BPS-Indigenous Education Department

Welcome back to a new school year! We want to extend our heartfelt thanks to our students, teachers, staff, families, and community members for the time, care, and support you bring to our schools each day. We are grateful for the connections and relationships that help our students learn, grow, and feel supported. Thank you for being part of our school community and for all that you do to make a difference. We look forward to a wonderful year of learning, connection, and shared experiences together!

Watch over the children, our wakaŋ yeja. They are precious to us, to their families and ancestors who watch over them. Show them they are safe wherever they walk. Blanket them in calm and contentedness. Show them they are loved, that they matter and are worthy of all things good.

Fill our educators with strength, love and empathy. They have a whole year to impact on the deepest level, and power to create positive narratives daily.

Pour patience, strength understanding and positive energy into our families. Some face hard times more than others. Create space for them to reach out to build community so they do not face those silent struggles alone.

Finally, keep our team and work ospiye connected to themselves, their families and their wellbeing as they serve our beautiful community. Awayanké (Protect) and guide their days.

Ohaŋ,

Mitakuye Oyasin

Taŋyaŋ wači yaŋké! (It is good to see you)

My name is Tomi Cimarosti (Fool Bear), and I am an enrolled member of the Standing Rock Sioux Tribe. I come from the Yanktonai/Ihunktowan people.

I was born and raised in the Fort Yates (Long Soldier) and Cannonball Districts.

I have served children, families, and communities in Trauma-Informed Care, Residential Treatment, and Prevention Services for over 20 years. I was welcomed to BPS five years ago, where I provided preventative and restorative practices throughout the district. I now serve as the BPS Indigenous Education Department Director, leading alongside an incredible team in support of our schools, parents, students, and community.

My work centers on strengthening relationships between schools, families, Tribal communities, educators, and the community while ensuring Indigenous students feel seen, valued, supported, and proud of who they are. I work to weave Indigenous perspectives, culture, languages, traditions, and cultural respect into the educational experience. I serve on multiple committees and coalitions to ensure Indigenous voices and perspectives are not forgotten in the shaping of education in North Dakota.

At the heart of my work is a commitment to creating opportunities for students to succeed academically, grow in leadership, and strengthen their connection to culture and community. I believe when students know who they are and where they come from, they are better prepared to lead where they are going.

tomi_cimarosti@bismarckschools.org

Wičhóti wašté — Dakota meaning: a good community.

It is important to remember that change, connection, and healing happen in community. It takes everyone doing their part. The healthier our communities are for our children, Wakaŋ Yezha (sacred little ones), the brighter their future can be.

My name is Chadwick Kramer, and I am from the Standing Rock Tribal Nation. I was born in Fort Yates, with my home community being Cannonball, and I am a member of the Seewalker family.

I am proud to be entering my 12th year with the Bismarck Public Schools Indigenous Education Department.

In my role, I support our school communities by

-Leading circle groups with students and staff

-Fostering meaningful relationships and connections

-Connecting with students and families through support and resources

My goal is to uplift Indigenous voices and create spaces where students and families feel valued, respected, and truly seen.

chadwick_kramer@bismarckschoosl.org

My name is Suzie Golus (Person), and I am an enrolled member of the Standing Rock Sioux Tribe and the Turtle Mountain Band of Chippewa Indians (TMBCI).

Before joining the Indigenous Education Department, I worked with the Monarch Project at Legacy High School for four years. This experience allowed me to build strong relationships with students and families and deepen my commitment to supporting Indigenous youth.

In my role with Indigenous Education, I support our school communities by:

-Leading circle groups with students and staff

-Fostering meaningful relationships and connections

-Connecting with students and families through support and resources

My goal is to uplift Indigenous voices and create spaces where students and families feel valued, respected, and truly seen. Through relationships, cultural connection, and support, I hope to help create a strong sense of belonging for Indigenous students and families throughout Bismarck Public Schools.

susan_golus@bismarckschools.org

Hau mitakuyepi (Hello Relatives),

My name is Donovan Lambert, and I am an enrolled member of the Spirit Lake Nation and a proud U.S. Marine Corps veteran. I currently serve as a Culturally Responsive Coordinator for the South Feeder within Bismarck Public Schools.

My work with youth has been a meaningful part of my journey. I have supported young people through coaching, tribal college positions, and now through Bismarck Public Schools. These experiences have strengthened my commitment to building relationships and creating supportive spaces where students can grow and thrive.

In my role, I support our school communities by:

-Leading circle groups with students and staff

-Fostering meaningful relationships and connections

-Connecting with students and families through support and resources

donovan_lambert@bismarckschools.org

"The Lakota phrase Mitákuye Oyás’iŋ means “All My Relations.” We are all connected: to one another, to the land, and to the generations that came before us and those yet to come."

Boozhoo (Hello),

My name is Annmarie DeCoteau, and I am a proud member of the Turtle Mountain Band of Chippewa. I hold a bachelor’s degree in Elementary Education and a master’s degree in Special Education. Before joining the Indigenous Education Department, I taught at the Ojibwa Indian School in Belcourt for three years and Horizon Middle School for four years.

I am excited to now serve as the Curriculum and Instruction Specialist within the Indigenous Education Department at Bismarck Public Schools.

In my role, I work to support educators and students by helping bring meaningful and accurate Indigenous perspectives into our classrooms. Some of the ways I support our schools include:

-Developing Indigenous-focused lessons and learning activities

-Providing classroom visits and guest teaching

-Vetting and recommending culturally relevant resources

-Collaborating with educators to strengthen culturally responsive teaching practices

-Building relationships with schools, students, families, and community members to foster cultural understanding and connection

My goal is to be a resource and partner for BPS educators and students. I look forward to collaborating with schools, sharing resources and knowledge, and creating learning experiences that honor Indigenous cultures, histories, perspectives, and contributions.

Please reach out anytime if I can support you or your classroom!

Miigwech (Thank you).

annmarie_decoteau@bismarckschools.org

"Mino-bimaadiziwin means living a good life, not just for ourselves, but for those who come after us. Everything we do in life our children will see. It’s up to us to show them a good life."

Orange Shirt Day is observed each year on September 30. It honors the Indigenous children who were taken from their families and communities and sent to residential schools, while recognizing the lasting impacts these schools had on children, families, and generations of Indigenous peoples. The day began with the story of Phyllis Webstad, who had her orange shirt taken away when she attended residential school as a child. For educators, Orange Shirt Day is an opportunity to learn, reflect, and help students understand the importance of truth, remembrance, and reconciliation while honoring the message that Every Child Matters.

https://americanindian.si.edu/nk360/lessons-resources/search-resources?subject=&grade=10&type=

Teaching Native American history, perspectives, and stories is essential in North Dakota because this land is home to sovereign Tribal Nations whose histories are not only foundational to the region, but ongoing and alive today. Understanding the experiences, knowledge, and contributions of the Mandan, Hidatsa, Arikara (Three Affiliated Tribes), Dakota, Lakota, and Anishinabe peoples helps students move beyond stereotypes and textbook summaries toward a more accurate and respectful understanding of the state’s past and present. The hope of this document is to support educators by helping them navigate some of the more challenging questions that may arise from students and families, offering guidance for thoughtful conversations and respectful, informed responses when teaching Native American history and topics.

Resource link: https://www.canva.com/design/DAG_zktA_C0/5TsnYxz83w8POEk3EXpjEA/view?utm_content=DAG_zktA_C0&utm_campaign=designshare&utm_medium=link2&utm_source=uniquelinks&utlId=h5d2498a6b6