Wisconsin's Circles of Reflection (CoR) addresses early learning challenges and opportunities for American Indian or Alaskan Native (AI/AN) children and families. Developed by the National Comprehensive Center's Native Education Collaborative, CoR engages state, tribal, and local education agencies in cycles of issue discovery, stakeholder engagement, and implementation planning to provide high quality, motivating educational experiences that improve Native students' academic attainment. Recognizing historical inequities, Wisconsin's Act 31 requires K-12 educators to build knowledge on Tribes in the state so that they can accurately teach about these Nations and their sovereignty. Despite Act 31, challenges still exist. Non-Indigenous educators, policy makers, and leaders have difficulty entering authentic partnerships to improve Native student education due to insufficient knowledge and capacity concerning tribal history, culture, and sovereignty. CoR provides a way to address these issues by honoring the expertise and sovereignty of Native educators while deepening DPI's understanding of critical aspects of Native student education. The project's ultimate goal is to develop a more collaborative relationship between the Nations, the educators instructing their students, and the Department of Public Instruction (DPI), leading to concrete improvements for students. This report examines how CoR's multi-jurisdictional approach can be part of long-term, structural changes in how Wisconsin engages with Wisconsin's 12 Tribal Nations to address systemic gaps and historic inequities.