2013-03: Support the Strengthening of Native Language and Culture throughout the Implementation of Common Core State Standards

WHEREAS, the National Indian Education Association (NIEA) was established in 1970 for the purpose of advocating, planning, and promoting the unique and special educational needs of American Indians, Alaska Natives, and Native Hawaiians; and

WHEREAS, NIEA, as the largest national Indian organization of American Indian, Alaska Native, and Native Hawaiian educators, administrators, parents, and students in the United States, provides a forum to discuss and act upon issues affecting the education of Indian and Native people; and

WHEREAS, through its unique relationship with Indian nations and tribes, the federal government has established programs and resources to meet the educational needs of American Indians, Alaska Natives, and Native Hawaiians, residing on and off their reserved or non-reserved homelands; and

WHEREAS, the Common Core State Standards (CCSS) Initiative was launched in an effort to address concerns regarding the wide variability in state standards resulting in uneven and unequal education opportunities across states and lowered expectations for student achievement in order to meet the Adequate Yearly Progress requirements of the No Child Left Behind Act; and

WHEREAS, CCSS are a set of commonly agreed upon standards for K-12 learning, grounded in research and practice, reflecting the type of skills and knowledge students need for a successful transition between high school, college, and the world of work while also remaining competitive in a global economy; and,

WHEREAS, potential benefits of CCSS include aligned standards across states and public schools, which could limit or mitigate interruptions or disconnects in learning for Native students who are mobile between schools and states, or between public, Bureau of Indian Education schools, and tribal schools; and

WHEREAS, the skills and knowledge identified as necessary in the standards would also need to include the skills and knowledge identified by Native communities as being critical to their continued development and well-being that also provides a pathway for their students’ success; and

WHEREAS, CCSS requires all teachers to master the same curriculum in each content area, instead of differing curricula in varying states, which allows states and school districts to focus on helping teachers be proficient and effective in teaching all students; and

WHEREAS, for Native students, cultural inclusion is often necessary for success, and this may be an opportunity to expand instructional competencies to include Native histories, languages, and cultures, along with the dedicated time for professional development in these areas as well as in all schools serving Native students attending public, tribal, charter, federal, and any other institution serving Native students; and

WHEREAS, in NIEA Res. 10-06, NIEA expressed the need for states to identify the educational needs of Native children and communities as well as consult with Native partners throughout CCSS implementation, unfortunately, Native partners continue to be excluded in many states; and

NOW THEREFORE BE IT RESOLVED, that the NIEA calls upon states to identify and evaluate the educational needs of tribal nations and Native communities and provide evidence including: dropout rate, attendance, student achievement and tribally defined standards at all grade levels; and

BE IT FURTHER RESOLVED, that the NIEA calls upon states to meaningfully consult, collaborate, and develop tribal-state partnerships that specify additional standards ensuring Native histories, cultures, languages, tribal sovereignty, and government structures are incorporated into the standards and where in conflict (e.g. use of standard English instead of multiple languages) allow for languages used by Native communities of tribal nations as a home medium of communication; and

BE IT FURTHER RESOLVED, that the NIEA calls upon states to recognize and support the right of tribal nations to exercise educational sovereignty in leading the implementation of CCSS in developing culturally relevant standards, curriculum, professional development, and assessments as well as other critical components that affect the education of Native students; and

BE IT FURTHER RESOLVED, that the NIEA calls upon CCSS states to ensure teachers and administrators have the resources they need to successfully implement culturallyrespectful standards by providing onsite and ongoing training, access to CCSS implementation material and instructions, and giving proper notice to changes in implementation procedures and ensuring schools have equitable access to hardware and technology for effective learning and assessing.