Phyllis L. Clay, Ph.D, Coordinator, Research and Evaluation CREA - April 23, Chicago With SPECIAL THANKS to Mary Abeita and all the Indian Education Resource Teachers

…a time when I enjoyed being in school… …and enjoyed learning… 2

Developing an Indian Education Plan Stakeholders: Indian Education resource teachers Parents Representatives of various district departments But … no students 3

Student Input Surveys? Focus groups? 4

Focus Group? Dick Krueger Purpose: To obtain perceptions on a defined area of interest People: Six to eight in a group Something in common Environment: Comfortable Permissive 5

Key Question: What should be included in the Indian Education Plan to help students enjoy school and to help them learn? 6

Process Draw a picture of yourself at school on the best and happiest day you can imagine, when you are enjoying being here and enjoying learning. Talk about the pictures. The people who are working on the Indian Education Plan want to know what you think would help you do your best to learn in school. Is there anything special that the people who are doing the planning should know about helping Native American students enjoy learning? Is there anything the planners should be sure to include? Is there anything they should be careful about or avoid? 7

What Did the Students Say? 8

Best Day/Most Learning Academic Subjects 9

Spelling 10

Math and Spelling “ I like to do math and spelling; we should do that.” 11

Math 12

Math for Half the Day! 13

Math on the computer 14

Technology 15

“Science is awesome!” 16

Art 17

Art 18

Traditional Art “I have jewelry-making in my blood line.” 19

Reading “It was amazing-best book I ever read.” 20

Infusion of Native Culture: “ The teacher played the drum.” 21

Field Trips 22

“I learned from Chaco Canyon by staying the night there.” 23

“At Chaco Canyon, I learned about their purpose. We learned about some of the stars…like the North Star.” 24

The Bosque/ Rio Grande Nature Center 25

26

More Field Trips among Best Days for Enjoyment and Learning… “I like field trips. There's more learning there. It's right there! The petroglyphs were right there.” “We took notes from REAL things, not just a lecture.” 27

But… “I didn't like it. We just walked around.” 28

Methods: Project-Based Learning 29

Climate!!! 30

Climate – Helpful Teacher 31

Climate Desires “My last IED teacher encouraged me.” “Teachers should be nice, not yelling.” Students want “non-judgmental” teachers “The teacher is helpful (helped me to spell).” “The teacher is helping.” “The teacher listens.” “The teacher is nice.” 32

Climate Concerns “People are ignored, feel left out in class.” “The teacher doesn't listen to what we have to say.” “Students need to be nice not yelling.” “Teachers and students should not yell at students, it's scary!” “Students need to be more respectful, less bullying, less cussing and fighting.” “Teachers talk to you like you're little kids-I would like to record them.” 33

The climate set by the teacher is important! 34

A Teacher’s Help: 35 …the difference it can make!

The Importance of Connectedness “In other classes we just write. In here we know each other. We have discussions with everyone. We know each other.” “We don't have discussions of home in other classes.” 36

Different Strokes … No Broad Strokes Student quotes: “I write music.” “I love cars.” “I like to dress differently.” “I love to take pictures.” “I do not talk in other classes; I'm not comfortable.” “I like to talk a lot.” “I'm not going to say anything.” 37

Kudos to the Indian Education Resource Teachers! “Who else will teach us what you teach us?” 38

Thanks to ALL the Indian Ed Teachers. And special thanks to Mary Abeita for recording all the focus group sessions! For information, please contact: Phyllis L. Clay, Ph.D. Coordinator, Research and Evaluation Research, Deployment, and Accountability Albuquerque Public Schools

40