Legislature(2021 - 2022)BUTROVICH 205
02/01/2021 09:00 AM Senate EDUCATION
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| Audio | Topic |
|---|---|
| Start | |
| Presentation(s): Outstanding and Emerging Issues in K-12 Education | |
| 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
February 1, 2021
9:01 a.m.
MEMBERS PRESENT
Senator Roger Holland, Chair
Senator Gary Stevens, Vice Chair
Senator Shelley Hughes
Senator Tom Begich
MEMBERS ABSENT
Senator Peter Micciche
COMMITTEE CALENDAR
PRESENTATION: OUTSTANDING AND EMERGING ISSUES IN K-12 EDUCATION
- HEARD
PREVIOUS COMMITTEE ACTION
No previous action to record
WITNESS REGISTER
LISA PARADY, PhD, Executive Director
Alaska Council of School Administrators (ACSA)
Juneau, Alaska
POSITION STATEMENT: Provided a PowerPoint on Improving
Educational Outcomes for Alaska's Students.
NORM WOOTEN, Director of Advocacy
Association of Alaska School Boards (AASB)
Juneau, Alaska
POSITION STATEMENT: Presented a PowerPoint on the Association of
Alaska School Boards.
TOM KLAAMYER, President
National Education Association Alaska
Juneau, Alaska
POSITION STATEMENT: Testified on NEA-Alaska educational issues.
ACTION NARRATIVE
9:01:14 AM
CHAIR ROGER HOLLAND called the Senate Education Standing
Committee meeting to order at 9:01 a.m. Present at the call to
order were Senators Begich, Hughes, Stevens, and Chair Holland.
^PRESENTATION(S): Outstanding and Emerging Issues in K-12
Education
PRESENTATION(S): Outstanding and Emerging Issues in K-12
Education
9:01:41 AM
CHAIR HOLLAND announced the business before the committee would
be presentations from three education agencies that work
together to provide quality education for students.
9:02:37 AM
LISA PARADY, PhD, Executive Director, Alaska Council of School
Administrators (ACSA), Juneau, Alaska, listed the organizations
under the umbrella of the Alaska Council of School
Administrators (ACSA)as the Alaska Superintendents Association
(ASA), Kerry Boyd, President; the Alaska Association of
Secondary School Principals (AASSP), Robyn Jones, President; the
Alaska Association of Elementary School Principals (AAESP),
Jennifer Rinaldi, President; and the Alaska Association of
School Business Officials (AASBO), Jimmy Love, President.
DR. PARADY began her overview entitled, Improving Educational
Outcomes for Alaska Students.
9:04:11 AM
DR. PARADY reviewed slide 3, One State: 54 School Districts. She
said Alaska's size and diversity is reflected in its schools.
Alaska has 54 school districts with enrollment ranging from 20
students to over 46,000. These diverse districts are united in
their commitment to provide quality public education to all
students. That unity has never been so highlighted as during the
collaboration that occurred during the pandemic. She read:
Our advocacy seeks to amplify and unify the diverse
voices and needs of each community to ensure a high-
quality education for every Alaskan student. There's
no room for division between large and small, urban
and rural. We are all responsible for all of our
students.
9:05:16 AM
DR. PARADY provided student enrollment numbers [slide 4]. Within
its 54 districts, Alaska has 132,576 enrolled students. She
reiterated what Commissioner Johnson stated during a previous
hearing:
Each of these students is a unique Alaskan child. They
are precocious third graders fascinated by science,
high school sophomores struggling with math but loving
welding, and kindergartners starting to learn to read.
She emphasized the necessity to remember that real children are
behind those numbers.
She highlighted issues that the districts face. She said about
one fifth or 21.7 percent of students enrolled in the
correspondence option during the pandemic year, nearly double
the normal correspondence enrollment. This massive shift to
statewide correspondence meant families required additional
support to succeed and districts have pivoted to provide it.
Schools are an integral part of Alaska's communities, culturally
and economically, and the largest employer. Almost half of the
school facilities in the state are over 40 years old and need
substantial maintenance or renovation. Recruiting and retaining
quality educators, including teachers, principals, and school
business officials is a top priority of districts. Recruiting
and retaining educators is essential to higher student
achievement and to eliminate academic disparity for all of
Alaska's students. Yet, the state's teacher turnover rate is
about 20 percent of the 7,592 teachers, she said.
DR. PARADY recognized that Commissioner Johnson and Governor
Dunleavy created the Task Force for Teacher Recruitment (TFTR)
and Retention. The ACSA is committed to work with the
administration and the legislature to act on TFTR's
recommendations to curb this huge barrier for Alaska.
9:08:01 AM
SENATOR HUGHES asked if other states have seen similar increases
in correspondence students during the COVID-19 pandemic. She
further asked if the 11 percent increase is reflective of public
and private correspondence students.
DR. PARADY answered that the 11 percent increase was limited to
public correspondence schools and not homeschool students. The
department does not collect data on private homeschool
enrollment.
She offered to research how Alaska ranks in comparison to what
other states experienced in terms of the increases in
correspondence school enrollments during the COVID-19 pandemic
and report back to the committee.
9:10:02 AM
SENATOR BEGICH asked Dr. Parady to predict the correspondence
numbers for next year assuming that vaccinations are in place
and the worst of the pandemic is over.
DR. PARADY answered that districts have provided estimated
numbers, but it is difficult to pin down accurate statewide
projections for correspondence students since shifts between
correspondence, homeschool, and in-person schools might happen.
Some students may decide to return to the district schools, in
part, since their parents must work. Parents and guardians try
to find the best fit for their children and that process has
evolved during COVID-19. Accurate numbers might not be available
until school starts in the fall. She cautioned that the hold
harmless statute was not designed to address the dramatic
changes during the pandemic and that these statutes support more
gradual changes in the student population.
9:12:34 AM
DR. PARADY reported that vaccinations have been sporadic for
teachers. Although tribal leaders have worked closely with rural
districts to vaccinate educators, it is not the case uniformly
throughout the state. ASCA has urged Commissioner Crum, [Chief
Medical Officer] Dr. Zink and Governor Dunleavy to prioritize
teachers for immunization to safely return them to the
classroom.
9:13:39 AM
SENATOR BEGICH urged ASCA and AASBO to encourage the districts
to provide correspondence numbers now as the legislature
deliberates on the budget. He said that waiting until fall is
too late. He also requested deferred maintenance figures for
school facilities for the finance committees. The legislature
will consider Governor Dunleavy's General Obligation (GO) bond
proposal so it would help the finance committees.
DR. PARADY answered Department of Education and Early
Development (DEED) projections for next year for the hold
harmless provision have been presented to the Board of
Education. That action will trigger the associations and
districts to develop figures to provide to the legislature. She
said the estimate for deferred maintenance is over $250 million.
She reported that 59 buildings in the districts are over 60
years old. The average building age is 39 years, she said. She
offered to provide specific figures, noting that DEED has a
website dedicated to deferred maintenance.
9:17:39 AM
SENATOR HUGHES reviewed correspondence school numbers, with 22
percent student enrollment in correspondence programs and 78
percent in brick-and-mortar schools. She related her
understanding that many students enrolled in brick-and-mortar
schools were working online. She asked if superintendents
anticipate some of the 78 percent brick-and-mortar students will
shift to the public-school correspondence programs, such as IDEA
and Mat-Su Central, and if the shift might be substantially
higher once the pandemic subsides. She recalled that Governor
Dunleavy highlighted increased funding for public homeschools
and public correspondence schools in his State of the State
address. She noted districts receive less per student enrolled
in public correspondence programs. She related her understanding
the districts want increased funding, although not to the level
of brick-and-mortar formula funding.
DR. PARADY answered that the 78 percent of students enrolled in
brick-mortar-schools reflects the COVID-19 pandemic. The
districts shifted to a mix of virtual, hybrid, and in-person
programs all year long, depending on the risk level in the
communities. She suggested the increase in correspondence
programs was an attempt to find stability in a pandemic. She
said she did not anticipate increased numbers in statewide or
public correspondence programs next year. She anticipated that
districts and parents that were forced to experience different
models of education will continue to explore those systems.
9:22:16 AM
DR. PARADY emphasized the positive experiences and advantages
that students and teachers develop with in-person teaching.
Teachers can help motivate student performance and many
superintendents are eager to get students back to their
classrooms.
DR. PARADY related Governor Dunleavy's bill, SB 58, was
introduced and would increase the average daily membership (ADM)
for correspondence programs to the in-person level.
CHAIR HOLLAND acknowledged that the committee would hold
hearings on that bill.
9:24:04 AM
SENATOR STEVENS said he heard some parents were not prepared to
be teachers and now recognize the value of teachers and how
crucial it is to get students back in school. He asked Dr.
Parady to address vaccinations for staff and students. He
further asked her to speak to summer school class costs and
funding.
DR. PARADY replied that Dr. Zink indicated that clinical trials
for students have not yet been conducted so vaccines for
students are not currently available.
She explained that the districts agreed on "lost learning" but
since district needs vary, some will offer summer school, but
others will elect to provide some intensive student support.
Additional federal funds support the short-term intensive need
but long-term expenses are not anticipated in the existing
allocation, she said.
9:27:40 AM
DR. PARADY reviewed the joint position statements on slide 5.
Student achievement is a priority and adequate funding is the
most critical need, she said. She stated that legislators should
have received copies of the joint position statements. One focus
is to support collaboration between education leaders to
articulate unified priorities across Alaska, she said. These
statements were developed collaboratively over several months,
reviewed and revised, and voted on.
9:28:27 AM
DR. PARADY turned to the superintendent survey on slide 6. This
illustrates that the barriers to student achievement districts
identified align directly with the ACSA's joint position
statements.
DR. PARADY reviewed slide 7, Students have to Maslow before they
can Bloom. She highlighted that factors outside of school impact
student ability to perform in school.
9:30:30 AM
DR. PARADY reviewed slide 8, Social, Emotional, and Mental
Health. Alaska has extremely high rates of childhood trauma, the
highest in nation in sexual assault, repeat child maltreatment,
and suicide, which impact education outcomes. Research has shown
that Adverse Childhood Experiences (ACEs) have lifelong impacts
on learning and health. Addressing this trauma is a top priority
of schools. This year schools experienced the effects of mental
health impacts of isolation stress due to the pandemic, she
said.
9:31:18 AM
DR. PARADY reviewed early childhood education, slide 9. She
thanked Senator Begich and Governor Dunleavy for their work on
SB 8 and Senator Hughes for introducing SB 42 that recognize the
importance of early childhood education. The 2019 Alaska
Developmental Profile found that almost 70 percent of Alaska's
students entering kindergarten were not prepared to succeed in
school. Students without adequate foundations, including
literacy, struggle throughout their academic years. She reported
that the state's investment in early childhood development
funding could be as high as five to one. Quality early education
is a long-term investment and reduces need for high-cost
intensive intervention later.
9:32:26 AM
DR. PARADY discussed career and technical education on slide 10.
The early investment in career and technical education (CTE) for
rural and urban students is critical to high academic standards
and Alaska's economic growth and stability. CTE programs provide
students opportunities to build future-ready skills preparing
them for high-paying skilled jobs. Programs aligned with local
and state job markets allow students to graduate directly into
careers in Alaska. Robust CTE programs are a critical component
of schools with high academic performance and high graduation
rates.
9:32:54 AM
DR. PARADY turned to slide 11, School Safety. Safety is the
foundation of student learning and achievement. Students cannot
learn in an environment that is not safe. ACSA supports
improving the safety and wellbeing of students, she said.
DR. PARADY discussed increasing bandwidth for districts on slide
12. She thanked Senator Hoffman for the passage of Senate Bill
74, which increased the floor of bandwidth in rural Alaska to 25
[megabits] mpbs. COVID-19 brought connectivity issues to light,
in that many Alaska students do not have connectivity at home to
access the resources needed to stay engaged with school. She
emphasized the need to incrementally increase bandwidth.
9:34:27 AM
DR. PARADY addressed slides 13 and 14, Educator Retention.
Improving teacher retention is ACSA's top priority to ensure
that students receive a quality education. Research shows that
teacher quality is the most important school-based factor for
student achievement and teacher quality and tenure are directly
correlated, she said. Keeping teachers in classrooms and in
Alaska is key to improving student outcomes. The state suffers
from chronically high superintendent, principal, and teacher
turnover. Understanding the reasons teachers leave their
classrooms is necessary to address this issue, she said. She
described efforts the ACSA makes to assist incoming
superintendents, including a first-and-second-year cohort,
meeting regularly for professional development, and assigning
mentors.
She reported that 12 superintendents have left the districts
this year. During her tenure, she has seen nearly 100 percent
turnover each year, she said. The Alaska School Leadership
Academy has partnered with the Department of Education and Early
Development (DEED)to connect early career principals with a
cohort of peers to engage in collective skill building and
mutual support with mentorship.
9:37:48 AM
SENATOR BEGICH asked if the pandemic has exacerbated teacher
retention.
DR. PARADY said there has been an increase in superintendent
turnover and she anticipates additional turnover throughout the
state. The ACSA has made efforts to collaborate statewide to
provide support and work together to help retain teachers and
other educators.
9:40:09 AM
NORM WOOTEN, Director of Advocacy, Association of Alaska School
Boards (AASB), Juneau, Alaska, began a PowerPoint by reviewing
slide 1. He said that AASB is a 501 (c)(3) organization that was
established in 1954 to represent school districts across Alaska.
The AASB is governed by a 15-member board of directors. The
current president, Katie Oliver, serves on the school board for
the Kodiak Island Borough School District (KIBSD) and the
executive director is Lon Garrison, he said.
9:40:58 AM
MR. WOOTEN turned to slide 2 and highlighted the AASB's mission
statement or road map. The mission of the Association of Alaska
School Boards is to advocate for children and youth by assisting
school boards in providing quality public education, focused on
student achievement, through effective local governance. This
model means local government connects with local communities to
best meet the needs of students in each community.
9:41:57 AM
MR. WOOTEN turned to slide 3, which listed ways the AASB assists
school boards, including programs and divisions that provide
resources to districts.
9:42:35 AM
MR. WOOTEN reviewed slide 4, AASB Legislative Priorities. He
described the process. Districts submit resolutions in the fall.
These resolutions are considered at the annual conference and
adopted by a vote of the delegate assembly. These resolutions
are further debated and prioritized by district forums. The
district forums are comprised of districts with similar ADM
numbers. The Board of Directors subsequently prioritizes and
adopts the resolutions.
9:43:58 AM
MR. WOOTEN turned to slide 5: Public Education Funding-Adequate,
Reliable, Predictable. AASB's first legislative priority is for
adequate, reliable, and predictable public education funding.
This leads to efficiency and effectiveness within local school
districts as districts develop their budgets.
9:44:40 AM
MR. WOOTEN reviewed slide 6: Student Wellness and Safe Schools.
The COVID-19 pandemic emphasized the need to effectively meet
that challenge. He directed attention to the last bullet point
on the slide, "Reduce school and student violence." The AASB has
developed policies and provides training related to sexual
abuse. Very few school staff cross those boundaries, but one
incident of sexual abuse is one too many, he said.
9:46:37 AM
MR. WOOTEN turned to slide 7. He noted the title should read
"Internet Connectivity and Distance Delivery." He directed
attention to the first bullet point, "Fully fund E-rate so that
schools have the necessary connectivity." He appreciated that
the legislature was cognizant of the lack of broadband
connectivity across Alaska. The AASB considers it an equity
issue. COVID-19 has emphasized the need for additional broadband
for all districts and locally adapted and board-approved
curriculum. Colleges of education must provide professional
development for distance-delivered instruction especially since
it is unlikely districts will revert to 100 percent in-classroom
instruction. Instead, he predicted a hybrid model will evolve.
9:48:16 AM
MR. WOOTEN discussed slide 8: Teacher and Administrator
Training, Recruitment, and Retention. He serves as a consultant
on the governor's task force. He deemed the extremely high rates
of teacher and administrator turnover as unacceptable. One
solution is the teacher-mentor program since it provides support
for new teachers. Another solution is to promote and develop
locally-educated teachers in Alaska. Since it is unrealistic to
provide all local teachers, the AASB encourages out-of-state
teachers to apply for jobs in Alaska.
9:49:51 AM
SENATOR BEGICH commented on the loss of accreditation at the
University of Alaska, which resulted in a substantial decrease
in the number of teachers produced by the University of Alaska
Anchorage (UAA). He acknowledged that the AASB has moved away
from reliance on the UAA for teachers, but he hoped the
committee would hear from the UAA's new leadership on efforts to
recruit homegrown teachers in Alaska and progress that has been
made.
MR. WOOTEN agreed with Senator Begich.
9:51:36 AM
MR. WOOTEN addressed slide 9: Literacy as a Fundamental Human
Right. He emphasized the need for funding and support to focus
on early childhood literacy skills development. He highlighted
that literacy proficiency by the third grade is essential for
student success. Graduation rates need to improve. Educational
equity is attained through literacy proficiency. The AASB
recognizes literacy as a fundamental human right. The AASB has
adopted resolutions to support Senator Hughes and Senator
Begich's bills.
9:53:20 AM
MR. WOOTEN turned to slide 10: Educational Outcomes and
Efficiencies, which read:
circle5 Funding Adequate, Reliable, Predictable.
circle5 Minimize Unfunded Mandates.
circle5 Comprehensive review of all Alaska statutes and
administrative regulations. If they are unnecessary
or no longer applicable, repeal them.
circle5 Provide legislative support (SJR) to districts in
advocating to Congress to increase IDEA funding.
circle5 Study the ongoing Governor's Task Force on Teacher
Recruitment & Retention report and consider enacting
recommendations.
circle5 Fund DEED to create curriculum in the core subject
areas (Language Arts, Math, Science) to give local
districts without the capacity to conduct a review the
option to adopt an "off-the-shelf" version.
He said the committee asked presenters to come up with ideas
that are attainable.
He commented that Congress intended to fund IDEA at 40 percent
funding, but it has never exceeded 15 percent, he said. He
requested legislative support to assist the district as it
advocates for additional funding.
MR. WOOTEN acknowledged that districts work together and share
curricula. He recalled that a few years ago, the legislature
passed a bill to create core curriculum, but funding for the
curriculum was withdrawn and the core curriculum was never
developed.
9:58:13 AM
SENATOR STEVENS noted the governor talked about an office of
reading improvement. He pointed out that some of the smaller
districts could use assistance.
MR. WOOTEN commented that efficacy depends on the details. The
school districts would support an office designed to assist
districts to increase literacy.
9:59:45 AM
SENATOR HUGHES noted the adequate, reliable, and predictable
funding goal. She referred to the last bullet point on slide 5,
which read: Prevent state mandated school consolidation,
especially in rural Alaska. She pointed out that some districts
are so small that it doesn't make sense for them to have
separate administration. She asked the association and school
boards to work with the legislature to achieve greater
efficiency. She envisioned that community input would be
considered. She suggested that somewhat larger school districts
might have more funding for core areas.
MR. WOOTEN answered that the AASB has had a resolution opposing
district consolidation for many years. He said he will not
oppose what the membership and delegate assembly have proposed.
Since statehood, local control has been a mantra. He noted that
districts are not opposed to sharing services in way that still
allows for local control. Several school districts are already
sharing services.
10:04:12 AM
SENATOR BEGICH advised members the legislature has statutory
authority for shared administrative services. He said he and
Senator Hughes supported funding it. He offered his view that it
has been used in the past. He asked for AASB's view on a
constitutional amendment for forward funding of the education
budget that Senator Costello introduced last year.
He expressed concerned with the governor's Office of Reading
Improvement if it exists outside of DEED. He cautioned against
separating the focus on reading from an administrative approach
and one backed by the Board of Education & Early Development.
10:06:02 AM
MR. WOOTEN said the AASB's resolutions would support a
constitutional amendment for forward funding. The AASB has
entered an Amicus [Curiae] brief on behalf of the legislature
for separation of powers. He reiterated the importance of the
details for the proposed Office of Reading Improvement.
10:07:20 AM
TOM KLAAMYER, President, National Education Association Alaska,
Juneau, Alaska, stated that his organization represents nearly
12,000 educators who support students in schools or via distance
learning throughout the state.
MR. KLAAMYER provided his background to committee members. After
serving in the US Air Force, he obtained a degree in Education
from UAA. Since 1996, he has taught high school social studies
in the Anchorage School District. He is honored to serve as NEA-
Alaska's president.
10:09:13 AM
MR. KLAAMYER said the pandemic made the 2020-2021 school year
challenging and educators have spent countless hours planning
and innovating to deliver instruction to students. Some
educators alternate between in-person teaching and distance
learning, others juggled brick-and-mortar with distance
learning. School employees constantly adapted to meet the needs
of students, he said. Many members and administrators
volunteered on Smart Start Committees to develop and enforce
plans for the continuation of learning.
He shared that front-line workers, including school nurses and
health aides, worked to keep colleagues and communities safe.
Everyone pulled together to ensure that students were fed
despite school closures even if that meant providing home
deliveries. The public school system worked because of the
efforts of school personnel, demonstrating the resilient and
innovative nature of Alaska's schools.
MR. KLAAMYER said students have not fallen behind but are
surviving the pandemic, in part, due to the efforts of
educators. NEA-Alaska would like to continue to collaborate on
NEA-Alaska's legislative priorities on behalf of students and to
help them learn and maximize their potential.
10:11:34 AM
MR. KLAAMYER said that stability and continuity are essential to
improve student outcomes. He emphasized challenges the state
faced due to staff turnover in its communities and schools. He
quoted Regional Education Laboratory statistics that indicated
22 percent of Alaska's teachers and 25 percent of principals
quit their jobs each year. These turnover rates are alarming,
especially since Alaska loses some of its best and brightest
young educators when it fails to retain them, he said.
He related that job fairs in Alaska were once flooded with
interested applicants, but some recent job fairs had more
administrators than applicants attend. Alaska recruiters have
been turned away from job fairs in the Lower 48 due to similar
teacher shortages.
10:13:02 AM
MR. KLAAMYER reviewed teacher turnover costs. He said the
University of Alaska (UA) system produces approximately 300
teachers a year. Using the state's current turnover rate, Alaska
recruits about 1,000 teachers per year, which requires districts
to recruit outside Alaska. In 2017, UA Anchorage, Institute of
Social and Economic Research (ISER) calculated the cost to
recruit a teacher to relocate to Alaska at $20,000. Multiplying
this by 1,000 teachers each year means teacher recruitment and
retention costs total $20 million annually. These figures do not
consider hiring costs for administrators or other education
professionals. Nor does it consider the impact teacher turnover
has on students. Teachers develop relations with their students,
their families, and their communities, leaving a gap when these
teachers leave after a few years, He said, "We may never be able
to eliminate some of this turnover, but surely we can do
better."
10:14:27 AM
MR. KLAAMYER emphasized Alaska's retirement system for teachers.
He said:
In no uncertain terms, Alaska has the worst retirement
system for educators in the country.
Alaska has the preeminence to be the only state that
lacks both a pension and social security for
educators.
He reported that an analysis by the State of Alaska's Chief
Investment Officer in 2019 predicted that 75 percent of Alaska's
teachers and administrators who were hired after 2006 and worked
30 years would deplete their retirement savings.
10:15:30 AM
SENATOR HUGHES predicted that with the national shortage of
teachers the problem will only get worse. She would like Dr.
Parady to respond later. She emphasized the importance of
addressing teacher shortages. She related her understanding that
a private vocational/technical school partners with Native
organizations and the university system in rural communities.
Although NEA-Alaska represents the public teachers, she asked if
it is possible to take advantage of private vocational technical
teachers to provide opportunities for students. When students
get excited about their career fields, it motivates them in the
classroom because these students see relevance.
MR. KLAAMYER answered that support for career technical programs
is important. He stated he was not familiar with the program so
it would depend on the structure. He said NEA-Alaska supports
growing Alaska's own teachers to increase the availability of
programs for students and pathways to professional teaching
careers in the state. He expressed his willingness to explore
how public educators could partner with private partners.
10:18:49 AM
MR. KLAAMYER continued to discuss retirement issues. He
explained that due to a lack of retirement or access to Social
Security benefits, many teachers leave the state. While it is
difficult to get data, he has personally observed award-winning
teachers relocate to other states. He expressed an interest in
the work by the Governor's Task Force for Teacher Recruitment
(TFTR) to find solutions to these challenges. He said he looks
forward to the TFTR's survey results from current educators, and
to work with DEED and the TFTR.
10:20:44 AM
MR. KLAAMYER directed attention to the January 2021 Legislative
Budget and Audit Committee consultant's report that outlines a
plan designed to offer retirement security at the same cost to
the state. He offered to forward the documents to the committee.
He pointed out Senators Steven and Hughes, among others,
previously supported forward funding for public education. He
said that NEA-Alaska believes that forward funding for public
education provides the cornerstone of stable district budgets
and programs and the schools need. Many legislators are familiar
with Alaska's annual "pink slip problem." which causes many
school districts to lay off teachers in the spring and then
attempt to rehire them in the fall. He said he hoped forward
funding will be part of the discussion this session.
10:22:15 AM
MR. KLAAMYER highlighted budget fluctuations caused by COVID-19.
Alaska's school funding mechanisms were not designed for the
wild fluctuations in enrollment and attendance in some districts
caused by the pandemic. These fluctuations in enrollment have
led to a precipitous drop in anticipated funding. However, the
current statutory "hold harmless" language is inadequate in the
current crisis, he said. He reported that the Fairbanks North
Star Borough School District (FNSBSD) anticipated laying off
about 250 employees or about 15 percent of its workforce. The
Kenai Peninsula Borough School District (KPBSD) plans to
eliminate 5 assistant principal positions, 41 certificated
positions and 10 support staff positions, he said.
10:23:35 AM
MR. KLAAMYER turned to student counts. He said that NEA-Alaska
agrees with the Council of School Administrators (CSA) that the
only reasonable way to hold districts harmless is to allow
districts to choose to use current student counts or the 2019
numbers for fiscal year (FY) 2021. NEA-Alaska anticipates
enrollment swings are likely temporary, that as schools return
to in-person brick-and-mortar schools, enrollment numbers will
once again rise. He emphasized the need to maintain the school
district's existing educational infrastructure.
He stated that the pandemic resulted in unanticipated costs,
which will require additional resources to reopen schools
safely. The NEA-Alaska urges the legislature not to cut state
funding to offset any federal COVID relief funding, he said. He
suggested the committee could invite the Legislative Finance
Division to provide historical trends related to education
funding for the last decade. When adjusted for inflation,
funding has generally declined or has been flat.
10:24:57 AM
MR. KLAAMYER offered his view that COVID has reaffirmed the
value of in-person instruction, but schools must be safe, with
adequate ventilation, and adhering to the current US Centers for
Disease Control's (CDC) guidelines and public health policies.
This includes social distancing and wearing masks. He said that
educators must be vaccinated as soon as possible to allow them
to safely interact with students and to ensure healthy employees
to keep brick-and-mortar schools operating. Prior to the
pandemic, Alaska's students needed more access to counselors,
nurses, social workers, and mental health services and that need
has grown.
10:26:27 AM
MR. KLAAMYER emphasized the need to work collaboratively with
stakeholders on bi-partisan efforts such as the Pre-K and the
Alaska Reads Act. He said to improve on the fundamental skill of
reading the NEA-Alaska, legislature and districts must support
proven solutions like investing in Pre-K funding and reducing
class size so teachers can give students individual attention.
Districts need resources for reading intervention support
programs led by certified teachers, especially in economically-
disadvantaged districts, he said. He emphasized the need to
fulfill the goals of the Alaska Challenge by empowering school
districts and not diverting funding from public schools.
10:27:03 AM
MR. KLAAMYER acknowledged the incredible investment in online
learning technology in Alaska's school districts and the Lower
48. Improving these tools will better allow educators to manage
their classrooms more efficiently, to deliver engaging lessons,
and connect with students in-person and online.
MR. KLAAMYER highlighted the collaboration of Commissioner
Johnson, DEED, and educators use of a common online platform,
the Learning Management System (LMS) "Canvas" to support remote,
in-person, and hybrid instruction. It also created Alaska Learns
Commons, which is a network of educators who build and share
high quality curricula in every discipline. He characterized it
as an open source "marketplace" that shares educator expertise
and lends itself to improving and vetting materials to produce
the best lessons to engage students and meet Alaska's
educational standards. The Instructure company, who owns
"Canvas," has been providing additional support and professional
development and promoted Alaska's model to other states.
10:29:43 AM
MR. KLAAMYER said district will seek sustained support for this
innovative, collaborative educational resource for Alaska's
students when COVID relief funding runs out. He said that NEA-
Alaska has pledged $80,000 to provide professional development
for educators. It created an incentive program to encourage NEA-
Alaska members to contribute to this program.
He emphasized the need to examine the entire educational system
to find ways to improve student outcomes. He stressed the
importance of assessment, competency-based learning, ways to
improve students' life readiness, access to digital educational
technology, and making sure that Career and Technical
opportunities align with local jobs. He highlighted the goal of
providing equal access to educational opportunities for all
Alaskan students. The pandemic has deepened the inequities that
persist in society, he said.
MR. KLAAMYER said that Alaska's educators stand ready to consult
and assist the legislature. NEA-Alaska's members have experts in
every discipline, including reading specialists, career and
technical instructors, and special education teachers and
paraprofessionals.
10:32:35 AM
There being no further business to come before the committee,
Chair Holland adjourned the Senate Education Standing Committee
meeting at 10:32 a.m.
| Document Name | Date/Time | Subjects |
|---|---|---|
| 2021 ACSA Joint Position Statements.pdf |
SEDC 2/1/2021 9:00:00 AM |
|
| 2021 ACSA Legislative Priorities.pdf |
SEDC 2/1/2021 9:00:00 AM |
|
| SenEd_2_1_2021.pptx |
SEDC 2/1/2021 9:00:00 AM |