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Dayna Brave Eagle

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Dayna Brave Eagle

Oglala Sioux Tribal Education Director

Wanbli Ohitika Win, is the daughter of Ehanamani (Dr AC Ross) and Wakan Mani Win (the late Dorothy Brave Eagle); she has dedicated the last 38 years to Indian Education, serving several tribal communities. For the last 16 years she has served as the Tribal Education Director for the Oglala Sioux Tribe.

A third-generation educator, Dayna earned an AA degree from Haskell Indian Junior College, BS degree from Dakota Wesleyan University, and Master’s Degrees from South Dakota State University and the University of Sioux Falls.

Proudly she continued the family tradition of being in education. She serves on the South Dakota Equity in Education Coalition, the South Dakota Indian Advisory Council and Board Member of Commission of the Oceti Sakowin Accreditation.

Her guiding belief: “It is time for us to assert our authority in Educational Sovereignty; our children are our greatest resource.”

Most importantly, she is the proud grandmother of Kaleb, Kingston, Hendrix, Nirvana, Kiedis, and Lennon.

Outcomes:

Groups became increasingly unified, exhibiting a shared commitment to healthy norms, and actively encouraged peers in help-seeking behaviors, fostering a supportive environment where every member feels valued and understood.
Social Network Health's interactive training fostered an even more dynamic relationship network. Within these groups, vulnerable members can draw strength from adaptive members, leading to more changes in who they identify as valued connections.
Schools have reported significant improvements in various metrics, including increased daily attendance, higher graduation rates, enhanced identification of Trusted Adults, greater willingness to seek help, and improved connectedness among students and staff. Additionally, school disciplinary issues have notably declined, reflecting the program's positive impact on the school climate and student well-being.

Network Enhancing Facilitation Strategies

Creating an environment for collaborative learning to develop protective strengths and networks through:
  • Peer to Peer Learning
  • Personal Meaningfulness
  • Active and distributed Format
  • Authentic Connection

From Individual To Group Focus

  • Moving from a focus of individual skills to recognizing and developing group strengths.
  • Reflecting on how group strengths benefit individuals and the group.
  • Extending these benefits to the larger group.
  • Supports formation of key relationship and culture Intentional scaffolding.