Strand 1: State and Federal Legislation and Policy in Native Education

• Meaningful and effective tribal consultation policies and practices at the state level

• Historical and current state and federal policies that impact Native education

• Building relationships and partnerships for legislative work (i.e., Native Education for All mandates, Indian Education state funding, etc.)

• Building data system partnerships between states and Tribal governments

Strand 2: Community-Based Advocacy and Systems Change in Native Education

• Cultural advocacy and policy at the school and district level (i.e., graduation regalia, braids, mascots, etc.)

• Leveraging charter schools in providing high-quality academic and cultural education

• Collaborative work across local, state, and national education agencies

• Policies and practices for improving school climates in public, charter, BIE, or tribally-controlled school systems

Strand 3: Advancing Education Sovereignty for Tribal Nations

• Education reform efforts fostering Tribal autonomy in schools

• Effective strategies for empowering families and community members in the development of Tribal education laws, standards, and policies for Tribally controlled schools

• Creating tribally-driven curriculum and professional development and learning

Strand 4: Whole Child Prevention and Wellness Supports

• Whole child supports that connect cultural and linguistic identity to prevention and social, emotional, and mental health needs

• Native frameworks and traditional practices for promoting balance and wellness for PK-12 students

• Healing-centered and trauma-informed practices to address current and historical trauma

• Collective and community-based approaches for addressing mental health issues

Strand 5: Family and Community Engagement and Partnerships

• Fostering reciprocal relationships and partnerships between families, communities, and schools (i.e., wrap around services for students, cultural learning and engagement, etc.)

• Effective Title VI and Johnson O'Malley Parent Committee policies and practices

• Leveraging community-based assets (i.e., local organizations, programs, or places) to provide student and family support services (i.e., community schools)

Strand 6: Student Support Systems and Services

• Multi-tiered systems of support (MTSS), Response to Intervention (RTI), or Positive Behavior Interventions and Supports (PBIS) models that are culturally grounded

• Cultural and linguistic programs (offered by Tribal Education Departments or Indian/Native Education programs)

• Targeted student supports such as accountability systems for students with disabilities or programming for Gifted students

Strand 7: Recruiting, Retaining, and Empowering Educators Serving Native Students

• Preparing pre-service educators to teach with or in tribal communities (in public, BIE, or tribally controlled schools)

• Innovative professional development and learning for empowering in-service Native and non-native educators

• Emerging practices in teacher preparation for early childhood educators

• Creating partnerships between local education agencies, tribal education agencies, and teacher preparation programs to address teacher recruitment on tribal lands

Strand 8: Native Language Learning in our Schools and Communities

• Developing Native language curriculum and instructional resources

• Instructional and assessment practices for Native language learning

• Promising practices in Native language learning program models (i.e., immersion, dual-language, community-based, intergenerational programs)

• Recruiting, retaining, and empowering Native language educators in public, charter, BIE, or tribally controlled schools

Strand 9: Culturally Grounded PK-12 Curriculum, Instruction, and Assessment

• Land-based or place-based learning practices that leverage Traditional Ecological Knowledge (TEK), cultural practices, or community-based stories

• Native Education for All curriculum development and professional learning for educators at the state and district level

• Using cultural and community-based strengths to inform classroom instructional strategies and environment (i.e., connecting science to stewardship and other traditional ways of knowing, being, and doing)

• Best practices for Indigenous and culturally grounded classroom assessments for learning

Strand 10: Community, College, and Career Readiness and Success in Native Education

• Creating community-based career and technical education (CTE) programs (e.g. in partnership with tribal governments, enterprises, or colleges and universities) to advance tribal workforce development

• Increasing access to Dual-Enrollment, Advanced Placement, International Baccalaureate, and other college-preparatory courses

• Innovative learning programs and partnerships between schools (e.g., public, charter, BIE, or tribally controlled) and tribal communities or tribal colleges and universities

• Positive practices for Native college student support services that increase retention and graduation