Addressing the American Indian Gap - Hayward

Event Description
Topics of presentation and discussion:   

• Defining disproportionality and the identification of Native American students in special education. 
• History, culture, Tribal sovereignty, and language and the impact on student achievement.
• School climate and its effect on student, family and community engagement. 
• Overarching view of Native American student achievement in Wisconsin and the use of data to improve results for students.
• Culturally relevant teaching strategies that have positive learning impact for all students.
• Practical classroom application with embedded experiential learning
  • The Design Problem: Community
  • Lego Leadership: Learning by Watching
  • 14 Steps: Learning from Mistakes
  • The Fraction Investigation: Oral History
  • Tool Time: Personal Sovereignty
  • Games Design: Experiential Learning 
• "Continuing the work" - useful and helpful resources.

Presented by: David O'Connor, American Indian Studies Consultant Wisconsin Department of Public Instruction
RunningHorse Livingston, Founder and CEO of Mathemetize Inc.

Intended Audience
School districts are strongly encouraged to send teams of 4-5 people.
Teams may include: Equity Leadership Team Members, District/Building Administrators, Special Education Directors and Teachers, Title VII/Johnson O'Malley/Home-School Coordinators, Classroom Teachers, and Student and People Services.

Bio
RunningHorse Livingston is the founder and CEO of Mathematize Inc., whose mission is to promote education and educationally related opportunities for Native people. He is a nationally recognized educator and consultant and has spent 13 years helping teachers across the country make sense of their roles in the age of Common Core standards and making schools more constructive places for Native children. He is an expert in mathematics instruction and school reform.

As a member of the Bad River Band of Lake Superior Chippewa, RunningHorse has provided professional development to teachers, school administration, school boards, and American Indian nations and tribal communities across the United States in the areas of mathematics and school and tribal professional relations.

This event addresses SPP Indicators 4B, 9, & 10
Indicator 4B: Policies, procedures or practices that contribute to the significant discrepancy and do not comply with requirements relating to the development and implementation of IEPs, the use of positive behavioral interventions and supports, and procedural safeguards.
Indicator 9: Percent of districts with disproportionate representation of racial and ethnic groups in special education and related services that is the result of inappropriate identification; and
Indicator 10: Percent of districts with disproportionate representation of racial and ethnic groups in specific disability categories that is the result of inappropriate identification.