MINUTES OF THE MEETING SENATE COMMITTEE ON EDUCATION AND CULTURAL RESOURCES

FEBRUARY 11, 1981

The Senate Committee on Education and Cultural Resources met Wednesday, February 11, 1981, in Room 402 of the Capitol Building. Senator Bob Brown, Chairman, called the meeting to order at 1:00 p.m.

ROLL CALL

Committee members present were Senators Brown, Smith, Mazurek, Thomas, McCallum, Severson, Haffey, Hammond, and Blaylock.

The Committee heard the following bills: Senate Bill 122 Senate Joint Resolu­tion 12.

CONSIDERATION OF SENATE BILL 122

"AN ACT TO ESTABLISH THE TIME FOR CONDUCTING A SCHOOL DISTRICT ELECTION FOR THE AUTHORIZATION TO II1POSE AN ADDITIONAL LEVY FOR THE GENERAL FUND BUDGET; AMENDING SECTION 20-9-353, MCA."

Senator Tom Hager, District 30, sponsor of the bill, stated the bill had already passed the Taxation Committee and second reading on the floor. A problem arose during discussion on the floor of the Senate which caused him to have the bill rereferred to the Education Committee. The problem being unless the school district knows what the foundation prog~am is, it can't set the budget; without a budget, the district can't set a levy. He therefore asked that the bill be killed-unless the Committee could find some way to save it.

There were no proponents or opponents t;~, the bill.

ACTION ON SENATE BILL 122

Senator Thomas moved to ~able Senate Bill 122. The motion carried unanimously.

Senator Smith assumed the Chair.

"

PAGE 2 Minutes of the Meeting Senate Committee on Education and Cultural Resources February II, 1981

CONSIDERATION OF SENATE JOINT RESOLUTION 12

"A JOINT RESOLUTION OF THE SENATE AND HOUSE OF REPRESENT­ATIVES OF THE STATE OF MONTANA REQUESTING AN INTERIM STUDY OF WAYS TO ACHIEVE OPTIMAL LEARNING ENVIRONMENTS IN KINDERGARTEN AND GRADES ONE THROUGH THREE; AND REQUIRING A REPORT OF THE FINDINGS OF THE STUDY TO THE LEGISLATURE."

I

Senator Bob Brown, District 10, sponsor of the bill, said the resolution calls for an interim study on class sizes for grades kindergarten through three. He said he introduced the bill at the request of a thitd grade teacher, Mrs. Orel Miller~ who wrote him expressing concern about the size of first grade classes. She felt if they were smaller, the need for competency testing later on would disappear. Senator Brown introduced Mrs. Miller a~ a proponent of the bill.

PROPONENTS

Orel Miller, a third grade teacher from Great Falls, presented materials to the committee in support of the resolution (attachments 1-10). She presented testimony indicating reducing the size of the class to 15 results in optimal learning for the students. She said it also affects the teacher morale and effectiveness, the children are more easily controlled, and attention, receptivity, and excitement are heightened. She said to neglect to provide children the opportunity to personally develop to their best potential borders on child abuse.

John Board, President, Montana Education Association, stated he supports the bill and agreed with Mrs. Miller's testimony. He said he has taught school for 21 years, teaching grades 7-12. Twenty years ago, while teaching 7th grade English and reviewing some problem students' records, he discovered the problems the stUdents had had been identified by the end of the third grade. He strongly felt that if children get a bad start or have problems that are not remediated in K-3 grades, t~ey will continue to have problems all through school. He said spe~ding money in high school for remedial reading programs is s?ending money at the wrong end; preventative work needs to be done at the beginning of the school career, not remedial work at the end. Mr. Board quoted statistics from "The Costs to the Nation of Inadequate Education" compiled by the Select Comm~ttee on Equal

PAGE 3 y Minutes of the Meeting

Senate Committee on Education and Cultural Resources February II, 1981

Educational Opportunity of the United States Senate (attachment #11). He closed by saying if Montana is truly concerned about saving dollars and putting better and quality educated children into society, then we have to look at early education programs. The long term effects of this study could serve as an example for all other states to follow. Children, he said, need a good beginning in education, and that in itself will solve many of the problems they could encounter later in life.

There being no opponents to the resolution, Senator Brown closed, and the hearing was closed.

EXECUTIVE SESSION

Senator Blavlock moved the proposed committee bill (attachment #12) on bus transportation costs be introduced as a committee bill. The motion carried unanimously with Senator Thomas absent.

Senator Mazurek asked the committee to consider introducing a committee bill which would require school isolation only if the ANB has dropped for 2 consecutive years, rather than annually.

Senator Mazurek moved a bill on school isolation be drafted and presented to the committee. for introduction as a committee bill. The motion carried unanimously.

J. D. Holmes, representing the Montana:; ,sti tute of the Arts and Montana Arts Advocacy, asked the co:xni ttee to consider a prob~em which has arisen since the 197~ session with the Montana Fo~k Life Project. The Project ··as put under the sunset law provision and is due to expi: July I, 1981. According to the people who administrate the sunset provision!?, the Montana Folk Llfe Project does not requlre sunset review .. He said the bi~l was quite popular and passed both houses with very little oppositio~ in 1979. The action he wants the committee to take wou~d :,') to repeal the expiration date. He said this only affects t;;·', enabling legislation as funding is under the cultural' and ec : .. hetic projects of the coal tax monies which is currently being handled by the Long Range Building Committee of the House.

PAGE 4 Mlnutes of the Meeting' Senate Committee on Education and Cultural Resources February 11, 1981

Mike Korn, Montana Folklorist, told the committee about the activities of the Folk Life Project. He is a full tlme employee and uses 3 university students when needed in a liasion with the University of Montana, and Eastern and Northen Montana Colleges. He said initially he and a team from the Library of Congress collected samples of traditional culture in the expressive arts across the state. That collection is documented and is now being shared through radio series, classroom demonstrations, magazine articles, records, and technical assistance to local communitles.

Senator BlayloCk moved to introduce a committee bill to eliminate the expiration provision. The motion carried unanimously.

Senator Haffey moved SJR 12 Do Pass. After discussion, the committee members decided to wait until the next meeting to take final action. Senator Haffey withdrew his motion.

There being no further business, the meeting adjourned to reconvene Monday, February 16, 1981, at l:UO p.m.

Senator Bob Brown, Chairman

jdr

SENATE CO~~ITTEE ON EDUCATION AND CULTURAL RE~OURCES

BILL SUMMARY SENATE BILL 122, Sen. Hager, Sponsor

This bill clarifies that an election for authorizaticn to impose an additional levy for the school general fund budget must be held at the annual school election on the second Tuesday in April, except that if such a levy fails, other specicl elections may be held before August 1 for this purpose. Under 20-20-204, notice of such a special election must be given not less than 20 days or more than 30 days before the election by fosting notice in three public places in the district. A district rray attempt to pass such a levy as many times as necessary beforE August 1.

ROLL CALL

SENATE EDUCATION COMMITTEE

47 th LEGISLATIVE SESSION - - 19'81

NAME PRESENT ABSENT EXCUSED

Senator Ed Smith 1

Senator George McCallum '1

Senator Elmer Severson X

Senator Swede Hammond f..

Senator Chet Blaylock X

Senator Bill Thomas X

...... .. Senator Joseph Mazurek ><

Senator Jack Haffey X

Senator Bob Brown, Chairman y

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In! IGlillCed by Sillers, i\ncierson, Dunn, Sieloff n .. I..:h l~th, 1979

.....

S. f. No. 938 ------Companion H.F. No.

Ref. to Com. on Education ----Ref. to H. Com. on

Reproduced by PHILLIPS LEGISLA.TIVE SERVICE, INC.

1

2 3 4 5

b

A b i l r for an act

relating to educat [onr establ fshing primary grade lnstructiona r improvement programs; appropr Iating noneyj amending Minnesota Statutes 1978, Sect ron 124.17, Subdivision 1.

7 BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF MINNESOTA:

8 Section I. [PUKP05E.f The fegistature finds that ---------------

9 prin3ry grade instructtonar programs have a significant

10 edu:3tionaI impact on young children .. It is the purpose of

11 t'lis progran to Ca} iWlprove the quality of instruction in

------------------------------------------------12 the pr I mary grades by prov fd fng addi ti onar resources to

13 school d[stricts to reduce class size in grades

14 kln~ergarten through threer Cb) provide in-service trarnfng ------~-------------------------------------------

15 for pri~ar~ grade teachers and ad~Inistrators, (el

If> estl:d I sh I: loser relations between the schoof and home and

17 (d) providE for additional instructional k1ateriars des~9ned

18 to n~at thE progra~ objectfves.

19 Se:. 7_ CDEMONSTRATION PROGRAK fOR PRIHARY GRADE

20 JNSTR~CTJO) AL IMPROVEMENT.! Subdivision I. The state board

21 of e:fuc~ti n shari choose a r.dnlClut:l of 25 school districts -------------------- -----------

22 whlch toge :hcr serve not ~ore than 50,000 kindergarten ------------------------------------------------------

1

f '). '.. -! .

1 thrOujh tnlrd Sf3dc student::; to D~rticipate {n a

----2 j)n)ostrat Ion primary gr.Jcie instr!..lctinnal improvement

-----------------------------------------------------3 program for the 1979-1980 school year.

--------------------------------------4 Suod_ 2. A dIstrict may apply to the state board to

5 be Included in the demonstration primary grade

b instructional improve~ent program by June 15, 1979 and -----------------------------------------------------

7 sOll1 be notlfted by the state board of its acceptance or

8 reJe.::t[on by July 15, 1979 ..

.. 9 Suod .. 3. Districts chosen by the state board to

---------------------10 participate In the de~onstratlon program shari represent

11 air :1istrict enroffnent sizes and all geographic reglons of ----------------

12 the state. The department of education shall define

13 district enrollment sizes and state geographic regiDns for ----------------

14 tn~ PUf?Ose of this section.

15 SUbd. 4. A dtstrict which participates in the ------------------------------------------~- - -> -

1& d~nDnstration progra~ for the 197~-193D schoo~ year-shall , ,. - I

---------------------------------------------------------17 for that school year CO'UM ~;ch·-kin'de·rg·~rten p~p'~iI ~an' -

----------------18 ad1ftional one-tenth pup}I unit and each erementary pupIl

19 in 3r:!des one, two and three an additional two-tenths pupil -----------------------------------------------------------

20 unit.llhe-n--computing--ptlpilunits-uncier sect~on 12.4.17;

21 su-?-:i-j-Yision-l-;- The additional funds availabre to a

22 district because of this subdivision shall be used to

23 inprove instructlon in kindergarten through tlllrd grades ..

24 Suod_ 5. A district participating in the

25 denonstration progra~ authorized by this section sh3£l

2b r~:~ive grants for the purposes of sUbdivislons 6, 7 and --------------------------------------------------------

27 8. The grants shall be computed by the state b02rd on or ---------------------------------------------------------

2B b~fDre October 1, 1979 and may not be adjusted fer any ------------------------------------------------------

29 ra~50n after that date_ The grants snaIl be paid t~ a

3D dist,!ct by November IF 1979.

31 SUbd. 6. for the purpose of I~provin9 the ------------------------------------------

32 instructlonaf prograUl in kindergarten through th1rc- grades F

-------------------------33 for t~e 1979-1980 school year the state shalf pay:

--------------------------------------------------.

2

, ./

1 dIstrict ~elec!~d for the d~~on~~rJtlon grant progra~ -----------------------------------------------------

2 authorized by thIs section 50550 for each crassroo:n teacher ----------------------------------------------------------

3 enj ~lCf1 ;l:.bdnistrator tcacrling or adninistering any of -------------------------------------------------------

4 grades kindergarten through three. Funds paid pursuant to ----------------------------------------------------------

5 this sUbdIvisIon shall be used to conduct teacher 2nd -----------------------------------------------------

b adninistrator training workshops for the teachers and -----------------------------------------------------

1 adninistrators for who~ the funds were paid. The workshops -----------------------------------------------------------

8 shltf el1phlSize O1eth:>ds of improving instruction, -------------------------------------------------

9 techniques of indIvidualized instruction and par:ent-teacher -----------------------------------------------------------

10 connunications. In the 1980-1981 school year a distr'Dct

11 which received a grant for the purpose of this subdivision

1 2 s hat Teo n d u c t l' 0 T row -u p w 0 r k s hop s t 0 a n a r y z e the p 1'" 0 g res s

13 of t~~ district In i~proving kindergarten through third

14 grlde instruction and parent-teacher cor.tmun icatlons betwesn

15 parents and teachers of pupils in kindergarten through ------------------------------------------------------

1& t~Irj gra~es. For the 1980-1981 schoor year the state

17 shall pay a district selected for the demonstration program -----------------------------------------------------------

18 authJrized by this section S275 for each c(assroo~ teacher

19 anj administrator teachIng or administerIng any of grades

20 kindergarten through three for the purpose of the foflow-up

21 worl<;S:1o~s.

22 Subd. 7. To improve communication between parents and

23 te3:~~rs of kindergarten through third grade pup lis, for

24 th~ 1~79-1980 school year the state snail pay a distri.ct

25 selected for the demonstration program authorized by this ---------------------------------------------------------

26 s!:tion s~oo for each classfoon teacher In that district of -----------------------------------------------------------

" 21 any of grades kindergarten through three. The funds

28 provi~ed under this sUbdivislon shalt be used for purposes

29 whi:!l wi Il improve c::031:rlunication between parents and

30 teachers of pupIls in kindergarten through third grades. --------------------------------------------------------

31 inclujing additional c0mpensat~on for teachers to work with -----------------------------------------------------------

32 Plrents.

33 Subd. B. In the 1979-1980 school Year the state shalf ------------------------------------------------------

,,~'

3

'to .~.

------------------------------------------2 aut rl D r i led D y t h ! s :; e c t ion ~ 1 0 Cor p. a C tl c fit J pup i [ s

----------------------------------------------------3 enrolled In any of grades klnd~rgarten through three r for

---------------------------------------------------------4 th~ purpose of prodding instructional CJ2teriais to Improve

5 the instructIonal program Tn kIndergarten through third

& gr~j~s- Materials purchased with funds provided pursu2nt

7 to this sUbdivision shall be available so[ely for

8 klnj~rgarten through third grades.

9 Sec .. 3 .. (EXPANSION OF THE PRIHARY GRADE INSTRUCTfONAL

10 r\{Dit)"E~E~T PROGRAH .. 1 Subdlvision 1 .. For the J9BJ-19Bl

11 schoof year the state shalr pay a schoor dIstrict which did

12 not recefve a grant under sectfon 2, subdivision ~ ~550 for -------------

13 e~~h :r~ssrool1l teacher and each administrtor teaching or

14 adninlstering any of grades kindergarten through three.

15 Funjs p:lH pursuant to this sUbdivisi::>n shalr be used to

1& conju:t teacher and administrator training workshops for

17 th~ t~achers and adninistrators for ~nom the funds were

18 Pli::l~ Th~ workshops shalt emphasize nethods of rnprovrng

19 instruction y methods of individuallzed instruction and ~----------------------------------------------------

20 plrent-tea~her co~nunication._ In the 1981-1982 school year

21 a distr ict whIch received a grant for the purpose of this

22 sU;division shall conduct fol[ow-up \olorkshops to anafyze

23 th! pro3rass of the district in ~npro.ving kindergarten

24 throu=lh third grade instruction ilnd parent-teacher

25 c~nnunication between parents and teachers of pupi rs in

2& kinjergarten through third 9rade~: ... For the 1981-1982

27 schoDI year the state sha l r pay; distr ict which receIved a

28 grlnt pursuant to this subdivisirn for the 1980-19~lschoor

29 ye3r ~275 for each classroom teacher and administrator ---------------------------- ------------------

30 te3c~ing or admInistering any of grades kindergarten ----------------------------------------------------

31 tnrDu~h three for the purpose of ~onductin9 the forlo~-up

--------------------------------------------------------32 workshops.

33 Suod. 2 .. for the 1980-1931 scho~l y~3r and e3ch

..

...

1 :;::h:.JJI Y::.lr ::'hereafter the :::;t~te :::;h3.11 P2Y each district --------------------------------------------------------

2 S~JO for every crassroo!:1 teJcher in tnat district of any of

3 9 r l :l ~ 5 kin j e r· gar ten t h r 0 ugh t h r e e _ T fl e fun d s pro v Ide d

4 under this sUbdivision sharI be used for purposes ~hich

5 wlfl I~pr~ve co~munication between teachers and parents of ----------------------------------------------------------

b pupils in kindergarten through third grades, including

7 additlonal compensation for teachers to ~ork with parents. ---------------------------------

8 Suod. 3. In the 1980-1981 school year and each school

9 ye 3. r the rea f t e r the s tat e s h a I I pay e a c h s ch 00 I di s t r i ct

10 SIn for e3.ch of its pupjrs enrolled in any of grades

11 xin:J~rg3rten through three_ The funds shafr be used to

12 provide instructionar materials to improve the

13 instructional progra~ in kindergarten through third grades.

14 M3terlals purchased wIth funds provided pursuant to thIs

15 su)::iivision shalr be available solery for kindergarten

16 throu~h third grades.

17 SUbd. 4. Grants under this section shari be computed

18 by t~3 state board on or before O:tober 1 of a schoo' year

19

20

21

22

23

24

25

26

27

2B

29

30

31

3.2

33

and ~ay not be adjusted for any reason after that date_ The

qr3.nts sh3.rr be paid to the school d;stricts by November 1

of 3. schoor year.

Sec.4. (DUTIES OF THE STATE BOARD.! Subdivision 1.

Jns~flr as possible, the state board shan provide

technical assistance to a school district ~hich wants to

jnpr~ve its Instructional prosram in Kindergarten through -------------------------------------------------------th i rd grades.

SUbd. 2. The state board shall ~onitor and evatuate

al( 'tin:iergarten through third gro-'? programs each year_ An ------------------------------:-- . -------------------evaluation shall include an analY5is of class size, student -----------------------------------------------------------p~rrornlnce. instru~tlonar technfques and parent-teacher ---------------------.. ------------------~------connunications. -----------~

5u~d_ 3. Before Harch 1, 1980 and before January 15

---------------------------------------------------or ~!:h year thereaf ter th_e state board shi!f f report to the ----------------------------------------------------------

C' J

.....

----------------------------------------------2 errc:;tl .. en'?~~ of :1£ pri~:try grade instructionar

------------------------------------------------3 /npr)Vellent progra::l. A report shall contain

4 reco~~endatlons concerning the continuance of the program.

5 Se: _ 5. Hi nnesota Statutes 1978, Sectfon 12; .17,

b Su)jiv[sion 1, Is a~ended to read:

7 124.17 [DEfINITION OF PUPTL UNITS.} Subdivision I.

B Pup; l un; ts for each resident pupal in average dai fy

9 A1etnb3rship shan be counted as follows:

10 tl) In an elementary schoof:

11 (a) For handicapped pre-kindergarten pupi[s, as

12 d~fin~d In section 120.03, enrol fed Tn programs approved by

13 the cO:1Jlissioner, one-half pupfl unit;

14 (b) For kindergarten pupirs enrol/cd in one-half day

IS sessions throughout the school year or the equivatent

1 6 the reo f, 0 n e -h a I f pup i rUn r t; and

17 ee) For other erementary pupils, one pupil unit.

IB e2l In secondary schoors, one and four-tenths pupil

19 units. Pupils enrolled in the seventh and eIghth grades of

20 any s:hooJ shafl be counted as se:ondary pupils.

21 (4) To meet the probCems of educatIonal overburden

22 clused by broken hOZles, poverty and low income, each pupil

23 in :l~uses {ll and (21 from fanilies receiving aId to

24 (ani lies with dependent chi! dren Dr its successor program

25 who Is enrolled In the school dIstrict on October 1 shall

26 be ::ounted a~ an add it ion:! r five-tenths pupi ( un it. By

-27 Harch 1 of e~ch year the depart~ent of pubric welfare shall

28 certify to t~e department of education, and to each school

29 district to the extent the information perteins to 1t, that

3D ;n(ornat(on c::lnccrning chi rdren frot;] famif res with

3 1 d ~ p ~ n:f en t chi I d r en t1 howe r e en r 0 I led i n tl1 esc h 00 I dis t r f c t

32 on th2 preced n9 October 1 whlch is necessary to calcurate

33 pupif units. Additional aids to a distrrct for such pupirs

1 ::) y :> ~ :; i s t rib ute C 2 n 2 d r; r~! y e d b J S i:; u n t i r tile d cpa r t ~ ::! n t

2 of !:duc3 ti on Dubl iel y cert rr les th:Jt the Information needed

3 for plying ~uch aIds is available on such a tlr.refy basfs

~ t~lt su:h aids may be paId concurrently with other

5 found3tlon aids.

6 (5) In every district where the number of pupfls (rolil

7 f:tnllies receiving aid to families with dependent children

a or its successor program exceeds five percent of the total

9 actu3.J pupil units In the district for the same year, as

10 ~onputed in clauses (lJ and (2), each such pupif shart be

II counted as an additional one-tenth of a pupil un Jt for each

12 percent of concentration over five percent of such pup~ls

13 in t~~ district. The percent of concentration shari be

]4 rounded down to the nearest whole percent for purposes of 15 this clause, provided that in districts where the percent

1& of concentratIon is fess than six, no additional pupil'

17 unrts shalr be counted under this clause for pupils from

18 f3nities receiving ard to dependent cnirdren or its

19 su::essorprogram and provfded further that no such pupil

20 shalT be counted as more than one and one-tenth additronal

21 pu~ir units pursuant to clauses (4) and (51. Such

22 w~ightin9 shall be in addition to the weighting provIded in

23 C'"3US~S OJ, (2) r--f-3-}-r and (4)_ School districts 3re

24 en:::>ura:1ed to al locate a llIaJor portion of the at ds that

25 they receive on account of clauses (41 and (51 to prh"lary

26 gr11~ pr03rams and services, particularly to pro9r~ms and

27 servi:es that fnvolve participation of parents. Ench

28 district receiving aids on account of both crauses (4J and

29 C5) 5.1all establish and marntain accounts separate (rom art

3D ot~er district 2ccounts for the receipt and disbursement of

31 al I such aids received_

32 (6) .~ere the total pupil unIts of a district are used

33 as a nultipller in determining foundation aids and 3pendlng

7

1-'

1 an:1 Icy)' ti::;itatfons and hhere the z.tctu3.1 number of puplt

I 2 un! ts has decreased (rom the pr iar year, the number of

.. 3 pupif units sharI equa( the greater of (al the quotient

it obt3lned when the su~ of the numbers of actual pupil units

5 in t~e district for the two prior years and the cu~rent

b year and one quarter of the number of actual pupil units in

7 th~ district for the third prior year, is divided by 3.25

B or lb) the nu:nber Dr actuaf pupl ( unfts for the current

9 year increased by .& times the dIfference between the

10 a~ tu:d pup 11 un I ts f or the p r i or year- and the cu rr ent

11 ye3r. Only pup}1 unrts as computed fn clauses (1) and (2)

12 sh3fl be included for purposes of computations made

13 pursu3nt to this clause.

14 (7) In districts maintaining classifIed secondary

15 schools where the actual number of pupil units has

16 In:r~ased rrom the prior year by two percent or more, the

17 ad:fitional pupfl units over the prior year, as conputed in

18 clauses (1) and (2), shafl be multIplied times one-tenth

19 for e3ch percent of fncrease over the prior year and a

20 nutlber of pupi r units equar to the product shalt be added

21 to the other un 1 t sf 0 r the dis t ric t • The per c en t of

22 in:relse shari be rounded up to the n9xt whore percent for

23 purposes of this clause, provided that in dlstricts where

24 the percent of increase is less than tHO, no addlt fonaV

25 pu~i I units sha( r be added to the other units for the

2& distrIct and provided further that the number of pupIl

2 7 un its 0 r ; ncr e a s e 0 v e r the p rIo r y (;;) r s h a J run de r no

28 cir~unstances be multiplied by ~orc than rive-tenths_

29 (8) Only pupil units fn clauze:; (1) and (2) shall be

30 used in conputing adjusted ~ainten2nce cost per pupil unit.

31 (9) For the pur~Dse of Improving the instructronar . -------------."._---------------------

32 progrH'l In kfndergar:'en through third grades, each

----------------------------------------------33 kinj~rg3rten puprr shari be counted an edditional one-tenth

-----------------------------------------------------------

1 unit 3nd e:Jch eiement<lry pupil in (;r:lde~ one, two and

---------------------------------------------------------2 three shall be counted an Dddttior1:!1 two-tenn1::> pupil

----------------------------------------------------3 un I t_ Funds provided by thi::; clause ::;ha!t be available

I" ------------------------------.------------4 onry upon develop~ent nnd adoption of a written educational ..

I.

\ 5 poficy~ as provided in sectlon 123.741, h'hich establishes --------------------------------------------------------

& th~ '~pals and priorities of the district for l::Jproving the ------------------------------------------------------

7 Instructional program in kindergarten through third grade.

8 Tnis weighting shall be in addition to the weightIng

9 provljed in clause (I).

10 Sec .. & .. lAPPROPRJATIONS_l Subdivision 1_ The sums

11 s9t forth in thIs section are appropriated from the general -----------------------------------------------------------

12 fund to the department of education for the purposes

13 spa:lfied in the subsequent subdivisions of this section ---------------------~--

J4 for the fiscal years ending June 30 in the years designated.

15 SUbd .. 2. For payments result ing frOr:l increased pup'i 1

-------------------------------------------"----------1& unit neighting pursu3nt to section 2, subdivision 4,

17 Sln,2JO,O~O fOf fiscal 1980.

18 Subd. 3. For payments resulting from increased pupil

19 unit ~eighting pursuant to the change made by section 5,

20 $~3,150,OOO for fIscal 1981_

21 Subd. 4. For the purpose of providing in-service ---------------------------------"-----------~----

22 tr~ining for teachers anc administrators for kIndergarten ---------------------------------------------------------. " "

23 throu;Jh third grades pursuznt to section 2~ subdivfs;on 6

---------------------------------------------------------24 anj s~ction 3, sUbdivision 1, Sl,412,400 for f fscar ]9BO

25 anj ~~ ,536,200 for fiscal ]981 ..

26 5ubd._5. Fo~ the purrose of i~proving parent-t~acher -----------------.---------------------

27 connuni:ations as provided in section 2, subdivision 1 and -------------------------------------------------------

28 section 3, subdivision 2, sl,027,200 for fiscal 1980 and ------------------------------------------------------

29 $;,2~J,OOQ for fiscal 1981_ ----------

3D Subd.6. For providing instructional I:lateclars --------------------------------------------

31 purSu3nt to section 2, subdivision B and sectIon 3,. -------------'""----------- -----------.. ,,-------

3 Z sub d 1 vis Ion 3, S 500 , 000 f o' f is c a I 19 a 0 3:1 d S 2 ,. a 00 ,. 0 0 ~ for -------------------------------------------------------

33 fls::::d 19B1 ..

9

'- " L :J j. j..J'~ ,

~ ,.~-

I Subd. 7. For technical J55!stnnce pursuant to section -----------------------------------------------------

2 c," ~530tOOO for fiscal 1980 and ~530t)OO for f iscat 1981. ---------------------------------------------------

3 Dr the a~ounts 3ppropriated in tnis subdivision, the ----------------------------------------------------

4 department of education may spend In each fiscal year a sum -------

5 not to exceed $200,000 to staff one cle!ical position and

---------------------------------------------------------b not norc than four professFonal positions.

------------------------------------------7 Dr the ~~ounts appropriated nn tnis subdivision, the

----------------------------------8 department may allot anamount not to exceed $330,000 Fn

--------------------------------------------.--.------~ 9 el::n fiscal year to educatronal cooperative.servIce unfts

---------10 to provide assistance to drstricts for improving

-----------------------------------------------11 Instruction in kindergarten through third grades.

-------------------------------------------------12 ~ny unexpended balance re~aining from the

13 appropriation in this sectFon for 1980 shall not cancer but

14 Shlll be avai lable for the second year of the bienniuD_

15 Sec. 7. {EFFECTIVE DATE_I Sections 1 to 4 of this act

16 are effective the day for [owing final enactment. Sectfon 5

17 is ~rre:;tive July It 1980.

10

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CLASS SIZE AND THE

NEA FOCUS:

CLASS SIZE A critical factor in quality education.

CLASSRC~OM TEACHER Researchers prove what teachers know

Teachers have always known that the number of students they hav{ to teach dictates how they teach. how well they can teach, and how many opportunities students have to learn. But for many years. a continuo ing frustration for teachers has been tha t research on class size has been reported in ways that resulled in contradictory conclusions.

Now, however, two researchers from the University of Colorado have concluded two landmark reo analyses of a large number of stud­ies_ From these bases, they con­clusively document not only that smaller classes produce increased student achievement, but that smaller classes also have a positive effect on classroom processes and environment, student attitudes and behavior, and teacher satisfaction_

The studies are part of a class-size and instruction project funded by the National Institute of Education and based at the Far \\'est Labora­tory for Educational Research and Development in San Francisco.

For their "~eta-Anal\'s~ Research on the Relationship of ~"----

n~a

Class Size and Achievement," the firs.1 study. Drs. Gene Glass and ;-'}ary Lee Smith first searched the entire body of literature on class size. gathering some 300 reports, publications. theses, and research reviews.

They found that about 80 studies included usable data related to class size and achievement test scores. These studies spanned more than half a century and involved 900,000 students of all ages and aptitudes. They then subjected the data to the most advanced and sophisticated methods of research ever applied in order to resolve earlier mixed findings.

The results were clear and conclu­sive: regardless oj grade level. sub­ject taught, or ability of pupils, stu­dents achieve more as class size is reduced. Or, to look at it another way, they state: "As class size increases, achievement decreases. A pupil who would score at about the 53rd percentile on a national test when taught individually would score at about the 37th percentile in a class of 40 pupils. The difference

in being taught in a class of 20 ver­sus a class of 40 is an advantage of 10 percentile ranks .... Few resources at the command of educa­tors will reliably produce effects of that magnitude."

In their second study, "Relation· ship of ClasSSLZe to Ciassroom Pro­cesse·s. Teacher Satisfaction, and Pupif Affect:A-Meta:Allalvsis," Glass and Smith followed the same rigorous procedures, using about 130 documents that fit their selec­tion cri:eria. Their three major conclusions: .I...Class siz.e affects the quality of the classroom environment. In a smaller class, there are more oppor­tunities to adapt the learning pro­grams 10 the needs of individuals. Many teachers avail themselves of these opportunities; others would need training to do so, since they have been forced to deal with large classes for so long: The report also notes t~.at the likelihood is greater for a friendly classroom climate that is more conducive to learning and that stt;dents are more directly and persom.lly involved in learning.

"2... Class sizt' affects pupils' attitudes. In~manerclasses. studenrs have more interest in learning, either as a function of better performance or contributing to it. The researchers note that there is generally less distraction and that there seems to be less apathy, friction, and frustration.

3 Class size affects teachers. In smaller classes, teacher morale is r. better. Teachers like their pupils bet·

( )'-. ter, have time to plan and diversify ~, instruction, and are more satisfied

.. : \ with their performance. ~ Taking the two studies together, ;0 Glass and Smith summarize their

findings by stating that "on all i \~ I measures, reduction in class size is . ~': associated with higher quality '.;-_.- schooling and more positive \.::..;. attitudes."

Why did these conclusions escape some of the earlier researchers'! Glass and Smith point out several reasons, among them that the sophisticated meta-analysis tech­nique had not been developed and applied: that literature searches were haphazard (as demonstrated by the fact that Glass and Smith turned up half again as many studies as any previous reviewer); and that crude classifications of class size were used.

The meta·analysis technique basically involves synthesizing the data from existing studies, although Glass and Smith also did field stud· ies which supported their research findings. From the 80 studies in the first meta-analysis, they drew about ' 700 comparisons of student achieve­ment scores in classes of differing sizes. They sorted out the results and converted those results to a common statistical scale so that they wouldn't be dealing with apples and oranges. Then they integrated the data into a single curve that re' vealed the definite inverse rela­tionship between class size and achievement.

The researchers also fed into the process a number of other factors, such as grade level. subject taught, and ability of pupils_ But only one factor substantially affected the curve: whether the original study controlled adequateJy (in the experimental sense) ior inItial dir-

ferences among pupils and teachers in smaller and larger classes.

The next question, of course, is, "What is small?" In the achievement study, Glass and Smith found that the amount of increase in achieve­ment is substantially higher for each student by which class size is reduced below 20 than for each stu­dent by which class size is reduced from 30 to 20. The relationship is evident across the board but appears dramaticallv when classes drop to 15 students'-

In the second meta-analysis, they found that the most significant im-­provements in individualization of instruction. student participation, quality of instruction, and student attitudes occur when class size is reduced below 20, A particul<i.rly strong relationship was found between reduced class size and teacher satisfaction, and the positive results were evident throughout the range of class sizes studied. This goes to show, again, what teachers have always known-even one more student. or one less, makes a difference.

WHERE NEA STANDS NEA's resolution on "Time to

Teach," drawn up prior to publica­tion of the Glass and Smith studies, also demonstrates that teachers were right on the mark through their experience in the classroom_

NEA teachers set 15 as the ideal class size-the point at which, the research shows, the most dramatic improvements occur. The resolution states, in part: "Class size and the number of instructional periods taught each day must be adjusted to the particular learning process involved to allow individual atten­tion to each pupil when that is the required mode of instruction. Class size should not exceed 15 students 'per certified classroom teacher." NEA policy also commits the Asso­ciation to lobbying Congress so that federal funds may be used directly to reduce class size.

THE QUE ,TION OF ALTERNATIVES

As Glass a Id Smith point out, however, "gi' ing all teachers classes of 15 for the; ull school day would be very expensi' 'e," The education com­munity, and 1 lOSt especially parents and other citj~ens, must squarely face the quesLion of whether the demonstrated advantages are worth the costs, Tht· class size and achieve­ment study sl'ggests that "in a coun· try that pridE 5 itself on quality edu­cation for all, the answer might be straightforwa -d: schools cannot af­ford the const quences of maintain­taining large, lasses all the time, and ways mm 1 be found to finance smaller c1asse" at least for some pupils. or for dl pupils for part of the school da.' ."

Glass and S-nith discuss a number of alternative> to give at least some students the cenefits of smaller classes at leas: part of the time. Among them zre:

• employmelt of reading specialists: ' • use of additional teachers for reading and math periods; • use of paraprofessionals to help the professional teacher and thereby increase the actual amount of professional teaching received by individual students; • experimentation with diHerent scheduling and grouping plans within the classroom to reduce each instructional group.

They also point to the importance of identifying the situations in which there is the greatest need or bene­fit, such as in remedial classes or in the primary grades, "to get more students off to a good ~ tart."

One of the most wid, 'Iy publicized alternatives thus far h •. s been the "weighted class load" system negoti, ated by some NEA affi iates, such as those in Lodi, Calif., and Denver, Colo. Under these plan.~, teachers' classes are reduced or l eachers receive extra help whel classes ex­ceed a particular numb ~r of actual students in various graie ranges; or, more importantly, whe'1 a weighted class load, considering: tudent needs, is exceeded.

'.

Weighting begins with evaluating students. and assigning an "average" achieving student as 1.0. and students with different needs with higher numbers. In Denver. those counted in the 1.5 student category included slow learners. bi· lingual children with language prob· lems. transients. and chronically abo sent students. Weighted at 2.0 were those with reading disabilities. disci­plinary problems. or significantly limited intellectual capacity. At 2.5 were the non-English speaking. emo­tionally disturbed. hyperactive. and those with identifiable perceptual and communicative disorders.

Once either the student count or weighted class size goes beyond the agreed-upon limits. this triggers the availability of relief for teachers. ranging from smaller classes to teacher aides or additional materials andior equipment.

A special caution for those inter­ested in a weighted student plan is that they must avoid labeling chil­dren. In Denver. for example. no records were kept of how individual students were weighted. How one teacher weighted a student was not passed on to another teacher; the process started anew in each situa­tion. And. of course. all sj.udents re­main in the heterogeneous class­room environment. which means they aren't "tracked."

THE POLITICS OF CLASS SIZE: MONEY AND COMMITMENT

There are many creative ways to reduce class size or at least deal with some of the more burdensome aspects of large classes; te;tchers are just waiting for the opport unity.

The major job ahead is \/inning an understanding from other educa­tors, parents. and the gen( ral public that it is important to wor:{ and spend some funds to attac:: the class-size problem now. Th:s must be coupled with gaining st: pport for the long-term goal of redu ing all classes to the number that teachers judge to be the most prod: ctive for a particular group of studE nts based on individual needs. a vaila Jility of

materials and resources. and the most suitable teaching technique to reach the desired instructional goal.

The issue of money is going to come up even when teachers sug­gest modest ways to improve class size or ameliorate the results of large classes. Economic conditions and inadequacies in the ways schools are financed guarantee this. But despite the wave of criticism and skepticism that schools and teachers have had to face in recent years. it is clear that many of these critics are motivated by genuine concern about the quality of educa­tion. The commitment of the Ameri­can public to public schools still ex­ists; it has simply been blurred by confusion about what schools are really doing and about what methods or changes would really in­crease student learning.

A recent Gallup poll found that 80 percent of the parents queried, most of whom were taught in classes of up to 45 students. felt that smaller classes would make a great deal of difference in how much their children could achieve.

But there are two factors to keep in mind: parents with children cur­rently in public schools make up less than a third of the adult population; and there's a world of difference between saying that small classes sound good in a poll and actually making an intellectual and financial commitment to that concept.

Some parents are willing to pay more to send their children to pri­vate schools. with a primary reason being their children are taught in smaller classes. What they would have to pay for that same advantage in the public schools would be much less.

With that in mind. teachers must now make a concerted effort to bring directly to the public the hard facts about class size that research has discovered. plus more aware­ness of the specific improvements teachers could make in their own classes with smaller numbers of stu­dents. The average person doesn't read research reports or educational journals. Nor does he or she gener-

ally have a clear idea of what actu­ally goes on in the classroom. or of the preparation and evaluation that is essential for real student learning.

The public must also be made aware that pupil/teacher or pupil/ adult ratio is not the same thing as class size. There are many school districts that compute these ratios to include every member of the instructional staff - from the curric­ulum director to the band director or even paraprofessionals or com­munity volunteers. While these people certainly contribute to the instructional process. the important difference, as Glass and Smith calcu­late it and as common sense indi­cates, is the size of the instructional group for which the classroom teacher is directly responsible. Teachers must not let school offi­cials play this numbers game.

Teachers must come into the cam­paign for smaller classes armed with not only research but with informa­tion about the breadth of the class­room teacher's duties and the spe­cific. positive results that would accrue to students in their communi­ties from smaller classes. For exam­ple, the individual learning program discussed elsewhere in this kit can demonstrate how individual diag­nosis and evaluation could benefit each student if teachers had the time to individualize instruction.

FOCUSING ON THE VALUES OF SMALL CLASSES

Another major selling point for smaller classes is their role in reduc­ing discipline problems. Gallup's annual polls of public attitudes toward the public schools have shown discipline to be the schools' biggest problem - in the minds of both parents and non parents - for 10 of the last 11 years. Glass and Smith state in their second meta­analysis thai students' attitudes improve in smaller classes; they have more interest in learning and are less likely to disrupt class.

, .'

A number of earlier studies make the same point. Martin Olson. who did much of the bedrock research on class size. states that "students com· mit fewer aggressive acts like fight­ing, shoving, pushing. crowding, and striking. Their frustrations are fewer and teachers are better able to diag-nose causes of misbehavior and d;al effectively with individuals before major problems occur." Olson's conclusions were based on observa tions made in 18.528 elemen­tary and secondary classrooms in 112 school svstems over a seven· year period: with supportive data from other studies.

In addition to improvements in discipline. Olson presents eight other generalizations about the results of smaller classes:

• teachers use a wider variety of instructional strategies and are more effective; • students have the benefit of more individualized instruction; • students engage in more crea­tive thinking processes; • students learn how to function more effectively as members or leaders of groups of varying sizes and purposes; • students develop better human relations; • students learn basic -skills better; • teacher attitudes and morale are more positive; • student attitudes and percep­tions are more positive.

nea National Education ASSOCl;;ttion

1201 16th Street. !':W Washingwn. DC :!0036

Olson also f, cuses attention on a basic differenc! in educational phi­losophy that n ust accompany sup­port for small( ~ classes. He com­pares what on researcher dubbed "the learning ~ chool" to "the oppor­tunity school." In th~ learning school. "the sc iool takes the respon· sibility to see I hat each individual child has selUulfilling experiences. both academic;!!ly and for personal development. j ,om year to year. Each child's ne ~ds, aspirations, and personal devel, ·pment see realiza­tion as educato-s become highly individual and lersonal in their instructional b( havior."

Contrast thi~ to the opportunity school. which rl'presents most American pubJi ~ schools today. This is basically the "cafeteria approach." Through mass-{ ducation type teach­ing, with limite I direct interaction between studer ts and teachers. the door is open to :lIL Real learning op· portunities, hov·ever. are available only to those w 10 are ready at the "right" time. wiiling to struggle through generajized instruction directed to the crowd, and able to select their own education from a cafeteria-line school structure.

Small class size is. of course. the foundation of the learning schooL That is the message teachers must get across to parents and members of the community at large. who also have a stake in better education. whether they're business leaders who complain about the quality of high school graduates they hire or other community members con­cerned about the high costs of crime and unemployment. These people must become convinced that teach· ers already know how to improve day-to-day instruction. What teachers need is simply the oppor­tunity to do what they know how to do and want to do, in smaller classes.

Parents and others do want to know how to improve schools. Teachers do have the answers. To make the learning school a reality. teachers must make their answers heard and understood.

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COM:rrIITTEE PRINT

THE COSTS TO THE NATION OF

INADEQUATE EDUCATION

-#//

SELECT COMMITTEE ON

EQUAL EDUCATIONAL OPPORTUKITY

UNITED STATES SENATE

FEBHL\.HY 1!)'j:!

Printed for the usc of the Select Committee on Equal Educational Opportunity

u.s. GOVERNNF.NT PRINTING OFFICE

WASHI~GTON : In2

SC:\L\IARY OF FINDINGS

An inil,tleqlll1te education for i1 substantial portion of the populntion not, only handiC:llps those Jll'l'-;ons who fire ulldcrcducrrted, but nl ... o burdens society wiLh reduceLl nntionnl income nnd government re\'­enues us WE'll ns incrensed costs of crime nIHI welfare. The jHlrpo.;c of this studv was to est.imut.e Lhe costs to the N filion of such eduGl1-tionlll neglect whero an inadequate euncat.ion for the bUer thini of the 20th century was dcfilleu as un attllinment-of less thall hi~h school gmuuntioil. Using Jnt:1 from the U.S. Dcpartment of CommE'J:C:o and other SOlll'l'es in conjl:nction with extensi\'c l'c,;cnreh literntlll'(' from the social sciences, 1 hi..; report obtuincLl the following fjndin~s:

1. ThE' fnilllI'e to ntt»ill It minimum of high school compktion fllllong tlte jlopulation of mr.les 25-34 yenrs of uge in 1%0 W:lS

cstimated to cost thc ~:utiOll: • S237 billion in incollle over the lifetime of these men; lind, • 871 hillion in foregone goycrnment revenues of wbien about $47 billion wOllld httve been ndded to the Federal Trcasury und $24 billion to the coffers of Stilte and local governments.

2. In contmst,the probable costs of having provided a minim mIl of high school complelion for this group of men wus estim~ted to be about $40 billion.

• Thus, the sacrifice in llutional income from innc1erFwte edllc,ltion llmong 25-34-vefir-oIJ males ,vas about S:::Oo billion greater thnn the "illYestment 1'equireJ to alle\"i~\ te this condition.

• Eaeh dollur of social investment for this purpo;;e woul(l 11,1\"e gcnerated about SG of nationul income over the lifetin;e of this group of men ..

• The gov(,l'Ilmcnt l'eyenues generated by this investment would have exceeded government expenditurE's by on.'r S30 billion.;

3. \\ elf fire expenditmes !Htributable to inadequate eclucn Lion are estimaLecl to beltbout $3 billion each year find nre p1'ou:lbly increasing o .. 'cr time. '-

4. The costs to the Xation of crime that is rehteJ to ilh1llcqu:lte eJuea tion appeara to be about S3 billion a year :1I1d rising.

5. Inadequate education also inflicts burdens on the Xiltion in the form of reduced politicl).l participation lLnJ intel'gellt'l'a­tiolltll mobility,' us well ItS higher incidence of c1isen'''e. It i,,; difficult to nttempt uny monetary estimate of these cost5.

(IX)

72-095-72-2

NAME:

C" -r- /" ~ :t... ADDRESS: __ ~/~~~3~Z~ __ ~/~~~ __ ~~~-L~~~ __________________________ ___

PHONE: ___ £/~C;t..=::.z.~----.:L(~2-:.::..):....;-:-V:::::...-_________________ _

REPRESENTING WHOM? ____ ~11~1~12~/~~ ________________________________ ___

APPEARING ON WHICH PROPOSAL: s -c!2 /'2.

DO YOU: SUPPORT? __ ~~ ______ _ AMEND? OPPOSE? ________ _

COMMENTS:

PLEASE LEAVE ANY PREPARED STATE.HENTS WITH Tl:E COM..~ITTEE SECRETA~Y

~ .. /

1 BILL NO.-

2 IIITRODUCEO BY

3 BY REOUEST OF

4 THE SENATE COM~ITTEE ON EDUCATION AND CULTURAL RESOURCES

5

6 A BILL FOR AN ACT ENTITLED: "AN ACT TO REVISE THE LAW

1 GI VERNING THE TERMS OF A CONTRACT NEGOTIATED BETWEEN TH~

8 Tf.USTEES OF A SCHOOL DISTRICT AND THE CURRENT SCHOOL BUS

9 CnNTRACTO~; A~ENDING SECTION 20-10-125, HCA."

10

11 SE IT ENACTED BY THE LEGISLATURE OF THE STATE OF ~ONTANA:

12

13

14

15

16

11

18

19

S~ction 1. Section 20-10-125, MCA, is amended to read:

"20-10-125. Bid letting for contract bus -- payments

under transportation contract.

a ?rivate party for the

(1) Before any contract

provision of sChool

transportation is awarded, the trustees shall:

with

bus

(a) secure bids by publishing during a period of 21

days at least three calls for bids in a newspaper of the

county that will give notice to the largest number of people

20 of the district or in the official newspaper of the county;

21 the trustees shall let the contract to the lowest

22 responsible bidder, and the trustees shall have the right to

23 reject any ana all bids; or

24 (b) negotiate a new contract with the current school

25 bus contractor~ provided the negotiated contract costs do

/

/

, .

1

2

3

4

not exceed by more than e~ ~ per year the basic costs of

the previous year's contract ~nd-provTded-~he-dtlretTon-~f

the-ne9otTeted-eon~r~et-+~-no-~onger-t~en--tfte--e~rat+on--of

Such a negotiated contract can be

5 entered into only at a public meeting of the trustees at

6 which meeting the patrons of the district may appear and be

7 heard. Notice of the reeeting must have been published in a

8 newspaper of wide circulation within the district at least 1

9 week prior to the meeting.

10 (2) The provisions of this section for awarding a

11 contract for school bus transportation shall be subject to

12

13

the provisions of 20-9-204.

(3) The trustees shall not expena any moneys of the

14 district for school bus transportation by a private party or

15 for individual transportation unless:

16 (a) a contract for such transportation services has

17 been completed; and

18

19

(b) such

tr ansportat. ion

contracted

by a private

services for school bus

party have been actual 1 y

20 furnished except that the failure to perform may be excused

21 by the tru~;tees for reasons not under the control of the

22 contractor; or

23 (c) :juch contracted services for individual

24 transporta~ion h2ve been actually furnished as confirmed by

25 the actual at~endance of school by the eligible transportees

-2-

1 and recorded on the school attendance records ory in the

Z

3

4

5

case of a supervised correspondence course or supelvised

ho~e study, as confirmed by the trustees; except th~t the

contracted services furnished one way on any school day

shall be reimbursed at one-half the daily contract affitlUnt."

-End-

-3-

"j, -0 &' /!7ZP> DATE: .~/;( I~/ ----~----~~~~~~~----------- I J .

ADDRESS: _---LhL6Lr...1..~.s.::f'~17~.2V~ _____________ --

NAME:

PHONE: ___ i-f~Lf~;L_~--=::::::3=-=Z-=-.::::..7--=-~ ____ --______ -_

REPRESENTING WHOM?dn~lfi6.hr~dI W t~ FlZ#l~ 7[r>-\

APPEARING ON WHICH PROPOSAL: C;::-u, :1-;11 l:l-/~tL: .-t~ DO YOU: SUPPORT? ____ ~~~-__ _ AMEND? ----- OPPOSE? ________ _

COMMENTS:

PLEASE LEAVE ANY PREPARED STATEMENTS WITH THE COMMITTEE SECRETARY

NAME:

I I

~ \ " "

(

I .~

I ,' " , / L L .... '- I -./

.---' PHONE: __ ~-_' ____ ~'~~~~~~~C~-________________________________ ----____________ __

REPRESENTING WHOM?

APPEARING ON WHICH PROPOSAL: /, ,

\ ", ' ..

DO YOU: SUPPORT? _______ ~ ____ _

COMMENTS:

- . / ~ I .. ' 1.. "- ,---.: -

AMEND?

'-------,

I ) J' ~

I \

OPPOSE? ---------

PLEASE LEAVE ANY PREPARED STATEMENTS WITL THE COM.l.1ITTEE SECRETARY