Meet the Team

 

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  • Stephanie Iron Shooter

    Stephanie Iron Shooter
    American indian school wellness coordinator

    Stephanie Iron Shooter comes from the Sicangu Oyate of the Rosebud Sioux Tribe located on the Rosebud Indian Reservation in Rosebud, South Dakota and the White Clay People location on the Fort Belknap Indian Reservation in Montana. She is the Caring Schools Coordinator for the MT OPI SAMHSA funded Systems of Care Tribal Wraparound Project that serves Native American Youth and families across Montana. Stephanie has sat on the Montana Governor’s State Suicide Mortality Review Team and currently sits on the Montana Attorney’s General Native American Domestic Violence Fatality Review Team. Stephanie enjoys spending time with family and is an avid Dallas Cowboys fan.

    406-530-4364
    sironshooter@mt.gov

  • Donnie Wetzel

    Donnie Wetzel
    Tribal, Family, and
    Community Liaison

    Don Wetzel Jr. is a member of the Blackfeet (Amskapi Pikuni) Tribe. He was the American Indian Youth Development Coordinator for OPI, developing youth leadership practices centered in self-identity through indigenous knowledge and strength braided with modern educational methodologies and holistic supports. He emphasizes the importance of youth voice, keeping the heart in decisions, and building relationships to bridge resources and efforts. In his new role, Don directs and leads collaboration and communication efforts between OPI and Montana tribes through consultation and inclusion of tribal voice. He will also emphasize and assist in linking opportunities of Indigenous perspectives into OPI interagency communication efforts, policies, and trainings as we bring together Montana’s unique strength and knowledge for the benefit of our districts and youth.

    406.444.4527
    DWetzel2@mt.gov

  • Todd Hanson

    Todd Hanson
    School Board Specialist/
    Instructional Coordinator

    As a long serving School Board Specialist in the Tribal Relations and Resiliency Unit, Todd relies on his background as a professionally trained educator and Master teacher to guide his work in the school districts he serves. Having spent the past twenty-five years working in public education systems as well as an instructor at several colleges and universities, Todd brings a large body of both academic and practical experience to his position. In addition to his professional credentials Todd has served multiple terms as a School Board Trustee and Chairman in his hometown district and currently is finishing his fourth term as a director on the Board of a local non-profit educational foundation. Todd and his wife Erica have six daughters, three which still live at home, and they spend their free time enjoying Montana’s great outdoors.

    THanson3@mt.gov

 

 

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Guidance on Facilitating Local Education Agency (LEA) Requests for Effective Tribal Communication 

The Tribal Relations and Resiliency Unit (TRRU) was developed to build relationships and understandings within the Office of Public Instruction (OPI) and Montana school districts to incorporate Tribal voice, share resources and build connections through consultation on matters affecting American Indian students.  Consultation, defined within ESSA requirements, will work to create these opportunities for school districts and tribal leaders to work collaboratively for the benefit of our youth.  This is an historic time and the new ESSA gives us an excellent opportunity to re-envision our educational systems in Indian country.

With our team providing holistic supports through the work of the Caring Schools Coordinator and Team, they address the social and emotional needs and tiered support of a student's educational journey along with our school board support provided through the School Board Specialist, where we will incorporate the local resources of our communities into our work.  Through such consultation and partnership, we will lift the resiliency, wisdom and beauty of our indigenous people at every level within OPI and local educational agencies (LEA's).

This is a requirement under section 8538 of the ESEA, as amended by the ESSA, for affected LEA's to consult with Indian tribes and tribal organizations on issues affecting American Indian (AI) Students.  An affected LEA is defined within the ESSA requirements, as a school district or system that have either 50% or more of its student enrollment made up of American Indian/Alaska Native (AI/AN) students; or received an Indian education formula grant under Title VI of the ESSA, as amended by the ESSA, in the previous fiscal year that exceeded $40,000, and which also educate AI/AN students.  Affected LEA's who meet these criteria are required to consult with local Indian tribes or tribal organizations prior to submitting a plan or application under covered ESEA (ESSA) formula grant programs

Tribal Consultation Guidance document 

 

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Which Covered Programs Require Consultation:

The following is a list of current programs which require an affected LEA to consult with Indian tribes or tribal organizations prior to submitting either a plan or application for covered programs:

  • Title I, Part A (Improving Basic Programs Operated by State and Local Educational Agencies)
  • Title I, Part C (Education and Migratory Children)
  • Title I, Part D (Prevention and Intervention Programs for Children and Youth who are Neglected, Delinquent, or At-Risk)
  • Title II, Part A (Supporting Effective Instruction)
  • Title III, Part A (English Language Acquisition, Language Enhancement, and Academic Achievement Act)
  • Title IV, Part A (Student Support and Academic Enrichment Grants)
  • Title IV, Part B (21st Century Community Learning Centers)
  • Title V, Part B, subpart 2 (Rural and Low-Income School Program)
  • Title VI, Part A, subpart 1 (Indian Education Formula Grants to Local Educational Agencies)

Consultation will create opportunities for LEA's and tribal leaders to work together on behalf of American Indian and Alaska Native students, ensuring that this process drives positive outcomes for administrators, Indian tribes and tribal representatives, and most importantly, Native students.