a regular basis. He
asked if that was his understanding.
COMMISSIONER JOHNSON responded that the department has had
excellent partnerships with many in the education community with
the Alaska Education Challenge. If the Alaska Reads Act passes,
he wants to interact with that same community on the
implementation. This is an opportunity to refine and improve
implementation. He looks forward to having a regular, annual
ongoing opportunity to interact with stakeholders on how the
implementation is going and what needs to be modified.
CHAIR STEVENS expressed appreciation to the commissioner and his
department for being so intensely involved in this bill. He
called on Dr. Goyette to testify.
9:29:51 AM
MONICA GOYETTE, Ph.D., Superintendent, Matanuska-Susitna School
District, Palmer, Alaska, thanked Governor Dunleavy, Senator
Begich, and Commissioner Johnson for their work on the Alaska
Reads Act. She said the Mat-Su Borough School District
legislative priorities include evidence-based literacy policies
and practices. Over the past year the commissioner has
repeatedly sought input from superintendents regarding reading
proficiency and his goals for bringing forward legislation. The
components of the bill, early education, evidence-based
intervention systems, and school accountability, are not new to
education. She is not concerned about any of the items in the
bill if it passes. She is deeply concerned about Alaska's
children who do not have access to evidence-based reading
practices.
DR. GOYETTE said 750 students or 50 percent of next year's
incoming kindergarten class are currently enrolled in district-
funded preschool programs. The district funds these with federal
education and special education dollars. All principals,
including secondary, unanimously voted to set aside 10 percent
of Title 1 funds to support early learning opportunities. If
additional funding is made available, Mat-Su will expand its
efforts. If not, it will still remain a district priority
because the research supporting kindergarten readiness compels
the district to do so.
DR. GOYETTE said that over the past decade the district has
systemically implemented a comprehensive multitiered system of
support (MTSS), formerly known as response to intervention. Each
iteration gets better but the concept stays consistent. This
includes a comprehensive screening and assessment system. This
is not new to Alaska. In 2014 and 2015, DEED required early
literacy screening. After several years, the direct funding from
the state went away. However, the practice should not have
stopped. It is a critical component to ensuring that all
students are passing reading benchmarks. Early screening is
inexpensive and quick to administer. This data is available in
multiple formats for schools and communities to use. The system
cannot get better if the districts and department are not
willing to be transparent about areas of success and ones that
need improvement.
9:32:33 AM
DR. GOYETTE stated that another key component of MTSS is
evidence-based curriculum, both at the core grade level and for
intervention materials. She noted that this was not new to
education. In 2000, the National Reading Panel issued a report
on the science of reading. This includes phonemic awareness,
phonics instruction, reading and oral fluency, comprehension,
and vocabulary development. Curriculums should align with the
state standards, have a large literature base supporting its
efficacy, and be implemented with fidelity. This year DEED
awarded reading grants to districts to identify effective
curriculum. This process will help smaller districts identify
and implement evidence-based programs. The work of MTSS should
be facilitated by reading experts. For over a decade, Mat-Su has
supported an instructional coach in each of its comprehensive
elementary schools. Through braided funding of general operating
and federal funds, Mat-Su has secured these vital positions.
Mat-Su does not view any component of this bill as an unfunded
mandate. It is simply a prioritization of the funding the
district already receives.
DR. GOYETTE observed that in listening to testimony, school
accountability has brought the most concern. She questioned
whether there would there be the same concern if Alaska were
first in the nation for reading. Transparency in data combined
with targeted interventions and support has helped Mat-Su
increase its Alaska Native graduation rates by 20 percent in the
last four years. It started with working with local tribes and
acknowledging inequities in the system. It is not easy to take
responsibility for weaknesses, but it must start there, she
said.
9:34:32 AM
DR. GOYETTE admitted that despite the systems in place, Mat-Su
still has kids not reading proficiently by the end of third
grade. That is critical because in kindergarten through third
grade, children are taught to read. In fourth grade, the
transition is to reading to learn when as much as half the
curriculum in public schools will be delivered through reading.
DR. GOYETTE advised that students who are not reading by the end
of third grade are statistically four times more likely to drop
out of high school, and six times more likely if they live in
poverty. Eighty-five percent of juveniles who interface with the
court system are below proficient in reading. She emphasized
that everyone should be more concerned about what happens when
children are moved on without having learned to read than
implementing a proficiency-based promotion policy.
DR. GOYETTE added that as the bill works through the legislative
process, she hopes that it maintains the critical components
that were proven effective in other states. This should not be
about what all the adults can agree on. It should be about
proven practices to ensure a high-quality education for every
student every day.
CHAIR STEVENS asked if she has concerns about the retention
provisions in the bill.
DR. GOYETTE replied not at all. The Education Commission of the
States reviewed legislative reading policies in other states and
identified early education, school accountability, and evidence-
based practices as key components. One part of accountability is
retention. It is one of many tools at the end of four years of
reading instruction that can be available to students, parents,
and staff. None of the states with retention policies saw a
spike in retention rates. These states saw a spike in student
achievement. If Alaska is looking to replicate this success, it
is essential to replicate all of the components.
9:37:31 AM
SENATOR HUGHES asked if she would have concerns about a stronger
proficiency-based promotion policy if it were phased in over
time.
DR. GOYETTE replied not at all. In fact, she is concerned that
through this process, the accountability in the bill is being
weakened. Developmentally, children learn to read at different
rates. There are kindergarteners who know how to read, but by
the end of third grade, the transition away from teaching
reading to synthesis, evaluation, and analysis starts. Retention
is important as a last resort. In education, time and support
are variables. That is seen in this bill. Outside of the school
term, reading time is critical. Some students need additional
time and that may mean an additional year.
SENATOR HUGHES thanked her for having the courage to make that
statement. Her commitment, whether or not a stronger policy is
adopted, to work with Mat-Su schools as if there is a stronger
policy is clear. Senator Hughes said she looks forward to the
outcomes.
SENATOR BEGICH asked what parents' role is in a decision about
retention.
DR. GOYETTE answered that parents should be the final decision
maker in all aspects of their child's education. If the school
district has been working with them and demonstrated that it has
accessed all resources and believes additional time and support
could be of benefit, she believes the district will have formed
a good relationship with parents and the parents will come to
the same conclusion. Things will not work without support from
the parents.
CHAIR STEVENS said he appreciates her thinking that reading is
foundational and that this bill is not an unfunded mandate but a
requirement of all education. He called Dr. Mark Stock to
testify.
9:41:45 AM
MARK STOCK, Ph.D., Deputy Superintendent, Anchorage School
District, Anchorage, Alaska, said that he would read a letter
from the Anchorage School District (ASD) Superintendent Deena
Bishop and then add his personal commentary.
DR. STOCK read Dr. Bishop's written testimony:
Dear members of the Senate Education Committee,
Thank you for allowing me to testify today. I want to
begin with an affirmation for the bill considered,
Sponsor Substitute for SB6. As the superintendent of
the Anchorage School District, I want to communicate
that Senator Begich and his cosigners' reading bill,
the Alaska Reads Act, aligns with our district's
strategic plan to have 90 percent of third grade
students reading on grade level. In addition, ASD's
legislative agenda provides support to this statewide
effort. Alaska depends on this legislation to empower
our teachers to ensure students are readers and
thinkers in today's global society.
The evidence is clear that Alaska's students are not
performing as well as their peers in the nation in
reading. Not only is our status on the exams evident
of this, the fact that we are losing ground is also
clear as we move further away from the mean in grade
four to grade eight. Comments surrounding this bill
have criticized the use of data to gauge success.
Please know that whether or not we like national
assessments, one question we must ask ourselves is,
"WHY is there a difference between our students'
abilities and students from other states?" I know our
students and teachers are as smart, as hard working,
and as caring as any other students and teachers in
the nation. The delta between our achievement and
other students in the United States should have all
Alaskans demanding a change in how public schools are
preparing our children to live in the information
world.
9:44:08 AM
The science is clear on effective ways to teach
students to read. It is inclusive of the five areas of
reading grounded in brain-based research. You have
proposed a bill to make a change in our stateto
guarantee all students receive the benefit of
excellent, evidence-informed instruction. Your courage
to do this is highly respected. I have written earlier
in the year of the need for this legislation. Our
commissioner has asked superintendents on multiple
occasions to provide input. Please know I am not
interested in a consensus bill by which everyone can
be happy with the outcome while picking apart the
essential tenants that research has proven are good
for students. Rather, I prefer a bill that will make a
positive change, as improving the outcomes for
Alaska's children is the primary reason public schools
exist.
I understand that Alaska has not been down the reading
road before. Just like any new road in our state, a
great amount of dust is thrust about as one first
travels along a bumpy trail. The dust often makes it
difficult to see the destination. However, continued
forward momentum, with heightened awareness of needs,
leads to a clearer vision. The dust around this bill
will settle. I am confident that you have heard from
stakeholders across the state who have provided
feedback to allow DEED's Administrative Codes to guide
us on this newly dusted trail.
In Anchorage, too many of our students are not reading
at expected levels. Our student learning data are not
what our community expects. Please know that I am not
shamed by what our data represent, rather I am
socially incentivized to improve our teaching and
learning in the area of reading. Monitoring success is
essential to growth. We should inspect what we expect.
In summary, I am grateful for your fiscal support of
preschool. I understand the need for assessment and
reporting. I accept accountability in public
education. A school system that allows continued
feedback to parents as well as their involvement and
action is essential to schools and classrooms.
Thank you again for your courage to make a change.
Legislation must remain relevant and uphold and
reflect the values and beliefs of a society. The
Committee Substitute for SB6 does just this as it
provides for all Alaska's children to leave our
schools with the fundamental skill of reading. A
literate citizenry is paramount to a democratic
society
9:46:59 AM
DR. STOCK shared that this is his fourth decade in public
education. He has been a superintendent for 15 years and prior
to coming to the Anchorage School district, he lived in Indiana
and Wyoming. Those two states are in the top 10 in the nation of
NAEP (National Assessment of Educational Progress) scores for
fourth grade reading. Those states took different approaches to
reading but share some commonalities. First, Indiana and Wyoming
raised their standards and expectations and eliminated some
things, including lower-track classes.
DR. STOCK said Wyoming was different in that expectations came
through its funding formula. Wyoming put in its formula things
such as mandated reading tutors and extra support and
instructional coaches that were funded outside the BSA (base
student allocation) model so that schools would make sure that
money was spent on the right things. Both of those appear to be
working. He noted that he also spent five years at a university
training future superintendents. He said there was a time when
reading, writing, civics, and math were the core focus that
education provided, but in the 70s, 80s, and 90s the floodgates
opened and more expectations were laid upon schools.
9:48:59 AM
DR. STOCK said this bill does two things. First, it will codify
evidence-based instruction, which some educators know works
well. However, it is not innovative, nor is Alaska a pioneer,
since many other states have done this. Alaska would simply put
in statute evidence-based instruction. Secondly, it will give
principals and teachers permission to prioritize evidence-based
instruction in grades K-3. Principals need accountability and
permission to focus on what is most important, he said.
DR. STOCK said the issue of academic freedom has arisen in
Anchorage in recent years, but that should only go towards
success. There is no freedom to fail Alaskan students. This bill
puts the state on the course to succeed.
CHAIR STEVENS asked if Dr. Stock's would expect to see greater
student success and Alaska move up from the bottom in nationwide
studies with passage of SB 6.
DR. STOCK replied absolutely, especially with the commitment to
training. Recruitment and retention are secondary issues. The
bill gets to the heart of it through raised expectations and
accountability and permission to prioritize.
SENATOR HUGHES applauded the high bar that Anchorage has set for
90 percent of students being proficient. She asked if the
district has a timeframe to achieve that. While concerns have
been raised about a stronger state policy of proficiency-based
promotion, based on her conversations, she sensed that Dr.
Bishop did not seem concerned.
9:52:01 AM
DR. STOCK replied Anchorage School Board's current strategic
plan requires 90 percent proficiency by 2020. However, the
district has a long way to go to get to that point. The new
strategic five year plan will outline a time frame for student
proficiency. He agreed with Superintendent Goyette and Dr.
Bishop that retention is a key leverage point. Making it a
priority draws attention and creates the energy and leverage.
Carefully reading the legislation shows that there are plenty of
places for alternative methods for proving proficiency. The
retention policy is important but it must allow for waivers and
alternatives. He pointed out that Superintendent Goyette said
that if parents are not supportive of what happens with their
child, it is a nonstarter.
SENATOR BEGICH clarified that he heard Dr. Stock say that he is
comfortable with the way the bill addresses progression, early
education, and those things.
DR. STOCK answered that is correct.
9:54:20 AM
CHAIR STEVENS held SB 6 in committee.