INDIAN EDUCATION
FOR ALL
MAY 3, 2013
LEVEL I: AWARENESS
Participants learn the basic overview of:
History & obligations of IEFA
Seven Essential Understandings of IEFA
Montana Indian people & their locations
LEVEL II: IMPLEMENTATION
• Participants learn various infusion models
and strategies through workshops or limited
professional learning events.
• Lesson planning and unit development are
based primarily on the infusion of already
created resources.
LEVEL III: SUSTAINABILITY
Professional learning is primarily supported by one or more
of the following:
a) Instructional coach or mentoring teacher supports
implementation in the classroom.
b) Ongoing training provided through a professional
learning community or training-of-trainers model
(Natural Infusion).
c) Focus is on personal development of units and lessons,
as opposed to using already created resources.
Teachers take ownership of their knowledge and
learning.
SEAMLESS INFUSION
“A natural conversation on any given
day with any given lesson…”
NOT
Stand alone lessons
Separate units
WHAT DO TEACHERS NEED TO BE SUCCESSFUL?
Context for Understanding
History
 Culture
Contemporary Issues
Indian Perspective
CONTEXT FOR UNDERSTANDING
Cultural Proficiency
What is it?
Why is it important?
What Are We
Doing to
Support
Teachers?
PROFESSIONAL DEVELOPMENT
PIR Trainings
• Traditional Games
• Tipi
• Essential Understandings
• Sovereignty
• Evaluating Literature
• Cultural Proficiency
Trainer Of Trainers
• 7 Courses
• College credit
• Grade Level Infusion
Teacher Camp
• 1: Blackfeet, Flathead
• 2: Rocky Boy’s, Ft. Belknap, Ft.
Peck
• 3: Crow, Northern Cheyenne*
Culturally Based Intervention
• Elementary
• Middle
• High School
Math
• Elementary Model Lessons
• Middle School CPM
ELA
• Common Core Supplement
• Elementary Model Lessons*
Social Studies
• US History Curriculum
ESSENTIAL UNDERSTANDINGS
Objective: Teachers will be able to talk about
each EU as if it were a natural conversation.
Unpack
Cultural Background
Historical Background
Legal Background
What does this information mean to me as a:
Teacher?
Citizen?
WHAT DID TEACHERS SAY ABOUT IT?
“now have a better understanding of cultural
issues”
“plan to implement IEFA in more than just required
lessons”
“loved this class, want to learn more”
“more teachers should take it”
“flipbook was wonderful take away”
TRADITIONAL GAMES
Objective: Teachers will understand the cultural
significance of traditional games and be able to
authentically implement them (content & grade
level)
Cultural Background
Historical Background
Play Time
Where does this information fit in the curriculum?
How do I adjust for grade level?
WHAT DID TEACHERS SAY ABOUT IT?
“this will help me engage my Native American
students”
“I can now incorporate games into our PE
curriculum”
“great to learn the cultural background”
“these games can be incorporated across the
curriculum”
“informative & stimulating”
TIPI
Objective: Teachers will understand the culture
and practical applications of tipis, as well as how
to raise a 3 pole tipi.
Basic Background
Cultural Background
Care & Maintenance
Practice
How does this information apply to what I teach?
How can I utilize my school’s tipi?
WHAT DID TEACHERS SAY ABOUT IT?
“plan to raise our schools tipi”
“will use my new knowledge of tipi building
in my classroom”
“will make more time for IEFA in my class”
“was nervous at first, but now I know how to
raise a tipi”
“this course is an asset to our district”
SOVEREIGNTY
Objective: Teachers will understand tribal
sovereignty Pre & Post 1492.
Tribal Sovereignty
Doctrine of Discovery
Marshall Trilogy
Western Shoshone (Dann)
How does this information help me better understand:
• political relationship
• my Indian students & their families
WHAT DID TEACHERS SAY ABOUT IT?
“plan to infuse my new knowledge in the MT
curriculum”
“course presented a much needed
perspective concerning beliefs about AI &
the role they play in our country”
“thought provoking class, I truly enjoyed it”
“it was a building block to my
understanding, there needs to be a next
one: Tribal Sovereignty II”
TRAINER OF TRAINERS
Objectives: Teachers will
Gain a deep understanding of Indian culture,
history, and contemporary issues from an Indian
perspective.
Examine and explore personal assumptions &
misconceptions.
Infuse IEFA content across the curriculum within
their grade level.
Be a support person within their school building.
WHAT DID TEACHERS SAY ABOUT IT?
“thank you so much for allowing me to be a part of one of
the best professional development opportunities in my
career”
“my students and I have a different relationship because of
my class experience with you”
“a learning experience that will permanently change my
way of thinking and way of teaching”
“I certainly underestimated how much I have learned since
my very first class. Sometimes it is hard to see, within
ourselves, how much we have learned until someone else
points it out”
TEACHER CAMP
WHAT DID TEACHERS SAY ABOUT IT?
“I have already embedded this IEFA
experience into my lessons”
“I have shared my stories & pictures from this
experience”
“I have so much information in my backpack
now, I feel more confident teaching IEFA”
“what a spiritual, cultural and emotional
journey, fabulous adventure”
“best experience I have ever had”
CHALLENGES
Leadership
Competing priorities
How do I support IEFA?
Teacher Buy In
IEFA is too difficult.
Time
How do I make time for the PD that I need?
Cultural Proficiency
IEFA is not relevant
WHAT OUR DATA IS SHOWING
Improved Graduation Rate
2010
2011
2012
%
American Indian Students
47
52
68
%
77
76
85
Non-American Indian Students
 21% AI growth, 8% NON-AI growth
 30% gap to 17%
QUALITATIVE DATA
Teachers:
“improved relationships with students”
“increased parental involvement”
“expanded tool kit for appropriate interventions”
“increased student engagement”
Students:
“I like it when my teacher teaches about Indian Stuff in
the classroom, it makes me feel good.”
“My teacher talks about what she is learning at school
and then we talk about it too.”
QUALITATIVE DATA
Parents:
“I am willing to come to my child's class and share
what I know”
“I am learning a lot from my child. The traditional
games they play in Math are fun”
“My child is happier in his/her classroom this year.”
“It is important to include information about Indians in
the classroom. It makes my child feel like he/she
belongs.”
CLOSING
What
questions
remain?