Legislature(2013 - 2014)BELTZ 105 (TSBldg)
03/12/2014 08:00 AM Senate EDUCATION
| Audio | Topic |
|---|---|
| Start | |
| SB107 | |
| SB139 | |
| Adjourn |
* first hearing in first committee of referral
+ teleconferenced
= bill was previously heard/scheduled
+ teleconferenced
= bill was previously heard/scheduled
| + | SB 107 | TELECONFERENCED | |
| + | SB 139 | TELECONFERENCED | |
SB 107-ESTABLISH K THROUGH 3 READING PROGRAM
8:00:51 AM
CHAIR STEVENS announced that the first order of business would
be SB 107.
SENATOR DUNLEAVY moved to adopt the CS for SB 107, labeled 28-
LS0916\U, as the working document.
CHAIR STEVENS objected for discussion purposes.
8:01:17 AM
TIM LAMKIN, Staff, Senator Gary Stevens, Alaska State
Legislature, Juneau, Alaska, presented changes to SB 107 on
behalf of the sponsor. He began with page 2, line 5. A reference
to "grade level expectations" was changed to "grade level
standards in reading" at the request of the Department of
Education and Early Development (DEED) to reflect new Academic
State Standards.
He said that a section referencing accreditation was deleted at
the request of DEED because many elementary schools do not go
through the accreditation process. Section 3, at the bottom of
page 2 of the bill, makes the reading program applicable to
charter schools as well. Section 4, page 3, is consistent with
the requirement that charter schools are required to participate
in the reading program.
He related that on page 5, line 18, there was a previous
reference to "periodically review diagnostic assessments" which
was viewed by DEED as being too inhibitive. The reference to
"diagnostic" was removed and now both screening and diagnostic
assessments are reviewed, as determined through regulation. On
page 5, line 29, (E) was removed. It required the department to
provide textbook and curriculum recommendations, but now that
will remain a district-level decision.
He explained that on page 6, lines 3 and 4, a reference to the
department's providing instructional materials was removed and
left to the district to decide. Also, "coaching services and
strategies" was changed to "coaching services or strategies" in
order to give the district and the department the option. On
page 6, line 26, the reference to "diagnostic" assessments was
deleted for reasons previously stated.
He explained that on page 9, line 25, because of a new teacher
evaluation rating system, the reference to teachers having a
ranking of "effective or highly effective" was deleted. It now
says "high rating."
8:05:00 AM
MR. RAMKIN noted that some progress has been made on SB 107. The
sponsor has worked with the department and somewhat with
districts, but would like to hear more from the districts on
this bill. Some districts are already doing a lot of this work,
particularly through Response to Instruction/Intervention (RTI).
Kenai and Ketchikan school districts are doing a good job with
RTI. The bill is an effort to explore the issue with districts
who are struggling.
SENATOR GARDNER inquired about the change on page 9, line 25, to
the wording where the teacher has a "high rating". She asked if
it would be beneficial to define that rating.
MR. LAMKIN said it was part of the new teacher evaluation
system. He assumed the definition was in regulation.
CHAIR STEVENS requested that DEED answer.
8:06:35 AM
SUSAN MCCAULEY, Ph.D., Director, Teacher and Learning Support,
Department of Education and Early Development (DEED), Juneau,
Alaska, presented information related to SB 107. She said the
definition of "high rating" is one of four overall new teacher
accountability regulations. It is likely one of the two ratings
that indicate proficiency or higher, as demonstrated through the
evaluation system.
CHAIR STEVENS asked if Dr. McCauley was comfortable with the
wording "high rating" on page 9, line 25.
DR. MCCAULEY said yes.
SENATOR GARDNER summarized that the section is trying to ensure
that a student who is not performing at grade level gets a
highly effective teacher. She inquired if such a teacher would
be available in a small school and what the consequences would
be if that teacher were not available.
DR. MCCAULEY opined that the words "whenever practicable" are
relevant. She said it is her understanding that the intent is to
ensure that students are receiving reading instruction, when
possible, from teachers who have high ratings on their most
recent performance evaluation and who possess expertise in
reading instruction. This applies to early literacy years and
there is a science to it.
SENATOR GARDNER hoped every child would have access to that
instruction.
CHAIR STEVENS noted that many districts are already providing
it. The bill would bring all districts into compliance on
reading.
8:10:09 AM
DR. MCCAULEY clarified, on page 6, lines 3-5, the department's
role in providing technical assistance and coaching services or
strategies to school districts. This section of the bill
addresses the department's responsibilities, whereas the latter
half of the bill has more impact for districts. She thought it
was important to hear from districts about their perception of
their responsibilities. She said the department will provide
coaching services or strategies.
CHAIR STEVENS said he hoped to hear from more superintendents
and districts.
8:12:04 AM
SENATOR GARDNER questioned page 9, line 27, "when necessary, and
with the approval of a student's parent, the student receives
mental health support from a school psychologist, school social
worker, or school counselor." She pointed out that some schools
do not have access to any of those personnel.
CHAIR STEVENS called on Dr. Bruce Johnson to answer.
8:13:27 AM
BRUCE JOHNSON, Executive Director, Alaska Council of School
Administrators, Juneau, Alaska, provided information related to
SB 107.
SENATOR GARDNER repeated the question. She asked if all children
enrolled in a public school have access to the abovementioned
personnel.
DR. JOHNSON explained that all kids have access to those
services, but they may not have immediate access or timely
access. In some cases the services are delivered by itinerants
or local providers in villages.
SENATOR DUNLEAVY said the provision Senator Gardner mentioned
seems to be compelling language - the district must provide
those services.
CHAIR STEVENS pointed out that it is a change to what is now
being done. He asked the department to respond.
8:15:34 AM
DR. MCCAULEY explained that the words "when necessary" means
when it is perceived by someone, such as a parent, as necessary
for a student to receive mental health support, a district would
need to ensure that it happens. The services could be provided
on an itinerant service and not be timely. She suggested
eliminating "when necessary".
SENATOR DUNLEAVY asked for clarification.
DR. MCCAULEY suggested "whenever practicable" might be worth
consideration.
SENATOR DUNLEAVY said "when necessary" is compelling language
and would cost money and possibly incur legal problems.
8:18:23 AM
CHAIR STEVENS offered to work on that issue.
He opened public testimony.
VALERIE BROOKS, Reading and Instructional Specialist, Ketchikan
Gateway Borough School District, Ketchikan, Alaska, testified in
favor of SB 107. She related that the district is in the sixth
year of implementing Response to Instruction/Intervention Model
(RTI). She said SB 107 delineates an RTI approach to student
assessment, emphasizing the use of research-based programs to
address students' below proficient skills, professional
development opportunities for staff charged with implementing
these programs and utilizing them for student instruction, and
frequent progress monitoring to assess student performance to
determine acceptable progress and to diagnose continued or
altered instructional intervention.
She related that research, including her own, indicates that
this approach to specific skills instruction and assessment can
result in fairly rapid and significant increases in student
academic skills across the curriculum and can aid in the
determination of special needs status for students requiring
this additional level of instruction and accommodation.
She voiced concern that additional reporting responsibility for
districts and the mandated coaching services noted in the bill
as department responsibility will not be funded adequately and
thus become a burden on districts, rather than the support
intended for increased instructional opportunities. She
concluded that she hopes the committee and the department might
solicit input from stakeholders responsible for implementing the
RTI model of assessment and instruction. She applauded the focus
on early literacy and reading instruction. She urged the
committee to ensure that support for districts and the
department is evident in materials, training, and funding.
CHAIR STEVENS thanked Ms. Brooks for her testimony and for her
work. He noted the importance of hearing from districts.
8:21:23 AM
SENATOR DUNLEAVY he asked if the School Board Association or
Council of School Administrators has an opinion.
DR. JOHNSON related that the state's superintendents were
recently in Juneau and discussed SB 107 in relationship to
regulations that have recently come from DEED that direct low-
performing schools with designations of grades 1 - 3. He said
much of what is included in the bill is captured in those
regulations; however, he voiced appreciation for having them in
statute. From a superintendent's perspective, they prefer that
regulation and statue be melded so there is a system that works
well and is clearly supported by the department. He added that
technical assistance might be necessary, particularly in low-
performing schools.
DR. JOHNSON stated that much of what is contained in SB 107 is
done through the RTI model and not every district has that model
in place. He stressed that districts are working hard on the
issue. There were 1,100 individuals attending the most recent
RTI conference, the third annual conference. Schools are taking
this issue very seriously and a lot is being done in this area.
He concluded that administrators remain willing to work with the
sponsor, as well as with the department, on SB 107. He said
there is no pushback from superintendents on the importance of
the issue. He added that the emphasis should be on low-
performing schools and districts, not adding a burden to schools
where students are proficient.
8:25:07 AM
CHAIR STEVENS agreed that SB 107 should not be a burden on high-
performing districts and schools. The goal should be to identify
schools that need support.
SENATOR GARDNER agreed. She added that even a high-performing
district and an excellent school might have a few kids who are
struggling.
DR. JOHNSON agreed. He said most of those districts already have
the RTI model that most of Alaska has adopted.
SENATOR DUNLEAVY asked how the bill would help a district that
is not doing RTI.
8:26:26 AM
DR. JOHNSON replied that it is district dependent as to how
closely they are aligned with regulations. The bill focuses on
an important issue - getting all kids reading at the earliest
level possible. It also provides flexibility to those who have
things in place without adding extra burdens.
CHAIR STEVENS withdrew his objection. There being no further
objection, version U was adopted.
CHAIR STEVENS noted a forthcoming fiscal note for version U. He
held SB 107 in committee.
| Document Name | Date/Time | Subjects |
|---|---|---|
| 07_SB107_K3_Reading_BillText_VersionU_02042014.pdf |
SEDC 3/12/2014 8:00:00 AM |
SB 107 |
| 15_SB139_WestHigh_PTSA_Resolution_BSA_Increase.PDF |
SEDC 3/12/2014 8:00:00 AM |
SB 139 |
| 16_SB139_BillText_VersionU_03122014.pdf |
SEDC 3/12/2014 8:00:00 AM |
SB 139 |
| 17_SB139_Parent-Teachers_AnchSchoolDistrict_Resolution_BSA_Increase.pdf |
SEDC 3/12/2014 8:00:00 AM |
SB 139 |
| 18_SB139_CentralMiddle_PTO_Resolution_BSA_Increase.pdf |
SEDC 3/12/2014 8:00:00 AM |
SB 139 |
| 19_SB139_VillageCouncilPresidents_Support_TaxCreditAmendments.pdf |
SEDC 3/12/2014 8:00:00 AM |
SB 139 |