Indian Education—Demonstration Grants for Indian Children
2016 Demonstration Grants
Alaska Gateway School District (AK) $787,544)
The Alaska Gateway School District has proposed the Alaska – Care and Husbandry Instruction for Lifelong Living (A-CHILL) as their Native Youth Community Project. The geographic area to be served by this project is the Alaska Gateway School District and Yukon-Koyukuk School District covering an area of approximately 93,000 miles. The Hughes Village Council, Kaltag Tribal Council, Manley Hot Spring Traditional Council, Koyukuk Tribal Council, Ruby Tribal Council, Chief’s Conference, Mushers Association, Brightways Learning, the University of Alaska Fairbanks and partners seek to create systemic, sustainable change for Alaska Native youth by addressing career and post-secondary educational needs for students in grades 7-12. The barriers identified by the community survey and through analysis of the youth data are: graduation rates below 50% for Alaska Native students, lack of career readiness upon leaving school, lack of exposure to higher education opportunities and the need for greater exposure to cultural heritage. A-CHILL proposes to make changes through the development of a career educational program involving veterinary sciences, animal husbandry and cultural training. By leveraging expertise from high school programs, UAF programs and tribal elders related to the dog sledding industry, students will be incentivized to stay in school and consider the region’s rich cultural heritage involving mushing and the myriad of learning and employment opportunities that surround the industry. This project extends the existing pilot project, the Frank Attla Youth & Dog Mushing program, that now exists at the Jimmy Huntington school in Huslia. Project A-CHILL will leverage community volunteers and tribal elders to expand students’ knowledge of mushing, animal husbandry, related businesses and cultural heritage.Annette Island School District (AK) $221,634
The Annette Island School District (AISD) Empowering our Future Generations Project will focus on increasing Metlakatla students’ college- and career-readiness. Building on the evidence-based and community context, AISD will focus on increasing Tsimshian cultural identity, developing shared family-school partnerships, improving student independent living skills, and providing essential mentoring. Annette Island School District (lead applicant) is partnering with Metlakatla Indian Community (partner applicant and federally recognized tribal entity) and Association of Alaska School Boards (a 501(c)(3) non-profit organization). AISD is in a rural local community and currently has an Alaska Native Education Program grant. Program objectives include: increasing student connection to Tsimshian culture and cultural identity; increasing family and community involvement in students’ education and support for student higher education; increasing family and community involvement in educational outcomes; and improving school district and community capacity and infrastructure to support student independent living skills.Chugach School District (AK) $541,033
The purpose of the Voyage To Excellence – Generation Indigenous (VTE-GI) project is to provide for nine 1- to 2-week-long residential career development phases and 1 month-long residential summer career camp each serving up to 28 students. Curriculum will include contextually-based, relevant academic instruction; intensive career planning with a focus on careers available in rural Alaska Native communities; personal and life skill development necessary in both rural and urban environments; and a foundation of Alaska Native cultural identity through Alaska Native cultural learning opportunities, interactions, and on-the-job training opportunities with Alaska Native industry professionals. Community-based strategies include: providing focused, contextual academic instruction in personally relevant fields of interest; providing opportunities to apply technical mathematics, reading, and writing in real life situations; promoting work readiness and employability skills training during phases and camps that focus on careers available in rural Alaska Native communities; facilitating career exploration/job shadowing; offering occupational endorsements and certifications in local industry professions; developing college-readiness skills; developing positive social, personal and life skills; providing cultural learning opportunities, interactions, and on-the-job training opportunities with Alaska Native industry professionals. The project will also include yearly staff training to increase knowledge and skills in strategies for integrating Alaska Native culture into VTE-GI phases. By staging the VTE-GI phases at a residential school in Anchorage, students will have access to the largest employers and business partners in Alaska who are eager to make a favorable impression on the future workforce.Goldbelt Heritage Foundation (AK) $981,075
The Goldbelt Heritage Foundation, in partnership with the Juneau School District (LEA), the Chatham School District (LEA), Douglas Indian Association (Tribe), CCTHITA (Tribe), and the Alaska Learning Network proposes to ensure that Alaska Native and American Indian students are prepared for college and careers by carrying out the I Kusteeyi Shakaadei eelgen—Looking to Your Future—grant initiative. The program will concretely provide culturally relevant strategies designed to improve the educational and life outcomes for youth within Southeast Alaska tribal communities. The overall project goal is to increase the number of graduates, among Southeast Alaska Native/American Indian students, who finish high school in four years and enroll in colleges or pursue career-ready training opportunities. Barriers to postsecondary success for Native students include low graduation and high dropout rate, limited achievement, lack of equity, lack of 21st Century skills, limited college- and career-ready topics, limited college and career-ready role models, lack of leadership opportunities, limited credit recovery, limited pathways to college- and career-ready programs and disconnectedness to place, governance, and history.
Throughout time the Tlingit Native people of Southeast Alaska learned to turn barriers into opportunities by varying the strategies of their approach to education. Through this project, with the strong partnership of Goldbelt Heritage Foundation, the Juneau School District, Chatham School District, the Alaska Learning Network/University of Alaska Southeast, and Central Council Tlingit Haida Indian Tribes of Alaska, and the support of the Douglas Indian Association, I Kusteeyi Shakaadei eelgen—Looking to Your Future—will embrace the opportunity to carry out community and educational self-determination utilizing the wise counsel of the past. Looking to your Future will serve a minimum of 1,095 students.Kake City School District (AK) $194,708
With the support of $778,833 in Indian Education Demonstration grant funds over four years, Kake City School District (KCSD) and its project partners, the Organized Village of Kake and the Southeast Alaska Regional Health Consortium (SEARHC) will launch Responsive, Aspirational Support Networks (REASON), a comprehensive Native Youth Community Project comprised of academic supports and college-readiness programming that will dramatically impact outcomes for high poverty, high risk Alaska Native youth in Kake, Alaska, a rural, isolated village located on Kupreanof Island. Key barriers to student success include: academic failure; loss of Tlingit Language and Culture; lack of college-readiness; and lack of parental knowledge about how to support their children’s education, among others. Yet despite being a small, isolated village located on a remote Alaska island, KCSD has engaged community resources to support our Alaska Native students in improving their academic, college- and career-readiness outcomes. Specific opportunities to support our Alaska Native students include: 1) providing structured, comprehensive counseling services to Alaska Native students and their families; 2) supporting improved academic outcomes in core subjects by providing, engaging, hands-on, project-based learning activities tied to individual student needs; and 3) increasing students’ college- and career-readiness through structured exposure to postsecondary educational opportunities and experiences. REASON is a four-year initiative that will capitalize on powerful local resources to redesign the foundations of KCSD, promoting ongoing success. The goal of REASON is to support improved academic achievement, increased college- and career-readiness, as well as the emotional and behavioral needs of our students by deploying culturally-focused educational and enrichment activities.Kenaitze Indian Tribe (AK) $230,630
The NYCP project will develop a dropout prevention demonstration program designed to improve academic performance (Reading and Algebra I achievement, specifically) among American Indian/Alaska Native middle school students and improve engagement among American Indian/Alaska Native high school students. Intensive tutoring and coordination of support services, aligned with FAST (Families And Schools Together) teaching principles will work to address the achievement gaps, high rates of alcohol and/or substance use and socioeconomic barriers to college- and career-readiness American Indian/Alaska Native middle school students face. The development of a collaborative cultural credit program between Kenai Peninsula Borough School District (KPBSD) and Kenaitze will work to address the dropout rate among American Indian/Alaska Native high school students district-wide. Expected outcomes of the project include improved academic performance, leadership skill development, family cohesion and referral for services among targeted middle schoolers; and improved academic and cultural engagement, attendance and retention in Kenaitze programs among targeted high schoolers. The defined local geographic area to be served includes four KPBSD schools: Kenai, Seward and Homer middle schools, as well as Ninilchik School. This includes a service radius of about 190 miles on the Kenai Peninsula; the total number of American Indian/Alaska Native students to be served through intensive tutoring and service coordination includes 136 middle school students identified as requiring extra support through the Native Education Program’s Title VII Coordinator. Barriers to be addressed through Kenaitze’s Native Youth Community Project include the dropout rate among American Indian/Alaska Native KPBSD students; high rates of substance and/or alcohol use among American Indian/Alaska Native KPBSD students; achievement gaps in Reading and Algebra I among American Indian/Alaska Native KPBSD middle school students; and socioeconomic barriers to college and career readiness among American Indian/Alaska Native KPBSD students.
Community-based strategies to address barriers to college- and career-readiness include FAST and SAFE (Sequential; Active; Focused; Explicit) tutoring frameworks for middle school students; mental health first aid training for all tutors and/or interested KPBSD teaching staff; Positive Youth Development-focused tutoring and leadership opportunities available through Kenaitze Yaghanen program and Youth Council; and health and human services delivery for targeted students that is based on Trauma-Informed Care and Kenaitze’s Dene Model of holistic healthcare.Kodiak Island Borough School District (AK) $939,055
The purpose of the project is to increase the number of graduating native students who are college- and career-ready by 35% by the end of the funded period of the project in 2020. The project is designed to improve educational opportunities for our students, improving their preparation for college or a career following graduation from high school and increasing the opportunities for employment. Outcomes include: students will have access to a broad array of distance learning tools and video-conferencing technology, the area will have an established Native Youth Community Project, 8th grade Alaska Native youth will be able to make informed decisions about college and career choices, 8th grade AN youth will have Personal Learning Plans.
I Can Career Pathways Measures predict: 60% of students will raise their scores on the Alaska Measures of Progress (AMP), the ACT, and WorkKeys assessments; a minimum of 40% of Native Youth will complete 20+ hours of job-shadowing and internships each year; 100% of students following in the I Can Career Pathway will experience 80+ hours of technical, social, and cultural life outside of Kodiak; and 60% of students will earn at least one technical certification.
I Can College Pathway Measures predict: 60% of students will raise their scores on the Alaska Measures of Progress (AMP), the ACT, and AP assessments; 40% of Native Youth will complete 10+ hours of job-shadowing, internships and community service yearly; 100% of students following the I Can College Pathway will experience 80+ hours of professional, college, social, and cultural life outside of Kodiak; by graduation 60% will have earned at least 18 hours of college credit; and there will be a 50% increase of students that complete post-secondary programs or go to work.Lower Kuskokwim School District (AK) $948,647
The Lower Kuskokwim Early Learner Project (LKELP) project partners include the Lower Kuskokwim School District (LKSD) as the lead with tribal partners of the Native Villages of Kasigluk, Kwethluk, Kwigillingok, Kongiganak, Mekoryuk and Bethel (Orutsararmiut Native Council). The purpose of the Lower Kuskokwim Early Learner Project (LKELP) is to accelerate the acquisition of literacy skills in preschool age students, thus giving them an early, strong start in school. The major outcome is the creation of seven community preschools that thoroughly involve parents, the community and the tribes in learning about emerging literacy and then working directly with preschoolers, both in and out of the school setting. Secondary outcomes are a highly skilled preschool staff using research-based practices, a community equipped with essential emerging literacy teaching skills and many opportunities to use them, and a tribal leadership role in education. The geographic area to be served includes the Lower Kuskokwim river delta area of Alaska that encompasses about 22,000 square miles—the size of West Virginia—of coastal wetlands and interior treeless tundra. The delta has virtually no roads and travel is by Bush plane or by river boats in summer and snowmobiles in winter. Barriers in the region include early death by disease, accidents and intentional trauma; poor school performance; and the poor economic outlook for most villages, which blunts efforts to promote college- and career-readiness. The region contains villages that are culturally homogenous, with just about everyone being Yupik. The culture has not been lost and much pride is taken with promoting it; most Yupik people speak their language and, due to years of dual-language instruction in the schools, it is thriving. A cultural value of Yupik people is that of sharing, caring, and hard work, so community-oriented projects are generally well-supported.Northwest Arctic Borough School District (AK) $978,620
The proposed 4-year project Bridging the GAP: Pre-K and Middle School (BTG) will target two student populations: Pre-K and Middle School. Pre-K classes currently exist in Northwest Arctic Borough School District (NWABSD). They have proven to be effective, but cost constraints have paraprofessionals teaching most of the classrooms. Research indicates the benefit of Pre-K classes having specifically designed curriculum and trained early childhood teachers. The project design includes an Early Childhood Specialist – duties to include the oversight of all Pre-K instructors, classroom observations, curriculum development, related PD, community outreach and other tasks. The ultimate goal is to increase the social and academic readiness of students to succeed throughout their schooling.
NWABSD has developed a strong career and technical education curriculum for high school within the Star of the Northwest Magnet school that focuses on 4 pillars – culinary arts, education, process technology and health. This grant would focus on middle school students to prepare them for college- and career-readiness through participation in Junior Achievement and the Alaska Native Science and Engineering Program, a model STEM program for Alaska Native students supported by University of Alaska. Barriers have existed because of the cost to design and support the initial phases of both programs. Community, local entities and businesses support the efforts as demonstrated by previous discussions and designation of priorities. The proposed sites include all of NWABSD’s schools. Sites serving students K-12 include Ambler, Buckland, Deering, Kivalina, Kiana, Kobuk, Noatak, Noorvik, Shungnak and Selawik. Kotzebue houses two schools: June Nelson Elementary and Kotzebue Middle/Senior High. All sites outside of Kotzebue are served by air transport daily, the only way to regularly access the sites. The area to be served is a remote geographic region.Yukon Flats School District (AK) $873,113
The Yukon Flats School District (YFSD) in Fort Yukon, Alaska will develop college- and career-readiness among students in YFSD through a partnership between the Yukon Flats School District (YFSD) and the Gwichyaa Zhee Gwich’in Tribal Government. The defined local geographic area served by the project is the Northeastern region of Alaska called the Yukon Flats. The population is primarily Gwich’in Athabaskan with a strong cultural reliance on subsistence activities and traditions. There are seven rural villages spread throughout this region, all of whom are a part of the YFSD.
Barriers to success in college and career include geographic isolation, lack of qualified teachers, high unemployment, low income levels and high poverty rates, no Native families in the seven villages that hold Bachelor’s Degrees (most practice subsistence living), high drop-out rates and low graduation rates, a lack of persistence in pursuing challenging coursework, problems staying on the job and what is called “failure to launch,” which occurs when a student is fully qualified, fully prepared, has the necessary financial arrangements in place but at the last moment does not leave for college or other post-secondary education. Finally, and most importantly, there is no vocational education offered to students in YFSD at this time. Opportunities include the support of the Gwichyaa Zhee Tribal Government, the local community college which offers some vocational training, the presence of the University of Alaska Fairbanks which is only 45 minutes away by air, and multiple businesses that offer practicum and internship opportunities. Most important of all, there is a Vocational Technical Building equipped with dorms, a commercial kitchen and equipment needed to provide instruction in a variety of vocational fields. The community-based strategies include: doing a part of the coursework as a project-based learning experience, designing a project from the beginning, and planning, then executing, the project in the home village with advice and support from the local Native population. The project is designed to fill a need in the community, whether for an individual or for the village as a whole.Gila River Indian Community (AZ) $919,386
The Growing Readers and Developing Leaders project is designed to meet the absolute priority of ensuring Native American youth are college- and career-ready through a comprehensive, needs-based model that includes key community partners. The identified partners for this proposal include the Gila River Tribal Education Office (Lead), First One Hundred Institute (Coordinator), Blackwater Community School (BIE Pre-K-5), Casa Blanca Community School (BIE Pre-K-4), Gila Crossing Community School (BIE Pre-K–8) and Sacaton Elementary School District (Pre-K–8). The purpose of the project is to support the readiness of students on the Gila River Indian Reservation as they grow through key transitions from home to elementary school to middle school. The expected outcomes are to increase: 1) family engagement with reading, 2) kindergarten readiness, 3) knowledge of STEM and a habit of self-determined reading with K-8 students, and 4) reading proficiency scores for K-8 students.
The Gila River Indian Community (GRIC) is a 374,000-acre Indian Reservation located in South Central Arizona, bordering the Phoenix metropolitan area. The community lies south of the cities of Phoenix, Tempe, and Chandler, and north of Casa Grande. GRIC is the fourth largest federally recognized Native American Tribe in the United States and consists of two distinct tribes, the Pimas (Akimel O’Odham) and Maricopas (Pee Posh). The seeds for readiness are planted in the home—readiness for school, readiness for career success, readiness for college. Gila River Tribal families stand among thousands of Indian families nationwide who fight a continuing battle to achieve optimal conditions for growing career-oriented learners that are ready, in the words of Barack Obama, “for the special role they will play as citizens of tribal nations in defining the future of this country, and also in leading Native cultures, traditions, and governments into the next century.” This project is designed to establish a student-centered, community-based model that leverages existing programs and services to improve the educational opportunities and achievement of preschool, elementary, and secondary Indian students. We intend to grow readers and develop leaders across the Gila River Indian Reservation by overcoming the biggest barriers to college- and career-readiness—book scarcity and poor habits of self-determined reading; limited access to quality early childhood education; and low academic achievement in grades K-8.Quechan Indian Tribe (AZ) $214,691
The Quechan Indian Tribe, a federally recognized Indian Tribe, and the San Pasqual Valley Unified School District propose to partner to implement the objective of developing a shared vision of responsibility among tribal leaders, educational partners, and community-based organizations. This project will focus on the development of a Parent Academy to communicate and educate on issues based on the importance to American Indian (Indian) children’s academic success; to foster leadership values among Indian children through increased awareness in Quechan culture and heritage; and to increase career exploration and college readiness awareness among Indian children.
The three goals of the program will serve to address an overarching problem that the Picacho Project can make an impact on—chronic absenteeism and truancy rates, which are among the top barriers to student achievement. The Picacho Project aims to reach the approximately 300 American Indian/Alaska Native students from K-12th grade of the Fort Yuma Indian Reservation and adjacent district townships of Bard, Winterhaven, Andrade and Felicity, California. The Parent Academy’s objectives will be to educate and create awareness of the importance of attendance, examine extensive barriers that cause attendance problems/truancy, foster parent to parent support, improve parent to school district rapport and parent involvement in community activities. The enhanced tutoring segment will augment the Johnson O’Malley (JOM) program’s afterschool and summer tutoring programs by utilizing a teacher’s pool from the school district that will infuse teachers whom can assist the JOM program staff and tutors with developing curriculum for tutoring, while training JOM tutors on styles and methods in the process.
The Cultural and Heritage Awareness program objective will be to promote and expand upon existing programs as a means to ignite and revive parents of and AI/AN students with one of the most critical aspects of the indigenous spirit – its culture. This objective will bring local and regional speakers on culture to teach Quechan culture and create Tribal cultural awareness on a broader level. This objective will also provide support to the school district staff through cultural awareness workshops that will focus on cultural sensitivity, explaining customs and how they affect learning and attendance and other necessary information to address early intervention of problematic issues.
The Career Exploration objectives will expose AI/AN students to pathways leading to career or job readiness upon high school graduation. Trips to local and regional industries and services will allow the students to explore the types of jobs in demand, thus learning of coursework needed to obtain certificates, skills and degrees to achieve career goals. Opportunities for participation in local community events and regional youth leadership conferences that focus on STEM and other driving industries will bolster the exploration experience.Karuk Tribe (CA) $252,012
The purpose of the proposed Karuk Pikyav (“fix-it”) Field Institute Project is to improve the academic performance and college- and career-readiness of AI/AN students in the Karuk Tribal Service Area. The project lead is the federally recognized Karuk Tribe, whose service area spans the rural and underserved communities of northern California’s mountainous and riverine landscape in both Humboldt and Siskiyou Counties. The proposed project has grown out of an unprecedented communitywide strategically developed proposal through which the tribe’s Department of Natural Resources will partner with the Tribe’s education program and Temporary Assistance to Needy Families Program. Partners include the Mid Klamath Watershed Council, a nonprofit organization dedicated to environmental restoration, and four public schools: Orleans Elementary (Humboldt County’s Klamath-Trinity Joint Unified School District); Junction, Forks of Salmon, and Happy Camp Elementary schools (three independent LEAs identified as small rural schools in Siskiyou County). Additionally, the project has the committed support of the University of California, Berkeley; the University of California, Davis; Humboldt State University; the University of Oregon; and the U.S. Forest Service, Pacific Southwest Research Station’s Fire and Fuels Program. Barriers to be addressed include: poverty, lack of culturally appropriate instructional material and culturally competent instructors, and pervasive perceptions among both students and parents that college and career opportunities are severely restricted. Opportunities include community, tribal departments, tribal parents and the large number of existing career options in the natural resources.
Project goals include focusing on academic performance by using culturally relevant and academically challenging lessons based on the Karuk cultural heritage and modern day science principles, improving college and career readiness of participating students through local partner resources such as Humboldt State University’s, Indian Natural Resources and Science and Engineering program enabling them to be better prepared for college or career once they leave high school.Pinoleville Pomo Nation (CA) $739,521
The Pinoleville Pomo Nation (PPN) project will support 585 Native American students (Pre-K to 12th grade) in Ukiah Unified School District (UUSD) to achieve college and career success. The project partners with UUSD, Arbor Youth Resource Center & PPN Vocational Rehabilitation Program, and other tribes in the greater Ukiah area to implement three major strategies to address critical challenges faced by the American Indian (AI) students.
The purpose of the project is to: a) Increase cultural awareness & education among AI students and school district staff; b) Increase AI students’ attendance, college admission, vocational programs enrollment and standard test scores; c) Increase peer to peer support and parent involvement;San Diego County Superintendent of Schools (CA) $247,892
Circles of Equity for Native American Youth Community Project (Equity Project) aims to unite and leverage district and tribal educational support efforts to improve the educational opportunities and achievement of Native American (NA) youth in San Diego County. The official partners include the San Diego County Office of Education (SDCOE) and the Viejas Tribal Educational Agency. Other partners include local San Diego county school districts and tribes, such as Campo Band of Kumeyaay Indians. Additionally, experts from California State San Marcos’ California Indian Culture and Sovereignty Center and the Kumeyaay Community College will advise the project. The Equity Project will (1) increase the high school graduation rate of NA youth; (2) increase University of California and California State University eligibility through minimum freshman eligibility requirement completion rates of NA youth; (3) increase the academic achievement of NA youth; (4) improve social-emotional health, including a positive cultural identity and self-image of NA youth; (5) increase the number of in-service teachers prepared to understand, develop, and implement culturally responsive literacy aligned to the state language arts framework; (6) increase the percentage of San Diego County district staff prepared to provide culturally- and community-responsive systems; (7) develop a framework, titled Circles of Equity, a Blueprint for Creating Community Responsive Environments for the Achievement of Native American Youth.Coeur d’Alene Tribe (ID) $583,423
overarching goal of the Coeur d’Alene Tribe Native Youth Community Project is to create a successful school-, college- and career-readiness program for middle school students. This project utilizes partnerships among the Coeur d’Alene Tribe Department of Education, the Coeur d’Alene Tribal School in DeSmet, Idaho, Plummer/Worley School District in Plummer, Idaho on the Coeur d’Alene Tribe Reservation, families, Tribal leaders, Tribal program staff, community members, and local colleges and universities. The project has three objectives: 1) create and implement an in-school and afterschool program to increase school, college, and career success; 2) develop a culturally centered and holistic wellness program that encompasses social-emotional, physical, and nutritional health to prepare youth for school success, college, and career, and 3) design a plan to increase school and community engagement and safety to increase youth and family protective factors. The Coeur d’Alene Tribe Department of Education 2016 Native Youth Community Grant has community strategies and measurable objectives involving academic challenges to promote college and career readiness, as well as health and wellness opportunities, to develop the self to be prepared physically, mentally and socially for the future ahead.
program will offer a holistic college and career program using research-based and community-based strategies with measureable objectives. The program will be implemented in partnership with Tribal programs, families, community partners and supported by local policies, existing programs, practices, service providers, and funding sources. Regularly scheduled activities to support students’ college- and career-readiness, school success, mental health, and physical health will take place during the school day, after school, and on early release days for middle school students (grades 5-8) who attend the Coeur d’Alene Tribal School and Plummer-Worley Schools. As a result of this project, there will be a measurable increase in several areas of student engagement, achievement, and family engagement including: GPA in core middle school courses, students scoring proficient or higher on state assessment, high school students applying for scholarships and FAFSA, student participation in college- and career-readiness activities, participation rate of youth in summer internships, and parent engagement in college- and career-readiness activities. In addition, there will be a measurable increase in participation in healthy living activities, motivation/persistence, healthy relationships, financial literacy and physical and cultural activities.Sabine Parish School Board (LA) $825,125
Promising Futures NYCP Project represents the partnership between the Sabine Parish School Board and the Choctaw-Apache Tribe of Ebarb. The overall outcomes of the project are to increase the college- and career-readiness of American Indian students in grades 4-12 in rural Louisiana. Outcomes include improved academic achievement and readiness, informed career planning (e.g., based on interests), leveraging technology to boost communication, collaboration, creativity, and critical thinking, and building the capacity of the partners to maintain this college- and career-readiness culture.
We will be serving approximately 722 Indian students in grades 4-12 in Sabine Parish, Louisiana. The project is located in rural west central Louisiana. Deemed the worst flooding in the state since 1948, the disastrous floods of 2015 and 2016 brought not only high waters but destruction and heart break. The disaster continues to have a deep and devastating impact on families living in Sabine Parish. Sabine Parish was declared a federal disaster area, one of the thirty-seven named within Louisiana. A needs assessment and analysis of data sources determined the greatest barriers both in and out of school include 1) area demographics, 2) limited cultural awareness, 3) lack of appropriate homework environments, 4) lack of access to computer and technology for learning, 5) low student academic engagement and opportunities for active learning, and, 6) lack of systematic effort to improve preparation for college, career, and leadership. Common barriers to Indian student academic achievement and career aspirations include adverse socioeconomic factors, limited access to high quality teachers and instruction, and low levels of family and community involvement.Tunica-Biloxi Tribe of Louisiana (LA) $547,425
The Tunica-Biloxi Tribe of Louisiana is requesting funding for educational support to Tunica-Biloxi tribal students to prevent drop-outs. Currently, students of the Tunica-Biloxi Tribe of Louisiana lack access to robust educational supports that are able to provide culturally appropriate services to our targeted population to help them to achieve at the same level as non-tribal students while making them college- and career-ready. On average, Tunica-Biloxi will be modifying the Check and Connect Evaluated Evidence Based Strategy to meet the needs of the Native American population. Expected Outcomes include reduction in drop-out rates, improved academic performance, and school completion rates. The Tunica-Biloxi Tribe of LA plans to partner with the Avoyelles Parish School System, the Inter-Tribal Council of Louisiana, the Institute for Indian Development, Tulane University, and Tunica Biloxi Vocational Rehabilitation Program. Areas to be served include the Tunica-Biloxi Reservation and Avoyelles Parish.Mashpee Wampanoag Tribe (MA) $231,123
The goal of the Mâyuhtyâôk Program is to increase the readiness of Mashpee Wampanoag tribal youth for both college and long-term careers. Based on a series of both quantitative and qualitative community-based needs assessments, there were four barriers and related opportunities for support that emerged. as shown in the table below: In order to address poor academic performance in reading, writing and math, the project will provide academic support to youth to improve grades and performance in stated subject areas. In order to address limited experience in basic life skills, the project will teach basic life skills (money management, time management, food planning, etc.) so youth feel confident living on their own. In order to address the issue of little to no understanding of the college or career planning process, the project will expose youth to the process of planning for and applying to college and expose youth to career possibilities through mentorships and internships. In order to address limited wampanoag traditional and cultural knowledge, the project will and teach youth selected cultural practices including hunting, fishing, and Wôpanâak language.
To support the program goal and address both the barriers and the opportunities, the Education Department of the Mashpee Wampanoag Tribe, a federally-recognized Indian Tribe and the lead tribal agency for the program (TEA), is partnering with two local education agencies (LEAs), namely the Mashpee School District and the Barnstable School District, in the towns with the highest percentage of Mashpee Wampanoag Youth, to support the program implementation. The Mâyuhtyâôk Program will serve Mashpee Wampanoag Tribal youth who are located geographically in Barnstable County, on Cape Cod in Southeastern Massachusetts.Salish Kootenai College (MT) $798,026
Salish Kootenai College, the Tribal College (IHE) of the Flathead Indian Reservation, proposes to partner with the Tribal Education Department of the Confederated Salish & Kootenai Tribes (CSKT), Two Eagle River School - the BIE-funded Tribal High School, the University of Montana Broader Impacts Group, three local LEAs, (Arlee, Dixon, and St. Ignatius) and two early childhood centers (SKC Early Learning Center and Early Childhood Services Head Start) to provide a comprehensive and strategic process to improve the college- and career-readiness of American Indian students from preschool through high school. The project emphasizes academic and career preparation for Science, Technology, Engineering, and Math (STEM) careers and Health Sciences Careers, as there is a critical shortage in these areas on reservations and in the general workforce.
The name of the project, “Es Xcimi”, is Salish for “getting ready or becoming prepared.” Thus, this is the focus of the project: to teach and support American Indian (AI) youth in culturally responsive ways so they become better prepared for success in their lives through an array of career and college choices. Es Xcimi: Braiding Resources to Increase College and Career Readiness of American Indian Students (BRICCR) will serve the Flathead Reservation in Northwest Montana. This project plans to increase the college and career mentoring and education of AI students through the following goals: 1) to enhance the discipline-based literacy skills of PreK-12th grade students; 2) to enhance the STEM career awareness and readiness skills for PreK-12th grade students; 3) to implement culturally relevant, research-based instructional methods to enhance PreK-12th grade student academic mindsets and other related non-cognitive factors; 4) to create a model, data-driven, collaborative structure for improving the college- and career-readiness of PreK-12th grade AI students that can be replicated throughout the Flathead Reservation, the state on Montana, and nationally, as well.Stone Child College (MT) $529,781
This project will use good attendance, peer mentoring, intensive educational projects, and dual enrollment to improve the educational opportunities and achievement of children on the Rocky Boy’s Indian Reservation. The goal of the project is to strengthen the capacity of the Chippewa Cree Tribe, Stone Child College, Rocky Boy School, and Box Elder School to effectively and collaboratively improve the college- and career-readiness of Indian students on the Rocky Boy’s Indian Reservation. Expected outcomes include improved attendance, increased graduation rate, and decreased dropout rate. The project will serve youth residing on or near the Rocky Boy’s Indian Reservation. These youth will be current students of Rocky Boy School and Box Elder School, the two schools serving the reservation youth. The number one barrier being addressed by this project is chronic absenteeism and the results of those absences (high dropout rate, low grade point average). Additional barriers addressed include drug and alcohol abuse and the reservation’s rural location and low income status. Opportunities include several programs already in place at the two partner schools and SCC. These programs, although a good start, are not enough to financially support the major barriers faced by the reservation youth. Other opportunities include a strong cultural/community support system and tribal departments all working toward a common goal of providing improved educational outcomes for community youth.Turtle Mountain Community College (ND) $245,930
The Turtle Mountain Band of Chippewa Indians (federally recognized Tribe), Turtle Mountain Community College (eligible Tribal College applicant), Turtle Mountain Community Schools (Bureau of Indian Education (BIE) School), and two public schools (Dunseith and St. John) will partner to implement a high quality, comprehensive Native Youth Community Project (NYCP) to directly improve the quality of college- and career-readiness for participating youth. Project GOAL (Gaining Opportunities through Academic Leadership) will effectively provide opportunities for culturally relevant learning that will prepare youth with the knowledge and skills to improve their educational achievement and increase their readiness to pursue college and/or careers. Up to 800 Turtle Mountain high school students (9th-12th grade) will join in college and career awareness and youth/parent/family activities to explore careers with Native role models and resources for college- and career-readiness. Additionally, a group of 100 Turtle Mountain high school students will participate in focused activities to improve their academic scores, ACT scores, college readiness, and awareness of potential career opportunities and related educational requirements. Native culture will be highly integrated throughout all aspects of Project GOAL and be a component of the leadership and community service projects. Project GOAL will serve youth in the Turtle Mountain Reservation and encompassing Rolette County in North Dakota, which shares its border with Canada. The area is extremely rural and all partnering Schools are located in this rural, remote area. Despite its natural beauty, this geographically-isolated community suffers from multi-generational distress; persistent poverty (one of the poorest counties in the United States); high unemployment (69.25%); insufficient education (36.92% drop out rate); poor health/nutrition (Food Desert, 40% obesity, 15% diabetes); few jobs; and escalating crime with border drug trafficking issues.American Indian Science and Engineering Society (NM) $158,361
The project partners include: the American Indian Science and Engineering Society (Indian Organization), Cheyenne-Eagle Butte Schools (BIE-funded school), and the Cheyenne River Sioux Tribe (Tribe). All of the proposed project programs and activities will take place within the geographic area of the Cheyenne River Sioux Tribe (CRST) reservation and primarily within the Cheyenne-Eagle Butte (C-EB) school system. The proposed project will address barriers to college and career readiness, specifically in the fields of science, technology, engineering, and mathematics (STEM), among American Indian and Alaska Native (AI/AN) students. There are a multitude of barriers to college- and career-readiness among C-EB and CRST students. Among those are community-wide issues like poverty, poor health, and substance abuse, issues that are pervasive and deeply rooted. Additionally, there is a clear need among C-EB Schools to improve the math and science proficiency of its students. To address these issues the proposed project seeks to increase interest and engagement in STEM subjects among students of all ages, build the capacity of C-EB Schools to support students in STEM, and generate CRST parent and community support of, and engagement in, STEM studies and careers, particularly for CRST youth. Improving STEM education by introducing a novel and culturally relevant curriculum and programs will provide C-EB students with opportunities to grow and flourish in new environments. This is the mission of the proposed collaborative project. The proposed project will build upon existing relationships, opportunities, and infrastructure to provide novel STEM programming to C-EB students, working towards restoring hope and paving a vibrant future in STEM for the whole CRST community.Choctaw Nation of Oklahoma (OK) $329,042
The Choctaw Nation of Oklahoma (Choctaw Nation or Nation) will implement Project Impact, an intensive four-year college and career counseling program intent on serving approximately 175 Native American junior high and high school students each year in partnership with Talihina Public Schools (which qualifies for the Small Rural, School Achievement Program). This project is informed by existing need, data analysis, and best practices proven to improve college and career readiness outcomes for Native American students. By analyzing educational data sources, evidence collected through an in-depth focus group and a Johnson O’Malley Needs Assessment, the Choctaw Nation found that Native American students at Talihina Public Schools are in need of math and science remediation, high school counseling services for college and career exploration, encouragement to attend school to graduate, guardian involvement, and confidence. Throughout the four year period, activities to support project goals will be administered in the classroom, during field trips and other special events, and by developing the Native American leader through junior high and high school summer camps. Students will be recruited through orientation events and flyer announcements with the assistance of Talihina Public Schools staff. Additionally, Project Impact intends to take advantage of all local resources to increase college- and career-readiness of Native American students at Talihina Public Schools. Kiamichi Technology Centers, Carl Albert State College, and Oklahoma State University – Institute of Technology have committed human resources and use of facilities to assist with project implementation. Each entity is eager to share college and career guidance via campus tours, speaking engagements, and summer leadership camps. In addition, local businessmen and community leaders have committed to speaking at engagements and offering project support when necessary.Citizen Potawatomi Nation (OK) $117,411
The Citizen Potawatomi Nation (CPN) will implement a college- and career-readiness program for Native American students in southern Pottawatomie County, Oklahoma. The CPN is the lead organization for this project with Asher, Macomb, Maud and Wanette school districts serving as the LEAs, and Oklahoma Baptist University, St. Gregory’s University, The University of Oklahoma, and the Oklahoma State Regents for Higher Education as official participants in the partnership agreement. The program, entitled Wzhitawen (Prepare) Project, will carry out its goal, which is to provide college- and career-readiness support to four schools in southern Pottawatomie County, Oklahoma, beginning in the 8th grade and continuing until 11th grade when students will commit to college and career plans. Achievement of this goal will result in an overall positive change in the problem identified by the needs assessment, which was that, while Native Americans in our geographical area are completing high school at the same rate as their peers in the state and nationally, they are not prepared for college nor are they earning degrees. This project will achieve four objectives in support of its goal including: 1) in the first three months of the project, the project team will create a comprehensive, three-pronged (student, family, and school) resource guide for college- and career-readiness that includes culturally-relevant materials for Native students between the 8th and 11th grades; 2) beginning in project month 4 (January) and continuing until the end of the award, two college and career advisors will instruct Native American students in the four partner school districts about preparing for successful college completion and career attainment; 3) the college and career advisors will expose students to various postsecondary options through tours of college campuses and career training centers, visits from college admissions professionals, and an annual Native American college fair; and 4) each summer, the college and career advisors will instruct each grade level group of students in a one-week mentorship academy, where they will learn techniques to share what they have learned about college- and career-readiness with other Native students in the four partner districts. Fulfillment of these objectives will help Native students in the partner school districts overcome the barriers preventing college and career success, which are primarily lack of in-school counseling resources, lack of academic preparation, and lack of exposure to college campuses and college life which leads to an unnecessarily rough transition into post-secondary education.Stilwell Public Schools (OK) $500,365
Stilwell Public Schools serves 1,410 high-need students in the small town of Stilwell, Oklahoma, “The Most Cherokee Community in the USA” and the poorest township in the state. According to the Census Bureau’s Small Area Income and Poverty Estimates, 40.5% of Stilwell students live in poverty. Stilwell Public Schools (SPS) serves this rural, isolated community on the Oklahoma /Arkansas border, and in 2015 it qualified for the Community Eligibility Program – resulting in a 100% Free Lunch rate within the district. SPS serves a diverse population of high-need, high-risk learners (61% Cherokee, 19% Caucasian, 20% Hispanic) who struggle to overcome community-based challenges such as intergenerational poverty, chronic unemployment (the 8% unemployment rate is twice national average), and widespread under-education (24% of adult residents do not have a high school diploma). Immediate action must be taken in order to provide Stilwell students with new opportunities to achieve academic success. Informed by our ongoing Needs Assessment process, Stilwell Public Schools has created a partnership with the Cherokee Nation Education Services Department and the Cherokee Programs Department at Northeastern State University (NSU) to design Rising Above, a comprehensive structure of academic supports and college readiness programming that will dramatically impact outcomes for high poverty, high risk Native American youth in Stilwell.The Chickasaw Nation (OK) $999,314
NYCP Grant funds provide wrap-around educational and family services for AI/AN youth. The Chickasaw Nation Department of Education will continue to provide the direct wrap-around educational and family services (tutoring in reading for kindergarten through 3rd grade levels, math and reading tutoring for 6th through 8th grade levels, counseling needs for youth and families entering junior high school and high school, tutoring in core subject areas and credit recovery to meet established goals) with a goal of increasing the number of AI/AN youth graduating high school in the targeted community with advanced knowledge and skill levels for college- and career-readiness. Grant funds will also be used to provide family intervention services outside what is already provided through the LEAs, as well as assist with school programs to help stabilize school climate issues affecting AI/AN youth. Finally, the project will support college- and career-readiness for high school students by providing ACT, PSAT, and AP courses; concurrent college enrollment; standard college and vocational admissions assistance; and career guidance.
Located in south-central Oklahoma, the Chickasaw Nation is a federally-recognized American Indian (AI) tribe with an established Tribal Education Agency (TEA). There are a total of 65 school districts within the TEA tribal boundaries of the Chickasaw Nation’s 7,648 square miles of jurisdictional territory. The proposed project will be implemented solely within the Chickasaw Nation’s tribal boundaries and will focus on Native American students enrolled in the 14 school districts located within Carter and Pontotoc Counties, which contain the highest Native American enrollment of all the counties in Chickasaw Nation’s tribal boundaries. In addition, the State Tribal Education Partnership Program’s referral system (information acquired from teachers, administrators, counselors, Indian education coordinators and parents/guardians) identified specific social, cultural and educational barriers that plague AI/AN students within the Chickasaw Nation’s tribal jurisdiction, including absences due to lack of transportation to school, utilities being disconnected, bullying due to appearance, undiagnosed hearing and vision conditions, juvenile delinquency as a result of substance abuse and a lack of parental involvement. The TEA will coordinate with local programs within Pontotoc County, as well as entities within Carter County to provide enhanced educational opportunities and counseling, as well as promote the development of strategies to address the identified barriers to educational success.Jefferson County School District 509-J (OR) $257,162
The 1,021 American Indian students in remote, rural Jefferson County School District (JCSD) face significant in- and out-of-school barriers that impact their educational success. Serving 2,859 students, JCSD has the highest percentage of American Indian youth in the state, with 36% American Indian (AI), 32% Hispanic, 30% White, and 2% other. While the majority of AI youth attend the Warm Springs K-8 Academy, located on the Confederated Tribes of Warm Springs Indian Reservation, the county’s only high school is located in the town of Madras, thus making the 8th to 9th grade transition even more challenging for students. To foster American Indian students’ school-, college- and career-readiness, the JCSD Circle, Culture and Learning Youth & Family Program will work with a myriad of tribal, parent, university and community partners to develop a coordinated system of school, family and community supports. The two goals of this program are to: a) increase college- and career-readiness for American Indian students and b) increase opportunities for family, tribal and community participation in students’ education and career aspirations. Activities designed to address these needs are: 1) development of a school year morning and afternoon extended day program and a 2-week extended year program at the K-8 reservation school, to include targeted math and literacy instruction, tutoring and homework help, tribal-led cultural activities and sports/PE programming; 2) provision of teacher training and expanded implementation of AVID school-day, summer and family involvement programs; 3) development of a 9th grade Freshman Summer Bridge program that includes AVID skill development, career college education, and extracurricular activities designed to promote engagement in high school; 4) creation of a Native Family University program that engages our partners to offer school-, college- and career-readiness and cultural programming to all AI families and students. Outcomes of this project will include increasing student achievement, attendance, retention and graduation; reducing student dropout; and enhancing family-community partnerships and involvement.Little Wound School District (SD) $770,020
Little Wound School District (LWS) and the Oglala Sioux Tribe (OST) are applying as partners under the Native Youth Community Projects program. LWS, as lead applicant, proposes to establish an Extension School by expanding services to meet the needs of un-served or under-served youth. Barriers will be addressed using a blended learning program to reach students who don’t attend school due to transportation, family obligations or other issues and provide an alternative path to entering higher education. Each student will have an individualized learning path. These students will work on computers and receive individual or small group instruction. Students that have dropped out or fallen behind the path to graduate can take advantage of credit recovery courses online, including enrichment or advanced coursework. Online programming will include career pathways and college test preparation. OLC will offer dual enrollment for college credit. Work experience with mentoring will help students develop appropriate work-related skills and explore various career opportunities. We will continue to use the American Indian Life Skills program. The online program we will use allows for adapting and designing courses that incorporate the Lakota language and culture with input from OST.
Goals are to improve academic skills, improve college/career readiness and increase high school completion. Objectives are to increase proficiency on the reading and math state test by 10%; increase graduation rate by 20%; decrease dropout rate by 3% or to zero; improve average ACT score to 20; increase college ready benchmarks by 5%; and increase students taking dual enrollment or advanced placement courses to half of 11-12th grade students. All objectives will be within the context of increasing Lakota language and cultural pride. We will make full use of the existing programs that address these areas and add the services that will address unmet needs. Anticipated outcomes are improved academic achievement, increased high school completion, college- and career-readiness, and ultimately more opportunities for youth to have improved economic status and educational attainment.Pine Ridge Chamber of Commerce (SD) $249,757
Partners for Oglala Lakota Love of Learning include the Oglala Sioux Tribe Department of Education, Oglala Sioux Tribe Higher Education Department, Little Wound and Crazy Horse Schools, Oglala Lakota College, Pejuta Haka College Center and Pine Ridge Area Chamber of Commerce. The purpose of the project is to increase the percentage of Oglala Lakota youth who successfully transition from high school to jobs or higher education through participating in life skills training designed to promote healing from trauma as well as increased self-sufficiency. The geographic area being serviced is Jackson and Oglala Lakota (formerly Shannon) Counties on the Pine Ridge Reservation. The assessed needs and barriers for this project include the extreme effect of poverty, and trauma, and the lack of resources specifically designed to heal this trauma, so real life skills could be learned. This project will use an evidence-based curriculum supplemented by applying life skills through hands-on work experiences, community and cultural resource people and organizations working regularly in the schools, and increased and improved partnerships to support schools. Dedicated time during the school day is set aside for youth to heal and learn, together with community people, the life skills they need to cope with and thrive today. Youth will also go out into the community to practice these skills in real-life settings with support to facilitate “success.” Older youth in turn will share their experiences with younger children.Sisseton-Wahpeton Oyate, (SD) $992,539
The Sisseton-Wahpeton Oyate Wiyukcan ka Ecunpi project titled “Thinking and Doing” is an action project based on assessment and survey data of needs for the youth of the Sisseton-Wahpeton Oyate of the Lake Traverse Indian Reservation located in the northeast corner of South Dakota. The Sisseton-Wahpeton Oyate (SWO) includes: 3 tribal schools of which 2 are involved in this project (Tiospa Zina Tribal School and Enemy Swim Day School), 3 Head Start attendance centers, a Family and Child Education Program, a SWO Youth Department and the Tribal Education Department (TED) entities. The TED entities include the college, GED programs and other entities offering educational services.
The SWO grant will develop, and sustain in the future, the following activities: 1) learning academies through partnerships to ensure all students are college- and career-ready and 2) wrap-around programs that will actively teach, reinforce and instill protective factors. Barriers that the SWO youth face include: lack of opportunity due to the rural setting, below-proficiency academic performance for students at tribal schools, lack of career and technical education available for students, suicide completion and ideation increasing every year for the past years (lack comprehensive data prior to that), negative behavior that impacts and impedes education opportunity, poor attendance, and lack of digital/technological instruction and usage to engage students in meaningful opportunities. The educational and wrap-around opportunities that will be addressed in this project are within the Tribal schools, Head Start, and the Youth Department.
The design will utilize the Collective Impact Model (CIM) to create systemic change that will sustain the action oriented goals. The CIM utilizes a structured process to create social change. It brings a full team of focused individuals and concentrates efforts to implement a full education turn-around model that will instill a system change. The project will employ research- and evidence-based implementation of curriculum to create a wrap-around model for students.San Juan School District (UT) $986,570
San Juan School District (SJSD), partnering with the Navajo Nation and Ute Mountain Ute tribes, will implement a comprehensive Native Youth Community Project. The project has four main components. 1) The project will promote culturally appropriate approaches to solve student discipline challenges and to provide opportunities for students and families to engage in ongoing cultural learning through Navajo and Ute Peacemaking services and afterschool activities. Increased cultural training will be provided for educators at target schools. 2) The project will hire 6 Native Youth Advocates/School Social Workers (NYAs) who will carry a case management load of the most needy students, offering direct services and support. The NYAs will collaborate weekly with school personnel to staff most at-risk students and will meet monthly with tribal and agency partners to coordinate services. 3) The project will develop, with partners, a three tiered service model for students, including preventative activities for all students, interventions for students and an intensive service component for high risk students and families who need a wrap-around system. Collaborative groups will work to bring clarity to referral services and follow-up. 4) The project will contract with Dream Navigator to develop a Navajo and a Ute version of a college and career curriculum. Secondary schools will implement this curriculum in order to help Native Youth to make future plans that incorporate Native values and will also offer a Native Student Leadership/Service opportunity.
SJSD is located in Southeastern Utah in the Four Corners area. The project will serve approximately 1,600 San Juan School District Native American students, both Navajo and Ute, located in 9 district schools. Five of the schools are located within the boundaries of the Navajo Nation. The other four are in close proximity of both the White Mesa Ute Community and the Navajo Nation.
SJSD Native Youth often face barriers such as: fragmented services due to jurisdiction challenges and poor communication between providers and the school; ineffective and culturally inappropriate school discipline measures; and poor preparation for college and career futures due in part to lack of culturally relevant curriculum. Opportunities to address barriers are: a great willingness of all partners to engage in the project to improve quality of services; a realization from the district that changes in discipline approaches are needed and will be more successful; and the discovery of Dream Navigator, a company who specializes in indigenous people’s curriculum development. Community-based strategies include establishing an Executive Council Steering Committee of representatives from the Navajo and Ute tribes, agencies and schools which will meet biannually to review project progress and make recommendations for improvements. School communities will hold a monthly collaborative staffing meeting where members will plan for services for the most needy students and their families. A Ute Mountain Ute committee will develop their own version of Peacemaking.
2015 Demonstration Grants
American Indian Resource Center, Inc. (OK)
S299A150021: The Four Directions Project
The Four Directions project will address the Career and College Readiness needs of the Indian students in grades 5-8 in the Cherokee County area. The project partners are American Indian Resource Center (AIRC), Cherokee Immersion Charter School, Cherokee Nation Educational Department, and Cherokee Foundation. The Four Directions represents the four partners and the four components of the project, (Leadership, Educational Enrichment, Financial Literacy and STEM Theory). The overall outcomes of the project are to increase the career and college readiness of American Indian 5th-8th grade students in 12 Cherokee County, Oklahoma public schools. The objectives of the project are as follows: 1) Increase in self-esteem and locus control; 2) Increase in grade point; 3) Increase in financial literacy; 4) Increase in STEM related course grade point. As a result we will see an increase in American Indian students ready for career exploration at the high school level and an increase in American Indian students being ready for high school college track.
Number of Participants: Up to 1,500
Contact: Georgia Dick
Address: 110 W. Choctaw Street
City, ST: Tahlequah, OK
Application Download: S299A150021 PDF13.1K
Osage County Interlocal Cooperative (OK)
S299A150023: Project AAIMS’ (Advancing American Indians in Medical and STEM careers)
The Project AAIMS’project promotes college and career readiness of approximately 1,439 Indian students from 26 tribes in nine districts and twenty sites in Northeastern Oklahoma. The project partners include Osage County Interlocal Cooperative, Anderson Public School, Bowring Public School, Frontier Public Schools, Hominy Public Schools, Osage Hills Public Schools, Pawuska Public schools, Shidler Public Schools, Woodland Public Schools, the Osage Nation, and the Otoe-Missouri Tribe. Through the partnerships and activities developed in this proposal, Indian students in the communities of the Osage and Otoe-Missouria reservations will begin preparation for college and careers in early childhood continuing through high school graduation. Outcomes for students include: leaving early childhood programs kindergarten ready; increasing math, science and reading scores; improving ACT scores; receiving more instruction time, increasing academic engagement and performance; seeing Native American role models in STEM jobs; relating Native culture to medical and science practices; and becoming aware of potential careers and understanding the education requirements associated with professionals in STEM jobs. Teachers will increase their content knowledge in STEM subjects, have access to STEM professionals in their classrooms as mentors or examples of real-world applications; and incorporate cultural aspects to curriculum.
Number of Participants: 1,439
Contact: Jacque Canady
Address: 207 E. Main
City, ST: Hominy, OK
Cook Inlet Tribal Council, Inc. (AK)
S299A150025: Journey Ahead
Cook Inlet Tribal Council, Inc. (CITC), in partnership with the Anchorage School District (ASD), proposes Journey Ahead, a middle-school intervention designed to improve the college and career readiness of Alaska Native and American Indian (AN/AI) students in Anchorage, Alaska. Journey Ahead will improve outcomes key to developing college and career readiness, including academic achievement, attendance, and perceptions of a respectful school climate and caring adults, and provide advocacy services and referrals for supportive services. The objectives of the project include: providing complementary, culturally-informed STEM-skill building programming to AN/AI middle school youth, resulting in students being on target for enrollment in academically challenging and rigorous high school coursework as measured by proficiency in Math, Reading, and Science on the Alaska Measures of Progress criterion referenced achievement test at the end of four years. Enrolled students will meet or exceed 90% school attendance. CITC-enrolled students will perceive a respectful school climate within their classroom and/or school, and that adults are caring and have high expectations for them. Also, the project will provide advocacy services to CITC-enrolled students and their families.
Number of Participants: 210
Contact: David Crowson
Address: 3600 San Jeronimo Drive
City, ST: Anchorage, AK
Haliwa-Saponi Indian Tribe Inc. (NC)
S299A150027: The Haliwa-Saponi Native Youth Initiative (HSNYI) The Haliwa-Saponi Native Youth Initiative proposes to better prepare the American Indian students in rural southeastern Warren and rural southwestern Halifax Counties in North Carolina for college, career readiness and life. The project partners are Haliwa-Saponi Indian Tribe, Haliwa-Saponi Tribal School, Halifax County Schools, Warren County Schools, Iredell-Statesville Schools, PLC Teacher Support Structures, and Warren County Youth Services Bureau. The project is designed to serve all Native students from each LEA. Informed sets of data revealed both in-and-out of school barriers. The project is designed to increase Native student agency, to ground academic rigor with cultural responsiveness in K-12 initiatives (i.e., including ACT preparation, and redefining “NaTivE” culture to include career and college readiness), and increase parent and tribal community involvement. The HSNYI Indigenized Logic Model and theory of action supports a Collectivistic Approach, from which emerged an opportunity to create a culturally responsive system of education and community-based programs to support students.
Number of Participants: 4,300
Contact: Archie Lynch
Address: P.O. 99
City, ST: Hollister, NC
Phone: 252-586-4017 x222
Circle of Nations School (ND)
S299A150039: Circle of Nations School Native Youth Community Project
Circle of Nations School Native Youth Community Project will improve education indicators for college and career readiness through a community-wide approach providing academic, social and other supports promoting school engagement and commitment to learning, which is the primary barrier among Circle of Nations School (CNS) students. CNS is a BIE-funded boarding school that serves students in grades 4-8. The project partners are Circle of Nations School, Boys and Girls Club of the Three Affiliated Tribes, United Tribes Technical College Land Grant Extension, University of North Dakota Indians into Medicine Program, and the Sisseton-Wahpeton Oyate. Expected outcomes are: increased measures for school improvement plan, youth developmental assets, physical fitness, health behavior, academic achievement, and cultural pride evidenced by objective and subjective evaluation methodology. CNS will expand evidence-based progress with significant new partnerships specifically to increase knowledge, skills, and abilities around physical activity, nutrition and Native health issues while preparing our students for college and career readiness. CNS will host annual culture-based summer wellness camp with Three Tribes Boys & Girls Club and will continue building on existing partnerships to promote lifelong learning and lifetime health for Native youth.
Number of Participants: Up to 500
Contact: Lise Erdrich
Address: 832 8th St. N
City, ST: Wahpeton, ND
HoChunk Community Development Corporation (NE)
S299A150040: Native Students’ College Vision Quest (NSCVQ)
HoChunk Community Development Corporation (HCCDC) proposes the Native Students’ College Vision Quest (NSCVQ) initiative to serve the Winnebago Indian Reservation in two school districts with high Native American populations. The project partners are the HoChunk Community Development Corporation, Winnebago Public Schools, the Walthill Public Schools, the Winnebago Tribe of Nebraska Education Department, and the Boys and Girls Club-Hocak Nisoc. NSCVQ will engage 75 elementary students per year (300 over the four year project period) and their families in evidence-based services aimed at increasing their college and career readiness. We will engage a coalition of educational and community service providers on the reservation to accomplish an earlier intervention at the elementary grades level in order to demystify the college experience, including planning and preparation, for our high need/high potential Native American youth.
Number of Participants: 300
Contact: Brian Mathers
Address: 509 HoChunk Plaza North
City, ST: Winnebago, NE
Karuk Tribe (CA)
S299A150041: Peempaah Píit (The New Road) project
Through the proposed Peempaah Píit (The New Road) project the Karuk Tribe will provide college preparatory and leadership development programs for 109 Indian children at two High Schools and three Elementary schools. The project partners are the Karuk Tribe, Happy Camp School District, KTJUSD-Orleans Elementary School, Karuk Community Development Corporation, Yreka High School, College of the Siskiyous, and the Orleans Elementary School. The project not only represents an unprecedented community-wide partnership to address the needs of students whose academic performance and very low college-going rate indicates high risk of educational failure, but also represents a comprehensive effort to address the financial, geographic, and social barriers to improving historic levels of educational attainment. The tribe will partner with three elementary schools to provide competency-based Khan Academy challenges, afterschool activities, career exploration and leadership development opportunities. The Tribe will partner with two high schools and a community college to enhance Indian students’ college preparation through a combination of academic, leadership development, and culture-based self-efficacy strengthening activities aligned with research-based frameworks for building a “college culture” and facilitating acquisition of career development skills.
Number of Participants: 1,256
Contact: Emma Lee Perez
Address: 64236 Second Avenue
City, ST: Happy Camp, CA
Phone: 530-493-1600 ext. 2022
Grand View School (OK)
S299A150044: The Do Your Best Project
The Do Your Best project is a collaborative effort focused on the elementary school level in extremely rural northeast Oklahoma. The project partners are Grand View School, the Cherokee Nation, Cherokee Heritage Center, Cherokee Nation Foundation, Cornerstone Counseling, Americorps, KiBois Head Start, and the City of Tahlequah. The project will positively affect 325 students. Grand View is one of three biggest K-8 public elementary schools in Oklahoma, serving 578 students. The project partners have initiated a student and community reform project called Do Your Best that will put students on track for college and career success, beginning in their PreK years. The Do You Best program is designed to help students take the steps needed at the elementary level to set themselves up for success in post-secondary education and careers. This will be achieved through academic support, tutoring, challenging coursework, college entry assessment preparation, partnerships, and parent involvement.
Number of Participants: 325
Contact: Ed Kennedy
Address: 15481 N. Jarvis Road
City, ST: Tahlequah, OK
Tribal Education Departments National Assembly Co. (CO)
S299A150045: Native Youth Community Partners (NYCP) Project
The purpose of the Tribal Education Department National Assembly (TEDNA) Native Youth Community Partners (NYCP) Project (hereafter referred to as the TEDNA NYCP Project) is to develop, test, and demonstrate effectiveness of College and Career Readiness services and supports to improve the educational opportunities and achievement of Indian students in middle and junior high school among four tribes: the Northern Cheyenne Tribe, the Absentee Shawnee Tribe, The Muscogee (Creek) Nation, and the Cheyenne and Arapaho Tribes. The TEDNA NYCP Project is expected to achieve the goal that all participating Grade 6-9 Indian students will improve College and Career Readiness as defined by a successful transition into high school with a GPA greater than 2.0. The project will develop a plan that addresses and supports College and Career Readiness that is locally informed. The TEDNA NYCP Project will use community-based strategies that improve high school success among Indian students by measuring behaviors and psychosocial attributes early in their academic experience that are often overlooked in standardized tests, but critical components of their academic success. Measureable objectives of the project are: (a) to increase the academic Achievement of participating Indian students in Grades 6-9 to be College and Career Ready; (b) to increase informed College and Career Planning with Indian students in Grades 6-9; and (c) to build a College and Career Readiness Culture so that everyone, especially educators, community, students, and families ALL believe that Indian students are capable of success in College and Career.
Number of Participants: Up to 1,120
Contact: Quinton Roman Nose
Address: 1506 Broadway
City, ST: Boulder, CO
Phoenix Indian Center, Inc. (AZ)
S299A150047: Forward Promise
Forward Promise is a program designed for American Indian high school students in the Phoenix metropolitan area. The project partners are the Gila River Indian Community, Salt River Pima Maricopa Indian Community, Mesa Public School District, Native American Connections, Native Health, Phoenix Indian Center, and the Phoenix Union High School District. The purpose of the program is two-fold. First, to provide interventions focused on dropout prevention and increasing high school graduation rates. Second, to promote career training initiatives that empower students to be college and career ready. In short, our Project Forward Promise program expects to equip its participants with the knowledge and resources they need to achieve success--both during and after high school. Program activities include a two-week “career explorations” camp, mentoring, monthly "Saturday Academies" which focus on academic skills, college/career readiness topics, and strengthening cultural identity as well as tutoring and College Fairs. Last, Staff Navigators provide individualized opportunities for participants to increase knowledge of pathways to college and career, and they meet directly with parents/guardians to assess issues and provide navigation to customized social services and other resources that will eliminate barriers for the students and their families.
Number of Participants:
Contact: Patricia Hibbeler
Address: 4520 North Central Ave.
City, ST: Phoenix, AZ
Native American Community Academy Foundation (NM)
S299A150050: Native American Community Academy (NACA) Foundation
The Native American Community Academy (NACA) Foundation proposes to start-up charter schools in Northwest New Mexico. The participating communities include Cibola County (Acoma/Laguna Pueblos), Gallup, Navajo, Santa Clara Pueblo, and Shiprock. The project partners are the Native American Community Academy (NACA) Foundation, Albuquerque Public School District, Dream Dine Charter School, Dzil Ditl’ooi School of Empowerment, Action and Perseverance (DEAP), the Santa Clara Pueblo Department of Youth and Learning, and Teach For America. The foundation seeks to expand on best practices recognized at the state and national level for culturally-revitalizing, rigorous academics, and sharing of Indigenous values and perspectives in education. Following a 3-year piloting phase, the NACA-Inspired Schools Network (NISN) emerged out of community efforts to establish the first network of high-performing schools dedicated solely to Indigenous education. Through an expanding network of member schools, NISN seeks to reimagine what Indigenous education and the school experience can be for Native students by creating schools of academic excellence and cultural relevance. NISN is committed to establishing schools in high-need Native American communities that outperform peer schools in the surrounding district and that prepare all students for success in college, careers, and their communities. The collective high academic performance of students will serve as a disruption to the current landscape of educational mediocrity and the entrenched systems that fail to serve Native American students well. Through an intensive Fellowship program and centralized network support, NISN is identifying opportunities to launch new charter schools, and/or to “restart” tribally controlled grant (TCG) schools.
Number of Participants: 300
Contact: Kara Bobroff
Address: 1000 Indian School Rd. NW
City, ST: Albuquerque, NM
Lumbee Land Development (NC)
S299A150054: Project ACCESS
Project ACCESS seeks to improve access to higher education and career preparedness for American Indian youth of Robeson County, North Carolina through engagement in the process by Native youth, their families, and the tribal communities. The project partners are the Lumbee Tribe of North Carolina, the Public Schools of Robeson County, Robeson Community College, and the University of North Carolina at Pembroke. To achieve its proposed outcomes, Project ACCESS seeks to attain five goals by the end of Year 4 of the grant. The goals are: 1) Introduce 240 American Indian middle and high school students, along with 1,400 family and tribal community members, to higher education through summer, day, and community camps where they gain a better understanding of higher education and its importance, the college admissions/application process, opportunities available in college, and UNC Pembroke and its historical relationship to the Lumbee community; 2) Promote an awareness of higher education and UNC Pembroke to students in the Public Schools of Robeson County and the Lumbee Tribe and its Boys & Girls Clubs through an annual county-wide “College Day;” 3) Improve the academic support and success of 40 students in the Lumbee Tribe’s Boys & Girls Clubs by implementing an academic tutoring program; 4) Increase the Public Schools of Robeson County’s American Indian student participation in Robeson Community College’s Career and 2 College Promise program to 685 students, and provide Health Sciences and STEM summer camps to broaden the exposure of the Public Schools of Robeson County’s American Indian students to higher education and STEM fields; and 5) Remove transportation and financial barriers that prevent American Indian students in the Public Schools of Robeson County from participating in Robeson Community College’s Career and College program.
Number of Participants: 1,400
Contact: April Bryant
Address: 6984 NC Hwy 711 West
City, ST: Pembroke, NC
2014 Demonstration Grants For Indian Children
Imagine the Future (ITF)
Coeur d’Alene Tribe Proposal for Education Demonstration Grant for Indian Children The proposed Coeur d’Alene Tribe Education Demonstration Grant for Indian Children, called Imagine the Future (ITF), will implement a school readiness project for preschool 3-4 year old Native American children who attend the Tribe’s Early Childhood Learning Center to prepare them for successful entry into kindergarten. The early childhood program will offer a developmentally and culturally age-appropriate literacy, science, math, and mental health program using researched-based teaching and learning strategies to develop school readiness and resiliency skills. In addition, the proposed Coeur d’Alene Tribe Education Demonstration Grant for Indian Children will implement a culturally rich program during school and after-school for secondary school students in grades 9-12 designed to increase competency and proficiency in challenging subject matter. The program will include science, technology, engineering, and math (STEM) courses and a college preparation program to enable students to transition successfully to postsecondary education. The Coeur d’Alene Tribe Department of Education will collaborate with Plummer/Worley School District and the consortium of 5 colleges and universities with which the Tribe has formal Memoranda of Agreements. A total of 144 preschool aged children and 490 high school students will be served by the Native American project over the four years of the grant, as well as 10 teachers and 5 paraprofessionals and approximately 300 families. The overarching goal of the Coeur d’Alene Tribe Imagine the Future Project is to prepare pre-k children for a successful transition to kindergarten and secondary students to complete high school and transition to college fully prepared academically.
Number of ParticipantsContact: Christine Meyer
850 A Street
Plummer, ID 83851
EMail: firstname.lastname@example.org Wellpinit School District #49 (Alaska)
Strengthening Authentic Innovative Learning (SAIL) Project
A partnership led by Wellpinit School District and involving the Spokane Tribe of Indians and the Spokane Tribal College that seeks to improve the quality of education for high school and preschool students on the Spokane Reservation. The SAIL Project will seek to achieve two sets of outcomes: increase the college and career readiness of Spokane tribal youth attending Wellpinit High School to ensure greater long-term higher education and employment success; increase the kindergarten readiness of Spokane children entering kindergarten in Wellpinit Elementary School to ensure their educational success in kindergarten and primary grades. To accomplish its proposed outcomes, the project has identified four objectives that will be achieved by the end of its four years of operation. (1) At least 90% of the American Indian students enrolled in Wellpinit High School will graduate within four years of entering 9th grade.(2) A majority of American Indian students enrolled in Wellpinit High School will successfully complete at least three years of comprehensive, challenging, and culturally-relevant core academic courses (English, Math, Science, and Social Studies) within four years of entering 9th grade. (3) All American Indian students enrolled in Wellpinit High School will create authentic goals for college and career success and realistic plans to achieve their goals in light of the real world opportunities, challenges, barriers, and responsibilities they face as tribal youth growing up in a rural, economically-struggling environment. (4) At least 90% of American Indian students entering kindergarten in Wellpinit Elementary School will demonstrate readiness in language and communication development, cognition skills and conceptual knowledge, and social development.Contact: Vicki LeBret
6270 Ford-Wellpinit Road
Wellpinit, WA 99040
EMail: email@example.com Educational Services Unit #1
Students and Teachers Achieving Readiness (STAR)
Educational Service Unit #1 will partner with four K-12 Native American school districts and the Winnebago Tribe of Nebraska to provide a program that will support high quality preschool programs for 3 and 4 year olds. Also included in the project are the foundational supports that will improve literacy instruction for young learners, career and college readiness activities beginning in junior high, and rigorous academic courses to prepare students for college. Students in STAR program schools will achieve academic success at rates equal or above the state average. Objective include: 100% of incoming kindergarteners from the STAR Pre-K program are as prepared as their peers across the state; and 90 % of STAR students will pass their grade 9 & 10 classes (and not fall behind in credits). Students in the STAR program will be prepared to successfully complete dual-credit course work at the high school level. Up to 75 STAR students per year in grades 11 and 12 will enroll and successfully complete dual credit courses. Up to 50% STAR students enrolled in dual credit course work will receive coaching and mentoring services from community and school resources. Students will be prepared to enroll in post-secondary education upon high school graduation. 100% of STAR students will complete career and college readiness assessments beginning in seventh grade. 60% of STAR students receive a score of 19 or above on the ACT by the end of the first semester of their senior year. 60% of STAR students will meet all Nebraska state college and university enrollment criteria by the end of the senior year of high school. There are 4 proposed sites including school district locations on Indian Reservations in Northeast Nebraska; Winnebago Public Schools; Winnebago Indian Reservation Winnebago, NE Walthill Public Schools; Omaha Indian Reservation Walthill; NE Umo N Ho N Nation Omaha Indian Reservation, Macy, NE; and Santee Public Schools Santee Sioux Indian Reservation Niobrara, NE.
Contact: Diane Wolfe
211 Tenth St.
Wakefield, NE 68784
Arlee Readiness Project (ARP)
The Arlee Readiness Project (ARP) serves two schools on Montana’s Flathead Indian Reservation, home of the Confederated Salish and Kootenai Tribes. The first site is Arlee High School which serves 130 students. 65% are American Indian. Nkwusm Salish anguage Immersion School is within walking distance of Arlee High School. This site will serve 12 to 16 preschoolers each year. The ARP is a collaborative effort with a pre-school and a high school, ensuring that every entering AI student is prepared for kindergarten and exiting students are college and career ready. The project objectives align with the four priorities of the Demonstration Grants for Indian Children. The following are preschool objectives and associated activities: increase the number of AI preschool students who have the language and cognitive skills to be kindergarten ready as measured by DIAL-3 by 10% each project year; and increase the number of preschool students who have the social development skills to be kindergarten ready as measured by DIAL-3 by 10% each project year. High school objective include increasing the number of AI students scoring proficient or above on the state math and science assessments by 5% each project year; decreasing the dropout rate by 1 percentage point each project year.
Contact: Cheryl Parker
PO Box 278
Pablo, MT 59855
Maryetta Public School is located near the end of the “Trail of Tears” in Adair County’s “Green Country,” a very rural area in Northeastern Oklahoma. Maryetta Public School and its consortium member, the Cherokee Nation, are requesting funds to provide age-appropriate educational programs to 120 three- and four-year-old Indian children through the Literacy3 Project: Connecting English Literacy, Cherokee Literacy, and Digital Literacy to prepare children for successful entry into kindergarten. The Literacy3 Project will provide culturally responsive 21st Century learning – connecting community, culture, and student-centered learning – integrating Cherokee Language Technology (tsa-lagiga-wo-ni-hi-s-di te-gi-na-lo-tsi u-na-do-tlv-sv-i /). The goal of the Literacy3 Project is to provide age-appropriate educational programs to 120 three- and four year-old Indian students annually to prepare them for successful entry into school at the kindergarten school level. The objectives of the project are to increase language and communication development, cognitive skills and conceptual knowledge, social development and parental involvement. Activities include hiring a literacy coach and family integration specialist, providing technology and curriculum resources, and providing research-based professional development to create culturally relevant digital curriculum toolkits in collaboration with project partners. Proposed outcomes from implementing project activities will include: 1) creating classrooms where all students are motivated to succeed socially and academically; 2) incorporating technology investments into teaching and learning; 3) complementing existing early childhood curriculum with critical-thinking requirements found in national, state and local curriculum standards; and 4) building enthusiasm and creativity into daily teaching and learning. Each project year, there will be 120 three- and four-year-old American Indian children and their families and seven early childhood teachers and project staff served as project participants.
Contact: Rita Bunch
Route 6, Box 2840
Stilwell, OK 74960
Prairie ROSE (Rigorous Opportunities Support Excellence)
United Tribes Technical College, an Indian Higher Education applicant, seeks federal assistance to implement Prairie ROSE (Rigorous Opportunities Support Excellence) to serve extremely high needs students from the five American Indian tribes in North Dakota and South Dakota who operate the college: Three Affiliated Tribes of Fort Berthold; Spirit Lake Tribe; Sisseton-Wahpeton Oyate; Standing Rock Sioux Tribe; and Turtle Mountain Band of Chippewa Indians. UTTC will serve both three and four year old learners and secondary school students during implementation of the proposed project. The plan is to develop high quality education programs that increase the academic achievement and learning readiness of American Indian students by: improving early childhood education for tribal preschool students preparing tribal high school students to succeed in postsecondary education; and increasing student and family commitment to postsecondary education. Prairie ROSE will work with more than 1,000 targeted students (ages 3 - 4 and Grades 11 - 12), enrolled in the UTTC preschool and ten high schools across partner Tribal Nations. Direct instructional programming will serve a minimum of 90 three and four-year-old students attending tribal preschools and a minimum of 45 secondary students (Grades 11 - 12) enrolled in Early College Distance Learning and Summer Learning experiences each year of the project. UTTC will provide classroom space for both programs and will house secondary students in dormitory rooms during annual campus-based residential summer academy. UTTC will collaborate with an experienced external evaluation firm to conduct process and outcome evaluation of all project components to facilitate continuous project improvement.
Contact: Lisa Azure
3315 University Drive
Bismarck, ND 58504
During the period of August 1, 2013 through July 31, 2017, Stone Child College will provide comprehensive services to a group of 20 11th and 12th grade high school students each year The achievement of Student Support will be evidenced by selection records, participant files, monthly group meeting schedule and notes, Mathematics Laboratory schedule and sign in sheets, travel records, dual enrollment course records, mentor/tutor records, summer intensive course records, participant surveys, and results from the on-site external evaluation. Stone Child College will work closely with Rocky Boy and Box Elder High Schools to assess the quality of dual enrollment courses and remedial courses through the use of standardized test results, grade reports, student surveys, attendance (classroom and tutoring), and Early Assessment Exam results. This effort will result in the production of one annual Student Assessment Report. Quality Assessment will be evidenced by the final Student Assessment Report, improved student academic outcomes in core subjects, decreased necessity for remedial courses in math, science, and English, annual reports, curriculum modifications, meeting records, etc. Post Participation Monitoring will implement annual surveys to 10 ex-participants in Year 2, 20 in Year 3, and 30 in Year 4 to monitor ex-participants who have graduated from high school to assess whether they matriculated to a post-secondary institution, whether they needed remediation upon entering college, whether they have persisted in college, whether are they on track to graduate on time, and how they are performing academically, as measured by survey forms, survey results, etc. Additional results include improved high school achievement, decreased dropout rates, improved college enrollment and persistence, reduction in the need for postsecondary remediation, and higher college GPAs.
Contact: Clarice Morsette
8294 Upper Box Elder Road
Box Elder, MT 59521
The Page Unified School District Preschool Program
The Page Preschool program is a multi-agency effort with the Navajo Head Start agencies (Competitive Priority) to provide age appropriate educational programs and language skills to three- and four-year-old Indian students to prepare them for successful entry into school. Page Unified School District serves 2400 square miles of the isolated Navajo Reservation. 86% of our Page preschool students are Navajo, the majority of whom are English Language Learners. 73% of the preschool students receive free lunch. Page is partnering with the Navajo Nation Head Start program and the Northern Arizona Council of Government Head Start to improve the quality of preschool services offered in the district and the reservation Head Start programs. Approximately 262 preschool students will benefit from the project across 4 Head Start sites on the reservation and eleven preschool classrooms on the Page campus. The program will use a scientifically based research-validated preschool curriculum (OWL), a research-demonstrated professional development program (McREL’s research-based Scaffolding Early Literacy strategies), and a comprehensive evaluation program. The program addresses GPRA objectives as well as program specific objectives: (1) improvement in student language and communication development; (2) improvement in student cognitive skills and conceptual knowledge, (3) improvement in student social development; (4) improvement in teacher performance of research-based early childhood instructional strategies; (5) increase in parental support of student development of readiness skills; and (6) improvement in students’ readiness skills upon entering kindergarten.
Contact: Penny Case
500 S. Navajo Drive
Page, AZ 86040
Caa/Mitig Demonstration Project Abstract
Minnesota has the lowest four-year graduation rate for Native students in the United States. Saint Paul Public Schools (SPPS) and the American Indian Family Center (AIFC) have formed a partnership to challenge this ranking and to contribute knowledge in the field of American Indian education through Caa/Mitig, an evidence-based demonstration project for AI pre-schoolers and secondary students. The two largest tribes represented in our Saint Paul Native community are the Dakota and the Ojibwe. Caa means ‘tree’ in the Dakota language and is pronounced ‘chah.’ Mitig means tree in the Ojibwe language and is pronounced ‘mee-tik.’ The Caa/Mitig demonstration project will pilot, for the first time, the integration of American Indian language, culture, and community supports into the nationally recognized CPC (Child-Parent Center) and AVID (Advancement Via Individual Determination) model programs. As a result, Caa/Mitig will develop knowledge for educators and researchers around the country while also improving American Indian students’ kindergarten readiness and post-secondary enrollment rates in Saint Paul. The project objectives for this initiative will be to: increase the number of American Indian students who are prepared for kindergarten; increase the number of American Indian students who graduate from high school on time; increase the number of American Indian students who are prepared for college; and increase the number of American Indian students who successfully enroll in post-secondary programs.
Contact: Valeria Silva
360 Colborne Street
St, Paul, MN 55102
Success Through Education Project (STEP)
Success Through Education Project has been designed specifically to address the needs of San Carlos Apache youth so they will be prepared for and succeed in college. The vast majority of our students do not master the required academic skills, drop-out of school, and do not go on to college and the cycle of poverty and associated health and welfare issues continue. Consequently, there is significant emphasis on the three types of interventions: Academic Readiness, College Readiness/Self- Discipline/Leadership, and Family/Community Support, especially the support and involvement of elders. Our vision is to have a Circle of Support that enriches and empowers our youth so they have the academic preparation, individual commitment, and community and family support to succeed in college. College preparatory programs for secondary school students designed to increase competency and skills in challenging subject matters, including mathematics and science, to enable Indian students to successfully transition to postsecondary education. Proposed project outcomes include: increase achievement through mastery of an academically challenging curricula as evidenced by percent who pass their Algebra, English, Science and Social Studies classes; increase high school graduation & participation in postsecondary education rates as evidenced by decreased absenteeism, decreased drop-out rate, increased graduation rate, increase in number of students earning college credit and enroll in postsecondary education.
Contact: Flora Howard
Education Department PO Box 0
San Carllos, AZ 85550
Program for the Enhancement of Academic Readiness: Creating a Bridge to STEM Success for Native Youth
The program focuses on increasing knowledge, skills, and abilities necessary for academic success in STEM disciplines by establishing bridge programs to enable students to better transition between pre-primary and kindergarten levels as well as between upper-secondary and college levels. The PEAR pre-school component will focus on increasing the capacity of Head Start teachers to deliver programming to improve language skills, literacy development, science knowledge, and science skills in 3 and 4 year old children. A parent training component stressing techniques to improve children’s language and science knowledge will lead to parent’s increased confidence in helping children and increased satisfaction with their child’s learning and progress. Program aims include improving the ability of Head Start teachers to deliver high quality instruction in language, literacy, and science; increasing abilities of the children in language and science areas; improving kindergarten success; and improving parent satisfaction with student progress. The PEAR high school program will focus on preparing Native high school students to enter college, particularly in science and mathematics disciplines, by providing them with opportunities to develop and enhance core skills key to higher education success. The PEAR program will emphasize refinement of writing, quantitative literacy, analytical, and critical-thinking skills –each of which is important for creating a foundation to understand science. Program components will include college visits, college entrance exam preparation, cultural awareness activities, life skills training, advising, mentoring, career awareness, as well as remedial and advanced academic coursework. The program will serve 48 Native youth, with the overarching aims of: increasing knowledge in core general education subjects; increasing competencies in critical thinking, analytical reasoning, and problem solving; increasing the number of Native students entering and persisting in college; and increasing the number of Native students majoring in STEM disciplines at higher education institutions.
Contact: Treneice Marshall
111 Beartown Road
Baraga, MI 49908
Improving Education for Tebughna Youth
Tebughna Foundation is collaborating with Native Village of Tyonek and Tebughna School to increase competencies and skills in math and science to leading to a successful transition to postsecondary education and provide high-quality, well trained instructors to live in the Tyonek community and educate high school students’ core courses in-person at the Tebughna School. To achieve these objectives this project will: (1) Provide in-person instructors for Tebughna high school students; (2) Increase professional development opportunities for instructors; (3) Expand the applicability of high school education for students linking material that is relevant to Athabascan Alaska Native culture with math and science lessons; (4) and provide instructional material and hands-on manipulatives for academic lessons. Implementing the above activities will results in: (1) an increase in the percentage of Tyonek high school students successfully completing math and science courses with a passing grad of C or better; (2) a decrease the number of students transferring from the high school to a boarding school; (3) and a retention of highly qualified instructors providing culturally relevant material to students. The project proposes to implement college preparatory programs for secondary school students to increase competency and skills in challenging subject matters, including math and science, to enable Indian students to transition successfully to postsecondary education. Outcomes include: increasing academic performance and reduce gaps in achievement for Alaska Native Tyonek youth; decreasing the number of student transfers at Tebughna School between 8th and 9th grade; preparing students for post secondary education; and engaging high school students in math and science lessons incorporating culturally relevant material.
Contact: Emil McCord
1689 C Street
Anchorage, AK 99501
Building Our Future
Cook Inlet Tribal Council, Inc. (CITC) proposes Building Our Future, a college preparatory program for Alaska Native students in West High School, Anchorage, Alaska, that provides an array of in-school, after-school, and out-of-school supports to increase mathematics and language arts competency, STEM-skills, positive cultural engagement and enhance successful transition to post-secondary education. Objectives are: to increase the number of American Indian and Alaska Native students who successfully take and complete three years of academically challenging coursework, i.e., English, Mathematics, Science and Social Studies, ; increase the number of American Indian and Alaska Native students who graduate with their incoming 9th grade cohort; Thirty-eight (38) American Indian/Alaska Native students will participate in an afterschool Fab Lab culturally-based STEM-skill enhancement program and earn at least 3 college math credits prior to graduation; Forty five to sixty (45-60) American Indian/Alaska Native students will be enrolled in a high-level math class offered by the grant program each yea; forty five to sixty (45-60) American Indian/Alaska Native students will be enrolled in a culturally-informed language arts class offered by the grant program each year; thirty-eight (38) American Indian/Alaska Native students will participate in an afterschool Journey To Myself cultural program in Year 1; and include between 180-480 total students receiving an array of services including advanced math and language arts classes employing a culturally informed curriculum, some of which may earn dual high school/college credit, participation in a STEM-skill enhancing afterschool club that is eligible for ½ credit of high school elective, participation in a culture supporting afterschool program, and an array of culturally appropriate college outreach programs.
Contact: Cristy Willer
3600 San Jeronimo Drive
Anchorage, AK 99508
2013 Demonstration Grants For Indian Children
The Chugach FAMILY Project is a consortium between the Chugach School District and the Chugachmiut Alaska Native Corporation to prepare tribal three and four year olds for successful kindergarten entry. The project focus is on language and communication, cognitive and conceptual knowledge, and social development by increasing the capacity of parents and staff working as partners. Key activities include monthly individual FAMILY visits and group activities. High Scope on-line workshops will complement ongoing age appropriate educational activities.
Number of participants: 80
Contact: Deborah Treece
9312 Vanguard Drive, Suite 100
Anchorage, AK 99507
The Qissunamiut Tribe of Chevak Native Village Project is a consortium between Qissunamiut Tribe and the Kashunamuit School District, to increase language and school readiness for three and four year old tribal children and to increase the number of secondary students for successful entry into postsecondary programs. The pre- kindergarten component will include parent involvement in the native Cup'ik language instruction and parent involvement in project activities such as modeling techniques for developing literacy in the home. The secondary focus will include math and science instruction, team training in best STEM and technology practices, and parent involvement in service learning projects.
Number of participants: 364
Contact: Joseph Gorski
985 KSD WAY
Chevak, AK 99563
The Kindergarten Readiness Project focuses on improving tribal three and four year old children's readiness for kindergarten, regarding language and communication development, cognitive skills and conceptual knowledge, and social development. Activities in this project are centered upon the following two areas: teacher professional development (training and technical assistance) on language and literacy development, culture and language awareness, and high quality instructional practices; and parent training regarding reading, book usage at home, understanding the transition to kindergarten and early learning standards.
Number of participants: 80
Contact: Jacquelyn Power
3652 East Blackwater School Road
Coolidge, AZ 85128
The Hoopa College Success Project focuses on post- secondary preparation for students from grade 8 to graduation. The project addresses challenging core subjects (particularly English, Mathematics and Science); increasing awareness of college admission requirements, career options and potential majors, and how to live independently away from home. Academic activities such as remedial and academic success courses will be complemented by student support and assessment, and include the involvement of parents (through parent-staff meetings and public workshops) as well as summer experiences.
Number of participants: 40
Contact: Kerry Venegas
PO Box 1348
Humboldt, CA 95546
Phone: 530-625-4413 ext. 29
The Toyko (Circle) Project addresses the kindergarten preparedness of three and four year old tribal children and the post- secondary preparedness of tribal secondary students. The pre-k component provides comprehensive services and parental involvement activities for individualized assessments of language, cognition and social-emotional levels to inform intervention designs. The secondary component uses the Check and Connect intervention model (consisting of routine monitoring , individualized intervention,and long term problem solving) to inform academic services to include tutoring and coordination of academic interventions as needed. Finally, parent involvement regarding both components is a key feature.Number of participants: 120
Contact: Dr. Niki Sandoval
100 Via Juana Road
Santa Ynez, CA 93460
Phone: 805-688-7997 Migizi Communications, Inc. (Minnesota)
The Native Academy Connections (NAC) Project is focused on significantly increasing the number of Indian students in Minneapolis schools who successfully meet on-time graduation and who also complete dual credit college level courses while in high school. The project contains five features: Content Connection (interdisciplinary project based opportunities); Peer Connections (guided study circles); Core Connections (core academic supports during and after the school day); College Connections (comprehensive college preparation activities); and Dual Credit Connections.Number of participants: 350
Contact: Graham Hartley
3123 East Lake Street
Minneapolis, MN 55406
Phone: 612-721-6631 x 208 Magdalena School District (New Mexico)
The DEMO Program for the Magdalena Municipal School District will aim to help our Native American students achieve to challenging standards by supporting access to programs that meet their unique educational and culturally related academic needs. The project will be housed at the Magdalena Preschool and High School and at the Alamo Early Childhood Center. This project will increase the quality and accessibility of services that will ultimately: 1) Increase the number of preschool-aged Indian children who possess school readiness skills on measures of language, cognitive, conceptual, and social skills and 2) Increase the number of high school Native American students who demonstrate competency and skill in challenging subject matters, to achieve at a higher level throughout high school and successfully transition into postsecondary education. This project will serve approximately 270 AI students over the four year project and will attempt to demonstrate the following: (1) AI students will be more successful in kindergarten and beyond with experience in a preschool focused on school readiness skills using authentic and age appropriate strategies in family literacy and language acquisition. (2) Our structured and integrated assessment of Native student achievement on the DIAL-3 and intervention assessments in Read 180/System 44 and E2020 for high school students will provide the information necessary to improve teaching and learning so our students make significant academic gains as evidenced by increased scores on the HSGA. (3) The development of classroom and school supports in the AVID and tutoring programs and implementation of the Common Core standards will enhance teaching and learning for our Navajo students and will result in readiness for college and beyond.Number of participants: 270
Contact: Keri L. James
201 Duggins Dr
Magdalena, NM 55406
Phone: 575-854-8009 Ada City Schools (Oklahoma)
Project Achieve is a consortium between Ada Public Schools and the Chicasaw Nation to provide both age and culturally appropriate academic and language activities for tribal three and four year olds for successful transition to kindergarten and, to provide challenging activities (including math and science) to increase the number of students who graduate with their 9th grade cohort. At the pre-K level, the project will adhere to the Alaska Rural Systemic Initiative Model which includes extensive data collection and partnership between parents and staff. At the high school level, the project will employ an Educational Coach along with a variety of mentoring, cross-age peer tutoring and a supplemental vocational eMentor Program. Both elements of the project will weave Native culture into their components.Number of participants: 300
Contact: Jinger McClure
324 West 20th Street
Ada, OK 74820 Tahlequah Public Schools (Oklahoma)
One hundred twenty 4-year-old students and 750 high school students of Tahlequah Public Schools will be served by an Indian Demonstration program that will use a consortium-based effort of the school district, the Cherokee Nation, and the Boys & Girls Club of Tahlequah. Tahlequah School District will serve as lead and fiscal agent. Tahlequah is a rural school serving 3,597 students in Cherokee County, which is the poorest economic cluster of Oklahoma. Native American students, mainly members of the Cherokee Nation, account for 54% of the student population. The percent of children in the cohorts who qualify for Free and Reduced Lunches is 73%, and the percent of children who live in households below the poverty line is 27%. Native American students account for much of the poverty and much of the academic and social struggles. These students score below the general population on Pre-K literacy assessments, state standardized assessments, college entrance examinations, and classroom performance.
By meeting the absolute priorities of 1) using a consortium involving a Native American tribe and 2) addressing the needs of both Pre-K and High School students, the project will reconstruct the method in which students learn core concepts and prepare for success after high school. Many techniques will build on the success of the applicant’s 2008-2012 Indian Education project. Existing and new techniques will include an in-school support system that includes a Student Advocate, Leadership Teacher, Pre-K Academic Coach, and Native American Attendance Officer; before-, during-, and after-school tutoring; and integration of core and cultural education. Pre-K PEP (Promoting Early Progress) outcomes: measurable increases in the number of students who develop the necessary academic, wellness, cultural, critical thinking, behavioral, and social skills to make a successful transition to Kindergarten. High School PEP (Postsecondary Education Preparation) outcomes: measurable increases in the number of students who take the appropriate academic and planning steps to graduate high school and complete postsecondary education, and decreases in the number of students needing remediation in core curriculum classes.Number of participants: 870
Contact: Steve Merril
225 North Water Street
Tahlequah, OK 74456 Choctaw nation (Oklahoma)
IKHVNA (Choctaw for “To Learn” pronounced i-con-a) will implement culturally-enriched learning opportunities to increase educational achievement for 740 at-risk Indian children. The Choctaw Nation of Oklahoma (an eligible federally-recognized Tribe) will implement a project that 1) meets Absolute Priority One to increase the early literacy and school-readiness skills of three- and four-year-old Indian children in Choctaw Head Start Centers, as well as, 2) meets Absolute Priority Two to increase the academic achievement and college-readiness skills of Indian students in grades nine through twelve. IKHVNA meets Competitive Priorities One and Two by combining activities of the two Absolute Priorities under the leadership and guidance of a federally recognized Indian Tribe. Goal One is to implement a school readiness project that provides culturally-integrated instruction and language skills to 300 three-and four-year-old Indian students to prepare them for successful entry into kindergarten.
Goal Two is to provide a college preparatory program for 440 Indian students in grades 9-12 designed to increase their competency and skills in challenging core subjects, including mathematics and science, to enable them to transition successfully to postsecondary education. Objectives are to support academic skill enhancement for Indian students in grades 9-12 by providing tutoring and hands-on learning activities after school, as well as, focused learning in math/science as measured by 80% of students successfully completing at least three years of challenging core courses by the end of their fourth year in high school to increase the percent of students in grades 9-12 who graduate with their grade cohort. IKHVNA will prepare Indian students for kindergarten and college success through a culturally-integrated project that includes research-based curriculum, technology, teacher training, parental involvement, and assessment as approved by the Office on Indian Education. The Choctaw Nation anticipates the outcomes to include an enhanced teaching staff and environment, greater cultural integration for all learning and greater cultural awareness for the students, improved early childhood kindergarten-readiness, increased early literacy and language skills for Indian children, enhanced cognitive and social/emotional development in Indian children, as well as, improved grades in challenging core courses and increased graduation rates for Indian high school students. IKHVNA’s kindergarten readiness will serve 300 Indian children attending McAlester, Poteau, Stigler, and Wilburton Head Start Centers. The college prep will serve 320 grade 9-12 Indian students from over 29 different Indian Tribes at Jones Academy during the school year along with 120 Indian students in grades 9-12 in the summer program.Number of participants: 740
Contact: Dana Bonham
P.O. Box 1210
Durant, OK 74742
2012 Demonstration Grants For Indian Children
The STEM Enrichment Project is designed for Alaska Native students in Bartlett High School, Anchorage, Alaska, to provide in-school, after-school and out–of- school activities to increase science, technology, engineering and math (STEM) competency and skills to support successful transition to post-secondary education. The project includes a focus on academically challenging coursework that includes 3 years of high-level STEM coursework by the end of high school. The project goal includes 80% of students attaining 3 college math credits. The project involves meaningful collaboration with the Anchorage School District, University of Alaska Native Student Services and the Alaska Native Science and Engineering Program.
Number of participants: 180 – 240 high school students
Contact: Kristin English
3600 San Jeronimo Drive
Anchorage, AK. 99508
Ready to Learn/Ready to Graduate is focused on equipping essential transitional skills for pre-kindergarten children and postsecondary/technical education among high school students. The project will accomplish this goal through a variety of strategies, including parent involvement, mental health services, after school learning activities. Mentorship opportunities will be provided for high school students as well as improved guidance and college preparedness activities. The project is implemented in an area located just north of the Arctic Circle. The Ready to Learn/Ready to Graduate project will implement a research based program recognized by the Department of Education’s What Works Clearinghouse. Number of participants: 400 Pre-K and 11-12th grade students.
Contact: John Wehde
744 Third Street
Kotzebue, AK 99752
The Building Blocks Project (BBP) will provide age appropriate early educational programs and language development to three and four year old Alaska Native students to prepare them for successful entry into kindergarten. The project will focus on school readiness and support parental skills and the provision of services to children with disabilities. Due to the remote locations of the nine participating schools, an itinerant teacher model will be employed, with a total involvement of 16 teachers. BBP will conduct activities such as use of a research based model curriculum; formative and summative assessments to track language, cognitive and social/emotional growth; on site coaching and mentoring; and monthly parent/child activities in each of the nine rural locations.
Number of participants: 120 preschool students
Contact: Gina Hrinko
4762 Old Airport Way
Fairbanks, AK. 99709
The Child Readiness Project serves a pre-school population in three sites with an emphasis on school readiness. The project will implement the High/Scope curriculum to provide for hands on experiential learning that is child centered. Additionally, Apache culture and language will be integrated into all project components. Parents and elders will be involved daily with the services of this project and secure a comprehensive approach to learning as well as set the stage for all to be lifetime learners.Number of participants: 150 preschool students
Contact: Flora Howard
San Carlos Apache Tribe
PO Box 0
San Carlos, AZ. 85550-001
Phone: 928-475-2331 Southern California Indian Center (California)
This project will be implemented at Sherman Indian High School, a Bureau of Indian Affairs operated residential high school serving Indian students from ninety-six federally recognized tribes. The project will increase the number of students achieving passing grades in 3 years of challenging coursework that includes science, math, English, and social studies. The project will focus on increasing the 9th grade cohort graduation rates and enrollment of all students served in post-secondary education. The project will include tutoring in small group settings; Advancement Via Individual Determination (AVID) classes that increase motivation and academic preparedness for college success and provide services to support positive social and emotional development.
Number of participants: 400 high school students
Contact: Roland Doepner
3995 Locust Street
Riverside, CA 92501
The Immersion through High-Tech Solutions project will include a preschool program and a high school program that will focus to provide students with a Native-infused experiences to promote academic performance and cultural identity. Implementation strategies are varied and include staff professional development; native language/cultural curriculum experience and a web-based application for their distribution regarding language; expansion of the secondary Native Studies Academy; tribal elder participation as advisors; dual credit options and the provision of family literacy for preschool students.
Number of participants: 25 preschool students and 80 high school studentsContact: Tami Maldonado-Mancebo
3215 Cuming Street
Omaha, Nebraska 68131
Phone: 402-557-2459 Turtle Mountain Community College (North Dakota)
This project will implement hands-on learning and computer assisted learning to promote academic achievement for high school students in the Turtle Mountain community. “Gaining Opportunities thru Academic Leadership” or Project GOAL will target three high schools to provide college preparatory activities. Career planning and community involvement will combine to foster and support student success. Ojibwe culture will be integrated throughout the project with the assistance of tribal elders. Summer programs and week end academies are included to enhance and support the success of Project GOAL.
Number of participants: 25 high school students
Contact: Larretta Hall
Turtle Mountain Community College
Belcourt, ND 58316
Project Pathway is a consortium project with the Cheyenne and Arapaho Tribes. Project Pathway will provide a preschool program for native preschool children to ensure successful entry into kindergarten. The preschool curriculum will focus on literacy, math and science. The high school program will increase the number of native students enrolled in challenging math and science coursework, provide tutoring services as well as increase the number of native high school graduates prepared for post-secondary education.
Number of participants: 25 preschool and 50 high school students
Contact: Sheila Redwine
P.O. Box 29
Kingfisher, OK 73750
The Transitions Project will provide interventions at two points in a child’s life – prekindergarten and high school. The Transitions Project will be implemented on the Flathead Reservation in Montana. The preschool component will implement a three and four year old, culturally appropriate active learning High/Scope curriculum program to prepare them for successful entry into kindergarten. This project collaborates with a Bureau funded tribal school – Two Eagle River School, where the Transitions Secondary component will serve high school students to provide an intensive one-on-one college preparatory coaching program. The goal is to increase college readiness skills and support high school graduation.
Number of participants: 40 Preschool children and 30 High school students
Contact: Joelfre Grant
58138 Highway 93
Pablo, Montana 59855
The Minneapolis Public Schools (MPS) Department of Indian Education and Early Childhood Education, with local American Indian (AIAN) organizations and other community partners, will improve the district’s full-time pre-school AIAN program. The project will provide a morning early literacy development component using English and based on the District’s High Five Early Childhood program that interweaves bilingual and cultural support. In the afternoon the preschool will implement an Ojibwe and Dakota language program component. Enhanced parent outreach and education will support successful kindergarten transitions. Additionally, professional development for instructional staff will be provided regarding new bi-lingual approaches to learning and aligning the curriculum to reflect native language. The Anishinabe Academy, a pre K-8 magnet school, will collaborate regarding all project services.
Number of participants: 40 preschool children
Contact: Danielle Grant
807 NE Broadway
Minneapolis, MN. 55413-2332
The STEM Pipeline to the Future Project is a consortium between the Grand Coulee Dam SD and the Colville Tribe to better prepare and motivate American Indian high school students for a successful transition to postsecondary and career pathways. The focus will be to support and prepare native students to enter careers in science, technology, engineering and math fields. To accomplish this, the project will conduct activities such as: a Summer STEM Bridge Program; a four year biomedical science program; and challenging coursework. Tutoring and career counseling will be provided for each students. Parent and community support of student success will be integral to the activities and ultimately to the success of the project.
Number of participants: 160 high school students
Contact: Dennis Carlson
110 Stevens Avenue
Coulee Dam, WA 99116
Puget Sound Educational Service District in consortium with the Puyallup Tribe will implement an early childhood program in four classrooms and an enriched outdoor learning environment to incorporate both cultural and environmental learning. Early language and literacy skills will be enhanced and strengthened with research based strategies that include home visits and parental involvement.
Number of participants: 300 preschool children
Contact: Rebecca Kreth
800 Oakesdale Ave. SW
Renton, WA 98057