The South Dakota Department of Education (SD DOE) and the South Dakota Department of Tribal Relations, Office of Indian Education (SD DTR-OIE) are working to examine and improve the systemic supports available to Native American students and communities. This work is guided by the following opportunity statement:
Traditional Western educational systems perpetuate, and in some cases exacerbate, inequities in opportunities for Native American students and communities. Systems are fragmented, with educators who serve Native American students at the intersection of different requirements, regulations, funding opportunities, and constraints. These factors inhibit the capacity of educators to pursue evidence-based educational practices and approaches. However, they also present an opportunity to examine the “bright spots,” where despite these conditions educators embrace the intelligence of Native American children, use educational practices that draw from and build on Indigenous knowledge, and reduce inequities.
R11CC will collaborate with the SD DOE and the SD DTR-OIE to identify existing practices associated with positive Native American student outcomes in South Dakota schools. R11CC, the SD DOE, and the SD DTR-OIE will work with stakeholders such as tribal education agencies, the Indian Education Advisory Council, the Bureau of Indian Education, districts, and schools to improve their capacity to define, implement, and share practices and interventions that are culturally responsive and improve Native American student achievement and success. Long-term outcomes associated with this project include increased kinship, harmony, and cultural empathy between Native American and non-Native American South Dakotans; a scaled implementation of the Oceti Sakowin Essential Understandings and Standards and other evidence-based practices for teaching Indigenous knowledge; increased reciprocity and reduced institutional barriers to collaboration among agencies; and increased Native American student academic achievement scores.
The automated teacher diversity district tool is designed to help state education agency staff support districts in identifying gaps in the diversity of their teacher workforces.
The Region 11 CC and the Nebraska Department of Education co-developed an Equity-Based Continuous School Improvement Framework based on insights from this year’s Learning Community Series on supporting TSI/ATSI Schools.
Transforming Education has created an SEL for Educators Toolkit, including six video mini-modules, which focuses on strengthening the social-emotional development and well-being of adults in school settings.
This playbook synthesizes skills and strategies that promote positive dialogue and understanding as a first step toward overcoming divisions and divides, whether within families, between groups, or across our nation.
Read about specific steps to make progress toward a more equitable society in this new actionable policy roadmap report.
This Regional Educational Laboratory (REL) Midwest webinar discusses research-based resources and strategies for educators teaching in a remote setting.