Legislature(2009 - 2010)CAPITOL 106
04/09/2010 08:00 AM House EDUCATION
| Audio | Topic |
|---|---|
| Start | |
| Discussion-follow-up to Moore V. State with School Districts on the Improvement List, the Incentive Program | |
| Adjourn |
* first hearing in first committee of referral
+ teleconferenced
= bill was previously heard/scheduled
+ teleconferenced
= bill was previously heard/scheduled
ALASKA STATE LEGISLATURE
HOUSE EDUCATION STANDING COMMITTEE
April 9, 2010
8:07 a.m.
MEMBERS PRESENT
Representative Paul Seaton, Chair
Representative Cathy Engstrom Munoz, Vice Chair
Representative Bryce Edgmon
Representative Wes Keller
Representative Peggy Wilson
Representative Robert L. "Bob" Buch
Representative Berta Gardner
MEMBERS ABSENT
All members present
COMMITTEE CALENDAR
DISCUSSION-FOLLOW-UP TO MOORE V. STATE WITH SCHOOL DISTRICTS ON
THE IMPROVEMENT LIST~ THE INCENTIVE PROGRAM
- HEARD
PREVIOUS COMMITTEE ACTION
No previous action to record
WITNESS REGISTER
DR. NORMAN ECK, Ph.D., Superintendent
Northwest Arctic Borough School District
Kotzebue, Alaska
POSITION STATEMENT: Discussed the intervention required under
Moore v. State, as superintendent of an intervention school
district.
ROGER SAMPSON, President
Education Commission of the States
Address not provided
POSITION STATEMENT: Discussed aspects of the Moore v. State
court order.
WILLIAM WOODFORD, Superintendent
Yukon Flats School District
Fort Yukon, Alaska
POSITION STATEMENT: Discussed aspects of the Moore v. State
court order.
HOWARD DIAMOND, Superintendent
Yupiit School District
Akiachak, Alaska
POSITION STATEMENT: Discussed aspects of rural education.
DIANE GEORGE, Assistant Superintendent
Yupiit School District
Akiachak, Alaska
POSITION STATEMENT: Discussed methods of intervention, as
assistant superintendent of an intervention school district.
WILLIE KASAYULIE, Chairman
Yupiit School Board of Education
Akiachak, Alaska
POSITION STATEMENT: Discussed challenges faced by the Yupiit
School District.
JOHN LAMONT, Superintendent
Lower Yukon School District
Mountain Village, Alaska
POSITION STATEMENT: Discussed methods of intervention, as
superintendent of an intervention school district.
ALEX RUSSIN, Assistant Superintendent
Lower Yukon School District
Mountain Village, Alaska
POSITION STATEMENT: Asked a question of the committee.
BRIAN KROSSCHELL, Director of Curriculum
Lower Yukon School District
Mountain Village, Alaska
POSITION STATEMENT: Discussed aspects of rural education.
DAVID SHARSTROM, Director of School Intervention
Lower Yukon School District
Mountain Village, Alaska
POSITION STATEMENT: Discussed the focus of intervention school
districts.
KERRY BOYD, Superintendent
Yukon-Koyukuk School District
Fairbanks, Alaska
POSITION STATEMENT: Discussed the intervention required under
Moore v. State as the superintendent of an intervention school
district.
CAROL DOYLE, Director of Instruction & Curriculum
Yukon-Koyukuk School District
Fairbanks, Alaska
POSITION STATEMENT: Discussed the intervention required under
Moore v. State as the director of Instruction & Curriculum of an
intervention school district.
ACTION NARRATIVE
8:07:29 AM
CHAIR PAUL SEATON called the House Education Standing Committee
meeting to order at 8:07 a.m. Representatives Seaton, Peggy
Wilson, Edgmon, Gardner, Buch, and Keller were present at the
call to order. Representative Munoz arrived while the meeting
was in progress.
^Discussion-Follow-up to Moore v. State with School Districts on
the Improvement List, the Incentive Program
Discussion-Follow-up to Moore v. State with School Districts on
the Improvement List, the Incentive Program
8:08:08 AM
CHAIR SEATON announced that the only order of business would be
a discussion with the five school districts named in the Moore
v. State case regarding education improvement plans.
8:11:18 AM
DR. NORMAN ECK, Ph.D., Superintendent, Northwest Arctic Borough
School District, suggested four ways to improve educational
scores in rural Alaska school districts, paraphrasing from a
prepared statement, which read [original punctuation provided]:
I am Dr. Norman Eck, Superintendent of Northwest
Arctic Borough School District. I have been employed
as an administrator in this District for 12 years and
this is my 5th year as superintendent. Last year I
was the Alaska State Superintendent of the Year.
On a personal note, I have 2 adopted children, both
born in Calcutta, India. My son is 16 and my daughter
is 14. Both have had their entire school experience
in the Northwest Arctic Borough Schools, both have
scored highly on the State's required tests. My wife
is a teacher in Kotzebue High School and she dearly
loves her students.
At this time it will do us little good to review the
difficult history of intervention that the Department
of Education has put upon these five Districts. We
have learned from the mistakes made, and we can move
forward in a collaborative manner with solid solutions
to the problems that we have to address. I think that
this can all be done in discussions over the next
couple months.
While it is true that our system of public education
has its shortcoming, it will do us no good to lament
about what is wrong. Doing so will weaken and divide
us. What we need to do now is join in our efforts and
our actions to provide strength to our classroom
teachers and power to the lessons they teach to our
students.
Some blame the poor test scores of past years on
poverty. Some blame it on teachers, administrators,
the school boards, parents, the local community, and
even the ability of our children.
I do not buy any of that. The truth is blame
accomplishes nothing.
When I take an honest look at my own school district I
see many things that we do quite well and some things
that leave substantial room for improvement. Over the
years many educational programs have been implemented
and perpetrated upon our students. Many educational
experiments have been done in the name of educational
improvement. These programs were, perhaps, well-
intended but all too often poorly executed. Let us
agree that there are no silver bullets.
S
Producing better results requires informed decision-
making, appropriate training, levels of commitment,
support, persistence, and accountability that, until
now, have been difficult to achieve or sustain. We
know that students living in poverty can achieve at
high levels and be successful in school. There is
ample research to document not only that it happens,
but there are successful strategies we can employ. We
have seen this in Northwest Arctic in the past few
years where several schools that were poor performers
have had increased test scores that we are very proud
of.
In order to move us forward, I would like to comment
on 4 issues of importance. These are issues that you,
as legislators, can address and your actions in the
legislature will bring the educational futures of our
students to the higher level of success that is
needed.
First, I would like to say that the single most
important element in improving educational scores in
Northwest Arctic is not anything in the school: It is
to provide Public Safety to the families and,
especially, the children in our villages. I commend
the Governor's initiative to increase the ranks of
Village Police Safety Officers. This needs to be
complimented with an equal number of additional State
Troopers. No one in Juneau or Anchorage would feel
safe if the streets were patrolled by unarmed VPSO's.
We expect to have State Troopers and City Police on
duty to keep us safe. This factor cannot be
overlooked in improving children's educations in rural
Alaska.
Secondly, Early Childhood Education must be in place
to insure the success of our students by the third
grade. For we know, that if a child is not reading at
grade level by the third grade, he or she has a 50%
likelihood of dropping out of school. We need at
minimum, a two year Kindergarten program, where 4 year
olds can come to school and be counted at full FTE's.
That would fund the additional teachers required for
the program. Parental involvement has to be a major
element included in the program, as well. Early
Childhood programs must be intentional learning
environments, academically based, taught by certified
teachers, and they must adopt the 9 standards that are
nationally recognized as components of quality early
childhood programs.
Let me illustrate, our Kindergarten children come to
school and take a test called the Kindergarten
Developmental Profile. In the areas of Socialization
and Kinesthetic abilities, our children are on par
with the average students across Alaska. However, in
the areas of pre-cognitive abilities and pre-reading
they are, on average 2 to 3 years behind. That is for
students who are five years old. How can you expect
students to not only gain a year's growth in a year's
span of time, but by 3rd grade, just within 4 years,
expect them to make up an additional 2 to 3 years of
development?
These children do not come to school impaired but they
simply have lacked the language and cognitive
developmental experiences that most children across
America have received. They need language and
numerical cognitive experience to be built into the
Early Learning and Kindergarten programs. Much
research, evidence, and documentation is available to
substantiate this.
Third, let me address teacher capacity. The
department this past year has done a lot to improve
its ability to provide support to teachers. However,
it is not sufficient to the need of the teachers that
this is directed at. For teachers new to rural Alaska
there should be a two-week to a four-week pre-service
program that would provide orientation to the cultural
setting the teacher is going to, the curriculum to be
taught, and the lifeways of the people the teacher is
going to serve. Districts cannot afford this out of
their regular operating budget.
Another needed program is for teaching certification
programs to be offered by our universities in the
State that provide an emphasis and specialty in
teaching in rural Alaska.
A much overlooked answer in this area is the
development of specific teacher training programs to
be offered to rural Alaskan students where they can
have a direct pathway from high school graduation to a
BA degree and certification as a teacher. Magnet-type
school opportunities should exist. Smaller regional
boarding facilities in rural hub cities can provide
the specialization for our students who have high
level of abilities but cannot go to Mt. Edgecombe. We
have 70 high schools in rural Alaska with 10 or fewer
high school students. Strategically placed smaller
Mt. Edgecombe-type boarding facilities is an idea
whose time has come.
Fourth, targeted assistance programs for rural schools
need to be in place. A model for this is one that the
Anchorage School District has provided. Examine the
history of Mountain View Elementary School. Eight
years ago it was considered a school that was failing
its students. With specific targeted assistance
programs and personnel, it was restructured into being
a beacon of success for its community and the children
who go there. This school has consistently, over the
past 5 years, had high levels of academic achievement
by its students. It has made Adequate Yearly Progress
as measured by NCLB.
The targeted assistance at Mountain View included
additional staffing comprised of a school
psychologist, community liaison, English as a Second
Language Specialist, a reading specialist, and a
speech pathologist, all this for a 300 to 400 student
school.
In summation, we can do much to bring our students in
rural Alaska to high academic achievement. This
effort will require our determination and commitment
but the pathway is clear. Research has shown that to
adopt and fund, and properly implement the four issues
I have discussed here this morning will bring success
to our students. Thank you.
8:20:33 AM
CHAIR SEATON couched the committee questions, for the benefit of
the witness, as being non-adversarial.
8:21:58 AM
REPRESENTATIVE GARDNER referred to Dr. Eck's testimony that the
lack of public safety in villages is the biggest impediment to
student success. She asked from what students needed
protection.
8:23:24 AM
DR. ECK explained that small villages do not have police
officers or Village Public Safety Officers (VPSOs), and children
may come to school exhausted from an evening spent in an unsafe
setting, or from sleeping out if they cannot go home. Although
this type of situation does not affect every family, the few
children who are affected may act out in the classroom, when
domestic abuse and violence is part of their life. The rates of
domestic abuse and violence are high in Alaska, and he noted
that there are few counselors and social workers to serve his
region. Children and families need order in their lives.
8:25:55 AM
REPRESENTATIVE GARDNER asked whether substance abuse treatment
programs are available in the region.
DR. ECK said there are elements of treatment programs in place,
but not at a sufficient or adequate level.
8:26:57 AM
REPRESENTATIVE BUCH asked whether Dr. Eck was aware of the
governor's program to place about 12 additional VPSOs in rural
areas.
DR. ECK acknowledged the new program; however, he expressed his
belief that the need is for "dozens and dozens more ... and an
equal number of troopers to go along with that." The situation
is similar to staffing a hospital with only nurses, but no
doctors.
8:28:17 AM
REPRESENTATIVE BUCH related that there are 38-39 funded trooper
positions, but some positions remain unfilled because the
Department of Public Safety Academy does not reduce its
standards, which makes it difficult to find recruits.
DR. ECK observed that schools and children are blamed for things
that are out of their hands.
8:29:55 AM
REPRESENTATIVE P. WILSON asked whether any of the villages in
his school district are connected by roads.
DR. ECK said in Northwest Arctic Borough School District there
are no roads, but service to this region does not come at an
insurmountable cost. For example, the state trooper contingent
in Kotzebue has recently been increased by two, bringing the
number to seven. He suggested that some of those seven could be
assigned to villages. When schools are provided by the state,
it seems that public safety should be provided, also.
8:32:36 AM
CHAIR SEATON asked whether Northwest Arctic Borough School
District has one of the pilot pre-k programs.
DR. ECK explained that his school district applied, but the
funding was denied. He further explained that a pilot program
is unnecessary, as it is already a proven fact that early
childhood development is fundamental; in fact, elements of the
pilot program call for an intensive research and assessment of
data that is already proven, thus funds are going to
administration rather than to the direct instruction of
children. He advocated for two years of kindergarten, beginning
at age four.
8:34:18 AM
CHAIR SEATON noted the variety of data before the committee that
comes to different conclusions. He clarified that Dr. Eck is
supporting two years of kindergarten attendance for children in
the Northwest Arctic Borough School District.
DR. ECK said yes. He listed further reasons to support this
program such as its simplicity to implement, and its adaptation
to existing facilities. This type of model is called
"intentional learning" and supporting research indicates that
two years of kindergarten provides the most success for children
who lack the type of experiences to be ready for school.
8:35:50 AM
CHAIR SEATON recalled a two-year kindergarten was in place a few
years ago.
8:36:30 AM
REPRESENTATIVE P. WILSON asked whether a first year teacher
could successfully teach a two-year kindergarten.
DR. ECK opined many first year teachers are natural teachers,
and others have a difficult time regardless of the assignment.
8:38:04 AM
REPRESENTATIVE GARDNER asked whether the school district has
space available to house a two-year kindergarten program. She
also asked whether a district-run, two-year kindergarten could
incorporate the added benefit of family involvement that is
integral to Head Start and Parents as Teachers programs.
DR. ECK confirmed that sufficient facilities exist in the
Northwest Arctic Borough schools to provide a two-year
kindergarten program. In response to Representative Gardner's
second question, he opined Head start and Parents as Teachers
programs are great alternatives for parents who are involved in
the education of their children. In fact, any early education
program must have an aspect of parental involvement or parental
training. He recalled the Getting Ready to Learn program that
followed parents for three years after the birth of a child.
The program addressed developmental stages wherein parents were
taught how to better prepare children for school. It was a
successful program, but federal funding was not available after
five years.
8:41:13 AM
REPRESENTATIVE GARDNER asked whether data on the students who
participated in the program was known.
DR. ECK responded that children in a previous two-year
kindergarten program are in the upper grades of elementary
school. The federal program ended three years ago, and the
children are just entering the school system. He attributed
part of the growth in the district's test scores to the brief
periods of early childhood learning.
8:42:23 AM
CHAIR SEATON asked if the superintendent expected additional
teachers would be needed to staff a two-year kindergarten
program, and whether housing would be available.
DR. ECK anticipated needing only an instructional aide for some
schools, but in Kotzebue three additional teachers would be
needed. He estimated a total of eight teachers and three
instructional aides would be needed in the district, and housing
would be available.
8:44:38 AM
CHAIR SEATON asked for an estimate on the percentage of
participation in a voluntary, two-year kindergarten program.
DR. ECK explained that state law does not require school
attendance until a child is seven years old. He projected
attendance would be 88-92 percent, similar to kindergarten
attendance for five year olds.
8:45:23 AM
REPRESENTATIVE P. WILSON asked whether the school attendance age
requirement should be changed.
DR. ECK indicated yes, and added that it is more important to
require school attendance in the early years, rather than
extending attendance beyond 16 years old. He said, "Everything
we do at these early years saves us tens and hundreds of
thousands of dollars to society later on for the rest of the
lifetime, and the educational time of that child. You can make
up so much more in the beginning, than you can when a child is
in high school." In further response to Representative P.
Wilson, Dr. Eck suggested changing the age to start school to
five years old, with an allowance four year olds.
REPRESENTATIVE P. WILSON spoke about truancy problems.
DR. ECK agreed that truancy is a problem for a wide range of
insufficient reasons. Given the current structure of the law,
truancy laws are difficult to enforce and are not a priority for
the district attorney. For example, the Northwest Arctic
Borough took 25 truancy cases to the district attorney around
November, none of which have been addressed to date. In
addition, after ten days of absence, the student is dropped from
school rolls.
8:50:03 AM
CHAIR SEATON directed attention to Dr. Eck's position on
teaching capacity and a teacher orientation program.
DR. ECK explained that with funding, Kotzebue could provide
orientation training to new teachers. However, offering this
training in the University of Alaska (UA) system would be best.
An adequate preparation program would "wash out" those teachers
who are not going to be successful, which is preferable to
having them in the classroom. The expense would be too much for
the districts to shoulder, but together the districts could
provide the content and the teachers.
8:53:36 AM
REPRESENTATIVE BUCH turned attention to state boarding schools.
He recalled a related court case and asked whether there is
statewide support for regional education hub schools.
DR. ECK said yes, and advised it is a concept whose time has
come. Magnet school-type opportunities in Bethel, Northwest
Arctic, North Slope, and Galena school districts would help
local residents become the future teachers, doctors, nurses, and
specialists working and living in the community. Teacher
retention would improve and the drop-out rate would also be
affected. Students should have a pathway to be hired into
legacy-type jobs, as educators or other certified workers, in
their home villages. He assured the committee that the students
will "step up to the challenge, they can be successful and fill
those positions." Dr. Eck mentioned several technical
certifications that are currently available at rural education
centers.
8:58:38 AM
REPRESENTATIVE GARDNER has heard opening boarding schools will
cause some existing small schools to close.
DR. ECK said small schools should not have to be closed due to
improvements in distance delivery and on-line courses. However,
some students need "larger opportunities."
9:01:29 AM
CHAIR SEATON announced further questions will be provided in
writing to Dr. Eck in order to move on to the other witnesses.
9:04:30 AM
ROGER SAMPSON, President, Education Commission of the States,
informed the committee he is a former commissioner of EED. Mr.
Sampson reviewed the court order regarding the five school
districts placed in "improvement status" by No Child Left Behind
(NCLB) legislation. He said Mr. Morse and Commissioner LeDoux
have made significant improvements in outlining targeted
strategies in professional development, and in the support of
teachers and administrators. Clearly, the court order puts the
legislature and EED in a position of "deep intervention, in
fact, to the point of removing local control." Taking that
action would be uncomfortable for local school districts, the
legislature, and the department. Mr. Sampson noted actions
directed by the court order and advised two things should occur:
review the results of current testing data and target what needs
to be enhanced, and what will help, such as scheduling, teacher
professional development, and further assessment; review options
for early learning. He acknowledged the value of pre-
kindergarten, but cautioned that new research indicates that
pre-k takes non-proficient kindergarteners to average or
proficient levels to begin school, yet "fade-out" occurs, and
the advantage is lost by third grade. The fade-out factor is
well documented, and can be countered by carrying literacy
programs for affected students at least through third grade. He
supported Dr. Eck's testimony, and concluded that the court
order may force the legislature and the department to "takeover"
local school districts, "unless we can build an incredibly
strong partnership with the superintendents, the teachers, and
the boards of those districts."
9:11:08 AM
CHAIR SEATON warned that takeovers are not necessarily an
effective strategy, and the legislature is not eager to
implement an action without proven results.
9:12:23 AM
REPRESENTATIVE P. WILSON asked whether adding teacher aides to
kindergarten through grade three classrooms would suffice.
MR. SAMPSON further explained that the continuation of an early
learning program must include an open and intentional design and
dialogue ongoing between the pre-k through third grade
instruction. This would create safety nets and an ongoing
target moving through the curriculum with grade level
expectations. Successful programs include formative assessments
that provide daily information to teachers.
9:14:10 AM
CHAIR SEATON asked, "Isn't that what teachers should be doing in
their classroom instruction currently?"
MR. SAMPSON said correct, but it is not the norm in many
classrooms. Further, superintendents and principals must ensure
that classroom instruction teaches lessons aligned to the
standards.
9:15:32 AM
REPRESENTATIVE BUCH asked how the legislature can fund
opportunities such as early learning and regional education
hubs. He asked Mr. Sampson to respond in writing at his
convenience.
9:17:15 AM
WILLIAM WOODFORD, Superintendent, Yukon Flats School District,
informed the committee his 30 years of educational experience
includes time as a principal, director of curriculum and
development, and superintendent. In response to Chair Seaton,
he advised that issues in the Yukon Flats School District
pertaining to Moore v. State include teacher preparation,
curriculum alignment, and the retention of highly qualified
teachers. He emphasized that programs to prepare and mentor
first- and second-year teachers are commendable; however, he
encouraged expansion of the program to more "time in the
trenches" with mentoring teachers. In addition, he would like
to see internship programs available to train members and
residents of the community to be educators because it is
difficult for teachers recruited to Bush Alaska to fully
understand the unique conditions awaiting them. Mr. Woodford
suggested forgiving student loans for teachers would be a strong
incentive. Regarding curriculum alignment, he said his school
district is pressed to find the time to accomplish this task and
urged a more streamlined approach using existing grade level
expectations (GLEs) and additional help from the state to
develop curriculum. Finally, in order to retain highly
qualified teachers, adequate housing is essential. Available
housing is mostly cabins that are not suitable for winter
conditions, and living expenses are compounded by the high cost
of heating fuels in the villages.
9:29:49 AM
CHAIR SEATON added that housing concerns are also a problem with
expanding the mentor program, as mentors must sleep on the floor
of the school house during their stay.
MR. WOODFORD acknowledged that situation, and agreed housing is
a desperate need. A housing complex is needed for housing
teachers and mentors.
9:32:00 AM
REPRESENTATIVE P. WILSON said she has heard that building
teacher housing has caused resentment from residents.
MR. WOODFORD pointed out that raising the standard of living for
everyone is the best outcome and would make it possible to
retain highly qualified teachers. In fact, the turnover rate of
about every two years applies to highly qualified teachers and
to district superintendents. The demands are extreme, the
comforts are minimal, and good housing should be provided.
9:34:34 AM
CHAIR SEATON observed the base student allocation (BSA) and
geographic cost differential apply to rural areas, but teacher
salaries are lower than in some urban schools. He questioned
how local districts address salaries for teachers.
MR. WOODFORD said his base salary is $41,581. He gave several
examples of average living expenses in Fort Yukon, and concluded
that the high costs are of greatest impact to the youngest and
newest staff members.
9:37:28 AM
CHAIR SEATON explained that base salaries in Juneau, Anchorage,
and Fairbanks are higher than in rural areas. He questioned how
teachers can be retained in high cost areas when paid lower
salaries.
MR. WOODFORD opined some teachers seek out an experience and
lifestyle in Bush Alaska. Furthermore, quality housing would
offset some of the salary differences and "is not a luxury, it's
a need."
9:40:08 AM
HOWARD DIAMOND, Superintendent, Yupiit School District, informed
the committee he has worked in rural Alaska for about 30 years
as a teacher and superintendent. He expressed his concern
regarding the high drop-out rate and low child interest, and
parent investment, in school. The best research-based reading
and math programs will not work if there is a lack of interest
in school, and if what is being taught is not relevant to
students and parents. He said a broad and well-defined career
technical education program in his district would be an
effective way for students to connect to the curriculum and
learning standards, and feel that the standards are meaningful
to their future lives. Regional education hubs are needed to
provide experiences, job-shadowing, internships, career
awareness, and employment skills, and to expose students to life
outside of the village. Although reading, writing, and math are
basics, there is a need to provide music, art classes, and
activities to hold students' interest. He reiterated the
previous speaker's concerns about the teacher turnover rate and
housing situations for educators. Finally, he said he agreed
that students who start out behind may never catch up, and
preschool is needed to help them off to a good start.
9:48:48 AM
DIANE GEORGE, Assistant Superintendent, Yupiit School District,
informed the committee she began her work in Akiachak with the
Bureau of Indian Affairs in 1980. She gave her perspective as
an educator, administrator, parent, and community member. Ms.
George concurred with the previous concerns and added that
efforts have been put in place in the last year to help the
schools attain Adequate Yearly Progress (AYP), in particular the
technical assistance received at the Yupiit School District.
She stressed that the teachers and staff who have come to
support them are well received; in fact, small school districts
require state assistance and support, as the staff is limited.
However, rather than itinerant staff a few days per month, her
district needs staff from the community working with teachers on
a full-time basis, such as a psychologists, speech pathologists,
and administrators. Again, housing is an obstacle, in fact,
recruitment efforts are often dictated by housing restrictions.
Ms. George concluded that rural school districts have ideas for
solving problems in their districts, but need support from EED
to implement them.
9:54:34 AM
WILLIE KASAYULIE, Chairman, Yupiit School Board of Education,
informed the committee he has been a member of the school board
for 20 years. He said he agreed with the previous testimony
from the rural school districts. The six school districts in
the Yukon-Kuskokwim delta area were formed to allow local
control of education, and many challenges continue to be faced.
A major challenge is the retention of teachers, and he opined
that success will occur when teachers remain in the communities.
9:56:52 AM
CHAIR SEATON asked whether teacher housing attached to schools
is supported by the community.
MR. DIAMOND observed that housing is close to the school in his
community but modern four- or six-plexes are needed. He
stressed the need to provide teachers with a comfortable
infrastructure.
9:59:54 AM
REPRESENTATIVE P. WILSON said she would like to submit written
questions to the superintendents.
10:01:22 AM
JOHN LAMONT, Superintendent, Lower Yukon School District, stated
he was a life-long resident and superintendent of the Lower
Yukon School District for five years. He assured the committee
his district deals with all of the issues addressed by the
previous witnesses. Mr. Lamont questioned whether the committee
is looking only at the intervention districts related to the
Moore v. State lawsuit, or at education throughout the state.
He noted he has extensive testimony to give regarding education,
curriculum, retention, and other observations.
CHAIR SEATON clarified that the committee is holding hearings
about the many options available that will allow the legislature
to fulfill its responsibility for the education of students in
the five intervention districts, and across Alaska.
10:05:26 AM
MR. LAMONT said he appreciated the support his district has
received from the department, although more is needed. He
stressed the need to put early learning and creativity back in
education, and move away from test scores and test results. In
addition, quality staff is vital to develop curriculum and to
relate to staff, parents, and students. He said, "Test scores
should, and will ... be able to take care of themselves
providing that there is quality instruction going on." Although
there are major issues with attendance and behavior, Mr. Lamont
assured the committee that students have the ability to excel
when given the creativity to cultivate their conditional
learning style. He emphasized the importance of local control
at each school, and cautioned that regional boarding schools may
improve students' behavior and achievement scores, but they do
not build individual communities, bring families into schools,
or provide extracurricular activities. He suggested that some
physical activities need to give way to a focus on learning, and
indicated that his complete written comments are forthcoming.
Mr. Lamont then commended the district improvement team and
coach at the Lower Yukon School District, and recalled the
commissioner's visit to the district, which is the first time
that has occurred.
10:16:05 AM
CHAIR SEATON noted the court order addresses other curriculum
standards such as music and art. He asked Mr. Lamont to clarify
his comments regarding physical activities.
MR. LAMONT confirmed that the emphasis on reading, writing, and
math has made offering additional creative subject areas such as
history, art, and music, difficult. However, for too long there
has been a focus on basketball, when other content areas are
important. A community should be aware that when kids are doing
better academically, and parents are involved, then sports can
be incorporated.
10:21:04 AM
ALEX RUSSIN, Assistant Superintendent, Lower Yukon School
District, asked what the acronym DEED stands for, to underscore
the need for early childhood development for every student in
the state. He encouraged the department to refocus on early
childhood development, and supported previous testimony.
10:23:05 AM
BRIAN KROSSCHELL, Director of Curriculum, Lower Yukon School
District, stated that he supported previous testimony and
emphasized Mr. Sampson's statement that early learning must be
continued through grade three, because there is a disconnect
between preschool and the school system. Furthermore, he urged
that intervention districts should be recognized as successful
when students who enter school two or three years behind,
graduate only one year behind.
10:24:16 AM
DAVID SHARSTROM, Director of School Intervention, Lower Yukon
School District, assumed the focus of most intervention schools,
and perhaps all schools in Alaska, is on academics due to the
pressures of intervention and the need to bring students to
grade level. The result is reading, writing, and math all day
and all week. Each year during his 12 years in Bush Alaska, he
has conducted a spring survey, and students are now reporting
that school is not fun anymore. Mr. Sharstrom concluded that it
is difficult to have a balance and a "sparkle" in the school day
that is desired by students.
10:27:10 AM
KERRY BOYD, Superintendent, Yukon-Koyukuk School District,
stated her hope that there will be additional funding for
quality pre-k programs because her district received a grant for
the pilot pre-k program, and it is successful, but funding will
run out. Ms. Boyd asked the committee to support extended
learning opportunities for students, as two of her district's
schools have progressed from Level Five in corrective action to
reaching AYP for two successive years, and extended learning was
a big factor in that success. She also encouraged the
continuation of professional development in the areas of
"assets" and "resiliency," that look at more than the academic
side of a child. Regarding curriculum alignment, the department
has provided good direction and support; however, this
requirement is daunting for her district, and more assistance is
needed. In fact, the director of instruction and curriculum has
spent one year focused on curriculum when she needed to be
working with teachers on site. Ms. Boyd closed by pointing out
that her district covers 65,000 square miles and nine sites,
seven of which must be reached by air.
10:29:53 AM
REPRESENTATIVE KELLER offered greetings.
10:30:28 AM
CAROL DOYLE, Director of Instruction & Curriculum, Yukon-Koyukuk
School District, informed the committee she has worked in the
state for fourteen years in four rural areas. She pointed out
that the problems in rural areas are the same for schools that
attain AYP or that do not. The Yukon-Koyukuk School District
was part of the curriculum alignment team working on state
standards and it was a huge process that took a lot of teacher
and mentor time that could have been better spent. She opined
that the district has good standards-based curriculum, but it
lacks resources to ensure that needs are filled in the villages.
Ms. Doyle said that if EED were to handle the paperwork involved
in the curriculum process, it would be helpful to the district.
CHAIR SEATON related that the issue of local control for
curriculum is being scrutinized. He has heard that local
districts have difficulty putting all of their energy into
developing and aligning the curriculum. If the curriculum was
ready to be implemented in rural Alaska, local districts would
have more productive use of their time.
10:33:20 AM
MS. DOYLE observed that students will improve when the focus of
the local district and mentoring teachers is in the classroom,
not developing curriculum, and other paperwork.
10:34:11 AM
CHAIR SEATON recalled the committee created and passed out
legislation meant to eliminate much of the burden of paperwork
on rural districts. He encouraged an exchange of additional
written information between the committee and witnesses.
10:34:39 AM
ADJOURNMENT
There being no further business before the committee, the House
Education Standing Committee meeting was adjourned at 10:35 a.m.
| Document Name | Date/Time | Subjects |
|---|---|---|
| Scan001.PDF |
HEDC 4/7/2010 8:00:00 AM HEDC 4/9/2010 8:00:00 AM |
|
| Scan001.PDF |
HEDC 4/7/2010 8:00:00 AM HEDC 4/9/2010 8:00:00 AM |
|
| Scan001.PDF |
HEDC 4/7/2010 8:00:00 AM HEDC 4/9/2010 8:00:00 AM |
|
| PIP 3 year review - After Les.docx |
HEDC 4/9/2010 8:00:00 AM |
|
| Moore vs State 2007.pdf |
HEDC 4/9/2010 8:00:00 AM |
|
| Moore vs State 2009.pdf |
HEDC 4/9/2010 8:00:00 AM |
|
| Moore vs State 2010.pdf |
HEDC 4/9/2010 8:00:00 AM |