Dec 1, 2016

An Assessment of the Performance of Anna Ross and the MPS Department of Indian Education


Anna Ross is the Director of the Department of Indian Education at the Minneapolis Public Schools, receiving an annual salary of $106,069. 

Ms. Ross leads a department that includes fourteen (!4) other staff members other than herself;  the department receives funding of over $1,000,000 in staff remuneration, not including grant money and other allocations that I am still in the process of determining.
The MPS Department of Indian Education was established many years ago, thus having had a much longer time span to prove its academic mettle than has been the case for the two year old Office of Black Male of Achievement.  But the academic performance of American Indian students in the Minneapolis Public Schools continues on the terrible course of many years duration.
Consider the most recent figures:


Percentage of Students Recording
Grade Level Performance on MCAs:

Disaggregated Data for Academic Years
Ending in 2014, 2015, and 2016

Math

Native American/                   2014       2015      2016 
American Indian
Male                                      19.9%      16.5%   16.0%

Female                                  25.0%      21.9%   21.3% 
Reading                                          

Native American/              2014       2015      2016 
American Indian

Male                                   18.3%     13.9%   15.3%

Female                               23.6%     26.1%   25.9%

Keep these abysmal results, indicating generally declining academic achievement for American Indian students at the Minneapolis Public Schools, in view as you consider the presentation of the department's programs and other information on the relevant portal of the MPS website:

Department of Indian Education

Indian Education

 

Anna Ross, Director

                (Turtle Mountain)

Tracy Burke, Counselor on Special Assignment

Terry Bignell, School Success Program Assistant

                (Opaskwayak Cree)

Jodi Burke, Counselor on Special Assignment

Braden Canfield, Social Worker

Ida Downwind, District Program Facilitator

                  (Leech Lake)

Tami Johnson, Counselor on Special Assignment

                (White Earth)

Elaine Kpischke-Trejo, Office Specialist

Gary Lussier, District Program Facilitator

                (Red Lake)

Deanna Standing Cloud

                (Red Lake)

Christine Wilson, Family Engagement Specialist

                (White Earth)

Odia Wood-Krueger, District Program Facilitator

                (Metis)

Nichelle Wynde, Check and Connect Mentor

                (Oto-Chunk)

James Vukelich, School Success Program Assistant

                (Turtle Mountain)

 
The Indian Education Social Worker is here to provide American Indian students and their families with school and community resources in order to increase opportunities that promote student success.Supplemental services may include: consultation, home visits, special education advocacy, mediation, and resource connections.



For information on further resources for your family, contact Alicia Garcia at Alicia.Garcia@mpls.k12.mn.us or by fax at 612.668.0615

*All students must have a completed 506 form in order to determine eligibility for Indian Education services.                

What does Indian Education Do?
Indian Education provides many services for MPS Native students and families. A few examples include:

  • Support for Instruction
    We work with teachers and schools to help them become more familiar with the best ways for Native students to learn. We do this through professional development opportunities for teachers, but also through one-to-one relationships. We also develop culturally relevant and engaging curriculum and materials for use in schools.

  • Support for Family Involvement
    We provide resources and support for opportunities throughout the year, like Connecting Parents to Educational Opportunities, parent trainings and parent circles.

  •  College Readiness
    Our counselors work with Native students on college planning steps, personal awareness an academic preparedness. They do this by meeting with students in groups and individually, facilitating college     field trips and assisting with financial aid and tribal enrollment processes.

  • Advocacy for Families
    If a Native student is experiencing a problem at their school, Indian Education will work to help resolve the issue. 

View our department brochure Outside & Inside



Name
Title
Tribal Affiliation
Andrea Fairbanks
Teacher Representative 
Leech Lake Ojibwe 
Cheryl Leavitt
Teacher Represenative (Alternate)
Andrea Reese
Parent Representative
Leech Lake Ojibwe 
Susan Bobolink
Parent Representative
Leech Lake Ojibwe 
Quanah Walker
Parent Representative
Meskwaki Nation 
Angie Hirsch
Parent Representative
Lake Manitoba First Nations Ojibwe
Breanna Green
Student Representative
Red Lake Ojibwe 

 

MPS Indian Education works diligently to provide classroom teachers with culturally relevant and appropriate lesson plans that incorporate interdisciplinary subjects from an Indigenous lens. Our Licensed Teachers on staff have aligned the Minnesota State Standards to match up to each cultural lesson, as well as Cultural Standards that implement an Indigenous pedagogical worldview. 

We encourage classroom teachers to use these lesson plans available here:

  • Rockin' to Indigenous Music Lesson to understand American Indian music, focus on Grades 3-5.
  • Walking the Good Path Designed for Pre K classrooms to implement the Seven Grandfather Teachings into their daily routine. 
  • Lunar Energy in Native Culture Teachers using this lesson plan have the opportunity to bring the cultural knowledge of moon phases from a traditional Ojibwe worldview, focus grades K-2. Integration: Science, Social Studies and Mathematics
  • Freshwater Ecosystems Teachers using this lesson plan have the opportunity to bring the cultural knowledge of the importance of fresh water biomes in Native culture, focus for grades K-2. Integration: Science and Social Studies 
  • Jingle Dress Teachings Teachers using this lesson plan have the opportunity to bring the cultural knowledge of the healing Jingle Dres, focus on grades K-2. Integration: Math, Literacy, and Social Studies

One of the best predictors of college success is doing well in rigorous/challenging courses in high school, but American Indian students often face other obstacles to their educational success. Our students are twice as likely to drop out of high school compared to many of their peers, less likely to take advanced courses in high school and less than half as likely as their peers to complete a college Bachelor’s degree. 

Our often negative history with education poses challenges to us in getting involved in our children’s education and encouraging them to persist in education. When education in the old boarding school system focused on assimilation and cultural genocide it left generations mistrusting formalized education. In recent times, our families have had more ways to get involved, promote and shape the education our children receive. To feel comfortable getting more involved, we need more information on what our students need to be prepared. 

In addition to the resources that MPS schools and the Indian Education program offer to our families, here are additional resources that you can use in planning for college:








Native youth have an important role in their communities and families. Our young people will inherit Indian Country and make decisions about the future of our tribal nations and communities. Native youth today are in the process of becoming the great warriors of tomorrow. It is essential for young people to develop their leadership skills and become engaged in their community.Ogichidaa Oyate, MPS Youth Council is your opportunity as a young Native person to share with your community how you envisionyour education and future! Native youth will partner with leaders in the American Indian community to contribute their ideas about education.Ogichidaa Oyate will build an alliance among Native you leaders across the city. Native youth are natural leaders. To explore opportunities to nuture your role as a modern day warrior, contact: Terrell Bignell by calling 612.668.0614

Native children are sacred gifts from the Creator and as parents, we need to nurture their growth. Indian Education is here to support parents of young children to prepare them for their educational journey. 

There are many ways to get your child ready for school. These include at home parenting strategies, as well as high quality early childhood programming. Minneapolis Public Schools Indian Education is here to support you as you help your child learn and get ready to start going to school. If you would like more information, please contact  Deanna StandingCloud at 612.668.0612

The Dakota and Ojibwe languages are considered treasured relatives to Native people in Minnesota. These languages provide an unparalled worldview and intrically describes how life evolved in NorthAmerica, however, the number of fluent speakers are rapidly declining. MPS Indian Education works to provide students, parents and teachers with resources to not only revitalize these precious languages, but to propel student learning by providing academic rigor through Indigenous language instruction. 

 
Recently, there has been evidence to support students learning Indigenous languages increases academic outcomes. We are here to support Indigenous language learning as a best practice for Native students to succeed in school!

For more information about Indigenous language learning opportunities, please contact our Indigenous Linguist, James Vukelich at 612.668.0176

Dakota Language Resources




Ojibwe Language Resources


Support for Instruction

Native students have unique academic needs that align with culturally specific instruction and experiential learning. 

The Indian Education staff collaborates with our community partners through Phillips Indian Educators to provide MPS teachers and staff with an outstanding Professional Development experience. Teachers are introduced to the history of Indian Education, given basic information about tribal people in Minnesota, and even venture to the most sacred sites of the Dakota people located right here in the Twin Cities area.  

Together, we explore the Best Practices for Native student success by delving into an Indigenous worldview using the Seven Sacred Teachings of the Anishinaabe and D/Lakota people. Teachers are provided with tools to integrate academic rigor into their own teaching practice through an Indigenous cultural lens. Coaching and resources are available for teachers throughout the year.

Space is limited for our upcoming Professional Development opportunities. Classroom teachers in our best practice sites (Anishinabe, South All Nations & Nawayee Center School) are given preference, however, all MPS staff is welcome to participate. Register via eCompass

For more information about improving your teaching practice through an Indigenous worldview, please contact our District Program Facilitators on staff, Ida Downwind or Odia Wood-Krueger

Indian Education provides MPS staff with informative and accurate materials that can be utilized in the classroom, as well as provide background knowledge to improve your teaching practice. We have hundreds of books, videos, and teaching materials that can be used as tools to provide academic rigor and culturally responsive instruction. 

Indian Education has Books, DVDs and Curriculum that are available for staff and students to borrow. For a list of resources, log onto the Destiny website. Click HERE to learn how to check items out! 

 FOR MINNEAPOLIS PUBLIC SCHOOL STAFF

  • You can check up to 10 books at a time and 2 DVDs at at time for a period of 2 weeks
  • Staff have the opportunity to renew their checked items after 2 weeks
  • It is your responsibility to return checked out items back to Indian Education after 2 weeks
  • To borrow items from the Indian Education Resource Library, you must email a request.  Please fill out the request below:

Many Native American students in Minneapolis are doing great work in and out of the classroom. The MPS Indian Education Department hosts an annual Native American Achievement Celebration for students Pre-K through the 12th grades to highlight their hard work and dedication to their education. We invite MPS staff and Community Partners to nominate any student they believe should be recognized for their successes this year. We are accepting nominations until Friday, January 29th 2016! 

Please complete this online form or you can download a PDF form here.

Fax completed form to 612.668.0615 for email scanned form to Christine.Wilson@mpls.k12.mn.us

For further information contact Christine Wilson 612.668.0108 

Native American Family Involvement Day (NAFID) is Thursday, November 17th 2016

We invite each MPS school to celebrate NAFID, engage Native parents, and recognize Native people in education and in our community.

 

The official hashtag for this years events are #NAFIDmps16

 
NAFID School Event Ideas

 

  • Community speakers & presentations
  • Drum groups & dance exhibitions
  • Resource Fairs
  • Native film screenings
  • Share a meal with families
  • Invite parents into the classroom
  • Storytellers

 

NAFID Activity Ideas

 

  • Check out Minnesota Anishinaabeg game featuring Minnesota Ojibwe language and culture from our department.
  • MPS staff can visit the Indian Education Resource Library on Destiny. There are hundreds of great books, DVDs and CDs available to MPS staff to borrow.
  • Organize a classroom activity along with a lesson. Examples include: beading workshops, moccasin making, creating tobacco pouches, dreamcatchers, etc.

 

Other Educational Resources


 

Please contact Deanna StandingCloud at 612.668-0612 for further community resources and ideas to plan your event.

When your school has finalized their NAFID program, please email plan details to us at IndianEd@mpls.k12.mn.us 

 
My Analysis

Many of the observations that I have made for the MPS Office of Black Male Achievement are true for the MPS Department of Indian,  as well.



Four-year graduation rates remain below 50% for American Indian students.  There has been no improvement, and even a decline in some areas, relevant to assessment-based academic performance of Native American students at the Minneapolis Public Schools, as indicated in the figures given above for academic years 2013-2014, 2014-2015 and 2015-2016. 



The Department of Indian Education exists to serve the 1,322 American Indian students who thus comprise about 5% of the MPS student population.  The sites of Anishinabe Academy, South High School All Nations, and Nawayec Center School are schools at which heavily American Indian student bodies prevail.




Since the system at the Minneapolis Public Schools is widely observed to be culturally insensitive, there is a perceived need for an agency that addresses the particular needs of Native American students.



The MPS Department of Indian Education emphasizes culturally relevant curriculum.  As noted in my discussion of the Office of black Male Achievement, this is important. 


But this again raises key questions reside as to what the best context for delivery of culturally relevant curriculum should be;  and whether culturally relevant curriculum can in and of itself improve academic performance.



My comments below are similar to those found in my recent article on the Office of Black Male Achievement, found similarly in my observations recorded in other articles on this blog, and detailed in editions of my Journal of the K-12 Revolution:  Essays and Research from Minneapolis, Minnesota  >>>>>

1)  All curriculum should be culturally relevant.  All subjects, particularly history, government, other social sciences, and literature should give generous coverage to the specific histories and cultures of key ethnic groups in our society of many origins and belief systems;  and the culturally specific information so imparted should be contextualized by the history and culture commonly shared by citizens of all ethnic groups. 

I provide such a curriculum in my Journal of the K-12 Revolution:  Essays and Research from Minneapolis Minnesota and in my nearly complete new book, Fundamentals of an Excellent Liberal Arts Education.  My presentation of curriculum is consistent with the approach taken by E. D. Hirsch at the Core Knowledge Foundation, on which I work my own innovations and extend logically into the high school years (Hirsch has long emphasized curriculum at the grades K-6 and more recently at the grades 7-8 levels).

2)  Culturally relevant curriculum is vital, but an exclusive focus on building cultural awareness is not sufficient for academic improvement, nor is it sufficient for excellence in education.









We need to simplify our approach and discard the verbal detritus and philosophical poverty of schemes hatched in our wretched departments, colleges, and schools of education. 


Be clear  >>>>>


By simplifying our approach to focus on matters relevant to curriculum and teachers throughout the Minneapolis Public Schools, we are then free to concentrate on the truly difficult work of generating a knowledge-intense curriculum and training teachers who are capable of imparting such a curriculum to students of all demographic descriptors. 


A logically adept response to the needs of all students will include as a key facet the delivery of high-quality academic remediation (tutoring) to those students lagging below grade level in mathematics and reading.  






Decision-makers at the Minneapolis Public Schools need to be clear as to the reason for the existence of the Department of Indian Education:




The existence of the department has merit as long as cultural insensitivity and ignorance of history prevail for the staff of the Minneapolis Public Schools.  But were curriculum to be designed along the lines of my advocacy and teachers trained to deliver such a curriculum, the need for the Department of Indian Education would be very much in question.




And what is definitely true is the evidential case that the Department of Indian Education is a failure in academic terms.
......................................................................




The purposes of the Department of Indian Education at the Minneapolis Public Schools should be reevaluated.



Decision-makers, both on the MPS Board of Education, and in the central administration at the Davis Center (1250 West Broadway in North Minneapolis), should be clear as to whether Director Anna Ross and her staff are responsible for academic outcomes given as goals in the Acceleration 2020 Strategic Plan and measured on the Minnesota Comprehensive Assessments (MCAs) and other objective instruments such as the NAEP (National Assessment of Educational Progress).


If Anna Ross and her staff are responsible for objective student achievement, then their employment status should be under serious scrutiny.


If they are not so responsible, then the onus shifts ever more decidedly toward Susanne Griffin as Chief Academic Officer (to whom Anna Ross reports) and to MPS Teaching and Learning Director Macarre Traynham.  



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