Legislature(2023 - 2024)DAVIS 106
02/05/2024 08:00 AM Senate EDUCATION
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| Audio | Topic |
|---|---|
| Start | |
| Presentation: State of Pk-12 Education in Alaska | |
| Adjourn |
* first hearing in first committee of referral
+ teleconferenced
= bill was previously heard/scheduled
+ teleconferenced
= bill was previously heard/scheduled
ALASKA STATE LEGISLATURE
JOINT MEETING
SENATE EDUCATION STANDING COMMITTEE
HOUSE EDUCATION STANDING COMMITTEE
February 5, 2024
8:03 a.m.
MEMBERS PRESENT
SENATE EDUCATION STANDING COMMITTEE
Senator Löki Tobin, Chair
Senator Gary Stevens, Vice Chair
Senator Jesse Bjorkman
Senator Jesse Kiehl
Senator Elvi Gray-Jackson
HOUSE EDUCATION STANDING COMMITTEE
Representative Jamie Allard, Co-Chair
Representative Justin Ruffridge, Co-Chair
Representative Mike Prax
Representative CJ McCormick
Representative Tom McKay
Representative Rebecca Himschoot
Representative Andi Story
MEMBERS ABSENT
SENATE EDUCATION STANDING COMMITTEE
All members present
HOUSE EDUCATION STANDING COMMITTEE
All members present
OTHER LEGISLATORS PRESENT
Representative Ortiz
Representative Schrage
COMMITTEE CALENDAR
PRESENTATION: STATE OF PK-12 EDUCATION IN Alaska
- HEARD
PREVIOUS COMMITTEE ACTION
No previous action to record
WITNESS REGISTER
LISA PARADY, Executive Director
Alaska Council of School Administrators
Juneau, Alaska
POSITION STATEMENT: Co-presented State of PK-12 Education in
Alaska.
ROY GETCHELL, President
Alaska Superintendents Association
Haines, Alaska
POSITION STATEMENT: Co-presented State of PK-12 Education in
Alaska.
RICK DORMER, President
Alaska Association of Secondary School Principals
Ketchikan, Alaska
POSITION STATEMENT: Co-presented State of PK-12 Education in
Alaska.
JOSH GILL, President
Alaska Association of Elementary School Principals
Bethel, Alaska
POSITION STATEMENT: Co-presented State of PK-12 Education in
Alaska.
HEATHER HEINEKEN, President
Alaska Association of School Business Officials
Fairbanks, Alaska
POSITION STATEMENT: Co-presented State of PK-12 Education in
Alaska.
DOUG GRAY, Director
Profession Development
Alaska Staff Development Network
Anchorage, Alaska
POSITION STATEMENT: Co-presented State of PK-12 Education in
Alaska.
ACTION NARRATIVE
8:03:28 AM
CHAIR LÖKI TOBIN called the joint meeting of the Senate and
House Education Standing Committees to order at 8:03 a.m. Senate
members present at the call to order were Senators Kiehl,
Stevens, Gray-Jackson, Bjorkman, and Chair Tobin. Representative
members present at the call to order were Representatives Prax,
Co-chair Allard, Co-Chair Ruffridge, McCormick, McKay,
Himschoot, and Story.
^Presentation: State of PK-12 Education in Alaska
PRESENTATION:
STATE OF PK-12 EDUCATION IN ALASKA
8:04:35 AM
CHAIR TOBIN announced the consideration of a presentation State
of PK-12 Education in Alaska.
Chair Tobin stated that today's presentations will be from the
Alaska Council of School Administrators and its member
organizations. She mentioned that the committee will hear from
those on the front lines providing public education to Alaska's
students. The presentations include the:
• Alaska Council of School Administrators
• Alaska Superintendents Association
• Alaska Association of Secondary School Principals
• Alaska Association of Elementary School Principals
• Alaska Association of Business Professionals.
8:05:42 AM
LISA PARADY, Executive Director, Alaska Council of School
Administrators (ACSA), Juneau, Alaska moved to slide 1 and
introduced the ACSA. She said the ACSA is a private, nonprofit
organization that has served the needs of school districts and
its members across Alaska for more than 50 years. She has been
in this job for 10 years, and members have been presenting to
the legislature for more than a decade allowing educators to
share a "boots on the ground" perspective and enabling committee
members to ask questions and understand what is happening daily
in school districts and schools, directly affecting our
students.
8:06:24 AM
MS. PARADY moved to slide 2 and introduced the ACSA umbrella
organizations that would present.
8:07:53 AM
MS. PARADY moved to slide 3 and stated that she included the
slide of an Alaska map divided by region so committee members
could see their region of the state.
She emphasized that for educators, it serves as a good reminder
that while they advocate for individual districts and the
students in those districts, they also advocate for every child.
Each committee member has a statewide responsibility to every
student in Alaska to ensure they receive the education they
deserve. Members of ACSA understand they are here on behalf of
every student, highlighting the inclusive nature of public
education, which serves every child as they come.
8:09:05 AM
MS. PARADY moved to slide 4 and said in the packet provided to
committee members, there is a product that has been developed
over many years: the ACSA joint position statements. These
statements represent the highest priorities for public education
at the current time. They are the result of a collaborative
effort among members from every region in Alaska, discussing
current issues and what needs to be stressed to policymakers
regarding district and school needs for students. She
maintained that student achievement is the number one priority
and remains at the forefront of all their efforts, with
sustainable funding being the most critical need.
8:10:14 AM
CHAIR TOBIN announced that Representative Ortiz joined the
meeting.
8:10:20 AM
ROY GETCHELL, President, Alaska Superintendents Association,
Haines, Alaska, moved to slide 5 and introduced himself and
provided a brief history of his 33 years in education.
8:11:24 AM
MR. GETCHELL moved to slide 6 and introduced the Alaska
Superintendent Association Board of Director. He said Alaska is
a large state with a variety of needs therefore it is important
to have a voice at the table to provide support to
superintendents throughout Alaska.
8:12:08 AM
MR. GETCHELL moved to slide 7 and recalled learning that the
federal government purposely left the responsibility of public
education up to the states. He spoke to Alaska's constitutional
duty to education:
[Original punctuation provided.]
Constitutional Duty
Priority Funding for Public Education
The State of Alaska has a constitutional
responsibility to public education, which means to
provide timely, reliable, and predictable revenue for
schools, funding the actual cost of education in all
districts and to provide full and equitable funding
for all initiatives, laws, and mandates that require
additional resources. Early notification of funding
and predictable funding are crucial to sound financial
management, as well as recruitment and retention of
quality educators.
8:13:22 AM
MR. GETCHELL moved to slide 8 a bar graph that depicts Alaska's
purchasing power using data provided by Legislative Finance. He
noted that the black line shows inflation adjusting to FY 12
value. He pointed out that educators can't create budgets using
one time funding. The $87.4 million in outside funding that his
district received was about 5 percent of the total budget. He
started the year with a 10 percent fund balance and expressed
that he started the school year halfway in the hole. He noted
that he cannot budget based on one time funding.
8:14:30 AM
MR. GETCHELL moved to slide 9 and discussed the importance of
funding inside the Base Student Allocation (BSA):
[Original punctuation provided.]
Why Fund Inside the BSA?
• Reliability
• Predictability
• Putting one time money into fixed costs is
discouraged, risky, and uncertain
• Allows our School Boards to be better stewards of
their obligation to adopt budgets for their school
districts
• One time money does not meet the needs of teachers,
classrooms, other educators and students in the future
8:15:36 AM
MR. GETCHELL moved to slide 10 and provided a cost-of-living
example, explaining that there are three factors in the formula.
He noted that one of these factors is the cost component. He
asked members to consider their own living expenses,
acknowledging that costs may seem cheap to some and expensive to
others.
He highlighted the example of Haines, emphasizing a cost factor
of 1.2 in the formula. He then compared this to the Northwest
Arctic, which has a cost factor of 1.82, illustrating the higher
living costs there. He indicated that this example demonstrates
routine items and familiar costs in different communities.
[Original punctuation provided.]
Cost of Living Examples
Haines Borough School District
• One Bedroom Apartment $1250
• Gallon of Milk $8.99
• Case of Bottled Water $ 24.99 • Dozen Eggs $6.99
• Gallon of Gasoline - $5.54
Northwest Arctic School District
• One Bedroom Apartment $1800/month (plus utilities)
• Gallon of Milk $10 - $30 (depending on region)
• Case of Bottled Water $38-$50
• Dozen Eggs $9.59
• Heating Fuel - $9.97/gallon (Noatak - flown in)
8:16:32 AM
MR. GETCHELL moved to slide 11 and described it as the
opportunity graph. The graph shows what the BSA would have been
if inflation adjusted since 2017 - FY 25. He pointed out his
pin, which says "1413," representing the dollar gap between the
top of the red line and the pencil tip on the far right. This
gap illustrates the difference in the opportunity to pay bills,
hire high-quality teachers, and innovate for student
achievement. He stressed that concerns over basic expenses like
fuel and snowplow bills create lost opportunities for student
benefits.
8:17:39 AM
MR. GETCHELL moved to slide 12 and emphasized that education is
accountable. He cited his administrative assistant in Haines,
who has served for 34 years and maintains a growing list of over
50 tasks that she performs. These tasks include Special
Education audits, compliance checks for funding and grant money,
state monitoring of federal programs, multiple On-line Alaska
School Information System (Oasis) reports, attendance and
achievement data for various grants and program audits. He noted
that these reports require significant time and are crucial for
accountability.
8:18:49 AM
MR. GETCHELL moved to slide 13 to address the cost of district
administration. He explained that personnel costs typically
range from 80 percent to 90 percent of a district's expenses. In
administration for the five largest school districts in Alaska,
costs range from 0.4 percent in Mat-Su to 1.4 percent in
Fairbanks. He aimed to clarify misconceptions about
administrative expenses by presenting these figures.
District Expenditures: District Administration
Anchorage School District 1.1 percent
Fairbanks North Star School District 1.4 percent
Juneau School District .435 percent
Kenai School District .88 percent
Mat-Su School District .4 percent
8:19:46 AM
MR. GETCHELL moved to slide 14 and apologized for the dense
data, directing attendees to a source for deeper exploration. He
highlighted the change in average teacher salaries from 1989 to
1990, noting a decrease from $95,847 to $73,722 in equivalent
dollars. He attributed this decline partly to teacher turnover
and the absence of the defined benefit program that existed in
1989, which previously helped retain teachers.
8:21:39 AM
MR. GETCHELL moved to slide 15 to discuss the number of
emergency certificates and first-day vacancies. He pointed out
the significant increase in vacancies from about 150 in 2020 to
over 500 today. The number of emergency certificates also rose
sharply during the COVID-19 pandemic, reflecting the challenges
in recruitment and the need for emergency hires to fill
vacancies. He noted that the rise in emergency certificates is
almost on the same trajectory as the number of first day teacher
vacancies.
8:22:51 AM
MR. GETCHELL moved to slide 16 to highlight the cost of teacher
turnover. He referenced a 2017 ICER study indicating that
replacing a teacher costs a district at least $20,000 and a 2019
RAND study showing that the cost of replacing a principal was
$75,000. He emphasized the learning costs associated with
turnover, noting its negative impact on student achievement,
especially among minority and low-performing students. Mid-year
turnover exacerbates these challenges, often requiring emergency
hires.
8:23:56 AM
MR. GETCHELL moved to slide 17, showing a photo of
superintendents in Alaska when he was hired in 2018. He
highlighted the high turnover rate among superintendents by
noting that, in a six-year period, seven superintendents had
changed districts, eight remained in the same district, and 39
had left, retired, or found other work. He stated that high
turnover of superintendents leads to instability.
8:24:56 AM
MR. GETCHELL moved to slide 18 and stated that ensuring
superintendents are effective in their roles is crucial for
student stability. He highlighted the New Superintendent
Induction Support Program, which he found extremely beneficial
when he was a new superintendent. This program involves meeting
several times a year with new and experienced colleagues and
mentors. He shared that his district had the foresight to hire a
mentor who had previously worked in the same district, which
greatly aided his development. The program provides in-depth,
on-the-job learning opportunities for first and second-year
superintendents, recognizing that the first couple of years are
critical. Typically, after two to three years, superintendents
are well on their way to success.
[Original punctuation provided.]
New Superintendent Induction and Support Program
Superintendent Turnover
• ASA provides voluntary in-depth on the job learning
opportunities to first and second year superintendents
relevant to the Alaska school district and
superintendent experience and
• ASA provides individual support through a research-
based mentoring program
8:25:44 AM
MR. GETCHELL moved to slide 19 and provided outcome data from
the New Superintendent Induction and Support Program:
New Superintendent Induction and Support Program
• Since the program began 5 years ago
• 72 percent of superintendents have participated
in the program
• 88 percent of 2022-2023 first year
superintendents returned to their position this
school year
• 100 percent of the 2023-2024 cohort are on track
to return for their second year
8:26:35 AM
SENATOR KIEHL asked what is included in the administrative cost
percentage.
8:26:46 AM
MR. GETCHELL replied that a significant portion of the
administrative cost is attributed to training investments. He
emphasized that districts invest heavily in training their
principals, covering necessary skills, leadership, and
mentorship. These investments are essential for principals to
meet the demands of their roles effectively. He likened the
situation to starting over each time a leader leaves,
highlighting the high costs involved.
He shared that the Haines Borough School District has invested
substantial resources to ensure he receives the necessary
support and training to succeed as a leader. This includes
staying current with state mandates, federal laws, and federal
mandates to lead the school in a way that improves educational
outcomes. He stressed that the goal is not just to survive but
to help students thrive, noting that principals who receive
significant investment tend to lead thriving schools.
8:28:11 AM
MS. PARADY stated she is willing to provide the body of research
to the committee.
8:28:22 AM
REPRESENTATIVE STORY asked for clarification on national studies
that report higher administrative costs than what was presented.
She also inquired about the details of emergency certification
and who is teaching under those criteria.
8:28:54 AM
MR. GETCHELL replied that the data he referred to might be
outdated, and he would need to research and provide more current
information regarding national administrative costs. He
emphasized that while the financial aspect is significant, his
primary concern is the impact on students whenever a principal
or superintendent leaves. This turnover results in the loss of
learning opportunities and the emotional investment in the
education system.
MR. GETCHELL explained that emergency certification occurs when
a district cannot find a qualified candidate for a teaching
position after posting the job. Emergency certification allows
someone with a relevant degree but without a teaching license to
be considered for the role. The district must then determine if
there is a suitable candidate within the community or school
who, despite not being licensed, can perform the duties with the
necessary support. This ensures that the individual can manage
the job's demands, even without full licensure.
8:30:45 AM
SENATOR BJORKMAN said it has been suggested by Commissioner
Bishop that school districts this year, without a Base Student
Allocation (BSA) increase, have enough money to meet their
mission and educate the children of the state of Alaska. He
asked Mr. Getchell what the size of his district's deficit is
going into 2025. He also inquired about the changes the district
will make to educational opportunities if no additional dollars
are added to the formula. Finally, he asked if the district has
received any guidance from DEED or the commissioner's office
concerning how to spend money differently to meet the mission of
DEED.
8:31:30 AM
MR. GETCHELL replied that he has a 9.9% fund balance, which is
about one month's worth of expenditures. He mentioned that his
board maintains this practice to cover emergencies, such as the
2020 landslide in Haines. However, he noted that with the
current budget, this fund balance would likely be cut in half.
He emphasized the need to look at other expenditures and
mentioned the AK Reads Act, which requires a reading support
specialist. He has a classroom teacher assigned to this role but
would prefer to hire a dedicated interventionist, which would
cost $100,000. This cost, along with inflation, would
significantly impact the district's budget.
MR. GETCHELL stated that all districts are facing financial
challenges and are working hard to avoid negative outcomes. He
stressed the importance of the AK Reads Act and the need for
adequate funding to comply with it. He expressed the need for
additional support beyond the fund balance. He urged the panel
to consider the impact of no additional funding, noting that it
would lead to changes in programs and difficulties in attracting
high-quality educators. He urged members to talk to their
superintendents and ask what is going to happen if there isn't
an increase in funding. He stated his belief that
superintendents will unanimously say there will be changes to
programs and a loss of high-quality educators who want to come
to Alaska but can't afford it. Mr. Getchell also mentioned that
he has not received any guidance to reduce spending but noted
that requirements are increasing over time, not decreasing.
8:34:57 AM
SENATOR JACKSON asked what the independent auditor's
recommendation was for the fund balance.
8:35:16 AM
MR. GETCHELL replied that the auditor will report the findings
to the school board. He stated that the board wants a 10 percent
fund balance because Haines is a small community and needs funds
available for emergencies. He emphasized that the community must
manage emergencies independently. Auditors get concerned as the
fund balance approaches zero. Whenever the audit is presented,
the first item the board examines is the fund balance to
determine emergency funding. He added that while he did not know
the auditor's specific opinion, he knows they get gravely
concerned if they see the fund balance decreasing over time.
8:36:38 AM
MS. PARADY interjected that experts in the audience provided a
lifeline, noting that the Government Finance Officers
Association recommends a fund balance of five to 15 percent of
operating revenues or one to two months of operating
expenditures, which aligns with Mr. Getchell's testimony.
8:37:10 AM
CO-CHAIR RUFFRIDGE referred to slide 12, labeled "Education is
Accountable," noting numerous bullet points on auditing and
reporting of funds. He highlighted the position statement
indicating that student achievement is the number one priority
and asked about the relationship between accountability and
achievement. He mentioned that constituents often inquire about
how these two aspects align and how they can be certain that
funds are being used to prioritize student achievement.
8:38:04 AM
MR. GETCHELL said he would speak on behalf of all
superintendents, sharing his own story, which he believes is
common across the state. He explained that his board has set
goals within their strategic plan based on student achievement,
which they monitor through data. For example, he mentioned that
they just took the Northwest Evaluation Association (NWEA)
Measurers of Academic Progress (MAP) exam, and he will report
the mid-year data to his board. He emphasized the importance of
this practice.
CHAIR TOBIN asked for an explanation of MAP.
MR. GETCHELL replied that the MAP test is an achievement test
similar to the Iowa Test of Basic Skills but updated and
nationally normed, with data from about 30 states. This test
helps monitor student achievement and predict performance on the
AK STAR test. He explained that his board looks at various
assessments for accountability, such as DIBELS, the early
literacy screener required by the Alaska Reads Act, ensuring
second graders are on grade level before moving to third grade.
MR. GETCHELL mentioned the high turnover of superintendents,
comparing it to the National Football League, which also has
high accountability. Superintendents face accountability from
school boards, especially if they are not meeting expectations.
He emphasized accountability for both brick-and-mortar students
and those in correspondence programs. They work hard to ensure
students in correspondence programs participate in literacy
screeners, with varying participation levels. He noted that
brick-and-mortar students have higher participation rates and
less opting out compared to correspondence students, which
impacts reporting and progress tracking.
8:41:42 AM
MS. PARADY added that it is a great question and one they
wrestle with often. She noted research on the slide indicating
that turnover impacts student achievement. Superintendent
turnover affects principal turnover, which in turn affects
teacher turnover. This instability lowers student achievement.
Stabilizing school districts by retaining high-quality staff is
key to improving achievement. Competitive wages and benefits are
crucial for attracting and retaining teachers.
MS. PARADY highlighted the dire straits in recruitment,
necessitating the hiring of many foreign teachers. For example,
one district has 87 foreign teachers, and the superintendent
from Northwest Arctic had turnover of 100 teachers. The national
shortage of educators exacerbates this crisis. The loss of
competitiveness makes it difficult to attract teachers to
Alaska. Stabilizing school districts is essential to focus
efforts on student achievement.
8:44:00 AM
REPRESENTATIVE PRAX said he did not disagree with the points
made so far but believed the bigger picture was being missed. He
found it interesting that the NFL was used as an illustration,
pointing out that the fundamental difference between the NFL and
the state legislature is that the NFL must please the people
sending them money. People voluntarily give money to the NFL,
whereas it is not voluntary nor discussed by the people the
legislature represent. He opined that this is creating a long-
term fiscal problem for Alaska that applies to school districts,
healthcare, roads, energy, and other areas. He asked if the
association had considered this fundamental problem of mandatory
funding and how to attract more voluntary funding into Alaska.
8:45:23 AM
MR. GETCHELL referred to slide 12, "Constitutional Duty," and
emphasized that funding education is a constitutional duty
agreed upon by the state. He acknowledged the validity of the
question but reiterated the importance of this duty as part of
the state's identity and Constitution. Regarding revenue streams
and funding education, he stated his belief that this is a
larger conversation that legislators are already having. He said
that as an education advocate, he speaks on behalf of the
children, driven by both the Constitution and his moral
obligation to ensure a better future for all children in Alaska.
MS. PARADY added that they are very supportive of the efforts to
develop a long-term sustainable fiscal plan with additional
revenues. She noted that they discuss this issue frequently and
are very supportive of the legislature, which is responsible for
making those decisions.
8:46:46 AM
REPRESENTATIVE PRAX mentioned that the Constitution assigns the
legislature the responsibility of setting up and maintaining a
school system of public education. He pointed out that in the
Statehood Act, Alaska was admitted as a state based on the
recognition that resource development, not taxation of
residents, is the fundamental way to make the state work.
Without voluntary incoming money, there is no funding to argue
about. He stressed the need to reconcile the internal conflict
between those opposing resource development and the necessity of
having money to operate the state. He emphasized the need for an
alliance to support resource development against opposition both
within and outside Alaska.
8:48:03 AM
RICK DORMER, President, Alaska Association of Secondary School
Principals, Ketchikan, Alaska, said he is also the principal of
Ketchikan high school and provided a brief work history. He
turned to slide 21 and presented the names and photos of members
of the Alaska Association of Secondary School Principals Board
of Directors. He encouraged members to reach out to these
principals with questions about education in Alaska. He stated
he would share challenges from the viewpoint of an Alaskan
principal.
8:49:29 AM
MR. DORMER moved to slide 22 and discussed the following joint
position statements:
[Original punctuation provided.]
SCHOOL SAFETY
ACSA advocates for safe and secure schools as a
catalyst for the prevention of school crime and
violence. We emphasize the importance of preventative
as well as reactionary measures to ensure school
safety.
ACSA supports improving the safety, physical and
mental well-being of our children, knowing this is
critical to increasing student achievement.
SOCIAL, EMOTIONAL AND MENTAL HEALTH
ACSA supports targeted funding to enable schools to
recruit, retain, and increase students' access to
school counselors, school social workers, school
psychologists, nurses, and mental health specialists
and to provide additional professional development for
all staff to meet the increasing and diverse needs of
all students.
*Page 4 ACSA Joint Position Statements / *Page 3 ACSA
Joint Position Statements
8:50:13 AM
MR. DORMER moved to slide 23 and presented sobering statistics:
20 percent of students experience emotional, mental, or
behavioral disorders, with one in six youth facing mental health
issues. In Alaska, 8,000 teenagers suffer from depression, and
64 percent of these cases do not receive treatment. He shared a
personal story of his children, who struggled with anxiety and
found support in a teacher they had a positive relationship
with, illustrating the vital role of school relationships in
managing mental health.
He described the diverse family structures and challenges many
students face, including homelessness and couch surfing. Schools
aim to stabilize these students and partner with families to
ensure they are college or career ready upon graduation. He
emphasized the unprecedented scope of mental health needs among
students and adults in the community.
8:51:33 AM
MR. DORMER moved to slides 24-27 and showed a map indicating
that every state has experienced school shootings, underscoring
the importance of mental health supports and Social and
Emotional Learning (SEL) programs in preventing such incidents.
He noted that many school shooters have been victims of violence
or have low social-emotional health. He highlighted the lack of
resources and training to address these issues properly, noting
that public schools average one counselor for every 408 students
and one school psychologist for every 1,127 students, with only
42% of schools offering mental health treatment services.
He stressed the need for more mental health supports and strong
SEL programs to ensure safety and improve educational outcomes.
He concluded by sharing state-specific facts about mental
health, urging everyone to consider these staggering statistics
and the critical need for mental health services in schools.
MR. DOMER shared a recent story about a student in a village
who, after school, would leave their unsafe home environment and
sleep underneath the school. This harrowing portrait highlights
how schools can be a safe haven and place of comfort for some
students. He noted that Alaska has the highest suicide rate in
the nation. Suicide affects the entire community, sometimes even
reaching beyond it. For instance, a recent suicide in nearby
Metlakatla impacted the entire Southeast region. He expressed
that virtually all of Alaska is affected by mental health
issues, emphasizing that students and their families need help.
8:54:48 AM
MR. DORMER moved to slide 28 and discussed educator retention.
He highlighted a crucial position statement: preparing,
attracting, and retaining qualified educators in Alaska. He
referenced a recent survey by the governor's task force, noting
that the top two issues related to retention are salary and
benefits. Alaska was once a destination for professionals
seeking adventure, strong employment opportunities, and
excellent benefits. Educators often moved to Alaska with their
families, as was his experience when he moved from Oregon 15
years ago, having a wonderful experience since then.
[Original punctuation provided.]
PREPARING, ATTRACTING AND
RETAINING QUALIFIED EDUCATORS
Recruiting and retaining highly effective educators
and leaders is imperative to increase student
achievement and eliminate academic disparity for all
of Alaska's students.
According to a survey done by the Governor's Task
Force on Teacher Retention and Recruitment, of over
3700 Alaskan educators, 2 of the top issues related to
retention status are: Salary and Benefits
*Page 6 ACSA Joint Position Statements
8:55:30 AM
MR. DORMER moved to slides 29-30 and said the table shows the
top ten factors that Alaska educators consider when deciding on
jobs or staying in their current positions. These factors
include sustainable funding, good retirement and health plans,
and feeling safe and connected at their workplace. He noted that
Alaska is losing qualified educators every year. He emphasized
the importance of retaining quality educators, warning that
without them, the future of Alaska's school system is at risk.
MR. DOMER shared personal examples of the impact of this issue.
Recently, the Ketchikan School District lost a top
administrator, a high school counselor, and another experienced
administrator to other states. He highlighted that this problem
is not unique to Ketchikan but is prevalent across Alaska. The
applicant pool for a high school science teacher position in his
school mostly consisted of candidates from outside the United
States, a stark change from five years ago. Many Alaskan
administrators hold additional licenses in other states, making
their departure easier.
MR. DOMER stressed the urgent need to retain quality educators,
citing research from the Wallace Foundation that a strong
administrator has a significant impact on student achievement.
The retention of school leaders is critical, as it can take five
years for a leader to make a meaningful difference, yet only one
in four principals stay in their position longer than five
years.
8:59:16 AM
MR. DORMER moved to slides 31-33 and emphasized the importance
of fixing retention issues to ensure quality education. He
mentioned various school options, such as charter schools,
parochial schools, magnet schools, and correspondence schools,
but noted that without addressing personnel retention, these
options won't have quality educators to staff them. He expressed
excitement about being part of a collaborative with 11 other
states focusing on school leadership through a shared leadership
framework. They have also started a new aspiring leaders
program, thanks to funding from DEED, to support early-career
principals.
He concluded by discussing the Alaska State Leadership Academy
(ASLA) program, which provides statewide support and high-
quality professional development. He highlighted the program's
growth, with the addition of Alaska's two largest districts in
2024. Supporting leadership is a significant strategy for
improving schools in the state. He wrapped up by sharing data
from the program's annual report, showing its positive impact,
and expressed enthusiasm for continuing this program and
supporting educational leaders.
MR. DOMER thanked the legislators and introduced a video
featuring Caitlin Stasis, who summarized the discussed points
and exemplified the importance of their efforts.
9:02:48 AM
REPRESENTATIVE HIMSCHOOT said she was familiar with school
psychologists as individuals who administer tests to students
and asked for more information about their role in addressing
the mental health needs of students. She also requested insights
on the mental health of educators.
9:03:29 AM
MR. DOMER replied that in Southeast Alaska, school psychologists
typically travel between schools, which limits their
availability. Their primary role is to help identify student
needs and conduct testing. In Petersburg and Ketchikan, they had
one counselor for both middle and high schools, who also
partnered with local health agencies because one counselor
couldn't meet all the needs.
MR. DOMER said counselors are expected to provide both academic
and social-emotional support to ensure students are college- and
career-ready and feel secure. Finding counselors is challenging,
so partnerships with local mental health agencies are crucial.
Even with these partnerships, places like Petersburg struggle to
provide enough counselors, utilizing community resources to
bridge the gap.
He noted that Ketchikan secured a grant, allowing them to hire
two additional counselors and two social workers, creating a
supportive environment for students. These professionals are
busy all day, addressing serious issues beyond typical
adolescent concerns. To support counselors, Ketchikan's
superintendent has arranged for counselors for the counselors,
acknowledging the emotional toll of their work.
MR. DOMER stated that the situation highlights the layered
approach necessary for effective mental health support in
schools. However, grant funding is temporary, and efforts are
ongoing to stabilize support systems for students, as teaching
academic subjects becomes challenging when students face
significant personal issues.
9:05:53 AM
REPRESENTATIVE HIMSCHOOT REPRESENTATIVE HIMSHCOOT expressed
concern about staff mental health, particularly secondary
trauma. She noted that the counselors do both academic and
mental health counseling and asked for data on the ratios. She
inquired if the social workers are functioning as mental health
counselors, allowing academic counselors to focus on academic
counseling, and asked what numbers they should be looking at for
mental health and academic support staff.
9:06:23 AM
MR. DOMER replied that he didn't have specific statistics on the
need for mental health support, but he emphasized that the
current resources are insufficient. In Ketchikan, they have
doubled their support by adding two social workers, resulting in
two counselors handling both academic and social-emotional
needs, and two social workers focusing almost entirely on
social-emotional needs. Despite this increase, all four staff
members are constantly busy.
MR. DOMER said in Petersburg, the superintendent mentioned a
shortage of mental health support and multiple staff absences
due to mental health needs. He noted that while the primary
focus has been on supporting students, they should also address
mental health supports for staff. He acknowledged the importance
of this issue but admitted it might have been overlooked.
MR. DOMER stated that Ketchikan's current ratio exceeds the one
counselor per 400 students guideline but stressed that even this
isn't sufficient. He committed to working with Dr. Parady to
gather more data on the necessary numbers for adequate mental
health and academic support staff.
9:07:34 AM
CHAIR TOBIN announced Representative Schrage joined the meeting.
9:07:38 AM
MS. PARADY added that Doug Gray from the Alaska Staff
Development Network will discuss further efforts regarding
trauma support. She mentioned that for the past 13 years, they
have organized the largest education conference in the state,
which includes trauma-informed and trauma-engaged support for
staff. This training has been in high demand and continues to
grow each year. She emphasized that this basic training is
essential for educators to support their students effectively.
9:08:18 AM
REPRESENTATIVE PRAX noted that at the state level, mental health
and family needs are being addressed through organizations
within the Department of Health and the Department of Family
Services. He acknowledged that schools are significantly
involved in this effort and asked if there has been
communication with these departments to potentially break down
barriers. He suggested that in the short term, reallocating
funds from these agencies to schools might be a solution,
although he recognized the complexity of the issue in the long
term. He inquired if there had been any discussions with those
agencies.
9:09:08 AM
MR. DOMER replied that he has not been in communication with the
Department of Health and the Department of Family Services, and
he is unsure if their superintendent has. He mentioned that
during his time in Petersburg and Ketchikan, they regularly met
with hospital administrators to discuss available supports.
Petersburg had a Mental Health Coalition, with which he
maintained a positive relationship. He noted that while they use
Memorandums of Agreement (MOAs) for these partnerships, he is
not familiar with any conversations happening at the state level
with those departments.
MS. PARADY added that many schools partner with local health
clinics or available community resources to form coalitions
addressing student needs. She noted that this is a common model
but acknowledged that there is always more that can be done.
9:10:06 AM
CHAIR TOBIN asked about the connection between student mental
health and assessments. She noted that discussions often focus
on student achievements and opportunities for success and
inquired about the correlation between these factors and student
mental health.
9:10:28 AM
MR. DOMER replied that they use assessments like the MAP test by
the Northwest Evaluation Association (NWEA) from Portland,
Oregon. This third-party assessment helps gauge student
performance by providing a comparative analysis. While students
may not be excited about assessments, these evaluations are
impactful for understanding student progress. He emphasized that
formative assessments, conducted by teachers daily in the
classroom, are particularly effective. These assessments involve
direct interaction with students, allowing them to demonstrate
their learning and skills.
MR. DOMER highlighted the importance of the positive
relationship between students and caring educators. This
relationship, along with hands-on activities and peer
collaboration, leads to higher attendance rates and success in
the classroom. He acknowledged the lack of specific data
correlating student mental health with academic achievement but
expressed interest in exploring this further to share insights
with staff.
9:11:51 AM
CHAIR TOBIN shared that a colleague mentioned the assessment
data for students in Wrangell might be lower this year, raising
concerns about the impact of trauma on student performance.
9:11:59 AM
MS. PARADY added that they will look for specific data on the
impact of trauma on assessment results and noted that Doug Gray
might address this issue during his testimony.
9:12:14 AM
JOSH GILL, President, Alaska Association of Elementary School
Principals, Bethel, Alaska, Co-presented State of PK-12
Education in Alaska moved to slide 34 and introduced himself and
stated he is also the principal of Ayaprun Elitnaurvik, a
charter school in the Lower Kuskokwim School District. The
district is about the size of West Virginia. There are no roads
connecting the schools in the delta, but the district works
closely to do what is best for its students.
9:13:17 AM
MR. GILL moved to slide 35 and introduced the Alaska Association
of Elementary School Principals (AAESP) board, which is a
diverse group that represents students from all areas of Alaska.
The mission of AAESP is to support school leaders in their work,
strengthen Alaska communities, and provide excellent
opportunities for all students.
9:13:46 AM
MR. GILL moved to slide 36 and highlighted the joint position
statement for early childhood education:
[Original punctuation provided.]
EARLY CHILDHOOD EDUCATION
ACSA supports the definition of elementary education
to include universal Pre-K, thus ensuring equitable
access to fully funded, sustainable, birth to age five
learning programs and nutrition services.
The developmental differences of 3 and 4 year old pre-
K children require developmentally appropriate
instructional materials and playground equipment, all
of which depends on sufficient funding.
*Page 8 ACSA Joint Position Statements
MR. GILL stated that many people on the board have worked very
hard on the Alaska Reads Act. Most children should enter
kindergarten with a 5,000 - 6,000-word vocabulary, but in his
region, students enter kindergarten with a 2,500 - 3,500-word
vocabulary. He asserted that Alaska needs to address readiness
for kindergarten.
9:14:42 AM
MR. GILL moved to slide 37 and provided statistics on at risk
children who don't receive a high-quality early childhood
education:
[Original punctuation provided.]
25 percent more likely to drop out of school
40 percent more likely to become a teen parent
50 percent more likely to be placed in special education
60 percent more likely to never attend college
70 percent more likely to be arrested for a violent crime
MR. GILL asked members to think about the additional cost to the
state when children do not receive high quality early education.
He opined that Alaska needs universal early childhood education
for students. Investing in kids saves the state money.
9:15:35 AM
MR. GILL moved to slide 38 and said the data is clear that early
childhood programs have a monetary value in Alaskan communities
in the long term and prepare children socially, academically,
physically and emotionally to enter kindergarten. He discussed
the success of a grant program that he and Paul Sugar
implemented at Mikelnguut Elitnaurviat, a K-2 grade school, and
the success low-income students experienced. He stated that with
the right tools the trajectory of students can change.
9:17:04 AM
MR. GILL moved to slides 39 - 41 discussed another joint
position statement concerning bandwidth in Alaska:
[Original punctuation provided.]
INCREASING BANDWIDTH IN UNDERSERVED AREAS
ACSA supports continuing the Broadband Assistance
Grant (BAG) to ensure all schools are able to access a
minimum speed of 100 megabits per second, which
leverages federal E-Rate funds up to a 9:1 match,
We also support efforts to continue to increase
download speed to meet national recommendations of 1
gigabit per second, per student.
It is critical to recognize the ongoing and increasing
need for Alaska's students, educators, and leaders to
have equitable access to the digital world both inside
and outside of the school environment.
*Page 5 ACSA Joint Position Statements
INCREASING BANDWIDTH IN UNDERSERVED AREAS
• 44 percent of Alaska communities are unserved
• Almost 50 percent of Alaska's communities are
unserved or underserved
• Rural Alaskan students are particularly
vulnerable to digital inequities
INCREASING BANDWIDTH IN UNDERSERVED AREAS
• Alaska currently ranks 51st among states and the
District of Columbia in BroadbandNow's annual
rankings of internet coverage, speed, and
availability.
• Inequitable access to electronic devices and
reliable internet has a negative impact on
opportunity and achievement for Alaskan students.
9:17:32 AM
MR. GILL said geographic location should not determine
bandwidth. Bush Alaska operates with very low bandwidth. Much of
rural Alaska is artificially capped at 25 mbps. The national
average is 322 mbps. In addition to better connectivity students
need more professional development, which often is provided
virtually through the internet. However, it is difficult to
school because students use the bandwidth during and after
school. Due to limitations at LKSD high school students do not
always have access to highly qualified certified teachers in the
classroom and instead have a virtual teacher with an aide in the
classroom. When high school students are instructed virtually
the other students in school must stay off the internet because
there is not enough bandwidth to share. Also, there is not
enough bandwidth for students to take standardized tests at the
same time and during testing, no other students can access the
internet. He stressed the importance of the Broadband Assistance
Grant (BAG) and infrastructure grants.
9:19:46 AM
MR. GILL moved to slide 42 and discussed data accountability for
school leaders:
[Original punctuation provided.]
• School Safety
• Teacher and Principal Evaluations
• Accreditation Process
• Title I Data
• Alaska Reads Act Implementation
• Graduation Rates
• Attendance
• DEED School Report Card
• Facility Management
• Program Budgets
• Staff Retention
• Program Audits
• Special Ed/IEP Audits
9:20:42 AM
MR. GILL moved to slide 42 and discussed data accountability for
school leaders:
[Original punctuation provided.]
School Leaders are Accountable
• School Safety
• Teacher and Principal Evaluations
• Accreditation Process
• Title I Data
• Alaska Reads Act Implementation
• Graduation Rates
• Attendance
• DEED School Report Card
• Facility Management
• Program Budgets
• Staff Retention
• Program Audits
• Special Ed/IEP Audits
9:22:04 AM
MR. GILL moved to slide 43 and stated that in 2015 there was a
fire at Ayaprun Elitnaurvik and invited members to the opening
of the new school this fall. The community is excited to have a
gym and aspects that represent the culture. He mentioned some
school options in Alaska and said charter schools have a great
impact on communities and education in Alaska.
9:24:36 AM
HEATHER HEINEKEN, President, Alaska Association of School
Business Officials, Fairbanks, Alaska, Co-presented State of PK-
12 Education in Alaska, moved to slide 44 and introduced herself
and stated she is also the chief financial officer for Yukon
Koyukuk School District. She stated that the Alaska Association
of School Business Officials (ALASBO) consists of board members
and professionals from districts across the state. In addition
to business managers, the membership includes professionals from
human resources, instructional and informational technology,
facilities, and other support divisions. The mission of ALASBO
is to promote the highest standard in school business practices.
MS. HEINEKEN highlighted the financial challenges faced by
Alaska school districts statewide, emphasizing a significant
financial shortfall. Over the weekend, educational leaders from
across the state participated in the ACSA fly-in and discussed
similar challenges for different reasons, all relating to
financial shortfall. She said that at the House Education
Committee meeting on Friday, the Department of Education and
Early Development (DEED) provided an in-depth look into school
funding, highlighting state aid generated by the Base Student
Allocation (BSA), federal funds, and local contributions. The
federal funds discussed included COVID funding, which expires
this year with no plan to fill the gap, referred to as the
fiscal cliff. These funds have supported mental health, social-
emotional support, and learning loss mitigation over the past
five years.
MS. HEINEKEN detailed other federal funds such as Title I, II,
III, IV, Title VI-B Section 619, Carl Perkins, and other smaller
funds totaling about $245 million. These funds are distributed
through an application process and targeted at students such as
those in migrant education or special education. She said that
in her district, only 300 of the 3,300 students qualify for
these specialized funds. Districts must comply with federal
regulations, reporting, and compliance requirements when
accepting these funds. Except for COVID funds, there are also
restrictions on supplanting, which means districts cannot use
these funds for general expenses like heating, electricity, or
property insurance.
9:27:34 AM
MS. HEINEKEN moved to slide 46, an overview of education funding
in the form of a pie graph for FY 24 school district
expenditures by category. She reviewed the distribution of state
aid by function as defined by the State of Alaska Department of
Education Uniform Chart of Accounts. The functions are
characterized by instruction and non-instruction:
Non-Instruction = 26 percent
Community services 0 percent
Debt Service 0 percent
Student Activities 1 percent
Operations and maintenance 15 percent
District administrative support 5 percent
District Administration 2 percent
School Administrative support 3 percent
School Administration 4 percent
Instruction = 74 percent
Support Services Instruction 9 percent
Support Services Students 4 percent
Special Education support 4 percent
Special Education Instruction 13 percent
Instruction 40 percent
FY 24 School District Funding by Payor
State 67 percent
Local Contribution 26 percent
Other 2 percent
Federal 5 percent
9:27:48 AM
MS. HEINEKEN moved to slide 47 and named instructional
functions:
[Original punctuation provided.]
Instructional (Functions 100-400) = 74 percent
• Instruction
• Special Education Instruction
• Special Education Support
• Support Services Student
• Support Services Instruction
• School Administration (Principals)
DEED Uniform Chart of Accounts:
https://education.alaska.gov/publications/chart_of_acc
ounts.pdf
9:28:09 AM
MS. HEINEKEN moved to slide 48 and named non-instructional
functions:
[Original punctuation provided.]
Non-Instructional (Functions 450-780) = 26 percent
• School Admin Support
• District Administration
• District Admin Support
• Operations & Maintenance 15%
• Student Activities 1%
• Community Services
DEED Uniform Chart of Accounts:
https://education.alaska.gov/publications/chart_of_acc
ounts.pdf
MS. HEINEKEN said non-instructional functions, which comprise 26
percent of expenditures, include 15 percent for operations and
maintenance, covering costs like fuel, electricity, and property
insurance, and keeping schools safe and clean. Other non-
instructional categories include student activities, school and
district administration, human resources, business office
operations, instructional and informational technology.
Approximately 2 percent is district administration, which
includes the Office of the Superintendent and Board of
Education.
9:28:50 AM
MS. HEINEKEN moved to slide 49 and provided a list of ways there
is accountability in education:
[Original punctuation provided.]
Education is Accountable
• DEED Approved Budgets Publicly Published
• Annual Financial Audits
• GEER/ESSER Reporting Requirements through DEED for
COVID Expenditures
• TRS/PRS Audits
• Title I comparability reporting
• Program Audits
• Fund Balance Reporting
• Per Pupil Allocation
• Grant funding Monitoring SPED, Title I, Competitive
Awards
• NSLP/Food Service Annual Audit
• Special Award Audits as Required by Funding Agency
• DEED Quarterly Reimbursement Reports
MS. HEINEKEN emphasized the accountability of school districts
stating each district submits numerous reports and audits to
state and federal agencies. Continued funding often depends on
the completion and submission of the reports.
9:29:21 AM
MS. HEINEKEN moved to slide 50 and said many of the reports are
available on DEED's website or directly on school district
websites, with reporting occurring year-round to ensure ongoing
monitoring of a district's financial welfare:
9:29:52 AM
CO-CHAIR RUFFRIDGE moved to slide [45] highlighting a bullet
point underneath "Fiscal Cliff" which states that the Alaska
Council of School Administrators (ACSA) opposes cost shifting of
state expenditure responsibilities to local governments. He
requested further explanation on this point. He said in
reviewing the slides as a whole, what thoughts are there on the
current budget situation, noting that the governor's budget had
a billion-dollar shortfall.
CO-CHAIR RUFFRIGE outlined three potential options to increase
school funding: budget cuts in other areas, Permanent Fund
Dividend (PFD) reduction, or generating revenue through a new
tax. He noted that opposing cost shifting would prevent local
governments from increasing property taxes. He asked if the ACSA
has taken a position on prioritizing funding and identifying
potential sources.
9:31:12 AM
MS. PARADY opined that this specific policy statement primarily
concerns major maintenance and capital construction. She noted
that as those budgets have significantly shrunk over time,
facilities, which are largely 40 to 60 years old, face issues
like leaky roofs and other necessary maintenance. Often, these
costs are shifted to the local municipality. She highlighted
that as funding has remained flat, cost shifting has occurred.
Regarding caps or allowing districts to contribute more, she
stated that this is a different context.
9:32:28 AM
REPRESENTATIVE PRAX said the function that the Alaska Council of
School Administrators (ACSA) performs involves administrative
costs, which are often the subject of complaints. He clarified
that he did not intend to criticize but acknowledged the
concern. He noted that a presenter mentioned administrative
costs averaged 4 percent across the state and asked if there is
any information on administrative costs per district rather than
a statewide average.
9:33:16 AM
MS. HEINEKEN replied that slide 46 presented earlier listed
administrative costs under the non-instructional functions. She
explained that the five districts presented had administrative
costs ranging between 0.4 and 1.4 percent, specifically for the
Superintendent and the Board of Education offices. However, the
overall non-instructional function comprises 26 percent, with 15
percent dedicated to running the buildings. She noted that the
definition of administration depends on how it is defined, but
school districts follow the State of Alaska Uniform Chart of
Accounts. When discussing non-instructional costs, if equated to
administration, it amounts to about 26 percent, broken down into
various functions. For example, student activities account for 1
percent of that total, which includes expenses like basketball
trips. Though not spent in the classroom, these activities still
impact students.
9:34:39 AM
REPRESENTATIVE PRAX asked if the information on administrative
costs is available per district. He stated that he understands
smaller rural schools have higher costs but would like to have
the information per district if it is available.
9:35:09 AM
MS. HEINEKEN replied that the numbers are available, either
through individual audits that are publicly accessible or
potentially published by the Department of Education and Early
Development (DEED). She stated she would provide a resource
where the numbers are available.
9:35:35 AM
REPRESENTATIVE HIMSCHOOT inquired about the impact of recent
inflation on fixed costs for the districts, specifically
regarding facility insurance, health insurance, energy costs,
and other expenses that cannot be negotiated, avoided, or
bargained away.
9:36:18 AM
MS. HEINEKEN replied that she has specific numbers, though not
immediately at the table. She noted that electricity, fuel, and
property insurance costs have increased significantly in her
district over the last two years, with increases ranging from 20
percent to 60 percent. She mentioned she has 10 rural school
districts around the interior of Alaska. She said statewide, she
does not have exact figures, acknowledging that the severity of
the increase may vary among districts. She stated they have been
working on gathering this information and can provide actual
figures upon request.
MS. PARADY added an example from President Stevens' district
where last week the superintendent received a health insurance
bill for the year, showing another 20 percent increase. This
increase adds an additional million dollars to the district's
deficit as the superintendent tries to finalize the district's
budget this year. She noted that this is happening across the
state.
9:37:51 AM
CHAIR TOBIN sought information about the retention and
recruitment of business officials. She noted there has been some
attrition in offices and asked if there has been attrition
within ALASBO membership over the last 10 years. She also
inquired about recruitment and retention of business officials
for school districts.
9:38:05 AM
MS. HEINEKEN replied that a lot of business officials are either
retiring or leaving the industry. Many offices have one or two
staff.
9:38:28 AM
At ease.
9:39:03 AM
CHAIR TOBIN reconvened the meeting.
MS. HEINEKEN Ms. Heineken said it is a constant challenge to
recruit and replace staff, and often there aren't people in the
local communities available to fulfill the roles. Many districts
are starting to contract with outside services, even outside the
state of Alaska. She mentioned that the ALASBO organization has
created a three-year program called the New Business Manager
Institute to support new business managers. This program
includes a mentorship component where participants undergo
course training to learn necessary skills. The hope is that, by
the end of the program, participants remain in the field, either
as business managers or in school district business, as this
role is becoming a lost art.
9:40:18 AM
CHAIR TOBIN
9:40:26 AM
DOUG GRAY, Director, Profession Development, Alaska Staff
Development Network, Anchorage, Alaska, moved to slides 51 52
and introduced himself. He stated that the Alaska Staff
Development Network (ASDN) operates under the umbrella of the
Alaska Council of School Administrators. ASDN is a private
nonprofit small business organization that has been providing
high-quality professional development for almost 40 years. He
shared a few highlights of the work done through ASDN. He drew
attention to the catalog included in the committee members'
packets, which lists the materials and professional development
areas they offer.
MR. GRAY explained that ASDN provides educational webinars
offering professional development opportunities that support the
state's initiatives with research-based strategies, including
feedback, teacher clarity, and collective efficacy. These
webinars have reached thousands of educators throughout Alaska.
This spring, ASDN is offering a CHAMPS workshop, focusing on
building strong positive classroom management strategies. This
workshop resulted from requests from districts seeking to train
teachers who are new to Alaska, new to education, and new to
America.
MR. GRAY noted that ASDN strives to keep up with current trends
impacting education. This month, they are offering a webinar on
AI in education, highlighting the relevance of AI in classrooms.
Mr. Gray mentioned ChatGPT and offered to share a link to the
webinar if anyone is interested. He noted that their first class
on Wednesday was eye-opening, demonstrating how AI is becoming
very relevant in schools today. In addition to webinars, ASDN
supports many asynchronous courses, allowing educators to build
their skills while earning credit and recertification. He
emphasized that ASDN constantly reviews its course library to
ensure it offers meaningful content to educators.
9:42:43 AM
MR. GRAY Mr. Gray said that each year ASDN puts on the largest
educational conference in the state. The Multi-Tiered Systems of
Support conference brings up national researchers and speakers
to reach educators across the state. This year, ASDN was able to
bring some of the leading national and international educational
researchers. Dr. John Hattie, one of the top researchers
recognized worldwide for his work on best practices to support
student learning, was among the speakers. This year's conference
had over 1,200 participants from all over Alaska. A new offering
at the conference was focused on trauma-engaged practices.
Initially expecting around 200 registrants, they were surprised
by over 400 people expressing interest. Topics included how
mental health impacts assessment, highlighting the strong need
for such discussions among educators.
9:43:59 AM
MR. GRAY moved to slide 54 and said he was also very excited to
share that ASDN was able to offer its first DEED-approved
science of reading course, which meets the Alaska Reads Act
requirements for K-3rd grade educators. He mentioned that ASDN
developed this course with two of their reading experts who have
been working with ASDN for many years. ASDN staff were able to
enroll over 70 educators in their first cohort.
9:44:26 AM
MR. GRAY moved to slide 55 and said ASDN is now in its second
year of a project with the Department of Education and Early
Development (DEED), supporting 18 school districts by working
with nationally recognized coaches to enhance their multi-tiered
systems of support. This initiative aligns with the Alaska Reads
Act. He noted that these districts independently reexamined
their practices to better meet the needs of all learners. He
mentioned ASDN's close collaboration with the state on various
projects, including support from DEED for their work with
Code.org to bring computer science into schools.
MR. GRAY emphasized ASDN's commitment to seeking feedback to
continually meet the needs of educators and ensure the delivery
of high-quality professional development in Alaska.
9:45:13 AM
MS. PARADY added that ASDN serves all educators, but its primary
audience is teachers.
9:45:58 AM
REPRESENTATIVE PRAX asked how ASDN handles the conflict between
local control and central control. For instance, how does ASDN
resolve the differences in needs between rural and railbelt
schools.
9:46:37 AM
MR. GRAY replied that ASDN advertises statewide and ensures the
courses it offers are relevant to both rural and urban settings.
He noted that webinars are often linked to grants that work
directly with rural school districts. ASDN strives to be
responsive to what school districts ask them to provide,
emphasizing that it is a collaborative effort.
9:47:20 AM
MS. PARADY added that need assessments are conducted across the
state to gather feedback from districts about their needs. She
opined that ASDN is aware of best practices and providers. She
noted that districts often cannot afford to travel for
professional development opportunities, making ASDN's delivery
methods even more critical. She emphasized that ASDN focuses on
quality instruction, which transcends rural, remote, and urban
settings. The science of reading class is an example of a course
that was created at the request of teachers statewide.
Mr. Gray suggested looking through the ASDN catalog of materials
or watching videos of recorded courses to better understand what
is offered.
9:48:44 AM
REPRESENTATIVE PRAX said he sees that ASDN does not take a
cookie-cutter approach to instruction delivery for the various
districts.
9:49:04 AM
SENATOR BJORKMAN referred to the "Base Student Allocation $1413"
buttons that presenters wore. He said many policymakers are
trying to decide what outcomes and opportunities are at stake
with every BSA dollar and what happens if districts don't
receive additional funding within the BSA formula. He had hoped
to hear answers to these questions during the presentation,
rather than "fluff."
He noted that in considering the consequences or opportunity
costs of funding additional dollars to K-12 education, educators
need to provide answers if they expect to receive more funding.
Many decision-makers are not interested in hearing about mental
health because it was not part of their reality when going
through school. Others believe pre-kindergarten education is the
role of parents. He opined that in his experience, parents fall
short in this area. If K-12 schools are to meet their mission
and maximize the use of education dollars, the role of pre-K
must be considered.
9:50:57 AM
SENATOR BJORKMAN said the state must also address the
duplication of services. Education constantly duplicates
services and then complains about the cost. Legislators need to
hear from educational leaders how various education bills affect
their districts. The commissioner tells legislators the state
doesn't need more money while students are requesting that
programs be saved. Legislators need to know what is at stake if
the BSA is funded at $1413 or $680; what opportunities will be
available to students in the coming year. Business leaders want
educated students with skills. Alaskans need to know the
consequences of investing or not investing in students.
9:53:29 AM
CHAIR TOBIN asked Ms. Parady to answer what is at stake if the
BSA is funded at $1413 and $680.
MS. PARADY replied that regarding the unique needs of each
district and communicating with policymakers, she was reminded
of a statement made last year by Representative Stapp, "When I
need something from my district, I ask them, and they give it to
me." She mentioned that the more than 100 people who came to the
legislative fly-in want to talk to their senator and
representatives. She implored legislators to meet with
constituents, noting that some legislators have not accepted
requests to meet. She opined that the presentation was not
"fluff." Rather, legislators need to understand that Alaska is
struggling with the worst crisis it has ever experienced in
terms of educator turnover. Fundamentally, teachers are very
important for high-quality instruction. Districts are reliant on
foreign teachers in many cases. She stated that Alaska is not in
a crisis, but rather an emergency never before experienced. She
said numbers would be provided to members.
9:55:50 AM
CHAIR TOBIN asked what the difference is between funding under
the BSA and policies like a teacher incentive bonus.
9:55:55 AM
MR. GETCHELL gave an example of how funding under the Base
Student Allocation (BSA) is important. He opined that schools in
Alaska are unique and that communities have the answers to what
is best for their needs. Rural schools have basic Maslow needs
when it comes to school buildings. Funding inside the BSA will
allow superintendents to address the needs of their districts.
Ms. Walker is a tremendous superintendent and might not have
high staff turnover if funding were inside the BSA. Outsourcing
education to another country gives responsibility to teachers
who will leave every three to five years. Hiring quality staff
within the United States who are going to stay and be part of
the community is what Alaska needs. One-time bonuses during the
pandemic were an attempt to not lose staff, which is a band-aid
approach to the problem. He appreciates looking at different
approaches, but teachers and staff need predictability and long-
term relationships with Alaska's communities.
MR. GETCHELL suggested that priorities for the state need
determining and that needs should be determined at a local
level. Boards and leaders can make good decisions. Districts
have cut to the bone, and there is no room for mistakes. BSA
funding of $1413 gives educators hope that Alaska can have the
best education system in the country and be proud that it was
made better on their watch.
9:59:51 AM
MS. HEINEKEN said she can only speak for the Koyukuk school
district because districts have varied needs. However, she is
now at the point of having to decide whether to heat the school
or pay teachers. She believes many school districts are facing
this type of choice.
MS. HEINEKEN stated that she allocated fifty-one percent of
general funds into food service because if kids are hungry, they
will not learn. Speaking unofficially about the Fairbanks North
Star Borough School District, she noted that the closure of two
schools affects her family. Class sizes are 30 students for
elementary schools, 32 for middle schools, and 35 for high
school, which she described as crazy. Alaska's students are in a
dire situation.
10:01:39 AM
CHAIR TOBIN stated that the National Education Association (NEA)
recommends a ratio of 1 teacher for every 10 pre-K to
kindergarten students and 1 teacher for every 15 elementary
school students. She opined that a class size of 30 seems very
untenable for one educator.
10:01:52 AM
There being no further business to come before the committee,
Chair Tobin adjourned the joint Senate Education Standing
Committee and House Education Standing Committee meeting at
10:01 a.m.
| Document Name | Date/Time | Subjects |
|---|---|---|
| ACSA Updated Presentation 02.05.2024.pdf |
SEDC 2/5/2024 8:00:00 AM |
Education |
| ACSA Presentation 02.05.2024.pdf |
SEDC 2/5/2024 8:00:00 AM |
Education |
| ACSA 2024 Joint Position Statements 02.05.2024.pdf |
SEDC 2/5/2024 8:00:00 AM |
Education |
| ACSA Document - 2023 Fund Balance Reporting ALASBO ASA 02.05.2024.pdf |
SEDC 2/5/2024 8:00:00 AM |
Education |
| ACSA Document - Fund Balance Explainer 02.05.2024.pdf |
SEDC 2/5/2024 8:00:00 AM |
Education |
| ACSA Document - The cost of school district audits 02.05.2024.pdf |
SEDC 2/5/2024 8:00:00 AM |
Education |
| ACSA Document - Spring 2024 Catalog 02.05.2024.pdf |
SEDC 2/5/2024 8:00:00 AM |
Education |