Legislature(2011 - 2012)CAPITOL 106
02/07/2011 08:00 AM House EDUCATION
| Audio | Topic |
|---|---|
| Start | |
| Presentation(s): View from Western and Interior Alaska | |
| School District Superintendent | |
| Overview: Distance Education Opportunities | |
| 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
February 7, 2011
8:02 a.m.
MEMBERS PRESENT
Representative Alan Dick, Chair
Representative Lance Pruitt, Vice Chair
Representative Eric Feige
Representative Peggy Wilson
Representative Sharon Cissna
MEMBERS ABSENT
Representative Paul Seaton
Representative Scott Kawasaki
COMMITTEE CALENDAR
PRESENTATION(S): VIEW FROM WESTERN AND INTERIOR ALASKA
- HEARD
SCHOOL DISTRICT SUPERINTENDENT
- HEARD
OVERVIEW: DISTANCE EDUCATION OPPORTUNITIES
- SCHEDULED BUT NOT HEARD
PREVIOUS COMMITTEE ACTION
No previous action to record
WITNESS REGISTER
BOB CRUMLEY, Superintendent
Chugach School District
Tatitlek, Alaska
POSITION STATEMENT: Provided a presentation of the Chugach
School District.
ACTION NARRATIVE
8:02:42 AM
CHAIR ALAN DICK called the House Education Standing Committee
meeting to order at 8:02 a.m. Representatives Dick, Pruitt,
Feige, and P. Wilson were present at the call to order.
Representative Seaton was excused, and Representative Cissna
arrived while the meeting was in progress.
^PRESENTATION(S): View from Western and Interior Alaska
PRESENTATION(S): View from Western and Interior Alaska
8:04:14 AM
The committee took a brief at-ease at 8:04 a.m.
[Chair Dick passed the gavel to Vice Chair Pruitt.]
8:06:55 AM
CHAIR DICK noted the disparity in the educational experience
existing throughout the state. He stated his belief that some
districts are confident that they are succeeding, while others
know they are not and may view the system as broken. Examples
of the system not working include schools with dropout rates of
40 percent, or higher, and the need for remedial classes at the
University of Alaska. He reported an account of one village
that cannot remember the last time a student graduated, and
opined that the fact that a student remains in school does not
ensure that the experience will be deemed worthwhile. Observing
various classroom settings, he estimated that many teachers
expend 80 percent of teaching time in an attempt to engage and
motivate students. He stated his belief that the two key
components to alter this scenario are relevance and role models.
A problem has existed for decades in Alaska, due to the use of
text and materials from the Lower 48, filled with unfamiliar
illustrations and using non-relevant examples. The native
Alaskan and Alaskan Native, being independent and practical
minded, require an education that is relevant in order to "buy
in," he said. A relevant based curriculum has three components:
it demonstrates the connection to community and future goals;
aligns with state standards to careers as well as higher
education; and utilizes theme based instruction, aligning themes
to real life interests. He provided an example of required gear
for a beaver trapping expedition to demonstrate necessary versus
useless items, and said:
If we don't show students the relevance of academic
concepts, they figure it is [useless]. 'What do I
need this for?' is a question worthy of a respectful
answer. They are just asking that we make sense.
8:10:46 AM
CHAIR DICK stressed the need to use familiar examples to teach
new concepts that relate the student to their community.
Additionally, teaching material should provide the student with
a direct connection to a visible, future goal. He stated:
We make associations with things we already know. For
many village students, they are learning new concepts
with foreign examples.
CHAIR DICK opined that teaching new concepts while using
examples unfamiliar to the student does not provide a solid base
for learning, or instill a sense of connectivity. Educators
make an assumption that students will someday be able to
incorporate abstract academic disciplines into a meaningful
future aspect of their life; through instruction that is
primarily void of models. Using an example of a hunter sighting
in on a target, he indicated how the education track from
kindergarten through grade twelve (K-12) does not provide a
similarly clear target, but rather an unknown.
8:13:37 AM
CHAIR DICK underscored the need for relevancy by screening the
video titled "Why Math" which he produced for the Cook Inlet
Tribal Council. He said the target audience was Native students
in the Anchorage area, being encouraged to enter the Alaska
Native Science and Engineering Program (ANSEP).
8:21:01 AM
CHAIR DICK suggested that the process by which the state
educational standards for science were developed may have been
flawed, and provided reasons to substantiate his belief. The
select group of people involved predetermined the outcome;
lacking contributive insights from representatives of other
scholastic disciplines as a form of checks and balances to the
process or the possibility of veto power. The foundation was
already unstable, built on previously established, unrealistic
standards. He recalled one stipulation, which was to require
that every student understand the theory of relativity, but the
ways and means for having this science concept taught were not
taken into account. Also, the standards were used as a basis to
develop grade level equivalents (GLE's), which, he recalled, as
a very difficult process. The superstructure for student
assessment and curriculum standards has been developed on top of
a flawed foundation, he opined. Teachers are highly skilled at
delivering information, the "how" of education, but may not be
the best source for "what" information is necessary. However,
he said, "There's still good news. We can use and meet
standards. We don't have to rewrite the standards."
8:25:05 AM
CHAIR DICK demonstrated how the numerical digits one through
nine can be organized in a variety of ways, such as low to high,
high to low, prime, even, odd, and as multiples of other
numbers. He explained that the current standards could be
handled in a similar manner; reorganization rather than
reinvention. One approach is theme based instruction, evolved
from community interests, which have been embedded in the
curriculum. Within any interest area, every required course can
be taught in a manner that would be engaging and relevant to a
student's life. He elaborated on how standardized subjects,
such as math, science, reading, history, and language skills,
could be related and taught around a central theme, such as
weather studies. While meeting the current standards, this
method also serves as a model for a lifetime of learning by
teaching to interesting themes. He said:
Think about it: the only entity that organizes
information in the way schools do is schools. For
example, state government, business, sports, etc. all
organize differently.
CHAIR DICK pointed out that thoroughly mastering individual
classes for individual subjects, such as sawzalls, hammers, tape
measures, or circular saws, would not provide the integrated
knowledge necessary to understand how to build a house. He
suggested that in the same manner, a graduate of math, science,
or social studies may not be able to apply the mastered
scholastic principles to life. The necessity to model how this
information can be practicably integrated and implemented is
fundamental. He asked rhetorically, what does a student sees
when looking down the K-12 educational track; do they see career
opportunities and a clear path to a chosen goal. The road to
higher education lies directly ahead, but how many can discover
the path leading to a career interest. He opined that some
students are able to make the connection, "but often they
don't." Continuing, he projected a slide titled "Answer" and
read [original punctuation provided]:
Align State Standards with career destinations.
-What academic skills are requested by industry
-What personal skills and attributes are desired
(WorkKeys)
Involving target industries in the alignment process.
Educators alone are not able to do this. We are
preparing students for the future, but there were not
people "from the future" in the standards development
meetings.
Include an entrepreneurship component in developing
standards.
STOP. If no real life examples and applications exist
for the content we are teaching, we should STOP
teaching it. There's enough information that needs to
be taught. Much of our curriculum is anachronistic.
Our mission is to prepare students for the future, not
the past.
Align our curriculum with the students' perception of
their future - it doesn't matter as much what we see
as what they see.
CHAIR DICK elaborated on two of the above points; stressing the
importance of teaching to student goals; the role of small
business in our economy and the need for educational offerings
regarding entrepreneurship. He then introduced the idea of
formulating a website to be called Alaskapedia, similar to the
online application Wikipedia. The Alaskapedia site would allow
Alaskans from all professions to volunteer information regarding
the academic concepts required for a student to pursue a like
career. He speculated that the site could provide real life
applications for study topics including: ratio and proportion;
a persuasive letter; trigonometry; applications of history to
today's issues; and use of the arts in science or science in the
arts. If taken up as a volunteer based project, the need for a
fiscal note would be minimized. Additionally, e-books should be
considered a possibility for replacing textbooks with locally
relevant examples, illustrations, and content. The digital
technology of today could be used to expedite this process and
negate concerns for rewriting the existing curriculum.
8:36:18 AM
CHAIR DICK emphasized the need for education to be focused on
relevance and the need for a living component to be "embedded in
every lesson in every community." Further, he underscored the
need for role models, observing that many community members who
could serve as positive role models have left rural areas, but
digital technology could retain the connection. If every day
teachers could present a five minute video interview with a
"successful" person from the local area, student hopes and
performance would soar, he opined.
8:38:36 AM
CHAIR DICK provided a viewing of a video titled "Personal
Vision," which he produced, in conjunction with the previous
video, and targeted at Anchorage district Native students bound
for a career in engineering.
8:45:12 AM
CHAIR DICK summarized the presentation, paraphrasing five bullet
points, which read [original punctuation provided]:
Problems. The biggest educational problems exist
because students do not see the connection between
what is taught and their perceived future.
Answer. Make curriculum relevant by:
-Aligning curriculum with students' view of their
future.
-Aligning State Standards with: community
references (local level). We will NOT tell Districts
how to teach; Meaningful themes (state and local
level); Careers (state and local level).
Answer. Reconnect role models with home communities
by digital interview.
Relevance and role models are a HUGE component of
correcting ills in remote communities. When education
is a ladder to a visible hope, young people will climb
it. Dropout rates will drop, and suicide rates will
follow.
Districts that are now "succeeding" will experience
greater success.
8:47:38 AM
The committee took an at-ease from 8:46 a.m. to 8:52 a.m.
[Vice Chair Pruitt returned the gavel to Chair Dick.]
^School District Superintendent
School District Superintendent
CHAIR DICK announced that the final order of business would be a
presentation from the Chugach School District superintendent.
8:52:35 AM
BOB CRUMLEY, Superintendent, Chugach School District, described
the district situated in Prince William Sound (PWS) serving 250
students in Chenega Bay, Tatitlek, and Whittier, as well as a
growing home school program. He stated that the district has
gone through a dramatic overhaul, during the last 15 years,
using a reform system that synthesizes community input to
formulate a plan, which is then implemented, evaluated, and
refined. The result has been the establishment of a community
shared purpose, to wit: empowering student ownership of
learning and success. The core values, which support the shared
purpose, are: open and honest communication; continuous
improvement and innovation; trust and teamwork; performance
based learning; valuing stakeholders; resiliency; agility; and
shared leadership and responsibility. He said that this effort
has created a working, collaborative system, which has
supplanted the loosely coupled programs of the past. It is
comprised of five focus areas which are: student; staff;
leadership; community and communication; and finance and
facility. He addressed these points in order beginning with the
student focus, stating that relevant local standards, covering
content and process, were developed for preschool through high
school, providing a skeletal framework for the entire system. A
balanced instructional model is implemented, which requires
application of knowledge and skills. He reported that a
diagnostic/prescriptive assessment was developed in the
district, along with a meaningful reporting system referred to
as AIMS (aligned information management system). A federal
grant provides the funding for AIMS, which allows
administrators, parents, and students to access pertinent
information regarding individual progress. Senior students must
present a report to the school board, prior to graduation, and
include a "school to life plan." Student support programs
include a laptop one-to-one program, a nutritional breakfast,
and a focus on early childhood. He reported that a partnership
grant with Parents as Teachers has been very effective.
Additionally, teachers are required to provide thematic
instructional units, and every student has an ILP (individual
learning plan). The final student focus point, titled Voyage to
Excellence, is a year round hybrid residential program based in
Anchorage, which provides students with the opportunity to
shadow professionals and enter internships. There is a wait
list on this highly successful program, which boasts a 98
percent graduation rate.
9:01:20 AM
MR. CRUMLEY addressed the next focal point, staff, and said the
district provides three times the number of training days
required by the state. A performance evaluation process has
been honed to improve teacher effectiveness, which includes the
previously mentioned incentive/merit pay program. In recent
years teacher retention has been high; reaching 100 percent. He
attributed this to the value placed on the teachers, and the
thorough hiring process, which requires candidates to visit the
village and meet with the community. He moved to the slide
regarding leadership focus. Student leadership training is
conducted via the VOICE program. It is an expansion of the
traditional student council model and provides participants to
focus on areas of personal interest. Within the ranks students
hold titles such as athletic director, communications director,
nutrition director, and technology director; each with the
authority to implement ideas relevant to the student body.
Routine external evaluations are sought, and are often
accomplished via an award program offered through a corporation;
a process which provides valuable feedback. He reported having
personally completed a superintendent survey in 2010, and the
resultant evaluation based on interviews with community members.
The district's strategic planning method is intended to be user
friendly and accessible on a daily basis. Addressing the topic
of community and communication focus, he said community
engagement is essential, challenging, and a continuous effort.
Regarding the final focal point, finance and facility, he
stipulated that the district resources are prioritized as:
people, time, and money. He said that frugality is practiced in
order to satisfy financial obligations, while going to every
length possible to meet the needs of the students.
9:09:42 AM
MR. CRUMLEY presented a chart titled "Why Assertively Search for
Outside Resources?" and said extensive time is allocated for the
pursuit of funding. He explained that February is the time of
year when he is required to commit to teacher contracts;
however, information regarding the district's budget will not be
available from the state for another year; there continues to be
a one year lag time. He directed attention to the column headed
"2008," as an example of the difficulties embedded in the state
provided budget. In 2008, the base student allocation (BSA)
remained status quo, with zero increase, but inflation rose, as
did the number of graduates statewide. He said:
We're producing more graduates, but, from year to
year, our buying power, our spending power, is erratic
at best. And we don't have any control over that so
we have to look elsewhere.
9:11:18 AM
MR. CRUMLEY directed attention to the Chugach School District
Fact Sheet that indicated prior and post school reform
statistics. He offered that there is still room for improvement
but pointed out the dramatic change which occurred when reform
was instituted. He finished stating that the district priority
is to remain student oriented.
9:13:17 AM
REPRESENTATIVE CISSNA asked for an example of how Chugach has
incorporated the local cultural resources.
MR. CRUMLEY said that the district held cultural meetings with
the village elders, and other interested parties, and it became
apparent that implementation would be required; returning to the
status quo was not an option. One example of how this has
manifested is the cultural week, held in Tatitlek, when the
district sets aside the normal schedule for an immersion into
the Native experience. For over twelve years, community
members, as well as culture bearers from across the state, have
been providing this meaningful program; the popularity of which
has resulted in other schools sending students and staff to
Tatitlek to participate. The district supports the program but
it is planned and run by the community.
CHAIR DICK referred to the districts performance evaluation and
merit pay system, and asked how subjectivity was eliminated from
the process.
MR. CRUMLEY said the system works very well and the educators
"love it." The evaluation utilizes a balanced, 11 point
scorecard for assessment versus the standard system of basing
teacher merit strictly on student performance. The leading
indicators include: developing individual learning plans for
students; becoming a mentor, or mentee; tutoring students;
gaining credential status as a highly qualified teacher; the
final consideration is student performance. Participation in
the program is voluntary and this year resulted in $10,200,
above base, being paid to participating teachers.
9:21:18 AM
CHAIR DICK inquired whether possibilities/opportunities for
interaction with other superintendents are cultivated.
MR. CRUMLEY said Chugach partners with four other districts,
which have implemented the same model to varying degrees, and he
pledged openness to any districts requesting assistance.
CHAIR DICK asked about the scope of the district's
correspondence program.
MR. CRUMLEY responded that it is a statewide program.
^OVERVIEW: Distance Education Opportunities
OVERVIEW: Distance Education Opportunities
9:24:45 AM
CHAIR DICK announced that the scheduled overview on Distance
Education Opportunities would be postponed to a future date; and
he announced the upcoming meeting.
9:26:18 AM
ADJOURNMENT
There being no further business before the committee, the House
Education Standing Committee meeting was adjourned at 9:26 a.m.
| Document Name | Date/Time | Subjects |
|---|