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Native American Parent Advisory Committee wins board concurrence; program highlights and recommendations presented
Summary
The board accepted a resolution of concurrence from the district’s Native American Parent Advisory Committee (NAPAC), which reviewed American Indian Education Program services, enrollment growth and parent needs and offered four recommendations for curriculum, professional development and targeted supports.
The school board voted Feb. 10 to accept a resolution of concurrence from the district’s Native American Parent Advisory Committee (NAPAC) after a presentation on the American Indian Education Program and NAPAC’s recommendations for the coming year.
Program overview and enrollment Program coordinator Lisa Turgeon and Director of Equity and Inclusion Virgil Jones presented the American Indian Education Program’s mission, funding sources and services. Turgeon said ISD 196 serves 585 state‑coded American Indian students representing 66 tribal nations, up from roughly 300 students when she began in 2017. The program is supported by state funds through the Minnesota Department of Education and the federal Title VI Indian Education formula grant.
Services highlighted included cultural family advocates, in‑school student groups, family engagement events (family math and literacy nights), cultural enrichment (drum and dance classes and a lending library of Native‑authored books), language learning subscriptions and college‑and‑career readiness activities including ACT prep and campus visits (including a tribal college visit to Red Lake Nation College’s Minneapolis site). The program also hosts an annual graduation honoring (May 17) and participates in the South of the River powwow (May 3).
NAPAC recommendations NAPAC chair Nicole Lone Tree Brovold presented the committee’s vote of concurrence and four recommendations for district action in 2025–26: 1) Increase integration of Indigenous curriculum and expand Native‑authored books across grade levels and media centers. 2) Strengthen professional development so instruction and achievement staff are proficient in Indigenous education, with district staff leading PD for elementary and secondary teachers. 3) Develop a needs assessment at Title I schools to identify barriers affecting Native students and gather community input for targeted strategies. 4) Pilot Dreamcatcher Project professional development at targeted sites to address over‑representation of Native students in special education and to improve collaboration between Indian Education and special‑education staff.
Board action A motion to accept the resolution of concurrence was made by Robin (Board member) and seconded by Leah (Board member). The motion carried on a 4‑0 vote.
Ending Board members praised the program and the recommendations; district staff described ongoing Dreamcatcher Project work pairing Indian Education and special‑education staff and flagged the May events. The presenting team invited board members to the May 3 powwow and the May 17 graduation honoring.
