1. Tribes and Schools Working Together for All Students Sally Brownfield Center for the Improvement of Student Learning cisl@k12.wa.us

2. WSSDA Annual Conference Thursday, Nov. 15, 2007 8:30-9:15 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

3. Federally Recognized Native Tribes in Washington State

4. Government–to–Government 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.

5. 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 Traditional Teaching “ ”

6. 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 Florida;1617 Anglicans in Virginia Federal Day Schools: 1870s War Department establishes Bureau of Indian Affairs: 1824 BIA Off Reservation Boarding Schools late 1870s: Compulsory Attendance

7. 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-O’Malley 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.

8. 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 Report 1970: Termination policy ended (Nixon); entered era of self determination 1972: 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)

9. 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 Historical Overview of Indian Education in the U.S. and Washington

10. 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 People’s language, culture and oral tribal traditions teacher certification act: Honoring our ancestors” Historical Overview of Indian Education in the U.S. and Washington

11. Native American Students

15. House Bill 1495 Encourages the Washington State School Director’s 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.

16. 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.

17. 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.

18. 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.

19. 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

20. 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 Culturally Responsive Schools

21. 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. Culturally Responsive Schools (cont).

22. Yellow Cards & Evaluations Thank you! Sally Brownfield Center For the Improvement of Student Learning sally.brownfield@k12.wa.us 360-725-6502 Visit our Website: www.yourlearningcenter.org