Proficient Reading (2013 - 2014) - Fairbanks North Star Borough

Transcription

F AIRBANKS N ORTH S TAR B OROUGH S CHOOL D ISTRICT
Tuesday, September 1, 2015
School District Administrative Center
520 Fifth Avenue
OUR VISION… Excellence and Equity for All
OUR MISSION is to provide an excellent and equitable education in a safe, supportive
environment so all students can become productive members of a diverse and changing society.
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Student learning is at the center of everything we do.
Respect for the diversity and dignity of all individuals and groups is essential.
Provide a safe learning environment.
Quality education requires highly motivated, skilled, supportive teachers, administrators, and support staff.
High achievement evolves from high expectations and educational opportunities.
Active partnerships with the family and community are essential to support successful student learning.
The Fairbanks North Star Borough Board of Education encourages the use of innovative and creative
strategies and programs to attain these goals.
A. Diversity
 Adopt and implement a Diversity Action Plan.
B. Student Achievement
 Implement new state assessments and graduation testing requirements.
 Update the district-wide assessment system.
C. Instructional Innovation
 Explore the expansion of student learning opportunities.
D. Connections Between Parents, Community, Business, and Our Schools
 Increase parent engagement in schools.
 Increase business and agency partnerships.
 Focus instruction and resources on areas of need, such
as career and technical education, math and writing
improvement, and the gender achievement gap.
 Support class sizes that are conducive to learning.
 Use data-supported decision making and annual school
planning.
 Provide educational options to families and students.
 Increase communication with, and support for, and
respect of students and families of diverse
populations.
 Invest in quality professional development to meet
district goals.
 Use technologies, including PowerSchool Premier,
to enhance learning, monitor student progress, involve
parents, enhance communication, and maintain efficient
district operations.
 Recruit, hire, and retain a diverse workforce with the
talents and abilities to fulfill the district’s mission.
 Maintain excellent school facilities and manage
capital improvement projects.
 Develop long-term sustainability of overall district
operations.
Approved 10-21-14
FAIRBANKS NORTH STAR BOROUGH SCHOOL DISTRICT
BOARD OF EDUCATION
September 1, 2015
7:00 P.M. – REGULAR BOARD MEETING
Board Room - 520 Fifth Avenue
School District Administrative Center
AGENDA
A.
B.
C.
PRELIMINARIES
1. Call to Order
2. Pledge of Allegiance
3. Music: Teacher’s Choir
4. Mission Statement
5. Roll Call
6. Staff Introductions
7. ESP of the Month
8. Spotlight: District Music Program
Reference Pages
3
3
3
AGENDA
1. Adoption of the Agenda
2. Presentation on Agenda Items
3-4
4
PUBLIC COMMENTS ON NONAGENDA ITEMS
D.
ACTION ITEMS – OLD BUSINESS
1. Policy 236: Board Committees (Second Reading)
4&9
2. Policy 263: Teleconference Participation in Meetings (Second Reading)
4 & 10-11
* 3. Grant Acceptance: Title VII, Part A, Indian Education Formula Grant Part II
5 & 12-13
* 4. Grant Acceptance: Grants to Military Connected Local Educational Agencies for
Academic and Support Programs (MCASP)
5 & 14-15
* 5. Grant Acceptance: Mentoring for Educational Success Subaward
5 & 16-17
* 6. Minutes
See minutes
E.
ACTION ITEMS – NEW BUSINESS
1. Resolution 2016-03: Honoring Hispanic Heritage Month
2. Hutchison High School 2015-16 School Calendar Revision Request
3. FY15-FY19 Strategic Plan Communication Document
* 4. Grant Submittal: Carl D. Perkins Career and Technical Education Improvement
Act of 2006
* 5. Grant Submittal: Elementary & Secondary Education Act (ESEA)
Consolidated Application
* 6. Gift Acceptance: Ben Eielson Junior-Senior High School
* 8. Gift Acceptance: Lathrop High School
*10. Gift Acceptance: Lathrop High School
*12. Personnel Action Report
Regular Meeting
1
5 & 19
5-6 & 20-21
6 & 22-23
6 & 24
6 & 25-27
6 & 28
6 & 29
6 & 30
7 & 31
7 & 32
7 & 33
7 & 34-36
September 1, 2015
F.
INFORMATION & REPORTS
1. Superintendent Report
2. Transportation Update
3. Construction Update/Capital Projects
4. BEST Research Report
5. Association of Alaska School Boards’ (AASB)
Call for Resolutions
* 6. Personnel Information Report
* 7. Board’s Reading File
* 8. Coming Events and Meeting Announcements
7
7
7
7, 37-50, & Separate Cover
8, 51-58, & Separate Cover
8 & 59-60
8
8
G.
BOARD AND SUPERINTENDENT’S COMMENTS & COMMITTEE REPORTS
H.
ADJOURNMENT BY 10:00 P.M. UNLESS RULES SUSPENDED
Board of Education Regular Meetings are broadcast live on KUAC-FM, 89.9 and
televised live on GCI Cable channel 14, and audio streamed live from the district’s web page
www.k12northstar.org
EXECUTIVE SESSION: The board reserves the right to enter into executive session on any agenda item as and to the extent allowed
for in State law. Executive sessions will be entered into by motion for the following subjects as permitted by law: (1) matters the immediate
knowledge of which would clearly have an adverse effect upon the finances of the District; (2) subjects that tend to prejudice the reputation and
character of any person, provided that the person may request a public discussion; (3) matters which by law, municipal charter, or ordinance
are required to be confidential; (4) matters involving consideration of government records that by law are not subject to public disclosure. Motions
to go into executive session should specify the subject of the proposed executive session without defeating the purpose of addressing the
subject in private. Reference: AS 44.62.310 and Board Policy 264, D.
Regular Meeting
2
September 1, 2015
BOARD OF EDUCATION
7:00 P.M. – REGULAR BOARD MEETING
September 1, 2015
AGENDA
A.
PRELIMINARIES
Reference Pages
A.
1. Call to Order by President
A.
2. Pledge of Allegiance, led by President Haas
A.
3. Music
The Teacher’s Choir will perform for the school board.
A.
4. Mission Statement
Our mission is to provide an excellent and equitable education in a safe, supportive
environment so all students can become productive members of a diverse and changing
society.
A.
5. Roll Call
Heidi Haas, President
Wendy Dominique, Vice President
Allyson Lambert, Treasurer
Lisa Gentry, Clerk
Sue Hull, Member
Michael O’Brien, Member
Sean Rice, Member
Richard Cole, Base Representative
Sean Williams, Post Representative
Kobe Rizk, Student Representative
A.
6. Staff Introductions
New staff and staff in new positions will be introduced, along with the new Ft. Wainwright
board representative.
A.
7. ESP of the Month
Cindy Bravo, Anne Wien Elementary behavior intervention aide, will be recognized as the
Extra Special Support Staff Person for September 2015. Michael Angaiak, Anne Wien
Elementary principal, will make the presentation.
A.
8. Spotlight: District Music Program
District music teachers will be presenting an overview of the district’s music programs.
B.
B.
AGENDA
1. Adoption of the Agenda
Consent agenda items marked with an asterisk are considered routine items not requiring
public discussion by the school board. Unless removed from the consent agenda, asterisked
items will be automatically approved when the agenda is adopted. Questions concerning
these items should be directed to the administration before the meeting.
Regular Meeting
3
September 1, 2015
B.
1. Adoption of the Agenda (continued)
If the superintendent or a member of the public wishes to have an item removed from the
consent agenda, the request must be made to a board member any time prior to the start of
the meeting. The board member has the discretion to accept or deny the request. Only a
board member may remove an item from the consent agenda. If an item is removed from the
consent agenda, it shall be considered separately as the last item of new business. Asterisked
items will then be adopted by one single motion.
 MOVE to adopt the agenda with consent items.
Motion by
Advisory Vote
Seconded by
Vote
B.
2. Presentation on Agenda Items
Any person wishing to speak on an agenda item—action items or information and reports—
will have three minutes to testify when that item is before the school board for discussion.
There is a limit of one hour total testimony per item.
C.
PUBLIC COMMENTS ON NONAGENDA ITEMS
Public comments on nonagenda items are limited to three minutes per person for a maximum of
one hour. People on the sign-up list will be called first. If there is time, people who did not sign up
may address the school board. A person testifying must state their name and address for the
record. Board members may ask questions for clarification. Although there is time at the end of
each meeting for school board and superintendent comments, some concerns may not be able to
be addressed immediately, as additional information may need to be gathered.
D.
ACTION ITEMS – OLD BUSINESS
D.
1. Policy 236: Committees of the Board (Second Reading)
Ref. Pg. 9
The school board seeks to convene a standing committee on parent engagement. The
administration submits for board consideration this revision to Policy 236: Committees of the
Board, amending the policy to include a standing committee on parent engagement. There
were no changes from first reading.
Board Priority: Active partnerships with the parents and community are essential to
support successful student learning.
 MOVE to approve second reading, public hearing, and adoption of Policy 236: Committees
of the Board.
Motion by
Advisory Votes
D.
Seconded by
Vote
2. Policy 263: Teleconference Participation in Meetings (Second Reading) Ref. Pgs. 10-11
The school board requested the administration draft a revision to School Board Policy 263:
Teleconference Participation in Meetings, which as originally adopted in September 2014,
authorizes participation via teleconference at regular meetings. The administration submits
for the board’s consideration this revision, which expands the policy to authorize
teleconference participation at special meetings as well. There were no changes from first
reading.
Board Priority: Use technologies, including PowerSchool Premier, to enhance learning,
monitor student progress, involve parents, enhance communication, and maintain
efficient district operations.

MOVE to approve second reading, public hearing, and adoption of Policy 263:
Teleconference Participation in Meetings.
Motion by
Seconded by
Advisory Votes
Vote
Regular Meeting
4
September 1, 2015
D.
* 3. Grant Acceptance: Title VII, Part A, Indian Education
Ref. Pgs. 12-13
Formula Grant Part II
The district has received an award for $878,533 from the US Department of Education for the
Title VII, Part A, Indian Education Formula Grant Part II.
MOVE to accept the award for $878,533 from the US Department of Education for the Title
VII, Part A, Indian Education Formula Grant Part II, per Fiscal Note 2016-01.
D.
* 4. Grant Acceptance: Grants to Military Connected Local Educational Agencies for
Ref. Pgs. 14-15
The district has received an award in the amount of $1,496,376.20 from the Department of
Defense Education Activity (DoDEA) for the Grants to Military Connected Local Educational
Agencies for Academic and Support Programs (MCASP).
MOVE to accept the award in the amount of $1,496,376.20 from the Department of Defense
Education Activity (DoDEA) for the Grants to Military Connected Local Educational Agencies
for Academic and Support Programs (MCASP), per Fiscal Note 2016-02.
D.
* 5. Grant Acceptance: Mentoring for Educational Success Subaward
Ref. Pgs. 16-17
The district has received a grant subaward in the amount of $40,000 from Big Brothers Big
Sisters of Alaska for the “Mentoring for Educational Success” program.
MOVE to accept the grant subaward in the amount of $40,000 from Big Brothers Big Sisters
of Alaska for the “Mentoring for Educational Success” program, per Fiscal Note 2016-03.
D.
* 6. Minutes
See Minutes
MOVE to approve the minutes from the special meetings on August 4, 10, and 18, and the
regular meeting on August 4, 2015, as submitted.
E.
E.
ACTION ITEMS – NEW BUSINESS
1. Resolution 2016-03: Honoring Hispanic Heritage Month
Ref. Pg. 19
School Board Resolution 2016-03 honors Hispanic Heritage Month and proclaims the month
of September 15, 2015, through October 15, 2015, for Hispanic cultural activities throughout
the district.
Board Priority: Respect for the diversity and dignity of all individuals and groups is
essential.
 MOVE to approve Resolution 2016-03: Honoring Hispanic Heritage Month.
Motion by
Advisory Votes
E.
Seconded by
Vote
Ref. Pgs. 20-21
2. Hutchison High School 2015-16 School Calendar Revision Request
The Hutchison High School community is requesting an adjustment to the 2015-16 school
calendar to allow the school to host the 2016 Aurora Conference Basketball 3A Tournament,
March 10-12, 2016.
Principal Robyn Taylor is requesting permission to move the February 15-16, 2016, parentteacher conference days to March 10-11, 2016, in order for the school to host the conference.
All Hutchison students would attend school during the districtwide parent-teacher conference
days, as regular student-contact days, on February 15-16, 2016, but not on March 10-11,
2016, when the school would host the tournament. In order to meet the terms of the teacher
contract, this shift would also require that March 9 be an early dismissal day. Transportation
to Hutchison would not be provided on the districtwide parent-teacher conference days of
February 15-16 and if approved, Hutchison High School would be responsible to notify all
parents regarding the adjusted schedule.
Regular Meeting
5
September 1, 2015
E.
2. Hutchison High School 2015-16 School Calendar
Revision Request (continued)
Ref. Pgs. 20-21
Board Priority: Student learning is at the center of everything we do.
 MOVE to approve Hutchison High School’s request to revise the 2015-16 school calendar
in order to host the 2016 Aurora Conference Basketball 3A Tournament.
Motion by
Seconded by
Advisory Votes
Vote
E.
Ref. Pgs. 22-23
3. FY15-FY19 Strategic Plan Communication Document
The district’s FY15-FY19 Strategic Plan Communication Document is before the board for
approval. If approved, it will be distributed to schools and departments.
Board Priority: Develop long-term sustainability of overall district operations.
 MOVE to approve the FY15-FY19 Strategic Plan Communication Document.
Motion by
Advisory Votes
E.
Seconded by
Vote
* 4. Grant Submittal: Carl D. Perkins Career and Technical Education Improvement
Act of 2006
Ref. Pg. 24
Request permission to submit the Carl D. Perkins Career and Technical Education
Improvement Act of 2006 Grant application in the amount of $310,630.
MOVE to approve submission of the Carl D. Perkins Career and Technical Education
Improvement Act of 2006 Grant application in the amount of $310,630.
E.
* 5. Grant Submittal: Elementary & Secondary Education Act (ESEA)
Ref. Pgs. 25-27
Request permission to submit the Elementary & Secondary Education Act (ESEA)
Consolidated Application Grant application in the amount of $5,010,772.
MOVE to approve submission of the Elementary & Secondary Education Act (ESEA)
Consolidated Application Grant application in the amount of $5,010,772.
E.
Ref. Pg. 28
Ben Eielson Junior-Senior High School is requesting gift acceptance of $5,000 from Adient
Orthopedic Physical Therapy to help fund an athletic trainer for the school.
MOVE to accept the gift of $5,000 from Adient Orthopedic Physical Therapy to Ben Eielson
Junior-Senior High School to help fund an athletic trainer for the school.
E.
Ref. Pg. 29
Ben Eielson Junior-Senior High School is requesting gift acceptance of $5,000 from
Sportsmedicine Fairbanks to help fund an athletic trainer for the school.
MOVE to accept the gift of $5,000 from Sportsmedicine Fairbanks to Ben Eielson JuniorSenior High School to help fund an athletic trainer for the school.
E.
Ref. Pg. 30
Lathrop High School is requesting gift acceptance of $1,400 from the Alaska School Activities
Association to support the school’s softball program.
MOVE to accept the gift of $1,400 from the Alaska School Activities Association to Lathrop
High School to support the school’s softball program.
Regular Meeting
6
September 1, 2015
E.
Ref. Pg. 31
Lathrop High School is requesting gift acceptance of $4,900 from the Discover Brighter Future
Funds of the Goldman Sachs Philanthropy Fund for the purchase of updated personal finance
teaching materials for the school’s Pathways to Financial Success program.
MOVE to accept the gift of $4,900 from the Discover Brighter Future Funds of the Goldman
Sachs Philanthropy Fund to Lathrop High School for the purchase of updated personal finance
teaching materials for the school’s Pathways to Financial Success program.
E.
Ref. Pg. 32
Lathrop High School is requesting gift acceptance of $6,596.50 from the Lathrop Baseball
Booster Club to support the school’s baseball program.
MOVE to accept the gift of $6,596.50 from the Lathrop Baseball Booster Club to Lathrop High
School to support the school’s baseball program.
E.
Ref. Pg. 33
Lathrop High School is requesting gift acceptance of $3,000 from Pogo Mine to support the
school’s ACA-DECA program.
MOVE to accept the gift of $3,000 from Pogo Mine to Lathrop High School to support the
school’s ACA-DECA program.
E.
*12. Personnel Action Report
Ref. Pgs. 34-36
MOVE to approve the Personnel Action Report for the period July 23 – August 27, 2015.
F.
F.
INFORMATION AND REPORTS
1. Superintendent Report
Superintendent Dr. Gaborik will provide a superintendent report.
F.
2. Transportation Update
Lisa Pearce, chief financial officer, and Renee Tonne, transportation coordinator, will provide
a transportation update.
F.
3. Construction Update/Capital Projects
Dave Norum, executive director of facilities management, and Larry Morris, projects and
grounds manager, will provide a construction and capital projects update.
Board Priority: Maintain excellent school facilities and manage capital improvement
projects.
F.
Ref. Pgs. 37-50 & Separate Cover
4. BEST Research Report
Melanie Hadaway, executive director of curriculum and instruction, and Holly Cervin,
executive director of alternative instruction, will provide an overview of the BEST Research
Report.
Board Priority: Provide educational options to families and students.
Regular Meeting
7
September 1, 2015
F.
5. Association of Alaska School Boards’ (AASB)
Ref. Pgs. 51-58 & Separate Cover
Call for Resolutions
The Association of Alaska School Boards (AASB) is soliciting resolutions from local school
boards for consideration at the 2015 Annual Conference in November. School boards are
asked to discuss the resolution changes and/or submit resolutions of their own. The
administration supports AASB's efforts to positively impact education decisions and
procedures statewide.
F.
* 6. Personnel Information Report
Ref. Pgs. 59-60
The Personnel Information Report for the period July 27 – August 21, 2015, has been
provided.
F.
* 7. Board’s Reading File
The school board’s reading file is available for review in the school board office during regular
business hours.
F.
* 8. Coming Events and Meeting Announcements
8/31/15 5:30 pm
8/31/15 6:30 pm
9/01/15
9/09/15
9/03/15
9/10/15
9/12/15 &
9/13/15
7:00 pm
5:30 pm
5:30 pm
5:30 pm
8:00 am –
6:00 pm
9/14/15 5:30 pm
9/14/15 6:30 pm
9/15/15 7:00 pm
Special Meeting: Executive session to hear student discipline
matters, and to receive an update and provide direction on the
board’s goals to the negotiator regarding FPA, FEA, and ESSA
negotiations, to include the CFO for the purpose of receiving salary
and benefit information
Work Session: Strategic Assessment Program & Strategic Plan
Update, Including the Independent Learning Center (ILC), BEST
Expansion, and a Magnet School
Regular Meeting
Career Technical Education Advisory Committee Meeting
Board Curriculum Advisory Committee Meeting
Board Diversity Committee Meeting
AASB Fall Boardsmanship Academy
(The Boardsmanship Academy will be held at the Lakefront Hotel in Anchorage)
Special Meeting: Executive session to hear student discipline
matters, and to receive an update and provide direction on the
board’s goals to the negotiator regarding FPA, FEA, and ESSA
negotiations, to include the CFO for the purpose of receiving salary
and benefit information
Work Session: Strategic Plan Update, Including Kindergarten and
the Parent Engagement Committee; and the 2016-17 Budget,
including the Citizens’ Budget Review Committee (CBRC) Process
Regular Meeting
All meetings are at 520 Fifth Avenue unless noted otherwise.
G.
BOARD AND SUPERINTENDENT’S COMMENTS & COMMITTEE REPORTS
H.
ADJOURNMENT BY 10:00 P.M. UNLESS RULES SUSPENDED
EXECUTIVE SESSION: The board reserves the right to enter into executive session on any agenda item as and to the extent allowed
for in State law. Executive sessions will be entered into by motion for the following subjects as permitted by law: (1) matters the immediate
knowledge of which would clearly have an adverse effect upon the finances of the District; (2) subjects that tend to prejudice the reputation and
character of any person, provided that the person may request a public discussion; (3) matters which by law, municipal charter, or ordinance
are required to be confidential; (4) matters involving consideration of government records that by law are not subject to public disclosure. Motions
to go into executive session should specify the subject of the proposed executive session without defeating the purpose of addressing the
subject in private. Reference: AS 44.62.310 and Board Policy 264, D.
Regular Meeting
8
September 1, 2015
SCHOOL BOARD POLICY
236: Committees of the Board
September 1, 2015 (Second Reading)
1
236
Committees of the Board
2
3
The standing committees of the Board are audit, budget review, curriculum
4
advisory, diversity, legislative, parent engagement and policy review.
5
6
The president will appoint special committees at the request of the Board. Each
7
committee will be dissolved when its assignment has been accomplished.
8
9
10
A committee shall include no more than three board members, including the board
president as an ex-officio member.
11
12
Policy Adopted: July 1, 1980
13
Policy Revised: October 6, 1987
14
Policy Revised: December 15, 1992
15
Policy Revised: October 1, 1996
16
Policy Revised: May 24, 2011
9
See also
AR 236
SCHOOL BOARD POLICY
263: Teleconference Participation in Meetings
1
263
Teleconference Participation in Meetings
2
3
Purpose: To establish the School Board’s policy by which members may
4
participate in regular meetings when unable to be present at the meeting’s physical
5
location.
6
7
Policy: It is the intention of the School Board to recognize that current
8
communication technology allows for a remotely located member to participate in
9
meaningful ways with the convened Board as it conducts business at its
10
designated place, while recognizing a preference for in-person attendance to allow
11
interaction with both the public and amongst the board members. The allowance
12
for teleconference participation is not meant to regularly replace in-person
13
participation, but to recognize that on occasion the teleconference option will allow
14
a member otherwise absent to fulfill his or her responsibilities.
15
16
a.
Board members may be authorized to attend and participate in regular or
17
special board meetings by teleconferencing, using interactive display
18
technology, video conference or telephone if the following conditions are
19
met:
20
21
22
1. A board member may only attend in this manner two times per
year;
23
24
25
2. Newly elected members may only attend in this manner after
attending at least three regular board meetings in person;
26
27
3. Authorization will only be granted for unusual and extenuating
28
circumstances that preclude the member’s in-person attendance
29
(e.g. illness or disability, engaging in military services, or not able
30
to attend because of geographic distance);
31
32
33
4. A request will only be granted if a quorum of the Board will
otherwise be physically present at the meeting;
10
SCHOOL BOARD POLICY
263: Teleconference Participation in Meetings
34
5. Any request may be denied if the remote member, the Board,
35
and the public are not clearly audible to one another.
36
37
b.
38
The minutes of the board meeting shall reflect if a board member
participated remotely via teleconference.
39
40
c.
41
Votes in which the teleconferencing member participates must be
conducted in a manner that the public may know the board member’s vote.
42
43
d.
If the board member participates from a teleconferencing facility, the
44
location of the facility shall be included in the meeting’s public notice. The
45
meeting’s materials shall be made available if practicable.
46
47
Legal reference: AS 44.62.310(a) and (e)
48
Policy Adopted: September 2, 2014
11
GRANT TITLE:
FUNDING AGENCY:
STATUS:
AMOUNT:
REVIEWED BY:
TIME PERIOD:
Title VII, Part A, Indian Education Formula Grant Part II
US Department of Education
Acceptance
$878,533
Grant Review Committee
July 1, 2015 – June 30, 2016
GRANT PROGRAM GOAL: To reform and improve elementary and secondary school programs
that serve Alaska Native and American Indian students.
POPULATION TO BE SERVED:
Alaska Native and American Indian students
PROPOSED ACTIVITIES AT SUBMISSION: The Formula Grant is divided into two parts – Part I
and Part II. Part I, Student Count, allows districts to submit Alaska Native/American Indian student
count totals. Part II, Program and Budget Information, provides the award amount based on the
Alaska Native/American Indian student count total submitted under Part I. Part II also enables
districts to submit student performance data, identify project services and activities and develop
program budgets based on a known grant amount.
Funds will be used to support the program coordinator, secretary, graduation success/attendance
liaison, family advocate, tutors, and Native Youth Olympic Coaches positions. The graduation
success/attendance liaison will assist with efforts to ensure graduation success, support students
and families in knowing their educational rights, and act as a resource for district personnel. The
family advocate will work with the graduation success/attendance liaison to support students,
families, and education staff, as well as give educational presentations to schools throughout the
district. Tutors will work with staff to provide assistance in classrooms and/or individual or small
group academic support to students as well as cultural learning opportunities. Native Youth
Olympic Coaches will help train students for athletic competitions and collaborate with tutors to
support athlete academics.
BOARD PERFORMANCE GOALS, ONGOING COMMITMENTS, AND/OR NEW INITIATIVE
SUPPORTED BY THIS GRANT: Goals: Explore the expansion of student learning opportunities.
Ongoing Commitments: Focus instruction and resources on areas of need, such as career and
technical education, math and writing improvement, and the gender achievement gap. Increase
communication with, and support for, and respect of students and families of diverse populations.
ACTIVITIES CHANGED SINCE SUBMISSION: N/A
DISTRICT OBLIGATIONS DURING GRANT/UPON COMPLETION (i.e., in-kind services): If
administrative costs exceed 5%, the district must request a waiver.
BUDGET:
See fiscal note
12
13
GRANT TITLE:
FUNDING AGENCY:
STATUS:
AMOUNT:
REVIEWED BY:
TIME PERIOD:
Grants to Military-Connected Local Educational Agencies for
Department of Defense Education Activity (DoDEA)
Acceptance
$1,496,376.20
September 1, 2015 – August 31, 2020
GRANT PROGRAM GOAL: The purpose of the FY2015 Grants to Military-Connected Local
Educational Agencies for Academic and Support Programs (MCASP) is to strengthen familyschool-community relationships and enhance student achievement for military dependent
students. Projects must address academic goals, military-connected support goals, or a
combination of both. Military dependent student support projects should address the socialemotional needs of military students. All projects should strengthen teacher content knowledge
and skills through sustained professional development.
POPULATION TO BE SERVED: First through third grade students, teachers, and families at
Anderson, Arctic Light, Badger Road, Crawford, and Ladd Elementary Schools.
PROPOSED ACTIVITIES AT SUBMISSION: This project will pilot a 1-to-1 initiative for 1st-3rd
Grade Early Literacy and Numeracy at the above listed five schools. It will provide iPads,
accessories, and teacher-tested apps for every student and teacher in grades 1-3, with a
phased roll-out of devices and professional development for a single grade level each year. The
first year (2015-16) is required to be a planning year, with implementation beginning at the first
grade level in 2016-17 and moving up one grade level each year through the 3rd grade. The
project director will be supported by grant funds and will manage the grant, prepare and provide
embedded professional development, model lessons, provide outreach to parents, work with
community partners, coordinate data collection, and collaborate with the external evaluator.
The district is encouraged to limit the costs of full-time equivalent positions (FTE) to no more
than 25 percent of the total federal funds.
BOARD PERFORMANCE GOAL, ON-GOING PROGRAM, AND/OR NEW INITIATIVE
SUPPORTED BY THIS GRANT: Commitment: Use technologies, including PowerSchool
Premier, to enhance learning, monitor student progress, involve parents, enhance
communication, and maintain efficient district operations. Invest in quality professional
development to meet district goals.
DISTRICT OBLIGATIONS: (i.e., in-kind services): No matching funds are required; however, no
grant funds may be allocated to administrative or indirect costs.
BUDGET:
See fiscal note
14
15
GRANT TITLE:
Big Brothers Big Sisters of Alaska “Mentoring for Educational
Success” Grant Subaward
FUNDING AGENCY:
Alaska State Legislature
STATUS:
Acceptance
AMOUNT:
$40,000
SUBMISSION DEADLINE: N/A
REVIEWED BY:
TIME PERIOD:
July 1, 2015-June 30, 2016
GRANT PROGRAM GOAL: To provide mentoring services to youth who were not
proficient on the 3rd grade Standards Based Assessment.
POPULATION TO BE SERVED: Elementary students who were not proficient on the 3rd
grade Standards Based Assessment.
PROPOSED ACTIVITIES AT SUBMISSION:
Big Brothers Big Sisters of Alaska (BBBS AK) has been awarded a grant to provide
mentoring services to youth who were not proficient on the 3rd grade Standards Based
Assessment. The district is a subrecipient. Funds will be used to pay for a liaison position
to work with BBBS AK to identify students for participation in the program, to secure
parental permission, and to coordinate communication between BBBS AK staff, district
staff and students, parents and volunteers.
BOARD PERFORMANCE GOAL, ON-GOING COMMITMENTS, AND/OR NEW
INITIATIVE SUPPORTED BY THIS GRANT: Goal: 1) Raise achievement level for all
students. Commitment: Provide educational options to families and students. Increase
communication with, and support for, and respect of, students and families of diverse
populations.
DISTRICT OBLIGATIONS DURING GRANT/UPON COMPLETION (i.e., in-kind
services):
BUDGET: See fiscal note.
16
17
18
FAIRBANKS NORTH STAR BOROUGH BOARD OF EDUCATION
RESOLUTION 2016-03:
HONORING HISPANIC HERITAGE MONTH
WHEREAS, the United States commemorates the heritage and culture of American citizens whose
ancestors came from Spain, Mexico, the Caribbean, and Central and South America; and
WHEREAS, beginning on September 15, 2015 and ending on October 15, 2015, the United States
celebrates Hispanic Heritage Month as enacted in Public Law 100-402 on August 17, 1988; and
WHEREAS, Hispanic Americans have contributed significantly to the economic, cultural, spiritual, and
political development of the Fairbanks North Star Borough; and
WHEREAS, Hispanic Americans value knowledge and learning; and
WHEREAS, Hispanic American students currently comprise over five percent of the student body in the
Fairbanks North Star Borough School District; and
WHEREAS, over thirty Hispanic American teachers distinguish themselves as educators in Fairbanks North
Star Borough School District classrooms; and
WHEREAS, Hispanic American principals lead their schools with vision; and
WHEREAS, Hispanic Americans serve on the school board with distinction; and
WHEREAS, Hispanic American exempt, paraprofessional, and classified staff support all students’ learning;
and
WHEREAS, all citizens will benefit from an accurate portrayal of Hispanic heritage and culture; and
WHEREAS, research findings suggest that presenting Hispanic American culture, history, and perspective
in the classroom promotes academic success for Hispanic American students;
NOW, THEREFORE, BE IT RESOLVED, the Fairbanks North Star Borough Board of Education proclaims
September 15, 2015 through October 15, 2015 as Hispanic Heritage Month and encourages schools and
teachers to honor it with performances, readings, guest speakers, displays, lessons, lectures, and cultural
celebrations.
PASSED AND APPROVED:
______________________________________________
Board of Education
ATTEST:
______________________________________
Sharon Tuttle
Executive Assistant to the Board
19
20
21
FY15-FY19 STRATEGIC PLAN
MISSION STATEMENT – WHAT IS OUR PURPOSE?
Our mission is to provide an excellent, equitable education in a safe, supportive environment so all students will
succeed and contribute to a diverse and changing society.
CORE VALUES – HOW WILL WE BEHAVE?
• Student-Centered: Center everything we do on the student and student learning.
• Respect: Embody respect for the diversity and dignity of all.
• Safe Environment: Strive to provide a safe learning environment.
• High Expectations: Maintain high expectations and educational opportunities to inspire high achievement.
• Collaborative: Actively collaborate with students, family, and community to support student success.
• Innovative: Aim to be innovative and adaptive to student needs.
VISION STATEMENT – WHAT DOES SUCCESS LOOK LIKE?
We envision learning without boundaries, where every student achieves his/her path to academic and career
success. Learning will be driven by student need, through flexible and adaptive options. Supporting the district’s
educational system are highly engaged families; proven technology infrastructure; staff that are continually
raising the bar in their profession; and a community that is committed to growing our future.
STRATEGIC GOALS – HOW WILL WE SUCCEED?
1.Personalized Learning: Provide students with options to meet their needs and achieve academic success.
2.Effective Communication: Establish transparent and consistent communication to increase student, parent,
staff and community connectedness with the District.
3.Parent & Community Engagement: Engage parents and community groups with schools to facilitate a
stronger learning environment for students.
4.Organizational Support: Create an environment that supports the needs of staff to enable a school and
organizational climate where students thrive.
5.Technology Integration: Expand student access to technology to amplify learning.
Visit k12northstar.org for Strategic Plan & Goals
22
STRATEGIC GOALS & FY15/16-FY16/17 DISTRICT OBJECTIVES
1.PERSONALIZED LEARNING: Moving to personalized learning, providing students with options to meet
their needs and achieve academic success.
• Class Size: Ensure class size that is conducive to learning.
• Independent Learning Center (ILC): Design and establish the ILC to open as a new entity by fall 16.
• High School Options: Expand the number of credit and schedule options for high school students by fall 16.
• CTE: Expand CTE pathways to ensure equitable options and access to all high school students.
• K-8 Magnet: Investigate and determine viability of a K-8 Magnet School by end of 2015.
• Full-Day Kindergarten: Investigate/pursue fee-based full-day kindergarten.
2. EFFECTIVE COMMUNICATION: Transparent and consistent communication to increase student, parent,
staff and community connectedness with the District.
• Parents: Ensure all parents are informed through systematic, multi-channel delivery of relevant
information.
• Staff: Ensure frequent and streamlined internal communication to keep all FNSBSD staff feeling connected.
• Community: Proactively communicate and invite two-way dialogue between the community and District.
• Board Visits: Further connect sites and District through Board visits annually to every school.
3. PARENT & COMMUNITY ENGAGEMENT: Increase the level of involvement of parents and community
groups with schools to facilitate a stronger learning environment for students.
• Parent Engagement Committee: Establish a standing Parent Engagement Committee to create a more
robust parent engagement approach.
• Site-Level Parent Organization: Ensure every school has a parent-led organization to promote parent
engagement.
• Business Partnerships & Community Groups: Expand partnerships with businesses and community groups.
4. ORGANIZATIONAL SUPPORT: Create an environment that supports the needs of staff to enable a school
and organizational climate where students thrive.
• Admin Support: Re-envision district-wide administrative support to facilitate student learning.
• Curriculum System: Redesign our curriculum system to be agile and adaptive to change, keeping materials
and resources relevant.
• Quality Teaching: Implement New Educator Evaluation Framework.
• Teacher Collaboration: Improve the effectiveness of Professional Learning Communities (PLCs).
• School Buildings: Develop facility plan to address changing delivery needs & declining enrollment by end of 2015.
• Culture: Strengthen employee relations to support the mission and instill a culture of continuous
improvement.
5. TECHNOLOGY INTEGRATION: Expand student access to technology to amplify learning.
• Site Tech Support: Restructure site-level technology support.
• Virtual Learning: Expand student access to online courses including both hardware and fees.
• Technology in the Classroom: Build a plan to move into the digital future starting with digital
content and technology for teachers, followed by 1:1.
• IT Infrastructure: Continue the IT infrastructure upgrade.
23
GRANT TITLE:
FUNDING AGENCY:
STATUS:
AMOUNT:
SUBMISSION DEADLINE:
REVIEWED BY:
TIME PERIOD:
Carl D. Perkins Career and Technical Education Improvement Act of 2006
Federal Dept. of Education via State Dept. of Education
Submission
$310,630
June 15, 2015
July 1, 2015 - June 30, 2016
GRANT PROGRAM GOAL: The purpose of Carl Perkins is to upgrade and develop new Career
Technical Education programs that will provide individuals the opportunity to develop the
academic and technical skills that will be necessary to succeed in a knowledge and skills-based
economy. Carl Perkins funds support career and technical education programs that meet State
and Federal guidelines developed to prepare students both for postsecondary education and
the careers of their choice. A major component of Carl Perkins is professional development for
staff.
POPULATION TO BE SERVED: CTE students (9-12) enrolled in Career Technical Education
courses and the course instructors.
PROPOSED ACTIVITIES AT SUBMISSION. Funds will be used to support 1) professional
development and supplies/materials for CTE course approved by the State, 2) student
participation in state and national competitions and to assist with third party assessment fees,
and 3) private school participation.
SCHOOL DISTRICT GOALS, ONGOING COMMITMENTS, AND/OR INITIATIVES TO
IMPROVE STUDENT PERFORMANCE SUPPORTED BY THIS GRANT: Goal: Develop,
maintain, and sustain a state-of-the-art Career and Technical Education Program.
Commitment: Focus instruction and resources on areas of need, such as career and technical
education, math and writing improvement, and the gender achievement gap.
DISTRICT OBLIGATIONS DURING GRANT (i.e., in-kind services): Extensive evaluation
component of students’ acquisition of technical and academic competencies.
The district waives its indirect rate of 5.38% and will use the Carl Perkin’s capped rate of 5%.
BUDGET:
Salaries
Benefits
Professional & Technical
Staff Travel
Supplies
Indirect
Total
$ 6,000
$ 2,752
$128,271
$158,740
$
76
$ 14,791
$310,630
24
GRANT TITLE:
FUNDING AGENCY:
STATUS:
AMOUNT:
SUBMISSION DEADLINE:
REVIEWED BY:
TIME PERIOD:
Elementary & Secondary Education Act (ESEA)
U.S. Department of Education (USDOE) pass through to AK
Department of Education and Early Development (DEED)
Submission
$ 5,010,772.00*
June 30, 2015
July 1, 2015 to June 30, 2016
GRANT PROGRAM GOAL: As reauthorized by the No Child Left Behind Act of 2001, the
Elementary and Secondary Education Act (ESEA) aims to improve student achievement for
all children, with an emphasis on those children who lag behind their peers. The act
embodies several key principles:
 stronger accountability for results
 greater flexibility for states, school districts and schools in the use of federal funds
 an emphasis on teaching methods that have been demonstrated to work well
Districts are required to submit a consolidated application for ESEA funds. The application
must show how all the federal programs work in concert to ensure that every child learns.
The act also places an increased weight on reading, enhancing the quality of teachers,
principals and paraprofessionals, and ensuring that all children in America’s schools learn
English.
POPULATION TO BE SERVED: The formula programs this district is eligible to apply for
affect every student and staff member in some way. These programs are:
 Title I-A Improving the Academic Achievement of the Disadvantaged
 Title I-C Migrant Education
 Title I-D Neglected & Delinquent
 Title II-A Preparing, Training and Recruiting High Quality Teachers and Principals
 Title III-A Language Instruction for Limited English Proficient and Immigrant Students
PROPOSED ACTIVITIES AND BUDGET AT SUBMISSION: The federal government or the
State has set performance goals, performance indicators and performance targets in five
areas: academic achievement, English language proficiency, teacher quality, safe schools
and high school completion. Given these goals, indicators and targets, our district is required
to develop a plan that:
1. Sets a performance target for each area stating the progress we expect to make each
year.
2. Lays out an action plan describing what we will do to reach our performance targets.
3. Identifies who does what in order to accomplish our action plan.
4. Develops a budget for using ESEA funds to carry out the action plan.
25
All the above are evaluated in terms of gains in student achievement, and all the action plans
must employ strategies that are shown to be effective by scientifically-based research.
This year’s ESEA consolidated application contains the district’s performance targets, action
plans, responsibilities and ESEA program budgets. The following is a summary of each
program’s activities proposed for the 2015-2016 school year:
Title I – Improving the Academic Achievement of the Disadvantaged
 Part A, Education for the Disadvantaged - FY16 allocation is $3,716,524.00. This
provides funds for supplemental academic assistance to schools with high numbers of
students in poverty: Anne Hopkins Wien, Arctic Light, Denali, Hunter, Joy, Ladd,
Nordale, North Pole, Salcha, Two Rivers, and University Park elementary schools.
This assistance is distributed according to the number of students in poverty in the
school and is used to fund additional teachers, tutors, materials, professional
development and parental involvement activities. Some funds are set aside for district
management of the program, professional development, support for homeless youth
and translation of documents.
 Part C, Migrant Education-FY16 allocation is $216,406.00. This provides funds for
identification, recruitment & record keeping as well as tutoring and support for migrant
youth.
 Part D, Neglected and Delinquent-FY16 allocation is $14,387.00. This supports
students at Golden Heart Academy through partial funding of a Reading Assistant
position.
Title II – Preparing, Training and Recruiting High Quality Teachers and Principals
 Title II Part A, Teacher and Principal Training and Recruiting Fund-FY16 allocation is
$1,032,676.00. Funds will be used to deliver high quality, scientifically-based
professional development to our teachers and administrators through workshops,
classes, and mentoring. Mentoring provides professional development to teachers and
administrators in schools, in classrooms, and during district and school professional
development days. Funds will also support class size reduction teachers.
Title III-A - English Language Acquisition, and Language Enhancement-FY16 allocation is
$30,779.00. Funds will be used for summer school teachers, tutors, professional
development, and teaching supplies.
SCHOOL DISTRICT GOALS, ON-GOING COMMITMENTS, AND/OR INITIATIVES TO
IMPROVE STUDENT PERFORMANCE SUPPORTED BY THIS GRANT: Goals: 1)
Raise achievement level for all students. 2) Increase connections between parents,
community, businesses, and our schools. Commitments: 1) Focus instruction and
resources on areas of need, such as career and technical education, math and writing
improvement, and the gender achievement gap. 2) Support class sizes that are
conducive to learning. 3) Use data-supported decision making and annual school
planning. 4) Provide educational options to families and students. 5) Increase
communication with, and support for, and respect of students and families of diverse
populations. 6) Invest in quality professional development to meet district goals.
26
DISTRICT OBLIGATIONS: (i.e., in-kind services): District obligations are numerous. They
include, but are not limited to, making progress in reading and math for students in general,
and subgroups in particular; ensuring all staff are highly qualified as defined by the federal
government (“federally qualified”); using only practices and materials that are proven to be
effective by scientifically-based research; providing supplemental tutoring programs for
students in Title I schools, developing a district plan using the AK STEPP model, and having
schools develop school improvement plans based on the AK STEPP model.
*BUDGET: Salaries:
Benefits:
Professional & Technical:
Staff Travel:
Student Travel:
Other Purchased Services:
Supplies:
Other Expenses:
Indirect:
$2,787,660
$1,391,825
$ 103,743
$ 173,654
$
4,100
$
7,276
$ 294,273
$
2,300
$ 245,877
$5,010,772
* This budget based on the state’s initial estimated allocations.
27
28
29
30
31
32
33
Personnel Action Report
For the period: 7/23/15 – 8/27/15
CERTIFIED EMPLOYEE – NEW HIRES
Name
Adams, Mark
Adams, Trevor
Alvarez, Kaz
Apodaca, Cindy
Barron, Dawn
Bishop, Lisa
Boss, Sarah
Brovold, Kasey
Bussa, Sarah
Castleberry, James
Castleberry, Sunny
Clain, Myriam
Copello, Atina
Coronel, Suzy
Daly, Frances
Dorrel, Charles
Dustin Demientieff, Joyce
Fortune, Jeannette
Friesen, Andrea
Garbe, Bethany
Graf, Stephanie
Harmon, Brent
Harrington, Jeremiah
Harvey, Erin
Harvey, Veronnica
Hayden, Prophetess
Hedgecock, Janel
Hilchey, Dana
Jaeger, Tera
Jennings, Maritza
King, Karisa
Knaebel, Stephanie
La Sota, Kate
Lange, Lori
Laqua, Lisa
Lawson, Cici
Lesneski, Christopher
Longworth, Campbell
Melin, Karen
Mullet, John
Mulready, Kristina
Nicolia, Teresa
Nore, Katrina
Payne, Meghan
Powell, Peggy
Quaile, Barbara
Reed, Peter
Title
Army JROTC
Music Teacher
Science Teacher
Librarian
English Teacher
SPED Resource
English Teacher
Elementary Teacher
Secondary Counselor
Music Teacher
Math Teacher
Elementary Teacher
Math Teacher
Health Occupations
Teacher
Elementary Teacher
Math Teacher
Math Teacher
RTI Literacy Coach
SPED Pre-K Teacher
School Psychologist
Elementary Teacher
ELP Teacher
Math Teacher
Elementary Teacher
Secondary Counselor
Teacher Mentor
RTI Transition
Facilitator
Science Teacher
SPED Resource
Science Teacher
RTI Literacy Coach
SPED Pre-K Teacher
Secondary Counselor
Social Studies Teacher
SPED IR Teacher
SPED IR Teacher
PE Teacher
Music Teacher
Teacher Mentor
Math Teacher
Music Teacher
Speech Language
Pathologist
Music Teacher
Math Teacher
English Teacher
Music Teacher
History Teacher
Location
Lathrop High
West Valley High
Barnette Magnet
West Valley High
North Pole Middle
Two Rivers Elementary
North Pole High
Anderson Elementary
Hutchison High
District Wide
Lathrop High
Hutchison High
Hutchison High
Effective Date
August 12, 2015
August 12, 2015
August 12, 2015
August 18, 2015
August 12, 2015
August 13, 2015
August 12, 2015
August 13, 2015
August 12, 2015
August 17, 2015
August 12, 2015
August 12, 2015
August 12, 2015
August 12, 2015
Salcha Elementary
North Pole Middle
Tanana Middle
Ladd Elementary
North Pole Elementary
District Wide
Ticasuk Brown Elementary
North Pole Middle
Hutchison High
Nordale Elementary
Ben Eielson Jr/Sr High
Curriculum Department
District Wide
August 12, 2015
August 12, 2015
August 12, 2015
August 12, 2015
August 12, 2015
August 13, 2015
August 12, 2015
August 12, 2015
August 12, 2015
August 12, 2015
August 12, 2015
August 12, 2015
August 12, 2015
West Valley High
Denali Elementary
Lathrop High
University Park Elementary
Anderson Elementary
Ryan Middle
Lathrop High
BRIDGE/Project Search
Program
BRIDGE Program
Tanana Middle
Ryan Middle
Curriculum
North Pole High
Ladd Elementary
District Wide
August 12, 2015
August 12, 2015
August 12, 2015
August 12, 2015
August 13, 2015
August 12, 2015
August 12, 2015
August 12, 2015
Ben Eielson Jr/Sr High
North Pole Middle
West Valley High
Badger Road Elementary
North Pole High
August 12, 2015
August 12, 2015
August 12, 2015
August 12, 2015
August 12, 2015
Information compiled and report produced and provided by Human Resources Department 34
August 13, 2015
August 12, 2015
August 12, 2015
August 12, 2015
August 12, 2015
August 12, 2015
August 12, 2015
Rodriguez, Emily
Rosenthal, Brenda
Ladd Elementary
District Wide
August 12, 2015
August 12, 2015
Roth, Lynn A
Sagers, Karen
Saunders, Lindsay
Schauffler, Jessica
PE Teacher
Speech Language
Pathologist
Elementary Teacher
Kindergarten Teacher
Social Studies Teacher
Elementary Teacher
Arctic Light Elementary
Hunter Elementary
Barnette Magnet
Badger Road Elementary
August 12, 2015
August 12, 2015
August 12, 2015
August 12, 2015
Schreder, Megan
Elementary Teacher
North Pole Elementary
August 12, 2015
Smith, Jodie
Elementary Teacher
Anderson Elementary
August 12, 2015
Spencer, Denice
English Teacher
North Pole Middle
August 12, 2015
Spillane, Michelle
Family Consumer
Science Teacher
RTI Transition
Facilitator
Head
Teacher/Elementary
Teacher
SPED Structured
Resource
English Teacher
Tanana Middle
August 12, 2015
District Wide
August 12, 2015
August 12, 2015
Lathrop High
August 12, 2015
Lathrop High
August 12, 2015
Theel, DonnaJo
Tomlinson, Teresa
Turnbough, Sanna
Walton, Erin
Wittenberg, Angela
West Valley High
August 12, 2015
Wood, Sarah
SPED Resource
Teacher
Physical Therapist
District Wide
August 12, 2015
Woodard, Jenifer
Elementary Teacher
Hunter Elementary
August 12, 2015
CERTIFIED EMPLOYEE – LEAVE OF ABSENCE
Name
Title
Location
Effective Date
CERTIFIED EMPLOYEE – TERMINATION
Name
Roberson, Candice
Title
Education Specialist
Location
Effective Date
May 26, 2015
BEST
CERTIFIED EMPLOYEE – RETIREMENT
Name
Carlson, Patricia
Title
ELL Facilitator
Location
Federal Programs District Wide
Hire Date
September 17,
1984
Effective Date
July 30, 2015
................................................................................................................................................................
EXEMPT EMPLOYEE – NEW HIRE
Name
Cervin, Holly
Paris, Britiany
Rippy, Mark
Sparks, Amy
Title
Director of Alternative
Programs
EEO Secretary
Golden Heart Academy
Transition Coordinator
Secretary
BEST
Location
Effective Date
July 27, 2015
Human Resources
July 27, 2015
August 10, 2015
Human Resources
July 27, 2015
EXEMPT EMPLOYEE – LEAVE OF ABSENCE
Name
Title
Location
Effective Date
EXEMPT EMPLOYEE – TERMINATION
Name
Title
Location
Effective Date
EXEMPT EMPLOYEE – RETIREMENT
Name
Title
Location
Hire Date
Effective Date
BEST Supporting Graphs and Charts
[Fig. 1]
[Fig. 2]
37
[Fig. 3]
STUDENT ENROLLMENT BY PROGRAM
MAT-SU CENTRAL
SY 11/12
KENAI CONNECTIONS
FOCUS
AK TEACH
SY 12/13
SY 13/14
0
774
237
0
268
1194
663
820
1479
887
245
121
267
1029
509
789
1336
871
203
109
265
CYBERLYNX
3811
PEAK
1218
662
766
1509
774
253
103
RAVEN
3635
IDEA
3626
STUDENT ENROLLMENT
BEST
SY 14/15
SCHOOL YEAR
[Fig. 4]
Grade Level
Pre-K
K-2nd
3rd
4th-8th
9th-12th
11th with MCA Honors
BEST
Not
Offered
$2,000
$2,000
$2,200
$2,400
N/A
N/A
I.D.E.A.
$200
RAVEN
$250
$1,800
$1,800
$2,000
$2,400
N/A
N/A
$2,000
$2,000
$2,000
$2,400
N/A
N/A
PEAK (Denali)
Scholarships
Available
$2,000
$2,300
$2,300
$2,700
N/A
N/A
Cyberlynx
$455
$2,000
$2,000
$2,300
$2,400
N/A
N/A
[Fig. 5]
38
Mat-Su Central
Not Offered
$2,200
$2,200
$2,200
$2,200
$2,500
$2,700
Kenai Connections
Not Offered
$1,900
$1,900
$2,100
$2,400
N/A
N/A
AKTEACH (Kodiak) Focus Homeschool
Not Offered Scholarships Available
$1,800
$1,800
$2,000
$2,400
N/A
N/A
1600
1600
1800
2000
N/A
N/A
PERCENTAGE OF ADVANCED SCORES
Advanced Scores for All Subjects
2014)
Reading
Writing
Math
Science
50.00%
40.00%
30.00%
20.00%
10.00%
0.00%
BEST
IDEA
RAVEN
PROGRAM
CYBERLYNX
[Fig. 6]
Advanced Reading
(2013 - 2014)
KENAI
43.21%
Program
MAT-SU
40.71%
CYBERLYNX
RAVEN
40.08%
37.39%
IDEA
41.69%
BEST
40.88%
Percentage of Advanced Scores
[Fig. 7]
Advanced Writing (2013 - 2014)
Program
(2013-
KENAI
MAT-SU
CYBERLYNX
RAVEN
IDEA
BEST
20.00%
18.39%
14.11%
15.89%
18.57%
16.67%
[Fig. 8]
39
MAT-SU
KENAI
Advanced Math
(2013 - 2014)
KENAI
25.62%
Program
MAT-SU
25.00%
CYBERLYNX
19.57%
RAVEN
20.43%
IDEA
22.49%
BEST
28.06%
[Fig. 9]
Advanced Science (2013 - 2014)
KENAI
29.70%
Program
MAT-SU
21.54%
CYBERLYNX
14.71%
RAVEN
21.69%
IDEA
26.24%
BEST
39.68%
[Fig. 10]
PERECENTAGE OF PROFICIENT
SCORES
Proficient Scores for All Subjects (2013 - 2014)
Reading
Writing
Math
Science
80.00%
60.00%
40.00%
20.00%
0.00%
BEST
I.D.E.A.
RAVEN
PROGRAM
[Fig. 11]
40
Cyberlynx
Mat-Su Central
Kenai
Connections
Proficient Reading (2013 - 2014)
Kenai Connections
44.20%
Program
Mat-Su Central
46.22%
Cyberlynx
46.84%
RAVEN
45.86%
I.D.E.A.
43.91%
BEST
46.72%
Percentage of Proficient Scores
[Fig. 12]
Proficient Writing (2013 - 2014)
Kenai Connections
58.77%
Program
Mat-Su Central
59.66%
Cyberlynx
61.83%
RAVEN
I.D.E.A.
56.61%
56.14%
BEST
63.77%
[Fig. 13]
Proficient Math
(2013 - 2014)
Kenai Connections
38.42%
Programs
Mat-Su Central
38.99%
Cyberlynx
46.52%
RAVEN
38.72%
I.D.E.A.
38.45%
BEST
34.53%
[Fig. 14]
41
Proficient Science
(2013 - 2014)
Kenai Connections
46.53%
Programs
Mat-Su Central
39.38%
Cyberlynx
44.12%
RAVEN
42.33%
I.D.E.A.
34.88%
BEST
31.75%
[Fig. 15]
Program
Below Proficient Reading (2013 - 2014)
Kenai Connections
Mat-Su Central
Cyberlynx
RAVEN
I.D.E.A.
BEST
8.64%
9.29%
9.28%
11.99%
9.25%
8.76%
Percentage of Below Proficient Scores
[Fig. 16]
Program
Below Proficient Writing (2013 - 2014)
KENAI CONNECTIONS
MAT-SU CENTRAL
CYBERLYNX
RAVEN
IDEA
BEST
17.53%
18.97%
19.92%
22.32%
20.27%
15.22%
[Fig. 17]
42
Below Proficient Math (2013 - 2014)
KENAI CONNECTIONS
21.18%
Program
MAT-SU CENTRAL
20.53%
CYBERLYNX
19.13%
RAVEN
20.07%
IDEA
18.40%
BEST
20.14%
[Fig. 18]
Program
Below Proficient Science (2013 - 2014)
KENAI CONNECTIONS
MAT-SU CENTRAL
CYBERLYNX
RAVEN
IDEA
BEST
16.83%
25.54%
32.35%
25.93%
24.48%
15.87%
Percentage of Below Proficient Schores
[Fig. 19]
Far Below Proficient Scores - All Subjects (2013 - 2014)
25.00%
20.00%
15.00%
10.00%
5.00%
0.00%
BEST
IDEA
RAVEN
Reading
CYBERLYNX
Writing
Math
[Fig. 20]
43
Science
MAT-SU
CENTRAL
KENAI
CONNECTIONS
SURVEY PARTICIPANTS BY PROGRAM
RAVEN
10%
INDEPENDENT
20%
IDEA
10%
BEST
14%
FOCUS
23%
CYBERLYNX
23%
[Fig. 21]
Students enrolled by program (survey participants)
16
14
12
10
16
8
11
6
4
13
11
8
7
2
0
Raven
IDEA
BEST
FOCUS
Cyberlynx
Independent
[Fig. 22]
Satisfaction ranking by correspondence program
100%
50%
0%
[Fig. 23]
44
Question: I feel our program respects and empowers parents to best educate our student(s).
BEST
IDEA
I Strongly Disagree
I Disagree
Neutral
I Agree
I Strongly Agree
I Strongly Disagree
I Disagree
Neutral
I Agree
I Strongly Agree
0
0.5
1
1.5
2
0
2.5
[Fig. 24]
0.5
1
1.5
2
2.5
3
4
5
[Fig. 25]
FOCUS
Cyberlynx
I Strongly Disagree
I Disagree
Neutral
I Agree
I Strongly Agree
I Strongly Disagree
I Disagree
Neutral
I Agree
I Strongly Agree
0
2
4
0
6
[Fig. 26]
[Fig. 27]
Raven
I Strongly Disagree
I Disagree
Neutral
I Agree
Strongly Agree
0
1
2
3
4
[Fig. 28]
45
1
2
Active participation in PAC
Families
6
4
2
0
YES
NO
Sometimes
YES/NO Results
[Fig. 29]
Parent
If our program had an active PAC, I would be a participant.
10
5
0
Yes
No
Maybe
Yes/No Responses
[Fig. 30]
Parent Opinion: Vendor Services
No
15%
I prefer a program that offers the option to pay for activities
directly to the vendor.
Yes
85%
No
Yes
[Fig. 31]
46
Parent Opinion: Allotment Allocations
No
15%
I am satisfied with our family’s
allotment amounts.
Yes
85%
Yes
No
[Fig. 32]
Parent Opinion: Rollover Allotments
I would prefer rollover allotments for
my family. (Rollover meaning unused
portions of allotments will be rolled
over to the next fiscal year.)
No
8%
Yes
92%
Yes
No
[Fig. 33]
I would like my student(s) to have the option to participate in courses at a local school.
I strongly disagree
11%
I disagree
0%
I strongly agree
25%
I'm neutral
21%
I agree
43%
I strongly agree
I agree
I'm neutral
[Fig. 34]
47
I disagree
I strongly disagree
I place a high priority on homeschool clubs (robotics, lego, rifle, etc.) when choosing a
homeschool program.
I strongly agree
4%
I strongly disagree
7%
I disagree
15%
I agree
33%
I'm neutral
41%
I strongly agree
I agree
I'm neutral
I disagree
I strongly disagree
[Fig. 35]
When choosing a homeschool program, I place a high priority on free math, science, and art
workshops offered by the program.
I strongly disagree
7%
I strongly agree
8%
I disagree
7%
I'm neutral
22%
I agree
56%
I strongly agree
I agree
I'm neutral
I disagree
I strongly disagree
[Fig. 36]
Responses
I have heard of the FNSBSD BEST program.
No
Yes
0
5
10
15
Families
[Fig. 37]
48
20
25
30
We pprove of our program's current testing requirements.
0
2
4
6
8
10
12
14
16
18
20
Parents
No
Yes
[Fig. 38]
We are considering changing programs if our program penalizes students for refusing to participate in state
testing.
0
2
4
6
8
10
12
Parents
No
Yes
[Fig. 39]
[Fig. 40]
49
14
16
18
20
[Fig. 41]
50
ResolutionTitle
1.1Mandated
consolidation
1.2Mandated
boroughs
1.3Charter
Schools
1.4Vouchers
1.5Centralized
treasury
1.6NCLB/ESEA
1.7Students
OutsideSystem
1.8Compulsory
attendanceage
1.9Student
attendance
2.1Sustained
funding/fiscal
plan
2.2Adequate,
Equitable,
Predictable
Funding
2.3SecureRural
SchoolsAct
2.4Grantsfor
School
Improvement
2.5IDEA
2.6FundingEarly
Learning
2.7Intensive
Needspostcount
2.8CIPList
2.9BasicNeed
2.10Education
endowment
2.11Educational
technology
2.12Schooldebt
retirement
2.13Revenue
sharing
2.14Pupil
Sunsetin AASBBoard
2015?
Recommendations/Comments
No
Amendsentenceto:“becauseitwould
devastatefamiliesandcommunitiesasthey
wouldloseaccessandcontroltoeducation
oftheirchildren.”
No
YourDistrict
Comments
No
No
No
No
No
No
No
Add“enforcement”tolastline:“adequate
fundingforenforcementefforts…”
Maybevehicletoaddresscurrentfiscal
problems
No
No
No
No
No
No
Changetitletobirthto7,amendrationale.
No
No
No
No
No
No
No
No
51
Transportation
2.15Boarding
Schools
2.16Transient
studentfunding
2.17Insurance
costs
2.18RIFs
2.19PERS‐TRS
relief
2.20Minimum
instructional
expenditure
(70%)
2.21Energycost
relief
2.22Ferry
service
2.23Bypassmail
2.24SetBSAin
advance
2.25Publicland
trust
2.26
STEM/STEAM
2.27Revisestep‐
downinADM
2.28ReduceADM
inK‐6&K‐12
2.29Excess
facilityspace
2.30Facility
audits
2.31Fundsfor
studenttravel
2.32Career‐Tech
funding
2.33Schoolmeals
No
No
No
No
No
No
Yes
Continueresolution.
No
No
No
No
No
Addartseducationtorationale.
No
No
No
No
No
No
Yes
Addlunchestorationale.Continue
resolution
Continue
Removetaskforceonhighereducationand
careerreadiness.
Deletecrossthroughinrationale
Update?
2.34Fundingfor Yes
schoolsw/ADM
below10
2.35Fundingfor No
K3intervention
2.36Reduceneed No
forremediation
2.37Energyplan
No
52
2.38DistrictCost
Factor
2.39Alternative
Transportation
Funding
2.40Physical
Exams
2.41Transparent
Processin
EducationStudies
2.42Federal
ImpactAidin
REAAs
2.43Fundingfor
InternetServices
2.44Fundingfor
Returning
Students
2.45New
StateStandards
3.1Childastop
priority
3.2Promoting
SEL
3.3Fetalalcohol
&drugexposure
3.4Prevent
accessto
pornography
3.5Violencein
media
3.6Inhalant,
alcohol,tobacco
etc
3.7Cooperation
amongchild
agencies
3.8Suicide
education&
prevention
3.9Safe,caring&
connected
schools
3.10Student
healthservices
3.11HIV/AIDS&
STDeducation
No
No
No
No
Deleteresolution.Repealofphysicalexam requirementaccomplishedin2015session.
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
53
3.12Human
sexuality
education
3.13Children’s
Trust
3.14HeadStart
3.15Safe&Drug
FreeSchools
3.16Parental
permissionfor
surveys
3.17Student
wellness
3.18Earlybrain
development
3.19Schedule
teststomiss
majorreligious
holidays
3.20Reducing
lossofcredit
3.21Restoring
DenaliKidCare
3.22Studentsin
interscholastic
activities
3.23
Immunization
funding
3.24Tobaccofree
schools
3.25SexAbuse
prevention
education
4.1Staff
development
4.2National
certification
4.3Mentoring
4.4Special
education
training
4.5Teacheretal
No
No
Rationaleexpandedtoincluderecent
changeinmanagementofthetrustbya
private,non‐profitorganization.
No
Yes
Continue
Yes
No
Continue.Insert“awarenessofthe
importance”ofearlychildhoodbrain
developmentintitle
No
Yes
Continue
No
No
No
No
No
Amendtoupdatewithpassageofthe
AlaskaSafeChildrenAct.
No
Yes
No
ContinueandchangetitletoAlaska
StatewideEducatorMentoring
…changefirstsentencefrom“principals”to
“administrators.”Deletelastsentence“an
evaluationprocess…mentoringprogram.”
No
No
No
54
shortages
4.6RepealSS
offset
4.7Restore
definedbenefit
4.8Healthcare
costs
4.9Special
servicesvia
technology
4.10Reinstate
retire‐rehire
4.11Alternative
pathwaysto
highlyqualified
4.12Notification
ofteacher
changes
4.13Teacher
Evaluations
4.14Trainingfor
Superintendents
4.15Alternative
Pathwaysfor
Superintendents
4.16Roadblock
toHiring
Superintendents
5.1Career
exploration
5.2Curriculum
expansionvia
tech
5.3Native
language
programs
5.4Community
schools
5.5Increasing
studentcontact
time
5.6Civic
education
5.7Assessments
inNative
languages
5.8Career‐tech
centers
5.9ESEA
No
Yes
Continue.
Yes
Continue.
Yes
Continue
No
No
Yes
Continue
No
No
No
No
No
No
No
ESEAreferencemayneedupdating
No
No
No
No
No
No
ESEAchangesmayaffectresolution
55
flexibilityfor
Nativelanguages
5.10Universal
accessfor3&4
yearolds
5.11Family
involvementby
districts
5.12Alaska
NativeEducation
Act
5.13Post‐
secondarycredit
5.14Graduation
rates
5.15On‐line
testing
5.16Library
funding
5.17Displaced
students
5.18Exemptions
toFoodsAct
B.11Belief
Statement
No
No
No
No
No
No
No
Replacewithnewlanguage5.15Supporting MeasuresofProgress
“AASBsupportsdata‐drivendecision
makingbyschoolboards.Theuseof
assessments,suchastheAlaskaMeasures
ofProgressandothers,enableseducators,
parentsandstudentstodetermineif
academicstandardsarebeingmet.”
No
No
Changecultural“diversity”tocultural
“identity”insecondsentence
56
AASB2015ResolutionProcess&Timeline
Early
Summer
AASBstaff
proposes
amendments
July17‐19
AASBBoard
proposes,
reviews,
amends&
adoptsdraft
resolutions
Aug‐Sept
Member
districts
review,
propose&
amend
resolutions
Deadline:
SEPT.25
Nov.8th
Full
membership
amends&
adoptsfinal
resolutions
Nov.5th
Resolution
committee
reviews,
amends&
approves
resolutions
MidSept.
AASB
Nov.9th
AASBBoard
selects
priority
resolution
focusfor2016
Teleconference
onResolutions
AASB
STAFF
October
AASBStaff
compile&
return
resolutionsto
districtsfor
additional
reviewprior
toconference
Deadline:
Oct.5th
AASB
BOARD
MEMBER
DISTRICTS
AASB
STAFF
RESOLUTION
COMMITTEE
@ANNUAL
CONF.
FULL
MEMBERSHIP
@ANNUAL
CONF.
AASB
BOARD
NOTE:NeworamendedresolutionsmustbereceivedbyAASBforty(40)dayspriortotheNovemberResolutionsCommittee
meeting.(DatestampedbySept.25th)ResolutionsreturnedtodistrictsnolaterthanOctober5th.
57
AASB2015ResolutionProcess&Timeline
Who
When
What
AASBStaff
BoardofDirectors
Memberdistricts
EarlySummer
Staffproposesamendments
July17‐19
August‐ September
AASBStaff
October5
ResolutionCommittee
FullMembership
BoardofDirectors
November5
Reviewamendments,adoptdraft
resolutions
Review, propose&amendresolutions.
ReturntoAASBbySept.25
Compileamendments.Returntodistrictsby
Oct.5.
Review,amend&approveresolutions
November8
Resolutionsamended&adopted
November9
Selectpriorityresolutionfocusfor2016
58
Information Report
For the period: 07/27/15 –08/21/15
CLASSIFIED EMPLOYEE – NEW HIRES
Name
Kocsis, Tina
Sandgren, Georgia
Suchland, Carol
Sundborg, Alicia
Boyce, Joy
Smith, Leah
Coffin, Nikki
Revells, Jessica
Rosevear, Karen
Williams, Marissa
Allen, Sarah
Van Amberg, Laura
Cipra, Diane
Gair, Amie
Grant, Mashonda
Pluth, Christine
Wolner, Christa
Higdon, Tonya
Shabram-Beach, Constance
Evans, Christina
Green, Aaron
Wood, Jennifer
Title
Location
SPED Clerk
Administrative Secretary
Library Media Associate
Secretary
Library Media Associate
Secretary
Nurse
Occupational Therapy
Assistant
SPED IR Aide
Speech Language
Pathologist Assistant
Autism Behavior
Technician
Itinerant ER Aide
Speech Language
Pathologist Assistant
Teacher Assistant
SPED Teacher Aide /
Pre- K Aide
SPED Teacher Aide /
Pre- K Aide
After School Program Site
Coordinator
BASE SPED Aide
SPED Resource Aide
Behavior Intervention Aide
Effective Date
Lathrop High School
Anderson Elementary School
North Pole Elementary School
Nordale Elementary School
Ladd Elementary School
Arctic Light Elementary School
Districtwide
July 30, 2015
August 5, 2015
August 5, 2015
August 5, 2015
August 5, 2015
August 6, 2015
August 6, 2015
August 18, 2015
Districtwide
August 19, 2015
August 19, 2015
ABEL
August 19, 2015
ABEL
Denali Elementary School
August 19, 2015
August 19, 2015
Barnette Magnet School
August 19, 2015
August 19, 2015
August 19, 2015
Nordale Elementary
August 19, 2015
BASE
August 19, 2015
August 19, 2015
August 19, 2015
August 19, 2015
August 19, 2015
CLASSIFIED EMPLOYEE – LAYOFF
Name
Helmuth, Katherine
Title
Location
Intervention Room Aide
Randy Smith Middle School
Effective Date
August 19, 2015
CLASSIFIED EMPLOYEE – LEAVE OF ABSENCE
Name
Vallejos, Veronica
Title
Location
SPED Pre-K Aide
Pearl Creek Elementary
Effective Date
September 04, 2015
CLASSIFIED EMPLOYEE – TERMINATION
Name
Title
Location
Effective Date
None
Olszewski, Morgan
Larranaga, Lisa
Gearhart, Evette
Clark, Gregory
Mau, Lori
Parker, Teresa
Little-Wolf, Stephanie
Harvey, Shannon
Arnold, Robert
Kendrigan, Melinda
Wagner, Margery
Cox, Catherine
Olvera-Almendarez, April
Roach, Sarah
Herrmann, Diane
Flores, Nkanza
Foor, Laura
Palmer,Paula
Wilken, Michelle
Rathbun, Danielle
Ivanovski, Isabella
Louie, Diane
Zeisel, Lydia
Beardsley, Aaron
Monzingo, Hannah
O’Connor, Sandra
Hamilton, Danielle
Lombardi, June
Rybolt, Elizabeth
SPED ER Aide
Teaching Assistant
SPED Classroom Aide
Safety Assistant
SPED IR Aide
RTI Assistant
ANE Liaison
RTI Assistant
SPED IR Aide
Certified Occupational
Therapist Assistant
RTI Assistant
Nutrition Services Aide
SPED IR Aide
Nutrition Services Aide
RTI Assistant
Library Assistant
Woodriver Elementary School
Hutchison High School
Badger Road Elementary School
West Valley High School
Lathrop High School
Weller Elementary School
ANE Department
BRIDGE
Special Education Department
July 27, 2015
July 22, 2015
July 31, 2015
July 31, 2015
August 3, 2015
August 3, 2015
August 4, 2015
August 4, 2015
August 4, 2015
August 4, 2015
Anne Wien Elementary School
Tanana Middle school
Lathrop High School
West Valley High School
Anderson Elementary
Randy Smith Middle school
July 18, 2015
August 7, 2015
August 10, 2015
August 5, 2015
August 10, 2015
August 21, 2015
RTI Assistant
SPED Classroom Aide
Administrative Secretary
RTI Assistant
RTI Assistant
RTI Assistant
RTI Assistant
SPED IR Aide
RTI Assistant
RTI Assistant
RTI Assistant
Classroom Tutor
Nutrition Services Roving
Supervisor
Hunter Elementary School
Nordale Elementary School
Hunter Elementary School
Ben Eielson Jr/Sr High School
Nutrition Services
August 11, 2015
August 11, 2015
August 28, 2015
August 12, 2015
August 14, 2015
August 17, 2015
August 17, 2015
August 18, 2015
August 17, 2015
August 17, 2015
August 17, 2015
August 17, 2015
August 19, 2015
CLASSIFIED EMPLOYEE – RETIREMENT
Name
Lawhead, Donita
Title
Reading Assistant
Location
Joy Elementary School
Hire Date
August 26, 2009
Effective Date
July 31, 2015
MINUTES
BOARD OF EDUCATION
FAIRBANKS, ALASKA
Special Meeting
MINUTES
August 4, 2015
President Haas called the meeting to order at 6:02 p.m. in the boardroom of the FNSBSD
Administrative Center at 520 Fifth Avenue. The special meeting was called to discuss student
discipline matters and Education Support Staff Association (ESSA) negotiations.
President Haas read the district’s mission statement: “Our mission is to provide an excellent, equitable
education in a safe, supportive environment so all students can become productive members of a
diverse and changing society.”
Present:
Sue Hull, Member
Sean Rice, Member
Absent:
Lisa Gentry, Clerk
Staff Present:
Dr. Karen Gaborik, Superintendent
Lisa Pearce, Chief Financial Officer
Dan Schmidt, Assistant Superintendent of Secondary Education
Shaun Kraska, Previous Interim Assistant Superintendent of Secondary Education
Sandra Kowalski, Assistant Superintendent of Elementary Education
Traci Gatewood, Executive Director of Human Resources/Lead Negotiator
Ivory McDaniel, Investigation Specialist & Hearing Officer
Sharon Tuttle, Executive Assistant to the Board of Education
Public Testimony – limited to items on the agenda only [0:00:40]
President Haas called for public testimony. Hearing none, testimony was closed.
Student Discipline
Executive Session for Student Discipline [0:00:47]
An executive session was called to hear student discipline matters.
HULL MOVED, RICE SECONDED, TO CONVENE IN EXECUTIVE SESSION TO
HEAR STUDENT DISCIPLINE MATTERS THAT COULD TEND TO PREJUDICE THE
REPUTATION AND CHARACTER OF ANY PERSON, PROVIDED THE PERSON
MAY REQUEST A PUBLIC DISCUSSION AND MATTERS WHICH BY LAW,
MUNICIPAL CHARTER, OR ORDINANCE ARE REQUIRED TO BE CONFIDENTIAL.
MOTION CARRIED UNANIMOUSLY BY VOICE CONSENT OF FOUR MEMBERS
(RICE, O’BRIEN, HULL, HAAS)
The board convened to executive session at 6:03 p.m.
The executive session recessed at 6:59 p.m. [0:01:11]
Special Meeting Minutes
1 of 3
August 4, 2015
Special Meeting (continued)
The board recessed the special meeting at 7:01 p.m. to hold their Regular Meeting.
The board reconvened the special meeting at 8:59 p.m. with a quorum of board members present:
Heidi Haas, Sue Hull, Michael O’Brien, and Sean Rice in attendance. Staff in attendance were
Superintendent Dr. Gaborik, Dan Schmidt, Sandra Kowalski, Lisa Pearce, Traci Gatewood, and
Sharon Tuttle.
Executive Session for Student Discipline [0:01:50]
An executive session was needed to continue discussions on student discipline matters.
HULL MOVED, RICE SECONDED, TO RECONVENE IN EXECUTIVE SESSION TO
CONTINUE DISCUSSIONS ON STUDENT DISCIPLINE MATTERS THAT COULD
TEND TO PREJUDICE THE REPUTATION AND CHARACTER OF ANY PERSON,
PROVIDED THE PERSON MAY REQUEST A PUBLIC DISCUSSION AND
MATTERS WHICH BY LAW, MUNICIPAL CHARTER, OR ORDINANCE ARE
REQUIRED TO BE CONFIDENTIAL.
The board reconvened to executive session at 9:01 p.m.
The executive session recessed at 9:08 p.m. [0:02:14]
Student Discipline [0:02:22]
HULL MOVED, RICE SECONDED, TO
PLACE STUDENT 08-04-15-01 ON LONG-TERM SUSPENSION FOR
THIRTY (30) SCHOOL DAYS AND STUDENT SHOULD ENROLL IN THE
SMART PROGRAM; FURTHER, STUDENT MUST OBTAIN A THREAT
ASSESSMENT AND COMPLY WITH ALL RECOMMENDATIONS
AND/OR REQUIREMENTS OF THE ASSESSMENT; AND STUDENT
MAY BE ELIGIBLE TO RETURN TO SCHOOL ON SEPTEMBER 24,
2015.
PLACE STUDENT 08-04-15-02 ON LONG-TERM SUSPENSION FOR
THIRTY (30) SCHOOL DAYS; FURTHER STUDENT SHOULD ENROLL
IN THE SMART PROGRAM AND STUDENT MAY BE ELIGIBLE TO
RETURN TO SCHOOL ON SEPTEMBER 23, 2015.
MOTION CARRIED UNANIMOUSLY BY VOICE VOTE. 4 AYES
ESSA Negotiations
[0:02:54]
Executive Session for ESSA Update [0:03:00]
An executive session was called to receive an update on ESSA negotiations and provide direction to
the negotiator.
2 of 3
August 4, 2015
Executive Session for ESSA Update (continued)
HULL MOVED, O’BRIEN SECONDED, TO RECONVENE IN EXECUTIVE SESSION
TO RECEIVE AN UPDATE AND PROVIDE DIRECTION ON THE BOARD’S GOALS
TO THE NEGOTIATOR REGARDING ESSA NEGOTIATIONS, TO INCLUDE THE
CFO FOR THE PURPOSE OF RECEIVING SALARY AND BENEFIT INFORMATION
The board reconvened to executive session at 9:09 p.m.
The executive session adjourned at 9:59 p.m.
[0:03:18]
Board Comments/Discussion
None
The meeting adjourned at 10:00 p.m.
Submitted by Sharon Tuttle, executive assistant to the Board of Education.
3 of 3
August 4, 2015
BOARD OF EDUCATION
FAIRBANKS, ALASKA
Regular Meeting
MINUTES
August 4, 2015
President Haas called the meeting to order at 7:01 p.m. in the boardroom of the FNSBSD
Administrative Center at 520 Fifth Avenue. Superintendent Dr. Karen Gaborik led the Pledge of
Allegiance.
President Haas read the district’s mission statement: “Our mission is to provide an excellent and
equitable education in a safe, supportive environment so all students can become productive
members of a diverse and changing society.”
Present:
Sue Hull, Member
Sean Rice, Member
Richard Cole, Base Representative
Kobe Rizk, Student Representative
Absent:
Lisa Gentry, Clerk
Sean Williams, Post Representative
Staff Present:
Dr. Karen Gaborik, Superintendent of Schools
Lisa Pearce, Chief Financial Officer
Sandra Kowalski, Assistant Superintendent of Elementary Education
Traci Gatewood, Executive Director of Human Resources
Kathie Wassmann, Executive Director of Special Education
Melanie Hadaway, Executive Director of Curriculum & Instruction
Janet Cobb, Executive Director of Technology
Sharice Walker, Director of Public Relations
Doreen Oliver, Director of Employment & Educational Opportunity
Helen Clark, Director of Federal Programs
Dan Domke, Director of Career and Technical Education
Heather Rauenhorst, Director of Grants & Special Projects
Sharon Tuttle, Executive Assistant to the Board
PRELIMINARY ITEMS
Staff Introductions [0:01:02]
Superintendent Dr. Karen Gaborik introduced Dan Schmidt, the new assistant superintendent of
secondary instruction, and Sharice Walker, the new director of public relations. Dr. Gaborik also
introduced Colonel Richard Cole, the board’s new Eielson Air Force representative. Mr. Schmidt
introduced Robyn Taylor, the new principal of Hutchison High School; Clarice Mingo, the new
principal at North Pole High School; and Holly Cervin, the new director of BEST. Sandra Kowalski,
assistant superintendent of elementary, made several introductions: Stacey Stansell – Anderson
Elementary School principal; Barbara Wiley – Arctic Light Elementary School interim principal;
Joanne Vanfleteren – Badger Road Elementary principal; LaLaunie Whisenhant – Joy Elementary
School principal; Teresa Tomlinson – Two Rivers School head teacher; and Tori Brannan –
Salcha Elementary School head teacher. Traci Gatewood, executive director of human resources,
introduced Doreen Oliver, the new director of employment and educational opportunity.
Regular Meeting Minutes
Page 1 of 9
August 4, 2015
Preliminary Items (continued)
District Retirees [0:16:44]
President Haas recognized and congratulated district retirees who had retired since the last board
meeting:
Kathy Beebe, Tanana Middle
Kathrin Brick, Ladd Elementary
Ellis Chapman, Facilities Management
Mary Christiansen, North Pole High School
Patricia Cromer, Ben Eielson Junior-Senior High
Cheryl Dick, Denali Elementary
Nancy Duso, Weller Elementary
Lesley Gebhart, Arctic Light Elementary
Felicity Hall, Denali Elementary
Michele Jeglum, Districtwide
Cindy Jones, BRIDGE
Richard Jones, Joy Elementary
Joan Knight, Tanana Middle School
Janet Madsen, West Valley High
George Morun, Facilities Management
Mary Colleen Smith, Barnette Magnet
Nancy Stark, Nordale Elementary
AGENDA [0:18:51]
RICE MOVED, DOMINIQUE SECONDED, TO ADOPT THE AGENDA WITH
CONSENT ITEMS.
The following consent items were moved:
accepted the Monthly Management Reports for May 2015 and June (pre-audit) 2015.
approved the minutes from the two special meetings on June 1; the regular meeting on June 2;
and the special meetings on June 8, 15, and 18, 2015, as submitted.
awarded IFB 16-F0001 Boiler Retube at Tanana Middle School and Woodriver Elementary School
to JAFFA Construction for $41,644.
approved Budget Transfer 2015-165: Curriculum Language Arts Textbooks in the amount of
$61,872.
approved Budget Transfer 2015-167: Curriculum Math Textbooks and Social Studies & Guidance
Expenses in the amount of $75,616.
approved Budget Transfer 2015-168: Curriculum Language Arts Textbooks in the amount of
$145,925.
approved Budget Transfer 2015-169: Special Education in the amount of $38,316.
approved Lathrop High School’s request to raise funds to send its orchestra students to Los
Angeles, California, March 12-18, 2016, where students will perform at Disneyland, at no cost to
the district.
accepted the gift of $1,000 from Martha Roth to the Fairbanks North Star Borough School District
to support districtwide programs.
accepted the gift of $1,000 from the Eielson AFB Officer Spouses’ Club to Ben Eielson JuniorSenior High School to support Eielson’s Distributive Education Clubs of America (DECA)
program.
Page 2 of 9
August 4, 2015
Consent Agenda (continued)
accepted the gift of $1,882.61 from the Lathrop Soccer Booster Club to Lathrop High School to
support the school’s girls’ soccer program.
accepted the gift of $2,864.87 from the Lathrop High School Boys’ Soccer group to Lathrop High
School to support the school’s boys’ soccer program.
accepted the gift of $6,320 from the Malemute Football Booster Club to Lathrop High School to
support the school’s football program.
approved the Personnel Action Report for the period June 3 – August 4, 2015.
acknowledged the Personnel Information Report for the period June 2 – July 23, 2015.
acknowledged the Superintendent’s Budget Transfer Report for transfers after the June 2 school
board meeting and through the end of June 2015.
acknowledged the Long Term Suspension & Expulsion Report for the 2014-2015 school year, as
of June 1, 2015.
acknowledged the Board’s Reading File.
acknowledged the Coming Events and Meeting Announcements.
ADVISORY VOTES. 2 AYES (COLE, RIZK)
MOTION CARRIED UNANIMOUSLY BY ROLL CALL VOTE. 5 AYES
(RICE, O’BRIEN, HULL, DOMINIQUE, HAAS)
PUBLIC COMMENT ON NONAGENDA ITEMS [0:22:48]
OLD BUSINESS
Revised Resolution 2016-01: Adoption of the 2015-16 School District Approved Budget [0:23:33]
School Board Resolution 2016-01: Adoption of the 2015-16 School District Approved Budget was
being revised to reflect the budget adjustments the board took action on at their June 18, 2015
special meeting.
RICE MOVED, HULL SECONDED, TO APPROVE REVISED RESOLUTION
2016-01: ADOPTION OF THE 2015-16 SCHOOL DISTRICT APPROVED
BUDGET.
The FTEs (page 1, second column of numbers under “Appropriation by Function” section) were
not updated on the first page of the resolution in the agenda. Everything else in the resolution
remained unchanged. The administration provided a revised version for the board’s consideration.
HULL MOVED, O’BRIEN SECONDED, TO AMEND THE MAIN MOTION TO
SUBSTITUTE THE FIRST PAGE OF REVISED RESOLUTION 2016-01:
ADOPTION OF THE 2015-16 SCHOOL DISTRICT APPROVED BUDGET AS
PRESENTED IN THE AGENDA, WITH THE ADMINISTRATION’S UPDATED
COPY OF PAGE ONE OF RESOLUTION 2016-01.
Page 3 of 9
August 4, 2015
Revised Resolution 2016-01: Adoption of the 2015-16 School District Approved Budget
(Continued)
Asking for and hearing no objection, President Haas moved the substitute document accepted.
Superintendent Dr. Karen Gaborik and Lisa Pearce, chief financial officer, provided the staff
report.
PUBLIC COMMENTS
None
No board discussion.
ADVISORY VOTES. 2 AYES (RIZK, COLE)
MOTION CARRIED UNANIMOUSLY BY ROLL CALL VOTE. 5 AYES
(DOMINIQUE, RICE, O’BRIEN, HULL, HAAS)
NEW BUSINESS
Policy 236: Committees of the Board (First Reading) [0:26:30]
The school board wished to convene a standing committee on parent engagement. The
administration submitted a revision to Policy 236: Committees of the Board, which would amend
the policy to include a standing committee on parent engagement.
Board Priority: Active partnerships with the parents and community are essential to support
successful student learning.
RICE MOVED, O’BRIEN SECONDED, TO APPROVE FIRST READING, PUBLIC
HEARING, AND ADVANCEMENT TO SECOND READING OF POLICY 236:
COMMITTEES OF THE BOARD.
Dr. Gaborik explained the first step in determining the committee was to place it in policy.
PUBLIC COMMENTS
None
Board discussion ensued. The board requested a draft of the committee’s makeup and how
committee members would be appointed. The administration would draft something for the
board’s consideration; as it was a board committee.
ADVISORY VOTES. 2 AYES (RIZK, COLE)
MOTION CARRIED BY ROLL CALL VOTE. 4 AYES (HULL, RICE, O’BRIEN, HAAS);
1 NAY (DOMINIQUE)
Policy 263: Teleconference Participation in Meetings (First Reading) [0:32:23]
The school board requested the administration draft a revision to School Board Policy 263:
Teleconference Participation in Meetings, which as originally adopted in September 2014,
authorized participation via teleconference at regular meetings. The administration submitted for
the board’s consideration the revision, which expanded the policy to authorize teleconference
participation at special meetings as well.
Board Priority: Use technologies, including PowerSchool Premier, to enhance learning, monitor
student progress, involve parents, enhance communication, and maintain efficient district
operations.
Page 4 of 9
August 4, 2015
Policy 263: Teleconference Participation in Meetings (First Reading) (continued)
HULL MOVED, RICE SECONDED, TO APPROVE FIRST READING, PUBLIC
HEARING, AND ADVANCEMENT TO SECOND READING OF POLICY 263:
TELECONFERENCE PARTICIPATION IN MEETINGS.
PUBLIC COMMENTS
None
Board discussion ensued.
ADVISORY VOTES. 2 AYES (COLE, RIZK)
MOTION CARRIED BY ROLL CALL VOTE. 4 AYES (O’BRIEN, HULL, RICE, HAAS);
1 NAY (DOMINIQUE)
INFORMATION AND REPORTS
Superintendent Report [0:39:27]
Superintendent Dr. Gaborik reported on several items.
 Strategic Plan – action planning work was being done with principals, management team,
and executive directors. Work with OnStrategy continued, building and organizing the action
plan and track progress. The strategic plan and district budget would be the foundations of
board work sessions. Dr. Gaborik provided board members a draft copy of the FY15-FY19
Strategic Plan Communication Document, which would come before the board for action at
the September 1 meeting.
 Administration Center – reorganization of the Administrative Center and responsibilities
continued. Dr. Gaborik provided board members with a new organizational chart.
 Training Specialist – board members were provided with a written overview of the position
and current work to date.
 Fair Booth – would be focused on BEST, but district information would still be available.
 BEST/Independent Learning Center – a report was scheduled for the September 1 board
meeting. BEST and the Independent Learning Center would also be topics of the work
session discussion on August 31.
 Policy Review/Update/Writing Process – Dan Schmidt would be overseeing policies, but
individual departments were assigned to chapters/groups of policies. Departments would be
responsible for drafting the policies.
 Attendance Policy/AR – the revised policy and administrative regulations were near
completion and would be distributed soon. Assistant Superintendents Sandy Kowalski and
Dan Schmidt would serve as the code enforcement officers, as the district no longer had
safety officers.
 Bus Transportation – First Student reported they were short approximately 25 drivers, as of
last Friday. Would know by August 10 what they would realistically have for the start of the
school year.
Page 5 of 9
August 4, 2015
Superintendent Report (continued)
 Staffing – districts across the state were having difficulty filling positions and the Fairbanks
school district was no exception. There were approximately 21 teacher and 40 ESSA
positions still to be filled. Mr. O’Brien asked about the district’s layoff list. Dr. Gaborik reported
only one person remained on the layoff list. Mrs. Dominique asked about the Grow Our Own
program. Dr. Gaborik stated UAF was willing to help, but was finding it difficult to find people
interested in education – a problem shared throughout the country. Mrs. Hull noted it would
also be a topic of focus for the State Board of Education.
 Staff Welcome Back Event – August 14 would be the staff Welcome Back event at Hering
Auditorium, beginning at 8:00 a.m.
 Concussion Summit – summit was held recently, hosted by Dr. Keller, with over 100
attendees.
 Wireless Access Points (WAPs) – a lot of work was being done on WAPs. Goal was to install
WAPs in every classroom.
 New District Website – scheduled to go live on August 6.
 New District email – the district rolled out a new email program, Outlook, in late June.
 Online Student Registration – the district was utilizing a new online student registration tool
this year. Should be a big help to parents, especially military families who would not have to
wait until they arrived in town to start the registration process. The online process was for
registering, not scheduling.
 DoDEA Grant – the district was awarded $1.5 million from the Department of Defense to fund
a 1 to 1 program at military connected schools.
 Board Room Upgrades – upgrades were being made to the board room to enhance board
meeting communications, including the installation of monitors. Work on the audio system
would continue.
PUBLIC COMMENTS
None
Superintendent Evaluation Tool [1:06:15]
Board members Allyson Lambert and Sue Hull drafted a superintendent evaluation tool for the
board’s use.
Board Priority: Quality education requires highly motivated, skilled, supportive teachers,
administrators, and support staff.
President Haas stated she and Dr. Gaborik both reviewed the document and thought it was a
great document. Mrs. Hull stated work on the document had originally started under the previous
superintendent and most the language was taken from the previous evaluation document. Some
changes were made to the standards to be certain all areas were covered, along with some minor
language changes.
PUBLIC COMMENTS
None
Page 6 of 9
August 4, 2015
Superintendent Evaluation Tool (continued)
Board discussion ensued. The board reached consensus to conduct an informal mid-year review
of the superintendent, utilizing the new evaluation standards listed with room for board comments.
Board comments would be compiled. The board would then have an informal conversation with
the superintendent on the input received. There would be no formal mid-year evaluation
document; the formal evaluation document would be used for the end of the year review.
BOARD AND SUPERINTENDENT COMMENTS & COMMITTEE REPORTS [1:18:14]
President announced upcoming board meetings:






Special Meeting, August 10 at noon for student discipline
Staff Welcome Back, August 14 at 8:00 a.m. at Hering Auditorium
Special Meeting, August 18 at noon for student discipline
Special Meeting, August 31 at 5:30 p.m. for student discipline and ESSA, FPA, & FEA
Negotiations
Work Session, August 31 at 6:30 p.m. regarding the assessment and the strategic plan,
including BEST, the Independent Learning Center, and magnet schools.
Regular Meeting, September 1 at 7:00 p.m.
President Haas announced the social media policy that had come before the board in June for
first reading was going back for further additional significant review through legal, representative
groups, the administration, and possibly the Policy Review Committee. It would come back before
the board for first reading at a later date after it had been fully vetted.
President Haas was looking at October 24 or November 14 as possible dates for board training.
Mrs. Hull would have difficulty attending October 24. She suggested waiting until November after
the election and the seating of new board members.
President Haas asked board members to provide their availability for October 24 and November
14 for a board retreat/training.
On behalf of the entire board, President Haas welcomed all the new administrators, staff, and
Colonel Cole.
Colonel Cole was excited to serve on the board. He had a bachelor’s degree in elementary
education and a master’s in adult education. In regards to hiring, he would help to get the word
out to the military community regarding employment opportunities in the school district.
Mr. Rice welcomed Colonel Cole and all the new staff.
Mrs. Hull welcomed Colonel Cole. She reported the Policy Review Committee had not met since
last school year, but she had received input and requests from some board members regarding
a few policies: adding the word “intent” to distribution of controlled substances; graduation wear;
and student access to charter schools. She thought the board could change policy to state a
charter school would need to reflect the demographics of the district. Their lottery process could
be geared around those demographics. Mrs. Hull was pleased to hear the social media policy
was undergoing further review.
Mrs. Hull provided a State Board of Education report. The AMP scores would be released soon.
Work would need to be done to get the message out about the change in scores. The state board
would be focused on three strategies: preserving local control; modernizing the system; and
teacher quality retention and recruitment, which could be used as a means to help inspire hope,
in light of the state’s fiscal reality.
Page 7 of 9
August 4, 2015
BOARD AND SUPERINTENDENT COMMENTS & COMMITTEE REPORTS (continued)
Mrs. Hull reported on the summer AASB meeting where the vision and strategic plan were worked
on. She appreciated President Haas sending out the AASB resolutions for consideration. The
meeting included a budget presentation by the commissioner of revenue regarding the realities
of the state’s budget. She would forward the ISER report to board members. Mrs. Hull encouraged
board members to run for the AASB board. Large districts sometimes had more than one
representative. She announced she would not be running for reelection next year and
consequently, would no longer be on the AASB board.
Mrs. Hull hoped the board would start meeting with the assembly on the budget soon. She noted
the hard work and long hours of management team staff and suggested mandatory attendance
at board meetings be reconsidered. Mrs. Hull was looking forward to the rollout of the strategic
plan. She thought it would be good to find out what individualized learning meant to people.
People were excited about expanded educational opportunities, such as dual credit.
Mrs. Dominique welcomed Colonel Cole and the new administrators. She had attended the
Mayor’s Reception at the Pipeline Training Center. If board members were interested in a copy
of the disk of information she received at the reception, she would be happy to share.
Mrs. Dominique had recently attended and spoke at the Women’s Equality Brown Bag Luncheon.
The ceremony in recognition of Women’s Equality Month was scheduled for August 25 at 3:00
p.m. at the Physical Fitness Center. She thanked Steve Zanazzo, Tyrone Oates, and Christopher
Dean for nominating her son to the Alaska Sports Hall of Fame. It was a great honor.
Mrs. Dominique explained why she voted no on the policies. It was difficult to find people to serve
on the committees the board already had. She did not think telephonic participation allowed for
board members’ full participation – it was difficult to hear. When she first came on the board, the
idea of participating by phone was frowned upon. The presence of a board member was
important. If a board member was not available for meetings, perhaps they needed to look at their
availability.
Mrs. Dominique was looking forward to the discussion on magnet schools. She agree the policies
for charter schools and magnet schools may need to be changed regarding diversity.
Mrs. Dominique was looking forward to all the new things happening in the district. Dr. Gaborik
was bringing a lot of new and exciting programs and ideas to the district.
Mr. O’Brien agreed to the importance of starting work on the budget earlier and collaborating with
the borough more often and sooner, rather than later. It was distressing to hear about all the
vacancies. Mr. O’Brien thought the district needed to look at growing their own, as well as taking
care of long-term employees. He welcomed Ms. Oliver; her experience and qualifications were
just what the district was looking for. Mr. O’Brien welcomed Colonel Cole to the school board.
In regards to upcoming policies, Mr. O’Brien would like to see the Policy Review Committee
consider something in regards to parameters for employees housing non-custodial students.
Mr. Rizk welcomed Colonel Cole. School would be starting soon. He encourage board members
to attend a high school Ignition Day – it was a great program.
Superintendent Dr. Gaborik announced the first day of school for students in grades 1-9 and new
students to the district in grades 10-12 was August 18. Returning students in grades 10-12 started
the next day – August 19. She encouraged parents and students to utilize the district’s many
communication tools. The district’s new website would be going live soon.
Page 8 of 9
August 4, 2015
BOARD AND SUPERINTENDENT COMMENTS & COMMITTEE REPORTS (continued)
Mrs. Hull asked about the search capability of policies. Dr. Gaborik stated the documents were
still pdf. They would be somewhat searchable. They could get to the chapter, but not the specific
topic within the policy.
President Haas thanked Mrs. Hull for the policy information. She voiced her concerns about a
standing Parent Engagement Committee – she knew it was difficult for people to take the time to
attend meetings. Parent engagement was critical for the district, but the board may need to look
at all options. She would be interested in seeing a draft of the makeup of committee from the
administration.
President Haas reminded everyone to be watching for students at bus stops and walking and
riding bikes to school. She wished everyone a safe start to the new school year.
Page 9 of 9
August 4, 2015
BOARD OF EDUCATION
FAIRBANKS, ALASKA
Special Meeting
MINUTES
August 10, 2015
President Haas called the meeting to order at 12:16 p.m. in the board room of the FNSBSD
Administrative Center at 520 5th Avenue. The meeting was called to consider student discipline
matters.
President Haas read the district’s mission statement: “Our mission is to provide an excellent,
Absent:
Lisa Gentry, Clerk
Sue Hull, Member
Sean Rice, Member
Present:
Staff Present:
Ivory McDaniel, Investigation Specialist & Hearing Officer
Student Discipline
Executive Session [0:00:35]
An executive session was called to discuss a student discipline issue.
DOMINIQUE MOVED, O’BRIEN SECONDED, TO CONVENE IN EXECUTIVE
SESSION TO DISCUSS A STUDENT DISCIPLINE ISSUE THAT COULD TEND TO
PREJUDICE THE REPUTATION AND CHARACTER OF ANY PERSON,
PROVIDED THE PERSON MAY REQUEST A PUBLIC DISCUSSION; AND
(O’BRIEN, LAMBERT, DOMINIQUE, HAAS)
The executive session ended at 12:37 p.m.
[0:01:04]
1 of 2
August 10, 2015
Student Discipline (continued) [00:01:10]
LAMBERT MOVED, O’BRIEN SECONDED, TO:
READMIT STUDENT 03-23-15-01 TO WEST VALLEY HIGH
SCHOOL
(O’BRIEN, LAMBERT, DOMINIQUE, HAAS)
Board Comments/Discussion
President Haas reminded the board of the special meeting regarding student discipline, scheduled
for Tuesday, August 18, 2015, at noon.
2 of 2
August 10, 2015
BOARD OF EDUCATION
FAIRBANKS, ALASKA
Special Meeting
MINUTES
August 18, 2015
President Haas called the meeting to order at 12:01 p.m. in the board room of the FNSBSD
Administrative Center at 520 5th Avenue. The meeting was called to consider student discipline
matters.
President Haas read the district’s mission statement: “Our mission is to provide an excellent,
Absent:
Sue Hull, Member
Sean Rice, Member
Present:
Lisa Gentry, Clerk
Staff Present:
Student Discipline
Executive Session [0:00:31]
An executive session was called to discuss student discipline issues.
GENTRY MOVED, O’BRIEN SECONDED, TO CONVENE IN EXECUTIVE
SESSION TO DISCUSS STUDENT DISCIPLINE ISSUES THAT COULD TEND TO
PREJUDICE THE REPUTATION AND CHARACTER OF ANY PERSON,
PROVIDED THE PERSON MAY REQUEST A PUBLIC DISCUSSION; AND
(O’BRIEN, GENTRY, DOMINIQUE, HAAS)
The executive session ended at 1:01 p.m.
[0:00:51]
GENTRY MOVED, DOMINIQUE SECONDED, TO:
READMIT STUDENT 01-05-15-01 TO RANDY SMITH MIDDLE
SCHOOL WITH ADDITIONAL SUPPORTS AS DETERMINED BY
THE ADMINISTRATION.
MOTION CARRIED BY VOICE VOTE. 3 AYES (GENTRY, DOMINIQUE, HAAS); 1 NAY (O’BRIEN)
1 of 2
August 18, 2015
Student Discipline (continued)
GENTRY MOVED, DOMINIQUE SECONDED, TO:
READMIT STUDENT 05-05-14-03 TO THE YESS PROGRAM AND
THE SPECIAL EDUCATION PROGRAM AT HUTCHISON HIGH
SCHOOL
(O’BRIEN, GENTRY, DOMINIQUE, HAAS)
President Haas called for public testimony.
JoAnn Borges, 1130 Vicky Lane, district parent, spoke to the need to have consistent standards for
student discipline across the district. Ms. Borges did not think principals should have the ability to
exercise their discretion in administering discipline, as each principal could react differently to the
same situation. She spoke to the importance of having parents as part of the discipline process in
and determining standards.
Board Comments/Discussion [0:03:54]
President Haas reminded board members of upcoming meetings:



Special Meeting, August 31, 2015 at 5:30 p.m.
Work Session, August 31, 2015 at 6:30 p.m.
Regular Meeting, September 1, 2015 at 7:00 p.m.
Vice President Dominique stated she would not be available for the August 31 meetings.
2 of 2
August 18, 2015
▲▲
School Start/End
End of Quarter
(early dismissal)
T
▲
Parent-Teacher
Conferences
(no school)
Testing Day
Teacher Work Day
(no school)
Last 3 days
(early dismissal)
Tentative make-up
days for bad weather
Professional
Development Day
(no school)
Vacation/Holiday
(no school)
1st semester: 88 days
2nd semester: 92 days
June
SMTWT F S
1234
567891011
12131415161718
19 202122232425
26 27282930
FNSBSD
HOMESCHOOL
COMPARISON
REPORT
SY 2014/15
Katrina Miller
CONTENTS
Abstract ..................................................................................................................... 3
Methods ..................................................................................................................... 3
Data Collection ......................................................................................................... 3
Survey Methodology .................................................................................................... 3
Results ....................................................................................................................... 4
Alaska Correspondence Program Demographic.................................................................... 4
Fairbanks Enrollment ............................................................................................... 5
BEST Budget Overview ................................................................................................. 6
Potential Revenues .................................................................................................. 6
Statewide Programs .................................................................................................... 6
Allotments by Program ................................................................................................ 7
Staffing Model ........................................................................................................... 7
Staff Budgets ............................................................................................................ 8
Parent Advisory Committee (PAC) Models ......................................................................... 9
Technology and Connectivity....................................................................................... 10
Academic Performance (2013/2014) .............................................................................. 13
Advanced Scores – Reading, Writing, Math, Science ........................................................ 13
Proficient scores – Reading, Writing, Math, Science ........................................................ 14
Below Proficient Scores – Reading, Writing, Math, Science................................................ 16
Far Below proficient Scores – Reading, Writing, Math, Science ........................................... 16
Parent Survey ......................................................................................................... 17
Participant Overview ............................................................................................. 17
Parent Satisfaction ................................................................................................ 18
Parent Advisory Committees .................................................................................... 20
Allotments and Vendor Services ................................................................................ 20
Extra-Curricular Opportunities .................................................................................. 21
BEST Student Responses.......................................................................................... 23
AMP Testing ........................................................................................................ 23
Enrichment Opportunities .......................................................................................... 24
Marketing Content, Advertisement & Cost ...................................................................... 25
Content.............................................................................................................. 25
Advertisement ..................................................................................................... 26
Costs ................................................................................................................. 27
Recommendations ....................................................................................................... 28
1|Page
Advertising ............................................................................................................. 28
Statewide Expansion ................................................................................................. 28
Location Expansion ................................................................................................... 28
Staffing ................................................................................................................. 29
Parent Advisory Committee Development ....................................................................... 29
Performance Evaluations ............................................................................................ 30
Additional Incentives ................................................................................................ 30
Activity Expansion .................................................................................................... 31
Appendix .................................................................................................................. 32
Survey .................................................................................................................. 32
Parent Comments .................................................................................................... 35
References ................................................................................................................ 39
2|Page
ABSTRACT
At the direction of Dr. Gaborik and Melanie Hadaway, this report was formulated to
include information on the following; Correspondence program allotments, activity
opportunities, parent opinion, technology/connectivity policies and staffing models
for IDEA, Cyberlynx, Raven, Mat-Su Central, and FOCUS. Potential revenues for the
FNSBSD are discussed. Staffing budgets are provided for Cyberlynx and Mat-Su
Central. Survey research results are provided to include parent feedback regarding
Alaska correspondence programs, specifically those residing within the Fairbanks
North Star Borough School District. Marketing avenues, marketing cost estimates and
staffing expansion is covered. Finally, recommendations to the Fairbanks North Star
Borough School District School Board are provided as a final product of extensive
comparison research.
METHODS
DATA COLLECTION
The following resources were used to collect data; Alaska state law statutes
pertaining to correspondence programs; program handbooks for the 2014/2015 school
year; online database searches (DEED); meetings with leadership from multiple
programs; Alaska Department of Education and Early Development emails/phone
conferences; parent opinion meetings; visits to educational workshops; quote requests
from businesses for marketing; and survey collection.
To capture student enrollees across the state of Alaska, report card data from each
correspondence program were gathered for the years 2011/2012, 2012/2013, and
2013/2014. Trends were calculated for each targeted program over the
aforementioned years.
Test score data comparing seven correspondence programs from the school year
2013/14 were gathered via the Department of Education and Early Development.
SURVEY METHODOLOGY
Survey participants were recruited from a homeschool curriculum fair and a Kindle
giveaway was used as a means to incentivize participation. Additionally, survey
questions were developed with the intent to measure public opinion of BEST; to
collect recommendations by parents and compare opinion of alternative programs
offered in Alaska. Polling was conducted via the online survey resource Survey
Monkey.
3|Page
RESULTS
ALASKA CORRESPONDENCE PROGRAM DEMOGRAPHIC
The following programs constitute the entire population of
homeschool/correspondence programs available in the state of Alaska. The students
enrolled in these programs do not reflect the homeschool population who are
considered “Independent Homeschoolers” (students who do not enroll in any type of
accredited program).
Total student enrollment was captured for each of the following programs; AK TEACH,
Alaska Reach Academy, Alaska Virtual Academy, Bristol Bay Correspondence,
Connections, Cordova Innovative Learning Program, CyberLynx, Delta-Greely
Homeschool, Denali Peak Program, Dillingham Correspondence, Distance Learning
Center, Extensions Correspondence, Fairbanks BEST, Family Partnership, FAST Track,
FOCUS Homeschool, Frontier Charter School, Haines Home School, HomeBRIDGE, IDEA,
Lakeview Home School, Mat-Su Central, NWABSD Homeschool, PACE Statewide
Correspondence, Raven Correspondence, Reach Home School Support, Twindly-Bridge
Charter School, Upstream Learning, Valdez Homeschool Program and Yakutat LEAD
School.
Analysis showed that the FNSBSD BEST captured 2% of all homeschool students in the
2011/2012 school year, 3% in the 2012/2013 school year and 2% in the 2013/2014
school year. Interior District Education of Alaska (IDEA) captured 34% of all
homeschool enrollees for the 2011/2012 school year, a decrease to 32% in the
2012/2013 school year and slight increase to 33% in 2013/2014. Raven netted 10% of
enrollment in 2011/12, 11% in 2012/13 and 11% again in 2013/14, showing a slight
upward trend in their enrollment. CyberLynx has maintained 7% of all enrollees over
the years 2011-2014, showing neither a decrease nor increase in enrollment patterns.
Mat-Su Central netted 12% of Alaska homeschool students in 2011/12, and 13% from
2012-2014. Finally, FOCUS captured 2% of the homeschooling population over years
2011-2014, showing no change in enrollment patterns. (Development, 2015)
IDEA maintains the highest student count for enrollment, with Mat-Su second, Raven
third, and CyberLynx fourth.
Figures 1, 2, 3 and 4 graphically demonstrate student share by programs of interest.
4|Page
[Fig. 1]
[Fig. 2]
[Fig. 3]
STUDENT ENROLLMENT BY PROGRAM
MAT-SU CENTRAL
FOCUS
AK TEACH
SY 12/13
SY 13/14
0
774
237
0
268
1194
663
820
1479
887
245
121
267
3626
SY 11/12
KENAI CONNECTIONS
3811
CYBERLYNX
1218
662
766
1509
774
253
103
RAVEN
3635
IDEA
1029
509
789
1336
871
203
109
265
STUDENT ENROLLMENT
BEST
SY 14/15
SCHOOL YEAR
[Fig. 4]
FAIRBANKS ENROLLMENT
An accurate student breakdown shows that the IDEA Fairbanks region has 801 students
enrolled as of June 2015. Roughly 50 of those students are in preschool, yielding no
monetary revenue to the program (Cline, 2015).
5|Page
Raven serves 340 students in the Fairbanks area, with an additional 86 students
enrolled at their Delta location (School, 2015).
CyberLynx serves 185 full time Fairbanks students and 30 Nenana students.
Collaboratively, IDEA, CyberLynx, Raven and BEST serve a total of 1,511
homeschooling students.
IDEA, Raven, CyberLynx, and Focus offer opportunities for Pre-K scholarships ranging
from $200-$455 per student, with the contingency that an older sibling is currently
enrolled in the program. Mat-Su Central allows parents to use up to $500 from
another siblings’ allotment for their Pre-K student, while BEST and Kenai’s
Connections do not offer a Pre-K stipend.
BEST BUDGET OVERVIEW
For the school year 2014-2015, BEST had a total budget of $1,589,816.20. The
projected student enrollment, based off the previous year’s enrollment, was 269. The
actual student enrollment totaled 235 students, which lead to a $356,625 budget
deficit. 2015-16 proposed budgets include an additional certified salary position for
BEST leadership.
Overall, the projected BEST deficit is $551,447 for the 2015-16 school year. An
additional 150 students are needed to place BEST over the break-even threshold.
Student allotment expenditures would likely increase by $161,700, and revenues
would increase by $787,050. With 385 total students enrolled, BEST would have a
$73,903 profit assuming expenditure trends and staffing remained constant.
POTENTIAL REVENUES
As discussed in the student demographic segment, Fairbanks alone has over 1,511
correspondence students. This number is conservative, as it only combines students
from BEST, IDEA, Cyberlynx and Raven. Student count by location is not available
from FOCUS or alternative programs. The potential revenue generated from an
increase in student enrollment could reach up to $6,695,172. In addition to BEST’s
student enrollment, 1,276 students are currently homeschooling in the Fairbanks
area. Using 90% of the state’s 2015 BSA we calculate the following: (90% x $5830) x
1,276 = $6,695,172.
STATEWIDE PROGRAMS
Of the programs researched for comparison purposes, it was found that all, with the
exception of Kenai Connections and Fairbanks BEST, are considered statewide
correspondence programs. IDEA’s offices are located in Fairbanks, Kenai, Anchorage,
Wasilla and Juneau. Yukon-Koyukuk’s Raven program has offices based out of
6|Page
Fairbanks, Anchorage, Juneau, Wasilla and Delta. Nenana’s Cyberlynx program has
offices based out of Fairbanks, Anchorage, Delta, Nenana, and Wasilla. FOCUS has
offices in Valdez, Anchorage and Fairbanks. Mat-Su Central’s only office is located in
Wasilla, although they are still a statewide serving program.
ALLOTMENTS BY PROGRAM
Student allotments showed little variance by program, although two programs provide
a larger than average allocation. Mat-Su Central offers the highest allotment, with
MSC offering additional monies for students in their Junior/Senior year who have
achieved MCA Honors. CyberLynx offers the highest stipend to pre-K students who do
not generate revenue, but do incentivize multiple student enrollment and
longstanding relationship between family and program. Below is a chart detailing
allotment allocations by grade.
Grade Level
Pre-K
K-2nd
3rd
4th-8th
9th-12th
BEST
Not
Offered
$2,000
$2,000
$2,200
$2,400
N/A
N/A
I.D.E.A.
$200
RAVEN
$250
$1,800
$1,800
$2,000
$2,400
N/A
N/A
$2,000
$2,000
$2,000
$2,400
N/A
N/A
PEAK (Denali)
Scholarships
Available
$2,000
$2,300
$2,300
$2,700
N/A
N/A
Cyberlynx
$455
Mat-Su Central
Not Offered
Kenai Connections
Not Offered
$2,000
$2,000
$2,300
$2,400
N/A
N/A
$2,200
$2,200
$2,200
$2,200
$2,500
$2,700
$1,900
$1,900
$2,100
$2,400
N/A
N/A
AKTEACH (Kodiak) Focus Homeschool
Not Offered Scholarships Available
$1,800
$1,800
$2,000
$2,400
N/A
N/A
1600
1600
1800
2000
N/A
N/A
[Fig. 5]
STAFFING MODEL
Fairbanks BEST has three districtwide correspondence teachers on staff, two
secretaries, one administrator secretary, one tutor and one districtwide cooperative
extensions coordinator. Students in the BEST program do have access to SPED
teachers within the Fairbanks North Star Borough School District.
Galena’s IDEA program has five field representatives, one each in Fairbanks,
Anchorage, Juneau, Kenai and Wasilla. These field reps are homeschooling parents on
staff with IDEA. Additionally, IDEA employed 31 educators in the 2013/14 school year,
16 of which hold bachelor degrees and 15 with masters. Contact teachers specialize
based on grade level. Fairbanks IDEA, for example, staffs one contact teacher who
primarily meets with students in the 11th and 12th grades, while another teacher
meets with students in the 9th and 10th grades, and another who meets with
elementary students. IDEA also has Special Education teachers on staff.
Yukon-Koyukuk’s Raven program employees a total of 11 advisory teachers, two
counselors, one graduation coach, two family representatives, two administrative
clerks and five administrative assistants.
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The Fairbanks office staffs three advisory teachers, one of which is SPED certified,
two counselors, one graduation coach, one administrative assistant, one
administrative clerk and one family representative. The Anchorage office staffs three
advisory teachers, one administrative assistant and one administrative clerk. Their
Wasilla location staffs two advisory teachers, one administrative assistant and one
family representative. The Juneau location staffs two advisory teachers, one of which
is a SPED teacher, and one administrative assistant who is also a family
representative. The Delta location staffs one advisory teacher and one administrative
assistant.
Cyberlynx staffs a total of 12 educators. Two teachers are located in Fairbanks, one
teacher in Delta, one teacher in Anchorage. In Wasilla they staff one K-12
teacher/SPED, one teacher assistant and one administrative assistant. The Nenana
offices staff one principal, one administrative assistant, one teacher, one family
accountant and one testing coordinator.
Mat-Su Central staffs a total of 37 educators. They have one principal, two guidance
counselors, 15 advisory teachers, five of which are online support teachers, one math
and technology teacher for online support, one librarian, two graduation specialists,
one special services staff, one art teacher, one music teacher, one speech pathology
specialist, one north valley specialist, two administrative assistants, two community
liaisons, one registrar, one accountant, two secretaries, one school nurse and one IT
support specialist.
Kenai Connections has office locations in Soldotna, Homer and Seward. They staff a
total of eighteen educators. Connections in Soldotna staffs one principal, three
secretaries, five advisors, one resource manager and one technical support specialist.
Connections in Homer staff two secretaries, and three advisors. Connections in
Seward staffs one secretary and one advisor.
The FOCUS staffing model was not available.
STAFF BUDGETS
The total budget for the Fairbanks BEST staff, inclusive of benefits, was $692,620 for
the 2014/15 school year. Budgets included a $12,148.20 allotment for supplies and $0
for student travel.
The total budget for Nenana’s Cyberlynx staff, inclusive of benefits, was
$1,216,544.31 for the 2014/2015 school year. Provisions in the budget were made to
include $12,000 for student travel, $1,026,000.00 for supplies and media, and $33,000
for Communications (District N. C., 2015).
8|Page
The total budget for the Mat-Su Central staff, inclusive of benefits was $2,964,402 for
the 2014/2015 school year. Budgets allowed a $1,500 allocation for student travel and
$3,185,900 for supplies and media.
I attempted on several occasions to obtain copies of program budgets from IDEA,
Raven and others. IDEA staff did provide Galena City School District’s audit reports,
although these did not show detailed expenses for just the IDEA program. When asked
to provide the detailed reports, they informed me they do not have staff on hand to
generate the request. Raven was unwilling to provide any records/reports.
PARENT ADVISORY COMMITTEE (PAC) MODELS
Parent Advisory Committees (PAC) groups vary by program. IDEA’s PAC is tasked with
planning local activities and events, developing new ideas and providing parent input.
“The Galena School Board brings a representative for each of the five PACs to Galena
each year to learn more about the district and meet with them in person” (IDEA,
2015).
Mat-Su Central’s Academic Advising Council is unique because it is made up of several
member components and has a member requirement.
“A permanent Academic Advisory Council shall be formed, consisting of seven to nine
members that shall be empowered by the School Board to make policy and budgetary
recommendations to District Administration and the School Board that define the MatSu Central School philosophy, mission, vision, policies, administrative regulations,
practices, and procedures in accordance with State law and regulation. The
Committee shall consist of parents of students enrolled in the program, school staff,
one appointed School Board member, one non-voting MCS Student Government
student, and one Superintendent designee from the District Office. The majority of
the Council shall be made up of parents of students enrolled in the program. The
Academic Advisory Council will meet at least once monthly” (Central, 2015).
In addition to combining expertise from parents, the oversight of a School Board
member, assistance from school staff, and superintendent presence, Mat-Su Central
also relies heavily on student input.
Raven Correspondence has an established PAC that meets monthly locally, and
program-wide quarterly. Raven’s Parent Advisory Council, along with the Regional
School Board, is responsible for the following:
“1. Provide input for local and program-wide activities and field trips
2. Review policies and procedures
3. Review local office Parent Designed Courses
4. Support program initiatives and events
9|Page
5. Support Accreditation process.” (School, 2015)
“CyberLynx parents and teachers serve on the (PAC).
The PAC has meetings in the site offices as needed to:
Solicit parent comments and concerns
Provide direct input on policy development and implementation
To advise the principal about texts and learning materials, to be recommended for
approval by the District School Board.” (Program, 2015)
TECHNOLOGY AND CONNECTIVITY
Technology options for students vary from program to program. BEST offers an
opportunity for students to purchase technology equipment and receive a
reimbursement from BEST for ½ of the purchase price, up to $499 from their
allotment. Any technology purchases $250 or less are reimbursed 100%. After
technology has been purchased, it is owned outright by the student.
BEST allows 100% reimbursement of high speed internet. Reimbursements come out of
student allotment.
According to IDEA’s technology policy, they offer an opportunity for students to lease
a computer with no out of pocket expense, a printer for a $25 allotment deduction, or
reimbursement of up to $500 out of allotment for a tablet. IDEA also provides $100
towards accessories and $100 for tablet warranties. Internet reimbursement is
provided, although the capped amount is not disclosed.
Raven Correspondence has a couple options listed in their student handbook for
procuring a computer. Students can participate in one of the following; computer
reimbursement program, computer purchase program, or High School 1:1 program.
The reimbursement program requires students to purchase the computer ($500+) up
front, then receive reimbursements of $38/month. This is not deducted from the
student allotment account. Payments are dependent on work samples and enrollment
status. The computer purchase program pays for the computer out of student
allotment, but is a 3 year commitment at $450/year. Students enrolled full-time can
participate in the 1:1 program, where a Chromebook is utilized. Funding is deducted
from student accounts, although cost isn’t specified (School, 2015).
Kenai Connections provides a couple options for student computer acquisition.
“Check-Out Option: Students are provided a Windows computer, and require a
$25/yearly deduction from allotment to cover insurance. Students are required to
return computers in the condition they were received.
10 | P a g e
Rent-to-Own (RTO) Option: Rent to Own (RTO) Laptop: This option allows each
Connections student in the family to have their own laptop. This option requires four
years of consecutive enrollment with Connections. When selecting this option, onefourth of the cost of the laptop will be deducted from the student's allotment each
year for four complete years. Ownership of the laptop is then transferred to the
student. Early RTO buyouts are not allowed.
Tablets: Tablets may be purchased via Connections, although insurance is not
required and the tablets must be returned to Connections as they are KPBSD property.
Connections Internet Reimbursement: Connections will reimburse parents up to
$125/monthly for internet service. This is deducted from the student’s allotment.”
(Connections, 2015)
Cyberlynx offers a variety of opportunities that include iPad purchase, Computer
Leasing, and Computer Procurement options.
CyberLynx’s technology requisition policy is included below:
“1) Reimbursement of $199.99 taken out of student account. At the end of the year
families will have no obligation of a payoff amount or need to return the IPAD to
CyberLynx.
2) Can be submitted as a Computer Lease, see below Computer Procurement
Programs.
3) Up to $500 taken out of student allotment which will have a three years
deprecation value. If student withdraws prior to the third year, families will be
obligated to return the IPAD to the district or reimburse CyberLynx the difference of
the deprecation value: Student does not re-enroll for a second year and wishes to
keep the IPAD, 35% of the reimbursed amount will need to be returned to CyberLynx.
Student does not re-enroll for a third year and wishes to keep the IPAD, 15% of the
reimbursed amount will need to be returned to CyberLynx.
To participate in a computer program, at least one child in the family must be a
fulltime CyberLynx student. Computer Procurement Programs: Families can acquire
multiple computers through our computer programs, if the family full-time student
count is three or more; One computer per two full time students (2 students = 1
computer, 3-4 students = 2 computers, 5-6 students = 3 computers). A family may requalify for a computer program after three years (as long as at least one child in the
family continues to be a full-time CyberLynx student). Computer Leasing program, a
“year” will start on the purchase date on the computer receipt. Computer Assignment
11 | P a g e
program, a “year” is fiscal school year. Assigned computers will not be available until
October 15th. Computer reimbursement payments will not be available until Nov 15th.
1. Computer Leasing Program
To participate in the CyberLynx Computer Leasing Program, a family first purchases a
new computer during the school year. The signed lease form and original receipt for
the computer purchase must be sent to the Nenana CyberLynx Office. CyberLynx then
leases the computer from the family for $38 per month; Payments are made starting
November 15th and will continue for up to three years (36 months) or until the
purchase price of the computer has been reached. If the purchase price is reached
before the 3 years is reached, families will have to wait until the 3 years deadline is
reached to purchase an another computer. Lease payments terminate on the date
November 15.
2. Computer Assignment Agreement
With a $200 (out of pocket) security deposit families can receive a new laptop
computer. Checks will be deposited into the school’s account upon receipt. A
computer will not be issued to a family until their deposit check has cleared the
bank. Computers will not be available until October 15th. The Nenana office must
receive the deposit (money order or check only) with a signed Computer
Assignment Agreement before the computers will be ordered or delivered.
Beginning with the current school year, and continuing with the following two
school years, a withdrawal will be taken from the student allotment to pay for the
computer. For a Dell laptop, the annual withdrawal will be $375. At the end of a
three-year period students/families may purchase the computer by forfeiting their
deposit.” (Program, 2015)
Additionally, CyberLynx families may submit receipts for internet service for
reimbursement of up to $50/monthly. This does not come out of student allotments.
Mat-Su Central has a 3-year option for technology purchases available.
“3-Year Plan options are: MacBook Pro and MacBook Air laptops
• MCS re-enrolling families and new families from other homeschool programs are
eligible.
• Eligible parents/students would have option of 3-year program plan or current
1-year plan
• Allotment deduction to be divided in thirds of initial price; any remainder added
to first deduction.
12 | P a g e
• Returned computers are re-circulated into the 3-year computer program.
Computers may be transferred to another sibling or family without disrupting
allotment deduction schedule.
• If family and student withdraws or returns computer, balance of 3-year
deductions may be deducted from allotment immediately.
• In this plan, AR 3270.2 does not apply until after 3rd year for purchasing
computers.
• 3-Year Plan available to students in Grades K-10. 11th and 12th grade students
must receive prior approval from MCS administrator.
• All other agreements stated in current MCS Family Handbook apply (Central,
2015)
Home internet access will be reimbursed up to a monthly maximum of $70.00 for
one to two enrolled student(s) and $80.00 for a family with three or more enrolled
students. Mobile internet access may be reimbursed when home internet access is
not available. Families may appeal guideline exception(s) and troubleshoot home
internet network thru MCS Technologist. MCS can provide 3G and 4G mobile
devices as approved by Advisors and other program requirements.” (Central, 2015)
ACADEMIC PERFORMANCE (2013/2014)
ADVANCED SCORES – READING, WRITING, MATH, SCIENCE
The following graphs represent advanced academic achievement by program for all
grade levels. Scores were collected via Alaska standardized testing for the 2013/2014
school year. Kenai students scored 43.21%, the highest in the advanced reading
category. Their students also scored the highest in advanced writing. BEST students
scored the highest overall in advanced math (28.06%) and advanced science (39.68%).
(Development, 2015)
Advanced Scores for All Subjects (2013-2014)
PERCENTAGE OF ADVANCED SCORES
Reading
Writing
Math
Science
50.00%
40.00%
30.00%
20.00%
10.00%
0.00%
[Fig. 6]
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BEST
IDEA
RAVEN
PROGRAM
CYBERLYNX
MAT-SU
KENAI
Advanced Reading
(2013 - 2014)
Advanced Writing
(2013 - 2014)
KENAI
43.21%
40.71%
CYBERLYNX
RAVEN
40.08%
37.39%
IDEA
14.11%
RAVEN
15.89%
IDEA
40.88%
18.57%
BEST
16.67%
[Fig. 7]
[Fig. 8]
Advanced Science
(2013 - 2014)
Advanced Math
(2013 - 2014)
KENAI
25.62%
KENAI
MAT-SU
25.00%
MAT-SU
CYBERLYNX
RAVEN
IDEA
19.57%
20.43%
Program
Program
18.39%
CYBERLYNX
41.69%
BEST
20.00%
MAT-SU
Program
Program
MAT-SU
KENAI
CYBERLYNX
IDEA
22.49%
BEST
21.54%
14.71%
21.69%
26.24%
BEST
28.06%
39.68%
[Fig. 9]
RAVEN
29.70%
[Fig. 10]
PROFICIENT SCORES – READING, WRITING, MA TH, SCIENCE
For the 2013/2014 school year, CyberLynx students achieved the highest proficiency
standing in reading (46.84%). BEST students demonstrated the highest proficiency in
writing (63.77%). CyberLynx students scored the highest proficiency in math (46.52%).
Kenai Connections students achieved the highest rate of proficiency in science
(46.53%) (Development, 2015).
14 | P a g e
PERECENTAGE OF PROFICIENT SCORES
Proficient Scores for All Subjects (2013 - 2014)
Reading
Writing
Math
Science
80.00%
60.00%
40.00%
20.00%
0.00%
BEST
I.D.E.A.
RAVEN
Cyberlynx
Mat-Su Central
Kenai
Connections
PROGRAM
[Fig. 11]
Proficient Writing
(2013 - 2014)
Proficient Reading
(2013 - 2014)
Mat-Su Central
Program
Kenai Connections
44.20%
Cyberlynx
46.84%
RAVEN
I.D.E.A.
45.86%
59.66%
Cyberlynx
RAVEN
I.D.E.A.
43.91%
BEST
58.77%
Mat-Su Central
46.22%
Program
Kenai Connections
61.83%
56.61%
56.14%
BEST
46.72%
63.77%
[Fig. 12]
[Fig. 13]
Proficient Math
(2013 - 2014)
Proficient Science
(2013 - 2014)
Kenai Connections
46.53%
Mat-Su Central
38.99%
Mat-Su Central
39.38%
Cyberlynx
46.52%
Cyberlynx
44.12%
RAVEN
38.72%
RAVEN
42.33%
I.D.E.A.
38.45%
BEST
Programs
38.42%
Programs
Kenai Connections
BEST
34.53%
[Fig. 14]
15 | P a g e
I.D.E.A.
[Fig. 15]
34.88%
31.75%
BELOW PROFICIENT SCO RES – READING, WRITING, MATH, SCIENCE
The following graphs illustrate below proficient scores scoring of students by program
for the 2013/14 school year. Raven had the highest amount of students scoring below
proficient in both reading (11.99%) and writing (22.32%). Kenai Connections had the
highest rate of students who score below proficient in math (21.18%), and CyberLynx
students had the highest rate of below proficient scores in science (32.35%).
(Development, 2015)
Kenai Connections
Mat-Su Central
Cyberlynx
RAVEN
I.D.E.A.
BEST
Below Proficient
Writing (2013 - 2014)
8.64%
9.29%
9.28%
11.99%
9.25%
8.76%
Program
Program
Below Proficient
Reading (2013 - 2014)
[Fig. 16]
[Fig. 17]
Below Proficient Math
(2013 - 2014)
21.18%
MAT-SU CENTRAL
CYBERLYNX
20.53%
19.13%
RAVEN
IDEA
BEST
Below Proficient
Science (2013 - 2014)
20.07%
18.40%
KENAI CONNECTIONS
Program
Program
KENAI CONNECTIONS
MAT-SU CENTRAL
16.83%
25.54%
CYBERLYNX
RAVEN
IDEA
BEST
20.14%
[Fig. 18]
KENAI CONNECTIONS
17.53%
MAT-SU CENTRAL
18.97%
CYBERLYNX
19.92%
RAVEN
22.32%
IDEA
20.27%
BEST
15.22%
32.35%
25.93%
24.48%
15.87%
Percentage of Below Proficient Schores
[Fig. 19]
FAR BELOW PROFICIENT SCORES – READING, WRITING, MATH, SCIENCE
IDEA students scored the highest percentage of far below proficient in reading
(5.15%). Raven scored the highest in far below proficient in writing (5.18%), and also
in math (20.78%). IDEA students scored the highest percentage of far below proficient
(14.40%) in science (Development, 2015).
16 | P a g e
Far Below Proficient Scores - All Subjects
(2013 - 2014)
25.00%
20.00%
15.00%
10.00%
5.00%
0.00%
Reading
Writing
Math
Science
[Fig. 20]
PARENT SURVEY
PARTICIPANT OVERVIEW
Parents of homeschooling students who live in the Fairbanks North Star Borough
School District were invited to participate in an online survey. Twenty-nine families
participated in the survey, yielding data for sixty-six students, with the exception of
one family opting not to disclose the number of students currently homeschooling.
Below is the demographic of participants by program. The “INDEPENDENT” label
represents survey participants who are not affiliated with any program whatsoever.
SURVEY PARTICIPANTS BY PROGRAM
INDEPENDENT
20%
RAVEN
10%
IDEA
10%
BEST
14%
FOCUS
23%
CYBERLYNX
23%
[Fig. 21]
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The following graph demonstrates the demographic breakdown of surveyed students
by program.
Students enrolled by program (survey participants)
16
14
12
10
16
8
13
11
6
7
4
11
8
2
0
Raven
IDEA
BEST
FOCUS
Cyberlynx
Independent
[Fig. 22]
PARENT SATISFACTION
Homeschooling parents were asked to answer YES/NO on the following question: “I am
satisfied with our current homeschool program.” Of the 29 families participating in
the survey, 1 family skipped this question. The results concluded that within the
survey sample, 100% of parents are satisfied with both the Raven and FOCUS
programs, while 86% of parents are satisfied with CyberLynx, 80% of independent
homeschoolers are satisfied without a program, 67% of parents are satisfied with
IDEA, and 50% of parents are satisfied with BEST.
Satisfaction ranking by correspondence program
100%
80%
60%
40%
20%
0%
[Fig. 23]
18 | P a g e
The survey then asked parents to provide answers to the following question: I feel our
program respects and empowers parents to best educate our student(s). Twentyseven families answered this question, while two families skipped. 67% of IDEA
families felt the program respects parents, 50% of BEST families felt respected, 86% of
FOCUS families felt respected, 71% of CyberLynx families felt respected with the
remainder of respondents being neutral, and 100% of families from Raven felt the
program respected them. Figures 24 – 27 illustrate feedback for IDEA, BEST, FOCUS,
CyberLynx and Raven.
BEST
IDEA
I Strongly Disagree
I Disagree
Neutral
I Agree
I Strongly Agree
I Strongly Disagree
I Disagree
Neutral
I Agree
I Strongly Agree
0
0.5
1
1.5
2
0
2.5
[Fig. 24]
0.5
1
1.5
2
2.5
[Fig. 25]
FOCUS
Cyberlynx
I Strongly Disagree
I Strongly Disagree
I Disagree
Neutral
I Agree
I Strongly Agree
I Disagree
Neutral
I Agree
I Strongly Agree
0
2
4
[Fig. 26]
[Fig. 27]
Raven
I Strongly Disagree
I Disagree
Neutral
I Agree
Strongly Agree
0
[Fig. 28]
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0
6
1
2
3
4
1
2
3
4
5
PARENT ADVISORY COMMITTEES
Following questions on if parents felt their program supports and empowers them as
educators of their children, they were asked about Parent Advisory Committees (PAC)
groups. They were initially asked if their current program has a PAC in place. If they
answered yes, they were asked to provide a yes/no response to the question “Do you
actively participate in your program’s PAC?” The results show that 30% of parents
participate, while 50% do not and 20% sometimes engage.
If our program had an active PAC,
I would be a participant.
5
4
3
2
1
0
6
Parent
Families
Active participation in PAC
4
2
0
Yes
YES/NO Results
No
Maybe
Yes/No Responses
[Fig. 29]
[Fig. 30]
Of the participants who are not enrolled in a program with a PAC in place, 45% of
parents responded they would actively participate if the opportunity was offered, and
55% responded that they might participate.
ALLOTMENTS AND VENDOR SERVICES
With respect to vendor services, participants were asked to provide a yes/no answer
to the question, “I prefer a program that offers the option to pay for activities
directly to the vendor”. 85% of parents preferred a program that will pay directly for
extra-curricular services, while 15% did not.
Parent Opinion: Vendor Services
No
15%
Yes
85%
I prefer a program that offers
the option to pay for activities
directly to the vendor.
No
Yes
[Fig. 31]
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In addition to vendor services, parents were asked to indicate if they are satisfied
with student allotment amounts. The average allotment amount amongst programs of
interest is $1892.60/student. Surprisingly, only 15% of parents participating in the
survey were not satisfied with allotment amounts. 85% of parents were, indicating
minor changes in allotment amounts are not a driving factor for program satisfaction.
Parent Opinion: Allotment Allocations
No
15%
I am satisfied with our
family’s allotment amounts.
Yes
85%
Yes
No
[Fig. 32]
Based on parent responses, IDEA, BEST, Raven, and FOCUS offer a pooled family
allotment, while Cyberlynx does not. 92% of parents expressed that they prefer
rollover allotments, while 8% do not.
Parent Opinion: Rollover Allotments
No
8%
Yes
92%
I would prefer rollover
allotments for my family.
(Rollover meaning unused
portions of allotments will
be rolled over to the next
fiscal year.)
Yes
No
[Fig. 33]
Extra-Curricular Opportunities
Parents were asked to provide opinions on student participation in local school
classes, homeschool clubs and free educational workshops. The majority of students’
parents expressed that the ability to participate in a local school course is an
important factor when deciding on a homeschool program. 25% of parents strongly
21 | P a g e
agreed with the survey question, 43% agreed, 21% were neutral and only 11% strongly
disagreed.
I would like my student(s) to have the option to participate in
courses at a local school.
I strongly disagree
11%
I disagree
0%
I strongly agree
25%
I'm neutral
21%
I agree
43%
I strongly agree
I agree
I'm neutral
I disagree
I strongly disagree
[Fig. 34]
Parents were then asked to answer the following question: I place a high priority on
homeschool clubs (robotics, Lego, rifle…) when choosing a homeschool program. Only
4% strongly agreed, while 33% agreed and the majority (41%) of parents remained
neutral. 15% of parents disagreed, and 7% strongly disagreed. From this data we can
conclude that while homeschooling clubs are important to 1/3 of this population, 2/3
of the population do not consider clubs a driving factor in program selection.
I place a high priority on homeschool clubs (robotics, lego, rifle,
etc.) when choosing a homeschool program.
I strongly disagree
7%
I strongly agree
4%
I disagree
15%
I agree
33%
I'm neutral
41%
I strongly agree
[Fig. 35]
22 | P a g e
I agree
I'm neutral
I disagree
I strongly disagree
When choosing a homeschool program, I place a high priority
on free math, science, and art workshops offered by the
program.
I strongly disagree
7%
I disagree
7%
I strongly agree
8%
I'm neutral
22%
I agree
56%
I strongly agree
I agree
I'm neutral
I disagree
I strongly disagree
[Fig. 36]
BEST STUDENT RESPONSES
100% of families who participated in the survey and currently have students enrolled
in BEST answered that they are planning to re-enroll in BEST for the 2015/16 school
year.
All participants were asked if they have heard of the BEST program. 14% of parents
had not heard of BEST, while 86% have.
Responses
I have heard of the FNSBSD BEST
program.
No
Yes
0
5
10
15
20
25
30
Families
[Fig. 37]
AMP TESTING
The final series of questions pertained to the new AMP Testing standards. The first
question asked to give a yes/no response to the following: We approve of our
program’s current testing requirements. 73% of parents do not approve of current
state testing, while 27% do.
Parents were also asked to respond with yes/no answers to the following question: We
are considering changing programs if our program penalizes students for refusing to
23 | P a g e
participate in state testing. 72% of parents agreed, while 28% will not change
programs due to testing policies.
We pprove of our program's current
testing requirements.
0
5
10
15
We are considering changing programs if our
program penalizes students for refusing to
participate in state testing.
20
0
Parents
No
10
15
20
Parents
Yes
[Fig. 38]
5
No
Yes
[Fig. 39]
ENRICHMENT OPPORTUNITIES
Enrichment opportunities vary by program. Fairbanks BEST has provided field trips to
the following businesses/local attractions; NC Machinery, the Fairbanks Daily News
Miner, the Morris Thompson Cultural Center, and the Alaska Ice Park. BEST also has
offered Science Fridays and “Reading with Rover”. Additionally, students enrolled in
BEST have the option to take up to two classes at a local school.
IDEA offers “Enrichment Days” which consist of hands on activities conducted by staff
during an entire day event. The also encourage workshop participation (paid for out
of allotments. Additionally, their students often compete in local Spelling Bees.
Mat-Su Central provides a myriad of activity opportunities for students, both in-house
and field trips. They also provide bus transportation to/from venue events. Some
examples of their activities include Free Family Skate Day, Rock-On Climbing Field
Trip, Beauty and the Beast Field Trip, Coastal Studies Trip to Homer, Fall Carnival,
Brick by Brick (Lego Exhibit), Family Movie Night!, Stop Cyberbullying/ Internet Safety
Workshop, Visit the Anchorage Zoo, and many, many others. Mat-Su Central also has
“On-Site” music and art classes offered by teachers in the main building. Students
have the opportunity to check out instruments from the Music Instructor, or purchase
instruments via allotment deductions. Instruments that are not purchased are placed
into MSC’s inventory circulation.
MSC does not have its own sports program, however. Students who are enrolled in the
Mat-Su Borough School District have the right to participate in sports with a local
school of their choice. (Central, 2015)
24 | P a g e
Kenai Connections offers Ice Cream Socials, talent shows, work skills workshops,
community awareness classes and trips to Barren Island.
“Connections offers access to the District Media Center/Connections Resource
Center, which includes a wonderful collection of teaching kits, videos, books and
professional materials. The catalog of materials is available via the Internet.
Classes are available to Connections students through the local school of their
attendance area. Full time Connections students may take up to two classes per
semester, or (a maximum of 1 credit per semester).” (Connections, 2015)
Furthermore, Connections has pursued expansion for student opportunities in their
strategic planning for FY13-17.
“3.4.3.1 Provide opportunities to expand student's knowledge of community events
thru advisor led meetings and planned activities (Advisors) Comments on Status:
Caring for the Kenai meeting; Hay maze, solid rock snow tubing, college fair; financial
aid night, early literacy awareness, outdoor education community activities,
construction fair.
3.4.3.2 Establish school to work (career-ready) learning opportunities for at risk
students. Comments on Status: Work force development academies; plumbing,
welding, construction, drafting, Construction career fair, Ace academy, Steam ahead,
Challenger Learning Center academies, intro to career pathways class, employability
skills class. Secondary Advisors have given PCLP folders to reenrolling students and
discussed student progress toward APS qualifications.” (Connections, KPBSD
Connections Homeschool Program, 2015)
MARKETING CONTENT, ADVERTISEMENT & COST
CONTENT
Most state programs in assessed in this report have a mission/vision statement in
place. Within each program’s handbook, the following verbiage is capitalized on:
1. Support for parent empowerment and respect for families’ curricular choices,
or;
25 | P a g e
2. How the program provides unique technology opportunities coupled with
flexibility, or;
3. Cultural and educational bridging.
Large programs, such as IDEA, Raven, and Mat-Su, capitalize on this strategy which
undoubtedly contributes to their popularity. IDEA uses the following verbiage in their
messages to parents:
“We were the first in the state to offer a program like this, treating the parents with
respect and allowing a great deal of flexibility in materials and teaching methods.”
(IDEA, 2015)
“At IDEA we believe that you know your child best. We are here to help you with the
educational end of things, but you know what makes your child tick better than we
ever will! We partner with you as you make the educational decisions that are best
for your child.” (IDEA, 2015)
Raven focuses on providing a combination of culture and education in their support
team.
“The mission of Raven Correspondence School, in conjunction with the Yukon-Koyukuk
School District, is to provide support to parents so that they can prepare their
children to become life-long learners, problem-solvers, and contributing members of
their family, community, and society by providing meaningful experiences that create
understanding of their cultural heritage and the technological world.” (School, 2015)
Mat-Su Central capitalizes on crediting parents, as well as Mat-Su Central’s unique
technology opportunities for students:
“Even as Mat-Su Central School has grown and changed to suit the needs of our
students, we continue to maintain personal contact with students and home teachers
as the "heart and soul" of our delivery system.” (Central, 2015)
Historically, BEST has concentrated marketing efforts primarily on class opportunities
in local schools.
ADVERTISEMENT
Each program packages and markets their unique “branded” message – IDEA focuses
on respect and empowerment, Raven concentrates on cultural education, and Mat-Su
Central focuses on innovative technology workshops and career readiness. Programs
advertise their brand via numerous avenues; primarily paper ads, online ads, social
media, television commercials, radio ads, representation at local events, and most
importantly, word of mouth.
26 | P a g e
Kenai Connections included Public Communications in their strategic plan for FY13-17.
“Public Relationships: Educate stakeholders through consistent ongoing
communication while promoting district programs and performance. Comments on
Status: Media: 3 local radio stations; seven plus newspapers with school stories on a
regular basis. 6/19/13: District-level status based on average progress of supporting
objectives.” (Connections, Kenai Connections, 2015)
COSTS
Print and online display advertisements were sent out late September of 2014 for
BEST marketing. Four print ads were run in both the Alaska Post (Wainwright) and
Fairbanks Daily News Miner, one online ad and one Flyer board ad. The total invoice
amount for September ads was $1054.66.
The following “Back to School” ad rates are quoted from the Fairbanks Daily News
Miner for 2015 advertisement.
[Fig. 40]
The deadline to submit an ad is July 13th. The ads will be published on August 1st in
the Fairbanks Daily News Miner and July 31st in the Alaska Post.
For print and television advertising, Neumuth Advertising can provide graphic design,
media production and ad placement services. Below are general quotes for their
services.
Graphics - $70/hour
Average TV Ad (writing, shooting & editing) - $700
Average Radio Ad (writing script & producing) - $140
Placement:
Suggested minimum monthly TV budget: $1500 or more
Suggested minimum monthly Radio budget: $750 or more
27 | P a g e
RECOMMENDATIONS
ADVERTISING
The recommendation includes revision of the budget to provide an advertising
allowance. This needs to be the highest priority for strategic planning, since an
advertising plan is currently nonexistent. Radio, production, television and newspaper
print will add roughly $8,000 to the yearly budget for strong a summer advertising
push. This is necessary in order to secure students for the 2015/2016 school year and
reverse the declining enrollment trend BEST faces.
Suggested advertising budget based on the Neumuth Company quote:
$840 – TV Ad Production & Radio Script
$3000 – Suggested TV Ad Placement for 2 months
$1500 – Suggested Radio Placement for 2 months
$2000 – Back to School Paper Print Ads – 1 Month
Use of social media, newspaper print in all local papers and online advertising, radio,
a Tanana Valley State Fair booth (August), and television commercial ads will reach
the greatest capacity of people possible. The time frame to initiate advertising is in
the month of July, and content preparations in June.
STATEWIDE EXPANSION
Based on the comparison research of the Fairbanks North Star Borough School District
BEST program to alternative correspondence programs, it is recommended that BEST
expand into a statewide program. This can be achieved by re-submitting the
Correspondence Program Statement of Assurance Form, indicating the BEST program
wishes to expand statewide. The aforementioned form may be found on the Alaska
Statewide Correspondence School page on the Department of Education and Early
Development. Should BEST expand statewide, further research would be required to
determine whether to model after IDEA by expanding to more office locations, or
model after Mat-Su Central and pursue a single building to support an online distance
program.
LOCATION EXPANSION
BEST is currently located in a suite on the second floor of the Fairbanks North Star
Borough School District Building. The space feels small, outdated and non-inviting for
families with more than a couple children. It’s nearly impossible to accommodate a
full workshop in BEST’s current space, and the room certainly would not
28 | P a g e
accommodate workshops when there is a higher volume of enrollment. It is
recommended to move locations to provide a more appealing space for parents who
wish to explore BEST’s curriculum/book resources, meet with teachers, participate in
activities or workshops, and utilize updated computer labs.
The cost-effective option is for BEST to move into the empty space on the second
floor of Ryan Middle School. Naturally, ample space would be provided, a new
technology center could be created and resources would be easily accessible for
parents. Moreover, building operating costs would not be an issue, freeing up
revenues that can be allocated in new technology for computer labs. It is important to
remember that this option would likely deter traditional homeschool families from
enrolling in BEST due to the “Brick and Mortar” school setting.
Another option is to relocate BEST into an entirely new area that segments the
program from other entities of the FNSBSD. Of course, the trade-off is building cost.
IDEA has an open layout plan with a large office space that facilitates a several
offices, a library, resource space, and workshop area. A space similar to this would
also need to have a generous parking area for parents. To accommodate expansion, a
space would need to be roughly 2,400 square feet with an open floor plan. A quote
was obtained for a Fairbanks rental of this capacity. Rent was estimated at
$1.60/square foot, inclusive of water, heat, sewer, maintenance and electric. The
total additional monthly expense would add $3,840 to the budget, assuming a 3-5
year lease.
STAFFING
With a new leadership position in BEST for the 2015/2016 school year, the
recommendation is to open a position for a family representative to provide
feedback, recommendations, and staff support. Programs such as IDEA, FOCUS,
RAVEN, MAT-SU Central, and CyberLynx all employee staff with previous
homeschooling experience.
Contingent on increased student enrollment, it is also recommended to add a part
time Activity Development Coordinator to the staff, and a part time Public Relations
Specialist for BEST. There is a tremendous opportunity for BEST to establish a strong
Advanced Technology and CTE (Career and Technical Education) partnership. To
accomplish this, a strong team of specialists, current staff and future additions
combined, will be needed to expand BEST.
PARENT ADVISORY COMMITTEE DEVELOPMEN T
BEST should develop a Parent Advisory Committee that models after Mat-Su Central;
including staff members, parents and a school board member. The committee will be
29 | P a g e
responsible for developing BEST’s philosophy, mission, vision, policies, administrative
regulations, practices, and procedures.
PERFORMANCE EVALUATIONS
It is recommended to adopt bi-yearly parent evaluation forms, similar to that of MatSu Central. This provides an opportunity for parents to express praises, thoughts and
concerns on their teacher’s performance. Mat-Su’s AAC is responsible for question
development of these surveys. It is suggested that BEST’s future PAC group be
involved in this process alongside staff members.
ADDITIONAL INCENTIVES
As a program that is somewhat new to the homeschooling community, and certainly at
the beginning stages of expansion, the recommendation is to model after Mat-Su
Central by offering a buy-out opportunity for parents who are considering leaving
their current program. Mat-Su Central offers up to $500 per student to buy a family
out from another program. This is intended for students who wish to keep resources
they’ve acquired via another program without having to return the item(s). Mat-Su
Central is the only program that has offered this “sign on” incentive. Should the BEST
program adopt this incentive structure, date cutoffs need to be established to avoid
revenue loss.
To incentivize re-enrollment of current BEST students, BEST should model after Raven
Correspondence by offering entry into drawings for gift cards, laptops, and iPad minis
after parents have submitted early re-enrollment forms. The following is the
advertisement that can be found in Raven Correspondence School’s April newsletter.
[Fig. 41]
30 | P a g e
An additional incentive that BEST should consider is Pre-K scholarships. It is
recommended that BEST offers the average scholarship amount ($250) to Pre-K
students, with funds contingent on having an older sibling already enrolled in BEST.
This will further solidify the relationship between BEST and the parents they serve.
An alternative option that would provide funding for Pre-K students, yet wouldn’t cost
the program anything, is to allow families to use a portion of funding from an enrolled
sibling to support Pre-K materials. Mat-Su Central doesn’t provide stipends like other
programs, but they will allow up to $500 of a family’s allotment to be reimbursed for
a younger student.
ACTIVITY EXPANSION
Finally, after extensive comparison of activities offered program - by - program, it is
clear that BEST needs to expand activity opportunities to its students to be
competitive with alternative programs. During the research period, a meeting was
arranged with Daniel Domke to discuss BEST activity growth. Currently, students at
CTE have access to Advanced Technology courses, to include; Welding, Computer
Programming, Small Engines, Automotive Technician, Emergency Trauma, Firefighter
1, Intro to Residential Plumbing, Intro to Electrical Trades, and possibly application to
an apprenticeship program. Additionally, pre-engineering, 3-D printing, and robotics
could potentially be offered in a workshop format (Domke, 2015).
Exploring this possibility is recommended, as the capital (initial investment) is already
available for use, whereas other Fairbanks based program offices do not have
technology resources of this capacity.
Once BEST settles into a new location, the program should consider hosting spelling
bees, family movie nights, and carnival festivals.
In conclusion, BEST should contact Birch Hill Recreation Center to discuss possibilities
of a contract to provide student ski and snowboard lessons/ski hill admission,
leveraging large groups of student participation as a bargaining piece for discounted
rates. If possible, contracting for a direct payment system on behalf of students for
lessons, gear rentals, and ski passes would be an excellent benefit.
31 | P a g e
APPENDIX
SURVEY
1. What homeschool program are your students currently enrolled in?
2. How many students do you have enrolled?
3. I am satisfied with our current homeschool program.
Yes
No
4. I feel our program respects and empowers parents to best educate
our student(s).
I strongly disagree.
I disagree.
I disagree.
I'm neutral.
I'm neutral.
I agree.
I strongly agree.
I agree.
I strongly agree.
5. Our contact teacher is friendly and knowledgeable with respect to
what curriculum fits our student(s) best.
I disagree.
I disagree.
I'm neutral.
I'm neutral.
I agree.
I agree.
I strongly agree.
I strongly agree.
6. Our current program has Parent Advisory Committee(s) in place.
Yes
No
Other (please specify)
7. *If you answered YES to Q6, please answer the following. I regularly
participate in our program’s PAC.
8. *If you answered NO to Q6, please answer the following. If our
program had an active PAC, I would be a participant.
9. I am satisfied with our family’s allotment amounts.
32 | P a g e
Yes
No
10. My family’s current program offers family pooled allotments.
Yes
No
I'm not sure.
11. I would prefer rollover allotments for my family. (Rollover meaning
unused portions of allotments will be rolled over to the next fiscal year.)
Yes
No
12. I prefer a program that offers the option to pay for activities directly
to the vendor.
Yes
No
13. I would like my student(s) to have the option to participate in courses
at a local school, (e.g. Orchestra, art, gym...)
I disagree.
I disagree.
I'm neutral.
I'm neutral.
I agree.
I agree.
I strongly agree.
I strongly agree.
14. I place a high priority on homeschool clubs (robotics club, lego club,
rifle club, etc.) when choosing a homeschool program.
I disagree.
I disagree.
I'm neutral.
I'm neutral.
I agree.
I agree.
I strongly agree.
I strongly agree.
15. When choosing a homeschool program, I place a high priority
on free math, science, and art workshops offered by the program.
I disagree.
I disagree.
I'm neutral.
I'm neutral.
I agree.
I agree.
I strongly agree.
I strongly agree.
16. If your family is currently enrolled in the FNSBSD BEST program,
please answer the following.
33 | P a g e
Response
I am satisfied with BEST’s performance and program structure.
I am satisfied with BEST's current student resources and location. Response menu
I plan to re-enroll for the 2015-2016 school year. Response menu
17. We approve of our program’s current testing requirements.
Yes
No
18. Our program offers a “refusal” option for parents who do not wish
for their student(s) to participate in state testing.
Yes
No
19. We are considering changing programs if our program penalizes
students for refusing to participate in state testing.
Yes
No
20. I have heard of the FNSBSD BEST program.
Yes
No
21. What do you value most in a quality homeschool program?
22. What would you change about your current program?
34 | P a g e
23. What is your opinion of the FNSBSD BEST program? What would
you change, if anything, about the program?
PARENT COMMENTS
What do you value most in a quality homeschool program?
That I can teach my child and not to any test.
Preschoolers accepted even without a older enrolled sibling and very little red tape
Good customer service, extra-curricular classes, not tied to only four courses so we
are able to get reimbursed for more.
Knowledgeable staff
We value the freedom to teach our children in a manner that suits them personally.
Freedom and authority to decide what direction I need to go for my children. I was
independent for 6 or 7 years before I joined BEST, so that was not negotiable in
signing up.
Helpful teachers, allotment
Flexibility for using the funds and meeting individuals needs of each student.
Flexibility, Help with curriculum choices and suggestions, Engaging activities, Good
relationship with staff, Quick response time to questions,
Flexibility in allowing parents to choose a curriculum and private instructors that
are right for their children and their preferences. I have seen first-hand how a
curriculum has not met the needs of certain students. Being able to build a program
and capitalize on the child's unique learning style is important. Additionally the
option to chose a faith-based curriculum or secular program is valuable too.
Choice of Curriculum and freedom from state testing.
Kind, informed, educated head teachers who have the students interest as their top
priority.
Having the freedom to choose curriculum and a contact teacher that works with our
family's choices.
Social opportunities and classes
Independence and very little oversight. It bothers me to have my kids be
considered public school students.
Allotment, availability box services
The option to choose what curricula we want.
35 | P a g e
Freedom to use any curriculum fits our family!
Family choice and support from the program in regard to those choices.
Respect to choose appropriate educational materials for my children to include
religious materials.
I love that our program is very hands off and that Rainbow Resource is one of the
vendors I can order from and FOCUS pays them directly. And that we have many
local vendors that will bill FOCUS directly, like Wild Rose Summer Camps, ScienceBased Art and The Folk School. FOCUS also has programs/classes for my kids to
participate in free.
An ample knowledge and support available if needed but only if asked for.
Recognizing parents rights, and Internet reimbursement outside of allotment and
assistance with obtaining college credits while in high school.
Freedom and independence.
Freedom of curriculum
What would you change about your current program?
Affiliation with common core, testing and student info data mining.
N/a
Increase allotment a little
Nothing yet, I'm new.
We make our own program, so nothing.
I would like teachers to continue to learn more about the traditional model of
homeschooling and methods of learning, they try, but it isn't their strength.
Na
Don't know.
Not allowing each student to have a computer or devices needed for school,
response time and knowledge of resources available for special needs like speech
therapy, kindness of staff and willingness to help
Better communication between the contact teachers, program directors, and the
parents. There seems to be a disconnect. Information falls to the wayside and is not
reaching parents in a timely fashion.
State Testing requirements and higher allotment
Nothing really comes to mind. We're very happy with IDEA
I love being independent but would consider using a program if more classes and
social gatherings like skate times etc were offered.
The choice to have 100% religious curriculum if we chose.
36 | P a g e
Family allotment, parents can best decide where the funds will be spent.
More student activities. And possibly higher allotment (but these are not deal
breakers for me.)
Better communication
This year we were allowed to 'refuse' the test but I'm not sure what will happen
next year when we 'refuse'. I would like it to be an option to test and not be
punished when we don't. I'm not against testing but the agenda behind it with the
data mining and tracking. I'd like to be able to choose the test for my kids like the
CAT 5 or 6 or the IOWA 1st or 2nd edition and turn that in for my kids.
I love everything except...Ability to participate in local clubs and extracurricular
classes without fee
End government subsidized homeschooling.
State testing policy
What is your opinion of the FNSBSD BEST program? What would you
change, if anything, about the program?
No opinion
N/a
I don't know very much about BEST but I've heard good things.
I am not familiar with it.
See above. Also, I am concerned about the future of testing, but I am waiting to see
what happens higher up (legislature/DEED) before I make any decisions. I have
appreciated the policies of curriculum ownership with BEST, and the availability of
district opportunities with classes. The staff is fantastic, and their goal really seems
to be to give kids the opportunity to excel, no matter why they are being
homeschooled, and I can appreciate that.
I don't know much, but have heard that it is a good program AND it is easy for a
student to participate in public school activities like music.
Not familiar with the program but am interested in finding out more
Increase allotment for high school students to cover expenses of college classes if
they chose to take them. One American Sign Language Class cost me about $1000 at
UAF for my 11th grader to take. I had to pay out of my own pocket the difference.
If BEST increased their high school allotments, I would consider placing my children
in the program.
37 | P a g e
I would be willing to do the yearly testing as long as it's purely a proven test on
academics and not a social experiment with data mining included. I would also be
willing to submit 2x yearly progress reports, but not quarterly.
no that familiar with them
They need more knowledge of homeschooling practices and they need to get away
from putting everything through the lens of traditional classroom instruction.
I haven't formed an opinion yet
End the program altogether. These families are tricked into thinking that they are
homeschooling when their children are really public school students in a nontradtional environment. All you think about is enrollment numbers for more state
monies. Programs such as this are, in part, what has caused our state's fiscal
calamities, especially in education.
38 | P a g e
REFERENCES
Central, M.-S. (2015, June 16). Mat-Su Central. Retrieved from http://www.matsucentral.org/aboutus.html
Cline, T. (2015, June 10). IDEA Director. (K. Miller, Interviewer)
Connections. (2015, June 25). Kenai Connections. Retrieved from
http://connections.blogs.kpbsd.k12.ak.us/wpmu/files/2014/10/Connections-Action-Plan-201409-03.pdf
Connections. (2015, June 21). KPBSD Connections Homeschool Program. Retrieved from
http://connections.blogs.kpbsd.k12.ak.us/wpmu/about-connections/
Development, A. D. (2015, June 1). Report Card to the Public. Retrieved from
https://education.alaska.gov/ReportCardToThePublic/
District, F. N. (2015, June 21). Fairbanks B.E.S.T. Retrieved from
http://www.k12northstar.org/sites/default/files/msstudentsactivityhandbook.pdf
District, N. C. (2015). Cyberlynx Flash Budget. Nenana: Nenana City School District.
Domke, D. (2015, June 18). Director of Career and Technical Education. (K. Miller, Interviewer)
IDEA. (2015, June 13). IDEA. Retrieved from http://www.ideafamilies.org/info.html
Program, C. C. (2015, June 22). Cyberlyx FAQ. Retrieved from http://cyberlynx.org/frequently-askedquestions/
School, R. C. (2015, June 17). Raven Correspondence School. Retrieved from
http://www.ravenschool.com/domain/21
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AASB Resolutions
2015
AASB Belief Statements and Core Resolutions, with new
language and amendments recommended by the AASB
Board of Directors for membership consideration
-Table of ContentsBELIEF STATEMENTS BY SUBJECT AREA
GOVERNANCE_________________________________PAGE 5
B.1
Local Governance
B.2
Binding Arbitration
B.3
Advisory Board Training
B.4
School Board Member Training
B.5
Class Size
B.6
Pledge of Allegiance
FUNDING______________________________________PAGE 6
B.7
Educational Programs and Funding as Top Priority
B.8
Unfunded Mandates
B.9
Meeting School Facility Needs for Alaska Students
CHILD ADVOCACY
PAGE 7
Preamble
B.10
Child Advocacy Mission Statement
B.11
Language, Cultural and Ethnic Diversity
B.12
Increase in Family and Parental Involvement in Schools &
Educational Programs
B.13
Supporting Sobriety
B.14
Prevention/Early Intervention
B.15
Prohibiting Persons Convicted of Sexual Abuse from Serving on
School Boards
B.16
Declaring Children Alaska’s Top Priority
PERSONNEL___________________________________PAGE 8
B.17
Alaska Native Teacher Hire & Retention
B. 17 (a)
Quality Staff Improves Student Learning
EDUCATION PROGRAMS________________________PAGE 8
B.18
Early Childhood Education
B.19
Educational Improvement
B.20
Civic Responsibility
AASB CORE RESOLUTIONS BY SUBJECT AREA
GOVERNANCE________________________________PAGE 10
1.1
Opposing Mandated School Consolidation
1.2
Opposition To Mandated Borough Formation
1.3
Maintaining Local Control in Charter School Formation
1.4
School Vouchers
1.5
Centralized Treasury: Distribution of Allocated Funds for Schools
and Interest Earned
1.6
School Improvement & Student Achievement
1.7
Accountability and Advocacy for Students Outside the School
System
1.8
Compulsory Attendance Law
1.9
Accountability for Student Attendance
1
FUNDING__________________________________ PAGE 14
2.1
Sustained, Reliable and Adequate Educational Funding for
Alaska’s Students Through a Nonvolatile Funding Source
2.2
Urging Adequate, Equitable and Predictable Funding
2.3
Secure Rural Schools
2.4
Grants for Student Improvement Strategies
2.5
AASB Advocacy on Individuals With Disabilities In Education Act
2.6
Funding Standards-Based Early Learning Programs in Alaska
2.7
Funding for Intensive Needs Pre-School and Other Intensive
Needs Students Enrolling Post-Count Date
2.8
Following the Capital Improvement Project Priority List for NonBonded Projects
2.9
Local Contribution in the School Funding Formula
2.10
Education Endowment
2.11
Instructional Technology
2.12
School Construction Debt Retirement for Bonded Indebtedness
2.13
Revenue Sharing
2.14
Pupil Transportation
2.15
Funding for School District-Operated Regional Boarding Home
Programs
2.16
Funding for Transient Students in Schools
2.17
Insurance Costs
2.18
Statutory Grounds For Reduction in Force
2.19
Relief for TRS and PERS Employer Rate Increases
2.20
Modification of Minimum Instructional Expenditure Requirement
2.21
Energy Cost Relief
2.22
Reliable & Efficient Service by the Alaska Marine Highway
System
2.23
Supporting Bypass Mail in Alaska
2.24
Forward Funding for Schools
2.25
Reconstitution and Active Management of the Public School
Land Trust and Permanent Fund
2.26
Supporting Excellence in Science, Technology, Engineering and
Math Instruction
2.27
Urging revisions to the Step-Down Hold Harmless Clause for
Reductions in ADM
2.28
Supporting a Reduction in the ADM Threshold for K-6 and 7-12
Schools
2.29
Urging the State to take an Inventory of Excess Facility Space in
Districts
2.30
Requesting the State to Audit all School Buildings and Create a
Facility Replacement List
2.31
Urging State Travel Assistance for State-Level Competitions
2.32
Funding Vocational Education Outside the Foundation Formula
2.33
Supporting State Funding for School Meals
2.34
Supporting Partial Funding for Schools with Seven to Nine
Students
2.35
Focus on Grade-level Proficiency for K-3rd Grade Students
2.36
Addressing the Need for Remediation
2.37
Comprehensive Statewide Energy Plan
2.38
District Cost Factor
2.39
Funding Alternative Pupil Transportation
2.40
Physical Exams for Public School Students
2.41
Urging a Transparent Process with Stakeholder Input in
Education Studies
2.42
Supporting Use of Federal Impact Aid by Qualified REAAs
2.43
Funding for Internet Services
2.44
Funding for Students who Return for Diplomas
2.45
Cost of Implementing Alaska Standards
2
CHILD ADVOCACY________________________________PAGE 31
3.1
Declaring Children the Top Priority of Alaska
3.2
Promoting Development Assets in Alaska’s Children
3.3
Fetal Alcohol and Drug Exposed Students
3.4
Preventing Access to Pornography on the Internet
3.5
Violence in Electronic Media and Entertainment
3.6
Inhalant, Alcohol, Tobacco, Methamphetamine & Other Drug
Abuse
3.7
Interagency Cooperation Among Service Providers Serving
Children
3.8
Suicide Prevention
3.9
Safe Schools/Safe Communities
3.10
Support of State Funding for Teen Health Centers in Alaska
3.11
HIV/AIDS Education
3.12
Education of Youth for Healthy Sexual Decision-Making
3.13
In Support of the Alaska Children’s Trust
3.14
Increased Support for Alaska Head Start Programs
3.15
Supporting the Drug-Free Schools and Communities Act
3.16
Revise Parental Permission Requirements for Questionnaires
3.17
Student Wellness
3.18
Promoting Early Childhood Brain Development
3.19
School Activity Schedules in Relation to Major Religious Holidays
3.20
Interventions and Sanctions that Reduce Loss of Credit
3.21
Supporting Restoration of Denali KidCare
3.22
Student Participation in Interscholastic Activities
3.23
Full Funding of Public Health Requirements
3.24
Tobacco Free Schools
3.25
Supporting Sex Abuse Awareness and Prevention Education
PERSONNEL____________________________________PAGE 40
4.1
Support for Staff Development
4.2
National Certification of Teacher
4.3
Mentoring
4.4
Special Education and Related Services Training
4.5
Addressing the Teacher, Specialist and Administrator Shortage
4.6
Repeal the Social Security Government Pension Offset and
Windfall Elimination Provision
4.7
Relating to Secure Retirement Benefits
4.8
Addressing Health Care Costs and Medical Insurance
4.9
Supporting Use of Licensed Professionals to Facilitate Services
by Electronic Means
4.10
Urging the State of Alaska to Continue the Retire-Rehire
Program
4.11
Alternative Pathways to Certify Highly Qualified Teachers
4.12
Teacher Endorsements
4.13
Teacher Evaluations
4.14
Increased Training Requirements for Superintendents
4.15
Alternative Pathways to Superintendent Certification
4.16
Removing a Roadblock to Hiring Temporary Superintendents
EDUCATION PROGRAMS_________________________PAGE 47
5.1
School-To-Work Programs
5.2
Curriculum Expansion Via Technology
5.3
Native Language Program Development
3
5.4
5.5
5.6
5.7
Community School Programs
Increasing Student Contact Time
Encouraging School Districts to Emphasize Civics Education
Requesting the State to Provide Standards-based Assessments
in Alaska Native indigenous languages
Supporting Regional Vocational Training Centers
Urging flexibility in testing requirements to support indigenous
language programs
Supporting universal access to education for Alaska’s 3- and 4year-old learners
Encouraging districts to adopt Standards for Parent/Family
Involvement Programs
Supporting continuation of the Alaska Native Education Act
Relating To Postsecondary Classes for Secondary Students
Recognition of the True and Improving High School Graduation
Rate
Encouraging Online High-Stakes Testing
Support of Public School Library Development Grant Program
Boarding School Stipends for Certain Elementary School
Students Whose Schools Have Closed
Exemptions to USDA Competitive Foods Act
5.8
5.9
5.10
5.11
5.12
5.13
5.14
5.15
5.16
5.17
5.18
AASB Mission Statement
The mission of AASB is to advocate for children and youth by assisting school boards in
providing quality public education, focused on student achievement, through effective
local governance.
Belief Statements
Belief Statements are brief philosophical statements about issues the AASB membership
believes to be true. They are distinguished from Resolutions in that they are
longstanding, universally accepted statements that require no specific action yet underpin
the beliefs of the association.
GOVERNANCE
B.1
LOCAL GOVERNANCE
Public education is the responsibility of the states and of the local school boards created
by those states. This system of local school board governance is one of the purest
examples of democracy in action today in that school boards, as locally elected
representatives, are held accountable for public education by the public they serve as
locally elected representatives. The mission of the Association of Alaska School Boards
is to advocate for children and youth by assisting school boards in providing students with
quality public education, focused on student achievement through effective local
governance. Amended 2003, 2007, 2009
B.2
BINDING ARBITRATION
Binding arbitration removes decision making from locally elected school boards and puts
it in the hands of an outside entity, and allows a third party to determine the salaries,
benefits and working conditions of school district employees who bargain collectively. It is
4
the elected school board's responsibility to weigh the consequences of decisions
concerning management of school resources. The Association of Alaska School Boards
opposes any legislation that provides for binding arbitration as the final step in collective
bargaining.
B.3
ADVISORY BOARD TRAINING
State law requires the establishment of advisory school boards in REAA's and allows
them in city and borough school districts. School boards have delegated authority and
responsibility to those advisory school boards, and are encouraged to provide in-service
opportunities and training to local advisory boards to help them become effective
contributors to excellence in education in their communities.
B.4
SCHOOL BOARD MEMBER TRAINING
School board members are elected by their local school district citizens based on
minimum statewide requirements of eligibility to vote and residency. They are responsible
to the public for policy issues and budgets of millions of dollars and are coming under
increasing public scrutiny. The Association of Alaska School Boards strongly encourages
all school board members to avail themselves of training opportunities to increase their
understanding of the issues confronting their district, to improve their ability to make the
decisions required of them and to demonstrate their accountability to the public.
B.5
CLASS SIZE
AASB opposes any legislative mandating of class size or making class size a negotiable
item of bargaining. The Alaska Supreme Court has held that class size is not a
mandatory subject of collective bargaining. While school boards recognize the advantage
of small class size, they must be able to use discretion when weighing the cost of
reduced class sizes with other financial obligations and educational needs of a district.
Making class size a mandatory subject of collective bargaining might make class size
subject to grievance binding arbitration or otherwise diminish board control over staffing
levels. Legislative mandates similarly infringe on the discretion of local decision-makers.
Amended 2009
B.6 PLEDGE OF ALLEGIANCE
The Pledge of Allegiance is an important civics lesson, recited every day across the
nation by school children. Each school district should incorporate the Pledge of
Allegiance to our nation’s flag in a manner that it sees fit as a regular part of the district’s
daily activities. Every effort should be made to inform students of the true meaning of this
pledge to deepen their interest and understanding of citizenship and civic responsibility in
a democratic society. Adopted 20
FUNDING
B.7
EDUCATIONAL PROGRAMS AND FUNDING AS TOP PRIORITY
Article VII, Sec. 1 of the Alaska State Constitution states that the Legislature shall
establish and maintain a system of public schools open to all school age children. Public
education is fundamental to democracy and economic advancement of the state. AASB
calls upon the Governor and the Alaska Legislature to make sustainable, adequate and
equitable funding a top priority for the exemplary education of our youth. Amended 2003,
2005, 2006, 2008
B.8
UNFUNDED MANDATES
Schools have been inundated with statutes, regulations and court decisions that require
additional services without accompanying appropriations. With inflation eroding
purchasing power and increased expectations for services, schools are forced to respond
with decreased resources. AASB encourages all policy makers to take responsibility for
their mandates by fully funding or removing them. Amended 1999
5
B.9
MEETING SCHOOL FACILITY NEEDS FOR ALASKA STUDENTS
AASB believes that the Alaska State Legislature and the Governor must address the
continuing need for educationally appropriate school facilities and major school
maintenance. Amended 1998, 2002, 2006, 2009, 2014
CHILD ADVOCACY
Preamble
As community leaders committed to education and the equal opportunity for each child to
achieve his/her potential, we act on behalf of all children for the good of the community;
and we act on behalf of each child. We accept our responsibility and its challenge of
finding viable and relevant solutions to the myriad of problems facing children today. We
believe that while parents bear primary responsibility for the education of their children, it
takes a whole community to educate a child. We encourage parents and guardians, the
legislature, tribal governments, agencies, organizations, businesses, communities,
congregations, and extended families to willfully commit to the development of each child.
Together we will identify and clearly articulate the needs of our children, and together we
will implement effective solutions and achieve measurable results. Together, we will
share in the rewards that an emotionally healthy, educated, and vital citizenry will
contribute to the future of Alaska. To fulfill our role in the shared responsibility of
educating children, we are resolved to pursue the following resolutions. Amended 2002,
2006, 2007, 2009, 2011, 2012
B.10 CHILD ADVOCACY MISSION STATEMENT
The advocacy role of school board members is to promote parental, public and social
service commitment to the shared responsibility of educating all children and youth in
public education. Amended 1998
B.11 LANGUAGE, CULTURAL AND ETHNIC DIVERSITY
Alaska is a vast state and is populated by persons of diverse cultural, ethnic, and
linguistic backgrounds. Our schools must promote an environment that respects the
ethnic, linguistic and cultural identity diversity of the student populations. AASB honors
and celebrates those languages and cultures indigenous to Alaska, and supports those
programs that integrate indigenous languages and ways of knowing into the delivery of
academic programs. Amended 1998, 2007, 2011, 2012, 2013
B.12 INCREASE IN FAMILY AND PARENTAL INVOLVEMENT IN SCHOOLS &
EDUCATIONAL PROGRAMS
AASB believes, and research supports the belief, that one of the most important factors
in student achievement is parental, family and guardian involvement in the educational
process, both at home and in the schools. AASB feels that family involvement in the
education of children is the highest priority and strongly encourages school districts to be
proactive and engage families in a culturally responsive way. Amended 2003, 2006,
2007, 2008, 2009, 2012
B.13 SUPPORTING SOBRIETY
AASB encourages our Board Members, school staff, students, parents and community
members to help in overcoming our communities’ affliction with alcohol and drugs. AASB
supports efforts of schools and communities to become and remain free of alcohol and
drug abuse through activities that: encourage the formation of sobriety groups in every
Alaska community; encourage the practice of healthy lifestyles, values and activities;
support existing groups working to promote sobriety; educate students on the
consequences of their actions; and encourage and support sober role models. Amended
2007, 2010, 2013
6
B.14 PREVENTION/EARLY INTERVENTION
AASB believes in the prevention aspects of health and social service programs.
Prevention is cost effective, both in dollars and in reducing human suffering. Many of the
social and health problems we are experiencing now will only continue to grow if effective
prevention/intervention programs are not in place. AASB supports early identification of
and intervention for children at risk and inclusion of parents and guardians and
community partners in prevention and intervention services. Amended 2002, 2006, 2008
B.15 PROHIBITING PERSONS CONVICTED OF SEXUAL ABUSE FROM SERVING
ON SCHOOL BOARDS
School board members should serve as role models for students and staff. AASB
believes that persons convicted of sexual abuse should be legally prohibited from serving
on school boards, REAA boards, and advisory school boards. Amended 1998, 2007,
2008, 2013
B.16 DECLARING CHILDREN THE TOP PRIORITY OF ALASKA
AASB believes children are the top priority of our state. This declaration extends to the
safety, health, education and future of our children. Adopted 2005, Amended 2006, 2008
PERSONNEL
B.17 ALASKA NATIVE TEACHER HIRE & RETENTION
Studies have shown that Native teachers have had a very positive effect on Native
students. The hiring and retention of qualified Alaska Native teachers has long been
supported by educational and Native organizations. AASB strongly urges school districts
to recruit qualified Native teachers and administrators. Colleges and universities within the
state are encouraged to more actively recruit Native students and to develop Indigenous
certification programs designed to build on the strengths of indigenous pedagogies. Local
school districts, with the help of the Alaska Department of Education and Early
Development, are encouraged to provide leadership in developing programs to encourage
Native students to choose education as a field of study, and to make every effort to foster
the hiring and retention of Native teacher aides and teachers. Amended 2010, 2011
B. 17(a) QUALITY STAFF IMPROVES STUDENT LEARNING
High-quality, highly motivated and innovative teachers, administrators and other staff are
essential for successful student learning.
EDUCATION PROGRAMS
B.18 EARLY CHILDHOOD EDUCATION
All children should have opportunities to learn during the formative early childhood years.
Many of Alaska's young children are placed at risk for future school failure because they
do not have access to rich learning opportunities for a variety of reasons. The Association
of Alaska School Boards therefore supports and encourages districts and/or communities
to develop early childhood programs, which include parent and family involvement.
Amended 1998, 2007, 2012
B.19 EDUCATIONAL IMPROVEMENT
AASB believes the elements of a quality educational improvement effort should address
the following key areas:

Parental Involvement: Should encourage a high degree of parental involvement
in all aspects of their child’s education; collaboration on societal issues outside
schools that impact children's learning (schools and various agencies must
7
collaboratively plan to provide services to children to effectively meet their
needs); and accountability to the public to assure desired results – a "world
class" education.

Community engagement: Should involve many different sectors of the community
in the schools to broaden the experience afforded students and promote the
shared responsibility of adults in our communities in supporting Alaska’s youth to
achieve academic success, engage in positive, thriving behaviors and reduce
unhealthy behaviors.

Student Standards: Should include the development of educational programs to
meet high standards and identified competencies (they should be delivered by a
variety of means that meet the diverse educational and cultural needs of students
and prepare them to be contributing and productive citizens in a rapidly changing
world).

Professional Standards: Should include the highest standards of professionalism
by school employees throughout the district.

Learning Environment: Should include adequate and appropriate space,
furnishings, equipment, supplies and technology. Amended 1998, 2010, 2011
B.20 CIVIC RESPONSIBILITY
The strength of our democracy rests in large part on the success of our public schools in
educating all young Alaskans in a deep understanding our democracy from the local to
the national level. This understanding includes a working knowledge of evolving
governmental principles and structure through the international level, and the importance
of citizenship and civic responsibility, including meaningful student government
experiences. These lessons should begin in preschool and continue through all the
school years. Lessons should, in total, provide strong grounding for fully informed and
involved citizenship. It is the duty of each generation to teach the next how democracy
works. Adopted 2008, Amended 2010, 2012
AASB CORE RESOLUTIONS
GOVERNANCE
1.1 OPPOSING MANDATED SCHOOL CONSOLIDATION
AASB is opposed to mandated school consolidation because it would devastate
families and communities, as they would lose access and control of the education
of their children. will greatly reduce local control for a significant number of school
districts in Alaska.
Rationale. In 2004 the Alaska Local Boundary Commission (LBC) and Department of
Education & Early Development (EED) completed a report, which suggests only marginal
savings by consolidation of school districts. AASB continues to seek and engage in
cooperative and shared service opportunities, thereby creating a significant savings of
state tax dollars for all involved.
The concept of cooperation and shared services, as an alternative to mandated
consolidation, ensures local autonomy and decision-making is preserved. AS.14.14.115
provides a grant program that encourages the sharing of services to recognize cost
8
economies. Some communities and school districts have considered it viable to
consolidate, and have done so through their own volition as a local decision. Others
currently participate in shared administrative services, including purchasing and other
business functions, and should be applauded and encouraged in their efforts to achieve
efficiencies.
No evidence has been provided to support the proposition that significant savings or
improved student learning would result from the indiscriminate combining of school
districts. Studies on school consolidation imply an imperceptible savings. Public
perception may be different. School boards are encouraged to involve the public more
thoroughly in efforts to explain their budget and to seek input throughout the budgeting
process. Amended 1999 & 2003 (Sunset Nov. 2018)
1.2 OPPOSITION TO MANDATED BOROUGH FORMATION
AASB continues to oppose mandatory formation of boroughs. A mandatory borough act
reduces the current level of local responsibility and control by encouraging the elimination
of small REAA districts and small city districts, and would also reduce the level of local
control of education, as it exists today.
Rationale. Local communities may differ in their values and the priorities associated with
the delivery of educational services.
A mandatory borough act ignores the economic reality of the lack of an adequate tax
base in some rural areas of the State. If the state wishes to require local communities to
contribute financially, the legislature already has the statutory authority to implement a
tax in the unorganized borough. Creating an additional level of local government may not
produce the desired effect. Amended 2001, 2003 (Sunset Nov. 2018)
1.3 MAINTAINING LOCAL CONTROL IN CHARTER SCHOOL FORMATION
AASB recognizes charter schools as a locally developed alternative to the standard
education program. AASB urges the Department of Education & Early Development to
work in partnership with local school districts in the formation of new charter schools.
AASB supports charter schools as long as the local school board:
(a)
Retains the sole authority to initiate the approval or rejection of the
(b)
Retains options to terminate the charter of any school that fails to meet
criteria set forth in the charter
or as otherwise specified by the local school board;
Maintains authority to require and enforce accountability, including
determining the criteria, standards,
or outcomes that will be used in establishing the charter;
Ensures that a charter does not foster racial, social, religious or
economic segregation or segregation of children with disabilities.
charter,
(c)
(d)
Rationale. Section 14.12.020 in Title 14 of the Alaska Education Laws states that a
school district shall be operated under the management and control of a school board.
HB 278, adopted in 2014, interjected the Department of Education & Early Development
as an authorizing agency of charter schools whose formation was rejected at the local
level. Amended 1998, 1999, 2003, 2011, 2014 (Sunset Nov. 2018)
1.4 OPPOSE SCHOOL VOUCHERS
The Association of Alaska School Boards is opposed to using public tax dollars to finance
private schools, parochial schools, or private home school/correspondence programs,
whether through vouchers or tax credits.
9
Rationale. Public schools educate every child, regardless of race, ability, religion,
economic circumstance, or special needs. Public schools, through their elected school
boards, are directly accountable to the citizens of the community for the expenditure of
public funds. Taxpayer-funded vouchers for private, parochial, or home school tuition and
fees drain scarce resources from public classrooms and diminish revenues available for
public schools. Vouchers may raise local taxes if state appropriation is insufficient.
The U.S. Supreme Court ruled in June 2002 that a voucher program in Ohio did not
violate the U.S. Constitution. Referenda in other states have turned down vouchers. The
Alaska Supreme Court has held that the following provision of the Alaska Constitution, a
restriction independent of the U.S. Constitution, bars disbursement of public funds for the
purchase of private or parochial education:
“The legislature shall by general law establish and maintain a system of public schools
open to all children of the State, and may provide for other public educational institutions.
Schools and institutions so established shall be free from sectarian control. No money
shall be paid from public funds for the direct benefit of any religious or other private
educational institution.”
(Alaska Constitution, Section 1. Public Education.)
In addition, voucher funding tied to students could not fully ensure students or taxpayers
the benefits of accountability measures, like state mandated content and student
performance standards, and could not satisfy other state and federal mandates under
which public schools are required to operate, without invading the religious and other
constitutional freedoms of private and parochial schools. Amended 2013, 2014 (Sunset
Nov. 2018)
1.5 CENTRALIZED TREASURY: DISTRIBUTION OF ALLOCATED FUNDS FOR
SCHOOLS AND INTEREST EARNED
AASB urges the Legislature and local governing bodies to assure that all designated
funds directed to school districts, including interest earning related thereto, must go to
school districts without penalty, and that all interest on school district funds must accrue
to the school district.
Rationale. Educational funds appropriated by State and local governments are
appropriated for the purpose of public education. The efforts of local school districts
should be to provide sound planning for future educational needs. Certain municipalities
under centralized treasuries have retained state funds allocated to school districts. Some
municipalities retain fund balances on school budget monies, and interest accrued on
school funds are sometimes held by the municipalities. As it is unclear how interest on
school funds are to be distributed, this action will make certain all moneys allocated and
earned for schools are used to benefit children. Currently, with a municipal centralized
treasury it is possible for school money to be used for things other than education. “Use it
or lose it” is a disincentive to utilize educational funds in the most efficient and effective
manner. Adopted 1998. Amended 2002, 2004, 2008 (Sunset Nov. 2018)
1.6 SCHOOL IMPROVEMENT AND STUDENT ACHIEVEMENT (NCLB)
AASB urges the legislature and the Alaska Department of Education and Early
Development to join AASB in advocating for the reauthorization of a significantly
improved federal Elementary and Secondary Education Act (ESEA) by amending the law
to replace arbitrary proficiency targets with ambitious achievement targets based on rates
of success actually achieved by the most effective public schools. Among our concerns is
an over-emphasis of standardized testing; a narrowing of curriculum and instruction to
focus on test preparation; the use of sanctions that do not help improve schools; the
inherent impossibility of 100 percent of special education and LEP students passing tests
at grade level; and inadequate funding. The federal law should be amended:
10










To allow states to measure progress by using students’ growth in achievement
over an expanded period of assessments, as well as their performance in relation
to predetermined levels of academic proficiency.
To ensure state and local control over requirements for “highly qualified” teachers
for every class, especially in small schools.
To ensure that small, rural districts wishing to expand their innovative educational
practices with federal funding are not penalized for their lack of administrative
capacity to compete for such funding.
To address school improvement and student achievement goals effectively.
To ensure that improvement plans are given sufficient time to take hold before
applying sanctions.
To raise the funding of Title I and other programs to levels required by these
recommendations without reducing expenditures for other educational programs.
To continue separate funding for programs in Title VII for the Alaska Native
Educational Equity, Support and Assistance Act.
To allow broad flexibility in improvement strategies to tailor response efforts to
widely differing reasons for low achievement, especially for very small rural
schools.
To replace punitive sanctions for persistent low achievement with remedial
resource availability for identification and remediation of specific actual causes of
low achievement.
To set realistic goals for student achievement on standardized tests, with
differentiation of goals for special education students.
Rationale. Since passage of NCLB, as amendments to the ESEA in 2001, local school
boards have gained substantial experience with its implementation, including the benefits
of having rich data about the performance of specific schools and groups of children in
their communities. In addition to these benefits, boards have concluded that ESEA places
too much emphasis on one way of evaluating schools and students. Among our concerns
is an over-emphasis of standardized testing; a narrowing of curriculum and instruction to
focus on test preparation; the use of sanctions that do not help improve schools; the
inherent impossibility of 100 percent of special education and LEP students passing tests
at grade level; and inadequate funding. A waiver granted by the Department of Education
to the State of Alaska in May of 2013 removed public schools from the accountability
model that inaccurately labeled them. In exchange, the state agreed to adopt new
English/language arts and mathematics standards, devise its own system for
accountability for improving student achievement and develop a new evaluation system
for teachers and administrators based in part on student achievement. Adopted 2006
Amended 2008, 2010, 2011, 2013 (Sunset Nov. 2016)
1.7 ACCOUNTABILITY AND ADVOCACY FOR STUDENTS OUTSIDE THE PUBLIC
SCHOOL SYSTEM
AASB urges the Legislature to give State Department of Education and Early
Development the authority and funding to register and track the achievement of all
school-age children throughout the state who are not enrolled in public schools or private
schools that perform assessment substantially equivalent to that performed by the state.
Parents of such students should be required to provide information regarding instruction
of and progress of their children, to provide accountability that essential skills are being
taught and learned. Public school students are already tracked through benchmark
exams. AASB supports assessment of all students to see that adequate, essential skills
are being provided.
Rationale. The goal is to ensure every child receives a quality education. Children
receiving an education outside the public school system at home are not required to
register or be accountable throughout their education. The State of Alaska has no
compulsory law requiring some form of educational plan be filed with the state. Whether
by not enrolling or by leaving the school systems of the state, no “safety nets” for
11
students are in place to assure that all students are receiving the benefit and right of an
education. No independent or objective testing, including the high school qualifying exam,
is required for these students.
Though home schooling can be very effective for some, public schools often receive
students who have fallen behind due to failed home schooling or the lack of schooling.
Entry of these students into public education puts the receiving districts in a position of
providing substantial remedial assistance, while subjecting the students to the same
testing and evaluation standards as other students. With the enactment of federal No
Child Left Behind legislation, public schools are unfairly held accountable for any
inadequate preparation of entering students. With the High School Graduation Qualifying
Exam, inadequately prepared students will pay the price of the state’s failure to monitor
the progress of home-schooled students. Adopted 2000, Amended 2001, 2003, 2006,
2008, 2010, 2014 (Sunset Nov. 2018)
1.8 COMPULSORY ATTENDANCE AGE
Current state law requires compulsory school attendance from age 7-16. AASB supports
changing the mandatory age for school attendance to be age 6 to the earlier of either age
18 years old or high school graduation.
Rationale. State and local performance standards set high expectations in mathematics,
reading and writing for children age 5 through 7. Furthermore, research indicates that
earlier education is beneficial. In fact, most children in Alaska are enrolled by the age of
6.
Most 7-year-old kids are in first or second grade. With the renewed emphasis on reading,
writing, and mathematics skills in the first few years, skills on which the child will be
assessed, children starting school late are at a big disadvantage. With the enactment of
federal No Child Left Behind legislation and state designators, the legislature will be
accountable for paying the cost of remediation to overcome that disadvantage [NOTE:
STATE IS RESPONSIBLE; SCHOOL DISTRICT IS HELD ACCOUNTABLE]. Importantly,
reduction of the compulsory school age to 6 would not eliminate active home schooling
as a viable alternative for parents.
Sixteen-year-olds are not ready to make the enormous decision to give up a high school
education. Increasing the mandatory age to 18 helps ensure that students who have not
yet graduated from high school and are too young to make the life-changing decision to
forego basic education will stay in school and have more opportunities to meet
performance standards and pass the HSGQE. Mandatory attendance laws must be
enforced, but the best way to keep students in school is to fund and provide education
programs that engage students. Adopted 2001, Amended 2002, 2003, 2004, 2005, 2006,
2009, 2014 (Sunset Nov. 2016)
1.9 ACCOUNTABILITY FOR STUDENT ATTENDANCE
AASB urges the Department of Education and Early Development and enforcement
agencies to work with districts to support compulsory school attendance laws and provide
adequate funding for enforcement efforts as a matter of child welfare and public safety.
Rationale. Research has documented that poor school attendance is one of the greatest
predictors of student failure; yet traditional truancy enforcement efforts are expensive and
ineffective. Passive enforcement, tying certain privileges and benefits of state residency
to compliance with the minimal, but critical, obligation to ensure that students go to
school, seems likely to be cost-effective and successful and is well worth a try. Adopted
2009, Amended 2010, 2014 (Sunset Nov. 2019)
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FUNDING
2.1 SUSTAINED, RELIABLE AND ADEQUATE EDUCATIONAL FUNDING FOR
ALASKA’S STUDENTS THROUGH A NON-VOLATILE FUNDING SOURCE
The sustainability, reliability and adequacy of Alaska’s funding for public education are of
highest concern to the Association of Alaska School Boards. AASB urges the Legislature
to develop a fiscal plan that provides a long-term approach to funding the costs of public
education and other services upon which Alaska’s students and their families depend.
Rationale. The State of Alaska provides a wide range of services to a diverse population
spread over a logistically complex area. A long-term plan that ensures reliability of
funding for education and other state services that impact the delivery of education,
regardless of variation in volatile resource markets, is needed to provide a stable
business climate and to ensure the citizens of necessary services. Adopted 2002,
Amended 2004 (Sunset Nov. 2017)
2.2 URGING ADEQUATE, EQUITABLE, AND PREDICTABLE FUNDING OF PUBLIC
EDUCATION
AASB urges the State of Alaska to provide adequate, equitable, and predictable funding
of public education. AASB believes that adequate funding should include the following:
 State funding of the TRS-PERS retirement liability;
An increase to the Base Student Allocation to account for both inflation and
adequate pre-K through 12th grade education;
 Recognition of the need to keep pupil-teacher ratios to a level in line with
research-based best practices;
 Career and technical education.
AASB urges the Legislature to review and recommend appropriate adjustments to
AS.14.17.460, District Cost Factors, to ensure equity in school funding.
AASB urges the Legislature to provide stable forward funding that addresses inflation,
including the use of an education endowment, to ensure funding predictability. Adopted
2014
2.3 SECURE RURAL SCHOOLS
AASB urges permanent reauthorization of the Secure Rural Schools and Community Self
Determination Act (SRSCA) by the U.S. Congress as a key component of federal
financial assistance to local governments and school districts in Alaska. This law
recognizes the need for sustained funding to school districts that have non-taxable
national forest lands within their boundaries.
Rationale. The Secure Rural Schools Act is critically important to 24 of Alaska’s 54
school districts (44% of all districts), which have relied heavily on Secure Rural School
funds to supplement local funding for education. Without positive action, 24 Alaska
school districts and the communities encompassing these districts will lose $18 million in
revenue, resulting in significant community and district job loss, education program
reductions, and major overall economic upheaval. In at least one single site school
district, 25% or more of the district’s revenue would be lost.
In 1908 Congress passed a law, which formed a compact with counties, boroughs and
parishes in rural America where the National Forests are located. That compact
13
stipulated that the Forest Service would share 25 percent of its revenues with local
governments to support roads and schools. The program impacts our school districts and
the welfare of our students in more than 600 rural counties as federal payments-in-lieuof-taxes to jurisdictions with forestlands and reserves.
The uncertainty of whether the program will be continued from year-to-year is impacting
local budget allocations for education funding. (In 2000, Congress passed the Secure
Rural Schools and Community Self Determination Act to address the negative effects of
declining federal receipts on local governments. Since 1908, the federal government has
shared a portion of the revenues generated on public forestlands with local governments
It is imperative that this act is permanently reauthorized for the many national forested
counties, boroughs and school districts that have little ability to generate local tax
revenue to support schools and roads. Adopted 2011, Amended 2012, 2014 (Sunsets
Nov. 2016)
2.4 ENCOURAGING THE LEGISLATURE TO FUND A GRANT PROGRAM FOR
SCHOOL IMPROVEMENT STRATEGIES
AASB encourages the Alaska Legislature to provide grant funding for improvement of
school performance as originally designed in AS 14.03.125, under the mechanism
already detailed to support 14.03.125 in Alaska Administrative Code 33.200 through 4
AAC 33.290.
Rationale. The grant funding could be targeted on strategies that address low academic
student performance, such as grants for early learning and pre-literacy programs,
research-based targeted intervention programs, systemic initiatives, teacher retention
programs and graduation rate improvement strategies.
A fund for the improvement of school performance, AS 14.03.125, was created by the
Legislature in 1990, for grants by the Commissioner of Education & Early Development to
school districts. It has never been funded by the Legislature. The settlement of 3AN-049756 CI, Kristine Moore et al. V. State of Alaska, established a fund for improving the
performance of 40 schools in the state. The Legislature funded that agreement and a
grant system for school improvement strategies. Adopted 2012. (Sunset Nov. 2017)
2.5 AASB ADVOCACY ON INDIVIDUALS WITH DISABILITIES IN EDUCATION ACT
(IDEA)
Following passage of the Individuals with Disabilities Education Improvement Act of
2004, AASB will monitor and advocate the following:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Increase in funding to fully fund the federal mandate.
Resolution of differential treatment and discipline for special education students.
Provision for adequate staffing/teacher preparation.
Establishment of post-secondary educational programs to train additional
individuals as certified special education teachers and related services providers
(i.e. school psychologists, physical therapists, and speech therapists).
Decrease in current high staff turnover.
Provision for teacher liability/legal protections for advocates.
Placement of students and delivery of services.
Mediation between school districts and parents when disagreements develop
over student placements.
Reduction of massive required paperwork.
Rationale. AASB joins with the National School Boards Association in urging Congress
to fairly and fully fund this federal mandate. IDEA was enacted in 1975 when the federal
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government committed to paying for each child with disabilities an amount equal to 40
percent of the national average cost of educating students with disabilities. According to
the National School Boards Association, federal funding accounts for approximately 18%
of the necessary funding. The remainder comes directly from the regular instructional
program of local school districts. The total under-funding of IDEA was estimated at $8.3
billion in fiscal year 2008.
Local school officials must be empowered to preserve a productive and safe learning
environment free of undue disruption or violence. Consistent discipline requirements and
procedures are the keys to a safe environment. Issues such as discipline and excessive
paperwork are having a negative impact on educators; as a result fewer certified
personnel are willing to teach in special education programs. Adopted 2000. Amended
2001, 2002, 2003, 2004, 2005, 2005, 2009, 2012 (Sunset Nov. 2018)
2.6 FUNDING FOR EARLY LEARNING PROGRAMS IN ALASKA, TO INCLUDE AGES
3-7 BIRTH TO 7
AASB supports legislation to add additional funding for the planning and programming of
voluntary early learning and family support programs for all pre-school children as an
important long-term investment in Alaska’s future workforce and citizenry.
Rationale. State and local performance standards set high expectations in mathematics,
reading and writing for children age 5 through 7. Research indicates that earlier
education is critical for many children to successfully reach those expectations. With the
enactment of federal No Child Left Behind legislation, the legislature will be responsible
for paying the cost of missing the opportunity to reach children at the age when the
greatest gains in mental development are possible. Even in communities which have
Head Start programs, the program is usually unable to accommodate all children who
qualify. Strict Headstart income requirements deprive many pre-schoolers who could
benefit from the program. Appropriately housed early learning programs should be an
integral part of district curriculum. Inclusion of early learning in a school has an impact on
facilities planning and would be a wise use of state funds.
The state offers only very limited pilot funding for early-learning education. Many
communities do not meet the qualifications for federal Head Start or early-learning
funding and sources of present federal funding are uncertain. Most existing early-learning
programs cannot afford certificated early-learning teachers. Amended 2001, 2002, 2004,
2007, 2008, 2009, 2013, 2014 (Sunsets Nov. 2018)
2.7 FUNDING FOR INTENSIVE NEEDS PRE-SCHOOL AND OTHER INTENSIVE
NEEDS STUDENTS ENROLLING POST-COUNT DATE OR LEAVING A DISTRICT IN
A SINGLE YEAR
AASB supports prorated funding for preschool students with intensive needs who turn
three years old after the October count date, thereby becoming eligible for enrollment and
enrolling in public school after state funding has become fixed. In addition, pro-rated
funds must also be provided for all other intensive needs students enrolling after the
count date. AASB also urges the Alaska Legislature to pass legislation that holds
districts harmless when losing a large percentage of intensive needs students in a single
count period.
Rationale. IDEA ’97 requires that public schools enroll students with disabilities at age
three. These students typically require not only special education services but also
extensive related services (speech therapy, occupational therapy, physical therapy).
Preschool students with disabilities whose third birthday falls after the October count date
incur costs to the district that are not typical of other students enrolling after the count
date. The district is required to provide all services identified by the IEP team. Currently,
15
districts receive no funding for these costly services for those intensive-needs children
who turn three years old after the state’s October count date.
Other intensive-need students who move to a district after the October count date pose a
similar financial challenge. The cost to provide federally mandated services to a single
intensive needs child is many times the cost of services to a non-special needs child.
Districts cannot be expected to absorb the costs of services for intensive needs children
who first enroll after the count date under a budget that provides no funding to satisfy this
federal requirement. Supplemental funding for post-count date intensive needs students
is critical. At the same time, districts that have lost intensive needs students through
transfers have already entered into binding contracts with staff and cannot easily avoid
that continued cost. Adopted 2003, Amended 2004, 2005, 2006, 2009, 2012, 2014
(Sunset Nov. 2018)
2.8 FOLLOWING THE CAPITAL IMPROVEMENT PROJECT PRIORITY LISTS FOR
NON BONDED PROJECTS
AASB supports following the priority lists for non-bonded projects as presented by the
Department of Education and Early Development and providing funding with no
adjustments, deletions, or additions that would not otherwise be of an emergency basis.
AASB strongly encourages the legislature and administration to make significant
progress on eliminating the statewide capital project and major maintenance backlog.
Enactment of AS 14.11.025 (State aid for School construction in regional educational
attendance areas) is a good step in that direction and is applauded by AASB.
Rationale. The Capital Improvement Projects list goes through a very comprehensive
prioritization process developed and implemented, based on need, by the Department of
Education and Early Development. AASB encourages the Legislature to follow the
prioritized lists and recognize that fluctuations in enrollment cause many districts to face
varying economies of scale when maintaining educational facilities. The creation of the
school fund for REAA facility construction in 2010 will enable the state to create a pool of
funding, up to $70 million a year beginning in mid-2012, for construction and major
maintenance in rural Alaska. Adopted 2000, Amended 2001, 2004, 2008, 2009, 2010,
2012 (Sunset Nov. 2018)
2.9 LOCAL CONTRIBUTION IN THE SCHOOL FUNDING FORMULA
AASB supports retaining in the school funding formula the local option of establishing a
local contribution based on 45 percent of basic need for borough and municipal school
districts.
Rationale. The current education funding formula was developed with statewide support
for all school age children. It allows for a minimum local contribution of the lesser of 2.65
mills or 45% of basic need. Adopted 2001, Amended 2004, 2005, 2012 (Sunset Nov.
2016)
2.10 EDUCATION ENDOWMENT
AASB lends its full support to the concept of an adequately funded and well-managed
educational endowment to help secure stable and full funding for education to be used for
public elementary and secondary education.
Rationale. The funding of public K-12 education in our state is an annual appropriation
from the General Fund and is subject to the shifting funding priorities of administrations
and legislatures, and the variable level of state revenues. Budgetary cycles have
increasingly failed to provide a stable and secure funding source for Alaskan students. An
educational endowment will provide a proven, relatively secure, and dedicated fiscal
resource to support future public education funding for our state, and allow long-range
16
education planning with confidence in the availability of that resource. Amended 1998,
1999, 2002, 2007, 2009, 2012 (Sunset Nov. 2018)
2.11 EDUCATIONAL TECHNOLOGY
Because of the global economy of which our youth are a part, AASB urges the state and
federal governments:
a. To strongly encourage state leadership by virtue of student rights to equitable
educational opportunity to ensure all classrooms are provided affordable,
adequate and equitable broadband access to the national and international
information infrastructure.
b. To implement appropriations or matching grants for instructional technology
that would address hardware and software purchases, communication,
infrastructure, curriculum expansion and training needs of students and staff,
c. To fund continuation and expansion of Digital 1:1 efforts for districts and
AASB’s Consortium for Digital Learning.
d. To join us in urging Congress to fully fund either the provisions of the
Telecommunications Act of 1996 (E-rate program) or a robust educational
technology substitute that protects the Universal Service Fund to help provide
affordable telecommunications to rural areas.
Rationale. Alaskan students are growing up in a digital age that is allowing access to all
global markets. If our students are to thrive in this ever-increasing global economy, K-12
schools must have the tools and trained staff to provide the appropriate education.
Currently, a number of schools have seen many of their technology purchases become
obsolete, outdated, and inoperable. Teachers are unable to effectively integrate
technology in the classrooms due to lack or inadequacy of equipment and/or training.
Current school district budgets cannot provide adequate funds to meet existing or future
instructional technology needs.
Equality in educational opportunity has always been a goal of the Association of Alaska
School Boards. Future economic viability will not depend as much on physical presence,
but rather the ability to import, transmit or convey ideas and information electronically.
Today’s globally competitive economy requires that all schools have access to modern
technologies–Internet access, computers, distance learning–that can open new doors of
educational opportunity for our school children. Appropriations by the Alaska Legislature
in 2006 and 2008 have enabled about half of the state’s school districts to pilot intensive
digital learning for some of their students as members of the AASB Consortium for Digital
Learning. Amended 1998, 1999, 2001, 2004, 2006, 2008, 2010, 2011, 2012, 2013
(Sunset Nov. 2018)
2.12 SCHOOL CONSTRUCTION DEBT RETIREMENT FOR BONDED
INDEBTEDNESS
AASB calls upon the Legislature and the administration to fully honor the statutory
commitments for bonded indebtedness reimbursement by appropriating all funds
necessary to satisfy that commitment and applauds the Legislature’s indefinite extension
of the school debt reimbursement program.
Rationale. Article 7, Sec. 1 of the Alaska State Constitution states that the Legislature
shall establish and maintain a system of public schools open to all children. Under AS
14.11.100 the State of Alaska commits to repay school districts at set percentage rates
for school construction bonded indebtedness in past years. Extending that program into
the future helps meet school construction needs in areas of the state that are able to
bond. Over the past years many regions of the State have bonded for school
17
construction with the expectation that the State would honor its obligation. Amended
1998, 2001, 2002, 2003, 2004, 2007, 2008, 2009, 2010, 2012 (Sunset Nov. 2018)
2.13 REVENUE SHARING
Municipalities play a large part in financing education and providing community services
necessary to student learning. The Association of Alaska School Boards supports
restored and increased funding for Municipal Revenue Sharing & Assistance. An
increase in community support cannot substitute for necessary increases in direct
education funding by the state.
Rationale. Support for this program is essential. Without revenue sharing, which was
vetoed in 2003, communities were forced to raise taxes to meet the cost of state
mandates. Passage of SB 72 in 2008 restored the program with $60 million in general
funds for distribution to communities annually over the next three years. As the level of
state revenue collected under AS 43.55.011(g) fluctuates, payments to local
governments may go up or down. Revenue sharing as a proportion of the state budget is
near its historic low point. Statehood was premised on the notion that state-owned
resources would generate tax or other revenue and that this money would be shared with
local government because local government could not survive without it. Adopted 1999,
Amended 2000, 2001, 2004, 2007, 2008, 2009, 2010, 2012 (Sunset Nov. 2018)
2.14 PUPIL TRANSPORTATION
AASB urges the State of Alaska to fully fund pupil transportation by increasing the
transportation allocation to more accurately reflect true costs and to avoid the use of
operating fund dollars, and provide funding for districts with increased transportation
needs due to special circumstances and/or student growth. Getting students safely to and
from school is a vital part of public education.
Rationale. Passage of SB 182 in 2012 requires the Department of Education & Early
Development to establish statewide standards for pupil transportation contracts and to
enforce compliance with those standards in 2016. Passage of SB57 in 2013 increases
pupil transportation funding at the rate of the Anchorage Consumer Price Index through
November 2015, at which time the automatic increase is repealed. Adopted 2000,
Amended 2001, 2002, 2003, 2006, 2007, 2008, 2010, 2011, 2012, 2013 (Sunset Nov.
2018)
2.15 FUNDING FOR SCHOOL DISTRICT-OPERATED REGIONAL BOARDING HOME
PROGRAMS
AASB supports providing adequate funding for locally controlled and operated, regional
boarding high schools throughout the state.
Rationale. The number of students requesting enrollment at Mt. Edgecumbe School
exceeds the space available. Legislation enacted in recent years has increased the state
stipend paid for students at district operated boarding schools and expanded the
authority for their operation statewide. Districts were also allowed to enter into contracts
with Alaska Native corporations for operation of dormitory facilities. Amended 1997,
2000, 2001, 2002, 2003, 2004, 2005, 2007, 2013, 2014 (Sunset Nov. 2018)
2.16 FUNDING FOR TRANSIENT STUDENTS IN SCHOOLS
The Association of Alaska School Boards supports development of a funding mechanism
for compensating schools for students entering after the October count date without
harming a school that loses a student for which it has already incurred costs.
18
Rationale. Each year, students throughout Alaska enroll in boarding and other schools
around the state. Often, students leave schools immediately following the October count.
These students generally return to their home districts. Other districts face large influx of
military-dependent and resource development project students. The untimely arrival of
students after the count date puts the receiving school districts at a financial
disadvantage. Districts receiving students after the October count must bear the financial
responsibility for educating these students without corresponding funds. Districts losing
students after the count date have already committed themselves to legally binding
contracts and cannot easily adjust spending levels to account for the loss of those
students. Adopted 2002, Amended 2003, 2008, 2009 (Sunset Nov. 2017)
2.17 INSURANCE COSTS
AASB urges the Alaska State Legislature to thoroughly investigate pooling arrangements
or other funding as a way to mitigate increases in insurance costs for school districts.
Districts must be permitted to individually decide to participate if they find the options
favorable to their local situation. Districts should be enabled, but not required, to secure
larger collaborative group medical service and group medical coverage, as well as valuebased payment and procurement methods among public and private sector employees.
Negotiation and management authority will be shared with AASB.
Rationale. Insurance costs are draining badly needed resources for the classrooms and
will continue to do so unless steps are taken to mitigate these uncontrolled increases,
which only add to the administrative overhead of all districts. The cost of health and
liability coverage, in particular, has added to escalation of fixed costs faced by districts.
Adopted 2002, Amended 2003, 2006, 2007, 2013, 2014 (Sunset Nov. 2017)
2.18 STATUTORY GROUNDS FOR REDUCTION IN FORCE
Every Alaska school board must be able to make responsible decisions about how to
allocate district resources to provide a high-quality education program that meets the
needs of students. The Association of Alaska School Boards supports clarification of the
language in the law explicitly to allow the use of projections of enrollment, costs and
revenues as valid bases upon which to develop a plan for reduction in force under AS
14.20.177. The Association also supports clarification of the law to recognize that school
boards have discretion to decide when a reduction in force is necessary for the following
year.
Rationale. Under the current wording of AS 14.20.177, NEA-Alaska has argued and at
least one Superior Court judge has ruled that reductions in enrollment or revenue must
have already taken place in order to reduce staff. In addition, NEA-Alaska has argued
and a Superior Court judge has ruled that a school board’s judgment regarding the
necessity of a reduction in force is not its to make; instead, a school district must prove
that a reduction in force is necessary.
A school district’s ability to respond quickly to a drop in enrollment or negative change in
its financial picture is already significantly limited by the fact that mid-year layoffs of
teaching staff are not permitted under AS 14.20.177. Neither is an increase in costs a
basis for mid-year layoffs. However, school boards should be able to respond to both
actual and projected declines in enrollment or funding by developing plans to reduce staff
for the following year. School boards should also have the ability to reduce staff in the
following year in response to costs increases that are not offset by increases in funding.
19
A school board’s judgment that a reduction in force is necessary is the kind of policy
decision that the public elects school boards to make. Adopted 2003, Amended 2004,
2005, 2006, 2008, 2012 (Sunset Nov. 2018)
2.19 LEGISLATIVE FINANCIAL RELIEF FOR ONGOING TRS AND PERS EMPLOYER
RATE INCREASES
The Association of Alaska School Boards supports the cost-share formula requiring the
state to pay 87.44 percent of employer costs under the Teachers’ Retirement System and
78 percent of the costs under the Public Employees Retirement System. AASB endorses
the use of state revenue or other funding sources to retire the unfunded liability of the
public employee retirement systems without supplanting funds needed for the classroom.
Rationale. Districts simply do not have the capacity to handle the massive unfunded
liability of the state’s retirement programs. Financially healthy pension funds are an
incentive to attracting and retaining high quality employees in the public sector. Amended
2004, 2005, 2006, 2007, 2008, 2010, 2012, 2014 (Sunset Nov. 2018)
2.20 MODIFICATION OF MINIMUM INSTRUCTIONAL EXPENDITURE REQUIREMENT
AASB requests repeal of the Minimum Instructional Expenditure requirement, (AS
14.17.520) to reflect reasonable thresholds appropriate for districts of various sizes and
cost levels.
Rationale. While AASB members place the highest priority on funding instruction, the
requirement that all districts must spend at least 70% of the district budget on
expenditures for teachers and for instruction is arbitrary and does not reflect state and
federal mandates and other non-instructional expenses, and ignores the needs and
wishes of the community.
For many remote school districts, the minimum instructional expenditure requirement is
unrealistic and does not reflect the fiscal reality of sharply increasing energy and other
operating costs faced by all school districts.
The State Board of Education & Early Development regularly grants waivers of the
minimum instructional expenditures requirement to more than half of Alaska’s school
districts, recognizing the impacted districts had no fiscal capacity to comply with the law.
The administrative burden of making annual waiver requests absorbs critical instructional
dollars at the district level as well as needlessly using up statewide administrative
resources for review. The EED Board voted in January, 2007, (see resolution 01-2007) to
request that the Legislature repeal the 70 percent rule as a waste of resources and
duplicative of existing systems for assuring student achievement. Amended 2004, 2005,
2007, 2008 (Sunset Nov. 2018)
2.21 ENERGY COST RELIEF
AASB urges the Alaska State Legislature to take action through increased or annual
supplemental funding to mitigate the huge increase in energy costs facing all school
districts due to higher fuel prices. The relief should be based on actual energy costs and
be part of an overall program to address conservation of energy, development of
alternative energy programs and deferred maintenance of public facilities and buildings.
Rationale. The State of Alaska has benefited from sustained, high yields of oil revenue,
but for consumers of energy, higher prices have depleted funding for other needs. As one
of the state’s largest consumers of energy, public schools deserve the same
consideration as municipalities, which have received financial assistance from the state
20
to help defray increased fuel cost. The cost of fuel has risen significantly over the last four
years and has remained historically high, placing a hardship on schools and biting deeply
into the maximum administrative cost share. This relief should be based on actual energy
cost.
Possible relief measures should include initiating an Energy Cost Increase Factor in the
foundation formula and/or providing supplemental funding in the year the cost is incurred,
thereby putting funding back in the classroom. Adopted 2005. Amended 2008, 2010
(Sunset Nov. 2015)
2.22 RELIABLE AND EFFICIENT SERVICE BY THE ALASKA MARINE HIGHWAY
SYSTEM
AASB urges the State of Alaska to provide or subsidize frequent, reliable, equitable and
efficient ferry service to all Southeast, Southwest, and Southcentral communities served
by the Alaska Marine Highway System and alternatives such as the Inter-Island Ferry
Authority.
Rationale. School districts in Southeast and Southcentral Alaska depend on ferry access
to provide transportation to and from other communities for numerous academic and
athletic activities. The lack of frequent and dependable scheduled ferry service often
makes it difficult or impossible to utilize the AMHS in school-sponsored trips. The only
alternative for many of the communities served by the AMHS is to arrange travel by air,
which markedly increases transportation costs and in some cases causes trips to be
canceled entirely. Adopted 2006, Amended 2007, 2008, 2012, 2013 (Sunset Nov. 2016)
2.23 SUPPORTING BYPASS MAIL IN ALASKA
AASB recognizes that the Bypass Mail program provides the only timely and economical
way to move essential materials to rural Alaska and is critical to the health of the Alaskan
economy. Bypass mail allows Alaska to receive the same universal service at universal
rates enjoyed by the rest of the country. AASB strongly urges the US Congress to find
ways to continue funding the bypass mail program in Alaska.
Rational: Federal law establishes mail as a basic and fundamental service and requires
the Postal Service to “provide prompt, reliable, and efficient services to patrons in all
areas and . . . render Postal Services to all communities." Legislation proposed by
Congress would unfairly single out Alaska, eliminating funding for bypass mail. Bypass
mail represents a lifeline to Alaska communities, transporting food, essential medical
supplies, educational materials and items critical to the life and safety of Alaskan
residents. Adopted 2011 (Sunset Nov. 2016)
2.24 FUNDING FOR SCHOOLS BY ESTABLISHING THE BASE STUDENT
ALLOCATION IN ADVANCE
AASB supports funding for schools in advance. At a minimum, the Base Student
Allocation (BSA) should be established at least one, and preferably three, years ahead to
provide sufficient time for school districts to prepare and submit their budgets in a timely
manner without spending unnecessary time and resources revising budgets based on
legislative action after the local budget process has begun. The Education Fund, AS
14.17.300, must also be maintained and increased for this purpose.
Rationale. When state oil revenues start to decline, the amount spent on education might
also decline, but local school districts would have a full fiscal year to prepare for the
reduction in revenue if education funding is established at least a year in advance.
Forward funding will provide fiscal stability for districts so they can make long-term
21
decisions, reduce administrative cost and enable school districts to focus on student
instruction rather than constant budget revisions.
While early funding of the education budget – i.e., a signed education funding bill within
the first 30 days of the session – would also reduce the administrative burden on school
districts, the legislature does not receive its revenue projections in time to accomplish
that goal. Advance funding – establishing both the BSA and setting aside sufficient funds
to cover it a full year in advance – would eliminate the pressure for passage of the
education appropriation early in the legislative session. Adopted 2006, Amended 2007,
2009, 2010, 2011, 2012, 2014 (Sunset Nov. 2016)
2.25 RECONSTITUTION AND ACTIVE MANAGEMENT OF THE PUBLIC SCHOOL
LAND TRUST AND PERMANENT FUND
AASB supports additional research into reconstitution of the Alaska Public School Land
Trust, active management of the trust and working with Alaska Parent Teacher
Associations and other educational stakeholders to establish a management board with
broad stakeholder representation to that end.
Rationale. A promise was made to Alaska public school children on March 4, 1915,
when “An Act to reserve lands to the Territory of Alaska for educational uses, and for
other purposes,” (38 Stat. 1214, Public Law 63-330/Chapter 181, 63 Congress, Session
3) was approved by Congress and signed by President Woodrow Wilson. PL 63-330
requires when federal lands are surveyed, Sections 16 and 36 in each township shall be
and were reserved for the support of common schools in Alaska. Adopted 2007,
Amended 2010, 2014 (Sunset Nov. 2017)
2.26 SUPPORTING EXCELLENCE IN SCIENCE, TECHNOLOGY, ENGINEERING,
ARTS, AND MATH INSTRUCTION
AASB recognizes and supports national efforts to increase the nation’s scientific and
engineering talent pool in Science, Technology, Engineering, Arts and Math
(STEAM/STEM) fields. AASB urges the Governor and the Alaska State Legislature to
establish a fund or provide grants to invest strategically in STEAM/STEM education,
focusing on professional development, materials and equipment needed for active,
hands-on learning for K-12 students in classrooms across the state.
Rationale. The Alaska Department of Education & Early Development has added
science standards and testing requirements, and the Elementary and Secondary
Education Act added this requirement in 2010. There is growing recognition that the U.S.
must increase its commitment to science and math to retain its competitive advantage in
the world. Students learn science best by actively engaging in the practice of science,
and they develop cognitive skills needed to excel in science and math through the
arts, especially music. Teachers need professional development and science resources
to offer students outstanding hands-on, active learning opportunities in the sciences.
Science classroom equipment and consumable supplies are unique and expensive.
Skyrocketing energy costs and increasing operating costs consume school budgets,
limiting the ability of districts to address long-deferred expenses such as science
curriculum and equipment. Excellence in STEM fields is vital to Alaska’s and the nation’s
long-term economic prospects. Adopted 2008, Amended 2010, 2012, 2014 (Sunset Nov.
2018)
2.27 URGING REVISIONS TO THE STEP-DOWN HOLD-HARMLESS CLAUSE FOR
REDUCTIONS IN ADM
AASB urges the Alaska Legislature to revise from 5 percent to 2.5 percent the holdharmless threshold (AS14.17.450) for reductions in average daily membership.
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Rationale. Passage of HB 273 by the 25th Alaska Legislature included a provision that if
a school district’s ADM adjusted for school size decreases by 5 percent or more from one
fiscal year to the next, the school district may use the last fiscal year before the decrease
as a base fiscal year to offset the decrease. The provision includes a step-down clause
holding districts harmless for a portion of the ADM decrease during the next three fiscal
years, if the 5 percent enrollment decline continues and none of the decline is attributable
to a loss of students caused by a boundary change under AS 29.
Under AS14.17.250, school districts that experience enrollment declines of anywhere
between 2 and 5 percent would be impacted severely because they would not qualify for
the step-down provision. Adopted 2008 (Sunset Nov. 2018)
2.28 SUPPORTING A REDUCTION IN THE ADM THRESHOLD FOR DETERMINING
THE NUMBER OF SCHOOLS FOR FUNDING
AASB urges the Legislature to amend AS 14.17.905 to reduce to no higher than 41 the
community ADM threshold for counting elementary and secondary as two separate
schools.
Rationale. The current threshold of 101 ADM for counting K-6 and 7-12 as separate
schools was established before the federal requirement to have “highly qualified”
teachers teaching in all core academic areas. Given the numerous requirements for
graduation, it is virtually impossible for small secondary schools to employ teachers who
are “highly qualified” in multiple core academic areas or to teach the rigorous curriculum
required for the Alaska Performance Scholarship if their funding is reduced by not being
funded as a separate school. As currently written, AS14.17.905 does not recognize the
financial requirements imposed on small schools to employ “highly qualified” secondary
teachers. The Alaska Association of School Administrators has expressly endorsed the
41-student threshold. Adopted 2008 Amended 2009, 2010, 2013 (Sunset Nov. 2018)
2.29 URGING THE STATE TO MITIGATE THE IMPACTS OF UNUSED OR
UNDERUTILIZED FACILITY SPACE IN DISTRICTS
AASB urges the Alaska Department of Education & Early Development or other
appropriate agencies to investigate the financial impacts on school districts when
reduced enrollment or budget constraints result in unused or underutilized school
facilities. AASB urges mitigation of the burden posed by the closure of facilities that still
have operational costs associated with them.
Rationale. School districts report instances of excess facility infrastructure that were built
before advent of state guidelines for construction or because of declining enrollment or
both. In some cases, schools have been closed because ADM fell below 10. Excess
space must be insured, operated and maintained regardless of whether the funds
generated under the foundation formula are sufficient. Even closed schools must be
insured and should incur some operation and maintenance expenses to ensure that they
will be usable if ADM should later warrant reopening them. Adopted 2008 Amended 2014
(Sunset Nov. 2018)
2.30 REQUESTING THE STATE TO AUDIT ALL SCHOOL BUILDINGS AND
CREATE A FACILITY MAJOR MAINTENANCE AND REPLACEMENT LIST
AASB urges the Alaska Legislature to fund a statewide audit of all K-12 public school
facilities to determine which buildings require major maintenance or replacement and
which should be retrofitted to be the most energy efficient and sustainable for the 21st
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Century. The Department of Education & Early Development should conduct the audit at
least every five years with special attention to Alaska’s unique construction requirements.
Rationale. School districts now submit to the state annually a six-year plan of
maintenance and building replacement needs. From those lists, EED establishes a
priority list for facility replacement and major maintenance. However, the EED priority list
does not give the Legislature a complete picture of the condition of all school facilities in
Alaska. A regular auditing process would give EED and the Legislature a schedule of
replacement and maintenance projects statewide needed in the next three years, five
years and 10 years. Adopted 2008 Amended 2009, 2014 (Sunset Nov. 2018)
2.31 URGING THE ESTABLISHMENT OF A FUNDING POOL TO HELP FUND
TRAVEL FOR STUDENTS TO ATTEND STATE-LEVEL COMPETITIONS
AASB recognizes that a comprehensive public education includes extracurricular
activities such as sports and the arts. Involvement in interscholastic activities has been
shown to increase academic achievement. As such, the opportunity for students to
participate at state-level tournaments, festivals and competitions is one of the educational
experiences we want and endeavor to have our children experience. Due to the ever
increasing costs associated with travel and lodging for school districts to attend statelevel competitions, AASB urges the Alaska School Activities Association, the Alaska
Legislature and the Governor to work together to establish a funding pool to help school
districts fund travel for students to attend state-level tournaments, festivals or
competitions.
Rationale. Travel expenses to state-level tournaments and competitions are not normally
budgeted by school districts. The preponderance of the burden to fund travel for
extracurricular activities has fallen to parents and rural communities that are facing more
difficult economic issues and fewer available dollars to support these opportunities. The
ASAA and the state should help by establishing a funding mechanism to help students to
attend state-level competitions.
In addition, the cost of student activities is significantly more expensive for school districts
whose students live off the road system and even more for those schools not on the ferry
system and distant from air transportation hubs. The state’s appropriate funding to assure
student access to the benefits of interscholastic activities should include funding to
address access from remote rural schools. Adopted 2009 Amended 2014 (Sunsets Nov.
2014)
2.32 URGING THE CONTINUATION OF FUNDING FOR CAREER AND TECHNICAL
(VOCATIONAL) EDUCATION
AASB supports the funding of Career and Technical (Vocational) Education through the
foundation formula in AS 14.17.420.
Rationale. Vocational, career tech, and trades offerings help engage students and
provide an effective alternate platform for academic education. These courses along with
the necessary equipment help middle and high school students learn about and focus on
potential career paths to prepare them for post-secondary education and careers in our
state. Adopted 2009, Amended 2010, 2011, 2012, 2014 (Sunset Nov. 2014)
2.33 SUPPORTING STATE FUNDING FOR SCHOOL MEALS
AASB supports an adequate financial appropriation from the state to strengthen and
expand the National School Lunch and Breakfast Program in Alaska and other programs
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to be sure that school breakfast programs and a sustainable lunch may be available to all
children at all schools throughout the state. Such funding must be accomplished without
diverting funds that belong in the educational foundation formula.
Rationale. No child should go without breakfast or lunch. The lack of adequate nutrition
affects the cognitive and behavioral development of children. Food insecurity, meaning a
lack of access at all times to enough food for a healthy, active life, was reported among
15 percent of Alaska children, compared with 11 percent of Alaska adults, in a 2006
study (the Behavioral Risk Factor Surveillance Survey). The problem is more acute in
rural Alaska, where nearly one child in four experienced food insecurity.
The National School Breakfast Program decreases food insecurity in children by
providing five healthy meals a week. In Alaska schools, 40 percent of students qualify for
free/reduced school meals; of these 45,000 students, 15 percent, or about 7,000 children,
do not attend schools that offer a breakfast program. In all, more than 100 public schools
in Alaska did not sponsor or offer the federal School Breakfast Program in the 2008-09
school year, due primarily to a lack of funding. Adopted 2010 (Sunset Nov. 2015)
2.34 SUPPORTING PARTIAL FOUNDATION FUNDING FOR SCHOOLS WITH SEVEN
TO NINE STUDENTS FOR UP TO TWO YEARS
AASB urges the Alaska Legislature to provide funding for those schools that fall below
the minimum number of students for up to two years before a district is required to close
a school. AASB supports a revision to AS 14.17.450 providing partial foundation funding
for small, rural Alaskan schools with seven (7) to nine (9) students. These schools would
be funded for up to two (2) years at the following percentage of the amount that would be
funded if the school had ten (10) students:
Seven (7) students
= 70% funding
Eight (8) students
= 80% funding
Nine (9) students
= 90% funding
Rationale. The school is often the community center and heart of village life. Education is
a constitutional right of all students in Alaska. The Education Clause of Alaska’s
Constitution (Article VII, Section 1) provides, in relevant part that the “legislature shall by
general law establish and maintain a system of public schools open to all children of the
State.” In small communities, school enrollment often hovers around 10 students. Due
to fluctuations in population, the number of students in these schools may drop below 10
one year, then increase above 10 the following year. While it is inefficient to have a
school for a small number of students, it is equitable to each child to be schooled in the
village of their home.
Unfortunately, with the current funding requirements of AS 14.17.450, schools receive no
funding when the enrollment drops below 10 students, which most often results in the
closure of the school. When school enrollment hovers around 10 students, no one can
predict whether these schools will have ten children enrolled through the entire count
period until the last day of that period.
Most of these students cannot commute to a neighboring school. Even considering
closing a school creates an exodus of some families and discourages families
considering moving to the community. Often, the school is a major community employer
and a closure damages the community and any hope of economic viability. This proposal
will allow small schools to operate with a partial budget for up to two years, allowing the
school and community time to rebound from population fluctuations, rather than closing
prematurely and leaving students without a school or teacher. Adopted 2010 Amended
2014 (Sunset Nov. 2015)
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2.35 FOCUS ON GRADE-LEVEL PROFICIENCY FOR KINDEREGARTEN TO GRADE
THREE STUDENTS
AASB supports legislative funding opportunities for intervention for K-3 students needing
to make improvement to reach grade-level proficiency.
Rationale. The April 2011 report of the Alaska Advisory Task Force on Higher Education
& Career Readiness stated in part: “Children who receive quality early education arrive at
school ready to learn and perform better in school. They are less likely to need expensive
special education interventions, and they are more likely to graduate from high school
and to successfully enter the workforce. Research is clear that when students enter
kindergarten, 40% of them on average are one to three years behind grade level, and too
many of them stay behind throughout their school careers. Alaska can invest a relatively
small amount in early childhood and innovative K-12 programs, or a vastly greater
amount at the college level. Today’s third-grader can’t wait for, and our public treasury
cannot afford, a remediation response that doesn’t begin until the 13th grade.” Adopted
2011 Amended 2014 (Sunset Nov. 2016)
2.36 ADDRESSING THE NEED FOR REMEDIATION
AASB supports the goal of the Alaska Advisory Task Force on Higher Education &
Career Readiness to helping students complete high school with sufficient skills to enter
the workforce or study at a postsecondary institution, without the need for remedial
coursework.
AASB supports legislative funding opportunities for intervention for K-12 students
needing to make improvement to reach grade-level proficiency.
Rationale. AASB believes that the keys to long-term student success include early
childhood development and improved reading, writing, and math skills in K-3 students.
Adopted 2011 Amended 2012 (Sunset November 2016)
2.37 COMPREHENSIVE STATEWIDE ENERGY PLAN
AASB urges the Alaska State Legislature and Administration to develop, fund and
implement a comprehensive statewide energy plan that includes current energy sources,
conservation of energy and development of alternative energy. The plan should address
development and deferred maintenance of public facilities and buildings.
Rationale. The State of Alaska currently has no comprehensive statewide energy plan in
effect. A comprehensive statewide energy plan would reduce costs to all, directly
benefitting school districts and ultimately benefitting all citizens. High consumer energy
prices deplete funding for other needs, especially in school districts, which are one of the
state’s largest consumers of energy. The legislature and administration have been
generous with energy cost relief in recent years, which school districts appreciate.
However, the relief is not addressing the problem of energy, only the symptom—high
costs. Adopted 2012 (Sunset Nov. 2017)
2.38 DISTRICT COST FACTOR
AASB urges the Alaska Department of Education & Early Development to review and
recommend appropriate adjustments to AS 14.17.460, District Cost Factors, to ensure
equity in school funding. Elements in establishing District Cost Factors should include not
only the cost of goods and services but also the mix of goods required. AASB further
urges the Alaska Legislature to update the cost factors and establish a regular cycle for
future review and revision of AS 14.17.460, to include a one-year hold harmless and a
phased step-down in the event a school district loses funds due to revisions in the
Foundation Formula cost factors.
26
Rationale. The Foundation Formula for K12 education recognizes the different costs of
providing public education around the state. Changes to AS 14.17.460 enacted in 2008
established a five-year schedule of changes to the cost factors that were phased in
completely in 2013. AS 14.17.460 (b) requires the department to monitor cost factors and
to prepare recommendations for the Legislature to consider every other fiscal year.
Adopted 2013 Amended 2014 (Sunset Nov. 2018)
2.39 URGING THE STATE OF ALASKA TO FUND ALTERNATIVE MODES OF
TRANSPORTATION FOR ALL DISTRICTS
AASB urges the Alaska Legislature to amend the pupil transportation statute
(AS14.09.010) to include funding modes of transportation other than via school bus for all
school districts.
Rationale. In school districts with diverse transportation needs due to the absence of a
road system, student travel costs are varied and can be significantly high. State
regulations at 4 AAC.27.990 (5) describe vehicles that can be used when a school bus
cannot transport students. However, four school districts, Aleutians Region, Chugach,
Hydaburg and Pribilof, are not currently eligible for pupil transportation funding because
they were not receiving funding in 2003, when AS14.09.010 was amended. Adopted
2013 (Sunset Nov. 2018)
2.40 URGING THE LEGISLATURE TO CLARIFY PHYSICAL EXAMINATION
ENTRANCE REQUIREMENTS FOR PUBLIC SCHOOL STUDENTS
AASB requests the Alaska Legislature to amend Alaska Statute 14.30.070 (physical
examination required) to clarify that school districts are not required to assume financial
responsibility for school entry physical examinations. AASB believes the responsibility
should rest with a parent or guardian. In addition, the examination shall be made by
competent medical professionals to include: Physicians, Physician Assistants, Advanced
Nurse Practitioners, Chiropractors and specially-trained Registered Nurses.
Rationale. AS 14.30.070 is a longstanding law that requires all entering students in the
Alaska K-12 system to have a physical examination when they enter school and at
regular intervals thereafter, as prescribed by local boards. Current law prescribes that
each school district shall “provide for and require” a physical exam, raising questions
about which party, the school district or a student’s parent or guardian, is responsible for
the examination. In addition, we believe Advanced Nurse Practitioners and speciallytrained Registered Nurses are competent medical professionals capable of performing
school entry physical examinations. Adopted 2013 (Sunset Nov. 2018)
2.41 URGING A TRANSPARENT PROCESS WITH STAKEHOLDER INPUT AND
PRIORITIZATION OF EQUITY CONCERNS IN STATE STUDIES
AASB urges the responsible agencies to conduct education studies in a transparent
process with multiple opportunities for stakeholder input. The studies should use relevant
Alaska data from all parts of our diverse state, promote educational best practices,
benefit all students in an equitable manner providing an adequate education for all.
Rationale. HB 278 authorized four studies, the Department of Administration is to
provide a proposal for a salary and benefits schedule for school districts and for teacher
tenure; the Department of Education & Early Development is to report to the legislature
on school design and construction; and the Legislative Budget and Audit Committee is to
provide for studies on public education funding. These studies need to be done carefully
to reflect the variety of needs and costs as even rural districts have varying costs in hub
27
or out-lying villages and best practice is not always the cheapest practice to fund.
Adopted 2014
2.42 SUPPORTING THE USE OF FEDERAL IMPACT AID BY AFFECTED DISTRICTS AASB supports allowing affected districts to utilize all of the Federal Impact Aid which
each districts are eligible for without any deduction made by the State in calculations of
state funding pursuant to AS 14.17. The State currently deducts up to 90 percent of the
eligible funds for affected districts. The purpose of such Impact Aid funds is to assist
school districts with the reduced revenue availability and increased expenditures that
arise from qualifying federal activities and enrollment of qualified federally connected
children. Rationale. It is important that the Federal Impact Aid that affected districts are entitled to
can be used for its intended purpose without further impacting the education of students.
Federal impact aid is intended to flow to the district within which the aid is generated. The
purpose of Impact Aid is, in general, to provide assistance to local school districts with
qualifying numbers of children residing on Indian lands, at military bases, low-rent
housing properties, or other Federal properties, and children who have parents in the
uniformed services or employed on eligible Federal properties who do not live on Federal
property. The intent of the aid is not only to provide funding for lands that might otherwise
be taxable but also to provide revenue to the receiving district for the additional costs
associated with the education of the students. For example, the cost of educating
students on military land (public schools on military bases) results in uncontrollable utility
costs with rates that are significantly higher than those schools that operate off of a
military base. Also, military bases most often bring in an influx of students from various
cultures and languages. The addition of these ELL students, and the transiency of
military connected students, adds to the need for additional services from the local school
district. This increase in utility costs and costs associated with servicing ELL students are
not offset by the remaining 10 percent of the Federal Impact Aid that an affected district is
allowed to use.
The State is not required by the Impact Aid laws to take into account Impact Aid in
determining state aid for education. The federal law only allows a limited exception for a
State to take into consideration Impact Aid in determining State Aid if it passes an
equalization test (or disparity test). The State should not exercise this limited exception
and, instead, should allow affected districts to receive the Impact Aid for which they
qualify. In a similar manner, even though organized areas (city and borough school
districts with a municipal tax base) are technically allowed to maintain up to 90 percent of
their Federal Impact Aid, they are then penalized by the required local contribution as a
substitute for part of the foundation funds allocated to each district. Adopted 2014
2.43 FUNDING FOR INTERNET SERVICES
AASB urges the Alaska Legislature to provide full funding for Internet services for rural
schools provided for in HB 278 and to extend those benefits to urban school districts as
well. Digital literacy is a fundamental skill in the 21st century; equitable Internet access will
allow all students to develop this skill.
Rationale. The lack of broadband Internet for rural schools continues to exacerbate
program inequities for rural schools. AASB thanks the Legislature for including a
provision in HB 278 for rural school districts to receive speeds up to 10 megabits. The
Legislature did not provide the funding that would allow all eligible schools to have 10
megabits and did not include urban schools as eligible for the state-provided Internet
benefits. HB 179 and SB 82, as proposed, would have also benefited urban districts. The
Legislature should include the provisions for urban districts and fully fund the program.
Adopted 2014
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2.44 FUNDING FOR STUDENTS WHO RETURN TO SCHOOL TO GET A DIPLOMA
AASB urges the Alaska Legislature to provide funding to school districts through the
foundation formula for “overage” students to return to school to get credits to earn their
diploma. Students who did not finish their course work because they lost hope of a
diploma because they failed the HSGQE should have an opportunity to complete their
high school courses and receive their diploma.
Rationale. Students without a diploma are denied access to post secondary and
employment opportunities including the military. Some students who did not pass the
HSGQE lost hope of ever earning a diploma so dropped out of school. Now that students
can receive a diploma without passing the HSGQE, district should recruit these students
to return to school to earn credits to receive a diploma. Some of the students in this
situation will be too old to receive funding through the foundation formula’s current rules.
Adopted 2014
2.45 COST OF IMPLEMENTING ALASKA STATE STANDARDS
AASB urges the State of Alaska to assume the costs of implementing the Alaska state
standards.
Rationale. In 2012 DOEED developed and promulgated extensive plans for the various
districts to develop and implement the new 21st century plans for teaching and evaluating
learning from K to 12. As the districts evaluate these programs they find that the costs for
implementation are staggering in terms of acquiring new curriculum, continuing education
for teachers and administrators, digital media and associated technology and teaching
software. Basically the initiative mandates cost to the districts in terms of time and money
but offers no financial support or personnel to facilitate the process.
For smaller districts this can result in hundreds of thousands of dollars; for larger districts
millions. Other than some slim reserves in a few districts, financing and staffing will have
to come from reduction in operating expenses and/or reduction in staff. In the attempt to
improve educational outcome we will ironically being forced to abandon or weaken the
forces and personnel necessary to carry out the plan. It is akin to mixing concrete without
limestone.
Each budget cycle the various districts should convene a committee consisting of the
superintendent, the business manager and a knowledgeable member of the public with
skills in accountancy to tease out that portion of each budget item is attributable to
meeting new standards and which to normal operation. The distribution of those sums
and their cumulative expense can then be reported to the funding authority. It is
suggested that the responsibility for funding the item be split 90:10 between the State of
Alaska and the local district. Adopted 2014
CHILD ADVOCACY
3.1 DECLARING CHILDREN OF ALASKA OUR MOST VALUABLE RESOURCE AND
THEIR HEALTH, SAFETY, WELFARE, AND EDUCATION IS OF PARAMOUNT
IMPORTANCE
AASB understands that the children are our most valuable resource and encourages the
Alaska Legislature and the Governor to declare that our children are our most valuable
29
resource and to further declare that their health, safety, welfare, and highest standard of
education is of paramount importance.
Rationale. A declaration of this kind by the state would lend support to prevention and
protective services, for all education needs and for a long-range fiscal plan for state
government services. Adopted 2004, Amended 2011 (Sunset Nov. 2018)
3.2 PROMOTING STUDENT SUCCESS THROUGH SOCIAL AND EMOTIONAL
LEARNING AND POSITIVE YOUTH DEVELOPMENT AND SUPPORT
AASB encourages each neighborhood, faith community, civic organization, community,
school district, tribal entity and state agency to review the research in order to advocate,
create and sustain programs of social and emotional learning and other initiatives that
build assets in Alaska’s children and teens, provide positive adult role models and
support, and incorporate culturally responsive awareness.
Rationale. Research shows that effective schools, families, faith communities, and all
adults in our communities can contribute to the positive development of youth. The
difference between troubled teens and those leading healthy, productive, and positive
lives, is strongly affected by the presence of what is labeled “developmental assets®.”
These assets are additive, meaning that the more a young person has, the better. Forty
of these assets were identified – 20 exist in the student’s environment and 20 belong in
the head and heart of every child. These developmental assets serve as building blocks
for human development in a young person’s life and are developed through positive
relationships with adults.
Research shows that the more assets students have the less likely they are to use drugs
and alcohol, the less likely they are to be sexually active, to be depressed or have
suicidal thoughts, to fail in school, and to exhibit antisocial or violent behavior. The more
assets children have the more likely they are to succeed in school, to be involved in their
community and to exhibit empathic and caring behaviors.
Research also shows that promoting social and emotional learning leads to reduced
violence and aggression among children, higher academic achievement and an improved
ability to function both in school and in the workplace. Schools that create socially and
emotionally sound learning and working environments and that help students and staff
develop greater social and emotional competence, in turn help ensure positive short- and
long-term academic and personal outcomes for students and higher levels of teaching
and work satisfaction for staff. Amended 1998, 2002, 2003, 2006, 2007, 2008, 2009
(Sunset Nov. 2018)
3.3 FETAL ALCOHOL AND DRUG EXPOSED STUDENTS
AASB recognizes the impact of Fetal Alcohol Spectrum Disorder (FASD) and urges
efforts to raise awareness of the need for prevention and appropriate intervention. AASB
requests that the Alaska Legislature provide and improve effective programs and
services aimed at the prevention, diagnosis and treatment of children with FASD within
our state, and to allocate adequate funding to the appropriate agencies necessary to
provide parent and guardian training, school staff training, paraprofessional and
specialized educational services, including transportation, necessary to serve children
with FASD and/or who have suffered from prenatal exposure to illicit drugs. Further,
AASB urges all Alaska post-secondary institutions to include FASD intervention
education in their teacher preparation and paraprofessional programs.
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Rationale. Prevention is the best long-term approach. The public must be educated that
the use of alcohol/drugs during pregnancy may severely affect and damage children. The
child who has been prenatally exposed to drugs and/or alcohol is at risk for
developmental, behavioral, psychosocial and learning problems. Alaska's public schools
must provide educational services to all children regardless of developmental impairment.
Although Alaska has one of the highest incidence rates of children born with FASD, not
all communities have the ability to diagnosis this disease. Not all children with FASD
meet the criteria for Special Ed Programs. It is estimated that for every child born with
true fetal alcohol syndrome, 10 are born with developmental delay in the context of
prenatal alcohol exposure and are difficult to identify.
Children with FASD often require special instructional strategies and materials. The
educational identification and service of children with Fetal Alcohol Spectrum Disorder is
extremely expensive. Funding support for education of children with disabilities is already
barely sufficient to meet the needs of those children currently identified. Amended 1998,
2000, 2002, 2003, 2004, 2006, 2009, 2010, 2011 (Sunset Nov. 2018)
3.4 PREVENTING ACCESS TO PORNOGRAPHY ON THE INTERNET
AASB supports efforts to prevent children’s access to pornography on the Internet and
encourages efforts to create a more positive, safe interactive electronic communications
for children. AASB supports efforts to provide parents with the necessary information
about the influence of the Internet in order to assist them in their decisions concerning all
Internet access for their child. AASB also supports self-regulation in the industry
encouraging providers of pornography to post rating labels and “black-out” pages
requiring adult verification before access is granted.
Rationale. Pornography is highly prevalent on the Internet. The Internet allows access to
material all over the world with very little regulation. Innocent searches for class or
personal information can occasionally lead into pornography. With rating systems in
place that would post a rating scale upon a search using an Internet search engine and
voluntary “black-out” with adult verification, children’s access to inappropriate material will
be limited. Adopted 1997, 2002, Amended 2004, 2007, 2008, 2009 (Sunset Nov. 2018)
3.5 VIOLENCE IN ELECTRONIC MEDIA AND ENTERTAINMENT
AASB supports efforts encouraging and challenging the media, entertainment and
advertising industries to develop more positive content for both children and adults that
demonstrate nonviolent solutions to problems and respect for human life. AASB supports
efforts to provide parents with the necessary information about the influence of media in
order to assist them in their decisions concerning all of its influences upon their children.
AASB also supports self-regulation within the industry by asking them to post rating
labels on all videos and video games rented or sold by video merchants or loaned by
public libraries, and prohibiting children under age of 17 from renting R-or X-rated videos,
M-rated video games or attending R-or X-rated movies without parental permission.
Rationale. It is estimated that children who regularly watch television are exposed
through news and entertainment programming to tens of thousands of violent assaults
and deaths by the time they reach adulthood.
Analysis of multiple victim school shootings (Anchorage Daily News, June 21, 1998)
indicates a commonality of these four factors: obsession with violent pop culture, a child
who felt inferior or picked on (probably suicidal), easy access to guns, and ample warning
signs. Reducing the violence will not eliminate the threat, but will work in conjunction with
efforts directed at addressing the other three factors. Amended 1998, 1999, 2001, 2003,
2004, 2005, 2007 (Sunset Nov. 2018)
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3.6 INHALANT, ALCOHOL, TOBACCO, E-CIGARETTES, METHAMPHETAMINES,
MARIJUANA, DESIGNER DRUGS AND ANY ILLICIT SUBSTANCE ABUSE
AASB calls upon the Legislature of the State of Alaska to support local communities in
their strength-based education, prevention and treatment efforts to combat inhalant,
alcohol, tobacco, e-cigarettes, methamphetamines, marijuana, designer drugs and other
illicit substances and to provide effective law enforcement to ensure laws pertaining to
controlled substances are enforced. AASB also requests the State of Alaska make
adequate funds available for community-based and residential efforts to address effective
substance use and abuse treatment programs for children, young people and their
families.
Additionally, AASB supports regulations or modifications to the marijuana statute to
counter potential negative impacts on Alaska youth, i.e. restricted marketing, prohibition
of lookalike products that appeal to youth regardless of packaging, denial of youth access
to business where marijuana and its derivatives are sold or used, clear and simple
process for a community to be “dry”, and an appropriate allocation of the tax revenue
from marijuana sales, production and businesses to support drug use and abuse
education prevention (including after-school and school drop out programs) and
treatment.
Rationale: Drug-related problems, including inhalant, alcohol, tobacco,
methamphetamines and other drug abuse, are a major debilitating influence on the lives
of the youth of Alaska. They have been proven to be the primary contributing factor in the
alarming number of dropouts and youth suicides in the State of Alaska. Communitybased prevention and intervention efforts are proving effective in combating drug-related
problems. The treatment of children and young people is very different from the treatment
of adults for substance abuse. Communities need adequate funds for effective substance
abuse prevention and treatment programs. Amended 1998, 1999, 2001, 2005, 2006,
2007, 2008, 2013, 2014 (Sunset Nov. 2018)
3.7 INTERAGENCY COOPERATION AMONG SERVICE PROVIDERS SERVING
CHILDREN
AASB supports interagency information sharing within Federal Rights to Privacy
requirements (FERPA, HIPAA, 42CFR) to ensure that children are able to come to school
each day ready to learn, and to enable agencies to develop a cooperative treatment plan
that involves appropriate school personnel.
Rationale. Children who receive services from social service agencies are already
experiencing disruption in their lives. This disruption frequently makes it difficult for them
to concentrate on their schoolwork. These students need to have educational skills to
succeed in the world. Yet decisions are frequently made about the life of these children
that do not take into account their educational needs.
When children are receiving services from multiple agencies, one agency will frequently
have information that may be crucial to the service delivery of another agency and/or the
child is receiving duplicating and sometime conflicting services from more than one
agency. Addressing the needs of the whole child requires an improved delivery system,
which is comprehensive, collaborative, child and family centered, and focused on
prevention. Amended 2001, 2002, 2005, 2007, 2008, 2011 (Sunset Nov. 2018)
3.8 SUICIDE PREVENTION, EDUCATION AND TREATMENT EFFORTS
AASB requests the Legislature to provide funding for statewide suicide prevention efforts
coordinated among the peer helper programs, mental health centers, and village based
suicide prevention efforts. Prevention efforts should include a statewide program to bring
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professional mental health counselors on-site to visit schools or support school-based
counseling programs. Further, we urge school districts, tribal entities, appropriate
agencies and communities to actively engage in responding to this serious, ongoing
challenge.
Rationale. The Center for Disease Control and Prevention reports that suicide is the
second leading cause of death among young people 15 -19 years of age, (following
unintentional injuries). The rate of teenage suicide in Alaska is much greater than the
national average.
Suicide is often precipitated by depression, substance abuse, and separation from a
significant other. Coordinated efforts among all agencies will be better able to present
programs, which address mental health, coping skills in response to stress, substance
abuse, employment, and healthy relationships.
Currently, many Alaskan communities participate in the Community-Based Suicide
Prevention Program which allows each community to determine and implement the kind
of project it believes is most likely to reduce self-destructive behavior. Amended 1998,
1999, 2002, 2005, 2006, 2007, 2010 (Sunset Nov. 2018)
3.9 SAFE, CARING AND CONNECTED SCHOOLS
AASB recognizes the importance of positive school climate and student connectedness
to school as powerful influences on student academic success and on reducing youth risk
behaviors and urges the Legislature and state agencies to join AASB in supporting
school district efforts to improve school climate and increase student connectedness to
school. AASB supports efforts to provide a school environment that is free from weapons,
harassment and intimidation, violence, drugs (including alcohol and tobacco), and other
factors that threaten the safety of students and staff.
Rationale. It is common sense that when students feel safe and welcome in school and
are encouraged to learn, their attendance increases as well as their academic
achievement. Research shows the clear association of school climate and student
connectedness with positive academic outcomes and with reduced risk behavior and
increased safety. AASB’s School Climate and Connectedness Survey has provided a tool
for districts to measure climate and connectedness factors. The survey also has
provided Alaska data that aligns with national research. Amended 1998, 1999, 2001,
2002, 2008, 2009, 2014 (Sunset Nov. 2018)
3.10 SUPPORT OF STATE FUNDING FOR STUDENT HEALTH SERVICES IN
ALASKA
AASB strongly urges the Administration and the Legislature to provide funding for schoolbased student health services.
Rationale. School nurses and other student health services are vitally important supports
for student well-being and academic success. Amended 2002, 2004, 2007, 2008, 2011
(Sunset Nov. 2018)
3.11 HIV/AIDS AND OTHER STD EDUCATION
AASB supports providing effective HIV/AIDS and other STD education programs for
students and parents, and training for certified and classified school staff. AASB supports
an effective and comprehensive education effort that focuses on reducing risk by
emphasizing abstinence, healthy decision making and refusal skills. Such instruction may
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also include the use of barrier methods. An effective way to do this is to bring together a
broad consensus of the community in order to develop and implement the district’s
HIV/AIDS curriculum on preventing HIV/AIDS and other STD.
Rationale. The impact of all STD’s can be devastating. For instance, the dormancy of the
HIV virus can be as long as 10 years and the statistics indicate that many young people
are contracting the virus while in their teens. Health education should emphasize the
consequences of contracting STDs, many of which are life-long. The instructions should
not lull teens into careless and risky behavior. Amended 1998, 2000, 2001, 2002, 2004,
2008, 2009 (Sunset Nov. 2018)
3.12 EDUCATION OF STUDENTS IN RESPONSIBLE BEHAVIORS RELATING TO
HUMAN SEXUALITY
AASB encourages responsible behaviors relating to human sexuality by supporting
programs that promote abstinence, develop healthy decision-making skills, teach refusal
skills and promote prevention of pregnancy and sexually transmitted diseases.
Rationale. The Youth Risk Behavior Study of 2011 indicates a decrease in the number of
students who reported that they had sexual intercourse at least once. In 2011, about 38
percent of high school students reported having had sexual intercourse, compared to 43
percent in 2009.
Research presented by the Search Institute and their “Building Assets in Youth” model
has determined that a teen’s belief “in the importance of abstaining from sexual activity
and his/her willingness to postpone sexual activity” is significant to their personal and
academic development. Amended 1998, 2001, 2002, 2004, 2007, 2008 (Sunset Nov.
2018)
3.13 IN SUPPORT OF THE ALASKA CHILDREN’S TRUST
AASB fully supports the work of the Alaska Children's Trust and urges all member school
boards to promote the Trust and its efforts to address the tragic consequences of abuse,
neglect, violence, and crime experienced by too many of Alaska's children. AASB urges
the Legislature to support and increase the Children’s Trust Endowment.
Rationale. The Alaska Children's Trust was established by the Legislature in 1988 with
the mandate to promote initiatives that strengthen families and serve dependent children.
The Trust has since been transferred to a private, non-profit organization, and its
funds are managed by the Alaska Community Foundation.
The goal of the Children's Trust is to promote and provide opportunities so that Alaska's
children can grow to responsible and productive adulthood. The Children's Trust will fund
local programs that meet the needs and challenges of Alaska's families and children with
innovative, efficient and effective services. Amended 1997, 1999, 2001, 2002, 2003
(Sunset Nov. 2018)
3.14 INCREASED SUPPORT OF ALASKA HEAD START PROGRAMS
Alaska Head Start programs and services are a partnership between federal, state and
community-level entities. The Association of Alaska School Boards supports and urges
the Congress of the United States, the President, the Alaska Legislature, and the
Governor to provide sufficient and consistent funding to make Head Start, Early Infant
Learning available to all eligible young Alaskans, regardless of the number of children in
the program.
Rationale. Project Head Start has had a beneficial impact on the academic, physical,
social, and emotional development of impoverished pre-school students and their families
throughout Alaska and the United States since its inception in the 1960's.
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Children at-risk who have benefited from a quality early childhood program spend 1.3
years less in some form of special education placement. They have been shown to score
higher on such school readiness measures as verbal achievement, perceptual reasoning
and social competence than other low-income children attending either another preschool
or no preschool.
Head Start has immediate positive effects on children’s socio-emotional development,
including self-esteem, achievement, motivation and social behavior. Parents involved in
Head Start have been shown to participate more in activities, including transition, than
non-Head Start parents.
Within Alaska, 17 Head Start grantee agencies serve children and their families in 101
communities. A large number of eligible Alaskan children (estimated to be nearly 76%)
remain unserved, due to lack of sufficient funding. AASB is encouraged by the addition of
$600,000 in state general funds to the $6.8 million Head Start budget in FY 2009 and
$800,000 addition in FY 2010. The Head Start communities across Alaska contribute
over $4.2 million annually through in-kind support. Amended 1998, 1999, 2000, 2001,
2002, 2006, 2009, 2010 (Sunset Nov. 2018)
3.15 SUPPORTING THE SAFE AND DRUG-FREE SCHOOLS AND COMMUNITIES
ACT
AASB urges the U.S. Congress to continue funding for the Safe and Drug-Free Schools
and Communities Act at levels adequate to support effective education, counseling and
prevention efforts. The Association recommends that such valuable new initiatives as
preventing violence in the schools be funded through separate appropriation.
Rationale. The Safe and Drug-Free Schools and Communities Act authorized federal
appropriations to state and local education agencies to devise programming to provide
drug use education, counseling, and abuse prevention services for America's young
people. Programs funded through the Act are currently providing valuable services and
will be needed for the foreseeable future.
Although violence in the schools is a serious issue and developing programs to combat it
is an appropriate federal responsibility, any diversion of resources from the Safe and
Drug-Free Schools and Communities Act would cripple important drug education,
counseling and abuse prevention programs that are only taking root and becoming
effective. Amended 1998, 2000, 2001, 2002, 2004, 2008, 2009 (Sunset Nov. 2018)
3.16 REVISE PARENTAL PERMISSION REQUIREMENTS FOR QUESTIONNAIRES
AND SURVEYS ADMINISTERED IN PUBLIC SCHOOLS
AASB supports modifying the requirements for parental or legal guardian permission for a
student to participate in a questionnaire or survey administered in a public school to
make it easier for school districts to obtain the necessary permission.
Rationale. To be eligible and/or competitive for state and federal grants, and to
effectively target programs to increase student achievement, school districts need schoolby-school data to accurately assess the need and success of current efforts. As a result
of the passage in 1999 of HB 70, schools are unable to obtain an adequate sample to
provide reliable information. SB 8 (Davis) passed the Senate in 2011. It proposed to
modify restrictions to allow greater general information gathering by districts, provide
sufficient notification to parents about student surveys and allow parents to opt out of
anonymous student surveys. SB 8 did not pass the House in 2012. Adopted 2001,
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3.17 STUDENT WELLNESS
Good physical and mental health of children is essential if they are to take full advantage
of the educational services offered by their school. AASB urges students, parents,
educators, guardians, community groups, tribal entities and state and local agencies to
collaborate on collective ways to ensure all children are prepared to learn through healthy
eating habits, physical activity and access to adequate housing and health care. Due to
the federally mandated Child Nutrition Act, funding to school districts should be increased
to support adequate school services and programs to address those mandates. Specific
school-based measures to reduce child weight and obesity issues and should include
increased funding for school districts.
Rationale. AASB recognizes child wellness is also determined by circumstances outside
the school, from the availability of good nutrition and physical activity to the ability of each
family to provide housing and health care for their members. Obesity is a growing health
threat to all generations of Alaskans; it increases the risks of chronic diseases and
conditions such as heart disease, liver failure, diabetes, stroke, hypertension, some
cancers and premature death. Therefore, community-based collaboration is essential for
long-term success. Adopted 2005, Amended 2006, 2008, 2009 (Sunset Nov. 2015)
3.18 PROMOTING AWARENESS OF THE IMPORTANCE OF EARLY CHILDHOOD
BRAIN DEVELOPMENT
AASB encourages legislative recognition that brain development in 0-3 year-old children
critically impacts educational success. Inadequate brain development in the very early
years is impossible to overcome and poses a huge and costly challenge for school
districts. AASB supports efforts to inform parents and families about promoting healthy
brain development in their very young children and to provide related resources that
support early brain development efforts. AASB further urges legislators to fund early
learning programs.
Rationale. Success in education is largely dependent on the degree of brain
development achieved from birth to age 3. Age appropriate, culturally relevant and native
language supported resources need to be made available for families to stimulate proper
brain development in order to increase children’s learning potential. Various public and
private agencies, including school districts, should encourage collaborative efforts to
provide information and effective, research-based resources to parents and guardians of
very young children. The benefits of wise investment in young children will be substantial,
and the consequences of poor investments costly. Adopted 2005, Amended 2011, 2013
(Sunset Nov. 2015)
3.19 SCHOOL ACTIVITY AND STATEWIDE TESTING SCHEDULES IN RELATION
TO MAJOR RELIGIOUS HOLIDAYS AND CULTURAL ACTIVITIES
In advocating for the respect of cultural differences and in recognition of increasing
diversity, AASB encourages the State of Alaska, school districts and the Alaska School
Activities Association to schedule major school-sanctioned activities and statewide
testing on days that do not conflict with major religious holidays and cultural activities.
Rationale. As of this time, Christmas and Easter do not have major sporting events or
other activities for students scheduled for these holidays. In its advocacy role, AASB can
influence ASAA, individual school boards and the Department of Education & Early
Development to refrain from scheduling student activities, sporting events and statewide
testing the Jewish High Holy Days (Yom Kippur and Rosh Hashanah), holidays
associated with Islam (Eid, the end of Ramadan), Russian Orthodox Christmas and
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Easter and other major holidays of our communities’ faith organizations. Adopted 2007
3.20 INTERVENTIONS AND SANCTIONS THAT REDUCE LOSS OF CREDIT
AASB supports amending AS 14.30.171 to allow school district personnel to reduce or
mitigate suspensions or expulsions based on attendance and participation in appropriate
interventions.
Rationale. SB 48, an act relating to recommending or refusing psychotropic drugs or
certain types of evaluations or treatments for children, was adopted by the legislature in
2006. It does not currently allow school district administration to reduce the number of
days for suspensions or expulsions, if there is a program or evaluation in place. The loss
of credit and loss of intervention programs negatively impact communities. Adopted 2007
(Sunset Nov. 2017)
3.21 SUPPORTING LEGISLATION RESTORING THE DENALI KIDCARE PROGRAM
ELIGIBILITY STANDARD TO 200 PERCENT OF FEDERAL POVERTY GUIDELINES
AASB strongly urges the Legislature to reintroduce and pass a bill expanding the
eligibility standard for enrollment in the Denali KidCare Program from the present level to
200 percent of the federal poverty level with no cuts to currently covered services. AASB
also strongly urges the governor to sign the legislation into law.
Rationale. SB 13, passed during the 26th Alaska Legislature, would have made health
insurance available to an estimated 1,300 additional uninsured children in Alaska. SB 13
passed by substantial majorities in both chambers but was vetoed by the governor. By
ensuring medical coverage for an increased number of economically disadvantaged
children, the state will help ensure that they are ready to learn and not distracted and/or
impaired by physical or emotional health problems.
Denali KidCare serves an estimated 7,900 children and remains one of the least costly
medical assistance programs in the state, at about $1,700 per child with full coverage,
including dental. Alaska is one of only five states that fund its State Children’s Health
Insurance Program (SCHIP) below 200 percent of the federal poverty level. A total of 19
states cover families with incomes between 250 and 300 percent of federal poverty level.
Adopted 2010, Amended 2011 (Sunset Nov. 2015)
3.22 STUDENT PARTICIPATION IN INTERSCHOLASTIC ACTIVITIES
AASB urges the Alaska School Activities Association, the Department of Education &
Early Development and the Alaska Legislature to provide clear rules and appropriate
funding to assure that all students participating in interscholastic activities adhere to the
standards set forth by the state and local school districts.
Rationale. AASB believes it is in the interest of all students to adhere to consistent rules
regarding transfers, academic requirements for participation, state testing, accreditation,
and funding mechanisms. Adopted 2012 Amended 2014 (Sunset Nov. 2017)
3.23 SUPPORT OF FULL STATE FUNDING FOR PUBLIC HEALTH REQUIREMENTS
AASB strongly urges the Administration and the Legislature to continue to sufficiently
fund the Public Health Nurse Program, community health aides/practitioners and other
immunization programs so that necessary and required immunizations and health
screenings can be provided free of charge for all disadvantaged children and youth.
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Rationale. Children are not allowed to attend school without all mandatory
immunizations. Charging for these immunizations can create an insurmountable barrier
for disadvantaged youth and children, as well as creating an increased severity of social
and health problems caused by the rise of preventable infections and missed education
opportunities due to missed immunizations. In addition, early health screenings
performed by public health nurses identify health, developmental and/or other factors that
may interfere with a child's learning, growth and development.
“Public Health Nurses serve populations that are marginalized by society and address
differences in health status that are unnecessary, avoidable, and unjust.” – Association of
State and Territorial Directors of Nursing, “Report on a Public Health Nurse to Population
Ratio” October 2008
“As science and medicine continue to evolve, so does our ability -- and public health
responsibility -- to prevent disease. The results of some of these advancements are new
vaccines. The current U.S. vaccination schedule for children between birth and six years
old recommends immunizations for at least 15 different diseases that may cause
significant health problems and even death. Although this number may seem like a lot,
it's important to know each and every disease has the potential to quickly reappear if
vaccination rates drop.” – New York Department of Health website
www.health.ny.gov/prevention Adopted 2012, Amended 2013 (Sunset Nov. 2017)
3.24 TOBACCO FREE SCHOOLS
AASB supports and advocates for a comprehensive tobacco-free school policy in all
districts around the state that promotes general health and welfare for students and all
individuals in the school environment. This includes all school properties and contractors
in the schools, which protects future generations from tobacco use and exposure and
reinforces tobacco-free norms and attitudes.
Rationale. More than 3 million high school students and 600,000 middle school students
in the United States smoke cigarettes, including one in six Alaska high school students,
according to the U.S. Surgeon General’s Office (Preventing Tobacco Use Among Youth
and Young Adults, 2012). The younger people begin smoking cigarettes, the more likely
they are to become strongly addicted to nicotine for a lifetime (Center for Disease Control
1994 report). The percentage of teens in Alaska using smokeless tobacco products at 8
percent has been consistently higher than the U.S. national average (Alaska Youth Risk
Behavior Survey, 2011).
Schools are often a vital and central gathering place for the entire community, hosting
sporting events, dances, funerals, potlucks, health fairs, concerts, community lunches,
etc. The image of older youth and adults using tobacco influences younger children to try
and start using, or older youth can serve as positive role models. Communication is
necessary to enforce a comprehensive tobacco-free policy.
Tobacco use is an addictive disease and not merely a discipline matter. Teens should be
provided options for treatment; and yet a 2012 survey by the State of Alaska found only a
dozen Alaska school districts with progressive consequences regarding tobacco
violations. A comprehensive tobacco free policy (see AASB BP 3513.3 and 5131.62)
includes all students, staff, visitors and the general public. Adopted 2012 Amended 2013
(Sunset Nov. 2017)
3.25 SUPPORTING SEX ABUSE AWARENESS AND PREVENTION EDUCATION
AASB supports the expansion and funding of age-appropriate sexual abuse and assault
awareness and prevention education in grades K through 12. Passage of the Alaska
Safe Children’s Act of 2015 offers momentum towards this goal. The law requires
schools to offer education to make children and youth aware of sexual abuse and
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assault, as well as dating violence and healthy relationships. The goal of the
programs should be to give students the tools to protect themselves from abuse and
school staff the ability to recognize the signs of abuse.
Rationale. Child abuse in Alaska is a chronic problem that spans generations. In 2013,
the Office of Children’s Services received nearly 2,300 allegations of child sexual abuse
involving more than 1,800 unique victims. More than 800 of these cases resulted in
criminal charges. While the Alaska Network on Domestic Violence and Sexual Assault
offers programs that provide outreach and education presentations in schools, upon
request, resources are not sufficient to address the problem. If granted support for
curriculum development and materials, schools could supplement the awareness and
prevention effort. Adopted 2014
PERSONNEL
4.1 SUPPORTS FOR STAFF DEVELOPMENT
AASB supports funded opportunities and sufficient resources for quality and relevant staff
preparation and demonstrably effective continuing development in both urban and rural
settings for those educating Alaska’s public school students. This includes, but is not
limited to:
 Professional development for teachers to effectively implement the newly
mandated Alaska State Standards;

Pre-service: State training programs through postsecondary and other institutions
(e.g. RANA–Rural Alaska Native Adult education program out of Alaska Pacific
University and REPP–Rural Education Preparation Program out of University of
Alaska Fairbanks);

Expanding Department of Education & Early Development packaged training
programs for all school districts to use in providing consistent mandated training
to employees and in meeting the requirements of the Elementary and Secondary
Education Act;

Developing resources to allow the sharing and implementation of best
educational practices;

Quality in-service programs at the local district level;

Necessary training for paraprofessionals and special needs educators.
Rationale. The greatest factor affecting the ability of the state's students to master
Alaska’s student performance standards is the quality of the teacher who delivers
instruction to the student. Compounding this critical concern is the shortage of qualified
teachers, administrators and paraprofessionals. Issues such as teacher, administrator
and paraprofessional recruitment, distribution, preparation, and in-service continue to
impact the supply and retention of qualified staff. While the state has recently increased
efforts to attract teachers and staff from both conventional and non-traditional sources
and to more effectively prepare teachers, the promise of these efforts has yet to reach
most school districts. Adopted 2002, Amended 2004, 2010, 2012, 2013 (Sunset Nov.
2017)
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4.2 NATIONAL CERTIFICATION OF TEACHERS
AASB supports efforts to establish a financial incentive mechanism for state support of
teachers and districts wishing to participate in the National Board for Professional
Teaching Standards (NBPTS) process. State support for this resolution should be outside
the foundation formula. Additional incentives to attract NBPTS teachers to underperforming schools should be considered.
Rationale. NBPTS is an organization of teachers, administrators, board members, and
other education stakeholders working to advance the teaching profession and to improve
student learning. The mission of the NBPTS is to establish high and rigorous standards
for what accomplished teachers should know and be able to do. Linked to these
standards will be a new generation of fair and trustworthy assessment processes that
honor the complexities and demands of teaching. The NBPTS certification process is
offered on a voluntary basis for teachers wishing to demonstrate exemplary performance
around the five core propositions:


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Teachers are committed to students and their learning.
Teachers know the subjects they teach, and how to teach those subjects to
students.
Teachers are responsible for managing and monitoring students learning.
Teachers think systematically about their practice and learn from experience.
Teachers are members of learning communities.
These standards are well aligned with the Alaska State Board of Education adopted
teaching standards. Adopted 1998, Amended 2007 (Sunset Nov. 2018)
4.3 THE ALASKA STATEWIDE EDUCATOR MENTORING PROJECT
AASB applauds the willingness of veteran educators to serve as mentors to Alaska’s
teachers and administrators principals. AASB urges the Alaska Legislature to provide
adequate and permanent funding to continue professional staff mentoring. An evaluation
process should be implemented to monitor the effectiveness of the mentoring program.
Rationale. Surveys have shown that far too many teachers and principals leave the
profession within their first five years out of frustration or lack of success. Mentors who
serve to provide advice and support during these critical early years are a proven remedy
to this dropout phenomenon. Alaska should invest money in mentoring programs to
ensure that they exist into the future, when federal funds may not be available. Adopted
2005, Amended 2008, 2010, 2012, 2014 (Sunset Nov. 2015)
4.4 SPECIAL EDUCATION AND RELATED SERVICES TRAINING
The Association of Alaska School Boards promotes the establishment and expansion of
postsecondary educational programs to train additional individuals as certified special
education teachers and the initiation of programs to train related services providers (i.e.
school psychologists, physical therapists, and speech therapists) within our state
university system.
Academic programs to train some special education-related service providers are not
currently available within Alaska. Therefore, AASB endorses providing financial support
to Alaska residents who must attend professional certification programs outside the state.
This support should be limited to those professionals committed to providing services to
children in Alaska public schools. In addition, AASB supports the continuation of using
alternative ways towards special education certification.
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Rationale. The Individuals with Disabilities Education Act Amendments of 1997 (IDEA97) mandates appropriate educational services be provided to all certified special
education students; the Assistance to States for the Education of Children with
Disabilities (34 C.F.R. Part 300), Section 300.381 identifies the role of “the State (to)
undertake (activities) to ensure an adequate supply of qualified personnel including
special education and related services personnel...necessary to carry out the purposes of
this part;” and, the Assistance to States for the Education of Children with Disabilities (34
C.F.R. Part 300), Section 300.382 identifies the role of “Each State plan (to) include a
description of the procedures and activities the State will under take to ensure that all
personnel necessary to carry out this part are appropriately and adequately trained...to
include a system for continuing education of regular and special education and related
service personnel to meet the needs of children with disabilities.”
School districts throughout the State of Alaska are having difficulty meeting the
educational requirements of our special needs students due to a significant shortage of
certified special education personnel. Furthermore, the University of Alaska has limited
special education and related services professional preparation program opportunities
available to individuals aspiring to become certified special education or related service
professionals. Adopted 1998, Amended 1999, 2000, 2010, 2011 (Sunset Nov. 2018)
4.5 ADDRESSING THE TEACHER, SPECIALIST AND ADMINISTRATOR
SHORTAGE
The Association of Alaska School Boards urges the Alaska State Legislature, Alaska
State Board of Education, and Teacher Education Programs in Alaska’s universities to
address the severe shortage of teachers, specialists, and administrators in the State of
Alaska. Suggested strategies may include:










Incentives (salary bonuses, loan forgiveness, loan assumption, competitive
retirement benefits,
interest rate reduction, etc.);
State supported marketing and licensure assistance to recruit teachers;
Flexibility in certification requirements and reciprocity;
Alternative routes to teacher certification;
Improved access to bandwidth and technology teachers and staff, especially in
rural communities;
Increasing availability and/or quality of teacher housing;
Mentoring programs for new teachers;
Rehire of retired teachers and administrators;
Professional support/development.
Reducing redundant paperwork.
Rationale. It has been painfully demonstrated that a severe shortage of teachers,
specialists, and administrators is being experienced in the school districts in every region
of Alaska. Attracting and retaining quality teachers has become a critical issue facing
school districts as they work to improve education in Alaska’s public schools.
A teacher’s job satisfaction is gauged by a number of factors, including a sense of
accomplishment, professional support, decent living conditions, and adequate
compensation/benefits. The degree to which Alaska meets these needs is a statement of
the value we place on our educators. Adopted 1999, Amended 2000, 2001, 2005, 2008,
2010, 2011, 2013 (Sunset Nov. 2018)
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4.6 REPEAL THE SOCIAL SECURITY GOVERNMENT PENSION OFFSET AND
WINDFALL ELIMINATION PROVISION
AASB supports the elimination of two little known amendments to the Social Security Act
that unfairly penalize certain public employees by reducing earned retirement benefits.
They are the Government Pension Offset (GPO) and the Windfall Elimination Provision
(WEP).
Rationale. The Government Pension Offset and Windfall Elimination Provision unfairly
reduce the Social Security rights of at least one-third of America's education workforce,
including Alaskans enrolled in either the Teacher’s Retirement System or the Public
Employees Retirement System.
In 1977, Congress began treating government pensions, such as those earned by
educators, as Social Security benefits. The Government Pension Offset (GPO) reduces
an individual's Social Security survivor benefits (available to a person whose deceased
spouse had earned Social Security benefits) by an amount equal to two-thirds of his/her
public pension.
In 1983, Congress enacted the Windfall Elimination Provision (WEP). It changes the
formula used to figure benefit amounts – reducing an individual's own Social Security
benefits (earned while working in a job covered by Social Security). For example, a
teacher taught 17 years in one state, then moved to a different state and taught another
14 years. According to the Social Security Administration, she earned monthly benefits of
$540 per month for her contributions paid into the Social Security system while she
worked in the first state. Because public employees in the second state do not participate
in the Social Security system, her actual monthly benefits will be cut $196 due to the
(WEP). She will receive $344 per month from Social Security instead of the $540 she
earned.
Congress further tightened the law in 2004 through passage of PL 108-203, which
eliminated the “last day covered employment exemption” to the government offset
provision. The law requires that the last 60 months of a person’s government
employment be covered by Social Security and the pension system in order to avoid
reduction under the GPO.
The impact of the penalty is exacerbated with the change in TRS and PRS from defined
benefit to defined contribution. Adopted 2002, Amended 2007, 2013 (Sunset Nov. 2017)
4.7 RELATING TO DEFINED BENEFIT RETIREMENT
AASB supports reestablishment of a fiscally responsible defined benefit retirement
program. We believe this improves the hiring and retaining of highly qualified and
effective staff.
Rationale. Secure retirement benefits are important for recruiting the best personnel to
Alaska schools. Without competitive work benefits, it has become increasingly difficult to
retain and recruit teachers, administrators and support staff. Districts are investing
significant dollars to train staff to deliver world-class instruction and want to retain this
knowledge in state to the advantage of our students. Adopted 2005 Amended 2008,
2010, 2013 (Sunset Nov. 2015)
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4.8 RELATING TO HEALTH CARE COSTS AND MEDICAL INSURANCE
The effects of federal health care legislation on school districts are not yet fully
understood. AASB calls upon the Governor, the Legislature and Congress to eliminate
any unintended consequences harmful to school districts and to continue to look for ways
to address the cost of health care in Alaska.
Rationale. In Alaska more than 110,000 residents have no medical insurance, and the
price of treatment is increasing. In the U.S. 45.8 million people have no health insurance.
The uninsured drive costs up for everyone. For school districts in Alaska these health
care costs for current and retired employees is a growing problem. In many districts these
costs add up to more than 10 percent of the budget. This growing budget category
mitigates districts’ ability to directly impact student achievement through classroom
focused expenditures. Adopted 2005, Amended 2010, 201, 2013 (Sunset Nov. 2015)
4.9 SUPPORTING USE OF LICENSED PROFESSIONALS TO FACILITATE
SERVICES BY THE USE OF TECHNOLOGY
AASB supports the use of technology by licensed professionals to facilitate the monthly
supervision of paraprofessionals as they implement the related service goals in a
student’s individual education plan.
Rationale. In most of Alaska’s smallest schools, very few students are enrolled in speech
therapy, occupational therapy or physical therapy, and very few professionals are
available to provide these services. The result is often the use of paraprofessional
personnel to provide these services. One solution would be for a waiver of state laws to
allow the supervision of these paraprofessionals by licensed professionals via virtual
means. Adopted 2005 Amended 2012 (Sunset Nov. 2015)
4.10 URGING THE STATE OF ALASKA TO REINSTATE THE RETIRE-REHIRE
PROGRAM
The State of Alaska and AASB recognize that there is a limited labor pool for some jobs
in K-12 education and that AS 14.20.135 is a good tool to fill critical positions. AASB
urges the Alaska Legislature to reinstate AS 14.20.135, Employment of Retired Teachers
Because of Shortages.
Rationale. Passage of HB 161 in 2005 included a 2009 sunset date for employees
working under a waiver through the retire-rehire program for positions that difficult to
recruit. The law established rules regarding the recruitment process that must be used in
hiring a retire-rehire employee; it requires employers to provide health insurance for the
employees and to make contributions to the unfunded liability of the retirement system for
the employees. After July 1, 2009, all employees hired under a waiver must cease
employment with the State of Alaska or school districts, or they may continue working in
their current jobs but cease collecting retirement benefits.
The retire-rehire program was initiated for good reasons, including the increasing
difficulty in filling some highly specialized positions and the need for Alaska to offer
competitive salaries and benefits for skilled workers. Those reasons continue to exist
despite the arbitrary deadline established in the sunset clause. An irony of the law is that
a skilled worker in another state can retire there and move to Alaska to accept a waiver
position in public employment, but a skilled worker in Alaska cannot compete for the
same job. Adopted 2008, Amended 2009, 2013, 2014 (Sunset Nov. 2018)
43
4.11 ALTERNATIVE PATHWAYS TO CERTIFY HIGHLY QUALIFIED & EFFECTIVE
TEACHERS
AASB encourages the Department of Education & Early Development to develop
alternative pathways for certifying teachers as highly qualified, with a particular focus on
the need for teachers (a) to be highly qualified and effective in multiple subject areas (b)
to qualify vocational/career technology teachers to provide core academic credit; and (c)
to recognize an indigenous teacher certification track that will use Native/indigenous
knowledge systems and pedagogy as a base for training teachers able to more
effectively teach Native students. The alternative pathways should be created with
participation from both urban and rural districts.
Rationale: The current highly qualified regulations established in the state accountability
plan require a teacher to be highly qualified in each subject. In disciplines such as
science and social studies, teachers maybe required to become highly qualified in
Government and in History and in Social Studies. Science teachers must similarly be
highly qualified in Chemistry and in Biology and in Physical Science and in Physics and in
Geology. Rural school staffing patterns cannot support one teacher for each subject, let
alone for each area within a discipline. In schools where one or two teachers must handle
the entire secondary program, the additional preparation required to become highly
qualified compounds teacher workloads, contributing to teacher burnout and turnover.
This requirement can also severely limit student educational opportunities. Not only is
there a severe shortage of Native teachers, there is also a dearth of culturally appropriate
pathways to teacher certification. Research shows that Native teachers have a positive
effect on and a better record of engaging Native students. The Alaska Department of
Education and Early Development and Alaska colleges and universities should develop
programs to support Native teachers to become certified. Adopted 2008, Amended 2010,
2011, 2013 (Sunset Nov. 2018)
4.12 TEACHER ENDORSEMENTS CHANGE NOTIFICATION
AASB urges the Alaska Department of Education & Early Development to require
adequate notice to school districts before teachers change their endorsements.
Rationale. Teachers assigned in April or May to teach a specific class, e.g. special
education, in the fall may now drop that endorsement to their licenses before classes
begin in August. Written notice to districts is required but may not be verified. The lack of
adequate notice to school districts can leave schools and students without essential
instructional resources. The restrictions of tenure add an additional consequence since a
teacher may no longer be certified for an available position. Adopted 2010, Amended
2011 (Sunset Nov. 2015)
4.13 TEACHER EVALUATIONS
AASB urges the State Board of Education & Early Development to reconsider the weight
ascribed to student growth measures in the educator evaluation system and the timeline
for implementation. Specifically, the AASB encourages the Board to revise regulations
pertaining to the local incorporation of student data so that districts have the authority to
decide, now and in the future, the appropriate weight ascribed to student learning data, at
a figure no less than 20 percent, thereby giving districts greater flexibility in the
implementation of the system. AASB also urges the Legislature to fund resources and
training needed for districts to implement the new teacher evaluation system.
Rationale. The State Board of Education and Early Development adopted 4 AAC 04.200
in December 2012, creating a phased approach to the use of student growth
measurements in teacher evaluations. The phasing will result in 50 percent of an
educator’s evaluation being based on student growth beginning in 2018-19. That
standard is very ambitious and districts will need assistance in developing and
44
implementing an evaluation plan that is equitable to staff and maintains accountability for
teachers and other professional staff.
In 2014, the U.S. Department of Education announces that states could delay plans to
factor student learning data into educator evaluations, acknowledging the enormous
pressures mounting on teachers and school districts to implement standards, testing and
evaluations on accelerated timelines, and the subsequent negative cumulative effect this
can have on school climate. Adopted 2013 Amended 2014 (Sunset Nov. 2018)
4.14 SUPERINTENDENT EDUCATION AND TRAINING
AASB urges the University of Alaska to strengthen its curriculum and program for the
education of school superintendents in order to produce more applicants who are
qualified in all aspects of district administration. The curriculum and training should
include:
 Extensive focus on school finance, budget development and administration;
school facilities planning, design, construction and financing;
 Curriculum and instruction;
 School law;
 School board relations and policy development;
 Strategies for improving student achievement;
 Public relations, including the judicious use of technology and social media;
 Human resources, including the recruitment, orientation, professional
development and evaluation of school personnel;
 Labor relations, including collective bargaining and the administration of
collective bargaining agreements.
Rationale. School districts are complex public institutions that require highly qualified
leadership. There is a limited pool of these individuals that needs to be expanded.
Adopted 2013 (Sunset Nov. 2018)
4.15 SUPERINTENDENT EDUCATION AND TRAINING - URGING THE STATE OF
ALASKA TO CREATE ALTERNATIVE PATHWAYS TO CERTIFICATION
AASB recognizes that school districts are complex public institutions that require highly
qualified leadership. There is a limited pool of these individuals that needs to be
expanded, and alternative pathways to certification for the superintendency would
strengthen district leadership by increasing the number and quality of superintendent
candidates in pools for school boards and districts to consider.
Rationale. Combining the 2013-2014 and 2014-2015 school years, almost half of the
superintendents in Alaska are new superintendents within their current districts. A large
majority of this group has not previously held a superintendent's position and a number of
the vacancies that occurred received very limited applicant pools. By creating an
alternative pathway, the State of Alaska can potentially encourage new candidates to
apply for these positions while at the same time leaving the local school boards as the
ultimate hiring authority and final decision makers.
Alternatives do exist for certification in other elements of the education statutes for
example a school psychologist without a Type A certificate successfully petitioned to
amend the regulations to obtain a Type B certificate. There are already alternative
pathways for teaching certification. Opening an alternative pathway for superintendents
simply allows consideration of additional candidates by school boards; it does not
mandate that a particular skill set be selected. Adopted 2014
45
4.16 URGING THE STATE OF ALASKA TO REMOVE A SUBSTANTIAL ROADBLOCK
TO HIRING TEMPORARY SCHOOL SUPERINTENDENTS
AASB urges the Alaska Division of Retirement and Benefits to promulgate a rule,
regulation, policy, directive or other binding determination to allow school districts to hire
superintendents on a temporary basis without forfeiting their retirement status and
without becoming active members of the Teachers Retirement System (TRS). AASB
believes such relief to be in the best interest of the State of Alaska, individual school
districts and parents, staff and students in affected districts.
Rationale. Current state law in Alaska Statute 14.25.220 (19) and (29) specifies that
“temporary” superintendents are not eligible to be active members of TRS. Yet, there is
no regulation, policy, directive or other binding determination by TRS as to the terms and
duration of a “temporary” superintendent. AASB believes that an adequate definition of
“temporary” would include the remainder of the school year in which the superintendent is
hired and up to one full school year following.
The recruitment and selection of a superintendent by a school board is one of its most
important duties and requires a thoughtful, deliberate, fair and public process. When an
unanticipated vacancy occurs mid-year, the pool of potential replacements is often very
limited. While school districts and the State of Alaska work on strategies to increase the
pool of qualified superintendent candidates, the best immediate solution is to define the
terms and duration of a temporary superintendent so that retired superintendents can reenter the workforce to assist school districts when needed without being required to
forfeit their retirement for the period of their new employment. Adopted 2014
EDUCATION PROGRAMS
5.1 CAREER-EXPLORATION PROGRAMS
The Association of Alaska School Boards strongly supports adequate and equitable
funding for career and technical education, career technical student organizations, and,
starting at the preschool and elementary level, career-exploration activities, while
ensuring resources to satisfy needs and requirements of all academic programs.
Rationale. Both the U.S. Department of Education and the Alaska Department of
Education & Early Development have endorsed and encouraged districts to implement
career-exploration programs starting at the elementary level.
The implementation of career-exploration programs inevitably results in additional
expenses that are not part of the standard budget schedules of school districts. 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 career-exploration
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 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, careerexploration programs must integrate and ensure basic academic achievement. Amended
1999, 2002, 2008, 2010, 2012 (Sunset Nov. 2018)
46
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 adequate bandwidth to support it. Other delivery methods must
be made available until equitable connectivity is available 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.
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 2001 amendments to the Elementary and Secondary
Education Act. Amended 2001, 2002, 2003, 2006, 2007, 2008, 2009, 2010, 2014 (Sunset
Nov. 2018)
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 Elementary and Secondary
Education Act (ESEA) 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, 2010 (Sunset Nov. 2018)
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
47
accountability have placed community schools programs in competition with district
academic priorities. Amended 2001, 2004, 2008,2009 (Sunset Nov. 2018)
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, time to communicate test results, 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
5.6 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, including meaningful student government
opportunities at all levels.
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
“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 citizen’s 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, 2010 (Sunset Nov. 2017)
5.7 REQUESTING THE ALASKA DEPARTMENT OF EDUCATION AND EARLY
DEVELOPMENT TO PROVIDE STANDARDS-BASED ASSESSMENTS IN ALASKA
NATIVE INDIGENOUS LANGUAGES
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
48
of the curriculum and implements the goals of the State of Alaska’s Cultural Standards.
Adopted 2007 (Sunset Nov. 2017)
5.8 SUPPORTING REGIONAL CAREER AND TECHNICAL EDUCATION CENTERS
AASB supports funding regional career and technical 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. This funding should also include monies for
student housing.
Rationale. The existing system of funding vocational education has failed to provide
appropriate vocational training opportunities in schools across the state. Adopted 2008
5.9 URGING FLEXIBILITY IN TESTING 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) that are detrimental to rural,
largely Native school districts, including testing programs that inaccurately assess Alaska
Native and rural Alaska students. English Language Learner (ELL) mandates
inaccurately assess Alaska Native students and inadvertently affect language programs
negatively. In addition, AASB urges the state to reexamine its own testing programs with
regard to these issues.
Rationale. The current ESEA reauthorization process is an opportunity to improve the
existing law. Since 2001, ESEA has lacked 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, Amended 2010, 2014 (Sunset
Nov. 2018)
5.10 SUPPORTING UNIVERSAL ACCESS TO EDUCATION FOR ALASKA’S 3- AND
4-YEAR-OLD LEARNERS
AASB strongly supports full implementation and funding of 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, Amended
2010, 2012 (Sunset Nov. 2018)
5.11 ENCOURAGING DISTRICTS TO ADOPT STANDARDS FOR PARENT/FAMILY
INVOLVEMENT PROGRAMS
AASB encourages the Alaska Legislature to provide funding for district efforts to develop,
implement and regularly evaluate their parent involvement programs using, as models,
the Alaska Standards for Culturally Responsive Schools and the National Standards for
Parent/Family Involvement Programs.
Rationale. The National Standards are supported by the National School Boards
Association and more than 40 other national education, health and parent involvement
49
groups and developed by National PTA in cooperation with education and parent
involvement professionals.
AASB has affirmed the importance of parent involvement in Belief Statements B.11, B.17
and B.18. The Elementary and Secondary Education Act (ESEA) 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 ESEA and develop effective advocates. Adopted
5.12 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 dropout 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, Amended 2010 (Sunset Nov. 2014)
5.13 RELATING TO POSTSECONDARY CLASSES FOR SECONDARY STUDENTS
AASB believes that students who are enrolled in state-funded institutions offering dual
credit college or post secondary CTE classes should have the cost funded by the state.
Rationale. State law encourages students 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. Some high school students want to take college or vocational
courses prior to high school graduation. Reasons vary, but oftentimes students may be
ready for a greater challenge than what is currently being offered at their high school, or
may wish to “try out” classes that increase college readiness before committing to a
degree program. Some students seek more advanced career and technical training than
50
what may be offered in their district. A limiting factor for many students is cost. 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,
5.14 URGING THE LEGISLATURE TO RECOGNIZE THE TRUE AND IMPROVING
RATE OF ALASKA HIGH SCHOOL GRADUATION
AASB encourages the Alaska Legislature to recognize that the graduation rate for Alaska
high school students has steadily improved since 2005.
Rationale. The Department of Education & Early Development calculates that 71
percent of students in the class of 2013 graduated within four years, and nearly 75
percent within five years. Adopted 2011 Amended 2012, 2014 (Sunset Nov. 2016)
(New) 5.15 Supporting Measures of Progress
AASB supports data-driven decision-making by School Boards. The use of
assessments, such as the Alaska Measures of Progress and others, enables
educators, parents and students to determine if academic standards are being met.
Rationale. Since the repeal of the high-stakes High School Graduation Qualifying
Exam, the AMP has been developed by the State of Alaska as a more reliable
measure of student and school academic achievement in reading, writing and
math. More than 70,000 students in grades 3 to 10 were administered the
assessment in the spring of 2015.
5.15 ONLINE TESTING AND COMPUTER-BASED ASSESSMENTS
AASB strongly encourages the State of Alaska and member School Districts to develop
and implement computer-based testing of students as a cost-effective innovation that
enables districts personnel and students to receive test results in a more timely fashion.
Testing systems should operate on the variety of platforms and equipment currently
utilized in Alaska’s school districts. The current network capabilities of school districts
should be considered throughout the development and implementation process. State
funding should be provided to cover the full cost of equipment and network upgrades to
meet any mandated assessments as well as life cycle replacement.
Rationale. Computer-based testing is a proven technology that can deliver tests in a
secure and efficient manner. The cost of mailing paper tests, the extra costs for security,
and the delays in serving rural schools all make online testing desirable. While initial
start-up costs for a digital testing system may be high in some districts, the financial
savings over time should be substantial. The ability to use immediate test results to help
teachers gauge student progress and plan future course work can improve academic
achievement. Seniors who require last-minute testing for graduation can also benefit from
digital testing.
State mandated computer based assessments should be developed that are operable
under the current capabilities of school districts instead of taxing the already over
burdened financial, human and technological resources to meet this mandate. Adopted
2011 Amended 2012, 2013, 2014 (Sunset Nov. 2015)
5.16 SUPPORT OF PUBLIC SCHOOL LIBRARY DEVELOPMENT GRANT PROGRAM
AASB strongly supports the Public School Library Development Grant Program and the
State Board of Education and Early Development adopted regulations pertaining to
Alaska State Statute 14.56.360-375, providing for annual funding for strong broadly
based school library collections in support of school curriculum offerings.
51
Rationale. Research indicates that reading for enjoyment is important for children’s
education success (OECD 202); schools with new collections in their libraries have
higher test scores (Illinois 2005); and student achievement is higher in schools that house
larger collections of traditional print resources as well as online resources (Pennsylvania
2000). Adopted 2012 (Sunset Nov. 2017)
5.17 URGING THE LEGISLATURE TO CHANGE ALASKA STATE STATUTE
14.07.030 TO ALLOW FOR ELEMENTARY AGE STUDENTS WHO HAVE BEEN
DISPLACED DUE TO A SCHOOL CLOSING TO BE ELIGIBLE FOR THE STATE
BOARDING HOME PROGRAM.
AASB urges the Alaska Legislature to change the language of state statute AS 14.07.030
by removing the specific “secondary” student eligibility criteria to allow elementary age
students who have been displaced from a community when a local school has been
closed due to enrollment below 10 students to be eligible for state funding through the
State Boarding Home Program. A change to this Statute will allow the Department of
Education and Early Development to make necessary changes to regulation to address
the needs of these displaced elementary age students.
Rationale. Many small schools in rural Alaska have been forced to close due to student
enrollments falling below the state-funding minimum of 10 students. Students who remain
in these villages are required to seek out and secure other educational opportunities
including moving to another community in the region that continues to have a school.
The Alaska Department of Education and Early Development’s boarding home program
allows school districts to receive reimbursement for the stipend paid to boarding home
parents of students that qualify for the program. The state has clear definitions about the
eligibility of students that qualify for the boarding home program in 4 ACC 09.050.
Currently to meet the state’s eligibility requirements, a student must “be a secondary
student who does not have daily access to a high school by being transported a
reasonable distance."
The boarding home program currently provides a stipend to host parents to assist with
the costs related to the education and housing of a boarding home student. The boarding
home program also provides or reimburses the cost of transportation for one-round trip
airfare from the student’s home village to the in-district village in which they are attending
high school.
With the closure of rural small schools, needs have arisen for parents of elementary age
students to seek out alternative educational placements for their children. Presently,
students from closed elementary schools whose families have remained in their home
community have enrolled students in another community’s elementary school, but those
students do not qualify for the State Boarding Home Program. This causes an added
financial burden on both the parent(s) and the host family to meet the student’s travel,
food and lodging needs. Adopted 2012 (Sunset Nov. 2017)
5.18 REQUESTING AN EXEMPTION TO THE USDA COMPETITIVE FOODS ACT
AASB urges legislative action requiring the Alaska Department of Education & Early
Development to specify the exemption frequency for fundraisers from the Healthy,
Hunger-Free Kids Act of 2010.
Rationale. If EED does not specify an exemption frequency, then districts may grant no
fundraiser exemptions. Adopted 2014
52

Proficient Reading (2013 - 2014) - Fairbanks North Star Borough

Transcription

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