If students struggle in the Tier I level, they receive targeted support at the Tier II level. The Tier II level of support typically involves small-group instruction that is delivered as part of the general education curriculum. More details can be found on the curriculum, instruction and assessment department page.

If students are still struggling in the core curriculum after receiving support at the Tier II level, a more intensive level of support may be necessary. The Tier III level includes the most individualized interventions targeted to each student’s area(s) of need. More details can be found on the curriculum, instruction and assessment department page.

The primary focus is to support students who are at-risk for not meeting state proficiency standards in the areas of reading and mathematics. Research-based practices provide the basis for interventions to help students achieve greater academic success. Instructional interventions are designed to provide support to learners on specific skills and concepts.

• Kindergarten and grade 1: FastBridge (FAST) earlyReading. Bridges Math Assessments, and teacher judgment
• Grade 2: FastBridge aReading and CBMreading, Phonics assessment, Conceptual Place Value (CPV), Bridges Math Assessments, and teacher judgment
• Grade 3: FastBridge aReading and CBMreading, NWEA MAP math scores, Bridges Math Assessment, and teacher judgment
• Grade 4-5: student performance, reading fluency passages, NWEA MAP reading and math scores, MCA, and teacher judgment

Extended day programs are held at a student's assigned school of attendance outside of the regular school day. The intervention is an optional learning support that students receive, which is intended to serve students who meet specific academic criteria and are struggling in core academic areas. Days of the week, time of day, length of the sessions, and classes offered will vary from school to school.

Contact the targeted services secretary at your child's school for more information.

Eligible students may be supported using number sense focused interventions such as Bridges Intervention or Conceptual Place Value or literacy interventions including WonderWorks or Wonders skill-specific Tier II interventions.

• Classroom teachers are responsible for the core or initial reading and math instruction. 
• The supplemental programs teachers work cooperatively with the classroom teachers to provide additional instruction and/or support. 

Supplemental programs are funded through a state grant and federal Title I funds. Schools qualify for Title I funds based on their free & reduced lunch percentages. The principal and the Building Leadership Team/Title I Schoolwide Planning Team are responsible for academic support decisions in their building. This team determines the best way to meet the needs of their at-risk students as outlined in their School Improvement Plan/Title I Schoolwide Plan, with the funds allocated to them.

Each building has a targeted services building lead or coordinator and a targeted services secretary who oversees the program process. Please ask your child's teacher who this person is at your child's building if you have questions.

The Title II Program provides professional development funding to Local Education Agencies (LEAs) that is tied to research-based curriculum that impacts student achievement. These funds are intended to increase the academic achievement of students by improving teacher and principal quality. In particular, Title II funds are used to provide continuous, ongoing training that helps teachers better understand academic subjects and to learn new instructional strategies focused on improved student learning.

In addition to using Title II funds for professional development, funds can also be used for a variety of other purposes, from recruiting and retaining teachers to reducing class sizes. 

Title II, Part A

These are professional development services that supplement professional development provided to private school teachers, principals, and other educational personnel at the private school. The law requires that all uses of Title II, Part A funds supplement non-federal funds (i.e., private school funds) that would otherwise be used for activities. Professional development provided with federal funds needs to be in addition to, and not in place of, what the private school would otherwise provide. These services can be provided in the form areas such as training, workshops/conferences, mentoring/coaching, professional learning communities, etc.

• The following non-public schools within the Anoka-Hennepin attendance boundaries accept Title II funding:  Cross of Christ, Epiphany, Legacy Christian Academy, Northside Christian, St. Stephen's and Way of the Shepherd.

Anoka-Hennepin American Indian Education Program  

Contact our program: 
Indian_ed@ahschools.us
763-506-1159

Meet the team! 

More info on the program: 

Program Brochure

Facebook page

 

Questions?

Contact your Advisor: Click Here
 

Contact the Program Supervisor: 

Mindy Meyers
American Indian Education Coordinator
Mindy.Meyers@ahschools.us
763-506-1186

American Indian Education office: 

Educational Service Center
2727 N Ferry St.

Anoka, MN 55303  

Culture Lessons/Resources for teachers/families: 

Resource PDF 

 

 

 Advocacy

• Advocacy Between Home and School
• Liaison to District Personnel
• One-to-One Connection/Support
• Special Education
• Track Grades and Attendance
• Tutoring Scholarships
• Summer Reading Program
• Career Planning
• College Prep and Scholarship Application Assistance
• Information and Referral to Social Agencies
  
  

One of the goals of the American Indian Education program is to increase cultural awareness and knowledge of our student's American Indian Heritage. We strive to instill pride in our students and the belief that the generations before them had value, and contributed to the world they now live in. Advisors create opportunities for students to learn about their culture through community events, field trips, and K-12 lesson plans that they develop each year. 

• Cultural Activities
• College Visits
• Field Trips
• Picnics
• Scholarship Night
• Senior Honoring
• Trimester Celebrations

For more details on upcoming events, please view the events page. 

Elementary Schools

**Exception: River Trail Learning Students fall under the Andover/Alternative School Cluster

Elementary Cluster 1

Jenny Porter

jenny.porter@ahschools.us
763-506-1172

• Andover Elementary
• Brookside Elementary
• Champlin Brooklyn Park Academy
• Crooked Lake Elementary
• Dayton Elementary
• Evergreen Park Elementary
• Lincoln Elementary
• Monroe Elementary   
• Oxbow Creek Elementary 
• Ramsey Elementary
• Rum River Elementary
• Wilson Elementary 

Elementary Cluster 2

Biiwaabik, Laura Pederson

• Adams Elementary
• Eisenhower Elementary
• Hamilton Elementary
• Hoover Elementary
• Jefferson Elementary
• Johnsville Elementary
• Madison Elementary
• McKinley Elementary
• Mississippi Elementary
• Morris Bye Elementary
• Sand Creek Elementary
• Sunrise Elementary
• University Elementary 

Program Coordinator

Mindy Meyers, Waapishki Kiisis Ikwe

Cluster Alignment:

The Anoka-Hennepin American Indian Education program follows a cluster model. Each advisor is aligned to a specific school cluster and supports the students in those buildings. This allows our advisors to follow students for more than just a few years, given they do not switch schools or move. 

**Students who opt to enroll in the Step Ahead Online program will work with their "home school" cluster advisor. 

Secondary Schools 

Andover/Alternative Cluster

Danielle Hale, Makade Giniw

UPCOMING EVENTS

Trimester Celebrations

End of Year Picnic

Each June, the Indian Education Program plans a potluck picnic to close out the school year. During this picnic we celebrate our students who are transitioning from elementary to middle school, middle to high school, and high school graduates. 
 

Winter Event & College/Career Fair

Each year, our program hosts a family culture day known as the Winter Event. This is a day of fun and engaging cultural activities and presentations that is also paired with a college/career fair. Past winter events have included: storytellers, leather pouch making, star lab, small community powwow, MN Zoo Mobile, hoop dance performers and classes, Drum history, Ojibwe and Dakota language games/activities, traditional lacrosse, and much more!
  

Purpose of the American Indian Education Parent Advisory Committee 

The purpose of the Anoka-Hennepin American Indian Education Parent Advisory Committee and Indian Education program is to encourage and inspire the academic achievement, social and emotional development, and cultural awareness of our American Indian Students; to serve as a resource to review and recommend accurate curriculum; and to promote cultural diversity between community, staff and students.

Parent committees

The Parent Advisory Committee (PAC) is a committee composed of parents or guardians of American Indian students, school district representatives and secondary American Indian students. There is also a separate committee that works specifically with the Johnson O’Malley Grant (JOM).  This committee is composed of parents or guardians of JOM certified American Indian students.

The Parent Advisory Committee and Johnson O’Malley Committee meet on a monthly basis throughout the school year. They provide an important link with the Indian community and advise the school district on all aspects of the Indian Education program. If you are interested in serving, please contact your cluster advisor for more information.

All parent committee meetings are open to the public. See our Events page for more information. 

Nominations

Nominations are accepted at the beginning of each year to fill vacancies in both parent committees. They should be postmarked by the date on the Self Nomination Form. 

Nominations should be submitted to:

Elections are held at the annual kickoff picnic in September. All parents/guardians of children enrolled in American Indian Education are eligible to vote. Students in grades 7 - 12 who are enrolled in American Indian Education may also vote.

American Indian Education Tutoring Scholarships

Sylvan Learning

Program Enrollment

Academic/homework

Stay Connected

Facebook 

Scholarships

Newsletters and publications

History and culture

Health and wellness

Special education has a long history, but it wasn't until relatively recently, that it really became a standard part of education. One of the first schools to serve students with special needs was founded in 1787 in Paris. It was set up to serve students with vision impairments. From then until 1975, various schools or small initiatives were started around the United States to support students with special needs, but there was no assurance that every student would be able to participate fully in the public school setting.

In 1975, special education support became law in the U.S. when Congress enacted the "Education for All Handicapped Act" (Public Law 94-142). That law was approved to assure that all students, regardless of abilities, be allowed to participate in a free and appropriate public education.

The law was revised in 1983, 1986 and 1990 to expand the services and populations served. In 1990, the law was renamed the "Individuals with Disabilities Education Act" (IDEA), and it is this version of the law that we currently use to assure that our students' needs are met.

The primary goal of the English Learners (EL) program is to help students to use U.S. academic English, understand the culture of U.S. schools, and be successful learners. In our program, students will understand:

• English is used to communicate for a variety of purposes in social, cultural and academic settings.
• English language strategies support academic achievement in content areas.
• English language mastery requires proficiency in listening, speaking, reading and writing.

English Language instruction:

• Direct English language instruction is delivered by licensed EL teachers.
• All teachers are teachers of students that qualify for EL services.
• All teachers provide a language rich environment accessible for all students using research-based instructional strategies.
• Direct EL instruction is provided in small EL groups and sheltered EL classrooms.
• EL teachers build a foundation of content knowledge, academic problem-solving skills, and language proficiency.
• Curriculum and instruction is aligned to WIDA English Language Development Standards as well as the Minnesota K-12 Academic Content Standards

English Language students, families, and community

• Multilingualism as an asset.
• Interpreters and translation services for families’ home language.
• Language-rich school learning environments.
• Bilingual SEALS opportunities for students.

When should a student be assessed for the EL program?

A student should be assessed for the EL program if parents indicate a language in addition to English on the Minnesota Language Survey:

1. My students first learned

2. My student speaks

3. My student understands

4. My student has consistent interaction in

Students will be assessed in four domains; reading, writing, speaking and listening of academic English.

Where are students assessed?

Students who meet the criteria are assessed at the Family Welcome Center in the Coon Rapids Family Center Mall, 11224 Crooked Lake Blvd. NW, Coon Rapids, MN 55433. The Family Welcome Center can be reached at 763-433-4680 during regular office hours (7:30 a.m. to 4 p.m., Monday through Friday).

What happens after students are assessed?

Students receive an ineligible or eligible status. 

Ineligible: If a student is not eligible for EL services based on his/her test scores, families will schedule a registration meeting with their child's school. The student will not receive English support from EL staff.

Eligible: If a student is eligible for EL services based on his/her test scores, the test information is shared with the assigned school offering EL support. Families will also meet with their child's school.

How do students leave the EL program?

A student must show proficiency in English by: 

• Meeting state and district criteria on the ACCESS 2.0 for ELLs (Assessing Comprehension and Communication in English State-to-State for English Language Learners) assessment.

Grades 9-12 support resources