Indian Education—Demonstration Grants for Indian Children

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2014 Demonstration Grants For Indian Children
Coeur d’Alene Tribe (Idaho)
S299A140002

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
EMail: cmeyer@cdatribe-nsn.gov

Wellpinit School District #49 (Alaska)
S299A140024

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: vlebret@wellpinit.org

Educational Services Unit #1
S299A140047

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
EMail: dmwolfe@esu2.org

LConfederated Salish & Kootenai TribesM
S299A140052

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
S299A140053

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
EMail: rbunch@maryetta.k12.ok.us

United Tribes Technical College
S299A140059

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
EMail: lazure@uttc.edu

Stone Child College
S299A140073

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
EMail: camorsette@yahoo.com

Page Unified School District #8
S299A140076

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
EMail: pcase@pageud.k12.az.us

Independent School District 625
S299A140079

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
EMail: Supt.Silva@pps.org

San Carlos Apache Indian Reservation
S299A140084

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
EMail: TribalConsultation@ed.gov

Keweenaw Bay Ojibwa Community College
S299A140085

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
EMail: treneice@kbocc.org

Tebughna Foundation
S299A140087

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
EMail: emccord@tyonek.com

Cook Inlet Tribal Council, Inc.
S299A140100

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
EMail: kenglish@citci.org


2013 Demonstration Grants For Indian Children
Chugach School District (Alaska)
S299A13007

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)
S299A23046

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
Phone: 907-858-6141

Blackwater Community School (Arizona)
S299A1300020

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)
S299A130031

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)
S299A130015

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)
S299A130025

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)
S299A130051

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)
S299A130077

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)
S299A130037

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)
S299A130094

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

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2012 Demonstration Grants For Indian Children
Cook Inlet Tribal Council (Alaska)
S299A120056

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)
S299A120096

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)
S299A120105

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)
S299A120113

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)
S299A120083

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)
S299A120065

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)
S299A120094

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)
S299A120102

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)
S299A120025

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

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Demonstration Grants for Indian Children

2011 Project Profiles

Fernandeno Tataviam Band of Mission Indians (California)
S299A110109

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

Omaha Public Schools (Nebraska)
S299A110022

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

Navajo Preparatory School (New Mexico)
S299A110027

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

Osage County Interlocal Cooperative (Oklahoma)
S299A110004

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

Yselta del Sur Pueblo (Texas)
S299A110002

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

Puget Sound Educational Service District (Washington)
S299A110071

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

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Demonstration Grants for Indian Children

2010 Project Profiles

Cook Inlet Tribal Council (Alaska)

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

San Carlos Apache Tribe (Arizona)

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

Hoopa Valley Tribe (California)

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

Mashpee Wampanoag Tribe (Massachusetts)

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

Special School District #1 (Minnesota)

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

Turtle Mountain Community Schools (North Dakota)

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

American Indian Institute for Innovation (South Dakota)

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

Rapid City Area Schools (South Dakota)

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

Chief Leschi Schools (Washington)

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

Waadookodaading, Inc. (Wisconsin)

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

2009 Project Profiles

Bering Strait School District (Alaska)
S299A090024

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


Cook Inlet Tribal Council (Alaska)
S299A090032

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


Goldbelt Heritage Foundation (Alaska)
S299A090070

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

Page Unified School District (Arizona)
S299A090019

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


Painted Desert (Arizona)
S299A090043

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


Tuolumne Band of Me-Wuk Indians (California)
S299A090023

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


Arlee School District (Montana)
S299A090004

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


Omaha Public Schools (Nebraska)
S299A090049

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


Alamo Navajo School Board (New Mexico)
S299A090040

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


Rocky Mountain Elementary School (Oklahoma)
S299A090017

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


Native American Youth and Family (Oregon)
S299A090015

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


Mid Central Educational Cooperative (South Dakota)
S299A090028

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


Puget Sound Educational Service District (Washington)
S299A090016

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


Red Cliff Band of Lake Superior Chippewa (Wisconsin)
S299A090013

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

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Demonstration Grants for Indian Children

2009 Project Profiles

Bering Strait School District (Alaska)
S299A090024

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


Cook Inlet Tribal Council (Alaska)
S299A090032

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


Goldbelt Heritage Foundation (Alaska)
S299A090070

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

Page Unified School District (Arizona)
S299A090019

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


Painted Desert (Arizona)
S299A090043

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


Tuolumne Band of Me-Wuk Indians (California)
S299A090023

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


Arlee School District (Montana)
S299A090004

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


Omaha Public Schools (Nebraska)
S299A090049

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


Alamo Navajo School Board (New Mexico)
S299A090040

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


Rocky Mountain Elementary School (Oklahoma)
S299A090017

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


Native American Youth and Family (Oregon)
S299A090015

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


Mid Central Educational Cooperative (South Dakota)
S299A090028

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


Puget Sound Educational Service District (Washington)
S299A090016

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


Red Cliff Band of Lake Superior Chippewa (Wisconsin)
S299A090013

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

(July 6, 2009)




 
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Last Modified: 10/24/2014