January 2017 Newsletter

State News

Kansas: A University of Kansas study finds that the ways children learn and speak the language in a Cherokee immersion school make up an ongoing process of renewal rather than a return to an idealized notion of “speakerhood.” University of Kansas

New Mexico: Public and private partners create a high school curriculum designed to empower young Native Americans to make sound financial and career choices. Native Times

Wisconsin: The Wisconsin Indian Education Association launches a new website with resources for educators, parents, and students. Wisconsin Indian Education Association

Wyoming: A new video curriculum aligned with Wyoming state standards features Eastern Shoshone and Northern Arapaho native elders and educators discussing the history, culture, and government of each tribe. Wyoming Public Media

Wyoming: Northern Arapahoe Schools provide iPads with an Arapahoe language app to improve Native language acquisition. Wyoming Public Media

National News

The National Indian Education Association and the Council of Chief State School Officers cement their partnership and commitment to Native students by signing a formal memorandum of understanding. National Indian Education Association

The Bureau of Indian Education (BIE) announces that it will pay for professional development, support, and mentoring for BIE teachers and counselors who want to pursue National Board certification. Bureau of Indian Education

The Bureau of Indian Affairs publishes the final updated version of its 2016 Model Indian Juvenile Code; the code originally was issued in 1988. Bureau of Indian Affairs

Events

Study Circles Online Conversation: Little Hawk and the Lone Wolf: A Memoir by Raymond C. Kaquatosh (NEW!)
Session 1–February 13, 2017 | Online via Zoom; 4–6 p.m. CT
Session 2–March 7, 2017 | Online via Zoom; 4–6 p.m. CT
Session 3–April 4, 2017 | Online via Zoom; 4–6 p.m. CT
Registration

From the website: “Join us in a Study Circles conversation and the exploration of the book, Little Hawk and the Lone Wolf by Raymond C. Kaquatosh. Each session will use Raymond Kaquatosh’s book as a foundation for our conversation while exploring the impact of the opportunity gap for our American Indian students.”

National Indian Education Association’s Legislative Hill Day
February 15–16, 2017, in Washington, DC
Registration
Agenda

From the website: “This event offers an opportunity for Native education advocates to learn from national experts, Native education advocates, meet with congressional staff, and collaborate with colleagues about pressing issues regarding Native education. NIEA Hill Day will host informative panels focused on implementing the Every Student Succeeds Act (ESSA), educational budget and appropriations in fiscal year 2017, and teacher recruitment and retention as it relates to teacher diversity.”

2017 Native American Critical Issues Conference (NEW!)
March 23–25, 2017, in Marquette, Michigan
Conference website

From the website: “The conference attracts a broad range of people interested in Indian education issues including teachers, policy makers, Title VI Indian Education Act programs, tribal schools, tribal colleges, tribal education departments, and Native American studies programs. It also includes a professional and youth track.”

2017 National Johnson O’Malley Association Conference (NEW!)
April 26–28, 2017, in Albuquerque, New Mexico
Conference website
Registration

From the website: “On behalf of the NJOMA Board of Directors, I would like to invite you to the 2017 NJOMA Conference. The NJOMA Board has organized this year’s event to be held in conjunction with the 2017 Gathering of Nations.”

2017 Wisconsin Indian Education Association Conference
May 12–13, 2017, in Minocqua, Wisconsin

From the save-the-date notice: “This year’s theme: ‘Let’'s Be Healthy Together.’”

NEH Summer Institute for Teachers: Native Americans of New England
July 16-28, 2017, in Amherst, Massachusetts
Conference website

From the website: “A wealth of exciting scholarship has appeared in the 21st century that has not found its way into K–12 or even post-secondary teaching about the histories, communities, and cultures of Native American peoples. Open to all K–12 teachers but particularly suited for history and social studies teachers.”

2017 World Indigenous Peoples Conference on Education (NEW!)
July 24–29, 2017, in Toronto, Ontario, Canada
Conference website
Registration

From the website: “The conference theme is ‘A Celebration of Resilience’.”

Resources

Center for Native American Youth. (2016). Drawing strength from our cultures: The state of Native youth 2016. Washington, D.C.: Center for Native American Youth at The Aspen Institute. Retrieved from https://cnayblog.files.wordpress.com/2016/11/state-of-native-youth-report-2016-web-spread.pdf

From the executive summary: “"This is the first in a new yearly series of reports we're calling The State of Native Youth. Every year, we will share what we learn through our community meetings, surveys, and other work with Native youth throughout the country. We will also analyze the latest data and indicators of Native youth opportunity and success. Finally, and most important, this report will be a platform to lift up the voice of Native youth advocates and highlight the programs across Indian Country and the rest of the United States that are working to improve their lives.”

Center on Standards and Assessment Implementation. (2016). Improving educational outcomes of American Indian/Alaska Native students. San Francisco, CA: WestEd. Retrieved from http://www.csai-online.org/sites/default/files/CSAI%20AIAN_School_Guidance_Plan.pdf

From the introduction: “This guidance document highlights evidence-based strategies that address achievement by means of school environment-examining how elements of the environment can be changed to better support AI/AN students. The guidance provided includes an overview of evidence-based strategies for incorporating pedagogy and policies that encourage improvement in AI/AN student outcomes. A comprehensive approach for supporting AI/AN students encompasses the classroom, school, and community environments.”

Center on Standards and Assessment Implementation. (2016). The state of American Indian education today. San Francisco, CA: WestEd. Retrieved from http://www.csai-online.org/sites/default/files/CSAI%20AIAN_Literature_Review.pdf

From the introduction: “This Center on Standards and Assessment Implementation (CSAI) publication reviews recent research and publications on AI student outcomes, as part of CSAI's efforts to support diverse learners, including AI students. It discusses AI demographics, academic achievement, types of schools attended, high school graduation rates, college and career readiness, absenteeism, suspension, expulsion, coursework, diverse needs, school climate, international similarities, and student beliefs. The paper concludes with a brief discussion of the 2015 Every Student Succeeds Act (ESSA) and its possible implications for AI education.”

Jackson, R. G., Thorius, K. K., & Kyser, T. S. (2016). Equity by design: Systemic approaches to eliminating disproportionality in special education. Indianapolis, IN: Great Lakes Equity Center. Retrieved from http://glec.education.iupui.edu/Images/Briefs/2016_09_30_Dispro_Brief_FINAL_QA_clw-4.pdf

From the report: “We briefly discuss the systemic nature of special education disproportionality and then draw from a framework of systemic change (Ferguson, Kozleski, & Smith, 2003; Kozleski & Thorius, 2014) to propose a research-informed set of recommendations for addressing and eradicating this entrenched educational equity issue.”

Shorter, D. (n.d.). Wiki for Indigenous Languages. Retrieved from http://wil.cdh.ucla.edu/indigenous-language-websites

From the website: “The Wiki for Indigenous Languages aims to help tribal communities and individual members who want to revitalize their languages and access linguistic resources. We offer digital humanities scholars an innovative approach to using web-based resources in order to promote literacy and promote cross-cultural engagement.”

U.S. Census Bureau. (2014). My Tribal Area [data set]. Retrieved from http://www.census.gov/tribal/?eml=gd&utm_medium=email&utm_source=govdelivery

From the website: “From the website: "The Census Bureau collects data for the American Indian and Alaska Native (AIAN) population and publishes specific counts, estimates, and statistics. My Tribal Area gives you quick and easy access to selected statistics from the American Community Survey (ACS). The ACS provides detailed demographic, social, economic, and housing [and education] statistics every year for the nation's communities.”

Research

Barraza, R., Bartgis, J., & Fresno Native Youth Council. (2016). Indigenous youth-developed self-assessment: The Personal Balance Tool. American Indian and Alaska Native Mental Health Research. 23(3), 1-23. Retrieved from http://www.ucdenver.edu/academics/colleges/PublicHealth/research/centers/
CAIANH/journal/Documents/Volume%2023/Barraza_23%283%29_
Youth_personal_balance_tool_1.pdf

From the abstract: “The Fresno American Indian Health Project (FAIHP) Youth Council developed and pilot tested a strength-based, holistic, and youth-friendly self-assessment tool grounded in the Medicine Wheel, a framework and theoretical orientation for teaching wellness in many tribal communities. This paper summarizes the development of the Youth Personal Balance Tool and the methods used for tool revisions through two separate pilot studies and ongoing process evaluations across 3 years.”