Tribes and Schools Working Together for All Students

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Tribes and Schools Working Together for All
Students
Sally Brownfield Center for the Improvement of
Student Learning
cisl_at_k12.wa.us
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• WSSDA Annual Conference
• Thursday, Nov. 15, 2007 830-915 a.m.
• Seattle, Westin Hotel, Olympic Room
• Tribes and Schools Working Together for All
  Students
• Learner Outcomes
• Understand current relationships between public
  schools and tribes/tribal students
• Understand HB 1495/WSSDA Responsibilities
• Know how to implement practices that encourage
  Native American student achievement

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Federally Recognized Native Tribes in Washington
State
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GovernmenttoGovernment Relations Treaties
between the United States and Native Tribes
established the status of tribes as Native
Sovereign Nations. Treaties in the Washington
Territory were signed in 1854-55.
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Traditional Teaching

Children were encouraged to develop strict
discipline and a high regard for sharing. When a
girl picked her first berries and dug her first
roots, they were given away to an elder so she
would share her future success. When a child
carried water for the home, an elder would give
compliments, pretending to taste meat in water
carried by a boy or berries in that of a girl.
The child was encouraged not to be lazy and to
grow straight like a sapling. -- Mourning Dove
Christine Quintasket, (1888-1936) Salish

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Historical Overview of Indian Education in the
U.S. and Washington State Traditional training
by family and community Prior to European
Contact Missions 1568 Catholics in Florida1617
Anglicans in Virginia Federal Day Schools
1870s War Department establishes Bureau of
Indian Affairs 1824 BIA Off Reservation
Boarding Schools late 1870s Compulsory
Attendance
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Historical Overview of Indian Education in the
U.S. and Washington Merriam Report (1928)
Younger children in 1930s are allowed to live at
home and go to day schools. Johnson-OMalley Act
(1934) States allowed to contract with Secretary
of Interior to enroll Indian students in public
schools by 1940 CA, AZ, MN and WA had negotiated
contracts. In 1933, three-quarters of Indian
students enrolled in boarding schools In 1943,
two-thirds were in day schools. Termination
Period (1944) A return to off-reservation
boarding schools until 1960s BIA schools in
Washington Closed (1952) Student loans to native
students were discontinued (Paschal-Sherman
continued as a mission school). Rough Rock
Demonstration School (1966) School is created
with school board of five Navajo members.
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Historical Overview of Indian Education in the
U.S. and Washington
1965 Elementary Secondary School Act --
education for disadvantaged children 1966
Amended to include BIA (Title I) 1969 Senate
report noted the complete failure of Indian
education 1928-1968 (Robert Edward Kennedy)
Indian Education A National Tragedy- A
National Challenge made 60 recommendations,
many similar to Merriam Report1970
Termination policy ended (Nixon) entered era of
self determination1972 Indian Education Act
established Office of Indian Education
(OIE) 1) Formula grants for special needs of
Indian students. 2) Discretionary grants
education improvement. 3) Indian adult
literacy and education grants. 1979 Western
Washington Native American Education Association
established . (Newly formed public school Indian
education programs assist each other in the
development of programs and work with IEA/OIE
goals)
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Historical Overview of Indian Education in the
U.S. and Washington
1980s Reauthorization of ESEA amendments
included BIA schools, closer coordination between
public and BIA schools and authorization for TED
and Tribal Grant Schools. 1984 Washington
State Indian Education Association
established 1990s White House Conference on
Indian Education Native American Language Acts
recognizes the right of Native Americans to use
their own languages, to be respected by
governments. Indian Nations At Risk An
Educational Strategy for Action Report to U.S.
Secretary of Education (to date, no comprehensive
adoption and implementation of specific strategy
recommendations) Executive Order No. 13096
(Clinton) American Indian and Alaska Native
Education research, data and reporting systems
on Indian Education public/BIA funded schools
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Historical Overview of Indian Education in the
U.S. and Washington
2000-present Under NCLB, IEA programs are in
Title VII Impact Aid is in Title VIII BIA
schools and education programs are in Title
X. 2004 Executive Order No. 1336 (G.W. Bush),
American Indian and Alaska Native Education
Intended to assist tribal students to meet
academic standards of NCLB in a manner consistent
with tribal traditions, languages, and
cultures. 2005 Washington State HB 1495,
Native American History and Culture Bill
strongly encourages public schools to include
history and culture of local tribe in the
curriculum (now an RCW) 2007 Engrossed
Substitute Senate Bill 5269, First Peoples
language, culture and oral tribal traditions
teacher certification act Honoring our ancestors
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Native American Students
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Native American Students
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Native American Students
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Native American Students
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• House Bill 1495
• Encourages the Washington State School
  Directors Association (WSSDA) to convene
  regional meetings with Indian tribal councils in
  order to establish government-to-government
  relationships and develop tribal history and
  culture curricula.
• Requires the WSSDA to report to the Legislature
  regarding the regional meetings and progress of
  efforts to establish relationships and develop
  curricula.
• Encourages school districts to incorporate in
  their history and social studies curricula
  information regarding the history, culture and
  government of one or more Washington Indian
  tribes.
• Requires the mandatory high school course in
  Washington State history to include information
  about the history, culture, and government of
  Washington Indian tribes.

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Memorandum of Agreement Parties Tribal Leader
Congress on Education WSSDA State Board of
Education OSPI Purpose To enhance the
government-to- government relationship between
the participating tribes and state agency
parties on issues related to education and to
help further the legislature's stated intent in
HB 1495.
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• HB 1495 Becomes Law
• RCW 28A.320.170 is established in 2007.
• The law states
• Each school district board of directors is
  encouraged to incorporate curricula
• Conduct regular reviews and revisions
• School districts are encouraged to collaborate
  with OSPI on curricula areas.

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• RCW 28A.345.070
• Tribal Relationship--Achievement
  Gap--Curricula--Reports to Legislature
• Beginning in 2006, WSSDA is encouraged to convene
  regional meetings, inviting tribal councils to
  establish government-to-government relationships
  and dialogue between tribes and school district
  boards of directors and to discuss the following
• The extent of the academic achievement gap and
  strategies to close it.
• Increased awareness and importance of accurate
  high quality curriculum materials about history,
  culture, government of local tribes.
• Encouragement of school boards to identify and
  adopt curriculum including tribal experiences and
  perspectives.
• Beginning Dec. 1, 2008 and every two years
  through 2012 WSSDA is required to report to
  education committees of Legislature that
  addresses the above issues and includes any
  obstacles encountered and strategies to overcome
  them.

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• RCW 28A.230.090 Amendment
• High school graduation requirements or
  equivalencies
• Reevaluation and report by state board of
  education
• Credit for courses taken before attending high
  school
• Postsecondary credit equivalencies

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Culturally Responsive Schools

• Foster ongoing participation of tribal leaders
  and families in all aspects of the schooling
  process
• Provide multiple ways for students to access
  learning, and multiple forms of assessment for
  students to demonstrate learning
• Provide opportunities for students to learn in
  and/or about their heritage and language
• Have high levels of involvement of professional
  staff who are of the same cultural background as
  the students with whom they are working

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Culturally Responsive Schools (cont).

• Consist of facilities that are compatible with
  the community environment in which they are
  situated.
• Foster extensive on-going participation,
  communication and interaction between school and
  community personnel
• On or near tribal reservations use Tribally
  Certified teachers and staff in the provision of
  tribally specific culture and language
  instruction.

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Yellow Cards Evaluations Thank you! Sally
Brownfield Center For the Improvement of Student
Learning sally.brownfield_at_k12.wa.us 360-725-6502
Visit our Website www.yourlearningcenter.org