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We vet resources for them and provide support

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We advise teachers to do whatever they need to to celebrate the identity of who we are as Native people….

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We pull everything that is applicable to us here and then the rest is pushed into Indian history in general.

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Some accountability measures into policy across the district. Not sure how it will look across schools who do not share that focus.

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Better at doing walkthroughs to ensure teaching with OSEUs is happening. It has been far more engaging even in remote. We have been able to monitor it better.

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One strength is that we have been attempting this since we opened 5 years ago and we do MAP assessment, so we have a lot of trial and error and data that shows that teaching the OSEUs works.

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We see the impact in their self-advocacy and that they know they can ask for more and that they are the protectors of future generations. The confidence and pride that it builds by using the OSEUs and being religious with the accountability piece.

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I can see the way they respond, that they are happy to be at school.

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I get a lot of support from families.

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Even for me, I wonder if I am the one to teach about a man hunting when traditionally that is not my role.

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Part of the conversation is where do the OSEUs fit into this, how do we seamlessly integrate them.

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We are trying hard not to model the mainstream, so we have moved away from strict lesson plans and direct teaching. We are trying to get our teachers to think about how the math or physics connects to an OSEU.

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We tried to encourage tagging every social studies standard with OSEUs and provide the opportunity for our language teachers to learn and develop.

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My hope is that eventually the teachers will take on mentoring new staff and continue to keep building.

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I try to reach out and offer help but not all teachers want it.

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It took us a long time to get away from this is ours, this is what we found, to sharing out resources instead of being competitive.

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Our whole plan has always been to integrate this across all areas… So it is not so much about changing what we are doing but enhancing.

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You need administration that supports their learning and provides access to learn more

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We are pairing new teachers with experienced ones…trying to get it ingrained across all core content areas

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On a basic level, we include OSEUs in our lesson plans

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Kids need to see themselves in the curriculum to be successful, and this is how we do that

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Started with social studies teachers…how they could teach content to the state standards and OSEUs as well.

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bi-weekly planning meetings to try to align as many subjects as possible. We pick an essential questions

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We want to figure out how to assess this type knowledge. There is not much out there for culturally relevant assessment to make sure our kids are proficient culturally. We do get a lot of push back from elders (assessments are Western), but I do want to know how to gauge it

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We do a lot of [student] surveys (3x per year). We got some negative feedback that things were repetitive and that they weren’t getting more information when they saw it again…So that feedback is what got us to  work across content and make learning more rigorous.

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We start with the sacred calendar and what we want to see in it. We give them the broad overview of what we should be aiming towards and then allow them to incorporate OSEUs wherever they can.

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Accountability to Tribal Communities (Océti Sakówin)

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Accountability to Tribal Communities (Océti Sakówin)

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OSEUs were added to our learning management systems so we can report on them

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How do we pull the OSEUs and these teachings into a personalized learning plan so that when we send these home on a regular basis, we are providing exposure to our families (especially the white families) to the richness of what we are teaching their children at school?

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we map out the whole year with the OSEUs and teaching from elders

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As our commitment has grown, even our non-Native teachers can speak to the importance of teaching the culture

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The assessment initiative—incorporating the OSEUs (beyond use of Native names) and expanding to performance tasks

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Examine our curricular resources to find places where we can insert OSEUs or be thoughtful of how we interpret curriculum to include them

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Want to give students more input. Want their stories and voices to be heard. How do they feel about a story? What would they add? How would that make it better?

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Language and culture teachers are responsible for implementing so much of this

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Share about culture with other (non-Native) teachers—for example, cutting hair as symbolic expression of grief

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Use anchor charts to connect information in text to OSEUs

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Displays in classroom and hallway to build awareness in other teachers and students.

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WoLakota Project site—particularly the Teaching of Our Elders videos—is a good research tool for PBL

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Storytelling increases student excitement and intrigue

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The elder interviews go really deep and sometimes the support questions gloss across the surface and do not get to the depth of the interviews

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You have to adapt them (OSEUs for age/grade levels)

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If you get that one head person that says this is what we are doing and this is how we are going to move, it happens

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Resources/Support and Acknowledge Identity 

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Resources/Support and Acknowledge Identity 

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Anything written, anything Lakota, Dakota and Nakota [Océti Sakówin] is of value to teachers.