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Annual Membership Meeting and TEDNA Forum Materials
Senator Tester from Montana Supports Tribal Education Department Funding
Senator Jon Tester announced that the Senate Appropriations Committee will include in the FY’13 education spending bill $2 million for Indian Country to improve educational opportunities for tribal students. The funding will give tribal education departments (TEDs) greater flexibility to choose programs that work for their students, such as afterschool programs. Afterschool programs, like tutoring and counseling, have been shown to reduce dropout rates and improve test scores among tribal students.
Tester, a member of the Appropriations Committee and Montana’s only member of the Senate Indian Affairs Committee, has long said that the needs of students in rural America and Indian Country are different than the needs of students in America’s cities and suburbs. That’s why he sponsored the TED award and supports giving local educators the tools they need to improve student performance and raise the quality of life in Indian Country.
New Family Educational Rights and Privacy Act (FERPA) Rules
Tribal Letter Requesting Federal Appropriations for Tribal Education Agencies:
Labor, HHS Approps FY 13 Tribal letter
Interior Approps FY 13 Tribal letter
TEDNA is pleased to announce the new Board of Directors!
 Gloria Sly,
Cherokee Nation, President
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 Angeline Boulley,
Sault Ste. Marie Tribe of Chippewa Indians, Vice-President
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Sally Brownfield,
Squaxin Island Tribe, Secretary |
 Adrienne Thunder,
Ho-Chunk Nation, Treasurer
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 Patricia Whitefoot,
Yakama Nation
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 Gloria Dudley,
Leech Lake Band of Ojibwe
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 Quinton Roman Nose,
Cheyenne-Arapaho
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 Joe Davalos,
Port Madison Suquamish Tribe |
Norma Bixby,
Northern Cheyenne Tribe |
Kerry Venegas |
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TEDNA Proposed Language for the Reauthorization of the Elementary and Secondary Education Act
TEDNA is now accepting applications for 2013 members.
Comments taken from Education in Indian Country: Prepared Remarks of U.S. Secretary of Education Arne Duncan at Town Hall/Listening Session with Tribal Officials - December 15, 2010
"We heard your concerns about tribal sovereignty and the urgent need to expand tribal control over the education of Indian students, especially in schools located on tribal lands. I am pleased to tell you that the Department will pursue a pilot program to enhance the role of tribal education agencies and tribes in the education of their members on an experimental basis. This pilot program would be part of our proposal to reauthorize the Elementary and Secondary Act, or what's known as No Child Left Behind. Our hope is that Congress will pass reauthorization next year. The pilot program would allow a small number of Tribal Educational Agencies to enter into collaborative agreements with state educational agencies to assume responsibility for some state-level functions in administering ESEA programs. Under this TEA pilot program, eligible TEAs will have an opportunity to act more like state educational agencies, work closely with districts and schools located on reservations, and play a direct role in the education of their own children. As President Obama has said, "tribes do better when they make their own decisions ." - Secretary Arne Duncan
http://www.ed.gov/news/speeches/education-indian-country-prepared-remarks-us-secretary-education-arne-duncan-town-hall
Oklahoma Passes Act to Create an Oklahoma
Indian Education Advisory Council:
TED Directors to take 4 spots.
Click here to access the law.
Quinton Roman Nose, TEDNA Executive Director with
Senators Baucus and Tester, Washington D.C.
2010
Reading Is Fundamental is going Tribal!
Tribal Education Departments National Assembly (TEDNA) has recently signed on as a new partner with Reading Is Fundamental. We are excited to bring Indian Country access to excellent reading material for children and provide more books than ever. We have a goal of reaching 50,000 American Indian students across the United States within the next two months. Over the next four years, tribes, nations, bands, Indian organizations, tribal schools, urban Indian cooperatives, and public schools serving Indian Americans can serve up to 12 books for one student. We feel books in the hands of our students will pay major dividends later on. Many tribes are struggling to create libraries in their communities for their young people and families. Starting a RIF program is a great way for any community leader or educator to lead the charge for literacy.
Click here for full details.
Culturally Based Land Curriculum Teacher's Supplements Finalized!
With assistance from Dr. Marty Reinhardt, NARF and the Indian Land Tenure Foundation (ILTF), TEDNA is pleased to announce that the teacher's supplements have been finalized for the Indian Land Tenure Foundation's land base curriculum. The guides provide model lesson plans to implement the curriculum. They are available online, free of charge! Just click the link below to access the appropriate guide for head start, K-12 and higher education. The curriculum can be accessed at www.indianlandtenure.org. Grants are available to implement the curriculum. For more information about the curriculum or teacher's supplements email info@tedna.org.
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- Tribal Leaders Speak Report: The State of Indian Education, 2010
U.S. DEPARTMENT OF EDUCATION
Report of the Consultations with Tribal Leaders in Indian Country
Link to Report
- Executive Order 13592
Improving American Indian and Alaska Native Educational Opportunities
and Strengthening Tribal Colleges and Universities
Signed: December 2, 2011
Federal Register page and date: 76 FR 76603, December 8, 2011
Revokes: EO 13270, July 3, 2002; EO 13336, April 30, 2004; EO 13585, September 30, 2011
Link to Order
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McREL News Room: REL Central at McREL report examines partnerships between tribal education departments and local education agencies - Tuesday, March 06, 2012
Denver—A recent report from Mid-continent Research for Education and Learning (McREL), conducted under its 2006–2011 regional educational laboratory contract, profiled nine voluntary working partnerships between tribal education departments (TEDs), organizations that oversee American Indian education, and local education agencies (LEAs). The study, Profiles of Partnerships between Tribal Education Departments and Local Education Agencies, provides individual profiles that describe how each partnership works, focusing primarily on collaborative activities, such as data sharing, intended to improve education outcomes for American Indian students.
All of the TED-LEA partners emphasized the importance of face-to-face meetings to building and sustaining their partnerships. A common theme among the partnerships was the need to overcome a history of mistrust and discrimination in order to work together effectively. The study also found that:
All of the TEDs profiled received tribal funding to support their partnerships with LEAs, and all but one also received state or federal funding.
All TED-LEA partnerships offered some kind of cultural or tribal language component; five partnerships also offered academic support.
Four partnerships offered an opportunity for participation in dual enrollment or early college programs.
Three partnerships included a focus on parent involvement.
The full report, released by the Institute for Education Sciences, is available at: http://www.ies.ed.gov/ncee/edlabs/regions/central/pdf/REL_2012137.pdf
McREL is a Denver-based, nationally recognized, private, nonprofit organization that is dedicated to improving education for all students through applied research, product development and service.
- Kildee and Miller Respond to NAEP Report Showing Disappointing Progress in Indian Student Achievement
WASHINGTON, DC - Congressman Dale E. Kildee (D-MI), Chairman of the Subcommittee on Early Childhood, Elementary and Secondary Education and Democratic Chairman of the House Native American Caucus, and Congressman George Miller (D-CA), Chairman of the House Education and Labor Committee, issued the following statement after the National Assessment of Education Progress (NAEP) released its National Indian Education Study. The study showed no significant gains in mathematics performance among fourth and eighth graders since 2005. Reading scores showed a slight increase since 2007 for eighth graders but again showed no significant improvement for fourth graders since 2005.
"I am extremely disappointed that this NAEP report shows little to no improvement in reading and math achievement among American Indian and Alaska Native students. These results are unacceptable and further underscore the vital need to improve education in these communities. Thankfully, Congress has an important opportunity to address this issue with the upcoming reauthorization of the Elementary and Secondary Education Act (ESEA). I look forward to continuing to work with Chairman Miller, my other colleagues on the Education and Labor Committee, as well as Native American leaders and organizations to ensure that this reauthorization includes strong provisions to improve education for our American Indian and Alaska Native students," said Congressman Kildee.
"The fact that our American Indian and Alaska Native students have not made any progress since 2005 is alarming and cause for major concern," said Chairman Miller. "This report offers further proof that we need to focus significantly more attention on our American Indian and Alaska Native students in the upcoming reauthorization of the Elementary and Secondary Education Act."
- The US Department of Education has issued a Dear Tribal Leader Letter to provide an update on the regional consultation sessions recently conducted.
The letter states that the Department plans to publish all official transcripts from the consultations on their website, to create a database that contains all testimony received during consultations, and to consider how best to consider feedback they have received into Federal education policy.
Click here to read the complete letter.
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