Legislature(2023 - 2024)DAVIS 106
02/08/2023 08:00 AM House EDUCATION
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| Audio | Topic |
|---|---|
| Start | |
| Presentation(s): Alaska Reads Act by the Alaska Department of Education & Early Development | |
| Adjourn |
* first hearing in first committee of referral
+ teleconferenced
= bill was previously heard/scheduled
+ teleconferenced
= bill was previously heard/scheduled
ALASKA STATE LEGISLATURE
HOUSE EDUCATION STANDING COMMITTEE
February 8, 2023
8:01 a.m.
MEMBERS PRESENT
Representative Jamie Allard, Co-Chair
Representative Justin Ruffridge, Co-Chair
Representative Mike Prax
Representative CJ McCormick
Representative Tom McKay
Representative Rebecca Himschoot
Representative Andi Story
MEMBERS ABSENT
All members present
OTHER LEGISLATORS PRESENT
Representative Alyse Galvin
Representative Dan Ortiz
COMMITTEE CALENDAR
PRESENTATION(S): ALASKA READS ACT BY THE ALASKA DEPARTMENT OF
EDUCATION & EARLY DEVELOPMENT
- HEARD
PREVIOUS COMMITTEE ACTION
No previous action to record
WITNESS REGISTER
HEIDI TESHNER, Acting Commissioner
Department of Education and Early Development
Juneau, Alaska
POSITION STATEMENT: Co-offered a PowerPoint presentation
entitled "Alaska Reads Act by the Alaska Department of Education
& Early Development."
SUSAN MCKENZIE, Director
Division of Innovation and Education Excellence
Department of Education and Early Development
Juneau, Alaska
POSITION STATEMENT: Co-offered a PowerPoint presentation
entitled "Alaska Reads Act by the Alaska Department of Education
& Early Development."
DEBORAH RIDDLE, Operations Manager
Division of Innovation and Education Excellence
Department of Education and Early Development
Juneau, Alaska
POSITION STATEMENT: Co-offered a PowerPoint presentation
entitled "Alaska Reads Act by the Alaska Department of Education
& Early Development."
ACTION NARRATIVE
8:01:55 AM
CO-CHAIR JUSTIN RUFFRIDGE called the House Education Standing
Committee meeting to order at 8:01 a.m. Representatives Prax,
McCormick, McKay, Himschoot, Story, Allard, and Ruffridge were
present at the call to order.
^PRESENTATION(S): Alaska READS Act by the Alaska Department of
Education & Early Development
PRESENTATION(S): Alaska READS Act by the Alaska Department of
Education & Early Development
8:02:38 AM
CO-CHAIR RUFFRIDGE announced that the only order of business
would be the presentation on the Alaska READS Act by the Alaska
Department of Education & Early Development.
8:03:36 AM
HEIDI TESHNER, Acting Commissioner, Department of Education and
Early Development (DEED) explained there would be updates on the
Alaska Reads Act, passed via House Bill 114 during the Thirty-
Second Alaska State Legislature, on July 15 2022, with an
effective date of July 1, 2023. The Act created four new
programs: an early education grant program, a department reading
program, a district reading and improvement program, and a
virtual education consortium - all discussed today. Ms. Teshner
began on slide 2, titled "Mission, Vision and Purpose," and
continued on to slide 3, titled "Agenda," which covered
implementation and overview, and regulation review. She
proceeded to slide 4, titled "Strategic Priorities: Alaska's
Education Challenge," and focused on number 1 on the slide:
"Support all students to read at grade level by the end of third
grade" - this being the Reads Act top priority.
8:05:51 AM
SUSAN MCKENZIE, Director, Division of Innovation and Education
Excellence, DEED, joined the presentation and explained the
Alaska Reads Act is aligned with priority number 1 on slide 5,
titled "Alaska Education Challenge: Priority 1 Aligned Focus,"
and she reiterated the goal of reading proficiency by the third
grade. Ms. McKenzie continued on to slide 6, titled "Alaska's
Strategic Reading Plan," which shows the components of the
Alaska Reads Act are imbedded into the Strategic Reading Plan.
She noted that additional components would be added as the need
arises. She moved on to slide 7, titled "Alaska Reads Act
Implementation Supports," and immediately followed on to slide
8, titled "Alaska Reads Act Webinar Schedule," which highlights
the Reads Act components, dates, and presenters. She added that
all content is available on DEED's website.
8:09:22 AM
MS. MCKENZIE proceeded to slide 9, titled "Alaska Reads Act
Timeline and Resources," where she began her focus on website
resources. She described the website as [user friendly] and
accessible, and pointed out there are recordings of the
webinars. She summarized the points on the left side of the
slide, "Timeline," which highlights DEED's work on proposed
regulations going to the State Board of Education, dates of
public comment, and an anticipated adoption of the regulations
in April 2023. She continued on to slide 10, titled
"Communication." She stressed the focus on active
communication, including presentation requests, a monthly
newsletter that provides updates on DEED's efforts on the
Strategic Reading Plan, and the implementation of the Alaska
Reads Act. She noted that the subscribers for the newsletter
had gone from 100 to over 1,000.
8:12:15 AM
MS. MCKENZIE skipped to slide 12, titled "Alaska READS Act
Components," with two focus areas: "Reads Act Programs," and
"Other Requirements," which will be summarized during the
following slides. She continued on to slide 13, titled "Alaska
Reads Act: Department Reading Program," - a voluntary part of
the Act. She explained the program is offered to the lowest
performing 25 percent of schools, and upon acceptance,
participants would be connected with a department reading
specialist for one year with renewal options.
8:14:12 AM
REPRESENTATIVE HIMSCHOOT asked if the schools in the lowest 25
percent are in different districts, how many specialists would
be housed at DEED. She further inquired how many schools are in
the 25 percent.
MS. MCKENZIE answered yes, the schools are in various districts
and that there are plans for 5 department reading specialists
that would take on caseloads, and during implementation, would
take 2 schools so that 10 schools could be supported the first
year. The goal is to support more schools moving forward. She
confirmed that it is 25 percent of about 500 schools. In
response to a follow-up question, she explained each year the
lowest 25 precent are identified, they are invited each year to
apply, and the goal is to serve as many schools as DEED is able
to.
8:17:04 AM
REPRESENTATIVE PRAX stated his concern about schools being
labeled low-performing, and then not having the resources to
improve that. He pointed out the Department Reading Program is
being offered, but not required, resulting in confusion.
REPRESENTATIVE STORY asked for clarification on the assessment
that designates the 25 percent lower performing schools.
8:18:49 AM
DEBORAH RIDDLE, Operations Manager, Division of Innovation and
Education Excellence, Department of Educational and Early
Development, explained the accountability system is called the
System for School Success, creating an index value for each
school based on various assessments, attendance, and third grade
proficiency.
8:19:34 AM
REPRESENTATIVE STORY asked if the districts currently know
whether they will be offered the program.
MS. MCKENZIE replied yes, but through the accountability system
it could be slightly different, and some schools already have a
good indication on if they fall into the category of 25 percent.
8:20:33 AM
REPRESENTATIVE MCKAY questioned why any school would refuse the
assistance.
MS. MCKENZIE answered there are several factors that play into
decisions, including what the schools may have going on
currently for development. She also noted there are parts of
the Reads Act that are required.
8:21:29 AM
REPRESENTATIVE HIMSCHOOT pointed out there is nothing in the
bill stating the reading specialists for schools in the 25
percent would live in the community where the school is located.
MS. MCKENZIE confirmed no.
8:22:09 AM
CO-CHAIR RUFFRIDGE, regarding the lowest performing in the 500
schools, asked if it includes all schools, or just elementary.
MS. MCKENZIE confirmed for all schools.
MS. MCKENZIE continued the presentation on slide 14, titled
"Alaska Reads Act: District Reading Intervention," and explained
this is the part of the Act that is required of all districts
receiving state funds. The components include department-
approved plans, literacy screeners, and that all intervention
needs to be based on the science of reading.
8:25:40 AM
REPRESENTATIVE STORY asked whether the literacy screener is
still in development.
MS. MCKENZIE responded that DEED has already adopted a literary
screener to use for fall, and it will be piloted with a number
of schools.
8:29:49 AM
CO-CHAIR RUFFRIDGE referred to the pilot programs, and asked how
many students were identified as students with reading
deficiencies.
MS. MCKENZIE responded that DEED is just getting feedback on
what went well and what needs work in the pilot programs.
8:30:22 AM
CO-CHAIR RUFFRIDGE asked if it is the children's teachers that
are developing the individual learning plans. He also asked if
it would vary by district.
MS. MCKENZIE explained that the Alaska Reads Act states the
parents need to be part of putting the plan together along with
the principal, a reading specialist, and the teacher; there are
different tiers and people involved within the school
environment. In response to a follow up question, Ms. McKenzie
stated it could possibly be different depending on the district.
8:31:45 AM
REPRESENTATIVE HIMSCHOOT asked how many mandates have been added
to districts.
MS. MCKENZIE replied that the proposed regulations would be
adopted in April and enacted in July.
8:33:20 AM
REPRESENTATIVE STORY commented on the assessments, and asked for
an estimate of how many kids K through 3 are not proficient in
reading.
MS. MCKENZIE replied that DEED does not have the data, and until
the Act is enacted, literacy screeners were not required.
8:34:35 AM
MS. TESHNER added to Ms. McKenzie's response and explained about
80 percent of students are not proficient, based on The Alaska
System of Academic Readiness (AK STAR) assessment.
8:34:49 AM
CO-CHAIR RUFFRIDGE asked of the 80 percent, approximately how
many students were in the third grade.
MS. TESHNER replied about 10,000 students, and noted she can
follow up with the committee on the exact number.
8:35:26 AM
MS. MCKENZIE moved on to slide 15, titled "Alaska Reads Act:
District Reading Intervention Supports," and explained DEED is
implementing several required supports to districts.
8:36:48 AM
CO-CHAIR RUFFRIDGE questioned the assessment that there are 5
specialists planned, that the poorest performing 25 percent of
schools are being looked at, but possibly 8,000 students may
need intervention.
MS. MCKENZIE explained that the requirements of the Alaska Reads
Act and support are multi-faceted, and the 25 percent being
referred to is voluntary and lasts for one year with a school
that chooses to participate.
CO-CHAIR RUFFRIDGE acknowledged that there is nothing built in
to help a district or student, and help pay for that student.
MS. MCKENZIE responded that the multi-tiered framework
supporting each student, with the intervention needed, is a
framework the Alaska Reads Act requires.
8:43:04 AM
REPRESENTATIVE MCCORMICK asked if there is a plan of support for
the challenges of very rural communities.
MS. MCKENZIE responded that she does not have information on
specific schools.
8:45:02 AM
MS. MCKENZIE re-stated answers to questions from Representative
Ortiz, which were topics of discussion earlier in the hearing.
8:46:48 AM
MS. RIDDLE rejoined the presentation on slide 16, titled "Alaska
Reads Act: Early Education and Parents as Teachers," which is
also a voluntary program, and the purpose is to help districts
build or improve early learning programs. She explained there
will be a series of 3-year grants, providing the districts have
an insufficient number of programs available to support area
students. She then focused on the "Parents as Teachers" part of
the slide, which is a partnership between DEED and the
Department of Health - the latter for which DEED supports its
work with children from birth until age 5, going into parents'
homes with a variety of educational and health-related services
to prepare the children for Kindergarten.
8:51:26 AM
CO-CHAIR RUFFRIDGE inquired whether the early education program
grants only go to the 25 percent lowest performing districts.
MS. RIDDLE replied that the grants are for any district that
wants to implement a Pre-K program, but priority would be given
to those districts who have a lower index score.
8:52:11 AM
REPRESENTATIVE STORY commented that other states that do very
well in reading and have a strong early learning component have
funded early learning. She stated the Alaska State Legislature
has an opportunity to increase funding of early education if it
chooses.
8:53:57 AM
MS. RIDDLE continued on slide 17, titled "Alaska Reads Act:
Virtual Education Consortium," and noted this section of the Act
will be implemented in July 2024. Before the implementation,
she explained, DEED is working to create an oversite committee
titled the Alaska Virtual Consortium Oversite Committee, to be
able to offer professional development and courses for students
on a virtual platform.
8:56:13 AM
MS. MCKENZIE joined the presentation on slide 19, titled "Alaska
Reads Act: Educator Qualifications." The Reads Act requires
that there be training, coursework, [and] testing in a variety
of areas, and the training is approved by the State Board of
Education and Early development, in regulations. She proceeded
to slide 20, titled "Alaska Reads Act: Educator Qualifications."
Early education, K-3 educators, and a district reading teacher
are requirements she briefly summarized. She moved on to slide
21, titled "Proposed Regulations Educator Qualification
Tracking," and explained DEED will add endorsements to an
educator's certification which would prove the educator has met
the requirements of the Alaska Reads Act.
8:58:11 AM
REPRESENTATIVE PRAX questioned if it would be a certified
educator per district.
MS. MCKENZIE responded, "Any teacher who teaches grades K
through 3."
8:58:41 AM
REPRESENTATIVE STORY asked who pays for the endorsement and if
the courses would be through the university.
MS. MCKENZIE responded that DEED is working on using some COVID-
19 Relief funds, but some teachers or administrators may need to
pay for the training. In response to a follow-up question, she
explained DEED is setting up a process for the approval of the
courses, and it could occur through a university.
MS. MCKENZIE continued to slide 23, titled "K-3 Educators," that
highlights two endorsements that would be phased in over the
next two years under specific requirements.
9:00:49 AM
REPRESENTATIVE STORY acknowledged the trouble hiring teachers,
and questioned if it is common for teachers hired to have this
reading endorsement, and if it is allowed that a district hire a
person without "the early childhood hours."
MS. MCKENZIE answered that DEED anticipates this will be phased
in over the next two years. She pointed out that the Alaska
Reads Act does not require a reading endorsement.
REPRESENTATIVE STORY asked whether teachers who are hired but do
not obtain this reading endorsement within 2 years would not be
allowed to teach.
MS. MCKENZIE confirmed that is correct.
9:02:45 AM
CO-CHAIR RUFFRIDGE asked if the certification is a proposed
regulation from this endorsement.
MS. MCKENZIE replied that the endorsement, or process, is
through regulation; the requirement of the course work is in the
Alaska Reads Act.
CO-CHAIR RUFFRIDGE questioned the educational need, with the
assumption K-3 teachers would have had some experience, and
asked if there are teachers that could be endorsed already.
MS. MCKENZIE responded DEED does not have the exact data. Some
educators have taken courses that are aligned with the
requirements of the Reads Act, but it is unknown if the course
work included the science of reading-based training.
9:05:47 AM
MS. MCKENZIE moved forward to slide 22, titled "Early
Education," which focused on an "Early Educator Lead"
endorsement that takes two years to complete, and its
requirements were briefly summarized.
9:06:47 AM
REPRESENTATIVE PRAX commented on small school districts where
the educator lead is the same person doing the teaching, and he
expressed concern about implementation problems for the smaller
districts.
9:08:21 AM
MS. MCKENZIE proceeded to slide 24, titled "District Reading
Teacher." It featured the last requirement for educator
training in the Act, resulting in an Alaska Reads Act-verified
reading teacher, which is different from a reading specialist.
She moved on to slide 25, titled "Proposed Regulations Evidence-
based Reading Exams," that featured four examination types and
their requirements. She continued to slide 26, titled "Proposed
Regulations Evidenced-based Reading Training Courses," which
reviewed in regulation what is proposed.
9:11:02 AM
MS. TESHNER joined the presentation on slide 28, titled "Alaska
Reads Act: Regulation Review," which highlighted a link to
proposed regulations and a 4-page summary document.
9:12:29 AM
REPRESENTATIVE MCKAY questioned how many in the 25 percent non-
performing group were in Anchorage. He also asked when the
determination of the 25 percent was made, and if there was any
correlation with "the COVID-19 pandemic."
MS. MCKENZIE replied that the information on Anchorage schools
would be provided on a future date. In reference to performance
and the pandemic, she explained a pattern of non-proficiency
preceding "the Covid years".
9:15:15 AM
ADJOURNMENT
There being no further business before the committee, the House
Education Standing Committee meeting was adjourned at 9:15 a.m.
| Document Name | Date/Time | Subjects |
|---|---|---|
| Alaska Reads Act Implementation 2-8-2023a.pdf |
HEDC 2/8/2023 8:00:00 AM |
Alaska Reads Act |
| 02.08.2023 House Education Committee AK Reads Act Follow-up Responses.pdf |
HEDC 2/8/2023 8:00:00 AM |