Blackfeet Education Standards

100-Cultural Standards for all educators on the Blackfeet Nation

100.A. Culture-based educators have culturally appropriate ways of disseminating information & knowledge in all education institutions & programs on the Blackfeet Indian Reservation.

Educators who meet this Blackfeet Cultural Standard are able to:

100.A.1-Recognize & appreciate the importance of speaking the Blackfeet language & using sign language with benchmarks for

various grade levels from beginning to proficient levels.

100.A.2-Underst& the importance of & encourage elder participation for their recognized wisdom & knowledge of the traditional

Blackfeet education system & culture.

100.A.3-Provide the opportunity & time for students to learn through observation & hands-on activities where cultural knowledge &

skills are being presented.

100.A.4-Obtain training in the Akak’stiman (standards), continue to build their knowledge about the Blackfeet language & culture,

& promote usage in the classroom.

100.A.5-Use different ways to create & develop culturally-relevant teaching materials in consultation with a Council of Elders.

100.B. Culture-based educators use the local environment & community resources on a regular basis to link what they are teaching to the everyday lives of the students.

Educators who meet this Blackfeet Cultural Standard are able to:

100.B.1-Engage students in culturally-appropriate projects & experiential learning activities.

100.B.2-Utilize traditional settings such as encampments, ceremonies, summer camps, & year-round activities as learning

environments for transmitting both cultural & academic knowledge & skills.

100.B.3-Provide integrated learning activities across all teaching areas organized around themes of Blackfeet culture & history.

100.C.4-Seek knowledge in all areas of Blackfeet history & cultural heritage that have bearing on their work as teachers.

100.C. Culture-based educators participate in community events & activities in an appropriate & supportive way.

 Educators who meet this Blackfeet Cultural Standard are able to:

100.C.1-Become active members of the community in which they teach & make positive & culturally-appropriate contributions

to the well-being of students & community through observation of & participation in cultural events.

100.C.2-Exercise professional responsibilities in the context of Blackfeet culture, traditions, & expectations.

100.C.3-Establish & maintain a close working relationship with & make appropriate use of the cultural & professional expertise of

Blackfeet elders & other community members.

100.D. Culture-based educators work closely with parents to achieve a positive level of communication between home & school.

 Educators who meet this Blackfeet Cultural Standard are able to:

100.D.1-Promote extensive community & parental interaction & involvement in their children’s education, both in school & at home.

100.D.2-Involve Blackfeet elders, parents, & tribal leaders in all aspects of instructional planning & implementation.

100.E. Culture-based educators recognize the potential of each student & provide the challenges necessary for them to achieve their potential.

 Educators who meet this Blackfeet Cultural Standard are able to:

100.E.1-Recognize roles & attributes of males & females in Blackfeet society.

100.E.2-provide learning opportunities that help students recognize the value of the cultural knowledge they possess; provide

learning opportunities that focus on their cultural knowledge as a resource for succeeding today & in the future.

100.E.3-Respect the students’ sense of cultural identity & place in the world.

100.E.4-Recognize the need for all Blackfeet students to understand the importance of learning about other tribal groups &

cultures & traditions appreciating what each has to offer.

100.E.5-Provide opportunities for students to clarify, express, & share their personal values & compare them to traditional

Blackfeet values & beliefs.

100.E.6-Assist students in modeling behaviors that are consistent with their personal values.




200-Cultural Standards for Educational Programs & Institutions on the Blackfeet Nation

200.A. Culturally-responsive educational programs & institutions include the on-going participation of Blackfeet Elders & parents in all aspects of the educational process.

A school that meets this Blackfeet Cultural Standard are able to:

200.A.1-Provide opportunities for Blackfeet elders & parents to interact formally & informally with students.

200.A.2-Include explicit information regarding Blackfeet cultural values & customs that are verified by Blackfeet elders & parents &

integrate those into all aspects of the educational process.

200.A.3-Develop & maintain a Blackfeet Elders’ Council & respect & consider their advice on matters of education & Blackfeet

language & culture.

200.A. 4-Utilize Blackfeet elders & parents in validating traditional & contemporary curriculum materials & models.

200.A.5-Involve Blackfeet elders & parents in interpreting traditional protocols when utilizing & modeling cultural knowledge.

200.B. Culturally-responsive educational programs & institutions provide multiple avenues for students to access educational opportunities & multiple forms of assessments for students to demonstrate achievement.

A school that meets this Blackfeet Cultural Standard are able to:

200.B.1-Utilize a broad range of culturally-appropriate performance standards to assess each student’s needs, interests,

knowledge & skills.

200.B.2-Encourage & support experiential approaches to education & make extensive use of community-based resources &


200.B.3-Provide cultural & language immersion programs for students to acquire an in-depth understanding of the Blackfeet

cultural learning experiences.

200.B.4-Help students assess their own strengths & weaknesses & make appropriate decisions based on their cultural learning


200.C. Culturally-responsive educational programs & institutions provide students opportunities to learn the Blackfeet Language.

A school that meets this Blackfeet Cultural Standard are able to:

200.C.1-Provide language immersion opportunities for student who wish to learn the Blackfeet language.

200.C.2.-Offer courses that acquaint all students with the Blackfeet environment, history, culture, language, & contemporary status.

200.C.3-Make available reading materials & courses through which students & teachers can acquire literacy in the Blackfeet


200.C.4-Provide students with adequate resources & instructors who are knowledgeable of Blackfeet language, history, & culture.

200.D. Culturally-responsive educational programs & institutions have highly trained professional staff who are familiar with the students’ cultural background.

A school that meets this Blackfeet Cultural Standard are able to:

200.D.1-Design professional development opportunities relative to the Blackfeet nation & include all personnel.

200.D.2-Recruit, train, & hire qualified Blackfeet teachers, counselors, specialists, & administrators.

200.D.3-Provide a cultural orientations & other professional development opportunities for new & returning teachers.

200.D.4-Develop & provide opportunities for educators to participate in professional development activities & associations that

help them expand strengthen their cultural knowledge & teaching strategies.

200.E. Culturally-responsive educational programs & institutions provide facilities that reflect the community environment.

A school that meets this Blackfeet Cultural Standard are able to:

200.E.1-Provide an atmosphere that is accommodating & comfortable for Blackfeet tribal members & for all others.

200.E.2-Provide facilities that reflect a culture-based design utilizing Blackfeet culturally-appropriate symbols & other indicators of Blackfeet culture.

200.F. Culturally-responsive educational programs & institutions provide extensive on-going communication & interaction between schools & community representatives.

A school that meets this Blackfeet Cultural Standard are able to:

200.F.1-Hold monthly, quarterly, annual meetings & events to bring together Blackfeet elders, students, parents, teachers, community

members, & school personnel to review & evaluate the educational program.

200.F.2-Provide collaborative opportunities for local, tribal, federal and state deliberation & decision making on policy, program

development, & personnel issues related to the educational program & institution.

300-Cultural Standards for Communities on the Blackfeet Nation

300.A. A culturally-responsive community practices local traditions in its everyday affairs.

A community that meets this Blackfeet Cultural Standard is able to:

300.A.1-Establish & provide Blackfeet elders with a place of honor in community functions.

300.A.2-Model appropriate behavior in the daily life of the community.

300.A.3-Organize & encourage tribal members & others, of all ages, to participate in regular community-wide, family-oriented functions

300.A.4-Continuously incorporate & reinforce traditional cultural values & beliefs in all community functions.

300.B. A culturally-responsive community supports & encourages the use of the Blackfeet language.

A community that meets this Blackfeet Cultural Standard is able to:

300.B.1-Include the Blackfeet language in all teaching of cultural knowledge and traditions.

300.B.2-Support Blackfeet language immersion camps & gatherings for all ages to gain insight into the traditional ways of the

Blackfeet people.

300.B.3-Encourage the use of the Blackfeet language in everyday events & in printed materials.

300.B.4-Support teacher training programs that prepare teachers to teach the Blackfeet language.

300.B.5-Help in the preparation of Blackfeet language curriculum resource materials.

300.B.6-Provide Blackfeet speakers for the translation of the language in public meetings.

300.C. A culturally-responsive community takes an active role in the education of all its tribal members.

A community that meets this Blackfeet Cultural Standard is able to:

300.C.1-Encourage broad-based participation of parents in all aspects of their children’s education in school, at home, & in the


300.C.2-Encourage participation by community members & the Blackfeet Tribal Business Council in reviewing all laws & policies that

impact the education of their children.

300.C.3-Support members of the Blackfeet community who wish to pursue further education to assume teaching & administrative

roles in the educational institutions & programs.

300.D. A culturally-responsive community nurtures family responsibility, a sense of belonging & cultural identity.

A community that meets this Blackfeet Cultural Standard is able to:

300.D.1-Encourage & utilize traditional child-rearing & parenting practices that reinforce a child’s sense of identify & belonging.

300.D.2-Create a supportive environment for youth to participate in local affairs & acquire the skills to be contributing members of the


300.D.3-Encourage participation in Blackfeet tribal elections & other tribal political, social & legal venues.

300.E. A culturally-responsive community assists teachers in learning & utilizing Blackfeet cultural traditions & practices.

A community that meets this Blackfeet Cultural Standard is able to:

300.E.1-Sponsor community camps & cultural orientation programs for new teachers to learn about the cultural expectations &

traditional practices of the community.

300.E.2.-Encourage teachers to make use of the facilities & expertise in the Blackfeet community & demonstrate that education is a

community-wide process involving everyone as teachers.

300.E.3-Promote & provide resources that include cultural knowledge in the educational curriculum.

300.F. A culturally-responsive community contributes to all aspects of curriculum design & implementation in the local educational institutions.

A community that meets this Blackfeet Cultural Standard is able to:

300.F.1-Take an active part in the development of the goals & content of the educational programs that serve the Blackfeet Nation and

encourage local members to serve on boards & committees.

300.F.2-Promote interaction between students & the Blackfeet Elders’ Council to document & preserve traditional knowledge.

400-Cultural Standards for all Students on the Blackfeet Nation

400.A. Culture-based students have a strong foundation in the cultural heritage & traditions of their community.

Students who meet this Blackfeet Cultural Standard are able to:

400.A.1-Recognize themselves as members of the Blackfeet community & take on the responsibility to actively participate as a

Blackfeet community member.

400.A.2-Express their knowledge of the traditions, as well as the oral & written history of their family.

400.A.3-Practice their traditional responsibilities to the surrounding environment & reflect on the important role the Blackfeet language

plays in fostering a sense of who they are & how they understand the world around them.

400.A.4-Honor & respect knowledge that has been derived from a variety of traditional & contemporary cultural traditions & sources.

400.B. Culture-based students are able to build on the knowledge & skills of the Blackfeet cultural community & achieve personal & academic success throughout life.

Students who meet this Blackfeet Cultural Standard are able to:

400.B.1-Research & acquire insights & respect for other cultures while maintaining the integrity of their own cultural traditions.

400.B.2-Make use of the knowledge they possess about their cultural traditions, skills, & language.

400.B.3-Make constructive contributions to the governance of their community & the well-being of their families.

400.B.4-Live a life-style through which they are able to maintain their social, physical, intellectual, spiritual well-being & are able to

function effectively in a variety of cultural settings.

400.B.5-Attend elders’ conferences & gatherings to experience & respect the interactions of Blackfeet elders in expressing themselves

& addressing issues or concerns.

400.C. Culture-based students are able to engage effectively in learning activities that are based on traditional Blackfeet teachings.

Students who meet this Blackfeet Cultural Standard are able to:

400.C.1-Continue to acquire in-depth cultural knowledge & wisdom through active participation in cultural events & meaningful

interaction with Blackfeet elders.

400.C.2-Participate in & make constructive contributions to the learning activities that are associated with Blackfeet traditions.

400.C.3-Hold Blackfeet elders in the highest esteem for their role as culture educators & experienced historians in the Blackfeet


400.C.4-Obtain oral & written history from elders, schools, & community members to be interpreted by the Council fo Elders for

appropriate cultural meaning & importance.

400.C.5-Acquire & utilize appropriate sources of cultural knowledge to find solutions to everyday problems.

400.D. Culture-based students demonstrate an awareness & appreciation of the relationships & processes of all elements in the world around them.

Students who meet this Blackfeet Cultural Standard are able to:

400.D.1-Recognize & build upon the inter-relationships that exist among the spiritual, natural, & hum realms in the world around them,

as reflected in their own beliefs, cultural knowledge, cultural traditions.

400.D.2-Recognize the traditional science of ecology, geography, & other facets that affect the world they live in.

400.D.3-Recognize how & why some beliefs & traditional ways change over time.

400.D.4-Understand the changes that occur when different cultural systems come into contact.

400.D.5-Determine how cultural values & beliefs influence the interaction of people from different cultural backgrounds.

400.D.6-Clarify & express their personal values & compare them to traditional Blackfeet values.

400.D.7-Model behaviors that are consistent with their personal values & beliefs.