PowerPoint Slides from 05212026 Pre-Application Conference.pdf

Oregon Department of Education

Office of Indian Education 2025-2030

American Indian/Alaska Native Student Success Plan

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The Office of Indian Education

Mission

The mission of the Office of Indian Education is to support the academic success and well-being of all American Indian/Alaska Native students by centering culture, language, identity, and sovereignty in education. We collaborate with the nine Federally Recognized Tribes in Oregon, external partners, and community organizations to expand culturally responsive education and create equitable opportunities.

Vision for the OIE

We envision a future where every American Indian/Alaska Native student graduates with purpose, fully equipped with the skills, knowledge, and cultural grounding. Through strong partnerships, systemic change, and advocacy that reflects tribal priorities, we strive to support an education system where Native students are affirmed in their identities and prepared to serve as stewards of their sovereignty and communities.

❏ Improve academic and social outcomes for AI/AN and AI/AN+ students by focusing on a specific Goal and Objective within that Goal

❏ Enhance Native student experiences in public education

❏ Strengthen relationships between Native students, educators, and school personnel dedicated to their success.

❏ Promote and improve understanding and implementation of the AIANSSP.

American Indian/Alaska Native Student Success Plan Grant Purpose

Introduction and Background

The Oregon Department of Education’s Office of Indian Education invites proposals that are culturally responsive.

American Indian/Alaska Native Student Success Plan Grant Awards

10 applicants will be selected The award amount is up to: $144,000.

Funds are released in two payments:

First approximate 2/3 within 30 calendar days of Grant execution Final approximate 1/3 upon delivery of the Final Report

Requirements for Awardees to Receive Funding Awardees must complete and submit the following:

1. Agency-Approved Action Plan

2. Interim Report and

3. Final Report

American Indian/Alaska Native Student Success Plan Grant

For this Application:

Choose one Goal

Choose an Objective

Provide your information within the Fillable Application

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2025-2030 American Indian/Alaska Native Student Success Plan Goals

Cultivate Holistic Systems of Support

Center Culturally Responsive Approaches

Address Inequity in Native Student Data

Pursue Native Excellence

Champion Tribal Languages

Objectives:

1A: Uplift and amplify Tribal language revitalization

1B: Strengthen and provide holistic support for license Tribal language teachers and school district tribal language programs

1C: Support school districts with AI/AN+ Multilingual Learners (MLLs)

Goal 1 Champion Tribal Languages

● OIE will continue to hold space for the Language Advisory Group, central to supporting the nine federally recognized Tribes in Oregon as they strive to address and overcome the challenges associated with language preservation, protection, and renormalization, while also sharing effective practices amongst one another.

● Collaborate with Tribes in Oregon to map the current landscape, recognize their individual needs, and pinpoint areas that require support for their American Indian language initiatives, delivering consistent resources and assistance for their programs.

Objective 1A: Uplift and Amplify Tribal Language Revitalization Efforts

Goal 1

● Collaborate with Tribes in Oregon to create tribally led and sustainable opportunities for language teachers to learn and be immersed in their language through mentorship with tribal elders and other language teachers, ensuring a deep, authentic connection to the language they teach.

● Provide technical assistance for tribal language teachers in applying for the American Indian Language license.

● Provide resources and guidance to districts to ensure American Indian Language initiatives and programs are thoughtfully implemented in districts, including supporting tribal language teachers in their integration as a licensed educator in the district.

Objective 1B: Strengthen and Provide Holistic Support for Licensed Tribal Language Teachers and District Tribal Language Programs

● Provide additional guidance and technical assistance to Local Education Agency (LEAs) in the identification of AI/AN+ MLLs and culturally responsive methods to support their growth and celebrate their linguistic talents.

● Promote the Oregon State Seals of Biliteracy and Multiliteracy to school districts, tribes, and students to ensure youth fluent in their tribal language receive acknowledgement for their achievements.

Objective 1C: Support Districts with AI/AN+

Multilingual Learners (MLLs)

Objectives:

2A: Advance equitable identification of Native students

2B: Address disparate identification of Native students in Special Education

2C: Increase representation in Talented and Gifted Programs

2D: Address Disparities in discipline, suspensions, expulsion, exclusions and pushouts

Goal 2 Address Inequity in Native Student Data

● Create and offer training in collaboration with the Office of Research, Assessment, Data, Accountability, and Reporting (RADAR) to ODE to further support key staff, ESDs, school districts, students, and families on the importance of accurate data collection of tribally affiliated students to inform programming and school district improvement efforts.

● School districts engage in the data collection of Tribally affiliated students in accordance with ODE guidance.

2A: Advance equitable identification of Native students

5,874 Self-Disclosed Tribally Affiliated Students from Federally Recognized Tribes* 278 Unique Tribal Affiliations

5,902 Title VI Indian Education Student Count

5150 federally recognized AI/AN Students When Family or Guardian selects only AI/AN

40,943 AI/AN+ Students (7.5%) When self-identified, or adding AI/AN+

Designation

Ensure accurate identification of Native students in special education by providing additional guidance to school districts and ESDs on the analysis of data to identify disproportionalities beyond federal requirements, by promoting culturally responsive assessments and tools, and advocating for the use of informational resources to empower Native families with their rights and responsibilities in Special Education.

Goal 2 Address Inequity in Native Student Data 2B: Address Disparate Identification of Native Students in Special Education

Collaborate with the Office of Enhancing Student Opportunities (OESO) to provide additional guidance to ESDs and school districts to ensure TAG identification processes are inclusive and culturally responsive to the unique needs of Native students, elevating these resources to families and tribal communities.

Goal 2 Address Inequity in Native Student Data 2C: Increase Representation in Talented and Gifted Programs

● Provide technical assistance and support to school districts in developing and implementing policies and restroative an trauma-informed approaches that mitigate the harm experienced by Indigenous students because of the overuse of subjective disciplinary actions.

● Identify partnerships with Indian and Community Based Organizations (CBOs) to offer training to families and tribal communities on their rights, relevant school discipline policies, and how to address and adverse experiences they are experiencing in the local school district.

2D: Address Disparities in Discipline, Suspensions, Expulsions, Exclusions and Push Outs.

Goal 3

Objectives

3A: Expand Culturally Responsive Early Literacy Practices

3B: Strengthen Collaboration with Tribes and Families to Support Early Literacy

3C: Improve Graduation Rates Through Increased Enrollment in Career Connected Learning and Career and Technical Education

3D: Heighten Urgency that High School is the Foundation for Success in Post-Secondary Education

3A: Expand Culturally Responsive Early Literacy Practices

Goal 3

● Ensure literacy instruction and materials reflect AI/AN cultures by incorporating indigenous perspectives, histories, languages, and storytelling.

● Provide professional development for educators on culturally sustaining literacy instruction that integrates AI/AN languages, storytelling, and traditions.

● Raise awareness and urgency around AI/AN early literacy rates by disaggregating data, analyzing subgroup performance, and identifying areas for targeted support and growth.

Objective 3B: Strengthen Collaborations with Tribes and Families to

Support Early Literacy

Goal 3

● Engage AI/AN families as key partners in early literacy efforts by providing resources and outreach to support home literacy development, building on the vibrant cultures and experiences they bring to the classroom.

● Build sustained partnerships with Tribes to ensure early literacy programs align with Indigenous knowledge, language, and the distinct educational priorities of each of the nine Tribes in Oregon

● Leverage Early Literacy Success School District Grants to co-develop localized literacy strategies that reflect the unique cultural and linguistic needs of AI/AN students.

Objective 3C: Improve Graduation Rates through Increased Enrollment in

Career Connected Learning and Career and Technical Education

Goal 3

● Actively foster engagement among Tribal nations, Education Service Districts (ESDs), LEAs, OIE, and CCL/CTE staff to expand awareness of and access to Career Connected Learning (CCL) and Career and Technical Education (CTE) available in the local school districts to Native students and their families.

● ESDs and school districts conduct comprehensive program reviews to identify strategies for improving and expanding access to CCL and CTE opportunities for Native students.

● Center Tribal voices to ensure workforce development needs are reflected in current and future CCL and CTE programs. Establish processes to identify access barriers for AI/AN students, helping inform necessary improvements at both the state and local levels.

● Support efforts to improve and expand state data collections for CL and CTE, ensuring inclusion of AI/AN+ and Tribally affiliated students.

This supports equitable enrollment of Native students across all CTE programs of study.

Objective 3D: Heighten Urgency that High School is the

Foundation for Success in Post-Secondary Education

Goal 3

● Utilize the Education Plan and Profile, which serves as a roadmap to guide student learning from middle school through high school and into postsecondary education and career pathways. Communicate the importance of this tool to students, families, tribes, tribal communities, and school districts.

Begin promoting the Oregon Tribal Student Grant no later than 9th grade to give Native students the opportunity to plan their high school experience with this goal in mind.

● Emphasize the importance of ensuring equitable access and enrollment in rigorous coursework for Native students, including middle school honors courses, courses that offer high school credit, Advanced Placement (AP), International Baccalaureate (IB), and dual enrollment opportunities. School districts and ESDs should review their data and programming to identify strategies that increase Native student representation and success in these advanced courses.

● Leverage Key Legislation in Support of Native Success

● Honoring Educational Sovereignty through Tribal Consultation

● Invest in Targeted Programs Designed to Increase Outcomes for Native Students

Goal 4 Cultivate Holistic Systems of Support

● Promote the AIANSSP through a wide variety of communication strategies and learning experiences, both internally and with ESDs and school districts, to provide greater cultural understanding and increase awareness and urgency of the goals outlined in the plan.

● Share the AIANSSP with Tribal communities and families to raise awareness of the plan and inspire ways for them to better advocate for Native students’ needs to the local school district.

● Provide annual guidance, ongoing professional development, and technical assistance to ESD and Local Education Agency (LEA) leadership in partnership with other key ODE offices to support full implementation of Tribal History/ Shared History (THSH) curriculum.

● Establish procedures for tracking compliance to THSH legislation and methods for evaluating the impact of the THSH curriculum on all students.

Goal 4 Cultivate Holistic Systems of Support Objective 4A: Leverage Key Legislation in Support of Native Success

● Support tribal consultation between ESDs, school districts, and Oregon’s nine federally recognized Tribes by offering regular training on the Tribal Consultation Toolkit and implementing accountability practices to ensure compliance with federal law.

● Provide annual consultation training across ODE departments to align internal practices with federal and state consultation requirements.

Goal 4 Cultivate Holistic Systems of Support Objective 4B: Honoring Educational Sovereignty through Tribal

Consultation

● Strategically and intentionally expand the Tribal Attendance Promising Practices (TAPP) program to additional school districts in Oregon serving high populations of AI/AN and AI/AN+ students and provide context-based support to ensure successful implementation. ▪

● Create a comprehensive manual and resource repository which uplifts TAPP’s best and promising practices to help disseminate TAPP’s promising practices at the state, regional, and national levels.

● Cultivate a Title VI Indian Education Community of Practice to reduce professional isolation, foster greater collaboration, and spread the expertise and insights of individual Title VI educators throughout the state.

Goal 4 Cultivate Holistic Systems of Support Objective 4C: Invest in Targeted Programs Designed to Increase

Outcomes for Native Students https://docs.google.com/presentation/d/1GXR 8Pw9VayPM0N-uEHbGH5xTNj4utckvxRi8u R0YLjo/edit?disco=AAAB6Re9ISQ

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Goal 5 Center Culturally Responsive Approaches

Objectives

5A: Center Native Student Voices

5B: Promote the Use of Culturally Appropriate Frameworks, Tools, and Practices to Support Native Youth Mental Health and Well-Being

5C: Provide Support to Educators to Successfully Implement Tribal History, Shared History Lesson Plans

5D: Continued Tribal History/Shared History Lesson Plan Development and Curriculum Updates

5E: Promote the Implementation of Tribal Curriculum to Further Supplement THSH History Lesson Plans

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Objective 5A: Center Native Student Voices

Create an AI/AN Student Advisory Council (AIANSAC) to elevate student voices and create greater depth of understanding of student experiences, needs, and pathways to success. By empowering these student leaders through the AIANSAC, their input will be utilized and will strengthen the implementation of the AIANSSP and inform other efforts of the Office of Indian Education.

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5B: Promote the Use of Culturally Appropriate Frameworks, Tools, and Practices to Support Native Youth Mental Health and Well-Being

Oregon Department of Education

● ESDs and school districts use the Transformative Social and Emotional Learning Framework and Standards to guide them in their creation of their Integrated Model of Mental Health; OIE will provide additional guidance and technical assistance for how Oregon’s TSEL can be utilized to better serve Native youth and their unique cultural needs, creating supplemental materials as necessary.

● OIE will elevate guidance and resources to ESDs and school districts to support them in developing additional tiered supports for Native students related to Suicide Prevention and Substance Abuse mitigation strategies, as well as integrating Trauma Informed Practices within schools.

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5C: Provide Support to Educators to Successfully Implement Tribal History, Shared History Lesson Plans

● Provide regular and ongoing professional development opportunities specifically focused on building teachers’ capacity in delivering the THSH curriculum from lessons learned from the field and in research published on implementation. This new professional learning will expand on the Essential Understandings of Native Americans in Oregon and existing modules and will include workshops, webinars, and in-person training sessions.

● Create a repository of resources to provide additional support to educators on the implementation of THSH lesson plans. This will include providing critical background knowledge for lessons, aligned to ODE academic content standards, multilingual supports, and culturally responsive teaching methods.

● ESDs and school districts regularly promote local professional development opportunities to support educator capacity to implement THSH, including ESD learning opportunities, school district in-services, and services provided by the Educator Advancement Council such as the Regional Educator Networks.

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5D: Continued Tribal History/Shared History Lesson Plan Development and Curriculum Updates

● Collaborate regularly with other ODE departments, Tribal leaders, and educators to ensure the published THSH curriculum remains historically accurate, culturally relevant, community-based, contemporary, developmentally appropriate, aligned with academic content standards adopted under ORS 329.045, and revised in accordance with any new changes as they occur.

● Ensure the development of new lesson plans across multiple content and grade levels currently without THSH lesson plans, with marked urgency.

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5E: Promote the Implementation of Tribal Curriculum to Further Supplement Tribal History/Shared History Lesson Plans

● Share out clear guidance to school districts on the implementation of the published tribal curriculum to honor the local tribes and elevate the significance of place-based history, as a way of supplementing the Tribal History/Shared History lesson plans.

● Provide funding and technical assistance to Oregon Tribes for developing tribal curriculum aligned with educational standards, while honoring Tribal sovereignty.

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Cultivate Holistic Systems of Support Center Culturally Responsive Approaches

Address Inequity in Native Student Data Pursue Native Excellence

Champion Tribal Languages

The 2025-2030 American Indian/Alaska Native Student Success Plan Goals

The Office of Indian Education

Team

April Campbell

Assistant Superintendent

April.Campbell@ode.oregon.gov

Renée Roman Nose

Native American Student Success Coordinator

Renee.RomanNose@ode.oregon.gov

Brent Spencer Indian Education Coordinator

Brent.Spencer@ode.oregon.gov

Brandon Culbertson Senior Early Literacy Advisor

Brandon.Culbertson@ode.oregon.go v

Stacy Parrish Indian Education Specialist

Stacy.Parrish@ode.oregon.gov

Raina Reece

Executive Support Specialist Raina.Reece@ode.oregon.gov mailto:April.Campbell@ode.oregon.gov mailto:Renee.RomanNose@ode.oregon.gov mailto:Brent.Spencer@ode.oregon.gov mailto:Brandon.Culbertson@ode.oregon.gov mailto:Brandon.Culbertson@ode.oregon.gov mailto:stacy.parrish@ode.oregon.gov mailto:Raina.Reece@ode.oregon.gov

Wok-hlew’

Oregon Department of Education 34

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Pisa me k’ele luuwii

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Shu' nuu-xwa nin-la q̓ʷałanáwašamataš k̓ʷwalanúušamas

It’ukdix ikiax

Shu’ ’aa-shii-la

Tuuwuù’kh sepk"eec"a pisa ee

Additional Information https://www.oregon.gov/ode/students-and-family/equity/NativeAmericanEducation/ Documents/SB13%20Curriculum/AIAN%20Students%20in%20Oregon%20A%20Revie w%20of%20Key%20Indicators%202023-24.pdf https://www.oregon.gov/ode/students-and-family/equity/NativeAmericanEducation/ Documents/SB13%20Curriculum/FINAL%20AIAN%20Student%20Success%20Plan%20

2025.pdf https://www.oregon.gov/ode/students-and-family/equity/NativeAmericanEducation/Documents/SB13%20Curriculum/AIAN%20Students%20in%20Oregon%20A%20Review%20of%20Key%20Indicators%202023-24.pdf https://www.oregon.gov/ode/students-and-family/equity/NativeAmericanEducation/Documents/SB13%20Curriculum/AIAN%20Students%20in%20Oregon%20A%20Review%20of%20Key%20Indicators%202023-24.pdf https://www.oregon.gov/ode/students-and-family/equity/NativeAmericanEducation/Documents/SB13%20Curriculum/AIAN%20Students%20in%20Oregon%20A%20Review%20of%20Key%20Indicators%202023-24.pdf