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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1798

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533

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