JOINT HOUSE & SENATE HEALTH, EDUCATION AND SOCIAL SERVICES COMMITTEE March 27, 1996 9:04 a.m. HOUSE MEMBERS PRESENT Representative Cynthia Toohey, Co-Chair Representative Con Bunde, Co-Chair Representative Tom Brice Representative Caren Robinson HOUSE MEMBERS ABSENT Representative Al Vezey Representative Gary Davis Representative Norman Rokeberg SENATE MEMBERS PRESENT Senator Lyda Green, Chairman Senator Loren Leman, Vice-Chairman Senator Mike Miller Senator Johnny Ellis Senator Judy Salo COMMITTEE CALENDAR Presentation by Elaine Griffin, 1995 Teacher of the Year, and Barbara Jean Renoux, 1996 Alaska Teacher of the Year ACTION NARRATIVE Presentation by Elaine Griffin, 1995 Teacher of the Year, and Barbara Jean Renoux, 1996 Alaska Teacher of the Year TAPE 96-23, SIDE A Number 005 CHAIRMAN LYDA GREEN called the Joint House & Senate Health, Education and Social Services (HESS) Committee to order at 9:04 a.m. REPRESENTATIVE CON BUNDE announced that several of the House members have unfortunate conflicts that prevent their presence at this meeting. CHAIRMAN GREEN believed that to be the case for some of the Senators as well. She indicated that some of those people would join the meeting as soon as possible. Chairman Green invited Ms. Griffin and Barbara Renoux to the table to begin their presentations. ELAINE GRIFFIN, Teacher of the Year, began by saying that she and Ms. Renoux were pleased to be present. Ms. Griffin informed the committee that she had travelled to 43 states and Russia this year. Ms. Griffin believed this conversation today would probably be the conversation that she cared about the most because here is where the future is set for Alaskan students. She told the story of a child that was invited to a surprise party in Florida, but unfortunately the child lived in New York. The story is a series of fortunate situations and unfortunate situations as the child tries to attend the surprise party. Ms. Griffin believed that everyone had been invited to the surprise party of education reform and compared the story with education reform. She identified the following two areas that can help in the journey to education reform: a cognitive body of research regarding how people's brains work and a growing body of research regarding what works in schools. Number 082 MS. GRIFFIN told the committee of the boy who asked her how a teacher from Kodiak Island with 37 students got selected as National Teacher of the Year. In response to that question, Ms. Griffin explained that Kodiak Island is a place where common sense rules. She had an Aleut ball with her which has been handled by people in 300 different places, although the ball shows no signs of wear. She said that research shows that small schools where children receive individual attention are those schools that make a difference in children's lives. The University of Illinois at Chicago has recently summarized 20 years of research about small schools. The research found that on every measure - attendance, grades, test scores, reduction of violence, increasing graduation rates, reduction of vandalism, services to at-risk students, and cost - small schools are most effective at delivering education. Ms. Griffin gave a copy of the study to the committee. The research from the University of Illinois at Chicago shows that three of the elements found in small schools are also found in many of Alaska's schools. Firstly, teachers with untied hands. Generally, innovative teachers want to work with the community which is possible when there are smaller, more personalized units. These teachers can offer grass roots solutions that suit their area. Furthermore, this allows community members to feel as if they can build a bond with teachers. There is also a chance for those in decision-making positions to interact with the school. Ms. Griffin pointed out that this report is basically on urban small schools. These small schools are large schools that have been broken into smaller more personalized units. This can be accomplished by taking a five story school and having one school on each floor which is comparable to how businesses utilize buildings. This can be done as long as education is not locked into continuing the same route for the future. Number 168 In a discussion regarding the importance of one's point of view, Ms. Griffin discussed the map exhibit in the Indianapolis Airport which compares the Mercateur projection and the Peters projection. The Mercateur projection distorts the countries at the bottom and the top of the map as well as placing Germany in the center of the map. Mercateur is German and this map was drawn from his point of view. Discussions of education are also generated from a point of view; the point of view of those discussing it and the time they attended school. Ms. Griffin suggested that everyone should move out of their own point of view and look at brain research. Ms. Griffin believed that the best future for Alaska's students could be built if students are placed in a school where they can have an unbreakable bond with an adult, if schools can be built on brain research with the windows of opportunity of the brain, and if schools can understand the connection between the right and left brain. Number 197 BARBARA RENOUX, 1996 Alaska Teacher of the Year, was excited to be the Alaska Teacher of the Year. Ms. Renoux mentioned early intervention when informing everyone that she teaches in a small village at Point Lake. There are 60 students in the entire school and the high school consists of six students. Ms. Renoux said she had been trained in the Reading Recovery Program. The Reading Recovery Program is a philosophy that was developed in New Zealand. The program believes that teaching children to read and write at an early age will solve many problems. Those children will not be placed in special education programs. MS. RENOUX explained that she began teaching in special education, specifically a teacher of learning disabled and severely emotionally disturbed students. The Reading Recovery Program says that if the lowest skilled children should be worked with on a one to one basis for a short-term. This early intervention reaches the children before they experience failure and feel like school is not fun. Besides being a full-time teacher, Ms. Renoux works one on one with three students for 30 minutes every day. Other teachers have worked with her schedule to accommodate the Reading Recovery Program. The program works at the student's level. Ms. Renoux emphasized that students learn to read and write at their own pace. The window of language begins at birth and closes at the age of 10; by the first year all the sounds that a child needs to form words are established. The more words and language a child knows before the age of two, the better the child's vocabulary. Ms. Renoux pointed out that this information is important for preschools and headstart programs as well as the Reading Recovery Program. Number 261 MS. GRIFFIN pointed out that the significant thing about Ms. Renoux's story is the feeling that she could teach anyone to read. Recent research helps to encourage the feeling that there is nothing that a teacher could not do. Ms. Griffin informed the committee of a recent Met Life survey which illustrates this shift in thinking. The survey says that 40 percent more teachers would recommend their career to young people than 10 years ago which Ms. Griffin believes is because teachers believe they can be effective. REPRESENTATIVE TOOHEY mentioned that Newsweek had an article on brain research. Representative Toohey believed that the areas discussed in the article have been around for some time, but are just now being fully recognized. MS. GRIFFIN informed the committee that there is a new book out by Daniel Goldman, the science writer for the New York Times, entitled Emotional Intelligence which summarizes much of the brain research. Mr. Goldman says that the brain goes through a pruning process around the age of six or seven. Up to age six or seven, neuron connections are established willy nilly, but around the age of six or seven those connections that are not being used are pruned off. Ms. Griffin emphasized that this research indicates a great mountain to climb after age six or seven. Therefore, the educational opportunities before first grade assume greater importance. Number 302 REPRESENTATIVE BUNDE discussed the first year, 1968, that he and his wife taught in Anchorage which was also the first year Anchorage had kindergarten. At that same time, some schools were built without walls which was very chaotic and eventually walls were built in those schools because no walls did not work. Representative Bunde was encouraged by Ms. Griffin's advocacy of common sense with education. With regards to class size, Representative Bunde expressed concern educationally and practically about the minimum class size in K-12. Are there minimum sizes of schools that Alaska can afford to support? MS. RENOUX said that her current class is the smallest she has worked with, 13 students of which 9 are first graders and the remaining are second graders. She recalled saying to her principal that with a good aide she could accomplish phenomenal things with her students. Then Ms. Renoux remembered the times when she taught a class of 25 students and that she could not accomplish the same as what she does for her 13 students. With many students a teacher becomes overwhelmed. REPRESENTATIVE BUNDE said that he understood the concerns regarding class size. He clarified that he was interested in the total school size. MS. GRIFFIN pointed out that the research from the University of Chicago defines small schools as those containing 350 students or less. Ms. Griffin also noted the 20-20 rule which says that there should be no more than 20 students per class and no more than 20 teachers per building which equals 400 total. REPRESENTATIVE BUNDE interjected that his question referred to the minimum. MS. GRIFFIN said that she had not given any thought to that question. SENATOR SALO said that has not been a problem. REPRESENTATIVE BUNDE believed it to be a problem. In Alaska, there must be eight students in order to open a school. He mentioned that the commissioner was requiring schools with less than eight students to close. Alaska has had schools with four or five students; is that educationally sound? MS. GRIFFIN said she had never been asked from that point of view. CHAIRMAN GREEN noted that copies of the report from the University of Chicago would be given to each committee member. MS. GRIFFIN mentioned that the University of Chicago would enjoy having contact with legislators. SENATOR LEMAN noted that there is a very effective home school effort. He pointed out that there was a national finalist from Washington that was home schooled. In response to Representative Bunde's question, Senator Leman said with the appropriate environment and the appropriate training it can be very effective. The question is can Alaska afford it? Senator Leman mentioned that Kelly Haney, who was in the audience, was one of the five youngest school board members in the U.S. Number 384 REPRESENTATIVE ROBINSON inquired as to the one thing that would make the biggest difference in the school systems. MS. GRIFFIN said that she would concentrate on first graders to ensure that each would be able to read and write. For a first grader to be able to read and write, he/she must be able to make neural connections between print and meaning. For example, an abused child would have short-cut connections which means that everything must first be analyzed in order to determine if it endangers the child. That abused child would not be ready to learn, but rather would be determining if the teacher is a danger to the child. In order for first graders to be successful, schools must be closely connected with the communities to determine a way in which to ensure that the first graders come to school ready to learn. This could mean knowing everyone in the community and recommending programs that may help in this area. Ms. Griffin noted that Alaska women die at a rate four and a half times higher than the national average, mainly because of being battered by their spouses. Ms. Griffin indicated that teachers need to know families; someone has to make the connections because it is all woven together. SENATOR SALO liked the idea of having small schools even in large communities. Senator Salo believed that magnet and charter schools that do have some appeal, also do damage to the neighborhood school. MS. GRIFFIN agreed. Ms. Griffin pointed out that the University of Chicago report defined small schools as having a maximum population of 250 to 300 students who reflect a heterogenous mix of the local school community. Ms. Griffin believed that the purpose of schools is to create a nation based on the idea of liberty and justice for all. That cannot be accomplished unless the schools are democratic and the idea of democracy is built within the schools which is a community function. Therefore, if magnet schools draw off of communities and encourage committed parents not to be devoted to a community school, then a disservice has been performed to the notion of community schools. Also the method of thinking or point of view of thinking, needs to be changed. Ms. Griffin mentioned the Piedaia movement which believes that there are enough people dedicated to democratic schools so that small schools that are community schools will develop. MS. GRIFFIN mentioned the Socratic discussions done in her school. This size group at the table is the size desired for group discussions in schools. The most important outcome of such a discussion is that everyone listens to another's point of view and minds are changed. When that occurs in schools daily, citizens are created that will one day hold jobs such as legislators. SENATOR SALO asked if the Reading Recovery Program used prescribed materials. MS. RENOUX replied yes. Ms. Renoux acknowledged that initially, the program is expensive due to acquiring the necessary materials. The New Zealand philosophy believes that if students are given materials that reflect language, patterns, and predictable plots, the students will have a better chance of reading. The Reading Recovery Program has coordinated many books and levelled the books for the child. In this program, the teacher's job is to fit the books and materials into the particular needs of the student. MS. GRIFFIN asked Ms. Renoux to discuss New Zealand because that would answer Senator Salo's previous question regarding community schools. Population wise, New Zealand is very similar to Alaska. MS. RENOUX clarified that she was speaking from what she had heard and read about New Zealand. All of New Zealand is trained in the philosophy that all children can learn given the correct circumstances and appropriate materials and training. Those students that need extra help are placed in Reading Recovery Programs, but the teachers also employ many of the program's techniques in the whole class. Ms. Renoux informed the committee that her goal was to visit New Zealand and learn how the program's techniques can be utilized for an entire class. In New Zealand, there is uniformity in teaching, evaluation, and record keeping. Number 497 MS. GRIFFIN informed the committee that she had visited schools in New Zealand. Ms. Griffin was impressed with the synchronized steps from birth to school. The communities run the preschools in New Zealand; from birth, the baby is part of the education community as well as the baby's parents. The preschools all involve parental cooperation and participation in the program. In New Zealand, a child enters school on their fifth birthday and becomes part of the expectation that believes that before the child leaves primary school, the child will be literate and have verbal and mathematical skills. It works. REPRESENTATIVE BUNDE commented that New Zealand's approach to education sounded like a commune or a factory. He was pleased with the emphasis placed on reading in this discussion. Representative Bunde thought that the teachers were having to take the role of a parent. Ideally, this early reading would be done at home. MS. GRIFFIN said she had never met a parent that didn't want to do good things for their child. Sometimes parents are illiterate and it is difficult for the parent to take over the role with reading and language. A literate parent can take over the educational role and an illiterate parent can take over the role by story telling. Once the parent sees it modelled and realizes that it is non threatening, the parent takes over the responsibility and breaks the cycle. REPRESENTATIVE BUNDE appreciated hearing that. He said that he had meet parents that Ms. Griffin had not, perhaps. Representative Bunde said that he was more pessimistic regarding human nature. If one picks up the burden, other people will lay it down. He indicated that bringing the parent along, requiring, or encouraging parental involvement would be helpful. MS. GRIFFIN interjected that New Zealand requires parental involvement. REPRESENTATIVE BUNDE stated that requiring parental involvement would not work in Alaska or the U.S. He contended that if schools parent the children, then they would fail because only parents can adequately parent; and parents themselves often fail. MS. GRIFFIN asked Representative Bunde what would be the solution. REPRESENTATIVE BUNDE wished he were smart enough to have an answer. If teachers rush in to help, then failure will continue. MS. GRIFFIN agreed that the cycle placing teachers in the role of an expert encourages a generation of parents wanting the teachers to fix any problems that the child has. The key is to enable people to grow up to be stronger parents than they otherwise would have been. MS. RENOUX noted that prior to a student entering the Reading Recovery Program, there is an interview with the parents in which the parents and teacher form a partnership. The parent is told that if the child is given this opportunity, then attendance must not be a problem and the parents must carry out their responsibility at home. REPRESENTATIVE BUNDE said that answered his concern. Number 555 CHAIRMAN GREEN did not believe that the two were implying that every child that comes into first grade should be able to read by the end of first grade or that would imply that there has been abuse or neglect in the home. There is a raft of students that will never be able to read at the end of first grade which has nothing to do with their parentage. There is also a raft of students who due to developmental, neurological and personality issues qualify for special services. MS. GRIFFIN thanked Senator Green for that important correction. Ms. Griffin clarified that programs like the Reading Recovery Program make it possible for those children who could have learned how to read at the end of first grade to make the step to do so. MS. RENOUX pointed out that everyone may have a different definition of a reader. There are steps and developmental stages in reading. Ms. Renoux said that all of her students leave school the first day thinking they are readers which is very important. MS. GRIFFIN explained that with a program that is individualized, like the Reading Recovery Program, the increase in levels can be realized and determined if appropriate. CHAIRMAN GREEN thanked Ms. Griffin and Ms. Renoux for their presentations. ADJOURNMENT There being no further business before the committee, the meeting was adjourned at 9:50 a.m.