Education Week is having a webinar titled “Standing On Common Ground: Building Cultural and Academic Literacy.”  The webinar will be held on September 26, from 2-3 ET. The description:

Being literate in the information age increases our understanding of cultural and linguistic differences. Developing our students’ academic literacy skills and building their cultural knowledge are critical keys to these understandings. Pearson’s iLit is a comprehensive literacy solution designed to produce two or more years of reading growth in a single year. Based on a proven instructional model that has produced results for students in districts across the country for more than a decade, iLit has been carefully crafted to meet the rigors of the Common Core State Standards and to prepare students for success. In this webinar, Sharroky Hollie, executive director for the Center for Culturally Responsive Teaching and Learning, will discuss strategies for engaging students in developing the types of literacy needed for future success, and how iLit provides an effective way of implementing these strategies.

The “Tribal-State Partnerships: Cooperating to Improve Indian Education” Paper was prepared for NCAI’s Mid-Year Session in 2000.  An excerpt:

Tribes are increasingly exercising their sovereignty over education, including over public schools that serve tribal children. The exercise of tribal sovereignty over schools and education can improve learning and teaching for tribal students. Cooperative agreements and intergovernmental collaboration are a valid means of exercising tribal sovereignty. They do not in and of themselves compromise tribal sovereignty.

“[P]ositive political relationships between tribes and state[s] … are important to students’ self-image and success in school.”Indian Nations at Risk at 20; see also Affiliated Tribes of Northwest Indians and The Northwest Regional Assistance Center of the Northwest Regional Education Laboratory, Draft Report of Findings and Criteria for Design of Training and Technical Assistance, Models for Collaboration: Relationships Between Tribes and School Districts in the Northwest at 9 (Apr. 28, 2000) (“where there was a hostile relationship … educational services for Indian students suffer ….”). For Indian education to continue to improve, more – and more effective – Tribal-State Partnerships are needed. Finally, those Partnerships that already exist are unfortunately not always readily available to others by normal research means, and thus we commend the National Congress of American Indians for this opportunity to share this information.

The Kennedy Report from 1969 was dedicated to Indian education, and it can be seen on NARF’s website.  An excerpt:

The development of effective educational programs for Indian children must become a high priority objective of the federal government.  Although direct federal action can most readily take place in the federally-operated schools, special efforts should be made to encourage and assist the public schools in improving the quality of their programs for Indian children.