Legislature(2023 - 2024)BUTROVICH 205
04/26/2024 01:30 PM Senate EDUCATION
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| Audio | Topic |
|---|---|
| Start | |
| Presentation(s): the Way Forward, a Report of the Alyce Spotted Bear and Walter Soboleff Commission | |
| 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 JUDICIARY STANDING COMMITTEE
SENATE EDUCATION STANDING COMMITTEE
April 26, 2024
1:35 p.m.
MEMBERS PRESENT
SENATE JUDICIARY
Senator Matt Claman, Chair
Senator Jesse Kiehl, Vice Chair
Senator James Kaufman
Senator Cathy Giessel
Senator Löki Tobin
SENATE EDUCATION STANDING COMMITTEE
Senator Löki Tobin, Chair
Senator Gary Stevens, Vice Chair
Senator Jesse Kiehl
Senator Elvi Gray-Jackson
MEMBERS ABSENT
SENATE JUDICIARY
All members present
SENATE EDUCATION STANDING COMMITTEE
Senator Jesse Bjorkman
OTHER LEGISLATORS PRESENT
Representative Rauscher
Representative Dibert
COMMITTEE CALENDAR
PRESENTATION(S): THE WAY FORWARD, A REPORT OF THE ALYCE SPOTTED
BEAR AND WALTER SOBOLEFF COMMISSION ON NATIVE CHILDREN
- HEARD
PREVIOUS COMMITTEE ACTION
No previous action to record
WITNESS REGISTER
SENATOR LISA MURKOWSKI, Alaska
United States Senator
Washington, D.C.
POSITION STATEMENT: Briefly introduced and commented on The Way
Forward Report from the Alyce Spotted Bear and Walter Soboleff
Commission on Native Children.
GLORIA O'NEILL, Chief Executive Officer
Cook Inlet Tribal Council (CITC)
Anchorage, Alaska
POSITION STATEMENT: Delivered a presentation on a report from
the Alyce Spotted Bear and Walter Soboleff Commission on Native
Children titled The Way Forward.
DON GRAY, Vice President
Oil and Gas and Marine Services
Ukpeagvik Inupiat Corporation
Anchorage, Alaska
POSITION STATEMENT: Delivered a presentation on a report from
the Alyce Spotted Bear and Walter Soboleff Commission on Native
Children titled The Way Forward.
ACTION NARRATIVE
1:35:39 PM
CHAIR MATT CLAMAN called the joint meeting of the Senate
Judiciary Standing Committee and the Senate Education Standing
Committee to order at 1:35 p.m. Present at the call to order
were Senators Tobin, Kiehl, Kaufman, and Chair Claman from the
Judiciary Standing Committee and Senators Stevens, Kiehl, Gray-
Jackson, and Chair Tobin from the Education Standing Committee.
Senator Giessel from the Judiciary Standing Committee arrived
shortly thereafter.
^PRESENTATION(S): THE WAY FORWARD, A REPORT OF THE ALYCE SPOTTED
BEAR and WALTER SOBOLEFF COMMISSION
PRESENTATION(S): THE WAY FORWARD, A REPORT OF THE ALYCE SPOTTED
BEAR and WALTER SOBOLEFF COMMISSION ON NATIVE CHILDREN
1:36:37 PM
CHAIR CLAMAN announced The Way Forward Report from the Alyce
Spotted Bear and Walter Soboleff Commission on Native Children.
He introduced U.S. Senator Lisa Murkowski and invited her to
comment.
1:36:59 PM
SENATOR LISA MURKOWSKI, Alaska, United States Senator,
Washington, D.C., briefly introduced and commented on The Way
Forward Report from the Alyce Spotted Bear and Walter Soboleff
Commission on Native Children. She commended members of the
commission on its work and the committee for hearing the report.
She stated that the well-being of Alaska Native children is a
deeply personal issue and recalled beginning this work over a
decade ago with former Senator Heidi Heitkamp from South Dakota,
who proposed creating a Commission on Native Children. She
explained that the Commission aimed to conduct an intensive
study of federal, tribal, state, and local programs and grants
serving American Indian, Alaska Native, and Native Hawaiian
youth, with a focus on improving coordination and effectiveness
of services addressing poverty, trauma, violence, education, and
healthcare.
1:40:00 PM
SENATOR GIESSEL joined the meeting.
SENATOR MURKOWSKI reported that the Commission's findings
highlighted serious challenges: in 2022, 26 percent of American
Indian and Alaska Native youth earned less than $500 per week,
and 36 percent of families faced difficulty meeting basic needs.
She emphasized the overrepresentation of Native children in the
foster care and justice systems, as well as the alarming rates
of maltreatment investigations and suicide attempts among Native
youth, pointing to the role of intergenerational trauma.
SENATOR MURKOWSKI acknowledged the resilience of Alaska Native
communities, especially through efforts such as cultural and
language preservation, and noted that while challenges are
immense, community-led initiatives offer hope. She stated that
the Commission's report was transmitted to the President and
Congress and that its recommendations call for increased
community decision-making power and flexible funding to foster
innovation.
SENATOR MURKOWSKI concluded by inviting listeners to a May 8
roundtable discussion hosted by the Senate Committee on Indian
Affairs to further examine the Commission's recommendations. She
expressed appreciation for the legislature's engagement and
stressed that collaboration will lead to safer, more empowering
environments for Alaska Native children.
1:44:36 PM
CHAIR CLAMAN noted that Ms. O'Neill is the President and CEO of
Cook Inlet Tribal Council (CITC) and serves as Chair of the
National Alice Spotted Bear and Walter Soboleff Commission on
Native Children. He praised Ms. O'Neill and CITC for advancing
the Alaska Native community through initiatives such as the
Alaska Native Justice Center, Get Out the Native Vote, Head
Start, and Early Learning Centers.
CHAIR CLAMAN shared that Ms. O'Neill is originally from Soldotna
and is of Yup'ik, Sámi, and Irish descent. She lives with her
husband Roger Phillips, daughter Raven, and stepsons Owen and
Hunter. He added that joining her was Mr. Gray, who also serves
on the Commission and holds roles including Board Member of the
Ukpeagvik Iñupiat Corporation (UIC) and Director of UIC Oil and
Gas, Environmental and Training.
CHAIR CLAMAN stated that Mr. Gray has an extensive background
with Native organizations, including the Arctic Slope Regional
Corporation, Alaska Native Tribal Health Consortium, and the
Native Village of Barrow.
1:45:59 PM
GLORIA O'NEILL, Chief Executive Officer, Cook Inlet Tribal
Council (CITC), Anchorage, Alaska, delivered a presentation on a
report from the Alyce Spotted Bear and Walter Soboleff
Commission on Native Children titled The Way Forward. She
shared a two-minute video about the Cook Inlet Tribal Council
(CITC)and its partnerships.
1:48:57 PM
MS. O'NEILL stated that as a lifelong Alaskan and Alaska Native
woman, she believes the future depends on strong partnerships
and working together. She shared that CITC's board recently met
to consider how to deepen relationships with youth, viewing this
as a pathway to self-determination approached through
innovation. She explained that the Commission's report reflects
this mindsetrealigning resources, building partnerships, and
supporting youth through a shared vision.
MS. O'NEILL emphasized the need to address education and
workforce development challenges by combining Commission
recommendations with historical knowledge and direct support for
young people. She noted that CITC aims to meet people where they
are, help them reach their potential, and create population-
level impact locally, statewide, and even globally.
1:50:48 PM
MS. O'NEILL expressed appreciation for serving on the Commission
with fellow Alaskan Mr. Gray, highlighting the importance of
collaboration and shared identity in the work. She acknowledged
the long journey since the Commission's formation in 2016 and
praised the value of working alongside a strong Native male
leader.
1:51:17 PM
DON GRAY, Vice President, Oil and Gas and Marine Services,
Ukpeagvik Inupiat Corporation, Anchorage, Alaska, delivered a
presentation on a report from the Alyce Spotted Bear and Walter
Soboleff Commission on Native Children titled The Way Forward.
He expressed appreciation for CITC's vast contributions to the
Commission and Native communities. He thanked Ms. O'Neill for
living her values and briefly introduced himself.
1:52:28 PM
MS. O'NEILL moved to slide 1, Commission on Native Children:
[Original punctuation provided.]
COMMISSION ON NATIVE CHILDREN:
• Congress established the Alyce Spotted Bear and
Walter Soboleff Commission on Native Children (2016):
• To conduct a comprehensive study of the programs,
grants, and supports available to American Indians,
Alaska Natives, and Native Hawaiians from birth
through age 24.
• To make recommendations about how this overall
system could be strengthened, improved, and where
needed, transformed to better help Native children and
youth thrive.
MS. O'NEILL stated that the Commission on Native Children was
created to conduct an in-depth review of all federal programs,
grants, and supports available to Alaska Native, American
Indian, and Native Hawaiian children from birth onward. She
emphasized the scale of the federal government and noted the
Commission's unique independence, as it did not fall under any
single agency or department.
1:53:07 PM
MS. O'NEILL explained that it took time for the Department of
Justice to determine the Commission's structure, after which
initial funding was approved. She said staff were detailed from
the Department of the Interior, Bureau of Indian Affairs (BIA),
Department of Health and Human Services (HHS), Department of
Labor, and Department of Education to support the Commission's
work.
MS. O'NEILL highlighted that there are thousands of programs
targeting Native communities, especially Native children, making
the Commission's charge initially overwhelming. However, she
stressed the importance of creating a comprehensive roadmap to
align federal investments toward transforming outcomes and
improving the well-being of Native children.
MS. O'NEILL noted that some federal programs had not been
reviewed since the 1930s or 1940s, underscoring the need to
strengthen and modernize the overall system serving Native
youth.
1:54:34 PM
MR. GRAY credited Senator Murkowski for helping establish one of
the most comprehensive and well-funded commissions to date. He
emphasized the impressive scope and depth of the Commission's
work. He noted that the commission heard from exceptional
subject matter experts from across the country. He commended
Senator Murkowski's leadership and involvement with the
commission.
1:55:12 PM
MS. O'NEILL moved to slide 2, Primary Goals
[Original punctuation provided.]
PRIMARY GOALS:
• To develop sustainable systems that can deliver
effective wraparound services to children, youth, and
their families
• To amplify the unique factors offered by Native
cultures that promote resilience among Native children
and youth
MS. O'NEILL explained that the commission aimed not only to
analyze funding streams and investments but also to design a
sustainable, comprehensive system that supports young people
throughout different life stages. She said the Commission used a
life cycle framework from birth to age 24 to identify what a
positive developmental path would look like and structured
investments accordingly. She emphasized that culture emerged as
a foundational element of effective investment, a belief the
Commission shared from the beginning and heard echoed across the
country.
1:56:11 PM
MS. O'NEILL moved to slide 3:
[Original punctuation provided.]
COMMISSIONERS:
DR. DOLORES SUBIA BIGFOOT (Caddo)
STEPHANIE BRYAN (Poarch Creek)
DR. TAMI DECOTEAU (Mandan, Hidatsa and Arikara, Turtle
Mountain) JESSE DELMAR (Navajo)
ANITA FINEDAY (White Earth)
DON ATQAQSAQ GRAY (Utpeagvik)
DR. LEANDER (RUSS) MCDONALD (Spirit Lake)
ELIZABETH MORRIS
GLORIA O'NEILL (Yupik, Sami and Salamatof Tribe)
MELODY STAEBNER (Turtle Mountain Chippewa)
CARLYLE BEGAY (Navajo)*(inactive as of March 2022)
MS. O'NEILL highlighted the diverse Native leadership involved,
representing all regions and bringing expertise in education,
child welfare, juvenile justice, behavioral health, and all
levels of educationfrom elementary through college.
MR. GRAY added that expertise in education was from elementary
through collegiate.
1:56:40 PM
MS. O'NEILL moved to slide 4, Our Process.
[Original punctuation provided.]
OUR PROCESS:
10 regional public hearings throughout the United
States
• 25 virtual hearings on specific topics to gain
targeted information
26 site visits to urban, rural, and reservation-
based programs serving Native children and youth
298 witnesses: community members, Tribal leaders,
Native and non-Native scholars and practitioners
MS. O'NEILL stated that the Commission began in 2016 and became
one of the longest-running commissions due to delays caused by
COVID-19, funding issues, and legal complexities in establishing
an independent commission. She emphasized the Commission's
commitment to producing a final report that would guide federal,
state, tribal, and community-level investments.
1:57:49 PM
MR. GRAY said the Commission heard testimony that revealed deep
brokenness, resilience, and optimism, often expressed
simultaneously. He noted that many heart-wrenching stories were
grounded in hope for the future. He emphasized the personal,
historical, generational, and ongoing trauma shared by
witnesses. He stated that these personal experiences, combined
with insights from researchers, contributed to the development
of a comprehensive report.
1:58:40 PM
MS. O'NEILL moved to slide 5:
[Original punctuation provided.]
KEY THEMES:
• Cultural engagement and language learning are
critical components of healing and resilience.
• Community control and community-level decision-
making yield the best results.
• Flexible funding approaches support innovation and
responsiveness.
• Trauma is a root cause of many of the issues with
which Native children, youth, and families wrestle
today.
• Native community leaders, service delivery
practitioners, and other experts generally have a
broad understanding of who qualifies as a "Native"
child.
1:59:37 PM
MS. O'NEILL said half of the Commission's report focused on in-
depth research, reflecting both community input and a thorough
review of presented studies. She expressed admiration for the
number of highly skilled Native researchers contributing to
subjects across the Commission's scope. She explained that the
report balanced personal stories and community voices with
evidence-based practices and stated that this combination shaped
the Commission's recommendations and key themes.
MS. O'NEILL said she handed the report to Senator Murkowski in
February and reflected on the six years she dedicated to the
work. She recalled Senator Murkowski responding that the work
was just beginning and asking what she had learned. She shared
that she learned Native children are not only resilient but also
intelligent and deeply aware of their own needs.
MS. O'NEILL emphasized that when young people are supported by
their community, connected to their culture, and grounded in
their identity, they have what she called "the best medicine."
She stressed that investments from federal and state governments
must reinforce community, cultural identity, and language
learning to support the long-term well-being of future
generations.
2:00:54 PM
MR. GRAY stated that Native youth will take their heritage
forwarded given the opportunity to build a relationship with
their culture and community. They are full of optimism and hope.
2:01:25 PM
MS. O'NEILL moved to slide 6, Key Themes:
[Original punctuation provided.]
KEY THEMES:
Cultural engagement and language learning are
critical components of healing and resilience.
Community control and community-level decision-
making yield the best results.
Flexible funding approaches support innovation and
responsiveness.
Trauma is a root cause of many of the issues with
which Native children, youth, and families wrestle
today.
• Native community leaders, service delivery
practitioners, and other experts generally have a
broad understanding of who qualifies as a "Native"
child.
MS. O'NEILL stated that from a self-determination perspective,
giving communities more control and flexibility within funding
enables investment strategies that directly respond to local
needs. She noted that federal models exist which allow tribes
and tribal organizations to consolidate funds from multiple
departments into a single grant for community investment. She
emphasized that while accountability and reporting remain, this
approach empowers communities to create population-level
impacts. She stressed the importance of flexibility and local
control in decision-making to build a continuum of support
services around children and families.
2:02:54 PM
MR. GRAY stated that trauma is a root cause of many challenges
affecting life in villages, on reservations, and in surrounding
areas. He emphasized the widespread need for trauma-informed
care across all settings visited, including community schools,
healthcare facilities, colleges, and homes. He highlighted that
the urgency and importance of trauma-informed care were
consistently expressed in every conversation and location
visited.
2:03:35 PM
MS. O'NEILL stated that the charge was broad, focusing on all
Native children, a population of nearly 10 million, with most
living off-reservation in urban areas. She emphasized the need
to include urban settings in site visits to understand how
Native children are supported outside of reservations. She noted
that embracing a broad definition of a Native child is critical
for moving forward effectively.
2:04:14 PM
MR. GRAY stated that 90 percent of Native children attend public
schools, not schools overseen by the Bureau of Indian Affairs
(BIA), as he previously believed. He acknowledged that before
his involvement with the Commission, he had mistakenly thought
BIA was responsible for educating most Native children. He
emphasized the importance of ensuring that Native children in
public schools have opportunities to maintain a connection to
their culture.
2:04:44 PM
MS. O'NEILL moved to slide 7 and stated that the Commission
developed 29 recommendations but would focus on 12 that align
closely with the legislature's current work. She noted that
cross-systems issues were not specifically pulled out but
emphasized the importance of flexible funding. She highlighted
the federal government's shift toward block granting for tribes
and tribal organizations, allowing foundational investments that
can be leveraged with additional funding and partnership.
2:05:35 PM
MR. GRAY stated that the 12 recommendations being presented
focus on child welfare, juvenile justice, education, and mental
health.
2:05:46 PM
MS. O'NEILL moved to slide 8:
[Original punctuation provided.]
RECOMMENDATIONS: CHILD WELFARE
• Enhance the capacity of Tribal social services
and Tribal courts
• Ensure compliance with the Indian Child Welfare
Act
• Strengthen advocacy for Native children and youth
in child welfare cases
• Follow local community standards for Native
foster and kinship placements
• Promote family dependency treatment courts
MS. O'NEILL emphasized the importance of a comprehensive tribal
social service system that supports individuals and families
across the lifespan, using a "cradle to grave" approach as
practiced at Cook Inlet Tribal Council (CITC). She stressed the
need for strong connections between tribal social services and
tribal courts, noting the chronic underfunding of tribal courts
in Alaska. She urged a shift away from hesitating to partner
with tribes, advocating for innovative, community-driven models
that combine the efforts of local courts and tribes, citing
successful examples across the country.
MS. O'NEILL highlighted the potential of demonstration projects,
including an Indian Child Welfare Act (ICWA) court model, and
encouraged bringing experts together to design and fund such
initiatives. She referenced a reduction in out-of-home
placements in Alaska from 3,000 to approximately 2,500 over the
past year and called for continued efforts to support Native
children through better court-tribal collaboration, increased
kinship placements, and engaged families.
MS. O'NEILL also stressed the importance of understanding and
effectively utilizing tribal court E-funding. She noted ongoing
work with the federal government to access these funds and
proposed building a revenue model around them, taking advantage
of recent regulatory flexibility. She concluded that a small
investment by the state could result in long-term savings and
improved outcomes for a generation of children.
2:10:43 PM
MR. GRAY stated that successful Native and tribal courts across
the country prioritized strong relationships with their
communities and focused on treatment-centered models rather than
punitive court date models. He emphasized that these courts
worked to understand each family's current situation and needs
to support their progress. He highlighted that the goal was not
punishment, but rather how tribal courts could assist family
growth and ensure children receive proper care.
2:11:20 PM
MS. O'NEILL acknowledged the state for its role in the ICWA
(Indian Child Welfare Act) compact, noting that CITC (Cook Inlet
Tribal Council) is one of the 19 co-signers. She described the
compact as a starting point that continues to evolve. She
emphasized the importance of identifying tools that support
preventative services, family engagement, and involvement in
foster care licensing. She advocated for a team-based, co-
designed approach between tribal organizations and the state to
shape future services collaboratively.
2:12:22 PM
MR. GRAY moved to slide 8, Recommendations: Juvenile Justice.
He shared that the juvenile justice recommendations resonated
with him personally, recounting his experience of being removed
from his young parents, placed in foster care, and later sent to
a group home that eventually turned him away at age 12. He
described time spent on the streets, followed by placement in
McLaughlin Youth Center, the Alaska Psychiatric Institute (API),
and Charter North. He emphasized the need to shift from
detaining youth toward offering treatment and preventative
measures. He advocated for accessible mental and behavioral
health services to support children in becoming productive
members of society.
2:13:34 PM
MS. O'NEILL stated that Tlingit and Haida's Juvenile Healing to
Wellness Court offers a strong model locally. She noted that the
court accepts diversions from the Division of Juvenile Justice
(DJJ), is culturally informed, and integrates with the tribe's
resources and programs.
2:13:55 PM
MS. O'NEILL moved to slide 9, Recommendations: Education and
emphasized the importance of a lifelong continuum of education,
beginning at birth and extending through K-12 and beyond. She
highlighted the report's inclusion of case studies, such as the
Maternal, Infant, and Early Childhood Home Visiting Program,
which demonstrates how home-based support reduces child abuse,
domestic violence, and neglect by keeping families intact and
children safe. She advocated for expanding such programs by
leveraging partnerships and federal investments. She also
discussed CITC's Fab Lab as one of the organization's best
educational investments. The Fab Lab provides a hands-on
learning environment where youth engage with 21st-century
technology, design, and cultural programmingdescribed as a
modern version of shop class "on steroids." She shared a story
about a group of youth who organized a meeting to advocate for
keeping the Fab Lab open, underscoring its deep impact. One
student, who had experienced 12 foster placements and family
instability, credited the Fab Lab with providing stability and
purpose. She concluded that such models prove education can be
made relevant and flexible, and encouraged public education
systems to invest in similar innovations that meet youth where
they are.
2:19:07 PM
MR. GRAY expressed a strong passion for education, calling it
essential to reversing negative outcomes in Native communities.
He highlighted the Anchorage School District's 54 percent
graduation rate for Alaska Native students as unacceptable. He
emphasized that real change requires simultaneous progress in
education, engagement, and economic development. He connected
current challenges to generational trauma stemming from boarding
schools and stated that many families are learning how to parent
for the first time in generations. He underscored the importance
of in-home support programs that help families establish values
and build parenting skills without judgment.
2:21:04 PM
MS. O'NEILL recognized the Alaska Humanities Forum for its
impactful program, C3, which helps prepare teachers entering
rural Alaska by educating them on local culture. She noted that
teachers who participate in the program tend to stay an average
of three years longer than they otherwise would. She emphasized
the value of this effort, especially given its limited funding,
and encouraged identifying and supporting best and promising
practices like this through collective action.
2:22:03 PM
MR. GRAY moved to slide 10, DEED: Culturally Relevant Schools
and stressed the importance of teaching and exposing educators
to [Native] cultures so they understand the communities they
serve. He stressed the importance of knowing what it means to be
culturally competent, including awareness of local struggles and
how they impact education.
2:22:25 PM
MS. O'NEILL emphasized the importance of connecting the federal
commission report to recent work completed by CITC that was
reported to the Alaska Department of Education and Early
Development (DEED), which involved traveling statewide to gather
community input and reimagine education. She noted that CITC
created a website to support an ongoing, statewide conversation
about relevant education today and in the future.
2:23:08 PM
MS. O'NEILL moved to slide 11, Our Youth: Our Future Ancestor,
and shared four recommendations that emerged from the effort,
aligning closely with national findings: the importance of
multigenerational learning, including elders and cultural
storytelling in classrooms; the development of new models for
tribal connections; the potential for demonstration projects in
tribal compacting; and the need to acknowledge and understand
historical context.
2:24:12 PM
MR. GRAY shared that an elder once told him, "Nobody cares how
much you know until they know how much you care," emphasizing
the value of storytelling in education. He advocated for
incorporating stories into classrooms as a meaningful way to
connect with students and enhance learning. He also noted that
Harvard University recently shifted its entire curriculum to
story-based learning, reinforcing the effectiveness of this
approach.
2:24:44 PM
MS. O'NEILL shared a video created for the Department of
Education and Early Development (DEED) that presented the
history of education in Alaska through the perspective of
Alaska's First People. The narrative detailed a long legacy of
systemic harm, including forced assimilation, suppression of
Native culture, and inequitable access to education. It outlined
key historical milestones and emphasized the need for a
reimagined education system grounded in cultural relevance,
healing, and Indigenous self-determination.
Key historical events included:
• 1784 First white settlement established by Russians at
Three Saints, Kodiak Island; bilingual church and school
created.
• 1867 Western churches begin establishing schools under
assimilationist ideologies.
• 1878 First U.S. boarding school for Native children
established in Sitka by Presbyterian missionaries.
• 1888 Alaska Board of Education directed to define the
curriculum for government schools.
• 1900 Congress permits towns with 300+ people to establish
schools, excluding many Native communities.
• 1905 The Nelson Act creates racially segregated schools,
privileging white and mixed-race children.
• 1917 Federal boarding schools established in White
Mountain and Eluka; additional schools built by religious
institutions.
• 1932 Control of Native education transferred to the
Bureau of Indian Affairs (BIA); Wrangell Institute opens.
• 1947 Mount Edgecumbe boarding school opens; Native
students also sent to out-of-state institutions.
• 1950 Johnson-O'Malley Act transfers schools from federal
to state and local control.
• 1971 Alaska Native Claims Settlement Act (ANCSA) passed,
promoting self-determination.
• 1975 Indian Self-Determination and Education Assistance
Act enacted by Congress.
• 1976 Molly Hootch case results in local high school
programs for 126 Native villages.
• 1991 Alaska tribes formally recognized by Congress.
• 19992012 Court rulings affirm that Alaska's education
funding model was racially discriminatory.
• 2022 Alaska formally recognizes all 229 Alaska Native
tribes.
2:31:46 PM
The video concluded with a call to action informed by more than
600 stories gathered across Alaska. Key priorities voiced by
Alaska Native communities included:
• Multigenerational learning Inviting elders into
classrooms as teachers and cultural guides.
• Language and culture Teaching Native languages and oral
traditions to both Native and non-Native students.
• Tribal connections Strengthening partnerships between
schools and tribal communities.
• Healing from trauma Truthfully acknowledging and teaching
the past to foster healing and prevent repetition.
The video emphasized that although the past cannot be changed,
there is still time to shape a future that honors Native
heritage and values. The speaker challenged decision-makers to
reflect deeply and ask: "What are we going to do next?"
2:37:21 PM
CHAIR CLAMAN invited questions from the committee.
2:37:28 PM
SENATOR TOBIN described the video as incredibly powerful and
used it to frame a concern about current education reform
efforts. She referenced a presentation earlier that day to
Senate Finance regarding legislation to increase the base
student allocation (BSA) and expressed concern that some of the
governor's proposed reformssuch as shifting control to the
State Board of Education and expanding virtual school options
would diminish local community input. She emphasized that
meaningful education decisions must be made with local
involvement from parents, elders, and community members. She
questioned how lawmakers could ensure that the lessons shared in
the video are not lost in political debates. Drawing on the work
of Ray Barnhardt and others, she asked for thoughts on how to
support culturally responsive, community-driven education. She
called for actionable steps that could be taken during the
current legislative session to improve outcomes for Alaskan
students and ensure lasting, positive change.
2:39:29 PM
MS. O'NEILL responded by acknowledging the complexity of
education reform and speaking from her experience as an Alaskan
and former member of the University of Alaska Board of Regents.
She agreed that reform is needed and emphasized that the current
education model has more flexibility than is often recognized.
She noted challenges such as aging infrastructure, increasing
fixed costs, and population shifts, but stressed that the goal
must remain focused on equipping students with the skills they
need to succeed. She expressed doubt that future education
models will be based solely on brick-and-mortar schools,
pointing instead to the growing role of technology and industry-
driven change. As an example, she highlighted CITC's Fab Lab,
which has been introduced to 23 communities and is in demand by
both schools and tribes as a hands-on learning tool. She
advocated for a co-designed approach to education that makes
learning relevant for students while leveraging existing
structures and partnerships. She emphasized the importance of
aligning education with workforce development, noting the high
job-to-worker ratio in Alaska. She recommended focusing on
internships, apprenticeships, and earlier career exposure
starting in middle and high school. While acknowledging she did
not offer a direct policy solution, she encouraged an approach
grounded in respect, local values, and flexibility to ensure
Alaska's youth are prepared for meaningful opportunities. She
said the issue is complicated.
2:43:59 PM
CHAIR CLAMAN acknowledged Representative Dibert joined the
meeting.
2:44:01 PM
SENATOR TOBIN agreed that education reform is complex and
emphasized the importance of locally driven partnerships. She
stated that true collaboration and support hold power when they
are invited by and centered on the interests of the local
community. She highlighted the importance of approaching
development work "with, not to or at" communities.
2:44:28 PM
MR. GRAY shared his vision for rural schools to function as
community centers that address broader needs beyond academics.
He recalled a personal story of escaping the Alaska Psychiatric
Institute (API) as a child, only to return hours laternot
because he was caught, but because he needed food. He explained
that school was the only place he could consistently eat,
emphasizing how critical schools are for food security. He
stressed the importance of returning local control to
communities so they can tailor education and support services to
their specific needs. He highlighted the high cost of housing in
villages, food insecurity, and domestic violence as challenges
that make schools some of the safest and most stable spaces for
children. He criticized the current education system for being
built around outdated agricultural models and argued that it
must reflect local cultural rhythmsfor example, allowing
flexibility for subsistence activities like whaling or hunting.
He advocated for empowering communities to define school
schedules, access to food, and use of facilities in ways that
align with local life and values.
2:47:18 PM
SENATOR TOBIN highlighted that the Yupiit school district has a
waiver to operate on a subsistence calendar. She opined that
great things are happening there and its serves as an example to
other school districts.
2:47:36 PM
SENATOR GRAY-JACKSON asked how implementation could move forward
in Alaska.
2:47:55 PM
MS. O'NEILL thanked Senator Claman for inviting her to present
and acknowledged his deep familiarity with the report, noting
that his wife, Lisa Rieger, was a lead co-author. She said the
federal process would begin with a roundtable hosted by Senator
Murkowski on May 8 or 9, followed by community listening
sessions and committee meetings. She emphasized the importance
of identifying actionable recommendationsboth legislative and
regulatoryand expressed appreciation for the Alaska
Legislature's interest in the report. She shared that Cook Inlet
Tribal Council (CITC) is exploring flexible funding and has
integrated an electronic health record system within tribal
nonprofit services related to all treatment investments. She
said the intent is to expand the system to behavioral health and
mental health investments, with a particular focus on Child and
Family Services in collaboration with the Office of Children's
Services. Through this approach and with proper accreditation,
CITC aims to create a revenue generation model similar to that
of the Alaska Native Tribal Health Consortium. She stated that
everything needed is currently within regulation and expressed
confidence that the model, once developed, will be unique and
impactful within Alaska.
2:53:37 PM
SENATOR STEVENS reflected on his time as Kodiak School Board
President and recalled an elder expressing concern that
education was leading youth to leave and not return [to
villages]. He noted that some Alaska Native corporations have
nearly 50 percent of their membership living outside the state.
He emphasized the need to create opportunities, jobs, and a
strong economy to retain young people and families in Alaska. He
expressed disappointment in the University of Alaska's educator
training, stating it produces fewer teachers than the number who
leave each year, and asked for thoughts on how to ensure young
Alaska Natives choose to stay.
2:54:53 PM
MR. GRAY stated that relationship-building is the foundation of
effective systems, using the military's boot camp model as an
example of how strong bonds create lasting loyalty. He
emphasized that Alaska's success depends on strengthening
relationships within communities and with culture, noting that
the loss of youth and teachers stems from a lack of connection.
2:56:22 PM
MS. O'NEILL shared a conversation she had with her son who cited
high housing costs and student debt as reasons for not returning
to Alaska, and stressed the need for a collective, multi-
generational vision where young people can see a future for
themselves. She concluded that Alaska must focus on creating the
conditions for life to flourish by lowering housing costs and
improving connectivity through roads, air, and water
infrastructure.
2:58:03 PM
MS. O'NEILL described a recent multi-generational conversation
involving baby boomers, Gen X, and younger participants, where
baby boomers identified key challenges and urged the next
generations to address them. She said Gen X often serves as the
"scrappers" in the middle and stressed the importance of
including young people in shaping a shared vision for Alaska's
future. She emphasized the need for youth to see themselves in
that vision and to have the means to support themselves and
their families. She concluded that building this collective
vision is a shared responsibility among all Alaskans.
2:59:18 PM FIX
MR. GRAY emphasized the importance of creating conditions that
allow life to flourish and make living in Alaska sustainable. He
identified the high cost of homeownershipup to $600 per square
footas a major barrier and proposed infrastructure development,
such as building roads, as a solution. He stressed the need to
improve connections through roads, water, and air to lower costs
and increase reliability. He concluded that strengthening these
connections is key to Alaska's path forward.
3:00:17 PM FIX
CHAIR CLAMAN thanked the presenters for a powerful presentation
with much to consider. He reflected on the previously cited
statistics regarding the overrepresentation of Native children
in Child in Need of Aid (CINA) cases and of Native people in the
prison system. He acknowledged the seriousness of these
challenges and agreed on the need to look forward and focus on
solutions.
3:00:45 PM
MS. O'NEILL apologized for not saying through the chair.
3:01:16 PM
MR. GRAY echoed that no disrespect was intended.
3:01:43 PM
There being no further business to come before the committees,
Chair Claman adjourned the Joint Senate Judiciary and Education
Standing Committees meeting at 3:01 p.m.
| Document Name | Date/Time | Subjects |
|---|---|---|
| The Way Forward Report Presentation 04.26.2024.pdf |
SEDC 4/26/2024 1:30:00 PM |
|
| The Way Forward Report 04.26.2024.pdf |
SEDC 4/26/2024 1:30:00 PM SJUD 4/26/2024 1:30:00 PM |