Legislature(2009 - 2010)CAPITOL 106
01/21/2009 08:00 AM House EDUCATION
| Audio | Topic |
|---|---|
| Start | |
| Overview: Department of Education and Early Development, School Finance and Facilities, Administrative Services | |
| Adjourn |
* first hearing in first committee of referral
+ teleconferenced
= bill was previously heard/scheduled
+ teleconferenced
= bill was previously heard/scheduled
| + | TELECONFERENCED | ||
ALASKA STATE LEGISLATURE
HOUSE STANDING COMMITTEE ON EDUCATION
January 21, 2009
8:01 a.m.
MEMBERS PRESENT
Representative Paul Seaton, Chair
Representative Cathy Engstrom Munoz, Vice Chair
Representative Bryce Edgmon
Representative Wes Keller
Representative Peggy Wilson
Representative Robert L. "Bob" Buch
Representative Berta Gardner
MEMBERS ABSENT
All members present
COMMITTEE CALENDAR
OVERVIEW(S): DEPARTMENT OF EDUCATION AND EARLY DEVELOPMENT,
SCHOOL FINANCE AND FACILITIES, ADMINISTRATIVE SERVICES
- 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: Presented the EED budget overview.
LARRY LEDOUX, Commissioner
Department of Education and Early Development (EED)
Juneau, Alaska
POSITION STATEMENT: Provided the EED general overview.
MARK LEWIS, Director
Administrative Services
Department of Education and Early Development (EED)
Juneau, Alaska
POSITION STATEMENT: Participated in the EED budget overview.
ACTION NARRATIVE
8:01:38 AM
CHAIR PAUL SEATON called the House Standing Committee on
Education meeting to order at 8:01 a.m. Representatives Seaton,
Munoz, Wilson, Edgmon, Keller, Buch, and Gardner were present at
the call to order.
^OVERVIEW: Department Of Education And Early Development,
School Finance And Facilities, Administrative Services
8:07:28 AM8
CHAIR SEATON announced that the only order of business would be
an overview from the Department of Education and Early
Development.
8:08:20 AM
EDDY JEANS, Director, School Finance and Facilities Section,
Department of Education an Early Development (EED), directed
attention to the handout in the committee packet outlining the
education budget, prior to introducing the commissioner.
8:09:48 AM
LARRY LEDOUX, Commissioner, Department of Education and Early
Development (EED), began with a brief biography of his 31 years
working as an educator, principal, central administrator, and
school superintendent. His experience has included work based
in rural and urban Alaska. To achieve a goal of 100 percent
graduation, he said education would need to be addressed along a
continuum, requiring attention to the student throughout their
educational career. Each student must be met on an individual
basis, from pre-school through high school. Three factors must
be in place for a child to have a successful education, he said,
and elaborated:
The first is a strong academic program with quality
teachers, world class standards, and the opportunity
for kids to explore those interests. ... The second
... is healthy kids. Healthy physically, socially,
[and] they have to be in safe schools - they have to
be socially, physically safe. They have to have
experiences where they can risk take and have
accountability. ... And finally ... we have to connect
with our communities. I call that community culture
and family. Children draw purpose place and meaning
for what they learn from their family and community.
Without that we graduate students without vision who
don't know where they're going or what they're going
to do.
8:14:37 AM
COMMISSIONER LEDOUX explained the reorganization and changes
that the EED is implementing, to further the department's goal
of creating world class schools throughout the state. The newly
appointed Deputy Commissioner, Les Morris, is now directly
responsible for consolidating school improvement efforts. He
affirmed that, "The department exists to support what happens
between a teacher and an individual student." The plan includes
two new positions, authorized under SB 285, that assist in
auditing and forming models for intervention, mentoring and
grant writing. He stressed that each district/community are
part of the reforms under this project.
8:16:50 AM8
COMMISSIONER LEDOUX said that EED is undertaking an internal
regulatory review. Districts report that meeting regulatory,
paperwork requirements can be time consuming and, seemingly,
without direct benefit to school improvements and operations.
The department is working to assure that the districts are in
compliance, and that the regulation requirements are relevant
and on target to meet EED goals. A report will be made to the
State Board of Education (BOE), when the review is completed;
possibly spring of 2009.
8:17:21 AM
COMMISSIONER LEDOUX said that a superintendent's manual is being
developed. This has not existed in the past and should prove to
be a valuable tool, due to the turn over that exists in the
ranks of the superintendents and central personal. The
comprehensive manual will replace the past dependency of new
appointees to carry out operations based on the local "folk
lore," as well as consolidate information into an easily
accessible format.
8:18:26 AM
COMMISSIONER LEDOUX reported that he has been conducting
meetings with EED staff. These efforts provide him the
opportunity to underscore the role that each member plays in the
lives of the children they are serving. Additionally, he has
established vital connections and garnered new ideas from within
the ranks of the department.
8:19:22 AM
COMMISSIONER LEDOUX emphasized the need to rebuild the state's
technical education infrastructure. Career education is an
important aspect of education that is suffering throughout
Alaska. He reported that the Department of Labor & Workforce
Development (DLWD) has already made rapid progress in developing
technical training educations programs. EED is working to
establish a partnership with DLWD to work jointly on this front.
8:20:50 AM
COMMISSIONER LEDOUX said that a certification review is also
occurring to assure the quality of teachers that are being
appointed. Additionally, an administrator is being sought to
direct the technical education aspect, and coordinate with DLWD.
Finally, the technical support/advisors that the department once
maintained are being reinstated. These positions underwent
reassignment when NCLB (No Child Left Behind) was implemented in
2001. Thus, new positions are not being added, but rather
reinstituted and the roles redefined. Under this scenario,
monitoring of NCLB will continue, and technical advice for
program enhancement may also be tendered.
8:22:34 AM
COMMISSIONER LEDOUX recognized the need for EED to work with
other departments for optimal effectiveness. Along with DLWD,
EED expects to partner with the Department of Health and Social
Services (DHSS). The proficient services that DHSS provides for
nutrition and health, fetal alcohol syndrome (FAS), and
intervention work are areas in which EED expects to interface.
The department has an authorized health position that has gone
unfilled for many years. He suggested that school nurses would
receive better support if this position were filled and
supervised by DHSS, with EED acting as a translator within the
system. He viewed this as a means for eliminating redundancy
between departments.
8:25:10 AM
COMMISSIONER LEDOUX reported that he has been meeting regularly
with Mark Hamilton, President, Statewide Programs and Services,
University of Alaska, Fairbanks, to discuss the connection
between kindergarten through high school and university
education. He pointed out that university students are often
in-state high school graduates, and that university graduates
often become in-state teachers. These meetings are integral for
ensuring the development of quality university level students
and producing qualified university graduates, ready for in-state
career placement. He emphasized the critical role that early
childhood education plays in assuring a successful educational
career. He noted the importance of supporting programs such as
Head Start, Best Beginnings, and other organizations that
support young children. These organizations are part of his
meeting schedule. Additionally, he has been meeting with Native
entities, and he expressed concern for the low success level of
students in indigenous communities. He said that it is
necessary to have ownership of the educational vision for rural
Alaska.
8:27:16 AM
COMMISSIONER LEDOUX reported on a recent educational summit,
which drew over 450 participants, including several legislators
and members of the committee. The two days of meetings
generated a plan for the development of a statewide education
vision, producing 40 goals and objectives. These ideas are
being refined and consolidated into a working draft, which will
be made available to the committee. Additionally, the plan will
be posted on the EED website with an invitation for anyone in
Alaska to make comment. Approval of the plan will be sought in
March from the Board of Education (BOE). He described the plan
as having many facets to be addressed, as well as creating a
clear snapshot of the status of education in Alaska. The
expectation, he said, is to provide a coherent plan that is
accessible by any education organization, or individual, to join
the educational highway and work in a unified direction.
Following approval of the plan, action groups will create goal
related timelines.
8:31:15 AM
COMMISSIONER LEDOUX continued by reviewing four specific areas
of the educational budget: the legislature approved foundation
increase. This provided a $100 increase in the base unit,
increased the multiplier from 9 to 11 for intensive students,
and allowed a 0.125 percent increase in the cost differential.
A gubernatorial proposal, in the FY10 budget, is for $2 million
to create an early childhood training pilot that will target
those children who lack other avenues for services, and provide
a means for them to be prepared for grade school; ready to read
and ready to learn. He indicated that grant money will also be
utilized for this project. The expectation is for pilot
programs to occur throughout the state, serving up to 500
students, and generating data that will allow
accountability/success reporting to the legislature. Meetings
have been scheduled with existing organizations including Best
Beginnings, Head Start, Rural Cap, and Native Corporations. He
stressed the need for kindergarten age children to receive
primary support from their parents. Grantees of this program
will be asked the ways and means that will be used to support
parents in providing appropriate early childhood care and school
readiness. The young child is subject to early influences and
actions that will affect them for the rest of their lives, and
he underscored the need to focus on how and by whom meaningful
care will be delivered to each child.
8:34:23 AM
COMMISSIONER LEDOUX noted another area that EED requested
funding for is technical assistance. The department expects to
contract with available in-state science, math, reading, social
studies, and art, who can be dispatched centrally, as a cost
effective way to fill this void. An effort will also be made to
hire cultural specialists who can work with administrators,
often from outside of Alaska, on how to connect with the
indigenous communities. Additional funding is being sought for
the Head Start program. He reported that this is a wrap around
service with a waiting list of approximately 1,000. The $800
thousand requested would allow an additional 60 children the
opportunity to participate in this service. Finally, he said,
funds have been requested to contract three auditors. These
positions will track the funds allocated for intensive students,
and report on the appropriate usage, and effectiveness of the
application. The goal here is to prevent the designation of an
intensive student from becoming a commodity in the system. He
pointed out that adjusting the multiplier from 9 to 11
represents a $21 million dollar increase.
8:37:39 AM
CHAIR SEATON offered to have the minutes of this presentation be
prepared as part of the committee's basis for referral.
8:38:37 AM
REPRESENTATIVE GARDNER pointed out that a red flag for
effectiveness of the state's educational system is the state's
graduation rate. She requested a statistical breakdown of who
is not graduating and what is known about the eventual, timely,
GED rate of those none graduates. Additionally, she asked for
the department's view for creating mandatory school attendance
through the age of eighteen, enacting truancy laws to enforce
school attendance, how the graduation rate correlates with
meeting the needs of special education students, the
department's opinion on before and after school programs for
pre-kindergarteners and school breakfast programs, and EED's
expectations on how NCLB will be dealt with in the new
congressional administration. Finally, as a supporter of Head
Start, she expressed surprise that only 60, of the 1,000
identified, children would be served given the appropriated
$800,000.
CHAIR SEATON pointed out that answers to the majority of these
questions may become apparent during the course of the
imminently scheduled meetings, save the response regarding Head
Start funds.
8:41:37 AM
MR. JEANS responded that the annual cost per child in a Head
Start program is approximately $10 thousand. Thus, the $800,000
will provide services for 60-80 children. During preceding
years, the numbers of children serviced in Head Start had been
cut by about 300, due to funding not keeping pace with the
increased costs of operation. The funding will help to add
children back into the program.
REPRESENTATIVE GARDNER asked for clarity on the federal match of
state funds for Head Start, and she inquired how these costs
compare with the cost of a kindergarten student in the school
system.
MR. JEANS indicated that there is a base allocation that the
state provides, which the Head Start programs use as a local
match to receive federal grants. The $800000 will be allocated,
by request, to various programs to enable them to service a
child, not receive more funding into an ongoing program. The
matching federal funds amount to approximately $34 million. The
wraps around services provided by Head Start include educational
services, counseling, family counseling, a lunch program, and
medical and dental care. These services are not provided to
children in public schools, hence the higher costs per Head
Start child. The cost for a public kindergarten child is
between $4,000 and $5,000, he estimated.
8:45:00 AM
REPRESENTATIVE WILSON stated her understanding of the developing
young child's brain, and how it is effected by domestic
violence. New methods are being developed to provide teachers
insights for serving a child that has witnessed or experienced
domestic trauma. She asked whether Alaska's teachers are, or
will be, trained with these methods in mind.
COMMISSIONER LEDOUX said he has participated in workshops
addressing brain research in the early development of the child.
However, not every teacher in our state has had the same
opportunity. He agreed that teachers and parents could all
benefit from technical assistance regarding brain research. He
offered to make the research available to the committee and to
the school districts.
REPRESENTATIVE WILSON followed up to provide an example of how a
traumatized child might find security in the classroom simply by
being seated away from the main door.
8:47:16 AM
REPRESENTATIVE BUCH observed that this committee exists because
people are dissatisfied and that the overview indicates that
everyone is on the same track. He opined how it would be
important that satisfaction never be found, but that the
striving for excellence remains continuous. He asked at what
level vocational initiatives would be introduced. Additionally,
he inquired by what authority and means EED directors would be
able to implement change. The coordination effort, as
discussed, with the various departments and private agencies, is
a tremendous undertaking, which, he opined, must begin with the
administration, in order to establish a unified direction. He
acknowledged Chair Seaton's comment that discussion points would
be taken up at a later time.
8:53:16 AM
REPRESENTATIVE MUNOZ pointed out that the aging work force,
particularly on the North Slope, has become a recent concern.
The Alaska Industrial Career Consortium (AICC) has taken up the
effort to increase math and science education at the secondary
level, and to work with the University on programs to prepare
students for North Slope employment.
COMMISSIONER LEDOUX replied that he is aware of a number of
organizations that are concerned with increasing student math
skills to prepare them to engage in technical training.
REPRESENTATIVE MUNOZ requested that specific information on the
vocational education programs be made available to the
committee.
CHAIR SEATON reminded the committee that DLWD will come before
the committee to provide a presentation on vocational education.
8:55:10 AM
REPRESENTATIVE MUNOZ stated that the Alaska Humanities Forum has
developed and maintains a web site for the Alaska history
curriculum. She asked whether EED is engaged with the forum,
and if the department would be taking on the responsibility of
that curriculum.
COMMISSIONER LEDOUX responded that the department is in
discussion with the Alaska Humanities Forum regarding that
topic.
REPRESENTATIVE MUNOZ noted an increased request for the WWAMI
Program (Washington, Wyoming, Alaska, Montana, Idaho Medical
Education Program), and asked how many additional positions
those funds would provide.
MR. JEANS responded that the increase in the budget reflects the
increase in the program fees, not additional positions.
REPRESENTATIVE MUNOZ inquired how many Alaskan's are enrolled in
the WWAMI program.
MR. JEANS estimated about 60, and said he would provide a more
solid number.
REPRESENTATIVE MUNOZ asked if the department provides any type
of cultural training for new teachers arriving from out of
state, who are filling rural district positions.
COMMISSIONER LEDOUX replied that EED intends to coordinate the
development of cultural boot camps, to occur in late July. The
department will not afford transportation or per diem costs,
however, districts will be invited to send their new teachers.
Cultural pre-training is considered critical, and three major
Alaskan cultures will be targeted in this pilot program.
8:57:39 AM
REPRESENTATIVE KELLER requested that a comprehensive overview of
EED required reports be made available to the committee. He
asked that it include where the information is found and what it
is based on. Further, he asked for a brief history of school
choice and educational options available in the state.
8:58:55 AM
REPRESENTATIVE EDGMON noted that Commissioner LeDoux is a member
of the governors rural subcabinet. He asked what EED will
contribute towards costs for energy/operating bush schools, in
light of his position on the subcabinet.
COMMISSIONER LEDOUX responded that his role in the governor's
rural subcabinet is to ensure that the voices of students are
heard. School closures have a destructive impact on
communities; moreover, parents of rural students have begun to
question the quality of education in rural areas compared with
that of urban centers. He stressed the importance of education
to rural parents who may decide to move to urban centers for the
[academic] success of their children. "So, my role is to make
sure ... that all of our schools are places where children can
find success, and [to] represent what parents want," he said.
He expressed his belief that schools are part of the overall
algorithm on what is happening in rural Alaska.
9:01:24 AM
REPRESENTATIVE EDGMON further asked whether there is a timeline,
during this session, for the subcabinet to report to the
committee and the legislature on the issue of education.
COMMISSIONER LEDOUX informed the committee that the attorney
general is chairing the rural subcabinet and that question will
need to be forwarded to the chair. He added that the subcabinet
meets on a regular basis.
9:02:20 AM
REPRESENTATIVE WILSON opined that for many schools it is
difficult to hire teachers qualified in specific subjects,
especially when teachers from outside the state cannot be
offered a competitive salary, or their years of experience are
discounted. She asked whether this policy would be reviewed.
COMMISSIONER LEDOUX said no. He explained that a teacher's
years of experience are based on their negotiated agreement with
the district; however, he will find out whether this issue is
determined by statute.
9:03:53 AM
REPRESENTATIVE GARDNER observed that some teachers feel there is
a disincentive to further their education in special education,
or to obtain a special education certification, because terms of
their contract could force them to take a special education
classroom or to move to another school site. She asked what
changes were possible in order to encourage and promote all
teachers to take valuable special educational classes.
COMMISSIONER LEDOUX agreed that districts are desperate for
specialists in the areas of speech and language, physical
therapy, psychology, and special education, and officials have
no choice but to move teachers as needed. The law requires that
teachers have a special education endorsement to be placed in a
special education classroom. The result is that special
education teachers are overwhelmed by their obligations.
Through courses offered at the University of Alaska, the
department is trying to increase the pool of special education
teachers. Regarding other specialists, he advised that
shortages throughout the country have led to a crisis situation.
9:06:31 AM
CHAIR SEATON warned that a school improvement plan is similar to
an individual education plan (IEP) and can "eat up" time and
energy with few results. He then asked how the statewide school
improvement plan can avoid this problem and accomplish more.
COMMISSIONER LEDOUX pointed out that crafting an IEP is a grave
responsibility for a teacher and is much more than "filling in a
box." He assured the committee that an IEP is given due
attention by Alaska's teachers, although parents also have a
responsibility to be attentive to the process. Regarding school
improvement plans, he noted that the improvement plans were
initiated by NCLB legislation, and require school districts to
review student assessment and performance data in order to
ensure Elementary and Secondary Education Act of 1965 Title 1
funding. Commissioner LeDoux opined that some districts do not
understand the relationship between the improvement plan, school
operations, and subsequent changes in student achievement. The
inflexibility and bureaucracy of NCLB policies prevent some
schools from seeing the relevance to school improvement. In
fact, the department is working to connect school improvement
plans to overall programs and impress on districts that they
will be held accountable. He expressed the department's belief
that schools, teachers, and communities, that use the data to
improve programs, will see results. Prior to NCLB, Alaska was
well on the way to developing accountability in schools;
therefore, the department must "take the best out of [NCLB], put
it together with what we know about Alaska, and start moving
forward, and that's why we've reorganized the department."
9:10:51 AM
CHAIR SEATON referred to the many questions from constituents
about whether the benefits of NCLB outweigh the institutional
costs. He asked whether the commissioner is considering
withdrawing from NCLB even though federal funding would be lost.
COMMISSIONER LEDOUX stated his expectation that NCLB, even when
modified under the new administration, will continue to be
unresponsive to Alaska's needs. Its benefits, such as
accountability, are clouded by onerous federal regulations.
However, without the federal funds that support a variety of
programs, three-quarters of the department and millions of
dollars "would disappear." Commissioner LeDoux assured the
committee that the department can do what is necessary to
satisfy the regulations in an ethical and complete manner, while
developing the flexibility needed to respond to the needs of
Alaska's schools. In fact, NCLB is designed to be inflexible in
order to mandate accountability on the part of each state. For
example, funding under the Carl D. Perkins Vocational and
Technical Education Act of 1998 has not increased in 18 years,
even though the regulations are extensive. He stated that the
department will continue to comply with NCLB.
9:13:57 AM
CHAIR SEATON requested the department supply a document that
would outline the effectiveness of NCLB and the impact of
federal funding on Alaska. He then turned to the subject of
vocational education as the vehicle for career job training. He
asked whether the commissioner views vocational education as job
training or as a "hook" to draw students into [achieving]
academic standards. The difference between these philosophies
can affect how vocational education is implemented by a school
district at the local level.
COMMISSIONER LEDOUX expressed his belief that both philosophies
are true; academic standards at the secondary level must
increase in order to prepare students for post secondary
education or rigorous technical training, and students must also
be prepared by vocational programs to engage in occupations
after graduation. Currently developing around the U. S. is the
concept of "middle colleges" that allows a student to obtain an
associate's degree with his or her high school diploma. For
example, a high school student may graduate with a computer
systems certification, an associate's degree in education, or as
a Licensed Practical Nurse (LPN). The idea of "tracking"
students toward vocations, further academics, or commercial
professions is in the past; today the skills are seen as
integrated necessities. Furthermore, high schools must provide
a large selection of programs such as vocational education,
vocational technology, the arts, and the humanities.
9:18:31 AM
CHAIR SEATON expressed concern about the possibility that the
first goal of vocational education may not be the interest of
the student and stated his intent for further discussion on this
subject.
9:19:23 AM
REPRESENTATIVE GARDNER opined that when high school students are
also taking college courses there is the possibility that the
student may be academically ready, but not socially ready, and
"may pay a price."
COMMISSIONER LEDOUX agreed and pointed out that middle colleges
are often designed as alternative schools to meet the needs of
students who have dropped out. He underscored that his interest
is for the success of every child, in a setting with his or her
peers.
9:20:52 AM
CHAIR SEATON provided and open invitation to the commissioner to
return and speak to the committee at any time.
9:22:24 AM
The committee took an at-ease from 9:22 a.m. to 9:28 a.m.
9:28:20 AM
CHAIR SEATON called the committee back to order at [9:28] a.m.
9:28:29 AM
MR. JEANS turned the committee's attention to page 1 of the
FY2010 Operating & Capital Budget report and pointed out that 96
percent of the budget [is comprised of] grants for K-12 programs
throughout the state. He continued to explain that Executive
Administration, listed under agency operations on page 2,
includes the commissioner's office, the state board of
education, and three positions dedicated for school and district
interventions. Mr. Jeans described some of the reorganization
within the department resulting in better communication
regarding accountability, assessment, and school improvement
plans. The department views the state student assessment
system, including teacher and principal mentoring, as its
accountability system; therefore, the data must be used by
school districts to affect instruction. He pointed out that the
majority of funding for Executive Administration is general
funds, and opined that the responsibility of the commissioner's
office is to make policy and implement regulations, including
technical assistance for school districts. The Administrative
Support Services agency is responsible for the payment of bills
and development of the budget. A separate agency, Information
Services, is in the process of expanding data collection.
9:33:27 AM
MARK LEWIS, Director, Administrative Services, Department of
Education and Early Development (EED), explained that
Information Services supports the new information and collection
process called the Longitudinal Data System; this system will
collect data electronically from schools.
9:33:56 AM
CHAIR SEATON asked whether the system is in place.
MR. LEWIS indicated that the system is still under development
but that some components are functioning.
MR. JEANS added that six districts are providing some data
through the system. Eventually, the system will collect student
assessment and financial data that will be available to the
department as needed throughout the school year.
9:34:57 AM
REPRESENTATIVE WILSON asked whether the schools will save time
using this system.
MR. JEANS responded that additional staff time to transfer data
will not be necessary as the department will access the
information directly. He noted that federal funds were used to
develop and implement the system, but general funds will be
needed for continuing costs.
CHAIR SEATON mentioned that the Department of Health and Social
Services (DHSS) converted to a similar program with limited
success.
9:36:43 AM
MR. JEANS pointed out the majority of the technology in villages
is run through the schools creating a problem with bandwidth.
He continued to report that the School Finance & Facilities
[agency] has 13 positions that are responsible for the
calculation of entitlements, prioritization of school
construction and maintenance needs, and the distribution of
foundation formula program funds in the amount of $1.2 billion.
One of the formula programs, the School Performance Incentive
Program, has run its term of three years and will not be
continued.
CHAIR SEATON reminded Mr. Jeans that legislative support was
given to that program to help increase student performance in
individual schools. He questioned whether the department was
going to identify the elements that were successful from that
program.
MR. JEANS confirmed that after the first year, a survey of the
recipients of the performance incentives was taken. Under the
incentive program, the department viewed each school and its
entire staff as a community; therefore, the incentives were
provided to encourage collaboration and creativity within the
school to improve student achievement. However, problems arose
when [teachers and principals] "... felt like it was pitting
school against school."
CHAIR SEATON acknowledged there was negative press, but
emphasized some schools did move forward under the program. He
encouraged the department to analyze the successful schools and
present the programs they developed as models to other schools.
9:43:06 AM
REPRESENTATIVE WILSON asked what caused the competition between
schools to be perceived as unfair.
MR. JEANS explained that the bonuses were based on statistics
that may have put certain school populations at a disadvantage.
He assured the committee that the collected information will be
studied and reported.
CHAIR SEATON added that some educators saw the program as merit
pay and were philosophically opposed to the program from the
beginning.
9:45:24 AM
REPRESENTATIVE KELLER asked for a description and breakdown of
what is provided by the Information Services agency, including
the costs of ongoing maintenance for existing and new systems.
MR. JEANS agreed to provide a description of that agency and
details regarding the grant for the Longitudinal Data system.
CHAIR SEATON suggested that information could be reported at the
next scheduled overview and assessment.
9:47:33 AM
REPRESENTATIVE EDGMON asked whether the department played any
role in advocating for energy efficiency standards in school
district facilities.
MR. JEANS responded that when schools can increase energy
efficiency, those projects are funded through the maintenance
program. On the other hand, new construction is designed with
the most recent energy efficiency standards in mind. However,
the department does not have a set criteria of energy efficiency
guidelines for its facilities. Concluding the presentation, Mr.
Jeans reviewed the four agencies previously discussed and asked
for questions from the committee.
9:49:18 AM
CHAIR SEATON asked for the director's perspective on the State
Board of Education & Early Development (BOE) and its role in the
department.
MR. JEANS informed the committee that the Alaska Statute directs
the BOE to approve the department's budget; however, due to the
timing of the state budget process, that is not the reality.
The department considers the BOE's issues and positions when it
is developing the preliminary budget, but there is little
communication with the BOE at that time. He stated that
although BOE members were happy with the current budget, some
members would like to be more involved in the budget process.
Mr. Jeans opined that the BOE serves as a regulatory board in
that it will implement the policies passed by this committee.
9:52:01 AM
CHAIR SEATON asked whether the BOE develops standards and
policies. He requested a broad outline of the distribution of
authority within the education community.
MR. JEANS offered to provide the committee with the duties of
the BOE as outlined in statute. He stressed that the department
is responsible for developing educational standards and
presenting them to the BOE for consideration. The BOE then
reviews the standards and hears public comment prior to the
adoption of policy. Additionally, the BOE implements policy
established by the legislature.
CHAIR SEATON agreed that an outline would clear up any confusion
about the role of the BOE.
9:54:14 AM
MR. JEANS gave an example of the high school qualifying exam
requirement that was passed into law by the legislature. The
BOE then determined how the law was to be implemented to meet
the intent of the legislature.
9:54:58 AM
REPRESENTATIVE WILSON directed the committee's attention to page
12 of the budget report and asked whether the projects listed
under FY10 Major Maintenance Grants are all of the projects
funded this year.
MR. JEANS explained that the report represents the governor's
budget that requested approximately $40 million to fund the
first 20 Major Maintenance projects.
9:55:47 AM
CHAIR SEATON announced that the next meeting will include an
overview on Teaching and Learning Support and Assessment and
Accountability.
9:56:37 AM
ADJOURNMENT
There being no further business before the committee, the House
Standing Committee on Education meeting was adjourned at 9:57
a.m.
| Document Name | Date/Time | Subjects |
|---|---|---|
| FY10 Governor's_121508 (2).pdf |
HEDC 1/21/2009 8:00:00 AM |