ALASKA STATE LEGISLATURE
HOUSE EDUCATION STANDING COMMITTEE
April 10, 2009
8:06 a.m.
MEMBERS PRESENT
Representative Paul Seaton, Chair
Representative Cathy Engstrom Munoz, Vice Chair
Representative Wes Keller
Representative Peggy Wilson
Representative Robert L. "Bob" Buch
Representative Berta Gardner
MEMBERS ABSENT
Representative Bryce Edgmon
COMMITTEE CALENDAR
CONFIRMATION HEARINGS (S):
State Board of Education
- Carol "Bunny" Schaeffer
University of Alaska Board of Regents
- Ashton Compton
- CONFIRMATION(S) ADVANCED
HOUSE BILL NO. 69
"An Act establishing in the Department of Education and Early
Development a voluntary parent education home visiting program
for pre-elementary aged children; and establishing a rating
system for early childhood education."
- MOVED CSHB 69(EDC) OUT OF COMMITTEE
HOUSE BILL NO. 130
"An Act relating to questionnaires and surveys administered in
the public schools."
- MOVED CSHB 130(EDC) OUT OF COMMITTEE
HOUSE BILL NO. 215
"An Act relating to student counts for school funding purposes;
and repealing school experience for salary scales provisions."
- MOVED HB 215(EDC) OUT OF COMMITTEE
PREVIOUS COMMITTEE ACTION
BILL: HB 69
SHORT TITLE: EARLY CHILDHOOD ED: RATING & HOME VISITS
SPONSOR(s): REPRESENTATIVE(s) TUCK, PETERSEN, KAWASAKI, GARA
01/20/09 (H) PREFILE RELEASED 1/16/09
01/20/09 (H) READ THE FIRST TIME - REFERRALS
01/20/09 (H) EDC, FIN
02/11/09 (H) EDC AT 8:00 AM CAPITOL 106
02/11/09 (H) Heard & Held
02/11/09 (H) MINUTE(EDC)
02/13/09 (H) EDC AT 8:00 AM CAPITOL 106
02/13/09 (H) Heard & Held
02/13/09 (H) MINUTE(EDC)
04/10/09 (H) EDC AT 8:00 AM CAPITOL 106
BILL: HB 130
SHORT TITLE: STUDENT QUESTIONNAIRES AND SURVEYS
SPONSOR(s): REPRESENTATIVE(s) WILSON
02/13/09 (H) READ THE FIRST TIME - REFERRALS
02/13/09 (H) EDC, HSS
04/06/09 (H) EDC AT 8:00 AM CAPITOL 106
04/06/09 (H) Heard & Held
04/06/09 (H) MINUTE(EDC)
04/10/09 (H) EDC AT 8:00 AM CAPITOL 106
BILL: HB 215
SHORT TITLE: STUDENT COUNTS/TEACHERS' SALARIES
SPONSOR(s): REPRESENTATIVE(s) WILSON
04/03/09 (H) READ THE FIRST TIME - REFERRALS
04/03/09 (H) EDC
04/08/09 (H) EDC AT 8:00 AM CAPITOL 106
04/08/09 (H) Heard & Held
04/08/09 (H) MINUTE(EDC)
04/10/09 (H) EDC AT 8:00 AM CAPITOL 106
WITNESS REGISTER
CAROL "BUNNY" SCHAEFFER, Appointee
State Board of Education
Kotzebue, Alaska
POSITION STATEMENT: Testified as appointee to the State Board
of Education.
ASHTON COMPTON, Appointee
University of Alaska Board of Regents
Student Representative
Fairbanks, Alaska
POSITION STATEMENT: Testified as appointee to the University of
Alaska Board of Regents.
REPRESENTATIVE CHRIS TUCK
Alaska State Legislature
Juneau, Alaska
POSITION STATEMENT: Presented the CS for HB 69, as prime
sponsor.
EDDY JEANS, Director
School Finance and Facilities Section
Department of Education and Early Development (EED)
Juneau, Alaska
POSITION STATEMENT: During the hearing on HB 69, responded to
questions.
JOY LYON, Representative
Association for the Education of Young Children in SE Alaska
Member, Juneau Drop-out Prevention & Drug Free Schools Advisory
Board
Juneau, Alaska
POSITION STATEMENT: Testified in support of HB 69.
DEBBIE BALDWIN, Director
Child Development Division
RurAL Cap
Anchorage, Alaska
POSITION STATEMENT: Testified in support of HB 69.
CARL ROSE, Executive Director
Association of Alaska School Boards (AASB)
Juneau, Alaska
POSITION STATEMENT: Testified with official support for HB 130.
ACTION NARRATIVE
8:06:59 AM
CHAIR PAUL SEATON called the House Education Standing Committee
meeting to order at 8:06 a.m. Representatives Seaton, Buch,
Keller, Gardner, Munoz, and Wilson were present at the call to
order.
8:07:17 AM
^CONFIRMATION HEARINGS (S):
^State Board of Education
^University of Alaska Board of Regents - Ashton Compton
CHAIR SEATON announced that the first order of business would be
the confirmation hearings for the State Board of Education and
the University of Alaska Board of Regents.
8:08:07 AM
CAROL "BUNNY" SCHAEFFER, Appointee, State Board of Education,
noted her twenty years of service with the Northwest Arctic
Borough School District, in Kotzebue, Alaska. Governor
Murkowski appointed her to the State Board of Education in 2004,
the seat which she currently holds. Stating that she is
interested in continuing her board position, she indicated a
particular concern for parent choice in education. She availed
herself to committee questions.
8:09:06 AM
REPRESENTATIVE GARDNER asked her to elaborate on the term parent
choice, as defined by a school board member.
MS. SCHAEFFER named the various publicly funded educational
opportunities, for parents to choose from, including magnate,
charter, boarding, and home schools, along with the standard K-
12 system.
8:09:48 AM
CHAIR SEATON referred to the drop-out situation and the
relevancy of current classroom teaching styles. He asked for
her comments on these two topics.
MS. SCHAEFFER stated that the achievement gap between the Native
and Caucasian students must be bridged; the learning styles are
very different. Further, she said that it is important to
provide practical opportunities in the learning process. The
large class size can be prohibitive in these efforts, she
opined.
CHAIR SEATON mentioned the discreet Native skill sets,
observation and auditory, and asked her to comment.
MS. SCHAEFFER responded that every learning technique is
important to understand and implement, but it can be difficult
to meet the cultural differences, she opined.
CHAIR SEATON pointed out that the issue of cultural
disparateness has been brought to the fore of the committee, and
he stressed the need to bring focus towards a solution.
8:13:52 AM
REPRESENTATIVE WILSON suggested that the University of Alaska
could offer a class to specifically address learning
differences, as a requirement for earning a state teaching
certificate.
MS. SCHAEFFER pointed out that multi cultural and Alaska studies
classes are required to attain the Alaskan teaching
certification. The original intent of these classes may have
been to stem the Native cultural divide, but that is not what is
being taught. These are distance classes, and may require
refocusing.
8:15:45 AM
REPRESENTATIVE MUNOZ agreed that new teachers should be required
to have an understanding of the cultural differences that are an
important aspect of teaching in Alaska. She asked whether the
candidate would support a requirement for cross-cultural
training.
MS. SCHAEFFER said that this training would be appropriate at
the university level. However, for a new teacher taking it as
one of the required certification classes it may be prove to be
discouraging, considering all of the other compliance mandates.
8:17:05 AM
CHAIR SEATON explained that early childhood education has been
another major topic for the committee, and he requested her
comments and interest in this area.
MS. SCHAEFFER said she is an advocate for early childhood
education and stressed the importance for the initially
engagement of students. Parents are the child's first teacher,
however many parents do not take up that responsibility, which
places it on the school. When a parent will not, or cannot, be
personally responsive to their young child, prior to the
required public school attendance at age six, she opined that
there should be opportunities for pre-school; private and
public.
CHAIR SEATON invited her to contact the committee, during the
interim with any questions, concerns, or policy ideas.
8:20:13 AM
REPRESENTATIVE MUNOZ moved to advance the name of Carol
Schaeffer, as appointee to the State School Board, from the
House Education Standing Committee.
There being no objection, so ordered.
8:21:35 AM
ASHTON COMPTON, Appointee, University of Alaska Board of
Regents, Student Representative, introduced herself and said she
is looking forward to taking an active role on the board and
representing the student's interests.
8:22:11 AM
REPRESENTATIVE WILSON praised the appointee's willingness to
serve, and wished her well.
REPRESENTATIVE GARDNER congratulated and expressed her
confidence in the nominee.
CHAIR SEATON stated his interest in meeting her when the Board
of Regents visits the capital in the coming year.
8:23:02 AM
REPRESENTATIVE MUNOZ moved to advance the name of Ashton
Compton, as appointee to the State School Board, from the House
Education Standing Committee.
There being no objection, so ordered.
8:23:31 AM
The committee took a brief at ease from 8:23 to 8:25.
HB 69-EARLY CHILDHOOD ED: RATING & HOME VISITS
CHAIR SEATON announced that the next order of business would be
HOUSE BILL NO. 69, "An Act establishing in the Department of
Education and Early Development a voluntary parent education
home visiting program for pre-elementary aged children; and
establishing a rating system for early childhood education."
8:25:03 AM
REPRESENTATIVE CHRIS TUCK, Alaska State Legislature, thanked the
committee for taking up the bill.
8:25:32 AM
REPRESENTATIVE WILSON moved to adopt Amendment 1, labeled 26-
LS0281\C.2, Mischel, 4/7/09, which read:
Page 3, line 29, following "shall":
Insert new material to read:
"(1) apply for and maximize federal and
private funding sources to support the program
established under this section;
(2) identify and engage private partners to
support the program;
(3) limit the number of participating
families to 650 for the first two years of program
implementation and thereafter increase the number of
participating families based on demand; and
(4)"
CHAIR SEATON objected for discussion.
8:26:02 AM
REPRESENTATIVE TUCK explained that Amendment 1 accomplishes two
mandates: First, it requires Department of Education and Early
Development (EED) to maximize federal and private funding
sources to support the Parents as Teachers method. The existing
Parents as Teachers programs are 100 percent funded by non-state
sources, which can be used to leverage state dollars in the
future. Second, it limits the participating families to 650 in
the first two years of the program, augmenting the 800 families
that are already being served in the state.
8:26:43 AM
REPRESENTATIVE BUCH asked how the fiscal note would be effected
by the proposed amendment.
REPRESENTATIVE TUCK indicated that it lowers it to $1,950,000.
REPRESENTATIVE BUCH clarified that this reduction in funds will
still provide a means to accomplish the expectations set forth.
REPRESENTATIVE TUCK assured the committee that because the
Parents as Teachers program is already in place, the requested
funding will allow the state to directly monitor, assess, and
make determinations regarding the program.
8:27:50 AM
REPRESENTATIVE MUNOZ queried how the 650 families will be
distributed around the state.
REPRESENTATIVE TUCK read from page 3, line 6, of the bill, which
states:
(c) A local agency may apply for funding to provide
services under the program by submitting an
implementation plan for review and approval by the
department.
REPRESENTATIVE TUCK pointed out that existing services are in
place, which may qualify for these funds, additionally, he
opined that neighboring villages, observing the success of the
Parents as Teachers program, will also apply. He suggested that
allowing 650 slots is a generous number that may not be fully
utilized.
8:29:26 AM
EDDY JEANS, Director, School Finance and Facilities Section,
Department of Education and Early Development (EED), responded
to Representative Buch's previous question, stating that the
amended fiscal note will be $1,950,000, and will be submitted
following the committee meeting.
CHAIR SEATON asked whether the department has any concerns
regarding Amendment 1.
MR. JEANS replied, no, and said it is clear that the intent is
to provide a competitive grant process.
8:30:25 AM
CHAIR SEATON mentioned that the department's existing request
for proposal (RFP) to establish pilot programs for four year old
kindergartener classrooms, should not get confused with what is
included in this bill. He clarified that stimulus money may
exist for assisting communities to adopt and institute the
Parents as Teachers model, but it is important to understand
that continued funding is not being guaranteed by the state.
The current Parents as Teachers programs are federally or
privately funded, and those resources would need to be
cultivated to sustain stimulus established programs. The
development/implementation of a template for parent/home based
programs are held separate from the department's RFP and intent,
he underscored.
8:32:18 AM
REPRESENTATIVE KELLER stated his understanding that the funds
for the bill will be administered by EED.
CHAIR SEATON said that is correct, and whether the bill is
ratified this session, or not, a template will be developed, and
districts will have options available in order to meet their
priorities.
8:34:12 AM
REPRESENTATIVE WILSON read the proposed language being added to
the bill via the amendment, which states, "(d) The department
shall (1) apply for and maximize federal and private funding
sources to support the program established under this section;"
and asked how it will apply.
CHAIR SEATON explained that this is corollary to the grant
program that the department has in place as an RFP, and will
provide options to school districts. He predicted that HB 69
will not be enacted this session, but the RFP will allow the
districts to pursue early childhood program possibilities.
8:36:23 AM
REPRESENTATIVE KELLER inquired whether the bill would be better
served if it were to be held in committee for further review.
CHAIR SEATON established that, as of this meeting, the committee
will have allowed adequate review and amendment opportunities,
and if the committee supports the intent of HB 69, it would be
appropriate to move it to the next committee of referral.
CHAIR SEATON opened public testimony
8:38:05 AM
JOY LYON, Representative, Association for the Education of Young
Children in SE Alaska, Member, Juneau Drop-out Prevention & Drug
Free Schools Advisory Board, stated support for HB 69, and
stressed the importance of providing direction to families
during the early years of parenthood. The Parents as Teachers
program is considered the gold standard, and leadership for this
approach, from the state, would be helpful. Programs are
established under short term grants, but long term support is
needed for sustainability. State funds could be leveraged with
grant money, she suggested. Additionally, passing the bill will
support enrollment of children in the Imaginarium (ph) Library
program. Each child enrolled receives a book every month,
establishing a pattern for literacy, which dovetails with the
Best Beginnings approach. She reported that her office
routinely fields calls from parents requesting support and
resource materials. The Parents as Teachers program is
empowering, respectful, cost effective, and appropriate for
everyone. She estimated that 10,000 new kindergarteners enter
Alaskan schools each year, who could be better prepared by
having participated in an early childhood program.
8:42:56 AM
DEBBIE BALDWIN, Director, Child Development Division, RurAL Cap,
stated support for HB 69, and indicted that RurAL Cap considers
funding for Parents as Teachers to be an important investment
for the fiscal year 2009-10. She acknowledged the various
public forums that recommend and support services for early
childhood education and the importance for providing services
both in and out of the home. The out of home options have been
increased via support for Head Start funding, as well as the
governor's pilot pre-kindergarten program. However, the options
for in-home programs have not progressed. She stated her belief
that, because of the demands on the educational Title I stimulus
funding, the districts will not make Parents as Teachers
programs a top priority. Early work with parents in a home
environment has proven to be effective, she reported, as proven
throughout the state/nation via the programs that are in place.
Early engagement of the parent is essential, and the home
environment as the best place for education to begin. Handing a
four year old off to a classroom environment is not the key to
their future success, or a lower drop-out rate, she opined.
Head Start has an effective in-home component and family
involvement aspect; a model worth emulating. Keeping a parent
engaged in their child's education for a sustained period, as
well as empowering them to be advocates for their child's
learning, is essential. Further, she stressed that establishing
parental involvement, during the crucial developmental age
timeline, would be difficult to attain through a classroom
model. RurAL Cap supports the committee's interest for
investing in programs to provide high quality, in-home services,
for parents who choose to participate.
8:49:34 AM
REPRESENTATIVE KELLER touted that Parents as Teachers plays a
vital role in Alaskan education. However, this program is
dependent on local contributions, he pointed out, and asked if
the parental involvement is a fundamental aspect of the funding
component.
MS. BALDWIN responded that Parents as Teachers does not have a
mandate that a specific amount of in-kind or non-federal/non-
state funding be donated by the community; Head Start does have
this requirement. However, communities do tend to be generous,
and contributions of goods and services occurs on a regularly
basis. The communities tend to become very involved in Parents
as Teachers, and it is not unusual to receive voluntary help, or
monetary support from the local Native agencies, village
councils, businesses, or individuals.
8:52:36 AM
REPRESENTATIVE KELLER acknowledged that 47 programs exist in the
state, and he asked whether factors can be identified to suggest
what makes Parents as Teachers successful in some communities
and not others.
MS. BALDWIN citing two reasons, said short term funding is one
issue, which makes it difficult to build a meaningful community
program. The primary funding source, to date, is a three year
federal project program, not a program funding stream. It would
be important to have follow up funds to keep students in the
program, and to afford progress monitoring. Secondly, the most
successful program continues to be Head Start; which has an
extremely effective training and technical assistance network.
The Parents as Teachers program does not have this capacity, nor
does it have a centralized analysis program to collect data and
generate reports. RurAL Cap has established a Parents as
Teachers state office to work towards improving this area.
8:56:04 AM
REPRESENTATIVE KELLER asked whether Parents as Teachers, a long
established program, has been supported in other states with a
steady funding stream and if there is a correlation on the
outcomes.
MS. BALDWIN acknowledged that the program has been in place for
twenty years, and said she is studying how the funding has been
continued in the various areas to provide a sustainable program.
She offered to provide information to the committee on the ways
and means that states employ. It is her goal, she said, to gain
a full understanding of the funding sources, and opportunities,
that are available for Parents as Teachers. In response to
Chair Seaton she agreed to submit a written response to
Representative Keller's full line of questioning.
CHAIR SEATON closed public testimony.
8:59:34 AM
CHAIR SEATON removed his objection to Amendment 1. There being
no further objection, Amendment 1, labeled 26-LS0281\C.2,
Mischel, 4/7/09, was adopted.
9:00:25 AM
CHAIR SEATON moved to adopt conceptual Amendment 2, as follows:
Page 2, line 18, before "services,"
Delete "indentified"
Insert "identified"
CHAIR SEATON called for objection. There being no objection,
conceptual Amendment 2 was adopted.
9:00:55 AM
REPRESENTATIVE MUNOZ indicated that the fiscal note is also
amended.
CHAIR SEATON acknowledged that the fiscal note now reflects $1.9
million, provided verbally, with the official document to
follow.
9:01:50 AM
REPRESENTATIVE KELLER stated opposition to HB 69 based on the
need for further information regarding funding opportunities for
the Parent's as Teachers programs.
9:02:30 AM
REPRESENTATIVE TUCK commented that the intent is to expand
resource and knowledge opportunities to parents. The 650
expansion figure will allow existing programs to capitalize on
the funding. He opined that this will maximize the private and
public partnerships and allow state funds to be leveraged.
9:04:12 AM
REPRESENTATIVE GARDNER stated support for the bill, despite her
utopian desire for young children to be at home with an
attentive parent. The original concerns that she harbored for
the ability to afford in-home support of an educational nature,
when case workers are unable to provide regular home visits to
families in need, has been laid to rest she said. The turning
point was testimony taken in a previous meeting, from a Galena
school district representative, who reported how the rural-urban
divide has been erased among the first and second grade
students, due to the Parents as Teachers program. She
elaborated:
I think when kids start from a variety of different
places, and they come to school with no assistance, we
just see that the gaps ... continue [through their
educational career]. I think that this is a very cost
effective program ... well demonstrated in other parts
of the country. One of the things that I didn't know
in my initial opposition was that we have it in 17
sites right now. ... A lot of the e-mail we get are
from people talking about the state interfering with
families; I don't see it that way now. I understand
we ... are acknowledging and working with the
strengths that families offer as the first teachers
for their [children]. ... This approach just builds
on that.
9:06:31 AM
REPRESENTATIVE KELLER pointed out that Parents as Teachers may
be funded by a bill that was just passed, and he stressed his
support for the program.
9:07:37 AM
REPRESENTATIVE BUCH stated that various early childhood
education entities exist, along with administrative
machinations, and asked if the RFP process allows the department
appropriate coordination/oversight of all the facets involved
across the state.
MR. JEANS responded that the department is already pursuing the
direction of early childhood education. The department has
included a parent resource center in the pilot pre-kindergarten
program. The difference is the home visit component. However,
the department's intent is to offer a menu of options for early
childhood development, he reported.
REPRESENTATIVE TUCK agreed that a tapestry of options is needed
and the department is working to that end.
9:09:52 AM
CHAIR SEATON clarified that he supports the program, and stated
his interest in learning from RurAL Cap why certain communities
find success and what is the key to that success. Involving the
department will also ensure the qualifications of individuals
administering early childhood programs.
9:11:37 AM
REPRESENTATIVE MUNOZ moved to report CSHB 69, Version 26-
LS0281\C, Mischel, 2/9/09, as amended, out of committee with
individual recommendations and the amended fiscal note. There
being no objection, CSHB 69(EDC), Version C, was reported from
the House Education Standing Committee.
The committee took a brief at ease from 9:12 to 9:16 a.m.
9:16:49 AM
HB 130-STUDENT QUESTIONNAIRES AND SURVEYS
9:17:02 AM
CHAIR SEATON announced that the next order of business would be
HOUSE BILL NO. 130 "An Act relating to questionnaires and
surveys administered in the public schools."
9:17:15 AM
REPRESENTATIVE WILSON introduced the CS for HB 130, paraphrasing
from a prepared statement, which read as follows [original
punctuation provided]:
To refresh your memory, HB 130 will change the
parental consent requirements for surveys in schools
from active to passive for anonymous surveys.
During the first hearing of HB 130 in this committee
there were a couple of questions about the language in
section 1 and section 2 of the bill. There was
further discussion on the necessity of the language
"or an employee of a school district" in Section 1.
The committee substitute before you has standardized
language in Section 1 and Section 2. The CS retains
the language "or an employee of a school district"
because the drafter didn't want to unintentionally
exclude employees of the district.
This change in the bill language did not change the
meaning of the bill in any way.
9:18:46 AM
REPRESENTATIVE WILSON moved to adopt CSHB 130, 26-
LS0405\S,Mischel,4/7/09.
CHAIR SEATON objected for discussion.
9:18:59 AM
REPRESENTATIVE GARDNER questioned the effectiveness of the
language [page 1, line 4] "a school district may not administer
...", when the school district is comprised of individuals. She
expressed concern for excluding potential volunteers, perhaps a
retired teacher, who would administer a survey.
CHAIR SEATON pointed out that the language continues as [page 1,
line 5] "or permits the administration of a questionnaire or
survey ...". The intent appears to be providing teachers with
clarity that they are not allowed to conduct a survey in their
own classroom.
9:21:04 AM
CHAIR SEATON removed his objection. There being no further
objection, CSHB 130, Version S, was before the committee.
9:21:28 AM
CHAIR SEATON opened public testimony.
9:21:33 AM
CARL ROSE, Executive Director, Association of Alaska School
Boards (AASB), stated support for HB 130, and explained that
active consent is a high standard, which yields a very low
return regarding "vital information that we need to have."
Passive consent still allows parents to object or deny that
their children take advantage of the opportunity, but it still
provides the possibility for obtaining information. Another
issue regards evaluation of the results. Districts rely on
survey results for planning purposes. In order to have
meaningful analysis a substantial percent of participation is
required. Sufficient sampling allows districts to determine
effectiveness of programs, identify needs, and strategize
accordingly.
CHAIR SEATON closed public testimony.
9:24:34 AM
REPRESENTATIVE MUNOZ moved to report CSHB 130, 26-LS0405\S,
Mischel, 4/7/09, out of committee with individual
recommendations and the accompanying fiscal notes. There being
no objection, CSHB 130 (EDC), Version S, was reported from the
House Education Standing Committee.
The committee took a brief at ease from 9:25 to 9:27.
9:27:17 AM
HB 215-STUDENT COUNTS/TEACHERS' SALARIES
CHAIR SEATON announced that the final order of business would be
HOUSE BILL NO. 215, "An Act relating to student counts for
school funding purposes; and repealing school experience for
salary scales provisions."
9:27:31 AM
CHAIR SEATON opened public testimony, and seeing no one
presenting themselves to the committee, he closed public
testimony.
9:27:38 AM
REPRESENTATIVE WILSON moved to adopt Conceptual Amendment 1,
which states:
Delete Sections: 1, 2, 3, 4, 6.
Retain: Section 5
CHAIR SEATON objected for discussion.
9:28:00 AM
REPRESENTATIVE WILSON provided an update for the committee,
paraphrasing from a prepared statement and the new sponsor
statement, which read as follows [original punctuation
provided]:
To refresh the committee's memory, HB 215 will repeal
salary scale limitations for hiring new out of state
teachers. Additionally it will average student counts
in the spring and fall to determine school funding
numbers for the following school year.
With this bill to we are trying to proactively address
the issues of high drop out rates and teacher
recruitment.
HB 215 repeals salary scale limitations for hiring new
out of state teachers, allowing for more competitive
recruitment efforts.
HB 215 will help school districts hire staff for hard-
to-fill positions. Specialty positions, such as
therapists and special needs teachers are in high
demand in school districts across the country, and we
have a shortage here in Alaska.
Current statutes limit the amount of out of state
professional experience that may be used to establish
a teacher's position on the salary scale. No matter
how long they have been teaching, out of state
teachers with a bachelors degree can only receive
credit for six years of out of state experience. With
a masters degree that is increased to eight years.
By repealing this antiquated statute, districts will
be able to negotiate salaries on a case by case basis,
this will help keep Alaska competitive with the rest
of the country when vying for needed educational
professionals.
9:29:53 AM
CHAIR SEATON acknowledged that the original bill addressed two
issues, and Amendment 1 effectively rectifies that situation.
The different topics will be appropriately served through this
action, he said, and expressed appreciation to the sponsor.
9:31:26 AM
REPRESENTATIVE GARDNER stated her interest in supporting the
aspects that are being amended out of the bill.
CHAIR SEATON maintained the importance for keeping the issues
separate, and indicated that the deleted sections will be
continuing topics during the interim, and brought back before
the committee next session.
REPRESENTATIVE BUCH noted that the amendment will require a
title change, as well.
9:32:24 AM
REPRESENTATIVE MUNOZ asked for an explanation of the term school
experience, when applied to the salary scale.
REPRESENTATIVE WILSON explained that a new teacher to the Alaska
system, who has taught elsewhere, should expect to receive a
monetary increment credit for each year of experience.
9:33:02 AM
CHAIR SEATON removed his objection to conceptual Amendment 1.
There being no further objection, conceptual Amendment 1, to HB
215, was adopted.
9:33:45 AM
REPRESENTATIVE MUNOZ moved to report HB 215, 26-LS0456\T out of
committee, as amended, with individual recommendations and the
accompanying fiscal note. There being no objection, HB 215
(EDC), Version T, was reported from the House Education Standing
Committee.
9:34:30 AM
[Following completion of the agenda items, discussion ensued
regarding interim meeting topics, and related conference
dates/agendas of importance to state educators and committee
members.]
9:47:07 AM
CHAIR SEATON thanked the committee members and meeting
participants for their dedicated service to the state.
ADJOURNMENT
There being no further business before the committee, the House
Education Standing Committee meeting was adjourned at 9:47 a.m.