The Jibway Education Program took center stage as the board explored its strategic directions, which aim to enhance cultural leadership, expand curriculum offerings, and foster inclusive events and language revitalization within the district. Jessica Babrowski, the program coordinator, highlighted the program’s objectives, which include creating healing spaces for students and their families, considering the historical traumas they have faced. Emphasizing collaboration with district-wide efforts, Babrowski underscored the importance of a culturally fluent district and shared the excitement of adding a part-time staff member in Big Fork to support these initiatives.

A notable element of the discussion was the program’s funding, which includes state and federal support. The achievement integration grant was highlighted as a critical source, funding positions focused on addressing the needs of Native American students, particularly in the realm of special education. The program employs cultural observations to ensure that assessments are culturally sensitive.

Family engagement emerged as a crucial component, with numerous family nights organized to encourage community involvement. The American Indian parent advisory committee guides grant applications and program direction. These efforts are complemented by advocates who serve as liaisons, bridging the gap between families and the school system, and ensuring students receive necessary support.

Data presented at the meeting shed light on academic achievements, revealing that the district’s American Indian students perform relatively well compared to peers in other districts. Despite this, challenges remain in attendance rates and the continuity of cultural education, particularly as students transition from elementary to high school. A parent expressed concerns about the perceived gap in cultural education from fifth to sixth grade, questioning the consistency of allowing students to miss class for cultural lessons, similar to allowances made for band lessons.

Parallel to cultural programming, the board delved into enrollment and funding issues. The district has expanded its voluntary prekindergarten (BPK) offerings, resulting in increased state aid eligibility. However, the October enrollment count, which influences various funding sources, revealed discrepancies in the number of students, particularly concerning the completion of educational benefit forms by families. The percentage of free and reduced students dropped from 48% to 38%, raising concerns about the accuracy of these figures.

High school enrollment figures also reflected fluctuations, with significant student withdrawals and transfers impacting final numbers. A net gain of just 101 students through open enrollment was reported. This decline correlates with the rise of online schooling options, which have facilitated student enrollment outside the district. The board acknowledged the need to adapt to this changing educational environment, with suggestions to enhance online learning offerings and improve outreach to families considering alternative schooling.