This tool was designed in 2019 by the Northwest Comprehensive Center to assist tribes in planning for timely and meaningful consultation with state and local education agencies under the Every Student Succeeds Act.
Formed in 1970, the NIEA adheres to the organization’s founding principles: 1) to bring Native educators together to explore ways to improve schools and the schooling of Native children; 2) to promote the maintenance and continued development of Native languages and cultures; and 3) to develop and implement strategies for influencing local, state, and federal policy and policymakers.
This series provides a framework for instruction that emphasizes experiential, active, and student-centered learning. It supports all teachers in creating culturally responsive instruction for their Native American students.
Obscured Identities: Improving the Accuracy of Identification of American Indian and Alaska Native Students
This brief serves as a resource for K–12 districts, state education agencies, higher education institutions and district Title VI Indian education offices. The brief outlines the challenges in identifying American Indian and Alaska Native (AIAN) students, provides federal definitions and offers a set of promising practices for different audiences. Also see Native Youth Count—a guide to help families ensure their children are accurately identified in school so they can receive services, benefits, and resources available to them.
The mission of the Office of Indian Education is to support the efforts of local educational agencies, Indian tribes and organizations, postsecondary institutions, and other entities to meet the unique cultural, language, and educational needs of such students; and ensure that all students meet the challenging State academic standards.
The Bureau of Indian Affairs’ mission is to enhance the quality of life, to promote economic opportunity, and to carry out the responsibility to protect and improve the trust assets of American Indians, Indian tribes and Alaska Natives.
The interTRIBAL immersion program at Paris Gibson Center, an alternative high school in Great Falls, Montana, provides a different path to graduation for American Indian students at risk of dropping out. The program is less than two years old, but it has already had a positive impact on participating students' sense of belonging and identity, as well as there academic achievement.