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Education Interim Committee

MINUTES OF THE

EDUCATION INTERIM COMMITTEE

May 21, 1997 - 9:00 a.m. - Room 303 State Capitol


Members Present:
    Sen. David H. Steele, Chair
    Rep. Lloyd Frandsen, Chair
    Sen. Lyle W. Hillyard
    Sen. Scott N. Howell
    Sen. Joseph L. Hull
    Sen. Howard C. Nielson
    Sen. Howard A. Stephenson
    Rep. Sheryl L. Allen
    Rep. Ron Bigelow
    Rep. Duane Bourdeaux    

    Rep. Judy Ann Buffmire
    Rep. David L. Hogue
    Rep. Susan J. Koehn
    Rep. Keele Johnson
    Rep. Patricia B. Larson
    Rep. Evan L. Olsen
    Rep. Tammy J. Rowan
    Rep. Richard M. Siddoway
    Rep. A. Lamont Tyler
    Rep. Bill Wright

Staff Present:
    Mr. J. Wayne Lewis, Research Analyst
    Mr. James L. Wilson, Associate General Counsel
    Mrs. Nedra B. Duzett, Secretary

Note:    A list of others present and a copy of materials distributed in the meeting are on file in the Office of Legislative Research and General Counsel.

1.    Call to Order - Rep. Frandsen called the meeting to order at 9:05 a.m.

2.     Preschool Kindergarten, Numeric Readiness, and Brain Research - Sen. David Steele presented a video on early childhood development. The video emphasized the importance of the first three years of life and the need for sensory contact. Romanian orphans who were institutionalized in the early years of their life without healthy relationships were extremely abnormal. A study took cat scans of three-year old orphaned children and compared their brain development with normal children and found them to be abnormal.

    Sen. Steele introduced Kathy Shaw, preschool coordinator for Davis School District. Ms. Shaw told of the importance of preschool programs in the proper development of Davis County School District children. She outlined the highlights of brain research, which included the following: 1) critical periods for brain development which cannot be recaptured; 2) the first three years of life are critical in brain development; and 3) school districts need to capitalize on opportunities to promote brain development so children can maximize their performance in the educational system.

    Ms. Shaw said it is important to consider reallocating education dollars to provide services for younger children. Limited programs currently offer preventative measures to enhance learning and development. For years the Utah Head Start Association has emphasized early stimulation as critical to school success. The family unit is the main educational source for younger children and the quality of his life begins at birth. Children who are neglected from birth need intervention to assure they will have an even start with their peers.

    Mr. John Killoran, At Risk Students, State Office of Education said students who have little brain stimulation before entering school are prone to grade retention and a higher juvenile delinquency rate. Students receiving early stimulation typically do better in school, stay in school through graduation, have a higher level of literacy, fewer arrests, lower pregnancy rates and better jobs with higher income.

    Ms. Julie Baker said children with early life brain stimulation have better reading scores. Rep. Allen asked both guests to prepare a list of recommendations for legislative consideration. Mr. Killoran is currently working with a number of districts using early childhood pilot programs. Disadvantaged children are discovered through reports from family doctors, social workers, and religious organizations who are aware of difficult family situations. Several outreach services provide this information including relief societies, Catholic dioceses, and community organizations.

3.     FACT Program and Lifelong Learning -
     a.    Scott Williams, Department of Health - Dr. Williams said that in his private medical practice he recognized children who had needs for stimulation and growth, but was aware that no services were available to help them. Recent brain research offers a window of opportunity to provide needy kids with brain stimulation services, health, safety, and life skills. He said the FACT program coordinates agency services to meet the needs of all at-risk children. In Utah, there are 107 Title I schools who have identified children with obvious problems. These children may receive services from the Fact organization, but the child's family must want these services. The greatest problem, however, is to meet with families early, since schools don't typically see these children until kindergarten. Currently there are early childhood programs in several Utah school districts including two in Salt Lake, one in Glendale, one in Davis County, one in Grand County, and one in Washington County. These programs are designed to address not only educational problems but all needs.

     b.    Steve Kukic, State Office of Education - Mr. Kukic said the FACT organization is committed to provide early intervention and good alternatives to difficult situations. For example, expelling a child to the streets is not a good option and an alternative solution may lie in redeployment of existing resources. Current resources could be reconfigured, then a FACT team could come to the Legislature with building blocks to fill in the gaps.

     c.    Jean Nielsen, Policy Integration, Department of Human Services - Ms. Nielsen said the FACT organization consists of state agencies and the community. HB 231 was enacted to help communities prepare comprehensive plans to implement FACT services. She said community plans are difficult to prepare and implement, but everyone involved can bring important components into the plan. Policies and procedures of a community plan are statements of what has changed and the way things are expected to function.


4.    Truancy Prevention in Utah Public Schools -
    a. Rep. Loretta Baca - Rep. Baca described her experiences with truant children residing in her neighborhood. She was concerned with the large number of children habitually playing in the apartment parking lot during school hours. Several children were involved in mischievous acts because there was no adult supervision. She called the school district and was told to get parent's names and file a complaint for educational neglect. She was prepared to act until she learned it took two years to resolve the problem, so she called the police who said it wasn't their problem. Then she called specific schools where the students attended and was told they did not employ truant officers. She called Human Services who said truant children were not their specific concern. She felt the Legislature should provide schools with the authority to deal with truant children in meeting their best educational interests and to prevent juvenile crime.
     b.    Mr. Stevan Kukic - Mr. Kukic offered some positive comments on resolving truancy. Sen. Steele helped sponsor a summit on safe homes and communities which is working toward the resolution of these issues. He said truancy can be resolved through redeployment of existing resources. Children have four basic needs: a) to belong; b) to master their environment; c) to have a measure of independence; and d) to learn generosity towards others. Several school districts have developed models to help with the truancy problem. Brighton High School uses two programs to help marginally truant students and those who are ready to fail. Mountain High and Independence High in Utah County are alternative programs for truant students. Duchesne School District offers a Friday and Saturday program that provides an opportunity to catch up. He announced the creation of a workshop for truancy and educational neglect. He said H.B. 329, sponsored by Rep. Jeff Alexander, creates truancy support centers for chronically truant students.

     Superintendent Bean said there are contributing factors to truancy including family size and limited resources. He felt when the Legislature changed the attendance formula from ADA to ADM that the financial incentive to keep kids in school was removed.

5.    The Middle School in Utah - Panel Discussion -
     a.    Jerry Peterson, State Office of Education - Mr. Peterson said there are preparation programs for elementary and high school teachers, but none specifically for those planning to teach in junior high. He said because 10 to 15-year old children experience extreme physiological/emotional changes through their rapid growth rate, there is need for numerous support services in middle school. Limited counselor support, a strong preservice program and additional service programs are needed. He said large class size in junior highs and middle schools statewide is a major problem.

     b.    Cherrie Brinlee, Utah Middle School Association - Ms. Brinleee said middle schools are highly neglected and there is a great deal of misunderstanding of what constitutes a middle school. Some grade combinations include fifth through eighth; sixth through seventh; seventh through eighth; fifth through sixth; and ninth alone. These combinations create confusion with both the public and among schools. She said there is a great need to clearly

define ways to deliver middle school education to children between the ages of 10 and 15. She felt middle school education is basically out of control because its needs have been ignored. There is no certification requirement for middle school educators, class sizes are too large, and specific needs are ignored.

     c.    Linda Parkinson, State PTA President - Ms. Parkinson said her organization conducted a parent's survey and cataloged the concerns of middle school parents. The results of the survey were distributed to committee members.

     d.    Susan Kuziak, Utah Education Association - Ms. Kuziak said there are over 150 junior high or middle schools in the state. They are staffed at a higher teacher/student ratio than elementary and high schools. For example, in Davis School District, the junior high student/faculty ratio is 28 to one, but in high schools the ratios is 26 to one. These ratios are much too large and need to be reduced. More counseling staff and junior high school assistant principals are needed. She felt many middle school needs could be realized through reallocation of resources. Establishment of student assistance centers could deal with behavioral conflict management and cultural diversity. When students are expelled from school, they should be required to attend specific programs. Extremely difficult children, based on how dangerous they are, should be placed in an alternative school on the middle level. There is a great need for middle school certification along with a strong preservice programs to teach special skills for that age group and a strong student teaching and mentoring programs along with a strong adequate inservice program.

     e.    Steve Peterson, Utah School Superintendents Association - Mr. Peterson noted that the Legislature has provided class size money and incentives for elementary schools, but the crunch now is in middle schools. More comprehensive guidance is needed along with enhanced teacher preparation.

     f.    Bob Gentry, Utah Association of Secondary School Principals - Mr. Gentry said he has been associated with middle schools since 1971 and has developed a solution to all the problems identified above. Dixon Junior High School in Provo uses a team block timing technique. Four teachers are assigned to a team where they discuss the needs of all students in their block. They are authorized to plan programs to meet the needs of each student and are given free reign to decide what things could be used to help them.

6.    Transportation of Students - Discussion/Action on Proposed Legislation - This item was rescheduled for the July meeting.

7.    Committee Business -
     a.    Discussion of Joint Meetings Scheduled on June 17, 1997 - Mr. Wilson and Mr. Lewis discussed the logistics of the June 17, 1997 meeting. Committee members were invited to

attend the ATE Conference on Utah State University campus on Monday, including the steak fry and a tour of the Utah Festival Opera Company hosted by Michael Ballam.

     b.     Presentation of Effects of Music on Learning - Michael Ballam, USU professor and professional opera singer described the importance of music and how it enhances learning in all areas. He said there are seven kinds of learning: 1) logical mathematic; 2) verbal linguistic; 3) interpersonal; 4) intrapersonal; 5) visual spacial; 6) body kinetic; and 7) musical. He said music is a spacial art and requires both hemispheres of the brain to be active at the same time. When both left and right hemispheres are involved, productivity goes up. Children who play in the orchestra, the band, or participate in chorus, do better in math, science, and history classes. Mr. Ballam pointed out that when students perform in musical programs all receive the applause in contrast to math, athletic, and other school programs where only one or two receive recognition.

    Mr. Ballam felt the way to have more music in schools is through volunteerism, and maximizing programs that are already in place. He said the Utah Festival Opera is embarking on a program with Utah State University, Logan City School Districts, and the Cache County School District in September. The Utah Festival Opera will open their facility to the schools where students will create an opera writing their own music and words and design sets and costumes. Mr. Ballam invited the Education Interim Committee to the tour the Utah Festival Opera when they are in Logan on June 16.

     c.    Approval of Minutes -

     MOTION: Rep. Siddoway moved to correct the minutes of the April 23, 1997 meeting. Page two of Rep. Siddoway's remarks should state, "Twenty basic courses need to be developed through the State Office of Education at a cost of $100,000."

     MOTION: Rep. Siddoway moved to adopt the corrected minutes of the April 23, 1997 meeting. The motion passed unanimously.

8.    Adjournment - MOTION: Rep. Bigelow moved to adjourn the meeting at 12:03 p.m.

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