1. Indian Education Division
January 31, 2017
Navajo Nation
Department of Dine Education
Education Summit
Latifah Phillips, Assistant Secretary of Indian Education

2. Setting the Context for Indian Education
New Mexico ranks as the 4th largest state population of American Indians (194,000)
American Indian (AI) students comprise approximately 10% of the public school student population (~35,000 students)
60% of the 23 Native-serving districts have AI student populations of 40% or greater
Four (4) of the Native-serving districts have 85% or more AI student population (Dulce; Central Consolidated; Gallup-McKinley; Zuni)
~50% of the Native-serving districts have at least one (1) school building where American Indian students are the majority sub-group
~6,000 American Indian students attend Bureau of Indian Education (BIE) federally-funded public schools
~15 school districts receive students from 35 BIE elementary schools within their K-12 feeder pattern
Trailing Arizona, California and Oklahoma

3. Overview of American Indian student landscape in New Mexico
22 NM Tribes and Pueblos have students in NM public schools
23 Native-serving School Districts
6 Charter Schools Serving American Indian Students on and off Tribal land
NACA, Walatowa, San Diego Riverside, DEAP, Six Directions, Dream Dine

4. Current NM Indian Education Service Regions
REGION I
REGION II
REGION III
School District
Pueblo/Tribe/ Nation
Pueblo/Tribe/Nation
Bloomfield
Navajo Nation
Zuni
Bernalillo
Cochiti, Santo Domingo, San Felipe, Sandia, and Santa Ana
Farmington
Urban
Magdalena
Albuquerque
Central
Gallup
Navajo Nation & Zuni
Jemez Valley
Zia and Jemez
Cuba
Grants-Cibola
Laguna, Acoma, Navajo Nation
Jemez Mountain
Aztec
Penasco
Picuris
Espanola
Ohkay Owingeh and Santa Clara
Pojoaque
San Ildefonso, Nambe, Pojoaque, Santa Clara, Ohkay Owingeh, Tesuque
Taos
Rio Rancho
 Urban
Santa Fe
Ruidoso
Mescalero Apache
Tularosa
Los Lunas
Isleta
Dulce
Jicarilla Apache
In our urban districts, we have students representing, in some cases, over 125 Indian nations

5. Milestones in Indian Education in New Mexico
Indian Education Act of 2003
Established the Indian Education Division and Assistant Secretary position
Identified 11 purposes for Indian Education and 12 reporting areas
Created the Indian Education Advisory Council – 4 representatives from the Navajo Nation
Established the Indian Education Fund
Tribal Education Status Report
Consultation Policy and Practices
Semi-Annual Government to Government
Semi-Annual Indian Education Summit
State-Tribal Collaboration Act, Summit and Partnership with Indian Affairs
Collaboration and Communication Policy between PED and Tribes
Regional EA technical assistance
Data-sharing MOUs with BIE and Tribes (State Tribal Education Partnership)
Native Language Programs in Schools
Native Language Teacher Certification Process
Language and Culture Grants to Tribes
Indian Education Grants to School Districts
Educator Pipeline
These accomplishments set us apart from other states with Native populations;
TESR has been a compliance document for a long time, which we’ve worked to change, but reporting is the first step in understanding how to address our needs
Many states don’t have Education Administrators to support across the state

6. Mission and Vision of the Indian Education Division
To increase American Indian student academic and cultural achievement through culturally-relevant pedagogy, native language, and collaborative partnerships.
Vision
All American Indian students will become proficient in academic, cultural, and leadership standards to become productive and contributing members of their Pueblo/Tribe/Nation and State.
Mission and vision adopted by the Council and Indian Ed together

7. Current Status of American Indian Students
Student Achievement
School Safety
Attendance
Graduation Rate
Mobility Rate
Indian Education Act outlines 12 reporting areas. We will speak to 5 areas today.

8. Student Achievement

9. School Safety
Look at building compliance with safety standards as well as school climate.
Are some districts reporting better than others?
Do some districts have a higher percentage of the infractions, thus skewing the averages for the rest of the state?

10. Attendance

11. Graduation Rate

12. Mobility Rate
BIE system likely increases mobility since students have a right to a seat in their public school attendance zone and a right to their BIE school.
Didn’t report on NA mobility this year because the numbers were startlingly high and we wanted to understand the data better before reporting it.

13. Priority Areas for Indian Education
Attendance and Truancy
College and Career Readiness and Pathways
Cultural Competency Training and Culturally Responsive Education
Maintenance of Language and Support for English Learners
School Systems Alignment (PED-BIE-Tribally Controlled)
Site visits and formal consultations led us to identify these 5 priority areas
Presentation is structured to demonstrate what we plan to do and who we believe our strategic partners will be. (Define strategic partnership – want access to your expertise, what resources and connections can I tap into?)
Many areas we don’t have authority over; but we seek to influence through education, advocacy and collaboration.

14. PED-BIE-Tribally Controlled Schools Alignment
Next Steps
Milestone/Task
Strategic Partnerships
Provide technical assistance to Districts and Tribes in the development of plans for educational systems alignment, recognizing BIE-operated and Tribally controlled schools as part of a pre-k-12 feeder pattern.
-transition planning
-school accountability
-data-sharing
-data-reporting
-English learner identification process and program support
-Special education identification process and program support
Department of Dine Education / Tribally Controlled School Leadership
Bureau of Indian Education (BIE) 
PED Policy Office

15. Every Student Succeeds Act (ESSA)
Primary law governing K-12 education in the United States
Requires states to submit a plan for implementation of the new law
New Mexico partnered with New Mexico First to facilitate a series of 20 meetings throughout the state
Gallup, Farmington, Santa Fe, Albuquerque, Roswell, Las Cruces, Tribal Government to Government meeting
Over 600 participants in in-person sessions
Over 400 surveys submitted
Site visits and formal consultations led us to identify these 5 priority areas
Presentation is structured to demonstrate what we plan to do and who we believe our strategic partners will be. (Define strategic partnership – want access to your expertise, what resources and connections can I tap into?)
Many areas we don’t have authority over; but we seek to influence through education, advocacy and collaboration.

16. Every Student Succeeds Act (ESSA)
Specifically sought feedback on 5 variables within ESSA reform
Student accountability and report cards
Student assessment and coursework requirements
Identification and support for English Language Learners
Support for low-performing schools
Support and evaluation of teachers and school leaders
Site visits and formal consultations led us to identify these 5 priority areas
Presentation is structured to demonstrate what we plan to do and who we believe our strategic partners will be. (Define strategic partnership – want access to your expertise, what resources and connections can I tap into?)
Many areas we don’t have authority over; but we seek to influence through education, advocacy and collaboration.

17. Thank you!