Starla Bryan Bilyeu

Webster Middle School – Special Education Emotionally Disturbed/CORE classroom for all grades.

The previous teacher was not able to complete the academic year, I was moved from LD Math, the position, I was hire for, to take over the Emotionally Disturbed classroom the end of February 2023. There were many concerns with the students in this classroom, due to the lack of sincere, caring and strong classroom management.

Academic year 2023-2024, all students that started in the program at the beginning of the academic year, into at least one general education classroom. The majority of the students from 2022-2024 started 2024-2025 in general education classrooms.

Webster Middle School - Special Education Lab Math 7th and 8th grade teacher

Math is an amazing subject to teach, even more so to those that don’t like or struggle with math. The use of experiential, hands-on and project-based methods, leads to better student understanding. When students tell people that math is their favorite subject now and a rise in assessment scores are amazing rewards as their teacher.

• Company Overview: Mary Golda Middle School – 7th grade Science teacher
• Joined a 7th grade teaching team to complete the year after 2 teachers left prior to my taking over the class
• The principal placed me here instead of special education as this group of students were quite challenging
• I applied to Donors Choose, acquired a hydroponic system where my students were able to plant and grow vegetables plants or flowers to take home
• By the end of the year, they were respectful, eager, and engaged learners
• Mary Golda Middle School – 7th grade Science teacher

• Company Overview: Tribally Authorized Charter School – Lawton, Oklahoma
• I intended on staying at OKCPS, but was asked to go to Lawton
• The previous administrator left, and I was contacted by Dr
• Pewewardy to see if could come to Lawton to open the school
• Things that needed to be done immediately were to hire teachers and paraprofessionals for the classrooms and other positions
• Market and recruit students to open the year – we started with approximately 50 students
• Bring the old building up to meet Fire and other Codes
• Make the building habitable for the students, staff and faculty
• Built a fence to keep students from running into streets and keep unwanted people/animals out
• Sought transportation for students to and from school
• Purchased and stocked the kitchen for student meals
• Met with state department of education officials to make sure we met accreditation requirements and for funding
• Dealt with a significant financial deficit left from the previous school leader
• Other issues too numerous to mention
• After the school was up and running, I returned home to my family and back to OKCPS
• Tribally Authorized Charter School – Lawton, Oklahoma

• Company Overview: Webster Middle School– Teacher for Emotionally Disturbed Students
• Worked with students identified as having an Emotional Disability or other challenging situations that negatively affected their or other students learning
• I had every intention of returning to Webster until I received a call to help open a tribally authorized charter school
• Webster Middle School– Teacher for Emotionally Disturbed Students

• Company Overview: Establishing key community partnerships and local support with a common vision for developing Culturally Responsive Indigenous Charter Schools
• The Purpose to increase the number of Indigenous learners prepared and seeking a college education
• Preserve the values, traditions, culture and language of Tribal Nation communities
• Provide an Indigenous vision and perspective for the learner and their education
• Create choice and options for Tribal Nation Communities for learners to have the opportunity for a culturally relevant and responsive education
• Establishing key community partnerships and local support with a common vision for developing Culturally Responsive Indigenous Charter Schools

• Company Overview: self-employed – Researcher and Academic Life Coach
• Contract with American Institute of Research (AIR) to facilitate with research conducted with schools implementing a language program that included the incorporation of indigenous language in the school
• Onsite visits with Yakama Nation Tribal School in Washington, North Slope Public Schools and the Inupiaq in Alaska, STAR Charter School in Arizona
• Developed an Indigenous Academic Life Plan (IALP) format for Indigenous students, families and tribal communities to address educational trauma
• Self-employed – Researcher and Academic Life Coach

Providing educational consultation services by facilitating with the initial efforts toward the founding of a Tribal Charter School in Towaoc, Colorado. Established sponsorship by the Charter School Institute of Colorado so the Ute Mountain Charter School would have sovereignty in school leadership.

• Developed effective improvement plans in alignment with goals and specifications.
• Liaised with Ute Tribe Education staff and the Charter School Institute of Colorado, to better understand tribal needs and recommend appropriate solutions.

Department of Education: Study of the Title III Native American and Alaska Native Children in Schools Program Contract - Federal Grant

As a sub-contractor through the American Institute for Research, worked in teams to study the Title III Native American and Alaska Native Children in Schools Program. As a contracted Team Member, documented and participated in meetings that observed, and interviewed primary grant leaders, teachers and students to assure the intent of the grant was met.

• Developed strong cooperative relationships with research team and school leaders.
• Evaluated customer needs and feedback to document effectiveness of the grant.

Provided Educational Consultation Services through the Indian Education Department, At-Risk Native American Students and their Families to develop Indigenous Student Academic Plans and help streamline Indian Education services.

• Company Overview: Highland Park Elementary Teacher for Emotionally Disturbed Students PreK-5th grades, and then transferred to Indian Education Coordinator
• Developed IEP’s for elementary age students identified as emotionally disturbed (ED)
• Identified and provided accommodations to ED students
• Oversight of four para-professionals providing direct service to students on the ED caseload
• Indian Education: Began a school day tutorial program hiring seven teaching assistants charged with delivering tutorial services to Title VII students
• Presented Cultural relevant information and activities for students and community
• Including sports, academic teams, guest speakers, and field trips to tribes and colleges
• Held a school wide Powwow
• Worked with Tribal Nations to provide academic information regarding students learning and futures
• Worked with Tribal Nations to present educational information to students and families
• Highland Park Elementary Teacher for Emotionally Disturbed Students PreK-5th grades, and then transferred to Indian Education Coordinator

• Company Overview: Social Sciences Advisor for 6 months, Student Success Center Advisor, Taught Study Skills classes, Prospective Student Services Coordinator, and advisor for the American Indian Student Association
• As Social Sciences Advisor, I helped students to enroll in the correct courses that would meet the criteria for a degree and would transfer to a college of their choice after leaving Rose State if that was their intention
• Student Success and Study Skills classes focused on struggling students who needed extra guidance and/or encouragement to become successful in completing their educational goals
• As a recruiter, I was asked by Dr
• Webb, the Student Services Vice President at the time, to recruit Native American students
• It was through this endeavor that trusting and respectful relationships were established with Tribal Nation Education Departments around Oklahoma
• For future recruits I invited Commander John Herrington, Chickasaw, first Native American in space, was invited to speak to 250 (limited due to seating, many more wanted to come) 8th grade Native American Indian students around the state of Oklahoma
• Designed and oversaw two summer camps - Chickasaw and Kickapoo youth - hosted at Rose State
• These events included a culturally relevant presentation from the Physics department
• Social Sciences Advisor for 6 months, Student Success Center Advisor, Taught Study Skills classes, Prospective Student Services Coordinator, and advisor for the American Indian Student Association