Statement of the Problem

Strategies

Activities

Who is Responsible

Timeline

Evaluation

1.Parents and community members do not have a clear understanding of the educational issues.

1.Parents, Elders and community members need to be kept fully informed and have a clear understanding of education issues to make informed decisions.

1.Develop a Native Parent Handbook, e.g., Southeast Native Parent Handbook.

2.Hold regional meetings and explain educational legislation and regulations. For example, No Child Left Behind, benchmark exams, high school qualifying exit exams., etc.

3.The Alaska Parent Teacher Association should assist its members in implementing the Guidelines for Culturally Responsive School Boards and promote strategies aimed at fostering a strong two-way relationship between parents and teachers.

1.Local School Boards

2.Local Parent Associations

3.Community members

1.November 21-22, 2002 and ongoing

1.Materials and resources to provide parents with the understanding of educational issues within their own and statewide communities.

2.Parents, Elders and community members are not involved in the schools.

1.Using the Alaska Standards for Culturally Responsive Schools, parents, Elders and community members can review school or district-level goals, policies and practices with regard to the curriculum and teaching practices used in each cultural area.

1.Parents, Elders and Community members take an active part in the development of the mission, goals and content of the local education programs.

2.Parents, Elders and Community members promote the active involvement of students with Elders in the documentation and preservation of traditional knowledge through a variety of print and multimedia formats.

3.Parents, Elders and community members facilitate teacher involvement in community activities and encourages the use of the local environment as a curricular resource.

Parents, Elders and community members promote parental involvement in all aspects of their children’s educational experience.

1.Parents

2.Elders

3.Community Members

4.Teachers

5.local and district school board members

6.Students

1.November 21-22, 2002 and ongoing

1.Communities with a strong connection between home and school.

2.Teaching practices that are aligned to the cultural context in which they are teaching.

3.Parent, Elder and community involvement is not included in teacher preparation programs.

1.All teacher preparation programs will adopt the Alaska Standards for Culturally Guidelines for Preparing Culturally Responsive Teachers for Alaska’s Schools.

1.Students preparing to become teachers will use the cultural standards to identify teaching practices that are adaptable to the cultural context in which they will be teaching.

Teacher candidates are provided field experience with students whose cultures are different than theirs.

All new teachers are provided with a cross-cultural orientation as part of their teacher preservice and inservice.

1.UA and private teacher preparation programs in Alaska.

2.Parents

3.Elders

4.Community members

1.November 21-22, 2002 and ongoing

1.As outlined in the Guidelines for Preparing Culturally Responsive Teachers for Alaska’s Schools, teachers will participate in, contribute to and learn from local community events and activities in culturally appropriate ways.

4.Parents, Elders and community members do not feel an ownership of their schools to become fully involved in their child’s education.

Adopt the Alaska Standards for Culturally Responsive Schools as a matter of school district policy and use them for guidance in all matters related to educational policy, management and practice in the school district.

Implement a regular review process to determine the extent to which the cultural standards are reflected in the district and school program.

1.District School Boards

2.local school boards

3.Parents

4.Elders

1.November 21-22, 2003 and ongoing

1.Active participation in the management and curricula of the communities local schools.