Legislature(1995 - 1996)
03/27/1996 09:04 AM House HES
| Audio | Topic |
|---|
* first hearing in first committee of referral
+ teleconferenced
= bill was previously heard/scheduled
+ teleconferenced
= bill was previously heard/scheduled
JOINT HOUSE & SENATE HEALTH, EDUCATION AND
SOCIAL SERVICES COMMITTEE
March 27, 1996
9:04 a.m.
HOUSE MEMBERS PRESENT
Representative Cynthia Toohey, Co-Chair
Representative Con Bunde, Co-Chair
Representative Tom Brice
Representative Caren Robinson
HOUSE MEMBERS ABSENT
Representative Al Vezey
Representative Gary Davis
Representative Norman Rokeberg
SENATE MEMBERS PRESENT
Senator Lyda Green, Chairman
Senator Loren Leman, Vice-Chairman
Senator Mike Miller
Senator Johnny Ellis
Senator Judy Salo
COMMITTEE CALENDAR
Presentation by Elaine Griffin, 1995 Teacher of the Year, and
Barbara Jean Renoux, 1996 Alaska Teacher of the Year
ACTION NARRATIVE
Presentation by Elaine Griffin, 1995 Teacher of the Year, and
Barbara Jean Renoux, 1996 Alaska Teacher of the Year
TAPE 96-23, SIDE A
Number 005
CHAIRMAN LYDA GREEN called the Joint House & Senate Health,
Education and Social Services (HESS) Committee to order at 9:04
a.m.
REPRESENTATIVE CON BUNDE announced that several of the House
members have unfortunate conflicts that prevent their presence at
this meeting.
CHAIRMAN GREEN believed that to be the case for some of the
Senators as well. She indicated that some of those people would
join the meeting as soon as possible. Chairman Green invited Ms.
Griffin and Barbara Renoux to the table to begin their
presentations.
ELAINE GRIFFIN, Teacher of the Year, began by saying that she and
Ms. Renoux were pleased to be present. Ms. Griffin informed the
committee that she had travelled to 43 states and Russia this year.
Ms. Griffin believed this conversation today would probably be the
conversation that she cared about the most because here is where
the future is set for Alaskan students. She told the story of a
child that was invited to a surprise party in Florida, but
unfortunately the child lived in New York. The story is a series
of fortunate situations and unfortunate situations as the child
tries to attend the surprise party. Ms. Griffin believed that
everyone had been invited to the surprise party of education reform
and compared the story with education reform. She identified the
following two areas that can help in the journey to education
reform: a cognitive body of research regarding how people's brains
work and a growing body of research regarding what works in
schools.
Number 082
MS. GRIFFIN told the committee of the boy who asked her how a
teacher from Kodiak Island with 37 students got selected as
National Teacher of the Year. In response to that question, Ms.
Griffin explained that Kodiak Island is a place where common sense
rules. She had an Aleut ball with her which has been handled by
people in 300 different places, although the ball shows no signs of
wear. She said that research shows that small schools where
children receive individual attention are those schools that make
a difference in children's lives. The University of Illinois at
Chicago has recently summarized 20 years of research about small
schools. The research found that on every measure - attendance,
grades, test scores, reduction of violence, increasing graduation
rates, reduction of vandalism, services to at-risk students, and
cost - small schools are most effective at delivering education.
Ms. Griffin gave a copy of the study to the committee.
The research from the University of Illinois at Chicago shows that
three of the elements found in small schools are also found in many
of Alaska's schools. Firstly, teachers with untied hands.
Generally, innovative teachers want to work with the community
which is possible when there are smaller, more personalized units.
These teachers can offer grass roots solutions that suit their
area. Furthermore, this allows community members to feel as if
they can build a bond with teachers. There is also a chance for
those in decision-making positions to interact with the school.
Ms. Griffin pointed out that this report is basically on urban
small schools. These small schools are large schools that have
been broken into smaller more personalized units. This can be
accomplished by taking a five story school and having one school on
each floor which is comparable to how businesses utilize buildings.
This can be done as long as education is not locked into continuing
the same route for the future.
Number 168
In a discussion regarding the importance of one's point of view,
Ms. Griffin discussed the map exhibit in the Indianapolis Airport
which compares the Mercateur projection and the Peters projection.
The Mercateur projection distorts the countries at the bottom and
the top of the map as well as placing Germany in the center of the
map. Mercateur is German and this map was drawn from his point of
view. Discussions of education are also generated from a point of
view; the point of view of those discussing it and the time they
attended school. Ms. Griffin suggested that everyone should move
out of their own point of view and look at brain research. Ms.
Griffin believed that the best future for Alaska's students could
be built if students are placed in a school where they can have an
unbreakable bond with an adult, if schools can be built on brain
research with the windows of opportunity of the brain, and if
schools can understand the connection between the right and left
brain.
Number 197
BARBARA RENOUX, 1996 Alaska Teacher of the Year, was excited to be
the Alaska Teacher of the Year. Ms. Renoux mentioned early
intervention when informing everyone that she teaches in a small
village at Point Lake. There are 60 students in the entire school
and the high school consists of six students. Ms. Renoux said she
had been trained in the Reading Recovery Program. The Reading
Recovery Program is a philosophy that was developed in New Zealand.
The program believes that teaching children to read and write at an
early age will solve many problems. Those children will not be
placed in special education programs.
MS. RENOUX explained that she began teaching in special education,
specifically a teacher of learning disabled and severely
emotionally disturbed students. The Reading Recovery Program says
that if the lowest skilled children should be worked with on a one
to one basis for a short-term. This early intervention reaches the
children before they experience failure and feel like school is not
fun. Besides being a full-time teacher, Ms. Renoux works one on
one with three students for 30 minutes every day. Other teachers
have worked with her schedule to accommodate the Reading Recovery
Program. The program works at the student's level. Ms. Renoux
emphasized that students learn to read and write at their own pace.
The window of language begins at birth and closes at the age of 10;
by the first year all the sounds that a child needs to form words
are established. The more words and language a child knows before
the age of two, the better the child's vocabulary. Ms. Renoux
pointed out that this information is important for preschools and
headstart programs as well as the Reading Recovery Program.
Number 261
MS. GRIFFIN pointed out that the significant thing about Ms.
Renoux's story is the feeling that she could teach anyone to read.
Recent research helps to encourage the feeling that there is
nothing that a teacher could not do. Ms. Griffin informed the
committee of a recent Met Life survey which illustrates this shift
in thinking. The survey says that 40 percent more teachers would
recommend their career to young people than 10 years ago which Ms.
Griffin believes is because teachers believe they can be effective.
REPRESENTATIVE TOOHEY mentioned that Newsweek had an article on
brain research. Representative Toohey believed that the areas
discussed in the article have been around for some time, but are
just now being fully recognized.
MS. GRIFFIN informed the committee that there is a new book out by
Daniel Goldman, the science writer for the New York Times, entitled
Emotional Intelligence which summarizes much of the brain research.
Mr. Goldman says that the brain goes through a pruning process
around the age of six or seven. Up to age six or seven, neuron
connections are established willy nilly, but around the age of six
or seven those connections that are not being used are pruned off.
Ms. Griffin emphasized that this research indicates a great
mountain to climb after age six or seven. Therefore, the
educational opportunities before first grade assume greater
importance.
Number 302
REPRESENTATIVE BUNDE discussed the first year, 1968, that he and
his wife taught in Anchorage which was also the first year
Anchorage had kindergarten. At that same time, some schools were
built without walls which was very chaotic and eventually walls
were built in those schools because no walls did not work.
Representative Bunde was encouraged by Ms. Griffin's advocacy of
common sense with education. With regards to class size,
Representative Bunde expressed concern educationally and
practically about the minimum class size in K-12. Are there
minimum sizes of schools that Alaska can afford to support?
MS. RENOUX said that her current class is the smallest she has
worked with, 13 students of which 9 are first graders and the
remaining are second graders. She recalled saying to her principal
that with a good aide she could accomplish phenomenal things with
her students. Then Ms. Renoux remembered the times when she taught
a class of 25 students and that she could not accomplish the same
as what she does for her 13 students. With many students a teacher
becomes overwhelmed.
REPRESENTATIVE BUNDE said that he understood the concerns regarding
class size. He clarified that he was interested in the total
school size.
MS. GRIFFIN pointed out that the research from the University of
Chicago defines small schools as those containing 350 students or
less. Ms. Griffin also noted the 20-20 rule which says that there
should be no more than 20 students per class and no more than 20
teachers per building which equals 400 total.
REPRESENTATIVE BUNDE interjected that his question referred to the
minimum.
MS. GRIFFIN said that she had not given any thought to that
question.
SENATOR SALO said that has not been a problem.
REPRESENTATIVE BUNDE believed it to be a problem. In Alaska, there
must be eight students in order to open a school. He mentioned
that the commissioner was requiring schools with less than eight
students to close. Alaska has had schools with four or five
students; is that educationally sound?
MS. GRIFFIN said she had never been asked from that point of view.
CHAIRMAN GREEN noted that copies of the report from the University
of Chicago would be given to each committee member.
MS. GRIFFIN mentioned that the University of Chicago would enjoy
having contact with legislators.
SENATOR LEMAN noted that there is a very effective home school
effort. He pointed out that there was a national finalist from
Washington that was home schooled. In response to Representative
Bunde's question, Senator Leman said with the appropriate
environment and the appropriate training it can be very effective.
The question is can Alaska afford it? Senator Leman mentioned that
Kelly Haney, who was in the audience, was one of the five youngest
school board members in the U.S.
Number 384
REPRESENTATIVE ROBINSON inquired as to the one thing that would
make the biggest difference in the school systems.
MS. GRIFFIN said that she would concentrate on first graders to
ensure that each would be able to read and write. For a first
grader to be able to read and write, he/she must be able to make
neural connections between print and meaning. For example, an
abused child would have short-cut connections which means that
everything must first be analyzed in order to determine if it
endangers the child. That abused child would not be ready to
learn, but rather would be determining if the teacher is a danger
to the child. In order for first graders to be successful, schools
must be closely connected with the communities to determine a way
in which to ensure that the first graders come to school ready to
learn. This could mean knowing everyone in the community and
recommending programs that may help in this area. Ms. Griffin
noted that Alaska women die at a rate four and a half times higher
than the national average, mainly because of being battered by
their spouses. Ms. Griffin indicated that teachers need to know
families; someone has to make the connections because it is all
woven together.
SENATOR SALO liked the idea of having small schools even in large
communities. Senator Salo believed that magnet and charter schools
that do have some appeal, also do damage to the neighborhood
school.
MS. GRIFFIN agreed. Ms. Griffin pointed out that the University of
Chicago report defined small schools as having a maximum population
of 250 to 300 students who reflect a heterogenous mix of the local
school community. Ms. Griffin believed that the purpose of schools
is to create a nation based on the idea of liberty and justice for
all. That cannot be accomplished unless the schools are democratic
and the idea of democracy is built within the schools which is a
community function. Therefore, if magnet schools draw off of
communities and encourage committed parents not to be devoted to a
community school, then a disservice has been performed to the
notion of community schools. Also the method of thinking or point
of view of thinking, needs to be changed. Ms. Griffin mentioned
the Piedaia movement which believes that there are enough people
dedicated to democratic schools so that small schools that are
community schools will develop.
MS. GRIFFIN mentioned the Socratic discussions done in her school.
This size group at the table is the size desired for group
discussions in schools. The most important outcome of such a
discussion is that everyone listens to another's point of view and
minds are changed. When that occurs in schools daily, citizens are
created that will one day hold jobs such as legislators.
SENATOR SALO asked if the Reading Recovery Program used prescribed
materials.
MS. RENOUX replied yes. Ms. Renoux acknowledged that initially,
the program is expensive due to acquiring the necessary materials.
The New Zealand philosophy believes that if students are given
materials that reflect language, patterns, and predictable plots,
the students will have a better chance of reading. The Reading
Recovery Program has coordinated many books and levelled the books
for the child. In this program, the teacher's job is to fit the
books and materials into the particular needs of the student.
MS. GRIFFIN asked Ms. Renoux to discuss New Zealand because that
would answer Senator Salo's previous question regarding community
schools. Population wise, New Zealand is very similar to Alaska.
MS. RENOUX clarified that she was speaking from what she had heard
and read about New Zealand. All of New Zealand is trained in the
philosophy that all children can learn given the correct
circumstances and appropriate materials and training. Those
students that need extra help are placed in Reading Recovery
Programs, but the teachers also employ many of the program's
techniques in the whole class. Ms. Renoux informed the committee
that her goal was to visit New Zealand and learn how the program's
techniques can be utilized for an entire class. In New Zealand,
there is uniformity in teaching, evaluation, and record keeping.
Number 497
MS. GRIFFIN informed the committee that she had visited schools in
New Zealand. Ms. Griffin was impressed with the synchronized steps
from birth to school. The communities run the preschools in New
Zealand; from birth, the baby is part of the education community as
well as the baby's parents. The preschools all involve parental
cooperation and participation in the program. In New Zealand, a
child enters school on their fifth birthday and becomes part of the
expectation that believes that before the child leaves primary
school, the child will be literate and have verbal and mathematical
skills. It works.
REPRESENTATIVE BUNDE commented that New Zealand's approach to
education sounded like a commune or a factory. He was pleased with
the emphasis placed on reading in this discussion. Representative
Bunde thought that the teachers were having to take the role of a
parent. Ideally, this early reading would be done at home.
MS. GRIFFIN said she had never met a parent that didn't want to do
good things for their child. Sometimes parents are illiterate and
it is difficult for the parent to take over the role with reading
and language. A literate parent can take over the educational role
and an illiterate parent can take over the role by story telling.
Once the parent sees it modelled and realizes that it is non
threatening, the parent takes over the responsibility and breaks
the cycle.
REPRESENTATIVE BUNDE appreciated hearing that. He said that he had
meet parents that Ms. Griffin had not, perhaps. Representative
Bunde said that he was more pessimistic regarding human nature. If
one picks up the burden, other people will lay it down. He
indicated that bringing the parent along, requiring, or encouraging
parental involvement would be helpful.
MS. GRIFFIN interjected that New Zealand requires parental
involvement.
REPRESENTATIVE BUNDE stated that requiring parental involvement
would not work in Alaska or the U.S. He contended that if schools
parent the children, then they would fail because only parents can
adequately parent; and parents themselves often fail.
MS. GRIFFIN asked Representative Bunde what would be the solution.
REPRESENTATIVE BUNDE wished he were smart enough to have an answer.
If teachers rush in to help, then failure will continue.
MS. GRIFFIN agreed that the cycle placing teachers in the role of
an expert encourages a generation of parents wanting the teachers
to fix any problems that the child has. The key is to enable
people to grow up to be stronger parents than they otherwise would
have been.
MS. RENOUX noted that prior to a student entering the Reading
Recovery Program, there is an interview with the parents in which
the parents and teacher form a partnership. The parent is told
that if the child is given this opportunity, then attendance must
not be a problem and the parents must carry out their
responsibility at home.
REPRESENTATIVE BUNDE said that answered his concern.
Number 555
CHAIRMAN GREEN did not believe that the two were implying that
every child that comes into first grade should be able to read by
the end of first grade or that would imply that there has been
abuse or neglect in the home. There is a raft of students that
will never be able to read at the end of first grade which has
nothing to do with their parentage. There is also a raft of
students who due to developmental, neurological and personality
issues qualify for special services.
MS. GRIFFIN thanked Senator Green for that important correction.
Ms. Griffin clarified that programs like the Reading Recovery
Program make it possible for those children who could have learned
how to read at the end of first grade to make the step to do so.
MS. RENOUX pointed out that everyone may have a different
definition of a reader. There are steps and developmental stages
in reading. Ms. Renoux said that all of her students leave school
the first day thinking they are readers which is very important.
MS. GRIFFIN explained that with a program that is individualized,
like the Reading Recovery Program, the increase in levels can be
realized and determined if appropriate.
CHAIRMAN GREEN thanked Ms. Griffin and Ms. Renoux for their
presentations.
ADJOURNMENT
There being no further business before the committee, the meeting
was adjourned at 9:50 a.m.
| Document Name | Date/Time | Subjects |
|---|