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  3. Native American/Alaskan Native Education Program (Title VI)

Native American/Alaskan Native Education Program (Title VI)

Native American/Alaskan Native Student Support

Creating a sense of belonging for all Native American and Alaskan Native students.

About the Native American/Alaskan Native Program

Our goal is to increase knowledge and awareness of the Native American culture by integrating specific content into the current curriculum, fostering a sense of belonging for all Native American and Alaskan Native students. 

Children who feel a sense of belonging and pride in their families, peers, and communities are emotionally strong, self-assured, and resilient. Bremerton School District is committed to building this crucial foundation for student learning and development.

This program is funded by a federal grant from the Office of Indian Education, based on the number of active enrolled students.

To enroll your child, please complete the Title VI Student Eligibility form and submit it to your child’s school or Bremerton School District Special Programs.

Title VI Student Eligibility Form

 

Questions? Need help?

For questions or assistance, please contact us by email or call 360-473-1077.

 

Students at BHS

Program Curriculum

In 2005, the Washington State Legislature passed House Bill 1495, which officially recommended the inclusion of tribal history in all common schools. The program approaches curriculum in three ways:

Inquiry-Based Approach

Curriculum centers around five essential questions:

  1. How does physical geography affect the distribution, culture, and economic life of local tribes?
  2. What is the legal status of tribes who negotiated or did not negotiate a settlement for compensation for the loss of their sovereign homelands?
  3. What were the political, economic, and cultural forces consequential to the treaties that led to the movement of tribes from long-established homelands to reservations?
  4. How did tribes respond to the threats to extinguish their cultures and independence, such as missionaries, boarding schools, assimilation policies, and the reservation system?
  5. How do tribes meet the challenges of reservation life? How do these tribes, as sovereign nations, meet the economic and cultural needs of their tribal communities?

Place-Based Approach

Teachers and students are encouraged to address essential questions within the context of their local tribes.

Integrated Approach

Teachers choose how much time to spend on tribal sovereignty content to complete their units throughout the year. This integrated approach provides three levels of curriculum for each of OSPI’s recommended social studies units, with each level building on the last. Where appropriate, units build toward the successful completion of Content-Based Assessments.

Native American Parent Advisory Committee

The Parent Advisory Committee provides parents and families with information and opportunities to express their views and concerns about the Native American/Alaskan Native Education Program. The Parent Advisory Committee meets with parents and the community three times a year and will be posted here once scheduled.

Frequently Asked Questions

    1. Complete the Title VI Student Eligibility form in its entirety.
    2. Please complete a separate form for each child.
    3. Return the completed form (in person) to your child’s school or Bremerton School District central office. 

  • Bremerton High School and Mountain View Middle School each have Native American peer groups that meet regularly. Each group works with the Native American Liaison to plan fun activities that they can do at their meetings or after school.

    All Bremerton students will benefit from enriching the Native American curriculum integrated into the classroom. Activities could include field trips to  Native American museums, visits to local tribes, readings and discussions with Native American authors, and more!

  • No, enrolling does not obligate your child to receive any services they aren’t interested in. However, enrollment increases financial support for the program, benefiting all children in our schools. It also enhances cultural knowledge, breaks down negative stereotypes, and offers a forum for parents/guardians to express concerns and ideas about their children’s education.

Additional Resources