Legislature(2025 - 2026)DAVIS 106
03/10/2025 08:30 AM House EDUCATION
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| Audio | Topic |
|---|---|
| Start | |
| Presentation(s): the State Board of Education Report to the Legislature | |
| Adjourn |
* first hearing in first committee of referral
+ teleconferenced
= bill was previously heard/scheduled
+ teleconferenced
= bill was previously heard/scheduled
ALASKA STATE LEGISLATURE
JOINT MEETING
SENATE EDUCATION STANDING COMMITTEE
HOUSE EDUCATION STANDING COMMITTEE
March 10, 2025
8:31 a.m.
MEMBERS PRESENT
SENATE EDUCATION STANDING COMMITTEE
Senator Löki Tobin, Chair
Senator Gary Stevens, Vice Chair
Senator Jesse Kiehl
Senator Mike Cronk
Senator Bjorkman
HOUSE EDUCATION STANDING COMMITTEE
Representative Rebecca Himschoot, Co-Chair
Representative Andi Story, Co-Chair
Representative Ted Eischeid
Representative Jubilee Underwood
Representative Rebecca Schwanke
MEMBERS ABSENT
SENATE EDUCATION STANDING COMMITTEE
All members present
HOUSE EDUCATION STANDING COMMITTEE
Representative Maxine Dibert
COMMITTEE CALENDAR
PRESENTATION(S): THE STATE BOARD OF EDUCATION REPORT TO THE
LEGISLATURE
- HEARD
PREVIOUS COMMITTEE ACTION
No previous action to record
WITNESS REGISTER
JAMES FIELDS, Chair
State Board of Education and Early Development
Glennallen, Alaska
POSITION STATEMENT: Co-presented the State Board of Education
Report to the Legislature.
DEENA BISHOP, Commissioner
Department of Education & Early Development
Juneau, Alaska
POSITION STATEMENT: Co-presented the State Board of Education
Report to the Legislature.
ACTION NARRATIVE
8:31:17 AM
CHAIR TOBIN called the joint meeting of the Senate and House
Education Standing Committees to order at 8:31 a.m. Present at
the call to order were Senators Kiehl, Cronk, Stevens, and Chair
Tobin. Senator Bjorkman arrived thereafter; Representatives
Eischeid, Underwood, Schwanke, and Co-Chair Himschoot. Co-Chair
Story arrived thereafter.
^PRESENTATION(S): THE STATE BOARD OF EDUCATION REPORT TO THE
LEGISLATURE
PRESENTATION(S): THE STATE BOARD OF EDUCATION
REPORT TO THE LEGISLATURE
8:32:17 AM
CHAIR TOBIN announced the presentation of the State Board of
Education Report to the Legislature.
CHAIR TOBIN noted that the report is required by statute.
8:32:49 AM
JAMES FIELDS, Chair, State Board of Education and Early
Development, Glennallen, Alaska, co-presented the State Board of
Education Report to the Legislature. He introduced himself.
8:32:53 AM
DEENA BISHOP, Commissioner, Department of Education & Early
Development, Juneau, Alaska. Co-presented the State Board of
Education Report to the Legislature. She introduced herself.
8:33:00 AM
MR. FIELDS moved to slides 1-2 and said he appreciated the
opportunity to engage with legislature in working together to
ensure every Alaska student has access to an excellent education
every day. He noted that the State Board of Education Report to
the Legislature was transmitted to the legislature on February
6, 2025. The timeframe for the report spans from January 1,
2024, through December 31, 2024.
MR. FIELDS said the State Board of Education consists of seven
voting members, a student advisor, and a military advisor. He
reiterated that he serves as chair, representing the REAA
districts and proceeded to introduce the members of the board:
• Sally Stockhausen serves as the First Vice Chair and
represents the First Judicial District.
• Barbara Tyndall represents the Fourth Judicial District.
• Pamela Dupras and Kimberly Bergey are At-Large members.
• LTC James Fowley is the Military Advisor to the board.
• Joshua Pak is the Student Advisor to the board.
• Amber Sherman incoming Student Advisor.
• Kathy McCollumn has been appointed to the Third Judicial
District and will go through the confirmation process this
spring.
• We are currently seeking candidates for the Second Judicial
District the Second Judicial District encompasses the
North Slope Borough, the Northwest Arctic Borough, and the
Nome Census Area.
MR. FIELDS recognized former board member Lorri Van Diest, whose
term ended last month after seven years of service. He said Ms.
Van Diest was a retired educator, always well-prepared,
thoughtful in her guidance, and deeply passionate about
improving public education for all students. On behalf of the
State Board of Education and the Department, he thanked her for
her dedication and commitment to Alaska's students.
8:35:14 AM
CHAIR TOBIN announced Co-Chair Andi Story joined the meeting
8:35:22 AM
MR. FIELDS moved to slides 3-4, Table of Contents, and said the
State Board of Education Report to the Legislature provides a
comprehensive overview of the board's work over the past year.
The two-page Table of Contents outlines the report's structure.
[Original punctuation provided.]
Table of Contents
• State Board of Education Members
• Alaska State Constitution Education Clause
• Mission, Vision, and Purpose
• Alaska's Education Challenge Overview
• Regulations, Resolutions, and Other Board Actions
• State Board of Education: Subcommittees, Boards, and
Commission Assignments
• Correspondence School Report: House Bill (HB) 202
Alaska's Education Challenge 2024
Priority 1 Support all students to read at grade level
by the end of third grade
Priority 2 Increase career, technical, and culturally
relevant education to meet student and
workforce needs
Priority 3 Close the achievement gap by ensuring
equitable educational rigor and resources
Priority 4 Prepare, attract, and retain effective
education professionals
Priority 5 Improve the safety and well-
being of students through school
partnerships with families, communities,
and tribes
• Other Department Functions and Services
MR. FIELDS said this year, the report aligns with the report
within the five shared priorities of Alaska's Education
Challenge, emphasizing targeted efforts and accomplishments. He
reminded the committees that in September 2016, the Alaska State
Board of Education and Early Development established five
strategic priorities aimed at improving public education for all
students in Alaska.
8:35:35 AM
MR. FIELDS moved to slide 5, Alaska State Constitution Education
Clause, showing a copy of Section 7.1 Public Education and AS
14.07.168 Report to the Legislature. He said public education,
and this report, are grounded in law. AS 14.07.168 requires the
State Board of Education to prepare and present an annual report
in person to the legislative committees overseeing education.
This report ensures transparency and accountability in board
member efforts to develop, maintain, and continuously improve
Alaska's public education system. By fulfilling this statutory
requirement, it reinforces commitment to providing an excellent
education for every student, every day.
8:36:33 AM
MR. FIELDS moved to slide 6 and shared the mission, vision, and
purpose of the Department of Education and Early Development
(DEED):
[Original punctuation provided.]
Mission - An excellent education for every student
every day.
Vision - All students will succeed in their education
and work, shape worthwhile and satisfying lives for
themselves, exemplify the best values of society, and
be effective in improving the character and quality of
the world about them. - Alaska Statute 14.03.015
Purpose - DEED exists to provide information,
resources, and leadership to support an excellent
education for every student every day.
8:37:10 AM
MR. FIELDS moved to slide 7, SBOE Subcommittee Structure:
[Original punctuation provided.]
SBOE Subcommittee Structure
The Board has five committees aligned to the Alaska
Education's Challenge:
• Reading
• Career and Technical and Culturally Relevant
Education
• Tribal Compacting
• Effective Educators
• Safety and Well Being
MR. FIELDS said to support the alignment of the Department's
work with the five shared priorities of Alaska's Education
Challenge, the State Board of Education established five
subcommittees. These subcommittees meet quarterly to:
• Develop goals that align with the education priorities,
• Review progress on key initiatives and policy changes, and
• Provide guidance on future actions to ensure continuous
improvement.
MR. FIELDS said that focusing on these areas, the Board ensures
that its decisions and policies directly support student success
across Alaska's diverse educational landscape.
8:37:43 AM
MR. FIELDS moved to slide 8, Regulations, Resolutions, and Other
Board Actions. He said the State Board of Education approved key
regulation changes to strengthen assessment guidelines and
educational standards across the state. The approved regulations
included:
• Assessment Participation Guidelines Updates to statewide
assessments for students with disabilities (4 AAC 06.775).
• Assessment Cut Scores for the Alaska System of Academic
Readiness (AK STAR) Establishing new achievement levels
for English Language Arts, Mathematics, and accountability
sub scores (4 AAC 06.739 & 4 AAC 06.822).
Additional approved regulations included:
• Social Studies Standards - Revisions that include Civics
and Inquiry standards along with updates to Geography,
History, and Economics (4 AAC 04.140).
• Student Advisor Elect to the State Board of Education -
Expanding the nomination process to all students, rather
than limiting it to those associated with the Alaska
Association of Student Governments (4 AAC 03.025).
• Broadband Assistance Grant (BAG) Program - Regulations
approved in response to HB 193, Internet for Schools, which
expands funding to improve school internet access (4 AAC
33.605-4 AAC 33.690).
8:38:48 AM
MR. FIELDS moved to slide 9, Regulations, Resolutions, and Other
Board Actions, and said in addition to regulatory updates, the
State Board of Education took action on several key resolutions
and board decisions to support educational priorities across the
state. Among the approved board actions:
• The board approved the State Tribal Education Compact Schools
report, an essential step in supporting tribal self-
determination in education.
• State Board of Education and Early Development Report to the
Legislature This annual report provides a comprehensive
overview of board actions and progress on statewide education
initiatives.
• The board reviewed and approved the final lists for the School
Construction Grant Fund and the Major Maintenance Grant Fund,
ensuring critical infrastructure improvements for schools.
• The board recognized outstanding Culturally Relevant Career
and Technical Education (CTE) programs that demonstrate
innovation and student success in career pathways.
• The board adopted a resolution encouraging local school
districts to implement policies limiting cell phone use during
school hours to improve student focus and engagement.
• The board approved new appointments for various committees,
including members for the Mt. Edgecumbe High School Advisory
Board.
8:40:04 AM
MR. FIELDS moved to slide 10, Correspondence School Report, and
said as required by House Bill 202, correspondence programs must
submit an annual report to the Department of Education and Early
Development (DEED), which is then included in the State Board's
annual report to the legislature. The Correspondence Allotment
Report provides data on:
• Student enrollment and demographics
• Allotment fund disbursement and expenditure tracking
• Assessment proficiency scores
• Curriculum reviews, including district policies & procedures
related to curriculum approval
MR. FIELDS said to ensure complete and accurate data, the FY2024
enrollment and allotment information was used. DEED worked with
districts to streamline data collection and ensure alignment
with existing reporting structures. This reporting requirement
is set to expire on July 1, 2025. The Correspondence Allotment
Report was submitted to the legislature alongside this SBOE
Report to the Legislature on February 6, 2025.
8:41:06 AM
MR. FIELDS moved to slide 11, Alaska's Education Challenge -
Priority 1. He said the first priority is to ensure that all
students read at grade level by the end of third grade. The
Alaska Reads Act, signed into law in 2022 by Governor Mike
Dunleavy and co-sponsored by former Senator Tom Begich, was
designed to transform early literacy education statewide. By
focusing on high-quality reading instruction, professional
development for teachers, and data-driven decision-making, the
Alaska Reads Act is a critical step in improving student
literacy outcomes across the state:
[Original punctuation provided.]
Alaska's Education Challenge
Priority 1 - Support all students to read at grade
level by the end of third grade
Strong Policy Makes a Difference in Early Literacy
The Alaska Reads Act, signed into law in 2022 by
Governor Mike Dunleavy and co-sponsored by former
Senator Tom Begich, is designed to ensure all students
can read at grade level by the end of third grade.
This landmark legislation seeks to transform early
literacy education by incorporating systematic,
evidence-based instructional practices rooted in the
Science of Reading and rigorous educational and
professional teaching standards.
8:41:42 AM
MR. FIELDS moved to slide 12 Alaska's Education Challenge -
Priority 1, a bar graph on Alaska grade level skill achievement
for 2023-2024 and another graph comparing Alaska and the
national in reduction of at-risk students. He said the first-
year results of Alaska's K-3 Literacy Screener (mCLASS DIBELS 8)
show promising improvements, particularly in the primary grades
Kindergarten and First Grade.
Key highlights include:
• Kindergarten students increased grade-level reading skills
from 24 percent at the start of the year to 60 percent by
year-end.
• First-grade students improved significantly, with 61 percent
meeting grade-level benchmarks by the end of the year, up
from 42 percent at the start of the year.
• Alaska is outpacing the national average in reducing the
number of at-risk students in early grades.
8:42:18 AM
MR. FIELDS moved to slide 13, Alaska's Education Challenge -
Priority 1, and said the 2023-24 school year marked the first
full implementation of many of these initiatives, and early
results show significant progress in improving literacy
outcomes. The full report provides updates on the department's
efforts to support the Alaska Reads Act, including key
initiatives that advance early literacy instruction,
intervention services, and educator training:
[Original punctuation provided.]
Alaska's Education Challenge Priority 1 - Support all
students to read at grade level by the end of third
grade
• Alaska Reads Act District Reading Improvement
Plan (DRIP)
• Department Reading Program
• Early Education
• Virtual Learning Consortium
• New Data Collection Requirements
• Title II, Part A: Supporting Effective Educators
Funds used to Support Science of Reading Training
• School Accountability and Designations
Alyeska Reading Academy and Institute (ARAI)
• Alaska's Comprehensive Literacy State Development
Grant (CLSD)
MR. FIELDS said efforts will continue to be refined and expanded
to ensure every student in Alaska has the foundational reading
skills necessary for academic success. He noted that the Alyeska
Reading Academy and Institute was discontinued as of June 30,
2024, due to a lack of continued funding.
8:43:04 AM
MR. FIELDS moved to slide 14, Alaska Education Challenge
Priority 2. He said to ensure students are career-ready and
equipped with technical and culturally relevant skills, DEED has
advanced several key initiatives that expand career pathways,
workforce training, and tribal education partnerships.
Efforts include:
• Advancing State-Tribal Public Education Compacting to
increase tribal involvement in education governance and
workforce development.
• Expanding Computer Coding Credential Pathways, providing
students with industry-recognized certifications.
• Career and Technical Education (CTE) Grants to help
districts develop programs aligned with regional workforce
needs.
• Support for Career and Technical Student Organizations
(CTSOs), which provide students with leadership, skill-
building, and networking opportunities.
• Career Guidance Initiatives in partnership with the
Department of Labor and Workforce Development (DOLWD) to
assist students in navigating career pathways.
8:43:58 AM
MR. FIELDS moved to slide 15, Alaska's Education Challenge,
Priority 3, and said to close the achievement gap, DEED has
focused on ensuring equitable access to high-quality education,
rigorous academic standards, and targeted student support.
Key initiatives include:
• Updating the Alaska Balanced Assessment System to align
summative assessments with Measures of Academic Progress
(MAP) Growth interim assessments, ensuring accurate
measurement of student learning.
• Expanding early learning opportunities through Head Start,
Pre-Kindergarten Grants, and Early Learning Coordination
Grants, improving school readiness for young learners.
• Enhancing school improvement efforts through statewide
cross-team collaboration, ensuring targeted support for
schools in need.
• Implementing revised Alaska Social Studies Standards to
provide students with modern, comprehensive learning
experiences, reflecting state and national frameworks.
• Strengthening support for vulnerable student populations,
including targeted assistance for homeless youth through
the American Rescue Plan Homeless Children and Youth
(ARP-HCY).
• Expanding the Purple Star Schools Program, ensuring
military-connected students receive academic and social-
emotional support in a stable learning environment.
• Developing the Data Warehouse and Dashboard Project to
provide real-time educational insights, improving district
decision-making and transparency.
8:45:19 AM
MR. FIELDS moved to slide 16, Alaska's Education Challenge
Priority 4, and said to strengthen Alaska's educator workforce,
DEED has focused on innovative recruitment strategies,
streamlined certification processes, and professional support
systems to attract and retain high-quality teachers.
Key initiatives include:
• Expanding the Teacher Retention and Recruitment (TRR)
Initiative, implementing evidence-based strategies from the
TRR Playbook to address teacher shortages across the state.
• Launching the Teacher Registered Apprenticeship Program (T-
RAP) to create an "earn while you learn" model, providing
career pathways for school employees to become certified
teachers without leaving their communities.
• Modernizing the Teacher Certification System, transitioning
to a fully integrated online platform to simplify
applications, renewals, and reporting for both educators and
districts.
• Establishing the Alaska Educator Retention and Recruitment
Center (AERRC) to coordinate statewide retention and
recruitment efforts, facilitate international hiring support,
and host annual professional development events.
8:46:32 AM
MR. FIELDS moved to slide 17, Alaska's Education Challenge
Priority 5, and said to ensure safe, supportive learning
environments, DEED has implemented evidence-based strategies,
school safety initiatives, and mental health supports that
foster student well-being and success.
Key initiatives include:
• Expanding Positive Behavioral Interventions and Supports
(PBIS) to promote positive school culture and address
student behavior proactively, with an increasing number of
districts adopting the framework.
• Hosting the Safety and Well-Being Summit, bringing together
education leaders, school staff, and stakeholders to
collaborate on best practices for student wellness, school
safety, and mental health support.
• Enhancing suicide awareness and prevention efforts,
including statewide training programs, targeted grants, and
trauma-informed initiatives to support at-risk students and
staff.
• Collecting and analyzing district and student data,
improving the use of demographic, achievement, and safety
data to inform policies and interventions.
• Supporting alternate literacy screener participation,
ensuring that students with disabilities and those needing
additional assessment accommodations receive the appropriate
tools to measure and track progress.
MR. FIELDS said strengthening partnerships with families,
communities, and tribes, DEED is working to create safe,
inclusive, and healthy learning environments for all Alaska
students.
8:48:01 AM
MR. FIELDS moved to slide 18, Other Department Functions and
Services. He said while much of DEED's work is focused on
educational initiatives, the department also oversees several
critical functions and services that contribute to the broader
success of Alaska's education system.
Key functions include:
• Alaska Commission on Postsecondary Education (ACPE)
Expanding access to financial aid, student loans, and
scholarship programs to support college, career, and
technical training.
• Alaska State Council on the Arts Providing grants, arts
education programs, and cultural initiatives that enrich
student learning and community engagement.
• Division of Libraries, Archives, and Museums (LAM)
Preserving Alaska's historical records and cultural
resources, supporting library services and digital
education tools.
• Information Technology Services Advancing secure data
management, digital learning platforms, and technology
infrastructure for Alaska's schools and education
stakeholders.
• Mt. Edgecumbe High School Operating Alaska's state-run
boarding school, offering unique academic and career-
readiness opportunities for students across the state.
• Professional Teaching Practices Commission (PTPC)
Ensuring educator ethics and accountability, upholding
statewide professional teaching standards.
8:49:25 AM
MR. FIELDS moved to slide 19, containing contact information. He
concluded his presentation by thanking members for supporting
Alaska's students, educators, and communities. He expressed
appreciation for their partnership in shaping the future of
education.
8:49:50 AM
SENATOR STEVENS asked how the state is working to increase the
number of Alaskans entering the teaching profession. He asked
what efforts are underway to encourage Alaska's youth to pursue
careers in education.
8:50:09 AM
COMMISSIONER BISHOP said the Department of Education and Early
Development (DEED) is partnering with universities and school
districts to grow the teacher workforce. High schools offer pre-
teaching courses to engage students early. DEED supports the
Teacher Recruitment and Education Preparation (TREP) program and
an apprenticeship model focused on Alaska residents, especially
paraprofessionals already working in schools. Universities
provide the education, districts sponsor the apprenticeships,
and DEED coordinates the structure and process.
8:51:41 AM
MR. FIELDS said he has long supported pathways that allow
students to stay in their communities while progressing from
teacher's aide to paraprofessional to certified teacher. He
emphasized the importance of community ties in education,
particularly in small towns where students benefit from familiar
educators. He expressed hope that momentum is building to
support this model more effectively. He commended the University
of Alaska Anchorage (UAA) for making teacher preparation more
accessible, especially through summer courses that balance
workload and credit requirements.
8:53:01 AM
COMMISSIONER BISHOP added that the name of the CTE course
offered in many high schools is Educators Rising.
8:53:16 AM
SENATOR KIEHL said Alaska has not yet met its goals for growing
the teacher workforce and asked for specific expectations and
targets. The speaker acknowledged that new programs take time to
show results but requested projections for how many additional
Alaska teachers could enter classrooms in the coming years.
8:53:44 AM
COMMISSIONER BISHOP The speaker said several apprenticeship-
based teacher preparation programs are active statewide,
including Bristol Bay Career and Technical Education (CTE),
which was a forerunner of the initiative. She reported there are
approximately 15 participants in the program and estimated 45 to
60 individuals statewide are moving through the apprenticeship
model, which is outside of traditional teacher preparation
pathways.
8:54:20 AM
SENATOR KIEHL asked if the program is at capacity at 60 or if
more apprenticeships are expected.
8:54:27 AM
COMMISSIONER BISHOP said this is the first year of coordinating
the apprenticeship model and its future growth depends on
continued interest. The model relies on school districts
sponsoring paraprofessionals already in positions. Legislative
funding will support districts by helping cover education costs
for the employees that participate.
8:55:07 AM
CO-CHAIR STORY said Alaska has approximately 600 teacher
vacancies while the university system graduates only 160
teachers annually. She noted that even with 60 additional
teachers from the apprenticeship model, a significant gap
remains. She emphasized the ongoing need to recruit from outside
the state and the importance of making Alaska attractive for
teacher retention. She expressed concern about the shortage of
special education teachers and asked how many of the 600
vacancies fall into that category.
8:56:04 AM
COMMISSIONER BISHOP said the department has data on special
education teacher vacancies and will provide specific numbers
later.
8:56:13 AM
CO-CHAIR STORY raised concerns about deferred maintenance
challenges, especially in rural school districts. She asked what
actions the State Board is taking beyond adopting a project
list. She requested information on how the Board is advocating
for deferred maintenance needs across all schools, with a focus
on rural Alaska.
8:56:43 AM
COMMISSIONER BISHOP said the Department of Education and Early
Development (DEED) supplies information to the State Board to
prioritize school facility needs across Alaska. The process
involves a larger advisory board with statewide representation.
DEED supports districts in preparing competitive applications
for priority funding and provides feedback to improve
resubmissions. Staff also travel to rural communities to
document conditions and advocate for both major maintenance and
full school construction where needed.
8:58:08 AM
CO-CHAIR STORY asked how the State Board of Education is
advocating to end the moratorium on school bond debt
reimbursement.
8:58:17 AM
COMMISSIONER BISHOP said that at this time DEED has not taken an
advocacy role regarding major maintenance funding or the school
bond debt reimbursement moratorium.
8:58:31 AM
CHAIR TOBIN asked if Mr. Fields had visited schools in his
district to assess maintenance needs, observe class sizes, and
speak with teachers about morale. She requested an update on
current conditions in those schools.
8:58:48 AM
MR. FIELDS said he regularly visits his local schools and has
spent more time there this year while helping coach basketball.
He reported that teacher morale is good and class sizes are
manageable. He identified capital improvement project (CIP)
costs as a major challenge, especially the high expense of
required professional assessments. He has discussed with the
Commissioner the need to restructure the process to make it more
affordable for small districts to maintain infrastructure and
access funding.
9:00:14 AM
CHAIR TOBIN asked if Mr. Fields' school district is facing a
fiscal cliff and whether the district is operating in a deficit
this year.
9:00:21 AM
MR. FIELDS said he does not believe the district is in an
overall budget deficit but noted issues within specific funds,
particularly due to the unexpected cost of replacing a heating
system. He said the district plans to apply for the CIP list to
recover from that expense. He added that the cost significantly
impacted the district's building funds and deferred to
Representative Schwank for additional details.
9:00:48 AM
CHAIR TOBIN commented that some schools have remained on the CIP
list for over 20 years and cautioned him against "holding his
breathe."
9:00:56 AM
CO-CHAIR HIMSCHOOT asked where career and technical student
organizations (CTSOs) are located and expressed concern that
they may not be reaching rural areas. She asked if there is a
parallel investment in career guides and whether the two efforts
are connected.
9:01:29 AM
COMMISSIONER BISHOP said the goal of both career and technical
student organizations (CTSOs) and career advisors is to
encourage young Alaskans to join the state's workforce across
all fields. While the programs operate separately, they are
interconnected in purpose. Career advisors and CTE (Career and
Technical Education) professionals recommended starting with
CTSOs to boost student interest in future jobs. In response, the
department partnered with the Department of Labor and Workforce
Development to place career guides in rural areas, with
additional support through curriculum like rootED and
collaboration with districts such as Bristol Bay
9:04:48 AM
CHAIR HIMSCOOT said she has heard positive feedback about the
career guides and asked how their role differs from that of
school-embedded guidance counselors.
9:04:59 AM
COMMISSIONER BISHOP said school counselors focus primarily on
high school guidance with limited capacity for workforce
development. Career guides were created to provide industry-
specific expertise, maintain job market connections, and support
school staff. Counselors themselves recommended adding external
specialists to fill this gap. Career guides work with schools to
build the capacity of counselors and teachers in directly
supporting students.
9:06:10 AM
REPRESENTATIVE UNDERWOOD said she has heard positive feedback
about teachers on J-1 visas and asked if there is a limit on how
many can be placed. She inquired whether there is a waitlist or
if all applicants have already been placed. She noted the
relevance of this program in addressing teacher vacancies,
particularly in rural Alaska.
9:06:37 AM
COMMISSIONER BISHOP said she would follow up with specific
information about J-1 visa limits but noted the hiring process
is costly. The department is working with the Alaska Council of
School Administrators (ACSA) under a new statewide contract to
support international teacher recruitment. She said the
department plans to shift focus toward H-1B visas, which offer a
pathway to long-term employment and possible citizenship. She
acknowledged the value of J-1 teachers but emphasized their
short-term role and the need for more sustainable staffing
solutions.
9:07:42 AM
CHAIR TOBIN asked for a definition of ACSA.
COMMISSIONER BISHOP replied it is an acronym for Alaska Council
on School Administrators. She said DEED had put out a contract
to support international teacher recruitment and ACSA, led by
Lisa Parady, won the bid.
9:08:11 AM
CO-CHAIR HIMSCHOOT recognized Catherine "Cat" Walker as Alaska's
Teacher of the Year and noted that, for the second consecutive
year, Alaska's representative was a top four national finalist
an outstanding achievement. She asked if assistance could be
provided to collect and post photos of past Teachers of the
Year.
9:08:32 AM
COMMISSIONER BISHOP replied in the affirmative.
9:08:42 AM
CO-CHAIR HIMSCHOOT asked Mr. Fields about staffing reductions at
Mount Edgecumbe High School. She said an advisory board member
reported that 15 of the 32 certified teachers may be let go. She
requested comments, possible solutions, or additional context.
9:09:14 AM
MR. FIELDS deferred the question.
9:09:27 AM
COMMISSIONER BISHOP said staffing at Mount Edgecumbe High School
is being adjusted to pre-pandemic levels, with a planned
reduction of about six staff members added during the pandemic
for classroom separation. She clarified that although the
superintendent previously reported a potential cut of 15 out of
32 teachers, that figure reflected a scenario without reductions
in other areas. She noted teacher contracts increased by nearly
40 percent over five yearsabout $1 millionand the department
is reviewing those contracts. She emphasized that dormitory
staff are included in teacher counts and that prior
communication on the issue was unclear and inaccurate.
9:11:44 AM
CO-CHAIR HIMSCHOOT asked for clarification on the number of
certified educators at Mount Edgecumbe High School before the
pandemic compared to current staffing. She said the current
count of 32 educators seems accurate and hopes the reported
reduction of 15 does not refer solely to certificated staff. She
requested clear targets to understand past, present, and future
staffing levels.
9:12:15 AM
COMMISSIONER BISHOP said that in 2012, Mount Edgecumbe High
School had 22 educators for about 430 students. For the current
year, 32 educator positions were approved, though only 29 were
filled, serving 412 students. The department is now considering
a staffing level of 24 to 26 educators based on school needs.
She clarified that while all positions are labeled as "teacher
positions," many are not held by certificated staff due to state
employment classifications. She noted that many of the pandemic-
era additions were support roles, not certified educators, and
that future enrollment growth could include more local Sitka
students.
9:14:02 AM
REPRESENTATIVE SCHWANKE referred to the correspondence report
submitted in 2025 and noted the significant time required to
compile it. She asked whether it is worthwhile to require the
report on an annual basis, as currently proposed.
9:14:45 AM
COMMISSIONER BISHOP said the department aimed to reduce the
burden on districts by pre-populating the correspondence report
with existing student learning and enrollment data. She
explained that two key reporting itemsrelated to the uniform
chart of accountsmust come from districts, as the department
does not hold that financial data directly. She noted some
legislators found the report unhelpful, as it did not answer
specific questions, particularly around curriculum approval,
which varies by district policy. She said the department can
continue producing the report if the information proves useful
to legislative decision-making, but emphasized it requires
substantial district input.
9:16:46 AM
CO-CHAIR STORY asked why there is a significant difference in
correspondence program allotment amounts across districts. She
noted that one district offers an allotment of around $4,000,
while others provide $1,600 to $2,000, and requested
clarification on the reason for this variation.
9:17:13 AM
COMMISSIONER BISHOP said the variation in correspondence
allotment amounts is determined at the local district level by
each school board. She noted some districts offer higher
allotmentsup to $4,000based on conditions such as student
performance, assessment participation, or course completion.
Allotments can also vary by grade level, with high school
students often receiving more to support broader course options,
including career and technical education or dual enrollment. She
emphasized that each of the 32 districts operating
correspondence programs sets its own policies for allotments and
curriculum approval.
9:18:41 AM
CO-CHAIR STORY said she had heard that some high school students
are allowed to carry over unused correspondence allotment funds
for post-secondary use and asked if that policy is set at the
district level.
9:18:56 AM
COMMISSIONER BISHOP said that correspondence allotment funds
cannot be used after graduation, as they revert back to the
district. However, unspent funds can carry forward from year to
year while the student is enrolled, starting as early as
kindergarten. Families often accumulate funds for high school
expenses, especially for dual enrollment. She added she would
verify if funds can be used through June 30 of the graduation
year if a student took an early semester of secondary education.
9:19:55 AM
SENATOR STEVENS asked for an update on tribal compacting,
including current progress, how the process is functioning, and
when results can be expected.
9:20:07 AM
COMMISSIONER BISHOP said progress on tribal compacting was
delayed a few weeks due to Representative Dibert's illness. DEED
will present to the House Tribal Affairs Committee this
Thursday, with Mr. Isaak leading the presentation; although he
has taken a position with the Kenaitze Tribe, he will remain
involved through a contract with DEED. A bill is currently being
heard and is expected to move quickly to Senate Education. She
noted that 5 tribes (6 when including a partnership with Nome),
are participating and confirmed that tribal compacting remains
on track. She added that the effort is structured as uncodified
law to allow future legislative review.
9:21:42 AM
CO-CHAIR STORY expressed concern about the early education
program grants, noting that the FY24 allocation was
approximately $3 million with no increase for FY25. She said
this amount is split among nine districts, suggesting limited
resources, and highlighted that some preschools in her district
specifically in Klukwan, Gustavus, and Hainesare struggling to
continue due to funding shortfalls. She recalled the original
vision to expand the program, including support for an
additional 0.5 full-time equivalent (FTE) position, and
questioned why fewer districts are now receiving early learning
grants. She asked for clarification on the vision and what could
be done.
9:23:26 AM
COMMISSIONER BISHOP said DEED shares the urgency to expand
access to high-quality pre-K and noted that a current bill
proposes increasing the funding from 0.5 to 1.0 average daily
membership (ADM) for qualifying districts. She explained that
pre-K funding comes from two sources and supports three types of
programs: Pre-Elementary Grants (PEG), Early Education Programs
(EEP), and ADM-based funding. The $3 million referenced supports
21 districts through PEG, helping them build effective pre-K
programs that can later transition to ADM-based funding. She
emphasized that the READS Act intended for this system to grow
over time and confirmed updates to regulations are underway to
remove barriers reported by districts.
9:26:02 AM
CO-CHAIR STORY asked whether a district receiving an early
education grant, which lasts three years, could fail to
transition into the 0.5 FTE funding and lose the grant entirely.
9:26:21 AM
COMMISSIONER BISHOP said it is possible for a district to lose
its early education grant without transitioning to the 0.5 ADM
funding, as participation requires an application and
qualification. However, she emphasized that DEED's goal is to
help all districts reach the standard for high-quality pre-K.
She added that the department is currently updating regulations
to provide support.
9:26:54 AM
CO-CHAIR STORY said increasing funding for early education
grants may be necessary to help more districts prepare for and
access the FTE-based funding. She noted the pace of progress
appears slow.
9:27:16 AM
CO-CHAIR HIMSCHOOT asked whether the computer science specialist
position, which was posted in January, has been filled.
9:27:38 AM
COMMISSIONER BISHOP replied the Department is going through the
state hiring process and will interview soon.
9:27:53 AM
CO-CHAIR HIMSCHOOT asked about a position listed as an AI agent
specializing in Alaska education law, referencing page 43 of the
report. She said she was unclear on what the role entails, how
it would function, or what its purpose would be, and asked for
clarification.
9:28:25 AM
COMMISSIONER BISHOP said the AI education law specialist
position was created in response to school districts requesting
guidance on the use of artificial intelligence (AI) in
classrooms. The role will focus on developing best practicesnot
mandatesfor how students and teachers use AI tools,
particularly in areas like writing. Once hired, the specialist
will collaborate with districts to create a rubric or guide to
support responsible and effective AI integration in schools.
9:29:32 AM
CO-CHAIR HIMSCHOOT said she still did not understand the
reference and read the sentence, "additional achievements
include developing AI best practices and testing AI agents, such
as one trained on Alaskan education law." She asked what an
"agent" is in this context.
9:29:51 AM
COMMISSIONER BISHOP explained that the department is developing
an internal AI tool, or "bot", trained specifically on Alaska
education law, particularly Title XIV statutes. The goal is to
allow staff and districts to search state-specific legal
information without querying the broader internet, improving
accuracy and efficiency. This AI agent is part of DEED's IT
efforts to streamline legal research and ensure responses are
based solely on Alaska law. She noted it is similar to the State
of Alaska's Outlook pilot project and aims to support faster,
more reliable access to legal guidance.
9:31:21 AM
CHAIR TOBIN noted that those interested in the topic of AI
should attend the Budget Subcommittee for the Department of
Administration, where discussions are ongoing about the state's
exploration and use of AI applications.
9:31:45 AM
CO-CHAIR STORY asked whether the approximately $900,000
allocated for the dashboard is part of an annual budget
commitment over multiple years.
9:32:16 AM
COMMISSIONER BISHOP confirmed that the $900,000 is included in
the base budget and supports the development of both the
dashboard and a centralized data reservoir. She said the goal is
to provide school districts with real-time, standardized data
that is consistently updated and accessible.
9:32:39 AM
CO-CHAIR STORY referred to the report's mention of offering
coding for Minecraft and CTE opportunities in 422 schools and
asked whether those schools are in urban or rural areas. She
requested more detailed breakdowns in future reports to ensure
equitable access. She also asked if juvenile detention
facilities, such as local juvenile services centers, are being
considered in efforts to provide students with relevant skills
like coding, which can support second chances after leaving the
system.
9:33:43 AM
COMMISSIONER BISHOP said the department works directly with
districts, many of which operate educational programs in
juvenile facilities. She committed to reaching out to confirm
whether those programs are using the Minecraft coding resources.
She also said future reports will include more detailed data,
including usage by students in such settings. She noted that
rural districts appear to use the program more than urban ones
and will provide data to support that.
9:34:35 AM
CO-CHAIR HIMSCHOOT asked whether the department has identified
opportunities to streamline or reduce the number of reporting
requirements placed on school districts. She referenced previous
discussions on the topic and requested examples of reports that
are no longer used or could be eliminated to ease district
workload.
COMMISSIONER BISHOP said the department contacted both rural and
urban districts for input on reporting burdens and received
substantial feedback, particularly about detailed staffing
reports. She noted that many of these reports are tied to
federal requirements. To reduce duplication, DEED is exploring a
unified reporting system where districts submit data once, and
the department funnels it to various programs. One example of a
potentially burdensome state-level report is the Quality Schools
Grant, which has significant reporting requirements for a
relatively small amount of funding. She said the department is
reviewing such reports and will provide a list, including those
tied to federal or statutory obligations like READS Act
certification reporting.
9:36:39 AM
SENATOR STEVENS stated he has worked for about 10 years to pass
a civics education bill and expressed appreciation that civics
is included in social studies standards. He emphasized the
importance of young people understanding the responsibilities of
citizenship. He requested an update on the state's efforts to
promote civics education among students.
9:37:06 AM
COMMISSIONER BISHOP replied that during her time as a teacher
and administrator, she observed strong statewide interest in
providing students with a broader education in civics. She
explained that previously, civics comprised only a small portion
of the social studies standards. The new standards expanded
civics content to be more intentional and aligned with the
priorities Senator Stevens identified. She offered to compile a
detailed report or have the Deputy Director provide further
information on the updated civics standards, noting that the
changes resulted in longer and more detailed units.
9:38:31 AM
CHAIR TOBIN said she would like the information on changes to
the civics curriculum in writing.
9:38:52 AM
CO-CHAIR STORY asked for a update from the State Board of
Education and Early Development on its collaboration with the
university system to support student success.
9:39:43 AM
SENATOR BJORKMAN joined the meeting.
9:39:45 AM
MR. FIELDS replied that when he first joined the board,
communication with the university system was minimal. He noted
that a joint committee of two Board of Regents members and two
State Board of Education members was later formed to meet
quarterly and address shared issues. Due to leadership changes,
those meetings stopped, but he has been working to reestablish
them this year. He emphasized the need for consistent
collaboration on topics such as the science of reading and
acknowledged ongoing efforts by commissioners to reengage with
the Board of Regents, with the goal of resuming regular
meetings.
9:40:49 AM
CHAIR TOBIN stated she reviewed the sections on the Alaska Reads
Act and noticed the absence of data under the reporting
requirement for the annual convening. She asked for more
information on stakeholder engagement, specifically how the
department consults with Indigenous language experts and early
learning professionals. She inquired whether the missing data
will be included in a future amendment or addendum to the
report.
9:41:19 AM
COMMISSIONER BISHOP stated that the department will finalize the
annual report within a few weeks, covering the first full
implementation year of the Alaska Reads Act and addressing all
reporting requirements. She explained that initial convenings
were conducted in partnership with Region 16, and although
Region 11 now holds the contract, those convening contracts are
currently on hold. The department is seeking alternative methods
to gather input, including surveys and in-person meetings, which
were a key part of the original stakeholder engagement for the
Act. She added that the department is awaiting a re-bid for the
comprehensive centers, with the goal of continuing these
convenings, and noted that Ms. Kari Shaginoff is leading efforts
to pilot Native language screeners through a project awarded to
the University of Oregon. The department is also working to fill
Mr. Joel Isaak's former position and will include convening
details, partner information, and stakeholder feedback in the
upcoming report.
9:43:02 AM
CHAIR TOBIN stated that the Colorado READS Act underwent five
iterations and anticipated that Alaska's legislation will also
require adjustments over time. She emphasized the importance of
a ground-up approach, highlighting the value of hearing directly
from frontline practitioners about their experiences and
identifying what is effective and what needs improvement.
9:43:25 AM
CO-CHAIR STORY expressed appreciation for the work of the State
Board and stated that both she and the House Education Committee
are committed to collaborating on the issues discussed. She
emphasized their intent to advance shared goals and deepen
understanding. She added that the Commissioner would likely
return for future discussions and suggested that a
representative from a related committee might also participate
in upcoming meetings, possibly via livestream.
9:44:07 AM
At ease.
9:44:23 AM
CHAIR TOBIN reconvened the meeting.
9:44:26 AM
SENATOR BJORKMAN asked for an update on the implementation of
additional pay for National Board-Certified Teachers,
referencing legislation passed the previous year that provided
incentives for certification. He noted that a structure already
exists to support teachers pursuing national certification. He
inquired how DEED and the State Board have worked together to
implement those pay increases as part of broader teacher
recruitment and retention efforts.
9:45:19 AM
COMMISSIONER BISHOP explained that the National Board
Certification bill was paired with legislation extending
substitute teaching certification, and related regulations have
been released for public comment. She noted that much of the
feedback focused on the certification component, with the State
Board scheduled to review it at their meeting the following day.
She stated that the implementation system has not yet been
established, as the department is still finalizing regulations.
Although the bill became law, funding for the certification
incentive was not included in the budget, and the department is
waiting for the legislature to allocate those funds before
proceeding with teacher payments.
9:46:25 AM
SENATOR BJORKMAN stated that it is common for bills to pass
without corresponding fiscal notes being adopted and noted that
the Governor's budget typically includes fiscal note requests in
the following year. He asked for clarification, based on prior
comments, whether the Governor's budget did not include the
fiscal note for HB 230 moving into the current year.
9:46:51 AM
COMMISSIONER BISHOP confirmed that the fiscal note for HB 230
was not included in the current fiscal year's omnibus budget.
She explained that the bill passed through a non-traditional
process, it was neither pulled nor rejected but allowed to move
forward. She stated her understanding that the Governor was
waiting for the legislature, which proposed the bill, to
allocate funding for its implementation.
9:47:26 AM
CO-CHAIR STORY stated that many districts have expressed
significant challenges in providing a well-rounded education to
students. She noted the volume of testimony received and
highlighted productive joint meetings with the Alaska Municipal
League, the Alaska Council of School Administrators, and school
board members. She encouraged board members to engage with these
groups for firsthand insight into current school conditions,
emphasizing the need for adequate tools and resources to retain
teachers and meet educational goals. She then asked how the
board and department typically communicates with school
districts.
9:48:26 AM
MR. FIELDS stated that his communication with districts
typically occurs through informal, in-person conversations
during visits. He explained that interactions often happen by
chance, such as when he recently spoke with the Cordova
superintendent during a regional tournament. He emphasized that
his relationships with superintendents facilitate these
discussions, as they usually have the most detailed knowledge
about district-level issues.
9:49:22 AM
CO-CHAIR STORY stated that during her four terms, she has never
seen schools struggle as much as they are now to provide a well-
rounded education and meet the goals outlined in the state plan,
particularly regarding achievement gaps. She stressed the
importance of listening to districts and showing appreciation to
educators. She noted that teacher morale is often low and
emphasized that expressing gratitude is one meaningful way to
show support.
9:50:16 AM
CHAIR TOBIN stated that concerns about teachers and schools
struggling have been raised for many years. She emphasized that
the board and department are looked to for leadership as the
legislature delegates authority to them.
9:51:07 AM
There being no further business to come before the committee,
Chair Tobin adjourned the Senate Education Standing Committee
and House Education Standing Committee joint meeting at 9:51
a.m.
| Document Name | Date/Time | Subjects |
|---|---|---|
| SBOE Report to the Legislature Presentation (03-10-25).pdf |
HEDC 3/10/2025 8:30:00 AM |
State Board of Education |
| SBOE Report to the Legislature Report January 2025.pdf |
HEDC 3/10/2025 8:30:00 AM |
|
| SBOE 2025 Correspondence School Report 03.10.2025.pdf |
HEDC 3/10/2025 8:30:00 AM |