HB 59-STATE-TRIBAL EDUCATION COMPACTS  8:55:20 AM CHAIR DIBERT announced that the final order of business would be HOUSE BILL NO. 59, "An Act relating to demonstration state- tribal education compacts; relating to demonstration state- tribal education compact schools; and providing for an effective date." 8:55:55 AM JOEL ISAAK, PhD, Compacting Consultant, Department of Education and Early Development, gave a brief overview of HB 59. He stated that the proposed legislation would create a pathway for tribes to operate their own public schools in the state. He explained that the tribes would be functioning as school districts, modeled after Mount Edgecumbe High School. He continued that this would give the tribes more direction over their educational system, as they would be hiring and training their own staff. He added that the tribally compacted schools would follow existing reporting requirements. He expressed the opinion that school compacting would increase student learning and outcomes. 8:58:12 AM DEENA BISHOP, EdD, Commissioner, Department of Education and Early Development, on behalf of the sponsor, House Rules by request of the governor, spoke to HB 59. She stated that during the creation of Alaska's Education Challenge there were more than 15,000 people with input. In these comments, tribal compacting was listed as one of the top five ways to improve Alaska's public education system. She pointed out that in 2022, the governor's education priorities listed tribal school compacting. She also pointed out that Senate Bill 34 [passed during the Thirty-Second Alaska State Legislature] had set tribal compacting into action. In conclusion, she stated that Alaskans, the governor, and the legislature "have spoken," and she urged the committee to pass HB 59, as this would serve all of Alaska's students. 9:00:54 AM CHAIR DIBERT opened public testimony on HB 59. 9:01:42 AM TRISTAN DOUVILLE, representing self, testified in support of HB 59. He shared his Tlingit name and tribal heritage. He stated that he works at the Central Council of the Tlingit and Haida Indian Tribes of Alaska and is a former school board member for the Craig City School District. He continued that he has dedicated his career to tribal self-determination, including a tenure in Washinton D.C. He pointed out that he has witnessed partnerships thriving, but he has also witnessed situations when tribes are invited only "to advise, but not to decide." He argued that when there is tribal leadership, outcomes improve; however, tribes are still waiting for this opportunity with education. He stated that the proposed legislation would move the role of tribes from consultation to governance, and this would ensure that schools reflect the cultures, values, and strengths of Alaska Native communities. 9:04:43 AM MISCHA JACKSON, representing self, on behalf of Joshua Jackson, expressed support for the proposed legislation. She shared that she works for the Central Council of the Tlingit and Haida Indian Tribes of Alaska, but today she would be giving a recitation from a testimony written by her husband, Joshua Jackson. She paraphrased from his testimony, as follows: Madame Chair Dibert and members of the House Tribal Affairs Committee, my name is Joshua Jackson. I've been a certified teacher in the Juneau School District for 17 years, and I currently teach in a K-1 classroom in the Tlingit Culture, Language, and Literacy (TCLL) program at Harborview Elementary, where I have been teaching for the past 10 years. I am a proud, longtime Indigenous educator in the district, one of only a few still teaching, and I am writing in strong support of HB 59. At TCLL, our students, most of whom are Alaska Native, thrive when learning in an environment that reflects their identity and builds on their strengths. This success doesn't happen by chance, it takes unwavering dedication from our staff to create and protect that space within a system that wasn't built for us. Over the last 10 years, what TCLL has offered me, as an Indigenous educator, is a loving and caring staff that knows what it takes to support each other and our families. We create our own community that feeds off the strength and balances of our clans, villages, and our values, and it works. Our students, our families, and our staff thrive when they see themselves reflected in the education system. But here's the reality: despite the success of TCLL, it remains just a program. We lack autonomy - we share a building, we share services, and too often our students miss out, whether it's because of late buses, limited access to teachers, specials, or after school activities that don't align with our schedule. Every year we are advocating for something new and trying to be heard. The time has come - t koowaha - it's time for education to be put back in the hands of our people. We know what works for our students and our communities. Our tribes know what works for our families and our communities. HB 59 creates that opportunity. Tribes aren't asking for special treatment. They're asking for the authority to lead and design public schools where culture, language, and community are the foundation, not the add on that you have to advocate for. I'll leave you with this: every year my TCLL K-1 class has a waitlist. Every year we turn away families because there isn't enough space. HB 59 would open doors across Alaska, giving families real choices and greater access to culturally grounded tribal schools committed to student success. I urge you to support and advance HB 59 without delay. Gunalchéesh. 9:07:42 AM CHAIR DIBERT expressed appreciation for Mr. Jackson's words, and his reflection on the identity of Native Alaskans. She expressed the importance of seeing a teacher "that looks like us." 9:08:12 AM REPRESENTATIVE BURKE expressed appreciation for the testimony. She shared that her grandmother taught the Iñupiaq language for 41 years, and she expressed gratitude that her children can be part of an immersion program in Iupiaq. She reiterated the importance of having cultural identity in schools. 9:09:03 AM REPRESENTATIVE MOORE expressed gratitude for Ms. Jackson's presence and dedication to the cause. 9:10:07 AM MICHAELYN JACKSON, student, testified in support of HB 59. She shared her Tlingit name and that she is in the sixth grade. She stated that she attends TCLL at Harborview Elementary. She thanked the committee members for the opportunity to speak. She expressed support for the proposed legislation because it allows her to attend a school program designed by Tlingit teachers. She explained that the school is different because of the Tlingit language classes, oral narratives, and the song and dance. She stated that Elders are in classes daily. She noted that she has been attending language classes for seven years, but she expressed the need for more. She described her younger sister's preschool, where her sister speaks Tlingit all day in class. She expressed the desire for this to happen in her school. She expressed the understanding that HB 59 would allow tribes to run their own schools, giving students more educational options and space. She said, "Right now we are crammed into an elementary school, and some of my classmates are taller than some teachers." She urged the committee to support the proposed legislation. 9:12:49 AM REPRESENTATIVE SCHWANKE thanked the testifier, commenting that it was brave of her to attend the meeting and speak. CHAIR DIBERT commented that this is a great way for students to be a part of democracy. She pointed out that she was not taught the Koyukon Athabascan language as a student, and she expressed the importance of learning language. She thanked the testifier. 9:13:52 AM JODIE GATTI, representing self, testified in support of HB 59. She expressed pride in being a citizen of the Tlingit and Haida Indian Tribes of Alaska. She shared that she is the mother of two young tribal citizens, with her five-year-old attending an immersion program for the last two years, where three days a week he is immersed in the Tlingit language. She expressed the opinion that the learning environment in the school is "priceless" because of the dedication of his teachers. She noted that Elders help in the school, making sure the language is culturally and linguistically accurate. She expressed gratitude at being able to watch her son read books to her mother in Tlingit. She noted that her mother was from a generation when the language was not spoken, as she lived during "the boarding school era," and she said, "This is what generational healing looks like." She related a story of being a victim of racism at five years old, as at that time, no one was speaking Tlingit, and there were no cultural components in her education. MS. GATTI expressed the opinion that HB 59 would offer a different path, rooted in self-determination and intergenerational healing. She added that school compacting would recognize what tribes already know concerning the success of their children. She asserted that the tribes are ready, but she questioned whether school districts are ready to receive students who have a strong foundation in their culture. She urged the committee to pass the proposed legislation. CHAIR DIBERT commented on the importance of having Elders in the schools. She shared her history of teaching, noting that she had invited Elders into her classroom. 9:18:51 AM SONTA ROACH, representing self, testified in support of HB 59. She shared that she is an assistant professor of Alaska Native Studies and Rural Development at the [University of Alaska Fairbanks] and is a part of the Shageluk Native Village Tribe. She shared that she is a former public-school teacher and has served on her regional Native corporation board. She pointed out that elements of traditional education, cultural identity, connection to place, and the way of being have been integrated piecemeal into some schools in Alaska; however, she added that this integration would depend on the variables of leadership and funding streams at the schools. For this type of education, such as language immersion, she said, "We have only scratched the surface of this work as a state." She argued that tribally compacted public schools would be a model of true local control, emphasizing that local control is one of the state's priorities. She acknowledged that sustainable outcomes for tribal schools have yet to be seen, especially because retaining local teachers and administrators is difficult; however, she opined that when control is leveraged at the local level, these outcomes would represent the "best" work. She continued, arguing the benefits of local control of tribal education. She stated that school compacting is one of the strongest mechanisms of government on a tribal level. In conclusion, she maintained that one of a sovereign nation's fundamental rights would be educating its children. 9:22:19 AM JESSICA ULRICH, representing self, testified in support of HB 59. She shared that she is a tribal citizen and an assistant research professor in Washington State, concentrating on the community health of Indigenous families and intergenerational wellbeing. She stated that currently she is working on school compacting in a Nome tribal community. She shared that she had helped to bring Elders, parents, and children together in a wellness workshop, with the goal of sharing traditional knowledge and promoting connectedness using cultural and subsistence activities. She discussed the success of this event and gave examples. She argued that tribes need education that aligns with Indigenous ways of knowing and being, as this has sustained the health of the collective for generations. MS. ULRICH stated that compacted schools would teach reading, writing, math, and other subjects in a way to help students know who they are and where they come from. She quoted the Elder, Richard A. Tuck, who said, "We need old-time solutions using modern day tools." She suggested that compact schools have the potential to honor the local Indigenous knowledge, providing a model for the entire state, and potentially the country. MS. ULRICH spoke about a current project that is developing Indigenous education assessments, as these could be used by tribally compacted schools. She asserted that tribal education should be aligned with the wisdom of ancestors for the benefit of all future generations. 9:25:41 AM REID MAGDANZ, representing self, testified in support of HB 59. He thanked the committee. He shared that he is a lifelong Alaskan and a product of the public school system in the state. He stated that he became aware of tribal compacting when it was first discussed in Alaska's Education Challenge. He expressed the opinion that HB 59 "represents the best shot" for a lasting gain in student achievement. He argued that studies on improving student outcomes in rural Alaska have had the same results - make the schools reflect the students and the community. In other words, connect what is happening outside of the school to what is happening inside of the school. MR. MAGDANZ spoke about his experience attending school in rural Alaska. He attributed the low success rate of some of the students in his school to the lack of community [in the school]. He reiterated that what was happening in the classroom was very different from home and village life. He expressed the opinion that tribal compacting has more potential than other efforts to "change this reality." MR. MAGDANZ expressed the opinion that the immersion school in Kotzebue has demonstrated success, as the school is based on local culture, with all local teachers. He noted that it has operated for over 20 years. He stated that the students not only acquire knowledge of language and cultural skills, but they also model respectful behavior and leadership. He maintained that this is the "promise of tribal compacting". He continued that the proposed legislation is the product of "real discussion" between communities, educators, tribes, and the state. He argued that it would maintain the state's constitutional responsibility of providing education, while giving tribes the control to make a change in their schools. He urged the committee to support HB 59. 9:29:50 AM REPRESENTATIVE BURKE expressed her appreciation to the testifier. 9:30:23 AM ALICIA MARYOTT, President, Alaska Native Sisterhood Camp 70, representing self, testified in support of HB 59. She shared her Tlingit name and her heritage. She stated that she is a tribal citizen. Along with being the president of the Alaska Native Sisterhood Camp 70, she stated that she is also an education councilor. She stated that she is testifying on behalf of the sisterhood, which has been advocating for Native land claims, health care, education, and subsistence since 1915. She argued that the proposed legislation would represent an important opportunity to honor tribal sovereignty, invest in children, and reshape public education to reflect the culture and values of Alaska Native communities. She noted the success rate of compacting in Native health care and child welfare, arguing that education should be no exception. MS. MARYOTT stated that HB 59 would create a path for tribes to operate public schools grounded in local priorities, governed with community oversight, and guided by traditional knowledge and cultural relevance. She explained that these would not be private or charter schools, but public institutions following the same funding and accountability of other public schools. She argued that while Alaska Native students represent nearly 30 percent of all Alaska students, the current system continues to "fall short in meeting their educational needs." She pointed out that school compacting would enable students to see themselves in the curriculum, to be taught in their Native languages, and to be supported by educators who understand the students' histories and strengths. She spoke about the collaboration that went into creating the proposed legislation, and she advised the committee "it is time to take the next step." She asserted that the support of the proposed legislation would confirm the state's support of educational equity. 9:33:33 AM EMILY ROSEBERRY, representing self, testified in support of HB 59. She shared that she is a former educator and principal, and one of the co-founders of Qargi Academy Tribal School. She noted that she is originally from Barrow. She expressed the importance for students to be rooted in their identities, connected to their heritage, and involved in the culture, as this sets the foundation of learning for Native peoples. MS. ROSEBERRY stated that she has witnessed Native students being taught in the public education system, and she expressed "no surprise" for the low outcomes of these students. She argued that this is because local people have not been involved in the actual teaching in the schools, as this would make a "huge difference." She expressed pride that Qargi Academy participates in tribal compacting, noting the progress that students have made there. She stated that Qargi Academy is "vastly different" from the public school system, as local people are the teachers. She pointed out that having local teachers builds student identity. She urged the passage of HB 59. 9:38:48 AM WAYNE WOODGATE, Federal Programs Director, Yupiit School District, testified in support of HB 59. He expressed the opinion that the proposed legislation holds significance for the future of Native children, pointing out that for generations, the state's education system has not honored the cultural heritage, languages, and ways of knowing of Indigenous communities. He argued that HB 59 would offer an opportunity to reshape this landscape by empowering tribes to exercise their educational sovereignty. He asserted that this would not just be a procedural change, but a recognition of tribal rights for self-determination. By allowing tribes to enter into direct agreements with the state, this legislation would pave the way for development of community-driven and culturally responsive models. MR. WOODGATE argued that the proposed legislation would create innovation within the education system, as tribes would have the autonomy to design and implement Native education programs that differ significantly from "the one size fits all model." He explained that each participating tribal community would be able to address its own needs and aspirations. He pointed out the importance of this for Alaska Native children and tribal self- governance. MR. WOODGATE recommended that Section 6 of the proposed legislation be reviewed, specifically the provision on reporting to the state. He argued that the measurement of Native Alaska students' success should be done within each unique cultural context, and the tribal education leaders should do this assessment. He continued that allowing the tribes to set the parameters of success would ensure that evaluations reflect their distinct philosophies and goals. He argued that HB 59 would be an investment in the future of Alaska, an affirmation of tribal sovereignty in education, and a commitment to providing Native students with culturally rich and relevant education. He thanked the committee and urged the passage of the proposed legislation. 9:42:13 AM CHAIR DIBERT expressed appreciation for the testimony and the comments on Indigenous learning styles. 9:42:58 AM REPRESENTATIVE CARRICK thanked the testifiers, especially the student testifier. She expressed the opinion that the proposed legislation would be beneficial to the tribes. 9:44:27 AM CHAIR DIBERT, after ascertaining that there was no one else who wished to testify, closed public testimony. 9:44:52 AM DR. ISAAK pointed out that the testifiers had provided good examples for why tribal school compacting is needed. He expressed the belief that HB 59 has the technical ingredients to make compacting possible. He asserted that this would be an opportunity for the stakeholders and the legislature to work together for students. CHAIR DIBERT announced that HB 59 was held over.