NEW! (posted Oct. 14, 2010)
Resolutions Committee Workbook 2010 (doc)
Draft AASB Belief Statements and Core Resolutions with amendments proposed by the Board of Directors and member districts for consideration by the Resolutions Committee on Nov. 11, 2010.
AASB Resolutions Discussion Paper - Oct. 11, 2010 (doc)
This document is intended for use with “Resolutions Committee Workbook 2010,” the draft AASB Belief Statements and Core Resolutions that will be reviewed by the Resolutions Committee on November 11th at the AASB Annual Conference. Various changes proposed by the AASB Board of Directors and our member school districts are explained in this discussion paper.
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EDUCATION PROGRAMS
5.1 SCHOOL-TO-WORK PROGRAMS
The Association of Alaska School Boards strongly supports adequate and equitable funding for the implementation of school-to-work programs, including school-to-work centers, career and technical education, and career technical student organizations, while ensuring resources to satisfy needs and requirements of all academic programs at the same time.
Rationale. Both the U.S. Department of Education and the Alaska Department of Education & Early Development have endorsed and encouraged districts to offer school-to-work programs.
The implementation of school-to-work programs inevitably results in additional expenses that are not part of the standard budget schedules of school districts and secondary schools. Increased costs include, but are not limited to: purchase of equipment and materials related to occupations, transportation for students between schools and workplaces, training for staff members, release time for staff members, new staff positions (school-to-work coordinator, transition specialist, job coach), insurance and workman’s compensation costs.
There are a large number of students in rural villages that do not complete high school or job training programs. There is a need to provide school-to-work programs like the Rural Student Vocational Program (RSVP), which was eliminated in 1998, or innovative regional residency centers to enhance opportunities for these students. At the same time, school-to-work programs must integrate and ensure basic academic achievement. Amended 1999, 2002, 2008 (Sunsets Nov. 2013)
5.2 CURRICULUM EXPANSION VIA TECHNOLOGY
AASB urges the Alaska Department of Education & Early Development (EED) and other entities to support, coordinate and encourage distance delivered education programs for students and teachers in partnership with local districts using existing facilities whenever possible, and supports funding for the purchase and installation of distance delivery education equipment and the bandwidth to support it. Other delivery methods must be made available until connectivity issues have been solved statewide.
Rationale. All school districts need to have the capability to offer a variety of courses for all students, including the remedial student, vocational student, the student who left school without graduating, and the college bound student. The technology exists to provide satellite instruction throughout the United States.
In order to take classes otherwise not available, students who attend small high schools must leave their community or take correspondence classes. There are examples in the state of success in delivering such courses utilizing technology. Many districts in the state are exploring the use of current technology in the form of distance delivery. Programs that are currently being offered in local districts could be utilized by other districts in-state, or substituted for purchased programs now in use, with funding and support provided by EED.
Expanding distance delivery could also help meet the needs of “highly qualified” teachers and paraprofessionals under the No Child Left Behind Act of 2001. Amended 2001, 2002, 2003, 2006, 2007, 2008, 2009 (Sunsets Nov. 2013)
5.3 NATIVE LANGUAGE PROGRAM DEVELOPMENT
AASB supports state funding for staff training, program development and materials preparation to promote Native language instruction for those districts that desire Native language programs. AASB also urges Congress to clarify the No Child Left Behind Act to bring it into compliance with the Native American Languages Act and to support opportunities for American Indian, Alaska Native, Native Hawaiian, and Pacific Islander students to retain and use Native American languages, including adequate funding for federal programs that can support Native language instruction.
Rationale. The heritage languages of the Indigenous Peoples of the United States have become endangered. The extinction of languages would further erode the rich heritage of the Indigenous Peoples of the United States. The technology exists to provide satellite language instruction in the Native tongues to communities throughout the United States. If we as a nation do not respond to this need to preserve this rich linguistic heritage, these languages will become extinct. Financial support from the government for the preservation of Native languages would enable the use of a technology that has helped speed the loss of indigenous languages to reverse that trend. In today’s modern world technology and global issues make it necessary for our children to become proficient in English. Learning English, however, should not be at the expense of indigenous language programs. Amended 1998, 1999, 2004, 2008 (Sunsets Nov. 2013)
5.4 COMMUNITY SCHOOL PROGRAMS
AASB recommends that the Community Schools Act of 1980 be reinstated and the state explore independent funding status for Alaska’s Community School programs.
Rationale. AASB recognizes that Community School Programs extend the concept of public education beyond the traditional K-12 program of "schooling" and views everyone in the community as both teacher and learner. Tight budgets and state demands for strict accountability have placed community schools programs in competition with district academic priorities. Amended 2001, 2004, 2008,2009 (Sunsets Nov. 2013)
5.5 INCREASING STUDENT CONTACT TIME
The Association of Alaska School Boards supports allowing school districts to expand the school day or to expand the school year, with adequate state funding, to account for state mandated student testing, professional development, collaboration/planning, and/or increased instructional contact time, according to local district needs.
Rationale. The lack of time is identified as one of the top challenges facing schools when it comes to effective schooling and raising student achievement. Education Summit of 2000 participants identified the need for more time to align curriculum, more student contact time (day/week/year), more teacher preparation time, more time for professional development, reducing the loss of instructional time. This would allow more time for remediation efforts, and time to communicate test results, and work with public expectations and collaborate with appropriate entities.
In addition, policymakers have decreased student contact time through state mandates that require additional testing days and related professional development requirements that potentially impact student achievement. The most important challenge is an inadequate amount of time on task by students. Educators need time to make sure that each student has a solid foundation before moving him/her to the next level. Adopted 2000, Amended 2001, 2002, 2003, 2008 (Sunsets Nov. 2013)
5.6 MODIFICATION OF THE ALASKA CERTIFICATE OF ACHIEVEMENT
AASB urges the Alaska state legislature to direct and fund the Department of Education & Early Development and the Alaska Board of Education to convene a study of the implications of the current Certificate of Achievement law and desirability of modifications to reflect actual student achievement and avoid disadvantages relative to graduation requirements of other states. The results of the study should be presented to the legislature for consideration of changes in the current law.
Rationale. Alaska’s graduation standards are higher than many other states. Students with an Alaska Certificate of Achievement may know and be able to do more than graduates from other states. Alaska Certificate of Achievement holders are unfairly denied access to post secondary and employment opportunities compared to students from other state. At very least the Certificate of Achievement should delineate actual competencies. Adopted 2006. Amended 2008. (Sunsets Nov. 2011)
5.7 ENCOURAGING CIVIC EDUCATION IN SCHOOL DISTRICTS
AASB encourages member districts to develop well-articulated curriculum for civic education (local, state and national in a global context) for students and provide effective teaching strategies for civic instruction.
Rationale. In HCR 6, the 25th Alaska Legislature noted that residents place a high priority on meaningful civic learning in our schools, and “it is the responsibility of each generation of Americans to teach the next generation how democracy works.” While some schools in Alaska have developed excellent civics education curriculum, the legislature declared that “there has been a steady decline in the attention paid to advancing civic learning opportunities, locally, statewide and nationally.” AASB believes that civics content can be integrated into reading, writing and math instruction without diminishing attention to tested subjects. AASB believes civics education should be a matter for local districts, rather than a statewide mandate. A citizens task force studying the issue of improving civics education in Alaska schools met in 2008 and gave an oral report to the legislature. It was a preliminary report. AASB encourages the legislature to facilitate the task force completing its report Adopted 2007. Amended 2008, 2009 (Sunsets Nov. 2012)
5.8 REQUESTING THE ALASKA DEPARTMENT OF EDUCATION AND EARLY DEVELOPMENT TO PROVIDE STANDARDS-BASED ASSESSMENTS IN THE ALASKA NATIVE INDIGENOUS LANGUAGE
AASB requests the state to provide standardized assessments in the Alaska Native indigenous languages, as requested by the individual districts.
Rationale. Students who have a strong first language in their ethnic group perform better academically. Students who learn English as a second language with a strong first language do better academically on standardized tests. Culturally responsive curriculum that uses the local language and cultural knowledge provides the foundation for the rest of the curriculum and implements the goals of the State of Alaska’s Cultural Standards. Adopted 2007 (Sunset Nov. 2012)
5.9 SUPPORTING REGIONAL VOCATIONAL TRAINING CENTERS
AASB supports funding regional vocational training and higher education centers, both new and pre-existing, to support the goals of public education. Centers could establish partnerships with the private sector to help fund training programs leading to employment of students in a broad range of careers.
Rationale. The existing system of funding vocational education has failed to provide appropriate vocational training opportunities in schools across the state. Adopted 2008 Amended 2009
5.10 URGING FLEXIBILITY IN TESTING REGIMES TO SUPPORT INDIGENOUS LANGUAGE PROGRAMS
AASB urges the Alaska Legislature to join with school districts in opposing those aspects of the Elementary and Secondary Education Act (ESEA) No Child Left Behind Act that are detrimental to rural, largely Native school districts, including testing regimes that inaccurately assess Alaska Native and rural Alaska students. English Language Learner (ELL) mandates inaccurately assess Native Alaska students and inadvertently target language programs. In addition, AASB urges the state to reexamine its own testing programs with regard to these issues.
Rationale. The current ESEA NCLB reauthorization process is an opportunity to improve the existing law. Since 2001, ESEA has NCLB lackeds the flexibility needed to support English Language Learners in indigenous communities. ELL programs disadvantage indigenous communities that wish to perpetuate their values, culture and traditions in their public schools through their language. The State of Alaska and the U.S. Department of Education have not established appropriate psychometric instruments to measure the fluency of indigenous language speakers. Adopted 2008
5.11 SUPPORTING UNIVERSAL ACCESS TO EDUCATION FOR ALASKA’S 3- AND 4-YEAR-OLD LEARNERS
AASB lends its full support to fully implementing and funding a voluntary education program for every 3- and 4-year-old child in Alaska.
Rationale. The foundation of cognition is established early in childhood, and research clearly demonstrates the efficacy of educational programming for 3- and 4-year-olds. Access to these programs is important for every child in Alaska. Adopted 2008
5.12 ENCOURAGING DISTRICTS TO ADOPT STANDARDS FOR PARENT/FAMILY INVOLVEMENT PROGRAMS
AASB encourages districts to develop, implement and regularly evaluate their parent involvement programs using, as a model, the National Standards for Parent/Family Involvement Programs supported by the National School Boards Association and more than 40 other national education, health and parent involvement groups and developed by National PTA in cooperation with education and parent involvement professionals.
Rationale. AASB has affirmed the importance of parent involvement in Belief Statements B.11, B.17 and B.18. The No Child Left Behind Act also recognizes the significance of and requires effective parent involvement programs that incorporate the six National Standards for Parent/Family Involvement Programs, including communicating, parenting, student learning, volunteering, school decision-making and advocacy and collaborating with the community to engage parents, provide parents with clearly and timely information about NCLB and develop effective advocates. Adopted 2008
5.13 URGING CONTINUATION OF THE ALASKA NATIVE EDUCATION ACT
AASB urges Congress and the President to support continuation of the Alaska Native Educational Equity, Support and Assistance Act as a critical way to engage families and communities in better supporting student success, and align school and community efforts to create safe, healthy and opportunity-rich environments that support a high level of success for all students.
Rationale. Since its adoption in 2002 as Title 7 of the Elementary and Secondary Education Act (NCLB), the Alaska Native Education Act has provided supplemental benefits to Alaska school districts and Alaska Native students. Congress recognized then that too many Alaska Native children enter and leave the school system with serious educational handicaps, including low test scores and high drop-out rates. The Alaska Native Education Act was enacted and funded to address these problems through improved curricula, better teaching practices, family literacy programs, cultural exchanges, community engagement programs and career preparation activities.
The Alaska Initiative for Community Engagement is a statewide initiative that effectively enlists families, school boards, districts, schools, educators, Alaska native organizations, businesses, community organizations, artists and arts organizations, faith communities, and young people themselves in improving the academic and social outcomes for youth. The success of this investment in Alaska Native students is evident in a 2009 report by the American Institutes for Research. The report on the impact of the Alaska Initiative for Community Engagement (Alaska ICE), which is funded through the Alaska Native Education Act, shows positive changes, especially for Native students, in schools and communities supported by Alaska ICE, including an increased level of expectations of Native students, improvements in school climate, increased levels of adult support for youth in the community, significantly reduced risk behaviors (including vandalism, fights, alcohol and drug use) and higher proficiency rates on statewide academic assessments. Adopted 2009
5.14 RELATING TO THE CAREER ASSESSMENT REQUIREMENT
AASB endorses the State of Alaska’s WorkKeys Assessment for students as a useful means of determining preparedness for the workplace or college.
Rationale. HB 206 in the 26th Alaska Legislature would require districts to include the WorkKeys Assessment scores on every graduate’s transcript and graduation certificate. The intent of the bill is to give high school students a final year of school to improve upon specific skills for employment or college qualification. The assessment may be more useful to students if it were offered during the 10th rather than the 11th grade. The assessment could be an option to or a substitute for parts of the current High School Graduation Qualifying Exam. Further study to address implementation and funding should be required before mandating the assessment. Adopted 2009
5.15 RELATING TO POSTSECONDARY CLASSES FOR SECONDARY STUDENTS
AASB believes that students who wish to do so should be allowed to take college credit or vocational school credit classes while they are in high school, but not at the mandated expense of their school districts. The state should consider funding appropriate post-secondary vocational or college courses for high school students.
Rationale. HB 206 allows students who have passed the High School Graduation Qualifying Exam to take college credits or vocational school credits at the expense of their school districts. It is in the interest of the state to help students maintain interest in school and advance toward a college degree or vocational education certificate. The cost for this post-secondary education should not be required to be borne by school districts. Therefore, it is reasonable to ask the state to fund these courses. Adopted 2009
(NEW) 5.16 EXIT EXAM
AASB supports a review of the wisdom and suitability of the High School Graduation Qualifying Exam.
Rationale. Alaska is one of 25 states that administer a high school exit exam. Passage of the HSGQE has been a requirement for all high school seniors in Alaska since 2004. The test measures basic student competency in math, English and reading. Supporters of the HSGQE include those who believe it is an important inducement to students to achieve basic academic proficiency and one measure for schools, parents and employers to measure a student’s preparedness to enter college or the work place. Critics of the HSGQE include those who believe it is a poor measure of academic proficiency, leads to loss of student interest in school after the test is passed in the 10th grade, and for a limited number of students is a needless bar to receiving a full high school diploma.
