# data[].attributes.headline
Boosting your Systems to Improve Attendance

# data[].attributes.subject
Boosting your Systems to Improve Attendance

# data[].attributes.headline
Leveraging Your Data to Implement Effective Tiered Interventions Slides

# data[].attributes.subject
Leveraging Your Data to Implement Effective Tiered Interventions Slides

# data[].attributes.headline
Boosting Your Teaming for Better Attendance & Engagement Slides

# data[].attributes.subject
Boosting Your Teaming for Better Attendance & Engagement Slides

# data[].attributes.headline
Administering The Hope Scale Community Toolkit

# data[].attributes.subject
Administering The Hope Scale Community Toolkit

# data[].attributes.headline
District Direct Service Reporting Orientation Fall 2023

# data[].attributes.subject
District Direct Service Reporting Orientation Fall 2023

# data[].attributes.attachment_link.title
District Direct Service Reporting Orientation Fall 2023.mp4

# data[].attributes.headline
ESD Direct Service Reporting Orientation Fall 2023 

# data[].attributes.subject
ESD Direct Service Reporting Orientation Fall 2023 

# data[].attributes.attachment_link.title
ESD Direct Service Reporting Orientation Fall 2023.mp4

# data[].attributes.headline
Leveraging Your Data to Implement Effective Tiered Interventions Recording 

# data[].attributes.subject
Leveraging Your Data to Implement Effective Tiered Interventions Recording 

# data[].attributes.attachment_link.title
Leveraging Your Data to Implement Effective Tiered Interventions

# data[].attributes.headline
Boosting Your Teaming for Better Attendance & Engagement Recording 

# data[].attributes.subject
Boosting Your Teaming for Better Attendance & Engagement Recording 

# data[].attributes.attachment_link.title
Boosting Your Teaming for Better Attendance & Engagement

# data[].attributes.attachment_caption
Sample Agenda Template for Attendance Teams

# data[].attributes.body
Please feel free to reach out to Mona Halcomb at: mona.halcomb@k12.wa.us as a resource for improving American Indian/Alaska Native (AI/AN) attendance and engagement.

# data[].attributes.headline
Reengagement Specialists Orientation 8/31/2023 

# data[].attributes.subject
Reengagement Specialists Orientation 8/31/2023 

# data[].attributes.attachment_link.title
Video Conferencing, Web Conferencing, Webinars, Screen Sharing

# data[].attributes.attachment_link.description
Zoom is the leader in modern enterprise video communications, with an easy, reliable cloud platform for video and audio conferencing, chat, and webinars across mobile, desktop, and room systems. Zoom Rooms is the original software-based conference room solution used around the world in board, conference, huddle, and training rooms, as well as executive offices and classrooms. Founded in 2011, Zoom helps businesses and organizations bring their teams together in a frictionless environment to get more done.

# data[].attributes.headline
Grant Opportunities to Support Attendance & Reengagement 5/25/2023

# data[].attributes.subject
Grant Opportunities to Support Attendance & Reengagement 5/25/2023

# data[].attributes.attachment_link.title
District Direct Service Attendance and Reengagement Eval Reporting Orientation.mp4

# data[].attributes.attachment_link.title
Attendance Systems & Strategies Learning Series: Session 4

# data[].attributes.attachment_link.title
Attendance System & Startegies Session 4

# data[].attributes.headline
Attendance Incentives & Engagement: Spring 2023

# data[].attributes.subject
Attendance Incentives & Engagement: Spring 2023

# data[].attributes.attachment_link.title
School Wide Attendance Incentives and Engagement_ Spring 2023

# data[].attributes.headline
District Evaluation Activities Overview Spring 23/24

# data[].attributes.subject
District Evaluation Activities Overview Spring 23/24

# data[].attributes.attachment_link.title
District Evaluation Activities Overview Spring 2023 and 2023 24

# data[].attributes.attachment_link.title
Attendance Systems & Strategies Session 3

# data[].attributes.headline
Session 3: Caring Conversations & Tiered Interventions (Feb. 16)

# data[].attributes.subject
Session 3: Caring Conversations & Tiered Interventions (Feb. 16)

# data[].attributes.headline
Voice Matters: Uncovering systemic barriers to school improvement through voice circles

# data[].attributes.subject
Voice Matters: Uncovering systemic barriers to school improvement through voice circles

# data[].attributes.attachment_link.title
Meaning Making Jan 12 First Half with Full Group.mp4

# data[].attributes.headline
Supporting Tribal Youth Attendance Achievement

# data[].attributes.subject
Supporting Tribal Youth Attendance Achievement

# data[].attributes.attachment_link.title
Baseline Meaning Making with Eval Participants Jan 12 2023 for Participants (2)

# data[].attributes.attachment_link.title
Attendance and Engagement PLC Resources ESD 101 and 123

# data[].attributes.attachment_link.title
Attendance Systems & Strategies Session 2

# data[].attributes.headline
Session 2: Data & Understanding Root Causes (Dec. 8)

# data[].attributes.subject
Session 2: Data & Understanding Root Causes (Dec. 8)

# data[].attributes.attachment_link.title
Session #2 Data and Tools for Understanding root Causes of Absences

# data[].attributes.headline
Evaluation Activities for Districts: Comprehensive Detail for Entire School Year (Oct 2022)” 

# data[].attributes.subject
Evaluation Activities for Districts: Comprehensive Detail for Entire School Year (Oct 2022)” 

# data[].attributes.attachment_link.title
District Evaluation Activities Overview Final for Distribution

# data[].attributes.headline
Tools For Understanding Root Causes Webinar with Attendance Works

# data[].attributes.subject
Tools For Understanding Root Causes Webinar with Attendance Works

# data[].attributes.attachment_link.title
Tools for Understanding Root Causes Webinar with Attendance Works

# data[].attributes.headline
Student Voice Resources by Student Leaders

# data[].attributes.subject
Student Voice Resources by Student Leaders

# data[].attributes.attachment_link.provider_name
Association of Washington Student Leaders

# data[].attributes.attachment_link.readable_text
AWSL Student Equity Guide

The AWSL Student Equity Guide was developed and authored by the 2020 - 2021 Student Equity Cohort. The equity guide provides opportunities to learn, and engage in conversation with topics such a justice, equity, diversity, inclusion and race.

The guide was featured as a resource in the "Talking to Young People about Race, Racism, and Equity" by OSPI in May 2021.

# data[].attributes.attachment_link.title
Student Voice Work - Association of Washington Student Leaders

# data[].attributes.attachment_link.description
The AWSL Student Equity Guide was developed and authored by the 2020 - 2021 Student Equity Cohort. The equity guide provides opportunities to learn, and engage in conversation with topics such a justice, equity, diversity, inclusion and race. The guide was featured as a resource in the "Talking to Young People about Race, Racism, and Equity" by OSPI in May 2021.

# data[].attributes.headline
Tools for Understanding Root Causes Slides 

# data[].attributes.subject
Tools for Understanding Root Causes Slides 

# data[].attributes.attachment_link.title
Tools for Understanding Root Causes of Absences

# data[].attributes.attachment_link.title
Driving with Data Webinar with Attendance Works

# data[].attributes.headline
Evaluation Activities for Districts: Info Session 2 Recording 

# data[].attributes.subject
Evaluation Activities for Districts: Info Session 2 Recording 

# data[].attributes.attachment_link.title
District Evaluation Activities Session 2 Recording.mp4

# data[].attributes.headline
Evaluation Activities for Districts: Info Session 1 Recording 

# data[].attributes.subject
Evaluation Activities for Districts: Info Session 1 Recording 

# data[].attributes.attachment_link.title
District Evaluation Activities Info Session 1 Recording.mp4

# data[].attributes.headline
Evaluation Activities for Districts: Year at a Glance Video - (Oct 2022)

# data[].attributes.subject
Evaluation Activities for Districts: Year at a Glance Video - (Oct 2022)

# data[].attributes.attachment_link.title
Attendance, Chronic Absenteeism, and Truancy | OSPI

# data[].attributes.attachment_link.description
Attendance is a critical building block for student learning. If students are not present, they cannot engage in learning. Attendance is a powerful signal and leading indicator of equity. It can signal when students might need additional support and areas for system and school improvement. Chronic a…

# data[].attributes.attachment_link.readable_text
Attendance Works Associate Director for Programs, Cecelia Leong, spoke with Danielle Grant, the Director of Indian Education for Minneapolis Public Schools about Dream Big Minneapolis, an effort to improve attendance for Native American students. Grant is a member of the Turtle Mountain Ojibwe tribe.
How is attendance an issue for Native American students in Minneapolis Public Schools?
Our goal is for every student in Minneapolis Public Schools to attend 95 percent of the school year. Last year, district-wide, 60 percent of all students met that goal. In contrast, only 30 percent of our American Indian attended 95 percent or more. That's half. A lot of times, people talk about the attendance gap or the achievement gap with regard to African American kids. In Minneapolis, 49 percent of African American students attend 95 percent of the time. The reality is that the rate for Native kids are a lot lower. For our kids to reach 49 percent would be a real triumph.

Why are students missing so much school?
For students in general, there are a range of reasons for missing school. There might be challenges around transportation. We provide a school bus but if a child misses the bus, his family might not have another means to get him to school that day. Frequently, we hear of a child not wanting to go to school because of bullying. Rather than calling the principal right away and addressing the issue, the parent might let the child stay home and that goes on for a substantial amount of time. Students might be home because of illness. Parents might not be clear about when it's appropriate to keep them home or send them to school. They have a tendency to err on the side of keeping them home and that can lead up to chronic absenteeism.

These reasons are compounded in the American Indian community because of our historically negative relationship with the educational system. So we're more likely to keep the child home or, if there's some crisis going on in the family, we're more likely to say that the kids don't need to go to school.

What is that history with the schools? Many of us may not know a lot about it.
A lot of people may be familiar with the boarding schools, the most famous one being Carlisle, which had the motto "Kill the Indian to save the man." The idea behind these boarding schools was to give these children what was seen as a better life. The boarding schools would teach these children English, train them for jobs, give them a white education and, in many cases, give them a new name. So Native children were taken away from their homes and their families to boarding school. Some children were as young as 4 to 5 years old. These were not nice boarding schools like the prep schools in the East. Most of these boarding schools were focused on a bare minimum of education with a couple of hours of education a day. The boys were trained to be laborers-digging ditches-and the girls were trained to be domestics. When the children returned to their communities, they could no longer speak their home language. They didn't fit in anymore but they didn't fit into the larger culture either.

There was a lot of abuse and illness at the boarding schools. In Canada, which also had residential boarding schools, a third of the children died at school. So if you were a parent and you trusted the school to take care of your child, imagine the shock and grief when your child never comes home because he died and was buried at school. In the Native community, the children are everything. To take the children away cuts at the heart of our culture. This is a historical trauma with repercussions through the generations. How you learn to be in a family is by being in one. You learn how to be a parent by being with one.

This was systematically done by the government. So if this happened in your family, you are not going to trust big systems and specifically, you are not going to trust the educational system. I would say people have a good reason not to trust the educational system.

What proportion of American Indians were affected by the boarding school experience?
I would say almost everyone. There were only a small number who did not go. Even if your family didn't go, there were repercussions. It's hard to hang on to your Native culture and language when your peers are gone.

What about the relationship with the current school system?
In the past, the education system was used as a tool of genocide against the Native peoples. To this day, there is still a great deal of distrust. The education system is still seen by many American Indians as trying to make us less Native, and more like the mainstream, and that makes for a complicated relationship. In addition, poorly understood educational neglect and truancy laws can also lead to misunderstandings and distrust by families.

In Hennepin County, where Minneapolis is located, 30 percent of educational neglect referrals result in out-of-home placements for American Indian kids. No wonder our families are very sensitive talking about attendance! They're really scared you're going to take their kids away. This winter, we invited families whose students had at-risk attendance to a dinner. These are students who are not truant - they attended between 85 - 94 percent of the year. We were hoping we could provide some assistance and push them up to being strong, solid attenders. If we could improve their attendance by 3 days a year, they would be at the attendance goal. Our invitation letter was very positive. As the day approached, I had my staff make some phone calls to families so we would know how many people to expect for dinner. We had multiple families say, "Are you taking my kids away?" You may not have had this happen in your own family but you know of a friend or a cousin that this happened to so people are really afraid. My staff felt really bad about scaring these parents. Most of my staff are Native themselves and have families too.

Social workers will call my department and say they want to do a home visit. I say, whoa, did they invite you over? Don't go to their house unannounced. People aren't going to open their doors for you. They're not going to let you in because you're a social worker. You think you're there to help but they're going to be afraid. You know, you're not paranoid if it's real! There are legitimate reasons for people not to trust the big systems like the school district.

Given this history, what have you found to be effective in encouraging students and families to make attendance a priority?
What's really important to our kids are relationships. So number one, focus on relationship-building. It's not about guilt-tripping the kids if they weren't there. Instead, say, "You're here today. It's great to see you! We missed you." We noticed you were gone. You bring something to your classroom. Everyone at the school from teachers to cafeteria staff needs to greet kids. It's about making kids want to go to school.

We've been working with our non-profit partners on a campaign that stresses the importance of school attendance. As a Native community, this is not something that we've historically put a value on. It's been ok for our kids to miss this much school. The truth of the matter is that it is not ok. So we've been working extensively with our community to get this message out, that attendance is important, why it's important. We've gone to a lot of community events in an effort to get the dialogue going. What we started doing are pledges: for students, for parents, for community organizations. Students and parents pledge that they will attend 95 percent of the time. In the case of community organizations, they pledge that they will not organize events that will disrupt kids attending school. In the past, we had a situation where an organization had pulled kids out the second week of school to go harvest wild rice. Yes, it's traditional and it's important for kids to learn it but they shouldn't be doing it when they should be in school. So this year, they did it on a weekend instead. You know, the lakes are open on weekends!

This year, we have a new slogan for our work. It's "Dream Big Minneapolis: Attendance is the first step". We now have a Facebook page and a website website (www.dreambigmpls.com) that has tips on how to support their children's attendance.

How is Dream Big different from Attend to Achieve, the messaging campaign for Minneapolis Public Schools?
A lot of it is the same, such as tips for minimizing chaos in the morning - lay our your clothes the night before so you get to school on time the next day. Attend to Achieve didn't really resonate in the Native community. We really thought more about how to connect school attendance to our dreams for our children. The implication of Attend to Achieve is that you attend and then you do better than other people. That's contrary to the worldview held by most American Indians. What's really important to us is our community. So when I say Dream Big, it's for yourself and your child but also for your community. This is the message from the well-known leaders in our community.

How did you get the leaders on board?
We're still in the process. Initially, when we started the Dream Big campaign, several of us went to our leadership group which is called Metropolitan Urban Indian Directors, a loose association of Minneapolis Native leaders since the 1970s, to get support. If you have big things that you're interested in getting broad support for, this is where you go. We went and asked for support. There was actually quite a bit of push back about the making kids attend schools that are not supportive of their cultures. I had to push back and say that that's something we're working really hard at but we can't wait for the moment where all schools are really great places for American Indian kids. We need kids to start attending now. These things have to happen concurrently. Having kids there puts pressure on making schools a better place.

How have families responded to Dream Big Minneapolis?
Everybody that we've talked to have been very supportive. As soon as they find out that this isn't another "finger wag" at "bad" parents, they are supportive. There's been too much blaming and shaming about attendance. We need to focus on the positive message of why attendance is important. There are real reasons why kids aren't getting to school. That's why we need to brainstorm with parents to find solutions. If your kid missed the bus and you don't have a car, does your neighbor have a car? If we as a community are all taking ownership and responsibility around ensuring that our Native kids are in school, they will do it.

When we have school events, we ask parents whose children are 100 percent attenders, how do you do this? They come up and talk and people see that they're no different than me but they've made a commitment as a family. They may not have had a great experience in school but they are determined that it will be different for their child. They have said this stops now. Maybe I don't have all the skills and resources but I can ask for them. This is Dreaming Big.

What about messaging to students?
If I see a kid who is not in school when they should be in school, I need to say, "Why aren't you in school?" I'm letting them know that they should be in school. That's where they belong. That's their job to learn. That's their responsibility-to me, to their family, to their community. They need to learn so they can contribute to their community to the best of their ability. We should all be doing this.

The traditional value is that everyone contributes to the best of their ability. We've gotten away from that and we have to get back there. Kids need to be in school. Schools need to be engaging. When kids do well in school, they then are able to offer their communities their whole selves. That is the only way that we as an American Indian community that we will be able to heal. I pull my car aside and talk to kids all the time. The superintendent has told me that if I am arrested for this behavior, she will come and bail me out because she is supportive of me speaking to small children in the park who are not in school when they should be!

What advice would you give to non-Native Americans about working with Native families and students?
The most important thing is to listen more than you talk. Even as a native person, I needed to build relationships. I spent a lot of time listening to people's concerns and ideas. What's most important is to go to the community with your heart and mind open and say "I'm concerned about this. How can we help? What are your ideas?" Just because you're not in a position to put them into practice doesn't mean you don't have ideas.

There isn't a magic bullet. You have to keep doing it. Our families are more difficult to communicate with. They might not respond to the same mailing. You have to keep trying and keep it positive. The negative approach doesn't work. If something doesn't work, keep trying. Try something else. It is too important to not try to find something that works for our kids.

# data[].attributes.attachment_link.title
Chronic Absence and Native American Students: Unique Challenges - Attendance Works

# data[].attributes.attachment_link.description
Attendance Works Associate Director for Programs, Cecelia Leong, spoke with Danielle Grant, the Director of Indian Education for Minneapolis Public Schools about Dream Big Minneapolis, an effort to improve attendance for Native American students. Grant is a member of the Turtle Mountain Ojibwe tribe.

# data[].attributes.attachment_link.title
10.7.22 MASD Reengagement & Attendance Newsletter

# data[].attributes.headline
District Direct Service Orientation (Sept 2022)

# data[].attributes.subject
District Direct Service Orientation (Sept 2022)

# data[].attributes.attachment_link.title
District Direct Service Attendance and Reengagement Eval Reporting Orientation.mp4

# data[].attributes.headline
ESD Direct Service Orientation (Sept 2022)

# data[].attributes.subject
ESD Direct Service Orientation (Sept 2022)

# data[].attributes.attachment_link.title
ESD Optional Orientation_Training_ Attendance & Reengagement Evaluation Direct Service Reporting.mp4

# data[].attributes.attachment_link.title
Attendance Systems & Strategies Learning Series Session 1

# data[].attributes.attachment_link.title
Attendance Systems & Strategies - Session 1 Sept. 29

# data[].attributes.attachment_link.description
Check out this real estate flyer designed by Jordyn Fouts.

# data[].attributes.headline
Attendance Specialist Weekly Update Template 2

# data[].attributes.subject
Attendance Specialist Weekly Update Template 2

# data[].attributes.attachment_link.title
Attendance Specialist Weekly Update Template 1

# data[].attributes.headline
Attendance Specialist Weekly Update Template 

# data[].attributes.subject
Attendance Specialist Weekly Update Template 

# data[].attributes.attachment_link.title
Attendance Specialist weekly Update Template 2

# data[].attributes.attachment_link.readable_text
Online learning is instruction that takes place primarily through the computer. Each school district has their own online learning policy and practice. The district policy will dictate if and how they provide online learning opportunities.

Enrolling a Student

Online School Program or Course Provider

Applying

Approved

# data[].attributes.attachment_link.description
Online learning is instruction that takes place primarily through the computer. Each school district has their own online learning policy and practice. The district policy will dictate if and how they provide online learning opportunities.

# data[].attributes.attachment_link.description
Job Corps is the largest free residential education and job training program for young adults ages 16-24. We connect you with the skills and education you need to get the career you want!

# data[].attributes.headline
Example & Template_Credit Recovery & Educational Pathway Options- ESD 101

# data[].attributes.subject
Example & Template_Credit Recovery & Educational Pathway Options- ESD 101

# data[].attributes.attachment_link.title
Example & Template_Credit Recovery & Educational Pathway Options

# data[].attributes.attachment_link.title
August ESSER Attendance & Reengagement Updates & Digest 8.25.22

# data[].attributes.headline
Improving Attendance & Engagement in Washington: Chronic Absence 101 Video 

# data[].attributes.subject
Improving Attendance & Engagement in Washington: Chronic Absence 101 Video 

# data[].attributes.attachment_link.title
Improving Attendance & Engagement in Washington, an overview of chronic absence by Attendance Works

# data[].attributes.headline
OBSCURED IDENTITIES: Improving the Accuracy of Identification of American Indian and Alaska Native Students

# data[].attributes.subject
OBSCURED IDENTITIES: Improving the Accuracy of Identification of American Indian and Alaska Native Students

# data[].attributes.attachment_link.readable_text
This brief serves as a resource for K-12 districts, state education agencies, higher education institutions and district Title VI Indian education offices. The brief outlines the challenges in identifying American Indian/Alaska Native (AI/AN) students, provides federal definitions and offers a set of promising practices for different audiences.

American Indians are the only group in the country that must prove their race or ethnicity through membership or descendancy to receive designated federal services and funding.

This is critical for several reasons. One is that the definition of who qualifies as (AI/AN) influences the funding, programs and policies available to Indian Country. Inaccurate identification of AI/AN students can also present serious noncompliance issues with the Civil Rights Act of 1964.

The ways AI/AN students are defined and identified vary-which has created many challenges, including dramatic fluctuations in AI/AN student counts. Differences between federal definitions of who qualifies as AI/AN, as well as revised data-collection processes that do not allow multiple races and ethnicities to be recorded, have led to significant under-identification of K-12 Native students. This is particularly true for students with complex ancestries.

Inaccurate data impact the statistics generated from ethnic and racial classifications, such as graduation and dropout rates, attendance rates and percentages of students meeting academic standards. Without accurate data, it is impossible to track the improvements or declines in AI/AN student success-which undermines confidence in data on Native students. It also suggests students who are eligible for educational services and opportunities may not be receiving them.

Accurate student counts are necessary to ensure treaty obligations are fulfilled, programs designed to meet the needs of Native students are appropriately funded, and the performance of AI/AN students can be reliably tracked.

# data[].attributes.attachment_link.title
Obscured Identities: Improving the Accuracy of Identification of American Indian and Alaska Native Students

# data[].attributes.attachment_link.description
This brief serves as a resource for K-12 districts, state education agencies, higher education institutions and district Title VI Indian education offices. The brief outlines the challenges in identifying American Indian/Alaska Native (AI/AN) students, provides federal definitions and offers a set of promising practices for different audiences.

# data[].attributes.headline
Native Youth Count Infographic for AI/AN Students & Families

# data[].attributes.subject
Native Youth Count Infographic for AI/AN Students & Families

# data[].attributes.attachment_link.readable_text
The Office of Native Education (ONE) provides assistance to school districts in meeting the educational needs of American Indian and Alaskan Native (AI/AN) students. ONE serves as a liaison between OSPI and school districts, tribal governments, State-Tribal Education Compact schools (STECs), tribal schools, Native communities, parents/guardians of Native children, and other groups and individuals.

RCW 28A.300.105 places the Office of Native Education into statute.

Right to Tribal Regalia Act

Effective March 18, 2020, RCW 28A.600.500 affirms the inherent rights assured through tribal sovereignty and expressly provides that school districts must allow American Indian and Alaska Native K-12 and higher education students who are members of federally recognized tribes to wear traditional tribal regalia and objects of cultural significance at graduation ceremonies and related events. In addition, school districts and higher education institutions are required, when necessary, to update relevant policies or procedures in accordance with this law.

Bulletin 045-20 was issued by OSPI Superintendent Reykdal to every district superintendent, school principal, and school counselor affirming the right of American Indian and Alaska Native students to wear traditional regalia and items of cultural significance at graduation and other related events.

Tribal History in Social Studies Curriculum

Requirements in Washington's Basic Education Act

As districts review and revise social studies and history curricula, there are two new requirements passed by the 2015 Washington state Legislature.

Integrate Since Time Immemorial: Tribal Sovereignty in Washington State into current and newly-adopted social studies or history curricula.

Collaborate with federally recognized Indian tribes within or neighboring district boundaries.

Bulletin & State Law

OSPI Bulletin 006-16: Implementing Senate Bill 5433 (2015) Requirements for Teaching Tribal History, Culture, and Government

State-Tribal Education Compact Schools (STECs)

In 2013 the Legislature passed House Bill 1154, authorizing state-tribal education compact schools ( RCW.28A.715). The bill authorizes the Superintendent of Public Instruction to enter into state-tribal education compacts. The legislation exempts schools that are the subjects of state-tribal education compacts from all existing state statutes and rules regarding school districts and district boards of directors; establishes standards for teachers, staff, and curriculum; outlines admissions policies and school funding; and establishes reporting requirements on student enrollment. Compact schools are encouraged to implement early learning pilot programs. The Department of Early Learning is directed to form a working group to develop early learning pilot programs.

The Office of Native Education provides consultation to eligible federally recognized tribes and BIE schools located in Washington state who are interested in starting a STECs.

Washington State Native American Education Advisory Committee (WSNAEAC)

The Washington State Native American Education Advisory Committee (WSNAEAC) reconvened in March 2019 with the purpose of promoting leadership and the unique principles and effective practices of Native American education which helps to assure academic success and cultural integrity at the community, school, state, and tribal levels. The committee consists of 21 members nominated by tribes and tribal organizations to provide consultation with OSPI on matters and issues related to the well-being and achievement of AI/AN students who attend public, STECs, and tribal schools in Washington state.

First Peoples' First Language, Culture, & Oral Traditions Teacher Certification Program

Certification Application Process and Supports: Professional Educator Standards Board (PESB)

Seal of Biliteracy

To earn the Seal of Biliteracy, students must present proficiency in English and one or more other languages, including Tribal languages.

# data[].attributes.attachment_link.description
The Office of Native Education (ONE) provides assistance to school districts in meeting the educational needs of American Indian and Alaskan Native (AI/AN) students.

# data[].attributes.attachment_link.title
Direct Service Student and Family Data Collection Convo Guide Only

# data[].attributes.attachment_link.title
Copy of ESD 112  Attendance  Reengagement Caseload Excel

# data[].attributes.attachment_link.title
OSPI Session 3  Partnering to Make A Difference - June 7 2022 v4

# data[].attributes.attachment_link.title
OSPI Session 3 E-Learning Resources & Links

# data[].attributes.attachment_link.title
Session 2  - OSPI- Early Interventions - June 2022

# data[].attributes.attachment_link.readable_text
Assertive Engagement Initiative is a series of training sessions designed to provide continued education for social service providers. These training sessions traditionally were hosted over a three day period. Assertive Engagement (AE) draws from various theories, approaches, and lenses such as Strength-Based Approaches, Trauma-Informed Care, Motivational Interviewing, Empathy, Ambivalence, Unconditional-Positive Regard, in addition to many other components.

The initiative aims to support and complement frameworks centered on racial equity, anti-oppression, and trauma-informed care. Assertive Engagement can apply holistically to clients, service providers, supervisors, agencies, and systems by helping us navigate power dynamics and use empathy in our interactions. Not only are these training components taught, but they are also demonstrated through role-plays and hands-on practice.

The structure of AE is based on Popular Education, which is a people guided and people-oriented training approach. By entering the training participants, it ensures that their educational needs are met and validated. Additionally, Popular Education recognizes that participants are both the learner and teacher. AE caters to various learning styles by having a range of group work, hands-on activities, and individually lead lessons.

We provide trainings, technical assistance, and policy analysis to our partners and to county staff. We strive to honor the historic work by many agencies to build programs that are participant-centered, strength-based, or culturally specific.

For more information, download the Assertive Engagement Initiative Handout 2018 (191.87 KB)

Questions

Please email the AE Facilitation Team at AEinfo@multco.us

Looking for services?

Dial 2-1-1, toll-free for information about health and social services in Oregon

Call to Safety at 503-235-5333 or toll-free at 1-888-235-5333 if you are not experiencing an emergency, but need to talk to someone immediately about domestic or sexual violence.

Visit the DCHS home page

# data[].attributes.attachment_link.description
A social service approach to working with people that honors them as the experts in their own lives.

# data[].attributes.attachment_link.description
Community Engagement Board Resources We've put together a library of resources to help you get your board started and operating!

# data[].attributes.attachment_link.readable_text
0:00 / 2:44•Watch full video

# data[].attributes.attachment_link.title
Overview of Open Doors Youth Reengagement

# data[].attributes.attachment_link.title
Check & Connect Student Engagement Intervention Model | Institute on Community Integration | University of Minnesota

# data[].attributes.attachment_link.description
Check & Connect is a model to promote student engagement with school, reduce dropout and increase school completion.

# data[].attributes.headline
Evergreen Public Schools Home Visit Safety Training 

# data[].attributes.subject
Evergreen Public Schools Home Visit Safety Training 

# data[].attributes.attachment_link.readable_text
Copy of Home Visit Safety.mp4

Copy of Home Visit Safety.mp4

# data[].attributes.attachment_link.title
Stakeholder Engagement Process Handout (1)