Board Special Meeting School Board Retreat March 7, 2020 9:45 am – 1:503:00 pm Room 2765Auditorium, John Stanford Center 2445 3rd Avenue South, , WA 98134

Agenda

9:45 a.m. – 10:15 a.m. District Data Dashboard (30 minutes)

10:15 a.m. – 11:50 a.m. Since Time Immemorial Training (95 minutes)

11:50 a.m. – 12:20 p.m. Working Lunch (30 minutes)

12:20 p.m. – 1:50 p.m. Since Time Immemorial Training – Continued (90 minutes)

1:50 p.m. Adjourn

1:50 p.m. – 2:00 p.m. Break (10 minutes)

2:00 p.m. – 3:00 p.m. Board Legal Boot Camp (60 minutes)

3:00 p.m. Adjourn

Start times for each topic are estimated. Special meetings of the Board, including work sessions and retreats, may contain discussion and/or action related to the items listed on the agenda. Operations Data Dashboard – Status Update

PROGRESS UPDATE: As directed by the Board in her 19-20 evaluation goals, the Superintendent has been working with staff to align the Operations Data Dashboard to the 2019-24 Strategic Plan.

Attached are the proposed Operations Areas and Measures for the new dashboard. Included on the table is a brief explanation of the “why” each area and measure is proposed. The operations areas were selected by focusing on the language in the Board-adopted strategic plan (see below). We are considering principals as the primary customer for the first iteration. We will continue to expand to other constituents over time. The survey revision process is being done simultaneously to be able to measure progress appropriately.

The Operations Data Dashboard is proposed to be a flexible document. New Operations Areas or Measures may be added or removed as new needs are identified or if a measure is continually met. The hope is to have one data dashboard that incorporates both operations and district scorecard data with similar visual aesthetics.

While the Operations Data Dashboard is more narrowly focused, each division will also have KPIs they are monitoring to ensure effective operations. The Board will have a chance to review those KPIs during the oversight work sessions.

Anticipated Timeline: • March 7, 2020: Board Retreat – Progress Update on Ops Data Dashboard • May 20, 2020: Exec Committee – BAR for Ops Data Dashboard and Revisions to Policy No. 1010 • May 27, 2020: Introduction of Ops Data Dashboard and Revisions to Policy No. 1010 • June 3, 2020: Work Session/Exec Session related to Superintendent Evaluation Goals • June 10, 2020: Action on Ops Data Dashboard and Revisions to Policy No. 1010

Board Retreat, March 7, 2020 REFERENCE DOCUMENTS:

19-20 Superintendent Evaluation Goal/Initiative: Effective management - The Superintendent will be responsible for the revision of the operations data dashboard so that it is aligned with the newly adopted Strategic Plan.

2019-24 Strategic Plan Priority - Predictable and Consistent Operational Systems: Develop operational systems that provide a predictable and consistent experience to meet the needs of students and families and allow them to focus on learning. We will manage district operational functions (non-academic/non-instructional; e.g., transportation, nutrition services, student assignment) in a culturally responsive, service-oriented, and cost-effective manner. We will ensure operational teams plan, establish, communicate, and consistently meet high service levels that provide school leaders, students, and families the information and daily experience that allows them to experience a safe and productive day of learning.

Goals Measures Used to Evaluate Success Operational functions will identify main Department customer satisfaction surveys customers and increase satisfaction Timely response feedback

Operational functions will improve School leader, family, and student awareness communication to school leaders, families, and surveys students Operational functions will improve overall Overall service quality level informed by performance in support of student learning performance indicators unique to each individual operational function

Policy No. 1010: The Board will develop and use a District Annual Operations Data Dashboard for monitoring all Oversight Areas, which shall be separate from and in addition to the district academic scorecard. The operations data dashboard shall consist of a limited number of carefully selected indicators that communicate the operational health of the district. • The Superintendent will prepare and present to the Board a report on the District Annual Operations Data Dashboard each November. The dashboard shall include key performance indicators for each Oversight Area (listed below). • The Superintendent shall annually review the scorecard contents and propose any changes to the scorecard to the Board for its review and approval.

Board Retreat, March 7, 2020 Board Retreat, March 7, 2020

Operations Dashboard Measures – Streamlined Table View (Page 1 of 2)

Operations Measure Significance of Measure Data Source Area

Late routes often result in missed instruction and Daily transportation Transportation Percent of on-time bus routes unnecessary worry and stress for students and families operations reports who rely on safe, dependable transportation services

Keeping capital construction projects within budget ensures that Levy promises are kept to the voters Tracked by Capital Projects Capital Planning Percent of capital projects on budget upon whom continued support for capital department improvements depend

Healthy nutrition directly supports students' readiness to learn; the rate of lunch participation is an indicator OSPI from our PCS Nutrition Services Lunch participation rate that the district is offering meals and service that are software attractive to students

Prompt response to emergency building system issues Percent of emergency facility work School Dude work order Facilities minimizes impacts to the learning environment, orders completed on time system maintains student and staff safety

Completing the annual update supports the safety of Percent of schools that completed the students by incorporating revised information about Tracked by Safety & Safety/Security annual update of their Site Emergency staff, facility, and program changes and by ensuring Security Department Management Plan that school plans conform to current district guidelines and best practices for emergency response

Efficiencies in district operations and central office Percent of General Fund spent on Direct services allow a higher percentage of resources to go Budget Budget Book Services to schools directly to student services, supports and programs provided by schools Board Retreat, March 7, 2020

Operations Dashboard Measures – Streamlined Table View (Page 2 of 2)

Operations Measure Significance of Measure Data Source Area

Timely and effective customer support helps to ensure Technology Services Help Line first contact resolution rate teaching and learning in schools is minimally disrupted Tracked by DoTS by technology issues

Accurate projections ensure that school staffing and Enrollment Planning Accuracy of annual school projections teaching capacity is not harmfully disrupted by OSPI state reported data unexpected changes in student enrollment

Having a high-quality teacher in the classroom is the Percent of all classrooms with a teacher Neo Gov Applicant HR Operations single most important in-school factor in supporting by the first day of school Tracking System and SAP student outcomes

High rates of satisfaction indicate school leaders are School Leader Percent of school leaders satisfied with School Leader Customer not burdened by operational issues that take time and Satisfaction ** district operations in priority areas Satisfaction Survey energy away from supporting students and staff

Percent of school leaders satisfied with Effective communication helps to ensure school School Leader School Leader Customer central office communications related leaders remain informed about district operational Communications ** Satisfaction Survey to priority operations areas processes and expectations for administrators

High rates of family satisfaction are an important Percent of families satisfied with priority Family Satisfaction ** indicator that district operations are managed Family Survey operations areas effectively and equitably by the central office

** Indicates measure applies to multiple priority operations areas Operations Dashboard Draft wireframe for illustration purposes only

Performance in Support of Student Learning

Transportation Enrollment Planning Capital Planning Human Resources Technology Services xx% ▲2% xx% xx% ▼5% xx% ▲ 0.8% xx%

Percent of classrooms with a Help Line first-contact Bus on-time rate Accuracy of annual projections Projects completed on budget teacher on first day of school resolution rate

Nutrition Services Finance & Budget Facilities Safety & Security xx% ▼1% xx% ⯈0% xx%▲4% xx%

General fund spent on Direct Emergency work orders Schools completing annual Lunch participation rate Services to schools completed on time Site Emergency Mgmt. Plan

Customer Satisfaction & Communications

Family Satisfaction School Leader School Leader Customer Satisfaction Communications

xx% xx% xx%

Families Satisfied with priority School Leaders satisfied with School Leaders satisfied with Central office operations Central office operations operations communications

Since Time Immemorial School Board Training – March 7, 2020

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While Seattle Public Schools endeavors to only post documents optimized for accessibility, due to the nature and complexity of some documents, an accessible version of the document may not be available. In these limited circumstances, the District will provide equally effective alternate access.

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This document is titled “Since Time Immemorial: Tribal Sovereignty in State” and is used in the School Board training on March 7, 2020.

Since Time Immemorial: Tribal Sovereignty in Washington State

SPS School Board Training March 7, 2020

Seattle Public Schools in partnership with the Office of Native Education (ONE )OSPI, The Tribe, and Tribe Seattle PublicGail Schools Morris, Presenter:| 555-555 Manager,-5555 Native | www.seattleschools.org American Program Shana Brown, Presenter: Teacher, Chief Curriculum Writer, Robert Eagle Staff Middle School Sacred Spaces

Please use the materials at your table to draw a picture of a place you find sacred. “I Am Native” Introductions

• Name • Cultural Identity • Position • Personal Goal or Outcome for Today's Training Land Acknowledgment

We would like to acknowledge that we are on the ancestral lands and traditional territories of the People. Outcomes • Understand the concept of tribal sovereignty • Understand the complexity of local tribal histories • Understand SPS’s commitment to fulfilling RCW 28A.320.170 • Understand the need for a year-long Washington State History course at middle school Let’s Play Bingo! GOAL: Get a “black out,” all squares are initialed.

• FIRST: Put your name in the center “free space.” • NOW: Get up! Go find those who can answer the questions in the boxes. Have them initial the square of the question they answered. • Remember to yell “Bingo!” when you have a blackout!! There are prizes!! Debrief •What we don’t know is a lot. •Additions: Student Groups

Each measure is reported for two Native American student groups: Number of K-12 Students in Group (October 1 Enrollment, 2018-19 School Native American (Federal) = Students identified as Native Year) American according to Federal reporting rules. This excludes Native Americans classified as Hispanic/Latinx or Multiracial 277 students Native American (Any) = Any student who identify as belonging to one or more Native American tribes, including students classified through federal reporting rules as Native 2,597 students American (277), Hispanic/Latinx (1,633) or Multiracial (687).

Note: The Native American (Any) group is a custom calculation created for this report. The most recent Race/Ethnicity data is used for each student; historical data may change slightly in future years if families update their race/ethnicity information. RCW 28A.320.170 Curricula—Tribal history and culture.

• Upon social studies curriculum adoption, incorporate curricula about nearest tribes’ – History – Culture – Government • Districts meet requirements by – Using state developed curriculum (STI) – Modify to incorporate elements that are regionally specific Are Native Americans an American ethnic group? • No. • Native Nations are composed of thousands of independent nations, communities, and cultures that have very different and specific identities. • We have a unique government-to-government relationship the United States. • We have needs distinct from ethnicities • American Indian Civil Rights Act • American Indian Religious Freedom Act • American Indian Child Welfare Act Original homelands Ceded Areas (borders determined at treaty negotiations)

Current reservation secured by treaty. Partner Tribes: Suquamish

Historical village locations Partner Tribes Myths and Facts About Tribal Homelands • Myth: Tribal territorial boundaries were absolute and distinct. • Fact: Tribal boundaries were "overlapping," based on such criteria as... • Families • Fishing, hunting, gathering grounds • Languages • Fact: Tribes had permanent villages over vast geographic areas; there was rarely a singular territory of a singular people. • Fact: The term “tribe” comes from Old French and Latin.

Source: Native Land (non-profit): https://native-land.ca , 2015 Myths and Facts About Tribal Homelands

Source: Native Land (non-profit): https://native-land.ca , 2015 Myths and Facts About Tribal Homelands • Myth: Ascribing a territory to tribes’ treaty names is at best an incomplete interpretation of where tribes actually resided. • Fact: Many tribal treaty names were manufactured and give a false sense of singular tribal “real estate.” • is the name of a bay. • Muckleshoot is the Lushootseed name of a prairie. • Colville is the last name of a French-Canadian Hudson’s Bay trader.

Sources: https://www.tulaliptribes-nsn.gov/Base/File/TTT-PDF-WhoWeAre-FAQ Duwamish History Depends on Who You Ask • The Muckleshoot Indian Tribe is comprised of descendants of the Duwamish and Upper . • Following the Reservation’s establishment in 1857, the Tribe and its members came to be known as Muckleshoot, rather than by the historic tribal names of their Duwamish and Upper Puyallup ancestors. • The United States recognizes the Muckleshoot Tribe as a tribal successor to the Duwamish and Upper Puyallup bands from which the Tribe’s membership descends.

Source: Muckleshoot TGA http://mtga.us/tribal-history/ 2017 Duwamish History Depends on Who You Ask • The have been in the Seattle/Greater King County area since time immemorial. Our stories, such as "North Wind, South Wind", tell of the last Ice Age, and an Ice Weir breaking over the . • We were the first signatories on the in 1855, signed by Chief Si'ahl, who was chief of the Duwamish and Suquamish tribes.

Source: Duwamish Tribal Services https://www.duwamishtribe.org/history 2018 Duwamish History Depends on Who You Ask “ Days is a 3-day public festival established in 1911 to honor chief Seattle, a famous leader of the Suquamish People for whom the City of Seattle is named.”

Source: The Suquamish Tribe https://suquamish.nsn.us/home/about-us/chief-seattle-days-2/ 2015 RCW 28A.320.170 (3) Modifications & Required State Collaboration

School districts shall collaborate with OSPI on curricular areas regarding tribal government and history that are statewide in nature, such as the concept of tribal sovereignty and the history of federal policy towards federally recognized Indian tribes. What is currently taught in schools? “…nearly 87 percent of state history standards failed to cover Native American history in a post-1900 context, and that 27 states did not specifically name any individual Native Americans in their standards at all.”

From Manifesting Destiny: Re/presentations of Indigenous “End of the Trail” by Robert Colescott Peoples in K–12 U.S. History Standards American, 1976 Sarah B. Shear, Ryan T. Knowlesb, Gregory J. Sodenb & Antonio J. Castrob Why We Do This Work | Holt McDougal

• Words matter. Synonyms of undeveloped include primitive, backward, and unevolved. • “Undeveloped” areas are ripe—and open—for settlement. Why We Do This Work | State of Contrasts

While the Jesuits learned Native languages, this should not be confused with their accepting or integrating Native spirituality with Catholicism. In fact, there is a story told among our elders of a time when the priests forced the burying of medicine bundles.

(Lambert, Dale A. and Dustin W. Clark. Washington: A State of Contrasts, Second Edition.Directed Media, Inc.: 2008. Page 179.) Why We Do This Work | State of Contrasts

"A Public Declaration to the Tribal Councils and Traditional Spiritual Leaders of the Indian and Eskimo Peoples of the ." It was published in Seattle November 21, 1987. It is an apology from churches for their oppression and destruction of Native people's spiritual beliefs and practices.

(Lambert, Dale A. and Dustin W. Clark. Washington: A State of Contrasts, Second Edition.Directed Media, Inc.: 2008. Page 179.) Why We Do This Work | State of Contrasts

Dr. Betty White, a tribal member scholar wrote a great paper on the historic context in which our tribal leaders made the decision to go after the "Blackrobes." We never considered them "shamans." They were another connection to the spirit world and the spirit world is where power came from.

(Lambert, Dale A. and Dustin W. Clark. Washington: A State of Contrasts, Second Edition.Directed Media, Inc.: 2008. Page 179.) Why We Do This Work | State of Contrasts

Anyway, the apology letter and the need to pass the American Indian Religious Freedom Act in 1978 both seem to extinguish any notion that Christian churches were anything but oppressive… --Julie Cajune, 2019 (Salish)

(Lambert, Dale A. and Dustin W. Clark. Washington: A State of Contrasts, Second Edition.Directed Media, Inc.: 2008. Page 179.) Why We Do This Work | Holt McDougal

In 2011, National Geographic reported that “People in North America were breeding—and eating—domestic dogs as early as 9,400 years ago, according to new analysis of a bone fragment discovered in a Texas cave.”

https://www.nationalgeographic.com/news/2011/1/110118-oldest-domestic-dogs-north- america-eaten-texas-cave-science-animals/ Why We Do This Work | Holt McDougal

Holt-McDougal’s 2012 Ancient Civilizations Textbook reports domestication of animals begins in Asia 5,000 years ago.

https://my.hrw.com/tabnav/controller.jsp?isbn=9780547522043 Treaties and Treaty Making • Treaties are formal, negotiated agreements between governments. • Each party takes on certain responsibilities and obligations, which limit the exercise of sovereignty for both parties.

• Canons of Treaty Law

Treaties are interpreted as contracts…. • If unclear or ambiguous, interpreted by the courts in favor of the Tribes because Tribes have granted privileges to the U.S. government. • Liberally construe the meaning as the Tribes would interpret the treaty. • Interpreted as Tribes interpreted at the time when treaty signed.

-Charles Wilkinson, University of Colorado United States Constitution, Article VI • “This Constitution, and the laws of the United States which shall be made in pursuance thereof; and all treaties made, or which shall be made, under the authority of the United States, shall be the supreme law of the land; and the judges in every state shall be bound thereby, anything in the Constitution or laws of any State to the contrary notwithstanding. “ Article I: Commerce Clause • Section 8: The congress shall have the Power to lay and collect taxes, Duties, Imposts and Excises, to pay the debts and to provide for the common Defense and general Welfare of the United States; but all Duties, Imposts and Excises, shall be uniform throughout the United States; • To borrow Money on the credit of the United States; • To regulate Commerce with foreign Nations’ and among the several states, and with the Indian Tribes… Powers Retained by Tribes • Right to form a government • Right to determine tribal membership • Right to regulate tribal lands • Right to regulate individually owned lands • Right to tax • Right to maintain law and order • Right to regulate conduct of non-members while on tribal land • Right to regulate domestic relations • Right to engage in and regulate commercial activity The Boldt Decision February 12, 1974 United States v. Washington Federal Judge George Hugo Boldt (re)reaffirmed tribal treaty rights to hunt, fish, and gather at “usual and accustomed” locations AND that tribes have the right to harvest 50% of harvestable salmon in their “U & A’s” AND that the State of Washington must assume 50% of fisheries management responsibilities along with the tribes. “Usual and Accustomed” Also know as “U & A” essential treaty language that appears in all Stevens treaties that reserves the right of tribes use to access their traditional fishing, hunting, and gathering rights off—as well as on—the reservation.

ARTICLE 3 of the Yakama Treaty: The exclusive right of taking fish in all the streams, where running through or bordering said reservation, is further secured to said confederated tribes and bands of Indians, as also the right of taking fish at all usual and accustomed places, in common with citizens of the Territory… “In Common”

• Meaning: literally “half” • Background: In the landmark 1974 Boldt Decision, Judge George Boldt determined through dictionaries used in the 1800s that tribes and territory citizens equally share the total harvest during any given season. • How is 50% determined? Tribes and other stakeholders convene annually to determine amounts to be harvested from waterways. • How is 50% enforced? Tribal and state governments patrol their own waterways. • ARTICLE 3 from the Quinault Treaty: • The right of taking fish at all usual and accustomed grounds and stations is secured to said Indians in common with all citizens of the Territory… The Boldt-Duwamish Connection • In 1979 US District Judge George Boldt found that the Duwamish had a 10-year gap where they did not have a government and were ineligible for treaty fishing rights and therefore lost recognition. • Gained recognition under the Clinton Administration in 2001 • Lost recognition two days later under the Bush Administration Criteria for Federal Recognition • Identified as an American Indian entity • Distinct Community since “historical times” • Continuous political influence and authority over members • Has a governing document (like a constitution) • Members descend from historical Indian tribe/s • Not members of any other federally recognized tribe • Have not been federally terminated. STI Adoption Year 1 1. Train middle school social studies teachers. 2. Train grades 4/5 teachers. 3. Develop regionally specific materials in partnership with the Suquamish Tribe and Muckleshoot Tribe. 4. Lab classroom at Robert Eagle Staff beginning second semester, 2020. 5. Partnership with SPU Teacher Education STI Adoption Year 2 1. Continue elementary support, grades 3 – 5. 2. Develop regionally specific materials in partnership with the Suquamish Tribe and Muckleshoot Tribe. 3. Support teachers onsite. STI Adoption Year 3 1. Train all high school social studies teachers. 2. Develop regionally specific materials in partnership with the Suquamish Tribe and Muckleshoot Tribe. 3. Evaluate STI Timeline

• The Circle is sacred: • The moon is a circle. • The sun is a circle. • The world is a circle. • The drum is a circle. • TIME is a circle. STI Essential Questions

1. How does physical geography affect Northwest tribes’ culture, economy, and where they choose to settle and trade? 2. What is the legal status of the tribes who negotiated or who did not enter into United States treaties? 3. What were the political, economic, and cultural forces that led to the treaties? 4. What are the ways in which tribes respond to the threats and outside pressure to extinguish their cultures and independence? 5. What do local tribes do to meet the challenges of reservation life? What do these tribes, as sovereign nations, do to meet the economic and cultural needs of their tribal communities? Elementary Big 5

1.500 independent tribal 3. Tribal sovereignty nations exist and interact predates treaty times with the US on a 4. Treaties limited—not “government to granted—sovereignty government” basis 5. Identify names and 2.Tribal sovereignty is “a locations of neighboring way that tribes govern tribes themselves…” Middle School Big 5

1.According to the US 4. Tribal sovereignty is ever- Constitution, treaties are “the evolving and therefore levels supreme law of the land,” of sovereignty and status consequently treaty rights vary from Tribe to Tribe supersede most state laws 5.There were and are frequent 2.Tribal sovereignty has culture, and continued threats to political, and economic bases Tribal sovereignty that are 3.Tribes are subject to federal mostly addressed through the law and taxes, as well as courts state regulations High School Big 5

1.Recognize landmark court 3. Understand that tribal, decisions and legislation state, and federal that impact tribal agencies often work sovereignty. together toward the same 2.Tribal sovereignty is goal essential for nation building 4. Explain the governmental structure of one local tribe 5. Distinguish between federally and non-federally recognized tribes STI Aligned Required Civics CBAs

• 4th: Whose Rules? • 8th: Constitutional Issues • 11th and 12th: Checks and Balances, Constitutional Issues The Smithsonian National Museum of the American Indian’s new online educational initiative Aligned to C3 and CCSS Standards Inquiry Design Model Regions: Northern Plains and Pacific Northwest • History & Culture SPS Unit for • Salmon As the Connective Tissue of Indian Tribes in the PNW Middle School • Agency Case Studies: Muckleshoot Food Sovereignty Project SPS Unit for High School

• Background of The Boldt Decision • Tribal Activism • Significance • Agency Case Studies: Matika Wilbur’s 562 Project

Thank you! Shana Brown: [email protected] Gail Morris: [email protected]

Seattle Public Schools Huchoosedah | 206.252.0948 https://www.seattleschools.org/departments/huchoosedah_indian_education SPS STI School Board Bingo Directions: Write your name in the center of the board. Find participants and facilitators who can answer and then initial the box of the question they answered. Yell “BINGO!” when you get 5 in a row!

B I N G O 1. 2. 3. 4. 5. Who knows how many Who knows Who knows Who is the Who can name federally which tribes SPS what the Boldt tribal chair of at least 10 recognized is partnered Decision was the Suquamish Northwest tribes there are with? focused on? Tribe? tribes? in Washington State? 6. 7. 8. 9. 10. Who knows Who knows the Who knows Who knows what the US difference how treaties how many Constitution between Who has ever with the United federally says about federally and participated in a States impacted recognized treaties? (Bonus non-federally bone game? tribal tribes are in the if you know the recognized sovereignty? United States? article and its tribes? moniker) 11. 12. 13. 14. Who knows Who knows FREE Who knows what RCW when the Indian Who has SPACE when Indians 28A.320.170 is Reorganization attended a pow became citizens and how SPS Act was passed wow? Write your of the United meets its and what it name here. States? requirements? established? 15. 16. 17. 18. 19. Who knows the Who knows difference Who knows Who knows what impact Who knows between what the Dawes where Celilo boarding what Title VI is “American Act of 1887 is Falls is and why schools had on and what it Indian” and and how it it is important? American provides? “Native impacted tribes? Indians? American”? 20. 21. 22. 23. 24. Who can name Who knows one treaty Who can Who knows why the signed between explain what what the Duwamish are Who has read a Indian tribes of Canoe Journey Centennial not a federally book by a Washington is and where it Accord is and or state Native author? State and the US was held last? what it affirms? recognized Government? tribe?

Answers to School Board Bingo 1. Seattle Public Schools is partnered with the Muckleshoot and Suquamish tribes. 2. The Boldt decision of 1974 focused on the fishing rights of tribes and was the result of the fishing protests on the Puyallup River in the late 1960s. The decision reaffirmed the rights of tribes to fish and hunt in their usual and accustomed places and affirmed tribes’ rights to share half the harvestable catch of salmon with Washington and Oregon. The decision has served as a precedent for other indigenous peoples all over the world. 3. Leonard Forsman is the chair of the Suquamish Tribe. 4. There are 29 Federally Recognized Tribes in Washington State, and more seeking recognition: Chinook, Duwamish Tribe, Kikiallus Indian Nation, Marietta Band of Nooksack Tribe, Snohomish Tribe, Snoqualmoo Tribe, and Steilacoom Tribe. 5. Coeur d’Alene Tribe (ID), Confederated Tribes and Bands of the Yakama Nation, Confederated Tribes of the Grand Ronde Community of Oregon, Confederated Tribes of the Chehalis Reservation, Confederated Tribes of the Colville Reservation, Confederated Tribes of the Umatilla (OR), Confederated Tribes of Warm Springs (OR), , Hoh Indian Tribe, Jamestown S’ Tribe, Kalispel Tribe of Indians, Kootenai Tribe of Idaho, Lower Elwha Klallam Tribe, Nation, Tribe, Muckleshoot Tribe, Nez Perce Tribe (ID), Nisqually Indian Tribe, Nooksack Indian Tribe, Port Gamble S’Klallam Tribe, Puyallup Tribe, Quileute Tribe, , Indian Nation, Sauk-Suiattle Indian Tribe, Shoalwater Bay Indian Tribe, , , Spokane Tribe of Indians, , Stillaguamish Tribe of Indians, Suquamish Tribe, Indian Tribal Community, Tulalip Tribes, Upper Skagit Indian Tribe. 6. Though treaties “negotiated” between the US Government and Native Nations limited the sovereignty of Indian Nations (treaties did not grant sovereignty), Northwest tribes exchanged millions of acres of land in exchange for the right to hunt, fish, and gather traditional foods in their “usual and accustomed” sites. 7. Currently, there are 573 Federally Recognized tribes within the United States, with more seeking recognition every day. 8. The array of federal services and resources reserved for American Indians and Alaska Natives is contingent upon a tribe securing federal recognition. But the current federal acknowledgement process is badly broken, taking over 30 years to consider some applications. Criteria for federal recognition includes evidence of autonomous communities prior to 1900 (NCAI, 2019). Briefly, tribes must also possess a distinct language and land base. 9. Tribal sovereignty is written into Article VI of the US Constitution and indicates that treaties are “the supreme law of the land,” hence its being known as The Supremacy Clause. 10. Bone games are a form of gambling and involve hiding a bone. Teams have several opportunities to guess where the bone is hidden. Some tribes call a similar game Moccasin games. At contemporary pow wows in the Northwest, there may be a separate section of the pow wow grounds set aside for the bone game tournaments. 11. “Powwow” evokes Hollywood visions of men sitting in a circle sharing a peace pipe for many non-Native people. Powwows are simply gatherings, usually intertribal, where dancers and drum groups compete, artists sell their wares, gamblers game, and people visit, catch up with old friends, and eat amazing regional foods. Powows typically last a weekend and take place in spring and summer. 12. RCW 28A.320.170 requires districts to collaborate with their closest federally recognized tribe(s) to adopt the state’s tribal sovereignty curriculum when the district reviews and adopts its social studies curriculum. Seattle Public Schools officially adopted STI on June 26, 2019 and should be taught pre-K – 12. Substitute Senate Bill 6262 that is currently moving through the legislative process amends RCW 28A.320.170 and 28B.10.170 to require districts and higher education teacher and administrative partners to integrate STI into their curriculums by Sept 1, 2022 and have OSPI (ONE) develop a system to monitor and report progress of district implementation. 13. The Indian Citizenship act passed in 1924 and finally gave American Indian US citizenship and the right to vote. 14. Based upon the findings of the Merriam Report, the Indian Reorganization Act (IRA) was passed in 1934 and established the beginnings of many of the current structures in tribal governments today. Tribal courts, funds for higher education, tribal council systems and others evolved out of the IRA. It is said to be the most far reaching piece of Indian legislation to impact Native people in contemporary times and served as the beginnings of Indian self-determination. 15. Celilo Falls, the ancient Indian fishing grounds on the Columbia River, was inundated when the Dalles Dam was built on the Columbia River on March 10, 1957. Celilo Falls served as a major trading center and cultural exchange center for millennia, where people from as far away as the great lakes sought to trade salmon. The loss was devastating to tribes, and Celilo continues to be mourned today. Indian fisheries never completely recovered from Celilo and other fishing grounds. Tribes have had to fight for their rights to fish on the various rivers throughout the Northwest. Kettle Falls was also lost when the Grand Coulee Dam was built, creating lake Roosevelt. 16. Government Indian boarding schools were the brainchild of Brigadier General Richard Henry Pratt who set out to “kill the Indian and save the man.” Boarding schools sought to extinguish Indian culture and language in order to assimilate American Indians into American society, a practice often referred to as cultural genocide. The generational trauma of boarding schools continues to impact Indian children today. 17. “American Indian” is the legal term for tribal people in the United States. It is also part of the names of several federally recognized tribes (e.g., The Tulalip Tribe of Indians, Muckleshoot Indian Tribe, Suquamish Indian Tribe). “Native American” is a general “Pan Indian” term mostly used by non-Indians. Most tribal people prefer to be identified by their tribal affiliations, however. 18. Congress passed “The General Allotment Act” also known as the Dawes Act in 1887. Instead of a tribe owning and operating its reservation, the reserved land was carved up into “allotments” to be individually owned by tribal members who were expected to learn to farm their own land. These individual Indians became U.S. citizens. The remaining land was declared “surplus” and was opened to white settlement. This resulted in the loss of millions of acres of Indian land. 19. Title VI funds the Office of Indian Education Programs within the Elementary and Secondary Education Act (ESEA). It provides resources and services for American Indian, Alaska Native and Native Hawaiians. Any school district with 10 or more Native students can apply for the funds and begin a program. There are about 64 Title VI programs in Washington State, and often serve as the local resource for information and advocacy for native students and families. Rev. 11/2016 20. Several tribes of Washington State entered into treaties with the U.S. government between 1854-1856 including the Treaty of Medicine Creek, 1854; the Treaty of Point Elliot, 1855; the Treaty of Point No Point, 1855; the Treaty of Neah Bay, 1855; the Treaty with the Yakama, 1855, the Quinault Treaty, 1856, and the Treaty with Walla Walla, 1855. 21. Most of the tribes in western Washington, Alaska, southern Canada, Oregon and northern California participate in and/or host the Canoe Journey each summer. Indigenous people from Hawaii and New Zealand have also paddled The Journey, which involves teams paddling for over two weeks along the Northwest Coast of the US to exchange protocol, stories, songs, and foods. 22. The Centennial Accord of 1989 is an agreement between the federally recognized Indian tribes of Washington and the State of Washington reaffirming the government-to-government relationship that exists between the parties with the purpose of improving services delivered to Indian and non-Indian people. The Accord is reaffirmed annually. 23. On January 19, 2001, the Duwamish Tribe wins federal recognition. However, fewer than 48 hours later, the tribe learns that President George W. Bush has suspended a batch of President Clinton's 11th- hour orders, including federal recognition of the Duwamish. The Duwamish were the indigenous inhabitants of the Seattle area. They have been seeking recognition since 1979, when U.S. District Judge George Boldt (1903-1984) found that the tribe had not existed continuously as an organized tribe (within the meaning of federal law) from 1855 to the present and was therefore ineligible for treaty fishing rights. (https://historylink.org/File/2951) 24. Answers will vary.

Since Time Immemorial Washington State Tribal Sovereignty Curriculum at a Glance

http://www.k12.wa.us/IndianEd/TribalSovereignty/

Early Learning Curriculum Lesson One - Who We Are Lesson Two - House of Salmon Lesson Three - Respecting Our House

Elementary Curriculum Primary Elementary K-3 Pathway 1: Stories and Histories of Our Place Pathway 2: Honoring the Salmon Pathway 3: Giving Thanks

Washington State History – 4th Grade Unit 1: Exploring the Pacific Northwest Prior to Statehood: Tribal Homelands Unit 2: Living in Washington: Celilo Falls Unit 3: Being Citizens of Washington: Salmon Recovery and the Boldt Decision

U.S. History – 5th Grade Unit 1: Encounter, Colonization, and Devastation: Tribal Homelands Unit 2: Independence: Revolution and the U.S. Constitution in Indian Country Unit 3: Legacy for Us Today: Elwha

Northwest Native American Reading Curriculum Contact Office of Native Education at 360.725.6160 for curriculum resources Units include Drum, Canoe, and Hunting and Gathering

Lewis and Clark Honoring Tribal Legacies: (Early Learning – Post Secondary) https://blogs.uoregon.edu/honoringtriballegacies/teachings/ https://lc-triballegacy.org/

Regional Learning Project http://www.k12.wa.us/IndianEd/TribalSovereignty/Regional.aspx

Revised: September 2019

Since Time Immemorial Washington State Tribal Sovereignty Curriculum at a Glance

http://www.k12.wa.us/IndianEd/TribalSovereignty/

Middle School Curriculum Washington State History – 7th Grade Unit 1: Territory and Treaty Making: The Point No Point Treaty Unit 1: The Walla Walla Treaty Council of 1855 Unit 2: New Technologies and Industries: Hanford Nuclear Reservation's Effects on Indian Country Unit 3: - Contemporary Washington: Boldt Decision: 40 Years Later

U.S. History – 8th Grade Unit 1: Fighting for Independence and Framing the Constitution: Revolution and Constitution in Indian Country Unit 2: Slavery, Expansion, and Removal: Jackson, Marshall, and Indian Removal

 American Indian Removal: What Does It Mean to Remove a People? (Grades 7-12) http://nmai.si.edu/nk360/removal/

Unit 3: Civil War and Reconstruction: Indian Treaties: Goals and Effects Unit 4: Development and Struggles in the West: The Dawes Act

Lewis and Clark Honoring Tribal Legacies: (Early Learning – Post Secondary) https://blogs.uoregon.edu/honoringtriballegacies/teachings/ https://lc-triballegacy.org/

Regional Learning Project http://www.k12.wa.us/IndianEd/TribalSovereignty/Regional.aspx

Revised: September 2019

Since Time Immemorial Washington State Tribal Sovereignty Curriculum at a Glance

http://www.k12.wa.us/IndianEd/TribalSovereignty/

High School Curriculum U.S. History – 11th Grade Unit 1: Our Foundation: Foundational Documents and the Boldt Decision (Boldt I and II) Unit 2: Industrialization and the Emergence of the United States as a World Power: The Allotment Act Unit 3: Reform, Prosperity, and Depression: Indian Reorganization Act Unit 4: World War II, The Cold War, and International Relations: Termination and Relocation Unit 5: Movements and Issues at Home: Indian Civil Rights and Self-Determination Unit 6: Entering a New Era: Nation-Building, Gaming and Self-Determination

Contemporary World Problems – 12th Grade Unit 1: Human Rights - Constitutional Issues: A Tribal Perspective Unit 2: Environmental Issues: The Boldt Decision

 Pacific Northwest History and Cultures Inquiry: Why Do the Foods We Eat Matter? (9-12) http://www.nmai.si.edu/nk360/pnw-history-culture/  The Pacific Northwest Fish Wars: What Kinds of Actions Can Lead to Justice? http://www.nmai.si.edu/nk360/pnw-fish-wars/

Unit 3: Globalization and the Economy: The Hanford Nuclear Reservation and Its Effects Unit 4: Civic Action and the Economy: Nation-Building and Taxation

Lewis and Clark Honoring Tribal Legacies: (Early Learning – Post Secondary) https://blogs.uoregon.edu/honoringtriballegacies/teachings/ https://lc-triballegacy.org/

Regional Learning Project http://www.k12.wa.us/IndianEd/TribalSovereignty/Regional.aspx

Revised: September 2019

Overview “Since Time Immemorial: Tribal Sovereignty in Washington State” Online Curriculum (http://www.k12.wa.us/IndianEd/TribalSovereignty/default.aspx)

Teaching about Tribal sovereignty has been challenging until now.

OSPI’s new web-based Washington State Tribal Sovereignty Curriculum is:

 Locally-based so you can connect student learning to the Tribes in your area  Accurate and reliable so you can feel confident about what you are teaching  Endorsed by OSPI and Washington’s federally recognized Tribes  Easy to access so you don’t have to wait for materials—they are just a click away  Easy to integrate within your existing units so you don’t have to feel like you have to throw out your own lessons to “make room” for these materials

Effective July 24, 2015, districts are required to incorporate lessons about the history, culture and government of the nearest federally recognized Indian tribe or tribes when the district reviews or adopts its social studies curriculum (RCW 28A.320.170). The use of the free “Since Time Immemorial: Tribal Sovereignty in Washington State: curriculum will satisfy this requirement. This is an on-line curriculum developed through the OSPI Office of Native Education and Title I Office. This curriculum, pilot tested for the past five years in up to 14 schools throughout our state, has a menu of Tribal sovereignty information, short lessons, and even entire units for every U.S. History, Washington State History, and Contemporary World Problems unit that OSPI recommends. During the summer of 2011, this curriculum was also aligned with the Common Core State Standards. Within each unit, teachers choose from three levels of instruction based on curricular needs and time constraints. So YOU get to choose how much you wish to include in your units.

Essential Questions and Grade Level Goals:

Essential Questions:

1. How does the physical geography affect Northwest Tribes’ culture, economy, and where they choose to settle and trade? 2. What is the legal status of the Tribes who negotiated or who did not enter into United States treaties? 3. What were the political, economic, and cultural forces that led to the treaties? 4. What are the ways in which Tribes respond to the threats and outside pressure to extinguish their cultures and independence? 5. What do local Tribes do to meet the challenges of reservation life; and, as sovereign nations, do to meet the economic and cultural needs of their Tribal communities?

The Big Five By the time Washington State students leave elementary school, they will:

understand that over 500 independent Tribal nations exist within the United States today, and that they interact with the United States, as well as each other, on a government-to-government basis;

understand Tribal sovereignty is “a way that Tribes govern themselves in order to keep and support their ways of life;”

understand that Tribal sovereignty predates treaty times;

understand how the treaties that Tribal nations entered into with the United States government limited their sovereignty; and

identify the names and locations of Tribes in their area.

The Big Five By the time Washington State students leave middle school, they will understand:

that according to the US Constitution, treaties are “the supreme law of the land”; consequently treaty rights supersede most state laws;

that Tribal sovereignty has cultural, political, and economic bases;

that Tribes are subject to federal law and taxes, as well as some state regulations;

that Tribal sovereignty is ever-evolving and therefore levels of sovereignty and status vary from Tribe to Tribe; and

that there were and are frequent and continued threats to Tribal sovereignty that are mostly addressed through the courts.

The Big Five By the time Washington State students leave high school, they will:

recognize landmark court decisions and legislation that affected and continue to affect Tribal sovereignty;

understand that Tribal sovereignty protects Tribes’ ways of life and the development of their nations;

understand that Tribal, state, and federal agencies often work together toward the same goal;

explain the governmental structure of at least one Tribe in their community; and

distinguish between federally and non-federally recognized Tribes.

For more information, contact Joan Banker ([email protected]) or Michael Vendiola ([email protected]), OSPI Office of Native Education, 360/725-6160.

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Since Time Immemorial: Tribal Sovereignty Curriculum https://www.k12.wa.us/student-success/access-opportunity-education/native-education Since Time Immemorial Tribal Sovereignty in Washington State Curriculum

•Why teach about tribal •What is Since Time Immemorial: sovereignty in public schools? Tribal Sovereignty in Washington The answer is twofold: State3? A curriculum that is: •Tribal: Federally recognized tribes signed treaties guaranteeing •Free and web-based education. This obligation has not http://www.k12.wa.us/IndianEd/TribalSovereignty/ been fulfilled. 90% of Tribal students •Tribally vetted 1 Legislative building in attend public schools. Relationship building in •Aligned with state Social Studies, ELA, ESE 2 Washington State: standards •Non-tribal: A recent study on all 50 Washington State: states found that: In 2005, HB 1495 was • Uses three pedagogical approaches: •27 states do not teach about Native The 1989 Centennial passed ‘encouraging’ Inquiry based: Asks five essential questions Americans at all. Accord and the 1999 to begin understanding tribal perspective. the teaching of tribal •Of the remaining that do, 87% teach Millennium Agreement Place based: Centering the perspective about Native Americans from a set standards between history, culture, and and context of tribal ways of knowing. pre-1900 context. Washington State and government. In 2015, Integrated: Allows flexibility in how SSB 5433 modified teachers integrate lessons into existing tribes. curriculum throughout the year. ‘encouraged’ with ‘required’.

•What is the future of STI? •Dispelling ‘myths’ about Renewing relations: Implementing Since • Stronger relations between the state, the implementation of In order for STI to attain Time Immemorial: tribes, and school districts. Training for STI has Since Time Immemorial • Curriculum continues to be success, there must be (STI): strong relations between doubled in size and developed including tribally-specific frequency; more True or false: STI is for tribal curriculum. the state, tribes, and students only? school districts that are dynamic with tribes. • Implementation models and Meaningful partnerships •False: STI is required for all timely, meaningful, and resources continue to be developed. forming with Early students of Washington State. sustainable. Learning, K-12, and True or false: STI should be implemented by Title VI—Indian Higher Ed. Education only? •False: STI implementation is best Office of Native Education implemented by all levels of Office of Superintendent of Public Instruction administration, including collaboration with Title VI https://www.k12.wa.us/student-success/access-opportunity-education/native-education educators, and by being teacher 1http://www.ncai.org/policy-issues/education-health-human-services/education driven. 2http://www.tandfonline.com/doi/abs/10.1080/00933104.2014.999849 3https://www.k12.wa.us/student-success/resources-subject-area/time-immemorial-tribal- sovereignty-washington-state