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• 25 CFR 32 and states that the BIA. OIEP is to provide
quality education opportunities from early childhood
through life in accordance with the tribe's needs for
cultural and economic well-being in keeping with the
wide diversity of Indian tribes and Alaska native
villages as distinct cultural and governmental entities,
OIEP shall maniiest consideration of the whole person,
taking into account the spiritual, mental, physical, and
cultural aspects 01 the person within a family and tribal
or Alaska native village contests.
Bur(~nn
Education Programs
of Indian Affairs
What is the policy of the U.S. Congress
toward INDIAN tribes?
What types of education programs does the
BIA provide?
What special faclors impact the cost of
administering BIA schoo!s?
has been recent funding levels for BIA
?
kinds of problems are the BIA funded schools
1999-2000 school year?
""'I,,<>r'(,"'11 during the
is the OIEP in its efforts to implement the
MENT performance and results act
Federal -Tribal
- Constitution of the United States
- Federal statutes
Indian Commerce Clause recognized as acknowledging
broad federal authority and speeial trust responsibility.
'ducat/onal provision in treaties in 1794 and extended this
through the treaty-making period ended around 1871.
- Treaties
- Court tiecisions
Act 1921 provides authority to the BIA to educate
support the acculturation of Indians.
1
�A Scientific Beginning
• ·Carlisle Barracks will never again be required
for military purposes, and I know of no better
place for such an experiment".
- General HanocK. United States Army (1879).
The Theory
• "When we speak of the education of the
Indians, we mean that comprehensive system
of training and instruction which will convert
them into American .citizens ,,."
'" Thomi!lS Morgan. Commissioner of Indian Affairs
t891
The Practice
"The problem that confronts us, while simple of
statements, is complicated in the details of its
solution. In detaii, however. it has to do with the
elevation of the individuals of a variant race, which
is found in every stage of human advancement,
from barbarism to a state of commendable social
advancement, and under geographical and
economic conditions of the most diversified
character to a position of a worthy citizenship. .,
'" RG. Valel1tine, Commissioner of/l1dial1 Affairs 1910
2
�Collier Era
Preliminary Findings
"Whatever tile necessity may once have been, the
VnJIOS,OOf:W underlying the establishment of Indian
boarding schools, that tile way to "civilize" the
Indian is to take Indian children, even very young
.
children, as completely as possible away from
their home and family life. is at variance with
views of education of social work. which
/Jome and family as essential social
institutions from which it is generally undesirable
to uproot clJildren." Meriam Report 1928
Reorganization Act of 1934 introduced the
of Indian history and culture into bureau
full assimilation and eradication of
had been the policy of the federal
ew Scientists New' Experiments
"The Present policy: That Indian property must not
pass to whites; that Indian organization must be
encouraged and assisted; that Indian family life
must be respected and reinforced; that Indian .
culture must be appreciated, used and brought into,
the stream of American culture as a whole; and
that the Indian as a race must not die. but must
grow and live ,"
• Like the miner's canary, the Indian marks the
shifts from fresh air to poison gas in our
political atmosphere; and out treatment of
Indians. even more than our treatment of other
minorities, reflects tile rise and fall in our
democratic faith ... -Felix Cohen (1953)
- John Collier. Commissioner of Indian f\ffa irs 1935
:nnlrm~."."
dec/ares that a major goal of the United
to provide the quantity and quality of
JI':!l,tin,rlal services and opportunities which will
Indian children to compete and excel in the
areas of their choice, .....
• Authority to the tribes to contract and to
determine the education programs for their
children,
3
�tion Amendment of 1978
P.L. 100-297 The Tribally Controlled
Schools Act of 1988
major changes in bureau funded schools
Empowerecllndian school boards
Provided for local hiring of teachers and staff
Direcl funding of schools and school construction
of Education Programs
oes the BIA Provide?
The Congress declares its commitment to tile
~/m·Rn;'m(~p. of the Federal Governments unique
continuing trust relationship with and
lfln."ihilitv to the Indian people through the
rbll~':hmrRnt of a meaningful Indian Self
'p.rrnmRt;l)fl policy for education ... , , . "
lementary and Secondary School
Programs
• Bureau operates 55,elementary and secondary
schools.
• Tribes through grant/contract operates 120.
• Are located on 63 reservations in 23 states,
• Approximately 4,800 Personnel.
Student Enrollment
• In School Year 1999-00.
49,076 students served.
Exceptional Education
• 12,527 students served (19%).
• 135 students received residential services ..
9,701 students in residential programs.
• Gift and talented:
1,800 families served in 22 FACE programs.
- 6,934 identified and served,
4
�). L/ r-J rp,~
b;~<-J2.
/,0(0 (.\)~r0'
"s0 - ~[O~ C~ltzv' sc..-4..o..J/ &<~7V::-
81 k ~fC-l/'-c)
i
0
01: ~114;;ls
Post-secondary
• 26 Tribally Controlled' Community COI\rges.
~.
(2.dv4Il'1 ,)'J. ~ut)~ tv·C ~.?J ~J.eu.J' )
.. Approximately 30,000 students served.
• JOM - 271 ,884 students.
• Higher Education Grant Program .
... In 1999,9.800 scholarships were awarded .
... Average award of $3,000 per scholarship .
.. 1,800 received college degrees.
• Haskell Indian Nations University and
Southwestem Indian Polytechnic Institute .
.. Approximately 1.563 full time students ..
• Adult Education Programs .
.~
j
... In '1999, 10,000 Indian adults parlicipatecl.
ial Factors Impact The
Cost Of Administering BIA
Schools?
Hiring and retaining good teachers and
administrators.
• Poverty areas.
Department of Defense Overseas Teachers Pay
and Personnel Practices Act.
• Numbers of Schools.
... Located in six of the ten poorest counties in America.
.. No economies of scale.
... Between
1 .. 100
... Between 100 - 300
41.
82.
+300
62.
Kindergarten children must be transported door to
door.
GSA increasing the rates BIA must pay to lease
its buses.
199J·1994 .he natlonnlll\'l'nlge was $2.91 [n'r mile Ii.... fwblic
~dlOols.
5
�s Been Recent Funding
Levels for BIA Schools?
parison of Funding For BIA Schools
National Average Expenditures.
Two studies sponsored by the Bureau of Indian
Affairs.
SY 1993-94 the national per pupil expenditure average
was $5.314 compared to the BIA funcling level at $5.200
per student. and ($4.194 W/O Residential).
The second study completed in 1997.
SY 1995-96. the national per pupil average was $5.550
compared to the BIA funding level of $5,392. and
WIO Residential) .
The National Average Per Pupil Expenditure
(NAPPE) as computed by the National Center for
Education Statistics is based on current
itures for educational and related services in
nationwide, and does not include
. Because of the unique circu;;'siances of BIA-funded
comparisons with funding of other schools
United States must be made with great
For a example:
BIA-operated schools are required by statute to
pay their teachers according to the salary
schedule for the Department of Defense
Dependents Schools (DoDDS).
• The majority of BIA funded schools are small
schools located in remote rural locations. This
increases the cost for the transportation and
food service programs.
6
�• Residential component- The Department's
school system operates dormitories for 10,000
students. It Should. be noted that when it
comes to BIA schools, comparisons with the
national average must be made with additional
care. If the residential funding was deducted'
from the BIA average. the instructional per
pupil expenditure for 1993-1994 would be
. $4.194, and for 1995-1996 $4,503.
I Natiooal
Avewge
BIA
Difference
Average
WIO
Difference
: Residential
i
4
55.200
5114
550
$5,392
$154
54.194'
cost above for BIA avefi~ge includes residentiHI c-cst.
pupil expenditure for instructional costs only at BtA funded
• Plices increased between 20 and 32 perct'nt
depending upon the pa11icular dellator being
employed.
• The smallest cHange was seen inlhe stale and local
govcmment deflal<w.
• At the other extrcme is the .:onSlIl11Cr prke index
(e!'I), which showed a 32 percent increase over this
period.
Indices Results
• The bOllol11 row ofttie table shows what the ISEP ,
funding level would have been if it had kept pace
with C'dch () r the live defluton>.
• The inflated ISEP values rnnged fl\1111 a low of
53.1)44 per WSU to a high of$3.346 per WSU
(excluding the EkmenlaryiSccondary Prke Index).
• The average value t\'\)m the filUr indices was
$3. J 77. which represenls a nine pCI'.:ent increase
ovcr the actual JSEP icveiof52.9()4 per WSU in
. every measure, it appears
ncrcases III SEP
funding have not kt'pt pace with rising costs. The gap in
ISEI' runding per WSU ranged from a low of 5140, when
c<)mparcd to the State and Local Govcrnment (10flal<'!', to
a high of $442, as measured by the Consllmer Price
Index.
. .
While none of these indices is pegged directly to cost
in BIA schools. the Ii]ct that increase in ISI':I'
levels fell below PllC(;! increases on all indices
.;oncerns about the adequacy or currcnt
7
�Textbooks and instructional supplies
Unable to hire teachers and or reduction of slaff
Accreditation siandards not met
Facilities Operation Budget Request
FY 2001
Requested
FY 2002
Needed
$55,601
$82.825
2002
8
�OIEP in Its Efforts to
ement the GOVERNMENT
ormance and Results Act (GPRA)?
Indicators
SY 1997·98 SY 1998·99 comparison
50,373
96%
90%
1%
99%
12%
11%.
4%
-1%
-248
2%
Language Arts
SY 1997·98 SY 1998·99 comparison
SY 1997·98 SY 1998·99 comparison
51%
91%
95%
Math
50,125
98% .
52%
1%
52%
5%
41%
41%
0%
7%
8%
43%
0%
40%
41%
52%
7%
7%
0%
2%
-3%'
Staff Development Technology
SY 1997·98 SY 1998·99 comparison
SY 1997·98 SY 1998·99 comparison
48%
37%
-11%
40%
34%
·6%
30%
38%
46%
8%
45%
48%
3%
9%
14%
17%
3%
15%
18%
3%
9
�Special Education
Special Education
\ SY 1998·99 SY
SY 1998·99 SY 1998·99
9.693
88%
50,125
93%
10%
49%
«19.33% '
99%
11%
91%
56%
• language arts
Partially prof
85.15%
52%
33.15%
14.04%
41%
26.96%
.81%
7%
6,19%
Improvement Stewart B. McKinney Act
.. FY 1999 $100.000
& Drug-Free Schools -Title IV Part A
52%
30.16%
16,65%
43%
26.35%
1.19%
~palrtrnel1t
Special Education
. FY 19994,410,000
82.16%
3%
6%
1%
7%
5%
3.81%
of Education Programs
Education for the Disadvantage-Title 1 Part A
. FY 1999 $49,389.651
School Improvement -Title II. Part B Professional
Development
FY 1999 $1.670,000
Goals 2000 Educate America Act PL 103
227
- FY 1999 $2,893.695
Technology Literacy Challenge Fund Title
III. Part A
.
- FY 1999 $2,215.000
Indian Education Grants Title IX Part A
- FY 1999 $1,883.042
10
�Technology
Class Size Reduction Program
- FY 1999 $3,466,727
Comprehensive School Reform
Demonstration
- FY 1998 $896.402
PI>,rt(\Yl'1n::lnr..1>
Review
Laboratory
• Access Native America will meet the
President's challenge by connecting every
Bureau of Indian Affairs-funded school to the
Department of the Interior's internet
backbone.
Management
EDNET
Provides twenty-four hour a day access to all BIA
funded schools
Provides domain name service and internet
access to every school
New school statistics software will improve the process tor
developing and distributing school operations funding,
maintaining student records. and planning curriculum.
Access to federal finance system, personnel services.
OIEP will reinvent the procurement processes for
the acquisition of technology to connect every
school
11
�Education Applications
Isolated locations will be able to make changes on their W2
forms. enrollment on insurance plans. etc.
Improve reporting 011 attendance. discipline. student
accomplishments. portfOlio and increase statistics.
Partnership with schools for funding for training
teachers.
Partnership with industry and other government
agencies.
Partnership with non-profit organizations.
Partnership with tribes and tribal community
colleges to develop culturally based curricula.
Future
4 CRITICAL ISSUES
• Language Arts
• Math·
Building Exemplary Schools for Tomorrow
5 Year Project
Mathematics to 70%
' ..
12
�Dropout Rate to 7%
CSRP
gression Rate to Reach
MISSION AND VISION
:::OI\API'lEf1E~JSI\/E
NEEDS ASSESSMENT
~Ol;rtN(HE:ACHING
AND LEARNING, STANDARDS
ASSESSMENT
ING PARENTAL AND COMMUNITY SUPPORT
VEMENT
Schools' Correlates
, ACCOUNTABILITY
MAKING IMPROVEMENTS SYSTEM-WIDE WITH
BOTTOM UP, GRASSROOTS REFORM
BENCHMARKSITIMELINESIMONITORING OF
PROGRESS
BUDGET OF VARIOUS PROGRAMS
Clear and Focused School Mission
Instructional Leadership
Frequent Monitoring of Student Progress
High Expectations for Ali
The Opportunity to Learn and Student Time-on
Task
Safe and Orderly School Environment for
Learning
Positive Home-School Relations
Cultural Relevance
13
�,,..
DEVELOPMENT
Goal
Develop Instructional Leadership Thru
School Board Leadership Training
Principals Academy
... T cacher Professional Development
Superinlendents/ELO's Leadership Institute
• Build a Preeminent Education System
of American Indian Schools Thnl
Effective Schools
Support ReadinglWritingfMath thru
... Professional Development Opportunities
Support Assessment Training
Encourage Early Childhood Restructuring
...
"
14
PRESERVATION
PHOTOCOPY
�II
II
(Family And Child Education)
·.1999.. 2000
c
U. S. Department of the Interior
. Bureau of Indian Affairs
�HISTORY
The ·Office of Indian Education Programs developed an Early
Childhood/Parental Involvement Pilot Program in 1990. The program
was based on three distinct and proven early childhood models,
namely; Parents As Teachers (PAT), Parent and Child Education
. PACE) as adopted by the National Center for Family literacy and the
(
High/Scope Curriculum for early childhood and grades K-3.' Through
this combination a new paradigm in family literacy was created. This
program is -flexible and adap~able to the needs of the family
participants, reflecting .the cultural traditions and values· of the
community and,' therefore, each program is unique. The pilot·
projects were implemented in'six sites at Bureau funded schools.
These'sites were selected' on the basis of the rating given to each
application, and tribal support for the project. The schools selected
for the pilot projects were:
Fond du Lac Ojibwe School
Canoncito School
Torreon School
Takini School
Chief Leschi School
Conehatta Elementary School
Cloquet, MN
Laguna, NM
Cuba, NM
Howes, SD
Tacoma, WA
Conehatta, MS
In 1992, the early Childhood/Parental Involvement Program was
renamed and became Family and Child Education (FACE). Five new
sites were added to the program. They were:
ChiChiitah/Jones Ranch.
Chuska Boarding School
Wingate Elementary School
Hannahville Indian School
Little Singer Community School
Vanderwagen t NM
Tohatchi t NM
Ft. Wingate, NM
Wilson t MI
Winslow t Al
�In 1993, ten new sites were added to the program. They were:
Alamo Navajo School
Blackwater Community School
Chinle Boarding "School
Crownpoint Boarding School
Kickapoo Nation School
Lac Courte Oreilles Ojibwe School
Rough Rock Demonstration School
Sac & Fox Settlement School
Shiprock Alternative School
Toadlena Boarding School
Magdelena, NM
Coolidge, AZ
Many Farms, AZ
Crownpoint, NM
Powhattan, KS
Hayward, WI
Chinle, AZ
Tama,IA
Shiprock, NM
Newcomb, NM
In 1994, two new sites were added to the program. They were:
Ramah Navajo/Pine Hills School
TiisNasbaz Community School
Pine Hills, NM
TeecNosPos,AZ
From 1995 - 1999, due to funding constraints, no new sites have
been added. All previously selected sites, except Sac & Fox
Settlement School continue to "implement the program. Staff
development and training for continued program support and
improvement is provided to all 22 FACE sites three times a year.
PURPOSE
. The purpose of FACE is to address the literacy needs of the family.
FACE serves children ages 0-5 years and"their parents/primary care
givers. The FACE program also addresses the National Educate
America 2000 Goals and Indian America 2000 + Educational Goals in
the areas of:
1.
2.
3. .
4.
5.
6.
Schobl Readiness .
High School Completion
Student Achievement and Citizenship
Adult Literacy and Lifelong Learning "
Safe, Disciplined and Drug Free Schools·
Tribal Government, Language and Culture
�The purpose of FACE also supports the mission of the Office of
Indian Education Programs which is:
", ..to provide quality edu~ation opportunities for American Indians
and Alaska Natives from early childhood through life .. ~1f
DESIGN
The FACE programs have been designed tOirnplement a family
literacy program in two settings; home based and center based. In
the home based setting services are provided by utllizing the
following components: ... home visits, parent meetings, screening
referrals, and adult education. In the center based setting services
are provided in four components: adult education, early childhood
education, parent and child interactive time, and parent time.
The home based setting is a participants home. A parent educator
comes to the home on a weekly or bi-monthly basis to visit with the
parent(s) of a 0-3 year old child. During this visit, the parent
educator addresses the development level of the child and provides
learning experiences that support the chi/d's development and
opportunities for the parent(s) and child to interact. Screening and
referral are also an integral part of the process. In addition to the·
home visit, monthly group meetings are conducted for the parents.
Adult education services may also be provided to the home. based
parent by the center based adult educator. Health, nutrition, and·
child development based on the latest· neuroscience research are
areas discussed at home visits.
In the center based settings services are provided in four
components: adult education, early childhoodeducatiol1, parent and
child interactive time and parent time. The center based settings is
composed of two classrooms in a school. One classroom is equipped
to serve as an early childhood room for up to 20 children ages 3-5
.years old. The early childhood program is conducted by a teacher
. and aide who are knowledgeable and sensitive to the culturE: of the
�community, and engage children in active learning based on the
developmental level of the individual child. The second room serves
as the adult education classroom· for up to 15 adults. An adult
education teacher assesses the educational needs of each adult and
develops an individual course plan for addressing those needs. This
room is also used for enhancing parenting skills. Parents are
required to participate in parent time. Parent time' becomes a
support group for the parents. All areas of parenting are discussed,
from how to handle temper tantrums and sibling rivalry, to preparing
a child for the transition to school and high school. During Parent
And Child Time (PACT), the adults participate in learning activities
with their child and practice what they have learned in parenting
skills time.
The Office of Indian Education Programs provides for FACE training
on all aspects and components of FACE. Training is conducted on a
national level and at individual FACE sites.
IMPACT OF FACE
In 1998, the FACE program directly affected more than 2,500
participants in 960 families and indirectly touched the lives of
innumerable others, including participants families, community
members and FACE staff members. Over the seven years of FACE
program implementation, FACE service~have been provided to
approximately 9000 adults & children representing 3,500 families.
FUTURE fACE
The Office of Indian Education Programs plans to increase the
number of FACE programs in the BIA funded schools, as funds
become available and encourage all schools to consider FACE as a
model for school reform.
�FACE SITES
SCHOOL AND ADDRESS
AND PHONE NUMBER
FACE COORDINATOR
at
PROGRAM BEGAN
# OF PARTICIPANTS
SCHOOL PRINCIPAL
RESERVATION
Gail campbell
Ron Bateman
August 1993
83 families
Navajo
. Blackwater Community School
Route 1, Box 95 .
Coolidge; AI. 85228
Phone: 520/215~5859
Fax:
520/215-5862
Jacquelyn Power
Jo Lewis
August 1993
37 families
Gila River
To'Hajiilee-He (Canonci~o) School
P.O; Box 439
Laguna, NM 87026
Phone: 505/836-6426
Fax:
505/836-4914
Elaine Costello
Vacant
April 1990
54 families
Navajo
Chi-ch'j1"'tah/Jones Ranch
Comm. School
P.O. Box 278
Vanderwagen, New Mexico 87326
Barbara Hauke
Vacant
August 1992
49 families
Navajo
. Daryl Summers
Ray Lorton
August 1990
32 families
Puyallup
Alamo Navajo Community School
P.O. Box 907
Magdelena, NM 87825
Phone: 505/854-2635
Fax:
505/845-2545
Phone: 505/778 .. 5573
Fax:
f',
'. 505/778-5575
Chief Leschi School System
5625 52nd Street East
Puyallup, Washington 98371"
Phone: 253/445-6000 x 3117
Fax:
253/445-2350
Chinle Boarding School
P.O. Box 70
Many Farms, Arizona 86538
Phone: 520/781-6221
Fax:
520/78h6376"
Lena Smith
Dr. Fannie Spain
August 1993
82 families
Navajo
Chuska Boarding School
P.O. Box 321
Tohatchi; New Mexico 87325
Phone: 505/733-2280
Fax:
505/733-2222
Sadie Jefferson
Gloria Arviso
August 1992
83 families
Navajo
�Conehatta Elementary School
P.O. Box 146
Conehatta, Mississippi 39057
Phone: 601/775-3906
Fax:
601/775-9229
Donna Denison
calvin Isaac
April 1990
39 families
Choctaw
Crownpoint Community School
P.O. Box 178
Crownpoint, New Mexico 87313
Phone: 505/786-6160
Fax:
505/786-6163
Virginia Jumbo
Virginia Jumbo
August 1993
60 families
Navajo
Fond du Lac Ojibway School
105 University Road
Cloquet, Minnesota 55720
Phone: 218/878-2671
Fax:
·218/879-4176
Mindy Jezierski
Mike Rabbideaux
April 1990
51 families
Fond du Lac
Hannahville Indian School
N 14911 Hannahville B1 Road
Wilson, Michigan 49896
Phone: 906/466-2722
Fax:
906/466-2556
Rose Potvin
William Boda
AUgust 1992
63 families
Hannahville
Kickapoo Nation School
P.O. Box 106
Powhattan, Kansas 66527
Phone: 785/474-3550
Fax:
785/474-3498
Dr. Mary Ann Bowman
Ken cannon
August 1993
64 families
Kickapoo
Lac Courte Oreilles Ojibwa School
Route. 2 Box 2800
Hayward, Wisconsin 54843
Phone: 715/634-8924
Fax:
715/634-6058
Trixie Duffy
Craig Euneau
August 1993
29 families
Lac Courte Oreilles
Little Singer Community School
P.O. Box 310
Winslow, Arizona 86047
Phone: 520/526-6680
Fax:
520/526-8994
Lucinda Godinez
Lucinda Godinez
August 1992
55 families
Navajo
Pine Hills School
Route 125
P.O. Box 220
Pine Hill, NM 87357
Phone: 505/775-3253
Fax:
505/775-3240
Yin May Li
Pat Mitz
August 1994
27 families
Navajo
�Rough Rock Community School
RRDS, Box 217
Chinle, Arizona 86503
Phone: 520/*728-3311
Fax:
520/728-3215
Lorene Tohe VanPelt
Roberta Tayah
August 1993
60 families
Navajo
Atsa' Biya'a'zh (Shiprock) Comm. Sch.
P.O. Box 1799
Shiprock, New Mexico 87420
Phone: 505/368-5170
Fax:' 505/368-5102
Rene Teller
Rene Teller
August 1993
153 families
Navajo
Takini School .,
HC 77, Box 537
Howes I South Dakota 57748-9511
Phone: 605/538-4399
Fax:
605/538-4315
Margie Loud Hawk
Vacant
April 1990
47 families
Cheyenne River
T1isnazbas Community School
P,O. Box 102
Teecnospos, Arizona 86514
Phone: 520/656-3252
Fax:
520/656-3486
AI Begay
April 1994
51 families
Navajo
Toadlena Community School
p. .0. Box 9857
Newcomb, New Mexico· 87455'
Phone: 505/789-3205
Fax:
505/789-3203
.Kendall Conduff
Delores Bitsilly
August 1993
69 families
Navajo
Torreon Day School
HCR 79, Box 9
Cuba, New Mexico 87103
Phone: 505/731-2272
Fax:
505/731-2252
David Acuna
Ken Toledo
August 1990
75 families
Navajo
Wingate Elementary School
P.O. Box!
Ft. Wingate, New Mexico 87316
Phone: 505/488-6470
Fax:
505/488-6478
Grace Benally .
Dianne Owens
August 1992 .
54 families
Navajo
�.~,
Bureau of Indian Affairs
Office of Indian Education Programs·
Family and Child Education Program
~
N.c.ioa.a.! Cul.-c.r
(0'
Yam", Llt..llq
OIEP
ta,
'-.J.l/
~
HIGH/SCOPE
Parents As Teachers
National Center for Family Literacy
High/Scope Curriculum
Families and their birth to 3-year-old children
Families and Iheir 3- to 5-year-old children
Kindergarten through third grade children
Home Visits:
Adult Education:
Focus on Educatiorial Goals, Needs
and Interests ofAdults
Attention to Parents as First Teachers
Attention to Employability Skills and
Career Education
Support Parents as Child's First Teacher
Focus on Child's Growth.and Development
Attention to Parent/Child Interaction
Screening:
Periodic Assessment of Child's Growth and
Development - Denver II
Hearing, Vision and Health Screening
Early Childhood Education:
High/Scope Preschool Curriculum Including
Active Learning, PlanJDolReview, Key
Experiences, Authentic Assessment
Parent Group Meetings:
• ~ Support Group Atmosphere
• Focus on Child Development Information and
Issues
Attention to Parenting Needs and Interests
Referral Network:
Connecting Families with Services Outside the
Program
PACT Time:
Parent/Child Interaction
Li tcracy Focus
Transfer Home Element ..
Parent Time: .
support Group Atmosphere
Attention to Adult Interests, Non-Educational
Needs, Critical Issues, Parenting Skills.
Referral Network for Families
Coniponent Integration:
Regular Joint Planning Meetings
Daily CommUnication Among Staff
Planned Input from Families
Regular Staff Development Opporturiities
Shared Learning Among Components
Component Integration:
Regular Joint Planning Meetings
Daily Communication Among Staff
Planned Input from Families
Regular Staff Development OpportUnities
Shared Learning Among Components
Staff:
Parent Educators
Program Coordinator·
Community Volunteers
Staff:
Adult Education Teacher
Early Childhood Teacher
Early Childhood Co-Teacher
Program Coordinator,
Community Volunteers
Active Learning:
Materials, Manipulation. Choice, Language,
Support
Classroom Arrangement:
Five or More Well-Orgarnzed, Child Accessible,
and Labeled Activity Areas with Wide Range of
Interesting Materials
Daily Schedule:
cOnsistent Routine
PlanIDoIReview Sequence
Small Group Instructional Workshops
Balance of Teacher and Child Planned Activities
Content:
Scope and Sequence Defined by Key Experiences
in Math, Language and Literacy, Science,
Movement, and Music
Teacher Planned Daily Workshops Focus on
Key Content Areas
Chlld-Plarined Activities Related to
Key Experiences
T~acher/Cbild Interaction:
Teachers Support and Extend .J~hildreD's
Learning by Engaging in Instructional Dialogue
Teachers Share Control with Children
Teachers Create Positive Social Environment
.
.
Teachers Support Children's Intrinsic Motivalion to
Learn
Assessment:
Anecdotal Noles Collected by Teachers
Student Work Samples in Portfolio
Assessment Guided by Key Experiences
Daily A:,sessment and Planning
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For additional information ,contact:
Bureau of Indian Affairs
Office of Indian Education Programs
,Division' of School Support & Improvement
Attn: Debbie lente-lojola
500 Gold Avenue SWjRoom 7202'
PO Box 1088
Albuquerque, NM 87103-1088'
�Family and Child Education (FACE)
FACE Advanced
Spring Trainung
At"'~'~
\~i~e hundred and eighty staff attended the
.Family and Child Education (FACE) Advanced Spring
Training in Phoenix, Arizona, March 30-April 1.
Acting FACE Coordinator Debbie Lente-Jojola
opened the training and introduced speakers Joe
Christie, Acting Director, Office of Indian Educa
tion Programs; Doug Rollins, Lead Education Spe
Cialist; ancl Kevin Skendandore, Division Chief,
School Improvement Res9urce Center.
Among the many highlights at tlle training were
featured speakers Sigmund Boloz (author of Be
Dangerous), Betty Sanchez and Debbie La Croix.
Presentations and activities centered around read
ing strategies, active parent groups, shaken baby
syndrome, ~md tmmy other topics of interest to family
literacy practitioners in general ;md FACE programs
in particlilar. The Adv~mced TrUining also included
a field trip to the Heard Museum, where staff had
the opportunity to discover new ways to connect
curriculum with Native history and culture.
The "Patsy Jones OUl~tanding FACE Progrmn
Award" was awarded to the Tohaali Community
School, whose accomplishments include enhancing
parent volunteerism in the school and forging many
collaborative partnerships with local and tribal
agencies. Aw:u-cis were also presented to tbe winners
of tbe FACE Parent Essay Contest-Grace Nez, Chi
Chi'l TahlJones Ranch; Ingrid Mitchell, Tolutali; Rod
Carmen Keshicl(, Hannahville. In her essay, Nez cap
tured tlle spirit of the FACE program: "I had never
been to school in my life and I knew entering the
FACE program would be a cballenge. Today, thanks
to FACE, 1have a daughter, a granddaughter, and a
great-granddaughter helping me with my studies."
Study Shows FACE Has Impact
~~;i;:r,
llihe recently released 1998 Study ofthe BIA
Family and ChildEducution Progrum reveals con
sistent strengths and continuous improvement i~
progranls designed to benefit American Indian fami
lies. This seventh ru1llual study, prepared by Re
search and Traini~g ASSOCiates, Inc., for the Office
ofIndian Education Programs in December, 1999,
highlights impacts the FACE program has had on
preschool children, school-age students, adult par
ticipants, and fanlilies as a whole.
TheFan1iJyandChUdEducation(FACE)progranl
is a collaborative effort that draws on tlle resources
;md expertise of the Parents as Teachers National
Center (PAT), the High/Scope Research Foundation,
and the National Center for Family I,iteracy. The pro
granl targets American Indian fanlilies witll children
from birth through grade three, and is currently
implemented at 22 sites in nine states.
The growth of the FACE program is dearly
evidenced in the steady increase of participants,
from 466 in Progrmn Year 1991 to 3,675 in Pro
gram Year 1998. In these first eight years of FACE,
approximately 10,800 adults and children have
received services.
WIllie the frunilies who participate in FACE are
American Indian, some of the barriers they contend
with are similar to those faced by others who par·
ticipate in family literacy programs regardless of
cultural makeup. For cxanlple, according to the re
port, between half and two-thirds of the advlts who
enroll in FACE in a typical year have less than a
twelfth-grade education, and some 75% of the
participating adults are unemployed.
Interestingly, 20% of the FACE adull~ are fa
thers. And although English is reported to be the
primary language spoken in the homes of 75% of
the participating children, a native language is also
spoken in two-thirds of FACE children's homes.
The study describes many encouraging im
pacts of the FACE progranl on preschool student·
achievement:
• Almost all three-year-olds (96%) and most
four-year-olds (90%) demonstrate improved
language and literacy skills.
.. Almost all four-year-olds (96%) demonstrate
improvement in mathematical thinking and in
social studies domains.
According to apreliminary investigation on the.
longitudinal effecl~ of FACE partiCipation on school
achievement, the study found that:
.. Students who partiCipate in FACE score sig
nificantly higher on standardized tests of read
ing and math in early elementary grades than
do children who do not paiticipatein FACE.
• Students who participate in both home-based
and center-based services score the highest
in both reading and matb, more than one-third
a standard deviation above students who do
not participate in FACE.
FACE bas also impacted parents' involvement
with their children's education, both in the short
and long-term. The study states thm, as a result of
their participation in FACE, almost all parents report
that they consistently help tileir child to learn (97%),
praise and play~th their child (96%), read to their
child (91%), listen to their child "read" (88%),
encourage their child to complete responsibilities
(88%), let their clIild make choices (88%), and
tell stories to tlleir child (84%) FACE parents of
older elementmy children continue to read to their
child, tell stories to their child, imd play wiUl their
child more frequently than do comparison parents
of older elementary children..
Not only are FACE parents more involved with
uleir children's learning at home, they also dem
onstrate a commitment to being involved with their
children's school experiences. Parents who partiCi
pate in FACE attend parent-teacher conference sig
nificantly more frequently th~m do parents who do
not participate in FACE, and FACE parents maintain
tllis high level of attendance through the K-3 grades.
Teacher reports of parent involvement for 12 com·
parable BIA schools indicate that only 60% of par
ents visit their child's classroom, compared to 70%
of parents in FACE schools.
Perbaps one of the clearest signs of success
of the FACE progranl as documented in the study is
tbe overwhelming satisfaction reported by adult par
ticiprultS, who rate most services as "very helpful."
Eighty percent of particip;mts report that the FACE
program helps them. to better understand child
development, to interact more effectively and fre
quently \vith their children, and to become more
involved in tlleir cbildren's education...
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ClintonPresideiltial.Records
Digit~t RecordsNIarker
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This is not a presidential record. This is used as an administrative
marker by the William J. Clinton Presidential Library Staff.
This marker
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identi~es
the place of a publication.
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Publications have not been scanned intheir entirety for the purpose
of digitization. To see the full publication please search online or
visit the Clinton Presidential Library's Research Room.
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Kendra Brooks - Subject Series
Creator
An entity primarily responsible for making the resource
Domestic Policy Council
Kendra Brooks
Is Part Of
A related resource in which the described resource is physically or logically included.
<a href="http://clinton.presidentiallibraries.us/items/show/36031" target="_blank">Collection Finding Aid</a>
<a href="https://catalog.archives.gov/id/647992" target="_blank">National Archives Catalog Description</a>
Description
An account of the resource
The Kendra Brooks Subject Files contain correspondence, reports, articles, memos, and various printed material. Other documents include background information for education events and meetings. The files include material pertaining to charter schools, national testing, SAT preparation, school safety, school modernization/construction, affirmative action, Blue Ribbon Schools, class–size reduction, teacher quality, Limited English Proficiency (LEP), the White House Initiative on Education Excellence for Hispanic Americans, Tribal Colleges and Universities, Historically Black Colleges and Universities (HBCU’s), the Individuals with Disabilities Education Act (IDEA), and Title 1 of the Elementary and Secondary Education Act of 1965.
Provenance
A statement of any changes in ownership and custody of the resource since its creation that are significant for its authenticity, integrity, and interpretation. The statement may include a description of any changes successive custodians made to the resource.
Clinton Presidential Records: White House Staff and Office Files
Publisher
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William J. Clinton Presidential Library & Museum
Extent
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157 folders in 16 boxes
Text
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Original Format
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Paper
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
[Education - Office of Indian Education Programs]
Creator
An entity primarily responsible for making the resource
Domestic Policy Council
Kendra Brooks
Subject Files
Is Part Of
A related resource in which the described resource is physically or logically included.
Box 7
<a href="http://clintonlibrary.gov/assets/Documents/Finding-Aids/Systematic/KendraBrookssubjectfile.pdf" target="_blank">Collection Finding Aid</a>
<a href="https://catalog.archives.gov/id/647992" target="_blank">National Archives Catalog Description</a>
Provenance
A statement of any changes in ownership and custody of the resource since its creation that are significant for its authenticity, integrity, and interpretation. The statement may include a description of any changes successive custodians made to the resource.
Clinton Presidential Records: White House Staff and Office Files
Format
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Adobe Acrobat Document
Publisher
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Clinton Presidential Library & Museum
Medium
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Reproduction-Reference
Date Created
Date of creation of the resource.
1/17/2012
Source
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647992-education-office-indian-education-programs.pdf
647992