Programs and Services
Indian Education Department is in partnership with external organizations to supplement services and activities:
- First Nations
- Urban Indian Center
- Petroglyph National Park
- Southwestern Indian Polytechnic Institute
- New Mexico Community College Concurrent enrollment
- Santa Ana Tribal Education Department
- Isleta Pueblo Education Department
- Tohajiilee Community Chapter and Court
- National Indian Youth Council
- Junior Achievement Native American Initiative
- Navajo Nation Vital Statistics Office
- Institute of American Indian Arts (IAIA)
- American Indian Science and Engineering Society (AISES)
- Molina Healthcare
Programs We Offer
Native American Studies (NAS) I, II, and Leadership are aligned specialty elective courses with standards-based curriculum are offered in 3 high schools (Highland, Del Norte, and West Mesa) and 3 middle schools (Jimmy Carter, Cleveland, and McKinley). NAS promotes opportunities for cultural study, student self-reflection, and community building. NAS presents concepts that support American Indian/ Alaska Native values and advocacy. Emphasis is on the development of critical success skills including communication (reading, writing, and speaking), math, technology, and social skills. The Indigenous Teaching and Evaluation Model (ITEM) is the cornerstone for instruction and evaluation.
Native American Government and Economics for high school seniors. The course is aligned with state standards and incorporates Indigenous illustrations specific to Native American content that include: treaties, business, laws and statutes, land and water rights, and etc.
Reading Intervention Program supports literacy and content areas utilizing a combination of researched-based reading programs interwoven with culturally relevant literature (Orton Gillingham, Wilson Reading, Soar to Success, Recipe for Reading, and Six Traits Writing) that have been found to be effective in helping students improve their reading and writing skills. The curriculum is aligned to state standards and designed to use the most effective components of the reading programs listed. The skill components are indigenized and integrate American Indian/ Alaska Native literature to strengthen vocabulary, sight words, and comprehension skills through use of appropriate student learning style. Teachers utilize the (Zais, 1976) Zais model in development of lessons for instruction.
Math Intervention Program is supported by (Briceno, 2009); (Jones & Bush, 2009) Carnegie math training that deepens the teacher’s own understanding of mathematics through instruction and allows the teachers to reflect on and develop their own teaching practices. The students will experience learning mathematics in a problem-solving, student –centered environment. The concepts targeted in this program are: Early Number concepts-Building integers, Early fraction concepts, Fraction sense and operations, Connecting decimals/percents to fractions, Proportional reasoning and linear relationships, and the Development of algebraic thinking. The skill components are indigenized and integrate American Indian/ Alaska Native story problems to strengthen mathematical vocabulary and comprehension skills through use of appropriate student learning style.
Native Language Programs for all high school students during the school year and Summer Native Language and Culture Institute annually for students in grades K-8. The curriculum utilized by the Native language teachers is; Dine’ Bizaad Bi’nahoo’aah. Onsite coursework is conducted in four high schools with the highest Native student enrollment (West Mesa, Highland, Del Norte, and Cibola) and twelve high schools are supported with transporting the students to a centralized school (Career Enrichment Center) in the district. The teachers are state certified with a Level 1 teaching licensure. All teachers also passed Native Language exams within their respective tribal systems.
Exemplary Cultural Based Education Programs (Ohiyesa) for American Indian/ Alaska Native Students in APS.
Ohiyesa is an after school program focused on providing instruction and activities through the use of an aligned curriculum that is culturally relevant with "Native Science" written by (Cajete, 2000) as the foundation for the program. The program targets mathematical concepts through an Indigenous curriculum and scientific inquiry. Participants will develop science projects based on one or two themes that include: astronomy, philosophy, ecology of community, land, plants, food, medicine, and animals. In addition, students develop cultural knowledge through dance, stories, and values.
The American Indian/ Alaska Native Values is an evaluation model that utilizes a rubric based on over 13,000 years of American Indian/ Alaska Native wisdom and child rearing practice, which includes a non-threatening, non-judgmental model that traces student progress over time and over multiple activities. It can be used for self-evaluation, peer evaluation or to provide teacher feedback. The American Indian/ Alaska Native Values is a medicine wheel to reflect the circle of life, a researched based evaluation model developed by (Bendtro, Brokenleg, & Bockern, 1990) and uses four core spiritual values and four colors that represent the four race of people in the world and the four major directions. Instead of numbers, it uses positions. Students move from outside the circle toward the center with the ultimate goal of becoming wise in every aspect of self. Written details provide an opportunity for students to self evaluate their own progress and use proper writing conventions and mechanics.