Demonstration Grants for Indian Children (DEMO)

Program Overview

Demonstration Grants for Indian Children is a competitive discretionary grant program that supports projects to develop, test and demonstrate the effectiveness of services and programs to improve educational opportunities and achievement of Indian children in preschool, elementary, and secondary school.

Types of Projects

Native Youth Community Projects (NYCP)

For FY16-18, and FY22 the absolute priority was a Native Youth Community Project (NYCP) that focused on a define local geographic area, centered on the goal of ensuring that Indian students were prepared for college and careers, was informed by evidence, focused on one or more barriers or opportunities with a community-based strategy or strategies and measurable objectives, was designed and implemented through a partnership of various entities, and demonstrated the capacity to improve outcomes that are relevant to the project focus through experience with programs funded through other sources.

Accessing Choices in Education (ACE)

For FY20, the absolute priority was Accessing Choices in Education (ACE) where projects must expand educational choice by enabling a Tribe, or the grantee and its Tribal partner, to select a project focus that meets the needs of their students, and enabling parents of Indian students, or the students, to choose education services by selecting the specific service and provider desired.

Native American Teacher Retention Initiative (NATRI)

For FY23 the absolute priority is the Native American Teacher Retention Initiative (NATRI) where projects must be designed to ensure that (a) Teachers, principals, other school leaders, and other staff who serve Indian students have the ability to provide culturally appropriate and effective instruction and supports to such students and (b) Indian students gain knowledge and understanding of Native communities, languages, tribal histories, traditions, and cultures. Proposed projects must focus on one or more of the following priority areas:

1) Activities that recognize and support the unique cultural and educational needs of Indian children and youth and incorporate traditional leaders.

2) Educational services that are not available to such children and youth in sufficient quantity or quality, including remedial instruction, to raise the achievement of Indian children in one or more of the subjects of English, mathematics, science, foreign languages, art, history, and geography.

3) Comprehensive guidance, counseling, and testing services.

4) High-quality professional development of teaching professionals and paraprofessionals.

The fiscal year 2025 notice inviting applications for the Native Youth Community Projects Discretionary Grants Program (NYCP) competition is available.

View the notice inviting applications here.

View the CORRECTION NOTICE here.

View the application instructions here.

View the pre-application webinar recording here.

View the pre-application webinar slide deck here.

View the Frequently Asked Questions (FAQs) here.

Learn more about applying to serve as a Peer Reviewer for this grant program.

Serve as a Peer Reviewer for OIE Grant Programs
 

Important Dates

Deadline for Notice of Intent to Apply: March 28, 2025

Application Deadline: May 8, 2025

Deadline for Intergovernmental Review: July 7, 2025

Have a technical assistance question? Email [email protected]

For prior event recordings for NYCP please visit the NYCP Playlist.

NYCP Annual Performance Reporting (APR) Webinar 2024

https://youtu.be/69bnNfYMXSI

This webinar provides guidance, tools, and resources for completing annual performance reporting for NYCP grantees.

NYCP Talking Circle — May 2024

https://youtu.be/nVuqSKahWkI

This Talking Circle featured guest speakers Jason Cummins, Chelsey Pendarivs, and Coach James Kelley.

All Program Talking Circle — March 2024

https://youtu.be/91eB7q0bKm8

In this talking circle OIE provided an overview and discussion period of Executive Order 14112.

NYCP Talking Circle — August 2023

https://youtu.be/nJhKBv-Jg90

This Talking Circle covered APR Updates, Grant Award Notifications, and discussed preparing for year 2.

NYCP Talking Circle — May 2023

https://youtu.be/OmBNH7tUl-8

In this Talking Circle APRs and budget revisions were discussed, providing grantees and opportunity to review their recently submitted APRs. Grantees also had an opportunity to share program activities with other grantees and discuss what the plan to do next.

NYCP Annual Performance Reporting (APR) Webinar 2023

https://youtu.be/0jTNkskJsNI

This webinar provides guidance, tools, and resources for completing annual performance reporting for NYCP grantees.

NYCP Talking Circle — January 2023

https://youtu.be/ep_UEhBgybE

This NYCP Talking Circle provided grantees an opportunity to share their program and activities.

NYCP Budget Workshop

https://youtu.be/A6o6Ej6soic

This workshop was for new NYCP Grantees to discuss managing their grant budgets.

NYCP Talking Circle: October 2022

https://youtu.be/_USskQinvpg

This NYCP Talking Circle welcome new grantees and kicked off the new grant year. 

NYCP Demo Talking Circle: September 2022

https://youtu.be/pjH6QNsIFzk

This NYCP Talking Circle focused on NCEs, lessons learned and final performance reports.

NYCP Demo Talking Circle - August 2022

https://youtu.be/vjAueU3-XV8

This NYCP Talking Circle discussed annual performance report feedback, FAQs, APR updates, budget revisions, and program best practices.

For prior event recordings for ACE, please visit the ACE Playlist.

ACE Annual Performance Reporting (APR) Webinar 2024

https://youtu.be/dZGBgfol_N8

This webinar provides guidance, tools, and resources for completing annual performance reporting for ACE grantees.

Ace Talking Circle — May 2024

https://youtu.be/v-reoBxTdao?si=B8f-xEMV9PMjnGG4

This Talking Circle featured guest speakers David Sullivan and Derek Tofpi.

All Program Talking Circle — March 2024

https://youtu.be/91eB7q0bKm8

In this talking circle OIE provided an overview and discussion period of Executive Order 14112.

ACE Talking Circle — August 2023

https://youtu.be/v32J50mX5L8

This Talking Circle covered APR updates, GANs and Budgets and allowed time for grantees to share about their programs.

ACE Talking Circle — May 2023

https://www.youtube.com/watch?v=-ZasFlDClMo

This

ACE Talking Circle — August 2023

https://youtu.be/v32J50mX5L8

This Talking Circle covered APR updates, GANs and Budgets and allowed time for grantees to share about their programs.

ACE Annual Performance Reporting (APR) Webinar 2023

https://youtu.be/AkAdOofbZ7g

This webinar provides guidance, tools, and resources for completing annual performance reporting for ACE grantees.

ACE Talking Circle — January 2023

https://youtu.be/2kU0Xp11MqY

This ACE Talking Circle focused on requirements and allowability for ACE grantees and provided a discussion on program services and ways to spend down funds.

ACE Demo Talking Circle: October 2022

https://youtu.be/Hw_5_TqNQyc

This ACE Talking Circle focused on APR updates, budget revisions, program services and upcoming events.

ACE Demo Talking Circle: September 2022

https://youtu.be/TLepz5pHGKI

This ACE Talking Circle focused on APR updates, budget revisions, and allowed programs to share out progress.

ACE Demo Talking Circle - August 2022

https://youtu.be/iCJmJuM4Yro

This ACE Talking Circle focused on APR updates, budget revisions, and FAQs, as well as providing time for programs to share how they are kicking off the new school year.

For prior event recordings for NATRI please visit the NATRI Playlist.

NATRI Annual Performance Reporting (APR) Webinar 2024

https://youtu.be/ehjZBrvWIVg

This webinar provides guidance, tools, and resources for completing annual performance reporting for NATRI grantees.

NATRI Talking Circle — May 2024

https://youtu.be/GDGrCeq8gEU?si=Y3NM85-WV9iKRmrm

This Talking Circle featured guest speakers Angelo Ruiz, Peter Cosner, and Julia Guerrero. Speakers sharing their expertise in Native American sports/games and their connection to academic success.

All Program Talking Circle — March 2024

https://youtu.be/91eB7q0bKm8

In this talking circle OIE provided an overview and discussion period of Executive Order 14112.

New Grantee Budget Workshop: November 2023

https://youtu.be/4X5OyRraI1w

This workshop was provided for all new FY23 grantees to discuss fiscal basics, managing grant budgets, and developing budget revisions.

Legislation

Elementary and Secondary Education Act, as amended, Title VI, Part A, Subpart 2, Sec. 6121 (20 U.S.C. 7441)

Regulations

2023 Notice Inviting Applications (Demonstration Grants, Native American Teacher Retention Initiative) : https://www.federalregister.gov/documents/2023/05/23/2023-10901/applications-for-new-awards-demonstration-grants-for-indian-children-and-youth-program-native (Published May 23, 2023)

2022 Notice Inviting Applications (Demonstration Grants, Native Youth Community Projects) : https://www.federalregister.gov/documents/2022/02/18/2022-03510/applications-for-new-awards-indian-education-discretionary-grant-programs-native-youth-community (Published February 18, 2022)

2020 Final Regulations (Demonstration Grants, Accessing Choices in Education) : https://www.federalregister.gov/documents/2020/07/17/2020-15543/indian-education-discretionary-grant-programs-demonstration-grants-for-indian-children-and-youth (Published July 17, 2020)

2018 Notice Inviting Applicants Regulations — (Demonstration Grants, Native Youth Community Projects) : https://www.federalregister.gov/documents/2018/06/26/2018-13728/applications-for-new-awards-special-programs-for-indian-children-demonstration-grants (Published June, 26, 2018)

Eligibility

Who May Apply (by category): Institutions of Higher Education (IHEs), Local Education Agencies (LEAs), Other Organizations and/or Agencies, State Education Agencies (SEAs).

Who May Apply (specifically): SEAs, LEAs, Indian tribes, Indian organizations, federally supported elementary and secondary schools for Indian students, and Indian institutions, including Indian IHEs, or a consortium of such institutions may apply.

Common Terms and Definitions

Educational choice means the opportunity for a child or student (or a family member on their behalf) to create a high-quality personalized path for learning that is consistent with applicable Federal, State, and local laws; is in an educational setting that best meets the child's or student's needs; and, where possible, incorporates evidence-based activities, strategies, or interventions. Opportunities made available to a student through a grant program are those that supplement what is provided by a child's or student's geographically assigned school or the institution in which he or she is currently enrolled and may include:

1. Public educational programs or courses including those offered by traditional public schools, public charter schools, public magnet schools, public online education providers, or other public education providers; or
2. Private or home-based educational programs or courses including those offered by private schools, private online providers, private tutoring providers, community or faith-based organizations, or other private education providers.

Evidence-based, when used with respect to a State, LEA, or school activity, means an activity, strategy, or intervention that—

1. Demonstrates a statistically significant effect on improving student outcomes or other relevant outcomes based on—
   1. Strong evidence from at least 1 well-designed and well-implemented experimental study;
   2. Moderate evidence from at least 1 well-designed and well-implemented quasi-experimental study; or
   3. Promising evidence from at least 1 well-designed and well-implemented correlational study with statistical controls for selection bias; or
2.  
   1. Demonstrates a rationale based on high-quality research findings or positive evaluation that such activity, strategy, or intervention is likely to improve student outcomes or other relevant outcomes; and
   2. Includes ongoing efforts to examine the effects of such activity, strategy, or intervention.

Federally supported elementary or secondary school for Indian students means an elementary or secondary school that is operated or funded, through a contract or grant, by the Bureau of Indian Education.

Indian means an individual who is—

1. A member of an Indian Tribe or band, as membership is defined by the Indian Tribe or band, including any Tribe or band terminated since 1940, and any Tribe or band recognized by the State in which the Tribe or band resides;
2. A descendant of a parent or grandparent who meets the requirements described in paragraph (1) of this definition;
3. Considered by the Secretary of the Interior to be an Indian for any purpose;
4. An Eskimo, Aleut, or other Alaska Native; or
5. A member of an organized Indian group that received a grant under the Indian Education Act of 1988 as it was in effect on October 19, 1994.

Indian organization means an organization that—

1. Is legally established—
   1. By Tribal or inter-Tribal charter or in accordance with State or Tribal law; and
   2. With appropriate constitution, bylaws, or articles of incorporation;
2. Includes in its purposes the promotion of the education of Indians;
3. Is controlled by a governing board, the majority of which is Indian;
4. If located on an Indian reservation, operates with the sanction or by charter of the governing body of that reservation;
5. Is neither an organization or subdivision of, nor under the direct control of, any institution of higher education or TCU; and
6. Is not an agency of State or local government.

Parent includes a legal guardian or other person standing in loco parentis (such as a grandparent or stepparent with whom the child lives, or a person who is legally responsible for the child's welfare).

Tribal College or University (TCU) means an accredited college or university within the United States cited in section 532 of the Equity in Educational Land-Grant Status Act of 1994, any other institution that qualifies for funding under the Tribally Controlled College or University Assistance Act of 1978, and the Navajo Community College, authorized in the Navajo Community College Assistance Act of 1978.
 

Funding Status

FY 2023

Objective: The goal of the SCC Demo-NATRI is "to strengthen the capacity of the Chippewa Cree Tribe, Stone Child College, Rocky Boy School, and Box Elder School to effectively and collaboratively improve the educational opportunities and achievement of Indian students on the Rocky Boy's Indian Reservation."

Population Served: 1,028 students per year. The project will serve children and youth residing on or near the Rocky Boy's Indian Reservation. These youth will be current students of Rocky Boy School and Box Elder School, the two schools serving the reservation youth.

Primary Activities: Develop a Cultural Resource Center where educators will access culturally relevant educational resources to support the unique needs of Indian students on the Rocky Boy's Indian Reservation. Provide high-quality professional development for educators at Box Elder School and Rocky Boy School for the purpose of providing culturally appropriate and effective instruction and support to elementary and secondary students. Implement an educator retention initiative for the purpose of addressing the shortage of Native American educators through an innovative teacher retention model.

Outcomes: 45 cultural resource curriculum boxes created; 45 professional development opportunities provided to teachers; 144 educators participating in professional development activities per year; and 20 student mentor/education innovators hired over the course of the project.

Objective: The overall goals of the project are two-fold: (1) analyze and address barriers to teacher retention that Tribal education departments and Native educators encounter in three Tribal communities, and (2) utilize those assessments to create effective culturally grounded Professional Learning Communities (PLC) involving educators and a representative from the Tribal education departments.

Population Served: Three Tribal education departments and schools the following communities: the Oglala Sioux Tribe, the Sisseton Wahpeton Oyate Tribe, and the Cheyenne River Sioux Tribe.

Primary Activities: NIEA will build relationships with Tribal education departments to determine focus areas and sites for capacity building, recruit and enroll participants interested in a PLC, and perform assessments to determine how to enhance culturally responsive classroom environments and teaching strategies. NIEA will provide in-classroom observations/assessments of cohort members and multi-year mentoring for educators. The Native Circles for Learning & Leadership project will officially launch with an in-person convening that brings all three Tribal cohorts together as well as project partners NIEA, Commission for Oceti Sakowin Accreditation (COSA), and a PLC expert consultant.

Outcomes: Educators learn new tools, strategies, and instructional practices, apply them, and then process them in a whole group setting with the guidance of NIEA and their Tribal liaison. Establish positive working relationships between the local schools and Tribal education departments, school leaders, and teacher leaders. Educators step into a teacher-leader role and lead the school PLC with the intent to integrate culturally relevant practices into their regular classroom practice. Increase the number and types of supports Tribal education departments provide to local schools.

Objective: Advance culturally responsive education by (1) designing and implementing sustainable professional development and creating leadership roles for educators in the Chatham and Juneau School Districts of Southeast Alaska; (2) improving academic achievement and social-emotional learning for American Indian and Alaska Native students by fostering a strong network of expert educators, mentor teachers, cultural educators, and master teachers capable of delivering impactful and transformative training sessions; and (3) contributing to the ongoing development and delivery of Haa Shuká Tundatáani, an inclusive and evidence-based Indigenous educational curriculum model providing knowledge and understanding of Native communities, languages, Tribal histories, traditions, and cultures, further strengthening and guiding culturally appropriate education for Alaska Native and American Indian students.

Population Served: 110 educators, 60 teacher mentors, 30 master teachers, 320 educators across pre-K to 12th grade, and culturally responsive education delivery to 1,000 students.

Primary Activities: Facilitate evidence-based, collaborative professional development as educator cohorts and in-service training. Provide compensation for leadership roles for educators participating in the cohort while continuing as classroom instructors. Implement professional development for educators for the delivery of the culturally responsive curriculum model, Haa Shuká Tundatáani.

Outcomes: Enhanced skills and knowledge in culturally responsive education among educators. Creation of a supportive and accessible network of expert educators. Capacity for project replication. Implementation of the Haa Shuká Tundatáani curriculum district-wide in Juneau and Chatham School Districts. Increased competence in culturally responsive teaching. Improved academic achievement and social-emotional learning for Indigenous students. Advancement of culturally responsive education via sustainable professional development and education leadership roles.

Objective: The project's objectives are to (1) increase the number of Native American teachers in the community and (2) increase the retention of teachers.

Population Served: 10 assistant teachers and 30 teacher-leaders. This will impact an estimated 743 students from pre-K through 12th grade.

Primary Activities: The project will include mentoring, professional development opportunities, and financial assistance for assistant teachers to assist them in completing the requirements to become full-fledged teachers. It will also include a 2-year teacher-leadership model to encourage teachers to develop leadership skills.

Outcomes: The expected outcomes of the program are an increased pool of assistant teachers pursuing teacher certification, increased number of certified Native American teachers in the community, enhanced leadership skills and knowledge among participating teachers, and increased participation of teachers in school leadership roles.

Objective: The objectives of the project are to (1) have 40 Native teachers complete an Indigenous teacher leadership model developed throughout the project period, increasing their knowledge and the Native teacher retention rate; (2) increase the academic achievement of American Indian students through culturally appropriate and academic instruction; and (3) increase the social and emotional learning (SEL) of students by 25%.

Population Served: 47+ Native teachers and 1,744 students.

Primary Activities: The project will include the creation of an advisory group to guide the development of the Native Teacher Leadership Model for Native teachers and the recruitment of Native teachers to participate in the leadership model. Under the project, tutors will be hired to increase academic levels. A community needs assessment will be conducted for parent input, and a new curriculum centered around Native origins will be designed.

Outcomes: The expected outcomes are the development of a Native Teacher Leadership Model, increased retention and cultural competency of Native teachers in the classroom, increased grades of Native students in two core subjects by 0.5% as well as students' SEL by 25%, and the development of a Cultural Resources Guide.

Objective: The objectives of the project are to provide professional development services to teachers, staff, and Tribal community members by creating elementary math modules that are culturally relevant and to create a culturally relevant mentoring program based upon current mentoring research.

Population Served: Teachers and students across the Standing Rock Nation.

Primary Activities: The program will recruit participants each year for professional development and mentoring programs who will create elementary math modules. Listening sessions will be held with all nine communities in Standing Rock to create the mentor program, and surveys and interviews will be conducted to provide feedback on the professional development mentoring program.

Outcomes: The anticipated outcomes are higher student engagement and proficiency in math courses and school; high-quality teacher instruction; the creation of a culturally relevant mentor program; and high-quality, culturally relevant math modules and mentoring programs that can be used by other Native American schools and communities.

Objective: This project will address three priority areas of need: (1) Culture: Native American educators will serve on a team representing different grade levels and will be responsible for collecting information to increase Native American educator involvement in the district, increase student engagement, reduce staff turnover, and build community relations; (2) Reading: the Arlee CRC Project will provide reading intervention teachers that support students at all grade levels, and the District will hire Side-by-Side Educational Consulting to train and develop an action plan based on the Science of Reading; and (3) Mental Health Services: the Arlee CRC Project will fund one mental health counselor to help students experiencing trauma. This mental health counselor will be a licensed clinical social worker and/or behavioral therapist and will provide small group and individual counseling sessions for students in grades K — 6. Traditional Native American, mostly the Salish culture, healing techniques will be integrated into the counseling sessions when appropriate.

Population Served: 420 students in the school district.

Primary Activities: This project will include professional development opportunities for all staff with mentoring for anyone interested in becoming a Native American educator. For Strand 2, Side-by-Side Educational Consulting will work with the district to train staff and develop an action plan based on the Science of Reading. Interventionists will provide direct instruction to students individually or in small groups based on the students' tier placement. For Strand 3, staff will receive training on strategies to support students experiencing trauma.

Outcomes: The intended outcomes of this project will be to increase: (1) Native American educator retainment, create a sense of place for students and therefore increase attendance, and provide professional development to all educators; (2) each school's reading proficiency rate by 5% each year; and (3) student engagement by increasing the attendance rate of students in all schools by 5% each year.

Objective: (1) recruit no less than four Native students or other individuals per year to enter a postsecondary institution; (2) a minimum of four students per year will focus on preservice workshops for cultural competency and educational supports such as tutoring; (3) all Native recruits to the project will be required to participate and finally complete professionally designed workshops and seminars; and (4) a minimum of four recruits per year will agree, in writing, to apply to the seven districts with higher Native student enrollment and, as a part of the retention, will agree to continue in-service training, implement strategies for Native student instruction, and support colleagues.

Population Served: There are 491 Native students in the seven school districts that partnered with the Tribal education department in the context of this project.

Primary Activities: This project will focus on implementing activities that recognize and support the unique cultural and educational needs of Indian children and youth and incorporate traditional leadership. Recruitment activities will include a media outreach campaign conducted via media outlets and Tribal social media channels, monetary stipends, building a database of Native juniors and seniors, and organizing technical assistance and support.

Outcomes: The expected outcomes for this project will be: (1) to recruit 20 Native teacher candidates per documented data; (2) to matriculate Native students and prospective teachers for the next semester and retain them as education majors through graduation; (3) that all recruits will further acquire a sense of historical and contemporary knowledge, strengthen self-identity, and support expertise and self-confidence in applying "best practices" for teaching Native students as well as educating colleagues; and (4) that the number of Native teachers will increase at one or more of the seven districts.

Objective: The goals of the NERI project are to help our teacher retention initiative by providing staff with increased leadership opportunities; providing additional supports staff to serve students with disabilities, English learners, and students who are linguistically, racially, and culturally diverse, economically disadvantaged, or historically underrepresented to increase their academic achievement or social and emotional learning; and further supporting students' academic achievement and social and emotional learning through the use of customized lesson plans, materials, and instructional resources that meet the unique needs of students.

Population Served: Students, teachers, and families of Pala, California.

Primary Activities: Activities include increasing peer mentoring and tutoring opportunities, hiring an occupational therapist and speech-language pathologist, establishing a community-led Native Curriculum Development Task Force, and using customized lesson plans, materials, and instructional resources to meet unique cultural needs.

Outcomes: Support teacher retention for Native American teachers so that youth and families can benefit from seeing educators just like them in all learning environments.

Objective: I-TRAK's goals include improving teacher capacity to implement culturally informed fabrication-based activities in schools that serve Alaska Native/American Indian students in Alaska and improving teacher retention rates in schools serving Alaska Native/American Indian students in Alaska.

Population Served: K — 8 teachers who serve Alaska Native/American Indian students in Alaska.

Primary Activities: CITC will increase educator capacity to deliver and develop culturally informed STEM instruction in Alaska through 150 educator enrollments in ongoing, job-embedded professional development provided through CITC's Denelchin Lab, a digital fabrication resource center. Activities will support teachers in adapting materials to fit the distinct linguistic and cultural heritages—and specific curricular needs—of the schools they serve. I-TRAK will provide teacher stipends and reimbursement for continuing education credits to address identified areas where working conditions can be improved to increase educator retention.

Outcomes: Annually, train 30 K — 8 educators who serve Alaska Native/American Indian students to use, customize, or develop fabrication-based, culturally informed instructional units. Annually implement at least four activities designed to reach and recruit Native American teachers and paraprofessionals for enrollment in I-TRAK.

Objective: IKGSST maintains three goals: (1) to increase STEM teacher retention at Indigenous-serving schools; (2) to expand the impact STEM teachers have on the educational equity of Indigenous students; and (3) to improve Indigenous student success through an academic model aimed at increasing proficiency in STEM by centering Indigenous knowledge and values and emphasizing interconnection, inquiry-based learning, and place-based pedagogy.

Population Served: 40 Indigenous STEM educators at primarily Indigenous-serving U.S. schools.

Primary Activities: The graduate-level course focuses on best practices for teaching STEM by centering Indigenous knowledge while also incorporating Indigenous pedagogical knowledge. It is administered through partner school Fort Lewis College — School of Education (a Native American-Serving Non-Tribal Institution, or NASNTI).

Outcomes: Each academic year, 75% of participating educators will increase engagement, interest, and competency in STEM teaching as they receive culture-based education centering on Indigenous knowledge as a foundational framework to build STEM teaching skills. Each academic year, 75% of Indigenous students taught by a cohort participant educator will increase engagement, interest, and competency in STEM learning based on qualitative stories and quantitative survey data.

Objective: The goal of the project is to increase the recruitment and retention of certified teachers, improve teacher outlooks by improving capacity and peer support, and improve student academic achievement.

Population Served: 567 students and 65 teachers across six schools located in the Navajo Nation: Black Mesa Community School, Dzilth-Na-O-Dith-Hle Community School, Na' Neelzhiin Ji Olta', Greyhills Academy High School, Pinon Community School, and Little Singer Community School.

Primary Activities: Recruit and retain teachers; includes a rigorous professional development program and recruitment and retention stipends. Professional development activities will be to: (1) provide intensive job-embedded support through instructional leaders, (2) create communities of practice, and (3) provide cultural relevancy training (Absolute Priority). Recruitment and retention stipends will recruit and retain teachers to project schools, help close gaps in salaries, and demonstrate commitment to teachers.

Outcomes: Anticipated outcomes include reducing teacher vacancies by two positions per year; increasing the number of certified teachers; increasing teacher job satisfaction; increasing teacher capacity; and implementing professional development frameworks that endure beyond the project period.

Objective: Through the Native American Teacher Retention Initiative (NATRI), this project will focus on increased leadership and community building to increase the retention of highly skilled Cherokee educators. The project will provide culturally relevant materials for Cherokee educators to ensure our students have the opportunity to gain knowledge and understanding of Cherokee culture.

Population Served: Cherokee educators.

Primary Activities: Through community building, team training, and reinforcing leadership and professional development among our educators, the project will lead to the creation of a 12-person Cultural Curriculum Team to design and develop enhanced cultural curriculum. This team will be inclusive of current Cherokee educators from various grade levels broken down as pre-K — 3rd (3), 4th — 8th (3), 9th — 12th (3) grade teachers. The project will also assign a curriculum specialists (3) to each group who will assist the teachers in the creation of a Cherokee Lifeways curriculum and enhanced cultural leadership and professional development to increase a sense of value and strengthen confidence within our Native educators in their ability to actively and successfully teach cultural curriculum to Native students.

Outcomes: Increased peer to peer learning among Native American educators; increased team-building skills among key education stakeholders; increased participation in culturally relevant leadership and professional development training. Design and development of culturally relevant curriculum (ongoing); determination and identification of potential needs and gaps in our school systems; collective report writing of high-impact recommendations to meet needs and fill gaps in our school systems (ongoing); continued high-impact culturally relevant leadership and professional development training.

Objective: The Ozhitamaadizoyang Project, which means "making it for ourselves" in Ojibwemowin, will develop, test, and demonstrate the effectiveness of an Anishinaabe-based Bachelor of Education program and professional development programs to improve the educational opportunities and achievement of Native students attending preschool, elementary, and secondary schools in our designated service area (Northern Wisconsin).

Population Served: Ojibwe students.

Primary Activities: (1) design and develop Cherokee Lifeways, a relevant and accurate curriculum for classroom instruction; (2) identify and make recommendations to meet needs and fill gaps within our school systems; and (3) increase opportunities for Cherokee educators to obtain enhanced cultural leadership/professional development.

Outcomes: By the end of Project Year 5, the project will (1) the number of Native licensed educators in our service area will have increased by 40%; (2) the number of immersion Native licensed educators in the states of Minnesota and Wisconsin will have doubled; and (3) 60 administrative professionals will have completed the Administrator of Indigenous Pupils certificate, having increased the participants' Indigenous cultural and technical knowledge by 75% across Minnesota and Wisconsin.

Objective: The focus of Alaska-Serving Teachers Accomplishing Retention (A-STAR) will be to provide: (1) activities that support the unique cultural and educational needs of Native students; and (2) high-quality professional development of teaching professionals and paraprofessionals, which will result in the recruitment and retention of Native American teachers (NAT).

Population Served: 372 students.

Primary Activities: To meet this priority, YKSD proposes an educator retention initiative to help address the shortage of Native American educators and expand their impact on Native American students' education. The initiative will support teacher leadership models to increase the retention of effective, experienced NAT such as enhancing recruitment efforts, improving working conditions, incentivizing compensation, providing high-quality cohort professional development, and providing mentoring and pipeline services for local teachers, who will ensure that Native American students gain knowledge and understanding of Native communities, languages, Tribal histories, traditions, and cultures as outlined in the absolute priority for this competition.

Outcomes: NAT will be retained and remain employed in the district through the recruitment of more NAT leaders, the support of a teacher mentor, improved instructional knowledge and skills, and increased numbers of local NAT. This would impact students below proficiency by showing progress and increasing the graduation rates during each year of the project.

Objective: The objectives of the project are to: (1) increase literacy skills by providing school readiness interventions to a targeted cohort of Native students; (2) implement instructional coaching to support teachers with culturally responsive classroom strategies and curriculum and support an educator retention initiative; (3) increase the number of opportunities for students to participate in academic remedial instruction and cultural activities at school and establish an Otoe-Missouria Language Instruction credit-bearing course; and (4) increase college and career readiness for Native students interested in educational career paths through the Oklahoma Career Exploration Program.

Population Served: The project will provide professional learning opportunities to approximately 40 teachers and other school faculty and education staff and will serve 275 pre-K through 12th-grade Native students.

Primary Activities: The project will implement a pilot study of the Waterford Reading Academy program. It will also invest in the professional growth of beginning early childhood teachers and those on the pathway to alternative certification by employing an instructional coach with specialized training and certifications to provide weekly support services. The project will financially support at least one cultural activity each semester of the school year that is designed by the Native students, and it will start a career exploration program.

Outcomes: The main expected outcomes of the project are to improve the literacy skills of pre-K students so they are ready for kindergarten, reducing the need for middle and high school remediation and lowering the risk of students dropping out of school; expand parent communication to offer training and support for parents; increase the number of teachers who have the knowledge to address culture-specific educational needs and are able to access culturally appropriate resources; expose students to a curriculum that has elements of their own culture and traditions, helping to strengthen their personal and cultural identities while connecting with lessons; increase retention rates of Native American teachers to work in the school with a high population of Native students; increase engagement of students in school activities, as well as improve attendance rates; and implement the Oklahoma Career Exploration Program curriculum to provide students with opportunities to develop leadership, communication, and interpersonal skills and increase their awareness of future postsecondary education options.

 FY 2022

Objective: The overall program goal is to increase the number/percentage of Native American (NA) high school students from the target local education agencies (LEAs) who are well-prepared to enter college and/or careers and meet stated benchmarks for college and career readiness. To achieve this, the Pathways to College and Careers program will 1) Increase the number of college/career ready partnerships; 2) Provide NA students with opportunities to engage in preparatory teacher training and other career work-based learning activities; 3) Increase understanding (for both students and their families) of factors and resources related to college and career readiness; and 4) Increase student awareness of college and career readiness indicators.

Population Served: The Pathways to College and Careers Project will serve approximately 500, 8th — 12th grade NA students in two public school districts on the Flathead Indian Reservation. The partnership effort includes the Salish Kootenai College (SKC) business, education, allied health, natural resources, and trades departments, as well as local businesses, SKC Upward Bound, Polson and Ronan Middle and High Schools, and the Confederated Salish and Kootenai Tribes (CSKT) Tribal Health and Natural Resources Departments.

Primary Activities: 1) Academic mentoring support by Coaches; 2) Advisory committee to coordinate work-based learning; 3) Meetings with parents, /guardians, and students about college/careers and related resources; 4) Work-based learning activities, including job shadowing, internships, dual enrollment courses; 5) Assistance with college tours, Free Application for Federal Student Aid (FAFSA), and college applications.

Outcomes: The Project will collaborate with partners to increase student participation in teacher-training and other work-based learning opportunities; increase student and parent knowledge of college and career readiness factors and resources; complete key career and college readiness indicators; and increased number and capacity of partnerships through community awareness and improved collaboration.

Objective: The Native Scholars Pathway (NSP) Program is designed to advance educational equity for Native American (NA) students in San Diego County, directly impacting NA students, families, and communities through leadership development and capacity-building for direct service providers and systems-level change and advocacy work in targeted school districts. The program seeks to 1) Build school districts' capacity to create coherent, culturally responsive place-based teaching systems for college-and-career readiness for AI/NA students; 2) Improve academic outcomes of AI/AN students; 3) Increase tribal community partnerships and AI/NA family participation to design community-responsive systems that provide for AI/AN achievement opportunities; and 4) All NSP annual objectives and outcomes will be met. The goals unite district and tribal educational support efforts to improve the educational opportunities and achievement of K — 12th grade Native youth in San Diego County.

Population Served: In San Diego County at least 2,557 AI/AN students are distributed across K — 12th grade levels. Program participants are AI/AN students from eight school districts, 80 different schools, and eight different local tribes from across the country with diverse expectations and services.

Primary Activities: 1) Early College Pathway — Concurrent Enrollment University Courses; 2) Tribal Community Educator Pathway Internship; 3) Educational Leader Pathway and Ethnic Studies Certification; 4) Native Ways of Knowing Professional Learning Series, 5) California Innovative Tribal Education Collaborative (ITEC), and 6) American Indian Improvement Collaborative (AIIC)

Outcomes: Participants of the Native Scholars Pathway program will gain the skills and competencies to be college and career ready. 10 Increase in AI/AN student graduation rates by 2% annually; 2) Increase the percentage of AI/AN students enrolled in "a-g" courses by 4% annually; 3) At least 80 AI/AN high school students will complete an early college course; 4) At least 20 Ai/AN high school students will complete a Tribal Community Educator Pathway Internship; 5) Partnering districts and tribes will host a total of at least 8 tribal community- responsive events, services or programs to support College and Career Pathways of K-12 AI/AN students and families; 6) At least 100 AI/AN K-12 students or families will be impacted by district and tribal Native Scholars Pathway community responsive programs and services; 7) At least 20 educators, administrators, counselors, and/or tribal education staff will participate in a California Indian Educational Leader Pathway and Ethnic Studies Certificate Program.

Objective: The TERS program plans to increase the college and career education of American Indian (AI) students. The program objectives include the following: 1) TERS students will be academically, socially, and emotionally prepared for college and/or career success; 2) TERS teachers will deliver culturally relevant instruction that results in a higher percentage of career/college ready students; and 3) TERS parents and family members will receive support and resources to ensure their children are well prepared for college and careers.

Population Served: The program will serve 145 TERS students and approximately 400 family members each year on the Flathead Reservation in Northwest Montana for a total of 725 students and 2,000 family members over five years.

Primary Activities: 1) Develop a college/career plan for each TERS student using information from aptitude surveys, career inventories, and feedback from teachers and parents with opportunities for dual enrollment, work experience, and mentoring; 2) Establish partnerships with community and tribal employers to provide work experience and mentoring; 3) Create pathways to encourage TERS students to consider careers in teaching with dual enrollment credit at Stone Child College; 4) Provide support to teachers to embed college and career learning opportunities within their classes and curricula; 5) Develop memorandum of understandings with Montana Tribal Colleges and Universities to provided provide dual enrollment courses to TERS students on culture, language, and topics to explore a variety of careers; 6) Provide support to families to increase their involvement in their children's College and Career Plans.

Outcomes: The intended outcomes of the project are designed to promote systematic, reservation-wide, and long-lasting change by achieving the following: 1) Increasing the capacity of TERS to provide career and college counseling, mentoring, and instruction for AI students and their families; 2) Enhancing the opportunities for TERS students to explore a variety of careers, particularly careers in teaching, through work experience, job-shadowing, internships, and dual enrollment; 3) Enhancing the cooperation and connections among tribal partners to serve as future employers and work sites for students; 4) Advancing the pedagogical skills for educators and counselors working with AI students, particularly in the areas of college and career readiness; and 5) Creating a sustainable model with materials and messaging for AI youth and families about the importance of career/college planning.

Objective: This project has two goals: 1) Improve academic outcomes for Indian students in middle and high school to prepare them for academic success in college, and 2) Increase the number and percentage of Indian high school graduates matriculating to a college-level teacher preparation program with the intent to teach on the Pine Ridge Indian Reservation.

Population Served: 250 Native American Students

Primary Activities: The Pȟežúta Haká Teachers Fellowship Program will support the academic achievement of Native American high school students; provide targeted tutoring for college placement examinations (e.g., Accuplacer); provide coaching and counseling services to promote graduation and matriculation; expose students to academic content and experiences related to the teaching profession, including credit-bearing coursework, access to dual enrollment, job shadowing, student-teaching, and activities with a special focus on preparing certified early childhood education teachers. The program will convene working groups comprising area schools, colleges, and other organizations to devise pathways to increase the number of Native teachers.

Outcomes: Increase Northwest Evaluation Association (NWEA™) Measures of Academic Progress (MAP®) proficiency by 2% annually, increase Accuplacer proficiency by 3% annually, increase graduation rate by 1.5% annually, increase college acceptance rate to 85% annually, increase dual enrollment participation to 50% annually; and have 50 high school students participate in teacher training programming each year (50% of enrolled students).

Objective: Project objectives include 1) increased student college and career readiness as a result of dual enrollment course participation; 2) positive impact on students' college and career motivation as a result of mentorship program participation; 3) positive impact on students' post-secondary enrollment interests as a result of college tour participation; and 4) increased culturally relevant teaching practices for student engagement as a result of teachers' participation in instructional coaching. The regional and state need for more students entering the teaching career pathway is also addressed.

Population Served: 120 Minnewaukan Middle School and High School Students

Primary Activities: A grade 7 — 12 instructional coaching framework will address the needs of all students including those at risk of educational failure. This framework of teacher support will bring a student-centered approach to the classroom through enhanced application of evidence-based, culturally responsive practices in curriculum, instruction, and assessment. In addition, students' college and career readiness and post-secondary planning and enrollment will be supported through the following activities: 1) Implementation of two new, dual enrollment courses at Minnewaukan Public Schools (MPS), Introduction to Teaching and Theory into Practice; 2) A new MPS and University of Jamestown (U of J) student mentorship structure aligned to the two teaching courses; and 3) College tours. These activities will provide MPS students with equity in access to college and career resources and opportunities, with an emphasis on learning about the teaching profession.

Outcomes: 1) Increased student college and career readiness as a result of dual enrollment course participation; 2) Positive impact on students' college and career motivation as a result of mentorship program participation; 3) Positive impact on students' post-secondary enrollment interests as a result of college tour participation; and 4) Increased culturally relevant teaching practices for student engagement as a result of teachers' participation in instructional coaching; and 5) Increased access for Native American students to pursue post-secondary education and careers in teaching.

Objective: 1) Increase community collaborative efforts that promote college and career readiness; 2) Increase postsecondary matriculation through community efforts; 3) Increase high school graduation rates; 4) Improve career and technical skills and career experiences; 5) Improve student-adult connectivity, resilience, and emotional well-being; 6) Provide culturally responsive classrooms.

Population Served: Alaska Gateway School District, which serves 408 students in seven communities across 26,000 square miles of the Alaska's vast eastern interior.

Primary Activities: RAVE II will increase the workplace readiness of Native students by pairing them with mentors in a traditional model based on an indigenous cultural framework within the modern context of the digital world. Personal Learning Career Plans will be created and followed in partnership with these mentors and counselors. The plans will not only include career pathways with dual credit courses but will also employ hands-on experiential learning—such as job shadowing and paid work-study to learn technical skills—with a follow-up plan for each student after they complete high school. RAVE II will instill social and emotional learning (SEL) and workplace skills to create a lasting "web of support" for our Alaska Native (AN) students that will enable them to successfully compete for the high-paying jobs that do exist locally. Primary activities include 1) Developing community partnerships that will prepare students for postsecondary opportunities in education and careers; 2) Identifying and training adult mentors, providing student training in SEL/resiliency; providing opportunities for job shadowing, apprenticeships, and college visits; and 3) Developing and recruiting students for career and technical education (CTE) exploration courses.

Outcomes: 1) The percentage of the annual measurable objectives, as described in the application, are met by grantees; 2) A significant increase in community collaborative efforts that promote college and career readiness of Indian children; 3) Increased AN graduation rates (by 2% each year of the project); 4) By the end of May each year of the grant, 80% of AN students will take CTE industry End of Program tests; 5) A yearly 10% increase in the passing rate of AN students who are connected with adult mentors; and 6) A yearly increase of 10% in teachers' cultural, instructional standards-applied knowledge.

Objective: Funds for the Building A Bridge to a Bright Future Project will support students of the Gila River Indian Community (the Pimas and Maricopas tribes) at risk for educational failure. The grant is focused on the following: 1) Providing two high-quality preschools to ensure all students are ready to learn with a focus on literacy skills critical for middle and high school completion; and 2) Providing college and career readiness bridge programs for middle and high school students. Both goals address equity in student access to educational resources and opportunities within a community-based model for all school-age students.

Population Served: The preschools will serve 20 children, ages 3 - 4 years, at each site, for a total of 40 children per year. The preschools will be located at Blackwater Community School and Gila Crossing Community School. The College and Career Readiness Bridge Program will serve up to 100 students each year in middle schools and high schools (50 students each) at two host schools. The program will be offered at Skyline Gila River High School and Gila Crossing Community School.

Primary Activities: Provision of high-quality early childhood programs as well as career exploration, with an emphasis on teaching, leadership development, social and emotional learning strategies, job shadowing, and internships for middle school and high school students.

Outcomes: The intended outcome is to ensure that preschool children enter kindergarten ready to learn and acquire the literacy skills by third grade that will lead to high school completion. The College and Career Readiness bridge program is evidence-based and will include a variety of opportunities through job shadowing, internships, and mentoring that will lead to the intended outcome of post-secondary education and employment.

The goal of the Lapwai School District NYCP program is to increase student engagement and college and career readiness skills.

Objective: Provide college/career readiness opportunities to at least 98% of students that facilitates awareness of career pathways, college requirements, and includes job shadowing or work experience

Population Served: Approximately 262 Lapwai Middle/High School students in grades 6- 12, where 83% are Native American.

Primary activities: By providing work experience, job shadowing, summer internships and college coursework, students will be on track to have the skills needed to be employable. With our college partnerships, students will be able to earn college credits while in high school, giving them a jumpstart on a college degree. Primary activities include creating a culture of Hope where there are high expectations for students, increased educational opportunities that include relevant coursework, culturally responsive teaching, a positive approach to discipline (restorative justice), family engagement, identification of any barriers or inequities not already identified and increased college and career awareness through college visits, workshops at colleges/universities, dual credit coursework, job-shadowing, work experience and mentoring.

Outcomes: Increased student achievement and increased graduation rate from high school and ultimately from college. Through professional development we expect increased use of restorative justice techniques and culturally responsive teaching. Partnerships with IHEs will result in increased student college and career skills, college credits earned in high school. Student engagement will increase through programs that address the students' culture and language, family engagement and student feeling of well-being and empowerment. Students will experience career exploration, work experience, mentoring, and exposure to career pathways especially teaching.

Kenaitze's Tinitun (Dena'ina word meaning "Pathway") College and Career Readiness Project will provide college and career exploration opportunities and intensive advising for local AN/AI youth in middle school and in high school.

Objective: Develop a college and career readiness center within the Tribe's new Education Campus facility, led by the College and Career Readiness Center Coordinator under the supervision of the Community Education Administrator. 1) Youth will receive the support necessary to engage in college and career exploration/planning; 2) Youth will make progress and/or complete their post-secondary goals as defined in individualized post-secondary plans; and 3) The Kenaitze Indian Tribe will partner with key local organizations to develop pathways for student success.

Population Served: Kenaitze's Tinitun College and Career Readiness Project will serve approximately 60 students per year. These students are located in the communities of Kenai, Soldotna, Sterling, Nikiski, Salamatof, Ridgeway, Kalifornsky, Cooper Landing, Funny River, and Kasilof—a geographical area that spreads across more than 15,000 square miles of rural Alaska.

Primary Activities: The Tinitun Project will provide quality, highly individualized college and career coaching for approximately 60 Alaska Native (AN)/American Indian (AI) 6th — 12th grade students annually, ensuring they receive the ongoing support of trusted, culturally responsive adult educators as they age through middle and high school, and early adult life at a post-secondary institution or as part of the local workforce.

Outcomes: 1) AN/AI students successfully attain college and career goals, maintaining employment and achieving financial independence; 2) The number of AN/AI educators within the local education system will increase; and 3) Tribal visibility and awareness within the local economy will rise along with an increase in the representation of AN/AI educators within the local educational system.

Objective: The purpose of this grant is to provide opportunities to rural Alaska Native (AN) students in small, remote villages to participate in career readiness courses based on driver's education simulator and flight simulator training, at Lower Yukon School District (LYSD) Kusilvak Career Academy (KCA). Students will also participate in social emotional learning (SEL) training and activities.

Population Served: 340 rural Alaska Native (AN) high school students in small, remote villages from the 10 Yup'ik villages located in the Yukon-Kuskokwim Delta in southwest Alaska served by LYSD: Alakanuk, Emmonak, Hooper Bay, Kotlik, Marshall, Mountain Village, Nunam Iqua, Pilot Station, Russian Mission and Scammon Bay.

Primary Activities: 1) Students will be taught SEL and resiliency skills via Brightways Learning sessions; 2) KCA Staff and teachers participate in Brightways Learning professional development sessions; and 3) KCA designs and implements SEL processes and protocols to support students in their school environments.

Outcomes: The expected outcomes of the project follow: 1) Increased student acquisition of the foundational workforce requirements of their driver's license through the provision of driver's education using an electronic simulator and through practice with KCA's on-location vehicles; 2) Increased student interest and initial accreditation towards a pilot certification through hiring a flight simulator instructor to increase the ever in-demand pilot workforce numbers; 3) Enhanced SEL opportunities for staff and students to increase the percentage of AN students who have acquired those personal and occupational soft skills necessary to be successful in a competitive work force.

Objective: The goal of the ϯashaʔkʷčǝϯ (Our Future) program is to establish a career and education-focused afterschool program for 6th — 12th grade students at the Muckleshoot Tribal School. Program objectives include the following: 1) By the end of each year, at least 25% of ϯashaʔkʷčǝϯ participants will improve their Language Arts score; 2) By the end of year one at least 20% of ϯashaʔkʷčǝϯ participants will improve their overall Mathematics scores and increase by 5% each year after as evidenced with i-Ready assessment scores; 3) By the end of each year at least 50% of Our Future participants will have a career post-secondary High School and Beyond Plan (HSBP) represented in their Cedar Box; and 4) All Our Future program participants will conduct two conferences per year with a Connector, a caring adult (Parent/Guardian/Caregiver), and the community outlining the strategies of their plan.

Population Served: Middle school and high school students at the Muckleshoot Tribal School.

Primary Activities: Key activities include using assessments (e.g., i-Ready, Xello) to inform individualized Student-Centered Guidance (SCG) plans to fulfill the state standards proficiency requirements. Each student will be paired with a Connector and Outreach Worker to provide supportive student services and break down barriers to receiving services. The Connector/Outreach Worker will work with each student to establish a SCG plan in conjunction with a Parent/Guardian/Caregiver to support the student's career and educational goals, provide targeted instruction, and coordinate college-exposure field trips.

Outcomes: 1) Students are committed to improving their Mathematics skills; 2) Students are committed to improving their Language Arts skills; 3) Students develop their individual plans for post-secondary career or education; and 4) The Parent/Guardian/Caregiver better understands how to support their child's educational journey.

Objective: The overall goal of SUCCEED is to motivate and engage some of Alaska's most at-risk students to achieve realistic and relevant careers and higher education based upon strong evidence-based research from the What Works Clearinghouse. In addition, this program 1) Furthers cultural wisdom within classroom learning; 2) Improves student mental health and wellness that may be challenged by trauma and adverse childhood experiences; 3) Provides services and strategies that will improve academic behaviors and engagement; 4) Enhances academic and college/career exploration opportunities for Alaska-Native students and the Government Performance and Results Act (GPRA); 5) Measures the percentage of grantees that report a significant increase in community collaborative efforts to promote the college and career readiness of Indian children.

Population Served: Southeast Island School District, Grades K through 12.

Primary Activities: 1) Implement Alaska cultural standards for educators; 2) Ensure SUCCESS staff will provide college- and career-ready opportunities to Alaska Native students; and 3) Improve graduation rates and academics through student monitoring with Check and Connect.

Outcomes: 1) The Student Support Specialist will have assisted 100% of the teachers with curriculum integration and activities as evidenced through database and program record; 2) Positive student response rate on school climate and connectedness survey will increase by 10%; 3) 85% of school staff will have increased knowledge of the Kaleidoscope Connect components curriculum; 4) The total number or proportion of experienced, fully certified, and effective educators from Alaska Native backgrounds will increase by 10%; 5) Student mental health and wellness data will increase by 5%; 6) Records will reveal a 20% increase in PD/capacity building trainings offered; 7) Program records will show a 5% increase in contact hours between students and SUCCEED staff; 8) Forty students in grades 6 — 12 will have a Personal Career and Learning Plan with connected goals; 9) The number of targeted students who identify the relevance of education in their life goals will increase; 10) Additional students who expand their opportunity to complete the yearly requirements towards becoming an educator will increase by 5; 11) 5% of Alaska Native (AN) students will show increases in the math state assessment scores; 12) Two new units with engaging, hands-on activities and lessons across content areas will be developed; 13) The number of students participating in a college/career exploration opportunity will increase by 30%; and 14) Government Performance and Results Act (GPRA) goals will be achieved.

Objective: Improve Alaska Native student career and college readiness and enhance Alaska cultural learning and promote educational resource equity and adequacy.

Population Served: Program is targeted to Alaska Native students in grades 7 — 12.

Primary Activities: The program supports research-based career technical education (CTE) opportunities embedded with Alaska cultural standards and offers and improves upon student college and career readiness opportunities, provides post-secondary opportunities that lead to improved student academic proficiencies, and establishes a pathway for Alaska Native students to become future teachers.

Outcomes: 1) CTE will result in a 20% increase in student knowledge of Alaska Cultural Standards on pre/post-test workshops; 2) 80% of students will earn CTE credits; 3) Tribal-, business-, and industry-leader meeting attendance will increase by 20%; 4) Alaska Native CTE student participation in short-term intensive training academies will increase by 20%; 5) participation of Alaska Native CTE students in an apprenticeship learning opportunity will increase by 10%; 6) Alaska Native CTE students will improve their state math assessment scores by 5%; 7) 40% of students will take part in the College/Career Experiential Exploration Institute; and 8) Five program students will participate in the CAREERS Educator Rising program.

Objective: MCN NYCP will develop, test, and demonstrate community partnerships that support students, build tribal capacity, and further educational sovereignty. This project has the potential to sustain tribal curriculum and educational systems that continue throughout Mvskoke futurity and into a prospective tribal charter and immersion school, as envisioned by MCN leadership.

Population Served: 240 — 300 American Indian/Alaska Native (AI/AN) youth residing within MCN

Primary Activities: 1) Create and implement formal partnerships with tribal intra-agencies to grow the project; 2) Expand the Native Studies-Muscogee Educational Standards into a high school and college and career readiness platform; 3) Involve the Native Studies high school curriculum at partnering districts; 4) Expand the Native Studies Curriculum Project into a high school Native Arts Curriculum to be taught in at least one local educational agency; 5) Foster tribal education agency growth in educational and college/career readiness supportive services by developing staff knowledge in comprehensive tribal resources; 6) Provide college/career readiness information to 100% of available AI/AN students at partnership districts and the Eufaula Bureau of Indian Education (BIE) dormitory; 7) Provide referrals for individualized tribal services to 100% of students requesting support in college/career readiness areas; 8) Coordinate and provide opportunities for college experiences for AI/AN students at partnership districts; 9) Bring together the Mvskoke Cultural Education Resource Council to create a Family Mentor Experienced (FME) Student Cohort who possesses essential understandings and cultural knowledge needed for new Mvskoke Educators; 10) Collaborate through a formal partnership with the College of Muscogee Nation to provide specific opportunities for Mvskoke Language Teaching Certifications and concurrent enrollment; 11) Collaborate with Oklahoma City Community College to provide opportunities for arts education and concurrent enrollment; 12) Foster tribal supports to matriculate FME Cohort Students through post-secondary education and the Oklahoma Teachers Certification process; and 13) Recruit, select and mentor FME Cohort Students throughout their high school and post-secondary careers.

Outcomes: Build strategic, community-led, culturally sustaining education systems that strengthen student achievement by partnering with local educational agencies throughout the MCN Reservation. The program will also increase resources, engagement, and support for college and career readiness for students at partnership schools and at the Eufaula BIE dormitory. In addition, the program will establish the ‘Future Mvskoke Educators Student Cohort' to develop career exploration opportunities and produce new Indigenous Oklahoma educators.

Objective: The proposed projects will build on a previous initiative (NYCP 2018 — 2022) to facilitate evidence-based professional learning opportunities and ensure that local Indian Education students are prepared for college and career. 1) Implement a successful NYCP that promotes and prepares Native American (NA) students for college and careers, with an emphasis on careers in the teaching profession; 2) Increase student academic performance by including opportunities in the local community to support NA students; and 3) Increase NA student motivation and readiness to attend college or vocational training.

Population Served: McDermitt Combined School in the Humboldt County School District serving the FMPST, Yerington High School, and Yerington Intermediate School in the Lyon County School District, serving YPT and WRPT, and Mineral County High School, in the Mineral County School District, serving WRPT. Schurz Elementary School will be the only elementary school included to prepare students for success in grades 7 — 12, as a pilot project for the grant.

Primary Activities: 1) Implement a Career and Technical Education Teaching and Training program, virtually; 2) Schools and tribal communities provide needed social programs; 3) Credit bearing courses fill enrollment gaps for low-income, underserved students in course work; 4) Paiute language course provides dual enrollment; 5) Students participate in teacher preparation and college programs; 6) Native Enhancement Curriculum Project materials will be used for professional development; 7) Students travel to attend Tribal colleges and universities and to Nevada System of Higher Education institutions.

Outcomes: The program supports teachers who have cultural knowledge and understanding to prepare Native American students to become college- and career-ready—and prepared for careers in the teaching profession; Students will have a higher proficiency rating on state exams; chronic student absenteeism will decrease; and more Native American students will apply to and graduate from college and trade schools.

Objective: The purpose of the Phoenix Indian Center (PIC) — College and Career Readiness (CCR) program is two-fold: First, to provide interventions focused on increasing high school graduation rates for American Indian (AI) students in the Phoenix area. Second, to promote career training initiatives that empower AI students to be college- and career-ready, with a focus on promoting the educational field. Expected outcomes include increased academic progression and graduation; increased readiness to achieve employment and post-secondary opportunities; increased self-confidence; and increased collaboration among partnering AI organizations.

Population Served: The PIC CCR program will serve 250 AI youth throughout the greater Phoenix area, with an emphasis on students who attend school within the Phoenix Union High School district boundaries.

Primary Activities: The mission of the PIC CCR program is to serve the AI community with culturally relevant youth services, language and culture revitalization programs, education, and workforce development. PIC envisions a healthy and thriving Indian Country, leading with the core values of integrity, accountability, adaptability, innovation, and respect. Infused into all programming at PIC is a cultural component of what it means to be an American Indian in an urban environment.

Outcomes: Site locations will be at various high schools, as well as at the Phoenix Indian Center located in Central Phoenix. The program participants will be identified and recruited from college and career fairs where students are introduced to the programming offered at PIC; the local educational agency (LEA) partner, Phoenix Union High School District (PUHSD), will promote the CCR program to AI youth at high schools within the service area; other AI service providers will be able to refer into the program.

Objective: The purpose of Educational Service Unit Cultural Connections — 2 (CC-2) project is to improve career and college readiness for Native American (NA) students attending non-reservations schools in northeast Nebraska that boarder the Omaha and Winnebago Indian Reservations.

Population Served: CC-2 is a geographic area that surrounds the Winnebago and Omaha reservations in northeast Nebraska. Seven school districts located on or near the border of these reservations support over 200 NA students through option enrollment, foster care placements, and students living within district boundaries. The program will serve 204 students and over 200 educators.

Primary Activities: All employment advertisements will include a statement noting that preference would be given to qualified NA applicants. The project will advertise for the two open Student Success Manager positions with the same hiring preference. In addition, the project will circulate the application in all seven of the participating districts and among all trial partners.

Outcomes: The project will achieve the following outcomes: 1) Increase access to career readiness and post-secondary preparedness for all NA students. 2) Improve access to culturally relevant and appropriate teaching, learning, and reading materials in all project districts and for all NA students; 3) Collaborate with existing tribal resources and programs to support a multi-tiered framework to improve educator effectiveness, cultural awareness, and NA historical knowledge for educators supporting NA students; 4) Decrease double digit deficits in reading and math between NA students and their same-grade peers to reflect the district average by the end of the five years; and 5) Develop a sustainable program that serves the needs of NA students.

Objective: Cook Inlet Tribal Council, Inc. (CITC) developed the Ilitchk program to address the educational needs of American Indian/Alaska Native (AI/AN) students at the middle school level within Alaska's Anchorage School District (ASD). The program works to break down in-school and out-of-school barriers to the academic success of Native youth.

Population Served: The target population for the proposed project is students in grades 6-8.

Primary Activities: Ilitchk provides both in-school support services and out-of-school-time enrichment programming for AI/AN students at two middle schools lacking sufficient staff to meet student needs. The program addresses the needs of AI/AN middle school students in the ASD, who are disproportionately at risk of academic failure, by making in-school instructional support available to students in all core courses at participating schools, as well as by providing advocacy services to address Social Emotional Learning and out of school barriers to academic success. It supplements in-school academic services with culturally based out-of-school-time enrichment programming supportive of career exploration, with an emphasis on the teaching profession. Over 5 years, the proposed project will provide 8,750 hours of instructional support, 400 camp enrollments, 89 community collaborations, and 60 Future Teacher events.

Outcomes: Short-term program outcomes include improved AN/AI middle school student attendance rates. Ilitchk provides Native youth with a respectful and supportive educational environment in which Native students thrive as they perceive adults as caring and having high expectations for their success. Additionally, the program provides opportunities for students to explore the teaching profession. In the medium-term, students meet core subject proficiency standards, and higher numbers of Alaska Native middle school students pass core subjects and are better prepared for higher level math classes that will come in high school. Long term outcomes include increased career and college readiness among Alaska Native/American Indian students and increased equity in student access to educational resources and opportunities.

Objective: Lincoln Public Schools (LPS) and its tribal partners, the Santee Sioux Nation, and the Winnebago Tribe of Nebraska, will implement the Indian Education Demonstration Grant Program to assist the approximately 700 Native American students (K — 12) served by LPS develop the skills, knowledge, and self-awareness necessary to be ready for life after high school.

Population Served: The overarching goal is college and career readiness for 700 LPS Native American students.

Primary Activities: This will be achieved by reducing student absences, increasing reading proficiency, decreasing suspensions/expulsions, and increasing graduation rates. LPS will also address Competitive Preference Priority Three, to promote equity in student access to educational resources and opportunities through the district's Career Academy. Program participants will be provided with job shadowing and internship opportunities as well as dual enrollment for Native American students in 11th and 12th graders in the K — 12 education pathway. The Santee Sioux Nation's Society of Care will provide Trauma Warrior leadership development for secondary students and partner with LPS on an annual Gathering of Native Americans (GONA) each summer, while the Winnebago Tribe of Nebraska will invite high school students to its Little Priest Tribal College for visits and opportunities to speak to student clubs.

Outcome: A Reading Interventionist for K — 2 students and quarterly reading events for families of elementary school age Native American students will provide an important academic foundation for future success. Cultural programming through after-school clubs at all levels will provide the connection to school that keeps students engaged. Together, these multiple interventions will contribute to the expected outcome of an increased high school graduation rate among Native American LPS students.

Objective: The Wiyot Tribe's Humboldt Bay (HB) Native Youth Community Project will expand the services available to Native American (NA) students and increase student support.

Population Served: HB will serve over 400 NA students (grades 6 — 12) per year in 11 high schools, 5 middle schools, 11 elementary schools, and 3 K — 8^th grade schools. The program serves students from the Wiyot Tribe, Bear River Band, and any other NA students in the service area.

Primary Activities: Locally on Tribal lands and in the community, good-paying, mid-level and highly -skilled jobs are available, but too often go unfilled because local NA adults lack the requisite skills and credentials. HB seeks to address these challenges and opportunities and prepare Native students with a clear plan of action to follow during and after high school—and the skills necessary to achieve their post-secondary goals. HB will focus on three paths offering students opportunities aligned with both tribal and non-tribal careers. These paths offer job opportunities, living wages, and the opportunity for young people to develop the skills necessary to follow their own entrepreneurial dreams. These three paths follow: 1) Early Childhood Education and Teaching; 2) Natural Resources, and 3) Business, Small Business, Entrepreneurship. All three paths align with the "Targets of Opportunity" identified by the Labor Market Information Division of the California Employment Development Department.

Outcomes: The participating tribes will host summer cultural, work, and internship activities for NA students. Through a partnership with College of the Redwoods community college and Cal Poly, HB NA students in these three pathways will have the opportunity to earn college credits as part of dual enrollment classes offered at the high school level.

Objective: The goals, objectives, and strategies of Northwest Arctic Borough School District (NWABSD) Native Youth in Action (NYIA) is to prepare students for academic success and prepare them for college and careers. NWABSD submits the NYIA grant proposal in coordination with the Village of Kotzebue Tribal entity.

Populations Served: The proposal provides services within the NWABSD region, which serves a majority of Alaska Native (AN) students who represent an underserved population. NYIA focuses on servicing NWABSD students grades 5 — 12 (as of April 12, 2022, the program served 1095 students in 11 sites).

Primary Activities: NYIA builds upon the current career and technical (CTE) education pillars (Culinary Arts, Education, Process Technology, Health, Construction, Welding, and Small Engine) and courses. Regional/local businesses provide input for student apprenticeships to enhance communication, connectedness, and career development. The Alaska Technical Center (ATC) provides an additional link for students in to continue career training and assist in career placement. The Village of Kotzebue partnership provides for an enhanced community and cultural connection. The accelerated program is a year-long program for 20 students in a cohort group to explore career opportunities, and dual credit. University of Alaska, Fairbanks (UAF) houses a community college within Kotzebue and offers student support for those enrolled in dual credit courses. In addition, apprenticeships provide job-shadowing opportunities and increase career skills and knowledge within the educational field.

Outcomes: (1 Provide opportunities for NWABSD students (grades 5 — 12) to increase academic and career readiness. This goal is accomplished through Alaska Native Science and Engineering (ANSEP) Middle School, ANSEP science, technology, engineering, and mathematics (STEM)-ready classes, and ANSEP Acceleration Academies. 2) Participating students will have access to local and Village of Kotzebue Tribal-sponsored pre-apprentice/apprenticeship program opportunities.

Objective: Goldbelt Heritage Foundation (GHF), located in Juneau, Alaska, is a 501 (c)(3) not-for-profit organization whose mission is to advance culturally responsive education practices grounded in Tlingit values, traditions, and language. GHF proposes Ḵoo At Latóowux̱ Gux̱satée Haa Yátx'I; Our children will become teachers grant initiative to promote the college and career readiness of AI/AN youth.

Populations Served: GHF serves residents of Southeastern Alaska, an area of 35,138 square miles of mainland and island communities. This program will serve a minimum of 1,200 AI/AN students over the next five years at two middle schools and four high schools throughout two communities.

Primary Activities: GHF proposes the ‘Ḵoo At Latóowux̱ Gux̱satée Haa Yátx'I' (Our Children Will Become Teachers) grant initiative is designed to promote the college and career readiness of AI/AN youth. Activities include: 1) a heritage language instructional framework that will feature proven language acquisition strategies and instructional methodologies rooted in Tlingit and Haida pedagogies and southeast Alaskan landscapes. This framework will work to serve existing language instructors, as well as support the new generation of language professionals. 2) a high school level secondary course featuring the GHF cultural education framework in partnership with Dream Navigator's career exploring curriculum to build capacity and opportunity in culturally aware career readiness. 3) a pathway for Indigenous High School youth to connect with the other educational programs, including the Educators Rising Alaska Program. GHF will help Alaska grow the next generation of Indigenous teachers by providing opportunities to explore other educational programs and methods.

Outcomes: This grant consists of three woven strands or outcomes: 1) A heritage language instructional framework that will feature proven language acquisition strategies and instructional methodologies rooted in Tlingit and Haida pedagogies and the Southeastern Alaskan landscape; 2) A high school level secondary course featuring the GHF cultural education framework in partnership with Dream Navigator's career exploration curriculum to build capacity and opportunity in culturally aware career-readiness; 3) A pathway for Indigenous high school youth to connect with other educational programs, including the Educators Rising Alaska Program. This program will be implemented through community partnerships with the Juneau School District, Educators Rising Alaska, the University of Alaska Southeast, as well as with Alaska Native elders, mentors, parents, and youth.

Objective: The Cherokee Roots Program is designed to prepare Stilwell students for post-secondary success and provide new opportunities for students to connect with the histories and traditions of their Cherokee culture and prepare for a future career. The key program objectives are to: 1) Strengthen local capacity to infuse academic instruction with culturally relevant curricular elements; 2) Enroll at least 125 students in each new opportunity (STEM Workforce, Cherokee Heritage STEM, Cherokee Lifeways and Language); 3) Increase the percentage of Stilwell students who meet or exceed proficiency standards in science on standardized assessments by at least 3% annually; 4) Increase the percentage of students who meet or exceed proficiency standards in reading on standardized assessments by at least 3% annually; 5) Increase the number of Stilwell students who pursue postsecondary STEM studies; 6) Reach at least 125 youth annually with post-secondary preparation services; and 7) Provide targeted post-secondary preparation to 95% of Grade 11 & 12 students annually.

Population Served: 1,350 Cherokee Middle School and High School Students in Stilwell Public Schools.

Primary Activities: The program offers students opportunities to 1) Enroll in a Cultural Heritage and Preservation STEM class; 2) Explore the STEM workforce and build relevant STEM workforce skills; 3) Learn about the Cherokee STEM workforce; and 4) Study the Cherokee language and culture for college credit. In addition, students, parents, and teachers will benefit from ongoing assessments to inform instruction, identify students needing support, and participate in expanded college preparation and parental inclusion initiatives.

Outcomes: Improve Science and Math competencies; Improve English Language Arts competencies; Increase student resilience and pride; Strengthen perceived connection between classroom learning and culture; Support students as they consider multiple post-secondary options; Increase affordability of post-secondary opportunities; Increase post-secondary enrollment (vocational, college, university); Strengthen home and school connection; and expand cultural and educational options for rural youth.

Objectives: Niobrara Public Schools, a rural K — 12 school district in Knox County, Nebraska, is located at the confluence of the Niobrara and Missouri rivers. The Niobrara Culture and Schools Together (CAST) program seeks to increase the number of Native American youth who are prepared for the pursuit of college, careers, and a post-secondary degree in educationally based employment. The program also seeks to increase the self-awareness and identity of Native American youth through culturally relevant curricula and activities.

Population Served: The Niobrara CAST program will serve 138 Native American (60% of the student population) students in both Niobrara elementary and Niobrara secondary schools (2 schools).

Primary Activities: The program will implement evidence-based and data-informed procedures to prepare Native American students to successfully transition from high school to post-secondary opportunities. Recent data gathering revealed three barriers for Native American students in the areas of 1) College and Career Readiness, 2) Cultural Connectedness, and 3) Underrepresented Educators. To overcome these barriers, the Niobrara Public Schools and the Niobrara CAST program have established partnerships with The Ponca Tribe of Nebraska, The Santee Sioux Nation, and local community colleges and businesses to develop "College and Career Strategies" to support students by mentoring and providing individualized support to Native American students seeking degrees and employment in the educational field.

Outcomes: A Family and Consumer Science teacher will support Native American students with opportunities to explore educational careers through job-shadowing, teacher assistant assignments, and dual credit coursework. Niobrara Public Schools will work with The Ponca Tribe of Nebraska, The Santee Sioux Nation, Nebraska Indian Community College, Wayne State College, and the University of Nebraska-Lincoln to ensure college and career readiness through measurable objectives that will be monitored over five years and acted upon by a program leadership team and the partnering tribes, organizations, and schools.

Objective: IASD, in partnership with two federally recognized tribes, Grayling IRA and Holy Cross Native Village, will design a program to improve academic and socio-economic outcomes for Alaska Native (AN) students and ensure they are well prepared for college and careers. It places special emphasis on a 5-year sequence of classes and activities to promote equity in access to educational opportunities, increasing the number of fully certified teachers from underrepresented backgrounds.

Population Served: Focused on the Iditarod Area School District (IASD) of the Alaskan interior, the project serves approximately 330 students, of whom over 85% are Alaska Native and in High School, CTE classes, or dual enrollment classes. IASD operates 7 schools spread over 75,000 square miles of Alaska's interior.

Primary Activities: The project will improve AN students' college and career readiness in IASD communities, focusing on educational equity and employability. Key activities include: 1) Implementing a sequential career and technical training, post-secondary education preparation program including dual enrollment, CTE experiences, and career exploration by Fall 2023; 2) Hiring a school counselor experienced in post-secondary education and career guidance; and 3) Developing a year-long career exploration course, Futures, for all 8th grade students, instructed by a career counselor.

Outcomes: By 2027, 30% of IASD graduates will be in post-secondary education or career-ready, resulting in improved individual student and community outcomes. Through the project, AN students have a clear, affordable path to college, career readiness, and employability in high-demand fields, improving and promoting educational equity and economic stability. Education becomes a visible and attainable career choice for AN students, thus expanding the pool of experienced, fully certified and effective educators from traditionally underrepresented backgrounds.

Objective: In the Northern Alutiiq language, gui kima means "about myself." The namesake of this program inspires its design—the Gui Kima program is an educational program designed to use Indigenous knowledge for high school students to express themselves and contribute to career readiness as educators and storytellers.

Population Served: This program aims to deliver tools for 500 adolescent Native students across eight high schools in the Anchorage School District, located in Anchorage, Alaska.

Primary Activities: 1) Students learn to express Indigenous Identity with an extended learning program designed by master artists; 2) Fifty students will participate in the annual Summer Summit at Alaska Pacific University to experience real college community life, and they will have the opportunity to share their Indigenous Identity with the various workshops and sessions that are offered at that setting.

Outcomes: The Gui Kima program will yield success in student participation in school-based college- and career-ready courses, as well as success in culture identity measures on annual climate surveys. Gui Kima participants will engage in dual credit and job-shadowing programs. Outcomes for identifying and securing qualifying employment will be evaluated annually and included in the five-year professional development structure of this program.

Objective: The FPCC Demonstration project is a partnership between Fort Peck Community College and four school districts on the Fort Peck Reservation. The purpose of the FPCC Demonstration project is to improve the educational opportunities and achievement of Indian students in the K-12 school districts on the Fort Peck Indian Reservation. The project will provide social-emotional support, tutoring as alternative educational support, afterschool and summer educational and cultural activities, and college exploration activities.

Population Served: The four school districts served are Brockton School District, Frazer School District, Poplar School District, and Wolf Point School District. These schools serve the children of the Fort Peck Assiniboine and Sioux Tribes. The project has the potential to impact over 2000 students across these districts.

Primary Activities: The project will provide access to professional tutoring for at least 100 students and peer tutoring to 16 classrooms. The project will provide afterschool activities to at least 720 participants, summer camp activities for 80 participants, and cultural activities for at least 360 participants annually. Finally, the project will expand dual enrollment courses, provide career fairs, and provide college visits for 40 students annually. These activities will help students improve career and college readiness.

Outcomes: The expected outcomes of the project include increased in-school attendance rates, improved student self-confidence and motivation, higher math and reading achievement rates, and college and career readiness.

Objective: The Del Norte County Office of Education's Del Norte Indian Career Pathways Program for American Indian (AI) students in grades 5 — 12 will provide students with the academic, cultural, and college/career support needed to be successful after high school.

Population Served: This program will support 600 AI children from California's largest tribe (Yurock), as well as students from the Tolowa Dee-ni' Nation, Elk Valley Rancheria, Resighini Rancheria, and Native American students from tribes outside of Del Norte County.

Primary Activities: The DN program seeks to assist AI students with a clear plan for before, during and after high school and the skills necessary to achieve their post-secondary educational goals. While not all students have the same skills or familial support, all deserve a pathway to success in school and life. DN will focus on three career pathways that offer students opportunities aligned with tribal and non-tribal careers. These three pathways provide job opportunities, living wages, and opportunities for young people who wish to develop the skills necessary to follow their entrepreneurial dreams. These pathways follow 1) Early Childhood Education and Teaching; 2) Natural Resources, and 3) Business/Entrepreneurship. All pathways align with "Targets of Opportunity" identified by the Labor Market Division of the CA Employment Development Department.

Outcomes: DN meets the absolute priority by designing and implementing a program that ensures local AI students are prepared for college and careers. DN meets CPP2 because of the partnership agreements with four federally recognized Indian Tribes. DN meets CPP3 because of a project that is designed to promote educational equity and adequacy in resources and opportunities for underserved students. DN will work to ensure that AI students have the resources available to promote college and career readiness.

Objective: The project supports students in the Pribilof School District (PSD) and young adult learners in the community. Students and young adults in the community are disproportionately (91%) Alaska Native, a traditionally underserved minority population. The PSD is a small, remote district located in St. Paul Island, AK. The relative size of the district and the community, traditionally underfunded through the state of Alaska formula for rural schools and coupled with the uniquely extreme geographic isolation of the island, creates multiple challenges associated with the delivery of quality career and technical courses and supports. On-site, formal mentorships and training opportunities are limited. While summer internships for students have been available for over 20 years, these programs are uncoordinated, not formal—and lack a structured and applied methodology which documents student achievements and areas of improvement. The Aleut Community of St. Paul Island Tribal Government seeks to improve the delivery and quality of the community-wide summer internship program through coordination of services, active case management, and partnership engagement and support.

Population Served: The Unangnan (Aleut) community of St. Paul Island, AK, a traditionally underserved rural population; 417 (91% of whom are all or part Aleut (Alaska Native, Unangan).

Primary Activities: Case Management, Training, Coordination and Community Engagement, and Program Development. The program offers students meaningful tasks; internship learning plans and targeted career/occupational skills aligned with relevant industry/occupational standards identified in collaboration with mentors from participating business/industry. Internship experiences are sequenced to increase in challenge and complexity as Alaska Native students/young adults progress through career exploration to more intensive work-based learning experiences during the phased program.

Outcomes: Outcomes for interns in the program include positive impacts on GED/Diploma attainment; entrance into the workforce; and entrance into training, vocational and post-secondary opportunities. In addition, materials developed as a part of the program demonstrate the impact and efficacy of the inclusion of ancient knowledge, practices, and local Tribal customs.

Objective: The Do Your Best project is a collaborative effort of Grand View School, the Cherokee Nation, and several community partners in extremely rural northeast Oklahoma. The project aims to prepare students for a life beyond high school.

Population Served: Native American Students (Mainly of the Cherokee Nation), Who Account for 56% of the Grand View Student Population.

Primary Activities: Provide a program to eradicate barriers to Grand View's Native American (NA) student educational opportunities and achievement. This program comprises: 1) A community partner program that will provide students with civic and career opportunities; 2) An academic support program that will reach out to struggling students and provide equitable services for NA students; 3) An afterschool program that will provide additional instruction and cultural enrichment for Cherokee students; 4) A Cherokee language and culture integration component; 5) A life skills and certificates program to put students on the road to success in life situations; and 6) A teacher education program that will provide current students with information about careers in education and also provide current university teacher education students opportunities for student teaching experiences.

Outcomes:  The "Do Your Best" program positively addresses the following five barriers to NA student educational opportunities and achievement: 1) Area demographics; 2) Limited Cherokee culture integration; 3) Low Pre-K student academic achievement; 4) Low student academic engagement and achievement in grades 5-8; and 5) lack of systematic effort to improve student preparation for college, career, and leadership. Success will be measured by 13 benchmark program goals related to improvement in academic assessments, social and life skills, interest in education, and college and career readiness.

Objective: While career pathways have emerged as a national best practice for accelerating students from high school to college or into the workforce, Indigenous students in rural, high-poverty areas of northwest New Mexico face countless barriers and limited access to well-supported pathways aligned to college credentials or the jobs those credentials could help them secure. Aztec Municipal School District's CCLNY program represents a labor- and data-informed educational research program and an evidence-based best practice to support academic and economic success for Navajo Nation high school students.

Population Served: Native American (primarily Navajo Nation) students within the Aztec Municipal School district in New Mexico.

Primary Activities: Over the last year, Aztec Municipal School District has worked to create 11 new career technical education (CTE) pathways in regional, high-growth, and high-value occupations at Aztec High School that will be fully implemented for the 2022 — 2023 school year. The district is committed to ensuring equitable access and success for Indigenous students, who make up 20% of the school's population. CCLNY includes career-connected core and CTE curricula, career-relevant work-based learning opportunities, capstone projects with local industries, and dual enrollment courses to accelerate students toward valuable college credentials and degree—and ultimately to quality occupations.

Outcomes: CCLNY will equip Native students with a tailored set of additional supports, Native American (NA) advisor/teacher staff and role models, work-based learning, and the creation of a model that can be replicated in other pueblos and tribal communities statewide. A thorough evaluation of the design, implementation, and outcomes for Native students will cultivate a broader understanding of equitable education and what students need to better utilize federal resources to support the success of NA youth far beyond the grant.

Objective: The Circles of Support Expansion project will improve student educational outcomes through academic support, social-emotional and school engagement support, family outreach, and college and career awareness services in a culturally responsive way. This project serves students at two middle and two high schools and includes job shadowing opportunities, exploratory career activities, family engagement events, and mini classes.

Population Served: Students at two combinations of feeder schools in the Fairbanks North Star Borough in Alaska. The schools are North Pole Middle, North Pole High, Randy Smith Middle, and West Valley High.

Primary Activities: Primary activities include job shadowing, exploratory career activities, family engagement events, and mini classes. Family Services Coordinators will also assist students with employment and job applications as part of their college and career readiness responsibilities.

Outcomes: Expected outcomes include 1) Growth in English language arts and math as measured by Fairbanks North Star Borough School District (FNSBSD) formative assessments; 2) increased proficiency level in English language arts and math on state assessments; 3) improved student attendance as shown in Power School Premier (FNSBSD student data management system); 4) increased class participation as reported by teachers; 5) improved parental involvement as shown by parent survey results; 6) Enhanced student college and career readiness through job shadowing opportunities, career exploratory mini-classes and events, and individual or group assistance with employment and college applications; and 7) An increase in partnerships to help promote student college and career readiness.

Objective: To better prepare AI/AN students in the San Juan School District (SJSD) for college and careers, this SJSD program supports funding of a comprehensive Native Youth Community Grant Project (NYCP) to 1) Ensure that AI/AN students are prepared for college and careers; 2) Increase the number and quality of AI/AN teachers and staff in the district; and 3) Strengthen existing Heritage Language/Culture programs. The SJSD would further promote the hiring of AI/AN teachers and staff who model cultural values and language; are good role models for students (both academically and socially); and have a long-term commitment to building the school and the community.

Population Served: AI/AN Students within the San Juan School District.

Primary Activities: The program would strengthen the Heritage Language and Culture curriculum while aligning the program to the Utah Portrait of a Graduate standards, grades K — 12. Activities by 1) Funding 10 Heritage Language teachers to work during the summer for 5 days; 2) Establishing a Heritage Language Student Leadership Council who will plan an annual Youth Language Conference; 3) The publishing of professional quality videos on the Heritage Language website to increase the reach of instruction and support for language preservation; 4) Promoting student interest in the Dine Knowledge Cultural Bowl and the Dine Languages Fair by providing supplies and student incentives; and 5) Improving the quality and reach of the Heritage Language Conference by increasing support for presenters and materials. In addition, SJSD affirms its respect for and commitment to developing, recruiting, and retaining quality AI/AN teachers and staff to develop culturally responsive educational programs and options for AI/AN students.

Outcomes: The program better prepares SJSD Native American students for college and careers. In addition, it will increase the ranks of AI/AN students and paraprofessionals who enter and successfully graduate with a teacher's license to provide future generations of AI/AN students with role models who value and understand their languages and cultures.

Objective: 1) The project will result in improved academic performance by Indian students in WSD to demonstrate their college and career readiness; 2) The project will increase the support provided by parents and the STOI community for Indian students in WSD; and 3) The project will support more tribal members to become educators.

Population Served: STOI Students in the Wellpinit School District

Primary Activities: 1) Improve classroom instruction for all students; 2) Improve and expand out-of-school learning for struggling students; 3) Provide affirming, culturally-responsive support to promote social-emotional learning and address mental health issues for all students; 4) Engage and educate STOI parents to better support their children's education; 5) Increase involvement of STOI tribal agencies, tribal elders, and other tribal members in education within and outside the regular school day; and 6) Prepare, recruit, and enroll Indian students in WSD in the Career Technical Education (CTE) pathway program and prepare them to earn a First Peoples Language and Cultural Certificate.

Outcomes: 1) 80% of teachers will use high-leverage, culturally-responsive teaching practices with their students; 2) All students will receive instruction about Spokane language, history, and culture; 3) The percentage of students performing below grade level will decrease by 50% over the course of the project; 4) 80% of participating students will express satisfaction with out-of-school learning experiences; 5) 60% of participating students will pass all academic courses; 6) Student attendance will improve by 10% over the course of the project; 7) Fights and other major disciplinary incidents will decrease by 50% over the course of the project; 8) 80% of participating parents will report satisfaction with parent education or engagement activities; 9) 65% of participating parents will report greater involvement in their children's education; 10) Number of tribal agency staff and tribal members participating in school-day or out-of-school education activities will increase by 50% over the course of the project; 11) Design of CTE education pathway program will be completed by the end of the second project year; 12) At least 6 students will enroll in a CTE education pathway; 13) At least 3 students will express an interest in becoming educators after graduation; and 14) At least 3 students will express interest in receiving a First Peoples Language and Cultural Certificate after graduation.

Objective: The Caliaq program will provide internship and apprenticeship opportunities to expand career development for Alaska Native (AN) students in the four targeted Southwest Alaska school districts. The program will develop a workplace readiness program through internship and apprenticeship opportunities woven together with academic expectations. It will serve AN youth in gaining employable skills and the technical and academic knowledge and training needed for the post-secondary environment.

Population Served: Alaska Native students in the four targeted Southwest Alaska school districts: Lake and Peninsula School District (LPSD), Bristol Bay Borough School District (BBBSD), Dillingham City School District (DCSD), and Southwest Region School District (SWRSD).

Primary Activities: 1) Create a regional internship and apprenticeship framework; 2) Develop a regional workforce development consortium; and 3) Increase career guidance focused on Native Youth developing skills and knowledge about careers and post-secondary learning opportunities.

Outcomes: The Caliaq — Bristol Bay Youth Internship Program will directly impact 160 11^th and 12^th graders annually with internship opportunities and more than 800 6^th through 12^th graders with college- and career-readiness skills.

Objective: Increase Native student graduation rates by keeping them engaged in school and learning, ensuring social and emotional wellness, and encouraging preparation for career and college using three strategies. 1) Provide a culturally responsive, evidence-based school mentoring implemented by Tribal Youth Advocacy Specialists for approximately 500 Native 6th — 12th grade students with a 506 form. This will help students stay on the pathway to graduation and prepare them for careers and college. 2) Enroll Native students in the Dean's Future Scholars Program, an established summer program for first-generation college students, and provide opportunities for college visits, and to be mentored by tribal Elders. 3) Apply an intensive systemic approach to monitor Native students' academic and social-emotional progress with data. An Evaluator/Data Analyst will work with Washoe Native Youth Community Project partners to build the capacity to use data to assist students and their families with targeted, equitable support. These three strategies are grounded in Every Student Succeeds Act (ESSA) to improve student outcomes.

Population Served: Pyramid Lake Paiute Tribe and the Reno Sparks Indian Colony Native American students in the Washoe County School District.

Primary Activities: 1) Improve Native American students' readiness to be college- and career -ready using an evidence-based mentoring program that monitors academic progress and social and emotional wellness; 2) Provide opportunities for Native American students to increase equitable access to higher education opportunities and/or pursue a career in teaching or another professional/technical field; and 3) Advance Washoe County School District data systems and program monitoring processes to implement the cycle of continuous improvement, ensuring that each middle and high school student with a 506 form receives the necessary supports to achieve success along the educational pathway to college and careers.

Outcomes:  1) Increase the number of Native students who graduate by 19 percentage points from 70% in 2021 to 93% by 2027; and 2) 90% of students mentored by a Tribal Youth Advocacy Specialists will show an increase on indicators of school engagement, positive social-emotional well-being, and academic performance.

Objective: This project has two goals: 1) Improve academic outcomes for Indian students in middle school and high school to prepare them for academic success in college, and 2) Increase the number and percentage of Indian high school graduates matriculating to a college-level teacher preparation program with the intent to teach on our Reservation.

Population Served: Oglala Sioux Students from the Pine Ridge Indian Reservation.

Primary Activities: The Wanblee Futures Program will increase the number and proportion of Indian students becoming qualified teachers on the Pine Ridge Indian Reservation. The program will support students' academic achievement in middle school and high school; providing targeted tutoring for college placement examinations (e.g., Accuplacer); providing coaching and counseling services to promote graduation and matriculation; and implementing programming that exposes students to academic content and experiences related to the teaching profession, including credit-bearing coursework, access to dual enrollment, job shadowing, student-teaching, and related activities. The Wanblee Futures Program, in partnership with its consortium partner, will also convene gatherings and working groups comprising area schools, colleges, and other organizations to devise methods and pathways to increase the number of Native American teachers.

Outcomes: Program participants will have the requisite foundation to succeed in a college teacher training program and possess the certification necessary for employment. Crazy Horse School will consider these participants for future employment.

Objective: The Virginia Tribal Education Consortium (VTEC) Native Youth Community Project (NYCP) develops, tests, and demonstrates the effectiveness of services and programs designed to improve the educational opportunities and achievement of Virginia high school Native American (NA) students.

Population Served: The VTEC NYCP focuses on serving the Nansemond, Monacan, Upper Mattaponi, and Pamunkey tribal communities in partnership with local educational agency Albemarle County Public Schools (ACPS) to serve 250 NA high school students.

Primary Activities: The program centers on three goals: 1) Increase high school NA student college and career readiness through tribal community collaboratives that promote college and career readiness; 2) The program, informed by evidence gathered from VTEC's needs assessment and American College Test (ACT), identifies existing NA student barriers, opportunities, as well as in-place efforts to implement community-based strategies, and measurable objectives via supplemental academic programs and courses.

Outcomes: VTEC NYCP will promote equity in NA student access to educational resources and opportunities in high school, as well as through college and career readiness programs, afterschool offerings, and culturally related programming. A long-term vision within VTEC NYCP will aim to increase the number and proportion of experienced and effective educators from Virginia tribal communities.

Objective: The Native Pathways Program aims to reclaim cultural awareness and education and integrate best practices that support improved career and college readiness. This project is informed by existing needs, data analysis, and best practices that have proven to improve college and career readiness outcomes for Native American (NA) students.

Population Served: This program serves K — 12 American Indian/Alaska Native (AI/AN) youth, focusing on North Texas and a broader service area of the entire state of Texas.

Primary Activities: Identified ‘at-risk' students participate in customized tutoring plans developed by the Education Coordinator and their school districts. Parents and schools refer students for consideration on an ongoing basis. Local AI/AN college-level students and instructors provide these services to increase cultural and educational opportunities when possible. The Education Coordinator and UITCT's Administrative Assistant develop and maintain a list of qualified tutors. The program centers on three goals: 1) Reclaim and increase cultural awareness and education amongst AI/AN students; 2) Increase equity in educational opportunities for low-income AI/AN students; and 3) Provide increased tutoring for ‘at-risk' youth on an ongoing basis.

Outcomes: This project will 1) Increase levels of cultural awareness and education; 2) Improve family engagement between AI/AN students and their parents; 3) Improve access to educational opportunities for low-income AI/AN students; 4) Improve career and college readiness data amongst participants; 5) Improve graduation rates amongst ‘at-risk' students, and 6) Improve local college and career readiness data amongst participants.

Objective: STEP for ALL addresses challenges experienced in Native American communities using evidence- and research-based strategies and practices to engage students, educators, teachers, and families. The STEP program is a collaborative effort between the Rocky Mountain Tribal Leaders Council, local education agencies (LEAs), and national 501(c)(3) non-profit foundations.

Population Served: The program serves 1,122 students in two consortium LEAs in Big Horn County, Montana: Wyola School District #29 and Hardin School District 17H&1.

Primary Activities: 1) Addresses the disrupted learning that Native American (NA) students experienced during the pandemic by building on the positive lessons learned; 2) Provides in-school, afterschool, and summer academic enrichment programs, focusing on reading, math, science, and the arts; 3) Engages and encourages Native American student interest in the teaching profession and other careers, such as science, technology, engineering, and mathematics (STEM) careers and the arts, by embedding career- and work-ready exploration in the curriculum through activities during school and afterschool programs; and 4) Works with local colleges and universities to design and implement dual enrollment opportunities for Hardin High School students.

Outcomes: 1) Students who regularly participate in the program will improve their assessment rank on annual standardized testing programs (Grades 3 — 8) and improve report card marks to proficiency levels (B or above or 85 or above) in Reading/English, Mathematics, and Science; 2) Materials used in classrooms and afterschool programs will be regularly reviewed and updated to reflect more culturally relevant and engaging themes and content; 3) The percentage of NA youth in grades 3 — 6 who attend afterschool activities will increase to at least thrice weekly, and attendance will increase at least twice weekly for students in grades 7 — 12; 4) Student knowledge of diverse career fields, specifically in education, and the requirements for entering them will increase; and 5) Community collaborative efforts to promote NA children's college and career readiness will also be enhanced.

Objective: The OCIC consortium proposes Project FACTORS (Fusing Academics & Culture Together for Osage Rural Schools), a program designed to ensure that local Indian students are prepared for college and careers. The program will focus on 1) enhancing early childhood education for Pre-K through 2nd grade Indian students to support school readiness; 2) improving the professional growth of teachers through instructional coaching and knowledge of culturally responsive curriculum, and 3) providing a career exploration program that will provide a path to post-secondary education with the eventual goal of these students becoming teachers.

Population Served: This program serves approximately 300 Pre-K through 2nd grade Indian students and their families across the OCIC consortium, including nine public school districts, the Daposka Ahn Kadapi Elementary Immersion School, and the Osage Nation. The project will provide professional learning opportunities to approximately 80 teachers with instructional coaching and a culturally responsive curriculum.

Primary Activities: FACTORS will start a Teach Oklahoma Career Exploration Program that will inspire high school Indian students to mentor young students during the school day and afterschool programming; to provide opportunities for teachers to work with Indian high school students to gain cultural awareness that inspires culturally responsive teaching methods; and to provide these high school-age students with career exploration opportunities within the field of education.

Outcomes: The program will 1) Increase literacy skills by providing school readiness interventions to a targeted cohort of Indian students; 2) Increase the professional knowledge of teachers in evidence-based instructional strategies and culturally responsive practices, and 3) Increase college and career readiness for Indian students interested in educational career paths through the Teach Oklahoma Career Exploration Program.

Objective: The Choctaw Nation of Oklahoma, in partnership with Jones Academy, a Bureau of Indian Education-funded school, and Hartshorne Public School, a local educational agency(LEA), plans to implement the Project Pehlichi's (Choctaw translation: "Leader") Warriors in Learning and Leadership (WILL) Program at Choctaw Nation Pre-Schools, and Head Start centers to support the development of culturally aware, competent, and confident Native American students who are prepared to pursue college and career opportunities.

Population Served: The WILL Program will serve 5,000 students (Native students preferred) over the project period.

Primary Activities: The Program will promote educational equity and adequacy in resources and opportunities for underserved students in preschool, elementary, secondary (middle and high school), and out-of-school settings. The Project will provide for science, technology, engineering, art, and math (STEAM) summer camp activities and Conscious Discipline trainings within the Choctaw Nation of Oklahoma (CNO) Head Start centers and Jones Academy.

Outcomes: 1) Provide structure and support for Jones Academy students in grades 6th — 12th to enhance the outcomes of college and career success rates by continuing tutoring and college readiness programming at the Student Success Center, housed at the Jones Academy Campus; 2) Host STEAM Camps for (Native-preferred) junior high and high school students on the Jones Academy campus to promote college and career readiness.

Objective: The Shoshone Paiute Tribes of the Duck Valley Indian Reservation proposes a Native Youth Community Program (NYCP) to provide students with direct support, mentoring, and tutoring. In addition, the NYCP will serve as a career college preparatory program, which will encompass weekly meetings, parental involvement, community activities, college visits, and educational support.

Population Served: The program focuses on middle school students and makes student cohorts available to provide support through high school graduation and matriculation into a college, university, or career preparation program. The initial year delivers services to 7^th — 8^th grade students, with a new 7^th grade class added every year, while continuing to work with participants through graduation. Thus, in Year 1, the program focuses on 42 students. Based on current enrollments in grades 3 — 6, the numbers increase to 76 students in Year 2, 99 students in Year 3, 119 students in Year 4 and 153 students in Year 5. Not all students will engage in the program, nor will all parents support the efforts, but they may.

Primary Activities: Prepare Shoshone Paiute students to be career ready and able to enter the workplace and/or complete post-secondary education. The program provides multiple opportunities for students to be engaged, including trips to visit colleges and universities, Tribal Colleges and Universities, and to attend career and college fairs. The program creates opportunities to connect with mentors, job shadowing for tribal positions, academic tutoring and support, physical education activities, connections to other services including behavioral and physical health, and weekly cohort meetings.

Outcomes: 1) Program participants will show documented higher levels of increased healthy lifestyle behaviors compared to historic data, non-participants, and previous cohorts. 2) Program participants will show documented higher levels of decreased unhealthy lifestyle behaviors compared to historic data, non-participants, and previous cohorts.

 FY 2020

The Alaska Native Heritage Center (ANHC) proposes to implement the Tiamuna Project, designed primarily in partnership with the Alaska Native Cultural Charter School (ANCCS) — a parent-initiated Title I public charter school whose K-8 student body is over 85% Alaska Native/American Indian (AN/AI) — and Alaska Pacific University (APU), an Alaska Native-serving, Tribally controlled college providing a dual credit Early Honors program. The main goals of this project are for: AN/AI students and their families to know the educational options available to them in Anchorage, and specifically those that reflect Alaska Native cultures; AN/AI students and their families to have meaningful access to the culturally reflective educational options they believe are best for their individual needs; and AN/AI students to achieve education outcomes that express their full potential and feel satisfied and culturally affirmed by their educational experiences. ANHC, ANCCS, APU and other community partners will collaborate to identify and develop a full spectrum of education options that meet the needs AN/AI students and families share for (1) targeted outcome improvement interventions in K-8; (2) advanced learning in high school; and (3) cultural curricula and activities for K-12 in-school, home school and after-school settings that promote Alaska Native students' educational achievement. This project will serve a minimum of 800-900 students each year.

The American Indian Center of Arkansas (AICA) in partnership with School Districts of Pulaski, Benton, Sebastian, Saline, Crawford, and Washington Counties will implement a project titled American Indian Center of Arkansas Education Program. The project will meet the needs of up to 160 K — 12 Tribal students and their parents by providing access to a variety of educational services. To ensure the success of the program, AICA will achieve the following goals during project planning and implementation: Goal 1. (Tribal Students). Improve Tribal student academic performance by increasing the educational choices by 50% for tribal students by providing a comprehensive pool of culturally appropriate educational and education support services and service providers. Goal 2. (Tribal Parents). Increase the educational choices for parents by providing a comprehensive pool of culturally appropriate education service providers. Goal 3. Target Tribal youth with disabilities (including mental, physical and substance abuse) in overcoming barriers to educational attainment to improve academic performance metrics for this subgroup. To accomplish the goals, the program will focus on (1) Tutoring Services, online and in-person (social distancing measures followed); (2) Case Management; (3) Community Mentorship; (4) Online Learning Options; (5) ACT/SAT Test Prep; (6) Supplemental Learning Centers; (7) Internships and Work Experience; (8) Virtual Development and Interaction; (9) Cultural Development Workshops; and (10) Special Education Resources.

The goal of this project is to develop, test and demonstrate the effectiveness of programming that improves access of educational services by enabling parental choice for student achievement for Indian children in Adair County, Oklahoma. It is estimated that a total of 725 students will be served by the project annually. The leading strategy is working with parents/students in providing their choices in services for both social/emotional growth and academic achievement. The project will focus on parent and student choices keying in on social and emotional growth and academic achievement through understanding and integrating the local culture colloquialism. The service programs will commence with a community needs assessment, an online portal will be developed for selection of services by parents and/or students, and a provider service database will be developed with policies for student selection. Partners in this project will include the Cherokee Nation, Cherokee Nation Foundation, Cherokee Nation Education Services Department and Caves Springs (K-12) School District.

Chatham School District in Southeast Alaska will work with Angoon Community Association, a federally recognized Tribe, to expand educational opportunities for students. The overall goal of the Tlingit Native Language and Culture Initiative is to enhance student social and academic outcomes through expanded service choices aligned to local Tlingit culture, histories and expectations. The Tlingit Native Language and Culture Initiative will offer additional educational services to 93 students annually, reaching all students attending two isolated schools accessible only by boat or seaplane. The project will include Tlingit Native Language courses; a Native Connections curriculum that addresses reading, writing, math, the sciences and the arts; cultural programming , including Native Connection Crafts activities; physical wellness/fitness opportunities that will reflect cultural connections during the summer when youth take part in adult-supervised kayaking, fishing, hiking and camping (for middle and high school students) at the Glacier Bay National Park, in Gustavus, Alaska, and Admiralty National Monument in Angoon, Alaska. Further, outdoor education programming in the summer months will focus on the local community. Outcomes will include increased access to culturally relevant services for school children, increased access to education-related services for school children, improved daily school attendance and improved English language arts (ELA) performance.

The Choctaw Nation of Oklahoma (Choctaw Nation) plans to implement Renew Indigenous Strength with Empowerment (Project RISE), a five-year, parent/student determined program that allows for choice in education services, college and career exploration, and Native enrichment programs. The goals of Project RISE are to increase graduation rates at the three schools and put students on a path to further educational and career-based success in the future. Project RISE will serve 400 Native American students in disadvantaged areas of the Choctaw Nation and southeastern Oklahoma. This project will help to improve the lives of the Native American students it serves and act as an encouraging model of success and achievement in the Native American communities of the Choctaw Nation. Project RISE anticipates serving approximately 400 underserved Native American students over the course of five years, stemming from the Hartshorne, Talihina and Wright City school districts. Project RISE will comply with the requests of parents and students by implementing programs to address chosen educational services from a list of 10 options, including college advisement, career training, STEM awareness and concurrent enrollment assistance, among others. Project RISE will collaborate with area service providers and local professionals to ensure that each student is aided in the transition from high school to higher education.

Chugachmiut Inc., a Tribal consortium made up of seven South Central Alaska Tribes (Nanwalek, Port Graham, Qutekcak Native Tribe (Seward), Tatitlek, Chenega, Native Village of Eyak (Cordova), and Valdez Native Tribe), in partnership with four school districts (Chugach, Cordova City Schools, Kenai Peninsula Bor, Valdez City) will implement We Work Together for Educational Choices to enhance the educational opportunities and achievement of Alaska Native /American Indian students. Major goals of this project are these: (1) Develop a comprehensive web-based system of support for parents and students to make choices for supplemental education services. Project staff will complete a comprehensive survey of 300 parents/caregivers and 300 students who are members of the seven tribes and 12 school staffs in the project service area. Parents and students will provide semiannual feedback on satisfaction with enrollment and participation in supplemental services using an online portal and interviews with local parent liaisons. (2) Offer and support up to seven supplemental education services during project years two through five.

Kali.it'ch'i Kutxayanahá Yaanáx Yee Kawdigán, You All Shine Brighter than The Shining Stars: A Student-Centered Approach to Education, is a project to be led by the Douglas Indian Association (DIA), a federally recognized Tribe; in partnership with Goldbelt Heritage Foundation, an Indian organization; and the Juneau School District. The plan's main goals are to provide rigor and relevance in content and instructional methodology for Alaska Native/Native American (AN/NA) students, and to support the advancement of educational sovereignty via the following objectives: (1) Culturally sustaining place-based courses in Language, History and Culture; (2) Elective course offerings — advanced and/or remedial — offered online; (3) Pathways to early careers, in high school via dual enrollment and professional certifications for 200 students over the grant period; (4) Culturally responsive curriculum options for K-12 AN/NA youth throughout the community; (6) Tools and materials for equitable access to education services for 1,298 students over the grant period; (7) Academic coaches for tutoring and instructional assistance support and to help parents and students navigate education services inclusive of students with special needs; (8) Summer academies/immersive learning to serve 300 AN/NA youth; (9) Test preparation and application fees for every AN/NA high school student; (10) AN/NA counseling support for 70 youth; and (11) a Service Learning/youth educational symposium facilitated by all service providers, serving 300 AN/NA youth annually.

Educational Service Unit 2 (ESU 2), a regional service center in Northeast Nebraska, will implement the Educational Service Unit 2 Cultural Connections (ESU2CC) project. This project will prioritize parent and family engagement to identify needs and services to serve up to 200 Native students attending six local districts each year. ESU 2 has formal partnerships with the Winnebago and Omaha Tribes of Nebraska and Nebraska Indian Community College. All six districts involved in the project are rural and low-income school (RLIS) program districts. The project will increase appropriate intervention and support, and ongoing feedback and project review procedures are integrated into ESU2CC from the leadership to school level. The purpose and expected outcomes for the project are to (1) Develop a service plan of culturally relevant student opportunities, supports and educational choice through the implementation of a Native American parent advisory group; (2) Improve cultural awareness and culturally appropriate supports for Native American students in project districts; (3) Improve access to culturally relevant and appropriate teaching, learning and reading materials in all project districts; (4) Decrease double-digit deficits in reading and math between Native American students and their same-grade peers to reflect the district average by the end of the five years; and (5) Develop a sustainable program that serves the needs of our Native American students. This project addresses the continued lack of supports for Native students attending schools near reservation lands. The plan considers the interests and needs of the families, including the infusion of Native American customs and values.

The Gila River Indian Community (GRIC), Tribal Education Office project includes a 12-month planning period that will support the implementation of two goals to ensure parents/student are active in the choice of service providers that will expand educational choice based on the community needs and parent/student requests. Goal 1: Build a sustainable, web-based content hub portal and dashboard that supports parent and student choice while increasing the capacity of the Tribal Education Department to deliver high-quality educational services based on parent feedback and their children's needs. The hub portal will include a user-friendly dashboard that links students/parents to the infrastructure components that include Goal 2: Address the significant high school dropout rate of Gila River Indian Community youth, which is four times the state rate of 9%, by increasing the graduation and promotion rates of GRIC students. Four distinct service areas have been identified for the development of RFPs: Culture/Language, Dropout Recovery, Enrichment and Literacy. Multiple providers will be identified for parent/student choice for education options and student achievement.

The Ho-Chunk Nation, a sovereign Native American Nation indigenous to Wisconsin, and its Education Department, will implement a project titled Preparing Oneself for a Good Life. The Ho-Chunk Nation will use several external and internal, culturally relevant service providers to accomplish programmatic outcomes. This grant will serve 1,000 enrolled Ho-Chunk youth and their families in order to promote career exploration and college readiness through the lens of a holistic Ho-Chunk cultural approach that incorporates spirituality, customs, social mores and sacred language. The goals of this project are as follows: Goal 1. Develop and implement a series of in-person and virtual events for enrolled Ho-Chunk K- 12 students and their families to promote career exploration and college readiness that incorporate Ho-Chunk history, culture, and language. Goal 2. Create engaging learning opportunities for students to develop life skills, promote academic success, and build positive self-image through a combination of rigorous curriculum and involvement in Ho-Chunk cultural practices. This combination will address the existing achievement disparity between Ho-Chunk and non-Native American students in the public schools. Goal 3. Develop and recruit work-based learning experiences for Ho-Chunk students to explore their career and learning interests. Students will have the opportunity to work both within the Ho- Chunk Nation in high-demand fields and/or with outside entities.

The Alaska Native Engineering Education Development (ANEED) project will address underperforming schools in the Bering Straits region, where nearly 90% of students at Bering Strait School District (BSSD) and Nome Public Schools (NPS) are below or far below proficient in math and science. Kawerak, Inc., an Indian organization as grantee, will establish a project focused on preK-12 engineering education services, infused with STEM. A total of 2,680 Alaska Native students are anticipated to be served in the four years of this college and career ready project. The ANEED project is guided by two goals. Goal 1: Develop and implement engineering design challenge/STEM pathway for Northwestern Alaska preK-8 students. Goal 2: Improve Alaska Native students' math and science proficiency, with deeper conceptual understanding, through engineering-related activities and career exploratory programs in grades 8-12.

Knik Tribe, a federally recognized Tribal Education Agency (KTEA), in partnership with Alaska State Department of Education and Early Development, proposes to implement the CHOICES project to increase opportunities for differentiated education for AN/AI students of the Matsu Borough. AN/AI students are under-represented in the charter schools, career tech schools and after-school activities. CHOICES will bridge this gap to the future. The CHOICES program proposes the following two threads as guiding principles: (1) Parent involvement in choices (both development in implementation), and (2) Increased variety of choices (multi-intelligence, industry, cultural). This project will be guided by the implementation of these goals: Goal 1. Easy access and user-friendly application and portfolio will be available to all students and parents by implementation phase. Goal 2: Matching MI with AN/AI youth many learning opportunities will be on the schedule by implementation phase. Goal 3: Parents/youth will have an exhaustive list of scheduling opportunities to meet the interests of their children by implementation phase. Goal 4: Culture activities, as well as culture integrated into all other learning activities, will be choices for youth scheduled by integration phase. Goal 5: Support of youth in need and have barriers that make other programs not an option, by implementation phase, and these youth accounted for and enrolled in a Tribe for support, as well as recognized by school district for federal funding. Goal 6: Every participant will track their progress for the duration of the program.

The Lapwai School District and the Nez Perce Tribe applied as a partnership for the Demonstration for Indian Children grant. The Lapwai School District is a small, rural, public school located in the center of the Nez Perce Indian Reservation and is the second-largest district geographically in Idaho. Approximately, 240 Native students and their families located within the school district boundaries are anticipated to be served. The purpose of the grant is to increase choice for students based on community assessments and needs. The grantee has determined that it has underserved students such as those who are gifted but are not identified by the traditional tests and will provide options for them. The goals of the grant are to provide services that keep students in the classroom with supplemental school guidance services using effective restorative justice strategies that resolve disciplinary problems and provide social/emotional support, and to identify and offer culturally responsive academic support services to students with a focus on underserved or at-risk students that meet academic needs and provide college and career readiness. Anticipated outcomes include increased satisfaction with the district offerings, reduced disciplinary incidents to keep students in school, expansion of advanced coursework available to students, increased career and college readiness by students, and program expansion that addresses Native American studies opportunities.

The purpose of the CHOICE project is to provide options to 340 rural Alaska Native (AN) students in grades 7-12 in small, remote villages to participate in week-long to semester-long residential career development phases, academies, and camps offered in Anchorage at three locations: (1) Lower Yukon School District's Kusilvak Career Academy, (2) University of Alaska Anchorage's Alaska Middle College School, and (3) Chugach School District's Voyage School. Programming will include academic instruction in personally relevant fields of interest; intensive career exploration and planning with industry certifications and occupational endorsements; personal, urban living, employability and life skill development; and a foundation of Alaska Native cultural identity through Alaska Native cultural learning opportunities, interactions and on-the-job training opportunities with Alaska Native industry professionals. The expected outcomes of the project include (1) increased AN graduation rates; (2) increased percentage of AN students who display the personal, life, urban living, and leadership skills necessary to be successful in life; (3) increased number, variety, quality and satisfaction of options offered to AN students to improve their knowledge and capacity to meet long-term expectations for college and career readiness; and (4) increased completion of industry certifications, occupational endorsements and dual credit. The project also expands educational choice by providing a process for project parents and students to select from a variety of services and providers not offered in local villages to better meet student needs. Robust preproject surveys of career exploration opportunities and service providers will align with student and parent priorities and phase/academy topics.

The proposed Milwaukee Public Schools First Nations Holistic Urban Education Program (HUE Program) will build on the district's prior experience and expertise in reaching out to and serving First Nation students and their families. The HUE Program is a partnership between Milwaukee Public Schools and Southeastern Oneida Tribal Services. Services focus on supplemental counseling services, Native language and history class, and college access programming. The different service options will help approximately 400 First Nation students and families. The HUE Program is designed to achieve the following objectives: provide talking circles to connect Native youth to culturally specific teachings for positive coping; to increase requests for help for mental health concerns, substance use and risks for involvement in the criminal justice system; to decrease reported distress, anxiety, depression, suicidality, maladaptive behaviors and substance use; improve students' college and career preparation; improve on-time graduation rate of First Nations students; and increase enrollment of First Nations students in Milwaukee Public Schools. The key activities include weekly talking circles; culturally-appropriate curriculum; pre- and postprogram qualitative and quantitative questionnaire; needs assessment; mental health screenings; using the Expanding the Circle transition curriculum; individual student monitoring conferences; after-school and summer programming; pre-college supports, campus visits and scholarship support; language and culture class; podcasts; and allow for feedback.

Muckleshoot Indian Tribe (MIT) will implement the Building Intelligences for Strong Individual Decision-making and Goals (BISID) project. The purpose of the MIT BISID project is to use a "social workers in the schools model" to enable the Muckleshoot Tribal School to develop and provide opportunities that promote strong, positive and healthy educational experiences for students. MIT service area will include Muckleshoot Tribal School, Enumclaw School and Auburn School students, and service will be open to all of the Tribal community's high school students. The goal of this project will be to provide "Connections" for up to 100 students in grades 9-12 and parents/caregivers to identify, choose and/or connect with local resources to support a positive educational experience.

The Muscogee (Creek) Nation, the Department of Education and Training (TED or TEA) will support community efforts to provide a total of 2,000 Native American students in grades K- 12 with access to service choices within the system each year. The project seeks to enhance student and family educational choice by developing and supporting the use of a Service Provider System (SPS) that includes evidence-based, culturally responsive service options to improve Native American student academic outcomes. Project goals are to (1) Develop an SPS that is based on community needs and that enhances Native American student and family access to evidence-based, culturally responsive educational choices; (2) Expand and strengthen students' use of culturally responsive, evidence-based educational support services that contribute to their academic success; and (3) Strengthen and increase family engagement to support student learning through the parent involvement and feedback process. The SPS will include high-quality provider choices for students/families and an accountability infrastructure that promotes continuous improvement to ensure that the TEA can effectively monitor and provide oversight for the system, and that the system can be sustained beyond grant funding.

The NACA Inspired Schools Network (NISN) is a multistate network of charter and Tribally controlled K-12 grant schools in New Mexico, Colorado and South Dakota. NISN will implement the Listening Circle: Empowering Student and Parental Choice in Native American Education project to facilitate family choice of supplementary educational services in up to eight NISN school communities. This project will leverage, resource and expand on NISN's established parent engagement model in order to improve access to the quality and variety of educational opportunities for Native youth throughout its network of schools. Major collaborators include up to eight of its K-12 network schools. The goal of the project is to increase self-determination and educational choice for Native American students and parents in up to eight NISN communities. Objectives and outcomes are focused on deepening family satisfaction through accessing and choosing the high-quality and culturally relevant supplementary educational services that (1) best meet their needs and (2) ensure that all NISN school students are academically prepared for graduation and college, secure in their cultural identities, and holistically healthy.

The National Indian Education Association (NIEA) in partnership with the Navajo Nation will implement a project entitled Supporting Student Success in Navajo Nation (SSS-NN). SSS-NN project seeks to provide a community-based system of supports, grounded in Native values and beliefs, to improve outcomes of Native students by engaging tribal educators, project partners, service providers and families to ensure that Native students in the Navajo Nation can effectively self-actualize into well-rounded, productive Tribal citizens. The goal of the SSS-NN project is to improve outcomes for Native students by implementing a broad set of parent- and student-directed services that provide academic, social-emotional, cultural and career supports. Through its work, the SSS-NN seeks to create significant change within education systems serving Native children. The first step in creating that change is the acknowledgement of a shared responsibility and commitment to improving the lives and outcomes —academic and lifelong — of Native youth. As an education organization, NIEA will support student success through an integrated, holistic approach that meets the varied needs of Native students, enabling them and their parents to have access to high-quality services that can support their success.

Diné Soaring — Choice in Learning will expand opportunities and achievement at Navajo Preparatory School by creating a culture of choice for parents and students to augment the school's rigorous educational program. Today, Navajo Preparatory School is the only Navajo-sanctioned, college- preparatory high school for Native Americans in the entire country. It is a grades 9-12, college preparatory school with 281 students (SY 2020-21) and all students will be served by the grant. Diné Soaring — Choice in Learning changes the student educational experience by introducing a new menu of learning opportunities accessed through student choice. The range of these new options is broad — from rigorous academic degree programs to college and career readiness, to Navajo culture and language, to healthy living. Program objectives include increasing the number of high-quality service providers, the number of options from which students can choose, the number of culturally relevant options from which students can choose; educational outcomes for all students at Navajo Prep, annually increasing the number of students who choose options; and increasing parent involvement and support for program. Navajo Preparatory School supports student-selected learning pathways. Activities include (1) establishing service agreements; (2) linking each service provider with teachers at Navajo Prep to assure cultural competency and integration into the school's curricula; (3) developing and distributing student and parent informational materials; (4) establishing registration processes; (5) establishing benchmarks for math and ELA proficiency testing, graduation rate and college enrollment; (6) expanding school's Parent Advisory Group and designating Parent Liaison to support parents in the program; and (7) providing parents with guidelines for requesting additional services.

Nenana Native Council, a federally recognized Tribe, proposes to implement the Athabascan Native Connections (ANC) project in partnership with the Nenana City School District, which serves a total of 184 students, most of whom are Alaska Natives. ANC will expand local service options and improve youth outcomes by igniting, exciting and preparing students for majors and careers in the high-demand fields of science, technology, engineering and math. The goals of ANC project are to (1) enhance the educational and Alaska Native cultural services provided to Alaska Native students attending Nenana City School, (2) improve the academic performance of Alaska Native students attending Nenana City School, and (3) increase the 21st century college and career readiness of Nenana City School students.

The Nisqually Indian Tribe, a federally recognized Indian Tribe, is presently involved in a multiyear effort to improve educational outcomes for Tribal youth within the Tribal service area of the Nisqually Reservation in Thurston County, Washington. The Nisqually Youth Educational Choice Option Initiative (NYECOI) takes a comprehensive approach to addressing challenges facing tribal youth as they move through the school system. The following are involved in creating a multisystem collaboration: the Nisqually Indian Tribe's Education Department, The Lut Indian School (a BIE-funded school), the Yelm School District and the North Thurston School District, Northwest Indian College, the Nisqually Tribal Youth Program, and the newly formed Nisqually Parents of Remote Learning Students (PRLS), as well as other available community programs. The overall purpose of the NYECOI is to implement an intensive outreach, public education, and intervention program, and culturally relevant styles of learning for 193

The San Juan School County School District, in partnership with the Navajo Nation and Ute Mountain Ute tribes, will implement San Juan Native American Youth Choosing a Brighter Future. The project will serve 1,831 American Indian/Alaskan Native (AI/AN) students located in Utah's San Juan School District. Schools located within the boundaries of the Navajo Nation are Montezuma Creek Elementary School, Whitehorse High School, Tse'biinidizgai Elementary School, Monument Valley High School and Navajo Mountain High School. Bluff Elementary School borders both the Navajo Nation and White Mesa (Ute Mountain Ute Tribe). Blanding Elementary School, Albert R. Lyman Middle School and San Juan High School are all in close proximity to the Navajo Nation and White Mesa. The goals and objectives of the project are to Improve college and career readiness of SJSD Native American K-12 students by addressing barriers through a community collaboration to offer student and parent choice in existing local and distance programs, practices, and service providers; increase the number of SJSD Native American students in grades 11 and 12 who show college readiness; increase student attendance and reduce the chronic absenteeism; decrease the number of school suspensions/expulsions of SJSD Native American students in all grades; increase the rate of on-time student graduation in four years; and increase the resilience of SJSD Native American students within their reservation communities against suicide, measured by the assessment of health-risk behaviors delineated in the Navajo Nation Youth Risk Behavioral Survey (NNYRBS) and the State of Utah Student Health and Risk Prevention (SHARP) Survey.

Sokaogon Chippewa Community (SCC) Mole Lake Band of Lake Superior Chippewa offers a suite of education services, internal and through external direct service providers, with the objective to enhance educational outcomes and improve culturally relevant educational choice for the community's preK-12 children. SCC will use the planning year to build the necessary capacity to deliver the programming and develop the processes for provider selection and student and parent/caregiver feedback. Based on the community's assessed needs, SCC will provide children with the following educational services: Higher Education Assistance, Workforce Development for Teens, Cultural Preservation, Sports Enrichment and Academic Tutoring. Students will be able to select any program from this menu of services in which they are interested in participating. Additionally, students and parents may request services outside of these options and SCC will work to provide students with desired services, either internally or via an external service provider. The total amount of students served by the grant funds is 1,760. SCC will improve and enhance educational choice by enabling the Tribe to meet the needs of the community's students and by enabling the students themselves and their parents to choose education services by selecting the specific service and provider desired.

Stone Child College (SCC) will demonstrate the effectiveness of services designed to improve the educational opportunities and achievement of Indian elementary and secondary students on the Rocky Boy's Indian Reservation. Expected outcomes include increased graduation rates, decreased school disciplinary actions and increased school attendance. The project proposes to add educational services focused on decreasing risky behaviors and increasing a connection to the Chippewa Cree culture. Major partners include Chippewa Cree Tribe, Box Elder School and Rocky Boy School. Potential service providers include Chippewa Cree Cultural Resources Preservation Department, Mahchiminahtik Chippewa and Cree Language Revitalization (MCCLR) nonprofit organization, Rocky Boy Health Center/White Sky Hope Center, and other local consultants.

The California/Oregon Indian Student Services Program (COISSP) developed by the Tolowa Dee-ni' Nation (TDN) is designed to expand the options of services available to Indian students, and to increase parent and student choice in the services that students receive. COISSP is designed to service approximately 1,000 Native students in Del Norte and Curry Counties. The focus of the COISSP program is to expand educational choice by enabling the TDN Education Department, in partnership with schools in Del Norte and Curry County, to develop student options that meet the needs of the students and enable parents of Indian students to choose education services by selecting the specific service and provider. COISSP will partner with the Yurok Tribe, Resighini Rancheria, Elk Valley Rancheria, Two Feathers Native American Family Services, North Coast Indian Development Council, College of the Redwoods, and Southwest Oregon Community College. Expanded services to students may include apprenticeships or training programs that lead to industry certifications; concurrent and dual enrollment; Native language, history or culture; advanced, remedial or elective courses (potentially online); Supplemental Special Education services; books, materials, or education technology, including learning software or hardware that are accessible to all children; tutoring; summer or afterschool education programs, and student transportation needed for those specific programs. Additionally, programs could include instruction in the arts, music or sports; to the extent that the services are culturally related or are supported by evidence that suggests the services may have a positive effect on relevant education outcomes.

The Tunica-Biloxi Tribe of Louisiana will implement the project titled Improve Academic Success and Career Readiness 2020 Indian Children and Youth Program: Accessing Choices in Education (ACE). Tribal students will have access to several key services: (1) In-Person Tutoring (COVID-19 social distancing and other preventive measures observed), (2) Online Tutoring Services (for Tribal students with transportation barriers and home study due to COVID-19 school closures), (3) Home School Support Resources, (4) Education Counseling/Mentorship, (5) ACT/SAT Test Prep, (6) Supplemental Learning Centers (after-school programming and summer academic enrichment), (7) Tunica-Biloxi Language Classes, (8) Tunica-Biloxi Cultural Workshops, and (9) Special Education Services and Supports for Tribal students with disabilities. The target population for the ACE program is Tunica-Biloxi Tribe of Louisiana Tribal students in primary or secondary school and their parents/guardians. The program will serve an average of 150 Tribal students annually. To ensure the success of the ACE program, the Tunica-Biloxi plans to achieve the following goals during the planning and implementation of this project: Goal 1 (Tribal Students): Improve Tunica-Biloxi Tribal student academic performance by increasing the educational choices by 50% by providing a comprehensive pool of culturally appropriate educational and education support services and service providers. Goal 2 (Tribal Parents): Increase the educational choices for parents by providing a comprehensive pool of culturally appropriate education service providers. Goal 3: Target Tribal youth with disabilities (including mental, physical, and substance abuse) in overcoming barriers to educational attainment to improve academic performance metrics for this subgroup.

Turtle Mountain Community College (TMCC) will serve as the applicant to implement the Turtle Mountain ACE (Accessing Choices in Education) project to directly improve student service opportunities for Indian student/parents. The College will partner with the Turtle Mountain Band of Chippewa Indians, a Bureau of Indian Education-funded school (Turtle Mountain Community High School), and two remote rural education agencies (Dunseith and St. John High Schools) to implement this project. Regularly scheduled activities, grounded in research and evidence-based strategies, will take place during the school day, after school, and the summer to support students' success and college and career readiness, including school-day instruction/workshops, outside of school tutoring/learning sessions, career academies, hands-on learning with a focus on STEAM (science, technology, engineering, arts and math) during summer camps, and involve Tribal Elders and Native role models to engage students in career and cultural activities. The goal of Turtle Mountain ACE is to inform and engage parents/students in a range of evidence-based, culturally relevant services that effectively support each student to pursue a personalized plan of success that meets each individual's needs, goals and readiness to pursue college and/or career development.

Tzicatl Community Development Corporation (Tzicatl) is funded to support "American Indian Resurgence (AIR) Initiative: Native Youth to College through Community Pathways." The project will serve approximately 1,000 Native American students in grades six through 12, widely dispersed throughout Los Angeles County to represent a diversity of Tribal affiliations, racial identities, economic status, language, districts and schools. Tribal affiliations of students and families to be served may include Cherokee, Apache, Navajo, Ventureño Chumash, Gabrieleño Tongva, Fernandeño Tataviam and others that are eligible for services under the definitions of the grant. The purpose of the proposed project is to empower the self-determination of Los Angeles area Native American middle and high school students and their families with access to high-quality and culturally relevant educational choices and services that will cultivate a living Indigenous education ecosystem; support their Native identities within our unique geographical, historical and cultural context; and create pathways to high school achievement and college enrollment. Individual outcomes include (1) Increase the power of individual family choice while deepening community cohesion through a sustainable ecosystem of services for Native students and families who are often isolated and underserved within their schools and school systems. (2) Increase high school graduation and college enrollment rates for Native students. (3) Support Indigenous cultural identity and wellness for students through land-based and culturally relevant programming, including counseling and mentoring support.

Umo'n Hon Nation Public Schools will implement the Umo'n Hon Nation Improving Tomorrow for Everyone (UNITE) project. This project prioritizes parent and family engagement to identify needs and services to best serve approximately 540 Native students attending the Umo'n Hon Nation School district located on the Omaha Indian Reservation in Macy, NE. The main goals of this project are to develop a service plan of multiple student opportunities, supports, and educational choice through the implementation of a parent advisory board that will offer career awareness and employability skills for all participating students. It will also provide programming to support work-based experiences and industry certifications for students to increase graduation rates and will develop a sustainable program that serves the needs of Native American students.

The Monarch Project is named for the monarch butterfly, often associated in Tribal legends with symbolism of change and transformation. The lead applicant is United Tribes Technical College (UTTC), in partnership with Sitting Bull College. Goal 1 is to increase parents' sense of self- efficacy for engagement in and access to educational services designed to support the academic goals of their children. Goal 2 is to expand the number and variety of high-quality, culturally responsive educational service options for American Indian students. Goal 3 is to create "on-ramps" to education for American Indian students who have disengaged with, or who are struggling in, a traditional high school environment. The anticipated performance outcomes of the Monarch Project include these: positive parent perspectives on the quality and variety of educational services offered; increased participation of American Indian high school students in dual and concurrent enrollment in academic and career technical education (CTE) courses; increased access to various online coursework for American Indian high school students; expanded credit recovery options for students; and, by the end of the project, a 10% increase in course credit attainment and a 5% increase in high school graduation rates for American Indian students. Major activities will include the participatory engagement of parents in all aspects of the project, from planning to evaluation. Overall, the Monarch Project features a collaborative pathway for disconnected youth to earn a high school diploma and concurrent college credit, based on an evidence-based model. Participating schools include all four high schools in the Bismarck Public School District, as well as Fort Yates and Solen High Schools, which are located on the Standing Rock Sioux Reservation. The project expects to serve approximately 1,832 American Indian students, over a period of five years.

The Pisichu Enrichment Academy for Knowledge (Project PEAK) serves the Ute Mountain Ute Tribe to improve educational opportunities and achievement of Indian children and youth; it is modeled on the research-based 21st Century Community Learning Centers program. Project PEAK will serve the areas of Towaoc and White Mesa to provide opportunities for academic enrichment, including tutorial services to help students meet challenging state academic standards, and a broad array of additional services, programs, and activities that are designed to reinforce and complement the regular academic program of participating students. With the Ute Mountain Ute Tribe, major partners in the project include Center for Rural Outreach and Public Services (CROPS), PSA Training Consultant of FilmWorks Pacific, Summer Film Workshop Trainers of Barcid Foundation and LA SKINS FEST, Blue Earth Network, Boomerang Coach, ConverSketch, and Innovative Educator Consulting. Based on current collaborations, other local and national project partners, such as Southwest Open School, Fort Lewis College, San Juan College, University of North Dakota and Utah State University, are expected to participate to support credit recovery programming and dual credit activities.

The Winnebago Tribe of Nebraska (WTN), along with community project partners, will implement the Education Pathways to Student Success (EPSS) initiative to provide education choices for Native children and their families in the Winnebago community. EPSS will engage 80 elementary and secondary students per year (400 over the five-year project period) and their families in evidence-based curriculum focused on increasing their academic success and college and career readiness. Community partners include Winnebago Public Schools, Little Priest Tribal College, Boys and Girls of Nisoc Haci, Ho-Chunk Incorporated, and Ho-Chunk Community Development Corporation. The EPSS initiative will serve the village of Winnebago on the Winnebago Reservation in rural Thurston County, in northeastern Nebraska. The goals of the project are to improve academic success of participants, provide career and college readiness activities, create a community-based apprenticeship program, and increase parent and family participation in their child's education.

The Yerington Paiute Tribe ACE (YBT ACE) project identified a project focus and specific services based on the needs of the local community through evaluations, focus groups and surveys. The program seeks to serve 150 students within the service area to include American Indian students that attend school at the Yerington Intermediate School and the Yerington High School in Yerington, NV, within the Yerington Paiute Tribal Reservation. Potential service providers have been identified and will be finalized during the planning year. A Parent Advisory Council and Youth Advisory Council will be developed during the planning year to oversee the final selection of services and providers. An online portal will be developed to assist parents and students easily access and select their choices. As a result of this ACE project, a decrease in student suspension rates and student tardiness, improvement in student graduation rates, a decrease in student absentee rates, and the improvement of student academic achievement are expected. The overall expected outcome of the YPT ACE program will be options available for student and parent choice to address educational needs and provide student educational opportunities through increased educational choices.

The Tribal Leaders of Tomorrow Indian Children and Youth project was developed by lead applicant Yukon Flats School District and partner Gwichyaa Zhee Gwich'in Tribal government to serve 275 Athabascan Native Alaskan students, located in six remote villages. The project is designed to improve education in this geographically huge school district through the provision of educational choice to better serve Native Alaskan students. The main goals of the project are to raise student achievement and college and career readiness through expanded choice of culturally sensitive educational options, increasing students' ability to become productive members of the tribe. The goal will be measured by increasing the district graduation rate from 68% in 2019 to 74% by 2024 and improving districtwide student proficiency on state standardized tests from 14.5% in 2019 to 21% by 2024.

Yukon-Koyukuk School District (YKSD), in partnership with Tribal Council of Hughes Village Council, Minto Tribal Council, Brightways Learning, and other local tribal councils, will implement the ESTEEM (Emotional Skills Training for Educational Excellence & Motivation) project to offer high-quality choices of services — including culturally responsive services — and providers from which parents and students can select. The purpose of the project is to improve student and parent satisfaction with students' overall educational experience by motivating and engaging Alaska's most at-risk students. To that end, ESTEEM is comprised of three major goals: (1) Motivate and engage Alaska's most at-risk students into developing resilience and strong social-emotional skills (SES); (2) Provide students with the opportunity to acquire Alaska Native language skills and cultural knowledge; and (3) Enable students to participate in career and technical education (CTE). Expected outcomes are these: increased total number of students served and increased percentage of culturally relevant and other service options for students based on feedback; increased percentage of parents who believe the variety and quality of service options meet their children's needs; improved response rate to service requests by parents; improved student resilience and SES, and deeper connections to adult anchors; improved suspension, graduation and attendance rates; increased opportunities for students to improve knowledge of Native language/culture; and opportunities for students to participate in CTE services to improve school and life outcomes.

Yukon-Koyukuk School District (YKSD) will implement the YKSD Interior Choices Project (Career, Hope, and Options for Indigenous Communities through Educational Structure) to significantly expand educational choices for 2,300 students in 26 schools across 148,000 square miles. The main goals of this project are as follows: Provide culturally relevant educational choices/sessions for Alaska Native 7th-12th graders to choose from; increase high school graduation rates; design a framework for sustained community collaboration to plan, promote, implement and evaluate the culturally relevant educational options for students living in the Interior; parents will report that the number, variety and quality of options offered meet their children's needs; Inform parents and students of educational options and sessions; maintain a reasonable average time in responding to parent's requests for specific services; and meet a reasonable percent of parent requests for additional services that result in adding new services to the offering. For the YKSD Interior Choices Project, the following partners have been identified: Tribes: Allakaket Tribal Council, Hughes Village Council, Huslia Tribal Council, Nulato Tribal Council, Kaltag Tribal Council, Koyukuk Tribal Council, Minto Village Council, Ruby Tribal Council and Rampart Tribal Council. LEA Partners: Iditarod Area School District, Alaska Gateway School District and Tanana City School District. Postsecondary Partners: Alaska Pacific University — Designated as an Alaska Native-Serving Institution (2019), Northern Industrial Training and Alaska Vocational Technical Education Center. Service Provider: Alaska EXCEL (Excellence, Communication skills, Employability skills, Leadership development).

The Yurok Tribe's Native Educational Choices and Empowerment Project (NECEP) will expand the services available to Indian students and increase parent and student choice in the services that students receive. NECEP will serve approximately 2,000 Indian students living on and off Yurok and Hoopa Valley Tribal lands in Del Norte and Humboldt Counties, California. The focus of NECEP is to expand educational choice by enabling the Yurok Tribe Education Department, in partnership with other Tribal organizations, and schools serving these students in Del Norte and Humboldt Counties, to develop student options that meet the needs of their students and enable parents of Indian students, or the students themselves, to choose education services by selecting the specific service and provider. NECEP will partner with the Hoopa Education Association, Two Feathers Native American Family Services, North Coast Indian Development Council, College of the Redwoods, and the Del Norte, Eureka City, Klamath Trinity and Northern Humboldt High School Districts. NECEP goals, objectives and performance measures include increasing parent/caregiver engagement and involvement in student success through choice, increasing American Indian student attendance, student school success, and increasing family leadership.

 FY 2018

The American Indian Resource Center (AIRC) applicant, will implement the Sequoyah Project, which represents two counties with two rural schools in these counties being our main LEA partners: Sequoyah High School (Cherokee County, BIE-funded) and Vian Public Schools (Sequoyah County). Other schools to be served include 11 sites in Sequoyah County. The Cherokee Nation Educational Department will represent the Cherokee Nation (tribe), Cherokee Nation Foundation and Carl Albert State College will be partners. The Sequoyah Project will use several strategies to meet the need of College and Career Readiness of American Indian students in 20 school sites by using evidenced-based curriculum and proven program strategies. The outcomes of the project is to provide an overall comprehensive approach to college and career readiness for American Indian students, 5- 12 grades, living in Cherokee and Sequoyah County, Oklahoma. The strategies used to reach these outcomes and the GPRA goals are Leadership, Cultural Identification, Academic Enrichment, STREAM, Virtual Learning, ACT test strategies, and Financial Literacy Defined Local Geographical Area Served by the Project: Project Sequoyah, represents the two counties (Cherokee and Sequoyah (southern area) in northeast Oklahoma) we will be serving- the Indian students (2,320) in grades 5-12th grades in 20 schools in these counties, located in rural northeastern Oklahoma in the heart of Cherokee Nation jurisdictional/tribal area and in Cherokee County, Tahlequah, Oklahoma. Barriers and Opportunities Addressed by the Project: Barriers include: low income first generation college, low educational levels, high drop-out rate, teenage pregnancy and the lack or desire to achieve any type of college degree/certificate, the isolated location of their schools and its proximity to opportunities and lack of structured mentoring/educational enrichment. American Indian Resource Center, Inc. Opportunities include partner coordination to deliver services to these communities and learn how to have a "Positive Tomorrow", productive citizen and "BE BEST" (Melania Trump). Community Based Strategies and Measurable Objectives of the Project: Strategies will be to meet the need of College and Career Readiness of American Indian students using evidenced based curriculum and proven program designs. These schools will have access to several community based strategies and tools (Leadership, Cultural Identification, Academic Enrichment, STREAM, Virtual Learning (interactive field trips/ Skype, ZOOM), OIE/ACT Testing Strategies (adapted for cultural and age level), and Financial Literacy (Junior Achievement programs through the Cherokee Nation Foundation) and "CASC" Positive Tomorrow. Objective 1. By the end of the 48 months, 80 percent of students will have increased their scores on the Rosenberg Self-Esteem Scale by 10% by participating in Leadership strategy: Project Venture (5-8), Challenge Day, (7 high schools) Native Hope and Cultural Identification, (5-12). Objective 2: By the end of each school year, 80 percent of students participating in Academic Enrichment, STREAM, testing strategies (12 elementary schools), Virtual Learning/ZOOM; will demonstrate an increase in 5 percentage points in two of their core subjects; and those students participating in ACT test strategies (12 elementary and 8 high schools) will demonstrate an increase of 1-2 point on ACT retest. Objective 3: At the end of each school year, the 5th; 6th & 8th grades (12 elementary schools) will have participated in the Junior Achievement strategy and career exploration (5-12th) with an emphasis on careers with a tribal emphasis with 90percent completion rate.

Wóksape Taté Tópa: Community Partnership to Increase College and Career Readiness The project partners include: the American Indian Science and Engineering Society (Indian Organization), Cheyenne River Sioux Tribe (Tribe) and its TEA, and four schools: Dupree School (LEA), Timber Lake School (LEA), Takini School (BIE), and Tiospaye Topa School (BIE). All proposed project programs and activities will take place within the geographic area of the Cheyenne River Sioux Tribe (CRST) reservation. Wóksape Taté Tópa means the wisdom of the four directions in Lakota, and the heart of the proposed project draws on the wisdom and experiences of the four communities and schools involved in this proposed project. The proposed project will address barriers to college and career readiness, specifically in the fields of science, technology, engineering, and mathematics (STEM), among American Indian and Alaska Native (AI/AN) students. There are a multitude of barriers to college and career readiness of AI/AN students living on the CRST reservation. Among those are community wide issues like poverty, poor health, and substance abuse, issues that are pervasive and deeply rooted. Additionally, there is a clear need among schools on the CRST reservation to improve the math and science proficiency of its students. To address these issues the proposed project seeks to increase engagement, interest, and competencies in STEM and computer science subjects among students of all ages, build the capacity of the schools to support students in STEM, and generate parent and community support of and engagement in STEM studies and careers, particularly for AI/AN youth on the CRST reservation. Improving STEM education, by introducing novel and culturally relevant STEM curriculum and programs and providing students with opportunities to grow and flourish in new environments, is the mission of the proposed collaborative project. The proposed project will build upon existing relationships, opportunities, and infrastructure established through a FY2016 NYCP grant to scale the current efforts and expand opportunities and resources to all schools, students, teachers, and communities on the CRST reservation. The following are the proposed measurable objectives of the project: 1. Increase STEM interest and competencies among students in grades K-12 through in-class lessons, family STEM nights, summer- and after-school programs, AISES events, college preparation resources and activities, and STEM research; 2. Increase the STEM education capacity of Dupree, Timber Lake, Takini, and Tiospaye Topa Schools through curriculum development, teacher training and professional development, college readiness resource development, and STEM supplies and equipment; and 3. Increase CRST community interest and engagement in STEM, particularly among parents through family STEM nights, outreach and promotion conducted by CRST, and involvement of CRST elders and community members in developing and incorporating Lakota culture and language in all the proposed project activities. In this community-based project, AISES will provide STEM knowledge, program development and implementation. CRST will generate community support and participation, and the four schools will provide educational expertise and facilities, as well as recruit administrator, teacher, and student participants. All the partners have the expertise and passion to effectively develop, implement, and evaluate the proposed project in order to significantly improve the college and career readiness of AI/AN students on the CRST reservation.

Bay Mills Indian Community (BMIC), a federally recognized tribe, is allowing Boys & Girls Club of Bay Mills (commonly referred to as the Club) to apply on their behalf. The Club, an Indian organization and a department of the BMIC, is the lead applicant for this grant and will serve as the administrative agency managing the development, application and assessment of the EmPOWERing Our Youth program. There are four components to this project that will provide a comprehensive approach to assisting the youth of the community in achieving in school and improving their educational opportunities. Part one of the project will entail expanding upon "Power Hour." This is a homework lab and tutoring service that is currently available through the Club. The expansion will include hiring additional staff members that are able to assist parents and students in optimizing their educational experience through tutoring and homework help; resource identification and facilitation of workshops for parents to enable them to academically help their child/student; and support staff that is able to coordinate communication between the student, parent and school. This will help to ensure that all the needs are met for each child (and parent/family) involved in the program. Power Hour will also be able to introduce a computer/tablet lab for the area Native American youth. Part two of the project will involve bringing more consistent and ongoing cultural teachings into all three Club sites by hiring one full-time staff member that is strictly devoted to this. The third part of the project involves increasing access to the Club by purchasing a 15-person van to transport students to and from the Bay Mills and Brimley Club sites, to also include funding to license current staff members to drive transportation. This will allow for more access to the resources available to the students. Finally, part four of the project will be the introduction of a robotics and science camp for the Native American youth in grades 6-12. This proposed program will primarily serve BMIC tribal youth, as well as many Sault Sainte Marie Tribe of Chippewa Indians youth. Approximately 363 youth (ages 5-19) will benefit from this project. The club is open to all youth in the area, however, those that do attend are primarily Native American (244 of the attendees are Native American). The primary priority of this project is to effectively develop a program that improves the educational opportunities and achievement of Native American students.

Consortium Members: Schools: Bernalillo Public School (BPS). Tribes and Tribal Education Departments: Pueblos of Cochiti, Santo Domingo, San Felipe, Zia, Jemez. Organizations: Leadership Institute at the Santa Fe Indian School and College Horizons, Inc. Program Name: BPS Student Success Program (SSP) Purpose: In national conversations college and career readiness is typically framed with the goal to prepare a future workforce that is ready to compete in the global economy. As educators we grapple with the question, "what does it mean to be college and career ready?" When thinking of college and career readiness from an indigenous framework the question is deepened to ask, "What does it mean to be college and career ready and what does it mean to be community and culture ready?" In other words, what does connecting college and career readiness to community and culture look like? The purpose of the Student Success Program is to provide culturally relevant college and career readiness programs that are rooted and aligned with Pueblo core values, community, culture and career needs so that Pueblo students will be their full self without having to choose between community and culture and/or career and college. Outcomes and Priorities: 1) Provide a culturally relevant college and career readiness curriculum for 7th-12th grade BPS students that meets the needs and reflects the community, cultural, linguistic, economic and core values of the Pueblo communities, 2) Increase parent/family and Pueblo community engagement in college and career readiness curricular goals through institutes that gather the needs, recommendations and priorities of the community, 3) Align the CCCRC in the school, home, Pueblo Tribal Education Departments so that students, families, communities and the school can collectively and comprehensively support and advise students on college and career pathways that reflect the community and cultural priorities, and 4) Provide school based and community based individualized advising to students and families and achieve a 100:1 student to counselor ratio by placing 7 Student Success Coordinators in the high school and middle schools to support the current school counselors. Number of Participants to be Served: A total of 610 Native American students in BPS middle and high school will be served alongside 500 parents/families. Through the Leadership Institute's gatherings and College Horizons trainings 300 educators, parents, community members will be served. The Number and Proposed Sites: Four school sites (Bernalillo High & Middle School, Cochiti Middle School and Santo Domingo Middle School) and 7 Pueblo communities and Departments of Education (Cochiti, Santo Domingo, San Felipe, Santa Ana, Sandia, Jemez, and Zia). Activities to Secure Employment for Participants: Through the convening's of the Leadership Institute, the economic, career needs and priorities of the Pueblos will be identified and then integrated into the adaptation of the college and career readiness curriculum. This alignment allows for the school, Pueblo and students/parents to work strategically on career pathways that allow a Pueblo student to contribute meaningfully to their home community. Additionally, the Leadership Institute's established Summer Youth Tribal Employment program will provide 20 summer internships each year of the grant to BPS students. The Student Success Coordinators will identify other career readiness programs offered in BPS and in the Pueblos and will work with students to complete applications for participation. For example, Bernalillo Public Schools has a Carl Perkins Career Pathway grant and Pueblo youth will be encouraged to participate in a pathway of their choice. Certain Pueblos also offer summer internships such as San Felipe, who offers internships in the Department of Natural Resources and in Government Administration.

Purpose and Expected Outcomes of the Project: The Developing Readers: A Home, School and Community Partnership Model project is designed to meet the absolute priority of ensuring Native American children/students are college and career ready through a comprehensive, needs-based, three-tiered model focused on literacy/reading proficiency delivered in the home and school through community partnerships. The overarching goal of the proposed project is to ensure that all children on Gila River Indian Reservation become proficient readers by third grade. The identified goals for the project are as follows: Goal 1: Increase the reading proficiency level of all students enrolled in K-3 at the School Choice partners utilizing an Every Student Succeeds Act (ESSA) evidence-based curriculum. Goal 2: Initiate a comprehensive home visiting/family engagement program with a focus on literacy within the home and community. Goal 3: Establish two demonstration preschool sites to expand high quality education to meet the unfulfilled need on Gila River Indian Reservation. Goal 4: Establish a cross-sector, professional learning community that builds the capacity of families to engage in home-based literacy practices and the development of school-based reading expertise of all teachers in preschool — 3rd grade schools that results in an increase in the reading proficiency of all students. The School Choice partners schools and Early Childhood Centers for the Developing a Reader proposal includes: Blackwater Community School (BIE Pre-K-3) Lead and fiscal agent, Akimel O'Otham Pee Posh Charter School (3-5), Gila Crossing Community School (BIE Pre-K — 8), Sacaton Elementary School District (Pre-K — 8), St. Peter Indian Mission School (K-8) and Tribal Education's Early Childhood Learning Centers. Community Partnerships include First One Hundred Institute that will coordinate with the National Center for Family Learning to deliver a three-tiered professional development and technical assistance model for the Home Visiting/Family Engagement program, for the Preschool program utilizing the Circles® curriculum and the delivery of a comprehensive K-3 reading -professional development model. Southwest Human Development will expand and train pediatricians at three clinics on the Reach Out and Read project. Julie Cibbarelli, DIBELS Trainer, will work with the schools on administering and analyzing DIBELS reading data. Arizona State University will conduct the project evaluation. Defined Local Geographic Area: The Gila River Indian Community is a 374,000-acre Indian Reservation located in South Central Arizona, bordering the Phoenix metropolitan area. The Community lies south of the cities of Phoenix, Tempe, and Chandler, and north of Casa Grande. GRIC is the fourth largest federally recognized Native American Tribe in the United States and consists of two distinct tribes the Pimas (Akimel O'Odham) and Maricopas (Pee Posh).The Barriers and Opportunities to be Addressed by the Project: The seeds for readiness are planted in the home — readiness for school, readiness for career success, readiness for college. Gila River Tribal families stand among thousands of Indian families nationwide who fight a continuing battle to achieve optimal conditions for growing career-oriented learners that are ready. The partners intend to implement Develop Readings across the Gila River Indian Reservation by overcoming the biggest barriers to college and career readiness—limited family engagement centered on literacy, limited access to high quality preschools programs, the adoption of evidenced-based reading programs in K-3 that will ensure that all children are proficient readers at the end of third grade as measured by AZ. Merit and a comprehensive professional development model focused on the home, school and the community. The ultimate goal of the proposal is to ensure that all students are proficient readers in 3rd grade; there by, becoming "College and Career" ready students.

Applicant: Blue Lake Rancheria Tribe. Consortium for Tribal Innovation and Entrepreneurship (C-TIE) Partners: Humboldt County Office of Education (LEA), Northern Humboldt Union High School District. Purpose and Expected Project Outcomes: The proposed Pathmakers program is a community-driven, comprehensive project to help K-12 Native Youth in Humboldt County (Northwest California) become college- and career-ready through culturally-adapted, extra-curricular, STEAM-focused "makerspace" programming that provides them with additional choices and paths for accessing educational opportunities. Outcomes for Native Youth in Pathmakers include gaining the skills and competencies that make them college and career ready. The project design seeks to foster the following attributes in Native Youth participants: 1) enhanced self-efficacy, 2) greater ability to set goals and persist in achieving them, and 3) stronger interest in Science, Technology, Engineering, Arts, and Math (STEAM). The program is designed to address achievement gaps and strengthen the self-determination of Native Youth as they come to see themselves as capable and contributing members of ingenious and resilient cultures. Pathmakers program evaluations will seek to determine if improvements in self-efficacy, goal-setting, and persistence lead to skill and competency acquisition, and thus to higher rates of retention and post-secondary attainment (college or career). An additional outcome is the development of culturally-adapted K-12 makerspace curricula. The project team has an objective of developing (a minimum of) 104 K-12 STEAM-based "modules" over the four years of project delivery. Number of Participants to be Served: Pathmakers includes programming available to 1,600 K-12 Native American students in public schools in Humboldt County. The program team has established a goal of a minimum of 500 participants per year (after-school, weekend, summer). Number and Location of Proposed Sites: The Pathmakers program will be accessible to all 27 school districts in Humboldt County with Native Youth enrolled, but will prioritize mobile outreach and on-site programming to sites with a higher numbers of Native Youth (NY), including nine districts with 616 NY students combined: Eureka City Schools (212 NY students), McKinleyville Union Elementary (98 NY students), Northern Humboldt Union High (108 NY students), Fortuna Elementary (44 NY students), South Bay Union Elementary (43 NY students), Cutten Elementary (39 NY students), Loleta Union Elementary (36 NY students), and Humboldt County Office of Education (28 NY students). The following schools have between 10 and 25 NY students (a total of 133) and will be also included in the mobile outreach at lower rates: Arcata Elementary, Blue Lake Union Elementary, Ferndale Unified, Freshwater Elementary, Mattole Unified, Pacific Union Elementary, Southern Humboldt Joint Unified, and Trinidad Union Elementary. Summer mobile outreach programming (workshops, camps) will also be held on-site at tribal reservations (see tribe list below) and will be able to reach hundreds of NY not reached in after-school programs (e.g., there are 570 K-12 students in the Hoopa Tribe). How the project will conduct activities to assist participants in identifying and securing qualifying employment: HCOE and NHUHSD offer several Career Technical Education (CTE) programs including: 1) Education at Work, 2) Humboldt Maker Movement, 3) Trades Academy, 4) Health Career Exploration Project, and 5) Skills Academy. By supporting CTE high school career pathway programs, employers in Humboldt County help bridge the connection from classroom to real work experiences, while building a pipeline of future employees. The C-TIE consortium partners recognize that early exposure to career options is critical, and work to help learners explore their career options while in school, rather than waiting until after graduation. Indian Tribes Involved with the Project: Members of the Bear River, Blue Lake, Big Lagoon, Hoopa, Karuk, Table Bluff, Trinidad, and Yurok tribes will be involved in this project.

The Cheyenne and Arapaho Tribes is a federally-recognized American Indian Tribe and an established Tribal Education Agency (TEA) with jurisdiction located in Western Oklahoma. The Cheyenne and Arapaho Tribes service area includes 8,996 square miles, serving nine counties, including: Beckham, Blaine, Canadian, Custer, Ellis, Kingfisher, Roger Mills, Washita, and Woodward Counties. Canadian County is considered the only urban county within the tribes' service area, and all eight remaining counties are considered rural areas without adequate resources available within the rural jurisdictional proximity. The total population of tribal members is 12,631. The total number of local tribal members are 5,251. There are 1,435 tribal members employed above the poverty line include and 4,075 members underemployed and living below the poverty level. The total number of unemployed tribal members in all counties is 3,103. This project focuses on students attending elementary school, beginning in third grade, and extending into middle school through the eighth grade. The Cheyenne and Arapaho Tribes Department of Education conducted a needs assessment survey at the partnering rural based local educational agency (LEA) within our service area, including Clinton Public Schools. Based upon these assessments, the data displayed a strong need for college and career preparation, as well as tutoring and cultural education. The barriers identified consisted of high unemployment rates, and employment opportunities, limited resources, and lack of educational activities. Objectively, the tribes will utilize a community based strategy with measurable outcomes outlining goals that focus on increasing attendance, improve after-school programs, increase community initiatives to engage parents and children in educational and cultural activities, improve GPA, collaborate to build community based resources and continue STEP-NYCP mentorships.

The Choctaw Nation of Oklahoma, in partnership with Jones Academy (BIE-funded school) and Hartshorne Public School, plans to implement Project Pehlichi (Choctaw translation: Leader) at Choctaw Nation Head Start centers and Jones Academy to create culturally aware, competent, confident Native students who are prepared to pursue college and career opportunities. Project Pehlichi will be housed at Jones Academy in Pittsburg County, Oklahoma. Students range in grades 1st through 12th, with approximately 75 percent of students from rural areas and small towns in eastern Oklahoma. Project Pehlichi will create a culturally rich learning environment in all Choctaw Nation Head Start Centers by implementing technology, STEAM activities, and Conscious Discipline trainings; Jones Academy Elementary will implement Voyager and Reading Plus reading programs. Project Pehlichi will provide structure and support for Jones Academy students in grades 7th — 12th to enhance the outcome of high school graduates and college and career success rates by establishing a Student Success Center. Project Pehlichi staff will host STEAM Camps for Native elementary and secondary students on the Jones Academy campus and STEAM Saturdays for Native students in grades 5-12 to expose and promote college and career readiness in regional locations in CNO territory. Project Pehlichi will serve 2,505 Native students during the 48 month project period. With culture being at the heart of Choctaw Nation Head Start's work, using an instructor that focuses on cultural competency and Native children is integral. Conscious Discipline (CD) is a leader in classroom management and provides a transformational, whole-school solution for social-emotional learning, discipline, and self-regulation. CD equips educators to integrate social-emotional learning, discipline, and self-regulation so that teachers spend less time policing behavior and more time teaching vital life skills. Choctaw Nation of Oklahoma — Project Pehlichi Special Programs for Indian Children — Demonstration Grants (NYCP).When students have the ability to read with confidence and read well, a foundation is established to succeed in other academic endeavors. Voyager reading programs deliver results across the spectrum of student needs including those in special education, ELL, and those who have simply fallen behind. Reading Plus reading program focuses on two key domains of reading motivation (interest and confidence) and how they relate to reading comprehension, efficiency, and overall reading proficiency. Students succeed in their educational endeavors when they have the tools and support needed. A Student Success Center will be established at Jones Academy to ensure 7th — 12th grade students will have access to quality tutoring and have the necessary equipment to succeed. STEAM will be implemented through elementary and high school summer camps and STEAM Saturdays will rotate quarterly to regional locations in the 10.5 counties of the Territory. Adding the art component to STEM (Science, Technology, engineering and math) helps bring Native American culture into the lives of Indian students and develops the whole learner. Project Pehlichi has a range of partners entwined in the project to maximize both the effectiveness and quality of service. Jones Academy, Hartshorne Public Schools, and Choctaw Nation Head Starts will be critical components to this project. Other partners include parents, American Indian Science and Engineering Society (AISES), UNITY Native Leadership, American Indian Institute (Aii) at the University of Oklahoma, NASA, corresponding school districts and community providers and other Choctaw programs that serve the target population. The Choctaw Nation believes that Project Pehlichi will spearhead dramatic changes in student success.

The Coeur d'Alene Tribe Native Youth Community Project is developed to provide educational opportunities for preschool children who are not enrolled in early learning program due to not meeting the Head Start Low Income guidelines (over income) and improve educational opportunities for secondary students in grades 9 — 12 on the Coeur d'Alene Tribe Reservation. The defined local geographic area is to ensure that Native American students are prepared for college and careers. The program will be implemented in partnership with the Tribe and Coeur d'Alene Tribe Early Childhood Learning Center and Plummer-Worley School District. In addressing this purpose, the performance standard is to significantly increase community collaboration efforts that promote college and career readiness of preschool and high school students. The overarching goal of the Coeur d'Alene Native Youth Community Program is to design and implement a place based college and career readiness Science, Technology, Engineer, Art, Math (STEAM) for preschool age children and a cultural responsive STEM high school and college preparation program for high school students attending Plummer-Worley School District. A cultural responsive pedagogy is designed to increase school attendance, student success, and school retention and strengthen cultural identity. To achieve, the program has four objectives: 1) In collaboration with Coeur d'Alene Tribe Early Childhood learning Center, Natural Resources, and Lake Management Staff, design and implement a culturally place-based STEAM College and Career readiness program for 18 preschool age children and their families. 2) In partnership with Plummer-Worley School Staff, Natural Resources and Lake Management Staff create and implement a cultural Responsive School Success Program in collaboration with Families, Plummer-Worley School District Administrators, School Counselors and Teaching Staff for approximately 125 students. 3) In partnership with Plummer-Worley School District Staff, families, and with North Idaho College and University of Idaho develop a college and career preparation program. 4) Develop a college program for juniors and senior attending the Plummer-Worley School District in partnership with families, school counselors and with North Idaho College and University of Idaho. For each objective, there is a series of strategies and activities to meet the objective in the management structure for the program.

Two Eagle River School (TERS), the BIE-funded high school of the Confederated Salish & Kootenai Tribes (CSKT) proposes to partner with CSKT Tribal Health, Nkwusm Salish Language Immersion School, Kicking Horse Job Corp, Selis- Qlispe Culture Committee and Salish Kootenai College to improve the college and career readiness of American Indian students attending TERS. The overall goal of the TERS NYCP is to increase the educational performance of American Indian students in order to ensure that upon graduation, each student is well prepared for college and/or a career. The intended outcomes of the project are designed to promote systematic, reservation-wide, and long-lasting change by: 1. Increasing the capacity of TERS to provide career and college counseling, mentoring and instruction for AI students and their families; 2. Enhancing the cultural opportunities for TERS students and families through curriculum transformations, cultural field trips, Salish language instruction, and other opportunities; 3. Enhancing the cooperation and connections among tribal partners; 4. Advancing the pedagogical skills for educators and counselors working with AI students, particularly around differentiated instruction; 5. Increasing the efficacy of the Indian Education Committee to advocate for AI students and families regarding student growth and college/career readiness; and 6. Creating sustainable materials and messaging for AI youth and families about the importance of career/college planning that may be used beyond the grant period. The TERS NYCP will serve 110 TERS students and approximately 400 family members each year on the Flathead Reservation in Northwest Montana (Appendix C). The applicant and partners have conducted a thorough analysis and survey of the greatest barriers for tribal students and have based our project goals and activities on quantitative and qualitative data that form a comprehensive needs assessment. This needs assessment, with the input of AI parents and family members, indicate the many challenges of AI youth in becoming well prepared for college and careers. The lack of effective college and career information and support for AI student and their families, combined with the lack of cultural connections to education, limits American Indian students' interest and success in college and career readiness. It is the intent of this project to assist TERS students in setting and achieving college and career goals in order to identify and obtain employment. Therefore, the TERS NYCP plans to increase the college and career education AI students and their families through the following goals: Goal 1: TERS students will be academically, socially, and emotionally prepared for college and/or career success Goal 2: TERS teachers will deliver culturally relevant, rigorous, and engaging instruction that results in a higher percentage of career and college ready students Goal 3: TERS parents and family members will receive support and resources to ensure their children are socially, emotionally, and academically prepared for college and careers.

Cook Inlet Tribal Council, Inc. (CITC), in partnership with the Anchorage School District, a LEA, proposes Passages to demonstrate the effectiveness of a program to improve the educational opportunities and achievement of Alaska Native/American Indian students at the 6th-8th grade level, when in-school and out-of-school barriers to college and career readiness combine most acutely. The proposed project will create a new local opportunity designed to increase access to educational choice through a public educational program by enhancing course choice with in-school support services and extra-curricular community engagement activities for Alaska Native/American Indian 6th- 8th grade students in the geographic area of Anchorage. The proposed project is responsive to three Competitive Preference Priorities, as well as the Absolute Priority, entitling it to 11 Competitive Preference points, as follows: •Priority 2: CITC is the lead applicant. •Priority 3: CITC is a current Alaska Native Education Program awardee •Priority 4: the proposed program will increase Indian students' access to educational choice. Passages will serve a total of 416 Alaska Native/American Indian students over 4 years, incorporating 6 evidence based methods into project design: a) Multi-Grade Classrooms, b) Project-Based Learning (PBL), c) Culturally Based Education (CBE), d) Fab Lab, e) Social and Emotional Learning (SEL), and f) Youth Advocacy (YA). Passages' project design is appropriate to, and will successfully address, needs related to academic barriers by providing in school educational choice. It will address needs related to school climate and connectedness barriers by incorporating Alaska Native culture into the classroom environment and retaining a Youth Advocate at each participating school. An optional after school club, focused on developing computer assisted three dimensional design solutions to community problems, will create an additional engagement point for youth. Facilitated by the Youth Advocate and taught by a K-8 teacher, the 3-D Club will bridge school and community service. The proposed project design addresses needs related to out of school barriers by making Youth Advocates available to assist families access community resources. Resources directly available through CITC programs include Employment and Training services, Temporary Assistance for Needy Families (TANF), parenting supports, healthy relationship classes, child care assistance, and recovery services. Other services, including health care, victim services, and early learning, are available by referral to community partners.

Redwood Coast Indian Career Pathways Program (RC) The Del Norte County Office of Education's Redwood Coast Indian Career Pathways Program is named for the towering redwoods among which the Yurok, Tolowa and Karuk people of Northwestern California have lived for over 10,000 years. Redwood Coast will serve nearly 700 American Indian Gr. 6-12 students in a comprehensive high school, one continuation high school, one charter high school, one middle school and two K-8 schools across an area bigger than Delaware. The program serves students from California's largest tribe, as well as students from the Tolowa Dee-ni' Nation, Resighini Rancheria, and Elk Valley Rancheria. Locally on Tribal lands and in the community, good-paying, mid-level and high-skills jobs are available, but too often go unfilled because local American Indian adults lack the requisite skills and credentials. Redwood Coast seeks to address these challenges and opportunities and prepare AI students with a clear plan for during and after high school and the skills necessary to achieve their post-secondary goals. While not all students have the same skills or familial support, all deserve a pathway to success in school and life. WR will focus on three career pathways offering students opportunities aligned with both tribal and non-tribal careers. The three pathways offer job opportunities, living wages and the opportunity for those young people who wish to develop the skills necessary to follow their own entrepreneurial dreams. They are: (1) Early Childhood Education and Teaching, (2) Natural Resources, and (3) Business, Small Business, Entrepreneurship. All three align with "Targets of Opportunity" identified by the Labor Market Information Division of the California Employment Development Department. Through a partnership with College of the Redwoods, through these three pathways students will have the opportunity to earn college credits as part of dual enrollment classes offered at the high schools by College of the Redwoods, our community college partner. The participating tribes will host summer cultural, work and internship activities for students. Redwood Coast Goals, Objectives and Performance Measures Goal 1: By 2022 increase American Indian high school graduation rate from 82.40% to 90% Goal 2: By 2022 increase the college ready American Indian student rate from 18.53% to 36% Goal 3: American Indian 8th graders will transition successfully to high school. Goal 4: 50% of American Indian graduates will earn at least nine dual enrollment units or complete at least one 100 hour internship (work experience) in their pathway Goal 5: Sustain the program beyond Federal funding. RC will fund a 0.25 Project Director from DNCOE, a 1.0 FTE Project Coordinator and 0.5 FTE Career and Internship Coordinator (both employed by the Yurok Tribe), and six school district staff (three Site Leads [SL) and three Indian Education Techs [IET]). WR uses school employees because they have full access to students and their data, are school based and receive support and supervision from school principals (whose performance is evaluated by how students achieve). The SLs, IETs and Title 6 staff will be trained how to help students and families select and apply for college/post-secondary programs and receive coaching and support to directly work with college-bound students as well as students pursuing career and technical training so all 12th graders complete the FAFSA and are supported to apply for scholarships and financial aid. DNCOE, the Yurok and Tolowa Education Depts. and partners will work with the California Indian History Curriculum Coalition (CIHCC) to develop and review curriculum that integrates the American Indian experience across the curriculum. The curriculum will be posted to tribal, district and the CIHCC website. Teachers in WR schools will also participate in trauma informed instruction PD to help children develop resilience, or the ability to overcome serious hardship. Redwood Coast meets the Absolute Priority by focusing on ensuring Indian students from a defined geographic area are prepared for college and careers. It meets Competitive Preference Priority (CPP) 1 because DNCOE is an RLIS district. WR meets CPP 4 by providing families support and counseling. Through its evidence-based design and its adherence to best practices Redwood Coast has the potential to be suitable for replication or testing in other settings.

Purpose and Expected Outcomes of the Project: The Fairbanks Native Association (FNA), in partnership with the Fairbanks North Star Borough School District (FNSBSD), proposes Native Families Engage in Education & Career Development, a project designed to pave the way to success for college and career readiness by providing wrap-around social/emotional support and academic interventions to address low performance of Alaska Native students in Fairbanks, to include career day and attendance improvement. Project objectives are: a) annually, at least 20 of Alaska Native students meet or exceed proficiency in reading and math scores from fall to spring assessment as measured by AIMS web Plus Universal Screening scores; b) Annually, 40 percent of Alaska Native students served increase their attendance as measured by the District's PowerSchool Premier database; and c) Annually, at least 30 percent of parents with Alaska Native students served, increase their parental involvement as measured by parent self-reporting surveys. Applicable Priorities: Absolute Priority 1 — Fairbanks Native Association is applying as the Tribe for Fairbanks as authorized by Doyon, Limited via the attached tribal authorization resolution. The Fairbanks North Star Borough School District is the local LEA and is a partner in this grant application via the attached MOA. Competitive Preference Priority 2 — Fairbanks Native Association is the lead applicant and Tribe for Fairbanks. Competitive Preference Priority 3 — The Fairbanks North Star Borough School District is the main partner for this grant project and the District has received an Alaska Native Education grant (ESEA sections 6301-6306) within the last four years. Competitive Preference Priority 4 — This project will be increasing access to educational choice for students who are Indian (Alaska Native) in the form of academic and social support during the school day, provided by 9 Family Services Coordinators, 1 Project Director, and after school family engagement and career development events. Number of Participants to Be Served: At least 630 Alaska Native students. Number and Location of Proposed Sites: Nine elementary schools in the Fairbanks North Star Borough will be served by this project. We will work with the School District to determine which schools demonstrate the most need according to Alaska Native student data upon receipt of grant funds. How the Project Will Conduct Activities to Assist Participants in Identifying and Securing Qualifying Employment: This project includes 9 Family Services Coordinators and 1 Project Director who will work with elementary students to increase reading/mathematics scores, provide increased social-emotional support to reduce the burden of outside barriers to help children focus on learning in school, increase attendance of participants to increase graduation rates and career development activities for children and families — all to increase academic preparedness and graduation rates so Alaska Native children can move on to college and career success. Indian Tribes Involved in the Project: Doyon, Limited has authorized Fairbanks Native Association to apply as the Tribe for Fairbanks, Alaska.

Title: Demonstration Education Project Population to be served: This application is a concerted and cooperative effort between the Flandreau Sioux Tribe and the Flandreau School District. The School District is non-Native and this is the first Memorandum of Agreement between the two entities. There are over 200 Flandreau Tribe students in the District schools; grade, middle and high school. The schools are situated in and around the Flandreau reservation. Goals: Increase student capabilities socially, emotionally, spiritually, and academically so they will be prepared to enroll in higher education courses and/or prepare them for careers. Expected outcomes: Students' and parents' needs will have been addressed through the completion of this project. All Flandreau Santee Sioux Tribe students will have participated in all of the objectives and activities during the three year project. The Flandreau School District will have institutionalized the South Dakota State certified Dakota Language Courses in the middle and senior high schools. The school district will have also institutionalized the culturally relevant history and social studies courses developed from this project. Data to be collected: The Flandreau Sioux Tribe will compile all quantitative and qualitative data collected throughout the three year project. A comprehensive final report will be produced that includes all objectives and activities and the impact will be identified utilizing data collected.

The Chanté Demonstration project is a partnership between Fort Peck Community College and four school districts on the Fort Peck Reservation. The four school districts are Brockton School District, Frazer School District, Poplar School District, and Wolf Point School District. These schools serve the children of the Fort Peck Assiniboine & Sioux Tribes. The purpose of the project is to help Native American students on the Fort Peck Reservation be better prepared for college and careers through individualized career pathway planning, intentional protective factors design, and promotion of noncognitive skills development. The expected outcomes of the project are: 1) Teachers understand risk factors and effectively use strategies to address trauma; 2) School attendance increases by 10 percent at each district; 3) Increase math and English language achievement scores by 5 percent; 4) 100 percent of middle school students identify and explore career fields of interest; 5) 80 percent of high school students have a career pathway plan in place; 6) 80 percent of high school students experience FPCC prior to graduation; and 7) 50 percent of high school students earn college credit prior to graduation; 8) increase graduation rates by 6 percent; and 9) 50 percent of high school graduates enter college within the first year of graduation. The Chanté Demonstration project meets qualifications for the absolute priority as a Native Youth Community Project and 3 Competitive Preference Priorities: 1) the project includes four eligible LEAs (school districts listed above); 2) FPCC is an eligible TCU and serves as the lead partner, and 4) the project offers families and individuals alternatives for high quality education. The project will serve over 1,000 students and impact approximately 100 teachers across the four sites in the geographic area of the Fort Peck Reservation. The project includes various career preparation activities for students in middle through high school and into college. These will include job shadowing, career exploration, deep career investigation, and field trips to various businesses and industries in the region. These activities will help participants (students) become more career and college ready. The project includes the Fort Peck Tribal Education Department (TEA) as a partner. In addition, the project will engage the Fort Peck Language & Culture Department to provide support. These tribal entities will be important to project success.

Goldbelt Heritage Foundation meets all the Absolute and Competitive Preference Priorities 1 to 4 for the NYCP grant. GHF is requesting award funds to develop the Atwusku Toonaxh Yeekawdigan: Your Knowledge Shines Around You. This project is designed to collaboratively promote the college and career readiness of Indian children, by remedying the persistent low achievement, absenteeism, and dropout rates for our Alaska Native youth, which is the result of an educational system which has historically lacked culturally relevant and responsive education. The Atwusku Toonaxh Yeekawdigan: Your Knowledge Shines Around overall goal of this project is to increase fluency in the Tlingit language and provide opportunities for Alaska Native and American Indian (AN/AI) youth in Juneau, Angoon and Klukwan to experience college and have multiple supports in culture-based career pathways. The project will serve 5 High Schools within the three communities inclusive of Juneau Douglas High School, Yakoosge Daakahidi, Thunder Mountain and Chatham High Schools in Angoon and Klukwan. This project is designed to prepare AN/AI students for college and career planning, focusing on careers which include the Tlingit Language by weaving several strands Grant Objective 1: GHF language experts will work in partnership with University of Alaska Southeast (UAS) to establish Occupational Endorsements; Grant Objective 2: Provide early college pathways and career guidance and support for AN/AI high school students to attend dual enrollment (high school and college) classes in Tlingit Language, Northwest Coast Art, Small Business Management with Ethnomathematics, Fisheries Technology, Creative Writing, Alaska Native Studies and Pathways for Early Teachers each year of the grant, with the academic support of a tutor in addition to youth participating in work experience opportunities. Grant Objective 3: Provide 10 teachers training on newly developed Tlingit Language Minor/Occupation Endorsement curriculum and Tlingit Language Scope and Sequence Levels 4 and 5. Grant Objective 4: Provide a series of monthly career and college readiness counseling classes and college exploration trips for students serving a total of 70 students over the 4 year project period. Grant Objective 5: Create twelve (12) teacher toolkits for occupational endorsement coursework. Grant Objective 6: Implement Trauma Informed Schools curriculum workshops for teachers in the Juneau School District. Grant Objective 7: Develop advisory committee by the end of Grant Year One to coordinate Trauma Informed Services advocacy, policy development, implementation, and coordination with other initiatives for the Juneau School District, families, and the greater community service providers. This project will be implemented through community partnerships, with the Douglas Indian Association (federally recognized Tribe comprised of Tlingit tribal members), Juneau School District, Chatham School District, University of Alaska Southeast and Alaska Native elders, mentors, parents and youth. Atwusku Toonaxh Yeekawdigan: Your Knowledge Shines Around You will serve a total 300 students, families, community members, teachers, and other local service providers each year of the project.

Hydaburg City School District (LEA) has partnered with the Hydaburg Cooperative Association (Tribe-Haida) to apply for the Native Youth Community Project: GULGA. In Haida, this means Industrious and Willing to Work. The Purpose of the Project is to insure our Native Alaskan youth are College and Career ready with the final goal being not only to graduate youth prepared for the work force, but to improve the economic situation for them and everyone in Hydaburg by increasing youth and community employability. Outcome: By their Senior year, Native Alaskan youth will have created and fulfilled a Personal Learning Plan leading to their chosen career. Students are offered 2 Lanes on the Gulga Freeway: Gulga in College and Gulga in Careers. Career Counseling will help them navigate choices and the education system along with the many barriers to success. Hydaburg students will graduate with academic credentials to move them forward in their chosen lane, tools to cope with cultural disconnect and with moving away from the isolated community. They will also have the tools to resist the substance abuse and delinquency rife in Hydaburg and fit in to the social and cultural environment of a post-secondary school or professional, work setting. NYCP: GULGA meets the Absolute Priority by developing the program for Native Alaskan students, learning from the tribe and elders, but contributing to the community through service projects and employment. Competitive Preference Priority 3 is met through the lead applicant having received grant awards through the Alaska Native Ed. Program and participating in a Promise grant. HCA and HCSD also request consideration under Competitive Preference Priority 4. The GULGA plan broadens available academic and career options immeasurably through NYCP GULGA Haida=Industrious, Willing to Work Indian Education Grants Program CFDA 84.299A the provision of Distance Learning, dual credit, CTE certifications in welding, construction, culinary arts, fisheries, business and additional training options. Participants Served, Sites: Of the 97 Students in PreK-12th grade, 80 NA and 9 other underserved minority students will benefit from GULGA Freeways. Approximately 194 parents and guardians will be served by the program with a ripple effect positively impacting the entire community of 400 Haida. The project is limited to the 3 schools of Hydaburg City School district, all located in the defined geographic area of Hydaburg City, Prince of Wales Island, AK.

The 1,021 American Indian students in remote, rural Jefferson County School District 509-J (JCSD) face significant in- and out-of-school barriers that impact their educational success. Serving 2,859 students, JCSD, the applicant for this grant, has the highest percentage of American Indian (AI) youth in the state of Oregon, with 36 percent American Indian (AI), 32 percent Latino, 30 percent White, and 2 percent other. While the majority of AI youth attend the Warm Springs K-8 Academy (WS K-8), located on the Confederated Tribes of Warm Springs Indian Reservation, the county's only high school is located in the town of Madras, thus making the 8th-9th grade transition even more challenging for students. To foster AI students' school, college and career readiness, JCSD has been working with a myriad of tribal, parent, university and community partners to develop a coordinated system of school, family and community supports. The Confederated Tribes of Warm Springs, including members of the Warm Springs, Wasco, and Paiute Tribes, is a partner on this project. This proposal seeks funding to expand the project, retitled the Ishumax Kadux Program. The purpose of the Ishumax Kadux Program is to (a) increase school, college and career readiness and educational opportunities for AI students and (b) increase opportunities for family, tribal and community participation in students' education and career aspirations. Activities that will address these needs are (1) a 3-week extended year program at WS K-8, to include targeted math and literacy instruction, tutoring and homework help, tribal-led Native language and cultural activities, and sports/PE programming; (2) a Freshman Summer Bridge program that includes AVID skill development, career-college education, extracurricular activities designed to promote engagement in high school, and stipends for the participating AI students; and (3) a Family Engagement Program that engages our partners to offer school, college and career readiness and cultural programming and classes to all AI families and students. We need this grant to fund the Family Engagement Program and two of the three weeks of the extended year program. Outcomes of this project will include increasing AI student achievement, attendance, retention and graduation rates, reducing AI student dropout, and enhancing AI family-community partnerships and involvement. Specific outcomes are listed on pages 10 and 29 of the narrative. This proposal meets the Absolute Priority, as it funds Native Youth Community Projects. It meets Competitive Preference Priority 1, as the school district is eligible under the Rural and Low-Income School program, and it meets Competitive Priority 4 through the extended school year opportunities for AI youth beyond the traditional school year. AI youth and families will have many opportunities to participate in a variety of programs and activities through this project. This project will serve the 655 students at WS K-8, the only school on the reservation, and their extended family members, of whom we have not taken a count. Approximately 5,000 people live on the reservation. Most Family Engagement Programs, classes and extended school year activities will take place at WS K-8, and some may take place elsewhere on the reservation. The Freshman Summer Bridge program, a part of the Ishumax Kadux Program but funded by a different grant, takes place primarily at Madras High School. All sites are in Oregon. This project focuses on students from kindergarten to 8th grade, helping them identify careers that interest them, become ready for college and careers, and prepare for academic success.

Purpose and Outcomes: The purpose of the Ganawenjigejig Charter School Project is to prepare native youth from the Lac Courte Oreilles community for college and career success by launching the first tribally-authorized tribally-controlled green charter school of its kind in Wisconsin. By the end of the fourth project year, Ganawenjigejig Charter School will achieve an enrollment of 100 native students in grades 6-12 and a) successfully matriculate ≥95 percent of transitioning middle school students into high school, b) successfully matriculate ≥90% of transitioning high school students into college, c) successfully matriculate ≥50 percent of junior and senior students with 2 or more high school credits and 6 or more college credits in STEM-related curriculum with grades of "B" or higher, d) achieve average increases of 1 or more points on ACT college entrance exams in each core subject every year until average class scores of graduating seniors meet or exceed ACT readiness benchmarks predictive of college success, and e) successfully enroll ≥60 percent of graduating seniors in fully-accredited colleges and universities as documented by student records. Competitive Preference Priority 1: The local community to be served is the attendance area of the LCO Ojibwa (Ojibwe) School classified as Rural: Distant (Code 42) by NCES. Competitive Preference Priority 2: Lead applicant is the Lake Superior Band of Lake Superior Chippewa (Ojibwe). Competitive Preference Priority 4: All participants are Indian students who will have increased access to educational choice by enrolling in a high-quality personalized path for learning through this public Charter School Project. Number of Participants to be served: The total number to be served will be 100. Project Site: The Lac Courte Oreilles Ojibwe School on the Lac Courte Oreilles Reservation where Ganawenjigejig Charter School will be a school-within-a-school. Two work-based partners are LCO Conservation Department and the Great Lakes Intertribal Fish and Wildlife Commission (GLFWC). Both will be practicum sites throughout the grant period which participating students will visit weekly throughout the program follow the CTE Blueprint. GLIFWC currently offers 15 internships in environmentally related fields which our students will be able to access. The combined professional workforce in the natural resources sector is 75, yet only half (37) are native. Each follows Indian first hiring practices which increase the chances that our successful completers will secure employment. Each has submitted a letter of support. Indian Tribe Involved. The Lac Courte Oreilles Band of Lake Superior Chippewa (Ojibwe) is the applicant and only tribe involved.

Lincoln Public Schools (LPS) and its tribal partners, the Santee Sioux Nation and Ponca Tribe of Nebraska, will implement the Native Youth College and Career Readiness Program to assist the approximately 600 Native American students (K-12) served by LPS develop the skills, knowledge and self-awareness necessary to be ready for life after high school. The overarching goal is college and career readiness for LPS Native American students, and will be achieved by meeting the objectives of reduced absences, increased perception of school environment, increased reading proficiency, decreased suspensions and expulsions, and increased graduation rate. LPS will also address Competitive Preference Priority 4, to increase access to educational choice through the district's Career Academy, Science/Zoo School and Arts & Humanities Focus Program. The Santee Sioux Nation's Society of Care mental health program provides therapy to tribes across Nebraska using Native American therapists, and will expand their services to include LPS students using telehealth resources during the school day. Therapists will also provide professional development to therapists and school social workers and counselors on cultural competency and historical trauma so they can be more effective in their work. The Ponca Tribe of Nebraska will provide career exploration services through their Professional Enrichment Program to LPS students. Both tribes will participate on a Partnership Advisory Council to oversee all grant activities collaboratively. Other project activities will include mentoring and tutoring provided by teachers, development of a Native Youth Leadership Council, a reading program and advocacy for elementary Native American students, professional development for new and tenured teachers, and the addition of a Cultural Specialist to help create a more welcoming culture in all LPS buildings.

Families Learning Together — > Little Wound School Little Wound School District and the Oglala Sioux Tribe (OST) are applying as partners on behalf of Little Wound School (LWS), a P.L.100-297 tribal school, for a Native Youth Community Project (NYCP) grant. LWS is a Bureau of Indian Education (BIE) funded school with a locale code of 43 as designated by the U.S. Census Bureau, located at the center of the Pine Ridge Reservation in the southwest corner of South Dakota. The lead partner, Oglala Sioux Tribe, is an eligible Indian tribe. The Pine Ridge Reservation is located within a federal Promise Zone. The project meets the absolute priority to fund Native Youth Community Projects and expects to serve 300+ families in the Pine Ridge communities of Kyle, Martin, Allen Wanblee, Porcupine, Wounded Knee/Manderson, and Batesland, the seven districts served by Little Wound School. Families Learning Together is built from the barriers that face LWS students and families today and include: societal barriers such as isolated communities and poverty; educational barriers such as distance to educational services and limited access to books; school attendance; and family engagement barriers, such as access to family events and interactions with schools. These barriers result in disengaged families, poor school attendance, and low test scores and graduation rates. The project proposes the following goals and expected outcomes to achieve college and career readiness for all Indian children: Goal 1. Increase home, school, and community family engagement efforts across the districts to support children's reading attainment and overall academic achievement. Outcomes include increasing the number of family workshops that focus on academic and reading achievement; increasing parent-child interactions around reading and academic achievement; improving communication between schools and families; increasing partnerships within districts. Goal 2. Increase attendance for children kindergarten through third grade. Outcomes are focused on increased efforts of outreach to families of children with poor attendance; engaging more families with attendance issues and importance of seeing that children get to school; increasing individual student attendance; meeting or exceeding the annual goal of 90 percent attendance as measured by the Native American Student Information System (NASIS). Goal 3. Improve reading scores so that all children will read independently by the third grade. Outcomes include increasing family engagement with books and using reading strategies at home; increasing by 20 percent the number of students who test Proficient/Advanced on Smarter Balanced for 3rd grade reading; increasing by 15 percent the number of students whose RIT growth is above expected grade level growth using NWEA MAP in reading. The project proposes to meet the goals and objectives of the project via the following strategies, which are detailed in the project design: 1) Staff capacity and outreach into the districts to plan, promote, and engage families will include a home-school-community model. 2) Family engagement activities/events in district communities will focus on student reading attainment, academic achievement, and school choice, 3) Parents and community members will have opportunities to participate in leadership positions on school improvement teams and advisory on district Parent Learning Communities (PLCs), 4) Outreach by home/school liaisons to families with poor school attendance to address barriers and identify solutions, 5) Share resources with parents on the importance of school attendance and the relationship to reading and academic achievement, 6) Children and families will have access to print books and digital reading material and will choose to read independently, 7) Teachers and Family Partnership Liaisons will have increased access to literacy professional development and coaching, and will implement research-based literacy strategies.

A consortium, led by the Lumbee Tribe of North Carolina and involving the Public Schools of Robeson County, Robeson County Community College, and the University of North Carolina at Pembroke, seeks to improve the college and career preparedness of American Indian youth and tribal community engagement in the Lumbee Tribal Service Area (LTSA). The project's supporting partners are Cumberland County Schools, Hoke County Schools, Scotland County Schools, North Carolina Community College BioNetwork, the Morehead Planetarium at The University of North Carolina at Chapel Hill, Campbell Soup of Maxton, Robeson Technical Works, and North Carolina State University's Science House. Project 3C's goal is to provide 3,538 American Indian students with experiences and skills necessary to: develop their self-efficacy; increase congruence between their interests and career choices; and, broaden their college and career opportunities in STEM (science, technology, engineering, and mathematics). Families and tribal communities will also be empowered to provide a supportive and informed environment that promotes student choice, success, and career exploration. To achieve this proposed outcome, Project 3C seeks to attain three (3) goals by the end of Year 4 of the grant. Those goals are: 1) create a STEM College, for 878 American Indian elementary, middle, and high school students in the LTSA, that will provide them with integrated year-round STEM and career-focused academic, career, and cultural enrichment activities essential for continuing their education and entering the workforce; 2) promote STEM awareness and college and career exploration to 400 American Indian students and their parents and family members through hands-on activities and community events; and, 3) remove pedagogical, academic, curricular, and financial barriers to American Indian student success in STEM courses for 2,200 American Indian high school students. The proposed project meets the absolute priority and competitive preference priorities 1, 2 and 4. The absolute priority and priority four will be met when American Indian youth are empowered to choose STEM academic majors and which career fields to explore. The Lumbee Tribe, as the lead applicant, meets Competitive Preference Priority 2. The public schools of Cumberland, Hoke, Robeson, and Scotland counties are eligible LEAs under the Rural and Low-income School Program (Competitive Preference Priority 1). Project 3C initiatives will be occur within the geographic territory of the LTSA, which is defined as Cumberland, Hoke, Robeson, and Scotland counties in Southeastern North Carolina. Project activities will also occur at all of the Lumbee Tribe's facilities, including the Lumbee Tribe Cultural Center, 10 tribal community centers, and 7 Boys and Girls Clubs. Activities will also be provided on the campuses of Robeson Community Campus, the University of North Carolina at Pembroke, and the Public Schools of Robeson County's Career and Technical Education Center. Other events will be held at public school sites managed by the Cumberland County Schools, Hoke County Schools, Scotland County Schools, and the Public Schools of Robeson County.

The Alamo-Magdalena Navajo Youth Project is a community partnership among the Magdalena Municipal School District, Alamo Navajo School Board Inc. Early Childhood Center and the Alamo Chapter Tribal Council, in a coordinated effort to address the in-and out-of-school barriers for college and career success for the Alamo Navajo youth. The partnership created for this project are historical and aims to build capacity between the Alamo and Magdalena communities to identify specific barriers for college and career success and work together, using community-based strategies, to improve opportunities for our Navajo youth. The project begins with the Navajo children in both community schools' preschool programs with a goal to provide high quality preschool programming to increase the number of Navajo students who are proficient in reading by the end of 3rd grade. The preschool focus is further coordinated with other community agencies through the Alamo-Magdalena Early Childhood Coalition, which is founded on the basis of informing systemic change in local communities to address identified and regionally specific issue and challenges. Next, the project focuses on academic and social/emotional specific to the unique needs of the Navajo students. This includes the implementation of AVID, a research-based college and career readiness program, across the entire Magdalena Municipal School District, an Interventionist/Special Educator and additional Educational Assistants to work with students in the early grades to decrease the achievement gap, a Career Technical Educator to provide expanded CTE offerings for Navajo males at the middle and high school, and an additional College and Career Counselor/Social Worker to provide additional supports for the Navajo students across the district.

Project Abstract Project Title: NACA-Inspired Schools Network Partners: Tribal Organization: NACA Inspired Schools Network (NISN); LEAs: Dream Diné Charter School, Dzil Ditl'ooi School of Empowerment, Action and Perseverance (DEAP), Kha'p'o Community School, Six Directions Indigenous School; Tribes: Santa Clara Pueblo, Pueblo of Zia (with T'siya Day School), and Pueblo of Jemez. Purpose: Establishing schools in northwest New Mexico that provide culturally-relevant college-preparatory programs and rigorous academics in areas that serve significant Indian student populations. NISN establishes schools that reflect the needs of tribal communities. Goals: Goal 1: Increase College and career readiness for Native American students in Northwest NM. (Objective 1: Grow four schools; Launch three new schools; Objective 2: Collectively serve an anticipated 635 students over the grant period; Objective 3: Schools outperform peers.) Goal 2: Increase educational choice through adding schools that are reflective of Native American culture and learning styles, and of community needs and desires for education. (Objective 1: Engage at least 50 community members in each community annually; Objective 2: 90 percent of families will rate the school responsive to holistic needs, measured by an annual survey.) Expected Outcomes and Contributions: Create educational choice by expanding the NISN network, support college and career readiness in network schools, create an Indigenous educator pipeline, develop a model of a grant school, and work toward tribal school authorization. Defined Local Geographical Area Served: Northwest New Mexico.

The Tribal Communities in Schools (TCIS) project, which will be led by the National Indian Education Association (NIEA) in partnership with Communities In Schools of Mid-America, Inc., will serve up to 1,069 tribal students in the Anadarko Public Schools with support from the Wichita and Affiliated Tribes of Oklahoma as indicated in their Tribal Resolution #WT-18-122. This designates this project as meeting the absolute priority. Additionally, because the Anadarko Public School district, whose student body is 62% Native, is designated by the U.S. Department of Education as Rural and Low-Income Schools (RLIS), this project also meets Competitive Priority One. Finally, because the NIEA is designated as an Indian Organization, we meet Competitive Priority Two. The goal of the TCIS Project is to improve outcomes for Native students by implementing a community-wide integrated student support (ISS) approach that provides academic, social, and other supports in order to ensure college and career readiness, and lifelong success. The five main activities of the evidence-based approach that will be implemented by the TCIS project are as follows: Step 1-Needs Assessment: Students within the school district are categorized based on level of need, from Tier I to Tier III with those students in Tier III having the direst circumstances. Step 2-Support Identification: School-based Site Coordinators identify broad based supports for Tier 1 students and individualized supports for Tier II and Tier III students. Step 3-Integrated Student Supports: Site Coordinators implement student supports during this step and serve as the conduits to provision needed services to the varying tiers of students. Step 4-Monitoring and Adjusting: Site Coordinators, with input from school staff, parents, and the tribal education staff, review the ISS implementation, assess overall performance and adjust as needed to ensure that all student needs across all tiers are being met. Step 5-Evalutation: Site Coordinators measure outcomes against those designated in the ISS model This model will be implemented throughout the 5 sites within the Anadarko Public School district, all of which are located within the city of Anadarko, OK whose population is majority Native American. Anadarko is located in Caddo County, Oklahoma and is about fifty miles southwest of Oklahoma City. By employing this model, the TCIS Project will meet its goal through the following two objectives: Objective 1: Improve Students' Overall Academic Performance. Target outcomes are: 70% of students tracked for needing to improve their academic achievement successfully bring up their grades at least 10% each year; 85% of students receiving Tier II or III services will be promoted to the next grade, and 85% of seniors receiving Tier II or III services will graduate. Objective 2: Improve Students' Personal and Life Skills. Target outcomes are: 70% of students tracked for needing to improve their behavior meet their improvement goals; • 70% of students tracked for needing to improve their attendance successfully increase their attendance rates; • 80% of students tracked as potential dropouts remain in school, and students receiving TCIS services who progress to secondary school increases by 25% each year.

The Niobrara Public School's Cultural Awareness Through Education Program is named for the theme of this project which is to connect struggling American Indian children with their cultural roots to support a behavioral and mental health crisis that is preventing students from being successful academically. Only when the crisis is addressed can real learning and opportunities expand for the American Indian students of the region. In partnership with the Ponca Tribe of Nebraska, NCATE will serve well over 100 American Indian Gr. PK-12 students in the Niobrara community, Niobrara Public Schools, and greater Knox county region in northeast Nebraska. The program serves students from Nebraska's "forgotten" tribe, The Ponca Tribe of Nebraska. With reservation land in Oklahoma, the Ponca tribe maintains a very active presence in their original home lands of Nebraska and Iowa with their home office located in Niobrara. Located directly across the river from the Yankton Indian Reservation in South Dakota and only nine miles from the Santee Indian Reservation, this district is a multi-cultural hub for students and families with several tribal affiliations and connections. NCATE meets the Absolute Priority through its focus on ensuring Indian students from a defined geographic area are prepared for college and careers. This will be achieved by implementing evidenced-based and data-informed procedures that best prepare American Indian (AI) students to successfully transition from elementary and middle school to high school, graduate high school and then on to college or career. NCATE's community-based strategies will address barriers to success and help students and families take advantage of opportunities provided by the tribes, local colleges and business. The proposal includes measurable objectives that will be monitored over four years and acted upon by our leadership team and the partnering tribes, organizations and schools. The program offers means to sustain key components. NCATE meets Competitive Preference Priority (CPP) 1 by including eight SRSA and RLIS districts. NCATE meets CPP 4 by providing families support and counseling. Through its evidence-based design and its adherence to best practices NCATE has the potential to be suitable for replication or testing in other settings. NCATE, Objectives and Performance Measures Goal 1: Collaborate with existing tribal resources and programs to support the multi-tiered framework to increase cultural awareness throughout the district. Goal 2: Provide tiered mental health and behavioral supports and activities to all students as determined by level of their needs. Goal 3: To decrease the number of student referrals and suspensions by 40 percent over four years. Goal 4: Increase access to post-secondary prep and programming over four years. Goal 5: Develop a sustainable program that serves the needs of our American Indian students.

The Oklahoma State Department of Education (OSDE) is applying for funding under the Absolute Priority and four Competitive Preference Priorities in accordance with 34 CFR 75.105 by implementing a Native Youth Community Project that is centered on the goal of ensuring that Indian students are prepared for college and careers. The project will seek to implement college and career readiness activities for 886 Native American students each year of the project enrolled in the four districts in grades 9-12. The project will initiate activities such as college readiness educational activities including concurrent and Advanced Placement coursework, a focus on math and science course rigor, college visits, individual college/career academic plans, scholarship/FAFSA completion, tutoring and mentoring programs, college application exercises, a summer native student institute, an annual state Native Student Leadership Summit, college and career exploration opportunities and extensive professional development for teachers. Partners in the proposed project include all four participating school districts, the Oklahoma Arts Council, Tulsa STEM Alliance, New Teacher Project, University of Oklahoma K20 Center, Wichita and Affiliated Tribes, American Institute of Mathematics, and Oklahoma Mesonet. Objectives for the project include increasing high school graduation rates, increasing college enrollment and persistence rates, increasing concurrent and Advanced Placement enrollment rates, increase scholarship funds received by participating students, and increasing college course preparedness.

The Forward Promise College and Career Readiness program continues to address critical and well-documented needs in our community. Urban-living American Indian (AI) students face a variety of opportunities and challenges as they matriculate from elementary to secondary school and beyond. Factors related to progression include academic or school-based issues and many out-of-school or social issues along issues of belonging due to lack of cultural knowledge and activity. The chart below highlights components for AI youth that are addressed by Forward Promise — A College and Career Readiness Program.

This project addresses all mandatory requirements and meets two competitive preference priorities (1) Competitive Preference Priority 2- a partnership or consortium in which the lead applicant or a partner has received a grant I the last 4 years for one or more of these programs. Phoenix Indian Center received NYCP funding in 2015 and is an Indian Organization and (2) Competitive Preference Priority 4- Empowering families and individuals to choose a high-quality education that meets their unique needs. The program will host community forums on school choice, the variance process and Arizona's voucher system. The project will serve 200 American Indian high school youth living in the Phoenix metropolitan area and attending the Phoenix Union High School District. Through the implementation of Career Ready by Signal Success Curriculum, youth will be ready to successfully find employment. Comfortability towards higher education will occur through skill building workshops and technical assistance for applying to college/trade school and FASFA. Partner LEA, Phoenix Union High School District is open to discussion of difficult issues including a look at policy and feasibility of a boutique school. Tribal partner, Navajo Nation and their Department of Education is poised to provide teacher training and cultural enrichment for youth. Lastly, community partners will provide access to needed social services for the families, supporting needs creating the ability for youth to focus on education and life after high school. Individually, the program organizations have all worked for decades to improve the lives of American Indian youth. Using a community-driven, comprehensive, wrap-around approach, the program helps our students become college- and career-ready and prepares them to be future community leaders. Through the youth council, the youth will have a voice in the program and parents will be involved as well through the parent advisory council and community sessions. Overall activities will be designed that focus on school retention activities, career training and job readiness skill building, leadership opportunities, and participant and teacher cultural identity (awareness and values). Expected outcomes are increased graduation rates, student placement in post-secondary education and training and employment, empowered young community leaders—all through a network of collaborative community partners.

Applicants Name: The Pribilof Islands Aleut Community of St. Paul Island Tribal Government (ACSPI) Project Title: "Building the House of Knowledge": Preparation for and Direct Access to Post Secondary and Vocational Education. Purpose and Expected Outcomes: ACSPI will use this funding to strengthen readiness for and to expand post-secondary education and vocational opportunity for students (K-12) on St. Paul Island. This proposal would include: developing a High School (K-8) Preparation Program for a Successful Student Transition to High School, developing an Early College and Career Training and Preparation Program for a Successful Student Transition from High School to and Completion of Post-Secondary Learning and/or Workforce Opportunities, and Establishing and Developing a Community-Based, Culturally Appropriate Learning Center to Provide for Social and Academic Behavioral Growth. Culturally specific programs, curriculum and supports will be developed to bridge the gap between Western models and ancient ways of knowing, enhancing student navigation of the educational process for our predominantly Alaska Native/Aleut (Unangan) community. Expected outcomes will be an increase in current levels of enrollment and degree completion in post-secondary or vocational programs, an impact on the local economy, demonstrated by documenting the number of individuals entering the workforce after completing a degree or certification program, and an increase in student achievement, documented through a comparative analysis of pre and post test scores, rate of course completion and student and community feedback. Applicable Priorities: Native Youth Community Project, Competitive Preference Priority 1: U.S. Census locale code 43, Competitive Preference Priority 2: Indian Tribe is the lead applicant, Competitive Preference Priority 4: Empowering Families and Individuals to Choose a High-Quality Education that meets their needs. Number of Participants Served: The total population is 479 (Census 2010); a traditionally underserved rural population; 417 (87.1%) are all or part Aleut (Alaska Native). 59 Alaska Native Unangnan students (K-12) will directly benefit from the program while many in the community will access services, support and education through the learning center. We anticipate 53 adult students to enroll in the campus over the initial 4-year period. Number and Location of Proposed Sites: One (1) site: ACSPI will leverage its partnerships with the University of Alaska, Bristol Bay Campus (BBC) and the Pribilof School District (PSD) to create a single, central BBC college campus and administrative capacity within the St. Paul School. ACSPI and its partners will create a single, central hub Campus Learning center within the PSD on St. Paul Island, AK. How the Project will Conduct Activities to Assist Participants in Identifying and Securing Qualifying Employment: ACSPI will provide active and ongoing case management and career counseling for students which identifies their educational and employment goals. The ACSPI case manager will work directly with students to help them access resources, track and document the steps necessary to achieve career and employment goals, and help students identify and apply for employment and access educational or career opportunities. The Indian Tribe Involved in the Project: The Pribilof Island Aleut Community of St. Paul Island, a federally registered Alaska Native tribe.

The City of Saint Mary's encompasses the Yup'ik villages of Algaaciq Native Village and Yupiit of Andreafski located within the rural Yukon Delta National Wildlife Preserve. It is a rural remote area (designated as 43) with the only access to the village being by plane or barge (in the summer). The population in the area is approximately 550 people. A federally recognized tribe is located in the community — > the Algaaciq Alaskan Native Tribe, a partner in the grant application. Saint Mary's City School District (SMCSD) consists of two schools adjacent to each other serving 200 students in grades pre-k-12 located in Saint Mary's City, Alaska. The percent of Alaska Native students is 99 percent SMCSD meets the Absolute Priority by applying as a partnership between SMCSD and the Algaaciq Tribal government to implement a Native youth community project. We meet competitive priority 1 as we are eligible and have received a small rural achievement grant. We meet competitive priority 3 as we received an Alaska Native Education grant within the past 4 years and competitive priority 4 as we will be increasing access to educational choice. Academically there is a gap between our students and the state average on the percent of students meeting state standards. Kindergarten readiness on the AK Developmental profile in communication and language is below the state average also. Our goals in the project are to improve academic achievement, to increase college and career readiness and to provide culturally responsive educational activities so students learn more about the Yup'ik culture and language. We plan to do this in the framework of addressing a community need which is determining the impact of climate change on subsistence activities. Students along with school staff and tribal elders will conduct field studies of things such as snow melt, changing vegetation patterns and water quality. We will utilize the evidence-based project based learning where students incorporate all academic skills into the project. Weather and forest consultants will assist us and also provide exposure for the students in STEM fields. Services provided will include college and career readiness activities such as developing a postsecondary plan, counseling, college visits, test preparation, and career exploration. The counselor will monitor progress towards graduation and we will offer web-based credit recovery opportunities. Another important area to address is academic support with academic tutoring, summer school and benchmark testing to target instruction. The small size of our school has limited course options especially courses that would help students be college ready. We propose to increase educational choice through web-based advanced course opportunities, computer science, CTE and college credit courses. At the preschool level, we will increase support to the preschool class by adding paraprofessionals and a literacy specialist who will work with the teacher on programs and strategies to increase literacy skills. The literacy specialist will also support teachers in the school with how to improve literacy skills. It is important that our students learn more about their culture and Yup'ik language and we will utilize a Yup'ik Curriculum and Language Specialist who will work closely with tribal elders to provide professional development for faculty, teach the Yup'ik language to students and together with Yup'ik skills specialists teach cultural skills. Some of these lessons will occur in the field trips to study climate change and subsistence skills. Anticipated outcomes include improved academic performance, increased college and career readiness, increased pre-school readiness, and increased knowledge of the Yup'ik language and skills as well as increased knowledge about the impact of climate change on our environment.

Purpose and Expected Outcomes: Salt River Schools Literacy for All program's purpose is to develop the skills and habits needed for our youth to determine their own destinies and access a full range of choices in pursuit of higher education and careers. The projected outcomes will be: 1) an increase in the cumulative number of college applications and/or scholarship applications completed by SRMPIC students; 2) an increase in the percentage of PreK-12 students who meet or exceed NWEA proficiency standards; 3) increased access to local, culturally relevant books throughout the community; and 4) increased awareness and appreciation of literacy as a cornerstone of autonomy, self-determination, and school success. Applicable Priorities: This project meets the absolute priority by engaging with community partners with evidence-based strategies to address identified barriers to college and career readiness for Salt River Pima-Maricopa youth. Salt River Schools is the TEA and also the lead LEA, Salt River Pima-Maricopa Community Schools, which includes Salt River High School and the Salt River Accelerated Learning Academy. Salt River Elementary School (BIE-funded, tribally operated school) is considered a second LEA; and the Early Childhood Education Center is also a part of SRS. Partners include Tribal agencies, Scottsdale Community College, East Valley Institute of Technology, Mesa Unified School District, Southwest Human Development, and First One Hundred Institute. Defined Geographic Area, Number of Participants and Sites: The Salt River Pima-Maricopa Indian Community is a sovereign tribe located in the metropolitan Phoenix area, comprised of two Native American tribes, the O'odham and the Piipaash. There are over 9,000 enrolled tribal members; 380 families with children ages birth-six live in the Community, 900 students attend Community schools, including the Early Childhood Education Center, and 1,209 attend other schools. Salt River Schools TEA is eligible for SRSA funds, (Competitive Preference Priorities One and Two); and the program will serve SRPMIC students who attend SR Schools, Mesa Unified School district, and other charter and private schools (Competitive Preference Priority Four). Barriers, Goals and Activities: Salt River students face barriers common among many American Indian populations, including low academic achievement rates, high dropout rates, books scarcity and inadequate levels of family and community engagement with education and literacy. Literacy for All builds on existing, evidence-based curricula and career programs and capitalizes on collaborations with community partners to achieve four goals: 1) empower students to explore diverse career opportunities and develop applicable skill sets, 2) educate families and provide home libraries to develop a daily, self-determined habit of reading with their children, 3) engage Tribal members to create locally relevant books and 4) conduct a literacy campaign that also employs youth to develop workforce skills. The program will employ a Project Manager, a Career Guide, and a Community Literacy Advocate to implement Service Learning Projects; oversee book distribution and literacy training for parents, Early Childhood and K-12 teachers; conduct Writers Group to create and publish locally created and narrated picture books; and manage student-led literacy campaigns. Community Literacy Champions (high school students) will be employed to staff summer reading programs and work on the literacy campaign. The long-term impact of Literacy for All will be that our children, supported by their families, school, and community, will transition into school ready to achieve to their highest potentials and ultimately experience more educational success (including higher graduation rates), higher levels of employability, and the benefits of lifelong, autonomous learning. It is also expected that the culture of literacy will spread, improving opportunities and revitalizing culture, language, and self-determination throughout the community.

The Goal of the Success Through Education Program is to prepare San Carlos Apache students so they master the Arizona Academic Standards; are prepared for, enroll, and succeed in post-secondary educational programs; and apply their learning both in their studies and to everyday life so they are personally and academically prepared for the 21st century. The objectives and related outcomes and benchmarks are aligned with the national goals and objectives. Number of students to be served: 1,064 junior high and high school students who are members of the San Carlos Apache Tribe. List of Partners: San Carlos Unified School District, Fort Thomas Unified School District; Apache College; Tribal Education Department, WIOA, Language and Culture; and community and business partners AGUILA Youth Leadership Institute, SWECA Inc. The San Carlos Apache Indian Reservation is located in east central Arizona, 110 miles east of Phoenix. Over 2,700 San Carlos Apache children and youth are enrolled in elementary and high schools However, less than 45percent of San Carlos Apache High school graduates continue onto post-secondary studies which is 23percent below the state average; less than 3percent of these students will graduate from college. The project is designed to address the needs of our students and incorporates the Competitive Preference Priorities which include educational choice by empowering families and students to choose a high-quality education that meets their unique needs. San Carlos Apache Tribe will implement four levels of interventions: 1. Development of Career Identity. Interventions include mentoring, career awareness presentations, activities, job shadowing, internships, college and industry tours, college bridge programs. 2. Academic Preparation that include WWC programs that have moderate evidence of effectiveness through after school and summer classes, tutoring, enrichment courses and programs, academic assistance and planning. Major attention will focus on monitoring student progress, brokering services from the schools and community and providing youth with extended learning and college/career awareness activities. PTC also supports educational reforms that include professional development, college bride programs, and the innovative MetroMatematicas and Six Sigma curriculums. 3. Development of Resiliency interventions through increased counseling and counselor training, developing youth leadership & mentoring programs, providing college awareness & visits, and Financial Planning. Given the significant number of college dropouts, the program also provides academic support and counseling during year seven of the project. 4. College and Career Planning. Development of a Personalized Educational College and Career Academic Plan for each student that incorporates choice by empowering families and students to choose a high-quality education that meets their unique needs.

The Santa Ynez Band of Chumash Indians College and Career Initiative (CCI) will prepare 100 American Indian students for academic and career attainment. By increasing academic competencies in challenging subject matter, including math and science, and guiding Chumash youth in grades TK-12 through evidence-based pathways, students will graduate high school with 21st century skills — ready for college and career. CCI will accelerate efforts to narrow the achievement gap for Chumash students affiliated with the Santa Ynez Indian Reservation. As a demonstration project, evaluation results will contribute to original research on American Indian education, policy formulation, and promising practices. CCI addresses Absolute Priority: Native Youth Community Projects. CCI is (1) Focused on a defined local geographic area surrounding the Santa Ynez Indian Reservation; (2) Centered on the goal of ensuring that Indian students are prepared for college and careers; (3) Informed by evidence, from a needs assessment conducted in 2017 and data analysis, on—(i) The greatest barriers, both in and out of school, to the readiness of local Chumash students for college and careers; (ii) Opportunities in the local community to support Indian students; and (iii) Existing local policies, programs, practices, service providers, and funding sources; (4) Focused on one or more barriers or opportunities with a community-based strategy and measurable objectives; (5) Designed and implemented through a partnership of various entities, which—(i) Must include—(A) One or more Tribes (Santa Ynez Band of Chumash Indians); and (B) One or more local educational agencies (LEAs); and (6) Led by an entity (Santa Ynez Band of Chumash Indians) that—(i) Is eligible for a grant under the Demonstration Grants for Indian Children program; and (ii) Demonstrates the capacity to improve outcomes that are relevant to the project focus through experience with programs funded through other sources. Goal: All participating students (grades TK-12) will advance with measured skills in challenging subject matters to the next grade, postsecondary education, and career. Objective 1.1- Offer academic, college, and career preparatory services to at least 100 unduplicated Chumash students (grades TK-12) and their families (an average of 25 students each of the four academic years from 2018-2022) to enable successful transition from TK through high school into college and career. Objective 1.2- Provide individualized academic support to at least 100 unduplicated Chumash students (grades TK-12) (an average of 25 students each of the four academic years from 2016-2020) to increase academic competency and skills in core subject matters, including Language Arts, Math, and Science. Outcomes: At least 70 percent of participants enrolled in TK through 12th grade will meet or exceed performance standards (grade promotion, portfolios, report cards, standardized tests) in Language Arts, Math, and Science. At least 80 percent of eligible high school graduates served in the target group will successfully enroll in a college or university in the semester following graduation or become employed. Number and location of proposed sites: The Learning Center on the Santa Ynez Indian Reservation, up to 100 student homes, one elementary school district, one high school district, and two public libraries in Santa Barbara County.

Southeast Island School District PR# S299A180022 (AK) ($499,315)

Project Abstract — Teaching Harmonious Resiliency for Virtually Every situation (THRIVE) Location: The project includes Southeast Island School District (SISD), Klawock City School District (KCSD), and Hydaburg City School District (HCSD) covering 12,150 square miles on and around Prince of Wales Island (POW) in southeast Alaska. Partners: Klawock Cooperative Association and Brightways Learning. SISD/KCSD/HCSD and Partners seek to create a systemic, sustainable change for Native youth by addressing Career and Post-Secondary Educational needs for students in grades K — 12. Purpose and Expected outcomes: Goal 1: Increase Student Achievement 1.1 — Students will show an increase of 10% each year of the grant in the Alaska state test, Performance Evaluation for Alaska's Schools (PEAKS). 1.2 — 5 percent of students will show overall improvement in grades, between 1st quarter and 4th quarter each year of the grant. Goal 2: Increase Graduation Rates 2.1 — Students will show a 5 percent improvement in non-cognitive data for each year of the grant (attendance, behavior, engagement). 2.2 — 10 percent increase for each year of the grant in students graduating with a high school diploma in four years. Goal 3: Improve Student College/Career exploration opportunities 3.1 — Surveyed students will show a 10 percent gain each year of the grant in number of adults significantly connected in their lives. 3.2 — 80 percent of targeted students will participate in a College/Career exploration opportunity. Applicable priorities: Competitive Preference Priority 1: All school districts involved serve rural Alaskan communities. Competitive Preference Priority 4: All school districts involved will increase access to educational choice for Native youth with dual credit options, career and post-secondary exploration. Number of participants to be served: THRIVE will provide services to 200 Alaska Native and 400 total students in the three districts. Number and location of proposed sites: Hollis, Coffman Cove, Naukati, Thorne Bay, Whale Pass, Port Alexander, Hyder, Alaska. (SISD), Klawock, Alaska (KCSD), and Hydaburg, Alaska (HCSD). All sites are located on POW except Hyder, located on the mainland at the Alaskan-Canadian border, and Port Alexander, located on the southern tip of Baranof Island. How the project will conduct activities to assist participants in identifying and securing qualifying employment: THRIVE will include provisions that promote Early College High Schools (ECHSs) as a college and career readiness pathway, opportunity for dual credit courses, College and Career Readiness Institutes, and Educational Choice Activities. The Indian tribes involved in the project: The tribes included in the project are: Klawock Cooperative Association, Hydaburg Cooperative Association, and the Organized Village of Kasaan.

Spokane Tribe Native Youth Community Project The Spokane Tribe of Indians and the Wellpinit School District will partner to implement a project targeting elementary and secondary students from the Spokane Tribe and attending Wellpinit schools. The Spokane Tribe will serve as the applicant and lead partner. The project will serve the Spokane Indian Reservation, located about 40 miles northwest of Spokane in Eastern Washington, The Reservation covers 159,000 acres. More than 2,100 people reside on the Reservation. This includes 1,660 American Indians with about 1,430 being members of the Spokane Tribe. Based upon an assessment of community needs and assets, this project identified several barriers and opportunities to address. The first barrier to students' college and career readiness is their inadequate academic performance. The second barrier related to the lack of kindergarten readiness of children from the Spokane Tribe. The third barrier involves at-risk behaviors of Spokane Tribe children and youth related to mental health issues and their social/emotional development. The fourth barrier relates to students' school attendance, particularly their unexcused absentee rates, chronic absentee rates, and chronic tardiness to class. In addition to the barriers, the project has identified several opportunities for addressing the identified barriers. The most significant opportunity is the existing positive working relationship between the Spokane Tribe and the Wellpinit School District. A second opportunity relates to state legislation requiring teaching of tribal history in the public schools and a state tribal history curriculum to help meet this requirement. These policies and resources provide a strong impetus and foundation for curriculum development efforts on the Spokane Reservation. A third opportunity is represented by several universities, colleges, and community colleges in the region that have previously worked with either the Spokane Tribe or Wellpinit School District (or both organizations) and can provide resources and expertise in helping to address the identified barriers. In addressing these barriers and taking advantage of these opportunities, this project will seek to achieve three goals during the next four years: Goal #1: Improve the academic performance Spokane Tribe children and youth in elementary and secondary school. Goal #2: Increase the school readiness of Spokane Tribe Children entering kindergarten. Goal #3: Increase student attendance and improve the school engagement of Spokane Tribe children and youth in Wellpinit elementary and secondary schools. To achieve these goals, the project has identified seven strategies: Strategy 1: Support Wellpinit elementary and secondary school teachers to incorporate effective, research-based, culturally responsive teaching practices into their teaching Strategy 2: Implement a new program model that will promote more student-centered learning opportunities for secondary school students Strategy 3: Expand out-of-school learning opportunities for elementary and secondary students Strategy 4: Provide a transition program for students entering kindergarten Strategy 5: Develop, pilot, and implement a Spokane Tribe History and Culture curriculum in all elementary and secondary grades Strategy 6: Expand and coordinate family information, engagement and parenting programs in the community Strategy 7: Expand social-emotional development and group counseling programs to support the development of the whole child.

Project SHELL (Strengthening Higher Expectations for Learning and Leadership) PARTNERS: The Turtle Mountain Band of Chippewa Indians (federally recognized Tribe and Promise Zone), Turtle Mountain Community College (eligible Tribal College), three BIE Schools (Turtle Mountain Community Middle School, Dunseith Indian Day School, and Ojibwa Indian School), and three LEAs (Dunseith, Rolette, and St. John) will partner to implement SHELL, a high-quality, comprehensive Native Youth Community Project (NYCP) to directly improve the college and career readiness of participating youth. PURPOSE/EXPECTED OUTCOMES: Project SHELL will deliver culturally-relevant, evidence-based learning to equip youth with the knowledge and skills to improve their educational achievement and assist their readiness to confidently pursue college and careers. Native culture will be integrated throughout all aspects of Project SHELL and be a component of the leadership and community service projects. PRIORITIES: Located in an extremely rural (locale 43) Promise Zone, SHELL meets the Absolute Priority, as well as, all Competitive Preference Priorities. PARTICIPANTS: 1,000 Turtle Mountain entering 8th Grade students (250/year) and their parents/caregivers will actively participate in the comprehensive NYCP activities. GEOGRAPHIC AREA and SITES: SHELL will serve youth in the Turtle Mountain Reservation and encompassing Rolette County in North Dakota, which shares its border with Canada. The area is extremely rural (United States Census) and all partnering schools are located in this rural, remote area (locale code 43). BARRIERS: Informed by need assessment, data analysis, stakeholder discussion, and best practices to improve outcomes for Native students, SHELL will address identified barriers (lack of school success, lack of college and career-readiness, and lack of cultural integration) by i) increasing academic performance to better prepare students for success in school, college, and careers; ii) Increasing college and career training for students and their parents; and iii) integrating Native culture with education and college/career readiness activities. OPPORTUNITIES & STRATEGIES: Regularly scheduled activities, grounded in research and evidence-based strategies, will take place during the school day, after school, and the summer to support students' school success and college and career readiness, including school day instruction/interventions, after school tutoring/learning sessions, career academies, hands-on learning with a focus on STEAM (Science, Technology, Engineering, Arts, and Math) during a summer camp, and involving tribal Elders and Native role models to engage students in cultural activities. MEASURABLE OBJECTIVES: Each project year, 90 percent of students will increase academic skills as demonstrated by proficiency on appropriate state assessments; 75 percent of parents will increase their knowledge in positive practices to support student success as measured by reports of personal growth on surveys; 90 percent of students will engage in college/career readiness activities; 75 percent of parents will join in college/career training; 90 percent of students will engage in culturally-relevant learning experiences; and 90 percent of students will interact with appropriate Native role models to explore college/career options as measured by results of personal growth on annual surveys. TRIBE: The Turtle Mountain Band of Chippewa Indians (federally recognized Tribe and Promise Zone) is the Tribe involved in Project SHELL.

The Yurok Tribe's Wild Rivers Indian Career Pathways Program is named for the Klamath and Trinity Rivers upon which the Yurok, Hupa and Wiyot people of Northwestern California have fished for salmon and traveled for over 10,000 years. Wild Rivers will serve nearly 800 American Indian Gr. 6-12 students in four comprehensive high schools, four continuation high schools, one charter high school, five middle schools and 12 K-8 schools across an area bigger than Delaware. The program serves students from California's two largest tribes, the Yurok and Hupa (Hoopa) as well as students from the Wiyot Tribe located along Humboldt Bay. Locally on Tribal lands and in the community, good-paying, mid-level and high-skills jobs are available, but too often go unfilled because local American Indian adults lack the requisite skills and credentials. Wild Rivers seeks to address these challenges and opportunities and prepare AI students with a clear plan for during and after high school and the skills necessary to achieve their post-secondary goals. While not all students have the same skills or familial support, all deserve a pathway to success in school and life. WR will focus on three career pathways offering students opportunities aligned with both tribal and non-tribal careers. The three pathways offer job opportunities, living wages and the opportunity for those young people who wish to develop the skills necessary to follow their own entrepreneurial dreams. They are: (1) Early Childhood Education and Teaching, (2) Natural Resources, and (3) Business, Small Business, Entrepreneurship. All three align with "Targets of Opportunity" identified by the Labor Market Information Division of the California Employment Development Department. Through a partnership with College of the Redwoods, through these three pathways students will have the opportunity to earn college credits as part of dual enrollment classes offered at the high schools by College of the Redwoods, our community college partner. The participating tribes will host summer cultural, work and internship activities for students. Wild Rivers Goals, Objectives and Performance Measures Goal 1: By 2022 increase American Indian high school graduation rate from 82.40 percent to 90 percent Goal 2: By 2022 increase the college ready American Indian student rate from 18.53 percent to 36 percent Goal 3: American Indian 8th graders will transition successfully to high school. Goal 4: 50 percent of American Indian graduates will earn at least nine dual enrollment units or complete at least one 100 hour internship (work experience) in their pathway Goal 5: Sustain the program beyond Federal funding. Besides a full time Project Director and 0.5 FTE Career and Internship Coordinator, Wild Rivers will fund seven school district staff (four Site Leads [SL) and three Indian Education Techs [IET]). WR intentionally uses school employees because they have full access to students and their data, are school based and benefit from additional support and supervision from school principals whose own performance is evaluated in great part by how well their students achieve. The SLs, IETs and Title 6 staff will be trained in how to help students and families select and apply for college/post-secondary programs. They will receive coaching and support to directly work with college-bound students as well as students pursuing career and technical training so all 12th graders complete the FAFSA and are supported to apply for scholarships and financial aid. The Yurok Education Dept. and partners will work with the schools and the California Indian History Curriculum Coalition (CIHCC) to develop and review curriculum that integrates the American Indian experience across the curriculum. The curriculum will be posted to tribal, district and the CIHCC website. Teachers in WR schools will also participate in trauma informed instruction PD to help children develop resilience, or the ability to overcome serious hardship. Wild Rivers meets the Absolute Priority through its focus on ensuring Indian students from a defined geographic area are prepared for college and careers. WR meets Competitive Preference Priority (CPP) 1 by including 8 SRSA and RLIS districts. It meets CPP 2 since the Yurok Tribe is the applicant. WR meets CPP 4 by providing families support and counseling. Through its evidence-based design and its adherence to best practices Wild Rivers has the potential to be suitable for replication or testing in other settings.

FY 2017

Alaska Gateway School District and its district, tribal government and tribal organization partners will implement Project RAVE (Rural Alaska Village Entrepreneurs). Tribal partners include the Tanana Chiefs Conference, the Mentasta Traditional Council, the Native Village of Tanacross, the Native Village of Tetlin, the Northway Native Association and the Tok Native Association. The Project RAVE goals include: reducing the drop-out rate; increasing the number of students who are ready for and who attend post-secondary school; and who ultimately find local gainful employment or create their own opportunities. The majority of the career pathway courses will be delivered through blended online courses, which will be merged into the traditional classroom setting.

The American Indian Resource Center (AIRC), in partnership with the Cherokee Nation, the Cherokee Nation Foundation, Kenwood Public Schools and Nowata Public Schools, will implement the Sevenstar Project. The project will support a comprehensive approach to meet the need of career and college readiness of students in 40 schools by using evidenced based curriculum and proven program designs. Strategies that will be used include cultural identification, academic enrichment; STEM programming, Virtual Learning, standardized test strategies and financial literacy education. Objectives include having all students participating in academic enrichment, STEM and virtual learning with an outcome of increases in academic subject letter grade performance.

The purpose of the Cultural Heritage Improving Learning and Development (CHILD) project is to prepare 90 preschool students to succeed in kindergarten, ensure culture identity is the foundation of early learning experiences and provide formal professional development opportunities. The measurable objectives include: increase in student achievement on early learning assessments; increase student achievement on literacy, math, personal/social skills, Alutiiq and Sugt'stun preschool performance assessments; increase school readiness scores on the Alaska Developmental Profile; increase class libraries of Alaska Native children's literature; and increase teacher proficiency on the Promoting Cultural and Linguistic Competency Self-Assessment for Preschool Teachers. The CHILD project consortium includes one regional Alaska Native non-profit organization, Chugachmiut, and seven community Alaska Native tribal organizations — Native Village of Tatitlek IRA Council, Native Village of Chenega Bay IRA Council, Naknek Native Village Council, South Naknek Village Council, Igiugig Village Council, Nondalton Village Council, and Native Village of King Salmon Tribal Council.

The College of the Menominee Nation will implement the Sustainability Leadership Cohort (SLC)program to develop college and career readiness and leadership skills through engagement with a focus on STEM activities. The SLC program constitutes a year-long effort to support Menominee and other Native youth-participants holistically to build college and career skills and abilities and to support their development into the next generation of tribal leaders, managers and scientists. The program utilizes students' ecological background as a bridge to STEM academics, while also recognizing that the youth need support to connect their culture and language to STEM+CL (Culture & Language) learning.

Cook Inlet Tribal Council, Inc. (CITC) proposes Foundations — Parent Partnerships for Student Success, a comprehensive, community-driven program implementing multiple strategies to improve the college and career readiness of Alaska Native and American Indian students. Foundations will address persistent roots of the academic achievement and outcomes gap through: a) direct STEM, literacy and social-emotional learning education and skill-building interventions in Anchorage School District (ASD) 3rd-5th grade classrooms; b) improving school climates and infusing Alaska Native cultural knowledge into ASD elementary schools; c) shifting the relationship between Alaska Native students' families and their schools to one of informed advocacy; and d) provide student and family advocacy services and referrals for supportive services.

The Council of Athabascan Tribal Governments (CATG) and its partners—the Yukon Flats School District, Dinjii Zhuh K'yaa, and the Yukon Flats Center—propose to develop and implement Yeendaa Geenjit Shrideegwirilii — We Prepare for the Future. The project goal is to increase postsecondary education and employment readiness opportunities for youth in the Yukon Flats by providing activities to integrate traditional values and language into the K-12 educational experience. Their program proposes to lift up at risk students and young adults while creating a K-12 educational environment using the Understanding By Design model. Outcomes include: an education system built on the native culture; a system that enhances and values life in the Yukon Flats; and, a system that prepares the next generation to make the changes they want to make but to build on what came before. Their objectives are to: 1) Ensure 30 cohort students will have participated in strategies to obtain their GED or high school diploma; 2) Engaged 30 cohort students in career and technical education intensives, and 30 middle school students in STEM exploration sessions; 3) Allow 16 high school students to take a media journalism class that culminates with participation in the Searider Productions summer media camp in Waianae, Hawaii; and 4) support certificated teachers and the Yukon Flats Indigenous Language Revitalization Institute participants to develop and pilot courses for inclusion in the K-12 academic system based on the existing Gwich'in Learning Framework and the Understanding by Design curriculum development model.

Devils Lake Public School District, in partnership with Spirit Lake Tribe, will implement the Spirit Lake Native Youth Community Project. The goal of this project is to ensure that 100% of Tate Topa Tribal School and Warwick Public School students are college and career ready by the end of the grant as measured by the ACT. Annual objectives to be measured include increases in knowledge of college/career key considerations (by students and family members), academic confidence (by students) and implementation of effective practices (by educators). Outcomes will be measured according to results produced annually from matched, pre/post perception surveys, retrospective surveys, classroom observation rubrics and interim indicators categorized according to persons involved and activity implementation and outcome data.

Project NeeSimPom—a partnership among Four Winds of Indian Education, Mechoopda Indian Tribe and Grindstone Indian Rancheria—proposes a comprehensive, community-wide approach to help K-12 grade students become college and career-ready. The project's purpose is to improve educational outcomes and college and career readiness Native American students from a wide range of tribes including: Mechoopda, Pit River, Pomo, Wailaki, Wintun, Nomolaki, Cherokee, Chippewa, Klamath and Sioux.. Expected outcomes include: 1) the integration of Native culture into the No Excuses University program and all project activities; 2) students graduating from high school ready to pursue college and career; and 3) increased collaboration among partners resulting in improvement in home-school relations and increased school attendance. Project objectives include cultural adaptation and implementation of No Excuses University and Miss School/Miss Out; cultural sensitivity training for school staff; career guidance and curriculum adaptation, summer bridge program and summer employment programs for students.

Hoonah City Schools (HCS) proposes the Lingit Tundata'ani, a comprehensive program comprised of academic supports and college readiness programming to support the Huna Lingit community. Primary project strategies include: 1) providing, structured, targeted, Tlingit Language-infused academic and cultural support activities; 2) professional development and training for HCS teachers such that they may infuse Native Culture into classroom teaching; 3) monthly in-class Tlingit Cultural activities; 4) working at KHOO Radio Station, where students will have the opportunity to present live broadcasts on topics of importance to them; 5) vocational career training educational and learning opportunities in multiple pathways; 6) off-site college campus and vocational training-focused visits; 7) peer mentoring; 8) positive, culturally similar adult role models (Aunties and Uncles); 8) culturally-focused monthly family engagement activities; and 9) creation of individual student success portfolios. Project objectives include: 1) increase the percentage of students achieving proficiency on Alaska standards based assessment in math, writing and science by 20% over 2015 baseline; 2) annually, at least 8 students will complete Native woodcarving coursework; 3) annually, at least 13 students will meet the requirements for certification in one of the designated health career pathways; and 4) decrease by 3% annually the number of HCS graduates required to take remedial college courses in math or science.

Hydaburg City School District, in partnership with the Hydaburg Cooperative Association, will implement Project Build to serve students from the Haida native community. The goal of Project Build is to develop and demonstrate the effectiveness of services and programs to improve the educational opportunities and achievement of preschool, elementary and secondary Alaska Native students. The program has four objectives: 1) Ensure students are grounded in their unique identity and prepared for postsecondary opportunities; 2) Engage students in school through place-based learning resulting in a commitment to lifelong learning; 3) Collaborate among families, community and schools to effectively support student post-secondary opportunities; and 4) Give students supports and pathways to pursue post-secondary opportunities.

Ketchikan Indian Community proposes the Focused Pathways Program (FPP) for up to 550 Southeast Alaska Native high school aged students. The purpose of Focused Pathways is to provide a strong "community-centric" learning environment in which student/teacher time is controlled by learning and not specified time periods within the normal educational day, freeing up student schedules for college credit courses and career and technical courses that lead to an industry credential. Goals include: 1) Increase the number of Southeast Alaska Native students who enroll in a two or four year college with at least nine college credits already completed prior to enrollment; 2) Increase the amount of completed career and technical education (CTE) courses that lead to industry recognized credentials for Southeast Alaska Native students; and 3) Increase the opportunity for Southeast Alaska Native students to access and engage in culturally meaningful educational content and local career exploration.

The Central Yup'ik College & Career Readiness (CCR) Project will take a 360° comprehensive approach in providing hands-on CCR learning opportunities for Jr. High and High School students to attain the skill to become college and career ready. There are five overarching goals: 1)Develop and implement a teacher-mentor program to increase rural educators' capacity to support students in developing CCR skills; 2) Design a framework for sustained community collaborations to promote CCR skills in Central Yup'ik students; 3) Facilitate communication between high school students and post-secondary programs to develop culturally relevant entrance process; 4) Provide access to EXCEL CCR Foundational Sessions for secondary students and Summer XL Bridging Camp; and 5) Increase CCR indicators and performance among Central Yup'ik students in targeted region. This project is supported by a partnership comprised of the following entities: The Kuskokwim Corporation/Kuskokwim Educational Foundation; Aniak Traditional Council, Village of Kalskag; Kuspuk School District, Lower Yukon School District; the nonprofit education organization EXCEL Alaska, Inc.; Kenai Peninsula College (KPC) and the Alaska Vocational Technical Center (AVTEC).

The Lapwai School District program, in partnership with the Nez Perce Tribe, will provide exposure to career awareness and co-op work experience, including more preparation for college or professional-technical training, to enhance the whole child's education and provide culturally responsive care programs to develop positive human relations, self-discipline, good citizenship, self-esteem and success. Project outcomes include: completion of dual credit courses, increased academic performance, increased career awareness and work skills and increased cultural knowledge and pride. Objectives are: implementing ACT's College and Career Readiness Solutions, review of student scores, development of a student portfolio, implementation of supplemental student services and computer assisted learning, dual credit enrollment and an increase in culturally responsive. Project goals include: providing school based individual/group counseling interventions, establishing a system of review/referral to respond promptly to more intensive student problems, providing in-service training/support to teachers/staff providing information to parents of targeted students and improving student achievement.

The Lummi Nation proposes the Lummi Marine Trades Native Youth Community Project (LMTNYCP). The purpose of the project is to build and establish a Career and Technical Education Program at Lummi Nation School that will focus on preparing students for college or a career in the marine industries- fishing, crabbing, marine engine building and boat maintenance, boat building, marine sciences and natural resources. Project goals include: 1. Increased student attendance; 2. Improved student engagement; 3. Increase in grade point average; 4. Increased family and community involvement via project-based learning projects and a Marine Trades Project.

The proposed Milwaukee Public Schools First Nations College Access (FNCA)project, in partnership with Southeastern Oneida Tribal Services, will provide college preparatory support to improve secondary school First Nations students' knowledge and skills to help approximately 400 students transition successfully to postsecondary education. The proposed project will provide: 1) tutoring and academic enrichment in science and mathematics; 2) culturally responsive curriculum to support improved identity formation, confidence, aspirations, progress monitoring, problem solving and self-advocacy; 3) coordinated opportunities for career and college exploration; and 4) meaningful engagement of parents and families. Four project goals are: 80% of participating students will report increased readiness for college/careers as measured by a pre-post survey of the Expanding the Circle Curriculum; increase on-time graduation rate of First Nations students from 65% to 75%; increase enrollment of students in challenging core courses in math and science by ten percentage points each year; and increase on-time enrollment of students in colleges/universities by more than 15%.

The overarching goal of the project is to provide college and career readiness afterschool programming opportunities for youth within the Muscogee (Creek) Nation (MCN) boundaries by the MCN Native Youth Community Project (NYCP) staff and build relationships among students, families and LEAs. Goals include: 1) All participating students will improve student achievement in core academic areas through career development strategies; 2) All participating students will show an increase in student attendance and graduation from high school utilizing a Native American designed career plan; 3) All participating students will see an increase in CC&R skills guiding them along the path of self-discovery while exploring careers and creating an individualized career plan; 4) MCN NYCP will collaborate with the Native American community to enhance academic support, educational enrichment and support services to ensure academic and career goal success; and 5) MCN NYCP will collaborate with schools and community to provide sustainable programs.

Navajo Preparatory School proposes Diné Soaring: Local to Global. The purpose and expected outcomes include: a) Develop a comprehensive 9-12th grade curriculum and instruction aligned to the IBDP, Common Core and Diné Educational Standards; b) Implement rigorous assessment aligned with the assessment philosophy and procedures of the IBDP, State and Navajo Education Standards; c) Strengthen college and career readiness skills for students; d) Promote a Digital-Age Learning Culture aligned to the International Standards in Technology Education; e) Promote and preserve the Navajo Culture and Navajo Language Curriculum; and f) Provide extensive and relevant professional development opportunities for instructional staff. Objectives include: a) Aligning school-wide curriculum for 9th-12th and instructional teaching with IBDP, Common Core and Diné Education Standards; b) Implement rigorous assessments through developing school-wide rubric for evaluation; c) Strengthen college and career readiness skills through summer ACT camp and ACT preparation; d) Promote a digital-age learning culture; e) Promote and preserve Navajo culture and language through advanced coursework and curriculum; and f) Provide extensive and professional teacher development opportunities as required by International Baccalaureate professional development standards.

To promote and prepare American Indian students who are ready for college and career, the Nevada Department of Education (NDE) created a program that will be three-fold: Engage 7-12th grade students with intensive counseling engage their parents and families through community instructors and engage tribal communities through outreach events. This project will use College and Career Coaches to individually advise students, Community Based Instructors who will be housed with the tribes and will perform community presentations based on individual community needs. Key personnel will help implement curriculum in the mainstream school that is culturally relevant to NDE AI students. There will be a six-week intensive summer school program for credit recovery, college field trips (both in state and out-of-state) and a statewide youth conference twice a year. The goal is that these programs and events will lead to increased enrollment of Advanced Placement courses, increased applications to college and trade schools immediately after graduation and increased grade point averages. The NDE will serve as Project Director and will work with the Yerington Paiute Tribe, the Walker River Paiute Tribe, the Fort McDermitt Paiute and Shoshone Tribe, the Lyon County School District, Humboldt County School District, Walker River Paiute Tribe Education Department, Yerington Paiute Tribe Education Department, Fort McDermitt Paiute and Shoshone Tribe Education Department, Yerington Intermediate School, Yerington High School, and McDermitt Combined School.

The Pala Band of Mission Indians proposes the Pala Little Feathers program. Three goals form the overarching basis of program objectives and activities: 1) School Readiness, where all children will start school ready to learn including a continuous and articulated center-based program will serve preschool-aged children, while a summer school transition component will assist in preparing preschoolers for kindergarten enrollment; 2) Parent Education and Involvement — The program will find ways to involve parents in their child's education, resulting in their active participation in their child's progress and being a strong advocate for the child, and 3) Teacher Education and Professional Development — Staff will have access to programs for the continued improvement of professional skills.

The Saginaw Chippewa Indian Tribe (SCIT) of Michigan will be using the Niijkewehn Mentoring Program (NMP), a collaborative mentoring effort to enhance college and career readiness for Native American youth. Objectives of the Niijkewehn Mentoring Program include: 1) Implement plans for stabilization and restructuring of NMP while sustaining service capacity to ensure continued preparedness for students to be college and career ready; 2) enhance the capacity of the SCIT to increase college and career readiness among youth through participation in the NMP as evidenced by a decrease in high school dropout rates, increase in high school graduation rates and improve school attendance among program participants by 25%; 3) and by the end of the grant, achieve alcohol and drug-free lifestyles by all participants.

The Standing Rock Sioux Tribe proposes to establish a 3-year strategic plan for a Peer-to-Peer Mentoring program to provide more resources to the K-12 system to enhance efforts with the Lakota/Dakota culture and language. The main purpose of the program is to focus efforts so that all students are prepared for post-secondary college and careers. The program has two goals: 1) Increase the students' academic performance and the graduation rate through interaction between the student and a peer mentor with activities designed to aid their academic and emotional development; and, 2) Enhance and support the cultural competencies of the schools through the provision of technical assistance enabling these entities to acquire knowledge of, and increase capability in, the Dakota/Lakota culture and language.

Terrebonne Parish School Board proposes the project On Travaille Ensemble, in collaborations with United Houma Nation, the Point-Au-Chien Indian Tribe, the Biloxi-Chitimacha Confederation of Muskogee Indians, the Louisiana Indian Education Association, Fletcher Technical Community College, Nicholls State University and the Houma-Terrebone Chamber of Commerce. The goal of the project is to improve the college and career readiness of American Indian students. The program has three objectives: 1) improve the academic behavior of the participating middle school students; 2) increase the number of Indian students who become successfully enter 9th grade for the first time; and 3) increase community involvement efforts that promote the college and career readiness of Indian children. Community strategies shall include partners and tribes working together to provide mentors, meetings spaces and wisdom and knowledge to participants.

Yavapai-Apache Nature School (YANS) is a community-led, culturally based wilderness program for 3rd -9th grade students, their families and the community. The goal of YANS is to increase scholastic success and to promote college and/or career readiness by directly addressing the root causes of truancy and school dropout, including self-destructive behaviors, substance abuse and impulsivity. Outcomes to be measured include: Measurable outcomes of the grant are interrelated and include 1) increase in children and youth's sense of self; 2) increase in children and youth's sense of place; 3) decrease in self-destructive behaviors; 4) increase in high school graduation rates and/or GED completion; 5) increase in college and career readiness; 6) increase in parental involvement with the school system; and 7) increase in parental involvement with cultural and outdoor activities.

The Yukon-Koyukuk School District (YKSD) in partnership with the Tanana Chiefs Conference proposes the Starting Strong project designed to improve the college and career readiness of Alaska Native and American Indian students in nine rural Alaska Native communities in the Yukon-Koyukuk School District. Project objectives include the following: 1) YKSD children will have access to effective pre-K to third grade multi-age classrooms; 2) All parents of YKSD pre-K to third grade students will be actively participate in their child's education; and 3) All YKSD children will receive the nutrition, physical activity and health care necessary to be prepare.

The Yurok Tribe proposes the program "Success in Both Worlds Demonstration Project". The project has four overall goals: 1) Increase college and career readiness of the target population; 2) Increase the academic achievement rate in the core academic courses; 3) Increase the percentage of students transitioning to higher education, colleges and universities; and 4) To provide a college and career readiness program that connects students with their career opportunities. Finally, they will strengthen student support networks by expanding professional development, offering parent programs and sustaining community partnerships.

 FY 2016

The Alaska Gateway School District has proposed the Alaska — Care and Husbandry Instruction for Lifelong Living (A-CHILL) as their Native Youth Community Project. The geographic area to be served by this project is the Alaska Gateway School District and Yukon-Koyukuk School District covering an area of approximately 93,000 miles. The Hughes Village Council, Kaltag Tribal Council, Manley Hot Spring Traditional Council, Koyukuk Tribal Council, Ruby Tribal Council, Chief's Conference, Mushers Association, Brightways Learning, the University of Alaska Fairbanks and partners seek to create systemic, sustainable change for Alaska Native youth by addressing career and post-secondary educational needs for students in grades 7-12. The barriers identified by the community survey and through analysis of the youth data are: graduation rates below 50% for Alaska Native students, lack of career readiness upon leaving school, lack of exposure to higher education opportunities and the need for greater exposure to cultural heritage. A-CHILL proposes to make changes through the development of a career educational program involving veterinary sciences, animal husbandry and cultural training. By leveraging expertise from high school programs, UAF programs and tribal elders related to the dog sledding industry, students will be incentivized to stay in school and consider the region's rich cultural heritage involving mushing and the myriad of learning and employment opportunities that surround the industry. This project extends the existing pilot project, the Frank Attla Youth & Dog Mushing program, that now exists at the Jimmy Huntington school in Huslia. Project A-CHILL will leverage community volunteers and tribal elders to expand students' knowledge of mushing, animal husbandry, related businesses and cultural heritage.

The project partners include: the American Indian Science and Engineering Society (Indian Organization), Cheyenne-Eagle Butte Schools (BIE-funded school), and the Cheyenne River Sioux Tribe (Tribe). All of the proposed project programs and activities will take place within the geographic area of the Cheyenne River Sioux Tribe (CRST) reservation and primarily within the Cheyenne-Eagle Butte (C-EB) school system. The proposed project will address barriers to college and career readiness, specifically in the fields of science, technology, engineering, and mathematics (STEM), among American Indian and Alaska Native (AI/AN) students. There are a multitude of barriers to college- and career-readiness among C-EB and CRST students. Among those are community-wide issues like poverty, poor health, and substance abuse, issues that are pervasive and deeply rooted. Additionally, there is a clear need among C-EB Schools to improve the math and science proficiency of its students. To address these issues the proposed project seeks to increase interest and engagement in STEM subjects among students of all ages, build the capacity of C-EB Schools to support students in STEM, and generate CRST parent and community support of, and engagement in, STEM studies and careers, particularly for CRST youth. Improving STEM education by introducing a novel and culturally relevant curriculum and programs will provide C-EB students with opportunities to grow and flourish in new environments. This is the mission of the proposed collaborative project. The proposed project will build upon existing relationships, opportunities, and infrastructure to provide novel STEM programming to C-EB students, working towards restoring hope and paving a vibrant future in STEM for the whole CRST community.

The Annette Island School District (AISD) Empowering our Future Generations Project will focus on increasing Metlakatla students' college- and career-readiness. Building on the evidence-based and community context, AISD will focus on increasing Tsimshian cultural identity, developing shared family-school partnerships, improving student independent living skills, and providing essential mentoring. Annette Island School District (lead applicant) is partnering with Metlakatla Indian Community (partner applicant and federally recognized tribal entity) and Association of Alaska School Boards (a 501(c)(3) non-profit organization). AISD is in a rural local community and currently has an Alaska Native Education Program grant. Program objectives include: increasing student connection to Tsimshian culture and cultural identity; increasing family and community involvement in students' education and support for student higher education; increasing family and community involvement in educational outcomes; and improving school district and community capacity and infrastructure to support student independent living skills.

NYCP Grant funds provide wrap-around educational and family services for AI/AN youth. The Chickasaw Nation Department of Education will continue to provide the direct wrap-around educational and family services (tutoring in reading for kindergarten through 3rd grade levels, math and reading tutoring for 6th through 8th grade levels, counseling needs for youth and families entering junior high school and high school, tutoring in core subject areas and credit recovery to meet established goals) with a goal of increasing the number of AI/AN youth graduating high school in the targeted community with advanced knowledge and skill levels for college- and career-readiness. Grant funds will also be used to provide family intervention services outside what is already provided through the LEAs, as well as assist with school programs to help stabilize school climate issues affecting AI/AN youth. Finally, the project will support college- and career-readiness for high school students by providing ACT, PSAT, and AP courses; concurrent college enrollment; standard college and vocational admissions assistance; and career guidance.

Located in south-central Oklahoma, the Chickasaw Nation is a federally-recognized American Indian (AI) tribe with an established Tribal Education Agency (TEA). There are a total of 65 school districts within the TEA tribal boundaries of the Chickasaw Nation's 7,648 square miles of jurisdictional territory. The proposed project will be implemented solely within the Chickasaw Nation's tribal boundaries and will focus on Native American students enrolled in the 14 school districts located within Carter and Pontotoc Counties, which contain the highest Native American enrollment of all the counties in Chickasaw Nation's tribal boundaries. In addition, the State Tribal Education Partnership Program's referral system (information acquired from teachers, administrators, counselors, Indian education coordinators and parents/guardians) identified specific social, cultural and educational barriers that plague AI/AN students within the Chickasaw Nation's tribal jurisdiction, including absences due to lack of transportation to school, utilities being disconnected, bullying due to appearance, undiagnosed hearing and vision conditions, juvenile delinquency as a result of substance abuse and a lack of parental involvement. The TEA will coordinate with local programs within Pontotoc County, as well as entities within Carter County to provide enhanced educational opportunities and counseling, as well as promote the development of strategies to address the identified barriers to educational success.

The Choctaw Nation of Oklahoma (Choctaw Nation or Nation) will implement Project Impact, an intensive four-year college and career counseling program intent on serving approximately 175 Native American junior high and high school students each year in partnership with Talihina Public Schools (which qualifies for the Small Rural, School Achievement Program). This project is informed by existing need, data analysis, and best practices proven to improve college and career readiness outcomes for Native American students. By analyzing educational data sources, evidence collected through an in-depth focus group and a Johnson O'Malley Needs Assessment, the Choctaw Nation found that Native American students at Talihina Public Schools are in need of math and science remediation, high school counseling services for college and career exploration, encouragement to attend school to graduate, guardian involvement, and confidence. Throughout the four year period, activities to support project goals will be administered in the classroom, during field trips and other special events, and by developing the Native American leader through junior high and high school summer camps. Students will be recruited through orientation events and flyer announcements with the assistance of Talihina Public Schools staff. Additionally, Project Impact intends to take advantage of all local resources to increase college- and career-readiness of Native American students at Talihina Public Schools. Kiamichi Technology Centers, Carl Albert State College, and Oklahoma State University — Institute of Technology have committed human resources and use of facilities to assist with project implementation. Each entity is eager to share college and career guidance via campus tours, speaking engagements, and summer leadership camps. In addition, local businessmen and community leaders have committed to speaking at engagements and offering project support when necessary.

The purpose of the Voyage To Excellence — Generation Indigenous (VTE-GI) project is to provide for nine 1- to 2-week-long residential career development phases and 1 month-long residential summer career camp each serving up to 28 students. Curriculum will include contextually-based, relevant academic instruction; intensive career planning with a focus on careers available in rural Alaska Native communities; personal and life skill development necessary in both rural and urban environments; and a foundation of Alaska Native cultural identity through Alaska Native cultural learning opportunities, interactions, and on-the-job training opportunities with Alaska Native industry professionals. Community-based strategies include: providing focused, contextual academic instruction in personally relevant fields of interest; providing opportunities to apply technical mathematics, reading, and writing in real life situations; promoting work readiness and employability skills training during phases and camps that focus on careers available in rural Alaska Native communities; facilitating career exploration/job shadowing; offering occupational endorsements and certifications in local industry professions; developing college-readiness skills; developing positive social, personal and life skills; providing cultural learning opportunities, interactions, and on-the-job training opportunities with Alaska Native industry professionals. The project will also include yearly staff training to increase knowledge and skills in strategies for integrating Alaska Native culture into VTE-GI phases. By staging the VTE-GI phases at a residential school in Anchorage, students will have access to the largest employers and business partners in Alaska who are eager to make a favorable impression on the future workforce.

The Citizen Potawatomi Nation (CPN) will implement a college- and career-readiness program for Native American students in southern Pottawatomie County, Oklahoma. The CPN is the lead organization for this project with Asher, Macomb, Maud and Wanette school districts serving as the LEAs, and Oklahoma Baptist University, St. Gregory's University, The University of Oklahoma, and the Oklahoma State Regents for Higher Education as official participants in the partnership agreement. The program, entitled Wzhitawen (Prepare) Project, will carry out its goal, which is to provide college- and career-readiness support to four schools in southern Pottawatomie County, Oklahoma, beginning in the 8th grade and continuing until 11th grade when students will commit to college and career plans. Achievement of this goal will result in an overall positive change in the problem identified by the needs assessment, which was that, while Native Americans in our geographical area are completing high school at the same rate as their peers in the state and nationally, they are not prepared for college nor are they earning degrees. This project will achieve four objectives in support of its goal including: 1) in the first three months of the project, the project team will create a comprehensive, three-pronged (student, family, and school) resource guide for college- and career-readiness that includes culturally-relevant materials for Native students between the 8th and 11th grades; 2) beginning in project month 4 (January) and continuing until the end of the award, two college and career advisors will instruct Native American students in the four partner school districts about preparing for successful college completion and career attainment; 3) the college and career advisors will expose students to various postsecondary options through tours of college campuses and career training centers, visits from college admissions professionals, and an annual Native American college fair; and 4) each summer, the college and career advisors will instruct each grade level group of students in a one-week mentorship academy, where they will learn techniques to share what they have learned about college- and career-readiness with other Native students in the four partner districts. Fulfillment of these objectives will help Native students in the partner school districts overcome the barriers preventing college and career success, which are primarily lack of in-school counseling resources, lack of academic preparation, and lack of exposure to college campuses and college life which leads to an unnecessarily rough transition into post-secondary education.

Overarching goal of the Coeur d'Alene Tribe Native Youth Community Project is to create a successful school-, college- and career-readiness program for middle school students. This project utilizes partnerships among the Coeur d'Alene Tribe Department of Education, the Coeur d'Alene Tribal School in DeSmet, Idaho, Plummer/Worley School District in Plummer, Idaho on the Coeur d'Alene Tribe Reservation, families, Tribal leaders, Tribal program staff, community members, and local colleges and universities. The project has three objectives: 1) create and implement an in-school and afterschool program to increase school, college, and career success; 2) develop a culturally centered and holistic wellness program that encompasses social-emotional, physical, and nutritional health to prepare youth for school success, college, and career, and 3) design a plan to increase school and community engagement and safety to increase youth and family protective factors. The Coeur d'Alene Tribe Department of Education 2016 Native Youth Community Grant has community strategies and measurable objectives involving academic challenges to promote college and career readiness, as well as health and wellness opportunities, to develop the self to be prepared physically, mentally and socially for the future ahead.

The program will offer a holistic college and career program using research-based and community-based strategies with measurable objectives. The program will be implemented in partnership with Tribal programs, families, community partners and supported by local policies, existing programs, practices, service providers, and funding sources. Regularly scheduled activities to support students' college- and career-readiness, school success, mental health, and physical health will take place during the school day, after school, and on early release days for middle school students (grades 5-8) who attend the Coeur d'Alene Tribal School and Plummer-Worley Schools. As a result of this project, there will be a measurable increase in several areas of student engagement, achievement, and family engagement including: GPA in core middle school courses, students scoring proficient or higher on state assessment, high school students applying for scholarships and FAFSA, student participation in college- and career-readiness activities, participation rate of youth in summer internships, and parent engagement in college- and career-readiness activities. In addition, there will be a measurable increase in participation in healthy living activities, motivation/persistence, healthy relationships, financial literacy and physical and cultural activities.

The Growing Readers and Developing Leaders project is designed to meet the absolute priority of ensuring Native American youth are college- and career-ready through a comprehensive, needs-based model that includes key community partners. The identified partners for this proposal include the Gila River Tribal Education Office (Lead), First One Hundred Institute (Coordinator), Blackwater Community School (BIE Pre-K-5), Casa Blanca Community School (BIE Pre-K-4), Gila Crossing Community School (BIE Pre-K — 8) and Sacaton Elementary School District (Pre-K — 8). The purpose of the project is to support the readiness of students on the Gila River Indian Reservation as they grow through key transitions from home to elementary school to middle school. The expected outcomes are to increase: 1) family engagement with reading, 2) kindergarten readiness, 3) knowledge of STEM and a habit of self-determined reading with K-8 students, and 4) reading proficiency scores for K-8 students.

The Gila River Indian Community (GRIC) is a 374,000-acre Indian Reservation located in South Central Arizona, bordering the Phoenix metropolitan area. The community lies south of the cities of Phoenix, Tempe, and Chandler, and north of Casa Grande. GRIC is the fourth largest federally recognized Native American Tribe in the United States and consists of two distinct tribes, the Pimas (Akimel O'Odham) and Maricopas (Pee Posh). The seeds for readiness are planted in the home—readiness for school, readiness for career success, readiness for college. Gila River Tribal families stand among thousands of Indian families nationwide who fight a continuing battle to achieve optimal conditions for growing career-oriented learners that are ready, in the words of Barack Obama, "for the special role they will play as citizens of tribal nations in defining the future of this country, and also in leading Native cultures, traditions, and governments into the next century." This project is designed to establish a student-centered, community-based model that leverages existing programs and services to improve the educational opportunities and achievement of preschool, elementary, and secondary Indian students. We intend to grow readers and develop leaders across the Gila River Indian Reservation by overcoming the biggest barriers to college- and career-readiness—book scarcity and poor habits of self-determined reading; limited access to quality early childhood education; and low academic achievement in grades K-8.

The Goldbelt Heritage Foundation, in partnership with the Juneau School District (LEA), the Chatham School District (LEA), Douglas Indian Association (Tribe), CCTHITA (Tribe), and the Alaska Learning Network proposes to ensure that Alaska Native and American Indian students are prepared for college and careers by carrying out the I Kusteeyi Shakaadei eelgen—Looking to Your Future—grant initiative. The program will concretely provide culturally relevant strategies designed to improve the educational and life outcomes for youth within Southeast Alaska tribal communities. The overall project goal is to increase the number of graduates, among Southeast Alaska Native/American Indian students, who finish high school in four years and enroll in colleges or pursue career-ready training opportunities. Barriers to postsecondary success for Native students include low graduation and high dropout rate, limited achievement, lack of equity, lack of 21st Century skills, limited college- and career-ready topics, limited college and career-ready role models, lack of leadership opportunities, limited credit recovery, limited pathways to college- and career-ready programs and disconnectedness to place, governance, and history.

Throughout time the Tlingit Native people of Southeast Alaska learned to turn barriers into opportunities by varying the strategies of their approach to education. Through this project, with the strong partnership of Goldbelt Heritage Foundation, the Juneau School District, Chatham School District, the Alaska Learning Network/University of Alaska Southeast, and Central Council Tlingit Haida Indian Tribes of Alaska, and the support of the Douglas Indian Association, I Kusteeyi Shakaadei eelgen—Looking to Your Future—will embrace the opportunity to carry out community and educational self-determination utilizing the wise counsel of the past. Looking to your Future will serve a minimum of 1,095 students.

The 1,021 American Indian students in remote, rural Jefferson County School District (JCSD) face significant in- and out-of-school barriers that impact their educational success. Serving 2,859 students, JCSD has the highest percentage of American Indian youth in the state, with 36% American Indian (AI), 32% Hispanic, 30% White, and 2% other. While the majority of AI youth attend the Warm Springs K-8 Academy, located on the Confederated Tribes of Warm Springs Indian Reservation, the county's only high school is located in the town of Madras, thus making the 8th to 9th grade transition even more challenging for students. To foster American Indian students' school-, college- and career-readiness, the JCSD Circle, Culture and Learning Youth & Family Program will work with a myriad of tribal, parent, university and community partners to develop a coordinated system of school, family and community supports. The two goals of this program are to: a) increase college- and career-readiness for American Indian students and b) increase opportunities for family, tribal and community participation in students' education and career aspirations. Activities designed to address these needs are: 1) development of a school year morning and afternoon extended day program and a 2-week extended year program at the K-8 reservation school, to include targeted math and literacy instruction, tutoring and homework help, tribal-led cultural activities and sports/PE programming; 2) provision of teacher training and expanded implementation of AVID school-day, summer and family involvement programs; 3) development of a 9th grade Freshman Summer Bridge program that includes AVID skill development, career college education, and extracurricular activities designed to promote engagement in high school; 4) creation of a Native Family University program that engages our partners to offer school-, college- and career-readiness and cultural programming to all AI families and students. Outcomes of this project will include increasing student achievement, attendance, retention and graduation; reducing student dropout; and enhancing family-community partnerships and involvement.

With the support of $778,833 in Indian Education Demonstration grant funds over four years, Kake City School District (KCSD) and its project partners, the Organized Village of Kake and the Southeast Alaska Regional Health Consortium (SEARHC) will launch Responsive, Aspirational Support Networks (REASON), a comprehensive Native Youth Community Project comprised of academic supports and college-readiness programming that will dramatically impact outcomes for high poverty, high risk Alaska Native youth in Kake, Alaska, a rural, isolated village located on Kupreanof Island. Key barriers to student success include: academic failure; loss of Tlingit Language and Culture; lack of college-readiness; and lack of parental knowledge about how to support their children's education, among others. Yet despite being a small, isolated village located on a remote Alaska island, KCSD has engaged community resources to support our Alaska Native students in improving their academic, college- and career-readiness outcomes. Specific opportunities to support our Alaska Native students include: 1) providing structured, comprehensive counseling services to Alaska Native students and their families; 2) supporting improved academic outcomes in core subjects by providing, engaging, hands-on, project-based learning activities tied to individual student needs; and 3) increasing students' college- and career-readiness through structured exposure to postsecondary educational opportunities and experiences. REASON is a four-year initiative that will capitalize on powerful local resources to redesign the foundations of KCSD, promoting ongoing success. The goal of REASON is to support improved academic achievement, increased college- and career-readiness, as well as the emotional and behavioral needs of our students by deploying culturally-focused educational and enrichment activities.

The purpose of the proposed Karuk Pikyav ("fix-it") Field Institute Project is to improve the academic performance and college- and career-readiness of AI/AN students in the Karuk Tribal Service Area. The project lead is the federally recognized Karuk Tribe, whose service area spans the rural and underserved communities of northern California's mountainous and riverine landscape in both Humboldt and Siskiyou Counties. The proposed project has grown out of an unprecedented communitywide strategically developed proposal through which the tribe's Department of Natural Resources will partner with the Tribe's education program and Temporary Assistance to Needy Families Program. Partners include the Mid Klamath Watershed Council, a nonprofit organization dedicated to environmental restoration, and four public schools: Orleans Elementary (Humboldt County's Klamath-Trinity Joint Unified School District); Junction, Forks of Salmon, and Happy Camp Elementary schools (three independent LEAs identified as small rural schools in Siskiyou County). Additionally, the project has the committed support of the University of California, Berkeley; the University of California, Davis; Humboldt State University; the University of Oregon; and the U.S. Forest Service, Pacific Southwest Research Station's Fire and Fuels Program. Barriers to be addressed include: poverty, lack of culturally appropriate instructional material and culturally competent instructors, and pervasive perceptions among both students and parents that college and career opportunities are severely restricted. Opportunities include community, tribal departments, tribal parents and the large number of existing career options in the natural resources.

Project goals include focusing on academic performance by using culturally relevant and academically challenging lessons based on the Karuk cultural heritage and modern day science principles, improving college and career readiness of participating students through local partner resources such as Humboldt State University's, Indian Natural Resources and Science and Engineering program enabling them to be better prepared for college or career once they leave high school.

The NYCP project will develop a dropout prevention demonstration program designed to improve academic performance (Reading and Algebra I achievement, specifically) among American Indian/Alaska Native middle school students and improve engagement among American Indian/Alaska Native high school students. Intensive tutoring and coordination of support services, aligned with FAST (Families And Schools Together) teaching principles will work to address the achievement gaps, high rates of alcohol and/or substance use and socioeconomic barriers to college- and career-readiness American Indian/Alaska Native middle school students face. The development of a collaborative cultural credit program between Kenai Peninsula Borough School District (KPBSD) and Kenaitze will work to address the dropout rate among American Indian/Alaska Native high school students district-wide. Expected outcomes of the project include improved academic performance, leadership skill development, family cohesion and referral for services among targeted middle schoolers; and improved academic and cultural engagement, attendance and retention in Kenaitze programs among targeted high schoolers. The defined local geographic area to be served includes four KPBSD schools: Kenai, Seward and Homer middle schools, as well as Ninilchik School. This includes a service radius of about 190 miles on the Kenai Peninsula; the total number of American Indian/Alaska Native students to be served through intensive tutoring and service coordination includes 136 middle school students identified as requiring extra support through the Native Education Program's Title VII Coordinator. Barriers to be addressed through Kenaitze's Native Youth Community Project include the dropout rate among American Indian/Alaska Native KPBSD students; high rates of substance and/or alcohol use among American Indian/Alaska Native KPBSD students; achievement gaps in Reading and Algebra I among American Indian/Alaska Native KPBSD middle school students; and socioeconomic barriers to college and career readiness among American Indian/Alaska Native KPBSD students.

Community-based strategies to address barriers to college- and career-readiness include FAST and SAFE (Sequential; Active; Focused; Explicit) tutoring frameworks for middle school students; mental health first aid training for all tutors and/or interested KPBSD teaching staff; Positive Youth Development-focused tutoring and leadership opportunities available through Kenaitze Yaghanen program and Youth Council; and health and human services delivery for targeted students that is based on Trauma-Informed Care and Kenaitze's Dene Model of holistic healthcare.

The purpose of the project is to increase the number of graduating native students who are college- and career-ready by 35% by the end of the funded period of the project in 2020. The project is designed to improve educational opportunities for our students, improving their preparation for college or a career following graduation from high school and increasing the opportunities for employment. Outcomes include: students will have access to a broad array of distance learning tools and video-conferencing technology, the area will have an established Native Youth Community Project, 8th grade Alaska Native youth will be able to make informed decisions about college and career choices, 8th grade AN youth will have Personal Learning Plans.

I Can Career Pathways Measures predict: 60% of students will raise their scores on the Alaska Measures of Progress (AMP), the ACT, and WorkKeys assessments; a minimum of 40% of Native Youth will complete 20+ hours of job-shadowing and internships each year; 100% of students following in the I Can Career Pathway will experience 80+ hours of technical, social, and cultural life outside of Kodiak; and 60% of students will earn at least one technical certification.

I Can College Pathway Measures predict: 60% of students will raise their scores on the Alaska Measures of Progress (AMP), the ACT, and AP assessments; 40% of Native Youth will complete 10+ hours of job-shadowing, internships and community service yearly; 100% of students following the I Can College Pathway will experience 80+ hours of professional, college, social, and cultural life outside of Kodiak; by graduation 60% will have earned at least 18 hours of college credit; and there will be a 50% increase of students that complete post-secondary programs or go to work.

Little Wound School District (LWS) and the Oglala Sioux Tribe (OST) are applying as partners under the Native Youth Community Projects program. LWS, as lead applicant, proposes to establish an Extension School by expanding services to meet the needs of un-served or under-served youth. Barriers will be addressed using a blended learning program to reach students who don't attend school due to transportation, family obligations or other issues and provide an alternative path to entering higher education. Each student will have an individualized learning path. These students will work on computers and receive individual or small group instruction. Students that have dropped out or fallen behind the path to graduate can take advantage of credit recovery courses online, including enrichment or advanced coursework. Online programming will include career pathways and college test preparation. OLC will offer dual enrollment for college credit. Work experience with mentoring will help students develop appropriate work-related skills and explore various career opportunities. We will continue to use the American Indian Life Skills program. The online program we will use allows for adapting and designing courses that incorporate the Lakota language and culture with input from OST.

Goals are to improve academic skills, improve college/career readiness and increase high school completion. Objectives are to increase proficiency on the reading and math state test by 10%; increase graduation rate by 20%; decrease dropout rate by 3% or to zero; improve average ACT score to 20; increase college ready benchmarks by 5%; and increase students taking dual enrollment or advanced placement courses to half of 11-12th grade students. All objectives will be within the context of increasing Lakota language and cultural pride. We will make full use of the existing programs that address these areas and add the services that will address unmet needs. Anticipated outcomes are improved academic achievement, increased high school completion, college- and career-readiness, and ultimately more opportunities for youth to have improved economic status and educational attainment.

The Lower Kuskokwim Early Learner Project (LKELP) project partners include the Lower Kuskokwim School District (LKSD) as the lead with tribal partners of the Native Villages of Kasigluk, Kwethluk, Kwigillingok, Kongiganak, Mekoryuk and Bethel (Orutsararmiut Native Council). The purpose of the Lower Kuskokwim Early Learner Project (LKELP) is to accelerate the acquisition of literacy skills in preschool age students, thus giving them an early, strong start in school. The major outcome is the creation of seven community preschools that thoroughly involve parents, the community and the tribes in learning about emerging literacy and then working directly with preschoolers, both in and out of the school setting. Secondary outcomes are a highly skilled preschool staff using research-based practices, a community equipped with essential emerging literacy teaching skills and many opportunities to use them, and a tribal leadership role in education. The geographic area to be served includes the Lower Kuskokwim river delta area of Alaska that encompasses about 22,000 square miles—the size of West Virginia—of coastal wetlands and interior treeless tundra. The delta has virtually no roads and travel is by Bush plane or by river boats in summer and snowmobiles in winter. Barriers in the region include early death by disease, accidents and intentional trauma; poor school performance; and the poor economic outlook for most villages, which blunts efforts to promote college- and career-readiness. The region contains villages that are culturally homogenous, with just about everyone being Yupik. The culture has not been lost and much pride is taken with promoting it; most Yupik people speak their language and, due to years of dual-language instruction in the schools, it is thriving. A cultural value of Yupik people is that of sharing, caring, and hard work, so community-oriented projects are generally well-supported.

The goal of the M — yuhty — ôk Program is to increase the readiness of Mashpee Wampanoag tribal youth for both college and long-term careers. Based on a series of both quantitative and qualitative community-based needs assessments, there were four barriers and related opportunities for support that emerged. as shown in the table below: In order to address poor academic performance in reading, writing and math, the project will provide academic support to youth to improve grades and performance in stated subject areas. In order to address limited experience in basic life skills, the project will teach basic life skills (money management, time management, food planning, etc.) so youth feel confident living on their own. In order to address the issue of little to no understanding of the college or career planning process, the project will expose youth to the process of planning for and applying to college and expose youth to career possibilities through mentorships and internships. In order to address limited wampanoag traditional and cultural knowledge, the project will and teach youth selected cultural practices including hunting, fishing, and Wôpan — ak language.

To support the program goal and address both the barriers and the opportunities, the Education Department of the Mashpee Wampanoag Tribe, a federally-recognized Indian Tribe and the lead tribal agency for the program (TEA), is partnering with two local education agencies (LEAs), namely the Mashpee School District and the Barnstable School District, in the towns with the highest percentage of Mashpee Wampanoag Youth, to support the program implementation. The M — yuhty — ôk Program will serve Mashpee Wampanoag Tribal youth who are located geographically in Barnstable County, on Cape Cod in Southeastern Massachusetts.

The proposed 4-year project Bridging the GAP: Pre-K and Middle School (BTG) will target two student populations: Pre-K and Middle School. Pre-K classes currently exist in Northwest Arctic Borough School District (NWABSD). They have proven to be effective, but cost constraints have paraprofessionals teaching most of the classrooms. Research indicates the benefit of Pre-K classes having specifically designed curriculum and trained early childhood teachers. The project design includes an Early Childhood Specialist — duties to include the oversight of all Pre-K instructors, classroom observations, curriculum development, related PD, community outreach and other tasks. The ultimate goal is to increase the social and academic readiness of students to succeed throughout their schooling.

NWABSD has developed a strong career and technical education curriculum for high school within the Star of the Northwest Magnet school that focuses on 4 pillars — culinary arts, education, process technology and health. This grant would focus on middle school students to prepare them for college- and career-readiness through participation in Junior Achievement and the Alaska Native Science and Engineering Program, a model STEM program for Alaska Native students supported by University of Alaska. Barriers have existed because of the cost to design and support the initial phases of both programs. Community, local entities and businesses support the efforts as demonstrated by previous discussions and designation of priorities. The proposed sites include all of NWABSD's schools. Sites serving students K-12 include Ambler, Buckland, Deering, Kivalina, Kiana, Kobuk, Noatak, Noorvik, Shungnak and Selawik. Kotzebue houses two schools: June Nelson Elementary and Kotzebue Middle/Senior High. All sites outside of Kotzebue are served by air transport daily, the only way to regularly access the sites. The area to be served is a remote geographic region.

Partners for Oglala Lakota Love of Learning include the Oglala Sioux Tribe Department of Education, Oglala Sioux Tribe Higher Education Department, Little Wound and Crazy Horse Schools, Oglala Lakota College, Pejuta Haka College Center and Pine Ridge Area Chamber of Commerce. The purpose of the project is to increase the percentage of Oglala Lakota youth who successfully transition from high school to jobs or higher education through participating in life skills training designed to promote healing from trauma as well as increased self-sufficiency. The geographic area being serviced is Jackson and Oglala Lakota (formerly Shannon) Counties on the Pine Ridge Reservation. The assessed needs and barriers for this project include the extreme effect of poverty, and trauma, and the lack of resources specifically designed to heal this trauma, so real life skills could be learned. This project will use an evidence-based curriculum supplemented by applying life skills through hands-on work experiences, community and cultural resource people and organizations working regularly in the schools, and increased and improved partnerships to support schools. Dedicated time during the school day is set aside for youth to heal and learn, together with community people, the life skills they need to cope with and thrive today. Youth will also go out into the community to practice these skills in real-life settings with support to facilitate "success." Older youth in turn will share their experiences with younger children.

The Pinoleville Pomo Nation (PPN) project will support 585 Native American students (Pre-K to 12th grade) in Ukiah Unified School District (UUSD) to achieve college and career success. The project partners with UUSD, Arbor Youth Resource Center & PPN Vocational Rehabilitation Program, and other tribes in the greater Ukiah area to implement three major strategies to address critical challenges faced by the American Indian (AI) students.

The purpose of the project is to: a) Increase cultural awareness & education among AI students and school district staff; b) Increase AI students' attendance, college admission, vocational programs enrollment and standard test scores; c) Increase peer to peer support and parent involvement.

The Quechan Indian Tribe, a federally recognized Indian Tribe, and the San Pasqual Valley Unified School District propose to partner to implement the objective of developing a shared vision of responsibility among tribal leaders, educational partners, and community-based organizations. This project will focus on the development of a Parent Academy to communicate and educate on issues based on the importance to American Indian (Indian) children's academic success; to foster leadership values among Indian children through increased awareness in Quechan culture and heritage; and to increase career exploration and college readiness awareness among Indian children.

The three goals of the program will serve to address an overarching problem that the Picacho Project can make an impact on—chronic absenteeism and truancy rates, which are among the top barriers to student achievement. The Picacho Project aims to reach the approximately 300 American Indian/Alaska Native students from K-12th grade of the Fort Yuma Indian Reservation and adjacent district townships of Bard, Winterhaven, Andrade and Felicity, California. The Parent Academy's objectives will be to educate and create awareness of the importance of attendance, examine extensive barriers that cause attendance problems/truancy, foster parent to parent support, improve parent to school district rapport and parent involvement in community activities. The enhanced tutoring segment will augment the Johnson O'Malley (JOM) program's afterschool and summer tutoring programs by utilizing a teacher's pool from the school district that will infuse teachers whom can assist the JOM program staff and tutors with developing curriculum for tutoring, while training JOM tutors on styles and methods in the process.

The Cultural and Heritage Awareness program objective will be to promote and expand upon existing programs as a means to ignite and revive parents of and AI/AN students with one of the most critical aspects of the indigenous spirit — its culture. This objective will bring local and regional speakers on culture to teach Quechan culture and create Tribal cultural awareness on a broader level. This objective will also provide support to the school district staff through cultural awareness workshops that will focus on cultural sensitivity, explaining customs and how they affect learning and attendance and other necessary information to address early intervention of problematic issues.

The Career Exploration objectives will expose AI/AN students to pathways leading to career or job readiness upon high school graduation. Trips to local and regional industries and services will allow the students to explore the types of jobs in demand, thus learning of coursework needed to obtain certificates, skills and degrees to achieve career goals. Opportunities for participation in local community events and regional youth leadership conferences that focus on STEM and other driving industries will bolster the exploration experience.

Promising Futures NYCP Project represents the partnership between the Sabine Parish School Board and the Choctaw-Apache Tribe of Ebarb. The overall outcomes of the project are to increase the college- and career-readiness of American Indian students in grades 4-12 in rural Louisiana. Outcomes include improved academic achievement and readiness, informed career planning (e.g., based on interests), leveraging technology to boost communication, collaboration, creativity, and critical thinking, and building the capacity of the partners to maintain this college- and career-readiness culture.

We will be serving approximately 722 Indian students in grades 4-12 in Sabine Parish, Louisiana. The project is located in rural west central Louisiana. Deemed the worst flooding in the state since 1948, the disastrous floods of 2015 and 2016 brought not only high waters but destruction and heart break. The disaster continues to have a deep and devastating impact on families living in Sabine Parish. Sabine Parish was declared a federal disaster area, one of the thirty-seven named within Louisiana. A needs assessment and analysis of data sources determined the greatest barriers both in and out of school include 1) area demographics, 2) limited cultural awareness, 3) lack of appropriate homework environments, 4) lack of access to computer and technology for learning, 5) low student academic engagement and opportunities for active learning, and, 6) lack of systematic effort to improve preparation for college, career, and leadership. Common barriers to Indian student academic achievement and career aspirations include adverse socioeconomic factors, limited access to high quality teachers and instruction, and low levels of family and community involvement.

Salish Kootenai College, the Tribal College (IHE) of the Flathead Indian Reservation, proposes to partner with the Tribal Education Department of the Confederated Salish & Kootenai Tribes (CSKT), Two Eagle River School — the BIE-funded Tribal High School, the University of Montana Broader Impacts Group, three local LEAs, (Arlee, Dixon, and St. Ignatius) and two early childhood centers (SKC Early Learning Center and Early Childhood Services Head Start) to provide a comprehensive and strategic process to improve the college- and career-readiness of American Indian students from preschool through high school. The project emphasizes academic and career preparation for Science, Technology, Engineering, and Math (STEM) careers and Health Sciences Careers, as there is a critical shortage in these areas on reservations and in the general workforce.

The name of the project, "Es Xcimi", is Salish for "getting ready or becoming prepared." Thus, this is the focus of the project: to teach and support American Indian (AI) youth in culturally responsive ways so they become better prepared for success in their lives through an array of career and college choices. Es Xcimi: Braiding Resources to Increase College and Career Readiness of American Indian Students (BRICCR) will serve the Flathead Reservation in Northwest Montana. This project plans to increase the college and career mentoring and education of AI students through the following goals: 1) to enhance the discipline-based literacy skills of PreK-12th grade students; 2) to enhance the STEM career awareness and readiness skills for PreK-12th grade students; 3) to implement culturally relevant, research-based instructional methods to enhance PreK-12th grade student academic mindsets and other related non-cognitive factors; 4) to create a model, data-driven, collaborative structure for improving the college- and career-readiness of PreK-12th grade AI students that can be replicated throughout the Flathead Reservation, the state on Montana, and nationally, as well.

Circles of Equity for Native American Youth Community Project (Equity Project) aims to unite and leverage district and tribal educational support efforts to improve the educational opportunities and achievement of Native American (NA) youth in San Diego County. The official partners include the San Diego County Office of Education (SDCOE) and the Viejas Tribal Educational Agency. Other partners include local San Diego county school districts and tribes, such as Campo Band of Kumeyaay Indians. Additionally, experts from California State San Marcos' California Indian Culture and Sovereignty Center and the Kumeyaay Community College will advise the project. The Equity Project will (1) increase the high school graduation rate of NA youth; (2) increase University of California and California State University eligibility through minimum freshman eligibility requirement completion rates of NA youth; (3) increase the academic achievement of NA youth; (4) improve social-emotional health, including a positive cultural identity and self-image of NA youth; (5) increase the number of in-service teachers prepared to understand, develop, and implement culturally responsive literacy aligned to the state language arts framework; (6) increase the percentage of San Diego County district staff prepared to provide culturally- and community-responsive systems; (7) develop a framework, titled Circles of Equity, a Blueprint for Creating Community Responsive Environments for the Achievement of Native American Youth.

San Juan School District (SJSD), partnering with the Navajo Nation and Ute Mountain Ute tribes, will implement a comprehensive Native Youth Community Project. The project has four main components. 1) The project will promote culturally appropriate approaches to solve student discipline challenges and to provide opportunities for students and families to engage in ongoing cultural learning through Navajo and Ute Peacemaking services and afterschool activities. Increased cultural training will be provided for educators at target schools. 2) The project will hire 6 Native Youth Advocates/School Social Workers (NYAs) who will carry a case management load of the most needy students, offering direct services and support. The NYAs will collaborate weekly with school personnel to staff most at-risk students and will meet monthly with tribal and agency partners to coordinate services. 3) The project will develop, with partners, a three tiered service model for students, including preventative activities for all students, interventions for students and an intensive service component for high risk students and families who need a wrap-around system. Collaborative groups will work to bring clarity to referral services and follow-up. 4) The project will contract with Dream Navigator to develop a Navajo and a Ute version of a college and career curriculum. Secondary schools will implement this curriculum in order to help Native Youth to make future plans that incorporate Native values and will also offer a Native Student Leadership/Service opportunity.

SJSD is located in Southeastern Utah in the Four Corners area. The project will serve approximately 1,600 San Juan School District Native American students, both Navajo and Ute, located in 9 district schools. Five of the schools are located within the boundaries of the Navajo Nation. The other four are in close proximity of both the White Mesa Ute Community and the Navajo Nation.

SJSD Native Youth often face barriers such as: fragmented services due to jurisdiction challenges and poor communication between providers and the school; ineffective and culturally inappropriate school discipline measures; and poor preparation for college and career futures due in part to lack of culturally relevant curriculum. Opportunities to address barriers are: a great willingness of all partners to engage in the project to improve quality of services; a realization from the district that changes in discipline approaches are needed and will be more successful; and the discovery of Dream Navigator, a company who specializes in indigenous people's curriculum development. Community-based strategies include establishing an Executive Council Steering Committee of representatives from the Navajo and Ute tribes, agencies and schools which will meet biannually to review project progress and make recommendations for improvements. School communities will hold a monthly collaborative staffing meeting where members will plan for services for the most needy students and their families. A Ute Mountain Ute committee will develop their own version of Peacemaking.

The Sisseton-Wahpeton Oyate Wiyukcan ka Ecunpi project titled "Thinking and Doing" is an action project based on assessment and survey data of needs for the youth of the Sisseton-Wahpeton Oyate of the Lake Traverse Indian Reservation located in the northeast corner of South Dakota. The Sisseton-Wahpeton Oyate (SWO) includes: 3 tribal schools of which 2 are involved in this project (Tiospa Zina Tribal School and Enemy Swim Day School), 3 Head Start attendance centers, a Family and Child Education Program, a SWO Youth Department and the Tribal Education Department (TED) entities. The TED entities include the college, GED programs and other entities offering educational services.

The SWO grant will develop, and sustain in the future, the following activities: 1) learning academies through partnerships to ensure all students are college- and career-ready and 2) wrap-around programs that will actively teach, reinforce and instill protective factors. Barriers that the SWO youth face include: lack of opportunity due to the rural setting, below-proficiency academic performance for students at tribal schools, lack of career and technical education available for students, suicide completion and ideation increasing every year for the past years (lack comprehensive data prior to that), negative behavior that impacts and impedes education opportunity, poor attendance, and lack of digital/technological instruction and usage to engage students in meaningful opportunities. The educational and wrap-around opportunities that will be addressed in this project are within the Tribal schools, Head Start, and the Youth Department.

The design will utilize the Collective Impact Model (CIM) to create systemic change that will sustain the action oriented goals. The CIM utilizes a structured process to create social change. It brings a full team of focused individuals and concentrates efforts to implement a full education turn-around model that will instill a system change. The project will employ research- and evidence-based implementation of curriculum to create a wrap-around model for students.

Stilwell Public Schools serves 1,410 high-need students in the small town of Stilwell, Oklahoma, "The Most Cherokee Community in the USA" and the poorest township in the state. According to the Census Bureau's Small Area Income and Poverty Estimates, 40.5% of Stilwell students live in poverty. Stilwell Public Schools (SPS) serves this rural, isolated community on the Oklahoma /Arkansas border, and in 2015 it qualified for the Community Eligibility Program — resulting in a 100% Free Lunch rate within the district. SPS serves a diverse population of high-need, high-risk learners (61% Cherokee, 19% Caucasian, 20% Hispanic) who struggle to overcome community-based challenges such as intergenerational poverty, chronic unemployment (the 8% unemployment rate is twice national average), and widespread under-education (24% of adult residents do not have a high school diploma). Immediate action must be taken in order to provide Stilwell students with new opportunities to achieve academic success. Informed by our ongoing Needs Assessment process, Stilwell Public Schools has created a partnership with the Cherokee Nation Education Services Department and the Cherokee Programs Department at Northeastern State University (NSU) to design Rising Above, a comprehensive structure of academic supports and college readiness programming that will dramatically impact outcomes for high poverty, high risk Native American youth in Stilwell.

This project will use good attendance, peer mentoring, intensive educational projects, and dual enrollment to improve the educational opportunities and achievement of children on the Rocky Boy's Indian Reservation. The goal of the project is to strengthen the capacity of the Chippewa Cree Tribe, Stone Child College, Rocky Boy School, and Box Elder School to effectively and collaboratively improve the college- and career-readiness of Indian students on the Rocky Boy's Indian Reservation. Expected outcomes include improved attendance, increased graduation rate, and decreased dropout rate. The project will serve youth residing on or near the Rocky Boy's Indian Reservation. These youth will be current students of Rocky Boy School and Box Elder School, the two schools serving the reservation youth. The number one barrier being addressed by this project is chronic absenteeism and the results of those absences (high dropout rate, low grade point average). Additional barriers addressed include drug and alcohol abuse and the reservation's rural location and low income status. Opportunities include several programs already in place at the two partner schools and SCC. These programs, although a good start, are not enough to financially support the major barriers faced by the reservation youth. Other opportunities include a strong cultural/community support system and tribal departments all working toward a common goal of providing improved educational outcomes for community youth.

The Tunica-Biloxi Tribe of Louisiana is requesting funding for educational support to Tunica-Biloxi tribal students to prevent drop-outs. Currently, students of the Tunica-Biloxi Tribe of Louisiana lack access to robust educational supports that are able to provide culturally appropriate services to our targeted population to help them to achieve at the same level as non-tribal students while making them college- and career-ready. On average, Tunica-Biloxi will be modifying the Check and Connect Evaluated Evidence Based Strategy to meet the needs of the Native American population. Expected Outcomes include reduction in drop-out rates, improved academic performance, and school completion rates. The Tunica-Biloxi Tribe of LA plans to partner with the Avoyelles Parish School System, the Inter-Tribal Council of Louisiana, the Institute for Indian Development, Tulane University, and Tunica Biloxi Vocational Rehabilitation Program. Areas to be served include the Tunica-Biloxi Reservation and Avoyelles Parish.

The Turtle Mountain Band of Chippewa Indians (federally recognized Tribe), Turtle Mountain Community College (eligible Tribal College applicant), Turtle Mountain Community Schools (Bureau of Indian Education (BIE) School), and two public schools (Dunseith and St. John) will partner to implement a high quality, comprehensive Native Youth Community Project (NYCP) to directly improve the quality of college- and career-readiness for participating youth. Project GOAL (Gaining Opportunities through Academic Leadership) will effectively provide opportunities for culturally relevant learning that will prepare youth with the knowledge and skills to improve their educational achievement and increase their readiness to pursue college and/or careers. Up to 800 Turtle Mountain high school students (9th-12th grade) will join in college and career awareness and youth/parent/family activities to explore careers with Native role models and resources for college- and career-readiness. Additionally, a group of 100 Turtle Mountain high school students will participate in focused activities to improve their academic scores, ACT scores, college readiness, and awareness of potential career opportunities and related educational requirements. Native culture will be highly integrated throughout all aspects of Project GOAL and be a component of the leadership and community service projects. Project GOAL will serve youth in the Turtle Mountain Reservation and encompassing Rolette County in North Dakota, which shares its border with Canada. The area is extremely rural and all partnering Schools are located in this rural, remote area. Despite its natural beauty, this geographically-isolated community suffers from multi-generational distress; persistent poverty (one of the poorest counties in the United States); high unemployment (69.25%); insufficient education (36.92% drop out rate); poor health/nutrition (Food Desert, 40% obesity, 15% diabetes); few jobs; and escalating crime with border drug trafficking issues.

The Yukon Flats School District (YFSD) in Fort Yukon, Alaska will develop college- and career-readiness among students in YFSD through a partnership between the Yukon Flats School District (YFSD) and the Gwichyaa Zhee Gwich'in Tribal Government. The defined local geographic area served by the project is the Northeastern region of Alaska called the Yukon Flats. The population is primarily Gwich'in Athabaskan with a strong cultural reliance on subsistence activities and traditions. There are seven rural villages spread throughout this region, all of whom are a part of the YFSD.

Barriers to success in college and career include geographic isolation, lack of qualified teachers, high unemployment, low income levels and high poverty rates, no Native families in the seven villages that hold Bachelor's Degrees (most practice subsistence living), high drop-out rates and low graduation rates, a lack of persistence in pursuing challenging coursework, problems staying on the job and what is called "failure to launch," which occurs when a student is fully qualified, fully prepared, has the necessary financial arrangements in place but at the last moment does not leave for college or other post-secondary education. Finally, and most importantly, there is no vocational education offered to students in YFSD at this time. Opportunities include the support of the Gwichyaa Zhee Tribal Government, the local community college which offers some vocational training, the presence of the University of Alaska Fairbanks which is only 45 minutes away by air, and multiple businesses that offer practicum and internship opportunities. Most important of all, there is a Vocational Technical Building equipped with dorms, a commercial kitchen and equipment needed to provide instruction in a variety of vocational fields. The community-based strategies include: doing a part of the coursework as a project-based learning experience, designing a project from the beginning, and planning, then executing, the project in the home village with advice and support from the local Native population. The project is designed to fill a need in the community, whether for an individual or for the village as a whole.

FY 2015

The Four Directions project will address the Career and College Readiness needs of the Indian students in grades 5-8 in the Cherokee County area. The project partners are American Indian Resource Center (AIRC), Cherokee Immersion Charter School, Cherokee Nation Educational Department, and Cherokee Foundation. The Four Directions represents the four partners and the four components of the project, (Leadership, Educational Enrichment, Financial Literacy and STEM Theory). The overall outcomes of the project are to increase the career and college readiness of American Indian 5th-8th grade students in 12 Cherokee County, Oklahoma public schools. The objectives of the project are as follows: 1) Increase in self-esteem and locus control; 2) Increase in grade point; 3) Increase in financial literacy; 4) Increase in STEM related course grade point. As a result we will see an increase in American Indian students ready for career exploration at the high school level and an increase in American Indian students being ready for high school college track.

Circle of Nations School Native Youth Community Project will improve education indicators for college and career readiness through a community-wide approach providing academic, social and other supports promoting school engagement and commitment to learning, which is the primary barrier among Circle of Nations School (CNS) students. CNS is a BIE-funded boarding school that serves students in grades 4-8. The project partners are Circle of Nations School, Boys and Girls Club of the Three Affiliated Tribes, United Tribes Technical College Land Grant Extension, University of North Dakota Indians into Medicine Program, and the Sisseton-Wahpeton Oyate. Expected outcomes are: increased measures for school improvement plan, youth developmental assets, physical fitness, health behavior, academic achievement, and cultural pride evidenced by objective and subjective evaluation methodology. CNS will expand evidence-based progress with significant new partnerships specifically to increase knowledge, skills, and abilities around physical activity, nutrition and Native health issues while preparing our students for college and career readiness. CNS will host annual culture-based summer wellness camp with Three Tribes Boys & Girls Club and will continue building on existing partnerships to promote lifelong learning and lifetime health for Native youth.

Cook Inlet Tribal Council, Inc. (CITC), in partnership with the Anchorage School District (ASD), proposes Journey Ahead, a middle-school intervention designed to improve the college and career readiness of Alaska Native and American Indian (AN/AI) students in Anchorage, Alaska. Journey Ahead will improve outcomes key to developing college and career readiness, including academic achievement, attendance, and perceptions of a respectful school climate and caring adults, and provide advocacy services and referrals for supportive services. The objectives of the project include: providing complementary, culturally-informed STEM-skill building programming to AN/AI middle school youth, resulting in students being on target for enrollment in academically challenging and rigorous high school coursework as measured by proficiency in Math, Reading, and Science on the Alaska Measures of Progress criterion referenced achievement test at the end of four years. Enrolled students will meet or exceed 90% school attendance. CITC-enrolled students will perceive a respectful school climate within their classroom and/or school, and that adults are caring and have high expectations for them. Also, the project will provide advocacy services to CITC-enrolled students and their families.

The Do Your Best project is a collaborative effort focused on the elementary school level in extremely rural northeast Oklahoma. The project partners are Grand View School, the Cherokee Nation, Cherokee Heritage Center, Cherokee Nation Foundation, Cornerstone Counseling, Americorps, KiBois Head Start, and the City of Tahlequah. The project will positively affect 325 students. Grand View is one of three biggest K-8 public elementary schools in Oklahoma, serving 578 students. The project partners have initiated a student and community reform project called Do Your Best that will put students on track for college and career success, beginning in their PreK years. The Do You Best program is designed to help students take the steps needed at the elementary level to set themselves up for success in post-secondary education and careers. This will be achieved through academic support, tutoring, challenging coursework, college entry assessment preparation, partnerships, and parent involvement.

The Haliwa-Saponi Native Youth Initiative proposes to better prepare the American Indian students in rural southeastern Warren and rural southwestern Halifax Counties in North Carolina for college, career readiness and life. The project partners are Haliwa-Saponi Indian Tribe, Haliwa-Saponi Tribal School, Halifax County Schools, Warren County Schools, Iredell-Statesville Schools, PLC Teacher Support Structures, and Warren County Youth Services Bureau. The project is designed to serve all Native students from each LEA. Informed sets of data revealed both in-and-out of school barriers. The project is designed to increase Native student agency, to ground academic rigor with cultural responsiveness in K-12 initiatives (i.e., including ACT preparation, and redefining "NaTivE" culture to include career and college readiness), and increase parent and tribal community involvement. The HSNYI Indigenized Logic Model and theory of action supports a Collectivistic Approach, from which emerged an opportunity to create a culturally responsive system of education and community-based programs to support students.

HoChunk Community Development Corporation (HCCDC) proposes the Native Students' College Vision Quest (NSCVQ) initiative to serve the Winnebago Indian Reservation in two school districts with high Native American populations. The project partners are the HoChunk Community Development Corporation, Winnebago Public Schools, the Walthill Public Schools, the Winnebago Tribe of Nebraska Education Department, and the Boys and Girls Club-Hocak Nisoc. NSCVQ will engage 75 elementary students per year (300 over the four year project period) and their families in evidence-based services aimed at increasing their college and career readiness. We will engage a coalition of educational and community service providers on the reservation to accomplish an earlier intervention at the elementary grades level in order to demystify the college experience, including planning and preparation, for our high need/high potential Native American youth.

Through the proposed Peempaah Píit (The New Road) project the Karuk Tribe will provide college preparatory and leadership development programs for 109 Indian children at two High Schools and three Elementary schools. The project partners are the Karuk Tribe, Happy Camp School District, KTJUSD-Orleans Elementary School, Karuk Community Development Corporation, Yreka High School, College of the Siskiyous, and the Orleans Elementary School. The project not only represents an unprecedented community-wide partnership to address the needs of students whose academic performance and very low college-going rate indicates high risk of educational failure, but also represents a comprehensive effort to address the financial, geographic, and social barriers to improving historic levels of educational attainment. The tribe will partner with three elementary schools to provide competency-based Khan Academy challenges, afterschool activities, career exploration and leadership development opportunities. The Tribe will partner with two high schools and a community college to enhance Indian students' college preparation through a combination of academic, leadership development, and culture-based self-efficacy strengthening activities aligned with research-based frameworks for building a "college culture" and facilitating acquisition of career development skills.

Project ACCESS seeks to improve access to higher education and career preparedness for American Indian youth of Robeson County, North Carolina through engagement in the process by Native youth, their families, and the tribal communities. The project partners are the Lumbee Tribe of North Carolina, the Public Schools of Robeson County, Robeson Community College, and the University of North Carolina at Pembroke. To achieve its proposed outcomes, Project ACCESS seeks to attain five goals by the end of Year 4 of the grant. The goals are: 1) Introduce 240 American Indian middle and high school students, along with 1,400 family and tribal community members, to higher education through summer, day, and community camps where they gain a better understanding of higher education and its importance, the college admissions/application process, opportunities available in college, and UNC Pembroke and its historical relationship to the Lumbee community; 2) Promote an awareness of higher education and UNC Pembroke to students in the Public Schools of Robeson County and the Lumbee Tribe and its Boys & Girls Clubs through an annual county-wide "College Day;" 3) Improve the academic support and success of 40 students in the Lumbee Tribe's Boys & Girls Clubs by implementing an academic tutoring program; 4) Increase the Public Schools of Robeson County's American Indian student participation in Robeson Community College's Career and 2 College Promise program to 685 students, and provide Health Sciences and STEM summer camps to broaden the exposure of the Public Schools of Robeson County's American Indian students to higher education and STEM fields; and 5) Remove transportation and financial barriers that prevent American Indian students in the Public Schools of Robeson County from participating in Robeson Community College's Career and College program.

The Native American Community Academy (NACA) Foundation proposes to start-up charter schools in Northwest New Mexico. The participating communities include Cibola County (Acoma/Laguna Pueblos), Gallup, Navajo, Santa Clara Pueblo, and Shiprock. The project partners are the Native American Community Academy (NACA) Foundation, Albuquerque Public School District, Dream Dine Charter School, Dzil Ditl'ooi School of Empowerment, Action and Perseverance (DEAP), the Santa Clara Pueblo Department of Youth and Learning, and Teach For America. The foundation seeks to expand on best practices recognized at the state and national level for culturally-revitalizing, rigorous academics, and sharing of Indigenous values and perspectives in education. Following a 3-year piloting phase, the NACA-Inspired Schools Network (NISN) emerged out of community efforts to establish the first network of high-performing schools dedicated solely to Indigenous education. Through an expanding network of member schools, NISN seeks to reimagine what Indigenous education and the school experience can be for Native students by creating schools of academic excellence and cultural relevance. NISN is committed to establishing schools in high-need Native American communities that outperform peer schools in the surrounding district and that prepare all students for success in college, careers, and their communities. The collective high academic performance of students will serve as a disruption to the current landscape of educational mediocrity and the entrenched systems that fail to serve Native American students well. Through an intensive Fellowship program and centralized network support, NISN is identifying opportunities to launch new charter schools, and/or to "restart" tribally controlled grant (TCG) schools.

The Project AAIMS'project promotes college and career readiness of approximately 1,439 Indian students from 26 tribes in nine districts and twenty sites in Northeastern Oklahoma. The project partners include Osage County Interlocal Cooperative, Anderson Public School, Bowring Public School, Frontier Public Schools, Hominy Public Schools, Osage Hills Public Schools, Pawuska Public schools, Shidler Public Schools, Woodland Public Schools, the Osage Nation, and the Otoe-Missouri Tribe. Through the partnerships and activities developed in this proposal, Indian students in the communities of the Osage and Otoe-Missouria reservations will begin preparation for college and careers in early childhood continuing through high school graduation. Outcomes for students include: leaving early childhood programs kindergarten ready; increasing math, science and reading scores; improving ACT scores; receiving more instruction time, increasing academic engagement and performance; seeing Native American role models in STEM jobs; relating Native culture to medical and science practices; and becoming aware of potential careers and understanding the education requirements associated with professionals in STEM jobs. Teachers will increase their content knowledge in STEM subjects, have access to STEM professionals in their classrooms as mentors or examples of real-world applications; and incorporate cultural aspects to curriculum.

Forward Promise is a program designed for American Indian high school students in the Phoenix metropolitan area. The project partners are the Gila River Indian Community, Salt River Pima Maricopa Indian Community, Mesa Public School District, Native American Connections, Native Health, Phoenix Indian Center, and the Phoenix Union High School District. The purpose of the program is two-fold. First, to provide interventions focused on dropout prevention and increasing high school graduation rates. Second, to promote career training initiatives that empower students to be college and career ready. In short, our Project Forward Promise program expects to equip its participants with the knowledge and resources they need to achieve success--> both during and after high school. Program activities include a two-week "career explorations" camp, mentoring, monthly "Saturday Academies" which focus on academic skills, college/career readiness topics, and strengthening cultural identity as well as tutoring and College Fairs. Last, Staff Navigators provide individualized opportunities for participants to increase knowledge of pathways to college and career, and they meet directly with parents/guardians to assess issues and provide
navigation to customized social services and other resources that will eliminate barriers for the students and their families.

The purpose of the Tribal Education Department National Assembly (TEDNA) Native Youth Community Partners (NYCP) Project (hereafter referred to as the TEDNA NYCP Project) is to develop, test, and demonstrate effectiveness of College and Career Readiness services and supports to improve the educational opportunities and achievement of Indian students in middle and junior high school among four tribes: the Northern Cheyenne Tribe, the Absentee Shawnee Tribe, The Muscogee (Creek) Nation, and the Cheyenne and Arapaho Tribes. The TEDNA NYCP Project is expected to achieve the goal that all participating Grade 6-9 Indian students will improve College and Career Readiness as defined by a successful transition into high school with a GPA greater than 2.0. The project will develop a plan that addresses and supports College and Career Readiness that is locally informed. The TEDNA NYCP Project will use community-based strategies that improve high school success among Indian students by measuring behaviors and psychosocial attributes early in their academic experience that are often overlooked in standardized tests, but critical components of their academic success. Measureable objectives of the project are: (a) to increase the academic Achievement of participating Indian students in Grades 6-9 to be College and Career Ready; (b) to increase informed College and Career Planning with Indian students in Grades 6-9; and (c) to build a College and Career Readiness Culture so that everyone, especially educators, community, students, and families ALL believe that Indian students are capable of success in College and Career.