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Board backs Native‑education recommendations; district pursues Dakota course and language‑revitalization grant
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Summary
The Native American Parent Advisory Committee presented recommendations to strengthen curriculum, training, staffing and a trauma‑informed Dreamcatcher program; the board accepted the recommendations and heard that a two‑year language‑revitalization grant application could bring up to $500,000 for Dakota language classes.
The Native American Parent Advisory Committee (NAPAC) asked the board to adopt a set of recommendations intended to strengthen cultural responsiveness, staffing, and curriculum across the district. The recommendations included required ongoing cultural‑competency training for educators and board members, intentionally embedding Native perspectives into curriculum rather than treating them as supplemental material, increased staffing and use of targeted A&I funds, and support for the Dreamcatcher Project — a trauma‑informed initiative aimed at reducing disproportionate referral of Native students to special education.
A NAPAC representative described Dreamcatcher as a culturally responsive approach used elsewhere (Burnsville was cited as an example) that focuses on trauma‑informed alternatives to automatic SPED placement. The representative said the project trains educators to respond in culturally aligned ways to behavioral indicators and to embed cultural strategies in IEPs.
Justine Movo, Tribal/Indian education coordinator, reviewed program highlights: a snapshot count of 249 Native students districtwide, rising middle‑school participation (Sweeney Elementary noted as a growth site), cultural events (days of pride, powwows), and partnerships with the Shakopee Mdewakanton Sioux Community and University of Minnesota. Movo said the district applied for a Dakota language revitalization grant that could provide up to $500,000 over two years to support hiring and course development; if funded, a Dakota language course is targeted to begin in 2026.
Board members asked about staffing and implementation. Administration and NAPAC stressed that the work needs shared responsibility across departments and schools, not only among Indian‑education staff. The board moved, seconded and approved NAPAC's recommendations.
The presentation highlighted programmatic and curricular shifts the district is pursuing to strengthen cultural relevance and reduce inequities in special‑education referrals.
