03/20/2024 08:00 AM House EDUCATION
| Audio | Topic |
|---|---|
| Start | |
| University of Alaska Board of Regents|| Alaska State Board of Education and Early Development | |
| HB147 | |
| HB382 | |
| Adjourn |
+ teleconferenced
= bill was previously heard/scheduled
| *+ | HB 391 | TELECONFERENCED | |
| *+ | HB 382 | TELECONFERENCED | |
| + | TELECONFERENCED | ||
| + | HB 147 | TELECONFERENCED | |
| + | TELECONFERENCED | ||
ALASKA STATE LEGISLATURE
HOUSE EDUCATION STANDING COMMITTEE
March 20, 2024
8:02 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
COMMITTEE CALENDAR
CONFIRMATION HEARING(S):
University of Alaska Board of Regents
Seth Church - Fairbanks
- CONFIRMATION(S) - ADVANCED
Alaska State Board of Education and Early Development
Pamela Dupras - Anchorage
Barbara Tyndall - Fairbanks
- CONFIRMATION(S) ADVANCED
HOUSE BILL NO. 147
"An Act relating to teacher certificates for retired teachers."
- MOVED HB 147 OUT OF COMMITTEE
HOUSE BILL NO. 382
"An Act relating to education; relating to the rights of the
parents of public school students; relating to the rights of
public school teachers; relating to the records of public school
students; and providing for an effective date."
- HEARD & HELD
HOUSE BILL NO. 391
"An Act relating to charter schools; and providing for an
effective date."
- SCHEDULED BUT NOT HEARD
PREVIOUS COMMITTEE ACTION
BILL: HB 147
SHORT TITLE: RETIRED TEACHER CERTIFICATE
SPONSOR(s): REPRESENTATIVE(s) DIBERT
03/29/23 (H) READ THE FIRST TIME - REFERRALS
03/29/23 (H) L&C, EDC
04/10/23 (H) L&C AT 3:15 PM BARNES 124
04/10/23 (H) <Bill Hearing Canceled>
01/26/24 (H) L&C AT 3:15 PM BARNES 124
01/26/24 (H) -- MEETING CANCELED --
02/02/24 (H) L&C AT 3:15 PM BARNES 124
02/02/24 (H) Heard & Held
02/02/24 (H) MINUTE(L&C)
02/12/24 (H) L&C AT 3:15 PM BARNES 124
02/12/24 (H) <Bill Hearing Rescheduled to 02/14/24>
02/14/24 (H) L&C AT 3:15 PM BARNES 124
02/14/24 (H) Moved HB 147 Out of Committee
02/14/24 (H) MINUTE(L&C)
02/15/24 (H) L&C RPT 6DP
02/15/24 (H) DP: CARRICK, FIELDS, SADDLER, PRAX,
RUFFRIDGE, SUMNER
03/20/24 (H) EDC AT 8:00 AM DAVIS 106
BILL: HB 382
SHORT TITLE: EDUCATION; PARENT/TEACHER RIGHTS
SPONSOR(s): REPRESENTATIVE(s) CARPENTER
02/20/24 (H) READ THE FIRST TIME - REFERRALS
02/20/24 (H) EDC, JUD
03/20/24 (H) EDC AT 8:00 AM DAVIS 106
WITNESS REGISTER
SETH CHURCH, Appointee
University of Alaska Board of Regents
Fairbanks, Alaska
POSITION STATEMENT: Testified as appointee to the University of
Alaska Board of Regents.
PAMELA DUPRAS, Appointee
Alaska State Board of Education and Early Development
Anchorage, Alaska
POSITION STATEMENT: Testified as appointee to the Alaska State
Board of Education and Early Development.
BARBARA TYNDALL, Appointee
Alaska State Board of Education and Early Development
Fairbanks, Alaska
POSITION STATEMENT: Testified as appointee to the Alaska State
Board of Education and Early Development.
REPRESENTATIVE MAXINE DIBERT
Alaska State Legislature
Juneau, Alaska
POSITION STATEMENT: As prime sponsor, introduced HB 147.
TAMMY SMITH, Staff
Representative Maxine Dibert
Alaska State Legislature
Juneau, Alaska
POSITION STATEMENT: Answered questions during the hearing on HB
147 on behalf of Representative Dibert, prime sponsor.
KELLY MANNING, Deputy Director
Division of Innovation and Education Excellence
Department of Education and Early Development
Juneau, Alaska
POSITION STATEMENT: Answered questions during the hearing on HB
147.
REPRESENTATIVE BEN CARPENTER
Alaska State Legislature
Juneau, Alaska
POSITION STATEMENT: As prime sponsor, introduced HB 382.
KENDRA BROUSSARD, Staff
Representative Ben Carpenter
Alaska State Legislature
Juneau, Alaska
POSITION STATEMENT: Gave the sectional analysis for HB 382 on
behalf of Representative Carpenter, prime sponsor.
ACTION NARRATIVE
8:02:52 AM
CO-CHAIR JUSTIN RUFFRIDGE called the House Education Standing
Committee meeting to order at 8:02 a.m. Representatives Prax,
McCormick, McKay, Himschoot, Story, Allard, and Ruffridge were
present at the call to order.
^CONFIRMATION HEARINGS
CONFIRMATION HEARINGS
^University of Alaska Board of Regents
^Alaska State Board of Education and Early Development
University of Alaska Board of Regents
Alaska State Board of Education and Early Development
8:04:37 AM
CO-CHAIR RUFFRIDGE announced that the first order of business
would be the confirmation hearings on governor's appointees to
various boards and commissions.
8:04:56 AM
The committee took an at-ease from 8:05 a.m. to 8:06 a.m.
8:06:05 AM
SETH CHURCH, Appointee, University of Alaska Board of Regents,
as appointee to the University of Alaska Board of Regents,
expressed that he was humbled to be nominated and provided a
brief personal and professional background. He offered his
belief that his role as a regent is to support other regents
fully and to support student enrollment and [address] deferred
maintenance. Included in the goals he shared for the University
of Alaska (UA) system were the importance for the University of
Alaska Fairbanks (UAF) to be a Research 1 (R1) institution, for
the University of Alaska Anchorage (UAA) to continue to invest
in being a workforce university, and for the University of
Alaska Southeast (UAS) to be a liberal arts and marine biology
institution. Referring to deferred maintenance, he explained
that there are opportunities to help fix the issue with a $35
million per year plan and a host of other opportunities to
enhance the value of the university system. He thanked the
committee and encouraged questions.
8:09:24 AM
CO-CHAIR RUFFRIDGE opened public testimony on the nomination for
Seth Church. After ascertaining no one wished to testify, he
closed public testimony.
8:10:01 AM
REPRESENTATIVE STORY thanked Mr. Church for his interest in
serving and asked him how he saw the board's role in working
with the K-12 system and getting information from the faculty.
MR. CHURCH replied he was impressed with the programs for dual
enrollment and allowing students to get college credit for their
classes. He opined that the number will be promising for
retaining Alaska students, and the more involvement that can be
done the better it could be for the whole state. In response to
a follow-up question, he stated that he was impressed by how
well board members and faculty were working together. Faculty
is represented on site, he explained, and are allowed to speak
at meetings and give reports. He added that shared governance
is happening, and he foresees great collaboration.
REPRESENTATIVE STORY asked Mr. Church about the student voice
being represented.
MR. CHURCH replied that at each meeting there is time allotted
for comments, questions, and reports from the student
government. He reminded the committee that there is a student
regent who attends every meeting; therefore, the student voice
is present.
8:12:54 AM
REPRESENTATIVE MCCORMICK asked Mr. Church whether one student
regent is adequate for representation for UA.
MR. CHURCH expressed his belief that the student regent was well
spoken and had a strong presence on the board. He added that he
had not been informed about any issues with students not being
heard and, if there were any issues, he urged that information
be sent to him.
MR. CHURCH, in response to a request from Representative
McCormick, reiterated his prior statement regarding the
classifications of UAF, UAA, and UAS.
8:15:31 AM
REPRESENTATIVE HIMSCHOOT asked Mr. Church to speak to the Troth
Yeddha' program at UAF.
MR. CHURCH replied that the program is privately supported
through many Alaska Native corporation partners and Indigenous
studies programs, and he expressed his excitement in support for
a new campus. Currently, he explained, there is an inclusive
space for Native people on campus and the expanded space would
allow for more activity.
REPRESENTATIVE HIMSCHOOT asked Mr. Church what his nonprofit
work was outside of his professional life that has helped inform
his positions.
MR. CHURCH replied he was involved with the Chamber of Commerce,
missionary outreaches, and he has volunteered on many boards and
commissions.
REPRESENTATIVE HIMSCHOOT asked Mr. Church what he sees is the
relationship between the legislature and the Board of Regents.
MR. CHURCH replied that the legislature "holds the purse" for
part of UA's funding and he saw the legislature as an integral
partner with UA as well as being a support system.
8:19:14 AM
MR. CHURCH, in response to questions from Co-Chair Ruffridge,
expounded upon his educational background and spoke about his
role among the variety of programs within UA, reemphasizing the
issues of having a trained workforce and noting his background
is suited for helping with the "huge problem" of deferred
maintenance.
8:21:20 AM
CO-CHAIR RUFFRIDGE thanked Mr. Church and welcomed the next
nominee.
8:21:58 AM
PAMELA DUPRAS, Appointee, Alaska State Board of Education and
Early Development, provided her personal and professional
background and highlighted that she had been a teacher for 22
years, has taught in many different areas throughout the state,
and currently teaches in the English Language Learner (ELL)
department. She further related that she is a lifelong Alaskan
and grew up in the town of Atka on the Aleutian Islands.
8:23:38 AM
REPRESENTATIVE STORY welcomed Ms. Dupras and asked how her
various years in education could contribute to helping the
board.
MS. DUPRAS replied that she was excited when the state began the
Alaska Reads Act, and that she had extensive experience in
reading starting early in her career. She stressed her support
for the Act being one of the main reasons she was interested in
the board: to ensure keeping that "energy" within the state in
order to educate Alaska children. She further expressed her
interest in all the experiences statewide and reiterated her
contribution to teaching in both rural and urban areas.
REPRESENTATIVE STORY pointed out that part of the strategic plan
of the board involved promoting students' safety and well-being.
She asked Ms. Dupras how she aimed to ensure mental health
education and services through her role on the board.
MS. DUPRAS referred to Representative Story's question as "vast"
and offered her support for whatever the Department of Education
and Early Development (DEED) decides as a board regarding those
[issues] as they are a big part of education, and a struggle.
She noted that resources are lacking in the type of care some
students need, and expressed her willingness to work with those
who are excited to help and make situations better for all
schools in Alaska.
REPRESENTATIVE STORY referred to a bill that would entail asking
the state board to develop mental health standards for school
districts to use and asked Ms. Dupras what her perspective of
that was.
MS. DUPRAS responded she was not familiar enough with the
contents of the bill to be able to share what her thoughts would
be.
8:27:35 AM
CO-CHAIR RUFFRIDGE opened public testimony on the nomination for
Pamela Dupras. After ascertaining no one wished to testify, he
closed public testimony.
8:28:03 AM
REPRESENTATIVE PRAX commented that he was not familiar with the
Alaska Native Cultural Charter School and sought more
information.
MS. DUPRAS replied it was a K-8 program in the Anchorage School
District (ASD) focused on teaching students Native values
through the adopted curriculum that follows the district's
curriculum and infuses it with cultural aspects. She noted
there are approximately 280 students, which makes it a fairly
small program, and added that it is labeled a Title 1 school.
REPRESENTATIVE PRAX asked Ms. Dupras if her experience with the
charter school may be integrated with that of efforts in the
Bush districts.
MS. DUPRAS reiterated that she had opportunities to teach
throughout the state and grew up on the Aleutian Islands;
therefore, this knowledge and recognition of various cultures is
brought with her. Through every grade level, she explained,
there is a different focus for a culture group, and she serves
as a resource to fellow teachers due to her contacts in various
areas throughout the state.
8:31:48 AM
REPRESENTATIVE HIMSCHOOT asked Ms. Dupras to elaborate on her
"Spalding training" and whether it included The Writing Road to
Reading Program in the 1990s.
MS. DUPRAS replied yes.
REPRESENTATIVE HIMSCHOOT asked Ms. Dupras to share how she
understood the role of public schools in Alaska.
MS. DUPRAS offered her belief that public schools are here to
provide the best quality education that is possible for all
students within the state, and that she had insight into the
differences between urban and rural education. The resources in
rural areas are not available to students and public education
is an opportunity to provide equity for all peoples of Alaska,
she said.
REPRESENTATIVE HIMSCHOOT asked Ms. Dupras about her experience
as an ELL instructor.
MS. DUPRAS replied that the students learning English come from
a variety of language backgrounds with the main being Yup'ik.
She said that her role was mainly as a supporter to the students
to have access to the "academic language" of English.
REPRESENTATIVE HIMSCHOOT offered a scenario on if she were
working with ELLs in a school where there is a focus on Alaska
Native students, whether there was a need for ELL instruction in
rural Alaska.
MS. DUPRAS opined that it is not necessary to provide an ELL
education to all students, but having students interact with
language is more important than providing another program. All
the magic happens in the classroom because that is where
students are interacting with each other, she observed, and if
they are interacting with high quality curriculum and
instructors, then they will have access to the language
background that is necessary to participate in the world.
8:36:46 AM
REPRESENTATIVE HIMSCHOOT sought clarity that the academic
language Ms. Dupras worked on with students could be gained
through reading instruction.
MS. DUPRAS confirmed that was correct and through all
curriculum, whether reading, science, or math instruction,
students gain the academic language necessary to function.
8:37:25 AM
REPRESENTATIVE STORY asked for a clearer picture regarding Ms.
Dupras' focus on the academics in learning to read and that she
was not embedding culture.
MS. DUPRAS explained that the curriculum is used however the
educator is integrating the culture within that curriculum. For
example, students in the fifth grade were learning about
invasive plant species, and in Alaska that was occurring, thus
the Alaska aspect was brought into the curriculum. She added
that knowing students and their backgrounds helps to connect all
pieces to the curriculum that is being provided in the school.
8:39:43 AM
CO-CHAIR RUFFRIDGE touched on the difficulties in recruiting and
retaining teachers in rural Alaska and asked Ms. Dupras whether
she could comment on solutions or ways the board could address
some of those concerns.
MS. DUPRAS replied that was a difficult question. She recounted
that she began teaching when the retirement plan changed, and
her thoughts at the time were that she found it sad that
educators were not voicing that that would not be good for the
state. She added that "being past Tier 2," the state is losing
educators since they see that they could have a better quality
of life and make more money in another career field, and this is
something she opined the state needs to address.
8:42:35 AM
CO-CHAIR ALLARD stated that she was impressed with Ms. Dupras'
resume and asked her to elaborate on being an English learner
herself.
MS. DUPRAS recognized the way communication differs in rural
versus urban Alaska and related that growing up she was raised
by her grandparents who spoke her Native language around her;
therefore, she can read and write the language, but not
fluently, she noted. She said she became interested in the
language aspect because many children had been told their first
language would not have a positive impact on their education.
She added that there are many students who do not interact with
language much in their younger years that have this language
gap, and it makes a big difference in academic performance.
CO-CHAIR ALLARD asked Ms. Dupras if her cultural background
would bring a broader perspective to the board.
MS. DUPRAS replied that she hoped so, and she expressed her
passion for being a rural as well as an urban educator which
gave her a broader perspective about what is being proposed by
the state or the board.
8:48:12 AM
REPRESENTATIVE STORY asked Ms. Dupras how she saw her experience
on the state board interacting with the Board of Regents.
MS. DUPRAS expressed her hope that there would be collaboration
to make sure university systems are providing opportunities for
Alaskans to become educators and provide the education that
students need in order to be successful in the system. She
added that the transition from high school to the university
system should be as seamless as possible.
REPRESENTATIVE STORY asked Ms. Dupras if she knew how often
meetings take place between the state board and the university.
MS. DUPRAS replied that she is new to the board and did not know
whether there was a regular schedule.
8:51:28 AM
REPRESENTATIVE HIMSCHOOT commented that more than 50 percent of
ELL students were born in the U.S. She acknowledged the high
number of Indigenous students in Alaska and that ELL students do
not always come from somewhere else.
8:52:10 AM
CO-CHAIR RUFFRIDGE thanked Ms. Dupras and welcomed the next
nominee.
8:52:32 AM
REPRESENTATIVE MCCORMICK referred to the Representative from
North Pole who opined that rural Alaska is clamoring for charter
schools, and he wished to correct that the Bush is asking for
adequality funded public schools.
8:53:38 AM
The committee took an at-ease from 8:53 a.m. to 8:54 a.m.
8:54:19 AM
CO-CHAIR RUFFRIDGE asked the next nominee, Ms. Tyndall, to try a
different method of communication due to a bad connection.
8:55:01 AM
The committee took an at-ease from 8:55 a.m. to 8:57 a.m.
8:57:58 AM
BARBARA TYNDALL, Appointee, Alaska State Board of Education and
Early Development, provided her professional and personal
background. She noted that she attended a Career and Technical
Education (CTE) conference in Anchorage recently, and what she
learned was encouraging in that the conference room was filled
with educators dedicated to providing alternative career-
oriented learning tracks to better prepare students for the
practical world of jobs and careers. She said since there are
no "cookie-cutter" children, there should not be cookie-cutter
education tracks, and she stated she would like to see evidence-
based tracks that are producing great outcomes for children.
She acknowledged it is a time of change in education and that
she would like to be a part of it.
9:00:40 AM
CO-CHAIR RUFFRIDGE opened public testimony on the nomination for
Barbara Tyndall. After ascertaining no one wished to testify,
he closed public testimony.
9:01:06 AM
REPRESENTATIVE STORY asked Ms. Tyndall, through her role on the
board, how she would aim to ensure student mental health
education and services.
MS. TYNDALL addressed that she was recently made the chair of a
safety board for mental health and confessed she is not up to
speed just yet, being it began a few weeks ago. She said her
plans are to "dig deep into it" and that she is ready to take it
on. She emphasized her concern with mental health issues across
the state and the importance of addressing health and safety.
REPRESENTATIVE STORY referred to a bill that would entail asking
the state board to develop mental health standards, so students
"have the information" and asked Ms. Tyndall whether she had any
perspectives on the legislation.
MS. TYNDALL replied that she had not seen the bill but would
look into it. She added that "we should jump on this" and move
it forward.
9:03:32 AM
REPRESENTATIVE HIMSCHOOT expressed concern about a document sent
by Ms. Tyndall to another legislator approximately three years
ago opposing mental health counseling and asked Ms. Tyndall what
she intended to do in her role.
MS. TYNDALL explained that at the time she was concerned about
counseling with children being done in schools without parental
consent and said that that was the most she could remember. In
taking on the role of chair in her new committee, she stated she
would delve much deeper into the subject and clarified that she
is not opposed to [instruction regarding] mental health but was
not sure it belonged in schools and may be best for families to
look for outside of the school. She is looking at the issue
closely, she confirmed.
REPRESENTATIVE HIMSCHOOT brought up a situation of an elementary
student attempting suicide and another sent home for suicidal
ideation. The intervention was conducted by the school-based
counselor, who was able to work with the students and their
families, she explained. She encouraged Ms. Tyndall to think
about the students who may not have family support to get the
counseling needs outside of school, and the availability of
counselors being they have waitlists for months. She asked Ms.
Tyndall about the aforementioned document again, and whether she
had done anything in her tenure on the board outside of the
normal public process.
MS. TYNDALL responded not that she could recall.
REPRESENTATIVE HIMSCHOOT referred to the board adding an agenda
item on the last day of its meeting, with no prior notification
to the public. She clarified that it was an agenda item to
consider a resolution supporting the creation of a separate
sports league through the association of student activities.
MS. TYNDALL confirmed that occurred at her first meeting on the
board and she voted in support of the resolution.
REPRESENTATIVE HIMSCHOOT asked Ms. Tyndall whether that felt
like an appropriate process.
MS. TYNDALL stated that she felt the resolution related to
safety for certain students and there were a number of things to
consider in the resolution; therefore, she chose the one she
deemed most appropriate.
9:09:39 AM
REPRESENTATIVE HIMSCHOOT returned to the document Ms. Tyndall
sent three years ago and asked Ms. Tyndall if mental health were
outside of DEED's scope, whether student activities would be
outside of DEED's scope as well.
MS. TYNDALL responded that she did not recall saying anything
about that which is outside of DEED's scope and further
explained that she is in the process of learning what the state
board is.
REPRESENTATIVE HIMSCHOOT referred to recent written public
testimony Ms. Tyndall had submitted, positing that "for far too
long our schools have been used as propaganda machines to
indoctrinate our children on [critical race theory] CRT to the
exclusion [of] all other viewpoints." She asked Ms. Tyndall on
what experience the statement was based.
MS. TYNDALL recollected her involvement with her own children
and those in her community who felt the school was not
adequately meeting the needs of children and "going off in other
directions doing other things." She recalled a former teacher
who expressed her frustration about programs taking away from
class time, which might be good programs but do not give
teachers adequate time for education and overburden them.
9:13:01 AM
REPRESENTATIVE HIMSCHOOT asked Ms. Tyndall who she considered to
be the most vulnerable students that would need the most support
in public schools.
MS. TYNDALL replied that she had grandchildren she considered
vulnerable but that there are communities with substance abusing
parents raising kids who are vulnerable and not being adequately
provided for. She highlighted her time on the [Alaska
Department of Family and Community Services] Juvenile Justice
Board and gave examples of her interactions as a board member.
9:15:29 AM
REPRESENTATIVE PRAX asked Ms. Tyndall to elaborate more on the
Juvenile Justice Board and what the experience enabled her to
bring to the Alaska State Board of Education.
MS. TYNDALL explained that she had been to numerous conferences
nationwide where many issues were addressed, and that she had
seen firsthand the conditions throughout Alaska. Her biggest
takeaway was in Nome, Alaska, which had what she described as a
wonderful program with an unlocked detention center where kids
would do community service-type work and adults were present to
support the children. She further noted that children became
healthier in this system, such as arriving underweight and
leaving at a normal weight. She offered a personal example of
her own child who went through the justice system and prevailed.
9:20:53 AM
CO-CHAIR ALLARD acknowledged Ms. Tyndall's decades of working
with at-risk youths and asked what her proudest moment as an
educator was.
MS. TYNDALL related a situation of a young boy who could not
read, and she had learned the "method" and taught him;
therefore, they both experienced success.
CO-CHAIR ALLARD addressed the community that she respected due
diligence, and she appreciated Representative Himschoot doing
her due diligence as well in vetting the nominees.
9:23:30 AM
REPRESENTATIVE MCCORMICK noted that every school does not have a
mental health counselor, and he asked Ms. Tyndall where a
student who does not have access to resources in their community
could look.
MS. TYNDALL responded that she never stops learning, and that
she understands the extreme situations in rural Alaska compared
to urban areas. She said there may need to be alternatives in
rural Alaska where children are "sent somewhere" or can access
help online. She agreed there needs to be someone present to
listen to children and let them express what they need to, and
she stressed that a caring adult is preeminent in a child's
life. She stated she would investigate the situation.
REPRESENTATIVE MCCORMICK noted the lack of funding being a
deterrent in having a mental health counselor in each school and
said he would be happy to work with Ms. Tyndall to learn more
about the realities in Bush Alaska.
9:27:02 AM
CO-CHAIR RUFFRIDGE referred to Ms. Tyndall's teaching
certification on her resume and asked whether she held a
certificate in the State of Alaska for any of her experience.
MS. TYNDALL confirmed she did not and noted that she had been
retired for some time.
9:27:58 AM
REPRESENTATIVE HIMSCHOOT pointed out Ms. Tyndall's opening
comment about homeschoolers doing well and asked her to provide
evidence for the comment.
MS. TYNDALL said she was well acquainted with Interior Distance
Education of Alaska's (IDEA) teachers as well as talking with
parents and other teachers and most concur it is going very well
and will continue to.
9:29:22 AM
CO-CHAIR ALLARD commented that the rural community of Cordova
did not have a nurse but within 700 yards there is a hospital
where students can get help. She added that 37 percent of
schools across the U.S. do not have nurses in their schools and
opined it is unrealistic to think every school will have a
nurse.
9:29:57 AM
CO-CHAIR RUFFRIDGE stated that the House Education Standing
Committee has reviewed the qualifications of the governor's
appointees and recommends that the following names be forwarded
to a joint session for consideration: Seth Church, University
of Alaska Board of Regents; Pamela Dupras and Barbara Tyndall,
Alaska State Board of Education and Early Development. He said
that signing the report regarding appointments to boards and
commissions in no way reflects an individual member's approval
or disapproval of the appointee, and the nomination is merely
forwarded to the full legislature for confirmation or rejection.
9:30:54 AM
The committee took an at-ease from 9:30 a.m. to 9:33 a.m.
HB 147-RETIRED TEACHER CERTIFICATE
9:33:22 AM
CO-CHAIR RUFFRIDGE announced that the next order of business
would be HB 147, "An act relating to teacher certificates for
retired teachers."
9:33:37 AM
REPRESENTATIVE MAXINE DIBERT, Alaska State Legislature, as prime
sponsor, introduced HB 147 and paraphrased the sponsor statement
[included in the committee packet], which read as follows
[original punctuation provided]:
The first thing this bill seeks to do is honor
teachers in the State of Alaska for their years of
dedication to our youth by providing them with a
lifetime teachers certificate at no cost. Under
current law, retired teachers pay a one-time $250 fee
for this type of certificate. The current fee brings
very little revenue to the state. Retired teachers
normally only seek a life-time certificate if they
plan on re-entering the classroom as substitutes.
The other thing this bill does is extend the number of
consecutive days a retired teacher holding this type
of certificate can long-term substitute from 120 days
to 165 days. This allows a person holding this type of
certificate to fill in as a long-term substitute for
more than an entire semester in cases where absences
continue for extended periods.
Alaska educators occasionally must take a leave of
absence from their classroom for different reasons
including medical procedures, caring for a child or
elder, the birth of a child, as well as other
emergencies. On rare occasions, teachers abruptly exit
a position mid-year for personal reasons, leaving the
school in a bind. When regular teachers must leave
positions during the academic year, this bill will
take some pressure off schools in finding skilled,
qualified substitutes and allow them to fill longer
vacancies than previously allowed. This bill also
encourages retired teachers to share their expertise
with students and young teachers and to remain living
in Alaska as active members of communities and
contributors to the economy.
REPRESENTATIVE DIBERT additionally shared an anecdote from her
recent visit to her alma mater, Ryan Middle School in Fairbanks,
and spoke of her seventh-grade teacher who was asked to be a
long-term substitute teacher.
9:39:11 AM
REPRESENTATIVE HIMSCHOOT asked for an explanation of the current
limitation on the number of days [a teacher can long-term
substitute] and how HB 147 would change the limitation of the
number of days.
9:39:31 AM
TAMMY SMITH, Staff, Representative Maxine Dibert, Alaska State
Legislature, answered questions during the hearing on HB 147 on
behalf of Representative Dibert, prime sponsor. She addressed
Representative Himschoot and explained that currently the number
of days was increased to 165 from 120 due to schools being in
need of substitute teachers for a very long time. Being that a
school year is approximately 180 days, she explained, school
districts must post positions for at least 10 days so the 165
pushes it into the new school year. The bill would provide
ample time for districts to have a long-term substitute teacher
in a position, she said.
9:41:04 AM
REPRESENTATIVE PRAX sought to clarify that the 165 school days
excluded weekends.
MS. SMITH confirmed that was correct and that it included
student contact days.
9:41:25 AM
CO-CHAIR ALLARD wished to make sure the public was aware that
Representative Dibert's staff communicated with the Department
of Education and Early Development (DEED) in order for the
department to be supportive of the bill.
MS. SMITH confirmed that was correct.
9:41:44 AM
REPRESENTATIVE HIMSCHOOT inquired about how many teachers hold
the lifetime certificate.
MS. SMITH said DEED was online for further clarification, but
that the number had increased to about 1,000.
9:42:22 AM
KELLY MANNING, Deputy Director, Division of Innovation and
Education Excellence, Department of Education and Early
Development, answered questions during the hearing on HB 147 and
clarified that she could get back to the committee with exact
numbers. She added that there are approximately 100 retired
teachers per year who apply for the retired teachers
certification.
9:42:46 AM
REPRESENTATIVE HIMSCHOOT offered her understanding that the
lifetime certificates are not counted on for funding for the
Professional Teaching Practices Commission (PTPC).
MS. MANNING replied that receipts DEED collects from retired
teacher certification fees would go into it; however, it comes
from all receipts from teacher certifications.
9:44:08 AM
REPRESENTATIVE STORY asked to be reminded of the number of
vacancy rates for teaching staff across the state.
MS. SMITH responded that she did not have the rates.
MS. MANNING added that she did not have the current teacher
vacancy rates on hand but would get back to the committee at a
later date. She further noted that teacher turnover varies by
area.
9:45:26 AM
REPRESENTATIVE MCCORMICK moved to report HB 147 out of committee
with individual recommendations and the accompanying fiscal
notes.
9:45:55 AM
CO-CHAIR RUFFRIDGE objected for the purpose of discussion. He
noted there was no public testimony for HB 147 in the House
Education Standing Committee, but there was in a prior
committee; therefore, he said he was not opposed to moving the
bill and removed his objection. There being no further
objection, HB 147 was reported out of the House Education
Standing Committee.
9:46:26 AM
The committee took an at-ease from 9:46 a.m. to 9:49 a.m.
HB 382-EDUCATION; PARENT/TEACHER RIGHTS
9:49:41 AM
CO-CHAIR RUFFRIDGE announced that the final order of business
would be HB 382, "An act relating to education; relating to the
rights of parents of public school students; relating to the
rights of public school teachers; relating to the records of
public school students; and providing for an effective date."
9:50:03 AM
REPRESENTATIVE BEN CARPENTER, Alaska State Legislature, as prime
sponsor, introduced HB 382 and paraphrased the sponsor statement
[included in the committee packet], which read as follows
[original punctuation provided]:
House Bill 382 increases parental participation in
their children's education and allows parents access
to school curriculum, budgets, and school boards. HB
382 allows teachers to use their professional
judgement to establish and enforce rules for their
classrooms.
Parental involvement has been a top priority for
school leaders for decades, and research shows that it
can make a major difference in student outcomes.
Studies show more parental involvement leads to
improved academic outcomes. When parents are involved
in their children's schooling, students show higher
academic achievement, school engagement, and
motivation. School practices encouraging families to
support their child's math learning at home have led
to higher percentages of students scoring at or above
proficiency on standardized math tests. Research shows
that parent involvement with reading activities has a
positive impact on reading achievement, language
comprehension, and expressive language skills, as well
as students' interest in reading, attitudes toward
reading, and level of attention in the classroom.
HB 382 requires all public schools to be operated by
academic policy committees. Alaska's charter public
schools, which are operated by academic policy
committees comprised of parents, teachers, and school
employees, are the best in the nation. Academic policy
committees hire the school principal and employees,
supervise the employees, and supervise the academic
operation of the school.
HB 382 allows parents to review curriculum, books, and
all instructional materials, to meet with each teacher
of the child, to review the budget, to address the
school board, to withdraw children from activities or
programs, and to provide consent for medical
examinations. HB 382 has numerous parental
notification requirements including for a change in
curriculum, options for school choice, any plans to
eliminate gifted and talented programs, or if any
school professional acts to change a student's gender
markers.
HB 382 also protects a child's privacy by narrowly
specifying who, and under what circumstances, someone
who is not a parent or guardian can access the
student's records. It also protects them by requiring
that every school's written safety program include
procedures to address the physical safety and privacy
of students in locker rooms and bathrooms by requiring
a student to use only facilities designed for members
of the student's biological sex.
HB 382 adds a section of law that does not exist to
provide teachers with a bill of rights. Teachers will
establish their classroom rules and schools will
respect their professional judgement, provide
leadership training to teachers, and treat them with
civility and respect. Schools cannot require a teacher
to fill out excessive paperwork and cannot adopt
curricula and policies that conflict with the
curricula and policies of the school's academic policy
committee.
REPRESENTATIVE CARPENTER shared that he would be frustrated as a
teacher if he had disruptive students who were able to keep
coming back to the classroom and continue to disrupt it. He
added that there must be a better policy or way to deal with the
situation than to drag down "the whole" because of bad behavior
of a few, and teachers need an administration that will support
them.
9:56:13 AM
KENDRA BROUSSARD, Staff, Representative Ben Carpenter, Alaska
State Legislature, gave the sectional analysis for HB 382
[included in the committee packet] on behalf of Representative
Carpenter, prime sponsor, which read as follows [original
punctuation provided]:
Section 1
Repeals and reenacts a parent's right to direct the
education of the parent's child, to add that a public
school shall:
Allow parents to review curriculum, books, and all
instructional materials, to meet with each teacher of
the child, to review the budget, to address the school
board, to withdraw children from activities or
programs, to provide consent for medical examinations,
to access information about any plans to eliminate
gifted and talented programs. Provide parents with
information about all schools in which the student has
the opportunity to enroll. Notify parents if the state
alters the state academic standards. Notify parents if
a school employee or contractor acts to change the
child's gender markers, pronouns, or preferred name or
allows the child to change the child's sex-based
accommodations including locker rooms or bathrooms, or
treats or advises regarding bullying, the child's
mental health and any instance of self-harm or
suicidal ideation, or specific threats to the safety
of the child, the possession or use of drugs or other
controlled substances by the child, or an eating
disorder.
Section 2
Adds a new section of law to include the rights of
teachers. Allows that a teacher may:
Establish and enforce classroom rules, remove a
student from a classroom in accordance with the
school's disciplinary and safety program, direct a
disruptive or violent student to appropriate school
personnel, assist in enforcing school rules while on
school property, use reasonable force, to protect the
teacher or other person from injury, communicate with
parents in making disciplinary decisions.
A school shall: Provide a teacher with information
regarding the disposition of a referral the teacher
has made regarding a violation of classroom or school
rules, provide immediate assistance to classroom
management during an emergency or when a student
becomes uncontrollable, respect the professional
judgement and discretion of a teacher, treat a teacher
with civility and respect, and provide leadership
training and support to teachers.
A school or school district may not: Establish a
policy that prevents a teacher from exercising their
rights, require a teacher to fill out excessively
burdensome paperwork, or adopt curricula and policies
that conflict with the curricula and policies of the
school's academic policy committee.
Section 3
Replaces school records law by narrowly specifying who
has the right to a child's education records: parents
or guardians, and in some circumstances law
enforcement, child welfare or tribal caseworkers with
access to a child's case plan, authorized US
government officials, an entity or person designated
under a grand jury subpoena or subpoena for law
enforcement purposes or judicial order.
Section 4
Adds a new section to public school's law to require
every public school to establish an academic policy
committee, similar to that of a charter school,
consisting of parents of students attending the
school, teachers, and school employees. The academic
policy committee shall select the principal of the
school and select, appoint, and otherwise supervise
the employees of the school. The academic policy
committee is designated to supervise the academic
operation of a public school.
Section 5
Removes from law the requirement that school boards
appoint and otherwise control all school employees and
administrative officers, consistent with adding an
academic policy committee with that authority.
Section 6
Adds to school district disciplinary and safety
programs that every school governing body must adapt
that the body shall include in its written program
procedures to address the physical safety and privacy
of students in locker rooms and restrooms by requiring
a student to use only facilities designed for members
of the student's biological sex.
Section 7
Adds to uncodified law that this Act applies to
contracts entered on or after the effective date of
this act.
Section 8
Adds immediate effect.
10:00:54 AM
REPRESENTATIVE STORY offered her belief that parental
involvement and family support are the biggest factors of how
students do in school. She pointed out that many policies in
Section 1 are in policy now, which she found reassuring, but she
inquired about the reasoning why they are being proposed under
HB 382.
REPRESENTATIVE CARPENTER replied that he did not think all
districts were exactly alike and some parents may have had
different experiences as to what they have access to. He
offered an example of asking his local district if he could
review the budget and was told he could if he visited the office
and had staff "look over his shoulder."
REPRESENTATIVE STORY stated she did not doubt his experience and
questioned how it would work to have academic policy committees
take over the role of the elected school board members. In
reference to student privacy rights, she added that she would
contact Legislative Legal Services for an opinion.
REPRESENTATIVE CARPENTER said there is no closer local control
than parents, and if it is working for charter schools, it
should work for all schools.
10:04:02 AM
CO-CHAIR ALLARD agreed with Representative Carpenter that that
is a good point. On "the particular boards" that were
referenced, she asked whether parents would be elected as well.
REPRESENTATIVE CARPENTER responded that they currently are to
charter schools.
10:04:24 AM
REPRESENTATIVE MCCORMICK stated he would like more explanation
on what defines a disrupted student.
10:05:06 AM
REPRESENTATIVE CARPENTER explained that the gist is that teacher
discretion is when disruption becomes a distraction to
education, and it should be respected by the administration,
parents, and legal establishment. He further explained that if
the teacher believes they cannot have the student in the
classroom, then there are rules and leadership in place, so the
disruption does not continue.
10:06:00 AM
CO-CHAIR RUFFRIDGE announced that HB 382 was held over.
10:07:34 AM
ADJOURNMENT
There being no further business before the committee, the House
Education Standing Committee meeting was adjourned at 10:08 a.m.