The John McCoy (lulilaš) Since Time Immemorial tribal sovereignty curriculum Train-the-Trainer Professional Development is an intensive, hands-on learning experience designed to build the capacity of educators to confidently implement the John McCoy (lulilaš) Since Time Immemorial curriculum in their classrooms and schools. Delivered in partnership with Washington State's federally recognized tribes, Education Service Districts, and Higher Education partners, the training centers tribal voices, knowledge systems, and educational sovereignty throughout.

The training is structured around grade-band tracks: Elementary, Middle School, High School, and Administrative/Leadership each facilitated by JMLSTI Train-the-Trainer Specialists, ONE staff, and tribal curriculum developers Participants will develop and strengthen their knowledge in facilitating place-based, inquiry-driven learning, hands-on lesson planning, unit development, essential question integration, and the development of ready-to-use instructional materials.

The training will cover the three approaches to the John McCoy (lulilaš) Since Time Immemorial tribal sovereignty curriculum:

An inquiry based approach with 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 who did not "negotiate" 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. What are ways in which Tribes respond to the threats and outside pressure to extinguish their cultures and independence?
5. What do local Tribes do to meet the challenges of reservation life; and as sovereign nations, what do local Tribes do to meet the economic and cultural needs of their Tribal communities?

A place-based approach. Our approach encourages teachers and students to address the essential questions in the context of tribes in their own communities.

An integrated approach. Teachers choose how much time to spend on tribal sovereignty content to complete their units throughout the year. The integrated approach provides three levels of curriculum for each of the OSPI-recommended social studies units, each level building on the last. Tribal sovereignty lessons are aligned to the Common Core State Standards for English/Language Arts. Where appropriate, units build toward successful completion of Content Based Assessments (CBA).