• 2007 Grant Awards

• 2006 Grant Awards

• 2005 Grant Awards

2011 Project Profiles

The Fernandeno Tataviam Band of Mission Indians will implement the Teaching and Mentoring Indian Tarahat program to assist 300 high school students in five tutoring sites to improve academic achievement and reaffirm cultural values and identify. The project goals include increased high school graduation, college admissions and positive cultural identity.
Number of participants: 75 per year
First Year Funding: $249,765
Contact: Jose Leon
Phone: 818-837-0794

Omaha Public Schools will implement the Native Indian Centered Education (NICE) project to provide American Indian/Alaska Native preschool children and high school students with culturally enriched learning experiences to promote academic success. The NICE project will promote school readiness for preschool children with special needs to ensure successful transition to kindergarten and academic skills and competency for high school students for successful transition to college and post secondary education.
Number of participants: 40 preschool children and 125 high school students per year
First Year Funding: $300,000
Contact: Tami Maldenado-Mancebo
Phone: 402-557-2459

Navajo Preparatory School’s Dine Soaring to the Future project will prepare high school students for success in college. The project will provide rigorous instruction in math and science. Students will be provided the opportunity to earn dual credit coursework at Dine College. The Three Rivers Education Foundation and the International Baccalaureate organization will partner and assist in the academic rigor provided to students and the success of the project.
Number to participant: 125
First year funding $299,746
Contact: Betty Ojaye
Phone: 505-324-1568

Three school districts will implement the Readying American Indian Students for Education (RAISE) project to serve 341 Osage and Otoe-Missouri Indian students currently performing below proficient on state mandated End of Instruction tests. Project RAISE will increase competency and skills in challenging subjects including math and science to successfully enable students to transition to post secondary education. The project is based on the Alaska Rural Systemic Initiative Model.
Number of participants: 341 per year
First Year Funding: $295,022
Contact: Jacque Canady
Phone: 918-885-2667

The Yselta del Sur Pueblo will implement a Tigua Pre-K Program. The project plans to implement the Scholastic Early Childhood Program and include computer literacy, Tigua culture and language and parental involvement. The Tigua Pre-K Program will also provide wraparound services and coordination to link and refer children and families for identified health services.
Number of participants: 50
First year funding $247,866
Contact: Luis Nunez
Phone: 915-872-8648

Puget Sound Educational Service District in consortium with Muckleshoot Tribal School and four Pierce county school districts will implement the Red Road Project. The Red Road Project is a college preparatory program to provide services to 125 American Indian/Alaska Native students weekly. The project will develop a Native American Center at each of the consortium partner schools to encourage and better support AI/AN high school students. Students will receive academic tutoring and counseling services as well as assistance to meet college entrance requirements.
Number of participants: 125 per year
Year one funding: $296,598
Contact: Jason Lafontaine
Phone: 425-917-7963

2010 Project Profiles

The Qasgiq to Classroom project will prepare Alaska Native high school students for careers in the fields of science, technology, engineering, and mathematics through research that builds on successful strategies and content for educating Native youth. A particular focus will be placed on reports of standardized tests, GPAs, and graduation rates. The project will phase in lessons from the Indigenous Knowledge in Math and Science Project that focuses on curriculum refinement, content areas and teaching. The project will disseminate the curriculum for replication in other school districts.
Number of participants: 250
Project Director: Christopher Meier
Award: $293,614
Phone: 907-793-3210

The Pathway to College project will provide services to high school students to ensure successful transition to college. The project will include family and community activities to enhance project services. The project will include an assessment of teacher effectiveness, an increase in the number of rigorous college preparation classes provided to students, and will incorporate Apache culture throughout the curriculum. One hundred percent participation of youth and families will ensure the success of the project. All students will develop an individual academic plan to ensure he/she is college bound. The project will be conducted in three sites on the San Carlos Apache reservation.
Number of participants: 650
Project Director: Fred Ferreira
Award: $298,000
Phone: 928-475-2336

The College Success Project will assess each student to develop a pathway to college. The project is designed as a consortium that will provide enhanced student services that include targeted assessment, structured tutoring, college course offerings, and a culturally appropriate curriculum for high school students. Additionally the project will provide counseling services, parent and guardian support.
Number of participants: 200
Project Director: Greg Masten
Award: $286,481
Phone: 530-625-4413

The Native Tribal Scholars consortia project will provide year round college preparatory activities that focus on challenging subject matters, including mathematics and science. The activities will include academic instruction, individual and small group tutoring, college and career counseling, assistance with college and financial aid applications and cultural enrichment activities. The project will be conducted at three sites. Number of participants: 60
Project Director: Gail Hill
Award: $299,958
Phone: 508-477-0208

The College PREP project is a consortium that includes high school students from nine schools. The project proposes to increase the percentage of students who graduate on schedule with their 9th grade classmates and who complete four years of challenging coursework with a grade of C or better. Additional project objectives include increasing the percentage of students who meet the State’s proficiency measures, attendance improvement, GPA improvement, and completion of college transition milestones. The project will include a focus on services to students at risk of dropping out.
Number of participants: 80
Project Director: Danielle Grant
Award: $299,680
Phone: 612-668-0610

The Tiny Turtles Preschool Project will provide a preschool program that includes a focus on health, safety and nutrition, caregiver issues and positive relationships within a positive learning classroom environment and active curriculum. The preschool program will implement a curriculum to include activities to increase language and literacy skills to levels that are competitive with same-age general population three and four year old children. The preschool program will incorporate the Chippewa and Mitchif languages into all activities and include instruction for parents to strengthen the dual language approach to learning that will also facilitate Standard English proficiency. Number of participants: 40
Project Director: Patty Gourneau
Award: $282,087
Phone: 701-477-6471

The Learning Communities project will focus on the academic achievement of high school students in seven South Dakota high schools. The project will provide students with a rigorous math and science curriculum that includes principles applied to community issues. Students will participate in community service and demonstrate problem solving behaviors. Mentoring and tutoring services will be provided for all students. The project includes college planning and career awareness. Services also include specific preparation for SAT/ACT testing.
Number of participants: 340
Project Director: LuAnn Werdel
Award: $298,173
Phone: 605-773-3783

The Path to College Project will utilize Graduation Coaches to provide mentoring, tutoring, as well as personal, social, academic and career counseling services for high school students. The students will have access to rigorous academic coursework. Personal student learning plans will be implemented. Lakota language and culture will be integrated into the curriculum. The project will be implemented across Rapid City Area Schools with a focus on challenging subject matter, including mathematics and science.
Number of participants: 400
Project Director: Mike Talley
Award: $292,420
Phone: 605-394-4023

The Guided Crossings project is a consortium to address the transition periods involving pre-kindergarten and college. It will build on a model for screening and monitoring to allocate needed services. The Preschool program will provide services that include age appropriate instruction and interventions for children identified at-risk per the state Early Learning Benchmarks. The Preschool program will implement active learning and the Parents as Teachers Born to Learn model. The high school students will be provided challenging core subjects including math and science and special tutoring services. The project includes a cross age high school to pre-k mentorship component that allows for special learning opportunities as the high school students buddy up with preschool students.
Number of participants: 165
Project Director: Richard Basnaw, Jr.
Award: $130,270
Phone: 253-445-6000

This Ojibwe Immersion Charter School project will provide a pre-school program of services that include a researched based curriculum, developmental and age appropriate activities and integrate native language and culture throughout the classroom environment and in the learning experiences. The project includes a highly trained professional staff. This project will be conducted on the Lac Courte Oreilles Indian Reservation.
Number of participants: 60
Project Director: Monica White
Award: $149,668
Phone: 715-634-8924
(September 30, 2010)

2009 Project Profiles

Bering Strait School District located in Unalakleet, AK, plans to provide pre-school services for native three and four-year-old children in three isolated communities. This project will provide three Early Childhood certified teachers to enhance and guide the early childhood programs and services in classrooms in the remote Alaska Native villages of St. Michael, Koyuk and Gambell. The project will also provide services to high school students in the Bering Strait School District to ensure successful transition to post secondary education. Alaska Native and American Indian high school students will be offered support and assistance to earn dual credit college courses in reading, writing, mathematics and science. Number of participants: 124

The Cook Inlet Tribal Council's project will emphasize high-level mathematics and science courses for Alaska Native and American Indian high school students attending Bartlett High School in the Anchorage School District. The project will formally develop a school-within-a-school cohort model for the 9th grade and provide high-level mathematics and science courses to prepare students for careers in Science, Technology, Engineering and Mathematics. The project will increase the numbers of 9th graders graduating with their cohort members at Bartlett High School and increase their competencies and skills in advanced mathematics and science subject areas. Number of participants: 160

Goldbelt Heritage Foundation, a native organization located in Juneau, AK, will improve high school student academic success through implementing the Science and Math Scholars program. This project is designed to engage Alaska Native students enrolled in the Juneau School District with a culturally responsive mathematics and science curriculum incorporating inquiry and solutions-based learning that will meet and/or exceed grade level expectations. Credit recovery coursework will be provided to students at risk of dropping out or who have dropped out and are working to re-enter Juneau School District. Early college coursework in science and mathematics will be provided and coordinated with the University of Alaska to ensure a successful transition for students from high school to higher education The project promises to facilitate future careers in the field of mathematics and science for Alaska Native students. Number of participants: 600

The program is a multi-agency effort to provide age appropriate educational programs and language skills to three- and four-year-old Indian students to prepare them for successful entry into Kindergarten. Page is partnering with the Navajo Nation Head Start program to improve the quality of preschool services offered in the district and on the reservation. Over 250 preschool students will benefit from the project across four sites on the reservation and twelve preschool classrooms on the Page campus. The program will use a scientifically based research-validated preschool curriculum, a research-demonstrated professional development program, and a comprehensive evaluation program. Number of participants: 250

The Painted Desert project will be implemented at the STAR (Service To All Relations) School located near Flagstaff, AZ. STAR School is a charter school serving Navajo students in grades K-6. The Painted Desert project will implement a Montessori-based preschool program for three and four year old Indian children who are primarily Navajo. The curriculum will integrate Navajo language and cultural components with the assistance of family members and tribal elders. Painted Desert will collaborate with Little Singer Community School to enhance the pre-school early childhood services with the 40 Developmental Assets program and Voices. Number of participants: 80

The Toulumne Band of Me-Wuk Indians, located in northern California on the Toulumne Reservation, have designed a project to support Tuolumne Me-Wuk and other American Indian youth to transition successfully to post secondary education. The project will transform the after-school Learning Center into a facility that promotes academic excellence and increase high school graduation for all participants. The Learning Center will prepare high school students for the SAT and ACT college entrance exams, assist with college entrance applications and assist school-aged students who have dropped out of high school to prepare and pass high school tests in order for them to graduate with their class. Number of participants: 80

The Arlee High School, a public school on the Flathead Reservation in western Montana, has designed a college preparatory program targeting students in grades 9-12. The project will provide increased rigor, enrichment, summer support programs and specialized tutorial services provided by highly qualified certified teachers. Job embedded professional development provided by an outside service provider, emphasizes meeting high academic standards and enhances implementation of Montana's standards for Indian Education for All. The project elevates expectations and rigor in the core curriculum while providing focused temporary supports so every American Indian child is well prepared and motivated to go to college. Number of participants: 117

Omaha Public Schools will implement the Native Indian Centered Education project to serve pre-school children and high school students. The goal is to increase the number of three and four-year-old Indian students ready to successfully enter Kindergarten and to increase the number of American Indian high school students to successfully transition into post secondary education. The project will support a Native Studies Academy for high school students which will include dual credit options with Little Priest Tribal College. The pre-school program will implement the research-based Creative Curriculum and assessment. The Native Studies Academy and the pre-school program will be infused with native culture provided by tribal elders. Number of participants: 800

Alamo Navajo Community School is located on the Alamo Navajo Indian reservation near Magdalena, New Mexico. Alamo Navajo Community School is a tribally operated school, funded by the Bureau of Indian Education, serving 269 Indian students in grades K-12. This project is designed to serve three and four-year-old Indian children with an early literacy pre-school program. The program will embrace native language and culture and focus on language based literacy instruction. A variety of literacy materials incorporated with a hands-on active learning approach will provide a structured pre-school literacy curriculum and support for children whose first language is Navajo. Number of participants: 125

Rocky Mountain Elementary School is located in rural northeastern Oklahoma within the boundaries of Cherokee Nation. Rocky Mountain Elementary School will implement Project EXCEL which is designed to serve three and four-year-old Cherokee children with a school readiness program designed to ensure successful entry into kindergarten. The goals of Project EXCEL are to provide a culturally relevant, cognitive developmental curriculum to foster all aspects of child development, including developing proficiency in English. Number of participants: 160

The Native American Youth and Family Center, located in Portland, OR, plans to implement a College Readiness through Assessment and Enrichment Interventions project. The project will identify and serve the underserved native student population in the Portland metropolitan area high schools to provide enrichment intervention strategies, assessment and instruction in mathematics and science, and ACT and PSAT tutoring and preparation. This project will also conduct a city-wide Native College Fair to encourage and promote more native students to transition to post secondary education. Number of participants: 70

The Mid Central Educational Cooperative, over four years, will serve a cohort of 582 ninth grade Native American students at 11 high schools, located on or near South Dakota reservations. The program will provide services that will: increase competency and skills in challenging subject matter, including mathematics and science; improve high school graduation rates; and enable Indian students to transition successfully to postsecondary education. The program will accomplish this goal through a variety of activities that include: infusing Lakota culture and language into the classroom; providing mentoring, tutoring, and other support services; providing access to more rigorous academic coursework; and implementing personal learning plans for students. Number of participants: 582

Puget Sound Educational Service District (Washington)
S299A090016

This consortium project will significantly impact the Kindergarten readiness skills of three and four-year-old American Indian and Alaska Native children's. To achieve this goal, the delivery of a researched-based early learning curriculum will be coordinated. Services will provided in ten existing classrooms serving American Indian and Alaska Native preschool age children: eight in the Chief Leschi Schools Preschool Programs and two at the Puyallup Tribe's Grandview Early Learning Center. Early identification and classroom-based activities will be combined to support children's language and literacy with the goal of all children meeting Kindergarten readiness standards. Project activities in classrooms will be culturally relevant and literacy based to strengthen children's identity and early learning skills. As many as 600 children will be served over the four year grant period. Number of participants: 600

The Red Cliff Band of Lake Superior Chippewa, located near Bayfield, WI, have designed a pre-school project to serve and prepare three and four year old Indian children for successful transition to Kindergarten. The Red Cliff School Readiness Program consists of five integrated components that include: the Orton Gillingham multi-sensory model for emergent literacy and phonemic awareness, targeted small group instruction, cultural teaching and activities to support a positive approach to learning, targeted support for special needs children and the use of the six key factors identified in the U. S. Department of Education's Early Childhood Longitudinal Study. Number of participants: 60

2009 Project Profiles

Bering Strait School District located in Unalakleet, AK, plans to provide pre-school services for native three and four-year-old children in three isolated communities. This project will provide three Early Childhood certified teachers to enhance and guide the early childhood programs and services in classrooms in the remote Alaska Native villages of St. Michael, Koyuk and Gambell. The project will also provide services to high school students in the Bering Strait School District to ensure successful transition to post secondary education. Alaska Native and American Indian high school students will be offered support and assistance to earn dual credit college courses in reading, writing, mathematics and science. Number of participants: 124

The Cook Inlet Tribal Council's project will emphasize high-level mathematics and science courses for Alaska Native and American Indian high school students attending Bartlett High School in the Anchorage School District. The project will formally develop a school-within-a-school cohort model for the 9th grade and provide high-level mathematics and science courses to prepare students for careers in Science, Technology, Engineering and Mathematics. The project will increase the numbers of 9th graders graduating with their cohort members at Bartlett High School and increase their competencies and skills in advanced mathematics and science subject areas. Number of participants: 160

Goldbelt Heritage Foundation, a native organization located in Juneau, AK, will improve high school student academic success through implementing the Science and Math Scholars program. This project is designed to engage Alaska Native students enrolled in the Juneau School District with a culturally responsive mathematics and science curriculum incorporating inquiry and solutions-based learning that will meet and/or exceed grade level expectations. Credit recovery coursework will be provided to students at risk of dropping out or who have dropped out and are working to re-enter Juneau School District. Early college coursework in science and mathematics will be provided and coordinated with the University of Alaska to ensure a successful transition for students from high school to higher education The project promises to facilitate future careers in the field of mathematics and science for Alaska Native students. Number of participants: 600

The program is a multi-agency effort to provide age appropriate educational programs and language skills to three- and four-year-old Indian students to prepare them for successful entry into Kindergarten. Page is partnering with the Navajo Nation Head Start program to improve the quality of preschool services offered in the district and on the reservation. Over 250 preschool students will benefit from the project across four sites on the reservation and twelve preschool classrooms on the Page campus. The program will use a scientifically based research-validated preschool curriculum, a research-demonstrated professional development program, and a comprehensive evaluation program. Number of participants: 250

The Painted Desert project will be implemented at the STAR (Service To All Relations) School located near Flagstaff, AZ. STAR School is a charter school serving Navajo students in grades K-6. The Painted Desert project will implement a Montessori-based preschool program for three and four year old Indian children who are primarily Navajo. The curriculum will integrate Navajo language and cultural components with the assistance of family members and tribal elders. Painted Desert will collaborate with Little Singer Community School to enhance the pre-school early childhood services with the 40 Developmental Assets program and Voices. Number of participants: 80

The Toulumne Band of Me-Wuk Indians, located in northern California on the Toulumne Reservation, have designed a project to support Tuolumne Me-Wuk and other American Indian youth to transition successfully to post secondary education. The project will transform the after-school Learning Center into a facility that promotes academic excellence and increase high school graduation for all participants. The Learning Center will prepare high school students for the SAT and ACT college entrance exams, assist with college entrance applications and assist school-aged students who have dropped out of high school to prepare and pass high school tests in order for them to graduate with their class. Number of participants: 80

The Arlee High School, a public school on the Flathead Reservation in western Montana, has designed a college preparatory program targeting students in grades 9-12. The project will provide increased rigor, enrichment, summer support programs and specialized tutorial services provided by highly qualified certified teachers. Job embedded professional development provided by an outside service provider, emphasizes meeting high academic standards and enhances implementation of Montana's standards for Indian Education for All. The project elevates expectations and rigor in the core curriculum while providing focused temporary supports so every American Indian child is well prepared and motivated to go to college. Number of participants: 117

Omaha Public Schools will implement the Native Indian Centered Education project to serve pre-school children and high school students. The goal is to increase the number of three and four-year-old Indian students ready to successfully enter Kindergarten and to increase the number of American Indian high school students to successfully transition into post secondary education. The project will support a Native Studies Academy for high school students which will include dual credit options with Little Priest Tribal College. The pre-school program will implement the research-based Creative Curriculum and assessment. The Native Studies Academy and the pre-school program will be infused with native culture provided by tribal elders. Number of participants: 800

Alamo Navajo Community School is located on the Alamo Navajo Indian reservation near Magdalena, New Mexico. Alamo Navajo Community School is a tribally operated school, funded by the Bureau of Indian Education, serving 269 Indian students in grades K-12. This project is designed to serve three and four-year-old Indian children with an early literacy pre-school program. The program will embrace native language and culture and focus on language based literacy instruction. A variety of literacy materials incorporated with a hands-on active learning approach will provide a structured pre-school literacy curriculum and support for children whose first language is Navajo. Number of participants: 125

Rocky Mountain Elementary School is located in rural northeastern Oklahoma within the boundaries of Cherokee Nation. Rocky Mountain Elementary School will implement Project EXCEL which is designed to serve three and four-year-old Cherokee children with a school readiness program designed to ensure successful entry into kindergarten. The goals of Project EXCEL are to provide a culturally relevant, cognitive developmental curriculum to foster all aspects of child development, including developing proficiency in English. Number of participants: 160

The Native American Youth and Family Center, located in Portland, OR, plans to implement a College Readiness through Assessment and Enrichment Interventions project. The project will identify and serve the underserved native student population in the Portland metropolitan area high schools to provide enrichment intervention strategies, assessment and instruction in mathematics and science, and ACT and PSAT tutoring and preparation. This project will also conduct a city-wide Native College Fair to encourage and promote more native students to transition to post secondary education. Number of participants: 70

The Mid Central Educational Cooperative, over four years, will serve a cohort of 582 ninth grade Native American students at 11 high schools, located on or near South Dakota reservations. The program will provide services that will: increase competency and skills in challenging subject matter, including mathematics and science; improve high school graduation rates; and enable Indian students to transition successfully to postsecondary education. The program will accomplish this goal through a variety of activities that include: infusing Lakota culture and language into the classroom; providing mentoring, tutoring, and other support services; providing access to more rigorous academic coursework; and implementing personal learning plans for students. Number of participants: 582

Puget Sound Educational Service District (Washington)
S299A090016

This consortium project will significantly impact the Kindergarten readiness skills of three and four-year-old American Indian and Alaska Native children's. To achieve this goal, the delivery of a researched-based early learning curriculum will be coordinated. Services will provided in ten existing classrooms serving American Indian and Alaska Native preschool age children: eight in the Chief Leschi Schools Preschool Programs and two at the Puyallup Tribe's Grandview Early Learning Center. Early identification and classroom-based activities will be combined to support children's language and literacy with the goal of all children meeting Kindergarten readiness standards. Project activities in classrooms will be culturally relevant and literacy based to strengthen children's identity and early learning skills. As many as 600 children will be served over the four year grant period. Number of participants: 600

The Red Cliff Band of Lake Superior Chippewa, located near Bayfield, WI, have designed a pre-school project to serve and prepare three and four year old Indian children for successful transition to Kindergarten. The Red Cliff School Readiness Program consists of five integrated components that include: the Orton Gillingham multi-sensory model for emergent literacy and phonemic awareness, targeted small group instruction, cultural teaching and activities to support a positive approach to learning, targeted support for special needs children and the use of the six key factors identified in the U. S. Department of Education's Early Childhood Longitudinal Study. Number of participants: 60