HB 157-LANG. IMMERSION SCHOOLS/TEACHER CERTS.    8:01:30 AM CHAIR KELLER announced that the first order of business would be HOUSE BILL NO. 157, "An Act relating to language immersion charter schools; relating to teacher certification; and relating to standards-based assessments in language immersion charter schools and language immersion programs." 8:02:23 AM REPRESENTATIVE KREISS-TOMKINS, as sponsor of HB 157, stated that the overall goal of the legislation is to make immersion language charter schools an easier reality in Alaska, for new and existing facilities. He paraphrased from the sponsor statement, which read as follows [original punctuation provided]: Language immersion education is an increasingly popular educational model, especially in today's rapidly globalizing world. Language immersion education also produces impressive educational outcomes. Decades of experience from around the world have shown that language immersion education can create second-language fluency while also contributing to academic success in other subjects. Alaska already has a variety of successful and popular immersion programs. Fronteras in the Mat-Su (Spanish) and Rilke Schule in Anchorage (German) are both planning moves to new facilities as interest grows. Anchorage School District's world languages immersion program teaches three languages - Japanese, Russian, and Spanish - and is in the process of adding French and Chinese. In rural Alaska, interest is growing in immersion as a way to teach endangered Native languages, Ayaprun Elitnaurvik in Bethel leading the way. HB 157 creates a charter school designation with the specific mission of delivering a curriculum in a foreign or Native language, and holds these schools to a strict immersion standard. It requires fully certified teachers in these charter schools to have the specialized skills necessary to successfully teach in an immersion setting, and it includes provisions that will put in the classroom language speakers who know how to teach but may not be able to get the necessary formal qualifications to become fully certified. HB 157 also allows teachers in immersion charter schools that teach an Alaska Native language to be certified through processes developed by local communities. Immersion education broadens students' knowledge of the world, gives them skills to help them succeed in their future careers, and often improves their academic performance not just in language classes, but in all subjects. 8:04:25 AM CHAIR KELLER asked for a description regarding the academic approach of an immersion school. REPRESENTATIVE KREISS-TOMKINS explained that an immersion school caters to a target language other than English, as predominant in the classroom, although not necessarily exclusive; often a blend. Children who learn a second language in school, particularly at an early age, often become fluent in both. 8:05:34 AM REID MAGDANZ, Staff, Representative Kreiss-Tomkins, Alaska State Legislature, emphasized that immersion schooling goes beyond teaching a language to include instruction of academic subjects, such as social studies and math, in the immersion language, while other topics may be provided in English. 8:06:21 AM MR. MAGDANZ provided a sectional analysis, stating that Sec. 1 and Sec. 2, work in unison for the establishment of a language immersion charter school. Section 2 further provides the subsections (a)-(f) to establish the specific requirements for immersion language facilities that are outside of the standard charter school standards. The major difference is that an immersion school provides half of the instructional hours, at each grade level, in the target language. Additionally, the teachers, instructing in the target language, the language other than English, must have mastery of that language and some training in immersion education. Section 3 creates a language endorsement, received via application to the Department of Education and Early Development (EED), to satisfy verification of an immersion teacher's training. Sections 4, 5, and 6 deal with the state's Type M, limited teacher certificate program. Current law validates these certificates for teachers of vocational education, Alaska Native language and culture, or military science courses. The Alaska Native language portion has been extracted and addressed specifically, creating Sec. 6, to encompass all languages. The bill proposes some minor changes, regarding teacher qualifications. Additionally the limited certificates are probationary, initially valid for one year, and subject to revalidation by the school administrator; currently the certificate is valid for five years. Finally, Sec. 6 removes the authority of the board of education to require additional academic training as a prerequisite for certification renewal. He explained that many qualified professionals, or Native elders, may not hold a baccalaureate degree but are able to provide essential knowledge. Section 7 deals with certifications made by local tribal government. The premise is that rural community members are best suited to determine who in their village has the ability to speak the Native language, as well as further the culture. The certificate is only automatically valid in a language immersion school; beyond that scope, the local school board would need to provide permission for use of the certificate within the district. The last section, Sec. 8, covers the requirements for testing, and is modeled after an example originating in Hawaii, he said. It stipulates that students may take standardized tests in the target language, in so far as federal regulation allows. 8:12:25 AM REPRESENTATIVE COLVER expressed support for HB 157 and opined that legislation addressing this situation is overdue. He asked about the application of the Type M certification, as it appears in the bill. MR. MAGDANZ said the references are found in Sec. 5, subsection (b), and Sec. 6, subsection (d). He directed attention to Sec. 5, page 4, lines 24-29, and read: Sec. 5. AS 14.20.025 is amended by adding new subsections to read: (b) A limited certificate issued under this section is initially valid for one year. The department may extend a limited certificate issued under this section for an additional four years if the school board of the district or regional educational attendance area that requested the issuance of the limited certificate requests that the certificate be extended and certifies that the person has demonstrated skills in classroom instruction, curriculum development, and student assessment. 8:13:48 AM REPRESENTATIVE COLVER asked whether it is the intent that every certificate will have a probationary period, as mentioned. MR. MAGDANZ responded yes. REPRESENTATIVE COLVER noted that Sec. 5 provides the authority to the local school boards to extend the certificate, however, other sections address department policy. He suggested that a school board may not agree with a charter school and questioned the approval process. MR. MAGDANZ pointed out that the bill allows language immersion charter schools, and only those schools, the ability to request a limited language certificate. The academic policy committee of the immersion school would request the certificate, without having to approach the local school board. Currently school boards are the authorizing entity and make the request on behalf of the school. 8:16:32 AM REPRESENTATIVE SEATON referred to the ability to extend the certification for five years and asked about the purpose of the limitation. MR. MAGDANZ responded that a one year probationary period would apply, with the opportunity to be continued for four years. 8:18:19 AM REPRESENTATIVE DRUMMOND noted that language immersion programs have existed in the Anchorage public schools for several decades, and asked how teacher selection and program performance compares to what is being proposed. Additionally she queried whether the certificate could impact programs that are not operated in charter schools. REPRESENTATIVE KREISS-TOMKINS acknowledged ASD's history of language programs and said the district was contacted, during the crafting of the bill. MR. MAGDANZ added that the limited certificates, being proposed, would be valid in any of the Anchorage public school immersion programs. 8:20:34 AM REPRESENTATIVE VAZQUEZ directed attention to the bill and said the proposed deletion of the language on page 4, lines 19-22, regarding the requirement for academic training, suggests the need to also delete similar language on page 5, lines 1-2. MR. MAGDANZ offered his understanding of the drafter's intent. 8:23:16 AM REPRESENTATIVE SEATON read from page 5, lines 28-31, which states: (c) A person who possesses a limited teacher certificate issued under this section may teach a subject other than the language in which the person demonstrates proficiency under (b)(4) of this section if the person completes a course or program of study in language immersion education. REPRESENTATIVE SEATON expressed concern that the certificate M holder would be allowed to teach classes other than the target language course, despite the possibility that they may lack qualifications in those subjects. He stated support for the intent of allowing competent speakers access to instruct, but opined that the certificate should not allow indiscriminate teaching, without adequate qualification considerations. 8:25:11 AM REPRESENTATIVE COLVER turned to page 6, line 10, and read: (e) The board may not require, as a condition for extending or renewing a limited certificate under (d) of this section, that a person complete additional academic training. REPRESENTATIVE COLVER asked if, in order to implement this provision, it will be necessary for EED to promulgate new regulation. MR. MAGDANZ responded yes. 8:26:17 AM REPRESENTATIVE SEATON recalled the Old Russian Village schools, hosted in his district, which practice 100 percent immersion for specific years. He asked for assurance that the bill does not invoke limitations on language immersion programs at facilities that are not charter schools. REPRESENTATIVE KREISS-TOMKINS stated that the bill does not impinge on existing programs being operated within a district, nor it require that the immersion program be provided by a charter school. 8:28:17 AM REPRESENTATIVE TALERICO supported Representative Seaton's concern and referred to Sec. 2, page 2, lines 21-23, which read: Except as provided in (d) of this section, a language immersion charter school shall provide at least 50 percent of the school's instructional hours for each grade level in an indigenous or foreign language. REPRESENTATIVE TALERICO asked about the 50 percent requirement in each grade level, and how it was derived. REPRESENTATIVE KREISS-TOMKINS acknowledged the concern and said a number of sources were considered, in proposing the 50 percent level. MR. MAGDANZ confirmed the variety of methods used, around the world, with a general consensus that 50/50 is an effective approach. 8:30:24 AM CHAIR KELLER noted that the official language of the United States is English and asked whether there is a reason to clarify and acknowledge that fact within the bill. REPRESENTATIVE KREISS-TOMKINS said there are implicit assumptions in the bill which could be made explicit through further verbiage. 8:32:36 AM REPRESENTATIVE VAZQUEZ directed attention to page 7, lines 11- 15, which read: (c) The department may not recognize a teacher certificate issued by an Alaska Native tribe if the person who possesses the teacher certificate has been convicted of a crime, or an attempt, solicitation, or conspiracy to commit a crime involving a minor under AS 11.41.410 - 11.41.460 or a law or ordinance in another jurisdiction with elements similar to an offense described in this subsection. REPRESENTATIVE VAZQUEZ cited specific state statute not listed which, she opined, might allow someone with serious crime violations to teach. She suggested that the Department of Law (DOL) be asked for an opinion. 8:35:12 AM REPRESENTATIVE COLVER turned to Sec. 7, page 6, lines 19-20, which read: (1) the Alaska Native tribe submits a description of the Alaska Native tribe's certification procedures to the department; REPRESENTATIVE COLVER asked how the academic back-up will be fulfilled in creating an Alaska Native language and culture certificate, and whether EED would need to write new regulation. REPRESENTATIVE KREISS-TOMKINS said the intent is to acknowledge that a fluent Native language speaker, identified by a community, would not be required to undergo a proficiency test. Some states, such as Kansas, may require Native American language teachers to take a battery of tests. MR. MAGDANZ acknowledged that the bill, as written, does not well define Alaska's situation, and it is expected to be crafted further to better address the proposed program. 8:37:27 AM REPRESENTATIVE COLVER pointed out the testing requirement proposed in Sec. 8, and asked whether the statewide standards- based assessments in the target languages exist or need to be created. The proposed section reads: Sec. 8. AS 14.30 is amended by adding a new section to article 9 to read: Sec. 14.30.430. Testing in language immersion educational programs. The department shall, to the extent permitted by federal law, allow students enrolled in language immersion charter schools established under AS 14.03.257 or other language immersion programs to take statewide standards-based assessments in the language of instruction of the language immersion charter school or language immersion program. REPRESENTATIVE KREISS-TOMKINS responded that other immersion programs, across the country, may have a similar requirement, and any pertinent tests that could be implemented will be identified. Following a recent meeting with EED, the section may be eliminated, he reported. REPRESENTATIVE COLVER said the intent of an immersion program is to work, teach, and learn, in a foreign language, and he acknowledged the variables involved. A bottom-up approach may need to be taken to resolve the best means for testing, he opined. 8:40:15 AM CHAIR KELLER pointed out a series of "may" and "shall" declarations, page 4, line 25, page 5, line 12, and page 6, lines 4 and 17, which suggest incongruous applications, which he asked to have scrutinized. MR. MAGDANZ agreed. 8:43:05 AM CHAIR KELLER opened public testimony. 8:43:34 AM SUSAN SCHMIDT, Executive Director, Staffing and Operations, Anchorage School District (ASD), stated support for HB 157, and stressed the difficulty in finding teachers for Alaska Native languages. She said, despite its sizeable population, it isn't easy to fill Native language positions in Anchorage, and added that it must be even more difficult in smaller districts. As a 12 year immersion school principal, she reported students are fluent by the fourth grade in English, as well as the target language. Alaska is on the cutting edge of offering language immersion programs, she opined, and it appears to help the children excel in other subjects; as shown via testing that is administered in English. Immersion language programs are beneficial to students who will take their place in a global economy. 8:46:12 AM BRANDON LOCKE, Director, World Languages, Anchorage School District (ASD), stated support for HB 157, and described the ASD immersion program, which has approximately 2,500 students enrolled in levels K-12. The Japanese program is celebrating its 26th year and other languages served include: Spanish, Russian, German and Mandarin Chinese. The programs in the district follow the 50/50 model, which he detailed and said a full immersion model doesn't exist in Anchorage. He noted that many of the teachers arrive from other fields, with backgrounds in areas such as engineering or medicine. Hires are made based on an individual's ability to speak the target language fluently. These teachers are well educated, but may not be proficient enough in English to pass the basic competency tests to receive a teaching credential; the tests are administered in English. Alaska is nationally recognized as a best practices model for language immersion. 8:50:05 AM REPRESENTATIVE SEATON asked for clarification regarding the validity of the provisional certificates and any restrictions for use in certain physical areas or regions. MR. MAGDANZ responded that the limited certificate is valid only in the district that made the request. 8:52:57 AM KATHERINE GARDNER, Executive Director, Human Resources, Matanuska-Susitna Borough School District, stated support for HB 157, paraphrasing from a prepared statement, which read as follows [original punctuation provided]: I am speaking to you today to express my support for House Bill 157, specifically those amendments and additions which pertain to the requirements of certification for teachers of immersion programs. The Mat-Su School District supports education choice as a fundamental part of our school system. We are proud that Fronteras Spanish Immersion Charter School is one of the many successful options available to families in our Borough. I can speak from experience in supporting the hiring at Fronteras Spanish Immersion Charter School, however, that adequately staffing an immersion school is a challenging task under the current regulatory landscape in Alaska. Skilled language and culture teachers are not readily found in the typical labor market and many times individuals who possess the requisite knowledge of the language or culture are not licensed teachers. The flexibility proposed in HB 157 recognizes these realities, and supports alternative methods to teacher certification, similarly to how we would other non- traditional teacher experts. I would ask the committee to give adequate consideration to an extended effective date for those provisions which impact current programs and teachers. Though some of the stated requirements for operation of a charter school will be easy to demonstrate some may require time to show compliance. For example - the addition of the language immersion endorsement for all existing language immersion teachers, teaching in the schools designated language. I want to also express my support for a deeper look into the certification process for language immersion teachers, as raised by some of the questions which have [been] asked today which speak to the rigor of the certification renewal process - though I support additional flexibility for our district and the language immersion school we have - we are interested in hiring the best teachers and as you've recognized immersion teachers are teaching traditional subjects in the immersion language not simply the language itself so to have little to no requirements of these individuals to pursue certificate renewal would be inconsistent with other practitioners. 8:55:43 AM JENNIFER HUTCHINS, Principal, Fronteras Charter School, Spanish American Immersion School, stated support for HB 157 and stressed the difficulty involved in hiring certified teachers who are fluent in target languages. Testing a candidate in a language other than their native tongue is a barrier. The teachers are solid, but it is difficult for them to gain the appropriate certification to remain in the classroom. She offered that widespread support exists for this bill. Native speakers are available, and would like to assist in the classroom setting, thus removing barriers will be helpful in fulfilling the need for teachers. 9:00:08 AM REPRESENTATIVE SEATON acknowledged the multiple articles included in the packet and asked whether data is available to support the claims. If statistics are available charting success of comparable programs, he asked to have the documents added to the packet. CHAIR KELLER said public testimony would remain open, and announced HB 157 as held.