Northfield presents updated American Indian education plan, sets attendance and graduation targets

Northfield Public School District officials on Jan. 27 presented an updated American Indian Education Program submitted to the Minnesota Department of Education that sets new attendance, graduation and academic goals and describes family outreach and cultural supports.

The plan, built from family feedback gathered during district outreach, seeks to raise year-to-date attendance for identified American Indian students from about 76.2% toward a 90% goal and to increase graduation rates toward 95%. It also sets proficiency targets (70% proficient in reading and math by the ends of third, sixth and eighth grades, as measured by MCAs) and calls for tutoring and postsecondary support for students identified as at-risk.

Hope Langston, director of instructional services, and Sybil Bitten Singer, the district’s indigenous family cultural liaison, described the program’s mission and measurable outcomes, and explained how family input shaped programming. Langston said the plan grew from intensive outreach: the district resubmitted a more detailed plan this year after receiving specific feedback from MDE. Singer described family-engagement activities and the district’s efforts to bolster students’ cultural identity through events and cultural resources.

The plan identifies about 16 tribes represented in district families, noting a majority come from five Minnesota tribes named in the presentation (Fond du Lac Band of Lake Superior Chippewa, Leech Lake Band of Ojibwe, Mille Lacs Band of Ojibwe, White Earth and a Dakota Sioux affiliation). District staff said cohort sizes at individual grade levels are small (below the state cell-size threshold), so the presentation shared aggregate district-level results to avoid identification of students.

Program components described include targeted tutoring and academic interventions, family and student cultural engagement events (for example, field trips noted in the presentation), language-learning supports (the presentation named Rosetta Stone as one potential tool), and consultant partnerships to guide culturally responsive curriculum. Measurable satisfaction targets include achieving roughly 80% family-stated satisfaction with programming. Staff also said they will measure socio-emotional indicators (the SSIS screener) and aim for a large majority reporting no internalizing or externalizing behavioral concerns.

Langston and Singer also announced a staff professional development day on Feb. 17 featuring author and educator Anton Treuer and a University of Minnesota presenter, Yolanda Williams, aimed at building intercultural awareness and classroom strategies. Treuer’s work is already part of 9th-grade reading assignments, district staff said.

Board members asked about comparing district results with other districts and about program details. Langston replied the district can access MDE school- and district-level data and will investigate nearby districts with stronger outcomes for potential strategies. Singer described mentoring, family engagement and peer-connection work she said has improved students’ sense of identity and belonging.

District officials said the American Indian Parent Advisory Committee has met twice this year and that family feedback guided the current program submission to MDE. Staff emphasized the plan’s next steps will include continued outreach, tracking the stated measurable outcomes and reporting progress back to the board.

The presentation materials and narrative were part of the meeting’s table file and were also published on the district website on Jan. 24.