Legislature(2019 - 2020)Anch LIO Lg Conf Rm
07/23/2020 10:00 AM House EDUCATION
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| Audio | Topic |
|---|---|
| Start | |
| Presentation(s): Reopening Schools Safely: an Update from Statewide Leaders in Education and Health and the Administration | |
| 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
Anchorage, Alaska
July 23, 2020
10:08 a.m.
MEMBERS PRESENT
Representative Harriet Drummond, Co-Chair
Representative Andi Story, Co-Chair (via teleconference)
Representative Grier Hopkins (via teleconference)
Representative Chris Tuck (via teleconference)
Representative Tiffany Zulkosky (via teleconference)
Representative DeLena Johnson (via teleconference)
Representative Mike Prax (via teleconference)
MEMBERS ABSENT
All members present
COMMITTEE CALENDAR
PRESENTATION(S): REOPENING SCHOOLS SAFELY: AN UPDATE FROM
STATEWIDE LEADERS IN EDUCATION AND HEALTH AND THE ADMINISTRATION
- HEARD
OTHER LEGISLATORS PRESENT
Representative Bryce Edgmon (via teleconference)
Representative Dan Ortiz (via teleconference)
PREVIOUS COMMITTEE ACTION
No previous action to record
WITNESS REGISTER
MICHAEL JOHNSON, Ph.D., Commissioner
Department of Education and Early Development
Juneau, Alaska
POSITION STATEMENT: Co-provided a PowerPoint presentation,
entitled "Safely Reopening Alaska Schools for the 2020-2021
School Year," dated 7/23/20.
ANNE ZINK, M.D., FACEP, Chief Medical Officer
Central Office
Division of Public Health
Department of Health and Social Services
Anchorage, Alaska
POSITION STATEMENT: Co-provided a PowerPoint presentation,
entitled "Safely Reopening Alaska Schools for the 2020-2021
School Year," dated 7/23/20.
LACEY SANDERS, Director
Administrative Services Section
Department of Education and Early Development
Juneau, Alaska
POSITION STATEMENT: Gave a PowerPoint presentation which
provided a Federal Education Funding Update.
JO DAWSON, School Food Coordinator
Child Nutrition Services Section
Department of Education and Early Development
POSITION STATEMENT: Answered a question during the presentation
on "Safely Reopening Alaska Schools for the 2020-2021 School
Year."
TOM KLAAMEYER, President
National Education Association, Alaska Affiliate
Eagle River, Alaska
POSITION STATEMENT: Gave a presentation regarding "Reopening
Schools Safely."
LISA S. PARADY, Ph.D., Executive Director
Alaska Council of School Administrators
Juneau, Alaska
POSITION STATEMENT: Co-presented a PowerPoint, entitled
"Providing a Safe Smart Start for Alaska Public Schools 2020-
2021 District Plans."
KERRY BOYD, Superintendent
Yukon-Koyukuk School District
Fairbanks, Alaska
POSITION STATEMENT: Co-presented the PowerPoint, entitled
"Providing a Safe Smart Start for Alaska Public Schools 2020-
2021 District Plans."
JOHN CONWELL, Superintendent
Unalaska City School District
Unalaska, Alaska
POSITION STATEMENT: Co-presented the PowerPoint, entitled
"Providing a Safe Smart Start for Alaska Public Schools 2020-
2021 District Plans."
BRIDGET WEISS, Ph.D., Superintendent
Juneau School District
Juneau, Alaska
POSITION STATEMENT: Co-presented the PowerPoint, entitled
"Providing a Safe Smart Start for Alaska Public Schools 2020-
2021 District Plans."
TERRI WALKER, Superintendent
Northwest Arctic Borough School District
POSITION STATEMENT: Co-presented the PowerPoint, entitled
"Providing a Safe Smart Start for Alaska Public Schools 2020-
2021 District Plans."
DEENA M. BISHOP, Ed.D., Superintendent
Anchorage School District
Anchorage, Alaska
POSITION STATEMENT: Co-presented the PowerPoint, entitled
"Providing a Safe Smart Start for Alaska Public Schools 2020-
2021 District Plans."
BETH LOUGEE, Superintendent
Ketchikan Gateway Borough School District
Ketchikan, Alaska
POSITION STATEMENT: Co-presented the PowerPoint, entitled
"Providing a Safe Smart Start for Alaska Public Schools 2020-
2021 District Plans."
JOHN O'BRIEN, Ph.D., Superintendent
Kenai Peninsula Borough School District
Kenai, Alaska
POSITION STATEMENT: Co-presented the PowerPoint, entitled
"Providing a Safe Smart Start for Alaska Public Schools 2020-
2021 District Plans."
CLAYTON HOLLAND, Assistant Superintendent
Kenai Peninsula Borough School District
Kenai, Alaska
POSITION STATEMENT: Co-presented the PowerPoint, entitled
"Providing a Safe Smart Start for Alaska Public Schools 2020 -
2021 District Plans."
DAVE JONES, Assistant Superintendent for Instructional Support
Kenai Peninsula Borough School District
Kenai, Alaska
POSITION STATEMENT: Co-presented the PowerPoint, entitled
"Providing a Safe Smart Start for Alaska Public Schools 2020-
2021 District Plans."
SHAWN ARNOLD, Superintendent
Valdez City Schools;
President, Alaska Superintendents Association
Valdez, Alaska
POSITION STATEMENT: Co-presented the PowerPoint, entitled
"Providing a Safe Smart Start for Alaska Public Schools 2020-
2021 District Plans."
ACTION NARRATIVE
10:08:58 AM
CO-CHAIR HARRIET DRUMMOND called the House Education Standing
Committee meeting to order at 10:08 a.m. Representatives Story
(via teleconference), Johnson (via teleconference), Hopkins (via
teleconference), Zulkosky (via teleconference), Tuck (via
teleconference), Prax (via teleconference), and Drummond were
present at the call to order. Also present were Representatives
Edgmon (via teleconference) and Ortiz (via teleconference).
^PRESENTATION(S): Reopening Schools Safely: An Update from
Statewide Leaders in Education and Health and the Administration
PRESENTATION(S): Reopening Schools Safely: An Update from
Statewide Leaders in Education and Health and the Administration
10:10:57 AM
CO-CHAIR DRUMMOND announced that the only order of business
would be an update on reopening schools safely, from statewide
leaders in education and health, as well as the administration.
10:13:14 AM
MICHAEL JOHNSON, Ph.D., Commissioner, Department of Education
and Early Development (DEED), estimated it had been three months
since he last updated the House Education Standing Committee on
the statewide efforts to ensure continued student learning
during the COVID-19 pandemic. He said a lot has happened since
then, and more is known about the virus. He said he would be
presenting alongside Anne Zink, M.D., of the Department of
Health and Social Services, to whom he expressed gratitude for
her work alongside Governor Mike Dunleavy "to inform us, to
guide us, to keep us steady" and for the sacrifices she has made
for Alaskans. He emphasized the collaboration of DEED and DHSS
in preparing for the upcoming school year. He acknowledged
members of "the education team." Referring to the PowerPoint
presentation, entitled "Safely Reopening Alaska Schools for the
2020-2021 School Year," he listed the three categories that
would be covered, as shown on slide 2: Science & Data Regarding
COVID-19 and Children; School Reopening Guidance and Support;
and Federal Education Funding Update. He then turned the
presentation over to Dr. Zink.
10:17:28 AM
ANNE ZINK, M.D., FACEP, Chief Medical Officer, Central Office,
Division of Public Health, Department of Health and Social
Services (DHSS), prefaced the PowerPoint presentation by
expressing appreciation for all involved in the process of
learning the science and data of COVID-19. She said she would
talk about three basic categories: Children and their risk of
COVID-19; teachers and their risk of transmission; and the
science and education behind teaching as a whole. She remarked
on the changing nature of information, as new discoveries about
the virus are made, emphasizing that information can change in a
matter of just a couple weeks. She recognized the hard work
being done by superintendents.
DR. ZINK turned to the PowerPoint presentation she would co-
present, entitled "Safely Reopening Alaska Schools for the 2020-
2021 School Year." She directed attention to slide 4, which
read as follows [original punctuation provided]:
COVID-19 risks to children
? Most children have mild symptoms or no symptoms if
they get COVID-19
? Deaths in children are rare but have happened
? Children with underlying medical conditions are at
greater risk of severe illness if they get COVID-19
? Diabetes
? Obesity (between ? and ½ of Alaska children are
overweight or obese)
? Chronic lung disease
? High blood pressure
? Tobacco use (10.9% of Alaska teens had smoked a
cigarette in the last month in a 2017 survey, 15.7%
had used a vape pen)
? Multisystem inflammatory syndrome is reported in
children and can have devastating effects
DR. ZINK then focused on slide 5, which read as follows
[original punctuation provided]:
COVID-19: What we know about long term effects
? At 6 months in, nobody has been recovered long
enough for true long-term effects
? Many survivors of SARS and MERS, coronaviruses
causing disease like severe COVID-19, had lung
problems, bone problems, fatigue and PTSD symptoms
that lasted for years or decades
? COVID-19 survivors report lasting fatigue, muscle
aches, shortness of breath, even in some young,
previously healthy people with mild COVID-19
? People who had to be in ICUs report fatigue, aches,
shortness of breath as well as PTSD symptoms
? One study found that only 12.6% of patients
hospitalized with COVID-19 were symptom free two
months later; 44% reported worse quality of life; 53%
had fatigue; 43% had difficulty breathing; 27% had
joint pain; 22% had chest pain
DR. ZINK related that the study was done in Italy from 143
patients with an average age of 56.5 years; 5 percent were
intubated; all were hospitalized.
10:21:37 AM
DR. ZINK addressed the role children play in transmitting
diseases. She said school can be "an effective place for
transmission" of highly contagious diseases. She covered the
information on slide 6, which read as follows [original
punctuation provided]:
COVID-19 transmission in children
? Evidence is limited
? Children under age 10 may be less likely to get the
virus and less likely to give it to others (10-50%
less, depending on the study)
? Children under age 10 may also be the least likely
to leave the house during periods of restriction, when
many of these studies were conducted, so may have been
exposed less
? Children over age 10 appear to be able to get the
virus and give it to others at least as easily as
adults can
? In one South Korean study of 60,000 contacts of
5,700 cases, children age 10-18 were more likely to
give it to other members of their household than
adults were
? We cannot rely on all children having decreased
transmission dynamics
DR. ZINK continued to the information on slide 7, which read as
follows [original punctuation provided]:
School reopening: projected community effects
? Anytime we have increased numbers of people coming
into contact with each other we expect increased
opportunities for viral transmission
? Physical distancing, face coverings, hand hygiene,
and encouraging people to stay home when sick are the
mainstays of prevention
? Whether a community sees increased cases after
school reopening depends a great deal on:
? Community transmission rates
? Other community factors (Use face coverings in
public, community gatherings, density of population
etc.)
? Children and others staying home when they are
sick
? Maximizing prevention measures (distancing,
face coverings, hygiene, cohorts) in schools
DR. ZINK, regarding the first bullet point, noted that the
Center for Disease Control (CDC) has defined close contact as
greater than 15 minutes within six feet of another person.
DR. ZINK moved on to slide 8, which read as follows [original
punctuation provided]:
Risks of NOT reopening
? The American Academy of Pediatrics issued a strong
recommendation in favor of holding school in person
whenever possible starting Fall 2020
? Social interaction is key to child development
? Many children experience barriers that make distance
learning less than ideal
? Insufficient access to internet or computer
? Learning disabilities
? Language barriers
? Young children in particular may not learn well
independently
? Schools also provide services difficult to deliver
remotely
? School meal programs
? Physical activity
? After school childcare
? Child abuse detection
? Significant economic effect if parents must stay
home or find childcare
DR. ZINK said all these factors must be taken into account when
making decisions going forward.
10:25:23 AM
DR. ZINK moved on to slide 9, which read as follows [original
punctuation provided]:
Student Mental Health Supports Routine and
Predictability
? Last year, DEED in partnership with the Association
of Alaska School Boards, released Transforming
Schools: A Framework for Trauma-Engaged Practice in
Alaska
? In August, DEED will be releasing the online
Transforming Schools Trauma Toolkit for educators,
which is specifically designed to address stress and
anxiety for children and adults
DR. ZINK said children's mental health is a continued area of
focus for both DHSS and DEED. She said during a time of stress,
providing routine and predictable education is essential. She
talked about the stress students may feel about returning to
school, and she emphasized that "mental health services ... must
be a part of every school's planning for in-person instruction."
DR. ZINK covered the information on slide 10, which read as
follows [original punctuation provided]:
Alaska's school risk mitigation approach
?Watch community case levels
?Watch for early warning signs of cases in schools
?Be ready to switch to distance learning
?Maximize physical distancing, wearing face coverings,
hygiene
?Minimize mixing
?Age-appropriate cohorting [sic] as an additional risk
mitigation strategy
DR. ZINK moved on to slide 11, which addresses community case
level indexes with two maps of the state. The map on the left
shows a seven-day case rate map [cases/100,000 people], and the
map on the right depicts Alaska COVID-19 alert levels, which Dr.
Zink called a "14-day case alert map." She said the 14-day map
will show a more stable look, while the 7-day map has a gradated
scale. She proffered, "You can also hover over those regions
and get the actual number." She stated, "These are going to be
applied to behavioral health regions, because that's where
people move, and they have at least 20,000 people in their
community." She imparted that this is a tool that communities
and schools can use to estimate transmission levels.
10:28:20 AM
DR. ZINK continued to slide 12, which read as follows [original
punctuation provided]:
Early warning signs
? Schools to perform symptom screening
? If several children in a school or community have
new symptoms, will draw increased attention
? If they are contacts of each other, consider
small outbreak
? If they are not contacts, consider large
undetected outbreak or increase in community
transmission
? Can isolate specific cohorts or classrooms to avoid
closing schools
10:32:29 AM
DR. ZINK, in response to Representative Zulkosky, repeated the
statistic regarding youth.
10:33:50 AM
REPRESENTATIVE HOPKINS referred to the 14-day model map and
asked for an explanation of what each color indicated and how
the colors correlate with the red, green, and yellow "Smart
Start" levels.
10:34:26 AM
DR. ZINK answered that the maps are tools that may not correlate
"one-to-one" with the Smart Start colors, because some of the
areas on the map are quite large. For example, some communities
are 300 miles apart, with a wide variance in transmission rates,
yet they exist within the same behavioral health region. She
said communities may have a better sense of a rising risk prior
to it being reflected in "the dashboard." In Anchorage it is
easier to use this tool because it is one school district and
one community zone. Remote locations will have to work closely
with their medical providers "to use these tools to make
meaningful decisions at a local level." She explained the
reason for the two different maps is that the 7-day map shows
big spikes and drops in outbreaks; there will be a lot more
fluctuation and variability in the data. She indicated the
alert levels are more stable when averaged over the 14 days,
which can provide more support to communities by showing what
the transition looks like. She deferred to Joe McLaughlin,
M.D., the chief of epidemiology, for further questions on the
topic. In response to a follow-up question, she said [DHSS]
encourages communities to work with their local medical teams
and create a task force to understand the data and information.
She said DHSS has health nurses assigned to every community,
even if they may not live on site, to ensure communities are
understanding information and risk levels.
10:38:50 AM
REPRESENTATIVE JOHNSON, regarding incoming data and trends,
asked how quickly a spread could happen and how responsive the
schools could be.
DR ZINK answered that there can be significant delays. She
outlined the chain of events: A person does not feel well; the
person gets tested; it can take a while for the test result to
come back; the case is recorded on "the dashboard"; and the case
becomes part of a 14-day average. She continued:
You could have a large community outbreak that would
take a while to show up in the overt level
specifically, and that is why we're encouraging
communities to work with their local health
authorities and their local health departments and
their public health nurses [to] have a better
understanding of what's happening in that community,
to make sure that we're not overly sensitive to those
changes, but also not delayed in the response - to be
able ... to respond to what's happening from a local
situation.
DR. ZINK said the people "on the ground" will have the best
sense of the trends. She said DHSS appreciates that many
communities and emergency operations centers (EOCs) are setting
up their own dashboards. She indicated that [the colored maps]
will be better with respect to moving down from red to orange or
orange to yellow as cases decline but will definitely lag with
respect to the moving up phases.
10:41:15 AM
REPRESENTATIVE JOHNSON said many decisions are made at the
district level, and she understood that the department is
working on guidelines. She asked Commissioner Johnson whether
the department has recommendations, based on levels of community
spread, about when districts would have their students moved to
virtual classroom learning.
10:42:08 AM
COMMISSIONER JOHNSON responded that he thought some of his
upcoming presentation would provide an answer. Nevertheless, he
said districts are working hard to ensure the delivery of
education during this pandemic, and it is not something that can
be done based on only one metric. He gave examples of decisions
he has had to make based on singular data versus more complex
input. He echoed Dr. Zink's remark that individual communities
receiving information from their local health authorities are
going to gather information pertaining to their communities
before it reaches the trend maps.
10:44:14 AM
CO-CHAIR STORY asked Dr. Zink about child obesity in Alaska.
10:45:17 AM
DR. ZINK assured Representative Story that DHSS continues to
work on all health issues, including obesity, even during the
pandemic, and she offered to supply further information.
CO-CHAIR STORY opined that it is important for DHSS to get that
information out to the general public, and she said [obesity] is
something that Alaskans can work [to prevent or reverse].
10:46:01 AM
COMMISSIONER JOHNSON resumed the PowerPoint presentation. He
covered the information on slide 18, which read as follows
[original punctuation provided]:
Supporting teachers, students, families, and
communities
Guiding principle: Teaching, learning, and activity
are the constants. COVID -19 is the variable.
COMMISSIONER JOHNSON emphasized the importance of educating
children, the frustration and disruptiveness of the coronavirus,
and the importance of working together to ensure the former
while overcoming the latter. He talked about the benefits of
aklearns.org, listed on slide 19, which read as follows
[original punctuation provided]:
School Reopening Guidance and Support
Online Resources
? aklearns.org
? education.alaska.gov
? Restart Guidance (last revised July 15, 2020)
Professional Development and Informational Webinars
? ZOOM sessions
? Spring Smart Start 2020 Series (475+
participants)
? Summer Smart Start 2020 Summit in August
? ECHO sessions
? School Health (Tue, 3pm)
? Classroom Teachers (Wed, 1pm)
COMMISSIONER JOHNSON directed attention to the information on
slide 20, which read as follows [original punctuation provided]:
School Restart Guidance
? Last revised July 15, 2020
? Local school districts need the authority,
responsibility, and flexibility to make decisions to
be responsive to their communities.
? DEED and DHSS' joint mission is to provide
information, resources, and leadership to support
districts in these tough decisions
? District Plans Tracker:
?https://docs.google.com/spreadsheets/d/1PMpqGUXxV9cG7
aQhZq91j2L35vU9AzjJtHLDi_k1Jno/view#gid=0
? Guidance:
?https://education.alaska.gov/news/COVID-
19/Alaska%20Smart%20Start%202020%20Framework%20Guidanc
e.pdf
COMMISSIONER JOHNSON said that in partnership with DHSS, DEED
released a framework guidance to kindergarten through twelfth
grade (k-12) schools for the upcoming 2021 school year. This
guidance establishes health parameters for the safe operation of
schools in low-, medium-, and high-risk environments. The
guidance will continually be updated as more information is
released from the CDC and other organizations. He noted that
the guidance was built on the recommendations of health
officials and in collaborative conversation with education
stakeholders; it is aligned with opening guidelines provided by
state and federal leaders, and it is designed to help districts
prioritize the health and safety of students and teachers. He
expressed thanks to Dr. Parady for facilitating numerous
meetings identifying many of the elements in the Smart Start
plan. He said DEED is requesting each district use this
framework to develop a comprehensive plan for teaching and
learning and to submit the plan to the department, via an online
Google form. He indicated this information will be provided to
the public. He emphasized that the plans visible online are
currently in the process of being formulated.
10:51:14 AM
COMMISSIONER JOHNSON, in response to a question from
Representative Hopkins, reiterated that DEED is asking every
district to work with its local health officials. Additionally,
he said, Elizabeth Ohlsen, M.D., [Staff Physician for DHSS], is
helping those districts that have more difficulty identifying
local health officials. He told Representative Hopkins he
thought he would hear some excellent examples of how this is
working when superintendents present later during the meeting.
REPRESENTATIVE HOPKINS explained he was concerned about those
districts that do not have the local health officials with which
to collaborate.
COMMISSIONER JOHNSON invited Representative Hopkins to share
information about any districts with which he would like DEED to
work. He assured him that the department reaches out to
schools.
10:54:42 AM
COMMISSIONER JOHNSON, in response to a query from Representative
Zulkosky as to what conversations have been held by DEED to
identify "that we're really not in a low-risk environment during
our global pandemic," acknowledged that there is always some
level of risk. He said the department is continually assessing
the risk. He deferred to Dr. Zink.
10:57:49 AM
DR. ZINK confirmed that everyone is at some degree of risk. She
indicated that this is reflected in the varying risk level
colors on the alert dashboard and by both statewide and targeted
messaging about social distancing, wearing masks, washing hands,
and "keeping your [social] bubble small." Further, there is
ongoing surveillance and testing across the state. She said
decisions can be made based on transmission, risk tolerance,
adverse effects of not conducting school or businesses. She
said the dashboard shows overall state levels and rising trends.
She spoke of the connection worldwide wherein higher cases in
the Lower 48 can mean higher risk for Alaska.
10:59:37 AM
REPRESENTATIVE DRUMMOND noted that she had just looked at the
DHSS dashboard and the interactive maps.
11:00:31 AM
REPRESENTATIVE ZULKOSKY asked how DEED would address a situation
in which a school district disagrees with the assessment of its
local health officials.
11:00:53 AM
COMMISSIONER JOHNSON said he has not had that conversation and
has not been made aware of that circumstance. If he were, he
would follow up with the district and "have that conversation
with the team."
11:01:26 AM
COMMISSIONER JOHNSON returned to the PowerPoint. He spoke about
the Summer Smart Start 2020 Summit, information shown on slide
21, which read as follows [original punctuation provided]:
Summer Smart Start 2020 Summit in August
? Virtual, multi-day professional development event
? August 4 27, 2020
? Mondays offer sessions developing communities
around various topics, collaborating in size-alike
districts;
? Tuesdays present specific topics within
Capacities and Conditions for Learning;
? Wednesdays provide opportunities for Virtual
Consultations; and
Thursdays focus on the Continuity of Learning.
? https://aklearns.org/smartwebinar/
COMMISSIONER JOHNSON related that summit session had been
developed for stakeholders, teachers, administrators, and
parents, and he invited the committee members to participate.
He said the goal of the summit is collaboration, sharing of
resources, and development and refinement of the restart plan.
He moved on to slide 22, which read as follows [original
punctuation provided]:
ECHO Information Sessions
? DEED & DHSS co-host weekly webinars
? Technical support provided by Project ECHO at
UAA
? School Health ECHO Series (Tue, 3pm)
? Superintendents, Principals, School
Health/Nurse Leaders
? Classroom Teacher ECHO Series (Wed, 1pm)
? Current classroom teachers
? Alaska ECHO Projects:
?https://www.uaa.alaska.edu/academics/college-of-
health/departments/center-for-human- development/AK-
ECHO/index.cshtml
COMMISSIONER JOHNSON said these sessions cover topics including
the following: how to establish a school health team;
determining a protocol team for when a positive case is
identified; and building communication plans for health
protocols in schools. He said the first meeting was held this
week, and over 90 school health officials participated. He said
the second session is focused on classroom teachers, and he and
Dr. Zink answer questions posed by teachers. He explained that
in an echo session, they answer questions from the field, and
then that gets echoed to the wider community.
COMMISSIONER JOHNSON offered to answer questions before turning
the PowerPoint presentation over to Lacy Sanders, who would
provide an update on federal education funding.
11:05:07 AM
COMMISSIONER JOHNSON, in response to a question from Co-Chair
Story, as to how support professionals are being informed, said
the sessions are available to them. He said the support team at
DHSS is working daily to support individual groups. For
example, he related that "the facilities team" has been
researching building ventilation and how it may mitigate the
spread of the virus. He said, "That's true for each division
and unit in the department."
11:06:53 AM
COMMISSIONER JOHNSON, in response to a question from
Representative Johnson regarding how much money was saved by not
having schools open the last portion of the school year and how
that may affect future funding, said some of that information is
not yet available. He said DEED applied for every waiver
possible that would allow districts to carry over their federal
monies. He said Governor Dunleavy, through the disaster
declaration, allowed districts to carry over more than 10
percent, if needed. Districts have been working on this. He
said Ms. Sanders would share information regarding CARES Act
money and some of the waivers that allowed districts to carry
over the money. He said that money can be applied to future
expenses, which districts may not even be able to name yet.
11:08:43 AM
COMMISSIONER JOHNSON, in response to a question from
Representative Hopkins as to whether DEED would be accepting all
plans from school districts as is or requiring changes, said the
department does not have the authority to approve or disapprove
plans. He said DEED and "Dr. Ohlsen and the team there" will
review them and provide feedback to districts. He indicated the
authority to approve plans lies with local school boards. He
added that superintendents are being given "the flexibility they
need to lead in a crisis that develops day by day."
11:10:12 AM
LACEY SANDERS, Director, Administrative Services Section,
Department of Education and Early Development, gave a PowerPoint
presentation providing a Federal Education Funding Update. [In
the committee packet, Ms. Sanders' PowerPoint is adjoined with
the previous PowerPoint from Dr. Zink and Commissioner Johnson.]
She reminded the committee of her previous address to them in
late April and that the CARES Act included $30.75 billion in
emergency education funding to states. She said the U.S.
Department of Education (DoE) allocated funds to three pots:
the state education agencies for state activities and grants to
school districts; governors' discretionary funds; and higher
education. She said today's information would address the first
two pots. She directed attention to slide 25, the headings of
which read as follows [original punctuation provided, with some
formatting changes]:
CARES Act: General Education Funding Update ($44.9M)
Elementary and Secondary School Emergency Relief Fund
Governor's Emergency Education Relief Fund
MS. SANDERS related that out of the $44.9 million allocated to
the State of Alaska, approximately 86 percent went to school
districts; 8 percent went to DEED to distribute through grants
and contracts; 3 percent went to the University of Alaska (UA);
1 percent went to the Alaska Native Science and Engineering
Program (ANSEP); 10 percent went to grants to other education
entities; and less than 1 percent went to DEED to cover
administrative costs. She said DEED's website offers a detailed
breakdown by school. She stated, "All of the above funds that I
have listed to outside entities, with the exception of the $1
million in grant to other education entities, has been made
available to spend." She noted Alaska is ahead of most states
in this regard. She said the $1 million grant to other
education entities, through the Governor's Emergency Education
Relief (GEER) Fund was publicized by DEED in June. She said,
"The purpose of the competitive grant is to provide education-
related entities the opportunity to establish innovative
strategies to carry out emergency education services to
students, childcare and early childcare education, cultural and
emotional support, and to support education-related jobs." She
said grant amounts range from $20,000 to $250,000. She said the
application period has closed, and DEED received 67
applications, which it is reviewing. These applications are
available to view on the department's website under "forms."
11:13:59 AM
MS. SANDERS noted that slide 26 provides an additional breakdown
of the aforementioned grant allocations. She then turned to
slide 27, which read as follows [original punctuation provided]:
CARES Act: Child Nutrition Programs Update ($41.8M)
? DEED's Child Nutrition Programs received $41,869,616
in CARES Act funding from the U.S. Department of
Agriculture (USDA)
? Purpose: Paying National School
Lunch/Breakfast, Special Milk, Child and Adult Care
Food, and Summer Food Service Program claims for
reimbursement for meals served
? Time Period: March 2020 - September 2020
? Allowable expenses: These funds are to support
the school nutrition program
MS. SANDERS reported that approximately $17.3 million of this
funding has been dispersed to school districts. She said, "As
of right now, our regular block grant will pay for child
nutrition programs after September 2020."
11:14:54 AM
CO-CHAIR DRUMMOND asked what the usual allocation of funds from
the USDA to the State of Alaska for child nutrition funding is.
MS. SANDERS deferred to Jo Dawson.
11:15:27 AM
JO DAWSON, School Food Coordinator, Child Nutrition Services
Section, Department of Education and Early Development, said
DEED traditionally receives a block grant annually from USDA; it
is approximately $61 million. She said DEED received CARES Act
funding in March that replaced the block grant for the duration
of COVID-19 response through September 20, 2020. She explained
that the funding the department normally receives is still in
place.
11:16:56 AM
CO-CHAIR STORY noted there was a $30 million cut to districts,
and she asked Ms. Sanders what the conversation has been in
terms of how to pay for operations.
11:17:38 AM
MS. SANDERS answered that the school districts have a three-
schoolyear time period in which to spend the funds. This
funding and the Elementary and Secondary School Emergency Relief
Fund (ESSERF) monies are available through September 20, 2020.
She said there is carryover ability to school districts for both
federal and non-federal funds. She said CARES Act funding is
available as reimbursement. She related that the congressional
delegation is currently working on an additional COVID-19
funding package, which will include additional funding for
school districts. She advised there are hold harmless
provisions in statute that allow districts to continue to
receive funding.
11:19:06 AM
REPRESENTATIVE STORY clarified her interest was knowing what
conversations have taken place surrounding the known $30 million
cut.
MS SANDERS reiterated that school districts are receiving
additional funding to meet their needs, as well as multiple
waivers at the federal level to carry forward their funding.
CO-CHAIR STORY concluded that Ms. Sanders had not spoken with
the districts. She offered her understanding that the money the
governor "put in" was "the same amount of money that would have
been the cut." She stated that if that money is to pay for
COVID-related expenses, then there will still be a lack of money
for services. She encouraged that conversation take place, and
she said she would like a follow-up on the topic.
MS. SANDERS said she would continue to work closely with the
school districts on their funding plans.
11:22:04 AM
TOM KLAAMEYER, President, National Education Association, Alaska
Affiliate (NEA-AK), expressed that these are unprecedented
times. Currently COVID-19 has claimed more than 600,000 lives
globally, 144,000 of whom are U.S. Americans. He said that is
more Americans than those who died in the Vietnam War, Korean
War, Iraq War, Afghanistan, and the terrorist attacks of
September 11, 2001, combined. He expressed hope that consensus
can be reached on measures to protect Alaskans, mitigate risks,
and prevent needless illness and death. He stated that until
there is a vaccine, "our lives and institutions cannot operate
as normal." He emphasized that this applies especially to
schools, where student populations make it difficult to operate
safely, especially in larger communities. He said teachers want
to be in their classrooms where they can have an impact on
students, and educators and public health officials must be
active participants in the discussion about reopening schools,
as well as when and how to reenter classrooms. He opined that
everyone's safety should be the top priority.
11:24:57 AM
MR. KLAAMEYER said from July 17-22, 2020, NEA Alaska conducted a
survey of its members to gauge feelings about reopening schools
in their districts. There were over 3,500 responses from 39
different school districts across the state, and the responses
varied. The response rate alone indicates the importance of the
issue. He shared a key observation from the results of the
survey was that over 76 percent of respondents had been informed
about their districts' reopening plans. He said this is good;
however, it does not speak to how involved teachers were in the
discussions or whether their recommendations were followed. Of
concern, he said, is that over 75 percent of respondents are "at
least somewhat uncomfortable with reopening public schools in
their district." Half of NEA Alaska's members indicated they
are "very uncomfortable" with reopening; only 10 percent
responded they were "completely comfortable" with a full
reopening. He related that when asked their preference on how
to reopen school in the fall, 47 percent favored an online or
distance delivery; 34 percent favored a partial reopening, which
is referred to as a "blended" or "hybrid" model. He reported
only 16 percent of respondents preferred a full reopening. He
said the top three concerns were: personal safety; safety of
family members; and the possibility of sick students or staff
coming to school. He added that only 2.6 percent of respondents
had no concerns.
11:27:56 AM
MR. KLAAMEYER said school buildings exist because they are the
best place to foster students' success, and they will continue
to serve in that capacity but will need to be retrofitted and
updated to ensure learning can happen safely. He said in some
urban areas "flat funding" has created crowded classrooms, with
up to 30 students in elementary school classrooms and 40 or more
in secondary school classrooms. In rural Alaska, that flat
funding has been exacerbated by the attrition of teachers and
administrators, as well as rising healthcare costs. He said,
"Public education has been in crisis response mode for years."
Mr. Klaameyer relayed that more recently, funding specifically
appropriated by Congress for COVID-19 response "was used to
backfill the governor's veto." He clarified that rather than
"preparing and protecting our kids for COVID," the funds, which
are ultimately "one pot of money," will need to be used "to hold
the line against the corrosive effects of inflation, rising
energy costs, and healthcare costs."
MR. KLAAMEYER said over the summer, stakeholders have
collaborated with DEED on the Smart Start plan, which prepares
for various contingencies that districts may face in the
upcoming school year. He said this narrative was "highjacked
... by national political rhetoric seeking ... to link school
funding to a full reopening, without the concern of the safety
of students or educators." He said this has eroded public
confidence in schools, much consternation, unnecessary division,
and has been detrimental to the planning process. He said
Alaska educators know many districts will face challenges
related to variables such as COVID presence, geography, and
student density/capacity. He said some communities have taken
deliberate measures to control exposure to COVID-19, while
others are grappling with the impact of the virus on their
communities and families. He said the infections suffered and
untimely deaths occurring nationwide serve as a reminder of the
stakes.
11:31:22 AM
MR. KLAAMEYER stated that school reopening guidance should allow
for local discretion and input from communities; however, it
should be based on scientific data, not political expediency.
He said one shortcoming of the Smart Start structure is that it
is advisory. He emphasized, "Ignored guidelines don't protect
anyone." He said NEA Alaska is concerned about those districts
in Alaska that seem to be forging ahead without following all
the guidelines, "including one of the top five districts in the
state."
MR. KLAAMEYER stated that with adequate resources and public
health data supporting a safe return of students to schools,
Alaska's educators stand ready to work with students. He
considered that the opinions of public health experts ought to
be taken into account to inform decisions and ensure the safety
of students. He said in order to accomplish this, the absolute
preconditions for reopening schools are twofold: One,
scientific consensus that the virus has been sufficiently
contained and local health infrastructure that can effectively
address current and future outbreaks; and two, a plan to
continue to contain the virus that includes robust COVID-19
testing, effective contact tracing, and case isolation within
the school community, in coordination with large community and
state efforts. He said elected officials must utilize and act
upon available public health data to keep everyone safe. He
said educators want to go back to classrooms, but only when
confident that decisions regarding districts plans and
frameworks are driven by CDC guidance and public health
officials, like Dr. Zink.
11:34:03 AM
MR. KLAAMEYER said he worries that a premature return to schools
will directly impact the work of the governor's task force on
educator attraction and retention. He said NEA Alaska has
already had inquiries from teachers about the ramifications of
early retirement, which they are considering rather than taking
the risk of returning to schools not in compliance with health
and safety protocols. He shared his military background and
spoke of esprit de corps, in which everyone does his/her part.
He said everyone involved in the education system works as a
team to make learning happen safely and effectively. He
expressed thankfulness for the governor's decision this past
spring to close schools in response to the uncertainty of the
pandemic. He said the result of that was that many lives
potentially were saved, the healthcare system was not
overwhelmed, and schools did not become centers for the spread
of COVID-19.
11:36:11 AM
MR. KLAAMEYER said districts scrambled to create continuity of
education through remote classroom learning for the rest of the
school year. Since then, DEED, district leaders, principals,
and NEA Alaska's members have been working to capitalize on the
lessons learned during that process to be ready for the possible
continuation of remote learning in the fall. He mentioned
development of the Alaska Smart Start structure; investments in
computers and Internet connectivity to provide equitable access
statewide; professional development from districts; the Alaska
Staff Development Network and NEA Alaska; and a collaborative
effort to provide an online community to provide the support and
content needed by educators and to share resources statewide.
He said distance education this fall, if necessary, will be much
better than it was in the spring.
MR. KLAAMEYER said NEA Alaska is working on other measures with
federal legislation to improve access in rural schools by being
able to rebroadcast the Internet signal that goes through
schools via "the e-rate" to students' homes. He indicated that
NEA Alaska is developing a platform for shared resources, and he
expressed appreciation for the commissioner's work in
facilitating that. He expressed NEA Alaska's commitment to
ensuring education to students and looking forward to the day
when students can safely convene in person. He expressed his
appreciation to the House Education Standing Committee for
facilitating this conversation and inviting him to speak.
11:39:50 AM
REPRESENTATIVE JOHNSON noted that the American Academy of
Pediatrics (AAP) issued guidelines for the functioning of
schools in a safe manner. She asked Mr. Klaameyer to specify
what he meant when he mentioned the scientific community.
MR. KLAAMEYER concurred that the AAP is a scientific source. He
said CDC guidelines have been clear, and Dr. Zink's testimony
covered many strategies being put in place "to accomplish that."
He said it will probably be safe to return to school in
communities where there has been little spread; it's the other
communities where there has been spread that will pose
difficulty. He said the Smart Start protocol is not being
followed everywhere.
11:43:02 AM
REPRESENTATIVE JOHNSON offered her understanding that there is
some indication that "the big research groups" feel that a
danger to children is the long-term effect of being out of
school. She said she supports making "a data-given decision,"
but pointed out the changing nature of the data. Meanwhile, she
said, children are getting older, and Alaska is required by
constitution to educate its children. She said she had spoken
with an older, retired teacher, and she offered her
understanding that "the older you get, the more likely you are
to have effects from COVID." She asked whether anyone had
considered giving the younger teachers with lower risk the
opportunity to teach in the schools, and to have the teachers
move between the classrooms.
MR. KLAAMEYER thanked Representative Johnson for the question.
He said he thinks "those things" are going to vary by community
based on what is happening in each community. He expressed his
confidence in the ability to continue education by operating in
a blended or remote environment. He emphasized that NEA Alaska
is not proposing nothing be done; conversely, it is proposing
"we do the best we can." Time and money have been invested to
learn about remote learning, and more professional development
will happen to ensure this can be done safely. This can protect
older staff with underlying health concern and students who live
with family members with underlying health concerns. Some
parents are not comfortable with their children returning to
school during the pandemic. He said accommodations need to be
made to ensure those students get their education. He suggested
students who need to learn remotely could be paired up with
educators who need to teach remotely. He agreed with
Representative Johnson that it would be a lengthy process
[before a vaccine is developed].
11:47:54 AM
REPRESENTATIVE DRUMMOND said the committee would next hear from
Dr. Parady, followed by school superintendents.
11:48:37 AM
LISA S. PARADY, Ph.D., Executive Director, Alaska Council of
School Administrators (ACSA), co-presented a PowerPoint,
entitled "Providing a Safe Smart Start for Alaska Public Schools
2020 -2021 District Plans." She directed attention to slide 2,
which read as follows [original punctuation provided]:
The AASA COVID-19 Recovery Task Force Guidelines for
Reopening Schools: An opportunity to Transform Public
Education
1. Plan for Multiple Reopening Scenarios and
Contingencies to Ensure the Health, Safety and Well-
Being of All Students and Staff
2. Build a COVID-19-Response Reopening Infrastructure
Aligned with Changing Scenarios and Needs
3. Ensure Students' and Families' Equitable Access to
Technology Required for Virtual Learning
4. Provide Continuing Support to Students and Adults
to Address Their Immediate and Long-Term Physical,
Psychological, Social and Emotional Needs
5. Ensure All Schools Are Trauma-Informed and Trauma-
Skilled
6. Prepare for COVID-19-Related Changes in Human
Resource Management and Practices
7. Offer Ongoing Personalized and Differentiated
Professional Learning
8. Transform the Teaching-Learning-Assessment Process
to Ensure Personalization, Engagement and
Differentiation
9. Anticipate COVID-19-Related Budget and Fiscal
Management Issues
10. Embrace a New Paradigm for Public Education
DR. PARADY stated that the Alaska Superintendents Association
(ASA) serves to ensure high quality education for all children.
She thanked all superintendents for their leadership through
unprecedented times and encouraged support for them. She
thanked Commissioner Johnson, Dr. Zink, and others for their
guidance and support, and she extolled the benefit of
collaboration when responding to a rapidly changing environment.
She emphasized that "every plan is in process." She said
district leaders must have the ability to react quickly. She
noted that slide 2 shows the number of considerations being
navigated. She said most district leaders have not had a break,
and they are dealing with a multitude of issues that upcoming
speakers would address. She said ASCA hosts regular meetings
for superintendents, principals, and statewide education leaders
"for ongoing COVID communication collaboration." She said the
Alaska Staff Development Network (ASDN), a private, nonprofit
organization, is supporting the return of school in August,
providing three weeks of no-cost topical webinars covering a
variety of subjects, along with tools for remote instruction.
She said ASDN provided these webinars in the spring, and
thousands of teachers and educators took part.
11:52:07 AM
DR. PARADY related that [the American Association of School
Administrators, referred to as the National School
Superintendents Association] (AASA) partnered with the [Alaska]
Association of School Business Officials (ALASBO) and released
estimates in June of likely costs of reopening schools in a
COVID-19 pandemic environment. Taking into account health
protocols, staffing needs, personal protection equipment (PPE),
transportation, and childcare, the estimated total additional
expense for an average national district would be $1,778,000.
She said she would provide a breakdown of that to the committee.
She said schools will need additional funding to support this
expense. She spoke of a roundtable with Senator Lisa Murkowski,
who noted that pre-pandemic funding for schools was not
sufficient, and it is certainly not adequate now. She indicated
that approximately $105 billion was in a U.S. Senate support
package, and she expressed her hope that "all of us" can talk to
the congressional delegation to encourage the package to go
forward, "without strings." She said districts will continue to
need funding, because "all of our collective focus is on the
health and safety and ongoing learning of our students, our
staffs, and our ... communities." She said she looks forward to
continuing work with the committee on funding and policy issues,
as well as other issues, including connectivity issues in remote
areas.
11:54:43 AM
KERRY BOYD, Superintendent, Yukon-Koyukuk School District
(YKSD), said she would cover the following topics: safety and
health, scheduling childcare, essential needs students, CARES
Act funding, loss of learning, and challenges. She offered an
overview of YKSD, including its unique combination of urban and
rural areas totaling over 70,000 square miles with 9 remote
schools ranging in size from 12-90 [students]. She related that
the district already has 900 more students enrolled than its
average; its special needs population and homeschool programs
have doubled; and the height of its enrollment is not until
August. She said the Raven Homeschool offices will be following
local protocols in terms of whether they operate via distance
education. The remote schools, being small, are better suited
for social distancing.
11:57:14 AM
MS. BOYD, addressing the information on slides 4-5, remarked on
the speed at which things can change during a pandemic and said
currently the district was between a "green" [low risk] and
"yellow" [medium risk] "opening." She said YKSD has stringent
guidance in place; it does symptom and temperature checks at the
door [of the schools], trains parents, holds classroom size to
8-10, with one exception at its largest school, which has 90
students, and where it will spread out those students. She said
parents in village schools are anxious for their children to get
back to school. When school was closed in March, the district
did not have the infrastructure for distance delivery; while the
Internet use was being gifted by the supplier, YKSD was not able
to take advantage of it. It is working to build the
infrastructure to prepare for future closure, but it is a slow
process, she remarked.
MS. BOYD said communities in the district are being vigilant [in
keeping out anyone with COVID-19] by patrolling waters and
airplanes. Currently there is only one case. She said in order
to get in or out of the villages, a person must have permission
of the chief and community leaders. She said this presents a
challenge. School is starting late, because teachers [coming to
or returning to a district] are required to quarantine for 2
weeks in Fairbanks. She said there is a provision allowing
communities with populations up to 1,000 to require additional
restrictions for incoming and outgoing travelers. She said she
believes this helps keep out COVID. She said she is aware of
only one case in the district. She said the district is relying
on self-reporting. She mentioned there is a stigma. She said
the district is working with local health communities to develop
a plan.
12:00:13 PM
MS. BOYD said at this time, YKSD's schools are scheduled to open
at their regular hours Monday through Friday. She indicated
that the schools will be sanitized frequently, and children will
be socially distanced on busses, as well as in classrooms. To
minimize the spread of COVID-19, no travel is allowed for staff
or students for the remainder of the year. She said the
district ordered PPE months ago and will continue to order it.
Plexiglass dividers are in place for administrative staff, with
desks further apart. Sanitizing supplies have been sent out to
the schools. She said the state has ordered cloth masks for
every student and staff.
MS. BOYD said if the schools "go to yellow," then there will be
stricter guidelines in place. She talked about a heat map but
said it doesn't identify specific communities. She said the
district is working with the local health community on this.
She reiterated that YKSD is working on its Internet capacity.
It is practicing Zoom meetings and online delivery inside
classrooms while it has the Internet there to do so. She said
teachers do have Internet in the district housing provided to
them.
MS. BOYD addressed the issue of childcare. She spoke of the
challenge to parents who are working and homeschooling when
schools are shut down. She noted that Commissioner Johnson has
given her a template to use that she said is helpful. She
credited DEED, the association, and the medical community in
meeting with superintendents. In terms of special needs, she
said there is a plan in place now to be able to meet the needs
of students, especially those with critical needs. She said
with Raven Homeschool growing "from 170 to over double with
special needs," there are currently five vacant positions.
There was a learning period in March when the schools closed.
Work has been done over the summer. Contingency plans have been
considered for green, yellow, and red risk levels. She said in
the first two weeks of school, students will be assessed, and
learning plans will be created for each. The district will hire
consultants to help get this big job done.
12:04:43 PM
MS. BOYD talked about social/emotional learning (SEL). She said
there is only one counselor for its "nine river schools." There
is one vacancy. She said YKSD coordinates with Tanana Community
College (TCC). She indicated that staff is being trained, and
there are challenges in this area. She said YKSD does not have
a health nurse for any of its schools, and some villages do not
have health clinics. She listed the partnership with TCC as a
strength. She said Commissioner Johnson is helping YKSD get a
townhall meeting to discuss and get answers to questions about
COVID-19 from the medical community. She relayed that about 20
percent of staff is over the age of 60; several staff had
requested not to work. She said those who will want to leave
for Christmas will end up out of school longer due to
quarantine. She said the turnaround time for COVID-19 testing
is running 6-10 days. She said a lot of work is being done
overall, and the work continues because of the changes happening
daily.
12:06:52 PM
JOHN CONWELL, Superintendent, Unalaska City School District
(UCSD), picked up the PowerPoint, on slide 7, which read as
follows [original punctuation provided, with some formatting
changes]:
Plans developed with guidance from:
? Federal, state and local health and educational
agencies
? City Risk Manager and local Emergency Operations
Center
? Survey responses from UCSD families
Unified Incident Command Structure
Formed at the inception of the pandemic, this team met
daily through the initial phase of the crisis and
created a unified voice for local leaders that
community members now look to for guidance.
Plans are EVOLVING
The plan will continue to evolve up to and after the
first official day of school on August 19. The
overarching goal of the plan is to provide in-person
PK-12 education while protecting the health of
employees, students and the community at large.
MR. CONWELL paraphrased advice Dr. Zink gave to school districts
and superintendents, as follows: "Keep the essence of what you
do alive, while keeping the spread of the coronavirus
minimized." He said UCSD is effective at in-person instruction
and less so with remote instruction. He explained this is
because of the lack of adequate bandwidth. He said the district
believes it can open its schools five days a week while
practicing the safety protocols. It is working closely with its
local unified incident command structure and has access to local
healthcare authorities, its city risk manager, and other experts
in the community. He noted that the city's risk thresholds are
more stringent than that of the state. Currently there has been
no community spread in Unalaska, although there have been
positive cases coming in on fishing trawlers and the ferry.
MR. CONWELL referred to the information on slide 8, which read
as follows [original punctuation provided, with some formatting
changes]:
August 12-15
Professional development devoted to training in Smart
Start Plan implementation.
Aug. 19-21
"soft-opening" whereby only 2 classes per half day
will attend to meet teachers and learn new Smart Start
routines.
Low/Medium Risk Protocol Measures:
? Social distancing: 6 ft. spacing, plexiglass
dividers,
? Face coverings: School buses, hallways, locker rooms
and anywhere 6 ft distance isn't possible
? Personal hygiene: Proper handwashing measures
? Temperature and health screenings: Family "care
kits"
? Visitors: Face masks, social distancing, secured
access
? Recess: Encouraged outdoor recreation
? Social Emotional Learning/Mental Health: instruction
incorporated daily when feasible
? Training for personnel devoted to Smart Start
? Training for students first days devoted to Smart
Start education
? Remote Education an option for families
MR. CONWELL talked about creating a fun environment for learning
amidst these safety measures.
12:11:38 PM
MR. CONWELL directed attention to slide 9, which read as follows
[original punctuation provided, with some formatting changes]:
If the Emergency Operations Center elevates local risk
to HIGH, schools would need to pivot to home-based
education much like last spring.
Our current planning includes the implementation of
measures that would seek to improve on the home-based
learning experience from last spring.
High Risk Protocol Measures:
? Home-based education for all students
? Adoption of standardized learning platforms for
online, district supported for K-4 and 5-12.
? Transitioning to a hybrid 1:1 computer device
program
Offer Alaska Statewide Virtual System as a distance
learning option
? Maintain a daily class schedule with limited
flexibility for special circumstances
? Re-launch the homework and removable drive exchange
program
? Continued partnership with KUCB Channel 8 to
broadcast educational content that is developed
locally or from PBS
12:13:28 PM
BRIDGET WEISS, Ph.D., Superintendent, Juneau School District
(JSD), continued the PowerPoint, bringing attention to the
information on slide 12, which read as follows [original
punctuation provided]:
JUNEAU: BLENDED MODEL
? ELEMENTARY: 4 HALF DAYS
? MS/HS: AB SCHEDULE
? ALL SCHOOLS: WEDNESDAY AS AN E LEARNING DAY FOR
STUDENTS
? CONSIDERATIONS MADE:
? STUDENTS WITH SPECIAL NEEDS WILL ATTEND FULL DAY, 4
DAYS A WEEK AT ELEMENTARY
? ADDITIONAL DAYS AS POSSIBLE AT MS/HS FOR STUDENTS
WITH SPECIAL NEEDS
? ISSUES: SAFETY AND EQUITY JUNEAU: BLENDED MODEL
? ELEMENTARY: 4 HALF DAYS
? MS/HS: AB SCHEDULE
? ALL SCHOOLS: WEDNESDAY AS AN E LEARNING DAY FOR
STUDENTS
? CONSIDERATIONS MADE:
? STUDENTS WITH SPECIAL NEEDS WILL ATTEND FULL DAY, 4
DAYS A WEEK AT ELEMENTARY
? ADDITIONAL DAYS AS POSSIBLE AT MS/HS FOR STUDENTS
WITH SPECIAL NEEDS
? ISSUES: SAFETY AND EQUITY
DR. WEISS explained that with four, half days for elementary
students, the fifth day would be used for teachers to prepare
and train and for staff to disinfect the buildings. She said
the decision was based on the vulnerability of elementary school
children, in terms of their learning needs and capacity for
learning development. She explained that two full days would
have left them with too big a gap between learning sessions.
She explained "AB SCHEDULE" for high school students meant they
would be attending school full days, two days a week. She
emphasized the difficulty in making these decisions regarding
time in school versus distance learning the remainder of the
week. She said when the risk level drops, the district may be
able to increase the number of days students have in-person
learning at school. She said the district is constantly
balancing equity and safety.
12:16:14 PM
DR. WEISS turned to slide 13, which read as follows [original
punctuation provided]:
CHILDCARE, CARES $ AND OUR MOST VULNERABLE
? CHILDCARE
? SIGNIFICANT challenge!
? WORKING WITH CBJ TASK FORCE
? DEVELOPING STRUCTURE FOR STAFFbut not sure yet
how to support it financially
CARES
? Developed a 1:1 device program
? PPE for buildings and personnel
? NOT enoughwe will need additional funding for
staff and academic recovery
DR. WEISS said the district seldom disrupts the support
structures families have regarding childcare; [closure of in-
person classroom learning] affects families in the long term.
Further, she noted that there are approximately 80 staff members
with children in the district. Regarding expenditure of CARES
Act funds, she said the 1:1 devices that were purchased
addressed the issue of equity, and she relayed that the district
brought 500 "humanity shields" and is prepared to purchase more
if needed. She acknowledged Co-Chair Story's previous remarks
concerning the lack of funds in the district prior to the
pandemic, and she emphasized that the district needs financial
support.
12:19:26 PM
DR. WIESS introduced slide 14, which read as follows [original
punctuation provided]:
RESPOND, REBOOT, AND RECOVERY
? Current response effort is something we have never
done before:
? Distance delivery, home schooling options,
special education needs, curricular strategies with
blended model, mitigation in environments where the
guidelines are nearly impossible
? Reboot:
? We hope to learn from our experiences and be
better for it in the end, but in the here and now we
are asking A LOT from every individual in our
organizations. And the real threat of loss of
enrollment and the impact to our funding is daunting.
? RECOVERY:
? The stages of recovery will take on a life of their
own as we proceed: we need support now in order to
deliver high quality instruction with the level of
mitigation necessary for safety, however?as we
proceed, the losses will take time to recoup. Summer
of 2021 will be a critical stretch of time for us to
augment learning opportunities and the cost is going
to be a huge challenge.
DR. WEISS emphasized that students would be starting back to
school after five months of no structured learning and emotional
support environment. She pointed out there have not been
typical social environments like Sunday school and summer camps.
She talked about the programs necessary in summer of 2021 and
the money that would be necessary to fund them.
12:20:52 PM
TERRI WALKER, Superintendent, Northwest Arctic Borough School
District (NABSD), continued with the PowerPoint and drew
attention to the information on slide 16, which read as follows
[original punctuation provided]:
Mission
The Northwest Arctic Borough School District's mission
is to provide a learning environment that inspires and
challenges students and employees to excel.
Priorities for Reopening
? Safety and security of students, staff, and
community
? Social and emotional well-being of our students and
staff
? Targeted instruction for students using platforms
that can be used in classrooms and remotely
MS. WALKER noted that there are 2,000 students spread out over
39,000 square miles in NABSD. She moved on to slide 17, which
read as follows [original punctuation provided]:
Flexible Learning Plan
? Extended start date
? School will start on August 20, 2020
? Orientation for parents/students the first two days
? Staggered schedules
? 1:1 electronic device for each student K-12
? Middle/High school block schedule
? Blended learning model
MS. WALKER said the August 20 start is late because teachers
need to quarantine. She spoke of the necessity of responding to
various risk levels during the pandemic. Regarding the
orientation, she said parents would meet teachers and learn
about devices, schedules, safety protocols, and the meal service
plan. She said the staggered schedules would be two days a week
in classroom and three days a week distance learning. Each
student will have an iPad. The middle school and high school
students will have three classes per "quarter" totaling six
classes in a "semester." This was a plan to avoid overwhelming
students trying to cover six classes at home.
12:25:15 PM
MS. WALKER directed attention to slide 18, which read as follows
[original punctuation provided]:
Medium Risk Opening
? Practice protocols and expectations
? Cohort rostering and staggered scheduling
? On-site and remote teaching
? Blended learning lessons
? Social and emotional needs of students
? Meals at home and in-school
? Provide information and training
? Safety measures in place
MS. WALKER noted that the district had spent CARES Act funds on
face masks, gowns for the special needs department, gloves, and
disinfectant. She indicated the district had also spent money
on long-distance audio calls to connect teachers with students
without Internet "last year." She said the district does not
have the funds to provide a counselor at each site, so it bought
a SEL program for its elementary students, having already
purchased it for high school students. It has purchased iPads
for each student. The district anticipates costs for hotel and
per diem of employees on layover in Kotzebue and Anchorage for
COVID-19 testing. She said the district issued "a number of
EDCs" for principals and teachers to work over the summer and
assist with the Smart Start plan. She emphasized that COVID
expenses would far exceed the amount the district has received
from CARES Act funds; it will not cover the expense necessary to
keep students safe over the next school year, including Internet
access and ongoing supplies.
12:29:31 PM
DEENA M. BISHOP, Ed.D., Superintendent, Anchorage School
District (ASD), took over the PowerPoint presentation and said
she would speak to risk level decision-making and ASD's response
to schooling and safety. She directed attention to slide 21,
which shows two matrixes regarding risk assessment. She said
that with input from medical and science professionals, ASD
created a response and decision-making matrix. She brought
attention to the left-hand side of the matrix and pointed to the
three colors indicating the municipality's alert levels created
by DHSS: high [red], intermediate [orange], and low [yellow].
On the right side she pointed to DEED's risk levels for ASD:
high [red], medium-high and medium-low [yellow], and low
[green]. She said the state's dashboard provides the modeling
and matrix per cases over a 14-day mean; as of last week, a 7-
day average was also provided. She said ASD utilizes a more
stable look at alert levels; the two are side by side in order
that the community "can understand the decision-making." She
said ASD has broken down the 300,000-person population into the
number of new cases daily averaged over 15 days. She referred
again to the yellow medium-risk level on the right and said, "We
wanted to engage our community as much as possible, but with a
slow start, so that our staff, students, and families feel safe
and are comfortable with the protocols."
DR. BISHOP moved on to slide 22, which showed the ASD School
Start Risk Level Response Plan for low, medium-low, medium-high,
and high risk, and for ASD at school or ASD at home. The latter
has a new virtual program, as well as enrollment choice in one
of ASD's three home schools. She said, "The ASD at home is for
families that want to stay connected to their home school but
don't feel necessarily comfortable." She stated, "We are
operating this on a cohort model, as suggested by Dr. Zink."
She compared it to a one-room schoolhouse.
12:32:56 PM
DR. BISHOP directed attention to slide 23, which is a response
matrix based on the number of confirmed COVID-19 cases. She
said two weeks ago she announced a high-medium risk level, and
with the rise in numbers, she predicted ASD would be moving into
the high-risk category. She noted that the matrix shows remarks
based on the number of cases, as well as the assumptions that
inform those remarks. A high-risk model does not mean everyone
will be at home, she said. Students would "begin at home," and
ASD staff would report to the buildings and use the Internet
provided by the school. She said the district would plan time
for parents to come in to meet teachers for the new school year,
and safety protocols would be followed. She said ASD staff will
be wearing masks. Those who choose not to are invited "to
utilize the virtual at-home program." She added that those who
cannot wear masks for medical reasons would be provided with
waivers.
12:35:28 PM
BETH LOUGEE, Superintendent, Ketchikan Gateway Borough School
District (KGBSD), resumed the PowerPoint presentation by showing
slide 25. She said KGBSD serves approximately 2,300 students
from preschool through twelfth grade and offers a wide variety
of programming in its three elementary schools, two charter
schools, two middle schools, one high school, and one
junior/senior alternative school. She said the district also
provides a homeschool correspondence program, called
"Fasttrack," and provides online courses via its digital academy
platform. Ms. Lougee said the district employs over 400
permanent, full-time staff and over 150 temporary or substitute
personnel, many of whom are graduates of the district's school
system. She said KGBSD is the second-largest employer in
Ketchikan. She said the district has responsibility to enter
into fall schooling with a careful plan that will ensure the
health and safety of students, staff, and community, and for
that reason, the district has been working closely since March
with the local emergency operations command, the Ketchikan
Education Association (KEA), parents, local agencies, DEED, ASA,
and the Association of Alaska School Boards (AASB), as well as
state and local public health experts.
MS. LOUGEE turned attention to slide 26, which shows a learning
plan timeline for KBGSD. She spoke about the information on
slide 27, which read as follows [original punctuation provided]:
The district's top priority is providing for the needs
of our students, families, staff, and community during
this time, charting a path forward for educating our
students, and keeping them safe at the same time. We
are committed to doing what we need to do to
accomplish this.
Considerations and Challenges:
? Planning time and training for different tiers of
instruction
? Resources to support the different tiers of
instruction (staff, space, PPE)
? Managing the daily changes with updated information
due to new recommendations and restrictions
MS. LOUGEE said KBGSD will provide each student with a device to
access learning remotely, and it will acquire additional space
to facilitate on-sight student attendance. She said public
input asks for a variety of options in the fall. The district
will need to respond to all scenarios, and "there is no one-
size-fits-all model." She said the district is taking a blended
approach and plans to provide: onsite instruction Monday
through Thursday, with Friday serving as a distance-learning day
for students, a professional development/planning day for
teachers, and day for disinfecting schools; district learning
for all families not able to facilitate onsite schooling; small
bubbles in classrooms, with limited congregate settings;
increased health and safety measures; and onsite schedules
structured around the needs of each grade level and often around
each student. She named barriers to success as the level of
risk of COVID-19 at the beginning of the year that may constrain
the district's on-site efforts; the level of risk to staff and
students, some of whom are high risk; and the limited resources
on hand "to be able to quickly redesign education as we know
it."
12:39:36 PM
MS. LOUGEE referred to slide 17 [but covered material not on
that slide] regarding the district's use of CARES Act funding,
which was a total of $588,598 for fiscal year 2020 (FY 20). She
related that minus the private school allocation, the district
was left with approximately $564,938 in expendable funds. Of
that, the district will have less than $150,000 to carry into FY
21. She said, "All of those costs are currently encumbered to
cover the cost of PPE, sanitation, online and distance-learning
tools, and additional staff time." She said the district
expects to incur $500,000 in additional expenses to provide for
space, materials, training, sanitization, devices, additional
supplies and equipment, and staffing needs to ensure a safe
environment for all. She expressed appreciation for the
allocation of money through the CARES Act but said it does not
cover everything. She said the shortage of money is compounded
by Governor Dunleavy's veto of the supplemental appropriation.
She emphasized that the district must have additional resources.
She thanked the local borough assembly and mayor for supporting
the district with an allocation of $258,100 in additional CARES
Act funds. She said schools provide students and the community
with more than reading, writing, and math, and she asked the
committee for its continued consideration for the needs of KBGSD
in making it through this challenge and creating a more
effective education system for all students.
12:42:35 PM
REPRESENTATIVE DRUMMOND asked for more details regarding the
private school support subtracted from the CARES Act allocation.
MS. LOUGEE said she would have to get back to Co-Chair Drummond
with details.
12:43:14 PM
JOHN O'BRIEN, Ph.D., Superintendent, Kenai Peninsula Borough
School District (KPBSD), directed attention to slide 29 of the
current PowerPoint and said he would discuss the district's
Smart Start plan and the "serious fiscal concerns facing most of
Alaska's school districts." He turned to slide 30 and said the
Smart Start startup plan was unanimously approved by the KPBSD
Board of Education on July 13, 2020. The plan will see many
revisions throughout the school year as new medical information
is gained and the science and situation revolving the pandemic
fluxes. He said the first revision will likely be the
requirement for all staff members and older students to wear
face coverings through all risk levels, green through red. He
stated that many of the same provisions discussed by former
superintendent speakers are also incorporated in the KPBSD plan.
12:45:14 PM
CLAYTON HOLLAND, Assistant Superintendent, Kenai Peninsula
Borough School District, stated that KPBSD has a comprehensive
plan and information that can be found on its web page. Its
school work group consists of 20 core members, including school
leaders, health experts, and the union president. All staff,
parents, and students were surveyed in May and June, with over
3,000 responses; a statewide PTA survey was reviewed; and there
has been consultation with numerous other district leaders and
members of the community. He thanked Dr. Zink and Commissioner
Johnson for their involvement. He said equity is sought for all
students when considering a plan. He said KPBSD comprises 42
diverse schools across a vast area, and not everyone has the
same access to technology or support at home. He emphasized the
importance of parent choice in the district, and named three
choices: in-person learning, five days a week; remote learning
at neighboring schools; and homeschooling. He said there is
flexibility to move between these choices as risk and comfort
level changes. He said KPBSD also focuses on continuity and
consistency in learning. He indicated that students' ability to
know when they are going to be at school is key to their social
and emotional learning. Mr. Holland said the district is
concerned with safety and wellbeing. Further, he emphasized the
importance of flexibility as new information becomes available.
12:49:27 PM
DAVE JONES, Assistant Superintendent for Instructional Support,
Kenai Peninsula Borough School District, directed attention to
slide 31, which read as follows [original punctuation provided,
with some formatting changes]:
Issue
? Neighborhood school enrollment shift to our KPBSD
Connections Homeschool
Neighborhood school enrollment loss to nonKPBSD
statewide correspondence programs Solutions
? Short term: FY21 Hold Harmless for declining
enrollment districts
? Long term: FY22 enrollment based on prior year
actual enrollment
Decreased funding = reduction of staff and educational
opportunities
What if: when the COVID19 pandemic risk is over,
possibly mid-year, and students want to return to
KPBSD neighborhood schools
MR. JONES said teachers and staff are scheduled to return for
in-service on August 11. Staffing is based on pupil/teacher
ratios, and salaries and benefits equal approximately 82 percent
of the district's total expenditure budget. He said based on
last year's enrollments, the district predicts it will have
8,573 students in FY 21; 7,763, or roughly 91 percent, were
predicted to be in KPBSD's neighborhood schools; 810, or 9
percent, were predicted to be in the district's Connections
Homeschool. He said the concern in any year is whether the
revenue the district receives from "the October 20 day count"
will support the expenditures for which the district has already
predicted and to which the district has made a commitment. He
stated, "I believe this lag in the revenue determination is the
one inherent weakness in the current foundation funding
formula." He continued:
This year, the revenue concerns have been heightened
by the volume of calls we have already received from
parents expressing concerns of having their children
attend the in-person neighborhood schools and
potentially be exposed to the coronavirus. What we
have been hearing is parents saying they are going to
protect their children by placing them in homeschool
correspondence classes until the coronavirus concerns
pass, and then return to their neighborhood schools.
At this time, it would appear that any resolution to
the coronavirus crisis will last until at least after
the October 20 day count period. If students move to
our KPBSD Connections Homeschool program from our
neighborhood school, it's better than if they move to
a non-KPBSD statewide program, but for the Connections
students, we will only receive 90 percent of the [base
student allocation] (BSA) value for those students,
and they will not be put through the multipliers
within the foundation formula, which will be a
significant revenue loss for KPBSD.
On the other hand, if they choose a non-KPBSD
statewide correspondence program, we will receive no
funding for FY 21, but we will be expected to provide
educational services when those students return to our
neighborhood schools after the coronavirus crisis
resolves. This revenue loss concern is especially
alarming, because our current FY 21 general fund
budget deficit is expected to eliminate all our
unassigned fund balance.
MR. JONES said KPBSD would like to see a hold harmless revenue
plan for districts with declining enrollments, so that they can
fund the commitments they have made based on pre-pandemic
enrollments. For the long term, he suggested revenue be based
on the prior year's actual enrollment, which would help
districts plan for declining enrollments. He shared that a
similar funding model in another state provides districts the
opportunity to recalculate support if they have an enrollment
increase of 10 percent or greater.
12:54:10 PM
SHAWN ARNOLD, Superintendent, Valdez City Schools (VCS);
President, Alaska Superintendents Association, said he has
worked with all the presenters to "make the best of the
situation" and look out for students. He said there are no easy
answers, but he emphasized that [districts] are in a better
place now than they were entering spring break in March 2020.
Mr. Arnold directed attention to slide 33, which read [in part]
as follows [original punctuation provided]:
Phase Transition Considerations
? Prevalence in Community
? Average Daily Number of Positive Cases
? Daily Hospitalizations
? Number of patients in ICU
? Staff/Student Absences
Components of Each Phase Include
? Health and Safety Protocols
? Parent and Family Engagement
? Wraparound Support and Community Services
? Transportation
? Trauma Informed Practices/ Social and Emotional
Needs
? Welcome Back Planning
? Connections with Stakeholders
MR. ARNOLD discussed the phases shown on the righthand side of
slide 33, [phases 1 through 5]. He said part of the role of
educators and local leaders is "to match what the community
wants," and he said one of the requests from the community was
"to set a definitive number" [regarding risk factors]. He
explained that in terms of a Smart Start framework, VCS's phase
1 and 2 are considered low risk; phase 3 is medium risk, and
phase 4 is high risk. He said the numbers shown can be
"deceptive." He explained that VCS depends on the input of a
variety of experts, including local stakeholders, medical
experts, a phase-in committee, local physicians, and nurses,
including an infectious disease nurse. Further, VCS is
attempting to contract with an epidemiologist for advice. It is
considering "multiple ... factors based on local condition" and
makes its adjustments within its schools based on
recommendation.
MR. ARNOLD said Valdez has a transient population of people who
work in the fishing and oil industries, but "many of those
individuals don't interact with any of the households within our
community." He said Valdez has been lucky to have had limited
COVID-19 cases.
12:58:27 PM
MR. ARNOLD turned to slide 34, which shows an overview of the
previously mentioned phases from slide 33. Instructional leave
will be changed depending on the phases. He said there is
concern that even with limited cases in Valdez, students and
staff may be at risk, and VCS wants to give its support by
offering options. There is an at-home option wherein students
can "check in live" and teachers can check in with students at
home. There is also a local homeschool program.
MR. ARNOLD moved on to slide 35, which read as follows [original
punctuation provided]:
Considerations and Challenges
? Planning time and training for multiple tiers of
instruction:
? In-class instruction
? Fully virtual
? Hybrid of the two
? Adequate supplies and staffing available to support
healthy hygiene practices, and to routinely clean and
disinfect objects and surfaces.
? Support from local health officials to review and
update plans, and to determine if or when to dismiss
schools.
? Physical, social, and emotional well-being of staff
and students.
? Reacclimatizing students and staff back to physical
settings, new routines.
? Managing expectations and logistical issues.
? Re-entry plan changes as more information becomes
available and as recommendations and restrictions
evolve.
MR. ARNOLD talked about bringing teachers back early and the
challenges of learning online delivery of classes. He
questioned whether there is time to adequately train staff. He
described the challenges of finding products for purchase in the
state, such as plexiglass and various styles of hand sanitizer
pumps. He said there is no local labor pool for increasing
staff needed, for example, for sanitizing the schools; some are
making more on unemployment than they would be starting with the
district.
MR. ARNOLD offered his understanding that VCS is receiving
approximately $170,000 in CARES Act funds. A big portion of
that has been allocated for a school nurse. He said teachers
are being asked to make determinations about whether a child may
have signs of COVID-19, and medical support for that is
important. Regarding support from local health officials, he
stated, "We wouldn't be able to do it if we didn't have the
resources available at our community." He said he can imagine
what a challenge it would be for any school without a nurse. He
talked about social distancing and the need for continual
evolution with time. He offered to answer questions.
1:06:05 PM
CO-CHAIR DRUMMOND thanked all the presenters. She remarked
there were more than the typical amount of people listening to
the meeting telephonically. She stated that on July 10, 2020,
the American Academy of Pediatrics changed its guidance on
school opening from its previous guidance of June 29, and she
highlighted that it had already been two weeks since July 10;
therefore, she predicted there would continue to be rapid change
necessitating everyone's attention to "what's going on out there
in terms of information that is critical to the health of our
children."
CO-CHAIR DRUMMOND read from an article by National Public Radio
(NPR), entitled "The Nation's Pediatricians Walk Back to the
Court for In-Person School," as follows:
The previous guidance was criticized for saying little
about the safety of educators and other school
personnel. Friday's statement ..., co-signed by the
two national teacher unions and ASA, ... calls for
putting educators, as well as other stakeholders, at
the center of decision making. It emphasized that
reopening safely will take more money. We call on
Congress and the Administration to provide the federal
resources needed to ensure that inadequate funding
does not stand in the way of safely educating and
caring for children in our schools.
CO-CHAIR DRUMMOND said she thinks the committee has heard from
almost all the superintendents that spoke today that money is an
issue. She said she is not aware of what Congress would do, but
"we clearly need help," and "it's good to know what school
districts are doing around the state in order to advocate for
that additional assistance."
1:09:27 PM
ADJOURNMENT
There being no further business before the committee, the House
Education Standing Committee meeting was adjourned at 1:09 p.m.
| Document Name | Date/Time | Subjects |
|---|---|---|
| ACSA Slideshow 7.23.2020.pdf |
HEDC 7/23/2020 10:00:00 AM |
|
| Final Agenda March 7.19.2020 Covid and School reopening Dr. Zink and others.pdf |
HEDC 7/23/2020 10:00:00 AM |
|
| 1.0 7.23.2020 (H)EDC DEED & DHSS Presentation.pdf |
HEDC 7/23/2020 10:00:00 AM |
|
| 3.0 COVID-19 Classroom Teacher ECHO Flyer.pdf |
HEDC 7/23/2020 10:00:00 AM |
|
| 2.0 Alaska Smart Start 2020 Framework Guidance -- Revised July 15, 2020.pdf |
HEDC 7/23/2020 10:00:00 AM |
|
| 4.0 School Health ECHO Flyer.pdf |
HEDC 7/23/2020 10:00:00 AM |
|
| 5.0 Alaska Smart Start 2020 Summer Virtual Summit Flyer.pdf |
HEDC 7/23/2020 10:00:00 AM |