The American Indian education program presentation was a focal point of the meeting. Madison McKini, the American Indian Education Specialist, along with Marlene Bagwart and Kelly Sunquist from the American Indian Parent Advisory Committee (APAC), introduced a range of initiatives supported by a grant from the Minnesota Humanities Center. These initiatives included the “dream catcher project,” which has improved the identification and support of American Indian students within the district.

An essential aspect of this effort is the focus on oral storytelling and cultural identity, which are deeply embedded in the educational approach. The presentation included a discussion on the National Advancing Indigenous Science and Engineering Society Youth STEM Day, where students participated in STEM activities while connecting with their cultural roots. This event, featuring 15 dancers, drew a larger audience than in previous years.

The speakers highlighted a “virtues and action day,” responding to student concerns with sports performance. This initiative emphasized leadership and resilience, featuring talks from NCAA Native American athletes who underscored the significance of cultural identity in educational settings. Partnerships with organizations like Native Women Run were also emphasized, fostering community among Indigenous women and promoting educational success.

Kelly Sunquist shared insights into the APAC’s efforts to strengthen community ties, describing the committee as an extended family due to shared activities and frequent interactions. A notable change in APAC meetings was the shift to healthier, culturally relevant food options, such as wild rice and bison. The “culture trunk project” was another key initiative, intended to provide teachers with resources that align with state standards. This project aims to be implemented in all schools by 2027.

The board expressed strong support for these initiatives, acknowledging the importance of embedding cultural identity in education to help students maintain their cultural backgrounds within their learning experiences. The gratitude for these efforts was shared among board members, who recognized the increased visibility and significance of the partnership with the American Indian community.

Following the cultural education discussion, the board’s attention turned to a school report from Eagle Ridge Middle School. The principal, along with staff, outlined school improvement efforts focused on reading, attendance, and data utilization. The principal emphasized a systems approach to improvement, incorporating tier one and tier two instructional strategies to support students at different levels. Data played a role in informing these strategies, with a goal of achieving typical or aggressive growth in 80% of students through the use of data-driven instruction and intervention programs.

The presentation on instructional support highlighted the implementation of the Amplify curriculum in eighth-grade science, emphasizing student engagement through Claim, Evidence, and Reasoning (CER) essays. This structured approach aims to prepare students for high school by developing their ability to articulate scientific conclusions clearly. Tier two interventions, particularly the “what I need” (WIN) time, were discussed as a method to provide tailored support and enrichment opportunities for all students.

The meeting also addressed attendance issues, with the implementation of an attendance team to identify and address absenteeism. This team works with advisory teachers to communicate with families and uncover the reasons behind absences. The board recognized the individual nature of family circumstances and the need for creative strategies to encourage school attendance.

In the business portion of the meeting, the board unanimously approved the American Indian Parent Advisory Committee’s recommendation for compliance with Minnesota statutes on educational equity for American Indian students. A joint powers agreement with Dakota County for childhood vaccinations was also introduced and approved, facilitating access to vaccinations within school settings. Additionally, the board approved a marketing agreement with district administrators, including adjustments for recognizing doctoral degrees and other qualifications.