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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
Phone: 918-456-5581
Application Download: S299A150021 [download file] 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
Phone: 918-885-2667

Application Download: S299A150023 [download file] PDF13.1K

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
Phone: 907-793-3101

Application Download: S299A150025 [download file] PDF13.1K

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

Application Download: S299A150027 [download file] PDF13.1K

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
Phone: 701-642-3796

Application Download: S299A150039[download file] PDF13.1K

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
Phone: 402-878-2192

Application Download: S299A150040 [download file] PDF13.1K

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

Application Download: S299A150041 [download file] PDF13.1K

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
Phone: 918-456-5131

Application Download: S299A150044 [download file] PDF13.1K

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
Phone: 580-791-1694

Application Download: S299A150045 [download file] PDF13.1K

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
Phone: 602-264-6768

Application Download: S299A150047 [download file] PDF13.1K

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
Phone: 505-266-0992

Application Download: S299A150050 [download file] PDF13.1K

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
Phone: 910-522-5471

Application Download: S299A150054 [download file] PDF13.1K

2014 Demonstration Grants For Indian Children
Coeur d’Alene Tribe (Idaho)

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 Participants

Contact: Christine Meyer
850 A Street
Plummer, ID 83851

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

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

LConfederated Salish & Kootenai TribesM

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 School

Literacy3 Project

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

United Tribes Technical College

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

Stone Child College

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

Page Unified School District #8

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

Independent School District 625

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

San Carlos Apache Indian Reservation

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

Keweenaw Bay Ojibwa Community College

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

Tebughna Foundation

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

Cook Inlet Tribal Council, Inc.

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
Chugach School District (Alaska)

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
Phone: 907-522-7400

Qissunamiut Tribe (Alaska)

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
Chevak, AK 99563
Phone: 907-858-6141

Blackwater Community School (Arizona)

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
Phone: 520-215-5859

Hoopa Valley Tribe (California)

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
Highway 96
Humboldt, CA 95546
Phone: 530-625-4413 ext. 29

Santa Ynez Band of Chumach Indians (California)

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
Box 1359
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
Cook Inlet Tribal Council (Alaska)

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
Phone: 907-793-3600

Northwest Arctic Borough School District (Alaska)

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
Phone: 907-442-3472

Yukon-Koyukuk School District (Alaska)

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
Phone: 907-374-9419

San Carlos Apache Tribe (Arizona)

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
Phone: 951-683-4444

Douglas County School District (Nebraska)

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 students

Contact: 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
Box 340
Belcourt, ND 58316
Phone: 701-477-7986

Kingfisher Public Schools (Oklahoma)

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
Phone: 405-374-4194

Salish Kootenai College (Montana)
S299A 120078

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
Phone: 406-675-8475

Special School District # 1 (Minnesota)
S299A 120066

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
Phone: 612-668-0610

Grand Coulee Dam School District (Washington)
S299A 120028

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
Phone: 509-633-2143

Puget Sound Educational Service District (Washington)

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
Phone: 253-778-7692

Last Modified: 02/25/2016