02/28/2020 08:00 AM House EDUCATION
| Audio | Topic |
|---|---|
| Start | |
| HB181 | |
| HB155 | |
| HB136 | |
| HB260 | |
| Adjourn |
+ teleconferenced
= bill was previously heard/scheduled
| += | HB 181 | TELECONFERENCED | |
| += | HB 155 | TELECONFERENCED | |
| += | HB 136 | TELECONFERENCED | |
| *+ | HB 260 | TELECONFERENCED | |
| + | TELECONFERENCED | ||
ALASKA STATE LEGISLATURE
HOUSE EDUCATION STANDING COMMITTEE
February 28, 2020
8:03 a.m.
MEMBERS PRESENT
Representative Harriet Drummond, Co-Chair
Representative Andi Story, Co-Chair
Representative Grier Hopkins
Representative Tiffany Zulkosky
Representative DeLena Johnson
Representative Mike Prax
MEMBERS ABSENT
Representative Chris Tuck
COMMITTEE CALENDAR
HOUSE BILL NO. 181
"An Act relating to mental health education."
- MOVED CSHB 181(EDC) OUT OF COMMITTEE
HOUSE BILL NO. 155
"An Act relating to eligibility for the Alaska performance
scholarship program."
- MOVED CSHB 155(EDC) OUT OF COMMITTEE
HOUSE BILL NO. 136
"An Act relating to public school funding for social and
emotional learning; and providing for an effective date."
- HEARD & HELD
HOUSE BILL NO. 260
"An Act relating to the state education policy."
- HEARD & HELD
PREVIOUS COMMITTEE ACTION
BILL: HB 181
SHORT TITLE: PUBLIC SCHOOLS: MENTAL HEALTH EDUCATION
SPONSOR(s): REPRESENTATIVE(s) CLAMAN
01/21/20 (H) PREFILE RELEASED 1/10/20
01/21/20 (H) READ THE FIRST TIME - REFERRALS
01/21/20 (H) EDC, FIN
02/17/20 (H) EDC AT 8:00 AM DAVIS 106
02/17/20 (H) Heard & Held
02/17/20 (H) MINUTE(EDC)
02/19/20 (H) EDC AT 8:00 AM DAVIS 106
02/19/20 (H) Heard & Held
02/19/20 (H) MINUTE(EDC)
02/28/20 (H) EDC AT 8:00 AM DAVIS 106
BILL: HB 155
SHORT TITLE: AK PERFORMANCE SCHOLARSHIP; ELIGIBILITY
SPONSOR(s): REPRESENTATIVE(s) STORY
05/09/19 (H) READ THE FIRST TIME - REFERRALS
05/09/19 (H) EDC, FIN
05/10/19 (H) EDC AT 8:00 AM CAPITOL 106
05/10/19 (H) Heard & Held
05/10/19 (H) MINUTE(EDC)
02/19/20 (H) EDC AT 8:00 AM DAVIS 106
02/19/20 (H) Heard & Held
02/19/20 (H) MINUTE(EDC)
02/28/20 (H) EDC AT 8:00 AM DAVIS 106
BILL: HB 136
SHORT TITLE: PUBLIC SCHOOLS: SOCIAL/EMOTIONAL LEARNING
SPONSOR(s): REPRESENTATIVE(s) HOPKINS
04/16/19 (H) READ THE FIRST TIME - REFERRALS
04/16/19 (H) EDC, FIN
05/08/19 (H) EDC AT 8:00 AM CAPITOL 106
05/08/19 (H) Heard & Held
05/08/19 (H) MINUTE(EDC)
02/28/20 (H) EDC AT 8:00 AM DAVIS 106
BILL: HB 260
SHORT TITLE: STATE EDUCATION POLICY: EARLY CHILDHOOD
SPONSOR(s): REPRESENTATIVE(s) TARR
02/19/20 (H) READ THE FIRST TIME - REFERRALS
02/19/20 (H) EDC, HSS
02/28/20 (H) EDC AT 8:00 AM DAVIS 106
WITNESS REGISTER
ALYSA WOODEN, Program Coordinator
Division of Behavioral Health
Department of Health and Social Services
Anchorage, Alaska
POSITION STATEMENT: Answered questions during the hearing on HB
181.
DEBORAH RIDDLE, Division Operations Manager
Student Learning Division
Department of Education & Early Development (DEED)
Juneau, Alaska
POSITION STATEMENT: Answered questions during the presentation
of HB 155.
TANIA CLUCAS, Staff
Representative Grier Hopkins
Alaska State Legislature
Juneau, Alaska
POSITION STATEMENT: Presented HB 136 on behalf of prime
sponsor.
JANET DAVIS, SEL Lead and Coordinator of SEL Positive Behaviors
for Secondary
Anchorage School District
Anchorage, Alaska
POSITION STATEMENT: Testified in support of HB 136.
KATIE BOTZ
Juneau, Alaska
POSITION STATEMENT: Testified in support of HB 136.
ALYSYN THIBAULT, Teacher
Bartlett High School
Anchorage, Alaska
POSITION STATEMENT: Testified in support of HB 136.
ABBY O'NEILL, Teacher
Fire Lake Elementary School
Eagle River, Alaska
POSITION STATEMENT: Testified in support of HB 136.
HEATHER COULEAHN, Social and Emotional Learning Coordinator
Association of Alaska School Boards
Juneau, Alaska
POSITION STATEMENT: Testified in support of HB 136.
REPRESENTATIVE GERAN TARR
Alaska State Legislature
Juneau, Alaska
POSITION STATEMENT: Introduced HB 260 as prime sponsor.
TREVOR STORRS, President and CEO
Alaska Children's Trust
Anchorage, Alaska
POSITION STATEMENT: Testified in support of HB 260.
TIM PARKER, President
NEA-Alaska
Anchorage, Alaska
POSITION STATEMENT: Testified in support of HB 260.
ACTION NARRATIVE
8:03:52 AM
CO-CHAIR HARRIET DRUMMOND called the House Education Standing
Committee meeting to order at 8:03 a.m. Representatives
Hopkins, Zulkosky, Prax, Story, and Drummond were present at the
call to order. Representative Johnson arrived as the meeting
was in progress.
HB 181-PUBLIC SCHOOLS: MENTAL HEALTH EDUCATION
8:04:56 AM
CO-CHAIR DRUMMOND announced that the first order of business
would be HOUSE BILL NO. 181 "An Act relating to mental health
education."
8:05:52 AM
REPRESENTATIVE ZULKOSKY moved to adopt Amendment 1, labeled 31-
LS1146\A.1, Caouette, 2/18/20, which read as follows:
Page 1, line 7, following "organizations":
Insert "and regional tribal health organizations"
8:06:01 AM
CO-CHAIR DRUMMOND objected for the purposes of discussion of the
proposed amendment.
8:06:07 AM
REPRESENTATIVE ZULKOSKY explained that the previous version of
HB 181 provided for collaboration with only one regional tribal
health organization - Southcentral Foundation - and this
amendment allows for participation and consultation by any
regional tribal health organization authorized under the Alaska
Tribal Health Compact.
8:07:33 AM
CO-CHAIR DRUMMOND removed her objection to the proposed
amendment.
8:07:39 AM
REPRESENTATIVE PRAX objected in order to ask whether the
proposed amendment affects tribal sovereignty.
8:08:14 AM
REPRESENTATIVE ZULKOSKY answered in detail that the proposed
amendment has no effect on the legal status of any entity and
would serve to broaden the available consultants who are already
doing work in the field of mental health.
8:08:51 AM
REPRESENTATIVE PRAX asked whether this amendment should be
broadened to include other state agencies who deal with the
effects of mental health issues such as the Department of
Corrections or other law enforcement agencies.
8:09:34 AM
CO-CHAIR DRUMMOND answered that HB 181 would be instructive to
DEED and the Alaska State Board of Education & Early Development
to develop standards for mental health curriculum and allowed
that there exist downstream impacts of mental health education.
She expressed her hope that the implementation of HB 181 would
prevent individuals from contacting law enforcement due to
mental health issues.
8:10:08 AM
REPRESENTATIVE PRAX asked whether law enforcement agencies would
be alerted to the passage of HB 181 and consulted for input on
the development of standards.
8:10:35 AM
ALYSA WOODEN, Program Coordinator, Division of Behavioral
Health, Department of Health and Social Services (DHSS), noted
that DEED would be the appropriate entity to answer; however,
DHSS is a partner in consultation regarding mental health with
DEED.
8:11:38 AM
REPRESENTATIVE PRAX removed his objection to the proposed
amendment.
8:12:19 AM
CO-CHAIR DRUMMOND stated that, seeing no further objection,
Amendment 1 was adopted.
8:12:24 AM
REPRESENTATIVE ZULKOSKY moved to adopt Amendment 2, labeled 31-
LS1146\A.2 Caouette 2/24/20 which read as follows:
Page 2, following line 18:
Insert a new bill section to read:
"* Sec. 4. The uncodified law of the State of Alaska is amended by adding a
new section to read:
TRANSITION. The state Board of Education and Early Development
shall develop the mental health guidelines required by AS 14.30.360(b), as
amended by sec. 3 of this Act, within two years after the effective date of this
Act."
8:12:36 AM
CO-CHAIR DRUMMOND objected for the purposes of discussion of the
proposed amendment.
8:12:41 AM
REPRESENTATIVE ZULKOSKY explained that the proposed amendment
takes into consideration that the standards for voluntary
educational programs are out of date and would codify a deadline
of two years after the effective date for DEED to accomplish the
development of guidelines set out in HB 181. She also explained
that the proposed amendment should reduce the financial
considerations for a contractor named in the associated fiscal
note.
8:13:43 AM
CO-CHAIR DRUMMOND removed her objection to the proposed
amendment. There being no further objection, Amendment 2 was
adopted.
8:14:02 AM
REPRESENTATIVE JOHNSON related conversations that she has had
with teachers regarding HB 181, who have alerted her to their
concern of an increased workload on already overburdened
teachers. She added that other concerns reported to her by
teachers is that they lack training in mental health and that
implementation of HB 181 will come at the expense of other
educational programs.
8:15:17 AM
REPRESENTATIVE PRAX echoed Representative Johnson's experience
of being contacted by teachers who expressed concern over
implementation of HB 181 due to increased workload.
8:15:47 AM
CO-CHAIR STORY expressed concern that the effects of HB 181, if
passed, would result in an unfunded mandate, though she
acknowledged that mental health is already burdensome on
students, teachers, and schools. She expressed concern also
that DEED would be burdened to assist districts in the
development of mental health curricula; however, she opined that
the extent of existing mental health issues among students is
already akin to an unfunded mandate.
8:17:25 AM
CO-CHAIR STORY asked whether the fiscal note HB181-EED-SSA-2-14-
20 would allocate resources to DEED, or if the funds would be
used to hire much-needed counselors.
8:17:57 AM
REPRESENTATIVE CLAMAN answered that the fiscal note is not
associated with hiring counselors in any schools and is directed
to hire one contractor to assist in development of the standards
and stakeholder engagement, including travel costs. He stated
that, as prime sponsor, the fiscal note was unexpected and gave
him pause to consider whether a consultant and travel expenses
were genuinely necessary for the implementation of the proposed
legislation.
8:19:26 AM
CO-CHAIR STORY followed up by further expressing her concern
that counselors would be required to aid in the implementation
of the guidelines and, while she had considered adding an
amendment to include incremental funding to provide counselors,
she elected to not in the interest of keeping HB 181 on track
for passage. She stated her support for updating health
standards and to include mental health as a part of the health
curriculum.
8:20:42 AM
REPRESENTATIVE ZULKOSKY stated her support of the proposed
legislation especially considering the framework for health
standards was last updated in excess of 20 years prior. She
reiterated her concern regarding the validity of a wholesale
update to the standards as required in order to implement HB
181. She requested that the committee to keep in mind that the
health education standards remain voluntary as proposed in HB
181. She recalled prior public testimony from students which
she suggested demonstrated a widespread need for students to
advocate for themselves and their peers and stated her belief
that HB 181 would be an appropriate vehicle to address some of
the serious mental health issues students in Alaska face. She
encouraged the passage of HB 181.
8:23:05 AM
REPRESENTATIVE PRAX asked what the ramifications would be should
HB 181 be held in committee until the next meeting.
8:23:22 AM
CO-CHAIR DRUMMOND expressed her intention to move the bill out
of the House Education Standing Committee, and following that,
HB 181 would be taken into consideration by the House Finance
Committee, where it would undergo additional scrutiny. She
commented that are challenges when considering multiple bills
currently proposed by the legislature that will affect funding
of education in Alaska.
CO-CHAIR DRUMMOND asked Representative Claman if HB 181 passed
as amended whether DEED would have two years to submit standards
to districts for their voluntary implementation.
8:24:30 AM
REPRESENTATIVE CLAMAN stated that DEED and its board would have
up to two years to complete the development of the standards and
could - at its own discretion - complete the work sooner.
8:25:00 AM
CO-CHAIR STORY moved to report HB 181 as amended out of
committee with individual recommendations and the accompanying
fiscal notes.
8:25:22 AM
REPRESENTATIVE JOHNSON objected, restating her earlier
reservation of increased burdens for teachers and districts.
8:26:11 AM
A roll call vote was taken. Representatives Zulkosky, Hopkins,
Story, and Drummond voted in favor of moving HB 181 as amended
out of committee. Representatives Prax and Johnson voted
against it. Therefore, CSHB 181(EDC) was reported out of the
House Education Standing Committee by a vote of 4-2.
8:26:51 AM
The committee took an at ease from 8:26 a.m. to 8:29 a.m.
HB 155-AK PERFORMANCE SCHOLARSHIP; ELIGIBILITY
8:29:14 AM
CO-CHAIR DRUMMOND announced that the next order of business
would be HOUSE BILL NO. 155 "An Act relating to eligibility for
the Alaska performance scholarship program."
8:29:46 AM
CO-CHAIR STORY noted that the intent of the proposed HB 155 is
to change the Alaska Performance Scholarship (APS) eligibility
requirements to allow Career Technical Education (CTE) courses
be substituted for other requirements. She stated that the APS
is a financial aid vehicle for students in Alaska. She said
that the bill would increase the pool of eligible applicants for
the APS.
8:30:26 AM
REPRESENTATIVE JOHNSON asked for an explanation of what language
is proposed to be replaced.
8:30:57 AM
CO-CHAIR STORY stated that it is her intent to explain the
amendment coincidental to the motion to amend the bill.
8:31:22 AM
CO-CHAIR STORY moved to adopt Amendment 1, labeled 31-
LS0145\M.1, Caouette, 2/21/20, which read as follows:
Page 1, line 14:
Delete "or"
Insert "[OR]"
Page 2, line 5, following "cluster":
Insert "; or
(C) three years of mathematics, four years
of language arts, three years of science, four years
of social studies, one year of which may be career and
technical education, and two years of a foreign
language or an Alaska Native language"
8:31:32 AM
CO-CHAIR DRUMMOND objected for the purposes of discussion of the
proposed amendment.
8:31:37 AM
CO-CHAIR STORY explained that Representative Tuck recommended an
amendment to broaden the eligibility requirements to include a
third option.
8:32:25 AM
CO-CHAIR STORY called attention to the chart included in the
committee packet, entitled "ALASKA PERFORMANCE SCHOLARSHIP."
She explained that the proposed amendment would add an option
"C", which expands eligibility so that students could retain
foreign language for credit and substitute one credit CTE for
social studies.
8:34:16 AM
CO-CHAIR DRUMMOND asked to confirm that the amendment would add
an option "C" and that the "Social Studies & Language
Curriculum" is the curriculum option for APS applicants that
would be affected by the amendment.
8:34:39 AM
CO-CHAIR STORY confirmed and added that Department of Education
& Early Development (DEED_ suggested that it is likely that the
APS application would be updated with a third column depicting
the option C for applicants.
8:35:03 AM
REPRESENTATIVE JOHNSON stated her understanding that the APS was
established in order to optimize students' chances for success
after graduation and asked if the proposed bill would retain the
quality of that intent.
8:35:29 AM
CO-CHAIR STORY explained that there has been a historical
perception that CTE is not academically rigorous, and the
evolution of CTE has allowed for cultivation of highly technical
and marketable skills, including the rising educators curriculum
- which is currently not recognized as meeting the requirements
for students to apply for APS. She added that, in addition to
required curriculum, APS applicants are also obligated to obtain
minimum score requirements on standardized tests and to maintain
certain Grade Point Average (GPA) in order to qualify for the
scholarship.
8:38:03 AM
REPRESENTATIVE JOHNSON asked whether the intent of the proposed
bill is to increase the pool of eligible applicants for the APS.
She asked how many additional students are estimated to apply
for the APS should this legislation become enacted.
8:38:39 AM
CO-CHAIR STORY noted that DEED had previously presented
statistics reflecting a decline in APS applicants despite the
higher graduation and postsecondary success of APS recipients.
She recalled that DEED did not project a significant increase in
APS applicants should this legislation pass. She expressed her
hope that more students would apply for APS with the increase in
eligibility options and that those students could go on to fill
jobs in Alaska which are currently experiencing worker
shortages.
8:40:06 AM
CO-CHAIR DRUMMOND referred to the fiscal note analysis contained
in HB155-EED-ACPE-2-10-20 which states that it is not
anticipated at this time that the proposed change would be
sufficient to impact the annual appropriation needed to fund APS
awards. She recalled earlier testimony which claimed an overall
decline in APS applicants and that no additional funds would be
required for ACPE to administer the changes under the proposed
legislation.
8:41:10 AM
REPRESENTATIVE PRAX asked whether the APS could fund two-year
postsecondary programs.
8:42:22 AM
DEBORAH RIDDLE, Division Operations Manager, Student Learning
Division, Department of Education & Early Development (DEED),
indicated that APS could be used for both two- and four-year
postsecondary degree programs.
8:43:03 AM
REPRESENTATIVE PRAX related his personal experience of a CTE
style shop class which led him to secure a high paying job after
graduation.
8:44:23 AM
CO-CHAIR DRUMMOND removed her objection to the proposed
amendment. There being no further objection, Amendment 1 was
adopted.
8:44:48 AM
CO-CHAIR STORY moved to report HB 155 as amended out of
committee with individual recommendations and the accompanying
fiscal notes.
8:45:07 AM
REPRESENTATIVE PRAX objected to the motion, indicating that he
supports the proposed bill as amended but is objecting for the
purpose of encouraging his receipt of additional information.
8:45:39 AM
A roll call vote was taken. Representatives Johnson, Zulkosky,
Hopkins, Story, and Drummond voted in favor of the motion to
report HB 155, as amended, out of the House Education Standing
Committee. Representative Prax voted against it. Therefore,
CSHB 155(EDC) was reported out of the House Education Standing
Committee by a vote of 5-1.
8:46:36 AM
The committee took an at-ease from 8:46 to 8:49 a.m.
HB 136-PUBLIC SCHOOLS: SOCIAL/EMOTIONAL LEARNING
8:49:21 AM
CO-CHAIR DRUMMOND announced that the next order of business
would be HOUSE BILL NO. 136 "An Act relating to public school
funding for social and emotional learning; and providing for an
effective date."
8:49:35 AM
CO-CHAIR STORY moved to adopt the proposed committee substitute
(CS) for HB 136, Version 31-LS0827\U, Caouette, 2/17/20, as a
work draft.
8:49:54 AM
CO-CHAIR DRUMMOND objected for the purposes of discussion of the
proposed committee substitute.
8:50:10 AM
REPRESENTATIVE HOPKINS, prime sponsor of HB 136 re-introduced HB
136 to the committee and explained that the proposed committee
substitute contains substantive changes, following stakeholder
engagement and feedback. He explained that the bill is
instructive to the Department of Education & Early Development
(DEED) to develop social and emotional learning (SEL) standards
that would go into effect July 2021. He described SEL as a set
of "soft skills" for students to become better prepared to learn
and which aid students in dealing with trauma and adverse
childhood experiences (ACEs) that may interfere with effective
academic instruction in other areas. He noted that several
districts throughout the state have developed and implemented
SEL curricula. He suggested that SEL transcends partisanship
and is relevant in rural as well as urban school settings.
8:54:13 AM
REPRESENTATIVE HOPKINS recalled that Alaska's Education
Challenge contains recommendations for inclusion of SEL and
recalled also a study presented to the committee by Mark Foster
examining gauges of success in life after school, with SEL and
emotional intelligence distinguished as the best indicators of
success. He recalled previous testimony and materials
distributed by the Alaska Council of School Administrators
(ACSA) identifying SEL as a top priority. Representative
Hopkins identified a variety of witnesses from multiple
organizations available in the audience to address any
questions.
8:57:15 AM
TANIA CLUCAS, Staff to Representative Grier Hopkins, presented
HB 136 on behalf of the prime sponsor. She spoke about the
proposed committee substitute before the committee. She gave an
anecdotal retrospective on the concept of SEL and emotional
intelligence and its growing prominence in society and the
workforce.
8:59:11 AM
CO-CHAIR DRUMMOND asked for an explanation of the proposed
committee substitute.
8:59:14 AM
REPRESENTATIVE HOPKINS explained that the previous proposed
version of HB 136, which does not take into consideration the
committee substitute, requires school districts to allocate one-
half of 1 percent of the Base Student Allocation (BSA) to be
committed to SEL, despite no corresponding increase in funding,
prompting feedback from stakeholders voicing their concern of
the possibility of an unfunded mandate. He explained that the
proposed committee substitute instructs DEED to develop a
standard of SEL for districts to implement as they deem
appropriate for the needs of their schools and students and
resources available.
9:00:26 AM
CO-CHAIR DRUMMOND removed her objection to the motion to adopt
the proposed committee substitute (CS) for HB 136, Version 31-LS
0827\U, Caouette, 2/17/20, as a work draft. There being no
further objection, Version U was before the committee.
9:01:11 AM
JANET DAVIS, SEL Lead and Coordinator of SEL Positive Behaviors
for Secondary, Anchorage School District, testified in support
of HB 136. She paraphrased from her written testimony, which
read as follows [original punctuation included]:
I have been involved in Social emotional learning
(SEL) for the last 17 years; however, ASD has been
implementing SEL for over 20 years. In 2006, ASD was
the district in the US to adopt our SEL Standards. We
have also participated in SEL work nationally through
the Collaborating Districts Initiative for the last 9
years.
SEL involves teaching skills that students and adults
need to be successful not only at school, but also at
home, in the community and in the workplace. This
includes but is not limited to being self and socially
aware, having the ability to manage yourself both
independently and while interacting with others,
listening to perspectives of others, using positive
communication, being aware of cultural issues and
differences, setting and achieving goals, and taking
personal responsibility for learning. We implement
SEL through climate, direct instruction and infusion
into academics. I will speak to the first two.
SEL is implemented in our schools by creating a safe
and respectful learning environment where students
feel connected to the school, adults and peers. Some
examples of the work we in to build a positive climate
in the schools include teachers greeting students as
they enter class, creating social contracts for how we
treat each other, and establishing reset zones or
places where students can go when they demonstrate
challenging behaviors to work on replacement behaviors
and to have restorative conversations so they can
interact in a productive way with peers and adults,
and get back to learning. A safe and respectful
climate is essential for teaching and learning.
We use evidenced-based programs such as Second Step,
Connected and Respected and Lions Quest to
deliberately teach the SEL skills students need to be
successful learners. In ASD, all elementary and middle
school students receive instruction in SEL skills and
some students who demonstrate challenging behaviors or
may be experiencing trauma receive additional small
group or individualized SEL skills instruction to help
them interact with peers and adults, or to cope during
the school day.
Once the skills our taught to students, it is
important for student to have the opportunity to
practice these skills while learning other content
areas and throughout their day. Adults are an
important part of the equation. Through our
professional learning, we give the opportunity or
adults to enhance their SEL skills so that they are
good models for students.
MS. DAVIS added that when SEL is integrated into climate and
skills are taught directly, office discipline referrals and
suspensions decrease while student and family connectedness is
increased. She explained that, following implementation of SEL
climate and skills, students require the opportunity to practice
those skills.
9:04:56 AM
MS. DAVIS indicated that, through professional development,
teachers are trained to infuse SEL throughout the academic day.
She emphasized that adults who are proficient in SEL skills can
model positive behaviors to students.
9:06:50 AM
CO-CHAIR STORY recalled having attended a workshop led by Ms.
Davis addressing aggressors, victims, and bystanders training,
and asked whether that workshop was based on SEL curriculum.
9:07:13 AM
MS. DAVIS confirmed that the workshop was an evidence based SEL
workshop deployed at the time in middle schools and noted that
currently, the workshop in use is called Lion's Quest. She
noted that materials from the aggressors, victims, and
bystanders' course is still incorporated in their workshops and
training. She pointed out that she has observed students who
receive direct SEL training in elementary schools enter middle
school more prepared to put those skills into practice or are
prepared to reinforce skills that they may be lacking.
9:08:02 AM
CO-CHAIR STORY asked whether the SEL in ASD is system-wide and
has consistent terminology for students.
9:08:17 AM
MS. DAVIS confirmed "second step" and "connected and respected"
are two distinct curricula for direct instruction to elementary
students, and the terminology is consistent between the two.
She referenced ASD's five-year plan to train teachers using the
Conversation, Help, Activity, Movement, Participation, and
Success (CHAMPS) approach for teacher training. She stated that
deployment of this program has resulted in reports of observed
reduction in disruptive behavior by students and increased
instructional time as a result.
9:09:25 AM
REPRESENTATIVE PRAX asked whether the SEL curriculum at ASD
originated from the district or from the individual schools.
9:09:51 AM
MS. DAVIS indicated that ASD had observed over 30 years of
individual schools', teachers', and administrators' adoption of
effective SEL curricula, and ASD superintendents advocated that
the district research and implement standards in SEL to broaden
the positive outcomes that were experienced in "pockets of
excellence" in the district; therefore, it originated from both.
9:11:13 AM
REPRESENTATIVE PRAX asked whether ASD has universal standards
for SEL programs.
9:11:32 AM
MS. DAVIS explained that in 2006, ASD adopted 15 standards for
SEL.
9:11:49 AM
REPRESENTATIVE PRAX asked whether the standards applied to every
school in ASD.
9:11:55 AM
MS. DAVIS indicated that all ASD schools are encouraged to apply
the standards.
9:12:15 AM
REPRESENTATIVE PRAX asked whether individual schools have
"latitude" in the activities selected to meet the standards.
9:12:36 AM
MS. DAVIS explained by describing ASD's five-year plan which
contained several options for SEL deployment, and schools have
selected and implemented SEL based on "guided choices." She
noted that academic freedom exists when teachers teach.
9:14:15 AM
CO-CHAIR DRUMMOND [opened public testimony on HB 136].
9:14:23 AM
KATIE BOTZ indicated that she had submitted written testimony in
support of HB 136. She related her experience as a school bus
driver having observed students who appeared to be in emotional
and family crises. She acknowledged that the State of Alaska
has financial shortages and difficult choices ahead but urged
the committee to hold harmless students in Alaska. She urged
the passage of HB 136 despite fiscal challenges.
9:17:31 AM
CO-CHAIR DRUMMOND expressed her gratitude for Ms. Botz offering
her perspective as a bus driver, which is a vocation that has
direct contact with students and that she had added value to the
discussion.
CO-CHAIR DRUMMOND [closed public testimony on HB 136].
9:18:24 AM
ALYSYN THIBAULT, Teacher, Bartlett High School, testified in
support of HB 136. She explained that her students, upon
learning of her plans to offer testimony to the legislature,
reacted with enthusiasm. She shared an anecdote from November
of 2019, when a student had committed suicide. She said it was
the fourth instance of suicide among that graduating class. She
explained her observation of grief among the students. She
indicated that SEL awareness among students allowed them to
acknowledge and adapt to their grief. She lauded the students
of that graduating class as some of the highest quality
performing students that she has encountered in her career.
9:22:33 AM
MS. THIBAULT suggested that SEL is not "in addition" to other
education, and that the use of SEL is essential for students to
be able to learn. She asserted that Alaska is rife with
childhood trauma. She alluded to research which reveals that
childhood trauma impacts an individual's DNA and interferes with
students' ability to learn. She suggested that SEL aids in
assisting children in managing trauma so that they may overcome
cycles of homelessness, addiction, violence, and mental illness
so that additional social services and resources are not as
necessary later in their lives.
9:25:37 AM
REPRESENTATIVE PRAX requested to meet with Ms. Thibault
following adjournment to discuss the research surrounding the
impacts of trauma on DNA.
9:25:50 AM
REPRESENTATIVE JOHNSON acknowledged that impacts of trauma exist
in students and that teachers are obligated to address those
issues. She asked, considering one-half of 1 percent dedicated
to SEL, in what areas would Ms. Thibault prioritize the use of
funds.
9:27:19 AM
REPRESENTATIVE HOPKINS clarified that the one-half of 1 percent
provision has been removed from the proposed bill, and that the
version being considered pertains to DEED's standards
development.
9:27:41 AM
REPRESENTATIVE JOHNSON referenced accompanying fiscal notes that
demonstrate a cost.
9:27:52 AM
REPRESENTATIVE HOPKINS indicated that fiscal notes shall be
revisited and forthcoming at the next hearing of HB 136.
9:28:08 AM
CO-CHAIR DRUMMOND suggested that the one-half of 1 percent was
developed and included initially to reflect the number of
resources currently spent on SEL.
9:28:19 AM
REPRESENTATIVE HOPKINS added that the [now removed] language
mandating one-half of 1 percent of BSA allocation be spent on
SEL was drafted with the intent to compel all districts to
participate in SEL, although subsequent to stakeholder
engagement it was removed from HB 136 to allow districts
autonomy in deploying SEL more according to their individual
needs and existing available resources.
9:28:52 AM
REPRESENTATIVE ZULKOSKY expressed her appreciation for Ms.
Thibault having shared the experience of emotion and
vulnerability, and suggested that even lawmakers would benefit
from SEL, and thanked her for her leadership.
9:30:04 AM
ABBY O'NEILL, Teacher, Fire Lake Elementary School, testified in
support of HB 136. She described how SEL is fully integrated
into her elementary classroom and gave examples of typical daily
SEL activities. She explained that SEL is most effective when
it is developmentally appropriate for age range. She recalled
the November 2018 earthquake as a stark example of the
importance of addressing and handling trauma before students are
ready to learn. She explained that in her experience in the
classroom, there is an expectation that she possesses SEL
skillsets, which she has pursued at her own expense and effort
and suggested that not all teachers are so equipped.
9:33:25 AM
MS. O'NEILL recalled the [2018 earthquake] event, and how it
became necessary to address the effect on the children before
resuming academic teaching. She compared the way the earthquake
was addressed akin to how she functions in the classroom with
students every day, despite not being trained as a counselor or
social worker. She suggested that reaching students with trauma
using SEL methods not only advances their academic potential,
but also provides healthy adult relationships to aid students in
healing trauma. She explained that her experience in using SEL
in her teaching methods reduces the burdens that naturally occur
while teaching children.
MS. O'NEILL shared a personal anecdote of a difficult experience
with a first-grade student who exhibited behaviors such as
trashing classrooms to the extent of requiring evacuation,
destroying bulletin boards, and physical aggression with her and
other staff. She credited her training in SEL with enabling her
to foster a calm, safe, and loving environment. She also
credited SEL with having contributed to the other students'
compassion and patience in their interactions with the
disruptive student. She advocated that all teachers should
receive training in SEL.
9:37:30 AM
CO-CHAIR DRUMMOND asked whether Ms. O'Niell was in the classroom
at Fire Lake Elementary School on the day [in November 2018]
that the earthquake struck.
9:37:43 AM
MS. O'NEILL shared that, due to the time of the day, class was
not yet in session; however, she and her own children were in
her classroom. She stated that the school was "red-tagged" and
required an immediate infusion of over $1.5 million to re-open
after the earthquake. She explained that there are still
students displaced while repairs are taking place to schools in
her region.
9:38:45 AM
REPRESENTATIVE PRAX expressed his support for the concepts of
SEL; however, he expressed his reticence that directives could
result in resistance or rebellion to the standards. He asked
whether Ms. O'Neill had perceived any resistance to the
directive to include SEL standards at the classroom level.
9:39:55 AM
MS. O'NEILL imparted her personal experience that contention and
resistance tends to occur when academic freedom of teachers is
infringed. She suggested that the SEL standards allowed her
adequate, and occasionally more than adequate, academic freedom
to function in the classroom according to the immediate needs of
the students. She acknowledged having observed some resistance
among colleagues who are critical of the SEL standards but
suggested the level of success of those classrooms had suffered
as a result, and that [ASD] leadership would be the appropriate
entity to evaluate and intervene on classrooms that are lacking.
9:42:12 AM
REPRESENTATIVE JOHNSON asked whether the "instruction" in the
proposed bill would be instruction for the teachers or for the
students.
9:42:36 AM
REPRESENTATIVE HOPKINS answered that the instruction would be
for students and he compared SEL standards to others such as
reading or math standards. He added that the standards would
allow academic freedom in how they are implemented in each
classroom.
9:43:03 AM
REPRESENTATIVE JOHNSON expressed that she agrees that SEL skills
are important and possibly essential, and should be taught to
teachers, she entreated that teachers should not endure
additional burdens in learning and implementing the standards.
9:43:47 AM
REPRESENTATIVE HOPKINS indicated that the testimony from Ms.
O'Neill and Ms. Thibault was invited so that teacher and
classroom perspectives were taken into consideration for the
proposed bill. He noted that SEL is taking place at a variety
of schools and districts throughout the state, and he suggested
that SEL standards had been requested by teachers as a vehicle
to impel the incorporation for SEL in all Alaska schools. He
recalled earlier testimony which described "pockets of
excellence" that evidenced the need for SEL to the ASD.
9:45:27 AM
CO-CHAIR STORY commented that she intends to inquire of the
University of Alaska as to whether it incorporates SEL into its
teacher training, and to what extent.
9:45:51 AM
MS. O'NEILL opined that both management and SEL training are
lacking and encouraged Representative Story to pursue additional
information from the University.
9:46:12 AM
CO-CHAIR DRUMMOND drew attention to the committee packet which
contains Matanuska-Susitna Borough School District's SEL
standards, entitled "Early Learning Guide," and requested that
other districts which have standards available otherwise might
be useful to the committee for reference.
9:47:04 AM
HEATHER COULEAHN, Social and Emotional Learning Coordinator,
Association of Alaska School Boards, testified in support of HB
136. She encouraged the committee to review standards available
in the committee packet and any others they may be able to
identify throughout Alaska. She suggested that reviewing the
standards will contribute to understanding the specific skills
and how they may be incorporated into classrooms in a highly
adaptive, customized, community-based approach.
9:48:51 AM
CO-CHAIR DRUMMOND re-opened public testimony on HB 136.
CO-CHAIR DRUMMOND announced that HB 136 would be held over.
HB 260-STATE EDUCATION POLICY: EARLY CHILDHOOD
9:49:17 AM
CO-CHAIR DRUMMOND announced that the final order of business
would be HOUSE BILL NO. 260 "An Act relating to the state
education policy."
9:49:41 AM
REPRESENTATIVE GERAN TARR, Alaska State Legislature, introduced
HB 260 as prime sponsor. She expressed her strong interest in
education policy, having been an educator for over 20 years.
She stated recognition that teachers are overburdened yet key
sources of information and allies to overcoming societal
problems with families and communities. She asked the committee
to consider existing research on the "school to prison
pipeline." She summarized her research demonstrating a
relationship between punitive suspension and expulsion policies
in public schools being related to individuals' participation in
the criminal justice system. She stated that her research on
this phenomenon led her to learn about "restorative practices."
She noted that the preparation of this proposed legislation took
into consideration timing of other laws and acts being heard,
passed and implemented, as well as her understanding of the
burdens upon public school systems in Alaska. She listed
communities from which stakeholders participated and contributed
to the development of the proposed legislation: Anchorage,
Palmer, Wasilla, Fairbanks, Valdez, Homer, Sitka, Juneau,
Bethel, Chevak, Chignik, and Kwethluk.
9:52:07 AM
REPRESENTATIVE TARR stated that educators from these locations
met throughout four summits, and together developed a consensus
regarding restorative practices, what trauma-informed policies
consist of; identification of resources to implement trauma-
informed policies, including educator training resources that
may be necessary for implementing restorative practices. She
indicated that, after much work among these stakeholders, they
fully endorsed the proposed legislation in HB 260.
REPRESENTATIVE TARR expressed that, while the language of HB 260
is brief, the intent is impactful and would be the first
legislation that would acknowledge trauma-informed schools in
Alaska's public education policy. She echoed testimony from
previous witnesses that was reminiscent of her own difficult
experiences as a teacher. She drew attention to handouts
containing information on harm reported to children level at 40
percent, and which depicts cost impacts of trauma to public
resources. She urged consideration of HB 260 as a needed change
to Alaska's public education policy.
9:55:19 AM
TREVOR STORRS, President and CEO, Alaska Children's Trust,
testified in support of HB 260. He stated that Alaska
Children's Trust (AST) mission is the prevention of child abuse
and neglect. He explained ACEs are differentiated from normal,
manageable stress in that they disrupt normal brain development
and can lead to lifelong social, emotional, and cognitive
impairment. He noted that children who suffer from ACEs are
more likely to have poor social performance, not graduate,
exhibit high absenteeism, and exhibit behavioral challenges in
the school environment. He asserted that HB 260 is evidence-
based and would bring trauma informed care to students and would
lead to increased SEL to meet more students' needs in the
classroom.
9:58:54 AM
TIM PARKER, President, NEA-Alaska, testified in support of HB
260. He described HB 260 as a policy change that reflects the
priority identified in Alaska's Education Challenge - to
cultivate safety and well-being. He related that student safety
and well-being has always been a high priority among educators,
and that as of late, it has emerged as a top priority.
MR. PARKER referred to Maslow's Hierarchy of Needs pyramid which
depicts safety as a most basic psychological need and Bloom's
Taxonomy, both of which teachers learn and understand as a part
of their training. He suggested that for teachers to teach and
for students to learn, Maslow's must be taken into
consideration, and trauma identified and addressed.
10:01:41 AM
CO-CHAIR DRUMMOND reasoned that three of the four bills
presented to the committee were closely related.
10:02:12 AM
REPRESENTATIVE PRAX echoed Co-Chair Drummond's observation that
the bills presented were related.
CO-CHAIR DRUMMOND announced that HB 260 would be held over.
10:03:33 AM
ADJOURNMENT
There being no further business before the committee, the House
Education Standing Committee meeting was adjourned at 10:03 a.m.