Partnerships, Passion, Persistence, Pride and Respect

1. Partnerships, Passion, Persistence, Pride and Respect Dr. Melody Schopp December 16, 2010

2. Imagine to be Free • Imagine if we were free of racism… • Free from the physical, emotional, psychological, and spiritual toll it takes on both racists and those subjected to racism • Thomas Peacock

3. The Year of Unity • The Year of Unity Writing Contest is being held this year to commemorate Gov. Mike Rounds proclamation of 2010 as the “Year of Unity” in South Dakota. Fourth and 11th grade students across the state are encouraged to submit their best work – be it an essay, a short story, poem, speech or other text – that describes a message of unity for all cultures, with a special focus on the Native and non-Native relationships. The contest was sponsored by Prairie Edge Trading Company and Galleries in Rapid City.

4. What does “Unity” look like?

5. Tasina Tobacco

6. My Goals for Today… • Share the “partnerships” we have entered into to with the desire to improve education for our Native students • Share my “passion” for the successes we have experienced • Share my desire for “persistence” to continue to make changes happen • Share my “pride” for the work • Share my “respect” for your culture and humility for what I need to learn

7. Issues • Native American students today face a host of challenges. • We know those challenges can be amplified by poverty, and all the accompanying social issues it can bring

8. “There’s a difference between being impoverished and being poor. We’re rich in so many ways. There are some beautiful things here – the land, the family, kids – and that’s what we focus on.” --Julie Garreau, director of the Cheyenne River Youth Project in Eagle Butte in response to Ziebach County (on the Cheyenne River Indian Reservation) retaining its status as poorest county in America in 2009. Quoted in the Rapid City Journal recently.

9. Haley Drapeaux

10. Partnerships • The challenges facing our American Indian students and educators are daunting. However, with a spirit of cooperation and determination, the Department of Education believes we can improve the educational system for our American Indian students and staff members. We hope that we will partner in this worthwhile endeavor.

11. Partnerships • Indian Education Advisory Council • Indian Demonstration Grant – Woonspe Tiospay • Indian Demonstration Grant – Wakan Gli • South Dakota Partnership for Teacher Quality (GO TEACH!)

12. Indian Education Advisory Council • The department works closely with an Indian Education Advisory Council, which represents all nine tribes in South Dakota along with American Indian educators from all parts of the state.

13. Indian Demonstration Grant – Woonspe Tiospay 1) Increase the academic achievement of Native American students at target high schools with an emphasis on gatekeeper math and science course work; 2) Increase the rate of high school graduation for Native American students at target high schools; 3) Increase the number of Native American students who are prepared to enter and succeed in postsecondary education; 4) Integrate hands-on, math- and science-focused, problem-based, and culturally relevant content into target high school curriculums, using community centered experiential learning opportunities; and 5) Ensure program integrity, accountability and management through reliable evaluations, using best practices and national models already established.

14. Indian Demonstration Grant – Wakan Gli Over the course of four years, Wakan Gli will serve and track a cohort of 582 9th grade students at 10 high schools, located on or near South Dakota reservations. Participating high schools are Red Cloud, Tiospa Zina, Takini, Cheyenne Eagle Butte, Lower Brule, Crow Creek, Todd County, St. Francis, Crazy Horse and Wakpala. The program’s main goal is to improve the educational opportunities and achievement of American Indian students in high school, and prepare these students to enter and succeed in postsecondary education.

15. South Dakota Partnership for Teacher Quality (GO TEACH!) • Funded by the U.S. Department of Education in October 2009, the University of South Dakota is responsible for implementing this program. • The South Dakota Department of Education is a partner. • The primary purpose of this grant program is to increase student achievement in K-12 schools by developing highly qualified teachers in schools that serve primarily American Indian populations.

16. Passion • OcetiSakowin Standards Work Group • Funded by Indian Land Tenure Foundation • Main goal: To define the core concepts essential to understanding and teaching the history and culture of the OcetiSakowin. • Core concepts will be used to create content standards related to Indian history and culture. • Ultimately, teachers addressing in classrooms across the state • Work group members: Stephanie Charging Eagle, Lydia Whirlwind Soldier, Dorothy Lebeau, Earl Bullhead and Dan Snyder.

17. Essential Understanding 1 • There is diversity among the Oceti Sakowin in their land base, languages, cultures, histories and governments. The Oceti Sakowin tribes have a distinct and unique cultural heritage that contributes to South Dakota culture.

18. Essential Understanding 2 • There is variety among individual Tribal people as identity is developed, defined and redefined by entities, organization and people. A continuum of tribal identity, unique to each individual, ranges from assimilated to traditional lifestyle. There is no “generic American Indian.”

19. Essential Understanding 3 • The thought and philosophy of the Oceti Sakowin continues in the contemporary lifestyles of tribal members. Tribal cultures, traditions and languages are incorporated into how tribes govern and manage their affairs and are observed by many tribal members both on and off the reservations.

20. Essential Understanding 4 • Dakota Territory was under the stewardship and communal ownership of the Oceti Sakowin prior to immigrant settlement. There are many complex factors that contributed to the loss of land through treaties and legislative action which have resulted in the development of reservations.

21. Essential Understanding 5 • Federal policies, put into place throughout American history, have affected Oceti Sakowin people adversely. Much of Oceti Sakowin history can be related to many major federal policy periods.

22. Essential Understanding 6 • History told from the Oceti Sakowin perspective, through oral tradition and written accounts, frequently conflicts with the stories mainstream historians tell and becomes subjective information. Currently historical perspective is being revisited to be more inclusive.

23. Essential Understanding 7 • The treaties between the federal government and Oceti Sakowin recognize these tribes as sovereign nations. These nations have authority to enter into government to government relationships. Currently, the relationships with the state are not the same for each tribe.

24. Persistence • Gear-Up Grant • The main goal of the GEAR UP program is to increase the number of first-generation, low-income American Indian students who are prepared to enter and succeed in postsecondary education. • Currently, GEAR UP is working with a diverse set of 24 middle and 14 high schools that include public, parochial and contract grant schools funded by the Bureau of Indian Education. During the 2009-10 school year, the GEAR UP program served 4,939 students and 3,984 parents all across the state of South Dakota.

25. Persistence • South Dakota College Access Challenge is federally funded grant awarded to the South Dakota Department of Education. • Primary purpose is to inform and inspire under-represented and underserved students in South Dakota to prepare for and access postsecondary educational opportunities. • Grant focuses on developing partnerships with students, families and school staff to provide activities and hands-on assistance related to academic and financial aid planning • Key goal is to increase total number of under-represented and underserved students across South Dakota that access need-based financial aid • Currently only about 2 percent of students at state’s public universities are Native American

26. Pride • Shannon County Virtual School • Corey Stover graduated • McLaughlin School District • Implementing a culture of learning • Infusing Native culture through the school • Focused on standards • Smee School District • Students call superintendent “grandpa” • Facilities are impressive, well-kept • Cultural infusion throughout • Student and staff pride shines through

27. Respect • What I have learned that remains close to me.. • Respect for your culture • Respect for your sense of humor • Respect for your elders with all their wisdom • Respect for your traditions • Respect for your wisdom

28. Message from Governor Elect, Dennis Daugaard • We should treat the Tribes as nine separate entities, not as "the tribes", and • The first step should to find out what they deem as their priorities and what help they want from the state.

29. MacKenzie Stone

30. What I want you to take away… • We need to talk more – not just meet and honestly share our concerns and dreams • We need to celebrate our successes, large and small • And most of all…

31. We are all related… let’s work together to take care of our children