Leading the Way, Our Future Warriors- My Brother’s Keeper


Deputy Secretary of ED Jim Shelton and Executive Director of WHIAIANE William Mendoza meet with boys and young men from CLOSE UP’s American Indian Youth Summit.

On March 21, 2014 the U.S. Department of Education released the 2011-2012 Civil Rights Data Collection (CRDC).  The CRDC is a vital resource that provides the public with the opportunity to search how our nation and individual states, districts, and schools serve all students of color, English learners, and students with disabilities.  This marks the first time since 2000 that the Department collected data from every public school in the nation.

The troubling disparities that the data revealed should remind us of the importance of ensuring that all students have equal access to educational opportunities. For example:

  • Fewer than 50% of American Indian and Native-Alaskan high school students have access to the full range of math and science courses in their high school.
  • Nationwide, 1 in 5 high schools lacks a school counselor.
  • American Indian/Alaska Native students represent 1% of student enrollment but account for 3% of the referrals to law enforcement and 2% of school related arrests.
  • American Indian/Alaska Native males represent 13% of out-of-school suspensions in the United States.

The data proves it: Boys and young men of color — regardless of where they come from — are disproportionately at risk from their youngest years, through college, to the early stages of their professional lives. While the Administration has made consistent progress on important goals like reducing high school dropout rates and lowering unemployment, persistent gaps in employment, educational outcomes and career skills remain for many boys and young men of color.

In order to address the persistent gaps, the President established the My Brother’s Keeper Initiative which is an interagency effort to address the persistent opportunity gaps and measurably improve the expected educational and life outcomes faced by boys and young men of color. The Initiative will help determine which public and private efforts are working and how to expand upon them, how the Federal Government’s own policies and programs can better support these efforts, and how to better involve State, Tribal and local officials, the private sector, and the philanthropic community.

To better assist the function and mission of the task force, the White House Initiative on American Indian and Alaska Native Education will host a series of round table discussions throughout Indian Country. The round tables will bring young American Indian and Alaska Native boys and men together to talk about issues they are facing, possible solutions and to hear stories that demonstrate how they are creating and expanding ladders of opportunities.

The first of these round table discussions were held in Washington, D.C. on March 14th in collaboration with CLOSE UP’s American Indian Youth Summit, held in conjunction with the National Congress of American Indian’s Winter Executive session.  The young men who participated in the round table were from nine different Tribal nations.  Since 1989, Close Up has partnered with leading American Indian and Alaska Native organizations to connect with Tribes, schools and youth organizations throughout the country to engage and recruit Native youth and educators for their programs.

Jim Shelton, Deputy Secretary of Education and Executive director of the Task Force, and William Mendoza, Executive Director of the White House Initiative on American Indian and Alaska Native Education, met with the young men at the U.S. Department of Education. During the discussion these young men were able to share different issues they face and projects they are working on in their community.  Issues the young men touched upon included the importance of a strong supportive family, resisting drugs and alcohol, and suicide prevention.  The young men believed that addressing these issues would improve their educational environment and their academic performance.


William Mendoza, Executive Director of WHIAIANE with the round table participants.

For more information on the “My Brother’s Keeper” Initiative and how to share your story visit: http://www.whitehouse.gov/my-brothers-keeper#section-how-president-obama-is-taking-action

More information on the 2011-2012 Civil Rights Data Collection can be found here: http://www2.ed.gov/about/offices/list/ocr/data.html?src=rt/

Additional Resources:
The National Indian Education Study (NIES) is designed to describe the condition of education for American Indian and Alaska Native (AI/AN) students in the United States. The study provides educators, policymakers, and the public with information about the academic performance in reading and mathematics of AI/AN fourth- and eighth-graders as well as their exposure to Native American culture. Information on the study is available here: http://nces.ed.gov/nationsreportcard/nies/

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Google+ Page

We’re now on Google+! We will soon be having NSEI hangouts and various other google hangout sessions for all of you to engage in.  Please visit our page at


If you don’t already follow us on twitter, please do so at @WhiteHouseAIAN and we would love it if you liked our Facebook page!


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Our First Webinar!

Post Written by Sophie Newman

Washington, D.C- WHIAIANE is excited to start spreading the word about our new project, the Native Student Environment Initiative (NSEI). NSEI, created in response to testimonial gathered during WHIAIANE’s 2014 listening sessions tour, aims to address four main target areas for Native student concerns: imagery and symbolism, stereotypes, bullying and school discipline.

On July 8th, WHIAIANE, in collaboration with staff from the Technical Assistance Group at ED, hosted a webinar for the Comprehensive Centers and the Equity Assistance Centers to introduce NSEI. WHIAIANE heard insights from participants regarding outreach, engagement and execution of NSEI and learned about current and historic efforts in place to address Native student environment issues.

WHIAIANE looks forward to continuing this conversation about NSEI with upcoming webinars open to the public, which will introduce resources like the 2014 Listening Sessions Report and toolkits targeted towards youth and NSEI’s four main initiatives.

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President Obama Announces 2012 White House Tribal Nations Conference

WASHINGTON, DC – On Wednesday, December 5, President Obama will host the White House Tribal Nations Conference at the Department of the Interior. The conference will provide leaders from the 566 federally recognized tribes the opportunity to interact directly with the President and representatives from the highest levels of his Administration. Each federally recognized tribe will be invited to send one representative to the conference. This will be the fourth White House Tribal Nations Conference for the Obama Administration, and continues to build upon the President’s commitment to strengthen the government to government relationship with Indian Country. Additional details about the conference will be released at a later date.

To see this press release click here.

For more information on President Obama’s work with the Native American Community please visit  http://www.whitehouse.gov/nativeamericans

Free Webinars for Educators

The White House Initiative on American Indian and Alaska Native Education is excited to share with you the latest offerings from the Green Strides Webinar Series!

We want to continue our commitment to connecting tribal communities and federal agencies to one another. The Green Strides Webinar Series offers free education webinars from various federal agencies and may be of interest to educators, school administrators and facilities managers. The webinar series is designed to bring to you an array of resources that include, how to reduce a schools’ environmental impact and costs; improve health and wellness; and teach effective environmental literacy, including STEM, green careers, and civic engagement. These agencies are eager to provide you with increased opportunities to access their free resources and programs and your participation in these sessions can make a difference in helping to support the important work you are doing!   

The Green Strides Webinar Series includes some of the best in federal school resources.

Nov. 7, 2012, 2-3 p.m. Integrated School Health Tools for Districts (EPA)

Nov. 14, 2012, 2-3 p.m. Train Like an Astronaut (NASA)

Nov. 28, 2012, 2-3 p.m. Hands on the Land (DOI)

Dec. 5, 2012, 2-3 p.m. President’s Council on Fitness, Sports and Nutrition Programs (PCFSN)

Dec. 12, 2012, 4-5 p.m. Solar Energy: Power for Earth, the ISS, and Exploring Other Worlds! (NASA)

Dec. 19, 2012, 4-6 p.m. Chipmunk Cheeks and Chicken Legs: Body Systems and Life in Space (NASA)

Jan. 9, 2013, 3-4 p.m. Using Remote Sensing to Quantify Changes over Time (NASA)

Jan. 16, 2013, 4-5 p.m. Food for Thought: Space Food and Nutrition (NASA)

Click to find out more about the Green Strides Webinar Series  or paste http://www2.ed.gov/programs/green-ribbon-schools/webinar.html into your browser.

AIAN Teacher in the Spotlight

A Native American Rural High School Teacher is Named this Year’s Monsanto Fund Rural Teacher of the Year

Awarded by the National Rural Education Association.

Shaun Martin, 31,  draws on his Native American heritage to inspire motivation and commitment from his students.  He has taught and coached for eight years at Chinle High

Photo courtesy of the National Rural Education Association.

School in Chinle, Ariz., which enrolls about 925 students on a Navajo reservation. It was the first time rural Arizona education leaders had nominated a Native American teacher for competition.

Bill Blong, executive director of the Arizona Rural Schools Association, wrote in his nomination letter that the selection committee was impressed with the young teacher who works to be a good influence and dynamic mentor.

“Mr. Martin uses the ancient practice of distance running as a catalyst to teach self-discipline, commitment, and fortitude to impart the Navajo Way to his students,” he wrote. “He uses running as a positive activity and its discipline as a way to overcome the hardships of reservation life.”

Martin grew up running alongside his father, who was raised in a traditional Navajo family. They’d wake at 5 a.m. and run to the East to meet the sun. His father told him, “Running in the morning to meet the sun and holy people is how we celebrate life, it’s how we pray, and it’s a mentor to teach us about life.”

Martin knew he wanted to be a coach and teacher by middle school, and he never wavered from that goal. He was recruited to run at Northern Arizona University and accepted an academic scholarship from the Navajo Nation. He was among only a handful of Native American athletes in the NCAA Division 1 athletic program.

He graduated from college in 2004 and took the teaching position in Chinle on the reservation. He said in his competition application that he strives to teach students the most valuable lesson he’s learned: turning negative situations into positive ones.

He implemented a distance running program at Chinle High and at the district’s other six schools. For students in grades 2 through 12, Martin uses the club to link distance-running skills to success in the classroom and in life.

His cross-country and track teams have won 13 state titles, and 14 runners have been individual state champions. But he said his most significant accomplishment is that 44 of his students have gone to college on athletic or academic scholarships. Many students in his community don’t go to college.

Martin said in his application for the award that many of his school’s students face significant challenges, such as homes without running water or electricity, traveling as far as 45 miles one way to get to school, drug and alcohol abuse, and single-parent families. He said he tries to teach them to “only focus on the variables you can control, don’t stress the uncontrollable.”

The Rural Teacher of the Year award receives a $2,000 honorarium, and the school district receives $1,000 for instructional materials and school supplies. Martin presented at the National Rural Education Association convention and research symposium on Oct. 13 in Cincinnati, Ohio.

Education Drives America 2012 Bus Tour

Elko: Community collaboration is key 

Photo by Joshua Hoover

At the Great Basin Indian Education Roundtable on day two of ED’s cross-country bus tour, it was clear that education really does drive America. During Thursday’s first event at Great Basin College in Elko, Nev., we witnessed how communities can come together.

William Mendoza, director of the White House Initiative on American Indian and Alaska Native Education led the panel that featured Deb Delisle, assistant secretary for the office of elementary and secondary education, Nevada Tribal leaders, Nevada’s state superintendent, representatives from institutions of higher education, representatives from Title VII and Impact Aid school grantees, teachers, parents, students, and community members.


Photo by Joshua Hoover

“It was refreshing to hear about best practices we can learn from and most especially share with other communities so they can best meet the needs of their children” -Asst Secretary Deb Delisle.

ED officials listened to panelists as they described the challenges they are facing, but also how school districts and communities are working together to improve education for Native American students.

“Native Americans are a significant portion of our enrollment and community.  It is important that we reach out to them as effectively as we can” – John Rice, Great Basin College’s Chief Development Officier 

The roundtable included: Gerald Temoke, chairman of the Elko Band of Indians; James W. Guthrie, Nevada superintendent of education; Sherry Rupert, executive director of the Nevada Indian Commission; Deb Delisle,  Asst Secretary of the Office of Elementary and Seconday Education; Bill Mendoza, director of the White House Initiative on American Indian and Alaskan Native Education;  Dr Mark Curtis, president of Great Basin College; Mike McFarlane, vice president of academic affairs for Great Basin College, Thad Ballard, president of the Elko County School Board; Lori Pasqua, pre-college advisor for the Washoe Tribe education department; Lynn Manning, Indian education program coordinator for Washoe Country school district; Carol Couchum, teacher at Oywhee Combined School in Elko County school district.  

Additional Resources

Check out a powerpoint presentation from the event:                                                                                                                       Impact Aid Presentation from Break-out Session-2013 Funding and IPPs

See press coverage of the Great Basin Indian Education Roundtable: http://elkodaily.com/news/education-department-bus-tour-comes-to-town/article_ee59e8ac-fbb6-11e1-bf7c-0019bb2963f4.html


AIAN Principal in the Spotlight

WA School Leader Named National HS Principal of the Year
Trevor Greene helped rural, high-poverty school overcome the odds

Trevor Greene, principal of Toppenish High School in Toppenish, WA, has been named the 2013 MetLife/NASSP (National Association of Secondary School Principals) National High School Principal of the Year. The award was announced at a surprise assembly attended by students, teachers, district staff members, State Superintendent Randy Dorn, and representatives from the state legislature and Sen. Patty Murray’s office. Greene was honored during a black-tie gala on September 21 in Washington, DC, to kick off National Principals Month.

In transforming Toppenish High School into a high-performing place of learning, Trevor Greene brought a renewed sense of hope to rural Washington. Nestled on the Yakama Indian Reservation, Toppenish serves a high-minority (95%), high-poverty (100%) student population. Because he grew up on the reservation, Greene saw the consequences of generational poverty, and he made it his personal mission to return to the area and bring the community together to support students’ education.

Greene made parental engagement a priority, reaching out to migrant families and families from the Yakama Nation. A migrant advocate on-staff ensures that the needs of students from that special population are being met. Greene also brought in a graduation specialist who keeps students on track to graduate, and with the help of his staff, he spent the last four years directing resources to the students who need them most.

“Trevor Greene played a central role in helping Toppenish achieve significant and sustained improvement among students who are affected by poverty and its associated issues,” said NASSP Executive Director JoAnn Bartoletti. “Trevor’s relentless effort to increase rigor and provide opportunities for all students, regardless of socio-economic status, ensures a personalized learning environment where every student feels valued.”

Knowing the importance of establishing a culture of high expectations, Greene expanded academic opportunities for his students, many of whom had never been expected to succeed, let alone graduate. He added rigorous courses, including 27 high-profile engineering and biomedical classes, a Microsoft IT Academy class, and a robotics class. To give students an opportunity to pursue postsecondary education, he made it possible for them to earn 30 college credits by the time they graduate from high school.

Thanks to Greene’s encouragement, participation in rigorous STEM courses skyrocketed, the school’s dropout rate decreased, and state science scores increased by 67% over a three-year period. In addition, special education students now have access to adaptive physical education and music courses, increasing engagement across the board.

“We applaud Trevor Greene for his leadership in engaging the teachers, parents, and all stakeholders in the transformation of Toppenish High School,” said Derrick Kelson, vice president, MetLife. “His efforts empower students to fulfill their potential and create a brighter future for the community.”

“It is important to recognize outstanding school leadership,” added Dennis White, vice president of Corporate Contributions for MetLife. “The MetLife/NASSP National Principal of the Year Program acknowledges the crucial role of principals as leaders and individuals who go above and beyond to make their schools the best they can be for students, teachers, and communities.”

The national principal of the year search began in early 2012 as each state principals association selected its state principal of the year. From this pool of state award winners, a panel of judges selected three middle level and three high school finalists. Trevor Greene and Laurie Barron, the national middle level winner, were then selected.

Greene and Barron each received a grant of $5,000. Grants must be used in the school to improve learning (e.g. a special school project or professional development). NASSP and MetLife are strongly committed to supporting the visions of unsung school leaders. Each year the MetLife/NASSP National Principal of the Year program focuses attention on the outstanding work principals do in middle level and high schools across the country.

For more information about the program and winners, please visit www.nassp.org/poy.

Tribal Consultations

Brief History of Tribal Consultations:

The consultations were identified in the scope for our OIE contract since 2007; ED had no formal State or Tribal Consultation policy or procedure and did not hold an official tribal consultation until spring 2010. During the 2009 National Indian Education Conference, titled Partnerships in Indian Education, ED hosted a statewide Oklahoma Tribal Leaders Forum on Indian Education. Twelve of the twenty-two tribes of Oklahoma were represented during this one-day forum. The forum was coordinated with Oklahoma’s department of education to bring tribal leaders/representatives together to discuss Indian education issues affecting Native students in Oklahoma and identify strategies to better serve them. Although Oklahoma has a very active statewide Indian education association and the JOM National Headquarters is based out of Tulsa, OK, the statewide tribal leader forum was the first of its kind on Indian education in Oklahoma. 

Additionally, ED was a strong supporter of inter-state collaboration on Indian education and promoted ongoing communication and collaboration among state education leaders, including Chief State School Officers and State Directors of Indian Education. In particular, ED held annual meetings in partnership with the Council of Chief State School Officers (CCSSO) that focused on strengthening partnerships in Indian education at the highest level in states with large populations of Native students. These sessions were led by Chiefs and/or their Directors of Indian Education. In 2008, the group developed a value statement and agreed on goals that addressed the needs of Native students. The value statement and goals were presented to the Secretary of Education with anticipation of full support. However, as it was the last year of that administration the proposal was set aside and nothing came of it. This was the last year the group met and momentum was lost, including the coordination of activity with CCSSO and states.

After Obama’s appointment as President the following was determined: “The consultation is an outgrowth of President Obama’s Nov. 5, 2009 Presidential Memorandum and Executive Order 13175, which direct agencies to develop a plan of action for providing regular and meaningful consultation and strengthening of government-to-government relationships with Indian tribes” (U.S. Department of Education, 2012).

Following the President’s call for all Federal agencies to develop a “Plan of Action” in November 2009 for stronger relationships with tribes, ED held its first tribal consultations in spring 2010, as well as several listening and learning sessions and in 2012 Tribal Leader Education Roundtable sessions.