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Fremont 25 staff and trustees review Native student data, set cultural identity and professional development as grant priorities
Summary
District trustees reviewed American Indian/Alaska Native enrollment and YTOP assessment results, heard disparities in graduation and proficiency rates, and prioritized culturally responsive programs and professional development in next-year grant planning.
Trustee Roy presented district data on American Indian and Alaska Native students and results from the Wyoming Tests of Proficiency (YTOP), telling the board the district’s average daily membership was “around 2,300” and that the self‑identified Native student count for the year was “710.”
Why it matters: trustees and administrators said the numbers show a persistent achievement gap as students move into middle and high school, and the district intends to use its upcoming grant funding to emphasize cultural identity, culturally responsive instruction and staff professional development.
Roy walked the board through three different counts used for federal and program reporting, saying 620 students were counted for Title VI purposes and 647 were counted for the Johnson O’Malley (JOM) program because JOM does not require a completed Form 506. “Some of our parents who fit that qualification choose not to submit a 506 form, and we're not able to count them,” he said.
The presentation included graduation and proficiency figures the board asked to track. Roy highlighted the 2024 four‑year graduation rate for students identified as American Indian or Alaska Native (reported in the packet as 28.6 percent) and contrasted that with the majority of two‑or‑more‑race graduates, noting many of the two‑or‑more‑race graduates also identify as Native. He said district ELA proficiency for Native students was about 32 percent in elementary grades and roughly 27 percent in ninth and tenth grades; math proficiency for Native students was lower than district averages, consistent with historically observed trends.
Stakeholders at the district’s public hearing ranked priorities for the grant. Roy said priority objectives included “increase knowledge of cultural identity and awareness” and that the top activities were culturally responsive academic enrichment and culturally responsive professional development.
The board discussed how these priorities will feed next year’s grant budget and professional development plans; Roy said the district has set aside funding in next year’s allocation to send more staff to professional development so “we have staff who are more trained and better equipped to meet the needs of our Native students.”
Trustees thanked the committee and administrators for compiling the data and invited community members to the district rendezvous powwow Friday, which Roy noted would include a hoop dancer performance.
The presentation was provided for board review; no formal action was taken during the meeting.
