Naadamaadiwin Special Education Program UMD and Augsburg Licensure Program Collaborative program with UMD and Augsburg College

Purpose of the Program Provide a program targeting Native American people who want to become special education teachers.

Development of the Program 2006/07 & 2007/08 – MN Dept. of Education, UMD Dept. of Education and Augsburg College Special Education Dept. collaborated in the development. Over the summers (2007 and 2008) Dr. Peacock provided training workshops for faculty, Ojibwa Elders, Home Liaisons, Social Workers and Indigenous Pedagogical Experts.

Focus of the Program Native American History Culture Pedagogy MN Board of Teaching Standards for Special Education

Funding Support Grant Funded by the Minnesota Department of Education to support: Faculty (Instructors & Academic Advising) Recruitment Curriculum Face to Face meeting space Travel Lodging Meals

Program Features Naadamaadiwin Special Education Program at UMD/Augsburg College is delivered as a cohort group model in an online hybrid format. Intention is to teach each class with one instructor of Native American heritage and one with a special education background/credentials. Each course is co-taught with 2 instructors – one from UMD and one from Augsburg.

Program Features Cont. Each class met face to face in Hinkley MN twice in the semester. Majority of class instruction is presented online using Moodle Each class has required field hours to complete projects in classroom settings with Indigenous learners.

Application Requirements Earned baccalaureate degree 3.0 G.P.A. Students may be admitted with 2.5 – 2.99 but will need to have 3.0 at the end of 2 courses Three letters of recommendation Writing sample Completed application to respective institutions

Course Load Cohort 1 Issues in American Indian Education American Indian & Special Education Assessment of American Indian Learners Indigenous Learners The Manifestation of Multi-Generational Trauma & Internalized Oppression Working with American Indian Families & Communities Indigenous Methods of Instruction Student Teaching Professional Issues

Course Load Cohort 2 Issues in American Indian Education American Indian & Special Education Assessment of American Indian Learners Indigenous Learners Reading Instruction of Indigenous Learners The Manifestation of Multi-Generational Trauma & Internalized Oppression Working with American Indian Families & Communities Indigenous Methods of Instruction Student Teaching Professional Issues

Cohort 1 Practicum Experience Hours in SettingCourse related Observation in special education classroom 40 hoursAm. Indian & Special Education Review of assessment reports and procedures 40 hoursAssessment of Am. Indian Learners Working with native family and special education classroom with transition aged students 40 hoursWorking with American Indian Families & Communities Observing, development, and implementation of FBA/BIP 40 hoursManifestation of Multi- Generational Trauma & Internalized Oppression Working with students with Learning Disabilities 40 hoursIndigenous Learners Working with students with EBD and LD 40 hoursIndigenous Methods of Instruction Student teaching in a tribal school setting 10 weeksTribal Student Teaching

Cohort 2 Practicum Experience Hours in SettingCourse related Observation in special education classroom 40 hoursAm. Indian & Special Education Review of assessment reports and procedures 40 hoursAssessment of Am. Indian Learners Working with native families and transition aged students 40 hoursWorking with Am. Indian Families & Communities Working with students with reading problems 20 hoursReading Instruction of Indigenous Learners Observing, development, and implementation of FBA/BIP 40 hoursManifestation of Multi- Generational Trauma & Internalized Oppression Working with students with Learning Disabilities 40 hoursIndigenous Learners Working with students with EBD and LD 40 hoursIndigenous Methods of Instruction Student teaching in a tribal school setting 10 weeksTribal Student Teaching

Cohort 1 Number of students admitted UMD = 10 (5 Native & 5 Non Native) Augsburg = 13 (8 Native, 1Hmong & 4 Non Native) Number of students completed the program UMD = 5 Non Native (1 Native students needs to complete course project and Student Teaching) Augsburg =2 Native, 1Hmong and 4Non Native(2 Native students need to complete Student Teaching) Geographic area of students = Minneapolis, St. Paul, River Falls WI, Madison WI, McGregor, Bemidji, Grand Rapids, Grand Marais and Duluth

Cohort 2 Number of students admitted UMD = 16 (7 Native & 9 Non Native) Augsburg = 15 (10 Native & 5 Non Native)

Recruitment Procedures Target Areas Target Students

Student’s Experiences Why they enrolled in the program What they enjoyed about the program What they learned from the program What were the challenges

Source of Data Research Archival Analysis Written Survey Focus Group Research Questions Academic and social integration In- and out-of-class academic and interpersonal validating agents Perceptions of preparedness, and the bases of these perceptions Differences between Native American and non-Native American students Program Evaluation Information Individual Interviews

Research Timeline Spring 2010: Program Evaluation Summer/Fall 2010: Individual Interviews Fall 2010: Archival Analysis Winter 2011: Focus-Group, Written survey Spring 2011: Report to MDE Preliminary findings