Alaska Native Education Equity

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2012 Grant Awards

Abstracts of 2012 New Grant Award Recipients in Rank Order

Name of Applicant: Galena City School District (S356A120010)
Number of Students Served: 250
Project LEARN (Literacy Enables Achievement Results Now) is a joint project of the GalenaCity School District and Louden Tribal Council, located in Galena Alaska. Project LEARN’s focus is on accelerating literacy achievement in the community’s high school students, especially the Alaska Native students attending the Galena Interior Learning Academy (GILA), a public boarding school serving nearly 200 high school students from across Alaska and 50 high school students from Sidney Huntington School. The goal of the project is: To increase the literacy skills of Alaska Native students attending the Galena Interior Learning Academy so that they will be prepared for post-secondary education.
Project LEARN’s objectives are:
1. The percentage of Alaska Native high school students meeting standards in reading will increase by 10% over baseline.
2. The percentage of Alaska Native high school students meeting standards in writing will increase by 10% over baseline.
3. By January 2015, 90% of GILA teachers will use reading and writing strategies in their content instruction regularly.
Partner: Loudin Tribal Council
To view the 2012 narrative, click here.

Name of Applicant: Kenaitze Indian Tribe (S356A120030)
Number of Students Served: 56 students
Kenaitze Indian Tribe (KIT) is a federally recognized Tribal Government reorganized in 1971 under the statutes of Indian Reorganization Act of 1934, as amended for Alaska in 1936. The Executive Committee/Tribal Council is the governing body of Kenaitze Indian Tribe.

Project Goals and Objectives:
Goal 1: Through Dena’ina values maximize waitlist children’s potential and prepare them for successful entry into Kindergarten, providing age-appropriate culturally relevant educational programs and language skills development through 18 hours of service per week for 32 weeks. Goal 2: Improve parent/family support for social/emotional and cognitive development in pre-school children. Goal 3: Improve the skills of the ANE staff through up to date training in Positive behavior management, screening tools and use of assessment to drive instruction. Goal 4: Through Dena’ina values maximize K-3rd grade children’s potential for success by providing age-appropriate culturally relevant educational programs and language skills by providing a minimum 15 hours of service per week for 32 weeks of the school year and six (6) weeks Summer Camps. Goal 5: Improve parent/family support for social/emotional and cognitive development in K-3rd grade children. Goal 6: Collaborate with Alaska Christian College (letter of agreement) to provide internship experiences for enrolled students. Goal 7: Provide 30 days of Summer Camp on a two week on and two week off Kenaitze Indian Tribe Dena’ina Qezahda basis. This will prevent loss of skills over the summer, support further development of social/emotional skills, as well as, academic and literacy skills.
To view the 2012 narrative, click here.

Name of Applicant: Hoonah City Schools (S356A120038)
Number of Students Served: 116
The Hoonah Comprehensive Literacy Project: On Our Land Haa Tl'átgi Káx' will serve Hoonah’s 116 students, 90% of whom are Alaska Native, along with 40 preschool children and families. Project goals and objectives will (1) Increase the reading, writing and vocabulary levels of students, helping them be successful in all academic areas; (2) Expand student social and emotional skills; (3) Increase cultural competency of students and (4) Increase the skills of parents in the development of literacy, social and emotional skills and traditional cultural knowledge. Hoonah, a stronghold of traditional Tlingit culture with a long, rich history, is also a community with a shrinking population, high poverty, and complex health/mental health challenges. Student test scores are among the lowest in the region; many indicators suggest the district needs to re-focus in order to improve education in Hoonah. This carefully designed project will activate (a) teacher training in effective literacy strategies in all grades, resulting in higher scores in reading/writing tests, and evidence of enriched vocabulary, (b) parent education with preschool-primary grade parents, so that children are ready and excited to start school, well equipped with early literacy skills, (c) implement a district wide, research based social emotional curriculum, in order to improve school climate, student motivation and connectedness, and (d) initiate a cultural literacy program with community partners so that our students re-gain pride in who they are, where they are from and how to express it in all that they do. Throughout the planning process we kept as the central core this place where we live, the needs of our community, our families and this particular school. We are confident that using our strengths we will improve academics as well as the lives of our students.
Partners- Hoonah Indian Association, Hoonah Heritage Foundation and National Park Service
To view the 2012 narrative, click here.

 

Name of Applicant: Lower Kuskokwim School District (S356A120024)
Number of Students Served: 4,208
Lower Kuskokwim School District (LKSD) is comprised of 27 isolated, rural schools with a student population that is 98% Alaska Native. Nine of the schools are identified as "persistently lowest–performing" by the State, most of the rest have not made AYP, and all are high poverty. The Accelerating Learning for Alaska Native Students (ALANS) project will provide three years of scientifically–based, comprehensive, high–quality professional development for approximately 440 LKSD leadership, instructional and support staff, resulting in greatly improved student academic performance.
Objectives: Increase Academic Achievement and Graduation Rates; Improve LKSD Instructional Leadership and Classroom Instruction Improve School Climate and Connectedness
Activities: ALANS will fully implement a powerful, research–based learning model called the Instructional Framework. Over three years extensive professional development will be conducted that trains district and school leaders in the skills needed to effectively implement the Frameworks model in schools, and gives teachers and para–professionals the knowledge and capabilities to effectively use the Framework and associated programs in classrooms. Professional development will be conducted by top–level experts in such areas as Leading for Results, Shared Leadership, Response to Instruction and Intervention (RTI), Sheltered Instruction Observation Protocol (SIOP), and Explicit Instruction. A mix of distance delivered and in–person training will be offered. The Native organization for the region, the Association of Village Council Presidents (AVCP), will lead a parallel effort to improve school climate and student connectedness. They will train members of LKSD's 27 Advisory School Boards in a student motivation model, Aspirations, and assist them in conducting school climate improvement projects in village schools. Professional development is mostly delivered through distance delivery (webinars, videoconferencing, Skype) supplemented with in–person school–year workshops, a Summer Institute, and coaching.
Consortium: Lower Kuskokwim School District, Association of Village Council Presidents, and the Alaska Staff Development Network.
To view the 2012 narrative, click here.

 

Name of Applicant: North Slope Borough School District (S356A120045)
Number of Students Served: 1,891
The North Slope Borough School District (NSBSD), a Rural Education Attendance Area, encompasses 89,000 square miles of wide-open territory that is dominated by tundra and wilderness. The NSBSD is the largest geographic school district within the United States. The district serves 1,891 students (PreK3 to 12) at 11 schools in 8 remote villages, none of which are connected by the road system The NSBSD is currently revamping the curriculum. Utilizing the Understanding By Design method of creating district and classroom units, our Curriculum Development Team is leading teachers across the Slope in the development of a curriculum in which the Iñupiaq Learning Framework is the foundation.
The goal of our proposed CAIM project is to improve the graduation rate, attendance, engagement, and improved student learning; through developing an aligned curriculum to State Standards and the Iñupiat Learning Framework and by developing culturally responsive leveled readers. Demographics, drop-out rates, existing programs, individual school needs, input from each community, elders, and regional concerns have all been taken into account in the development of this proposal, the expansion of the
CAIM project to include, but not limited to, Career and Technical Education, and Social Studies in aligning the NSBSD curriculum with State Standards and the Iñupiat Learning Framework within the Understanding by Design process. Development and publishing of culturally relevant leveled readers focused on grades K through 4 is another important strategy to meet the needs of our Alaska Native students.
Partner: Ilisgvik College (a two year tribal college)
To view the 2012 narrative, click here.

 

Name of Applicant: University of Alaska - Fairbanks (S356A120025)
Number of Students Served: 1,200
Elders’ measure proportionally, use symmetry, splitting, and geometrical verification in performing everyday activities. These mathematical processes are the center piece of this proposal, providing an innovative way to teach teachers and students a cohesive and culturally connected way to teach school mathematics.
Project objectives and activities:
This project responds effectively to the well documented need to improve the academic performance (math in this project) of Alaska Native (AN) students by incorporating the elders’ wisdom. We will refine, develop, and implement instructional materials and professional development (PD), which will develop culturally competent mathematics teachers (CCMT). The PD activities and supports will engage teachers as they learn to construct and use cultural mediating Math TOOLS, for example the number line, geometric sets, and fraction sets. By applying lessons learned from elders, we will show how the TOOL can be used to teach across the math strands. Teachers will be able to teach numbers and operations, measuring, algebraic thinking, and measuring in a cohesive and culturally connected way. The systematic PD cycle supports teachers and aides by providing onsite visits, coaching, workshops and Professional Learning Communities, and online courses. The project concludes with a small quasi-experimental study for 12 third and fourth grade teachers who receive the treatment and 12 third and fourth grade control classrooms that will use their math textbook.
Partners: Alaska Native Cultural Charter School (Anchorage), Alaska Gateway School District, Hoonah School District, Koliganek School and Yupiit School District
To view the 2012 narrative, click here.

 

Name of Applicant: IDEA, Inc. (S356A120053)
Number of Students Served: 700
WorldWide IDEA, Inc., an educational 501(c)(3) nonprofit organization, brings an exciting innovation to 8th to 12th graders in Alaska Rural LEAs in collaboration with four (4) school districts: Southeast Island, Hydaburg, Yukon-Koyukuk, and Kenai Peninsula Borough, with the support of tribal councils. The Alaskan Institute for Student Support (AKISS) Program will motivate and engage some of Alaska's most at-risk Native students toward realistic and relevant careers and higher education. The AKISS program will invite approximately 700 8th through 12th grade students across 23 schools from the four partner districts to participate, with more than half of those being Alaska Native students. Collectively, the four districts cover a vast geographical area about the size of the state of Michigan.
Anticipated Goals, Objectives, and Outcomes for the Project:
Goal 1: Increase Student Achievement
Goal 2: Increase Graduation Rates
Goal 3: Improve Student Resiliency
Partners: Yukon-Koyukuk, Southeast Island School District, Hydaburg City School District, Project Grad Kenia Peninsula and Ed Eval
To view the 2012 narrative, click here.

 

Name of Applicant: Alaska Gateway School District (S356A120050)
Number of Students Served: 388
The Alaska Gateway School District (AGSD) proposes to meet the needs of Alaska Native pre-kindergarten thru 3rd grade children and their families, who reside in the high poverty region of the eastern interior of Alaska, by addressing a chronic lack of literacy, math, and Social-Emotional readiness for school. Students entering Kindergarten in our district often do not know their basic colors, do not know the alphabet, can not to count to five, and have a total vocabulary of under 500 words. This fall, 75% of incoming kindergarten students who were assessed using AIMS Web on Letter Sound Fluency (LSF) registered in Tier 3 (far below proficient), and 25% registered in Tier 2 (below proficient). Not one student in this entering group was assessed at Tier 1 (proficient). This lack of school readiness can turn into years of playing academic catch up, in the form of remediation. Students who are not reading at grade level when they enter the 4th grade almost never catch up, and are likely to drop out of high school. In our school district we want to get out of the remediation business because it is expensive, inefficient, and ineffective. The proposed Gateway READY! project will be a way to help narrow the achievement gap of students before they enter kindergarten in a way that is proactive and positive. The Gateway READY! project will use research based School Learning Targets to create a common vision among stakeholders (parents, teachers, community service and Alaska Native organizations), and give everyone a common language to work from, forming a clear collective understanding of what matters most about what a child needs to know before they enter school.
Partners: Rural Alaska Community Action Program and Tanana Chiefs Headstart
To view the 2012 narrative, click here.

 

Name of Applicant: Alaska Humanities Forum (S356A120033)
Number of Students Served: 60
The Rose Urban Rural Exchange Program, under the Alaska Humanities Forum, is building upon the success of its cross-cultural immersion pilot project, Take Wing Alaska: Navigating Alaska’s Educational Systems (funding from USDOE/ANEP 2009-2012), to assist rural Alaska Native students and their families embrace the necessary cultural preparation to ease the transition from their rural village to an urban center for post-secondary education (PSE). Students, families and community sponsors will be closely involved in the recruitment process and will be aware of the commitment and benefits of the project. They will participate in an orientation to begin exploring their PSE opportunities and set specific goals for graduating high school and setting high expectations for their future. The students attend three urban cross-cultural immersions over 28 months. The immersions all focus on the project standards created by the Leadership Team. All immersions include self-reflection exercises, culturally relevant speakers, first-hand experience of urban PSE, increased opportunity to test their independence in a safe environment; practice healthy decision making, goal setting and individual learning plans deemed “Flight Plans”. The community sponsors participate in the first two immersions, to allow them to witness the personal growth the students make and assist them to continue build on those accomplishments at home. At the end of the project, 60 students will have successfully navigated the transitional experience to move from their rural home culture to the urban campus culture, to begin to earn a certificate or degree that will benefit them in their home community to move into the next level of professional or tribal leadership. With the family of support at home and the self-confidence to build a new network of support on campus, the students will have a better opportunity for persistence.
Consortium: Association of Village Council Presidents, Lower Kuskokwim School District, University of Alaska Anchorage and Alaska Job Corp Center
To view the 2012 narrative, click here.

 

Name of Applicant: Alaska Humanities Forum (S356A120073)
Number of Students Served: 350
The Alaska Humanities Forum (the Forum) will build upon the success of the existing Rose Urban Rural Exchange, which has been funded by the U.S. Department of Education since July 2000. The purpose of the Exchange is to promote a statewide sense of community through cultural awareness and respect for diversity through two components: Educator Cross-Cultural Immersion and the Sister School Exchange. The Forum has worked with a diverse group of stakeholders focusing on lessons learned in an effort to further engage Alaska’s schools, families and communities to raise student achievement. The Forum’s proposal meets Competitive Preferences #1, 2 and 3, with a Consortium of Maniilaq Association, an Alaska Native regional nonprofit, rural and urban school districts and curriculum experts to take the Sister School Exchange cross-cultural immersion experience to the next level. The proposed project, Rose Cross-Cultural Exchange: Engaging Alaska’s Schools, will improve teacher effectiveness and provide services to students in persistently low-achieving schools. RCCE will align its successful Destinations cross-cultural curriculum to the State Education standards for Language Arts, Math and Social Studies, and Alaska Studies. The curriculum will utilize the Forum’s Alaska History and Cultural Studies website, to create a middle school and high school course that will be institutionalized to assist with sustainability as part of the guaranteed and viable curriculum, which will allow all students to have access. Using the original two pronged approach, the Sister School Exchange and the Educator Cross-Cultural Immersion components, the Rose Cross-Cultural Exchange: Engaging Alaska’s Schools will work toward parent and community engagement and improving teacher effectiveness.
To view the 2012 narrative, click here.

 

Name of Applicant: The Lake and Peninsula School District (S356A120068)
Number of Students Served: 306
Juneau School District (JSD) has developed a multi-faceted culturally relevant program designed to
improve educational outcomes for secondary Native youth through sustained, focused staff development and intensive, explicit support for students. This research-based, data-supported project will expand year-round academic and cultural supports for Native students struggling to achieve; ultimately, it aims to transform secondary instruction to assure teachers’ capacity and effectiveness to support Alaska Native youth toward post-secondary preparedness. ACCESSwill be led by an Alaska Native project director and has been designed around data and conversations with Alaska Native professionals, educators, heritage leaders, University administrators, and community members. In collaboration with local and regional Alaska Native organizations, ACCESS will deliver 100 teacher-days annually of professional development intended to strengthen secondary teachers’ efficacious, place-based instructional strategies; will place a certified cultural leadership teacher/peer coach at each middle school; will train facilitators/mentors to guide high school students through the steps of post-secondary readiness; and will provide place-based, culturally relevant summer intensives to accelerate Native student competencies in writing and math. ACCESSwill contribute to the continuation of the impressive results of the recent two-year implementation of AVID (Advancement via Individual Determination).
Project Objectives: 1.) Increase instructional efficacy and culturally relevant teaching strategies to prepare historically underserved students for post-secondary choices; 2.) Narrow the difference in academic success experienced by Alaska Native students when compared to non-Native students; 3.) Increase academic proficiency in writing and math among Alaska Native secondary students; 4.) Increase the number of Alaska Native students taking Honors and AP courses, preparation of postsecondary applications and entrance tests; 5.) Increase the graduation rate for Alaska Native students.
Partners: University of Montana, Mansfield University of Pennsylvania, University of Southeast, Kutztown University and Bristol Bay Native Association
To view the 2012 narrative, click here.

 

Name of Applicant: Chugach School District (S356A120001)
Number of Students Served: 256
The purpose of this project is to ensure Alaska Native students graduate with the skills and knowledge to transition from school to employment or further training and the character, resiliency, and leadership skills necessary to be successful in pursuing post-secondary education and meeting life’s challenges.
Goals: 1). Increase the percentage of Alaska Native students who graduate by increasing the percentage of Alaska Native students who pass the HSGQE in reading, writing, and math. Focused, intensive academic assistance and remediation Opportunities to apply technical mathematics, literacy, and science in real life situations; 2). Increase the percentage of Alaska Native students with the skills and knowledge to successfully transition from school to postsecondary education and life by providing career development guidance and opportunities. Sequential work readiness training and increase employability skills Career exploration, job shadowing and an individualized school-to-life transition plan. Occupational endorsements, certifications and opportunities to gain dual college credits 3). Increase the percentage of Alaska Native students who display the personal and life skills necessary to be successful in transitioning to post-secondary education and in meeting life’s challenges including character, resiliency, and leadership skills.
Partner: 25 organizations including Chugachmiut
To view the 2012 narrative, click here.

 

Name of Applicant: Project Grad Kenai Peninsula (S356A120012)
Number of Students Served: 309
Project ACCESS-- Alaska Community Connections for Educational Services and Support (PA) is an innovative, comprehensive project that provides critical educational services for four underserved, underperforming, predominantly Native Alaskan school communities on Alaska’s Kenai Peninsula. Beneficiaries include 309 students and their family members, 32 certified teachers/administrators and 10 paraprofessionals in Nanwalek, Ninilchik, Port Graham and Tyonek. The objectives of PA are to (1) increase teacher effectiveness and capacity to raise student achievements through on-site, sustained professional development activities, fidelity to reading and math curriculum and teaching techniques and lessons relevant to Native Alaskan students and (2) empower students to plan their life path and achieve their goals through personal asset development; supporting students through critical educational transitions, student/parent college and career awareness and community engagement and empowerment toward a lasting educational constituency. Project services are designed to result in (1) increased percentage of ANE students who meet or exceed proficiency standards in reading, math and science; (2) increased teacher effectiveness and evaluation scores and (3) increased numbers of ANE students who graduate from high school in four years and successfully matriculate to postsecondary education programs. Capable staff, supportive schools, a clearly articulated management plan and evaluation plan employing comparative change analysis ensure the program is on track, compliant, informed by a diversity of perspectives and positively addresses the educational needs of students and their school community.
Partner: Kenai Peninsula Borough School District
To view the 2012 narrative, click here.

 

Name of Applicant: Sealaska Heritage Institute (S356A120049)
Number of Students Served: 1,680
Objectives for this project include the implementation for Alaska Native cultural orientation for new, apprentice, and experienced teachers in two public high schools located in Juneau, Alaska, and the development, field-testing, and implementation of place-based culturally relevant classroom resources for those high school teachers and students. Project partners have identified the need for in-depth cultural orientation and culturally-relevant classroom resources for high school students in the two targeted Juneau high schools. Twenty (20) high school instructors and three (3) University of Alaska Southeast’s School of Education students (total of 69 for the project), will be selected via an application process to participate in 50 hours of orientation in Southeast Alaska Native culture in each of the project years (a total of 150 contact hours) to be delivered over multiple sessions. Participants teaching math and social sciences are particularly desired and will be given admission preference. Each participant will be also develop, field test, and implement a new culturally-relevant resource kit for his/her subject area. A potential 1680 high school students will be impacted, of which 20% (336) are Alaska Native. The School Climate and Connectedness Survey will be conducted in both high schools in each project year, and the external evaluator will collect both quantitative and qualitative data from participants and high school students regarding the effectiveness of the cultural orientation and new resources. The outcome of the proposed project from Sealaska Heritage Institute in Juneau, Alaska, is increased staff and student connectedness and overall climate in the two targeted high schools, as evidenced by improved scores over the three years of the program on the School Climate and Connectedness Survey.
Partners: Sealaska Heritage Institute, University of Alaska Southeast (UAS), and the Juneau School District
To view the 2012 narrative, click here.

 

Name of Applicant: WW Idea, Inc. (S356A120057)
Number of Students Served: 2,700
WW IDEA, an Alaska educational nonprofit organization, in collaboration with the Alaska Native Knowledge Network (ANKN) of the University of Alaska-Fairbanks, and the Alaska Department of Education Director of Education Technology proposes to conduct a series of year-long cultural based education encounter sessions and an annual Summer Colloquium for a collegium of 100 K-12th grade teachers and approximately 2700 students from Native Alaskan high-need schools state-wide. We will additionally partner with Tanana Chiefs Conference regional tribal organization to designate an Elder Tribal Member as member of the Management team to ensure program validity from a traditional native perspective. The program will serve 20 teachers in Year 1 and will add 40 teachers each in Years 2 and 3. Targeted schools will include high-need native school districts that are at not meeting Annual Yearly Progress for No Child Left Behind. Identified target districts include the Yukon Koyukuk, Yupiit, Galena, and the Alaska Gateway School District and others, all of which are 2011-2012 Title 1 School Improvement sites serving native students and several qualify for 2009 or 2010 as Lowest-Achieving schools for the School Improvement Grants.
Partner: Tanana Chiefs Conference Regional Tribal Organization
To view the 2012 narrative, click here.

 

Name of Applicant: Ketchikan Indian Corp. (S356A120062)
Number of Students Served: 48
Ketchikan Indian Corporation will offer targeted services through the Tribal Scholars Program (TSP) for up to 48 Alaska Native high school students. TSP, which meets Competitive Priorities 1 and 3, is a cohort program that strengthens the competency and skill of students in the challenging subjects of English, math, science, and social studies, leading to increased educational attainment. The Tribal Scholars Program uses meaningful assessment, early intervention, and culturally-responsive curricula to address the unique educational needs of tribal students.
Goal 1: Increase the graduation rate of tribal youth in KGBSD.
Goal 2: Increase postsecondary preparedness of tribal youth in KGBSD.
To view the 2012 narrative, click here.

 

Name of Applicant: Northern Industrial Training, LLC (S356A120074)
Number of Students Served: 60
This proposal is to address the shortage of skilled workers for the Alaska oil and gas industry. Immediate action is needed to close skill gaps and position Alaska Natives for employment in Alaska. The construction, oil and gas, and mining industries are Alaska’s “hot occupations,” however; the pool of available workers does not meet the demand. This three year proposal addresses the need for Roustabout and Health, Safety and Environmental Technician Training for Alaska Natives. NIT’s partnerships with Alaskan Native agencies address these challenges. The Roustabout program will give participants new opportunities to join the Alaska workforce by meeting the oil and gas industry standards for employment. The Health, Safety and Environmental Technician Training will lead to advanced job placement and higher earnings. These unique training programs will serve as an ongoing career path for participants to learn required employment skills and overcome challenges in order to move forward with advanced career training or entry level employment in industry to gain experience. The specific regions NIT has partnered with have alarmingly high unemployment rates. NIT’s solution is to increase Alaska Natives employability and to meet the demand for qualified construction workers; the proposed Roustabout and Health, Safety and Environmental Technician Training will open doors for employment.
Partners: Tanana Chiefs Conference(TCC), Native Gwichyaa Zhee Gwich’in Tribal Government, Arctic Slope Regional Corporation (ASRC), ASRC Energy Services, Kakivik/CCI, Nabors Drilling, Inc., North Slope Borough, and CH2M HILL.
To view the 2012 narrative, click here.

 

Name of Applicant: Yukon Flats School District (S356A120076)
Number of Students Served: 246
The Vocational Education Center of the Yukon Flats School District provides for career based educational services to school age youth, from seven village sites served by the district in rural Northeast Alaska. Through a joint agreement with Yukon Koyukuk School District for 2011-2012, these services have been afforded to students from the remote villages in the mid-Yukon region. The historic challenge for educators in bush Alaska has been to introduce the academics to Native second language learners in a culturally appropriate manner, and via experientially oriented programs that support the students’ unique learning style(s). The data has shown that such learning environments counter the effects of high poverty and unemployment common to rural Alaska, and which tribute to the sizeable percentage of under achieving learners and school dropouts observed. It is with these statistics in the forefront, that the Vocational Educational Center provides 5th-12th grade students a host of Career Technology program options in a supportive, challenging and nurturing school setting. Utilizing a Career Cluster (Business, Construction, Health, and Natural Resources) framework, students engage in their respective Personal Learning & Career Plan (PLCP) from early on, where strengths and abilities embark on individual Career Pathways via given coursework, the academies (reading, writing, math and science) are presented through an applied/contextual design. Industry supported curriculum and “hands-on” instructional activities, lead student to perfect their acquired skills set, and readily accept their next challenge. In this manner students build upon their success, and plan ahead beyond their graduation for apprenticeship(s), entry into the military or post-secondary education.
Partners: Council of Athabascan Tribal Government; Tribal Councils, University of Alaska Center in Fort Yukon and Yukon Koyuuk School District
To view the 2012 narrative, click here.

 

Name of Applicant: Southeast Regional Resource Center (S356A120021)
Number of Students Served: 1,868
Project CREATE: Culturally Responsive Evidence for AlaskanTeacher Evaluationis creating the professional learning and teacher evaluation infrastructure for ensuring the effective distribution of teachers, especially in isolated, majority Alaska Native districts. Piloted in the Bering Strait School District (BSSD), Project CREATE will assist in transforming faculty to achieve better, more culturally relevant instruction which is focused on the 96% Alaska Native students in its district. Three sets of activities ensure Project CREATE’s success: (1) The extensive development of Alaska Native examples to use when evaluating teacher effectiveness; (2) Professional learning emphasizing examples of cultural relevance in a tested instructional framework, and (3) Evaluation tools and systems of observation linked to the program of professional learning including the examples of cultural relevance that will provide a new student-centered lens.
Consortium: Bering Strait School District, Bering Strait native Association and Alaska Native Educators Association
To view the 2012 narrative, click here.

 

Name of Applicant: Nome Eskimo Community (S356A120061)
Number of Students Served: 250
Nome Eskimo Community (NEC) has designed the Pathways Education Program (Pathways) to address the persistently low academic success rates and disproportionate rate of school dropouts for Alaska Native students in Nome Public Schools. In partnership with the University of Alaska Fairbanks Northwest Campus (UAF-NWC), Nome Public Schools (NPS) and an existing partnership between NPS and Northwestern Alaska Career & Technical Center (NACTEC), the overall goal of the program is to reduce barriers, increase academic success, foster goal setting and integrate culture into student learning experience, resulting in lower student transiency, increased academic performance, improved graduation rates, and increased postsecondary success. Pathways is designed to improve academic achievement and graduation rates among Alaska Native students through early identification of at-risk students and by keeping them in school by giving them the tools to succeed, teachers who can bridge the cultural divide, increasing parental participation and advocacy in schools, and engaging students in an alternative learning environment with a flexible schedule and academic level that is gauged to meet their individual needs. Additionally, the program will support youth who are at risk of dropping out by reengaging them with a credit recovery and dual credit program that offers scheduling flexibility and the assistance they need to meet their goals. This effort is designed to motivate students to study hard, remain engaged in learning, and set goals for their future that include higher education and/or viable career paths. Pathways will support students in developing their innate talents and learning the skills necessary to succeed in school and work, while valuing their Native heritage and respecting their way of life.
Partners: University of Alaska Fairbanks Northwest Campus (UAF-NWC), Nome Public Schools (NPS) and Northwestern Alaska Career & Technical Center (NACTEC)
To view the 2012 narrative, click here.

 

Name of Applicant: Yupiit School District (S356A120070)
Number of Students Served: 453
Yupiit School District School to Life Project will expand students’ background through experiences and explorations that examine the ways school links to life. The career and technical education activities and programs will inspire a sense of who they are as individuals with plans to help them realize their dreams and getting ready for the future--Uptellerkaq. The project serves all district students and young adults ages 18-24. District enrollment is 453 Central Yup’ik Eskimo students; 85% are English learners. The young adult population (on the most recent American Community Survey) is estimated at 199. Half of this group left school without a diploma and do not have a GED. The goal is to improve the career awareness of all participants and improve academic standing.
The proposal meets three priorities:
1). Yupiit School District is in a consortium with Akiachak Tribal Council, Akiak Tribal Council, and Tuluksak Tribal Council; 2). The proposal will expand the integration of educational technology in all classrooms through technical support and training for all staff and; 3). The district’s three schools are currently implementing School Improvement Grant Transformation Models.
Grant objectives include: Integrate place-based career awareness education into core curriculum instruction to make connections between school and the world outside of the classroom. Students who recognize the purposes for learning are more likely to improve school attendance and set goals that include graduation. Integrate technology into core instruction with interactive web pages on the district website and collaboration on national and international projects over the internet. Support Career and Technology Student Organizations (CTSOs) and implement Tech-Prep E-Learning courses in Health Sciences through UAF-CRCD. Provide online credit recovery options for high school. The online credit recovery program will be managed by an EdTech Tutor under the direction of the mentoring teacher. Implement Adult Education with ITTS, Pre-GED, and GED Online courses. Engage communities in the project through gatherings, roundtable discussions with local agencies and organizations, public surveys, interviews and conversations.
Consortium: Akiachak Tribal Council, Akiak Tribal Council and Tuluksak Tribal Council
To view the 2012 narrative, click here.

 

Name of Applicant: Sealaska Heritage Institute – Construction Project (S356A120054)
Number of Students Served: 5,000
Sealaska Heritage Institute was established in 1980 as a 501 (c) (3) Alaska Native regional non-profit in response to requests by tribal elders and leaders from throughout Southeast Alaska. Sealaska Heritage Institute’s goal for the Opening the Box of Knowledge: Constructing the Walter Soboleff Education and Culture Center Project is to establish a facility to provide educational programming for Alaska Native youth, place-based and culture-infused learning experiences for their peers, cultural awareness activities for their teachers, and internship opportunities for Alaska Native college students. The Walter Soboleff Center will provide, at a minimum, the following activities authorized under Section 7304 of the Elementary and Secondary Education Act: (1) The development of educational plans and programs that address the educational needs of Alaska Native students; (2) In-service programs to improve the ability of teachers to meet the unique needs of Alaska Native students ; and, (3) Career preparation activities to enable Alaska Native adults to prepare for meaningful employment through participation in apprenticeship programs The Walter Soboleff Center will be built in the community of Juneau, located in southeast Alaska, home of the Tlingit, Haida, and Tsimshian people. Juneau is Alaska’s capitol city and has a population of approximately 32,000 residents of which approximately 22% are of Alaska Native heritage. The Walter Soboleff Center will provide educational programming for approximately 5,000 youth in grades K-12 annually, cultural awareness activities for roughly 400 K-12 teachers and administrators, and career placement internships for at least 30 Alaska Native college students each year.
Partner: Juneau School District and the University of Alaska Southwest
To view the 2012 narrative, click here.

 

Name of Applicant: Northwest Arctic Borough School District (S356A120037)
Number of Students Served: 1,950
School Climate, Safety and Academic Success (CSAS) is a district-wide program to strengthen positive school and classroom climate while focusing on student behavior and attitudes. Northwest Arctic Borough School District (NWABSD) serves over 1950 students and 153 teachers at 11 sites in western Alaska. Based on historical district academic and behavioral data, trends indicate decreases in the number of students academically proficient, attendance and graduation rates. Data also indicates a fifty-eight percent increase in suspensions over a two year period. Academic success is closely correlated to attendance and student behavior. While focusing on Safe and Civil Schools curriculum and strategies, academic successes should follow. The goals for CSAS are to decrease rates of suspension, expulsion, and truancy throughout NWABSD by 15% per year, to increase consistency in classroom management and positive student behavior through the district, and to increase student academic success, attendance and graduation rates. Positive school climate and academic success will be accomplished through professional development and implementation of Safe and Civil Schools curriculum and strategies in a unified manner throughout NWABSD. It is important to note that the district has focused on district-wide curriculum, assessments and testing over the past several years. With the emphasis on district, school and classroom management and behavior and involving the parents and community, social and academic successes should follow. CSAS will support sustainability with a model that builds capacity each year through systematic training of educators, staff, students, [Type text] Northwest Arctic Borough School District School Climate, Safety and Academic Success (CSAS) families and community. A Trainer of Trainer Model will support on-going sustainability by building in the personnel resources to support strategies and methodologies to continue the emphasis from year to year. Data will be collected and analyzed to help target areas of strengths and challenges. The grant will provide continuous support over a three year period, laying the groundwork and template for continued success beyond the life of the grant.
Partner: NWALT and Maniilaq
To view the 2012 narrative, click here.

 

Name of Applicant: Bering Strait School District (S356A120029)
Number of Students Served: 1,615
The Bering Strait region in Western Alaska is served by two entities forming the Bering Strait Education Consortium (BSEC). Bering Strait School District serves approximately 1615 students (98% Alaska Native) in grades K-12 in 15 isolated villages. Five of the schools (Elim, Gambell, Savoonga, Shishmaref, and Stebbins) are listed as persistently lowest achieving schools(Priority 3) and all 15 schools are considered high-poverty schools. Kawerak, Inc., the Alaska Native regional non-profit organization for the Bering Strait region (Priority 1), has a vast knowledge of the cultural traditions, values, and resources of the region.
This project has two main goals: (1) To improve the academic achievement of students in Bering Strait School District by integrating the Alaska Native culture into the curriculum and (2) to support BSSD paraprofessionals in professional development opportunities and coursework leading to a teaching certificate. Our eight objectives support those goals and include (1) hiring a project manager to develop and organize cultural resources and make them available to teachers; (2) forming a Cultural Advisory Committee to give input into the curriculum, the bicultural program, this project, and other cultural matters; (3) supporting BSSD paraprofessionals in taking coursework toward becoming certified teachers; (4) supporting BSSD paraprofessionals in professional development opportunities that will enhance their teaching techniques and ability to work successfully with students; (5) increasing the percentage of students who are proficient on the Standards Based Assessments (SBAs); (6) increasing the percentage of students showing scale score growth on the SBAs; (7) convening Content Area Standing Committees each year to review and revise curriculum and to integrate cultural activities into at least five curricular units; and (8) forming a Bicultural Committee to develop a scope and sequence and units for the bicultural program. Working under the direction of the project director, the full-time project manager will research, organize, digitize, and make available the existing cultural resources and help students create new ones. Several committees will work to integrate the culture and give a better definition to our bicultural program. Specialized training based on SBA proficiency and scale score growth, AIMSweb results, and ACCESS scores will help our new and returning teachers be more effective. In addition to the five sites mentioned above, this project will also serve schools in Brevig Mission, Diomede, Golovin, Koyuk, Shaktoolik, St. Michael, Teller, Unalakleet, Wales, and White Mountain.
Partner: Kawerak, Inc.
To view the 2012 narrative, click here.

 

Name of Applicant: Alaska Native Heritage Center (S356A120014)
Number of Students Served: 375
Alaska Native Heritage Center (ANHC), a 501 (c) (3) educational and cultural center located in Anchorage, Alaska is proposing an Alaska Native Education project which seeks to continue and enhance the efficacy of its successful High School Afterschool Program. The proposed project will address disparities in academic achievement, school engagement, and graduation rates, and also will address the cultural needs of Anchorage’s Native students. Evidence-based enhancements to the program will increase the integration of math and science into cultural instruction, increase attention to and support for students’ school engagement, infuse beginning Native language instruction into its classes, and increase linkages with university programs. The project will serve 125 High School and 180 Middle School students/year within the Anchorage School District. AHNC seeks consideration under Competitive Preference Priority 1 AK Native Regional Non-Profit, as ANHC will partner with regional non-profit Cook Inlet Tribal Council.
Three-Year Project Objectives:
1) Offer a comprehensive afterschool High School program at ANHC, to 125 Alaska Native ASD students each year (375 total participants), using culturally based instruction in visual and performing arts, leadership, and athletics, designed to improve the academic achievement, educational outcomes, and positive identity of participants. 2) Develop and implement an Individual Development Plan for each student which strengthens cultural competencies, social-emotional learning, school engagement, graduation rates, and academic and career goals, for up to 125 students per year (up to 375). 3) Develop culturally-based math and science curricular components, and infuse math and science instruction into 50% of visual arts, leadership, and performance (dance, Native athletics) activities. 4) Provide and support a credit-by-choice option available to 100% of students enrolled in the HSP. 5) Provide summer programming to 20 students per year, including paid internship opportunities at ANHC. 6) Offer beginning level Alaska Native language instruction for at least three language groups, in the context of, and relevant to, each subject area. 7) Engage at least 60 middle school students per school, for three different schools, in weekly outreach through school-based culture and dance, and/ or Native physical education activities in up to schools, to bridge students to the high school program and the Alaska Native Heritage Center (180 students/year, 540 total). 8) Work with local universities to develop two practicum placements for education majors per year (6 total for years 1-3), at the High School Program. Anticipated Outcomes include increased graduation rates; increased proficiency in math, science, and reading on standards based assessments; increased school engagement; increased social-emotional skills, linkage to job/career readiness and paid internship opportunities; increased student knowledge/use of Native languages; and increased involvement with university programs.
Partner: Cook Inlet Tribal Council and Anchorage School District
To view the 2012 narrative, click here.

 

Name of Applicant: Knik Tribal Council (S356A120077)
Number of Students Served: 312
The Duch’deldih Partnership is rooted from the Dena’Ina meaning “we are learning” and will be designed to tighten the gaps identified as: access and representation in high level courses that research connects to degree attainment, development of curriculum which capitalizes on AN/AI learning modalities as a strength based approach to engagement and participation in activities, throughout the learning stages that support sequenced skill development and student connection. The focus of the project is the creation of two special mission middle school and two elementary level extended school day programs that integrate cultural understandings with Math and Science. In addition students have opportunities to participate in yearly Cultural summer camps to support cultural skills and understanding. Knik tribal Council’s leadership of this project will impact 312 AN/AI annually while meeting the standard of three competitive priorities points: Regional Nonprofit, novice applicant and (due to professional development and performance measures) teacher effectiveness.
Objective:
1). Increase the access and success of AN/AI students in higher level courses that connect to degree attainment through a strength based approach to engagement; 2). Improve the effectiveness of teachers who teach primarily AN/AI students; and 3). Provide culturally relevant experiences which support youth development.
Partners: Knik Tribal Council and Matanuska Susitna School District
To view the 2012 narrative, click here.

 

Name of Applicant: Goldbelt Heritage Foundation (S356A120069)
Number of Students Served: 550
The Aan Yatx’u Saani Deiyi, Noble People’s Path Grant Program seeks to identify the educational needs of Alaska Native students in the Juneau School District (JSD) and offer academic rigor and culturally relevant instruction to improve Native student academic performance. Literacy is a key element to scholastic success and this project will give emphasis to both academic and Heritage Language literacy to help Reverse Language Shift (loss of Tlingit Heritage Language) among pre-K-10 students and their families. The curricula will include mathematics, science and other academically challenging student coursework and the expansion of culturally responsive instructional development for teachers.
Project Component/Objectives:
1.) Prepare students to take more academically challenging and advanced coursework - to include Heritage Language through culturally responsive education instruction in classrooms. Develop 11 Cultural Education Units each grade level K-10 annually. 2.) Reverse Language Shift (loss of Tlingit Heritage Language) among pre-K-10 through regular instruction and sharing of 12 Heritage language units developed and presented at family gatherings. 3.) Develop and foster engaged parent, family and community engagement with annual school sharing event, “Koo.eex” 4.) Develop and Carry out an Early Learning Initiative. 5.) Include Elders in the Schools Integrating the Tlingit Heritage Language and traditional education system, which informs youth identity as a people. 6.) Increase the Efficacy and Capacity of District Administrators and Teachers in the knowledge and implementation of culturally relevant pedagogy with 42 teacher participants completing 4 professional development sessions each year. 7.) Expand culturally responsive teaching and culturally relevant curriculum—to include Heritage Language with Summer Enrichment program for 70 elementary and 40 middle school students.
To view the 2012 narrative, click here.

 

Name of Applicant: Anchorage School District (S356A120018)
Number of Students Served: 350
Project Puqigtut-llu (Cup’ik for “Smart People, Too!”) is a three-year project that will meet the educational needs of Alaska Native high school students in the Anchorage School District (ASD) who are at risk of academic failure and dropout. Project Puqigtut-llu is an expansion of ASD’s Project Puqigtut (Smart People!) which, since 2009, has resulted in significant academic gains and narrowing of the achievement gap. The project will serve 350 Alaska Native students in Year 1, and 450 by Year 3. Students take core subjects, needed for graduation, within a blended environment of online and face-to-face learning. Students receive support for social needs and access to technology. The goal is to increase high school success for Alaska Native students.
Project objectives and outcomes:
1). Annual increases in accumulation of credits necessary for high school graduation, resulting in increased ability to graduate from high school within four years; 2). Annual decreases in credit deficits, resulting in fewer students who do not graduate; 3) Average annual decreases in the dropout rate of Alaska Native students, with the outcome that more Native students will stay in school; 4) Average annual increases in the percentage of 9th and 10th grade students who score “proficient” or above on state Standards Based Assessments for reading, writing, math, and science; resulting in more students who are proficient in these core subjects; 5) Development and offering of online courses in core subjects of Language Arts, Social Studies, Math, and Science that are culturally responsive and that break barriers faced by Alaska Native students, resulting in learning experiences that have flexible timelines and locations, embedded Native cultural elements, and academic and social support; 6) Annual increases in successful completion of the online courses created for this project, leading to passage of core subjects required for graduation; and 7). Annual increases in students’ positive attitude toward school, motivation, sense of belonging, and understanding of the importance of education and graduation, leading to better overall educational experiences and results for Native students.
Consortium: the Cook Inlet Tribal Council, Inc. (CITC). Other partners are: University of Alaska (UAA) and the United Way of Anchorage.
To view the 2012 narrative, click here.

 

Name of Applicant: University of Alaska Anchorage (S356A120043)
Number of Students Served: 350
The Ikkataq (Bridging) Project is designed to bridge the gaps to successful training/education leading to long-term, stable employment in high demand occupations of the health and behavioral health field. The project is a consortium of the University of Alaska Anchorage Center for Human Development, the Aqqaluk Trust (Alaska Native Regional Nonprofit Organization meeting competitive preference priority #1), and organizations of the Alaska Native Corporation Shareholders (ANCS) Group. The project proposes to serve 80 Alaska Native students from regions across the state. Project students will enroll in one of two distance delivered Occupational Endorsement Credential (OEC) programs providing training/education for Direct Service Disability or Children’s Behavioral Health Specialists. It is expected that at least 80% of enrolled students will complete an OEC within the timeframe of the project. Project services will include face-to-face student orientations, pre-course technology training, IT supports, college survival skills training, mentor supports, academic and administrative supports, financial aid, practicum and job placement supports, and career ladder opportunities. The expertise of the Aqqaluk Trust and organizations of the ANCS Group will assist the project to recruit students and mentors, and to integrate cultural values and practices into processes and supports, curricula, instructional strategies, mentor guidelines, and project evaluation. Management and evaluation activities of the project will examine student progress data and student exit data, as well as student and mentor feedback on a quarterly basis in order to implement continuous improvements to curricula and student support strategies. Student outcomes will be examined according to typical academic indicators and less conventional indicators, as well as post-certification employment and career advancement. It is expected that the project will produce a model that can be applied to other higher education programs to make them more accessible to Alaska Native students.
Consortium: University of Alaska Anchorage Center for Human Development; The Aqqaluk Trust and Organizations of the Alaska Native Corporation Stakeholders Group
To view the 2012 narrative, click here.

 

Name of Applicant: Sealaska Heritage Institute (S356A120040)
Number of Students Served: 186
St. Mary's is located on the north bank of the Andreafsky River, 450 air miles westnorthwest of Anchorage. The City of St. Mary's encompasses the Yup'ik Eskimo villages of St. Mary's and Andreafsky. A federally-recognized tribe is located in the community -- the Algaaciq Native Village; Yupiit of Andreafski, a partner in our consortium. St. Mary’s School District serves 186 students in two adjacent facilities, the Elicarvicuar Elementary School, serving grades one through eight and the Andreafsky High School. Throughout its existence, the St. Mary's School Board has had as one of its primary concerns the integration of Yup'ik ways into educational experiences. The needs we plan to address include early childhood programming to better prepare students to have readiness skills needed for kindergarten success, improved student achievement, improved preparation for postsecondary success and increased knowledge about Yup’ik culture, the community and Yup’ik language. To address these needs, we established the following goals and objectives: 1). To Improve Student Achievement; 2). Improve readiness skills of students who will be entering kindergarten; 3).Students will finish high school and be prepared for post-secondary education; 4). Staff and students will increase their knowledge of the Yup’ik culture and language through culturally relevant instruction. Anticipated outcomes include improved student academic achievement, increased readiness skills for kindergarten, increased knowledge about the Yup’ik language, cultural heritage and values by students and staff, and improved preparation for postsecondary opportunities and values, instruction to develop Yup’ik language, development of a Yup’ik curriculum.
Partner: Alagaacik Tribal Government
To view the 2012 narrative, click here.

 

Name of Applicant: Yukon-Koyukuk School District (S356A120026)
Number of Students Served: 750
The School Success Model (SSM) will provide academic success services to 12 remote Native Alaskan village schools. The project will serve approximately 750 K-12 native students in 9 Yukon-Koyukuk School District (YKSD) schools and 3 Yupiit School District (YSD) schools. The proposal meets applicable priorities 1 (Alaska Native Regional Nonprofit Organizations) through Tribal Council partnerships; 2 (Improving the Effectiveness and Distribution of Effective Teachers or Principals) through PD and technology and 3 (Turning Around Persistently Lowest-Achieving Schools) with Yupiit School District as the qualifying district. The SSM uses Response to Intervention (RTI) as a 3 tiered instructional framework. The project will focus on providing 1) high-quality professional development to address student needs at all three RTI tiers; 2) professional development to implement data-driven instruction; 3) substantial technology coordination and implementation to facilitate the model’s strategies; and 4) integration of resources and tools to improve standards-driven education. PD will focus on context, content and process. SSM’s objectives will be supported by PEAK Learning Systems to provide PD to instructional staff in person and virtually; by ClassBright, a standards-aligned instruction and assessment planning tool; and with an Ed Tech Coordinator to help instructional staff and administrators implement, and maintain technology services.
Goal for the project: 1). to implement professional development and coaching; 2). implement universal screening, progress monitoring, and data-driven instruction; and 3). significantly increase the academic success of the YKSD and YSD students.
Partners: WW Idea, Inc. and Tribal Councils
To view the 2012 narrative, click here.

 

Name of Applicant: Cook Inlet Tribal Council, Inc. (S356A120019)
Number of Students Served: 186
Cook Inlet Tribal Council, Inc. (CITC), the regional tribal non-profit serving the Cook Inlet region, proposes STEM Techno-Culture (STEM-TC), an elementary and middle school program that complements CITC’s existing high school program to provide seamless culturally based Science, Technology, Engineering, and Math (STEM) skill-enhancing education for Alaska Native children in grades 3-8 in two Anchorage schools with high rates of Alaska Native enrollment. STEM-TC will pilot the use of multi-grade elementary (4th, 5th, and 6th grade) and middle school (7th and 8th grade) classes using project-based curricula drawing on Alaska Native cultures that are amenable to strong STEM (Science, Technology, Engineering, and Math) instruction. Counselors (1 middle school, 1 high school) will assist students and their families as they transition between elementary and middles and high school, ensuring that students and families are aware of and connected to services and programs and providing a regular check-in with students to facilitate their successful transition throughout the year. West High School, which receives Roming Middle School’s rising 9th grade students, has operated CITC’s Partners for Success program, which utilizes the Indigenous Math and Science Curriculum, since 2003 and has demonstrated a history of success in improving students’ STEM skills. STEM-TC will serve 225 students over three years.
Consortium: Yuut Elitnarviat, Advisory School Board and Tribal Council
To view the 2012 narrative, click here.

 

Name of Applicant: Lower Kuskokwim School District (S356A120006)
Number of Students Served: 275
The Lower Kuskokwim School District (LKSD) is located in the Kuskokwim River Delta region of Southwestern Alaska, approximately 400 air miles west of Anchorage. Headquartered in the town of Bethel, the district is comprised of twenty-three villages spread over an area the size of West Virginia. Approximately 98% of the village population is Alaska Native with Yup’ik Eskimo the primary Native group in the region. Travel is by plane and snow machine in winter and boat and four-wheeler during the short summer months to some villages. We are referred to as Bush Alaska as there is no road system. LKSD will be the lead financial management and is designated as a non-profit government organization. It will be a part of a consortium including Yuut Elitnaurviat, which is an Alaska Native not-for-profit organization, local village schools and traditional councils. The project will serve approximately 275 children and 102 families over three years. Two of the village schools AYP are at Level 4 (corrective action), while the other three have been at Level 5 (restructuring). The staff at these preschools will receive training, supervision and curriculum resources to meet the age appropriate academic, language, social, emotional, cognitive and cultural needs of the children and families they serve. Staff will bring and model literacy resources to parents in homes. The program will blend what is known about brain and child development with what local elders and families know about Yup’ik children and traditional child rearing practices. Subsequently, the desired result will be improving student achievement by meeting each child’s needs for safe, healthy and meaningful individual development. The greatest results will come from the focus on school readiness and family/community involvement. As educators of young children become more aware of language, learning styles and cognitive development through college courses and professional development, the children will have a more successful entry into kindergarten and ultimately turn around our low performing schools. Parents will be supported as the child’s first teacher and primary nurturer, and the community will have ownership in the preschool activities and progress. Our Preschool Leaders will continue on their educational path towards courses applicable for teacher certification and become highly qualified early childhood teachers. This leads us to preschools of excellence. Overwhelmingly, research supports effective teachers and quality preschools as having a positive effect on student achievement.
Consortium: Yuut Elitnarviat; Advisory School Board and Tribal Council
To view the 2012 narrative, click here.

 

Name of Applicant: University of Alaska-Fairbanks (S356A120055)
Number of Students Served: 20
The Applied Linguistics Program, and Alaska Native Language Center (ANLC) at the University of Alaska Fairbanks, in partnership with the Association of Village Council Presidents (AVCP), and the Lower Kuskokwim School District have come together to improve Education in Alaska Native Languages and for English Language Learners through graduate degree completion of educators and developing Computer Assisted Language Learning materials to be used in participating schools. Through this proposal, program partners will build on earlier work to graduate twenty (20) Masters Students (M.A.) and four (4) Doctoral students (Ph.D.) from participating school districts. These students will study and do research in the areas of Alaska Native and English Language Education. Students will create CALL projects as part of their degree and implement them in their classrooms through technology provided through the grant. Cohorts 1 and 2 will focus on Yup’ik Language Education, Cohort 3 will focus on an Alaska Native Language to be determined, and Cohort 4 will focus on educating English Language Learners. A combination of delivery strategies will be employed, including: (1) summer institutes, (2) workshops (on-site course delivery in regional villages), (3) audio-conferencing, (4) web-based course delivery and (5) one-on-one mentoring. In addition, students will be clustered into graduate collaboratives. Each collaborative will be headed by a faculty member and consist of a Ph.D. student and five M.A. students.
Partners: Association of Village Council Presidents and Lower Kuskokwim School District
To view the 2012 narrative, click here.

 

Name of Applicant: Fairbanks Native Association (S356A120058)
Number of Students Served: 500
Fairbanks Native Association’s (FNA) Johnson O’Malley program (JOM) is now in its 30th year serving our community. JOM sends tutors into classrooms in the Fairbanks North Star Borough School District (FNSBSD) to assist Alaska Native students. We propose to expand this service with a Tutor Expansion project to serve these students in more schools, including one of the state’s Persistently Lowest-Achieving schools. We expect to serve approximately 500 of the 2,000 Alaskan Native students in the Fairbanks North Star Borough. Our project goal is to improve the standardized test scores for identified Native students. Our objectives are to increase the number of tutors assigned to Native students in the FNSBSD by at least 50%, and serve an additional 500 AI/AN students who are academically deficient, with individualized tutoring services. Project services will expand the current practice, and therefore will implement in a timely manner and without any gaps. In collaboration with FNSBSD educators, parents, and the students, we will review targeted students’ previous standardized exam scores and grade reports to define skill areas, then customize strategies for academic improvement. FNA will provide tutors with culturally and academically-rich material and culturally-appropriate methodologies to help our students make meaningful connections between their academic work and their out-of-school experiences. FNA’s Johnson O’Malley (JOM) program will, in the context of this proposal, coordinate with the School District to provide tutoring services to Native students in need. FNA has a strong relationship with the District’s Alaska Native Education Department dating back to the JOM program’s inception. In 1987, a pending lawsuit provoked the District to mediate an agreement with FNA to provide improved services for Native children.
Partner: Fairbanks North Star Borough School District
To view the 2012 narrative, click here.

 

Name of Applicant: University of Alaska-Fairbanks (S356A120017)
Number of Students Served: 2,871
Raising Educational Achievement through Cultural Heritage (REACH) proposes to improve Alaska Native student knowledge of Inupiat and Yup’ik ways of knowing about climate, and to increase Alaska Native student science, technology, engineering and math (STEM) competency. A total of 2,871 K-6 students and 237 elementary teachers at 15 sites in northwest Alaska’s Bering Strait School District (BSSD) will be served by the project. REACH provides year-round professional development (PD) augmented by ongoing mentorship from Native Elders, scientists, and master teachers. Each summer, BSSD teachers receive 2 weeks of immersive indigenous and western instruction. Throughout each school year, summer PD is transferred to classrooms by teachers field-testing REACH curricular resources. REACH curriculum is loaded with current, place-based cultural and STEM content on climate change, and infused with evidence-based best practices for indigenous education. BSSD teachers can earn 7 UAF continuing education credits annually for full participation in the project.
REACH project goals are to: (1) improve BSSD student STEM achievement in highpoverty, persistently lowest-achieving schools; (2) increase the number of effective teachers, training them in culturally relevant STEM instruction proven to increase student achievement; and (3) prepare Native youth to become leaders in developing solutions to climate issues in school and in the real world. Objectives aligned with REACH goals are to improve Alaska Native student performance on elementary STEM assessments; provide accurate, culturally relevant and standard-based STEM curricular resources; increase teacher STEM content knowledge; improve teacher pedagogy for instructing Alaska Native students and STEM self-efficacy; provide culturally relevant STEM curriculum that is effective for Native students; and train Native youth to propose solutions to local climate change problems.
Consortium: Kawerk Inc, Cultural Heritage and Education Institute, Alaska Native Knowledge Network, Geophysical Institute, Northwest Interior Forecast LLC, Western Alaska LLC and Berring Strait School District
To view the 2012 narrative, click here.

 

Name of Applicant: Big Brothers/Big Sisters of Alaska (S356A120027)
Number of Students Served: 125
In partnership with three school districts -- Fairbanks North Star Borough, Juneau, and Anchorage and two Alaska Native regional nonprofits -- Big Brothers Big Sisters of Alaska will develop and implement the Success through Education and Cultural Connection (SECC) project, a targeted mentoring program designed to provide academic and social-emotional support to 125 Alaska Native students each year who are at high risk of academic failure based on 3rd Grade Standards Based Assessment scores. This initiative is innovative and unlike other mentoring programs for three reasons:
1.) SECC focuses intense energy on a specific segment of students – Alaska Native students who are not proficient on the 3rd grade Standards Based Assessment (SBA);
2). SECC develops a robust partnership with school districts and local volunteer mentors to provide intense support for children at risk of academic failure, and Alaska Native organizations to recruit Alaska Native mentors and role models; and
3). SECC uses student academic and school data to provide continual feedback about the impacts of the mentoring relationship on students’ academic progress and to direct mentoring activities to respond to students’ real-time academic and social needs. The result will be increased academic achievement of participating Alaska Native students; increased academic engagement of participating Alaska Native students; and increased number of Alaska Native volunteer mentors who are matched with an Alaska Native child.
Partners: Central Council of Tlingit and Haida tribes of Alaska; Tanana Chiefs Conference; Sealaska Corporation; Anchorage School District; Juneau School District and Fairbanks Northstar Borough School District
To view the 2012 narrative, click here.

 

Name of Applicant: Sealaska Heritage Institute (S356A120051)
Number of Students Served: 269
The Opening the Gate: The Southeast Middle School Math and Culture Project reflects a collaborative partnership between the regional non-profit Sealaska Heritage Institute (SHI) and five school districts in Southeast Alaska. The project is designed to increase interest and academic achievement in math among 269 Alaska Native middle school students, in response to their persistently low performance on state and national tests. Specific project goals include:
1). actively engage 50 students/year in experiential, culture based math summer camp;
2). increase knowledge of 14 teachers/year in Tlingit cultural traditions, protocols and art as they affect mathematical learning; and
3). produce, field test and disseminate series of supplemental math resources reflecting Tlingit culture and language for beginning Algebra and Geometry courses. Three major components of this project are cultural resource development, adapting nationally recognized, successful math programs developed by other tribes for use in Southeast Alaska; ten day intensive academic and culture camp experiences for students in grades 6 – 8, focusing on basketry and weaving and canoe making, both legendary cultural references of Tlingit people; professional development for middle school teachers to deepen their understanding of math, place-based cultural knowledge, cultural materials to access and instructional strategies to engage students. Using the expertise and cultural knowledge of SHI staff, Elders and Culture Bearers the Project promises authentic, relevant additions to commercial math curriculum.
Partners: Sealaska Heritage Institute; Juneau School District; University of Alaska Southeast – Juneau Campus
To view the 2012 narrative, click here.

 
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Last Modified: 12/03/2012