AASB describes two-year Project Transform supports for Ketchikan educators under federal grant

KETCHIKAN, Alaska — The Ketchikan Gateway Borough School District Board of Education on Sept. 10 heard a work-session presentation from the Association of Alaska School Boards about Project Transform, a two‑year federal research grant that supplies trauma‑engaged professional development for district staff.

Karen Helpin, a member of AASB’s Project Transform team, told the board the program provides annual half‑ or full‑day trainings, two on‑site visits per year, ongoing coaching, professional learning communities, reflective practice groups and optional independent learning tied to cash incentives and University of Alaska Anchorage recertification credits. "Project Transform is a federal grant ... it is a research grant that provides support to educators both certified and classified for a period of 2 years on trauma engaged practices," Helpin said.

Helpin said participation is optional for educators and that the grant covers program costs, site visits, professional development and incentives. She reported that in the 2024–25 school year Project Transform trained about 125 borough staff in service training focused on relationship building, understanding trauma and building sitewide structures. She said 47 staff participated in coaching, professional learning communities or reflective practice groups; 40 staff received cash incentives; and 25 staff earned UAA credits for recertification.

The presentation identified participating Ketchikan schools by cohort. Helpin said Fawn Mountain (identified in the presentation as Fawn Mountain Ketchikan Charter School) completed two years of participation and that a school listed as Haupling Elementary was in its second year. She said the district will add three more Ketchikan schools next year: the high school, Ravela and Point Higgins, with cohort‑3 implementation scheduled to begin next fall.

Board members asked how the district sustains cohort connections after the formal program ends. "I was just wondering how, once a school has gone through the program, what has been done about keeping that cohort together to continue what they've been trained in?" Liz Guthrie said. Helpin encouraged board members to consult district personnel and local school leaders about ongoing supports.

Helpin also told the board the grant requires participating schools to take a school climate and connectedness survey; she said the board may request that participating schools complete the survey. She recommended ways board members could support sustained implementation, including visiting schools, talking with educators and students, asking what additional professional development is needed, and supporting relationship‑building efforts.

The board was told that district staff member Cammy Moore can assist with follow up and distribution of the presentation materials. Helpin closed by inviting questions and by noting the program’s emphasis on building staff capacity to recognize and respond to trauma in ways that support student learning.

The board took no formal action on the presentation during the meeting; the Project Transform presenters provided the briefing during a work session and offered next steps for the district to prepare cohort‑3 schools for fall implementation.