Legislature(2021 - 2022)DAVIS 106
03/02/2022 08:30 AM Senate EDUCATION
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| Audio | Topic |
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| Start | |
| Annual Report: Alaska State Board of Education & Early Development (deed) | |
| Adjourn |
* first hearing in first committee of referral
+ teleconferenced
= bill was previously heard/scheduled
+ teleconferenced
= bill was previously heard/scheduled
| + | TELECONFERENCED | ||
ALASKA STATE LEGISLATURE
JOINT MEETING
SENATE EDUCATION STANDING COMMITTEE
HOUSE EDUCATION STANDING COMMITTEE
March 2, 2022
8:31 a.m.
MEMBERS PRESENT
SENATE EDUCATION STANDING COMMITTEE
Senator Roger Holland
Senator Gary Stevens
Senator Shelley Hughes
Senator Tom Begich
HOUSE EDUCATION STANDING COMMITTEE
Representative Andi Story
Representative Harriet Drummond
Representative Ronald Gillham
Representative Mike Cronk
Representative Mike Prax
Representative Grier Hopkins
Representative Tiffany Zulkosky
MEMBERS ABSENT
Senator Peter Micciche
COMMITTEE CALENDAR
ANNUAL REPORT: Alaska State Board of Education & Early
Development (DEED)
- HEARD
PREVIOUS COMMITTEE ACTION
No previous action to record
WITNESS REGISTER
JAMES FIELDS, Chair
State Board of Education and Early Development
Glenallen, Alaska
POSITION STATEMENT: Co-presented the State Board of Education
and Early Development Annual Report and answered questions.
SANDY KOWALSKI, Second Vice Chair
State Board of Education
Fairbanks, Alaska
POSITION STATEMENT: Co-presented the State Board of Education
and Early Development Annual Report and answered questions.
BOB GRIFFIN, Member
State Board of Education and Early Development
POSITION STATEMENT: Co-presented the State Board of Education
and Early Development Annual Report.
SALLY STOCKHAUSEN, Member
State Board of Education and Early Development
Ketchikan, Alaska
POSITION STATEMENT: Co-presented the State Board of Education
and Early Development Annual Report and answered questions.
LORI VAN DIEST, Member
State Board of Education and Early Development
Palmer, Alaska
POSITION STATEMENT: Co-presented the State Board of Education
and Early Development Annual Report.
DR. KEITH HAMILTON, First Vice Chair
State Board of Education and Early Development
Soldotna, Alaska
POSITION STATEMENT: Co-presented the State Board of Education
and Early Development Annual Report.
ACTION NARRATIVE
8:31:58 AM
CHAIR ROGER HOLLAND called the joint meeting of the Senate and
House Education Standing Committees to order at 8:31 a.m. Senate
members present at the call to order were Senators Stevens,
Hughes, Begich, and Chair Holland. Representative members
present at the call to order were Representatives Hopkins,
Zulkosky, Prax, Cronk, Gillham, Co-Chair Drummond, and Co-Chair
Story.
^ANNUAL REPORT: Alaska State Board of Education & Early
Development (DEED)
ANNUAL REPORT: ALASKA STATE BOARD OF EDUCATION & EARLY
DEVELOPMENT
8:32:58 AM
CHAIR HOLLAND announced the consideration of the State Board of
Education's annual report. This hearing satisfies the statutory
requirements set forth in AS 14.07.168.
8:33:46 AM
JAMES FIELDS, Chair, State Board of Education and Early
Development, Glennallen, Alaska, said he would provide a summary
of the annual report and each committee chair would speak on
their committee. The report is a look back over the year, and
the committee presentations are a look forward.
8:34:49 AM
At ease.
8:35:12 AM
CHAIR HOLLAND reconvened the meeting and asked the presenter to
proceed.
8:36:18 AM
MR. FIELDS read slide 3:
[Original punctuation provided.]
Our Mission - An excellent education for every student
every day.
Our Purpose - DEED exists to provide information,
resources, and leadership to support an excellent
education for every student every day
Our Vision - All students will succeed in their
education and work, shape worthwhile and satisfying
lives for themselves, exemplify the best values of
society, and be effective in improving the character
and quality of the world about them.
-Alaska Statute 14.03.015
8:36:50 AM
MR. FIELDS read slide 4:
[Original punctuation provided.]
Our Strategic Priorities: Alaska's Education Challenge
Five Shared Priorities:
1. Support all students to read at grade level by the
end of third grade
2. Increase career, technical, and culturally relevant
education to meet student and workforce needs
3. Close the achievement gap by ensuring equitable
educational rigor and resources
4. Prepare, attract, and retain effective education
professionals
5. Improve the safety and well-being of students
through school partnerships with families,
communities, and tribes
8:37:17 AM
Read slide 5:
[Original punctuation provided.]
Board Action Highlights
> Adopted regulation changes updating Alaska's Early
Literacy Guidelines.
> Adopted updated regulations regarding the assessment
of English language learners, exit criteria for
English learners, and updated English language
proficiency standards.
> The board approved the University of Alaska
Southeast (UAS) Teacher Preparation Program.
The approval of the program is a continuation of
approval and follows the program receiving Council
of Accreditation of Educator Program (CAEP)
accreditation for initial licensure level and
advanced level programs in Spring 2020. The
board's approval of the UAS program is valid
through June 30, 2025.
> Sent three sets of regulations out for public
comment. The regulations include teacher
certification, assessment participation guidelines,
and Native languages.
The public comment period closed on January 26,
2022. The board will accept oral testimony on the
three items in its March 2022 meeting.
8:38:23 AM
MR. FIELDS moved to slide 6 and stated that the Alaska System of
Academic Readiness (AK STAR) would be Alaska's new assessment.
8:38:32 AM
MR. FIELDS read slide 7:
DEED Significant Steps: Assessments
> 2021 Assessments
Administered assessments in 2021; no blanket
waivers from the U.S. Department of Education.
> DEED cautions against comparing 2021 PEAKS data
to previous years at the statewide level.
> Development of an Innovative Assessment System AK
STAR
Selected NWEA as the vendor to develop the
assessment system, called the Alaska System of
Academic Readiness, or AK STAR.
For the 2021-2022 school year, AK STAR is
comprised of three interim assessments and one
summative assessment.
Beginning with the 2022-2023 school year, the
third interim assessment and summative
assessment will be combined into one test.
8:39:20 AM
MR. FIELDS ead slide 8:
[Original punctuation provided.]
DEED Significant Steps: Advancing Tribal Compacting
and Culturally Relevant Education
> In July 2021, DEED announced a grant to the Alaska
Federation of Natives (AFN) to scope tribal
compacting of education in Alaska.
> In October 2021, DEED announced a grant to Cook
Inlet Tribal Council (CITC) to conduct an analysis
and identify strategies for developing culturally
relevant curriculum, programs, and school
partnerships for Alaska Native and American Indian
students.
8:39:52 AM
MR. FIELDS read slide 9:
DEED Significant Steps: Improving Teacher Retention
and Recruitment
> In April 2021, the Governor's Teacher Retention and
Recruitment (TRR) Working Group released the survey
results, along with a TRR Action Plan.
Six essential areas for practical, professional,
and policy recommendations: enhancing recruiting
efforts; strengthening working conditions;
restructuring retirement options; developing
leadership; creating paraprofessional pathways;
and streamlining certification.
> In October 2021, DEED awarded a contract to Adams
Analytic Solution LLC.
Throughout Winter 2021-2022, the contractor will
implement work outlined in the TRR Action Plan.
DEED expects a finalized Implementation Timeline
in September 2022.
8:40:43 AM
MR. FIELDS said that some committees, like tribal compacting and
reading, have done more work and have greater priority than
others, so they may take longer to present.
8:41:47 AM
At ease.
8:42:19 AM
CHAIR HOLLAND reconvened the meeting.
8:42:25 AM
SANDY KOWALSKI, Second Vice Chair, State Board of Education,
Fairbanks, Alaska, stated she was the chair of the Tribal
Compacting Committee. Tribal compacting is the reason she joined
the board. Tribal compacting and conversations surrounding it
are not new. It came to the board through a long-engaged
stakeholder process that created the Alaska Stakeholder
Challenge. She wanted to ensure that the state board was
engaged, supportive, and moving the tribal compacting portion of
the challenge forward. She stated she did not want future
barriers to be created for tribal compacting. She helped create
Nikaitchuat Ilisagviat, a tribally run preschool in Kotzebue
that has been operating for twenty-five years. There has been
discussion on expanding it to be a charter school so older
children can attend. She opined that a charter school is not
what Alaska Native families want for their children's education.
8:44:20 AM
MS. KOWALSKI said that the committee decided to form a mission
statement in October. Since she began the position three years
ago, stakeholders have requested compacting, but it is complex.
Tribes have federal recognition, and the federal government has
a federal trust responsibility for tribes in the area of
education. There are also issues at the state and tribal levels.
Charter schools would be easier than compacting. There are some
charter schools in Alaska that teach Native language and
culture. However, the committee's mission statement was to
support tribal compacting by identifying and developing
regulations that support the efforts of tribes throughout
Alaska. It was determined that regulations need to support
teacher pathways into tribally compacted schools. Operating an
indigenized school requires a unique skill set, different from
current teacher certification requirements. The committee and
Joel Isaak, a project coordinator for DEED, have been working to
determine teacher preparation pathways that might support
tribally compacted schools once they are formed. From her
involvement with Nikaitchuat Ilisagviat, she learned that
immersing children in their culture is beneficial. It grounds
them in who they are. She opined that as a younger parent, she
should have immersed her older boys in the Inupiaq culture. She
taught her younger sons to read in Inupiaq first, which made
learning to read in English easier. She thanked DEED for its
scoping work and the legislators for being responsive to it. She
looks forward to learning how tribal compacting can provide
fiscal and cultural leverage for Alaska Native students. She
opined that no one is more invested in accountability for their
children than Alaska Native parents because they have struggled
to see them succeed. She looks forward to a meaningful and
engaging education system as tribal compacting is patiently
moved forward.
8:50:59 AM
MR. FIELDS said it is encouraging to see the Senate and House
tribal compacting bills moving forward. It is also encouraging
to see Senator Steven's bill merge with AFN findings.
Organizations are coming together to develop and move the bill
forward for Alaska's students. He said that Joel Isaak explained
aspects of a Native language that were insightful.
8:52:36 AM
BOB GRIFFIN, Member, State Board of Education, Anchorage,
Alaska, stated he was the Reading Committee Chair and the board
had focused heavily on reading. On slide 13, the first goal of
Alaska's Education Challenge was to "Support all students to
read at grade level by the end of third grade." Alaska's NAEP
scores are disappointing and there has been criticism of scoring
and analysis. Currently, there is no better tool for determining
how Alaska's students do relative to other states on an apples-
to-apples comparison. Overall, Alaska students were about 16
points behind the US average. Ten points equals approximately
one year of achievement, which means Alaska trails behind the US
average achievement level for nine-year-olds by more than a
year. This places Alaska at 51st in the country, including the
District of Columbia, for low- and middle-income students.
Alaska has been trending in the wrong direction with standards
falling from 2003 to 2019. This decline impacts future learning,
including math.
8:55:40 AM
MR. GRIFFIN read slide 16:
[Original punctuation provided.]
Reading Improvement Assets
> State Board of Education and DEED Focus
> Alaska K-12 System Well Funded
> Broad Bipartisan Support for Reading Reform
> State Poverty Below U.S. Average
> Examples of Excellent Outcomes Already
> Strength of Our Diversity
8:57:03 AM
MR. GRIFFIN shared slide 17:
[Original punctuation provided.]
Committee Priorities
> Regulations Development with DEED
Focus on Science of Reading (SoR)
Anticipate Statute Changes
> Sensitive to Alaska Specific Cultural Needs
Teacher Quality
> Measurable Proficiency in SoR
Initial Licensure
Professional Development/Renewal
Data Focused Support for Schools/Teachers
8:58:49 AM
MR. GRIFFIN read slide 18:
[Original punctuation provided.]
Why We're Optimistic
> Compared to any other state:
Our kids are just as bright
Our teachers are just as dedicated
Our parents love their kids just as much
We enjoy exceptional public support
> Policy Choices Make a Difference
8:59:14 AM
MR. GRIFFIN said that Alaska is one of a few states without a
statewide reading policy. He showed a map of the states with
reading policies and said in 2002 Florida was the first state to
adopt a policy. He compared Alaska versus Florida in NAEP
Standings in 2003.
NAEP Test Results Alaska 2003 40th in US
Grade Subject Status US Ranking
8th Math Free or Reduced Lunch 29th
8th Math Non-Free or Reduced Lunch 31st
NAEP Test Results Florida 2003 30th in US
Grade Subject Status US Ranking
8th Math Free or Reduced Lunch 40th
8th Math Non-Free or Reduced Lunch 37th
Skip forward to 2019, Alaska slipped in its rankings primarily
due to other states' scores improving, although Alaska's scores
dropped slightly. The following is a comparison of Alaska versus
Florida NAEP Standings 2003 and 2019. Bold font indicates the
areas that Alaska previously scored higher than Florida:
NAEP Test Results Alaska
US Ranking
Grade Subject Status 2003 vs 2019
4th Reading Free or Reduced Lunch 49th 51st
4th Math Free or Reduced Lunch 36th 50th
4th Reading Non-Free or Reduced Lunch 44th 51st
4th Math Non-Free or Reduced Lunch 39th 49th
8th Reading Free or Reduced Lunch 49th 50th
8th Math Free or Reduced Lunch 29th 46th
8th Reading Non-Free or Reduced Lunch 47th 49th
8th Math Non-Free or Reduced Lunch 31st 45th
NAEP Test Results Florida
US Ranking
Grade Subject Status 2003 vs 2019
4th Reading Free or Reduced Lunch 28th 1st
4th Math Free or Reduced Lunch 30th 1st
4th Reading Non-Free or Reduced Lunch 15th 4th
4th Math Non-Free or Reduced Lunch 18th 11th
8th Reading Free or Reduced Lunch 38th 5th
8th Math Free or Reduced Lunch 40th 25th
8th Reading Non-Free or Reduced Lunch 40th 19th
8th Math Non-Free or Reduced Lunch 37th 31st
MR. GRIFFITH said states that focused on the Science of Reading
(SoR) experienced the greatest gains with students from low-
income, minority groups, students with disabilities, and
students with limited English proficiency. Miami Dade County
Public School District's student population is three times
larger than Alaska's entire student population. It consists of
60 percent free or reduced lunch, 60 percent do not speak
English at home, and 93 percent are ethnic minorities. Its 2019
NAEP test scores for reading were 4 points higher than white
Alaskan students. He opined that the Board of Education and
DEED's focus on reading is right for Alaska.
9:02:06 AM
SALLY STOCKHAUSEN, Member, State Board of Education, Ketchikan,
Alaska, stated she is Chair of the Effective Educators Committee
with James Fields and Sandy Kowalski as committee members. The
committee's mission statement comes from the work that the
Teacher Recruitment and Retention task force did last year. The
mission statement is, "In order to grow and attract effective
educators, we will remove barriers and increase articulated
pathways that will meet the immediate and future demands of the
state's historic teacher retention and recruitment demands." The
committee members set the following three goals for the
committee:
• Identify and Remove Barriers
• Investigate and Facilitate Paraprofessional Pathways
• Investigate and Facilitate Alternative Certification
Pathways
9:03:07 AM
MS. STOCKHAUSEN said that the committee has been gathering
information for six months. DEED gave presentations on statute
and regulation updates to address Alaska's barriers. All the
certification pathways in Alaska are for assisting people to
earn four-year degrees. Districts have varying programs around
the state, but access is not universal and depends on district
resources. The committee would like to change this. For example,
Lower Kuskokwim School District (LKSD) has an outstanding
program that supports paraprofessionals in earning a four-year
degree. The committee would like to find a way for all districts
to offer this support. She said the committee asked the United
States Education Commission to present what is being done around
the nation and found that most pathways are either accelerated
pathways to a bachelor's degree or financial assistance for
paraprofessionals to earn a bachelor's degree. She said the
committee is interested in investigating alternative
certification pathways for paraprofessionals. As a special
education teacher she has worked with outstanding
paraprofessionals for 20 years. They were stellar people
invested in their community, who knew the kids, the school and
community culture, and were the solid force in the school for
the young teachers who came from out-of-state and did not stay.
It is the paraprofessionals who hold down the fort but due to
time and resources have difficulty earning a four-year degree.
The committee would like to find pathways to help them get their
degrees. The TRR taskforce identified that recruitment and
retention continue to be significant issues for Alaska.
Investing in paraprofessionals must happen to improve
recruitment and retention. Strong teacher candidates exist
within Alaska, but they need assistance to become teachers. She
insisted that the committee does not want to sacrifice quality
for quantity. It wants to put the best teachers in front of
Alaska's children and understands the need to be cautious in the
establishment of alternative pathways to certification.
9:06:33 AM
LORRI VAN DIEST, Member, State Board of Education, Palmer,
Alaska, stated she, along with Jeffrey Erickson and Keith
Hamilton, serve on the Career and Technical Education (CTE) and
Cultural Education Committee. Initial committee meetings were
educational, with DEED staff providing instruction on
terminology and funding central to career and technical
education programs in Alaska's school districts. Districts
provide CTE programs of study to students, and this training is
responsive to local, regional, and state job demands. The
programs of study move students from general career exploration
and employability skills to job-specific technical skills. The
programs of study lead to post-secondary recognized credentials
and credit. The programs culminate with a capstone course that
is work based. She read the definition of Work Based Learning
from the Work Based Learning Guide developed by DEED staff and
the Department of Labor:
"Work-based learning is a coordinated effort between
school districts and employers in the Alaska workforce
and refers to learning that results from work
experience. It is an opportunity for our high school
youth to see firsthand some of the various work
environments, to experience some of the job duties for
a brief period while receiving classroom credit."
Through workplace learning, district CTE programs connect with
employers, businesses, and industries.
9:08:37 AM
MS. VAN DIEST moved to slide 27 and stated that outreach is
needed to address the sponsorship and student workplace concerns
of industries and businesses. This prompted the committee to
establish the following goals:
[Original punctuation provided.]
CTE and Cultural Education Committee Goals
> Sponsor a resolution promoting Work-Based Learning
(WBL)
Promote statewide awareness and encourage
business/industry stakeholders to sponsor high
school students in WBL opportunities.
Outreach to the Department of Labor and
Workforce Development, Alaska Work Force
Investment Board and other policy stakeholders
to remove barriers to placing K-12 students in
WBL opportunities.
> Multi-District Collaboratives
Recognize the success of CTE programs working
across multiple districts to incentivize cross
district collaboration grants using federal
COVID Relief Funds.
MS. VAN DIEST stated that small and rural districts could use
limited Perkins CTE funds to provide CTE experiences for multi-
district partnerships. The committee would like to incentivize
cross-district collaboration grants using federal COVID relief
funds.
9:10:10 AM
DR. KEITH HAMILTON, First Vice Chair, State Board of Education,
Soldotna, Alaska, stated that the members of the Safety and
Well-Being Committee are Jeffrey Erickson and Lorri Van Diest.
He is the Chair. He moved to slide 29 and said that for the past
few years, the committee has been working on short- and long-
term goals:
[Original punctuation provided.]
Safety and Well-Being Committee Goals
> Increase the value of mandatory eLearning programs
by improving educator engagement.
MR. HAMILTON added that e-learning courses empower educators to
support the safety and well-being of students across Alaska. The
program could be used more to be of greater value. There are
over 30,000 significantly different users across Alaska, and the
e-learning catalog is an excellent resource for its users.
Therefore, the committee suggested implementing support to
increase participant attentiveness.
> Work with teacher preparation programs to develop
trauma-engaged schools framework in both the program's
instruction and environment.
MR. HAMILTON stated that it is becoming recognized as a very
promising best practice for all educators statewide. The
committee hopes that partnering with teacher prep programs will
ensure future teachers graduate with the knowledge of how trauma
influences student learning in general and in Alaska-specific
situations. The goal is to make trauma-engaged training
mandatory for new and renewed certifications. There are five
mandatory trainings: alcohol and drug-related disabilities,
sexual abuse awareness and prevention, dating violence and
awareness prevention, suicide awareness and prevention, and
blood borne pathogens.
> Provide support to school districts who do not have
counselors, nurses, or social workers.
MR. HAMILTON made two recommendations for accomplishing this
short-term goal. He suggested changing an allotted DEED position
to a permanent PCN. Second, he proposed funding in FY 24 that
would consider how every Alaskan school could access a
counselor, nurse, or social worker.
9:13:23 AM
MR. FIELDS stated the remaining slides are supplemental
information and are not part of the presentation.
9:13:54 AM
REPRESENTATIVE CRONK thanked the board for its work and
mentioned past connections to three board members. He stated
there is current legislation that addresses reading by third
grade. Regarding retirement, he recommended that the board talk
with James Kaufman about options.
REPRESENTATIVE CRONK opined that he lives in one of the poorest
areas on the Eastern Interior road system, where there is some
mining development. He asked how education is affected by the
socio-economic aspect of job availability in a poor community;
for instance, has the prospect of working at the Red Dog mine
increased interest in being a better student and having better
test scores. He stated he is experiencing some pushback on
mining and wants to understand if there is a correlation.
9:15:29 AM
MS. KOWALSKI replied that she did not have a solid answer. Red
Dog has a road from the mine to the port that provides some
revenue to the school system through Alaska Industrial
Development and Export Authority (AIDEA). It is concerning when
a community does not have the resources to meet basic needs.
Socio-economic influences affect communities and families. It
can affect a student's ability to arrive at school ready to
learn, so schools must be responsive and understanding in
working with students from diverse backgrounds. It takes teacher
training, staff development, and resources to support students
and their unique needs. Every community must address what its
resources are and what can be put into place to benefit its
people and students.
9:17:31 AM
REPRESENTATIVE CRONK expressed thanks and wished there was more
time for discussion.
9:17:45 AM
CHAIR HOLLAND asked if the Alaska System of Academic Readiness
(AK STAR) would replace the National Assessment of Educational
Progress (NAEP) and how it would improve it.
9:17:57 AM
MR. FIELDS answered that AK STAR would replace the previous
summative assessment, Performance Evaluation for Alaska's
Schools (PEAKS). Many school districts are using the Measures of
Academic Progress (MAP) assessment because it is a formative
test used throughout the year, which is what teachers want. NAEP
testing will continue to be used because it is a federally
required test.
9:18:45 AM
CO-CHAIR STORY referred to the bullet point "Alaska K-12 System
Well Funded" on page 16 of the presentation. She recommended the
board listen to a presentation by Dr. DeFazio from the Institute
for Social and Economic Research. Dr. DeFazio's calculations
show that Alaska is funded with around $12,000 after adjusting
for cost of living and geographic cost differentials. This puts
Alaska just below average compared to other states. Dr.
DeFazio's comments were thought-provoking and informative. She
recognized that today's meeting focused on reading but mentioned
that the number one out-of-school factor for kids thriving was
support from family. In-school factors were teacher
relationships, knowledge base of the teachers, and
paraprofessionals. She asked what the state board was doing to
support teachers' growth.
9:21:03 AM
SALLY STOCKHAUSEN replied that she was speaking from the heart
of a teacher, and it was exciting to watch the committees merge
goals through discussions on the Science of Reading. The board
wants to do everything possible to provide support for teachers.
She stated that the support for reading merges with tribal
compacting as it is taught through a cultural lens. In the
1990s, whole language was taught in colleges. She recalled
having no idea how to teach reading once she was in the
classroom. She stayed in education because she felt supported
when a principal invested time and money into training her in
the Science of Reading. She opined teachers quickly leave when
they feel frustrated from not getting the results they want.
Teachers would feel supported as reading legislation, the
Science of Reading, and tribal contracting progress.
9:23:14 AM
CO-CHAIR STORY responded that she was asking at a systemic level
if the department was doing professional development with
teachers. She asked how the committee focused on embedding
place-based cultural learning or other topics through teacher
development.
9:24:18 AM
SALLY STOCKHAUSEN said that over the last 20 years, there had
been greater awareness of the need. It was encouraging that
professional development and place-based learning were part of
discussions much more now than before.
9:24:52 AM
MS. KOWALSKI replied that she heard two questions, and as a
teacher and Native parent, she would provide her opinion. She
has spoken with non-indigenous members of her community that are
interested in indigenous culture and language being taught
because it would ground their children in the place where they
are learning. Tribal compacting would allow Alaskan communities
to have a school that is of, for, and through the people on that
land. The cultural relevance and grounding for Alaska Native and
non-Native students at a compact school would be profound.
Through the presentation, the board wanted to offer assurance
that support and progress were being made.
9:25:59 AM
MS. KOWALSKI said that tribal compacting does more than ensure
cultural responsiveness. It helps with professional development
at a systemic level. At yesterday's State Education Board
meeting, it was discussed that being culturally responsive is
adapting to things you do not have right now. Tribal compacting
provides an opportunity to have it right the first time by
having curriculum and teacher training that is of, through, and
by the people it serves. She opined that would make a very
profound difference.
Furthermore, systemic teacher support would occur through the AK
STAR assessment system. Formative assessment means having an
opportunity to get snapshots of students' learning of standards
throughout the year. The previous system held testing at the end
of the year. She compared the two types of assessment to weight
loss. A person who regularly weighs themself, tracks their food,
and adjusts accordingly has better results than a person who
weighs and receives information only once a year. She stated
that having been an administrator and teacher, she knows that
when teachers see how students are responding to instruction,
they are fueled to make adjustments because they want students
to be successful. She opined that formative testing enables
teachers to adapt and experience success, which is a system of
support. Teachers feel like they have done their job when
students are learning. The AK STAR system points in the right
direction as far as looking at systemic change.
9:28:22 AM
CHAIR HOLLAND added that AK STAR is the right type of feedback
to help teachers figure out how to help students.
9:28:33 AM
REPRESENTATIVE PRAX said there are over 200 tribes in Alaska
that have cultural and regional differences. There are also non-
Native cultural communities in Alaska. He asked how Alaska would
accomplish providing for its various culturally diverse
communities and how success would be measured. He asked if
tribal compacting would have individual plans for the various
cultural and regional communities.
9:29:39 AM
SANDY KOWALSKI replied that diversity is not a reason to back
away from tribal compacting. There are a lot of culturally and
geographically diverse tribes across the state. The legislation
being considered is seeking a demonstration project that would
help illuminate how it could be organized. She stated her belief
that diversity is not a complexity that will slow down,
complicate or be a barrier to tribal compacting. Having people
from other cultures participate in tribal compacting is not
challenging because it is an inclusive framework of being
grounded where you are.
9:31:13 AM
REPRESENTATIVE PRAX responded that he agreed with the concept of
driving control down. It was the idea behind homeschooling and
charter schools. It is the reason he homeschooled two sons. At
the legislative level, it becomes difficult to figure out how to
pull it all together statewide. Ultimately, the state measures
success in statistics. He opined that tribal compacting is on
the right track but is he concerned about measuring success.
9:32:06 AM
MR. FIELDS replied that the specific way success is currently
measured would not change, but there would be an enhancement.
What the enhancement looks like has yet to be determined because
a pilot program is still being put together. The current
legislation would enable further discussions on how to measure
success. The enhanced measurement for success would not be the
same for every tribe or organization. He said that while
measuring success is a legitimate concern, it is premature in
the tribal compacting process.
9:33:17 AM
CHAIR HOLLAND commented that the more we talk about tribal
compacting, the less it seems we know because there are so many
questions to be answered.
9:33:25 AM
SENATOR STEVENS said he has found the board's presentation to be
valuable. Two issues that stand out are tribal compacting and
alternative certification. To answer concerns, the AFN offered
to help tribal compacting succeed by suggesting a pilot program
before opening to numerous schools since there could be
failures. He opined that a demonstration project is a right
choice. With the demonstration project, the number of schools
participating can be determined, and federal monies would be
available. He expressed appreciation for the board and said the
legislature would become more involved in doing what is right
for the project as it develops. Regarding alternative
certification, he expressed concern that there not be a loss in
teacher quality. He asked about the problems facing alternative
certification and how the legislature can help solve them.
9:35:02 AM
SALLY STOCKHAUSEN said that alternative certification is like
tribal compacting because it is not being done yet. Therefore,
problems remain unknown. As a classroom teacher, it would be
essential to know that a paraprofessional could manage a
classroom, teach reading, and do all things that are not
necessarily tied to a four-year degree. She asked if there was a
way to support school employees becoming classroom teachers. She
questioned not supporting paraprofessionals who are invested in
their community and have run classrooms for new teachers that
only stay a year or two. By statute, a four-year degree is
required to be a classroom teacher. She suggested that the state
help paraprofessionals earn a four-year degree or find ways to
give them experience credit by working with the university. She
opined that to fix teacher recruitment and retention focus
should be on paraprofessionals because they will stay in a
remote area of Alaska, unlike teachers from other states who
stay about five years and then leave.
9:37:10 AM
SENATOR STEVENS said that he is aware of wonderful
paraprofessionals in the village of Old Harbor who would like to
become certified teachers but cannot leave their families.
Discussions with the university have been supportive and
provided hope that they could be part of the solution for
paraprofessionals to become certified teachers.
9:37:57 AM
SENATOR BEGICH stated that there is legislation supporting
reading, tribal compacting, and alternatives to certification.
He asked if the board would be willing to move forward and act
on the ideas through regulation if the legislature fails to do
its job.
9:38:35 AM
Mr. FIELDS replied that the short answer was yes. The board will
do what it can through regulations.
9:38:51 AM
CO-CHAIR DRUMMOND said that teacher turnover is a huge problem,
and that teachers in rural areas stay about five years and then
leave. She opined that new teachers leave because they do not
have a defined benefit retirement system. Alaska is the only
state that does not provide a dignified retirement.
Paraprofessionals are invested because they are likely from
Alaska. New teachers and other employees who came to Alaska for
work are leaving in droves. Alaska school districts spend at
least $35 million a year on recruitment. She said Alaska would
not retain the teachers it pays to recruit until basic benefits
are changed. All work in education is good. However, she opined
that without a good teacher retirement program, Alaska's well-
funded teacher training program will be benefiting other states
because teachers will leave Alaska.
9:40:25 AM
REPRESENTATIVE HOPKINS noted that the legislature has also been
working on Pre-K and early childhood education. He mentioned the
university's proposal for a four-year bachelor's degree in early
childhood education. He asked how the board plans to move the
legislation forward to ensure Alaska has credentialed teachers
for its early childhood education programs.
9:41:15 AM
MR. FIELDS stated that there was a proposal to move forward with
the Pre-K certification program at the University of Alaska
Anchorage. It was put on hold because there was a public comment
concern. The concern has gone through the reading committee and
appears to have been satisfied. The Pre-K certification program
is on the board's agenda today and a motion is anticipated.
9:42:02 AM]
REPRESENTATIVE ZULKOSKY said she appreciates the support for
tribal compacting in education. Native students live in urban
areas of the state that are culturally and linguistically
diverse. She asked what other initiatives and efforts are being
pursued in cultural place-based education for all Alaska
students. She asked to hear more about what is being done to
address student achievement gaps and what is being pursued
outside of tribal compacting to ensure students are reflected in
the curriculum, instruction, and assessments they are given.
9:43:27 AM
SANDY KOWALSKI replied that when the board looks at regulations
or initiatives, it applies a lens of cultural relevance and
seeks inclusion for all Alaska students. Tribal compacting would
be a game changer for many communities. Students living in urban
centers may not have the opportunity to attend a tribal compact
school. Alaska Native students are one of her strongest
interests, and she would not be supportive of any action that
further alienated or moved them to the back of the parking lot.
She has voiced concerns to the state board on efforts to improve
reading, and the members listened. The board has been very open
to hearing concerns and conversations. To avoid inadvertent
errors, the board follows department processes and involves
stakeholders. She said suppose the board has a future initiative
that is put in place, such as reading intervention programs. The
board would track data to make sure the program is not further
impacting, as a system, how students are doing in any
demographic.
9:45:43 AM
REPRESENTATIVE ZULKOSKY said the House Health and Social
Services Committee heard from Ph.D. education researchers and
Ph.D. Alaskan Native educators who understand a system was
designed absent community involvement; it was not a system of,
for, and through the people. So, systemic issues undoubtedly
contribute to the singular data points provided by test scores.
She asked, beyond single testing data points, what system
changes the board has discussed to set students up for success.
9:46:56 AM
MR. FIELDS replied that the board is trying to educate itself on
tribal compacting, what systemic problems there may be, and how
to look at policy and change it if needed. There have not been
specific discussions yet. A lot has been learned. It is an
educational process that he finds enlightening. The board is
learning so it can work towards resolutions.
9:48:10 AM
CO-CHAIR STORY said it was good to meet and she would suggest
meetings on Zoom and in smaller groups or committees to discuss
areas of interest further. She followed up by saying the state
has focused on the NAEP assessment to indicate how Alaska
schools are doing, which is a data point. She said she would
like other types of assessments because good things happen daily
in schools. Getting out and seeing what is happening in schools
is encouraging. Other Alaskans need to know what those things
are so Alaskans feel optimistic about their schools. She
encouraged the board to share the work that has been done to
revitalize Alaska Native languages from Pre-K thru high school
and in local communities.
9:50:00 AM
MR. FIELDS said the board is very invested in the students of
Alaska. It has two in-person meetings yearly, whereas it used to
be four. He asked for support in returning to four in-person
meetings. The board has two full-day meetings by Zoom and tries
to get as much done as possible. Having four in-person meetings
would allow members to dig deeper into the issues discussed and
allow for the transfer of information from DEED.
9:51:02 AM
CHAIR HOLLAND thanked the board members for providing the annual
report. He mentioned that HB 164 and SB 111 are referred to as
the Reads Act. A bill by Senator Stevens on tribal compacting
will be released, and a bill by the Senate Education Committee
on paraprofessional pathways, teacher residency programs, and
teacher certification will be forthcoming. However, the true
work occurs in classrooms. The legislature is interested in
giving teachers and students the tools they need to be
successful and compete on a national scale.
9:52:16 AM
There being no further business to come before the committee,
Chair Holland adjourned the joint Senate Education Standing
Committee and House Education Standing Committee meeting at 9:52
p.m.
| Document Name | Date/Time | Subjects |
|---|---|---|
| SBOE Annual Report to the Legislature.pdf |
SEDC 3/2/2022 8:30:00 AM |
|
| 3.2.22 (S)(H) Joint EDC - SBOE Report to the Legislature_updated 2.28.22.pdf |
SEDC 3/2/2022 8:30:00 AM |