Legislature(2013 - 2014)CAPITOL 106
04/09/2014 08:00 AM House EDUCATION
| Audio | Topic |
|---|---|
| Start | |
| HB197 | |
| HB333 | |
| Adjourn |
* first hearing in first committee of referral
+ teleconferenced
= bill was previously heard/scheduled
+ teleconferenced
= bill was previously heard/scheduled
| += | HB 197 | TELECONFERENCED | |
| *+ | HB 333 | TELECONFERENCED | |
| + | TELECONFERENCED |
HB 197-LITERACY PROGRAM
8:10:48 AM
CHAIR GATTIS announced that the first order of business would be
HOUSE BILL NO. 197, "An Act requiring the establishment of a
reading program in school districts for grades kindergarten
through three; providing for student retention in grade three;
and providing for a report on the reading program and on student
retention."
8:11:18 AM
REPRESENTATIVE DRUMMOND moved to adopt the committee substitute
(CS) for HB 197, labeled 28-LS0515\O, Mischel, 2/21/14 as the
working document. There being no objection, Version O was
before the committee.
8:12:22 AM
REPRESENTATIVE GABRIELLE LEDOUX, Alaska State Legislature,
acknowledged her sponsorship of HB 197 and deferred to staff for
presentation of HB 197, Version O.
8:12:36 AM
LISA VAUGHT, Staff, Representative Gabrielle LeDoux, Alaska
State Legislature, presented the committee substitute for HB
197, Version O, paraphrasing from a prepared document, which
read as follows [original punctuation provided]:
HB 197 requires local school districts to establish
intensive reading programs from kindergarten through
3rd grade with the specific goal of ensuring that all
students are reading proficiently by grade three.
Research has demonstrated that during K through 3
students are learning to read, after that they are
reading to learn. What this means is that if students
are not reading proficiently in grade four and up they
will fall farther and farther behind each year as
their lessons become ever more reading focused. If a
student cannot read their science lesson or history
book they will not be able to successfully complete
these classes and more importantly not learn the basic
knowledge and skills required for the 21st century.
This is why literacy-based programs are so essential
at this stage of education.
HB 197 requires school districts to be accountable for
the performance of their students. It achieves this
by requiring them to publish annual reports about
student progress, their policies and procedures
regarding how students are promoted from grade to
grade, the number and percentage of students promoted
for good cause, and details of any school board policy
changes regarding promotion.
HB 197 lays out a literacy-based promotion policy
specifically designed for students to successfully
demonstrate their ability to read, before entering 4th
grade. A literacy-based promotion policy forces
schools to organize their curriculum around reading
instruction, so that schools focus more time and
effort on reading and encouraging parental
involvement. HB 197 stresses that schools incorporate
a vast array of teaching strategies and interventions
and utilize all the resources at their disposal,
especially parental involvement.
HB 197 will identify students with significant reading
deficiencies early and create systems to address these
before they get to the critical stage of 3rd grade.
We want to avoid a child getting to third grade,
taking their SBA's and are suddenly discovered to be
below minimum standards. HB 197 forces the teachers,
the parents, THE ADULTS, to focus on student literacy
before it becomes a problem. It establishes reading
programs early on and reinforces them throughout the
years so that by the time they come to 3rd grade the
students are prepared.
Currently the Anchorage School District holds back
only 0.05% of the student population. Nationally,
Alaska rates 51st in low-income 4th grade reading
scores, tied with inner-city Washington, DC.
According to the NEA, in 2012, Alaska spent more on
Education than any other state yet still managed to
rank near the bottom. Nearly 90% of high school
dropouts are below proficient in reading in 3rd grade.
There is a strong association between dropping out of
high school and lower income, more dependence on
public assistance programs and higher incarceration
rates. HB 197 is not about business as usual, retain
and repeat, this is about early identification and
intensive intervention and instruction.
This is not a punishment, retention is not the goal.
It is merely one segment of a strong combination of
instruction and intervention techniques coupled with
test-based promotion that makes the program
successful. The intent of HB 197 is not to hold
students back but to give them the tools necessary to
become a prosperous, productive member of society.
8:16:34 AM
REPRESENTATIVE DRUMMOND observed that the Anchorage school
district has already been on board with this concept for some
time. Awareness regarding the importance of early literacy is
not a new concept, she said, stressing the need for children to
arrive at school ready to read at the same level for maximum
benefit throughout the grades. She said it would be interesting
to know if those children who have not learned to read by third
grade, manifesting as social ills and incarceration in
adulthood, show a connection to a lack of early childhood
education, as well.
8:17:48 AM
CHAIR GATTIS interjected that the data would be good to have and
could possibly be obtained from the [Department of Public
Safety].
REPRESENTATIVE DRUMMOND said that longitudinal studies, as
compiled by the Head Start agency, indicate the relevance of
early literacy/learning and the connection to societal success
as an adult. She indicated a lack of interest in supporting
Version O, offering her view that it represents redundancy.
8:19:10 AM
REPRESENTATIVE LEDOUX pointed out the need to employ many
approaches, and said that Version O will provide another tool
for addressing early childhood education.
8:19:27 AM
THOMAS BROWN, Staff, Representative Gabrielle LeDoux, Alaska
State Legislature, on behalf of the prime sponsor, pointed out
that Version O is a measure to specifically address the area of
early reading literacy.
8:20:24 AM
REPRESENTATIVE DRUMMOND said Alaska has a huge waiting list for
early education programs and the legislature has not been
financially supportive. The data indicating the importance for
early learning already exists. Unfortunately, she offered her
belief that without financial support for providing early
literacy programs, children are often in homes providing little
exposure to books. One program receiving state funding, Best
Beginnings [Alaska], has compiled data specific to high quality
early childhood education, she offered, and said this
information should not be ignored. She asked about a fiscal
note.
MS. VAUGHT responded that a fiscal note is being developed.
8:23:07 AM
REPRESENTATIVE LEDOUX offered her belief that debating the
merits for early childhood education is not relevant to Version
O. She pointed out that waning literacy scores are identified
with families at every income level and social strata, and are
not restricted to low income households or Head Start eligible
children.
8:23:47 AM
CHAIR GATTIS opened public testimony on HB 197.
8:24:03 AM
CARI MILLER, Policy Director, Foundation for Excellence in
Education, state support for HB 197 and said an effective K-3
{kindergarten to third] grade policy is important. The
fundamental principles should include: kindergarten screening;
parental notification when deficits are identified; development
of an individual reading plan designed in conjunction with the
parents; third grade assessment to determine the need for
intervention/retention; possible exemption for special needs or
students with ESL challenges and options for demonstrating
proficiency to allow promotion; and a retention component that
requires an additional year of experience, which may be
satisfied by attendance at a summer reading camp. Identified
students will be monitored frequently to ensure that each
individual is receiving the attention and support necessary.
Nine states have adopted these fundamental principles and the
data indicates broad success with literacy percentages showing
significant increases, and attainment of benchmark reading
achievements. Florida has been using this technique for ten
years, she finished.
8:34:11 AM
REPRESENTATIVE DRUMMOND requested the supporting data that was
mentioned and asked about further history regarding the use of
the program.
MS. MILLER responded that Florida has been using this program
for just over a decade and other states for three years or less.
REPRESENTATIVE DRUMMOND requested a cost analysis.
MS. MILLER indicated that Florida has repurposed funding to
cover the costs. The drop-out prevention funding was earmarked
for summer reading camps. Additionally, professional
development monies were redirected to support the K-3 literacy
program. She offered to provide further financial information.
8:38:39 AM
REPRESENTATIVE LEDOUX said many Alaskan school districts already
practice a number of these fundamentals, but not the retention
aspect, and asked whether the elimination of social promotion
alone might create a fiscal burden.
MS. MILLER agreed that having a child in school for an
additional year does add cost. However, she explained, to fund
one additional school year is cost effective considering
societal costs to support a student who develops into a drop-
out; often requiring welfare, food stamps and other social
funding.
8:42:13 AM
REPRESENTATIVE DRUMMOND noted the number of the mentioned
fundamentals that would include a cost factor, such as summer
reading camps or extending the school day, week, or year for
identified students. She agreed that retaining a child could
add cost to a school district, and suggested the same money
could be as useful if directed towards highly effective pre-
school programs. Further, she asked what the ten year cost has
been for operating the summer reading camps, small reading
groups, and day/week/year extension programs.
MS. MILLER offered to provide further information. She
acknowledged that these aspects of the fundamental program carry
a cost and indicated how Florida handled the redirection of
funding to meet the need; repurposing of the drop-out prevention
funds has been the primary source.
REPRESENTATIVE DRUMMOND noted that with the fourth year of flat
or reduced school funding in Alaska, many of the schools have
closed summer programs, which were intended as drop-out
prevention measures.
8:44:58 AM
BOB GRIFFIN, Volunteer, Alaska Policy Forum, testified in
support of HB 197, paraphrasing from a prepared statement, which
read as follows [original punctuation provided]:
As a longtime advocate for improving public education,
HB 197 is the number one priority for legislation that
I'm supporting in Juneau this year. Early childhood
literacy is at crisis proportions in Alaska. In the
2013 NAEP test scores for low-income kids we dropped
to 51st (behind low-income kids in DC) in 4th grade
reading. Our upper and middle income kids are not
doing much better. In 2013 they dropped to 49th in
NAEP testing when we were 44th just 10 years ago.
I have attended dozens of K-12 education conferences
all over the US and I have not come across a more
effective method of improving student outcomes than
legislation setting the standards for minimum 3rd
grade literacy.
Large quantities of research indicate that when kids
do not attain basic literacy by age 9 or 10 they are
unlikely to catch-up later. Social promotion of
illiterate students at the critical transition of
using reading skills to learn is not doing any favors
to those children.
Nearly identical legislation is already in effect in a
dozen states and it has been producing fantastic
results. Florida, was the first to try this
legislation back in 2002. In the 2003 NAEP testing
Florida was 28th in low-income 4th grade reading. By
2013 they were 1st.
According to 2013 NAEP test scores, low income
Hispanic 4th graders in Florida read at a higher
comprehension level than the average Alaskan 4th
grader.
It's interesting to note that according to the latest
NEA publication, "Rankings and Estimates," Alaska was
1st in per capita K-12 funding in 2010 and Florida was
48th.
Our kids are bright;
Our teachers are dedicated;
Our parents are loving;
There's no reason we can't do better.
8:48:20 AM
CHAIR GATTIS asked how first and second grade students
demonstrating literacy challenges are being addressed.
MR. GRIFFIN answered that with known accountability at the third
grade level, the earlier grades appear to focus effort on
getting students more prepared for third grade.
8:50:07 AM
CHAIR GATTIS asked how early literacy is currently addressed in
Alaska, and what should be occurring.
8:50:19 AM
SUSAN MCCAULEY, Director, Teaching and Learning Support,
Department of Education and Early Development (EED), said that
the state has an established policy. Alaska took a step further
last year in requiring early literacy screening for
kindergarten-second grade. Third grade assessments have been in
place and the need for early literacy is understood. She
directed attention to page 5, lines 13-25, requiring the
department to monitor and audit on specified time lines. She
said the department will be looking at these two requirements to
determine the best means to respond/comply.
8:53:38 AM
CHAIR GATTIS asked whether the department supports Version O.
MS. MCCAULEY said the department considers that the bill is
consistent with what is understood to be helpful for students.
8:54:42 AM
CHAIR GATTIS considered the rural areas that may not have
sufficient staff available and asked how the department will
address these situations.
MS. MCCAULEY pointed out the bill does not require or permit the
department to trump local district literacy decisions. The
department will be monitoring districts but it will need to be
made clear what elements are to be monitored. Certainly EED
will provide districts the necessary professional development
opportunities and make recommendations as necessary.
8:57:12 AM
REPRESENTATIVE DRUMMOND asked whether data, from the regulations
adopted in [2013] establishing early literacy screening, have
been compiled.
MS. MCCAULEY answered no. She explained that the regulation
requiring the screening assessments, to be conducted at a
minimum of once a year, had the first assessment window
beginning April 1 [2014]. The department will receive this
initial literacy data as part of [each district's] annual
submission in July [2014].
REPRESENTATIVE DRUMMOND noted that the Anchorage School District
begins kindergarten classes on a one week delay from the other
grades. She reported that the delay is to allow
parent/teacher/child the opportunity for 1:1 meetings/readiness
assessments, and asked if early literacy screening occurs at
that time.
MS. MCCAULEY responded that the [Alaska Developmental Profile]
is required for students throughout the state. She explained
that it is a broad readiness assessment, not specific to early
literacy. However, she added, the new screening requirements
include specifications addressing literacy, which includes
letter recognition and sounds.
REPRESENTATIVE DRUMMOND queried whether the screenings indicate
if a child has experienced any type of preschool program, which
may give them a level of readiness.
MS. MCCAULEY offered to provide further information.
9:00:07 AM
CHAIR GATTIS inquired about the specifics of the [2013]
regulation.
MS. MCCAULEY answered that it is specific to, and explicitly, an
early literacy screening assessment.
CHAIR GATTIS stated her understanding that a child may
demonstrate proficiency of letters and sounds, but inquiries
pertaining to the source of early learning are not necessarily
explored.
MS. MCCAULEY answered she is correct.
9:00:52 AM
REPRESENTATIVE DRUMMOND suggested the value and importance for
including pre-school information in the screening.
MS. MCCAULEY agreed. Although the district isn't able to
confirm the action, it is possible that districts are including
pre-school experience as part of the developmental profile.
9:02:10 AM
POSIE BOGGS, Volunteer, Alaska International Dyslexia
Association, stated support for HB 197 and stated many features
of this measure are excellent. However, retention might need to
be considered for first grade and expressed concern for teacher
training. Teacher reading instruction competency tests exist
and this is an area that should not be overlooked, she said. A
literacy rich pre-kindergarten home is helpful, but parents
cannot be expected to understand how to identify reading
problems. Teacher training programs need to include science
based literacy teaching techniques for best results, she
finished.
9:07:11 AM
REPRESENTATIVE DRUMMOND pointed out that pre-school is not a
component of the bill, although, she offered her belief that it
is still a valid line of questioning, and indicated interest in
receiving further information regarding the teacher competency
tests. She asked about the current state of identifying and
teaching dyslexic students in today's public schools.
MS. BOGGS responded how research indicates the ability to
identify dyslexia as early as late pre-school and kindergarten,
and remediation can begin in the early stages. However, this
has not been translated via the higher education department for
training teachers. The research is solid that intensive
remediation is successful, when dyslexia is identified "early,
early, early." She reported that in individual education
program (IEP) meetings, the professionals refrain from using the
term dyslexia, and offered her belief that this represents a
denial of science; representing a core problem in the system.
REPRESENTATIVE DRUMMOND concurred. She recalled that addressing
dyslexia was a problem from 1994-2003, during the
Representative's tenure on the local school board, and
apparently it hasn't been resolved. She asked about the
percentage of early learners that are identified as dyslexic.
MS. BOGGS said in the nation at large a ratio of 1:5 or 15
percent of children will have some level of dyslexia, and "it's
going to drive the bus." The problem of dyslexia is fixable,
but the teacher's knowledge needs to be upgraded. In five years
this could be accomplished, she said, and shared her vision for
repurposing professional development funds to this end.
REPRESENTATIVE DRUMMOND surmised that, given the dyslexia issue,
retaining literacy challenged students in third grade would
prove helpful.
MS. BOGGS suggested retention for a dyslexic child in the third
grade is too late, and reiterated the need for early
identification/intervention, and opined for first grade
retention.
REPRESENTATIVE DRUMMOND agreed, and asked for copies of the
research regarding dyslexia.
MS. BOGGS added that the support a dyslexic child requires is no
different than what is necessary for all children - only
intensified.
9:15:03 AM
CHAIR GATTIS closed public testimony on HB 197.
9:15:10 AM
The committee took an at-ease at 9:15 a.m.
9:15:29 AM
REPRESENTATIVE REINBOLD moved to report the proposed committee
substitute (CS) for HB 197, Version O, labeled 28-LS0515\O,
Mischel, 2/21/14, out of committee with individual
recommendations and the [forthcoming] fiscal note.
9:15:48 AM
REPRESENTATIVE DRUMMOND objected.
9:15:52 AM
A roll call vote was taken. Representatives LeDoux, Reinbold,
P. Wilson, and Gattis voted in favor of CSHB 197.
Representative Drummond voted against it. Therefore, CSHB
197(EDC) was reported out of the House Education Standing
Committee by a vote of 4-1.
| Document Name | Date/Time | Subjects |
|---|---|---|
| HB 197 Letter of Support Griffin.pdf |
HEDC 4/9/2014 8:00:00 AM |
HB 197 |
| HB 197 Letter of Support Sullivan.pdf |
HEDC 4/9/2014 8:00:00 AM |
HB 197 |
| HB333 Sponsor Statement 28-LS1466.U.pdf |
HEDC 4/9/2014 8:00:00 AM |
HB 333 |
| HB333 Informational Document - McDowell Group Infrastructure Needs Study.pdf |
HEDC 4/9/2014 8:00:00 AM |
HB 333 |
| HB333 Informational Document - CHAMP Partners.pdf |
HEDC 4/9/2014 8:00:00 AM |
HB 333 |
| HB333 Support Letter - City of Ketchikan Museum Department.pdf |
HEDC 4/9/2014 8:00:00 AM |
HB 333 |
| HB333 Support Letter - Museums Alaska.pdf |
HEDC 4/9/2014 8:00:00 AM |
HB 333 |
| HB333 Support Letter - Pratt Museum (Homer).pdf |
HEDC 4/9/2014 8:00:00 AM |
HB 333 |
| HB333 Supporting Document - Museums Alaska.pdf |
HEDC 4/9/2014 8:00:00 AM |
HB 333 |
| HB 197 ver O.pdf |
HEDC 4/9/2014 8:00:00 AM |
HB 197 |