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Tell us about yourself - What is your role? Where are you from? What excites you about this roundtable?

The education programs in Alaska already had a relationship. It can be helpful to explore what relationships are available

It took some time to understand & navigate the systems and timelines for grants

Learning where and how to fund what pieces - it can be different what they need money for than traditional schools

Understand what the community needs to be successful

When we talk about native students in traditionally white schools - there's supposed to be a parent's council

Points of contact can be amazingly closed - finding points of contact and building trust to get a call back has been a challenge. Starting with teachers has been exciting

There's a perception that when Native American students go to traditionally white schools they get all the extra resources they need "for free", or if there's only one student some schools discount the necessity of support

Engaging the native leaders at events was helpful to share knowledge & they had a strong network. These spaces can be a rich place for bi-directional growth

Within a community - through deep relationships with one another over a period of time, sometimes it's a lifetime. It's not a transaction - it's relational

Showing up in person, greeting people, showing up to learn - coming with the right mindset

The conversations seem to go best when was ask what the communities need, versus what we have to offer/our talking points

What do your students & schools need? What questions do they want answered? What do your communities want for your children?

Near-peer mentoring is a very untapped resource in this space. Mentoring experiences from other community members - leverage internal community knowledge building

It's easy to show up as the subject matter expect - Near-peer has been strong

When their peers come in to teach they're much more engaged in the dialogue

Upper school students at the tribal school helped. Every time there was an early release (once a month) - they would do an hour of code & the upper school students would come into the lower school students to help the teachers. It was a great experience for everyone

Doing self-education before you go into a community is important. Be aware of the trauma & the boarding schools

Be very intentional about understanding the protocols (e.g. going through Tribal Council). Be intentional to understand what's expected

How are we thinking about families, family messaging, and family involvement?

For our convening we stayed at the dorms & had family members coming (10% wanted to bring family members)

Intergenerational experiences were important - e.g. the caregivers who were dropping off family members were curious & they stayed!

Is there evidence of co-creation?

Have the offerings that are available taken into account the initial ideation (not even just the feedback) of these communities

Can Code.org really commit to the level/the long-term relationship needed by these communities? e.g. NAIPI was here, then it was gone, now it's back again. With a history of broken treaties, commitment is important

We found that the language & culture teacher is teaching Computer Science - but there's no words for computer, programming, etc.

We convened a council to help develop words to support computer science concepts

When we taught science concepts, we would offer the Native approach as well as the modern approach to show different approaches for thriving

We should be aware of how we pick schools/districts for the program - not all the schools receive an equal amount of funding (e.g. border schools can absorb a lot of it)