November 2016 Newsletter

State News

Arizona: The State Department of Education has released a Tribal Consultation Policy. Arizona Department of Education

Kansas: The Spencer Museum of Art in Lawrence, Kansas, will offer K–12 teachers from across the country the opportunity to participate in weeklong education workshops focused on the education of Native and African Americans in Kansas history. The University Daily Kansan

Minnesota: The Jordan Public School District received $22,000 in American Indian Education grant funds to bring reading and educational artifacts into the classroom. Jordan Independent

Oregon: The Grand Ronde Eighth-Grade Tribal History curriculum unit, a follow-up to the successful fourth-grade curriculum, is being shared with Oregon public schools. Confederated Tribes of Grande Ronde

Washington: The Seattle School Board has unanimously approved a resolution calling for the federal government to extend treaty rights and benefits to the Duwamish Tribe. Indian Country Today Media Network

National News

Federal agencies are taking a coordinated, cross-agency approach to better serve Native youth, establishing metrics and collecting data in six key areas. The White House

The Council of Chief State School Officers brought together key stakeholders, including state education agency (SEA) leaders and Native education experts, to develop a plan for capitalizing on the opportunity that the Every Student Succeeds Act presents for a strong focus on American Indian and Alaska Native education. YouTube

The Alyce Spotted Bear and Walter Soboleff Commission on Native Children Act authorizes an 11-member commission to evaluate and make recommendations about improving Tribal, state, and federal programs serving Native children. U.S. Congress

2014–2015 high school graduation rates show promising gains for all students, including Native Americans. The White House

Native American parents stay informed on how Every Student Succeeds Act consultation requirements affect their child's school. Indian Country Today

Big Picture network schools across the nation help Native students reconnect with their culture and heritage. Mind Shift

The National Indian Education Association provided feedback on the U.S. Department of Education's Proposed Accountability and State Plan Regulations. EdWeek

Native students are advocating for more accurate portrayals of their cultures and histories in schools. Native Peoples


2016 American Indian Science and Engineering Society (AISES) National Conference
November 10–12, 2016, in Minneapolis, Minnesota
Conference website

From the website: “The Annual AISES National Conference is a one-of-kind, three-day event focusing on educational, professional and workforce development! Attendees include American Indian high school and college students, educators, professionals, tribal nations and tribal enterprises, universities, corporations, and government agencies! The AISES National conference has become the premier event for American Indian Science, Technology, Engineering and Math (STEM) students and professionals attracting over 1,800 attendees from across the country.”

NB3FIT Day: A National Day of Native Youth Health and Fitness (NEW!)
November 13, 2016, various locations
Event webpage
Event registration

From the website: “NB3FIT DAY is a national day of inspiration, learning and physical movement to support the health and fitness of Native American youth. We call upon all tribes and Native communities to host activities that promote Native youth health and fitness on November 13, 2016. NB3FIT Day is a national platform to engage tribes, organizations, businesses, communities, and families in promoting physical activity, nutrition and healthy-life ways among Native youth.”

2016 Minnesota Indian Education Association (MIEA) Annual Conference
November 16–18, 2016, in Welch, Minnesota
Conference website

From the website: “This year, the MIEA Conference will be held at Treasure Island Resort and Casino, Wednesday November 16th, through Friday November 18th. Youth activities will take place at the Edwin Buck Memorial Buffalo Project and will include games, traditional activities, and more activities to come. Shuttle transportation will be provided from Treasure Island to the Edwin Buck Memorial Buffalo Project.”

American Indian Education Day (NEW!)
November 18, 2016, 9 a.m.–3 p.m.
North Carolina Museum of History in Raleigh, North Carolina
Conference website and registration

From the website: “Celebrate National American Indian Heritage Month with your students and other school groups! Students will have an interactive experience that brings American Indian history and culture to life. Visit teaching stations on storytelling, crafts, games, foodways, dancing, and music-staffed by members of the state's eight state-recognized tribes. Listen to and participate in discussions about present-day American Indians."

Oklahoma Council for Indian Education (OCIE) Conference
December 12–13, 2016, in Catoosa, Oklahoma

From the brochure: “This is a chance to experience a true getaway with some great professional development workshops and inspiring keynote speakers.”

NEH Summer Institute for Teachers: Native Americans of New England (NEW!)
July 16–28, 2017
University of Massachusetts, 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.”


Garcia, M. E., Frunzi, K., Dean, C. B., Flores, N., & Miller, K. B. (2016). Toolkit of resources for engaging families and the community as partners in education. Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Pacific.

From the webpage: “The Toolkit of Resources for Engaging Families and Community as Partners in Education provides resources for school staff to build relationships with families and community members and to support family well-being, strong parent-child relationships, and students' ongoing learning and development. Originally developed for the Guam Alliance for Family and Community Engagement in Education, the Toolkit is based on information from a variety of sources that address engagement in diverse communities.”

Musu-Gillette, L., Robinson, J., McFarland, J., KewalRamani, A., Zhang, A., & Wilkinson-Flicker, S. (2016). Status and trends in the education of racial and ethnic groups 2016 (NCES 2016–007). Washington, DC: U.S. Department of Education, National Center for Education Statistics. Retrieved from

From the introduction: “This report uses statistics to examine current conditions and changes over time in education activities and outcomes for different racial/ethnic groups in the United States. The indicators in this report show that some traditionally disadvantaged racial/ethnic groups have made strides in educational achievement over the past few decades, but that gaps still persist.”


Fishbaugh, M., Dugi, R., & Schmitz, S. (2016). Montana schools of promise: Addressing equity in American Indian education. Journal of Research in Special Educational Needs, 16(S1), 719–720. Retrieved from

From the abstract: “The American Indian presence in Montana enriches the state's culture. Educationally, however, there are gross disparities between academic performance of American Indian students when compared with the student population as a whole and with various ethnic/cultural subgroups. Montana's educational data mirror the Bureau of Indian Education national educational achievement reports. Montana, however, has begun to build an infrastructure to address this inequity.”

Lees, A. (2016). Roles of urban Indigenous community members in collaborative field-based teacher preparation. Journal of Teacher Education, 67(4), 1–16.

From the abstract: “This qualitative case study explored a community-university partnership for teacher preparation with an urban Indigenous community organization. The study examined the roles of Indigenous community partners as co-teacher educators working to better prepare teachers for the needs of urban Indigenous children and communities. The author collected data through focus groups with Indigenous participants before and after engagement with the partnership, direct observations of partnership activities where Indigenous participants interacted with teacher candidates and university faculty, and offered individual interviews for all participants.”

MWCC is unable to locate a link to a free, full-text version of this resource.

Roberts, E. B., Butler III, J., & Green, K. M. (2016). Identifying and understanding Indigenous ways of evaluating physical activity programs. American Indian and Alaska Native Mental Health Research Journal, 23(5), 34–58. Retrieved from

From the online abstract: “Indigenous evaluation frameworks have not been investigated in the context of American Indian and Alaska Native (AI/AN) physical activity programs, an important area given the relationship between effective physical activity programs and quality of life among these populations. To address this gap, staff members of AI/AN physical activity programs were interviewed to explore their understanding of and experiences with evaluation.”

Schmidtke, C. (Ed.). (2016). American Indian workforce education: Trends and issues. New York, NY: Routledge.

From the online abstract: “In this collection of original essays, contributors critically examine the pedagogical, administrative, financial, economic, and cultural contexts of American Indian vocational education and workforce development, identifying trends and issues for future research in the fields of vocational education, workforce development, and American Indian studies.”

MWCC is unable to locate a link to a free, full-text version of this resource.