The Rural School and Community Trust

Santa Fe: Telling Our Story Bridging Learning and Ancient Wisdom
Documenting and Assessing Place-Based Learning homeSanta Fe homeSanta Fe narrativeSanta Fe exhibits indexSanta Fe entry 3 directionsSanta Fe entry 3 rubric
Santa Fe Indian School: Telling Our Story Bridging Learning and Ancient Wisdom Narrative By placing your mouse over the highlighted text, a box will appear with annotated comments. Also provided is a link to the complete list of comments.

Introduction
Community and School Profiles
• Jemez Pueblo
• Santa Clara Pueblo
• Pueblo of Isleta - "Tue-I"
• Santa Fe Indian School
Telling Our Story: Bridging Learning and Ancient Wisdom
• Who is telling our story?
• What is the context of our work?
• What are the major milestones in our place-based work to date?
Impacts Instruction
Engages Community
Supporting Structures
Generating New Ideas, Resources, Connections

Themes and Aspects

Community Engagement & New Resources and Connections

  • Jemez Pueblo

Instructional Spread and Supporting Structures

  • Mini-grants: Santa Fe Indian School, Isleta Elementary School and Santa Clara Day School

INTRODUCTION [1]

Circles of Wisdom's work involves Santa Fe Indian School, 12 feeders schools and 19 New Mexico Pueblo tribes. Although our work is expansive, our story will demonstrate the depth of our work. To illustrate the profoundness and sustainability of Community Based Education, we choose to present one community, Jemez Pueblo. Describing the people, the place and the initiatives will give the reader a sense of the work we do with all our Pueblos in varying degrees.

The presentation of the mini-grants from three of our schools will focus attention on the instructional spread and the academic impact we have made. The three schools represented are Santa Fe Indian School, Isleta Elementary School and Santa Clara Day School. This aspect of our story will capture the school, teacher and student perspectives of the work.

For the presentation of this work we will submit the following: one-page summary for Jemez Pueblo and summaries each for the mini-grants. The narrative for this entry integrates elaboration of the themes and aspects.

COMMUNITY AND SCHOOL PROFILES

Jemez Pueblo — "Walatowa"

The Pueblo of Jemez is located in North Central New Mexico, approximately 50 miles north of Albuquerque. It is known as "Walatowa" - a Towa word meaning, "this is the place" - by it members. The Tribal Lands of the Pueblo of Jemez encompass over 89,000 acres and is home to 3400 Tribal members. According to the Pueblo's website, the people of Walatowa cherish their ancestral traditions, but are proud to integrate their culture with modern society.

The Pueblo of Jemez is an independent sovereign nation with an independent government and tribal court system. The secular Tribal Government includes the Tribal Council, the Governor, two Lt. Governors, two fiscals, and a sheriff. Traditional matters are still handled through a separate governing body that is rooted in prehistory. This traditional government includes the spiritual and society leaders, a War Captain and Lt. War Captain. Through perseverance, Jemez people have managed to maintain the traditional culture, religion, and knowledge of the ancient traditional ways regardless of outside pressures. [2] Also preserved is the complex traditional language, Towa. Jemez is the only people that speaks this language, and the traditional law forbids the language from being translated in writing in order to prevent exploitation by outside cultures.

At Jemez Pueblo, Circles of Wisdom works with the Jemez Day School, a Bureau of Indian Affairs funded school, and San Diego Riverside School, the first Native American Charter school in New Mexico. We work with the community as a whole through the Governor's Office [3] Our work also encompasses tribal programs, such as the Department of Education and the Environmental Department. There are 152 students, grades K-6, at Jemez Day School and 100 students, grades K-8, at San Diego Riverside School. The number of teachers total approximately 25 for both schools.

What students are learning will be demonstrated through the initiatives from our office that we support in the communities. These include: Mini-grants, which promote community, based approaches, CBE student summer internships, Community Based Education Model interdisciplinary community directed program, and technical services. At the high school level, students are clearly aware of the scope of work required by them from the communities. The field studies provide that direct connection to the community and the priorities of the tribe.

With elementary students at Jemez Pueblo, students are involved at both schools with place-based learning through mini-grant projects and, especially at San Diego Riverside School, a school with community driven curriculum. A lengthier description will be interwoven in the narrative, which will present a greater understanding of the history, the involvement and the future of CBE and the school. [4] Lastly, key accomplishments have merged with community learning and have resulted in the creation of a new high school chartered by the Pueblo of Jemez, which will incorporate CBE approaches and culturally based curriculum. [5] An unexpected outcome of our collaboration has been the selection of Jemez for receiving a new building through Building for Books, a national non-profit organization. However, due to the rush on the project, Jemez declined the offer.

Santa Clara Pueblo — "Kha — 'Po"
(Valley of the Wild Roses)

The Pueblo of Santa Clara was established around 1550 in its current location when a drought forced their ancestors to move into the Rio Grande Valley. The people of Santa Clara can trace their ancestry to the occupants of a cliffside village known as the Puye Cliff Dwellings. [6] The Pueblo itself is located about a mile and a half south of Espaņola. The majestic beauty of the landscape is the homelands of the Santa Clara people; 45,000 acres of land and population of 2,500. The language spoken is Tewa. The Pueblo has emerged with a strong tribal government and a prosperous economy. With a strong sense of identity and cultural pride, the Santa Clara people have retained many of their ancient traditions while integrating with the best of what the majority culture has to offer. The Pueblo has a high regard for education, both the tribal heritage and modern education.

At Santa Clara Pueblo, Circles of Wisdom works with the Santa Clara Day School, a Bureau of Indian Affairs funded school. What students learn is demonstrated through the mini-grants, an initiative that promotes community based approaches in which students are involved with place-based learning projects. Santa Clara Day School has approximately 135 students, K-6 grades, and is truly a community school. [7] Over the last four years, teachers, staff and community members have applied for at least two mini-grants per year. Most importantly, the tribe has partnered with the schools and now fund mini-grants which began with seed money from Circles of Wisdom. [8]

Empowering the Community: Children's Library Services [9]

Subject Area(s): Language Arts, Library Skills
Grade Level: K - 6, 135 students
Start Date: Aug 2001 - May 2002
Project Cost: $2000

Unit Description
Storytelling at Santa Clara Day School by community Elders is a way to preserve the oral history of the Pueblo and provide a means for permanent integration of local culture into the curriculum. [10] An important aspect of the project is to create a video archive of all storytelling activities. The purpose of the project is to keep local traditions alive. These include dancing, hunting and speaking the native language, Tewa.

Objectives

  1. Students will learn the oral history of their communities through storytelling activities shared by the Elders.
  2. Students will preserve and use their local culture to improve listening, speaking and writing skills.
  3. Students will develop a video archive of storytelling activities.
  4. Students will utilize the library to improve literacy skills.

Cultural Concepts
Storytelling is a means of preserving the rich heritage of oral traditions. The power of stories enriches individuals, families and communities; stories transmit values that help make life sustainable. Children display respect toward their Elders for sharing their cultural knowledge and wisdom.

Student Activities [11]

  1. Students ask their grandparents or a Senior Citizen to volunteer sharing their stories.
  2. Elders share their personal experiences about growing up/how the tribal government works or a traditional story.
  3. Students listen to stories, view digital photos and discuss their impressions of the story.
  4. Students illustrate and share their impressions with peers.
  5. Students work in teams to examine stories and develop a summary for cataloging purposes.
  6. Students discuss and examine story characters in relation to knowledge about the culture of the character.
  7. As a member of a team, write a one-paragraph summary of each story.
  8. Using Inspiration software, create a concept map of characters and their relationships to each other and the lesson taught by the story.
  9. Students will use public speaking skills to present their work to an audience.

Community Partners
Community library volunteers, storytellers, Senior Citizens Center, Tribal Leaders and parents.

Key Accomplishments [12]
Video archive of Pueblo stories that insure the preservation of the oral history of the Pueblo and provide a means for permanent integration of local culture into the curriculum.

Students present their stories to their peers at Santa Clara Day School
Students present their stories to their peers at Santa Clara Day School

Pueblo of Isleta — "Tue—I"

The Pueblo of Isleta is centrally located in the Rio Grande Valley, just 13 miles south of Albuquerque and only five minutes away on I-25. Originally established around the 1300's, the name Isleta comes from the Spanish language, which means "Little Island." Isleta has 211,002 acres of land with a current population over 4000 plus resident. The pueblo is comprised of two small communities, Oraibi, Chicale, and the main pueblo, Isleta. The language spoken is Tiwa. [13] Many traditions, songs and dances are still practiced, and handed down from generation to generation. Historic St. Augustine Church, built in 1612, and located around the main plaza, presents interesting history and traditional architecture. Agriculture is the principal occupation of the Isleta people. The Pueblo also operates several business enterprises, which include the Isleta Gaming Palace, the Isleta Eagle Golf Course, and the new Isleta Convenience Store.

At Isleta Pueblo, Circles of Wisdom works with the Isleta Elementary School, a Bureau of Indian Affairs funded school. In addition, Circles of Wisdom works collaboratively with the Pueblo of Isleta Department of Education. What students learn is demonstrated through the mini-grants, an initiative that promotes community based approaches in which students are involved with place-based learning projects.

The Impact of the Railroad on Isleta Elders' Childhood Memories

Subject Area(s): Social Studies, Math, Language Arts, Science, Art, Technology
Grade Level: 5 - 6th grade Creativity Abounds Program (CAP-Gifted & Talented), 13 Students
Start Date: Mar - May 2002
Project Cost: $2,000

Unit Description
Students of Isleta Elementary School had the opportunity to learn more about the history of Isleta Pueblo through tribal elders' stories and recollections of specific events/activities that have occurred as a result of the railroads impact on the culture of Isleta people. The union of the Atchison, Topeka & Santa Fe (A.T. & S.F.) and the Southern Pacific rail line not only resulted in the influx of people from the east and west coasts, but resulted in an irreparable change among the people of Isleta Pueblo because the railroad line ran straight through the center of the pueblo, splitting the village in two. [14] Isleta Elders share their memories and stories of the slick red and silver trains.

Objectives

  1. Students will develop interview skills, research skills and how to document using cameras and computer technology
  2. Students will increase their awareness of the safety issues/concerns of the train tracks and the passing of the trains.
  3. Students will enhance their higher order thinking skills using comparisons and evaluations.
  4. Students will gain an appreciation of the Elders gifts and talents in sharing the history and cultural knowledge of their community.
  5. Students will understand the importance of land and the laws that govern land acquisition from a Native American perspective.
  6. Students will take a train ride with their Isleta Elder friend/partner and share their experiences.

Cultural Concepts
The union of the railroads resulted in changes among the people and culture of Isleta Pueblo. The division of the village is still felt today. The train has become a way of life brought about by change. These changes include land issues, safety and other impacts, which are an integral part of the Community.

Student Activities [15]

  1. Elders' stories as well as the train trip will be documented in photo journals using cameras and computer technology.
  2. Elders demonstrate, show, and teach a lesson about a passion of theirs, i.e., pottery making; painting, leather work, tamale making, etc..
  3. Using the Internet pick one train safety tip and design a poster to teach about train safety
  4. Using the Internet learn how to draw in one-point perspective and show train tracks going off into the distance.
  5. Find the answers to train questions using the Internet, books, interviews, etc.
  6. Develop a 20 question Elders' interview for the bus ride.
  7. Outline on a blank map of New Mexico where train tracks are located and what cities/towns the railroads go to/through.
  8. Invite a tribal representative to speak about the tribe's agreement with the railroad systems.

Community Partners [16]
Tribal resources, Elderly Center, Tribal Government, Tribal Police community members and parents.

Key Accomplishments
Train safety posters were placed around the village in key locations. [17] Photo journals were developed and are housed in the school library and at the Elderly Center.

Santa Fe Indian School — Santa Fe, New Mexico

Santa Fe Indian School is a grant school that is contracted by the All Indian Pueblo Council (AIPC). The school enrolls students, grades 7-12, which represent the 19 Pueblo communities of New Mexico, as well as other Native American tribes. [18] At Santa Fe Indian School, the Circles of Wisdom program works with teachers and staff. The Community Based Education Model represents the ideal for Circles of Wisdom work.

Before Aspirin There Was Willow Bark

Subject Area(s): Chemistry, Language Arts, Art, and Social Studies
Grade Level: 10 - 12th grade

Unit Description
A honors chemistry course that uses ethno-botany as the medium to present advanced science courses of organic chemistry and microbiology. [19] The students are engaged in a research project that builds on the findings of their ancestors, the original scientists. [20

Objectives [21]

  1. 1. Students will become familiar with the medicinal plants on their native lands.
  2. 2. Students will recognize the relationship between modern medicine and native plants particularly those plants with antiseptic properties.
  3. 3. Students will extract and separate the organic compounds of these plants using laboratory extraction and separation techniques.
  4. 4. Students will identify these compounds using infrared spectroscopy.
  5. 5. Students will test their extracts against known antibiotics using a series of controlled experiments.

Cultural Concepts
Native plants common to our area have had medicinal value for centuries; our ancestors have used and practiced medicinal remedies using these native plants. The concepts or themes that will be incorporated into the project are beauty, community, diversity, identity, patterns, wisdom, balance, communication, ecology, habitats, respect and tradition.

Student Activities [22]

  1. Collect and identify native plants within the school community.
  2. Take a field trip to a local area watershed to observe and collect native plants.
  3. Make observations and describe the areas where the plants are located.
  4. Collect pertinent data about the area where these plants are located (i.e. altitude, soil type, rainfall, etc.)
  5. Collect plants samples from the communities that have been recognized as antiseptic and/or antibiotic in nature.
  6. Extract and separate these plants for analysis.
  7. Perform bioassays to test the antibiotic properties of these plants.
  8. Keep a research notebook for all scientific observations made in the classroom and in the field.
  9. Prepare a PowerPoint presentation of the project.
  10. Use Published software to make pamphlets about these plants.
  11. Local native artisans demonstrate and assist students in the process for making and producing a traditional willow basket using native materials.
  12. Local native artisans share information/stories of its uses within their communities.
  13. Work with 7th grade students in teaching basic chemistry concepts.
  14. Interview and collect plant stories from members of the local communities.
  15. Create a video log of the research project.

Community Partners
Tribal resources, community members, Georgetown University

Key Accomplishments
Presented at Rural Schools & Community Trust Regional Conference, produced a traditional willow basket, extractions and identification of native medicinal plants, development of power point presentations, [23] institutionalized as a course offering every year. [24]

Joining of Generations

Subject Area(s): Reading, Math
Grade Level: 9 - 12th grade [25]

Unit Description
A unique student/mentor relationship initiated by Special Needs students at Santa Fe Indian School. The Cochiti Elementary & Middle School students in grades K-2 received one-on-one tutoring from their "student teachers" in the areas of reading and math. The partnership allowed children to interact and learn from one another. A third component involved Elders of the community as a part of the learning process to interact with younger generations and share their knowledge and wisdom.

Objectives

  1. Students will develop their communication, vocabulary and speaking skills.
  2. Students will learn to be responsible, respectful and caring individuals.
  3. Students will develop awareness of different communities learning styles and practice community involvement.
  4. Students will demonstrate job skills by practicing good working habits and techniques.
  5. Students will gain an appreciation in working with younger and older generations.
  6. Students will learn skills such as leadership, teaching practices and patience.

Cultural Concepts [26]
Native work ethics focus on the need to work cooperatively with one another, to respect each other, to understand community differences and that each individual's experience are valuable and worth sharing. The concept of "giving back" is demonstrated by offering their services and expertise back to the communities.

Student Activities [27]

  1. Develop lesson plans in collaboration with the classroom teacher and make preparations for classroom instruction (supplies, materials, etc.).
  2. Prepare storytelling activities for the Holidays, (Easter, Mother's Day); read selected stories and reading material to children.
  3. Take a nature walk to near-by pueblo ruins.
  4. Teach students math concepts: three-dimensional shapes and measurement.
  5. Art activity - student teachers will help children make appropriate gifts for the holidays, (Easter, Mother's Day).
  6. Cater lunches to Seniors who are unable to come to the Senior Center, share a lunch and visit with them.
  7. Assist Seniors with community service project, roadside cleanup.
  8. Participate in storytelling activities, native games, bingo and native nursery rhymes shared by the Seniors.
  9. Schedule a field trip to the Zoological Park with grades K-2 and the Seniors.
  10. Schedule and plan a culminating activity to celebrate "Joining of Generations".

Community Partners
Cochiti Elementary, Santo Domingo Elderly Center, Kaune Elementary School, community members, tribal resources.

Key Accomplishments
Presented at Rural Trust Schools & Community Regional Conference, presented at CENAC school reform rallies, hosted culminating activity with Senior Citizens, integrated into classroom curriculum.

"Student teacher" shares a math lesson with Cochiti Elementary students
"Student teacher" shares a math lesson with Cochiti Elementary students

Telling Our Story
Bridging Learning and Ancient Wisdom

Circles of Wisdom

Bridge Perspective

i must be like a bridge
for my people

i may connect time; yesterday
today and tomorrow - for my people

i must be enough in tomorrow, to give warning -
if i should.

i must be enough in yesterday, to hold a cherished secret.
Does it seem like we are walking as one?

By Irene Nakai. "Bridge Perspective." The South Corner of Time: hopi navajo papago yaqui tribal literature. Larry Evers, Ed., Anya Dozier, Co-editor, Tucson: U of Arizona P, 1980. 91.

WHO IS TELLING OUR STORY?

Circles of Wisdom at Santa Fe Indian School uses the Bridge poem to portray the voices of the young and the old. The writer describes a "guardianship of time and tradition within the Native American community." Recognizing connections between the past, the present and the future is the essence of our story.

Decisions on choosing the entry and make up of our team involved our entire staff at Circles of Wisdom and several staff members of the Community Based Education Model. [28] The following are the members of our team:

  • Louise Naranjo. Program Coordinator from the pueblo communities of Santa Clara, Cochiti and San Felipe. Administrator, teacher and community member.
  • Anya Dozier Enos, Ph.D. Senior Researcher guiding the research of pueblo community based education. Ms. Dozier Enos is from the Pueblo of Santa Clara.
  • John Shije. Community Liaison who works at the community level in providing information to tribal governments and programs about community based education activities. Community member from the Pueblos of Santa Clara and Zia.
  • Viola Archuleta. Curriculum/Professional Development Specialist working with teachers and community members in our 12 schools on the development of CBE curriculum units. A member of the Pueblo of Santa Ana, Ms. Archuleta is married and lives in Taos Pueblo.
  • Liz Sumida Human. Research Intern specializing in qualitative research. Liz, of Peruvian and Japanese heritage, works directly with the community based education projects with teachers, staff and community members.
  • Kimball Sekaquaptewa. Kimball is from the Hopi tribe and married in the Pueblo of Cochiti. She works in collecting data and using computer graphics to illustrate themes related to the scope of work.
  • Matt Perez. From the Pueblos of Cochiti and Picuris, Matt assists in all phases of CBE development work, from initiating paperwork to computer graphics and developing power point presentations.
  • Damian Webster. Youth Leadership Specialist from the Seneca tribe in New York State works with youth in the various communities in providing leadership training and workshops.
  • Eva Moquino. As the Administrative Assistant, Ms. Moquino manages the day to day operations of the program, facilitates on going program activities and participates in the development and implementation of program projects. She is from the Pueblo of San Ildefonso.
  • Theresa Chavez. Community Based Education Model (CBEM) Director with extensive experience as an educator of Native American children. She works with all aspects of program development and implementation. The objective of the program is to take students out of the classroom and into their native environment to learn about math, science and technology using community based approaches.
  • Matt Pecos. CBEM Community Liaison works with tribal governments and tribal programs in establishing trust and a commitment to work with environmental programs and field-based work of students. He also provides training in computer technology to tribal communities. Mr. Pecos is from the Pueblo of Cochiti.

Circles of Wisdom continues to hold fast to our beginning program goals of promoting and extending the Community Based Education Model to our feeders schools and across the content areas. Both Circles of Wisdom and the CBEM program work in partnership to promoting community based approaches as an alternative to standardized teaching practices.

WHAT IS THE CONTEXT OF OUR WORK?

Circles of Wisdom works with the 19 New Mexico Pueblo communities, the eleven BIA day schools, Santa Fe Indian School and San Diego Riverside, the first Native American charter school. The All Indian Pueblo Council, which serves as the political arm for the 19 pueblo communities, owns and operates the Santa Fe Indian School. The vehicle to successfully reaching and communicating with our 12 schools is the Coalition of Educators for Native American Children (CENAC). [29] Through CENAC, we meet with school principals on a monthly basis. CENAC has been nurtured and maintained by our work.

In demonstrating a sense of our work, we chose one Pueblo community to present in detail. [30] The Pueblo of Jemez is located in North Central New Mexico, approximately 50 miles north of Albuquerque. "Walatowa" as it is known by its members, is a Towa word meaning "this is the place. The people of Walatowa continue to bridge their traditional lifestyle with the modern society.

At Jemez Pueblo, Circles of Wisdom works with the Jemez Day School, a Bureau of Indian Affairs funded school and San Diego Riverside School. We work with the community as a whole through the Governor's Office. Our work also encompasses tribal programs, such as the Department of Education and the Environmental Department. There are 152 students, grades K-6 at Jemez Day School and 100 students, K-8 at San Diego Riverside School. The number of teachers total is 25 for both schools. The initiatives originating from Circles of Wisdom and are embraced by Jemez include mini-grants, which promote community based approaches; CBE student summer internships; Community Based Education Model interdisciplinary community directed program; and technical support services. At the high school level, students are clearly aware of the scope of work required by them from the communities. The field studies provide that direct connection to the community and the priorities of the tribe. Students are highly motivated to assist tribal government with the environmental studies, research and other community studies and activities requested by the tribe. [31]

In terms of elementary students at Jemez Pueblo, students are involved at both schools with place-based learning through mini-grant projects and especially at San Diego Riverside School, a community driven curriculum. [32] Key accomplishments have merged with community learning and have resulted in the creation of a new high school chartered by the Pueblo of Jemez, which will incorporate CBE approaches and culturally-based curriculum.

WHAT ARE THE MAJOR MILESTONES IN OUR PLACED-BASED WORK TO DATE?

Circles of Wisdom major milestones include: [33] 1) Developing and maintaining communication with Pueblo communities through the governor. 2) Developing partnerships and coordinating with organizations that focus on education for Pueblo students and Rural Trust Native Sites. 3) Linking community-based education with the standards-based movement in New Mexico, [34] thus assuring CBE ideas are infused in schools' written curriculum. 4) In response to tribal needs, developing a new initiative to have Santa Fe Indian School staff work as resources in Pueblo communities during staff's summer break. 5) Research findings and methodological approaches [35] for Community-Based Education in Pueblo communities, theoretically grounded in Indigenous movements worldwide, is articulated in written documents.

Below are details of the work behind these milestones. [36]

June 1997 through June 1998

Before Circles of Wisdom:

July 1998 through June 1999

July 1999 through June 2000

  • July 1999, Circles of Wisdom sponsored and planned the Principals Institute for CENAC principals.
  • Circles of Wisdom Director and Senior Researcher continue to attend monthly CENAC meetings.
  • School Reform Rally for all CENAC school staffs was held August 1999 at Santa Fe Indian School.
  • Research with communities began Spring 2000: school profiles were developed and CBE interviews with teachers began.
  • Tribal Grants continue with San Juan, Cochiti, and Santa Clara, in addition, the Tewa Women United butterfly curriculum [45] began.
  • Ohkay Owingeh Community School was a pilot for implementation of Train the Trainers; needs assessments and writing standards aligned curriculum.
  • Circles of Wisdom staff, community members, and youth participated in the Rural Challenge's Native Sites annual meeting.
  • Research on the Santa Fe Indian School's Community Based Education Model (CBEM) was presented at National Indian Education Association's annual conference in Oklahoma City, OK. [46]
  • In November 1999, Families Achieving the New Standards in math, science, and technology education (FANS) training was modified for Pueblo communities and provided to CENAC teachers, who in turn train parents. [47]
  • School Reform Rally for all CENAC school staffs was held January 2000 at Santa Fe Indian School.
  • TEAM (teacher enhancement * advocates for mathematics) grant proposal submitted.
  • Transition forum in April.
  • Presentation on emerging Circles of Wisdom research given at American Education Research Association's annual meeting in New Orleans.
  • Student Summer Internships in Pueblo communities [48] (in collaboration with CBEM).
  • Circles of Wisdom co-sponsored Culture, Disability and Dropout conference in Las Vegas, NM.
  • CBE Institute focuses on creating CBE standards-aligned curriculum and alternative assessment.
  • Community Connect - a program that had Santa Fe Indian School staff address tribally identified needs during their summer break - was started. The outcome of this program was to help staff develop relationships within Pueblos that could then be used to increase CBE activities for SFIS students.

July 2000 through June 2001

  • Student Summer Internships in Pueblo communities (in collaboration with CBEM).
  • Two fulltime research interns and two part time research interns join Circles of Wisdom staff in the summer of 2000. [49]
  • Circles of Wisdom staff attended the Rural Trust Rendezvous in Flagstaff, AZ.
  • Circles of Wisdom research interns helped facilitate the Tesuque Pueblo Youth Leadership Summit in August.
  • Research interns and the youth specialist facilitated an orientation for middle school students at Santa Fe Indian School.
  • Tribal grants in San Juan, Cochiti, and San Ildefonso Pueblos; in addition, Santo Domingo archives project and the Zia youth leadership project were developed. [50]
  • School Reform Rally for all CENAC school staffs was held August 2000 at Santa Fe Indian School.
  • A fulltime Curriculum Specialist joined Circles of Wisdom staff in September 2000.
  • FANS continues.
  • Circles of Wisdom Director and Senior Researcher, now joined by the Curriculum Specialist, continue to attend monthly CENAC meetings.
  • To develop a working relationship among Circles of Wisdom staff, Circles of Wisdom held a two-day staff retreat.
  • Circles of Wisdom participates in the annual Rural Trust Native Sites meeting in Sioux Falls, SD.
  • Circles of Wisdom staff presents information on CBE and youth leadership at National Indian Education Association's annual conference in Sioux Falls, SD.
  • Circles of Wisdom staff helped at Santa Fe Indian School's appreciation lunch for Senior Citizens.
  • In coordination with the Parent Advisory Council, Circles of Wisdom held community meetings to solicit input on Santa Fe Indian School's new campus construction. [51]
  • School Reform Rally for all CENAC school staffs was held January 2001 at Santa Fe Indian School. For the first time, CBE was a strong component of the rally; Rachel Tompkins, President of the Rural Trust, gave the keynote speech.
  • Circles of Wisdom community liaison and a research intern planned and implemented a "Feast Day Tour" [52] to encourage alumni participation at Santa Fe Indian School by having information at all of the Pueblos' major feast days.
  • At the invitation of the Alaska Native Site, Circles of Wisdom attended and presented at the Alaska Native Educators Conference in Anchorage, AK. Prior to the conference, the Native Sites met and, with the encouragement and support of Rural Trust Steward Elaine Salinas, formed a working committee to plan continued collaboration among the Native Sites.
  • Circles of Wisdom staff and two students attended the Getty Planning Grant for art in schools meeting in Tucson, AZ at the invitation of Rural Trust Steward Jose Colchado.
  • Circles of Wisdom participated in the Rural Trust Southwest Regional meeting in Glorieta, NM, at the invitation of Jose Colchado.
  • Circles of Wisdom and other Santa Fe Indian School programs helped support the BIA teacher recruitment event.
  • Emerging findings from Circles of Wisdom research was presented at the American Education Research Association's annual meeting in Seattle, WA.
  • CBE Institute focuses on creating CBE, standards-aligned curricula.
  • Circles of Wisdom wrote a grant proposal to the Department of Education to train Native teachers to become school principals.
  • Tribal Grants continue with Cochiti, San Juan, San Ildefonso, Santo Domingo, in addition to the Acoma language program and Jemez department of education.
  • Community Connect continues.

July 2001 through June 2002

  • Feast Day Tour 2001 continues.
  • Community Connect Institute at Santa Fe Indian School in August gave a forum for Community Connect participants to share their experiences with all staff. [53]
  • TEAM grant proposal laid the foundation for the NSF-RSI proposal that funded New Mexico Tribal Coalition. Grant received in August. [54]
  • School Reform Rally for all CENAC school staffs was held August 2001 in Isleta. CBE continues to be a strong component of the rally.
  • Circles of Wisdom Director, Curriculum Specialist, and Senior Researcher continue to attend monthly CENAC meetings.
  • FANS continues.
  • Department of Education grant for pre-service administrators received in September.
  • Circles of Wisdom presentation on CBE curriculum at National Indian Education Association's annual conference.
  • Circles of Wisdom held a final planning retreat with staff in December.
  • Youth CBE Conferences: December 8 and 9, 2001; April 18 and 19, 2002.
  • Circles of Wisdom staff supported the Santa Fe Indian School's Senior Appreciation Lunch.
  • School Reform Rally for all CENAC school staffs was held January 2002 at Santa Fe Indian School. CBE was a strong component of the rally; fellow Native Sites participant Oscar Kawagley of Alaska gave the keynote speech.
  • Communities see Circles of Wisdom as a resource: [55] Santa Clara Day School asked Circles of Wisdom staff to facilitate community and staff input for their five year plan. The governor of San Ildefonso asked Circles of Wisdom and CBEM for help in developing a CBE summer program for community youth. Two local universities requested research presentations at their institutions. Jemez requested Circles of Wisdom's help in writing CBE curriculum for their new charter high school. Governors offered to write letters of support for any grants written by Circles of Wisdom.
  • The survey research paper on Santa Fe Indian School's impact on its alumni was completed in April 2002.
  • CBE Institute for standards aligned curriculum: May 2002
  • Tribal Grants continue in Cochiti, San Juan, in addition to initiatives in Santa Clara (youth involvement with Tewa language) and Jemez (curriculum development for the new charter high school).
  • Student Summer Internships continue.
  • The CBE research document was completed in June 2002.
  • The Circles of Wisdom process research paper was completed in June 2002.
  • Final staff retreat to complete Circles of Wisdom work was held June 2002.

TO WHAT EXTENT HAS PLACE-BASED LEARNING DEVELOPED DEEP AND BROAD ROOTS IN OUR SCHOOLS AND COMMUNITIES? TO WHAT EXTENT HAS IT BECOME SUSTAINABLE BY THE SCHOOL AND SUSTAINING TO THE COMMUNITY?

IMPACTS INSTRUCTION [56]

In the CENAC schools, teachers' understanding of Community-Based Education (CBE) has gone from the idea that anything that touches on community is CBE, such as a guest speaker or a lesson on Indian poetry, to a deeper understanding that CBE is education that grows out of community. [57] This is evident in the mini grant proposals received by Circles of Wisdom. In the first year (1998), educators asked for funding for non-Indian music and dance program. This past school year, educators have planned activities to bring community members into schools to work with students in ways that link community priorities and community knowledge to standards. [58] Such as, connecting storytelling by community elders with oral presentation, audience awareness, and skills in technology. In this way, educators have gained a deeper understanding of CBE.

There are now mini grant projects at all grade levels and in all subject areas. All mini grant projects are tied to state standards and we have seen that CBE not only meets these standards, but also exceeds them. Our pamphlet of mini grants demonstrates this. [59] We see, however, our initial dream of having CBE integrated into a standards-based sequential curriculum in every CENAC school was unrealistic. [60] Likewise, there is not clear understanding among educators about alternative assessment. Schools are stuck on standardized test scores as the "bottom line" required by major funders. Some teachers have a sophisticated understanding of rubrics and their role in assessment; other teachers are not so clear about using these tools as part of assessment. The challenges of identifying community criteria for success and tying assessment to those are just starting to be discussed in our model program, CBEM. [61] (See evidence: CofW Program pamphlet, CBE units pamphlet, CBEM curricula, Santa Clara Day School Stories and Storytellers unit.) [62]

CBEM continues to be our model for CBE. It is a program that has been institutionalized at Santa Fe Indian School and has influenced the school to move toward becoming a total CBE school. [63] The model is based on the premise that the community leadership sets the priority for educating its youth. The teachers then create curriculum to meet that priority in cooperation with community to develop CBE.

The percentage of teachers involved in CBE varies from school to school. All schools have teachers and/or projects that utilize CBE approaches. [64] Santa Fe Indian School requires all teachers to teach at least one unit of CBE per year. In Jemez, the day school teachers use aspects of CBE as they move their students from being monolingual (usually in the Native Towa language, but occasionally in English) to being bilingual in Towa and English. A Circles of Wisdom funded mini grant has sixth graders tying their community's heritage to their academic learning. The elementary charter school, Riverside San Diego School, is a school that incorporates CBE school wide and incorporates special projects that are multidisciplinary, multigrade into their school on a regular basis. The new Walatowa charter high school is based on Jemez culture, which will drive a curriculum that will also incorporate state standards. This progression demonstrates a deep commitment to CBE; it is, our community members say, the natural way to educate Native students. (See evidence: CBE units pamphlet, Governor Tosa's testimony, San Diego Riverside curricula, Carrying the Basket research paper.)

ENGAGES COMMUNITY

The community drives the work. It is evident within the community of Jemez that community based education has impacted the relationship between the pueblo and schools. Governor Paul Tosa recently stated:

"Western education, together with traditional knowledge, fluency in our mother tongue and a strong cultural foundation, have empowered our people, and thus education has opened doors of opportunity for our community members…for many years the education of our young people has been determined by others, today, we are taking strides towards self determination and taking ownership over the education of our children."

Community involvement in determining what their children learn has guided the leadership and resulted in the restructuring of educational programs. Broadly, this philosophy held by community leaders does impact the teaching and learning of their children within the schools. Within Jemez Pueblo, there are two elementary schools and a newly established high school. These are Jemez Day School (a BIA funded and controlled elementary school), San Diego Riverside Charter School, and Walatowa Charter High School. All of these schools have local school boards and are physically and socially closely tied. (See evidence: Walatowa Charter School application, Governor Paul Tosa's testimony; Walatowa Vision 2010, letters of support)

Unique to the governance of Santa Fe Indian School is that 19 Pueblo Governors own and operate SFIS as a corporation. Therefore, not only does Governor of Jemez Pueblo guide the schools within its own community, but also has influence over SFIS, as do the other 18 governors.The mission of SFIS reflects the communities it serves. [65] (See evidence: SFIS mission statement.) [66]

Specifically, within Jemez Pueblo, we have a broad spread of active collaborators in our work. At the governing level, Governor Tosa is a strong and articulate supporter. Prior to January 2002, he was the sixth grade teacher at Jemez Day School and recipient of a CBE mini-grant. Much of his approach and style of teaching included cultural knowledge and language reinforcement. Together with various program administrators, such as the Education Director and the Environment Director, and cultural leaders, Governor Tosa represents a community-based education supportive administration. On the grassroots level, many of the teachers and staff of the Jemez schools are community members and are active supporters. Evidence for this is the recent requests for technical assistance and resource support for CBE related work within the community and schools. [67] (See evidence: Letters of support, request for assistance with curriculum development.)

In comparison to the early work of Circles of Wisdom, we see a greater understanding of Community Based education by the community, especially parents and school board members. Additionally, there is a greater confidence in the Pueblo leadership and the community experts in contributing to the curriculum. There is the understanding of the value and results of student work. For example, most recently, the leadership in San Ildefonso Pueblo requested assistance and support from Circles of Wisdom. San Ildefonso Pueblo is one of the communities, which had not actively embraced CBE work. [68] However, in April 2001, Governor John Gonzales requested assistance in designing a summer program for the youth of his community based on the CBE Model. Using another source of funding (FEMA funds available specifically to those pueblos directly impacted by the 2001 Cerro Grande fire), the Governor and tribal representatives determined what their young people would learn academically with environment and leadership being the emphasis. (See evidence: recent graduate survey.)

SUPPORTING STRUCTURES

The major supporting structure for community involvement is the Pueblo structure of tribal leadership. The Pueblo governor directly, through personal involvement, or indirectly, by identifying which of his staff to work with, sets the direction of CBE in his community. [69] Circles of Wisdom has capitalized on this structure by updating each governor annually on the program and asking how Circles of Wisdom can be of assistance. It was through such contact that the idea was born for the Community Connect, where staff from Santa Fe Indian School work in areas the Pueblos need help with over the summer (when SFIS is not in session). Knowing of previous work by Circles of Wisdom and CBEM, this year's governors have asked for help in specific areas and have also offered their support for Circles of Wisdom. It is important to note that although this structure is a strength and a support, it is also a challenge because in most Pueblos, the leadership changes on a yearly basis. Each governor has his own priorities to address during his year of office. Sometimes this builds easily on a past administration, and sometimes this takes a new direction. In the case of Jemez, educators have been governors for three out of the past four years. For two years the governor was Santa Fe Indian School's Director of Programs, Ray Gachupin. This year, Governor Tosa is a sixth grade teacher at Jemez Day School. Both governors were very aware and supportive of CBE. [70]

CENAC is a support structure for BIA funded school leadership. Principals attend a monthly meeting that one principal calls her professional organization. [71] They use this time to plan cooperative approaches to BIA and other requirements. They coordinate training for their staffs. They have committed to setting aside two common days in their school calendars each year for the school rallies that provide professional development for all their staff. (See evidence: CENAC agendas and calendar, refer to timeline in question 3.)

The CENAC rallies, then, are a support structure for teachers as they engage in a variety of school reform approaches, including CBE. [72] For the past three rallies, CBE has been a central focus. During the last rally, five schools were recognized for their outstanding CBE projects, Jemez Riverside being the top CBE school. (See evidence: School reform rally agendas.)

Additionally, Circles of Wisdom staff have become included in school structures. When schools have science fairs, Circles of Wisdom staff are invited to judge. For a recent community input day at a local day school, Circles staff were asked to facilitate. [73] For school celebrations and special projects, Circles is invited as a community component. When Jemez Riverside opened their Famous Jemez Restaurant one Sunday in March, Circles of Wisdom staff attended. Lastly, the Circles' director was invited to participate in developing the curriculum, which will be CBE centered for the new Walatowa Charter High School. [74] (See evidence: Famous Jemez Restaurant unit and photos.)

GENERATING NEW IDEAS, RESOURCES, CONNECTIONS

Our story is the cultivation of the "new" paradigm of CBE being the old paradigm of Native education. Circles of Wisdom has fostered the validation of traditional (cultural) knowledge and "indigenous ways of knowing." The recognition and strengthening of connections are focal to the sustaining of our work. Native communities have long recognized the interconnectedness of peoples and places. Through the work of the Alaskan Native sites we have participated in a network that has informed our work and will continue to inform future work among Native American tribes.

A connection which has been planted and nurtured is the Coalition of Educators for Native American Children (CENAC) network of schools. [75] National attention of CENAC is demonstrative of our work. CENAC has been the vehicle for reaching teachers, students and communities. Sustainability has been maintained despite the turnover of principals. This is hopeful for the future.

The impact of Circles of Wisdom is evident in the recent grants awarded to CENAC through Santa Fe Indian School. These two grants incorporate community-based education approaches in their program goals and activities. (See evidence: COOL grant and NMTC grant on file in office.)

Coalition of Educators for Native American Children - Leaders for a Culture of Change