FY 2021 Awards

FY 2021 Competition Abstracts

Applicant Name: Orutsaramuit Native Council
PR Award Number: S356A210011
Funding Amount: $4,369,182

The Orutsararmiut Traditional Native Council, Lower Kuskokwim School District (LKSD), Alaska Staff Development Network and RGI Research Corporation have come together to create a partnership to address four areas of identified educational needs of Alaska Native students. We propose to serve all schools in the district consisting of 99% Alaska Native students who are 83% English Learners and 83% are considered low-income based on Free/Reduced Lunch rates. Students are experiencing immense low academic achievement. Objective 1: To provide academic activities that are culturally and linguistically appropriate to increase academic achievement. Objective 2: To address academic learning loss by providing a range of research-based programs to assist students to catch-up. Objective 3: To build LKSD’s capacity to better deliver remote learning by increasing connectivity, providing teacher professional development, and offering a range of remote learning opportunities. Objective 4: To provide a range of college-readiness activities to prepare students for entering postsecondary ed. High-Dosage Tutoring, After School Programs, Summer School, Field Biology and Yupik Culture Summer Course, Alaska Native Science and Engineering Academy, Cultural Intensive Career Camps, Converting Culturally-based curricula to Remote Delivery Format, e-readers, Providing Professional Development, Increasing Intranet Bandwidth, Training for Intranet Bandwidth, College Readiness Assessments, College Awareness Events, College Campus Visits, Academic Planning & Advising, College Planning/Financial Aid, College Planning/Admissions. We propose to offer and serve 100% (4,047) of Alaska Native students in grades K-12 in 27 Lower Kuskokwim School District schools. We will prioritize the highest need students/ schools in the first year of the project serving others in subsequent years.

Applicant Name: Aleut Community of St. Paul Island Tribal Government
PR Award Number: S356A210014
Funding Amount: $1,497,140

Aleut Community of St. Paul Island Tribal Government plans to Implement a Learning Management System (LMS). Build and enhance interdisciplinary engineering and Unangam Tunuu (UT) language curriculum. Provide direct, expanded, and robust student academic support during the academic day and after school hours. The Unangnan (Aleut) community of St. Paul Island, AK, a traditionally underserved rural population; 417 (89%) are all or part Aleut (Alaska Native). 59 Alaska Native Unangnan students (K-12, summer programs) will directly benefit from the program while many in the community will access services, support, and education through this project. The number of sites will be 1, Pribilof School District, St. Paul Island, AK.

Applicant Name: Yukon-Koyukuk School District
PR Award Number: S356A210042 
Funding Amount: $2,283,074

Yukon Koyukuk School District’s Start Strong II Project objectives are designed to meet our overall strategic goals of enabling students to start strong by providing a solid educational foundation in grades K-6, and to ensure that students make significant progress towards measured academic proficiency in math, science, and literacy by the end of grade 3. Objectives: (1) Increase AN graduation rates each year of the project. (2) Increase the number of students accessing remote learning. (3) Increase K-6 scores in literacy, math, and science. (3) Improve SEL and resilience skills that are critical to educational success by increasing the number of adult mentors/Anchors. (4) Improve cultural literacy by developing digital Athabascan language books. Activities: (1) Provide/install reliable satellite and wireless internet connectivity, digital learning devices, software applications that will support robust remote learning opportunities for all learners, and remote learning programs such as Google Classroom, Flipgrid, Live Worksheets, and Bitmoji. (2) Improve STEAM (Science, Technology, Engineering, Arts, and Mathematics) by providing after-school and summer remote learning opportunities and implementing the online Tier 1-rated WWC program Great Explorations in Math and Science. (3) Improve K-6 literacy with the online Tier 1-rated WWC program Intelligent Tutoring for Structure Strategy, and by combining literature, culture, and art through student-developed digital web-based books in their native Athabascan language. (4) Facilitate the development SEL and resilience skills through evidence-based, Check & Connect-type activities that will provide enhanced webs of supports by enriching student relationships with more caring and deeply connected adult mentor/Anchors through youth-centered resilience-building events and lesson plans to deepen understanding. (5) Provide ongoing PD to educators and community adults on becoming mentors/Anchors, implementing SEL/resilience activities, improving native language/culture, and utilizing technology and educational software. Approximately 315 K-6 students from the Yukon Koyukuk School District (whose governing board is composed of 100% Alaska Native members), along with educators and community members. 9 schools located within the extremely remote villages of Allakaket, Ruby, Minto, Hughes, Kaltag, Manley Hot Springs, Huslia, Nulato, and Koyukuk. The total population in these nine communities is 94% Alaska Native.

Applicant Name: Igiugig Village
PR Award Number: S356A210044
Funding Amount: $2,143,276

Igiugig Village, Iliamna Communities Teaching Culture through Native Languages (CTC-NL) is based on extensive research and case studies showing that students learning Indigenous languages enjoy tangible cognitive, educational, and sociocultural benefits. Our multifaceted approach will engage as many students as possible in learning Dena’ina and Yup’ik languages. The objectives of this project work together to create a shared support structure in which everyone can become involved in language education: Objective 1: Increase remote learning options for LPSD students by enhancing the “experiencing out” program and creating language learning opportunities for students to meet cultural awareness standards. Objective 2: Provide job skills training for students through CTE courses and internships designed to develop their skillset for careers in language revitalization. Objective 3: Create a holistic cultural curriculum tailored to virtual language learning in Dena’ina and Yup’ik languages, consisting of 14 units for elementary, middle school, and high school. Objective 4: By the third year, implement virtual language courses in Dena’ina and Yup’ik languages for students in grades 7-12 and their families utilizing the curriculum developed through this project. This project serves 367 LPSD students (81% Alaska Native) and 49 educators. In addition, it reaches students in three nearby districts through language classes and trainings for a total of 1,553 students served (77% Alaska Native). This is also a community-based initiative directly impacting 732 residents of 6 southwestern Alaska villages, including Elders, parents, and extended families.

Applicant Name: Douglas Indian Association  
PR Award Number: S356A210050
Funding Amount: $4,420,707

The Sharing Our Knowledge and Educational Pathways Haa Tundáani Haa Yatx’i Toowú yéi kgwatée, Our way of thinking will be our children’s spirits program will meet the mandatory activities including: 1. Develop and implement plans, methods, strategies, and activities to improve the educational outcomes of Alaska Natives; and 2. Collect data to assist in the evaluation of the programs carried out under the ANE program. Objective 1: Establish Language Survival Schools Pathways Program serving 250 youth with 500 hours of language instruction annually. Objective 2: Develop new educators’ teaching abilities and advancing fluency that result in attainment of Language Teacher and Type M Teaching Certification. Objective 3. Provide Language Apprenticeships to 10 New Educators providing mentored teaching experience for 500 hours annually. Objective 4: Completion of Curriculum resulting in 15 Modules Annually and 45 Completed in 3 Years. Objective 5: Establish education website with a language database and four virtual classroom education platforms to advance language. Objective 6. Project teams meet weekly to learn language teaching methods, advance language fluency. Objective 7: Develop and Implement Language Immersion Monthly Opportunities and Summer Academies for Youth. Objective 8: Provide opportunities for high school youth to participate in early college and summer language intensives. Project Outcomes include Language Audio/Video E-Resources and 45 E-Learning and In-Classroom Instructional Modules Completed. The program will serve 250 youth for Culturally Responsive Distance, In-Classroom, and Global College Readiness with Teaching by 4 Mentor Educators, 5 Fluent Speakers/Elders, 30 Core Content Partner Teachers and 10 New Educators advancing fluency for all and to advance academic achievement of youth. 10 New Educators will receive formal training to advance language teaching skillsets and classroom teaching abilities. At a minimum 250 Family and Community members will benefit from language learning opportunities. New Education Website, Curriculum Platform, Language Database and Virtual Classroom Platforms will advance the availability of language learning resources and tools to support a larger language learning community. Project Serves 549 Participants. The project is a partnership with the Juneau School District and serves Riverbend Elementary School, Dzanti K’heeni Middle

School, Yadaa.at Kale High School and Sister Schools Gastineau Elementary, Floyd Dryden Middle School and Thunder Mountain High School with Community and Family Language Opportunity Extensions.

Applicant Name: Nunakauyak Traditional Council
PR Award Number: S356A210056
Funding Amount: $2,103,199

Nunakauyak Traditional Council (NTC is an Alaska Native Organization) plans to develop a Data Management System (DMS) for the Yugtun Proficiency Test (YPT) to provide student assessment data utilized in the objectives below. Activities include: develop the DMS; train teachers in data collection; collect student data; produce assessment reports to facilitate data-informed decision-making concerning teacher training, curriculum revisions, and community engagement. Review and revise Yup’ik curricular materials using assessment results and feedback gathered through community forums. Activities include: formation of Yup’ik Curriculum Review Team, collaboration with test developers, and monthly meetings to systematically review and revise curricular materials; create Home Link Packets to provide support for remote learning support for families. Train teachers in effective ways to use Yup’ik language materials to increase language proficiency, cultural knowledge, and academic success with students, and to improve communication and engagement with parents. Engage Families and Communities through assessment results and Yup’ik curricular materials, solicit community feedback, and enhance engagement between families, communities, and their local schools. This project will serve 1,400 PK–6 students, 280 teachers, classroom aides, associate teachers of Yup’ik language, and District Office administrators, and an estimated 2800 community members. As a systems-change initiative, this many constituents will be served annually on an on-going basis for many years beyond the life of this grant. LKSD is comprised of 28 isolated, rural schools in the lower Kuskokwim river area of western Alaska.

Applicant Name:  Bristol Bay School District
PR Award Number: S356A210018
Funding Amount: $3,042,153

Bristol Bay School District, CHILD project objectives are to prepare 120 preschool students with the social/emotional, motor, cognitive, and language/literacy skills to succeed in kindergarten; provide project staff on-going, formal professional development opportunities; ensure culture identity is the foundation of early learning experiences; & ensure family engagement is fundamental in early learning experiences. Activities include: providing a high-quality, half-day preschool to unserved children in rural AK; employing Early Learning Coordinators from local communities; utilizing research-based instructional resources & strategies; focusing on developmentally appropriate practices and intentional instruction; offering parental choice and a mixed delivery system of learning support; providing intentional professional development, mentoring, planning and instructional support; creating family engagement components; developing a CHILD app with a focus on preschool Native language acquisition and preschool literacy; creating children’s books based on local elder stories; securing Alaska Native children’s literature; implementing family learning plans; providing family personal visits and preschool parent group activities; regenerating family kits for checkout; providing reliable, high-speed internet and iPad devices for classrooms and parent checkout; and incorporating other meaningful remote learning opportunities. The number and location of proposed sites are the 18 Dena’ina, Lake Iliamna Yup’ik, Aleut/Alutiiq, and Aleut/Suqpiaq communities within the boundaries of Bristol Bay Borough (Naknek, King Salmon, and South Naknek), Chugach (Tatitlek, Chenega Bay, Whittier), and Lake and Peninsula (Chignik Bay, Chignik Lagoon, Chignik Lake, Igiugig, Kokhanok, Levelock, Newhalen, Nondalton, Perryville, Pilot Point, Port Alsworth, Port Heiden).

Applicant Name: Sealaska Heritage Institute
PR Award Number: S356A210045
Funding Amount: $2,165,778

SHI’s Innovations in Alaska Native Arts Education project has two primary objectives. Objective 1 expands SHI’s learning environment to support on-site and remote NWC Arts learning opportunities by completing the Heritage Arts Campus and its outdoor programming areas by Month 5 of the project. Starting in Month 5, SHI will use the Arts Campus to offer UAS NWC Arts Courses using the Art Campus’ NWC Native Arts Studios for (1) wood carving, (2) metal arts, (3) textile/skin sewing arts, and (4) digital arts. Starting in Month 5, SHI will use the Arts Campus studios, its distance delivery equipment, and Blackboard software to offer its three NWC Arts eLearning Courses. SHI’s courses will support learning by the region’s Native high school students, NWC Artists, and Sealaska tribal members throughout Alaska – and will provide UAS credit, dual credit, and no-credit options. Objective 2 increases the number of Alaska Native carvers who possess NWC Monumental Art skills by supporting a five-member Workforce Development Mentor-Apprentice (M-A) team to carve a totem pole at the Arts Campus. Apprentices will complete 1,400 hours of instruction; 100% of the M-A team members will increase their NWC carving skills; and SHI will develop a conceptual framework for a NWC Arts apprenticeship program for Native high school students. SHI’s project collects data for the ANE program’s GPRA performance measure #4: Alaska Native programs that focus on Alaska Native culture and language. SHI’s Heritage Arts Campus will provide on-site and remote NWC Arts instruction to increase the artistic, educational, career, and economic opportunities of: (1) Southeast Alaska’s Native high school students; (2) Alaska Native postsecondary students at UAS; (3) the region’s Native NWC Artists; and (4) Sealaska tribal members throughout Alaska. In total, the Arts Campus will be fully equipped to serve at least – 16,470 Alaska Native high school students, Native Artists, and Sealaska tribal members. Construction is an allowable Alaska Native Education (ANE) program activity.

Applicant Name: Knik Tribe
PR Award Number: S356A210051
Funding Amount: $3,578,722

Knik Tribe’s Youth Education Service’s Benteh STEAM Academy proposes Horizon a high school after school and remote out of school online program to deliver monthly STEAM standards-based aviation project kits to students in the Matanuska Susitna Borough (Matsu Valley). The proposed project will provide youth, ages 12-19, with opportunities for aviation based cultural connection, STEAM enrichment, academic and advocacy support, and future planning. Students will learn STEM core content in hands on and intriguing ways based in aviation, as well as having an opportunity to become certified with FAA part 107 license and possibility of private pilot’s license. Horizon will work with the Alaska Native and American Indian students to increase interest in STEM especially aviation careers, increase performance on student achievements, increase graduation rates, and increase student’s cultural awareness and connections. This proposed project will also provide flight simulation training to students to help with private pilot license training. Over 36 months Horizon will provide classes on properties of aviation with STEAM project kits to a minimum of 135 Matsu Valley students. The program will provide over 6,000 hours of Academy and Fab Lab time, 135 Alaska Native and American Indian students with school break camps. The program will also provide educational and advocacy support, by creating individual academic plans, and providing advocacy support to our students. Students may also be hired on as Interns to learn more in depth 21st century skills, as well as education and manufacturing experience. Students will also have the opportunity to use flight simulators to learn properties of flight. Major outcomes of this program are anticipated to be an increase in Alaska native and American Indian students graduating High School with a diploma, increasing the number of students at proficient or exceeds proficient on state assessments, and an increase of students passing STEM core subjects. The aviation program will include lessons and activities that are designed to (1.) Prepare ANAI students for STEAM career pathways, (2.) to provide appropriate support and services to enable our students to benefit from our program(s) and (3.) include activities that recognize and support the unique cultural and educational needs of ANAI students; and (4.) incorporate appropriately qualified Alaskan Native culture bearers and Alaska Native entrepreneurs and STEAM makers and leaders.

Applicant Name: Excel Alaska
PR Award Number: S356A210021
Funding Amount: $4,196,794

EXCEL/Doyon Rural Success Program activities will be 22 Virtual/online courses, Earn to Keep Tablet Program, 9 remote foundational experiences, and 10 remote specialty experiences. The objectives will be the following: Provide 22 culturally relevant virtual courses; provide tablets use with software and data to complete virtual courses; provide face-to-face technology usage training; provide essential instructor/student connections for completion of virtual courses; and provide an enhanced incentive program for students to Earn-to-Keep their tablets. EXCEL will create career/learning electronic portfolios to build graduation plans. Staff will communicate student needs toward graduation with school personnel, provide job shadowing, internships, and job training opportunities for students, and EXCEL staff will help students attain employability skills training, occupational endorsements, etc. available through Remote Foundation and Specialty Experiences. The number of participants will be 250 students across 3 school districts. The number and locations of proposed sites will be 8 School Sites.

Applicant Name: Sealaska Heritage Institute
PR Award Number: S356A210005 
Funding Amount: $5,219,807

Sealaska Heritage Institute, Voices on the Land creates 6 art kits and delivers residencies in storytelling, performing arts, and digital storytelling, while training new Alaska Native Teaching Artists, providing embedded professional development to elementary educators, and teaching students through arts integration where art is the approach to teaching and the vehicle for learning language arts. Objective 1 provides three-week residencies annually in 14 elementary schools across 44 classrooms increasing student self-confidence in reading, writing, listening, and speaking skills resulting in a 1% increase in PEAKS language art scores. Objective 2 uplifts student confidence by providing learning devices during 2 annual summer arts and literacy intensives for Alaska Native students in 4-8th grade resulting in 3% improvement in students’ view of self. Objective 3 supports 14 elementary school teachers annually through 10 days of embedded professional development with an Elder & Cultural Specialist, workshop, and 4 hours develop culturally responsive teaching practices positively impacting Alaska Native families view of cultural connectedness in the classroom through the school climate survey. Objective 4 creates 6 Alaska Native Art Kits linked to 4-5th grade Language Arts Standards, develops 3 new Alaska Native Teaching Artists through a mentor apprentice model. 3 apprentices attend one training seminar offered nationally and provide 10 high school internships and provide 30 theater workshop opportunities for Alaska Native students who are interested in becoming an Alaska Native Teaching Artist resulting in an increase of 3% of Alaska Native Teaching Artists. Within three years, these new Alaska Native Teaching Artist will be able to deliver residencies on their own and increase the number of Alaska Native programs that focus on Alaska Native culture and language. SHI’s project tracks two GPRA measures #1 targets for outcome indicators for the projected and #4 Alaska Native programs that focus on Alaska Native culture and language. Voices on the Land will annually impact 998 students, of which 22% or 220 are Alaska Native through classroom residencies, 60 Alaska Native students through summer intensives, and over 3 years 40 Alaska Native students participate in internships or theater workshops. Additionally, 10 Elder and Cultural Specialists, 3 Alaska Native Teaching Apprentices, and 14 educators will be impacted. There are 5 sites and school district partners across 14 elementary schools in Juneau, Yakutat, Ketchikan, Craig, and Klawock. SHI will also partner with Ketchikan Indian Community to build a foundation for Elders and Cultural Specialists. The project addresses 3 mandatory activities through curriculum development of art kits, professional development of elementary educators and teaching artists, and enrichment programs through residencies.

Applicant Name: Project Grad Kenai Peninsula
PR Award Number: S356A210007
Funding Amount: $1,892,468

Project GRAD Kenai Peninsula (PGKP), a 501 (c)(3) educational non-profit located in Homer, Alaska aims to bring innovative, culturally-responsive, comprehensive services to 75 – K-6 students and eight (8) educators in three (3) remote elementary schools in the Kenai Peninsula Borough School District. The PGKP Board of Directors is predominately governed by Alaska Natives with 86% of the membership tribally enrolled. The overall goal of project RISE (Resilience, Independence, Strength and Education) is to provide educational, social emotional, and remote learning enrichment activities for struggling students through research based strategies to address the whole child. All schools are economically disadvantaged and classified as Title I. Each houses grades K-6 and lies in a community with tribal governance, and all three are a combined 98.6% Alaska Native. The overarching goals are: Goal 1: To increase links between traditional Native wisdom and classroom learning; Goal 2: To build resiliency through research based approaches that promote student’s social and emotional learning, and academic engagement; Goal 3: To improve student health and wellness; Goal 4: To improve academic proficiencies of AN students in Literacy and STEAM. To meet these goals project RISE will provide the following activities: Culturally Relevant AK Cultural Standards Aligned lessons, Academic support coach assistant, STEAM and Humanities Exposure, Check and Connect for Adult Connectedness, Sources of Strength to tech self-regulation and managing emotions, improved student academic performance through Social and emotional learning, Individual Learning Plans, Out of school enrichment and remediation through Building Capacity through Remote Learning (i.e., iPads, internet connectivity, ZOOM interaction, STEAM\Coding activities, etc.). These activities will guide the program to meeting the long term outcomes of 1) (KC#1) 85% of elementary teachers & staff trained in AK Cultural Standards; 2) (KC#2) 85% of staff connect science and literacy with AK Cultural & NGSS standards; (KC#3) 85% of students in grades 3-6 can explain and use self-regulation strategies to manage emotions; (KC#4) AK state assessments show increase from baseline of 2% in Yr. 1, 3% in Yr. 2, and 4% in Yr. 3.

Applicant Name: Yukon-Koyukuk School District
PR Award Number: S356A210057
Funding Amount: $1,480,036

Yukon-Koyukuk School District, Rising Up project creates expanded remote learning opportunities for Alaska Natives enrolled in YKSD’s state-wide Raven Homeschool (“Raven”). The projects focus will be Academic Advancement and Enrichment Opportunities for All Students, including those who struggle and those who excel and; Culturally – Relevant Content and Instruction, including instruction in customary skills, and practices, Native languages, and involving Elders in instruction. The number of Native Students served is approximately 448 for Year 1, based on current numbers at Raven Homeschool. After three project years, we estimate 500 Alaska Native students will be served, as Raven numbers are growing as Covid lingers. The YKSD Raven Homeschool serves any K-12 student in the State of Alaska whose parents enroll them and has six satellite locations in the State: Anchorage, Big Delta, Fairbanks, Juneau, Kenai, and Wasilla. YKSD also has nine remote and isolated brick and mortar village schools, with some of those students taking Raven courses for credit catch-up, acceleration and/or enrichment.

Applicant Name: Sealaska Heritage Institute
PR Award Number: S356A210059
Funding Amount: $6,709,966

Sealaska Heritage Institute goals and objectives of the Raven Writes Project will be: (1) to cultivate Alaska Native students’ engagement in writing with culturally responsive tools, methods, and instructional materials; (2) to provide high quality and sustained PD for educators in culturally responsive and sustaining pedagogies for ELA; and (3) to support Alaska Native families and communities while connecting them more firmly to the schools. Sealaska Heritage Institute (SHI), a 501(c)(3) Alaska Native organization, SERRC, Alaska’s Educational Resource Center (SERRC), and the Juneau School District (JSD) are collaborating to design and implement Raven Writes, improving the academic achievement of Alaska Native students by incorporating Native ways of knowing and sharing with an emphasis on telling stories about subsistence activities/food sourcing, harvesting, preparing, and sharing. Alaska Native students will benefit from learning their stories, connecting to who they are, and documenting their thoughts in their style to narrate, inform and persuade. Raven Writes revolves around nine research-supported interventions: (1) Expert Professional Developers and Writing Coaches invest almost 8,000 hours in culturally responsive writing instruction; (2) Teachers in Coaching-Supported Communities of Practice (CoPs) meet monthly for 3 years; (3) Instructional Kits based on Alaska Native Storytelling and Practices provide activities and prompts that encourage children’s writing in school and at home; (4) Integration of Writing Instruction into the K-5 Curriculum provides resources for the daily practice of writing; (5) Writing instruction is varied, based on genres and modalities; (6) Summer Camps advance 120 Alaska Native students’ learning; (7) Summer Writing Institutes for 120 teachers enable instruction with applications of daily lessons learned by one-on-one tutoring of Alaska Native children; (8) Cultural proficiency certification provides 8 coaches and the JSD coordinator the resources to infuse culturally responsive and sustaining curricula throughout 6 schools; (9) Publications of Children’s Writing are followed by celebrations held in schools and in the community. Together these activities will result in the following key outcomes: Raven Writes Kits will prompt 90% of children to transform oral storytelling into written narratives; 120 Alaska Native youth will each complete 30 hours of instruction in Summer Writing Camps; 120 teachers will study in Summer Writing Institutes and each coach camp youth one-on-one;8 (3 writing, 3 reading, 1 science, 1 art) cultural proficiency (CP) certified coaches will help 162 teachers create culturally responsive climate and curricula; 90% of teachers will report increased capacity to provide culturally responsive writing instruction; 90% of families will report greater cultural connectedness to their schools; SHI will publish Raven Writes Anthologies in print and online, and host 9 family and community celebrations. Raven Writes will serve approximately 2,084 K-5 students/year, of whom 801 or 37% are Alaska Native or multi-ethnic. Additionally, 6 literacy coaches (3 writing, 3 reading), 9 certified Cultural Proficiency (CP) coaches and a Professional Learning Coordinator will participate extensively, benefitting 162 educators in 6 schools.

Applicant Name:  Southwest Region School District
PR Award Number: S356A210067
Funding Amount: $1,844,894

Southwest Region School District, Tengesqaaq (Fledgeling Taking Flight) Program will aid Alaska Native students in the Bristol Bay region to see increased success finding employment and/or pursuing employment-related postsecondary training after high school. Project Objectives are: (OBJ) A: Culturally relevant and place-based career awareness activities will be included in the school programming from K-12th grade. Activity (A) A1: Virtual career awareness presentations to all schools K-12. AA2: ACPE & AKCIS Career Exploration Curriculum and Resources are utilized for in-school, distance learning for grades K-8. AA4: Region-specific and culturally relevant career awareness AKCIS software is developed for students 3-12. AA5: Annual career awareness professional development for all teachers and staff. OBJ B: Students will receive direct, individualized support from a career counselor from grades 9-12. AB1: All high school students utilize AKCIS High School Program to create region-specific Personal Learning & Career Plan (PLCP) AB2: All 11th & 12th graders meet annually each year to review individual PLCP. AB3: Career Counselors provide resources and information to support individual student career goals. OBJ C: The Regional CTE Program will expand its distance and blended learning opportunities to include more diverse and culturally relevant programs within defined career pathways. AC1: Design multi-year CTE Plan that includes distance/blended learning. AC2: Expand Distance/blended learning courses to coincide with week-long in-person intensives. AC3: Cultural Specialist works to ensure all CTE courses/experiences are culturally relevant and linked to AK Cultural Standards. OBJ D: High school students in grades 11-12 will have the opportunity to participate in career internships or work-study programs for high school credit. AD1: Design and administer internship and work study opportunities with local/regional partners for 11th & 12th graders. OBJ E: Graduating high school students will have access to individualized counseling for two years after graduation to help them meet their career and postsecondary training goals. AE1: Conduct outreach and career resource support for recent high school graduates utilizing multiple methods of communication. The number of participants served will be 1,552 students K-12 (84% Alaska Native); 175 teachers. The proposed sites will be Four school districts in Southwest Alaska form the coalition of BBRCTE: Southwest Region School District, Bristol Bay Borough School District, Lake and Peninsula School District, and Dillingham City School District. The region served by this project spans the entire Bristol Bay region and much of the Alaska Peninsula, approximately 60,000 square miles and includes 23 remote villages and 27 school sites.

Applicant Name: Cook Inlet Tribal Council
PR Award Number: S356A210028
Funding Amount: $3,674,535

Cook Inlet Tribal Council, Inc. (CITC) proposes the Alaska Student Fabricator Network (AKSFN) program to address need for services that increase the capacity of Alaska’s schools to meet Alaska Native student’s educational needs for culturally informed Science, Technology, Engineering, and Math (STEM) enrichment at the K-8 level. The proposed project responds to both the Department of Education’s Competitive Preference Priority Building Capacity for Remote Learning, and the Department’s Absolute Priority. AKSFN will serve students at six schools across three school districts: the Anchorage School District, Matanuska Susitna Borough School District, and Kenai Peninsula Borough School District. Over three years, AKSFN will deliver culturally informed STEM enrichment activities, aligned with National Science Standards, at schools, community centers, and camp settings. AKSFN will nurture a network of Alaska Native students engaged with 21st century STEM learning by offering year-round, fabrication-based STEM enrichment programming at multiple sites. The proposed project primarily serves K-8 students, in partnership with selected schools, through activities delivered during the formal school day and in an afterschool club setting. AKSFN will include 2 one-week camp sessions annually, accommodating 120 K-8 student enrollments over 3 years. Fab Academy training will be provided for 24 high school students in a blended learning environment at CITC facilities, preparing these students to work as summer camp interns. Outcome sustainability will be supported by delivery and installation of digital fabrication equipment scaled for classroom use in participating schools and professional development activities for teachers. To recognize and motivate self-directed student engagement and learning, and increase Alaska Native student access to remote learning resources, AKSFN will pilot use of digital badging, using Badgr software and the Canvas platform. AKFSN will serve students at selected schools in Alaska’s Cook Inlet Region, comprised of three school districts: the Anchorage School District (ASD), Matanuska Susitna Borough School District (MSBSD), and Kenai Peninsula Borough School District (KPBSD.

Applicant Name:  Kawerak, Inc.
PR Award Number: S356A210064
Funding Amount: $3,855,152

Kawerak’s Project REMOTE is built upon Kawerak’s extensive expertise and partnerships to address the gap that exists in Alaska Native rural resident’s access to technology. Closing this gap will increase Alaska Native participants’ opportunities to further their educational goals and gain employment with family-sustaining wages. Project REMOTE’s focus is to build the capacity for remote learning for 555 Alaska Native Bering Strait regional residents, from High School students to residents who still need to complete their high school equivalency exam to Post Secondary students. Project REMOTE is designed to address both the access to technology and high-quality remote learning. With access to computers, internet and online educational platforms, Alaska Native residents will have the opportunity to participate in online educational programs while living in their home community. Those choosing to participate will have all of the available resources necessary to meet their academic goals and employment objectives. Project REMOTE will implement plans, methods, strategies, and activities to improve the educational outcomes of Alaska Native students by offering them the same distance learning opportunities that are available to urban students. Project REMOTE will expand opportunities for students to access high school Science, Technology, Engineering & Math (STEM) opportunities, other dual credit high-school programming, adult and remedial education, regional short-term training, college degree attainment and language immersion. This proposal will reach up to 185 students per program year with educational outcomes that will affect the participants’ future, their family’s future, and their community’s future. We expect to assist up to 50 High School students with funding for dual credit courses, PR/Award # S356A210064 Page e12with 70% completing their course work with a C or above each program year. We will also create the opportunity for Bering Strait regional residents to attend Alaska Native Science and Engineering Program (ANSEP) online courses for up to 15 students each program year. We expect to serve 40 adult learners per year, 120 during the grant period. We expect up to 30 of the 120 Adult Education Students to obtain their high school equivalency exam during the duration of the grant, but also expect 90 students to make educational gains due to having access to online educational platforms and persistence. We will assist up to 50 Higher Education students who wish would remain in their home community to attend post-Secondary schooling per program year. We will assist up to 30 Alaska Native regional residents who wish to attend blended regional trainings per program year.

Applicant Name: Yukon Koyukuk School District
PR Award Number: S356A210058
Funding Amount: $2,209,825

Yukon Koyukuk School District, Tech Boost purpose is to use technology for learning from home without the internet. The focus of the remote home learning will be PreK-8th Grade Literacy, using a hybrid approach that supplements and reinforces teacher-led instruction in our District’s nine schools. It does this by assessing what programs and technology we are using now in remote literacy learning, their effectiveness, and how well they cover the Literacy curriculum; identifying gaps that must be filled to ensure a cohesive and comprehensive Literacy program supplemented with remote learning; adding remote learning strategies, programs and technology, both in the school and home setting, such as tablets pre-loaded with academic software for students for to use at home; training teachers in the use of these strategies, programs and technology, and; rigorously evaluating our upgraded remote learning Literacy program. Our outputs (work products) are, to name a key few, a standardized list of non-internet dependent remote learning materials and technology to be supported by YKSD; having our Core Literacy program tightly coupled with remote learning resources; seeing an increase in Literacy learning professional development capacity, led by three highly trained Reading Specialists; and using multiple approaches for professional development, such as coaching, workshops, and model teaching. In addition, we will pilot remotely delivering Reading Recovery, a powerful intervention for our most struggling 1st grade students, lost when Covid shut down our schools. There are 313 Pre-K-12 students in our nine river schools: Allakaket, Johnny Oldman (Hughes), Jimmy Huntington (Huslia), Kaltag, Ella B. Vernetti (Koyukuk), Minto, Andrew K. Demoski (Nulato), Merreline A Kangas (Ruby), and Rampart. Of those, 307 (98%) are Athabascan or American Indian.

Applicant Name: Alaska Native Heritage Center
PR Award Number: S356A210034
Funding Amount: $3,388,315

Alaska Native Heritage Center, Ilakucaraq Project will leverage the power of being together to serve 885 Alaska Native/American Indian (AN/AI) students and 300 Alaskan educators over the course of three years. Activities will include urban/rural student cohorts in combination with in-person immersions and virtual programming; a partnership program with Mt. Edgecumbe High School; statewide virtual workshops for AN/AI youth; and Cultural Awareness Workshops for Alaskan educators. The program will work with AN/AI students in high school from throughout Alaska and educators throughout the state. The Ilakucaraq Project is specifically designed to meet the needs of AN/AI high school students and will result in increased high school graduation rates, an increase in postsecondary enrollment and retention, and AN/AI youth who are more confident in their cultural identity. The project is a partnership between ANHC, the Alaska Humanities Forum (AKHF), and Mt. Edgecumbe High School (MEHS).

Applicant Name: Cook Inlet Tribal Council
PR Award Number: S356A210061
Funding Amount: $3,640,423

The proposed project, which will establish CITC’s new Story Knife program, is focused on improving Alaska Native and American Indian (AN/AI) students’ academic engagement and success via storytelling activities and other culturally appropriate services. The proposed project addresses the critical need for culturally appropriate, accessible, and high-quality language arts education for AN/AI high school students in the Municipality of Anchorage (MoA) city-borough in southcentral Alaska. The proposed project aligns with the US Department of Education (ED)’s interests in integrating Alaska Native languages and cultures with standard curricula and in providing remote learning opportunities to AN/AI students, especially those who are part of low-income families. The proposed project also adheres to the US ED’s competitive preference priority to build capacity for remote learning. Generally, the proposed project will provide AN/AI high school students with high-quality and culturally appropriate (i) language arts courses, (ii) college credit opportunities, (iii) academic and cultural activities, (iv) storytelling activities, (v) culture camps, (vi) media production coaching, (vii) supportive services and referrals, and (viii) internet support. Those services will be reflected in the proposed project’s program-specific and GPRA-specific goals and objectives.

Applicant Name:  Learning Point Alaska
PR Award Number: S356A210002
Funding Amount: $1,936,614

Learning Point Alaska, ITSI project has four goals with associated objectives and performance measures. Goal 1: Adapt STEM curriculum to support the culturally relevant dual language instructional model for Yup’ik students. Goal 2: Increase teachers’ self-efficacy for multidisciplinary science instruction for dual language learners. Goal 3: Provide APC training for critical evaluation of culturally relevant curriculum. Goal 4: Improve gr. 6-8 student interest and achievement in literacy, math, and science and students’ reported sense of cultural connectedness. 100% of the students enrolled in Hooper Bay Charter school: 49 students in grades 6-8 in 2021 with growth expected to increase to 75 students in grades 6-8 by 2023. The project will serve 8 school staff (teachers, administrator, and paraprofessionals) with training in the science curriculum. Other individuals to be served include Elders, parents, and the community of Hooper Bay who will be invited to participate in project activities. This project addresses the mandatory and allowable activities: Development of culturally informed curriculum resources; Development and implementation of STEM student enrichment and inclusion of Elders; Activities that will increase academic achievement and that are culturally based; Activities that engage parents; Increasing family, school, and community connections.

Applicant Name: Fairbanks Native Association
PR Award Number: S356A210008
Funding Amount: $1,819,918

Fairbanks Native Association, TechConnect objectives are to 1: Increase access to high-speed internet connection at home for at least 100 AN/AI families annually. Objective 2. Increase participating student remote time on web-based applications assigned by FNSBSD as shown by teacher and student surveys. Obj. 3: Offer educational technology workshops for parents, with a culturally inclusive opening. The outcome is to increase Alaska Native/American Indian student and parents’ engagement in remote learning through increased remote connectivity and technology skills. The number of participants to be served is 100 Alaska Native/American Indian families in Fairbanks, Alaska. The mandatory activities are to 1: Develop and implement plans, methods, strategies, and activities to improve the educational outcomes of Alaska Natives; 2. Collects data to assist in the evaluation of the programs carried out under the ANE program.

Applicant Name: Arctic Slope Community Foundation, Inc.
PR Award Number: S356A210063
Funding Amount: $1,753,461

Arctic Slope Community Foundation, Inc., The WRITE project will develop research-based learning maps (a type of formal learning model that shows multiple ways to achieve academic skills) for Alaska grade 9–12 argumentative writing standards, associated instructional resources for teaching argumentative writing, and professional development supports for CTE teachers. The maps and resources will help CTE teachers implement learning map-based formative assessment and instruction to support Alaska Native CTE students’ development of argumentative writing and revising skills using realistic writing scenarios. Improving CTE writing instruction requires CTE teachers, many of whom come to teaching with a degree or credentials in something other than education, to have knowledge of writing pedagogy. The current frameworks and processes for argumentative writing production would be easier for teachers to understand and implement using learning map progressions based on student learning standards to anchor them. Learning maps provide a visual representation for the acquisition of knowledge and skills and help teachers what students know and what they still need to learn. Using participatory processes, teachers and students will inform the development of the learning maps, along with input from an Advisory Board of Alaska Native business leaders led by Arctic Slope Community Foundation. The goal of the WRITE project is to increase Alaska Native students’ ability to create high-quality argumentative writing for authentic college and career writing purposes, and CTE teachers’ skills and efficacy for teaching writing in the CTE context. Objective 1: Three argumentative writing map “neighborhoods” and supporting resources will be created for six Alaska Writing standards with input from an advisory board of Alaska Native business leaders and CTE teachers of Alaska Native students. Objective 2: CTE teachers will participate in a sequence of professional development (PD) and coaching to support their implementation of the writing learning maps and resources and increase their pedagogical content knowledge and efficacy for teaching writing. Objective 3: Students will demonstrate increased skills related to argumentative writing after participating in a CTE class with a teacher using the writing learning maps and resources created by the WRITE project. Individuals to be served: 30 teachers from partner school districts will be identified and receive training. At least 22 of the trained teachers will use the learning maps and resources within their CTE or related course in year 3. Anticipated number of students to be served is 330, based on an average of 15 students per teacher participant. Students to be served are the grade 9- 12 Alaska Native students enrolled in the courses of the trained participant teachers during year 3.

Applicant Name: Yukon Koyukuk School District
PR Award Number: S356A210047
Funding Amount: $2,516,382

Yukon Koyukuk School District, CTE Interior Connect project proposes an innovative delivery method to bring culturally relevant CTE instruction to nine of the most remote native communities in the nation. Vast distances, unreliable internet, and small school sizes make delivering high-quality CTE instruction challenging. The Yukon-Koyukuk SD has 318 K-12 students and a homeschool program with 3800 K-12 students; MS/HS students will be served under this project. Embedded in the CTE Interior Connect project proposal are rigorous outcomes which include increasing access to CTE educational opportunities, providing opportunities for students to earn postsecondary credentials, creating career, and learning plans for all students, increasing CTE academic rigor in math and LA, increasing attendance and graduation rates, improving completion rates for online/remote learning, and aligning CTE courses with AK Cultural Standards. Through the CTE Interior Connect project, YKSD students will have the opportunity to become CTE concentrators and completers. By utilizing Alaska’s Cultural Standards in designing and implementing CTE programs, the project will take a unique approach to expand Native culture and language. In addition, using snow machines, ATVs, and boats for subsistence activities is a part of modern village life and culture. CTE classes that teach students to repair these make Native subsistence activities possible. In an era where remote learning and virtual instruction are now considered the norm, YKSD plans to take a different approach. YKSD will establish a number of new career pathways based on community employment opportunities and statewide labor market information. To begin their pathway students will first participate in a foundational, on-site CTE class. Next, they will advance to a more in-depth distance/virtual course, to further develop their skills and knowledge. Students will then participate in a course taught by an Itinerant/traveling expert CTE instructor, who will travel from school to school. After students have completed this sequence, they may then travel to Fairbanks or another Alaskan location for an intensive capstone course.

Applicant Name:  Learning Point Alaska
PR Award Number: S356A210024
Funding Amount: $1,605,532

Learning Point Alaska, Naaqi (mans “to read in Yup’ik) goal is to mitigate summer and COVID-19 related learning loss and increase academic achievement and cultural connectedness for Hooper Bay Charter School students through a summer academic and cultural session, school-year tutoring, and social-emotional counseling services. There are three supporting objectives with related performance measures: Objective 1: Create and offer four weeks of academic content and cultural activities to 40 students in grades 3-9 each summer. Objective 2: Provide online tutoring and counseling services (as needed) to Hooper Bay students in grades 3-9 in ELA, math, and science during the summer session and regular school year that is of sufficient duration for each student receiving tutoring and counseling support to demonstrate academic gains. Objective 3: Provide each student in grades 3-9 enrolled in Hooper Bay Charter School with at least four books of his or her choice for summer reading. Forty students annually will participate in the summer session. Other individuals to be served include Elders, parents, and the community of Hooper Bay who will be invited to participate in project activities. We will meet the FY21 Absolute Priority by developing and implementing a plan to address historic low achievement and the certainty of learning loss and increased need for social/emotional support due to the COVID-19 disruption to schooling for students enrolled at Hooper Bay Charter School. We include a plan to collect data to measure the success of the project. We will meet the following FY21 Permissible Activities: use of the culturally informed Math in a Cultural Context (MCC) resources; Implementation of tutoring and academic enrichment to improve student achievement; Inclusion of counseling services to address social/emotional needs post COVID; and; Incorporation of Elders in the summer learning program

Applicant Name: Arctic Slope Community Foundation, Inc.
PR Award Number: S356A210037
Funding Amount: $3,957,878

Arctic Slope Community Foundation, Inc., Project Learn: Academic & Cultural Enrichment for Alaska Native Youth is a partnership between Arctic Slope Community Foundation (ASCF) and Boys & Girls Clubs of Southcentral Alaska (BGCAK) to provide educational and cultural enrichment activities to 2,000 Alaska Native students in 16 rural Alaska communities: Utqiaġvik, Kotzebue, Kivalina, Noorvik, Selawik, Brevig Mission, Nome, Saint Mary’s, Togiak, Naknek, Sand Point, Tyonek, Kake, Klawock, Saxman, and Metlakatla. Project Learn goals and activities include: 1. Providing academic enrichment through high yield learning activities (HYLA), both on-site and remotely, focused on culturally relevant language and literacy that Alaska Native youth find engaging and fun. 2. Establish and maintain a coordinated team of staff in rural Alaskan communities through the Youth Program Quality Initiative using a participatory approach to improving staff educational practice to provide safe, supportive, and engaging learning experiences for students; and, 3. Increase the percentage of Alaska Native students who demonstrate an increase in reading proficiency. ANEP mandatory activities are met under the Elementary & Secondary Education Act of 1965 as amended by the Every Student Succeeds Act of 2015, 20 U.S.C. 7546 given Project Narrative and Budget Narrative for Project Learn outline the development and implementation of plans, methods, strategies, and activities to improve the educational outcomes of Alaska Native students, specifically related to language and literacy tied to reading: Section 6304, (a)(2)(A). Project Learn also describes the use of regular student assessment in reading level and achievement as part of a larger method of collecting data to assist in the evaluation of this ANEP program. Project Learn engages in permissible activities requirements described under Section 6304(a)(3), including (F)(i) educational enrichment, and culturally based educational programming.

Applicant Name:  Central Council of Tlingit & Haidia Indian Tribes of Alaska
PR Award Number: S356A210035
Funding Amount: $2,587,915

Central Council of Tlingit & Haidia Indian Tribes of Alaska, REWARD (Remote Education With Achievement, Resiliency, and Discovery) Project Objectives include: (1) Increase AN graduation rates. (2) Increase the number of students accessing remote learning. (3) Increase AN proficiency rates in literacy skills at the 8th grade level. (4) Improve SEL and resilience skills that are critical to educational success by increasing the number of adult mentors/Anchors in the lives of AN students. (5) Integrate cultural standards into classrooms. Activities include: (1) Provide improved reliable high-speed internet, digital learning devices, software applications, remote learning programs, and staff PD that will support robust remote learning opportunities for all learners. (2) Improve literacy by implementing online Tier 1-rated WWC online instructional programs. (3) Facilitate the development SEL and resilience skills through evidence-based Check & Connect-type activities that will provide enhanced webs of supports by enriching student relationships with more caring and deeply connected adult mentors. (4) Provide ongoing PD to educators and community adults on becoming mentors/Anchors, educator resilience, implementing SEL/resilience activities for students, implementing cultural standards into daily instruction, and utilizing technology and educational software. The project will serve approximately 913 AN students in grades 6-12, along with educators and community members. The number and location of proposed sites include: 5 school districts located in Juneau and on Prince of Wales Island: Juneau, Southeast Island, Craig City, Klawock City and Hydaburg City school districts.

Applicant Name: The Native Village of Kongiganak
PR Award Number: S356A210046
Funding Amount: $2,253,066

The Native Village of Kongiganak, Strengthening Our Language and Culture; Qaneryaramta Piciryaramta-llu Pinirillerkaa is a partnership project between the federally recognized Native Village of Kongiganak (KTC), Alaska, and The Lower Kuskokwim School District (LKSD), the Local Education Agency serving Kongiganak and 23 other Central Yupiit Villages. Project objectives will be the creation of Yugtun Piciryaranek Qaneryaranek-llu Cuqyun, a Yugtun Proficiency Test part 2, grades 7-12; digitize Parts 1 (K-6) and 2 (7-12) for remote student assessment from a website; and community designed and implemented Yugtun Language preservation and Culture Activities. The target population for this grant is all students, K-12, enrolled in bilingual program schools, 2,529 students and all residents in the Villages of Kongiganak and Tuntutuliak. The number of proposed locations will be 19 school sites in the Lower Kuskokwim School District.

Applicant Name: Sealaska Heritage Institute
PR Award Number: S356A210016
Funding Amount: $2,383,888 (Under American Rescue Plan); $3,651,187 (under ANE FY 2021 Appropriation)

Sealaska Heritage Institute, Our Box of Treasures: Deepening the Connections four goals for the project are proposed, to actualize SHI’s commitment to create a NWC Arts capital in Juneau: (#1) Expand the UAS Northwest Coast Arts degree program, increase enrollment, provide scholarships to 20 UAS students/year; (#2) Expand dual credit courses, resources, and delivery methods for NWC Arts Career Pathways in Juneau, Sitka, and Klawock school districts, enroll 100 students/year; embed ethno-mathematics into integrated math/NWC Arts classes and summer Latseen Arts Academy (30 students/year); (#3) Train and support 6 teams of 2 high school teachers and 2 Native artists per team, augmented by visiting AN artists; and (#4) Produce and publish in SHI’s online Arts Campus library high quality, vetted lessons and place-based, cultural resources; produce demonstrational videos of lessons. NWC Arts will be taught in 6 high schools in Juneau, Sitka and Klawock, and at UAS and on the Sealaska Heritage Arts Campus (see attached MOA’s). Through sequential multi-year courses and summer programs, career pathways, and professional development the Project will serve over 450 students in grades 9 – 16, and 75 adults, including Alaska Native artists, cultural specialists, UAS staff and faculty, and high school teachers and assistants in three locations. Strong leadership, dedicated UAS faculty and high school teachers, and highly qualified Alaska Native teachers, artists and cultural specialists create the situation that now is the ideal, fertile time for full implementation of our plans. The Arts Campus will have classrooms equipped with technology to design and deliver virtual and in person NWC classes and training, a library of iPad kits to loan to low-income, under-represented AN students, giving them access to high quality arts courses, arts software applications, and embedded assistive technology. The Arts Campus has indoor and outdoor spaces for the creation of art and hosting of cultural and educational gatherings. This Project, as reflected in the Management Plan, addresses 3 mandatory activities through lesson plan development of integrated NWC arts lessons, professional development of high school teachers and Alaska Native Teaching Artists, and enrichment programs through inschool residencies and the summer Latseen Arts Academy.

Applicant Name: Sealaska Heritage Institute
PR Award Number: S356A210026
Funding Amount: $2,455,678 (Under American Rescue Plan); $3,761,141 (Under ANE FY 2021 Appropriation)

Sealaska Heritage Institute, Opening the Box of Traditional Ecological Knowledge: STEAM Pathways for High School Students is taking a multipronged approach to achieve program goals, objectives, activities, and outcomes to establish a regional pathway for Native students as they transition into high school (HS) and beyond by partnering with six school districts, two urban, Juneau and Sitka, and four rural, Chatham, Wrangell, Klawock, and Hoonah. Goal 1 will establish a regional 13-member community of practice (CoP) composed of teachers and cultural specialists from partner school districts. The CoP will receive a total of 520 hours of cultural training and professional development workshops to position them to confidently develop and successfully implement culturally relevant STEAM curriculum coupled with Traditional Ecological Knowledge (TEK). TEK STEAM curriculum will be integrated into existing science courses, taught in two newly developed TEK STEAM courses, and provided in a remote learning platform, V-STEAM, for rural school districts. The CoP will be supported by cultural specialists, a STEAM coordinator and specialist, project assistant, and TEK-STEAM specialist. Goal 2 will provide equitable educational and professional opportunities through real world STEAM research challenges for HS students increasing interest in STEAM HS courses and postsecondary educational opportunities and to build their identity as a STEAM professional that is aligned with their cultural identity and values. Summer academy opportunities will enable students to receive HS science credit and college credit (dual enrollment) with University of Alaska, and build peer networks through AISES chapters. Students will receive yearlong mentorship from a STEAM professional either in person or remote mentorship. Goal 3 will establish a regional network of STEAM professionals to provide mentorship, coaching and internship/job shadow opportunities. Mentors and coaches will participate in cultural and mentorship training and complete a mentoring workbook with their mentee. This TEK STEAM Pathway Program will impact 1,858 HS students, of which 25% or 455 are Alaska Native, through in class and remote TEK STEAM courses over 3 years, 120 Alaska Native students through Summer Academies, and 60 Alaska Native students in post-graduation internship/job shadow opportunities with a STEAM professional. In addition, the program will impact the 13-member CoP, 12 additional STEM teachers, 2 Cultural Specialists from 6 school districts from across Southeast Alaska, 4 Elders, 120 STEAM professionals, and 6 AISES coaches. The program addresses three mandatory activities through culturally relevant TEK STEAM curriculum and course development, professional development of HS teachers, cultural specialist, STEAM professionals. In addition, enrichment opportunities provided for Alaska Native HS to participate in real world STEAM research challenges, receive mentorship/coaching from STEAM professionals and internship/job shadow opportunities.

FY 2019 Competition Abstracts

Applicant Name: Sealaska Heritage Institute
PR/Award Number: S356A210072
Funding Amount: $3,042,211

Sealaska Heritage Institute seeks federal assistance to implement The Haa Latseen Initiative –Culturally Responsive College and Career Readiness Programming in Southeast Alaska. In 2018, the Alaska Native high school graduation rate in nine communities in Southeast Alaska ranged from 33%-100%. Funding for the postsecondary scholarship program administered by Sealaska Heritage Institute (SHI) increased significantly for the 2018-19 academic year, but only 20% of the Native students who graduated from high school in the nine communities applied for/received a scholarship administered by SHI. Further, over 28% of the tribal high school students in our region report having considered suicide (2017) – attesting to the need for programs to promote social and emotional well-being for Alaska Native youth throughout Southeast Alaska. This program will serve 2,100 Alaska Native middle school and high school students (grades 6-12) and their families in nine communities located in Southeast Alaska. Activities will include hiring and training a College and Career Liaison and supporting their development and delivery of biannual college and career readiness programming to middle and high school students in nine communities; hiring and training a High School Counselor to work with Native students at Juneau’s Alternative High school to complete PLP’s and raise high school graduation rates from 31% to 46% by Year 3. The project also develops and implements annual Latseen Academies and bi-annual tours of urban postsecondary education programs.

Applicant Name: Fairbanks Native Association
PR/Award Number: S356A210073         
Funding Amount: $1,216,277

Fairbanks Native Association, an Alaska Native non-profit that has the experience providing educational programs, seeks federal assistance to implement the Circles of Support Project at Ryan Middle School and Lathrop High School in Fairbanks, Alaska. Circles of Support will deliver academic intervention and social-emotional services in a culturally relevant methods through tutors and family services coordinator, meeting NIA mandatory activity #1. There will also be a Summer Enrichment & Academic program. All activities will be evaluated through qualitative and quantitate methods, meeting NIA mandatory activity #2. This project targets 70 students annually each at Ryan MS and Lathrop HS, for a total of 420 students over three years.

Applicant Name: EXCEL Alaska
PR/Award Number: S356A210074
Funding Amount: $4,370,577

EXCEL Alaska seeks federal assistance to provide focused academic assistance in reading, mathematics and science to meet the needs of 428 students across 7 school districts (56 rural/remote villages) within the Yukon-Kuskokwim, Yukon Koyukuk, and Yukon Flats region. This project will involve providing job tours, shadows, OJT, and internship opportunities for students to connect daily classroom instruction to future employment opportunities; guiding students to create electronic work/life skills portfolio (cover letter, resume, letters recommendation letters for postsecondary scholarships and employment, and complete grade related Personal Learning Career Plans; providing students with employability skills training, occupational endorsements and state or national recognized employment certificates; working closely with school district stakeholders to guide students with graduation requirements, postsecondary training and employment; providing students focused instruction in leadership, employability (soft), independent living, and healthy life skills; developing and encourage cultural awareness and the capacity to live/work independently in rural/remote and/or urban environments; and providing 30 days (per calendar year) of professional development to EXCEL instructional staff regarding culturally appropriate/relevant instructional methods.