Grants Awarded

Grantee Name: Aleut Community of St. Paul Island Tribal Government PR# S45B200020
Project Name: Decoding the Future: Unangan Tunuu 2020 # of Students Served: 55
Tribe(s): Aleut Community of St. Paul Island Location: Alaska
Language(s): Unangan (Western Aleut) Grade Level: PK-12
Absolute Priority: 2 Funding Amount: $131,314
In partnership with Pribilof School District and Ilisagvik College, the Aleut Community of St. Paul Island Tribal Government (ACSPI) will hire Native language staff and expand and adapt the current Unangan (UT) native language curriculum to scaffolded online pathways through the Canvas online learning management system (LMS) that includes site-specific, culturally informed ancient ways of learning and knowledge and is informed by input from the community, Elders, parents and local educators. The project goals are to (a) scaffold and expand the current UT language program through response to instruction formative assessment techniques; (b) adapt and digitize UT language curriculum so it is available through a learning management system; (c) train teachers and instructors in use of UT language curriculum and integrate and connect UT and Coding programs in co-seated learning cohorts through the LMS; and, (d) using Title VI funds and ACSPI general funds, sustain the program beyond the proposed funding cycle of this grant. The school is the St. Paul Island School, which is the largest school in the Pribilof School District. This K-12 primary school serves St. Paul and St. George island communities. The estimated number of participants is 55 students.
Grantee Name: Anchorage School District PR# S415B200006
Project Name: Project Anglicarluk Yugtun Uivengqelriaput (Expanding our Yup’ik Circle) # of Students Served: 120
Tribe(s): All Alaska Natives Location: Alaska
Language(s): Yup’ik Grade Level: 3-5
Absolute Priority: 2 Funding Amount: $169,012
  Anglicarluk Yugtun Uivengqelriaput (Expanding our Yup’ik Circle) is a three-year project to expand, improve and sustain the current Yup’ik immersion program in the Anchorage School District (ASD) in Anchorage, Alaska. The current one-way immersion program was the district’s first Indigenous language immersion program in Yup’ik (Yugtun). Consortium partners are Cook Inlet Native Head Start (CINHS), Alaska Native Heritage Center, Clare Swan Early Learning Center, and University of Alaska Anchorage Alaska Native Studies Department. The Lower Kuskokwim School District will become a sister Yup’ik language immersion school, sharing Yup’ik immersion expertise and curriculum. ASD will expand its current immersion program at College Gate Elementary, a K-6 elementary school with a 36% Alaska Native/American Indian student population, with the goal of serving 120 new students by the end of the grant period. ASD’s elementary language immersion programs are school-within-a-school programs in seven of the district’s neighborhood schools. The elementary immersion programs continue into designated feeder middle and high schools. Currently in ASD, approximately 2,900 students are enrolled in K-12 language immersion programs. All ASD immersion programs are considered “choice programs” and entrance is lottery-based.
Grantee Name: Browning Public School District PR# S415B200017
Project Name: Ai po yii Speaking the Blackfeet Language # of Students Served: 225
Tribe(s): Blackfeet Tribe Location: Montana
Language(s): Blackfeet Grade Level: K-12
Absolute Priority: 2 Funding Amount: $115,000
  The goals of the Ai po yii, Speaking the Blackfeet Language initiative are to (a) improve student academic outcomes through speaking and understanding the Blackfeet language, (b) develop pre- and postprogram assessments for K-12 students for the Blackfeet language, and (c) encourage sharing of Blackfeet cultural knowledge using digital media technology. The Blackfeet language teachers and our remaining Blackfeet language-speaking Elders will take part in professional development learning communities designed to enhance the teachers’ knowledge of the Blackfeet language and history by exploring new pedagogy methods. All students in grades K-12 who participate in the Blackfeet language immersion courses will increase their levels of speaking and writing by 10% each year. The Blackfeet/Native American Studies department will expand on the existing language curriculum, strengthening coordination by determining language proficiency by grade level. Our Class 7 Blackfeet Language teachers, certified teachers, parents and students will be trained in the ASLA method. Due to COVID-19, the district has moved to online course delivery until it is safe for in-person interaction. The department will explore types of online course content and delivery methods for lessons related to Blackfeet language and culture.
Grantee Name: Mescalero Apache Schools PR# S415B200018
Project Name: Mescalero Apache Language Project # of Students Served: 704
Tribe(s): Mescalero Apache Tribe Location: New Mexico
Language(s): Mescalero Apache Language (MAL) Grade Level: K-12
Absolute Priority: 2 Funding Amount: $289,642
  The Mescalero Apache Schools (MAS) are Bureau of Indian Education (BIE)-funded schools located on the Mescalero Apache Reservation of southcentral New Mexico. The primary objective of this project is to offer Mescalero Apache language (MAL) instruction at the Mescalero Apache Schools that approximately 704 students attend. Closely related to MAL teaching is the “project service” of preserving and maintaining the Mescalero Apache Language. The project will develop MAL materials and organize them into a multimedia, progressive and culturally based MAL curriculum, to become part of the Tribal MAL Archive that is presently maintained by Ndé Bizaa’. The project will support MAS efforts to (a) Hire six MAL teacher aides to assist current MAL teachers at the MAS; (b) provide formal training for eight MAL teachers and six teacher aides; (c) certify six MAL teacher aides as New Mexico State Native Language Instructors so they are prepared to become the next generation of MAL teachers at the MAS; (d) incorporate grandparents, parents and other guardians in MAL instructional activities at the schools; and (e) produce a MAL multimedia, progressive and culturally based curriculum for K-12 students at the MAS.
Grantee Name: Navajo Preparatory School, Inc. PR# S415B200013
Project Name: Diné Soaring: An Oral Language Tradition # of Students Served: 281
Tribe(s): Navajo Nation Location: New Mexico
Language(s): Navajo Grade Level: 9-12
Absolute Priority: 1 Funding Amount: $136,080
  The Diné Soaring—An Oral Language Tradition program will serve 281 students in grades 9-12 at Navajo Preparatory School, a college preparatory high school with 98% Native American students. The program will fully interweave the Navajo language, culture and history into the school’s academic college preparatory program to create a Navajo culture of learning across the school. The introduction of storytelling to the school’s language program saves the memories and heritage of families, and links parents to their children’s education in a personal and meaningful way. This Navajo Language and Culture program will begin in ninth grade, moving students toward fluency across high school and by 11th grade. In the 12th grade, students will continue their studies of Navajo, but focus on learning the cultural component in more depth. Each course in the sequence (Navajo I through IV) has its own assessments and targeted proficiency levels — Novice, Intermediate, Advanced and Bilingual Seal (DODE) and Navajo Language & Culture Test (DODE). Navajo Prep will work to achieve the following outcomes: (1) 100% of students (281) in grades 9 to 12 will be enrolled in Navajo language curriculum, (2) ongoing professional development for all Navajo language teachers as well as teaching and administrative staff, (3) student fluency in oral Navajo language increases 20% from pretest outcomes, (4) student written skills in Navajo language increase 20% from pretest outcomes, (5) 75% of students will videotape stories from their family and elders, (6) 80% of students who “story-tell” self-report a greater sense of identity through storytelling, and (7) 75% of parents participate in family storytelling.
Grantee Name: Oneida Nation PR# S415B200004
Project Name: Language Nest Expansion Project (LNEP) # of Students Served: 434
Tribe(s): Oneida Tribe Location: Wisconsin
Language(s): Oneida Grade Level: PK-5
Absolute Priority: 2 Funding Amount: $94,991
  The Language Nest Expansion Project (LNEP) specifically targets and serves students within the Oneida Nation School System (ONSS). The goal of the LNEP is to increase the number of Oneida language speakers who are proficient and conversationally competent by expanding immersion programming for students, parents and staff of the Tehatiw^nakhwa Language Nest. The goal is to expand the Nest into the elementary grade levels within ONSS, which has 434 students total that will benefit from this project. The program is a place where Oneida language and culture can be learned intergenerationally, thus bridging the gap between the generations that have experienced the most critical language loss. Objective 1: By the end of the project period, two Oneida Language Immersion instructor trainees will have increased their abilities in Oneida language immersion pedagogy by three steps measured by the Center for Research on Education, Diversity, and Excellence, Early Childhood Education standards for effective Indigenous pedagogy. Objective 2: By the end of the project period, Language Nest students will increase their proficiency of the Oneida Language by three steps as measured by the Oneida Language Proficiency scale. Objective 3: By the end of the project period, parents/caregivers/families of students in the Language Nest will increase overall cultural well-being by two levels as measured by the cultural connectedness scale by participating in bimonthly Language Nest engagement activities conducted by the Oneida Language Immersion instructor trainees.
Grantee Name: Red Cloud Indian School PR# S415B200007
Project Name: Woiwahoye Gluotkunzapi “Keeping the Promise” # of Students Served: 120
Tribe(s): Oglala Sioux Tribe Location: South Dakota
Language(s): Lakȟóta Grade Level: K-5
Absolute Priority: 2 Funding Amount: $297,000
  The Woiwahoye Gluotkunzapi “Keeping the Promise” project serves the Oglala Lakȟóta community of the Oceti Sakowin. The project goal is to transform Red Cloud School into a K-5 immersion language school and build on the foundational work of the Administration for Native Americans Grant with the launch of the Red Cloud School Lakȟóta Language Program. The Red Cloud Indian School will focus on four areas over the next three years: (1) work with at least 120 students to increase their Lakȟóta language fluency by providing them an immersion education of at least 720 hours of instruction through the Lakȟóta language each year, (2) increase teacher capacity and school capacity to support teachers to provide immersive Lakȟóta instruction to the elementary school students, (3) increase the engagement of family members, and (4) include Elders in classrooms as a critical component to the success of the program.
Grantee Name: ISD #625, Saint Paul Public Schools PR# S415B200015
Project Name: Dakhóta Uŋkíyapi kte. – We Will Speak Dakota # of Students Served: 311
Tribe(s): Multiple Sioux tribes Location: Minnesota
Language(s): Dakota Grade Level: K-12
Absolute Priority: 2 Funding Amount: $292,104
  The Dakhóta Uŋkíyapi kte. – We Will Speak Dakota project will increase Dakota language teaching capacity in St. Paul Public Schools (SPPS). Native students who live in urban areas do not have access to materials and services that are available on reservations and this project aims to close this gap. The goals of this project are to increase the language learning capacity beginning with our K-8 students, with the possibility for further teacher and material development for high schoolers. The primary beneficiaries of this project are the 311 students enrolled in the Dakota language programs at the American Indian Magnet School (K-8) and Harding High School (9-12), the two SPPS schools with Dakota language programs. While the primary beneficiaries of this project are SPPS students, the secondary beneficiaries are the entire Dakota community across the United States. Dakhóta Owóksape will enable urban Dakota community members to learn their ancestral language no matter where they live. This project will offer (1) professional development for Dakota teachers through a Dakota Summer Institute; (2) a new Dakota teaching position; (3) Dakhóta Owóksape, an e-learning platform for Dakota; and (4) math, science and social studies materials in the Dakota language. With help from Dakhóta Iápi Okhódakičhiye, a four-year liberal arts college in Minnesota with strong world language and immersion education programs, and the Lakota Language Consortium (LLC), Dakhóta Uŋkíyapi kte will train teachers, create an interactive and adaptive digital learning platform, and develop Dakota language textbooks.
Grantee Name: Shoshone-Paiute Tribes of the Duck Valley Indian Reservation PR# S415B200019
Project Name: Shoshone-Paiute Tribes Shoshoni and Paiute Language Project # of Students Served: 116
Tribe(s): Shoshone-Paiute Tribes of the Duck Valley Indian Reservation Location: Idaho and Nevada
Language(s): Shoshoni and Paiute Grade Level: K-12
Absolute Priority: 1 Funding Amount: $141,452
  The Shoshone Paiute Tribes (SPT) will introduce teaching of the Paiute language into the schools, as well as onto the Duck Valley Indian Reservation (DVIR), in conjunction with the limited Shoshoni language instruction already taking place. The Shoshone-Paiute Tribes of the Duck Valley Indian Reservation have a single overarching goal for the project: To build a sustainable Paiute and Shoshoni language instruction program on the Reservation that has achieved fluency in 20 percent of the on-Reservation members by the end of the project. To achieve this goal, the Shoshone-Paiute Tribes will hire staff to develop an instructional program with a large family engagement component, train language teachers, and adopt a curriculum and assessment protocols in conjunction with the Paiute and Shoshoni Language Team. The population to be served by this grant proposal includes the approximately 1,696 resident community members of the DVIR. Fundamentally, the SPT envision a community language program that requires both in-school and community-based instruction.
Grantee Name: Yukon-Koyukuk School District PR# S415B200010
Project Name: Alaska Native Educational Language Development for Enlightenment and Respect and Instructional Integration (AN ELDER II) # of Students Served: 315
Tribe(s): Hughes Village Huslia Village, and Native Village of Minto Location: Alaska
Language(s): Denaakk’e and Benhti Kokhut’ana Kenaga’ Grade Level: K-12
Absolute Priority: 2 Funding Amount: $63,984
  Alaska Native Educational Language Development for Enlightenment and Respect and Instructional Integration (AN ELDER II) is an Alaska Native (AN) language program proposed by a consortium led by the Yukon-Koyukuk School District (YKSD) as the lead applicant and fiscal agent certified by the Hughes Village Council, Hudotl’eekkaakk’e Tribe. YKSD’s Board is 100% AN and is closely working with Hughes, Huslia, and Minto Tribal Councils and Tanana Chiefs Conference to expand Athabascan language instruction to the District’s 315 village students. More than 98% of the village school students are AN (Athabascan) whose critically endangered Native languages are Denaakk’e and Benhti Kokhut’ana Kenaga’. The project goals include increasing the number of students attaining proficiency; increasing the number of students who show progress in learning NL development; increasing the number and percentage of participating students improving in academic outcomes; and increasing average daily attendance. The project will support staff with Native language professional development, support students with Native language workbooks, and provide the community with Native language activity nights.
Grantee Name: Waadookodaading Ojibwe Language Institute, Inc. PR# S415B200023
Project Name: Giikishkaa: Those Who “Move Ahead and Advance Forward” # of Students Served: 60
Tribe(s): Lac Courte Oreilles Band of Lake Superior Chippewa Indians of Wisconsin Location: Wisconsin
Language(s): Ojibwe Grade Level: 9-12
Absolute Priority: 2 Funding Amount: $385,632
  The Giikishkaa Project will expand existing programs to ensure Waadookodaading students achieve high levels of Ojibwe language proficiency and academic success in all core subjects by developing new curriculum and assessments, and by increasing the cultural competency of instructional staff. The three-year objectives of the project include extending the Ojibwe medium curriculum and instructional program to serve grade 9-12 high school students in our new dual language, Ojibwe/English medium high school by developing an environmental project-based learning curriculum that synthesizes Indigenous and Western environmental sciences to take care of and protect Aki, our Earth; ensure 80% (n~40) of grades 9 –12 students will improve Ojibwe proficiency and literacy by at least one ACTFL sub-level or alternative individualized education plan benchmark as assessed through annual pre-and post-test comparisons using valid and reliable classroom-based assessments administered by licensed instructors; and have in place at least 15 instructional staff who demonstrate their ability to apply 12 or more skills they have learned by successfully completing subsistence/cultural skills training each month by achieving measurable benchmarks established in consultation with culture specialists and measured by new outcome scales.

Last Modified: 08/12/2021