Legislature(2009 - 2010)CAPITOL 106
04/14/2010 08:00 AM House EDUCATION
| Audio | Topic |
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| Start | |
| Overview: Advisory and Advocate Programs in Schools | |
| 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 14, 2010
8:05 a.m.
MEMBERS PRESENT
Representative Paul Seaton, Chair
Representative Bryce Edgmon
Representative Wes Keller
Representative Peggy Wilson
Representative Robert L. "Bob" Buch
Representative Berta Gardner
MEMBERS ABSENT
Representative Cathy Engstrom Munoz, Vice Chair
OTHER LEGISLATORS PRESENT
Representative Bob Lynn
Senator Bettye Davis
Senator Kevin Meyer
COMMITTEE CALENDAR
OVERVIEW: ADVISORY AND ADVOCATE PROGRAMS IN SCHOOLS
- HEARD
PREVIOUS COMMITTEE ACTION
No previous action to record
WITNESS REGISTER
EDDY JEANS, Director
School Finance and Facilities Section
Department of Education and Early Development (EED)
Juneau, Alaska
POSITION STATEMENT: Received a citation from the Alaska State
Legislature.
CASADY HERDING, Language Arts Teacher
Thunder Mountain High School
Juneau, Alaska
POSITION STATEMENT: Discussed the advisory program at Thunder
Mountain High School.
SEAN DUSEK, Assistant Superintendent of Instruction
Kenai Peninsula Borough School District (KPBSD)
Soldotna, Alaska
POSITION STATEMENT: Discussed advisory programs in the Kenai
Peninsula Borough School District.
BILL WATKINS, Principal
Kodiak High School
Kodiak, Alaska
POSITION STATEMENT: Discussed advisory programs at Kodiak High
School.
CYNTHIA CURRAN, Director
Teaching and Learning Support
Department of Education and Early Development (EED)
Juneau, Alaska
POSITION STATEMENT: Presented testimony regarding advisory
programs on behalf of the Department of Education and Early
Development (EED.
ACTION NARRATIVE
8:05:30 AM
CHAIR PAUL SEATON called the House Education Standing Committee
meeting to order at 8:05 a.m. Representatives Seaton, Peggy
Wilson, Edgmon, Buch, and Keller were present at the call to
order. Representative Gardner arrived as the meeting was in
progress. Representative Lynn and Senators Davis and Meyer were
also in attendance.
^OVERVIEW: Advisory and Advocate Programs in Schools
OVERVIEW: Advisory and Advocate Programs in Schools
8:05:39 AM
CHAIR SEATON announced that the only order of business would be
a discussion about advisory and advocate programs in schools.
8:07:12 AM
CHAIR SEATON, on behalf of the Alaska State Legislature,
presented Eddy Jeans, Director, School Finance and Facilities
Section, Department of Education and Early Development (EED),
with a citation in honor of 30 years of service to the State of
Alaska. He then expressed his personal appreciation for Mr.
Jeans' work that was of great benefit to the committee.
8:10:32 AM
REPRESENTATIVE EDGMON offered his personal thanks to Mr. Jeans
for his exemplary service.
8:11:20 AM
REPRESENTATIVE P. WILSON added her compliments to Mr. Jeans.
8:12:11 AM
SENATOR MEYER especially appreciated Mr. Jeans' pleasant manner.
8:13:43 AM
SENATOR DAVIS noted Mr. Jeans' service over 30 years.
8:14:36 AM
EDDY JEANS, Director, School Finance and Facilities Section,
Department of Education and Early Development, introduced his
daughters and stated that he plans to retire this summer.
8:16:32 AM
CHAIR SEATON turned attention to the discussion on advisory and
advocate programs in schools. He stated that advisory programs
have been identified as the most effective means for increasing
graduation rates in high schools.
8:18:53 AM
CASADY HERDING, Language Arts Teacher, Thunder Mountain High
School (Thunder Mountain), informed the committee that the staff
at Thunder Mountain is invested in the advisory program and is
devising school-wide agreements on goals for the program during
professional development time. She stated that the structures
of advisory programs can vary and have different goals. At
Thunder Mountain, the primary goals are: building relationships
among students; building relationships between teachers and
students; academic enrichment; active mentors with personalized
connections to students; career mentoring. Last year five
teachers worked as advisors and during a ten-week period
students rotated among the teachers, connecting with each
teacher for two weeks and learning future goal-setting skills,
such as writing resumes, and other job-seeking skills. Ms.
Herding described various projects completed by students in
their advisory groups. Next year she anticipated a more
cohesive role for the advisories as they will concentrate on
team building in freshman small learning communities (SLCs) to
ensure that freshman connect with staff and are comfortable in
the high school environment.
8:24:48 AM
CHAIR SEATON surmised the Thunder Mountain program is a
restructuring of the learning environment into small learning
communities.
8:25:26 AM
MS. HERDING observed that advisories align with academies and
small learning communities; in fact, they focus on
personalization, and can be set up in many different ways. At
Thunder Mountain, students meet for a 45-minute advisory period
each week. She related several activities that were made
possible by the unique structure of the program. In response to
Chair Seaton, she clarified that the program is available to
every student, although activities can be specific to grade
levels.
8:27:10 AM
MS. HERDING, in response to Representative P. Wilson, gave an
example of how the advisory teachers worked together on a job
readiness lab. After ten weeks, the students "had a thorough
idea and understanding of what they would need to be presenting
themselves to the community as job candidates."
8:28:39 AM
REPRESENTATIVE P. WILSON observed the goal was to prepare
students for the workforce.
MS. HERDING pointed out that during the first year of Thunder
Mountain there were only freshmen and sophomores in attendance.
However, with the growth of the student population, teachers
will not see every student in class, and the advisory models are
successful when there is a commitment from all staff to certain
expectations and goals. Ms. Herding opined advisories will be
part of the school culture at Thunder Mountain High School.
8:30:40 AM
REPRESENTATIVE BUCH asked for the normal order of the school day
and week, and how the advisory program fits.
MS. HERDING explained advisories are scheduled in class period
time. She described how the structure developed and stressed
that the current schedule may change, as the school transitions
into its permanent phase. Advisory class time allows for
ungraded enrichment activities chosen by the students.
8:34:46 AM
CHAIR SEATON asked what effect providing this enrichment time
has had on students, or on the atmosphere at the school.
MS. HERDING said students report having a positive energy at
school and feel safe; however, there is no way to quantify the
results of the program at this time.
8:36:40 AM
REPRESENTATIVE BUCH asked for more information on the academy.
MS. HERDING related that at Thunder Mountain, the traditional
model of education is being restructured to allow each student
to be known by adults, and to improve relationships among
students. The goal is to improve school climate and eliminate
disenfranchised, isolated, and alienated groups. Through the
small learning communities, teachers get to know students
quickly in their freshman year, and make sure none "fall through
the cracks." At the end of the freshman year, students enroll
in one of two academies that best fits their interest and goals.
Most careers will fall into one of two categories: hard sciences
or creative areas. The academy Ms. Herding is part of is in the
category of science, math, and technology, thus, as an English
teacher, she has altered her American literature curriculum to
capture the interest of future scientists and computer
programmers. The academy model and small learning communities
also support collaboration with other teachers to develop and
expand curriculum.
8:42:27 AM
REPRESENTATIVE BUCH asked for further comments on team teaching.
MS. HERDING said team teaching is similar to what the academy
teachers do. One challenge is the scheduling of shared planning
time, and a certain school structure has to be in place to
support that.
8:44:51 AM
CHAIR SEATON asked whether all of the teachers support this
model.
MS. HERDING said it is a dynamic and powerful teaching
experience, and the teachers came to Thunder Mountain to bring
about change.
8:46:16 AM
REPRESENTATIVE P. WILSON asked about the logistics of the school
day.
8:46:36 AM
MS. HERDING advised the students move among the classes but,
within each academy, "you see the same familiar faces."
8:47:21 AM
CHAIR SEATON expressed his interest in visiting the advisory
model.
MS. HERDING encouraged committee members to visit Thunder
Mountain. In response to Chair Seaton, she explained that "next
generation schools" is the district plan developed about five
years ago to anticipate the transition to three high schools in
Juneau, and was the result of research that recognized
antiquated school systems are "detrimental to everybody, all of
the stakeholders."
8:48:57 AM
CHAIR SEATON further asked whether the academy structure was
developed at Thunder Mountain, or was part of next generation
schools.
MS. HERDING affirmed that the academy was part of next
generation schools, and pointed out complete information on that
plan is available at the district website.
8:49:28 AM
SEAN DUSEK, Assistant Superintendent of Instruction, Kenai
Peninsula Borough School District (KPBSD), in response to Chair
Seaton, informed the committee that three high schools in his
district implement a personalization advisory program in which a
teacher and a student meet for 15-20 minutes every day to help
the student set personal goals, and so a staff member can get to
know the student well. Advisors can also help students
understand assessments, and some contact parents on a regular
basis "just to check and see how things are going." This
program follows the National Association of Secondary School
Principals' (NASSP) recommendations of personalization and
advocacy in schools. Mr. Dusek offered to provide the committee
with copies of NASSP recommendations and research. Activities
for the advisories that meet daily follow themes from a uniform
activity book-set up by grade level-to help students prepare for
life after high school, whether post-secondary plans or a job
apprenticeship is the next step. He noted that school staff
work hard to make this program successful and the activities are
constantly refined. Mr. Dusek continued to explain that three
other high schools have advisory programs that meet on a
rotating basis two or three times per week. Again, the program
is geared to allow students to explore their areas of interest
in a classroom setting. Specific remedial help, if needed, is
also offered during this time. In addition, outside experts
from various vocations work with students, and necessary "soft"
employment skills are addressed, such as arriving to work on
time, being respectful, problem solving, and drug testing at the
work site. At this time, Homer High School is conducting an
extensive study on the impact of its program, called Focus on
Learning (FOL). Furthermore, advisory programs have been
established at middle schools to assist in the transition from
elementary school. Mr. Dusek said two middle schools in his
district have daily advisory programs in place with a focus on
the students' academic strengths and weaknesses, and how to
handle peer pressure.
8:58:51 AM
CHAIR SEATON asked about staff acceptance of the personalization
or academic-focus model programs.
MR. DUSEK affirmed that training and ease of implementation
facilitates acceptance of the programs by staff members. The
more successful programs take a tremendous amount of effort by
staff in order to establish the goal of personalization for
students. The advisories are a vehicle to meet the original
vision that "every student will be known and cared for at our
school." In addition, advisories are a vehicle for the board of
education goal of individual learning plans for each student.
He stressed the skills and work required of teachers for the
success of the advisory programs.
9:02:38 AM
REPRESENTATIVE BUCH asked how long advisory programs have been
in place.
MR. DUSEK said all of the high schools have had an advisory-type
of program for at least three years. Soldotna High School has
had a program for about six years; however, the program has been
modified over time. The district is striving for
standardization of programs across the district, with individual
learning plans for every student, and the capability for
electronic transfer of information.
9:04:48 AM
REPRESENTATIVE BUCH asked for Mr. Dusak's observations on the
longer running programs.
MR. DUSEK explained that students are comfortable with the
programs because of the personal connection. Furthermore, the
academic-type focus programs are especially successful because
they are student-driven. An additional benefit of the programs
is the increase in communication with parents. He opined that
the key factor is always the facilitation by the adult.
9:06:48 AM
REPRESENTATIVE P. WILSON observed that the influence of the
teacher is critical.
MR. DUSEK added that the comfort level of a teacher may not
include topics outside of their subject matter; for example, a
math teacher may have difficulty discussing drug use. Training
and role playing has helped teachers expand their ability to
help students on a personal level.
9:09:01 AM
REPRESENTATIVE BUCH asked whether there are optional
applications for team teaching.
MR. DUSEK stated that the district is working toward a
collaboration initiative to help teachers work together; in
fact, a group of teachers from three schools is video-
conferencing World History joint lessons. In addition, there
are other cross-curricular projects underway.
9:11:44 AM
REPRESENTATIVE BUCH pointed out that parental involvement is
important, and asked whether the district is increasing its
involvement with parents.
MR. DUSEK noted that elementary school staff expends a great
effort to welcome parents into schools, and advisors can step
into the role of making positive home contacts to encourage
participation in parent-teacher conferences at the high schools.
9:13:58 AM
CHAIR SEATON asked whether skills relating to advisory programs
are included in teacher hiring policies.
MR. DUSEK confirmed that every teacher interviewed is asked how
they will make a personal connection with each student beyond
the student's academic strengths and weaknesses.
9:15:49 AM
CHAIR SEATON reported that Seward High School found two contacts
per week more helpful than one contact per week.
9:17:06 AM
BILL WATKINS, Principal, Kodiak High School, informed the
committee he has been the principal of Kodiak High School for
three years. At the beginning of his term, the school was
participating in an accreditation process which allowed him to
review data on students and successful school programs. The
data compared seniors who graduated with a plan, at-risk
students, as well the results from a school survey. To address
problems identified by the data, an advisory program was
implemented that provides at least one adult for every student
to turn to for support. Ideally, every student should have five
caring adults in their lives. Mr. Watkins related that because
the school only had three counselors for eight hundred students,
a plan was established to present career-interest course
offerings to freshmen so they can begin to build a career
portfolio, and graduate with a well-defined plan. Kodiak High
School counselors are responsible for the initial four-year plan
for a group of students. The advisors meet individually with
ten to twelve students on a weekly basis during the students'
high school years. In addition, advisors constantly review each
student's four-year plan, check on graduation requirements and
grades, discuss careers, personal relationships, employment
skills, and plan for the four years following high school.
Furthermore, course request surveys are provided to ensure that
the school can provide the courses a student needs to pursue
his/her goals. Mr. Watkins noted that the school retains
flexibility, and student leadership is encouraged. Although the
advisories now meet once per week, the program will be modified
as required. He opined that the program is stable and
beneficial to students, and "students are feeling more connected
to our school and they're leaving more prepared for careers
beyond high school." In addition, the advisories are
implementing Career Ready 101, which is a program associated
with KeyTrain and WorkKeys academic assessments. He referred to
"the academy approach" at Thunder Mountain High School and noted
that his school may adopt academies in the future.
9:26:40 AM
CHAIR SEATON asked whether additional skills are necessary for
the teachers hired at Kodiak High School.
MR. WATKINS affirmed that the interview process identifies how
incoming teachers develop positive relationships with students.
CHAIR SEATON assumed there is an emphasis placed on the advisory
program during the hiring process. In response to Mr. Watkins'
request for clarification, Chair Seaton noted that teachers have
historically taken up extra-curricular assignments with
enthusiasm or not, and asked how a teacher's expertise as an
advisor is identified in the hiring process.
MR. WATKINS pointed out that professional development
opportunities are provided which help teachers create positive
relationships with students, and staff counselors are available
for support. Moreover, the advisors make efforts to connect
with students whenever they can.
9:31:13 AM
CHAIR SEATON observed that advisors and students are matched
throughout the four years of high school and the groups are
comprised of mixed grade levels.
MR. WATKINS clarified that the advisory teachers begin with
freshman and advance grade levels along with their students.
9:32:16 AM
CHAIR SEATON asked what occurs when personalities between an
advisor and a student do not mesh.
MR. WATKINS acknowledged that counselors make adjustments in
applicable situations.
9:32:58 AM
REPRESENTATIVE BUCH asked whether there is interest to
incorporate volunteers such as senior citizens and other
community members, as advisors, or to work with a group of
students.
MR. WATKINS explained that parents and others are welcome to
participate.
REPRESENTATIVE BUCH further asked whether volunteers are
solicited, or just welcomed.
9:34:46 AM
MR. WATKINS said there is not solicitation or outreach at this
time, as the advisory program is fairly new. However,
partnerships with the local job service and the hospital are
established.
9:35:48 AM
CHAIR SEATON informed the committee and witnesses there will be
an interim project around this topic that will coordinate
information for presentation to the legislature.
9:36:58 AM
CYNTHIA CURRAN, Director, Teaching and Learning Support, EED,
stated that upcoming meetings by the graduation working group
will discuss, in depth, the critical transition between middle
and high school. Different transition models from around the
country will be researched and shared with school district
personnel in Alaska. Ms. Curran agreed that the success of
advisory programs is determined by whether the staff shares the
mission, or if the program is "laid upon the staff." She
stressed the importance of hiring staff with the
responsibilities of advisory programs in mind, and that there is
also a plan for implementing advisory programs. Ms. Curran
explained that models for advisory programs vary from school-
based to those that encourage community participation. She
reminded the committee that advisory programs originated in
middle schools with the purpose of creating a smaller community
for students; in fact, the National Middle School Association
and the American Student Achievement Institute can provide
models for the advisory process.
9:42:17 AM
REPRESENTATIVE BUCH asked for the most recent recommendations
for the structure of middle school, especially pertaining to
sixth grade.
MS. CURRAN advised that sixth grade is commonly split between
two teachers for core courses, and other teachers for
"specials." Students in seventh and eighth grade typically move
into a "junior high school model." However, the philosophy of
the building determines the model at this point in time.
9:45:05 AM
REPRESENTATIVE BUCH has seen the successful development of a
model for elementary schools in Anchorage, but he warned that
changes in the grade levels of the middle schools would lead to
remodeling of new schools ten or twelve years from now.
MS. CURRAN recalled some middle schools were built in Alaska
specifically to allow for team teaching. The state provides
local control of schools, thus the footprint of a new school is
determined by its community. In fact, Palmer Jr. Middle School
was built as a junior high school and functions as a middle
school.
9:48:02 AM
CHAIR SEATON stated there is a problem with the transfer of
student information as a student advances to another school.
This also causes a lack of continuity for each student. He
asked whether advisor programs will also "have these barriers,
these walls, so that there's no transfer of knowledge, or are we
going to integrate transfer of this knowledge base that is
probably way more important than the, what grade the student got
in ... on a certain subject."
9:50:01 AM
MS. CURRAN explained that teachers from the elementary "feeder"
schools meet with the staff from the middle schools receiving
their incoming sixth grade students. She offered to discuss
this matter with the graduation working group, and added that at
a recent middle school partnership meeting, the idea of placing
AmeriCorps mentors in middle schools was supported, and grants
may be available for this purpose.
9:53:14 AM
CHAIR SEATON offered to provide a letter of support from the
House Education Standing Committee.
MS. CURRAN also reminded the committee that the Career Technical
Educational plan provides for annual benchmarks to inform
students of the achievements in high school necessary to meet
their goals.
9:53:51 AM
REPRESENTATIVE BUCH asked when conversations with students and
parents, regarding students' future goals, begin.
MS. CURRAN said sixth grade. In further response to
Representative Buch, she said that teachers "spend a lot of time
talking about what you want to be when you grow up" throughout
elementary school. In fact, that theme must be carried forward
all through school in order for students to meet their goals.
Students who wait until high school to determine what to do,
miss opportunities along the way.
9:55:25 AM
REPRESENTATIVE BUCH concluded that in pre-K, and the years prior
to sixth grade, schools must introduce information about careers
so students learn what is available and how to get there. He
emphasized that schools must introduce information during the
early grades about all careers, academia or technical, along
with core skills, in order for Alaska graduates to stay in the
state.
9:56:49 AM
CHAIR SEATON advised that additional feedback on this topic,
received via e-mail, is available in the committee packet. In
response to Representative Buch, he affirmed that committee
meetings during the interim will be noticed at his office and
through the usual public sources.
9:57:32 AM
ADJOURNMENT
There being no further business before the committee, the House
Education Standing Committee meeting was adjourned at 9:57 a.m.
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