CS FOR SENATE BILL NO. 19(FIN) "An Act relating to allocations for the special education service agency; extending the special education service agency; and providing for an effective date." 9:37:10 AM Co-Chair Merrick indicated that SB 19 was last heard in committee on April 19, 2021. Co-Chair Merrick OPENED public testimony. 9:37:35 AM JIM SLATER, SELF, PELICAN (via teleconference), indicated that one of his children had autism. He shared that he served as president of the Pelican City School Board, which was one of the smallest districts in the state. He explained that there were no specialists employed by the school district for autism or other disabilities. He detailed that prior to the creation of Special Education Service Agency (SESA), the district only had access to coordinators that facilitated the development of Individualized Educational Plans (IEP) and testers who set benchmarks. There was no regular input from specialists that could develop and modify curriculums. He reported that SESA provided crucial input for IEPs. In addition, SESA also provided parents and teachers ongoing sources of information regarding progress, further modifications, and materials from their lending library. He appreciated SESAs extra support of his son during the pandemic while school was closed. He shared that a staffer from SESA along with his wife instructed the child for a short period each day. The son would continue his lesson for the remainder of the day under SESAs guidance. His son advanced several grade levels in math in a sixth month period and currently his son was advancing in reading under further assistance from SESA. The model of regular remote engagement was extremely effective. He clearly believed that without SESA, his son would not receive the education he needed. He believed that to be true of all the children SESA assisted. Vice-Chair Ortiz had and inquiry of Mr. Slater who dropped off the line. 9:41:44 AM ERIC GURLY, EXECUTIVE DIRECTOR, ACCESS ALASKA, ANCHORAGE (via teleconference), related that the agency supported center for independent living philosophies for persons with disabilities and seniors via grants and Medicaid waivers for consumer directed personal care assistance. The agency was working with youth across the state and partnered with SESA. He acknowledged that rural communities had limited options in performing such services as transitional services to help youth seeking employment. His organization was strongly supported by SESA who provided collaboration and training for organizations like his who provided essential support for services. He urged members to support the bill and SESA. 9:43:44 AM Mr. Slater was back online. Vice-Chair Ortiz restated his question. He inquired if he was correct that there were no other resources for IEP services in his district besides SESA. Mr. Slater answered in the negative. He related that Pelican was too small of a school district to have a special education teacher. The school district contracted with an agency (facilitators) that helped develop the IEP through input from SESA, teacher, and parents. The IEP was executed with the help of SESA on a regular basis. Vice-Chair Ortiz clarified that SESA played a major role in consulting with the organization that was contracted to develop the IEP. Mr. Slater responded, "That's correct." He furthered that the contractor filled out the paperwork and wrote the IEP under the guidance of the school district and SESA. 9:46:51 AM Representative Carpenter asked if he had heard Mr. Slater correctly that his sons performance outpaced the expectations during the COVID crisis. Mr. Slater responded in the affirmative. Representative Carpenter wondered how the Pelican school district continued to provide education during COVID. Mr. Slater replied that in March 2020, the school district moved to an online curriculum. He elucidated that prior to COVID input was provided on an irregular basis. When the school shut down, the school did not have anyone to work with his son. SESA stepped in meeting with his son Jim, every day. During the time, his son made huge gains in 6 months moving from a kindergarten level of math to a third grade level. The model had such success, it was continued with regular school back in session. He specified that SESA was engaged on a weekly basis with Jims teacher and contact was much more regular. The IEP stayed on track. The model had proven very effective. Representative Carpenter asked if the model included a daily 30 minute meeting from SESA with instruction primarily carried out by his mother. Mr. Slater responded in the affirmative. He added that currently the interaction was continued with Jims teacher and his success had continued in the in-school model. Vice-Chair Ortiz clarified that if he was really talking about a paraprofessional rather than a teacher related to Jims direct instruction. Mr. Slater answered in the affirmative. 9:50:28 AM Co-Chair Merrick CLOSED public testimony. She had not received any amendments to the bill. Co-Chair Foster MOVED to report CSSB 19(FIN) out of Committee with individual recommendations and the accompanying fiscal note. CSSB 19(FIN) was REPORTED out of committee with a "do pass" recommendation and with one previously published fiscal note: FN2 (EED). 9:52:31 AM AT EASE 9:54:36 AM RECONVENED