Some Essentials about Indian Education for All --Background Knowledge Building

1. Some Essentials about Indian Education for All--Background Knowledge Building By: The Northwest Montana Educational Cooperative (Created from and credit given to the information obtained on the OPI website)

2. “Let us put our minds together and see what life we can make for our children.” Tatanka Iyotake (Sitting Bull)

3. Constitutional Connections • When was language added to MT’s constitution regarding American Indians? • 1972 • 1980 • 1991 • 2005 • The correct answer is A, 1972!

4. Constitutional Connections The language added via Montana Constitutional Article X, Section 1(2): “The state recognizes the distinct and unique cultural heritage of American Indians and is committed in its educational goals to the preservation of their cultural integrity.”

5. Constitutional Connections • What year did the Legislature pass House Bill 528 into law—MCA 20-1-501—what is known as Indian Education for All? • 1972 • 1980 • 1999 • 2005 • The correct answer is C, 1999!

6. Constitutional Connections • Every Montanan, whether Indian or non-Indian, be encouraged to learn about the distinct and unique heritage of American Indians in a culturally responsive manner • All school personnel should have an understanding and awareness of Indian tribes to help them relate effectively with Indian students and parents • Every educational agency and all educational personnel will work cooperatively with Montana tribes when providing instruction and implementing an educational goal

7. Constitutional Connections • When did the Legislature adopt Senate Joint Resolution Number 11, which directed the committee on Indian Affairs to study the Article X Section 1(2)? • 1975 • 1985 • 1995 • 2005 • The correct answer is C, 1995!

8. Constitutional Connection • As per the 2005 Annual Data Collection (ADC) Summary, what percent of schools had a board approved policy on the implementation of MCA 20-10-501 (Indian Education for All)? • 10% • 55% • 81% • 100% The correct answer is C, 81% Does your school have this policy? Or, are you part of the 19% that doesn’t have it in place yet?

9. Important Data Regarding Montana’s Indian Population

10. Population Percentages for MontanaBased on the 2000 Census

11. American Indian Students in Montana Schools (2005) Percentage Montana Student Population American Indian=16,422 Non American Indian=145,327

12. District Distribution of Indian Students (2005) 41 Districts report (50-100% of their students are American Indian) 10 Districts report (30-50% of their students are American Indian) 34 Districts report (10-30% of their students are American Indian) Some things to consider, how many students do not report they are American Indian? Where does your district fall in regard to these categories?

13. American Indians and Where They Live (Census 2005) 35% 65%

14. AYP and Indian Students • Did you know that 70% of districts on reservations did not make AYP? • Did you know that 33 districts exist on reservations? • How can we help?

15. How Did the Funding Come? • In 2005 the Montana Quality Education Coalition sued the State of Montana asserting that its educational funding scheme was unconstitutional. • The court told the legislature to define quality education and then fund it. • After “quality” was defined, a special session of the Legislature met in 2005 and provided funding to implement their definition of quality—which included funding for Indian Education for All.

16. Two Purpose for Funding • Closing the Achievement Gap • --Provided for schools who have an Indian population • Indian Education for All • --Provided for ALL schools regardless of Indian population

17. The Funding Formula • Closing the Achievement Gap Funds ($200 per Indian Student from $3,279,200) • Indian Education for All ($20.40 per ANB from $3,002,430) • Indian Education for All One Time Only (per ANB from $7,000,000)

18. Implications for Teachers • Developing personal background knowledge • Setting the stage for student background knowledge • Evaluating current, in use, materials and resources • Navigating new materials • Infusing curriculum with essential understandings • Learning about culturally responsive teaching strategies • Needing time for planning and collaboration!!

19. Charge from OPI They’re working to make the materials and resources on their website . . . • Teacher Friendly • Accurate and Authentic • Research-based

20. Co-op Connection • Facilitate Indian Education for All Committee • Coordinate information dissemination (i.e. Board PowerPoint, Teacher Background Knowledge, Curriculum Materials, Professional Development Information) • Research materials and best practices • Incorporate Indian Education for All Essential Understandings into existing curriculum documents

21. More Co-op Connection • Provide links and lessons on website • Provide information through monthly newsletter • Develop relationships with other districts, tribal members, and related organizations • Coordinate with local resources (CORE) to infuse Indian Education for All when appropriate (i.e. the Hockaday, Lone Pine, Glacier Park, etc.)

22. Research About Culturally Responsive Teaching The National Center for Education Statistics projects that by 2008, 41% of students, but only 5% of all teachers, will be ethnic minorities. (McClure, 2006) Some studies have found that culturally responsive teaching increases time on task, resulting in more instructional time.

23. Implications for School Leaders Maximize Potential Benefits: • Provide time for collaboration and planning in regard to Indian Education for All • Provide opportunities for intensive training and ongoing support • Provide training on how to incorporate hands-on experience into teaching culturally responsive curriculum units • Help teachers see other teachers teaching--model lessons • Implement efforts school wide • Provide a policy for Indian Education for All at a district, board member, level

24. The Essential Understandings Think about how your school district will infuse the following seven big picture ideas across grade levels and across curricular areas

25. Essential Understanding 1 Reservations Tribal Groups • There is great diversity among the 12 tribal Nations and each contributes to modern Montana in a unique way.

26. Essential Understanding 2 • There is no generic American Indian. • There is a continuum of Indian identity ranging from the assimilated to the traditional. When talking and teaching, one goal is to be as tribally specific as possible; try to avoid generalizations.

27. Essential Understanding 3 • The ideologies of Native traditional beliefs and spirituality are alive today as tribal cultures, traditions, and languages are still practiced. • They are incorporated into how tribes govern themselves and their affairs. • There is an oral history present that is as valid as any written history.

28. Essential Understanding 4 • Reservations were not “given” to tribes, but rather they are land reserved for tribes for their own use. • These lands were reserved through treaties.

29. Essential Understanding 5 • Many federal policies, throughout American history, impacted Indian people and shape who they are today. • Some major periods were: Colonization Period, Treaty Period, Allotment Period, Boarding School Period, Tribal Reorganization, Termination, and Self-Determination.

30. Essential Understanding 6 • History is a “story” with many narrators. • Histories are being discovered and rediscovered. • Indian history told from an Indian perspective conflicts with what mainstream history tells us. A clear understanding of Indian history needs to be in place when using outdated text books so that history is not just provided from a mainstream perspective.

31. Essential Understanding 7 • Under the American legal system, Indian tribes have sovereign powers, separate and independent from federal and state governments. • The extent and breadth varies.

32. Increasing Your Own Background Knowledge • Visit the OPI website and investigate the materials and information available there at www.opi.mt.gov --For example, A History and Foundation of American Indian Education Policy • Attend one of the Co-op’s Indian Education for All Committee Meetings • View one of the videos available from OPI at school near you, or borrow one from the Co-op --“Long Ago in Montana”, “Tribes in Montana and How They Got Their Names,” and “Talking Without Words”

33. Closing Thoughts . . . • How will we celebrate American Indian Heritage Day (the fourth Friday in September) in 2007? • Teachers in 2005 ranked teacher training as the number one need, how will we meet that need now and in years to come? • Who do you know personally that might be a resource for the implementation of Indian Education for All?

34. Questions? Comments. Concerns!

35. Special Thanks to . . . • Mike Jetty (OPI) • Denise Juneau (OPI) • Joyce Silverthorne (SKC)