Legislature(2023 - 2024)DAVIS 106
03/15/2023 08:30 AM Senate EDUCATION
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| Audio | Topic |
|---|---|
| Start | |
| Presentation(s): Alaska State Board of Education and Early Development | |
| Adjourn |
* first hearing in first committee of referral
+ teleconferenced
= bill was previously heard/scheduled
+ teleconferenced
= bill was previously heard/scheduled
ALASKA STATE LEGISLATURE
JOINT MEETING
HOUSE EDUCATION STANDING COMMITTEE
SENATE EDUCATION STANDING COMMITTEE
March 15, 2023
8:32 a.m.
MEMBERS PRESENT
HOUSE EDUCATION STANDING COMMITTEE
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
SENATE EDUCATION STANDING COMMITTEE
Senator Löki Tobin, Chair
Senator Gary Stevens, Vice Chair
Senator Jesse Bjorkman
Senator Elvi Gray-Jackson
MEMBERS ABSENT
HOUSE EDUCATION STANDING COMMITTEE
All members present
SENATE EDUCATION STANDING COMMITTEE
Senator Jesse Kiehl
COMMITTEE CALENDAR
PRESENTATION: ALASKA STATE BOARD OF EDUCATION AND EARLY
DEVELOPMENT REPORT TO THE LEGISLATURE.
- HEARD
PREVIOUS COMMITTEE ACTION
No previous action to record
WITNESS REGISTER
JAMES FIELDS, Chair
State Board of Education
Glennallen, Alaska
POSITION STATEMENT: Presented the State Board of Education
Report to the Legislature.
SANDRA KOWALSKI, Member
Board of Education
Fairbanks, Alaska
POSITION STATEMENT: Presented the State Board of Education
Report to the Legislature.
BOB GRIFFIN, Member
State Board of Education
Anchorage, Alaska
POSITION STATEMENT: Presented the State Board of Education
Report to the Legislature.
SALLY STOCKHAUSEN, Second Vice-Chair
State Board of Education
Ketchikan, Alaska
POSITION STATEMENT: Presented the State Board of Education
Report to the Legislature.
LORRI VAN DIEST, Member
State Board of Education
Palmer, Alaska
POSITION STATEMENT: Presented the State Board of Education
Report to the Legislature.
DR. KEITH HAMILTON, Member
State Board of Education
Soldotna, Alaska
POSITION STATEMENT: Presented the State Board of Education
Report to the Legislature.
FELIX MYERS, Student Advisor-Elect
State Board of Education
Sitka, Alaska
POSITION STATEMENT: Provided commentary about the board report.
MAGGIE COTHRON, Student Advisor
State Board of Education
Anchorage, Alaska
POSITION STATEMENT: Provided commentary about the board report.
ACTION NARRATIVE
8:32:53 AM
CO-CHAIR JAMIE ALLARD called the joint meeting of the House and
Senate Education Standing Committees to order at 8:32 a.m.
Present at the call to order were Senators Stevens, Bjorkman,
Gray-Jackson, Chair Tobin; and Representatives Prax, McCormick,
McKay, Himschoot, Story, and Co-Chairs Allard and Ruffridge.
^PRESENTATION(S): Alaska State Board of Education and Early
Development
PRESENTATION(S): Alaska State Board of Education and Early
Development
8:33:48 AM
CO-CHAIR ALLARD announced the consideration of the State Board
of Education Report to the Legislature.
8:34:05 AM
At ease
8:34:44 AM
CO-CHAIR ALLARD reconvened the meeting.
JAMES FIELDS, Chair, State Board of Education, Glennallen,
Alaska, provided the 2022 Annual State Board of Education Report
to the Legislature. He presented the annual abbreviated report.
He hoped to give the committee ample time to interact with the
board members during the joint meeting.
8:36:07 AM
MR. FIELDS asked the state board members to introduce themselves
for the record.
8:36:32 AM
KEITH HAMILTON, Member, State Board of Education, Soldotna,
Alaska, introduced himself.
MAGGIE COTHRON, Student Advisor, State Board of Education,
Anchorage, Alaska, introduced herself.
FELIX MYERS, Student Advisor-Elect, State Board of Education,
Sitka, Alaska, introduced himself.
8:36:52 AM
BOB GRIFFIN, Member, State Board of Education, Anchorage,
Alaska, introduced himself.
8:37:01 AM
LTC JAMES FOWLEY, Military Advisor, Member, State Board of
Education, Eagle River, Alaska, introduced himself.
JEFFREY ERICKSON, Member, State Board of Education, Unalakleet,
Alaska, introduced himself.
8:37:13 AM
LORRI VAND DIEST, Member, State Board of Education, Palmer,
Alaska, introduced herself.
8:37:25 AM
SALLY STOCKHAUSEN, Second Vice-Chair, State Board of Education.
Ketchikan, Alaska introduced herself.
8:37:35 AM
MR. FIELDS affirmed that he is the Regional Educational
Attendance Area (REAA) representative, serving his tenth year on
the State Board of Education. He began his presentation titled,
"State Board of Education Report to the Legislaturewith slide
3, "Mission, Vision and Purpose."
Mission
An excellent education for every student every day.
Vision
All students will succeed in their education and work,
shape worthwhile and satisfying lives for themselves,
exemplify the best values of society, and be effective
in improving the character and quality of the world
about them. - Alaska Statute 14.03.015
Purpose
DEED exists to provide information, resources, and
leadership to support an excellent education for every
student every day.
8:38:16 AM
MR. FIELDS moved to slide 4, "Strategic Priorities: Alaska's
Education Challenge."
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.
8:38:49 AM
MR. FIELDS continued with slide 5, "Board Action Highlights."
• COVID-19 Relief Funding: Supporting Efficacy &
Transparency
• Reading: Strategic Support and Implementing the Alaska
Reads Act House Bill 114 (Chapter 40, SLA 22)
Academic Support Team
Alaska Science of Reading Symposium
Strategic Reading Plan
• Advancing Tribal Compacting and Culturally Relevant
Education
• Improving Teacher Retention and Recruitment
8:39:12 AM
MR. FIELDS moved to slide 6, "Other Department Functions."
• Mt. Edgecumbe High School (MEHS)
• Alaska State Council on the Arts (ASCA)
• Division of Libraries, Archives, and Museums (LAM)
• Professional Teaching Practices Commission (PTPC)
8:40:29 AM
MR. FIELDS continued with slide 7, "School and Student Data."
• Graduation and Dropout Rates
• National Assessment of Educational Progress
(NAEP)
8:41:04 AM
MR. FIELDS moved to the committee reports, which comprise the
bulk of the presentation.
CO-CHAIR ALLARD asked committee members if they had questions.
8:41:35 AM
REPRESENTATIVE STORY appreciated Mr. Fields decade of
commitment to the Alaska State Board of Education. She asked
about school and student data. She understood that the new Every
Child Succeeds Act would influence growth rates for the
students.
MR. FIELDS replied that the board was using a new assessment
tool for growth rates. The board was currently using two
distinct types of assessments, so the data was not yet
available.
REPRESENTATIVE STORY asked if the board would have two years of
data in next year's report.
MR. FIELDS assumed that would be the case.
8:42:21 AM
SANDRA KOWALSKI, member, Board of Education, Fairbanks, Alaska,
provided an update on tribal compacting. She referred to slide
9, "Tribal Compacting Committee Mission and Goals."
• Mission Statement
• Support tribal compacting by identifying and
developing regulations that support the efforts
of tribes throughout Alaska
• Goals
• On-going Continued learning; Identify barriers
• This Year Develop additional teacher pathway
• Mid-Range Identify what supports look like for
Tribes, districts, and DEED
• Long-Term
• Identify areas that need further development
• Develop regulations with input from Tribes
• Explore oversight and reporting (i.e., regional
individuality, learn from Health System
compacting in Alaska)
MS. KOWLASKI explained that tribal compacting does not currently
exist in Alaska's education system. She noted that tribal
compacting does exist in other states. She explained that the
Tribal Compacting Committee focused on learning and identifying
barriers to tribal compacting and working on methods to address
the barriers. She affirmed that the state has vehicles to offer
choice around schools. She spoke to the ability of tribes to
create support and sustain school systems.
8:47:21 AM
MS. KOWLASKI moved to slide 10, "Tribal Compacting." She
highlighted the passage of SB 34, which required an open
application period for tribes. The tribes can submit
applications to engage in a period of learning and barrier
identification. She explained that SB 34 initiated the ability
for the state board to submit a request for applications from
tribes. She divulged that five tribes applied to join the
negotiations related to the tribal compacting process.
MS. KOWLASKI mentioned the upcoming March board meeting to
consider the five tribal entity applications for approval. An
application from the Ketchikan tribe was under review. She
mentioned another application from a consortium of tribes. She
added that the tribes will meet with the department and board to
conduct negotiations. The groups will also consult with school
districts and unions throughout the process as required by SB
34. The Tribal Compacting Committee sought to provide a
legislative report in January 2024 related to the process
outcomes.
MS. KOWLASKI affirmed that the department works to understand
tribal compacting. She highlighted listening sessions conducted
statewide by Mr. Joel Isaak, a project coordinator from the
department. The listening sessions engage and teach about the
tribes' vision for education. She highlighted the Tribal
Compacting Committee's interest in teacher pathways that support
tribally operated schools. Goals include ensuring that teachers
have solid pathways to provide classroom instruction and to
retain teachers and meet the needs of the students.
8:52:29 AM
MS. KOWLASKI shared the names of the five tribal entities who
submitted applications in December. The first was the Inupiat
Community of the Arctic Slope (ICAS). The second application was
from the Solomon and King Island tribes, who applied together.
The third application was submitted by the Tlingit and Haida
tribes. The committee hoped to receive a diversity of
applications from tribes across the state.
8:55:16 AM
CHAIR TOBIN praised the Tribal Compacting Committee for
receiving five applications. She understood that the university
collaborates with the Alaska Rural Systemic Initiative and the
Alaska Native Knowledge Network. She asked about collaboration
between the Tribal Compacting Committee and the other entities.
MS. KOWLASKI replied that one state school board committee had
consistent representation from the university. The university
was seeking the state board's perspective about teacher pathways
and preparations. She noted that the Tribal Compacting Committee
has not engaged with the university yet. She stated that the
teacher pathway preparations held priority. She acknowledged the
existence of resources and programs that might prove valuable to
the effort.
8:56:54 AM
CHAIR TOBIN promoted the university program that she and Mr.
Joel Isaak attend.
8:57:03 AM
REPRESENTATIVE HIMSCHOOT only heard four of the five entities
who provided applications.
MS. KOWLASKI stated that the fifth application was received from
the Knik Tribal Council.
8:57:36 AM
SENATOR STEVENS expressed pride in the State Board of Education.
He expressed concern about the cost and assistance involved in
tribal compacting. He assumed that school failure was the worst
possible outcome. He stressed the importance of minding the
details as the process unfolds. He looked forward to the report
next January. He expressed initial trepidation about the cost of
the program, but the Alaska Federation of Natives made a
commitment to seek federal funding. He asked about federal
assistance enabling the five applicants' success.
8:58:48 AM
MS. KOWALSKI respected Senator Stevens' concern about resources.
She reported to the joint committee that the program was not yet
accessing federal funding. She furthered that the department
expertise must grow rapidly. The conversation has been active
within state board meetings.
9:00:15 AM
REPRESENTATIVE PRAX wondered about interior region participation
in tribal compacting.
9:00:42 AM
MS. KOWALSKI acknowledged that the committee did not receive
applications from the interior region. She declared that tribes
are interested in the outcome of the work, but not all tribes
have the capacity to apply. She added that the Knik tribe is
part of the diverse Athabaskan family.
9:01:56 AM
MR. FIELDS commented on the diversity presented in the
applications. He expressed that he was impressed with the
quality of applications received.
9:03:39 AM
BOB GRIFFIN, Member, State Board of Education, Anchorage Alaska
introduced himself. He explained that the Reading Committee was
the top priority for the state board. He moved to slide 12,
"Reading Committee Mission and Goals."
• Mission Statement
o Support all student to read at grade level
using evidence-based and culturally relevant
practices
• Goals
o Successful implementation of the Alaska
Reads Act
o Successful implementation of Alaska's
Strategic Reading Plan
9:05:23 AM
At ease
9:05:46 AM
CO-CHAIR ALLARD reconvened the meeting
9:06:03 AM
MR. GRIFFIN moved to a presentation titled, "Reading Committee
Report" He began with slide 2, "Reasons to be Optimistic About
Future Results."
2022 NAEP Results
Success of Other States
Alaska Advantages and Challenges for Improvement
9:06:34 AM
MR. GRIFFIN moved to slide 3, "2022 NAEP Alaska One of the
Lowest Covid Learning Loss States."
• Ranking Gains
• Low-Income 4th Grade Reading Only 1 Point Behind
• One of Only a Few States to See Some Small Gains
9:07:38 AM
MR. GRIFFIN moved to slide 4, "Better Trends." The slide
detailed ranking improvements in NAEP from 2019. He noted
improvement seen in five categories. He felt encouraged with the
improvement.
9:08:17 AM
MR. GRIFFIN moved to slide 5, "Success in Other States Florida
and Mississippi Passed Legislation Similar to Alaska Reads Act
2002 and 2014."
Mississippi #2 in the US in Low
• Income 4th Grade Reading
• Long-term Impact Beyond Early Literacy:
• Both FL and MS - Significant Gains in 8th Grade
and Math scores since 2003
• 2020 Florida - 34% High School Graduates Passed
at Least One AP Test With 3 or Higher
o 14% in Anchorage
9:09:39 AM
CO-CHAIR ALLARD asked when Florida and Mississippi implemented
their version of the reads act.
MR. GRIFFIN replied 2002 and 2014. He communicated that he had a
slide later in the presentation detailing Florida and
Mississippi.
9:10:13 AM
MR. GRIFFIN moved to slide 6, "Fourth Grade Reading Scores." The
slide depicted a graph of National Assessment of Educational
Progress (NAEP) fourth grade reading scores for low-income
students. Low-income students were the focus of the slide
because they have the greatest need for improvement. He
highlighted Florida's progression, and the red arrow illustrates
the year that Florida passed the equivalent of the Alaska Reads
Act. The second red arrow illustrates the year that Mississippi
passed their version of the Alaska Reads Act.
9:11:29 AM
MR. GRIFFIN moved to slide 7, "Fourth Grade Reading Scores." He
pointed out that Oregon offered all students free and reduced
lunch for 2022. He remarked that students in Florida,
Mississippi and Massachusetts outperformed all students in
Oregon in fourth grade reading scores.
9:11:58 AM
MR. GRIFFIN moved to slide 8, "Florida and Mississippi Kids with
Greatest Gains."
Low-Income Students
Minority Students
Students with Disabilities
Students with Limited English Proficiency
MR. GRIFFIN moved to slide 9, "Miami Dade Public Schools (MDPS).
• 55% Free or Reduced Lunch
• 59% English Not the Only Language at Home
• 94% Ethnic Minorities
• 90.1 % Graduation Rate
• MDPS Advanced Placement Success 2021
o 51,910 MDPS Juniors and Seniors
o 32,602 AP Tests Passed 3 or Higher
• 4th Grade NAEP Reading Scores 6 Points Higher
than Upper/Middle Income 4th Graders in Alaska
9:13:24 AM
CO-CHAIR ALLARD referenced slide 9 and demographics. She asked
if Alaska contained the greatest diversity in our school
districts.
MR. GRIFFIN replied that future slides address her question.
9:13:57 AM
MR. GRIFFIN moved to slide 10 "2022 NAEP fourth grade reading."
He detailed the graph that illustrated low versus upper/middle
income fourth grade reading scores. He pointed out the Miami
Dade public school scores inserted into the upper/middle income
graph. The school scored six points higher than children in
Alaska who do not qualify for free or reduced lunch.
9:14:39 AM
MR. GRIFFEN moved to slide 11, "2021 K12 Spending per Student in
Average Daily Attendance, Adjusted for Price Parity." He
described the two charts and stated that Alaska was highlighted
with the red bar indicating Alaska's relative cost of living. He
explained that the chart on the right was adjusted for the cost
of living in Alaska.
9:15:51 AM
MR. GRIFFIN moved to slide 12, "One Bedroom Apartment Rents." He
shared that Florida had seven cities in the top one hundred and
only one state had apartment rents lower than Anchorage.
9:16:18 AM
CHAIR TOBIN understood that Alaska has 54 school districts with
local control. She asked how many school districts Mississippi
had. She asked if Florida and Mississippi had the same
constitutional provisions around local control, specifically key
control spending. Alaska offers a diverse set of programs to
allow the school districts local control.
MR. GRIFFIN replied that the diversity of programs in
Mississippi and Florida are comparable if not greater than what
we have available in Alaska.
CHAIR TOBIN opined that education systems are unique. She was
accustomed to seeing comparisons between Alaska and Hawaii and
with the size of Alaska, the comparison is not accurate.
9:17:52 AM
MR. GRIFFIN moved to slide 13, "K-12 Spending Increase 2004-
2022." He stated that Alaska funding has been flat. The per
student funding on K-12 education is hovering near the national
average. He pointed out that Florida and Mississippi did not
have the advantage of funding increases to improve their reading
scores.
9:18:42 AM
MR. GRIFFIN continued with slide 14, "Free or Reduced Lunch
Rates." He noted that Alaska is one of the lower poverty rate
states and Florida and Mississippi have much greater rates of
students eating free or reduced lunch.
9:19:06 AM
MR. GRIFFIN moved to slide 15, "People of Color by State." He
celebrated the state's diversity as the father of two mixed-race
children. He spoke to the idea that the percentage of people of
color in Alaska present a significantly greater challenge. He
noted that Florida and Mississippi have a substantially larger
percentage of people of color.
9:20:07 AM
MR. GRIFFIN moved to slide 16, "Students of Color by State" He
furthered that the percentage of students of color is greater
than the overall population. He pointed out the melting pot
effect that happens as fewer people self-identify as one
particular race.
9:20:30 AM
CHAIR TOBIN asked about languages. She stated that she does not
believe that a person's self-identity determines education
outcomes. She wondered how education was impacted for people who
were not English language learners. She asked to see the
language statistics comparisons.
9:20:59 AM
MR. GRIFFIN moved to slide 17, "Rural Alaska Leading
Performance- 14 Highest Performing Districts." He countered the
idea that rural Alaska drags down Alaska's test scores. The
slide depicted the top 14 ranked school districts in the state,
and each was a rural district. He recalled comments attributing
poverty rates to lower test scores, however variations in the
graph complicate the theory and question the correlation.
9:22:01 AM
MR. GRIFFIN moved to slide 18, "Anchorage Poverty/Diversity."
• 71st Largest US City
o 147th in Overall Diversity
o 182nd in Language Diversity
• Of the 100 Largest US Cities:
o Anchorage 9th Lowest Poverty Rate
o Miami 16th Highest Poverty Rate
9:22:54 AM
MR. GRIFFIN moved to slide 19, "Anchorage vs. United States." He
detailed the pie chart comparison showing results of research
done in 2015. The charts depict the proportions of ethnic
minorities in the Anchorage area. He explained that the charts
depict an equal distribution of ethnic minorities.
9:23:34 AM
MR. GRIFFIN moved to slide 20, "Alaska Reads Act Challenges."
• Cultural Sensitivity
o Attentive to Parents and Communities Desires and
Choices
o Four Native Language Families, 20+ Language, 231
Tribes
o Tribal Compacting Long-term Mitigation
• Poor Resource Allocation
o Robbing Resources from Classroom Operations
• Huge Gender Gap
o Girls do much better in Alaska
9:25:14 AM
CO-CHAIR ALLARD noted the time.
9:25:27 AM
REPRESENTATIVE HIMSCHOOT assumed that schools would feed hungry
children despite the fact that not every family applies for free
or reduced lunch. She wondered where the upper/middle income
data came from. She understood that low income data was
categorized when families registered for food assistance, but
she wondered about data from upper/middle income students.
MR. GRIFFIN replied that the upper/middle income data are
calculated for students who do not qualify for free or reduced
lunch.
REPRESENTATIVE HIMSCHOOT questioned the assumption that a
student was classified as upper/middle income because they did
not register for free or reduced lunch.
MR. GRIFFIN confirmed the assumption that a student was
classified as upper/middle income because they did not
participate in a free or reduced lunch program.
REPRESENTATIVE HIMSCHOOT asked about the data related to
Mississippi and Florida. She asked how the two states funded
their reading act laws in 2002 and 2014.
MR. GRIFFIN requested clarification about the funding question.
REPRESENTATIVE HIMSCHOOT clarified her question. She asked if
Mississippi and Florida funded laws passed in 2002 and 2014
through their states' general operating budgets.
MR. GRIFFIN assumed that the laws passed in Mississippi and
Florida were funded by the individual states' general funds.
REPRESENTATIVE HIMSCHOOT asked about English Language Learners
(ELL). She noted that a child fluent in one language can quickly
become fluent in another language. Fluency in two languages
becomes a strength.
MR. GRIFFIN agreed with the statement.
REPRESENTATIVE HIMSCHOOT stated that a child growing up with an
absence of their first language in school does not do well with
the second language. She provided an example of a child whose
heritage language is not an academic language. She asked about
the ELL populations in Alaska. She spoke specifically about
Native people who lost their first language. She explained that
the academic use of a language is different from the social. She
asked how many ELLs in Alaska are Native Alaskan.
9:29:18 AM
MR. GRIFFIN expressed broad agreement about the premise. He
offered to research the subject thoroughly.
9:29:36 AM
SENATOR BJORKMAN asked about the data presented today. He
wondered the state board or department requested the data as
they were presented today.
MR. GRIFFIN replied that the data were not collected at the
request of any one person. He explained to the joint committee
that the information presented was simply information he chose
to highlight. He expressed familiarity with the Institute of
Social and Economic Research (ISER) analysis. He opined that the
state depends on ISER for many important reasons, but he opined
that the ISER analysis lacked crucial information. He stated
that his analysis provided data from the National Education
Association who performed the analysis without a vested interest
in framing Alaska in either positive or negative light. He
trusted that the resource and the data presented were accurate.
9:31:23 AM
SENATOR BJORKMAN clarified that Mr. Griffin presented
information this morning with the Alaska Department of Education
and Early Development logo on it. He posited that Mr. Griffin's
independent analysis was offered through his own personal lens.
He asked if his assumption was correct.
MR. GRIFFIN confirmed the assumption.
9:31:50 AM
REPRESENTATIVE STORY asked about the difference between people
of color who are immigrants and those who are Indigenous
learners. She recalled analysis of South Dakota and Oklahoma and
other states with primarily Indigenous groups. She spoke about
the value of investing in early learning. She highlighted the
growth rate of Oklahoma's indigenous population compared to
other states.
MR. GRIFFIN agreed with Representative Story's premise.
9:33:25 AM
CO-CHAIR ALLARD thanked Mr. Griffin for the good and accurate
information.
MR. FIELDS introduced the Effective Educators Committee.
9:34:02 AM
SALLY STOCKHAUSEN, Second Vice-Chair, State Board of Education,
Ketchikan, Alaska, continued the original presentation, "State
Board of Education Report to the Legislature." with slide 15,"
Effective Educators Committee Mission and Goals."
• Mission Statement
• In order to grow and attract effective educators, we
will remove barriers and increase articulated pathways
that will meet the immediate and future demands of the
state's historic teacher retention and recruitment
demands
• Goals
• Identify and Remove Barriers
• Investigate and Facilitate Paraprofessional Pathways
• Investigate and Facilitate Alternative Certification
Pathways
9:35:56 AM
MS. STOCKHAUSEN moved to slide 16, "Effective Educators." She
stated that the committee heard from the Education Commission of
the States and their research group. She cited the area of
paraprofessional pathways data showing that 23 states had
established financial pathways. The pathways aid
paraprofessionals to complete their bachelor's degree. She
mentioned another presentation from the Education Commission of
the States discussing teacher residencies. She acknowledged that
the state offered similar opportunities on a small scale.
MS. STOCKHAUSEN continued that the university system works to
remove barriers by allocating funding to tuition and living
expenses for students while providing distance learning
opportunities for paraprofessionals. Some districts have
pathways for students to begin working on their degrees when
they begin the work. She stated that other districts have
scholarships and reimbursement programs as paraprofessionals
further their education. Some districts partner with out-of-
state colleges to support paraprofessionals as they work toward
their degrees.
MS. STOCKHAUSEN furthered that the committee supports a
statewide apprenticeship program accessible to everyone. The
goal is to create a competency based program. The committee
envisions a program that complies with existing statutes and
regulations and incorporates best practice for creating quality
teachers. She clarified that the committees intention was to
initiate changes slowly and wisely. The apprenticeship program
would train paraprofessionals to be optimal teachers.
9:39:04 AM
CHAIR TOBIN understood that Alaska employs approximately 1000
paraprofessionals in the school districts. She wondered if the
number was accurate today.
MS. STOCKHAUSEN stated that she would seek the accurate number
of paraprofessionals and report back to the committee.
CHAIR TOBIN wondered about a potential pathway for reading
teachers. She affirmed that districts require high quality,
culturally relevant, locally influenced reading teachers. She
wondered about providing a pathway for paraprofessionals to
teach reading.
MS. STOCKHAUSEN stated that the committee expressed a similar
goal. She shared a story from her time collaborating with a team
of paraprofessionals in the Copper River School District. At the
time, she was a certified teacher and often found herself
seeking advice about reading education from the group of trained
paraprofessionals.
9:40:19 AM
REPRESENTATIVE HIMSCHOOT asked about other states utilizing
similar financial incentives or apprenticeship programs.
MS. STOCKHAUSEN replied that the committee explored a similar
program offered in Tennessee.
9:40:52 AM
REPRESENTATIVE STORY asked if teacher apprenticeship programs
were similar to the teacher mentoring programs that are no
longer funded.
MS. STOCKHAUSEN replied that the apprenticeship program would
also have a strong mentoring component, but the committee was
seeking a new competency based program. The proposed
apprenticeship program is designed for people without a
bachelor's degree. The prior mentoring program was accessible
for people holding a bachelor's degree and seeking alternative
certification.
9:42:01 AM
MR. FIELDS commented that there were 32 classroom teachers with
certification waivers. He requested the data from the department
delineated by test scores for certified versus uncertified
educators.
9:42:45 AM
MR. FIELDS introduced the Career and Technical Education (CTE)
and Cultural Education Committee.
9:42:59 AM
LORRI VAN DIEST, Member, State Board of Education, Palmer,
Alaska, resumed the presentation with slide 18, "CTE and
Cultural Education Committee Mission and Goals."
• Mission Statement
o Support school districts and workforce partners to
cultivate the potential in our students by integrating
rigorous classroom instruction with relevant, work-
based experiences that inspire, guide, and empower
them for post-secondary training, college, and careers
• Goals
o Develop awareness of CTE programs, practices, and
processed in Alaska
o Explore equity issues that may exist with smaller
districts.
o Connect CTE to other programs
9:44:31 AM
MS. VAN DIEST moved to slide 19, "CTE Cultural Education." She
highlighted the committee's recent participation in the Alaska
Department of Education and Early Development conference in
February. The conference allowed for interaction with district
CTE staff and community partners. A portion of the conference
was set aside to identify action steps for moving CTE forward in
Alaska.
MS. VAN DIEST advocated collectively for a long term investment
to put well-trained career guides back in schools. She mentioned
a position that helps connect students with post-secondary
opportunities. She stated that she was unsure about the source
of funding for the mentioned position. She spoke to the value of
recruiting and training instructors through an aligned and
cooperative education system.
9:47:29 AM
MS. VAN DIEST explained that supporting work based learning
covers a wide range including work release programs moving into
apprenticeships. The committee will be vital for work based
learning opportunities. She stated that the state board must
support and enable partnerships. She stated that dual credits
are important to students and would apply to college
transcripts.
9:50:16 AM
REPRESENTATIVE PRAX asked for examples of workforce partners.
MS. VAN DIEST replied that a program in Bethel partnered with
the local health consortium. The program helped 30 students with
summer paid internships. The partnership existed between the
educator and the health consortium.
9:51:46 AM
CO-CHAIR ALLARD apologized for starting the joint committee
meeting at 8:30 versus 8:00.
9:52:04 AM
REPRESENTATIVE HIMSCHOOT understood that the committee struggled
to find enough teachers for CTE. She asked how the committee
addressed the problem.
MS. VAN DIEST replied that the teacher retention committee was
working on the issue. She spoke about certification pathways
where industry partners participate.
9:53:08 AM
REPRESENTATIVE STORY asked about the priority of career
technology and culturally relevant education. She asked to know
more about those points of emphasis. She asked about culturally
relevant curriculum.
MS. VAN DIEST replied that the group did not look at culturally
relevant curriculum specifically, but she knew culturally
relevant CTE classes were available. She recalled a district
with such a program teaching students about making and selling
local art.
9:54:38 AM
MR. FIELDS introduced the Safety and Well-Being Committee.
DR. KEITH HAMILTON, Member, State Board of Education, Soldotna,
Alaska introduced himself and began with slide 20, "Safety and
Well-Being Committee."
9:55:12 AM
MR. HAMILTON continued with slide 21, "Safety and Well-Being
Committee Mission Statement and Goals."
• Mission Statement
o Improve the safety and well-being of students
through school partnerships with families,
communities, and tribes.
• Goals
• Increase the value of mandatory eLearning programs
by improving educator engagement
• Work with teacher preparation programs to develop
trauma-engaged schools framework in both programs
instruction and environment
• Provide support to districts who do not have
counselors, nurses & social workers
9:58:02 AM
CHAIR TOBIN reported that she serves on the Health and Social
Services Standing Committee where the United States Department
of Justice (DOJ) informed the committee about behavioral health
and over institutionalizing of Alaska's children. She recalled
the first recommendation on the report involved increasing
access to school counselors. She asked for a report detailing
data about school counselors throughout the state. She asked
what the legislature might do to ensure students have access to
the basic level of counselling intervention.
9:58:35 AM
MR. HAMILTON responded that his committee had the data. He
stated that December was the end of the reporting period. He
would request the Alaska Department of Education and Early
Development provide the requested data to the joint committee.
9:58:54 AM
SENATOR BJORKMAN wondered if the board had specific safety-
related policy suggestions for legislative statutory goals.
DR. HAMILTON replied that his committee was working to define
potential solutions to relay to the legislature. He expected
changes leading to a better engaged student. He shared that he
is an educator and believes that the classroom teacher makes an
invaluable difference in a child's life.
10:00:12 AM
REPRESENTATIVE HIMSCHOOT asked if Dr. Hamilton referred to
academic or mental health counselors.
10:00:35 AM
DR. HAMILTON replied that counselor is an umbrella term. He
shared that he asked the same question to his committee and the
department and learned that the term counselor pertained to
career counselors, mental health counselors and academic
counselors.
10:01:02 AM
REPRESENTATIVE PRAX asked for elaboration about mandatory
electronic learning programs.
DR. HAMILTON replied that every teacher is provided with a
library of online learning resources.
10:01:45 AM
MR. FIELDS responded to Senator Bjorkman's comment. He explained
that the Copper River School District established a partnership
with the Copper River Native Association. The native association
provides mentoring and mental health care. He expressed his
belief that the tribal compacting effort was critical. He stated
that the partnerships between school districts and tribal
communities are invaluable.
10:03:22 AM
CO-CHAIR ALLARD asked the joint committee members for further
questions.
10:03:34 AM
REPRESENTATIVE STORY referenced the state board report. She
wondered about regulations to change the assessment cut scores.
10:03:56 AM
MR. FIELDS replied that the effort involved educators reviewing
the assessment cut scores. He asked the department staff to come
forward with the data. He affirmed the annual review of the
assessment cut scores.
REPRESENTATIVE STORY understood that the assessment cut scores
provide data about proficiency. She asked if the board suspects
that the assessment cut scores were set too high.
MR. FIELDS replied that educator opinions influence the
assessment cut scores, which are reviewed periodically on a
schedule.
10:05:04 AM
SALLY STOCKHAUSEN, Second Vice-Chair, State Board of Education,
Ketchikan, Alaska explained that the development of the new test
required an assessment of cut scores.
10:05:31 AM
REPRESENTATIVE MCCORMICK requested an opportunity for the
student advisors to provide introductions and testimony.
10:05:47 AM
CO-CHAIR ALLARD asked if Mr. Jeffrey Erickson had anything to
add to the conversation. Hearing no from Mr. Erickson in the
audience, Co-Chair Allard expressed appreciation to LTC James
Fowley for his service to our country and asked him if he wished
to participate in the joint hearing. Hearing no from LTC James
Fowley in the audience, she asked the student advisors if they
wished to contribute to the presentation.
10:06:33 AM
FELIX MYERS, Student Advisor-Elect, State Board of Education,
Sitka, Alaska, introduced himself. He relayed that he was unsure
about the parameters for the testimony.
CO-CHAIR ALLARD supposed that committee members had questions
for the student advisors.
REPRESENTATIVE MCCORMICK stated that he did not have a question
for the student advisors, but he opined that the advisors'
opinions mattered to the board and the legislature.
CO-CHAIR ALLARD provided Mr. Myers an open parameter for
discussion.
MR. MYERS addressed recent legislation introduced by the
governor, HB 105, related to parental rights. He offered his
opinions about the proposed legislation from a student
perspective. He recalled conversations with fellow students who
identify with the Lesbian Gay Bisexual Transgender Queer and or
questioning (LGBTQ) community who see issues with the proposed
legislation. He addressed the legislation's conversation around
gender identity and permission to discuss gender identity in the
classroom setting. He argued that teaching about historical
figures is difficult without mentioning gender identity. He
asserted that gender identity was a vague term.
MR. MYERS addressed the proposed legislation's requirement that
parents provide permission to officially recognize name or
pronoun changes in the public school setting. He stated that the
suicide rate among transgender students is 7.6 times higher than
non-transgender students in the United States. If a student is
unable to express themselves with respect, they are at greater
risk. He stressed that transgender students face dangerous
situations and many do not feel comfortable in their own home.
The students affected by the mandate for parent permission, are
in the greatest danger. He highlighted the board's goal to
provide a high-quality education to every single student and
believed that HB 105 would diminish student experience. He
stressed that the proposed legislation was dangerous to
students.
10:10:14 AM
MAGGIE COTHRON, Student Advisor, State Board of Education,
Anchorage, Alaska, echoed the comments of Mr. Myers. She opined
that the purpose of education was to provide quality education
to all students. She believed that an aspect of quality
education involves feeling safe and accepted in a school
community. She expressed concern and fear about HB 105. She
reported having friends who hide aspects of themselves because
they do not feel safe. She opined that the proposed legislation
may have unpredictable negative consequences. She agreed with
Mr. Myers statement that the board's mission was to provide an
excellent education for every student including the LGBTQ
community. She spoke about the Alaska Association for Student
Governments implementing gender neutral bathrooms and behaving
with greater inclusivity. She commented on the importance of
remaining mindful and respectful of all people. She appreciated
the privilege of sitting on the board.
10:12:04 AM
MR. FIELDS concluded the presentation.
10:12:34 AM
There being no further business to come before the committee,
Co-Chair Allard adjourned the Joint meeting at 10:12 a.m.
| Document Name | Date/Time | Subjects |
|---|---|---|
| State Board of Education Presentation 03.14.2023.pdf |
SEDC 3/15/2023 8:30:00 AM |
|
| State Board of Education Reading Committee Report 03.14.2023.pdf |
SEDC 3/15/2023 8:30:00 AM |
|
| State Board of Education Annual Report to the Alaska Legislature 03.14.2023.pdf |
SEDC 3/15/2023 8:30:00 AM |