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 |
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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 |