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The NACA Inspired Schools Network (NISN) recruited ten expert teacher-designers to create a 6th through 12th grade Native Literature curriculum based on years of original curriculum design that melds fiction and nonfiction texts 1) by and about Indigenous peoples, 2) grounded in anti-bias/anti-racist and equity terminology and learning, 3) and guided by the Common Core

Student to Communityand Family Relationship Student to Student Relationship Student to TeacherRelationship Teacher attitudes about students, knowledge of the subject matter, and understanding of students’ cultures are all shown to promote improved academic performance and student behavior. Studies indicate that teachers who serve Native students effectively are caring & warm, give up authority, and have

Native people are often stereotyped as one-dimensional, exotic figures in text books and invisible in contemporary society. Teachers can help native students reinterpret and self-create a contemporary identity without forsaking traditional cultural values, by integrating present-day native stories, choosing visuals and examples that are relatable to students, and emphasizing critique and self-reflection on the part

All aspects of wellness should be incorporated throughout the school: Physical, Emotional, Intellectual, Community/Service.Supportive personnel in a safe and drug-free environment has a very large effect on Indigenous students’ school success. BALANCE – How are the respective aspects of the wellness wheel incorporated into your class? CONNECTION TO LAND – What opportunities do students have to connect

The Pygmalion Effect: students’ intellectual development is largely a response to what teachers expect and how those expectations are communicated. Positive, high expectations correspond to higher student achievement, higher levels of self-efficacy and leadership. Planning – Indigenous people are/were not poor planners. How is your curriculum guided by thorough and effective planning? Rigorous & Supportive Instruction –