04/24/2025 08:00 AM House TRIBAL AFFAIRS
| Audio | Topic |
|---|---|
| Start | |
| Presentation (s): Chickaloon Village Tribal Police & Courts | |
| HB59 | |
| Adjourn |
+ teleconferenced
= bill was previously heard/scheduled
| + | TELECONFERENCED | ||
| += | HB 59 | TELECONFERENCED | |
ALASKA STATE LEGISLATURE
HOUSE SPECIAL COMMITTEE ON TRIBAL AFFAIRS
April 24, 2025
8:02 a.m.
DRAFT
MEMBERS PRESENT
Representative Maxine Dibert, Chair
Representative Ashley Carrick
Representative Robyn Niayuq Burke
Representative Andi Story
Representative Rebecca Schwanke
Representative Jubilee Underwood
Representative Elexie Moore
MEMBERS ABSENT
All members present
COMMITTEE CALENDAR
PRESENTATION (S): CHICKALOON VILLAGE TRIBAL POLICE & COURTS
- HEARD
HOUSE BILL NO. 59
"An Act relating to demonstration state-tribal education
compacts; relating to demonstration state-tribal education
compact schools; and providing for an effective date."
- HEARD & HELD
PREVIOUS COMMITTEE ACTION
BILL: HB 59
SHORT TITLE: STATE-TRIBAL EDUCATION COMPACTS
SPONSOR(s): RULES BY REQUEST OF THE GOVERNOR
01/22/25 (H) READ THE FIRST TIME - REFERRALS
01/22/25 (H) TRB, EDC
02/11/25 (H) TRB AT 8:00 AM DAVIS 106
02/11/25 (H) -- MEETING CANCELED --
02/13/25 (H) TRB AT 8:00 AM DAVIS 106
02/13/25 (H) -- MEETING CANCELED --
02/18/25 (H) TRB AT 8:00 AM DAVIS 106
02/18/25 (H) -- MEETING CANCELED --
03/13/25 (H) TRB AT 8:00 AM DAVIS 106
03/13/25 (H) Heard & Held
03/13/25 (H) MINUTE(TRB)
04/08/25 (H) TRB AT 8:00 AM DAVIS 106
04/08/25 (H) Heard & Held
04/08/25 (H) MINUTE(TRB)
04/24/25 (H) TRB AT 8:00 AM DAVIS 106
WITNESS REGISTER
DONNA ANTHONY, Chief
Chickaloon Tribal Police Department
Palmer, Alaska
POSITION STATEMENT: Gave a PowerPoint presentation, titled
"Chickaloon Village Tribal Police and Courts."
RICK GARCIA, Director of Law and Policy; Tribal Judge
Alaska Native Women's Resource Center;
Traditional Tribal Court
Chickaloon Village
Anchorage, Alaska
POSITION STATEMENT: Answered questions during the presentation
on the Chickaloon Village Tribal Police.
PHILIP LING, Director
Traditional Tribal Court
Chickaloon Village
Chickaloon, Alaska
POSITION STATEMENT: Answered questions during the presentation
on the Chickaloon Village Tribal Police.
JOEL ISAAK, PhD, Compacting Consultant
Department of Education and Early Development
Soldotna, Alaska
POSITION STATEMENT: On behalf of the sponsor, House Rules by
request of the governor, gave an overview of HB 59.
DEENA BISHOP, EdD, Commissioner
Department of Education and Early Development
Juneau, Alaska
POSITION STATEMENT: On behalf of the sponsor, House Rules by
request of the governor, spoke to HB 59.
TRISTAN DOUVILLE, representing self
Juneau, Alaska
POSITION STATEMENT: Provided public testimony in support of HB
59.
MISCHA JACKSON, Tribal Education Liaison
Education Development
Central Council of the Tlingit and Haida Indian Tribes of Alaska
Juneau, Alaska
POSITION STATEMENT: On behalf of Joshua Jackson, provided
public testimony in support of HB 59.
MICHAELYN JACKSON, student
Juneau, Alaska
POSITION STATEMENT: Provided public testimony in support of HB
59.
JODIE GATTI, representing self
Juneau, Alaska
POSITION STATEMENT: Provided public testimony in support of HB
59.
SONTA ROACH, representing self
Shageluk, Alaska
POSITION STATEMENT: Provided public testimony in support of HB
59.
JESSICA ULRICH, representing self
Anchorage, Alaska
POSITION STATEMENT: Provided public testimony in support of HB
59.
REID MAGDANZ, representing self
Kotzebue, Alaska
POSITION STATEMENT: Provided public testimony in support of HB
59.
ALICIA MARYOTT, President
Alaska Native Sisterhood Camp 70
Juneau, Alaska
POSITION STATEMENT: Provided public testimony in support of HB
59.
EMILY ROSEBERRY, representing self
Anchorage, Alaska
POSITION STATEMENT: Provided public testimony in support of HB
59.
WAYNE WOODGATE, Federal Programs Director
Yupiit School District
Fairbanks, Alaska
POSITION STATEMENT: Provided public testimony in support of HB
59.
ACTION NARRATIVE
8:02:32 AM
CHAIR DIBERT called the House Special Committee on Tribal
Affairs meeting to order at 8:02 a.m. Representatives Carrick,
Schwanke, and Dibert were present at the call to order.
Representatives Burke, Story, Underwood, and Moore arrived as
the meeting was in progress.
^PRESENTATION (S): CHICKALOON VILLAGE TRIBAL POLICE & COURTS
PRESENTATION (S): CHICKALOON VILLAGE TRIBAL POLICE & COURTS
8:03:17 AM
CHAIR DIBERT announced that the first order of business would be
a presentation by the Chickaloon Village Tribal Police and
Courts.
8:04:12 AM
DONNA ANTHONY, Chief, Chickaloon Tribal Police Department
(Chickaloon PD), gave a PowerPoint presentation, titled
"Chickaloon Village Tribal Police and Courts," [hard copy
included in the committee packet]. She shared that she was born
and raised in Alaska, and she elaborated on her 20 years of
experience working for law enforcement. On slide 2, she pointed
out that the presentation and project is supported by a grant
awarded by the Office on Violence Against Women and the U.S.
Department of Justice (DOJ). She moved to slide 3 and pointed
out the agenda for the presentation, which includes discussing
the purpose, mission, vision, and history of Chickaloon PD. She
stated that she would discuss the process of starting a tribal
police department, along with Chickaloon PD's hiring process.
She pointed out that Chickaloon PD is requesting to be
recognized by the Alaska Police Standards Council (APSC). She
moved to slide 4 and slide 5, which displayed photos of
Chickaloon PD officers and staff.
8:07:17 AM
CHIEF ANTHONY, moving to slide 6 and slide 7, stated that the
purpose of the presentation is to introduce the new tribal
police department model. She explained that the tribal police
department's mission would be to uphold tribal, state, and
federal laws; protect life and property; and promote and
preserve peace within the community through safe, humane, and
effective law enforcement. She stated that the values upheld by
Chickaloon PD include building peace, not only through
enforcement, but also by fostering public trust through
proactive community engagement. She emphasized that the tribal
aspect equates to the community. She moved to the next slide
and gave examples of the officers' involvement in the community.
CHIEF ANTHONY stated that the vision of the tribal police
department is to enhance tribal public safety and justice in
Alaska and advance the regional tribal court system. She noted
that the Defense Intelligence Agency has given funding to
several tribes to build court systems, with Chickaloon being the
first in the state with tribal criminal codes. She stated that
for a tribe to have its own police department, it must first
have a court system with criminal codes. She noted that this
presentation has been shown across the state to help tribes
build these steps. She pointed out that, in building up its
police department, Chickaloon has obtained StarLink to help with
emergency systems. She discussed the Tribal Access Program
(TAP), which requires having a fingerprint machine.
CHIEF ANTHONY moved to slide 8 and discussed enhancing tribal
public safety and justice in the state. She discussed the
department's officer training program, pointing out that
Chickaloon PD is the first federally recognized tribal police
department with access to the Alaska Public Safety Information
Network (APSIN). She noted that the department is working at
strengthening partnerships with other agencies, such as with
state troopers and other local police departments. She added
that the department has the goal of building a tribal detention
center, including youth courts and drug rehabilitation programs
to stop recidivism. She continued that Chickaloon PD has the
goal of becoming a training center for all tribes in the state.
She reiterated that other tribes would like their own
departments, and she expressed the importance of setting a
standard. She pointed out that one of the department's focuses
would be mentoring youth.
8:13:13 AM
CHIEF ANTHONY moved to slide 9 and slide 10 to discuss the
history of Chickaloon PD. She had been retired when asked to
help build the tribal police department in Chickaloon, so she
had to learn the history and the setbacks. Concerning its
history, she stated that the department was established in the
1980s; however, in 2020 APSC decided not to give tribal police
state authority. Despite previous training and certifications,
this decision has hindered the ability of Chickaloon PD to
operate with state authority. She discussed the Sutton
Community Council's opposition to the recognition of the
Chickaloon tribal police officers, even with the enactment of
the Violence Against Women Act 2022 (VAWA 2022). She noted that
tribes in Alaska share concurrent jurisdiction with state and
federal partners.
CHIEF ANTHONY moved to slide 11 and explained that VAWA 2022
gave more authority to tribes in Alaska by including the
jurisdiction of a village. Concerning the 2020 U.S. Census, she
pointed out that the size of the Chickaloon Tribe's jurisdiction
is the size of the State of Connecticut, as seen on the next
slide. She pointed out that there is a low number of tribal
citizens in the area, but the Chickaloon Village Traditional
Tribal Court takes cases from other areas beyond its boundaries
in the Matanuska-Susitna Valley.
8:17:47 AM
CHIEF ANTHONY, on slide 13, pointed out that in VAWA 2022,
Section 813, tribal jurisdiction was extended over non-Native
perpetrators of violent crimes. She explained that this
enhances tribal sovereignty and law enforcement coordination.
She expressed the understanding that this would stop
perpetrators from hiding in Native jurisdictions, as seen in the
Lower 48 with Indian Reservations.
CHIEF ANTHONY moved from slide 14 to slide 19 and addressed the
process to start a tribal police department. She explained that
tribal police departments in the state are not fully recognized
unless they have obtained an Originating Agency Identifier from
the Federal Bureau of Investigation (FBI) and DOJ. She noted
that the Chickaloon PD is the first tribal department in the
state to have this. She explained that when starting a
department, policies and procedures would need to be developed,
such as a code of conduct and patrol guidelines. She noted the
importance of evidence handling, as improper procedures have
shut down police departments.
CHIEF ANTHONY addressed the necessary equipment needed for a
remote police force dispatch system, and she indicated that
StarLink is now being used. She reiterated the benefits of
having TAP, as it is a direct link to the FBI. She stated that
all officers would be trained under APSIN for accessing state
and national databases, such as warrants and criminal records.
She stated that memorandums of agreement with local and state
law enforcement agencies, federal agencies, and the tribal
governments are necessary, as these agreements facilitate joint
operations and information sharing. She gave the recommendation
that for any new tribal police department, the chief should have
at least 10 years of law enforcement experience.
CHIEF ANTHONY moved from slide 20 to slide 22 and discussed the
hiring process for officers, noting that APSC should be
followed. She reviewed Chickaloon PD's process, which includes
an interview with the oral board, a background check, a
psychological evaluation, a physical exam, and a polygraph.
After this, applications are sent for review by the U.S. Indian
Police Academy or the University of Fairbanks, and then to APCS.
At this point, she said the officers would be sent to a 16-week
police academy. She noted that for Chickaloon PD, this is
funded by grants, and sending officers for training to the U.S.
Indian Police Academy would be free. She emphasized the
importance of post-academy training, and she discussed the field
training requirements. Because of the lack of backup and
response in remote Alaska, she stressed that hands-on training
with real-world patrols and mentorship is crucial.
8:26:40 AM
CHIEF ANTHONY moved to slide 23 and pointed out the breakdown of
the department. She explained the different facilities that are
needed for tribal citizens and non-tribal citizens, reiterating
that Chickaloon PD is hindered because it is not recognized by
the state. She noted that the Department of Law has been
helpful in situations involving certain cases.
CHIEF ANTHONY moved to slide 25 and pointed out her vision of
the future of tribal law enforcement. She moved to the next
slide and stated that the tribal model under discussion is not
new, but new for Alaska. She noted that tribal police
departments in Washington State are recognized by the state, and
these police officers are sent to the state academy. She
pointed out that some states in the Lower 48 have dual
commission for their Indian police officers. She emphasized the
need for the tribal police departments in Alaska to work with
the state, local, federal, and tribal agencies.
8:29:05 AM
CHIEF ANTHONY urged the legislature to look at the statutes
concerning officer recognition, and she asserted the tribal
police should be recognized under the same APSC standards as
other officers in the state. She moved to the next slide and
pointed out that recognition matters, as this would ensure
standardization in training, hiring, and accountability.
Interagency collaboration and communication would be enhanced.
She noted that one of the main reasons for this would be to
strengthen public trust. On slide 27, she pointed out that the
State of Alaska Statutes currently recognizes the Alaska
Railroad Corporation Police Department and the University of
Alaska Police Department, but not the Chickaloon PD. She
reiterated that Chickaloon PD hits the same standards as these
departments.
CHIEF ANTHONY, on slide 28, discussed examples of the tribal
police departments that have been recognized in Washington
State. She stated that they work with local, federal, and state
agencies. In conclusion, she argued that Alaska could do the
same thing.
8:31:17 AM
REPRESENTATIVE CARRICK asked if APSC has reversed its 2020
decision, and she questioned the result of APSC recognition.
CHIEF ANTHONY responded that APSC's decision has not been
reversed because it would be up to the legislature. She stated
that if tribal police were recognized, Chickaloon would have
state commission and be able to work with state and local
partners.
8:32:12 AM
REPRESENTATIVE STORY asked for clarification on her response to
the previous question, and she expressed confusion concerning
how the legislature could affect APSC.
CHIEF ANTHONY responded that a letter has advised her that
Chickaloon PD does not have state authority, and she offered to
share the letter with the committee. She maintained that
research has been done and tribal police are not recognized
under the state statute.
8:33:35 AM
REPRESENTATIVE UNDERWOOD questioned the difficulties that
Chickaloon PD has faced concerning recognition by APSC.
CHIEF ANTHONY expressed the understanding that there is concern
that a tribal officer could arrest a non-Native person and put
the person in a Native facility. She argued that this
represents miscommunication, and DOJ and the state should
provide education on this. If Chickaloon PD had state
commission, she said that only tribal members would go to tribal
detention facilities. She continued that any non-Natives would
go to the local district attorney's office for due process
procedures.
8:34:44 AM
CHAIR DIBERT questioned how this message could be communicated
to gain public trust.
CHIEF ANTHONY responded that the Alaska State Troopers have
worked to help the situation, as a public information officer
was sent to Sutton to explain that the initial APSC recognition
would begin with some restrictions to Chickaloon PD. She
expressed the understanding that this could help slowly earn the
public trust. She argued that Chickaloon needs this because the
area has no law enforcement. She discussed the burglaries and
drug activity in the area. She said, "My hands are tied, and
the criminals know this." She argued that if tribal police do
anything wrong, the department would be investigated, and the
certificate could be taken away. She asserted that this comes
down to educating the public.
CHAIR DIBERT asked if she has given the presentation to the
Alaska Federation of Natives (AFN).
CHIEF ANTHONY expressed the opinion that AFN is not "up to
speed" with the courts and the tribal police, but she has been
flown across the state to discuss this model, as "many villages
are begging for help with the crime that's occurring." She
noted that 40 percent of the state does not have law
enforcement, and she advised the committee that this is a
problem. She expressed the understanding that giving tribal
police state recognition would not affect the state's budget
because of the grants from the federal government.
8:37:14 AM
REPRESENTATIVE SCHWANKE stated that she lives near Chickaloon,
and she has heard concern about highway stops. She noted that
Chickaloon is on the highway, which creates a different
geographic situation from other remote villages. She questioned
whether there are maps outlining different village statistical
areas around Chickaloon.
CHIEF ANTHONY noted that there are other maps, but these areas
are not as large as Chickaloon. She added that Chickaloon and
Knik are the largest jurisdictions. In response to a follow-up
question, she stated that this information could be found
online. She deferred to Rick Garcia.
8:39:38 AM
RICK GARCIA, Director of Law and Policy, Alaska Native Women's
Resource Center (ANWRC); Tribal Judge, Traditional Tribal Court,
Chickaloon Native Village, responded that these maps are
compiled by the U.S. Census Bureau, and there would be links for
each area of concern.
8:40:13 AM
REPRESENTATIVE SCHWANKE questioned actions taken to address the
drug trafficking in Chickaloon and the surrounding areas.
CHIEF ANTHONY responded that for six years she worked on the
Alaska State Troopers' drug taskforce, travelling all over the
state to investigate drug operations. She expressed the opinion
that Alaska's drug problem has gotten worse. She expressed
frustration that Chickaloon PD cannot do traffic stops on
federal highways, and the drug problem in the state is not being
addressed. She stated that Chickaloon PD has been working with
agents from DEA and the U.S. Postal Service. She noted that
this is a "big issue in Toksook," where drug dealers are
breaking into the post office to steal packages of drugs, and
the Elders there are being threatened, but nothing has been
done. She expressed the opinion that without state recognition
and authority for the tribal police department, the situation is
more difficult. She explained that currently she must wait for
DEA, a state trooper, or a postal agent before proceeding with
any cases. She reiterated that the process of what needs to be
done in the state is being hindered.
8:43:43 AM
REPRESENTATIVE STORY asked if ANWRC is funded completely with
grants. She expressed concern on the reliability of the grants,
and she requested a history of this grant funding.
CHIEF ANTHONY responded that the Chickaloon PD receives several
grants, including DOJ grants that support its administration and
the hiring of officers. She noted that tribes cannot receive
economic development grants, and the department depends
completely on federal grants. She expressed the understanding
that federal agencies have continued to support tribes in the
Lower 48 concerning drug crimes, and she expressed the opinion
that this support would include Alaska. She expressed
uncertainty concerning other grants that tribes might receive.
8:45:35 AM
REPRESENTATIVE MOORE questioned Chickaloon PD's process of
becoming recognized by the state. She questioned the
committee's ability to become involved as a partner.
CHIEF ANTHONY responded that Chickaloon PD's established tribal
criminal code addresses tribal citizens, but this would be only
at a misdemeanor level. She reiterated that the Department of
Law is working with Chickaloon PD, but the process takes longer
than it should because Chickaloon PD does not have its state
commission. She noted that Chickaloon PD is requesting a
special law enforcement commission with the Bureau of Indian
Affairs (BIA), so federal cases could be addressed by the U.S.
Attorney's Office. This would be specific for known sex
offenders and drug dealers. She stated that BIA would be
inspecting the site concerning Chickaloon PD's request for
commission.
8:48:25 AM
CHIEF ANTHONY, on behalf of the Chickaloon Village, expressed
appreciation for being able to present to the committee, and she
invited members to visit the village and the tribal police
department.
8:49:09 AM
MR. GARCIA reiterated Chief Anthony's comments. He expressed
the importance of discussing tribal safety and tribal courts.
8:49:50 AM
PHILIP LING, Director, Traditional Tribal Court, Chickaloon
Village, concurred with Mr. Garcia and Chief Anthony. He
thanked the committee for its time, as tribal justice and public
safety is an important issue in the village.
8:50:54 AM
The committee took an at-ease from 8:50 a.m. to 8:55 a.m.
HB 59-STATE-TRIBAL EDUCATION COMPACTS
8:55:20 AM
CHAIR DIBERT announced that the final order of business would be
HOUSE BILL NO. 59, "An Act relating to demonstration state-
tribal education compacts; relating to demonstration state-
tribal education compact schools; and providing for an effective
date."
8:55:55 AM
JOEL ISAAK, PhD, Compacting Consultant, Department of Education
and Early Development, gave a brief overview of HB 59. He
stated that the proposed legislation would create a pathway for
tribes to operate their own public schools in the state. He
explained that the tribes would be functioning as school
districts, modeled after Mount Edgecumbe High School. He
continued that this would give the tribes more direction over
their educational system, as they would be hiring and training
their own staff. He added that the tribally compacted schools
would follow existing reporting requirements. He expressed the
opinion that school compacting would increase student learning
and outcomes.
8:58:12 AM
DEENA BISHOP, EdD, Commissioner, Department of Education and
Early Development, on behalf of the sponsor, House Rules by
request of the governor, spoke to HB 59. She stated that during
the creation of Alaska's Education Challenge there were more
than 15,000 people with input. In these comments, tribal
compacting was listed as one of the top five ways to improve
Alaska's public education system. She pointed out that in 2022,
the governor's education priorities listed tribal school
compacting. She also pointed out that Senate Bill 34 [passed
during the Thirty-Second Alaska State Legislature] had set
tribal compacting into action. In conclusion, she stated that
Alaskans, the governor, and the legislature "have spoken," and
she urged the committee to pass HB 59, as this would serve all
of Alaska's students.
9:00:54 AM
CHAIR DIBERT opened public testimony on HB 59.
9:01:42 AM
TRISTAN DOUVILLE, representing self, testified in support of HB
59. He shared his Tlingit name and tribal heritage. He stated
that he works at the Central Council of the Tlingit and Haida
Indian Tribes of Alaska and is a former school board member for
the Craig City School District. He continued that he has
dedicated his career to tribal self-determination, including a
tenure in Washinton D.C. He pointed out that he has witnessed
partnerships thriving, but he has also witnessed situations when
tribes are invited only "to advise, but not to decide." He
argued that when there is tribal leadership, outcomes improve;
however, tribes are still waiting for this opportunity with
education. He stated that the proposed legislation would move
the role of tribes from consultation to governance, and this
would ensure that schools reflect the cultures, values, and
strengths of Alaska Native communities.
9:04:43 AM
MISCHA JACKSON, representing self, on behalf of Joshua Jackson,
expressed support for the proposed legislation. She shared that
she works for the Central Council of the Tlingit and Haida
Indian Tribes of Alaska, but today she would be giving a
recitation from a testimony written by her husband, Joshua
Jackson. She paraphrased from his testimony, as follows:
Madame Chair Dibert and members of the House Tribal
Affairs Committee, my name is Joshua Jackson. I've
been a certified teacher in the Juneau School District
for 17 years, and I currently teach in a K-1 classroom
in the Tlingit Culture, Language, and Literacy (TCLL)
program at Harborview Elementary, where I have been
teaching for the past 10 years. I am a proud,
longtime Indigenous educator in the district, one of
only a few still teaching, and I am writing in strong
support of HB 59.
At TCLL, our students, most of whom are Alaska Native,
thrive when learning in an environment that reflects
their identity and builds on their strengths. This
success doesn't happen by chance, it takes unwavering
dedication from our staff to create and protect that
space within a system that wasn't built for us. Over
the last 10 years, what TCLL has offered me, as an
Indigenous educator, is a loving and caring staff that
knows what it takes to support each other and our
families. We create our own community that feeds off
the strength and balances of our clans, villages, and
our values, and it works. Our students, our families,
and our staff thrive when they see themselves
reflected in the education system.
But here's the reality: despite the success of TCLL,
it remains just a program. We lack autonomy - we
share a building, we share services, and too often our
students miss out, whether it's because of late buses,
limited access to teachers, specials, or after school
activities that don't align with our schedule. Every
year we are advocating for something new and trying to
be heard. The time has come - t koowaha - it's time
for education to be put back in the hands of our
people. We know what works for our students and our
communities. Our tribes know what works for our
families and our communities. HB 59 creates that
opportunity. Tribes aren't asking for special
treatment. They're asking for the authority to lead
and design public schools where culture, language, and
community are the foundation, not the add on that you
have to advocate for. I'll leave you with this: every
year my TCLL K-1 class has a waitlist. Every year we
turn away families because there isn't enough space.
HB 59 would open doors across Alaska, giving families
real choices and greater access to culturally grounded
tribal schools committed to student success. I urge
you to support and advance HB 59 without delay.
Gunalchéesh.
9:07:42 AM
CHAIR DIBERT expressed appreciation for Mr. Jackson's words, and
his reflection on the identity of Native Alaskans. She
expressed the importance of seeing a teacher "that looks like
us."
9:08:12 AM
REPRESENTATIVE BURKE expressed appreciation for the testimony.
She shared that her grandmother taught the Iñupiaq language for
41 years, and she expressed gratitude that her children can be
part of an immersion program in Iupiaq. She reiterated the
importance of having cultural identity in schools.
9:09:03 AM
REPRESENTATIVE MOORE expressed gratitude for Ms. Jackson's
presence and dedication to the cause.
9:10:07 AM
MICHAELYN JACKSON, student, testified in support of HB 59. She
shared her Tlingit name and that she is in the sixth grade. She
stated that she attends TCLL at Harborview Elementary. She
thanked the committee members for the opportunity to speak. She
expressed support for the proposed legislation because it allows
her to attend a school program designed by Tlingit teachers.
She explained that the school is different because of the
Tlingit language classes, oral narratives, and the song and
dance. She stated that Elders are in classes daily. She noted
that she has been attending language classes for seven years,
but she expressed the need for more. She described her younger
sister's preschool, where her sister speaks Tlingit all day in
class. She expressed the desire for this to happen in her
school. She expressed the understanding that HB 59 would allow
tribes to run their own schools, giving students more
educational options and space. She said, "Right now we are
crammed into an elementary school, and some of my classmates are
taller than some teachers." She urged the committee to support
the proposed legislation.
9:12:49 AM
REPRESENTATIVE SCHWANKE thanked the testifier, commenting that
it was brave of her to attend the meeting and speak.
CHAIR DIBERT commented that this is a great way for students to
be a part of democracy. She pointed out that she was not taught
the Koyukon Athabascan language as a student, and she expressed
the importance of learning language. She thanked the testifier.
9:13:52 AM
JODIE GATTI, representing self, testified in support of HB 59.
She expressed pride in being a citizen of the Tlingit and Haida
Indian Tribes of Alaska. She shared that she is the mother of
two young tribal citizens, with her five-year-old attending an
immersion program for the last two years, where three days a
week he is immersed in the Tlingit language. She expressed the
opinion that the learning environment in the school is
"priceless" because of the dedication of his teachers. She
noted that Elders help in the school, making sure the language
is culturally and linguistically accurate. She expressed
gratitude at being able to watch her son read books to her
mother in Tlingit. She noted that her mother was from a
generation when the language was not spoken, as she lived during
"the boarding school era," and she said, "This is what
generational healing looks like." She related a story of being
a victim of racism at five years old, as at that time, no one
was speaking Tlingit, and there were no cultural components in
her education.
MS. GATTI expressed the opinion that HB 59 would offer a
different path, rooted in self-determination and
intergenerational healing. She added that school compacting
would recognize what tribes already know concerning the success
of their children. She asserted that the tribes are ready, but
she questioned whether school districts are ready to receive
students who have a strong foundation in their culture. She
urged the committee to pass the proposed legislation.
CHAIR DIBERT commented on the importance of having Elders in the
schools. She shared her history of teaching, noting that she
had invited Elders into her classroom.
9:18:51 AM
SONTA ROACH, representing self, testified in support of HB 59.
She shared that she is an assistant professor of Alaska Native
Studies and Rural Development at the [University of Alaska
Fairbanks] and is a part of the Shageluk Native Village Tribe.
She shared that she is a former public-school teacher and has
served on her regional Native corporation board. She pointed
out that elements of traditional education, cultural identity,
connection to place, and the way of being have been integrated
piecemeal into some schools in Alaska; however, she added that
this integration would depend on the variables of leadership and
funding streams at the schools. For this type of education,
such as language immersion, she said, "We have only scratched
the surface of this work as a state." She argued that tribally
compacted public schools would be a model of true local control,
emphasizing that local control is one of the state's priorities.
She acknowledged that sustainable outcomes for tribal schools
have yet to be seen, especially because retaining local teachers
and administrators is difficult; however, she opined that when
control is leveraged at the local level, these outcomes would
represent the "best" work. She continued, arguing the benefits
of local control of tribal education. She stated that school
compacting is one of the strongest mechanisms of government on a
tribal level. In conclusion, she maintained that one of a
sovereign nation's fundamental rights would be educating its
children.
9:22:19 AM
JESSICA ULRICH, representing self, testified in support of HB
59. She shared that she is a tribal citizen and an assistant
research professor in Washington State, concentrating on the
community health of Indigenous families and intergenerational
wellbeing. She stated that currently she is working on school
compacting in a Nome tribal community. She shared that she had
helped to bring Elders, parents, and children together in a
wellness workshop, with the goal of sharing traditional
knowledge and promoting connectedness using cultural and
subsistence activities. She discussed the success of this event
and gave examples. She argued that tribes need education that
aligns with Indigenous ways of knowing and being, as this has
sustained the health of the collective for generations.
MS. ULRICH stated that compacted schools would teach reading,
writing, math, and other subjects in a way to help students know
who they are and where they come from. She quoted the Elder,
Richard A. Tuck, who said, "We need old-time solutions using
modern day tools." She suggested that compact schools have the
potential to honor the local Indigenous knowledge, providing a
model for the entire state, and potentially the country.
MS. ULRICH spoke about a current project that is developing
Indigenous education assessments, as these could be used by
tribally compacted schools. She asserted that tribal education
should be aligned with the wisdom of ancestors for the benefit
of all future generations.
9:25:41 AM
REID MAGDANZ, representing self, testified in support of HB 59.
He thanked the committee. He shared that he is a lifelong
Alaskan and a product of the public school system in the state.
He stated that he became aware of tribal compacting when it was
first discussed in Alaska's Education Challenge. He expressed
the opinion that HB 59 "represents the best shot" for a lasting
gain in student achievement. He argued that studies on
improving student outcomes in rural Alaska have had the same
results - make the schools reflect the students and the
community. In other words, connect what is happening outside of
the school to what is happening inside of the school.
MR. MAGDANZ spoke about his experience attending school in rural
Alaska. He attributed the low success rate of some of the
students in his school to the lack of community [in the school].
He reiterated that what was happening in the classroom was very
different from home and village life. He expressed the opinion
that tribal compacting has more potential than other efforts to
"change this reality."
MR. MAGDANZ expressed the opinion that the immersion school in
Kotzebue has demonstrated success, as the school is based on
local culture, with all local teachers. He noted that it has
operated for over 20 years. He stated that the students not
only acquire knowledge of language and cultural skills, but they
also model respectful behavior and leadership. He maintained
that this is the "promise of tribal compacting". He continued
that the proposed legislation is the product of "real
discussion" between communities, educators, tribes, and the
state. He argued that it would maintain the state's
constitutional responsibility of providing education, while
giving tribes the control to make a change in their schools. He
urged the committee to support HB 59.
9:29:50 AM
REPRESENTATIVE BURKE expressed her appreciation to the
testifier.
9:30:23 AM
ALICIA MARYOTT, President, Alaska Native Sisterhood Camp 70,
representing self, testified in support of HB 59. She shared
her Tlingit name and her heritage. She stated that she is a
tribal citizen. Along with being the president of the Alaska
Native Sisterhood Camp 70, she stated that she is also an
education councilor. She stated that she is testifying on
behalf of the sisterhood, which has been advocating for Native
land claims, health care, education, and subsistence since 1915.
She argued that the proposed legislation would represent an
important opportunity to honor tribal sovereignty, invest in
children, and reshape public education to reflect the culture
and values of Alaska Native communities. She noted the success
rate of compacting in Native health care and child welfare,
arguing that education should be no exception.
MS. MARYOTT stated that HB 59 would create a path for tribes to
operate public schools grounded in local priorities, governed
with community oversight, and guided by traditional knowledge
and cultural relevance. She explained that these would not be
private or charter schools, but public institutions following
the same funding and accountability of other public schools.
She argued that while Alaska Native students represent nearly 30
percent of all Alaska students, the current system continues to
"fall short in meeting their educational needs." She pointed
out that school compacting would enable students to see
themselves in the curriculum, to be taught in their Native
languages, and to be supported by educators who understand the
students' histories and strengths. She spoke about the
collaboration that went into creating the proposed legislation,
and she advised the committee "it is time to take the next
step." She asserted that the support of the proposed
legislation would confirm the state's support of educational
equity.
9:33:33 AM
EMILY ROSEBERRY, representing self, testified in support of HB
59. She shared that she is a former educator and principal, and
one of the co-founders of Qargi Academy Tribal School. She
noted that she is originally from Barrow. She expressed the
importance for students to be rooted in their identities,
connected to their heritage, and involved in the culture, as
this sets the foundation of learning for Native peoples.
MS. ROSEBERRY stated that she has witnessed Native students
being taught in the public education system, and she expressed
"no surprise" for the low outcomes of these students. She
argued that this is because local people have not been involved
in the actual teaching in the schools, as this would make a
"huge difference." She expressed pride that Qargi Academy
participates in tribal compacting, noting the progress that
students have made there. She stated that Qargi Academy is
"vastly different" from the public school system, as local
people are the teachers. She pointed out that having local
teachers builds student identity. She urged the passage of HB
59.
9:38:48 AM
WAYNE WOODGATE, Federal Programs Director, Yupiit School
District, testified in support of HB 59. He expressed the
opinion that the proposed legislation holds significance for the
future of Native children, pointing out that for generations,
the state's education system has not honored the cultural
heritage, languages, and ways of knowing of Indigenous
communities. He argued that HB 59 would offer an opportunity to
reshape this landscape by empowering tribes to exercise their
educational sovereignty. He asserted that this would not just
be a procedural change, but a recognition of tribal rights for
self-determination. By allowing tribes to enter into direct
agreements with the state, this legislation would pave the way
for development of community-driven and culturally responsive
models.
MR. WOODGATE argued that the proposed legislation would create
innovation within the education system, as tribes would have the
autonomy to design and implement Native education programs that
differ significantly from "the one size fits all model." He
explained that each participating tribal community would be able
to address its own needs and aspirations. He pointed out the
importance of this for Alaska Native children and tribal self-
governance.
MR. WOODGATE recommended that Section 6 of the proposed
legislation be reviewed, specifically the provision on reporting
to the state. He argued that the measurement of Native Alaska
students' success should be done within each unique cultural
context, and the tribal education leaders should do this
assessment. He continued that allowing the tribes to set the
parameters of success would ensure that evaluations reflect
their distinct philosophies and goals. He argued that HB 59
would be an investment in the future of Alaska, an affirmation
of tribal sovereignty in education, and a commitment to
providing Native students with culturally rich and relevant
education. He thanked the committee and urged the passage of
the proposed legislation.
9:42:13 AM
CHAIR DIBERT expressed appreciation for the testimony and the
comments on Indigenous learning styles.
9:42:58 AM
REPRESENTATIVE CARRICK thanked the testifiers, especially the
student testifier. She expressed the opinion that the proposed
legislation would be beneficial to the tribes.
9:44:27 AM
CHAIR DIBERT, after ascertaining that there was no one else who
wished to testify, closed public testimony.
9:44:52 AM
DR. ISAAK pointed out that the testifiers had provided good
examples for why tribal school compacting is needed. He
expressed the belief that HB 59 has the technical ingredients to
make compacting possible. He asserted that this would be an
opportunity for the stakeholders and the legislature to work
together for students.
CHAIR DIBERT announced that HB 59 was held over.
9:48:56 AM
ADJOURNMENT
There being no further business before the committee, the House
Special Committee on Tribal Affairs meeting was adjourned at
9:49 a.m.
| Document Name | Date/Time | Subjects |
|---|---|---|
| CNV Alaska Tribal Affairs - Supplemental Materials.pdf |
HTRB 4/24/2025 8:00:00 AM |
|
| Chickaloon Native Village - Alaska Tribal House Affairs Committe Hearing - April 2025 (1).pdf |
HTRB 4/24/2025 8:00:00 AM |