Earlier this month I
posted a letter written to Senator Patty Murray by Robey Clark, a fellow member
of Oregon Save Our Schools, regarding reauthorization of ESEA. Today I am
posting a letter he shared with me that was sent to Washington State
Superintendent of Public Instruction Randy Dorn by the governing tribes of the
Washington State Tribal Compact Schools on June 5th, 2015. Mr. Dorn has yet to
respond to the tribes.
Big thanks to Robey Clark for sharing this with me and for fighting for the schools our children deserve.
Our experience has been that our schools have diligently tried to adopt “research based” models and “data based decision making” as primary methods for school improvement for years now. For the past 15 years, federal policy has placed more and higher stakes on test results. So much weight has been placed upon them that, standardized tests have become an end unto themselves. Something must change. We do not accept that standardized testing defines the potential or truly measures the growth of our children in any meaningful way. Therefore, as sovereign tribal governments, shouldering the new responsibilities under the state compact, we feel it is our duty to make a change toward authentic assessment and accountability. If Indian students are motivated, they will succeed. It is our goal to create places where our children and young adults wish to be and where there is an inherent expectation and tradition of success.
We will call upon our schools to develop ways to teach content and to hone student academic skills through authentic work for real life purposes rather than to depend mainly upon passive and abstract classroom instruction. These methods may further enhance Indian student learning as they more closely resemble historical tribal teaching practices. Traditionally, our children learned specific skills within the context of an immediate and worthwhile task. As students progress toward later grades, authentic instruction should increase and passive classroom instruction decrease. To support these proposed reforms, we intend to provide our schools an evaluation model based upon public demonstration to the community. We will give our professional educational staff the flexibility to re-organize as necessary and to experiment in developing more deeply engaging educational experiences. In addition, we will find new ways to evaluate and award credit for the work completed outside the classroom. The teachers will work in teams to share the burden and include high school students in yearly planning.