Benefiting from Indian Education

When Lenna Little Plume started second grade at Lewis and Clark Elementary in Missoula, Mont., in 2006, statistics suggested that she might have a bleak future.

Montana's American Indian families earn 25 percent less than the average family -- an economic reality that can put Indian children at a disadvantage from their very first day in school.  Full story at: http://tinyurl.com/25r3zc9

BIE Leader Named (education)

WASHINGTON - The Obama administration has picked another South Dakotan to be part of the team that oversees federal policy in Indian Country.

Keith Moore, an enrolled member of the Rosebud Sioux Tribe, has been named director of the Bureau of Indian Education.

The BIE implements federal education laws and provides aid to 183 elementary and secondary schools as well as peripheral dormitories on 64 reservations in 23 states that collectively serve about 42,000 students.


The agency also serves post-secondary students through higher-education scholarships and support funding to 26 tribal colleges and universities and two tribal technical colleges.

Moore, chief diversity officer at the University of South Dakota, said he is "deeply honored" by the appointment. He oversaw Indian education programs for the state of South Dakota before joining the university.

In a statement issued Friday by the Interior Department announcing the appointment, Moore affirmed "my commitment to carrying out the BIE's mission to provide quality education opportunities for American Indian and Alaska Natives in accordance with their tribes' needs for cultural and economic well-being, and in keeping with the wide diversity of tribes as distinct cultural and governmental entities."

Larry Echo Hawk, assistant secretary for Indian Affairs in the Interior Department, praised Moore as a "dedicated educational administrator for many years."

Moore joins several other South Dakota Indians named to the Obama administration, including Yvette Roubideaux, a member of the Rosebud tribe, appointed as director of the Indian Health Service; Lillian Sparks, a Lakota woman of the Rosebud and Oglala Sioux Tribes, named commissioner of the Administration for Native Americans; and Michael Black, a member of the Oglala Sioux tribe, tapped as director of the Office of Indian Affairs.

Andre's 7 Rules (education)

Andre’s 7 Rules Of Native Education

These rules are my reflections after having worked in Native Education at all levels (parent, teachers aid, bus driver, high school teacher, head start teacher and administrator, college instructor, principal, and tribal education director). They are written to an audience of supplemental Indian Education programs. I have modified them and added to them over the years as I continue to learn and find other successful practices and programs. As has been demonstrated, through time and research, the techniques that successfully meet the unique needs of American Indian students are also effective with ANY non-typical learner

 

1.    Do Not Waste Your Money On Tutoring: This is the reason a school exists, to educate our students. If we use limited resources to relive them of this responsibility we are not able to work on broader issues that need to be addressed. Tutoring is a great tool to assist one, and only one, student; but it does not change the core problems that cause them to need tutoring. Use limited resources to be an advocate for all of your students in getting better curriculum, training and staff to work with our students and families. Tutoring can be made available by leveraging resources. Tutors can be paid for by outside resources such as Title 1 & VII, NCLB low performing schools and community learning center grants, Americorps, Peer Tutors, After School Programs, Cross Age Tutors, TANF, Workforce Investment Act funds, Adopt-a- Grandparent, be creative to stretch budgets.

2.    60-80% of Your Students Will Have A Visual Learning Disorder: This means dyslexia, numeric dyslexia, amblyloplia (lazy eye), focusing slowness, blurred and low vision (correctable with lenses) nutritional deficiencies, etc. If student are undiagnosed with these problems they WILL be labeled as discipline problems, or special ed. and will put on a path that gets them further away from having their specific needs met. You need to work cooperatively with IHS clinic, local specialist and the district to identify this as a learning disability and included in an IEP.

3.    Change The System To Meet The Needs Of Students & Families, Not The Opposite: Western Education Models by and large are not the best approach for Native learners. American Indians learn best by visually reinforced teaching methods. Not lecture and copy. Participatory project based thematic instruction works wonders for any child. Unfortunately the focus is put on how teachers and schools systems feel “comfortable” in presenting instruction, which is they way they learned in College, predominately rote drills, written tests, lectures and homework. The copier and laser printer have replaced the ditto machine and mimeographs that all churn out endless streams of materials that are not designed to stimulate children to learn but rather to keep them busy.

4.    90% of the problems In The World Are CAUSED BY A Breakdown in communication: Help your students learn to speak clearly and effectively. This includes active listening which when bundled with decision-making skills, leadership training and internal asset development will get them well on the road to being a student poised to succeed. Helping students develop these internal assets will give them the skills and tools to grow and will help motivate them in school. Students who have fewer of these abilities will make poor choices that will negatively impact success in school. Use strong communication skills yourself. Do not leave things unsaid; seek common understanding of the issues at hand. Communication between the family and the school system will help minimize conflict and confusion. Work to achieve clarity and to promote long-term positive relationships based upon mutual respect and cooperation.

5.    Schools must create, use & SUPPORT culturally appropriate curriculum: An integrated culturally responsive course of study uses materials and resources that link traditional knowledge and culture into the curriculum. The use of tribal art, history, language, geography, literature, and science can infuse the educational experience in relevance that will serve the needs of the Native student. Utilizing community resources such as tribal artists, ceremonial leaders, elders and language teacher to supplement and support the core curriculum will promote greater relevance to and mastery of the information being taught.

6.    THE POWER OF COLLABORATIONS CANNOT BE UNDER ESTIMATED: Much like student study teams cooperative relationships between Indian Education Programs (Title VII, JOM and American Indian Education Centers) School District personnel, Parents Tribes and community agencies will promote the growth and potential success of our students. Together you can create an effective and holistic learning environment. Additionally, many Native students learn best in a cooperative learning environment. Use more small group cooperative learning projects with students that have a variety of skills and strengths (oral presentations, artistic, reading, social etc).

7.    Everyone Should Adopt These Rules: At least consider them in working with students.  The more we can make the education system accessible to all students the more we will be able to direct our limited funds to providing students with additional, tools, resources and programs that will better prepare them for their post-secondary vocational or academic careers.

 

If education systems do not operate with these rules considered Indian students will ultimately be pushed out of school when students drop out or are shunted to “Alternative Education Programs, home study etc we are relieving the system of their duty to educate our students. Work to break down the artificial barriers that impede learning and alienate students and families from the system. My best advice is to listen to your students and families and temper that with your own experience to change the overall system to best serve the needs of your community.

©André Cramblit. andre.p.cramblit.86@alum.dartmouth.org

Graduate Horizons - Space Available (education/opportunity)

Greetings!  

Graduate Horizons 2010 is currently accepting applications to our summer pre-graduate workshop.  This program is ideal for Native students considering applying to graduate programs in 1 to 3 years.  Arizona State University is hosting the GH program this July 17-20 Tempe, AZ!  ASU is one of the largest public universities in the nation with over 1,400 Native students enrolled.

 

As you may know, Graduate Horizons is a workshop in preparing for graduate/professional school where 75-90 students work with faculty, admissions officers, deans, and professionals from over 40 graduate school programs representing hundreds of disciplines.  The program is open to American Indian, Alaska Native, Native Hawaiian, and First Nation's of Canada (who are permanent residents of the US) college students, college graduates, and those seeking a second masters/professional degree.

The eligibility information and application materials are available on-line for download: www.collegehorizons.org.  The deadline to apply is on rolling admissions from March-May, with applications accepted until June 1 on a space available basis (priority deadlines in February have closed).  The cost to attend is $200.00 plus your own transportation (airfare, driving) to the program.  Please note that we have significant financial aid available (for tuition and airfare) to students who qualify.  

Please help us get the word out on the GH 2010 programs and forward this email on. A flyer is attached and pasted below is a brief description of the program.    Please contact us if you have any questions! 

Carmen Lopez, EdM (Navajo)
Executive Director
College Horizons & Graduate Horizons
PO Box 1262
Pena Blanca, NM 87041
Main Office: 505-401-3854

Successful American Indian Education Conference (education/event)

I just wanted to express my appreciation to the Planning Committee for organizing the 33rd annual California Conference on American Indian Education.  Conference Co-Chairs Irma Amaro and Rachel McBride did a great job in brining the Planning Committee together and ensuring we had another wonderful event that helped share valuable information that will improve the programs that serve American Indian students and families.  A special thank you goes out to the Muwekma Ohlone Tribe and the Santa Clara American Indian community for hosting the event and working cooperatively with the Planning Committee to provide so many resources and ideas.  From the Cultural sharing and hand game tournament the first day to the first General Session to the Pow Wow that conclude the conference everything ran smoothly which is a testament to the hard work of the Planning Committee and our many volunteers.

I look forward to working with the Planning Committee again on the next conference.  Don't forget NIEA's convention is being held this year in San Diego October 7-10.  You can get more information atwww.niea.org

Common Core Standards (education)

I will be submitting Comments on the proposed Common Core Standards http://www.corestandards.org/

If you have any comments or suggestions please send them to me as soon as possible so I can include them in my comments (they are due April 2).  I am attaching the standards and an introduction.  You can also find more information at the NIEA websitehttp://www.niea.org/issues/highschoolpolicy.php

Native Regent (education)

UWS grad appointed as first Native American to UW Board of Regents
Story posted Friday at 3:16 p.m.

 3/12/2010

The University of Wisconsin Board of Regents is on the cusp of having its first Native American board member. Mike Simonson has the story from Superior.

Governor Jim Doyle yesterday appointed Eau Claire attorney Ed Manydeeds as its newest regent, pending confirmation by the state Senate.

Less than a month ago during his state of the tribes address, St. Croix Tribal Chairman Lewis Taylor asked the governor and legislature for a voice on the Board of Regents.

“If we can have some Native American sitting in the state Board of Regents as we develop curriculum for the future of our great state, recognizing sovereignty. (applause)”

Three weeks later, Ed Manydeeds has been appointed. Taylor says that’s pretty fast work.

“(laughs) Yeah. As a matter of fact, what I think the atmosphere in Wisconsin is really changing in recognizing that Indian people have contributed greatly to society and now it’s an honor to them to serve us.”

Manydeeds is a registered member of the Standing Rock Sioux Tribe of South Dakota. He graduated from UW-Superior in 1973 and later the UW Law School. He says his perspective as a tribal member makes accessibility to higher education a priority.

“I’m interested in making sure that minorities, Native Americans, blacks, Hispanics, women, all different minorities and I’m not trying to leave anyone out, continue to have access as do other students.”

Manydeeds says this is his opportunity to give back to the UW System and to serve as a role model for Native American students.

Previous KUWS Articles:
    via businessnorth.com

    Native School Retools (edu)

    Klamath River Early College of the Redwoods has gone through some major changes this school year. 

    The charter school's founder Geneva Wiki handed over her role as director to Sarah Supahan, who works part-time as superintendent of Burnt Ranch School District, and Bernadette Johnson, the dean of students. 

     

    Supahan and Johnson have tried a few new ways of doing things at the high school in Klamath and believe that through trial and error they found a system that works. 

     

    KRECR teaches students California-mandated standards and offers them the classes they need to go to college while offering the opportunity to earn up to an associate's degree (tuition-free) while in high school. 

     

    Students at KRECR not only learn what they need to get into college, but, being on the Yurok Tribe reservation, learn about the tribe's language and culture. 

     

     

    Click the link below to read the rest of the article: http://www.triplicate.com/20100224108296/News/Local-News/Klamath-school-retools