Legislature(2011 - 2012)CAPITOL 106
03/12/2012 08:00 AM House EDUCATION
| Audio | Topic |
|---|---|
| Start | |
| Presentation: Superintendent Southwest Region School District | |
| Presentation: Proposed Mathematics-state Education Standards | |
| 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
March 12, 2012
8:05 a.m.
MEMBERS PRESENT
Representative Alan Dick, Chair
Representative Lance Pruitt, Vice Chair
Representative Eric Feige
Representative Paul Seaton
Representative Sharon Cissna
Representative Scott Kawasaki
MEMBERS ABSENT
Representative Peggy Wilson
COMMITTEE CALENDAR
PRESENTATION: SUPERINTENDENT SOUTHWEST REGION SCHOOL DISTRICT
- HEARD
PRESENTATION: PROPOSED MATHEMATICS-STATE EDUCATION STANDARDS
- HEARD
PREVIOUS COMMITTEE ACTION
No previous action to record
WITNESS REGISTER
DAVID PIAZZA, Superintendent
Southwest Region School District
Dillingham, Alaska
POSITION STATEMENT: Provided the presentation of the Southwest
Region School District (SWRSD).
LES MORSE, Deputy Commissioner
Office of the Commissioner
Department of Education and Early Development (EED)
Juneau, Alaska
POSITION STATEMENT: Testified during the presentation on
Proposed Mathematics-State Education Standards.
ACTION NARRATIVE
8:05:34 AM
CHAIR ALAN DICK called the House Education Standing Committee
meeting to order at 8:05 a.m. Present at the call to order were
Representatives Seaton, Kawasaki, and Dick. Representatives
Cissna, Pruitt, and Feige arrived while the meeting was in
progress.
^Presentation: Superintendent Southwest Region School District
Presentation: Southwest Region School District
8:06:07 AM
CHAIR DICK announced that the first order of business would be a
presentation by the Southwest Region School District (SWRSD).
8:06:39 AM
DAVID PIAZZA, Superintendent, Southwest Region School District
(SWRSD), said it is with pleasure that he can share a snapshot
of the students, staff, and community of his region. He
paraphrased from a prepared statement, which read, as follows
[original punctuation provided, but slide identification added]:
Southwest Region School District is currently
comprised of 8 remote schools located in the
communities surrounding, but not including the Bristol
Bay Regional Hub of Dillingham in Southwestern Alaska.
The District Office is located in Dillingham [slide
2].
The District is organized by the State as a Rural
Education Attendance Area and serves approximately 632
students in four K-8 schools and four K-12 schools
[slide 3].
The District is governed by a 7 member school board
selected by the voters from the 8 communities.
The regional school board is advised by local 3 to 5
member Community School Committees.
Here students from the "Chief" Ivan Blunka School in
New Stuyahok recite the Pledge of Allegiance in
English and Yup'ik.
The Board has established 5 primary goals for the
District [slide 4].
The School Board and District utilize the results
provided by the recently completed Bristol Bay Area
Visioning project as well as school improvement
planning tools provided by the Alaska Department of
Education [slide 5].
The District also utilizes the Association of Alaska
School Board's Climate and Connectedness Student and
Staff Survey results to gauge successes in addition to
academic test results [slide 6].
Southwest Region Schools has had long term positive
working relationships with the Dillingham City School
District and the Bristol Bay Campus. Additional
sharing between the 4 regional school districts has
occurred previously. New efforts to coordinate
Regional Health Services and Vocational Education
opportunities have been pursued this year [slide 7].
The students, staff and communities of Southwest
Region School District have benefitted from recent New
School Construction: Manokotak 2001; Togiak 2004; New
Stuyahok 2009 [slide 8].
As one of the named villages in the settlement of the
Kasayulie case, the community of Koliganek looks
forward to the construction of a new facility to
replace its 1959-vintage structures [slide 9].
The district has caring and dedicated staff members
who work tirelessly to meet the needs of students
[slide 10].
8:10:29 AM
MR. PIAZZA read from a prepared statement, which read as follows
[original punctuation provided, but slide identification added]:
Southwest Region School District awarded 32 High
School Diploma's last year. What is often not reported
or lost in the fine print of High School Graduation
Rates are the students who take longer to complete the
graduation requirements including the High School
Graduation Qualifying Exam. Southwest has recently
awarded three additional diplomas [slide 11].
The district has renewed and strengthened efforts the
past three years following the State's Curriculum
Framework to audit and establish curriculum fully
aligned with Alaska Standards and Grade Level
Expectations (GLE) for Reading, Writing, and
Mathematics [slide 12].
To ensure consistent delivery of District curricula,
the District utilized ARRA funds to increase Teacher
and Instructional Aide in-servicing this year. This
was the first time in over 14 years that all
instructional aides received extensive hands-on
training on the correct use of current curricular
resources. Instructional Aides also received training
on the use of laptop computers and digital cameras to
assist them in helping to document our progress at
sites [slide 13].
8:11:29 AM
MR. PIAZZA continued reading his statement corresponding to
slides [original punctuation provided]:
The District is into its sixth year following the
implementation of AASB's Consortium for Digital
Learning project. The district used SFSF funds to
refresh the District's One-to-One technology program
and to expand the availability of technological tools
to more students [slide 14].
One of the School Board Goals this year has been to
revitalize the Yup'ik Language and Culture programs in
the District. A director level administrative position
has been created and staffed. A district-wide Yupik
Studies Curriculum Development team has been
established and is working to develop local, relevant
instructional materials based on the traditional
seasonal cycle. New teachers participate in a year-
long multi-cultural class to understand the regional
Yup'ik lifestyle and learning needs and to meet state
certification requirements [slide 15].
The District has enhanced the school council through
the implementation of several Youth Leadership
Summits. This District is also proud of the fact that
Tiarna Fischler from the Manokotak 'Nunaniq' school
sits as the student advisor on the State Board of
Education & Early Development [slide 16].
Students have access to nutritious meals provided by
the District. The District has coordinated efforts
through various grant programs to include fresh fruits
and vegetables for snacks and as part of the lunch
service [slide 17].
Southwest Region Schools partners with Peter Pan
Seafoods and the regional fishermen who donate a
portion of their catch for the school lunch program.
Salmon is served most Fridays [slide 18].
8:13:48 AM
MR. PIAZZA continued reading his statement corresponding to
slides [original punctuation provided, but slide identification
added]:
The District is proud that through its efforts
positive trends in student achievement are being
realized. While the students and staff have a
tremendous amount of work ahead, its promising to see
that with a consistent group effort that gains are
possible [slide 19].
A similar positive achievement trend is demonstrated
by students scores in Mathematics [slide 20].
The District has potential challenges to overcome.
Like many rural communities, those in the Southwest
Region School District are shrinking over time [slide
21].
Current student projections for the Clarks Point
School of 6 students for the next school year will
most likely force the school to close. The William
"Sonny" Nelson School in Ekwok is also on the verge of
closure due to low student counts [slide 22].
High energy costs continue to impact the availability
of funds for the instructional program [slide 23].
Increased transportation costs limit the number of
students who may participate in academic or athletic
events. On-site staff in-services and the ability for
staff to travel to and from the schools has sharply
declined. The cost of shipping continues to rise. It
is usually the case that the shipping of student
textbooks, paper, and school cleaning supplies is more
than the costs of the products being purchased [slide
24].
While the District Media Specialist has worked very
hard the past few years to make sure that our
libraries are organized and functional for students
and teachers, the schools do not have the staff
resources to hire local staff to manage the day-to-day
library functions [slide 25].
As the district focuses resources on the core academic
subjects of Reading, Writing and Mathematics, the time
and resources for teaching other content is not
available [slide 26].
Whether schools receive funding through a multi-year
approach or one-time revenue streams, the State must
continue to provide adequate funding to ensure that
all students have access to safe buildings, up-to-date
educational resources, and the staff necessary to
implement a 21st century learning environment if we
are to continue to make positive educational gains
[slide 27].
Mission
The Southwest Region School District is committed to
all students receiving an education that continuously
affirms human diversity that validates the history and
culture of all ethnic groups, that is based on high
expectation for academic success for every student,
and that encourages students and parents active
participation [slide 28].
8:16:42 AM
CHAIR DICK referred to slide [6], to the AASB School Climate and
Connectedness Survey. He asked for clarification on the survey.
MR. PIAZZA answered students and staff completed the AASB's
online survey to provide feedback to the district and the board
of education regarding how the students find themselves
connected to the community and the schools. It's used as an
indicator for how the schools are functioning.
8:18:36 AM
REPRESENTATIVE SEATON asked whether the survey is segregated by
students, staff and others.
MR. PIAZZA answered the survey is split by student and staff.
He related slide 6 shows the May 2011 results. The SWSD just
received the preliminary results from this year's survey, which
will be compiled in a final report in May. An interesting
aspect is that the students tend to provide more positive
feedback than staff does, he said.
REPRESENTATIVE SEATON asked how the school district uses the
data.
MR. PIAZZA answered that it's used in collaborative, principal,
and board meetings throughout the SWSD.
8:20:15 AM
CHAIR DICK highlighted that the Southwest Region is not the only
school district with schools of 10 students or less. The
legislature works on alternative ways to address the issue. He
offered that he does not want to see the small villages implode
when they have less than 10 students. He asked whether it would
be a viable option to close the physical building, but bring a
certificated teacher to the village. He suggested that one
solution may be to have a teacher act as a professional
facilitator of a homeschool or correspondence program if the
village could provide the facility. He offered his belief the
students could receive a quality educational experience without
leaving the village.
MR. PIAZZA said one of the issues in Clark's Point is the
teacher housing - two trailer units - is backgroundfed out of
the school. In order to retain a teacher at that site the SWRSD
would need to put some funds into installing heating like a
boiler and hot water in the housing unit. He related the
solution currently being considered would be to retain a teacher
at the Aleknagik School and have the teacher fly from Dillingham
to Clark's Point - a five minute flight - on an occasional basis
to provide on-site contact. Most of the instruction would be by
correspondence. He characterized it as not being the ideal
situation.
CHAIR DICK stated that other districts are included in this
concern. He pointed out that the Iditarod school district has
three schools with 10 students each so Southwest Region School
District is not alone. He encouraged the Southwest Region
School District to contact other superintendents for ideas and
make suggestions to the legislature. He related the legislature
is interested in working with the school districts, but at the
same time the legislature must be fiscally responsible. He
related his own experience, noting that when the school closed
basically the village closed. He welcomed alternatives.
8:22:59 AM
REPRESENTATIVE SEATON asked for the graduation rate.
MR. PIAZZA answered it is officially is 50 percent.
REPRESENTATIVE SEATON noticed the school lunch program, but no
breakfast program. He asked whether breakfast is being
considered, whether there are cost considerations, and if the
program would have a value.
MR. PIAZZA answered that Southwest Region School District
(SWRSD) does not provide a breakfast program. The school
district has held several discussions. The school board has
felt the breakfast should be a responsibility of the communities
and parents so the school district has not shifted funds to the
program.
8:24:33 AM
CHAIR DICK asked whether he has any suggestion on how to improve
the graduation rate.
MR. PIAZZA offered his belief that it would need to be a long-
term solution. He suggested that part of the solution would be
to have additional funds in the early childhood realm so
students are ready for kindergarten and to get the students on
track early. He highlighted one goal is to have them reading by
third grade and protect the investment. He further suggested
helping students with goal setting so they can see their career
path after school may be helpful.
CHAIR DICK suggested, based on his experience of living in a
village for 45 years, to perhaps convince students that they
will be competing on a global scale. He pointed out honors
students in India outnumber the total U.S. student population.
He highlighted that he just returned from California and noted
the American Indian Charter School - which is comprised of all
minorities - and every one of its students received a letter of
acceptance from a four-year college or university. He
reiterated enhancing student awareness globally may have a
strong impact on them.
^Presentation: Proposed Mathematics-State Education Standards
Presentation: Proposed Mathematics-State Education Standards
8:27:22 AM
CHAIR DICK announced that the final order of business would be:
Presentation: Proposed mathematics - State Education Standards.
8:27:29 AM
LES MORSE, Deputy Commissioner, Office of the Commissioner,
referred to a prepared statement which he read, as follows:
MR. MORSE suggested beginning by identifying academic standards.
He stated that academic standards are technical documents
written for teachers, writers of curriculum, and writers of
assessments. The proposed standards use the technical terms of
education, language arts, and mathematics. Mathematics in
particular, especially in the higher grades use complicated
technical terms and concepts. Alaska has state standards - as
do all states - that were developed using a process that engaged
stakeholders, which are required for funding from the Elementary
and Secondary Education Act. If the state board were to adopt
the standards, or any other standards, the department will
contain parent guides that contain a summary - in plain English
- as to what a student should know at each grade level for each
content area.
8:29:57 AM
MR. MORSE stressed the importance of noting that even the Parent
Teacher Association (PTA) guides that exist on standards at the
upper grades, particularly mathematics do use complicated terms.
The standards for mathematics explain what a student should be
taught at every grade level. He emphasized that to understand
the standards one needs to understand mathematics. They need to
know how to teach mathematics and need to know about the
development of children. Translating these complicated ideas
and terms into understandable things for students is what
teachers do - that's the art and craft of teaching - and what
they do each day.
MR. MORSE explained what standards are not. The current
standards and the proposed standards preclude standards in
science, technology, engineering, and mathematics (STEM). They
do not preclude cultural standards, career and technology
education standards, and workplace readiness standards, and in
fact, the department promotes integrating those standards. He
clarified that the proposed standards are not curriculum.
Standards do not tell teachers how to teach, which is determined
by districts through curriculum and teachers.
8:31:15 AM
MR. MORSE stated the importance to know what is meant by college
and career ready. He explained that college ready meant every
type of schooling or training after high school, including
military, union apprenticeships, vocational and career technical
education certificates, associate's degrees, and bachelor's
degrees. High school students should not have to take remedial
courses for postsecondary training. Obviously students don't
leave high school ready to be electricians and doctors. Career
technical education advocates indicate three areas of
preparation: one, academic preparation in high school; two,
personal traits such as being on time, behaving and dressing
appropriately, being able to be problem solvers and
collaborators; three, training for specific careers. He
highlighted that the proposed standards address the first issue.
He asked the reason for establishing standards. Only about
seven percent of the current ninth graders - without a change in
trends - will receive a bachelor's degree within six years after
leaving high school, which is cause for alarm. An indication of
student's desire for postsecondary training is in the retention
rates at the University of Alaska system. Only about a third of
freshmen seeking technical certificates, associate's degrees or
bachelor's degrees graduate within six years. In other words,
three times as many Alaskans who try for a UA certificate or
degree actually receive one. The department doesn't know how
many other students would have intended on getting a certificate
if they were prepared. He reported that in the fall 2009, 53
percent of first-time freshmen took remedial courses. Surely
reasons exist for this, but some student's limitations are
academic and the department wants to change this. He pointed
out the mathematics standards distinguish between standards all
students should know and standards students taking advanced
courses should know. The goal is to give students choices after
they leave high school.
8:33:33 AM
MR. MORSE cautioned that standards alone will not change student
achievement. It would take a good curriculum, good professional
development for teachers, and teachers' instructional strategies
and approaches which must take into account the students.
Teachers must know their students or they cannot advance these
students' achievements.
8:34:08 AM
MR. MORSE reported that Massachusetts set high standards over a
decade ago and worked through the challenges of implementing
them. The result today is that Massachusetts is the highest
scoring state on the National Assessment of Educational Progress
(NAEP) in its overall student body and in every subgroup of
students. In other words, Massachusetts has the greatest
percentage of African-American students, Hispanic students,
students with disabilities, and limited English proficiency
students with a greater percent of proficiency than other
students. Massachusetts is the only state that is comparable on
international assessments with top performing countries. The
department believes that high standards must be mixed with a
rich, locally-developed curriculum that takes into account the
student population, combined with good professional development,
so students can graduate with ability to compete globally, while
knowing how to live locally. He turned to the cost of
assessment. He reported that the current entire assessment
program is about .66 percent of the total educational budget in
Alaska, including debt reimbursement.
MR. MORSE highlighted the importance of knowing the figures
because for a relatively small amount of money the department
provides data regarding student proficiency in many areas. In a
cost effective manner, the public knows the performance of
schools in the academic area and the legislature can have an
analytical view of investment. He offered his belief it is
important to weigh the cost of rigorous standards to the cost of
standing still. He said, "The cost of standing still will be
borne out in families. Every time an Alaska high school
graduate spends money to attend UAA and leaves without a diploma
or certificate his or her family has lost an investment. Every
Alaska high school graduate who is undereducated and has not
reached their potential faces reduced earnings, unemployment,
and reliance on public support. The current assessment has
multiple choice questions and constructive response, open-ended
problems on all tests, including mathematics, reading, writing,
and science, which comes at a cost.
8:36:44 AM
MR. MORSE reviewed how the current standards were brought on
line, by grade level. Current standards have their roots in the
mid-1990s. By then all content areas had broad goals developed.
By the late 1990s the department developed standards in grade
spans for reading, writing, and mathematics. In 2004, the
department defined those standards by grade level with K-2
standards being added in 2006. Currently the need for increased
achievement and improved coherence between high school and
college is driving the new proposed standards. To date, 228
people have been involved in eight different meetings to write
the standards. The state Board of Education considered the
standards in December, which have been out for an extended
period of public comment through May 2012. The BOE is using a
statutorily required vetting process of promulgating
regulations.
MR. MORSE related the department is conducting outreach during
the time the standards are out. The department is hosting
webinars every month for a total of 12 webinars, six in each
content area. The department has updated information on its
website on the standards. He related that the department is
examining its standards relative to previously approved
documents, such as the early learning guidelines and the
literacy blueprints. The department is conducting industry
outreach meetings. The department is conducting outreach to
districts, including visiting school districts and having them
utilize the department's staff to conduct presentations about
the standards and how they can make public comment.
Additionally, the department will conduct a study of two-year
certificate programs in the state and university programs in the
state to determine the expectations required for success in the
programs and how the professors prioritize the current proposed
standards and if any standards are missing. The department is
conducting outreach programs to solicit comments. The
department will review all of the comments and take the comments
to the Board of Education in June 2012. The BOE will review
them, take verbal comment, and will make final determinations on
any actions.
8:39:39 AM
MR. MORSE spoke specifically to the math standards that are
being proposed. He highlighted that the standards were designed
with some attention to providing focus, coherence, and rigor.
The standards have both procedural and conceptual understanding
built in, which is different from past standards. The standards
for mathematical practice are included as well as the standard
for mathematical content. He emphasized that what is very
different is the standards for mathematical practice since it
demonstrates how to use mathematics. He pointed out that
examples of the standards of mathematical practice include
modeling, constructing variable arguments and critique reasoning
of others. He highlighted that these are just three examples of
the eight standards for mathematical practice that cause the
standards to have a relevant component to education into
students' lives. The proposed standards will help students,
parents, and educators picture how the standards might look in
practice. The proposed standards also have a retention aspect.
He pointed out there is more in-depth learning at each grade
level so students truly learn and retain what they learn. He
provided examples of the focus, including that K-2 focuses on
addition and subtraction, measurement using whole numbers and
quantities; grades 3-5 focus on multiplication and division of
whole numbers, with the intent that when students leave those
grade levels future teachers know the concepts have been learned
by those students and can build on prior learning. He explained
that the domains for the high school changed and became more
focused in a different way, such that it includes number and
quantity algebra functions, modeling, geometry, statistics, and
probability.
MR. MORSE indicated the proposed standards distinguish those
things everyone should know and those things students intending
to take advanced courses should know. The proposed standards
for mathematics will help create a society where students use
data to make decisions and create better understanding of
statistics. The standards address mathematics for everyday
life, work, and decision-making primarily through the standards
for mathematical practice. The goal is to improve decision-
making, and understanding quantities and their relationship to
physical, economic, public policy, and everyday situations. The
mathematics standards, combined with the curriculum will create
a foundation of excellent instruction in schools. Standards
must prepare every high school graduate for a plethora of
opportunities when they leave K-12.
8:43:19 AM
REPRESENTATIVE SEATON asked him to clarify between the standards
of mathematics and the standards of mathematic practice.
MR. MORSE referred to the committee handout labeled, "Alaska
Mathematics Standards." He explained that the content standards
would be very specific to issues related to the content of
mathematics. Even though he is a trained teacher he admitted he
is not a trained mathematics teacher. He stated that the higher
grades require more sophistication in knowing mathematics,
teaching mathematics, and knowing children to translate the
concepts into understandable concepts. The standards for
mathematical practice begin on page 4. He noted he previously
read three standards of the eight listed. The following pages
outline in more detail some descriptors of what those mean.
Essentially, the whole intent behind the standards for
mathematical practice is to help educators integrate those
practices into the content to make meaning of the standards. He
summarized the intent is to bring standards forward and to think
about how kids will use them so they don't just learn them for
the academic practice of learning mathematics, but can think
about using the standards.
8:45:47 AM
REPRESENTATIVE CISSNA, referring to her own mathematical
limitations, stated that financial viability can be managed
without the need for higher mathematics, as well as function in
the legislature. She supports education as a solution for
problems in society; however, she asked how mathematics assists
people to function in society. She opined that the basics are
required, but higher math requirements for algebra and beyond
may not be necessary for graduation.
MR. MORSE responded that the standards distinguish between what
everyone should know versus what an advanced math student
requires. He recalled she pointed out an area in which modeling
in mathematics fits. He referred to page 84 in the handout,
labeled, "Narrative of Standard - Modeling." This describes
what modeling of mathematics is in the classroom, with examples
including modeling savings account balance, bacterial colony
growth, or investment growth. Those of us who do not proceed
with an intensive mathematical career should understand
statistics at some level and how to create an investment that
creates a long-term growth to allow for retirement or to meet
rent obligations or provide a means to buy a home. He recapped
that this is the intent of the mathematical practices and
adopting those with the content so they are connected.
CHAIR DICK interjected and referred to the excerpts that he
provided in the committee packet, and directed attention to the
ones that are identified by a plus represent those concepts that
students going on to higher mathematics will understand and
those without a plus that every student will know. He referred
to page 2, which lists concepts students will know and page 3
lists some concepts student going on to higher mathematics will
know. He agreed with Representative Cissna that some of the
standards are useful, but not all of the concepts every student
will know have real-life applications. He stated that he was
unsure why anyone not going on to higher mathematics would need
to know an imaginary number.
8:53:52 AM
REPRESENTATIVE PRUITT agreed Chair Dick hit upon one of the
problems with trying to universally educate people. He
explained that a student may not determine in high school what
path they may take so the schools cannot assume they only need
to balance their checkbooks; instead, the schools must ensure
the person has a good foundation in mathematics. He recalled
the German model allows for apprenticeships by the age of 12 or
13 and students are moved into a career path. He related his
understanding that the concept mathematics doesn't always apply
to real life, but the state can't assume the only thing kids
need to know is how to balance their checkbooks.
8:55:24 AM
CHAIR DICK referred to a handout in members' packets titled,
"Comments and questions by Chairman Alan Dick - My main points,"
which he said he handed out since this is one of the most
important issues to come before the legislature. He cautioned
that if the questions are not answered the legislature will be
on a six-year track that it will not be able to depart from. He
pointed out that the proposed standards were created by a group
that was almost exclusively educators. He then referred to a
letter dated March 9, 2012 from Commissioner Hanley which
identifies who worked on the standards. He read, "Two-hundred
twenty-eight people participated in those meetings. ... Twenty-
eight of the individuals who participated were from non-K-12
programs." He stated that 200 were from K-12 programs; 28 were
not, including industry, career-technical education programs and
universities. He also read, "Many people from industry were
invited, and approximately ten industry and career-technical
training stakeholders participated." He reported that he went
through the list provided by the commissioner and tallied the
228 people. He identified 21 from the university, 6 from career
and technical education systems, 6 from the Department of Labor
& Workforce Development (DLWD) and the DOE, and 10 other. He
concluded that only three are not educators. He expressed
concern that the standards were developed by the same people and
process that was previously used. He reiterated that the same
process is being used, yet currently one-third of the students
are dropouts, one-third of the students continue on to life; and
one-third attempt college - a two-year program, a certificate
program, or a four-year program - so it is roughly thirds. Of
the ninth graders, only seven percent continue to complete a
degree within six years. He questioned whether the system is
going to be designed for the seven percent who will need to know
the mathematical concepts for advanced math. He surmised that
the remainder of the students may become collateral damage.
9:00:17 AM
REPRESENTATIVE SEATON noted an earlier reference to
Massachusetts and its high standards yet their minority and
disabled students surpassed all other states, including Alaska.
He asked whether examples of low standards are available that
demonstrate success. He related his understanding that
balancing a checkbook is helpful in life, but from a state's
perspective if any states have taken that approach. He
suggested that other state's standards could be assessed in
terms of the proficiency of their students in all different
types of careers.
CHAIR DICK referred to a study Representative Seaton previously
brought forth that the Northern Irish schools who had designed a
system designed to bring students to college. He recalled
Ireland had two tracks, but the students in the career track
were so engaged that they ended up with more college graduates
than when they only had a college track.
9:02:34 AM
REPRESENTATIVE SEATON agreed. He suggested that Representative
Pruitt's point is taken regarding how Northern Ireland and
Germany have created a common standard. He agreed that a two-
track system has been effective. He questioned if there is a
model or examples of U.S. states offering a common standard -
not highly technical standards - and whether that has resulted
in students performing beyond expectations.
9:04:14 AM
CHAIR DICK answered that he was born and raised in Massachusetts
and knows that the property standards in some areas of
Massachusetts are reflected in the SAT scores of the students.
He recalled the Brookings Institute Report compared
Massachusetts and Mississippi. He concluded there are some
pockets in Massachusetts that are underperforming.
CHAIR DICK passed the gavel to Representative Pruitt.
9:05:03 AM
REPRESENTATIVE CISSNA recalled Representative Pruitt indicated
it is not possible to forecast the direction an undecided high
school student will take. She suggested that she has not seen a
study on the outcomes of students who graduate from high schools
in the various areas of the state. The high school students
often don't want to stay in the communities. The high school
students sometimes are the ones in the village who have a high
rate of suicide. She surmised that mathematics could play a big
role and what appears to be missing is mathematics that would
help to determine what would work best in each area. She
pointed out the vast differences in schools throughout the
state. She said she has visited 66 communities and they are all
different. She reported that Alaska is dead last in graduating
students and Alaska has a high dropout rate. She was unsure of
the skill sets that benefited students who graduated from high
school. That would allow the state to know what is working and
what is not, including skill sets, particularly social skills.
She questioned whether a study had been done, which could help
determine what works instead of focusing on tests. She
emphasized that social skills are what people need for jobs -
including getting along with people and showing up on time. She
stated that math doesn't play a big part in a number of jobs.
She recapped her belief that the challenge in Alaska is the
direction it takes to assess the problems. She further
suggested that the state should use mathematics to figure out
the steps needed to move the students to work to their maximum
potential.
9:10:25 AM
MR. MORSE answered that to his knowledge no other study quite
like the described study had been commissioned. He suggested
that the study would be complex, but interesting. He offered
his belief that the proposed standards do hone in on the issues
and lay out what a student needs to know. He acknowledged that
the proposed standards contain some complex aspects but they
also address what is necessary. He pointed out that teachers
need to know math and understand children's development to
translate those concepts, which is the art and craft of
teaching. He suggested that even if the standards changed he
would advocate for an inclusion of the standards for
mathematical practice. He pointed out that is what is
significantly different about the proposed standards. He
agreed the addition of rigor is present in the content
standards, but it is the standards for mathematical practice
that really emphasizes that the concepts must be put into a
context so they make sense.
MR. MORSE stressed that standards alone would not improve
achievement. He declared that they are not the reason for
achievement or the downfall of achievement. He concluded that
standards do not cause students to graduate or not, but must be
combined with the curriculum. He reported he has spent 17 years
in school buildings in the state that the curriculum must be
locally prepared since the state is diverse. Furthermore, an
effective statewide program cannot be designed without the local
aspect brought in to the curriculum since Southeast Alaska is
vastly different from the North Slope. He reiterated that the
curriculum must be prepared by local people since the context
must make sense to students. He concluded by stating that he
wished he had better mathematics instruction so the more complex
things would not cause him to research answers. He advocated
for complex math so students can work at multiple levels,
including at the policy level since society will benefit, and
students can compete globally and live locally.
REPRESENTATIVE PRUITT returned the gavel to Chair Dick.
CHAIR DICK related his understanding of the importance of
context, but without any real life application it isn't
possible.
9:13:44 AM
REPRESENTATIVE FEIGE offered his belief that students need to be
educated on a fairly broad level because it is difficult to
predict what a young person will do, or where they may go or
their needs. He said he couldn't have predicted his life, but
he credited the breadth and depth of his education. He related
his understanding that standards are written for educators so he
did not expect to fully understand standards targeted for
someone with a master's or doctorate degree in education. He
suggested the standards could benefit from more input from
outside the educational community to provide more of a check and
balance on the system as a whole. He acknowledged the standards
but emphasized the importance of ensuring that students
successfully pass each gate. He questioned the support provided
to the teachers in the districts to allow them to retain
students if they do not fulfill a standard, or make the grade.
He characterized that as a rather touchy subject with parents.
Additionally, it is tough for some teachers to tell kids they
have not met the standards, which is a problem for the system.
He asked for the checks and balances to ensure students do not
get passed on prior to meeting the standards.
MR. MORSE responded that the department provides an assessment
program to every district to allow them to conduct an "external
audit" to determine how individual students are progressing. He
described one of the benefits of a statewide testing program is
to assess the progress of the school and an indication on how
individual students are doing. He related that the audit is
motivation for principals to sit down with the teacher, the
student, and the family to know the consequences of whether
retention is indicated or identify augmentation to allow them to
proceed. Most districts have an articulate procedure for
retention that involves early intervention and discussions that
engage the family, primarily in K-8, he said.
9:18:19 AM
CHAIR DICK said it is hard to comment on standards that are not
in common language, and what is before the public for comment is
cloaked in obscurity. Also, the standards should be tested to
determine if a teacher can provide a lesson plan based on the
requirement. He suggested that would be an appropriate method
of feedback. The standards need to be test driven, or modeled
to determine effectiveness. What is taught does not necessarily
have real life application. This is an opportunity to be
pioneers in this regard. He referred to a handout entitled
"Meaningful Education" to review what could be included in a
standard to develop an applicable standard.
9:24:45 AM
REPRESENTATIVE FEIGE stated a problem that exists in that model:
it would be difficult to teach to the future and what is
relevant today may not be relevant in the future.
9:25:51 AM
CHAIR DICK related his understanding that the standards are open
for comment, but he did not think the standards are written in a
form the public can understand. Furthermore, he did not see the
use of the document if people can't read it since they are
written in a manner that educators can understand. He further
understood if the Board of Education adopts the standards they
will be put in common language. He emphasized the need to put
the standards in a language that can be understood prior to
asking for public comments. He pointed out that he is a math
teacher and can translate most of the standards, but the
document is cloaked in this fashion. Additionally, he would
like to see the standards tested before they are implemented.
He suggested a sampling could be distributed to five teachers
statewide who could develop a lesson and assessment so the
legislature could assess whether the teachers all understood the
standard that the writers intended. He likened it to a road
test.
CHAIR DICK asked a series of questions: He referred to his
document titled, "Comments and questions by Chairman Alan Dick"
and read excerpts from it. "The implementation of the standards
without vetting and testing is educationally and economically
unsound." He suggested this represents a multi-billion dollar
superstructure on top of a $270,000 foundation. He recalled
testimony from the superintendent from Dillingham who indicated
he is so busy teaching math and science that he does not have
time to teach anything else since he is focusing on testing. He
pointed out that Commissioner Hanley indicates that if the
foundations of the educational system are flawed the next six
years will produce the same result or worse. The price tag will
be huge. He cautioned against implementing these standards
unless we are sure they are what the state wants. He asked
whether the standards are in a language the public can
understand. Secondly, the standards need to be tested. The
acquisition of facts is important, but the lack of real life
application is tragic. He welcomed someone pointing out real
life destinations. He stated that NCLB was a failure and the
Brookings study indicates that the core content standards will
be, too. He referred to a handout titled, "Meaningful
Education" and briefly touched on some basics that students
should know in life, including banking, money, insurance, small
business, unions and job hunting. He questioned whether
imaginary numbers teach students to open a small business.
REPRESENTATIVE FEIGE stated that the 401K application is
interesting, but it didn't exist when he went to school and
there are lots of things that are unknown. Students need to be
able to research and figure out things themselves.
CHAIR DICK said he did not disagree. He recalled that was in
Commissioner Hanley's letter. He asked whether teaching what is
relevant today will prepare kids for the future. He answered
that students are prepared according to current standards. He
asked questions, including the cost to the districts that are
adopting new standards - for textbooks, curriculum development,
and teacher time - to align the new materials to new standards
and to perform professional development. He inquired as to how
the proposed standard will align with school districts' mission
statements. Every district has a mission statement. He offered
his belief that if the mission, method, and metric align that
the problem will be solved; however, the metric selected is the
multiple choice test, driven by standards. The method is
aligned with the metric and the state has abandoned its mission.
He recapped that is the essence of what is wrong. He suggested
the mission statement should be what the system will do.
Further, the method should be determined and out of the method
the metric should be developed. The system is upside down and
the educational system in the U.S. is driven by the textbook and
testing industries. He related a scenario in which a chemist is
designing his experiment around his thermometer rather than
focusing on the experiment at hand. He reiterated concern for
standards being written by educators with little input from
anyone outside the field. The language of the standards cannot
be properly vetted by the public.
9:29:23 AM
REPRESENTATIVE CISSNA agreed with Chair Dick. She recognized
math is important. She expressed concern about what takes the
oxygen out of the air. She offered her belief that testing and
standards seem to move away from one of the most important
things in the workplace, which is to work well with others. The
missing aspects are how to be a good team player, cultivating
strengths and cooperation. She considered her own math
weaknesses, but remarked that it hasn't done her any real
damage. She has completed advanced degrees. She referred to
the memo dated 3/8/12, from EED, page 2, which asked what states
mean by the terms college ready and career ready. She further
recalled that college was considered every type of school and
training after high school. She stated she has serious personal
problems with that since she loves college. She related his
understanding some college professors can make math come alive,
but not all do. She suggested instead of using the term college
to use the term work force or something like work force. She
said the really important thing for everyone is to carry our own
weight, and that is the basic necessity, which she said amounts
to earning about $18.00 per hour. She stated that being a
successful working adult is exciting, not being college ready.
9:33:59 AM
CHAIR DICK related he researched the term "college ready" and
did not find a consistent view. He suggested coming up with an
Alaskan definition of "college ready." He referred to page two
of his March 7 letter to Commissioner Hanley, and read, "In the
Description of Mathematics Standards (p. 3) it states: The high
school standards set a rigorous definition of readiness by
helping students develop a depth of understanding and ability to
apply mathematics to novel situations, as college students and
employees regularly do." He asked the committee to provide a
few examples of applying mathematics to novel situations.
MR. MORSE answered that the best examples are contained in the
proposed standards. He said if those do not suffice that he
would defer to several potential examples. One, the
commissioner may wish to address that specifically. Second,
Commissioner Hanley's letter suggests several things to think
about. He related that the task force visit to the North Slope
discovered mathematic concepts were being put into practice.
The committee could take a field trip to see this first hand to
observe teachers taking complex concepts and relating them to
the real world. He referred to page 84 of the Alaska
Mathematics Standards as providing the best example.
Additionally, he offered his belief that the mathematics
standards at the high school level require someone who knows
mathematics and kids to put those into a concept for students.
He acknowledged that he is not a mathematics instructor and
suggested turning to a mathematics instructor to do so. He said
he knows that the proposed mathematics standards demonstrate
ways for educators to use them. Further, several examples in
the very front of the document describe standards. Ultimately,
the goal is to have people who are going to put these into
practice through curriculum and instruction to demonstrate how
to do provide real life applications. He thinks the proposed
standards even address the things Representative Cissna
mentioned about kids working together and be good team members.
He pointed out that good mathematics teachers use activities and
strategies to have kids work together to solve problems as well
as working individually. He reiterated that the best way to
view the proposed standards is to see someone who knows the
standards to explain how the standard requirement might be
implemented.
9:37:52 AM
CHAIR DICK raised two issues in education. One is what is
taught and the second is how the subject is taught. He did not
think teachers can know how to teach until what is being taught
is described. He pointed out that in terms of standards the
discussion surrounds what is taught; however, how it is taught
is critically important, but as the two are blended together it
dilutes the focus. He said he believes in communication,
collaboration, creativity, and critical thinking. Before he
accepts the standards he would like to see a real life
application for every one of the standards. He offered his
belief that in doing so the credibility with students would
skyrocket and the dropout rate would plummet. He suggested that
that is where the gap exists. He referred to page 3, to his
letter dated 3/7/12 to Commissioner Hanley, and read:
Please describe examples of the following.
In grades 3-5 mathematically proficient students will:
· explain correspondences between equations, verbal
descriptions, tables, and graphs
· draw diagrams of important features and relationships,
graph data, and search for regularity or trends
· understand the approaches of others to solving complex
problems
· identify correspondences between different approaches
· check if the solution makes sense
CHAIR DICK related his understanding of the first one, but as a
certified elementary math teacher he has a hard time imagining
third to fifth grade students identifying correspondences
between different approaches. Further, the reality of
implementing this into curriculum may prove difficult especially
when some rural teachers are teaching multiple grades. He
recalled teachers' jobs used to be to take the information the
students needed and create the scenario in which the student can
acquire the knowledge. Now, he observes teachers spending the
major portion of their time just trying to figure out the
standards.
CHAIR DICK asked to see how grades 3-5 mathematically proficient
students will be able to do so. He continued reading, "Please
describe examples of the following. I can see teachers doing
these, but struggle seeing all students doing them." He
concluded that the bottom line is that every student must attain
these standards, not only the higher seven percent that will
ascend to college. He read:
How would a teacher approach teaching these
strategies?
In grades 6-8 mathematically proficient students will:
· explain correspondence between a new problem and
previous problems
· represent algebraic expressions numerically,
graphically, concretely/with manipulatives,
verbally/written
CHAIR DICK indicated it is not the teacher that will do this,
but a proficient student will represent algebraic expressions
numerically, graphically, concretely/with manipulatives,
verbally/written. He emphasized that he has a hard time
imagining every child doing this. He continued to read, the
proficiency requirement of grades 6-8:
· explain connections between the multiple
representations
CHAIR DICK said he staggers at imagining a student doing it. He
did not comprehend how a 7th or 8th grader could explain the
connections between multiple representations. He agreed it
sounds good and he could understand the reason the committee is
not flooded with public comment about the standards. He stated
that his goal is to cut through the language and get down to
reality. Anyone who is not an educator would have trouble
commenting on this type of requirement. This could be the
answer to why the students are not doing well.
9:43:50 AM
MR. MORSE commented that he has seen students at these grade
levels doing these things when he has walked into classrooms.
He explained he was the principal of a building and frequently
saw this work. He referred to the concept of understanding the
approaches of others and solving complex problems. He pointed
out that when students are working in groups the outcome is they
are exposed to another student's approach to a problem and to
critique it. They may discover there are multiple ways to solve
a problem, but discover the simple way is best. He offered his
belief that is exactly what should be happening in mathematics
classrooms to bring them to life. He said he would argue that
teachers would not teach the concepts if their students will not
understand them. He stated that when he engages in instructing
students he believes in them and his goal is to get them to
understand the concepts. He was unsure how helpful it would be
to provide an example for each one.
9:45:37 AM
CHAIR DICK clarified that he is not speaking about understanding
students.
9:45:45 AM
REPRESENTATIVE CISSNA related her understanding that in some
places this could work, perhaps having a class of 35 students
and six or seven teachers working on concepts it could be
plausible; however, in some villages there is one teacher who
has a minimal number of students and multiple grades so it could
prove to be difficult to implement the proficiency standards.
MR. MORSE related his understanding as to what she was stating,
particularly since he has visited many classrooms in rural
areas. Additionally, he taught at Hooper Bay early in his
career. He maintained that it would be possible even as he
recalled that his experience as a teacher in Rural Alaska has
had its challenges. He taught from one class to three classes.
He worked long hours to prepare for his classes. He offered the
beauty of the standards listed are things that span the grade
levels yet allow for the mixing of grades. Additionally, the
Standards of Mathematical Practice provide the opportunity to
mix grades and think through creating an environment that works
across grade levels.
CHAIR DICK asked whether that would dictate pedagogy. The
standards would not tell what is taught, but how it is taught.
He asked how the department would assess the student's
performance on the SBA and HSGQE if they were to explain the
correspondence between different approaches to identify
irregularity in trends. He suggested that between now and the
next meeting the commissioner could answer that question. He
again asked how the department would assess whether a student
was able to explain the correspondence between different
approaches to identify regularity in trends or would the teacher
be evaluated. He concluded that this appears to dictate how
something is to be taught. He agreed it is good teaching
practice.
9:49:57 AM
MR. MORSE explained that after the standards - whatever
standards - are adopted, a testing blueprint is established, and
lays out what can be tested on a statewide test. He pointed out
that under the current standards some areas are not tested. He
pointed out those areas are coded "L" for local. He said it is
important and was sanctioned by the public and the department
but yet there is not any way to test it in a statewide
assessment. Assessments are being changed to help local
educators to assess something more complex by doing projects and
evaluating the performance of students - how well they
articulate arguments. He offered his belief that some questions
on the statewide test may get at this by laying out a problem
and asking the student to identify the approach to solve the
problem. Some standards that won't be tested on a statewide
assessment, but become locally assessed or become responsible at
the local level.
9:51:45 AM
REPRESENTATIVE SEATON asked whether there is any objection to
the Standards for Mathematics Standards Practice on page 39 for
Measurement and Data, including solving problems involving
measurement and estimation of intervals of time, liquid volumes,
and masses of objects; and Grade 4, to solve problems involving
measurement and conversion of measurements and conversion of
measurement from a larger unit to a smaller unit; and Grade 5,
convert the measurement units within a given measurement system
and solve problems involving time.
CHAIR DICK explained that those are the grade level expectations
(GLE).
REPRESENTATIVE SEATON related his understanding those are based
on the Alaska Standards for Mathematical Practice and on the
content standards. He summarized that the practice standards -
eight practice standards - beginning on page 4, which identify
make sense of problems and persevere in solving them; and on
page 6, reason abstractly and quantitatively; and on page 8,
construct viable arguments and critique the reasoning of others;
and on page 9, model with mathematics. He asked whether there
is objection to the eight Alaska Standards for Mathematical
Practice or if people disagree with the statement of content
standards. He related his understanding that the two seem to be
separable, but if we put them into a common unit it seems like
we are talking about apples and oranges. He offered his belief
that the grade level expectations seem to follow from the
mathematical practices and not specifically the content
standards. The content standards flow through the practices and
then to the grade level expectations. He offered his belief
that the committee needs to figure out if there is general
agreement that the practice standards and the grade level
expectations make sense or not and if it is the statement of the
content standards that are problematic of if there are problems
with everything.
CHAIR DICK said it is about identifying what and how - they
always merge. As to what we're teaching and the practice
standards are the how. That's how we practice. That's how we
do the teaching. He related his understanding that there are
the content standards, the performance standards, and the grade
level expectation (GLE). The content standards provide the
overarching concept; and performance standards are those
standards the teacher can observe the student perform; and the
GLE is the grade at which the students should be able to perform
the functions. Thus it is broken down into a finer category.
He viewed the Alaska Standards for Mathematical Practice as
being an overlay - over the top of what would be taught.
9:55:56 AM
MR. MORSE answered that the current standards are structured in
that way - with broad goals, the first content standards.
Performance standards were broken down by grade spans and the
department would check student performance. The department
created the grade level expectations to gain more clarity on the
standards. The current standards are not set up in the same
method. The new standards - currently out for public comment -
really don't create all of those levels, but consist of content
standards, but the department wanted to know these by grade
spans so it could check performance so they are called
performance standards and grade level expectations. He
reiterated that the new content standards do not have the same
structure; however, most of the pieces outlined are the content
standards. The standards for mathematical practice are broadly
laid out in the different sections so one can think about how
the students will perform using the practices in the different
grade spans. The first few pages in the document really focus
on the standards for mathematical practice. He referred to page
5, which lists the mathematical practices that grades 3-5
mathematical proficient students will need to perform, but then
you have to look into the sections broken out by grade levels
throughout the document to discover the content standards - most
patterned after the current GLE. He acknowledged that an expert
will know these far better than he or the commissioner will. He
reported that the department will perform a series of Webinars
on the math standards in March. He turned to the letter dated
3/9/12 from Commissioner Hanley to indicate the dates and
structure as well as the website location.
9:59:38 AM
REPRESENTATIVE CISSNA asked whether the University of Alaska is
part of this.
MR. MORSE responded the university selected some of the 228
persons selected to develop the standards. Additionally, the
department commissioned a study from the Institute for Social
and Economic Research (ISER). They are determining the
expectations required for students to succeed in two areas. He
related there are two year certificate programs in vocational
areas that identify the expectations and successes in those
programs and that prioritize those expectations against the
standards. He related that information will go to the BOE when
they consider the outcome of the proposed standards in June.
10:01:12 AM
CHAIR DICK posed whether the state should write standards for
all students or for the seven percent that will go on to earn a
college degree. Additionally, he maintained that the standards
should be written in laymen's terms, and should undergo field
testing by teachers. He expressed interest in knowing the
participants involved. He further expressed interest in the
cost for the new curriculum materials and to align the
curriculum standards and professional development. He said he
would like to see an example of an application for each of the
standards listed.
10:02:37 AM
ADJOURNMENT
There being no further business before the committee, the House
Education Standing Committee meeting was adjourned at 10:03 a.m.
| Document Name | Date/Time | Subjects |
|---|---|---|
| Dept. Educ Standards Presentation 031212.pdf |
HEDC 3/12/2012 8:00:00 AM |
Education Standards |
| Dept. of Education Commissioner Hanley_Content Standards 031212.pdf |
HEDC 3/12/2012 8:00:00 AM |
House Education Standards |