Tribes awarded money to help youth go to college, get career ready

Here, from Fox 25 in Oklahoma. An excerpt:

Some Native American students in our area are getting help to move on to college or careers after graduation. The White House announced winners of $5.3 million in federal grants Thursday.

Six tribes in Oklahoma will received some money in the program, including the Cheyenne Arapaho Tribe which will work with El Reno Public Schools to help their students.

“This is one of those areas that we can use all the help we can get. We want our kids to graduate from here with the goal in mind,” El Reno schools superintendent Craig McVay said.

Of the students in the district, 12 percent are Native American, most belonging to the Cheyenne Arapaho tribe, McVay said.

Through the grant, those students will have their progress tracked from the 6th through 9th grades to make sure they’re getting the resources they need to move up after graduation and develop their abilities to do it.

The district will continue to work with them after that to see them through to college, vocational schools or careers.

The grants are part of an initiative by President Obama called “Generation Indigenous,” a project to help American Indian youth.

“These grants are an unprecedented investment in our native youth, and a recognition that tribal communities are best positioned to drive solutions and lead change,” said U.S. Secretary of Education Arne Duncan said in a statement.

Tribes in nine states were awarded money. In Oklahoma the Absentee Shawnee tribe, Otoe-Missouri Tribe and the Creek, Cherokee, and Osage nations were also awarded grant money.

Notice Of Request For Comments – Renewal of Agency Information Collection for the Bureau of Indian Education Tribal Education Department Grant Program; Request for Comments

Here is the notice, and the entire PDF copy is here.  Deadline to respond is November 2, 2015.  From the abstract:

The Bureau of Indian Education (BIE) is seeking renewal of the approval for information collection conducted under 25 U.S.C. 2020, for the solicitation of grant proposals from Federally-recognized tribes and their Tribal Education Departments (TEDs) that will fund program goals to promote tribal education capacity building to include:

  • Development and enforcement of tribal educational codes, including tribal education policies and tribal standards applicable to curriculum, personnel, students, facilities, and support programs;
  • Facilitate tribal control in all matters relating to the education of Indian children on reservations (and onformer Indian reservations in Oklahoma);
  • Provide development of coordinated educational programs (including all preschool, elementary, secondary, and higher or vocational educational programs) on reservations (and on former Indian reservations in Oklahoma) by encouraging tribal administrative support of all Bureau-funded educational programs, as well as encouraging tribal cooperation and coordination with entities carrying out all educational programs receiving financial support from other Federal agencies, State agencies, or private entities.

A response is required to obtain or retain a benefit, thus it is very important for Tribes and TEDs to provide comments.

You may submit comments on the information collection to Ms. Wendy Greyeyes, Bureau of Indian Education, Office of the BIE Director, 1849 C Street NW., MS-4657-MIB, Washington, DC 20240; email Wendy.Greyeyes@bie.edu.

Via TulsaWorld.com: Crisis Hits Oklahoma Classrooms with Teacher Shortage, Quality Concerns

An excerpt:

Oklahoma’s deepening teacher shortage has education officials trading in their “Help Wanted” signs for ones with a more urgent message: “Help Needed NOW.”

As schools ring in the start of a new academic year, administrators are desperately trying to fill teacher vacancies amid a scarcity of applicants.

Evidence of that growing desperation abounds through the number of emergency certification requests at the Oklahoma State Department of Education and through vacancies still advertised by districts.

Since July, the state has received 526 requests for emergency teaching certificates — already exceeding the 506 it received in all of 2014-15. Those certificates allow those who haven’t completed basic higher education and training requirements to enter the classroom right away.

“The teacher shortage is at a point of crisis,” said state Superintendent Joy Hofmeister. “Emergency certifications continue to skyrocket, and class sizes continue to increase. Until we can attract and retain teachers in our state, education will suffer.”

Tulsa Public Schools, which had 568 teachers — or 20 percent — of its certified teaching positions exit over the past 14 months, has resorted to the measure at a record high rate. District officials say they have submitted 59 emergency certificate requests. Records from the state show 40 of those among the total of 526 already processed.

Today, low teacher morale in Oklahoma and better salary and benefits in surrounding states are making it harder for districts to compete for recent college graduates and retain experienced teachers. The state also averaged 3,000 annual teacher retirements in each of the past five years.

The teacher shortage is spinning off a complex web of devastating consequences in course offerings for students and working conditions for the educators left behind.

Tulsa’s new superintendent, Deborah Gist, said she didn’t fully appreciate all of the implications when she left her position as Rhode Island education commissioner to come here in July.

“Not only do we need a teacher in every classroom, we also need experienced and stable teams of teachers in our schools,” Gist said. “TPS has consistently had around 50 teacher vacancies at the start of school and even through our school year for many years now. So to start the year with a full complement of teachers is an enormous challenge. We have worked tirelessly and creatively to ensure every student in our district has a teacher on the first day of school and throughout the year.”

Three days before the start of school, the TPS website still lists more than 150 teaching positions for applications because hiring needs persist all year. Another 100 support jobs, such as janitors and classroom aides, were also posted.

Frustration leads to retirement

According to the Oklahoma Teachers’ Retirement System, nearly 15,000 teachers retired over the past five years, including 1,100 early retirees. Public schools reported 1,000 unfilled teacher vacancies in August 2014, and over the course of the academic year, another 3,090 teachers retired.

Of last year’s retirees, 238 left early, including Lynetta Tart, who had taught for 39 years at TPS before retiring in June, shortly before her 61st birthday.

“I decided to retire because I was tired of going to meetings,” she said.

In early July, one of Gist’s first actions as Tulsa superintendent was to send a letter asking more than 900 teachers who had left in recent years to consider returning. A spokesman said that although the effort produced about 35 “leads,” none resulted in new employment contracts.

To read the entire article, click here.

NIEA: ESEA Update, More Action Needed!

Excellent update from NIEA, below.

Native Education Advocates See Major Wins in ESEA Reauthorization Bills  

It has been a busy week for Native education advocates on the Hill! As Congress debated and negotiated the reauthorization of the largest civil rights education bill, the Elementary and Secondary School Act (ESEA), NIEA and it’s members advocated on behalf of the over 350,000 Native public school students to ensure that they are provided with a high-quality academic and culturally relevant education to achieve college and career success. We would like to thank our Native education partners for their continued support and for their efforts in helping ensure Native students succeed.

Student Success Act (HR5) Passed in the House

Student Success Act (SSA) passed through the House on July 8th with a recorded vote of 218 to 213. Twenty-seven Republican congressmen crossed party lines to join House Democrats in voting against HR5 Wednesday night. The SSA is a conservative version of the ESEA rewrite and was introduced by Rep. John Kline (R-MN). This bill favors state and local accountability over federal oversight by eliminating the current national accountability system. This measure would allow states to set their own academic standards and would prohibit federal statutes that mandate, incentivize, or coerce states to adopt Common Core State Standards.

The White House has indicated that it plans to veto the SSA in its current form because, as stated by Secretary of Education, Arne Duncan, “instead of supporting the schools and educators that need it most, the bill shifts resources away from them.”

Native education advocates did see an important amendment added to the SSA under Title V entitled “The Federal Government’s Trust Responsibility to American Indian, Alaska Native, and Native Hawaiian Education.” The independent title was inserted thanks to strong bipartisan support, which was led by Rep. Don Young (R-AK). The amendment allows local educational agencies and tribes to be eligible for grants which improve education for Native students.

Every Child Achieves Act (S1177) is Being Debated in the Senate

Debate on the Every Child Achieves Act (ECAA) of 2015 began Tuesday, July 7th. In her opening remarks, Senator Patty Murray (D-WA), Ranking Member of the Health, Education, Labor, and Pensions Committee stated, “Today marks the first day of debate on our bipartisan bill to strengthen our education system by reauthorizing the nation’s K-12 education law, the ESEA. This work is a chance to recommit ourselves to the promise of a quality education for every child. And it is an opportunity to finally fix the current law, No Child Left Behind (NCLB).”

The Native-specific provisions in the bill mark a huge victory for American Indian, Alaska Native, and Native Hawaiian education, reflecting years of hard work by tribes and Native education advocates. Some highlights include: Consultation, where states and local educational agencies must engage in meaningful consultation with tribes in the development of state plans for Title I grants, STEP Authorization, where grants are permanently authorized to promote tribal self-determination in order to improve Indian academic achievement, and the Preservation of Section 7131, which authorizes National Research Activities that have been critical to providing data on Indian student achievement.

While the Senate has ended voting for the week, several important amendments for Native education that have passed:

 Amendment to Improve Native American Education (#2085)

The amendment was introduced by Senator Rounds (R-SD) and Senator Udall (D-NM). This amendment calls for inter-agency collaboration between the Department of Interior (DOI) and Department of Education (DOE) to conduct a study of rural and poverty areas of Indian Country to identify:

  • Federal barriers that prevent tribes from implementing applicable policies over one-size fits all regulations dictated from Washington;
  • Recruitment and retention options for teachers and school administrators;
  • Limitations in funding sources and flexibility for such schools; and
  • Strategies on how to increase high school graduation rates.

Title VII Grant Programs for Indian Education Amendment (#2078)  

The amendment was introduced by Senator Tester (D-MT). This amendment restores vital grant programs in the Title VII of the ECAA, which “will help students in Indian Country develop the tools they need to succeed.” Senator Tester continued by saying that “the Senate took a step forward to live up to our moral and trust responsibility to ensure Native American students are getting the education and shot at success they deserve.” This amendment reinstates the following four programs:

  • In – Service Training for Teachers of Indian Children
  • Fellowships for Native Students Pursuing Social Beneficial Degrees
  • Gifted and Talented Programs to Nurture Native Excellence
  • Native Adult Literacy and GED Programs

The following amendments will be presented by Senator Heitkamp (D-ND) next week:

Grants for the Integration of Schools and Mental Health Systems (#2171)

The amendment introduces plans to reinstate and improve access to Mental Health Support Grants by reinstating the Integration Program- which provides five-year grants to States, school districts, and Indian tribes to increase student access to quality mental health care.

Tribal improvements included are:

  • Providing eligibility to Indian tribes or their education agencies, BIE schools, as well as Alaska Native communities;
  • Crisis Intervention and conflict resolution practices, such as those focused on decreasing rates of bullying, teen dating violence, suicide, trauma, and human trafficking;
  • Ensuring linguistically appropriate and culturally competent services;
  • Engage and utilizing expertise provided by institutions of higher education, such as a Tribal College or University, as defined in section 316(b) of the Higher Education Act of 1965; and
  • Assurances that tribes and their representatives are consulted and aware of the program and understand their eligibility.

Educational Equity under Land-Grant Status & Smith Lever Act (#2174)

The bipartisan amendment provides parity by allowing Tribal Colleges to compete for Children, Youth and Families at Risk and Federally Recognized Tribal Extension Grants. Co-sponsors of the amendment include Senators Thune (R-SD), Stabenow (D-MI), and Tester (D-MT).

Action Is Still Needed for Native Education

Now more than ever Native students need your support. Reach out to your state’s Senator and ask them to support these important and necessary amendments for Native education. Please contact Dimple Patel (dpatel@niea.org or at (202) 847-0034) with any questions.

  • To find the contact information for your Senator, please click here.

To call the general phone line for the Senate, please call (202) 224-3121 and ask to speak with the Senator from your state.

 

Whether you’re an educator, a student, or invested in increasing educational opportunities for Native students, NIEA members help advocate for better policies. Your  contribution will help us continue to be effective advocates, train educators that work with Native students, and close the achievement gap.  To donate, please click HERE.