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Tribal Education Department National Assembly Native American Rights Fund
Chickasaw Nation STEP Project Nez Perce Tribe STEP Project
Workshop Outline
1. Introduction & Background on Advocacy for TEDS (incl. STEP) by TEDNA and NARF
2. Overview of Chickasaw Nation STEP 3. Overview of Nez Perce STEP 4. Q & A
TEDNA Mission •Assemble and represent collectively indigenous sovereign nations’ departments of education; •Respect and honor each nation’s distinct spiritual, cultural, linguistic, and economic identities; •Foster effective relationships with other governmental and educational agencies, organizations, and entities; •Facilitate communication and cultivate consensus amongst members by, among other things, providing current, accurate, and pertinent information to members; and, •Support and encourage each member nation’s right to define and reach its own education goals for its students, families, and communities wherever they may be located.
P.O. Box 18000, Boulder, CO 80308 info@tedna.org
NARF- Education Resources
TRIBALIZING INDIAN EDUCATION SERIES (10) By Melody McCoy
NARF: 1506 Broadway, Boulder, CO 80302-6296 (303) 447-8760 www.narf.org/our-work/publications/
Lynne Chatfield – STEP Project Director
Director of Supportive Programs with the Chickasaw Nation
The Federal STEP grant was established:
To promote collaborations between Tribal Education Agencies (TEAs), State Education Agencies (SEAs) and Local Education Agencies (LEAs); and
To build the capacity of TEAs to conduct certain administrative functions under specific Elementary and Secondary Education Act (ESEA) formula grant programs for eligible schools as determined by the TEA, SEA, and LEA.
LEAs selected for STEP must be receiving one or more of the following grants: Title I Part A, Improving Academic Achievement of
the Disadvantaged; or
Title II Part A, Improving Teacher Quality; or
Title IV Part B, 21st Century Community Learning Center; or
Title VII Part A, Indian Education.
Established partnership agreements must also be in place between the TEA, SEA and LEAs.
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912 33.3%
665 37.0%
74 21.9%
165 33.87%
300 30.2% 172
32.3%
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Ada Byng Roff Stonewall Tishomingo Vanoss
Student Profile Chickasaw Nation STEP
School Districts
Total Enrollment AI/AN Students
46
Serving 2,288 AI/AN Students in six K-12 School Districts
387 243
2,495
310 113 29.2%
213 87.7%
517 20.7%
91 29.4%
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Canton Darlington El Reno Calument
Student Profile Cheyenne & Arapaho STEP
School Districts
Total Enrollment AI/AN Students
Serving 934 AI/AN Students in three K-12 School Districts
State Education Agency (SEA) assistance to the TEA consortium: Training on administrative functions of the selected title
formula grant program activities; Training to serve on various title site-based program
committees; Participation in various family, parent and community
outreach training activities; and
Training to serve as the liaison between the TEA, LEA, and SEA.
TEA consortium assistance:
• To provide information about direct assistance to meet student and family needs through tribally funded services.
• To work with LEA personnel to identify and provide
assistance to students who were at risk for dropping out of school, those with attendance/truancy issues, students with discipline issues and students with academic concerns.
Education specialists are assigned to partnering LEAs -
TEA consortium assistance:
• To work to improve parent/guardian relationships with the
schools.
• To provide training in AI/AN culture, education barriers and learning styles to the SEA, LEAs and AI/AN families to emphasize the importance of overcoming educational barriers of AI/AN youth.
Education specialists are assigned to partnering LEAs -
Project elements that have resulted in system change or improvement
• The TEAs are familiar with the educational barriers of AI/AN students and the demographics of the school districts.
• The TEAs have an excellent working relationship with the participating schools through existing programs for AI/AN students.
• The TEAs have improved services through frequently monitoring of the LEAs and training school staff in AI/AN culture and learning styles to improve educational services.
• The TEAs have access to student data in compliance with FERPA regulations in order to develop a data base and design strategies for student intervention that enhance existing programs and provide technical assistance in the implementation of best practice programs that have reduced learning gaps in reading and math between AI/AN and white children.
Project elements continued:
• The TEAs have provided training to the SEA in order to provide better understanding of social service barriers AI/AN families face and the effect it has on AI/AN children trying to meet common core curriculum standards.
• The TEAs have provided cultural awareness presentations and
trainings over barriers to educational success and AI/AN learning styles to LEA and SEA staff and to various other educational organizations.
Project elements continued:
Best Practices in Partnering with other Tribes
Determine who will be the “primary grantee” with regard to budgetary and overall grant reporting responsibilities.
Determine specific guidelines for submitting reports and budget information.
Maintain open communication through regularly scheduled face-to-face meetings, conference calls and emails in order to develop a balanced program and provide the opportunity for all stakeholders to feel they have a fair and equal amount of input with the program’s implementation.
Maintain an atmosphere of mutual respect and equality for the consortium through meetings with the SEA and LEAs.
Coordinate family and community outreach activities to develop both parental and community support for the program.
Remember the overall focus is to share responsibility towards achieving measurable goals for improving educational opportunities for American Indian/Alaska Native (AI/AN) students.
Best Practices in Partnering with other Tribes continued:
Identify the Parties entering into the agreement and the effective time period the agreement will cover;
Provide a short narrative of the purpose of the agreement;
Clearly define the responsibilities of each party executing the agreement; Address responsibilities in relation to program objectives;
o Define program reporting responsibilities and reporting timelines;
o Define budgetary responsibilities and how exchange for grant funding will be handled;
Official signatures
Sections recommended for inclusion in MOUs and other Consortium
Agreements
Lynne Chatfield, Director of Supportive Programs
Chickasaw Nation Division of Education
lynne.chatfield@chickasaw.net Phone: 580.421.7711
Mahgan Miles, STEP Project
Coordinator Cheyenne and Arapaho Tribes,
Department of Education mmiles@c-a-tribes.org
Phone: 405.422.7412
Dwight Pickering, Director of Indian Education
Oklahoma State Department of Education
dwight.pickering@sde.ok.gov Phone: 405.522.1591
Bill Vann, STEP Project Coordinator Chickasaw Nation Division of
Education bill.vann@chickasaw.net
Phone: 580.421.7711
State Tribal Education Partnership
Nez Perce TEA: Joyce McFarland, Education Manager P.O. Box 365, Lapwai, ID 83540. joycem@nezperce.org
Kamiah and Lapwai School Districts
NEZ PERCE STEP PARTNERS
STEP Journey •First time Partnership between Idaho State Department of Education (SEA) and Nez Perce Tribal Education Department (TEA)
•MOA to give TEA more meaningful role in the education of their children who attend public school in Kamiah and Lapwai (Tribal Leaders input to Administration)
•TEA Assume SEA-type responsibilities related to federal ESEA programs: -Title I, Part A; Title II, Part A; and School Improvement
-TEA Capacity Building on ESEA Programs and use of culturally-responsive education strategies in: CURRICULUM, ENVIRONMENT, INSTRUCTION, FAMILY ENGAGEMEMENT, LEADERSHIP….
-Critical conversations, mutual understanding, defined roles, accountability…. Low cultural relevance connecting to low achievement
SEA-TEA PARTNERSHIP Co-administration team with SEA
ESEA Director & TEA Manager Onsite SEA Capacity Builder for TEA
staff on federal programs, Common Core and testing, Teacher Evaluation, etc.
Consultant on culturally-relevant education strategies for tribal students for both SEA & TEA
Bi-annual meetings and ongoing tracking of Final Agreement
Annual retreat to plan for project improvements & sustainability
TEA shadow federal program monitoring visit
Identify TEA data needs and methods to access from SEA
Joint planning of annual Native Education Research Summit
Summary of Strategies: Meeting the unique educational & cultural needs of AI/AN students to improve Academic Achievement
Nez Perce Education
Standards (align with Idaho Core
Standards, Cultural Pedagogy)
Family Engagement
Native Culture & Language Indicators
(culturally-responsive
environment, curriculum)
Related to •Title I, Part A •Title II, Part A •School Improvement
Related to •Title II, Part A •School Improvement
Related to •Title I, Part A •School Improvement
KAMIAH & LAPWAI SCHOOL DIST.
• Section 1: Providing leadership for culture and language
• Section 2: Engaging the community with culture and language
• Section 3: Infusing culture and language in curriculum and instruction
• TEA to LEA: Technical Assistance (Coaching), Professional Development
SECTION: PROVIDING LEADERSHIP FOR CULTURE & LANGUAGE L01 The Leadership Team plans ways to infuse tribal customs and values into the school’s operating procedures, rituals, and activities. L02 The principal and other school leaders demonstrate an understanding of tribal culture, customs, and values and model a respect for them. L03 The physical appearance of the school reflects the tribal culture. L04 The promotion of Native American history, culture, customs, and values is done in a way that engenders respect for the history, culture, customs, and values of other groups.
SECTION:ENGAGING THE COMMUNITY WITH CULTURE & LANGUAGE EC01 The school provides training for all staff on local tribal history, culture, customs, and values. EC02 The school provides tribal mentors for non-Indian staff and others who request it. EC03 The school includes tribal elders, speakers, and leaders in planning and providing school events that feature Native American culture, customs, and values. EC04 Parent education programs include Native American and tribal history, customs, values, and language(s).
SECTION: INFUSING CULTURE & LANGUAGE IN CURRICULUM & INSTRUCTION
CI01 The school provides professional development for teachers on how to integrate Native American culture and language into the curriculum. CI02 All teachers demonstrate in their lesson plans and materials that they have integrated Native American culture and language into the taught curriculum. CI03 Tribal elders, speakers, and leaders are engaged as volunteers in the school and classrooms. CI04 The school staff includes one or more speakers of the community’s prevailing tribal language(s). CI05 The curriculum for all grade levels includes lessons on the accomplishments of Native Americans. CI06All students receive instruction in the basics of the prevailing tribal language(s) and an opportunity to use the language.
Native Star Culture & Language Indicators
Native Culture & Language Team Accomplishments
Kamiah School District= 12% AI/AN students Monthly Meetings Action Plan to Address three (3) Indicators Action Plan presented to the Circle of Elders Cultural Demonstration & Mini Pow-wow Professional development trainings for all staff Topics: how to integrate culture and language into the
curriculum, tribal extended families, seasonal rounds/food, storytelling/literacy
Tribal presenters in classrooms Topics: Celilo Falls, Fisheries, and Boarding Schools
Native Culture & Language Team Accomplishments
Lapwai School District= 85-90% AI/AN students Tribal Flag in front of school Cultural arts displays and mural project Humanities Night Culturally-responsive Teaching Resources sent
out weekly Staff training on Nez Perce Language Ensure new staff is properly trained in
working with diverse cultures
KAMIAH & LAPWAI SCHOOL DIST
Connection Education
Communication Goals and
Roles Shared
Leadership
Ongoing two-way between school and
families
Developing a partnership through
quality learning opportunities
Face to face opportunities to
connect with families on learning goals
Guidelines that lead the way to engaging
parents
School Team, PTA/PTO, Parent Advisory Group
FET Building Blocks
RESEARCH family engagement Core Beliefs
Four core beliefs have been identified that serve as the foundation for the work of engaging families.
All parents have dreams for their children and want the best for them.
All parents have the capacity to support their children’s learning.
Parents and school staff should be equal partners. The responsibility for building partnerships between
school and home rest primarily with school staff, especially school leaders.
(Henderson et al, Beyond the Bake Sale, 2007)
Family Engagement Team Accomplishments
Kamiah School District: 12% AI/AN Students Monthly Meetings & Action Plan based on Five
Building Blocks KES Homework Guidelines Hosted four family nights The Principal maintained a contact log of teachers
making positive contact to the families/parents Created the FET constitution as well as approved a
purpose statement Strengthened their relationship with teachers and
families; continue work on more strategies to reach tribal families
Family Engagement Team Accomplishments
Lapwai School District: 85-90% AI/AN Students Monthly Meetings & Action Plan based on Five
Building Blocks Family Fun Nights with meals Tapped into their local resources Design for a Welcome Sign- tribal design & language Draft Homework Guidelines using research based data Strengthened their relationship with teachers and
families Revitalized the PTO and Booster Club Compact signatures- Students, Families, Teachers, and
Community
KAMIAH & LAPWAI SCHOOL DIST
Commonality of Common Core Nez Perce Pedagogy Common Core
Learning from watching
Community Orientation
Oral History
Learning from mistakes
Personal Sovereignty
Teachers are guides
Experiential Learning
Interpersonal Relationships
Evaluating Mastery
Modeling Concepts
Group Communication
Contextualized Situations
Using Counterexamples
Multiple Ways of Thinking
Teachers help investigate
Using appropriate tools strategically
Allowing student’s knowledge to guide curriculum
Analysis, Discourse
Nez Perce Pedagogy based on survey of Nez Perce tribal members and discussions with Nez Perce Elders and Youth. Consultation with RunningHorse Livingston, M.Ed.
Cultural Pedagogy Cohort Accomplishments
Monthly Classroom Observations Welcome STEP staff into their classroom every month to
be recorded while teaching a lesson. Select Nez Perce Cultural Standards to demonstrate in
their instruction of a lesson. Growth exhibited by each teacher in use of Nez Perce
Standards Technical Assistance with RunningHorse Livingston,
Mathematize Use of Project Monitoring Tool to monitor progress Input on Nez Perce Cultural Standards
Three years of the STEP
Five Research Strands: •culturally-responsive curriculum •language revitalization • state standards and cultural pedagogy •Leadership •community, culture, and collaboration
Targeting Kamiah & Lapwai Staff… 2013: 26 staff 2014: 39 staff 2015: 26 staff
Dr. D’Lisa Pinkham Lapwai
Garrett Bretz Kamiah
STEP Project handbook • Collaboration between Nez Perce Education Department and Education Northwest. TA request from Idaho SEA.
• Combination of a how-to guide and case study. • Help other TEAs with ideas on how they can expand their advocacy and elevate their role to improve outcomes for their tribal students in public schools with: - academic achievement, - graduation, -college and career readiness • Learn how to develop and maintain TEA-SEA partnerships.
-Formation of Sustainability Team -Finalizing a SEA-TEA data sharing agreement
-Conflict Resolution Plan between SEA and TEA -“Danielson Framework for Teaching” training with TEA, SEA, LEAs -SEA “Focus Visit” to partner LEA’s to monitor the progress and sustainability prospect of STEP strategies
-Strategies to build partner LEA’s leadership capacity to sustain and grow culturally-responsive education strategies - Training for TEA staff to serve as Federal Program Monitors for partner LEA’s in future, -Expanded dissemination strategies to share the accomplishments of Nez Perce STEP project at state, regional, and national education forums,
Nez Perce
4th Year Sustainability Strategies
- Joint SEA/TEA federal program monitoring visits to partner LEA’s.
-Principal Leadership Academy on culturally-responsive strategies. -Online databanks of exemplary culture and language projects, lesson plans (use of tribal education standards), family engagement initiatives,
-Online resources including “Indicators in Action” videos and online professional development materials related to tribal education standards. - Mentor Teachers in Nez Perce Education Standards.
-TA to tribal Head Start on Family Engagement Tool/Resources. - Recruit and train Parent Educators in public schools and Head Start
- Identify culturally-responsive classroom management standards with input from tribal members [element of Title I-A and School Improvement plans]
Nez Perce
2015-19: Additional Strategies
Challenges
Moving toward a unified definition of what culturally-responsive education means for all partners (SEA, TEA, LEA)
“Difference between teaching Culture and teaching Culturally!”
Buy-in that tribal students have “unique educational & cultural needs”
Understanding how STEP connects to federal programs already implemented by LEA’s (Title I, Part A; Title II, Part A; School Improvement)
Integration of STEP into the LEA’s efforts to close the achievement gap for tribal students
Finalizing Data Sharing Initially working with a smaller group of LEA staff and
parents to eventually get the buy-in and support of the wider school and community
AFFIRMATIONS
The heart of school turnaround is classroom instruction! The difference between teaching Culture and teaching
Culturally! Traditional ways of passing on knowledge can be used in
public school classroom’s to educate our children TEA’s are highly capable and uniquely qualified to have an
expanded role in school improvement or turnaround in public schools that educate their tribal children
Parents and families are the key to motivate students to learn and persist toward graduation
Need to have respectful and critical conversations between SEA-TEA-LEA partners and parents/families
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