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ISD 622 board accepts American Indian Parent Advisory Committee concurrence; committee asks for expanded supports
Summary
The American Indian Parent Advisory Committee voted to file a letter of concurrence recognizing gains in attendance and academics while requesting additional transitional supports for ninth graders, expanded reading intervention, more Ojibwe and Dakota language/culture programming, improved community communications about safety, and professional development for staff; the board accepted the letter.
Becky Buck, the district’s American Indian education coordinator, read a letter to the board reporting that the American Indian Parent Advisory Committee voted to file a letter of concurrence for ISD 622.
The letter acknowledged measurable improvements in academic and attendance data for American Indian students, but it urged the district to continue and expand several programs. Committee requests included increased transitional support for incoming ninth‑grade students, expanded early reading assessment and intervention (particularly at the elementary level), broader Ojibwe and Dakota language and culture programming, and additional professional development for staff from the Indian Education Office.
The committee also asked the district to improve community communications around safety and security issues that affect families. "We hope that this is the attendance office and the Indian education program will work to increase their proactive community outreach efforts," the letter read, calling for clearer and more accessible channels for families needing help.
Board members praised the APAC‑district partnership and noted that many of the committee’s recommendations benefit all students. The board voted to accept the APAC concurrence letter and directed staff to incorporate the committee’s recommendations into planning and the annual compliance document.
