Legislature(2015 - 2016)BUTROVICH 205
03/10/2015 03:30 PM Senate EDUCATION
Note: the audio ![]()
and video ![]()
recordings are distinct records and are obtained from different sources. As such there may be key differences between the two. The audio recordings are captured by our records offices as the official record of the meeting and will have more accurate timestamps. Use the icons to switch between them.
| Audio | Topic |
|---|---|
| Start | |
| Presentations: Alaska's University for Alaska's Schools 2015; Educator Quality and Quantity; Targeting Student Success Through University Collaboration and Tutoring Intervention | |
| 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
March 10, 2015
3:30 p.m.
MEMBERS PRESENT
Senator Mike Dunleavy, Chair
Senator Charlie Huggins, Vice Chair
Senator Cathy Giessel
Senator Berta Gardner
MEMBERS ABSENT
Senator Gary Stevens
COMMITTEE CALENDAR
PRESENTATIONS: ALASKA'S UNIVERSITY FOR ALASKA'S SCHOOLS 2015;
EDUCATOR QUALITY AND QUANTITY; TARGETING STUDENT SUCCESS THROUGH
UNIVERSITY COLLABORATION AND TUTORING INTERVENTION
- HEARD
PREVIOUS COMMITTEE ACTION
No previous action to record
WITNESS REGISTER
JO HECKMAN, Chair
University of Alaska Board of Regents
Fairbanks, Alaska
POSITION STATEMENT: Presented information on the University of
Alaska's Schools 2015 related to teacher education.
MICHAEL POWERS, Chair
Academic and Student Affairs Committee
University of Alaska Board of Regents
Fairbanks, Alaska
POSITION STATEMENT: Presented information on the University of
Alaska's Schools 2015 related to teacher education.
STEVE ATWATER, Associate Vice President for K-12 Outreach
University of Alaska - Fairbanks
Fairbanks, Alaska
POSITION STATEMENT: Presented information on the training and
retention of teachers.
JERRY COVEY, Consultant
JSC Consulting on behalf of Citizens for the Educational
Advancement of Alaska's Children (CEAAC)
Anchorage, Alaska
POSITION STATEMENT: Presented information on Educator Quality
and Quantity.
BARBARA ADAMS, Ph.D.
Consultant
Adams Analytic Solutions
Nenana, Alaska
POSITION STATEMENT: Presented information on Educator Quality
and Quantity.
TY MASE, Superintendent
Lake & Peninsula School District (LPSD)
King Salmon, Alaska
POSITION STATEMENT: Presented information on Targeting Student
Success through University Collaboration and Tutoring
Intervention.
ACTION NARRATIVE
3:30:35 PM
CHAIR MIKE DUNLEAVY called the Senate Education Standing
Committee meeting to order at 3:30 p.m. Present at the call to
order were Senators Giessel, Gardner, and Chair Dunleavy.
^Presentations: Alaska's University for Alaska's Schools 2015;
Educator Quality and Quantity; Targeting Student Success through
University Collaboration and Tutoring Intervention
Presentations: Alaska's University for Alaska's Schools 2015;
Educator Quality and Quantity; Targeting Student Success through
University Collaboration and Tutoring Intervention
3:30:57 PM
CHAIR DUNLEAVY announced that there would be three presentations
related to the topic of recruiting and training teachers.
3:31:40 PM
JO HECKMAN, Chair, University of Alaska Board of Regents,
presented information on the University of Alaska's Schools 2015
related to teacher education. She introduced Mr. Powers and Mr.
Atwater and others in the audience from the university. She
pointed out that AS 14.40.190(b) was signed into law in 2008 and
requires the University Board of Regents to present biannually
to the Alaska State Legislature a report that describes the
efforts of the university to attract, train, and retain
qualified public school teachers. She said the report will
provide data on teacher education programs and graduates, and
will discusses initiatives across the system to encourage
students to enter teaching.
3:33:35 PM
MICHAEL POWERS, Chair, Academic and Student Affairs Committee,
University of Alaska Board of Regents, presented information on
the University of Alaska's Schools 2015 related to teacher
education. He discussed "Shaping Alaska's Future," the
university's strategic plan with a focus on quality of life and
economic potential. In 2011, under the direction of Pat Gamble,
the university embarked on the strategic plan. Many meetings and
a broad survey showed the need for accountability and
measurement within education, the likelihood of continuing
budget restraints, and the growing choices student have due to
mobility and distance delivery.
He related that the two-year effort lead to five themes: student
achievement, productive partnerships with Alaska schools,
productive partnerships with public and private industries,
research and development to enhance economic growth, and
accountability to Alaskans relative to partnerships with Alaska
schools. The focus is on three key outcomes: high school
graduation requirements are clearly aligned and communicated,
teacher retention in rural Alaska will equal that of urban
Alaska, and strategic planning will focus on partnerships to
improve the college-going rate.
He said the plan would encompass the three major campuses, UAA,
UAF and UAS, who will collaborate on targeting and training
teachers.
3:37:15 PM
STEVE ATWATER, Associate Vice President for K-12 Outreach,
University of Alaska - Fairbanks, presented information on the
training and retention of teachers. He said the university's two
schools of education and one college of education prepare about
a third of the number of teachers needed for Alaska. The
university is working to increase its number of education
graduates to about 50 percent. He referred to table 1 on page 2
of a handout to show how many education program graduates there
were from 2007 to 2014. In 2014 there were 237 graduates, the
second highest number. Chart 1 on the same page shows the level
of endorsement during the same period of time.
He related that chart 2 on page 3 shows a declining number of
special education graduates, overall, but the initial number of
certificates for special education remains flat. He speculated
that the cause for the decline was heavier caseloads and more
students with severe disabilities.
He drew attention to chart 3 and tables 2-5, which show where
2013-14 new graduates are going for employment. Shown are
various careers and wages and disparity in wages five years
after employment, depending on the field.
He spoke of Alaska Native Educators and the successes they have
as teachers who understand the culture of their students. There
is a positive effect for students who have a teacher who shares
their culture. There is a need for the state to prepare more
Alaska Native teachers. He reported that last year the
university prepared the highest number of Alaska Native teachers
in the past eight years. Chart 4 on page 6 shows a positive
trend in an increase of Alaska Native teachers. He described
some of the efforts to attract and retain Native teachers:
federal grant funding to UAF for Native teacher education,
strengthening teacher preparation, and UAA partnerships with
rural school districts. There is also outreach from each of the
universities.
SENATOR GIESSEL noted similar programs in nursing and
engineering. She asked how many Native students return to rural
areas to teach. She noted in her experience, teachers in rural
areas come from other states. She asked if the university tracks
the number of Native teachers who go to rural communities.
MR. ATWATER said he would provide that information shortly in
the presentation. He pointed out that the overall number of
Native teachers is miniscule compared to the total number of
teachers, however, the trend to employ Native teachers in rural
schools is positive.
3:42:55 PM
MS. HECKMAN discussed the employer ratings of UA program
graduates in the classroom and how the graduates view
themselves. She provided survey data in table 5 on page 7. The
vast majority of teachers are doing very well in their new
positions. Table 6 on page 8 shows UA program graduates' self-
assessment of skills. The information is used to make
improvements in the teacher preparation program.
3:44:16 PM
MR. POWERS addressed the university's partnership with schools -
theme two of the strategic plan. He shared a survey the board
did with 54 school districts regarding teacher preparation. The
key issue that came up was the new teacher's relationship with a
senior teacher or mentor.
CHAIR DUNLEAVY noted the arrival of Senator Huggins.
MR. ATWATER continued with the discussion of the importance of
Alaska-prepared educators in remote schools. Teachers trained in
Alaska tend to stay longer in rural sites, which helps the
schools have better success. He referred to table 7 on page 9
that shows the importance of teacher stability. As a result, the
university is sending more pre-service teachers to rural Alaska
schools for practicums and student teaching.
He discussed the challenge of staffing schools with the best and
brightest teachers. Across the country there is a dwindling
supply of teachers, which is not good news for Alaska because
about 2/3 of teachers hired come from out of state. Therefore,
the university is spending more time recruiting teachers from
the Lower 48 and is revitalizing teacher education. Teacher
placement outreach has expanded its function by increasing job
fairs from 9 to 16 and making recruiting presentations to 13
Lower 48 teacher preparation programs. The university is also
doing more outreach to high schools, using a grant program to
reach rural Native students, and updating FEA.
CHAIR DUNLEAVY asked what FEA is.
MR. ATWATER clarified that it means Future Educators of Alaska.
He shared an example of a student from St. Paul, Alaska, who
returned there to teach after hearing about FEA. The
university's colleges of education are expanding efforts to
train teachers in a variety of ways. The Alaska Rural
Paraprofessional Program is training classroom aides with a lot
of experience to become teachers. The university is reaching out
to similar schools in the Lower 48 to target pre-service
juniors. The university is also offering mentoring to new hires
through the Alaska State Mentoring Program. He assured that
state money used for the program is making a difference.
3:51:01 PM
He addressed additional ways of meeting the needs of Alaska's
schools through the Revitalizing Teacher Education in Alaska
plan. It will more closely align courses in the colleges of
education at all campuses. He noted the plan will also improve
the rigor and selectivity of university teacher certification,
graduate 50 percent more teachers who have certifications,
partner with the state and with districts to reduce teacher
turnover, and collaborate to eliminate barriers and duplication.
SENATOR GARDNER asked for ways of improving the rigor of teacher
certification.
MR. ATWATER replied that they are driven by accreditation
standards that the university must comply with regarding raising
the bar as to who gets into the program.
SENATOR GIESSEL discussed the transfer of credits within the
university system.
MR. ATWATER said that 95 percent of credits can now transfer
between sites.
MR. POWERS added that transfer of credit has been an active
topic on the regent's agenda.
CHAIR DUNLEAVY asked if it is one university system.
MR. POWERS said it is three campuses within one university. UAF
is the research college; UAA is the business and nursing
college; and UAS has an emphasis on mines and education.
MS. HECKMAN said that question has been around a long time. She
stated that there is one university system with three separate
accredited universities with separate missions. The system
encompasses a commonality of all the policies and procedures.
She agreed that the problem of transferring credits has been
solved.
3:55:35 PM
CHAIR DUNLEAVY said the responses to the question differed.
MR. POWERS agreed with Ms. Heckman - one system, three
universities.
CHAIR DUNLEAVY said it has always been confusing. He shared a
past experience with credits.
MS. HECKMAN reported that the regents feel that they have
encouraged collaboration amongst the three university campuses.
The focus is now on collaboration and student success.
SENATOR GARDNER asked why the campuses are separately
accredited.
MR. POWERS said due to the different focuses at each campus,
accreditation varies. The research focus at UAF makes for a
different accreditation process than UAS, which has a local
focus.
SENATOR GARDNER summarized that the accreditation process
differs because each campus has its own focus.
MR. POWERS agreed. He stressed the importance of keeping the
strategic plan alive and said the regents are taking that on and
promoting it. He noted that employer and graduate ratings are
high, as are other areas, due to the focus on the strategic
plan. He talked about learning about the crushing regulatory
burden on teachers and problems with classroom management from
calls the regents made to school districts. He emphasized the
involvement of the regents in promoting the strategic plan.
4:02:25 PM
MR. ATWATER asked whether Alaska's University for Alaska's
Schools should be a bi-annual report or a yearly report.
CHAIR DUNLEAVY asked what the purpose was behind SB 241.
MR. ATWOOD replied that Alaska was not producing enough teachers
for Alaska.
CHAIR DUNLEAVY maintained that teacher turnover numbers are not
significantly higher today than they were in 1983. Most are in
rural Alaska. He said the university can't force a person into a
major. He suggested the issue of retention should be revisited
in light of today's financial climate. He agreed that the
regulatory burden on teachers is an issue. He also said
retirement benefits and salaries have changed. He suggested that
the research has been done on the mentor project and it would be
valuable to use it for future discussions.
4:06:43 PM
MR. ATWATER said recently Senator Bishop brought up how Finland
views their teacher profession. He commented that teacher growth
is not a university issue, but society's issue.
CHAIR DUNLEAVY commented on the fact that freshmen are coming to
the university unprepared. He said K-12 was not designed to be a
feeder program to the university, but that has changed. He said
that the University of Alaska has one of the best university
systems in the world. He said he was opposed to standardization
in the university system. He maintained that lack of revenue
will deepen the discussion. He concluded that some of these
issues are not new.
He thanked the presenters.
4:10:50 PM
At ease
4:11:49 PM
CHAIR DUNLEAVY noted the next presentation would be on Citizens
for the Educational Advancement of Alaska's Children (CEAAC).
JERRY COVEY, Consultant, JSC Consulting on behalf of Citizens
for the Educational Advancement of Alaska's Children, presented
information on Educator Quality and Quantity. He introduced
himself.
BARBARA ADAMS, Ph.D., Consultant, Adams Analytic Solutions,
presented information on Educator Quality and Quantity. She
introduced herself.
CHAIR DUNLEAVY asked if CEAAC hired Mr. Covey and Ms. Adams to
do research on teacher quality and quantity.
MR. COVEY said yes. He explained that CEAAC is a non-profit
organization comprised of urban and rural school districts that
advocate for educational issues. One of their goals was to look
into and address issues related to educator quality and quantity
in Alaska. He related that the state turns over about 1,000
teachers annually and about 65 percent of teachers come from
outside of the state. That has a detrimental impact to the
state's educational system and to students.
4:14:39 PM
MS. ADAMS turned to some of the issues facing Alaska's education
workforce. She said, on average, 64 percent of teachers in the
last five years were hired from outside Alaska. District teacher
turnover ranged from 7 percent to 52 percent in 2012. Turnover
rate for teachers prepared outside Alaska is double that of
teachers prepared in Alaska. Half of Alaska's K-12 are minority,
but over 90 percent of teachers are white. Currently, 85 percent
of all applicants to the UA teacher training program fall short
of minimum qualification contained in the new accreditation
standards planned for implementation in 2020.
CHAIR DUNLEAVY asked for clarification of the qualifications
required.
MS. ADAMS said they are based on SAT scores, test scores, or
GPA.
CHAIR DUNLEAVY asked if it is assumed that the candidates will
not be able to deal with the rigor of the program.
MS. ADAMS countered that the candidates may not be at the level
of the starting point of the program; not that they couldn't
deal with it.
MR. COVEY spoke of a model they developed based on their
research, with goals for a systemic change. He said they
interviewed various groups and gathered data to create a model.
The research resulted in 16 recommendations. He said their work
had a systemic approach. He recalled the lack of collaboration
and cooperation between various educational entities in the
past, but that now there are joint efforts with an issue whose
time has come. He said the model is a systems approach and
contains measurable outcomes and cultural relevance. Teachers
must be prepared to adapt to the culture they are teaching in.
4:20:34 PM
He addressed the overriding goal of strengthening the K-12
certificated workforce by training 60 percent of Alaska's new
hires by 2025. He recommended an assessment of the university
system to determine how many new teachers they are capable of
turning out. Another goal is to develop and keep the workforce
Alaska has, with a goal of a 90 percent proficiency level by
2025.
MS. ADAMS related that the model came from common thinking from
various educational leaders and the recommendations have
different backing at different levels. She reiterated that the
ensuing goals are part of a systemic approach. Under the goal to
expand the Alaska-grown workforce, there are several commitments
needed. The first is to raise standards for entry into, and exit
from, Alaska's educator programs. Another commitment is to
increase and strengthen bridge programs to attract minority
groups into education careers, by looking at models that have
worked.
MR. COVEY pointed out that in rural areas 95 percent of students
are Alaska Native and about 4 percent to 5 percent of all
teachers are Native.
4:24:05 PM
MS. ADAMS said that another commitment would be to increase the
university's capacity for educator preparation in order to
produce 60 percent of Alaska educators hired annually.
University leaders say they might be able to increase the
capacity by 25 percent by structures that are already in place.
She said the fourth commitment is to increase and strengthen
pre-service field experience.
SENATOR GARDNER asked for the dropout rate from pre-service
training. She assumed that those who completed the pre-service
requirements might stay in the field long term.
MR. COVEY said he didn't know. The pre-service has been
identified as inadequate systemically. The plan is to get the
students into the field much earlier and provide more
opportunities to learn about the teaching profession. School
districts do have some data on the impact of pre-service on hire
and on retention.
4:26:33 PM
MS. ADAMS related that a fifth commitment is to establish
laboratory schools in urban and rural hub communities. They can
be used for teacher training and for pre-service experience. A
sixth commitment is to provide a systematic process for
improving educator preparation using stakeholder and outcome
feedback. This involves building partnerships.
CHAIR DUNLEAVY asked what a laboratory school looks like.
MS. ADAMS explained that it is usually a partnership between a
university and a K-12 system in a district. Often there is a
mission and built-in research with fluidity and interaction.
They usually target different ideas.
CHAIR DUNLEAVY said lab schools partner with the university and
often have practice teachers, counselors, and research
curriculum.
MS. ADAMS said Hawaii has model lab schools.
MR. COVEY added that lab schools also address pre-service
education and professional development.
4:29:29 PM
CHAIR DUNLEAVY asked if they have presented their report to the
university.
MR. COVEY said they are scheduled to present to the university
and to the State Board of Education.
SENATOR GARDNER asked if student teaching is pre-service field
experience and whether the plan is to increase and strengthen it
by extending the duration of student teaching.
MR. COVEY said it may include that and it may include having
university students in schools with K-12 students prior to
student teaching.
SENATOR GARDNER asked if there has been discussion of having
longer student teaching requirements.
MS. ADAMS said yes, and also discussion about more frequent
student contact early on.
4:31:44 PM
SENATOR HUGGINS recalled a goal in Texas to have student
teachers spend more time in the school instead of in a
classroom. He asked if there is data on that.
MR. COVEY said no.
SENATOR HUGGINS gave an example of a teacher that does not look
like the students. He wondered if education standards are
lowered by using teachers that look like the students.
MR. COVEY said the opposite is happening and there is value and
documentation regarding placing Alaska Native teachers in Alaska
schools. The goal is to have teachers be of high caliber.
SENATOR HUGGINS talked about role models.
4:35:20 PM
CHAIR DUNLEAVY noted that the Alaska Native Science and
Engineering Program (ANSEP) is a good example of Native teachers
and Native students in a rigorous program.
MR. COVEY addressed the goal of recruitment. He spoke of the
commitment to expand the FEA program into every school district,
which has been underutilized in the past. The plan is to work
with the university to increase the program so it is available
to students throughout the state. It is a low-cost way to
increase the number of teachers.
He said another commitment is to revisit the salary and benefits
package for teachers. He referenced HB 278 and a study that is
reviewing the impact of salary and benefits on the teacher
workforce. He mentioned alternative certification programs and
loan forgiveness as strategies.
MS. ADAMS turned to recommendations under professional
development. The first is to increase the time of the school
year by 10 days for the purpose of professional development.
MR. COVEY noted the cost to upgrade the K-12 program and said it
may not be feasible in the foreseeable future, but said it is a
good idea.
4:40:55 PM
MS. ADAMS related the commitment to implement voluntary
statewide curricula in order to pull together resources, such as
with the core content areas. Training and support for this would
come out of the Department of Education and Early Development
(DEED) and relieve the districts from those responsibilities.
SENATOR GARDNER asked if curricula is recommended now.
MR. COVEY said each school district develops its own curricula.
There are state standards, but the curricula is developed by the
district. Not all small districts have the ability and resources
to do this. He suggested that professional development would be
more focused with a unified curriculum, there would be a
positive impact on the workforce, and it would be easier for
students who move between districts.
SENATOR GARDNER assumed that districts talk with each other. She
questioned if there is really that much variety in curricula.
MR. COVEY said they do talk to each other, but there is quite a
variety. He noted a survey being conducted to determine what
that variety is.
4:44:23 PM
CHAIR DUNLEAVY said it is law that districts select their own
curriculum, but there are probably similarities.
MS. ADAMS talked about expanding the Alaska Statewide Mentor
Project. She said they are in the middle of research to
determine its impact on teacher retention, quality, and student
achievement. Another recommendation is to develop UA curricula
to address Alaska's unique needs.
4:46:06 PM
MR. COVEY said the final item is on teacher retention. There is
a commitment to continue district teacher retention grants,
which started through the Moore settlement.
CHAIR DUNLEAVY asked about the retiree hire concept for teachers
and administrators. He suggested advantages of the program.
MR. COVEY said that strategy is included under the recruitment
section. There is a plan to bring retirees back into the system
to work in hard-to-fill jobs, especially in low-performing
schools.
CHAIR DUNLEAVY brought up ANSEP program expansion and suggested
it should be part of teacher training. He pointed out it is
often hard to take a look at what is good for children and he
hoped that would happen now.
4:50:39 PM
SENATOR HUGGINS asked about professional development for
administrators and targeting professional development for gifted
educators.
MR. COVEY related his meeting with the Alaska Superintendents
Association where they all reported having a mentor. He said
there was a high turnover of superintendents who were not
mentored. He suggested a need to move forward with mentoring
programs.
SENATOR HUGGINS used a football analogy to describe how good
schools attract good teachers.
CHAIR DUNLEAVY announced that the next presentation would be
from the Lake and Peninsula School District.
4:57:43 PM
At ease
5:00:12 PM
TY MASE, Superintendent, Lake & Peninsula School District
(LPSD), presented information on Targeting Student Success
through University Collaboration and Tutoring Intervention. He
said he would share innovative practices in the Lake & Peninsula
School District. He described his collaborative work with Bill
Hill from the Bristol Bay School District (BBSD) regarding a
science camp, professional development, career and technical
education, short-term residential programs, federal programs,
student activities and travel, staff, grants, instructional
leadership, and facilities.
5:01:29 PM
MR. MASE discussed the grant funded tutoring program at LPSD
that is shared with BBSD. He showed a video about the tutoring
program. He provided a story about how the first tutor was hired
and said there are currently nine tutors. There is also an on-
line tutoring program.
5:06:52 PM
He talked about the on-site tutoring program which costs about
$10,000 per tutor and how nine tutors equals the cost of one
full-time teacher. He emphasized the impact nine tutors have on
their districts.
CHAIR DUNLEAVY asked how much they work.
MR. MASE said they work January through May and some come back
to work in the classroom the following year.
CHAIR DUNLEAVY asked if tutors are under a classified contract
and if they work out, can be hired to stay on as teachers.
MR. MASE said it is a three-month-long interview. Right now,
one-third of the staff has come from this program. He said
academic achievement has increased due to the program. He spoke
of the advantage of recruiting and training an "academic swat
team". Staff retention has increased; eight tutors have been
with the school for five years. The tutoring program also brings
wonderful energy to the schools.
5:09:47 PM
MR. MASE described the on-line tutoring program which is lower
cost, but labor intensive. There is a .5 FTE position in charge
of the program and the subscription is about $15,000 per year.
He said 54 students from LPSD and 10 students from BBSC have
distance-delivered individual tutors from the University of
Alaska - Anchorage, Kutztown University of PA, Centenary College
in New Jersey, and Western Oregon University. Students are
identified by diagnostic assessment and tutors are juniors and
seniors in university education. He gave an example of an on-
line tutor who was recently hired by LPSD as an on-site tutor
and then as a teacher.
He noted university professors do a great job with the tutors.
He listed the advantages of the on-line tutoring program;
academics have increased, it is a live learning lab for college
students, and the tutors are like "Big Brothers/Big Sisters."
The program works great for advanced academic work and for
providing role models.
5:12:38 PM
SENATOR GARDNER noted that the Big Brothers/Big Sisters program
has a difficult time finding volunteers. She asked how the
university students are recruited and vetted, especially those
from out of state.
MR. MASE said it is different at every university. UAA is
struggling to recruit tutors and is looking at embedding the
program in methods courses. In Pennsylvania the program serves
as exciting reality TV and tutors have to apply and interview
for the job. Students there are turned away every year.
SENATOR GARDNER asked about classroom "flipping" where the
instructor records a lesson and students do the lesson at home;
students do homework in the classroom.
MR. MASE said that idea could work in several sites. In some
sites it would difficult with a lack of bandwidth and support at
home.
5:15:20 PM
SENATOR GARDNER noted the advantages of working with other
districts and suggested that there might be some benefit in
reducing the number of districts.
MR. MASE opined that the model LPSD and BBSD have can work
without the consolidation of districts. Most districts would
like to have their own identity, so the collaboration model is
trying to bring districts as close together as possible, be as
fiscally responsible as possible, and provide a better education
for students.
CHAIR DUNLEAVY thanked Mr. Mase. He said more discussion is
needed about the future of education.
5:17:58 PM
There being nothing further to come before the committee, Chair
Dunleavy adjourned the Senate Education Standing Committee at
5:17 p.m.
| Document Name | Date/Time | Subjects |
|---|---|---|
| UA Board of Regents Report.pdf |
SEDC 3/10/2015 3:30:00 PM |
|
| Teacher Quality and Quantity Report.pdf |
SEDC 3/10/2015 3:30:00 PM |
|
| L&P Overview.pdf |
SEDC 3/10/2015 3:30:00 PM |
|
| L&P University Collaboration.pdf |
SEDC 3/10/2015 3:30:00 PM |
|
| SB 64 - Legislation.pdf |
SEDC 3/10/2015 3:30:00 PM |
SB 64 |