VIRGINIA- After a local advisory group of American Indian parents flagged a long list of concerns about how the ISD 2142 St. Louis County School district handles Indian Education, school officials say they’re listening – and making changes.
The list of noncompliance issues raised by the American Indian Parent Advisory Committee (AIPAC) touched on everything from staffing and curriculum to community engagement and the use of student data. District leaders responded in writing, acknowledging some missteps while outlining efforts already underway and plans to do better moving forward.
The board reviewed their formal response at the March 25 regular board meeting, with member Chris Koivisto facilitating the discussion.
Oversight and planning
One major issue was the lack of consistent collaboration between the district and AIPAC on critical decisions, especially around how federal and state funding is used. Parents said home visits meant to support Indian Education students hadn’t been happening as required, and that key advisory voices were being left out of planning processes.
The district pushed back slightly, saying those meetings are happening and that the committee is invited to participate. Still, they admitted there’s room for improvement, especially when it comes to documenting home visits and making sure federal funding rules are fully understood and followed.
Hiring and training
AIPAC members said there aren’t enough Native teachers and staff, and that the district hasn’t done enough to recruit or retain them. They also raised concerns that teachers and administrators haven’t been given the training they need to understand and support American Indian students.
District officials say job postings will include a note encouraging Native applicants, and that they’re working with tribal communities to get the word out. They also pointed to ongoing cultural competency training – some of it required for licensure – and said they’re open to more opportunities suggested by AIPAC members.
Koivisto underscored the board’s commitment to equity and collaboration in these efforts.
“We must continue to work together to ensure that the decisions we make honor the traditions, concerns, and aspirations of the American Indian community,” he said, “and that we remain dedicated to the academic success and cultural sensitivity of every student.”
Curriculum concerns
Families say the curriculum doesn’t reflect local tribal history or culture in a meaningful way, and that even when good materials exist, they aren’t consistently used across schools or classrooms. They also noted that many teachers are left to decide on their own how much American Indian content to include, or not include, in their lessons.
The district responded by pointing to some existing resources, including the Northern Lights curriculum used in some grades, and said plans are in the works to roll out American Indian language and culture classes across the district starting next school year. They also said staff are reviewing curriculum to find gaps and better align with new state standards.
Community engagement
AIPAC members said the district hasn’t done enough to build relationships with American Indian families and community leaders. Cultural events are rare, and there’s little in the way of planned programs to welcome families into the school environment. They also want to identify tribal policies or cultural practices that affect American Indian student performance, especially regarding attendance.
District leaders said they’re open to supporting cultural absences and that they want more parents and community members involved. They invited families to monthly meetings and said they’re looking for ideas on how to create more family learning opportunities and informal connections.
“Our shared goal remains to create an educational environment where every student feels seen, heard, and supported,” Koivisto said. “I look forward to further collaboration with the AIPAC committee, parents, educators, and community members to find solutions that best serve all students.”
Using data for change
Finally, parents voiced concern that while the district collects data on things like attendance, graduation, and discipline, that information isn’t being used effectively to make programs better. They said AIPAC and tribal partners are often left out of conversations about what the data means and what to do with it.
The district acknowledged that while some of the data is shared at meetings such as AIPAC and tribal consultations, they haven’t always used it effectively to drive change. They pointed to programs like Dream Catcher and restorative practices as tools to address disparities, and said they’re committed to doing more with the data going forward, including bringing AIPAC more fully into those discussions.
The district’s response doesn’t resolve every issue, but it does show a willingness to engage, and that’s something both sides say they want to build on.
“While the non-concurrence vote indicates there is still work to be done, I see this as an opportunity to continue to engage in open, respectful dialogue and identify common ground,” Koivisto said. “I would like to sincerely thank the AIPAC committee for generously volunteering their time, dedication, and commitment to supporting both students and the ISD 2142 schools. Their contributions are invaluable to the success of our partnership.”
In other business at the March 25 meeting, the board:
• Approved updates to policies on harassment and violence and literacy and the Read Act.
• Held first readings for revisions to policies on staff development and mentoring, school-sponsored student publications and activities, student medication and telehealth, fixed asset inventory and accounting, and community notification of predatory offenders.
• Approved a three-year achievement and integration plan, including specific plans for Tower-Soudan School as a racially-identifiable qualifying school.
• As previously reported, approved the change to a four-day school attendance week for the 2025-26 school year.