LESC hears progress report on 5‑20 Native American language certificate; technical assistance centers expected in 2026

Natasha Davalos, a policy analyst, told the Legislative Education Study Committee that the Legislature passed Senate Memorial 9 in 2025 directing study of the 5‑20 Native American Language and Culture certificate and related bilingual education issues. She described the memorial’s charge: examine organizational structure and accountability, professional pathways, data collection and transparency, and develop a sustainable long‑term strategy.

The committee heard that the certificate, established in 2002, allows tribal language and culture experts to teach in K–12 public and charter schools without a bachelor’s degree and that tribes determine proficiency through memoranda of agreement with the Public Education Department (PED). Davalos said 2022 statutory amendments clarified PED’s authority to issue certification, required salary parity for full‑time 5‑20 educators with Level 1 licensed teachers, and required MOAs to be renegotiated every four years.

Deputy Cabinet Secretary Dr. Trujillo of the Higher Education Department described the procurement status for the American Indian Education Technical Assistance Centers (TTACs), which were authorized by statute. He said the initial RFP produced insufficient qualified applicants and that leadership transitions required reissuing the solicitation to remain procurement‑compliant; the evaluation committee has completed reviews and award announcements are expected after the holiday recess, with 2026 planned as the year TTACs are stood up. "The initial RFP did not generate a sufficient number of qualified applications, and the decision was made to reissue the solicitation to encourage broader participation," he said.

Katie Ann Wannico, assistant secretary for Indian education at PED, outlined how the certification process works in practice: tribes develop their own standards and internal assessments, supply a tribal letter on official letterhead signed by the tribal governor or president to PED, and PED issues the 5‑20 certificate through its licensure bureau; certificate applicants must pass background checks and pay required application fees. Wannico also said the Indian Education Division is taking leadership of the work to improve tribal coordination and support.

Citing licensure bureau data, Wannico said there were 234 total 5‑20 certificate holders in July; of those, 151 were working in public or charter schools and 134 were actually teaching a language and culture course. She noted this distinction matters because some certificate holders are employed as permanent substitutes or teach non‑language subjects. "Sometimes individuals attain a 5‑20 certificate; however, they're not utilized as language and culture teachers," she said.

Committee members pressed staff on access for rural communities, online and distance options, and funding. Members asked whether Project ECHO, tribal libraries, or partnerships with institutions such as Navajo Technical University and the University of Hawaii at Hilo could expand access; staff said many higher‑ed and tribal programs already use online education and that PED is exploring partnerships and residency/cohort models to create clearer career pathways.

Legislators also raised preservation concerns (written vs. oral languages) and the need to support family‑centered programs, mentorship, and pay structures that retain teachers. Wannico described a five‑phase framework PED is developing—needs assessment; assigning team members to community outreach; building modules to explain statute and practice; sharing tribal examples; and monitoring implementation—to make the certification process more sustainable.

The presentation concluded with an in‑room example: student Alonzo Hughes described how learning from a 5‑20 certified teacher helped him better understand his tribal tradition and speak with elders. "Learning from a 5 20 certified teacher has helped me more understand my tribal tradition and my culture," Hughes said.

What’s next: staff recommended continued study of recruitment and retention trends, assessing whether salary parity and incentives are functioning as intended, and identifying strategies (regional hubs, micro‑credentialing, better data coordination) to strengthen professional pathways and long‑term support. Committee members expressed support and asked staff to continue reporting as procurement and implementation of TTACs proceed.