02/13/2009 08:00 AM House EDUCATION
| Audio | Topic |
|---|---|
| Start | |
| Overview(s): Department of Education and Early Development (eed) Special Education, Intensive Needs Programs | |
| HB69 | |
| Adjourn |
+ teleconferenced
= bill was previously heard/scheduled
| + | TELECONFERENCED | ||
| + | TELECONFERENCED | ||
| = | HB 69 | ||
ALASKA STATE LEGISLATURE
HOUSE EDUCATION STANDING COMMITTEE
February 13, 2009
8:02 a.m.
MEMBERS PRESENT
Representative Paul Seaton, Chair
Representative Cathy Engstrom Muñoz, Vice Chair
Representative Bryce Edgmon
Representative Wes Keller
Representative Peggy Wilson
Representative Robert L. "Bob" Buch
Representative Berta Gardner
MEMBERS ABSENT
All members present
OTHER LEGISLATORS PRESENT
Representative Chris Tuck
COMMITTEE CALENDAR
OVERVIEW(S): DEPARTMENT OF EDUCATION AND EARLY DEVELOPMENT
(EED) SPECIAL EDUCATION, INTENSIVE NEEDS PROGRAMS
- HEARD
HOUSE BILL NO. 69
"An Act establishing in the Department of Education and Early
Development a voluntary parent education home visiting program
for pre-elementary aged children; and establishing a rating
system for early childhood education."
- HEARD AND HELD
PREVIOUS COMMITTEE ACTION
BILL: HB 69
SHORT TITLE: EARLY CHILDHOOD ED: RATING & HOME VISITS
SPONSOR(s): REPRESENTATIVE(s) TUCK, PETERSEN, KAWASAKI, GARA
01/20/09 (H) PREFILE RELEASED 1/16/09
01/20/09 (H) READ THE FIRST TIME - REFERRALS
01/20/09 (H) EDC, FIN
02/11/09 (H) EDC AT 8:00 AM CAPITOL 106
02/11/09 (H) Heard & Held
02/11/09 (H) MINUTE(EDC)
WITNESS REGISTER
EDDY JEANS, Director
School Finance and Facilities Section
Department of Education and Early Development (EED)
Juneau, Alaska
POSITION STATEMENT: Testified during the overview by the
Department of Education and Early Development (EED).
CYNDY CURRAN, Director
Teaching and Learning Support
Department of Education and Early Development (EED)
Juneau, Alaska
POSITION STATEMENT: Testified during the overview by the
Department of Education and Early Development (EED).
NICKI SHELTON
National Trainer
Parents and Teachers Program (PAT)
Hoonah, Alaska
POSITION STATEMENT: Testified in support of HB 69, and provided
a description of the program.
JANE SULLIVAN, Educator
Parents as Teachers Program (PAT)
Juneau, Alaska
POSITION STATEMENT: Testified during the discussion of HB 69.
MELISSA PICKLE
State Coordinator
Parents as Teachers Program (PAT)
Rural Alaska Community Action Program, Inc. (RurAL CAP)
Eagle River, Alaska
POSITION STATEMENT: Testified in support of HB 69.
FAY GALLAGHER
Hoonah, Alaska
POSITION STATEMENT: Testified in support of HB 69.
ACTION NARRATIVE
8:02:32 AM
CHAIR PAUL SEATON called the House Education Standing Committee
meeting to order at 8:02 a.m. Representatives Seaton, Edgmon,
Gardner, Buch, and Keller were present at the call to order.
Representatives Muñoz and Wilson arrived as the meeting was in
progress.
8:03:10 AM
^OVERVIEW(S): DEPARTMENT OF EDUCATION AND EARLY DEVELOPMENT
(EED) SPECIAL EDUCATION, INTENSIVE NEEDS PROGRAMS
CHAIR SEATON announced that the first order of business would be
Overviews by the Department of Education and Early Development
(EED) Special Education, Intensive Needs Programs.
8:03:56 AM
EDDY JEANS, Director, School Finance and Facilities Section,
Department of Education and Early Development (EED), introduced
the supervisor of the Special Education Division, Cyndy Curran,
who will provide a brief overview of the special education team.
8:04:57 AM
CYNDY CURRAN, Director, Teaching and Learning Support,
Department of Education and Early Development (EED), stated that
the Special Education Division employs a staff of 11 who operate
under various state and federal statutes and regulations
regarding education of students with learning disabilities and
special needs. These employees maintain compliance with state
and federal laws governing students with disabilities through
technical assistance to school districts, distribution of grant
funding, development of pre-service and in-service training
programs, complaint investigation, mediation, due process
hearings, and compliance reviews. She related that the Special
Education Unit monitors districts on a five-year cycle for
compliance with federal and state regulations. The unit is
responsible for ensuring that children receive early screening
and intervention for health and developmental learning needs.
8:07:47 AM
MS. CURRAN indicated that the special education team
collaborates with other agencies, such as Department of Health
and Social Services (DHSS) to provide services and support for
general, oral, mental and behavioral health, early intervention
services, Head Start, and daycare services. The funding also
supports the Autism Resource Center, secondary transition
services, and the vocational rehabilitation activities. Within
the University of Alaska Statewide System, the Alaska Teacher
Placement Center has worked on a special education professional
development grant whose goal is to increase the number of
special education teachers and to mentor special education
teachers in their first two years in the state.
8:08:14 AM
CHAIR SEATON inquired as to whether mentoring for special
education teachers is different than other teacher mentor
programs.
MS. CURRAN answered that within the framework of the statewide
mentor project, the special education development grant pays for
special education mentors in Alaska to assist new teachers
understand the requirements in Alaska. In further response to
Chair Seaton, Ms. Curran answered that the Special Education
Federal Grant has one more year prior to expiration. She said
that she is not sure if the grant will continue to be available.
8:09:45 AM
CHAIR SEATON requested an analysis of how important the
mentoring program has been for teacher training and whether the
grant is available.
REPRESENTATIVE GARDNER asked for clarification on whether the
pre-service are kindergarten programs.
MS. CURRAN answered that the pre-service component is designed
to prepare special education teachers for Alaska, such as the
Early Childhood Special Education program that operates at the
University of Alaska Anchorage, and the University of Alaska
Southeast (UAS) has a special education teacher preparation
program for teachers. She explained the UAS program is an
endorsement program. She mentioned that the university does not
offer a 4-year program that leads to special education.
8:11:07 AM
REPRESENTATIVE GARDNER referred to the responsibility for
complaint investigations. She reported on comments that she has
received from parents in her district who are unhappy about the
services their children receive. She recalled that Anchorage
School District superintendent Carol Comeau reported that very
few parents' complaints are burdensome. She inquired as to
whether a mechanism is in place to determine the actual cost of
complaints that are ongoing and result in hearings and
mediation.
8:12:25 AM
REPRESENTATIVE GARDNER observed that people should have a way to
make their views known and ask for assistance legislation exists
for
8:13:00 AM
MR. JEANS, in response to Representative Gardner, explained that
if parents are dissatisfied with the complaint process agencies
are available for parents, such as the Disability Law Center.
He surmised that the superintendent may be referring to the cost
to go through the process. However, it's the school district's
responsibility to provide the educational services. He opined
that some parents may claim that their child is entitled to
additional services that the district may view as unreasonable.
8:13:53 AM
REPRESENTATIVE GARDNER opined that sometimes the parent may be
right that the child is not receiving the services he/she needs.
MR. JEANS agreed. He stated that in those instances an
administrative law judge will then issue an order and the
district would need to comply.
8:14:16 AM
REPRESENTATIVE GARDNER observed that regarding the Autism
Resource Center, the handout lists that about a tenth of the
Specific Learning Disabilities (LD) fall into the category of
autism, yet a specific resource center is provided. She
recalled the governor has focused attention on autism
diagnostics. She questioned how this compares to the fetal
alcohol programs since the incidence of fetal alcohol syndrome
(FASD) is so high in Alaska.
MR. JEANS responded that the Learning Disability (LD) category
includes many services including attention deficit disorders
(ADD). He said that the level of services some students receive
are minimal, but the district must identify the child with
disabilities in order to receive services. He said that the
services are quite a bit different for the children identified
as autistic.
REPRESENTATIVE GARDNER related her understanding that the
autistic children represent a more intense need.
MR. JEANS agreed.
8:16:07 AM
REPRESENTATIVE GARDNER referred to early screening, and recalled
that pediatricians can make referrals. She further recalled
that HB 69 will help indentify special needs children. She
inquired as to whether specific outreach exists. Thus, how does
the school district reach children in need of early childhood
services, in instances in which a parent is not knowledgeable
enough to know that something might be wrong.
MS. CURRAN answered that every school district has people who
are tasked to identify children whose parents may not be aware
of their child's needs. She mentioned that many school
districts hold parent meetings and advertise "Child Find"
services for Anchorage and the Matanuska-Susitna area. She
recapped that school districts perform the outreach, which is
done to assist parents.
8:17:32 AM
REPRESENTATIVE WILSON inquired as to whether Alaska is so
different from other states since federal laws apply. She
inquired as to the necessity to offer special education teacher
training for new teachers arriving in Alaska.
MS. CURRAN explained that many of the teachers being mentored
are first and second year teachers who have not honed their
skills with respect to special education.
8:18:56 AM
REPRESENTATIVE KELLER asked for specifics of how the EED
collaborates with other agencies, such as DHSS. He asked
whether the department works with other agencies and
specifically how that happens.
MS. CURRAN related that program managers from EED and DHSS work
on areas that are specific to the special education and health
and early intervention services. She related that the
collaboration could be provided via a task force, panel, or
other group to find solutions to issues. She offered to provide
the specific name of the panel that regularly meets.
8:20:21 AM
REPRESENTATIVE KELLER related his understanding that the
department allows the school districts to monitor and provide
quality measures and innovative strategies. He asked if the
department generally addresses innovation.
MS. CURRAN responded that all of the department personnel
responsible for programs attend professional development
opportunities for themselves to learn the variety of things
going on throughout the U.S. She related that they bring back
knowledge to Alaska. She related two examples such as response
to intervention, which the State of Alaska (SOA) refers to
"response to instruction" and "positive behavioral supports".
She opined the goal is to learn innovative techniques other
states have been using to assist students with appropriate
achievement levels.
MR. JEANS commented that he has attempted to point out to the
finance subcommittee for a number of years that the Teaching And
Learning Support Division of the state, with a staff of 70
employees is funded through the federal government. Their job
is to ensure that the school districts are complying with the
federal grants they receive. He highlighted that when the
committee asks if the EED has a section or division of
innovation, the answer is no. He opined that this staff
implement federal laws and if the legislature wants to fund a
division to address innovation, state funding would need to be
provided. He indicated that most of special education or
children with disabilities is dictated by federal mandates.
8:24:10 AM
CHAIR SEATON asked for clarification for the committee on the
definition of special education and the specific qualifications
needed to receive special education, how the Individualized
Education Plans (IEP) are performed, and any other parameters
for this category, prior to continuing since the committee will
be discussing intensive needs.
MS. CURRAN answered from her perspective as a former teacher.
She related her experience that when a child is not achieving at
his/her age level, the teacher will recognize there may be a
reason the child is not performing well, such as a behavior, a
physical disability or other reason. At that time, a teacher
would intervene to try to help a student. She related that the
teacher would consult with a special education teacher to
identify any issues. If the process does not help, the teacher
would then identify the child, including providing data on
actions taken, and the child's response. She related that an
IEP team, consisting of the principal, the teacher, the special
education teacher, the school psychologist will be consulted, to
review the issues the child is having. From there, the team
decides whether the child would receive an evaluation by a
school psychologist or psychometrist.
8:27:09 AM
REPRESENTATIVE WILSON inquired as to when the parent is
contacted.
MS. CURRAN answered that the teacher would hold conversations
with the parent throughout the process, from the time that the
teacher realizes the child is having difficulty. The team will
recommend any number of services, such as a math tutor, physical
therapy, or other needs. She acknowledged that the parent is at
the IEP meeting. She emphasized that if an evaluation is done,
the IEP team meets to determine what types of services the
student would need ranging from math tutoring, to physical or
speech therapy. She indicated the Independent Education Plans
(IEPs) are reviewed periodically to identify progress once
services are provided.
8:29:17 AM
CHAIR SEATON related his understanding that the classroom
teacher is often the person who identifies the underperforming
student, the parent is informed, and measures are taken to help
the child. He inquired as to the boundary so that the services
can be accessed for special education.
MS. CURRAN answered that a parent may approach a teacher to
express concern. She related that the teacher would work with
the parent, for example when a child has a speech impediment.
She highlighted that if a classroom teacher cannot intervene in
a meaningful way, at the parent's request an IEP team would be
formed for an evaluation by the speech pathologist and the
appropriate services could be provided.
8:31:16 AM
CHAIR SEATON clarified that the request might come from the
parent or teacher identifying a need.
MS. CURRAN agreed.
MR. JEANS reiterated that the teacher or parent can request an
evaluation through the principal. The evaluation can then be
made to determine if the student is qualified to receive
services. At the time the eligibility determination is made,
the team would be convened.
8:32:11 AM
REPRESENTATIVE MUÑOZ asked if a parent resists intervention,
whether the district continues to attempt to establish services
and form an IEP.
MS. CURRAN said she was not certain and offered to provide that
information to the committee. She surmised that it is the
parents' right to decide if they do not want services provided.
8:32:56 AM
REPRESENTATIVE MUÑOZ inquired as to whether it is easy to remove
an IEP in the event the child progresses and no longer needs
services or if it is difficult to remove the child from the
system.
MS. CURRAN explained that the purpose of the IEP is to help the
student achieve at appropriate levels. She offered that some
children remain in special education while others receive
services, the IEP team meets to review the child's progress, and
if the services are no longer needed, the child exits the
system.
8:33:58 AM
REPRESENTATIVE EDGMON requested the estimated percentage of the
number of parents that refuse the IEP service. He related his
own parental experience with IEP and surmised only a small
percentage of parents would decline services.
MR. JEANS related his understanding that information is not
currently collected by the EED so the information may not be
readily available. He surmised that very few parents would
decline specialized instruction. Thus, he said he thought the
incidence of parents refusing services would be minimal. If a
child has trouble with reading due to a disability, the teacher
might recommend removing the child from class for individual
assistance. If a parent did not want their child removed from
the class, the teacher might move the student to a quiet area to
read instead.
8:36:20 AM
REPRESENTATIVE KELLER recalled prior testimony before the
committee, and shared that he has never experienced a parent
refusing services.
REPRESENTATIVE GARDNER offered that some parents may decline if
the child were labeled in order to receive services. She
inquired as to whether a child has to be diagnosed as learning
disabled in order to obtain an IEP.
MS. CURRAN opined that the label is not the important aspect of
the process, but identifying what service is needed in order to
help a child succeed. She explained that the label doesn't
follow a child, but rather the child is identified as needing
additional help with reading, or the child needs physical or
speech therapy and obtains it. She reiterated that teachers
don't refer to the child as "learning disabled" but identify the
child needs extra help.
REPRESENTATIVE GARDNER speaking from personal experience,
explained that an IEP does not need a "label". She offered that
she had a child with a speech problem for six years, but she did
not think the child was labeled as learning disabled.
8:38:43 AM
REPRESENTATIVE WILSON related her understanding that some
parents whose children are diagnosed with Attention Deficit
Hyperactivity Disorder (ADHD) may choose not to medicate
their child.
CHAIR SEATON offered his belief that would be a discussion that
would take place during the team meeting to create an IEP.
MR. JEANS, speaking from his personal experience related that
his daughter was diagnosed ADHD by their physician. He
explained that they agreed to medication for their daughter, but
that if they elected not to provide medication, that she was
still eligible for special education services. Thus, the
medicine does not trigger whether the child is eligible for
special education services, rather it is the disability.
8:41:47 AM
MS. CURRAN offered that the special education unit also assists
and supports the alternate assessment, which addresses items
such as working with home school initiatives, correspondence
students, and homeless students. She related that federal
funding is available for children ages 3-5. She stated the DHSS
provides a guidance document called the Special Education
Handbook to assist parents which includes the federal
regulations, examples of IEP's, and other information. She
opined the handbook is updated annually and is easy to use.
8:44:04 AM
CHAIR SEATON asked what percentage of students in the K-12
system has IEPs.
MR. JEANS answered that approximately 17,760 students of 128,000
are identified as special education students attending schools
statewide.
8:45:12 AM
MS. CURRAN, in response to Representative Muñoz, stated that the
DHSS works with the Division of Vocational Rehabilitation on
programs.
8:45:22 AM
REPRESENTATIVE MUÑOZ asked if that is for rehabilitative
training and not for vocational technical education.
MS. CURRAN agreed.
CHAIR SEATON asked for examples of vocational rehabilitation
training of for grades K -12.
MS. CURRAN offered to provide more information. She related her
understanding that vocational rehabilitation deals with the
secondary transition and students needing specialized training
for physical impairments.
8:46:22 AM
REPRESENTATIVE BUCH related that vocational education is under
the block grant aspect, which is different than vocational
rehabilitation.
MR. JEANS agreed that the vocational education for grades K - 12
is included in the 20 percent block grant, while the vocational
rehabilitation that Ms. Curran referred to is those transitional
services that a student leaving the K - 12 system needs to
transition into adulthood to provide for himself/herself.
8:47:41 AM
CHAIR SEATON advised Ms. Curran that provides him with enough
information that the services provide students who have special
needs to transition out of school so that the person can
function independently.
8:48:00 AM
REPRESENTATIVE GARDNER inquired as to what the national average
is for special education children.
MS. CURRAN offered to provide the information to the committee.
8:48:33 AM
REPRESENTATIVE GARDNER asked if Alaska's rate would be higher
due to fetal alcohol syndrome (FAS) and other societal issues.
MS. CURRAN said she did not know.
8:49:49 AM
MR. JEANS, in response to Representative Wilson, explained that
the 20 percent block funding is labeled "special needs" to
assist school districts to provide special education,
vocational/technical, and bilingual/bicultural needs. Once a
school district has identified a child as needing special
education, it must provide the services regardless of the cost.
These funds are to assist school districts to meet the needs,
but they can use other funds as well such as their general
funds. He highlighted that the school districts are not
expected to cover all its programs with 20 percent block
funding. He stated that the funding is a way to allocate
resources. The funding is discretionary and it is up to the
school board to figure out how to provide services with the
total "pot of money" it receives.
8:51:04 AM
REPRESENTATIVE WILSON related her understanding that the state
does not make a determination that a particular school has
greater needs for technical training. She opined that every
school receives the same amount in the same category.
MR. JEANS agreed that the 20 percent block funding is what
schools receive, but the amount is adjusted for other factors
such as cost differential. He related the 20 percent is the
mechanism in the funding formula.
8:52:33 AM
CHAIR SEATON opined if this was not allocated as a 20 percent
block grant, the school districts would still be required to
provide special education and other services. He opined that
the district chooses how to establish and administer the
services.
8:53:43 AM
REPRESENTATIVE BUCH related his understanding that vocational
education is not mentioned in any other component.
MR. JEANS agreed.
8:54:26 AM
MR. JEANS, in response to Representative Keller, explained that
charter schools are different. He explained that if there are
over 150 students, the statute is very clear that at a minimum
the base amount is provided.
8:55:21 AM
MR. JEANS explained that "Intensive Needs" is a State of Alaska
(SOA) term, and is not found in the federal title. He indicated
that the SOA recognizes that some children require a high cost
to serve. The funding formula changed for an intensive needs
student from 5 times the base allocation to 9 times this year,
and it will increase by 11 times. The following year the
funding formula for an intensive needs student will be 13 times
the base allocation. He related that the funding for an
intensive needs child from approximately $24,000 at the 5 times
the base allocation is almost $75,000 per child by the time it
is fully implemented, which he offered is a substantial
increase. Thus, school districts must validate any claims for
intensive needs students.
MR. JEANS stated that ten years ago the student count in this
category was 1,400 statewide. That number has increased to
approximately 2,000 this year, while the overall state
population has remained about the same, he offered. He
highlighted that due to disputes about eligibility of intensive
needs students, the department to conduct a training session to
assist the schools to determine eligibility for intensive needs
students. He directed attention to the committee handout titled
"Training Materials for Determining Eligibility of Intensive
Needs Students," published September 22, 2008. He explained
that the guide contains the regulations, and provides
information on how the department interprets the regulations,
and how it relates to the IEP. He reiterated that the EED has
provided a step-by-step process for determining eligibility for
intensive needs and how to document that need.
8:59:38 AM
MR. JEANS pointed out that the EED has requested $150,000 to
provide for auditors for intensive needs funding, to examine
every claim to ensure the claims are valid.
9:00:17 AM
MR. JEANS referred to a handout titled "Alaska's Public School
Special Needs Funding Prepared 2/7/09," and explained how the
funds are distributed, allowing for the discretionary use by the
districts. He related that combining special needs, the 20
percent block, and intensive needs, that the funding increases
from $202 million in FY 06 to $304 million in FY 10. He said he
thinks it is important to recognize that when the funding is
distributed in the foundation formula program, that it is "one
pot". He related that allocations exist within the system, but
"at the end of the day, it's one pot of money; the district
determines how to spend that money."
9:01:47 AM
MR. JEANS, in response to Representative Wilson, explained that
the federal sheet does not use the term "intensive needs" and
uses a definition for children with disabilities. In further
response to Representative Wilson, Mr. Jeans explained that the
intensive needs students are included in the 17,600 students.
He indicated that "intensive needs" refers to the level of
service, how much additional service these students require
beyond the services provided for a "special education" student.
9:03:00 AM
REPRESENTATIVE WILSON some of the intensive needs students have
a person accompanying them to class, and asked if that were a
qualifying characteristic.
MR. JEANS agreed that was one of the identifying criteria,
however that has been loosened somewhat. He stated that it is
the EED's intent to identify intensive needs students as those
who require 1:1 assistance throughout the entire day, not just
during the school day.
9:03:52 AM
REPRESENTATIVE BUCH directed attention to the budget figures on
page 2 prepared on 2/7/09 and asked for clarification whether
the total is included in the budget.
MR. JEANS clarified that the FY 10 appropriation has already
been allocated. The appropriation the EED is requesting this
session will fund FY 11.
9:04:43 AM
REPRESENTATIVE KELLER asked if other options are available to
care for "intensive needs" students, for example through the
Department of Health and Social Services. He offered that
"intensive needs" students can be difficult in a classroom.
MR. JEANS related that federal law requires that disabled
children have a right to attend public schools.
9:06:07 AM
MR. JEANS, in response to Representative Wilson clarified that
for FY 10 funding is 11 times the base allocation and for FY 11
it will be 13 times the base allocation for "intensive needs"
students.
9:06:39 AM
MR. JEANS referred to the handout titled "VII," which provides
information previously requested by the committee and details
the number of "intensive needs" students who have moved in and
out of districts across the state, which ranges from 20 to 30
students. He pointed out the minimal flux that occurs.
Typically a family receiving services establishes itself in a
community and remains in the community.
9:08:26 AM
REPRESENTATIVE BUCH asked whether the cost to provide services
to "intensive needs" students is exorbitant for a community
without available services.
MR. JEANS stated his belief that every district has adequate
funding to provide for the needs of an "intensive needs" student
during the year.
9:09:35 AM
REPRESENTATIVE EDGMON recalled a presentation by the Mental
Health Trust Authority. He directed attention to the Emotional
Disturbance (ED) category and asked if there are other
categories that tie trauma to the overall numbers of students.
MR. JEANS answered that the majority of the students coming back
in the "Bring The Kids Home" program fall under the ED category.
He stressed that it is important to understand that some of
these students may not actually qualify for "intensive needs"
funding under the category as defined by the EED.
9:12:11 AM
REPRESENTATIVE GARDNER related her understanding that many
children are in treatment program out-of-state to deal with
eating disorders. She opined that they when they return home,
they may need "wrap around services" but they may also be good
students.
MR. JEANS agreed.
9:12:35 AM
REPRESENTATIVE KELLER inquired how a determination is made for
"intensive needs" students.
9:13:09 AM
MR. JEANS responded that all of the determinations are made with
the IEP team. He pointed out that the training guide identifies
specific services that a child receives and when a certain
threshold is attained, the student is considered an "intensive
needs" candidate. He related that the guide that was developed
is intended to provide guidance, for example, one of the
categories is that the child requires multiple services
including related services, which includes examples, so the
special educational director knows where the information should
be included in the IEP. Thus, the documentation for "intensive
needs" students is clear.
9:14:54 AM
REPRESENTATIVE KELLER asked if there is a mechanism to check on
the accountability of the program.
MR. JEANS related that the special education team conducts field
reviews, holds parent conferences to discuss services, and
determine that the child is receiving appropriate services as
per the IEP.
CHAIR SEATON recalled that the EED has requested an $150,000
increment in the budget to support auditors for "intensive
needs" students.
MR. JEANS clarified that with existing staff, reviews are
completed on all of the new claims. The budget increment of
$150,000 would review 100 percent of "intensive needs" students.
9:20:59 AM
HB 69-EARLY CHILDHOOD ED: RATING & HOME VISITS
CHAIR SEATON announced that the final order of business would be
HOUSE BILL NO. 69, "An Act establishing in the Department of
Education and Early Development a voluntary parent education
home visiting program for pre-elementary aged children; and
establishing a rating system for early childhood education."
9:21:47 AM
CHAIR SEATON reminded the committee that public testimony is
still open on HB 69, and clarified the items in the packet that
were added since the last hearing on the bill.
9:23:03 AM
CHAIR SEATON advised that a voluntary program is in place in
certain areas of the state.
9:23:56 AM
NICKI SHELTON, National Trainer, Parents and Teachers Program
(PAT), stated her support for HB 69, and offered a brief
biography of her credentials as a long time teacher in Hoonah,
as a Parents as Teachers trainer and as a national trainer for
the program based in St. Louis, Missouri. The first
responsibility is to train and certify those who will deliver
this service. The core of the program is the personal visit.
In Hoonah, 70 percent requested that the visit occurs in the
home, and 30 percent prefer another location, such as the local
Head Start center or in another person's home. The components
of the personal visit are included in the committee packet, she
stated. Before the PAT providers are certified they must
demonstrate ability to present the materials. The family will
decide if other caregivers will also attend the personal visit.
MS. SHELTON said that visits differ with each family. Progress
is tracked on an individual basis. She provided examples of how
interactions occur such as the observation of how a child is
responding to a task previously suggested and the child's
development. She provided anecdotes of actual activities that
have occurred, and stressed the importance of using material
that is easily found in the home or community. She explained
that she brings a parent/child activity that is geared to the
child's interest.
9:31:17 AM
MS. SHELTON explained the parent's role is to model for the
child, and the PAT provides models for the parent. She stressed
that the PAT provides coaching for the parents and the
facilitator is not the child's teacher.
MS. SHELTON also explained another component is literacy
activity and appropriate reading is modeled. She described some
types of age appropriate reading experiences. She explained
that she provides activities for the families to perform that
reinforces the child's development that has been discussed and
that reinforces that parents are assuming learning
responsibilities for their children.
9:33:27 AM
MS. SHELTON explained that parent educators must become
certified in the program. This maintains a standard for
material administration/dissemination. She stressed the
importance of local training. She related that materials used
should be germane for the area to meet cultural and local needs.
MS. SHELTON offered that the program undergoes a yearly
certification renewal. The website provides PAT training
opportunities and other information for becoming involved in the
program.
9:37:06 AM
CHAIR SEATON inquired as to the level of participation in
Hoonah, if the program is open to all, or if there are
limitations in the number of clients served.
MS. SHELTON answered that she does not have specific statistics
but that participation is high. She offered to provide
statistics to the committee. She related that after 14 years of
operation, the program offers weekly family nights, with
attendance ranging from 40-65 people in a town of approximately
800 residents.
9:38:24 AM
CHAIR SEATON inquired as to whether the program is open to
everyone.
MS. SHELTON stated the only requirement is the age of a child.
She related that at one time the program had waiting lists, but
the program has received enough grant money to train parent
educators, which has alleviated the backlog. She mentioned that
the funding is not stable.
9:39:22 AM
CHAIR SEATON asked if she works with the school district.
MS. SHELTON answered that the school district is the sponsoring
program, although she recalled previously some agencies provided
additional funding. In response to Chair Seaton, Ms. Shelton
answered that the program is only offered through the school
district.
9:40:02 AM
REPRESENTATIVE KELLER recalled the PAT has a national model and
inquired as to whether a person applied for a grant, or if a
major foundation identified communities that would receive these
services.
MS. SHELTON explained that the program was discovered by a
school superintendent who proposed the program. She related
that several years later Title I funds were used to initiate the
program. Since then the program sponsors have included the
Hoonah Heritage, Central Council, Tlingit & Haida Indian Tribes
of Alaska, and Ward Cove Packing Company. She stated that
funding has also come from Tribal Colleges Education Equity
Grant funding and Alaskan Children's Trust.
9:42:48 AM
REPRESENTATIVE MUÑOZ asked if she has tracked the success of the
students as they go through the high school.
MS. SHELTON answered that statistics were not gathered. She
related anecdotal statistics such as the first group of thirteen
families have provided informal reports. The vast majority of
parents have commented on how helpful the PAT program has been
for their children.
9:44:57 AM
REPRESENTATIVE EDGMON asked if she supports HB 69.
MS. SHELTON offered her support for HB 69. She emphasized that
funding is volatile and some communities cannot sustain services
without state funding.
9:45:55 AM
REPRESENTATIVE EDGMON referred to the definition of family in HB
69, and recalled her reference to parents. He inquired as to
whether the terms are interchangeable.
MS. SHELTON explained that visits are done with various family
configurations, ranging from foster parents, grandparents,
aunts, or the child's guardian. Thus, family is a more
appropriate term rather than parents.
9:48:05 AM
MS. SHELTON, in response to Representative Buch, explained that
the PAT program has grown significantly. She related that the
PAT holds teleconferences with providers. She related a
scenario in which a woman provides training in Yupik. She
opined that the volunteers are a cadre of unsung heroes who are
passionate about their work with families.
9:49:41 AM
REPRESENTATIVE BUCH asked what advancements have occurred in
continuing education regarding the parent educators.
MS. SHELTON offered that many of the parent educators have their
Child Development Associate, which is a credential. Next, the
person would take distance delivery courses to earn their
Associates of Arts degree (AA) or Bachelor of Arts (BA) in Early
Childhood Education. She stated that she did not have specific
statistics to provide.
9:51:35 AM
JANE SULLIVAN, Educator, Parents as Teachers (PAT), offered that
she has a degree in Early Childhood Education, has homeschooled
her five children, and has been a parent educator in Hoonah, as
well as having experience working for Head Start. She stated
that she decided to home school her children in order to provide
the best educational opportunities for them, to address their
individual learning styles, and their interests in specific
subjects. She said that homeschooling her children required a
lot of discipline and organizational skills. She said she used
school resources, ranging from auto shop classes, attending
writing workshops, science fairs, and using the school library,
as well as curriculum materials.
MS. SULLIVAN participated in annual state and federal testing
for her children to verify that they were at or above their
grade levels. She explained that when she began working for
Parents as Teachers, she realized it was an extension of that
same dynamic. Educating parents about child development and how
to respond and provide resources for parents are what parent
educators provide. She related that they are facilitators that
help parents understand the impact they have on their children.
She stated that the parents she worked with in Hoonah became
excited about the positive influences they had on their
children's lives.
9:54:31 AM
REPRESENTATIVE GARDNER related her understanding that some
opposition is coming from home school parents who seem to be
concerned with government intrusion. It may be helpful to
provide them with letters of support from those experienced with
the program do not find it intrusive. She asked for a summary
of Ms. Sullivan's experience.
MS. SULLIVAN agreed to provide a summary of her testimony to the
committee.
9:56:44 AM
MELISSA PICKLE, State Coordinator, Parents as Teachers (PAT),
Rural Alaska Community Action Program, Inc. (RurAL CAP), stated
support for HB 69, and outlined her background in early
childhood education along with her credentials. She said that
several of these programs have closed due to lack of funding.
Every year the number of programs changes because of the funding
fluctuations.
9:59:18 AM
REPRESENTATIVE BUCH asked on a scale of 1 to 10 how she would
rate the program.
MS. PICKLE stated that she would rate the program as a 9 or a 10
on a scale of 1 to 10. She offered her belief that early
childhood attention is critical and is a known fact. Many
research programs are now including parental visits as a
fundamental need. This program serves young children who would
otherwise have limited options.
10:01:48 AM
FAY GALLAGHER shared her experience as a grand parent of a 4-
year old, and a previous school district employee who was
working at the Hoonah School in 1995 when the program began.
Despite her skepticism of the benefits of teaching a small
child, she has since gained an understanding of the importance.
She praised the materials and the support that the program
provides. The program definitely improves the quality of life
for those involved, and she opined that the PAT program is for
everybody. She opined that having the program in Juneau would
also be beneficial.
10:07:23 AM
CHAIR SEATON stated that HB 69 would be held, and public
testimony would remain open.
ADJOURNMENT
There being no further business before the committee the House
Education Standing Committee was adjourned at 10:07 a.m.
| Document Name | Date/Time | Subjects |
|---|---|---|
| AK PAT 09 Legislature.ppt |
HEDC 2/11/2009 8:00:00 AM HEDC 2/13/2009 8:00:00 AM |
|
| Correspence continued on HB 69.pdf |
HEDC 2/13/2009 8:00:00 AM |
HB 69 |
| HB 69 Materials I.pdf |
HEDC 2/11/2009 8:00:00 AM HEDC 2/13/2009 8:00:00 AM |
HB 69 |
| HB 69 Materials II.pdf |
HEDC 2/11/2009 8:00:00 AM HEDC 2/13/2009 8:00:00 AM |
HB 69 |
| Workdraft CS HB 69.pdf |
HEDC 2/11/2009 8:00:00 AM HEDC 2/13/2009 8:00:00 AM |
HB 69 |
| HB 69 Materials III.pdf |
HEDC 2/13/2009 8:00:00 AM |
HB 69 |
| DEED SPECIAL EDUCATION WEBSITE.pdf |
HEDC 2/13/2009 8:00:00 AM |
|
| HB 69 EED Fiscal Note.pdf |
HEDC 2/13/2009 8:00:00 AM |
HB 69 |
| Intensive Need handbook.pdf |
HEDC 2/13/2009 8:00:00 AM |
|
| special education materials.pdf |
HEDC 2/13/2009 8:00:00 AM |
|
| special education materials II.pdf |
HEDC 2/13/2009 8:00:00 AM |