This regional training will provide learning opportunities to build knowledge and skills that will assist in implementing best practices and education strategies in working with Native students, families, communities, and nations in Wisconsin. The training is designed to deepen participants’ understanding around the American Indian student achievement gap in Wisconsin and ways for improving student outcomes.
Participants will explore effective teaching and learning strategies that have a positive learning impact in their work with American Indian students. They will also have an opportunity to examine how history, culture, and language can impact student achievement, school climate, and student, family and community engagement. Additionally, participants will learn to recognize the inequities that play out in schools and collaborate to find effective ways to create more equitable institutions that serve all students.
As a result of attending this training, participants will:
Be able to define disproportionality and redefine the needs of Native American students in special education.
Examine American Indian student achievement in Wisconsin and use data analysis and decision making to improve results and outcomes for students.
Differentiate between teaching about culture vs. teaching culturally.
Explore practical classroom applications with embedded experiential learning.
Learn about microaggressions and their impact on students, families, communities, and nations.
Consider how historical trauma influences today's student and adult behaviors.
Have an awareness of filters and belief systems that influence our behaviors and outcomes.
Engage in growth mindset interventions.
Identify strategies and behaviors that will assist with effectively handling future scenarios.
Have an increased awareness of the impact of the social and emotional state of students and school staff.
Districts are encouraged to send teams of 4-5. Teams may include:
District Administrators and Principals
Library Media Specialists
Tribal Education Directors and Staff
College and University Students, Faculty, and Staff
Head Start and Preschool Staff
Curriculum Specialists, Directors of Instruction
School Counselors, Social Workers, and Psychologists
Cooperative Educational Service Agencies (CESAs) Administrators and Staff
Tribal, School, and Community Liaisons/Title VI/Johnson O'Malley (JOM) Coordinators and Staff
***Any others with an interest in American Indian Studies and education of Native American students.
Training Site and Lodging Location
RunningHorse Livingston is the founder and CEO of Mathematize Inc., whose mission is to promote education and educationally related opportunities for Native people. RunningHorse, a nationally recognized educator and consultant, 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. A member of the Bad River Band of Lake Superior Chippewa, RunningHorse has for the past 10 years, provided professional development to teachers, school administration, school boards, and tribes around the nation in the areas of mathematics, and school and tribal professional relations.
Melissa Moe is an Educational Consultant who has worked at CESA #11 for 25 years. Ms. Moe holds a B.A. in early childhood and elementary education and a M.Ed. in Curriculum & Instruction with an emphasis in reading instruction. She is passionate about her work for racial equity and equity for all students and has been involved in both personal and professional equity work for 17 years. Melissa's work has been as an equity coach and professional development presenter. Ms. Moe is currently the Disproportionality Technical Assistance Network Coordinator for Training and Supports.
David O'Connor is originally from and is a member of the Bad River Band of Lake Superior Chippewa (Ojibwe) in northern Wisconsin. In January 2012, he became the American Indian Studies Consultant at the Wisconsin Department of Public Instruction (DPI). He is also the program lead for the Network for Native American Student Achievement and the Culturally Responsive Early Childhood Tribal Project with Disproportionality Technical Assistance Network or "The Network". In David's role at DPI, he supports school districts' efforts to provide instruction on the history, culture and tribal sovereignty of Wisconsin's American Indian nations and tribal communities, often referenced as Wisconsin Act 31 and the education of Native American students.
Fees and Registration
Registration is limited to 75 individuals and based on priority enrollment (see below). Pre-registration is required.
The cost of holding this training workshop is $150/person, which covers lunch, instructional costs, staff time, and supplies. Scholarships through the Individuals with Disabilities Education Improvement Act (IDEA) will be applied to the registration fees for specific districts and/or or tribes that qualify (see below).
Local Educational Agencies (LEAs) identified by the Wisconsin Department of Public Instruction in April/May 2018 as disproportionate in their special education programming (NO FEE)
The following "invited" groups and LEAs (NO FEE):
LEAs receiving Title VI Indian Education and/or Johnson O'Malley (JOM) funding or individuals representing one of the eleven federally-recognized Tribal Nations in Wisconsin
Cooperative Educational Service Agency (CESA) Staff
Wisconsin RtI Center Staff and Wisconsin PBIS Network Staff
Disproportionality Technical Assistance Network (DTAN)/The Network) Staff
Wisconsin Department of Public Instruction (DPI) Staff
All Other Wisconsin School Districts and LEAs ($25)
Wisconsin Non-Profit Agencies or Organizations ($100)
Wisconsin Private Agencies or Organizations ($150)
All Out-of-State Entities ($200)
8:30 am - 9:00 am Registration and Continental Breakfast (Provided)
9:00 am – 12:00 pm | Morning Training Workshop
12:00 pm – 1:00 pm | Lunch (Provided)
1:00 pm – 3:00 pm | Afternoon Training Workshop
For questions related to registration or LEA status, contact: