tribally controlled school: best practices and tools for success roger c. bordeaux, ed. d. wambdi ob...
TRANSCRIPT
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Tribally Controlled School: Best Practices and Tools for Success
ROGER C. BORDEAUX, Ed. D.
Wambdi Ob Mani = Walks With Eagles
Wounspe Wawokiya Yuha Mani = Walks and Helps Others in Education
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History of Tribal SchoolsRequirements to apply and maintainBIE Blueprint and re-organizationRecommendations for Sovereignty
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History
BC
up to 1966 0
1966 1
1972 – IEA - Establishment grants 15
1975 – ISDEAA 60
1978 - 561
1988 – TCSA 125
2001 – NCLB - NASIA
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Requirements to apply and maintain
ISDEAA and TCSA
Plus
NASIA
Plus
NCLB – Title I
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25 USC Chapter 27 TCSG
§ 2501. Declaration of policy § 2502. Grants authorized § 2503. Composition of grants § 2504. Eligibility for grants § 2505. Duration of eligibility determination § 2506. Payment of grants; investment of funds § 2507. Application with respect to Indian Self-Determination and Education Assistance Act § 2508. Role of the Director § 2509. Regulations § 2510. The tribally controlled grant school endowment program § 2511. Definitions
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BIE Blueprint and Re-organization
American Indian Study Group
Blueprint for Reform – effective teachers and principals, agile organization, promote self determination, support through partnership, budget
Secretarial Order 3334 = BIE Implementation Plan – Phase One and Two
Group of 65 recommendations – streamline, TA by tribes, no duplication, BIE not a state, local content and performance
standards, NEGREG, MOA, full funding, real consultation, tribal decision on contracting or granting, others
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Recommendations• Grant Support Costs• Facilities Operations• Facilities Backlog• Culturally Based Education Culturally-Based
Indigenous Language Use, Culturally-Based Pedagogy, Culturally-Based Curriculum, Culturally-Based Patterns of Participation in Leadership and Decision-Making, and Culturally-Based Methods of Assessing Student Performance
• CREDE – joint productive activity, language and literacy development,
contextualization, complex thinking, instructional conversation, modeling and child directed activity
• Creating Sacred Places for Children language and culture, school and community, interactive teaching, performance based, etc. (OERI)
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Additional Questions?
• For additional comments or questions after today’s webinar, please submit them to the National Indian Education Association at [email protected].
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