By James Sleeper,

Cheyenne and Arapaho Tribal Tribune

Working to close achievement gaps

Achievement gaps and the approaches to closing them are the main discussion topics at the Weatherford Native American Community Conversation.

The Native American Task Force held a meeting on Tuesday, Sept. 23, 2008 at the Southwestern Oklahoma State University (S.W.O.S.U.) Conference Center in Weatherford, Okla.

Monthly meetings have been held since the Native American Task Force began in October 2007. Bruce Belanger, director of Special Education, Federal Programs and Testing for Weatherford Public Schools and leader of the Native American Task Force, said, “since last year, the test scores are already up, attendance as well.”

The Cheyenne and Arapaho Tribal College staff was present, including college president Dr. Henrietta Mann. Other notable guests included National Education Association (N.E.A.) Member, Ruben Cedeno and Cheyenne and Arapaho tribes Johnson O’Malley Coordinator (J.O.M.) Francine Williams. Nearly 50 Native American parents and children were in attendance. Four Weatherford public school principles, one counselor and half a dozen Weatherford teachers, including three middle school teachers, were also in attendance.

After a dinner and a welcome by Belanger, Dr. Dottie Hager, associate executive director of the Oklahoma Education Association (O.E.A.), offered a power point presentation defining an achievement gap as “the widespread, persistent and significant disparities in educational achievement among groups of students who have relatively equal ability.”

Hager stated, “In a society that believes in opportunity for all, achievement gaps rob individuals of their potential and rob our nation of the brain power and productivity of tens of millions of citizens.”

Educational attainment and the performance scores on standardized tests are used to measure gaps in groups such as ethnicity, income level, language background, disability status and gender. Hager’s presentation also offered three approaches to closing the achievement gaps.

The first approach is to “hold schools accountable for closing achievement gaps,” the second approach is to “provide schools with the resources they need to help all students succeed” and the third approach is to “engage parents and communities in children’s learning from an early age.”

The power point presentation was followed up by break out groups. The groups further discussed the three approaches to closing the achievement gaps.

Early parental involvement, more interaction between grandparents and elders with students, tutoring and student achievement incentives were some common ideas suggested in the different discussion groups.

Another topic shared by most groups was the training of teachers and communities on the cultural differences between non-native and Native American students attending Weatherford public schools.

Belanger noted that the Task Force is already implementing such training, referring to a two-hour training course on Native American culture held on Jan. 2, 2008 and another held on March 6, 2008, which were attended by Weatherford Public School teachers.

J.O.M., federal, and gaming funds were also used to purchase videos and literature on Native American cultures for students to use in the libraries of Weatherford Public Schools.

Williams, J.O.M. coordinator and Task Force member said, “This is the first school to invite the tribe ... the door is opening and this school will serve as a model for other schools.”

A presentation introducing the goals of the Native American Task Force was given at the state J.O.M. conference and Williams said, “We received lots of positive feedback.”

More positive responses were encouraged and focused upon during the break out-group discussions.

“There is an education depression going on. Students are beginning to drop out,” Michael Bell, higher education coordinator and Native American Task Force member, said after playing a blues song on an acoustic guitar and relating the educational struggle to the emergence of blues music from the struggle of impoverished blues musicians. Bell served as moderator for one break out-group discussing the educational gaps being experienced by Cheyenne and Arapaho public school students in the Weatherford area.

Minoma Nixon, a Cheyenne tribal member, who works with the National Parks Service, the Native American Task Force and is currently a student at S.W.O.S.U., served as a moderator for another break out group.

Nixon said, “I hope whatever I do in life will inspire kids to do better in their lives.”

Following the break out groups, Hager addressed the group saying, “We value your voice and what you had to say, we heard many voices you would not normally hear.”

Hager stated, “At the Dec. 4 meeting, the Task Force will have the information put together on steps to close the achievement gaps.”

Belanger said, “We still have improvements to make,” referring to the Task Force, and “The Cheyenne and Arapaho tribes have been so helpful,” referring to the organization of the Task Force and the community meetings.

Other sponsors include the N. E. A., O.E.A., S.W.O.S.U., and the Weatherford Public Schools and the Key Club of Weatherford Public schools, which provided childcare for attendees of the community conversation. The next community conversation meeting is scheduled from 6 to 8 p.m. Dec. 4, 2008, at the S.W.O.S.U. conference center.