Juneau Board of Education candidate profile: Jeremy 'JJJ' Johnson

Juneau Board of Education candidate Jeremy Johnson on Friday, Sept. 12, 2025. (Jasz Garrett / Juneau Independent)

By Jasz Garrett

Juneau Independent

Jeremy Josiah Johnson: Juneau Board of Education candidate for one of three open seats

Age: 45

Occupation: Retired IT "house dad"

This interview has been lightly edited for length and clarity.

Q: What is your background in education?

“I don't have a background in teaching education. I've always been more of a contributor to after-school programs and information technology labs, and a student for many years in the college program, of course. I would say that my biggest contribution to the community, in that respect, was helping to build, I believe, three different labs. One in Juneau at DZ, I helped collect some surplus computers from UAS and transform those into usable devices for the lab there. One in the Philippines, partnering with a fellow that works at Microsoft in our spare time. And then the after-school program at DZ, I would teach computer programming and how to build computers, and that kind of fun stuff. This was actually before I had kids.”

Q: How many kids do you have? 

“I have five kids. Four of them are in the district, so at four different schools, actually. I have a baby, he's one, and then a 6 year old, an 8 year old, a 13 year old and 15 year old, and they're kind of spread across the community. We've actually been to two other schools that we don't currently participate with. So got experience with six schools.”

Q: What makes you want to be a school board member? Why do you care about Juneau schools?

“I have a vested interest with the four kids in school, and I have a real community oriented volunteer heart. Along with the contributions to DZ, I also was the community emergency response team volunteer. Got chief administrator, actually. And so when they came to the university to teach campus CERT, they said, ‘Is there anyone here that would be willing to volunteer to be the lead?’ And I didn't quite understand that I was chief administrator when I raised my hand, but that's the kind of community spirit I have.”

Q: Why do you like giving back to the community?

“When I was young, I wanted to be in the Navy, and I received a general discharge because I have a post-traumatic stress response to thunderstorms, lightning, and that's why I was let go. I survived a tornado when I was in ninth grade, and my home was destroyed, and I was inside of it. Ever since then, I felt like if I couldn't volunteer to be a member of the armed services, I should at least make sure that I'm committed to my community, wherever I live.”

Q: Where did that happen? Where are you from?

“It happened in Indiana. I was actually born in Kentucky and then raised in Indiana and followed Marty Stouffer’s ‘Wild America’ to Alaska at the first opportunity I had, which was age 22. I'm now 46 so I've been here all that time, except for a brief period where I went back to care for my mom, who had had some heart condition, and then she resolved that, because she was still young, and I came back.”

Q: How do you plan to address recruitment and retention for the Juneau School District?

“I intend on spending some time making the budget more transparent. I really want to share with the community how it is that we manage the budget, how those funds are allocated. I, as a parent, didn't really understand how those funds came around, and my interest is in some of the more — the word isn't confrontational. It's less publicly appreciated ideas of increased class sizes to give them an opportunity for more funding dollars to be redistributed to the teachers and stronger support for the staff community. I know that even if I don't have a complete and whole budget awareness now, that putting the time and effort in would maybe give me an opportunity to find more dollars in the budget to be able to redistribute to the teachers and support staff. 

“As far as retention goes, I was optimistic about maybe reviewing the step chart to see how it compares to the national progression of teachers over their term. I have also an interest in reviewing how it is that our healthcare services are provided. I heard at a recent school board meeting that the cost of health care for teachers doubled, and so that was a pretty daunting presentation. I think the heart of it is that I'm trying to find dollars that are in the budget that can already be brought to the surface, as opposed to only advocating to a resistant governmental structure at the national level. We can't really advocate there, but at the state level, advocating for more dollars, or return to the more dollars we had previously. The recent governor veto, I was pretty disappointed. I was really excited that the legislators still had the educators’ backs. I want to want to learn more about the budget in order to provide teachers with more responsible income options.”

Q: How would you navigate losing $8 million if the Alaska Department of Education and Early Development, local contribution limitations go into place next month?

“I just learned about that. I've been trying to weigh up what solutions are in the back of my mind that could be brought to the forefront. Some of the things that I'm a bit concerned about is the $0 leasing to the Auke Lake Preschool. I feel like, if they are taking over a service, that there should not be a $0 lease. More specifically, I feel like the RALLY program should have been more directly bolstered allowing the citizens to bring more kids into the school, which would increase the school revenue. I'm optimistic in other ways, but I'm not sure that my teenagers getting licenses in the area of child care or trades work is going to solve an immediate 10% reduction. And so unfortunately, I would have to come back to reviewing the class size relationship, likely increasing the class size. I know that when I was young, our classes were between 35 and 40 students.”

Q: What was your experience like with a bigger class size?

“My experience with the class size was that, in general, I didn't feel a negative impact, right? It's just something I grew up with. It's something that I lived with. It was never a very small, close knit set of classes. It wasn't something I really felt like I was losing out on, whereas the community here maybe grew up with smaller class sizes, and therefore it's more daunting from their perspective, but from my perspective, it's more standard, more normal to have around 40 students.”

Q: How do you see that helping with the budget?

“If your class sizes are a little bit bigger then that means that there's less teacher to student ratios, so that the dollars per pupil can go more directly to the teacher in question. And it's not like I want to fully absorb it with no further income, but I believe that's one of the topics that's gonna come up for the board to have to face.”

Q: You mentioned the RALLY program — what are your thoughts on the privatizing of that by JSD and the current lawsuit?

“Coincidentally, I happen to have read the entirety of the motion related to the JESS’s position and so the way that the plaintiffs present is that the school district didn't do their due diligence with the contract and let the union know in advance that they were going to be terminating the RALLY program. While I understand Ms. Bartlett's position that there just wasn't enough staff, I'm not sure that we did everything we could do to promote bringing on new team members to be able to fill those RALLY positions. Since I didn't have a conversation with her specifically and just read the notes from the KTOO article and the temporary restraining order motion, I don't really have input on what else they could do. But I did see that she (Kristin Bartlett) said, if the temporary restraining order went through that there would be a complete end to the program, because they didn't have staffing for RALLY. I wondered if they had taken the opportunity to discuss with JESS about what options they might bring to the table, or how they might solicit internally to maybe their part-time staff that they currently have under their union contract, or some other more creative methods that we could leverage to enlist more staff.”

Q: Do you feel like the district could have done more communication with JESS to find different solutions?

“I do know that the school district's position is that, because they are leasing to Auke Lake Preschool, that they didn't enter into a contractual obligation, and therefore they didn't have any further due diligence to do, just on first read. I disagree with that position. I would probably be more inclined to agree with JESS that the school district should have done more to be transparent about what the relationship between the lessee and the school district is going to be, especially because, as I understand it, it was a $0 lease. So I don't feel particularly strongly, but I am still definitely leaning towards the plaintiff's raised concern — even though I understand that if the plaintiff wins, it would cost the school district around $100,000 or so in litigation fees or lost wage fees that they would be looking to retain. I do think that a lack of transparency, even a modicum of lack in transparency, outside of things like executive session or completely secured communications in that way, doesn't benefit the community.”

Q: You have brought up the lack of transparency a few times. Do you feel like that’s a common theme with the current school board?

“I'm not sure that I can say it's a common theme, but it is definitely a pattern I notice. I see that if the community writ large is concerned with how rapid a decision was made, and they have union representation that says that they're not being transparent, it gives me a moment of pause. So I am concerned that it is a topic that hasn't been addressed over the past several years, especially with the 2023 accounting mishap, and how much that's impacting us long term. I have confidence that the community might be in a good position to weather the storm, but so many stormy days in a row, doesn't feel good to anybody.”

Q: You also mentioned earlier making the budget more transparent, and then you brought up the budget crisis that the school district had, and I remember they were doing budget newsletters at that time. What are some of the ways that you would want to make the budget more accessible and transparent for the community again?

“Since it's our responsibility to present the data to the public, that it should be made available routinely, maybe on a website that's not just a Google worksheet that presents. When I was pulling up the PDFs and I saw something that was a div-zero presentation, it made me immediately question, ‘What are the formulae that are being used here, and how are the formulae interrelated?’ And I feel like an IT worker, or somebody who is really data centered should be able to review the data. And if there's an accountant in the community that wants to support the school board in double-checking the work of the district's finance. If someone wants to double-check the work of Heather, then we shouldn't mask it in a frozen PDF. We should make it at least in duplicate form, more available, something they can download and engage with.

Q: Something more interactive?

“Yeah. When I was with the state of Alaska and we were going through a budget crisis, I ended up receiving, for the contract negotiation, for my term, a 0-0-1 increase — that means that we were frozen for two years, basically. One of the things that the governor's office took the time to do during one of the budget discourses was to have an interactive Excel web sheet where you could go onto the web and then change the numbers to see what would happen if we had different taxation rates, income tax rates pulled from the PFD, or those different values at a time when the defined benefit program was running out of funding, and there was a concern about the longevity of the program.”

Q: Do you feel like that was helpful?

“It made me feel more confident, at very least, in what they were doing as far as transparency goes. I mean, it was easier for me to ask the questions in the side room that I went to for that discussion during the budget day. When I asked direct questions about the formulae, they were responsive, ready to tell me, and showed me what dramatic changes could be done, and then really able to present how minor some changes were. When people asked, ‘Well, what if we did A instead of B?’ They were able to say, ‘Well, if we changed A in the way that you're talking about, then it would only change this deficit by this much,’ and it was relatively negligible compared to the option B, so to speak.”

Q: What was your role at the state?

“When I was with the state I was an analyst programmer, and then later a systems programmer. So I left the state in 2019 because of family medical concerns. And at the time, I had been a shop steward for almost my entire time there and had a brief stint as chief steward. But then my family medical concerns pulled me away. I feel like I was always running into this boundary of transparency and how important transparency was as a topic, both in my daily employ as an analyst programmer, raising concerns to senior leadership, and in my work as a shop steward.”

Q: To go back to the concerns being raised by the unions, at recent school board meetings, they talk about how they're trying to reach a contract agreement with the school district, and public testimony from union members have sought more engagement from the school board members. What would your approach be to mediation and helping teachers or support staff feel heard?

“When we take the time to respond to the public comments, that's one of the things that I was sort of taken aback by, was that when it was time for public comments, it didn't really feel like those public comments were getting response, or that there wasn't room for a response. More like, ‘Here's your two minutes, say your piece, and then next person say your two minutes, say your piece.’ And I feel like maybe there might be an after action report, or perhaps some forum where we can present, maybe online, boards’ official responses to some collection, if not all of the public response or public input. I know that during particularly heated times, if you have like, two or three hours worth of public comment, it would be really burdensome to respond to every single one. Perhaps, we could at least speak to the theme or the topic. Especially when I heard what one speaker recently said about the doubling of health care, I hadn't been aware of that concern. It gave me a moment of pause where I really wanted to know what went into the decision making for the insurance solution, was it increased because there's a national inflation, or did it increase because there's a lower body of employees under the negotiation umbrella? What exactly was it that caused the costs burden that was shifted to the employee to be doubled? And I felt like if that conversation topic had been presented somewhere else, I missed it, and I'm sure that the rest of the community, there would be more people that missed it and we would really like to know how that happened.”

Q: You also raised the thought that there are long-term impacts from the consolidation plan. How are you seeing those and what are your thoughts on how the consolidation plan is going now that it’s been a year?

“I had a sixth grader and a seventh grader at the time of the initial consolidation plan, who then became seventh graders and eighth graders, and my lower elementary kids were almost entirely not impacted. And my upbringing was a seventh and eighth grade junior high school program, and I feel like that is a fair and equitable buffer period for that age group. I feel like sixth graders are still capable of being internally in their own mental processes, considering themselves still young, still youthful, maybe part of that elementary group, but once you get into the seventh and eighth grade area, they really need a zone where they can become more confident before they're pit in against the nine, 10, 11, 12 year olds. I think that having a 13 year old having a class with an 18 year old might be a sharp and dramatic contrast, and they might struggle to integrate into those sorts of classes. And I feel like, in general, that arrangement was the correct arrangement.”

Q: Anything else you’d like to add?

“What I've observed is empty classrooms. There's room in the plan to leverage those classrooms along with our community daycare needs. In some cases, I've heard anecdotally that there are some empty classrooms at the schools that are currently being leveraged, whether they be elementary school or the middle school. I don't have data to back it up, but I was ruminating on the topic. I said to myself, ‘If there are factually empty rooms and the RALLY program, whether it's Auke Lake RALLY or JSD RALLY are already occupying those spaces, I do know that it is an interesting notion to lease out to licensed daycare providers a classroom at school that would permit them to do pre-K programs that weren't under the relationship of JESS and then those sorts of contracts, which wouldn't be taking students away from JESS staff. It would be taking people in the community who have an interest in specifically providing daycare, but don't have the home facility to be able to do the daycare, it would give them an option to lease that space out, and then if we charge a non $0 leasing fee, it would give the school an opportunity to take in  more income.”

“And if it turns out that the program that I'm describing is value added to the community, and there factually aren't rooms available in the schools that I've described, then the schools that were not that are no longer being used, like Floyd Dryden, or any of the other schools that have rooms that are available would be valid options for such leasing that would be a real value-added program to the community. I would couple that with the idea of bringing the topic of licensure to specifically daycare minded kids in the teenage group who are at high school level, and want to have something like business acumen, or even pre-education, like a pre-educational program.”

“I know that our community has a complete and utter need for more daycare. I personally am a house dad, stay-at-home fella, so I have run into that boundary, and after five years of doing it, it's really hard at 46 years old, to get back into the work market. So even if I wanted to, I would first have to find appropriate daycare, and then I would have to then go through the effort. So if there is a body of people who are ready to be reemployed, but they can't do it because the daycare options aren't there, and over a long-term goal, we are planning to lease rooms, provide student assistance, student aids that are specifically interested in childcare and licensure development, then over the big picture, that would be a great curriculum plan, in my opinion, for the community.”

Q: If you've been listening in on school board meetings recently, which it sounds like you have been, there's also been a lot of public testimonies about the need to recruit and retain para educators. What are your thoughts on the importance of supporting children with special needs, and how would you make sure that those needs are being addressed? 

“First off, full disclosure, I have two autistic children, both with IEPs, and then I have two ADHD children, both with no IEP. So they're treated as regular students, and then the other two are treated as special needs students. And so I can completely appreciate the concerns that are raised by the community, and I was pleased to see that the budget was able to maintain the current plan for special needs services and paraeducators. The topic of recruitment and retention in a community of our size is still genuinely the same across all fields. It's that there aren't necessarily enough bodies. There aren't necessarily enough applicants. If people aren't finding the hourly rate sufficient enough to be an applicant, I have been suggesting some of the more traditional means, a sign on bonus of, I try not to pin down a specific amount, but maybe several hundred dollars for maintaining the first six months, and then when they return to the program next year, give them another sign on bonus.”

Q: When the governor proposed teacher sign-on bonuses, JEA was against it because they wanted long-term solutions. What do you think about that?

“I can understand both sides of this argument, but in the short term when you're trying to get people immediately into the position to entice them to want to participate, to be there for the students, I'm still of the mind that those sorts of sign-on and retention bonuses, even a small token, is still valuable and well received. Because if we consider, I don't know what the actual rate is right now, but when I was driving by the signs a few years ago, it was $25 an hour. So if $25 an hour is the hourly rate, that would be a 20-hour sign-on bonus, a half-week sign-on bonus, if you gave them 500 bucks. If it's anything like what my wife has to deal with at the hospital where they're struggling to recruit staff, they're struggling to retain staff, and they're having to expend extra community dollars to get traveling staff, I'd really like to avoid that same sort of problem if we can, because staff recruitment and staff retention is going to be better than importing temporary staff, which is the most expensive option.”

Q: How do you feel about the special education program restructure that started this school year?

“That's pretty close to my heart. We had Mr. Devyn at MRCS, and we loved Mr. Devyn, but Mr. Devyn moved to Anchorage. So that meant that the staff just wasn't there anymore. And so while we're facing this restructuring right now, we're running into problems about my son's IEP not being implemented in the way it was written, because the new staff inbound weren't familiar with the IEP. How could they be unless they took the time, maybe even off the clock to read all of the individual education plans for all of those students, and that's an unreasonable ask, right?”

Q: Do you feel the problem is still there because there is not enough staff to support the restructuring working? 

“I think ultimately, when you're dealing with special needs kids, writ large, whether it's an autistic kid or any of the other categories, physically disabled or mentally, needs are not being met, one of the key things that I've heard from my pediatrician through the years is that consistency is the most important thing for children. So when you're changing around the school's function, and you're changing around the school's design, and ultimately, you're moving these kids from one school to another repeatedly, it causes a great deal of anxiety and stress in the kids themselves.”

Q: Does that also impact the teachers who are coming in and out?

“In some schools, you have a teacher that's secured for a period of time, and then they don't have a permanent fill for that person, so they have to bring in the next teacher, that's then a sub, that's a long-term sub. So if we have periodic long-term subs that are working with paraeducators, that are long term paraeducators, then that means that the paraeducators become the people that understand the children better in the short term than what we would expect long-term para or long-term professional educators to to have. I don't want to single out any any particular teacher, but if you have a teacher who is brand new to the community, brand new to the workings of the school, brand new to each individual child, then that teacher is struggling in a similar way that the children are struggling. And if you have teachers that are in the community who have been here a long time, but their entire caseload is being restructured because there's just the need for them to take on different children or to take on more children, then those teachers have a different kind of struggle, but they still have the struggle of trying to adapt to this new caseload.”

Q: How would you help navigate that with the paraeducators to help support them and address the needs that they have so then they can support the children?

“I would like to see the long-term subs that come in have maybe an IEP review session that includes the paraeducators — not necessarily a full blown IEP meeting with the principal and the parents. Those sometimes take two or three hours, depending on what's going on with the student, but the paraeducators who've been in the trenches, so to speak, for the previous long-term sub would be able to say, ‘These are the things that were successful with this student, between this teacher and the student, these are the things that were not successful.’ And give general guidance, not necessarily from the perspective of, ‘I'm your superior, but I'm your peer. We're working in this difficult situation together, and I want you to be successful, and we should be successful together.’ Because success means caring for the children in the way that they need.”

Q: Can you be more specific about what an IEP review would look like?

“If we have someone who has a real awareness of the IEPs that are on the caseload before both the paras and the short-term subs, it's going to be the principal. So it would be incumbent upon the principal to review the IEP with perhaps the district coordinator to get a good summary that they can present to the incoming team and the existing team. ‘Hey, I just want to remind you, this kid has trouble eating, so we need to make sure that someone's definitely with them when they're having every meal, including snack, don't get too far away from them, they might choke and start vomiting.’ These kinds of needs, if you're not generally assessing them and generally bringing them up in that very, very general way, then you're going to miss an opportunity. And the principals are the people who are at each and every meeting that the parents are at too. And then I would further have that principal reach out to the parents of those special needs children and be like, ‘Hey, I just want to make sure that you agree with this synopsis that I'm presenting to the paraeducators and the new incoming long-term sub. I’d really like to make sure that we're all on the same page. This isn't a full IEP review, but I want to make sure that these summary points you agree with. Is there anything else you would like to add?’ Because if there's anybody who should be involved with education, especially for special needs kids, it's gonna be the parents. The parents are the ones that are seeing what the kids struggle with each day when they come home. They're the ones that are accommodating the kids when they're not getting the things that they need at school, and they're the number one, very first advocate for the kid.”

Q: Do you think Alaska Native language curriculum and programming is important? Why or why not? 

“I have a lot of thoughts on this because I didn't know that we were still attending to reparations until I started reading the school manual. I think that it's valuable, the new school names, and I think that the language curriculum is valuable. When I was young, we were still teaching Latin, and Latin is a totally dead language...And around here in our community, the language is not dead, it's still alive. And it's alive in Native households. It's alive in common presentations that we see, in the land recognition statements. This exact summer is the first time that I learned that Native children were abused in our community for speaking their language. So I saw at the Juneau-Douglas museum the video presentation of how those kids were treated. And I think that it's an honorable effort to try and maintain the language in the community, and that it's one of the few ways we're still able to offer reparations beyond what reparations have already come in. I wouldn't take that away from the community.”

“My kids brought home language that is unique to our region. And when I heard my son, who has trouble speaking, he has trouble speaking in general — when I heard him bring home Native words and and I knew that they were real words, as opposed to just gibberish, it actually brought a tear to my eye at the time. Then my daughter was reinforcing it, ‘Hey, dad, this is a song we learned,’ and they're singing the Native songs together.”

“That was the time at which I started looking to learn more about the Native community in general. And this summer was my first opportunity to really learn what they've gone through and and now if I could find a way to become even more educated about it, I would do it.”

Q: If you're faced with a decision to keep federal funding or eliminate DEI, what would you do?

“That is hard. It's hard because I believe in DEI. I think that was a good and valuable effort. The notion of glass ceilings, where predominantly male environments aren't being very welcoming to females or people of color is a real concern. I was proud to have a single female student in my programming extracurricular activity because it's so hard to get ladies interested in programming, right? I mean, it was at the time, which now is almost 20 years ago. So to know that we would (possibly) have to eliminate inclusion initiatives is pretty daunting because inclusion still represents the special needs body. With four kids that are technically special needs, only two with IEPs, but four kids with special needs, two of them female, I would be really hard-pressed to accept that unless it was the difference between the survival of the academic education community and not.”

Q: So you would want to look at the severity of the funding you would be losing? 

“That's right. We're talking about an $80 million budget right now, and if we're losing 10% based on the current state climate, and then we're faced with another 20% from the federal climate, that would mean that we'd have to get extremely creative in our funding solutions, but I would be hard-pressed to let go of DEI.”

Q: What are your thoughts on the new cellphone ban policy that went into effect this school year?

“I'm gonna be bold and honest. I agree with it, and I'm going to tell you why. Because my son, who is now 15, and was 14 at the time, was one of the kids that manipulated the system to get the media, and he has a strong desire to be media enabled as much as possible. He would do things like get himself a beanie that had inbuilt speakers, and then take his phone and put it in his backpack, and he would still be listening to YouTube videos, and he'd reach up and change the video, just touching his hat. He carried his phone around with him and didn't ever go to his locker. So the phone was never secured in the locker, and it's students like my kid who made the program, a need, a necessity, and I think that it's the right thing to do.”

“I've seen my kids become more inundated with media. I've dealt personally in my family with extreme circumstantial concerns, the kinds of things parents don't share, because my kids are exposed to media and social media, specifically. I've had very serious concerns at home as a result of social media interaction. I would be so bold as to say that the Australian position of not permitting anyone under 16 to be on social media might be the right way to go in general.”

“I'm not willing to say that I'm going to take that step from the school board's position, but if it came up as legislative action, I would be in support of that kind of stuff, because the children of  every country that get involved with social media, especially the younger they are that get involved with social media, really lose out. My autistic guy kept watching videos that were 10 seconds long on repeat, and I didn't catch him doing it, and these were Kids YouTube. So as a result, we started monitoring all of the things that he was engaging with, because it was further diminishing his speech development.”

Q: What are your thoughts on what long-term planning the school board should be doing now for the incoming families aboard the U.S. Coast Guard icebreaker Storis?

“First off, I'm excited to see those families come. I’m excited because I used to play board games and tabletop games with Coast Guard transients. That was really great for me, and it was a positive experience.”

“I feel like one of the top problems that those kids are going to deal with is that sense of always changing, if they've not become accustomed to changing, right? And as I said before consistency matters the most. So (we need) proactive steps to welcome those military families in a very sincere way like, ‘Hey, welcome to our community. We're happy you're here’ and have programs that help to integrate them at the school level, in class, in after school programs.”

Q: Are you thinking holding an event to welcome them would be a good idea?

“Yeah, I do. I think maybe even having a special acknowledgement during open houses, because we have a couple open houses a year at every school would be nice. I don't want to make  the kids feel out of place. So we don't want to point the finger and say, ‘Hey, these kids are new!’ I want it to be more like, ‘Hey, new guy, new lady. Come on in.’ Especially if we can offer them fun and games, and the fun and games helps them socialize with people that are ready to socialize, especially, thinking about open house ring toss, or the little fishing games and those silly things that we do at all the open houses.”

“It would be nice if maybe some of the teenage military kids were invited to participate at the booth level, maybe be a booth representative. And in that way, if they have younger siblings that see them at their open house, they'll be like, ‘Oh, hey, that's my brother.’”

Q: What else would you like voters to know about why you're running for a school board and what you hope to achieve?

“The fact that I'm so vested in the community, in my kids and and the fact that I've put so much value on the success of my kids, it's the kind of thing that I hope comes through. Because I want to apply that to the whole community. I want the whole community to be successful. I want the special needs kids to be able to participate in activities, before school, during school, after school. I want the regular body, the other 80% the backbone of the community, to be successful in their reading and their mathematics scores. I want to see the Alaska Reads Act and its positive potential really take effect and be a firm hold on the community. I'm just really optimistic about the future these kids have in front of them.”

• Contact Jasz Garrett at jasz@juneauindependent.com or (907) 723-9356.