Legislature(2023 - 2024)DAVIS 106
02/24/2023 08:00 AM House EDUCATION
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| Audio | Topic |
|---|---|
| Start | |
| Presentation(s): Correspondence Programs | |
| Presentation(s): Connections Home School Program | |
| Presentation(s): Idea Homeschool | |
| 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 24, 2023
8:00 a.m.
MEMBERS PRESENT
Representative Jamie Allard, Co-Chair
Representative Justin Ruffridge, Co-Chair
Representative Mike Prax
Representative CJ McCormick (via teleconference)
Representative Tom McKay
Representative Rebecca Himschoot
Representative Andi Story
MEMBERS ABSENT
All members present
OTHER LEGISLATORS PRESENT
Representative Mike Cronk
COMMITTEE CALENDAR
PRESENTATION(S): CORRESPONDENCE PROGRAMS =
- HEARD
PRESENTATION(S): CONNECTIONS HOME SCHOOL PORGRAM
- HEARD
PRESENTATION(S): IDEA HOMESCHOOL
- 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-presented a PowerPoint titled "Alaska's
Correspondence Programs."
DON ENOCH, Education Administrator
Special Education
Division of Innovation and Education Excellence
Department of Education and Early Development
Juneau, Alaska
POSITION STATEMENT: Co-presented a PowerPoint titled "Alaska's
Correspondence Programs."
ELWIN BLACKWELL, School Finance Administrator
School Finance and Facilities Section
Department of Education and Early Development
Juneau, Alaska
POSITION STATEMENT: Answered questions during a PowerPoint
titled "Alaska's Correspondence Programs."
ELIZABETH GRENINGER, Assessments Administrator
Division of Innovation and Education Excellence
Department of Education and Early Development
Juneau, Alaska
POSITION STATEMENT: Answered questions during a PowerPoint
titled "Alaska's Correspondence Programs."
DEB RIDDLE, Operations Manager
Division of Innovation and Education Excellence
Department of Education and Early Development
Juneau, Alaska
POSITION STATEMENT: Answered questions during a PowerPoint
titled "Alaska's Correspondence Programs."
DOUG HAYMAN, Principal
Connections Homeschool Program
Kenai, Alaska
POSITION STATEMENT: Presented a PowerPoint titled "Connections
Homeschool Program."
DEAN O'DELL, Director
IDEA Homeschool
Soldotna, Alaska
POSITION STATEMENT: Co-presented a PowerPoint, titled "IDEA
Homeschool Interior Distance Education of Alaska Galena City
School District.".
DEB MACKIE, Assistant Director
IDEA Homeschool
Galena, Alaska
POSITION STATEMENT: Co-presented a PowerPoint, titled "IDEA
Homeschool Interior Distance Education of Alaska Galena City
School District."
ACTION NARRATIVE
8:00:53 AM
CO-CHAIR JUSTIN RUFFRIDGE called the House Education Standing
Committee meeting to order at 8:00 a.m. Representatives Prax,
McKay, Himschoot, Story, McCormick (via teleconference), Allard,
and Ruffridge were present at the call to order.
^PRESENTATION(S): CORRESPONDENCE PROGRAMS
PRESENTATION(S): CORRESPONDENCE PROGRAMS
8:02:12 AM
CO-CHAIR RUFFRIDGE announced that the first order of business
would be the presentation on Correspondence Programs.
8:02:35 AM
HEIDI TESHNER, Acting Commissioner, Department of Education and
Early Development, commenced the PowerPoint [hard copy included
in the committee packet] on Alaska's Correspondence Programs on
slide 2, titled "Mission, Vision, and Purpose," and went over
the Department of Education and Early Development (DEED) mission
statement. She proceeded to slide 3, titled "Strategic
Priorities: Alaska's Education Challenge," which read as follows
[original punctuation provided]:
Five Shared Priorities:
1. Support all students to read at grade level by the
end of third grade.
2. Increase career, technical, and culturally relevant
education to meet student and workforce needs.
3. Close the achievement gap by ensuring equitable
educational rigor and resources.
4. Prepare, attract, and retain effective education
professionals.
5. Improve the safety and well-being of students
through school partnerships with families,
communities, and tribes.
ACTING COMMISSIONER TESHNER moved on to slide 4, titled
"Agenda", which read as follows [original punctuation provided]:
• History of Correspondence Programs
• Overview of State Statutes and Regulations
• Statement of Assurance and Approval Process
• Current Correspondence Programs
• Correspondence Program Funding
• Statewide Average Daily Membership (ADM) History
• Assessment Participation Rates
• 4-Year Cohort Graduation Rates
ACTING COMMISSIONER TESHNER continued to slide 5, titled
"History of Correspondence Programs," which read as follows
[original punctuation provided]:
State-run correspondence program
• Began operation in 1939, offering educational
services to students statewide who lived in
remote areas of the state with no local schools
• Was Central Correspondence Study (CCS) then
renamed to Alyeska Central School (ACS)
• Last year of operation was in the 2003-2004
school year
• Since then, there has been no state-run
correspondence program
• During the 2003-2004 school year, correspondence
program enrollment statewide exceeded 10,000 students
• During the 2022-2023 school year, there are 34
statewide and district-wide programs in 30 school
districts serving over 20,000 students
8:07:05 AM
DON ENOCH, Education Administrator, Division of Innovation and
Education Excellence, Department of Education and Early
Development, joined the presentation on slide 6, titled "State
Statutes." He reminded the committee that the statutes are in
the committee packet and provided all details and regulations.
He added that the statutes can be found on DEED's website as
well. He stated that there are five essential statutes mostly
covering correspondence, which are summarized as follows
[original punctuation provided]:
AS 14.03.300 Established participation requirements
and the development of the Student's Individual
Learning Plan (ILP)
• Requires a certificated teacher assigned to
each enrolled student
• Progress monitoring of student proficiency
• AS 14.03.310 Identified Student Allotment
Opportunity
• Districts may provide an annual allotment for
parent's educational expenses
• Districts must account for costs allowable
under the statute
• AS 14.07.050 Addressed textbook approval by local
school boards
• Allows for parent purchased materials at the
parent's discretion
• AS 14.03.090 Partisan, Sectarian or denominational
doctrines prohibited
• AS 14.17.430 90% ADM funding for correspondence
program students
MR. ENOCH paraphrased slides 7 and 8, titled "State
Regulations," which read as follows as follows [original
punctuation provided]:
• 4 AAC 09.040 Counting Correspondence and Part-time
students • 4 AAC 09.160 Accounting for Fund Balances
(10% limit)
• 4 AAC 33.420 Defines the Department role in
approving Correspondence Programs (Assurances/ Scope
of Program)
• 4 AAC 33.421 Individual Learning Plan (ILP)
requirements
• Monthly contact, Grading by certificated
teacher, Transcripts, Education materials are
appropriate to the ILP, Assessment requirements,
Tutoring rules
• 4 AAC 33.422 Fund Accounts Districts establish
allowable expenditures IAW regulatory requirements
• 4 AAC 33.426 Core Course requirements
• 4 AAC 33.430 432 Enrollment of students/students
in Special Education (allows for local district
coordination for statewide programs)
• 4 AAC 33.460 Program Review
• The department may monitor programs and may
place programs on a Plan of Correction Return
of funding may be imposed
• 4 AAC 33.490 Definitions
• (11) defines a statewide correspondence study
program
• (12)/(13) define curriculum and curriculum
materials
• (14) defines the use of the term "home school"
• (16) clarifies the teacher role as certificated
staff
• 4 AAC 09.015 Outside of Alaska
• Correspondence students outside of the state
are not eligible for funding
8:12:02 AM
MR. ENOCH pointed out that the information on slide 9, titled
"Statement of Assurance and Approval Process," is in the
committee packets. He noted that slide 10, titled "Current
Correspondence Programs," contained a footnote to see handout 3
[included in the committee packet] for average daily membership
data by school from FY2014 through FY2023.
8:13:38 AM
REPRESENTATIVE STORY asked whether the IDEA and Raven programs
use local special education services.
MR. ENOCH replied that making sure those relationships happen is
a more challenging area. Students can receive services, for
example, speech services, through video conferencing if it is
appropriate for the student; therefore, a local school district
would not need to establish or work with the student on it.
REPRESENTATIVE STORY asked for clarification if there is a
partnership between the local district and the correspondence
program. She added that she was of the understanding that
correspondence programs hire their own special education
teachers.
MR. ENOCH said he believed that all the correspondence programs
must have special education staff to maintain paperwork involved
in the progress of the student.
8:16:05 AM
MR. ENOCH continued on slide 11, titled "Correspondence Program
Funding," which read as follows [original punctuation provided]:
• AS 14.17.430
• Districts offering correspondence programs receive
funding based on 90% of the correspondence average
daily membership (ADM)
• Each correspondence ADM generates $5,364 (based on a
$5,960 Base Student Allocation)
8:16:29 AM
CO-CHAIR ALLARD asked about the figure of 90 percent and if it
was fair.
8:16:48 AM
ELWIN BLACKWELL, School Finance Administrator, School Finance
and Facilities Section, Department of Education and Early
Development, explained that the amount of funding received is
laid out in statute. The way the formula works in reference to
correspondence funding is that at the end of the average daily
membership (ADM) adjustment, it is multiplied by 90 percent,
then added back into the adjusted ADM. At that point, he said,
the base student allocation (BSA) is applied to the total number
to fund the district.
CO-CHAIR ALLARD asked if the 10 percent were added back in what
the difference in the dollars would be.
MR BLACKWELL replied it is roughly $600 for each student,
slightly less than BSA.
CO-CHAIR ALLARD inquired about the other 10 percent that the
correspondence courses are not getting, and if that amount "goes
back in the pot."
MR. BLACKWELL explained it does not go anywhere because all that
is offered is 90 percent of BSA. The other 10 percent was never
available to be allocated out the way the statute is written, he
said.
CO-CHAIR ALLARD asked Mr. Blackwell if he found this fair.
MR. BLACKWELL replied that is a policy question the legislature
will have to make.
8:19:06 AM
REPRESENTATIVE STORY requested what the cost would be for the
policy change.
8:19:32 AM
REPRESENTATIVE PRAX referred back to slide 7, regarding state
regulations, to "core course requirements," and asked if they
are the same for all school districts whether they are brick and
mortar or operate correspondence courses.
MR ENOCH confirmed the correspondence requirements are the same.
8:21:43 AM
REPRESENTATIVE MCKAY inquired about the 10 percent deduction for
a stay at home [correspondence] student and asked what the
rationale is for that.
MR. BLACKWELL offered his understanding it has to do with the
overhead cost. The cost of educating a correspondence student
is less than for a brick-and-mortar student where there are
additional costs for facility and personnel.
REPRESENTATIVE MCKAY said he agreed with the logic behind Mr.
Blackwell's explanation.
8:24:02 AM
CO-CHAIR ALLARD stated she thought the correspondence students
deserve the extra 10 percent, as they are placing wear and tear
on their own home, and parents have to hire tutors and other
resources to educate them. She asked if the funds could come
from the [higher education investment fund] like what is being
done with career technical education (CTE).
MR. ENOCH replied that he is not sure how CTE plays in to the 90
percent.
8:25:47 AM
ACTING COMMISSIONER TESHNER, in response to a previous inquiry
from Representative Story, relayed that it would cost $12.2
million to change correspondence from 90 to 100 percent. In
reference to the higher education investment fund, she said it
would be a formula change.
8:26:29 AM
REPRESENTATIVE HIMSCHOOT pointed out the spring assessments on
DEED's website and referenced the participation rates and
accountability for correspondence schools. She asked if
participation rates are accountable to a local school board
because they are all district based.
MR. ENOCH confirmed that was correct.
REPRESENTATIVE HIMSCHOOT observed that since DEED's budget is
transparent, they are financially accountable because it is all
open records.
MR. ENOCH concurred.
REPRESENTATIVE HIMSCHOOT noticed great variability in the 2022
assessment for the language arts participation rates in the
correspondence program, and 15 percent participation in
mathematics. She asked what the academic accountability was
when a family chooses a correspondence program to show the child
is learning.
MR. ENOCH said that from the point of view of the individual
learning plan, there is a requirement that a teacher is assigned
to each student to monitor their progress.
8:29:00 AM
ELIZABETH GRENINGER, Assessments Administrator, Division of
Innovation and Education Excellence, Department of Education and
Early Development, joined the discussion and referenced
Representative Himschoot's inquiry. She stated that the
regulation that addressed participation in statewide assessments
applies to correspondence students as public school students in
the state; therefore, it is established that students should
participate in the assessments.
REPRESENTATIVE HIMSCHOOT followed up on participation rates in
various subjects and asked Ms. Greninger if there was a
mechanism that required the correspondence programs to improve
the participation rate so their effectiveness can be determined.
MS. GRENINGER replied that the mechanism in place is the
responsibility of the district that houses those correspondence
programs. She added that each district is responsible for
encouraging participation and ensuring that 95 percent statewide
requirement.
REPRESENTATIVE HIMSCHOOT stated she did not have documentation
for prior years, but asked if it is an anomaly that 2022 had a
less than 15 percent participation rate.
MS. GRENINGER provided handouts 3 and 4 [included in the
committee packet] that showed by program there is some
variability because of the enrollment changing significantly.
REPRESENTATIVE HIMSCHOOT acknowledged that the handout was
helpful. She asked if correspondence programs are responsive to
the state or local board, and if their participation in the
statewide assessment is something that they are required to
monitor and improve. Additionally, she asked what the lever is
to ask the correspondence programs to provide academic
accountability in the form of a statewide test.
8:34:06 AM
MS. GRENINGER said the lever currently is for the accountability
system and the participation measure included in the
accountability formula that is the place has had an impact on
the district. She acknowledged that the change in population
causes the lower participation rate, and she further explained
that DEED had spent time and effort engaging with some of the
larger correspondence program leaders to brainstorm with hopes
of improving how barriers are addressed.
8:36:27 AM
REPRESENTATIVE PRAX asked Ms. Greninger to confirm whether the
districts have the responsibility for meeting the state
assessment requirements.
MS. GRENINGER replied that is correct.
REPRESENTATIVE PRAX noted that the districts must not be meeting
the regulatory requirement.
MS. GRENINGER replied the districts are falling short of the
participation portion of it, and as a result, the state is not
meeting the 95 percent participation.
REPRESENTATIVE PRAX opined that a direct solution would be to
cut funding if requirements are not being met. He asked if
there was a report on specific things DEED is doing to resolve
the problem.
MS. GRENINGER stated that as an assessment team in office, they
had worked closely with the larger correspondence programs as
well as with district coordinators across all districts to
gather information about what challenges and barriers they are
facing. She further explained some of the things the department
does to communicate with parents and districts. She related
that one of the larger barriers is when parents decide not to
have their children tested. She added that there is process
documentation available that shares details about when there
have been different conversations and meetings.
8:40:39 AM
CO-CHAIR RUFFRIDGE asked if the BSA and ADM generation funding
goes all the way through the entire foundation formula.
MR. BLACKWELL replied that the way the formula works is to make
adjustments for brick-and-mortar students all the way through
the formula, and at the tail end of the formula, correspondence
students are factored back in. There are no additional factors
applied to correspondence ADM, he said.
CO-CHAIR RUFFRIDGE clarified his question, and asked if the
entire foundation formula and all the numbers apply to
correspondence funding.
MR. BLACKWELL said none of those other factors apply to
correspondence numbers. He explained DEED would take a look at
all the brick-and-mortar schools and come up with a district
number based on those students, apply all the factors plus an
additional amount for intensive needs students, and then take
the 90 percent of correspondence students and add them into the
ADM before applying the BSA. None of the previous factors are
used in coming up with the correspondence ADM for funding
purposes, he confirmed.
CO-CHAIR RUFFRIDGE asked whether an intensive needs student who
wanted to be in correspondence programs would not need the
intensive needs factor applied.
MR. BLACKWELL replied that in such a case, DEED would count the
intensive needs student as one of the district's intensive
needs, and that student would generate an additional 13 times
the BSA within the overall formula.
8:44:59 AM
CO-CHAIR RUFFRIDGE asked if there used to be mandatory
assessments. He added that it seemed no school is meeting the
95 percent requirement.
MS. GRENINGER said that through federal regulations, DEED is
required to administer statewide assessments in grades 3 through
8, as well as English language arts, math, and science in high
school. She said there is also the potential for parents to
choose their own child's education pathway that included opting
out of the assessments.
CO-CHAIR RUFFRIDGE asked if there was a time in the state where
testing was required.
MS. GRENINGER confirmed there was.
8:47:47 AM
DEB RIDDLE, Operations Manager, Division of Innovation and
Education Excellence, Department of Education and Early
Development, added that there is a statute that parents can opt
their students out of assessments and there is currently
research being done to find out when that happened. She stated
she could provide the information to the committee at a later
date.
8:48:17 AM
CO-CHAIR ALLARD requested the number throughout the year of
students' assessments and surveys. She clarified she would like
information on what is required in elementary and high school.
MS. RIDDLE said the information will be gathered for the
committee.
CO-CHAIR ALLARD stated she was curious about getting all the
survey questions that were requested of the parents.
MS. RIDDLE stated DEED is not allowed as a state to provide
surveys to students unless it is a specific one approved, but
she added she could get a list by grade span what they are.
CO-CHAIR ALLARD asked that as a parent, and a survey came to her
asking her family "a slew of questions," whether she could
request all the surveys of all the questions that the district
or state is asking. She asked for confirmation that she cannot
get those questions.
MS. RIDDLE replied that as a department, DEED is not allowed to
offer surveys to students, but that is something the district
can do. She further clarified that she could get a list of the
survey questions that the state may send out to parents.
CO-CHAIR ALLARD asked whether she had to go to the specific
school district and ask for the survey and questions.
MS. RIDDLE confirmed that DEED had access to the surveys they
offer, but not access to the surveys the districts may offer.
CO-CHAIR ALLARD asked why DEED does not have access.
MS. RIDDLE explained that the district has the authority to
operate through its school board as its governing body.
8:52:30 AM
REPRESENTATIVE HIMSCHOOT offered her belief that the law
allowing parents to opt out was in the last five years.
MS. RIDDLE reiterated that DEED would look into when [the opt
out option] arose and provide the information to the committee
when received.
8:53:10 AM
MR. BLACKWELL continued the PowerPoint on slide 12, titled
"Statewide Average Daily Membership (ADM) History," which broke
out the brick-and-mortar ADM versus the correspondence ADM for
approximately ten years.
8:53:43 AM
MS. RIDDLE continued on slide 13, titled "Additional
Information," which read as follows [original punctuation
provided]:
• Assessment Participation Rates 2014 through 2022
• English Language Arts (see Handout # 4)
• Math (see Handout # 5)
• 4-Year Cohort Graduation Rates 2013 through 2022
(see Handout # 6)
8:54:54 AM
REPRESENTATIVE HIMSCHOOT asked Mr. Enoch about English language
learners (ELL) and whether they stay the same in a
correspondence program.
MR. ENOCH replied that everything should stay the same in all
the programs except for the administration, which may be more
complicated; for example, if a child is physically located in
another school district.
REPRESENTATIVE HIMSCHOOT inquired whether parents are allowed to
proctor online tests.
MS. GRENINGER added that the ACCESS assessment for ELLs can be
offered in some kind of remote capacity but the administration
procedures for all DEED's assessments are established in
regulation and define who can administer assessments and what
trainings are required for those administrators. She said
currently, parents are not allowed to administer any of the
statewide assessments.
8:57:32 AM
REPRESENTATIVE HIMSCHOOT asked about ACCESS [for ELLs]
participation rates and for feedback on the number of ELLs in
correspondence programs.
MS. GRENINGER confirmed that the data can be provided to the
committee at a later date. She sought clarification that the
data being asked for was referencing English learners
participating in a correspondence school, as well as the
percentage of those students being tested.
REPRESENTATIVE HIMSCHOOT responded that was correct. She asked
whether families were required to provide an education by
homeschooling or correspondence. In addition, she sought
clarification if there was demographic data beyond what is in
front of the committee for correspondence schools.
MS. RIDDLE replied that DEED would get the information for the
committee.
8:59:53 AM
The committee took an at-ease from 8:58 a.m. to 9:02 a.m.
^PRESENTATION(S): CONNECTIONS HOME SCHOOL PROGRAM
PRESENTATION(S): CONNECTIONS HOME SCHOOL PROGRAM
9:02:31 AM
CO-CHAIR RUFFRIDGE announced that the next order of business
would be the presentation on the Connections Home School
Program.
9:02:48 AM
DOUG HAYMAN, Principal, Connections Homeschool Program, provided
a brief professional background and informed the committee to
submit questions he can research, since he is new in his
position. He began the discussion on slide 2 of the PowerPoint
[hard copy included in the committee packet], titled "Elements
of Connections Homeschool," and mentioned contents of committee
members' packets. He said the Connections program is just "one
cog in a big wheel" of the Kenai Peninsula Borough School
District and answers to many. He continued on slide 3, titled
"Enrollment Process," which he described as simple, and read as
follows [original punctuation provided]:
• Event/decision to select homeschool option
• Development of an Individual Learning Plan (ILP)
• Identify learning target
• Select curriculum
• Verify rigor and accreditation
• Identify expectations and timelines
• Grading and report procedures
• Recording of outcomes on transcripts
• Determine reenrollment and next steps toward goals
MR. HAYMAN added that the vetted curriculum available is varied
compared to a brick-and-mortar school and is also designed to
achieve short term goals.
9:08:19 AM
MR. HAYMAN began discussing the grading and reporting
procedures, and after the parents send in the report card -
being they are the teachers - Connections verifies that the
reports and curriculum are accurate. The reports are then filed
and reported.
9:09:10 AM
REPRESENTATIVE PRAX asked whether the state provides the
district with specific curriculum guides or objectives that must
be met.
MR. HAYMAN assured Representative Prax the answer would be
explained on the next slide. He moved to slide 4, which showed
the state standards and an actual Individualized Learning Plan
(ILP) that contained the standards the course was to address, as
well as a grading scale that would be assessed at the time of
reporting.
9:13:08 AM
CO-CHAIR ALLARD stated she was alarmed that parents spent a lot
for the cost of correspondence tutoring. She asked whether high
school students get $2,600 for the entire year.
MR. HAYMAN affirmed that is Connections' current policy. He
said some of the other funds of the BSA will be explained in a
later slide.
CO-CHAIR ALLARD asked whether it was possible to stay under
$2,600 for the entire year considering everything it must cover.
MR. HAYMAN confirmed the limit is $2,600 and noted that
transportation or computers are not something Connections
reimburses.
CO-CHAIR ALLARD questioned whether the monthly Internet came out
of the $2,600.
MR. HAYMAN said yes, an Internet reimbursement could be filed.
He continued discussing the ILP on slide 4 and pointed out the
student in the example had $1,400 that could be rolled over. He
acknowledged that it is more expensive but there was evidence
that students and parents do use their entire allotment.
9:17:00 AM
MR. HAYMAN continued to slide 5, titled "Financial process and
considerations," which read as follows [original punctuation
provided]:
• Allotment deposit July 1, we are a year-around school.
• Allotment amount varies by grade level of student
• $2200 Elementary
• $2400 Middle School
• $2600 High School
• BSA x 90%= To district for homeschool
• KPBSD model- remainder of allocation goes
to:
• Staffing (PTR 90:1)-
• Facility and equipment
• Computers and printers (-$1000)
• Sponsored events
• ½ allotments for late enrollment
• Basic curriculum
• Allotment expenditure qualification
• Must support the ILP
• Exclude faith-based curriculum (qualifies for credit
but not reimbursement)
• Equipment limits per subject $200 unless preapproved
• Equipment purchased becomes property of district
• Rollover remains in account for as long as student is
continually enrolled in Connections program
• ½ allotment if enrolled October 19 January 10-
Academic curriculum only
• Basic curriculum for enrollments after January 10
9:20:19 AM
REPRESENTATIVE HIMSCHOOT asked what happens with a
correspondence student when a family cannot get the child to the
standard.
MR. HAYMAN replied that some of the brick and mortar would be
incorporated, as well as suggesting tutoring and alternative
curriculum.
9:21:51 AM
CO-CHAIR ALLARD asked about the success rate of graduation.
MR. HAYMAN replied there is currently a 65 percent success rate,
and 66 is the state standard. He added that this year's seniors
are at 84 percent; however, that is still not 95 percent, so
Connections is not satisfied, he said.
9:22:54 AM
CO-CHAIR ALLARD asked for confirmation that Mr. Hayman had
relayed the success rate had been 65 percent and now is almost
at 84 percent after his short time in the position.
MR. HAYMAN confirmed that is correct.
9:23:20 AM
REPRESENTATIVE HIMSCHOOT revisited Mr. Hayman's statement about
falling back on the brick-and-mortar school if remediation is
needed.
MR. HAYMAN said that is correct; it is offered as an option.
REPRESENTATIVE HIMSCHOOT asked what would happen with the
allotment if a student wanted to participate in music programs
at a brick-and-mortar school.
MR. HAYMAN explained it is not impacted on the school level and
the money goes to the district. He added that up to two classes
can be taken at a brick-and-mortar school.
REPRESENTATIVE HIMSCHOOT asked whether the 84 percent graduation
rate was projected and also inquired about the FAFSA completion.
MR. HAYMAN confirmed that is correct. In response to a follow
up question, he affirmed Connections' involvement with FAFSA.
9:26:23 AM
MR. HAYMAN moved to slide 7, titled "Advantages of
homeschooling," which read as follows [original punctuation
provided]:
• Individualized education
• Interest driven/career path
• Organic/real world application
• Ability to fully integrate all curricular areas
• Variable pacing
• Can take classes not available in traditional settings
• Controlled/family valued environment
• Financial support including technology (Computers/mifi)
• Travel seasonally (family life not dictated by school
schedule)
• Off grid adaptable
• No commuting
• Less wasted time during instruction
• Student will not fall behind due to illness or
absenteeism
• List is nearly infinite based on individual families
9:28:14 AM
MR. HAYMAN continued on slide 8, titled "Disadvantages of
homeschooling," which read as follows [original punctuation
provided]:
• Parent is the teacher
• Sometimes difficult to teach your own children
• Requires parent participation and support
• Parent expertise varies
• Difficult in a two-income household
• Socialization opportunities (+, -)
• Communication and accountability required
MR. HAYMAN added there are many forms to fill out regarding
accountability, and he referred to the contents in the committee
packets. He further explained there are many checks and
balances, and in addition, phone calls and emailing.
9:29:45 AM
MR. HAYMAN continued on slide 9, titled "How an increase to the
BSA could influence our homeschool program," which read as
follows [original punctuation provided]:
• Proportional increase
• Recalibrate increase
• Support shared access to curriculum and materials (lending
library)
• Any combination of above
• Support Co-ops
• Specialty workshops
• Tutors
• Social/Emotional support
• Academic intervention support
MR. HAYMAN asked the committee to submit any questions and
thanked them for the opportunity to present.
9:33:25 AM
The committee took a brief at-ease at 9:33 a.m.
9:33:28 AM
REPRESENTATIVE HIMSCHOOT asked how Connections' success is
measured with its 11 percent participation rate.
MR. HAYMAN replied it is not calculated currently because of the
11 percent, and he stated, "It bothers me more than it bothers
you." He said in the homeschool setting, there is a much higher
percentage of parents opting out which creates a hurdle. He
said he had a plan to increase participation through motivation,
for example, availability for secure testing multiple times
throughout the day. He added that Connections is a year-round
school and can fit with parents' lifestyles.
REPRESENTATIVE HIMSCHOOT inquired whether Connections had a
standardized tool similar to MAP Growth.
MR. HAYMAN replied Connections does administer the MAPs three
times per year.
REPRESENTATIVE HIMSCHOOT asked whether MAP is funded through the
district through its 100 percent BSA or a shared resource that
is not paid for out of the allocation.
MR. HAYMAN confirmed that is correct.
9:38:47 AM
CO-CHAIR ALLARD asked Mr. Hayman about the assessments and
whether parents should be allowed to opt out.
MR. HAYMAN explained the assessments are extremely valuable, and
parents must be incentivized, which he stated he is working on.
CO-CHAIR ALLARD asked Mr. Hayman if he believed the ACT and SAT
were valuable when going on to postsecondary education.
Mr. Hayman replied absolutely.
9:40:33 AM
The committee took an at-ease from 9:40 a.m. to 9:41 a.m.
9:41:46 AM
^PRESENTATION(S): IDEA HOMESCHOOL
PRESENTATION(S): IDEA HOMESCHOOL
CO-CHAIR RUFFRIDGE announced that the final order of business
would be the presentation on IDEA Homeschool.
9:42:26 AM
DEAN O'DELL, Director, IDEA Homeschool, began the PowerPoint
presentation [hard copy included in the committee packet] by
briefly summarizing slides 2, 3, and 4, titled "IDEA
Homeschool," "History," and "Service to Alaska," respectively.
He said IDEA was instantly successful, and over the years had
served over 37,000 students. Currently, there are 6,700
students living in 111 communities that IDEA serves from six
regional offices. He explained that within each office, there
are a number of certified staff and services provided, as well
as public spaces for clubs and events. One of the first
decisions made within the program, he explained, was to provide
field representatives to homeschool parents that partnered with
the IDEA program.
9:45:17 AM
MR. O'DELL moved to slide 6, titled "Enrollment," which featured
a snapshot of student count from October fiscal year 2013 (FY
13) through October FY 23. He said the incremental increases
shown may not look significant but represented a 5 to 7 percent
growth each year, and staff were also added each year. He said
thousands of parents tried homeschooling during the COVID-19
pandemic and enrollment went from 5,000 to 9,000 students during
that time. The following year, he said, many students returned
to brick-and-mortar schools, but many stayed because they
experienced the joy of homeschooling and gained a greater
understanding of individualized education. He added that some
parents waited for COVID-19 policies to stabilize within
schools, and that resulted in some students returning to brick-
and-mortar schools as well. He noted that in FY 16, there was a
decrease in enrollment due to Alaska Measures of Progress (AMP)
testing requirements, and the authority of parents to opt out.
9:49:38 AM
MR. O'DELL moved to slide 7, titled "Core Values Living into who
we are!" He invited Ms. Mackie to continue the presentation.
9:50:23 AM
DEB MACKIE, Assistant Director, IDEA Homeschool, joined the
presentation and provided a brief background. She summarized
IDEA's core values and who IDEA is as an organization.
9:51:52 AM
MS. MACKIE continued to slide 8, titled "We Believe...," which
featured IDEA's commitment and partnership with parents.
9:52:34 AM
MS. MACKIE proceeded to slide 9, titled "Created by
Homeschoolers for Homeschoolers." She explained teaching
children at home is different, and wisely, she said, IDEA
continued to keep the mission to support dedicated parents who
choose to homeschool their children.
9:53:33 AM
MS. MACKIE moved to slide 10, titled "Responsibilities," and she
stated that is something IDEA takes very seriously. The
minimums of state regulations are shown on the slide as well.
9:54:23 AM
MS. MACKIE moved on to slide 11, titled "Going Above and Beyond
to Serve," and she stressed that IDEA believes parents should
get more than they expect. She summarized other points relating
what IDEA provides. She added that parents stated
overwhelmingly that they stay with IDEA because of its
knowledgeable, resourceful, and caring staff.
9:56:03 AM
MR. O'DELL continued the presentation on slide 12, titled
"Challenges," and he said many are tied to funding. He pointed
out that of the six funding formulas shown on the slide, five
apply only to brick-and-mortar schools; they are multipliers on
top of the BSA.
9:58:08 AM
CO-CHAIR RUFFRIDGE invited questions regarding this formula.
CO-CHAIR ALLARD asked whether it was fair that correspondence
courses aren't included in the entire BSA formula.
MR. O'DELL replied that certain factors are understandably
applied to the brick-and-mortar programs.
9:59:18 AM
REPRESENTATIVE HIMSCHOOT asked whether there was a multiplier
applied for intensive needs students.
MR. O'DELL explained that he spoke with IDEA's special education
director and was told they do not receive intensive needs
special education factors. He added he would be glad to do more
research to double check this.
REPRESENTATIVE HIMSCHOOT observed there were two presenters that
related that correspondence programs do receive intensive needs
special education factors and one who said they don, and she
asked for clarification. In addition, she asked Mr. O'Dell to
justify why the school size adjustment, the district cost
factor, and the CTE factor should be applied to the BSA.
MR. O'DELL responded that while he could not talk about all the
factors and how they may be applicable to the IDEA program,
within CTE, IDEA works with families to individualize programs
and provide resources to build skills. He did not know if he
would ask for all the multipliers, he said, but a step in the
right direction would be to provide 100 percent of the BSA.
10:01:27 AM
REPRESENTATIVE PRAX asked for an idea of the percentage of
intensive needs students who would be interested in the IDEA
program.
MR. O'DELL replied it was a relatively small number, but he was
aware of some students who meet that qualification, and he said
he would research a number.
REPRESENTATIVE PRAX asked if the IDEA program is attempting to
accommodate those [intensive needs] students.
MR. O'DELL replied yes, and slide 13, titled "Special
Education," would help answer the question about the services
provided to families.
10:04:11 AM
REPRESENTATIVE PRAX asked for clarification whether that would
be driven by where the students go be it homeschool program or
brick and mortar - and if it was driven by the accounting
process.
MR. O'DELL replied they do not receive any special education
funding but are required to live under the Individuals with
Disabilities Education Act and provide all services with the 90
percent funding based on the BSA. He continued the presentation
and noted that the seven districts around the state have signed
a resolution requesting an amendment adding a special needs
multiplier to correspondence schools.
10:05:31 AM
REPRESENTATIVE MCKAY asked how much money that would be.
MR. O'DELL said he did not have the calculation.
REPRESENTATIVE HIMSCHOOT asked if it would work to provide a
grant to make up the cost difference if the funds could be found
to make up the 1.20.
MR. O'DELL replied any support would be welcome. He referred
back to the previous slide, titled "Challenges," that indicated
IDEA was looking at a number of ways to do deficit spending. He
returned to the discussion on testing and logistics, which he
said is very challenging, adding that in small communities where
staffing may be a problem, IDEA may not be welcome. In larger
communities, he said, there are more choices.
10:09:57 AM
CO-CHAIR ALLARD asked how much was allocated per student.
MR. O'DELL replied the allotment per student was the same as
Connections, which is $2,600 per high school.
10:10:16 AM
REPRESENTATIVE HIMSCHOOT commented on IDEA's decision to expand
beyond what it is capable of managing. She stated it felt
disingenuous to ask for more money, and she inquired about MAP
testing.
MR. O'DELL replied that IDEA was making an effort to share with
families the value of assessment, and accountability is
assessment, he said. He briefly went over core values, and that
the true purpose was to honor parent choice.
REPRESENTATIVE HIMSCHOOT asked what accountability is if it is
not assessment.
MR. O'DELL replied that accountability is found in regulation,
and those responsibilities are taken very seriously, he said.
10:13:49 AM
CO-CHAIR ALLARD said she found it disingenuous of all the public
schools to request money without accountability. She noted that
Alaska is failing in science, technology, engineering, and
mathematics (STEM), as well as reading. She further noted the
number of parents leaving the public school system because the
correspondence courses could produce better results.
MS. MACKIE replied she knew there were challenges within the
brick-and-mortar schools, and she offered her belief that the
accountability piece is just one piece just as it is in
correspondence schools. The same ability to determine
children's success across a wide range of variables is the way
all schools should be treated, she said. She stated the schools
should not be [pitted] against each other, as they are on the
same team of educating children.
CO-CHAIR ALLARD offered her opinion that parents deserve the
right to choose their child's education and are the greatest
advocates for their kids.
10:16:10 AM
REPRESENTATIVE HIMSCHOOT asked what the graduation rate was.
MR. O'DELL replied that the program offers credit recovery for
students who will not graduate on time; therefore, IDEA's
graduation rate is not as pristine as it should be.
10:18:04 AM
MS. MACKIE moved to slide 14, titled "Success and Achievement
Individualized Learning Works!" She touched on the ways IDEA
measures success, and she stressed that IDEA prides itself on
the relationship between certified teachers and families and the
resources provided. She continued to slide 15, titled
"Achievements and Awards," and summarized the various public
school competitions in the state and noted that IDEA often wins.
She continued to slide 16, titled "Workforce and College
Readiness," which she said was done in many ways. She said IDEA
students are lifelong learners and it comes out in their ability
to change and flex as they leave high school and experience new
jobs, careers, and opportunities.
10:22:46 AM
MS. MACKIE informed the committee that success stories have been
included in their packets. The stories represent many different
avenues the students have taken after they left IDEA, she said.
She concluded the presentation on slide 17, titled "Success!"
She added that the students have shown success on many
platforms, and in many professions.
10:25:32 AM
REPRESENTATIVE HIMSCHOOT said she appreciated the broad
understanding about accountability. She asked what the IDEA
accreditation process is.
MR. O'DELL responded that he had less than direct participation
in that process. He offered his understanding that IDEA
presented materials as part of a district accreditation.
10:26:42 AM
REPRESENTATIVE PRAX observed the number of students enrolled in
IDEA has increased, but Fairbanks, as an example, declined. He
asked if correspondence programs are growing relative to
statewide enrollment in other district programs.
MR. O'DELL said he believed so. For further clarification, he
went back to slide 6, "Enrollment."
CO-CHAIR ALLARD commented that Mr. O'Dell's request for
expansion dollars goes to show his testament of success.
10:29:08 AM
MS. MACKIE directed her comment to Representative Himschoot and
said that open enrollment is part of the requirement since IDEA
is a public school.
10:29:57 AM
REPRESENTATIVE PRAX expressed surprise that not just the IDEA
program but other correspondence programs were able to
accommodate doubling enrollment.
MS. MACKIE responded that she had to hire and train staff
quickly.
10:32:20 AM
ADJOURNMENT
There being no further business before the committee, the House
Education Standing Committee meeting was adjourned at 10:32 a.m.
| Document Name | Date/Time | Subjects |
|---|---|---|
| Appendix - IDEA Success 2.24.23.pdf |
HEDC 2/24/2023 8:00:00 AM |
|
| IDEA Presentation 2.24.23.pdf |
HEDC 2/24/2023 8:00:00 AM |
|
| Connections Homeschool Legislative Report 2.24.23.pptx |
HEDC 2/24/2023 8:00:00 AM |
|
| Connections- accountability forms 2.24.23.pdf |
HEDC 2/24/2023 8:00:00 AM |
|
| 02.24.23 H EDC Correspondence Programs.pdf |
HEDC 2/24/2023 8:00:00 AM |
|
| 2.24.23 DEED Handout #1 - Correspondence Statutes and Regs.pdf |
HEDC 2/24/2023 8:00:00 AM |
|
| 2.24.23 DEED Handout #2 - District Correspondence Assurances.pdf |
HEDC 2/24/2023 8:00:00 AM |
|
| 2.24.23 DEED Handout #3 - Alaska Correspondence Programs FY14-FY23.pdf |
HEDC 2/24/2023 8:00:00 AM |
|
| 2.24.23 DEED Handout #4 - 2014-2022 ELA Participation Rates w District and School Name.pdf |
HEDC 2/24/2023 8:00:00 AM |
|
| 2.24.23 DEED Handout #5 - 2014-2022 Math Participation Rates w District and School Name.pdf |
HEDC 2/24/2023 8:00:00 AM |
|
| 2.24.23 DEED Handout #6 - 10 Year Grad Rates Correspondence Programs.pdf |
HEDC 2/24/2023 8:00:00 AM |