Legislature(2017 - 2018)CAPITOL 106
01/30/2017 09:00 AM House EDUCATION
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| Audio | Topic |
|---|---|
| Start | |
| HB64 | |
| Adjourn |
* first hearing in first committee of referral
+ teleconferenced
= bill was previously heard/scheduled
+ teleconferenced
= bill was previously heard/scheduled
| *+ | HB 64 | TELECONFERENCED | |
HB 64-READING PROFICIENCY TASK FORCE; DYSLEXIA
[Contains brief discussion of SB 27]
9:04:10 AM
AIR DRUMMOND announced that the only order of business would be
HOUSE BILL NO. 64, "An Act relating to the establishment of the
Task Force on Reading Proficiency and Reading Instruction for
All Students and on the Effects of Dyslexia on Some Students."
9:04:26 AM
KRISTIN KRANENDONK, Staff, Representative Harriett Drummond,
Alaska State Legislature, presented HB 64 paraphrasing from a
prepared statement, which read as follows [original punctuation
provided]:
HB 64 establishes a fifteen member task force on
reading proficiency and instruction with the goal of
increasing statewide reading proficiency scores within
3 years.
Section 1 of the bill lays out some legislative
findings demonstrating the need for the task force.
About 47,000 students in K-12 in Alaska do not
currently meet AMP, or Alaska Measures of Progress
standards.
Dyslexia is the most common learning disability and
affects up to 17 percent of the student population.
Section 2 of the bill lays out the purpose of the task
force, which is to evaluate and make recommendations
to the legislature and examine how current regulations
affect reading proficiency.
On page 3 of the bill starting on line 20, the bill
also lays out the makeup of the task force, which
includes:
3 members of the House, including at least one
minority member, appointed by the Speaker.
3 members of the Senate, with at least 1 minority
member appointed by the Senate President.
The commissioner of Education and Early Development or
the commissioner's designee.
1 active or retired K-3 teacher with significant
experience teaching reading.
1 member of the Alaska Association of School Boards
who is knowledgeable about reading and dyslexia.
1 non-voting member who is a judge or representative
of the judicial branch. We feel a member familiar
with federal education laws such as IDEA, the
Individuals with Disabilities Education Act, is needed
to help make informed recommendations. IDEA has
implications for early identification of struggling
readers and the task force will need legal expertise
to help navigate federal laws.
1 member representing the University of Alaska who is
highly knowledgeable teaching reading.
The remaining 4 members will be recommended by member
organization of the Alaska Reading Coalition. Those
members include Reading Write Alaska, the NAACP,
Literate Nation Alaska, the Alaska branch of the
International Dyslexia Association, Decoding Dyslexia
Alaska, Juneau Dyslexia, Longboard4Change, 907Boards,
Connections That Work, Future Frontiers Tutoring, and
Turning Leaf Literacy Center.
No member of the task force will receive
compensations. Meetings will take place
telephonically and no member will receive per diem or
travel expenses.
The task force expires on Jan. 31, 2019.
9:07:55 AM
MARGIE GILLIS, President, Literacy How, provided testimony on
the advances that Connecticut has made in the past six years in
a concerted effort to close the achievement gap. Connecticut
has established a commission that works closely with the
legislature to keep members informed of issues and address
measures that are proposed. Additionally, at the legislative
office building, a forum regularly meets to focus specifically
on reading issues. In 2010, the Connecticut State Board of
Education adopted a policy mandating that pre-service, K-3
trainees pass the [Foundations of Reading (90) Exam:
Massachusetts Tests for Educator Licensure (MTEL)], as a pre-
requisite for becoming a state certified teacher. The mandate
was the first step in the strategic plan, to ensure that state
teacher training programs included a focus on reading
instruction. Previously certified teachers were also assisted
in their efforts when legislation was adopted to have students
in grades K-3 subjected to a universal screening program. The
measure allows teachers to identify and address individuals who
require additional help. In the first year, the results were
dramatic, she reported. Building on that, a state wide reading
model was developed based on a principle called response to
instruction, also known as a multi-tiered system of support.
She explained how the approach works to ensure that all students
receive the attention they need, based on tier
assignments/achievements. It provides the most targeted
instruction available. The model was piloted in 5 schools, in
2012, and due to success rates, today 65 schools have replicated
the model. Financing has been a challenge and means are still
be sought to provide all schools with funding to implement the
program.
9:15:36 AM
SERENA ELFTMAN-MOLLENKOPF, Teacher, Anchorage School District
(ASD), opined that an extreme dichotomy exists for what is known
about teaching reading skills and what is actually practiced in
the classroom. It is well documented how to teach reading, she
said, but unfortunately only 30 percent of Alaskan children are
being taught to read proficiently. The teaching degree that she
received at Ohio State University did not adequately prepare her
to teach reading, and thus, she is currently taking classes in
reading science. In fact, she said, one professor stood in the
way of the teacher trainees wanting to learn more about how to
teach reading. "We can change this," she finished.
9:18:04 AM
REPRESENTATIVE JOHNSTON recalled the Slingerland Approach being
used in the district at one time, and asked whether it's still
being implemented or if it's been integrated into other
programs.
MS. ELFTMAN-MOLLENKOPF answered that ASD discontinued the option
of that program, circa 2000.
REPRESENTATIVE JOHNSTON asked whether it was discontinued due to
lack of results or supplanted by a better program.
MS. ELFTMAN-MOLLENKOPF recalled that it was phased out but did
not conjecture on possible reasons for the curtailment.
9:19:07 AM
LISA CONNER, Alaska Reading Coalition, stated support for HB 64,
paraphrasing from a prepared statement, which read as follows
[original punctuation provided]:
Please find attached a chart out lining the education
history of my three school-aged children. The
information shows an aggressive and earnest attempt to
locate educational programs, methodologies, tools,
techniques, etc., to help my students learn to read.
We tried private, public, traditional, Montessori and
Waldorf methods and philosophies. We tried schools in
the Anchorage School District and MatSu Borough School
District. After years of academic trauma we have
settled nicely with a personalized and individual
approach to education at home. My three children are
thriving socially and emotionally and progressing
academically as we erase years of misguided
instruction. I am determined to keep their self-
esteem intact as they "inhibit" incorrect teaching
methods while incorporating effective learning models.
As a family, we support HB 64 and sincerely hope our
personal story compels you to end the trail of tears
for thousands of children Alaska schools are failing.
We realize our family will not benefit from the task
force nor any future legislation as our time in the
system has expired. If laws had been in place and
enforced, my children would have benefited
significantly from early screening, early
identification, and early intervention up to grade
three. Years of frustration would have been avoided
if screening, identification, and intervention had
been policy for the school districts they encountered.
The critical point for Alaska's students is training
all relevant educational staff in the use of evidence-
based screening and identification instruments; and
identification of evidence-based, multi-sensory,
direct, explicit, structured, and sequential
approaches to instruction of students affected by
dyslexia. Our family's journey is a prime example of
what our schools lack.
We remain optimistic that the next generation of
children will travel a more appropriate and enriching
educational path. After all, it is the birthright of
all Alaskan's to have an equal opportunity to learn to
read.
9:21:55 AM
REPRESENTATIVE JOHNSTON asked Ms. Connor about her knowledge of
the Slingerland Approach program.
MS. CONNOR responded that the name is familiar, but it wasn't a
program offered to her children.
9:22:55 AM
LARRY "WOODY" WILSON, Educator, described his extensive, 40 year
career as an educator. He said his tenure has included serving
as a special education diagnostic teacher, director of special
education, teacher mentor, principal, and superintendent.
Stating opposition to HB 64, he opined that it suffers a number
of short comings and requires significant changes. The
assumption that the 47,000 students falling below the English
language standards suffer from some form of dyslexia is
undocumented and may or may not be accurate. Further, treating
for dyslexia and expecting statistics to improve may also be
inaccurate. The bill specifies dyslexia as the most common
learning disability and cites 17 percent of Alaska's student
population, and approximately 80 percent of learning
disabilities as dyslexic issues. He opined that these
assumptions would be difficult to document as dyslexia is not a
common term used in education. Federal and state laws, as well
as regulations, do not contain the term dyslexia, and neither is
it included in commonly used school terminology. Thus,
documentation of how the disorder effects student populations
would prove a challenge. Assuming that the 47,000 figure is
correct, there could be any number of contributing reasons for
the students to be below standards, such as a lack of adequate
vocabulary skills or low attendance rates. He suggested that
the task force scrutinize the multitude of reasons that may
contribute to poor reading levels. Lacking a common definition,
the term dyslexia should be removed from the bill and be
replaced with terminology that educators use on a daily basis.
The bill shows good intent, he stressed, but use of terminology
that isn't represented in statute, and not proposing a
definition, presents a problem. Referring to the first speaker,
he said Margie Gillis offered a good model to consider. A
variety of approaches are, and need to be, implemented when
teaching reading, recognizing the ineffectiveness of a one size
fits all method. Align the language of the bill with that of
existing statute prior to passage, he urged.
9:29:47 AM
ANTHONY HABRA, Superintendent, stated concern for HB 64,
shadowing the sentiments of the previous testifier, Woody
Wilson, and the focus on dyslexia without consideration of other
detrimental effects on early reading. Implementation of a
universal screening model would be a benefit, he said. Students
who enter school with a low vocabulary, and those experiencing
trauma may have their reading skills affected. Haines uses a
program called Fast ForWord to great benefit with annual gains
that average 1.75 percent; however, there are no silver bullets
for identifying reading issues. Two questions need to be
addressed: what's good for students, and what's fiscally
responsible. He urged the committee, when determining seats for
the task force, to rely heavily on educators.
9:32:20 AM
REPRESENTATIVE SPOHNHOLZ noted that some sources report 20
percent of the learning population showing signs of dyslexia,
and asked what other major factors impede reading progress.
MR. HABRA said learning to read is influenced by a number of
factors, which include limited learning time, trauma, and
poverty. Homes where there is a lack of conversation and few
words are spoken can also be an issue. He said focusing on
dyslexia alone will not solve the hurdles involved in teaching a
child to read.
REPRESENTATIVE SPOHNHOLZ clarified that dyslexia is one problem,
and other contributing factors complicate the issue.
MR. HABRA agreed.
REPRESENTATIVE ORTIZ pointed out that the term dyslexia is not
identified in educational forums as a topic connected with
reading deficiency.
MR. HABRA opined that citing dyslexia as the cause for 47,000
students being identified as reading challenged is inaccurate
and limiting.
CHAIR DRUMMOND referred to the bill, page 2, lines 14-15, and
the language indicating that the task force will address reading
proficiency for all students, and the effects of dyslexia on
some students. The intent of the bill, she stressed, is to
address the critical issue of reading deficiencies in general.
Further, she reported that dyslexia has been a topic at school
board meetings for the twenty years that she's been involved.
9:38:02 AM
AMY SPARGO, Executive Director, Instruction, Matanuska-Susitna
School District, opined, "Next to student safety, certainly a
public schools responsibility to teach students to read is one
of the most important things, if not the most important thing,
we can do." The Palmer School District undergoes a six year
curriculum review, as per state regulations, she reported, where
only evidence-based programs are considered and implemented.
The situation is different in the charter schools, as they enjoy
a level of academic freedom and means to address learning needs
in accordance with their specific charter versus the district
system. The district monitors student reading progress, and
when it is found to be static the schools and families engage in
a responsive intervention problem solving approach, similar to
what was described as being used in Connecticut. She said
dyslexia is a concern. She reported that dyslexia is used as a
general term related to reading disabilities, similar to the
relationship of dysgraphia, or dyscalculia to writing and
mathematical difficulties. Consideration is given to a
student's ability to read fluently, as well as comprehension
skills, to determine how to meet an individual's needs. She
cited a plethora of information and named a myriad of approaches
that are available to identify reading issues and assist a
student. She said, "What is driving our practices right now is
our ability to provide small group, and one on one instruction;
and that's a human resources issue." The fulltime literacy
coach position, that served the district's elementary schools,
has been cut to halftime and it's tenuous whether it will be
retained due to budget constraints. The district maintains the
stance that those closest to the issue, most invested in the
students, and who are knowledgeable about local needs and
resources are best suited to make the decisions regarding
instructional practices and use of evidence-based programs.
Thus, HB 64 presents a concern as an encroachment on local
control. The district certainly welcomes legislative support
for improving reading in the state. However, the best support
would be increased staffing, increased professional development,
and the opportunity to team-up with focus groups, such as the
Reading Coalition, she opined, and questioned whether a task
force is the best means for approaching the reading issue.
9:42:00 AM
LUCY HOPE, Executive Director, Student Support Services,
Matanuska-Susitna School District, expressed concern for HB 64,
and echoed the sentiments of the previous speaker, Amy Spargo.
She said it's important to identify effective reading
instruction. Regardless of a student's diagnosis, the focus is
in helping them to gain reading skills. Early detection of a
student's reading difficulties is key; however, the state
repealed the early literacy screening legislation. The
Matanuska-Susitna School District, like many districts, has
continued to perform K-3 literacy screening. It is a human
resources dilemma: the district has effective measures to put
into place but it can't be done when large numbers of students
are entering the system and staff and time is limited. Finally,
she said, Dyslexia is included in the umbrella of specific
learning disabilities under federal law; Individuals with
Disabilities Education Act (IDEA). Special education is an area
that is routinely under staffed, and anyone who is hired should
receive effective, professional development in the area of
teaching reading, she opined.
9:44:19 AM
REPRESENTATIVE PARISH pondered what other approach, outside of
assembling a task force, might be taken to provide a
comprehensive report for the legislature to review and consider
on this important topic.
MS. HOPE pointed out the steps, as previously stated, that the
district is exercising and which have improved graduation rates.
She said it is important to determine what approaches are
working and how best to apply effective programs.
REPRESENTATIVE PARISH congratulated the district on increasing
its graduation rate, and restated his question.
MS. SPARGO responded: direct work with the commissioner,
"leaning in" with other educators, and keeping actions site
specific. The most efficient mechanism for change is a direct
approach, she opined.
9:47:37 AM
REPRESENTATIVE ORTIZ noted that a human resources issue has been
mentioned as the best means for making gains and improvements
statewide in the area of reading. He said it appears that what
works is a known, and it revolves around financial resources to
put what works into play.
MS. SPARGO concurred.
9:49:51 AM
REPRESENTATIVE SPOHNHOLZ commented that the value of the physics
education task force was bringing people together to share best
practices and establish a baseline of understanding at the
policy maker's level. One of the challenges is that the policy
makers don't hold the same understanding as those who are
specialists in a given area. A task force is helpful as it
serves to level the playing field, she opined, and asked about
the early literacy screening that was repealed from statute and
asked when that occurred.
MS. HOPE recalled that it may have been repealed in the spring
2015.
REPRESENTATIVE SPOHNHOLZ asked for the rationale behind the
repeal.
MS. HOPE reserved speculation on the reason(s) for the action.
9:51:47 AM
POSIE BOGGS, Alaska Reading Coalition, stated support for HB 64
and said a task force would be a good vehicle for bringing
attention to the issue and achieve consensus among the districts
about implementation factors and to identify effective site
specific applications of programs to improve student outcomes.
She referred to the committee packet and a guidance letter
[Assistant Secretary, U. S. Department of Education, Office of
Special Education and Rehabilitative Services, dated 10/25/15]
which explains explicitly how the term dyslexia is to be used.
"It should answer anybody's questions," she said. The goal of
the reading coalition is that every child learning to read
should have the best teacher before them at all times and that
the dose of intervention be correct for each child.
9:53:43 AM
ROBERT BOYLE, Superintendent, Ketchikan Gateway Borough School
District (KGBSD), stated support for HB 64 and opined that
reading ability may be the most critical aspect for a student to
succeed through their educational career, as it is fundamental
to academia. Current best practices begins with parent's
engaging their child at an early age and creating a rich reading
environment. The best educational practice is to screen early
and identify any pre-reading deficiencies by age four. The
early identification screening that was established has been cut
by legislative action; however, he reported, KGBSD still screens
children enrolling in kindergarten and necessary intervention
strategies are immediately provided. The district's reading
programs for K-6 uses research based diagnostic tools,
curriculum, and intervention techniques. Trained reading
specialists are on staff to administer the response to
intervention (RTI) program in each of the elementary schools.
The result is that Ketchikan students have a high literacy rate.
The district has learned that early screening, early support,
and professionally applied research based programs will result
in successful students. Please, consider reinstating the
statute for an early screening process and provide departmental
funding, he implored. Pre-school may be the most effective
intervention possibility, he suggested, when it's constructed
with teachers who have the appropriate skills. He referred
members to the Diagnostic and Statistical Manual of Mental
Disorders, 5th Edition, also referred to as the DSM-5, published
by the American Psychiatric Association, to point out that page
67 includes a description of reading with word accuracy,
fluency, and comprehension. The manual defines dyslexia as an
alternative term, used to refer to a pattern of learning
difficulties, characterized by problems with accurate or fluent
reading recognition. There is more to be gleaned on the topic
from this manual, he stressed, and suggested that committee
members use it as a reliable resource.
9:58:01 AM
JANET DONNELLY, Representative, Future Frontiers Tutoring,
recounted how her teacher training lacked instruction specific
to identifying a student's reading disabilities; a deficiency
which she realized in her first year of teaching. Following
that initial year, she discovered and incorporated the
Slingerland Approach, which she used to benefit students
throughout the remainder of her career. Now retired, she
continues to tutor students. The majority of them have specific
language disabilities, or English as a second language, but none
have been identified as such by their classroom teachers, she
reported.
10:01:14 AM
MIKE BRONSON, Volunteer, National Association for the
Advancement of Colored People (NAACP), expressed support for HB
64 and SB 27, stating that a task force will be a fantastic
opportunity for the legislature to meet its constitutional
obligation to provide an adequate, public school system. The
Alaska Measures of Progress (AMP) scores indicate that about
80,000 students are lagging behind the national standards for
reading, writing and mathematics. A task force will be helpful
to provide the legislature with a means to understand the issue
and consider policy for rectifying the reading and writing
skills of Alaska's K-12 students. Although the bill's time line
could be shortened, he opined, the NAACP likes what it proposes
and holds the expectations that, through the clear objectives it
establishes, it will serve to bring dyslexia into a firm light
to be addressed appropriately by the professional educators of
Alaska.
10:04:33 AM
LISA SKYLES-PARADY, PhD, Executive Director, Alaska Counsel of
School Administrators (ACSA), reported that recently over one
thousand educators came together for a hosted workshop on the
response to intervention/instruction (RTI) program and the
multi-tiered support method. She explained her understanding
that dyslexia is a spectrum that manifests in a variety of forms
along with many other reading disabilities, such as autism, and
intense trauma. It is known that targeted instruction in
reading, as provided by specialized teachers, is effective, she
reported, and districts employ staff to the extent that budgets
allow. She commented that the need to avoid unfunded mandates
appears to have been taken into account in the drafting of HB
64. Educators, literacy specialists, and school administrators
should be seated on the task force, to ensure a working
partnership with the legislature, she suggested.
CHAIR DRUMMOND closed public testimony.
10:09:47 AM
REPRESENTATIVE KOPP commended introduction of the bill, and
acknowledged that literacy issues exist, as well as deficiencies
in math. Reforms are often challenged, and the task force could
serve as a forum to identify the necessary, best practices to
apply. The bill does not present an unfunded mandate, he noted
and opined that the labor force for Alaska will be bolstered by
eradicating reading disabilities.
10:11:48 AM
REPRESENTATIVE PARISH moved to report HB 64 out of committee
with individual recommendations and the [forthcoming] fiscal
notes.
10:12:04 AM
REPRESENTATIVE TALERICO objected for discussion.
10:12:20 AM
REPRESENTATIVE TALERICO suggested holding the bill in order to
address the concerns that have been raised through testimony.
However, he said the bill appears to be in order and
supportable.
10:13:07 AM
REPRESENTATIVE FANSLER noted that concerns raised in testimony
were relevant, particularly regarding who is on the task force.
Lacking an immediate amendment, he said he would also like to
see the bill held in committee.
10:14:02 AM
The committee took a brief at-ease.
10:14:49 AM
CHAIR DRUMMOND concurred with the sentiments expressed by
members and announced that HB 64 was held over.
[The motion made by Representative Parish and the objection made
by Representative Talerico were left pending.]
| Document Name | Date/Time | Subjects |
|---|---|---|
| HB64A.PDF |
HEDC 1/30/2017 9:00:00 AM |
HB 64 |
| HB 64 Sponsor.pdf |
HEDC 1/30/2017 9:00:00 AM |
HB 64 |
| HB64 Dyslexia Laws in US.pdf |
HEDC 1/30/2017 9:00:00 AM |
HB 64 |
| HB 64 AMP Results.pdf |
HEDC 1/30/2017 9:00:00 AM |
HB 64 |
| HB 64 Letter of Support Reading Write.pdf |
HEDC 1/30/2017 9:00:00 AM |
HB 64 |
| HB64 Letter of Support NAACP.pdf |
HEDC 1/30/2017 9:00:00 AM |
HB 64 |
| HB 64 Letter of Support Decoding Dyslexia.pdf |
HEDC 1/30/2017 9:00:00 AM |
HB 64 |
| HB 64 Letter of Support Kilpatrick.pdf |
HEDC 1/30/2017 9:00:00 AM |
HB 64 |
| HB64 Letter of Support IDA.pdf |
HEDC 1/30/2017 9:00:00 AM |
HB 64 |
| HB 64 Letter of Support MGingras.pdf |
HEDC 1/30/2017 9:00:00 AM |
HB 64 |
| HB64 Letters of Support Public.pdf |
HEDC 1/30/2017 9:00:00 AM |
HB 64 |
| HB 64 Public Support Additional Documents.pdf |
HEDC 1/30/2017 9:00:00 AM |
HB 64 |
| HB 64 Additional Letters of Support.pdf |
HEDC 1/30/2017 9:00:00 AM |
HB 64 |
| HB64 Invited Testimony Conner.pdf |
HEDC 1/30/2017 9:00:00 AM |
HB 64 |
| HB64 Dyslexia Guidance Yudin.pdf |
HEDC 1/30/2017 9:00:00 AM |
HB 64 |
| HB64 Fiscal Note LEG-COU-O2-23-17.pdf |
HEDC 1/30/2017 9:00:00 AM |
HB 64 |