by
Clennon E. Sockey∗
You should know that I am pleased to be here and to be a part of this group. While my most recent assignment has been serving as an administrator in the public schools of California, it is a pleasure to return to the Bureau of Indian Affairs and the education program. You should also know that I am aware of the great progress which has been made in Bureau education and I am proud to be associated with it, and with you. It is my hope that by working together we can in the future accelerate this progress even more. I might add that Commissioner Thompson and Secretary Morton also have a keen interest in this progress.
It is my hope that we can get together regularly to exchange ideas, relate problems, and progress and plan together; and that these meetings will always be reflective of your needs. Also, I hope and plan that items which arise and need resolution at these meetings, or in the regular course of business, can be settled with dispatch. Please be assured that the highlight .of this and other meetings will be when you give your reports and the discussion of problems and situations; or when you tell me what is on your mind.
Recently, I attended the meeting in San Francisco with many of you where the report and recommendations of the National American Indian Women's Association were discussed. I am looking forward to hearing from you the steps we can take to implement these recommendations.
When I came to this assignment on June 10, 1974, I found a number of things which have claimed my attention.
First, I found a Central Office in the process of being realigned. The purpose of the realignment was to take the Central Office out of operations and to put it in the role of furnishing policy and guidance to the operating units. In Education, such a role would be similar to the way State Departments of Education operate. You should know that I believe in this concept and will do my best to make it work. In fact, it is my belief that this is the role that a Central Office should perform.
In my contacts with tribal groups and others who come to the Central Office, my practice is to listen carefully and suggest that contact be made with the appropriate Area Office involved. At the same time, we, as a total organization, do not want to be placed in the position of being unresponsive to their needs. In this, as well as all other matters affecting the tribal groups, we need to be in close contact and to perform in a coordinated, responsive manner.
Also, I found an educational budget in the legislative process which had increases for
∗ Dr. Sockey is the Director of Indian Education Programs for the Bureau of Indian Affairs, Washington, D. C.
The above presentation was given at a Conference held for the Assistant Area Directors for Education in Albu- querque, New Mexico, September 1974.
Higher Education, Adult Education, the Johnson O'Malley Program and School operations. While some of the increases are substantial, please understand that I fully appreciate that inflation has already and continues to take its toll. We need careful planning so that every dollar is fully utilized to benefit Indian students.
Please be aware, also, that my goal has been to "get money to the field." In line with this, there is no unallotted reserve in Washington. All should be advised of this so that there are no expectations of getting special projects funded from the Central Office. Also, as you know, the Bureau, unlike the U. S. Office of Education, is not a granting agency but rather gets its appropriation for particular purposes.
The outlook on the Title I program is good. Title I funds available will exceed those for last year and will continue to be a vital part of the educational program. Also, I am aware of the problems that have occurred because we are unable to get an increased position ceiling for the employees in the Title I program. They continue to serve in temporary positions, even though this does not benefit them or the program in progress. While I am aware of this, no solution to the problem is on the horizon. As you know the position ceiling, in general, is a major problem.
Regarding USOE, the Education Amendments of 1974, under Part B, Education of the Handicapped, Grants to States for Education of Handicapped Children, Sec. 611 (d) reads as follows:
"(d) The Commissioner is authorized for the fiscal year ending June 30, 1975, to make payments to the Secretary of the Interior according to the need for such assistance for the education of handicapped children on reservations serviced by elementary and secondary schools operated for Indian children by the Department of the Interior and the terms upon which payments for such purposes shall be made to the Secretary of the Interior shall be determined pursuant to such criteria as the Commissioner determines will best carry out the purposes of this part. The amount of such payment for any fiscal year shall not exceed 1 percentum of the aggregate amounts to which States are entitled under subsection (b) of this section for that fiscal year."
The interpretation that we place upon this statement is that the BIA is now included as a full participant in the Education of the Handicapped Act. This is something for which we have been striving since 1968.
BILINGUAL EDUCATION
Bilingual education is a teaching-learning mode which demands ever-increasing attention from educators of Indian youth. Though it had its beginnings as early as the turn of the century, the last ten years saw bilingual education develop as a major thrust in schools serving members of minority groups. The Elementary and Secondary Education Act of 1965 turned the tide of official United States policy from one "English only in American schools"
to the policy expressed in the following quote from the Education Amendments of 1974 signed by President Ford the week of August 19, 1974. "The Congress declares it to be the policy of the United States, in order to establish equal educational opportunity for all children, to encourage the establishment and operation, where appropriate, of educational programs using bilingual educational practices, techniques and methods." The Bureau of Indian Affairs estimates at this time that 70% of the children in its schools find themselves in a situation in which bilingual education is "appropriate." In the last five years approximately 14 million dollars have been directed to bilingual education in BIA schools. In the next five years we expect to triple that amount from various sources of funds.
JOHNSON O'MALLEY FUNDS
Next, I found a need to clarify the uses for Johnson O'Malley fund. There was disagreement in what the code of Federal Regulations and the BIA Manual should state in this regard. As a consequence of a series of meetings involving not only members of Congress and Indian organizations, but even the National Educational Association, new regulations have been adopted and a manual release is in preparation which will contain essentially these changes which will be discussed at length at this conference:
A. The new regulations remove the trust land requirement, but continue to serve Indian students who are eligible for other Bureau of Indian Affairs services (on or near
reservations).
B. The new regulations set very strict requirements for basic support (operational) funding, and then provide for additional special need funding. The funding is broken into these two specific categories, so that there can be no question of eligibility to receive funds. Also, the new regulations will comply with the Congressional mandate to offer equal educational opportunities through equitable distribution of funds.
C. An Indian Education Committee, selected by Indian parents will assess the needs of the Indian students, and have full authority to approve or disapprove programs designed to meet the special needs.
D. Under the new regulations, the Indian Education Committee may operate special need programs (tutorial, remedial, preparatory, etc.) outside the regular school program. These activities must be related to the regular school program, and designed to help the Indian student to take full educational advantage of the regular school program.
E. Accountability—The new regulations have been reviewed by Audit and Review and BIA Contract Offices. They provide for full fiscal and program accountability, through a system of monitoring, auditing, and evaluation.
STUDENT RIGHTS AND RESPONSIBILITIES
Next, I found that a committee, which included representation for this group, had done important work on Students Rights and Responsibilities. The final product is a plan and
a process which not only gives rights protection to students, but provides an educational process and opportunity which makes the rights and responsibilities meaningful. The new guidelines will furnish policy guidance and a program framework to you. The framework will be completed at individual schools, hopefully with maximum student and parental participation. Also, rights and responsibilities will become a vital curricular matter at every school. According to representatives of the American Law Association and The National Association of Secondary School Principals, the work done in student rights and responsibilities is outstanding and could serve as a "model" across the country. To my way of thinking, that is the position BIA Education should occupy—showing the way to the rest of the country.
In relation to policy and guidance, as you all know, much of the material found in the Bureau of Indian Affairs Manual dates back to the early 50's. Some of the current material is timely but some whole sections have outlived their usefulness.
ORGANIZATIONAL MANUAL REVISION
We are, as a consequence, undertaking a systematic review and revision process with respect to the Manual. In the near future, you and members of your staff will be asked to review a tentative outline for the proposed Manual organization. Please compare it with the present Manual and make any suggestions which you feel would help to provide the most usable organization for the education section. Of course, it goes without saying, that a current usable Manual will be of much help to all in the Education program.
CONSTRUCTION PROGRAM
Another important development is the long-range construction program planning now underway. We are endeavoring to develop construction criteria and policy which should be of much help in fixing priorities. We want to use this opportunity to establish Bureau and Departmental positions regarding students now in public school and to get guidelines developed for potential Indian schools which are now in the private or parochial sector. SCHOOL ENROLLMENT
Enrollment in Off-Reservation Boarding Schools is declining. On a one-year pilot basis, the Intermountain Indian School facilities will be considered as being available for all eligible students no matter where they live. This has been done as an interim arrangement pending the report and recommendations of the All-Indian Study Group considering use of the Intermountain facility. I look forward to the discussion of the decline in off-reservation boarding school enrollment for your area and the implications as you see them.
SECRETARIAL OBJECTIVES ON MANAGEMENT
Management by Objective is receiving much attention throughout government. It is being widely used in the Department and the Bureau. In line with this, there is much interest
in the Secretarial Objective which states:∗ "By the end of FY 1975 at least one-fourth (50) of the Bureau schools will operate under the management system chosen by those served by the school."
You should know that the Secretary is following developments in this objective with much interest. A similar interest is held throughout the Department and Bureau. The other day I testified before Senator Kennedy's Committee and he, too, voiced his interest and concern.
I am aware that meetings have been held with tribal groups in Anadarko, Juneau and Aberdeen. Aberdeen has developed its overall plan for accomplishing its objective. The reports received indicates that the training material is proving of value to you. This is gratifying.
You can be assured that you are being observed nationally concerning your role in accomplishing the Secretarial Objective. Further, I am confident that under your leadership and guidance, tribes and communities will have a chance to undertake a comprehensive needs assessment leading to greater participation in program planning. Most important, the tribes and/or school boards of at least 50 schools will have a chance to make an informed choice on the management system for continued operation of the school—be it contract or private, public, or continued Federal.
There has been similar progress in accomplishing the Commissioner's objective on Accountability. The review of educational goals by Indian people has been completed. This provides consensus as to the direction in which the Bureau's educational program should move nationally. You have reviewed the Bureau's educational objectives proposed for inclusion in the BIA Manual which gives current, timely direction for national efforts.
EVALUATION
We are endeavoring to strengthen evaluation, as an essential ingredient in achieving improved accountability. This will make it possible to know where we are in moving toward these objectives. Efforts are underway to obtain evaluation data required by educational decision makers.
In order to achieve the Commissioner's objective, we must pay particular attention to curriculum development and publication of a series of curriculum bulletins. Finally, fund equity, tied to pupil and program needs, is a vital ingredient and attention is being given to this.
CONCLUSION
In the last few minutes, I have endeavored to cover some of the major developments
∗ Since delivering this talk, the BIA has been notified that President Ford has selected the school management
in Indian Education from a national standpoint. Certainly, I, like you, realize that the main goal of all these efforts is the provision of quality education programs which focus on the students and their needs. It is my firm belief that in working together with the students, their parents, and tribal leaders we must continue to keep the emphasis on an educational program of the highest quality. By doing this, we will provide the students the opportunities, so that they can decide what they want to do in the future.
As I view this group it is my firm belief and expectation that students will be provided educational programs of top quality. I look forward to working with you.
In closing, I would like to discuss with you a philosophy that was developed by a very, very successful business man, Paul J. Meyer. He calls it the Million Dollar Personal Services Plan and has found that it does work with many, many people with whom he has tried it. He believes that people of all walks of life can be successful and can make life work with and for them, if they will dedicate themselves to five simple principles:
1. Think through until you have a goal to achieve. Develop this carefully
and state it to yourself in clear and simple terms. First, though, set your
goal.
2. Then, develop a plan that you can follow in order to achieve the goal.
3. With the goal in mind and the plan of attack developed. Let a desire emerge that will provide the power needed to achieve the goal. Having a desire to achieve is as important as any part in the plan.
4. Never look back and never let defeat enter your thinking. Look forward and seek ways and means to achieve your goal.
5. Have a dogged determination to achieve your goal.
I know that each of you at this conference will do your part to assist Indian children to gain a high quality education. I also know you understand the Million Dollar Plan can be helpful toward getting Indian children/youth to do for themselves. It has been a pleasure meeting with you and I look forward to working with you in the coming school year.
A NATIONAL ACTION FOR SPECIAL NEEDS