Once you form your parents group, you must decide which issues are important to you. Below are excerpts from resolutions that other Native groups have used to determine educational standards. (These examples have been culled from many different resolutions found at the National Congress of the American Indian at www.ncai.org) Choose from these or write your own.

In order to make your resolution work for you, you must attend and be vocal at school board meetings, and insist on being involved in Impact Aid meetings and Indian Education meetings, especially when those who are involved in the Indian Education Committees have been selected by the school administration rather than the tribe.

When  issues  involving funding are brought up at these meetings, request that no decisions are made without approval of the Parents Committee.  If these demands are treated with disregard by the school board, file a complaint with the Office of Civil Rights as well as with the Department of Education, Office of the Inspector General.  (see Filing Your Complaints for contact info.)

If the school refuses to recognize your Parents Group, contact the Community Resolution Service at the Department of Justice and the Office of Civil Rights.  Let them know the decisions are being made by people who are not hearing the voices of the people.

Resolution Excerpts:

Now, Therefore be it resolved

Whereas the children of the (tribe, community) being federally recognized or state recognized, attend the (your) school system in grades K-12

Whereas (Your school) does not meet the unique needs of the tribal children

Whereas it is clear that the improvement of educational opportunities for all children is a major presidential initiative through the Leave No Child Behind Act

Whereas Impact Aid funds are not being used to the advantage of the Indian children

Whereas some Indian children do not perform well on state tests because they are not culturally relevant

Whereas it is important that appropriate use of educational material and curriculum be a part of educational assessment of American Indian students

Whereas the school has been insensitive in determining the cultural norm for behavior of American Indian students

Whereas we recognize the importance of relevant Native American curriculum in all grades k-12 , which helps all students when they learn the history, culture and contemporary issues of American Indian people

Whereas the current issues facing Native people cannot be addressed and strategies for solutions cannot be found unless both Indians and non-Indians have an understanding of the history, culture and contributions of American Indian people

Whereas a quality education should be expected as a basic part of education for all American students

Whereas many students who enter school as freshman are not graduating from high school and as a result face barriers that limit their opportunities

Whereas there is a wide disparity in educational achievement between Indian and non-Indian students in many public schools as evidenced by the drop out rates

Whereas this is an unacceptable level of graduation of American Indian students

Whereas the Indian people have not had a voice in the education of their children

Whereas the majority (or many) of students are Indian or of Indian descent, we recognize the importance of having teachers and role models in school that reflect the student population

Whereas education of our Indian youth is one of the most fundamentally important of all obligations of the US to Indian people, as stated in treaties, Federal statutes and federal policy

Whereas among the many needs of Indian tribes throughout the US, education of our youths is among the most important and

Whereas the US, through the Bureau of Indian Affairs, has historically devastated tribes through the boarding school experiences by punishing and prohibiting tribal languages, culture and religious ceremonies, the tribe now wishes to halt these practices and policies

Whereas tribes have the right to have oversight, to establish tribal education standards, preserve language, culture and history

Whereas the authority of all tribes to regulate every aspect of education on behalf of their tribal members is explicitly affirmed by Federal law,  PL 100-297 is pertinent:  "In carrying out its educational mission the Secretary of Indian Affairs through the director shall 'insure that Indian tribes' fully experience Self-determination and control planning, priority setting, development, management, operation, staffing and evaluation in all aspects of the educational process." PL 100-297, Title V Sec 5106:  "In carrying out its Educational Mission for the secretary of Indian Affairs through the Director shall ... encourage and defend the Right of Tribes to govern their internal affairs in matters relating to education."

Whereas we recognize that resources must be dedicated to eradicating racial discrimination, hostility and disparate treatment in our nation's Public Schools ensuring that all students are in an environment that is fair and conducive to learning, thereby increasing the achievement and attrition of American Indian students

Whereas we have filed complaints with the Office of Civil Rights alleging unfair treatment, discriminatory practices and open hostility towards American Indian students as evidenced by alarming suspension rates, expulsion and exclusion rates, disproportionately harsh practices, high numbers of law enforcement referrals and disproportionately low graduation and success rates for Indian students.

Now, Therefore, let it be resolved that the (your) tribe does hereby support that all Indian students must be treated equally and fairly; that the nations government must identify as a national moral and fiscal priority the fair and equitable treatment of Indian students and that the school must be devoted to eradicating the discriminatory treatment received by Indian students.