Discretionary Grant Programs
Grantee Spotlight
NAL@ED Grantee Enemy Swim students competed at the Lakota Nation Invitational Language Bowl. The 3rd – 5th grade students placed 2nd in their elementary division and Middle School students won the Middle School division. For the competition, the students had to do rapid fire vocabulary, a demonstration in the Native Language, introductions in Dakota, and sing a song in their Native Language.
The Office of Indian Education has eight grant programs, funding 178 grantees. The OIE Discretionary Team supports its grantees with many technical assistance resources and events, and an annual Project Directors meeting. You may review a brief description of each program below. The program names are hyperlinked to the landing page for that specific grant program, where you will find more detailed information and resources.
There are 15 ARP–AIRE grantees. The purpose of the ARP–AIRE program is to support Tribal educational agencies (TEAs) in the provision of direct services to Indian children and youth.
To learn more, visit the ARP-AIRE Program Page.
Accessing Choices in Education (ACE):
There are 39 ACE Grantees. The purpose of the ACE program is to expand educational choice by enabling a grantee to select a project focus that meets the needs of their students; enabling students and families to choose education services by selecting the specific service and provider desired.
Native Youth Community Projects (NYCP):
There are 43 NYCP grantees. NYCP projects are focused on a defined local geographic area to be served by the project and centered on the goal of ensuring that Indian students are prepared for college and careers.
Native American Teacher Retention Initiative (NATRI):
There are 16 NATRI grantees. The purpose of the NATRI program is to provide financial assistance to projects that develop, test, and demonstrate the effectiveness of services and programs to improve the educational opportunities and achievement of Indian students attending preschool, elementary, and secondary schools.
To learn more visit the Demo Program Page.
There are 16 NAL@ED Grantees. The purposes of the Native American Language Program (NAL@ED) are to support schools that use Native American and Alaska Native languages as the primary language of instruction; maintain, protect, support, and promote the rights and freedom of Native Americans and Alaska Natives to use, practice, maintain, and revitalize their languages (Native American Languages Act of 1990); and improve educational opportunities and student outcomes within Native American and Alaska Native communities.
To learn more, visit the NAL@ED Program Page.
There is 1 national grantee and 3 regional grantees under the NALRC program. The purpose of NALRC grants, which further aligns resources provided by the Department with the policies in the Native American Languages Act (NALA), 25 U.S.C. 2901, is to support establishing, strengthening, and operating one or more Native American language resource centers.
To learn more, visit the NALRC Program Page.
There are 48 PD Grantees. The PD program is a competitive discretionary grant to increase the number of qualified Indian individuals in professions that serve Indians; and to provide training to qualified Indian individuals to become teachers and administrators.
To learn more, visit the PD Program Page.
There are 5 grantees/ The purposes of the STEP grant program are to: promote increased collaboration between TEAs and the SEAs and LEAs that serve their students; build capacity of TEAs to conduct administrative functions under certain ESEA formula grant programs for eligible schools; and support trilateral partnerships between Tribes, States, and the Federal government.
To learn more, visit the STEP Program Page.
Active Grant Competitions
The Notice Inviting Applications (NIA) for the fiscal year 2023 Native American Language (NAL@ED) Discretionary grant program competition is now available. Visit the NAL@ED How to Apply page to learn more.
Meet the Discretionary Team
Donna Sabis-Burns, Ph.D. (Mohawk)
Dr. Donna Sabis-Burns is a Supervisory Program Specialist/Group Leader to the Office of Indian Education’s Discretionary Grant Team. She is a Haudenosaunee-Mohawk citizen. She oversees 9 grant programs, is a subject matter expert for three government contracts, acting program officer, and supervises a dedicated, passionate, and hard-working team.
Donna’s career philosophy embodies providing public service and serving as an advocate to voices that are often unheard. She holds a Ph.D. (Curriculum u0026amp; Instruction), M.A. (Language. Literacy, Culture), and a B.A. (Elementary Education) from the University of Florida in Gainesville. She has been a classroom teacher, college professor, Administrative Officer with DoDEA, Deputy Assistant Superintendent in D.C., a Warranted Grants Officer with the Department of State, and a Grant Manager for OIE.
Donna has published textbook chapters and several peer-reviewed articles, mainly on Indigenous representation in literature for children and young adults. After being stationed in Belgium for five years, and most recently in Hawai’i, she has many stories to share such as swimming with sharks, getting lost in the Bavarian Alps, and touching the Wailing Wall in Jerusalem. She loves UF football (Go Gators!), photography, sea glass hunting, and spoiling her three grandchildren.
Donna Bussell, M.Ed. (Apache, Comanche, Caddo)
Donna Daa ta tsla Neshakulah Jay Bussell is a citizen of the Na-i-Sha (Apache Tribe of Oklahoma). She is also Nʉmʉnʉʉ (Comanche Nation of Oklahoma) and Na’-A-Wih Ta’-Sha (Caddo Nation of Oklahoma). Donna grew up in rural Oklahoma with her grandparents where she was deeply involved with her Apache, Comanche, and Caddo traditions. Donna has been involved in Indian education her entire life. Her Comanche grandmother, who raised her, was a JOM Indian tutor and her Caddo grandmother was a teacher at Riverside Indian School.
Because of these influences Donna became a Indian education tutor at Anadarko Public Schools. She began her teaching career at Washita Valley Head Start, then went to Anadarko Public Schools and ended her classroom teaching career at Mustang Public Schools where she was voted Teacher of the Year. She left the classroom to advocate for Indian Education and became the Tribal Services Director at Anadarko Schools. Donna worked with several Tribal Nations and community organizations to fuel the efforts of advancing Native American students. She was a board member of the America Heart Association S.H.A.R.E coalition (Indian Advocacy), a member of the Oklahoma Southwest Indian STEM alliance, and a Representative in the Oklahoma Council for Indian Education.
She began her position at the US Department of Education, Office of Indian Education in December 2020. She received a Bachelors in Natural Science at the University of Science and Arts of Oklahoma, a Masters in Reading certified as a Reading Specialist from Cameron University and will complete her Masters in Indian Law and Policy from the University of Oklahoma 2024. She has 4 kids and 3 grandbabies. Working with her Native communities throughout Indian Country is a blessing.
Nii Ka T’aa T’ez Nii, (Apache, Thank You) Ura (Comanche, Thank You), Howwih (Caddo, Thank You)
Linda Brake, Ph.D.
I have spent the majority of my career assisting students with learning challenges that many would assume would limit their academic success, but those students continued to demonstrate high levels of performance in spite of those variables. I strongly believe in the importance and impact of teachers on our students. My employment background is rooted in Local Educational Agencies in NC, TN as well as AZ. Also, I served as the Special Education ISS within the DoDEA at Fort Campbell, KY.
My hobbies include hiking, bike riding and cruising. I love music cruises and listening to all types of music. I also follow University of Kentucky Basketball – Go Cats!
Hannah Kozik, M.A.
Hannah Kozik joins the Office of Indian Education as a Leadership for Educational Equity Fellow and an Education Program Specialist in the Discretionary Grants office. Prior to joining ED, Hannah taught elementary education for thirteen years across New Mexico, Virginia, and Washington, DC. During her tenure as a teacher in Virginia, she worked in teacher leadership as an equity and culturally responsive lead, analyzing curriculum materials and providing school-wide professional development on diversity, inclusion, and equity.
She has additional experience as a fellow for Virginia Learns and the South Dakota Educational Equity Coalition. While earning her M.A. in Education Policy and Advocacy from Georgetown University, Hannah served as a consultant for Virginia State Delegate Mark Keam. She also holds a M.A. degree in K-8 Education from the University of New Mexico, and a B.A. in Literature from Marlboro College. She lives in Washington, DC with her husband and their dog, Mac.
