HB 136-PUBLIC SCHOOLS: SOCIAL/EMOTIONAL LEARNING  8:49:21 AM CO-CHAIR DRUMMOND announced that the next order of business would be HOUSE BILL NO. 136 "An Act relating to public school funding for social and emotional learning; and providing for an effective date." 8:49:35 AM CO-CHAIR STORY moved to adopt the proposed committee substitute (CS) for HB 136, Version 31-LS0827\U, Caouette, 2/17/20, as a work draft. 8:49:54 AM CO-CHAIR DRUMMOND objected for the purposes of discussion of the proposed committee substitute. 8:50:10 AM REPRESENTATIVE HOPKINS, prime sponsor of HB 136 re-introduced HB 136 to the committee and explained that the proposed committee substitute contains substantive changes, following stakeholder engagement and feedback. He explained that the bill is instructive to the Department of Education & Early Development (DEED) to develop social and emotional learning (SEL) standards that would go into effect July 2021. He described SEL as a set of "soft skills" for students to become better prepared to learn and which aid students in dealing with trauma and adverse childhood experiences (ACEs) that may interfere with effective academic instruction in other areas. He noted that several districts throughout the state have developed and implemented SEL curricula. He suggested that SEL transcends partisanship and is relevant in rural as well as urban school settings. 8:54:13 AM REPRESENTATIVE HOPKINS recalled that Alaska's Education Challenge contains recommendations for inclusion of SEL and recalled also a study presented to the committee by Mark Foster examining gauges of success in life after school, with SEL and emotional intelligence distinguished as the best indicators of success. He recalled previous testimony and materials distributed by the Alaska Council of School Administrators (ACSA) identifying SEL as a top priority. Representative Hopkins identified a variety of witnesses from multiple organizations available in the audience to address any questions. 8:57:15 AM TANIA CLUCAS, Staff to Representative Grier Hopkins, presented HB 136 on behalf of the prime sponsor. She spoke about the proposed committee substitute before the committee. She gave an anecdotal retrospective on the concept of SEL and emotional intelligence and its growing prominence in society and the workforce. 8:59:11 AM CO-CHAIR DRUMMOND asked for an explanation of the proposed committee substitute. 8:59:14 AM REPRESENTATIVE HOPKINS explained that the previous proposed version of HB 136, which does not take into consideration the committee substitute, requires school districts to allocate one- half of 1 percent of the Base Student Allocation (BSA) to be committed to SEL, despite no corresponding increase in funding, prompting feedback from stakeholders voicing their concern of the possibility of an unfunded mandate. He explained that the proposed committee substitute instructs DEED to develop a standard of SEL for districts to implement as they deem appropriate for the needs of their schools and students and resources available. 9:00:26 AM CO-CHAIR DRUMMOND removed her objection to the motion to adopt the proposed committee substitute (CS) for HB 136, Version 31-LS 0827\U, Caouette, 2/17/20, as a work draft. There being no further objection, Version U was before the committee. 9:01:11 AM JANET DAVIS, SEL Lead and Coordinator of SEL Positive Behaviors for Secondary, Anchorage School District, testified in support of HB 136. She paraphrased from her written testimony, which read as follows [original punctuation included]: I have been involved in Social emotional learning (SEL) for the last 17 years; however, ASD has been implementing SEL for over 20 years. In 2006, ASD was the district in the US to adopt our SEL Standards. We have also participated in SEL work nationally through the Collaborating Districts Initiative for the last 9 years. SEL involves teaching skills that students and adults need to be successful not only at school, but also at home, in the community and in the workplace. This includes but is not limited to being self and socially aware, having the ability to manage yourself both independently and while interacting with others, listening to perspectives of others, using positive communication, being aware of cultural issues and differences, setting and achieving goals, and taking personal responsibility for learning. We implement SEL through climate, direct instruction and infusion into academics. I will speak to the first two. SEL is implemented in our schools by creating a safe and respectful learning environment where students feel connected to the school, adults and peers. Some examples of the work we in to build a positive climate in the schools include teachers greeting students as they enter class, creating social contracts for how we treat each other, and establishing reset zones or places where students can go when they demonstrate challenging behaviors to work on replacement behaviors and to have restorative conversations so they can interact in a productive way with peers and adults, and get back to learning. A safe and respectful climate is essential for teaching and learning. We use evidenced-based programs such as Second Step, Connected and Respected and Lions Quest to deliberately teach the SEL skills students need to be successful learners. In ASD, all elementary and middle school students receive instruction in SEL skills and some students who demonstrate challenging behaviors or may be experiencing trauma receive additional small group or individualized SEL skills instruction to help them interact with peers and adults, or to cope during the school day. Once the skills our taught to students, it is important for student to have the opportunity to practice these skills while learning other content areas and throughout their day. Adults are an important part of the equation. Through our professional learning, we give the opportunity or adults to enhance their SEL skills so that they are good models for students. MS. DAVIS added that when SEL is integrated into climate and skills are taught directly, office discipline referrals and suspensions decrease while student and family connectedness is increased. She explained that, following implementation of SEL climate and skills, students require the opportunity to practice those skills. 9:04:56 AM MS. DAVIS indicated that, through professional development, teachers are trained to infuse SEL throughout the academic day. She emphasized that adults who are proficient in SEL skills can model positive behaviors to students. 9:06:50 AM CO-CHAIR STORY recalled having attended a workshop led by Ms. Davis addressing aggressors, victims, and bystanders training, and asked whether that workshop was based on SEL curriculum. 9:07:13 AM MS. DAVIS confirmed that the workshop was an evidence based SEL workshop deployed at the time in middle schools and noted that currently, the workshop in use is called Lion's Quest. She noted that materials from the aggressors, victims, and bystanders' course is still incorporated in their workshops and training. She pointed out that she has observed students who receive direct SEL training in elementary schools enter middle school more prepared to put those skills into practice or are prepared to reinforce skills that they may be lacking. 9:08:02 AM CO-CHAIR STORY asked whether the SEL in ASD is system-wide and has consistent terminology for students. 9:08:17 AM MS. DAVIS confirmed "second step" and "connected and respected" are two distinct curricula for direct instruction to elementary students, and the terminology is consistent between the two. She referenced ASD's five-year plan to train teachers using the Conversation, Help, Activity, Movement, Participation, and Success (CHAMPS) approach for teacher training. She stated that deployment of this program has resulted in reports of observed reduction in disruptive behavior by students and increased instructional time as a result. 9:09:25 AM REPRESENTATIVE PRAX asked whether the SEL curriculum at ASD originated from the district or from the individual schools. 9:09:51 AM MS. DAVIS indicated that ASD had observed over 30 years of individual schools', teachers', and administrators' adoption of effective SEL curricula, and ASD superintendents advocated that the district research and implement standards in SEL to broaden the positive outcomes that were experienced in "pockets of excellence" in the district; therefore, it originated from both. 9:11:13 AM REPRESENTATIVE PRAX asked whether ASD has universal standards for SEL programs. 9:11:32 AM MS. DAVIS explained that in 2006, ASD adopted 15 standards for SEL. 9:11:49 AM REPRESENTATIVE PRAX asked whether the standards applied to every school in ASD. 9:11:55 AM MS. DAVIS indicated that all ASD schools are encouraged to apply the standards. 9:12:15 AM REPRESENTATIVE PRAX asked whether individual schools have "latitude" in the activities selected to meet the standards. 9:12:36 AM MS. DAVIS explained by describing ASD's five-year plan which contained several options for SEL deployment, and schools have selected and implemented SEL based on "guided choices." She noted that academic freedom exists when teachers teach. 9:14:15 AM CO-CHAIR DRUMMOND [opened public testimony on HB 136]. 9:14:23 AM KATIE BOTZ indicated that she had submitted written testimony in support of HB 136. She related her experience as a school bus driver having observed students who appeared to be in emotional and family crises. She acknowledged that the State of Alaska has financial shortages and difficult choices ahead but urged the committee to hold harmless students in Alaska. She urged the passage of HB 136 despite fiscal challenges. 9:17:31 AM CO-CHAIR DRUMMOND expressed her gratitude for Ms. Botz offering her perspective as a bus driver, which is a vocation that has direct contact with students and that she had added value to the discussion. CO-CHAIR DRUMMOND [closed public testimony on HB 136]. 9:18:24 AM ALYSYN THIBAULT, Teacher, Bartlett High School, testified in support of HB 136. She explained that her students, upon learning of her plans to offer testimony to the legislature, reacted with enthusiasm. She shared an anecdote from November of 2019, when a student had committed suicide. She said it was the fourth instance of suicide among that graduating class. She explained her observation of grief among the students. She indicated that SEL awareness among students allowed them to acknowledge and adapt to their grief. She lauded the students of that graduating class as some of the highest quality performing students that she has encountered in her career. 9:22:33 AM MS. THIBAULT suggested that SEL is not "in addition" to other education, and that the use of SEL is essential for students to be able to learn. She asserted that Alaska is rife with childhood trauma. She alluded to research which reveals that childhood trauma impacts an individual's DNA and interferes with students' ability to learn. She suggested that SEL aids in assisting children in managing trauma so that they may overcome cycles of homelessness, addiction, violence, and mental illness so that additional social services and resources are not as necessary later in their lives. 9:25:37 AM REPRESENTATIVE PRAX requested to meet with Ms. Thibault following adjournment to discuss the research surrounding the impacts of trauma on DNA. 9:25:50 AM REPRESENTATIVE JOHNSON acknowledged that impacts of trauma exist in students and that teachers are obligated to address those issues. She asked, considering one-half of 1 percent dedicated to SEL, in what areas would Ms. Thibault prioritize the use of funds. 9:27:19 AM REPRESENTATIVE HOPKINS clarified that the one-half of 1 percent provision has been removed from the proposed bill, and that the version being considered pertains to DEED's standards development. 9:27:41 AM REPRESENTATIVE JOHNSON referenced accompanying fiscal notes that demonstrate a cost. 9:27:52 AM REPRESENTATIVE HOPKINS indicated that fiscal notes shall be revisited and forthcoming at the next hearing of HB 136. 9:28:08 AM CO-CHAIR DRUMMOND suggested that the one-half of 1 percent was developed and included initially to reflect the number of resources currently spent on SEL. 9:28:19 AM REPRESENTATIVE HOPKINS added that the [now removed] language mandating one-half of 1 percent of BSA allocation be spent on SEL was drafted with the intent to compel all districts to participate in SEL, although subsequent to stakeholder engagement it was removed from HB 136 to allow districts autonomy in deploying SEL more according to their individual needs and existing available resources. 9:28:52 AM REPRESENTATIVE ZULKOSKY expressed her appreciation for Ms. Thibault having shared the experience of emotion and vulnerability, and suggested that even lawmakers would benefit from SEL, and thanked her for her leadership. 9:30:04 AM ABBY O'NEILL, Teacher, Fire Lake Elementary School, testified in support of HB 136. She described how SEL is fully integrated into her elementary classroom and gave examples of typical daily SEL activities. She explained that SEL is most effective when it is developmentally appropriate for age range. She recalled the November 2018 earthquake as a stark example of the importance of addressing and handling trauma before students are ready to learn. She explained that in her experience in the classroom, there is an expectation that she possesses SEL skillsets, which she has pursued at her own expense and effort and suggested that not all teachers are so equipped. 9:33:25 AM MS. O'NEILL recalled the [2018 earthquake] event, and how it became necessary to address the effect on the children before resuming academic teaching. She compared the way the earthquake was addressed akin to how she functions in the classroom with students every day, despite not being trained as a counselor or social worker. She suggested that reaching students with trauma using SEL methods not only advances their academic potential, but also provides healthy adult relationships to aid students in healing trauma. She explained that her experience in using SEL in her teaching methods reduces the burdens that naturally occur while teaching children. MS. O'NEILL shared a personal anecdote of a difficult experience with a first-grade student who exhibited behaviors such as trashing classrooms to the extent of requiring evacuation, destroying bulletin boards, and physical aggression with her and other staff. She credited her training in SEL with enabling her to foster a calm, safe, and loving environment. She also credited SEL with having contributed to the other students' compassion and patience in their interactions with the disruptive student. She advocated that all teachers should receive training in SEL. 9:37:30 AM CO-CHAIR DRUMMOND asked whether Ms. O'Niell was in the classroom at Fire Lake Elementary School on the day [in November 2018] that the earthquake struck. 9:37:43 AM MS. O'NEILL shared that, due to the time of the day, class was not yet in session; however, she and her own children were in her classroom. She stated that the school was "red-tagged" and required an immediate infusion of over $1.5 million to re-open after the earthquake. She explained that there are still students displaced while repairs are taking place to schools in her region. 9:38:45 AM REPRESENTATIVE PRAX expressed his support for the concepts of SEL; however, he expressed his reticence that directives could result in resistance or rebellion to the standards. He asked whether Ms. O'Neill had perceived any resistance to the directive to include SEL standards at the classroom level. 9:39:55 AM MS. O'NEILL imparted her personal experience that contention and resistance tends to occur when academic freedom of teachers is infringed. She suggested that the SEL standards allowed her adequate, and occasionally more than adequate, academic freedom to function in the classroom according to the immediate needs of the students. She acknowledged having observed some resistance among colleagues who are critical of the SEL standards but suggested the level of success of those classrooms had suffered as a result, and that [ASD] leadership would be the appropriate entity to evaluate and intervene on classrooms that are lacking. 9:42:12 AM REPRESENTATIVE JOHNSON asked whether the "instruction" in the proposed bill would be instruction for the teachers or for the students. 9:42:36 AM REPRESENTATIVE HOPKINS answered that the instruction would be for students and he compared SEL standards to others such as reading or math standards. He added that the standards would allow academic freedom in how they are implemented in each classroom. 9:43:03 AM REPRESENTATIVE JOHNSON expressed that she agrees that SEL skills are important and possibly essential, and should be taught to teachers, she entreated that teachers should not endure additional burdens in learning and implementing the standards. 9:43:47 AM REPRESENTATIVE HOPKINS indicated that the testimony from Ms. O'Neill and Ms. Thibault was invited so that teacher and classroom perspectives were taken into consideration for the proposed bill. He noted that SEL is taking place at a variety of schools and districts throughout the state, and he suggested that SEL standards had been requested by teachers as a vehicle to impel the incorporation for SEL in all Alaska schools. He recalled earlier testimony which described "pockets of excellence" that evidenced the need for SEL to the ASD. 9:45:27 AM CO-CHAIR STORY commented that she intends to inquire of the University of Alaska as to whether it incorporates SEL into its teacher training, and to what extent. 9:45:51 AM MS. O'NEILL opined that both management and SEL training are lacking and encouraged Representative Story to pursue additional information from the University. 9:46:12 AM CO-CHAIR DRUMMOND drew attention to the committee packet which contains Matanuska-Susitna Borough School District's SEL standards, entitled "Early Learning Guide," and requested that other districts which have standards available otherwise might be useful to the committee for reference. 9:47:04 AM HEATHER COULEAHN, Social and Emotional Learning Coordinator, Association of Alaska School Boards, testified in support of HB 136. She encouraged the committee to review standards available in the committee packet and any others they may be able to identify throughout Alaska. She suggested that reviewing the standards will contribute to understanding the specific skills and how they may be incorporated into classrooms in a highly adaptive, customized, community-based approach. 9:48:51 AM CO-CHAIR DRUMMOND re-opened public testimony on HB 136. CO-CHAIR DRUMMOND announced that HB 136 would be held over.