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Osseo presenters highlight language revitalization and disproportionate discipline for American Indian students
Summary
District Indian Education staff told the board the program supports 543 American Indian students, is expanding native-language programming after a $500,000 MDE grant, and flagged that American Indian students are suspended at 2.57 times the rate of white students; staff asked for greater visibility and more Indian staff in district roles.
Peter, coordinator of the Indian Education program, told the Osseo School Board that the district’s American Indian Education (AIE) work centers on strengthening students’ cultural identity and expanding language programming.
"Our mission is enhancing the cultural identity of the indigenous child," Peter said, describing weekly Indian education classes, cultural field trips, powwows, language tables and a small staff that currently serves more than 500 students. He reported that 543 American Indian students from over 80 tribal nations are enrolled districtwide and that the program operates with seven staff members.
Peter highlighted several concerns and accomplishments: American Indian students are suspended at 2.57 times the rate of white students and make up 2.2% of enrollment but over 4% of suspensions, he said. The program has worked to invite Indian Ed staff into IEP and behavior meetings and reported early data improvements where that practice has been implemented.
On language work, staff said the district received a first-round Minnesota Department of Education native language revitalization grant of $500,000 to implement Dakota and Ojibwe language instruction at the high school level and has since received a second round to expand programming. Staff described efforts to pursue bilingual seal certification with the University of Minnesota and to create curriculum and assessments without off-the-shelf textbooks.
Parents and students gave firsthand examples of the program’s impact: a parent said college tours and cultural supports helped a child consider college, and students said language tables and traditional lacrosse helped them feel represented and more academically engaged.
Board members and the superintendent praised the program and asked how the district can make Indian Education more visible, secure sustained funding, and recruit more American Indian staff. Peter and parents asked for more accurate identification in district data systems and increased cultural supports at Crestview and other sites.
Next steps: Board members asked staff to continue prioritizing this work, consider strategic investments to elevate Indian Education in the district, and return with further details on staffing and data improvements. The presentation did not contain a formal vote.
