HB 206-HIGH SCHOOL ASSESSM'T/POSTSECONDARY CLASS  9:54:56 AM CHAIR SEATON announced that the final order of business would be HOUSE BILL NO. 206, "An Act establishing a career assessment requirement in public schools; and relating to postsecondary courses for secondary school students." 9:55:39 AM CHAIR SEATON moved to take from the table Amendment 1, labeled 16-LS0765\P.1, Mischel, 2/16/10, tabled at the 2/19/10 meeting, which read [original punctuation provided]: Page 3, line 18: Delete "The" Insert "Except as provided in AS 14.17.610(d) and (e), the" Page 3, line 23, following "(d)": Insert "and (e)" Page 4, line 2: Delete "a new subsection" Insert "new subsections" Page 4, line 8, following "AS 14.17.500.": Insert "A recomputation under this subsection shall take into account the supplement received by a district under (e) of this section and include the remaining balance owed in state aid for the increase in the current year student count that was the basis for the supplement if, at the end of the 80-day count period, the increase in the current year student count is the same or higher for the entire count period." Page 4, following line 10: Insert a new subsection to read: "(e) Before a recomputation is made under (d) of this section, a district may request supplemental state aid by providing satisfactory proof on a form provided by the department that the student count conducted in the first 20 days of the 80-day student count period in the current fiscal year is more than 10 percent above the count made in the 80-day student count period for the preceding fiscal year. The department shall provide an eligible district supplemental state aid before the recomputation period in an amount that is equal to 80 percent of the state aid owed for the difference in the student counts. Nothing in this subsection requires a district to seek supplemental state aid before a recomputation is made under (d) of this section." REPRESENTATIVE P. WILSON renewed her objection, from the 2/19/10 meeting. 9:56:35 AM CHAIR SEATON said Amendment 1 deals with the proposed 80 day count period, which has been indicated as problematic by some districts. He directed attention to Amendment 1, page 1, line 23, to explain how the 80 day count would affect the recomputation, and fund distribution, for a district with an enrollment count variance above 10 percent. 9:58:14 AM REPRESENTATIVE MUNOZ opined that the 80 day count period is a huge demand, particularly on smaller districts, and it may not be an appropriate time period to implement. CHAIR SEATON pointed out that the amendment is to provide a 20 day bump-up. He explained how the bill has evolved from stipulating two count periods, and said the 80 day count period was suggested by the commissioner. The amendment is to address any large variance in student populations, a problem that has been anticipated. 9:59:39 AM REPRESENTATIVE MUNOZ moved Conceptual Amendment 1, to Amendment 1, to read: Page 1, lines 16 and 23 Delete: 80 Insert: 40 and Page 2, line 2 Delete: 80 Insert: 40 10:00:13 AM CHAIR SEATON objected for discussion. REPRESENTATIVE MUNOZ speculated that this would have a lower financial impact and provide easier implementation. CHAIR SEATON opined that 40 days may not accomplish the intent of an expanded count period. Expanding the count to span two semesters of the year is an effort to provide a financial incentive for districts to retain students throughout the year. REPRESENTATIVE MUNOZ cited the lack of district support for an 80 day count, as well as the opposition voiced during public testimony. 10:02:01 AM REPRESENTATIVE BUCH agreed that the 40 day count eliminates the opportunity for an effective, longer count period. 10:02:30 AM CHAIR SEATON, in deference a teleconference witness, tabled Conceptual Amendment 1, to Amendment 1, and opened public testimony. 10:02:56 AM STEWART MCDONALD, Superintendent, Kodiak Island Borough School District (KIBSD), said HB 206 has been a focus of discussion in Kodiak, and local questions have arisen regarding the dual credit offering, which occurs in the district. Kodiak offers 20 approved classes, which count as dual postsecondary credits; beginning in the 9th grade. Students taking these courses may not have passed all three sections of the high school graduation qualifying exam (HSGQE). He explained how this works as part of the schools drop-out prevention program, effectively keeping a student purposefully connected to the high school. It continues to be a hook, even after a student passes the HSGQE. CHAIR SEATON assured the superintendent that it is not the intention of the committee to preclude this class/credit option in Kodiak. 10:06:34 AM MR. MCDONALD explained that the Kodiak College vets the participating high school teachers, as well as the class syllabus, and charges only $25.00 per credit hour. The extra time that is required by the teachers, primarily on-line with the college, is done on a voluntary basis, with no additional cost to the district. A concern has arisen that if a provision is included to require dual credit offerings, it may remove the ability for the voluntary action to occur, based on teacher union restrictions. The voluntary status does mean that not all schools have this option. He asked if it will be a problem under HB 206. 10:09:12 AM CHAIR SEATON said that legislative legal staff will be contacted to determine whether there is an issue, including the teacher union concerns. Additionally, he said the National Education Association (NEA) will be invited to comment. 10:09:58 AM MR. MCDONALD pointed out that the drop-out rate in Kodiak is at 3.5 percent, or 28 students, and reported that these 28 students withdrew for various reasons. Only eight of these drop-outs did not return to attain a diploma. He attributed this success in part to the dual credit program. Addressing the count change issue, he reported the district's response, paraphrasing from a prepared statement, which read [original punctuation provided]: KIBSD is not in favor of expanding the twenty-day student enrollment count to eighty days. KIBSD researched its student enrollment records for the past five years focusing on the time frame of October through February and averaged a decline of 1.5%. The decline was not a consistent trend as each year indicated unique circumstances as follows: 2004-2005 minus 50 - Enrollment declined between October to February due to early graduation at semester, some students enrolled in drug and alcohol rehabilitation programs; and some students transferred to other schools. 2005-2006 plus 52 - Enrollment increased between October to February due to more students enrolling than withdrawing - early graduation at semester; some students enrolled in drug and alcohol rehabilitation programs; and some students transferred to other schools. 2006-2007 minus 74 - Enrollment declined between October to February due to excessive attendance expulsions (misused policy - policy has since been revised) - early graduation at semester; some students enrolled in drug and alcohol rehabilitation programs; and some students transferred to other schools. Nearly all the 74 students were brought back into the system by the beginning of the 2007-2008 school year. 20007-2008 minus 30 - Enrollment declined between October to February mostly due to early graduation at semester; some students enrolled in drug and alcohol rehabilitation programs; and some students transferred to other schools. 2008-2009 minus 3 - Enrollment declined between October to February mostly due to early graduation but was balanced by increased enrollment - early graduation at semester; some students enrolled in drug and alcohol rehabilitation programs; and some students transferred to other schools. MR. MCDONALD added that the 2008-2009 year may also have low numbers due to increased efforts for personal contact with at risk students, and alternative pathway offerings. Taking a personal, and flexible, approach is the reason that the district has a high student retention/return rate, and the count period is not an influence. The four year graduation rate is 77.25 percent; 58.06 percent for Native students, and 65.63 percent for students with disabilities. The district is pursuing the expansion of course offerings, and implementing the KeyTrain and WorkKeys assessments. Elaborating on the district's use of these materials, he continued paraphrasing from the prepared statement, which read [original punctuation provided]: KIBSD is not in favor of a requirement that would make Work Keys a high-stakes assessment. Our District utilizes Work Keys, in addition to a variety of other assessments, by allowing students to take multiple assessments throughout a school year to compile the vital information needed to study their own learning. Students become more meaningfully engaged in instruction and ultimately more connected to their life goals by studying their own learning. KIBSD also reaches into elementary grade levels with this low-stakes formative assessment methodology through Key Train. KIBSD intends to apply the knowledge gained through low-stakes formative assessments such as Key Train and Work Keys to a student's five-year career plan; hence, laying the foundation for career choices and the pursuit of high school dual credit courses. Any legislation to increase the formality of the Work Keys test would disrupt our low-stakes formative assessment process and hinder our ability to study student learning with students at their speed of learning. This combination of assessments, formative assessments, and student options for dual credit helps to keep students engaged in school, graduate on time, and address drop-out issues. MR. MCDONALD relayed the surprising fact that the majority of the 28 reported drop-outs had already passed their HSGQE, indicating that they were students on track to graduate. He finished, indicating that an extended count would prove costly, as well as represent an additional requirement for staff. 10:20:28 AM CHAIR SEATON acknowledged the efforts at KIBSD as a viable district, which implements the basics of economy, mastery, and purpose. He assured the superintendent that the purpose for having WorkKeys identified in the bill is to provide a continuous improvement model, not to create a high-stakes assessment. Additionally, a WorkKeys certified score would be placed on a diploma to provide information regarding a student's performance. He requested any written data referenced, during testimony, be provided to the committee. 10:22:43 AM REPRESENTATIVE GARDNER asked whether the superintendent planned to testify on HB 360. 10:23:09 AM MR. MCDONALD expressed interest, but said he has not yet reviewed the bill. 10:23:17 AM CHAIR SEATON solicited input from the district on HB 360 and announced that HB 206 would be held for further consideration.