Legislature(2025 - 2026)DAVIS 106
04/08/2025 08:00 AM House TRIBAL AFFAIRS
Note: the audio ![]()
and video ![]()
recordings are distinct records and are obtained from different sources. As such there may be key differences between the two. The audio recordings are captured by our records offices as the official record of the meeting and will have more accurate timestamps. Use the icons to switch between them.
| Audio | Topic |
|---|---|
| Start | |
| HB59 | |
| Adjourn |
* first hearing in first committee of referral
+ teleconferenced
= bill was previously heard/scheduled
+ teleconferenced
= bill was previously heard/scheduled
| += | HB 59 | TELECONFERENCED | |
| + | TELECONFERENCED |
HB 59-STATE-TRIBAL EDUCATION COMPACTS
8:05:50 AM
CHAIR DIBERT announced that the only 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."
8:07:15 AM
JOEL ISAAK, PhD, Compacting Consultant, Department of Education
and Early Development (DEED), on behalf of the sponsor, House
Rules by request of the governor, gave a brief overview of HB
59. He explained that using a compact negotiation, [tribally
compacted public schools] would be created. He provided a brief
review of events that led to the proposed legislation. He
advised the committee that the process would be student focused,
with the goal of transformation. He pointed out that the
legislative report on HB 59 was focused on the following topics:
governance, funding, and teacher certification. He continued
that the proposed legislation would create a pilot program to
implement compacting in tribal schools, with the idea that
future legislation would make the program permanent.
DR. ISAAK explained that the proposed legislation would create
uncodified law; therefore, if the bill passes, the state's
public education law, Title 14, would not have to be amended.
He added that using uncodified law would keep the pilot program
tightly focused. He stated that the tribally compacted schools
would be public schools, but before a school could open and
receive funding, the compact would require negotiation and
mediation, so any issues would not automatically go to
litigation. He pointed out that this is part of the
accountability piece built into compacting. He stated that the
proposed legislation would create a two-year period for the
compacted schools to come onboard, and then there would be a
five-year pilot program.
8:12:12 AM
DR. ISAAK, in response to a question from Representative Story,
clarified that the three focal points for the proposed
legislation are governance, funding, and teacher certification.
He noted that governance would be the oversight of the school,
similar to the function of a school board. In response to a
series of follow-up questions, he explained that the goal of
teacher certification would be to verify that teachers have the
necessary skills, as outlined in Title 14. Per the compacting
agreement, the tribes would need to specify the resources used
for teacher training and submit this to DEED. He gave an
example, which is similar to the existing process, he said, but
the tribe would be the entity to identify the types of trainings
needed to meet the requirements.
DR. ISAAK, responding to a follow-up question concerning the
start-up process, stated that the Tribal Compacted Public
Schools (TCPS) would have two years to hire staff and provide
teachers with specialized training, as identified in the compact
agreement for each tribe. He emphasized that this would be the
"power of compacting." He stated that the key piece in the
conversations with the National Education Association (NEA)
Alaska was to make sure teachers would not lose their existing
rights, such as collective bargaining, teacher contracts, and
retirement benefits. He stated that HB 59 would not change
these existing rights. In response, he explained that the
State-Tribal Education Compacts (STECs) would function like
school districts, and, like other school districts, they would
engage with the Association of Alaska School Boards. He noted
that this is based on Mount Edgecumbe High School, which
functions as a school district.
8:21:40 AM
DR. ISAAK, in response to a question from Representative Burke
concerning the retirement system for teachers, stated that the
current system would continue. For example, he stated that if
an individual is in the Public Employees Retirement System
(PERS) and takes a job as a teacher, this person would be moved
into the Teachers' Retirement System (TERS) category, and vice
versa. He added that this would be up to the individual
preference.
8:23:34 AM
DR. ISAAK, in response to a question from Representative Swanke
concerning health insurance, explained that for a teacher
working in the school system, if it is part of the bargained
agreement with the tribe, the tribe's insurance would be used.
He expressed the understanding that not all teachers in the
state system would be eligible for the insurance under TERS, as
each school district makes its own agreement on the health
insurance used for staff. He stated that during the discussions
on compacting, it was decided that a teacher working in TCPS
would have the option to be covered under the tribe's health
insurance plan.
8:25:32 AM
REPRESENTATIVE STORY commented on paraprofessionals, who often
would like to move into a teaching role; however,
paraprofessionals are covered by PERS, which is considered
better than TERS. For the record, she expressed the opinion
that this issue should be considered. She questioned NEA's
perspective on teachers moving between PERS, TERS, and any TCPS
system.
DR. ISAAK, in response, stated that in discussions with NEA
Alaska, the movement of staff and students has been addressed.
The key principle would be to have transparent and direct
communication on this. He pointed out that teachers are already
moving in the state, as the teacher turnover rate is over 50
percent and almost 80 percent in some areas. He stated that
because of this, HB 59 would not be able to change the way this
movement is currently addressed; however, he noted that TCPS
teachers would have very niche skillsets, such as with immersion
programs, and these teachers would need to be protected from
movement. He expressed the opinion that STEC could be used to
help control this movement in TCPS. He deferred to Mark
Roseberry.
8:30:53 AM
MARK ROSEBERRY, Director of Education, Inupiat Community of the
Arctic Slope (ICAS), concerning teacher certification, stated
that ICAS has an active tribal school [Qargi Academy], which is
supported by fundraising and grants. He stated that ICAS is
creating its own education system, different than conventional
systems, and the tribe would train its own teachers in this
system. He stated that work has been done with different
universities in the state; however, concerning teacher training
and certification, the challenge is that "universities can't
really budge." He pointed out that ICAS is interested in
courses for teachers that would align with ICAS's model of
education, so when a teacher steps into the classroom, the
teacher would follow this model. He continued that ICAS is
designing its training program with the universities and with
consultants, while looking at the most current research and the
Inupiat culture, which has a very effective way of transferring
and implementing knowledge.
8:33:03 AM
CHAIR DIBERT questioned whether Indigenous curriculum from the
local school district could be used for the tribal school.
MR. ROSEBERRY responded that the local school district does have
resources to share. He added that Ilisagvik College, the
borough, the Arctic Slope Regional Corporation, and others are
also providing support. He pointed out that the different
partners are learning from each other.
8:34:32 AM
REPRESENTATIVE CARRICK expressed the opinion that hurdles for
the proposed legislation would be to understand and measure the
curriculum. She suggested that this could look different for
different Indigenous cultures across the state. She
acknowledged the reason universities would not want to "budge"
on the basic teacher certification curriculum. She questioned
whether there has been an effort to create a statewide basis
outside of the universities for an Indigenous format. She
opined whether the curriculum would be "truly different" in
regions throughout the state. Considering this, she questioned
the measurement of the curriculum.
DR. ISAAK, in response, explained that once compacting is setup,
each tribe and geographic area would bring its own expertise to
the instructional framework in the classroom. He stated that
curriculum measurement would be a statewide concern. He noted
that the [five elected] tribes are currently communicating with
each other to address compacting and other subjects "on nearly a
daily basis." He expressed the understanding that they are
communicating TCPS needs with each other and with existing
school districts.
8:38:15 AM
MR. ROSEBERRY added that universities cannot "budge" on teacher
certification because of accreditation issues, as teacher
requirements are "set in stone." He stated that ICAS is working
with universities on setting up a separate type of certification
system, and the tribe would provide this. He noted that the
universities are "willing partners;" however, they must follow
their requirements. He pointed out that there are differences
in the tribes across the state, so this would be about
supporting the needs of local students.
8:39:56 AM
MISCHA JACKSON, Tribal Education Liaison, Education Development,
Central Council of the Tlingit and Haida Indian Tribes of
Alaska, shared that the subject under discussion is one of her
focuses. To respond to this, she posed the question, "How do we
know teachers know how to teach?" She expressed the
understanding that currently the state assesses a teacher on
knowledge, skill, and disposition; however, different
universities have different systems of evaluating teachers on
these state requirements. She expressed the opinion that the
impact of curriculum and teachers should not be measured without
fidelity; however, she expressed uncertainty whether Indigenous
curriculum in Southeast Alaska is currently being implemented
with fidelity. Because of this, she expressed doubt that
outcomes could be "truly measured." She argued that the tribe
could create a system to ensure the curriculum is implemented
with fidelity, and in this way, impact could be "truly
measured." She suggested that controlling the variables would
make the data more reliable. She pointed out that tribes do not
have measurable data at this point, so creating a system from
the ground up would allow tribes to define success for
themselves and success in education. She added that readiness
and preparedness would also be defined, from entry level to exit
level, and then adjustments could be made. She discussed how
this would work in a smaller school setting.
CHAIR DIBERT shared her own experience teaching in an Indigenous
community and creating curriculum. She emphasized the
importance of having a mentor. She added that Indigenous
evaluators should also be supported and be a part of the
proposed legislation moving forward.
8:45:16 AM
REPRESENTATIVE CARRICK expressed the opinion that when a school
is state funded, results would need to be measured. She
questioned whether the goal of the proposed legislation would be
to create a base-line system, which would allow a measurement of
success.
DR. ISAAK responded that when DEED was working on Senate Bill 34
[passed during the Thirty-Second Alaska State Legislature], a
video was created to address this. He added that the website
(https://www.ourfutureancesters.com) is an existing model and an
interactive. Using this website, he suggested that these
questions could be asked, and it would demonstrate whether the
system is working.
DR. ISAAK continued that, on the legal side of the question, if
the school district interfaces with Title 14, the required state
and federal assessments would still have to be taken. He
pointed out that every district must submit an annual report to
the legislature; however, the proposed legislation would create
flexibility on what could be included in the report. He added
that somethings would be required, but there would be no
restriction on the inclusion of some of the other things. He
surmised that each tribe would be able to tell its own success
story. He discussed graduation rates and how this can be a
measure of success.
8:50:45 AM
MS. JACKSON, concerning technical assistance, expressed the
importance of the partnerships between the [five] tribes and
with DEED. She discussed the importance of mentorships with
Indigenous educators. She pointed out that this is already
happening naturally, and now it could be leveraged into a system
that teaches teachers how to assess, reflect, and qualify what
new teachers are doing. She reiterated that the five [elected]
tribes [for compacting] are consistently having discussions on
data, evaluations, metrics, and performance indicators. She
expressed the opinion that these five tribes would support each
other through this process, with the different regions and
tribes determining their own priorities. She gave examples of
this.
MS. JACKSON stated that many systems have been discussed, such
as mentorships, apprenticeships, learning on the job, and others
that are not heavily academic. She noted that these systems
would match the natural teaching and learning done in Native
cultures. She suggested that each tribe would be using the same
systems, but they would look different. She expressed the
belief that if the tribes have the same evaluation tools,
systems could be measured. She suggested that the tribes are
ready for this conversation; however, she cautioned, "We don't
want to get before the cart."
8:54:06 AM
REPRESENTATIVE STORY expressed the awareness of Western
education-centric views, and she questioned the requirements
teachers would need to be qualified to work in TCPS.
DR. ISAAK, in response, explained that the current requirements
would be used. He noted the rigid requirements for the Alaska
Reads Act, with DEED determining the acceptable requirements.
He stated that by negotiating with DEED, TCPS would be held to
this same level of accountability. He stated that with
compacting, there is more of a government-to-government approach
for demonstrating this. He expressed the understanding that a
developmental process, with the goal of meeting the checks and
balances, would be used to meet the regulations. He explained
that the compacting approach would be more abstract, but it is
based on the same premise. He stated that one of the
fundamental differences is that tribal governments are
governments, while other governing entities are not.
REPRESENTATIVE STORY expressed the understanding that teacher
certification would occur through the "regular process," but
with requirements on Indigenous knowledge and language. She
expressed the understanding that teachers would be bargaining
with the tribes for their salaries and benefits. She suggested
that the movement between teaching positions would be in the
negotiated agreement, as well, with some other details worked
out in the future. She questioned whether there would be
certified special education teachers in TCPS.
DR. ISAAK expressed agreement with Representative Story's
summary. He added that there would be a clear communication on
the options for teacher certification. He stated that the
negotiations would begin after the passage of HB 59, as the
previous negotiations were only for a draft document. He
pointed out that school board policies are currently done on a
district level; therefore, STEC schools, functioning as a
district, would have this outlined in their governing body
policies.
9:01:36 AM
CHAIR DIBERT moved to invited testimony.
DR. ISAAK expressed his appreciation for the discussion. He
noted that members should address follow-up questions to the
[five elected] tribes.
9:03:52 AM
RICHARD PORTER, CEO, Knik Tribe, provided invited testimony on
HB 59. Before his current position with Knik Tribe, he shared
that he had worked for the U.S. Department of Defense and the
U.S. Environmental Protection Agency, and these positions had
involved standards and quality assurance planning. From this
work history, he expressed the opinion that, in going through
the STEC process, standards would be reached, "and then some."
He spoke about the history of boarding schools for Native
Alaskans, noting that Mount Edgecumbe High School had opened
with a different direction, and it had brought "some great
leadership." He expressed the opinion that from this
steppingstone and others, there has been an advancement towards
compacting. He noted that the plan to have a Native school
began in Knik in 2005. He continued, expressing the commitment
to bring Native Elders into the schools. He stated that
segregation is not the goal; rather, it is to keep the community
in mind while educating all peoples. He stated that in the
Matanuska-Susitna Valley there is representation from every
tribe, giving the opportunity to learn from each.
CHAIR DIBERT expressed agreement on the benefits of having
Native Elders in the classroom.
MR. PORTER shared a personal anecdote, explaining that there had
been two schools in [Yakutat] during the 1970s, separating the
Native students; however, instead of seeing this as a competing
interest, it had been used in a positive way and eventually the
two schools were combined. He noted that the Native Elders were
present in the Yakutat school where he attended, and he was
taught the Tlingit language and song and dance. He conjectured
whether the state knew this. He noted the inclusion of all
peoples in the Yakutat community, no matter the blood quantum.
9:10:36 AM
BEN MALLOTT, President, Alaska Federation of Natives (AFN),
provided invited testimony on HB 59. He shared his Native
heritage. He stated that AFN is the largest, statewide
organization in Alaska, which includes 174 federally recognized
tribes, 154 village corporations, 11 regional corporations, and
11 nonprofit and tribal consortiums. He stated that this
represents around 160,000 Alaska Natives. He stated that AFN
had worked closely with the state and DEED to pass Senate Bill
34, and it supports HB 59, as this would take the program
farther.
MR. MALLOTT spoke about the progress made in the past few years,
pointing out the increase in broadband in rural Alaska. He
expressed the opinion that compacting has been the most
effective tool for Native communities in rural Alaska, and he
noted that the Alaska Native Tribal Health Consortium is in a
federal compact with Indian Health Services. He spoke about the
benefits and efficiencies of this compact, indicating that it
includes all the tribes and communities in rural Alaska. He
expressed the belief that the proposed bill would be a step in
the right direction, but it would require commitment from both
sides. He pointed out that it had taken years to have the
health consortium in place and functioning. He reminded the
committee that this model of compacting is not new, and it
works, but it takes time, patience, and commitment from both
sides to build. In conclusion, he expressed support for
compacting on the behalf of AFN.
9:14:29 AM
CHAIR DIBERT expressed her appreciation for including culture in
schools. She questioned whether AFN has passed a resolution.
MR. MALLOTT responded that a resolution has been passed in
support of tribal compacting and the pilot program. He stated
that he would give a copy of the resolution to the committee
after the meeting.
9:16:25 AM
MS. JACKSON provided invited testimony. She shared that she is
a mother and a tribal citizen. She noted that she is married to
a teacher and her mother had worked in the schools during the
1970s. She pointed out that there has been an ongoing
conversation on school compacting, and she expressed the
importance of tracking the impact of the conversation over time.
She spoke about William Demmert, Ed.D. (1934-2010). She
explained that he was a tribal citizen and had served as the
National Indian Education Association president. Concerning the
history of the conversation on school compacting, for the
record, she paraphrased from a speech Dr. Demmert gave in 1983
during the Southeastern Conference on Native Education, as
follows:
The educational process must be the root for creating
a culture society and technology, that not only feeds
a person, but also keeps him/her caring and belonging.
The system must reflect, re-enforce, and further the
cultures of the students that attend. The educational
system must belong to them; there must be a sense of
ownership. At minimum, the culture of the community
and its people must be compatible with the culture of
the educational system and its students.
MS. JACKSON then quoted from a speech given by Dennis Demmert
during the same conference in 1983, as follows:
Decisions about education are made within our
educational institutions, and if we want change and
constructive development of education, we need to
focus on our educational institutions.
MS. JACKSON expressed the understanding that, while the
conversation has been about tribal students, it is also about
every student. Concerning institutions and systems, she said,
"There are pathways to education right now for us, but there are
a lot of challenges and a lot of fights." She reiterated that
this conversation has been ongoing since the 1980s.
9:19:39 AM
CORRINE DANNER, Chair, Education Committee, Inupiat Community of
the Arctic Slope, provided invited testimony on HB 59. She
stated that from time immemorial the Inupiat people of the North
Slope have been responsible for educating their youth with
practices of transferring knowledge. She argued that the people
have not only survived but have successfully built sustainable
communities in one of the harshest environments in the world.
She stated that Elders have mentored the younger generation on
providing food, shelter, and other skills. She pointed out that
the Inupiat expanded, as there were no "dropouts" because every
person in the community played a role. She discussed the
historic negative influence of outsiders, pointing out that the
Indigenous people had remained healthy while the outsiders
became malnourished. She further discussed the survival of the
Indigenous people of the Arctic, as they knew the science and
geography in the area, and they knew how to use these resources
sustainably.
MS. DANNER reported that when the Western education system was
"forced" on the Indigenous people, their way of being was
considered "less than." She stated that families were
separated, and local knowledge was lost. She argued that in
Western-based public schools "our Native youth are not doing
well," as the system does not work for these students. She
stated that this seen by consistent low-test scores, lack of
career planning and development, and large dropout rates. In
conclusion, she argued that this should not be tolerated.
MS. DANNER stated that HB 59 presents a "glimmer of hope," as
the current model of education could be transformed by
compacting. She continued that this would provide an
appropriate education for all rural youth, as compacting would
place the control of education back into the hands of students,
parents, and communities. She pointed out that the culture in
Native schools reflects the culture in the community. She spoke
about the learning process in Qargi Academy, as a child's whole
life would be addressed. She stated that students do not come
to school stressed because Qargi Academy reflects their
community. She emphasized that tribal compacting is needed in
local communities "now," as waiting for appropriate education
for these students represents another year lost, and the
students would fall further behind. She urged the committee to
support the proposed legislation.
9:28:23 AM
MR. ROSEBERRY provided invited testimony on HB 59. He concurred
with Ms. Danner's testimony and added that the Inupiat people
have been asking for control over their education for decades.
He stated that a tribal school, like Qargi Academy, does not
just support cultural knowledge, but it also supports Western
knowledge, using the concept of "code switching." In the
context of the village, he argued that students should be taught
the skills, language, and customs needed to live in their rural
areas. In addition, students should understand how to live and
be a part of the workplace; therefore, it is not "one or the
other." He urged the passage of HB 59, so the project phase and
demonstration on compacting could begin, and the tribes could
show the effectiveness of their education system. He argued the
education system in the entire state would be made stronger, as
compacting would expand opportunities, while not taking away
existing systems. In conclusion, he stated that tribal
compacting would focus on giving students an appropriate
education.
9:32:14 AM
REPRESENTATIVE BURKE commented on her experience working with
Mr. Roseberry, and she shared her gratitude for the testimonies
from Mr. Roseberry and Ms. Danner.
9:33:02 AM
SONYA SKAN, Education and Training Director, Ketchikan Indian
Community, provided invited testimony on HB 59. She concurred
with the previous testifiers and expressed appreciation for
those working on the proposed legislation. She voiced that
every child should have the opportunity for success. She noted
that people learn differently, and she expressed the opinion
that the proposed legislation would [positively] affect
education in the state.
9:35:17 AM
AYYU QASSATAQ, Co-Founder and Director, Ginga and Ikhin
Collective, provided invited testimony on HB 59. She shared
that she is a tribal citizen of Unalakleet. She stated that she
has done advocacy work with educators, traveling extensively to
promote education on knowledge-systems of place. She discussed
exercises she has directed to help people connect with their
heritage and generational knowledge. She noted that policies
created years ago are still affecting education today. She
related that during one of these exercises, a white male
educator had expressed the realization that his educational
experience had always affirmed his place in the world. She
expressed the realization that the system had not done this for
others; instead, it had taken away their sense of belonging.
She spoke about the exclusion of Indigenous and geographic
knowledge in the current education system. She expressed the
opinion that Native students are being measured on their ability
to assimilate, which separates them from their cultural
knowledge. She argued that an educational system promoting
decentralized knowledge not only harms Native students on their
sense of belonging, but it also harms non-Native students by
excluding them from learning the geographic and cultural
intelligence of a place. In conclusion, she stated that
compacting would enrich every student. She encouraged the
passage of HB 59. She thanked all those working on the
inclusion of Indigenous knowledge in education.
9:41:02 AM
MS. QASSATAQ shared a video with the committee, titled "Self
Determination Over Alaska Native Education."
9:48:47 AM
CARL CHAMBLEE, Education Director, Knik Tribe, provided invited
testimony on HB 59. For the record, he expressed support for
all the previous testimony on HB 59 given during the meeting.
He expressed the opinion that STEC, as a pilot program, would
have many advantages. He explained that the proposed
legislation would support a pilot program for only five tribes,
allowing these tribes to gather data, which could be used by
stakeholders to measure the program's impact on student
achievement, engagement, and outcomes. It would identify
challenges, which could be addressed before the program is
expanded statewide. He expressed the opinion that this would
ensure the program is sustainable in the end. He continued that
the pilot would also build capacity and give tribes autonomy
over their educational system.
MR. CHAMBLEE noted that the five tribes participating in the
pilot program would act as liaisons on compacting for future
tribes. He continued that the program would help with community
engagement, emphasizing that the school and the community would
reflect each other. He discussed the funding element of
compacting, suggesting that tribes would be able to allocate
funds through their relationship with the federal government.
MR. CHAMBLEE shared his professional experience of working for
35 years in education in the state. He noted that he worked in
rural Alaska for 20 years. He expressed the belief that
culturally relevant education preserves cultural heritage by
promoting Native languages, traditions, and values. He pointed
out that the cultural standards created in the 1980s and 1990s
have not been implemented in schools in the state. He noted
that many teachers come from out of state and are unaware of the
resources available. He expressed the opinion that HB 59 and
the pilot program would help teachers become more aware of the
resources available. In conclusion, he explained that the pilot
program would create a scalable model, as this would help with
certification and training, and he discussed how this would
improve education for all students in the state.
9:55:26 AM
REPRESENTATIVE STORY thanked the presenters, commenting on the
efforts of tribal entities to incorporate cultural education
into schools. She discussed the local efforts in Juneau. She
expressed interest in discussing the funding mechanism in a
future hearing.
9:57:57 AM
DR. ISAAK expressed appreciation for the time before the
committee and to all the testifiers. He expressed the
understanding that compacting would be best for students, as
this answers the fundamental question. He pointed out that the
tribal partner is the missing partner in the current public
education system, and he maintained that HB 59 would allow this
to take place. He indicated that it had been 2016 when federal
law was amended to include the use of Native languages in the
Head Start program. He said, "So we're not talking 1916, we are
talking 2016," noting that this was when the Alaska Education
Challenge conversations were taking place. Concerning the
length of time it takes for these types of laws, he pointed out
that the proposed legislation was pushed forward by having
tribes at the table, helping to draft HB 59.
[HB 59 was held over.]
| Document Name | Date/Time | Subjects |
|---|