Legislature(2013 - 2014)ANCH LIO Rm 105
01/08/2014 08:30 AM Senate EDUCATION
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| Audio | Topic |
|---|---|
| Start | |
| Informational Hearing - Discussions & Presentations On: "the Common Core and Alaska's Academic Standards" | |
| Adjourn |
* first hearing in first committee of referral
+ teleconferenced
= bill was previously heard/scheduled
+ teleconferenced
= bill was previously heard/scheduled
ALASKA STATE LEGISLATURE
SENATE EDUCATION STANDING COMMITTEE
January 8, 2014
8:29 a.m.
MEMBERS PRESENT
Senator Gary Stevens, Chair
Senator Mike Dunleavy, Vice Chair
Senator Charlie Huggins
Senator Berta Gardner
MEMBERS ABSENT
Senator Bert Stedman
OTHER LEGISLATORS PRESENT
Senator Hollis French
Representative Lynn Gattis
Representative Lora Reinbold
COMMITTEE CALENDAR
INFORMATIONAL HEARING - DISCUSSIONS & PRESENTATIONS ON: "THE
COMMON CORE AND ALASKA'S ACADEMIC STANDARDS"
- HEARD
PREVIOUS COMMITTEE ACTION
See 01/07/2014 Senate Education Committee minutes.
WITNESS REGISTER
DAN SULLIVAN, Mayor
Municipality of Anchorage
Anchorage, Alaska
POSITION STATEMENT: Provided an overview of the 2011 - 2012
Education Summit in Anchorage.
TIM PARKER, Representative
National Education Association (NEA)
Teacher-English Language Arts
Fairbanks Lathrop High School
Fairbanks, Alaska
POSITION STATEMENT: Presented "Position Statements &
Implementation Efforts in the Classroom" to the committee.
CHRIS BENSCHOOF, Representative
National Education Association (NEA)
Teacher-Mathematics
Fairbanks Lathrop High School
Fairbanks, Alaska
POSITION STATEMENT: Presented "Position Statements &
Implementation Efforts in the Classroom" to the committee.
CHERYL ROMATZ, Representative
National Education Association (NEA)
Teacher
Kalifornsky Beach Elementary School
Soldotna, Alaska
POSITION STATEMENT: Presented "Position Statements &
Implementation Efforts in the Classroom" to the committee.
MARY JANIS, Representative
National Education Association (NEA)
Teacher-Kindergarten
Anchorage Orion Elementary School
Anchorage, Alaska
POSITION STATEMENT: Presented "Position Statements &
Implementation Efforts in the Classroom" to the committee.
LAURA NEVADA, Representative
National Education Association (NEA)
Teacher
Anchorage Bayshore Elementary School
Anchorage, Alaska
POSITION STATEMENT: Presented "Position Statements &
Implementation Efforts in the Classroom" to the committee.
DENISE LISAC, Representative
National Education Association (NEA)
Teacher-Elementary Reading Specialist
Dillingham Elementary School
Dillingham, Alaska
POSITION STATEMENT: Presented "Position Statements &
Implementation Efforts in the Classroom" to the committee.
JUAN SAN MIGUEL, President-Elect
Alaska State Parent Teacher Association (AK-PTA)
Anchorage, Alaska,
POSITION STATEMENT: Presented "Position Statement &
Implementation Efforts Amongst AK-PTA."
CANDY JO BRACKEN, Chair
Education Committee
Alaska State Parent Teacher Association (AK-PTA)
Anchorage, Alaska
POSITION STATEMENT: Presented "Position Statement &
Implementation Efforts Amongst AK-PTA."
DANIEL G. THATCHER, JD-Senior Policy Specialist
Education Program
National Conference of State Legislatures (NCSL)
Denver, Colorado
POSITION STATEMENT: Presented "Legislative Role in Implementing
College & Career Readiness Standards."
MICHELLE EXSTROM, Director
Education Program
National Conference of State Legislatures (NCSL)
Denver, Colorado
POSITION STATEMENT: Presented "Teacher Impact & Data
Collections."
LAUREN HEINTZ, Research Analyst
National Conference of State Legislatures (NCSL)
Denver, Colorado
POSITION STATEMENT: Presented "Common Core Assessments."
MIKE HANLEY, Commissioner
Alaska Department of Education & Early Development (DEED)
Juneau, Alaska
POSITION STATEMENT: Presented "Overview of Alaska's Data
Collection and Assessments."
CARLY WILLIAMS, Student Advisor
State Board of Education & Early Development
Palmer High School
Palmer, Alaska
POSITION STATEMENT: Presented "Student Perspectives on Alaska's
Academic Standards."
KOBE RIZK, Student Advisor
State Board of Education & Early Development
West Valley High School
Fairbanks, Alaska
POSITION STATEMENT: Presented "Student Perspectives on Alaska's
Academic Standards."
ARIEL HASSE, President
Alaska Association of Student Governments (AASG)
Mat-Su Career & Technical High School
Wasilla, Alaska
POSITION STATEMENT: Presented "Student Perspectives on Alaska's
Academic Standards."
TODD POGUE, Superintendent
Alaska Gateway School District
Tok, Alaska
POSITION STATEMENT: Reviewed the Alaska Gateway School
District's academic standards.
SCOTT MACMANUS, Assistant Superintendent
Alaska Gateway School District
Tok, Alaska
POSITION STATEMENT: Reviewed Alaska Gateway School District's
academic standards implementation.
BARBARA HANEY, representing herself
Fairbanks, Alaska
POSITION STATEMENT: Stated support for higher mathematical
academic standards.
MARIA RENSEL, Founder
Interior Alaska Conservative Coalition
Fairbanks, Alaska
POSITION STATEMENT: State opposition to the adoption of the
Common Core State Standards.
THERESA KEEL, Superintendent
Cordova School District
Cordova, Alaska
POSITION STATEMENT: Spoke in support of the new Alaska Academic
Standards.
JAMES SQUYRES, representing himself
Delta Junction, Alaska
POSITION STATEMENT: Spoke in opposition to federal government
involvement in education.
PAMELA GOODE, representing herself
Delta Junction, Alaska
POSITION STATEMENT: Objected to the use of the Common Core State
Standards.
STACY BROWNE, representing herself
Delta Junction, Alaska
POSITION STATEMENT: Objected to the Common Core State Standards
and data collection.
MYRNA MCGHEE, representing herself
Fairbanks, Alaska
POSITION STATEMENT: Spoke against the Common Core State
Standards.
ROBERT THOMASON, PhD., Superintendent
Petersburg School District
Petersburg, Alaska
POSITION STATEMENT: Spoke in support of the Alaska Academic
Standards.
JEAN ELLIS, President
Petersburg School District
Petersburg, Alaska
POSITION STATEMENT: Testified in favor of Alaska Academic
Standards.
AVA VENT, Education Director
Tanana Chiefs Conference
Fairbanks, Alaska
POSITION STATEMENT: Spoke in support of Alaska Academic
Standards.
BOB WILLIAMS, Teacher
Colony High School
Palmer, Alaska
POSITION STATEMENT: Testified in support of academic standards
and funding.
EMILY FORSTNER, Teacher
Wasilla Middle School
Wasilla, Alaska
POSITION STATEMENT: Spoke in support of academic standards.
DR. STEVE ATWATER, Superintendent
Kenai Peninsula Borough School District
Soldotna, Alaska
POSITION STATEMENT: Testified in support of Alaska Academic
Standards.
CARA HEITZ, Instructor
King Career Center
Anchorage School District
Anchorage, Alaska
POSITION STATEMENT: Spoke in support of Alaska Academic
Standards.
COLT FRANKLIN, Staff
Representative Lora Reinbold
Alaska State Legislature
Juneau, Alaska
POSITION STATEMENT: Questioned the adoption of the Common Core
State Standards and potential student data collection.
JERRY COVEY, representing himself
Anchorage, Alaska
POSITION STATEMENT: Testified in support of Alaska Academic
Standards.
MICHAEL CHAMBERS, Chair
Alaska Libertarian Party
Anchorage, Alaska
POSITION STATEMENT: Spoke in opposition to the Common Core State
Standards.
JUDY ELEDGE, representing herself
Anchorage, Alaska
POSITION STATEMENT: Voiced concerns with adopting the Common
Core State Standards.
DEAN WILLIAMS, representing himself
Anchorage, Alaska
POSITION STATEMENT: Testified in support of the use of academic
standards.
JAMES FIELDS, Board Member
Alaska Board of Education & Early Development
Glennallen, Alaska
POSITION STATEMENT: Testified in support of the use of academic
standards.
JACK WALSH, Superintendent
Craig School District
Craig, Alaska
POSITION STATEMENT: Spoke in support of raised academic
standards.
LISA SKILES PARADY, Assistant Superintendent
North Slope Borough School District
Barrow, Alaska
POSITION STATEMENT: Addressed North Slope Borough's graduation
rate.
ANDY HOLLEMAN, President
Anchorage Education Association
Anchorage, Alaska
POSITION STATEMENT: Reported on the availability of on-line
information in the Anchorage School District.
SUNNI HILTS, President
Association of Alaska School Boards
Seldovia, Alaska,
POSITION STATEMENT: Testified about the importance of investing
in academic standards.
ACTION NARRATIVE
8:29:33 AM
CHAIR GARY STEVENS called the Senate Education Standing
Committee meeting back to order at 8:29 a.m. Present at the call
to order were Senators Gardner, Dunleavy, and Chair Stevens.
^Informational Hearing - Discussions & Presentations On: "The
Common Core and Alaska's Academic Standards"
Informational Hearing - Discussions & Presentations On: "The
Common Core and Alaska's Academic Standards"
CHAIR STEVENS announced the business before the committee was an
informational hearing on the Common Core and Alaska's Academic
Standards.
8:30:58 AM
DAN SULLIVAN, Mayor, Municipality of Anchorage, Anchorage,
Alaska, provided information regarding "Results of the 2011 -
2012 Education Summit." He said he would not discuss the Common
Core State Standards (CCSS) other than to say it is important to
note that Alaska has set standards that are higher than the
current standards.
MAYOR SULLIVAN explained why he got involved with education
reform. He questioned the value the state is receiving from the
amount of money being invested in education. He discussed his
history with the Anchorage School District's budget. In 1999 the
budget had just crossed the $4 million line and it increased by
100 percent over nine years with no increase in student
enrollment, nor an appreciable increase in student performance.
He stated his concern with the increased need for student
remediation upon entrance into college coursework.
8:33:19 AM
MAYOR SULLIVAN shared information on the Mayor's Education
Summit. He said that statistics provided by the Summit's
presenters were "jaw dropping" regarding how Alaska compares in
educational performance to the rest of the nation. He noted the
wide cross-section of presenters who shared the goal of better
student performance. He pointed out that Alaska was
statistically the lowest in the country in several educational
measures. After two days, a consensus was reached that Alaska
needs to raise the bar for education.
8:35:40 AM
MAYOR SULLIVAN stated that Alaska's proficiency levels were set
too low. The Summit concluded that school districts should offer
more choices in program offerings and have a great teacher in
every classroom. He noted Finland's education model and the
elevated status of their teachers.
8:38:02 AM
MAYOR SULLIVAN said the final conclusion from the Summit was to
seek to involve the community in educational matters, because
without community involvement, change does not happen. He
explained what Anchorage has done to promote community
interaction in order to improve student performance. He noted
the formation of a new non-profit corporation called Education
Matters Incorporated (EMI).
MAYOR SULLIVAN stated that Alaska needs a great teacher
initiative. He proposed an endowment program to meet that need
by paying back student loans of new teachers if they teach for
eight to ten years in Alaska. He summarized Finland's program
that invested in teachers for 20 years.
8:41:43 AM
MAYOR SULLIVAN pointed out the decline in education when the
federal government was involved. He emphasized that Alaska must
take control of its own standards.
CHAIR STEVENS commended Mayor Sullivan for his leadership in
education. He noted a previous successful student loan
reimbursement program in Alaska. He agreed that a similar
program that focused on teachers is needed.
CHAIR STEVENS asked if the student loan payback incentive was
part of EMI.
MAYOR SULLIVAN stressed the importance of providing incentives
for people to go into teaching.
8:44:52 AM
CHAIR STEVENS introduced the members of the committee.
8:45:09 AM
At ease
8:48:41 AM
TIM PARKER, Representative, National Education Association
(NEA), Teacher-English Language Arts, Fairbanks Lathrop High
School, Fairbanks, Alaska, addressed "Position Statements &
Implementation Efforts in the Classroom." He shared that NEA
believes in the new Alaska Academic Standards.
MR. PARKER pointed out that high state standards are critical
because they set the bar on what students must know and be able
to do. He maintained that standards are not the entire answer.
8:51:38 AM
MR. PARKER addressed the six items that are important in
implementing state standards: (1) trust (2) local autonomy (3)
professional development (4) assessment (5) accountability (6)
student opportunity. He summarized the hope for new standard
implementation.
CHAIR STEVENS thanked Mr. Parker and introduced Mr. Benschoof.
8:56:25 AM
CHRIS BENSCHOOF, Representative, National Education Association
(NEA), Teacher-Mathematics, Fairbanks Lathrop High School,
Fairbanks, Alaska, stated that he was the 2013 Alaska State
Teacher of the Year. He spoke about "Position Statements &
Implementation Efforts in the Classroom."
MR. BENSCHOOF addressed a crucial distinction between standards
and curriculum. He noted the need for standards to provide a
common language for educational expectations. He said standards
also need to be rigorous, but allow for an appropriate level of
local autonomy.
8:58:10 AM
MR. BENSCHOOF gave examples from his classroom of the use of
local topics, such as forest fire management, while
incorporating the standards.
MR. BENSCHOOF described the Alaska Academic Standards as
rigorous, relevant, and precise.
9:00:52 AM
CHERYL ROMATZ, Representative, National Education Association
(NEA), Teacher, Kalifornsky Beach Elementary School, Soldotna,
Alaska, shared information on "Position Statements &
Implementation Efforts in the Classroom." She explained how she
makes use of the standards in her classroom and gave examples of
a bar graphing lesson.
MS. ROMATZ addressed challenges with the new standards and
described the work involved for teachers. She suggested that
more professional development days would be valuable.
9:06:45 AM
MARY JANIS, Representative, National Education Association
(NEA), Teacher-Kindergarten, Anchorage Orion Elementary School,
Anchorage, Alaska, presented information about "Position
Statements & Implementation Efforts in the Classroom." She spoke
in support of the new standards because they raise the academic
bar. She said that developmentally appropriate assessments are
very important tools for teachers to use. She voiced concern
that the new standards would lead to more state-mandated testing
and loss of teaching time.
9:08:50 AM
MS. JANIS stated that recent assessment requirements are very
time consuming and result in loss of teaching time. She
suggested that a solution to this problem is to appropriate
money for substitutes so that teachers can administer tests one-
on-one.
MS. JANIS explained that her main focuses are on the student and
teaching the state standards. She stressed that high-stakes
mandated test scores do not accurately portray a student's
ability.
CHAIR STEVENS discussed NEA's program, "Legislators in the
Classroom" and his experience in a kindergarten classroom. He
expressed gratitude for kindergarten teachers.
9:12:30 AM
LAURA NEVADA, Representative, National Education Association
(NEA), Teacher, Anchorage Bayshore Elementary School, Anchorage,
Alaska, addressed "Position Statements & Implementation Efforts
in the Classroom." She described the use of Alaska Academic
Standards and Common Core State Standards in her classroom. She
provided examples she uses as a general education teacher in an
inclusion classroom.
9:16:06 AM
MS. NEVADA summarized how the use of the standards has enhanced
her students' learning across all content areas. She described
the time and effort it has taken her to develop standards for
her classroom. She stressed the importance of allowing teachers
to be immersed in the standards through continued professional
development opportunities and giving them time for reflection
and collaboration with peers. She requested continued
legislative support.
9:18:17 AM
CHAIR STEVENS noted that differences between the Common Core
State Standards and the Alaska Academic Standards approaches do
not seem to be a problem.
SENATOR GARDNER asked Ms. Janis about the problem of testing
taking away from instructional time. She wondered which test Ms.
Janis would recommend and which she would get rid of.
MS. JANIS replied that a standards-based report card does not
describe the whole child. She suggested cutting back on the
seven one-minute screenings because they are too time consuming.
SENATOR GARDNER noted hearing that math teachers in her district
had to manually enter test data, which was very time consuming.
9:21:53 AM
DENISE LISAC, Representative, National Education Association
(NEA), Teacher-Elementary Reading Specialist, Dillingham
Elementary School, Dillingham, Alaska, spoke about "Position
Statements & Implementation Efforts in the Classroom." She noted
that she is the Alaska Teacher of the Year for 2014.
MS. LISAC stated that the Alaska Academic Standards provide a
strong foundation for public schools. She noted the importance
of reading proficiency emphasized by the standards.
9:24:28 AM
MS. LISAC opined that standards mean little without quality
teachers in the classroom. She stressed the importance of
training, professional development, and evaluation. She called
on all stakeholders to work together to provide world class
public education for Alaska students.
CHAIR STEVENS asked how long Ms. Lisac has been a teacher in
Dillingham.
MS. LISAC answered thirty years.
CHAIR STEVENS asked Ms. Lisac to comment about the availability
of housing for teachers.
MS. LISAC said that housing is a problem in Dillingham because
no assistance is provided to teachers to find housing and
heating costs are very high.
SENATOR FRENCH asked why teachers are leaving or staying in
Dillingham.
MS. LISAC answered that affordability is a problem, as is
difficulty in traveling to other places.
SENATOR FRENCH asked if locals are being recruited.
MS. LISAC answered that most top students leave Dillingham and
do not come back.
9:28:21 AM
REPRESENTATIVE GATTIS noted that the task force went to
Dillingham and was weathered in. She spoke highly of Dillingham
schools, teachers, and community involvement.
CHAIR STEVENS commended the teachers who testified.
CHAIR STEVENS asked what was happening within NEA regarding CCSS
and Alaska Academic Standards.
9:30:16 AM
MR. PARKER replied that at the national level, NEA is in favor
of CCSS and is focused on student learning. He noted that 45
states have accepted CCSS. He described the difficulty of
educating students in areas of poverty. He pointed out that
Finland lacks low-end schools and therefore has higher rates of
success. Finland also does not test students on a regular basis.
The United States is very successful with high-end schools such
as charter schools, unlike Finland that does not have such
schools.
9:34:04 AM
MR. PARKER related that NEA supports the current Alaska Academic
Standards which are effective, rigorous, and easy to understand.
He suggested that teachers are already teaching to the standards
and raising the bar based on student abilities.
CHAIR STEVENS inquired about problems with teacher evaluations
being based on student progress.
9:36:40 AM
MR. PARKER said that the teacher evaluation process is still
being developed and implemented. He addressed concerns that
teacher evaluations will be based on student test scores. He
emphasized the need for educators to receive solid professional
development about how to address success for their students.
MR. PARKER reviewed the six points needed for successful
implementation of the Academic State Standards.
CHAIR STEVENS noted the presence of Representative Reinbold.
CHAIR STEVENS asked what help was needed to implement state
standards besides money.
9:41:01 AM
MR. PARKER replied that support from the Department of Education
and school districts is needed for such things as smaller class
size, professional development, and time for teacher involvement
in decision making.
CHAIR STEVENS thanked the representatives of NEA-Alaska.
9:43:51 AM
At ease
9:50:23 AM
JUAN SAN MIGUEL, President-Elect, Alaska State Parent Teacher
Association (AK-PTA), Anchorage, Alaska, introduced himself. He
said he would speak on the "Position Statement & Implementation
Efforts Amongst AK-PTA."
CANDY JO BRACKEN, Chair, Education Committee, Alaska State
Parent Teacher Association (AK-PTA), Anchorage, Alaska,
introduced herself. She said she would speak on the "Position
Statement & Implementation Efforts Amongst AK-PTA."
MR. SAN MIGUEL reviewed PTA's history, mission, and resolutions.
MR. SAN MIGUEL related that some state standards are
inconsistent, do not prepare students for college, and are
difficult for parents to understand. He noted the importance of
consistent statewide standards.
9:55:26 AM
MR. SAN MIGUEL brought attention to parents' confusion with
national standards. Constant information about the failure of
American education raises questions about future workers'
capabilities.
MR. SAN MIGUEL compared national and state standards for several
grades, noting the differences. He reiterated the problem of
parents not being able to understand standards.
MR. SAN MIGUEL compared mathematics standards at the state and
national levels.
9:58:48 AM
CHAIR STEVENS asked what scaffolding means.
MR. SAN MIGUEL said he did not know.
CHAIR STEVENS asked if a parent would see this information.
MR. SAN MIGUEL said yes.
CHAIR STEVENS agreed that it was confusing.
MR. SAN MIGUEL reiterated the importance of parents' involvement
in their children's education. He related that National PTA does
provide a parent guide to student success.
10:00:21 AM
MS. BRACKEN showed the committee the "Parents Guide to Student
Success." She spoke in favor of having clear standards that
parents can understand.
MS. BRACKEN addressed how parents of 8th graders can support
their children at home. She explained how military parents can
support their children's learning. She maintained that standards
will make transitions between schools easier.
10:05:59 AM
MR. SAN MIGUEL emphasized similar challenges for urban-to-rural
and rural-to-urban families.
MS. BRACKEN noted Anchorage's plan to change to an open school
policy, which will also benefit from set standards.
10:07:01 AM
REPRESENTATIVE GATTIS commented on the difficulty transitioning
between grades because of curricular differences.
MS. BRACKEN agreed that the curriculum and the standards are
separate issues.
10:08:54 AM
REPRESENTATIVE GATTIS said the Anchorage School District
struggles with an inconsistent math curriculum, a separate issue
from standards.
MS. BRACKEN noted that the math curriculum was not up to CCSS
quality last year, but now it is. Students now know that
division comes in fifth grade. How that is accomplished is still
handled at the district level.
She referenced a 2002 research review that concluded that there
is a positive correlation between family involvement and student
success.
MR. SAN MIGUEL commented that his daughter participated in a
science fair and received an honorable mention. Now, her son, as
a second grader, is doing science experiments at the house.
10:13:07 AM
MS. BRACKEN said children with involved parents and advocates
are more confident and achieve more. When the community gets
involved, students feel a part of it. She suggested that
families should become familiar with school policies and
activities, join the PTA, and advocate for children.
CHAIR STEVENS noted, in response to Mr. Miguel's question as to
how many in the room were PTA members, about twelve or so raised
their hands.
10:15:32 AM
MS. BRACKEN summarized ways to become involved in students'
education. She said community organizing gets results; getting
businesses as partners helps.
REPRESENTATIVE REINBOLD questioned if "updated national
standards" are Common Core State Standards.
MS. BRACKEN replied that the updated national standards are PTA
national standards. She reviewed the six PTA standards.
10:17:43 AM
MR. SAN MIGUEL shared a personal story.
MS. BRACKEN repeated that family involvement promotes student
success. Teachers appreciate family involvement.
SENATOR GARDNER pointed out that the teachers in the room
agreed.
MS. BRACKEN described the National PTA School of Excellence
where families feel welcome and empowered to support student
success. In this program questionnaires are sent to parents at
the beginning of school asking for their opinions on a variety
of subjects. The school responds based on the responses, with
help from the PTA. Another questionnaire at the end of the year
measures the results, leading to a School of Excellence award if
warranted.
MR. SAN MIGUEL related that the National PTA endorses the Common
Core State Standards; however, the Alaska PTA has not done so
due to the complexity and diversity of the state.
CHAIR STEVENS commented on the enormous number of people who
want to make K-12 succeed.
10:26:17 AM
CHAIR STEVENS asked if PTA is only involved in public education.
MR. SAN MIGUEL replied that any school can participate in PTA.
SENATOR GARDNER asked if there is a process for the Alaska PTA
to endorse the Alaska Academic Standards.
MR. SAN MIGUEL said the statewide PTA convention is in March in
Anchorage. The Alaska PTA will discuss standards at the board
level first, then with the members. There may be a vote at the
convention level.
SENATOR GARDNER asked where the convention will be held.
MR. SAN MIGUEL replied that it will be at the BP Center in
Anchorage on March 20-22. He said the National PTA president
will be speaking.
SENATOR GARDNER voiced appreciation for the PTA. She emphasized
that the PTA is not just a fundraising organization, but
supports education broadly.
MS. BRACKEN commented that fundraising is more a part of the
local PTA's function. State level PTA is more involved with
advocacy.
REPRESENTATIVE GATTIS said she didn't see a PTA presence in
rural communities. She asked if there is any movement to get
rural areas involved.
MR. SAN MIGUEL answered that they are always welcome. He noted
that Nome has a PTA.
REPRESENTATIVE GATTIS asked if there is a move afoot to get
smaller communities involved.
MS. BRACKEN said the PTA is working with NEA to get the word
out, but it is a slow process. There has been a gain of over
3,000 new members this year.
10:30:35 AM
At ease
10:36:47 AM
DANIEL G. THATCHER, JD-Senior Policy Specialist, Education
Program, National Conference of State Legislatures (NCSL),
Denver, Colorado, spoke on the "Legislative Role in Implementing
College & Career Readiness Standards."
MR. THATCHER said NCSL is a bipartisan organization with members
from all states, including U.S. territories. Their purpose is to
lobby the federal government on behalf of state legislative
interests in education.
MR. THATCHER related that he worked on education financing and
now works on academic state standards. He noted that nearly all
states have adopted or revised new standards, including states
that did not adopt Common Core State Standards. He said that
"college and career readiness" is not the most perfect term to
describe the purpose of the standards.
10:39:29 AM
MR. THATCHER clarified the definition of "academic standards" as
he would be using it in the presentation. It means state
academic content standards, not curriculum. He referenced a
memorandum from the Wisconsin Legislative Fiscal Bureau to the
Wisconsin Legislature's Joint Committee on Finance. It reads:
Academic standards are benchmark measures that define
what all students should know and be able to do in a
given academic subject at each grade level. Standards
are intended to ensure educational quality as well as
fairness in that all students are expected to achieve
certain minimum levels of knowledge, content, and
skill. Standards do not dictate curriculum or
instruction, which is a prescribed learning plan
including instructional content, resources, and
materials, and how teachers teach that content.
However, standards are the foundation driving
curriculum design and concept.
MR. THATCHER shared another legislative document, a recent
Michigan House Concurrent Resolution related to funding college
and career readiness standards:
Education standards define minimum expectations of
what students should know at the conclusion of a
course of study, but not the methods, curriculum, nor
the entirety of what students are taught.
MR. THATCHER discussed the reason why legislation is not being
introduced on standards directly. He pointed out that the
legislature's role is not to formulate academic content
standards, but rather one of approval and oversight over agency
or board actions. He noted that in Idaho and Maine, the
legislatures approved the adoption of new content standards.
10:43:33 AM
MR. THATCHER shared a press release from the Idaho State
Department of Education.
The Idaho State Board of Education approved the K-12
Common Core State Standards in November 2010. For
approval, one body in the legislature had to approve
the standards. The Education Committee voted
unanimously to approve those standards today, January
24, 2011.
He said Maine is similar to Idaho in that substantive board
action requires legislature approval. In 2011, Maine's
legislature also approved the adoption of state standards.
10:45:06 AM
MR. THATCHER turned attention to a map of states that have
adopted state content standards. He noted that Kentucky's Common
Core State Standards were not written until 2010.
MR. THATCHER discussed the legislature's role in implementing
academic standards. Since 2011, NCSL has undertaken a large
effort to identify those bills in all 50 states where
legislation has been introduced to further implement the adopted
statewide academic content standards, or career readiness
standards, or legislation that would provide legislative redress
for state boards of education's decisions to adopt those
standards. He said in 2012, NCSL identified 39 states and 117
bills that in some way moved forward or backward with
implementation of standards. Of those bills, 52 became state
law.
CHAIR STEVENS asked if the numbers represent pieces of
legislation, such as California with 14.
MR. THATCHER explained that the numbers are the number of bills
introduced, not passed.
SENATOR DUNLEAVY asked Mr. Thatcher if he had a bill number or
name for the legislation pending in Alaska.
MR. THATCHER recalled that it was legislation stating that any
further adoption of academic content standards in Alaska must
receive legislative approval.
SENATOR DUNLEAVY asked when the bill was introduced.
MR. THATCHER replied that he identified the legislation in 2012.
He referred committee members to a website where the legislation
could be researched: www.ccrslegislation.info
10:49:26 AM
MR. THATCHER continued to explain that in 2013 the volume of
standards legislation more than doubled. Legislation in all but
two states introduced a total of 264 unique bills and 29
companion bills. Of those, 89 became state law in 2013.
MR. THATCHER addressed which "policy buckets" are impacted by
the adoption of statewide academic content standards. He showed
the policy areas most frequently addressed by legislation in
2013. The areas of assessment and appropriation were identified
as needing the most legislative action.
10:52:54 AM
He pointed out that one in five bills was legislative redress of
the decision to adopt college and career readiness standards.
They were bills that would prohibit agencies from further
implementing college and career readiness standards. He provided
several examples of legislation to show different approaches in
policy. In Florida, HB 7009 requires the full implementation of
online assessments for the next generation of state standards.
10:55:15 AM
CHAIR STEVENS asked what the horizontal bar indicates.
MR. THATCHER replied that it represents the number of bills
introduced on that topic. The colors indicate where in the
process the bills ended up. He added there was a large volume of
legislation that was focused on the work that is required to
make the content standards come alive.
MR. THATCHER referred to yesterday's discussion about the role
of the federal government in state decisions to adopt college
and career readiness standards. He explained the criteria that
the federal government used for grant applicants. It contained a
500 point system: 70 points were given for the adoption of
standards and assessments. He explained the breakdown of the 70
points.
10:58:43 AM
MR. THATCHER concluded that some states were uncomfortable with
the federal government's role in standards. He emphasized that
career readiness standards are broader than Common Core State
Standards. Alaska, Texas, and Virginia have been granted waivers
to the requirements of No Child Left Behind.
11:00:27 AM
MICHELLE EXSTROM, Director, Education Program, National
Conference of State Legislatures (NCSL), Denver, Colorado, spoke
about "Teacher Impact & Data Collections." She related that she
works on college and career standards assessments, educator
effectiveness, and student data. She emphasized that teachers
matter most for academic excellence, especially in low
performing schools. She encouraged legislators to look at the
entire career continuum of teachers.
11:02:22 AM
MS. EXSTROM pointed out that the successful implementation of
college and career standards requires examination of current
teacher policy. She suggested that legislators need to work with
state boards and departments to ensure teacher policies and
practices are aligned. She said to include a thorough review of
teacher policies and practices to ensure teachers are getting
what they need to implement the standards.
11:05:14 AM
MS. EXSTROM noted that the timing of policy changes is extremely
important. Most states require that 50 percent of evaluations be
based on multiple measures of student achievement. At the same
time teachers' effectiveness on student achievement is being
measured, the standards and evaluations are changing. She
suggested taking a close look at standard implementation
timelines and how they intersect with teacher evaluations. In
some cases, states have decided to halt full implementation for
a year or two to ensure assessments are going smoothly,
particularly high stakes evaluations.
11:08:36 AM
MS. EXSTROM turned to the topic of education data. Teachers and
administrators can use real-time data to make immediate
instructional changes. It is possible to tell if a teacher is
successful with the new instructional process, given the data.
Parents can use data to make school choices and data can be used
for accountability. However, there is growing concern from
teachers, administrators, students, and parents about whether
data is protected. State legislators are looking at ways to
protect the data that is collected.
MS. EXSTROM pointed out examples that were helpful to state
legislators. In Maryland the legislature created a governance
structure that is responsible for safeguarding student privacy,
including student data.
11:11:44 AM
MS. EXSTROM related that in Oklahoma, last year, the legislature
decided to create statutory privacy assurances in HB 1989. This
legislation is being used as a model across the states. She
suggested if legislators are concerned about privacy, they
should establish legislation to address it.
11:14:14 AM
LAUREN HEINTZ, Research Analyst, National Conference of State
Legislatures (NCSL), Denver, Colorado, addressed "Common Core
Assessments." She reported that in the Common Core State
Standard Initiative there is a requirement that new tools and
resources be developed to help participating states implement
the new standards. This includes instructional materials,
resources, and assessments.
SENATOR GARDNER asked what "required" means.
MS. HEINTZ answered that "requirement" means encouragement or
suggestion.
11:16:03 AM
SENATOR DUNLEAVY asked if NCSL assumes there is a cost to
implement CCSS.
MR. THATCHER said that question is answered differently in every
state. He offered to send Senator Dunleavy a fiscal analysis
conducted by the Wisconsin Fiscal Legislative Bureau which
concludes that state monies are not necessarily required or
needed. The analysis states that local monies are sufficient to
enact the new standards in Wisconsin. Kansas has legislation
that would have backed the state out of the adoption of the CCSS
and would have cost the state $7 million. The opinion on cost
varies from state to state.
MR. THATCHER added that the big ticket item for most states
would be lack of online assessment systems and the cost for
purchasing the technological infrastructure for that. He offered
that NCSL can help states in making those decisions and
directing them to further information.
MS. EXSTROM agreed that the actual cost varies state by state.
For example, some states require additional teacher professional
development and some states need new textbooks.
CHAIR STEVENS pointed out that in Alaska, the state is the
primary funder of education.
11:20:24 AM
SENATOR DUNLEAVY asked if all assessment must be computer based
or if there are other options.
MS. HEINTZ replied that there are other options, but the trend
is to move toward online assessment.
11:21:20 AM
MS. HEINTZ reported that in 2010 the U.S. Department of
Education announced a "Race to the Top" competition to aid in
developing new assessments. It was aimed toward consortia of
fifteen or more states that would sign on to new college and
career-ready standards. The money would go toward helping to
develop new assessments. Each consortium that applied had to
designate one state to be the primary fiscal agent and there
were several assessment and data requirements.
11:23:10 AM
MS. HEINTZ showed a map of the current assessment consortia and
described the changes to the membership. She said the
Partnership for Assessment of Readiness for College and Careers
(PARCC) was one of the two major consortia that received the
grant. She described PARCC assessment requirements.
REPRESENTATIVE GATTIS asked for a definition of "summative" and
"formative" assessments.
MS. HEINTZ replied that summative assessments are final exams
and they are what states are currently implementing. They are a
No Child Left Behind (NCLB) requirement. Formative assessments
can be administered any time during the year and are placement
and diagnostic tests.
11:26:44 AM
CHAIR STEVENS said it's hard to tell which states are members of
PARCC and Smarter Balanced Assessment Consortium (Smarter
Balanced).
MS. HEINTZ replied that Pennsylvania is the only state that is a
member of both consortia.
MS. HEINTZ explained that Smarter Balanced also received "Race
to the Top" funding. Washington State acts as its primary fiscal
agent. Smarter Balanced is comprised of summative and formative
assessments.
MS. HEINTZ related that there are also three alternative
assessment consortia that receive funding. The two groups that
qualify for funding are English language learners and students
with significant cognizant disabilities.
11:29:32 AM
MS. HEINTZ reported that five states have adopted Common Core
State Standards and are not members of a consortium.
REPRESENTATIVE REINBOLD asked about the project management
services provided for Smarter Balanced, WestEd, which is housed
at the Center for Research on Evaluation, Standards, & Student
Testing (CRESST) at UCLA. She also wanted to know to whom checks
would be written to pay for assessments in Alaska.
11:30:36 AM
MS. EXSTROM answered that WestEd is a nonprofit research
organization often serving as the U.S. Department of Education
Comprehensive Center for the Western Region. They also hold a
number of major research contracts. Each of the two assessment
consortium is required to be affiliated with an organization
that would be the administrative arm of the initial work. As the
contract ends, the consortia have to transition to more
permanent organizations; PARCC is transitioning to a non-profit
and Smarter Balanced is transitioning to CRESST, a research
consortium based out of UCLA.
She continued to explain that Smarter Balanced states will
continue to have the same governance structure, where state
representatives will be sitting on the governing board. However,
the actual administration of the assessments will be housed at
CRESST.
REPRESENTATIVE REINBOLD requested more information on CRESST and
WestEd.
MS. EXSTROM offered to provide that information. She said both
entities have numerous research publications.
11:32:56 AM
MS. HEINTZ said there are five states that have adopted CCSS
that are not members of a consortium. Utah and Minnesota have
contracts with the American Institutes for Research to develop
their assessments. Alabama will use ACT's new college and career
readiness assessment system, ACT Aspire. Oklahoma and Georgia do
not have a formal contract yet, but are working with several
companies.
MS. HEINTZ explained that there are key differences in the new
assessment systems. There is more focus on a balanced assessment
system, the structure of the assessment has changed, and there
will be more integration of technology.
11:34:20 AM
MS. HEINTZ showed a graph of what the Smarter Balanced
assessment system looks like. The balanced system was created to
have more consistent feedback so that instruction can improve
and student needs can be addressed early and often. It contains
a mix of traditional end-of-the-year assessments, interim
assessments, and formative assessments to keep students on
track.
She continued to explain that the structure of the assessments
is moving away from bubble tests and multiple choice tests
towards performance-based tasks, open-ended questions, and real-
world problem solving.
She said the integrating of technology and online assessment
allows for faster results, feedback, and data to keep teachers
up to date with student learning. Technology provides for larger
banks of questions and interactive features so tests can be
varied and tailored to student levels specifically.
11:37:33 AM
MS. HEINTZ noted that states will have to address technology
requirements, costs, and bandwidth capabilities. Pencil and
paper options will become more expensive.
MS. HEINTZ listed the major considerations from states in
approaching implementation of assessments: costs of tests, time
spent on testing - which varies school by school and district by
district, professional development for teachers and
administrators, technology needs, data and privacy concerns.
REPRESENTATIVE GATTIS thanked the presenters.
MS. EXSTROM said there would be on-going presentations and
resources made available to assist the legislature.
CHAIR STEVENS related that he had heard concerns about teacher
evaluations being based 50 percent on student achievement.
MS. EXSTROM replied that there is a lot of concern about the new
evaluation system. States that have found success with the
implementation process have worked hard to be open and include
teachers in the process, and allow for flexibility to determine
what assessments would be used.
11:42:07 AM
MS. EXSTROM noted there is some question of whether 50 percent
is the appropriate amount to be placed on student achievement.
When the U.S. Department of Education put out the call for Race
to the Top, they said a significant portion of the evaluation
needed to be based on multiple measures of student achievement.
Most states interpreted that to mean 50 percent. The research is
behind in this area and some do not agree with the number.
She pointed out that the Gates Foundation funded a significant
effort called Measures of Effective Teaching (MET), which
concluded that an effective evaluation system is based 30-to-50
percent on student achievement. They also found that a valid
predictor of teacher effectiveness is a student survey.
11:44:37 AM
MS. EXSTROM continued to say that the MET study concluded that
the effectiveness of teaching can be measured. She noted that
many states need to make sure their teacher evaluations are
valid and meaningful.
CHAIR STEVENS noted that there are a variety of opinions on the
standards. He asked if NCSL has taken a position supporting the
standards.
MR. THATCHER answered that NCSL does not take a position on what
policy path a state decides to go down. He said NCSL does take a
policy position regarding state legislatures' relationship with
the federal government. In 2010 state legislators came together
and decided to craft a policy position to direct NCSL's efforts
in interactions with the federal government as they relate to
the development and encouragement toward common standards across
states. He said NCSL's policy statement is available on its web
page.
11:48:20 AM
MR. THATCHER summarized the main points of NCSL's policy. He
said that legislators supported the voluntary efforts among
states to develop common standards so long as they remain
voluntary, state-led, and state-administered, and the federal
government does not overstep its role and the U.S. Department of
Education does not direct state decisions one way or the other.
11:49:17 AM
CHAIR STEVENS inquired when the webinar on the Privacy of
Student Data would occur.
MS. EXSTROM said it was scheduled for January 17 at 3:00 p.m.
Eastern Time.
CHAIR STEVENS thanked the presenters.
11:50:19 AM
At ease from 11:50 a.m. to 1:03 p.m.
1:03:47 PM
CHAIR STEVENS called the meeting back to order and invited
Commissioner Hanley to give an overview of Alaska's data
collection and assessments.
MIKE HANLEY, Commissioner, Alaska Department of Education &
Early Development (DEED), Juneau, Alaska, introduced himself and
presented an "Overview of Alaska's Data Collection and
Assessments."
1:03:59 PM
COMMISSIONER HANLEY said Alaska has opted to adopt Alaska
Academic Standards which are comparable to those being taught
around the country. The Alaska Department of Education (DEED)
allows flexibility for local school districts to adopt local
standards, but the state has the responsibility to assess based
on Alaska Academic Standards. There is accountability, but it
doesn't restrict other standards that districts can adopt and
focus on to make their curriculum relevant and contextual to
their students; the Chugach School District and the North
Slope's Inupiat Learning Framework are examples.
CHAIR STEVENS asked if it was true that Commissioner Hanley
didn't have "substantial heartburn" over the fact that some
districts are following Alaska Academic Standards and others are
following Common Core State Standards (CCSS).
COMMISSIONER HANLEY answered that he has thought about that
extensively, and because both standards are so similar he does
not have heartburn. He reported that he sent a letter to all
superintendents saying that if they are using some other
curriculum they still have an obligation and responsibility to
address the Alaska Academic Standards, "so that no matter where
our kids go, there's a common expectation around the state -
whether they are moving from urban to rural or back and forth -
that there are common expectations among all of our schools for
achieving certain goals."
CHAIR STEVENS asked if the testing of different standards was
going to be a problem between districts. He wondered if everyone
would be taking the same federal test.
COMMISSIONER HANLEY answered yes, and added that it's the
state's responsibility to provide those standards and the
assessment tools to measure students on them.
1:06:14 PM
COMMISSIONER HANLEY stated that he recognized teachers'
challenges with all the assessments because some come at the
state level and some that are implemented at the local level -
all designed to inform instruction - to provide feedback to
educators, parents, and the state.
He shared state-required assessments: a developmental profile in
kindergarten that is done through observation of a student on
readiness for school; a literacy screening tool for grades K-3
to give teachers the tools they need to make sure kids have the
skills they need and, if not, address those; statewide SBA
(standards based assessment) for grades 3-10; the High School
Graduation Qualifying Exam (HSGQE), which is tied into the 10th
grade part of the SBA, but continues on into the 11th and 12th
grades if a student doesn't pass in grade 10; WorkKeys in 11th
grade; and the National Assessment of Education Progress (NAEP)
is required every other year in grades 4 and 8.
He continued to say that this testing is not particularly
onerous for any student; in fourth grade a student could end up
with the NAEP and the SBA, but most students have just one
assessment per year. There are also local formative assessments
that some district determined they wanted to use in order to
guide instruction.
CHAIR STEVENS asked if CCSS leads to an additional test.
COMMISSIONER HANLEY answered no; the state will take away the
SBA, which is aligned to old standards, and put in a new
assessment aligned to the new standards.
1:09:47 PM
SENATOR DUNLEAVY reported that yesterday there was testimony
from two individuals that were on the committee, one in
Massachusetts and one from Stanford, and both indicated that
CCSS are less than rigorous from their perspectives. At least
one school district in Alaska has adopted CCSS and the state of
Alaska has adopted Alaska Academic Standards. He asked, if there
is a 49 percent difference in math and language arts, how they
could be "the same." He wondered how the assessment would work.
He asked if, by state law, DEED has the authority to determine
the standards.
COMMISSIONER HANLEY clarified that the department has the
authority to develop the standards; the State Board of Education
(SBOE) adopts the standards.
SENATOR DUNLEAVY said the legislature ceded that authority years
ago. He asked if the department develops the assessments, too.
COMMISSIONER HANLEY replied that authority is in statute and a
regulation clarifies how it is done.
SENATOR DUNLEAVY stated that the local district still has
authority over the curriculum. He repeated Senator Huggins
question about what happens if students are not achieving. He
asked if there is a possibility for optional assessments,
similar to having optional standards. He inquired if DEED would
entertain the idea of a school district using the Program for
International Student Assessment (PISA), or ACT or SAT, which
are now aligned with CCSS in order for schools to have some
autonomy and some innovation at the local level.
COMMISSIONER HANLEY answered there will be a responsibility for
schools to be assessed on the Alaska Academic Standards using
common assessments, so that students can be compared across the
state. It's the only way that a comparison can be made, and it
doesn't restrict districts from also using any other
assessments.
SENATOR DUNLEAVY asked if the only way the legislature could
disagree with that would be to not fund it or to change the
statute.
COMMISSIONER HANLEY answered that funding could be taken away,
theoretically, but it would also take away the state's ability
to meet its constitutional requirement to assess. In previous
testimony, he said that Judge Gleason identified Alaska's
constitutional requirement to establish and maintain a system of
public education as being four-fold: to provide standards, to
provide an assessment, to provide oversight and support, and to
provide funding. If funding was removed, it would be difficult
to meet the responsibility to provide an assessment and there
would be problems with the Elementary and Secondary Education
Act (ESEA), federal requirements to do assessments in grades 3-8
and once in high school after grade 9.
SENATOR DUNLEAVY asked if the Gleason ruling is now a guiding
factor for the department in those four areas.
COMMISSIONER HANLEY answered no; it just clarifies what is in
statute and what the Alaska State Constitution says.
1:14:14 PM
REPRESENTATIVE REINBOLD asked what federal tests are used
currently.
COMMISSIONER HANLEY answered that Alaska is federally required
to provide an assessment in grades 3-8 and once in high school
after grade 9.
REPRESENTATIVE REINBOLD asked how many federal tests have to be
taken under current Alaska standards.
COMMISSIONER HANLEY answered that doesn't change. The department
gets to choose the tests in regards to Alaska's standards, but
the NAEP is one that is given, monitored, and implemented by
contractors that DEED has nothing to do with except to provide
access to the children. Schools will continue to give standards-
based assessments
1:15:29 PM
REPRESENTATIVE REINBOLD asked how many tests are federally
mandated.
COMMISSIONER HANLEY answered the National Assessment of
Educational Progress (NAEP), and an assessment of Alaska's
Academic Standards. There is also one in regards to English
Language Learners, but it affects only a small portion of
students.
REPRESENTATIVE REINBOLD asked if DEED is going to be assessing
exactly the same as the SBA when testing the Alaska Academic
Standards, adding that she is trying to get an estimate of cost
to the state.
1:16:49 PM
COMMISSIONER HANLEY responded that there are no additional
requirements in testing; it's just shifting from one assessment
to a different one.
COMMISSIONER HANLEY continued to explain that standards are what
set the bar, goals, and expectations for students and
assessments are simply tools to measure student progress. They
don't teach students; they are a scale to see how they are
doing. They will measure reading, writing, math, and English
Language Arts (ELA). They are designed to inform how Alaska is
doing as a state and in districts, and how students and schools
are doing. The department has a responsibility at the state and
federal levels to implement those assessments.
He pointed out that in order to be valid and reliable,
assessments have to be aligned to standards; they have to
measure what is being taught. It's very different than teaching
what is being tested. He maintained if standards are valuable
and will raise the bar, and students should learn them, that
information needs to be assessed. It would be hard to argue now
that schools are teaching to the test.
COMMISSIONER HANLEY explained that in April Alaska joined
Smarter Balanced Assessment Consortium (SBAC) as an advisory
state. Alaska did not pay or receive any money to join SBAC, but
is simply at the table as a part of the conversation in the
development of an assessment. At that time, only two consortia
were being built for the new standards: PARCC (Partnership for
Assessment of Readiness of College and Careers) and SBAC - or
Alaska could build its own. Smarter Balanced was determined to
be a better choice than PARCC. Since then, several vendors have
developed assessments that DEED believes could work better for
Alaska.
He stressed that it was important that a well-informed decision
was made, so DEED put out an RFP (request for proposal) to
vendors to: provide an assessment that will adequately measure
students on Alaska Academic Standards, build a unique assessment
for Alaska, provide wrap-around services for SBAC, and to
provide a scoring system. He explained that to purchase SBAC,
the state had to purchase the test, which will need to be
scored, a cost that has always been recognized. A contractor
will be needed to score the test.
He continued to explain that the RFP was modified and the wrap-
around for services for SBAC was deleted. The RFP ended up being
for an assessment and five proposals were submitted. The next
step will be to have a procurement evaluation committee evaluate
the proposals and submit a recommendation. Commissioner Hanley
said he will make the final decision. He noted that the
committee met yesterday and today, and he anticipated having
something on his desk by next week when he will determine which
assessment to use.
1:21:47 PM
COMMISSIONER HANLEY explained the legal responsibilities for a
final decision on procurement. The proposal will be chosen
through a rating and scoring method.
1:23:08 PM
COMMISSIONER HANLEY related that the RFP includes a few
components; one is an adaptive test that is technology based,
simply meaning everybody gets the same questions. If the student
gets all the questions right it is a relatively short test
because it keeps moving in a particular direction. If the
student misses a question, it asks another clarifying question
to find out where the student's understanding of this concept
lies.
He said the other component recognizes Alaska's challenges with
broadband and access to the Internet. The assessment has to be
able to be delivered securely online, to be locally cached to
save bandwidth, and it must be doable with paper and pencil. He
said a survey was done in his district to determine the level of
technological ability to deliver the assessment. The goal is to
provide assessments within today's context - the technological
age - which gives feedback sooner and makes the data more
relevant. Another goal is to locally cache wherever possible and
use paper and pencil where necessary, because there is a
responsibility to assess all students.
CHAIR STEVENS asked about the privacy of student data.
COMMISSIONER HANLEY said there are privacy concerns with CCSS,
but not with Alaska Academic Standards. Alaska does not have a
requirement to share data with everyone, but it's much more
expensive to do all the services in-house. Only data that is
fully aggregated is shared with the federal government. Data is
disaggregated to districts and schools. Data that is personally
identifiable to a student it is never shared, even with
legislators. The Alaska Performance Scholarship is the best
example of that.
1:28:46 PM
CHAIR STEVENS summarized that no data that could be misused is
going to be sent to the federal government.
COMMISSIONER HANLEY agreed. He said there is no increased
responsibility from what DEED currently does regarding student
data.
CHAIR STEVENS noted a great deal of concern surrounding that
issue.
SENATOR DUNLEAVY asked what occurs if a parent consistently
refuses to send their child to school during test times.
COMMISSIONER HANLEY answered that there is no data on that
student and there are no state repercussions if a parent chooses
that course. The department has the goal of 95 percent of
students taking the assessment in order to provide good numbers
for feedback.
1:29:44 PM
SENATOR HUGGINS recalled that under No Child Left Behind
performance of the site was degraded based on the percentile of
students that took the test, versus who were enrolled. He asked
if there was a correlation between Alaska Academic Standards and
No Child Left Behind.
COMMISSIONER HANLEY stated that Senator Huggins was correct. A
95 percent participation rate was one of the 33 categories that
one had to meet to make adequate yearly progress. If a site
didn't meet that, it was deemed "not making adequate yearly
progress." The department changed the accountability system
through the waiver; the new model still shoots for full
participation, but it doesn't have the same consequences.
SENATOR HUGGINS said he read about some of the aberrational
things that have happened in school sites skewing test results.
He commented on the need to be sensitive to having people show
up for the evaluation rather than not showing up because of some
factors that would skew the evaluation based on the capability
of students. "Parental prerogative is one thing; just not
showing up is a whole different critter."
COMMISSIONER HANLEY agreed wholeheartedly.
REPRESENTATIVE REINBOLD asked which other countries are using
Common Core.
COMMISSIONER HANLEY said none that he was aware of.
REPRESENTATIVE REINBOLD asked if this is an experiment in
America now.
1:32:04 PM
COMMISSIONER HANLEY replied that he didn't know and couldn't
speak to the Common Core; he said he could speak to what Alaska
uses.
REPRESENTATIVE REINBOLD suggested that Alaska could have maybe
saved some time and money by using what another country had
already proved worked.
COMMISSIONER HANLEY said testimony has indicated that Alaska
Academic Standards are aligned with standards in Singapore,
Japan, and Finland, and other states that are high performing.
The standards are not the same, but are aligned to international
benchmarks.
REPRESENTATIVE REINBOLD stated that Finland didn't believe in a
nationalized system. She believed that schools, principles, and
teachers need autonomy to be able to respond to the culture and
the jobs available locally. She inquired if homeschoolers will
be required to do federally required assessments.
COMMISSIONER HANLEY answered if the students are part of a
public school, the department has the responsibility of having
them take the same assessments.
CHAIR STEVENS pointed out that those students are currently
taking the federally required tests.
COMMISSIONER HANLEY said they are, but some homeschooled
students are intentionally separated from that, and DEED doesn't
pursue testing.
REPRESENTATIVE REINBOLD asked if Commissioner Hanley had seen
Smarter Balanced and PARCC exams or had an opportunity to take
them.
COMMISSIONER HANLEY explained that they aren't totally complete,
but he is aware of what they contain and how they are being
developed. He noted he has gone through sample exercises, but
nobody is taking them yet. Some field testing took place last
year and more will take place in many states this year, both for
PARCC and for Smarter Balance.
1:34:04 PM
REPRESENTATIVE REINBOLD asked if the tests have been used in
another country. She said America is basically developing these
tests that are not tried and true in other places, yet.
COMMISSIONER HANLEY answered that for an assessment to be valid
and reliable it has to be aligned to the standards that are
being taught. If a test is used elsewhere, where there are
different standards, it would not be valid. The Smarter Balanced
test is aligned to the Common Core State Standards.
REPRESENTATIVE REINBOLD said the reason for asking is that
people want to invest in proven outcomes. She requested a binder
of all the tests that the state gives right now and information
whether the cost was going to go up with new tests.
COMMISSIONER HANLEY responded that DEED has not put forward a
fiscal note because the costs are anticipated to be very
similar. He explained that because Alaska has very few students,
assessments cost more already.
1:36:44 PM
CHAIR STEVENS thanked Commissioner Hanley for his testimony. He
said the committee has heard from federal and state
perspectives, superintendents, teachers, and parents, and now
three students will testify.
1:38:17 PM
CARLY WILLIAMS, Student Advisor, State Board of Education &
Early Development, Palmer High School, Palmer, Alaska, said she
is also with the Alaska Association of Student Government.
MS. WILLIAMS said the new Alaska Academic Standards are an
improvement over the old ones; they are more rigorous and more
in-depth. The old standards left much up to interpretation by
districts and teachers, so even though Grade Level Standards
(GLE) were meant to ensure that all students have the same
education, they varied from district to district. Now, if a
student moves, the knowledge and concepts they are supposed to
acquire remains the same statewide.
She explained that not only will students be taught a basic
concept, their understanding of it, how it is applied in
different situations, how it can be manipulated, and how to draw
conclusions from it will be added - all at an earlier age than
was required before. This sets students up to be successful
later in their education. Already, students struggle during
their freshman year in high school because this type of thinking
and analysis has not ever been required before. This will now
ensure that students are ready for that jump from middle school
to high school.
Another jump that Alaskan students face is when they step off
the stage on graduation day. Alaska's old standards were only
written to the 10th grade. Now students will be provided with
quality education for the last two years of their high school
career. Unlike the old standards, the new ones are designed with
life-after-high-school in mind. They prepare students who are
embarking into all walks of life, whether they have college,
technical training, or entering the workforce in mind.
MS. WILLIAMS said this is what students want; they want to know
that what they are getting in school is going to help them and
prepare them for their later life. The standards are designed to
equip students with the skills they need to be successful and
competitive nationally.
She said the new state standards are based off of, and are just
as rigorous as, CCSS, which 45 other states have adopted; our
students are on the same level.
MS. WILLIAMS said that Alaskan education is keeping up with the
pace of today. She questioned how they know this. The department
gathered 230 educators from around the state at all grade levels
to tailor standards to Alaskan students - to ensure they are
relevant to the life they live. This process involved professors
from the university system and data on what students were
lacking. Employers from around the state had discussions about
what students need to know when they enter the workforce and
what they don't have.
She said, as a student, she is confident that the standards will
create a strong path for success for Alaskans and Alaskan
students.
1:41:34 PM
CHAIR STEVENS thanked her and said one concern the committee had
heard throughout the last two days of hearings was that Alaskans
want to make sure their children can compete within the country
and around the world. He said it sounds like Ms. Williams thinks
new standards are taking students a step closer to that reality.
MS. WILLIAMS agreed. She said the Alaska Academic Standards are
tailored to Alaskan students and their life situations, which
are different than the majority of the United States'. This
correlation with the CCSS is beneficial, because Alaskan
students will learn what the students down south are learning.
CHAIR STEVENS asked if her term on the board was about to
expire.
MS. WILLIAMS answered yes; it would expire in June/July.
SENATOR HUGGINS asked if she attends Palmer High School.
MS. WILLIAMS said she is an International Baccalaureate student
there.
SENATOR HUGGINS said some have said the International
Baccalaureate (IB) program should have a different set of
standards, and asked if she believed that.
MS. WILLIAMS said she grew up in the public school system under
the old standards. She just had the ambition and drive to push
herself to take higher level classes at younger ages. If
students are encouraged to do that at an earlier age, more will
go to that level. She didn't know that additional standards were
needed, because students were successful at IB under the old
standards, and under the new ones they would be even more
successful.
SENATOR HUGGINS said Mat-Su District has a Middle College where
high school students choose to take college courses. He asked if
that program has different standards.
MS. WILLIAMS said she didn't participate in the Middle College,
but she didn't think it had different standards. Those students
have to take high school classes, but it's another way for
students to have another outlet. She didn't think the standards
would have to be different. The new standards are set up so that
students can flow into programs like these.
CHAIR STEVENS asked what her plans were beyond graduation from
high school.
MS. WILLIAMS said she had a few colleges in mind in the Pacific
Northwest and couldn't decide between three different majors.
CHAIR STEVENS thanked her and invited Mr. Rizk to speak.
1:46:26 PM
KOBE RIZK, Student Advisor-elect, State Board of Education &
Early Development, West Valley High School, Fairbanks, Alaska,
said he is also with the Alaska Association of Student
Government. He thanked Ms. Williams for her testimony and said
she is his role model.
MR. RIZK thanked everyone for understanding that the student's
perspective is probably the most unbiased of all and
stakeholders should include students, as well, especially in the
context of education. They have some very fresh ideas.
He said the last time the standards were revised, a new face was
in the Murkowski administration; there is a need for ongoing
policy revision. He noted a quotation from Ernest Hemingway that
reflects his idea of the evolution of education: "We are all
apprentices in the craft where no one ever becomes a master." He
thought that meant that educational content, teaching methods,
and learning are not timeless things.
He related, as a student, he values very strongly exactly what
he is being taught by his teachers, and today it is a challenge
not only to make standards more understandable to teachers, but
to make them relevant to students. He said he needs relevance
and context to truly appreciate and to retain what he is told in
class.
1:49:05 PM
MR. RIZK said they were here to talk about support for the new
standards, especially because they have been tailored so
uniquely for Alaska's students. They are much like the Common
Core, but changes were made by Alaskan educators to make sure
they fit best, because we are a very diverse and unique state.
He said students are very observant of the world around them and
cherish up-to-date information. In school, their number one role
models are teachers. Standards do not teach students; in fact
most students will never even have direct contact with these
standards, but they do something very crucial. They focus in on
what "the very root" of what kids should know, which makes it
easy for teachers to correlate the standards with their lesson
plans. Students are always looking at how what they learn in
school will impact their adult life.
He said the new standards also cover K-12 instead of K-10. These
standards raise the bar for every single student in the state,
and that is important. It is beyond dispute that in previous
tests, when compared to counterparts across the nation using
national assessments, Alaskan students can definitely do better.
The key to the new standards is that they were made to best
benefit Alaska students. The department enlisted other
organizations besides themselves and Alaskan educators in
designing the standards. For example, the University of Alaska
was consulted and asked a very simple question once the
standards were completed: "Will students that have graduated
high school needing at least these check points have to take
remedial math, science, English, or whatever else they are
having trouble in?" Their answer was, "No; these standards are
new, fresh, understandable, and most importantly, relevant, and
they will make sure that students entering the real world will
not have to relearn what they have already been taught in high
school. They will be equipped, because we not only have taught
them to these standards, but we have taught them how to learn
and think for themselves."
He thanked the committee for encouraging the student voice
today.
1:51:40 PM
CHAIR STEVENS congratulated him for being a student member of
SBOE.
MR. RIZK said he would start in July of this year.
1:52:39 PM
ARIEL HASSE, President, Alaska Association of Student
Governments (AASG), Mat-Su Career & Technical High School,
Wasilla, Alaska, said in 2014, approximately 122 million people
will be five years old and supposedly entering kindergarten;
Alaska represents .00008 percent of this global graduating
class. With that comes a special responsibility, because not
only must Alaska do what the rest of the world has to do in
making sure students are proficient in math, language arts,
science, and social studies, and that when they graduate high
school they are competent to go into the work field and or
college, but Alaska must also to prepare students for a world in
which millions of applicants apply for engineering jobs, where a
tech job is open for people around the globe, where colleges get
thousands of applications from people who had classes in schools
and cities, and where their graduating class represented 1
percent of the global graduating class.
MS. HASSE said Alaska's students will only interact with 10,600
contemporaries statewide; many of them will only ever interact
with 20-100 students in their entire school career. She
questioned how to guarantee, in a broad state like Alaska where
funding must be heavily given to transportation and heating, and
where every day language barriers must be overcome, that every
kindergartener who enters public school this fall has an
opportunity at success. She said it is difficult when at the
national political level, education seems to be given makeovers
with more tests, more lecturing, and "it was good enough for me
so it's good enough for them."
She related that on a community level, the battle is even
harder. She asked how educators can do their best job when they
commonly hear that the teachers' union is bad, or that teachers
get paid too much, or that teachers are glorified babysitters,
all of which are frequent comments.
She said that falling behind the global graduating class seems
inevitable, but Alaskan students have been promised that
educators will do their best to give each and every one an
opportunity to be successful. That is what these new standards
are about.
1:55:38 PM
She continued:
While these standards are fairly comprehensive in
English and math, Alaska has decided to take charge of
its own students because we are inherently
disadvantaged and they need to be started on the top.
The new standards proposed by the department are
designed to give them the cutting edge. Over 40
percent of both math and English standards have been
revised and improved from the Common Core. In
addition, the standards are geared more towards a
conceptual approach. Those kindergarteners are
probably more efficient with their iPads than anyone
in this room and by the time they graduate, a world
without the Internet will be inconceivable,
implausible, and ridiculous. So, rote memorization is
hardly worth their time. Instead application and
concept learning are what they need to translate the
largest database the human race has ever had access
to.
And of course, these standards are meant for 2014, not
for 2020, or at least they shouldn't be. By having
control of our own education system, we are able to
circumnavigate the national bureaucracy that comes
with the countrywide mandate because we live in an
ever evolving world. So, for example, students in the
3rd grade must have a working knowledge of basic
multiplication and division, according to the new
standards, but who knows what these new
kindergarteners will need to know in 3rd grade. So,
instead of waiting for an inefficient entity to
recognize far too late that our children also need to
understand statistical connections in 3rd grade,
Alaska will have control.
As president of the Alaska Association of Student
Government, I represent all of the students in Alaska.
It is a very serious responsibility. As I stand before
you I come with much deliberation, much research, and
a lot of opinions. I stand here to do the best for my
peers and all the students in Alaska. And so, I must
ask myself if these new standards will allow these
kindergarteners their opportunity for success. No,
they won't, but they are the best beginning for
education that this state has seen in years, starting
with standards that are conceptual, comprehensive, and
technological. Also, being ultimately meant for the
21st Century child, our legislature will begin to
fully acknowledge the importance of education
[indisc.]. Our schools will harvest community; it will
seek more than test scores. It will seek extra-
curricular community involvement. And our teachers
will look at these standards and say lecturing and
rote tests isn't me doing my best to fulfill these
standards for my students. And our communities will
say, 'Wow, our public education system can produce
promising citizens. Education is crucial.' And no,
this is not done with standards alone, but with a
push, with a change, and, in this case, I think
standards are a good start.
We should be able to say in 13 years, when these
kindergarteners graduate, that they were each given
their opportunity at success, that they have a chance
among the 99.9992 percent of the global graduating
class. So, on behalf of those 10,600 kindergarteners,
on behalf of all the students of Alaska, adopt these
new standards, adopt conceptual thinking, adopt
comprehensive learning, adopt local control, adopt the
21st Century Alaska. We need you to not lose focus of
the goal. It's not about making money, it's not about
political agendas, it's not about advancing the world
of school, it's not even about test scores; it's about
what is best for students, what's best for their and
our future. And I need something more, something new,
something for my time; I need a new standard, I need a
new education system, I need a supportive state
community; and so does every student in Alaska and so
does that five-year old who will be entering your
school system this fall. Thank you.
CHAIR STEVENS thanked her for her presentation saying that he
knew she would do well.
2:00:03 PM
SENATOR HUGGINS asked her to think of three additional things,
not including money, from the student's perspective that would
help to initiate the standards.
2:01:33 PM
SENATOR DUNLEAVY asked if any of students participated in the
original development of the standards.
MS. WILLIAMS answered no; that happened in 2012 and none of the
students were involved on the state level.
SENATOR DUNLEAVY asked when the students first saw the standards
in preparation for today.
MS. WILLIAMS said about a month ago over Christmas break.
MS. HASSE said she looked at them about two weeks ago and she
has been reviewing them since.
MR. RIZK replied that about two weeks ago he started reviewing
the standards.
SENATOR DUNLEAVY pointed out that the standards were already
developed by the time the students reviewed them.
MR. RIZK said correct.
CHAIR STEVENS asked what Ms. Hasse's plans were.
MS. HASSE answered that she should be graduating in 2015 and had
a few colleges picked out, predominantly on the West Coast. She
said she was hoping to pursue a degree in engineering, science
and economics.
CHAIR STEVENS asked Mr. Rizk what his plans were.
MR. RIZK answered that he would like to go somewhere on the East
Coast and get into the medical field and start his own practice.
After that, he said he will definitely be involved in public
service. He said he already considers himself a candidate for
the 2044 presidential election.
CHAIR STEVENS thanked all the students again for their
testimony.
2:04:30 PM
At ease from 2:04 p.m. to 2:13 p.m.
2:13:49 PM
CHAIR STEVENS called the committee back to order and opened
public testimony.
2:16:13 PM
TODD POGUE, Superintendent, Alaska Gateway School District, Tok,
Alaska, shared statistics about the Alaska Gateway School
District. He said the district supports the new Alaska Academic
Standards and has been developing and implementing them since
2012. The district's curriculum committee believes the standards
are more rigorous, specific to focused areas, and further
address technology integration than previous Alaska standards
did. He recalled that one of the teachers on the committee
commented that the new standards move many of the 1st grade
standards into the kindergarten program. He suggested it would
be beneficial to look at Head Start and other pre-school
standards to ensure that students are prepared at a level to
enter school.
He noted that the new Alaska Academic Standards are intertwined
with the newly required teacher and administrator valuation
model the district is in the process of also developing. The
district has spent hundreds of thousands of dollars the past two
years on summer curriculum committees, adopting text and online
materials that are aligned in the new standards. They also held
district-wide professional development conferences and staff
time.
SUPERINTENDENT POGUE said the district received, and
appreciated, $138,000 from the additional $25 million in energy
funding provided by the legislature and $116,000 from the $21
million for a secured school. In conclusion, he said the new
Alaska Academic Standards have evolved through extensive
committees and public comment, and if refinement is required,
then his preference is for DEED to work within the current
document. After two years of development and implementation at
the district level, the district does not feel that beginning an
entire standard process from initiation is in the best interest
of their students; it is all about the students and their needs.
CHAIR STEVENS said one of the committee's major concerns has
been how Alaskan citizens can become competitive in the world
and in the country. He said another important issue is local
control and he asked how the Alaska Academic Standards would
impact local control.
2:18:06 PM
MR. POGUE replied that the new Alaska academic standards give
the district a guideline and the district's schools figure out
the curriculum.
2:18:43 PM
SCOTT MACMANUS, Assistant Superintendent, Alaska Gateway School
District, Tok, Alaska, said he wanted to review his district's
work on the implementation of Alaska Academic Standards and
assessments. He encouraged the committee to continue to support
district efforts to raise expectations for students throughout
the reform effort. He said DEED had been in ongoing
communications with district-level people throughout the
development and implementation of this new system. The
department has attended meetings and workshops and he commended
them for keeping the district informed. He said the district has
been working on making this transition for the past several
years, and working very intensively over the past two years.
He related that over the past two years the Alaska Gateway
District had been engaged in the development of curriculum that
is aligned to the new standards, to the revision of curriculum
material, and to selecting and purchasing new material that meet
the standards and are aligned to the new curriculum. The
district has had staff training in, not only the curriculum, but
also in the use of the standards to develop tools that help
track progress and the use of curriculum. The district has
designed several Internet-based tools that have worked with
outside developers. The district is also engaged in a complete
overhaul of their certificated evaluation system.
MR. MACMANUS explained that in small districts like theirs they
work hard every day on the day-to-day business of providing a
quality education, and finding the extra time it takes to
develop and implement curriculum is hard to come by.
He said addressed the importance of keeping things local and the
difficulty in finding curriculum to fit the local environment.
He related that the solution is to hire district staff to work
part time in the summer to develop curriculum. In the past
several years teachers have been asked to work 2-4 weeks extra
in developing pieces of curriculum that will meet the new
standards. They have adapted a teacher evaluation system to fit
their own needs.
MR. MACMANUS said over the past two years the district has
invested a total of 15,000 hours toward working on the
standards. In addition, training costs and curricular materials
put the district's investment at close to $1 million, a
conservative estimate.
MR. MACMANUS said the district is not asking for more money; it
is just asking to continue the work it has already invested in.
He noted that one of the problems in education, as he sees it,
is that districts are continually switching efforts, and they
really need to stay the course on something that has value -
standards needed to be competitive in a global market.
2:23:49 PM
BARBARA HANEY, representing herself, Fairbanks, Alaska, said she
was a former UAF faculty member with a PhD. in Economics and had
worked with the Hickel administration in 1991 on the "first
generation standards" developed by DEED. She said when she left
university service she was a homeschool mother and helped start
the IDEA program. She worked diligently toward different
education efforts including the fight to preserve correspondence
education. Later, she worked for adult learning programs and
interviewed every student referred by UAF for remediation.
She opined that the new math standards were just "good enough"
and the students who had just testified were "nice and cute,"
but she would "give it to you straight." The rules of the
Smarter Balanced Assessment Consortium say that the members use
the Common Core curriculum, but it doesn't matter. The whole
notion that our standards are "nicer and fluffier" is "simply
absurd."
She said she was upset when she heard one student say that
memorization was not necessary in the future world, because when
you go to a university campus the first thing that determines if
you even get there is mathematics. The reality is that foreign
students who can't even order a burger at McDonald's seem to
find a way onto American campuses and excel and end up teaching
as faculty in mathematical positions that our students have no
hope of ever getting. She maintained that this is because math
education has not been taken seriously in this state and the
standards do not address any of those issues; neither do the
Common Core State Standards. For instance, the third grade
standards include something called division, but there is no
underlying standard in the first and second grade that requires
competencies in the other operations that support division. The
state needs to look at the developmental appropriateness for the
standards it has set.
MS. HANEY said she has forwarded written testimony with
substantial evidence from other states where standards are being
implemented and that have serious clinical issues emerging that
stem and flow from the developmentally inappropriate process by
which they are written.
2:28:29 PM
CHAIR STEVENS thanked Ms. Haney.
MS. HANEY added that she has very clear ideas of what to do to
make things right and summarized that Alaska needs to get out of
the Smarter Balanced Assessment Consortium and rewrite the
standards, especially the math standards. Those determine where
a person goes in life.
CHAIR STEVENS said her testimony would become part of the
record.
2:29:22 PM
MARIA RENSEL, Founder, Interior Alaska Conservative Coalition,
Fairbanks, Alaska, said she is a strict constitutionalist and
stands up for individual liberty every chance she gets. She said
she first became aware of CCSS as the implementation of U.N.
Agenda 21. She said the "Race to the Top" grants were a way for
the state of Alaska to get a waiver from No Child Left Behind.
She said this effort is designed to get around our
representative governments, and Alaska is receiving "Race to the
Top" grants by joining SBAC. She was concerned that the state's
advisory role in SBAC puts Alaska in a precarious position,
should other states be unable to meet future funding
obligations. She also believed that the state needs to get out
of SBAC.
She related that she heard an opinion from Barbara Haney with
Dr. Ostrosky a couple of months ago that Alaska's new standards
are simply Common Core with a different label. Simply put, she
said the Common Core curriculum was written with the intent of
transforming future generations of America, and while dressed in
a series of lofty goals and innocent sounding objectives, this
curriculum is nothing more than an effort to take away local
control of education and place it in the hands of the federal
government and the United Nations. Schools that implement it are
mandated to collect data to be included in a federal
longitudinal data base designed to track students through their
lives and it has 400 data points for each individual. She
thought that was a dangerous place to go.
She maintained that the Common Core indoctrinates students with
values that are distinctly different from what most Americans
would consider "American values" and contrary to the American
Constitution, particularly against the 1st and 2nd Amendments.
She reported that she has heard the curriculum will teach
pornography, global warming as a scientific fact, and that
terrorists are freedom fighters.
She cautioned against adopting the Common Core curriculum and
asked the committee to look at fiscal obligations relating to
SBAC.
2:33:39 PM
SENATOR GARDNER asked if Ms. Rensel had read the Common Core
State Standards and if she could indicate a specific element in
them that she objected to because they indoctrinate children
with values different from our constitution. Senator Gardner
said she had read large parts of it dealing with language arts
and mathematics and hadn't seen anything like that.
MS. RENSEL replied that she had not read any of them; she had
listened to opinions.
SENATOR GARDNER noted if there was a website link to the Alaska
Academic Standards, Ms. Rensel should look at them there,
because the new standards are based on skills not values. It has
no curriculum requirements; people can use the Bible or the
constitution, literature, or whatever the district chooses to
help kids build those skills.
CHAIR STEVENS asked Commissioner Hanley if they were available
on the DEED website.
COMMISSIONER HANLEY replied yes; the standards, as well as
parent guides, are all posted on the DEED website.
MS. RENSEL said it was unrealistic to expect everyone interested
in this to read the standards, because it's not something she
could interpret. She said not everyone is an educator and she
thought that was an effort to discredit what she said. People
need to be able to form an opinion based on secondary
information. She said it's obvious that this is a top-down set
of standards that came from the administration. She wanted to
decentralize power rather than centralize it and have
individuals doing effective teaching throughout the state.
2:38:38 PM
SENATOR GARDNER said her question was not an attempt to
discredit anybody, but simply to understand their perspective,
and she wanted to see, in the source document, where this
objection is coming from.
2:39:09 PM
THERESA KEEL, Superintendent, Cordova School District, Cordova,
Alaska, said she had been an educator for 25 years and is
certified in curriculum management and audit. She stated that
her objective today was to give the committee a look at what the
new standards mean to a small district like Cordova. She related
that, clearly, the new standards do hold higher expectations for
students in both English language arts and math, much higher
than the previous Alaska standards held. They are not the apex
of what students should be expected to achieve. The standards
are a new baseline; they are the minimum expected in order for
students to be successful after graduation.
She continued to say that Cordova students typically perform at
or above the state and national averages in K-12, with a gamut
of assessments on how they perform after graduation. Their
elementary teachers are already feeling the shift up with the
new math standards. They purchased new instructional materials
that are aligned with the new standards this year and provided
professional development for them. Teachers are telling her they
have spent a lot of instructional time filling in content gaps
that are the direct result of the shift of the math standards,
so much so that they are concerned that their students will not
be able to meet all of the new standards this year. They are
also concerned that for next year they will still be filling in
gaps as the students will be assessed on those new standards.
The implementation bid for the client assessment results based
on the new initiative could be significant.
She related that Cordova's challenge is of time and money; the
time that needs to be invested by a community to vet the new
instructional materials that are aligned to the standards and
that are acceptable to that community, the cost of purchasing
new materials, and the time and cost of professional development
to be able to shift instruction to master the art of teaching
the new standards. Far more resources will be needed for the
teachers across all the content areas in order to provide the
rich literary and informational texts necessary to reach the
expectation of the new standards.
MS. KEEL said the cost of the new English language arts and
content materials for K-12 is daunting, regardless of the types
of resources they use. With flat funding from the state and an
increase in operating costs due to inflation, she asked where
the funds will come from.
She summarized that as a curriculum specialist, she welcomed the
increased expectations that the standards require, but she was
concerned about the short timeline to make the shift in the
classrooms before students will be assessed on them, and then to
be graded by the new accountability system. She was even more
concerned that there wasn't adequate funding to properly educate
teachers or to purchase materials for that instructional shift.
2:43:39 PM
JAMES SQUYRES, representing himself, Delta Junction, Alaska,
said he objected to federal government involvement in education.
He objected to its heavily regulating and monitoring the states
to ensure their compliance with federal dictates. He said
teachers and legislators and teachers had either sworn an oath
or affirmed in the employment contract the duty to defend the
U.S. and Alaska Constitutions that don't limit individual
rights. He said the 10th Amendment says powers not delegated to
the U.S. by the Constitution are reserved for the states.
Article 7, Section 1, of the Alaska Constitution deals with
public education and by participating in the SBAC, Alaska is in
consensus with other states. He maintained that Alaska has a
higher standard for the right to privacy than other states. He
stated opposition to some of the requirements of SBAC.
2:46:42 PM
PAMELA GOODE, representing herself, Delta Junction, Alaska, said
she objects to the Alaska Academic Standards because they are
based on CCSS, which she objects to, and because they will drive
the curriculum and the whole education system. She maintained
that the standards go against the constitution.
2:50:09 PM
STACY BROWNE, representing herself, Delta Junction, Alaska,
objected to the design of CCSS by a businessman who is into data
collection. She labeled the donations by Bill Gates and the
University of Alaska "pay to play." She termed CCSS "socialism"
and "unconstitutional." She related that she has seen the
results of CCSS in Nevada where there is no curriculum. She
shared a personal story. She objected to tenure and the teachers
union.
2:52:24 PM
MYRNA MCGHEE, representing herself, Fairbanks, Alaska, spoke in
opposition to CCSS. She opined that they are indoctrination, not
education. She said the program lacks curriculum. She said she
agrees with the previous speakers.
2:54:34 PM
ROBERT THOMASON, PhD., Superintendent, Petersburg School
District, Petersburg, Alaska, said he supports the Alaska
Academic Standards. He voiced appreciation for the Department of
Education and Early Development and said he anticipates their
positive leadership and guidance as Alaska moves forward with
the Alaska Standards. He noted that Chris Benschoof, an Alaska
Teacher of the Year, defined the difference between curriculum
and standards, an importance distinction to keep in mind. He
maintained that the focus on aligning content and instruction
and ensuring depth of study and rigor will be positive outcomes
of the Alaska Academic Standards. He concluded that the
Petersburg School District supports the Alaska Academic
Standards and encourages the legislature to ensure appropriate
implementation support via the Department of Education and Early
Development.
2:55:48 PM
JEAN ELLIS, President, Petersburg School District, Petersburg,
Alaska, spoke in support of the idea of Alaska Academic
Standards. She opined that the legislature needs to provide the
Department of Education and Early Development with additional
resources and personnel to assist the district in implementing
the new standards. She stated that she does not support
increased testing or tying teacher and administrative
evaluations to test scores.
MS. ELLIS spoke in support of having local school boards
continue to choose the curriculum to meet the standards.
2:56:44 PM
CHAIR STEVENS commented that he believes local school districts
and boards will be making all the important decisions regarding
curriculum.
2:57:04 PM
AVA VENT, Education Director, Tanana Chiefs Conference,
Fairbanks, Alaska, testified in support of Alaska Academic
Standards. She described the population of the area she works
in. She opined that the new state standards have a narrower and
more focused approach to meeting educators' objectives and will
raise the bar for students. The new assessments will help to
identify at-risk schools and students that need support. The
individualized tests will better meet the needs of rural
students. She voiced appreciation for the inclusion of a
cultural curriculum.
3:00:22 PM
BOB WILLIAMS, Teacher, Colony High School, Palmer, Alaska,
shared his credentials, awards, and successes. He noted he was
the Alaska Teacher of the Year in 2009. He spoke in support of
academic standards and funding. He said he views standards as a
tool to becoming a more effective teacher. He suggested looking
at standards in context with the effectiveness of the teacher,
and the interaction between the student, teachers and standards.
He termed the new standards more rigorous than current
standards.
He emphasized that funding does affect the effectiveness of an
education system. Large classes make it difficult to effectively
teach. Some teachers are leaving the profession due to the
impacts of funding.
MR. WILLIAMS concluded that the process of adopting new
standards will be difficult at first.
3:04:14 PM
CHAIR STEVENS asked what the ideal size is for a calculus class.
MR. WILLIAMS replied that class size in the 25 to 30 range is
ideal.
CHAIR STEVENS asked if there are disadvantages to having too
small of a class.
MR. WILLIAMS said there could be challenges with too small of a
class, but small classes are not found any more.
SENATOR HUGGINS asked how many students Mr. Williams has in his
class currently.
MR. WILLIAMS answered 35.
3:05:51 PM
EMILY FORSTNER, Teacher, Wasilla Middle School, Wasilla, Alaska,
spoke in support of academic standards. She recalled in her
thirty-year teaching career, there were no standards for the
first ten year. The first standards that came out were not very
demanding, but the new standards are very demanding by
comparison, both for students and for teachers. She emphasized
that the standards are not the curriculum, but are used to
design the curriculum. She shared a personal story about one of
her students. She stressed that the new standards are not a part
of a conspiracy, but are needed to raise the education bar.
3:10:21 PM
SENATOR HUGGINS asked how many students are in Ms. Forstner's
class.
MS. FORSTNER replied that there are 15 students in two
intervention classes and 33 in all three other classes.
3:11:09 PM
SENATOR GARDNER recalled that yesterday the question about what
happens to students that do not meet the standards was asked and
there was mention of intervention.
MS. FORSTNER replied that her intervention classes address
students who do not meet standards in the area of writing.
CHAIR STEVENS asked how many years she has been teaching.
MS. FORSTNER replied 32; the first years on a reservation not in
Alaska.
3:12:33 PM
DR. STEVE ATWATER, Superintendent, Kenai Peninsula Borough
School District, Soldotna, Alaska, testified in support the
continued implementation of Alaska Academic Standards. He
related that he is not troubled by federal support of CCSS.
These standards, as well as the new state standards, are a much
needed improvement for Alaska's schools. He said he researched
successful schools in the country and discovered that they have
a curriculum based on CCSS. Administrators have reported that
the move to a higher standard has been difficult, but
beneficial, and better prepares students for life after high
school.
DR. ATWATER noted that many variables affect student
performance, one of which is teacher quality, and that the best
and brightest need to be attracted to the teaching profession.
He spoke of the progress the teachers in Kenai were making and
was positive about the future of education there. He concluded
that the standards raise the bar first, and then schools
respond.
3:16:10 PM
CHAIR STEVENS asked about short-term problems from raising the
academic bar, such as embarrassment about the current test
results.
DR. ATWATER agreed that problems exist. Teachers in Kenai are
experiencing frustration at the level of prior knowledge
students are expected to have, which they now lack. There will
be a dip in proficiency at first, but schools should "weather
the storm."
SENATOR DUNLEAVY asked if Kenai has adequate funding to
implement standards.
DR. ATWATER replied that funding will be a challenge. Some of
the pieces that are missing are funding for training and
technology.
3:18:35 PM
SENATOR GARDNER recalled the debate about "raising the bar"
during the Alaska Performance Scholarship discussion regarding
curriculum inequities between school districts. She asked if Dr.
Atwater has experienced that problem.
MR. ATWATER replied that there have been problems. The Kenai
School District did not offer four units of social studies, but
does now. He was optimistic that Kenai has an enormous capacity
to improve.
3:20:01 PM
CARA HEITZ, Instructor, King Career Center, Anchorage School
District, Anchorage, Alaska, spoke in support of Alaska Academic
Standards. She noted she was the 2012 Alaska Teacher of the
Year. She opined that the state is headed in the right direction
by developing more rigorous and relevant standards. She spoke of
the relevancy of the new standards to her Health Care curriculum
and students. She gave examples of how standards apply to real-
life situations. She spoke in favor of continued legislative
support for the Alaska Academic Standards.
CHAIR STEVENS inquired how long Ms. Heitz has taught.
MS. HEITZ replied that she has taught for 13 years.
REPRESENTATIVE REINBOLD asked who developed the standards and
who can change them.
MS. HEITZ explained that Anchorage has adopted CCSS, which are
similar to the Alaska Academic Standards. She described how she
creates curriculum based upon the standards. She compared the
old and new standards.
3:24:06 PM
COLT FRANKLIN, Staff, Representative Lora Reinbold, Alaska State
Legislature, Juneau, Alaska, questioned the adoption of CCSS
saying his research revealed costs, federal involvement, and the
use of data mining in the gathering of information about
students.
He said the cost of implementing the Common Core on a national
scale had been estimated to exceed $16 billion over seven years
for technology, assessments, professional instruction, and new
curriculum. He noted several states that have opted out of CCSS.
He discussed data mining as a concern on the national level, and
noted that Representative Reinbold has established an informal
advisory panel on CCSS in order to more fully evaluate it. He
questioned whether Alaska was taking the correct steps to update
its standards.
3:30:45 PM
CHAIR STEVENS commented that the privacy of student data is
extremely important to this legislature and to this committee.
SENATOR GARDNER asked about a statement regarding evaluating the
curriculum of CCSS. She instructed that CCSS is standards and
has nothing to do with the curriculum, which is adopted by
school districts, schools, and classrooms.
MR. FRANKLIN agreed with Senator Gardner, but he said the
standards drive the curriculum.
SENATOR GARDNER understood that in Alaska, districts set the
direction of the curriculum, not the state or the federal
government. She wanted evidence that CCSS requested personal
information.
MR. FRANKLIN replied that there were isolated incidences in
other states, not Alaska.
CHAIR STEVENS asked who Mr. Franklin worked for.
MR. FRANKLIN replied Representative Reinbold.
3:33:52 PM
JERRY COVEY, representing himself, Anchorage, Alaska, spoke in
support of Alaska Academic Standards. He shared his experience
as an educator, from being a teacher to the Commissioner of the
Department of Education and Early Childhood Development. He said
he was involved with the development of the first education
standards in Alaska, which, at the time, were cutting edge. He
said it is appropriate to upgrade the standards.
MR. COVEY addressed the concern that the adoption of new
standards is part of some bigger plan. He questioned why
Alaska's standards should not be similar to those in other
states or other nations. He emphasized that Alaska is developing
its own standards and they will be similar to other education
standards. He stated that it involves a viable process and the
standards do raise the bar. He also opined that the standards
are the foundation and are linked to accountability, technology,
professional development, and parent engagement in their
children's education. There are more tools to work with that are
built on the new standards which will result in greater success.
He suggested that it will be difficult at first and he cautioned
against lowering the standards.
3:39:04 PM
CHAIR STEVENS asked if Mr. Covey had any concerns about the
impact of CCSS on local control.
MR. COVEY said no. He asserted that Alaskans are fiercely
independent.
3:40:29 PM
MICHAEL CHAMBERS, Chair, Alaska Libertarian Party, Anchorage,
Alaska, said he opposed CCSS for Alaska. He said he used to be a
school teacher in the Delta/Greely School District, and
respectfully asked that legislators allow the citizens of Alaska
to vote to amend the constitution to bring diversity to
education. Using Hurricane Katrina as an example, he said, at
that time, 75 percent of the school districts, through emergency
order, went to charter schools and relaxed their standards of
education; as a result their educational excellence went through
the roof. He opined that in many cases when standards are set,
they set limitations.
He believed in the free market and felt bringing those systems
to bear within the educational system would truly elevate
education and get away from compulsory education. He said many
people believe the same. Parents' apathy has been caused by the
system taking care of them and setting standards for education
such that school just becomes a day care center. He suggested
giving parents back the responsibility of making decisions for
their children's education.
He pointed out that Governor Parnell passed Executive Order 261
on data mining and it released the P20 database to the
University of California whose president is Janet Napolitano.
Personal information from the Permanent Fund Dividend (with over
400 personal data points) is being shared with the national
information database. When people say data is internal to
Alaska, that is not true.
3:45:32 PM
REPRESENTATIVE REINBOLD confirmed that personal information is
sent to UCLA.
3:46:05 PM
JUDY ELEDGE, representing herself, Anchorage, Alaska, said she
is a retired educator in Alaska and has spent the last five
years of her career in the Copper River School District which
adopted CCSS five years ago. She said she was on the SBOE when
the first standards were developed, and she was the only "no"
vote on the language arts standards. The reason she voted that
way is because the standards were so broad that she didn't see
what they would do to better education at that time. All the
standards were broad, in general.
MS. ELEDGE said the standards were improved over the years with
performance standards and grade level expectations, which
narrowed the focus. Now, 20 years later students didn't perform
as expected, so CCSS was adopted. She admitted that the new
standards in K-5 are much better than the old standards - the K-
3 standards are excellent. She said she can now align them and
she could not before. She added that while she is retired, she
still works with a couple of rural school district teachers in
doing this.
She opined that the major problems people who spoke earlier have
are really in understanding the difference between standards and
curriculum. She spoke in favor of CCSS and thought concerns had
more to do with the curriculum that is being used to teach it,
the data mining and other things. She addressed local control in
curriculum.
MS. ELEDGE said she works in very small rural schools where
often there is only one K-12 teacher; she didn't see any of
those represented here. She asked how one teacher can teach CCSS
to grades K-12, as well as to two or three grades in elementary
and target all of the reading and math standards. She noted that
often those teachers are not qualified to teach all grades.
She emphasized that it takes resources to teach new standards.
She wanted to have support from the department for implementing
standards, noting schools are understaffed.
MS. ELEDGE summarized that regarding CCSS, she wanted assurance
that there would be quality instruction in the classroom, good,
consistent, and viable curriculum, and a two-tier diploma that
emphasizes the trades.
3:52:11 PM
DEAN WILLIAMS, representing himself, Anchorage, Alaska, spoke in
support of the use of academic standards. He shared his career
history, including a job as Superintendent of the McLaughlin
Youth Center. He addressed a concern about the ramifications of
high stakes testing related to the new standards. He spoke of
finding solutions to gang problems, one of which was to keep
kids in school. He asked the committee to consider the
consequence of when students fail the tests and remediation
doesn't work. He cautioned to prevent the adoption of new
standards' raising the dropout rate.
3:58:03 PM
CHAIR STEVENS asked if Mr. Williams is running for school board.
MR. WILLIAMS answered yes.
CHAIR STEVENS noted his background on a school board.
SENATOR HUGGINS said he also served on a school board.
SENATOR GARDNER asked what is being done to keep at-risk kids in
school.
MR. WILLIAMS shared information about the "Step-up School" made
up of expelled or suspended students, which is operating
successfully and did not cost extra money.
4:01:31 PM
JAMES FIELDS, Board Member, Alaska Board of Education & Early
Development, Glennallen, Alaska, testified as a parent in
support of the use of academic standards. He described seeing
how the new standards work effectively with his own kids by the
inclusion of critical thinking skills. He spoke in support of
local control of education and raising the bar for education.
4:06:59 PM
JACK WALSH, Superintendent, Craig School District, Craig,
Alaska, spoke in support of raised academic standards. He
thanked the committee, commissioner, and the department for
working on the standards. He spoke of how the star rating
affected his district.
4:10:22 PM
LISA SKILES PARADY, Assistant Superintendent, North Slope
Borough School District, Barrow, Alaska, addressed the North
Slope Borough's graduation rate which is the highest in the
state for a large rural district at 70.37 percent. She said
there has also been a downward trend in the dropout rate which
is currently 6.7 percent. She emphasized that their curriculum
is culturally relevant to the students, leading to student
success.
CHAIR STEVENS read a list of people who support and oppose
Common Core State Standards.
4:13:05 PM
CHAIR STEVENS explained the roundtable discussion format. He
asked Commissioner Hanley how the Alaska Academic Standards
would be posted and shared.
COMMISSIONER HANLEY answered that the document is available on
the Department of Education and Early Development website and is
meant to guide educators, rather than the general public. Parent
guides are also available on the website.
SENATOR GARDNER noted challenges with understanding standards
and expressed appreciate for the parent guide. She suggested
that all school districts and school boards become familiar with
the guide and communicate its availability.
COMMISSIONER HANLEY agreed that the information could be
promoted.
CHERYL ROMATZ, Representative, National Education Association
(NEA); Teacher, Kalifornsky Beach Elementary School, suggested
ways to communicate with parents.
SENATOR GARDNER questioned the best way to reach parents.
MS. ROMATZ agreed that communication with parents is sometimes a
problem in the elementary schools. She suggested educating the
students about what the parents need to know and sending
information home with the students.
ANDY HOLLEMAN, President, Anchorage Education Association,
reported on the availability of on-line information in the
Anchorage School District regarding standards and other topics.
He noted the diversity of families and its impact on graduation
rate and the budget.
4:21:19 PM
SUNNI HILTS, President, Association of Alaska School Boards,
commented on the number of parents who do not have technology
available. She stressed the importance of learning styles as
they relate to the standards. She noted the probability that
adopting standards will cost money, but it is an important
"investment in the future."
CHAIR STEVENS thanked the participants and his staff.
4:25:15 PM
There being no further business to come before the committee,
Chair Stevens adjourned the Senate Education Standing Committee
meeting at 4:25 p.m.
| Document Name | Date/Time | Subjects |
|---|---|---|
| 000_CommonCore_Agenda_FINAL_010514.pdf |
SEDC 1/8/2014 8:30:00 AM |
AK Academic Standards & the Common Core |
| 001_BIOGRAPHIES_AK_Standards_Hearing_Participants_Final.pdf |
SEDC 1/8/2014 8:30:00 AM |
AK Academic Standards & the Common Core |
| 13_MayorsEducationSummit 2012.pdf |
SEDC 1/8/2014 8:30:00 AM |
AK Academic Standards & The Common Core |
| 14_NEA_Senate_EducationCmte_Presentation Jan 8'14.pdf |
SEDC 1/8/2014 8:30:00 AM |
AK Academic Standards & The Common Core |
| 14a_Gerik_Rebecca_Testimony_AK_AcademicStandards.pdf |
SEDC 1/8/2014 8:30:00 AM |
AK Academic Standards & the Common Core |
| 15a_PTA_2013 Guide Bundle_082213.pdf |
SEDC 1/8/2014 8:30:00 AM |
AK Academic Standards & The Common Core |
| 15b_PTA_Mission & Values.pdf |
SEDC 1/8/2014 8:30:00 AM |
AK Academic Standards & The Common Core |
| 15c_PTA_CCSSI Issue Brief.pdf |
SEDC 1/8/2014 8:30:00 AM |
AK Academic Standards & The Common Core |
| 15d_PTA_Military Child Coalition.pdf |
SEDC 1/8/2014 8:30:00 AM |
AK Academic Standards & The Common Core |
| 16_NCSLCollege and Career Readiness Standards_Final_06Jan2014.pdf |
SEDC 1/8/2014 8:30:00 AM |
AK Academic Standards & the Common Core |
| 99_AK_Standards_SupportLetters_ReceivedAsof_05Jan2014.pdf |
SEDC 1/8/2014 8:30:00 AM |
AK Academic Standards & the Common Core |