House Education Policy Committee 2/25/19


>>CHAIR YOUAKIM: WE ARE GOING TO START; SO PLEASE TAKE A SEAT. I CALL THIS MEETING OF HOUSE EDUCATION POLICY COMMITTEE TO ORDER. THERE IS A QUORUM PRESENT. HAS ANYONE HAD A CHANCE TO LOOK AT THE MINUTES? REPRESENTATIVE [INAUDIBLE COMMENTS]>>I LIKE TO LAY THEM-[LAUGHTER]; IT IS MONDAY. I LIKE TO MOVE THE MINUTES.>>CHAIR YOUAKIM: THANK YOU REPRESENTATIVE MOVED THE MINUTES FOR FEBRUARY 20. ANY DISCUSSION? HEARING NONE THOSE IN FAVOR AYE. THOSE OPPOSED? THE MOTION PREVAILSS AND MINUTES ARE APPROVED. MEMBERS WE HAVE A FULL AGENDA WITH A LOT OF FOLKS WHO WANT TO TESTIFY ON THE BILLS SO TRY TO KEEP EVERYBODY’S COMMENTS TO 2 MINUTES EACH AND LAURA WILL WATCH THE TIME ON THAT. WE HAVE QUITE A FEW AMENDMENTS WITH SOME OF THE BILLS SO THIS IS THE FIRST TIME IN THE COMMITTEE WHERE WE DEALT WITH A LOT OF AMENDMENTS SO PLEASE BE PATIENT. WE WILL TRY TO BE SUS SICT AS POSSIBLE. FIRST UP IS REPRESENTATIVE TORKELSON 853. THAT’S RIGHT WE ARE DOING OVERVIEW FIRST. IT IS MONDAY MORNING. [INAUDIBLE COMMENTS] TALK ABOUT THE WORK THEY DID IN THE INTERIM AND HOW THEY CAME UP WITH SOME OF THE BILL JZ DO A QUICK OVERVIEW. THEY THINK.>>THANK YOU; DENISE DETRICK HERE ON BEHALF OF THE MINNESOTA SCHOOL BOARD ASSOCIATION AND JUST A LITTLE OF A OVERVIEW ABOUT THESE BILLS WE ARE HEARING TODAY. THIS COMMITTEE IS EXAMINING 6 BILLS INITIATE BIDE THE UBNANOB PUBLIC SCHOOLS. THESE OFFER POSSIBLE SOLUTIONS TO REDUCE THE COMPLEXITY AND EXCESSIVE PAPERWORK RIREM REQUIREMENTS IN THE AREA OF SPECIAL EDUCATION. THE HISTORICAL CONTEXT FOR THIS DISCUSSION EXTENDS BACK 44 YEARS AGO TO THE ORIGINAL INDIVIDUAL DISABILITIES EDUCATION ACT OR IDEA WHICH ALL HERE TODAY SUPPORT. HOWEVER; OVER THE YEARS; IDEA COMPLIANCE HAS EVOLVED INTO A SYSTEM WHICH WAS REPETITIVE; COMPLEX; AND EXHAUSTING. REALIZING THIS 14 YEARS AGO IN THE REAUTHORIZATION OF IDEA U.S. CONGRESS INTENTIONALLY REDUCED THE PAPERWORK BURDEN ON SCHOOL PERSONNEL. WHILE CONGRESS TOOK PROACTIVE STEPS TO ADDRESS THE PROBLEM MINNESOTA RETAINED THE SPECIAL EDUCATION LAWS AND RULES AS POINTED OUT IN THE 2013 REPORT OF THE LEGISLATIVE AUDITOR. THERE ARE KEY FINDINGS AND FACTS IN THIS PACKET AND HANDOUT THAT LOOKS LIKE THIS. IN RESPONSE TO THE FALL TO 2017; NO OHM SCHOOL DISTRICT ROLLED UP SLEEVES Z WENT TO WORK AND CAME UP WITH SIX RECOMMENDATIONS TO REDUCE PAPERWORK ANDPLORE LOCAL FLEXIBILITY AND MORE TIME WITH STUDENT. SUBMIT THD PROPOSAL TO MSBA LAST SUMMER. MDBA ASKED SCHOOL DISTRICT SUPERINTENDENTS WHETHER THEY AGREED. 96 PERCENT AGREED WITH ALL 6P RECOMMENDSATION. MINNESOTA IS EXPERIENCING A SIGNIFICANT SHORTAGE OF SPECIAL EDUCATION TEACHERS. OO CONTRIBUTING FACTOR IS SPECIAL EDUCATION IS TOO COMPLICATED; TOO HARD TO MANAGE AND TO EMOTIONALLY TAXING. MEMBERS; THANK YOU FOR YOUR WILLINGNESS TO TAKE ON THE SENSITIVE AND DISE DIFFICULT TASK OF PAPERWORK REDUCTION. IT IS HOPE THAT WE CAN AGREE THAT SOMETHING NEEDS TO BE DONE AND NOW IS THE TIME. WITH THAT; MADAM CHAIR; I WILL HAND IT OVER TO IRENE [INAUDIBLE COMMENTS]>>CHAIR YOUAKIM: THANK YOU MR. DETRICK. MR. SUDLY CAN YOU SAY YOUR NAME FOR THE RECORD.>>IRENE [INAUDIBLE COMMENTS] AND SPECIAL SERVICE COORDINATOR FOR [INAUDIBLE COMMENTS] TODAY I LIKE TO SHAY OUR CONCERNS AND POSSIBLE RECOMMENDATION FOR SPECIAL EDUCATION PAPERWORK REDUCTION. HERE ARE CHALLENGES THE SPECIAL EDUCATORS FACE WHILE PROVIDING SERVICE FOR OUR STUDENTS. THEY ARE DEALING WITH UNBEARABLE BURDEN OF PAIRM R PAPERWORK. AS A RESULT THAW HAVE LEZ AND LESS TIME FOR TEACHING STUDENTS. SPECIAL EDUCATION GOT SHIFTED FROM THE NEEDS OF THE STUDENTS TO THE NEEDS OF MEETING PAPERWORK REQUIREMENTS. IT ISN’T SURPRISING BUT VERY CONCERNING WE CANNOT CLOSE THE ACHIEVEMENT GAP. ADDITIONAL PAPERWORK REQUIREMENTS HAVE NOTHING TO DO WITH HELPING STUDENTS. IT DOESN’T [INAUDIBLE COMMENTS] TEACHER CZ NOT ADDRESS STUDENT NEED QUICKLY ENOUGH WITHOUT COMPLETING A TON OF PAPERWORK. LET’S LOOK AT THE BARRIERS WE WOULD LIKE TO REMOVE SO OR EDUCATORS HAVE MORE TEACHING TIME WITH THE STUDENTS. THE FIRST IS FUNCTIONAL BEHAVIOR ASSESSMENT. [INAUDIBLE COMMENTS] THEY NEED TO CONDUCT A FUNCTIONAL BEHAVIOR ANALYSIS IN ORDER TO DETERMINE WHY THE STUDENTS IS SHOWING SUCH ACTION. FUNCTIONAL BEHAVIOR ANALYSIS IS A PROCESS OF GATHERING AND ANALYZING INFORMATION ABOUT THE STUDENT BEHAVIOR. LOOK WHAT HAPPENED BEFORE AND DURING AND AFTER THE BEHAVIOR TO FIGURE OUT WHAT INTERVENTION WILL HELP THE STUDENT TO LEARN MORE ABOUT ACCEPTABLE BEHAVIOR. ACCORDING TO MINNESOTA LAW; FUNCTIONAL KNHAVIOR ASSESSMENT CAN NTD BE STAND ALONE. WE MUST DO A COMPREHENSIVE EVALUATION. EVERY TIME [INAUDIBLE COMMENTS] ADDRESS THE BEHAVIOR CONCERN; THOSE EVALUATIONS DELAY SPECIAL EDUCATION SERVICE FOR UP TO 2 MONTHS. IT PPUTS ADDITIONAL BURDEN ON THE TEACHERS. [INAUDIBLE COMMENTS] AFTER 20 HOURS TO DO THE ASSESSMENT AND 30 DAYS TO COMPLETE THE REPORT. INSTEAD OF WORKING WITH THE STUDENT OUR TEACHERS HAVE TO WRITE 20 TO 30 PAGES LONG EVALUATION REPORT. WE CAN DO FUNCTIONAL BEHAVIOR ASSESSMENT MORE EFFICIENTLY TO COLLECT DATA NEEDED FOR TEAMS TO MAKE DECISION. IT WILL TAKE ONE OR TWO PEOPLE TWO OR THREE HOURS AND ONE DAY TO GET IT DONE. WITHOUT [INAUDIBLE COMMENTS] THE TEAM IS LIMITED TO FEWER AND MORE RESTRICTIVE OPTIONS. MORE TIME FOR STUD NLT TO BE IN RESOURCE AWAY FROM HIS OR HER PEERS. ONE ON ONE PROFESSIONAL SUPPORT THROUGHOUT THE DAY TO ADDRESS THE BEHAVIOR [INAUDIBLE COMMENTS] ADDITIONAL MEETINGS MAY BE NEEDED TO PROVIDE SHORT-TERM SUP PORT. AS A RESULT IT IS TOO LATE TO INTERVENE WHEN THE EVALUATION IS COMPLETED. BY THE TIME THE STUDENT MIGHT EXHIBIT MORE SEVERE BEHAVIORS; MOST DISCIPLINARY ACTION OR IN A MORE RESTRICTIVE SETTING. OUR RECOMMENDSATION TO CONDUCT STAND ALONE ASSESSMENT. WE NEED TO FIGURE HOW TO HELP OUR STUDENTS AS QUICKLY AS WE CAN. THE NEXT ONE IS OBJECTIVES. [INAUDIBLE COMMENTS] EDUCATION PROGRAM IS DEVELOPED IT INCLUDES SPECIFIC GOALS FOR STUDENT TO WORK ON. ALSO REQUIRING SHORT-TERM OBJECTIVE TO SPECIFY HOW THE GOALS WOULD BE MET. FEDERAL LAW DOES NOT HAVE SUCH A REQUIREMENT. AS I WORK WITH THE STUDENT MEETDING THE GOALS I MIGHT DISCOVER THE STUDENT NEEDS PREREC [INAUDIBLE COMMENTS] OR WORK ON [INAUDIBLE COMMENTS] DO I HAVE TO CALL A MEETING EVERY TIME I NEED TO ADJUST MY TEACHING STRATEGY? IF I LIMIT MYSELF AS A TEACHER I’M LIMITING STUDENT TO THE LEARNING OPPORTUNITIES AS WELL. ANOTHER PROBLEM WITH HAVING SPECIFIC OBJECTIVES IS REPORT PROGRESS ON THEM. TO INSURE THE STUDENT ARE ON TRACK TO MEET THEIR GOALS WE REPORT [INAUDIBLE COMMENTS] THE PROGRESS REPORT ON THE GOALS. F WE ARE ALSO REQUIRED TO REPORT THE PROGRESS ON SHORT-TERM OBJECTIVES AS WELL. IT IS VERY REPETITIVE. FOR EXAMPLE; IF A TEACHER HAS THREE GOALS WITH FIVE OBJECTIVES FOR EACH GOAL; SHE HAS TO REPORT ON 15 DIFFERENT MEASURES FOR JUST ONE STUDENT. WITH 20 STUDENTS ON THE WORK LOAD IT ADDS UP TO 20 EXTRA HOURS OF TIME TEACHER NEEDS TO FIND FOR WORKING OOEN THE PROGRESS REPORT FOR EACH GRADING PERIOD. IT CONSUMES ALL THE TIME BEFORE AND AFTER SCHOOL; DURING PREP TIME AND LUNCH TIME AND SOMETIMES INSTEAD OF WORKING DIRECTLY WITH THE STUDENT. OUR RECOMMENDATION IS TO LET THE LOCAL TEAMS IDEA HOW THE ANNUAL IP GOALS SHOULD BE ACHIEVED. NEXT ONE IS [INAUDIBLE COMMENTS] IT USED TO BE A SHORT SUMMARY OF THE MEETING AND NOW IT TAKES LONGER TO WRITE THE [INAUDIBLE COMMENTS] THEN THE IEP IN SOME CASES. WE HAVE TO INCLUDE EXCESSIVE AMOUNT OF INFORMATION ON THE NOTICE. WE ADD [INAUDIBLE COMMENTS] TO WRITE THOSE THINGS ON THE WRITTEN NOTICE [INAUDIBLE COMMENTS] AND WE LIKE TO MUCHB FORWARD. IN ADDITION; START TO USE THE NOTICE FORMAT FOR OTHER RECOMMENDATION AS RESPONSE TO THE PARENT REQUEST FOR SPECIAL ASSESSMENT. OUR RECOMMENDATION IS TO ELIMINATOR THE REQUIREMENTS TO PUT THAT ADDITIONAL INFORMATION ON THE NOTICE. [INAUDIBLE COMMENTS] HOLD CANCELLATION CONFERENCE WITHIN 10 CALENDAR DAYS FROM THE DATE THE DISTRICT RECEIVES OBJECTIVE TO THE [INAUDIBLE COMMENTS] ANY CANCELLATION CONFERENCE REQUIREMENT. PARENT SHOULD HAVE DIFFERENT OPTIONS FOR RESOLVING DISAGREEMENT SUCH AS WORKING WITH CASE MANAGERS ON THE PROPOSAL AND CONCERNS THE PARENT HAS. [INAUDIBLE COMMENTS] FIND A SOLUTION AND COME UP WITH AGREEMENT. CANCELLATION CONFERENCE REQUIRE STAFF TIME AND PAPERWORK TO BE COMPLETED BY A SPECIFIC TIMELINE AND DELAY [INAUDIBLE COMMENTS] AND LIMIT OPPORTUNITIES TO WORK WITH THE STUDENT. [INAUDIBLE COMMENTS] NO SERVICE COULD BE PROVIDED TO ALL THE [INAUDIBLE COMMENTS] RESOLVED. [INAUDIBLE COMMENTS] THE DISTRICT MUST CREATE A NOTICE SUMMARIZING IN WRITING HOW THE AGREEMENT IS [INAUDIBLE COMMENTS] PROPOSE ANOTHER IEP WHICH ADDS MORE PAPERWORK. ELIMINATE THE REQUIREMENT TO HOLD A CANCELLATION CONFERENCE AND ALLOW OUR TEAMS TO WORK TOGETHER TO SOLVE OUR DIFFERENCE. DISTRICT ASSESSMENT DO NOT REFLECT ON STUDENT UNIQUE EDUCATI ONAL NEEDS. MINNESOTA LAW ASKED TEAM TO INCLUDE PERFORMANCE ON STATE AND DISTRICT WIDE ASSESSMENT ON THE I EP WHICH ARE NOT TIE TODAY THE GOALS. [INAUDIBLE COMMENTS] ACADEMIC PERFORMANCE BECAUSE THEY ARE ALL MOST A YEAR OLD NOW. THEY CREATE MISCONCEPTIAN THE NEEDS THE STUDENT ARE NOT ADDRESS #D ON THE IEP. IT MIGHT LEAD TO PARENT REQUEST TO PROVIDE ADDITIONAL SERVICE BASED OTHEN RESULT OF THE ASSESSMENT. KREESS THE ISSUE TEACHERS HAVE TO EXPLAIN IN WRITING WHY THOSE RESULTS ARE NOT ALWAYS RELEVANT TO STUDENT PERFORMANCE AND HOW THE NEEDS COULD BE MET DIFFERENTLY PROVIDING RECOMMENDATION AND SUPPORT DURING TESTING TIME INSTEAD OF ADDING ADDITIONAL GOALS [INAUDIBLE COMMENTS] OUR RECOMMENDATION IS TO MOVE THAT REQUIREMENT TO INCLUDE STATE AND LOCAL TESTING RESULTS ON ALL IEP. IN 2015; THE RECOMMENDATION WERE MADE TO REDUCE PAPERWORK REQUIREMENT. MORE THEN 5 YEARS LATER LOCAL AGENCIES STILL DON’T SEE PAPERWORK REDUCTION AT THE DISTRICT LEVEL. WE CAN SAVE A LOT OF TIME TO WORK WITH STUDENT DIRECTLY INSTEAD OF COMPLETING A LOT OUF UNNECESSARY REDUNDANT AND REPETITIVE PAPERWORK. IN SUM RY. [INAUDIBLE COMMENTS] WE ALSO RECOMMEND MINNESOTA DEPARTMENT OF EDUCATION TO STREAMLINE PAPERWORK REQUIREMENTS FOR SPECIAL EDUCATION THAT IMPACT TEACHERS ABILITY TO WORK WITH STUDENTS. FINALLY; WE WOULD LIKE TO SEE THE POWER OF MAKING IEP DECISIONS GIVEN BACK TO THE TEAM. IN OUR DISTRICT WE HAVE MANY HIGHLY QUALIFIED AND VERY DEDICATED SPECIAL EDUCATION TEACHERS WHO DISBITE THE BURDEN OF PAPERWORK REQUIREMENTS CONTINUE TO PROVIDE HIGH QUALITY SERVICES FOR OUR STUDENTS. WE APPRECIATE YOU TAKING YOUR TIME TODAY AND TO HEAR FROM US TODAY. THANK YOU VERY MUCH.>>>>CHAIR YOUAKIM: THANK YOU. DID YOU HAVE ANYTHING ELSE TO ADD? OTHERWISE WE’LL HAVE TAKE TIME-DOES ANYBODY AT THE TABLE HAVE A FEW QUICK QUESTIONS FOR MRS. DETRICK OR [INAUDIBLE COMMENTS] ALRIGHT; THEN THANK YOU. I THINK WE’LL HAVE OUR FIRST BILL UP. REPRESENTATIVE TORKELSON HERE FOR HOUSE FILE 853. IT-LOOKS LIKE-REPRESENTATIVE TORKELSON ISN’T HERE YET.>>I SUGGEST THE ROADS ARE PRETTY BAD AND [INAUDIBLE COMMENTS] [INAUDIBLE COMMENTS] HOCKEY TEAM SPENT THE NIGHT IN REPRESENTATIVE TORKELSON’S JAIL. [LAUGHTER].>>REPRESENTATIVE TORKELSON I THINK HAD A AMENDMENT IN WAYS AND MEANS.>>CHAIR YOUAKIM: WE WILL MOVE ON THEN-WHY DON’T WE PICK UP HOUSE 1005 IS REPRESENTATIVE PRYOR HERE? YES; SHE IS. GOOD MORNING; REPRESENTATIVE PRYOR.>>I WILL MOVE REPRESENTATIVE PRYOR’S BILL.>>CHAIR YOUAKIM: WE HAVE HOUSE FILE 1005 IN FRONT OF THE COMMITTEE. REPRESENTATIVE PRYOR WOULD YOU LIKE TO EXPLAIN YOUR BILL? INTRODUCE YOURSELF FOR THE RECORD AND EXPLAIN YOUR BILL.>>REPRESENTATIVE PRYOR: I’M LAURIE PRYOR. THIS IS HOUSE FILE 1005. IT IS ABOUT THE CONCILIATION CONFERENCES. THE TESTIMONY YOU JUST HEARD THIS ONE SP ACTUALLY AN ALTERNATIVE TO WHAT WAS DISCUSSED BEFORE; WHICH I THINK THE DISCUSSION BEFORE WOULD HAVE ELIMINATED THE CONFERENCES AND THIS JUST MODIFIES IT; BUT I WILL TURN IT OVER TO MY TESTIFIER TO EXPLAIN IN DETAIL.>>CHAIR YOUAKIM: THANK YOU REPRESENTATIVE PRYOR. IT ST. THE CHAIR’S INTENT 250 LAY THIS BILL OVER FOR POSSIBLE INCLUSION. STATE YOUR NAME FOR THE RECORD AND PROCEED WITH YOUR TESTIMONY.>>THANK YOU MADAM CHAIR. SARAH [INAUDIBLE COMMENTS] A DIRECTOR OF SPECIAL EDUCATION PR MINNEAPOLIS PUBLIC SCHOOLS. I HAVE BEEN GENERAL ED TEACHER AND SPECIAL EDUCATION TEACHER AND OR LEADER EDUCATIONAL LEADER SINCE 1988. I’LL LET YOU DO THE MATH. I AM HERE BECAUSE THE TIME SPNT ON WRITING IEP AND EVALUATIONS AND DUE PROCESS MEETINGS IS REALLY IMPACTING THE TIME THAT WE ARE-OUR TEACHERS ARE ABLE TO SPEND WITH STUDENTS. WE ARE PROPOSAL THREE OPTION INSTEAD OF 2. CURRENTLY WE HAVE THE OPTION WHERE IF A PARNT APPROVES OTHF IEP THEY CAN SIGN OFF ON THE IEP AND IT IS ESSENTIALLY DONE. THE SECOND OPTION IS TO DISAGREE AND GO INTO A CONCILIATION MEETING WHICH CAN BRING ADDITIONAL MEMBERS TO THE MEETING OR NEW MEMBERS. SOMETIMES THEY CAN FEEL REALLY CONTENTIOUS; WHICH KIND OF HARMS THE RELATIONSHIP BETWEEN THE TEACHERS AND PARENTS AS TIMES SO YOU HAVE TO REBUILD. THE THIRD OPTION WOULD BE THAT THE PARENT CAN DISAGREE WITH SPECIFIC ELEMENT AND REQUEST A CONDENSED IEP MEETING WITH THE MEMBERS NECESSARY TO TAKE CARE OF THE ISSUES THAT THE PARENTS HAD CONCERNS WITH. I THINK THIS WOULD BE A CLEANER AND QUICKER PROCESS THEN WHAT WE CURRENTLY HAVE AT THIS POINT IN TIME.>>CHAIR YOUAKIM: THANK YOU. REPRESENTATIVE PRYOR; DO YOU HAVE ANYTHING ELSE TO ADD? OTHERWISE I’LL PULL UP A TESTIFIER IN OPPOSITION. I HAVE JODY MANNING ON THE LIST TO TESTIFY. THANK YOU. COULD YOU INTRODUCE YOURSELF AND PROCEED WITH YOUR TESTIMONY?>>JODY MANNING: A EMPLOYEE AT PACER CENTER AND BEEN EMPLOYED AT PACER CENTER 15 YEARS AND SERVE AS THE DIRECTOR OF THE PARENT TRAINING AND INFORMATION CENTER THERE. OF IMPORTANT NOTE I’M THE APPARENT OF A 3 DWOYEAR OLD SON WITH DISABILITIES WHO HAD A IEP AND WENT THROUGH HIS EDUCATION THROUGH GRADE 12; GRADUATED FROM [INAUDIBLE COMMENTS] WITH HONORS. HE IS A FATHER; A HUSBAND AND A FULL-TIME EMPLOYEE AND TAX PAYING CITIZEN. I WANT TO STATE THAT WE DON’T ACTUALLY OPPOSE THIS PROPOSAL; AND WE LIKE TO CONTINUE TO WORK ON THE LANGUAGE. WE THINK THAT WE WOULD BE ABLE TO COME WITH GREAT LANGUAGE THAT WOULD PLEASE ALL SIDES. I DON’T WANT TO SHARE THAT WE BELIEVE THAT CONCILIATION CONFERENCES ARE INCREDIBLY IMPORTANT. MY TEAM THE PARENT TRAINING INFORMATION CENTER IS MADE UP OF 17 FULL AND PART-TIME ADVOCATE JZ WE COVER THE ENTIRE STATE OF MINNESOTA. WE HAVE ALL DECIDED TO LEAVE OUR CAREERS THAT WE WERE TRAINED IN TO TRY TO HELP PARENTS UNDERSTAND THIS COMPLICATED SPECIAL EDUCATION PROCESS. WE DO THAT THROUGH INDIVIDUAL ASSISTANCE TO PARENTS; WRITTEN MATERIALS ONE OF WHICH YOU WILL SEE A LITTLE LATER TODAY; PRESENTATIONS WE DO OFTEN TIMES IN THE EVENINGS AND MEETINGS WE ATTEND. OUR ADVOCATE YZ HAVE DATA FOR YOU OF ADVOCATES WHO ATTENDED CONCILIATION CONFERENCES IN THE LAST SCHOOL YEARS. 2016 TO 2017 YOU SHOULD NOTE THERE ARE 165 APPROXIMATELY SCHOOL DAYS PER YEAR. 119 OF THOSE DAYS AND 16-17 SCHOOL YEAR WE HAD A ADVOCATE ATTENDING A CONFERENCE WITH PARENT. IN THE 16-17 SCHOOL YEAR WE HAD 113 DAYS WHERE A ADVOCATE ATTENDED A MEETING WITH PARENTS. AFTER THE MEETINGS WE COLLECT DATA THROUGH SUVARS AND 100 PERCENT OF THE PARENTS STATED THEIR ISSUES WERE RESOLVED. ZERO PERCENT SAID THE ISSUES WERE NOT RESOLVED SO WE BELIEVE CONCILIATION CONFERENCES ARE VALID AND IMPORTANT HOWEVER WE HAVE ALWAYS WORKED OEN THE PREMISE OF ISSUES SHOULD BE RESOLVED AT THE LOWEST LEVEL POSSIBLE. WE LONG HAVE ENCOURAGED PARENTS; SOME PROFESSIONALS IN THE ROOM MIGHT HAVE SEEN PARENT HAVE WRITTEN IN THE THIRD BOX WHEN THE THIRD BOX WASN’T THERE ON THE KIN SENT OBJECTION FORM AND WE ENCOURAGE FIRENTS WRITE ON THE FORM STATING THEY DISAGREE WITH SOME BUT NOT ALL OF THE IEP. WE WOULD NOTP WANT A IEP TO REMAIN AND STAY PUT FROM THE FORMER YEAR IF THE PARENTS DIDN’T DISAGREE WITH IT. WE LOOK FORWARD WORKING WITH THE REPRESENTATIVE AND OTHERS TO MAKE SURE THE LANGUAGE IS APPROPRIATE.>>CHAIR YOUAKIM: THANK YOU MRS. MANNING. ANY QUESTIONS FROM THE TABLE HERE?>>REPRESENTATIVE MOLLER: THANK YOU MADAM CHAIR. I’M NEW DO THE LEGISLATURE AND NEW TO EDUCATION POLICY SO TRYING TO FIGURE THIS OUT AND CURIOUS FOR THE WORKING GROUP WITH PACER VOLVED IN THAT INAMVITED OR PARTICIPATED; WERE YOU INVOLVED IN THAT AT ALL?>>MRS. MANNING: NO; WE WERE NOT. WE HAVE BEEN WORKING ON THE ISSUE WITH MAN APPILOUS PUBLIC SCHOOLS AND MET WITH THEM A COUPLE TIMES AND WE HAVE BEEN AIBLE TO COME UP WITH LANGUAGE THAT WE BELIEVE ALL PARTIES WOULD AGREE WITH.>>MY UNDERSTANDING THAT PACER DID TESTIFY AT ONE OF THE 5 HEARINGS THAT [INAUDIBLE COMMENTS] MRS. CLARK DO YOU WANT TO AMEND THE ANSWER. STATE YOUR NAME FOR THE RECORD AND PROCEED.>>ARE SARAH CLARK: WITH PACER CENTER; JODY DID A FANTASTIC JOB BUT THIS IS A ONGOING CONVERSATION. OEN THE SENATE SIDE WEHAD CONVERSATION UZWITH SENATOR PRATT. WE PRESENTED AT SOME OF HIS INTERIM HEARINGS AND WE THANK THE NEW OHM SCHOOL BOARD TO COME FOR SOLUTIONS ON THE PAPER WORK. WE HAVE BEEN INVOLVED IN THE CONVERSATION AND LOOK FORWARD CONTINUING TO WORK WITH ALL YOU AND COLLEAGUES IN THE SENATE TO COME UP WITH SOLUTIONS THAT HELP OUR TEACHERS; BUT PROTECT THE RIGHTS OF THE STUDENTSS A WELL.>>CHAIR YOUAKIM: THANK YOU.>>REPRESENTATIVE ERICKSON: THANK YOU MADAM CHAIR. TO PACER; TO MRS. MANNING; WHEN I WAS IN THE CLASSROOM AND I HAD SPECIAL NEEDS STUDENTS IN MY CLASSROOM; I FOUND THAT IF THEY ASKED FOR A IEP #3450E9ING FREQUENTLY THAT WAS A BETTER SOLUTION TO A ADVANCING TO THE OTHER ARENAS LIKE CONCILIATION. WHAT PREVENTS THAT FROM HAPPENING?>>MRS. MANNING: NOTHING PREVENT A IEP HAPPENING. THE FORMER LEGISLATION STATES THAT IT WOULD BE OFFERED; CONCILIATION CONFERENCE WOULD BE OFFERED AND THAT IS WHY WE ENCOURAGE PARENTS TO SAY I DON’T WANT A CONFERENCE IF I DON’T NEED IT; INSTEAD I LIKE A IEP MEETING WHICH IS THE BEAUTY OF THE POTENTIAL THIRD BOX IS DOING ALTERNATIVE. THERE ARE TIMES WHEN CONCILIATION CONFERENCES ARE NECESSARY; BUT WE CAN RESOLVE SMALLER AND MORE MINOR ISSUES WITH MERELY A IEP MEETING.>>MRS. MANNING AS I RECALL; IF THE TEACHERS ARE PRESENT AT THE IEP WHICH I ALWAYS WAS; AS WE DISCUSS WITH THE PARENTS NEED OF THE CHILD WE CAN USUALLY REACH AGREEMENT BECAUSE IT MIGHT BE A STRATEGY I WAS USING THAT WASN’T APPROPRIATE FOR THAT LEARNING DISABILITY AND SO I MADE THAT ADJUSTMENT AND WE RESOLVED THE ISSUES. IT WAS RARE THAT WE STEPPED INTO THAT NEXT BOX; BUT I HOPE THAT CAN CONTINUE BECAUSE I THINK WITH THE PARENTS AND TEACHERS TOGETHER WE ADDRESS THE NEEDS THE PARENT BROUGHT TO US IN REGARD TO THE CHILD’S NEEDS AND IT ISN’T A EASY TASK. I WAS A REGULAR CLASSROOM TEACHER WITH SPECIAL EDUCATION STUDENTS WHO [INAUDIBLE COMMENTS] WE COULD RESOLVE THE ISSUES AND THE TEACHER WORKED HARDSER TO ADDRESS THE NEED. ANYWAY; I WANTED TO SAY THAT BECAUSE THAT WAS MY EXPERIENCE AND DIDN’T THINK THERE WAS ANYTHING THAT PREVENTS PARENT REQUESTING A IEP. THANK YOU.>>CHAIR YOUAKIM: THANK YOU.>>REPRESENTATIVE GRUENHAGEN: QUESTION FOR MRS. MANNING. I THINK YOU SEE PROBLEMS THAT ARE EXPRESSED IN THESE BILLS. HAS PACER WHICH FORWARD WITH ANY RECOMMENDSATION HOW TO [INAUDIBLE COMMENTS] EXCESSIVE PAPERWORK AND BY THE WAY; I HAVE TWO SPECIAL ED NEPHEWS AND RELATIVES OR STUDENTS SO I WELL AWARE OF THE NEEDS PLUS I SERVED ON THE SCHOOL BOARD QUITE A FEW YEARS; 16.>>MRS. CLARK: SARAH CLARK WITH PACER CENTER AND CHILDREN WITH DISABILITIES. THANK YOU FOR YOUR QUESTION. BECAUSE OF THE INDIVIDUALIZED NATURE OTHF STUDENT AND DIFFERENT PROCESS OF THE DISTRICT WE HAVE STRUGGLED TO COME UP WITH SPECIFIC SOLUTIONS THAT ADDRESS THESE ISSUES BECAUSE WE WANT TO MAKE SURE THE STUDENT RIGHTERIZE PROTECTED SO THERE ARE A NUMBER OF THINGS TO DO; REDUCE CASE LOAD; SUPPORTING THE TEACHERS; PARAPROFESSIONALS; BUT THIS HAS BEEN CHALLENGING SO WE THANK YOU FOR COMING FORWARD WITH SPECIFIC PROPOSALS BUT WE WANT TO MAKE SURE AT THE END OF IT DAY THE STUDENT’S RIGHTS ARE PROTECTED.>>REPRESENTATIVE GRUENHAGEN: THANK YOU MADAM CHAIR. IT WOULD BE HELPFUL IF PACER CAME FORWARD WITH RECOMMENDATIONS HOW TO ADDRESS THE CONCERNS SHARED IN THESE BILLS. I KNOW YOU WILL BE A PART OF THE PROCESS BUT IT IS NICE TO SEE A FORMAL DOCUMENT IF POSSIBLE.>>CHAIR YOUAKIM: MRS. MANNING.>>MRS. MANNING: WE THINK THAT IT MIGHT BE HELPFUL TO DELVE INTO WHERE THE REQUIREMENTS ARE COMING FROM. OFTEN TIMES WE SEE SOME REQUIREMENTS WHICH FROM THE DISTRICT ITSELF RATHER THEN FEDERAL OR STATE LEGISLATION. JUST RECENTLY I WAS WORKING WITH A APPARENT AND SHE SAID THEY WERE GOING TO HAVE A MEETDING BECAUSE THEY NEEDED TO #C34 TOGETHER TO DO THE PARAPROFESSIONAL CHECK LIST AND MY RESPONSE IS PARAPROFESSIONAL CHECK LIST; I NEVER HEARD OF SUCH A THING. I WAS INFORMED THE DISTRICT HAS A NEW CHECK LIST FOR ANY CHILD WITH PARAPROFESSIONAL SUPPORT IN THE IEP THEY NEED TO GO THROUGH A CHECK LIST TO DETERMINE WHETHER OR NOT THAT WAS FULL LEAPPROPRIATE. THAT IS JUST ONE EXAMPLE BUT THERE ARE REQUIREMENTS THAT COME FROM OTHER SOURCES; AGAIN INSTEAD OF JUST FEDERAL AND STATE LEGISLATION; THEY COMFROM THE DISTRICTS SO THINK IT IS VALUABLE TO LOOK WHERE THOSE BURDENS OF THE PAPERWORK ARE COMING FROM.>>CHAIR YOUAKIM: THANK YOU. I THINK WE ARE GOING TO MOVE-REPRESENTATIVE PRYOR DID YOU HAVE FOLLOW UP AT ALL?>>REPRESENTATIVE PRYOR: I DO NOT. THANK YOU FOR HEARING MY BILL THIS MORNING.>>CHAIR YOUAKIM: WE’LL LAY HOUSE FILE 1005 OVER FOR POSSIBLE INCLUSION IN THE OMNIBUS BILL AND SEE REPRESENTATIVE TORKELSON JOINED US SO WE HAVE HOUSE FILE 853 UP FIRST. GOOD MORNING. I HEAR YOU HAD ROUGH WEATHER IN YOUR DISTRICT?>>REPRESENTATIVE TORKELSON: IT WAS A ROUGH DAY YESTERDAY AND BIT OF A ROUGH RIDE GETTING HERE THIS MORNING BUT I MADE IT IN ONE PIECE. DO REROUTING TO GET HERE. MADAM CHAIR I FEEL I SHOULD HAVE TREATS WITH ME. I DON’T THINK I HAD A BILL IN EDUCATION.>>CHAIR YOUAKIM: I DO NOT REQUIRE THAT.>>REPRESENTATIVE TORKELSON: GLAD YOU DON’T BECAUSE I DON’T HAVE ANY. WITH MY 10 YEARS IN THE LEGISLATURE I DON’T THINK I HAD A EDUCATION BILL.>>CHAIR YOUAKIM: HAPPY TO HAVE YOU. WOULD YOU LIKE TO PROCEED AND PRESENT YOUR BILL?>>REPRESENTATIVE ERICKSON: MOVE 853 FOR CONSIDERATION IN A OMNIBUS BILL.>>CHAIR YOUAKIM: THANK YOU. STATE YOUR NAME FOR 24 RECORD AND GO AHEAD AND PROCEED.>>REPRESENTATIVE TORKELSON: IF I MAY MAKE A FEW REMARKS BEFORE WE GET TO THE PRESENTATION. I THINK YOU HEARD FROM THE FOLKS OF NEW OHM. THEY HAVE DONE A GREAT JOB IDENTIFYING THESE ISSUES AND PUTTING THESE PROPOSALS IN WRITTEN FORM TO EVALUATE THEM AT THE LEGISLATURE IN A WAY THAT MAKES GOOD SENSE. HAPPY TO BRING THESE TWO BILLS FORWARD REALLY ON THEIR BEHALF. BUT ALSO ON MY OWN BEHALF BECAUSE MANY PEOPLE PROBABLY DON’T REALIZE THIS BUT I’M A FORMER TEACHER MYSELF AND A BAND DIRECTOR SO DIDN’T HAVE TO DEAL WITH IEP. I HEARD A LOT ABOUT THEM BECAUSE MY WIFE IS NOW RETIRED ELEMENTARY TEACHER; AND TAUGHT FOR OVER 30 YEARS SO MANY COLLEAGUES WHO ARE SPECIAL ED FOLKS AND I SPOKEN WITH THEM MANY TIMES OVER THE YEARS AND OFTEN HEARD HOW CHALLENGED THEY ARE WITH THE AMOUNT OF PAPERWORK THEY HAVE TO DO OPPOSED TO HOW MUCH TIME THEY CAN SPEND WITH THE STUD CHBLTS THEY WANT TO WORK WITH THE STUDENT NOT AT A COMPUTER SCREEN SO WITH THAT MADAM CHAIR I LIKE TO LET YOU KNOW I DO FULLY SUPPORT THESE EFFORTS.>>CHAIR YOUAKIM: THANK YOU. YOU HAVE A TESTIFIER YOYOU LIKE TO INTRODUCE? IS THERE IS A TESTIFIER ON THE BILL?>>REPRESENTATIVE TORKELSON: I BELIEVE I DO. I HOPE HE IS WITH ME AND NOT AGAINST ME.>>>>CHAIR YOUAKIM: WE HAVE [INAUDIBLE COMMENTS] COULD YOU STATE YOUR NAME FOR THE RECORD AND PROCEED OR WHO EVER YOU LIKE TO HAVE FIRST.>>ANDREW [INAUDIBLE COMMENTS] MADAM CHAIR AND MEMBERS OF THE COMMITTEE; THANK YOU ALLOWING ME TO TESTIFY TODAY. MY NAME IS ANDREW [INAUDIBLE COMMENTS] SPECIAL EDUCATION TEACHER AT ANOKA HIGH SCHOOL WHERE I WORK WITH STUDENT WITH EMOTIONAL BEHAVIOR DISORDS. QUH I TELL PEOPLE WHAT I DO THEY USUALLY SAY THANK YOU SO MUCH FOR DOING THAT; A REALLY HARD JOB. I’M LUCKY TO HAVE MY JOB. I LOVE MY JOB. I HAVE SEEN FIRST GENERATION COLLEGE STUDENTS; FIRST GENERATION HIGH SCHOOL GRADUATES AND MANY GRADUATE AND GAIN QUALITY EMPLOYMENT. THE REALLY HARD THING ABOUT MY JOB IS THERE A PRIORITY SET ON PAPERWORK AND DUE PROCESS OVER TEACHING STUDENTS. I NEVER GET TIME TO PREPARE FOR THE CLAZS; I AM EXPECTED TO TEACH MATH AND SOCIAL EMOTIONAL SKILLS EVERY DAY WITHOUT TIME TO PREPARE. I HAVE TO SPEND MOST EVERY MINUTE WORKING ON PAPERWORK TO STAY AHEAD OF DUE DATES AND COMPLIANT WITH LAW. DURING THE PREP TIME I’M DEALING WITH STUDENT IN CRISIS OR STRUGGLING TO NAVIGATE THE SYSTEM OF HIGH SCHOOL. THE DIFFERENCE BETWEEN STUDENTS HAVE A GOOD DAY OR BAD DAY IS IF I’M AVAILABLE TO HELP THEM OR NOT. I SOMETIMES FEEL THE PRIORITY HAS TO BE PAPERWORK LEAVING MY STUDENT TO FEND FOR THEMSELVES. MOST STUDERANT FROM BROKEN HOMES; FOSTER HOMES; HOMES WHERE PARENT ARE USING OR RAISED BY GRAND PARENT OR GREAT GRAND PARENTS. I HAVE STUDENT WITH PROBATION; [INAUDIBLE COMMENTS] HAVEN’T BEEN IN MAINSTREAM SETTING IN YEAR JZ THE ONLY WAY TO HELP THESE KIDS IS KEEP ENGAGED IN SCHOOL AND MAINTAIN POSITIVE RELATIONSHIPS WITH THEM. BY DOING THAT I NEED TO ALWAYS BE THERE FOR THEM. I CANT SAY SORRY I CAN’T HELP YOU TODAY; I HAVE TO COMPLETE THREE [INAUDIBLE COMMENTS] I PUT MY STUDENT FIRST AND WILL ALWAYS DO THAT. I VEN HIGH QUALITY TEACHERS LEAVE THE DEPARTMENT DUE TO DEMAND PUT ON THEM DAILY. THE STUDENT; PAPERWORK; CHANGE OF RULES CAUSE HOURS OF CHANGES PER YEAR. DUE TO POLICY CHANGES LAST SCHOOL YEAR I HAD TO COMMITT 6 HOURS TO CHANGING PAPERWORK. I WAS ENCOURAGED TO SIT IN THE OFFICE TO HAVE THE PAPERWORK COMPLETED TO BE COMPLIANT. I AM HAVE BEEN GUILTY LOOKING AT CORPORATE TRAINING JOB JZ OTHER CAREERS FOR PEOPLE WITH TEACHING LICENSES WHO DO NOT WANT TO TEACH ANYMORE; BUT I’M LUCKY TO HAVE A GREAT SCHOOL WITH GREAT SUPPORT AND PEOPLE I WORK WITH. I’M HERE IN SUPPORT OF HOUSE FILE 853 BECAUSE I BELIEVE AS A SPECIAL EDUCATION TEACHER THIS MEANS LESS PAPERWORK AND MORE TIME WITH STUDENTS.>>CHAIR YOUAKIM: THANK YOU. I SPENT THIS [INAUDIBLE COMMENTS] MY HUSBAND TEACHES IN A LEVEL 4 MIDDLE SCHOOL SO THANK YOU VERY MUCH FOR YOUR WORK AS WELL. I BELIEVE WE HAVE MAYBE GILLIAN NELSON UP HERE EARLIER? STATE YOUR NAME AND PROCEED.>>GILLIAN NELSON: [INAUDIBLE COMMENTS] MEMBER OF CITIZENS TR DISABILITIES AND A AUTISTIC ADULT SO I’M A PRODUCT OF MINNESOTA SPECIAL EDUCATION. I’M HERE 250 SPEAK IN SUPPORT FOR HOUSE FILE 1277. THAT MIGHT NOT BE RIGHT. 853. THIS BILL HAS TO PROPENSITY TO IMPACT SPECIAL EDUCATION ALLOWING FUNCTIONAL BEHAVIOR ASSESSMENT COMPLETED SEPARATE FROM A FULL EVALUATION AND 234 CREASE ACCESS BY ALLOWING THEM TO BE COMPLETED IN A TIMELY MANNER AND NOT BURDEN THE SCHOOL WITH FULL REASSESSMENT WHEN NOT NEEDED. WE SOMETIMES FAIL TO REMEMBER ALL BEHAVIORS IS COMMUNICATION. WE ARE ALL FAMILIAR WITH THE IDIOMS ACTION SPEAK LOUDER THEN WORDS. MANY STUDENT RECEIVING SPECIAL EDUCATION WITH OR WITHOUT SPEECH SKILLS BEHAVIOR IS THE PRIMARY FORM OF COMMUNICATION. [INAUDIBLE COMMENTS] SAYING PLEASE OR NO. GIVES MEANING TO THE REQUESTS AND PROTESTS. A FUNCTIONAL BEHAVIOR ASISMENT LOOKS AT THE CAUSE OF THE BEHAVIOR TO UNDERSTAND THE NEED MET BY THE BEHAVIOR AND ALLOWS BEHAVIORS TO BE UNDERSTAND FOR THE PURPOSE RATHER THEN A DISCIPLINARY PROBLEM WHICH ALLOWS EDUCATORS TO MEET THE INDIVIDUAL NEEDS AND STUDENT TO PARTICIPATE FULLY IN THEIR EDUCATION. THIS BILL OPENS THE OPPORTUNITY TO ALLOW SB TO BE COMPLETED AS NEEDED. AS OFTEN AS NEEDED AS BEHAVIORS CHANGE. WITHIN THE BILL IT IS VITAL TO MAKE SURE PARENT RETAIN THE RIGHT TO REQUEST THE FULL COMPLETELY REAL VALUATION AND THANK YOU FOR THE SUPPORT ON THE BILL TODAY.>>CHAIR YOUAKIM: THANK YOU MRS. NELSON. DO WE HAVE OTHER TESTIFIERS THAT HAVE SIGNED UP TO TESTIFY ON THIS? MAKE YOUR WAY UP TO THE TABLE STATE YOUR NAME AND PROCEED. I WANT TO LET FOLKS KNOW PEOPLE HAD SIGNED UP TO TESTIFY AHEAD OF TIME AND WE’LL HAVE THOSE FOLKS TESTIFY UNDER EACH INDIVIDUAL BILL AND AT THE END SINCE SO MANY OF THE BILLS; RB ALL THE BILLS DEAL WITH SPECIAL NEEDS I WILL HAVE FOLKS ANYBODY ELSE IN THE AUDIENCE THAT WOULD LIKE TO TESTIFY IN A PARTICULAR BILL TOWARD THE END. IF YOU SIGNED UP FOR A SPECIFIC BILL WE’LL HAVE YOU COME UP FOR THE SPECIFIC BILL AND THEN MOVE THE GENERAL COMMENTS ON THE BILLS TO THE VERY END. COULD YOU STATE YOUR NAME FOR THE RECORD AND PROCEED?>>IDEA [INAUDIBLE COMMENTS] THANK YOU MADAM CHAIR AND EBAMS OF COMMITTEE FOR THE OPPORTUNITY. I’M A SOMALI [INAUDIBLE COMMENTS] I HAVE A MOM WHO IS 16 YEARS OLD WITH AUTISM AND I DO SUPPORT THIS BILL FOR THE REASON THAT AUTISM IS HIGH IN OUR COMMUNITY. IT IS 1 IN 26 WHERE NATIONWIDE IT IS 1 IN 59 AND AUTISM IS A BEHAVIOR DISORDER SO IT IS EXTRAEMLY IMPORTANT FOR CHILDREN WITH AUTISM TO V A FUNCTIONAL BEHAVIOR ASSESSMENT. I DO HOWEVER DISAGREE WITH THE NEW OHM DISTRICT [INAUDIBLE COMMENTS] I THINK THE PARENTS SHOULD BE ABLE TO HAVE THE RIGHT TO REQUEST COMPREHENSIVE SBA; HOWEVER; AS SOMEONE WHO HAS AEST MAYORS IN APPLIED BEHAVIOR ANALYSIS; IT DOESN’T ALWAYS TAKE 2 TO 3 HOURS. YOU HAVE TO OBSERVE THE CHILD WHEN THEY HAVE THE BEHAVIOR. YOU HAVE TO BE ABLE TO TALK TO THE PARENTS AND CAREGIVERS AND FIGURE IF THERE IS SOMETHING MEDICAL GOING ON AND YOU ALSO HAVE TO FIGURE OUT THE FUNCTION OF THE BEHAVIOR. THE CHILD HAS THE MEANS TO COMMUNICATE TO TELL WHAT THEY NEED OR WANT OR WHAT THEY ARE MISSING SO WHILE IT WILL REDUCE THE PAPERWORK AND DON’T THINK SHORT CHANGING THE STUD THE RIGHT WAY TO GO SO SUPPORT THE BILL BUT THE RIGHT THE PARENTS REQUESTING TO HAVE A FULL COMPREHENSIVE SHOULD THE APPARENT OR THE CHILD NEED IT BECAUSE SOMETIMES THERE MIGHT BE OTHER THINGS GOING ON RATHER THAN JUST THE BEHAVE IOR WE SEE.>>CHAIR YOUAKIM: THANK YOU. ANY QUESTIONS AT THE TABLE FROM MEMBERS ON THIS BILL?>>REPRESENTATIVE ERICKSON: MR. ABDUL; ARE YOU SUGGESTING PERHAPS THAT THE LANGUAGE ISN’T CLEAR ENOUGH IN THIS PROPOSAL TO INSURE THAT PARENTS CANOLOGIST HAVE THE COMPREHENSIVE EVALUATION? BECAUSE MAYBE WE NEED TO DO LITTLE ADJUSTMENT ON THE LANGUAGE. IS THAT WHAT YOU ARE SAYING?>>MRS. ABDUL: NICE TO SEE YOU AGAIN. I AM SUGGESTING THAT WHILE I AGREE WITH THE LANGUAGE I WANT US TO RECOGNIZE THAT STUDENTS WITH DISABILITIES ALSO HAVE MEDICAL ISSUES THAT-LIKE MY SON THEY ARE NOT ABLE TO COMMUNICATE. THEY ARE NON-VERBAL SO IT IS IMPORTANT THE PARENTS OR THE LANGUAGE THEY HAVE SOMETHING THAT INDICATES HAVE THE PARENT HAVE A RIGHT OR OPPORTUNITY TO REQUEST COMPREHENSIVE FUNCTIONAL BEHAVIOR ASSESSMENT REVIEWING THE HEAD MEDICAL INFORMATION AND MAKING SURE IF THERE IS OTHER ISSUES THAT MIGHT CONTRIBUTE TO THE CHILD’S BEHAVIOR; SO YES I AM.>>CHAIR YOUAKIM: LOOKING THAT BILL; THE UNDER LYING LANGUAGE REMAINS IT JUST ADS A SECTION SAYING A DISTRICT CAN DO A [INAUDIBLE COMMENTS] WHEN EVALUATING THE STUDENT BUT MAYBE WE NEED TO LOOK AT HAVING SOMETHING IN THERE ABOUT PARENTAL NOTIFICATION OR THE ABILITY FOR A APPARENT TO ASK FOR ONE. WE’LL LOOK AT THAT. REPRESENTATIVE TORKELSON; YOU HAVE ANYTHING ELSE TO ADD BEFORE WE MOVE ON?>>REPRESENTATIVE TORKELSON: I DO NOT.>>CHAIR YOUAKIM: WE’LL LAY HOUSE FILE 8 FIVEL 3 OVER AND REPRESENTATIVE TORKELSON WOULD YOU LIKE TO CONTINUE WITH HOUSE FILE 854?>>REPRESENTATIVE TORKELSON: 854 MAY NOT HAVE QUITE SMOOTH A RIDE.>>REPRESENTATIVE ERICKSON: I MOVE 854 TO BE BEFORE THE COMMISSION AND CONSIDER FOR POSSIBLE INCLUSION IN A OMNIBUS BILL.>>CHAIR YOUAKIM: THANK YOU.>>REPRESENTATIVE TORKELSON: AS I WAS SAYING; I BELIEVE 854 MAY HAVE A ROUGHER RIGHT THEN 853 BUT WE ARE ON A ROLL. I REALIZE THESE ISSUES ARE VERY CONTROVERSIAL AT TIMES. F WE ALL HAVE THE BEST WISHES AND NEEDS OF THE STUDENT IN MIND AS WE TRY TO MOVE FORWARD WITH BALANCING THIS AMOUNT OF PAPERWORK WITH TAKING CARE OF THE STUDENT. I WILL BE HAPPY TO HEAR FROM THE EXPERTS.>>CHAIR YOUAKIM: THANK YOU. PLOIZ COULD YOU STATE YOUR NAME AND PROCEED?>>MADAM CHAIR AND MEMBERS; PETER MARTIN; I’M GENERAL COUNCIL TO THE MINNESOTA SCHOOL BOARD ASSOCIATION AND I AM HERE TODAY ON BEHALF OF MSBA. I PRACTICED SCHOOL ON MINNESOTA NEARLY 20 YEARS IN THE AREA OF SPECIAL EDUCATION AND WORKED CLOSELY WITH MANY SCHOOL DISTRICTS OF ALL SIZES ALL CHALLENGED IN ONE WAY OF THE OTHERS WITH OF #CU78 COMPLIANCE IN THE STATE. THE COMMITTEE IS EXAMININGING WAYS TO REMOVE COMPLEXLY INCREASE EFFICIENCY AND REMOVE PAPERWORK BIRDB ON SCHOOL PERSONNEL. MSBA BELIEVES THERE IS A URGENT NEED TO TAKE ACTION AND WE PLOD AND SUPPORT THE WORK OF THIS COMMITTEE. I WISH TO COMMENT ON HOUSE FILE 854. MSBA SUPPORTS MAKING CHANGES TO THE STATUTES AND RULES RELATED TO CONCILIATION CONFERENCE THAT REMOVE ADMINISTRATEIVAL BURDENS ON SCHOOL PERSONNEL WHILE RETAINING OPPORTUNITIES TO RESOLVE DISPUTES. UNDER FEDERAL AND STATE LAW WHEN A SCHOOL DISTRICT PROPOSES TO DO SOMETHING RELATING TO A CHILD’S SPECIAL EDUCATION PROGRAM A DOCUMENT KNOWN AS A PRIOR WRITTEN NOTICE MUST PEE REPAIRED AND SENT TO THE PARENT. THE PURPOSE OF THE NOTICE BASICALLY IS TO INFORM THE PARENT WHAT THE SCHOOL DISTRICT IS PROPOSING TO DO AND WHY THEY ARE MAKING THE PROPOTIONAL. UNDER OUR STATE LAW THE PARENT HAS 14 DAYS FROM THE DATE THE PRIOR NOTICE IS SENT TO AGREE OR DISAGREE. IF THE PARENT DISAGREES WITH THE PROPOSAL->>CHAIR YOUAKIM: WE ARE ON 854 WHICH IS ABOUT THE ELIMINATION OF THE CONCILIATION MEETING AND NOT PRIOR WRITTEN NOTICE.>>MR. MARTIN: IF THE PARENT DISAGREES THE SCHOOL DISTRICT IS REQUIRED TO OFFER A CONCILIATION CONFERENCE EVEN IF THE PARENT DOESN’T WANT TOPER TACE PATE IN THE CONFERENCE. BECAUSE THE OFFER OF A CONFERENCE IS REQUIRED BY THE STATE LAW THE SCHOOL DISTRICT NEEDS TO DOCUMENT EVERY OFFER IN ORDER TO ESTABLISH COMPLIANCE WITH THE LAW. UNDER CURRENT STATE RULES; THE CONFWRANS MUST BE HELD WITHIN 10 CALENDAR DAYS FROM THE DATE THE DISTRICT RECEIVES THE OBJECTION. THE MEETING MUST TAKE PLACE AS A CONVENIENT TIME AND PLACE. BECAUSE THE REQUIREMENT IS BASED ON A CALENDAR SCENARIO; IF THE 10TH CALENDAR DAY FALLS OEN A WEEKEND AND THE PARENT ISN’T AVAILABLE AT ANOTHER TIME IS POSSIBLE THE CONFERENCE MAY NEED TO BE HELD ON A WEEKEND. THE CONCILIATION CONFERENCE INVOLVES SPECIAL EDUCATION ADMINISTRATORS; THE CASE MANAGER AND PARENT AND OTHER SCHOOL STAFF MAY BE INVOLVED AS WELL. THE CONFERENCE MAY LAST AS LONG AS A IEP MEETING APPRECIATELY 1 TO 2 HOURS OF A SCHOOL DAY. MINNESOTA RULES FURTHER STATE WITHIN 5 SCHOOL DAYS THE CONCILIATION CONFERENCE; REQUIRED TO PROVIDE A CONFERENCE MEMORANDUM WHETHER AN AGREEMENT TO RESOLVE THE DISPUTE IS REACHED. THIS IS IN THE FORM OF A PRIOR NOTICE WHICH IS REDUNDANT-BECAUSE THE MEMORANDUM MUST BE IN THE FORM OF WRITTEN NOTICE THE PARENT HAS 14 DAYS TO AGREE OR DISAGREE. IF THE PARENT DISAGREES THE SCHOOL DISTRICT MUST OFFER ANOTHER CONFERENCE ON THE SAME SUBJECT. IF THE PARENT CONTINUES TO DISAGREE THE SCHOOL DISTRICT BECOMES STUCK IN A ENDLESS CYCLE OF MEETINGS THAT CARRY ADMINISTRATIVE BURDEN CONSUME STAFF TIME AND MANY TIMES DO NOT RESOLVE THE DISPUTE. THIS CYCLICAL CYCLE OFTEN DELAYS SERVICE FOR STUDENTS. THEE DISPUTES ARRIVE OVER A PROPOSAL TO UPDATE A IEP. I WORK WOULD CLIENTS WHO HAD HAD 6IEP CONFERENCE JZ TEAM MEETINGS WITHOUT A RESOLUTION. THIS PROCESS AND QU TELL FROM PERSONAL EXPERIENCE WORKING IN THE FIELD; IS EXHAUSTING SCHOOL STAFF AND RELIEF IN THE AREA IS MOST-ASSUREDEDLY NEEDED. HOUSE FILE 854 DOES NOT ELIMINATE THE ABILITY OF THE PARTIES TO PARTICIPATE IN ALTERNATIVE DISPUTE RESOLUTION; UNDER THIS PROPOSAL SCHOOL OFFICIALS AND PARENTS HAVE THE OPPORTUNITY TO MEET AND DISCUSS CONCERNS AND POTENTIALLY RESOLVE DISAGREEMENTS. NOTHING IN THIS BILL PRECLUDES ADMINISTRATOR OR FROM SITTING DOWN. WE DO NOT BELIEVE THIS BILL COMPROMISE THE RIGHTS OF PARENTS. THIS ONLY ELIMINATES REQUIREMENTS TO OFFER A CONCILIATION CONFERENCE EACH TIME AND [INAUDIBLE COMMENTS] MEMORANDUM. BECAUSE THE NUMBER OF DISPUTE RESOLUTION MECHANISMS ARE ALSO AVAILABLE WE BELIEVE OPPORTUNITIES TO RESOLVE SPECIAL EDUCATION DISPUTET A A EARLY STAGE WILL REMAIN BUT WITH LESS ADMINISTRATIVE BURDEN. IF PASSED THE BILL WILL BRING RELIEF TO SCHOOL PERSONNEL AND ALL THOSE REASONS WE SUPPORT THIS PROPOSAL.>>CHAIR YOUAKIM: THANK YOU. REPRESENTATIVE URDAHL HAD A QUESTION.>>REPRESENTATIVE URDAHL: THANK YOU MADAM CHAIR. I’LL PREFACE BY SAYING I CERTAINLY AS A FORMER TEACHER MYSELF IN FAVOR OF DOING THINGS THAT WILL LESSON THE BURDEN THE PAPERWORK ON OUR SPECIAL ED TEACHERS. SAYING THAT I FEEL SOMEWHAT OBLIGATED TO ASK A QUESTION. I THINK MANY RECEIVED VARIOUS E-MAILS; SO JUST GOING TO ASK A QUESTIONSENT TO US AND GET YOUR ANSWER. IN THIS; SOMEONE WRITES PLEASE DO NOT REMOVE MY OPPORTUNITIES TO RESOLVE THE AGREEMENT THROUGH A CONCILIATION CONFERENCE OR IRKS EP TEAM [INAUDIBLE COMMENTS] PLAYED A VALUABLE ROLE IN MY DAUGHTER’S EDUCATION. HOW DO WE ANSWER THE PERSON?>>MR. MARTIN: MADAM CHAIR; MEMBERS OF COMMITTEE; WE ARE NOT ACTUALLY ELIM INATING THE OPPORTUNITY TO RESOLVE DISPUTES IN A SMALL GROUP MEETING LIKE A CONCILIATION CONFERENCE. THE OPPORTUNITY STILL REMAINS TO ADDRESS MATTERS AT THE LOWEST LEVEL POSSIBLE. THERE IS NO ADMINISTRATOR I KNOW THAT REFUSE A PARENT REQUEST TO TALK ABOUT A CONCERN AND TRY TO RESOLVE IT. EVERYONE I WORK WITH IS ALWAYS DESIRING TO RESOLVE DISPUTES SO THE PROVISION OF SERVICE WITH A CHILD WITH DISABILITY CAN CONTINUE SO DO NOT THINK IN ANSWERING YOUR QUESTION; REPRESENTATIVE I DO NOT THINK THERE IS A IMPAIRMENT AND THE PARENTS ABILITY TO GET THE RESOLUTION THE PARENT IS LOOKING FOR.>>>>CHAIR YOUAKIM: I THINK WE’LL GO TO SOMEONE ELSE WHO SIGNED UP TO TESTIFY. IS THERE A MAREN CHRISTENSEN IN THE AUDIENCE? WILL YOU STATE YOUR NAME AND PLEASE PROCEED?>>MRS. CHRISTENSEN: I WORK AS A VOLUNTEER ADVOCATE; SERVE ON THE MINNESOTA AUTISM COUNCIL; GOVERNOR; INTERAGENCY COMMITTEE AND [INAUDIBLE COMMENTS] UNIVERSITY OF MINNESOTA. BUT TODAY I’M TALKING TO YOU AS A PARENT OF A AUTISTIC CHILD. MUCH OF MY WORK FOCUS ON ADDRESSING THE INFORMATION IMBALANCE BEWITH BETWEEN SCHOOL DISTRICTS AND FAMILIES OF STUDENTS WITH DISABILITIES. I WORK TO PROVIDE TRAINING ON THE INDIVIDUALS WITH DISABILITIESS EDUCATION ACT. I ASSIST FAMILIES WITH PAPERWORK AND HELP NAVIGATE THE PROCEDURES AND PATHWAYS TO OBTAINING SERVICES AND WE HEARD A LOT OF TALK ABOUT THE BURDEN OF PAPERWORK ON TEACHER JZ STAFF AND I’M VERY EMPTHETIC TO THAT AND ALSO URGE YOU TO CONSIDER THE SAME BURDENS EXIST FOR FAMILIES OF CHILDREN WITH DISABILITIES JZ IF IT IS DIFFICULT FOR THE PROPOTIONALS HOW DOES IT FEEL FOR THE FAMILIES? AS A PARENT I’M ACKNOWLEDGEIC TEACHERS TIME WITH STUDENT. I THINK WE CAN ALL AGREE BUT I DONT SHARE THE BELIEF THAT ANY ATTEMPT REDUCING THOSE BURDENS SHOULD COME AT THE COST OF SAFEGUARDS TO STUDENTS AND FAMILY. UNDER CURRENT LAW AS A PARENT OBJECTIVES TO WRITTEN PROPOSAL BY THE TEAM THEY MUST BE OFFERED AT LEAST ONE CONCILIATION CONFERENCE AND THIS BILL SEEKS TO ELIMINATE THE REQUIREMENT. IT LEAVES THE REQUIREMENT A DISTRICT INFORM PARENT OF DISPUTE RESOLUTION PROCESS BUT WHAT DOES THAT MEAN? IT DOESN’T SAY HOW THEY ARE INFORMED OR WHEN. IF A DISTRICT GIVES THE FAMILY A HANDBOOK AT THE FIRST IEP MEETING WITH THE INFORMATION IN THE FINE PRINT DOES THAT MEAN THEY INFORMED THE FAMILIES? IS A FAMILY EXPECTED TO RETAIN THE INFORMATION? THE FAMILIES ARE NOT PROFESSIONALS IN THE FIELD; THEY ARE NEVER FORMALLY TRAINED ON THE LAW UNLESS THEY SEEK THE TRAINING OUT. EXPECTING FAMILIES TO RETAIN THAT INFORMATION IS A CHALLENGE FOR THEM. THIS BILL MOVES THE BURDEN OF OFFERING A CONCILIATION CONFERENCE FROM THE SCHOOL DISTRICT TO BURDEN OF REQUESTING ALTERNATIVE DISPUTE RESOLUTION TO THE PARENT. IT IS NO LONGER THE DISTRICT POSSIBILITY TO OFFER; IT IS A PARENT RESPONSIBILITY TO ASK AND HOW DO THEY KNOW THAT IS A OPTION FOR THEM? PETER MARTIN TESTIFIED ABOUT THIS DOESN’T ELIMINATE THE OPTION FOR CONCILIATION OPTION BUT IT PLACES THE BURDEN ON THE FAMILIES. THIS BEGS THE QUESTION WHAT IS THE DIFFERENCE BETWEEN A CONCILIATION CONFERENCE AND SOME OF THE OTHER METHODS OF DISPUTE RESOLUTION STILL IN THE BILL. I THINK YOU HAVE IN YOUR PAMPHLET FLIER PUT OUT BY PACER. SOMETHING LIKE THIS. YOU RECEIVED THAT?>>CHAIR YOUAKIM: [INAUDIBLE COMMENTS]>>I LIKE TO DIRECT YOUR ATTENTION OVER TO THE SIDE WHERE IT TALKS S ABOUT THE DIFFERENT OPTIONS. YOU CAN SEE THAT UNDER THE CONCILIATION CONFERENCE IF THAT OPTION WERE ELIMINATED OR NO LONGER MENTIONED IT LEAVES THE MEDIATION AND TEAM MEETINGS. YOU ALSO SEE UNDER THE FIRST BULLET POINT IT SAYS MOST PARTIES MUST AGREE TO PARTICIPATE IN THE MEETING; SO HYPOTHETICALLY THAT COULD LEAVE A SITUATION WHERE A PARENT OBJECTED TO THE IEP AND THE DISTRICT INFORMED OF THE DISPUTE RESOLUTION PROCESS AND DOESN’T AGREE TO PARTICIPATE IN THEM. IS THAT LIKELY? MOBE NOT BUT WE NEED TO THINK OF THE WORST CASE SCENARIOS. WHAT OPTION DOES THAT LEAVE THE PARENT? I LIKE TO ADDRESS THE COST ISSUE. ACCORDING TO THE PACER BROCHURES ALL THREES METHODS; CONCIL YAIRKSS MEDIATION AND FACILITATE TEAM MEETINGS ARE PROVIDED NO COST TO THE PARENTS BUT NOT PROVIDED AT NO COST TO THE STATE BECAUSE A THIRD PARTY FACILITATOR ISN’T FREE; AT LEAST NOT TO THE TAXPAYER. I WONDER IF ANYONE LOOKED AT THE COST OF ADDING THESE ADDITIONAL THIRD PARTY DISPUTE RESOLUTION METHODS. HAS ANYBODY LOOKED AT THE NUMBER OF CONCILIATION CONFERENCES VERSUS MEDIATION OR TEAM MEETING HEARINGS? IF THIS LEGISLATION IS PASSED IT IS REASONABLE TO EXPECT THE NUMBER OF CONCILIATION CONFRBSS WILL GO DOWN AND INNUMBER OF TEAM MEETINGS AND MEDIATIONS WILL GO UP. IF I WERE A LEGISLATOR I WOULD WANT TO KNOW HOW MUCH THAT WILL COST.>>CHAIR YOUAKIM: THANK YOU. CAN YOU WRAP UP? GIVEN A LITTLE LEEWAY.>>THE FINAL POINT IS THE CHANGES IN LEGISLATION WILL NOT MAKE THE DISPUTE GO AWAY THEY ARE JUST MAKING THE PATH TO RESOLVING THEM THE LESS [INAUDIBLE COMMENTS] FOR FAMILIES AND MORE EXPENSIVE FOR THE TAXPAYER. WITH THAT; I WILL THANK YOU FOR ALLOWING ME TO SPEAK AND HAPPY TO ANSWER QUESTION.>>CHAIR YOUAKIM: I THINK WE HAVE ONE MORE TESTIFIER SIGNED UP. AS SHE COMES DOWN; ANY QUESTIONS FOR MRS. CHRISIAN SON FROM THE TABLE? SEEING NONE; STATE YOUR NAME FOR THE RECORD AGAIN AND PROCEED. WE WILL TRY TO KEEP PEOPLE TO TWO MINUTES TO CONTINUE ON AND HAVE GOOD DISCUSSION FROM THE TABLE.>>WE TALK FAST SO I’LL DO MY FAST. MY NAME AGAIN ISIDEA ABDUL A SOMALI AUTISM MOM AND I SUPPORT THIS FOR A NUMBER OF REASONS AND I’LL READ WHAT I WROTE RELATED TO MY OWN EXPERIENCE WITH MY CHILD IN BLOOMING TON PUBLIC SCHOOL WHERE THE SCHOOL AND I DISAGREED. THE BEST THING IS ALL HAVE A GOOD RELATIONSHIP BETWEEN THE PARENTS AND THE SCHOOL DIST RICT SO YOU DON’T HAVE TO GO. CONCILIATION-MEDIATION; DUE PROCESS THAT IS THE BEST THING TO DO; HAVE A GOOD RELATIONSHIP SO YOU CAN SAY LOOK; CAN YOU PLEASE TEACH MY CHILD THIS WAY OR CAN YOU DO THIS SKILL; CAN YOU-THAT IS THE BEST THING TO DO. BUT IT DOESN’T ALWAYS WORK THAT WAY AND OFTEN SCHOOL DISTRICTS GIVE YOU THE IEP AND THE LAW OF 20 O4 STATES PARENT ARE EQUAL PARTNERS BUT THAT ISN’T ALWAYS THE CASE. THE SCHOOL DINKT DISTRICT AND I DPIS AGREED BECAUSE THEY WANTED TO SEND MY CHILD TO LEVEL 4 SETTING WHICH IS EVERYBODY’S HAS A DISAABILITY AND I WANTED MY KID TO LEARN IN THE LEAST RESTRICTIVE ENVIRONMENT WHERE HE CAN SEE PEERS WITHOUT A DISABILITY SO THE LAW SAY YZ CAN REQUEST A INDEPENDENT EDUCATION EVALUATION. BUT GOT AN E-MAIL FROM MINNESOTA DEPARTMENT OF EDUCATION THAT SAYS WE’LL BY-PASS THE CONSULIATION AND TAKE YOU TO A EXPEDITED DUE PROCESS AND I HAD TO FIND MYSELF A ATTORNEY TO GO TO COURT WHILE A LOT OF PEOPLE ARE SAYING DON’T TAKE THIS AWAY; IT ALREADY DOESN’T EXIST BECAUSE THE SCHOOL DISTRICT CAN TAKE THE PARENT TO COURT. SCHOOLS HAVE ATTORNEYS. I DIDVENT A ATTORNEY. I COULDN’T FIND ONE. THE ONE I FOUND FROM THE SCHOOL LAW CENTER SAID SHE WOULD CHARGE ANYWHERE FROM 15 TO $20 THOUSAND AND I COULDN’T AFFORD IT. THE SCHOOL WON. I JUST TOOK HIM OUT OF BLOOMINGTON AND I APPRECIATE SO MANY PEOPLE SAY DON’T TAKE THE CONCILIATION BUT THAT ISN’T THE WAY REALTY IS FOR SO MANY OF US. I ALSO WANT TO POINT OUT AGENCIES LIKE PACER GET FEDERAL MONEY AND STATE MONEY MILLIONS OF DOLLARS TO EDUCATE AND HELP PARENTS LEARN THE SYSTEM AND LEARN THE PROCESS AND SO I URGE THOSE AGENCIES TO DO REACH OUT SO PARENTS LIKE ME CAN REQUEST THESE THINGS SO WE ARE NOT WAIT FRG THE SCHOOL TO TAKE US TO COURT. YOU KRONET A LOT OF SUPPORTERS HERE I SEE; BUT I SUPPORT THIS BECAUSE I THINK REDUCING PAPERWORK IS GOOD IDEA FOR OUR TEACHERS BUT ALSO BECAUSE IT DOESN’T REALLY WORK . IF THE SCHOOL DOESN’T WANT TO GO TO CONCILIATION THEY CAN JUST TAKE YOU TO WORK.>>CHAIR YOUAKIM: THANK YOU FOR SHARING YOUR STORY; MRS. ABDUL. ANYMORE QUESTIONS ON THE TABLE FOR THE BILL?>>REPRESENTATIVE MULLER: THANK YOU. BECAUSE I HAVE A BILL COMING UP I WATCHED SENATE TESTIMONY ON THIS AND I THOUGHT THERE WAS SOMEONE THAT TESTIFIED THAT CONCILIATION CONFERENCES SOLVE ABOUT 90 PERCENT OF DISPUTES SO AM I WRONG ABOUT THAT? IS THERE SOME STATISTICS OR INFORMATION–?>>>>CHAIR YOUAKIM: ANYBODY HERE THAT-I SEE MRS. MANNING COMING UP. COULD YOU STATE YOUR NAME FOR THE RECORD AGAIN AND PROCEED?>>JODY MANNING: PACER CENTER DIRECTOR OF PARENT TRAINING INFORMATION. I DIDN’T TALK ABOUT THERE 90 PERCENT; I THINK SOMEONE ELSE BROUGHT UP 90 PERCENT BUT TO REVIEW THE SURVEY DATA FROM PARENTS WHO ATTENDS CONCILIATION CONFERENCE; IN THE 2016-2017 SCHOOL YEAR ADVOCATES ATTENDED 119 CONCILIATION CONFERENCES WITH PARENTS AND BY THE WAY; WE OFTEN TIMES ATTEND OVER THE PHONE; SO IN THE SURVEY RESULTS 60 OF THE PARENT SAID ALL THEIR ISSUES WERE RESAUVLT SOLVED IN THE CONFERENCE. 40 PERCENT SAID AT LEAST ONE OF THE ISSUES WERE RESOLVED AND Z ERO PERCENT SAID NONE OF MY ISSUES WERE RESOLVED. 88 PERCENT SAID THEY WILL BE BETTER-BE ABLE TO RESOLVE DEPUTES IN THE FUTURE HAVING ATTENDED A CONFERENCE. THE FOLLOWING SCHOOL YEAR 2017-2018 AGAIN WE ATTENDED 113 CONCILIATION CONFERENCES. 63 PERCENT OF THE RESPONDENTS SAID ALL THEIR ISSUES WERE RESOLVED IN THE ONE MEETING; 37 PERCENT SAID AT LEAST ONE OF THEIR ISSUES WERE RESOLVED IN THE ONE MEETING; ZERO PERCENT SAID THE ISSUES WERE NOT RESOLVED AND 100 PERCENT OF THOSE RESPONDENTS SAID IN THE FUTURE HAVING ATTENDED A CONCILIATION CONFERENCE THEY ARE BETTER ABLE TO RESOLVE DISPUTES IN THE FUTURE. I HOPE THAT HELPS.>>CHAIR YOUAKIM: THANK YOU. I WILL MOVE-I HAVE ONE MORE PERSON WITH THEIR HAND UP AND MOVE TO LAY OVER THE BILL. WOULD YOU STATE YOUR NAME FOR THE RECORD AND PROCEED?>>GOOD MORNING CHAIR; HOUSE [INAUDIBLE COMMENTS] LIKE TO CLARIFY TO ANSWER THE QUESTION ABOUT THE 90 PERCENT. THE QUHOLE PURPOSE OF OUR PROPOSAL WAS TO SAY REDUCE PAPERWORK. THE CONCILIATION REQUIREMENT REQUIRES PRIOR WRITTEN NOTICE ON BOTH ENDS. WE WANT TO GET THIS TAKEN CARE OF THE EARLEST Y STAGES SO KIDS GET THEIR SERVICE. WE WANT TO CUT THE PAPERWORK ELIMINATE THAT STEP AND HAVE IT WORKED OUT AT THE LOCAL LEVEL BETWEEN THE PARENT AND IEP TEAM.>>CHAIR YOUAKIM: THANK YOU. I MOVE TO-LAY OVER HOUSE FILE 854.>>REPRESENTATIVE TORKELSON: JUST A COUPLE POINTS ABOUT THIS SECOND BILL. ONE THIS IS ONE EXAMPLE WHERE MINNESOTA GOES ABOVE AND BEYOND FEDERAL REQUIREMENTS AND FROM THE TESTIMONY THE READING I HAVE DONE AND TESTIMONY I HEARD TODAY IT SEEMS THE WAY IT IS ADMINISTERED IS CUMBERSOME SO AT THE VERY LEAST I HOPE WE WOULD TAKE A LOOK HOW THIS IS ADMINISTERED IF WIE CONTINUE TO USE IT SO IT ADMINISTERED IN A WAY THAT IS EFFICIENT AND NOT OVERLY BURDENSOME. THANK YOU FOR HEARING THE BILLS; TODAY.>>CHAIR YOUAKIM: THANK YOU. GLAD YOU GOT HERE SAFELY. WE’LL LAY OVER HOUSE FILE 854. UP NEXT IS REPRESENTATIVE HER FOR HOUSE FILE 1289. REPRESENTATIVE HER; SINCE YOU ARE THE MEMBER OF THE COMMITTEE WOULD YOU LIKE TO MOVE HOUSE FILE 1289 BEFORE US TODAY YOURSELF?>>REPRESENTATIVE HER: I WOULD; MADAM CHAIR. I MOVE HOUSE FILE 1289 TO GET IT BEFORE THE COMMITTEE.>>CHAIR YOUAKIM: THANK YOU. I BELIEVE YOU HAVE A AUTHOR’S AMENDMENT.>>EPIARE REPRESENTATIVE HER: I DO THAT IS DELETE ALL AND THE AMENDMENT OFFERED IS-YOU SHOULD HAVE THAT IN FRONT OF YOU.>>CHAIR YOUAKIM: WOULD YOU LIKE TO MOVE YOUR AUTHOR’S AMENDMENT SO WE HAVE THE BILL IN THE SHAPE YOU LIKE TO HAVE IT HEARD?>>REPRESENTATIVE HER: I WOULD.>>CHAIR YOUAKIM: REPRESENTATIVE HER MOVES THE DE1 AMENDMENT.>>REPRESENTATIVE HER: I COME BEFORE THIS COMMITTEE WITH A HEAVY HEART WHEN THE BILL WAS GIVEN TO ME I DIDN’T TAKE THE BILL LIGHTLY; AND I THINK THAT AS A PARENT OF TWO KIDS WHO GREW UP IN PUBLIC SCHOOLS; I OFTEN THINK ABOUT THE BALANCE BETWEEN DOCUMENTATION AND MEETING STUDENTS NEEDS AND A KNOW A LOT OF TIMES THINGS IMPLEMENTED AND PUT INTO PLACE ARE TO PROTECT THE STUDENT AND GENERALLY STUDENTS MARGINALIZED. STUDENT FROM LOW INCOME FAMILIES QUHOO DON’T KNOW HOW TO NAVIGATE SYSTEM AND STRUCTURE. THIS PARTICULAR BILL THAT IS WHY IT WEIGHED SO HEAVILY THAT I UNDERSTAND 24 NEED WHY WE NEED TO REDUCE PAPERWORK FOR THE TEACHERS BECAUSE WE WANT THEIR TIME SPENT ON WORKING WITH STUDENTS BUT ALSO AS A BLACK AND BROWN PERSON MYSELF I EXPERIENCED HAVING TO FIGHT FOR MY CHILDREN AND I FLED WAR AND EXPERIENCED DISCRIMINATION ON A DAILY BASIS SO AND BECAUSE I DONT HAVE CULTURAL AND SOCIAL CAPITAL AND THE ONE THING I FALL ON THE SWORD FOR IS MY CHILDRENS EDUCATION SO I UNDERSTAND HOW IMPORTANT THE ISSUE IS AND THE PEOPLE ON BOTH SIDES OF THE ARGUMENT WHAT SHOULD BE DONE. I KNOW TEACHERS DON’T TAKE THE [INAUDIBLE COMMENTS] PARENT DON’T SHOW UP TO ADVOCATE TO MAKE THE TEACHERS LIVES HARD SO THIS IS DIFFICULT. WHAT THIS BILL DOES IS LOOKS TO ALIGN WITH PRIOR NOTICE THE STATE AND FEDERAL REQUIREMENTS FOR THIS. I WOULD JUST WANT TO PUT OUT THAT I READ THROUGH BOTH STATUTES AND TO ME THEY LOOK LIKE THEY ARE ASKING FOR THE SAME REQUIREMENT AND IT HOW WE INTERPRET MDE THAT CREATES THE DISCREPANCY AND WHY THERE IS DOCUMENTATION AS YOU FOLLOW FOR MINNESOTA REQUIREMENT. I LIKE TO TURN THIS OVER TO–>>CHAIR YOUAKIM: I WANT TO MAKE SURE WE TAKE A VOTE ON THE DE AMENDMENT. REPRESENTATIVE HER MOVED THE AMENDMENT; ANY DISCUSSION ON THE AMENDMENT? HEARING NONE; THOSE IN FAVOR OF SIGNIFYING BY SAYING AYE. THOSE OPPOSED. THE MOTION PREVAILS AND AMENDMENT ADOPTED. NOW WE HAVE BEFORE US THE DE ONE AMENDMENT AS THE BILL AND WOULD YOU LIKE TO PROCEED WITH YOUR TESTIFIER?>>REPRESENTATIVE HER: I WOULD AND LIKE TO INTRODUCE COREY MAC NENTIRE.>>COREY MAC IN TIER: THE ASSOCIATE SUPERINTENEDANT . I COMMEND FOR THE ATTENTION TO THE WORK. YOU CAN TELL THES IS A CHALLENGING WORK AND WE APPRECIATE YOUR TIME. TOPIC OF PRIOR WRITTEN NOTICE AS A BACK DROP; THE CONCERN IS THAT MINNESOTA LAW SPECIFIES THE CONITANT MUST BE INCLUDED IN THE PRIOR WRITTEN NOTICE. THE INTERPRETATION OF THIS IN A MANNER THAT REQUIRES SCHOOL DISTRICTS TO INCLUDE THE WHAT WE WOULD BELIEVE EXCESSIVE AMOUNTS OF INFORMATION REQUIRED TO GO INTO PRIOR WRITTEN NOTICE AND THE SOLUTION IS BRING ALIGNMENT TO FEDERAL LAW AND ELIMINATE THE REQUIREMENT OZF THE ADDITIONAL INFORMATION IN THE END TO DECREASE TIME FOR STAFF SPENT ON COMPLETING FORMS AND SPECIAL EDUCATION PAPERWORK. THE WHY BEHIND THIS IS REALLY COMMON GOAL TO INCREASE STUDENT OUTCOMES; INCREASING TIME WITH STUDENTS OF STAFF. THERE AMPLE DATA THAT SUGGEST 50 PERCENT OF TEACHER TIME IS SPENT WITH STUDGENT THE OTHER 50 PERCENT IS WITH ALL THE ITEM S YOU HEARD ABOUT THIS MORNING. THESE BILLS YOU ARE HEARING ARE TRYING TO ADDRESS THE MOST IMMEDIATE IMPACT YOU CAN MAKE. MINNESOTA EXCEEDS THE FEDERAL LAW BY NEARLY A HUNDRED RULES. THESE ARE ONES THAT CAN MAKE A DIFFERENCE. MY 20 YEARS OF EXPERIENCE IN SPECIAL EDUCATION COVERS THREE STATES; I WORKED IN SMALL; MEDIUM AND LARGE DISTRICTS. MY EXPERIENCE IN WASHINGTON STATE AND WISCONSIN THEY FOLLOW THE FEDERAL LAW. I WANT TO SAY THAT MY EXPERIENCE THERE I SAW FIRST HAND STRONG PARENT COLLABORATION WITH DISTRICTS. I SAW STRONG PARNT PARENT COMMUNICATION WITH DISTRICTS. MOSTLY; THE EXTRATIME TO FOCUS ON STUDENT OUTCOMES AND INSTRUCTION. THERE IS 2 PIECES OF THE BILL I LIKE TO DRAW YOUR ATTENTION TO. REALLY IT IS SIMPLE; THE PRIOR WRITTEN NOTICE REQUIREMENTS ARE TOO OFTEN AND TOO LONG. REDUCE THE FREAKGENCY LENGTH OF THIS WORK WE CAN MAKE SUBSTANTIAL IMPACT ON THE AMOUNT OF TIME STAFF CAN RESPOND WITH STUDENTS. WITHOUT SACRIFICING PROTECTIONS FOR PARENTS. SPECIFICALLY; YOU HEARD ABOUT CONCILIATION CONFERENCE. EACH TIME THERE IS A PRIOR WRITTEN NOTICE. THERE IS VERY LENGTHY AND REPLICATES INFORMATION PROVIDED IN OTHER DOCUMENTS STAFF REPAIRED INCLUDING EVALUATION REPORTS AND IEP. THE INFORMATION FROM THE EVALUATION REPORTS AND IEP ARE NEEDING TO BE DUPLICATED AND REPLICATED AGAIN REQUIRING EXCESSIVE TIME OF STAFF AND I BELIEVE IT IS ALSO TROUBLESOME FOR PARENTS BECAUSE THEY HAVE TO READ AND REVIEW ALL THE INFORMATION AGAIN AND MAKE SENSE ALL OVER KBREN THINK IT IS A ADDITIONAL CHALLENGE FOR FAMILIES WITH CHILDREN THAT ARE ENGLISH LEARNERS AND ALSO MIGHT REQUIRE TRANSLATION SERVICE AND VERY STRESSFUL FOR FAMILIES TO SORT THROUGH THE INFORMATION THAT HAS BEEN PROVIDED. JUST TO WRAP UP; I LIKE TO STRESS THESE CHANGES I BELIEVE CAN BRING MUTUAL BENEFIT TO PARENT AND DISTRICT AND FOCUS ON INCREASED STUDENT LEARNING.>>CHAIR YOUAKIM: THANK YOU MR. MACEN TIRE. I BELIEVE WE HAVE SARAH MCLAREN ON THE LIST TO TESTIFY. WOULD YOU LIKE TO COME FORWARD; PLEASE?>>FOR THE RECORD MY NAME IS SARAH MCLAREN. I WANT TO THANK REPRESENTATIVE HER AND SENATOR PRATT FOR HEARING THE CONCERNS OF PARENTS OF CHILDREN WITH DISABILITIES. ADDITIONALLY WANT TO SHARE THE COALITION FOR CHILDREN WITH DISABILITIES APPRECIATE THE INTENT OF THE AMENDMENT AND MY UNDERSTANDING IS WE’LL CONTINUE TO WORK WITH REPRESENTATIVE HER AND SENATOR PRATT REGARDING THIS BILL. I’M HERE TODAY TO EXPLAIN THE IMPORTANT ROLE A DRY TECHNICAL DOCUMENT NONE AS PRIOR WRITTEN NOTICE PLAYED IN MY DAUGHTER’S EDUCATION. MY 8 YEAR OLD DAUGHTER HAS AUTISM SPECTRUM DISORDER AND DIAGNOSED AT THREE YEARS OLD AND THANKS TO EARLY INTERVENTION THROUGH THE SCHOOL AND PRIVATE THERAPY IS HAVING A SUCCESSFUL SEBLGD GRADE YEAR AT HER NEIGHBORHOOD PUBLIC SCHOOL. SHE LIKES THE MOVIE BOSS BABY PLAY SCHOOL WITH HER DOLLS AND GO TUBING AND ICE SKATING DURING OUR LOVELY MINNESOTA WINTERS. MY DAURTH WILL HAVE A PRODUCTIVE FUTURE WITH APPROPRIATE SUPPORT. MY EXPERIENCE AS A PARENT MEETINGS REGARDING MY DAUGHTERS EDUCATION IS OVERWHELMING. HER EDUCATORS ARE WONDERFUL PEOPLE WHO GO THE EXTRA MILE FOR OUR DAUGHTER ABUT EMOTIONAL ENERGY INVOLVED IN THESE DES CUSHIONS ALWAYS LEAVES ME EXHAUSTED. ALL PARENTS WORRY ABOUT MAKING THE RIGHT DECISION FOR THEIR CHILDREN’S EDUCATION;S BUT THESE ANXIETY ARE AMPLIFIED WHEN YOUR CHILD HAS A DISABILITY. THE PRIOR WRITTEN NOTICE AND THE 14 DAY TIMELINE FOR MY HUSBAND AND I TO RESPOND TO THE DISTRICT PROPOSAL HAVE GIVEN A CLEAR CONCISE SUMMARY OF NEXT STEPS AMID THE SWIRL OF EMOTIONS THE MEETINGS CREATE. I BROUGHT AN EXAMPLEF A PRIOR WRITTEN NOTICE FOR MY DAUGHTER; IT IS SIMILAR TO THE 2 AND A HALF PAGE FORM FROM MINNESOTA DEPARTMENT OF EDUCATION I BELIEVE IS INCLUDED IN THE COMMITTEE MEMBERS PACKET. THE FORM IS 2 AND A HALF PAGES INCLUDED IN THE PACKET. MINE IS ALSO 2 AND A HALF PAGES; AND YOU GET USED TO REVIEWING THEM AS A PARNT BUT IT IS LAYS OUT THE STEPS WHAT THE DISHRICATE INTENDS TO DO AND ON THE LAST PAGE IT TELLS 14 DAYS TO RESPOND AND GET TO MARK I AGREE; NEED FURTHER INFORMATION OR NOT AGREE AND NEXT STEPS. THIS THANKFULLY ALL THE PRIOR WRITTEN NOTICES I HAVE BEEN ABLE TO MARK I AGREE. I URGE THIS COMMITTEE TO INSURE THAT CHILDREN WITH DISABILITIES AND THEIR FAMILIES CONTINUE TO RECEIVE NOTICE OF THEIR OPTIONS WHEN PRESENTED WITH A SCHOOL DISTRICT PROPOSAL AND THEY HAVE A CLEAR RESPONSE TIMEFRAME SIMILAR TO THE CURRENT MODEL PRIOR WRITTEN NOTICE. THANK YOU FOR YOUR CONSIDERATION OF MY TESTIMONY.>>CHAIR YOUAKIM: THANK YOU SO MUCH. I ALSO HAVE MRS. ABDUL ON THE LIST AGAIN. WOULD YOU LIKE TO COME DOWN? JUST TO GIVE FOLKS A HEADS UP AND I FEEL BAD WE DIDN’T CATCH THIS BEFORE; WE HAD AMENDMENTS COME LATE; BECAUSE WE ADOPTED THE DE AMENDMENT IT HAS RULE MAKING SO WE HAVE TO MOVE THE BILL TO GOVERNMENT OPERATIONS BUT IT IS MY INTENT TO HAVE HIM BRING IT BACK TO US SO JUST HAVE THAT ON THE RADAR NOW. MRS. ADUAL STATE YOUR NAME FOR THE RECORD AND PROCEED.>>THANK YOU MADAM CHAIR AND MEMBERS. IDA ABDUL A SOMALI AUTISM MOM AND THANK YOU FOR YOUR WORK ABOUT-I WROTE JUST A LESS THEN A PARAGRAPH BUT THIS BILL BUT YOU SAID SOMETHING THAT MADE THEE THINK; YOU SAID AS A BLACK AND BROWN WOMAN IT IS VERY DIFFICULT TO NAVIGATE THROUGH THE SPECIAL EDUCATION. I READ THE IDEA LAW MAYBE TWICE AND HAD RAHEAD ACHE. IT IS VERY COMPLEX AND CONFUSING AND NOT PARENT FRIENDLY. I’M SURE IT ISN’T TEACHER FRIENDLY EITHER AND THE ONE THING THAT KEEPS US SANE AS PARENTS THAT HAVE CHILDREN WITH DISABILITIES IS THAT WE WHEN GET THE FEW PAGES THAT THE PRIOR NOTICE HAS; THAT TELLS YOU WHAT YOUR RIGHTS ARE FOR THE NEXT STEPS; AND I DON’T THINK TAKING THAT AWAY IS THE RIGHT THING TO DO. I THINK PARENTS NEED TO KNOW I DIDN’T AGREE OR MAYBE I AGREED WITH MY CHILD’S INDIVIDUAL EDUCATION PLAN; WHAT SHOULD I DO NEXT. IF WE TAKE THAT AWAY PARTICULARLY FOR PEOPLE WHO ARE MARGINALIZED COMMUNITIES RKSS; PEOPLE WHO MAY NOT SPEAK ENGLISH OR MIGHT NOT KNOW ORGANIZATIONS ADVOCATES EXIST IT IS THAT MUCH HARDER SO HOPING THERE IS A WAY TO STREAM LIKE PAPERWORK AND MAKE THE TEACHERS JOB EASIER SO THERE IS MORE TIME IN THE CLASSROOM BUT DON’T SHORT CHANGE THE STUDENT WITH DISABILITIES. I RECOMMEND YOU WORK WITH FAMILIES AND TRY TO COME UP WITH A SOLUTION THAT WORKS AT THE END OF IT DAY FOR EVERYBODY BUT DEFINITELY STUDENT WITH DISABILITIES. THANK YOU SO MUCH.>>CHAIR YOUAKIM: THANK YOU MRS. ABDUL. WE HAVE QUESTIONS FROM THE TABLE. REPRESENTATIVE GRUENHAGEN HAS A AMENDMENT TO THE BILL; A1; WOULD YOU LIKE TO TALK ABOUT IT?>>REPRESENTATIVE GRUENHAGEN: JUST THANK YOU FOR HAVING A COMMITTEE MEETING ON THIS SUBJECT. I THINK IT IS LONG OVERDUE AND A AREA THAT IS A LOT OF OPINIONS ON BOTH SIDES OF THE ISSUE. WHAT MY AMENDMENT DOES IS A BILL I CARRIED IN A PREVIOUS SESSION. I WAS INCLUDED IN THE EDUCATION OMNIBUS BILL LAST YEAR THAT WAS VETOED BY GOVERNOR DAYTON. IT [INAUDIBLE COMMENTS] OLA REPORT OF 2013. QUH I CARRIED THE BILL AND THE OLA TESTIFIED AT COMMITTEE; THEY SAID WE HAD ABOUT 170 REGULATIONS AND STATUTES IN MINNESOTA ABOVE THE FEDERAL REQUIREMENT. I THINK WE TOUCHED ON SOME OF THAT HERE IN THIS MEETING. THE CURRENTLY I HAVE A STRONG CONCERN ABOUT THE AMOUNT OF STUDENT LABELING AND [INAUDIBLE COMMENTS] ACCORDING TO PUBLISHED REPORTS WE ARE BETWEENG 9 AND 11 PERCENT AND CLOSE TO 15 PERCENT OF LABELING AND [INAUDIBLE COMMENTS] OF OUR CHILDREN. PSYCHOTROPIC DRUGS HAVE SEVERE NEGATIVE CONSEQUENCES LONG TERM OVER DEVELOPING CHILDREN. IT CAN EFFECT THEIR INFERENCE TO THE MILITARY AMONG NUMEROUS OTHER NEGATIVE CONSEQUENCES OF LONG TERM DRUGGING OF DEVELOPING CHILDREN. FRANCE BY THE WAY ACCORDING TO PUB LISHED REPORT [INAUDIBLE COMMENTS] ONE HALF OF 1 PERCENT OF CHILDREN. NOT SAYING THAT NEVER #14D HAPPEN BUT I THINK IT IS WAY OVERBOARD IN OUR SCHOOL DISTRICT AND I THINK THAT IT BOARDERS ON ABUSE IN SOME SITUATIONS. MY AMENDMENT I REFERENCE LINES 1.13 AND 1.17; AND JUST VERY QUICKLY; 1.13 SAYS ANALYZE TRENDS AND SPECIALIZED ENROLLMENT AND THE INCREASE FOR STUDENT RECEIVING SPECIAL ED. INCLUDING DISPARITIES IN STUDENT IDENTIFICATION. I BELIEVE MINORITY STUDERANT DISPROPORTIONATELY EFFECTED BY THIS AND WE NEED TO GET TO THE BOTTOM OF WHY WE ARE DOING THAT. FINALLY; I SUBMITTED TWO E-MAILS TO ALL OF YOU REGARDING THIS. ONE WAS DISTRICTIVE TRENDS OF MENTAL HEALTH; PATH TO HARM COOCTERED BY THE PRESIDENT OF APA AND HE HAS A CHAPTER IN THE BOOK DISEASEING OF THE AMERICAN CHILDREN. AGAIN; IT IS SUBJECTIVELY LABELING DRUGGING; NOT OBJECTIVE. NOTHING SHOWS UP ON A X-RAY. ALSO; B I SENT YOU A RECENT HARVARD STUDY SHOWS WE ARE NOW LOOKING AT LABELING AND DRUGGING PRESCHOOL CHILDREN WHICH I CONSIDER TO BE A TRAVESTY. THE INTENT OF THIS AMENDMENT IS TO GET TO THE BOTTOM OF IT AND FIND WHY WE ARE EXCESSIVELY LABELING AND DRUGGING STUDENTS IN THE K-12 SYSTEM. WITH THAT; MADAM CHAIR I WILL WITH DRAW THE AMENDMENT AND APPRECIATE THE OPPORTUNITY TO SPEAK TO 2.>>CHAIR YOUAKIM: THANK YOU FOR THE DISCUSSION. IS ANY OTHER FURTHER QUESTION?>>REPRESENTATIVE ERICKSON: THANK YOU MADAM CHAIR. REPRESENTATIVE HER; I’M READING YOUR LANGUAGE AND YOUR DELETE ALL IN WHICH YOU ASK THE COMMISSIONER TO PROVIDE A COST BENEFIT ANALYSIS FOR A PROPOSED STATE REQUIREMENT. HOW DOES THIS DIFFER FROM THE [INAUDIBLE COMMENTS] THAT IS REQUIRED WHEN WE ARE BEGINNING THE RULE MAKING PROCESS OR ABOUT TO BEGIN IT?>>REPRESENTATIVE HER: I’M NOT FAMILIAR WITH-YOU SAID THE SONAR?>>REPRESENTATIVE ERICKSON: I WANTED TO>>THE INTENT IS IF ANYTHING GOES BEYOND REQUIREMENT OF INTERPRETATION OF THE SPECIFIC REQUIREMENT JUST TO SHOW THE BENEFIT OF WHY YOU ASK FOR ADDITIONAL LANGUAGE OR ADDITIONAL REQUIREMENTS AND THE COST VERSUS THE BENEFIT OF THAT TO THE STUDENT OR FAMILY.>>REPRESENTATIVE ERICKSON: IN THE RULE MAKING PROCESS THERE IS A NEED FOR STATEMENT OF NEED AND REASONABLENESS AND THAT I BELIEVE WOULD BE COMPARABLE TO YOUR COST BENEFIT; SO PROBABLY FROM YOUR BACKGROUND THIS WORKS REALLY WELL AND A GOOD STATEMENT TO MAKE BUT HOPE THE SONAR; THE STATEMENT OF NEED AND REASONABLENESS IS AN ACRONYM FOR THAT WOULD COVER THAT. AS YOU GET INTO GOVERNMENT OPERATIONS BECAUSE THIS IS MUCH MORE CONSIDERATION IN THEIR DEPARTMENT; MAYBE THAT WILL BE A DISCUSSION.>>REPRESENTATIVE HER: THANK YOU REPRESENTATIVE ERICKSON; THIS IS A WORK IN PROGRESS AND WE MENTIONED THE LANGUAGE ISN’T IDEAL TO TRY TEWCHIEVE WHAT WE WANT TO GET OUT OF THIS; AND SO WE’LL CONTINUE TO WORK ON THE LANGUAGE AND I’LL LOOK AT THAT AS WELL. THANK YOU FOR THE QUESTION AND INFORMATION.>>CHAIR YOUAKIM: ANYBODY ELSE THAT WOULD LIKE TO MAKE COMMENTS? WE HAVE THE BILL BEFORE US AS AMENED AND MY MOTION IS TO REFER HOUSE FILE 1289 AS AMENDED TO COMMITTEE ON GOVERNMENT OPERATIONS. ANY FURTHER DISCUSSION? SEEING NONE; ALL IN FAVOR SAY AYE. ALL THOSE OPPOSED? THE MOTION PREVAILS AND HOUSE FILE 1289 IS REFERRED TO GOV OPS AND TALK TO THE CHAIR TO SEE IF IT CAN COME BACK TO US AS WELL. THANK YOU REPRESENTATIVE HER. NOW WE HAVE REPRESENTATIVE MOLLER HOUSE FILE 1390 UP. GOOD MORNING REPRESENTATIVE MOLLER. WOULD YOU LIKE TO MOVE YOUR BILL?>>REPRESENTATIVE MOLLER: I WOULD AND THIS IS THE FIRST TIME I APPEARED IN FRONTS OF COMMITTEE AND BROUGHT GIRL SCOUT COOKIES. EVERYBODY NEEDS A THIN MINT ON A MONDAY. I WOULD MOVE HOUSE FILE 1390. I’M NOT CLEAR FOR NEED TO PASS THIS TO GOVERNMENT OPS.>>>>CHAIR YOUAKIM: THAT DEPENDS. YOU HAVE A AUTHORS AMENDMENT WOULD YOU LIKE TO MOVE THE AUTHORS AMENDMENT?>>REPRESENTATIVE MOLLER: SO MOVED.>>CHAIR YOUAKIM: WE HAVE AMENDMENT A1 IN FRONT OF US TO PUT THE BILL IN THE SHAPE THE AUTHOR WOULD LIKE IT IN. WITHED YOU LIKE TO SPEAK QUICKLY TO YOUR AMENDMENT AND WE’LL VOTE ON THE AMENDMENT?>>REPRESENTATIVE MOLLER: THANK YOU MADAM CHAIR. THIS IS A BILL TO-I’LL TALK ABOUT THE BILL IN A MINUTE. THIS BILL ALSO INVOLVES RULE MAKING AND SO THAT IS QUHIE WE HAVE THE A1 AMENDMENT TO MAKE SURE THE RULES ARE CONSISTENT WITH THE BILL.>>CHAIR YOUAKIM: THANK YOU. WE HAVE THE A1 AMENDMENT BEFORE US. ANY FURTHER DISCUSSION ON THE A1 AMENDMENT? SEEING NONE; ALL THOSE IN FAVOR SAY AYE. ALL THOSE OPPOSED? THE A1 AMENDMENT HAS BEEN ADOPTED. REPRESENTATIVE MOLLER WOULD YOU LIKE TO CONTINUE WITH YOUR BILL?>>REPRESENTATIVE MOLLER: THANK YOU. THIS BILL ST. GETTING AT WHETHER THE IEP M UST INCLUDE NRGZ ABOUT THE SCHOOL ASSESSMENT AND RIGHT NOW IT IS MY UNDERSTANDING THE WAY THE RULE IS INTERPRETED THAT MANY DISTRICTS ARE PUTTING THESE ASSESSMENTS INTO THE IEP AND THAT IS NOT NECESSARY. WE HEARD IN THE POWERPOINT ABOUT THIS; BUT I WOULD JUST SAY AS A PARENT WITH KIDS IN PUBLIC SCHOOLS; I DON’T HAVE KIDS WITH SPECIAL NEEDS BUT WE ALREADY GET THE ASSESSMENT INFORMATION IN TESTING SO WHEN I GOT THIS BILL I SAW THAT THERE ISN’T A NEED TO REQUIRE THAT THOSE ASSESSMENTS BE INCLUDED IN THE IEP AND THE BILL WILL MAKE IT SO THEY MAY BE PUT INTO THE IEP BUT NOT REQUIRED AND WITH THAT I LIKE TO TURN IT OVER TO MY TESTIFIER MADAM CHAIR.>>CHAIR YOUAKIM: THANK YOU. PLEASE STATE YOUR NAME AND PROCEED.>>GOOD MORNING. JULIE JOHNSON AND A RETIRED SPECIAL ED TEACHER WITHTHRYCEIVE YEARS OF SPEERNSH. I’M SO EXCITED THE CRITICAL NEEDS TO REDUCE PAPERWORK BEING ADDRESSED. I SUPPORT THE BILL BECAUSE IT IS A EXAMPLE HOW TO REDUCE PAPERWORK BY REMOVING REQUIREMENT TO INCLUDE THE STATE DISTRICT WIDE TESTING THAT ARE NOT SPECIFIC TO A STUDENT’S EDUCATIONAL NEEDS BECAUSE PARENTS LIKE MENSHZED ALREADY RECEIVE THIS INFORMATION. MY SPECIALTY WITHIN SPECIAL ED WAS CENTER BASED CLASSROOM AND I HAD UP TO 8 STUDENTS AND THEY WERE IN MY CLASS THROUGHOUT THE DAY. THE STUDENT HAVE SIGNIFICANT NEEDS. AS A RESULT OF HAVING THEM IN MY ROOM ALL DAY LONG THRFS NO CHANCE TO DO PAPERWORK DURING THE SCHOOL DAY. WHEN I BEGAIN IN THIS FIELD IN 1979 MY FIRS EXPERIENCE WAS CAMBRIDGE STATE HOSPITAL. THE PAPERWORK WAS 3 PAGES LONG AND HAND WRITTEN AND THERE AFS MEETING EACH YEAR NEAR THE CHILD’S BIRTHDAY SO THE FAMILIES COME AND COVERED THE SPECIAL ED PAPERWORK. THAT GREW. I MOVED FROM THERE WORKING IN [INAUDIBLE COMMENTS] PAPERWORK GREW TO ABOUT 7 PAGES TYPED AND 4 CARBON COPIED PAPERS AND 3 REAVOOS A YEAR ON PROGRESS. IT MOVED FROM THERE TO COMPUTERS AND FROM THERE IT JUST DIDN’T STOP GROWING. IT GOT LONGER AND LONGER 3 YOUR ASSESSMENTS WERE ADDED RCHLT THE PRIOR WRITTEN NOTICE WAS ADD #D. SO MANY THINGS ADDED. I WOULD SAY THAT I LEFT THE FIELD BECAUSE OF PAPERWORK. 37 YEARS AND HAD ENOUGH. IT WAS MY NIGHT AND WEEKEND AND I WANTED MY LIFE BACK. I AM A LIVING EXAMPLE OF HOW HARD IT IS TO ATTRACT AND KEEP PEOPLING IN SPECIAL ED AND IT IS PAPERWORK. WE LOVE THE KIDS AND LOVE MAKING A DIFFERENCE. I TELL PEOPLE [INAUDIBLE COMMENTS] AND I HAVE NO REGRETS. I JUST REGRET THAT I FEEL PUSHED OUT OF THE FIELD.>>CHAIR YOUAKIM: THANK YOU MRS. JOHNSON AND FOR THE HISTORY LESSON HOW PAPERWORK CHANGED FOR YOUR SERVICE. WE ALSO HAVE ON THE LIST GRETCHEN GODFREY FROM THE PACER CENTER. PLEASE STATE YOUR NAME AND PROCEED.>>GOOD MORNING; GRETCHEN GRAUD REE; ASSISTANT DIRECTOR AT PACER CENTER AND MEMBER OF COALITION FOR CHILDREN WITH DISABILITIES AND PACER AND THE COALITION ARE NEUTRAL ON THIS BILL. IT IS UNDERSTANDING THAT CURRENT REGULATIONS REQUIRE THAT STATE AND DISTRICT ASSESSMENTS BE CONSIDERED DEVELOPING THE IEP THAT IT ISN’T REQUIRED TO BE WRITTEN INTO THE IEP SO WE AGREE WITH THE PREMISE OF THE BILL THAT THE IEP TEAM WITH MAKE THE DECISION WHETHER STATES RECORD IN THE IEP. THANK YOU.>>CHAIR YOUAKIM: ANY QUESTIONS FROM FOLKS OF THE TABLE?>>REPRESENTATIVE ERICKSON: THANK YOU MADAM CHAIR. REPRESENTATIVE MOLLER; THIS IS OPTIONAL NOW; SO WHY DID YOU PROCEED TO CRAFT THIS PROPOSAL? IS IT BECAUSE YOU ARE HEARING MDE IS FORCING SCHOOL DISTRICTS TO INCLUDE THESE ASSESSMENTS? WONDSERING THE EMPITOUS CREATING THIS WHEN IT IS OPTIONAL AND USED IN THE IEP.>>MRS. JOHNSON: THAT IS MY UNDERSTANDING.>>REPRESENTATIVE MOLLER: MY UNDERSTANDING IS IT ISN’T REQUIRED TO BE INCLUDED IN THE IEP.>>CHAIR YOUAKIM: THANK YOU.>>REPRESENTATIVE MOLLER: IT IS MY UNDERSTANDING THE WAY THE RULE IS INTERPRETED IS DISTRICTS ARE FEELING LIKE IT IS REQUIRED. WHETHER THAT IS MDE TELLING THEM OR NOT; MAYBE SOMEONE ELSE BACK HERE->>CHAIR YOUAKIM: COME FORWARD. USING MY LIFELINE HERE. [MULTIPLE SPEAKERS]>>DARREN CORTY ASSISTANT COMMISSIONER AT MINNESOTA DEPARTMENT OF EDUCATION. YES; JUST TO CLARIFY; THIS ISN’T SOMETHING WE MONITOR DISTRICTS FOR SOMETHING WE ARE LOOKING FOR WHEN WE ARE PROCESSING A IEP. AGAIN; THE STATUTE SAYS IT IS ONLY REQUIRED WHEN APPROPRIATE; SO THAT WOULD BE IF THE QUESTION CAME TO US THAT IS WHAT WE REFER TO. WE ARE NOT REQUIRING DISTRICTS TO DO IT IN ALL CIRCUMSTANCES.>>CHAIR YOUAKIM: THANK YOU; MR. CORTY. MR. BURR TRAIN YOU HAVE SOMETHING TO ADD?>>THANK YOU MADAM CHAIR. OUR UNDERSTANDING IS THE INTERPRET THE STATUTE AND LEGISLATION REQUIREMENTS THE WORD IS USED IN THE FORMAL WORD IS SHALL DISTRICTS SHALL CONSIDER. OUR INTERPRETATION SHALL MEANS YOU WILL. I WANT TO CLARIFY WHAT WE ARE UNDERSTANDING THE WORD SHALL TO BE AND HOW THAT IS HOW WE INTERPRET AND HENCE THE REASON TO ELIMINATE THAT.>>CHAIR YOUAKIM: REPRESENTATIVE ERICEN IS DID YOU HAVE A FOLLOW UP?>>REPRESENTATIVE ERICKSON: THE RULE SAYS SHALL CONSIDER; SO->>OUR INTERPRETATION IS SHALL IS THE SAME AS MAY.>>CHAIR YOUAKIM: REPRESENTATIVE GRUENHAGEN-ANYBODY ELTS AT THE TABLE? ALRIGHT. REPRESENTATIVE MOLLER WOULD YOU LIKE A FINAL WORD?>>REPRESENTATIVE MOLLER: I DON’T HAVE OTHER COMMENTS; MADAM CHAIR.>>CHAIR YOUAKIM: THANK YOU FOR BRINGING THIS FORWARD. MOVE TO REFER HOUSE FILE 1390 AS AMENDED TO COMMITTEE ON GOVERNMENT OPERATIONS. ANY EARTH FURTHER DISCUSSION? SEEING NONE; ALL THOSE IN FAVOR SAY AYE. ALL OPPOSED? MOTION PREVAILS AND HOUSE FILE 1390 REFERRED TO GOVERNMENT OPERATIONS. ALRIGHT. WE HAVE HOUSE FILE-I AM GOING TO MOVE THINGS AROUND BECAUSE WE HAVE REPRESENTATIVE HOWARD I SAW EARLIER WAITING SO PATIENTLY. WHY DON’T WE HAVE YOU COME UP NEXT. THEN WE’LL MOVE TO THE FINAL BILL REPRESENTATIVE BENNETT. REPRESENTATIVE HOWARD WOULD YOU LIKE TO COME TO THE TABLE AND MOVE HOUSE FILE 1560 BEFORE THE COMMITTEE. FOR DISCUSSION. REPRESENTATIVE HOWARD WELCOME TO EDUCATION POLICY COMMITTEE.>>REPRESENTATIVE HOWARD… : THANK YOU.>>CHAIR YOUAKIM: I NOTE YOU HAVE I BELIEVE A AUTHOR’S AMENDMENT.>>REPRESENTATIVE HOWARD: I DO.>>CHAIR YOUAKIM: ANYBODY LIKE TO MOVE THE AUTHORS AMENDMENT BEFORE US FOR DISCUSSION? REPRESENTATIVE HER MOVED THE AUTHOR’S AMENDMENT LABELED A1 FOR DISCUSSION. REPRESENTATIVE HOWARD WOULD YOU LIKE TO SPEAK TO THE A1 AMENDMENT?>>REPRESENTATIVE HOWARDS: YES. THANK YOU. THE A1 AMENDMENT SIMPLY REMOVES SOME LEGISLATION ON FUNDING FOR PARAPROFESSIONALS CARRIED IN ANOTHER BILL AND FOCUS IN THE POLICY HERE IN THIS BILL.>>CHAIR YOUAKIM: THANK YOU REPRESENTATIVE HOWARD. THIS IS BASICALLY HOUSE KEEPING TO THE-THE WRONG JACKETS WERE DROP WOULD THE LANGUAGE AND WANT TO DISCUSS THE ISSUE AROUND THE SPECIAL ED PAPERWORK. DO I SEE ANY QUESTIONS AROUND THE A1 AMENDMENT? ANY DISCUSSION? SEEING NONE; ALL THOSE IN FAVOR OF ADOPTING THE A1 AMENDMENT TO HOUSE FILE 1560 SAY AYE. THOSE OPPOSED? THE A AMENDMENT IS ADOPTED. WE HAVE HOUSE FILE 1560 IN FRONT OF US. REPRESENTATIVE HOWARD WOULD YOU LIKE TO PROCEED?>>REPRESENTATIVE HOWARD: THANK YOU. I DO HAVE-FIRST TIME BEFORE THIS COMMITTEE AND HAVE DOUGHNUTS FROM THE [INAUDIBLE COMMENTS] IN BLOOMINGTON COMING AROUND.>>CHAIR YOUAKIM: THANK YOU; REPRESENTATIVE HOWARDS. NOW YOU MAY PROCEED.>>REPRESENTATIVE HOWARD: MY BILL SEEKS TO EXPAND THE OPPORTUNITY OF TALENT HARD WORKING SPECIAL EDUCATION TEACHER TOOZ DO WHAT THEY LOVE. MY MOM SHERYL HOWARD TAUGHT ELEMENTARY SPECIAL EDUCATION 40 YEARS AND REMEMBER GROWING UP AT THE DINING ROOM TA BLE LOOKED LIKE ON THE WEEKEND WITH PAPERWORK AROUND THE HOUSE AND SHERYL LIKE KNROE MANY TEACHERS CHOSE TO COMPLETE MOST OF THE WORK ON THE WEEKENDS ON FREE TIME BECAUSE ANYTHING TO AVOID SACRIFICING THE TIME TO SPEND WITH THE STUDENTS. MY MOM WAS A GREAT TEACHER. SHE KNEW HER KIDS; KNRU THE FAMILIES OF THE KIDS; NEW THE STRENGTHS AND WEAKNESS AND STRUGGLES AND KNEW IT TOOK SOMETHING SPECIAL TO REACH EACH STUDGENT THAT IS THE GENEEROUS OF HOW MY MOM AND ALL TEACHERS COUNTLESS EDUCATORS CHANGE LIVES OF STUDENTS FOR THE BETTER. THE REALTY FACING MANY SPECIAL EDUCATION TEACHERS AS THEY SPEND HOURS AND HOURS OF TIME AWAY FROM STUDENT DOING PAPERWORK AND OTHERS HAVE SPOKEB ABOUT THE TRENDS OF TEACHER BURNOUT AND WE NEED TO FIND SOLUTIONS TO DO BETTER BY OUR TEACHERS; TO BETTER BY FAMILIES AND BETTER BY THE STUDGENT BELIEVE THIS IS BILL IS PART THE NECESSARY CHANGE. SPECIFICALLY THE BILL ALLOW FRZ THE ELIMINATION OF SHORT-TERM OBJECTIVE FOR INDIVIDUAL EDUCATION PROGRAMS WITH EXCEPTION OF ALTERNATIVE ASSESSMENT AND THIS COURSE COULD BE TAKEN WITH THE APPROVAL OF A PARENT OF A STUDGENT THAT IS IMPORTANT. EFFECTIVE COMMUNICATION BETWEEN TEACHER JZ PARENTS IS VITAL TO THE SUCCESS OF SPECIAL EDUCATION STUDENTS AND THAT IS WHY THE BILL INSURES WE HAVE THE LEVEL OF COLLABORATION. I WOULD NOT DISPUTE THE PAPERWORK IS A IMPORTANT COMPONENT OF SPECIAL EDUCATION. IT CAN BE A EFFECTIVE WAY TO STAY ORGANIZED AND ACCOUNTABLE BUT WHEN THAT PAPERWORK BECOMES ONEROUS TEACHERS ARE LEAVING THE PROFESSIONAL WORKING 60 HOURS WEEK 7 DAYS A WEEK OR PULLED OUT OF THE CLASSROOM WE DO A DISSERVICE TO THE STUDENT WE ARE MEANT TO SERVE. I HAVE THE PLEASURE INTRODUCING MY MOM SHERYL HOWARD WHO CAN SPEAK WITH GREATER EXPERIENCE ON THESE MATTERS.>>CHAIR YOUAKIM: THANK YOU REPRESENTATIVE HOWARD. WOULD YOU LIKE TO STATE YOUR NAME AND PROCEED?>>SHERYL HOWARD: RETIRED SPECIAL EDUCATION TEACHER AND THANK YOU MADAM CHAIR AND MEMBERS OF THE COMMITTEE FOR THE OPPORTUNITY TO SUPPORT THE PROFESSION I LOVE FOR NEARLY 4 DECADES. HELPING AND INSTILL A LOVE OF LEARNING AND MAKING A POSITIVE DIFFERENCE IN THE LIVES OF CHILDREN HAS BEEN SO REWARDING AND DOUBLELY SO KNOWING MY STUDENTS SUCCEED. WHEN I STARTED IN SPECIAL EDUCATION MY CASE LOAD WAS LIMITED TO 15 STUDGENT MY JOB REQUIRED CREATIVE PROBLEM SOLVING; [INAUDIBLE COMMENTS] PASSIONATE COMMITMENT. IT WAS DEMANDING BUT MANAGEABLE. I WAS AIBLE TO USE MY SKILLS WITH THE STRUGGLING KIDS AND DISCOVER HOW TO LEARN AND ACHIEVE IN SCHOOL. OVER THE YEARS THE JOB OF THE SPECIAL EDUCATION TEACHER HAS MORPHED. DEMANDING BUT REERED WAING JOB INTO A PROFESSION IN CRISIS. DUE TO THE STRESSES OF RISING CASE LOADS AND OVERWHELMING MOUNTAIN OF PAPERWORK SPECIAL EDUCATION TEACHERS HAVE LEFT THE PROFESSION INCLUDING MANY OF MY COLLEAGUES. ONE OF THEM LISA OLSEN HAD THIS RESPONSE WHEN I ASKED WHY AFTER 15 YEARS OF SERVICEING AS A SPECIAL ED TEACHER SHE WENT BACK TO SCHOOL TO BECOME A CLASSROOM TEACHER. “IT WAS HARD TO GIVE UP WEEKEND AND FAMILY TIME ECOMPLETING DUE PROCESS PAPERWORK; ORGANIZING MEETING AND FILING DOCUMENTESS; BUT THE HARDEST THING IS PULLED FROM THE MOST IMPORTANT PART OF MY JOB; TEACHING CHILDREN. THERE WASN’T ENOUGH TIME IN THE DAY TO BEST BE A TEACHER AND A PAPERWORK EXPERT.”. THIS LEGISLATION IS A PRACTICAL WAY TO IMPROVE THE PAPERWORK DILEMMA AND BETTER ENABLE OUR TEACHER TOOZ PROVIDE PROPER INSPECTION FOR THE STUDENTS. SETTING CLEARLY DEFINED GOALS IS VITAL TO PAURPLY GUIDE A STUDENT IEP BUT FOR MANY GOALS SHORT-TERM UBJESKTS REDUNDGENT REQUIRE DATA COLLECTING AND TAKING AWAY VALUABLE TEACHING TIME. WHEN THE SPECIAL EDUCATION TEACHER WORKS WITH A STUDENT THEY MONITOR AND ADJUST THE TEACHING TECHNIQUES. TYING TEACHERS TO OBJECTIVES WHILE GOALS ARE IN FLUX LEAD TO CONBERSOME AND NEEDLY PROFESSIONAL. TEACHERS AND PARENT MAY FIND IT HELPFUL TO DEVELOP A SHORT-TERM OBJECTIVE AS THEY PLAN THE IEP; AND THIS BILL HAS THE FLEXIBILITY FOR THEM TO DO SO. THE BOTTOM LINE IS LET’S NOT MICRO MANAGE THE ABILITY OF TEACHERS TO TEACH. WE ALL WANT THE BEST POSSIBLE EDUCATION FOR ALL OUR STUDENTS AND SPECIAL EDUCATION IS A IMPORTANT PART OF THAT GOAL. WE MUST MAKE CHANGES IN ORDER TO KEEP AND ATTRACT GREAT TEACHERS. I BELIEVE THIS BILL IS A GOOD AND REASONABLE STEP IN THAT DIRECTION. THANK YOU.>>CHAIR YOUAKIM: THANK YOU. THANK YOU FOR YOUR YEARS OF SERVICE. WE ALSO HAVE REBECCA WADE UP. WOULD YOU LIKE TO INTRODUCE YOURSELF FOR THE RECORD AND PROCEED.>>REBECCA WADE: I AM A SPECIAL EDUCATION TEACHER. CURRENTLY WORKING IN THE ROSEVILLE AREA SCHOOLS AS A [INAUDIBLE COMMENTS] TEACHER ON SPECIAL ASSIGNMENT. IN THIS CAPACITY I SUPPORT EDUCATORS AT ALL LAEVL SITES IN THE DIST RBLTH. AS THE DUE PROCESS I MONITOR COMPLIANCE; PROVIDE SUPPORT TO EDUCATORS WITH DUE PROCESS AND PROVIDE PROFESHZAL DEVELOPMENT AROUND DUE PROCESS CUMENT POUNTS AND COFEATURES ALL HAVE A IMPACT ON STUDENT LEARNING. I’M HERE IN SUPPORT OF HOUSE FILE 1560. I KNEW AT A YOUNG AGE I WANTED TO BE A TEACHER AND HUMBLEED FOR THE OPPORTUNITIES I HAD AS A SPECIAL EDUCATION TEACHER. TEACHING IN A CLASSROOM DIRECTLY SUPPORTING THE LEARNING OF STUDENT DISABILITIES AND NOW AS A TEACHER ON SPECIAL ASSIGNMENT SUPPORTING THE AMAZING EDUCATORS DIRECTLY INVOLVED WITH SUPPORTING STUDENT LEARNING. SPECIAL EDUCATION TEACHERS ARE PASSIONATE ABOUT THEIR JOB AND THEIR STUDENTS AND YES; THEY KNOW PART OF THEIR JOB WILL BE DOING PAPERWORK BUT WHEN PAPERWORK IS REPETITIVE EXCESSIVE AND TIME CONSUMING THE JOY OF TEACHING LOSING THE SPARK. I AM GAUGE AND INTERACT WITH SPECIAL EDUCATION TEACHERS EVERY DAY AND SEE AND HEAR THE TOL EXCESSIVE PAPERWORK IS CAUSING. QUH I ASK WHAT I DEDO TO SUPPORT; THE ANSWER WITHOUT FAIL INCLUDES SOME MENTION OF DECREASING OR IMPROVING THE AMOUNT OF PAPERWORK. THE EXCESSIVENESS OF PAPERWORK IS A CONTRIBUTING FACTOR AS TO WHY SPECIAL EDUCATION TEACHERS ARE LEAVING THIS PROFESSION. ALLOWING TO ELIMINATE SHORT-TERM OBJECT SKS SOMETHING NOT REQUIRED BY FEDERAL LAW ALLOWS SPECIAL EDUCATION TEACHERS TO USE THEIR PREP TIME TO PLAN RIGOROUS AND ENGAGING LESSON; REVIEW PROGRESS MONITORING DATA THAT ALLOWS THEM TO SEE THE GROWTH OF STUDENTS AND COLLABORATIVELY PLAN WITH OTHER EDUCATORS. ALL THINGZ THAT CONTRIBUTE MORE TO STUDENT LEARNING THEN WRITING COMPLIANT SHORT-TERM OBJECTIVES. DOES THERE NEED TO BE ACCOUNTABILITY AND TRANSPARNS? ABSOLUTE LY. SPECIAL EDUCATION TEACHERERIZE PROFESSIONALS. THE INTEGRITY OF WORK SHOULDN’T BE QUESTIONED BECAUSE THEY ASK; WANT AND NEED DUE PROCESS REQUIREMENTS TO BE IMPROVED. HOUSE FILE 1560 DOES NOT ELIMINATE THE REQUIREMENT OF A IEP TEAM TO MAKE DECISIONS THAT GUIDE THE LEARNING OF VIRJ STUDENT. PARENT AND FAMILIES ARE AND WILL CONTINUE TO BE INTEGRAL PART THE IEP TEAM THAT COLLABORATIVELY DRAFT THE INDIVIDUAL PLAN. PROGRESS REPORTS ARE COMPLETED MULTIPLE TIMES PER YEAR AND ANNUAL IEP MEET THAT OCCURS. WHAT HOUSE FILE 1560 DOES SAY IS THAT HAVING THE OPTION TO ELIMINATE SHORT-TERM OBJECTIVES WITH PARENTS FAMILY APPROVAL WILL ALLOW SPECIAL EDUCATION TEACHERS TO FOCUS MORE OF THEIR TIME ON THINGS THAT REALLY DRIVE AND IMPROVE STUDENT LEARNING; WHICH IS THE ULTIMATE GOAL FOR ALL TEACHERS. THANK YOU REPRESENTATIVE HOWARD FOR BRINGING THE BILL FORWARD.>>CHAIR YOUAKIM: THANK YOU. I BELIEVE WE HAVE JODY MANNING UP NEXT AND IF MRS. ABDUL WOULD LIKE TO TESTIFY IF YOU CAN BE READY TO COME DOWN. PROCEED STATE YOUR NAME AND PROCEED.>>JODY MANNING: PATIENTER CENTER. I WANT TO GIVE A IDEA OF THE SCOPE OF THE WE DO. THE APPARENT TRAINING AND INFORMATION CENTER RECEIVES AVERAGE 1200 CONTACTS EVERY MONTH. I WANT TO MAKE SURE YOU ARE AWARE OF THIS. RELATE TODAY THE BILL I WANT TO SAY THAT WE SUPPORT THE PARAPROFESSIONAL PROVISION IN THE ORIGINAL INTENT OF BILL. WE SEE TRAINING FOR PARAPROFESSIONALS A A VALID OPPORTUNITY TO SERVE STUDENT. AT PACER CENTER WE LIKE TO SAY THE PACER PROFESSIONALS ARE IN THE FRONT LINE. ANY ADDITIONAL TRAINING THEY COULD GET WOULD SUPPORT THE STUDENT THEY SERVE. I ALSO WANT TO STATE WE OPPOSE THE PROVISION IN THE BILL RELATED TO OPTING OUT OF SHORT-TERM OBJECTIVES. THIS IS A IMPORTANT METSER FOR PARENTS AND SCHOOL PROFESSIONALS. FROM OUR EXPERIENCE WE ARE INCREDIBLY CONCERNED THAT PAIRNLTS WOULD BE TALKED OUT OF HAVING SHORT-TERM OBJECTIVES IN THE CHILD’S IEP. I WANT TO TELL YOU THAT I FSH GIVEN PERMISSION FROM A PARENT TO READ HER CHILD’S GOAL. I HAVE TWO BUT I’LL START WITH ONE AND SHORT-TERM OBJECTIVES TO GIVE A IDEA WHAT WE SEE. THIS CHILD IS IN THIRD GRADE AND BEEN WORKING WITH HER FAMILY SINCE IN KINDERGARTEN AND HAS A IEP UNDER AUTISM SPECTRUM. I WILL CALL HER SUZY. THE GOAL SAYS; SUZY WILL DECREASE HER PHYSICAL ACTING OUT BEHAVIOR FROM A CURRENT LEVEL OF ACTING OUT WHEN FRUSTRATED 4 TIMES A MONTH TO RATE OF 1 TIME PER MONTH ON AVERAGE. IT IS A BEAUTIFUL WRITTEN GOAL; IT STATES THE SKILL THE CHILD NEEDS; THE DIRECTION OF CHANGE; IT STATES THE FROM THE BASELINE WHERE THE STUDENT IS CURRENTLY AND WHERE THE TEAM WOULD LIKE THE STUDENT TO BE IN THE ONE YEAR PERIOD OF THE ANNUAL IEP. HOWEVER; IN IMAGINE YOU ARE THE PARENT OF THIS BEAUTIFUL THIRD GRADE CHILD; THE GOAL MEANS LITTLE TO YOU. IT IS PROFESSIONAL JARGON AND DOESN’T GIVE INSIGHT WHAT THEY ARE DOING TO REACH THAT GOAL. LET ME BEFORE I READ THE SHORT-TERM OBJECTIVE TELL YOU WE HAVE A WONDERFUL TRAINING WE CALL ABE OF THE IEP AND WHEN I TALK ABOUT THIS PORTION OF THE IEP I TELL PARENTS IMAGINE YOU SET A GOAL YOU LOSE 10 POUNDS IN A ONE YEAR PERIOD. YOU DIDN’T GIVE YOURSELF ANY BENCHMARKS BUT LOOKED AT IT AGAIN IN ONE YEAR; WHAT DO YOU THINK THE CHANCES ARE YOU LOST THE 10 POUNTS? NOT VERY LAKELY. PARENTS UNDERSTAND THAT. MOVING TO SUZY SHORT-TERM OBJECTIVES; THERE ARE TWO AND I WILL SAY THAT IN MY 15 YEARS MOST IEP’S HAVE TWO SHORT-TERM OBJECTIVES NOT 5 AND IF THEY HAVE MORE THEN 2 IT IS USUALLY THREE. THE FIRST OBJECTIVE SAYS SUZY ACCEPT ADULT DIRECTION TO A SAFE PLACE WHEN BEHAVIORAL EXCUILATED ON 4 OUT OF 5 OBSERVATION. THE NEXT SHORT-TERM OBJECTIVE SAYS SUZY WILL REQUEST A WRAKE OR CALMING ACTIVITY ON 4 OUT OF 5 OPPORTUNITIES OF BEING OVERWHELMED. THE SHORT-TERM OBJECTIVE GIVE THE PARENTS IMPORTANT INFORMATION HOW THE SCHOOL IS MEASURING PROGRESS BUT ALSO GIVES TIPS ON THINGS THEY CAN USE IN THE HOME. THIS FAMILY HAS INCORPORATED OPTION OF REMOVING THEIR CHILD WHILE IN STRESSFUL SITUATIONS AND TEACHING CALMING STRATEGIES WORKING IN COLLABORATION WITH THE SCHOOL AND THE STUDENT HAS SUCCESS. THE FAMILY WHOLEHEARTEDLY BELIEVED THE CHILD WOULD NOT HAVE MADE THE SUCCESS WITHOUT THE USE THE SHORT-TERM OBJECTIVES.>>CHAIR YOUAKIM:. THANK YOU. ANY QUESTIONS FROM THE TABLE?>>REPRESENTATIVE MOLLER: THE PARENTS IN THAT CASE STILL COULD HAVE REQUESTED THE SHORT-TERM OBJECTIVES; IS THAT RIGHT?>>REPRESENTATIVE HOWARDS: THAT IS CORRECT AND THE KEY WORD HERE IS COLLABORATION. WE DEFINITELY WANT TO MAKE SURE THAT TEACHERS AND PARENTS HAVE THAT ABILITY TO COLLABORATE AND HAVE THAT UNDERSTANDING AND THAT’S WHY THAT IS INCLUDING THIS BILL TO MAKE SURE PARENTS HAVE THE ABILITY TO WORK WITH EDUCATORS IN THE IEP PLAN.>>IF A PARENT WERE TO WAVE THE SHORT-TERM OBJECTIVES AND LATER WANT THOSE WOULD THERE BE A OPPORTUNITY FOR THOSE TO BE INCORPORATED IN THE IEP?>>REPRESENTATIVE HOWARD: GOOD QUESTION. THAT IS MY INTENT AND IF THERE IS NEED TO LOOK AT LANGUAGE TO MAKE SURE WE HAVE THAT FLEXIBILITY DEFINITELY WARRANTED.>>CHAIR YOUAKIM: ANY OTHER QUESTIONS AT THE TABLE?>>REPRESENTATIVE HOWARD: ->>CHAIR YOUAKIM: I HAD ONE MORE TESTIFIER. MRS. ABDUL; WOULD YOU LIKE TO COME UP AND BRIEFLY TALK? GO AHEAD.>>MRS. ABDUL: MADAM CHAIR; MEMBERS;IDEA ABDUL; A SOMALI AUTISM MOM. I’M GOING TO READ WHAT I WROTE SO I MAKE SURE I HIT EVERY POINT. I’M AGAINST THIS FOR THE SIMPLE REASON WITHOUT HAVING SHORT-TERM OBJECTIVES MANY CHILDREN INCLUDING MY SON WILL NOT MEET THE GOALS. WHILE I UNDERSTAND REPRESENTATIVE HOWERERED’S VIEW AND THE REASONING OF TOO MUCH PAPERWORK; I DON’T THINK CHANGING [INAUDIBLE COMMENTS] I DON’T THINK SHORT CHANGING STUDENT WITH DISABILITY IS RIGHT DIRECTION. THERE MUST BE A BETTER WAY THAT IS COST EFFECTIVE FOR SCHOOL DISTRICT JZ TEACHER TOOZ DO THEIR JOBS. THE INDIVIDUAL WITH DISABILITY EDUCATION AND IMPROVEMENT ACT IDEA CLEARLY STATES THAT ALL STUDENT WITH DISABILITIES DESERVE FREE AND APPROPRIATE PUBLIC EDUCATION. IN ORDER FOR STUDENT TO MEET THIS ANNUAL GOALS MUST BE BROKEN DOWN TO SHORT-TERM OBJECTIVES. THERE ARE TOO MANY REASONS FOR THIS BUT I’LL GIVE EXAMPLES THAT REMATE TO MY SON. HE HAS NON-VERBAL AUTISM AND SAY THE TEAM WROTE A GOAL SAYING HE LEARNS TO COMMUNICATE VIA TYPING; THAT IS A WONDERFUL GOAL. THE PERSON BEFORE ME SAID WRITTEN PROFESSIONALLY WELL. I WANT TO KNOW HOW YOU GET THERE. I WANT TO KNOW HOW WHEN YOU GET THERE IS IS IT GOING TO BE BY THE TIME THE NEXT YEARS COME UP HE IS TYPING TO COMMUNICATE MOM I WANT JUICE OR NEED TO GO TO THE BATHROOM SO ON AND SO FORTH. THIS IS A HUGE GOAL FOR CHILDREN WITH NOT VERBAL AUTISM LIKE MINE WITHOUT BREAKING THE GOAL INTO SHORT-TERM OBJECTIVEATIZE IS NOT ATTAINABLE AND GOAL NOT MET. THE FIRST OBJECTIVE CAN BE SOMETHING LIKE THE STUDENT LEARNS TO TYPE THREE LETTER WORDS; SUCH AS FOX; [INAUDIBLE COMMENTS] AND IF YOU NOTICE THEY ALL START WITH DIFFERENT LETTERS. THE SECOND SHORT-TERM OBJECTIVE IS TYPE THREE LETTER WORDS THAT START WITH THE SAME LETTER BECAUSE YOU WANT TO TEACH DISCRIMINATION SO IT IS HOT; HAD AND HOG. YOU SEE TYPICALLY CHILDREN WITHOUT DISABILITIES LEARN BY OBSERVING MONKEY SEE MONKEY DO BUT FOR OUR CHILDREN WITH DISABILITIES WE MUST BREAK INDIVIDUAL GOALS DOWN TO SMALLER SKILLS TEACHABLE; MEASURABLE AND OBTAINABLE. NRD A REASON TO HAVE SHORT-TERM OBJECTIVE IS THE STUDENT ISN’T MAKING PROGRESS THE TEAM CAN REGROUP AND FIGURE A DIFFERENT WAY OF TEACHING. THIS IS IMPORTANT ESPECIALLY FOR AUTISM GIVEN NEW TWO CHILDREN WITH AUTISM HAVE THE SAME CHALLENGES AND ALL LEARN DIFFERENTLY. IN SUMMARY; SHORT-TERM OBJECTIVES INDICATE THE STEPS THE STUDENT TAKE TO REACH THE GOAL. I ASK YOU VOTE NO ON THIS BILL UNLESS YOU ARE SOMEHOW ABLE TO MAKE IT SO THAT ARE NOT REMOVED. I UNDERSTAND REPRESENTATIVE ASKED IF THE PARENTS ASKS FOR IT; A LOT OF PARENTS ARE NOT GOING ASK BECAUSE THEY WON’T KNOW IT EXIST JZ HOW DO YOU XS IF YOU DON’T KNOW IT EXIST PARTICULARLY PARENT WHO LOOK LIKE ME AND PARENTS WHO MAY NOT SPEAK ENGLISH OR UNDERSTAND WILL NOT ASK FOR THIS? I RESPECTFULLY ASK AGAIN THAT YOU VOTE NO ON THIS BILL AND NOT TAKE AWAY CHILDREN’S RIGHT TO FREE AND APPROPRIATE PUBLIC EDUCATION BECAUSE HAVING SHORT-TERM OBJECTIVES MAKE THE GOALS APPROPRIATE.>>CHAIR YOUAKIM: THANK YOU REPRESENTATIVE HOWARD WE CAN LOOK AT THAT LANGUAGE BECAUSE NOW A PARENT HAS TO AT THE FRONT END SAY I DON’T NEED THEM SO THEY KNOW THEY ARE THERE. WE CAN TALK ABOUT THAT LATER. ANY FURTHER DISCUSSION?>>REPRESENTATIVE HOWARD: THANK YOU TO THE TESTIFIER; FOR AND AGAINST. ALL THE BILLS HERE TODAY AND JUST FINAL COMMENT. I AM A NEW LEGISLATOR HERE AND NEW TO THIS ISSUE IN TERMS OF WORK AT THE LEGISLATOR BUT NOT NEW TO THIS PROBLEM AND THIS IS A DECADE OLD PROBLEM AND A LOT OF TALK HAPPENED ABOUT THE IMPORTANCE OF COLLABORATION AND I THINK WE AS LEGISLATORS AND AS EDUCATORS AND STAKEHOLDERS IN THIS CAN DO BEA BETTER JOB MODELING THAT COLLABORATION AND WORKING TOGETHER TO REACH CONSENSUS BECAUSE THIS IS A YEAR AFTER YEAR PROBLEM AND WE NEED TO FIND SOLUTIONS AND WE ARE ALL COMING HERE FROM THE PREMISE OF DOING WHAT IS RIGHT FOR THE STUDENTS; WE SHARE 24 SAME GOAL SO JUST URGE ALL US TO CONTINUE WORKING TOGETHER THIS SESSION.>>CHAIR YOUAKIM: THANK YOU REPRESENTATIVE HOWARD. WE WILL LAY OVER HOUSE FILE 1560. REPRESENTATIVE BENNETT YOU GOT THE FINAL BILL UP AND I WANT TO OPEN UP TO THOSE IN THE AUDIENCE. I KNOW I HAVE [INAUDIBLE COMMENTS] HERE FROM HOPKINS AFTER WE HAVE THE BILL TO SPEAK FIRST AND BE ABLE TO HAVE A FEW MORE BECAUSE WE ARE RUNNING CLOSE TO END OF TIME HERE. REPRESENTATIVE BENNETT WOULD YOU LIKE TO MOVE HOUSE FILE 1517?>>REPRESENTATIVE BENNETT: I WOULD AND THERE IS A AMENDMENT. I MOVE HOUSE FILE 1517.>>CHAIR YOUAKIM: WE HAVE HOUSE FILE 1517 AND YOU HAVE A AUTHORS AMENDMENT LABELED A1 WOULD YOU LIKE TO SPEAK TO IT?>>REPRESENTATIVE BENNETT: THE A1 PUTS THE LANGUAGE INTO THE SAME LANGUAGE THE SENATE HAS SO IT MATCHES UP WITH SENATOR [INAUDIBLE COMMENTS] BILL.>>CHAIR YOUAKIM: THANK YOU REPRESENTATIVE BENNETT. YOU LIKE TO MOVE THE A1 AMENDMENT? MOVED THE A1 AMENDMENT. ANY FURTHER DISCUSSION? HEARING NONE; ALL IN FAVOR SAY AYE. ALL THOSE OPPOSED? THE A1 AMENDMENT HAS BEEN ADOPTED. GO AHEAD AND TESTIFY TO YOUR BILL; REPRESENTATIVE BENNETT.>>REPRESENTATIVE BENNETT. THANK YOU MADAM CHAIR AND MEMBERS. LAST BILL HERE SO THANKS FOR HEARING THIS. WHAT THIS BILL DOES IS VERY SIMILAR TO THE PREVIOUS BILL WE JUST HEARD; IT TAKES THE IEP GOALS AND OBJECTIVES AND ALIGNS WITH FEDERAL REQUIREMENT. SIMILAR TO WHAT WISCONSIN AND MANY OTHER STATES ARE DOING. MINNESOTA DOES REQUIRE THE ADDITION OF DOCUMENTING SHORT-TERM OBJECTIVES. THIS BILL WOULD PUT THAT AS OPTIONAL AND ACCEPT FOR IN THE CASE OF ALTERNATE STUDENT TAKES ALTERNATE ASSESSMENT THEN THEY ARE REQUIRED TO HAVE THE SHORT-TERM OBJECTIVES. I WANT TO AFTER LISTENING TO THE TESTIMONY FOR THE LAST BILL; I WANT TO ADD ONE THING. THIS BILL IS NOT ABOUT ELIMINATING SHORT-TERM OBJECTIVES AND IF YOU TALK TO ANY TEACHERS-I’M A FORMER TEACHER OF 33 YEAR; WE TEACH USING SHORT-TERM OBJECTIVES. STUDENT STILL HAVE THEIR SHORT-TERM OBJECTIVES; THE TEACHERS JUST WON’T BE REQUIRED TO DOCUMENT THOSE. WHAT THIS DOES IN MY MIND IS EMPOWERS TEACHER JZ PARENTS AT THE LOCAL LEVEL THAT IEP TEAM THAT KNOWS BEST THAT STUDENT EMPOWERS THEM TO MAKE THE DECISIONS ON HOW MANY OBJECTIVES ARE IT NECESSARY RFX WHETHER THEY ARE NECESSARY OR NOT AND FREES TEACHES UP TO DO WHATTHY WANT THEM TO THE DO AND THAT IS TEACH. I WANT TO SHARE FROM MY OWN SPEERNSH AS A TEACHJURE I STARTED IN SPECIAL ED-I TAUGHT SPECIAL ED ABOUT 8 OR 9 YEARS BEFORE I FWHENT TO REGULAR ED AND QUH I STARTED IN THE EARLY 80’S THAT DATES ME NOW; BUT IT WAS FUND TO TEACH AND I ENJOYED MY SPECIAL ED TEACHJURE LATER MY REGULAR ED TEACHER. AS I HEARD FROM OTHER TEACHERS AS THE TIME WENT ON FROM MORE AND MORE PAPERWORK WAS EXPECTED AND IT DIDN’T HELP THE TEACHING AT ALL. WHAT IT DID WAS TAKE US AWAY FROM THE STUDENTS AND IN REGULAR ED THIS IS HAPPENING WHERE WE ARE REQUIRING OUR TEACHERS TO DO MORE AND MORE DOCUMENTATION AND IT IS FRUSTRATING AND I CAME TO THE POINT WHERE I DIDN’T ENJOY TEACHING AND I USED LOVE AND STILL LOVE WORKING WITH KIDS BUT HAVE TO SAY I’M HAPPY I’M NOT INVOLVED NOW AND WE HAVE TO LOOK AT THIS. THIS BILL EMPOWERS TEACHERS AND PARENTS TO MAKE THOSE DECISIONS AT THE LOCAL LEVEL INSTEAD OF THE STATE SAYING WE HAVE TO DO TWO OBJECTIVES FOR EVERY GOAL NO MATTER WHAT. UNIVERSAL ONE SIZE FITS ALL DOESN’T ALWAYS WORK AND THINK WE NEED TO OFFER THE OPTIONS AT THE LOCAL LEVEL. I WILL TURN THIS OVER TO MY TESTIFIER AND THIS IS LAURA AND I THINK I MIGHT SAY YOUR LAST NAME-LAURA QUHOO IS THE DIRECTOR OF DIRECTOR EDUCATION SERVICE IN CARVE COUNTY.>>CHAIR YOUAKIM: COULD YOU STATE YOUR NAME AND PROCEED?>>IT IS GOODERN MORNING. [INAUDIBLE COMMENTS] LAURA [INAUDIBLE COMMENTS] THANK YOU FOR YOUR TIME THIS MORNING. I AM THE CURRENT PRESIDENT OF MINNESOTA ASSOCIATION OF SPECIAL EDUCATION ADMINISTRATORS KNOWN AS MACE. I’M ALSO THE DIRECTOR OF SPECIALIZED SERVICE IN EASTERN CARVE COUNTY SCHOOLS. THIS IS MY 25 YEAR IN EDUCATION AND 8 YEAR AS A SPECIAL EDUCATION DIRECTOR. MACE WELCOMES ANY EFFORT TO REDUCE THE PAPERWORK BURDEN WITHOUT NEGIVE ITLY IMPACTING THE DELIVERY OF SPECIAL EDUCATION SERVE FRS OUR STUDENT. I LIKE TO THANK [INAUDIBLE COMMENTS] FOR THEIR EFFORTS IN EVERYONE WITH WHO TESTIFIED BEFORE ME. WHILE WE BELIEVE THE PROPOSED BILL HERE YOU ARE HEARING TODAY WILL NOT FIX OUR PROBLEM IN SPECIAL EDUCATION DUE PROCESS WE CERTAINLY THINK THAT IT IS GOING TO GET THE BALL ROLLING IN THE RIGHT DIRECTION. WE HAVE TALENT PASSIONATE TEACHERS WHO FWHENT TO THE PROFESSION TO TEACH DUE TO THE AMONT OF PAPER WURNG TEACHERS ARE NOT ABLE TO PROVIDE HIGH QUALITY [INAUDIBLE COMMENTS] AND WE HAVE MANY TEACHERS LEAVING THE PROFESSION LIKE YOU HEARD THIS MORNING. PERSONALLY; I AM VERY PROUD TO SAY THAT MY DAUGHTER WHO IS A SENIOR IN HIGH SCHOOL IS PLANNING ON GOING COLLEGE TO PURSUE A SPECIAL EDUCATION TEACHING DEGREE. I SEE HER JOY AND PASSION WHEN SHE IS VOLUNTEERING AND SUPPORTING STUDENTS WITH DISABILITIES BUT DREAD THE DAY THAT THAT PASSION DIMS DUE TO HER REALIZATION THAT SHE WILL NEED TO SPEND MORE TIME IN PAPERWORK THEN OPPORTUNITIES THAT WOULD MAKE A DIFFERENCE IN THE LIVES OF STUDENTS WITH DISABILITIES. WE KNOW THERE IS NO CORRELATION BETWEEN PAPERWORK AND ACHIEVEMENT BUT WE KNOW THE TEACHERS MATTER. IN FACT EXCELLENCE IN TEACHING IS THE MOST POWERFUL INFLUENCER IN STUDENT ACHIEVEMENT. WITH THE FOCUS ON DUE PROCESS ACCOUNTABILITY AND MANAGING; MY SPECIAL EDUCATION DIRECTORS AND I SPEND SIGNIFICANT STAFF DEVELOPMENT BUDGET AND TIME ON REREQUIRED PAPERWORK TRAINING. TO CLOSE THE ACHIEVEMENT GAP WE NEED TO SHIFT OUR PRIORITIES TO RECRUITMENT; RETENTION; RESILIENCY AND INSTRUCTIONAL COMPETENCY FOR OUR TEACHERS. I LIKE TO THANK REPRESENTATIVE BENNETT FOR BRINGING HOUSE FILE 1517 FORWARD. THIS BILL IS A EXAMPLE OF HOW WE CAN REDUCE PAPERWORK BY ALIGNING MINNESOTA WITH FEDERAL LAW WITHOUT IMPACTING STUDENT INSTRUCTION. MACE SUPPORTS ELIMINATING REQUIRED SHORT-TERM OBJECTIVE SAID. YELIKE THE FACT THE BILL ALLOWS FOR FLEXIBILITY. DEPENDENT ON THE NATURE OTHF GOAL AND SITUATION IEP TEAMS CAN DETERMINE WHEN OBJECTIVES ARE NEEDED. TO ILLUSTRATE MY POINT I WROTE A MEASURABLE ANIABLE ANNUAL GOAL. THE PURPOSE OF THIS GOAL AS FAR AS SPECIAL EDUCATION TEACHER JOHN TO INCREASE TIME SPENT ON INSTRUCTIONAL ACTIVITIES. BY JUNE 2020 WHEN GIVEN A REDUCTION IN STATE PAPERWORK REQUIREMENTS JOHN WILL INCREASE HIS TIME ENGAGED IN WORK ACTIVITIES RELATED TO STUDENT INSTRUCTION FROM A CURRENT LEVEL OF 20 HOURS OUT OF 40 HOURS PER WEEK TO 30 HOURS OUT OF 40 HOURS PER WEEK AS MEASURED BY TEACHER ACTIVITY LOGS. GIBBON THIS GOAL WE CLEARLY KNOW JOHN’S TARGET AND WE CAN MEASURE HIS PROGRESS. IF JOHN MOVED SCHOOL DISTRICTS HIS NEW TEAM HAS NO TROUBLE STRIVING TOWARD THE SAME OUTCOME. INCLUDING THE OBJECTIVE UNDER THE GOAL WILL NOT HELP PROVIDE JOHN WITH INSTRUCTION; IT WOULD NOT HELP COLLECT DATA; MEASURE OR REPORT PROGRESS. REQUIRING OBJECTIVES IN MINNESOTA EXCEEDS FEDERAL LAW. IT VEDUNDGENT REQUIRES UNNECESSARY TEACHER TIME. IN ADDITION TO BEING MEASURABLE ANNUAL GOALS ARE SPECIFIC AND BASED ON THE NEEDS OF THE STUDENT. PROGRESS MONITORING DATA IS USED BY THE TEACHER AND IEP TEAM TO MONITOR AND ADJUST INSTRUCTION IN SERVICE DELIVERY. ELIMINATING OBJECTIVES WILL NOT CHANGE THE QUALITY OF INSTRUCTION; HOWEVER; IT WILL PROVIDE MORE TIME FOR INSTRUCTION.>>CHAIR YOUAKIM: THANK YOU. [INAUDIBLE COMMENTS] GOT IT BACKWARDS; SORRY. I BELIEVE THERE IS A MR. DON MCNEIL SIGNED UP TO TESTIFY. WOULD YOU LIKE TO MAKE YOUR WAY TO THE STAND. STATE YOUR NAME AND PROCEED.>>GOOD MORNING; DON MCNEIL. DAD FIRST; MY WIFE IS IN THE GALLERY WE HAVE THREE CHILDREN TOGETHER; MEGAN [INAUDIBLE COMMENTS] MEGAN HAS WILLIAM SINDOM. EBBIN OUR TYPICAL CHILD WHO MY WIFE [INAUDIBLE COMMENTS] HE IS A MEDICAL STUDENT FIRST YEAR MEDICAL STUDENT AT DARTMOUTH. OUR THIRD CHILD ETHAN IS SEVERELY AUTISTIC. DOESN’T WEAR CLOTHES UNLESS REQUIRED AND HE WILL BE NAKED IN THE BACK SEAT. MY WIFE IS NEVER IMUSED BY THAT. I URFB IS ON THE PACER BOARD AND HERE ON BEHALF OF THE COALITION FOR CHILDREN WITH DISABILITIES. I’M A ATTORNEY BY DAY. YOU SHOULD KNOW PREVIOUSLY THERE IS A QUESTION ABOUT WHETHER THERE WAS COLLABORATION IN THE PAST AND FEEL SOMETIMES I HAVE BEEN IGNORED. IN 2008 AND 9 I SERVED ON THE TASK FORCE FOR THIS BODY TO COMPARE ALL THE FEDERAL AND STATE REGULATIONS AND LAWS AND WE PAINSTAKINGLY WENT THROUGH EVERY ONE OF THEM AND MADE IT OVER 2 DOZEN RECOMMENDATIONS. 2013 AFTER THE AUDITOR ISSUED A REPORT I WAS ASKED TO VOLUNTEER AND DONATE A LOT OF PRO BONO TIME THE CAUSE TO LOOK AT A NUMBER OF OTHER ISSUES ON CASE LOAD AND OTHER WAYS TO REDUCE PAPERWORK AND WE MADE 29 RECOMMEND AIGDSS AT THAT TIME NLT THERE REPORT I PULLED FROM THE NOTES THAT I KEPT FROM 2008 AND 9; THIS BILL ADDRESSES WE VOTED ON. WE HAD A COLLABORATION THAT INCLUDED SCHOOL DISTRICT EDUCATORS; WE HAD ADMINISTRATORS; WE HAD ATTORNEY PRACTICING IN THE AREA; WE HAD PARENTS; WE HAD ADVOCATE JDS WHEN WE VOTED ON THE ISHI BACK THEN WE VOTED ZERO TO 8 TO CHANGE TO WATT WE CALL THE FEDERAL MINIMUM. I WILL PAUSE FOR A SECOND BECAUSE AS I SIT AS A DAD I CONTINUE TO HEAR ABOUT FEDERAL ALIGNMENT. WE CALL IT FEDERAL MINIMUM. WHEN WE CALL OUR CONGRET GRESSIONAL [INAUDIBLE COMMENTS] THEY SAY IT IS STATES ISSUES. WHEN I COME HERE THE STATES ARE SAYING WE ARE HEAR OPPOSITION. THEY ARE NOT MY OPERATION. WE WORK WITH THEM EVERY DAY BUT THEY WANT TO GO TO THE FEDERAL MINNESOTA AND TAKE TO WASHINGTON DC. AS A PARENT WE WONDER WHERE DO WE GO. WE THINK IN MINNESOTA WE ARE DOING IT RIGHT. WE OPPOSE THIS PARTICULAR BILL BECAUSE IT REMOVES SHORT-TERM OBJECTIVES THAT MAKE A DIFFERENCE. HERE SOOEXAMPLE; I BROUGHT MY DAUGHTER’S IEP. SO YOU CAN SEE WHAT IT TALKS ABOUT WHEN WE COMPARE FOR THE PAPERWORK. HERE IS SHORT-TERM OBJECTIVE. BASIC MATH SKILLS WE WORK WITH HER ON GETTING CHANGE. WE GO TO MCDONALDS HER FAVORITE MEAL IS A PLAIN CHEESE BURGER WILL MOO MEAT. MCDONALD SAID THEY CANT FIGURE WHAT IT IS. WHEN SHE IS CHANGED THAT IS SOMETHING THE PARENTS WORK ON EVERY DAY. THAT IS THE SHORT-TERM OBJECTIVE. MY WIFE AND I ARE ON THE SAME PAGE WITH THE TEACHERS. THEY WORKB TO MAKE CHANGE AT SCHOOL AND WE ARE IRK WITHING ON THE WEEKEND. THAT IS WHAT SHORT-TERM OBJECT AREIVES DO AND THE REASON WE DO INRIGHT IN MINNESOTA. WE SHOULD NOT MAKE A DRAMATIC CHANGE ON SOMETHING THAT MAKES US ONE OF THE BEST IN THE NATION. WHY SHOULD I GO TO WHAT WISCONSIN HAS DONE OR ALL STATES TO COMPARE TO; WISCONSIN HAS A LOUSY FOOTBALL TEAM AND DO IT THE WRONG WAY WITH SPECIAL EDUCATION. I KNOW THERE ARE SOUTHERN STATES THAT GO TO THE FEDERAL MINNESOTA BUT MINIMUM BUT WE DO IT RIGHT AND WE SHOULDN’T MAKE SUCH A DRAMATIC CHANGE. MRS. MANNING TESTIFIED EARLIER HER ANALOGY SO SHE OWNS THIS ONE. IF YOU ARE GOING TO HAVE A WEIGHT LOSS GOAL FOR THE YEAR; MY NEIGHBOR I RUN WITH TELLS ME HOW MUCH HE WEIGH BEFORE AND AFTER HE RUN. HE CHECKS OTHEN SHORT-TERM OBJECTIVE. I THE DOUGHNUTS HANDED AROUND TALKING ABOUT SHORT-TERM OBJECTIVE BECAUSE YOU HAVE A DOUGHNUT AND [INAUDIBLE COMMENTS] WE OPPOSE THIS BILL. CHAIR THEIR>>CHAIR YOUAKIM: THANK YOU FOR YOUR STORY. MRS. ABDUL YOU HAVE ANYTHING ELSE TO ADD? THANK YOU. ANY QUESTION FOR REPRESENTATIVE BENNETT ON THIS BILL?>>REPRESENTATIVE ERICKSON: IT IS PERMISSIVE IN THE DELETE ALL OR HER AMENDMENT; SO I THINK THAT THE TESTIFIER MAY HAVE MISSED THAT BECAUSE YOURS IS PERMISSIVE; RIGHT?>>REPRESENTATIVE BENNETT: THAT IS CORRECT AND PUTS IT IN THE HANDS THE SCHOOL DISTRICTS TO DECIDE IF IT IS APPROPRIATE OR NOT APPROPRIATE.>>CHAIR YOUAKIM: THANK YOU. WHAT WE WILL DO NOW IS LAY O VER YOUR BILL AS AMENDED AND WILL BRING DOWN MRS. CONTRARS. FINAL WORDS?>>REPRESENTATIVE BENNETT: I WANT TO CLOSE SAYING THERE IS A SAYING THAT SAYS THERE CAN BE TOO MUCH OF A GOOD THING AND I THINK THAT AS A STATE WE HAVE MOVED WAY OVER THAT THRESHOLD OF TOO MUCH OF A GOOD THING. THE QUESTION IS; DO WE WANT OUR TEACHERS IN TEACHING OUR CHILDREN BECAUSE WE KNOW THAT MAKE AS DIFFERENCE OR PUSH THEM OFF TO A DIFFERENT CLASSROOM BY THEMSELVES TO DO PAPER PUSHING? I KNOW WHAT I WOULD IF IT WAS MY CHILD AND ALSO KNOW WHAT I WANT AS A TEACHER SO LET TEACHERS TEACH.>>CHAIR YOUAKIM: THANK YOU. I’M GOING TO LAY OVER THE BILL FOR POSSIBLE INCLUSION. MRS. CONTRARS WOULD YOU LIKE TO JOIN AND STATE YOUR NAME FOR THE RECORD AND PROCEED WITH COMMENTS AND ANYBODY IN THE AUDIENCE WE HAVE 5 MINUTES AFTERWARDS TO SEE IF ANYONE HAS ANYTHING ELSE TO ADD AND THEN WE WILL MOVE ON.>>THANK YOU [INAUDIBLE COMMENTS] DIRECTOR OF SPECIAL SERVICE FOR HOPCON SCHOOLSISM I WANT TO COME UP AND TALK ABOUT HOUSE FILE 853. THEN SOME OF THE OTHERS AS WELL. I BEGAN MY CAREER TEACHING GENERAL EDUCATION AND THEN I ALSO TAUGHT SPECIAL EDUCATION AND IN BETWEEN THOSE ROLES I HAD LEADERSHIP POSITIONS AS WELL SO HAVING DONE THE PAPERWORK I GET IT. TALKING TO PARENTS IN MY CURRENT ROLE I ALSO HEAR PARENTS VOICE AND THINK THE LAST PARNT THAT CAME UP AND TALKED ABOUT HOW THERE WAS A COLLABORATIVE EFFORT BEFORE WITH ALL GROUPS WORKING TOGETHER TO GET THIS TO A EFFICIENT LEFT WHERE WE ARE STILL HAVING THE PAPERWORK THAT IS LEGALLY DUE BUT AT A EFFICIENT LEVEL; BUT NOT TAKING UP SO MUCH OF TEACHERS TIME; I SAY FOR A SPECIAL ED TEACHER IT IS THE ABC;S THE ACADEMIC BEHAVIOR AND COMPLIANCE. I WANT TO TALK ABOUT TWO TEACHERS ONE LAST WEEK THAT BROKE DOWN IN TEARS WHEN I TOLD HER SHE COULD HAVE EXTRA TIME TO DO HER DUE PROCESS BECAUSE SHE WAS FEELGING SO OVERWHELMED. THERE DEFINITELY IS TRUTH TO BEING ABLE TO RETAIN TEACHERS IN THE FIELD DUE TO THE LEVEL OF PAPERWORK DUE. I JUST WOULD LOVE TO SEE SOME COLLABORATIVE EFFORTS SOMEHOW TO GET TO A POINT THAT IS MANAGEABLE YET CAN KEY CONCEPTS. AND THEN ALSO ANOTHER NEW TEACHER IS COTEACHING IN OO GEN ED CLASSROOM AND WALKING IT. THE STUDSANT HAD A TEACHER TO LEAVE AS OF DECEMBER SO BOTH TEACHERS IN THE CLASS ARE BRAND NEW AND MEETING THE NEEDS OF THE STUDENTS; THEY ARE TEACHING THEIR MADGEING BEHAVIOR WHERE THE KIDS HAD A ROCKY START OF THE YEAR SO THINKS ARE NOW STABILIZING BUT NOW TEACHER FEELS THE BURDEN HAVING TO DO 5 EVALUATIONS BETWEEN NOW TO THE ENDS OF THE YEAR SO HOW DO WE SUPPORT TEACH ERS AND KEEP THEM BUT ALSO MAINTAINING THE KEY CONCEPTS THAT IS NEEDED TO DO THIS WORK. I JUST WOULD LIKE TO TALK ABOUT THAT. ALSO FOR THE [INAUDIBLE COMMENTS] BECAUSE THERE WAS A TIME WHERE THEY USED TO BE STAND ALONE AND NOW IT IS PART THE THREE YEAR; WHICH I HAD A MEETING THIS MORNING WITH A PARENT THAT HAD BEEN TO THE SCHOOL THREE DIFFERENT TIMES TO GET BEHAVIOR IN PLACE AND SO GIVING THE TEAM SOME IDEAS HOW TO WORK WITH THE STUDENT AND TO PUT INTO WRITING WITHOUT HAVING TO WAIT ANOTHER THREE YEARS. THANK YOU.>>CHAIR YOUAKIM: THANK YOU. ANYONE ELSE IN THE AUDIENCE THAT WOULD LIKE TO COME DOWN AND TESTIFY? I GOT ONE MORE HERE AND COULD YOU STATE YOUR NAME FOR THE RECORD AND PROCEED?>>SUSAN MONTGOMERY AND I HAVE A SUPPORTER; JOSH [INAUDIBLE COMMENTS] FROM ED ALLIES. F I HAD TIME TO WRITE UP SOMETHING QUICK. THIS IS IMPROM TEW SO DIDVENT A CHANCE TO REREAD IT. GOOD MORNING. SUSAN A SINGLE DISABLED PARENT OF A STUDENT WITH A DISABILITY. MY SON HAD A IEP SINCE IN PREK AND BEEN ABUSED BY STUDENT COPS AND STAFF IN 17 SCHOOLS WHICH EQUALS TO 5 SCHOOL DISTRICTS AND HE IS ONLY 14 SO WE HAVE LONG WAY TO GO. THERE WAS LITTLE TO NO PAPERWORK OR CONCILIATION REGARDING OR DISCRIMINATION WHEN I BRING THESE THINGS FORWARD. HE IS DOING VERY WELL AND CURRENTLY 8 GRADE AT ROSEVILLE AREA SCHOOL. THIS IS THE FIRST TIME HE HAS BEEN AT ONE SCHOOL THIS LONG GOING ON TWO YEARS. HE WORKED HARD TO GET GOOD GRADES; PARTICIPATE IN SPORTS MAKE FRIENDS AND BUILDS POSITIVE RELATION SHPTS IN SCHOOL. WE DON’T OFTEN GET PAPERWORK REGARDING THAT GOOD NEWS. IT IS IMPORTANT TO NOTE HE IDENTIFIED BLACK SO I SEE A LACK OF CONVERSATION REGARDING STUDENTS OF COLOR VOICES ESPECIALLY IN THE DATA SURVEYS MENTIONED. THERE IS LITTLE LANGUAGE AROUND ENGLISH LANGUAGE LEARNER JZ FREE AND REDUCED LUNCH. PAURPWORK REDUCTION FOR STAFF; KIDS LIKE MINE ARE ONLY GET PAPER WORK WHEN THEY ARE DISCIPLINED. THERE IS HUGE RACIAL DISPARITIES ACROSS MINNESOTA PUBLIC SCHOOLS. WE DON’T HAVE THE SAME ACCESS SUPPORT SUBS OR RESOURCES OTHER FAMILIES DO. IT ISN’T JUST ACHIEVEMENT GAP IT IS OPPORTUNITY GAP. THE BARRIERS A CHILD LIKE MINE FACEICIZE EXSTREAM. A PARENT DOESN’T ALSO GET TO ENGAGE IN GOALS OR SHORT-TERM UBJESKTS BECAUSE REE DEAL WG OTHER CRISES IN SCHOOL. I TRY TO BE SUPPORTIVE OF MY SONS TEAM AS I VOLUNTEER AND ADVOCATE BUT IT IS DIFFICULT WITH KIDS LIKE MINE BECAUSE THEY CONTINUE TO FALL THROUGH THE CRACKS. PLEASE KEEP US IN MIND WHEN LOOKING AT HAD BILLS TODAY.>>CHAIR YOUAKIM: THANK YOU. TWO YEARS IN ONE SCHOOL IS VERY SUCCESSFUL. SEEING NO OTHER FOLKS IN THE AUDIENCE. MR. HELLER ONE LAST FINAL WORD AND THEN WE’LL BE CLOSING OUT.>>IF I MAY PROVIDE HANDOUTS. WITH PERMISSION OTHF CHAIR CAN I PROVIDE HANDOUTS FOR THE MEMBERS?>>CHAIR YOUAKIM: YES; GO AHEAD.>>THE NAME IS RICK HELLER. I REPRESENT THE [INAUDIBLE COMMENTS] COME TO SPEAK ON THE SPECIAL ED FILES TODAY. FIRST OF ALL; BS EVERYONE IS AWARE ON TRANSITION PLANNING BILL; 1277->>CHAIR YOUAKIM: WE DIDN’T HAVE THAT TODAY. WE REMOVED IT. SO IF YOU CAN MOVE TO THE OTHER ONES.>>LET’S DROP DOWN TO THE 1390. TWO TYPES OF ASSESSMENTS. THE ONE THAT IS STANDARDIZED THE MCA3. FRANKLY; STUDENT HAVE STANDARD BASED IEP. WHAT THAT MEANS IS-EDUCATIONAL FORMS DOESN’T HAVE A CHECK LIST TO TELL WHAT THE DIFFERENCE IS. THERE IS MODIFIED ASSESSMENT STUDENT CAN TAKE BUT DOESN’T ALLOW TO READ OUT LOAD. SOME OF THE STANDSERED ARE DONE IN THE CLASSROOM. THE MCA IS A ASSESSMENT WHICH MEANS WHAT THEY DO INDEPENDENTLY WHERE THE FORMATIVE ASSESSMENT LIKE THE NWA IS THE INSTRUCTIONAL. TWO TYPES OF OUTCOMES. MY UNDERSTANDING SPECIAL EDUCATION ADVISORY COMMITTEE AND THE STATE DEPARTMENT CAN CALL ME ON THIS; YOU DON’T HAVE TO CALL THEM DOWN BUT IF HE DOESN’T SPEAK AGAINST IT THEY CONSIDER IT CORRECT AND ACCURATE; SPECIAL EDUCATION ADVISORY COMMITTEE IS CONSIDERING [INAUDIBLE COMMENTS] ON IS SET AT 1 PERCENT. CURRENTLY SPECIAL EDUCATION FORMS DO NOT [INAUDIBLE COMMENTS] HOW MANY PEOPLE KNOW A STANDARD BASED IEP AND NUMBER 2; SOME ARE DONE IN THE CLASSROOM. IF YOU GO TO 1517 ELIMINATING THE SHORT-TERM OBJECTIVES AND THERE IS ANOTHER BILL HERE TOO–THAT IS MRS. BENNETT’S BILL. YOU GET INTO THE ASSESSMENT PART. THE PIECE OF THIS IS THAT WHAT PART OF THE ASSESSMENT [INAUDIBLE COMMENTS] IS THE STUDENT IEP INSTRUCTIONAL [INAUDIBLE COMMENTS] OR IS IT ALL INSTRUCTIONAL? I BELIEVE IT IS INDEPENDENT [INAUDIBLE COMMENTS] IDEA. UNLESS YOU DISSIMINATE TO TAKE AWAY SMALL OBJECTIVES [INAUDIBLE COMMENTS] I SUPPORT 1560 REGARDING PARAPROFESSIONALS. I HAD MANY EXPERIENCES PARAPROFESSIONALS. THEY ARE WORKING ON THE IEP. THEY HAVE NO TIME AND DON’T GET PAID.>>CHAIR YOUAKIM: WE PUT THAT OUT OF THE BILL WITH THE MINUTE AND WILL DISCUSS THAT ON POSSIBLY MONDAY. I APPRECIATE YOU DOING A WRITTEN COMMENT. WE WILL MOVE ON. DO YOU HAVE ONE MORE THING TO SAY?>>REGARDING FUNCTIONAL BEHAVIOR ASSESSMENT 853; IF THE DISTRICT ISN’T [INAUDIBLE COMMENTS] WHICH TIES TOGETHER ALL INTEGRATION THAT GOES ON BETWEEN STATE AGENCIES OTHER COOPERATIVES; THE PARENTS THE DOCTORS THAT ARE THE ONLY ONES THEY CAN SAY YOU HAVE A DISABILITY; [INAUDIBLE COMMENTS] INCLUDE MEDICAL. IF YOU DON’T INCLUDE MEDICAL ASPECT OF A FUNCTIONAL BEHAVIOR ASSESSMENT AND THE IEP DOESN’T HAVE A CHECK BOX FOR [INAUDIBLE COMMENTS] AND THE SPECIAL PROTECTION THAT COME THEY DO A DISSERVICE. THE SPECIAL EDUCATION PLANS THE STATE DEPARTMENT MENTIONED THAT THEY COMPLETE THIS YEAR WE HAVE BEEN WORKING ON THREE YEARS DOES NOT INTICATE IT IS A BEHAVIOR ASSESSMENT IS REQUIRED FOR THIS TYPE OF STUDENT. [INAUDIBLE COMMENTS] PARENTS ARE EXPECTED TO KNOW WHEN THEY WALK IN. THIS DOES A DISSERVICE TO THE PROCESS WHEN YOU DO A COMPREHENSIVE EVALUATION WHICH INCLUDES THAT. [INAUDIBLE COMMENTS] WHEN WE SEGIGATE THIS OUT I THINK WE DO A DISSERVICE. THE PARENTS DON’T KNOW.>>CHAIR YOUAKIM: THANK YOU; APPRECIATE YOUR EXPERIENCE AND WELL RR MOVE ON NOW. THANK YOU FOR YOUR WRITTEN TESTIMONY. SINCE WE HAVE FEWER PEOPLE LEFT I’M MAKE THE ANNOUNCEMENT THAT THE BILLS FOR TOMORROW; THE AMENDMENTERIZE DUBAI 2 PERCENT CLCK P.M. AND WILL MEET 2:30 TO 4 O’CLOCK IN ROOM 5. THIS MEETING IS ADJOURNED]

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