Legislature(2023 - 2024)BELTZ 105 (TSBldg)
02/13/2023 03:30 PM Senate EDUCATION
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| Audio | Topic |
|---|---|
| Start | |
| Presentation State-aid for School Capital Projects: Grant and Debt | |
| Presentation Alaska Reads Act Overview | |
| 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 13, 2023
3:31 p.m.
MEMBERS PRESENT
Senator Löki Tobin, Chair
Senator Gary Stevens, Vice Chair
Senator Jesse Bjorkman
Senator Jesse Kiehl
Senator Elvi Gray-Jackson
MEMBERS ABSENT
All members present
COMMITTEE CALENDAR
PRESENTATION STATE-AID FOR SCHOOL CAPITAL PROJECTS: GRANT AND
DEBT
- HEARD
PRESENTATION ALASKA READS ACT OVERVIEW
- HEARD
PREVIOUS COMMITTEE ACTION
No previous action to record
WITNESS REGISTER
HEIDI TESHNER, Acting Commissioner
Department of Education and Early Development (DEED)
Juneau, Alaska
POSITION STATEMENT: Co-presented State-Aid for School Capital
Projects: Grant and Debt.
JOE WILLHOITE, Facilities Manager
School Finance and Facilities
Department of Education and Early Development (DEED)
Juneau, Alaska
POSITION STATEMENT: Co-presented State-Aid for School Capital
Projects: Grant and Debt.
ELWIN BLACKWELL, School Finance Manager
School Finance and Facilities
Department of Education and Early Development (DEED)
Juneau, Alaska
POSITION STATEMENT: Co-presented State-Aid for School Capital
Projects: Grant and Debt.
HEIDI TESHNER, Acting Commissioner
Department of Education and Early Development (DEED)
Juneau, Alaska
POSITION STATEMENT: Co-presented an overview of the Alaska Reads
Act.
SUSAN MCKENZIE, Director
Innovation and Education Excellence
Department of Education and Early Development (DEED)
Juneau, Alaska
POSITION STATEMENT: Co-presented an overview of the Alaska Reads
Act.
DEB RIDDLE, Division Operations Manager
Innovation and Education Excellence
Department of Education and Early Development (DEED)
Juneau, Alaska
POSITION STATEMENT: Co-presented an overview of the Alaska Reads
Act.
TOM BEGICH, Former Senator
Anchorage, Alaska
POSITION STATEMENT: Testified by invitation on the Alaska Reads
Act.
ACTION NARRATIVE
3:31:34 PM
CHAIR LÖKI TOBIN called the Senate Education Standing Committee
meeting to order at 3:31 p.m. Present at the call to order were
Senators Kiehl, Gray-Jackson, Bjorkman, Stevens, and Chair
Tobin.
^PRESENTATION STATE-AID FOR SCHOOL CAPITAL PROJECTS: GRANT and
DEBT
PRESENTATION
STATE-AID FOR SCHOOL CAPITAL PROJECTS:
GRANT and DEBT
3:32:54 PM
CHAIR TOBIN announced the consideration of a presentation on
State Aid for School Capital Projects.
3:33:42 PM
HEIDI TESHNER, Acting Commissioner, Department of Education and
Early Development (DEED), Juneau, Alaska, turned to slide 2 and
stated the mission, vision, and purpose of the department are:
[Original punctuation provided.]
Mission
An excellent education for every student every day.
Vision
All students will succeed in their education and work,
shape worthwhile and satisfying lives for themselves,
exemplify the best values of society, and be effective
in improving the character and quality of the world
about them. - Alaska Statute 14.03.015
Purpose
DEED exists to provide information, resources, and
leadership to support an excellent education for every
student every day.
3:34:23 PM
ACTING COMMISSIONER TESHNER moved to slide 3, Strategic
Priorities: Alaska's Education Challenge, and shared the
following five priorities:
[Original punctuation provided.]
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.
3:34:33 PM
ACTING COMMISSIONER TESHNER moved to slide 5, and briefly spoke
to the history of school capital funding on the following
points:
[Original punctuation provided.]
1. Federal
2. State Funding Mechanisms (General Fund)
Grants (~1970)
General Obligation (G.O.) Bonds (2003, 2011)
AHFC Revenue Bonds (1999, 2001, 2002)
Debt Reimbursement (1971)
School Fund AS 43.50.140 (FY1999-present)
Others (i.e.: Insurance Fund AS 22.55.430)
3. Local Educational Agency (LEA)
Capital Reserves
Municipal Debt
3:36:11 PM
JOE WILLHOITE, Facilities Manager, School Finance and
Facilities, Department of Education and Early Development
(DEED), Juneau, Alaska, turned to slide 6, Recent Funding (SB
237 Report) and spoke to the following points:
[Original punctuation provided.]
SB 237 (Chapter 93 SLA 2010) AS 14.11.035
• Annual report on school construction and major
maintenance funding
• First report completed in February 2013
• $1,585,824,383 in funding
• Total project value for Debt projects
• State share value for Grant projects
• Supplementary handout
• February 2022 AS 14.11.035 (SB 237) Report
• Project Funding by District (report Appendix
A)
• Project Listing by District (report Appendix
B)
3:37:29 PM
ACTING COMMISSIONER TESHNER clarified that DEED provided the
committee members with copies of the February 2022 report. The
2023 report will be ready in February.
3:37:44 PM
MR. WILLHOITE advanced to slide 7, Current Funding Options, and
primarily addressed the first three of the following four
points:
[Original punctuation provided.]
1. School Construction Grant Fund (1990) AS 14.11.005
2. Major Maintenance Grant Fund (1993) AS 14.11.007
3. Regional Educational Attendance Area (REAA) and
Small Municipal School District School Fund (2010)
AS 14.11.030
- Indexed Fund
- DR Funding divided by percent of municipal schools
multiplied by 0.244 AS 14.11.025
4. School Debt Reimbursement (DR) Funding AS 14.11.102
3:38:24 PM
MR. WILLHOITE moved to slide 8, Current Project Categories (AS
14.11.013), and discussed the categorization of school
construction and major maintenance projects as follows:
[Original punctuation provided.]
(A) avert imminent danger or correct life-threatening
situations;
(B) house students who would otherwise be unhoused; for
purposes of this subparagraph, students are considered
unhoused if the students attend school in temporary
facilities;
(C) protect the structure of existing school facilities;
(D) correct building code deficiencies that require major
repair or rehabilitation in order for the facility to
continue to be used for the educational program;
(E) achieve an operating cost savings;
(F) modify or rehabilitate facilities for the purpose of
improving the instructional program;
(G) meet an educational need not specified in (A) (F) of
this paragraph, identified by the department
3:39:46 PM
MR. WILLHOITE turned to slide 9, which showed a matrix of the
funds in relationship to category and entity. He noted that debt
reimbursement does not necessarily fall under school
construction and major maintenance. It does not apply to REAA,
but it does apply to small municipal districts and city and
borough districts.
3:40:38 PM
CHAIR TOBIN asked if the number three in parenthesis indicated
districts with access.
MR. WILLHOITE replied yes. There are 19 districts that are REAA.
Three districts are classified as small municipal districts. The
remaining 31 are organized city and borough districts.
3:41:01 PM
SENATOR KIEHL said he recollected that there was a relationship
between major maintenance and debt reimbursement historically.
He stated his understanding that filters and scoring were used
in determining major maintenance program eligibility.
3:41:44 PM
ELWIN BLACKWELL, School Finance Manager, School Finance and
Facilities, Department of Education and Early Development
(DEED), Juneau, Alaska, said major maintenance and construction
are the categories for debt reimbursement projects. He said that
once voters have affirmed their desire for a project, the
department reviews its scope and cost and approves it. Debt
reimbursement projects are not scored or prioritized. The
department has not experienced a need to keep a list.
3:42:36 PM
SENATOR KIEHL said he misused the term scoring and asked if the
legislature considered projects based on students' needs.
3:43:01 PM
MR. BLACKWELL replied that DEED reviews debt projects to see if
they are appropriate and adjusts as necessary. Once the
department and voters approve a project, bonds can be sold. He
noted that the process had not occurred for several years
because the program had been closed.
3:43:52 PM
SENATOR BJORKMAN asked if there are REAA schools within
municipal school districts.
3:44:08 PM
ACTING COMMISSIONER TESHNER replied that REAA schools are near
municipal school districts but not within school boundary lines.
SENATOR BJORKMAN asked if that means within school attendance
areas or the same borough.
3:44:33 PM
ACTING COMMISSIONER TESHNER said an example would be Prince of
Wales Island. It has an REAA and two municipal school districts.
They are separate attendance areas with boundary lines. A waiver
is needed for students to attend a school district outside their
boundaries.
3:45:18 PM
MR. WILLHOITE moved to slide 10, Capital Improvement Project
(CIP) Eligibility. He described CIP as a second overall
organizational filter. The following six eligibility
requirements apply to all projects:
[Original punctuation provided.]
1. Six-year capital improvement plan
2. Functioning fixed asset inventory system (FAIS)
3. Proof of required property insurance
4. Certified Preventive Maintenance and Facility
Management Program
5. Capital project and not maintenance
6. Participating share
3:47:55 PM
CHAIR TOBIN said school districts had mentioned rising insurance
costs. She asked if requirement number three is eroding the
quality of the BSA due to increased building replacement costs
resulting from inflation.
3:48:21 PM
MR. WILLHOITE said it would depend on how insurance companies
reimburse the school district. DEED does not participate in what
insurance a school district carries. DEED's concern is that
districts show proof of having 100 percent coverage. He said he
would provide the committee with additional information.
3:48:55 PM
CHAIR TOBIN stated she knows an individual whose insurance
company refused continued home coverage because the home's
replacement would cost too much.
3:49:34 PM
MR. WILLHOITE turned to slide 11, Grant Participation and
Eligibility, and spoke to the following:
[Original punctuation provided.]
1. Capital Improvement Project (CIP) Grant Application
Due from school districts on or before September
1 (annually) CIP Application materials are posted
on our website
(https://education.alaska.gov/facilities/faciliti
escip)
2. Project
Ranking Ranked in accordance with criteria in AS
14.11 and 4 AAC 31
3. Eligibility
Districts must have a six-year plan, a fixed
asset inventory system, adequate property loss
insurance, and a preventive maintenance and
facility management program certified by the
department
4. CIP Priority Lists
Initial lists are released on November 5
Final lists are released after any appeals for
reconsideration are finalized
3:50:45 PM
MR. WILLHOITE said the graph on slide 12 shows the ratio of
eligible major maintenance and school construction projects for
each year. It depicts the applications submitted, not funded.
DEED strives to have zero ineligible applications submitted, so
the department holds a seminar every spring to assist districts
with the application process.
3:51:50 PM
SENATOR GRAY-JACKSON compared slide 10 to slide 12 and asked for
more information concerning ineligibility.
MR. WILLHOITE moved back to slide 10 and said a school district
must meet all six requirements to be eligible. A school district
becomes ineligible if even one requirement is not met.
3:53:04 PM
MR. WILLHOITE turned slide 13, Grant Awards FY 2014 - FY 2023,
and spoke to the dollar amounts awarded to the School
Construction Grant Fund, Major Maintenance Grant Fund, and the
REAA/Small Municipal School District School Fund. He also spoke
to slide 14, Total Eligible Grant Projects and Actual Grant
Funding by Fiscal Year, which shows the amount eligible, and the
number of projects funded. He said that if inflation continues
and funding remains the same, the number of projects will
decrease.
3:54:14 PM
SENATOR STEVENS asked whether the dollar amounts listed under
the REAA and Small Municipal School District School Fund column
reflect the lawsuits Alaska faced.
3:54:31 PM
ACTING COMMISSIONER TESHNER replied that the Kasayulie case
resulted in the creation of the REAA fund, which morphed and
added small municipal school districts. The primary focus of the
fund is school construction. However, several years ago, it
expanded to include major maintenance projects.
3:54:55 PM
SENATOR STEVENS asked if the funding was from the Kasayulie
case.
3:55:00 PM
ACTING COMMISSIONER TESHNER responded no and said the case
formed the fund, and the state makes appropriations to it. DEED
tries to award as many eligible projects as possible.
3:55:24 PM
SENATOR STEVENS asked whether the state still had obligations to
the Kasayulie case.
3:55:33 PM
ACTING COMMISSIONER TESHNER stated it is her understanding that
the state funded the last project for the case, and the only
obligation left is the continuance of REAA funding.
3:55:49 PM
MR. WILLHOITE turned to slide 15 and said it shows the
appropriations into the REAA and small municipal school district
fund from FY 2013 - FY 2024. The total appropriated amount with
interest is $443,279,906.
3:56:05 PM
MR. WILLHOITE turned to slide 16 and stated it shows the
allocations from the REAA and Small Municipal School District
Fund from FY 2014 - FY 2023.
3:56:25 PM
MR. BLACKWELL advanced to slide 17 and discussed the parameters
and eligibility requirements of the Debt Reimbursement Program
as follows:
[Original punctuation provided.]
1. Debt Reimbursement program is established in AS
14.11.100
2. Capital Improvement Project (CIP) Debt Application
a. May be received at any time the Debt
Reimbursement program is open
b. CIP Application materials are posted on our
website
(https://education.alaska.gov/facilities/facilities
cip)
3. Project Ranking
a. Projects are not ranked or evaluated for
prioritized need
4. Eligibility
a. All types of Cities, except 3rd Class
b. All types of Boroughs
c. Districts must have a six-year plan, a fixed
asset inventory system, adequate property loss
insurance, and a preventive maintenance and
facility management program certified by the
department
3:58:26 PM
MR. BLACKWELL moved to slide 18 and spoke to debt reimbursement
trends as follows:
[Original punctuation provided.]
• Percentage of Annual Debt Service
• FY1971 FY1977 100 percent
FY1978 FY1983 90 percent
• FY1984 FY1994 80 percent
• FY1995 FY1999 70 percent
• FY2000 FY2015 70 / 60 percent *
• SB64 (Chapter 3 SLA 2015) implemented a
moratorium on additional debt reimbursement
through FY2020
• HB106 (Chapter 6 SLA 2020) extended the
moratorium on additional debt reimbursement
through FY2025
• FY2026 FY20xx 50 / 40 percent **
*Northwest Arctic Borough at 90 percent for bonds
between 1990-2006
**Rates shown are reflective of current statute after
the mortarium is lifted
4:00:11 PM
SENATOR KIEHL said his recollection of the major maintenance
program's operation differs. He stated his belief that urban and
rural school districts used to apply for major maintenance
projects, and a prioritized list of all projects was maintained.
Based on the list, the legislature would decide how much to
appropriate. The legislature would then specify how much each
district would receive. How districts used the money was
apparent. Grant funds corresponded with the top-ranked projects
for REAA districts. He asked if his recollection of the process
was correct.
4:01:42 PM
MR. BLACKWELL recalled a period when structured amounts were put
into statute for specific municipalities. During that period,
any projects funded went through the Debt Reimbursement Grant
program, except REAAs which lack the authority to issue bonds.
Usually, projects were identified, so the dollar amount received
seemed to match the project's budget. He did not recall whether
projects were selected from the grant list; usually, the
legislature was aware of the various projects. He said he knew
of a few instances where projects were pulled from the list and
moved forward.
4:03:07 PM
MR. BLACKWELL turned to slide 19, which displayed a graph of
project values by percent of reimbursement. He said the graph
provides a recent historical view of debt funding by the
reimbursement rates of 100, 90, 80, 70, and 60 percent.
4:03:43 PM
MR. BLACKWELL moved to slide 20, State Share of Outstanding
Debt, and said the graph shows a future look at the outstanding
bonds in the reimbursement cycle. It shows the principal,
interest amount, and the amount the state will reimburse.
4:04:09 PM
CHAIR TOBIN asked if the graph displays any future debt.
MR. BLACKWELL replied that the graph does not represent expected
debt, only outstanding debt.
4:04:31 PM
MR. BLACKWELL turned to slide 21 and said the graph represents
the amount eligible for reimbursement from 1976-2014. It also
shows the actual amount of state aid. For many years the state
reimbursed 100 percent of the amount eligible. There were a few
years where the appropriation was less than a school district's
eligibility for reimbursement, so the state prorated the
difference. The state reimbursed underfunded debt entitlement
amounts in FY 2022 through supplemental appropriations in House
Bill 281 for FY 2017, 2020, 2021, and 2022.
4:05:49 PM
MR. BLACKWELL moved to slide 22, Debt Proceed and Refundings,
and spoke to the following:
[Original punctuation provided.]
• Initial Bond Sales
• After bonds are sold, the department identifies
how much of approved projects are funded by the
new bond
• Establish any proration's for bonds based on
approved project reimbursement rate. (AS
14.11.100(a))
• Refunding of Bonds
• Refunding of current bonds must follow the
requirements in AS 14.11.100(j)(2)
• Department evaluates refundings by comparing the
annual debt service of the refunding package to
the original annual debt service of the bond(s)
that are refunded. The refunding must show an
annual savings
4:07:27 PM
ACTING COMMISSIONER TESHNER turned to slide 23, Funding
Comparison, and said it summarizes DEED's presentation. She
noted a participation share of 2 percent for REAAs; small
municipalities are between 10 - 20 percent. All other school
districts have a participating share requirement between 2 - 35
percent.
4:08:15 PM
ACTING COMMISSIONER TESHNER turned to slide 24, Additional
Handouts and Resources, which provided the following
information:
[Original punctuation provided.]
• Supplementary handouts
• FY2024 School Construction Grant Fund List
• FY2024 Major Maintenance Grant Fund List
• DEED's Facilities website:
https://education.alaska.gov/facilities
• School Facility Database
https://education.alaska.gov/doe_rolodex/schoolcalen
dar/facility
• Preventive Maintenance & Facility Management Program
https://education.alaska.gov/facilities/PM
• CIP Application and Support
https://education.alaska.gov/facilities/facilitiescip
• CIP Grant Priority Lists
https://education.alaska.gov/facilities/facilitiespl
4:08:55 PM
At ease.
^PRESENTATION ALASKA READS ACT OVERVIEW
PRESENTATION ALASKA READS ACT OVERVIEW
4:10:07 PM
CHAIR TOBIN reconvened the meeting.
4:11:00 PM
CHAIR TOBIN announced the consideration of an update on the
implementation of the Alaska Reads Act.
4:11:39 PM
HEIDI TESHNER, Acting Commissioner, Department of Education and
Early Development (DEED), Juneau, Alaska, turned to slide 26 and
said the department would discuss the following items:
[Original punctuation provided.]
Alaska Reads Act Alignment
• Implementation Supports
• Alaska Reads Act Overview
• Alaska Reads Act Educator Qualifications
• Regulation Review
4:12:34 PM
SUSAN MCKENZIE, Director, Innovation and Education Excellence,
Department of Education and Early Development (DEED), Juneau,
Alaska, turned to slide 27 and said the department's mission,
Alaska Education Challenge, Alaska Strategic Reading Plan, and
Alaska Reads Act are aligned to achieve reading proficiency by
third grade.
4:13:09 PM
MS. MCKENZIE moved to slide 28 and said that before the
legislature passed the Alaska Reads Act, the department had
created the Alaska Strategic Reading Plan to support schools in
achieving Alaska's education challenges. She stated that the
department integrated components of the Reads Act into the
Strategic Reading Plan to ensure alignment.
4:13:58 PM
MS. MCKENZIE moved to slide 30 and said DEED had conducted
webinars since January 12. She said users' feedback was positive
and noted a symposium on April 28. The webinars will continue
weekly until May 11. The webinar schedule is on DEED's website.
4:15:37 PM
CHAIR TOBIN said the Alaska Reads Act requires stakeholders to
convene to review regulations. She asked if a meeting had
occurred.
4:15:58 PM
MS. MCKENZIE replied that in September, DEED spent a week
meeting with stakeholders and provided draft guidance for
feedback. DEED then continued to work on regulations and met
with stakeholders in small groups. The department held a
leadership summit in November and posted regulations for public
comment.
4:17:07 PM
ACTING COMMISSIONER TESHNER said DEED is still working on the
process of convening. The Reads Act takes effect on July 1,
2023. The plan is for stakeholders to convene with accumulated
data sometime in 2024.
4:17:43 PM
MS. MCKENZIE turned to slide 31, Alaska Reads Act Timeline and
Resources, and spoke to the following points:
[Original punctuation provided.]
TIMELINE
o Regulations
o August 2022 December 2022
o Preparation
o September 2022 March 2023
o State Board of Education regulation package
o January 25, 2023
o Public Comment
o February 2023 March 2023
o Anticipated Adoption
o April 2023
WEBSITE RESOURCES
https://education.alaska.gov/akreads:
o Webinar schedule and registration
o Recordings of webinars
o Slide decks
o Draft documents shared during webinars
o One-page supports
o FAQ
o Continue to develop resources
4:19:32 PM
MS. MCKENZIE moved to slide 32 and said DEED has set up the
following to facilitate communication concerning the Reads Act:
[Original punctuation provided.]
• Send questions to [email protected]
• Request presentation for your district
• Reading Newsletter
• Alaska Reads Website (education.alaska.gov/akreads)
• Weekly updates
• Planning in-person meetings around the state
4:20:26 PM
MS. MCKENZIE advanced to slide 34 and mentioned the following
components of the Alaska Reads Act:
[Original punctuation provided.]
Reads Act Programs:
1) Pre -K/Early Learning & Parents as Teachers
2) Department Reading Program
3) District Reading Improvement
4) Virtual Education
Other Requirements:
1) Reporting/Data Collections
2) Educator Preparation
4:21:03 PM
MS. MCKENZIE turned to slide 35, Alaska Reads Act: Department
Reading Program, and spoke to the following points:
[Original punctuation provided.]
Voluntary through application and acceptance
• Offered to the lowest-performing 25 percent of
schools
• One year support (renewal options)
• Reading specialist support
• Reading Improvement Plan
4:23:08 PM
CHAIR TOBIN noted that reading support would be offered through
distance learning. However, she recollected that a reading
specialist would be living in the community to work with the
population to create a culture of reading. She asked why the
department did not include that portion of the Reads Act in the
regulatory discussion.
4:23:35 PM
MS. MCKENZIE responded that funding was not provided.
4:23:51 PM
ACTING COMMISSIONER TESHNER replied that when the legislature
and DEED debated the bill, that was the intent. Part of the
struggle with implementing the Reads Act is hiring reading
specialists. Through recruitment, the department has located
some teachers. These reading specialists' time will be shared
among various communities to serve more students statewide.
4:24:54 PM
MS. MCKENZIE turned to slide 36, District Reading Intervention,
and spoke to the following points:
[Original punctuation provided.]
• Required of all districts receiving state funds
• Components:
• Department-approved RTI/MTSS plan
• Literacy screener to identify students with reading
deficiencies
• Individual Reading Plan for students with reading
deficiencies
• Grade progression consideration following spring
screening for students with reading deficits
• Intervention must be based on the science of reading
4:27:51 PM
CHAIR TOBIN stated that the Reads Act contains a waiver process
and alternatives to screeners, such as reading portfolios. The
Reads Act also includes language to create culturally responsive
screeners for immersion programs. She inquired about DEED's
development of screening.
4:28:10 PM
MS. MCKENZIE replied that the department created a waiver and
developed a webinar to explain the waiver process and reporting
requirements. DEED has also developed a draft portfolio for
teachers to demonstrate third-grade reading proficiency. The
department has begun to work on developing literacy screeners in
other languages and is reaching out to experts, like Dynamic
Indicators of Basic Early Literacy Skills (DIBELS), for
assistance.
4:30:09 PM
SENATOR KIEHL asked for a definition and example of DIBELS.
4:30:23 PM
MS. MCKENZIE said DIBELS is an acronym for Dynamic Indicators of
Basic Early Literacy Skills. It is an assessment and literacy
screener for foundational skills.
4:30:53 PM
CHAIR TOBIN asked how long it would take to assess a student
using DIBELS.
MS. MCKENZIE responded that it would take 5-7 minutes to do a
screening. Progress monitoring occurs when a screener identifies
a reading deficiency. The monitoring takes about 2 minutes and
occurs every one to two weeks. It is a quick check to determine
if a student has made progress.
4:31:34 PM
SENATOR KIEHL asked if someone other than certified teachers
could administer DIBELS.
4:31:45 PM
MS. MCKENZIE replied yes if trained adequately.
4:32:33 PM
CHAIR TOBIN commented that DEED supports the professional
development necessary to implement a reading screener in each
district.
4:32:43 PM
MS. MCKENZIE said that is correct.
4:32:51 PM
MS. MCKENZIE advanced to slide 37 and spoke to the district
reading interventions by the department as follows:
Preparation for Implementation
• Focus on required District Reading Intervention
• Webinars and in-person support in writing the K-3
MTSS Plan
• Q & A work sessions with step- by- step directions
• Step-by-step guide with dates to remember
Improvement Supports
• K-3 MTSS Plan submission
• Feedback with plan for improvements needed
• Monthly webinars to address improvements
• Improvement areas addressed the first year
4:34:07 PM
DEB RIDDLE, Division Operations Manager, Innovation and
Education Excellence, Department of Education and Early
Development (DEED), Juneau, Alaska, moved to slide 38 and
discussed three components of early education and parents as
teachers as follows:
[Original punctuation provided.]
EARLY EDUCATION
Voluntary grant program for eligible districts
(three year)
• Purpose: to develop high-quality early education
programs
• Standards will be adopted by SBOE
5 ADM for qualifying districts not receiving other
state or federal funds for the program
PARENTS AS TEACHERS
Voluntary
• Purpose: enhance school readiness and increase
parental involvement
• For children younger than five years old
• Evidence-based early childhood program that involves
parents
4:36:12 PM
MS. RIDDLE turned to slide 39 and said DEED is creating bylaws
that would come out as a regulation package. The implementation
date for the bylaws is July 1, 2024. She spoke to the following
points regarding the virtual education consortium:
[Original punctuation provided.]
• Voluntary
• Purpose: to provide virtual education and
professional resources to students and teachers
• Consortium formed between AK DEED and school
districts
• Teacher training on virtual instruction delivery
• Reading specialist available to provide reading
intervention
services virtually
• Must be available on or before July 1, 2024
4:37:53 PM
SENATOR BJORKMAN asked if the department had selected a learning
management platform (LMS).
MS. RIDDLE stated that the department currently uses the
eLearning system, which houses many teacher resources. DEED will
expand the platform as needed.
4:38:44 PM
SENATOR BJORKMAN asked if high school classes would look like
current eLearning modules.
4:38:54 PM
MS. RIDDLE replied not necessarily; a vendor would help
determine how classes look.
4:39:01 PM
SENATOR BJORKMAN opined that development by a vendor would be
more meaningful than simply selecting an answer to a question.
4:39:12 PM
SENATOR BJORKMAN asked whether there are regulations governing
how districts interact with the consortium.
4:39:31 PM
MS. RIDDLE replied that the department would determine processes
as they organize regulations.
4:39:41 PM
ACTING COMMISSIONER TESHNER said DEED is finalizing regulations
for the consortium. She said she would get back to the committee
based on draft regulations, which would not be public for a few
months.
SENATOR BJORKMAN opined that it would be helpful if the state
worked within the LMS platforms used by districts. Parents and
teachers want to avoid another login and another place to search
for student work. Many people opposed the idea of a virtual
learning consortium when it was introduced.
4:40:45 PM
MS. MCKENZIE moved to slide 41 and said the following are the
educator qualifications necessary for the Reads Act:
[Original punctuation provided.]
Training, coursework, or testing in phonemic
awareness, phonics, vocabulary development, reading
fluency, oral language skills, and reading
comprehension
• Approved by the state board in regulations
MS. MCKENZIE noted that the three categories for educator
qualifications are early education, K-3 Educators, and District
Reading Teachers.
4:41:51 PM
MS. MCKENZIE moved to slide 43 and said DEED is proposing
regulations for educator qualification tracking by adding
endorsements to an educator's certification to ensure teachers
and administrators meet the requirements of the Alaska Reads
Act. The endorsements would be:
[Original punctuation provided.]
• Reads Act Verified Early Educator Lead
• Reads Act Verified K-3rd Teacher
• Reads Act Verified K-3rd Administrator
Reads Act Verified Reading Teacher
4:42:54 PM
MS. MCKENZIE moved to slides 44-46 and spoke to each endorsement
as follows:
[Original punctuation provided.]
EARLY EDUCATION
Endorsement: Reads Act Verified Early Educator Lead
• Two years to complete
• Requirements for the endorsement:
• Valid teaching certificate
• Training/Experience:
• Six credit hours in early childhood education
OR
• Two or more years experience teaching
kindergarten or an early education program and
successful completion of an evidence-based
reading training course approved by the
department that includes a summative
assessment
K-3 EDUCATORS:
Endorsement: Reads Act Verified K-3 Teacher
Endorsement: Reads Act Verified K-3 Administrator
• Phased in over the next two years
• Requirements for the endorsement:
• Valid teaching certificate
• Training/Experience:
• Successful completion of a three-semester hour
(or equivalent) evidence- based reading
training course approved by the department that
includes a summative assessment OR
• Evidence of obtaining a passing score on a
department approved assessment
DISTRICT READING TEACHER:
Endorsement: Reads Act Verified Reading Teacher
• Two years to complete
• Requirements for the endorsement:
• Valid teaching certificate
• Training/Experience:
• One of the following:
• Successful completion of a three-semester
hour (or equivalent) evidence-based reading
training course approved by the department
that includes a summative assessment OR
• Evidence of obtaining a passing score on a
department approved assessment
• Submission of a reading instruction efficiency
evaluation form certified by a district
representative
4:46:42 PM
SENATOR KIEHL asked Ms. McKenzie to speak about developing the
standards underlying the efficiency evaluation form.
4:46:59 PM
MS. MCKENZIE stated that DEED had developed a form for school
districts to fill out for teachers seeking a Reads Act
endorsement. Submitting the form would signify that the teacher
had the training and expertise to develop intensive reading
intervention plans for students with deficiencies. Part of the
documentation teachers provide to a district would be the
students' improved reading scores.
4:48:03 PM
SENATOR KIEHL asked how the process developed and whether the
evaluation form is part of the current regulation package.
4:48:13 PM
MS. MCKENZIE replied that the verified teacher requirement is in
the Reads Act. DEED's teacher certification team developed the
form to meet the requirements of the Reads Act.
4:48:45 PM
SENATOR KIEHL opined that verification is functionally an
occupational license endorsement and should probably be adopted
by regulation since it relates to a person's ability to earn a
living. He questioned whether the development of the form
considered languages other than English, where assessments might
be limited. He wondered whether the department consulted rural
educators and experts.
4:49:46 PM
MS. MCKENZIE replied that the documents for world and Native
languages are in the process of development, and the
availability of assessments is a valid concern.
4:50:03 PM
CHAIR TOBIN said pages 38 and 39 of the authorizing legislation
discuss verification and efficiency evaluation forms.
4:50:37 PM
ACTING COMMISSIONER TESHNER turned to slide 48, Proposed
Regulations Evidenced-Based Reading Exams, and stated the
following tests and scores are in the proposed regulations that
are open for public comment:
Examination Test Code Required Score
ETS Praxis II Teaching Reading 5204 159
ETA Praxis II Teaching Reading:
Elementary 5205 159
ETA Praxis II Teaching Reading:
K -12 5206 156
Pearson Foundation of Reading n/a 240
4:51:06 PM
ACTING COMMISSIONER TESHNER moved to slide 49 and said the
following are the evidenced-based reading training courses
proposed in regulation:
[Original punctuation provided.]
Evidence -based reading course or training
•phonemic awareness,
•phonics,
•vocabulary development,
•reading fluency,
•oral language skills, and
•reading comprehension
Three semester hours or the equivalent
Includes a summative assessment
Department of Education & Early Development approved
4:51:22 PM
ACTING COMMISSIONER TESHNER advanced to slide 50, Alaska Reads
Act: Regulation Review, and spoke to the following:
[Original punctuation provided.]
• Formal written public comment period
• Closes on March 3, 2023, at 4:30 p.m.
• Anticipated adoption by the State Board of Education
and Early Development on April 19, 2023
• Proposed regulations and summary document:
https://aws.state.ak.us/OnlinePublicNotices/Notices/
View.as px?id=209771
4:52:16 PM
TOM BEGICH, Former Senator, Anchorage, Alaska, said the
Kasayulie lawsuit contains an active consent decree, so failing
to replenish the fund regularly would put the state in violation
of the ruling. On page 35, line 26 of the enrolled legislation
says, "State funding provided to participating schools for
implementation of the reading program is an addition to the
amount of funding provided under AS 14.17." He said the Reads
Act intended funds to go to specific school districts and not
count against their base student allocations. On page 37, line
9, he said there is language to ensure school districts would
not use reading specialists for other purposes. The legislature
inserted the language to avoid school districts diverting
reading specialist positions to full-time instructors. He
reminded the committee that Fiscal Note 6 speaks to locating
reading specialists in communities across the state and
providing them with a geographic cost differential. The estimate
identifies that there would be travel and other costs. He said
he does not understand why funding would not be available to
place reading specialists in communities throughout Alaska. The
statements in Fiscal Note 6 clearly indicate the bill's intent
to place reading specialists in local communities supported by
funding from DEED.
4:59:13 PM
There being no further business to come before the committee,
Chair Tobin adjourned the Senate Education Standing Committee
meeting at 4:59 p.m.
| Document Name | Date/Time | Subjects |
|---|---|---|
| DEED School Capital Funding and AK Reads Act Presentation 02.10.2023.pdf |
SEDC 2/13/2023 3:30:00 PM |
|
| DEED Handout 1 - SB 237 Final Report 02.10.2023.pdf |
SEDC 2/13/2023 3:30:00 PM |
SB 237 |
| DEED Handout 2 - FY2024 State Share Totals by District 02.10.2023.pdf |
SEDC 2/13/2023 3:30:00 PM |
|
| DEED Handout 3 - Debt Actual Percentages 1976-2024 02.10.2023.pdf |
SEDC 2/13/2023 3:30:00 PM |
|
| DEED Handout 4 - FY 2024 Anticipated School Debt Reimbursement 02.10.2023.pdf |
SEDC 2/13/2023 3:30:00 PM |
|
| DEED Handout 5 - FY 2024 Construction Final List 02.10.2023.pdf |
SEDC 2/13/2023 3:30:00 PM |
|
| DEED Handout 6 - FY 2024 Maintenance Final List 02.10.2023.pdf |
SEDC 2/13/2023 3:30:00 PM |