Legislature(2023 - 2024)BELTZ 105 (TSBldg)
01/22/2024 03:30 PM Senate EDUCATION
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| Audio | Topic |
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| Start | |
| Presentation: Ak Reads Act Update to Senate Education Committee | |
| Adjourn |
* first hearing in first committee of referral
+ teleconferenced
= bill was previously heard/scheduled
+ teleconferenced
= bill was previously heard/scheduled
ALASKA STATE LEGISLATURE
SENATE EDUCATION STANDING COMMITTEE
January 22, 2024
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: AK READS ACT UPDATE TO SENATE EDUCATION COMMITTEE
- HEARD
PREVIOUS COMMITTEE ACTION
No previous action to record
WITNESS REGISTER
KATHY MOFFITT, Director
Division of Innovation and Education Excellence
Department of Education and Early Development (DEED)
Anchorage, Alaska
POSITION STATEMENT: Co-presented the Alaska Reads Act Update to
the Senate Education Committee.
DEENA BISHOP, Commissioner
Department of Education and Early Development (DEED)
Anchorage, Alaska
POSITION STATEMENT: Answered questions on the Alaska Reads Act
Update to the Senate Education Committee.
GENE STONE, Superintendent
Lower Yukon School District (LYSD)
Mountain Village, Alaska
POSITION STATEMENT: Testified in support of increased funding
and support for literacy.
HEATHER CONN, Principal
Stedman Elementary
Petersburg School District
Petersburg, Alaska
POSITION STATEMENT: Testified with concerns on the Alaska Reads
Act.
TOBIAS FRIEB, representing self
Craig, Alaska
POSITION STATEMENT: Testified in support of the Alaska Reads Act
with concerns.
MIKE BRONSON, Volunteer
National Association for the
Advancement of Colored People (NAACP)
Anchorage, Alaska
POSITION STATEMENT: Testified on the Alaska Reads Act with
concerns.
JAMES PARKIN, representing self
Angoon, Alaska
POSITION STATEMENT: Testified on the Alaska Reads Act with
concerns.
CHRIS OPITZ, Senior Director
Assessment and Evaluations
Anchorage School District
Anchorage, Alaska
POSITION STATEMENT: Testified in support of the Alaska Reads Act
with concerns.
NICOLE SOMMERVILLE, Director
Teaching and Learning
Anchorage School District
Anchorage, Alaska
POSITION STATEMENT: Testified in support of the Alaska Reads Act
with concerns.
JOSHUA GILL, President
Alaska Association of Elementary School Principals
Bethel, Alaska
POSITION STATEMENT: Testified in support of the Alaska Reads Act
with concerns.
LEE ANN JENKINS, Special Education Interventionist
Petersburg School District
Petersburg, Alaska
POSITION STATEMENT: Testified in support of the Alaska Reads Act
with concerns.
MARY KRETZSCHMAR, Decoding Dyslexia Alaska
Anchorage, Alaska
POSITION STATEMENT: Testified on the Alaska Reads Act with
concerns.
NICK HIGSON, Principal
Fawn Mountain Elementary
Ketchikan, Alaska
POSITION STATEMENT: Testified on the Alaska Reads Act with
concerns on testing instruments.
ROZLYN GRADY-WYCHE, President
Alaska Coalition of Black Indigenous
People of Color (BIPOC) Educators
Anchorage, Alaska
POSITION STATEMENT: Testified on the Alaska Reads Act with
concerns.
BECKY ZAVERL, Principal
Denali Elementary
Fairbanks North Star Borough School District
Fairbanks, Alaska
POSITION STATEMENT: Testified on funding for Title I and the
Walk to Read program.
HEATHER SNELL, representing self
Fairbanks, Alaska
POSITION STATEMENT: Testified on the Alaska Reads Act with
concerns.
LESA MEATH, representing self
Fairbanks, Alaska
POSITION STATEMENT: Testifies on the Alaska Reads Act with
concerns.
STACY DIOUF, Principal
Gastineau Community School
Juneau, Alaska
POSITION STATEMENT: Testified on the Alaska Reads Act with
concerns.
SUSAN MCCAULEY, Principal
Birchtree Charter School
Palmer, Alaska
POSITION STATEMENT: Testified on the Alaska Reads Act with
concerns.
JESSICA VAUDREUIL, representing self
Shishmaref, Alaska
POSITION STATEMENT: Testified on the Alaska Reads Act with
concerns.
MOLLY HICKOX, representing self
Anchorage, Alaska
POSITION STATEMENT: Testified in support of the Alaska Reads Act
with concerns.
ACTION NARRATIVE
3:31:12 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 Stevens, Kiehl, Bjorkman, Gray-Jackson, and Chair
Tobin.
^Presentation: AK Reads Act Update to Senate Education Committee
PRESENTATION:
AK READS ACT UPDATE TO SENATE EDUCATION COMMITTEE
3:32:05 PM
CHAIR TOBIN announced the consideration of an update on the
Alaska Reads Act to the Senate Education Committee.
SENATOR TOBIN stated that while working as a staff member for
former Senator Begich, she participated in creating the Alaska
Reads Act. It was challenging to strike a balance between local
control and building strong public policy to ensure every child
has the opportunity to learn to read. She stated she is looking
forward to feedback from DEED and the public on perfecting the
legislation.
3:34:04 PM
KATHY MOFFITT, Director, Division of Innovation and Education
Excellence, Department of Education and Early Development
(DEED), Anchorage, Alaska, stated she is new to her position
with DEED but has worked in education for many years. She stated
that the mission, vision, and purpose of DEED references
students because that is who DEED serves. She said she is
passionate about the Alaska Reads Act legislation:
[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.
3:34:49 PM
MS. MOFFITT moved to slide 3 and stated that in 2016 the State
Board of Education developed Alaska's Education Challenge:
[Original punctuation provided.]
Five Shared Strategic 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.
3:35:05 PM
MS. MOFFITT moved to slide 4 and shared DEED's agenda for the
Senate Education Standing Committee meeting:
[Original punctuation provided.]
• State Board of Education's (SBOE) Alaska's Education
Challenge
• Alaska's Strategic Reading Plan
AK Reads Act
• Alyeska Reading Institute (ARI)
• Alaska Data Share, mCLASS DIBELS 8 Data Share
• Question & Answer
3:35:23 PM
MS. MOFFITT moved to slide 5 and shared a list of acronyms that
DEED would use in the update. The individual reading improvement
plan (IRIP) and the multi-tiered system of supports (MTSS) are
integral to the Alaska Reads Act:
[Original punctuation provided.]
ARI - Alyeska Reading Academy and Institute, Alyeska
Reading Institute
DIBELS - Dynamic Indicators of Basic Early Literacy
Skills
IRIP Individual Reading Improvement Plan
MTSS Multi-tiered System of Supports
3:36:15 PM
MS. MOFFITT moved to slide 6 and said the Alaska Reads Act
embodies the first shared strategic priority of Alaska's
Education Challenge:
[Original punctuation provided.]
Alaska's Education Challenge
Five Shared Strategic 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 educational
professionals.
5. Improve the safety and well-being of students
through school partnerships with families,
communities, and tribes.
3:36:37 PM
MS. MOFFITT moved to slide 7 and said the Alaska Reads Act was
signed into law in June 2022. It entails a set of programs aimed
at improving K - 3rd grade literacy education. The Division of
Innovation and Education Excellence (IEE) provided a road map
for districts regarding Alaska's Strategic Reading Plan which
includes:
-Professional Development
-Evidence-Based Materials
-Early Learning
-Frameworks for Success
-SOR Resources, Data, and Communication
-Teacher Preparation
She said DEED's update is based on the work of Susie McKenzie
and IEE. She mentioned that this is the first year of
implementation for the Alaska Reads Act so there are areas for
improvement.
3:38:00 PM
MS. MOFFITT moved to slide 8 and said Alyeska Reading Institute
(ARI) is a division under DEED that backs IEE. Its primary
purpose is the implementation of the Alaska Reads Act.
3:38:46 PM
DEENA BISHOP, Commissioner, Department of Education and Early
Development (DEED), Anchorage, Alaska, stated that IEE is a
division of DEED, within it are assessment, career technical
education, federal programs, and reading. ARI gives additional
support and helps lift reading through outward focus to
districts. It supports districts by helping to establish
regulations and funds.
3:39:38 PM
CHAIR TOBIN asked what IEE stands for.
3:39:43 PM
MS. MOFFITT replied it stands for Innovation and Education
Excellence.
3:39:59 PM
MS. BISHOP stated IEE is the instructional or school side of the
department.
3:40:07 PM
MS. MOFFITT moved to slide 9 and said the Alaska Reads Act has
four different programs and two other requirements:
[Original punctuation provided.]
AK Reads Act Programs:
1) Early Learning & Parents as Teachers (VOLUNTARY)
2) Department Reading Program (VOLUNTARY)
3) Virtual Education (VOLUNTARY)
4) District Reading Improvement (REQUIRED)
Other Requirements:
1) Reporting/Data Collections
2) Educator Preparation
3:40:27 PM
MS. MOFFITT moved to slide 10 and said there are four elements
to district reading improvement:
-MTSS Framework
-Literacy Screener
-Individual Reading Improvement Plan (IRIP)
-Progression
She said there is a lot that needs implementing in each area.
3:40:51 PM
MS. BISHOP clarified that it is not only a heavy lift for the
department but for every school and school district. It is big
work.
3:41:04 PM
MS. MOFFITT said it is a new way of doing business that impacts
everyone involved in education.
CHAIR TOBIN referred to slide 10 and asked what funds were
attached to help school districts achieve the heavy lift for
each of the four areas.
MS. BISHOP replied she would submit an answer to the committee.
She said funds flow through the Recovery Act, IEE, ARI, and the
Alaska Reads Act.
3:41:54 PM
MS. MOFFITT moved to slide 11 and discussed the first element of
district reading improvement, the multi-tiered system of support
(MTSS) framework. MTSS plans were submitted to DEED in
September, and all were approved. She said the department has
learned that compliance does not mean understanding so ARI was
tasked with helping districts:
[Original punctuation provided.]
MTSS Framework
• Districts and individual schools submit plans to
DEED for approval
• Plans articulate elements of tiered instruction
within multitiered system of supports (MTSS)
ARI Support:
• Assistance in writing plans as needed
• Ongoing help in understanding and implementing plans
• Recognizing framework as proactive and preventative
• Utilizing data and maximizing instruction
• Supporting students social, emotional, behavioral,
and academic needs
3:43:27 PM
MS. MOFFITT moved to slide 12 and discussed the role of the
literacy screener:
[Original punctuation provided.]
District staff receive explicit training for
implementation of mCLASS DIBELS 8 Literacy Screening
Assessment (DIBELS: Dynamic Indicators of Basic Early
Literacy Skills)
• Districts follow the assessment window ARI Support:
• Assists with implementation-ensuring accuracy
(administration calibration)
• Facilitates ongoing data dialogue
• Understanding data
• Questioning data
• Planning next steps
She said mCLASS DIBELS 8 is the state's screening tool. Only two
districts have not adopted it. The middle of the year assessment
was recently completed and DEED is looking forward to receiving
the data.
3:44:23 PM
MS. MOFFITT moved to slide 13 and said DIBELS 8 was developed
through the University of Oregon based on criteria and sets a
bar of expertise for students to achieve. It is a set of 1
minute fluency measures used for universal screening, benchmark
assessment, and progress monitoring for grades K-8. DEED pays
for grades K-5 monitoring.
3:44:57 PM
MS. MOFFITT moved to slide 14 and said the criteria of the
assessment are grouped into levels. Each level predicts success
at the next level. DEED used the Below Benchmark level to define
deficiency. After monitoring was done at the beginning of the
year, DEED received feedback from districts that defining
deficiency as Below and Well Below was problematic. After
looking at national trend data and inquiring with the University
of Oregon, it was determined that Below Benchmark was supposed
to indicate concern not deficiency, therefore the department
changed its definition of deficiency to the Well Below
benchmark.
[Original punctuation provided.]
mCLASS DIBELS 8 Literacy Screening Assessment:
Risk Categories
Status Level Instructional Support
Above Negligible risk Core
Benchmark
At Benchmark Minimal risk Core
Below Some risk Strategic
Benchmark
Well Below At risk Intensive
Benchmark
3:46:41 PM
MS. MOFFITT moved to slide 15 and stated the data given in the
slide which shows the percentage of students in each performance
level uses the Alaska Beginning of Year (BOY) mCLASS DIBELS 8
Literacy Screening Assessment 2023-24. She said adults should
use the information as a light not a hammer. In response to
teacher inquiries, the commissioner of DEED stated teachers
should postpone writing Individual Reading Improvement Plans
(IRIPs) until results from the mid-year assessment were
available. She commented that students' scores improved by the
second assessment.
3:48:21 PM
MS. BISHOP stated the department desired to provide mid-year
scores, but the testing window had just recently ended, and
scores were not available. She stated she would provide the data
to the community when it becomes available.
3:49:22 PM
SENATOR KIEHL said judging from his understanding of the chart,
Alaska has tremendous success teaching reading in grades K-2
because students are behind when they enter kindergarten but are
on par nationally by 3rd grade.
3:49:59 PM
MS. BISHOP stated that by third grade Alaska children are
similar in scale to their peers nationally.
3:50:14 PM
MS. MOFFITT commented on the great observation and added that
over time the state will notice trends developing. A rural
teacher reported that 11 out of 14 students scored at the Well
Below benchmark level at the beginning of the year. However, by
the end of the year the ratio decreased to 4 out of 14.
3:50:58 PM
MS. BISHOP moved to slide 15 and noted that the DIBELS
assessment is for screening and does not measure comprehension
or reading ability. It evaluates students' skills and abilities,
such as saying a sound, word, or sentence. Screening tools do
not assess comprehension. The theory is that recognizing sounds
helps in vocabulary building. The first comprehension
assessments students take are the Measures of Academic Progress
(MAP) Growth and the Alaska System of Academic Readiness (AK
STAR).
3:52:46 PM
CHAIR TOBIN asked about the five components of the science of
reading and whether comprehension is one of them.
3:52:53 PM
MS. BISHOP replied that while comprehension is one of the five
components of the science of reading, the DIBELS assessment does
not measure it. The five components are phonemic awareness,
phonics, vocabulary, comprehension, and fluency.
3:53:09 PM
CHAIR TOBIN stated her belief that the bill requires that
screening assess all five components of the science of reading.
MS. BISHOP stated that the building blocks of reading and
reading are different constructs. The department does have
assessments for reading, however DIBELS does not make a screener
for comprehension.
CHAIR TOBIN replied that a component of the Alaska Reads Act was
to adopt a screener that addressed all five components of
reading. She suggested the department could be out of
compliance.
MS. MOFFITT stated that instruction in grades K-2 focuses on
ensuring students acquire the skills necessary to break the
code. Once students achieve fluency, it becomes easier for them
to learn to read, enabling them to read to learn. She opined
that third grade is a pivotal year; if teachers have effectively
taught foundational skills, students can then build
comprehension and vocabulary through reading. At this stage,
instruction shifts, and more robust assessments like AK STAR and
MAPS are used.
3:55:01 PM
MS. MOFFITT moved to slide 16, Beginning-of-Year (BOY):
Districts with Above 90 Percent Completion, K-3 and mentioned
that the department reviews completion data. She noted that
outcomes rely on completion. At the beginning of the year,
several districts achieved over a 90 percent completion rate,
which she commended, acknowledging the challenges of
implementation. The slide lists school districts in Alaska, the
number of students in grades K-3, and their percentage of
completion.
3:55:33 PM
SENATOR STEVENS asked why the Kenai School District is not
listed.
MS. MOFFITT replied that only the districts that scored 90
percent or above were listed on the slide. Kenai must have
fallen below 90 percent completion. She stated she would provide
the committee with Kenai's percentage of completion.
3:56:04 PM
MS. MOFFITT moved to slide 17 and explained the Individual
Reading Improvement Plan (IRIP), which was developed for
students in the Well Below category. She clarified that "must
do's" refer to students in the Well Below risk category, while
"may do's" are students in the Below category. The IRIP is a
communication tool to detail to a parent the student's status,
the plan for improvement, and progress monitoring. She
highlighted the importance of regular communication to avoid
situations where parents are unaware of their child's struggles
until the end of the year.
MS. MOFFITT emphasized the significant effort required from
teachers, schools, and districts to implement IRIP plans. She
mentioned that the Alaska Reading Institute (ARI) has provided
substantial support and resources, including materials from the
University of Florida Literacy Institute and Haggerty, with over
20 districts and 145 schools participating. She stressed the
necessity of ongoing professional development to address
implementation challenges and ensure effective coaching.
3:58:57 PM
CHAIR TOBIN raised a question regarding the balance between
educator discretion and statewide policy in the Alaska Reads
Act. She noted that while the bill mentions a deficiency, it
does not specify the type or level of deficiency, and she is
curious about how this interpretation was reached. She inquired
about potential changes to ensure strong educator support and
flexibility, while also guaranteeing that every parent is
notified if their child shows a deficiency, whether it results
in an optional or mandatory plan.
3:59:43 PM
MS. BISHOP explained that the department consulted the
University of Oregon's assessment designers. They advised that
low proficiency should not be defined as deficiency, emphasizing
that children are not deficient but may need some skills without
intensive intervention. The experts suggested looking at other
data, like behavior, to avoid misrepresenting students'
abilities. She clarified that this approach does not exclude
informing parents but differentiates when an Individual Reading
Improvement Plan (IRIP) is necessary, based on expert advice
that Below proficient falls within the normative range.
4:01:34 PM
CHAIR TOBIN remarked that there might be further questions when
discussing potential legislative changes and improvements to
that aspect of deficiency.
4:01:42 PM
MS. MOFFITT noted that after each screening period, parents
receive a newsletter indicating their child's progress and what
they can do at home to strengthen skills. She emphasized that
communication with parents is now much better than she has seen
in many years of working in Alaska, ensuring parents are
informed regardless of their child's risk category.
4:02:21 PM
MS. MOFFITT moved to slide 18 and explained that the final
component of the Alaska Reads Act is progression, which builds
on the IRIP discussion. The aim is to facilitate conversations
between the educational team and guardians about the student's
readiness for the next year. Additionally, districts are
required to offer summer learning opportunities, which many
already do.
4:03:17 PM
MS. MOFFITT moved to slide 19 and stated there are other three
programs within the Alaska Reads Act:
[Original punctuation provided.]
AK Reads Act: Early Learning & Parents as Teachers
Early Education
Voluntary grant program for eligible districts (three
year)
• Purpose: to develop high-quality early education
programs
• Standards adopted by State Board of Education
• .5 ADM (Average Daily Membership) for eligible
districts
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
4:03:56 PM
MS. MOFFITT moved to slide 20 and spoke about the second program
within the Alaska Reads Act:
[Original punctuation provided.]
AK Reads Act: Department Reading Program
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
CHAIR TOBIN said she looks forward to hearing more about the
Department Reading Program in the future as it was a key
component of the Alaska Reads Act.
4:04:34 PM
SENATOR KIEHL inquired about the uptake and whether all
available funds have been allocated for district early education
programs.
4:04:50 PM
MS. BISHOP replied she didn't think so because only one district
took advantage of the .5 ADM given the work involved. DEED is
currently working with other districts to build-out capacity.
4:05:13 PM
SENATOR KIEHL stated that following up on why the districts are
not taking the money is a good idea.
4:05:25 PM
MS. BISHOP replied there are three other programs for PreK that
districts may be utilizing instead of ADM. She stated she would
provide the committee with a report of the PreK grants that
districts are utilizing.
4:05:46 PM
SENATOR KIEHL said he was confused by the comment regarding the
Department Reading Program, specifically that applications are
out for lower-performing schools, but the department does not
know the capacity of the program. He asked how a district can
decide whether to apply for a program if they don't know whether
the department can accommodate them.
4:06:07 PM
MS. MOFFITT explained that the department knows there are about
74 schools in the 25 percent lowest-performing group. So far,
five different districts have applied, with some districts
having more than two eligible schools. This could have a broader
district impact rather than just a standalone school impact. She
noted that districts are asking questions, and that the
department is providing webinars to help districts determine the
impacts of applying as standalone schools or as a district.
4:06:57 PM
MS. BISHOP replied that the program is responsive, aiming to
collaborate with school districts to tailor it to their needs
rather than using a prepackaged approach. She emphasized that
the program would vary for each district and possibly each
school.
4:07:26 PM
SENATOR STEVENS noted that summer learning opportunities are
particularly important for some students and districts. He asked
what support the department can provide to districts and how the
process works.
4:07:40 PM
MS. BISHOP replied that she has finalized nearly a million
dollars in American Recovery funds for grants to districts. The
Alaska Reads Act mandates summer learning programs for third-
grade students to progress, and the department is designing
individualized programs with these funds. The grant applications
are being formed, and since districts vary, they will receive
support tailored to their capacity and needs. The goal is to
provide necessary revenue for summer programming specialists,
and the funds should be available soon.
SENATOR STEVENS asked for clarification that it is after a
student finishes third grade that summer school becomes
available.
MS. BISHOP replied yes. The Alaska Reads Act states that if a
third-grade student is far below proficiency, they would receive
20 hours of individualized instruction before moving to fourth
grade.
4:09:57 PM
MS. MOFFITT stated that some districts are also providing the
summer reading program to other grades who need a boost.
4:10:20 PM
MS. MOFFITT moved to slide 21 and said the third program within
the Alaska Reads Act is virtual education, which is also in the
building stage. She discussed the following points:
[Original punctuation provided.]
AK Reads Act: Virtual Education
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 virtual
reading intervention services
• Must be available on or before July 1, 2024
4:10:56 PM
MS. MOFFITT moved to slide 22 and spoke to the following points:
[Original Punctuation Provided.]
AK Reads Act: Educator Qualification
The department is working to add specific AK Reads
endorsements to an educator's certification verifying
qualification requirements have been satisfied
AK Reads Act K-3 Teacher
AK Reads Act Early Education Lead Teacher
AK Reads Act Reading Teacher
AK Reads Act K-3 Administrator
ARI Support:
• Assists and supports implementation and facilitation
of multiple course offerings in support of
qualification requirements to enable endorsements
4:11:45 PM
SENATOR STEVENS asked if the department has any idea how
successful third-grade teachers were at improving students'
reading.
MS. MOFFITT replied she was unable to access any numbers prior
to the presentation but would present the information to the
committee as a report.
4:12:35 PM
SENATOR KIEHL asked if the department could comment on the
capacity of ARI as well as the number of teachers and length of
training.
4:12:52 PM
MS. BISHOP replied that she would provide the information to the
committee.
4:13:19 PM
CHAIR TOBIN opened public testimony on the Alaska Reads Act.
4:14:22 PM
GENE STONE, Superintendent, Lower Yukon School District (LYSD),
Mountain Village, Alaska, testified in support of the Alaska
Reads Act with concerns, advocating for increased funding in
Alaska to specifically meet the educational mandates of the
Alaska Reads Act, emphasizing support for the previously
approved $680 BSA increase. He highlighted that the Lower Yukon
School District (LYSD) spent over a million dollars to comply
with the Alaska Reads Act in the first year, covering costs
through competitive grants but still facing a $600,000 annual
shortfall. He noted significant achievements, including
professional development and increased literacy proficiency, but
stressed that sustaining these efforts requires additional
funding of at least $600,000. He urgently requested increased
base student allocation to support mandates like summer school
and professional development, emphasizing the necessity for
adequate resources to ensure quality education. He noted that
his district has already cut many programs deemed necessary for
healthy schools and hopes that basic literacy and reading are
funded.
4:18:20 PM
SENATOR BJORKMAN asked how the LYSD elementary classroom
teachers are experiencing the Alaska Reads Act, focusing on
their adoption of new pedagogy and the increased workload. He
inquired further about how teachers in LYSD are faring overall
with these changes.
4:18:52 PM
MR. STONE replied that he knows the intent of the act is to make
kids better readers and shore up deficiencies. He acknowledged
funding challenges but noted that teachers were focused on doing
the work with fidelity, leading to better teaching practices and
positive results. He highlighted that 50 percent of teachers had
undergone training to be considered proficient. He said he
continually encourages them to focus on their work, assuring
them he would handle financial concerns.
4:20:47 PM
HEATHER CONN, Principal, Stedman Elementary, Petersburg School
District, Petersburg, Alaska, testified with concerns on the
Alaska Reads Act. She gave a brief overview of her work history
in education and described the grants and funding the school
district received, but questioned how grants can sustain
schools. She provided details of how the Petersburg School
District met the requirements of the Alaska Reads Act and spoke
about the extra duties and time it took for teachers and staff
to create individual reading plans. She opined about the
shortfalls of the Act and the late communication from the
Department of Education. She said the Alaska Reads Act is a
great plan with good intentions, but who will do the work, and
who will pay for it.
4:24:59 PM
TOBIAS FRIEB, representing self, Craig, Alaska, testified in
support of the Alaska Reads Act with concerns. He stated that he
is a kindergarten teacher in Craig. Schools need funding. Alaska
wants children to learn to read but doesn't provide the
necessary funding to ensure it happens. He encouraged increased
funding for the base student allocation.
4:26:09 PM
MIKE BRONSON, Volunteer, National Association for the
Advancement of Colored People (NAACP), Anchorage, Alaska,
testified on the Alaska Reads Act with concerns. He highlighted
that schools, particularly K-3 classrooms, are underfunded due
to the Governor's veto, and recent guidance from the
Commissioner has led to shortcuts in required reading
interventions, which resulted in failure to meet the program's
stated goals. Braun emphasized the urgency of maintaining strong
reading intervention efforts to meet the state's goal of
doubling reading proficiency by 2025.
4:28:57 PM
JAMES PARKIN, representing self, Angoon, Alaska, testified on
the Alaska Reads Act with concerns. He stated he is a 30-year
Alaska educator and emphasized the importance of involving
teachers and workers in program implementation decisions. He
raised concerns about adding new programs to teachers' already
full workloads without cutting other services and questioned the
financial wisdom of developing a new assessment tool when
sufficient ones already exist. He also highlighted the lack of
instruction on pre-learning and personal awareness skills in the
Alaska Reads Act, stressing that without these, the program
might frustrate students with deficiencies in these areas.
4:32:52 PM
CHRIS OPITZ, Senior Director, Assessment and Evaluations,
Anchorage School District, Anchorage, Alaska, testified in
support of the Alaska Reads Act with concerns. He stated he is
the Senior Director of Assessment and Evaluation for the
Anchorage School District and praised the intent of the law,
particularly its focus on identifying and meeting students'
needs and effective parent communication. He highlighted the
district's challenges, including the costs associated with
ensuring the reliability and validity of assessments, and
emphasized the necessity of resources for proper training to
maintain data literacy among staff. He stated that data is
useless without analysis, yet there is no method of electronic
calibration. He concluded by underscoring the importance of
investing in people, as well-trained staff are crucial for the
successful implementation of any educational program.
4:36:38 PM
NICOLE SOMMERVILLE, Director, Teaching and Learning, Anchorage
School District, Anchorage, Alaska, testified in support of the
Alaska Reads Act with concerns. She stated she is the Director
of Teaching and Learning for the elementary division within the
Anchorage School District and emphasized the district's
commitment to the Alaska Reads Act. She highlighted their
efforts and investment in high-quality reading materials for K-
3, noting they have 100 percent teacher implementation of
materials, which is amazing. She noted the challenge of scaling
these efforts to accommodate 12,000 K-3 students, including the
potential impact of non-progression, and the high costs of
providing adequate summer school programs, which exceed
available funding. She expressed appreciation for the support
from ARI and DEED and emphasized their ongoing efforts to
address these challenges.
4:39:59 PM
JOSHUA GILL, President, Alaska Association of Elementary School
Principals, Bethel, Alaska, testified in support of the Alaska
Reads Act with concerns. He stated he is the principal of
Ayaprun Elitnaurvik in Bethel, Alaska, part of the Lower
Kuskokwim School District. He praised the Alaska Reads Act for
its valuable tools and resources but emphasized the need for
cultural sensitivity in the legislation, particularly for
indigenous languages. He highlighted the challenges of
implementing the Act in diverse linguistic environments and
stressed the importance of flexibility in regulations, support
for indigenous language programs, and reducing administrative
burdens on teachers to allow them to focus on teaching.
4:43:25 PM
LEE ANN JENKINS, Special Education Interventionist, Petersburg
School District, Petersburg, Alaska, testified in support of the
Alaska Reads Act with concerns. She testified that the Alaska
Reads Act is a well-written bill that ensures the success of
every student reading in Alaska. Drawing on her experience with
Response to Intervention (RTI) in Tennessee, she emphasized the
importance of structural and procedural fidelity in reading
programs, highlighting the need for adequate funding and
resources, including dedicated reading interventionists. She
praised Alaska's educators for their commitment to implementing
the bill and urged the committee to provide the necessary funds
to support these efforts and ensure all students receive
effective reading interventions.
4:47:19 PM
MARY KRETZSCHMAR, Decoding Dyslexia Alaska, Anchorage, Alaska,
testified on the Alaska Reads Act with concerns. She said she
has advocated for those with reading difficulties for over 12
years in Alaska. She thanked Chair Tobin for the committee's
work and highlighted the importance of early identification of
reading deficiencies, noting that while DIBELS is a respected
screening tool, it does not assess all essential components of
reading instruction. She emphasized the need for consistent and
comprehensive evaluation tools to identify and address reading
deficiencies early, suggesting that additional assessments might
be necessary to ensure students receive the support they need to
become proficient readers.
4:50:31 PM
NICK HIGSON, Principal, Fawn Mountain Elementary, Ketchikan,
Alaska, testified on the Alaska Reads Act with concerns on
testing instruments. He said he supports the Alaska Reads Act
but raised concerns about the mClass assessment tool. He pointed
out that mClass includes developmentally inappropriate questions
for early grades, such as timing kindergarteners and testing
first graders on three-syllable words, which exceeds state
standards. He emphasized the need for the assessment tools to be
tested for validity and reliability, aligning with state
standards and developmental appropriateness. He highlighted
frustration from parents and teachers and stressed the
importance of modifying the mClass tool to better meet students'
needs.
4:54:15 PM
ROZLYN GRADY-WYCHE, President, Alaska Coalition of Black
Indigenous People of Color (BIPOC) Educators, Anchorage, Alaska,
testified on the Alaska Reads Act with concerns. As a parent of
three young children, she emphasized the shared responsibility
of parents and educators in addressing the challenges of
implementing the Alaska Reads Act. She highlighted the critical
need for adequate resources, including materials, staff, and
funding, to effectively carry out the law's requirements. Citing
feedback from a teacher, she pointed out issues with the
compatibility of current programs with the needs of students,
especially those with IEPs, and stressed the urgency for more
support to ensure the success of all students. She concluded
with a personal note, underscoring the importance of education
for the future.
4:57:53 PM
BECKY ZAVERL, Principal, Denali Elementary, Fairbanks North Star
Borough School District, Fairbanks, Alaska, testified in support
of the Alaska Reads Act with concerns. She said she is a third-
generation Alaskan and fourth-generation teacher. She emphasized
the success of her school's Walk to Read program, which was
honored with a National Distinguished School award. Using Title
I funds to reduce class and group sizes, her school saw
significant progress, employing seven additional monitors and
running 26 intervention groups for their 300 students. She
highlighted the importance of investment in public schools to
ensure adequate resources and support for students, arguing that
smaller group sizes and dedicated programs like Walk to Read can
make a tremendous difference in students' educational outcomes.
5:00:52 PM
At ease.
5:01:06 PM
CHAIR TOBIN reconvened the meeting.
5:01:06 PM
HEATHER SNELL, representing self, Fairbanks, Alaska, testified
on the Alaska Reads Act with concerns. She said she is a second-
grade teacher at Boreal Sun Charter School. She highlighted the
benefits and challenges of teaching in a charter school,
including smaller class sizes but less funding and limited
legislative input. She expressed concerns about being strapped
for time due to progress monitoring and planning extra
activities, exacerbated by staff shortages. She noted the
difficulty her students face with developmentally inappropriate
assessments, such as reading two or three-syllable words and
comprehension tests with unfamiliar names, which can be
discouraging and emotionally challenging for young learners.
5:05:10 PM
LESA MEATH, representing self, Fairbanks, Alaska, testifies on
the Alaska Reads Act with concerns. She stated that before
starting her testimony of the Alaska Reads Act, she would like
to dispel the myth of "learning to read and reading to learn,"
which oversimplifies the reading process that begins at birth.
MS. MEATH stated that as a volunteer, coach, and mentor with
family members who are students, she has observed communication
challenges affecting the implementation of reading improvement
plans. She noted that while there are many resources available
online, navigating and selecting the best, most culturally
relevant materials require a significant amount of time from
teachers. She emphasized the need for professional development
that supports language immersion classrooms and small schools,
and pointed out that paraeducators, who are crucial to student
success, are often excluded from collaborative meetings and data
discussions.
5:08:51 PM
STACY DIOUF, Principal, Gastineau Community School, Juneau,
Alaska, testified on the Alaska Reads Act with concerns. She
stated that the awareness and communication for parents is
outstanding, giving them a better understanding of their child's
reading level and progress. She praised the premise of the Alaska
Reads Act as fantastic but expressed concerns and offered
solutions, such as additional assessments to determine a child's
reading ability, funding for after-school transportation and
summer school, and extra intervention for students who were in
third grade during COVID. She also opined that graduates of the
University of Alaska's teaching program are not adequately
prepared.
5:12:02 PM
SUSAN MCCAULEY, Principal, Birchtree Charter School, Palmer,
Alaska, testified on the Alaska Reads Act with concerns. She
stated that Birchtree Charter School started 13 years ago and
follows the Waldorf educational approach, which integrates
subjects and begins formal instruction in first grade. She noted
a lack of alignment between the Alaska Reads Act and the Waldorf
approach since reading is not taught in kindergarten. Alaska
Reads Act assessment for first grade aligns with traditional
first-grade instruction, resulting in the school's first graders
scoring below average. The school is working with DEED to
establish flexibility in meeting the requirements of the Alaska
Reads Act. She questioned whether there should be a revision to
the legislation.
5:15:19 PM
JESSICA VAUDREUIL, representing self, Shishmaref, Alaska,
testified on the Alaska Reads Act with concerns. She stated that
she has taught for twenty years and speaks Korean, and that
while she teaches in public school, she also homeschools her
children. She shared her frustration that her opinions on the
best way to teach children are often met with hostility. Her 15-
year-old son, who studies through Raven and IDEA correspondence
schools, is in the 99th percentile on the PSAT, and receives an
annual allotment to purchase books at his reading level. She
highlighted the problem of students being given the same level
of books regardless of their abilities, and the expectation for
classroom teachers to act as reading specialists and special
education teachers. She noted that there is no curriculum for
third and fourth graders who cannot read and criticized the
Alaska Reads Act for increasing teacher workload without
providing real solutions, only bureaucracy. She expressed
frustration that children who cannot read are not retained and
that allocating one level of curriculum per grade is
unacceptable.
5:19:14 PM
MOLLY HICKOX, representing self, Anchorage, Alaska, testified in
support of the Alaska Reads Act with concerns. She stated her
support for the intent of the Alaska Reads Act, noting that her
school has been addressing its provisions. She highlighted the
challenges of resource shortages, explaining that the best
practice of small intervention groups of 5-6 students is
unattainable, with current groups being 8-10 students due to
insufficient staff, resulting in other teachers having class
sizes of 30 students. She emphasized the need for more teachers
and paraprofessionals to meet the Act's requirements and noted
that a significant part of her role has become shielding
teachers from increasing demands, which affects teacher
retention. She concluded by stressing the urgent need for more
resources.
5:22:44 PM
CHAIR TOBIN closed public testimony on the Alaska Reads Act.
5:23:55 PM
There being no further business to come before the committee,
Chair Tobin adjourned the Senate Education Standing Committee
meeting at 5:23 p.m.
| Document Name | Date/Time | Subjects |
|---|---|---|
| DEED Alaska Reads Act Update Presentation 01.22.2024.pdf |
SEDC 1/22/2024 3:30:00 PM |
Alaska Reads Act |
| DEED Follow-up Response for Senate Education Meeting on 01.22.2024.pdf |
SEDC 1/22/2024 3:30:00 PM |
Education |