Skip Program Navigation
State Tribal Education Partnership (STEP)

Current Section  Awards
Performance
 Office of Elementary and Secondary Education Home
AWARDS

2015 STATE TRIBAL EDUCATION PARTNERSHIP AWARDS

Confederated Salish and Kootenai Tribes (MT) $287,769
PR Number: S415A150010

Project plans to address the existing gaps in Native American education and student achievement by data sharing agreements between schools and the Confederated Salish and Kootenai Tribes’ Education Department (TEA), and by increasing collaboration between schools/LEAs, the Tribal Education Department, and the Montana Office of Public Instruction (OPI or SEA). Under this proposal, the Tribal Education Department of the Confederated Salish and Kootenai Tribes, Montana OPI, School District #28, St. Ignatius Public Schools, and Bureau of Indian Education (BIE) grant funded school Two Eagle River School will collaborate on administration of selected ESEA grant programs in Title I, Title II and Title VII. By the end of the four-year project, the goal is to include all Reservation schools in this project and to improve academic performance, address attendance, promote professional development by teachers, and provide activities designed to raise proficiencies in reading, writing and math.

Muscogee (Creek) Nation (OK) $318,463
PR Number: S415A150008

Project intends to collaborate with the Oklahoma State Department of Education to take on the role of monitoring two LEAs, Wekeetka Public Schools and Wetumka Public Schools, for grant compliance. The project includes Title I, Part A (Improving the Academic Achievement of the Disadvantaged Student); Title II, Part A (Academic Improvement and Teacher Quality Grant); and Title VII, Part A (Indian Education Formula Grants). In collaboration with the SEA, the TEA will play a major role in a range of activities; the TEA will provide methods of training and professional development for teacher improvement; maintain participation as stakeholder in LEA Impact Aid committees and increase AI/AN parent participation on Parent Compacts for Title I, II, & VII programs; participate in the monitoring of ESEA Formula Grants Title I, Title II and Title VII. and develop teacher evaluation systems, provide training and support to teachers and school leaders. Additionally, the TEA will act as the liaison with Muscogee (Creek) Nation tribal government and the (SEA) in regards to AI/AN issues and ESEA Grant; The SEA will provide information to the TEA on how Title I, II, VII federal funding is dispersed.

Nez Perce Tribe (ID) $330,000
PR Number: S415A150005

TEA will partner with the Idaho State Education Agency (SEA) to implement a federally-funded State Tribal Education Partnership (STEP) grant under Priority 1: Established TEA. Two Local Education Agencies (LEAs) located on the Nez Perce reservation will also be involved, Kamiah and Lapwai. The project will engage the services of the Academic Development Institute, a non-profit organization to assist with evaluation, and Mathematize Inc. to support culturally-responsive education strategies. Under this STEP project, the Nez Perce TEA staff will be trained to provide technical assistance to partner LEAs and SEA staff, related to Title I, Part A; School Improvement Grants (ESEA §1003(g)); and Improving Teacher Quality State Grants (Title II, Part A). Technical assistance will focus on meeting the unique educational and cultural needs of American Indian/Alaska Native (AI/AN) students, including expansion of strategies to provide culturally responsive curriculum, environment, family engagement, instruction, and leadership. The goal is to “significantly improve American Indian/Alaska Native (AI/AN) student’s academic achievement, in targeted LEAs on Nez Perce reservation, through collaboration, capacity building, and culturally-responsive strategies.”

Coeur d'Alene Tribe (ID) $330,000
PR Number: S415A150001

Project proposes to increase collaboration between the Tribe’s Department of Education (CdADOE), a Tribal Educational Agency (TEA) that supports Tribal students’ elementary and secondary education, the Coeur d’Alene Tribal school, and the Plummer-Worley School District #44. This relationship will be strengthened by the State Tribal Education Partnership (STEP) project and will provide new opportunities to meet the goal of strengthening the cultural identity of students to improve academic success and graduation rates on the Coeur d’Alene Reservation, as measured on local and state methods. The strategies are to articulate, align, and integrate culture, history and language in K-12 Idaho Social Studies standards; develop Coeur d’Alene Tribe Social Studies Units for grade 4 Idaho History; develop three high school Social Studies dual-credit enrollment or high school credit courses, provide pre-service and in-service teacher education programs to promote Indigenous knowledge and culturally-responsive pedagogy for all LEA and Tribal School teachers, administrators, and paraprofessionals, and collaborate with relevant departments in the SEA to systemically increase the role of the Tribe in curriculum standards, assessment, and culturally-responsive teaching strategies and materials.

The Chickasaw Nation (OK) $500,000
PR Number: S415A150002

The project goal is to continue the TEA consortium between the Chickasaw Nation Division of Education and the Cheyenne and Arapaho Tribes Department of Education to transfer Elementary and Secondary Education Act (ESEA) state administered functions for formula grant programs, increasing the TEA’s role in the education of American Indian/Alaskan Native (AI/AN) students and improving the academic achievement of those students through a partnership with the State Education Agency (SEA), the Oklahoma State Department of Education. The objective is to provide oversight and continue to identify AI/AN students in need of academic assistance within the State-Tribal Education Partnership (STEP) Local Education Agencies (LEAs); by the end of the project period, the STEP project will help to decrease the dropout rate of AI/AN students in the LEAs and increase the number of students referred for services by 25 percent determined by the need and through yearly evaluations. Participating LEAs located within the Chickasaw Nation tribal boundaries are the school districts of Ada, Byng, Stonewall, Roff, Vanoss and Tishomingo. Participating LEAs located within the Cheyenne and Arapaho tribal boundaries are the school districts of El Reno, Darlington, Calumet and Canton Public Schools. The TEA consortium will continue to provide collaboration and administrative assistance under the ESEA formula grant programs for eligible schools: Title I Part A – Improving Academic Achievement of the Disadvantaged, Title II Part A – Improving Teacher Quality State Grants, Title V Part B - 21st Century Community Learning Center Grants, Title VII Part A – Indian Education Formula Grants. By the end of the project period, the TEA will have provided support with the following SEA-type functions: facilitation and delivery of technical assistance to participating LEAs, collecting and analyzing performance data and program evaluation. The TEAs will have provided support with the following LEA-type functions: professional development for staff, submission of ESEA grant data, and school district curriculum development.


2012 STATE TRIBAL EDUCATION PARTNERSHIP AWARDS

The Chickasaw Nation, Oklahoma
PR Number: S415A120014

The goal of this project is to establish a Tribal Education Agency (TEA) consortium between the Chickasaw Nation Division of Education and the Cheyenne and Arapaho Tribes Department of Education to transfer some ESEA state administered functions for formula grant programs in an effort to increase TEAs role in the education of American Indian/Alaska Native (AI/AN) children and improve academic achievement of AI/AN students through a partnership with the Oklahoma State Department of Education. The TEA consortium will partner with the State Education Agency (SEA) to provide administrative assistance of Title I, Part A, Title II, Part A and 21st Century Community Learning Center ESEA formula grant programs within the TEA consortium’s tribal boundaries.

LEAs selected for the first year of the State Tribal Education Partnership (STEP) pilot meet the following criteria: 1) Are receiving Title I funding, or Title II funding, or 21st Century Community Learning Center funding; or 2) Are ranked by learning deficiencies based on school classification of reward schools, targeted intervention, priority school or focus school or scores of the AI/AN students in the subject areas of math and reading; or 3) Schools that have a high AI/AN student population.

The SEA will provide the following trainings: 1) The use of the WISE tool; 2) To train in the administrative functions of title formula grant programmatic activities; 3) To serve on various title program committees that are site based; 4) To participate in various family, parent and community outreach activities; and 5) To serve as the liaison between the TEA and LEA and SEA.


Department of Diné Education (DODE) and New Mexico Public Education Department (NMPED) Partnership
PR Number: S415A120013

The two objectives of the grant will identify challenges to Navajo student learning in two of the United State’s largest school district serving Native Americans. Through the English Learner Education State Grant (Title III, Part A), the Department of Diné Education, in partnership with New Mexico Public Education Department, will identify challenges to Navajo student learning through the collection of accurate and real-time student-level data information related to academic achievement, demographics, teacher demographics, tribal cultural online survey, and any additional indicators necessary to improve the achievement of Navajo students attending the New Mexico public schools on the Navajo Nation.

The second objective is through the Improving Teacher Quality State Grant (Title II, Part A), the partners will develop a culturally relevant and highly effective professional development program to address Teachers working with students in the New Mexico public schools on the Navajo Nation. These in-service teachers will receive NMPED-approved professional development on implementing the common core standards with fidelity and will receive subsequent training. The DoDE will collaborate with the two LEAs to support and provide professional development to in-service and pre-service teachers in the areas of: language and culture, cultural competency, and development of relevant curriculum that is tied to the common core standards. The common core standards professional development shall be approved by the NMPED. The outcome will be a culturally relevant professional development program to address challenges confronting Navajo student learning.

The pilot models developed here will be shared with all Tribal Education Agencies (TEAs) throughout the United States. The population served is approximately 6,884 Navajo students and Teachers working within 25 schools in two New Mexico’s school districts. The National Center for Education Statistics (NCES) reveal both Central Consolidated School District and Gallup McKinley County School District are in the top three of the largest public school districts serving Native American students nationally. In New Mexico, there are 89 school districts and charter schools, and GMCSD and CCSD are the two largest throughout the state. A majority of the students attending those two school districts are Navajo.

The Nez Perce Tribe
PR Number: S415A120010

The Nez Perce tribe Tribal Education Agency (TEA) will partner with the Idaho SEA to implement a federally funded State Tribal Education Partnership (STEP). Two LEA’s located on the Nez Perce reservation will also be involved, Kamiah and Lapwai. The project will engage the services of the Academic Development Institute, a non-profit organization to assist with evaluating progress. Under this STEP Pilot project, the Nez Perce TEA staff will be trained to provide technical assistance to partner LEA and SEA staff, related to Title I, Part A; School Improvement Grants (ESEA §1003(g)); and Improving Teacher Quality State Grants (Title II, Part A) and specifically designed to meet the unique educational and cultural needs of AI/AN students.

The above programs were selected because target LEA’s qualify for the programs. Also, the ESEA Director, in the Idaho State Department of Education, administers the programs and will be serve on the administrative team along with the TEA Manager. The above federally funded programs are also in the TEA’s area of interest related to improving academic achievement of disadvantaged students through targeted assistance, school-tribal collaboration on school improvement plans, and improvement of a culturally-responsive learning environment as specified in the 2012 Nez Perce Strategic Plan.

The STEP pilot rationale builds and expands upon current SEA capacity building work. Building on the current efforts of the TEA, SEA, LEA’s, and Idaho Indian Education Committee, the Nez Perce STEP Pilot project will expand, enhance, and create new partnerships by working collaboratively to improve the educational outcomes of AI/AN students in the Kamiah and Lapwai school districts. The improvement in student achievement will be reached by the following objectives: Objective 1: Strengthen collaboration between the SEA and TEA in the administration of three (3) state formula grant programs, implemented by the partner LEA’s, that target improved academic achievement for disadvantaged students, school improvement, and teacher quality; Objective 2: Improve the performance of TEA and SEA staff by providing coherent, web-based guidance and structure (with ample resources), on-site training , and distance learning; Objective 3: Build the capacity of the TEA to support its schools to meet the unique cultural and educational needs of AI/AN students; and Objective 4: Enhance the capacity of the SEA and TEA to support the engagement of families and apply culturally responsive principals to enhance students’ motivation to learn and to persist in school to graduation.

Under this STEP Pilot project, the TEA staff will be prepared to provide technical assistance to partner LEA staff, related to the selected formula grant programs and specific to meeting the unique educational and cultural needs of AI/AN students by participating in the following STEP capacity building activities i.e. Oversight Team Meetings; Project Director’s Meeting in DC; SEA trains TEA on identified three federal formula grants; SEA trains TEA on School Improvement Plans; SEA and TEA conduct capacity building training with STEP Coaches; Joint SEA and TEA meetings with LEA Superintendents; development of content for TEA and SEA websites for STEP Pilot; present drafted final agreement to Tribe and SEA for approval consideration; ongoing joint TEA and SEA Team Research Based Training; SEA and TEA present project at Statewide ESEA Conference; monthly distance learning and phone conferences; obtain approval of Final Agreement and submit to DOE for approval; Native American Researcher Summit; and Evaluation meetings. The Idaho SEA staff will increase the capacity of the Nez Perce TEA staff to provide specific cultural technical assistance to the LEA’s finalized in the “Final Agreement,” by June 29, 2013.


Oregon Department of Education- Confederated Tribes of the Umatilla Indian Reservation Department of Education Partnership Project Proposal
PR Number: S415A120008

The main goal of this State-Tribal Education Partnership (STEP) Pilot proposal is for the Oregon Department of Education (ODE) in its role as the State Education Agency (SEA) to develop agreements with the Confederated Tribes of the Umatilla Indian Reservation (CTUIR) Department of Education, in its role as the Tribal Education Agency (TEA) ODE will transfer to the CTUIR TEA as a recipient of continued federal funding under the STEP Program the Development of School Policies, Provision of Technical Assistance, Collecting, Analyzing and Reporting performance of information, and Program Evaluation.

The Confederated Tribes of the Umatilla Indian Reservation (CTUIR) is a federally recognized tribe. Located in Pendleton, Oregon, the Umatilla Indian Reservation is about 172,000 acres. Nixyáawii Community School (NCS) is a public charter high school, under Pendleton School District. NCS operates inside the Confederated Tribes of the Umatilla Indian Reservation and it serves grades 9th to 12th students, most of whom are American Indian/Alaska Native (AI/AN). Nixyáawii Community School is a Local Education Agency (LEA), an eligible school that will participate in this project.

The CTUIR Department of Education is the Tribal Education Agency (TEA) that is primarily responsible for supporting the elementary and secondary education of tribal students in the reservation and its surrounding school districts namely, Athena-Weston School District, Pilot Rock School District and Pendleton School District including Nixyáawii Community School. The Oregon Department of Education (ODE) is the State Education Agency (SEA). It is the agency that is primarily responsible for the State supervision of public elementary schools and secondary schools. SEA-level functions include making subgrants (either competitively or by formula) to local educational agencies (LEAs) and other subgrantees; developing policy; providing technical assistance to subgrantees; monitoring for compliance; collecting, analyzing, and reporting performance information; and evaluating programs With the focus on the improvement of the performance and outcomes of the students of the Nixyáawii Community School, the following project components are proposed:

  • Component One (C1): Student Performance Develop learning activities and policies to improve student performance.

  • Component Two (C2):strong> Staff Development Develop agreements regarding collaborative plans in providing technical assistance for staff development activities.

  • Component Three (C3): Cultural Activities, Family and Community Involvement Build upon tribal culture and knowledge of family and community member as they provide support to successful learning among the students.

  • Component Four (C4): Transfer of Identified Responsibilities from SEA to TEA Forge an agreement for the transfer of administrative functions in implementing the School Improvement Program from SEA to TEA.

  • The STEP Pilot project will implement plans and activities at Nixyáawii Community School to improve student performance, equip its staff with tools and strategies for successful student outcomes while honoring the cultural tradition of the CTUIR families and community members.
    (October 15, 2012)



       
    Last Modified: 10/20/2015