ࡱ> %` =bjbjNN .,,5N!N!N!N!,z!G$j"(""""m#m#m#FFFFFFF$HhKXG'm#m#''G""0G 1+1+1+'""F1+'F1+1+CUF"^" ,-N!%(DFPG<GDpK(hpK4UFpKUFm#$1+W%%m#m#m#GG+"m#m#m#G''''DJJ  Since Time Immemorial: Developing Tribal Sovereignty Curriculum for Washingtons Schools Teaching Notes By Barbara Leigh Smith, Shana Brown, and Magda Costantino Learning Outcomes: Students will understand the history of implementing House Bill 1495 and its goals Students will consider the various obstacles and facilitators of curriculum change from the standpoint of various actors/stakeholders Students will consider how curriculum change is accomplished and the key forces that influence this. Students will be able to describe the overall structure of Washingtons K-12 educational goals and the ways in which authority and decision making is divided between state and local authorities and standards are set Students will understand how authentic assessments and Content Based Assessments ( CBAs) are designed Students will consider various ways projects such as this might be organized and funded Students will gain familiarity with the educational policy implementation process Key Concepts: early adopters, accountability, classroom-based/content-based assessment, essential questions, learning outcomes, culturally relevant curriculum, educational equity. Intended Audience: This case can be used for students in high school or college classes and a variety of academic disciplines such as Native American Studies, education, sociology, political science, and history. With appropriate discussion and/or research questions, the case can be used with students at different levels. Related Cases: There are three other cases in our collection that directly relate to this case: Making a High School Diploma Mean Something (the Indian achievement gap on standardized tests); Waiting Patiently 500 Years (the process of writing and passing legislation to include tribal history in the schools); and Whose History Should be Taught? (a teacher attempts to include tribal history and receives push back from her colleagues) Implementation Suggestions: Three implementation approaches are suggested here: 1) doing the case through role playing using the scenario suggested below, 2) teaching the case through discussion questions in small groups, or 3) teaching the case as an interrupted case. Additional research opportunities are also described below. Approach #1. Understanding the Complexities of Project Design and Implementation through a Scenario: A planning meeting has been scheduled by Denny Hurtado and the Since Time Immemorial (STI) Advisory Committee to discuss next steps in this project and forge an action plan. Various sub-committees have been formed, given questions to answer, and asked to come to the meeting with recommendations. These include the following sub-committees: Funding Committee. The role of this committee is to explore, evaluate and recommend funding needs (short and long term), funding sources, and how to proceed to secure the needed funding. Additional research is recommended as well as close communication with the other subcommittees. Staff development Committee. Your job is to explore how teacher training should be done. Where are the opportunities to reach teachers? How is this best accomplished? What kind of support do teachers need? How do you know what they need? Should there be an attempt to reach out to pre-service teachers in education programs in the states colleges and universities? Public Relations Committee. This sub-committee is charged with making recommendations on what messages to send and to which audiences about this work. Develop a communications plan paying attention to who, what, where, when, and why questions about the messages you recommend sending. Evaluation Committee. Your job is to develop an evaluation plan for this initiative. What are the major questions it should address? What data should be gathered? Who should do it? What might it cost? (Refer the cost information to the funding sub-committee). Local Curriculum Development Committee. Your job is to explore & make recommendations to support local tribal curriculum development. Outline the steps you will take and what you recommend as a structure for moving ahead or not moving ahead on this. Think also about urban Indians and how their educational needs might be supported in terms of curriculum development. After briefly reviewing the case with the entire class and holding a discussion about what the overall next steps should be, divide the class among the above committees and have each group discuss the case and develop action plans and recommendations on the needed next steps to move ahead and address the overall goals. Additional information may be provided including the Native enrollment at various schools, the current budget and staffing level at the Indian Education office, etc. Each group reports out and an all-group discussion of the overall plan is held at the end of the class. Approach #2: Implementation through Small Group Discussion In this approach the emphasis is on having students dig more deeply into the educational issues and specific content of the case. Divide the class into small groups of 3-7 students to discuss some or all of the questions below. Each group can be given different questions or they can discuss the same questions. In either instance, the small groups should discuss their questions and then prepare a poster to present to the overall class summarizing their conclusions. What underlying assumptions do you see in the approach taken to develop a tribal sovereignty curriculum by the Office of the Superintendent of Public Instruction (OSPI )? Evaluate these assumptions. What assumptions were made about developing local curriculum? What were the obstacles to developing local curriculum? How might they be addressed? What were the assumptions made about what promotes and hinders teachers changing their curriculum? Do you agree with these assumptions? How can obstacles be minimized? How might a strongly supportive school leader such as the principal support this tribal sovereignty curriculum development process? What specific things could he/she do? What do you see as the major obstacles to this effort being successful? What in specific terms would you describe as success? How can this be measured? How does the fact that the tribal curriculum development effort is taking place within larger reform efforts impact it? What public relations effort do you think should be marshaled to promote the tribal sovereignty curriculum development effort? Whats the message? Whats the medium? Whos the audience? Why? How can tribal curriculum be developed to address the large number of urban Indians, many who are members of tribes outside Washington state? What are some of the careful balances that need to be struck that you see in this case? Describe in detail and what to do. How do you get beyond early adopters? Where might funding for the project be found? What motivates teachers to be part of an effort like this? What stands in the way? How can broader teacher involvement be promoted? Compare and contrast the story of developing tribal sovereignty curriculum in Washington with Montanas experience. What did they have in common? Where did they differ? What differences were most important? Approach #3: Teaching the case as an interrupted case In an interrupted case discussion format, the case is read section by section with discussions held at the end of each section. This approach promotes very close reading of a complex case and highlights the evolving nature of an emergent issue over time. Different small groups can also be assigned to discuss and report on the various parts and report sequentially. Sections can also be combined to create fewer steps in this process. Students may also be divided into research groups to gather additional information if the case is done over several class periods. Part 1 Questions What are the advantages and disadvantages of the alternative language considered in bill in terms of requiring, recommending or encouraging schools to include tribal history and culture? Why did the supporters of House Bill 1495 argue that this would benefit all students? Would it? Why was this important? Why was it important to have the Memorandum of Understanding (MOU)? What impact might this have? Why would they have all the tribes sign this MOU? What might promote and hinder acting on this MOU from the standpoint of each of the signatories? Compare and contrast the story of developing tribal sovereignty curriculum in Washington with Montanas experience. What did they have in common? Where did they differ? What differences were most important? What additional questions do you have after reading Part 1? Part 2 Questions What does it require to produce an accurate curriculum using oral history sources? Who should fund such a project? How should the project be designed to produce a credible and authentic curriculum? Who should be involved? Why was the Advisory Board important? Were these the right roles/people to serve on it? Explain. Was the funding adequate? Were there important gaps? Explain. Were the pilot schools representative of who needed to be involved from the start of this initiative to make it successful? From whose perspective? What motivated schools and individuals to join up? How did the project directors attempt to ensure good communication and taking responsibility among the participants? How might this have been enhanced? What additional questions do you have after reading Part 2? Part 3 Questions What are the obstacles to real curriculum change? What promotes change? Were any obstacles overlooked? What was Shana Browns theory about change? Do you think it was accurate? Did the project design address the issues she identified? How? Some contended this was by no means a minor curriculum change, but rather transformational change. What does this mean? What issues does transformational change raise? Why does Brown argue that it is important to study the past and the present to understand the future? What are some examples of significant historical events that continue to shape Indian Country today in significant ways and need to be in the curriculum? What additional questions do you have after reading Part 3? Part 4 Questions What difference does it make that the tribal sovereignty curriculum effort was a reform within a reform? What are the important elements of the educational reform efforts in Washington? How many of the Big Five objectives can you meet? Provide examples of how several of the essential questions might be taught taking into account different grade levels. What are some of the considerations that need to be taken into account in teaching the tribal sovereignty curriculum to Native students and to non-Native students? What additional questions do you have after reading Part 4? Part 5 Questions How can pilot teachers encourage others to become involved in this effort? What role can administrators at the pilot schools play in this effort? How do teachers decide what to include? What difference do you think a teachers previous teaching approach is likely to have on their implementation of the sovereignty curriculum? What do you think the project organizers should do to find out more stories about how the pilot teachers implemented the curriculum? What role might these pilot teachers play in the next phase of the work? Did the stories in the case by Jamie Valadez and Mary Lou Macala validate Shana Browns theories about the obstacles and support teachers face in making curriculum change? What additional questions do you have after reading Part 5? Part 6 Questions What should be the highest priorities in the next phase of this work? What recommendations would you make to the Advisory Board and Denny Hurtado, the director of the Office of Indian Education at OSPI? How should the project be designed for the next phase? Who should be involved? Suggested Research Opportunities Do research on what one or more tribes are doing to develop local curriculum and prepare a report on this. Do research on what one or more pilot school did to develop and implement the tribal sovereignty curriculum and its impact on students. A comparative analysis of several schools would also be valuable. Analyze the larger literature on educational reform and what promotes and hinders change. Relate this to the case study. Do a statistical analysis of schools with large numbers of Native students and the relationship between student performance and implementation of the tribal sovereignty curriculum. Were the participating schools the ones with the highest number of Native students? Were the schools with high numbers of Native students low performing schools? Is there any evidence that creating a more inclusive curriculum changed the schools? Do research on the impact of the tribal sovereignty curriculum on participating teachers. Go to the library and find Washington State History books that have been used historically and do an analysis of how they portray Native American history and culture. 7. Do research on what Montana has done in this area and look for lessons that might be transferable to Washingtons effort. 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