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Breakout Shareout Notes: What's Next? | Sitka 2024

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Breakout Shareout Notes: What's Next? | Sitka 2024

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Contact List - 2024 Leaders in Native Education Convening

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Breakout Shareout Notes: Tribal Consultation | Sitka 2024

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Breakout Shareout Notes: Tribal Consultation | Sitka 2024

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Breakout Shareout Notes: Tribal Compact Schools | Sitka 2024

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Breakout Shareout Notes: Tribal Compact Schools | Sitka 2024

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Breakout Shareout Notes: Title VI | Sitka 2024

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Breakout Shareout Notes: Title VI | Sitka 2024

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Breakout Shareout Notes: SEA Opportunity | Sitka 2024

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Breakout Shareout Notes: SEA Opportunity | Sitka 2024

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Breakout Shareout Notes: Social-Emotional Learning & Development | Sitka 2024

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Breakout Shareout Notes: Social-Emotional Learning & Development | Sitka 2024

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Breakout Shareout Notes: Indigenous Educator Recruitment, Development, & Retention | Sitka 2024

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Breakout Shareout Notes: Indigenous Educator Recruitment, Development, & Retention | Sitka 2024

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Breakout Shareout Notes: Educational Research by Indigenous Researchers | Sitka 2024

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Breakout Shareout Notes: Educational Research by Indigenous Researchers | Sitka 2024

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Breakout Shareout Notes: Language Immersion & Revitalization | Sitka 2024

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Breakout Shareout Notes: Language Immersion & Revitalization | Sitka 2024

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Breakout Shareout Notes: Career Development & Technical Education | Sitka 2024

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Breakout Shareout Notes: Career Development & Technical Education | Sitka 2024

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Breakout Shareout Notes: Assessment | Sitka 2024

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Breakout Shareout Notes: Assessment | Sitka 2024

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Indigenizing Education Graduate Certificate - opportunity!

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Indigenizing Education Graduate Certificate - opportunity!

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Shared by Kristy Ford (Sealaska Heritage Institute):

Attached are the flyers for EDIE 612 and EDIE 630 that are offered this fall which are 2 of the 5 courses leading towards the Indigenizing Education Graduate Certificate that will be launched this year.

See the class titles below:

EDIE A612 Indigenous Epistemologies in Alaska

EDIE A630  Indigenous Ways of Knowing

EDIE A641 Indigenizing Learning and Organization

EDIE A658 Indigenizing Teaching and Organization Systems

EDIE A664 Tribal Governance in Education

This fall 2024:

Dr. Angela Lunda will be teaching EDIE 630.

Dr. Panigkaq Agatha John-Shields will be teaching EDIE 612 CRN: 75555, Monday section.

Below are the tracks towards the grad cert:

1 year track

Fall 2024-EDIE 612 and 630 in fall

Spring 2025-EDIE 641 and 658 in the spring

Summer 2025- EDIE 664

2 year track

Fall 2024-EDIE 612

Spring 2025-EDIE 630

Summer 2025 EDIE 664

Fall 2025 EDIE 641

Spring 2026 EDIE 658

Get an early start towards the Indigenizing Education Graduate Certificate which can also lead towards a Master's degree.

The classes start next week. Email me at ajohnshields@alaska.edu for 612 and aalunda@alaska.edu for 630. Include Betty Hernandez at bahernandez@alaska.edu to get an override to enroll into the courses.

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Language Revitalization Matters: The Alaska Native Language Summit

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Language Revitalization Matters: The Alaska Native Language Summit

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Hosted by Joel Isaak and Kari Shaginoff

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Language Revitalization Matters: The Alaska Native Language Summit

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Impact Video: Leaders in Native Education (2023)

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Impact Video: Leaders in Native Education (2023)

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Leaders in Native Education Impact Video

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Educator Recruitment and Retention Resource

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Educator Recruitment and Retention Resource

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Teacher Certification and Retention Resource-ac

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Language Immersion and Revitalization Resource

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Language Immersion and Revitalization Resource

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American Indian Language Developming Institute and West Region Native American Language Resource Center 

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American Indian Language Developming Institute and West Region Native American Language Resource Center 

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"The American Indian Language Development Institute's (AILDI) mission is to provide critical training to strengthen efforts to revitalize and promote the use of Indigenous languages across generations. This is accomplished by engaging educators, schools, Indigenous communities and policy makers nationally and internationally through outreach, transformative teaching, purposeful research and collaborative partnerships. As a result of our work, we envision that the larger society will know that language revitalization is critical to sustain and reinforce Indigenous linguistic, cultural, and spiritual health and identity."

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American Indian Language Development Institute

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Summer Session

AILDI is synonymous with its intense summer institute. We offer courses related to language teaching, maintenance, documentation and revitalization. The institute promotes and cultivates an atmosphere of sharing among the participants by structuring classes with both a teaching and learning component. Participants are also able to immediately apply language learning methodologies and materials by creating an immersion lesson.

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AILDI is synonymous with its intense summer institute. We offer courses related to language teaching, maintenance, documentation and revitalization. The institute promotes and cultivates an atmosphere of sharing among the participants by structuring classes with both a teaching and learning component. Participants are also able to immediately apply language learning methodologies and materials by creating an immersion lesson.

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Transformative Agency Toward Tribal Prolepsis

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Transformative Agency Toward Tribal Prolepsis

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Raven Writes, K-5 Writing Curricula & Resources

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Raven Writes is a writing program that provides culturally relevant writing curricula, family engagement activities, and professional development for elementary students, teachers, and families.

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Oregon Department of Education Tribal Consultation Toolkit

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Oregon Department of Education Tribal Consultation Toolkit

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Oregon Department of Education : Tribal Consultation : American Indian/Alaska Native Education : State of Oregon

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a word of the day

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A fresh word from the Sm’algya̱x language is published every day to share culture of the Tsʼmsyen, with accompanying language lessons, links, and resources.

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Sm'algyax language, can sign up for quick lessons and take tests

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If the problem continues, contact the site owner.

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Get off your waa and outwork the haters!

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Get off your waa and outwork the haters!

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Shiggoap Alfie Price and Barbara Belk from the Juneau Smʼalgya̱x Language Learners join to talk about how they started a grassroots learning group when they were far from home and did not have birth speakers around them. They talk about who they are, about their language, and how they got started and maintained a group of teachers and learners that are led by the language and respect. They also give advice on how people can get started, how to keep going, and how to build a movement when no one thinks you can.

Follow Tongue unbroken on social media at https://twitter.com/tongueunbroken, https://www.facebook.com/tongueunbroken, and http://tongueunbroken.com/
See omnystudio.com/listener for privacy information.

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get off your waa and outwork the haters!

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‎Tongue Unbroken: Get off your waa and outwork the haters! on Apple Podcasts

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Shiggoap Alfie Price and Barbara Belk from the Juneau Smʼalgya̱x Language Learners join to talk about how they started a grassroots learning group when they were far from home and did not have birth speakers around them. They talk about who they are, about their language, and how they got started an...

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ReVision Alaska: The Juneau Sm'algyax Language Learners

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ReVision Alaska: The Juneau Sm'algyax Language Learners

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ReVision Alaska: The Juneau Sm'algyax Language Learners

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Tsimshian Language Revitalization with the Juneau Sm'algya̱x Learners Group

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Tsimshian Language Revitalization with the Juneau Sm'algya̱x Learners Group

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In episode 7 of Roots and Stems, Lyndsey Brollini interviews members of the Juneau Sm'algya̱x Learners group Nancy Barnes, Alfie Price, Alex Roehl, and David Lang. The group talks about how they first formed, struggles and rewards of learning their Indigenous language, their language journeys, using online platforms to aid language learning, and future plans for the group.

What is Roots and Stems?

Roots and Stems, an Indigenous language podcast, explores ways to support and join language revitalization efforts. Hosted by Sealaska Heritage, an Alaska Native nonprofit organization, the podcast features interviews with those in the field sharing their experiences in language learning and community.

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Tsimshian Language Revitalization with the Juneau Sm'algya̱x Learners Group

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In episode 7 of Roots and Stems, Lyndsey Brollini interviews members of the Juneau Sm'algya̱x Learners group Nancy Barnes, Alfie Price, Alex Roehl, and David Lang. The group talks about how they first formed, struggles and rewards of learning their Indigenous language, their language journeys, using online platforms to aid language learning, and future plans for the group.

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Association of Alaska School Boards Social Emotional Learning

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Association of Alaska School Boards Social Emotional Learning

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Social & Emotional Learning – Association of Alaska School Boards

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Social and emotional learning (SEL) is a comprehensive systems approach which supports children, youth and adults in developing skills for school and life. SEL reaches beyond the classroom to all aspects of life. The five SEL competencies identified by the Collaborative for Academic, Social, Emotio…

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Mental Health | The Cowlitz Indian Tribe

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The legacy of an ancient people in southwest Washington is rich with descendants who manage a growing portfolio of health, education, scientific research, housing, transportation, development, elder care, conservation and legal issues.

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National Native Children's Trauma Center

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National Native Children's Trauma Center

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REL NW Social Emotional Learning Resources

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REL NW Social Emotional Learning Resources

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Our Highline Native Family Advisory Council (NFAC) serves as the primary way for our families of our American Indian and Alaska Native students to provide key high level advisement to Native Education leadership and staff and all districtstaff and leaders on how to powerfully and effectively serve our Native learners. The NFAC also co-develops the Office of Indian Education Title VI grant application each year.

To learn more about the Native Family Advisory Council or if you're interested in participating email Sara Ortiz today!

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Highline Native Family Advisory Council - Highline Public Schools

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Highline Native Family Advisory Council - Highline Public Schools

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Alaska Department of Education & Early Development (AK)

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Alaska Department of Education & Early Development (AK)

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Office of Superintendent of Public Instruction (WA)

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Office of Superintendent of Public Instruction (WA)

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Accessibility Statement

The Oregon Department of Education is committed to making its electronic and information technologies accessible to individuals with disabilities. If you are experiencing accessibility issues on our website or would like to be involved in our accessibility initiatives, please see our Collaborative Accessibility page for options and contacts.

Anti-Discrimination Policy

It is a policy of the State Board of Education and a priority of the Oregon Department of Education that there will be no discrimination or harassment on the grounds of race, color, sex, marital status, religion, national origin, age, sexual orientation, or disability in any educational programs, activities or employment. For more information, visit the Anti-Discrimination Policy page.

Child Nutrition Programs are operated in accordance with Federal civil rights law and U.S. Department of Agriculture (USDA) civil rights regulations and policies. For more information, visit the USDA Civil Rights Nondiscrimination Statement page.

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The Oregon Department of Education fosters excellence for every learner through innovation, collaboration, leadership, and service to our education partners.

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While efforts to achieve equity in education are prominent in school districts across this country, the effective implementation that results in meaningful change remains elusive. Even with access to compelling theories and approaches such as multicultural education, culturally responsive teaching, culturally relevant instruction, culturally sustaining pedagogy, schools still struggle to implement equitable change that reshapes the academic experiences of students marginalized by the prevailing history, culture, and traditions in public education. Instead of getting it right with equity implementation, many schools and districts remain trapped in a cycle of equity dysfunction. In Belonging through a Culture of Dignity, Cobb and Krownapple argue that the cause of these struggles are largely based on the failure of educators to consider the foundational elements upon which educational equity is based, belonging and dignity. Through this work, the authors make these concepts accessible and explain their importance in the implementation of educational equity initiatives. Though the importance of dignity and belonging might appear to be self-evident at first glance, it's not until these concepts are truly unpacked, that educators realize the dire need for belonging through dignity. Once these fundamental human needs are understood, educators can gain clarity of the barriers to meaningful student relationships, especially across dimensions of difference such as race, class, and culture. Even the most relational and responsive educators need this clarity due to the normalization of what the authors refer to as dignity distortions. Cobb and Krownapple challenge that normalization and offer three concepts as keys to successful equity initiatives: inclusion, belonging, and dignity. Through their work, the authors aim to equip educators with the tools necessary to deliver the promise of democracy through schools by breaking the cycle of equity dysfunction once and for all.

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Belonging Through a Culture of Dignity: The Keys to Successful Equity Implementation

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While efforts to achieve equity in education are prominent in school districts across this country, the effective implementation that results in meaningful change remains elusive. Even with access to compelling theories and approaches such as multicultural education, culturally responsive teachin...

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National Educator Initiative Project — National Indian Education Association

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Teacher shortages are pervasive in Native schools across the country. The National Indian Education Association (NIEA) and TNTP are working collaboratively to recruit and retain effective teachers and unleash the power of the seventh generation of Native students.

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In 2015, the Legislature passed Senate Bill 5433 modifying the original 2005 legislation, now requiring the Since Time Immemorial: Tribal Sovereignty in Washington state or other tribally-developed curriculum be taught in all schools. The use of the Since Time Immemorial curriculum has been endorsed by all 29 federally recognized tribes.

Ready to Go Lessons

To support the continuous teaching and learning you are providing your students, these "Ready to Go" lessons have been shared by Tribes and educators to provide you with quick access to a variety of complete lessons to implement along with or in addition to the Since Time Immemorial tribal sovereignty curriculum. If you have any questions, please contact Joan Banker, Office of Native Education, Joan Banker.

Teacher to Teacher & Librarian Implementation Videos

Looking for ideas on how to implement the Since Time Immemorial tribal sovereignty curriculum in your classroom? Across your district? Educators across the state share their ideas, lessons, and resources with you.

Teacher to Teacher and Librarian Webinars

Special Topics

Amplify Our Ancestors or How to Decolonize Your Classroom Teacher-to-Teacher Keynote presented by Shana Brown - 2021 Presentation slides

American Indian Studies and Intersectionality with Ethnic Studies with Gail Morris and Shana Brown June 22, 2021, Elementary School Presentation - June 23, 2021 Middle School Presentation - June 24, 2021, High School Presentation- Presentation Slides

Land Education Teacher Professional Development: Lummi Nation and Western Washington University with Cynthia Wilson, Renee Swan-Waite, Rena Priest, Anna Lees, Dolores Calderon. Opening poem shared by Rena Priest, Washington state Poet Laureate - June 22, 2021 - Presentation Slides

All Grade Levels Elementary Middle School High School

The Since Time Immemorial tribal sovereignty curriculum uses three approaches:
An inquiry based approach with five essential questions:

1. How does physical geography affect the distribution, culture, and economic life of local tribes?

2. What is the legal status of tribes who "negotiated" or who did not "negotiate" settlement for compensation for the loss of their sovereign homelands?

3. What were the political, economic, and cultural forces consequential to the treaties that led to the movement of tribes from long-established homelands to reservations?

4. What are ways in which Tribes respond to the threats and outside pressure to extinguish their cultures and independence?

5. What do local Tribes do to meet the challenges of reservation life; and as sovereign nations, what do local Tribes do to meet the economic and cultural needs of their Tribal communities?

A place-based approach. Our approach encourages teachers and students to address the essential questions in the context of tribes in their own communities.

An integrated approach. Teachers choose how much time to spend on tribal sovereignty content to complete their units throughout the year. The integrated approach provides three levels of curriculum for each of the OSPI-recommended social studies units, each level building on the last. Tribal sovereignty lessons are aligned to the Common Core State Standards for English/Language Arts. Where appropriate, units build toward successful completion of Content Based Assessments (CBA).

The Office of Native Education within the Office of Superintendent of Public Instruction frequently schedules Since Time Immemorial tribal sovereignty curriculum trainings.

This work has been created in partnership with private and public agencies and the Federally Recognized Tribes in Washington State. We express our gratitude to all the contributors to this effort. Without their support and expertise, this resource would not be possible. Please be aware that any adaptations should be considered carefully so as not to impact this thoughtfully crafted content design or introduce any unintended cultural bias.

Alternate material licenses with different levels of user permission are clearly indicated next to the specific content in the materials.

If this work is adapted, note the substantive changes and re-title, removing any Washington Office of Superintendent of Public Instruction or Office of Native Education logos. Provide the following attribution: "This resource was adapted from original materials provided by the OSPI in partnership with the Federally Recognized Tribes in Washington state. Original materials may be accessed on the Since Time Immemorial: Tribal Sovereignty in Washington State website."

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Since Time Immemorial: Tribal Sovereignty in Washington State

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In 2015, the Legislature passed Senate Bill 5433 modifying the original 2005 legislation, now requiring the Since Time Immemorial: Tribal Sovereignty in Washington state or other tribally-developed curriculum be taught in all schools. The use of the Since Time Immemorial curriculum has been endorsed by all 29 federally recognized tribes.

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Indian Employment, Training and Related Services Act

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Indian Employment, Training and Related Services Act

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The Bureau of Indian Affairs is the lead federal agency for implementing Public Law 102-477, the Indian Employment, Training and Related Services Act, 25 U.S.C. section 3401 et seq. Under Public Law 102-477 (as amended), Tribes have the authority to integrate Federal employment, training and related services that they provide to their members. The Federal programs currently integrated into Tribal PL 102-477 Plans are administered by the Department of the Interior (Bureau of Indian Affairs and Bureau of Indian Education); the Department of Labor (Division of Indian and Native American Programs); and the Department of Health and Human Services (Temporary Assistance for Needy Families, Child Care and Development Fund, Native Employment Works and Community Service Block Grants).

Additional Workforce Development Information
Federal/Tribal Workforce Development (477) Administrative Workgroup
Federal and Tribal officials have established a workgroup to develop a reporting and auditing process that minimizes burdens placed on Tribes while assuring that Federal funds are spent towards their appropriate purposes. The workgroup also hopes to provide consistent understanding of the program terms and requirements to all parties involved.
Workforce Development (477) Tribal Workgroup
The Workforce Development (477) Tribal Workgroup advocates and collaborates with Federal officials to clarify and provide a consistent historical perspective on Public Law 102-477 with respect to Federal Partner actions or request. The Workforce Development Tribal workgroup meets at the Department of Labors Regional meetings.
PL 102-477 Laws
Public Law 102-477 Act PL 105-568 Title XI-Indian Employment, Training and Related Services PL 115-93 Indian Employment, Training and Related Services Consolidation Act of 2017
477 Memorandum of Agreement (MOA) October 7, 2022 Interdepartmental Memorandum of Agreement, Public Law 115-93, the Indian Employment, Training and Related Services Consolidation Act of 2017 White House FACT SHEET: Biden-⁠Harris Administration Delivers New Memorandum of Agreement to Streamline Employment and Job Training Funding for Tribal Nations
U.S. Department of the Interior News Release: Interior Department Leads Multi-Agency Effort to Support Tribal Sovereignty Through 477 Program
477 Annual Meeting of Tribes and Federal Agencies
477 Initiative P.L. 115-93 Annual Meeting of Tribes and Federal Agencies September 28, 2020 (Recording mp4 file, there is a delayed start for three to four minutes).
U.S. Department of the Interior P.L. 102-477 (as amended) Reporting Form OMB Control No. 1076-0135 (expiration date 11/30/2024)
For information on completed PL 102-477 Annual Reports, please email the Division of Workforce Development at BIA_477Program@bia.gov

Visit our Contact Us page for mailing address and other contact information.

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The Bureau of Indian Affairs is the lead federal agency for implementing Public Law 102-477, the Indian Employment, Training and Related Services Act, 25 U.S.C. section 3401 et seq. Under Public Law 102-477 (as amended), Tribes have the authority to integrate Federal employment, training and related services that they provide to their members.

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Washington Kindergarten Inventory of Developing Skills (WaKIDS)

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The Washington Kindergarten Inventory of Developing Skills (WaKIDS) is a transition process that helps to ensure a successful start to the K-12 experience and connect the key adults in a child's life. These data help inform state and district-level decisions about education policy and investments, and classroom decisions about individualized learning.

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Implementation of Tribal History/ Shared History

Learning about tribal nations in Oregon is important for all students. Each nation has a distinct origin story, worldview, and timeline of their history and contemporary context. However, much of that information has been presented to the general American public from a non-Native American perspective, filled with clichés, misconceptions and falsehoods. The ODE partnered with representatives of the nine federally recognized Tribal governments in Oregon to create Essential Understandings of Native Americans in Oregon. These nine essential understandings have been created to serve as an introduction into the vast diversity of the Oregon Native American experience.

ODE contracted with Education Northwest to create lesson plans (in grades 4th, 8th, and 10th) informed by the Essential Understandings and aligned to state standards. Eventually, ODE will create lessons Pre-K-12. These lessons embody indigenous teaching and learning opportunities specific to Native Americans.

Critical orientations for Indigenous studies curriculum focus on Place, Presence, Perspectives, Political Nationhood, Power, and Partnerships. To learn more about Tribal History/ Shared History Please visit the
Tribal History/Shared History Letter

The ODE has made resources available to each of the nine federally recognized Tribal governments in Oregon for the creation of accurate place-based, Tribally-specific curriculum. These lesson plans will also be available on ODE's Office of Indian Education website for districts to utilize.

The ODE is in the process of developing a variety of development opportunities throughout the summer 2019, and during the 2019-20 academic year for educators to learn more about the Essential Understandings of Native Americans in Oregon and subsequent lesson plans.

The ODE lessons will continue to be available on the Tribal History/Shared History website. Implementation for all Oregon districts of the Tribal History/Shared History lessons will begin in early January 2020. Updated lesson plans will continue to be provided on our website.

Researching your local Tribe and or Native community;

Reading "The First Oregonians" 2nd Edition, Oregon Council for the Humanities;

Participating in future professional development (schedule will be posted on website November, 2019);

Review the Educator Toolkit located on the ODE website; and

Reviewing existing curricula, materials, and books to detect and challenge biases.

Educators can begin preparing for implementation of these lessons by:

Lesson Plans

8th Grade

10th Grade

Professional Development

Thank you for your interest in the Tribal History/Shared History Professional Development Modules. Watch this video for an introduction to the modules from April Campbell, Director of the Office of Indian Education.

The modules are now available via a direct link without logging into iLearn.

Watch this short video to learn how to fill out the form, access the training module, and download the completion certificate.

Follow the directions below to access the trainings: