Legislature(2011 - 2012)CAPITOL 106
01/28/2011 08:00 AM House EDUCATION
| Audio | Topic |
|---|---|
| Start | |
| Presentation(s): School Superintendent | |
| Overview: Update on the Graduation Working Group - Department of Education and Early Development | |
| 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 EDUCATION STANDING COMMITTEE
January 28, 2011
8:02 a.m.
MEMBERS PRESENT
Representative Alan Dick, Chair
Representative Lance Pruitt, Vice Chair
Representative Eric Feige
Representative Paul Seaton
Representative Peggy Wilson
Representative Sharon Cissna
Representative Scott Kawasaki
MEMBERS ABSENT
All members present
COMMITTEE CALENDAR
PRESENTATION(S): SCHOOL SUPERINTENDENT
- HEARD
OVERVIEW(S): UPDATE ON THE GRADUATION WORKING GROUP -
DEPARTMENT OF EDUCATION AND EARLY DEVELOPMENT (EED)
- HEARD
PREVIOUS COMMITTEE ACTION
No previous action to record
WITNESS REGISTER
ROBERT THOMASON, EdD, Superintendent
Petersburg City Schools
Petersburg, Alaska
POSITION STATEMENT: Presented an overview of the Petersburg
city schools.
CYNDY CURRAN, Director
Teaching and Learning Support
Department of Education and Early Development (EED)
Juneau, Alaska
POSITION STATEMENT: Co-presented an overview update on the
graduation working group, for the Department of Education and
Early Development (EED).
ERIC MCCORMICK, Director
Assessment and Accountability
Department of Education and Early Development (EED)
POSITION STATEMENT: Co-presented an overview update on the
graduation working group, for the Department of Education and
Early Development (EED).
ACTION NARRATIVE
8:02:47 AM
CHAIR ALAN DICK called the House Education Standing Committee
meeting to order at 8:02 a.m. Present at the call to order were
Representatives Dick, Wilson, Seaton, Feige, Kawasaki, and
Pruitt. Representative Cissna arrived while the meeting was in
progress.
^PRESENTATION(S): SCHOOL SUPERINTENDENT
PRESENTATION(S): SCHOOL SUPERINTENDENT
8:04:26 AM
CHAIR DICK announced that the first order of business would be a
presentation from the Petersburg school superintendent.
8:05:11 AM
ROBERT THOMASON, EdD, Superintendent, Petersburg City Schools,
indicated that the Petersburg school system serves an island
community with a population base of approximately 3,000; 500 are
students, and 46 are teachers. The schools serve as cultural
hubs, hosting the majority of community events that occur, and
receiving widespread support for student related activities.
The high school has won a variety of academic awards, he
reported. In 2010, U.S. News and World Report named 561 top
performing high schools, and Petersburg High School was among
those recognized; receiving a silver medal. It was also
included in the 40 schools which received an exemplary program
award from Apple Computer Company; acknowledged for the emphasis
given to digital learning and the one-to-one laptop initiative
providing high school students with personal computers.
Additionally, in 2010, the elementary school was recognized as a
Blue Ribbon School in Alaska. The high school offers many
advance placement (AP) classes, as well as many digitally
supported programs. He said the days of sitting at a chair in
rows are no longer the norm in a classroom, due to the diversity
of interactive technical programs offered. In response to a
committee question, he stated his belief that the key to the
success experienced in Petersburg has been the ability of the
district to be "light on its feet," remaining flexible and
responsive and able to implement fast changing technical
approaches in the realm of digital literacy.
8:13:43 AM
REPRESENTATIVE SEATON recalled that broadband access in the
Petersburg area was an issue at one time, and asked whether that
has been resolved.
DR. THOMASON said the issues have been completely resolved, with
the implementation of fiber optics technology by the local
internet service agency.
8:14:50 AM
REPRESENTATIVE P. WILSON asked whether every high school student
is provided with a computer.
DR. THOMASON said yes, and explained that each ninth grade
student receives an Apple laptop computer, which they retain
through graduation. To a follow-up question, he said that the
students can elect to purchase the laptop, at a nominal cost,
when they graduate; however, being four years old the devices
are outdated.
CHAIR DICK stated his belief that Petersburg City School
District offers a model for success.
8:17:25 AM
^OVERVIEW: UPDATE ON THE GRADUATION WORKING GROUP - DEPARTMENT
OF EDUCATION AND EARLY DEVELOPMENT
OVERVIEW: UPDATE ON THE GRADUATION WORKING GROUP - DEPARTMENT
OF EDUCATION AND EARLY DEVELOPMENT (EED)
CHAIR DICK announced that the final order of business would be
an update on the graduation working group from the Department of
Education and Early Development (EED).
8:18:18 AM
ERIC MCCORMICK, Director, Assessment and Accountability,
Department of Education and Early Development (EED), directed
attention to the committee packet and the document titled
"Alaska Department of Education and Early Development Graduation
Working Group," and explained that, in 2009, the former
commissioner of education, brought together interested parties
from across the state to assemble an education plan; a system
blueprint. One of the topics was exploring the ways and means
for producing world class high school graduates. It was
determined that a graduation working group was necessary to
provide focus on graduation goals. Exploring the topic, it
became evident that it was not only about high school but a
student's entire experience, beginning in kindergarten. One of
the primary keys discovered, for maintaining student engagement,
was the importance for students to have a connection to a caring
adult.
8:20:49 AM
MR. MCCORMICK addressed the handout titled "Graduation Rates and
Dropout Rates Definitions and Data," and explained that the
graduation figure is a measure of the percentage of students
that graduate within a four year window, and does not
incorporate the students who return for a fifth or six year. In
the six year data report, the rate has improved from 61.4
percent, 6,905 graduates, in 2005, to 67.7 percent, 8,245
graduates, in 2010. Thus, in five years the graduation rate
increased by 1,300 even though the enrollment remained flat.
8:21:54 AM
REPRESENTATIVE CISSNA requested further information regarding
the total enrollment that was used as a basis for the numbers
being reported.
MR. MCCORMICK said the information would be made available.
8:22:23 AM
REPRESENTATIVE FEIGE asked whether the percentages include
students who have relocated.
MR. MCCORMICK explained that the numbers are adjusted to reflect
district transfer students.
8:23:42 AM
MR. MCCORMICK moved on to the dropout rate, explaining that it
is counted as a single year event, and the total is adjusted if
a student returns; approximately 25 percent of dropouts have
multiple occurrences.
8:25:01 AM
REPRESENTATIVE CISSNA asked whether dropout students are being
tracked to a final destination. Further, she noted that the
reported dropout rates appear to be improving, however, if the
school attendance is down then the rate may not be indicative of
dropout incidences being curbed.
MR. MCCORMICK responded that the dropouts are being closely
tracked through student management efforts.
CYNDY CURRAN, Director, Teaching and Learning Support,
Department of Education and Early Development (EED), interjected
that the Department of Labor (DOL) is involved "to do a match
between the students that dropout and those that may come back
and get their general equivalency diploma (GED)."
8:27:04 AM
REPRESENTATIVE SEATON requested that the Anchorage School
District Memorandum Number 96 be made available to the
committee. The memorandum is a detailed cohort study of dropout
students over a five year period.
MR. MCCORMICK agreed to provide the memo to the committee. He
explained that federal reporting does not allow GED students to
be counted in the statistics; thus, they are not counted in the
data contained in the handout.
8:29:10 AM
MS. CURRAN explained that at the Alaska Education Plan summit,
November 2009, attending members formed a number of committees,
which organized into focus groups; one being the graduation
working group. To provide meaningful input, the group sought
out a broad range of representatives, which included: a cross
section of scholastically diverse student attending schools in
the Anchorage, Sitka, and Bering Strait areas; members of the
governor's council on disabilities; high school principals;
district superintendents; members of the Cook Inlet Tribal
Council (CITC); members from Anchorage's Promise - a group in
league with America's Promise which focuses on increasing
graduation rates and dropout prevention; representatives from
Communities in Schools - an organization no longer funded; the
University of Alaska Statewide - bringing a perspective of what
occurs between high school and college; various state agency
representatives from EED, Department of Health and Social
Services, and the Department of Corrections; members of the
House Education Standing Committee; and members of the Alaska
State Board of Education and Early Development. These entities
provided a broad base of support and information.
8:32:22 AM
MR. MCCORMICK added that the students members were engaged in
the process, contributed readily, and were amazed that a panel
was assembled on their behalf. The students provided input
regarding their experiences from traditional and alternative
high school approaches. Community, student, school, and family
relationships were fundamental to the discussions, as well as
the cultural uniqueness of students. Three districts are
utilizing an early warning data base system and provided the
group with an analysis of identified characteristics of a
dropout. He paraphrased the working groups goals listed in the
committee handout: to improve the connectedness/flexibility of
our schools to meet the needs of all students; increase
community partnerships and build relationships, which eliminate
barriers to learning; increase involvement among culturally
unique families and communities in Alaskan schools; and evaluate
current pre-service and certification course work requirements
on multi-cultural and Alaska studies to assist staff in meeting
the unique culturally responsive needs of our changing student
populations. Elaborating on these points he emphasized how
important it is for a student to receive adult recognition on a
daily basis, such as a door greeter who calls them by name.
8:36:18 AM
MS. CURRAN continued with the accomplishments, and reported
that, at each meeting, a highlight was when the group members
shared the positive steps being taken throughout the state to
increase graduation rates; which are many and varied.
Additionally, the group began examination/analysis of policies
and procedures that disenfranchise students. Reasons cited by
students for dropping out included: building design/esthetics,
course availability, transportation, prohibitive school activity
participation fees, attendance policies, and teacher turnover.
The group also provided suggestions to the teacher quality
working group, regarding the need to review and update the
Alaska studies and multicultural requirements for teacher
certification. She reported that a middle school partnership
program has been established through the department, in league
with RuralCap, and is being implemented in six middle schools in
three districts: Lower Yukon, Bering Strait, and Fairbanks.
The program conducts a series of community cafes, providing a
discussion forum focused on middle school issues, and enlists
broad public support. She held up the EED produced poster
titled "Raising a Graduate," which has received wide
distribution. Additionally, the department is developing a
website link labeled "Every Student a Graduate." The link will
provide: resources for students, families, teachers, and others
interested in increasing student success and increasing
graduation rates; ideas for resolving issues that disenfranchise
students and lead to dropping out of school; and information
regarding early warning signs for students at risk of dropping
out.
8:41:42 AM
MS. CURRAN drew attention to the handout titled "Dropout
Prevention Information", to describe the six recommendations,
identified by the Institute of Education Sciences (IES), and
indicating what steps the state and districts are implementing.
The first recommendation is to utilize data systems that support
a realistic diagnosis for the number of students who dropout and
that help identify individual students at high risk of dropping
out. In response to this recommendation, she reported,
Fairbanks has developed a dropout indicator system, and
Anchorage is able to generate reports from data on at-risk
students. The next recommendation is to assign adult advocates
to students at risk of dropping out. She said this aspect has
been taken up in Kodiak and Kenai through advisory programs,
Fairbanks has implemented a program called advisories for
interventions, and Anchorage has funded the hire of graduation
coaches. Additionally, she speculated that many of the lower
schools have focused on this need and are taking meaningful
action. She read the third recommendation, "provide academic
support and enrichment to improve academic performance," and
said EED is working on a response to instruction/intervention
(RTI) program; supporting a student to formulate appropriate
response to instruction and to grasp course content. The fourth
recommendation is to implement programs to improve students'
classroom behavior and social skills. She said RTI is an aspect
of this component, and in addition a pilot program is being
launched in six schools, through the Special Education Service
Agency (SESA), called Positive Behavior Interventions and
Supports (PBIS). The fifth recommendation is to personalize the
learning environment and instructional process. She said the
school-within-a-school program addresses this point and it will
also be met through the development of a statewide virtual
learning network. Ms. Curran read the final recommendation:
provide rigorous and relevant instruction to better engage
students in learning and provide the skills needed to graduate
and to serve them after they leave school. She reported that
three approaches are being taken on this point: the department
contracts with content coaches who avail themselves to schools
and districts to develop methods for students to access
curriculum content; departmental review has begun on the content
standards and grade level expectations (GLE's); and the
department is building tools to integrate cultural standards
into instruction.
8:45:47 AM
CHAIR DICK commented on the pause that is characteristic of
Native speakers in conversation and provided an anthropological
explanation for the evolution of the practice. He noted that
the phenomena is practiced subconsciously among the people of
the land and suggested that the principles of its origin could
be applied to another common occurrence in the Native culture.
The reluctance to form personal goals may stem from Native
ancestral roots, as well, resulting in a subconscious response
to avoid planning for the future. At one time it would have
been considered inappropriate to plan to be alive from one
season to the next, where as today it is prudent to look ahead.
Understanding innate cultural characteristics is essential when
educating Native students. It would be important he urged, to
solicit village elders for support in encouraging the formation
of personal visions by the young tribal members of today.
REPRESENTATIVE FEIGE concurred, stating that the examples
reflect his experience also, and added that planning for the
future is sometimes held in a superstitious realm, as a
harbinger of bad luck. The buy-in of the Native elders is
important, he stressed.
8:50:22 AM
REPRESENTATIVE CISSNA pondered that the only way to effect
change is to have a long term plan that reaches beyond four or
five years. The elders do need to be included, she agreed, as
they are the traditional educators in their communities, and she
asked whether elders were involved in the graduation working
group.
MR. MCCORMICK said no. However, the need to locate cultural
experts was discussed.
8:52:31 AM
REPRESENTATIVE P. WILSON agreed that elder support is essential,
and underscored the need to approach the topic with some
caution. She recounted an anecdote regarding the trauma that
occurred among the Native population, during an influenza
epidemic, when "half the earth" died, and offered that
repercussions from that time are still prevalent in the culture.
MR. MCCORMICK recalled that one student, having had a transient
school career, reported how learning values vary from village to
village.
8:58:56 AM
MS. CURRAN in closing said the next step is to meet with the new
commissioner and receive appropriate direction.
8:59:19 AM
CHAIR DICK asked for a prioritized list of reasons that students
dropout.
9:01:29 AM
REPRESENTATIVE CISSNA stated her belief that problems related to
education are persistent in the state system, and suggested that
to affect change the committee should establish a policy for
sustainability and continuity; dependable support groups for
students to access. She asked what has been considered
regarding sustainability.
MS. CURRAN offered that the group discussed the need to continue
the work, the possibility of involving more members, and methods
for staying in contact. The effort will be sustained by the
group, she predicted.
9:06:08 AM
REPRESENTATIVE FEIGE reviewed the dynamics of working groups to
note how some groups are able to accomplish goals while others
are not. He suggested the pivot point is the inspiration that
is brought through the leadership. He directed attention to the
poster "Raising a Graduate," and noted that each bullet point
relates to leadership qualities. He asked what EED is doing to
help raise the leadership skills of the teachers.
MR. MCCORMICK responded that the teacher mentoring program
provides first year teachers with leadership support.
MS. CURRAN added that the institutions preparing teachers and
providing professional development are the primary sources for
honing these skills, as well as the follow-up mentoring support
the state offers new teachers. Additionally, the principal
coaching project assists administrators to become educational
leaders.
9:12:26 AM
CHAIR DICK asked whether the working group drew any conclusions
and was there closure on the subject of dropout.
MS. CURRAN suggested that there may never be closure on this
topic, and said she looks forward to receiving direction from
the incoming commissioner.
CHAIR DICK opined that the graduation group meetings should
continue. Further, he said an optimal strategy needs to be
identified, and he expounded on the importance of role models,
particularly for children in remote locations. The Alaska
Native Science and Engineering Program (ANSEP) utilizes role
models extensively to provide inspiration. He suggested
expanding on this approach and offered several examples.
REPRESENTATIVE CISSNA agreed and suggested that the technology
exists to support a distance program; teleconferencing being one
available tool.
9:19:49 AM
REPRESENTATIVE SEATON remarked that individual student
engagement has been intently scrutinized. Another area of
concern is that some districts are experiencing loss of expert
teachers due to certification requirements. He pointed out that
a retired teacher, whose certification has lapsed, may find it
difficult to continue contributing to the educational field.
The Natural Resources classes have been cancelled in his
district for lack of a qualified teacher. He asked if some of
the certification requirements are limiting and whether the
committee needs to address statutory requirements which may
hobble a districts ability to cultivate a source of career and
vocational/technical educators. The loss of this type of
expertise may be widespread, he opined.
MS. CURRAN answered that a type M certificate is available for
specific areas; vocational/technical, as well as Native language
and culture. She said further information would be provided
regarding teachers with lapsed certificates, as a classroom
resource.
9:23:03 AM
REPRESENTATIVE P. WILSON inquired whether the working group
included representatives from the university.
MS. CURRAN replied yes, an administrator of the university
system contributed; however, no faculty members were present.
REPRESENTATIVE P. WILSON qualified her question, stating that it
is possible for a long standing university teacher to lose touch
with demands in a classroom, and she stressed the need to ensure
that teachers trained in Alaska have the appropriate skills
emphasized.
MS. CURRAN assured the committee that the teacher quality
committee has a subtopic to review teacher preparation programs,
hence these conversations are occurring.
9:25:24 AM
REPRESENTATIVE FEIGE opined that that certain subjects may not
require fully certified teachers, such as industrial arts. It
may also be prohibitive to provide school based shop facilities
in a small community. However, a local mechanic, carpenter, or
heavy equipment operator, might be drawn upon to introduce
students to these fields.
MS. CURRAN indicated that the type M certification allows a
skilled person to teach; having content area knowledge but
without baccalaureate teacher preparation. She said it is
important to recognize that many people who have not attended
college can certainly teach students, and statute and regulation
provide for this opportunity.
9:28:38 AM
REPRESENTATIVE SEATON noted the importance of recognizing the
cultural differences, as previously mentioned, and asked whether
EED has formulated an integrated strategy for working, engaging,
and educating within the Native culture.
CHAIR DICK interjected that the Alaska Rural Systemic Initiative
and the Alaska Native Knowledge Network are resources for Native
cultural information. Unfortunately, due to teacher retention
issues, maintaining a trained workforce is a continuous effort;
however, the information is available. Helping the 7,000
teachers, who enter Alaskan classrooms every day, to maintain
cultural awareness is a challenge, he finished.
REPRESENTATIVE P. WILSON added that Anchorage classrooms report
over 100 languages represented, from various cultural
backgrounds, indicating that it is not only an issue in the
villages. Figuring out every culture present in Alaskan schools
is a challenge for educators.
MR. MCCORMICK pointed out that EED employs a Rural Education
director, who is charged with addresses these issues. He said
further information, regarding department strategies, would be
provided to the committee.
9:35:46 AM
The committee took an at-ease from 9:35 a.m. to 9:38 a.m.
9:38:38 AM
REPRESENTATIVE CISSNA responding to the chairman's request of
January 21, 2011, began with a brief biography. She said that
having been born with health issues, personal health has always
been a priority and reigning interest in her life. She was not
expected to live to be a year old, but providence intervened.
She said that her school experience was affected by her health
issues, and attaining good grades was a struggle. With a well
educated father, family expectations were for her to succeed
scholastically. She attended a business school, at age 12, and
a finishing school was considered, but her grades did not allow
entrance. It was not until her senior year in high school that
she took an interest in attending college, and managed to
improve her grades and attend Washington State University.
Returning to business school she gained skills to enter the work
force, and over the course of 12 years, she earned a Bachelor of
Arts degree. Continuing for two more years, she earned a Master
of Arts in psychology. Additionally, she said she has operated
a successful publication business, and expressed her belief that
experience is as important as formal education and that timing
is critical; social and employment issues take time to identify
and address, but sticking with something is imperative.
9:51:11 AM
CHAIR DICK reviewed the upcoming meeting.
ADJOURNMENT
There being no further business before the committee, the House
Education Standing Committee meeting was adjourned at 9:51 a.m.
| Document Name | Date/Time | Subjects |
|---|---|---|
| Dropout Prevention Information I Jan 2011.pdf |
HEDC 1/28/2011 8:00:00 AM |
|
| Grad and Dropout Rates.pdf |
HEDC 1/28/2011 8:00:00 AM |
|
| DEED Graduation Working Group.pdf |
HEDC 1/28/2011 8:00:00 AM |