Legislature(2009 - 2010)CAPITOL 106
03/18/2009 08:00 AM House EDUCATION
| Audio | Topic |
|---|---|
| Start | |
| Confirmation Hearing(s)|| Professional Teaching Practices Commission | |
| State Board of Education | |
| Discussion: the Galena City School District's Early Learning Center – Sidney C. Huntington School | |
| Adjourn |
* first hearing in first committee of referral
+ teleconferenced
= bill was previously heard/scheduled
+ teleconferenced
= bill was previously heard/scheduled
| += | HB 58 | TELECONFERENCED | |
| + | TELECONFERENCED | ||
| + | TELECONFERENCED |
ALASKA STATE LEGISLATURE
HOUSE EDUCATION STANDING COMMITTEE
March 18, 2009
8:02 a.m.
MEMBERS PRESENT
Representative Paul Seaton, Chair
Representative Cathy Engstrom Munoz, Vice Chair
Representative Bryce Edgmon
Representative Wes Keller
Representative Robert L. "Bob" Buch
Representative Berta Gardner
MEMBERS ABSENT
Representative Peggy Wilson
COMMITTEE CALENDAR
CONFIRMATION HEARING(S)
Professional Teaching Practices Commission
Cindy Lou Aillaud, Delta Junction
Jill M. Exe, Kaktovik
Linda Lee Gillam Black, Anchorage
- CONFIRMATION(S) ADVANCED
State Board of Education
Janel Keplinger, Kodiak
- CONFIRMATION(S) ADVANCED
Linda Lee Gillam Black, Anchorage
- SCHEDULED BUT NOT HEARD
DISCUSSION: THE GALENA CITY SCHOOL DISTRICT'S EARLY LEARNING
CENTER - SIDNEY C. HUNTINGTON SCHOOL
- HEARD
HOUSE BILL NO. 58
"An Act relating to a student loan repayment program for
specified occupations or fields in which a shortage of qualified
employees exists."
- BILL HEARING CANCELED
PREVIOUS COMMITTEE ACTION
No previous action to record
WITNESS REGISTER
CINDY LOU AILLAUD, Appointee
Professional Teaching Practices Commission
Delta Junction, Alaska
POSITION STATEMENT: Testified as the appointee to the
Professional Teaching Practices Commission.
JILL M. EXE, Appointee
Professional Teaching Practices Commission
Kaktovik, Alaska
POSITION STATEMENT: Testified as the appointee to the
Professional Teaching Practices Commission.
JANEL KEPLINGER, Appointee
State Board of Education
Kodiak, Alaska
POSITION STATEMENT: Testified as an appointee to the State
Board of Education.
CHRIS REITAN, Principal
Sidney C. Huntington School
Galena, Alaska;
President-Elect
Alaska Association of Secondary School Principals
Galena, Alaska
POSITION STATEMENT: Presented an overview of the Sidney C.
Huntington School and responded to questions.
ACTION NARRATIVE
8:02:21 AM
CHAIR PAUL SEATON called the House Education Standing Committee
meeting to order at 8:02 a.m. Representatives Seaton, Buch,
Gardner, Munoz, and Keller were present at the call to order.
Representative Edgmon arrived as the meeting was in progress.
^CONFIRMATION HEARING(S)
^Professional Teaching Practices Commission
8:02:49 AM
CHAIR SEATON announced that the first order of business would be
confirmation hearings for the Professional Teaching Practices
Commission.
The committee took an at-ease from 8:03 a.m. to 8:05 a.m.
8:05:42 AM
CINDY LOU AILLAUD, Appointee, Professional Teaching Practices
Commission, related that she has found her work with the
Professional Teaching Practices Commission (PTPC) very
rewarding. She opined that she is a good representative for the
teachers in the state of Alaska. Ms. Aillaud characterized
herself as a very fair, honest, and trustworthy advocate for
teachers and students in this state.
8:07:05 AM
REPRESENTATIVE GARDNER began by thanking Ms. Aillaud for her
willingness to continue serving on the PTPC. She then inquired
as to whether Ms. Aillaud saw any area in which the interests of
students and teachers aren't fully aligned.
MS. AILLAUD answered that the interests of students and teachers
aren't always fully aligned. Therefore, one purpose of PTPC is
to be careful that the teachers in the state hold the students'
interests as the number one priority.
8:08:11 AM
CHAIR SEATON inquired as to whether the PTPC deals with the No
Child Left Behind (NCLB) requirements and other testing
mandates.
MS. AILLAUD replied yes, adding that there are clear rules for
administering tests. When the rules for the tests aren't
followed, the PTPC is alerted so that it can address the
situation. She highlighted the importance of protecting the
students. She then noted that problems have arisen with various
tests, particularly with the NCLB tests.
8:10:33 AM
CHAIR SEATON asked if the PTPC addresses criticisms and concerns
regarding how information from the annual standards testing is
used by the profession in terms of teaching practices.
MS. AILLAUD related that the PTPC works with districts and
superintendents to assure that the ethics of teaching is
followed. "And testing, of course, is one of our big issues,"
she remarked. She suggested that at some point more specific
language may need to be adopted into the [teachers'] moral code
of ethics.
CHAIR SEATON commented that he would appreciate review of the
possibility of more individualized student information to
utilize in considering effective teaching methods.
MS. AILLAUD interjected that she will do so.
8:12:35 AM
REPRESENTATIVE KELLER inquired as to the reach of PTPC's
jurisdiction. He recalled that in the past, teachers were
expected to have the values of the community and local area. He
asked if the PTPC has to deal with situations in which a teacher
doesn't share the values and beliefs of the community.
MS. AILLAUD pointed out that every case is unique, and therefore
all evidence must be considered in order to make a well-informed
decision. She then highlighted that every teacher receives a
moral code of ethics, which encourages all teachers to follow a
professional standard to deliver education because the priority
is to assist students in learning and becoming productive
members of society. Although the hope is that every teacher has
that as a goal, some teachers differ, she remarked.
8:14:52 AM
REPRESENTATIVE KELLER inquired as to whether a teacher who
breaks the moral code of ethics outside of the classroom would
be handled.
MS. AILLAUD explained that first such a case would be reviewed
by the commissioner to determine whether a case exists for PTPC.
The committee can then decide whether the commissioner's
decision is appropriate or whether steps to a hearing need to be
taken.
8:17:11 AM
REPRESENTATIVE GARDNER pointed out that the nominee has a
special education endorsement, but is currently teaching
physical education. Therefore, she asked if Ms. Aillaud is a
teacher who has "taken off the [special education] endorsement
from your teaching certificate." She further asked if Ms.
Aillaud has any suggestions for state policies that would
encourage teachers to attain a special education endorsement.
MS. AILLAUD specified that she has the following three
endorsements on her certificate: elementary education, physical
education, and special education. She explained that she has
recently retired from her physical education position and has
been traveling throughout the U.S. to present author visits
regarding her book Recess at 20 Below. However, her local
school district called her in February because the high school
special education teacher resigned. Therefore, she is currently
holding a high school special education position for the
remainder of the year. Ms. Aillaud opined that talking with
teachers throughout the state has been a great opportunity to
discuss issues impacting various schools and the state, which
she has been able to bring to PTPC. With regard to suggestions
to encourage teachers to enter the special education profession,
Ms. Aillaud pointed out that it's a national problem with no
easy solution.
8:20:36 AM
REPRESENTATIVE MUNOZ inquired as to how the PTPC deals with
targeted campaigns to discredit a teacher and if so, is it
something that occurs often.
MS. AILLAUD said that such situations have certainly been
brought before the PTPC, but she said she wouldn't characterize
it as something that occurs often. She reiterated that every
case is unique and the facts of each case must be reviewed.
Although a hearing affords each side to present their case, it's
unfortunate for an educator to have to be put through this type
of stress.
8:24:14 AM
REPRESENTATIVE MUNOZ moved to advance the confirmation of Cindy
Lou Aillaud to the joint session of the House and the Senate for
confirmation to the Professional Teaching Practices Commission.
There being no objection, it was so ordered.
8:26:01 AM
JILL M. EXE, Appointee, Professional Teaching Practices
Commission, said that she is eager to participate in the PTPC as
it's a continuation of her current position at the district
level as a grievance chair person. The combined efforts of the
PTPC and the committee's interest in improving education in
Alaska are important. In response to Representative Keller, Ms.
Exe relayed that although this is her first year teacher in
Kaktovik, she has worked in the North Slope Borough District for
16 years. She further relayed that she moved from Barrow to
Kaktovik.
8:29:30 AM
REPRESENTATIVE GARDNER noted that Ms. Exe has an English as a
Second Language (ESL) endorsement, and then asked whether she
has cause to use such an endorsement in Alaska.
MS. EXE explained that the district in which Kaktovik is
situated has a number of English Language Learners (ELL) because
the Native language is spoken in the home. In fact, there are
seven students in Kaktovik that will be receiving additional
support and there is an ELL coordinator. In further response to
Representative Gardner, Ms. Exe said that she has heard of the
Parents as Teachers program, but doesn't have any experience
with it.
8:30:54 AM
CHAIR SEATON restated his previous question regarding testing
and teachers using individual testing scores to better educate
students.
MS. EXE opined that the coming together of nine teachers from
across the state to discuss education in general could foster
professional development in the districts in which they work.
However, she wasn't sure if the actual advocacy on the PTPC fits
into the equation. Still, teachers, as professional educators,
can advocate what they know needs to occur.
8:33:42 AM
REPRESENTATIVE GARDNER moved to advance the name of Jill Exe to
the joint session of the House and the Senate for confirmation
to the Professional Teaching Practices Commission. There being
no objection, it was so ordered.
^State Board Of Education
CHAIR SEATON then turned the committee's attention to the
confirmation hearing for the State Board of Education.
8:34:58 AM
JANEL KEPLINGER, Appointee, State Board of Education, began by
relating that she has had a passion for education since high
school. She further related that she has been in the field of
education for 27 years and has served on many committees within
the school district and her school. Ms. Keplinger stated her
interest in broader service to the state in the field of
education.
8:35:47 AM
REPRESENTATIVE KELLER inquired as to Ms. Keplinger's perspective
on school choice and how it relates to what is available in the
state.
MS. KEPLINGER opined that it's important for parents to have a
choice, but it is also imperative that they be informed in that
choice beyond hearsay.
8:37:43 AM
REPRESENTATIVE GARDNER pointed out that Ms. Keplinger has a
Master's of Art in special education, and asked her to address
the need for special education teachers in this state.
MS. KEPLINGER characterized [filling] special education
[positions] as a tremendous challenge. She indicated the need
to get university students involved with special education early
on to stimulate an interest and encourage them to participate in
special education classrooms. She even suggested encouraging
interest in special education in high school. It's important,
she opined, for young people to see that needs of special
education students aren't that different than those of any child
in the state's educational system.
8:40:27 AM
REPRESENTATIVE BUCH inquired as to how the Parents as Teachers
program is utilized in Kodiak.
MS. KEPLINGER said she isn't familiar with the aforementioned
program in terms of how it's utilized in Kodiak, but noted that
she has read about it. She related excitement with regard to
the philosophy of the Parents as Teachers program, and added
that early education makes a difference for students long-term.
Furthermore, the program creates a partnership [between the
parents and the teachers/school] and causes the parent to
realize the importance of education. She surmised that this
program would be important in rural areas. Furthermore,
parental involvement, she opined, is one of the key indicators
of a student's success in school.
8:42:50 AM
MS. KEPLINGER, in further response to Representative Buch,
related that the Kodiak community is very involved in its
schools and the schools make much effort to engage parents.
However, as parents it can be intimidating to enter the school.
Ms. Keplinger further related that Kodiak schools hold family
nights for reading and math in which the students bring the
parents. She also highlighted the use of student-led
conferences that help parents relax and see the importance of
[involvement].
8:44:42 AM
REPRESENTATIVE BUCH inquired as to how many students speak
English as a second language. In the Anchorage School District,
he recalled, 93 different languages are spoken.
MS. KEPLINGER estimated that perhaps 50-60 percent of Kodiak's
students are English Language Learners. She noted, however,
that Kodiak has a diverse population.
8:45:40 AM
REPRESENTATIVE KELLER inquired as to how Ms. Keplinger would
address the high drop-out rate, were funds of no concern.
MS. KEPLINGER responded that she would spend a lot of time with
kids, parents, and teachers. She recalled her own three
children's time in high school, which she characterized as a
very different experience for each. Therefore, direct contact
with the students is imperative in order to assess the
effectiveness and appropriateness of each student's education
because traditional education settings don't meet every
student's needs. Every student requires support in different
ways, she remarked. She recommended the use of vocational
education for those students who aren't finding success in the
traditional high school setting.
REPRESENTATIVE KELLER said that he was impressed with Ms.
Keplinger's answer as it dovetails with what some alternative
school students related at an earlier hearing on this topic.
8:48:38 AM
CHAIR SEATON noted that the committee has had discussions about
making the high school diploma/graduation certificate more
relevant. He noted the problem of the high school diploma
merely reflecting seat time and minimum competency. The
committee has discussed utilizing an assessment of achievement.
At this point, the committee is reviewing the WorkKeys system.
He inquired as to Ms. Keplinger's thoughts about graduating
students having an achievement assessment on their diploma.
MS. KEPLINGER said that she has reviewed the concerns in this
area. The WorkKeys appears to be a meaningful program,
particularly for the students who aren't having success in a
traditional setting. Furthermore, WorkKeys also assists the
employer in the hiring process. A portfolio, versus a diploma,
would be more meaningful for students as they enter college or
the work force. She characterized WorkKeys as a great idea that
would motivate kids.
8:52:25 AM
CHAIR SEATON then turned to the High School Qualifying Exam
(HSQE) and related that the committee has been reviewing how to
make it meaningful. Thus far the idea is for the district to
provide tuition for vocational education and/or distance courses
at education facilities throughout the nation upon passage of
all three sections of the HSQE. The HSQE, he related, is a
requirement for graduation, but doesn't mean that a student who
passes the HSQE is proficient in all the areas a high school
student should be.
MS. KEPLINGER remarked that at one point the HSQE was needed for
accountability. "Assessment is important," she opined.
However, there are different levels of assessment. Ms.
Keplinger said that it may be difficult to use the HSQE to drive
instruction. Still, the HSQE has created opportunities for
teachers to have particular discussions. She noted her
agreement that passage of the HSQE has been represented,
especially in the student body, as being done with high school.
The aforementioned needs to be changed, she opined. The
WorkKeys program includes an assessment piece for sixth, eighth,
and eleventh grade students. To fit another assessment into the
schedule will be challenging, she pointed out. She questioned
how that will drive every day instruction. She relayed that
several educators who have taken the WorkKeys test have
suggested using the assessment portion of WorkKeys in
conjunction with the HSQE or possibly melding the two. The
aforementioned would be much more effective, she opined,
especially since the WorkKeys test provides immediate feedback.
In further response to Chair Seaton, Ms. Keplinger related her
belief that allowing dual credits for vocational or college
classes for those students who pass the HSQE would be effective.
8:58:55 AM
REPRESENTATIVE EDGMON recalled testimony from the Avant-Garde
Learning Foundation which is conducting an alignment study to
help create a dialogue between educators, citizens, and policy
makers. The organization, he related, is interested in data-
driven discussions that move beyond educational decisions not
based in fact. He asked if a gap exists such that a non-
governmental entity needs to come forward to [determine how] to
better serve the educational needs of the state.
MS. KEPLINGER related her hope that a separate entity wouldn't
be required to stimulate this cooperation and discussion
regarding education in the state. She expressed the need for
legislators and teachers to come together to have discussions
regarding educational concerns. Ms. Keplinger opined that there
can be a lot of data that an outside agency could organize for
better understanding. She said she is not familiar with the
company, but assumed it would explain the data and ways in which
it could better be used. She expressed hope that [Alaska's
education community] would come together to discuss issues as
such would be a more valuable discussion than having another
entity do so.
9:04:29 AM
CHAIR SEATON highlighted that Alaska has one of the highest
drop-out rates in the nation, and therefore it's important to
address the facts and not diminish the need.
9:05:20 AM
REPRESENTATIVE BUCH asked if Ms. Keplinger's children had
challenges in school.
MS. KEPLINGER related that her two boys and one girl had extreme
difficulty learning to read. Dyslexia has played a major role,
and as a parent it is a difficult realm to work within. She
described how one of her children learned how to hide his
difficulty, but through the help of teachers and the vocational
options was successful. She indicated that her experiences with
her children will help her in her position on the State Board of
Education.
9:08:38 AM
MS. KEPLINGER, in further response to Representative Buch,
opined that in elementary school much time is spent determining
what type of learner the student is and relaying to the students
that not every student is the same. Doing the aforementioned
provides students with the ability to appreciate their own
strengths and weaknesses as well as to be more empathetic to
other students. The aforementioned is carried through to middle
school, where professionals speak to the students about careers,
and provide shadowing opportunities. Ms. Keplinger indicated
that Kodiak seems to be turning back to vocational
opportunities. She then related how the program Community
Experience Career Education helped her realize she wanted to be
an educator.
9:12:35 AM
CHAIR SEATON recalled previous testimony that Alaska Native
children enter school with visual and auditory learning skill
sets. If the schools don't build on those skill sets, then
Alaska Native students are alienated and may contribute to the
high Alaska Native drop-out rate. Chair Seaton characterized
the aforementioned as very meaningful. He asked Ms. Keplinger
would view that as reality and that the schools need to do a
better job working with the skill sets Alaska Native students
have.
MS. KEPLINGER remarked that [accommodating various learning
skill sets] for all children is important, but particularly for
Alaska Native children. The classroom situation may be easier
in a small village in which all the students are Alaska Native.
However, most classrooms are very diverse in terms of the skill
sets of the students as well as the cultural sets. Awareness is
the first step, and each teacher can learn how to honor every
student. She mentioned the need for teachers to work in
experiences for students that are outside of the classroom,
which provide students with a different environment in which
they may "shine."
CHAIR SEATON related the committee's concern with the fact that
there is a higher drop-out rate of Alaska Native students as
compared to the rest of the student population. The
aforementioned, he opined, hasn't been taken into account on a
statewide basis. He further opined that new teachers in the
Bush don't have any idea of the skill sets students bring to the
classroom.
9:18:57 AM
REPRESENTATIVE GARDNER asked if Ms. Keplinger would suggest
anything at the state level that would help Dyslexic students.
MS. KEPLINGER opined that reading teachers have made a
tremendous difference. She highlighted that each student is an
individual and his/her needs should be reviewed. Furthermore,
working as collaborative teams [with a reading teacher] provides
[teachers] the ability to know [the learning level] of the
students and his/her progress. Such teaching also allows the
[reading teacher] to relate the strategies that would benefit a
particular student. Being able to have [Dyslexic students] in
small groups makes a tremendous difference, she stated.
Moreover, early intervention is the key in helping address
issues such as Dyslexia.
9:23:11 AM
REPRESENTATIVE BUCH reminded everyone that there's a cost for
every kind of intervention. The state has limited resources,
and therefore it will take help from folks such as Ms. Keplinger
to make intervention choices. Also, vocational education may be
the only way to reach some students not to mention that three-
quarters of [Alaskan] students hold jobs that don't require a
college education. Therefore, he encouraged Ms. Keplinger to
keep the aforementioned in mind.
9:25:01 AM
CHAIR SEATON reiterated his understanding that many districts
and teachers in the state aren't fully utilizing data the annual
assessments generate. He expressed the need for the State Board
of Education to review ways in which to fully utilize assessment
scores to identify student [education] levels.
9:26:07 AM
REPRESENTATIVE KELLER moved to advance the name of Janel
Keplinger to the joint session of the House and the Senate for
confirmation to the Professional Teaching Practices Commission.
There being no objection, it was so ordered.
9:27:42 AM
CHAIR SEATON noted that there will be a subcommittee meeting
Friday at 7:30 a.m. with the State Board of Education. He then
noted that consideration of the appointment of Linda Lee Gillam
Black to the State Board of Education would be held over.
^DISCUSSION: THE GALENA CITY SCHOOL DISTRICT'S EARLY LEARNING
CENTER - SIDNEY C. HUNTINGTON SCHOOL
9:28:47 AM
CHAIR SEATON announced that the next order of business would be
a discussion of the Sidney C. Huntington School Galena City
School District's Early Learning Center.
9:29:17 AM
CHRIS REITAN, Principal, Sidney C. Huntington School, Galena,
Alaska; President-Elect, Alaska Association of Secondary School
Principals, informed the committee that four years ago the
Galena City School District wrote a Native education grant that
was modeled after the Hoonah program. In Galena there's an
early learning center that is a childcare and preschool facility
that also houses the Parents as Teachers program. The four
years under this program has produced huge differences in regard
to literacy development, parenting skills, and comfort of
parents working with the school system. The effort is being
tracked through the Kindergarten profile as well as in
conjunction with the Terra Nova test data. He noted that other
schools use the Terra Nova test in grades 5 and 6, but Galena
has chosen to test the early grades in an effort to obtain
another indicator. He related that Galena City School students
are scoring above the national average, across the board, in
first and second grades.
MR. REITAN opined that he didn't see how the state can move
forward without more efforts in the early learning area. He
noted that Galena has attempted to have a comprehensive approach
for Galena children from the time they are born while taking
into consideration the entire spectrum of vocational programs in
Galena. He characterized [the Parents as Teachers program] as a
missing component. He indicated that the committee should
review the research on the Parents as Teachers program from the
University of Washington. The key for Galena is to hire the
appropriate person to work with the families in the home.
Sometimes helping families is as easy as distributing books
while for others it's relating developmentally appropriate games
for the child in order to engender success for children. Mr.
Reitan related that there's a stark difference, in terms of
school ready skills, between students who have experienced early
learning or a Parents as Teachers program and those who have
not.
9:33:31 AM
REPRESENTATIVE KELLER inquired as to who was the grantee for
Galena's grant.
MR. REITAN answered that Galena received a Native education
grant from the U.S. Department of Education. In further
response to Representative Keller, Mr. Reitan specified that the
grant was for three years, but Galena was able to extend it for
a fourth year. Just recently, Galena City School District has
submitted a renewal for the grant because without those funds,
there would be no program. Mr. Reitan said that he couldn't
speak to whether the U.S. Department of Education has an ongoing
interest in supporting the Parents as Teachers program.
However, he did relay his belief that the U.S. Department of
Education does have an interest in research-based programs that
have proven they work.
9:35:36 AM
REPRESENTATIVE GARDNER asked if Galena will produce a formal
write up regarding the results of the Parents as Teachers
program in the Galena City School District.
MR. REITAN said such is done every year because in order to
access the funds, evidence of the status of meeting the
objectives has to be provided. He said that he has the last
three years' worth of data that has been submitted to the U.S.
Department of Education. He explained that in Galena, Alaska
Native students are compared to Caucasian students statewide.
In almost every grade level, the discrepancy between Alaska
Native students in Galena [participating in the program] and
Caucasian students is eliminated. In fact, Galena's Alaska
Native students, as indicated by the Standards Based
Assessments, rank at or above the state level as compared to
Alaska's Caucasian students. The next step is how to continue
that trend as students progress through the grade levels,
because nationally and statewide there is a bit of a decline at
the junior high school and high school levels. He noted
discussions he has had with Representative Buch regarding the
need for vocational education as well as lots of other
opportunities for students.
9:39:30 AM
CHAIR SEATON inquired as to the percentage of parents who
participate in the Parents as Teachers program.
MR. REITAN answered that about 75 percent of parents, with
children through age five participate.
9:39:56 AM
CHAIR SEATON recalled that Hoonah reported that about 80 percent
of parents participate in the program. Furthermore, Hoonah
reports that almost all the students who are successful in
school participated in the program. Chair Seaton requested that
Mr. Reitan provide the committee with the four years of data
that Galena has collected. Chair Seaton then announced that the
commissioner will speak to the committee regarding the early
education programs, including the Parents as Teachers program.
MR. REITAN agreed to provide the information.
9:42:20 AM
REPRESENTATIVE EDGMON related his observation that it has become
clear that the closest thing to a silver bullet for education is
to focus on early education.
9:43:32 AM
MR. REITAN interjected that all of the current research also
points to focusing on the early childhood experience versus the
drop-out age student. However, he acknowledged that focusing on
early education won't eliminate all of the problems in secondary
education. "I believe with a conservative, deliberate and
sustainable effort, it'll minimize a lot of them and we'll be
seeing some huge differences in regards to just what our schools
look like, K-12, and the school system," he said. He applauded
the committee for its efforts with education.
9:44:42 AM
CHAIR SEATON related that early education can ensure that
children have skill sets that will enable them. However,
without altering how classrooms operate, the early education
strides won't make the difference that's necessary. Chair
Seaton opined that it's imperative to focus on what an
individual student is good at doing rather than what he/she is
not doing.
9:46:35 AM
REPRESENTATIVE BUCH characterized Galena as a microcosm of the
state, and indicated that the state may look to places like
Galena for answers in the future. Representative Buch
recognized the presence of Mr. Perkins, the principal of the
largest junior high school in the state, and invited him to
forward his information as well.
9:48:51 AM
CHAIR SEATON noted that the invitation had been extended to
educators throughout the state.
9:48:55 AM
ADJOURNMENT
There being no further business before the committee, the House
Education Standing Committee meeting was adjourned at 9:48 a.m.
| Document Name | Date/Time | Subjects |
|---|---|---|
| Resume Janel Keplinger.pdf |
HEDC 3/18/2009 8:00:00 AM |
|
| Resume Cindy Lou Aillaud.pdf |
HEDC 3/18/2009 8:00:00 AM |
|
| Resume Jill Exe.pdf |
HEDC 3/18/2009 8:00:00 AM |
|
| Resume Linda Lee Gillam Black.pdf |
HEDC 3/18/2009 8:00:00 AM |